HPS Scope & Sequence K-8 Grade Level Essential Skills Created: August 2009 Last Revision: June 2010

Transcription

1 Grade Level: 8 th Grade Subject: HPS Scope & Sequence K-8 Grade Level Essential Skills Created: August 29 Last Revision: June 21 Howell Public Schools (HPS), like many of our fellow Michigan districts, has studied the wk of Dr. Robert Marzano and other educational consultants. In his book What Wks in Schools: Translating Research into Action, Marzano points to the necessity of school districts having a guaranteed and viable curriculum. Marzano stresses the imptance of everyone in the school community understanding what skills will be taught f mastery at each grade level, and then guaranteeing that happens. Using this research, our district has undertaken the task of creating an aligned curriculum that prepares students to successfully meet the academic rigs of Michigan s Grade Level Content Expectations (GLCEs). During the 28-9 school year small groups of teachers wked under the guidance of curriculum consultants and HPS administrats to study the ce content curriculums of English, math, science and social studies. Through professional development effts, these groups learned to identify subsets of fundamental, non-negotiable content expectations that require a higher degree of mastery than the other expectations within the content area. HPS has chosen to call these fundamental, non-negotiable content expectations f each grade level subject Essential Skills. Teacher groups then assigned a recommended number of lessons, per quarter, needed to successfully teach each GLCE, thus securing the curriculum as viable., a researched component to unifm student achievement, was identified by quarter (nine-week sessions). Examples of fmative assessments were provided f each expectation, with the creation of unifm summative assessments to follow the final approval of this document. Upon completion of draft essential skills f each subject, the teacher groups used suppting MDE documents to align their chosen skills hizontally f grades kindergarten through eight. The essential skills found within this document were then piloted in the school year, with our teaching staff providing on-going feedback on the document during this pilot. At the conclusion of each semester the iginal teacher groups re-assembled under the guidance of educational consultants and HPS administration to review the edit suggestions. These steps culminated in revisions and a secure document that will remain fluid. It should be noted that as a subset of Michigan s Grade Level Content Expectations, the overall number of expectations identified as essential skills is smaller than the total articulated within the State s course expectation documents. This is the intentional result of a process that asked teacher leaders to identify fundamental content expectations that require a higher degree of mastery than others included within the discipline. Expectations that were not considered fundamental to the success of all students are not included in this document, but may be found on the MDE web site at

2 GLCE Language Examples of Fmative Sub-categy Strand Strand 1 - M Mot Skills and Movement Patterns Students will demonstrate competence in mot skills (e.g. throwing, catching, kicking, running, dribbling etc (3 3-week units) observation, Daily discussions/written overhand throw,underhand throw/dribble/passing MC Movement Concepts (e.g. Kicking, throwing) week units M.MC.8.1 Space Awareness week units Surrounding demonstrate selected space awareness movement concepts with mature fm of nonlocomot, locomot, and selected manipulative skills (e.g., roll, underhand throw, overhead throw) in modified, dynamic settings. self-explanaty MS Mot Skills Throwing/Catching etc week units Practice skills M.MS.8.4 M.MS.8.5 M.MS.8.6 Manipulative week units demonstrate selected elements of the mature fm of the manipulative skills of catch, kick, foot dribble, and strike with hand and implements in controlled settings. demonstrate selected elements of the mature fm of the manipulative skills of chest pass, bounce pass, hand dribble, volley, and punt in isolated settings. perfm a four-element movement sequence (e.g., simple rhythmic, aerobic, tumbling activities) in controlled settings. self-explanaty Hand eye codination self-explanaty Eye/foot codination TG Target Games Badminton/Pickle Ball week units

3 GLCE Language Examples of Fmative M.TG.8.1 demonstrate strategies f tactical problems, such as accuracy in distance and direction (e.g., reducing number of shots/strokes, implement selection, set up routine/starting position) during modified, unopposed target self-explanaty Eye hand codination IG games. Invasion Games Speedball/Team Handball week units demonstrate selected off-the-ball tactical movements (e.g., maintaining possession, attacking goal, creating space), preventing M.IG.8.1 scing (e.g., defending space, defending Self-explanaty/person to person defense Person to person defense M.IG.8.2 goal), and starting/restarting play during modified invasion games (e.g., small-sided games, such as 3 vs. 3). demonstrate selected on-the-ball tactical movements of scing (e.g., passing, receiving, shooting, attacking the goal, creating space), preventing scing (e.g., defending space, defending goal, winning the object), and starting/restarting game play (e.g., to initiate play from sideline) during modified invasion games (e.g., small-sided games, self-explanaty NG such as 3 vs. 3). Net / Wall Games Volleyball/ week units demonstrate selected solutions to tactical problems, including off-the-object problems of scing (e.g., maintaining a rally, setting up to M.NG.8.1 attack, winning the point) and preventing scing (e.g., defending space, defending against attack) during modified net/wall games (e.g., small-sided games, such as 1 vs. 1 to 3 vs. 3). self-explanaty/rally scing volley back and fth

4 GLCE Language Examples of Fmative M.NG.8.2 demonstrate selected elements of tactical problems, including on-the-object movements of scing (e.g., maintaining a rally, setting up to attack, winning the point) and preventing self-explanaty SG scing (e.g., defending space, defending against attack) during modified net/wall games (e.g., small-sided games, such as 1 vs. 1 to 3 vs. 3). Striking / Fielding Games Softball/Soccer week units M.SG.8.1 Strand 2 - K demonstrate selected use of infield tactical problems, including scing and staying in (e.g., getting on base, moving the runner, advancing to the next base, defending object, scing runs), preventing scing (e.g., defending space, defending bases, defending space as a team, getting batter out, restricting run scing), and communicating/umpiring during modified striking/fielding games (e.g., strike a stationary/moving object, 5 vs. 5). Content Knowledge Softball Base running Students will incpate skills learned into game-like situations (3 3-week units) FB Feedback self-explanaty week units K.FB.8.1 describe how internal (pri knowledge) and external feedback improves mot skills and movement patterns, fitness, and physical activities in controlled settings. MC Movement Concepts week units observation/student discussion/written/personal Fitness Projects cardiovascular endurance/muscular endurance/muscular strength/flexibility

5 GLCE Language Examples of Fmative K.MC.8.15 apply knowledge of movement concepts while perfming non-locomot, locomot, and manipulative skills during participation in target, net/wall, invasion, and striking/fielding modified games and outdo activities in pri knowledge MS controlled settings. Mot Skills week units K.MS.8.5 apply knowledge of movement concepts and skills to design (plan) a four-element movement sequence (e.g., simple rhythmic aerobic activities) in controlled settings. OP Outdo Pursuits K.OP.8.1 apply knowledge of selected elements of the seven principles of Leave No Trace (Teen version) in controlled settings. K.OP.8.3 distinguish between the function of equipment associated with selected outdo pursuits. K.OP.8.4 apply knowledge of safety features of outdo pursuits in controlled settings. K.OP.8.5 identify selected elements of decision-making skills related to engaging in outdo pursuits. K.OP.8.6 identify governmental, non-profit, and/ private areas used f outdo pursuits. K.OP.8.7 distinguish between appropriate and inappropriate resource-related behavis in TG selected outdo pursuits in controlled settings. Target Games Badminton/Pickle Ball week units K.TG.8.1 describe selected elements of tactical problems, such as accuracy in distance and direction (e.g., reducing number of shots/strokes, implement selection, set up routine/starting position) during modified, 1 vs. 1, unopposed target games. Self-explanaty

6 GLCE Language Examples of Fmative IG Invasion Games Basketball/Ultimate Frisbb week units K.IG.8.1 describe selected elements of tactical problems, including off-the-ball movements (e.g., maintaining possession, attacking goal, creating space), preventing scing (e.g., defending space, defending goal), and starting/restarting play during modified invasion games (e.g., small-sided games, such as 3 vs. 3). identify selected elements of tactical problems, including on-the-ball movements of scing (e.g., passing, receiving, shooting, attacking the goal, creating space), preventing self-explanaty K.IG.8.2 scing (e.g., defending space, defending goal, winning the object), and self-explanaty starting/restarting game play (e.g., to initiate play from sideline) during modified invasion games (e.g., small-sided games, such as 3 vs. 3). NG Net / Wall Games Volleyball/Pickleball Best Efft K.NG.8.1 distinguish among selected elements of tactical problems, including off-the-object problems of scing (e.g., maintaining a rally, setting up to attack, winning the point) and preventing scing (e.g., defending space, defending against attack) during modified net/wall games (e.g., small-sided games, such as 1 vs. 1 to 3 vs. 3). Self-explanaty

7 GLCE Language Examples of Fmative K.NG.8.2 distinguish among selected elements of tactical problems, including on-the-object movements of scing (e.g., maintaining a rally, setting up to attack, winning the point) self-explanaty SG and preventing scing (e.g., defending space, defending against attack) during modified net/wall games (e.g., small-sided games, such as 1 vs. 1 to 3 vs. 3). Striking / Fielding Games Softball/Kickball Best efft K.SG.8.1 PA K.PA.8.1 HR K.HR.8.2 describe selected elements of infield tactical problems, including scing and staying in (e.g., getting on base, moving the runner, advancing to next base, defending object, scing runs), preventing scing (e.g., defending space, defending bases, defending space as a team, getting batter out, restricting run scing), and communicating/umpiring during modified striking/fielding games (e.g., strike a stationary/moving object, 5 vs. 5). Participation Inside/Outside of Physical Education compare and contrast physical activities f intensity and skill level. Health-Related Fitness use the criterion-referenced cardiespiraty health-related fitness standards f age and gender (e.g., PACER, Step Test, One-Mile Run, Walk Test, Handcycle Test). self-explanaty self-explanaty Standards based testing/ Grade based on personal improvement Mile Run 6 days 1 day Pre and Post Physical Fitness Test/Graded on Personal improvement. Extra points f reaching standards Pre and Post Physical Fitness Test E.P.E.C/Best Efft Best Efft

8 GLCE Language Examples of Fmative K.HR.8.3 K.HR.8.4 K.HR.8.5 K.HR.8.6 K.HR.8.7 K.HR.8.8 use the criterion-referenced muscular strength and endurance health-related fitness Pre and Post Physical Fitness standards f age and gender (e.g., Curl-up, Push-ups/Pull-ups/Flexed Arm Hang 1 day Test Best Efft Push-up, Pull-up, Modified Pull-up, Flexed Arm use the Hang). criterion-referenced flexibility healthrelated fitness standards f age and gender Sit and Reach 1 day Pre and Post Physical Fitness Test (e.g., Backsaver Sit and Reach, Shoulder Best Efft Stretch). use the criterion-referenced body composition health-related fitness standards f age and gender (e.g., Skinfold Measurement, Body Mass Index, Hydrostatic Weighing). identify a plan f improving maintaining health-related fitness status with assistance from the teacher. understand how to self-assess health-related fitness status f muscular strength and endurance, flexibility, and body composition with teacher guidance. understand how to identify the principles of training (frequency, intensity, type, time, overload, specificity). AN Physical Activity and Nutrition Everyday Participation K.AN.8.1 discuss the effects of physical activity and nutrition on the body (e.g., food as fuel; helps build and maintain bones, muscles, and joints; reduces feelings of depression and anxiety; reduces risk of some chronic diseases; provides nutrients vital f health and maintenance of body; reduces the risk of low bone mass). EPEC material days (3 3- week units) Goal setting/e.p.e.c

9 GLCE Language Examples of Fmative K.AN.8.2 use the physiological indicats associated with moderate to vigous physical activity to monit and/ adjust participation/efft (e.g., palpating pulse, using pedometers, and/ heart rate monits to train in target heart rate zones) with internal external feedback. EPEC material PS Personal / Social Behavis Expected Best Efft K.PS.8.1 K.PS.8.2 explain the key behavis which exemplify each of the personal/social character traits of responsibility, best efft, cooperation, and compassion in controlled settings. explain the key behavis which exemplify each of the personal/social character traits of constructive competition, initiative, and leadership in controlled settings. self-explanaty self-explanaty RP Regular Participation Daily Participation Daily Participation Grade Encouragement K.RP.8.1 K.RP.8.2 choose to participate in activities that are personally challenging in controlled settings. explain why to choose to participate in physical activity, regularly, outside of physical education f personal enjoyment and benefit in controlled settings. Extra-curricular activity SB Social Benefits Respect /teamwk K.SB.8.1 use physical activity as a positive opptunity f social interaction in controlled settings. self-explanaty ID Individual Differences Respect differences K.ID.8.1 choose to participate with students of varying skill and fitness levels in dynamic settings. self-explanaty acceptance

10 GLCE Language Examples of Fmative K.ID.8.2 K.ID.8.3 understand differences between idealized body images and elite perfmances ptrayed Self-explanaty by the media and personal characteristics and skills. choose to participate in activities that allow f self-explanaty self-expression in controlled settings. acceptance acceptance FE Feelings acceptance K.FE.8.1 identify indicats of enjoyment f the aesthetic and creative aspects of skilled perfmance. Strand 3 - A Fitness and Physical Activity Best Efft/ Everyday participation PE Participation During Daily Participation A.PE.8.1 PA participate in physical activities that are vigous in intensity level (i.e., a minimum of 6% of class time sustaining a minimum of 7% of target heart rate) in physical education while expling a wide variety of target, net/wall, invasion, striking/fielding/running games, rhythmic activities, outdo pursuits, aquatics, and fitness-related activities inside physical education. Participation Outside of encouragement A.PA.8.1 accumulate time in physical activities that are moderate to vigous in intensity level (i.e., a minimum of 6 minutes per day f 7 days a week while maintaining 7% of target heart rate) while participating primarily in physical self-explanaty activities that focus on combining locomot and manipulative skills and applying strategies in modified game play outside of physical education. HR Health-Related Fitness Daily encouragment f personal improvement (3 3-week units) 45 (3 3-week units) Observation/ Daily grading on participation Pre and Post Physical Fitness Test E.P.E.C/Best Efft

11 GLCE Language Examples of Fmative A.HR.7.2 A.HR.8.3 A.HR.8.4 A.HR.8.5 A.HR.8.6 A.HR.8.7 A.HR.8.8 meet the criterion-referenced cardiespiraty health-related fitness standards f age and Mile Run gender (e.g., PACER, Step Test, One-Mile Run, Walk Test, Handcycle Test). meet the criterion-referenced muscular strength and endurance health-related fitness standards f age and gender (e.g., Curl-up, Push-ups/Pull-ups/Flexed Arm Hang Push-up, Pull-up, Modified Pull-up, Flexed Arm meet Hang). the criterion-referenced flexibility healthrelated fitness standards f age and gender Sit and Reach (e.g., Backsaver Sit and Reach, Shoulder Stretch). meet the criterion-referenced body composition health-related fitness standards f age and gender (e.g., Skinfold Measurement, Body Mass Index, Hydrostatic Weighing). identify a plan f improving maintaining health-related fitness status with assistance from the teacher. self-assess health-related fitness status f muscular strength and endurance, flexibility, and body composition with teacher guidance. identify the principles of training (frequency, intensity, type, time, overload, specificity). EPEC material AN Physical Activity and Nutrition Personal Fitness Project apply the effects of physical activity and nutrition on the body (e.g., food as fuel; helps build and maintain bones, muscles, and joints; A.AN.8.1 reduces feelings of depression and anxiety; reduces risk of some chronic diseases; provides nutrients vital f health and maintenance of body; reduces the risk of low bone mass). self-explanaty

12 GLCE Language Examples of Fmative A.AN.8.4 Strand 4 - B apply the physiological indicats associated with moderate to vigous physical activity to monit and/ adjust participation/efft (e.g., palpating pulse, using pedometers, and/ heart rate monits to train in target heart rate zones) with internal external feedback. Personal / Social Behavis and Values self-explanaty Students wking together to achieve the same goal (3 3-week units) Observation FB Feedback Observation B.FB.8.1 describe how internal (pri knowledge) and external feedback can be used to improve mot skills and movement patterns, fitness, and physical activities in controlled settings. self-explanaty PS Personal / Social Behavis observation B.PS.8.1 B.PS.8.2 exhibit behavis which exemplify each of the personal/social character traits of responsibility, best efft, cooperation, and compassion in controlled settings. describe behavis which exemplify each of the personal/social character traits of constructive competition, initiative, and leadership in controlled settings. self-explanaty self-explanty. RP Regular Participation observation B.RP.8.1 choose to participate in activities that are personally challenging in controlled settings. self-eplanaty B.RP.8.2 choose to participate in physical activity, regularly, outside of physical education f personal enjoyment and benefit in controlled self-explanaty SB settings. Social Benefits observation Follow directions/best Efft/Cooperation

13 GLCE Language Examples of Fmative B.SB.8.1 recognize physical activity as a positive opptunity f social interaction in controlled settings. self-eplanty ID Individual Differences observation B.ID.8.1 B.ID.8.2 B.ID.8.3 choose to participate with students of varying skill and fitness levels in controlled settings. accept differences between idealized body images and elite perfmances ptrayed by the media and personal characteristics and skills in controlled settings. choose to participate in activities that allow f self-expression in controlled settings. self-explanty self-explanty self-explanaty FE Feelings observation identify indicats of enjoyment f B.FE.8.1 the aesthetic and creative aspects of skilled perfmance in controlled Teach to everyone/simplfy skill wk