SCOPE & SEQUENCE Physical Education Grade 7. Possible Instructional Benchmarks
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1 Massachusetts Standards for Use combinations of manipulative, locomotor, and non-locomotor skills to develop movement sequences and patterns, both individually and with others. Topics Low Ropes Ultimate Frisbee Curriculum Possible Instructional Benchmarks Strategies STANDARD MOTOR SKILL DEVELOPMENT That all movements within the specific low rope activity will have specific consequences to the success or failure to complete task at hand. Different ways of achieving balance to help complete task (low ropes) Different methods of spotting in regards to the needs of specific activity (i.e. Student on ground level on a stationary object) compared to student 4 inches off of the ground compared to a student on a moving object (low ropes) Patterns of motions that lead to an organized group of dancers () That each individual dance will include certain steps that may be repeated or are in a different sequence compared to other line dances. That in line dancing, the use of locomotor and non-locomotor skills are combined to create balance not only within movement, but with rhythm as well. As in ultimate Frisbee, one must be able to regain full control of body after swift movements to be able to stay within concept of activity. Teacher gives feedback to students in the Low Ropes unit that may give subtle hints toward completion of the activity without giving complete direction on how to complete the task at hand. In, teacher will give In Ultimate Frisbee, teacher will give students visual lesson on methods of throwing a Frisbee. Teacher will have students break into small groups to practice taught methods. Both students and teacher and fellow students will give feedback to each student on the success of completion of throwing skills Evidence of Student Learning (Assessment) In Low Ropes, teacher has a closing meeting with class and discuses success/failures within activity and possible solutions to the problem In, teacher gives pairs of In Ultimate Frisbee, teacher gives feedback to students concerning overall game play, students are given a physical test on correct method of throwing a Frisbee with a checklist of skills needed to perform task Month Low Ropes & Line Dance Ultimate Frisbee (September October, April June) Complete low rope task within the specific limitations of body movement Recognize and put into action different ways to balance that are within the guidelines of the low ropes activity Use correct spotting methods, as to make Page 1 of 7
2 2.9 Demonstrate developmentally appropriate basic manipulative and advanced specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling while preventing an opponent from challenging, and accurate striking proficiency. Soccer Flag Football Basketball STXball Softball Golf sure head and back are supported within the specific low rope activity Perform dance within the context of how motions were presented Dance as specified by the name and/or song as was presented in instruction How to use motions within specific dance while keeping within beat of provided music In Ultimate Frisbee, how to keep body in controlled motion the balance techniques Body position, hand placement, arm position, windup and follow (weight transfer) in sports that ball thrown without assistance of equipment (Soccer, Flag Football, Basketball, Softball) Body position, hand placement (in regards to equipment), arm position, windup and follow (weight transfer) in sports that ball thrown with assistance of equipment (STXball) Appropriate hand dribbling height (actual hand placement on Crosse and overall Crosse movement) and appropriate protective position in STXball Appropriate hand dribbling height and appropriate protective position in basketball Appropriate distance from foot to soccer ball, and appropriate protective position in soccer Appropriate foot/leg position and weight transfer in striking of ball (Soccer, Flag Football) Appropriate hand position, arm position, body position, and weight transfer in regards to striking a volleyball Appropriate hand position (in regards to the bat/club) arm position, rotation of hips, body In the team sport lessons, students will be instructed visual In individual sport lessons, students will be instructed visual In team sport lessons, teacher gives highlighting certain skills based on sport which are both graded during game play and individual execution of the skill outside of game play. In individual sport lessons, teacher gives highlighting certain skills based on the sport that is graded using a checklist specific to the skill being graded. Soccer, Flag Football, STXBall, Softball, Golf (September October, April June) Basketball & Page 2 of 7
3 2.10 Perform a rhythm routine that combines traveling, rolling, balancing, and weight transfer into smooth flowing sequences with intentional changes in direction, speed, and flow. position, and weight transfer in striking of the ball (softball, golf) Correct complete throwing motion in regards to specific sport without assistance of equipment (Soccer, Flag Football, Basketball, Softball) Accurately complete throwing motion in regards to specific sport with assistance of equipment (STXball) Dribble with change of direction for a distance of approximately 50 yards with Crosse using correct dribbling technique Dribble a basketball with change of direction for a distance of approximately 60 feet using a variety of dribbles (speed, control, crossover, etc.) Dribble a soccer ball with change of direction for a distance of approximately 50 yards using correct technique Pass/Shoot/Strike soccer ball using both appropriate technique/specific touch depending on distance from teammate/goal Strike softball (with bat) with appropriate force needed to make ball travel Will be able to strike golf ball (with club) with appropriate force needed to make ball travel to desired target/location. Patterns of motions that lead to an organized group of dancers That each individual dance will include certain steps that may be repeated or are in a different sequence compared to other line dances. Each dance has specific movements patterns that incorporate the beat and rhythm of the music presented with the dance In, teacher will give In, teacher gives pairs of Page 3 of 7
4 2.11 Apply basic principles of training and appropriate guidelines of exercise to improve immediate and longterm physical fitness Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension. Cross-training Fitness Test Cross-training Fitness Test Perform dance within the context of how motions were presented Dance as specified by the name and/or song as was presented in instruction Perform dance using the specific steps that have been introduced as not only in sequence, but in time with the applied music. Overall Benefits to regular exercise if done on a regular basis with feedback from health care professionals. That all forms of exercise are a gradual process, that no exercise program should start at a level that is too strenuous physically, therefore giving the body time to adjust to the changes in activity. The impact that physical fitness will have not only in short term physical goals, but lifetime achievement. follow a plan best suited to their previous experience in physical fitness, and will be expect to increase their rate of activity gradually as the unit goes on. participate in activates that are within their physical limits to ensure safe exercise practices. Research and record changes in body composition in regards to the addition of physical exercise Physical activity is not just something that has to be done in a certain location (i.e. gymnasium, health club, etc) Physical activity is a very popular means in STANDARD FITNESS The President s Challenge). Teacher will also visually show students the specific test activities. In, teacher will give In, teacher gives pairs of Cross Training & Fitness Testing (yearround) Cross Training & Fitness Testing (year- Page 4 of 7
5 2.13 Explain the personal benefits of making positive health decisions and monitor progress towards personal wellness. Cross-training Fitness Test increasing social skills and to create new relationships Physical activity is a natural way to allow the body to be relieved of emotions that may negatively effect the body (such as stress) Participate in a variety of activates that promote physical fitness in a social setting (such as line dancing). Create physical fitness activities in locations that are not necessarily set up to independently house physical activity (such as a field). Document feelings after physical The effects of regular exercise, personal habits, and recognition of one s physical self can help to foster a more positive personal physical outcome. Past decisions can affect physical health later in life. The more proactive an individual is in creating a healthy lifestyle; the increase chance there is for more positive future results. Research the benefits of regular exercise to see the possible outcomes that can happen with keeping with a routine. Identify the effects that may happen by both good and bad health choices Create an immediate goal plan with specific goals to help students steer toward positive health choices. The President s Challenge) and visually show students the specific test activities. In individual sport lessons, students will be instructed visual The President s Challenge). Teacher will also visually show students the specific test activities. In individual sport lessons, teacher gives highlighting certain skills based on the sport that is graded using a checklist specific to the skill being graded. round) Cross Training & Fitness Testing (yearround) Page 5 of 7
6 2.14 Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance Demonstrate strategies for inclusion of all students in physical activity settings. Soccer Flag Football Basketball Low Ropes STXball All Activities STANDARD PERSONAL & SOCIAL COMPETENCY How to set teams in a fair and equal manner (with teacher discression), creating more independent thinking in regards to team formation, player roles, and possible game strategies. How to diagram simple plays to create a team-first concept and therefore organizing the players as they move into more advanced game play Basic rules of activity played assist teacher in selection of teams, but are becoming more independent with positioning of team players based on skill set, and possible physical considerations (i.e. tallest player being the center in basketball). Using whiteboard, starting to diagram either formations for specific sport, or diagramming simple 2-3 step plays. Follow, and help enforce (not as a referee, but as a peer) rules of the activity. All activities can be appropriately adjusted to meet the demands (both physical and psychological) of the participants Activity levels will be appropriate for the age of student group Activities will maximize each student s participation time. Learn use of appropriate equipment based on specific parameters (i.e. Who would use a men s basketball or a woman s basketball, or using correct weight of bat in softball) Expected behaviors and expected age Teacher gives feedback to students in the Low Ropes unit that may give subtle hints toward completion of the activity without giving complete direction on how to complete the task at hand. In the team sport lessons, students will be instructed visual Teacher gives feedback to students in the Low Ropes unit that may give subtle hints toward completion of the activity without giving complete direction on how to complete the task at hand. In, teacher will give In Low Ropes, teacher has a closing meeting with class and discuses success/failures within activity and possible solutions to the problem In team sport lessons, teacher gives highlighting certain skills based on sport that are both graded during game play and individual execution of the skill outside of game play. In Low Ropes, teacher has a closing meeting with class and discuses success/failures within activity and possible solutions to the problem In, teacher gives pairs of In Ultimate Frisbee, teacher gives feedback to students concerning overall game play, students are given a physical test on correct method of throwing a Frisbee with a Soccer, Flag Football, STXBall, Softball (September October, April June) Basketball, Low Ropes, & Year round Page 6 of 7
7 appropriate norms despite possible terminology of the activity or physical demands Participate as much as possible within the activity In Ultimate Frisbee, teacher will give students visual lesson on methods of throwing a Frisbee. Teacher will have students break into small groups to practice taught methods. Both students and teacher and fellow students will give feedback to each student on the success of completion of throwing skills In the team sport lessons, students will be instructed visual In individual sport lessons, students will be instructed visual The President s Challenge) and visually show students the specific test activities. checklist of skills needed to perform task In team sport lessons, teacher gives highlighting certain skills based on sport that are both graded during game play and individual execution of the skill outside of game play. In individual sport lessons, teacher gives highlighting certain skills based on the sport that is graded using a checklist specific to the skill being graded. Page 7 of 7
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