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Harrison School District Curricular Documentation Harrison Middle School Physical Education Health & Wellness 2011-2012 Pam Jones Curriculum Coordinator

The following curricular documents reflect a collaborative effort by the teachers and administrators of the Harrison School District to meet the Arkansas Learning Standards: From the Arkansas Department of Education: Arkansas Learning Standards are defined in the Arkansas Curriculum Frameworks, which are discipline-based and clearly describe what students must know and be able to do in each academic content area. The rigorous academic content standards and the student learning expectations within each document provide the focus for instruction for each local school district, without rigidly prescribing every element of the local curriculum. Student demonstration of the standards and learning expectations within the Arkansas Curriculum Frameworks is the anchor for the entire education system, with instructional programs, state-level assessments, professional development, school improvement planning, teacher/administrator licensure, and accountability sharing the common goal of improved student learning and performance around these standards. 2

CURRICULUM MAP Harrison Middle School 2011-2012 Subject: Physical Education Health and Wellness Grade: 5 Goal: Revised: October 8, 2007 Time frame: August, September, October FRAMEWORKS CONTENT SKILLS The student will be able to. PEL.4.5.1 PEL.2.5.1 PEL.2.5.2 Responsible Decisions -time -rules -follow through Proper Attitudes -winning -losing -self-control -sportsmanship Respect for Skill Levels Intensity of Exercise -heart rate -breathing -perceived exertion -recovery rate FITT Principle (Cardio-Respiratory) -frequency -intensity -time -type *Make responsible decisions about using time, applying rules, and following through with decisions made (e.g., using time wisely, staying on task, staying in an appropriate area, deciding to walk away from an altercation, and avoiding conflict) *Understand proper attitudes toward winning and losing (e.g., self-control and sportsmanship) *Show respect for persons of similar and different skill levels (e.g., refrain from putdowns, encourage classmates) *Calculate the intensity of exercise (e.g., heart rate, breathing, perceived exertion, recovery rate) *Understand the FITT principle as it relates to cardio-respiratory: frequency, intensity, time, type Bi-Monthly PEL.1.5.4 Rhythm and Dance -square dances -line dances - cha-cha *Perform simple dances in time to music (e.g., square dances, line dances, cha-cha, etc.) 3

ACTIVITIES ASSESSMENTS RESOURCES Agility Drills Baseball Skills Basketball Skills Football Skills Throw and Catch Skills Volleyball Skills Bowling Skills Presidential Physical Fitness Test Taebo Obstacle Course Jump Rope Scooter Boards Hockey Skills Line Dance Cha Cha Dance Various Other Dances -teacher observation -peer observation -skills test -daily participation -citizenship -self-assessment -demonstration -performance -stop watch -weight scales -sit and reach board Taebo Video Presidential Physical Fitness Booklet Dance CD s Internet 4

CURRICULUM MAP Harrison Middle School 2011-2012 Subject: Physical Education Health and Wellness Grade: 5 Goal: Time frame: 2 nd quarter FRAMEWORKS CONTENT SKILLS The student will be able to. PEL2.5.6 PEL2.5.7 PEL2.5.12 PEL2.5.13 Bi-Monthly PEL.1.5.4 Muscular Strength Goals -short term -long term FITT Principle (Muscular Strength) -frequency -intensity -time -type Flexibility -stretching -muscle groups FITT principle (Flexibility) -frequency -intensity -time -type Rhythm and Dance -square dances -line dances - cha-cha *Identify short-term and long-term goals related to muscular strength (e.g., individual goals, test results) *Understand the FITT principle as it relates to muscular strength: frequency, intensity, time, type *Participate in exercises that can successfully build flexibility as a component of fitness *Apply safe practices of the FITT principle as it relates to flexibility: frequency, intensity, time, type *Perform simple dances in time to music (e.g., square dances, line dances, cha-cha, etc.) 5

CURRICULUM MAP Harrison Middle School 2011-2012 Subject: Physical Education Health and Wellness Grade: 5 Goal: Time frame: 3 rd quarter FRAMEWORKS CONTENT SKILLS The student will be able to. PEL3.5.1 PEL3.5.2 PEL3.5.3 PEL2.5.4 PEL.2.5.9 PEL.2.5.10 Health Benefits -physical -mental -emotional Sports and Recreation -competitive -lifetime sports Academic Integration -beat awareness -beat competency Body Composition -metabolic factors -heredity -caloric intake -caloric expenditure -life patterns -environment Muscular Endurance (Exercises) -high/low intensity FITT Principle (Muscular Endurance) -frequency -intensity -time -type *Recognize the physical, mental, emotional benefits of participating in regular physical activity: healthy heart, strong muscles, strong bones, healthy lungs, improved self-esteem, better sleep, sick less often, improved ability to focus and concentrate, healthy body composition (healthy weight) *Compare and contrast competitive and lifetime sports *Understand that beat awareness and beat competency enhance the internal dialogue for better silent reading *Identify metabolic factors contributing to body composition (e.g., heredity, caloric intake, caloric expenditure, life patterns, environment) *Participate in high-intensity and low-intensity exercises *Understand the FITT principle as it relates to muscular endurance: frequency, intensity, time, type Bi-Monthly PEL.1.5.4 Rhythm and Dance -square dances -line dances - cha-cha *Perform simple dances in time to music (e.g., square dances, line dances, cha-cha, etc.) 7

CURRICULUM MAP Harrison Middle School 2011-2012 Subject: Physical Education Health and Wellness Grade: 5 Goal: Time frame: 4 th quarter FRAMEWORKS CONTENT SKILLS The student will be able to. PEL.2.5.3 PEL.2.5.5 PEL.2.5.8 PEL.2.5.11 PEL.2.5.14 Bi-Monthly PEL.1.5.4 Nationally Recognized Assessments -cardio respiratory endurance -body composition -muscular strength -muscular endurance -flexibility Rhythm and Dance -square dances -line dances - cha-cha *Participate in a nationally recognized health-fitness assessment for the purpose of setting age-appropriate personal goals and improving levels of cardio-respiratory endurance (e.g., mile run, half-mile run, PACER, heart rate recovery, walk test, presidential fitness test); body composition (e.g., body mass index (BMI), body fat percentage, waist-hip ratio, skin fold assessment, presidential fitness test); muscular strength (e.g., push-ups, modified push-ups, pull-ups, bicep strength, grip strength, flexed arm hang, presidential fitness test); muscular endurance (e.g., curl-ups, grip endurance, push-ups, step-ups, presidential fitness test); flexibility (e.g., v-sit, back-save sit and reach, trunk lift, shoulder stretch, body rotation, presidential fitness test) *Perform simple dances in time to music (e.g., square dances, line dances, cha-cha, etc.) ONGOING PEL.1.5.1 PEL.1.5.2 PEL.1.5.5 PEL.1.5.6 PEL.4.5.3 Body Awareness -muscular and skeletal systems -proper lifting techniques Spatial Awareness Manipulative Skills -throwing -catching -dribbling (feet/hands) -kicking -striking -volleying Knowledge and Strategies -appropriate rules and plans Social behavior *Demonstrate and describe how the muscular and skeletal systems interact during movement activities (e.g., proper lifting techniques, throwing or catching activities, pin hockey, Frisbee, horseshoes) *Apply spatial awareness to lead-up game situations (e.g., area coverage in a variety of games such as 3 on 3 basketball) *Demonstrate mature motor-skills in lead-up game situations: throwing, catching, dribbling (feet), dribbling (hands), kicking, striking, volleying *Apply appropriate rules and plans to improve performance in individual, dual, team, and recreational sports and activities (e.g., volleyball, football, basketball) *Show respect for persons of similar and different skill levels (e.g. from put downs, encourage classmates) 9

CURRICULUM MAP Harrison Middle School 2011-2012 Subject: Physical Education Health and Wellness Grade: 5 Goal: Health and Wellness Time frame: May FRAMEWORKS CONTENT SKILLS The student will be able to. HW.5.5.2 HW.7.5.3 HW.8.5.1 HW.8.5.2 HW.8.5.3 HW.8.5.4 HW.10.5.1 HW.10.5.2 HW.10.5.3 HW.10.5.4 Human Growth and Development Community Health and Promotion Healthy Life Skills and Relationships Personal Health and Safety *Identify the basic physical, social and emotional changes that occur during life cycles *Discuss cultural beliefs about health behaviors and the use of health services *Identify verbal/nonverbal communication skills needed for a healthy relationship *Define abstinence as it relates to risky behaviors *Identify the different types of relationships; friendships, family, romantic *Identify inappropriate behaviors that show disrespect for others: Touching Language gestures Develop strategies and skills to demonstrate self respect, and responsibility *Identify and discuss influences on body image: Healthy body image Peer influence Family influence Media/advertising influence *Recognize the warning signs of depression and suicidal thoughts *Apply skills to prevent and control the spread of disease, including those that help promote cleanliness: Correct hand washing Regular bathing Washing clothes Hygiene products Oral hygiene HW.10.5.5 HW.10.5.6 HW.10.5.8 HW.10.5.10 Oral Health *Identify the process of tooth decay as it relates to nutritional habits *Recognize dental health as an important part of overall health *Identify the risks of oral piercing of oral health 11

HW.10.5.11 HW.11.5.1 HW.11.5.2 HW.11.5.3 HW.11.5.4 HW.11.5.5 Nutrition *Recognize appropriate procedures to respond to emergency situations, both life threatening and non-life threatening *Identify various behaviors that contribute to abuse, assault, harassment and bullying *Demonstrate how healthy snacks fit into a daily diet *Describe harmful eating habits: Overeating Under eating *Compare and explain how personal how personal choices relate to My Pyramid Guidelines (mypyramid.com) *Evaluate food intake patterns and their nutritional benefits and values *Compare nutrient information on a variety of food labels ACTIVITIES ASSESSMENTS RESOURCES Changes In Life Cycles Video CPR Demonstration Emergency Procedures Demonstration Hygiene Video My Pyramid Guidelines Puberty Video Demonstration My Pyramid Guidelines Teacher Observation Changes In Life Cycles Video Hygiene Video My Pyramid (www.mypyramid.com) Puberty Video School Nurse 12

5 th Grade Health Frameworks The 5 th grade science teachers utilize a variety of the health frameworks with the students through carefully constructed units. Their programs/activities encompass the following PE/Health frameworks: HW.5.5.1 HW.6.5.1 HW.6.5.2 HW.6.5.3 HW.6.5.4 HW.6.5.5 HW.7.5.1 HW.7.5.2 HW.9.5.1 HW.9.5.2 HW.9.5.3 HW.9.5.4 HW.9.5.5 HW.9.5.6 HW.9.5.7 HW.9.5.8 HW.9.5.9 HW.9.5.10 HW.9.5.11 HW.9.5.12 HW.10.5.7 HW.10.5.9 HW.10.5.12 13

CURRICULUM MAP Harrison Middle School 2011-2012 Subject: Physical Education Health and Wellness Grade: 6 Goal: Revised: October 8, 2007 Time frame: August, September, October FRAMEWORKS CONTENT SKILLS The student will be able to. PEL4.6.1 PEL4.6.2 PEL.2.6.1 PEL.2.6.2 PEL.1.6.3 Bi-Monthly PEL.1.6.4 Personal Behavior -physical dangers -environmental dangers Social Behavior -winning -losing Cardio-Respiratory Endurance -heart rate FITT Principle (Cardio-Respiratory Endurance) -frequency -intensity -time -type Balance and Weight Bearing Activities -sequences-perceived exertion -recovery rate FITT Principle (Cardio-Respiratory) -frequency -intensity -time -type Rhythm and Dance -square dances -line dances - cha-cha *Understand the physical and environmental dangers associated with decisions made during different physical activities (e.g., standing too close to the batter, and terrain awareness) *Keep the importance of winning and losing in perspective with other established goals and participation *Understand that heart rate is directly proportional to the intensity of activity *Apply safe practices of the FITT principle as it relates to cardio-respiratory endurance: frequency, intensity, time, type *Develop and refine the sequences of rolling, balance, and weight transfer demonstrating smooth transition (e.g., gymnastic sequences, warm-ups, aerobic dance) *Appraise and perform a variety of social and/or multi-cultural dances (e.g., simple folks dances, square dances, line dances, waltzes, etc.) 14

ONGOING PEL.1.6.1 PEL.1.6.2 PEL.1.6.5 PEL.1.6.6 Body Awareness -musculoskeletal techniques -movement forms Spatial Awareness -individual sports -dual sports -team sports -lifetime sports Manipulative Skills -movement -motor skills Knowledge and Strategies -rules -competition *Analyze and differentiate basic musculoskeletal techniques necessary to participate in selected movement forms (e.g., correct musculoskeletal errors while performing stretching, yoga, modified weightlifting, Tae-bo, jump rope, etc.) *Examine spatial awareness when performing two or more elements of individual, dual, team, and lifetime sports (e.g., appropriate spacing during activities such as flag football, soccer, basketball) *Use developed movement and motor skills to perform the following: individual activities, dual activities, team activities, and recreational activities *Implement necessary rules and strategies for competition in individual, dual, team, and recreational sports and activities ACTIVITIES ASSESSMENTS RESOURCES Agility Drills Baseball Skills Basketball Skills Football Skills Throw and Catch Skills Volleyball Skills Bowling Skills Presidential Physical Fitness Test Taebo Obstacle Course Jump Rope Scooter Boards Hockey Skills Line Dance Cha Cha Dance Various Other Dances -teacher observation -peer observation -skills test -daily participation -citizenship -self-assessment -demonstration -performance -stop watch -weight scales -sit and reach board Taebo Video Presidential Physical Fitness Booklet Dance CD s Internet 15

CURRICULUM MAP Harrison Middle School 2011-2012 Subject: Physical Education Health and Wellness Grade: 6 GOAL: Time Frame: 2 nd quarter FRAMEWORKS CONTENT SKILLS The student will be able to. PEL.2.6.6 PEL2.6.7 PEL2.6.12 PEL2.6.13 Bi-Monthly PEL.1.6.4 Muscular Strength Goals -short term -long term FITT Principle (Muscular Strength) -frequency -intensity -time -type Flexibility -exercises FITT Principle (Flexibility) -frequency -intensity -time -type Rhythm and Dance -square dances -line dances - cha-cha *Explore muscular strength building activities guided by the teacher (e.g., lungs, wall sits, resistance bands) *Apply safe practices of the FITT principle as it relates to muscular strength: frequency, intensity, time, type *Participate in exercises that can successfully build flexibility as a component of fitness *Apply safe practices of the FITT principle as it relates to flexibility: frequency, intensity, time, type *Appraise and perform a variety of social and/or multi-cultural dances (e.g., simple folks dances, square dances, line dances, waltzes, etc.) ONGOING PEL.1.6.1 PEL.1.6.2 PEL.1.6.5 Body Awareness -musculoskeletal techniques -movement forms *Analyze and differentiate basic musculoskeletal techniques necessary to participate in selected movement forms (e.g., correct musculoskeletal errors while performing stretching, yoga, modified weightlifting, Tae-bo, jump rope, etc.) 16

PEL.1.6.6 Spatial Awareness -individual sports -dual sports -team sports -lifetime sports Manipulative Skills -movement -motor skills Knowledge and Strategies -rules -competition *Examine spatial awareness when performing two or more elements of individual, dual, team, and lifetime sports (e.g., appropriate spacing during activities such as flag football, soccer, basketball) *Use developed movement and motor skills to perform the following: individual activities, dual activities, team activities, and recreational activities *Implement necessary rules and strategies for competition in individual, dual, team, and recreational sports and activities RESOURCES ACTIVTIES ASSESSMENTS Agility Drills Baseball Skills Basketball Skills Football Skills Throw and Catch Skills Volleyball Skills Bowling Skills Presidential Physical Fitness Test Taebo Obstacle Course Jump Rope Scooter Boards Hockey Skills Line Dance Cha Cha Dance Various Other Dances -teacher observation -peer observation -skills test -daily participation -citizenship -self-assessment -demonstration -performance -stop watch -weight scales -sit and reach board Taebo Video Presidential Physical Fitness Booklet Dance CD s Internet 17

CURRICULUM MAP Harrison Middle School 2011-2012 Subject: Physical Education Health and Wellness Grade: 6 GOAL: Time Frame: 3 rd quarter FRAMEWORKS CONTENT SKILLS PEL3.6.1 The student will be able to. PEL3.6.2 PEL3.6.3 Health Benefits -fitness -heart rate -body fat percentage Sports and Recreation -community activities Academic Integration -movement -cognition *Compare and contrast various levels of health related fitness (e.g., low resting heart rate vs. high resting heart rate, high body fat percentage vs. low body fat percentage, strong bones vs. osteoporosis) *Explore recreational activities in the community that meet the needs of various skill levels and interests *Understand that movement facilitates cognition PEL2.6.4 Bi-Monthly PEL.1.6.4 Body Composition -caloric intake -caloric expenditure Rhythm and Dance -square dances -line dances - cha-cha *Compare caloric intake versus caloric expenditure to promote a proper level of fitness (e.g., daily food log, caloric intake calculator, caloric expenditure calculator) *Perform simple dances in time to music (e.g., square dances, line dances, cha-cha, etc.) ONGOING PEL.1.6.1 PEL.1.6.2 PEL.1.6.5 PEL.1.6.6 Body Awareness -musculoskeletal techniques -movement forms Spatial Awareness -individual sports -dual sports -team sports -lifetime sports Manipulative Skills -movement -motor skills Knowledge and Strategies -rules -competition *Analyze and differentiate basic musculoskeletal techniques necessary to participate in selected movement forms (e.g., correct musculoskeletal errors while performing stretching, yoga, modified weightlifting, Tae-bo, jump rope, etc.) *Examine spatial awareness when performing two or more elements of individual, dual, team, and lifetime sports (e.g., appropriate spacing during activities such as flag football, soccer, basketball) *Use developed movement and motor skills to perform the following: individual activities, dual activities, team activities, and recreational activities *Implement necessary rules and strategies for competition in individual, dual, team, and recreational sports and activities 18

RESOURCES ACTIVTIES ASSESSMENTS Agility Drills Baseball Skills Basketball Skills Football Skills Throw and Catch Skills Volleyball Skills Bowling Skills Presidential Physical Fitness Test Taebo Obstacle Course Jump Rope Scooter Boards Hockey Skills Line Dance Cha Cha Dance Various Other Dances -teacher observation -peer observation -skills test -daily participation -citizenship -self-assessment -demonstration -performance -stop watch -weight scales -sit and reach board Taebo Video Presidential Physical Fitness Booklet Dance CD s Internet 19

CURRICULUM MAP Harrison Middle School 2011-2012 Subject: Physical Education Health and Wellness Grade: 6 Goal: Time Frame: 4 th Quarter FRAMEWORKS CONTENT SKILLS PEL.2.6.9 FITT Principle (Muscular Endurance) The student will be able to. -frequency -intensity *Evaluate benefits that result from muscular endurance -time *Apply safe practices of the FITT principle as it relates to muscular endurance: -type frequency, intensity, time, type PEL.2.6.3 PEL.2.6.5 PEL.2.6.8 PEL.2.6.11 PEL.2.6.14 Bi-Monthly PEL.1.5.4 Nationally Recognized Assessments -cardio respiratory endurance -body composition -muscular strength -muscular endurance -flexibility Rhythm and Dance -square dances -line dances - cha-cha *Participate in a nationally recognized health-fitness assessment for the purpose of setting age-appropriate personal goals and improving levels of cardio-respiratory endurance (e.g., mile run, half-mile run, PACER, heart rate recovery, walk test, presidential fitness test); body composition (e.g., body mass index (BMI), body fat percentage, waist-hip ratio, skin fold assessment, presidential fitness test); muscular strength (e.g., push-ups, modified push-ups, pull-ups, bicep strength, grip strength, flexed arm hang, presidential fitness test); muscular endurance (e.g., curl-ups, grip endurance, push-ups, step-ups, presidential fitness test); flexibility (e.g., v-sit, back-save sit and reach, trunk lift, shoulder stretch, body rotation, presidential fitness test) *Perform simple dances in time to music (e.g., square dances, line dances, cha-cha, etc.) ONGOING PEL.1.6.1 PEL.1.6.2 PEL.1.6.5 PEL.1.6.6 Body Awareness -muscular and skeletal systems -proper lifting techniques Spatial Awareness Manipulative Skills -throwing -catching -dribbling (feet/hands) -kicking -striking -volleying Knowledge and Strategies -appropriate rules and plans *Analyze and differentiate basic musculoskeletal techniques necessary to participate in selected movement forms (e.g., correct musculoskeletal errors while performing stretching, yoga, modified weightlifting, Tae-bo, jump rope, etc.) *Examine spatial awareness when performing two or more elements of individual, dual, team, and lifetime sports (e.g., appropriate spacing during activities such as flag football, soccer, basketball) *Use developed movement and motor skills to perform the following: individual activities, dual activities, team activities, and recreational activities *Implement necessary rules and strategies for competition in individual, dual, team, and recreational sports and activities 20

CURRICULUM MAP Harrison Middle School 2011-2012 Subject: Physical Education Health and Wellness Grade: 6 Goal: Health and Wellness Time Frame: May FRAMEWORKS CONTENT SKILLS The student will be able to. HW.5.6.2 HW.6.6.1 HW.6.6.2 HW.7.6.3 HW.8.6.1 HW.8.6.2 HW.8.6.3 HW.8.6.4 HW.9.6.12 HW.9.6.13 HW.10.6.1 HW.10.6.2 HW.10.6.3 HW.10.6.4 Human Growth and Development Disease Prevention Community Health and Prevention Healthy Life Skills and Relationships Alcohol, Tobacco, and Other Drugs Personal Health and Safety *Examine changes that occur during puberty *Identify behaviors that increase the risk of contracting a communicable disease *Identify risky behaviors that increase the possibility of developing diseases *Examine how the media/advertising portrays body image *Describe how communication can affect the behavior of family life and peers: Dynamic changes Communication enhancers Sibling rivalry Family pride Bullying *Understand abstinence as it relates to risky behavior *Identify appropriate ways to express love within relationships: Family Peers Romantic relationships *Examine peer interaction associated with puberty and the importance of setting limits Refusal skills *Practice ways to resist peer pressure *Identify family and peer influences in avoiding the use of all addictive substances *Develop strategies and skills to demonstrate respect for others: Conflict resolution Bullying *Identify the benefits of safe behavior and the consequences of risky behavior *Recognize the warning signs of depression and suicidal thoughts *Discuss how cleanliness and good grooming show consideration for self and others, and ways to promote cleanliness: Regular bathing Clean clothing 22

HW.10.6.5 HW.10.6.6 HW.10.6.8 HW.10.6.10 HW.10.6.11 HW.10.6.12 HW.11.6.1 HW.11.6.2 HW.11.6.3 HW.11.6.4 HW.11.6.5 HW.11.6.6 Oral Health CPR Nutrition Clean hair Deodorant Oral hygiene *Describe the process of tooth decay as it relates to nutritional habits Identify ways to maintain proper dental health that will reduce the risk of tooth decay and gum disease: Choose healthy snacks Avoid using tobacco products Take proper care of gums and teeth Use toothpaste and drinking water containing fluoride Use dental floss *Identify the risks of oral piercing on oral health *Demonstrate first aid procedures and recognize steps of CPR, checking bleeding, universal precautions, etc. *Identify situations that threaten personal safety and may result in abuse *Identify individuals and other sources to help and report abuse *Compare and contrast nutrient density in healthy and unhealthy snacks *Recognize and examine factors that contribute to personal eating behaviors *Describe the basic principles associated with the development of a healthy meal plan *Examine nutrient deficiencies in the body *Compare and contrast nutrient information on a variety of food labels *Explain how to create a healthy meal plan based on My Pyramid Guidelines RESOURCES ACTIVTIES ASSESSMENTS Changes In Life Cycles Video Hygiene Video My Pyramid (www.mypyramid.com) Puberty Video School Nurse Changes In Life Cycles Video CPR Demonstration Emergency Procedures Demonstration Hygiene Video My Pyramid Guidelines Puberty Video Demonstration My Pyramid Guidelines Teacher Observation 23

6 th Grade Health Frameworks The 6 th grade science teachers utilize a variety of the health frameworks with the students through carefully constructed units. Their programs/activities encompass the following PE/Health frameworks: HW.5.6.1 HW.6.6.4 HW.7.6.1 HW.6.6.3 HW.6.6.5 The Middle School Resource Officer utilizes a variety of the health frameworks with the students through the Be A Winner Program that actively engages the students on a regular basis. Her program/activities encompass the following PE/Health frameworks: HW.7.6.2 HW.9.6.1 HW.9.6.2 HW.9.6.3 HW.9.6.4 HW.9.6.5 HW.9.6.6 HW.9.6.7 HW.9.6.8 HW.9.6.9 HW.9.6.10 HW.9.6.11 HW.10.6.7 HW.10.6.9 24