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Physical Education
Grade 12
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Course Description
The NJSLS serves as a basis for physical education which is required by state mandates. New Jersey has a long-standing commitment to school health, safety, and physical
education. N.J.S.A.18A:35, adopted in 1917, requires all pupils in grades 1-12 to participate in two and one-half hours per week of instruction in health, safety, and physical
education. The course is designed to enable students to understand the components of health-related fitness and motor skills, flexibility, endurance, strength, coordination,
and a plan to support a healthy lifestyle. The knowledge of physical education is an ever-changing field that students will put to use in general wellness throughout their
lifetime. Each student is required to complete four years of physical education and health, within this four year program students will be introduced to a wide variety of
activities including team sports, individual/ dual sports, and dance, yoga and life-time activities for fitness. The course will provide the opportunity for students to acquire
the skills necessary to achieve and maintain a healthy lifestyle and level of fitness. Fitness- related technology, including pedometers, KINECT Dance, Dance Revolution
will be used to enhance the quality of the physical education program. Focusing on wellness for life, students will prepare to continue a lifetime of physical activity. The
course aims to assist students in developing an independent fitness style and promote regular and enjoyable physical activity with an emphasis on personal fitness
improvement. All students participate in the Presidential Physical Fitness Challenge and are assessed based on their ability. Weight Training courses help students develop
knowledge and skills with free weights and universal stations while emphasizing safety and proper body positioning; they may include other components such as anatomy
and conditioning. Any student failing one marking period of health or physical education for the year must repeat the failed course.
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Pacing Guidelines for 12th Grade
(Sport Education and Fitness Model)
Specific Skills & Concepts
Addressed
Activities
Review/Execution and Closure
Timelines
(In conjunction
with 150 min
mandate)
New Jersey Student Learning
Performance Expectations
Recommended Weeks
(timelines are flexible
based on scheduling,
facilities, testing, and
weather)
Review and Reinforce
Physical Education IV
Class Rules
Expectations
Locker-room procedures
Purchasing of required attire
Proper uniform
Safety protocols
September 2.2.12.MSC.1.2.3.4.5
2.2.12.PF.1.2.3.4.5
2.2.12.LF.1.2.3.4.5.6.7.8
1 week
Reinforcing Movement
Skills
Execution concepts of:
Performance Assessments
Performance Evaluations
Pre-Assessments
Post Assessments
Spatial Awareness
Fitness Assessments
Pacer/Mile Run
Cardio Assessments
Flexibility Assessments
Strength Assessments
Warm-up routines
Cool Down
September-June 2.2.12.MSC.1.2.3.4.5
2.2.12.PF.1.2.3.4.5
2.2.12.LF.1.2.3.4.5.6.7.8
6 weeks
Team Sports
Achieving and executing
skills:
Ball control
Catching
Defensive Strategic Skills
Basketball
Cricket (Site specific) *
Floor Hockey
Football
Lacrosse
Soccer
September - June 2.2.12.MSC.1.2.3.4.5
2.2.12.PF.1.2.3.4.5
2.2.12.LF.1.2.3.4.5.6.7.8
9 weeks
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Dribbling
Offensive Strategic skills
Passing
Punting
Receiving
Shooting
Throwing
Tactical Approach
Executing Sportsmanship
Demonstrating Rules and
Safety
Softball
Speedball
Team Handball
Ultimate Frisbee
Volleyball
Individual Sports
Executing achieved skills:
Approach
Backhand
Forehand
Serving
Striking
Spatial awareness
*Site Specific Skills: Swim
Backstroke
Breaststroke
Butterfly
Freestyle
Achieving and executing
skills for Lifelong Fitness:
Advancing muscular
strength, endurance and
flexibility.
Execution /Closure
Aerobics
Bowling
Badminton
Fitness
Golf
Pickle Ball
Power Walking
Swim*
Tennis
Track and Field
Weight Training
Yoga
*site specific
September - June 2.2.12.MSC.1.2.3.4.5
2.2.12.PF.1.2.3.4.5
2.2.12.LF.1.2.3.4.5.6.7.8
9 weeks
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Executing necessary
behaviors to maintain a
healthy lifestyle
Executing and analyzing
variety of sustained,
vigorous physical activities
to enhance each component
of fitness
Performing movement
concepts:
Creative Dance
Movement Education and
Rhythm
Execution/Closure
Contemporary Dance
Creative Dance
Cultural/International Dance
Line Dancing
September - June 2.2.12.MSC.1.2.3.4.5
2.2.12.PF.1.2.3.4.5
2.2.12.LF.1.2.3.4.5.6.7.8
9 weeks
Review and Final Exam
Post-Assessments
End of unit assessments
Post-performance assessments
Performance written assessments
for all four grade levels.
Final Exam
June 2.2.12.MSC.1.2.3.4.5
2.2.12.PF.1.2.3.4.5
2.2.12.LF.1.2.3.4.5.6.7.8
2 weeks
Developing-1
Progressing-2
Proficient-3
Achieved-4
Advanced-5
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Computer Science and Design Thinking
Standards
8.1.12.A.1, 8.1.12.F.2, 8.1.12.C.1, 8.1.12.D.4
➢ Technology Operations and Concepts
Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and
interpret the results
Example: Students will collect data on the classes results from the fitness gram test. The students will enter, manipulate and interpret the data to
generate graphs and charts which will be displayed in the gymnasium.
➢ Communication and Collaboration
Develop an innovative solution to a complex local or global problem / issue in collaboration with peers and experts and present ideas
for feedback in an online community
Example: Students will examine the local and global issue associated with physical inactivity and will work with peers to promote the need for
physical activity daily in an online forum.
➢ Digital Citizenship
Explain the impact of cyber-crimes on society.
Example: Students will explain and examine the impact that cyber-crimes have on society by making a presentation to students in a lower
grade.
➢ Critical Thinking, Problem Solving, Decision Making
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Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational,
career, personal, and social needs.
Example: Students will analyze the capabilities and limitations of using smart watches or health related apps on their phones. The students will
then examine and create a chart to show how they are essential in the educational, career, personal and social needs.
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Career Skills
Career Ready Practices describe the career-ready skills that all educators in all content areas should seen to develop in their students. They are
practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career
exploration and preparation programs with increasingly higher levels of complexity and expectation as student advances through a program of
study.
CRP1. Act as a responsible and contributing citizen and employee. Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day
through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the
near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and
workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.
Example: Students will use and apply skills learned in physical education to prepare for their future and improve relationships with their classmates, families
and community.
CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding
to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial
wellbeing, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.
Example: Students will use and examine various lessons learned through out physical education to create a power point presentation that shows how exercising
regularly can have an impact on workplace performance and personal well-being.
CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate
in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word
choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners
and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired
outcome.
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Example: Career-ready individuals will be able to effectively communicate in written and non-written forms, the significance of eating healthy and exercising
regularly and its relationship emotional well-being.
CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to
productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team
meetings.
Example: Career-ready individuals will utilize the diversity of their surroundings and practice proper sportsmanship and team skills and apply these practices
outside of PE/Health Class.
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Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
Time/General
• Extra time for assigned tasks
• Adjust length of assignment
• Timeline with due dates for reports and projects
• Communication system between home and school
• Provide lecture notes/outline
Processing
• Extra Response time
• Have students verbalize steps
• Repeat, clarify or reword
directions
• Mini-breaks between tasks
• Provide a warning for
transitions
• Reading partners
Comprehension
• Precise step-by-step directions
• Short manageable tasks
• Brief and concrete directions
• Provide immediate feedback
• Small group instruction
• Emphasize multi-sensory
learning
Recall
• Teacher-made checklist
• Use visual graphic organizers
• Reference resources to
promote independence
• Visual and verbal reminders
• Graphic organizers
Assistive Technology
• Computer/whiteboard
• Spell-checker
Tests/Quizzes/Grading
• Extended time
• Study guides
• Shortened tests
• Read directions aloud
Behavior/Attention
• Consistent daily structured
routine
• Simple and clear classroom
rules
• Frequent feedback
Organization
• Individual daily planner
• Display a written agenda
• Note-taking assistance
• Color code materials
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Differentiated Instruction
Accommodate Based on Content Specific Needs: Strategies
• Anchor charts to model skills such as throwing, catching, lifting, etc.
• Reference sheets that list step by step progressions of skills such as throwing, catching, bumping, setting, and hand placement for various activities. • Conceptual word wall that contains definitions, translations, pictures and/or examples • Utilize technological programs which provide verbal and visual instruction in native and/or second languages • Provide students with the opportunity to write/journal daily based on the health and wellness domains or their progress in physical education. • Create graphic organizers (Examples include: Decision formulating strategy for offense and defense) • Translation dictionary • Teacher Modeling • Utilize different colors when interpreting data from graphs or to indicate differences/similarities and increases/decreases • Display chart to reinforce skill sets or rules and regulations of a game/activity • Utilize organizational websites to maintain/track fitness and health progress (Daily Fit Log) • Height of net • Color and size of striking implements • Distance or targets • Music • Modifications: • Vary equipment size • Modify playing area • Utilize well-defined boundaries • Simplify tasks/instruction • Demonstrate/model activities • Adjust/modify rules • Student to student teaching • Incorporate lead up games
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Interdisciplinary Connections Model interdisciplinary thinking to expose students to other disciplines
Physical Education Connection:
2.2.12.N.2: Determine the relationship of nutrition and physical activity to weight loss, gain and maintenance.
• Students will create an exercise/nutrition log to for someone who is trying to lose weight and for someone who is trying to maintain a
healthy lifestyle.
ELA Connection:
Various Tasks Literacy.SL.11-12.45 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
• Students will be able to effectively use digital media when presenting information on their findings related to the need for physical
education to remain a four-year requirement in schools.
Science Connection:
Various Tasks (HS-PS 2)
• Students will be able to determine the impact force and exertion has on weightlifters and how motion and stability affect different sports
and activities.
Mathematics Connection:
HSS.MD.B.7: Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end
of a game).
• Analyze and the decision and strategies of hockey teams pulling the goalie at the end of the game by using probability concepts.
http://www.corestandards.org/Math/Content/HSS/MD/B/7/
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Enrichment
Accommodate Based on Students individual Needs: Strategies
• Adaption of Material and Requirements
• Evaluate Vocabulary
• Elevated Text Complexity
• Additional Projects
• Independent Student Options
• Projects completed individual or with Partners
• Self-Selection of Research
• Tiered/Multilevel Activities
• Learning Centers
• Individual Response Board
• Independent Book Studies
• Open-ended activities
• Community/Subject expert mentorships
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Assessments
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, and Political Cartoon
• Create an Original Song, Film, or Poem
• Glogster to make Electronic Posters
• Tumblr to create a Blog
• Health and Wellness Resource Kit
• Learning System
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NEW JERSEY LEARNING STANDARDS FOR
COMPREHENSIVE HEALTH AND PHYSICAL EDUCATION
STANDARD 2.2 - Movement Skills and Concepts
Descriptive Statement: Movement Skills and Concepts include learning and investigating the fundamentals of movement (on land, water, snow,
sand and ice) from one place to another and the understanding of biomechanics (how the body moves, grows and matures). Movement skills fall
into three main categories: locomotor, non-locomotor, and manipulative skills. Concepts into categories such as spatial awareness (where the body
moves), body awareness (what can the body do), qualities of movement (how the body moves and with whom/what does the body move).
STANDARD 2.2 - Physical Fitness
Descriptive Statement: Physical Fitness is the ability to move, perform daily tasks and unexpected physical challenges effectively without losing
energy reserves. Fitness activities can be performed at many levels (low, moderate, and high), which will impact how efficiently the body functions.
STANDARD 2.2 - Lifelong Fitness
Descriptive Statement: Lifelong Fitness requires making fitness a part of a person’s daily life. It is about creating fitness habits that support an
individual to plan and stay healthy throughout his or her lifetime. In addition, a person recognizes the medical consequences of a sedentary lifestyle
and that the benefits of an active body and mind over time reduces diseases, injuries and pain. Lifelong fitness doesn’t focus on competition or
high-level skill development, but rather on self- evaluation, personal goal setting, social engagement, sportsmanship, enjoyment of movement, and
leisure-time fitness activities.
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New Jersey Student Learning Standards : 2.2.12.MSC.1.2.3.4.5
Topic: Movement Skills and Concepts
Advanced technique and concepts will elevate student's confidence, performance, skills, and participation in physical activity (e.g., games, sports, aerobics, fitness activities).
The quality of feedback from others, self-assessment as well as, effort, and repetition influences movement skills, concepts and performance.
Individual and team execution requires interaction, respect, effort, positive attitude.
Student Learning
Objectives
Essential Question Sample Activities Resources Concepts/Skills
1.Explain and demonstrate ways to
apply movement skills from one
game, sport, aerobics, or
recreational activity to another
including striking skills (e.g.,
tennis, badminton, ping pong,
racquetball, pickle ball).
How can understanding a movement
concept from one sport improve my
performance in another?
How can understanding hand eye
coordination help improve performance
in multiple sports
How can cardiovascular work outs help
optimize full potential in activities
Stop the Action: during game
or sport play, at various times,
stop the game by using whistle
and ask questions about the
skills being utilized in the
activity.
Discuss appropriate techniques
throughout activity
1.Gymnasium or space for
activity
2. PE equipment – ropes,
balls, yoga mats, cones, sticks,
rackets, nets, weight training
equipment, etc.
3. Presidential Physical
Fitness Test
4. Video Tape Equipment
6. Fitness gram
7. You Tube
8. Pinterest
9. Charts, handouts, pamphlets
10. Music
11. Google classroom
12. Edpuzzle
Essential Movement Skills
Team Sports
Individual Sports
Lifelong Fitness
Dance, Rhythm and
Movement Skills
2.Analyze application of force and
motion (e.g., weight transfer,
power, speed, agility, range of
motion) and modify movement to
impact performance.
Why is it necessary to understand the
fundamental movements of any given
sport?
Why is cognitive information important
to play any given sport?
Enhancing psychomotor skills
while participating in sport
model activities.
Reviewing rules and
regulations of any given sport
1.Gymnasium or space for
activity
2. PE equipment – ropes,
balls, yoga mats, cones, sticks,
rackets, nets, weight training
equipment, etc.
3. Presidential Physical
Fitness Test
Essential Movement Skills
Team Sports
Individual Sports
Lifelong Fitness
Dance, Rhythm and
Movement Skills
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New Jersey Student Learning Standards : 2.2.12.MSC.1.2.3.4.5
Topic: Movement Skills and Concepts
Advanced technique and concepts will elevate student's confidence, performance, skills, and participation in physical activity (e.g., games, sports, aerobics, fitness activities).
The quality of feedback from others, self-assessment as well as, effort, and repetition influences movement skills, concepts and performance.
Individual and team execution requires interaction, respect, effort, positive attitude.
Student Learning
Objectives
Essential Question Sample Activities Resources Concepts/Skills
How can understanding movement of
motions improve performance
4. Video Tape Equipment
6. Fitness gram
7. You Tube
8. Pinterest
9. Charts, handouts, pamphlets
10. Music
11. Google classroom
12. Edpuzzle
3. Design, lead and critique
rhythmic and physical activity that
includes variations in time, space,
force, flow, and relationships
(creative, cultural, social, aerobics
dance, fitness).
How can you make movement more
interesting, fun, and enjoyable?
How can understanding movement
concepts improve my performance?
How does my use of movement
influence that of others?
Have students explain and
participate in game, activity,
or dance from a variety of
different cultures and
historical periods. (i.e. cricket,
salsa, line dance)
1.Gymnasium or space for
activity
2. PE equipment – ropes,
balls, yoga mats, cones, sticks,
rackets, nets, weight training
equipment, etc.
3. Presidential Physical
Fitness Test
4. Video Tape Equipment
6. Fitness gram
7. You Tube
8. Pinterest
9. Charts, handouts, pamphlets
10. Music
11. Google classroom
12. Edpuzzle
Essential Movement Skills
Team Sports
Individual Sports
Lifelong Fitness
Dance, Rhythm and
Movement Skills
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New Jersey Student Learning Standards : 2.2.12.MSC.1.2.3.4.5
Topic: Movement Skills and Concepts
Advanced technique and concepts will elevate student's confidence, performance, skills, and participation in physical activity (e.g., games, sports, aerobics, fitness activities).
The quality of feedback from others, self-assessment as well as, effort, and repetition influences movement skills, concepts and performance.
Individual and team execution requires interaction, respect, effort, positive attitude.
Student Learning
Objectives
Essential Question Sample Activities Resources Concepts/Skills
4.Analyze etiquette,
responsibilities, and preparation of
players, officials, trainers, and
other participants and recommend
strategies to improve their
performance, participation and
behavior.
Why is it important to know how to
move safely, effectively and efficiently?
How can understanding and applying
movement concepts improve overall
skill performance?
How does demonstrating positive
sportsmanship, effort and teamwork
build confidence and support within a
group?
How can demonstrating team work and
sportsmanship improve team
performance
Explaining and applying safety
rules and procedures
Generating additional safety
rules due to limited space,
increased class sizes, and
limited equipment.
Praising positive attitude,
sportsmanship and efforts
made by students to increase
participation and safety.
1.Gymnasium or space for
activity
2. PE equipment – ropes,
balls, yoga mats, cones, sticks,
rackets, nets, weight training
equipment, etc.
3. Presidential Physical
Fitness Test
4. Video Tape Equipment
6. Fitness gram
7. You Tube
8. Pinterest
9. Charts, handouts, pamphlets
10. Music
11. Google classroom
12. Edpuzzle
Essential Movement Skills
Team Sports
Individual Sports
Lifelong Fitness
Dance, Rhythm and
Movement Skills
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New Jersey Student Learning Standards : 2.2.12.MSC.1.2.3.4.5
Topic: Movement Skills and Concepts
Advanced technique and concepts will elevate student's confidence, performance, skills, and participation in physical activity (e.g., games, sports, aerobics, fitness activities).
The quality of feedback from others, self-assessment as well as, effort, and repetition influences movement skills, concepts and performance.
Individual and team execution requires interaction, respect, effort, positive attitude.
Student Learning
Objectives
Essential Question Sample Activities Resources Concepts/Skills
5. Develop rule changes to
existing games, sports and
activities that enhance
participation, safety and
enjoyment.
How do rules and strategies for each
specific activity increase student
success and appreciation for the
game/activity?
How can you improve maximum
participation for all group members in
the activity?
What part of the game can you change
to include more participation from team
members
Modifying rules and activities
to accommodate the needs of
specific classes/students.
1.Gymnasium or space for
activity
2. PE equipment – ropes,
balls, yoga mats, cones, sticks,
rackets, nets, weight training
equipment, etc.
3. Presidential Physical
Fitness Test
4. Video Tape Equipment
6. Fitness gram
7. You Tube
8. Pinterest
9. Charts, handouts, pamphlets
10. Music
11. Google classroom
12. Edpuzzle
Essential Movement Skills
Team Sports
Individual Sports
Lifelong Fitness
Dance, Rhythm and
Movement Skills
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New Jersey Student Learning Standards: 2.2.12.PF.1.2.3.4.5
Topic: Physical Fitness
Physical and emotional growth often relies on taking personal responsibility for developing and maintaining physical fitness levels that also provide opportunities for self-
expression, enjoyment, and emotional satisfaction.
Student Learning
Objectives
Essential Question Sample Activities Resources Concepts/Skills
1. Compare the short- and long-
term benefits of physical activity
and the impact on wellness
associated with physical, mental,
emotional fitness through one's
lifetime.
How can one benefit by knowing the
relationship between exercise and
weight loss (Caloric
intake/expenditure)?
What can exercise do for your quality
of life?
How can exercise effect life
expectancy?
Engaging in effective physical
activity programs.
Designing and implementing
specific fitness plans for students
Tracking students’ physical
activities throughout the school
year.
1.Gymnasium or space for
activity
2. PE equipment – ropes,
balls, yoga mats, cones,
sticks, rackets, nets, weight
training equipment, etc.
3. Presidential Physical
Fitness Test
4. Video Tape Equipment
6. Fitness gram
7. You Tube
8. Pinterest
9. Charts, handouts,
pamphlets
10. Music
11. Google classroom
12. Edpuzzle
Essential Movement Skills
Team Sports
Individual Sports
Lifelong Fitness
Dance, Rhythm and Movement
Skills
2. Respect and appreciate all
levels of ability and encourage
with care during all physical
activities.
Why does good sportsmanship
behaviors while participating or
viewing a sport/activity contribute to
enjoyment?
What roles can you assign in the sport
for team members who are not
engaged in the activity?
Celebrating achievements and
accomplishments made by
students
Enforcing positive social skills
and constant referral to classroom
rules.
1.Gymnasium or space for
activity
2. PE equipment – ropes,
balls, yoga mats, cones,
sticks, rackets, nets, weight
training equipment, etc.
3. Presidential Physical
Fitness Test
4. Video Tape Equipment
Essential Movement Skills
Team Sports
Individual Sports
Lifelong Fitness
Dance, Rhythm and Movement
Skills
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New Jersey Student Learning Standards: 2.2.12.PF.1.2.3.4.5
Topic: Physical Fitness
Physical and emotional growth often relies on taking personal responsibility for developing and maintaining physical fitness levels that also provide opportunities for self-
expression, enjoyment, and emotional satisfaction.
Student Learning
Objectives
Essential Question Sample Activities Resources Concepts/Skills
What are some phrases you can use
for good sportsmanship?
6. Fitness gram
7. You Tube
8. Pinterest
9. Charts, handouts,
pamphlets
10. Music
11. Google classroom
12. Edpuzzle
3. Design and implement a
personal fitness plan, using
evidence and evaluate how that
reflects knowledge and
application of fitness-training
principals (FITT) and the
components of skill related
fitness.
How would you apply the components
of health-related fitness to activities of
daily living?
What would your personal fitness plan
look like?
How often do you think you should be
exercising per week?
What parts of the FITT formula do
you think you cover in physical
education class through the semester?
Evaluate current fitness behaviors
and demonstrate achievement and
maintenance by designing a
personal fitness program
Create a plan, train for and
participate in a community event
that show improvement in
cardiovascular endurance and
muscular strength
1.Gymnasium or space for
activity
2. PE equipment – ropes,
balls, yoga mats, cones,
sticks, rackets, nets, weight
training equipment, etc.
3. Presidential Physical
Fitness Test
4. Video Tape Equipment
6. Fitness gram
7. You Tube
8. Pinterest
9. Charts, handouts,
pamphlets
10. Music
11. Google classroom
12. Edpuzzle
Essential Movement Skills
Team Sports
Individual Sports
Lifelong Fitness
Dance, Rhythm and Movement
Skills
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New Jersey Student Learning Standards: 2.2.12.PF.1.2.3.4.5
Topic: Physical Fitness
Physical and emotional growth often relies on taking personal responsibility for developing and maintaining physical fitness levels that also provide opportunities for self-
expression, enjoyment, and emotional satisfaction.
Student Learning
Objectives
Essential Question Sample Activities Resources Concepts/Skills
4. Determine the role of genetics,
age, nutrition, sleep, the
environment and exercise type on
body composition and personal
health.
Why are there so many health
problems in the United States caused
by poor eating despite all the available
information?
Have students fill out a ten-day
diet log following what they ate.
Keep an exercise log during each
class period.
1.Gymnasium or space for
activity
2. PE equipment – ropes,
balls, yoga mats, cones,
sticks, rackets, nets, weight
training equipment, etc.
3. Presidential Physical
Fitness Test
4. Video Tape Equipment
6. Fitness gram
7. You Tube
8. Pinterest
9. Charts, handouts,
pamphlets
10. Music
11. Google classroom
12. Edpuzzle
Essential Movement Skills
Team Sports
Individual Sports
Lifelong Fitness
Dance, Rhythm and Movement
Skills
5. Analyze fitness knowledge in
strength, conditioning, agility and
the physiological responses of
the energy systems effects on the
mind and body before, during
and after physical fitness
activities.
Why is it important to perform a
variety of exercises?
What can happen if you over train a
muscle group?
Have students complete a pre-test
using the fitness gram test. Then
have students track their progress
and training in a journal, then
have them complete a post test.
Students can write a report on
their journey and progress
1.Gymnasium or space for
activity
2. PE equipment – ropes,
balls, yoga mats, cones,
sticks, rackets, nets, weight
training equipment, etc.
3. Presidential Physical
Fitness Test
4. Video Tape Equipment
Essential Movement Skills
Team Sports
Individual Sports
Lifelong Fitness
Dance, Rhythm and Movement
Skills
24 | P a g e
New Jersey Student Learning Standards: 2.2.12.PF.1.2.3.4.5
Topic: Physical Fitness
Physical and emotional growth often relies on taking personal responsibility for developing and maintaining physical fitness levels that also provide opportunities for self-
expression, enjoyment, and emotional satisfaction.
Student Learning
Objectives
Essential Question Sample Activities Resources Concepts/Skills
6. Fitness gram
7. You Tube
8. Pinterest
9. Charts, handouts,
pamphlets
10. Music
11. Google classroom
12. Edpuzzle
25 | P a g e
New Jersey Student Learning Standards: 2.2.12.LF.1.2.3.4.5.6.7.8
Topic: Lifelong Fitness
Healthy habits and behaviors are created by personal learning experiences, knowledge, believes and goals towards living and maintaining a healthy lifestyle of fitness, self-
expression, social interaction and enjoying movement in a safe and healthy environment (e.g., golf, tennis, badminton, martial arts, bowling, kayaking, ping-pong, cricket,
hiking, biking, swimming).
Community resources can support a lifetime of wellness to self and family members.
Student Learning
Objectives
Essential Question Sample Activities Resources Concepts/Skills
1. Apply and share a movement
and physical fitness vocabulary
that is intrinsic to motivate
oneself, to impact family and
others in a community.
How and why do I need to build
new vocabulary including
content-specific words and
phrases?
Can you think of when and
where you used new vocabulary
in daily conversation and
writing?
Research five different muscles,
bones, or nerves of the human
body every day for a month. After
each day, try to define each one
from the days before.
1.Gymnasium or space for
activity
2. PE equipment – ropes, balls,
yoga mats, cones, sticks,
rackets, nets, weight training
equipment, etc.
3. Presidential Physical
Fitness Test
4. Video Tape Equipment
6. Fitness gram
7. You Tube
8. Pinterest
9. Charts, handouts, pamphlets
10. Music
11. Google classroom
12. Edpuzzle
Essential Movement Skills
Team Sports
Individual Sports
Lifelong Fitness
Dance, Rhythm and Movement
Skills
2. Develop a sense of openness
and willingness when
participating in physical fitness
activity to share and learn
experiences from your own and
other cultures.
What are some physical activities
or sports that you have never
tried before and why?
Take poll of what sports or
activities students have never done
before. Engage them in the
activity that none or very few have
ever tried before.
1.Gymnasium or space for
activity
2. PE equipment – ropes, balls,
yoga mats, cones, sticks,
rackets, nets, weight training
equipment, etc.
Essential Movement Skills
Team Sports
Individual Sports
Lifelong Fitness
Dance, Rhythm and Movement
Skills
26 | P a g e
3. Presidential Physical
Fitness Test
4. Video Tape Equipment
6. Fitness gram
7. You Tube
8. Pinterest
9. Charts, handouts, pamphlets
10. Music
11. Google classroom
12. Edpuzzle
3. Examine building to a level of
fitness to successfully participate
in a range of different physical
activities during a lifetime
How will you stay healthy and fit
when you are older?
What activities can you do that
will help you achieve your goal?
Write a letter to yourself to open in
the future containing your health
and fitness goals.
1.Gymnasium or space for
activity
2. PE equipment – ropes, balls,
yoga mats, cones, sticks,
rackets, nets, weight training
equipment, etc.
3. Presidential Physical
Fitness Test
4. Video Tape Equipment
6. Fitness gram
7. You Tube
8. Pinterest
9. Charts, handouts, pamphlets
10. Music
11. Google classroom
12. Edpuzzle
Essential Movement Skills
Team Sports
Individual Sports
Lifelong Fitness
Dance, Rhythm and Movement
Skills
4. Exhibit responsible social
behavior by including and
cooperating with classmates of
all skill levels, assisting when
needed and collaborating
respectfully to solve problems in
groups, teams and in pairs during
physical activity.
How does playing with
teammates prepare you for
success when working with
others in future work settings?
Watch a Youtube video on how
teamwork builds a person’s
cooperation with others for future
success.
1.Gymnasium or space for
activity
2. PE equipment – ropes, balls,
yoga mats, cones, sticks,
rackets, nets, weight training
equipment, etc.
3. Presidential Physical
Fitness Test
4. Video Tape Equipment
6. Fitness gram
Essential Movement Skills
Team Sports
Individual Sports
Lifelong Fitness
Dance, Rhythm and Movement
Skills
27 | P a g e
7. You Tube
8. Pinterest
9. Charts, handouts, pamphlets
10. Music
11. Google classroom
12. Edpuzzle
5. Describe the social benefits
gained from participating in
physical activity (e.g., meeting
someone, making friends,
teamwork, building trust,
experiencing something new).
What are the social benefits of
participating in specific team
sports and games?
How does physical activity
provide challenge, enjoyment,
social interaction and self-
expression for you, your family
and your peers?
How will engaging with peers in
class help you outside of class?
Interview your friends and family
on what sports or activities they
participate in. List the benefits that
each one talks about and how it
improves their lifestyle.
1.Gymnasium or space for
activity
2. PE equipment – ropes, balls,
yoga mats, cones, sticks,
rackets, nets, weight training
equipment, etc.
3. Presidential Physical
Fitness Test
4. Video Tape Equipment
6. Fitness gram
7. You Tube
8. Pinterest
9. Charts, handouts, pamphlets
10. Music
11. Google classroom
12. Edpuzzle
Essential Movement Skills
Team Sports
Individual Sports
Lifelong Fitness
Dance, Rhythm and Movement
Skills
6. Implement a financial plan for
participation in physical activity
in the community for self and
family members.
How will raising awareness for
any cause increase the betterment
of the physical education
program/community?
Design a Field Day experience to
include all students, staff, families
and community members. Include
recreational activities/engaging
activities that anyone can
participate in.
1.Gymnasium or space for
activity
2. PE equipment – ropes, balls,
yoga mats, cones, sticks,
rackets, nets, weight training
equipment, etc.
3. Presidential Physical
Fitness Test
4. Video Tape Equipment
6. Fitness gram
7. You Tube
8. Pinterest
9. Charts, handouts, pamphlets
10. Music
Essential Movement Skills
Team Sports
Individual Sports
Lifelong Fitness
Dance, Rhythm and Movement
Skills
28 | P a g e
11. Google classroom
12. Edpuzzle
7. Analyze the current and future
impact of globalization and
technology on the influences of
participation in, sports, games,
physical fitness actives, dance,
gaming, outdoor adventure,
viewing sports and social and
emotional connections.
What will the future of
spectating sports be like? Will
some major sports disappear or
flourish?
Create a pamphlet of an obscure
sport that is not in the mainstream
media but is currently gaining
popularity.
1.Gymnasium or space for
activity
2. PE equipment – ropes, balls,
yoga mats, cones, sticks,
rackets, nets, weight training
equipment, etc.
3. Presidential Physical
Fitness Test
4. Video Tape Equipment
6. Fitness gram
7. You Tube
8. Pinterest
9. Charts, handouts, pamphlets
10. Music
11. Google classroom
12. Edpuzzle
Essential Movement Skills
Team Sports
Individual Sports
Lifelong Fitness
Dance, Rhythm and Movement
Skills
8. Identify personal and
community resources to explore
career options related to physical
activity and health
Think of some jobs or careers
you want would want to do in
your future. How will it help be a
product for the community?
Keep a journal of career searches
that interest you. List your likes
and dislikes of each one.
1.Gymnasium or space for
activity
2. PE equipment – ropes, balls,
yoga mats, cones, sticks,
rackets, nets, weight training
equipment, etc.
3. Presidential Physical
Fitness Test
4. Video Tape Equipment
6. Fitness gram
7. You Tube
8. Pinterest
9. Charts, handouts, pamphlets
10. Music
11. Google classroom
12. Edpuzzle
Essential Movement Skills
Team Sports
Individual Sports
Lifelong Fitness
Dance, Rhythm and Movement
Skills
29 | P a g e
Vocabulary
AAHPERD
Activity
Activity Pyramid
Addiction
Adolescence
Aerobic Exercise
Affect
Agility
Air
Alcohol
Alcoholism
Allergens
Anaerobic Exercise
Anger
Anger Management
Anorexia Nervosa
Artery
Asthma
Asymmetrical
Back Care
Balanced Diet
Basal Metabolic Rate
Behavior
Behavior Risk
Bend
Beneficial
Benefit
Detection
Diabetes
Diet
Dietary Guidelines
Digestive Guidelines
Digestive System
Diminishing Return
Disease
Disease Transmission
Distress
Dodge
Dribble
Drug Addiction
Eating Disorders
Emotion
Emotional Health
Employment
Empowerment
Endocrine System
Endurance
Energy Balance
Energy Expenditure
Energy Source
Environment
Environmental Health
Essential Nutrients
Etiquette
Hop
Hydration
Hygiene
Immune System
Instability
Intellectual/Mental Health
Intensity
Interval Training
Jog
Jump
Labels
Leap
Leisure
Leisure Activity
Life Goals
Listening
Lymph
Lymphatic System
Maintenance
Male Reproductive System
Maximum Heart Rate
Mental/Intellectual Health
Metabolism
Mineral
Monitoring
Motivation
Muscular Endurance
Stations
Strategy
Strep Test
Strength
Stress
Stressor
Stretch
Substance Abuse
Support System
Sway
Swing
Symmetrical
Target Health Rate
Pass
Pathogen
Peer Pressure
Physical Activity
Physical Best
Physical Education
Physical Fitness
Physical Health
Play
Power
President's Challenge
Prevent
Prevention
Progression
30 | P a g e
Blood Pressure
Body Composition
Body Mass Index
Body Systems
Bone
Bulimia Nervosa
CDC
Caloric Expenditure
Calorie
Calorie requirements for boys
and girls
Cancer
Capillaries
Carbohydrate
Carbon Dioxide
Cardiorespiratory Endurance
Cardiovascular Disease
Cardiovascular System
Career
Catch
Character
Chase
Chemical Dependency
Chemical Toxin
Cholesterol
Circulatory
Circulatory System
Complex Skills
Component
Components of Fitness
Conflict
Conflict Resolution
Eustress
Excretory System
Exercise
Exercise Stages
Expectations
Exposure
FITT Principle
FITT Principle For
Cardiovascular Endurance
FIIT Principle For Muscular
Endurance
FITT Principle For Muscular
Strength
FITT Principle for Flexibility
Fact
Fat
Fat Free Mass
Fear
Female Reproductive System
Fitness
Fitness Goals
Fitness Log
Flee
Flexed Arm Hang
Flexibility
Food-Borne Illness
Food Guide Pyramid
Force
Food Label
Frequency
Gallop
Germ
Muscular Strength
Muscular System
Myth
NASPE
Nervous System
Nicotine
Noise
Non-Communicable Disease
Non-Verbal Communication
Nutrient
Nutrition
Nutritional Facts
Obesity
Occupational Health
Officiating
One Mile Test
Osteoporosis
Overhand
Overload
PACER
Participation
Rubric
Rules
Run
Safety
Sedentary
Self Esteem
Serving Size
Sit and Reach
Sit Ups/Curl Ups
Skeletal System
Skill
Progressive Resistance Exercise
Protein
Puberty
Punt
Push Up
RDA
Repetition Maximum
Resistance
Resistance Training
Resolution
Respectful
Respiratory System
Rest
Resting Heart Rate
Rhythm
Rhythmic
RICE
Risk
Risk Factor
Target Health Rate Zone
Technique
Throw
Time
Turn
Twist
Type
Torque
Training
Underhand Throw
Unsafe
Vaccination
Veins
31 | P a g e
Confusion
Consequences
Consumer
Consumption
Contract
Cool Down
Cooperation
Criteria
Curl-ups/Sit-Ups
Dairy
Decision Making Skills
Deficiencies
Dehydration
Dental Health
Goal
Goal Setting
Grains
Hand Washing
Happiness
Harmful
Health
Health Education
Health Enhancing
Health-Related Fitness
Hearing Loss
Heart Disease
Heart Rate
Heredity
Skill Related Fitness
Skin Rash
Skip
Sleep
Slide
Smoking
Social Health
Social Skills
Specify
Speed
Spiritual Health
Sport
Sportsmanship
Vitamin
WAHPERD
Walk
Warm Up
Water
Weight Training
Wellness
Workout
Workplace Health
32 | P a g e
Physical Education Interactive Sites
• Colgate Kids World: Information and activities to promote dental hygiene (grades PK-K) http://www.colgate.com/Kids-world/main.cgi
• Eat Well Live Well: Nutrition related survey and results http://www.healthyeating.org/surveys/
• Fast Food Fact Finder: An interactive site which helps to identify the nutritional value of the menus of some major fast food chain restaurants
http://www.olen.com/food/
• Brain Pop – Health Movies: A site with movies on various health topics. Also includes interactive quizzes and activities. http://www.brainpop.com/health/seeall.html
• Body Tune UP – A WebQuest: An interactive Internet lesson/project which focuses on getting and keeping a healthy body http://www.plainfield.k12.in.us/hschool/webq/webq49/bodytune.htm
• Food & Drug Administration’s Home Page for Kids: This site contains informative quizzes on health, tobacco, and vaccines. http://www.fda.gov/oc/opacom/kids/default.htm
http://www.colgate.com/Kids-world/main.cgihttp://www.healthyeating.org/surveys/http://www.olen.com/food/http://www.brainpop.com/health/seeall.htmlhttp://www.plainfield.k12.in.us/hschool/webq/webq49/bodytune.htmhttp://www.fda.gov/oc/opacom/kids/default.htm
33 | P a g e
Physical Education Assessment Rubrics
• FunBrain.com Quiz Lab: The Internet's largest database of quizzes; available in 8 subjects. Teachers select quizzes for students to access or create your own quizzes with Quiz Lab's authoring tool. The results are graded automatically with scores emailed to the teacher.
http://www.funbrain.com/quiz/index.html
• SCORE: Research Report Rubric - A simply constructed rubric for research reports http://www.sdcoe.k12.ca.us/score/actbank/projectrub.html
• SCORE: Collaboration Rubric – http://www.sdcoe.k12.ca.us/score/actbank/collaborub.html
• SCORE: Report Rubric – http://www.sdcoe.k12.ca.us/score/actbank/reportrub.html
• Prentice Hall’s Oral Presentation Rubric – http://www.phschool.com/professional_development/professional_library/alternative_assessment/ oral_presentation.html
http://www.funbrain.com/quiz/index.htmlhttp://www.sdcoe.k12.ca.us/score/actbank/projectrub.htmlhttp://www.sdcoe.k12.ca.us/score/actbank/collaborub.htmlhttp://www.sdcoe.k12.ca.us/score/actbank/reportrub.htmlhttp://www.phschool.com/professional_development/%0Bprofessional_library/alternative_assessment/%0Boral_presentation.htmlhttp://www.phschool.com/professional_development/%0Bprofessional_library/alternative_assessment/%0Boral_presentation.htmlhttp://www.phschool.com/professional_development/%0Bprofessional_library/alternative_assessment/%0Boral_presentation.html