Curriculum Guide for Physical Education Parent Guide

Transcription

1 Curriculum Guide for Physical Education Parent Guide District Mission The South Brunswick School District will prepare students to be lifelong learners, critical thinkers, effective communicators and wise decision makers. This will be accomplished through the use of the New Jersey Core Curriculum Content Standards (NJCCCS) and/or the Common Core State Standards (CCSS) at all grade levels. The schools will maintain an environment that promotes intellectual challenge, creativity, social and emotional growth and the healthy physical development of each student. ~Adopted Curriculum Aligned to NJ Core Curriculum Content Standards (NJCCCS) Annual Board Approval of Physical Education Curriculum August 2015 This curriculum is approved for all regular education programs as specified and for adoption or adaptation by all programs including those for Special Education, English Language Learners, At- Risk Students and Gifted and Talented Students in accordance with Board of Education Policy. 1

2 Note to Parents The curriculum guide you are about to enter is just that, a guide. Teachers use this document to steer their instruction and to ensure continuity between classes and across levels. It provides guidance to the teachers on what students need to know and able to do with regard to the learning of a particular content area. The curriculum is intentionally written with some spaces in it so that teachers can add their own ideas and activities so that the world language classroom is personalized to the students. How to Read the Curriculum Document Curriculum Topic Grade Level Summary Rationale Interdisciplinary Connections 21 st Century Connections Terminology Standards Enduring Understandings Essential Questions Objectives Assessments Lesson Plans & Pacing Resources Area of content (e.g. Science) Course or Unit of Study (e.g. Biology) Grade Level Cluster (e.g. High School) or specific grade level (e.g. Kindergarten) A brief overview of the course or unit of study. A statement as to why we are teaching this course or unit. Which other areas of content to which there is major linkage. For example, a health education unit might link to science, language arts, social studies, art, physical education, etc. How this course or unit is preparing students to be college and career ready. Referred to as S.A.L.T., each course or unit indicates which of the following it is building: Skills such as critical or creative thinking, collaboration, communication, or core values Awareness such as global, cross- cultural or career. Literacy such as information, media, technology, etc. Traits necessary for success in life and careers such as productivity. Key vocabulary and terms Here you will find the standards that this course or unit of study is addressing. Our curriculum is standards- based. The standards are the foundation of the unit. You can get more information on state standards by going to the NJ Department of Education at The big ideas, concepts or life lessons that students walk away with at the end of a unit of study. Open ended questions that are considered throughout the unit of study. These are big, worthy of wonder questions often with multiple responses. The discrete skills and knowledge that students will gain during the unit of study. Assessments (tests, quizzes, projects, activities) that tell us if the students grasped the enduring understandings of the unit. Scope and sequence of lessons: how many, how long & approximately in what order. Major resources associated with the course or unit. 2

3 Acknowledgments We are appreciative of the leadership provided by our curriculum specialists as well as the talent, work and effort of the teachers who served on our curriculum writing teams. In many cases, our units are home- grown. While aligning with state and national standards, they are designed with the needs of the South Brunswick student population in mind. Articulation The Physical Education teachers throughout the District meet several times each year in Job Alike Groups and Professional Learning Communities to keep abreast of curricular and programmatic trends, changes and issues and to analyze student progress data. Physical fitness is not only one of the most important keys to a healthy body, it is the basis of dynamic and creative intellectual activity. ~ John F. Kennedy 3

4 Table of Contents Overview of Physical Education K-12 Philosophy/Mission/Goals/Overview Habits of Mind Program Environment and Delivery Enduring Understandings, Essential Questions, Assessments Fitnessgram 21 st Century Connections National and State Standards for Physical Education Resources Physical Education Curriculum Maps K-12 Curriculum Maps: Scope and Sequence Charts o Elementary o Middle o High School Elementary Curriculum Mission Description Standards Enduring Understandings Essential Questions Knowledge and Skills Terminology Assessments 21 st Century Connections Resources Suggested Skills/Activities 4

5 Overview: Physical Education Statement of Philosophy/Goals Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity. It is our goal that our students will know the benefits of their choice to be involved in physical activity and have a mindset that values physical activity and its benefits in sustaining healthy lifestyles. Physical activity is critical to the development and maintenance of good health for both the body and the mind. Studies have shown a correlation between fitness and academic performance: Physical Fitness Level = Academic Achievement. The New Jersey Department of Education combines standards for Health and Physical Education in its development of standards. The South Brunswick School District recognizes this clear connection but chooses to separate these content areas in order to emphasize the unique importance of each. This is why The Physical Education Curriculum was prepared using the National Standards for Physical Education as well as the New Jersey Core Curriculum Content Standards. Habits of Mind The National Association for Sport and Physical Education s (NASPE) definition of a physically educated person includes 5 major focus areas: To pursue a lifetime of healthful physical activity, a physically educated person: Has learned skills necessary to perform a variety of physical activities; Knows the implications of and the benefits from involvement in physical activities; Does participate regularly in physical activity; Is physically fit; Values physical activity and its contribution to a healthful lifestyle. Physical Education Environment Our Physical Education gymnasiums are effective standards-based environments that foster understanding of physical fitness, skill development, competition and cooperation through a meaningful content that provides: Instruction in a variety of motor skills that are designed to enhance the physical, mental, and social/emotional development of every child. Fitness education and assessment to help children understand, improve, and/or maintain their physical well-being. Development of cognitive concepts about motor skill and fitness. Opportunities to improve their emerging social and cooperative skills and gain a multicultural perspective. Promotion of regular amounts of appropriate physical activity now and throughout life. 5

6 Enduring Understandings 1 Physical education is an integral part of the total education of every child from kindergarten through grade 12. Quality physical education programs are needed to increase the physical competence, healthrelated fitness, self-responsibility, and enjoyment of physical activity for all students so that they can be physically active for a lifetime. Our physical education program aims to provide these benefits by including the following: Skill development- Physical education develops motor skills that allow for safe, successful, and satisfying participation in physical activities. Regular, healthful physical activity- Physical education provides a wide range of developmentally appropriate activities for all children and youth. It encourages young people to choose to be physically active and aware of the benefits of such a choice. Improved physical fitness- Quality physical education improves cardiovascular endurance, muscular strength, flexibility, muscular endurance, and body composition. Support for other subject areas- Physical education reinforces knowledge learned across the curriculum and serves as a laboratory for application of content in science, math, and social studies. Self-discipline- Physical education facilitates development of responsibility for personal health, safety, and fitness. Improved judgment - Quality physical education influences moral development. Students learn to assume leadership, cooperate with others, and accept responsibility for their own behavior. Stress reduction- Physical activity becomes an outlet for releasing tension and anxiety and facilitates emotional stability and resilience. Strengthened peer relations- Physical education is a major force in helping children and youth socialize with others successfully and provides opportunities to learn positive social skills. Especially during late childhood and adolescence, being able to participate in dances, games, and sports is an important part of youth and peer cultures. Improved self-confidence and self-esteem- Physical education instills a stronger sense of selfworth in young people based on their mastery of skills and concepts in physical activity. They become more confident, assertive, independent, and self-controlled. Experiencing goal setting- Physical education gives children and youth the opportunity to set and strive for personal, achievable goals. 1 *Excerpt from Moving into the Future: National Standards for Physical Education 6

7 Essential Questions How can I develop my physical skills and improve my physical fitness? Which activities will lead to regular, healthful living? Which core academics are applied in physical education? What does it take to have self-discipline? What can I do to improve my judgment skills? What activities will reduce stress? Strengthen peer relations? Improve self confidence? How do I set SMART goals for myself? (specific, measureable, attainable, realistic, time-bound) Program Delivery Elementary Schools: In grades K-2, students receive a minimum of 60 minutes of Physical Education instruction each week. This is in addition to a daily 30 minute recess period. In grades 3-5, students receive a minimum of 70 minutes of Physical Education instruction each week. This is in addition to a daily 30 minute recess period. Middle School: In grades 6-8, students receive 40 minutes of Physical Education instruction every other school day. High School: In grades 9-12, students receive 88 minutes of Physical Education instruction, every other day, during three, of the four, marking periods. Freshmen and sophomores participate in a sequential curriculum of activities. Juniors and seniors are offered a choice of elective activities, twice each marking period. Assessment There are multiple and varied forms of assessment at each grade level. Formative Assessments Rubric for: Participation Preparation Effort Skill Fitness 7

8 Benchmark Summative Assessments Assessments at the Elementary Level: Grades K-2: The development of a skills assessment has been developed and will be piloted in the school year. Grades 3-5: Targeted units of study (Volleyball, Fitness) Grades 4-5: FitnessGram Assessments at the Middle Level: FitnessGram Targeted units of study (Archery, Volleyball, Health) Grading Rubric based on participation, preparation, effort/skill, and fitness Assessments at the High School Level: 9-10 Pre-Post End of Unit Written Assessment (common unit)-forced cycle (Pilot) 11 Pre-Post End of Unit Written Assessment (common unit)- forced cycle (Pilot) 12 Pre-Post End of Unit Written Assessment (common unit)- forced cycle (Pilot) Fitnessgram Fitnessgram Fitnessgram is a comprehensive health-related fitness and activity assessment and computerized reporting system. It helps schools report out whether or not a student achieved the criterion-referenced standards for physical activity or fitness. Students are scored using criterion-referenced standards. These standards are age and gender specific and are established based on how fit children need to be for good health. The District is linked to a database system that allows data on individual students to be tracked and compiled over time. The system is designed to assess cardiovascular fitness, muscle strength, muscular endurance, flexibility, and body composition. Important Notes: Results gathered and shared each year will be used as a snapshot of fitness levels. The intent of the personal testing is to help students evaluate their level of health-related fitness. Although the results on the fitness testing are not a direct determinant of student s grade, personal fitness matters. South Brunswick will not emphasize only fitness activities, as this would shortchange students in other areas such as skill development, social skills, and positive attitudes toward physical activity. District analysis will be conducted to view group data for curriculum development. South Brunswick will be interested in tracking trends over time. Changes in passing rates can be useful information for curriculum planning. Height/weight is used to determine body mass index. Student Report Fitnessgram produced a student report, which provides personalized feedback that can help a child and parent become more informed about levels of health-related fitness. It is an easy to read report that uses bar charts to indicate fitness levels for each of the completed tests. Students with favorable scores will fall in the Healthy Fitness Zone (HFZ). Students not reaching this level receive supportive messages and prescriptive feedback about how to be more active and how to improve their scores. Fitness Tests Fitnessgram tests include the following: 1. Pacer/Aerobic Capacity 8

9 This is a Progressive Aerobic Cardiovascular Endurance Run. Objective: To run as long as possible back and forth across a 20 meter space at a specified pace that gets faster each minute. 2. Curl Ups These test strength and endurance of the abdominal muscles. Objective: Complete as many curlups as possible at a specified pace 3. Sit and Reach This tests flexibility. Objective: To reach a specified distance on the right and left sides of the body. The distance is adjusted for age and gender. 4. Push Up This tests Upper body strength and endurance. Objective: To complete as many 90 degree pushups as possible at a rhythmic pace. 5. Trunk Lift This is a trunk extension test done without limiting the lift to 12 inches. Objective: To lift the upper body off the floor using the muscles of the back and hold the position to allow for the measurement. National Standards for Physical Education Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity. The national standards, which informed our work, can be found at A physically educated person: Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity. Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Physical Education New Jersey Core Curriculum Content Standards The New Jersey Core Curriculum Content Standards for Physical Education were revised in The South Brunswick curriculum was developed to meet the objectives as stated in the NJ State Department of Education Core Curriculum Content Standards (NJCCCS) at Motor Skill Development All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. A. Movement Skills and Concepts B. Strategy 9

10 C. Sportsmanship, Rules and Safety 2.6 Fitness All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. A. Fitness and Physical Activity Health Education New Jersey Core Curriculum Content Standards In addition, the PE curriculum also reinforces several of the Health Education standards as well: 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle A. Personal Growth and Development B. Nutrition C. Diseases and Health Conditions D. Safety E. Social and Emotional Health 2.2 Integrated Skills All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle A. Interpersonal Communication B. Decision-Making and Goal Setting C. Character Development D. Advocacy and Service E. Health Services and Information 2.3 Drugs and Medicines All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle A. Medicines B. Alcohol, Tobacco, and Other Drugs C. Dependency/Addiction and Treatment 2.4 Human Relationships and Sexuality All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle A. Relationships B. Sexuality C. Pregnancy and Parenting 21 st Century Connections 8.1 Technology (Education Technology) / 8.2 Technology (Engineering and Design) 9.1 The 21st Century Life & Career Skills 9.3 Career Awareness, Exploration, Preparation 9.4 Career Clusters Character Education (Core Values) 10

11 Resources Elementary Schools Moving into the Future: National Standards for Physical Education (NASPE) Children Moving: A Reflective Approach to Teaching Physical Education (Graham) Middle School Moving into the Future: National Standards for Physical Education (NASPE) Physical Best Activity Guide (NASPE) Teaching Middle School Physical Education (Mohnsen) Adventure Curriculum for Physical Education, Middle School (Panicucci) High School Moving into the Future: National Standards for Physical Education (NASPE) Physical Best Activity Guide (NASPE) Physical Activity & Sport for the Secondary School Student (Dougherty) Adventure Curriculum for Physical Education, High School (Panicucci) 11

12 Elementary Scope and Sequence: Grades K-5 P = Prepare Students experience a new concept physically without labeling. I = Introduce Students develop an awareness and experience the new concept, skill, or strategy at a developmentally appropriate level. D = Develop Students receive direct instruction with some assessment for developmentally appropriate mastery. A = Apply Students apply previously taught skills at a consistent, expected level of performance without direct instruction. LOCOMOTOR SKILLS K Running I, D I, D I, D A A A Hopping I, D I, D D A A A Skipping I, D I, D I, D D, A A A Galloping I, D I, D D A A A Chasing P, I D D A A A Fleeing P, I D D D, A A A Dodging P, I D D D, A A A MANIPULATIVE Throwing I, D D D D D, A A Catching I, D D D D D, A A Collecting P I D D D D Kicking I, D D D D D, A A Punting P I D D D Dribbling I, D D D D D, A A Volleying P, I I D D D D Striking (with short handled implements) P, I I D D D D 12

13 Striking (with long handled implements) P I D D D D NON-MANIPULATIVE K Turning P, I, D P, I, D I, D I, D D, A D, A Twisting P, I, D P, I, D I, D I, D D, A D, A Rolling P, I, D P, I, D I, D I, D D, A D, A Balancing P, I, D P, I, D I, D I, D D, A D, A Transfer of Weight P, I, D P, I, D I, D I, D D, A D, A Jumping and Landing P, I, D P, I, D I, D I, D D, A D, A Stretching P, I, D P, I, D I, D I, D D, A D, A Curling P, I, D P, I, D I, D I, D D, A D, A PHYSICAL FITNESS Muscular Strength and Endurance P P, I I D D D Flexibility P P, I I D D D Cardiovascular P, I I D D D D At the elementary school level locomotor skills, manipulative and non-manipulative skills are routinely addressed through active participation in the activities designed by the physical education teachers. Activity-based fitness is emphasized rather than fitness through formal exercises/calisthenics. 13

14 Middle School Scope and Sequence: Grades 6-8 At the middle school level, Physical Education instruction is addressed through active participation in a sequence of activity units. Fitness is adressed through a specific Fitness unit as well as through fitness activities imbedded in each activity unit. ACTIVITY STANDARD 2.5 (MOTOR SKILL DEVELOPMENT) STANDARD 2.6 (FITNESS) Archery A1-3, B1-2, B5, D1-2, E1 A3, B1, C1 Badminton A1-6, B1-3, B5, C1, D1-2, E1 A1-2, B1, C1-3, C5 Basketball A1-6, B1-2, B5, C1, D1-2, E1 A1-2, B1, C1-3, C5 Creative Games A1-6, B1-6, C1, D1-2, E1 A1-2, B1, C1-2, C5 Fitness A1-6, B1-6, B5, C1, D1-2, E1 A1-6, B1-4, C1-5 Flag Football A1-6, B1-3, B5, C1, D1-2, E1 A1-2, B1, C1-3, C5 Frisbee Golf A1-6, B1-6, C1, D1-2, E1 A1-2, B1, C1-3, C5 Mass Games A1-6, B1-3, B5, C1, D1-2, E1 A1-2, B1, C1-3, C5 Pickleball A1-3, A5-6, B5-6, D1-2, E1 A1-2, B1, C1-2 Ping Pong A1-3, A5-6, B1, B5, C1, D1-2, E1 A1-2, B1, C1-2 Rock Wall A1-7, B1-5, D1-2, E1 A1-2, B1, C1-2, C5 Soccer A1-6, B2-6, C1, D1-2, E1 A1, B1-2, C1-2, C5 Speedball A1, A3-6, B2-6, C1, D1-2, E1 A1, B1-2, C1-2, C5 Team Handball A1, A3-6, B2-6, C1, D1-2, E1 A1, B1-2, C1-2, C5 Tennis A1-6, B1-2, B5, C1, D1-2 A1, B1-2, B5, C1-3, C5 Track and Field A1-6, B1-2, B4-6, D1-2, E1 A1-2, B1, B3, C1-3, C5 Ultimate Frisbee A1-6, B1-6, C1, D1-2, E1 A1-2, B1-2, C1-3, C5 Volleyball A1-6, B1-6, C1, D1-2, E1 A1-2, B1-2, C1-3, C5 14

15 High School Scope and Sequence: Grades 9-12 At the high school level, Physical Education instruction is addressed through active participation in a sequence of activity units. Freshmen and sophomores participate in a sequential program while juniors and seniors are offered a sequence of elective activities. Fitness is addressed through a specific Fitness unit as well as through fitness activities embedded in each activity unit. ACTIVITY STANDARD 2.5 (MOTOR SKILL DEVELOPMENT) STANDARD 2.6 (FITNESS) STANDARD 9.1 (CRITCAL THINKING) Aerobics A1-5, B1-3, C1-2 A1-A5 Basketball A1-2, B1-3, C1-3 A1-A5 A1, F2 Dance A1-2, B1-3, C1-2, C3 A1-A5 A1, F2 Fitness A1-4, B1-3, C1-2 A1-A5 Flag Football A1-2, B1-3, C1-2, C3 A1-A5 A1, F2 Frisbee Golf A1-2, A4, B1-3, C1-2 A1 Golf A1-2, A4, B1-3, C1-2 A1 Gymnastics A1-4, B1-3, C1-2 A1-A5 Handball A1-2, B1-3, C1-3 A1-A5 Indoor/Outdoor Games A1-2, B1-3, C1-2, C3 A1-A5 A1, F2 Pickleball A1-2, B1-3, C1-2, C3 A1-A5 A1, F2 Project Adventure A2, A4, B2, B3, C2 A1 Recreational Games A1-2, B1-3, C1-2, C3 A1-A5 A1, F2 Silly Games A1-2, A4, B1-3, C1-2 A1 Soccer A1-2, B1-3, C1-2, C3 A1-A5 A1, F2 Speedball A1-2, B1-3, C1-2, C3 A1-A5 Strength Training A1-2, A4, B1-3, C1-2, C3 A1-A5 Tennis A1-2, A4, B1-3, C1-2 A1 Track and Field A1-2, A4, B1-3, C1-2 A1 Ultimate Frisbee A1-2, B1-3, C1-3 A1-A5 Volleyball A1-2, B1-3, C1-3 A1-A5 Walking/Fitness A1-4, B1-3, C1-2 A1-A5 15

16 Elementary PE Curriculum 16

17 Overview: Elementary Physical Education Content: Physical Education Course Title: Physical Education Curriculum for Kindergarten to Fifth Grade Overview: In the South Brunswick School District, Physical Education is viewed as an integral part of the total education program. It offers a unique contribution to a child s development of knowledge, skills, attitudes, social interactions and cultural understanding. Children are actively engaged in the processes of learning, exploring, creating, responding, observing and performing a range of movements and concepts designed to fully integrate critical thinking with motor development. This curriculum serves as a guide for the Kindergarten to Fifth grade physical education teachers as they develop and implement the Physical Education program in their school. The curriculum is in compliance with the New Jersey Department of Education Comprehensive Health and Physical Education Standards and the Visual and Performing Arts Standards and represents the current best practices and research in the Physical Education discipline. Mission: The mission of the Physical Education curriculum is to provide activities that develop in students the skills, knowledge and behaviors that lead to gaining and maintaining a healthy active lifestyle. Description: Four content areas form the foundation for unit and lesson development. The content areas represent the range of skills and knowledge appropriate for the kindergarten to fifth grade program and provide children with the types of experiences needed to develop a healthy active lifestyle. 1. LOCOMOTOR CONCEPTS AND SKILLS Locomotor skills form the foundation of gross motor coordination and involve large muscle movement. Attaining locomotor skills is the ability to move the body from one place to another alone or with others or to project the body upward. 2. FITNESS CONCEPTS AND SKILLS Fitness is the capacity of the heart, blood vessels, lungs, and muscles to function at optimum efficiency. Four main components of the health related physical fitness: muscular strength, muscular endurance, cardiovascular endurance, flexibility, and body composition. Muscular strength is the amount of force the muscle can produce. Muscular endurance is the muscles' ability to produce that force for a period of time. Cardiovascular endurance is the body's ability to undergo vigorous exercise for a long time. Flexibility is the ability to use joints fully; it is the capacity of a joint to move through its potential range of motion. Students understand the importance of regular physical activity and its lifelong benefits. 3. MANIPULATIVE CONCEPTS AND SKILLS Manipulative skills are the motor skills used in sport and games. The development of these skills allows students to engage in activities at a more advanced level. Children focus on acquiring the fundamental skills of throwing, catching, kicking, volleying, dribbling, and striking. 4. NON-MANIPULATIVE CONCEPTS AND SKILLS Attaining non-manipulative skills involves the ability of the body to balance and transfer weight from one body part to another by becoming increasingly aware, and at the same time, by gaining a feeling of motion 17

18 and stillness. The non-manipulative skills form the foundation of gross motor coordination and involve large muscle movement. Typically, non-manipulative movements of rotation, transferring weight, and stationary balancing are coordinated to create patterns or sequences that can be performed with or without music in dance or gymnastics. In the early elementary years, the movement sequences are simple. As children develop and mature, their sequences can become quite complex. Standards: NJCCS 2.5 Motor Skill Development All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Enduring Understandings: To achieve a healthy lifestyle, you must value physical activity. To be physically fit, you must learn, practice and participate in a variety of physical fitness activities. There are health benefits that are derived from involvement in physical activities: Skill development Improved health Improved physical fitness Self discipline Support for achievement in other content areas (academic fitness = physical fitness) Stress reduction Strengthened peer relations Ability to set goals. Physical fitness develops skills necessary for success in career and life in the 21st century: communication, collaboration and social interaction. Essential Questions: What is one of the main goals of physical education? What should students learn from physical education? What is one of the goals of physical education outside of learning activities and skills? What should students learn about the importance of physical activity and a healthy lifestyle? What 21st century skills will be developed during physical education? What are some of the benefits of regular involvement in physical education? Knowledge and Skills Students will know and be able to Develop competency and confidence in performing movement skills and in understanding the concepts integral to successful and safe participation in a variety of physical activities. Apply health-related fitness concepts. Understand and demonstrate that physical activity provides opportunities for challenge, selfexpression, social interaction, cultural understanding and enjoyment. 18

19 Assessments Formative: Preparation, Participation in Fitness, Participation in Activity, Effort and Written Work. Summative: Fitnessgram; End of Unit assessments 21st Century Connections: 9.1 The 21st Century Life & Career Skills 9.3 Career Awareness, Exploration, Preparation Character Education (Core Values): Respect, Responsibility, Kindness, Integrity, Service Cross Curricular / Interdisciplinary: Mathematics, Language Arts Curriculum Implementation The physical education curriculum serves as the framework for program design based on the needs of each school. The physical education teacher(s) are responsible for planning an annual program that addresses each of the content areas through a variety of developmentally appropriate activities. Teachers plan units of study that focus on specific goals and objectives and include a form of assessment. The student s progress is reported to parents through the elementary report card and Fitnessgram (grades 4-5). Skills and Concepts List LOCOMOTOR SKILLS Running Hopping Skipping Galloping Chasing Dodging PHYSICAL FITNESS Muscular Strength and Endurance Flexibility Cardiovascular MANIPULATIVE Throwing Catching Collecting Kicking Punting Dribbling Volleying Striking NON-MANIPULATIVE Turning Twisting Rolling Balancing Transfer of Weight Jumping and Landing Stretching Curling 19

20 ELEMENTARY SKILLS & ACTIVITIES LOCOMOTOR SKILLS Sample Activites Running warm-up activities, tag games, relays, team sports Hopping station work, dance, games Skipping dance movements, tag games, relays, parachute Galloping tag games, dancing Chasing Pony Express and Snag Tag, etc., Fleeing tag games such as Capture the Flag Dodging games such as Flag Football and Gotcha MANIPULATIVE Throwing Castle Ball, Oscar s Garbage, Bowling Catching partner work, games such as Team Hand Ball, Football Collecting Lacrosse, Scoops, Trapping Kicking Soccer Golf, Swiss Cheese Soccer Punting Balloon Exploration, Messy Backyard Dribbling Ball Tag, Treasure Island, Danger Zone Volleying partner challenges, Hand Tennis, Volleyball Striking Tennis, Badminton, Partner Paddle (with short handled implements) Striking Hockey, Golf, T-Ball, Wiffle Ball (with long handled implements) NON-MANIPULATIVE Turning dancing, tag games, team sports Twisting warm-ups, dancing, throwing Rolling gymnastics Balancing gymnastics, general sport skills Transfer of Weight gymnastics, batting, throwing Jumping and Landing gymnastics, jump rope, basketball Stretching warm-ups, yoga, fitness, gymnastics Curling fitness, frisbee toss 20

21 MIDDLE SCHOOL CURRICULUM 21

22 Overview: Middle School Physical Education Content: Physical Education Course Title: Physical Education Grades 6-8 Mission: The goal of Physical Education is to develop physically educated individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity. It is our goal that our students will know the benefits of their choice to be involved in physical activity and have a mindset that values physical activity and its benefits in sustaining healthy lifestyles. Description: Physical Education classes will include regular fitness activities, participation in traditional team and individual games, weight training and conditioning, gymnastics, as well as nontraditional activities. Standards: NJCCS 2.5 Motor Skill Development All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. CCSSI English Language Arts Standards >> Speaking and listening Mathematics >> Number and Quantity Enduring Understandings: To achieve a healthy lifestyle, you must value physical activity. To be physically fit, you must learn, practice and participate in a variety of physical fitness activities. There are health benefits that are derived from involvement in physical activities: Skill development Improved health Improved physical fitness Self discipline Support for achievement in other content areas (academic fitness = physical fitness) Stress reduction Strengthened peer relations Ability to set goals. 22

23 Physical fitness develops skills necessary for success in career and life in the 21 st century: communication, collaboration and social interaction. Essential Questions: What is one of the main goals of physical education? What should students learn from physical education? What is one of the goals of physical education outside of learning activities and skills? What should students learn about the importance of physical activity and a healthy lifestyle? What 21 st century skills will be developed during physical education? What are some of the benefits of regular involvement in physical education? Knowledge and Skills Knowledge: Students will know - How to participate in team sports - How to participate in individual/dual sports - How to engage in physical fitness training - How to use cognitive skills in all aspects of physical activity - How to interact socially and cooperatively with their peers during physical activity. - The importance of regular involvement in physical activity. Skills: Students will be able to - Perform the skills necessary to take part in team oriented sports. - Perform the skills necessary to take part in various individual/dual sports. - Perform a multitude of physical fitness exercises. - Develop cognitive concepts about motor skills and fitness. - Interact with their peers in group activities. - Advocate for regular participation in an active lifestyle. Terminology: Activity, Fitness, Sports, Exercise, Strength, Flexibility, Endurance, Participation, Effort, Skills, Written Work, Preparation, Warm Up, Stretching, Closing Activity, Sports/Unit related terminology Assessments Formative: Preparation, Participation in Fitness, Participation in Activity, Effort and Written Work. Summative: 21 st Century Connections: 9.1 The 21st Century Life & Career Skills 9.3 Career Awareness, Exploration, Preparation Character Education (Core Values): Respect, Responsibility, Kindness, Integrity, Service Cross Curricular / Interdisciplinary: Mathematics, Language Arts 23

24 Course Resources: Technologies: Fitnessgram Text: Moving into the Future: National Standards for Physical Education (NASPE) Physical Best Activity Guide (NASPE) Teaching Middle School Physical Education (Mohnsen) Adventure Curriculum for Physical Education, Middle School (Panicucci) Units of Study (aligned with State Standards) Archery Basketball Flag Football Frisbee Golf Indoor Soccer Lacrosse Rock Wall Rock Wall Climbing Soccer Team Handball Tennis Track and Field Volleyball Weight Training Optional Units of Study (aligned with National Standards) Badminton Fitness Mass Games Pickleball Ping Pong Speedball Ultimate Frisbee 24

25 Middle School Units of Study The following units of study are aligned with the 2009 New Jersey Core Curriculum Content Standards. Archery Basketball Flag Football Frisbee Golf Indoor Soccer Lacrosse Rock Wall Rock Wall Climbing Soccer Team Handball Tennis Track and Field Volleyball Weight Training 25

26 ARCHERY Content Area: Physical Education Unit Title: Archery ARCHERY UNIT PLAN Unit Summary: In this unit, students will be able to understand how to: Manipulate a bow to properly fire an arrow accurately Show an understanding for proper safety in an archery unit Write and calculate their scores on the chart provided Demonstrate an understanding of movement concepts and the use of motor skills. Demonstrate the ability to use effective interpersonal skills. Demonstrate the ability to use decision-making skills of appropriate goal setting, risk-taking, and problem solving. Responsibly demonstrate positive personal and social behavior. Develop the understanding that challenge, enjoyment, creativity, and self/social expression are important, life-enhancing experiences that are found in creative activities. Demonstrate an understanding and respect for themselves, each other, equipment, and the rules of the activity. Primary interdisciplinary connections: Mathematics 21 st Century themes: Develop fine motor skills where success can be achieved regardless of size, speed and strength Develop physical awareness of one s health through activity Demonstrate critical life skills in order to be physically, mentally and emotionally healthy individuals Unit Rationale: Through archery, the students will engage in an equally mental and physical challenge of learning fine motor skills of knocking, aiming and firing arrows safety and effectively. This provides an excellent opportunity of success for both the advanced and novice athlete. This also allows the students to use basic math to apply scoring during activity. Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Content Statements CPI # A Motor Skill Development: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort. Cumulative Progress Indicator (CPI) NJCCCS: 2.5 A1 Demonstrate mechanically correct form and control when using and combining movement skills in applied settings. NJCCCS: 2.5 A2 Demonstrate how equilibrium, rotation, and range of motion impact performance. NJCCCS: 2.5 A3 Apply the impact of various 26

27 2.5.8.B Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork C Sportsmanship, Rules and Safety: Selfinitiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction. applications of force and motion during physical activity. NJCCCS: 2.5 B1 Describe how equilibrium, rotation, and range of motion impact performance. NJCCCS: 2.5 B2 Analyze the application of balance and counterbalance when performing or observing movement skills. NJCCCS: 2.5 B5 Discuss the stages of movement skill development and the importance of practice. NJCCCS: 2.5 C2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small- group, and team activities. Unit Essential Questions How do balance and coordination affect the shooter s accuracy? How will improving my fine motor skills improve my fitness level? Why is archery important? Unit Objective (Learning Targets) Unit Enduring Understandings Balance and coordination are key components to any physical activity and allow the body s senses to work together towards a common goal. Fine motor skills are just as important as gross motor skills and allow us to do many daily activities. Fine motor skill development can unlock a great deal of the body s overall fitness potential. Archery can be considered a lifelong activity that people of any fitness level can be successful at with practice. Students will know and be able to Learn proper safety precautions when using archery equipment Learn proper archery terminology (bow, arrow, fletching, knock) Learn and practice proper lower and upper body position Learn and practice proper knocking technique Learn and practice proper firing technique Learn and practice proper scoring guidelines Learn and practice making shot adjustments Participating in accuracy competition Participating in tournament competition Summative Assessment (X days) Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal Evidence of Learning 27

28 Formative Assessments Teacher observation of participation Teacher observation of safety adherence Lesson Plans & Pacing Lesson Timeframe Lesson 1-Introduction of equipment and safety 2 days: assessment of participation and adherence to guidelines. Intro to proper grip, arrow and firing safety guidelines. Day 1 intro Day 2 review positions. Lesson 2 practice and refinement of skills 3 days: assessment of proper shooting techniques, participation and adherence to safety guidelines. Lesson 3 Ability grouped shooting (free shooting 2 days: assessment of proper shooting techniques, and tournament shooting) participation and adherence to safety guidelines. Lesson 4 Ability grouped shooting (free shooting and accuracy shooting contests) 2 to 3 days: assessment of proper shooting techniques, participation and adherence to safety guidelines. Teacher Notes: Equipment Needed: 4 Targets and Stands 8 Bows 50 Arrows 10 cones Floor tape Shooting barricade Score sheets 28

29 BASKETBALL BASKETBALL UNIT PLAN Content Area: Physical Education Unit Title: Basketball (Middle School Level) Unit Summary: Students will learn the skills of dribbling, passing and shooting. In this unit, students will be able to understand the positions of the players on the court and how the game of basketball is played. Primary interdisciplinary connections: 21 st Century themes: Develop an appreciation of basketball as a lifetime game. Unit Rationale Through the sport of basketball, the students will be physically active and engaging in aerobic activity. The unit will teach the importance of teamwork and sportsmanship. Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Content Statements CPI # A Movement Skill and Concepts: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork C Sportsmanship, Rules, and Safety: Selfinitiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction. Cumulative Progress Indicator (CPI) A.1. Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities) A.2. Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance B.1. Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings B.2. Assess the effectiveness of specific mental strategies applied to improve performance B.3. Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement C.1. Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities C.2. Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities. 29

30 2.6.8.A Fitness and Physical Activity: Knowing and applying a variety of effective fitness principles over time enhances personal fitness level, performance, and health status. Unit Essential Questions What skills are necessary to be successful in basketball? Why are teamwork and communication important in basketball? What fitness components are necessary to be successful in basketball? Content: Movement activities provide a timeless opportunity to connect with people around the world C.3. Analyze the impact of different world cultures on present-day games, sports, and dance A.1. Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. Unit Enduring Understandings Basketball can be a lifetime activity. Playing basketball can be an effective way to increase cardiovascular endurance. Unit Objective (Learning Targets) Students will Develop the skill of a chest pass Develop the skill of a bounce pass Develop the skill of dribbling Develop the skill of shooting Learn the positions on the court Learn the basic rules of play Demonstrate good sportsmanship Understand the importance of using teamwork Evidence of Learning Summative Assessment Self assessment Teacher assessment- visual Teacher assessment- written Teacher observation of participation Peer assessment Lesson Lesson 1 - Passing Lesson 2 - Dribbling Lesson 3 - Shooting Lesson 4 - Rules and Positions Lesson 5 - Games Formative Assessments Lesson Plans & Pacing 1 day 1 day 1 day 1 day 2 days Timeframe Equipment Needed: Basketballs, cones, pinnies, projector and laptop 30

31 FLAG FOOTBALL Content Area: Physical Education Unit Title: Flag Football (Middle School Level) FLAG FOOTAL UNIT PLAN Unit Summary: In this unit, students will be able to understand how they can enjoy moving around and being active while gaining the benefits of exercise through the game of flag football. Primary interdisciplinary connections: 21 st Century themes: Develop physical awareness of one s health through activity. Demonstrate critical life skills in order to be physically, mentally, and emotionally health individuals of society. Unit Rationale Through the sport of flag-football, the students will be physically active and engaging in aerobic activity. This unit will teach the importance of teamwork and strategy along with proper skills and techniques required for game play. In all, the flag-football unit promotes understanding of one of the most highly watched and liked sports in the U.S.A. Learning Targets Standards 2.5 (MOTOR SKILL DEVELOPMENT) All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 (FITNESS) All students will apply health-related and skills related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Content Statements CPI # Cumulative Progress Indicator (CPI) 2.5 Strand A. Movement Skill & Concepts A.1 Explain and demonstrate ways to transfer movement skills from one sport/activity to another (striking skills-tennis, badminton, ping pong, racquetball) A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. 2.5 Strand B. Strategy B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2 Compare and contrast the application of mental strategies to improve performance B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness. 2.5 Strand C. Sportsmanship, Rules & Safety C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other 31

32 participants and recommend strategies to improve their performance and behavior C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment. 2.6 Strand A. Fitness & Physical Activity A.1 Compare the short and long-term impact on wellness associated with physical inactivity A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of principles of fitness training. Unit Essential Questions What components of fitness does flagfootball contain? How does teamwork and communication effect game play in flag-football? Unit Enduring Understandings Body awareness and coordination are necessary components for a well-grounded individual. Teamwork and communication are essential to ensure the best possible results during game play. How does flag-football increase the fitness Comprehension of how critical aerobic training is to level of each person? the total well-being of an individual. Unit Objective (Learning Targets) Students will know Fitness warm-up for aerobic endurance. Dynamic warm-up/flexibility exercises. Proper throwing technique. Proper catching technique. Concepts on route running (how-to). Basic rules and strategies of the game of football. Learn offensive/defensive principles. Learn and perform passing/catching drills. Learn and perform evasion techniques. Learn and perform flag pulling techniques. Learn and perform different games (2 v2, 3v3, etc.). Learn and perform tournament game play. Evidence of Learning Summative Assessment (X days) Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal Teacher assessment- written Crossroads MS grading rubric Formative Assessments Teacher observation of participation Lesson Plans & Pacing Lesson Timeframe Lesson 1 (introduction of game, basic offensive 1 day - Assessment of participation. skills, passing/catching, route running) Lesson 2 (defensive skills, flag pulling, evasion 2 days - Assessment of participation. tactics, small game introduction 2v2, 3v3) 32

33 Lesson 3 (rules of official class game play, practice games) Lesson 4 (tournament play) Resources/Equipment needed: Footballs Belts with two flags Cones 1 day Assessment of participation. 3 days Assessment of participation. 33

34 GOLF GOLF UNIT PLAN Content Area: Physical Education Unit Title: Golf (Middle School Level) Unit Summary: Students will learn and demonstrate how to safely use the golf equipment properly. Students will be able to successfully perform correct swing techniques for all the types of shots demonstrated during the golf unit. Students will be able to demonstrate proper etiquette with others students by observing them without distractions while they perform the golf swing. 21 st Century Themes: In the event that the weather is too poor to participate outside, the class can play the Wii Sports Golf, integrating the technology of the Wii Gaming System. Students can also use this option at home (if available). Unit Rationale Students will be able to learn the basic fundamentals of life such as concentration, co-ordination, control, patience and perseverance at an early stage, while being exposed to a lifetime sport that they may continue in the future. Golf benefits overall fitness, fine skill development, and social development. Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Content Statements CPI # A Movement Skill and Concepts: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork C Sportsmanship, Rules, and Safety: Selfinitiated behaviors that promote personal and group success include safety practices, adherence to rules, Cumulative Progress Indicator (CPI) A.1. Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities) A.2. Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance B.1. Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings B.2. Assess the effectiveness of specific mental strategies applied to improve performance B.3. Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement C.2. Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and 34

35 etiquette, cooperation, teamwork, ethical behavior, and positive social interaction A Fitness and Physical Activity: Knowing and applying a variety of effective fitness principles over time enhances personal fitness level, performance, and health status. Unit Essential Questions: Visual: Demonstrate proper grip when holding the golf club. Visual: Demonstrate proper stance pre-shot. How can you dictate the distance on how far the ball travels based on your swing? What safety rules are involved in this unit? Unit Objective (Learning Targets) team activities. Content: Movement activities provide a timeless opportunity to connect with people around the world A.1. Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. Unit Enduring Understandings Golf can be played individually or with a group. Golf can be a lifetime activity. Playing golf can be an effective way to improve physical fitness, as well as, cognitive and social development. Students will be able to/demonstrate Proper etiquette and safety rules. Learn the differences in irons and how they are used during the game of golf. Display proper gripping for each shot type when called upon by the teacher. Display understanding of all the terminology, rules, regulations, and etiquette used during the unit of golf. Properly use the correct swinging techniques for all shot types shown during the golf unit. Perform all the iron shots successfully by hitting the ball at targets between yards away. Evidence of Learning Summative Assessment Self assessment: target accuracy Teacher assessment- visual Peer assessment- visual Formative Assessments Teacher observation of participation Peer assessment Lesson Lesson 1 Introduction & Demonstration Lesson 2 Swing: Partner Practice Lesson 3 Long drives Lesson 4 Chip shots Lesson 5 Target Games Lesson Plans & Pacing 1 day 1 day 1 day 1 day 2 days Equipment Needed: Golf clubs (irons), foam golf balls, cones, flag targets, golf ball collectors Timeframe Based on 2009 NJ Curriculum Project 35

36 INDOOR SOCCER Content Area: Physical Education Unit Title: Indoor Soccer (Middle School Level) INDOOR SOCCER UNIT PLAN Unit Summary: In this unit, students will be able to understand how to apply skills and rules learned to game play. Students will also understand the benefits of exercise while playing in a in door soccer game 21 st Century Themes: Develop physical awareness of one s health through activity Demonstrate critical life skills in order to be physically, mentally, and emotionally healthy individuals of society Unit Rationale: Learning the skills and rules to indoor soccer the students will be able to participate in vigorous activity in order to improve there over well-being. Students will also learn to work with others through cooperation and compromising during the activity. Learning Targets Standards: 2.5 Motor Skill Development 2.6 Fitness Content Statements CPI # Motor Skill Development Demonstrate competency in motor skills and movement patterns needed to perform variety of physical activities Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to learning and performance of physical activities Fitness Participate in regularly in physical activity Cumulative Progress Indicator (CPI) 2.5 A1 Demonstrate mechanically correct form and control when using and combining movement skills in applied settings 2.5 C1 Compare and contrast offensive, defensive, and cooperative strategies and use them effectively in applied settings 2.6 C1 Engage in variety of sustained, vigorous physical activities that enhance each component of fitness Unit Essential Questions What components of fitness does indoor soccer encompass? How does indoor soccer increase the fitness level of each individual? How does working on a team help improve cooperation skills? Unit Enduring Understandings Understanding how critical aerobic exercise is to the overall health of an individual Body awareness and coordination are necessary components of a well grounded individual Cooperation with in a team/group is necessary for success in all areas 36

37 Unit Objective (Learning Targets) Students will know and be able to: Explain the safety rules of each activity. Effectively move safely through space while actively participating. This will benefit their development of spatial awareness. Demonstrate an understanding of movement concepts and the use of motor skills. Demonstrate the ability to use effective interpersonal skills. Responsibly demonstrate personal and social behavior. Demonstrate an understanding and respect for themselves, each other, equipment, and the rules of the game. Demonstrate proper technique when dribbling a soccer ball. Demonstrate proper technique when passing a soccer ball. Demonstrate proper technique when trapping a soccer ball. Demonstrate proper technique when shooting a soccer ball. Demonstrate proper technique when catching the ball as a goalkeeper. Play safe, play fair, and have fun! Summative Assessment Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal Teacher assessment- written Crossroads grading rubric Evidence of Learning Formative Assessments Teacher observation of participation Lesson Plans & Pacing Lesson 1 Skills - dribbling Lesson 2 Skills Dribbling and receiving Lesson 3 Skills Dribbling, receiving, and shooting Lesson 4 Positions on the soccer field and their responsibilities when playing indoor soccer Lesson 5 Rules taught and small sided games played Lesson 6 thru 12 Games, tournament Equipment needed: Cones, in door soccer balls, and pinnies Teacher Notes: Lesson 1 day assessment 1 day assessment 1 day assessment 1 day assessment 1 day assessment 5 day assessment 37

38 LACROSSE LACROSSE UNIT PLAN Content Area: Physical Education Unit Title: Lacrosse (Middle School Level) Unit Summary: In this unit, students will be able to understand how to enjoy movement and being active in promoting and improving their personal levels of fitness and overall health by utilizing the benefits of exercise and play. In this unit, the student will be prepared with the knowledge and skills required to competently enjoy and participate in the game of lacrosse. Primary interdisciplinary connections: Students will have the opportunity to utilize similar assessment tools that are used in other areas of studies. These could be part of their IAN s. (interactive notebooks) 21 st Century Themes: Develop the physical awareness of one s own health through play and activity. Demonstrate critical life skills in order to be physically, mentally and emotionally healthy individuals of society. Unit Rationale: Through play in this active sport-like game, students will be physically active, engaging in aspects of physical fitness, understanding the individual strategies and skills to be successful during play. There is also the opportunity afforded for practicing team and social skills. Learning Targets Standards 2.5 Motor skill development- all students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness- all students will apply health-related and skill related fitness concepts and skills to maintain and develop this healthy lifestyle. Content Statements CPI # Cumulative Progress Indicator (CPI) 2.5 A1 Motor skills 2.5 A1 Explain and demonstrate ways to transfer movement skills from one activity to another 2.5 A2 Analyze application of force and motion and modify movement to impact performance B Strategy 2.5 C1 Compare and contrast offensive, defensive and cooperative strategies and use them effectively in applied settings Unit Essential Questions What components of fitness does lacrosse encompass? 2.5 E1 Use specific strategies, including visualization and positive self-talk, to prepare for physical activity and assess their effectiveness Unit Enduring Understandings Body awareness, flexibility and coordination are necessary components for a well grounded 38

39 How does engaging in this activity increase the fitness level of the individuals? Why are lifetime skills/activities important? individual. The movement aspects of running, catching and throwing are skills provided for in this activity which increase heart rate, muscle tone, improve coordination and flexibility, allowing for overall health improvement and growth To continue in activities that provide for fitness and exercise throughout childhood and continuing throughout adulthood. This is a key component for the individual s continued success in fitness levels and health Unit Objective (Learning Targets) Students will: Understand individual skills and strategies to be successful during games, play and tournaments Be able to throw and catch a lacrosse ball with a lacrosse stick with a partner or several individuals while in motion Be able to use defensive and offensive strategies their team has worked on to be successful in game playing situations Exhibit responsible personal and social behavior that respects self and others in physical activity settings Evidence of Learning Summative Assessment (X days) Self assessment Peer assessment Teacher assessment- verbal Teacher assessment- written Crossroads grading rubric heart rate measurement and comparison Interactive notebook writings and reflections/journal entries Formative Assessments Teacher observation of participation Teacher observation of skill performance Lesson Plans & Pacing Lesson Lesson 1: Warm up routine, steps to successful throwing and catching of the lacrosse ball, steps to successful cradling of the ball and holding and utilizing the lacrosse stick, drills associated with these skills Timeframe 2 days and then revisit these skills as a warm up routine on successive lessons Lesson 2: Warm ups, then review of previous day. Circle of trust meet and greet type activity to review the skills associated with throwing and catching. Include stick use and cradling skills. Continue with drills to support these skills. Second day (lesson 1) 39

40 Lesson 3:Warm ups, a quick meet and greet and activity to review previous skills. Add objectives of the game and show demonstration. Stress individual movement. Lesson 4: Warm ups, circle, and review of objectives; introduce strategies of offense and defense and team play. Lesson 5: Warm ups, circle, review of strategies for successful team play. Explain tournament rules and procedures, make teams, and review rules of the game. 1 day 1 day Several days. Game can be played outside as well as inside. Teacher Notes: Equipment needed: Lined field or gym space with boundaries; lacrosse sticks, lacrosse balls, cones, pinnies, face shields; protective gear for goalkeeper; 2 goals. 40

41 RICK CLIMBING Content Area: Physical Education Unit Title: Rockwall (Middle School Level) Unit Summary: ROCK CLIMBING UNIT PLAN Students will be able to understand all-important aspects to rock climbing. Students will also understand the benefits of exercise while rock climbing 21 st Century Themes: Develop physical awareness of one s health through activity. Demonstrate critical life skills in order to be physically, mentally, and emotionally healthy individuals of society. Unit Rationale: To provide students with the basic skills necessary to feel comfortable with an indoor/outdoor adventure activity. During this unit students can develop individually by practicing independent skills and socially by working together in their climbing groups, which is necessary for success. Learning Targets Standards: 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. C. Character Development 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Content Statements CPI # Cumulative Progress Indicator (CPI) C.1 Working together toward common goals with individuals of different abilities and from different backgrounds develops and reinforces core ethical values A.1 Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities. Unit Essential Questions What components of fitness does Rock climbing encompass? How does Rock Climbing increase the fitness level of each individual? How does working in a group help improve Analyze strategies to enhance character development in individual, group, and team activities. Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities). Unit Enduring Understandings Understanding how critical aerobic exercise is to the overall health of an individual Body awareness and coordination are necessary components of a well grounded individual Cooperation with in a team/group is necessary for 41

42 cooperation skills? success in all areas Unit Objective (Learning Targets) Students will know and/or be able to... Properly put on the safety harness. Deliver the safety commands before and during climbing. Challenge themselves through the climbing activities. Improve their muscular strength and endurance, hand-foot/eye coordination, flexibility, and balance. Demonstrate concentration, good communication, and team work within their climbing groups. Climb the different variations of vertical walls and obstacles. Evidence of Learning Summative Assessment Teacher assessment- visual Student exhibits safety, correct climbing techniques and belaying. Formative Assessments Teacher observation of participation, Summative evaluation of skills at the end of the unit Lesson Plans & Pacing Lesson Lesson 1 Introduction & Safety Rules Lesson 2 - Trust Exercises Lesson 3 - Traverse Wall Demo & Climb Lessons 4 Vertical Wall Demo Lessons 5-6 Vertical Wall Climb Lessons 7-8 Obstacle Demo & Climb 1 day 1 day 1 day 1 day 2 days 2 days Timeframe Equipment Needed: Rock climbing walls (traverse and vertical), climbing obstacles, climbing ropes, safety harnesses, karabiners, cones. 42

43 SOCCER SOCCER UNIT PLAN Content Area: Physical Education Unit Title: Soccer (Middle School Level) Unit Summary: Students will learn the skills of passing, trapping, dribbling and shooting. In this unit, students will be able to understand the positions of the players on the field and how the game of soccer is played. Students will also understand the benefits of exercise while playing in a soccer game. 21 st Century Themes: Develop physical awareness of one s health through activity Develop an understanding of soccer's impact on cultures around the world Develop an appreciation of soccer as a lifetime game Unit Rationale Through the sport of soccer, the students will be physically active and engaging in aerobic activity. The unit will teach the importance of teamwork and sportsmanship. Standards Learning Targets 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Content Statements CPI # Cumulative Progress Indicator (CPI) A Movement Skill and Concepts: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork A.1. Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities) A.2. Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance B.1. Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings B.2. Assess the effectiveness of specific mental strategies applied to improve performance B.3. Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement. 43

44 2.5.8.C Sportsmanship, Rules, and Safety: Selfinitiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction A Fitness and Physical Activity: Knowing and applying a variety of effective fitness principles over time enhances personal fitness level, performance, and health status. Unit Essential Questions What skills are necessary to be successful in soccer? Why are teamwork and communication important in soccer? What fitness components are necessary to be successful in soccer? What is soccer s impact around the world? C.1. Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities C.2. Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities. Content: Movement activities provide a timeless opportunity to connect with people around the world C.3. Analyze the impact of different world cultures on present-day games, sports, and dance A.1. Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. Unit Enduring Understandings Soccer is the most popular sport in the world. Understanding how critical aerobic exercise is to the overall health of an individual Playing soccer can be an effective way to increase cardiovascular endurance. Unit Objective (Learning Targets) Students will know and be able to: Explain the safety rules of each activity. Effectively move safely through space while actively participating. This will benefit their development of spatial awareness. Demonstrate an understanding of movement concepts and the use of motor skills. Demonstrate the ability to use effective interpersonal skills. Responsibly demonstrate personal and social behavior. Demonstrate an understanding and respect for themselves, each other, equipment, and the rules of the game. Demonstrate proper technique when dribbling a soccer ball. Demonstrate proper technique when passing a soccer ball. Demonstrate proper technique when chipping a soccer ball Demonstrate proper technique when trapping a soccer ball. Demonstrate proper technique when shooting a soccer ball. Demonstrate proper technique when heading a soccer ball. Demonstrate proper technique when catching the ball as a goalkeeper. Demonstrate proper technique when punting the ball as a goalkeeper. Play safe, play fair, and have fun! 44

45 Summative Assessments Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal Teacher assessment- written Crossroads grading rubric Evidence of Learning Teacher observation of participation Peer assessment Lesson Lesson 1 - Passing and Trapping Lesson 2 - Dribbling Lesson 3 - Shooting Lesson 4 - Rules and Positions Lesson 5 - Games Formative Assessments Lesson Plans & Pacing 1 day 1 day 1 day 1 day 2 days Timeframe Equipment Needed: Soccer balls, cones, pinnies, goals, projector and laptop Based on 2009 NJ Curriculum Project 45

46 TEAM HANDBALL Content Area: Physical Education Unit Title: Team Hand Ball (Middle School Level) Unit Summary: TEAM HANDBALL UNIT PLAN In this unit, students will be able to understand how to apply skills and rules learned to game play. Students will also understand the benefits of exercise while playing team hand ball 21 st Century Themes: Develop physical awareness of one s health through activity Demonstrate critical life skills in order to be physically, mentally, and emotionally healthy individuals of society Unit Rationale Learning the skills and rules to team handball the students will be able to participate in vigorous activity in order to improve there over all well-being. Students will also learn to work with others through cooperation and compromising during the activity. Learning Targets Standards 2.5 Motor Skill Development 2.6 Fitness Content Statements CPI # 1 Motor Skill Development Demonstrate competency in motor skills and movement patterns needed to perform variety of physical activities 2 Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to learning and performance of physical activities 3 Fitness Participate in regularly in physical activity Cumulative Progress Indicator (CPI) 2.5 A1 Demonstrate mechanically correct form and control when using and combining movement skills in applied settings 2.5 C1 Compare and contrast offensive, defensive, and cooperative strategies and use them effectively in applied settings 2.6 C1 Engage in variety of sustained, vigorous physical activities that enhance each component of fitness Unit Essential Questions What components of fitness does team handball encompass? How does team handball increase the fitness level of each individual? How does working on a team help improve cooperation skills? Unit Enduring Understandings Understanding how critical aerobic exercise is to the overall health of an individual Body awareness and coordination are necessary components of a well grounded individual Cooperation with in a team/group is necessary for success in all areas 46

47 Unit Objective (Learning Targets) Students will know and be able to: Explain the safety rules of each activity. Effectively move safely through space while actively participating. This will benefit their development of spatial awareness. Demonstrate an understanding of movement concepts and the use of motor skills. Demonstrate the ability to use decision-making skills of appropriate goal setting, risktaking, and problem solving. Responsibly demonstrate personal and social behavior. Demonstrate an understanding and respect for themselves, each other, equipment, and the rules of the game. Students will be able to identify the safety rules of the unit. Students will be able to explain how hand-eye coordination, communication skills, team strategy, and spatial awareness are developmental components used in team handball. Students will be able to demonstrate proper technique when performing specific unit skills: dribbling, passing, shooting, and defending. Students will be able to self-assess their progress through game play. Students will be able to justify the benefits of team handball as a cardiovascular activity that also incorporates agility. Play safe, play fair, and have fun Summative Assessment (X days) Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal Teacher assessment- written Crossroads grading rubric Evidence of Learning Formative Assessments Teacher observation of participation Lesson Plans & Pacing Lesson 1 Skills Passing and Catching 1 day assessment Lesson 2 Skills passing, catching, shooting 1 day assessment Lesson 3 Skills Offensive and defensive positioning during game play 1 day assessment Lesson 4 Review of all skills and positions, 1 day assessment team strategy Lesson 5 Small sided game play 1 day assessment Lesson 6 thru 12 Games, tournament Equipment needed: Cones, small gator skin balls, and pinnies Teacher notes: 5 day assessment 47

48 TENNIS TENNIS UNIT PLAN Content Area: Physical Education Unit Title: Tennis (Middle School Level) Unit Summary: In this unit, students will be able to understand how to apply skills and rules learned to game play. Students will also understand the benefits of exercise while playing tennis 21 st Century Themes: Develop physical awareness of one s health through activity Demonstrate critical life skills in order to be physically, mentally, and emotionally healthy individuals of society Unit Rationale: Learning the skills and rules to tennis the students will be able to participate in vigorous activity in order to improve there over all well-being. Students will also learn to work with others through cooperation and compromising during the activity. Learning Targets Standards 2.5 Motor Skill Development 2.6 Fitness Content Statements CPI # 1 Motor Skill Development Demonstrate competency in motor skills and movement patterns needed to perform variety of physical activities 2 Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to learning and performance of physical activities 3 Fitness: Participate in regularly in physical activity Cumulative Progress Indicator (CPI) 2.5 A1 Demonstrate mechanically correct form and control when using and combining movement skills in applied settings 2.5 C1 Compare and contrast offensive, defensive, and cooperative strategies and use them effectively in applied settings 2.6 C1 Engage in variety of sustained, vigorous physical activities that enhance each component of fitness Unit Essential Questions What components of fitness does tennis encompass? How does tennis increase the fitness level of each individual? How does working with a partner help improve cooperation skills? Unit Enduring Understandings Understanding how critical aerobic exercise is to the overall health of an individual Body awareness and coordination are necessary components of a well grounded individual Cooperation with in a team/group is necessary for success in all areas 48

49 Unit Objective (Learning Targets) Students will know and be able to: Demonstrate a basic knowledge of safety while using equipment on the court Demonstrate the basic skills of tennis: backhand stroke, forehand stroke, and serve Demonstrate the basic knowledge of rules of the game and keeping score Successfully play a game of tennis while observing the rules and etiquette of the court. Evidence of Learning Summative Assessment (X days) Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal Teacher assessment- written Crossroads grading rubric Formative Assessments Teacher observation of participation Lesson Plans & Pacing Lesson 1 Skills Forehand stroke 1 day assessment Lesson 2 Skills backhand stroke 1 day assessment Lesson 3 Skills Serve 1 day assessment Lesson 4 Rules to game and score keeping 1 day assessment Lesson 5 Modified Doubles Match 1 day assessment Lesson 6 thru 12 Doubles Tournament Equipment needed: Tennis Racquets and tennis balls Teacher Notes: 5 day assessment 49

50 TRACK AND FIELD TRACK AND FIELD UNIT PLAN Content Area: Physical Education Unit Title: Track and Field (Middle School Level) Unit Summary: Students will learn about all the different events in the sport of track and field. The students will have an opportunity to try many different events including running, jumping, and throwing events. In this unit, students will learn about a different event each day and practice performing it. The covered events will be sprints, distance, high jump, long jump, hurdles, shot put, discus, and javelin. 21 st Century Themes: Develop an appreciation of track and field and running as a lifetime activity. Unit Rationale Through the sport of track and field, the students will be physically active and engaging in aerobic activity. Being there are not many youth based instructional track and field programs this unit will provide an opportunity for students to learn about and participate in many events that may have been previously unknown to the students. The students will learn there is an event for everyone in track and field as they learn and practice the different events. Standards Learning Targets 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Content Statements CPI # A Movement Skill and Concepts: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork. Cumulative Progress Indicator (CPI) A.1. Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities) A.2. Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance B.2. Assess the effectiveness of specific mental strategies applied to improve performance B.3. Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement. 50

51 2.5.8.C Sportsmanship, Rules, and Safety: Selfinitiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction C.1. Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities C.2. Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities A Fitness and Physical Activity: Knowing and applying a variety of effective fitness principles over time enhances personal fitness level, performance, and health status. Unit Essential Questions What skills are necessary to be successful in track and field? What fitness components are necessary to be successful in track and field? How do the different events dictate what fitness components are needed? Unit Objective (Learning Targets) A.1. Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. Unit Enduring Understandings Track and Field can be a lifetime activity. Running is an effective way to increase cardiovascular endurance. With so many different events in track and field there is an event for everybody no matter what body type or skill level. Students will know: The different races involved in track and field The different field events in track and field The proper mechanics involved in throwing the shot put The proper mechanics involved in throwing the discus The proper mechanics involved in throwing the javelin The proper mechanics involved in performing the high jump What side they should start on when high jumping The proper mechanics involved in performing the long jump How to find their mark in long jump What to do with their lead leg when hurdling What to do with their trail leg when hurdling How to start from a down position for a sprint How to sprint on their toes How to pace themselves in distance races The rules for each event Evidence of Learning Summative Assessment Self assessment Teacher assessment- visual Teacher assessment- written 51

52 Formative Assessments Teacher observation of participation Peer assessment Competition results Lesson Lesson 1 Introduction to track and field Lesson 2 Distance Running Lesson 3 - Sprints Lesson 4 Long Jump Lesson 5 High Jump Lesson 6 Shot Put Lesson 7 Discus Lesson 8 - Javelin Lesson 9 Hurdles Lesson 10 Track Meet Lesson Plans & Pacing 1 day 1 day 1 day 1 day 1 day 1 day 1 day 1 day 1 day 2 days Timeframe Based on 2009 NJ Curriculum Project 52

53 VOLLEYBALL VOLLEYBALL UNIT PLAN Content Area: Physical Education Unit Title: Volleyball (Middle School Level) Unit Summary: Students will learn the skills of passing, setting and serving. In this unit, students will be able to understand the positions of the players on the court, how to rotate and how the game of volleyball is played. 21 st Century Themes: Develop an understanding of how volleyball uses social and cross-cultural skills by working appropriately and productively with others. Develop an appreciation of volleyball as a lifetime game. Unit Rationale Through the sport of volleyball, the students will be physically active as they learn the necessary skills to participate in this lifetime game. The unit will teach the importance of teamwork and sportsmanship. Standards Learning Targets 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Content Statements CPI # Cumulative Progress Indicator (CPI) A Movement Skill and Concepts: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork C Sportsmanship, Rules, and Safety: Self A.1. Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities) A.2. Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance B.1. Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings B.2. Assess the effectiveness of specific mental strategies applied to improve performance B.3. Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement C.1. Assess player behavior for evidence of 53

54 initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction A Fitness and Physical Activity: Knowing and applying a variety of effective fitness principles over time enhances personal fitness level, performance, and health status. Unit Essential Questions What skills are necessary to be successful in volleyball? Why are teamwork and communication important in volleyball? What fitness components are necessary to be successful in volleyball? Unit Objective (Learning Targets) sportsmanship in individual, small-group, and team activities C.2. Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities. Content: Movement activities provide a timeless opportunity to connect with people around the world C.3. Analyze the impact of different world cultures on present-day games, sports, and dance A.1. Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. Unit Enduring Understandings Volleyball can be a life long activity. Volleyball is becoming very popular on a global basis. 800 million people play volleyball at least once a week. Students will: Develop the skill of passing a volleyball Develop the skill of setting a volleyball Develop the skill of serving a volleyball Learn the positions on the court and the rotation of players to serve Learn the rules of play Demonstrate good sportsmanship Understand the importance of using teamwork Summative Assessment Self assessment Teacher assessment- visual Teacher assessment- written Formative Assessments Teacher observation of participation Peer assessment Lesson 1 - Passing Lesson 2 - Setting Lesson Evidence of Learning Lesson Plans & Pacing 1 day 1 day Timeframe 54

55 Lesson 3 - Serving Lesson 4 Rules, positions and rotation Lesson 5 - Games 1 day 1 day 4-5 days Equipment Needed: Volleyballs, nets, standards, scoreboards, projector and laptop Based on 2009 NJ Curriculum Project 55

56 WEIGHT TRAINING WEIGHT TRAINING UNIT PLAN Content Area: Physical Education Unit Title: Weight Training (Middle School Level) Unit Summary: Students will learn and demonstrate how to safely operate the weight training and cardio equipment. Students will learn how to record the correct amount of sets and repetitions performed during each workout session on their personal workout sheets. Students will be able to identify the primary muscle groups being trained for each of the weight training machines and other exercises. 21 st Century themes: Introduce new, non-traditional physical fitness options using integrated technology (Wii Gaming System). Develop exercise routines that students can use outside of school, in their spare time. These exercises may encourage students to live a more actively, healthy lifestyle. Unit Rationale Through weight training and cardio exercises students will gain an appreciation for the importance of weight training and cardiovascular exercise in their personal health development. Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Content Statements CPI # Cumulative Progress Indicator (CPI) A Movement Skill and Concepts: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort A. Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities. Performing movement skills effectively is often based on an individual s ability to analyze one s own performance as well as receive constructive feedback from others A.1. Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities) A.2. Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance A.4. Use self-evaluation and external feedback to detect and correct errors in one s movement performance A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities) A. Movement skill performance is primarily A.2 Apply the concepts of force and motion 56

57 impacted by the quality of instruction, practice, assessment, feedback, and effort A Fitness and Physical Activity: Knowing and applying a variety of effective fitness principles over time enhances personal fitness level, performance, and health status. Unit Essential Questions What are the safety rules in the weight and cardio rooms? What muscle groups are you working in each exercise? How can a weight training routine improve your personal health? (weight transfer, power, speed, agility, range of motion) to impact performance A.1. Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. Unit Enduring Understandings Weight training and cardio exercise can be performed anywhere (i.e. School, gym, home). Weight training can be a lifetime activity. Cardio exercises are effective ways to increase cardio-respiratory endurance (CRE). Unit Objective (Learning Targets) Students will understand the importance of weight training and cardiovascular exercises to their bodies. Students will follow the rules for the weight and cardio rooms. Students will learn new strengthening and cardio exercises for various muscles. Students will become familiarized with the different muscles of their body. Students will know proper spotting techniques for a variety of lifts. Students will know the basics of creating their own weight training program. Students will be motivated to lift weights and engage in cardio exercises on their own time. Evidence of Learning Summative Assessment Self assessment Teacher assessment- visual Student exhibits safety, correct lifting technique and spotting. Teacher assessment- written Daily workouts and the workout sheets filled out each day Formative Assessments Teacher observation of participation Peer assessment Lesson Lesson 1 Introduction & Safety Rules Lesson 2 - Weight Training Demo Lesson 3 - Cardio/DDR Demo Lessons Stations Lesson Plans & Pacing 1 day 1 day 1 day 3 days Timeframe Equipment Needed: Weight training machines, treadmill, stationary bikes, Nintendo Wii Game Console, DDR Arcade pads, DDR practice pads, medicine balls, workout sheets, pencils, free weights Based on 2009 NJ Curriculum Project 57

58 Middle School Units of Study The following units of study are written to align with the National Standards. Badminton Fitness Mass Games Pickleball Ping Pong Speedball Ultimate Frisbee 58

59 BADMINTON NATIONAL STANDARDS: NASPE Standard 1: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. NJCCCS: 2.5 A1 Demonstrate mechanically correct form and control when using and combining movement skills in applied settings. NJCCCS: 2.5 A2 Demonstrate how equilibrium, rotation, and range of motion impact performance. NJCCCS: 2.5 A3 Apply the impact of various applications of force and motion during physical activity. NJCCCS: 2.5 A4 Perform and assess the quality of movement flow in response to dynamic, interactive environments. NJCCCS: 2.5 A5 Compare and contrast the use of movement skills across various forms of physical activity and transfer a movement skill from one activity to another. NJCCCS: 2.5 A6 Detect and correct errors in personal movement performance and modify it in response to internal and external feedback. NJCCCS: 2.5 B2 Analyze the application of balance and counterbalance when performing or observing movement skills. NASPE Standard 2: Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. NJCCCS: 2.5 A5 Compare and contrast the use of movement skills across various forms of physical activity and transfer a movement skill from one activity to another. NJCCCS: 2.5 A6 Detect and correct errors in personal movement performance and modify it in response to internal and external feedback. NJCCCS: 2.5 B1 Describe how equilibrium, rotation, and range of motion impact performance. NJCCCS: 2.5 B2 Analyze the application of balance and counterbalance when performing or observing movement skills. NJCCCS: 2.5 B3 Compare and contrast the use of space and flow in physical activities. NJCCCS: 2.5 B5 Discuss the stages of movement skill development and the importance of practice. NJCCCS: 2.5 C1 Compare and contrast offensive, defensive, and cooperative strategies and use them effectively in applied settings. NJCCCS: 2.5 E1 Use specific strategies, including visualization and positive self-talk, to prepare for physical activity and assess their effectiveness. NASPE Standard 3: Participate regularly in physical activity. NJCCCS: 2.6 C1 Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness. NJCCCS: 2.6 C2 Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate. NASPE Standard 4: Achieve and maintain a health-enhancing level of physical fitness. NJCCCS: 2.6 A1 Summarize the potential short- and long-term physical, social, and emotional benefits of regular physical activity. NJCCCS: 2.6 A2 Differentiate how body systems adapt to acute exercise vs. regular exercise over a period of time. 59

60 NJCCCS: 2.6 B1 Recognize signs and symptoms that warrant exercise termination and possible follow-up with a healthcare professional. NJCCCS: 2.6 C1 Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness. NJCCCS: 2.6 C2 Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate. NJCCCS: 2.6 C3 Monitor physiological responses before, during and after exercise and compare changes. NJCCCS: 2.6 C5 Demonstrate age- and gender-specific progress towards improving each component of fitness. NASPE Standard 5: Exhibit responsible personal and social behavior that respects self and others in physical activity settings. NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship. NJCCCS: 2.5 D2 Employ general- and activity-specific rules and analyze their impact on participation. NJCCCS: 2.6 B1 Recognize signs and symptoms that warrant exercise termination and possible follow-up with a healthcare professional. NASPE Standard 6: Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship. NJCCCS: 2.6 A1 Summarize the potential short- and long-term physical, social, and emotional benefits of regular physical activity. OBJECTIVES: Students will know and be able to: Demonstrate a basic knowledge of safety while using equipment on the court Demonstrate the basic skills of badminton Demonstrate the basic knowledge of rules of the game ACTIVITIES: Cardio Warm up and Flexibility Teacher lecture and demonstration of the serve Teacher lecture and demonstration of the clear Teacher lecture and demonstration of the smash Teacher lecture and demonstration of the drive Teacher lecture and demonstration of the drop shop Teacher lecture and demonstration of net blocks Skill drills and practice Teacher lecture and demonstration of rules King of the Court Challenge Singles and doubles game play ASSESSMENT: Teacher observation Peer evaluation/rubric Written test 60

61 CREATIVE GAMES NATIONAL STANDARDS: NASPE Standard 1: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. NJCCCS: 2.5 A1 Demonstrate mechanically correct form and control when using and combining movement skills in applied settings. NJCCCS: 2.5 A3 Apply the impact of various applications of force and motion during physical activity. NJCCCS: 2.5 A4 Perform and assess the quality of movement flow in response to dynamic, interactive environments. NJCCCS: 2.5 A5 Compare and contrast the use of movement skills across various forms of physical activity and transfer a movement skill from one activity to another. NJCCCS: 2.5 A6 Detect and correct errors in personal movement performance and modify it in response to internal and external feedback. NASPE Standard 2: Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. NJCCCS: 2.5 A5 Compare and contrast the use of movement skills across various forms of physical activity and transfer a movement skill from one activity to another. NJCCCS: 2.5 A6 Detect and correct errors in personal movement performance and modify it in response to internal and external feedback. NJCCCS: 2.5 B1 Describe how equilibrium, rotation, and range of motion impact performance. NJCCCS: 2.5 B2 Analyze the application of balance and counterbalance when performing or observing movement skills. NJCCCS: 2.5 B3 Compare and contrast the use of space and flow in physical activities. NJCCCS: 2.5 B5 Discuss the stages of movement skill development and the importance of practice. NJCCCS: 2.5 C1 Compare and contrast offensive, defensive, and cooperative strategies and use them effectively in applied settings. NJCCCS: 2.5 E1 Use specific strategies, including visualization and positive self-talk, to prepare for physical activity and assess their effectiveness. NASPE Standard 3: Participate regularly in physical activity. NJCCCS: 2.6 C1 Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness. NJCCCS: 2.6 C2 Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate. NASPE Standard 4: Achieve and maintain a health-enhancing level of physical fitness. NJCCCS: 2.6 A1 Summarize the potential short- and long-term physical, social, and emotional benefits of regular physical activity. NJCCCS: 2.6 A4 Analyze the positive and negative impacts of technological advances on exercise, health, and fitness. NJCCCS: 2.6 B1 Recognize signs and symptoms that warrant exercise termination and possible follow-up with a healthcare professional. NJCCCS: 2.6 C1 Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness. 61

62 NJCCCS: 2.6 C2 Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate. NJCCCS: 2.6 C5 Demonstrate age- and gender-specific progress towards improving each component of fitness. NASPE Standard 5: Exhibit responsible personal and social behavior that respects self and others in physical activity settings. NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship. NJCCCS: 2.5 D2 Employ general- and activity-specific rules and analyze their impact on participation. NJCCCS: 2.6 B1 Recognize signs and symptoms that warrant exercise termination and possible follow-up with a healthcare professional. NJCCCS: 2.6 B2 Apply training principles to establish a progression of activity that will improve each component of fitness. NJCCCS: 2.6 B4 Investigate the physical, behavioral, legal, and competitive consequences of the use of anabolic steroids and other performance enhancing substances. NASPE Standard 6: Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. NJCCCS: 2.5 B4 Summarize how movement can be made more interesting, creative, or effective. NJCCCS: 2.5 B6 Describe the influence of history and culture on games, sports, and dance. NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship. NJCCCS: 2.6 A1 Summarize the potential short- and long-term physical, social, and emotional benefits of regular physical activity. OBJECTIVES: Students will know and be able to: Explain the safety rules of each activity. Effectively move safely through space while actively participating. This will benefit their development of spatial awareness. Demonstrate an understanding of movement concepts and the use of motor skills. Demonstrate the ability to use effective interpersonal skills. Demonstrate the ability to use decision-making skills of appropriate goal setting, risktaking, and problem solving. Responsibly demonstrate personal and social behavior. Develop the understanding that challenge, enjoyment, creativity, and self/social expression are important, life-enhancing experiences that are found in creative activities. Demonstrate an understanding and respect for themselves, each other, equipment, and the rules of the game. Play safe, play fair, and have fun! ACTIVITIES: Cardio Warm-up and Flexibility Various Tag games Spud Red Rover 62

63 Scooter Relays Steal the Bacon Mat-ball Crazy/Cardio Kickball Flag Tag Defenders Tennis Baseball Wizards, Giants, & Gnomes Paper, rock, scissor: Challenge tournament Color Games (includes various obstacle relays) ASSESSMENT: XRDS Physical Education Grading Rubric Teacher observations 63

64 FITNESS STANDARDS: NASPE Standard 1: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. NJCCCS: 2.5 A1 Demonstrate mechanically correct form and control when using and combining movement skills in applied settings. NJCCCS: 2.5 A2 Demonstrate how equilibrium, rotation, and range of motion impact performance. NJCCCS: 2.5 A3 Apply the impact of various applications of force and motion during physical activity. NJCCCS: 2.5 A4 Perform and assess the quality of movement flow in response to dynamic, interactive environments. NJCCCS: 2.5 A5 Compare and contrast the use of movement skills across various forms of physical activity and transfer a movement skill from one activity to another. NJCCCS: 2.5 A6 Detect and correct errors in personal movement performance and modify it in response to internal and external feedback. NJCCCS: 2.5 A6 Create and perform movement activities that combine movement skills into smooth flowing sequences (e.g., gymnastic routine, interpretative dance, tai chi) NJCCCS: 2.5 B2 Analyze the application of balance and counterbalance when performing or observing movement skills. NASPE Standard 2: Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. NJCCCS: 2.5 A5 Compare and contrast the use of movement skills across various forms of physical activity and transfer a movement skill from one activity to another. NJCCCS: 2.5 A6 Detect and correct errors in personal movement performance and modify it in response to internal and external feedback. NJCCCS: 2.5 A6 Create and perform movement activities that combine movement skills into smooth flowing sequences (e.g., gymnastic routine, interpretative dance, tai chi) NJCCCS: 2.5 B1 Describe how equilibrium, rotation, and range of motion impact performance. NJCCCS: 2.5 B2 Analyze the application of balance and counterbalance when performing or observing movement skills. NJCCCS: 2.5 B3 Compare and contrast the use of space and flow in physical activities. NJCCCS: 2.5 B5 Discuss the stages of movement skill development and the importance of practice. NJCCCS: 2.5 E1 Use specific strategies, including visualization and positive self-talk, to prepare for physical activity and assess their effectiveness. NASPE Standard 3: Participate regularly in physical activity. NJCCCS: 2.6 C1 Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness. NJCCCS: 2.6 C2 Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate. NASPE Standard 4: Achieve and maintain a health-enhancing level of physical fitness. NJCCCS: 2.6 A1 Summarize the potential short- and long-term physical, social, and emotional benefits of regular physical activity. 64

65 NJCCCS: 2.6 A2 Differentiate how body systems adapt to acute exercise vs. regular exercise over a period of time. NJCCCS: 2.6 A4 Analyze the positive and negative impacts of technological advances on exercise, health, and fitness. NJCCCS: 2.6 A5 Describe ways to achieve a healthy body composition through healthy eating and physical activity. NJCCCS: 2.6 B1 Recognize signs and symptoms that warrant exercise termination and possible follow-up with a healthcare professional. NJCCCS: 2.6 B3 Describe and demonstrate various training methods, including isotonic, isometric, interval, and circuit methods. NJCCCS: 2.6 C1 Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness. NJCCCS: 2.6 C2 Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate. NJCCCS: 2.6 C3 Monitor physiological responses before, during and after exercise and compare changes. NJCCCS: 2.6 C4 Use health data and information from internal and external sources, to develop a personal fitness plan and use technology to evaluate the implementation and outcomes of the plan. NJCCCS: 2.6 C5 Demonstrate age- and gender-specific progress towards improving each component of fitness. NASPE Standard 5: Exhibit responsible personal and social behavior that respects self and others in physical activity settings. NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship. NJCCCS: 2.5 D2 Employ general- and activity-specific rules and analyze their impact on participation. NJCCCS: 2.6 A4 Analyze the positive and negative impacts of technological advances on exercise, health, and fitness. NJCCCS: 2.6 A5 Describe ways to achieve a healthy body composition through healthy eating and physical activity. NJCCCS: 2.6 A6 Distinguish between facts and fallacies regarding the marketing of fitness products, services, and information. NJCCCS: 2.6 B1 Recognize signs and symptoms that warrant exercise termination and possible follow-up with a healthcare professional. NJCCCS: 2.6 B2 Apply training principles to establish a progression of activity that will improve each component of fitness. NJCCCS: 2.6 B4 Investigate the physical, behavioral, legal, and competitive consequences of the use of anabolic steroids and other performance enhancing substances. NASPE Standard 6: Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. NJCCCS: 2.5 B4 Summarize how movement can be made more interesting, creative, or effective. NJCCCS: 2.5 B6 Describe the influence of history and culture on games, sports, and dance. NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship. NJCCCS: 2.6 A1 Summarize the potential short- and long-term physical, social, and 65

66 emotional benefits of regular physical activity. NJCCCS: 2.6 A3 Predict how factors such as health status, interests, environmental conditions, and available time impact personal fitness. NJCCCS: 2.6 A6 Distinguish between facts and fallacies regarding the marketing of fitness products, services, and information. OBJECTIVES: Students will know and be able to: Demonstrate an understanding of the components of cardiovascular fitness. Demonstrate an understanding of the components of muscular strength. Demonstrate an understanding of the components of muscular endurance. Demonstrate an understanding of the components of flexibility. Demonstrate an understanding of the components of core body strength. Demonstrate an understanding of how proper nutrition, proper health habits affect overall fitness levels. Demonstrate an understanding of proper safety measures associated with fitness training. Demonstrate an understanding of proper warm up and cool down techniques and procedures. CARDIOVASCULAR FITNESS ACTIVITIES: Lecture and Demonstration Warm up Circuit Training Jump Rope Training Interval Training Cross Country Running Walking for fitness Heart Rate training with pulse monitors Target Heart Rates as they apply to warm up, basic aerobic, threshold training, Max VO2, Lactic Acid tolerance, and power and speed. Commercial aerobic activities (Tae-Bo, Power 90, etc.) Weight Training Plyometrics Speed and agility training Fitness games Dance MUSCULAR STRENGTH ACTIVITIES Warm up and cool down Stretching Weight Lifting Stretch cords Kettle bells Physio balls Balance pads Core body activities Body weight activities Circuit training 66

67 Plyometrics Speed and agility training Isometric Pilates Yoga Lecture and Demonstration Fitness games Dance Dumb Bells Rope Climbing MUSCULAR ENDURANCE ACTIVITIES Weight training Stretching Calisthenics Lecture and Demonstration Warm up Circuit Training Jump Rope Training Interval Training Cross Country Running Walking for fitness Weight Training Commercial aerobic activities (i.e. Tae-Bo, Power 90, etc.) Plyometrics Speed and agility training Fitness games Dance Medicine Ball Activities Balance Pads Dumbbells Stretch Cords FLEXIBILITY ACTIVITIES Warm up and Cool down Lecture and Demonstration Stretching Yoga Pilates Meridian Stretching Static Stretching Physio balls Partner stretching Medicine Balls Balance Pads Dance CORE BODY STRENGTH ACTIVITIES 67

68 Warm up and Cool down Lecture and Demonstration Stretching Yoga Pilates Meridian Stretching Physio balls Medicine Balls Balance pads NUTRITION, HEALTH HABITS Lecture and Demonstration Nutrition and strength gains Nutrition and endurance Nutrition and sport performance Nutrition and recovery Effect of negative health habits on general fitness and athletic performance SAFETY Lecture and Demonstration Proper use of equipment Proper cleaning of equipment after use Use of safety equipment Understanding mechanics, capabilities and training thresholds for personal safety WARM UP AND COOL DOWN Lecture and Demonstration Stretching Jogging Calisthenics Jump Rope Breathing activities Game activity Walking Pulse meters and pedometers ASSESSMENT: Student Rubric Self Evaluation Pulse Rate Monitors Teacher Observation Written tests Performance Charts Performance tests Skill test 68

69 FRISBEE GOLF STANDARDS: NASPE Standard 1: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. NJCCCS: 2.5 A1 Demonstrate mechanically correct form and control when using and combining movement skills in applied settings. NJCCCS: 2.5 A2 Demonstrate how equilibrium, rotation, and range of motion impact performance. NJCCCS: 2.5 A3 Apply the impact of various applications of force and motion during physical activity. NJCCCS: 2.5 A4 Perform and assess the quality of movement flow in response to dynamic, interactive environments. NJCCCS: 2.5 A5 Compare and contrast the use of movement skills across various forms of physical activity and transfer a movement skill from one activity to another. NJCCCS: 2.5 A6 Detect and correct errors in personal movement performance and modify it in response to internal and external feedback. NJCCCS: 2.5 B2 Analyze the application of balance and counterbalance when performing or observing movement skills. NASPE Standard 2: Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. NJCCCS: 2.5 A5 Compare and contrast the use of movement skills across various forms of physical activity and transfer a movement skill from one activity to another. NJCCCS: 2.5 A6 Detect and correct errors in personal movement performance and modify it in response to internal and external feedback. NJCCCS: 2.5 B1 Describe how equilibrium, rotation, and range of motion impact performance. NJCCCS: 2.5 B2 Analyze the application of balance and counterbalance when performing or observing movement skills. NJCCCS: 2.5 B3 Compare and contrast the use of space and flow in physical activities. NJCCCS: 2.5 B5 Discuss the stages of movement skill development and the importance of practice. NJCCCS: 2.5 E1 Use specific strategies, including visualization and positive self-talk, to prepare for physical activity and assess their effectiveness. NASPE Standard 3: Participate regularly in physical activity. NJCCCS: 2.6 C1 Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness. NJCCCS: 2.6 C2 Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate. NASPE Standard 4: Achieve and maintain a health-enhancing level of physical fitness. NJCCCS: 2.6 A1 Summarize the potential short- and long-term physical, social, and emotional benefits of regular physical activity. NJCCCS: 2.6 A2 Differentiate how body systems adapt to acute exercise vs. regular exercise over a period of time. 69

70 NJCCCS: 2.6 B1 Recognize signs and symptoms that warrant exercise termination and possible follow-up with a healthcare professional. NJCCCS: 2.6 C1 Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness. NJCCCS: 2.6 C2 Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate. NJCCCS: 2.6 C3 Monitor physiological responses before, during and after exercise and compare changes. NASPE Standard 5: Exhibit responsible personal and social behavior that respects self and others in physical activity settings. NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship. NJCCCS: 2.5 D2 Employ general- and activity-specific rules and analyze their impact on participation. NJCCCS: 2.6 B1 Recognize signs and symptoms that warrant exercise termination and possible follow-up with a healthcare professional. NASPE Standard 6: Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. NJCCCS: 2.5 B4 Summarize how movement can be made more interesting, creative, or effective. NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship. OBJECTIVES: Students will know and be able to: Demonstrate proper throwing skills with accuracy Understand vocabulary associated with the game Demonstrate a basic knowledge of game courtesy and safety Apply all rules learned to game play including keeping a score card ACTIVITIES: Cardio Warm up and Flexibility Teacher lecture and demonstration of backhand and underhand throw and forehand pass Skill drills and practice - partner hoop drill, relay race with target Lead up games for accuracy - can jam, Frisbee horseshoes Teacher lecture and demonstration of vocabulary and rules of the game ASSESSMENT: Teacher observation Keep a correct scorecard Peer evaluation/rubric Written test 70

71 PICKLEBALL STANDARDS NASPE Standard 1: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. NJCCCS: 2.5 A1 Demonstrate mechanically correct form and control when using and combining movement skills in applied settings. NJCCCS: 2.5 A2 Demonstrate how equilibrium, rotation, and range of motion impact performance. NJCCCS: 2.5 A3 Apply the impact of various applications of force and motion during physical activity. NJCCCS: 2.5 A5 Compare and contrast the use of movement skills across various forms of physical activity and transfer a movement skill from one activity to another. NJCCCS: 2.5 A6 Detect and correct errors in personal movement performance and modify it in response to internal and external feedback. NASPE Standard 2: Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. NJCCCS: 2.5 B5 Discuss the stages of movement skill development and the importance of practice. NJCCCS: 2.5 E1 Use specific strategies, including visualization and positive self-talk, to prepare for physical activity and assess their effectiveness. NASPE Standard 3: Participate regularly in physical activity. NJCCCS: 2.6 C1 Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness. NJCCCS: 2.6 C2 Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate. NASPE Standard 4: Achieve and maintain a health-enhancing level of physical fitness. NJCCCS: 2.6 A1 Summarize the potential short- and long-term physical, social, and emotional benefits of regular physical activity. NJCCCS: 2.6 A2 Differentiate how body systems adapt to acute exercise vs. regular exercise over a period of time. NJCCCS: 2.6 B1 Recognize signs and symptoms that warrant exercise termination and possible follow-up with a healthcare professional. NJCCCS: 2.6 C1 Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness. NASPE Standard 5: Exhibit responsible personal and social behavior that respects self and others in physical activity settings. NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship. NJCCCS: 2.5 D2 Employ general- and activity-specific rules and analyze their impact on participation. NASPE Standard 6: Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. 71

72 NJCCCS: 2.5 B6 Describe the influence of history and culture on games, sports, and dance. NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship. OBJECTIVES: Students will know and be able to: Demonstrate an understanding of movement concepts and the use of motor skills. Demonstrate the ability to use effective interpersonal skills. Develop the understanding that challenge, enjoyment, creativity, and self/social expression are important, life-enhancing experiences that are found in creative activities. Demonstrate an understanding and respect for themselves, each other, equipment, and the rules of the game. Demonstrate a basic knowledge of safety while using equipment on the court. Demonstrate the basic skills of Pickleball. Demonstrate basic knowledge of rules of the game. ACTIVITIES: Cardio Warm up and Flexibility Teacher lecture and demonstration of the serve Teacher lecture and demonstration of the lob Teacher lecture and demonstration of the smash Teacher lecture and demonstration of the drive Teacher lecture and demonstration of the drop shop Skill drills and practice 1 on 1 tennis ball game using hands only Teacher lecture and demonstration of rules King of the Court Challenge in teams of 2-4 students 2-4 players per side game play ASSESSMENT: Teacher observation Student participation Peer evaluation/rubric Written test 72

73 PING PONG STANDARDS: NASPE Standard 1: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. NJCCCS: 2.5 A1 Demonstrate mechanically correct form and control when using and combining movement skills in applied settings. NJCCCS: 2.5 A2 Demonstrate how equilibrium, rotation, and range of motion impact performance. NJCCCS: 2.5 A3 Apply the impact of various applications of force and motion during physical activity. NJCCCS: 2.5 A5 Compare and contrast the use of movement skills across various forms of physical activity and transfer a movement skill from one activity to another. NJCCCS: 2.5 A6 Detect and correct errors in personal movement performance and modify it in response to internal and external feedback. NASPE Standard 2: Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. NJCCCS: 2.5 A6 Detect and correct errors in personal movement performance and modify it in response to internal and external feedback. NJCCCS: 2.5 B1 Describe how equilibrium, rotation, and range of motion impact performance. NJCCCS: 2.5 B5 Discuss the stages of movement skill development and the importance of practice. NJCCCS: 2.5 C1 Compare and contrast offensive, defensive, and cooperative strategies and use them effectively in applied settings. NJCCCS: 2.5 E1 Use specific strategies, including visualization and positive self-talk, to prepare for physical activity and assess their effectiveness. NASPE Standard 3: Participate regularly in physical activity. NJCCCS: 2.6 C1 Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness. NJCCCS: 2.6 C2 Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate. NASPE Standard 4: Achieve and maintain a health-enhancing level of physical fitness. NJCCCS: 2.6 A1 Summarize the potential short- and long-term physical, social, and emotional benefits of regular physical activity. NJCCCS: 2.6 A2 Differentiate how body systems adapt to acute exercise vs. regular exercise over a period of time. NJCCCS: 2.6 B1 Recognize signs and symptoms that warrant exercise termination and possible follow-up with a healthcare professional. NJCCCS: 2.6 C1 Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness. NJCCCS: 2.6 C2 Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate. NASPE Standard 5: Exhibit responsible personal and social behavior that respects self and others in physical activity settings. 73

74 NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship. NJCCCS: 2.5 D2 Employ general- and activity-specific rules and analyze their impact on participation. NJCCCS: 2.6 B1 Recognize signs and symptoms that warrant exercise termination and possible follow-up with a healthcare professional. NJCCCS: 2.6 B2 Apply training principles to establish a progression of activity that will improve each component of fitness. NASPE Standard 6: Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship. NJCCCS: 2.6 A1 Summarize the potential short- and long-term physical, social, and emotional benefits of regular physical activity. NJCCCS: 2.6 A3 Predict how factors such as health status, interests, environmental conditions, and available time impact personal fitness. OBJECTIVES: Students will know and be able to: Demonstrate a basic knowledge of safety while using equipment Demonstrate the basic skills of ping pong Demonstrate the basic knowledge of rules of the game ACTIVITIES: Cardio Warm up and Flexibility Teacher lecture and demonstration of skills- serve, volley, smash, and drop shot Teacher lecture and demonstration of rules faults, serve rotation, scoring Singles and doubles play ASSESSMENT: Teacher observation Rules written test Student participation 74

75 SPEEDBALL STANDARDS: NASPE Standard 1: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. NJCCCS: 2.5 A1 Demonstrate mechanically correct form and control when using and combining movement skills in applied settings. NJCCCS: 2.5 A3 Apply the impact of various applications of force and motion during physical activity. NJCCCS: 2.5 A4 Perform and assess the quality of movement flow in response to dynamic, interactive environments. NJCCCS: 2.5 A5 Compare and contrast the use of movement skills across various forms of physical activity and transfer a movement skill from one activity to another. NJCCCS: 2.5 A6 Detect and correct errors in personal movement performance and modify it in response to internal and external feedback. NASPE Standard 2: Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. NJCCCS: 2.5 B2 Analyze the application of balance and counterbalance when performing or observing movement skills. NJCCCS: 2.5 B3 Compare and contrast the use of space and flow in physical activities. NJCCCS: 2.5 B5 Discuss the stages of movement skill development and the importance of practice. NJCCCS: 2.5 C1 Compare and contrast offensive, defensive, and cooperative strategies and use them effectively in applied settings. NJCCCS: 2.5 E1 Use specific strategies, including visualization and positive self-talk, to prepare for physical activity and assess their effectiveness. NASPE Standard 3: Participate regularly in physical activity. NJCCCS: 2.6 C1 Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness. NJCCCS: 2.6 C2 Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate. NASPE Standard 4: Achieve and maintain a health-enhancing level of physical fitness. NJCCCS: 2.6 A1 Summarize the potential short- and long-term physical, social, and emotional benefits of regular physical activity. NJCCCS: 2.6 B1 Recognize signs and symptoms that warrant exercise termination and possible follow-up with a healthcare professional. NJCCCS: 2.6 C5 Demonstrate age- and gender-specific progress towards improving each component of fitness. NASPE Standard 5: Exhibit responsible personal and social behavior that respects self and others in physical activity settings. NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship. NJCCCS: 2.5 D2 Employ general- and activity-specific rules and analyze their impact on participation. NJCCCS: 2.6 B2 Apply training principles to establish a progression of activity that will 75

76 improve each component of fitness. NASPE Standard 6: Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. NJCCCS: 2.5 B4 Summarize how movement can be made more interesting, creative, or effective. NJCCCS: 2.5 B6 Describe the influence of history and culture on games, sports, and dance. NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship. OBJECTIVES: Students will know and be able to: Explain the safety rules of each activity. Effectively move safely through space while actively participating. This will benefit their development of spatial awareness. Demonstrate an understanding of movement concepts and the use of motor skills. Demonstrate the ability to use effective interpersonal skills. To learn and practice good sportsmanship and team work To acquire self discipline, self-control, and self-confidence. Demonstrate an understanding and respect for themselves, each other, equipment, and the rules of the game. Demonstrate proper technique when dribbling a soccer ball. Demonstrate proper technique when passing a soccer ball. Demonstrate proper technique when chipping a soccer ball Demonstrate proper technique when trapping a soccer ball. Demonstrate proper technique when shooting a soccer ball. Demonstrate proper technique when heading a soccer ball. Demonstrate proper technique when catching the ball as a goalkeeper. Demonstrate proper technique when punting the ball as a goalkeeper. Demonstrate proper technique when converting the ball from the ground to the air. Play safe, play fair, and have fun! ACTIVITIES: Cardio Warm-up and Flexibility Safety Rules, Equipment, & Precautions Dribbling Drills Passing Drills Trapping Drills Chipping Drills Heading Drills Instep Shooting Drills Converting from ground to air drills. Throw-in Drills Corner and Goal Kicks Goaltending Drills Defending Small group activities Small-sided games (3v3, 4v4, etc.) 76

77 Class vs. Class games ASSESSMENT: XRDS Physical Education Grading Rubric Teacher/student observations Level of skills and improvement through play. Students knowledge of rules through play. 77

78 MASS GAMES STANDARDS: NASPE Standard 1: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. NJCCCS: 2.5 A1 Demonstrate mechanically correct form and control when using and combining movement skills in applied settings. NJCCCS: 2.5 A2 Demonstrate how equilibrium, rotation, and range of motion impact performance. NJCCCS: 2.5 A3 Apply the impact of various applications of force and motion during physical activity. NJCCCS: 2.5 A4 Perform and assess the quality of movement flow in response to dynamic, interactive environments. NJCCCS: 2.5 A5 Compare and contrast the use of movement skills across various forms of physical activity and transfer a movement skill from one activity to another. NJCCCS: 2.5 A6 Detect and correct errors in personal movement performance and modify it in response to internal and external feedback. NJCCCS: 2.5 B2 Analyze the application of balance and counterbalance when performing or observing movement skills. NASPE Standard 2: Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. NJCCCS: 2.5 A5 Compare and contrast the use of movement skills across various forms of physical activity and transfer a movement skill from one activity to another. NJCCCS: 2.5 A6 Detect and correct errors in personal movement performance and modify it in response to internal and external feedback. NJCCCS: 2.5 B1 Describe how equilibrium, rotation, and range of motion impact performance. NJCCCS: 2.5 B2 Analyze the application of balance and counterbalance when performing or observing movement skills. NJCCCS: 2.5 B3 Compare and contrast the use of space and flow in physical activities. NJCCCS: 2.5 C1 Compare and contrast offensive, defensive, and cooperative strategies and use them effectively in applied settings. NJCCCS: 2.5 E1 Use specific strategies, including visualization and positive self-talk, to prepare for physical activity and assess their effectiveness. NASPE Standard 3: Participate regularly in physical activity. NJCCCS: 2.6 C1 Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness. NJCCCS: 2.6 C2 Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate. NASPE Standard 4: Achieve and maintain a health-enhancing level of physical fitness. NJCCCS: 2.6 A1 Summarize the potential short- and long-term physical, social, and emotional benefits of regular physical activity. 78

79 NJCCCS: 2.6 A2 Differentiate how body systems adapt to acute exercise vs. regular exercise over a period of time. NJCCCS: 2.6 B1 Recognize signs and symptoms that warrant exercise termination and possible follow-up with a healthcare professional. NJCCCS: 2.6 C1 Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness. NJCCCS: 2.6 C2 Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate. NJCCCS: 2.6 C3 Monitor physiological responses before, during and after exercise and compare changes. NASPE Standard 5: Exhibit responsible personal and social behavior that respects self and others in physical activity settings. NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship. NJCCCS: 2.5 D2 Employ general- and activity-specific rules and analyze their impact on participation. NASPE Standard 6: Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. NJCCCS: 2.5 B4 Summarize how movement can be made more interesting, creative, or effective. NJCCCS: 2.5 B6 Describe the influence of history and culture on games, sports, and dance. NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship. NJCCCS: 2.6 A1 Summarize the potential short- and long-term physical, social, and emotional benefits of regular physical activity. OBJECTIVES: Students will know and be able to: Physically challenge themselves in a safe environment. Apply their own strengths and weaknesses appropriately. Respect others strengths and weaknesses. Rely on the group to support positive risk taking. Identify how fatigue can lead to injury. Apply all rules to game play. Demonstrate proper skills in all game play. Apply correct technique to create a cooperative and safe environment. Work cooperatively and productively in a group to accomplish common goal. ACTIVITIES: Cardio Warm-up and Flexibility Teacher lecture and demonstration of skills Teacher lecture and demonstration of rules Small group stations Small group game play Large group game play 79

80 Tournament play ASSESSMENT: Teacher observation Student questioning Peer evaluation/rubric Written Test Individual participation 80

81 ULTIMATE FRISBEE STANDARDS: NASPE Standard 1: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. NJCCCS: 2.5 A1 Demonstrate mechanically correct form and control when using and combining movement skills in applied settings. NJCCCS: 2.5 A2 Demonstrate how equilibrium, rotation, and range of motion impact performance. NJCCCS: 2.5 A3 Apply the impact of various applications of force and motion during physical activity. NJCCCS: 2.5 A4 Perform and assess the quality of movement flow in response to dynamic, interactive environments. NJCCCS: 2.5 A5 Compare and contrast the use of movement skills across various forms of physical activity and transfer a movement skill from one activity to another. NJCCCS: 2.5 A6 Detect and correct errors in personal movement performance and modify it in response to internal and external feedback. NJCCCS: 2.5 B2 Analyze the application of balance and counterbalance when performing or observing movement skills. NASPE Standard 2: Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. NJCCCS: 2.5 A5 Compare and contrast the use of movement skills across various forms of physical activity and transfer a movement skill from one activity to another. NJCCCS: 2.5 A6 Detect and correct errors in personal movement performance and modify it in response to internal and external feedback. NJCCCS: 2.5 B1 Describe how equilibrium, rotation, and range of motion impact performance. NJCCCS: 2.5 B2 Analyze the application of balance and counterbalance when performing or observing movement skills. NJCCCS: 2.5 B3 Compare and contrast the use of space and flow in physical activities. NJCCCS: 2.5 B5 Discuss the stages of movement skill development and the importance of practice. NJCCCS: 2.5 C1 Compare and contrast offensive, defensive, and cooperative strategies and use them effectively in applied settings. NJCCCS: 2.5 E1 Use specific strategies, including visualization and positive self-talk, to prepare for physical activity and assess their effectiveness. NASPE Standard 3: Participate regularly in physical activity. NJCCCS: 2.6 C1 Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness. NJCCCS: 2.6 C2 Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate. NASPE Standard 4: Achieve and maintain a health-enhancing level of physical fitness. NJCCCS: 2.6 A1 Summarize the potential short- and long-term physical, social, and emotional benefits of regular physical activity. NJCCCS: 2.6 A2 Differentiate how body systems adapt to acute exercise vs. regular exercise 81

82 over a period of time. NJCCCS: 2.6 B1 Recognize signs and symptoms that warrant exercise termination and possible follow-up with a healthcare professional. NJCCCS: 2.6 C1 Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness. NJCCCS: 2.6 C2 Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate. NJCCCS: 2.6 C3 Monitor physiological responses before, during and after exercise and compare changes. NJCCCS: 2.6 C5 Demonstrate age- and gender-specific progress towards improving each component of fitness. NASPE Standard 5: Exhibit responsible personal and social behavior that respects self and others in physical activity settings. NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship. NJCCCS: 2.5 D2 Employ general- and activity-specific rules and analyze their impact on participation. NJCCCS: 2.6 A5 Describe ways to achieve a healthy body composition through healthy eating and physical activity. NJCCCS: 2.6 B1 Recognize signs and symptoms that warrant exercise termination and possible follow-up with a healthcare professional. NJCCCS: 2.6 B2 Apply training principles to establish a progression of activity that will improve each component of fitness. NASPE Standard 6: Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. NJCCCS: 2.5 B4 Summarize how movement can be made more interesting, creative, or effective. NJCCCS: 2.5 B6 Describe the influence of history and culture on games, sports, and dance. NJCCCS: 2.5 D1 Analyze participant and observer behaviors for evidence of good sportsmanship. NJCCCS: 2.6 A1 Summarize the potential short- and long-term physical, social, and emotional benefits of regular physical activity. OBJECTIVES: Students will know and be able to: Demonstrate proper throwing and catching skills. Demonstrate a basic knowledge of offensive and defensive skills. Apply all rules and skills learned to game play. ACTIVITIES: Cardio Warm up and Flexibility Teacher lecture and demonstration of backhand throw and catches (thumb up and thumb down) Skill drills and practice - line drills, keep a way, cutting drill Teacher lecture and demonstration of rules Game play 82

83 ASSESSMENT: Teacher observation Peer evaluation/rubric 83

84 HIGH SCHOOL CURRICULUM 84

85 Overview: High School Physical Education Content: Physical Education Course Title: Physical Education Grades 9-12 Mission: The goal of Physical Education is to develop physically educated individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity. It is our goal that our students will know the benefits of their choice to be involved in physical activity and have a mindset that values physical activity and its benefits in sustaining healthy lifestyles. Description: Physical Education classes will include regular fitness activities, participation in traditional team and individual games, weight training and conditioning, gymnastics, as well as nontraditional activities such as Project Adventure and elementary school games. Standards: NJCCCS 2.5 Motor Skill Development All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. CCSSI English Language Arts Standards >> Speaking and listening grades 9-12 Mathematics >> High School: Number and Quantity >> Quantities Enduring Understandings: To achieve a healthy lifestyle, you must value physical activity. To be physically fit, you must learn, practice and participate in a variety of physical fitness activities. There are health benefits that are derived from involvement in physical activities: Skill development Improved health Improved physical fitness Self discipline Support for achievement in other content areas (academic fitness = physical fitness) Stress reduction Strengthened peer relations Ability to set goals. 85

86 Physical fitness develops skills necessary for success in career and life in the 21 st century: communication, collaboration and social interaction. Essential Questions: What is one of the main goals of physical education? What should students learn from physical education? What is one of the goals of physical education outside of learning activities and skills? What should students learn about the importance of physical activity and a healthy lifestyle? What 21 st Century skills will be developed during physical education? What are some of the benefits of regular involvement in physical education? Knowledge and Skills Knowledge: Students will know - How to participate in team sports - How to participate in individual/dual sports - How to engage in physical fitness training - How to use cognitive skills in all aspects of physical activity - How to interact socially and cooperatively with their peers during physical activity. - The importance of regular involvement in physical activity. Skills: Students will be able to - Perform the skills necessary to take part in team oriented sports. - Perform the skills necessary to take part in various individual/dual sports. - Perform a multitude of physical fitness exercises. - Develop cognitive concepts about motor skills and fitness. - Interact with their peers in group activities. - Advocate for regular participation in an active lifestyle. Terminology: Activity, Fitness, Sports, Exercise, Strength, Flexibility, Endurance, Participation, Effort, Skills, Written Work, Preparation, Warm Up, Stretching, Closing Activity, Badminton, Basketball, Football, Frisbee, Pickle Ball, Ping Pong, Rock Climbing, Project Adventure, Soccer, Speedball, Team Handball, Tennis, Track and Field, Volleyball, Dance, Gymnastics, Golf, Recreational Games, Silly Games, Strength Training, Spotting, Belaying, Harnesses, Carabiner, Cable, Pulley, High Element, Low Element, Target Heart Rate, Max Heart Rate, Plyometrics, Interval Training Assessments Formative: Preparation, Participation in Fitness, Participation in Activity, Effort and Written Work. Summative: In accordance with the H.S. Physical Education Rubric. Students will be graded twice per marking period (about every classes) 21 st Century Connections: 9.1 The 21st Century Life & Career Skills 9.3 Career Awareness, Exploration, Preparation Character Education (Core Values): Respect, Responsibility, Kindness, Integrity, Service 86

87 Cross Curricular / Interdisciplinary: Mathematics, Language Arts Course Resources: Technologies: Fitnessgram, ASHI CPR Text: Moving into the Future; National Standards for Physical Education (NASPE); Physical Best Activity Guide (NASPE); Physical Activity and Sport for the Secondary School Student (Dougherty); Adventure Curriculum for Physical Education, High School (Panicucci) Pacing Chart 9 th and 10 th Grade 1 st Quarter- Football, Soccer, Ultimate Frisbee 2 nd Quarter- Volleyball, Basketball, Strength Training, Gymnastics and Fitness 3rd Quarter- Track and Field, Outdoor Team Games, Outdoor/Indoor Recreation Games 11 th and 12 th Grade 1 st Quarter- Project Adventure, Tennis, Team Games, Fitness, Golf 2 nd Quarter- Basketball, Volleyball, Recreational Games, Fitness, Rock Climbing 3 rd Quarter- Project Adventure, Tennis, Team Games, Recreational Games Units of Study Aerobics Basketball Dance Fitness Football Frisbee Golf Golf Gymnastics Handball Indoor and Outdoor Team Games Pickleball Project Adventure Recreational Games Silly Games Soccer Speedball Strength Training Tennis Track and Field Ultimate Frisbee Volleyball Walking/Fitness 87

88 High School Unit Plans Unit Plans Aerobics Basketball Dance Fitness Football Frisbee Golf Golf Gymnastics Handball Indoor and Outdoor Team Games Pickleball Project Adventure Recreational Games Silly Games Soccer Speedball Strength Training Tennis Track and Field Ultimate Frisbee Volleyball Walking/Fitness 88

89 AEROBICS High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Aerobics/Group Exercise/Double Dutch Unit Summary: In this unit, the students will be able to examine and improve on their aerobic endurance, strength, flexibility, and stability. Students will be able to discover the overall importance of health in their lives now and in the future. Unit Rationale: Through aerobic activity and group exercise, the students will be able to learn the short and long term benefits of fitness (looking and feeling better, being able to do more, having better health and a longer life, avoiding major diseases, and having a better quality of life). They will each be able to experience how different activities have a different intensity level; therefore, how it affects heart rate. Overall, the basic concepts of the cardio-respiratory system and its functions will be learned and understood through the different daily activities. Primary interdisciplinary connections: Biology through understanding the muscle groups and how they work. Anatomy and physiology through understanding where the muscles are and how they work together. 21 st Century themes: Develop physical awareness of one s health through activity. Demonstrate critical life skills of support and understanding of one s strengths and weaknesses in physical activity. Demonstrate critical life skills in order to be physically, mentally, and emotionally healthy individuals of society. Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle st Century Skills Content Statements CPI # A- Motor Skill Development: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort. Cumulative Progress Indicator (CPI) A.1- Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.3- Explain and demonstrate movement 89

90 B- Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactile use of strategies, positive mental attitudes, competent skill levels, and teamwork C- Sportsmanship Rules and Safety: Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction A- Fitness and Physical Activity: Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction. sequences, individually and with others, in response to various tempos, rhythms, and musical styles A.4- Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective B.1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2- Apply a variety of mental strategies to improve performance B.3- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.1- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment A.1- Compare the short- and long-term impact on wellness associated with physical inactivity A.2- Design, implement and evaluate a fitness plan that reflects knowledge and application of fitness-training principals A.3- Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition A.4- Compare and contrast the impact of health-related fitness components as a measure of fitness and health A.5- Debate the use of performanceenhancing substances (i.e., anabolic steroids and other legal and illegal substances) to improve performance. Unit Essential Questions How does aerobic activity and endurance impact an individual? What is the difference between resting heart rate and target heart rate? Why is this important? Unit Enduring Understandings Aerobic exercise and endurance are critical to the overall health of an individual. It s important to determine the difference between a resting heart rate and a target heart rate as part of a person s health and training regimen. It s critical to know why this difference is important and how to figure the difference out. 90

91 Unit Objectives Students will know and be able to Perform fitness walking activities for aerobic endurance. Perform dynamic warm up/flexibility exercises. Demonstrate proper mechanics of bench stepping. Learn and Perform simple patterns of step aerobics. Learn and Perform complex combinations of step aerobics patterns. Recognize safe and contraindicated forms of exercise. Measure heart rate via the carotid and/or radial artery. Understand the relationship between heart rate and exercise intensity. Perform calisthenics to exercise the abdominal/trunk region. Perform calisthenics to exercise the lower body. Perform calisthenics to exercise the upper body. Perform partnered calisthenics. Perform manual resistance exercises with partners. Engage in exercises of varying intensities. Demonstrate basic jump rope/skipping skills. Learn and Practice advanced jump rope/skipping skills. Demonstrate proper use of selected equipment for the upper body. Demonstrate proper use of selected equipment for the lower body. Demonstrate proper use of selected equipment for the abdominal/trunk. Practice coordinated efforts to turn Double Dutch rope (single). Practice coordinated efforts to turn Double Dutch ropes. Measure the timing to enter single rope. Measure the timing to enter Double Dutch ropes. Demonstrate proper use of the stability ball for the upper body. Demonstrate proper use of the stability ball for the lower body. Demonstrate proper use of the stability ball for the abdominal/trunk. Perform partnered stability ball exercises. Perform medicine ball drills. Perform ladder drills. Perform low level plyometric drills. Perform moderate level plyometric drills. Perform high level plyometric drills. Evidence of Learning Summative Assessments Heart Rate measurement and comparison Self assessment Peer assessment Timed interval/circuit training stations Teacher assessment- visual Teacher assessment- verbal Teacher assessment- written SBHS grading rubric Formative Assessments Teacher observation 91

92 Students checking resting heart in the beginning of class Students checking heart rate in the middle of class to see if target heart rate was reached Students checking heart rate at the end of class to check to see if recovery heart rate was achieved PE Grading Rubric Lesson Plans & Pacing Lesson Timeframe Lesson 1 3 days- Fitness components. Inclusive of muscular Direct Instruction: Teacher demonstration/ strength and endurance, cardiovascular information; endurance, flexibility. (Fitness Walk/Trail) Guided Practice: development/reinforcement of fitness components; Independent Practice: fitness activity; Assessment: Teacher observation, student fitness log & HR check Lesson 2 3 days- Fundamental jumping/double-dutching Direct Instruction: Teacher demonstration/ techniques/timing. Inclusive of rope turning, information; entering/exiting from rope turning, timing of Guided Practice: skill development/cardiovascular jumps (Jump Rope/Double Dutch) fitness development Independent Practice: skill/ fitness activity; Assessment: Teacher observation, student fitness log Lesson 3 Basic step aerobic techniques/combinations. Step aerobic routines. (Step Aerobics) Lesson 4 Fitness components. Inclusive of muscular strength and endurance, cardiovascular endurance, flexibility. (Circuit Training) Teacher Notes: Resources/Equipment needed: - Bench Steps - Radio and music - Jump Ropes - Double Dutch Ropes - Stability Balls - Medicine Balls & HR check 3 days- Direct Instruction: Teacher demonstration/ information; Guided Practice: development/reinforcement of fitness components; Independent Practice: fitness activity; Assessment: Teacher observation & HR check 3 days- Direct Instruction: Teacher demonstration/ information; Guided Practice: development/reinforcement of fitness components; Independent Practice: fitness activity; Assessment: Teacher observation, student fitness log & HR check 92

93 BASKETBALL High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Basketball Unit Summary: In this unit, students will understand basic skills and cognitive concepts that will enable them to participate in a Basketball activity. Physical participation as well as the development of cognitive processes will allow students to be actively involved in various forms of Basketball competition, as well as comprehend rules and strategies that are essential for participation. Unit Rationale: The unit of Basketball will enable students to interact physically, socially, and competitively throughout their lifetime. As students develop basic physical skills, it will allow them to participate in a variety of related activities as well as provide a fundamental base on which to build advanced skills and participate at higher levels of activity. Understanding and comprehending rules and strategies will allow students to socialize, interact, and communicate with others through sports and related activities. Primary interdisciplinary connections: Mathematics: court dimensions, scoring, timing, personal and team averages Anatomy: muscle groups required for individual skill performance 21 st Century themes: Cognitive awareness of physical health through active participation Diversity through group and team participation 21 st Century skills: Critical thinking and problem solving Socialization Communication Creativity and Adaptation Lifetime participation through skill and knowledge development Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle st Century Life Skills: All students will demonstrate creative, critical thinking, collaboration and problem solving skills to function successfully as global citizens and workers in diverse ethnic and organizational cultures. 93

94 Content Statements A- Motor Skill Development: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B- Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactile use of strategies, positive mental attitudes, competent skill levels, and teamwork C- Sportsmanship Rules and Safety: Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction C- Sportsmanship Rules and Safety: Cultural practices regarding physical activity, sports, and games reflect a microcosm of society A- Fitness and Physical Activity: Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction. CPI #/ Cumulative Progress Indicator (CPI) A.1- Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance B.1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2- Apply a variety of mental strategies to improve performance B.3- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.1- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment C.3-Determine the current impact of globalization and technology on the development of, participation in, and viewing of games, sports, dance, and other movement activities, and predict future impact A.1- Compare the short- and long-term impact on wellness associated with physical inactivity A.2- Design, implement and evaluate a fitness plan that reflects knowledge and application of fitness-training principals A.3- Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition A.4- Compare and contrast the impact of health-related fitness components as a measure of fitness and health A.5- Debate the use of performanceenhancing substances (i.e., anabolic steroids and other legal and illegal substances) to improve performance. 94

95 A- Critical Thinking and Problem Solving The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Unit Essential Questions What components of fitness does basketball encompass? What do balance, coordination, and flexibility have to do with the concepts and performance of basketball? How can basketball increase the fitness level of each individual? A.1- Apply critical thinking and problemsolving strategies during structured learning experiences F.2- Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. Unit Enduring Understandings Body awareness and coordination are necessary components of a fit individual. Balance, coordination, and flexibility are key components of basketball concepts. Basketball and related activities can effect and benefit the overall health of an individual. Unit Objective (Learning Targets) Students will know and be able to Facilitate the learning of the rules, playing regulations, and boundaries in the sport of basketball. Understand the different player positions on the court (ex. point guard, shooting guard, forward). Dribble a basketball correctly using both hands in a stationary position as well as while moving across the court with proper head and body position. Demonstrate the three types of passes used in basketball (ex. chest, bounce, overhead passes). Use proper form shooting from a stationary position. Demonstrate the understanding of the three basic shots in basketball (lay-up, foul shot, jump shot). Demonstrate the proper defensive stance and position used in a variety of defenses. Understand the differences between the different types of defenses used in the game of basketball (ex. zones and man to man). Develop the inclusion of lead up games and activities for the game of basketball. Develop etiquette, scoring and sportsmanship in a regulation game and tournament play. Evidence of Learning Summative Assessments Teacher observation of participation Teacher observation of skills performance Written test/quiz SBHS Grading Rubric Formative Assessments Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal 95

96 Lesson Plans & Pacing Lesson Timeframe Lesson 1: 1 Day: Fundamental passing and catching skills. Direct Instruction: Teacher demonstration and Inclusive of bouncing, throwing and catching information techniques. Lead up games Guided Practice: Skills development Independent Practice: Skills Assessment: Teacher observation Lesson 2: 1 Day: Shooting techniques, including jump shot, lay-up Direct Instruction: Teacher demonstration and and foul shooting. Modified game play information Guided Practice: Skills development Independent Practice: Game play Lesson 3: Introduction of court dimensions, individual offensive and defensive positions, scoring. Modified game play Lesson 4: Introduction of team play, Game specifications including jump balls, inbounding and fouls. Modified game play. Lesson 5: Team development, tournament play including full and or modified game play. Teacher Notes Resources/Equipment needed: Basketballs Nets and backboards Cones Scrimmage Vests Courts or similar boundary markings Assessment: Teacher observation 1 Day: Direct Instruction: Teacher demonstration and information Independent Practice: Game play Assessment: Verbal Q & A 1 Day: Direct Instruction: Teacher demonstration and information Guided Practice: Skills development Independent Practice: Skills Assessment: Verbal Q & A 6 Days: Independent Practice: Game play Assessment: Final unit assessment of skills and team play through tournaments, teacher observation and written quiz 96

97 DANCE High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Dance Unit Summary: In this unit, students will be able to understand rhythm and tempo through being active while gaining the benefits of exercise. They will be able to check their heart rate and work on reaching their target heart rates during the daily activities. Unit Rationale: Through the art of dancing, the students will be physically active and engaging in aerobic activity. This unit will teach the importance of music and rhythm, such as staying on the beat and being able to pick up the rhythm of specific songs. Overall, the dance unit encourages creative exploration through creating dance routines to favorite music and/or creating a modern dance sequence. Primary interdisciplinary connections: Biology through understanding the muscle groups and how they work. Anatomy and physiology through understanding where the muscles are and how they work together. 21 st Century themes: Develop physical awareness of one s health through activity. Demonstrate critical life skills in order to be physically, mentally, and emotionally healthy individuals of society. Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle st Century Skills Content Statements CPI # A- Motor Skill Development: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort. Cumulative Progress Indicator (CPI) A.1- Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.3- Explain and demonstrate movement sequences, individually and with others, in response to various tempos, rhythms, and musical styles A.4- Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective. 97

98 B- Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactile use of strategies, positive mental attitudes, competent skil2, l levels, and teamwork C- Sportsmanship Rules and Safety: Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction A- Fitness and Physical Activity: Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction B.1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2- Apply a variety of mental strategies to improve performance B.3- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.1- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment A.1- Compare the short- and long-term impact on wellness associated with physical inactivity A.2- Design, implement and evaluate a fitness plan that reflects knowledge and application of fitnesstraining principals A.3- Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition A.4- Compare and contrast the impact of healthrelated fitness components as a measure of fitness and health A.5- Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and illegal substances) to improve performance. Unit Essential Questions What components of fitness does dance encompass? What does balance, coordination, and flexibility have to do with the concept of dance? How does dance increase the fitness level of each individual? What is the importance of music and rhythm? Unit Objectives Unit Enduring Understandings Body awareness and coordination are necessary components for a well-grounded individual. Balance, coordination, and flexibility are key components of dance concepts. Aerobic exercise is critical to the overall health of an individual. The importance of music and rhythm is to stay on beat and pick up the rhythm of specific songs. Students will know and be able to Perform fitness walking activities for aerobic endurance. Perform dynamic warm up/flexibility exercises. Perform Dance specific warm up/ flexibility exercises. 98

99 Learn and Perform basic contemporary dance moves. Learn and Perform complex combinations of dance patterns. Learn and practice pt. 1 of choreography of class dance piece. Learn and practice pt. 2 of choreography of class dance piece. Learn and practice pt. 3 of choreography of class dance piece. Learn and practice pt. 4 of choreography of class dance piece. Learn and practice pt. 5 of choreography of class dance piece. Choreograph addition to class dance piece. Form groups to create original choreography. Take the challenge. 4 moves choreography challenge. Old School choreography challenge. Contemporary choreography challenge. Silly Theme choreography challenge. Complete final project: Group Choreography. Present final project. Present class choreography. Understand qualities of dance choreography. Measure heart rate via the carotid and/or radial artery. Evidence of Learning Summative Assessments (12 days) Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal Teacher assessment- written Heart Rate measurement and comparison SBHS grading rubric Teacher observation of participation Formative Assessments Student performance of taught choreography Teacher observation of dance choreography Student performance of his/her own made up choreography Lesson Plans & Pacing Lesson Lesson 1 (Warm Up/Stretch Routine & Key Steps/Bones of dance routines) Lesson 2 (Short Dance Routine) Timeframe 2 days- Direct Instruction: Teacher demonstration/ information; Guided Practice: development/reinforcement of stretch routine and fundamentals of dance; Independent Practice: dance steps; Assessment: Teacher observation 2 days- Direct Instruction: Teacher demonstration/ information; Guided Practice: choreography development; Independent Practice: Practice dance routine; Assessment: Performance of taught choreography 99

100 Lesson 3 (Teach 2 Counts of 8 and Add their own 2 counts of 8) Lesson 4 (Cooperative Learning/Peer Teaching) Lesson 5 (Group Dance- learn everybody s 2 count) Teacher Notes Resources/Equipment needed: - Music - Radios 2 days- Direct Instruction: Teacher demonstration/ information; Guided Practice: choreography development; Independent Practice: Practicing and creating dance choreography; Assessment: Putting together taught choreography with created choreography 3 days- Guided Practice: Students teaching the class their choreography; Independent Practice: Practicing dance routines; Assessment: Performance of taught choreography 3 days- Independent Practice: Performing dance routines; Assessment: Performance of taught choreography 100

101 FITNESS High School Physical Education: Unit Plan Unit Title: Walking/Fitness Unit Summary Students will participate in multiple fitness activities and understand ways to implement fitness into their daily lives. Unit Rationale: The unit of study in walking and fitness is designed to help combat childhood obesity as well as develop lifelong fitness skills. The students will learn basic fitness concepts that will give them the tools to increase fitness levels and maintain them. They will be instructed in the five areas of fitness which include: Cardio Endurance, Muscular Endurance, Muscular Strength, Flexibility, and Body Composition. Primary interdisciplinary connections: Math skills will be utilized in recording their daily workout routine Language Arts Literacy through speaking, writing and listening 21 st Century themes: Develop life-long fitness skills Collaborate with classmates in order to maintain a safe environment Learning Targets Standards NJCCCS 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. NJCCS 2.6 Fitness: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Content Statements Cumulative Progress Indicator (CPI) Strand A. Movement Skills and Concepts A Motor Skill Development: A.1 Explain and demonstrate ways to transfer Movement skill performance is primarily movement skills from one game, sport, dance, or impacted by the quality of instruction, practice, recreational activity to another (e.g., striking skills assessment, feedback, and effort. from/to tennis, badminton, ping pong, racquetball) A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.3 Explain and demonstrate movement sequences, individually and with others, in response to various tempos, rhythms, and musical styles A.4 Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective B. Strategy Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and B. 1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2 Apply a variety of mental strategies to improve performance. 101

102 teamwork C Sportsmanship Rules and Safety Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction. Strand A Fitness and Physical Activity Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction. Essential Questions Why is it important to maintain a healthy level of physical fitness? What are the five components of healthrelated physical fitness? How can walking or power walking influence your fitness level? Unit Objectives B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment. A. Fitness and Physical Activity A.1 Compare the short- and long-term impact on wellness associated with physical inactivity A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-training principals A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition A.4 Compare and contrast the impact of healthrelated fitness components as a measure of fitness and health A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and illegal substances) to improve performance. Unit Enduring Understandings It is important to maintain a healthy level of fitness so that you can lead a productive life and have the ability to deal with life s challenges as well as have energy to enjoy activities. To be fit requires Cardio Endurance, Muscular Endurance, Muscular Strength, Flexibility, and attention to Body Composition. Fitness can help to increase heart health, cardio endurance, and body composition. Students will know how and be able to. Know and understand the five components of health related physical fitness. Develop an individual fitness plan. Know how to measure Heart Rate and utilize a heart rate monitor. Know how to safely use various exercises that help develop the five components of health related fitness. Spot weight training exercises properly while working in the weight room. Use proper etiquette in the weight room and to respect fellow students while participating in various fitness activities. 102

103 Evidence of Learning Summative Assessments (10 days) SBHS grading rubric used for daily assessment Collection of Fitness Log Teacher observation (visual, verbal, written) Formative Assessment SBHS grading rubric used for daily assessment Daily Fitness Log Timed fitness trail/interval course Self/Peer assessment Teacher assessment (visual, verbal, written) Lesson Plans & Pacing Lesson Lessons 1-2 Weight room safety, spotting, and exercise technique Lessons 3-5 Introduce and implement circuit training Lessons 6-10 Introduce and implement fitness logs and individualized fitness routines Timeframe 2 days- Direct Instruction Teacher demonstration and information Guided Practice Skills development Independent Practice Skills Assessment: Teacher observation of proper safety techniques 3 days- Direct Instruction Teacher demonstration and information Guided Practice Skills development Independent Practice Skills Assessment: Teacher observation of students engaged in proper exercise technique 5 days- Direct Instruction Teacher demonstration and information Guided Practice Skills development Independent Practice Skills Assessment: Daily check of fitness log followed by collection of logs at conclusion of unit Teacher Notes Walking days for steps/heart rate can be inserted as a warm up or entire class period. All fitness activities should be recorded in the fitness logs. All students should be paired up with someone of similar size and strength while working with the free weights for safety and spotting purposes. Resources/Equipment needed: SBHS weight room and related equipment Fitness Logs/pencils Fitness DVDs Heart Rate Monitors 103

104 FOOTBALL High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Football Unit Summary: In this unit, students will understand basic skills and cognitive concepts that will enable them to participate in a Football activity. Physical participation as well as the development of cognitive processes will allow students to be actively involved in various forms of Football competition, as well as comprehend rules and strategies that are essential for participation. Unit Rationale: The unit of Football will enable students to interact physically, socially, and competitively throughout their lifetime. As students develop basic physical skills, it will allow them to participate in a variety of related activities as well as provide a fundamental base on which to build advanced skills and participate at higher levels of activity. Understanding and comprehending rules and strategies will allow students to socialize, interact, and communicate with others through sports and related activities. Primary interdisciplinary connections: Mathematics: field dimensions, scoring, timing, personal and team averages Anatomy: muscle groups required for individual skill performance 21 st Century themes: Cognitive awareness of physical health through active participation Diversity through group and team participation 21 st Century skills: Critical thinking and problem solving Socialization Communication Creativity and Adaptation Lifetime participation through skill and knowledge development Standards Learning Targets 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle st Century Life Skills: All students will demonstrate creative, critical thinking, collaboration and problem solving skills to function successfully as global citizens and workers in diverse ethnic and organizational cultures. 104

105 Content Statements A- Motor Skill Development: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B- Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactile use of strategies, positive mental attitudes, competent skill levels, and teamwork C- Sportsmanship Rules and Safety: Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction C- Sportsmanship Rules and Safety: Cultural practices regarding physical activity, sports, and games reflect a microcosm of society A- Fitness and Physical Activity: Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction. CPI #/Cumulative Progress Indicator (CPI) A.1- Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance B.1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2- Apply a variety of mental strategies to improve performance B.3- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.1- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment C.3-Determine the current impact of globalization and technology on the development of, participation in, and viewing of games, sports, dance, and other movement activities, and predict future impact A.1- Compare the short- and long-term impact on wellness associated with physical inactivity A.2- Design, implement and evaluate a fitness plan that reflects knowledge and application of fitness-training principals A.3- Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition A.4- Compare and contrast the impact of health-related fitness components as a measure of fitness and health A.5- Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and illegal substances) to improve performance. 105

106 A- Critical Thinking and Problem Solving The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Unit Essential Questions A.1- Apply critical thinking and problemsolving strategies during structured learning experiences F.2- Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. Unit Enduring Understandings What components of fitness does football encompass? What do balance, coordination, and flexibility have to do with the concepts and performance of football? How can football increase the fitness level of each individual? Unit Objectives Body awareness and coordination are necessary components of a fit individual. Balance, coordination, and flexibility are key components of football concepts. Football and related activities can effect and benefit the overall health of an individual. Students will know and be able to Perform fundamental skills such as catching, passing, running, and kicking. Understand and implement basic offensive and defensive strategies, both as a team and as individuals. Implement basic offensive and defensive positions and formations. Implement basic scoring principles, rules and understand the penalties for violations of these rules. Understand the dimensions of the playing field, boundaries and other areas of importance. Identify potential risks and dangers associated with physical activity and describe how to minimize these risks Understand the importance of physical conditioning and its relationship to participation in the sport of football. Evidence of Learning Summative Assessment Teacher observation of participation Teacher observation of skills performance Written test/quiz SBHS Grading Rubric 106

107 Formative Assessments Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal Lesson Plans & Pacing Lesson Timeframe Lesson 1: 2 Days: Fundamental passing and catching skills. Direct Instruction: Teacher demonstration and Inclusive of grip, throwing and catching information techniques. Lead up games Guided Practice: Skills development Independent Practice: Skills Assessment: Teacher observation Lesson 2: 2 Days: Running techniques, pass patterns, non-stationary Direct Instruction: Teacher demonstration and passing and catching. Modified game play information Guided Practice: Skills development Independent Practice: Game play Lesson 3: Introduction of field dimensions, individual offensive and defensive positions, scoring. Modified game play Lesson 4: Introduction of special teams play, kicking game: punting, kickoffs, place kicking. Modified game play. Lesson 5: Team development, tournaments play full game play Teacher Notes Resources/Equipment needed: Footballs Cones Field or similar boundary markings Scrimmage vest Assessment: Teacher observation 1 Day: Direct Instruction: Teacher demonstration and information Independent Practice: Game play Assessment: Verbal Q & A 1 Day: Direct Instruction: Teacher demonstration and information Guided Practice: Skills development Independent Practice: Skills Assessment: Verbal Q & A 4 Days: Independent Practice: Game play Assessment: Final unit assessment of skills and team play through tournaments, teacher observation and written quiz 107

108 FRISBEE GOLF High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Frisbee Golf Unit Summary: Students will be able to combine multiple skills of Frisbee and Golf in order to participate in this sport. Higher level thinking skills are needed in order to strategize and be successful throughout this unit. Unit Rationale: Frisbee Golf has the fitness advantages of aerobic exercise, hand-eye coordination, with the pleasure and excitement of playing a fun game. In this unit, exercise is disguised as "play", so the students will look forward to participating in it every class. The complex nature of Frisbee golf provides ever-changing challenges for the students, which keeps up their interest. Primary interdisciplinary connections: Science (Biomechanics): Through the various grips and angles that the students will throw the Frisbee. Math: Through keeping and adding up a scorecard. 21 st Century themes: The students will demonstrate creative thinking skills through combining fundamentals learned through two different collective sports. The students will develop life skills through cooperation and group communication efforts. Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle st Century Skills Content Statements CPI # A- Motor Skill Development: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B- Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactile use of strategies, positive Cumulative Progress Indicator (CPI) A.1- Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.4- Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective B.1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2- Apply a variety of mental strategies to 108

109 mental attitudes, competent skill levels, and teamwork C- Sportsmanship Rules and Safety: Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction A- Fitness and Physical Activity: Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction. improve performance B.3- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.1- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment A.1- Compare the short- and long-term impact on wellness associated with physical inactivity. Unit Essential Questions What are the fundamental skills related to Frisbee Golf? How do you adapt to distance and space awareness due to environmental changes? Unit Objectives Unit Enduring Understandings There are fundamental skills and rules to Frisbee Golf. Eye-hand coordination and specific grips on the Frisbee are essential skills to successfully complete a game of Frisbee golf. Students will know and be able to Explain the rules and scoring in Frisbee Golf. Demonstrate a variety of throwing techniques. Evidence of Learning Summative Assessment (11 days) Student and teacher observation and evaluation of technique Written rules and scoring quiz SBHS grading rubric Formative Assessments Teacher observation of participation Written Score Cards Lesson Lesson 1: Introduction to Frisbee (Technique of a variety of throws/skill practice) Observation of various grips on the Frisbee PE Grading Rubric Lesson Plans & Pacing Timeframe 2 days- Direct Instruction: Teacher demonstration and information; Guided Practice: skill development; Independent Practice: skills; Assessment: Teacher observation 109

110 Lesson 2: Review Frisbee throws & throwing for accuracy Lesson 3: Playing Frisbee golf and keeping score Resources/Equipment needed: Frisbees Pencils Hula hoops Flags Poles Score Sheet 1 day- Direct Instruction: Teacher demonstration and information; Guided Practice: skill development; Independent Practice: skills; Assessment: Teacher observation 8 days- Direct Instruction: Teacher demonstration and information; Guided Practice: game strategies; Independent Practice: skills; Assessment: Teacher observation of various Grips/ Written Score Cards 110

111 GOLF High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Golf Unit Summary: This unit is a glance at the fundamental skills of golf. Students will discover the importance of flexibility, coordination, and muscle strength in order to be successful in the game of golf. Unit Rationale: Through the sport of golf, the students will be physically active and can work towards improving their hand-eye coordination. This unit will teach the skills of the various golf swings and basic terminology. The nature of golf provides not only a lifetime form of exercise, but also an outlet for social networking. Primary interdisciplinary connections: Math- Through score keeping Science- Through the angle and force that the students hit the golf ball 21 st century themes: The students will develop life skills through learning about coordination. The students will use creative thinking by figuring out the best solution to get the golf ball into the hole/to a specific target. Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle st Century Skills Content Statements CPI # A- Motor Skill Development: Motor skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B- Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactile use of strategies, positive Cumulative Progress Indicator (CPI) A.1- Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.4- Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective B.1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2- Apply a variety of mental strategies to 111

112 mental attitudes, competent skill levels, and teamwork C- Sportsmanship Rules and Safety: Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction. improve performance B.3- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.1- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment A- Fitness and Physical Activity: Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction A.1- Compare the short- and long-term impact on wellness associated with physical inactivity. Unit Essential Questions What are the fundamental skills of golf? How do you adapt to the various challenges at each hole? Unit Objectives Unit Enduring Understandings There are fundamental rules and skills to the game of golf. Eye-hand coordination and specific golf swings are essential skills to successfully complete a round of golf. Students will know and be able to Explain the rules and scoring in Golf. Understand common golf terminology. Understand cause and effect factors that influence ball flight. Demonstrate pre- and in-swing fundamentals of the short and long game. Demonstrate pre- and in-swing fundamentals of putting. Evidence of Learning Summative Assessment (11 days) Student and teacher observation and evaluation Skills rubric SBHS grading rubric Formative Assessments Teacher observation of participation Written Score Cards Lesson Lesson 1 Fundamental introduction to golf. Inclusive of Observation of the various golf swings PE Grading Rubric Lesson Plans & Pacing Timeframe 2 days- Direct Instruction: Teacher demonstration and 112

113 grip, wrist and stance techniques. Skill practice. Lesson 2 Fundamental progression of swing and swings for various distances. Review of grip, wrist and stance techniques. Skill practice. Lesson 3 Introduction of game play/rules, etiquette, scoring. Modified game play. Lesson 4 Target pitch and putt play. Modified game play. Lesson 5 Swing & club sizes for various distances. Review of grip, wrist and stance techniques. Long drive practice. Lesson 6 Tournament play, modified game play Teacher Notes: Resources/Equipment needed: Golf Balls Foam Golf Balls/Training Golf Balls Golf Clubs/Irons Golf Tees Golf Greens Score Cards Pencils Cones (for markers/holes/targets) information; Guided Practice: skill development; Independent Practice: skills; Assessment: Teacher observation 1 day- Direct Instruction: Teacher demonstration and information; Guided Practice: skill development; Independent Practice: skills; Assessment: Teacher observation 1 day- Direct Instruction: Teacher demonstration and information; Guided Practice: skill development; Independent Practice: skills/game play; Assessment: Teacher observation 2 day- Direct Instruction: Teacher demonstration and information; Guided Practice: skill development; Independent Practice: skills/game play; Assessment: Teacher observation 2 days- Direct Instruction: Teacher demonstration and information; Guided Practice: skill development; Independent Practice: skills; Assessment: Teacher observation 3 days- Direct Instruction: Teacher demonstration and information; Guided Practice: skill development; Independent Practice: skills/game play; Assessment: Final unit assessment of skills and individual play through tournaments, Teacher observation, written quiz 113

114 GYMNASTICS High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Gymnastics Unit Summary: This unit is a review of fundamental gymnastics skills. Students will discover the importance of overall strength, endurance, and flexibility in gymnastics in order to be successful in physical activity and more informed of their physical capabilities and needs. Unit Rationale: Students will examine the elements of movement of gymnastics. Daily activities will improve physical fitness, body awareness, spatial awareness, and balance while inspiring creativity, aesthetic appreciation and small group cooperation. Primary interdisciplinary connections: Biology through understanding the muscle groups and how they work Anatomy and Physiology through understanding where the muscles are and how they work. 21 st Century themes and skills: Develop physical awareness of one s self through critical thinking, problem solving, creativity, innovation, and communication. Demonstrate critical life skills of support and understanding of others strengths and weaknesses in physical activity. Demonstrate critical life skills in order to be physically, mentally, and emotionally healthy individuals of society. Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle st Century Skills Content Statements CPI # A- Motor Skill Development: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort. Cumulative Progress Indicator (CPI) A.1- Explain and demonstrate ways to transfer movements skills from game, sport, dance, or recreational activity to another A.2- Analyze application of force and motion and modify movement to impact performance A.3- Design and lead a rhythmic activity that includes variations in time, space, force, flow, and relationships A.4- Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective. 114

115 B- Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactile use of strategies, positive mental attitudes, competent skill levels, and teamwork C- Sportsmanship Rules and Safety: Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction A: Fitness and Physical Activity: Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction. Unit Essential Questions What components of fitness does gymnastics encompass? What does balance, coordination, and flexibility have to do with the concept of gymnastics? B.1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2- Apply a variety of mental strategies to improve performance B.3- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.1- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment A.1- Compare the short- and long-term impact on wellness associated with physical inactivity A.2- Design, implement and evaluate a fitness plan that reflects knowledge and application of fitness-training principals A.3- Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition A.4- Compare and contrast the impact of health-related fitness components as a measure of fitness and health A.5- Debate the use of performanceenhancing substances Unit Enduring Understandings Flexibility and muscular strength/endurance are critical to a person s overall health. Body awareness and coordination are necessary components for a well-grounded individual. Unit Objectives Students will know and be able to: Demonstrate basic ability to perform tumbling skills. Demonstrate a basic knowledge of safety procedure on mats and equipment. Demonstrate a basic knowledge of spotting techniques on mats and equipment. Evidence of Learning Summative Assessment (11 days) In skill testing, demonstrate the ability to perform the minimum number of skills in each of the areas required. Demonstrate the ability to properly spot a classmate on various pieces of apparatus and mats. Demonstrate the ability to put various skills together to form a routine. 115

116 Formative Assessments Skills test Teacher Observation Lesson Fundamental tumbling skills. Inclusive of forward/backward roll, tripod, handstand, cartwheel, roundoff, bridge/backbend, V sits. Inclusive of spotting all skills. Skills practice. Resources/Equipment needed: Tumbling mats Cheese mats Equipment /Apparatus mats PE Grading Rubric Lesson Plans & Pacing Timeframe 2 days- Direct Instruction: Teacher/Student demonstration and information; Guided Practice: skill development; Independent Practice: skills; Assessment: Teacher observation/skill Testing 116

117 HANDBALL High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Handball Unit Summary: In this unit, students will understand basic skills and cognitive concepts that will enable them to participate in Handball activities. Physical participation as well as the development of cognitive processes will allow students to be actively involved in various forms of Handball competition, as well as comprehend rules and strategies that are essential for participation. Unit Rationale: The unit of Handball will enable students to interact physically, socially, and competitively throughout their lifetime. As students develop basic physical skills, it will allow them to participate in a variety of related activities as well as provide a fundamental base on which to build advanced skills and participate at higher levels of activity. Understanding and comprehending rules and strategies will allow students to socialize, interact, and communicate with others through sports and related activities. Primary interdisciplinary connections: Mathematics: field dimensions, scoring, timing, personal and team averages Anatomy: muscle groups required for individual skill performance 21 st Century themes: Cognitive awareness of physical health through active participation Diversity through group and team participation 21 st Century skills: Critical thinking and problem solving Socialization Communication Creativity and Adaptation Lifetime participation through skill and knowledge development Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle st Century Skills Content Statements CPI # A- Motor Skill Development: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort. Cumulative Progress Indicator (CPI) A.1- Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2- Analyze application of force and motion 117

118 B- Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactile use of strategies, positive mental attitudes, competent skill levels, and teamwork C- Sportsmanship Rules and Safety: Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction. Cultural practices regarding physical activity, sports, and games reflect a microcosm of society A- Fitness and Physical Activity: Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction. (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance B.1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2- Apply a variety of mental strategies to improve performance B.3- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.1- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment C.3-Determine the current impact of globalization and technology on the development of, participation in, and viewing of games, sports, dance, and other movement activities, and predict future impact A.1- Compare the short- and long-term impact on wellness associated with physical inactivity A.2- Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-training principals A.3- Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition A.4- Compare and contrast the impact of healthrelated fitness components as a measure of fitness and health A.5- Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and illegal substances) to improve performance. Unit Essential Questions What components of fitness does handball encompass? What do balance, coordination, and flexibility have to do with the concepts and performance of handball? How can handball increase the fitness level of each individual? Unit Enduring Understandings Body awareness and coordination are necessary components of a fit individual. Balance, coordination, and flexibility are key components of handball concepts. Understanding how handball and related activities can effect and benefit the overall health of an individual. 118

119 Unit Objectives Students will know and be able to Perform fundamental skills such as catching, passing, running, and shooting. Understand and implement basic offensive and defensive strategies, both as a team and as individuals. Implement basic offensive and defensive positions and formations. Implement basic scoring principles, rules and understand the penalties for violations of these rules. Understand the dimensions of the playing court, boundaries and other areas of importance. Identify potential risks and dangers associated with physical activity and describe how to minimize these risks Understand the importance of physical conditioning and its relationship to participation in the sport of handball. Evidence of Learning Summative Assessment Teacher observation of participation Teacher observation of skill performance Written test/quiz SBHS Grading Rubric Formative Assessments Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal Lesson Plans & Pacing Lesson Lesson 1: Fundamental passing and catching skills. Lead up games Lesson 2: Basic shooting and defending, non-stationary passing and catching. Modified game play Lesson 3: Introduction of court dimensions, individual offensive and defensive positions, scoring. Modified game play Lesson 4: Introduction of strategies, offensive and defensive penalties and violations. Modified game play. Timeframe 2 Days: Direct Instruction: Teacher demonstration and information; Guided Practice: skill development; Independent Practice: skills; Assessment: Teacher observation 2 Days: Direct Instruction: Teacher demonstration; Guided Practice: skill development; Independent Practice: game play Assessment: Teacher observation 1 Day: Direct Instruction: Teacher demonstration and information; Independent Practice: game play; Assessment: Verbal and Q and A 1 Day: Direct Instruction: Teacher demonstration; Guided Practice: skill development; Independent Practice of skills; 119

120 Lesson 5: Team development, tournaments play full game play Teacher Notes Resources/Equipment needed: Footballs Cones Field or similar boundary markings Scrimmage vest Assessment: Verbal and Q and A 4 Days: Independent Practice: Teams Assessment: Final unit assessment of skills and team play through tournaments, Teacher observation, written quiz 120

121 INDOOR/OUTDOOR TEAM GAMES High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Indoor/Outdoor Team Games Unit Summary: In this unit, students will understand basic skills and cognitive concepts that will enable them to participate in Indoor/Outdoor Team Games activities. Physical participation as well as the development of cognitive processes will allow students to be actively involved in various forms of Indoor/Outdoor Team Games competitions, as well as comprehend rules and strategies that are essential for participation. Unit Rationale: The unit of Indoor/Outdoor Team Games will enable students to interact physically, socially, and competitively throughout their lifetime. As students develop basic physical skills, it will allow them to participate in a variety of related activities as well as provide a fundamental base on which to build advanced skills and participate at higher levels of activity. Understanding and comprehending rules and strategies will allow students to socialize, interact, and communicate with others through sports and related activities. Primary interdisciplinary connections: Mathematics: court/field dimensions, scoring, timing, personal and team averages Anatomy: muscle groups required for individual skill performance 21 st Century themes: Cognitive awareness of physical health through active participation Diversity through group and team participation 21 st Century skills: Critical thinking and problem solving Socialization Communication Creativity and Adaptation Lifetime participation through skill and knowledge development Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle st Century Life Skills: All students will demonstrate creative, critical thinking, collaboration and problem solving skills to function successfully as global citizens and workers in diverse ethnic and organizational cultures. 121

122 Content Statements A- Motor Skill Development: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B- Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactile use of strategies, positive mental attitudes, competent skill levels, and teamwork C- Sportsmanship Rules and Safety: Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction C- Sportsmanship Rules and Safety: Cultural practices regarding physical activity, sports, and games reflect a microcosm of society A- Fitness and Physical Activity: Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction. CPI #/ Cumulative Progress Indicator (CPI) A.1- Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance B.1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2- Apply a variety of mental strategies to improve performance B.3- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.1- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment C.3- Determine the current impact of globalization and technology on the development of, participation in, and viewing of games, sports, dance, and other movement activities, and predict future impact A.1- Compare the short- and long-term impact on wellness associated with physical inactivity A.2- Design, implement and evaluate a fitness plan that reflects knowledge and application of fitness-training principals A.3- Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition A.4- Compare and contrast the impact of health-related fitness components as a measure of fitness and health A.5- Debate the use of performanceenhancing substances (i.e., anabolic steroids and other legal and illegal substances) to improve performance. 122

123 A- Critical Thinking and Problem Solving The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time A.1- Apply critical thinking and problemsolving strategies during structured learning experiences F.2- Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. Unit Essential Questions What components of fitness encompassed through participation in indoor/outdoor team games? What do balance, coordination, and flexibility have to do with the concepts and performance of indoor/outdoor team games? How can indoor/outdoor team games increase the fitness level of each individual? Unit Enduring Understandings Body awareness and coordination are necessary components of a fit individual. Balance, coordination, and flexibility are key components of indoor/outdoor team games concepts. Understanding how indoor/outdoor team games and related activities can effect and benefit the overall health of an individual. Unit Objectives Students will know and be able to Demonstrate an understanding of movement concepts and the use of motor skills Effectively move safely through space while actively participating Demonstrate responsible personal and social behavior Demonstrate the ability to use effective interpersonal skills Demonstrate the ability to use decision making skills of appropriate goal setting, risk-taking, and problem solving Understand that challenge, enjoyment, creativity, self-expression and social interaction are important, life-enhancing experiences and are found in recreational activities Demonstrate an understanding and respect for differences Play hard, Play safe, Play fun Summative Assessment Teacher observation of participation Teacher observation of skills performance Written test/quiz SBHS Grading Rubric Evidence of Learning Formative Assessments Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal 123

124 Lesson Plans & Pacing Lesson Timeframe Lesson 1: Fundamentals of Kickball/Matball, inclusive of equipment, rules, field dimensions, scoring, kicking skills, throwing skills, offensive and defensive strategy, game variations, and team play Assessment: Teacher observation Lesson 2: Fundamentals of Wiffleball, inclusive of equipment, rules, field dimensions, scoring, throwing, catching, offensive and defensive strategy, game variations, and team play Lesson 3: Fundamentals of Capture the Flag, inclusive of equipment, rules, field dimensions, scoring, throwing, offensive and defensive strategy, game variations, and team play Lesson 4: Fundamentals of Speedball, inclusive of equipment, rules, field dimensions, scoring, kicking skills, throwing skills, offensive and defensive strategy, game variations, and team play Lesson 5: Fundamentals of Soccer, inclusive of equipment, rules, field dimensions, scoring, kicking skills, throwing skills, catching skills, offensive and defensive strategy, game variations, and team play Lesson 6: Games Participation. Students may choose from the previously introduced activities and participate in several of the games/matches on a daily basis. Resources/Equipment needed: Kick balls Soccer balls (Indoor & Outdoor) Footballs Gator balls Wiffleballs Wiffle bats Rackets Scrimmage Vests Bases or similar markers Cones or similar markers Field or similar boundary markers 1 Day: Direct Instruction: Teacher demonstration and information Guided Practice: Skills development Independent Practice: Skills, Game play 1 Day: Direct Instruction: Teacher demonstration and information Guided Practice: Skills development Independent Practice: Game play Assessment: Teacher observation 1 Day: Direct Instruction: Teacher demonstration and information Guided Practice: Skills development Independent Practice: Game play Assessment: Teacher observation 1 Day: Direct Instruction: Teacher demonstration and information Guided Practice: Skills development Independent Practice: Game play Assessment: Teacher observation 1 Day Direct Instruction: Teacher demonstration and information Guided Practice: Skills development Independent Practice: Game play Assessment: Teacher observation 5 Days: Student Practice: Game play Assessment: Final unit assessment of skills and team play through tournaments, teacher observation and written quiz 124

125 PICKLEBALL High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Pickleball Unit Summary: In this unit, students will understand basic skills and cognitive concepts that will enable them to participate in a Pickleball activity. Physical participation as well as the development of cognitive processes will allow students to be actively involved in various forms of Pickleball competition, as well as comprehend rules and strategies that are essential for participation. Unit Rationale: The unit of Pickleball will enable students to interact physically, socially, and competitively throughout their lifetime. As students develop basic physical skills, it will allow them to participate in a variety of related activities as well as provide a fundamental base on which to build advanced skills and participate at higher levels of activity. Understanding and comprehending rules and strategies will allow students to socialize, interact, and communicate with others through sports and related activities. Primary interdisciplinary connections: Mathematics: court dimensions, scoring, timing, personal and team averages Anatomy: muscle groups required for individual skill performance 21 st Century themes: Cognitive awareness of physical health through active participation Diversity through group and team participation 21 st Century skills: Critical thinking and problem solving Socialization Communication Creativity and Adaptation Lifetime participation through skill and knowledge development Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle st Century Life Skills: All students will demonstrate creative, critical thinking, collaboration and problem solving skills to function successfully as global citizens and workers in diverse ethnic and organizational cultures. 125

126 Content Statements A- Motor Skill Development: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B- Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactile use of strategies, positive mental attitudes, competent skill levels, and teamwork C- Sportsmanship Rules and Safety: Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction C- Sportsmanship Rules and Safety: Cultural practices regarding physical activity, sports, and games reflect a microcosm of society A- Fitness and Physical Activity: Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction. CPI #/Cumulative Progress Indicator (CPI) A.1- Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance B.1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2- Apply a variety of mental strategies to improve performance B.3- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.1- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment C.3- Determine the current impact of globalization and technology on the development of, participation in, and viewing of games, sports, dance, and other movement activities, and predict future impact A.1- Compare the short- and long-term impact on wellness associated with physical inactivity A.2- Design, implement and evaluate a fitness plan that reflects knowledge and application of fitness-training principals A.3- Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition A.4- Compare and contrast the impact of health-related fitness components as a measure of fitness and health A.5- Debate the use of performanceenhancing substances (i.e., anabolic steroids and other legal and illegal substances) to improve performance. 126

127 A- Critical Thinking and Problem Solving The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time A.1- Apply critical thinking and problemsolving strategies during structured learning experiences F.2- Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. Unit Essential Questions What components of fitness does Pickleball encompass? What do balance, coordination, and flexibility have to do with the concepts and performance of Pickleball? How can Pickleball increase the fitness level of each individual? Unit Enduring Understandings Body awareness and coordination are necessary components of a fit individual. Balance, coordination, and flexibility are key components of Pickleball concepts. Understanding how Pickleball and related activities can effect and benefit the overall health of an individual. Unit Objectives Students will know and be able to Demonstrate a proper serve by serving 3 out of 5 serves into the proper service area. Demonstrate a proper forehand drive by hitting 3 out of 5 returns into the opponent s court. Demonstrate a proper backhand drive by hitting 3 out of 5 returns into the opponent s court. Demonstrate a proper volley shot by hitting 3 out of 5 returns into the opponent s court. Demonstrate a proper smash by hitting 2 out of 4 shots into the opponent s court. Demonstrate the ability to function as a teammate by working in pairs during tournament play. Demonstrate basic knowledge of Pickleball court dimensions and recognize the following areas on the court: non-volley zone, service areas (4), backline (2), and sideline. Demonstrate basic knowledge of Pickleball rules including double bounce and faults, and be able to referee their own courts. Summative Assessment Teacher observation of participation Teacher observation of skills performance Written test/quiz SBHS Grading Rubric Formative Assessments Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal Evidence of Learning 127

128 Lesson Plans & Pacing Lesson Timeframe Lesson 1: 1Day: Fundamental skills, inclusive of stance, court Direct Instruction: Teacher demonstration and positioning, grip, and service techniques. Lead information up games Guided Practice: Skills development Independent Practice: Skills Assessment: Teacher observation Lesson 2: 1Day: Volley skills, including forehand, and backhand. Direct Instruction: Teacher demonstration and Modified match play information Guided Practice: Skills development Independent Practice: Match play Lesson 3: Introduction of court dimensions, singles and doubles play, and scoring. Full match play Lesson 4: Introduction of tournament rules, singles and doubles match play. Skills performance assessment. Full match play Lesson 5: Tournaments play full match play Teacher Notes: Resources/Equipment needed: Pickleball paddles Pickleballs or similar balls Nets or similar court separation Net standards or similar device Courts or similar boundaries Assessment: Teacher observation 1 Day: Direct Instruction: Teacher demonstration and information Independent Practice: Match play Assessment: Verbal Q & A 2 Days: Direct Instruction: Teacher demonstration and information Independent Practice: Match play Assessment: Verbal Q & A, skills assessment 5 Days: Independent Practice: Match play Assessment: Final unit assessment of skills and team play through tournaments, teacher observation and written quiz 128

129 PROJECT ADVENTURE High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Project Adventure Unit Summary: Students will take part in a variety of team building and initiative problem solving activities as well as group games to create a cooperative learning environment while developing critical thinking and communication skills. Students will develop self-esteem and self-confidence by using the challenge by choice full-value contract of Project Adventure while challenging themselves on the high ropes course. Unit Rationale: The unit is designed to offer a nontraditional activity that is less competitive and emphasizes team building, cooperation and building self-confidence. It will help to have students understand that challenge, enjoyment, creativity, self expression, teamwork, cooperation and social interaction are important, life-enhancing experiences that can be a part of low and high Project Adventure elements. Primary interdisciplinary connections: Language Arts Literacy through speaking and listening 21 st Century connections: Collaborate and communicate with classmates in order to maintain a safe environment Character education- adhering to established rules and guidelines Creativity and Adaptation Guided discovery Socialization and encouragement of classmates Lifetime participation through skill and knowledge development Learning Targets Standards NJCCCS 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. NJCCCS 2.6 Fitness: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. CPI # Strand A Motor Skills and Concepts Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B Strategy Individual and team execution in games, sports, and other activity situations is based on the interaction of Content Statements Cumulative Progress Indicator (CPI) A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.4 Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies. 129

130 tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork C Sportsmanship, Rules and Safety Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction A.1 Fitness and Physical Activity Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, selfexpression, and social interaction B.2 Apply a variety of mental strategies to improve performance B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment A.1 Compare the short- and long-term impact on wellness associated with physical inactivity. Essential Questions What is the purpose of Project Adventure activities? What is the main concept behind the Project Adventure philosophy? What cooperative skills can be developed during Project Adventure? Evidence of Learning Summative Assessment (10 days) SBHS grading rubric Teacher observation (visual, verbal, written) Self/Peer assessment Formative Assessment SBHS grading rubric used for daily assessment Self/Peer assessment Teacher assessment (visual, verbal, written) Lesson Plans & Pacing Lesson Lessons 1-4 Students will participate in various low Project Adventure activities which can include games, initiative problems, and low course elements Lessons 5-10 Students will participate in various high Project Adventure activities which can include the multiple high element options the Project Adventure course has to offer Enduring Understandings You can enjoy a nontraditional physical activity that encourages both teamwork and individual success. You can have Challenge by Choice: choose from various levels of participation based on their comfort level. Collaboration and communication with peers: is developed by working as a team in many different challenges. Timeframe 4 days- Direct Instruction: Modeling and giving of information Independent Practice: Small/large group work Assessment: Teacher observation of student involvement in all activities 1 day- Direct Instruction: Safety procedures and proper equipment usage 5 days- Direct Instruction: Modeling and giving of information related to each high element; Assessment: Teacher observation of student involvement in all activities 130

131 Resources/Equipment needed: Various scooters, balls, hula hoops, flags, poly spots, mats, ropes, low Project Adventure elements Harnesses and climbing gear Project Adventure High Rope Elements: Due to the nature of this unit, times of each activity will vary from class to class. Some classes may participate in multiple games or activities during one block. Activities in this unit may include any of the following: Low Elements - Various tag games (frantic, flag tag, elbow tag, etc.) - Various relay races (scooters, hula hoops, etc. may be utilized) - Proper spotting techniques and trust sequence - Mohawk Walk - Acid River - Swinging Log - Porthole - Human Knot - TP Shuffle - Gator Pit - Human Ladder - Nuclear Fence - Bull Ring - Turning over a new leaf - Junkyard Traverse - Wild Woosey And various other low elements/initiatives High Elements - Belaying and spotting commands/procedures - Catwalk - Two-line Bridge - Swings - High Wild Woosey - Giants Ladder - Heebie Jeebie - Horizontal Ladder - Multivine - Zip Line - Two Ships Passing - Swing Shot - Quadraphenia - Ladder of Success 131

132 RECREATIONAL GAMES High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Recreational Games Unit Summary: In this unit, students will understand basic skills and cognitive concepts that will enable them to participate in Recreational Games activities. Physical participation as well as the development of cognitive processes will allow students to be actively involved in various forms of Recreational Games competitions, as well as comprehend rules and strategies that are essential for participation. Unit Rationale: The unit of Recreational Games will enable students to interact physically, socially, and competitively throughout their lifetime. As students develop basic physical skills, it will allow them to participate in a variety of related activities as well as provide a fundamental base on which to build advanced skills and participate at higher levels of activity. Understanding and comprehending rules and strategies will allow students to socialize, interact, and communicate with others through sports and related activities. Primary interdisciplinary connections: Mathematics: court/field dimensions, scoring, timing, personal and team averages Anatomy: muscle groups required for individual skill performance 21 st Century themes: Cognitive awareness of physical health through active participation Diversity through group and team participation 21 st Century skills: Critical thinking and problem solving Socialization Communication Creativity and Adaptation Lifetime participation through skill and knowledge development Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle st Century Life Skills: All students will demonstrate creative, critical thinking, collaboration and problem solving skills to function successfully as global citizens and workers in diverse ethnic and organizational cultures. 132

133 Content Statements A- Motor Skill Development: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B- Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactile use of strategies, positive mental attitudes, competent skill levels, and teamwork C- Sportsmanship Rules and Safety: Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction C- Sportsmanship Rules and Safety: Cultural practices regarding physical activity, sports, and games reflect a microcosm of society A- Fitness and Physical Activity: Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction. CPI #/ Cumulative Progress Indicator (CPI) A.1- Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance B.1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2- Apply a variety of mental strategies to improve performance B.3- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.1- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment C.3- Determine the current impact of globalization and technology on the development of, participation in, and viewing of games, sports, dance, and other movement activities, and predict future impact A.1- Compare the short- and long-term impact on wellness associated with physical inactivity A.2- Design, implement and evaluate a fitness plan that reflects knowledge and application of fitness-training principals A.3- Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition A.4- Compare and contrast the impact of health-related fitness components as a measure of fitness and health A.5- Debate the use of performanceenhancing substances (i.e., anabolic steroids and other legal and illegal substances) to improve performance. 133

134 A- Critical Thinking and Problem Solving The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time A.1- Apply critical thinking and problemsolving strategies during structured learning experiences F.2- Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. Unit Essential Questions What components of fitness does recreational games encompass? What do balance, coordination, and flexibility have to do with the concepts and performance of recreational games? How can recreational games increase the fitness level of each individual? Unit Enduring Understandings Body awareness and coordination are necessary components of a fit individual. Balance, coordination, and flexibility are key components of recreational games concepts. Understanding how recreational games and related activities can effect and benefit the overall health of an individual. Unit Objectives Students will know and be able to Students will know and be able to demonstrate an understanding of movement concepts and the use of motor skills Effectively move safely through space while actively participating Demonstrate responsible personal and social behavior Demonstrate the ability to use effective interpersonal skills Demonstrate the ability to use decision making skills of appropriate goal setting, risk-taking, and problem solving Understand that challenge, enjoyment, creativity, self-expression and social interaction are important, life-enhancing experiences and are found in recreational activities Demonstrate an understanding and respect for differences Play hard, Play safe, Play fun Evidence of Learning Summative Assessment Teacher observation of participation Teacher observation of skills performance Written test/quiz SBHS Grading Rubric Formative Assessments Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal 134

135 Lesson Plans & Pacing Lesson Timeframe Lesson 1: 1 Day: Fundamental of Bocce, inclusive of equipment, Direct Instruction: Teacher demonstration and rules, court dimensions, scoring, tossing skills, information offensive and defensive strategy, individual and Guided Practice: Skills development team play Independent Practice: Skills, Match play Assessment: Teacher observation Lesson 2: 1 Day: Fundamental of Frisbee (to include an Direct Instruction: Teacher demonstration and introduction to Ultimate Frisbee), inclusive of information equipment, rules, field dimensions, scoring, Guided Practice: Skills development throwing, catching, offensive and defensive Independent Practice: Game play strategy, individual and team play Assessment: Teacher observation Lesson 3: Fundamental of Ladder Ball, inclusive of equipment, rules, court dimensions, scoring, throwing, offensive and defensive strategy, individual and team play Lesson 4: Fundamental of Washers, inclusive of equipment, rules, court dimensions, scoring, throwing, offensive and defensive strategy, individual and team play Lesson 5: Fundamental of Ping Pong, inclusive of equipment, rules, table dimensions, scoring, serving, volleying, offensive and defensive strategy, singles and doubles play Lesson 6: Games Participation. Students may choose from the previously introduced activities and participate in several of the games/matches on a daily basis. Teacher Notes: Resources/Equipment needed: Bocce sets Frisbees Ladder ball sets Washers sets Ping Pong tables, paddles, balls Field or similar boundary markers 1 Day: Direct Instruction: Teacher demonstration and information Guided Practice: Skills development Independent Practice: Game play Assessment: Teacher observation 1 Day: Direct Instruction: Teacher demonstration and information Guided Practice: Skills development Independent Practice: Game play Assessment: Teacher observation 1 Day Independent Guided Practice: Skills development Independent Practice: Game play Assessment: Teacher observation 5 Days: Student Practice: Game play Assessment: Final unit assessment of skills and team play through tournaments, teacher observation and written quiz 135

136 SILLY GAMES High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Silly Games Unit Summary: Students will take part in a variety of elementary school games that are designed to help them exercise, have fun, and develop team building/social skills Unit Rationale: The unit is designed to offer an activity that is less competitive and more about having fun, getting exercise and being active. It also encourages students to understand that challenges, cooperation, teamwork, enjoyment, creativity, self expression and social interaction are important life enhancing experiences that can be a part of game play. Primary interdisciplinary connections: Language Arts Literacy through speaking and listening 21 st Century themes: Collaborate and communicate with classmates in order to maintain a safe environment Character education- Playing by the rules and showing good sportsmanship Learning Targets Standards NJCCCS 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. NJCCCS 2.6 Fitness: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. CPI # Content Statements Cumulative Progress Indicator (CPI) A Motor Skill Development Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B Strategy Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.4 Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2 Apply a variety of mental strategies to improve performance B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness. 136

137 C Sportsmanship, Rules and Safety Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction A Fitness and Physical Activity Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction. Essential Questions What components of fitness does taking part in silly games encompass? What is the purpose of taking part in silly games and activities? How can you develop teamwork and communication skills by playing silly games? C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment A.1 Compare the short- and long-term impact on wellness associated with physical inactivity. Enduring Understandings Silly games have a serious side. There are fitness components that Silly Games strengthen: Cardio Endurance, Flexibility, Muscular Endurance, as well as Balance, Coordination and Body Awareness. Silly games permit you to be physically active and to maintain fitness while having fun, developing social skills, and interacting with peers. When working and strategizing as a team, you can use both verbal and non-verbal cues. Unit Objectives Students will be able to: Actively participate in a variety of silly games. Develop communication and teamwork skills. Work cooperatively with fellow students in various game situations. Develop and maintain Fitness levels specifically Cardio Endurance, Muscular Endurance and Flexibility. Have fun. Evidence of Learning Summative Assessment (5 days) SBHS grading rubric used for daily assessment Teacher observation (visual, verbal, written) Self/Peer assessment Formative Assessment SBHS grading rubric used for daily assessment Self/Peer assessment Teacher assessment (visual, verbal, written) 137

138 Lesson Plans & Pacing Lesson Timeframe Lessons Days- Students can participate in up to four silly Assessment: Teacher observation of student games in one block involvement in all activities Teacher Notes Resources/Equipment needed: Games in this unit may include any of the following: Various scooters, balls, hula hoops, flags, poly spots, mats, ropes. Due to the nature of this unit, times of each game will vary from class to class. Some classes may participate in multiple games during one block. - Various tag games (frantic, flag tag, elbow tag, etc.) - Various relay races (scooters, hula hoops, etc. may be utilized) - Spud - Red Rover - Tree-Rock-Bridge Relay - Go and touch blue - Ships Captain - Steal the Bacon - Simon Says - Duck, duck, goose - Concentration - Four Square - Kickball variations - Hula Hoop relays - Scooter Relays and Activities - Moonball - Hand Smacks 138

139 SOCCER High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Soccer Unit Summary: In this unit, students will understand basic skills and cognitive concepts that will enable them to participate in a Soccer activity. Physical participation as well as the development of cognitive processes will allow students to be actively involved in various forms of Soccer competition, as well as comprehend rules and strategies that are essential for participation. Unit Rationale: The unit of Soccer will enable students to interact physically, socially, and competitively throughout their lifetime. As students develop basic physical skills, it will allow them to participate in a variety of related activities as well as provide a fundamental base on which to build advanced skills and participate at higher levels of activity. Understanding and comprehending rules and strategies will allow students to socialize, interact, and communicate with others through sports and related activities. Primary interdisciplinary connections: Mathematics: field dimensions, scoring, timing, personal and team averages Anatomy: muscle groups required for individual skill performance 21 st Century themes: Cognitive awareness of physical health through active participation Diversity through group and team participation 21 st Century skills: Critical thinking and problem solving Socialization Communication Creativity and Adaptation Lifetime participation through skill and knowledge development Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle st Century Life Skills: All students will demonstrate creative, critical thinking, collaboration and problem solving skills to function successfully as global citizens and workers in diverse ethnic and organizational cultures. 139

140 Content Statements A- Motor Skill Development: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B- Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactile use of strategies, positive mental attitudes, competent skill levels, and teamwork C- Sportsmanship Rules and Safety: Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction C- Sportsmanship Rules and Safety: Cultural practices regarding physical activity, sports, and games reflect a microcosm of society A- Fitness and Physical Activity: Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction. CPI #/Cumulative Progress Indicator (CPI) A.1- Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance B.1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2- Apply a variety of mental strategies to improve performance B.3- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.1- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment C.3- Determine the current impact of globalization and technology on the development of, participation in, and viewing of games, sports, dance, and other movement activities, and predict future impact A.1- Compare the short- and long-term impact on wellness associated with physical inactivity A.2- Design, implement and evaluate a fitness plan that reflects knowledge and application of fitness-training principals A.3- Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition A.4- Compare and contrast the impact of health-related fitness components as a measure of fitness and health A.5- Debate the use of performanceenhancing substances (i.e., anabolic steroids and other legal and illegal substances) to improve performance. 140

141 A- Critical Thinking and Problem Solving The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Unit Essential Questions What components of fitness does soccer encompass? What do balance, coordination, and flexibility have to do with the concepts and performance of soccer? How can soccer increase the fitness level of each individual? A.1- Apply critical thinking and problemsolving strategies during structured learning experiences F.2- Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. Unit Enduring Understandings Body awareness and coordination are necessary components of a fit individual. Balance, coordination, and flexibility are key components of soccer concepts. Understanding how soccer and related activities can effect and benefit the overall health of an individual. Unit Objectives Students will know and be able to Demonstrate proper kicking technique and control with a soccer ball in a group setting while keeping the ball below the waist level- ie. Dribbling. Demonstrate proper kicking technique and control with a soccer ball while lofting it into the air. Demonstrate proper short and long passing technique to a partner and teammates Demonstrate proper trapping technique in order to regain control of the ball. Demonstrate proper technique when heading the ball into the goal or to a teammate. Cooperate with each other and work in a group setting while learning/practicing soccer skills and proper technique. Work in modified teams while practicing soccer skills and proper technique during a facilitated game. Recite the basic rules of a soccer games. Demonstrate basic knowledge of a soccer field dimensions and recognize the following areas on the field: center circle, center-line, goal line, and corner arc. Summative Assessment Teacher observation of participation Teacher observation of skills performance Written test/quiz SBHS Grading Rubric Formative Assessments Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal Evidence of Learning 141

142 Lesson Plans & Pacing Lesson Timeframe Lesson 1: 1 Day: Fundamental passing and dribbling skills. Direct Instruction: Teacher demonstration and Inclusive of inside and outside foot techniques, information dominant and non-dominant foot. Lead up games Guided Practice: Skills development Independent Practice: Skills Assessment: Teacher observation Lesson 2: 1 Day: Goalie techniques, passing and dribbling review Direct Instruction: Teacher demonstration and with emphasis on non-stationary passing, throwins. Modified game play Guided Practice: Skills development information Independent Practice: Game play Lesson 3: Introduction of field dimensions, individual offensive and defensive positions, scoring. Modified game play Lesson 4: Introduction of team play, game specifications including game start, scoring resumption, inbounding and timing. Modified game play. Lesson 5: Team development, tournament play including full and or modified game play Teacher Notes Resources/Equipment needed: Soccer balls Field or similar boundary markings Cones Scrimmage vests Goals or similar scoring apparatus Assessment: Teacher observation 1 Day: Direct Instruction: Teacher demonstration and information Independent Practice: Game play Assessment: Verbal Q & A 1 Day: Direct Instruction: Teacher demonstration and information Guided Practice: Skills development Independent Practice: Skills Assessment: Verbal Q & A 6 Days: Independent Practice: Game play Assessment: Final unit assessment of skills and team play through tournaments, teacher observation and written quiz 142

143 SPEEDBALL High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Speedball Unit Summary: In this unit, students will understand basic skills and cognitive concepts that will enable them to participate in Speedball activities. Participation in the Speedball Unit will require students to call upon prior skill knowledge related to the previous units of Basketball, Soccer, Football and Handball. Specifically the focus will be on the execution of proper techniques in the skills of basketball, soccer, football and handball as well as the introduction of the new skills of kick-up to self, kick-up to another person and drop kick used in the game of Speedball. By the end of the unit, students will understand the necessary basic skills and cognitive concepts required to actively participate in all Speedball activities. The elimination and modification of previously learned unit rules (Basketball Speedball allows for more players to participate, Soccer Speedball eliminates the restrictions regarding the use of hands on the ball, Football Speedball allows all participants to handle the ball and play anywhere on the field, Handball Speedball allows for multiple ways of scoring) will allow for more student success for all participants regardless of their level of athletic ability. Unit Rationale: The unit of Speedball will enable students to interact physically, socially, and competitively throughout their lifetime. As students develop the various basic physical skills, it will allow them to participate in a variety of related activities such as Basketball, Soccer, Football and Handball as well as provide a fundamental base on which to build advanced skills and participate at higher levels of activity. Understanding and comprehending rules and strategies will allow students to socialize, interact, and communicate with others through sports and related activities. Primary interdisciplinary connections: At each grade level, physical education courses incorporate life sciences, mathematics, physics, language arts, and history, as well as health education applications. Life sciences: Anatomy - muscle groups required for individual skill performance Mathematics: field dimensions, scoring, timing, personal and team averages Physics: spatial awareness, actions of bodies in motion, trajectory, and flights of projectiles Language Arts: Vocabulary of physical activity and Speedball terms History: basic Speedball history Health Education: importance of lifetime participation in physical fitness activities 21 st Century themes: Global Awareness: Diversity through group and team participation. Health Literacy: Cognitive awareness of physical health through active participation, participation in age-appropriate activities that address health-related and skill-related fitness. 21 st Century skills: Critical thinking and problem solving Creativity, Innovation and Adaptation Communication and Collaboration 143

144 Information Literacy Socialization Lifetime participation through skill and knowledge development Character Education and Sportsmanship Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle st Century Skills Content Statements CPI # A- Motor Skill Development and Concepts: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B- Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactile use of strategies, positive mental attitudes, competent skill levels, and teamwork C- Sportsmanship Rules and Safety: Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction. Cultural practices regarding physical activity, sports, and games reflect a microcosm of society A- Fitness and Physical Activity: Taking personal responsibility to develop and Cumulative Progress Indicator (CPI) A.1- Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance B.1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2- Apply a variety of mental strategies to improve performance B.3- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.1- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment C.3-Determine the current impact of globalization and technology on the development of, participation in, and viewing of games, sports, dance, and other movement activities, and predict future impact A.1- Compare the short- and long-term impact on wellness associated with physical 144

145 maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction. inactivity A.2- Design, implement and evaluate a fitness plan that reflects knowledge and application of fitness-training principals A.3- Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition A.4- Compare and contrast the impact of health-related fitness components as a measure of fitness and health A.5- Debate the use of performanceenhancing substances (i.e., anabolic steroids and other legal and illegal substances) to improve performance. Unit Essential Questions What components of fitness does Speedball encompass? What do balance, coordination, and flexibility have to do with the concepts and performance of Speedball? How can Speedball increase the fitness level of each individual? What role does movement, transition, sportsmanship, and communication play in the game of speedball? How do to basic skills of Speedball relate to those of Basketball, Soccer, Football and Handball? Unit Enduring Understandings Body awareness and coordination are necessary components of a fit individual. Balance, coordination, and flexibility are key components of football concepts. Understanding how Speedball and related activities can effect and benefit the overall health of an individual. Understanding the importance of sportsmanship and communication is vital to the needs of successfully working in a group dynamic. Movement, spacing, communication, and sportsmanship are essential to competitive sport. Applying prior skill knowledge gained from related sport units will increase student success in Speedball. Unit Objectives Students will know and be able to Perform fundamental movement skills such as catching/trapping, dribbling, passing/throwing, shooting, running, and kicking/punting. Incorporate the basic skills learned from Basketball, Soccer, Football and Handball units. Perform the basics skills required of Speedball such as ground balls, aerial balls, kick-up to self, kick-up to another person and drop kick. Perform the basic defensive skills of blocking, guarding and goalkeeping. Understand and implement basic offensive and defensive strategies, both as a team and as individuals. 145

146 Implement basic offensive and defensive positions and formations. Implement basic scoring principles, rules, and safety measures and understand the penalties for violations of these rules. Understand the dimensions of the playing field, boundaries and other areas of importance. Identify potential risks and dangers associated with physical activity and describe how to minimize these risks. Demonstrate evidence of understanding of proper safety measures as it relates to all equipment, participants and game rules. Understand the importance of physical conditioning and its relationship to participation in the sport of Speedball. Demonstrate social skills, proper etiquette, team concept strategies and sportsmanship specific to the unit of Speedball. Demonstrate good sportsmanship while playing by the agreed upon rules during all skill and game play activities. Demonstrate basic group strategies as well as acknowledge contributions of team members during play. Demonstrate usage of a variety of game skills and strategies to accomplish individual and team goals. Develop an appreciation for Speedball and varied forms of physical activity. Evidence of Learning Summative Assessment Teacher observation of participation Teacher observation of skills performance Written test/quiz SBHS Grading Rubric Formative Assessments Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal Lesson Plans & Pacing Lesson Lesson 1: Review of fundamental catching/trapping, dribbling, throwing/passing, kicking and shooting skills. Lead up games. Lesson 2: Introduction of ground ball and aerial-ball techniques of kick-up to self, kick-up to another person and drop kick. Modified game play. Lesson 3: Introduction of field dimensions, individual offensive and defensive positions, scoring, rules, Timeframe 1 Day: Direct Instruction: Teacher demonstration and information; Guided Practice: skill development; Independent Practice: skills and lead up games; Assessment: Teacher observation 1 Day: Direct Instruction: Teacher demonstration and information; Guided Practice: skill development; Independent Practice: skills and modified game play; Assessment: Teacher observation 1 Day: Direct Instruction: Teacher demonstration and information; 146

147 penalties and safety measures. Modified game play Lesson 4, 5 & 6: Team development, sportsmanship, and tournament play. Full game play. Teacher Notes Resources/Equipment needed: Handballs Indoor Soccer balls Cones Gym/Field or similar boundary markings Scrimmage vests Whistle Watch/Clock Independent Practice: modified game play; Assessment: Verbal and Q and A 3 Days: Independent Practice: Teams Assessment: Final unit assessment of skills and team play through tournaments, Teacher observation, written quiz. 147

148 STRENGTH TRAINING High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Strength Training Unit Summary: This unit is designed to provide students with a basic instructional program in strength and conditioning development. The unit will include basic anatomy, muscular function, strength training principles, basic program design and correct exercise technique and safety. The students will develop an understanding of these concepts and will participate in individual training programs. Unit Rationale: Through strength training exercises, the students will be able to learn the short and long term benefits of fitness (looking and feeling better, being able to do more, having better health and a longer life, avoiding major diseases, and having a better quality of life). They will be able to distinguish the difference between strength and hypertrophy and endurance training and the benefits of each. Students will learn the basics of program design and how to formulate a personal workout routine. Students will learn how strength training is one component in overall fitness and healthful living. Primary interdisciplinary connections: Anatomy and Physiology: Location of muscle groups and how they work together to produce movement Mathematics: Calculating work loads, training intensity, training volume, heart rate 21 st Century themes: Cognitive awareness of physical health through active participation Diversity through group and team participation 21 st Century skills: Critical thinking and problem solving Socialization Communication Creativity and Adaptation Lifetime participation through skill and knowledge development Learning Targets Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle st Century Skills Content Statements CPI # A- Motor Skill Development: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, Cumulative Progress Indicator (CPI) A.1- Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, 148

149 feedback, and effort B- Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactile use of strategies, positive mental attitudes, competent skill levels, and team work C- Sportsmanship Rules and Safety: Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction. Cultural practices regarding physical activity, sports, and games reflect a microcosm of society A- Fitness and Physical Activity: Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction. racquetball) A.2- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.4 - Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective B.1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2- Apply a variety of mental strategies to improve performance B.3- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.1- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment C.3-Determine the current impact of globalization and technology on the development of, participation in, and viewing of games, sports, dance, and other movement activities, and predict future impact A.1- Compare the short- and long-term impact on wellness associated with physical inactivity A.2- Design, implement and evaluate a fitness plan that reflects knowledge and application of fitness-training principals A.3- Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition A.4- Compare and contrast the impact of health-related fitness components as a measure of fitness and health A.5- Debate the use of performanceenhancing substances (i.e., anabolic steroids and other legal and illegal substances) to improve performance. 149

150 Unit Essential Questions How can participating in a strength training program impact my life? What are the components of a comprehensive strength training program? Unit Enduring Understandings Body awareness and coordination are necessary components of a fit individual. It s important to know how to organize exercises into a comprehensive strength training program. What is strength and why is it important for Strength training can effect and benefit the overall health? overall health of an individual. Unit Objectives Students will know and be able to Perform upper body exercises using selected equipment Perform Upper Body exercises using calisthenics, body weight, stability balls, tubing, other apparatus Perform Complex upper body exercises using Free Weights Perform Simple upper body exercises using Free Weights Perform lower body exercises using selected equipment Perform lower body exercises using calisthenics, body weight, stability balls, tubing, other apparatus Perform Complex lower body exercises using Free Weights Perform Simple lower body exercises using Free Weights Perform exercises for the trunk using selected equipment Perform exercises for the trunk using calisthenics, stability balls, and other apparatus Demonstrate proper form of exercises Choose appropriate exercises for select body parts Perform partner assisted or resisted exercises Demonstrate safe spotting technique Recognize safe and contraindicated forms of exercise Calculate and compare volume of work performed: Sets and Repetitions Engage in exercises of varying intensities Design comprehensive, balanced exercise routine for self Design comprehensive, balanced exercise routine for others Evidence of Learning Summative Assessment Teacher observation of participation Teacher observation of skills performance Written test/quiz Project SBHS Grading Rubric Formative Assessments Muscular Strength test Muscular Endurance test Intensity comparison Volume comparison Exercise Card Fitness Log/ Journal 150

151 Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal Teacher assessment- written Lesson Plans & Pacing Lesson Timeframe Lesson 1 3 days- Fitness components. Inclusive of muscular Direct Instruction: Teacher demonstration/ strength and endurance, cardiovascular information; endurance, flexibility. Weight room safety and Guided Practice: development/reinforcement of etiquette. Proper exercise technique. fitness components; Independent Practice: fitness activity; Assessment: Teacher observation, student fitness log Lesson 2 3 days- Fitness components. Fundamental upper body Direct Instruction: Teacher demonstration/ exercises to include chest, back, shoulders, arms information; and abdominals. Introduction to program design Guided Practice: skill development with straight set training. Weight room safety Independent Practice: skill/ fitness activity; and etiquette. Proper exercise technique. Assessment: Teacher observation, student fitness log Lesson 3 Fitness components. Fundamental lower body exercises to include quadriceps, hamstrings, calves and abdominals. Introduction to program design with super set training. Weight room safety and etiquette. Proper exercise technique. Lesson 4 Fitness components. Introduction to plyometric exercises and athletic core training. Putting it all together with students designing own programs based on needs. Weight room safety and etiquette. Proper exercise technique. Teacher Notes: Resources/Equipment needed: Barbells Free weight plates Dumbbells Squat racks Bench press benches Benches Stability balls Medicine balls Resistance tubing Chin/dip/ab station & Plyo boxes 3 days- Direct Instruction: Teacher demonstration/ information; Guided Practice: development/reinforcement of fitness components; Independent Practice: fitness activity; Assessment: Teacher observation 3 days- Direct Instruction: Teacher demonstration/ information; Guided Practice: development/reinforcement of fitness components; Independent Practice: fitness activity; Assessment: Teacher observation, student fitness log and student project (design own fitness workout) 151

152 TENNIS High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Tennis Unit Summary: Students will participate in tennis activities in order learn the correct rules, strokes and etiquette of the game Unit Rationale: The tennis unit is designed to teach and expose students to a lifetime sport that can be played at various skill and age levels. This will help to develop physical fitness as well as encourage the importance of maintaining physical activity throughout one s lifetime. Primary interdisciplinary connections: Math skills will be utilized in keeping score Language Arts Literacy through speaking and listening 21 st Century connections: Develop an appreciation for a life-long fitness activity Collaborate with classmates in order to maintain a safe environment Learning Targets Standards NJCCCS 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. NJCCCS 2.6 Fitness: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. CPI # Strand A Motor Skill Development: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B Strategy Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork. Content Statements Cumulative Progress Indicator (CPI) A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.4 Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2 Apply a variety of mental strategies to improve performance B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness. 152

153 C Sportsmanship, Rules and Safety Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction A Fitness and Physical Activity Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction. Essential Questions What components of fitness does tennis encompass? How can tennis increase the fitness level of each individual? What are some of the basic skills you will need to play tennis? Unit Objectives C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment A.1 Compare the short- and long-term impact on wellness associated with physical inactivity. Enduring Understandings Playing tennis involves balance, coordination, body awareness, muscular endurance, cardio endurance, and flexibility. When you increase your cardio endurance and overall general physical fitness, you also improve your heart health. Tennis involves the use of basic skills: serve, forehand, backhand, footwork, and how to keep score. Students will know and be able to Execute a correct serve Hit proper forehand and backhand tennis shots Explain how to keep score Define the basic rules of the game of tennis Play a game of tennis in a sportsmanlike manner Respect fellow students and equipment Work cooperatively while playing in a doubles tennis match Evidence of Learning Summative Assessment (10 days) SBHS grading rubric used for daily assessment Teacher observation (visual, verbal, written) Skill rubric Formative Assessment SBHS grading rubric used for daily assessment Written quiz on rules, scoring and etiquette Self/Peer assessment Teacher assessment (visual, verbal, written) Lesson Plans & Pacing Lesson Lesson 1 Introduction to rules, scoring and etiquette Timeframe 1 day- Assessment: Written quiz on proper use of rules, 153

154 involved in game of tennis scoring and etiquette Lesson days- Introduce the basic skills involved in tennis Assessment: Teacher observation of skills during (forehand, backhand, and serve) modified game play Lesson days- Participate in tournament play in both single and Assessment: Skill assessment based on rubric along double matches with teacher observation Teacher Notes: Modified games can include the following: Four square, King of the Court, Tennis Baseball, Team Singles. Ball machine may be used to assist during skill instruction. Resources/Equipment needed: SBHS tennis courts Tennis racquets/tennis balls Automatic Tennis Ball Machine 154

155 TRACK AND FIELD High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Track and Field Unit Summary: Students will be exposed to various track and field events in order to gain a greater understanding of the sport. Events will include: 55 Meter Dash, 100 Meter Dash, 4 X 100 Relay, 4 X 200 Relay, Long Jump, High Jump, Shot Put/Softball Throw. Unit will culminate in an interclass track and field meet. Unit Rationale: To expose the student to the various events in track and field competitions. Students will gain an appreciation for all of the events as well as gain practical experience in each of them. Students will develop a sense of accomplishment and class pride while competing in a friendly interclass track and field meet. Primary interdisciplinary connections: Math skills will be utilized in measurement and scoring/timing Language Arts Literacy through speaking and listening 21 st Century themes: Develop an appreciation for a life-long fitness activity Collaborate with classmates in order to maintain a safe environment 21 st Century skills: Critical thinking and problem solving Socialization and communication Creativity and adaptation Lifetime participation Standards Learning Targets NJCCCS 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. NJCCCS 2.6 Fitness: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. CPI # Strand A Motor Skill Development Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort. Content Statements Cumulative Progress Indicator (CPI) A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.4 Critique a movement skill/performance and discuss how each part can be made more 155

156 interesting, creative, efficient, and effective B.1 Strategy Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork C Sportsmanship, Rules and Safety Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction A Fitness and Physical Activity Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction. Essential Questions What are some of the track and field events that are used in competition? What is the purpose of participation in track and field events? How can teamwork and cooperation be developed in track and field events? B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2 Apply a variety of mental strategies to improve performance B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment A.1 Compare the short- and long-term impact on wellness associated with physical inactivity. Enduring Understandings There are events associated with track and field: 55 Meter Dash, 100 Meter Dash, High Jump, Long Jump, 4 x 100 Relay and the Shot Put/Softball throw. To gain a true appreciation for all of the various track and field events, you should experience them first hand. By working as a team during relay events, you can encourage classmates in the track meet competition. Unit Objectives Students will know and be able to Take part in the 55- and 100- meter dash. Take part in relay races. Experience field events such as the high jump, long jump and shot put (or softball throw) Encourage their classmates during a track and field meet. Appreciate the various events of track and field competitions. Use proper technique while experiencing the various events. Evidence of Learning 156

157 Summative Assessment (5 days) SBHS grading rubric used for daily assessment Teacher observation (visual, verbal, written) Skill assessment through observation/scoring results Formative Assessment SBHS grading rubric used for daily assessment Self/Peer assessment Teacher assessment (visual, verbal, written) Lesson Plans & Pacing Lesson Timeframe Lesson 1 Introduction to 2 specific track and field events. Usually 1 track and 1 field the events taught that day Lesson 2 Introduction to 2 additional track and field events. Usually 1 track and 1 field the events taught that day Lesson 3 Introduction to final 2 track and field events. Usually 1 track and 1 field Lesson 4-5 Compete in a co-educational track meet involving multiple classes 1 day- Assessment: Teacher observation of skills used during 1 day- Assessment: Teacher observation of skills used during 1 day- Assessment: Teacher observation of skills used during the events taught that day 2 days- Assessment: Skill assessment through observation/sbhs grading rubric Teacher Notes The 6 events typically taught are 55m dash, 4 x 100 relay, 4 x 200 relay, softball throw, high jump, and long jump. The order in which the events are taught can be determined by individual teacher in order to maximize instructional space and participation. Self/Peer assessment can be used at any time during unit. Resources/Equipment needed: Track and Field facility Stopwatch, batons, softballs, high jump equipment, measuring tape, rake 157

158 ULTIMATE FRISBEE High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Ultimate Frisbee Unit Summary: In this unit, students will understand basic skills and cognitive concepts that will enable them to participate in Ultimate Frisbee activities. Physical participation as well as the development of cognitive processes will allow students to be actively involved in various forms of Ultimate Frisbee competition, as well as comprehend rules and strategies that are essential for participation. Unit Rationale: The unit of Ultimate Frisbee will enable students to interact physically, socially, and competitively throughout their lifetime. As students develop basic physical skills, it will allow them to participate in a variety of related activities as well as provide a fundamental base on which to build advanced skills and participate at higher levels of activity. Understanding and comprehending rules and strategies will allow students to socialize, interact, and communicate with others through sports and related activities. Primary interdisciplinary connections: Mathematics: field dimensions, scoring, timing, personal and team averages Anatomy: muscle groups required for individual skill performance 21 st Century themes: Cognitive awareness of physical health through active participation Diversity through group and team participation 21 st Century skills: Critical thinking and problem solving Socialization Communication Creativity and Adaptation Lifetime participation through skill and knowledge development Standards Learning Targets 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle st Century Skills 158

159 Content Statements CPI # A- Motor Skill Development: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort. Cumulative Progress Indicator (CPI) A.1- Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance B- Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactile use of strategies, positive mental attitudes, competent skill levels, and team work B.1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2- Apply a variety of mental strategies to improve performance B.3- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C- Sportsmanship Rules and Safety: Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction. Cultural practices regarding physical activity, sports, and games reflect a microcosm of society C.1- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment C.3-Determine the current impact of globalization and technology on the development of, participation in, and viewing of games, sports, dance, and other movement activities, and predict future impact A- Fitness and Physical Activity: Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, selfexpression, and social interaction A.1- Compare the short- and long-term impact on wellness associated with physical inactivity A.2- Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitnesstraining principals A.3- Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition A.4- Compare and contrast the impact of healthrelated fitness components as a measure of fitness and health A.5- Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and illegal substances) to improve performance. 159

160 Unit Essential Questions What components of fitness does Ultimate Frisbee encompass? What do balance, coordination, and flexibility have to do with the concepts and performance of Ultimate Frisbee? How can Ultimate Frisbee increase the fitness level of each individual? Unit Objectives Unit Enduring Understandings Body awareness and coordination are necessary components of a fit individual. Balance, coordination, and flexibility are key components of Ultimate Frisbee concepts. Understanding how Ultimate Frisbee and related activities can effect and benefit the overall health of an individual. Students will know and be able to Perform fundamental skills such as catching, passing, running, and shooting. Understand and implement basic offensive and defensive strategies, both as a team and as individuals. Implement basic offensive and defensive positions and formations. Implement basic scoring principles, rules and understand the penalties for violations of these rules. Understand the dimensions of the playing court, boundaries and other areas of importance. Identify potential risks and dangers associated with physical activity and describe how to minimize these risks Understand the importance of physical conditioning and its relationship to participation in the sport of Ultimate Frisbee. Evidence of Learning Summative Assessment Teacher observation of participation Teacher observation of skill performance Written test/quiz SBHS Grading Rubric Formative Assessments Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal Lesson Plans & Pacing Lesson Lesson 1: Fundamental passing and catching skills. Lead up games Lesson 2: Basic shooting and defending, non-stationary passing and catching. Modified game play Timeframe 2 Days: Direct Instruction: Teacher demonstration and information; Guided Practice: skill development; Independent Practice: skills; Assessment: Teacher observation 2 Days: Direct Instruction: Teacher demonstration; Guided Practice: skill development; Independent Practice: game play 160

161 Lesson 3: Introduction of field dimensions, individual offensive and defensive positions, scoring. Modified game play Lesson 4: Introduction of strategies, offensive and defensive penalties and violations. Modified game play. Lesson 5: Team development, tournaments play full game play Assessment: Teacher observation 1 Day: Direct Instruction: Teacher demonstration and information; Independent Practice: game play; Assessment: Verbal and Q and A 1 Day: Direct Instruction: Teacher demonstration; Guided Practice: skill development; Independent Practice of skills; Assessment: Verbal and Q and A 4 Days: Independent Practice: Teams Assessment: Final unit assessment of skills and team play through tournaments, Teacher observation, written quiz Teacher Notes: Resources/Equipment needed: Frisbees Cones Field or similar boundary markings Scrimmage vests 161

162 VOLLEYBALL High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Volleyball Unit Summary: In this unit, students will understand basic skills and cognitive concepts that will enable them to participate in a Volleyball Unit. Physical participation as well as the development of cognitive processes will allow students to be actively involved in various forms of volleyball competition, as well as comprehend rules and strategies that are essential for participation and team play. Unit Rationale: The unit of volleyball will enable students to interact physically, socially, and competitively throughout their lifetime. As students develop basic physical skills, it will allow them to participate in a variety of related activities as well as provide a fundamental base on which to build advanced skills and participate at higher levels of activity. Understanding and comprehending rules and strategies will allow students to socialize, interact, and communicate with others through sports and related activities. Primary interdisciplinary connections: Mathematics: court dimensions, scoring, etc. Anatomy: muscle groups required for individual skill performance 21 st Century themes: Cognitive awareness of physical health through active participation Diversity through group and team participation 21 st Century skills: Critical thinking and problem solving Socialization Communication Creativity and Adaptation Lifetime participation through skill and knowledge development Standards Learning Targets 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 Fitness: All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle st Century Skills 162

163 Content Statements CPI # A- Motor Skill Development: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort B- Strategy: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactile use of strategies, positive mental attitudes, competent skill levels, and team work C- Sportsmanship Rules and Safety: Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction. Cultural practices regarding physical activity, sports, and games reflect a microcosm of society A- Fitness and Physical Activity: Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction. Cumulative Progress Indicator (CPI) A.1- Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball) A.2- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance B.1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2- Apply a variety of mental strategies to improve performance B.3- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.1- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment C.3-Determine the current impact of globalization and technology on the development of, participation in, and viewing of games, sports, dance, and other movement activities, and predict future impact A.1- Compare the short- and long-term impact on wellness associated with physical inactivity A.2- Design, implement and evaluate a fitness plan that reflects knowledge and application of fitness-training principals A.3- Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition A.4- Compare and contrast the impact of health-related fitness components as a measure of fitness and health A.5- Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and illegal substances) to improve performance. 163

164 Unit Essential Questions What components of fitness does volleyball encompass? What do balance, coordination, and flexibility have to do with the concepts and performance of volleyball? Unit Enduring Understandings Body awareness and coordination are necessary components of a fit individual. Balance, coordination, and flexibility are key components of volleyball concepts. Understanding how volleyball and related activities can effect and benefit the overall health of an individual. How can volleyball increase the fitness level of each individual? Unit Objectives Students will know and be able to Perform fundamental skills such as bumping, setting, serving and blocking. Understand and implement basic offensive and defensive techniques, both as a team and as individuals. Implement basic offensive and defensive positions on the court. Implement basic scoring principles, rotation procedures, rules and regulations, safety concerns and understand the penalties for violations of these rules. Understand the dimensions of the playing court, boundaries and other areas of importance. Identify potential risks and dangers associated with physical activity and describe how to minimize these risks Understand the importance of physical conditioning and its relationship to participation in the sport of volleyball. Evidence of Learning Summative Assessment Teacher observation of participation Teacher observation of skill performance Written test/quiz SBHS Grading Rubric Formative Assessments Self assessment Peer assessment Teacher assessment- visual Teacher assessment- verbal Lesson Plans & Pacing Lesson Timeframe Lesson 1: 1 Day: Fundamental skills: bumping- inclusive of Direct Instruction: Teacher demonstration and stance, hand/arm position, contact point and information; controlled forward/backward bumping technique. Guided Practice: skill development; Lead up games- keep it up, mini game play Independent Practice: skills; Assessment: Teacher observation Lesson 2: 1 Day: Fundamental skills: setting- inclusive of stance, Direct Instruction: Teacher demonstration; hand/arm placement, contact point, follow Guided Practice: skill development; through. Execute a forward and back-set. Lead up Independent Practice: skills; activity: keep it up using bumping/setting Assessment: Teacher observation techniques. Mini game play. 164

165 Lesson 3: Introduction of court dimensions and boundaries. Incorporate individual offensive and defensive positions, rotation procedure and scoring. Review bumping and setting techniques, game play. Lesson 4: Fundamental skills: Serving- underhand/overhand serve. Demonstrate stance, hand/ball position, striking point, follow through. Lead up activity- Sharks in the water (serving accuracy game) Game play Lesson 5: Fundamental skills: Blocking- Demonstrate blocking technique using a 2 footed take-off, jump straight up in the air, block with both arms and hands overhead. Group practice. Begin tournament play. Teacher Notes: Resources/Equipment needed: Volleyballs Volleyball standards/nets Court boundary markings Cones 1 Day: Direct Instruction: Teacher and class demonstration, volleyball information packet; Independent Practice: group practice/game play; Assessment: Verbal and Q and A 1 Day: Direct Instruction: Teacher demonstration; Guided Practice: skill development; Independent Practice of skills; Assessment: Teacher observation, Verbal and Q and A 1 Day: Independent Practice: Teams Assessment: Final unit assessment of skills and team play through tournaments, lessons Teacher observation, written quiz 165

166 WALKING/FITNESS High School Physical Education: Unit Plan Content Area: Physical Education Unit Title: Walking/Fitness Unit Summary: Students will participate in multiple fitness activities and understand ways to implement fitness into their daily lives. Unit Rationale: The unit of study in walking and fitness is designed to help combat childhood obesity as well as develop lifelong fitness skills. The students will learn basic fitness concepts that will give them the tools to increase fitness levels and maintain them. They will be instructed in the five areas of fitness, which include: Cardio Endurance, Muscular Endurance, Muscular Strength, Flexibility, and Body Composition. Primary interdisciplinary connections: Math skills will be utilized in recording their daily workout routine Language Arts Literacy through speaking, writing and listening 21 st Century connections: Develop life-long fitness skills Collaborate with classmates in order to maintain a safe environment Learning Targets Standards NJCCCS 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. NJCCCS 2.6 Fitness: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Content Statements Cumulative Progress Indicator (CPI) Strand A. Movement Skills and Concepts A Motor Skill Development: A.1 Explain and demonstrate ways to transfer Movement skill performance is primarily movement skills from one game, sport, dance, or impacted by the quality of instruction, recreational activity to another (e.g., striking skills practice, assessment, feedback, and effort. from/to tennis, badminton, ping pong, racquetball) A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance A.3 Explain and demonstrate movement sequences, individually and with others, in response to various tempos, rhythms, and musical styles A.4 Critique a movement skill/performance and discuss how each part can be made more interesting, B. Strategy Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill creative, efficient, and effective B. 1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies B.2 Apply a variety of mental strategies to improve performance. 166

167 levels, and teamwork C Sportsmanship Rules and Safety Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction. Strand A Fitness and Physical Activity Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction. Essential Questions B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness C.1 Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior C.2 Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment. A. Fitness and Physical Activity A.1 Compare the short- and long-term impact on wellness associated with physical inactivity A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitnesstraining principals A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition A.4 Compare and contrast the impact of healthrelated fitness components as a measure of fitness and health A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and illegal substances) to improve performance. Unit Enduring Understandings Why is it important to maintain a healthy level of physical fitness? What are the five components of health-related physical fitness? How can walking or power walking influence your fitness level? Unit Objectives Students will know how and be able to. It is important to maintain a healthy level of fitness so that you can lead a productive life and have the ability to deal with life s challenges as well as have energy to enjoy activities. Fitness requires Cardio Endurance, Muscular Endurance, Muscular Strength, Flexibility, and attention to Body Composition. In can help to increase heart health, cardio endurance, and body composition. Know and understand the five components of health related physical fitness. Develop an individual fitness plan. Know how to measure Heart Rate and utilize a heart rate monitor. Know how to safely use various exercises that help develop the five components of health related fitness. Spot weight training exercises properly while working in the weight room. Use proper etiquette in the weight room and to respect fellow students while participating in various fitness activities. 167

168 Evidence of Learning Summative Assessment (10 days) SBHS grading rubric used for daily assessment Collection of Fitness Log Teacher observation (visual, verbal, written) Formative Assessment SBHS grading rubric used for daily assessment Daily Fitness Log Timed fitness trail/interval course Self/Peer assessment Teacher assessment (visual, verbal, written) Lesson Plans & Pacing Lesson Lesson 1-2 Weight room safety, spotting, and exercise technique Lesson 3-5 Introduce and implement circuit training Lesson 6-10 Introduce and implement fitness logs and individualized fitness routines Timeframe 2 days- Direct Instruction Teacher demonstration and information Guided Practice Skills development Independent Practice Skills Assessment: Teacher observation of proper safety techniques 3 days- Direct Instruction Teacher demonstration and information Guided Practice Skills development Independent Practice Skills Assessment: Teacher observation of students engaged in proper exercise technique 5 days- Direct Instruction Teacher demonstration and information Guided Practice Skills development Independent Practice Skills Assessment: Daily check of fitness log followed by collection of logs at conclusion of unit Teacher Notes Walking days for steps/heart rate can be inserted as a warm up or entire class period. All fitness activities should be recorded in the fitness logs. All students should be paired up with someone of similar size and strength while working with the free weights for safety and spotting purposes. Resources/Equipment needed: SBHS weight room and related equipment Fitness Logs/pencils Fitness DVDs Heart Rate Monitors 168

169 DISTRICT APPENDIX There are the various strands that cross content. They have relevance to every curricular area and all grade levels. The strands are interwoven into content and integrated into instruction. They do not stand alone. A synopsis of each strand is included in this document. The full SBSD K-12 District Appendix, with detailed information about each strand, can be found as a separate document. Topics Teaching for the 21st Century Educational Technology Standards 21st Century Life and Career Education Skills Character Education Differentiation Understanding by Design (UbD): Reader s Digest Version 169

170 Topic Teaching for the 21 st Century: What does this mean and how do you do it? Students need to gain skills that will enable them to learn on their own, think critically and creatively, and apply knowledge to new situations. An emphasis needs to be placed on problem solving, teamwork skills, global awareness, and proficiency in using technology. Students need to learn to collaborate and work on authentic problems that they will likely encounter in their future careers. This section will outline what this means and how you teach for the 21 st century: Elementary, Middle and High. Tools for the 21 st Century: Life, Careers, and Digital Environments 21 st Century Life and Career Education Skills and Educational Technology Skills outline the NJ Core Curriculum Content Standards for these areas that align with PK- 12 learning. These standards are written into the curriculum documents for all areas of content English Language Arts, Mathematics, Science, Social Studies, PE/Health Education, Visual Art, Music, World Language and Library- Media. They are integrated into curriculum and instruction in places where it is relevant and meaningful to do so, and in ways that enhance learning. You will see these integrations explicitly noted in the curriculum guides: Elementary, Middle and High. Character Education: Safe and Caring Learning Communities South Brunswick takes an approach to character education that fosters the social, emotional and academic growth of each child. The intent is to create a safe and caring community while building life skills based on the five core values (CARES): C Cooperation A Assertion R Responsibility (and Respect) E Empathy S Self- Control For over ten years, the K- 5 teachers have been trained in and have followed the Responsive Classroom (RC) approach. The middle school teachers have studied and/or been trained in the Developmental Designs (DD) approach to character education. 170

171 The high school approach has been named Strive for Five and includes an annual theme with related activities to bring Character Education to the forefront. There is always a service- learning project connected to the theme. In addition, the high school also follows the Institute of Excellence and Ethics (IEE) approach. The IEE approach allows for explicit teaching of Character Education through a series of multimedia lessons that are embedded into the students schedules. Differentiation Differentiation of instruction is a deliberate and conscious method of planning and teaching that provides multiple avenues of learning. It means different challenges to different students. It is characterized by strategies that use an assessment of each individual student for readiness, interest and learning style to modify instruction in three ways: by content, process and product. In this document, there is a brief description of several approaches and methods that have long been utilized in South Brunswick to meet the differentiated needs of students within the classroom. Bloom s Taxonomy Gardner s Multiple Intelligences Learning Styles Inclusion Classrooms Kagan Cooperative Learning Principles of Differentiation It is expected that classroom instruction will be differentiated. This expectation is predicated upon the belief or disposition that all students can learn. Understanding by Design For nearly two decades, the South Brunswick School District has held much value in the Understanding by Design (UbD) or Backward Design model of curriculum writing by Grant Wiggins. This model and the process of curriculum development, has been used in the district for many years. The curriculum template which was recommended by the State of NJ and adopted/adapted by the District, includes elements of the UbD approach.) You will note that in every curricular area, we begin with the end in mind (that is, the big idea). Enduring understandings, essential questions and performance assessments all based on standards- - are used in the process of curriculum development. With this being said, it is not only important to understand the process of UbD, but also how to implement curriculum designed in such a way. A brief overview of how to use Understanding by Design in delivering curriculum is included in the Appendix. 171