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2 Winnetka Public Schools, District #36 Philosophy of Kinetic Wellness It is the philosophy of the Winnetka Public Schools to provide a comprehensive K-8 Kinetic Wellness program through developmentally appropriate instruction and evaluation best serving the needs of the whole child. In our program, we address the growing health challenges that are facing children and youth. Winnetka s comprehensive Kinetic Wellness program offers experiences to enhance students minds and bodies in a safe, noncompetitive atmosphere. The Kinetic Wellness Program in District 36 outlined in this document was developed to give expression to our vision, expectations, philosophy and beliefs as outlined in the district document Winnetka: A Community of Learners. In particular, the following are emphasized: Expectations: be reflective and resourceful in making rational decisions, solving problems, and understanding the consequences of actions. understand the diversity and commonality among people. understand the role and impact of technology on society and use technological resources when appropriate. develop and maintain enduring relationships and healthful living habits. work cooperatively with others to achieve a common goal Beliefs: Physical and Emotional Well-being: All members of our community must work together to instill the attitudes, skills, and knowledge necessary for the physical and emotional well-being of our children. Information that aids the necessary development of good nutrition, exercise, and health habits promotes a sound mind and body. The Role of Effort and Self Esteem: Self-esteem is achieved by the continued development of useful skills and knowledge. Confidence in oneself is the result of interacting with ideas, people and the environment in healthy and satisfying ways. Confidence develops in the presence of objective standards, healthy competition, and a nurturing environment that encourages social, emotional and individual growth. 12/2/09 (over)

3 The Role of Play and Exploration: School is a place where opportunities and time for play and exploration are valued and sought. The use of play as both the work and language of the young child changes as children grow. In play, children practice the concrete processes that they will eventually internalize as abstract thought. Play and exploration are the media through which children can formulate and test their own ideas. 12/2/09 (over)

4 K-8 Learning Outcome I: Acquire movement skills and understand concepts needed to engage in healthenhancing physical activity As a result of activities in grades K-8, all students should: 1. demonstrate physical competency in individual and team sports, creative movement and leisure activities 2. analyze various movement concepts and applications 3. Demonstrate knowledge of rules, safety and strategies during physical activity. K-8 Learning Outcome I addresses State Goal 19 for Physical Development and Health: Goal 19: Acquire movement skills and understand concepts needed to engage in health-enhancing physical activities. Academic Standards: Demonstrate physical competency in individual and team sports, creative movement and leisure and work-related activities. Analyze various movement concepts and applications Demonstrate knowledge of rules, safety and strategies during physical activity

5 K-8 Learning Outcome I: Acquire movement skills and understand concepts needed to engage in healthenhancing physical activity Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades K-4 students will: demonstrate progress toward the mature form of locomotor, nonlocomotor and manipulative skills develop understanding of movement concepts (body awareness, spatial awareness, effort and relationship) demonstrate safe movement in physical activities Activities Low organized games (chasing and fleeing, target games, scooter games) Individual Sports/Activities (football, soccer, volleyball, basketball) Fitness (cardiovascular, muscular endurance, muscular strength, flexibility, and balance) Learn rules and strategies for games of lower organization and lead up activities. Materials: scooters, variety of activity balls, bowling pins, variety of gymnastic equipment, space markers (cones, poly spots, floor tape, etc.), specific sport equipment (nets, goals, etc.) jump ropes, pedometers, stop watches Vocabulary: offense, defense, accuracy, safety, flexibility, muscles, sportsmanship, spotting, balancing, chasing fleeing, dodging, agility, galloping, hopping, jumping and landing, leaping, running pace, skipping, sliding, transferring weight, catching, throwing, volleying, heart-rate, strength, cardiovascular, fitness, pulse, respect, sport specific terms (force out, tagging up, trapping, overhead pass, spiral, handoff, interception, punting) Resources: Variety of music, cds, and videos, Rotation of Dance Co., teacher created worksheets/materials (see individual school resource binders), IAPHERD conference, Peer Observations, Website: PE Central

6 K-8 Learning Outcome I: Acquire movement skills and understand concepts needed to engage in healthenhancing physical activity Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 5-6 students will: demonstrate control when performing combinations and sequences in locomotor, non-locomotor and manipulative motor patterns identify the principles of movement (e.g. transfer of weight, base of support, law of opposition, absorption of force) identify and apply rules and safety procedures in physical activities Identify offensive, defensive and cooperative strategies in selected activities and games. Activities: chasing fleeing games: rope jumping obstacle course team games: hockey, team building challenges, volleyball, badminton, football, soccer, speed away, blamball/sack-it, basketball, ultimate frisbee, ultimate football, speedball, leisure games: baggo, blongoball, bocce ball dual/individual games: pickle ball, badminton, birdie ball, speed stack fitness: fitness pie, cross country, bosu workout, warm-ups, fitness room: cardiovascular fitness equipment teambuilding challenges: initiatives, cooperative activities, high ropes course Materials: flags, cones, poly spots, leisure games: bocce balls, blango sets, baggo sets, jump ropes, mats, balance beams, trapezoid mat, crash pads, deck rings, spring boards, soft hurdles, various size athletic balls, Frisbees, bases, bats, goals, pins, beanbags, scooters, cage balls, bats, hockey sticks, pucks, badminton rackets, shuttlecocks, pickleball paddles, golf clubs, pedometers, cardio equipment: treadmills, DDR, ellipticals, rowers, game bikes, stationary bikes, patch platform, bosu balls, medicine ball, high ropes equipment: harness, Y-tails, carabineer, helmet, climbing ropes, birdie ball, golf clubs Vocabulary/Concepts: see attached activity guides Resources: IAPHERD conference, Current Health, national institute on drug abuse, teacher created materials, Cliffs and Cables company, teacher created charts/worksheets

7 K-8 Learning Outcome I: Acquire movement skills and understand concepts needed to engage in healthenhancing physical activity Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 7-8 students will: demonstrate control and creativity when performing combinations and sequences of locomotor, non-locomotor and manipulative motor patterns in selected activities, games and sports compare and contrast efficient and inefficient movement patterns apply rules and safety procedures in physical activities apply basic offensive, defensive and cooperative strategies in selected activities, games and sports Activities: team sports: lacrosse, ultimate Frisbee, football, baseball, softball, floor/field hockey, team handball, basketball, soccer, volleyball, speedball, eclipse ball. Individual and dual sports: golf, table tennis, bowling, archery, gymnastics, tumbling, pickle ball, badminton, track and field, roller skating, croquet, horseshoes, bocce ball, shuffle board. Fitness and wellness, High Functioning Activities, rhythmic activities, group projects Materials: striking implements: pickle ball rackets, badminton rackets, bats, field hockey sticks, Table Tennis paddle, croquet mallet, golf clubs, cricket bat. Gymnastics equipment: balance beam, vault, cargo net, still rings, travel rings, parallel bars, climbing rope, peg board, mats, crash pad, chin-up bar, take off board, pommel horse, L-support beam. Manipulatives: bean bags, juggling scarves, playground balls, juggling pins, rhythmic ribbons, deck rings, hula-hoops, jump rope, Frisbees. Rhythmic accessories: Tinenkling sticks, rhythmic balls, hula-hoops, ribbons, lummi sticks, wands. Lacrosse sticks, starting blocks, hurdles, shot put, discus, batons, game balls, basketballs, softballs, whiffle balls, handballs, volleyballs, bowling balls pins, roller-skates, shuffle board discs sticks, fitness equipment. Vocabulary: offense/offensive strategies, defense/defensive strategies, specific rules for each sport, teamwork, warm up, cool down, injury prevention, competition, principle of overload, specificity, progression, heart rate zones. Resources: audiotapes: World of Fun by Hipps Chappell, Contemporary Tinenkling Activities by Paxton, Get Ready to Square Dance by Campon Hallum. CD s videos: Folk Dances From Around the World, Pacer Test. Books: Building Dances by McGreevy-Nichols Scheff, Rhythmic Activities Dance by Bennett Kiemer, The Encyclopedia of Sports, Dynamic Physical Education by Pangrazi, Teaching Movement Dance by Wirkart, Dance A While by Harris, etc., Square Dancing by Jensen Jensen, Folk Dancing by Jensen Jensen. Journals: JOPERD Middle School Education. Worksheets: Karvonen, Gymnastics, Basketball, Tumbling, Rules, Fitness Cards, Monday Fitness, Fitness for Life, Looking Good Feeling Good, Fun Dances for Everyone.

8 K-8 Learning Outcome II: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment. As a result of activities in grades K-8, all students should: 1. Know and apply the principles and components of health-related fitness. 2. Assess individual fitness levels. 3. Set goals based on fitness data and develop, implement and monitor an individual fitness improvement plan. K-8 Learning Outcome I addresses State Goal 20 for Physical Development and Health: Goal 20: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment. Academic Standards: Know and apply the principles and components of health-related fitness. Assess individual fitness levels. Set goals based on fitness data and develop, implement and monitor an individual fitness improvement plan.

9 K-8 Learning Outcome II: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment. Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades K-4 students will: Identify basic characteristics of health-related fitness (e.g., flexibility, muscular strength). Engage in sustained physical activity that causes increased heart rate, muscle strength and range of movement Describe immediate effects of physical activity on the body (e.g., faster heartbeat, increased pulse rate, increased breathing rate). Identify a realistic health-related goal. Activities: Fitness Activities (stations, laps, pacer test, 5-10 min. run, team running, flexibility, BOSU activities, variety of worksheets) Track and Field Activities (high jump, relays, shot-put, hurdles) Warm-up Activities (jumping jacks, stretches, push-ups, sit-ups, variety of calisthenics) Gymnastics (upper/lower body strength activities-rings, vault, tumbling) Climbing Activities (rope, climbing wall, cargo net) Materials: space markers (cones, poly spots, etc.) BOSU balls, batons, variety of gymnastic equipment/mats, steps, hurdles, shot put, stopwatches, high jump equipment, climbing rope, climbing wall, cargo net worksheets Vocabulary: heart rate, pulse, sprint, transferring weight, upper and lower body strength, flexibility, safety, spotting, aerobic, anaerobic, handoff, relay, basic muscle groups, core/abdominal strength, balance Resources: teacher created worksheets/materials (see individual school resource binders), IAPHERD conference, Web site: PE Central

10 K-8 Learning Outcome II: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment. Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 5-6 students will: Begin to describe the basic benefits of maintaining a health enhancing level of fitness. Regularly participate in physical activity to sustain or improve individual levels of health-related fitness. Monitor individual heart rate before, during and after physical activity. Match recognized assessments of health-related fitness (e.g., AAHPERD, AAU) to corresponding components of fitness. Set personal health-related fitness goals. Demonstrate the relationship between movement and healthrelated fitness components (e.g., running/cardio respiratory, tugof-war/strength). Activities: Wellness unit, Pacer test, partner test Warm-up exercises Obstacle course Fitness pie/stations Fitness room cards Stair climbing Obstacle course Pedometer unit Materials: RPE, Target Heart Rate, 5 components of fitness, benefits of exercise, FITT principle, circulatory, respiratory, nervous systems, components of warm-ups, power point presentation, projection unit/screen, computer, DVD player, Current Health subscription, teacher created work sheets, posters, target heart rate lab, warm-up sheets, fitness charts, jump ropes, pacer cd, cd player, jump ropes, mats, balance beams, trapezoid mat, crash pads, deck rings, spring boards, soft hurdles, various size athletic balls, Frisbees, bases, bats, goals, pins, beanbags, scooters, cage balls, bats, hockey sticks, pucks, badminton rackets, shuttlecocks, pickle ball paddles, golf clubs, pedometers, cardio equipment: treadmills, DDR, ellipticals, rowers, game bikes, stationary bikes, patch platform, bosu balls, medicine ball Vocabulary: see unit plans Resources: JOPERD periodical, kidshealth.org/, fitness room logs

11 K-8 Learning Outcome II: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment. Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 7-8 students will: Identify the principles of training, frequency, intensity, time and type (FITT) Identify and participate in activities associated with the component of health-related fitness. Monitor intensity of exercise through a variety of methods (e.g., perceived exertion, pulse monitors, target heart rate), with and without the use of technology. Evaluate the strengths and weaknesses of a personal fitness profile. Set realistic short-term and long-term goals for a health-related fitness component. Identify opportunities within the community for regular participation in physical activities. Apply the principles of training to the health-related fitness goals Activities: Wellness class, aerobic, mile run, trimester fitness testing, pacer test run, partner pacer test, minute run, calisthenics, stations, pedometers, fitness games, square/line dancing, plyometrics. Materials: exercise equipment: bikes, rowers, sliders, steps, jump rope, heavy jump rope, balance boards, mats, weights, chin-up bar, peg board, mini tramps, blood pressure cuffs. Fitness testing: shuttle run blocks, measuring device, sit reach box, scale, fitness card, interval run tape/cd, exercise ball, pedometers, Heart rate monitors, spurometers, dyna-bands, medicine balls. Vocabulary: fitness/wellness: F.I.T.T., target heart rate, aerobic, anaerobic, goal setting, pulse monitors, Karvonen Formula, personal best/record, components of fitness, physical fitness, primary health risk factors, benefits of exercise, flexibility, principals of training, guidelines for exercise, CV fitness, muscular fitness, stress, muscular strength, endurance, body composition, systolic/diastolic blood pressure. Rhythmic: beats, measure, formations, positions, steps, figures, tempo, square dance language. Independent projects: cooperation, responsibility, accountability, imagination Resources: Strategies: A Journal for Physical Sport Education, JOPERD: Journal of PE, Recreation Dance, Teacher created worksheets and power points, Pacer (tape/cd), posters, bulletin boards, kidshealth.org, Current Health magazine

12 K-8 Learning Outcome III: Develop team-building skills by working with others through physical activity. As a result of activities in grades K-8, all students should: 1. Demonstrate individual responsibility during group physical activities. 2. Demonstrate cooperative skills during structured group physical activity K-8 Learning Outcome I addresses State Goal 21 for Physical Development and Health: Goal 21: Develop team-building skills by working with others through physical activity. Academic Standards: Demonstrate individual responsibility during group physical activities. Demonstrate cooperative skills during structured group physical activity.

13 K-8 Learning Outcome III: Develop team-building skills by working with others through physical activity. Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades K-4 students will: Follow directions and class procedures while participating in physical activities. Use identified procedures and safe practices with little or no reinforcement during group physical activities. Work independently on tasks for short periods of time. Work cooperatively with another to accomplish assigned task. Activities: Climbing Activities Teambuilding Activities Team Sports Group Activities Stations, warm-up activities, individual challenges, partner challenges, team challenges, low organized games (medic, mouse tag, etc.) Materials: climbing wall, climbing ropes, hula-hoops, jump ropes, mats, pinnies, balls, cargo nets, balance beam, lind climber, rings, parachute. Vocabulary: cooperation, respect, responsibility, honesty, participation, initiative, challenge, comfort zone, safety, sportsmanship, spotting, teamwork, encouragement, problem solving, positive reinforcement. Resources: PE Central, IAPHERD Convention, Team Building Through Physical Challenges More Team Building Challenges

14 K-8 Learning Outcome III: Develop team-building skills by working with others through physical activity. Grade Level Emphases During grades 5-6 students will: Accept responsibility for their own actions in group physical activities. Use identified procedures and safe practices without reminders during group physical activities. Work independently on task until completed Work cooperatively with a partner or small group to reach a shared goal during physical activity. Activities, Materials, Vocabulary and Resources Activities: warm-up activities individual challenges partner challenges team challenges high ropes course low organized games team sports Materials: climbing leadership power point presentation, projection unit/screen, computer, DVD player, teacher created work sheets, posters, warm-up sheets, jump ropes, pacer cod, cd player, bosu ball, flags, cones, poly spots, leisure games: bocce balls, blango sets, baggo sets, jump ropes, mats, balance beams, trapezoid mat, crash pads, deck rings, spring boards, soft hurdles, various size athletic balls, Frisbees, bases, bats, goals, pins, beanbags, scooters, bats, hockey sticks, pucks, badminton rackets, shuttlecocks, pickle ball paddles, golf clubs, pedometers, high ropes equipment: harness, Y-tails, carabineer, helmet, climbing ropes, birdie ball, golf clubs Vocabulary: cooperation, respect, responsibility, honesty, participation, initiative, challenge, comfort zone, safety, sportsmanship, offense, defense Resources: Quick Silver, Silver Bullets, New Games Book by Rohnke, The Cooperative Sports Games Book by Orlich, PE Central website, IAPHERD conference

15 K-8 Learning Outcome III: Develop team-building skills by working with others through physical activity. Grade Level Emphases During grades 7-8 students will: Follow directions and decisions of responsible individuals (e.g., teachers, peer leaders, squad leaders). Participate in establishing procedures for group physical activities. Remain on task independent of distraction (e.g., peer pressure, environmental stressors). Work cooperatively with others to accomplish a set goal in both competitive and non competitive situations (e.g., baseball, choreographing a dance). Activities, Materials, Vocabulary and Resources Activities: Initiatives/team building challenges Team sports Dual sports (Badminton, Pickle-ball) Personal Fitness Evaluation (Fitness Mondays, physical fitness testing, portfolios) Group activities (creative games, heart rate project, skill analysis, law enactment, dance-tumbling performance) Materials: Equipment for team sports (pinnies, balls, volleyball standards, nets, etc.), for partner sports (rackets, shuttles, whiffle balls, etc.), for initiatives (climbing ropes, cargo net, hoops, etc.), personal fitness cards, Monday fitness cards, portfolios Vocabulary: Responsibility, cooperate, accountable, creative, divergent, honesty, participation, trust, empathy Resources: Team Building Challenges by Glover Midora, Teaching Middle School PE by Mohnsen, PE Handbook by Seaton et. al., Student Centered PE by Smith Cestaro, Success Oriented PE Activities For Secondary Students by Bud Sue Turner, New Games Book, Silver Bullets by Rohnke, Quick Silver by Rohnke Butler, Jump Start with Web Links: a Guidebook for Sport Education Activities by Mills Mitchell, The Cooperative Sports Games Book by Orlich, Children Moving by Graham, Holt/Hale Parker

16 K-8 Learning Outcome IV: Understand principles of health promotion and the prevention and treatment of illness and injury As a result of activities in grades K-8, all students should: 1. Explain the basic principles of health promotion, illness prevention and safety. 2. Describe and explain factors that influence health among individuals, groups, and communities. K-8 Learning Outcome I addresses State Goal 22 for Physical Development and Health: Goal 22: Understand principles of health promotion and the prevention and treatment of illness and injury. Academic Standards: 1. Explain the basic principles of health promotion, illness prevention and safety. 2. Describe and explain the factors that influence health among individuals, groups and communities. 3. Explain how the environment can affect health.

17 K-8 Learning Outcome IV: Understand principles of health promotion and the prevention and treatment of illness and injury Grade Level Emphases During grades K-4 students will: Explain the basic principles of health promotion, illness prevention and safety. Activities, Materials, Vocabulary and Resources Activities: Warm up/cool Down Activities Dynamic/static stretches Safety Expectations (school, playground, classroom) Personal Hygiene (washing hands/germ prevention Aerobic/ Anaerobic Activities Materials: Handouts from BrainPop.com, Polybones, Fitness Equipment (Jump ropes, Bosu Balls, Pedometers, etc.) Vocabulary: exercise, fitness, dynamic/static stretches, aerobic/anaerobic exercise, nutrition, stress, wellness, safety, hygiene Resources: building health professional, American Heart Association,

18 K-8 Learning Outcome IV: Understand principles of health promotion and the prevention and treatment of illness and injury Grade Level Emphases During grades 5-6 students will: Explain the basic principles of health promotion, illness, prevention, and safety Develop a plan for lifetime fitness Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health Locate resources from home, school and community that provide valid health information. Activities, Materials, Vocabulary and Resources Activities: Wellness unit Nutrition unit Brain unit: Effect of drugs, alcohol and tobacco on the brain Materials: food and drink nutrition labels, health and wellness worksheets, wellness power point, brain power point, nutrition power point, computer, projector, internet, My pyramid packet, National Institute on Drug Addiction video, packets, posters and handouts Vocabulary: exercise, aerobic exercise, nutrition, stress, wellness, safety, heart rate, overload principle, FITT, RPE; cardiovascular endurance, respiratory system, circulatory system, moderate versus vigorous physical activity, carotid pulse, brachial pulse, food groups nutrients, moderation, wide/narrow foods, media influence, cerebellum, stem, limbic system, cortex, neuron, dendrites, limbic system, myelin sheath, addiction, classification of drugs Resources: mypyramid.gov, Current Health magazine, kidshealth.org,

19 K-8 Learning Outcome IV: Understand principles of health promotion and the prevention and treatment of illness and injury Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 7-8 students will: Identify and describe ways to reduce health risks common to adolescents (e.g., exercise, diet, and refusal of harmful substances). Identify how positive health practices and relevant health care can help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease.) Activities: Exercise Heart Rate Monitoring: Fitness activities, aerobic activity, lifetime fitness choices, Wellness Day, cardiovascular fitness, resistance training Diet Nutritional instruction: reading food labels, healthy choices, major nutrients, sources of nutrient intake, effects of poor nutrition, new food pyramid Substance Abuse: effects of drugs and alcohol, decision making strategies, consequences of poor choices concerning drugs and alcohol Healthy Living Choices Project Alert Law Enactment Materials: Project Alert curriculums, Polar Heart rate monitors, Polar Heart rate software, Karvonen Formula sheet Vocabulary: action/consequence, modeling, reinforcement, validation, pressure, choices, drugs, fats, carbohydrates, protein, vitamins, essential nutrients, Heart rate zone, coping strategies Resources: Looking Good, Feeling Good, Fitness for Life textbook, Project Alert curriculum videos, Fit or Fat video by PBS, Dying to Win by PBS

20 K-8 Learning Outcome V: Understand human body systems and factors that influence growth and development. As a result of activities in grades K-8, all students should: 1. Describe and explain the structure and functions of the human body systems and how they interrelate. 2. Explain the effects of health-related actions on the body systems. 3. Describe factors that affect growth and development K-8 Learning Outcome I addresses State Goal 23 for Physical Development and Health: Goal 23: Understand human body systems and factors that influence growth and development Academic Standards: Describe and explain the structure and functions of the human body systems and how they interrelate. Explain the effects of health-related actions on the body systems. Describe factors that affect growth and development.

21 K-8 Learning Outcome V: Understand human body systems and factors that influence growth and development. Grade Level Emphases During grades K-4 students will: Identify basic parts of body systems and their functions (e.g., heart, lungs, and eyes). Identify healthy actions that influence the functions of the body (e.g., cleanliness, proper diet, and exercise). Activities, Materials, Vocabulary and Resources Activities: Muscle identification Nutrition (brief study of 4 food groups including the pyramid) Body systems (brief study of) Basic hygiene Identify individual differences in growth and development among people. Materials: muscle/bone charts, food pyramid Vocabulary: self-esteem, self (concept, discipline), individual difference, responsible for actions, importance of individual, heart muscle, strength, nutrition, flexibility, muscles of the body, bones, circulation Resources: website PE Central

22 K-8 Learning Outcome V: Understand human body systems and factors that influence growth and development. Grade Level Emphases During grades 5-6 students will: Identify basic body systems and their functions (e.g., circulatory, respiratory, nervous). Differentiate between positive and negative effects of healthrelated actions on body systems (e.g., drug use, exercise, and diet). Identify stages in growth and individual development. Activities, Materials, Vocabulary and Resources Activities: wellness unit nutrition unit brain and addiction unit bone study, Robert Crown Center (reproduction, Drug Education, and discussion of AIDs), Materials: National Institute on Drug Abuse website and printed curriculum, Current Health Magazine, Teacher created power points, science field trip, my pyramid packets, posters, charts, food labels Vocabulary: awareness of the systems (skeletal, reproductive, nervous, muscular, and circulatory), The Brain: cerebellum, brain stem, limbic system, lobe nerve cells, dendrites, axon, myelin sheath, addiction, classification of drugs, alcohol, drug use, tobacco, addiction, consequences, stress, nutrition, muscular: strength, endurance, flexibility, circulation, nerves, digestion Resources: Current Health magazine, kidshealth.org,

23 K-8 Learning Outcome V: Understand human body systems and factors that influence growth and development. Grade Level Emphases During grades 7-8 students will: Explain how body systems interact with each other (e.g., blood transporting nutrients from the digestive system and oxygen from the respiratory system). Explain the effects of health-related actions upon body systems (e.g., fad diets, orthodontics, avoiding smoking and alcohol use and other drug use). Describe the relationships among physical, mental and social health factors during adolescence (e.g., the effects of stress on physical and mental performance, effects of nutrition on growth). From the science department: Digestive system Respiratory/circulatory system Reproductive System/Human Sexuality Activities, Materials, Vocabulary and Resources Activities: Weight training, fitness/wellness course Materials: Videos, textbooks, resistance bands, tennis balls, freeweights, step boxes, mats, training logs, muscle guides and exercise guides Vocabulary: muscular strength, muscular endurance, flexibility, cardiovascular fitness, body composition, balance, reaction time, speed, agility, power, coordination, nutrition, sex gender, age, heredity, smoking, obesity, stress tension, high blood pressure, inactivity, cholesterol level, drugs steroids, muscular development (tibialis anterior, quadriceps, biceps, triceps, hamstrings, gluteus, gastroachemius, deltoids, trapezius, pectorials, sternacliedomastoid, brocialradialis, latisimis dorsi, abdominal), testosterone, estrogen, skeletal, muscle, nervous, digestive, responsibility, reproduction, circulatory system Resources: school nurse, science department, Looking Good, Feeling Good (video), Looking Good, Feeling Good, (book), Dumbbell, The Safe Exercise Handbook by Branner, Fitness for Life by Corbin Lindsey

24 K-8 Learning Outcome VI: Promote and enhance health and well-being through the use of effective communication and decision-making skills. As a result of activities in grades K-8, all students should: 1. Demonstrate procedures for communicating in positive ways, resolving differences and preventing conflict. 2. Apply decision-making skills related to the protection and promotion of individual health. 3. Demonstrate skills essential to enhancing health and avoiding dangerous situations. K-8 Learning Outcome I addresses State Goal 24 for Physical Development and Health: Goal 24: Promote and enhance health and well-being through the use of effective communication and decision-making skills. Academic Standards: Demonstrate procedures for communicating in positive ways, resolving differences and preventing conflict. Apply decision-making skills related to the protection and promotion of individual health. Demonstrate skills essential to enhancing health and avoiding dangerous situations.

25 K-8 Learning Outcome VI: Promote and enhance health and well-being through the use of effective communication and decision-making skills. Grade Level Emphases During grades K-4 students will: Differentiate between positive and negative behaviors (e.g., waiting your turn vs. pushing in line, honesty vs. lying). Identify positive verbal and nonverbal communication skills (e.g., body language, manners, listening). Recognize how choices can affect health Demonstrate basic refusal skills Activities, Materials, Vocabulary and Resources Activities: Teacher/class discussion Teambuilding activities (debriefing +preparing) Appropriate student feedback Focusing on self-discipline/control Materials Resources: Officer Friendly, Individual School Values, Team Building Through Physical Challenges Vocabulary: trust, respect, fairness, honesty, good choices, positive attitude, responsibility, commitment, communication, sportsmanship, well being

26 K-8 Learning Outcome VI: Promote and enhance health and well-being through the use of effective communication and decision-making skills. Grade Level Emphases During grades 5-6 students will: Identify how peers can influence healthy and unhealthy behaviors. Demonstrate positive verbal and nonverbal communication skills (e.g., polite conversation, attentive listening, and body language). Describe key elements of a decision-making process Describe situations where refusal skills are necessary (e.g., peer pressures). Activities, Materials, Vocabulary and Resources Activities: Team building activities Initiatives Icebreakers Low ropes High ropes Nutrition unit Materials: climbing equipment, mats, power point presentation, work sheets, computer, projection unit Vocabulary: responsibility, challenge by choice, positive risk taking, leadership, risk taking, communication skills, goals, safety, group dynamics. Resources: Quick Silver, Silver Bullets, New Games Book by Rohnke, The Cooperative Sports Games Book by Orlich, IAPHERD conference

27 K-8 Learning Outcome VI: Promote and enhance health and well-being through the use of effective communication and decision-making skills. Grade Level Emphases During grades 7-8 students will: Describe possible causes and consequences of conflict and violence among youth in schools and communities. Demonstrate methods for addressing interpersonal differences without harm (e.g., avoidance, compromise, and cooperation). Explain how positive communication helps to build and maintain relationships at school, at home and in the workplace. Apply a decision making process to an individual health concern. Apply refusal and negotiation skills to potentially harmful situations. Activities, Materials, Vocabulary and Resources Activities: Project Alert: role playing, lectures, videos, demonstration Law Enactment and Debate Wellness Program Team Initiatives Nutrition Materials and Resources: Looking Good, Feeling Good, Initiatives books: Team Building Through Physical Challenges, New Games Book, Silver Bullets, Cowtails and Cobras II, Quicksilver Vocabulary: nutrition, stress management, goal setting, personal fitness, consumer education, weight control, bulimia, anorexia nervousa, food poisoning, pasteurization, body composition

28 Crow Island Yearly Planner Week Date Day/wk Activities 1 9/1/09 3 Orientation/Team Building 2 9/8/09 4 Team Building 3 9/14/09 5 Soccer Skills 4 9/21/09 5 Soccer 5 9/28/09 4 Football Skills 6 10/5/09 4 Football 7 10/12/09 4 Bocce Ball/Frisbee 8 10/19/09 5 Cooperative Fitness Games/Red Hawks 9 10/26/09 4 Climbing Stations 10 11/2/09 3 Climbing Stations 11 11/9/09 5 Scooter Skills/Games 12 11/16/09 5 Omnikin Ball/Scooter Games 13 11/23/09 2 Variety Games 14 11/30/09 5 Basketball Skills 15 12/7/09 5 Basketball Cooperative Games 16 12/14/09 4 Variety/Break Games Winter Break 17 1/4/09 5 Hockey Skills 18 1/11/09 5 Hockey Games 19 1/18/09 4 Gymnastics/Tumbling 20 1/25/09 5 Gymnastics/Tumbling 21 2/1/09 5 Volleyball Skills 22 2/8/09 5 Volleyball Activities 23 2/15/09 3 Variety Games/Juggling 24 2/22/09 5 Fitness Stations 25 3/1/09 5 Jump Rope/Scooters/Fitness 26 3/8/09 3 Dance/Rhythm 27 3/15/09 5 Bowling 28 3/22/09 4 Parachute/Teambuilding Spring Break 29 4/5/09 5 Chasing and Fleeing 30 4/12/09 5 Low Organized Games 31 4/19/09 5 Indoor Territory Games 32 4/26/09 5 Leisure Games 33 5/3/09 5 Leisure Games 34 5/10/09 5 Hitting/Kicking Skills 35 5/17/09 5 Blamball/Kickball 36 5/24/09 4 Red Hawks and Golden Eagles/Running Games 37 6/1/09 4 Track and Field/Field Day Prep 38 6/7/09 2 Field Day

29 !"##$#%'()#*(+,#$$)#--./""(+/$/0 5+*73#"417++#"8B6)+#8C6$$7D##)B6)+#8.772#"6*(E#6);E6"(#*%!60#-8?"(-3## F7E#03#"4G7$$#%36$$->($$-6);E6"(#*%7<:60#- B#+#03#"4A#603/($;():6+*(E(*(#-8+$(03():/)(* H6)/6"%4=6->#*36$$->($$-6);$#6;/2:60#-81+77*#"->($$-4();(E(;/6$4 96"*)#"4*#606+*(E(*(#-?#3"/6"%41+77*#":60#-8H/02"72#->($$-6);6+*(E(*(#-8I77$6I772- J6"+I4K#(-/"#6+*(E(*%-*6*(7)-8?$77"I7+>#%8=6;0()*7) L2"($4=6;0()*7)896;;$#*#))(-8!%0)6-*(+-8A/03$(): J6%4AI"7D():8.6*+I():8'(+>36$$83$6036$$ H/)#49"#26"6*(7)<7"<(#$;;6%8?(#$;;6%8!60#-?(*)#--(-()+7"27"6*#;;6($%D(*I+6";(7E6-+/$6"M0/-+/$6"#);/"6)+#M 0/-+/$6"-*"#):*I6);<$#N(3($(*%?"(;6%-6"#?/)?"(;6%-D(*I:60#-*I6*6"#+6*#:7"(O#;6-.I6-():6);?$##():M.772#"6*(E#6);G6"(#*% P)+7"27"6*#;();6($%+$6--(-*I#<(E#<():#"+7)*"6+*7<16<#*%M.700(*0#)*MQ#-2#+*M6);127"*-06)-I(2*7I6E#?/)

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31 Skokie School Kinetic Wellness Curriculum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

32 C.W. Washburne School Kinetic Wellness Calendar FINAL COPY 11/29/2009 Page 1 Of 9 Sept Monday Tuesday Wednesday Thursday Friday Sept. 1 Sept. 2 Sept. 3 Sept. 4 North Gym Center Gym 5-Minute Run South Gym Cardio Room Dance/Class 1st Day of School Intro-Rules Locks/Lockers Sept. 7 Sept. 8 Sept. 9 Sept. 10 Sept. 11 North Gym Flo-Table Tennis Flo-Table Tennis Flo-Table Tennis Flo-Table Tennis Center Gym/Out Chan-Handball/Golf Chan-Handball/Golf Chan-Handball/Golf Chan-Handball/Golf Labor Day South Gym/Out Coop-Lax/Ultimate Coop-Lax/Ultimate Coop-Lax/Ultimate Coop-Lax/Ultimate No School Cardio Room Beck-Team Initiatives Beck-Team Initiatives Beck-Team Initiatives Beck-Team Initiatives Dance/Class Sept. 14 Sept. 15 Sept. 16 Sept. 17 Sept. 18 North Gym Flo-Table Tennis Flo-Table Tennis Flo-Table Tennis Flo-Table Tennis Center Gym/Out Pacer Test #1 Chan-Handball/Golf Chan-Handball/Golf Chan-Handball/Golf Chan-Handball/Golf South Gym/Out Coop-Lax/Ultimate Coop-Lax/Ultimate Coop-Lax/Ultimate Coop-Lax/Ultimate Cardio Room Dance/Class/Out Go-To-School Night Beck-Handball/Golf Beck-Handball/Golf Beck-Handball/Golf Beck-Handball/Golf Sept. 21 Sept. 22 Sept. 23 Sept. 24 Sept. 25 North Gym (Monday Fitness) Coop-Table Tennis Coop-Table Tennis Coop-Table Tennis Coop-Table Tennis Center Gym/Out King Pin Chan-Lax/Ultimate Chan-Lax/Ultimate Chan-Lax/Ultimate Chan-Lax/Ultimate South Gym/Out Jump Rope Beck-Handball/Golf Beck-Handball/Golf Beck-Handball/Golf Beck-Handball/Golf Cardio Room Flo-Cardio Flo-Cardio Flo-Cardio Flo-Cardio Dance/Class Sept. 28 Sept. 29 Sept. 30 Oct. 1 Oct. 2 North Gym Coop-Table Tennis Coop-Table Tennis Coop-Table Tennis Coop-Table Tennis Center Gym/Out Chan-Lax/Ultimate Chan-Lax/Ultimate Chan-Lax/Ultimate Chan-Lax/Ultimate South Gym/Out No School Beck-Lax/Ultimate Beck-Lax/Ultimate Beck-Lax/Ultimate Beck-Lax/Ultimate Cardio Room Dance/Class/Out Flo-Handball/Golf Flo-Handball/Golf Flo-Handball/Golf Flo-Handball/Golf ** Schedule is subjected to Change without Notice **

33 C.W. Washburne School Kinetic Wellness Calendar FINAL COPY 11/29/2009 Page 2 Of 9 Oct Monday Tuesday Wednesday Thursday Friday Oct. 5 Oct. 6 Oct. 7 Oct. 8 Oct. 9 North Gym Chan-Table Tennis Chan-Table Tennis Chan-Table Tennis Chan-Table Tennis Center Gym/Out Flo-Handball/Golf Flo-Handball/Golf Flo-Handball/Golf Flo-Handball/Golf Teachers' institute South Gym/Out Beck-Lax/Ultimate Beck-Lax/Ultimate Beck-Lax/Ultimate Beck-Lax/Ultimate No School Cardio Room Coop-Cardio Coop-Cardio Coop-Cardio Coop-Cardio Dance/Class Oct. 12 Oct. 13 Oct. 14 Oct. 15 Oct. 16 North Gym Chan-Table Tennis Chan-Table Tennis Chan-Table Tennis Chan-Table Tennis Center Gym/Out Flo-Lax/Ultimate Flo-Lax/Ultimate Flo-Lax/Ultimate Flo-Lax/Ultimate Columbus Day South Gym/Out Coop-Handball/Golf Coop-Handball/Golf Coop-Handball/Golf Coop-Handball/Golf No School Cardio Room Beck-Cardio Beck-Cardio Beck-Cardio Beck-Cardio Dance/Class Oct. 19 Oct. 20 Oct. 21 Oct. 22 Oct. 23 North Gym (Monday Fitness) Beck-Table Tennis Beck-Table Tennis Beck-Table Tennis Beck-Table Tennis Center Gym/Out King Pin Coop-Handball/Golf Coop-Handball/Golf Coop-Handball/Golf Coop-Handball/Golf South Gym/Out Jump Rope Flo-Lax/Ultimate Flo-Lax/Ultimate Flo-Lax/Ultimate Flo-Lax/Ultimate Cardio Room Chan-Cardio Chan-Cardio Chan-Cardio Chan-Cardio Dance/Class Oct. 26 Oct. 27 Oct. 28 Oct. 29 Oct. 30 North Gym (Monday Fitness) Beck-Table Tennis Beck-Table Tennis Beck-Table Tennis Beck-Table Tennis Center Gym/Out Chan-Fl.Hock/Football Chan-Fl.Hock/Football Chan-Fl.Hock/Football Chan-Fl.Hock/Football 7-Minute Run South Gym/Out Coop-Fd.Hock/Football Coop-Fd.Hock/Football Coop-Fd.Hock/Football Coop-Fd.Hock/Football Cardio Room Flo-Cardio Flo-Cardio Flo-Cardio Flo-Cardio Dance/Class Nov. 2 Nov. 3 Nov. 4 Nov. 5 Nov. 6 North Gym/Out Flo-Soccer Flo-Soccer Flo-Soccer Flo-Soccer Conference Day Center Gym/Out Chan-Fd.Hock/Football Chan-Fd.Hock/Football Chan-Fd.Hock/Football Chan-Fd.Hock/Football No School South Gym/Out Coop-Fl.Hock/Football Coop-Fl.Hock/Football Coop-Fl.Hock/Football Coop-Fl.Hock/Football Cardio Room Beck-Cardio Beck-Cardio Beck-Cardio Beck-Cardio KW Meeting-AM Dance/Class ** Schedule is subjected to Change without Notice **

34 C.W. Washburne School Kinetic Wellness Calendar FINAL COPY 11/29/2009 Page 3 Of 9 Nov Monday Tuesday Wednesday Thursday Friday Nov.9 Nov.10 Nov.11 Nov.12 Nov.13 North Gym/Out Beck-Fd.Hock/Football Beck-Fd.Hock/Football Beck-Fl.Hock/Football Beck-Fl.Hock/Football Center Gym/Out Chan-SoccerFit Test Chan-SoccerFit Test Chan-SoccerFit Test Chan-SoccerFit Test South Gym/Out Pacer #2 Flo-Fl.Hock/Football Flo-Fl.Hock/Football Flo-Fl.Hock/Football Flo-Fl.Hock/Football Cardio Room Coop-Cardio Coop-Cardio Coop-Cardio Coop-Cardio Dance/Class Nov. 16 Nov. 17 Nov. 18 Nov. 19 Nov. 20 North Gym Becker-Fl.Hock/Football Beck-Fd.Hock/Football Beck-Fd.Hock/Football Beck-Fd.Hock/Football Center Gym Fitness Testing Coop-SoccerFit Test Coop-SoccerFit Test Coop-SoccerFit Test Coop-SoccerFit Test South Gym Flo-Fl.Hock/Football Flo-Fd.Hock/Football Flo-Fd.Hock/Football Flo-Fd.Hock/Football Cardio Room Chan-Cardio Chan-Cardio Chan-Cardio Chan-Cardio Dance/Class IAHPERD Convention Nov. 23 Nov. 24 Nov. 25 Nov. 26 Nov. 27 North Gym Fitness Testing Fitness Testing Center Gym Make-Up Make-Up Thanksgiving Break South Gym Cardio Room C.P.R. Training After School Trimester Ends ** Schedule is subjected to Change without Notice **

35 C.W. Washburne School Kinetic Wellness Calendar FINAL COPY 11/29/2009 Page 4 Of 9 Dec Monday Tuesday Wednesday Thursday Friday Nov. 30 Dec. 1 Dec. 2 Dec. 3 Dec. 4 North Gym Beck-H.F.A. Beck-H.F.A. Beck-H.F.A. Beck-H.F.A. Center Gym Chan-Vball Chan-Vball Chan-Vball Chan-Vball South Gym Monday Fitness Flo/Braid-Bball Flo/Braid-Bball Flo/Braid-Bball Flo/Braid-Bball Cardio Room Coop-Res/HR Coop-Res/HR Coop-Res/HR Coop-Res/HR Dance/Class Dec. 7 Dec. 8 Dec. 9 Dec. 10 Dec. 11 North Gym Coop-Speedball Coop-Speedball Coop-Speedball Coop-Speedball Center Gym Chan-Vball Chan-Vball Chan-Vball Chan-Vball South Gym Flo/Braid-Bball Flo/Braid-Bball Flo/Braid-Bball Flo/Braid-Bball Cardio Room Beck-Res/HR Beck-Res/HR Beck-Res/HR Beck-Res/HR Dance/Class Coop-Wellness/Project Chan-Wellness/Project Beck-Wellness/Project Flo/Braid-Well/Project Dec. 14 Dec. 15 Dec. 16 Dec. 17 Dec. 18 North Gym Chan-H.F.A. Chan-H.F.A. Chan-H.F.A. Chan-H.F.A. Center Gym Beck-Speed Beck-Speed Beck-Speed Beck-Speed South Gym Coop-Bball Coop-Bball Coop-Bball Coop-Bball Cardio Room Flo/Braid-Res/HR Flo/Braid-Res/HR Flo/Braid-Res/HR Flo/Braid-Res/HR Dance/Class Coop-Wellness/Project Chan-Wellness/Project Beck-Wellness/Project Flo/Braid-Well/Project Dec. 21 Dec. 22 Dec. 23 Dec. 24 Dec. 25 Winter Break Winter Break Winter Break Winter Break Winter Break Dec. 28 Dec. 29 Dec. 30 Dec. 31 Jan. 1 Winter Break Winter Break Winter Break Winter Break Winter Break H.F.A. = High Functioning Activities Bowl/Arch = Bowling/Archery ** Schedule is subjected to Change without Notice **

36 C.W. Washburne School Kinetic Wellness Calendar FINAL COPY 11/29/2009 Page 5 Of 9 Jan Monday Tuesday Wednesday Thursday Friday Jan. 4 Jan. 5 Jan. 6 Jan. 7 Jan. 8 North Gym Flo-Bowl/Arch Flo-Bowl/Arch Flo-Bowl/Arch Flo-Bowl/Arch Center Gym Beck-Vball Beck-Vball Beck-Vball Beck-Vball South Gym Coop-Bball Coop-Bball Coop-Bball Coop-Bball Cardio Room Chan-Res/HR Chan-Res/HR Chan-Res/HR Chan-Res/HR Dance/Class Coop-Wellness/Project Chan-Wellness/Project Beck-Wellness/Project Flo-Wellness/Project Jan. 11 Jan. 12 Jan. 13 Jan. 14 Jan. 15 North Gym Flo-Bowl/Arch Flo-Bowl/Arch Flo-Bowl/Arch Flo-Bowl/Arch Center Gym Beck-Vball Beck-Vball Beck-Vball Beck-Vball South Gym Chan-Bball Chan-Bball Chan-Bball Chan-Bball Cardio Room Coop-Res/HR Coop-Res/HR Coop-Res/HR Coop-Res/HR Dance/Class Coop-Wellness/Project Chan-Wellness/Project Beck-Wellness/Project Flo-Wellness/Project Jan. 18 Jan. 19 Jan. 20 Jan. 21 Jan. 22 North Gym Center Gym NO SCHOOL South Gym MLK Day ROLLER SKATING - ALL GYMS Cardio Room Dance/Class Jan. 25 Jan. 26 Jan. 27 Jan. 28 Jan. 29 North Gym Flo-H.F.A. Flo-H.F.A. Flo-H.F.A. Flo-H.F.A. Center Gym Coop-Vball Coop-Vball Coop-Vball Coop-Vball South Gym Chan-Bball Chan-Bball Chan-Bball Chan-Bball Cardio Room Beck-Res/HR Beck-Res/HR Beck-Res/HR Beck-Res/HR Dance/Class Coop-Claire/Project Chan-Claire/Project Beck-Claire/Project Flo-Claire/Project Feb. 1 Feb. 2 Feb. 3 Feb. 4 Feb. 5 North Gym Chan-Bowl/Arch Chan-Bowl/Arch Chan-Bowl/Arch Chan-Bowl/Arch Center Gym Coop-Vball Coop-Vball Coop-Vball Coop-Vball South Gym Beck-Bball Beck-Bball Beck-Bball Beck-Bball Cardio Room Flo-Res/HR Flo-Res/HR Flo-Res/HR Flo-Res/HR Dance/Class Coop-Claire/Project Chan-Claire/Project Beck-Claire/Project Flo-Claire/Project ** Schedule is subjected to Change without Notice **

37 C.W. Washburne School Kinetic Wellness Calendar FINAL COPY 11/29/2009 Page 6 Of 9 Feb/Mar 2010 Monday Tuesday Wednesday Thursday Friday Feb. 8 Feb. 9 Feb. 10 Feb. 11 Feb. 12 North Gym Chan-Bowl/Arch Chan-Bowl/Arch Coop-Dance Chan-Bowl/Arch Chan-Bowl/Arch Center Gym Flo-Vball Flo-Vball Flo-Vball Flo-Vball Coop-Dance South Gym Beck-Bball Beck-Bball Beck-Bball Coop-Dance Beck-Bball Cardio Room Dance/Class Coop-Dance Coop-Claire/Project Chan-Claire/Project Beck-Claire/Project Flo-Claire/Project Feb. 15 Feb. 16 Feb. 17 Feb. 18 Feb. 19 North Gym Coop-Bowl/Arch Coop-Bowl/Arch Coop-Bowl/Arch Center Gym NO SCHOOL Flo-Vball Flo-Vball Flo-Vball South Gym Presidents' Day Beck-Teach Choice Beck-Teach Choice Beck-Teach Choice Cardio Room Chan-Res/HR Chan-Res/HR Chan-Res/HR Dance/Class Coop-Claire/Project Chan-Claire/Project Beck-Claire/Project Flo-Claire/Project Feb. 22 Feb. 23 Feb. 24 Feb. 25 Feb. 26 North Gym Coop-Bowl/Arch Coop-Bowl/Arch Coop-Bowl/Arch Coop-Bowl/Arch Coop-Bowl/Arch Center Gym Chan-Speed Chan-Speed Chan-Speed Chan-Speed Chan-Speed South Gym Flo-Speed Flo-Speed Flo-Speed Flo-Speed Flo-Speed Cardio Room Dance/Class Beck-Dance Beck-Dance Beck-Dance Beck-Dance Beck-Dance ISAT Testing Mar. 1 Mar. 2 Mar. 3 Mar. 4 Mar. 5 North Gym Beck-Bowl/Arch Beck-Bowl/Arch Beck-Bowl/Arch Beck-Bowl/Arch Beck-Bowl/Arch Center Gym Chan-Teach Choice Chan-Teach Choice Chan-Teach Choice Chan-Teach Choice Chan-Teach Choice South Gym Coop-H.F.A. Coop-H.F.A. Coop-H.F.A. Coop-H.F.A. Coop-H.F.A. Cardio Room Dance/Class Flo-Dance Flo-Dance Flo-Dance Flo-Dance Flo-Dance Mar. 8 Mar. 9 Mar. 10 Mar. 11 Mar. 12 North Gym Beck-Bowl/Arch Beck-Bowl/Arch Beck-Bowl/Arch Center Gym Flo-Teach Choice Flo-Teach Choice Flo-Teach Choice NO SCHOOL NO SCHOOL South Gym Coop-Teach Choice Coop-Teach Choice Coop-Teach Choice Conference Period Cardio Room Trimester Ends Dance/Class Chan-Dance Chan-Dance Chan-Dance ** Schedule is subjected to Change without Notice ** Conference Period