MARLBORO TOWNSHIP PUBLIC SCHOOLS

DEPARTMENT OF CURRICULUM AND INSTRUCTION

PHYSICAL EDUCATION

CURRICULUM GUIDE

GRADE 7

Copyright © 2018, 2015 Marlboro Township Board of Education

ACKNOWLEDGMENTS

Dr. Eric Hibbs, Superintendent of Schools Mr. Michael Ballone, Director of Curriculum & Instruction

BOARD OF EDUCATION

Robyn Wolfe, President Randy Heller, Vice President

Robert Daniel Dara Enny

Anisha Gizersky Vlad Goldfarb

Stephen Shifrinson Susie Shrem

Ellen Xu

CURRICULUM WRITING COMMITTEE Eric Tatgenhorst, Chairperson

Brian Duggan Lisa lsganitis, Secretary

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PURPOSE AND GOALS

Comprehensive Health and Physical Education Health literacy is an integral component of 21st century education. Healthy students are learners who are “knowledgeable and productive, (and) also emotionally and physically healthy, motivated, civically engaged, prepared for work and economic self-sufficiency, and ready for the world beyond their own borders.” The contemporary view of health and physical education focuses on taking personal responsibility for one’s health through an active, healthy lifestyle that fosters a lifelong commitment to wellness. The mission and vision for comprehensive health and physical education reflects this perspective. Mission: Knowledge of health and physical education concepts and skills empowers students to assume lifelong responsibility to develop physical, social, and emotional wellness. Vision: A quality comprehensive health and physical education program fosters a population that:

● Maintains physical, social, and emotional health by practicing healthy behaviors and goal setting.

● Engages in a physically active lifestyle. ● Is knowledgeable about health and wellness and how to access health resources. ● Recognizes the influence of media, technology, and culture in making informed

health-related decisions as a consumer of health products and services. ● Practices effective cross-cultural communication, problem solving, negotiation, and conflict

resolution skills. ● Is accepting and respectful of individual and cultural differences. ● Advocates for personal, family, community, and global wellness and is knowledgeable about

national and international public health and safety issues.

All students participate in a comprehensive, sequential, health and physical education program that emphasizes the natural interdisciplinary connection between wellness and health and physical education. The primary focus is on the development of knowledge and skills that influence healthy behaviors within the context of self, family, school, and the local and global community.

THE SPECIAL EDUCATION PROGRAM USES THE FOLLOWING CURRICULUM WITH APPROPRIATE MODIFICATION BEING MADE TO ADDRESS THE

NEEDS OF THE INDIVIDUAL STUDENTS.

See Addendum for ESL Modifications and for Embedded Mindfulness Lessons from The Mindful Education Workbook - Lessons for Teaching Mindfulness to Students.

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Standard 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle.

Grade 7

Strand A. Movement Skills and Concepts Strand B. Strategy Strand C. Sportsmanship, Rules, and Safety

Essential Questions Enduring Understandings How can understanding movement concepts improve my performance? How can I make movement more interesting, fun, and enjoyable? How does my use of movement influence that of others?

Research shows that people who participate in regular physical activity, no matter what the form, are more likely to do so because they feel comfortable and competent in movement skills. Skill development involves an understanding of movement concepts, the underlying principles of physics, as a means to analyze movement performance and make adjustments. Implementing movement principles such as space, speed, force, projection or tempo makes movement more effective and more interesting.

Content and Cumulative Progress Indicators (CPIs)

Classroom Applications

Content Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort.

Instructional Guidance To assist in meeting this CPI, students may: ● Apply and practice learned skills and concepts to modified games, and

recreational activities. ● Understand rhythmic concepts and how they are applied to fitness

activities. ● Understand and explain how movement activities provide

opportunities for creativity, teamwork, and self expression. ● Analyze how movement skills can be transferred to another movement

setting. ● Describe the use of offensive, defensive, and cooperative strategies. ● Describe how general and specific activity rules enhance participation

and safety. ● Demonstrate good sportsmanship, positive interaction, and responsible

behavior among peers. ● Follow all safety rules and procedures.

Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessment:

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CPI 2.5.8.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). CPI 2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. CPI 2.5.8.A.3 Create, explain, and demonstrate, as a small group, a planned movement sequence that includes changes in rhythm, tempo, and musical style (creative, cultural, social and fitness dance).

CPI 2.5.8.A.1 ● SW practice sport specific skills (i.e. bump and set in volleyball) in

small groups leading up to game play. ● SW work cooperatively to achieve the task given, using the equipment

provided, and following the rules given. ● SW create and perform an aerobic routine using the learned

fundamentals of fitness.

Special Education Modifications: -Students will focus on one volleyball skill in a small group and then progress to another skill when all participants agree. -Students will create and perform an aerobic routine based on ability and interest.

Gifted and Talented Modifications: -Students will focus on multiple volleyball skills with partners prior to progressing to organized game play. -Students will create and perform an aerobic routine based on ability and interest. CPI 2.5.8.A.2 ● SW practice force and motion when performing the volleyball skills

bump, and set. ● SW practice motion performing fitness drills such as the ladder, cone

drills, and fast feet drills, etc. ● SW practice force and motion when performing trust activities leading

up to more advanced cooperative activities.

Special Education Modification: -Students will walk through the highlighted drills to understand movement, form, and routine. Then, students will jog through the highlighted drills.

Gifted and Talented Modification: -Students will jog through the highlighted drills. Then, students will run at full speed through the highlighted drills.

CPI 2.5.8.A.3 ● SW create a cardio routine using aerobic fundamentals (i.e. grapevine

steps) and music. ● SW demonstrate their understanding of their heart rate, monitoring using

heart rate monitors. ● SW research, learn, and practice cultural dances that can be incorporated

into daily fitness routines (i.e. cha cha, hula, line dancing). ● SW perform Zumba as part of their fitness routine.

Special Education Modifications: -Students will create a cardio routine using aerobic fundamentals based on ability and interest.

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CPI 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.

Content: Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork. CPI 2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings.

-Students will use heart rate monitors or take their own pulse. -Students will perform Zumba in one minute intervals.

Gifted and Talented Modifications: -Students will create a cardio routine using aerobic fundamentals based on ability and interest. -Students will use heart rate monitors and take their own pulse to understand differences with the techniques. -Students will perform Zumba in two minute intervals. CPI 2.5.8.A.4 ● SW improve agility and speed by practicing ladder drills, cone drills,

etc. ● SW dribble a soccer ball through cones to refine ball handling skills. ● SW work with a partner to analyze and correct body mechanics and

suggest improvements. (i.e., baseball swing, throwing a frisbee, shooting a free throw shot in basketball)

Special Education Modifications: -Students will choose to participate in ladder drills, cone drills, or similar such drills. -Students will dribble the soccer ball in a straight line at a jogging pace. Then, students will dribble the soccer ball through the cones at a jogging pace. -Students will work with partners or in a small group.

Gifted and Talented Modifications: -Students will participate in drills designed to improve agility and speed, including creating such routines themselves. -Students will dribble the soccer ball through the cones at a jogging pace. Then, students will dribble the soccer ball through the cones at a fast pace -Students will work with partners. CPI 2.5.8.B.1 ● SW develop a strategy to include all members of their group/team in

accomplishing a cooperative activity such as Titanic. ● SW work together to accomplish effective offensive strategies during

game play in team sports such as Soccer, Basketball, Hockey, Lacrosse, etc.

● SW work together to accomplish effective defensive strategies during game play in team sports such as Soccer, Basketball, Hockey, Lacrosse, etc.

Special Education Modification: -Students will participate in modified game play.

Gifted and Talented Modification: -Students will participate in organized game play following traditional rules.

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CPI 2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance.

CPI 2.5.8.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement.

Content: Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction.

CPI 2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities.

CPI 2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities.

CPI 2.5.8.B.2 ● SW develop, compare, and contrast mental preparation strategies for

cooperative activities, game-like situations, individual performances, and competitive situations.

Special Education Modification: -Students will choose how they will develop, compare, and contrast strategies for future tasks.

Gifted and Talented Modification: -Students will choose how they will develop, compare, and contrast strategies for future tasks. CPI 2.5.8.B.3 ● SW analyze which team strategies facilitated achievement of the overall

activity goal and what improvements, if any, could be made to be more effective. (i.e., What strategy did your team use to accomplish the Titanic task? Was the strategy effective? What could have been done to improve the team performance?)

● SW evaluate individual goals, discuss strategies for achieving these goals and make recommendations, if necessary, of improvements that could be done to ensure success.

Special Education Modification: -Students will evaluate, discuss, and modify personal goals based on their specific data.

Gifted and Talented Modification: -Students will evaluate, discuss, and modify personal goals based on their specific data. CPI 2.5.8.C.1 ● SW promote personal and group success using positive social interaction

and teamwork during activities. (i.e., passing the ball in Soccer, trust falls, positive verbal feedback, high-five a teammate, etc.)

CPI 2.5.8.C.2 ● SW discuss the rules and safety guidelines prior to each specific activity. ● SW demonstrate responsible use of equipment used in any specific

activity including, set up, use of equipment and clean up.

Special Education Modification: -Students will write or verbally explain the safety information.

Gifted and Talented Modification: -Students will write and verbally explain the safety information.

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Content Movement activities provide a timeless opportunity to connect with people around the world. CPI 2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.

CPI 2.5.8.C.3

● Using the web, LW research activities, sports, or dance from another culture and will present these findings to the class in an educational presentation.

● SW demonstrate the ability to teach their peers the activity, sport or dance that they researched.

Special Education Modifications: -Students will choose to research a specific topic based on interest. -Students will choose how the information is presented to peers.

Gifted and Talented Modifications: -Students will choose to research a specific topic based on interest. -Students will create a technology presentation relating to the information for class instruction. Resources ● PE Central: www.pecentral.org/ ● NJAHPERD: http://www.njahperd.org/ ● Sports Know How: http://www.sportsknowhow.com/ ● www.pa.org ● Physical Activity and Sport for Secondary School Students by Neil J.

Dougherty ● Teaching Cues for Sport Skills, 2nd Edition, by Benjamin Cummings ● Team Building Through Physical Challenges by Glover and Midura ● Rhythmic Activities and Dance, 2nd Edition, by Bennett and Reiner ● Pedometers ● Heart Rate Monitors ● Just Dance ● PhEdGames:

https://www.youtube.com/channel/UCnbRIQ5NUImCyCxFiIDppXg ● The Physical Educator: http://www.thephysicaleducator.com ● Physical Education for Learning: http://www.pe4learning.com ● SHAPE:

http://www.shapeamerica.org/jump/peresources/skills-and-games.cfm

Suggested Activities

P.E. Indoor Activities Fitness Testing Fitness Unit – (i.e. Relays, Cardio kickboxing, jump rope stations) Weight-Training Bop Ball Team Handball Indoor Soccer / Sideline soccer Basketball (skills, then game stations)

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Speedball / Ultimate ball Volleyball Floor Hockey Lifetime Activities – bowling, golf, horseshoes, shuffleboard, table tennis, wiffle batting Tag Activities Capture the Object – 12 items on each side – capture objects without getting tagged Mat Ball Scooter Ball/Medic Kickball Badminton / Pickleball Battleship Dance Dance Revolution Cooperative / Team-Building Activities Name Game with gatorskin ball (circle) Birthday Game (no talking, no hand gestures, line up in chronological order, month and date) Hula Hoop Game (straight line, then circle) Rope Rectangle Earthball Transport (Move big ball across the gym – no team member can move their feet while touching the ball) Moon Ball (volleyball trainer or beach ball - travel across gym) Fitness Ball Challenge Human Knots Rock wall (w/ lead-up & off-wall activities)

a. Back-to-back stand-up (do not lock arms) b. Human Spring (Face-to-face, hands out front) c. Ground Trust Fall (groups of three) d. Trust Circle (“Willow in the Wind”) – groups of five or six e. Poly Spots on floor to practice traversing

P.E. Outdoor Activities Soccer Football Softball Basketball Walk/Jog/Running Ultimate Ball Ultimate Frisbee Lacrosse Four Square/Box Ball

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Standard 2.6 Fitness: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Grade 7

Strand A. Fitness and Physical Activity Essential Questions Enduring Understandings

Why is it so difficult to become healthy and physically fit? Why is it even harder to stay healthy and physically fit? How can I set challenging fitness goals that help me stay committed to wellness?

Children who regularly participate in physical activity tend to stay active throughout their lives. While there are immediate benefits, including maintaining a healthy weight, feeling more energetic, and promoting a better outlook, participating in team and individual sports and other forms of physical activity can boost self-confidence, provide opportunities for social interaction, and offer a chance to have fun. In the long term, regular physical activity can help prevent heart disease, diabetes, and other medical problems later in life. Getting active and staying active is a key component of a healthy, active lifestyle.

Content and Cumulative Progress Indicators (CPIs)

Classroom Applications

Content Knowing and applying a variety of effective training principles over time enhances personal fitness level, performance, and health status.

Instructional Guidance To assist in meeting this CPI, students may: ● Describe the physical, social, and emotional benefits of regular physical

activity. ● Describe how body systems adapt over time to regular physical activity. ● Describe how gender, age, heredity, training, and health behaviors

impact fitness. ● Research technological advances that impact physical activity and

fitness. ● Apply the appropriate training principles to various forms of physical

activity used to improve personal fitness. ● Describe the physical and behavioral effects of anabolic steroids and

other performance enhancing substances. ● Develop a personal fitness plan and use technology to implement the

plan. ● Demonstrate age and gender specific progress towards improving each

component of fitness. ● Demonstrate and explain the importance of monitoring heart rate. ● Describe the relationship between physical activity, healthy eating and

body composition.

Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessment:

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CPI 2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. CPI 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness. CPI 2.6.8.A.3 Analyze how medical and technological advances impact personal fitness. CPI 2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors.

CPI 2.6.8.A.1 ● SW research the physical, social, and emotional benefits of regular

physical activity and create a chart illustrating the short- and long-term benefits.

Special Education Modification: -Students can choose to create a chart using technology.

Gifted and Talented Modification: -Students will create a chart using technology.

CPI 2.6.8.A.2 ● Using the web, SW research the different levels of fitness for their

specific age and gender. ● SW use the research data to develop and implement a personal fitness

plan. ● SW evaluate the effectiveness of their plan through the use of various

fitness tests throughout the school year. (i.e., pushups, jump rope, curl ups, pull ups, shuttle run, half mile run).

Special Education Modification: -Students will create a fitness plan based on their specific data.

Gifted and Talented Modification: -Students will create a fitness plan based on their specific data. CPI 2.6.8.A.3 ● Using the web, SW research medical and technological advances that

impact personal fitness. ● SW compare and contrast the positive and negative effects these

advances have on fitness.

Special Education Modification: -Students will write or verbally explain the similarities and difference between positive and negative technological advances on personal fitness.

Gifted and Talented Modification: -Students will write and verbally explain the similarities and differences between positive and negative technological advances on personal fitness. CPI 2.6.8.A.4 ● SW explain the importance of good nutrition combined with a regular

fitness regimen. ● SW keep a food and fitness journal for a given period of time. ● SW discuss the effects of proper nutrition and physical activity on body

composition. ● SW create a food and fitness schedule, illustrating a week of healthy

eating choices combined with physical fitness.

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CPI 2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness. CPI 2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-enhancing substances.

Special Education Modifications: -Students will document associated work using technology or handwriting the information based on personal preference. -Students will create a nutrition and fitness schedule based on their specific data.

Gifted and Talented Modifications: -Students will document associated work using a technology program of their choice. -Students will create a nutrition and fitness schedule based on their specific data. -Students will record the results of the nutrition and fitness schedule and make necessary modifications as needed based on the data. CPI 2.6.8.A.5 ● SW describe frequency, intensity, type and time (FITT principle) and

how it relates to their personal level of fitness. ● SW modify their personal fitness plan based on the FITT principle. ● SW research on the web and create a chart comparing cardio and

resistance training, illustrating the pros and cons of each, frequency suggestions, and time for each.

● SW demonstrate and explain the importance of monitoring their heart rate during physical activity with the use of heart rate monitors.

Special Education Modification: -Students will create a fitness plan based on their specific data.

Gifted and Talented Modification: -Students will create a fitness plan based on their specific data. CPI 2.6.8.A.6 ● Using the web, SW research the effects of anabolic steroids and other

performance-enhancing substances have on the body and will present the information to their peers.

● SW create a table comparing the physical, behavioral, legal and ethical consequences of performance enhancing substances.

Special Education Modification: -Students can choose to create a table using technology.

Gifted and Talented Modification: -Students will create a table using technology. Further Assessments ● Physical Fitness Rubrics (Boys/Girls) intranet link ● Written Fitness Final Exam intranet link

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Resources

● http://www.sport-fitness-advisor.com/fitt-principle.html ● www.pecentral.org ● http://www.cdc.gov/physicalactivity/everyone/guidelines/index.html ● 20 Meter Progressive Aerobic Cardiovascular Endurance Run

(PACER): https://www.youtube.com/watch?v=Y82jDHRrswc ● Physical Activity and Sport for Secondary School Students by Neil J.

Dougherty ● Heart Rate Monitors ● Pedometers

Suggested Activities Step Aerobics Walk-A-Thon Weight-Room: Circuit-training, cardio machines, weight training Jump Rope Fitness Testing Cardio Kickboxing Dance Dance Revolution Running/Jogging Fitness Relays Skillastics Games

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Addendum ESL Modifications: This list includes the accommodations and modifications commonly used to address the needs of ELL students.

Content/Material Accommodations/Modifications Allow extra time for task completion

Organizational Accommodations Use a consistent daily routine Break down tasks into manageable units

Instructional Accommodations Frequently check for understanding Emphasize use of visual aids Simplify task directions Provide hands-on learning activities Provide modeling Assign peer buddies Modify pace of instruction to allow additional processing time Provide small group instruction Demonstrate directions and provide a model or example of completed task Emphasize multi-sensory presentation of data Allow for repetition and/or clarification of directions, as needed Directions repeated, clarified or reworded Provide multi-sensory instruction Allow wait time for processing before calling on student for response Provide visual models of completed tasks

Accommodations for Attention/Focus Seat student near front of room Preferential seating Monitor on-task performance Establish and maintain eye contact when giving oral directions Provide short breaks when refocusing is needed Refocusing and redirection Supplemental Services 1:1 Assistant Prompting, cueing and redirecting student participation Reinforcing of personal, social, behavioral and academic learning goals

Social/Behavioral Accommodations Provide opportunities for peer interactions Encourage student to self-advocate Present alternatives to negative behavior Monitor for overload, excess stimuli Maintain communication with home Provide positive reinforcement Provide consistent praise to elevate self esteem Model and role play problem solving

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