Comprehensive Physical Education - Prospect Park, NJ€¦ · Web viewThe Health and Physical...

Prospect Park Public School Comprehensive Physical Education

& Health Curriculum

Physical Education Curriculum Guide Grades 6-8

Approved by the Prospect Park School Board of Education October 2014

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Physical Education and Health Department Philosophy

In today’s society, the need to promote a strong body and mind are more important than ever. Problems such as alcohol, tobacco and drug abuse, sexually transmitted disease, obesity and physical inactivity diminish the quality and longevity of life. Research has proven the correlation between an active body and academic success. The Health and Physical Education Department of the Prospect Park School District provides a motivating and enriching K-8 program that meets the physical, mental, emotional and social needs of our students. The curriculum is designed to support the other core subjects while also providing our students the necessary skills to improve and maintain their health and wellness for a lifetime.

Physical Education and Health Department Mission Statement The Health and Physical Education Department believes its mission is to expose all students to the benefits of leading a healthy lifestyle and the involvement of physical activities they can participate in for a lifetime.

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Health Education Pacing Guides

Grade 6 Health Pacing Guide

Unit Timeframe (in block periods)

Assessments Resources

Bullying (Weeks 1-2)

6 block periods on Bullying

-- Discuss Essential Questions -- Review key terms regularly -- Peer observation -- Cognitive - written and verbal -- Affective –cooperation and effort -- Benchmark/Unit Assessments -- Projects -- Do Now’s Extras: Project and activities Skit/role play, letter to bully, public service announcement, what does bullying look like poster, antibullying poem or rap

If students do not have access to computers in the classroom itself, teacher will need to schedule appropriate computer lab/laptop cart days ahead of time. Computers will be needed for the following: 1 lesson – week 2 2 lessons – week 4 1 lesson – week 5 Cycle Exam – week 10 Online Resources: Bullying Unit: http://pbskids.org/itsmylife/friends/bullies/ https://www.youtube.com/watch?v=FRRaMDKTCqg Drugs and Medicines Unit: http://headsup.scholastic.com/teachers/coll ections/lesson - plans - and - printables http://headsup.scholastic.com/ Nutrition Unit:

Drugs and Medicines

(Weeks 3-5)

4 block periods on Drugs

2 block periods on Medicines

-- Discuss Essential Questions -- Review key terms regularly -- Peer observation -- Cognitive - written and verbal -- Affective –cooperation and effort -- Benchmark/Unit Assessments -- Projects -- Do Now’s Extras: Project and activities Anti-tobacco and drug slogan, letter to drunk driver, skit/role play, drug fact poster/PowerPoint, debate

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https://www.supertracker.usda.gov/ http://www.choosemyplate.gov/ Human Relationships and Sexuality Unit: http://teachers.teachingsexualhealth.ca/less on - plans/grade - 6/

Nutrition (Weeks 6-7)

5 block periods on Nutrition

-- Discuss Essential Questions -- Review key terms regularly -- Peer observation -- Cognitive - written and verbal -- Affective –cooperation and effort -- Benchmark/Unit Assessments -- Projects -- Do Now’s Extras: Project and activities One week meal plan, serving size lab, create a new food with nutritional label, shopping cart challenge

Human Relationships and Sexuality (Weeks 8-9)

6 block periods on Human

Relationships and Sexuality

-- Discuss Essential Questions -- Review key terms regularly -- Peer observation -- Cognitive - written and verbal -- Affective –cooperation and effort -- Benchmark/Unit Assessments -- Projects -- Do Now’s Extras: Project and activities 5 things to know about STD’s brochure/poster or PowerPoint, role play/skits, fertilization to pregnancy timeline

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Grade 7 Health Pacing Guide Unit Timeframe (in

block periods) Assessments Resources

Bullying (Week 1)



If students do not have access to computers in the classroom itself, teacher will need to schedule appropriate computer lab/laptop cart days ahead of time. Computers will be needed for the following: 1 lesson – week 2 2 lessons – week 4 1 lesson – week 5 Cycle Exam – week 10 Online Resources: Bullying Unit: http://pbskids.org/itsmylife/friends/bullies/ https://www.youtube.com/watch?v=FRRaMDKTCqg Drugs and Medicines Unit: http://headsup.scholastic.com/teachers/coll ections/lesson - plans - and - printables http://headsup.scholastic.com/

Wellness

(Weeks 2-3)

6 block periods on Wellness

-- Discuss Essential Questions -- Review key terms regularly -- Peer observation -- Cognitive - written and verbal -- Affective –cooperation and effort -- Benchmark/Unit Assessments -- Projects -- Do Now’s Extras: Project and activities Anti-tobacco and drug slogan, letter to drunk driver, skit/role play, drug fact poster/PowerPoint, debate

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Integrated

Skills (Weeks 4-5)

5 block periods on Integrated

Skills

-- Discuss Essential Questions -- Review key terms regularly -- Peer observation -- Cognitive - written and verbal -- Affective –cooperation and effort -- Benchmark/Unit Assessments -- Projects -- Do Now’s Extras: Project and activities Special Olympics advertisements and benefit lists, disabilities project

Human Relationships and Sexuality Unit: http://teachers.teachingsexualhealth.ca/less on - plans/grade - 7/





Drugs and Medicines

(Weeks 8-9)

6 block periods on Drugs and

Medicines

-- Discuss Essential Questions -- Review key terms regularly -- Peer observation -- Cognitive - written and verbal -- Affective –cooperation and effort -- Benchmark/Unit Assessments -- Projects -- Do Now’s Extras: Project and activities Drug-and-medicine-specific research project, online activities via PowerPoint and SmartBoard

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Grade 8 Health Pacing Guide Unit Timeframe (in

block periods) Assessments Resources

Bullying (Weeks 1-2)



If students do not have access to computers in the classroom itself, teacher will need to schedule appropriate computer lab/laptop cart days ahead of time. Computers will be needed for the following: 1 lesson – week 2 2 lessons – week 4 1 lesson – week 5 Cycle Exam – week 10 Online Resources: Bullying Unit: http://pbskids.org/itsmylife/friends/bullies/ https://www.youtube.com/watch?v=FRRaM DKTCqg Human Relationships and Sexuality Unit: http://teachers.teachingsexualhealth.ca/less on - plans/grade - 8/

Wellness

(Weeks 3-4)

5 block periods on Wellness

-- Discuss Essential Questions -- Review key terms regularly -- Peer observation -- Cognitive - written and verbal -- Affective –cooperation and effort -- Benchmark/Unit Assessments -- Projects -- Do Now’s Extras: Project and activities Types of Wellness research project

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Consumer Education,

Decision Making and

Safety (Weeks 5-6)

5 block periods on Consumer Education,

Decision Making and Safety

-- Discuss Essential Questions -- Review key terms regularly -- Peer observation -- Cognitive - written and verbal -- Affective –cooperation and effort -- Benchmark/Unit Assessments -- Projects -- Do Now’s Extras: Project and activities Working under a budget project, safety precautions research paper, decision making debate





Integrated Skills

(Week 9)

3 Block Periods on Integrated

Skills

-- Discuss Essential Questions -- Review key terms regularly -- Peer observation -- Cognitive - written and verbal -- Affective –cooperation and effort -- Benchmark/Unit Assessments -- Projects -- Do Now’s

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Health Curriculum

Scope and Sequence

I = Introduce R= Reinforce M = Master CPI# CUMULATIVE PROGRESS INDICATOR P K 1 2 3 4 5 6 7 8 9 10 11 12

2.1.P.A.1 Develop an awareness of healthy habits (e.g., use clean tissues, wash hands, handle food hygienically, brush teeth, and dress appropriately for the weather).

I R M

2.1.P.A.2 Demonstrate emerging self-help skills (e.g., develop independence when pouring, serving, and using utensils and when dressing and brushing teeth).

I R M

2.1.2.A.1 Explain what being “well” means and identify self-care practices that support wellness.

I R M

2.1.2.A.2 Use correct terminology to identify body parts, and explain how body parts work together to support wellness.

IR M

2.1.4.A.1 Explain the physical, social, emotional, and mental dimensions of personal wellness and how they interact.

I R M

2.1.4.A.2 Determine the relationship of personal health practices and behaviors on an individual’s body systems.

IR M

2.1.6.A.1 Explain how health data can be used to assess and improve each dimension of personal wellness.

I R M

2.1.6.A.2 Relate how personal lifestyle habits, environment, and heredity influence growth and development in each life stage.

IR M

2.1.6.A.3 Determine factors that influence the purchase of healthcare products and use of personal hygiene practices.

IR M

2.1.P.B.1 Explore foods and food groups (e.g., compare and contrast foods representative of various cultures by taste, color, texture, smell, and shape).

I R M

2.1.P.B.2 Develop awareness of nutritious food choices (e.g., participate in classroom cooking activities, hold conversations with knowledgeable adults about daily nutritious meal and snack offerings).

I R M

2.1.2.B.1 Explain why some foods are healthier to eat than others. I R M

2.1.2.B.2 Explain how foods in the food pyramid differ in nutritional content and value. I R M

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2.1.2.B.3 Summarize information about food found on product labels. IR M

2.1.4.B.1 Explain how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems functioning effectively.

I R M

2.1.4.B.2 Differentiate between healthy and unhealthy eating practices. I R M

2.1.4.B.3 Create a healthy meal based on nutritional content, value, calories, and cost. IR M

2.1.4.B.4 Interpret food product labels based on nutritional content. IR M

2.1.6.B.1 Determine factors that influence food choices and eating patterns. I R M

2.1.6.B.2 Summarize the benefits and risks associated with nutritional choices, based on eating patterns.

I R M

2.1.6.B.3 Create a daily balanced nutritional meal plan based on nutritional content, value, calories, and cost.

IR M

2.1.6.B.4 Compare and contrast nutritional information on similar food products in order to make informed choices.

IR M

2.1.P.C.1 Develop an awareness of healthy habits (e.g., use clean tissues, wash hands, handle food hygienically, brush teeth, and dress appropriately for the weather).

I R M

2.1.2.C.1 Summarize symptoms of common diseases and health conditions. I R M

2.1.2.C.2 Summarize strategies to prevent the spread of common diseases and health conditions. IR M

2.1.2.C.3 Determine how personal feelings can affect one’s wellness. IR M

CPI# CUMULATIVE PROGRESS INDICATOR P K 1 2 3 4 5 6 7 8 9 10 11 12 2.1.4.C.1 Explain how most diseases and health conditions are preventable. I R M

2.1.4.C.2 Justify how the use of universal precautions, sanitation and waste disposal, proper food handling and storage, and environmental controls prevent diseases and health conditions.

I R M

2.1.4.C.3 Explain how mental health impacts one’s wellness. IR M

2.1.6.C.1 Summarize means of detecting and treating diseases and health conditions that are prevalent in adolescents.

I R M

2.1.6.C.2 Determine the impact of public health strategies in preventing diseases and health conditions.

IR M

2.1.6.C.3 Compare and contrast common mental illnesses (such as depression, anxiety and panic disorders, and phobias) and ways to detect and treat them.

IR M

2.1.P.D.1 Use safe practices indoors and out (e.g., wear bike helmets, walk in the classroom, understand how to participate in emergency drills, and understand why car seats and seat belts are used).

I R M

2.1.P.D.2 Develop an awareness of warning symbols and their meaning (e.g., red light, stop sign, poison symbol, etc.).

I R M

2.1.P.D.3 Identify community helpers who assist in maintaining a safe environment. I R M

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2.1.P.D.4 Know how to dial 911 for help. I R M

2.1.2.D.1 Identify ways to prevent injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention).

I R M

2.1.2.D.2 Differentiate among the characteristics of strangers, acquaintances, and trusted adults and describe safe and appropriate behaviors/touches.

I R M

2.1.2.D.3 Identify procedures associated with pedestrian, bicycle, and traffic safety. IR M

2.1.4.D.1 Determine the characteristics of safe and unsafe situations and develop strategies to reduce the risk of injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention).

I R M

2.1.4.D.2 Summarize the various forms of abuse and ways to get help. I R M

2.1.4.D.3 Examine the impact of unsafe behaviors when traveling in vehicles, as a pedestrian, and when using other modes of transportation.

IR M

2.1.4.D.4 Demonstrate simple first-aid procedures for choking, bleeding, burns, and poisoning. IR M

2.1.6.D.1 Summarize the common causes of intentional and unintentional injuries in adolescents and related prevention strategies.

I R M

2.1.6.D.2 Explain what to do if abuse is suspected or occurs. I R M

2.1.6.D.3 Summarize the components of the traffic safety system and explain how people contribute to making the system effective.

I R M

2.1.6.D.4 Assess when to use basic first-aid procedures. IR M

2.1.2.E.1 Identify basic social and emotional needs of all people. I R M

2.1.2.E.2 Determine possible causes of conflict between people and appropriate ways to prevent and resolve them.

I R M

2.1.2.E.3 Explain healthy ways of coping with common stressful situations experienced by children.

IR M

2.1.4.E.1 Compare and contrast how individuals and families attempt to address basic human needs.

I R M

CPI# CUMULATIVE PROGRESS INDICATOR P K 1 2 3 4 5 6 7 8 9 10 11 12

2.1.4.E.2 Distinguish among violence, harassment, gang violence, discrimination, and bullying and demonstrate strategies to prevent and resolve these types of conflicts.

I R M

2.1.4.E.3 Determine ways to cope with rejection, loss, and separation. IR M

2.1.4.E.4 Summarize the causes of stress and explain ways to deal with stressful situations. IR M

2.1.6.E.1 Examine how personal assets and protective factors support healthy social and emotional development.

I R M

2.1.6.E.2 Make recommendations to resolve incidences of school and community conflict, violence, harassment, gang violence, discrimination, and bullying.

I R M

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2.1.6.E.3 Compare and contrast ways that individuals, families, and communities cope with

change, crisis, rejection, loss, and separation. IR M

2.2.2.A.1 Express needs, wants, and feelings in health- and safety-related situations. I R M

2.2.4.A.1 Demonstrate effective interpersonal communication in health- and safety-related situations.

I R M

2.2.4.A.2 Demonstrate effective interpersonal communication when responding to disagreements or conflicts with others.

IR M

2.2.6.A.1 Demonstrate verbal and nonverbal interpersonal communication in various settings that impact the health of oneself and others.

I R M

2.2.6.A.2 Demonstrate use of refusal, negotiation, and assertiveness skills in different situations. I R M

2.2.2.B.1 Explain what a decision is and why it is advantageous to think before acting. I R M

2.2.2.B.2 Relate decision-making by self and others to one’s health. I R M

2.2.2.B.3 Determine ways parents, peers, technology, culture, and the media influence health decisions.

IR M

2.2.2.B.4 Select a personal health goal and explain why setting a goal is important. IR M

2.2.4.B.1 Use the decision-making process when addressing health-related issues. I R M

2.2.4.B.2 Differentiate between situations when a health-related decision should be made independently or with the help of others.

I R M

2.2.4.B.3 Determine how family, peers, technology, culture, and the media influence thoughts, feelings, health decisions, and behaviors.

IR M

2.2.4.B.4 Develop a personal health goal and track progress. IR M

2.2.6.B.1 Use effective decision-making strategies. I R M

2.2.6.B.2 Predict how the outcome(s) of a health-related decision may differ if an alternative decision is made by self or others.

I R M

2.2.6.B.3 Determine how conflicting interests may influence one’s decisions. IR M 2.2.6.B.4 Apply personal health data and information to support achievement of one’s short-

and long-term health goals. IR M

2.2.2.C.1 Explain the meaning of character and how it is reflected in the thoughts, feelings, and actions of oneself and others.

I R M

2.2.2.C.2 Identify types of disabilities and demonstrate appropriate behavior when interacting with people with disabilities.

I R M

2.2.4.C.1 Determine how an individual’s character develops over time and impacts personal health.

I R M

CPI # CUMULATIVE PROGRESS INDICATOR P K 1 2 3 4 5 6 7 8 9 10 11 12 2.2.4.C.2 Explain why core ethical values (such as respect, empathy, civic mindedness, and good

citizenship) are important in the local and world community. IR M

2.2.4.C.3 Determine how attitudes and assumptions toward individuals with disabilities may negatively or positively impact them.

IR M

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2.2.6.C.1 Explain how character and core ethical values can be useful in addressing challenging

situations. I R M

2.2.6.C.2 Predict situations that may challenge an individual’s core ethical values. IR M

2.2.6.C.3 Develop ways to proactively include peers with disabilities at home, at school, and in community activities.

IR M

2.2.2.D.1 Determine the benefits for oneself and others of participating in a class or school service activity.

I R M

2.2.4.D.1 Explain the impact of participation in different kinds of service projects on community wellness.

I R M

2.2.6.D.1 Appraise the goals of various community or service-organization initiatives to determine opportunities for volunteer service.

I R M

2.2.6.D.2 Develop a position about a health issue in order to inform peers. IR M

2.2.P.E.1 Identify community helpers who assist in maintaining a safe environment. I R R M

2.2.2.E.1 Determine where to access home, school, and community health professionals. I R M

2.2.4.E.1 Identify health services and resources provided in the school and community and determine how each assists in addressing health needs and emergencies.

I R M

2.2.4.E.2 Explain when and how to seek help when experiencing a health problem. IR M

2.2.6.E.1 Determine the validity and reliability of different types of health resources. I R M

2.2.6.E.2 Distinguish health issues that warrant support from trusted adults or health professionals. I R M

2.3.2.A.1 Explain what medicines are and when some types of medicines are used. I R M

2.3.2.A.2 Explain why medicines should be administered as directed. IR M

2.3.4.A.1 Distinguish between over-the-counter and prescription medicines. I R M

2.3.4.A.2 Determine possible side effects of common types of medicines. I R M

2.3.6.A.1 Compare and contrast short- and long-term effects and the potential for abuse of commonly used over-the-counter and prescription medicines and herbal and medicinal supplements.

I R M

2.3.6.A.2 Compare information found on over-the-counter and prescription medicines. IR M

2.3.2.B.1 Identify ways that drugs can be abused. I R M

2.3.2.B.2 Explain effects of tobacco use on personal hygiene, health, and safety. I R M

2.3.2.B.3 Explain why tobacco smoke is harmful to nonsmokers. I R M

2.3.2.B.4 Identify products that contain alcohol. IR M

2.3.2.B.5 List substances that should never be inhaled and explain why. IR M

2.3.4.B.1 Explain why it is illegal to use or possess certain drugs/substances and the possible consequences.

I R M

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2.3.4.B.2 Compare the short- and long-term physical effects of all types of tobacco use.

I R M


2.3.4.B.3 Identify specific environments where second-hand/passive smoke may impact the wellness of nonsmokers.

IR M

2.3.4.B.4 Summarize the short- and long-term physical and behavioral effects of alcohol use and abuse.

IR M

2.3.4.B.5 Identify the short- and long- term physical effects of inhaling certain substances. I R M

2.3.6.B.1 Explain the system of drug classification and why it is useful in preventing substance abuse. I R M

2.3.6.B.2 Relate tobacco use and the incidence of disease. I R M

2.3.6.B.3 Compare the effect of laws, policies, and procedures on smokers and nonsmokers. I R M

2.3.6.B.4 Determine the impact of the use and abuse of alcohol on the incidence of illness, injuries, and disease, the increase of risky health behaviors, and the likelihood of harm to one’s health.

IR M

2.3.6.B.5 Determine situations where the use of alcohol and other drugs influence decision-making and can place one at risk.

IR M

2.3.6.B.6 Summarize the signs and symptoms of inhalant abuse. IR M

2.3.6.B.7 Analyze the relationship between injected drug use and diseases such as HIV/AIDS and hepatitis.

IR M

2.3.2.C.1 Recognize that some people may have difficulty controlling their use of alcohol, tobacco, and other drugs.

I R M

2.3.2.C.2 Explain that people who abuse alcohol, tobacco, and other drugs can get help. IR M

2.3.4.C.1 Identify signs that a person might have an alcohol, tobacco, and/or drug use problem. I R M

2.3.4.C.2 Differentiate between drug use, abuse, and misuse. I R M

2.3.4.C.3 Determine how advertising, peer pressure, and home environment influence children and teenagers to experiment with alcohol, tobacco, and other drugs.

IR M

2.3.6.C.1 Summarize the signs and symptoms of a substance abuse problem and the stages that lead to dependency/addiction.

I R M

2.3.6.C.2 Explain how wellness is affected during the stages of drug dependency/addiction. I R M

2.3.6.C.3 Determine the extent to which various factors contribute to the use and abuse of alcohol, tobacco, and other drugs by adolescents, such as peer pressure, low self-esteem, genetics, and poor role models.

IR M

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2.3.6.C.4 Determine effective strategies to stop using alcohol, tobacco and other drugs, and that

support the ability to remain drug-free. IR M

2.4.2.A.1 Compare and contrast different kinds of families locally and globally. I R M

2.4.2.A.2 Distinguish the roles and responsibilities of different family members. I R M

2.4.2.A.3 Determine the factors that contribute to healthy relationships. IR M

2.4.4.A.1 Explain how families typically share common values, provide love and emotional support, and set boundaries and limits.

I R M

2.4.4.A.2 Explain why healthy relationships are fostered in some families and not in others. IR M

2.4.6.A.1 Compare and contrast how families may change over time. I R M

2.4.6.A.2 Analyze the characteristics of healthy friendships and other relationships. I R M

2.4.6.A.3 Examine the types of relationships adolescents may experience.

I R M


2.4.6.A.4 Demonstrate successful resolution of a problem(s) among friends and in other relationships. IR M

2.4.6.A.5 Compare and contrast the role of dating and dating behaviors in adolescence. IR M

2.4.2.B.1 Compare and contrast the physical differences and similarities of the genders. I R M

2.4.4.B.1 Differentiate the physical, social, and emotional changes occurring at puberty and explain why puberty begins and ends at different ages.

I R M

2.4.6.B.1 Compare growth patterns of males and females during adolescence. I R M

2.4.6.B.2 Summarize strategies to remain abstinent and resist pressures to become sexually active. I R M

2.4.6.B.3 Determine behaviors that place one at risk for HIV/AIDS, STIs, HPV, or unintended pregnancy.

IR M

2.4.6.B.4 Predict the possible physical, social, and emotional impacts of adolescent decisions regarding sexual behavior.

IR M

2.4.2.C.1 Explain the factors that contribute to a mother having a healthy baby. I R M

2.4.4.C.1 Explain the process of fertilization and how cells divide to create an embryo/fetus that grows and develops during pregnancy.

I R M

2.4.4.C.2 Relate the health of the birth mother to the development of a healthy fetus. IR M

2.4.6.C.1 Summarize the sequence of fertilization, embryonic growth, and fetal development during pregnancy.

I R M

2.4.6.C.2 Identify the signs and symptoms of pregnancy. I R M

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2.4.6.C.3 Identify prenatal practices that support a healthy pregnancy. IR M

2.4.6.C.4 Predict challenges that may be faced by adolescent parents and their families. IR M

2.1.8.A.1 Assess and apply health data to enhance each dimension of personal wellness. I R M

2.1.8.A.2 Compare and contrast the impact of genetics, family history, personal health practices, and environment on personal growth and development in each life stage.

I R M

2.1.8.A.3 Relate advances in technology to maintaining and improving personal health. IR M

2.1.8.A.4 Determine the impact of marketing techniques on the use of personal hygiene products, practices, and services.

IR M

2.1.12.A.1 Analyze the role of personal responsibility in maintaining and enhancing personal, family, community, and global wellness.

I R M

2.1.12.A.2 Debate the social and ethical implications of the availability and use of technology and medical advances to support wellness.

I R M

2.1.8.B.1 Analyze how culture, health status, age, and eating environment influence personal eating patterns and recommend ways to provide nutritional balance.

I R M

2.1.8.B.3 Design a weekly nutritional plan for families with different lifestyles, resources, special needs, and cultural backgrounds.

IR M

2.1.8.B.2 Identify and defend healthy ways for adolescents to lose, gain, or maintain weight. I R M

2.1.8.B.4 Analyze the nutritional values of new products and supplements. IR M

2.1.12.B.1 Determine the relationship of nutrition and physical activity to weight loss, weight gain, and weight maintenance.

IR M


2.1.12.B.2 Compare and contrast the dietary trends and eating habits of adolescents and young adults in the United States and other countries.

IR M

2.1.12.B.3 Analyze the unique contributions of each nutrient class (fats, carbohydrates, protein, water, vitamins, and minerals) to one’s health.

IR M

2.1.8.C.1 Evaluate emerging methods to diagnose and treat diseases and health conditions that are common in young adults in the United States and other countries, including hepatitis, sexually transmitted infections, HIV/AIDS, breast cancer, HPV, and testicular cancer.

I R M

2.1.8.C.2 Analyze local, state, national, and international public health efforts to prevent and control diseases and health conditions.

IR M

2.1.8.C.3 Analyze the impact of mental illness (e.g., depression, impulse disorders such as gambling or shopping, eating disorders, and bipolar disorders) on physical, social, and emotional well-being.

IR M

2.1.12.C.1 Predict diseases and health conditions that may occur during one’s lifespan and speculate on potential prevention and treatment strategies.

I R M

16

2.1.12.C.2 Develop strategies that will impact local, state, national, and international public health

efforts to prevent and control diseases and health conditions. IRM

2.1.12.C.3 Determine the emotional, social, and financial impact of mental illness on the family, community, and state.

IRM

2.1.12.C.4 Relate advances in medicine and technology to the diagnosis and treatment of mental illness.

IRM

2.1.8.D.1 Assess the degree of risk in a variety of situations and identify strategies to reduce intentional and unintentional injuries to self and others.

I R M

2.1.8.D.2 Describe effective personal protection strategies used in public places and what to do when one’s safety is compromised.

I R M

2.1.8.D.3 Analyze the causes and the consequences of noncompliance with the traffic safety system. IR M

2.1.8.D.4 Demonstrate first-aid procedures, including victim and situation assessment, Basic Life Support, and the care of head trauma, bleeding and wounds, burns, fractures, shock, and poisoning.

IR M

2.1.12.D.1 Determine the causes and outcomes of intentional and unintentional injuries in adolescents and young adults and propose prevention strategies.

I R M

2.1.12.D.2 Explain ways to protect against abuse and all forms of assault and what to do if assaulted. I R M

2.1.12.D.3 Analyze the relationship between alcohol and drug use and the incidence of motor vehicle crashes.

IR

2.1.12.D.4 Develop a rationale to persuade peers to comply with traffic safety laws and avoid driving distracters.

IR

2.1.12.D.5 Summarize New Jersey motor vehicle laws and regulations and determine their impact on health and safety (e.g., organ/tissue donation, seatbelt use, and the use of hand-held devices).

IR

2.1.12.D.6 Demonstrate first-aid procedures, including Basic Life Support and automatic external defibrillation, caring for head trauma, bone and joint emergencies, caring for cold and heat injuries, and responding to medical emergencies.

I R M

2.1.8.E.1 Analyze how personal assets, resiliency, and protective factors support healthy social and emotional health.

I R M


2.1.8.E.2 Determine the effectiveness of existing home, school, and community efforts to address social and emotional health and prevent conflict.

I R M

2.1.8.E.3 Explain how culture influences the ways families and groups cope with crisis and change. IR M

2.1.8.E.4 Compare and contrast stress management strategies that are used to address various types of stress-induced situations.

IR M

2.1.12.E.1 Predict the short- and long-term consequences of unresolved conflicts. IRM

2.1.12.E.2 Analyze how new technologies may positively or negatively impact the incidence of conflict or crisis.

I R M

17

2.1.12.E.3 Examine how a family might cope with crisis or change and suggest ways to restore family

balance and function. I R M

2.1.12.E.4 Develop a personal stress management plan to improve/maintain wellness. IRM

2.2.8.A.1 Compare and contrast verbal and nonverbal interpersonal communication strategies in a variety of settings and cultures in different situations.

I R M

2.2.8.A.2 Demonstrate the use of refusal, negotiation, and assertiveness skills when responding to peer pressure, disagreements, or conflicts.

IR M

2.2.12.A.1 Employ skills for communicating with family, peers, and people from other backgrounds and cultures that may impact the health of oneself and others.

I R M

2.2.12.A.2 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts. I R M

2.2.12.A.3 Analyze the impact of technology on interpersonal communication in supporting wellness and a healthy lifestyle.

IRM

2.2.8.B.1 Predict social situations that may require the use of decision-making skills. IR M

2.2.8.B.2 Justify when individual or collaborative decision-making is appropriate. IR M

2.2.8.B.3 Analyze factors that support or hinder the achievement of personal health goals during different life stages.

IR M

2.2.12.B.1 Predict the short- and long-term consequences of good and poor decision-making on oneself, friends, family, and others.

I R M

2.2.12.B.2 Evaluate the impact of individual and family needs on the development of a personal wellness plan and address identified barriers.

IRM

2.2.8.C.1 Analyze strategies to enhance character development in individual, group, and team activities.

I R M

2.2.8.C.2 Analyze to what extent various cultures have responded effectively to individuals with disabilities.

IR M

2.2.8.C.3 Hypothesize reasons for personal and group adherence, or lack of adherence, to codes of conduct at home, locally, and in the worldwide community.

IR M

2.2.12.C.1 Analyze the impact of competition on personal character development. I R M

2.2.12.C.2 Judge how individual or group adherence, or lack of adherence, to core ethical values impacts the local, state, national, and worldwide community.

I R M

2.2.12.C.3 Analyze current issues facing the disability community and make recommendations to address those issues.

IRM

2.2.8.D.1 Plan and implement volunteer activities to benefit a local, state, national, or world health initiative.

I R M

CPI# CUMULATIVE PROGRESS INDICATOR P K 1 2 3 4 5 6 7 8 9 10 11 12 2.2.8.D.2 Defend a position on a health or social issue to activate community awareness and

responsiveness. IR M

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2.2.12.D.1 Plan and implement an advocacy strategy to stimulate action on a state, national, or global

health issue, including but not limited to, organ/tissue donation. IRM

2.2.8.E.1 Evaluate various health products, services, and resources from different sources, including the Internet.

I R M

2.2.8.E.2 Compare and contrast situations that require support from trusted adults or health professionals.

IR M

2.2.12.E.1 Analyze a variety of health products and services based on cost, availability, accessibility, benefits, and accreditation.

IRM

2.2.12.E.2 Determine the effect of accessibility and affordability of healthcare on family, community, and global health.

IRM

2.3.8.A.1 Explain why the therapeutic effects and potential risks of commonly used over-the-counter medicines, prescription drugs, and herbal and medicinal supplements vary in different individuals.

I R M

2.3.8.A.2 Compare and contrast adolescent and adult abuse of prescription and over-the-counter medicines and the consequences of such abuse.

IR M

2.3.12.A.1 Determine the potential risks and benefits of the use of new or experimental medicines and herbal and medicinal supplements.

I RM

2.3.12.A.2 Summarize the criteria for evaluating the effectiveness of a medicine. I RM

2.3.12.A.3 Relate personal abuse of prescription and over-the-counter medicines to wellness. I RM

2.3.8.B.1 Compare and contrast the physical and behavioral effects of commonly abused substances by adolescents.

I R M

2.3.8.B.2 Predict the legal and financial consequences of the use, sale, and possession of illegal substances.

I R M

2.3.8.B.3 Analyze the effects of all types of tobacco use on the aging process. I R M

2.3.8.B.4 Compare and contrast smoking laws in New Jersey with other states and countries. I R M

2.3.8.B.5 Explain the impact of alcohol and other drugs on those areas of the brain that control vision, sleep, coordination, and reaction time and the related impairment of behavior, judgment, and memory.

I R M

2.3.8.B.6 Relate the use of alcohol and other drugs to decision-making and risk for sexual assault, pregnancy, and STIs.

I R M

2.3.8.B.7 Explain the impact of inhalant use and abuse on social, emotional, mental, and physical wellness.

I R M

2.3.8.B.8 Analyze health risks associated with injected drug use. I R M

2.3.12.B.1 Compare and contrast the incidence and impact of commonly abused substances (such as tobacco, alcohol, marijuana, inhalants, anabolic steroids, and other drugs) on individuals and communities in the United States and other countries.

I R M

2.3.12.B.2 Debate the various legal and financial consequences of the use, sale, and possession of illegal substances.

I R M

2.3.12.B.3 Correlate increased alcohol use with challenges that may occur at various life stages. I R M

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2.3.12.B.4 Correlate the use of alcohol and other drugs with incidences of date rape, sexual assault,

STIs, and unintended pregnancy.

I R R M

CPI# CUMULATIVE PROGRESS INDICATOR P K 1 2 3 4 5 6 7 8 9 10 11 12 2.3.12.B.5 Relate injected drug use to the incidence of diseases such as HIV/AIDS and hepatitis.

I R M

2.3.8.C.1 Compare and contrast theories about dependency/addiction (such as genetic predisposition, gender-related predisposition, and multiple risks) and provide recommendations that support a drug free life.

I R M

2.3.8.C.2 Summarize intervention strategies that assist family and friends to cope with the impact of substance abuse.

I R M

2.3.12.C.1 Correlate duration of drug abuse to the incidence of drug-related injury, illness, and death. I R M

2.3.12.C.2 Analyze the effectiveness of various strategies that support an individual’s ability to stop abusing drugs and remain drug-free.

I R M

2.3.12.C.3 Predict the societal impact of substance abuse on the individual, family, and community. I R M

2.4.8.A.1 Predict how changes within a family can impact family members. I R M

2.4.8.A.2 Explain how the family unit impacts character development. I R M

2.4.8.A.3 Explain when the services of professionals are needed to intervene in relationships. I R M

2.4.8.A.4 Differentiate between affection, love, commitment, and sexual attraction. IR M

2.4.8.A.5 Determine when a relationship is unhealthy and explain effective strategies to end the relationship.

IR M

2.4.8.A.6 Develop acceptable criteria for safe dating situations, such as dating in groups, setting limits, or only dating someone of the same age.

IR M

2.4.12.A.1 Compare and contrast how family structures, values, rituals, and traditions meet basic human needs worldwide.

I R M

2.4.12.A.2 Compare and contrast the current and historical role of life commitments, such as marriage. IRM

2.4.12.A.3 Analyze how personal independence, past experience, and social responsibility influence the choice of friends in high school and young adulthood.

I R M

2.4.12.A.4 Predict how relationships may evolve over time, focusing on changes in friendships, family, dating relationships, and lifetime commitments such as marriage.

I RM

2.4.12.A.5 Determine effective prevention and intervention strategies to address domestic or dating violence (e.g., rules of consent).

IRM

2.4.12.A.6 Analyze how various technologies impact the development and maintenance of local and global interpersonal relationships.

IRM

2.4.8.B.1 Analyze the influence of hormones, nutrition, the environment, and heredity on the physical, social, and emotional changes that occur during puberty.

I R M

2.4.8.B.2 Determine the benefits of sexual abstinence and develop strategies to resist pressures to become sexually active.

I R M

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2.4.8.B.3 Compare and contrast methods of contraception used by adolescents and factors that may

influence their use. I R M

2.4.8.B.4 Relate certain behaviors to placing one at greater risk for HIV/AIDS, STIs, and unintended pregnancy.

IR M

2.4.8.B.5 Discuss topics regarding gender identity, sexual orientation, and cultural stereotyping. IR M


2.4.8.B.6 Explain the importance of practicing routine healthcare procedures such as breast selfexamination, testicular examinations, and HPV vaccine.

IR M

2.4.12.B.1 Predict the possible long-term effects of adolescent sex on future education, on career plans, and on the various dimensions of wellness.

I RM

2.4.12.B.2 Evaluate information that supports abstinence from sexual activity using reliable research data.

I RM

2.4.12.B.3 Analyze factors that influence the choice, use, and effectiveness of contraception, including risk-reduction and risk-elimination strategies.

I RM

2.4.12.B.4 Compare and contrast attitudes and beliefs about gender identity, sexual orientation, and gender equity across cultures.

I RM

2.4.12.B.5 Relate preventative healthcare strategies of male/female reproductive systems to the prevention and treatment of disease (e.g., breast/testicular exams, Pap smear, HPV vaccine).

I RM

2.4.8.C.1 Summarize the signs and symptoms of pregnancy and the methods available to confirm pregnancy.

I R M

2.4.8.C.2 Distinguish physical, social, and emotional changes that occur during each stage of pregnancy, including the stages of labor and childbirth and the adjustment period following birth.

I R M

2.4.8.C.3 Determine effective strategies and resources to assist with parenting. IR M

2.4.8.C.4 Predict short- and long-term impacts of teen pregnancy. IR M

2.4.8.C.5 Correlate prenatal care with the prevention of complications that may occur during pregnancy and childbirth.

IR M

2.4.12.C.1 Compare embryonic growth and fetal development in single and multiple pregnancies, including the incidence of complications and infant mortality.

IR M

2.4.12.C.2 Analyze the relationship of an individual’s lifestyle choices during pregnancy and the incidence of fetal alcohol syndrome, sudden infant death syndrome, low birth weight, premature birth, and other disabilities.

IR M

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2.4.12.C.3 Evaluate the methods and resources available to confirm pregnancy. IR M

2.4.12.C.4 Determine the impact of physical, social, emotional, cultural, religious, ethical, and legal issues on elective pregnancy termination.

IR M

2.4.12.C.5 Evaluate parenting strategies used at various stages of child development based on valid sources of information.

IR M

2.4.12.C.6 Compare the legal rights and responsibilities of adolescents with those of adults regarding pregnancy, abortion, and parenting.

IR M

2.4.12.C.7 Analyze factors that affect the decision to become a parent. I RM

Intent

The intent of the Health Education Curriculum is to promote a healthy active learning environment that promotes the following characteristics:

• Students excited by and interested in the practices involved with living a healthy lifestyle for life. • Students experience content knowledge (hands-on) to gain experience. • Students exposed to good safety practices at play, school, and while in a motor vehicle. • Students will be better achieving in all academic areas. • Students exposed to the physical, social, and emotional dimensions of wellness. • Students exposed to the principles of human sexuality, pregnancy, and parenting. • Students exposed to the differences between healthy and unhealthy eating patterns.

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• Students will experience how culture, peers, and the media impact the way individuals communicate and express

emotions; and how emotions can affect communication, choices, and behaviors. • Students exposed to the dangers of alcohol, tobacco, and illegal drug use.

Statement of Purpose

This health education course is directly aligned to the New Jersey Core Curriculum Standards for Physical Education and Health. There are six standards for physical education and health, each of which governs how subject matter is to be taught to students in the two respective domains. Utilizing the state mandated New Jersey Core Curriculum Content Standards as our guide, students will be given the foundation needed to live an active, healthy lifestyle that fosters a lifelong commitment to wellness.

STANDARD 2.1 (WELLNESS) ALL STUDENTS WILL LEARN AND APPLY HEALTH PROMOTION CONCEPTS AND SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.

Descriptive Statement: This standard aims to increase student knowledge about the physical, social, emotional, and intellectual dimensions of wellness, thus enabling them to make informed choices about their health now and in the future. Wellness can be defined as a way of life that emphasizes health promotion measures such as healthy eating, learning to manage stress, reducing one’s risk of contracting a disease, and preventing and treating simple injuries. Taking responsibility for one’s own health is an essential step towards developing and maintaining a healthy, active lifestyle.

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STANDARD 2.2 (INTEGRATED SKILLS) ALL STUDENTS WILL DEVELOP AND USE PERSONAL AND INTERPERSONAL SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.

Descriptive Statement: This standard seeks to foster responsible health behaviors through the enhancement of critical thinking, decision making, problem solving, and communication skills used in situations impacting personal, family, and community health. It enables students to locate and evaluate health information and resources and develop character, leadership, and advocacy skills so they can become more active participants in the promotion of wellness. Competency in these skills enables and empowers students to resist destructive behaviors and seek out positive opportunities for growth and learning. These skills may be inter-disciplinary and should be integrated into each Comprehensive Health and Physical Education Standard.

STANDARD 2.3 (DRUGS AND MEDICINES) ALL STUDENTS WILL ACQUIRE KNOWLEDGE ABOUT ALCOHOL, TOBACCO, OTHER DRUGS AND MEDICINES AND APPLY THESE CONCEPTS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.

Descriptive Statement: This standard aims to provide students with information on the responsible use of medicines as well as the effects of alcohol, tobacco, and other drugs. The appropriate use of medicines can prevent serious health problems, reduce absenteeism from work and school, and enhance the quality of life. Conversely, the misuse or abuse of substances such as alcohol, tobacco, and other drugs can impair judgment and lead to illness and injury. Helping students to acknowledge the internal and external pressures that influence them to use substances enables and empowers them to make choices that support a healthy, active lifestyle.

STANDARD 2.4 (HUMAN RELATIONSHIPS AND SEXUALITY) ALL STUDENTS WILL ACQUIRE KNOWLEDGE ABOUT THE PHYSICAL, EMOTIONAL, AND SOCIAL ASPECTS OF HUMAN RELATIONSHIPS AND SEXUALITY AND APPLY THESE CONCEPTS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.

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Descriptive Standard: This standard seeks to provide students with an understanding of the physical, emotional and social aspects of human relationships and sexuality and how they support a healthy, active lifestyle. Students learn how to develop and maintain healthy relationships with friends and family. Additionally, students learn about both abstinence and contraception and learn the skills to enact behaviors to reduce or eliminate the occurrence of sexually transmitted infections, HIV/AIDS, and unintended pregnancies.

STANDARD 2.5 (MOTOR SKILL DEVELOPMENT) ALL STUDENTS WILL UTILIZE SAFE, EFFICIENT, AND EFFECTIVE MOVEMENT TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.

Descriptive Statement: This standard enables students to understand how to move and why it is necessary. When individuals learn to move safely, effectively, and efficiently, and feel comfortable and confident in the performance of motor skills, they are more likely to participate in health enhancing forms of physical activity throughout life. In order to meet this standard, students must participate in a wide range of developmentally appropriate games, sports, dance, and lifetime recreational activities that will help students develop and maintain a healthy, active lifestyle.

STANDARD 2.6 (FITNESS) ALL STUDENTS WILL APPLY HEALTH-RELATED AND SKILLRELATED FITNESS CONCEPTS AND SKILLS TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.

Descriptive Statement: This standard enables to understand the component of health-related fitness (cardio respiratory endurance, body composition, flexibility, muscular strength and muscular and endurance) and skill-related fitness (speed and agility), and implement a personal fitness plan that supports a healthy, active lifestyle.

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Student Performance Assessments

The intent of the Health Education Curriculum is to promote a physically active learning environment that promotes the following characteristics:

• Students can describe and demonstrate self-care practices that support wellness. • Students can name and locate external body parts. • Students demonstrate sound safety practices in school. • Students demonstrate respect for different ideas and opinions. • Students demonstrate good personal hygiene habits. • Students demonstrate the ability to sort food according to food groups and food sources. • Students can demonstrate knowledge on how alcohol, tobacco, and illegal drug use can harm the body. • Students can describe the physical differences and similarities of the genders and realize that human beings develop

inside their birth mother, are helpless when born, must be fed, clothed, and nurtured.

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Unit Summary

Young people are confronted with many choices that can impact their health and well-being. Without the safety net provided by parents, family and the structure of school, many students experience a difficult transition and engage in behaviors that jeopardize their health and success. Students who are better prepared for the health challenges of independence are less likely to experience problems in the future and are better prepared to seek that necessary help should a problem arise. The health/physical education curriculum is designed to incorporate the current thinking and best practices found in the health and physical education field. All students will be required to participate in three making periods of physical education and one marking period of health. The health portion of the curriculum will cover the revised 2014 N.J.C.C.C.S, which include: wellness, integrated skills, drugs and alcohol, human sexuality, and family living. The human sexuality portion of the course will include an in depth study of sexual anatomy, the reproduction process, prenatal care, abstinence, and birth control. HIV/AIDS and sexually transmitted infections will also be discussed. Character development and responsibility are common threads, which will run through all aspects of this course. The family living portion of the class will include dating, marriage, parenthood, family values, and the social, moral, and emotional implications that can occur over choices made regarding sexual behaviors as a teenager. All students will be able to identify proper resources, which provide information, assistance, and care in addressing sexual reproductive health issues. The drugs and medicine unit will provide students with the ability to identify a person who has a substance abuse problem and the preventative measures that would be needed for a healthy recovery. All students will be able to analyze the risks associated with drug use and abuse. Nutrition is an influential unit because of our society today. Students will be able to change their eating habits from unhealthy snacks and food to nutritious and beneficial foods that will decrease their health risks. Students will learn how to maintain a healthy lifestyle through their food choices.

Unit Rationale

The New Jersey State Department of Education requires all students to participate in a comprehensive and sequential health and physical education program that emphasizes the connection between wellness and health. The standards provide a guide for the curriculum development, instruction, and assessment. The primary focus of grades 6-8 health education curriculum is on the development of knowledge and skills the influence healthy

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behaviors within the context of self, family, school, and the local and global community. Students will be better achieving in all academic areas. Health-literate students consider the biological, social, psychological, and cultural implications of sexual behavior when making health-enhancing choices. Health-literate individuals take responsibility for their sexual health and the health of their relationships, and recognize the impact that sexual decisions may have on the well-being of others.

Health Curriculum

Grade 6

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Content: Health Education Bullying (Gr. 6)

Enduring Understandings • Bullying is intentional, repetitive, and involves and imbalance of

power not necessarily based on physical size. • Bullying can by physical, verbal, relational or electronic. • The players in bullying are the bully, victim, and bystander.

Bystanders can have either a positive or negative influence.

• Bullying or harassment can be disguised as “teasing”. Friendly teasing between friends is reciprocal, on neutral topics, the purpose is playful and inclusive and the tone is funny. Bullying or harassment in the guise of teasing is one directional, involves a sensitive topic, the purpose is to exclude or upset, and the tone is often sarcastic.

• Recognizing and accepting similarities and differences in people enhance our relationship.

• Effective communication skills are valuable to personal and professional success.

• Cyber bullying is the use of electronic technology (phones, computers) to bully someone.

Essential Questions What is bullying? • What should we do when others don’t treat us fairly?

What should I do when I see other people being bullied? • How can I use technology safely? • How do we help create a school where everyone feels safe, and like they

belong? • Why do schools need to address bullying and harassment? • How can we recognize the warning signs of someone being

bullied/harassed? • How can students, faculty, parents, and community be educated about the

consequences of bullying? • What are the short and long term effects to students who are constantly

bullied and harassed? • What types of bullying/harassment take place in schools and what are the

motivators behind these actions?

Grade Specific Areas of Focus

Bullying

Learning Expectations/ Instructional Focus

(What students should know and be able to do?)

Modifications/ Extensions (How do I differentiate?)

Assessments

(What evidence will I show to demonstrate

mastery?)

Resources/Materials

2.1 Wellness: Students must know: To assist in Formative: -Teacher web–

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All students will learn and apply

health promotion concepts and

skills to support a healthy, active

lifestyle.

2.2 Integrated

Skills: All students will develop and use

• Understand how to act assertively rather than aggressively or passively.

• Reflect on how they want to be regarded by others.

• Take greater responsibility for their words and actions and refrain from treating others in mean ways.

• Reflect on the fact that bystanders can become up standers who help.

• The negative affects of sexting Students will:

• Define bullying as behavior designed to hurt, threaten or exclude someone.

• Understand that bullying is intentional,

meeting this standard, students may: • Work as a

small/large team • Read and discuss

several related texts/handouts with teacher

• Reference Sheets/Lists -Online/printed materials

-Refer daily to Enduring Understanding -Discuss Essential Questions -Review key terms regularly -Teacher observation of student’s performance in role plays, classroom discussions, and small group discussions. Summative: -Benchmark/Unit Assessments -Unit-Specific Testing

based search engines -Teacher textbooks -Teacher Generated Materials -Audio/visual equipment (Smart board, DVD) The Bully Free Classroom : by Allan Beane http://teacher.scholastic.co m/professional/classmgmt/bully_free.htm

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personal and interpersonal

skill to support a healthy, active

lifestyle.

2.4 Human

Relationship and Sexuality: All students will

acquire knowledge about

the physical, emotional, and social aspects of

human relationships and

sexuality and apply these concepts to

support a healthy active lifestyle.

repetitive, and involves an imbalance of power.

• Name 4 primary ways that bullying occurs (physically, verbally, relational, and cyber).

• State how bullying is different from conflict. • Recognize and describe the three main roles in

a bullying scenario (victim, bully and bystander).

• Evaluate various ways they can respond if they are being bullied, see bullying or have been a bully, and choose the most appropriate for a particular situation.

• Understand the importance of activating bystanders to have an impact on bullying.

• Differentiate between friendly teasing and harassment.

• Understand what is meant by cyber bullying, and be able to list three ways that it might occur.

Academic Vocabulary: -Abuse -Acting out -Beat up -Cautious -Antagonistic -Advocate -Afraid -Aggressive -Alone -Failure -Jealous -Favoritism -Gossip -Emotional -Kindness -Warning -Tease -Taunt

• Use Think-PairShare to apply health-related and concepts.

Modifications: • Explain how this

unit affects overall health

• Explain how this unit relates to other health units

• Engage in an organized debate regarding the importance of this unit towards living a healthy, active lifestyle.

• Discuss and distribute factual information

• Small group discussions

• Role Playing scenarios

• Problem solving situations

• Writing assignments

• Flexible Grouping

• Learning Centers/Stations

• Student Centered Activities

-Observation Conferencing -Homework -Classwork -Projects -Role play scenarios

Videos – “Don’t Pick on Me”, “Silent on the Sidelines: Why We Ignore Bullying” Websites: http://www.stopbullying.gov/what - is - bullying/ http://www.pacer.org/bull ying/resources/info facts.asp http://www.teencentral.net /bully/nowwhat.php?gclid=CNe23vOu08YCFc4WH wodvV0Akg

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-Selfish -Struggle -Offensive -Physical -Torment -Unworthy -Put down -Prejudice -Punched -Picked on -Rights -Sensitive -Report

PE CPI2.1.6.E.1 Examine how personal assets and protective factors support healthy social and emotional development.2.1.6.E.2 Make recommendations to resolve incidences of school and community conflict, violence, harassment, gang violence, discrimination, and bullying.2.1.6.E.3 Compare and contrast ways that individuals, families, and communities cope with change, crisis, rejection, loss, and separation.2.2.6.A.1 Demonstrate verbal and nonverbal interpersonal communication in various settings that impact the health of oneself and others2.2.6.A.2 Demonstrate use of refusal, negotiation, and assertiveness skills in different situations2.2.6.B.1 Use effective decision-making strategies. 2.2.6.B.2 Predict how the outcome(s) of a health-related decision may differ if an alternative decision is made by self or others. 2.2.6.B.3 Determine how conflicting interests may influence one’s decisions. 2.2.6.B.4 Apply personal health data and information to support achievement of one’s short- and long-term health goals2.2.6.C.1 Explain how character and core ethical values can be useful in addressing challenging situations.2.2.6.C.2 Predict situations that may challenge an individual’s core ethical values. 2.2.6.C.3 Develop ways to proactively include peers with disabilities at home, at school, and in community activities2.4.6.A.2 Analyze the characteristics of healthy friendships and other relationships. 2.4.6.A.3 Examine the types of relationships adolescents may experience. 2.4.6.A.4 Demonstrate successful resolution of a problem(s) among friends and in other relationshipsInterdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric21st Century Connection:

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9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology Integration: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.

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Assessments for Physical Education and Health

Formative Summative Benchmark Alternate Pair ShareTeacher Observation Kahoot/other interactive surveyHomework Concept MappingGraphic OrganizerExit TicketQuizRubric examining Skills Self-Assessment Peer Assessment Class discussion

Paper/Pencil Skills/Rules AssessmentPresentation Oral/Visual Portfolio EssayCreate a song/film/story

Presidential Fitness Program Growth in fitness ability: Running the Mile Sit Ups Push ups

Use pops or materials to alter the skillOrally read the assessment Allow for extra time

https://www.pecentral.org/assessment/assessmentdef.html

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Content: Health Education Drugs and Medicines (Gr. 6)

Enduring Understandings • The use of critical thinking, decision making, problem solving,

leadership and communication skills are essential to making informed personal, family and community health decisions about drugs and medicines related to personal wellness and the wellness of others.

• OTC medications and supplements must be used correctly in order to be safe and effective.

• Don’t believe everything you see or hear about drug use being “fun.” Research has clearly established that alcohol, tobacco, and other drugs (OTC and supplements) have a variety of harmful effects on the body.

• Substance use and abuse can lead to addiction. • In order to get help for drug use or addiction, one must first

admit there is a problem and want to get help.

Essential Questions • Why do people choose to use alcohol, tobacco and other drugs when they

are aware of the detrimental effects? • How do I overcome negative influences when making decisions about my

personal health? • How do I make the “right” decisions in the face of peer, media and

other pressures? • Why might educated people make poor health decisions? • When using an OTC medication, how do I know how to use them correctly

and how do I know which is the best one for me? • How do drugs affect one physically, socially, and emotionally? • What is an addiction? • What other types of health risk behaviors can occur with drug use?

Grade Specific Areas of

Focus

Drugs and Medicines



Modifications/Extensions (How do I differentiate?)

Assessments


mastery?)

Resources/Materials

Students must know: -The relationship between tobacco use and respiratory disease, cancer, heart disease, stroke and other lifestyle diseases. -How the use and abuse of alcohol impacts thinking, reaction time, and behavior. -The physical and behavioral effects of each classification of drugs. -Factors that influence the use and abuse of alcohol, tobacco, marijuana, and other drugs. -How substance abuse affects the individual, the family, and the community.

To assist in meeting this standard, students may: • Work as a small/large team • Read and discuss several

related texts/handouts with teacher


• Use Think-Pair-Share to apply health-related and concepts.

Formative: -Refer daily to Enduring Understanding -Discuss Essential Questions -Review key terms regularly -Teacher observation of student’s performance in role plays, classroom discussions, and small group discussions.

-Teacher web–based search engines -Teacher textbooks -Teacher Generated Materials -Audio/visual equipment (Smart board, dvd) Websites: www.kidshealth.org www.abovetheinfluence.

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-The physical, social, and emotional indicators and stages of dependency.

Modifications: Summative:

com www.drugfreeworld.org

2.3 Drugs and

Medicines: All students will acquire knowledge

about alcohol, tobacco,

other drugs and

medicines and apply these concepts to support a

healthy active lifestyle.

Students will: -List the short and long term physical, social, mental and behavioral effects of alcohol, tobacco and drugs. -Classify illegal drugs and controlled substances and give examples of each. -Determine situations where the use of alcohol and other drugs influence decision making and can place one at risk. -Explain the physical and behavioral effects of each classification of drugs. -Discuss the relationship between injected drug use and diseases such as HIV/AIDS and hepatitis. -Compare and contrast the legal and financial consequences of the use, sale, and possession of illegal substances. -Describe the signs and symptoms of a substance abuse problem and the stages that lead to dependency and addiction. -Identify ways to quit using alcohol, tobacco, and other drugs and discuss factors that support an individual to quit. -Distinguish factors that contribute to the use and abuse of alcohol, tobacco, and other drugs by adolescents, such as advertising and the media, group pressures, low self-esteem, genetics, and poor role models. -Describe how substance abuse affects the individual and the family and describe ways that family and friends can support a drug-free life. -Use effective decision-making strategies. -Determine how conflicting interests may influence one’s decisions.

• Explain how this unit affects overall health




• Small group discussions • Role Playing scenarios • Problem solving situations • Writing assignments • Flexible Grouping • Learning Centers/Stations • Student Centered Activities

-Benchmark/Unit Assessments -Unit-Specific Testing -Observation Conferencing -Homework -Classwork -Projects -Role play scenarios

www.naturalhigh.org

36

Academic Vocabulary: -Dependency

•

-Addiction -Inhalants -Drug abuse -Drug misuse -Treatment -Recovery -Peer pressure -Signs and symptoms -Risk factors -Side effects -Hallucinations -Hallucinogens -Club drugs -Stimulants -Depressants -Narcotics -Injections, intravenous -Inhalation -Over the counter medicines -Prescription drugs -Relapse -Rehabilitation

37

-Withdrawal -Tolerance -Abstinence -Alcoholism

PE CPI2.3.6.A.1 Compare and contrast short- and long-term effects and the potential for abuse of commonly used over-the-counter and prescription medicines and herbal and medicinal supplements. 2.3.6.A.2 Compare information found on over-the-counter and prescription medicines.2.3.6.B.1 Explain the system of drug classification and why it is useful in preventing substance abuse. 2.3.6.B.2 Relate tobacco use and the incidence of disease. 2.3.6.B.3 Compare the effect of laws, policies, and procedures on smokers and nonsmokers. 2.3.6.B.4 Determine the impact of the use and abuse of alcohol on the incidence of illness, injuries, and disease, the increase of risky health behaviors, and the likelihood of harm to one’s health. 2.3.6.B.5 Determine situations where the use of alcohol and other drugs influence decision making and can place one at risk. 2.3.6.B.6 Summarize the signs and symptoms of inhalant abuse. 2.3.6.B.7 Analyze the relationship between injected drug use and diseases such as HIV/AIDS and hepatitis.2.3.6.C.1 Summarize the signs and symptoms of a substance abuse problem and the stages that lead to dependency/addiction. 2.3.6.C.2 Explain how wellness is affected during the stages of drug dependency/addiction.2.3.6.C.3 Determine the extent to which various factors contribute to the use and abuse of alcohol, tobacco, and other drugs by adolescents, such as peer pressure, low self-esteem, genetics, and poor role models.. 2.3.6.C.4 Determine effective strategies to stop using alcohol, tobacco and other drugs, and that support the ability to remain drug-free.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being.

38

CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory


Formative Summative Benchmark Alternate Pair ShareTeacher Observation Kahoot/other interactive surveyHomework Concept MappingGraphic OrganizerExit TicketQuizRubric examining Skills Self-Assessment Peer Assessment




39

Class discussion


Content: Health Education Nutrition (Gr. 6) Enduring Understandings

• There are many short and long term health benefits and risks associated with nutritional choices

• Nutrition is important for a healthy, long-lasting life. • The food in each of the five main food groups contains essential

vitamins and minerals to help our bodies grow strong and stay healthy.

• Choosing to eat healthy food from each of the food groups helps our bodies grow into strong and healthy adults.

• What you eat affects your appearance, your energy, how you feel – and above all, your health.

Essential Questions What is healthy eating? How do you make decisions on food selection and preparation? Why is it important to eat a good breakfast and nutritious snacks? Why is it important to follow safe food handling practices? Are you what you eat? How is proper nutrition essential in the growth and development of healthy bodies? What resources are available to assist in making nutritional choices and be able to determine healthful food choices for a balanced diet?


Focus

Nutrition




Assessments

(What evidence will I

show to demonstrate mastery?)

Resources/ Materials

2.1 Wellness: Students must know: To assist in meeting Formative: -Teacher web–

40

All students

will learn and apply health promotion

concepts and skills to support a

healthy, active lifestyle.

-Determine factors that influence food choices and eating patterns. -Summarize the benefits and risks associated with nutritional choices, based on eating patterns. -Create a daily balanced nutritional meal plan based on nutritional content, value, calories, and cost. -Compare and contrast nutritional information on similar food

products in order to make informed choices. -

basis. -The principles of nutrition as they relate to body health. -How to analyze food labels for FDA responsibilities. -How to critique their personal diet. -How to create a healthy meal. Students will: - Understand the relationships among diet, health, and physical activities. -Evaluate their own eating patterns.

this standard, students may: • Work as a small/large

team • Read and discuss





-Refer daily to Enduring Understanding -Discuss Essential Questions -Review key terms regularly -Teacher observation of student’s performance in role plays, classroom discussions, and small group discussions. Summative: -Benchmark/Unit

based search engines -Teacher textbooks -Teacher Generated Materials -Audio/visual equipment (Smart board, dvd) Measuring spoons and cups, specific food labels Websites: http://www.choosemy plate.gov/ http://kidshealth.org/ki

.

.

-Identify a variety of healthy food choices. -Discuss factors that influence food choices. -Explain how the food from the five healthy food group’s help their bodies grow strong. -Differentiate between healthy and unhealthy eating patterns. -Classify foods by food group, food source, nutrition content and nutritional value. -Interpret and analyze nutrition information on food packages and labels -Discuss how healthy eating provides energy, helps to maintain healthy weight, lower risk of disease and keep the body systems working. Academic Vocabulary:




• Discuss and distribute factual

Assessments -Unit-Specific Testing -Observation Conferencing -Homework -Classwork -Projects

d/nutrition/

41

Understand how our bodies require a set amount of food from the

fruit, vegetable, grains, protein, and dairy food group on a daily

-Food groups (grains, dairy, protein, fruits and vegetables) -Fats, proteins, minerals -Vitamins, carbohydrates -Calorie -My Plate -Nutrition, nutrient -Digestion -Sodium -Sugar -Heart disease -Weight loss/gain -Cholesterol -Water -Ingredient -Appetite -Calcium -Sodium (salt) -Food label - Obesity -Potassium -Iron -Diet -Nourishment -Energy -Bulimia -Anorexia

information • Small group

discussions • Role Playing

scenarios • Problem solving

situations • Writing assignments • Flexible Grouping • Learning

Centers/Stations • Student Centered

Activities

PE CPI2.1.6.B.1 Determine factors that influence food choices and eating patterns. 2.1.6.B.2 Summarize the benefits and risks associated with nutritional choices, based on eating patterns. 2.1.6.B.3 Create a daily balanced nutritional meal plan based on nutritional content, value, calories, and cost. 2.1.6.B.4 Compare and contrast nutritional information on similar food products in order to make informed choices.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric21st Century Connection:

42

9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory


Formative Summative Benchmark Alternate Pair ShareTeacher Observation Kahoot/other interactive survey

Paper/Pencil Skills/Rules AssessmentPresentation Oral/Visual

Presidential Fitness Program Growth in fitness ability: Running the Mile

Use pops or materials to alter the skillOrally read the assessment

43

Homework Concept MappingGraphic OrganizerExit TicketQuizRubric examining Skills Self-Assessment Peer Assessment Class discussion

Portfolio EssayCreate a song/film/story

Sit Ups Push ups

Allow for extra time


Content: Health Education Human Relationships and Sexuality (Gr. 6) Enduring Understandings

• Tolerance, appreciation and understanding of individual differences are necessary in order to establish healthy relationships.

• Reliable personal and professional resources are available to

• Hr

• H

Essential Questions ow do we learn to understand and respect diversity in

elationships?

ow do we know when a relationship is not worth saving?

44

assist with relationship problems.

• Change is normal; it happens at different rates and at different times and can be difficult.

• An individual’s health at different life stages is dependent on heredity, environmental factors and lifestyle choices.

• Learning about sexuality and discussing sexual issues is critical for sexual health, but is a sensitive and challenging process.

• Raising a child requires physical, economic, emotional, social and intellectual commitment.

• External pressures and opportunities that present themselves may influence a person to become sexually active.


• There are many additional challenges that confront those who are not heterosexual.

• Raising a child requires physical, economic, emotional, social and intellectual commitment.

• Prenatal care has a direct impact on the delivery and long-term health of the child.

• H • H

a

p

• H

ow am I alike and different from everyone else?

Why do we change physically, socially and emotionally? Who can I safely go to for accurate answers to my questions? Why is it important for a mother to be healthy during pregnancy?

ow do you know when the time is right for you to become sexually ctive?

Why does the United States have such a high incidence of unintended regnancies and sexually transmitted infections?

What determines a person’s sexual orientation?

ow do you know when you are ready to have a child?


Focus

Human Relationships and Sexuality

Learning Expectations/ Instructional Foc


us Modifications/ Extensions (How do I differentiate?)

Assessments



Resources/Materials

Students must know: -Recognize different types of family units. -Explain how family members care for each other. -Identify the qualities of a good friend.

To assist in meeting this standard, students may: Work as a

small/large team

Formative: -Refer daily to Enduring Understanding -Discuss Essential

-Teacher web–based search engines -Teacher textbooks -Teacher Generated Materials

45

.

2.4 Human

Relationships and Sexuality: All students will

acquire knowledge about the physical,

emotional, and social aspects of

human relationships and sexuality

and apply these concepts

to support a healthy active

lifestyle.

-Recognize character traits found in friends. -Understand the two kinds of peer pressure. -Identify and demonstrate how to use refusal skills to resist peer pressure.

-Explain the importance of abstinence during the teen years. -Describe ways of protecting yourself from violence. -Identify a strategy to resolve conflicts through negotiation. -Describe the changes you go through during the teen years. -Identify the parts and functions of the male and female reproductive systems.

-Explain how to care for the reproductive system. -Explain how inherited traits are passed along. -Identify changes to a developing baby. -Recognize stages in the life cycle. -Identify common STI's. -Describe how HIV and other STI's are spread. -Access current information on HIV and AID's. -Explain how to protect yourself from STI's. Students will: -Compare and contrast how families may change over time. -Analyze the characteristics of healthy friendships and other relationships.

-Examine the types of relationships adolescents may experience.

-Demonstrate successful resolution of a problem(s) among friends and in other relationships. -Compare and contrast the role of dating and dating behaviors in adolescence. -Compare growth patterns of males and females during adolescence.

-Summarize strategies to remain abstinent and resist pressures to become sexually active.

-Determine behaviors that place one at risk for HIV/AIDS, STI’S, HPV or unintended pregnancy.

-Predict the possible physical, social, and emotional impacts

• Read and discuss several related texts/handouts with teacher











• Writing assignments • Flexible Grouping • Learning

Questions -Review key terms regularly -Teacher observation of student’s performance in role plays, classroom discussions, and small group discussions. Summative: -Benchmark/Unit Assessments -Unit-Specific Testing -Observation Conferencing -Homework -Classwork -Projects

-Audio/visual equipment (Smart board, DVD) Websites: www.kidshealth.org http://www.advocatesfor youth.org/ http://answer.rutgers.edu/ http://www.plannedparen thood.org/

46

of adolescent decisions regarding sexual behavior.

-Summarize the sequence of fertilization, embryonic growth, and fetal development during pregnancy.

-Identify the signs and symptoms of pregnancy. -Identify prenatal practices that support a healthy pregnancy. -Predict challenges that may be faced by adolescent parents and their families. Academic Vocabulary: -Heredity -Hormones -Stages of the Life Cycle (infancy, childhood, adolescence, adulthood, and death) -Growth spurt -Puberty -Abstinence -Violence, conflicts -Family -Negative/positive peer pressure -Unprotected intercourse -Sexually transmitted diseases -Pregnancy -Parenting -Character traits (trust, honesty, faithful, loyal) -Family -Sexual abuse -Physical abuse -Mental and emotional abuse -Intimate -Same sex -Safe sex

Centers/Stations Student Centered

Activities

PE CPI2.4.6.A.1 Compare and contrast how families may change over time. 2.4.6.A.2 Analyze the characteristics of healthy friendships and other relationships. 2.4.6.A.3 Examine the types of relationships adolescents may experience. 2.4.6.A.4 Demonstrate successful resolution of a problem(s) among friends and in other relationships. 2.4.6.A.5 Compare and contrast the role of dating and dating behaviors in adolescence.2.4.6.B.1 Compare growth patterns of males and females during adolescence.

47

2.4.6.B.2 Summarize strategies to remain abstinent and resist pressures to become sexually active. 2.4.6.B.3 Determine behaviors that place one at risk for HIV/AIDS, STIs, HPV, or unintended pregnancy. 2.4.6.B.4 Predict the possible physical, social, and emotional impacts of adolescent decisions regarding sexual behavior.2.4.6.C.1 Summarize the sequence of fertilization, embryonic growth, and fetal development during pregnancy. 2.4.6.C.2 Identify the signs and symptoms of pregnancy. 2.4.6.C.3 Identify prenatal practices that support a healthy pregnancy2.4.6.C.4 Predict challenges that may be faced by adolescent parents and their families.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.

48

Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory







49

Health Curriculum

Grade 7

50

Content: Health Education Bullying (Gr. 7)

Enduring Understandings • Bullying is intentional, repetitive, and involves and imbalance of power not

necessarily based on physical size. • Bullying can by physical, verbal, relational or electronic. • The players in bullying are the bully, victim, and bystander.

Bystanders can have either a positive or negative influence. • Bullying or harassment can be disguised as “teasing”. Friendly teasing

between friends is reciprocal, on neutral topics, the purpose is playful and inclusive and the tone is funny. Bullying or harassment in the guise of teasing is one directional, involves a sensitive topic, the purpose is to exclude or upset, and the tone is often sarcastic.


• Effective communication skills are valuable to personal and professional success. • Cyber bullying is the use of electronic technology (phones, computers) to bully

someone.


What should I do when I see other people being bullied? • How can I use technology safely? • How do we help create a school where everyone feels safe,

and like they belong? • Why do schools need to address bullying and harassment? • How can we recognize the warning signs of someone

being bullied/harassed? • How can students, faculty, parents, and community be

educated about the consequences of bullying? • What are the short and long term effects to students who

are constantly bullied and harassed? • What types of bullying/harassment take place in schools

and what are the motivators behind these actions? Grade Specific Areas of Focus

Bullying




Assessments

(What evidence will I show to demonstrate mastery?)


2.1 Wellness: All students will learn and apply



lifestyle.

2.2

Students must know: • Understand how to act assertively rather than aggressively or

passively. • Reflect on how they want to be regarded by others. • Take greater responsibility for their words and actions and

refrain from treating others in mean ways. • Reflect on the fact that bystanders can become up standers

who help. Students will:

• Define bullying as behavior designed to hurt, threaten or

To assist in meeting this standard, students may: • Work as a



Formative: -Refer daily to Enduring Understanding -Discuss Essential Questions -Review key terms regularly -Teacher

-Teacher web–based search engines -Teacher textbooks -Teacher Generated Materials -Audio/visual equipment (Smart board, DVD)

51

Integrated

Skills: All students will develop and use


exclude someone. • Understand that bullying is intentional, repetitive, and

involves an imbalance of power. • Name 4 primary ways that bullying occurs (physically,

verbally, relational, and cyber).


• Use Think-PairShare to apply

observation of student’s performance in role plays, classroom discussions, and

The Bully Free Classroom : by Allan Beane http://teacher.scholast ic.com/professional/cl assmgmt/bully_free.h


lifestyle.

• State how bullying is different from conflict. • Recognize and describe the three main roles in a bullying

scenario (victim, bully and bystander). • Evaluate various ways they can respond if they are being

bullied, see bullying or have been a bully, and choose the most appropriate for a particular situation.


• Differentiate between friendly teasing and harassment. • Understand what is meant by cyber bullying, and be able to

list three ways that it might occur. Academic Vocabulary: -Abuse -Acting out -Beat up -Cautious -Antagonistic -Advocate -Afraid -Aggressive -Alone -Failure -Jealous -Favoritism -Gossip -Emotional -Kindness -Warning -Tease

health-related and concepts.











small group discussions. Summative: -Benchmark/Unit Assessments -Unit-Specific Testing -Observation Conferencing -Homework -Classwork -Projects -Role play scenarios

tm Videos – “Don’t Pick on Me”, “Silent on the Sidelines: Why We Ignore Bullying” Websites: http://www.stopbullyi ng.gov/what - is bullying/ http://www.pacer.org/ bullying/resources/info- facts.asp http://www.teencentr al.net/bully/nowwhat. php?gclid=CNe23vOu08YCFc4WHwodvV0Akg

52

-Taunt -Selfish -Struggle -Offensive -Physical -Torment -Unworthy -Put down -Prejudice -Punched

Activities

PE CPI2.1.8.E.1 Analyze how personal assets, resiliency, and protective factors support healthy social and emotional health.2.1.8.E.2 Determine the effectiveness of existing home, school, and community efforts to address social and emotional health and prevent conflict.2.1.8.E.3 Explain how culture influences the ways families and groups cope with crisis and change. 2.1.8.E.4 Compare and contrast stress management strategies that are used to address various types of stress-induced situations2.2.8.A.1 Compare and contrast verbal and nonverbal interpersonal communication strategies in a variety of settings and cultures in different situations.2.2.8.A.2 Demonstrate the use of refusal, negotiation, and assertiveness skills when responding to peer pressure, disagreements, or conflicts.2.2.8.B.1 Predict social situations that may require the use of decision-making skills. 2.2.8.B.2 Justify when individual or collaborative decision-making is appropriate. 2.2.8.B.3 Analyze factors that support or hinder the achievement of personal health goals during different life stages.2.2.8.C.1 Analyze strategies to enhance character development in individual, group, and team activities. 2.2.8.C.2 Analyze to what extent various cultures have responded effectively to individuals with disabilities2.2.8.C.3 Hypothesize reasons for personal and group adherence, or lack of adherence, to codes of conduct at home, locally, and in the worldwide community.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular

53

activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory


54






Content: Health Education Unit: Wellness (Gr. 7) Enduring Understanding

Students will understand that…

• Taking responsibility for one’s own health is an essential step towards developing and maintaining a healthy, active life style

• Applying knowledge about physical, social, emotional and intellectual wellness will help them make informed choices

Essential Questions

• What does it mean to be healthy? • What is wellness? • Are there long lasting consequences to unhealthy behaviors made during

adolescence? • Has the use of technology influenced behaviors in society? • Does your childhood environment influence your decisions as an adult? • How much risk should an individual take and to what end?

Grade Specific Areas of Learning Expectations/ Instructional Modifications/ Assessments Resources/Materials

55

Focus Focus


Extensions (How do I differentiate?)


/2.1 Wellness: All students will learn and apply health promotion concepts and

skills to support a healthy, active lifestyle.

Students must know: • Assess and apply health data to

enhance each dimension of personal wellness.

• Compare and contrast the impact of genetics, family history, personal health practices, and environment on personal growth and development in each life stage.

• Relate advances in technology to maintaining and improving personal health.

• Determine the impact of marketing techniques on the use of personal hygiene products, practices, services.

• Analyze how culture, health status, age, and eating environment influence personal eating patterns and recommend ways to provide nutritional balance.

To assist in meeting this standard, students may: • Work as a small/large

team • Read and discuss several




Modifications: • Explain how this unit

affects overall health • Explain how this unit

relates to other health units • Engage in an organized

debate regarding the

Formative: -Refer daily to Enduring Understanding -Discuss Essential Questions -Review key terms regularly -Teacher observation of student’s performance in role plays, classroom discussions, and small group discussions. Summative: -Benchmark/Unit

-Teacher web–based search engines -Teacher textbooks -Teacher Generated Materials -Audio/visual equipment (Smart board, DVD) Websites: www.kidshealth.org http://www.advocatesfor youth.org/ http://answer.rutgers.edu/ http://www.plannedparen thood.org/

56

• Identify and defend healthy ways for

adolescents to lose, gain, or maintain weight.

• Design a weekly nutritional plan for families with different lifestyles, resources special needs, and cultural backgrounds.

• Evaluate emerging methods to diagnose and treat diseases and health conditions that are common in young adults in the United States and other countries, including hepatitis, sexually transmitted infections, and HIV

importance of this unit towards living a healthy, active lifestyle.


• Small group discussions • Role Playing scenarios • Problem solving situations • Writing assignments • Flexible Grouping • Learning


Activities


PE CPI2.1.8.A.1 Assess and apply Health Data to enhance each dimension of personal wellness. 2.1.8.A.2 Compare and contrast the impact of genetics, family history, personal health practices, and environment on personal growth and development in each life stage. 2.1.8.A.3 Relate advances in technology to maintaining and improving personal health. 2.1.8.A.4 Determine the impact of marketing techniques on the use of personal hygiene products, practices, and services2.1.8.B.1 Analyze how culture, health status, age, and eating environment influence personal eating patterns and recommend ways to provide nutritional balance. 2.1.8.B.2 Identify and defend healthy ways for adolescents to lose, gain, or maintain weight. 2.1.8.B.3 Design a weekly nutritional plan for families with different lifestyles, resources, special needs, and cultural backgrounds. 2.1.8.B.4 Analyze the nutritional values of new products and supplements2.1.8.C.1 Evaluate emerging methods to diagnose and treat diseases and health conditions that are common in young adults in the United States and other countries, including hepatitis, sexually transmitted infections, HIV/AIDS, breast cancer, HPV, and testicular cancer. 2.1.8.C.2 Analyze local, state, national, and international public health efforts to prevent and control diseases and health conditions. 2.1.8.C.3 Analyze the impact of mental illness (e.g., depression, impulse disorders such as gambling or shopping, eating disorders, and bipolar disorders) on physical, social, and emotional well-being2.1.4.D.1 Determine the characteristics of safe and unsafe situations and develop strategies to reduce the risk of injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention). 2.1.4.D.2 Summarize the various forms of abuse and ways to get help. 2.1.4.D.3 Examine the impact of unsafe behaviors when traveling in vehicles, as a pedestrian, and when using other modes of transportation. Applying first-aid procedures can minimize injury and save lives.

57

2.1.4.D.4 Demonstrate simple first-aid procedures for choking, bleeding, burns, and poisoning.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


58







59

Content: Health Education Unit: Integrated Skills (Gr. 7) Enduring Understandings

• Working together toward common goals with individuals of

different abilities and from different backgrounds develops and reinforces core ethical values.

• Rules, regulation, and policies regarding behavior provide a common framework that supports a safe, welcoming environment.

Essential Questions

• Why might different cultures respond differently to individuals with disabilities?

• How can you inspire others to address health issue?


Integrated Skills



Modifications/ Extensions

(How do I differentiate?)

Assessments



Resources/Materials

60

2.2 Integrated Skills:

All students will develop and use personal and interpersonal

skill to support a healthy, active lifestyle.

Students must know how to:

• Analyze strategies to enhance character development in individual, group, and team activities.

• Analyze to what extent various cultures have responded effectively to individuals with disabilities.

• Plan and implement volunteer activities to benefit a local, state, national or world health initiative.

• Defend a position on a health or social issue to activate community awareness and responsiveness.

Students will:

• Know to what extent outside influences shape values.

• Understand vocabulary words, values, ethical, disability, culture, rules regulations,

• Demonstrate how to develop a classroom code of conduct.





Modifications: • Explain how this unit affects

overall health • Explain how this unit relates

to other health units • Engage in an organized

debate regarding the importance of this unit towards living a healthy, active lifestyle.


Formative: -Refer daily to Enduring Understanding -Discuss Essential Questions -Review key terms regularly -Teacher observation of student’s performance in role plays, classroom discussions, and small group discussions. Summative: -Benchmark/Unit Assessments -Unit-Specific


Explain how to research ways to be involved with Special Olympics

• Small group discussions • Role Playing scenarios • Problem solving situations • Writing assignments • Flexible Grouping • Learning Centers/Stations • Student Centered Activities

Testing -Observation Conferencing -Homework -Classwork -Projects

61

PE CPI2.2.8.C.1 Analyze strategies to enhance character development in individual, group, and team activities. 2.2.8.C.2 Analyze to what extent various cultures have responded effectively to individuals with disabilities.2.2.8.C.3 Hypothesize reasons for personal and group adherence, or lack of adherence, to codes of conduct at home, locally, and in the worldwide community.2.2.8.D.1 Plan and implement volunteer activities to benefit a local, state, national, or world health initiative. 2.2.8.D.2 Defend a position on a health or social issue to activate community awareness and responsiveness

Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


62








Content: Health Education Unit: Drugs and Medicines (Gr. 7)

Enduring Understandings

Essential Questions

• Can legal drugs be harmful?

63

• Choices about alcohol, tobacco, and drugs affect a healthy lifestyle.

• There are common indicators, stages, and in fluency factors of

chemical dependency.

• What drugs are being currently used and abused? • Why are some individuals more prone to addiction? • Can someone not taking drugs be affected by the substance abuse of another? • How would life change for a person who uses drugs? • How can a person ensure a life without substance abuse?


Drugs & Medicines




Assessments



Resources/Materials

/2.1 Wellness: All students will learn and

apply health promotion concepts and skills to

support a healthy, active lifestyle.

2.2

Integrated Skills: All students will develop

and use personal and interpersonal skill to support

a healthy, active lifestyle.

2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs and


Students must know how to: • Explain why the therapeutic effects and

potential risks of commonly used over-thecounter medicines, prescription drugs, and herbal and medicinal supplements vary in different individuals.

• Explain the impact of alcohol and other drugs on those areas of the brain that control vision, sleep coordination, and reaction time and the related impairment of behavior, judgment, and memory.

• Explain why tobacco smoke is harmful to non-smokers.

• Compare smoking laws in New Jersey with other states and countries.

• Describe how anti-smoking efforts are helping teens stay tobaccos free. Identify why teens use tobacco.

• Analyze the effects of all types of tobacco use on the aging process

• Compare and contrast the physical and








relates to other health units • Engage in an organized

debate regarding the importance of this unit


-Teacher web–based search engines -Teacher textbooks -Teacher Generated Materials -Audio/visual equipment (Smart board, dvd) Websites: www.kidshealth.org http://www.advocatesfor youth.org/ http://answer.rutgers.edu/ http://www.plannedparen thood.org/

64


2.4

Human Relationship and Sexuality:

All students will acquire knowledge about the

physical, emotional, and social aspects of human

relationships and sexuality and apply these concepts to


behavioral effects of commonly abused substances by adolescents.

• Predict the legal and financial consequences of the use, sale, and possession of illegal substances.

• Determine effective strategies to stop using alcohol, tobacco and other drugs, and that support the

towards living a healthy, active lifestyle.


• Small group discussions • Role Playing scenarios • Problem solving situations • Writing assignments • Flexible Grouping • Learning


Activities


PE CPI2.3.8.A.1 Explain why the therapeutic effects and potential risks of commonly used over-the counter medicines, prescription drugs, and herbal and medicinal supplements vary in different individuals. 2.3.8.A.2 Compare and contrast adolescent and adult abuse of prescription and over-the counter medicines and the consequences of such abuse2.3.8.B.1 Compare and contrast the physical and behavioral effects of commonly abused substances by adolescents. 2.3.8.B.2 Predict the legal and financial consequences of the use, sale, and possession of illegal substances. 2.3.8.B.3 Analyze the effects of all types of tobacco use on the aging process. 2.3.8.B.4 Compare and contrast smoking laws in New Jersey with other states and countries. 2.3.8.B.5 Explain the impact of alcohol and other drugs on those areas of the brain that control vision, sleep, coordination, and reaction time and the related impairment of behavior, judgment, and memory. 2.3.8.B.6 Relate the use of alcohol and other drugs to decision-making and risk for sexual assault, pregnancy, and STIs. 2.3.8.B.7 Explain the impact of inhalant use and abuse on social, emotional, mental, and physical wellness. 2.3.8.B.8 Analyze health risks associated with injected drug use.2.3.8.C.1 Compare and contrast theories about dependency/addiction (such as genetic predisposition, gender-related predisposition, and multiple risks) and provide recommendations that support a drug free life2.3.8.C.2 Summarize intervention strategies that assist family and friends to cope with the impact of substance abuse.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

65

21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory

66






https://www.pecentral.org/assessment/assessmentdef.htmlContent: Health Education

Unit: Human Relationships and Sexuality (Gr. 7)


• External pressures and opportunities that present themselves may influence a person to become sexually active.


• There are many additional challenges that confront those who are not heterosexual.

Essential Questions

• How do we learn to understand and respect diversity in relationships? How do we know when a relationship is not worth saving?

• How do you know when the time is right for you to become sexually active?

• Why does the United States have such a high incidence of unintended pregnancies and sexually transmitted infections?

• What determines a person’s sexual orientation? Grade Specific Areas of Focus Learning Expectations/ Instructional

Focus



Assessments



Resources/Materials

Students must know how to: To assist in meeting Formative: -Teacher web–

67

2.4 Human Relationship and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and

apply these concepts to support a healthy active

lifestyle.

•Identify guidelines for dating. •Explain the impact that change has on one’s family, i.e.. Divorce, marriage, death. •Articulate the importance of family and how it shapes your character. •List services available to couples that are in crisis. •Signs and symptoms of pregnancy, stages of pregnancy. •Contraceptive methods •Identify the physical, mental, emotional and social changes that occur during adolescence. •Describe healthy ways of expressing your emotions. •Develop ways to manage strong emotions. •Describe the function of the male reproductive system. •Identify the organs and structures of the male reproductive system. •Identify common problems of the male reproductive system. •Identify ways of detecting testicular cancer.

this standard, students may: • Work as a




• Use Think-Pair-Share to apply health-related and concepts. Modifications:



• Engage in an organized debate regarding the

-Refer daily to Enduring Understanding -Discuss Essential Questions -Review key terms regularly -Teacher observation of student’s performance in role plays, classroom discussions, and small group discussions. Summative: -Benchmark/Unit Assessments -Unit-Specific

based search engines -Teacher textbooks -Teacher Generated Materials -Audio/visual equipment (Smart board, dvd) Websites: www.kidshealth.org http://www.advocatesfor youth.org/ http://answer.rutgers.edu/ http://www.plannedparen thood.org/

•Describe the functions of the female reproductive system. •Identify the organs and structures of the female reproductive system. •Explain how to care for the female reproductive system. •Apply the skill to advocacy







68



Activities

PE CPI2.4.8.A.1 Predict how changes within a family can impact family members. 2.4.8.A.2 Explain how the family unit impacts character development. 2.4.8.A.3 Explain when the services of professionals are needed to intervene in relationships. 2.4.8.A.4 Differentiate between affection, love, commitment, and sexual attraction. 2.4.8.A.5 Determine when a relationship is unhealthy and explain effective strategies to end the relationship. 2.4.8.A.6 Develop acceptable criteria for safe dating situations, such as dating in groups, setting limits, or only dating someone of the same age.2.4.8.B.1 Analyze the influence of hormones, nutrition, the environment, and heredity on the physical, social, and emotional changes that occur during puberty2.4.8.B.2 Determine the benefits of sexual abstinence and develop strategies to resist pressures to become sexually active. 2.4.8.B.3 Compare and contrast methods of contraception used by adolescents and factors that may influence their use. 2.4.8.B.4 Relate certain behaviors to placing one at greater risk for HIV/AIDS, STIs, and unintended pregnancy.Discuss topics regarding gender identity, sexual orientation, and cultural stereotyping.Explain the importance of practicing routine healthcare procedures such as breast self-examination, testicular examinations, and HPV vaccine.2.4.8.C.1 Summarize the signs and symptoms of pregnancy and the methods available to confirm pregnancy. 2.4.8.C.2 Distinguish physical, social, and emotional changes that occur during each stage of pregnancy, including the stages of labor and childbirth and the adjustment period following birth. 2.4.8.C.3 Determine effective strategies and resources to assist with parenting. 2.4.8.C.4 Predict short- and long-term impacts of teen pregnancy. 2.4.8.C.5 Correlate prenatal care with the prevention of complications that may occur during pregnancy and childbirth.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


69

activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory


Formative Summative Benchmark Alternate Pair ShareTeacher Observation Kahoot/other interactive surveyHomework Concept Mapping

Paper/Pencil Skills/Rules AssessmentPresentation Oral/Visual Portfolio Essay



70

Graphic OrganizerExit TicketQuizRubric examining Skills Self-Assessment Peer Assessment Class discussion

Create a song/film/story


71

Health Curriculum

Grade 8

Content: Health Education Bullying (Gr. 8) Enduring Understandings

• Bullying is intentional, repetitive, and involves and imbalance of power not necessarily based on physical size.

• Bullying can by physical, verbal, relational or electronic. • The players in bullying are the bully, victim, and bystander.

Bystanders can have either a positive or negative influence.

• Bullying or harassment can be disguised as “teasing”. Friendly teasing between friends is reciprocal, on neutral topics, the purpose is playful and inclusive and the tone is funny. Bullying or harassment in the guise of teasing is one directional, involves a sensitive topic, the purpose is to exclude or upset, and the tone is often sarcastic.


• Effective communication skills are valuable to personal and


What should I do when I see other people being bullied? • How can I use technology safely? • How do we help create a school where everyone feels safe, and like they

belong? • Why do schools need to address bullying and harassment? • How can we recognize the warning signs of someone being

bullied/harassed? • How can students, faculty, parents, and community be educated about the

consequences of bullying? • What are the short and long term effects to students who are constantly

bullied and harassed? • What types of bullying/harassment take place in schools and what are the

motivators behind these actions?

72

professional success.

• Cyber bullying is the use of electronic technology (phones, computers) to bully someone.


Bullying




Assessments



Resources/Materials

2.1 Wellness: All students will learn and apply



lifestyle.

2.2 Integrated

Skills: All students will

Students must know: • Understand how to act assertively rather than

aggressively or passively. • Reflect on how they want to be regarded by

others. • Take greater responsibility for their words and

actions and refrain from treating others in mean ways.

• Reflect on the fact that bystanders can become up standers who help.

Students will: • Define bullying as behavior designed to hurt,






Formative: -Refer daily to Enduring Understanding -Discuss Essential Questions -Review key terms regularly -Teacher observation of student’s performance in role plays, classroom discussions, and

-Teacher web–based search engines -Teacher textbooks -Teacher Generated Materials -Audio/visual equipment (Smart board, DVD) The Bully Free Classroom : by Allan Beane http://teacher.scholastic.co m/professional/classmgmt

73

develop and use



lifestyle.

threaten or exclude someone. • Understand that bullying is intentional,

repetitive, and involves an imbalance of power.

• Name 4 primary ways that bullying occurs (physically, verbally, relational, and cyber).

• State how bullying is different from conflict. • Recognize and describe the three main roles in

a bullying scenario (victim, bully and bystander).

• Evaluate various ways they can respond if they are being bullied, see bullying or have been a bully, and choose the most appropriate for a particular situation.


• Differentiate between friendly teasing and harassment.

• Understand what is meant by cyber bullying, and be able to list three ways that it might occur.

Academic Vocabulary: -Abuse -Acting out -Beat up -Cautious -Antagonistic -Advocate -Afraid -Aggressive -Alone -Failure -Jealous -Favoritism -Gossip -Emotional -Kindness -Warning



relates to other health units



• Small group discussions • Role Playing scenarios • Problem solving



Activities

small group discussions. Summative: -Benchmark/Unit Assessments -Unit-Specific Testing -Observation Conferencing -Homework -Classwork -Projects -Role play scenarios

/bully_free.htm Videos – “Don’t Pick on Me”, “Silent on the Sidelines: Why We Ignore Bullying” Websites: http://www.stopbullying.gov/what - is - bullying/ http://www.pacer.org/bull ying/resources/info facts.asp http://www.teencentral.net /bully/nowwhat.php?gclid=CNe23vOu08YCFc4WH wodvV0Akg

74

-Tease -Taunt -Selfish -Struggle -Offensive -Physical -Torment -Unworthy -Put down -Prejudice -Punched -Picked on -Rights -Sensitive -Report

PE CPI2.1.8.E.1 Analyze how personal assets, resiliency, and protective factors support healthy social and emotional health.2.1.8.E.2 Determine the effectiveness of existing home, school, and community efforts to address social and emotional health and prevent conflict.2.1.8.E.3 Explain how culture influences the ways families and groups cope with crisis and change. 2.1.8.E.4 Compare and contrast stress management strategies that are used to address various types of stress-induced situations2.2.8.A.1 Compare and contrast verbal and nonverbal interpersonal communication strategies in a variety of settings and cultures in different situations.2.2.8.A.2 Demonstrate the use of refusal, negotiation, and assertiveness skills when responding to peer pressure, disagreements, or conflicts.2.2.8.B.1 Predict social situations that may require the use of decision-making skills. 2.2.8.B.2 Justify when individual or collaborative decision-making is appropriate. 2.2.8.B.3 Analyze factors that support or hinder the achievement of personal health goals during different life stages.2.2.8.C.1 Analyze strategies to enhance character development in individual, group, and team activities. 2.2.8.C.2 Analyze to what extent various cultures have responded effectively to individuals with disabilities2.2.8.C.3 Hypothesize reasons for personal and group adherence, or lack of adherence, to codes of conduct at home, locally, and in the worldwide community.

75

Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


76








Content: Health Education Wellness (Gr. 8)

77

Enduring Understanding

• An individual’s health at different life stages is dependent on heredity, environmental factors and lifestyle choices. • Current and future personal wellness is dependent upon applying health-related concepts and skills in everyday lifestyle behaviors

Essential Questions • What causes optimal growth and development? • What are the consequences (especially unforeseen) of our choices in terms of wellness?




Modifications/ Extensions


Assessments


Resources/Materials

/2.1 Wellness: All students will learn and apply health promotion concepts and

skills to support a healthy, active lifestyle.

Students must know how to: • Explain how health data can be

used to assess and improve each dimension of personal wellness.

• Relate how personal lifestyle habits, environment, and heredity influence growth and development in each life stage

• Determine factors that influence the purchase of healthcare products and use of personal hygiene practices.

Students will:

• Identify the three parts of the health triangle.

• Describe the relationship between health and wellness.

• Explain how to balance your physical, mental/emotional, and social health.

• Identify factors that influence your health and be able to explain the role your behavior

To assist in meeting this standard, students may: • Work as a small/large team • Read and discuss several related

texts/handouts with teacher • Reference Sheets/Lists

-Online/printed materials • Use Think-Pair-Share to apply

health-related and concepts. Modifications:





• Small group discussions • Role Playing scenarios • Problem solving situations

Formative: -Refer daily to Enduring Understanding -Discuss Essential Questions -Review key terms regularly -Teacher observation of student’s performance in role plays, classroom discussions, and small group discussions. Summative: -Benchmark/Unit Assessments -Unit-Specific Testing -Observation


78

and choices play on your health.

Describe how your attitude affects your health.

• Writing assignments • Flexible Grouping • Learning Centers/Stations • Student Centered Activities

Conferencing -Homework -Classwork -Projects

PE CPI2.1.8.A.1 Assess and apply Health Data to enhance each dimension of personal wellness. 2.1.8.A.2 Compare and contrast the impact of genetics, family history, personal health practices, and environment on personal growth and development in each life stage. 2.1.8.A.3 Relate advances in technology to maintaining and improving personal health. 2.1.8.A.4 Determine the impact of marketing techniques on the use of personal hygiene products, practices, and services2.1.8.B.1 Analyze how culture, health status, age, and eating environment influence personal eating patterns and recommend ways to provide nutritional balance. 2.1.8.B.2 Identify and defend healthy ways for adolescents to lose, gain, or maintain weight. 2.1.8.B.3 Design a weekly nutritional plan for families with different lifestyles, resources, special needs, and cultural backgrounds. 2.1.8.B.4 Analyze the nutritional values of new products and supplements2.1.8.C.1 Evaluate emerging methods to diagnose and treat diseases and health conditions that are common in young adults in the United States and other countries, including hepatitis, sexually transmitted infections, HIV/AIDS, breast cancer, HPV, and testicular cancer. 2.1.8.C.2 Analyze local, state, national, and international public health efforts to prevent and control diseases and health conditions. 2.1.8.C.3 Analyze the impact of mental illness (e.g., depression, impulse disorders such as gambling or shopping, eating disorders, and bipolar disorders) on physical, social, and emotional well-being2.1.4.D.1 Determine the characteristics of safe and unsafe situations and develop strategies to reduce the risk of injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention). 2.1.4.D.2 Summarize the various forms of abuse and ways to get help. 2.1.4.D.3 Examine the impact of unsafe behaviors when traveling in vehicles, as a pedestrian, and when using other modes of transportation. Applying first-aid procedures can minimize injury and save lives. 2.1.4.D.4 Demonstrate simple first-aid procedures for choking, bleeding, burns, and poisoning.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

79

21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory


Formative Summative Benchmark Alternate Pair ShareTeacher Observation Kahoot/other interactive surveyHomework Concept MappingGraphic OrganizerExit TicketQuizRubric examining Skills Self-Assessment




80

Peer Assessment Class discussion

https://www.pecentral.org/assessment/assessmentdef.htm

Content: Health Education Consumer Education, Decision Making & Safety

Enduring Understandings • Young adults are faced with many life-altering decisions that can impact their health, happiness, and future success.

• Life transitions are challenging because they force individuals to let go of the familiar and face the future with a feeling of vulnerability.

• Life transitions can be positive or negative, and planned or unexpected, but they always force individuals to adopt new ways of living.

Essential Questions

• How will I know if I have made the right health decisions? • How can I balance the freedom of independence with responsibility for my own health?

• Why is it so hard to transition from adolescent to young adult? How can I learn from my mistakes and the mistakes of others?

• How can I take control of my future? Grade Specific Areas of

Focus

Consumer Education, Decision Making and

Safety




Assessments


Resources/Materials

/2.1 Wellness: All students will learn and

apply health promotion concepts and skills to


2.2


and use personal and interpersonal skill to


Students must know how to: • Relate advances in technology to maintaining and improving personal health.

• Determine the impact of marketing techniques on the use of personal hygiene products, practices, and services.

• Design a weekly nutritional plan for families with different lifestyles, resources, special needs, and cultural backgrounds.

• Analyze the nutritional values of new products and supplements.

• Predict social situations that may require the use of decision-making skills.

• Justify when individual or collaborative decisionmaking is appropriate.





• Use Think-PairShare

Formative: -Refer daily to Enduring Understanding -Discuss Essential Questions -Review key terms regularly -Teacher observation of student’s performance in role plays, classroom discussions, and small group discussions.

-Teacher web–based search engines -Teacher textbooks -Teacher Generated Materials -Audio/visual equipment (Smart board, DVD) Websites: www.kidshealth.org http://www.advocatesfor youth.org/ http://answer.rutgers.edu/

81

• Analyze the causes and the consequences of

noncompliance with the traffic safety system. • Demonstrate first-aid procedures, including victim and situation assessment, Basic Life Support, and the care of head trauma, bleeding and wounds, burns, fractures, shock, and poisoning.

to apply health-related and concepts.


affects overall

Summative: -Benchmark/Unit

http://www.plannedparen thood.org/

Students will: • Explain how to resolve problems with purchases. • Explain how marketing strategies can change a person’s opinion on a hygienic product.

health • Explain how this

unit relates to other health units








Activities


PE CPI2.2.8.E.1 Evaluate various health products, services, and resources from different sources, including the Internet.2.2.8.B.1 Predict social situations that may require the use of decision-making skills. 2.2.8.B.2 Justify when individual or collaborative decision-making is appropriate.

82

2.2.8.B.3 Analyze factors that support or hinder the achievement of personal health goals during different life stages.2.1.6.A.3 Determine factors that influence the purchase of healthcare products and use of personal hygiene practices.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric2.1.8.D.1 Assess the degree of risk in a variety of situations and identify strategies to reduce intentional and unintentional injuries to self and others. 2.1.8.D.2 Describe effective personal protection strategies used in public places and what to do when one’s safety is compromised. 2.1.8.D.3 Analyze the causes and the consequences of noncompliance with the traffic safety system.2.1.8.D.4 Demonstrate first-aid procedures, including victim and situation assessment, Basic Life Support, and the care of head trauma, bleeding and wounds, burns, fractures, shock, and poisoning.


83








84

Content: Health Education Enduring Understandings

• Working together toward common goals with individuals of different abilities and from different backgrounds develops and reinforces core ethical values.

• Rules, regulation, and policies regarding behavior provide a common framework that supports a safe, welcoming environment.





Assessments



85

/2.1 Wellness:

All students will learn and apply health promotion concepts and skills to


2.2


and use personal and interpersonal skill to


2.3

Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs and



Students must know: • How will I know if I have made the right health decisions? • How can I balance the freedom of independence with

responsibility for my own health? • Why is it so hard to transition from adolescent to young adult? • How can I learn from my mistakes and the mistakes of others? • How can I take control of my future?

Students will understand that:

• Young adults are faced with many life- altering decisions that can impact their health, happiness, and future success.

• Life transitions are challenging because they force individuals to let go of the familiar and face the future with a feeling of vulnerability.

• Life transitions can be positive or negative, and planned or unexpected, but





Modifications: • Explain how this unit affects

overall health • Explain how this unit relates

to other health units • Engage in an organized

debate regarding the importance of this unit towards living a healthy, active lifestyle.


Formative: -Refer daily to Enduring Understanding -Discuss Essential Questions -Review key terms regularly -Teacher observation of student’s performance in role plays, classroom discussions, and small group discussions. Summative: -Benchmark/Unit Assessments -Unit-Specific

2.4

Human Relationship and Sexuality:

All students will acquire knowledge about the

physical, emotional, and social aspects of human



they always force individuals to adopt new ways of living • Small group discussions • Role Playing scenarios • Problem solving situations • Writing assignments • Flexible Grouping • Learning Centers/Stations • Student Centered Activities


PE CPI2.2.8.A.1 Compare and contrast verbal and nonverbal interpersonal communication strategies in a variety of settings and cultures in different situations.

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2.2.8.A.2 Demonstrate the use of refusal, negotiation, and assertiveness skills when responding to peer pressure, disagreements, or conflicts.2.2.8.B.1 Predict social situations that may require the use of decision-making skills. 2.2.8.B.2 Justify when individual or collaborative decision-making is appropriate. 2.2.8.B.3 Analyze factors that support or hinder the achievement of personal health goals during different life stages.2.2.8.C.1 Analyze strategies to enhance character development in individual, group, and team activities. 2.2.8.C.2 Analyze to what extent various cultures have responded effectively to individuals with disabilities.2.2.8.C.3 Hypothesize reasons for personal and group adherence, or lack of adherence, to codes of conduct at home, locally, and in the worldwide community.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity.

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CRP12. Work productively in teams while using cultural global competence.Technology: Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory







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Content: Health Education Human Relationships and Sexuality (Gr. 8)

89


• Young adults are faced with many life-altering decisions that can

impact their health, happiness, and future success. • Life transitions are challenging because they force individuals to

let go of the familiar and face the future with a feeling of vulnerability.

• Life transitions can be positive or negative, and planned or unexpected, but they always force individuals to adopt new ways of living.

Essential Questions

• Why is it so hard to transition from adolescent to young adult?

• How can I learn from my mistakes and the mistakes of others?

• How can I take control of my future?





Assessments



2.4 Human Relationship and

Sexuality: All students will acquire

knowledge about the physical, emotional, and social aspects of human



Students must know how to:: • Analyze local, state, national, and

international public health efforts to prevent and control diseases and health conditions.

• Analyze to what extent various cultures have responded effectively to individuals with disabilities.

• Hypothesize reasons for personal and group adherence, or lack of adherence, to codes of conduct at home, locally, and in the worldwide community.

• Differentiate between affection, love, commitment, and sexual attraction.

• Determine when a relationship is unhealthy and explain effective strategies to end the relationship.

• Develop acceptable criteria for safe dating situations, such as dating in groups, setting limits, or only dating someone of








relates to other health units


-Teacher web–based search engines -Teacher textbooks -Teacher Generated Materials -Audio/visual equipment (Smart board, DVD) Websites: www.kidshealth.org http://www.advocate sforyouth.org/ http://answer.rutgers.edu/ http://www.planned parenthood.org/

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the same age.

• Predict short- and long-term impacts of teen pregnancy.

• Correlate prenatal care with the prevention of complications that may occur during pregnancy and childbirth.

Students will:

• Explain why intimacy is so important in a loving relationship.

• Describe how to cope with sexual pressures.



• Small group discussions • Role Playing scenarios • Problem solving



Activities


PE CPI2.4.8.A.1 Predict how changes within a family can impact family members. 2.4.8.A.2 Explain how the family unit impacts character development. 2.4.8.A.3 Explain when the services of professionals are needed to intervene in relationships. 2.4.8.A.4 Differentiate between affection, love, commitment, and sexual attraction. 2.4.8.A.5 Determine when a relationship is unhealthy and explain effective strategies to end the relationship. 2.4.8.A.6 Develop acceptable criteria for safe dating situations, such as dating in groups, setting limits, or only dating someone of the same age.2.4.8.B.1 Analyze the influence of hormones, nutrition, the environment, and heredity on the physical, social, and emotional changes that occur during puberty2.4.8.B.2 Determine the benefits of sexual abstinence and develop strategies to resist pressures to become sexually active. 2.4.8.B.3 Compare and contrast methods of contraception used by adolescents and factors that may influence their use. 2.4.8.B.4 Relate certain behaviors to placing one at greater risk for HIV/AIDS, STIs, and unintended pregnancy.Discuss topics regarding gender identity, sexual orientation, and cultural stereotyping.Explain the importance of practicing routine healthcare procedures such as breast self-examination, testicular examinations, and HPV vaccine.2.4.8.C.1 Summarize the signs and symptoms of pregnancy and the methods available to confirm pregnancy. 2.4.8.C.2 Distinguish physical, social, and emotional changes that occur during each stage of pregnancy, including the stages of labor and childbirth and the adjustment period following birth. 2.4.8.C.3 Determine effective strategies and resources to assist with parenting.

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2.4.8.C.4 Predict short- and long-term impacts of teen pregnancy. 2.4.8.C.5 Correlate prenatal care with the prevention of complications that may occur during pregnancy and childbirth.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.


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Grade 6 Physical EducationUnit Timeframe (in block periods) Assessments Resources

Fitness Five total blocks of Fitness (1st

Marking Cycle) -- Unit-Specific, Skill-Based Testing -- Unit- Specific, CognitiveBased Testing (Written) -- Daily Preparedness & Participation

-- Laptop carts / computer labs to conduct written examinations -- Unit-specific equipment -- Field / gymnasium access

Football (Skills-Based, Regulation and Advanced Strategies)

Five Total Blocks of Football (1st

Marking Cycle)

Lacrosse (Skills-Based, Regulation and Advanced Strategies)

Five Total Blocks of Lacrosse (1st

Marking Cycle)

Soccer (Skills-Based, Regulation and Advanced Strategies)

Five Total Blocks of Soccer (1st

Marking Cycle)

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-- Cycle Examination

-- Unprepared work/ Unprepared work wall with unit-specific work for unprepared students

Badminton (Skills-Based, Regulation and Advanced Strategies)

Five Total Blocks of Badminton (2nd

or 3rd Marking Cycle)

Basketball (Skills-Based, Regulation and Advanced Strategies)

Six Total Blocks of Basketball (2nd


Floor Hockey (Skills-Based, Regulation and Advanced Strategies)

Six Total Blocks of Floor Hockey (2nd


Volleyball (Skills-Based, Regulation and Advanced Strategies)

Six Total Blocks of Volleyball (2nd


Fitness Five Total Blocks of Fitness (4th

Marking Cycle) Mass Games

(Skills-Based, Regulation and Advanced Strategies)

Six Total Blocks of Mass Games (4th

Marking Cycle)

Softball (Skills-Based, Regulation and Advanced Strategies)

Six Total Blocks of Softball (4th

Marking Cycle)

Track and Field (Skills-Based, Regulation and Advanced Strategies)

Six Total Blocks of Track and Field (4th Marking Cycle)



Marking Cycle) -- Unit-Specific, Skill-Based Testing -- Unit- Specific, CognitiveBased Testing (Written) -- Daily Preparedness & Participation




Marking Cycle)



Marking Cycle)

Soccer (Skills-Based, Regulation and Advanced Strategies)

Five Total Blocks of Soccer (1st

Marking Cycle)

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-- Cycle Examination


















Marking Cycle)



Marking Cycle)





Marking Cycle) -- Unit-Specific, Skill-Based Testing -- Unit- Specific, CognitiveBased Testing (Written) -- Daily Preparedness &




Marking Cycle)



Marking Cycle)

Soccer Five Total Blocks of Soccer (1st

95


Marking Cycle) Participation -- Cycle Examination


















Marking Cycle)



Marking Cycle)



96

Pacing Guide

Content: Physical Education Badminton (Gr. 6) Enduring Understandings

• Performing movement skills in a technically correct manner improves overall performance and increases the likelihood of participation in lifelong physical activity.

• Knowing and understanding concepts of movement will improve performance in a specific skill and provide the foundation for transfer of skills in a variety of sports and activities.

• Implementing effective offensive, defensive, and cooperative strategies is necessary for all players to be successful in game situations

• Understand basic skills and cognitive concepts that will enable them to participate in badminton activities.

Essential Questions

• When would you use the drop shot to set up an offensive attack? • How does game strategy in badminton improve performance on the court? • How does my movement on a badminton court influence that of my partner? • How does the understanding of court position in badminton impact game play? • Why is badminton beneficial for independent learners? • How can people work collectively in badminton? • How can students apply skills and concepts to real life situations? • What are the basic strategies involved with badminton? • What are the basic rules of play associated with badminton?


Focus

Badminton




Assessments


mastery?)

Resources/Materials

Standard 2.5

All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle.

Standard 2.6

All students will apply health-

Students must know: • Explain and perform movement skills that

combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).

• Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments.

• Use self-evaluation and external feedback to detect and correct errors in one’s movement performance.

• Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, and team activities.





• Use Think-Pair-Share to apply health-related and skill-related

Formative: - Refer daily to Enduring Understanding - Discuss Essential Questions - Review key terms regularly - Class and group participation Sportsmanship and cooperative behavior Teacher observation during skills, drills and games

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Badminton racquets, shuttlecocks, badminton nets, badminton courts, badminton worksheets, badminton study guides, badminton written exams, badminton skills

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related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

• Compare and contrast strategies used to impact individual and team effectiveness and make modifications for improvement.

• Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior.

• Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.

Students will:

• Analyze how badminton skills and games allow for self-expression, creativity and teamwork.

• Practice serving and hitting badminton shuttlecock into a series of targets, adjusting force for changes in space.

• Apply rules and procedures for badminton and describe how they enhance participation and safety.

• Compare the roles and responsibilities of badminton positions and observers as well as recommend strategies to enhance sportsmanship like behavior.

• Demonstrate the use of offensive, defensive and cooperative strategies in badminton.

• Develop timing, judgment, and coordination in regards to participation in badminton.

• Demonstrate proper hand positioning/grip when holding the badminton racquet.

• Demonstrate understanding of the boundaries of the court as well as the other rules and regulations of badminton Academic Vocabulary:

- Birdie - Racquet - Underhand Serve - Overhead Serve

fitness concepts. Modifications: • Size and type of

birdie • Size of playing area • Assign roles for each

group, teams or lines • Provide a study Guide • Age Appropriate

Skills and Fundamentals

• Consult IEPs and 504 Plans to Differentiate Instruction Utilize Peer Tutors

• Modify games and contests

Extensions: • Explain how this unit


relates to other Physical Education

units • Engage in an

organized debate regarding the importance of this unit towards living a healthy, active lifestyle.

Summative: -Benchmark/Unit Assessments -Unit-Specific Skill Testing

• Completion of skill testing

• Badminton game participation

• Class preparation

60% Participation 20% Skill Testing 20% Written Exam

cues sheets, offensive/defensive strategies sheet, badminton skill test rubric, badminton word wall www.pecentral.org

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- Smash shot - Drop shot - Singles - Doubles - Long/short serve - Clear - Rally - Match

Standards:PE CPI2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities). 2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments. 2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement performance.2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, team and group activities. 2.5.6.B.2 Compare and contrast strategies used to impact individual, team and group effectiveness and make modifications for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.6.A.1 Analyze the social, emotional, and health benefits of selected physical experiences. 2.6.6.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness. 2.6.6.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and monitor health/fitness indicators before, during, and after the program. 2.6.6.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may impact personal fitness. 2.6.6.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health. 2.6.6.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve personal fitness. 2.6.6.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing substances on personal health.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas

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and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


101







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Content: Physical Education Basketball (Gr. 6) Enduring Understandings




• Understand basic skills and cognitive concepts that will enable them to participate in basketball activities.

Essential Questions

• What are commonly used offensive strategies and how can you use those during game play?

• What are commonly used defensive strategies and how can you use those during game play?

• How does my movement on a basketball court influence that of my teammates?

• How does the understanding of court positions in basketball impact the play of the game?

• What are the differences between a man to man defense and a zone defense and when should it be used?

• When do I use a bounce pass vs. a chest pass? • How can students work together to accomplish team goals? • How can basketball lead to a lifestyle of health and wellness?


Focus

Basketball




Assessments


mastery?)

Resources/Materials

Standard 2.5

All students will utilize safe,

Students must know: Explain and demonstrate the transition of

movement skills from isolated settings into applied settings

To assist in meeting this standard, students may: Work as a small/large

team

Formative: - Refer daily to Enduring Understanding - Discuss Essential

- Assortment of Physical Education equipment - Teacher web–based

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efficient, and effective movement to develop and maintain a healthy, active lifestyle.

Standard 2.6

All students will apply healthrelated and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

• Apply the concepts of force and motion to impact performance

• Create, explain, and demonstrate, as a small group, a planned movement sequence that includes changes in rhythm, tempo, and musical style

• Detect, analyze, and correct errors and apply to refine movement skills

• Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings

• Assess the effectiveness of specific mental strategies applied to improve performance

• Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement

• Assess player behavior for evidence of sportsmanship in individual, small - group, and team activities

• Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small – group, and team activities

• Analyze the impact of different world cultures on present - day games, sports, and dance.

Students will:

• Execute correct form while performing a chest, bounce or one arm pass in a modified/regular game situation.

• Demonstrate proper form when dribbling and shooting a basketball in modified and regular game situation.

• Demonstrate knowledge of the rules and regulations of basketball.

• Demonstrate knowledge of the player positions on a basketball court (center, guard, forward)

• Read and discuss several related texts/handouts with teacher


• Use Think-Pair-Share to apply health-related and skill-related fitness concepts.

Modifications: • Size and type of ball • Size of playing area • Assign roles for each

group, teams or lines • Provide a study Guide • Age Appropriate Skills

and Fundamentals • Consult IEPs and 504

Plans to Differentiate Instruction Utilize Peer Tutors




relates to other Physical Education units


Questions - Review key terms regularly - Class and group participation Sportsmanship and cooperative behavior Teacher observation during skills, drills and games Summative: -Benchmark/Unit Assessments -Unit-Specific Skill Testing


• Basketball game participation

• Class preparation 60% Participation 20% Skill Testing 20% Written Exam

search engines - Teacher textbooks - Audio/visual equipment Basketballs, nets, cones, basketball worksheets, basketball study guide, basketball written exam, basketball skills cues sheet, basketball strategies wall chart, court diagram, basketball word wall, basketball skill test rubric www.pecentral.org

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• Utilize offensive and defensive strategies –

shifting, boxing out, double teaming – in modified and game situations.

• Compare the roles and responsibilities of basketball positions and observers as well as recommend strategies to enhance sportsmanship like behavior.

• Demonstrate how to increase ball and body control when performing basketball skills.

Academic Vocabulary: • Jump Ball • Dribble • Lay-up • Jump shot • Free throw • Chest/bounce/overhead pass • Sideline • Half court • Man on Man/zone • Give and go • Fast break • Assist • Basket/net • Rebound • Back court • Double dribble • Walk • Guard • Center

Standards:PE CPI2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities). 2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments.

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2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance)2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement performance.2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, team and group activities. 2.5.6.B.2 Compare and contrast strategies used to impact individual, team and group effectiveness and make modifications for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.6.A.1 Analyze the social, emotional, and health benefits of selected physical experiences. 2.6.6.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness. 2.6.6.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and monitor health/fitness indicators before, during, and after the program. 2.6.6.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may impact personal fitness. 2.6.6.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health. 2.6.6.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve personal fitness. 2.6.6.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing substances on personal health.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation.

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CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.







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Content: Physical Education Fitness (Gr. 6) Enduring Understandings



• Understand basic skills and cognitive concepts that will enable them to participate in fitness testing activities.

• Understand that muscular strength, endurance, flexibility, and cardiovascular endurance are major components of a quality physical education program.

Essential Questions

• What is it critical to have the ability to evaluate and measure an individual’s current level of fitness?

• What can we derive from the results to fitness testing? • How can the data from fitness testing be utilized? • Why is fitness important? • What is the importance of a proper warm-up and stretching routine? • What is the proper technique for executing each element of the physical fitness

test? • Why should you stretch after intense exercise? • When should I look for improvement in my scores during fitness testing? • How do I measure my improvement in my physical fitness scores? • How does offering of multiple activities allow for individual choice and

personalized fitness goal development?


Focus

Fitness Testing




Assessments


mastery?)

Resources/Materials

108

Standard 2.5


Standard 2.6

All students will

Students must know: • Explain and perform movement

skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).


• Use self-evaluation and external






Modifications: • Measure time not

distance.

Formative: - Refer daily to Enduring Understanding - Discuss Essential Questions - Review key terms regularly - Class and group participation Sportsmanship and cooperative behavior Teacher observation during skills, drills and games Summative: -Benchmark/Unit Assessments -Unit-Specific Skill Testing

Completion of skill

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Student fitness charts, stopwatches, floor mats, cones, blocks, pull-up bar, sit-and-reach box/board, fitness testing procedure charts,

109

apply healthrelated and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

feedback to detect and correct errors in one’s movement performance.

• Compare and contrast strategies used to impact individual and team effectiveness and make modifications for improvement.


• Analyze the social, emotional, and health benefits of selected physical experiences.

• Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve personal fitness.

• Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing substances on personal health.

Students will:

• Compile data in reference to personal performance.

• Compare personal results on skill tests to national student norms.

• Compare strengths and weaknesses on an individual basis.

• Analyze areas, which need improvement.

• Set goals for improving healthrelated fitness.

• Recognize the benefits derived from regular, moderate, and vigorous physical activity.

• Size of playing area • Assign roles for each









testing • Fitness testing

participation • Class preparation


fitness word wall, fitness data scores per age and gender. www.pecentral.org

110

• Identify the personal,

physiological, and fitness benefits of participating in a variety of physical activities

Academic Vocabulary:

• Cardiovascular • Endurance • Fitness • Flexibility • Percentile • Strength • Agility • Pulse Rate and Pulse

Recovery • Health related fitness

components. • Static/dynamic stretching • Speed

Standards:PE CPI2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities). 2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments. 2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance)2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement performance.2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, team and group activities. 2.5.6.B.2 Compare and contrast strategies used to impact individual, team and group effectiveness and make modifications for improvement

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2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.6.A.1 Analyze the social, emotional, and health benefits of selected physical experiences. 2.6.6.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness. 2.6.6.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and monitor health/fitness indicators before, during, and after the program. 2.6.6.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may impact personal fitness. 2.6.6.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health. 2.6.6.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve personal fitness. 2.6.6.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing substances on personal health.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


112

CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.







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Content: Physical Education Flag Football (Gr. 6) Enduring Understandings




• Understand basic skills and cognitive concepts that will enable them to participate in flag football activities.

Essential Questions

• How does flag football allow for leadership roles to be defined? • What are the offensive and defensive positions? • What is the proper technique in giving and receiving a hand-off? • What is the proper way to pull an opponent’s flag? How many points are

scored for a touchdown? • When should the different passing and running plays be used? • How do you properly execute the different passing routes? • What is required to achieve a first down? • How do you score a touchdown? • What are the rules and regulations of flag football and how does that help the

flow of game play?


Focus

Flag Football



Modifications/Extensions


Assessments


mastery?)

Resources/Materials

Standard 2.5


Standard 2.6

Students must know: • Explain and demonstrate the

transition of movement skills from isolated settings into applied settings




• Compare and contrast the use of






Modifications: • Size and type of ball


Completion of skill

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Footballs, field spray paint, cones, hula hoops, flags, football study guides, football

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Size of playing area • Assign roles for each

testing written exams, football skill cues sheets, football field diagram,

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offensive, defensive, and cooperative strategies in a variety of settings






Students will:

• Practice the basic skills needed to play flag football

• Demonstrate ability to play in a cooperative game setting.

• Demonstrate an understanding of the rules, regulations and terminology involved with football.

• Execute proper passing, catching, running and blocking skills required in football.

• Develop ball control skills when running with the football.

• Understand the proper technique for holding the football while on the run.

• Demonstrate the use of offensive,









• Flag football game participation


footballs offensive and defensive positions sheet, football skill test rubric, routes sheets, strategies sheet. www.pecentral.org

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defensive, and cooperative strategies in flag football.

• Compare roles and responsibilities of football positions and observers as well as recommended strategies to enhance sportsmanship like behavior.

Academic Vocabulary: • Punt/kick • Pass • Tee • Grip • Curl, fly, post, out routes • Block • Center • Quarterback • Running back • Receiver • Spiral • Touchdown • Line of scrimmage • Interception • Safety


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Standards:PE CPI2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities). 2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments. 2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance)2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement performance.2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, team and group activities. 2.5.6.B.2 Compare and contrast strategies used to impact individual, team and group effectiveness and make modifications for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.6.A.1 Analyze the social, emotional, and health benefits of selected physical experiences. 2.6.6.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness.

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2.6.6.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and monitor health/fitness indicators before, during, and after the program. 2.6.6.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may impact personal fitness. 2.6.6.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health. 2.6.6.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve personal fitness. 2.6.6.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing substances on personal health.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


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Content: Physical Education Floor Hockey (Gr. 6) Enduring Understandings




• Understand basic skills and cognitive concepts that will enable them to participate in floor hockey activities.

Essential Questions

• How does hockey allow for teamwork and team building? • How can floor hockey lead to a lifestyle of fitness? • How can the game of floor hockey help me achieve fitness goals and stay

committed to wellness? • How are rules used to protect the players in a floor hockey game? • What is the difference between a goalie stick and a regular hockey stick? • How are the offensive and defensive players working together throughout the

game as a team? • How are rules used to protect the players in a floor hockey game? • How many points do you get for a goal?


Focus

Floor Hockey





Assessments


mastery?)

Resources/Materials

Standard 2.5


Standard 2.6





• Detect, analyze, and correct errors







- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Hockey sticks, hockey pucks, hockey balls, hockey goals, hockey

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and apply to refine movement skills • Compare and contrast the use of

Modifications: • Size and type of hockey

puck, ball and stick • Size of playing area

Completion of skill testing

goalie equipment, hockey worksheets, hockey study guides, hockey written exams,

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Students will:

• Demonstrate knowledge of the parts of a hockey stick.

• Demonstrate the proper technique in holding and traveling with a hockey stick.

• Demonstrate proper technique when passing and shooting a hockey puck.

• Demonstrate the use of offensive, defensive, and cooperative strategies in floor hockey.

• Demonstrate good sportsmanship and fair play to promote safety while playing hockey.

• Compare the roles and responsibilities of floor hockey positions and observers as well as

• Assign roles for each group, teams or lines

• Provide a study Guide • Age Appropriate Skills








• Floor Hockey game participation


floor hockey skill cues sheet, offensive/defensive strategies sheet, floor hockey skill rubric, floor hockey diagram, positions sheet, pins. www.pecentral.org

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recommend strategies to enhance sportsmanship-like behavior.


• Center • Crease • Defense Face-off • Forwards • Goal • Goalkeeper • High sticking • Hooking • Interference • Offense • Off-sides • Out of play • Penalty • Penalty Box • Stick-handling

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124




125


Content: Physical Education Lacrosse (Gr. 6)

126





• Understand basic skills and cognitive concepts that will enable them to participate in lacrosse activities.

Essential Questions

• What components of fitness does Lacrosse encompass? • What do balance, coordination, and flexibility have to do with the concepts and

performance of Lacrosse? • How can Lacrosse increase the fitness level of each individual? • Why is it important to exhibit safe and socially acceptable behavior, good

sportsmanship and fair play in Lacrosse? • How does executing appropriate skills and strategy contribute to the team effort in

Lacrosse? What is the purpose of understanding the skills and the intricate team patterns of Lacrosse?


Focus

Lacrosse





Assessments


Resources/Materials

Standard 2.5

All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6

Students must know: • Explain and demonstrate

the transition of movement skills from isolated settings into applied settings


• Create, explain, and demonstrate, as a small group, a planned movement sequence that includes changes in rhythm, tempo, and






Modifications:

Formative: - Refer daily to Enduring Understanding - Discuss Essential Questions - Review key terms regularly - Class and group participation Sportsmanship and cooperative behavior Teacher observation during skills, drills and games Summative:

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Lacrosse sticks, lacrosse balls, cones, jersey(s), goals, hula hoops, targets, poly spots, field markers, whistle, word wall, lacrosse skill test rubric, lacrosse skills cues sheet, lacrosse written exam, tennis balls, positions, field diagram, offensive/defensive

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-Benchmark/Unit Assessments -Unit-Specific Skill Testing

strategies chart.

All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

musical style • Detect, analyze, and

correct errors and apply to refine movement skills







Students will:

• Demonstrate the correct hand and arm position for holding a Lacrosse stick.

• Vary size and type of equipment.











• Lacrosse game participation


www.pecentral.org http://www.lacrossefits.ca/teachers/fits for - phys - ed - teachers.aspx

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• Demonstrate two hand

control on the Lacrosse stick when in possession of the ball while running.

• Students will correctly execute

the lacrosse pass. • Students will correctly

execute catching a lacrosse ball on the dominant and non-dominant side at both a high and low level.

• Students will correctly execute a lacrosse scoop of a stationary ball.

• Students will correctly perform a lacrosse cradle both stationary and while moving.


• Scoop • Cradle • Release • Catch, throw, shoot • Possession • Clear • Pick • Fast break • Crease • Cutting • Give and go • Rake • Man Down

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Standards:

PE CPI2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities). 2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments. 2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance)2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement performance.2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, team and group activities. 2.5.6.B.2 Compare and contrast strategies used to impact individual, team and group effectiveness and make modifications for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.6.A.1 Analyze the social, emotional, and health benefits of selected physical experiences. 2.6.6.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness. 2.6.6.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and monitor health/fitness indicators before, during, and after the program. 2.6.6.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may impact personal fitness. 2.6.6.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health. 2.6.6.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve personal fitness. 2.6.6.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing substances on personal health.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

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Content: Physical Education Mass Games (Gr. 6) Enduring Understandings




• Understand basic skills and cognitive concepts that will enable them to participate in mass game activities.

Essential Questions

• How can rules affect your successfully participating in a mass games unit? • What are the essential skills required in order to participate in each mass

game? • What equipment is needed for each mass game? • What value is it to work with others in a mass games unit? • In what ways are teamwork and good sportsmanship vital to success within a

group? • How does mass games allow a large number of individuals to participate in a

completive and fitness oriented task?

• How does selection of activities benefit and motivate those seeking a lifestyle of wellness and fitness?


Focus

Mass Games





Assessments


mastery?)

Resources/Materials

Standard 2.5

All students will utilize safe, efficient, and effective movement to







Formative: - Refer daily to Enduring Understanding - Discuss Essential Questions - Review key terms regularly - Class and group participation Sportsmanship and cooperative

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher

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develop and maintain a healthy, active lifestyle.

Standard 2.6







Modifications: • Vary size and type of

equipment. • Size of playing area

behavior Teacher observation during skills, drills and games Summative: -Benchmark/Unit Assessments -Unit-Specific Skill Testing


textbooks - Audio/visual equipment Kickball’s, tee ball tee, tee ball and bat, playground balls, jump ropes, scooters, volleyballs, tug of war ropes, mass game worksheets, mass games

134








Students will:

• Explain and perform mass game skills that combine mechanically correct movement in smooth flowing sequences during drills and mass games.

• Analyze hoe mass games skills and games allow for self-expression, creativity and teamwork.

• Apply rules and procedures for mass games and describe how they enhance participation and safety.

• Demonstrate the use of offensive, defensive and cooperative strategies in mass games.

Academic Vocabulary: Bases





• Modify games and contests Extensions:


• Explain how this unit relates to other Physical Education units


• Mass games participation • Class preparation


study guide, mass games written exam. www.pecentral.org

135

Kickball Handball Throwing Catching Scoring Pitcher Infield Outfield Fitness concepts Scooter Teamwork Leadership Sportsmanship

Standards:PE CPI2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities). 2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments. 2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance)2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement performance.2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, team and group activities. 2.5.6.B.2 Compare and contrast strategies used to impact individual, team and group effectiveness and make modifications for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.6.A.1 Analyze the social, emotional, and health benefits of selected physical experiences. 2.6.6.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness. 2.6.6.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and monitor health/fitness indicators before, during, and after the program.

136

2.6.6.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may impact personal fitness. 2.6.6.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health. 2.6.6.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve personal fitness. 2.6.6.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing substances on personal health.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


137







138


Content: Physical Education Soccer (Gr. 6) Enduring Understandings




• Understand basic skills and cognitive concepts that will enable them to participate in soccer activities.

Essential Questions

• What makes soccer the most popular international sport? • How can fitness concepts from soccer be applied to a lifestyle of wellness? • What are the proper techniques in executing a pass, trap, head ball, throw in,

chest trap, dribbling and shooting? • What are the basic rules and scoring procedures for soccer? • What is the difference between offensive strategies and defensive strategies

associated with soccer? • If the referee awarded the other team a hand ball, what part of the body did the

ball touch? • What is the goalie box?

• What needs to occur for an offensive player to be considered off sides?


Focus Soccer





Assessments


mastery?)

Resources/Materials

139

Standard 2.5


Standard 2.6

















- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Soccer balls, soccer nets, hula hoops, cones, soccer worksheets, soccer study guide, soccer written exam. Soccer skill test rubric, skill cues sheet, word

140








Students will:

• Practice the fundamental skills involved with soccer.

• Develop speed and endurance in relation to playing a regulation game of soccer.

• Understand the rules and regulations of soccer.

• Adjust to new group situations associated with athletic activity.

• Demonstrate proper passing, receiving, shooting, goaltending and trapping techniques.

• Demonstrate proper knowledge of safety procedures and caution when playing soccer.

• Develop soccer skills through skill










• Soccer game participation


wall, strategies sheet, soccer diagram, soccer positions sheet, offensive and defensive strategies sheet. www.pecentral.org

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related fitness station work.

Academic Vocabulary: • Pitch • Defender • Forward • Midfield • Corner kick • Goal kick • Penalty shot • Kick off • Goal keeper • Hand ball • Assist Tackle • Throw in • Dribble, pass, shoot • Breakaway • Red/yellow card • Direct/indirect kicks

Standards:PE CPI2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities). 2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments. 2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance)2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement performance.2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, team and group activities. 2.5.6.B.2 Compare and contrast strategies used to impact individual, team and group effectiveness and make modifications for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior.

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2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.6.A.1 Analyze the social, emotional, and health benefits of selected physical experiences. 2.6.6.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness. 2.6.6.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and monitor health/fitness indicators before, during, and after the program. 2.6.6.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may impact personal fitness. 2.6.6.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health. 2.6.6.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve personal fitness. 2.6.6.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing substances on personal health.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


143

Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.







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Content: Physical Education Softball (Gr. 6) Enduring Understandings




• Understand basic skills and cognitive concepts that will enable them to participate in softball activities.

Essential Questions

• How does playing softball increase your level of fitness How can softball lead to a lifestyle of health and wellness?

• What kind of exercise do you achieve by playing softball? • How many outs are given before each team switches from batting to fielding? • What is the origin and history of the softball? • What are the basic skills needed to play softball? • What rule do you need to know and follow to play softball? • How do the rules of Softball help the flow of play in a game? • How does strategy help a team achieve the goal of winning a game of

Softball?


Focus

Softball





Assessments


mastery?)

Resources/Materials

Standard 2.5


Standard 2.6














Completion of skill

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Softballs (official, foam, sponge, wiffle), Bats (aluminum, wiffle, foam), bases, gloves,

145



testing batting tees, wall tape, poly spots, cones, buckets, field, skill cues

146








Students will:

• Describe verbally how to properly throw and catch a softball.

• Perform over hand throws after properly catching a ball from their partner with accuracy.

• Show proper technique when fielding a ground ball and a fly ball.

• Execute proper batting technique when participating in drills and batting activities.

• Participate in open discussion while reviewing base running rules.

• Identify situations in which they need to be in proper position to back up their teammates.










• Softball game participation


sheet, offensive/defensive strategies, field diagram with positions, softball skill test rubric, word wall www.pecentral.org

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• Learn basic rules, history, and

terms for softball. Academic Vocabulary:

• First, second, third base • Home plate • Infield (pitcher, catcher, 1st

basemen, 2nd basemen, short stop, third basemen)

• Outfield (left field, center field, right field)

• Ground ball • Fly ball • Out • Tag out • Force out • Backstop • Bases loaded • Backstop • Hit, bunt • Double play • Dug out


148



149








Content: Physical Education Track and Field (Gr. 6) 150






• Understand basic skills and cognitive concepts that will enable them to participate in track and field activities.

Essential Questions

• What are the basic rules and scoring for track and field events? • How can understanding movement concepts improve my performance? • Why do team sports allow for collaboration among the students? • How do I develop an appropriate personal fitness program and find the

motivation to commit to it? • How can I make movement more interesting, fun and enjoyable? • How does my use of movement influence that of others? • Why is it so difficult to become healthy and physically fit? • How can I set challenging fitness goals that help me stay committed to

wellness? • What fundamental movement skills would you associate with track and field?


Focus

Track and field





Assessments


Resources/Materials

Standard 2.5


Standard 2.6


Students must know: • Correct form and control when

combining and modifying movement skills in applied settings.

• Use information from internal and external sources to detect, analyze, and correct errors in movement skills and patters used in applied settings.

• Transfer specialized movement skills that use similar patterns form one movement activity to another.

• Predict changes in movement performance based on the application of balance, counter







equipment.



- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Discus, Shot put, stopwatches, measuring tapes, hurdles, Javelin (optional), track and field skill test rubric,

151

• Size of playing area whistle, horn, field

markers, cones, chalk,

152


balance, weight transfer and agility. • Analyze how movement activities

reflect culture, era, geography, or historical context.

Students will:

• Demonstrate an understanding of key vocabulary terms in reference to the sport “track and field.”

• Utilize strategy (mentally and physically) related to track and field.

• Apply the rules and regulations and compete in track events.

• Demonstrate proper sportsmanship during events and activities.

• Demonstrate an understanding of how to keep the scores of each event.

• Understand the fitness components of each track & field skill and the benefits of each.


• Acceleration • Aerobic • Baton • Decathlon • Discus • Endurance • Field events • Hurdles • Intensity • Relay









• Track and field participation


music, word wall, and track and field event descriptions. www.pecentral.org

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Standards:PE CPI2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities). 2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments. 2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance)2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement performance.2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, team and group activities. 2.5.6.B.2 Compare and contrast strategies used to impact individual, team and group effectiveness and make modifications for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.6.A.1 Analyze the social, emotional, and health benefits of selected physical experiences. 2.6.6.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness. 2.6.6.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and monitor health/fitness indicators before, during, and after the program. 2.6.6.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may impact personal fitness. 2.6.6.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health. 2.6.6.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve personal fitness. 2.6.6.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing substances on personal health.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


154

activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.


155






Content: Physical Education Volleyball (Gr. 6)

156






• Understand basic skills and cognitive concepts that will enable them to participate in volleyball activities.

Essential Questions

• How can volleyball lead to teamwork and cooperative learning concepts? • How can volleyball lead to a lifestyle of fitness and wellness? • How does volleyball enhance muscular strength and endurance and how does

the affect game play? • What is the proper technique in executing an overhand and underhand serve? • What is the proper technique in executing a bump, set and spike? • What are the basic rules and scoring procedures for volleyball? • How do you rotate properly? • What is a carry? • When should a dig be used as a defensive strategy and what does it set up for

the offense attack? • How do the rules of volleyball help the flow of play?

• How does strategy help a team achieve the goal of winning a game?


Focus

Volleyball





Assessments


mastery?)

Resources/Materials

Standard 2.5


Standard 2.6

All students will













Completion of skill

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Volleyballs, volleyball stands, volleyball nets, volleyball worksheets, volleyball study guides, volleyball written exam,

157

apply health- equipment. volleyball skill test

rubric, word wall,

158








Students will:

• Demonstrate improved agility, quick thinking, and hand-eye coordination in a volleyball game situation.

• Utilize volleyball skills in an effective way in order to create enjoyment and potential carry-over as a leisure-time activity.

• Execute proper bumping, serving and setting technique in modified and regulation volleyball settings.

• Demonstrate a proper team rotation in a regulation volleyball setting.

• Demonstrate the use of offensive, defensive, and cooperative










testing • Volleyball game



offensive/defensive strategies, volleyball skill cues sheet, rotation sheet, positions diagram. www.pecentral.org

159

strategies in volleyball.

• Apply rules and procedures for volleyball and describe how they enhance participation and safety.


• Volley • Rally • Forearm Pass, set, spike, dig • Underhand, overhead serves • Net • Carry • Palming • Boundary lines • Ace • Assist • Attack • Block • Dink • Double hit • Rotate • Kill • Mignonette • Pepper

Standards:PE CPI2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities). 2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments. 2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance)

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2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement performance.2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, team and group activities. 2.5.6.B.2 Compare and contrast strategies used to impact individual, team and group effectiveness and make modifications for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.6.A.1 Analyze the social, emotional, and health benefits of selected physical experiences. 2.6.6.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness. 2.6.6.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and monitor health/fitness indicators before, during, and after the program. 2.6.6.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may impact personal fitness. 2.6.6.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health. 2.6.6.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve personal fitness. 2.6.6.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing substances on personal health.Interdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

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CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.







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Physical Education Curriculum

Grade 7

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Content: Physical Education Badminton (Gr. 7) Enduring Understandings




• Understand basic skills and cognitive concepts that will enable them to participate in badminton activities.

Essential Questions

• Why are skills and game knowledge important to participate in badminton? • How does your movement affect performance? • What role does cooperation play in physical activities/sport? • How do you defend against specific shots? • How do you move quickest from offense to defense? • How do you return a bird hit between you and your teammate? • What are the basic strategies involved with badminton? • How does knowing the basic rules of badminton help contribute to game play?


Focus

Badminton




Assessments


mastery?)

Resources/Materials

Standard 2.5


Standard 2.6

Students must know: • Explain and demonstrate the transition of movement skills

from isolated settings into applied settings • Apply the concepts of force and motion to impact

performance • Create, explain, and demonstrate, as a small group, a

planned movement sequence that includes changes in rhythm, tempo, and musical style








• Use Think-

Formative: - Refer daily to Enduring Understanding - Discuss Essential Questions - Review key terms regularly - Class and group participation Sportsmanship and cooperative behavior Teacher observation

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Badminton racquets, shuttlecocks, badminton nets, badminton courts,

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PairShare to apply health-related and

during skills, drills and games

badminton worksheets, badminton study

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Students will: • Enhance their understanding of the rules and strategies of

the game of badminton. • Improve their skills of badminton, such as serves, clears,

drops, smash and birdie control. • Maintain good sportsmanship and etiquette during

badminton participation. • Execute the long and short serve in a mini-game type

situation. • Demonstrate the smash in a rally type situation. • Execute prior skill competency while playing lead up

games. • Evaluate specific skills and give feedback to other students Academic Vocabulary: • Birdie/shuttlecock • Racquet • Underhand Serve • Overhead Serve • Smash shot • Drop shot • Singles/doubles • Long/short serve • Clear Rally • Match • Fault • Let • Service court • Short/long service line

skill-related fitness concepts.

Modifications: • Size and type of

birdie • Size of playing

area • Assign roles for

each group, teams or lines

• Provide a study Guide

• Age Appropriate Skills and Fundamentals



Extensions: • Explain how this


• Explain how this unit relates to other Physical Education


organized debate regarding the importance of this unit towards living a healthy,

Summative: -Benchmark/Unit Assessments -Unit-Specific Skill Testing


• Badminton game participation



guides, badminton written exams, badminton skills cues sheets, offensive/defensive strategies sheet, badminton skill test rubric, badminton word wall www.pecentral.org

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active lifestyle.

Standards:PE CPI2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities). 2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings. 2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance. 2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness. 2.6.8.A.3 Analyze how medical and technological advances impact personal fitness. 2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors. 2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness. 2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-enhancing substancesInterdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

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9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.

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169


Content: Physical Education Basketball (Gr. 7) Enduring Understandings




• Understand basic skills and cognitive concepts that will enable them to participate in basketball activities.

Essential Questions

• What are the rules, skills, and game strategies involved in basketball? • How do teamwork and sportsmanship affect game play? • How does participation in basketball improve physical fitness?

• Why is it important to develop your dribbling, passing, and shooting skills

when learning to play basketball?

• How does a fast break allow the offense to by-pass the defense quickly?

• What are commonly used offensive and defensive strategies and how can you

use those during game play?


Focus

Basketball




Assessments


Resources/Materials

170

Standard 2.5


Standard 2.6

All students will











Modifications: • Size and type of ball • Size of playing area


Completion of skill

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Basketballs, nets, cones, basketball worksheets, basketball study guide, basketball written exam, basketball skills cues sheet, basketball

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Students will:

• Demonstrate knowledge of the rules and regulations of basketball.

• Demonstrate knowledge of the player positions on a basketball court (center, guard, forward)

• Utilize offensive and defensive strategies – shifting, boxing out, double teaming – in modified and game situations.

• Be able to play man-to-man defense with a team in a game situation.

• Work with a team to score using various offensive strategies.










testing • Basketball game



strategies wall chart, court diagram, basketball word wall, basketball skill test rubric www.pecentral.org

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• Jump Ball • Dribble • Lay-up • Jump shot • Free throw • Chest/bounce/overhead pass • Sideline • Half court • Man on Man/zone • Give and go • Fast break • Assist • Basket/net • Rebound • Back court • Double dribble • Walk • Screen • Fake • Block • Pivot • Two/three point shots

Standards:PE CPI2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities). 2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings. 2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance.

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2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness. 2.6.8.A.3 Analyze how medical and technological advances impact personal fitness. 2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors. 2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness. 2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-enhancing substancesInterdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


174








175







Essential Questions

• How can we use fitness data to improve our overall fitness levels? • How can we increase our heart rate by choosing different aerobic activities? • How can goal setting influence health and fitness in my life? • How can I help friends and family to be healthy and fit? • What is my Body Mass Index (BMI), and what does it mean? What role

does exercise play in physical fitness? • What are the steps and key components for developing a physical fitness

program to have life-long benefits? • Why is it so difficult to become healthy and physically fit? • Why is it even harder to stay healthy and physically fit?


Focus

Fitness Testing




Assessments


Resources/Materials

176

Standard 2.5


Standard 2.6

All students will




• Use self-evaluation and external feedback to detect and correct errors in one’s movement performance.

• Compare and contrast strategies used to







Formative: - Refer daily to Enduring Understanding - Discuss Essential Questions - Review key terms regularly - Class and group participation Sportsmanship and cooperative behavior Teacher observation during skills, drills and games Summative: -Benchmark/Unit

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Student fitness charts, stopwatches, floor mats, cones, blocks, pull-up bar, sit-and-reach box/board, skill test descriptions chart,

177


impact individual and team effectiveness and make modifications for improvement.





Students will:

• Understand that the fitness principles of muscular strength, endurance, flexibility, as well as cardiovascular endurance are all important parts of overall physical health.

• Evaluate record and analyze individual fitness data.

• Explain why it is important to be healthy and physically fit.

• Describe the importance of a warm-up and cool-down period when participating in physical activity.

• Select appropriate activities for a warm-up and cool-down period when participating in physical activities.

• Apply the training principles of overload, progression and specificity to individual activity opportunities.

• Design a personal fitness program that will lead to or maintain an optimum level of flexibility, cardiovascular endurance, muscular strength, muscular endurance, and body composition.


distance. • Size of playing area • Assign roles for each








Assessments -Unit-Specific Skill Testing


• Fitness testing participation


health related fitness components chart, cones, batons, four square ball, dry erase board, jump rope, weights, music www.pecentral.org

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Cardiovascular endurance Muscular endurance and strength Fitness Flexibility Percentile Strength and agility Pulse rate and pulse recovery Health related fitness components Static/dynamic stretching Speed and agility Balance and coordination Heart rate monitor Body composition “BMI” Circuit training

Standards:

PE CPI2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities). 2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings. 2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance. 2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness. 2.6.8.A.3 Analyze how medical and technological advances impact personal fitness. 2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors. 2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness.

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2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-enhancing substancesInterdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


180







181


Content: Physical Education Flag Football (Gr. 7)





• Understand basic skills and cognitive concepts that will enable them to participate in flag football activities.

Essential Questions

• How do the rules help or hinder the flow of playing flag football? • How does the understanding of game strategy help a team achieve the goal of

winning the game?

• Why is it important to practice the flag football skills of passing, receiving the

pass, punting, blocking running and dodging?

• What components of fitness does flag football contain? • How does teamwork and communication effect game play in flag-football? • How does flag-football increase the fitness level of each person?

• What similarities does football have with other team sports?


Focus

Flag Football




Assessments


mastery?)

Resources/Materials

182

Standard 2.5


Standard 2.6

All students will

Students must know: • Explain and demonstrate the transition of











Formative: - Refer daily to Enduring Understanding - Discuss Essential Questions - Review key terms regularly - Class and group participation Sportsmanship and cooperative behavior Teacher observation during skills, drills and games Summative:

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Footballs, field spray paint, cones, hula hoops, flags, football study guides, football written exams, football skill cues sheets,

183







Students will:

• Develop and demonstrate proper offensive and defensive strategies and implement them in game play.

• Understand the importance of leadership, teamwork and positive social interactions during skills and games.

• Participate in lead up games and activities. • Participate in a modified flag football game with

other students and demonstrate their understanding of the Flag football rules.

• Demonstrate their knowledge of football history, regulation, strategy, and rules.

Academic Vocabulary: • Punt/kick • Pass • Tee • Grip • Curl, fly, post, out routes • Block • Center • Quarterback • Running back • Receiver














football field diagram, footballs offensive and defensive positions sheet, football skill test rubric, routes sheets, strategies sheet. www.pecentral.org

184

Spiral Touchdown Line of scrimmage Interception Safety Kick off End Zone Fumble Hand off Off sides Pass Interference

Standards:PE CPI2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities). 2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings. 2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance. 2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness. 2.6.8.A.3 Analyze how medical and technological advances impact personal fitness.

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2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors. 2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness. 2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-enhancing substancesInterdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


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187


Content: Physical Education Floor Hockey (Gr. 7) Enduring Understandings





Essential Questions

• How does the understanding of game strategy help a team achieve the goal of winning the game?

• What are the rules, skills, and game strategies involved in floor hockey? • How do teamwork and sportsmanship affect game play? • How does participation in floor hockey improve physical fitness? • Why are skills and game knowledge important to participate in floor hockey? • What are the benefits of displaying appropriate floor hockey skills in a game

situation? • Why is it important to demonstrate proficiency in the execution of skills

during a game situation?


Focus

Floor Hockey




Assessments


mastery?)

Resources/Materials

188

Standard 2.5


Standard 2.6








• Assess the effectiveness of specific mental






puck, ball and stick

Formative: - Refer daily to Enduring Understanding - Discuss Essential Questions - Review key terms regularly - Class and group participation Sportsmanship and cooperative behavior Teacher observation during skills, drills and games Summative: -Benchmark/Unit

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Hockey sticks, hockey pucks, hockey balls, hockey goals, hockey goalie equipment, hockey worksheets, hockey study guides, hockey written exams,

189


strategies applied to improve performance • Analyze individual and team effectiveness in

achieving a goal and make recommendations for improvement




Students will:

• Demonstrate player positions, penalties, and rules, playing area and scoring during game play.

• Identify the origin, safety and rules in the game of floor hockey.

• Demonstrate understanding of basic offensive strategy when playing a game of Floor Hockey.

• Demonstrate understanding of basic defensive strategy when playing a game of Floor Hockey.

• Recognize how the concept of spacing during play will enhance passing and offensive opportunities.

• Utilize the concept of teamwork during play. • Understand which health-related components

of fitness are achieved from playing floor hockey.

Academic Vocabulary: • Center • Crease • Defense Face-off















190

Forwards Goal Goalkeeper High sticking Hooking Interference Offense Off-sides Out of play Penalty Penalty Box Stick-handling Slap shot Glove save Minor/major penalties

Standards:PE CPI2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities). 2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings. 2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance. 2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness.

191

2.6.8.A.3 Analyze how medical and technological advances impact personal fitness. 2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors. 2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness. 2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-enhancing substancesInterdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


192







193


Content: Physical Education Lacrosse (Gr. 7) Enduring Understandings





Essential Questions

• Why is it important to exhibit safe and socially acceptable behavior, good sportsmanship and fair play in Lacrosse?

• How does executing appropriate skills and strategy contribute to the team effort in Lacrosse?

• What is the purpose of understanding the skills and the intricate team patterns of Lacrosse?

• Why is it important to exhibit safety in Lacrosse?


Focus

Lacrosse




Assessments


Resources/Materials

Standard 2.5

All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active

Students must know: • Explain and demonstrate

the transition of movement skills from isolated settings into applied settings


• Create, explain, and demonstrate, as a small group, a planned





• Use Think-Pair-Share to apply health-related and

Formative: - Refer daily to Enduring Understanding - Discuss Essential Questions - Review key terms regularly - Class and group participation Sportsmanship and cooperative behavior Teacher observation during

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Lacrosse sticks, lacrosse balls, cones, pinnies, goals, hula hoops, targets, poly spots, field markers, whistle, word wall, lacrosse skill test rubric, lacrosse

194

lifestyle. movement sequence that skill-related fitness skills, drills and games

Summative: skills cues sheet, lacrosse written exam, tennis balls, positions, field

Standard 2.6

All students will apply health-related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

includes changes in rhythm, tempo, and musical style








Students will:

• Demonstrate correct carry

concepts. Modifications: • Vary size and type of

equipment. • Size of playing area • Assign roles for each













diagram, offensive/defensive strategies chart. www.pecentral.org http://www.lacrossefits.ca/teachers/fits for - phys - ed - teachers.aspx

195

and cradle around multiple cones in a zig zag pathway.

• Participate in all carrying and cradling activities, as well as show sportsmanship during game

play. • Use the skills of lacrosse

(cradling, scooping, throwing, catching, shooting, goaltending, offensive, & defensive strategies) to participate with competence in various modified and regulation games of lacrosse.

• Demonstrate understanding of the rules, regulations, and strategies of the game of lacrosse.



196


197


198







199


Content: Physical Education Mass Games (Gr. 7) Enduring Understandings





Essential Questions

• What are the essential skills required in order to participate in each mass game?

• What value is it to work with others in a mass games unit? • In what ways are teamwork and good sportsmanship vital to success within a


completive and fitness oriented task? • How does selection of activities benefit and motivate those seeking a lifestyle

of wellness and fitness?


Focus

Mass Games




Assessments


Resources/Materials

200

Standard 2.5


Standard 2.6





• Detect, analyze, and correct errors and apply to refine movement








- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Kickballs, tee ball tee, tee ball and bat, playground balls, jump ropes, scooters, volleyballs, tug of war

201


skills • Compare and contrast the use of







Students will:


• Analyze hoe mass games skills and games allow for self-expression, creativity and teamwork.



• Develop ways to increase











• Mass games participation • Class preparation 60% Participation 20% Skill Testing 20% Written Exam

ropes, mass game worksheets, mass games study guide, mass games written exam. www.pecentral.org

202

leadership, sportsmanship and teamwork on individual and teams basis through mass games.


• Bases • Kickball • Handball • Throwing • Catching • Scoring • Pitcher • Infield • Outfield • Fitness concepts • Scooter • Teamwork • Leadership • Sportsmanship

Standards:PE CPI2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities). 2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings. 2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance. 2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.

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2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness. 2.6.8.A.3 Analyze how medical and technological advances impact personal fitness. 2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors. 2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness. 2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-enhancing substancesInterdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

204

8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.







205


Content: Physical Education Soccer (Gr. 7) Enduring Understandings




• Understand basic skills and cognitive concepts that will enable them to participate in soccer activities.

Essential Questions

• What is the most effective way to dribble the ball under control when pressured by a defender?

• What is the most effective way to pass the ball at a target both stationary and moving?

• What is the most effective way to shoot the ball on goal with and without a goalie defending?

• What are the different offensive and defensive formations a team can use during games?

• How can soccer develop an individual’s cardiovascular endurance and what exercises can you use?

• What is the difference between offensive strategies and defensive strategies associated with soccer?


Focus Soccer




Assessments


Resources/Materials

Standard 2.5


Standard 2.6





• Detect, analyze, and correct errors and apply to refine movement








- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Soccer balls, soccer nets, hula hoops, cones, soccer worksheets, soccer study guide,

206

soccer written exam.

207









Students will:

• Develop knowledge about the game of soccer and the skills involved.

• Learn the rules, the importance of soccer around the world, strategy, different formations, and various skills of the game of soccer.

• Learn advanced skills of dribbling, passing, shooting, goalkeeping, and defending that are needed to become an all-around soccer player.

• Demonstrate and practice tackling and defensive maneuvers. Apply learned skills in an











• Soccer game participation • Class preparation 60% Participation 20% Skill Testing 20% Written Exam

Soccer skill test rubric, skill cues sheet, word wall, strategies sheet, soccer diagram, soccer positions sheet, offensive and defensive strategies sheet. www.pecentral.org

208

increasingly more complex game situation.

Academic Vocabulary: • Pitch • Defender • Forward • Midfield • Corner kick • Goal kick • Penalty shot • Kick off • Goal keeper • Hand ball • Assist • Tackle • Throw in, dribble, pass, shoot • Breakaway • Red/yellow card • Direct/indirect kicks • Counter attack • Chip shot • Header • Steal • Marking • Possession

Standards:PE CPI2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities). 2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings.

209

2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance. 2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness. 2.6.8.A.3 Analyze how medical and technological advances impact personal fitness. 2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors. 2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness. 2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-enhancing substancesInterdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals.

210

CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.







211


Content: Physical Education Softball (Gr. 7) Enduring Understandings




• Understand basic skills and cognitive concepts that will enable them to participate in softball activities.

Essential Questions

• Why should you use two hands when catching a fly ball or fielding a ground ball? • On a ground ball with a runner on first, where should you throw the ball and who

should cover the base?

• What is the difference between a tag play and a force out? • When does the infield fly rule take effect? • How does a runner tag up on a fly ball?

• How do you use the skills of power, reaction time, and coordination in the game of

softball?

• What is the difference between offensive strategies and defensive strategies associated

with softball?


Focus

Softball




Assessments


mastery?)

Resources/Materials

212

Standard 2.5


Standard 2.6











• Use Think-Pair-

Formative: - Refer daily to Enduring Understanding - Discuss Essential Questions - Review key terms regularly - Class and group participation Sportsmanship and cooperative behavior Teacher observation during skills, drills and

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Softballs (official, foam, sponge, wiffle), Bats (aluminum, wiffle, foam), bases, gloves, batting tees, wall tape,

213







Students will:

• Demonstrate an understanding of the rules necessary to participate in a softball game.

• Demonstrate competency in softball skills. • Participate successfully in a variety of modified

softball activities. • Create strategies both offensively and defensively

that can be applied to game play. • Understand softball terminology, softball positions

and field dimensions and safety. • Learn a variety of skills, drills and activities and

various games that can be used both in and out of school.

Academic Vocabulary: • First, second, third base • Home plate • Infield (pitcher, catcher, 1st basemen, 2nd basemen,

short stop, third basemen) • Outfield (left field, center field, right field) • Ground ball, fly ball • Out, tag out, force out • Backstop • Bases loaded

Share to apply health-related and skill-related fitness concepts.

Modifications: • Vary size and type

of equipment. • Size of playing





• Consult IEPs and 504 Plans to Differentiate

Instruction Utilize Peer Tutors







games Summative: -Benchmark/Unit Assessments -Unit-Specific Skill Testing





poly spots, cones, buckets, field skill cues sheet, offensive/defensive strategies, field diagram with positions, softball skill test rubric, word wall www.pecentral.org

214

• Hit, bunt Double play Dug out Batters average Foul ball Inning Sacrifice Grand slam

Standards:PE CPI2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities). 2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings. 2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance. 2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness. 2.6.8.A.3 Analyze how medical and technological advances impact personal fitness. 2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors. 2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness. 2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-enhancing substancesInterdisciplinary Standards:

215

NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


216







217


Content: Physical Education Track and Field (Gr. 7) Enduring Understandings





Essential Questions

• How would the training be different for long distance running and short/sprint running events?

• What is the difference between field events and track events? • What lifelong health benefits can be attained by participating in track and field?

• How and why is endurance an essential part of track and field events?


Focus

Track and Field




Assessments


mastery?)

Resources/Materials

Standard 2.5

All students will utilize safe, efficient, and effective movement to






several related

Formative: - Refer daily to Enduring Understanding - Discuss Essential Questions - Review key terms regularly

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual

218

develop and maintain a healthy, active lifestyle.

Standard 2.6










Students will:

• Demonstrate their ability to run, jump, and throw. • Demonstrate and apply the correct methods of

performance in each track & field event. • Understand the fitness components of each track

& field skill and the benefits of each. • Demonstrate correct throwing technique by

throwing the shot put and discus. Academic Vocabulary:

• Acceleration • Aerobic • Baton • Decathlon • Discus

texts/handouts with teacher












- Class and group participation Sportsmanship and cooperative behavior Teacher observation during skills, drills and games Summative: -Benchmark/Unit Assessments -Unit-Specific Skill Testing





equipment Discus, Shot put, stopwatches, measuring tapes, hurdles, Javelin (optional), track and field skill test rubric, whistle, horn, field markers, cones, chalk, music, word wall, and track and field event descriptions. www.pecentral.org

219

Endurance Field events Hurdles Intensity Relay Static/dynamic stretches Acceleration, speed, velocity Extension, flexion Interval training Circuit training

Standards:PE CPI2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities). 2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings. 2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance. 2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness. 2.6.8.A.3 Analyze how medical and technological advances impact personal fitness. 2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors. 2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness. 2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-enhancing

220

substancesInterdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


221








222






• Understand basic skills and cognitive concepts that will enable them to participate in volleyball activities.

Essential Questions

• What are some effective ways to score? • Why is it important to move instead of standing stationary in a volleyball

game? • Why is it important to communicate for the ball/talk in a volleyball game? • What skill do you use when the ball is coming at you at a level above your

shoulders? • What skill do you use when the ball is coming at you at a level below your

shoulders? • How do you rotate when playing a modified game of volleyball? • What skill do you use when you are the first person to return a serve and why? • How do you score in volleyball?


Focus

Volleyball




Assessments


mastery?)

Resources/Materials

Standard 2.5

All students will utilize safe, efficient, and

Students must know: Explain and demonstrate the transition of



Formative: - Refer daily to Enduring Understanding - Discuss Essential Questions

- Assortment of Physical Education equipment - Teacher web–based search engines

223

effective movement to develop and maintain a healthy, active lifestyle.

Standard 2.6











Students will:

• Use proper form and technique while performing the skills in class.

• Participate in all drills to increase accuracy in the game of Volleyball.

• Demonstrate use of teamwork by working together as a team in the game of volleyball.

• Demonstrate proficiency in the skills of bumping, setting, serving, blocking, offensive and defensive strategies.














- Review key terms regularly - Class and group participation Sportsmanship and cooperative behavior Teacher observation during skills, drills and games Summative: -Benchmark/Unit Assessments -Unit-Specific Skill Testing


• Volleyball game participation


- Teacher textbooks - Audio/visual equipment Volleyballs, volleyball stands, volleyball nets, volleyball worksheets, volleyball study guides, volleyball written exam, volleyball skill test rubric, word wall, offensive/defensive strategies, volleyball skill cues sheet, rotation sheet, positions diagram. www.pecentral.org

224

• Name critical elements, strategies and

rules of volleyball. • Identify when and how to rotate when

serving while participating in a volleyball game.

• Express an understanding of the general rules of a volleyball game.

• Use combinations of hits while participating in a volleyball game.


• Volley • Rally • Forearm Pass, set, spike, dig • Underhand, overhead serves • Net • Carry • Palming • Boundary lines • Ace • Assist • Attack • Block • Dink • Double hit • Rotate • Kill • Mignonette • Back/front row attack • Pepper • Let serve

225


21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

226

9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.


Formative Summative Benchmark Alternate

227

Pair ShareTeacher Observation Kahoot/other interactive surveyHomework Concept MappingGraphic OrganizerExit TicketQuizRubric examining Skills Self-Assessment Peer Assessment Class discussion





228


Physical Education Curriculum

Grade 8

Content: Physical Education Mass Games (Gr. 8) 229






Essential Questions

• What are the essential skills required in order to participate in each mass game?

• What value is it to work with others in a mass games unit? • In what ways are teamwork and good sportsmanship vital to success within a


completive and fitness oriented task? • How does selection of activities benefit and motivate those seeking a lifestyle

of wellness and fitness?


Focus

Mass Games




Assessments



Standard 2.5


Standard 2.6

Students must know: • Explain and demonstrate the transition of movement skills

from isolated settings into applied settings • Apply the concepts of force and motion to impact

performance • Create, explain, and demonstrate, as a small group, a

planned movement sequence that includes changes in rhythm, tempo, and musical style



• Assess the effectiveness of specific mental strategies






Formative: - Refer daily to Enduring Understanding - Discuss Essential Questions - Review key terms regularly - Class and group participation Sportsmanship and cooperative

- Assortment of Physical Education equipment - Teacher web– based search engines - Teacher textbooks - Audio/visual equipment Kickball(s), tee

230


applied to improve performance • Analyze individual and team effectiveness in achieving a

goal and make recommendations for improvement • Assess player behavior for evidence of sportsmanship in

individual, small - group, and team activities • Summarize types of equipment, products, procedures, and

rules that contribute to the safety of specific individual, small – group, and team activities


Students will:


• Analyze hoe mass games skills and games allow for selfexpression, creativity and teamwork.



• Develop ways to increase leadership, sportsmanship and teamwork on individual and teams basis through mass games.


• Bases • Kickball • Handball • Throwing • Catching • Scoring • Pitcher • Infield • Outfield • Fitness concepts • Scooter • Teamwork • Leadership • Sportsmanship











behavior Teacher observation during skills, drills and games Summative: -Benchmark/Unit Assessments -Unit-Specific Skill Testing


• Mass games participati on

• Class preparatio n


ball tee, tee ball and bat, playground balls, jump ropes, scooters, volleyballs, tug of war ropes, mass game worksheets, mass games study guide, mass games written exam. www.pecentral.org

231


21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.

232

CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.







233

Content: Physical Education Track and Field (Gr. 8) Enduring Understandings





Essential Questions

• How would the training be different for long distance running and short/sprint running events?

• What is the difference between field events and track events? • What lifelong health benefits can be attained by participating in track and

field?

• How and why is endurance an essential part of track and field events?


Focus

Track and Field




Assessments


Resources/Materials

Standard 2.5


Standard 2.6





• Detect, analyze, and correct errors







- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Discus, Shot put, stopwatches, measuring

234

and apply to refine movement Modifications:

• Vary size and type of tapes, hurdles, Javelin (optional), track and field skill test rubric,

235









Students will:

• Demonstrate their ability to run, jump, and throw.

• Demonstrate and apply the correct methods of performance in each track & field event.

• Understand the fitness components of each track & field skill and the benefits of each.

• Demonstrate correct throwing technique by throwing the shot put and discus.













whistle, horn, field markers, cones, chalk, music, word wall, and track and field event descriptions. www.pecentral.org

236

Acceleration Aerobic Baton Decathlon Discus Endurance Field events Hurdles Intensity Relay Static/dynamic stretches Acceleration, speed, velocity Extension, flexion Interval training Circuit training

Standards:PE CPI2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities). 2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings. 2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance. 2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness. 2.6.8.A.3 Analyze how medical and technological advances impact personal fitness.

237

2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors. 2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness. 2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-enhancing substancesInterdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


238







239




Performing movement skills in a technically correct manner improves overall performance and increases the likelihood of participation in lifelong physical activity. Knowing and understanding concepts of movement will improve performance in a specific skill and provide the foundation for transfer of skills in a variety of sports and activities. Implementing effective offensive, defensive, and cooperative strategies is necessary for all players to be successful in game situations

Understand basic skills and cognitive concepts that will enable them to participate in volleyball activities.

Essential Questions

• What are some effective ways to score? • Why is it important to move instead of standing stationary in a volleyball

game? • Why is it important to communicate for the ball/talk in a volleyball game? • What skill do you use when the ball is coming at you at a level above your

shoulders? • What skill do you use when the ball is coming at you at a level below your

shoulders? • How do you rotate when playing a modified game of volleyball? • What skill do you use when you are the first person to return a serve and why? • How do you score in volleyball?


Focus

Volleyball




Assessments


mastery?)


240

Standard 2.5


Standard 2.6













Students will:

• Use proper form and technique while performing the skills in class.

• Participate in all drills to increase accuracy in















• Engage in an organized debate regarding the



• Volleyball game participation



- Assortment of Physical Education equipment - Teacher web– based search engines - Teacher textbooks - Audio/visual equipment Volleyballs, volleyball stands, volleyball nets, volleyball worksheets, volleyball study guides, volleyball written exam, volleyball skill test rubric, word wall, offensive/defensive strategies, volleyball skill cues sheet, rotation sheet, positions diagram. www.pecentral.org

241

the game of Volleyball.

• Demonstrate use of teamwork by working together as a team in the game of volleyball.

• Demonstrate proficiency in the skills of bumping, setting, serving, blocking, offensive and defensive strategies.

• Name critical elements, strategies and rules of volleyball.

• Identify when and how to rotate when serving while participating in a volleyball game.

• Express an understanding of the general rules of a volleyball game.

• Use combinations of hits while participating in a volleyball game.


• Volley • Rally • Forearm Pass, set, spike, dig • Underhand, overhead serves • Net • Carry • Palming • Boundary lines • Ace • Assist • Attack • Block • Dink • Double hit • Rotate • Kill • Mignonette • Back/front row attack • Pepper • Let serve


242


21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills.

243

CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.







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Content: Physical Education Lacrosse (Gr. 8) Enduring Understandings





Essential Questions

• Why is it important to exhibit safe and socially acceptable behavior, good sportsmanship and fair play in Lacrosse?

• How does executing appropriate skills and strategy contribute to the team effort in Lacrosse?

• What is the purpose of understanding the skills and the intricate team patterns of Lacrosse?

• Why is it important to exhibit safety in Lacrosse?


Focus

Lacrosse




Assessments


Resources/Materials

Standard 2.5

All students will utilize safe, efficient, and effective movement




• Create, explain, and demonstrate, as a small group,





• Use Think-Pair-Share to

Formative: - Refer daily to Enduring Understanding - Discuss Essential Questions - Review key terms regularly - Class and group participation Sportsmanship

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Lacrosse sticks, lacrosse balls, cones, jerseys, goals, hula hoops, targets, poly spots, field markers, whistle, word

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to develop and maintain a healthy,

a planned movement sequence that includes changes in rhythm, tempo, and musical style

apply health-related and skill-related fitness concepts.

Modifications:

and cooperative behavior Teacher observation during skills, drills and games Summative: -Benchmark/Unit Assessments -Unit-Specific Skill Testing

wall, lacrosse skill test rubric, lacrosse skills cues sheet, lacrosse written exam, tennis balls, positions, field diagram, offensive/defensive strategies chart.

246

active lifestyle. Standard

2.6









Students will:

• Demonstrate correct carry and cradle around multiple cones in a zig zag pathway.

• Participate in all carrying and cradling activities, as well as show sportsmanship during game play.

• Vary size and type of equipment.













www.pecentral.org http://www.lacrossefits.ca/teachers/fits for - phys - ed - teachers.aspx

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• Use the skills of lacrosse

(cradling, scooping, throwing, catching, shooting, goaltending, offensive, &

defensive strategies) to participate with competence in various modified and regulation games of lacrosse.

• Demonstrate understanding of the rules, regulations, and strategies of the game of lacrosse.



Standards:PE CPI2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities).

248

2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings. 2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance. 2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness. 2.6.8.A.3 Analyze how medical and technological advances impact personal fitness. 2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors. 2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness. 2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-enhancing substancesInterdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies.

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CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.







250


Content: Physical Education Soccer (Gr. 8)



Understand basic skills and cognitive concepts that will enable them to

Essential Questions

• What is the most effective way to dribble the ball under control when pressured by a defender?

• What is the most effective way to pass the ball at a target both stationary and moving?

• What is the most effective way to shoot the ball on goal with and without a goalie defending?

• What are the different offensive and defensive formations a team can use during games?

• How can soccer develop an individual’s cardiovascular endurance and what exercises can you use?

• What is the difference between offensive strategies and defensive strategies associated with soccer?

participate in soccer activities.


Focus Soccer




Assessments


Resources/Materials

251

Standard 2.5


Standard 2.6










• Assess player behavior for evidence of sportsmanship in individual, small - group, and team













Formative: - Refer daily to Enduring Understanding - Discuss Essential Questions - Review key terms regularly - Class and group participation Sportsmanship and cooperative behavior Teacher observation during skills, drills and games Summative: -Benchmark/Unit Assessments -Unit-Specific Skill Testing • Completion of skill

testing • Soccer game participation • Class preparation 60% Participation 20% Skill Testing 20% Written Exam

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Soccer balls, soccer nets, hula hoops, cones, soccer worksheets, soccer study guide, soccer written exam. Soccer skill test rubric, skill cues sheet, word wall, strategies sheet, soccer diagram, soccer positions sheet, offensive and defensive strategies sheet. www.pecentral.org

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activities



Students will:

• Develop knowledge about the game of soccer and the skills involved.

• Learn the rules, the importance of soccer around the world, strategy, different formations, and various skills of the game of soccer.

• Learn advanced skills of dribbling, passing, shooting, goalkeeping, and defending that are needed to become an all-around soccer player.

• Demonstrate and practice tackling and defensive maneuvers. Apply learned skills in an increasingly more complex game situation.

Academic Vocabulary: • Pitch • Defender • Forward • Midfield • Corner kick • Goal kick • Penalty shot • Kick off • Goal keeper • Hand ball

affects overall health • Explain how this unit relates

to other Physical Education units


253

Assist Tackle Throw in, dribble, pass, shoot Breakaway Red/yellow card Direct/indirect kicks Counter attack Chip shot Header Steal Marking Possession

Standards:PE CPI2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games,

254

sports, dance, and recreational activities). 2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings. 2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance. 2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness. 2.6.8.A.3 Analyze how medical and technological advances impact personal fitness. 2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors. 2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness. 2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-enhancing substancesInterdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation.

255

CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.







256


Content: Physical Education Softball (Gr. 8)



Understand basic skills and cognitive concepts that will enable them to participate in softball activities.

Essential Questions

• Why should you use two hands when catching a fly ball or fielding a ground ball? • On a ground ball with a runner on first, where should you throw the ball and who

should cover the base?

• What is the difference between a tag play and a force out? • When does the infield fly rule take effect? • How does a runner tag up on a fly ball?

• How do you use the skills of power, reaction time, and coordination in the game of

softball?

• What is the difference between offensive strategies and defensive strategies

associated with softball?


Focus

Softball




Assessments


mastery?)

Resources/Materials

257

Standard 2.5


Standard 2.6













Students will:

• Demonstrate an understanding of the rules necessary to participate in a softball game.

• Demonstrate competency in softball skills. • Participate successfully in a variety of modified





• Use Think-PairShare to apply health-related and skill-related fitness concepts.

Modifications: • Vary size and type

of equipment. • Size of playing





• Consult IEPs and 504 Plans to Differentiate






- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Softballs (official, foam, sponge, wiffle), Bats (aluminum, wiffle, foam), bases, gloves, batting tees, wall tape, poly spots, cones, buckets, field skill cues sheet, offensive/defensive strategies, field diagram with positions, softball skill test rubric, word wall www.pecentral.org

258

softball activities.

• Create strategies both offensively and defensively that can be applied to game play.

• Understand softball terminology, softball positions and field dimensions and safety.

• Learn a variety of skills, drills and activities and various games that can be used both in and out of school.

Academic Vocabulary: • First, second, third base • Home plate • Infield (pitcher, catcher, 1st basemen, 2nd basemen,

short stop, third basemen) • Outfield (left field, center field, right field) • Ground ball, fly ball • Out, tag out, force out • Backstop • Bases loaded • Hit, bunt • Double play • Dug out • Batters average • Foul ball • Inning • Sacrifice • Grand slam

Instruction Utilize Peer Tutors







Standards:PE CPI2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities). 2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings.

259

2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance. 2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness. 2.6.8.A.3 Analyze how medical and technological advances impact personal fitness. 2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors. 2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness. 2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-enhancing substancesInterdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals.

260

CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.







Content: Physical Education Floor Hockey (Gr. 8)

261







Essential Questions

• How does the understanding of game strategy help a team achieve the goal of winning the game?

• What are the rules, skills, and game strategies involved in floor hockey? • How do teamwork and sportsmanship affect game play? • How does participation in floor hockey improve physical fitness? • Why are skills and game knowledge important to participate in floor hockey? • What are the benefits of displaying appropriate floor hockey skills in a game

situation? • Why is it important to demonstrate proficiency in the execution of skills

during a game situation?


Focus

Floor Hockey




Assessments


mastery?)

Resources/Materials

Standard 2.5


Standard 2.6








• Assess the effectiveness of specific mental






puck, ball and stick

Formative: - Refer daily to Enduring Understanding - Discuss Essential Questions - Review key terms regularly - Class and group participation Sportsmanship and cooperative behavior Teacher observation during skills, drills and games

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Hockey sticks, hockey pucks, hockey balls, hockey goals, hockey goalie equipment, hockey worksheets,

262

Summative: -Benchmark/Unit

hockey study guides, hockey written exams,

263


strategies applied to improve performance • Analyze individual and team effectiveness in

achieving a goal and make recommendations for improvement




Students will:

• Demonstrate player positions, penalties, and rules, playing area and scoring during game play.

• Identify the origin, safety and rules in the game of floor hockey.

• Demonstrate understanding of basic offensive strategy when playing a game of Floor Hockey.

• Demonstrate understanding of basic defensive strategy when playing a game of Floor Hockey.

• Recognize how the concept of spacing during play will enhance passing and offensive opportunities.

• Utilize the concept of teamwork during play. • Understand which health-related components

of fitness are achieved from playing floor hockey.

Academic Vocabulary: • Center • Crease • Defense Face-off















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Forwards Goal Goalkeeper High sticking Hooking Interference Offense Off-sides Out of play Penalty Penalty Box Stick-handling Slap shot Glove save Minor/major penalties

Standards:PE CPI2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities). 2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings. 2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance. 2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness.

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2.6.8.A.3 Analyze how medical and technological advances impact personal fitness. 2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors. 2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness. 2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-enhancing substancesInterdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


Assessments for Physical Education and Health 266






267


Content: Physical Education Flag Football (Gr. 8)



Understand basic skills and cognitive concepts that will enable them to participate in flag football activities.

Essential Questions

• How do the rules help or hinder the flow of playing flag football? • How does the understanding of game strategy help a team achieve the goal of

winning the game?

• Why is it important to practice the flag football skills of passing, receiving the

pass, punting, blocking running and dodging?

• What components of fitness does flag football contain? • How does teamwork and communication effect game play in flag-football? • How does flag-football increase the fitness level of each person?

• What similarities does football have with other team sports?


Focus

Flag Football




Assessments


mastery?)

Resources/Materials

268

Standard 2.5


Standard 2.6













Students will:

• Develop and demonstrate proper offensive and defensive strategies and implement them in game play.







group, teams or lines • Provide a study

Guide • Age Appropriate










- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Footballs, field spray paint, cones, hula hoops, flags, football study guides, football written exams, football skill cues sheets, football field diagram, footballs offensive and defensive positions sheet, football skill test rubric, routes sheets, strategies sheet. www.pecentral.org

269

• Understand the importance of leadership,

teamwork and positive social interactions during skills and games.

• Participate in lead up games and activities. • Participate in a modified flag football game with

other students and demonstrate their understanding of the Flag football rules.

• Demonstrate their knowledge of football history, regulation, strategy, and rules.

Academic Vocabulary: • Punt/kick • Pass • Tee • Grip • Curl, fly, post, out routes • Block • Center • Quarterback • Running back • Receiver • Spiral • Touchdown • Line of scrimmage • Interception • Safety • Kick off • End Zone • Fumble • Hand off • Off sides • Pass Interference




270

Standards:

PE CPI2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities). 2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings. 2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance. 2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness. 2.6.8.A.3 Analyze how medical and technological advances impact personal fitness. 2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors. 2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness. 2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-enhancing substancesInterdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

21st Century Connection: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being.

271

CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.Technology: 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.







272







Essential Questions

• How can we use fitness data to improve our overall fitness levels? • How can we increase our heart rate by choosing different aerobic activities? • How can goal setting influence health and fitness in my life? • How can I help friends and family to be healthy and fit? • What is my Body Mass Index (BMI), and what does it mean? What role

does exercise play in physical fitness? • What are the steps and key components for developing a physical fitness

program to have life-long benefits? • Why is it so difficult to become healthy and physically fit? • Why is it even harder to stay healthy and physically fit?


Focus

Fitness Testing




Assessments


Resources/Materials

Standard 2.5





• Use self-evaluation and external feedback





• Use Think-Pair-Share to apply health-related

Formative: - Refer daily to Enduring Understanding - Discuss Essential Questions - Review key terms regularly - Class and group participation Sportsmanship and cooperative behavior Teacher observation during

- Assortment of Physical Education equipment - Teacher web–based search engines - Teacher textbooks - Audio/visual equipment Student fitness charts,

273

Standard 2.6

All students will

to detect and correct errors in one’s movement performance.

• Compare and contrast strategies used to

and skill-related fitness concepts.


skills, drills and games Summative: -Benchmark/Unit

stopwatches, floor mats, cones, blocks, pull-up bar, sit-and-reach box/board, skill test descriptions chart,

274


impact individual and team effectiveness and make modifications for improvement.





Students will:

• Understand that the fitness principles of muscular strength, endurance, flexibility, as well as cardiovascular endurance are all important parts of overall physical health.

• Evaluate record and analyze individual fitness data.

• Explain why it is important to be healthy and physically fit.

• Describe the importance of a warm-up and cool-down period when participating in physical activity.

• Select appropriate activities for a warm-up and cool-down period when participating in physical activities.

• Apply the training principles of overload, progression and specificity to individual activity opportunities.

• Design a personal fitness program that will lead to or maintain an optimum level of flexibility, cardiovascular endurance, muscular strength, muscular endurance, and body composition.


distance. • Size of playing area • Assign roles for each










• Fitness testing participation


health related fitness components chart, cones, batons, four square ball, dry erase board, jump rope, weights, music www.pecentral.org

275

Cardiovascular endurance Muscular endurance and strength Fitness Flexibility Percentile Strength and agility Pulse rate and pulse recovery Health related fitness components Static/dynamic stretching Speed and agility Balance and coordination Heart rate monitor Body composition “BMI” Circuit training

Standards:PE CPI2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities). 2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings. 2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance. 2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness. 2.6.8.A.3 Analyze how medical and technological advances impact personal fitness. 2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors.

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2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness. 2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-enhancing substancesInterdisciplinary Standards: NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric


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Physical Education and Health Education Resource List

278


Health and Physical Education Internet Resource Sites Action for Health Kids: www.actionforhealthykids.org Adolescent Health On-Line - posted by the American Medical Association:

http://www.ama - assn.org/ama/pub/physician - resources/public - health/promoting - healthy - lifestyles/adolescent - health.shtml Adolescent - Social Skills for Middle School Students: http://www.cccoe.net/social/skillslist.htm Alliance for a Healthier Generation: www.healthergeneration.org American Alliance for Health, Physical Education, Recreation, and Dance: www.aahperd.org American Heart Association: www.americanheart.org Answer-Network for Family Life Education Teen Magazine/Web: www.sexetc.org A Puff Doesn't Make You Cool - [grades 9-12] project-based lesson:

http://web.archive.org/web/20070211031735/http://www.thesolutionsite.com/lpnew/lesson/5105/lesson2.htm Association for Supervision and Curriculum Development: www.wholechildeducation.org Awesome Library Physical Fitness: http://www.awesomelibrary.org/Classroom/Health_PE/Physical_Education/Physical_Education.html BAM - Body and Mind: http://www.bam.gov/index.html Basketball Coach’s Clipboard: http://www.coachesclipboard.net/ Blue zones web based intervention program: http://www.bluezones.com Brain Compatible Active Learning: www.actionbasedlearning.com 279

Center for Disease Control (CDC): www.cdc.gov Coaching Guide: http://www.brianmac.co.uk/index.htm Coordinated approach to child health: (CATCH): www.flaghouse.com Comprehensive health education foundation (CHEF): www.chef.org Discovery Education Health Lessons: www.discoveryhealthconnection.com Drugs Use in Sports: http://sports.findlaw.com/sports_law/drugs/testing/ Energizers-classroom physical education activities: http://www.ncpe4me.com/energizers.html Exercise Training Program: http://www.netfit.co.uk/wkmen.htm Fit4Fun Kids: http://worknotes.com/IL/Chicago/Fit4FunKidsFitness/NewsFlash4.stm Fitness Tests: http://www.topendsports.com/testing/tests/ Georgia State University Exercise and Fitness page: http://www2.gsu.edu/~wwwfit/index.html Human Anatomy Online: http://www.innerbody.com/htm/body.html Health Lesson Plans for Block Scheduling: http://www.glencoe.com/sec/health/teachres/lessonplans.shtml Health Teacher Lessons: www.healthteacher.com Human Kinetics: www.humankinetics.com Human Heart: http://www.fi.edu/learn/heart/index.html 280

Health and academic achievement coordinated school health model: www.thesociety.org Internet for Classrooms (comprehensive list of PE and physical education resources):

http://www.internet4classrooms.com/links_grades_kindergarten_12/physical_education_pe_health.htm Kids Health: http://kidshealth.org/teen/your_body/ Mind over Matter the effects of drugs on the body: http://teens.drugabuse.gov/mom/index.php NCAA Drug Testing:

http://web.archive.org/web/20071116032313/http://www2.ncaa.org/portal/legislation_and_governance/eligibility_and_recruiting/ drug_testing.html

New Jersey Association for Health, P.E., Recreation, and Dance: www.njahperd.org Nickelodeon: Let’s just play campaign: www.nick.com/all_nick/everything_nick/ljp_home07.jhtml New Jersey Model Nutrition Policy: www.nj.gov/agriculture/divisions/fn/childadult/school_model.html New Jersey Obesity Prevention Action Plan: www.state.nj.us/health/fhs/documents/obesity_prevention.pdf PE Central: www.pecentral.org National Heart Lung and Blood Institute: http://www.nhlbi.nih.gov/ Science of Movement: www.exploratorium.edu/sports/ Smart Mouth all about foods: http://www.cspinet.org/smartmouth/index1.html 281

References

New Jersey Department of Education (2014). New Jersey Core Curriculum Content Standards. Retrieved June 29, 2015 from

http://www.state.nj.us/education/cccs/2014/chpe/

Appendix: Differentiation/Accommodations/Modifications- Health- Physical Education

282

Gifted and Talented English Language Learners Students with Disabilities Students at Risk of School Failure

(content, process, product and learning environment)

Extension Activities

Increase reps

Conduct research about the skill or sport

Decrease time or increase skill level expectation

Design surveys to generate and analyze data to be used in discussion.

Use of Higher Level questions or discussion

Modifications for Classroom

Native Language Translation (peer, online assistive technology, translation device, bilingual dictionary)

Preteach vocabulary

Use graphic organizers or other visual models

Use of manipulatives to visualize concept

(appropriate accommodations, instructional adaptations, and/or modifications as determined by the IEP or 504 team)

Modifications for Classroom

Use props to modify skill expectation

Reduce the amount of reps

Pair visual prompts with verbal presentations

List steps for multi-step directions

Ask students to restate information, directions, and

Modifications for ClassroomPair visual prompts with verbal presentations

Ask students to restate information, directions, and assignments.

Work within group or partners

Repetition and practice

Model skills / techniques to be mastered.

283

Questioning Techniques

Provide assessments at a higher level of thinking

Highlight key vocabulary-chart or vocabulary bank

Use of nonverbal responses (thumbs up/down)

Guide students to understand key words in word problems and

cross out unnecessary words

Use sentence frames

Design questions for different proficiency levels

Utilize partners and partner talk

Modifications for

assignments.

Preteach vocabulary

Repetition and practice

Model skills / techniques to be mastered.

Use manipulatives/props to support/modify skill

Preferential seating to be mutually determined by the student and teacher

Assign a peer helper in the class setting

Provide oral reminders and check student work during independent time

Use metacognitive work

Extended time to complete class work

Preferential seating to be mutually determined by the student and teacher

Use manipulatives/props to support/modify skill

Assign a peer helper in the class setting

Provide oral reminders and check student work during independent work time

Assist student with long and short term planning of assignments

284

Homework/Assignments

Modified Assignments

Native Language Translation (peer, online assistive technology, translation device, bilingual dictionary)

Extended time for assignment completion as needed

Modify linguistic complexity for math problems

Use of dictionary as needed

Assist student with long and short term planning of assignments

Encourage student to proofread assignments and tests

Provide regular parent/ school communication

Teachers check/sign student agenda daily

Student requires use of other assistive technology device

Modifications for Homework and Assignments

Extended time to complete assignments.

Provide regular parent/ school communication

Teachers check/sign student agenda daily

Student requires use of other assistive technology device

Modifications for Homework and AssignmentsExtended time to complete assignments.

Modifications for AssessmentsExtended time on classroom tests and quizzes.

Student may take/complete tests in an alternate setting as needed.

Restate, reread, and clarify

285

Student requires more complex assignments to be broken up and explained in smaller units, with work to be submitted in phases.

Provide the student with clearly stated (written) expectations and grading criteria for assignments.

Modifications for AssessmentsExtended time on classroom tests and quizzes.

Student may take/complete tests in an alternate setting as needed.

Restate, reread, and clarify directions/questions

Distribute study guide for classroom tests.

Establish procedures for accommodations / modifications

directions/questions

Distribute study guide for classroom tests.

Establish procedures for accommodations / modifications for assessments.

286

for assessments.

Physical Education and Health Education Resource List

Health and Physical Education Internet Resource Sites Action for Health Kids: www.actionforhealthykids.org Adolescent Health On-Line - posted by the American Medical Association:

http://www.ama - assn.org/ama/pub/physician - resources/public - health/promoting - healthy - lifestyles/adolescent - health.shtml Adolescent - Social Skills for Middle School Students: http://www.cccoe.net/social/skillslist.htm Alliance for a Healthier Generation: www.healthergeneration.org American Alliance for Health, Physical Education, Recreation, and Dance: www.aahperd.org American Heart Association: www.americanheart.org Answer-Network for Family Life Education Teen Magazine/Web: www.sexetc.org

287

A Puff Doesn't Make You Cool - [grades 9-12] project-based lesson:

http://web.archive.org/web/20070211031735/http://www.thesolutionsite.com/lpnew/lesson/5105/lesson2.htm Association for Supervision and Curriculum Development: www.wholechildeducation.org Awesome Library Physical Fitness: http://www.awesomelibrary.org/Classroom/Health_PE/Physical_Education/Physical_Education.html BAM - Body and Mind: http://www.bam.gov/index.html Basketball Coach’s Clipboard: http://www.coachesclipboard.net/ Blue zones web based intervention program: http://www.bluezones.com Brain Compatible Active Learning: www.actionbasedlearning.com Center for Disease Control (CDC): www.cdc.gov Coaching Guide: http://www.brianmac.co.uk/index.htm Coordinated approach to child health: (CATCH): www.flaghouse.com Comprehensive health education foundation (CHEF): www.chef.org Discovery Education Health Lessons: www.discoveryhealthconnection.com Drugs Use in Sports: http://sports.findlaw.com/sports_law/drugs/testing/ Energizers-classroom physical education activities: http://www.ncpe4me.com/energizers.html Exercise Training Program: http://www.netfit.co.uk/wkmen.htm Fit4Fun Kids: http://worknotes.com/IL/Chicago/Fit4FunKidsFitness/NewsFlash4.stm 288

Fitness Tests: http://www.topendsports.com/testing/tests/ Georgia State University Exercise and Fitness page: http://www2.gsu.edu/~wwwfit/index.html Human Anatomy Online: http://www.innerbody.com/htm/body.html Health Lesson Plans for Block Scheduling: http://www.glencoe.com/sec/health/teachres/lessonplans.shtml Health Teacher Lessons: www.healthteacher.com Human Kinetics: www.humankinetics.com Human Heart: http://www.fi.edu/learn/heart/index.html Health and academic achievement coordinated school health model: www.thesociety.org Internet for Classrooms (comprehensive list of PE and physical education resources):

http://www.internet4classrooms.com/links_grades_kindergarten_12/physical_education_pe_health.htm Kids Health: http://kidshealth.org/teen/your_body/ Mind over Matter the effects of drugs on the body: http://teens.drugabuse.gov/mom/index.php NCAA Drug Testing:

http://web.archive.org/web/20071116032313/http://www2.ncaa.org/portal/legislation_and_governance/eligibility_and_recruiting/ drug_testing.html

New Jersey Association for Health, P.E., Recreation, and Dance: www.njahperd.org Nickelodeon: Let’s just play campaign: www.nick.com/all_nick/everything_nick/ljp_home07.jhtml 289

New Jersey Model Nutrition Policy: www.nj.gov/agriculture/divisions/fn/childadult/school_model.html New Jersey Obesity Prevention Action Plan: www.state.nj.us/health/fhs/documents/obesity_prevention.pdf PE Central: www.pecentral.org National Heart Lung and Blood Institute: http://www.nhlbi.nih.gov/ Science of Movement: www.exploratorium.edu/sports/ Smart Mouth all about foods: http://www.cspinet.org/smartmouth/index1.html

290

Reference List

References

New Jersey Department of Education (2014). New Jersey Core Curriculum Content Standards. Retrieved July 7, 2015 from

http://www.state.nj.us/education/cccs/2014/chpe/

Suggested Formative/Summative Classroom Assessments Timelines, Maps, Charts, Graphic Organizers Unit Assessments, Chapter Assessments,

Quizzes DBQ, Essays, Short Answer Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share Projects, Portfolio, Presentations, Prezi, Gallery Walks Homework Concept Mapping Primary and Secondary Source analysis Photo, Video, Political Cartoon,

Radio, Song Analysis Create an Original Song, Film, or Poem Glogster to make Electronic Posters Tumblr to create a Blog

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