Unit 1: Safety and Fitness 15 days 1 Heat exhaustion, heat stroke, dehydration, frostbite, warm up, cool down, aerobic, anaerobic, resting heart rate, target heart rate, cardiovascular fitness, strength, endurance Learning Goal: Students will be able to create and implement a fitness program that includes various types of physical activities and safety considerations. Objectives: The students will: -participate regularly in physical activity. -identify safety consideration in physical activities. -develop and implement a personal fitness program to achieve and maintain a health enhancing level of physical fitness. -exhibit personal and social behavior that respects themselves and others in a physical setting. PE.6.M.1.11: Apply proper warm-up and cooldown techniques. PE.6.C.2.13: List appropriate warm-up and cool down techniques and the reasons for using PE.6.M.1.12: Use proper safety practices. PE.6.M.1.7: Design and perform a routine to rhythm with a partner or a group while incorporating gymnastic actions and various forms of locomotion on small and/or large apparatus. PE.6.C.2.22: List the three different types of heat illnesses associated with fluid loss PE.7.C.2.8 : List specific safety procedures and equipment necessary for a variety of sport skills and physical activities PE.6.L.4.1 : Create, implement and assess a personal fitness program in collaboration with a teacher. PE.6.L.4.2 : Develop goals for a personal physical fitness program PE.6.L.4.3 : Use available technology to assess, design and evaluate a personal physical-activity plan. PE.6.L.4.4 : Develop a personal fitness program including a variety of physical activities. HE.7.B.6.3 : Explain strategies and skills needed to assess progress and maintenance of a personal health goal. A. Rules 1. Safety procedures 2. Class Routines 3. Warm-up/Cool down 4. Extreme weather and heat illnesses B. Fitness Assessment 1. Muscular strength and endurance tests. a. Curl-ups, push-ups, pull-ups 2. Flexibility tests a. Trunk lift, sit and reach, shoulder stretch 3. Cardiovascular endurance tests a. Mile Run, Pacer, etc. 4. Body composition C. Fitness Program 1. Fitness goals 2. Daily activities to help reach goal 3. Heart rate 4. How to improve fitness assessment scores How can you improve your fitness level? Why is safety important when participating in physical activities? How can you use your fitness assessment to develop your fitness program? How are the three dimensions of fitness (strength, endurance and flexibility) related? www.fitnessgram.net www.sparkpe.org
Unit 1: Safety and Fitness 15 days PE.6.M.1.2 : Perform at least three different activities that achieve target heart rate. PE.6.M.1.4 : Perform at least three activities having value for cardiorespiratory fitness. PE.6.C.2.7 : Determine personal target heart rate zone and explain how to adjust intensity level to stay within the desired range. PE.6.M.1.1 : Demonstrate movements designed to improve and maintain cardio respiratory endurance, muscular strength and endurance, flexibility, and proper body composition. PE.6.C.2.13 : List appropriate warm-up and cool-down techniques and the reasons for using and/or environmental conditions PE.6.C.2.7 : Determine personal target heartrate zone and explain how to adjust intensity level to stay within the desired range. PE.6.M.1.3 : Demonstrate the principles of training (overload, specificity, progression) and conditioning (frequency, intensity, time, and type) for specific physical activities. 2
Unit 2: Training, Nutrition and Team Sports 20 days Learning Goal: Students will be able to demonstrate competency in many and master a few skills from a variety of team sports. Skill related fitness: Speed, reaction time, agility, balance, coordination, power, Principles of training: overload, specificity, progression, FITT Calorie, carbohydrates, vitamins, minerals, proteins, fats. nutrients 3 Objectives: The students will: -participate regularly in physical activity. -identify and evaluate movement concepts and strategies/tactics regarding movement performance in a variety of physical activities. -demonstrate competency in many and proficiency in a few movement forms from a variety of categories. PE.6.M.1.13 : Use technology to assess, enhance, and maintain motor skill performance. PE.6.M.1.3 : Demonstrate the principles of training (overload, specificity, progression) and conditioning (frequency, intensity, time, and type) for specific physical activities. PE.6.M.1.5 : Perform movements using a variety of equipment which lead to improved or maintained muscular strength and endurance PE.6.C.2.3 : Describe how each of the healthrelated components of fitness are improved through the application of training principles. PE.6.C.2.12 : List the components of skillrelated fitness. PE.6.C.2.11 : Prepare a log noting the food intake, calories consumed, and energy expended through physical activity and describes results. PE.6.C.2.13 : List appropriate warm-up and cool-down techniques and the reasons for using PE.7.C.2.1 : Identify the basic rules for team sports. PE.6.L.3.1 : Participate in moderate physical activity on a daily basis. PE.6.L.3.2 : Participate in vigorous physical activity on a daily basis. PE.7.M.1.1 : Participate in modified versions of team sports demonstrating mature patterns while using a variety of manipulative skills. A. Skill related fitness 1. Choose a team sports unit that involves a variety of skills. 2. Daily activities that focus on each one of the skills. B. Principles of training 1. Daily activities that use the principles of training related to current team sports unit. 2. Skill progression throughout the team sports unit. C. Nutrition 1. Healthy eating and physical fitness 2. Nutrition Log a. Calories b. Activity needed to burn calories How are nutrition and physical fitness related? How does participation in team sports help you improve your fitness level? How can you improve your (insert sport) skills? How are the components of skill related fitness important to (insert sport)? www.choosemyplate.org www.healthteacher.com www.nutritionresource.com
Unit 2: Training, Nutrition and Team Sports 20 days and/or environmental conditions. PE.6.L.3.4 : Identify the in-school opportunities for physical activity that promote fitness, wellness, gymnastics and dance. PE.6.L.3.5 : Identify the community opportunities for physical activity that promote fitness, wellness, gymnastics and dance. PE.6.L.3.6 : Identify a variety of fitness, wellness, gymnastics and dance activities that promote stress management. 4
Unit 3: Gymnastics and Dance 10 days Learning Goal: Students will be able to create and perform a dance/gymnastics routine using a variety of movements. Balance, force, leverage, traveling, peer pressure Objectives: The students will be able to -participate regularly in physical activity -exhibit responsible personal and social behavior that respects self and others in a physical activity setting. -value physical activity for health, enjoyment, challenge, self-expression, and social interaction. -identify, analyze, and evaluate movement concepts, mechanical principles, safety considerations, and strategies/tactics regarding movement performance in a variety of physical activities. PE.6.M.1.3 : Demonstrate the principles of training (overload, specificity, progression) and conditioning (frequency, intensity, time, and type) for specific physical activities. PE.6.M.1.6 : Design and perform smooth, flowing sequences of stunts, tumbling, and rhythmic patterns that combine traveling, rolling, balancing, and transfer of weight. PE.6.M.1.7 : Design and perform a routine to rhythm with a partner or a group while incorporating gymnastics actions and various forms of locomotion on small and/or large apparatus. PE.6.M.1.9 : Create and perform a rhythmic movement sequence while working with a partner or group. PE.6.M.1.13 : Use technology to assess, enhance, and maintain motor skill performance. PE.7.M.1.8 : Apply technology to evaluate, monitor, and improve individual skill performance. PE.7.C.2.6 : Provide feedback on skill patterns of self and partner by detection and correcting mechanical errors. PE.7.C.2.9 : Describe how movement skills learned in one physical activity can be transferred and used in other physical activities. A. Gymnastics 1. Safety 2. Skills a. Balance b. Rolls c. Weight transfer d. Traveling B. Dance 1. Appropriate behaviors/etiquette 2. Peer pressure a. Affect on behaviors 3. Rhythm 4. Basic dance steps a. Line dances b. Circle dances C. Dance/gymnastics routines 1. Partner feedback a. Use of video/pictures for evaluation. 2. Present routines What is the relationship between music and dance or gymnastics skills? How are dance and gymnastics related? How is your level of physical fitness affected by peer pressure? www.pecentral.org www.sparkpe.org www.aahperd.org 5
Unit 3: Gymnastics and Dance 10 days PE.7.R.5.3 : Demonstrate responsible behaviors during physical activities. PE.7.R.5.1 : Identify situations in which peer pressure could negatively impact one s own behavior choices. PE.6.C.2.13 : List appropriate warm-up and cool-down techniques and the reasons for using and/or environmental conditions. PE.6.L.3.3 : Participate in a variety of fitness, wellness, gymnastics and dance activities that promote the components of health-related fitness. PE.6.L.3.4 : Identify the in-school opportunities for physical activity that promote fitness, wellness, gymnastics and dance. PE.6.L.3.5 : Identify the community opportunities for physical activity that promote fitness, wellness, gymnastics and dance. PE.6.L.3.6 : Identify a variety of fitness, wellness, gymnastics and dance activities that promote stress management. 6
Unit 4: Team Sports and Cultural Games 20 days Second Quarter culture, diversity, offense, defense Learning Goal: Students will be able to value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Objectives: The students will be able to: -participate regularly in physical activity -exhibit responsible personal and social behavior that respects self and others in a physical activity setting. -value physical activity for health, enjoyment, challenge, self-expression, and social interaction. PE.7.C.2.3 : Explain basic offensive and defensive strategies in modified games or activities and team sports. PE.7.M.1.2 : Use basic offensive and defensive strategies while playing modified versions of a variety of sports and activities. PE.6.M.1.3 : Demonstrate the principles of training (overload, specificity, progression) and conditioning (frequency, intensity, time, and type) for specific physical activities. PE.6.R.6.3 : Participate in games, sports and/or physical activities from other cultures. PE.7.R.5.2 : Demonstrate acceptance and respect for persons of diverse backgrounds and abilities in physical activity setting. PE.6.C.2.13 : List appropriate warm-up and cool-down techniques and the reasons for using and/or environmental conditions. PE.6.L.3.4 : Identify the in-school opportunities for physical activity that promote fitness, wellness, gymnastics and dance. PE.6.L.3.5 : Identify the community opportunities for physical activity that promote fitness, wellness, gymnastics and dance. PE.6.L.3.6 : Identify a variety of fitness, wellness, gymnastics and dance activities that promote stress management. PE.7.M.1.4 : Demonstrate introductory outdoor pursuits skills. A. Team sports 1. Choose a team sports unit that has a similar cultural game (i.e. soccer/sepak Takraw, softball/cricket). 2. Rules of team sport 3. Skills of team sport 4. Offensive/Defensive strategies 5. Modified games B. Cultural Sports 1. Rules of cultural sport 2. Skills of cultural sport 3. Offensive/Defensive strategies 4. Modified games 5. Compare and contrast team sport and cultural sport. How are (team sport) and (cultural team sport) related? Why is understanding other cultures sports important? www.pecentral.org www.sparkpe.org http://www.kidactivities.net/ 7
Unit 5: Team Sports and Community Opportunities 15 days Second Quarter Learning Goal: Students will be able to demonstrate competency in many and master a few skills from a variety of team sports. Offense, defense, stress, anxiety, stress response Objectives: The students will be able to -participate regularly in physical activity -identify, analyze, and evaluate movement concepts, mechanical principles, safety considerations, and strategies/tactics regarding movement performance in a variety of physical activities. -value physical activity for health, enjoyment, challenge, self-expression, and social interaction. PE.6.L.3.6 : Participate in vigorous physical activity on a daily basis. PE.6.R.6.1 : Identify an opportunity for participation in a physical activity outside of the school setting that contributes to personal enjoyment and the attainment or maintenance of a healthy lifestyle. PE.6.R.6.2 : Identify the potential benefits of participating in a variety of physical activities. PE.6.C.2.13 : List appropriate warm-up and cool-down techniques and the reasons for using and/or environmental conditions. PE.6.L.3.4 : Identify the in-school opportunities for physical activity that promote fitness, wellness, gymnastics and dance. PE.6.L.3.5 : Identify the community opportunities for physical activity that promote fitness, wellness, gymnastics and dance. PE.6.L.3.6 : Identify a variety of fitness, wellness, gymnastics and dance activities that promote stress management. PE.6.M.1.3 : Demonstrate the principles of training (overload, specificity, progression) and conditioning (frequency, intensity, time, and type) for specific physical activities. A. Team Sports 1. Choose a team sport that students have the opportunity to play outside of school. 2. Skill development 3. Offense/Defense 4. Modified games B. Physical Activity Opportunities 1. Identify community opportunities offered in your area. 2. In school sports opportunities 3. Stress management and physical activity. Why should you be involved in physical activities outside of school? How does being physically active affect your stress level? Why should you include a variety of activities while staying physically active? www.pecentral.org www.sparkpe.org 8
Unit 6: Fitness Assessment 10 days Second Quarter cardiovascular fitness, strength, endurance Learning Goal: Students will be able to analyze the fitness program that they created and describe their results. Objectives: The students will be able to -participate regularly in physical activity. -identify safety consideration in physical activities. -develop and implement a personal fitness program to achieve and maintain a health enhancing level of physical fitness. PE.6.L.4.1 : Create, implement and assess a personal fitness program in collaboration with a teacher. PE.6.R.6.2 : Identify the potential benefits of participation in a variety of physical activities. PE.6.C.2.4 : Describe the long-term benefits of regular physical activity. HE.7.P.8.2 : Articulate a position on a healthrelated issue and support it with accurate health PE.7.M.1.4 : Demonstrate introductory outdoor pursuits skills. and/or environmental conditions. A. Fitness Assessment 1. Muscular strength and endurance tests. a. Curl-ups, push-ups, pull ups 2. Flexibility tests a. Trunk lift, sit and reach, shoulder stretch 3. Cardiovascular endurance tests a. Mile run, Pacer, etc. 4. Body composition B. Fitness Program 1. Review fitness goal from beginning of semester and analyze progress made. 2. Benefits of physical activity C. Summative unit suggestions 1. Create a game 2. Research a different cultural sport and present to class 3. Design a fitness plan for a group 4. Research outdoor pursuit opportunities in the area How did physical education class help you improve your fitness level? What are the long term benefits of physical activity? www.fitnessgram.net www.sparkpe.org 9
LAFS.68.RST.2.4:: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics. MAFS.6.RP.1.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak. For every vote candidate A received, candidate C received nearly three votes. 10