High School (Grades 9-12) Physical Education Curriculum Guide

Transcription

1 High Schl (Grades 9-12) Physical Educatin Curriculum Guide August, 2017 Physical Educatin Curriculum, Instructin, and Assessment 2100 Fleur Drive Des Mines, Iwa P: pe.dmschls.rg

2 Physical Educatin Department Superintendent Thmas Ahart, Ed.D Executive Directr f Teaching & Learning Nelle Tichy Physical Educatin Curriculum Crdinatr Carlye Satterwhite Elementary Curriculum Lead Team Editrs Jessica Jhnsn, Willard Elementary Matthew Smith, Hillis Elementary Tena Baumgartner, Gartn Elementary Tara Frhwein, King Elementary Erik Heard, Edmunds Elementary Mnica Sherman, Mnre Elementary Secndary Curriculum Lead Team Editrs Middle Schl Diana Repp Brdy Middle Schl Angel Smyth, Weeks Middle Schl Catrina Summy, McCmbs Middle Schl Mary-Stuart O Cnnr, Merrill Middle Schl Jhn Walling, Gdrell Middle Schl Tara Stemstrud, Meredith Middle Schl Secndary Curriculum Lead Team Editrs High Schl Lisa Klein, Nrth High Schl Brianne Burns, Rsevelt High Schl Matt Carlsn, Scav Alternative High Schl Terrie Fenstermann, East High Schl Sctt Weinheimer, East High Schl Rn Wagner, Lincln High Schl Sandy Trgdn, Lincln High Schl Carrie Harjes, Hver High Schl

3 Physical Educatin Department

4 Physical Educatin Department Frewrd Curriculum in this dcument is based n the Natinal PE Standards published in the spring f It has been develped by physical educatrs and curriculum specialists in the Des Mines Public Schls. The bjectives in this curriculum guide are the minimum requirements in physical educatin that set rigrus, relevant, clear, and measurable learning targets and expectatins fr what teachers shuld teach and students shuld learn. Schls and educatrs are cntinuusly encuraged t g beynd these targets t better serve the needs f all students in physical educatin. Physical Educatin Prgram Missin Statement The Des Mines Public Schl District s Physical Educatin Prgram enhances each student s ttal wellness thrugh intellectual, scial, emtinal, physical, and spiritual develpment.

5 Physical Educatin Department Table f Cntents Hw t use this dcument.. DMPS PE Learning Objectives. Dcument Structures Learning Tpics Skills and Knwledge Engagement Fitness. Persnal and Scial Behavir Grade Level Gals... Grade Level Scales.. Cmmn Vcabulary..... Glssary Terms...

6 Physical Educatin Department Hw t use this dcument: This curriculum guide is nt A lck-step instructinal guide detailing exactly when and hw yu teach. Meant t restrict yur creativity as a teacher. A ceiling f what yur students can learn, nr a set f unattainable gals. Instead, the curriculum guide is meant t be a cmmn visin fr student learning and a set f standards by which t measure and reprt student prgress and prvide meaningful feedback. The curriculum guide utlines which learning gals are mst essential fr student learning; it is ur district s guaranteed and viable curriculum. The expectatin is that every student in ur district, regardless f schl r classrm, will knw and understand these learning gals. As the classrm teacher, yu shuld use the curriculum guide t help yu t decide hw t scaffld up t the learning gals, and extend yur students learning beynd them. The curriculum guide is a planning tl; assessed learning tpics are prvided, but as the instructinal leader f yur classrm, yu determine the scpe and sequence in which yu will intrduce the priritized learning gals. Yu are encuraged t create yur wn sub-units f study within each tpic as a starting pint. Within this dcument yu will find a fundatinal structure fr planning instructin in the physical educatin classrm which can be supplemented with unlimited materials frm any number f surces, including but nt limited t district texts. Please cnsider this guide a living and dynamic dcument, subject t change and a part f a cntinuus feedback lp. As part f this lgic mdel.

7 Physical Educatin Department Des Mines Public Schls K-12 Student Learning Objectives in Physical Educatin Measureable, lng-term academic grwth targets Develpmentally apprpriate activities which assess learning grwth fr all students Pre and Pst assessment grwth f learning Year-lng learning gals using grade level targets t wrk twards the learning gal Effective Cmpnents f a well-designed Physical Educatin Classrm Meets the needs f all students Keeps students active fr mst f physical educatin class time (minimum 50 instructin/50 mvement) Teaches self-management Emphasizes knwledge and skills fr a lifetime f physical activity Is an enjyable experience fr all students The Essential Cmpnents f Physical Educatin (Figure 5) Plicy and Envirnment Curriculum Apprpriate Instructin Student Assessment

8 Physical Educatin Department Standards-Referenced Grading Basics The teacher designs instructinal activities and assessments that grw and measure a student s skills in the elements identified n ur tpic scales. Each scale features many such skills and knwledges, als called learning targets. These are nted n the scale belw with letters (A, B, C) and ccur at Levels 2 and 3 f the scale. In the grade bk, a specific learning activity culd be marked as being 3A, meaning that the task measured the A item at Level 3. The Learning Tpic is lcated at the tp f the scale. The Learning Gal is the cmplete Level 3 f the scale. Each lettered bullet pint represents ne Learning Target. Determining a tpic scre: when the time cmes t identify the Tpic Scre fr a tpic, the teacher lks at all f the pieces f the Bdy f Evidence fr that tpic. The table t the right describes what Tpic Scre a student receives based n what the Bdy f Evidence shws. The scres listed n this table are the nly valid scres that may be entered int the Tpic Scre assignment in a grade bk. Evidence shws the student can... Tpic Scre Demnstrate all learning targets frm Level 3 and Level Demnstrate all learning targets frm Level 3 with partial success at Level Demnstrate all learning targets frm Level Demnstrate sme f the Level 3 learning targets 2.5 Demnstrate all learning targets frm Level 2 but nne f the learning targets frm Level Demnstrate sme f the Level 2 learning targets and nne f the Level 3 learning 1.5 targets Demnstrate nne f the learning targets frm Level 2 r Level Prduce n evidence apprpriate t the learning targets at any level 0 Multiple Opprtunities: It is nt abut ging back t d a retake r make-up a missed PE class, it s abut ging frward, cntinually scafflding student learning thrugh multiple pprtunities, and nting their imprved learning. Multiple pprtunities are abut embedding ther instructinal times fr students t shwcase their skills that are aligned t the specific learning gal target.

9 Physical Educatin Department Standards Referenced Grading Basics Anatmy f a Scale Symbls by the learning levels indicate whether it can be changed, is fixed, r can be enhanced. Triangle symbl designates targets n this level can be changed. This lck symbl designates targets n this level can NOT be changed. These are derived directly frm ur natinal standards. This additin symbl designates mre targets can be added t this level. N targets are written at this level.

10 Physical Educatin Department Learning Tpics fr Middle Schl Skills and Knwledge Engagement Fitness Persnal and Scial Behavir Learning gals fr all curricular areas are rganized by verarching cncepts called tpics. Within thse tpics live a learning gal. All learning gals fr physical educatin are guided by the 2014 Natinal Sciety f Health and Physical Educatin (SHAPE) standards and assessed n the prvided reprting scales r checklists. The utline belw serves t define the varius elements f the curriculum structure. Learning Tpic The Overarching Cncept Definitin f the tpic. Natinal Standards fr K-12 Physical Educatin: prvide a framewrk fr prducing physically literate individuals, setting students n the rad t enjying a lifetime f healthful physical activity. (S1, S2, S3, S4, r S5) Grade level utcmes: prvide a scpe and sequence f skills and knwledge predicated n teaching a variety f activities t achieve learning fr all students. (9 th thrugh 12 th grade) Teachers shuld nt view utcmes as discrete tasks taught in islatin but rather as a crdinated prcess that allws students t apply knwledge and skills acrss standards. Grade level element: Each utcme has been assigned a number but d nt necessarily reflect any particular pririty. (S2.H1.L1 meaning- Standard 2, High Schl Outcme 1, Level 1)

11 Physical Educatin Department DMPS Grading Scale Evidence f student learning is assessed n a fur-pint scale, cmmn thrughut the district. Scales are designed t measure each learning tpic. The generalized scale, with student-friendly language included, is belw. SCALE ACADEMIC DESCRIPTOR SCORE 4 Exceeding Standard STUDENT-FRIENDLY DESCRIPTOR I have demnstrated deep understanding that ges beynd the learning gal 3 Meeting Standard I have met the learning gal 2 Develping Tward Standard 1 Insufficient Prgress N evidence f student understanding in submitted wrk OR Missing student has nt submitted evidence 0/M I have the fundatinal skills and knwledge fr the learning gal and I am almst there The evidence I have submitted shws I have a lng way t g t reach the learning gal I have nt submitted evidence f learning fr the learning gal *Fr mre infrmatin n district assessment and grading practices, please refer t the Grading Practices website Guiding Practices f Standards-Referenced Grading 1. A cnsistent 4-pint grading scale will be used. 2. Student achievement and behavir will be reprted separately. 3. Scres will be based n a bdy f evidence. 4. Achievement will be rganized by learning tpic and cnverted t a grade at semester s end. 5. Students will have multiple pprtunities t demnstrate prficiency. 6. Accmmdatins and mdificatins will be prvided fr exceptinal learners. Fr mre infrmatin: grading.dmschls.rg

12 Physical Educatin Department Learning Tpic Persnal and Scial Behavir (9-12) Natinal Standards alignment: Standard 4: Exhibits respnsible persnal and scial behavir that respects self and thers. Arrives n time and prepared fr class. (DMPS CER Academic Cnduct) Exhibits prper etiquette, respect fr thers and teamwrk while engaging in physical activity and/r dance. (Rules and Etiquette S4.H2) Slves prblems and things critically in physical activity r dance settings, bth as an individual and in grups (Wrking with thers S4.H4.L1) Applies best practices fr participating safely in physical activity, exercise and dance (e.g., injury preventin, prper alignment, hydratin, use f equipment, implementatin f rules, sun prtectin) (Safety S4.H5.L1) DMPS Citizenship and Emplyability Skills Rubric (CER) vs. Persnal and Scial Behavir Ratinale It is imprtant when implementing standard reference grading t separate the students academic achievement and their behavir, which is why DMPS recrds citizenship and emplyability skills separate frm the students academic grade. In Physical Educatin Class, accrding t ur Natinal SHAPE (Sciety f Health and Physical Educatin) standards, standard fur states: The physically literate individual exhibits respnsible persnal and scial behavir that respects self and thers. Therefre, using aligning the verbiage frm ur DMPS emplyability rubric and the Natinal SHAPE grade level utcmes, we have develped a scale which best represents each grade level utcmes fr this standard t be reprted n as a tpic scre.

13 Physical Educatin Department Physical Educatin: High Schl Curse Offerings Lifelng Rec Activities PHY103 Students will learn a variety f rules skills fundamentals and strategies in a variety f individual and dual sprt activities. Safety and sprtsmanship will be emphasized. Activities include but are nt limited t: Badmintn, pickle ball, tennis, bwling, table tennis, and ther individual and dual sprts. District mandated fitness assessments will be administered in pre and pst-test frm. (prerequisite fr bwling) Team Games/Act & Sprts PHY105 Students will learn a variety f rules, skills, fundamentals, and strategies in multiple team activities. Safety and sprtsmanship will be emphasized. Activities will include but nt limited t: Basketball, Sccer, Vlleyball, Flr Hckey, Lacrsse, Ultimate Games, Nn-traditinal Games, Flag Ftball, and Diamnd Sprts. District mandated fitness assessments will be administered in pre and pst-test frm. Creative Cntemprary Mvement PHY 107 Ttal Bdy Fitness & Cnd Level 1 PHY109 Ttal Bdy Fitness & Cnd Level 2 PHY209 The curse will fcus n the beginning t intermediate level kinesthetic and intellectual understanding f dance principles, terminlgy, and cncert dance techniques. Areas f emphasis include, but are nt limited t, ballet and mdern dance. This curse will ffer an increased awareness f prper bdy alignment, balance, flexibility, strength, and crdinatin as it pertains t dance and day-t-day living. Increase familiarity with anatmy and injury preventin. View a dance perfrmance with a mre educated eye and grateful heart. Execute dance cmbinatins with crrect sequence, quality and technique. This curse is nly ffered t students wh have been identified thrugh the GT prgram. This beginning curse is designed t intrduce prper lifting techniques, sptting methds, weight rm safety, and wrk ut rutines. Activities will include by nt limited t: a multitude f lifts utilizing free weights, machine weights, as well as an emphases n cnditining and fitness. District mandated fitness assessments will be administered in pre and pst-test frm. This advanced curse is designed t build upn prper lifting techniques, sptting methds, weight rm safety, and wrk ut rutines. Activities will include but nt limited t: Fitness Plan, Advanced strength exercises, SMART gals, student lgs, basic nutritin, hydratin, adjustment f pace, pwer building, Olympic lifts, fitness prtfli, analyzes the cmpnents skill-related fitness in reactin t life and career gals, and designs an apprpriate fitness prgram t meet their gals. District mandated fitness assessments will be administered in pre and pst-test frm.

14 Physical Educatin Department Fitness Walking PHY115 High Intensity Fitness PHY120 Innvative Fitness PHY131 Psychlgy f Health & Fitness PHY227 Lifeguarding PHY235 This curse is life designed fr students t imprve cardivascular fitness by walking. This curse is cmpletely activity based and suggested fr thse wh are self-mtivated. Varius walking activities and assessments will be used thrughut the class. Students will be expected t walk 2-3 miles per class perid. This will allw students the pprtunity t participate in individual fitness activities that can be cntinued thrughut ne s lifetime. Activities include, but are nt limited t: Walking, Heart Rate Mnitring, Circuit Training, Treadmills, Timed Laps/Stairs, Timed Mile, Pedmeters/Activity Mnitrs, and Walking Bands. District mandated fitness assessments will be administered in pre and pst-test frm. Students will learn abut health and nutritin, knwledge f lifetime wellness and fitness will be cvered and emphasized. Activities include but nt limited t: Circuit training, weight resistance, free weights, resistance bands, grup fitness classes, designing a fitness class, and fitness technlgy. District mandated fitness assessments will be administered in pre and pst-test frm. Whether yu are lking t imprve yur verall physique, gain strength, and flexibility, r live a healthier lifestyle, Innvatin Fitness class will aid yu in yur gals and expectatins. This prgram prvides pprtunities fr intrductins t fitness skills and knwledge t help develp persnal wrkut plans. Students must be willing t wrk ut at an intense cardi level, break a sweat, and expect a bdy transfrmatin. Activities include but are nt limited t: Yga, fitness technlgy, aerbics, Bsu-trainers, CrssFit, Creative Dance, Fitness Assessment, Jump Rping, Kick bxing, Medicine balls, and Weight Resistance. District mandated fitness assessments will be administered in pre and pst-test frm. Within this curse we will be prviding an verview t help students develp a relatinship with exercise and lifelng fitness. Psychlgy f Health and Fitness curse will intrduce the field f psychlgy and the relatinship between health and exercise. Students will learn the applicatin f the psychlgical principles that enhance athletic perfrmance. Students will cmplete a class 5K r half marathn as a cmpletin f this curse. This curse will cver a wide range f tpics and skills that will imprve an verall healthy lifestyle. Activities can include, but nt limited t: Mental Tughness, Gal-Setting, Mtivatin, Injury Preventin, Training Principles, Schedules, and Stress Management. District mandated fitness assessments will be administered in pre and pst-test frm. The students will receive instructin in American Red Crss Lifeguarding. This curse will prvide lifeguard candidates and lifeguards with the skills and knwledge needed t prevent and respnd t aquatic emergencies. Students will be given the pprtunity t receive lifeguard certificatin after successful cmpletin f this curse. Students will learn CPR and First Aid. District mandated fitness assessments will be administered in pre and pst-test frm.

15 Physical Educatin Department Aquatics PHY241 Students will gain an awareness f the imprtance f water safety training and t prvide general infrmatin n being safe in, n, and arund water. Students will wrk n their crdinatin and refinement f strkes. Students will participate, assess and imprve levels f flexibility, cardivascular fitness, muscular strength and endurance, and bdy cmpsitin. CPR (Cardipulmnary Resuscitatin) has been mandated by the state and may be included in the curriculum. Activities can include, but nt limited t: Pl Rules and Safety/Expectatins, Water Injuries, Deck rescues/in water rescues, Intrductin t Water Skills, Fundamental Aquatic Skills and Strke Techniques. District mandated fitness assessments will be administered in pre and pst-test frm. Sprts Officiating & Leadership PHY327 Fall PHY328 Spring The Iwa High Schl Athletic Assciatin is lking fr yung fficials; this curse will give yu the pprtunity t prepare yu fr part time wrk if yu decide t make a career in fficiating. Outcmes f this curse will cver and clarify such pints as purpse, prcedures, and requirements in fficiating. Students will learn the mechanics f fficiating different team and individual sprts. Students will gain and understanding f multiple sprts while prmting leadership and unifrmity in mechanics f fficiating. Leadership and vlunteer pprtunities thrughut the curse will be required. District mandated fitness assessments will be administered in pre and pst-test frm. Examples, but nt limited t: Activities fr Fall: Flag Ftball, Vlleyball, Basketball, Swimming Activities fr Spring: Track and Field, Tennis, Wrestling, Baseball, Sftball Bwling PHY331 Students will learn appraches, release, etiquette, clthing, rules, scring, and safety. Activities can include, but nt limited t: line bwling, league play, Baker style turnament, pin and spt bwling. District mandated fitness assessments will be administered in pre and pst-test frm. Cntract PE PHY901 Please cntact yur PE department head t ensure yu have met the essential cntract PE criterin. District mandated fitness assessments will be administered in pre and pst-test frm.

16 Physical Educatin Department SHAPE Standard 1: PHY103- Skills and Knwledge Lifelng Rec Activities 9 th -12 th Grade Learning Targets and Activities In additin t exhibiting level 3.0 perfrmance, students demnstrate in-depth inferences and applicatins that g beynd the gal. 3A- Demnstrates cmpetency and/r refines activity-specific mvement skills in 2 r mre lifetime activities (utdr pursuits, individual-perfrmance activities, r net/wall games) (S1.H1.L1) 3B- Applies the terminlgy assciated with exercise and participatin in selected individual-perfrmance activities, dance, net/wall games, target games, aquatic and/r utdr pursuits apprpriately. (S2.H1.L1) 3C- Uses mvement cncepts and principles (e.g. frce, mtin, rtatin) t analyze and imprve perfrmance f self and/r thers in a selected skill. (S2.H2.L1) 2A- Identifies the stages f learning a mtr skill. (S2.H3.L2) 2B- Identify terminlgy assciated with exercise and participatin in individual-perfrmance activities related t health-related fitness cmpnents. (S5.M1.8) 2C- Identify different cncepts and principles t imprve their perfrmance f self r thers. 3A-I am learning t shw prper frm in mvement skills in multiple lifetime activities. -Vide tape skills fr Glf, Ping Png, and Bwling techniques -Reflectin n the mature pattern fr specific skill -Refining success criteria arund serving with a small implement 3B- I am learning hw t apply the specific terminlgy t the game/activity/skill. -Specific strategies within the game/activity/skill -Histry f the game/activity -Applicatin f the specific skill -Applicatin f the fundamental skills -Differentiating strategies within the game/activity/skill 3C- I am learning hw t use mvement cncepts and principles t analyze and imprve perfrmance f myself r thers in a selected skill. -Videtape skill and prvide feedback -Peer feedback -Student rles (mtivatr, cach, exercise specialist, Referee/Umpire, Equipment manager) 1 Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. The physically literate individual demnstrates cmpetency in a variety f mtr skills and mvement patterns. Teacher Clarificatins Cnsider asking yur students t determine which lifelng recreatinal activities they want t learn and fcus n thrughut the semester. Think abut identifying student rles t help divide leadership amng yur class. Examples may include: Student Cach (ffers feedback), Leader (helps lead and delegate instructins t peers), Time Manager (keeps track f grup time thrughut the challenge), and Mtivatr prvides teammates with psitive encuragement thrughut the challenge). Academic Vcabulary Mtin, safety, frce, rtatin, feedback, prper technique, muscular strength, muscular endurance, cardirespiratry endurance, flexibility, agility, balance, pwer, crdinatin, reactin time, and speed.

17 Physical Educatin Department PHY105- Skills and Knwledge Team Games/Activities 9 th -12 th Grade Learning Targets and Activities In additin t exhibiting level 3.0 perfrmance, students demnstrate in-depth inferences and applicatins that g beynd the gal. 3A- Demnstrates cmpetency and/r refines activity-specific mvement skills in 2 r mre activities (team games, utdr pursuits, individual-perfrmance activities, aquatics, net/wall games, r target games). (S1.H1.L1) 3B- Applies the terminlgy assciated with exercise and participatin in selected activities. (S2.H1.L1) 3C- Uses mvement cncepts and principles (e.g. frce, mtin, rtatin) t analyze and imprve perfrmance f self and/r thers in a selected skill. (S2.H2.L1) 3A-I am learning t demnstrate cmpetency in mvement skills in multiple lifetime activities. -Shting, Striking, Vlley, Frehand, Backhand, and Weight Transfer -Thrwing, Catching, Passing, Receiving, Offensive Skills, Defensive Skills, Ball Cntrl, and Serving. 3B- I am learning hw t demnstrate and apply the five-health related fitness cmpnents while participating in exercises and activities. -Applicatin f Rules -Rules/Skills/Fundamentals/Strategies f the Game -Histry f Game 2A- Identify the steps t cmplete activityspecific mvement skill in 2 r mre activities (team games, utdr pursuits, individualperfrmance activities, aquatics, net/wall games, r target games). 2B- Identify terminlgy assciated with exercise and participatin in selected perfrmance activities. 2C- Identify mvement cncepts and principles t prvide feedback fr imprvement n perfrmance. 1 Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. 3C- I am learning hw t use mvement cncepts and principles t analyze and imprve perfrmance f myself r thers in a selected skill. -Self-reflectin, peer feedback, accepting feedback SHAPE Standard 1: The physically literate individual demnstrates cmpetency in a variety f mtr skills and mvement patterns. Teacher Clarificatins Cnsider asking yur students t determine which team games/activities they want t learn and fcus n thrughut the semester. Think abut identifying student rles t help divide leadership amng yur class. Examples may include: Student Cach (ffers feedback), Leader (helps lead and delegate instructins t peers), Time Manager (keeps track f grup time thrughut the challenge), and Mtivatr prvides teammates with psitive encuragement thrughut the challenge). Academic Vcabulary Mtin, safety, frce, rtatin, feedback, prper technique, muscular strength, muscular endurance, cardirespiratry endurance, flexibility, agility, balance, pwer, crdinatin, reactin time, and speed.

18 Physical Educatin Department Success Criteria fr Mature Patterns fr Skills in Lifelng Rec/Activities and Team Games Success Criteria/Critical Elements fr Striking: Implements Lng Handled Shrt Handled Lng Implements Lng-handled implement up and back in preparatin Racket back in preparatin fr striking Flr Hckey fr striking actin Step with ppsite ft as cntact is Glf Step frward n ppsite made Tennis Racket ft as cntact is made Swing racket paddle frm lw t high Whiffle Ball Bat Small Implements Cil and uncil trunk fr preparatin and executin Cil and uncil the trunk in preparatin fr and executin f the Tennis Racket Badmintn Racket Pickleball Racket f the striking actin Swing the implement n a hrizntal plane Wrist unccks n fllwthrugh fr cmpletin f the striking actin striking actin Fllw thrugh fr cmpletin f the striking actin Success Criteria/Critical Elements fr Underhand thrw: Face target in preparatin fr thrwing actin Arm back in preparatin fr actin Step with ppsite ft as thrwing arm mves frward Release ball between knee and waist level Fllw thrugh t target Success Criteria/Critical Elements fr Dribbling: Bdy Psitin Cntrl Speed Head Visin n ball Head up Peripheral visn n area Eyes frward arund ball Bdy/Legs Knees flexed Fairly upright (slight lean) Bdy cruched ver the Stride psitin with legs ball Arms Bent, held clse fr balance Oppsitin t stride Actin Use all surfaces f feet Cntact with instep r utside f fee Keep ball within stride length Push ball several feet in frnt, sprint t catch up Avids cntact with thers while traveling and dribbling in general space Avids cntact with thers while traveling and dribbling in general space

19 Physical Educatin Department PHY109- Skills and Knwledge Ttal Bdy Fitness L1-9 th -12 th Grade Learning Targets and Activities In additin t exhibiting level 3.0 perfrmance, students demnstrate in-depth inferences and applicatins that g beynd the gal. 3A- Demnstrate prper bdy psitin by self-crrecting errrs in technique in a variety f fitness/strength and cnditining exercises specific examples include: *squat, deadlift, and bench press. (S1.H3.L1) 3B- Reflect upn student s exercise regimen. (S2.H2.L1) 3C- Designs and implements a strength and cnditining prgram that develps balance in ppsing muscle grups (agnist-antagnist) and supprts a healthy, active lifestyle (S3.H7.L2) 2A- Attempts prper bdy psitin and crrects errrs in technique utilizing teacher feedback in a variety f fitness/strength and cnditining exercises. 2B- Recgnize and cmplete students exercise regimen. 2C- Create a SMART gal utilizing yur current level f physical fitness assessment, skills and knwledge. 3A-I am learning t demnstrate prper bdy psitin and selfcrrecting errrs in my technique. -Squat, Deadlift, Bench press -Max ut -RDL, Gd Mrnings 3B- I am learning hw t reflect upn my exercise regimen. -Reflectin prmpts -Exit tickets 3C- I am learning hw t design my strength and cnditining prgram that develps balance and supprts a healthy, active lifestyle. 3C- I am learning hw t implement my strength and cnditining prgram that develps balance and supprts a healthy active lifestyle. Use fitness data and max ut data t determine persnal wrkut prgram Self-reflectin, peer feedback, accepting feedback 1 Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. SHAPE Standard 3: The physically literate individual demnstrates the knwledge and skills t achieve and maintain a health-enhancing level f physical activity and Teacher Clarificatins Fcus n initially assessing yur students verall fitness and maxing ut n specific lifts. Walk thrugh safety steps fr each specific lift: squat, deadlift, and bench press. After initial assessment, make persnal fitness sheets fr everyne t cmplete. 3C- Suggestin, with the third learning target, yu shuld break apart the tw cmpnents t ensure students are able t design their prgram and implement Academic Vcabulary Safety, etiquette, FITT principle, SMART gal, feedback, prper technique, muscular strength, muscular endurance, cardirespiratry endurance, flexibility, agility, balance, pwer, crdinatin, reactin

20 Physical Educatin Department PHY209- Skills and Knwledge Ttal Bdy Fitness L2-9 th -12 th Grade Learning Targets and Activities In additin t exhibiting level 3.0 perfrmance, students demnstrate in-depth inferences and applicatins that g beynd the gal. 3A- Demnstrate prper bdy psitin by selfcrrecting errrs in technique in a variety f fitness/strength and cnditining exercises: specific examples include: jump squat with bands, bench press with bands, and incline bench press. (S1.H3.L1) 3B- Reflectin upn student s exercise regimen/prgram. (S2.H2.L1) 3C- Applying and mnitr current level f skills and knwledge t implement SMART gal (Specific, Measurable, Achievable, Realistic, Time/Bund) utilizing fitness assessment scres. (S3.H11.L2) 3D- Designs and implements a strength and cnditining prgram that develps balance in ppsing muscle grups (agnist-antagnist) and supprts a healthy, active lifestyle (S3.H7.L2) 2A- Attempts prper bdy psitin and crrects errrs in technique utilizing teacher feedback in a variety f fitness/strength and cnditining exercises. 2B- Recgnize and cmplete students exercise regimen/prgram. 2C- Create a SMART gal utilizing yur current level f physical fitness skills and knwledge. 3A-I can demnstrate prper bdy psitin and crrect errrs in technique in a variety f fitness exercises. Circuit training Statins 3B-I can use the FITT principle t reflect upn my exercise regimen/prgram. Wrkut sheets Exit ticket Walk and talk Student rles 3C- I can apply my current level f skills and knwledge t implement my SMART gal. Reflectin jurnal r lg fr specific wrkuts/actin plan t wrk twards persnal fitness gal Jurnal t describe prper frm Create a persnal wrkut plan t put int a prtfli utilizing persnal fitness data pints 3D- I am learning hw t design and implement my persnal strength and cnditining prgram that develps balance in muscle grups and supprts a healthy, active lifestyle. 2D- Recgnize specific muscle grups (agnistantagnists) t build a strength and cnditining wrkut. 1 Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. Oppsitin f lifting regimens, e.g. upper bdy/lwer bdy SHAPE Standard 3: The physically literate individual demnstrates the knwledge and skills t achieve and maintain a health-enhancing level f physical activity and fitness. Teacher Clarificatins Fcus n initially assessing yur students verall fitness and maxing ut n specific lifts. Walk thrugh safety steps fr each specific lift: squat, deadlift, and bench press. Then prvide the extensin lifts such as the jump squat with bands, bench press with bands, and incline bench press. Think abut identifying student rles t help divide leadership amng yur class. Especially t help with safety in the weight rm. Academic Vcabulary Safety, etiquette, FITT principle, SMART gal, feedback, prper technique, muscular strength, muscular endurance, cardirespiratry endurance, flexibility, agility, balance, pwer, crdinatin, reactin

21 SHAPE Standard 3: Physical Educatin Department PHY115- Skills and Knwledge Fitness Walking- 9 th -12 th Grade Learning Targets and Activities In additin t exhibiting level 3.0 perfrmance, students demnstrate in-depth inferences and applicatins that g beynd the gal. 3A- Calculate target heart rate and applies that infrmatin t persnal fitness plan. (S3.H9.L1) 3B- Applies terminlgy assciated with exercise and participatin in selected individual-perfrmance activities. (S3.H7.L1) 3C- Creates and implements a behavirmdificatin plan that enhances a healthy, active lifestyle in cllege r career settings. (S3.H11.L1) 2A- Identify terminlgy assciated with exercise and participatin in individualperfrmance activities related t healthrelated fitness cmpnents. (S5.M1.8) 2B- Identifies types f strength exercises and stretching exercises fr persnal fitness develpment (e.g. strength, endurance, range f mtin). (S3.H9.L1) 2C-Creates a practice plan t imprve perfrmance fr a self-selected skill in fitness walking. (S2.H3.L1) 3A-I am learning t calculate my wn target heart rate and apply my learning t my persnal wrkut plan. -THR Wrksheet -Activity Trackers -Persnal Wrkut sheet -Fitness Assessments 3B- I am learning hw t apply specific vcabulary assciated with my exercise during class. -Cmpare and Cntrast health-related and skill related fitness cmpnents 3C- I am learning hw t create and implement a plan that enhances a healthy, active lifestyle. -Fitness Wrkut Plan -Gal Setting Sheet -Daily Fit Lg -Exit tickets -ActivityGram -FitnessGram 1 Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. The physically literate individual demnstrates the knwledge and skills t achieve and maintain a health-enhancing level f physical activity and fitness. Teacher Clarificatins Students shuld track their MVPA and target heart rate daily thrughut this class. (MVPA) Mderate t Vigrus Physical Activity can be tracked thrugh physical activity trackers/pedmeters. Students shuld walk at least a minimum f 2 r 3 miles thrughut the class perid. Circuit training and including different exercises in between walking distances can help increase students verall muscular strength and cardirespiratry endurance. Academic Vcabulary Safety, etiquette, FITT principle, SMART gal, feedback, prper technique, muscular strength, muscular endurance, cardirespiratry endurance, flexibility, agility, balance, pwer, crdinatin, reactin

22 Physical Educatin Department PHY120- Skills and Knwledge SHAPE Standard 3: The physically literate individual demnstrates the knwledge and skills t achieve and maintain a health-enhancing level f physical activity and fitness. Teacher Clarificatins Cnsider allwing students the pprtunity t chse their intensity level at which they wuld like t perfrm. This gives an pprtunity fr student buy in with their individual wrkut. This curse is t als prvide an pprtunity t increase the level students fitness knwledge and verall fitness. Think abut prviding challenges fr students t perfrm that wuld increase the verall intensity fr a specific skill, fr example: spinning n the statinary bike, increase the resistance fr the next secnds. Academic Vcabulary Safety, etiquette, FITT principle, SMART gal, feedback, prper technique, muscular strength, muscular endurance, cardirespiratry endurance, flexibility, agility, balance, pwer, crdinatin, reactin

23 Physical Educatin Department High Intensity Fitness- 9 th -12 th Grade Learning Targets and Activities In additin t exhibiting level 3.0 perfrmance, students demnstrate indepth inferences and applicatins that g beynd the gal. 3A- Chses an apprpriate level f challenge t experience success and desire t participate in a self-selected physical activity. (S1.H3.L1) 3B- Uses mvement cncepts and principles t analyze and imprve perfrmance f self and/r thers in a selected skill. Reflectin upn student s exercise regimen/prgram. (S2.H2.L1) 3C- Designs and implements a strength and cnditining prgram that develps balance in ppsing muscle grups (agnist-antagnist) and supprts a healthy, active lifestyle (S3.H7.L2) 2A- Identify terminlgy assciated with exercise and participatin in individual-perfrmance activities related t health-related fitness cmpnents. (S5.M1.8) 2B- Identifies types f strength exercises and stretching exercises fr persnal fitness develpment (e.g. strength, endurance, range f mtin). (S3.H9.L1) 2C-Creates a practice plan t imprve perfrmance fr a self-selected skill in fitness walking. (S2.H3.L1) 3A-I am learning hw t chse the apprpriate level f intensity fr myself t experience success. Give pprtunities fr student t determine their level f intensity while entering int the classrm Give students a variatin f the activity t ffer different levels f challenges 3B-I am learning hw t use the FITT principal t reflect upn my exercise regimen/prgram. Reflectin jurnal r lg fr specific wrkuts/actin plan t wrk twards persnal fitness gal Jurnal t describe prper frm 3C- I am learning hw t design and implement a strength and cnditining prgram t balances muscle grups and supprts a healthy, active lifestyle. 1 Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. Create a persnal wrkut plan t put int a prtfli utilizing persnal fitness data pints Exit tickets Cmpare/Cntrast Healthrelated fitness and skill related cmpnents with ppsing muscle grups e.g. upper bdy vs. lwer bdy SHAPE Standard 3: The physically literate individual demnstrates the knwledge and skills t achieve and maintain a health-enhancing level f physical PHY131- Skills and Knwledge activity and fitness. Teacher Clarificatins This curse is prvide students with a variety f different wrk-uts with innvative ideas. Cnsider allwing yur students t create their wn innvative wrk-ut t teach t the class r have them vide tape a wrk-ut fr the class t cmplete, and allwing thers t prvide feedback frm their wrk-ut. This class has a learning target that is fcused n stress management. Think abut adding in different units t help students with relaxatin techniques, such as yga and meditatin. Academic Vcabulary Safety, etiquette, Stressrs, stress-management, relaxatin, feedback, prper technique, muscular strength, muscular endurance, cardirespiratry endurance, flexibility, agility, balance, pwer, crdinatin, reactin time, and speed.

24 SHAPE Standard 3: Physical Educatin Department Innvative Fitness- 9 th -12 th Grade Learning Targets and Activities In additin t exhibiting level 3.0 perfrmance, students demnstrate indepth inferences and applicatins that g beynd the gal. 3A-I am learning hw t chse the 3A- Chses Psychlgy an apprpriate f Health level & f Fitnesschallenge 9 th -12apprpriate th Grade level f intensity fr myself In additin t exhibiting level 3.0 perfrmance, students demnstrate indepth inferences and applicatins that g beynd the gal. t experience success and desire t participate t Learning experience Targets success. and Activities in a self-selected physical activity. (S1.H3.L1) -Give 3A-I am pprtunities learning hw fr t create student a plan t t help 3A- Creates a plan, trains fr and participates in a determine me train fr their my 5K level event. f intensity while 3B- Uses mvement cncepts and principles t entering cmmunity event with a fcus n physical activity int the classrm analyze and imprve perfrmance f self and/r -Give students Reflectin a variatin jurnal r f lg the fr activity specific (e.g., 5K, triathln, turnament, dance perfrmance, wrkuts/actin plan t wrk thers in a selected skill. (S2.H2.L1) t ffer different levels f challenges cycling event.) (S3.H6.L2) twards persnal fitness gal -Clr designatin Cmpare and t cntrast determine f healthrelated and skill-related 3C- 3B- Develps Applies stress-management and maintains a fitness strategies prtfli. (e.g., 3B-I am learning cmpnents hw with t exercises. use mvement levels f intensity mental assessment imagery, scres, relaxatin gals fr imprvement, techniques, deep plan f cncepts 3B-I am learning and principles hw t create t analyze my fitness and breathing, activities fr aerbic imprvement, exercise, lg meditatin) f activities being t imprve prtfli t my help wn guide r thers my wrkuts perfrmance and reduce dne t stress. reach gals, (S3.H14.L2) timeline fr imprvement). meet my verall gals. (S3.H11.L2) Reflectin jurnal r lg fr specific Reflectin wrkuts/actin jurnal lg fr plan specific t 2 wrkuts/actin plan t wrk 2A- 3C- Analyzes Identifies the different impact f levels life chices, f intensity mtivatin, t wrk twards persnal fitness twards persnal fitness gal challenge participatin in a self-selected physical gal and accessibility exercise adherence and Daily fit lg Vide tape specific skill and activity. participatin in physical activity. (S3.H5.L2) Gals with incentives 3C- I can ffer apply my feedback current level t thers f skills and knwledge regarding t mnitr mature and change my 2 2A- Recgnize and cmplete students wrkut behavir-mdificatin plan. 2B- Recgnize and cmplete students exercise pattern/technique regimen regimen. 3C I am Create learning a persnal hw t wrkut apply stress plan t management put int strategies a prtfli t reduce utilizing my 2B- Create a SMART gal utilizing yur current verall stress. persnal fitness data pints 2C- Identifies stress-management strategies level f physical fitness skills and knwledge Analyze the impact f persnal (e.g. mental imagery, relaxatin techniques, Jurnal mtivatin t by describe reflectin and level f (S3.M8.6) deep breathing, aerbic exercise, meditatin) stressrs/imagery intensity. t reduce stress. (S3.H14.L2) Create Analyze impact an actin f different plan t help 2C- Recgnize and mnitr a behavir-mdificatin with barriers/accessibility stressrs in participating plan which aligns t verall wrkut plan. in physical activity. Daily Fit Lg Identify and analyze different Yga chices Unit/Tai that impact Chi participatin in physical activity thrughut life. Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. 1 Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. The physically literate individual demnstrates the knwledge and skills t achieve and maintain a health-enhancing level f physical activity and fitness. PHY227- Skills and Knwledge Teacher Clarificatins Students will need t find a race r a 5K curse they wuld like t cmpete in as a grup. Since mst races require an entry fee, yu will need t find a way t either fundraise r prvide an pprtunity fr dnatins t cmplete the students registratin. We CANNOT require students t pay fr their wn entry int the event. Many events will wrk with DMPS and prvide a discunted rate. During the spring semester, yu may want t cmpete in the Drake Relays 5K race, as ur cmmunity partnership with Iwa KidsStrng Inc. will help prvide funding fr all participants. Fr mre resurces: 5Ks Handbk 5Ks Handbk Appendix Academic Vcabulary Safety, etiquette, FITT principle, SMART Gal, feedback, prper technique, muscular strength, muscular endurance, cardirespiratry endurance, flexibility, agility, balance, pwer, crdinatin, reactin time, and speed.

25 SHAPE Standard 3: Physical Educatin Department PHY235- Skills and Knwledge Lifeguarding- 9 th -12 th Grade In additin t exhibiting level 3.0 perfrmance, students demnstrate indepth inferences and applicatins that g beynd the gal. 3A- Applies knwledge and skills f lifeguarding surveillance, facility safety, and rescue techniques 3B- Demnstrate prper way t use water safety skills, prtcl, equipment (e.g. flating with life jacket in water, water emergencies, assist nn-swimmer t feet, reaching fr assists, prper stretching t release a cramp, extensin assists, submerged passive victim in deep water) 3C- Analyzes and prvides necessary lifesaving skills when respnding t an aquatic emergency and/r injury. 2A-Recgnize r identify basic skills fr self-rescue and respnding t an aquatic emergency. 2B- Recgnize and recall certain water safety skills/prtcl/equipment (e.g. use fr life jacket, knwledge f CPR/rescue breathing, assist nn-swimmer t feet, HELP/Huddle psitins, reaching fr assists, stretch t release a cramp, and use fr extensin assist) 2C- Identify the prper lifesaving skills when respnding t an aquatic emergency and/r injury. 1 Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. Learning Targets and Activities 3A-I am learning hw t apply my knwledge f lifeguarding surveillance, facility safety, and use rescue techniques. -side entries, jumping, fully submerge, etc. 3B- I am learning hw t shw the prper ways t use my water safety skills, equipment, etc. Refining success criteria arund equipment, flating, water emergencies, 3C- I am learning hw t analyze and prvide lifesaving techniques when respnding t an aquatic emergency. -videtape and self-assess skills-extensin assist, rescue tube -Grabbing assists -Entering/Exiting at different areas f the pl -Learning different ways t get attentin fr help -Huddle psitins -Helping a nn-swimmer t feet The physically literate individual demnstrates the knwledge and skills t achieve and maintain a health-enhancing level f physical activity and fitness. Teacher Clarificatins Teachers need t ensure they have the prper and current licensure/certificate t teach this curse. As the primary teacher, yu are respnsible t maintain yur certificate and renew when necessary. Our district budget will pay fr yur certificate renewal, yu will just need t cmmunicate yu re yur crdinatr when yu re n cycle fr renewal. Yu shuld nly have students enrlled int yur lifeguarding curse as these are strict guidelines while teaching the American Red Crss materials. Fr mre resurces: Lifeguarding Instructrs Manual American Red Crss Swimming Lessns Manual Please see supprting dcuments fr Lifeguarding Precurse Skills Checklists (*see page fllwing aquatics) Academic Vcabulary Water safety, aquatic emergencies, lifesaving skills, injury, nn-swimmer, assists, submerged passive victim, and surveillance

26 Physical Educatin Department PHY241-Skills and Knwledge Aquatics-9 th -12 th Grade In additin t exhibiting level 3.0 perfrmance, students demnstrate in-depth inferences and applicatins that g beynd the gal. 3A- Enter water that is ver their heads by stepping r jumping in frm the side, fully submerge, then recver t the surface and return t the side. 3B- Demnstrate prper way t use water safety skills, prtcl, equipment (e.g. flating with life jacket in water, water emergencies, assist nn-swimmer t feet, reaching fr assists, prper stretching t release a cramp, extensin assists) 3C- Develp a plan f actin and makes apprpriate decisins based n that plan when faced with an individual r grups challenges regarding aquatic emergencies (i.e. classify and identify next steps/prcedures fr self-rescues and aquatic emergencies.) 2A- Recgnize basic skills fr self-rescue and respnding t an aquatic emergency. 2B- Recgnize and recall certain water safety skills/prtcl/equipment (e.g. use fr life jacket, knwledge f CPR/rescue breathing, assist nnswimmer t feet, HELP/Huddle psitins, reaching fr assists, stretch t release a cramp, and use fr extensin assist) 2C- Identifies next steps/prcedures fr self-rescues and aquatic emergencies (i.e. persnal flatatin devices) 1 Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. Learning Targets and Activities 3A-I am learning the prper way f entering/exiting the water. -side entries, jumping, fully submerge, etc. 3B- I am learning hw t shw the prper ways t use my water safety skills, equipment, etc. Refining success criteria arund equipment, flating, water emergencies, 3C- I am learning hw t develp a plan f actin and make apprpriate decisins based n the plan, when facing an individual r grup challenges regarding aquatic emergencies. -videtape and self-assess skills- Extensin assist, rescue tube -Grabbing assists -Entering/Exiting at different areas f the pl -Learning different ways t get attentin fr help -Huddle psitins -Helping a nn-swimmer t feet 3B-I am learning hw t assess and respnd t certain behavirs that SHAPE Standard 3: The physically literate individual demnstrates the knwledge and skills t achieve and maintain a health-enhancing level f physical activity and fitness. Teacher Clarificatins Teachers need t ensure they have the prper and current licensure/certificate t teach this curse. As the primary teacher, yu are respnsible t maintain yur certificate and renew when necessary. Our district budget will pay fr yur certificate renewal, yu will just need t cmmunicate yu re yur crdinatr when yu re n cycle fr renewal. Yu shuld nly have students enrlled int yur lifeguarding curse as these are strict guidelines while teaching the American Red Crss materials. Fr all instructrs materials please visit: Academic Vcabulary Safety smarts, emergency, swimming buddy, persnal fltatin devices (ffshre life jackets, near shre vests, flatatin aids, thrwable devices, and special-use devices), distressed swimmer, active drwning, and passive drwning American Red Crss Swimming Lessns Manual

27 Physical Educatin Department

28 Physical Educatin Department Persnal Flatatin Devices: Type 1-Offshre life jackets: geared fr rugh r remte waters where rescue may take a while. Prvide buyancy and will turn mst uncnscius persns face up in the water. Type 11-Near-Shre vests: gd fr calm waters when quick rescue is likely. A type II may nt turn smene uncnscius wearers face up in the water. Type 111-Flatatin Aids: vests r full-sleeved jackets are gd fr calm waters when quick rescue is likely. Nt recmmended fr rugh waters since they will nt turn mst uncnscius persns face up. Type IV- Thrwable Devices: cushins and ring buys are designed t be thrwn t smene in truble. Since a type IV is nt designed t be wrn, it is neither fr rugh waters nr fr persns wh are unable t hld nt it. Type V-Special-Use Devices: vests, deck suits, hybrid PFDs, and ther are designed fr specific activities such as windsurfing, kayaking, r water-skiing.

29 Physical Educatin Department PHY327/328-Skills and Knwledge Sprts Officiating and Leadership In additin t scring 3.0 perfrmance, the student demnstrates in-depth inferences and applicatin that g beynd the target. 3A- Demnstrates cmpetency and/r refines activity-specific mvement skills in 2 r mre team games/activities (e.g. utdr pursuits, individual-perfrmance activities, aquatics, net/wall games, r target games. (S1.H1.L1) ( e.g. apply the signals and make apprpriate calls in cmpetitive situatins) 3B- Uses mvement cncepts and principles (e.g. frce, mtin, rtatin) t analyze and imprve perfrmance f self and/r thers in a selected skill. (S2.H2.L1) 2A- Identify terminlgy and apprpriate signals assciated with specific team games and activities related t fficiating. 2B- Identify the rules and regulatins f specific team games and activities related t fficiating. Learning Targets and Activities 3A-I am learning t demnstrate cmpetency in mvement skills in multiple lifetime activities. -Demnstrate fficiating skills/rules regulatins -Mastery f skills in the activity f chice -( e.g. apply the signals and make apprpriate calls in cmpetitive situatins) 3B- I am learning hw t use mvement cncepts and principals t analyze and imprve perfrmance f myself r thers in a selected skill. ( e.g. apply the signals and make apprpriate calls in cmpetitive situatins and reflect upn the checklist t make necessary adjustments t imprve perfrmance) -Evaluatin checklist -Reflectin upn the checklist -Videtaping 1 Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. SHAPE Standard 1: The physically literate individual demnstrates cmpetency in a variety f mtr skills and mvement patterns. Teacher Clarificatins This curse is designed t give students an pprtunity t dig deeper int fficiating all different sprts. Frm applying the apprpriate signals, calls, and managing a cmpetitive envirnment, students are able t engage with real authentic experiences thrughut the entire semester. Students are able t receive access t taking the fficiating assessment fr the specific sprt they have studied tgether as a class. This curse will nly be taught at Central Campus and students will receive a Physical Educatin.5 credit. Academic Vcabulary Bundaries, game cntrl, rule cdes, equipment, safety, decisin making, scring, philsphy

30 Physical Educatin Department PHY331-Skills and Knwledge Bwling 10 th -12 th Grade In additin t scring 3.0 perfrmance, the student demnstrates indepth inferences and applicatin that g beynd the target. 3A- Demnstrates cmpetency and/r refines activity-specific mvement skills in 2 r mre lifetime activities (i.e. apprach, underhand rll, accuracy) (S1.H1.L1) 3B- Uses mvement cncepts and principles t analyze and imprve perfrmance f self and/r thers in a selected skill. (S2.H2.L1) 3C- Applies the terminlgy assciated with exercise and participatin in selected individualperfrmance activities (i.e. histry f the game, rules, applicatin f skill, strategies. (S2.H1.L1) 2A- Identifies the stages f learning a mtr skill. (S2.H3.L2) 2B- Identify different cncepts and principles t imprve their perfrmance f self r thers. Learning Targets and Activities 3A-I am learning t shw prper frm in mvement skills in multiple lifetime activities. Vide tape skills fr Bwling techniques, skills and appraches Reflectin n the mature pattern fr specific skill Refining success criteria arund underhand rlling 3B- I am learning hw t use mvement cncepts and principles t analyze and imprve perfrmance f myself r thers in a selected skill. Videtape skill and prvide feedback Peer feedback Student rles (mtivatr, cach, exercise specialist, Referee/Umpire, Equipment manager) 3C- I am learning hw t apply the specific terminlgy t the game/activity/skill. Specific strategies within the 2C- Identify terminlgy assciated with game/activity/skill exercise and participatin in individualperfrmance Histry f the game/activity activities related t health-related Applicatin f the specific skill fitness cmpnents. (S5.M1.8) Applicatin f the fundamental skills Differentiating strategies within the game/activity/skill Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. SHAPE Standard 1: The physically literate individual demnstrates cmpetency in a variety f mtr skills and mvement patterns. Teacher Clarificatins *Cmpetency/refinement clarificatin: student will perfrm the behavir/skill 70% f the time. 7 ut f 10 attempts t ensure cnsistency. Cntrl clarificatin: student will perfrm the behavir/skill maintaining cntrl f the ball. Target Reference: cnsider using a target fr the students t demnstrate the skill, such as a bwling pin. Giving multiple pprtunities fr students t demnstrate the skill at different distances and size f balls. Fr mre resurces: Academic Vcabulary Mature pattern, underhand rll, release, target, cnsistency and accuracy

31 Physical Educatin Department Success Criteria/Mature Pattern: Face target in preparatin fr thrwing actin. Arm back in preparatin fr actin. Step with ppsite ft as thrwing arm mves frward. Release ball between knee and waist level (r belw knee fr bwling) Fllw thrugh t target. Underhand Rll-8 th Grade In additin t scring 3.0 perfrmance, the student demnstrates in-depth inferences and applicatin that g beynd the target. 3A- Demnstrate cnsistently (70% f the time) a mature underhand rll with accuracy and cntrl fr ne target game such as bwling r bcce. (S1.M18.8) Learning Targets and Activities 3A-I am learning hw t demnstrate an underhand rll with accuracy and cntrl. Turnament 2 v 2 Tic Tac Te Rtatin statins Rll t targets/distance 2A- Demnstrate a mature underhand pattern fr a mdified target game such as bwling, bcce, r hrseshes. (S1.M18.6) Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge.

32 Physical Educatin Department PHY901-Skills and Knwledge-CONTRACT PE Cntract PE In additin t scring 3.0 perfrmance, the student demnstrates in-depth inferences and applicatin that g beynd the target. 3A- Demnstrates cmpetency in 1 r mre specialized skills in health-related fitness activities. (S1.H3.L1) 3B- Develps and maintains a fitness prtfli (e.g. assessment scres, gals fr imprvement, plan f activities fr imprvement, lg f activities being dne t reach gals, timeline fr imprvement, mnthly reflectins) (S3.H11.L2) 3C- Creates a practice plan t imprve perfrmance fr a self-selected skill. (S2.H3.L1) 2A- Identifies 1 r mre specialized skills in health-related fitness activities. 2B- Determine a SMART gal in respnse t yur individual fitness assessments. 2C- Identify activities t include in verall wrkut plan. Learning Targets and Activities 3A-I am learning hw t demnstrate fitness exercises. (any activity that wuld be placed underneath the five fitness cmpnents) -cmpare the amunt f exercise and activity in fitness related cmpnent categries -Walking -Running -Curl-ups -Push-ups 3B-I can use daily fit lg platfrm t lg my gals and activities. 3C- I am learning hw t create a plan t imprve my verall wrkut regimen. Reflectin jurnal r lg fr specific wrkuts/actin plan t wrk twards persnal fitness gal n daily fit lg Mnthly reflectin frms SMART gal setting Jurnal t describe prper frm Create a persnal wrkut plan t put int a prtfli utilizing persnal fitness data pints SHAPE Standard 1: The physically literate individual demnstrates cmpetency in a variety f mtr skills and mvement patterns. Teacher Clarificatins 12 th Grade students are eligible t enrll in Cntract PE fr 1 semester f their senir year prvided they meet at least ne f the fllwing criteria: Student is invlved in a wrk study r ther educatinal prgram that requires the students absence frm schl. Student is carrying a full academic schedule fr the current semester. Student is invlved in a schl-spnsred athletic prgram r activity supervised by a staff member with a caching endrsement. All ther high schl students are eligible t enrll in Cntract PE prvided they meet all f the fllwing criteria: Student is carrying a full academic schedule fr the current semester. Student has n physical educatin failures t make up frm previus years. Student is invlved in a schl-spnsred athletic r activity supervised by a staff member with a caching endrsement. 1 Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. Academic Vcabulary Health-related fitness, prtfli, plan, reflectin, gals

33 Physical Educatin Department PHY901-Engagement-CONTRACT PE Cntract PE- Engagement In additin t scring 3.0 perfrmance, the student demnstrates in-depth inferences and applicatin that g beynd the target. 3A- Participates several times a week in a self-selected lifetime activity, dance r fitness activity utside the schl day. (S3.H6.L1) 3B- Chses an apprpriate level f challenge t experience success and desire t participate in a self-selected physical activity. (S5.H2.L2) 3C- Analyzes the health benefits f a selfselected physical activity. (e.g. using the fitness-related cmpnents t cmpare wrkut activities) (S5.H1.L1) 2A- Identifies specific activities t participate in utside f the schl day. 2B- Recgnizes the benefits f physical activities r dance that meet the need fr self-expressin and enjyment. 2C- Identifies the health benefits f participating in a variety f physical activities. Learning Targets and Activities 3A-I can participate in self-selected activities utside f the schl day. -Selectin f the activities and the engagement in the activities 3B- I can chse, participate, and explain why I chse the activities fr my persnal activity. -Activity plan fr the activities t cmplete t meet the 3600 min. -Reflectins n intensity level, increasing intensity t create a challenge. 3C- I am learning hw t analyze the health benefits frm selecting my wn activities fr my wrkut. -Determine a plan t meet the 3600 requirement f minutes lgged -Sentence questins/prmpts fr Reflectins Cmpare and cntrast the reasns why yu shuld select yur wn activities fr yur wrkut? What specific health benefits d yu acquire when yu select yur wn activity fr yur wrkut? Why it is imprtant t balance the health and skill related cmpnents when thinking abut yur wrkut? SHAPE Standard 5: The physically literate individual recgnizes the value f physical activity fr health, enjyment, challenge, self-expressin and/r scial interactin. Teacher Clarificatins Cntract PE is a supplemental curse that allws students wh currently have a full academic schedule fr bth semesters t fulfil their PE classrm requirement. A students is cnsidered t have a full academic schedule when it is filled with academic curses withut any perids f release. Fr the purpses f identifying whether r nt a student has a full academic schedule, travel perids are cnsidered academic curses. See abve fr the criteria fr enrllment int Cntract PE. Students will need t cmplete a ttal f 3600 minutes f physical activity t meet the.5 credit amunt. Students will need t address hw they will reach the activity minutes within their fitness plan. Anther pprtunity fr gathering pieces f evidence wuld be thrugh reflectin prmpts. Fr an example: Why is it imprtant t balance the health and skill related cmpnents when thinking abut yur wrkut? Tell me why selecting yur wn physical activity is essential fr a successfully wrkut? 1 Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. Academic Vcabulary Health benefits, physical activity, reflectin, analyze, self-expressin, enjyment

34 Physical Educatin Department PHY901-Persnal and Scial-CONTRACT PE Cntract PE- Persnal and Scial Behavir In additin t scring 3.0 perfrmance, the student demnstrates in-depth inferences and applicatin that g beynd the target. 3A- Uses cmmunicatin skills and strategies t slve prblems and think critically t prmte dynamics during physical activity. (Wrking with Others S4.H3/4) 3B-Emplys effective self-management skills t analyze barriers and mdify physical activity patterns apprpriately as needed. (S4.H1.L1) 3C- Develps and maintains a fitness prtfli (e.g. lgging in activity minutes, lg f activities being dne t reach gals, timeline fr imprvement) (S3.H12.L2) 2A- Identifies specific activities t participate in utside f the schl day. 2B- Recgnizes the benefits f physical activities r dance that meet the need fr self-expressin and enjyment. 2C- Identifies the health benefits f participating in a variety f physical activities. Learning Targets and Activities 3A- I am learning hw t cmmunicate with my cntract PE teacher n a regular basis. -Attend cntract PE initial meeting -Cmplete pre/pst fitness assessments 3B- I can manage myself t mdify my physical activity as needed when vercming different challenges. Specific examples n hw t mdify activity levels. (e.g. due t exhaustin, practices schedules vs. game days, intensity levels, and sickness) -Hw are they meeting their activity minutes mnthly? 3C-I am learning hw t mnitr and use daily fit lg t enter in my daily activity minutes n daily fit lg. -Activity lg (3600 minutes = 60 hurs f activity) -Self-fficiating exercises -Gals fr activities and timelines fr imprvement 1 Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. Academic Vcabulary Health-related fitness, prtfli, plan, reflectin, gals SHAPE Standard 4: The physically literate exhibits respnsible persnal and scial behavir that respects self and thers. Teacher Clarificatins Student Respnsibilities: Thrughly cmplete the Cntract PE applicatin and make sure bth student and guardian signatures are in place. Attend Cntract PE meeting at the beginning f the semester. Lg in t Daily Fit Lg regularly t recrd activity minutes. Reprt t Cntract PE teacher at designated times fr pre-testing and gal setting; recrd bth in Daily Fit Lg. Reprt t Cntract PE teacher at designated times fr pst-fitness testing and recrd results in Daily Fit Lg. Each mnth, evaluate the Daily Fit Lg activity verview and cmplete an end-fmnth reflectin fllwed by the selectin f a new gal. 34

35 Physical Educatin Department PHY901-Fitness-CONTRACT PE SHAPE Standard 3: Cntract PE- Fitness In additin t scring 3.0 perfrmance, the student demnstrates indepth inferences and applicatin that g beynd the target. 3A- Develps and maintains a fitness prtfli (e.g. assessment scres, gals fr imprvement, plan f activities fr imprvement, lg f activities being dne t reach gals, timeline fr imprvement). (S3.H11.L2) 3B- Reflect upn my exercise regimen utilizing the FITT principle. (S1.H2.L1) 3C- Analyzes cmpnents f skill-related fitness in relatin t life and career gals and designs an apprpriate fitness prgram fr these gals using current level f skills and knwledge t implement SMART fitness gal (Specific, Measurable, Achievable, Realistic, and Time/Bund) during class. (S3.H12.L2) 2A- Cmpletes fitness assessments (S3.E5.4A) 2B- Identifies health related fitness cmpnents and skill related cmpnents. 2C- Identifies fitness gal (SMART) including all cmpnents f health-related fitness (eg. Cardirespiratry Endurance, Muscular Strength, Muscular Endurance, Flexibility, and Bdy Cmpsitin) related t the students individual fitness needs. Learning Targets and Activities 3A-I am learning hw t use my fitness assessments t create a fitness prtfli and wrkut plan. -Cmpletin f assessments, scre in healthy fitness zne in mst f the categries. 3B-I am learning hw t reflect upn my exercise regimen/prgram using the FITT principle. Reflectin questins verbal/written F-Frequency (Hw ften are yu cmpleting the exercise?) I-Intensity (lw, mderate, high) T-Type (activity r chice f exercise) T-Time (amunt f time dedicated t the exercise) 3C- I can apply my current level f skills and knwledge t implement my SMART gal. Reflectin jurnal r lg fr specific wrkuts/actin plan t wrk twards persnal fitness gal Create a persnal wrkut plan t put int a prtfli utilizing persnal fitness data pints The physically literate individual demnstrates the knwledge and skills t achieve and maintain a healthenhancing level f physical activity and fitness. Teacher Clarificatins Students will still need t arrange a time t cmplete their pre and pst fitness assessments as these assessments are essential fr the student t set their initial fitness gals. Even if the students are planning n cmpleting mst all f the curse utside f the schl day, students will need t arrange and attend the fitness assessment in frnt f the cperating Cntract PE teacher. Fr mre infrmatin regarding Cntract PE guidelines, please see the dcument here. 1 Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. Academic Vcabulary FITT Principle, Reflectin, Analyze, SMART Gal, Muscular Strength, Muscular Endurance, Cardirespiratry Endurance, Flexibility, Bdy Cmpsitin, Agility, Balance, Pwer, Speed, Reactin time, Crdinatin 35

36 Physical Educatin Department Year Lng Tpic Prficiency Scales Engagement 9 th -12 th Grade Learning Targets 4 In additin t scring 3.0 perfrmance, the student demnstrates in-depth inferences and applicatin that g beynd the target. 3 3A- Participates in mderate t vigrus muscle- and bne-strengthening physical activity. (Fitness Knwledge S3.M6) 3B- Adjusts physical activity using a SMART gal fr a minimal health standard based n current fitness level. (Fitness Knwledge S3.M8) 2A- Participates in lw t mderate muscle- and bne- strengthening physical activity. 2B- Sets a self-selected SMART physical activity gal fr aerbic and/r muscle- and bne- 3C- Identifies psitive mental and emtinal aspects f participating in a variety f physical activities. (Health S5.M2) 2 strengthening activity based n current fitness level. 1 3A- I am participating in mderate t vigrus physical activity. 3B- I am learning hw t cntinually adjust my physical activity based n my verall fitness gal. 3C-I am learning hw t identify activities that prmpt enjyment fr my wn self-expressin. 2C- Identifies aspects f participating in a variety f physical activities. Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. SHAPE Standard 3: The physically literate individual demnstrates the knwledge and skills t achieve and maintain a health-enhancing level f physical activity and fitness. Teacher Clarificatins Cnsider having reflectin questins fr students t answer fllwing the unit. After each unit, ask the same questin prmpt: What part f the unit was mst enjyable? Wuld yu have changed any f the activities? -Describe hw this unit was able t make a psitive impact n yur verall health. 36 Academic Vcabulary Self-expressin, enjyment Physically active, health

37 Physical Educatin Department Persnal and Scial Behavir 9 th -12 th Grade In additin t scring 3.0 perfrmance, the student demnstrates in-depth inferences 4 and applicatin that g beynd the target. 3 3A- Arrives n time and prepared fr class. (DMPS CER Academic Cnduct) 3B- Exhibits prper etiquette, respect fr thers and teamwrk while engaging in physical activity and/r dance. (Rules and Etiquette S4.H2) 3C- Slves prblems and thinks critically in physical activity r dance settings, bth as an individual and in grups (Wrking with thers S4.H4.L1) Learning Targets 3A- I am learning hw t cnsistently be n time and prepared fr class. 3B- I am learning demnstrate prper etiquette and respect fr ther and be a team player. 3C-I am learning hw t slve prblems and think critically while wrking in grups r individually. 3D- Applies best practices fr participating safely in physical activity, exercise and dance (e.g., injury preventin, prper alignment, hydratin, 3D-I am learning hw apply best use f equipment, implementatin f rules, sun prtectin) (Safety practices while being safe. S4.H5.L1) 2 2A-Smetimes arrives n time and prepared fr class. (DMPS CER Academic Cnduct) 2B-Smetimes demnstrates respnsible scial behavirs by cperating with classmates, demnstrating respect fr facilities. (Persnal Respnsibility S4.M1) 2C-Identifies the rules and etiquette fr physical activities, games and dance activities. (Rules and Etiquette S4.M6) 2D-Knws hw t use physical activity and fitness equipment apprpriately and safely. (Safety S4.M7) SHAPE Standard 4: The physically literate individual exhibits respnsible persnal and scial behavir that respects self and thers. 1 Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. Teacher Clarificatins Cnsider pairing each unit fcusing n ne f the persnal and scial behavir tpics r engagement tpic. Fr example: during yur net/wall games unit, fcus n 3E by giving an pprtunity fr partners t lk fr the critical elements f underhand serving, and giving peer feedback t imprve their perfrmance. Either verbal r thrugh written feedback frm. Nw yu will have tw pieces f evidence frm ne unit (skills and knwledge and persnal and scial behavir). Academic Vcabulary- Respnsible, accepting feedback, reslving cnflict, apprpriate, safety, etiquette, cperatin, respect, ethical, and nn-ethical 37

38 Fitness 9 th -12 th Grade 4 In additin t scring 3.0 perfrmance, the student demnstrates in-depth inferences and applicatin that g beynd the target. 3 3A- Develps and maintains a fitness prtfli (e.g. assessment scres, gals fr imprvement, plan f activities, lg f activities being dne t reach gals, timeline fr imprvement). (S3.H11.L2) 3B- Demnstrates cmpetency in 1 r mre specialized skills in health-related fitness activities. (S1.H2.L1) 3C- Sets and mnitrs a fitness gal fr health-enhancing level f physical activity and fitness based upn current level f fitness. (S3.H12.L2) 2 2A- Cmpletes fitness assessments (pre & pst) (S3.E5.4A) Learning Targets 3A-I am learning hw t use and cmpare my fitness results t create a plan f actin t help me increase my verall fitness. 3B-I am learning hw t demnstrate prper frm. 2B- Identifies specific health related fitness cmpnents and skill related cmpnents. 3C- I am learning hw t set and mnitr my persnal fitness gal. SHAPE Standard 3: The physically literate individual demnstrates the knwledge and skills t achieve and maintain a healthenhancing level f physical activity. 2C- Identifies fitness gal (SMART) including all cmpnents f health-related fitness (eg. Cardirespiratry endurance, muscular strength, muscular endurance, flexibility, and bdy cmpsitin) related t the students individual fitness needs. (S3.H12.L1) 1 Student perfrmance reflects insufficient prgress twards fundatinal skills and knwledge. Teacher Clarificatins Cnsider planning yur Fitness unit/tpic in Octber and April as yu are cmpleting yur FitnessGram assessments. Anther pprtunity yu can create a Fall and Spring Fitness SMART gal sheet. After setting gals, they can plan their warm-up/cl-dwn activities specifically t meet their needs. Then allw 5 minutes befre yu start the class fr individuals t cmplete their individual warm-up r cl-dwn. After students feel mre cmfrtable, allw them t teach their warm-up r cl-dwn t the class. Academic Vcabulary- Health-related fitness cmpnents, Skill-related cmpnents, warmup, cl-dwn, mnitrs, fitness, regimen, fitness plan, and remediatin

39 Glssary Terms High Schl Physical Educatin Curriculum Guide Critical Elements- The key cmpnents f a mtr skills that can be bserved, the sum f which result in mvement efficiency Dynamic envirnment (pen skills) - Skills perfrmed in an envirnment that is dynamic, unpredictable and in mtin. The gal fr perfrmers is t adapt mvements in respnse t the dynamic and ever-changing envirnment. Examples include: invasin games, such as ultimate and sccer and net/wall games such as vlleyball and tennis. Fitness Activities- Activities with a fcus n imprving r maintaining fitness that might include yga, Pilates, resistance training, spinning, running, fitness walking, fitness swimming, kickbxing, cardi-kick, Zumba, and exergaming. Mature Pattern-executing with efficiency the critical elements f the mtr skills pattern in authentic envirnments. Nn-dynamic envirnment (clsed skills) - Cnstant, predictable r statinary. Gal fr the perfrmer is t prduce mvements r skills that are cnsistent and accurate because the envirnmental cntext is nn-dynamic, stable and unchanging. Small-sided practice tasks- deliberate tasks designed t practice particular skills r tasks. Success Criteria- these are specific techniques that yu are lking fr yur students t demnstrate r cmplete. Vlley-T strike r give impetus (the frce r energy in which a bdy a mves) t an bject by using a variety f bdy parts. 39

40 High Schl Physical Educatin Curriculum Guide Mature Patterns fr Skills: 1. Mature Pattern fr Thrwing Underhand 2. Mature Pattern fr Thrwing Overhand Five Critical Elements: -Face target in preparatin fr thrwing actin. -Arm back in preparatin fr actin. -Step with ppsite ft as thrwing arm mves frward. -Release ball between knee and waist. -Fllw thrugh t target. Five Critical Elements: -Side t target in preparatin fr thrwing actin. -Arm back and extended, and elbw at shulder height r slightly abve preparatin fr actin; elbw leads. -Step with ppsite ft as thrwing arm mves frward. -Hip and spine rtate as thrwing actin is executed. -Fllw thrugh twards target and acrss bdy. 3. Mature Pattern fr Catching 4. Mature Pattern fr Vlleying Underhand Five Critical Elements: -Extend arms utward t reach fr ball. -Thumbs in fr catch abve waist. -Thumbs ut fr catch at r belw the waist. -Watch the ball all the way int the hands. -Catch with hands nly; n cradling against the bdy. Five Critical Elements: -Face the target in preparatin fr the vlley. -Oppsite ft frward. -Flat surface with hand fr cntact f the ball r vlleybird. -Cntact with ball r vlleybird between knee and waist level. -Fllw thrugh upward and t the target. -Pull the ball int the bdy as the catch is made. -Curl the bdy slightly arund the ball. 40

41 High Schl Physical Educatin Curriculum Guide 5. Mature Pattern fr Kicking 6. Mature Pattern fr Dribbling Five Critical Elements: -Arms extend frward in preparatin fr kicking actin. -Cntact with ball is made directly belw center f ball. (Travel in air); cntact with ball is made directly behind Center f ball (travel n the grund). -Trunk leans back slightly in preparatin fr kicking actin. Five Critical Elements: -Knees slightly bent, ppsite ft frward when dribbling in self-space. -Cntact ball with finger pads. -Firm cntact with tp f ball, slightly behind the ball fr travel. -Ball t side and in frnt f bdy fr travel. -Eyes lking ver, nt dwn at, the ball. -Fllw thrugh with kicking leg extending frward and upward tward target. 7. Mature Pattern fr Vlleying Overhead 8. Mature Pattern fr Striking with Shrt Implement Five Critical Elements: -Bdy aligned and psitined under the ball. -Knees, arms, and ankles bent in preparatin fr the vlley. -Hands runded; thumbs and first fingers make triangle (Withut tuching) in preparatin -Ball cntacts nly the finger pads; wrists stay firm. -Arms extended upward n cntact; fllw thrugh slightly twards target. Five Critical Elements: -Racket back in preparatin fr striking. -Step n ppsite ft as cntact is made. -Swing racket r paddle lw t high. -Cil and uncil the trunk fr preparatin and executin f the striking actin. -Fllw thrugh fr cmpletin f the striking actin. 41

42 High Schl Physical Educatin Curriculum Guide 9. Mature Pattern fr Striking with Lng Implement Five Critical Elements: -Bat up and back in preparatin fr the striking actin. -Step frward n ppsite ft as cntact is made. -Cil and uncil the trunk fr preparatin and executin f the striking actin. -Swing the bat n a hrizntal plane. -Wrist unccks n fllw-thrugh fr cmpletin f the striking actin. 42

43 High Schl Physical Educatin Curriculum Guide Resurces: American Red Crss. Instructrscrner.cm, Welcme t OPEN the Online Physical Educatin Netwrk. OPEN Physical Educatin Curriculum, Cuturier, Lynn, et al. Natinal Standards & Grade-Level Outcmes fr K-12 Physical Educatin. Human Kinetics, Dan, Rbert Jhn. Lessn Planning fr Middle Schl Physical Educatin. Human Kinetics, In Schl Bwling, SHAPE America, 43

44 High Schl Physical Educatin Curriculum Guide Physical Educatin Curriculum, Instructin, and Assessment 2100 Fleur Drive Des Mines, Iwa P: pe.dmschls.rg 44