middletown public schools … · the curriculum provides learners with a sequential comprehensive...

Curriculum Writers: Dustin Almeida and Lori Hanlon June 2012

MIDDLETOWN PUBLIC SCHOOLS�

PHYSICAL EDUCATIONCURRICULUMGRADES4‐5�Learning Academy and Middle School�

MIDDLETOWN PUBLIC SCHOOLS PHYSICAL EDUCATION CURRICULUM GRADES 4-5 Curriculum Writers: Dustin Almeida and Lori Hanlon

7/12/2012 Middletown Public Schools 1



he Middletown Public Schools Health and Physical Education Curriculum for grades K‐12 was completed in June 2012 by a grade 8‐12 team of teachers. The team, identified as the Health and Physical Education Curriculum Writers referenced extensive resources to design the document that included but are not limited to:

Best Practice, New Standards for Teaching and Learning in America’s Schools Classroom Instruction That Works Common Core Maps Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects Differentiated Instructional Strategies Educational websites Formative Assessment and Standards‐Based Grading, Classroom Strategies That Work, Marzano Health Literacy for All Students, The Rhode Island Health Education Framework Rhode Island Department of Comprehensive Health Instructional Outcomes The Rhode Island Physical Education Framework Webb’s Depth of Knowledge

The K‐12 Health and Physical Education Curriculum identifies what all students should know and be able to do in health and physical education. Each grade or course includes the Health Literacy for All Students, The Rhode Island Health Education Framework, Rhode Island Department of Comprehensive Health Instructional Outcomes, The Rhode Island Physical Education Framework, and the Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects, research‐based instructional strategies, resources, map (or suggested timeline), rubrics, and checklists. The curriculum provides learners with a sequential comprehensive education in Health through study of Health Literacy for All Students, The Rhode Island Health Education Framework and Rhode Island Department of Comprehensive Health Instructional Outcomes that include:

1. Personal Health 2. Mental and Emotional Health 3. Injury Prevention 4. Nutrition 5. Sexuality and Family life 6. Disease Control and Prevention 7. Substance Use and Abuse Prevention

And through the study of Physical Education from The Rhode Island Physical Education Framework that include: Movement forms Motor skills Benefits of physical activity Physically active life styles Responsible personal and social behavior Internal and external environments that influence physical activity

Define content standards— what students should know and be able to do in Health and Physical Education.

T

STANDARDS FOR HEALTH AND PHYSICAL EDUCATION

Mission Statement

The mission of the Physical Education and Health program is to provide a well‐rounded education of the highest quality, based on research and best practice. We are committed to empowering our students to maintain physically, emotionally, and socially healthy lifestyles in order to lead

productive and fulfilling lives.



Define what all students should know and be able to do by the end of each grade. Divide Common Core Standards into broad statements called the College and Career Readiness Anchor Standards (CCR) for Reading Writing, Speaking and Listening, and Lanagage. Provides grade level specificity that define the skills and understandings that all students must demonstrate.

The curriculum provides a list of research‐based best practice instructional strategies that the teacher may model and/or facilitate, e.g.

Employs strategies of “best practice” (student‐centered, experiential, holistic, authentic, expressive, reflective, social, collaborative, democratic, cognitive, developmental, constructivist/heuristic, and challenging).

Facilitates the integration of Applied Learning Standards (SCANS) o problem solving o communication o critical thinking o research o reflection/evaluation.

Differentiates instruction by varying the content, process, and product and implementing Analyzes formative assessment to direct instruction. Provides exemplars and rubrics. Addresses multiple intelligences and brain dominance (spatial, bodily kinesthetic, musical, linguistic, intrapersonal, interpersonal, mathematical/logical, and naturalist). Models the use of graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers

(word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart). Employs Health Education best practices, e.g.

o focuses on clear health goals and related behavioral outcomes o is research‐based and theory‐driven o addresses individual values and group norms that support health‐enhancing behaviors o focuses on increasing personal perceptions of risk and harmfulness of engaging in specific health risk behaviors and reinforcing protective factors o addresses social pressures and influences o builds personal competence, social competence and efficacy by addressing skills o provides functional health knowledge that is basic, accurate, and directly contributes to health promoting decisions and behaviors o uses strategies designed to personalize information and engage students o provides age‐appropriate and developmentally appropriate information, learning strategies, teaching methods and materials o incorporates learning strategies, teaching methods, and materials that are culturally inclusive o provides adequate time for instruction and learning o provides opportunities to reinforce skills and positive health behaviors o provides opportunities to make connections with influential others o includes teacher information and plans for professional development and training that enhances instruction and student learning

RESEARCH-BASED INSTRUCTIONAL STRATEGIES

COMMON CORE FOR ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS



Employs Physical Education best practices e.g.,

o Provides clear expectations for student learning o Organizes pairs, groups, and teams o Begins with anticipatory set and physical warm‐up, proceeds to instructional focus and fitness activities, and closes with physiological cool down and a review of instructional

objectives o Uses a variety of direct and indirect teaching styles o Allows students guided choices o Emphasizes critical thinking and problem‐solving tactics o Demonstrates enthusiasm for an active, healthy lifestyle o Provides for appropriate practice

Required (red ink) indicates the topic or common assessment is mandatory. Suggested additional assessments include: anecdotal records, exhibits, interviews, graphic organizers/or visual imagery ,journals, Multiple Intelligences assessments e.g. role playing,

short plays,(bodily kinesthetic), graphic organizing, sketch journals/ cartooning (visual), collaboration/ conferencing interpersonal, songs, lyrics (musical), oral presentations, performance/problem‐based tasks, rubrics, tests and quizzes, Visual representations, written responses (arguments and informational). All assessments can be common formative or summative.

COMMON and SUGGESTED ASSESSMENTS



PHYSICAL

EDUCATION Unit

BENCHMARKS Middletown Public Schools

INSTRUCTIONAL STRATEGIES

RESOURCES ASSESSMENT/ EVIDENCE

1. Students will

demonstrate competency in many movement forms and proficiency in a few movement forms.

1.1 Use mature form in

many gross locomotor and many combination patterns (run, hop, jump, leap, skip, gallop, slide).

The student 1.1.1 Understands that mature form in basic skills is the most efficient technique for each skill. 1.1.2 Identifies and uses mature form in many gross locomotor and many combination patterns (run, hop, jump, leap, skip, gallop, slide). Grade 4

demonstrates mature form and competency in all of the following: running, hopping, jumping, skipping, and galloping.

begins to demonstrate basic form in leaping and sliding.

Grade 5

demonstrates mature form and competency in all of the following: running, hopping, jumping, leaping, skipping, galloping, and sliding.

DISTRICT INITIATIVES & RESEARCH Applies best practice of teaching physical education: The physical education teacher Provides clear expectations for student

learning Organizes pairs, groups, and teams Begins with anticipatory set and physical

warm‐up, proceeds to instructional focus and fitness activities, and closes with physiological cool down and a review of instructional objectives

Uses a variety of direct and indirect teaching styles

Allows students guided choices Emphasizes critical thinking and problem‐

solving tactics Demonstrates enthusiasm for an active,

healthy lifestyle Provides for appropriate practice Differentiates instruction by varying the content, process, and product Facilitates best practices of teaching that include: student‐centered experiential holistic authentic expressive reflective social collaborative democratic cognitive developmental constructivist/heuristic challenging Addresses multiple intelligences (instructional strategies) Facilitates integration of the applied learning standards problem solving communication critical thinking research reflection/evaluation

Supplementary books/materials Appropriate Instructional Practice

Guidelines for Middle School Physical Education

Fitnessgram/Activitygram Test Administration Manual 4th Edition

Guidelines for Physical Education Programs, 2nd edition

Moving into the Future National Standards for Physical Education, 2nd Edition

Opportunity to Learn Guidelines for Middle School Physical Education, NASPE

P.E. Teacher’s Skill by Skill Physical Best Activity Guide, NASPE Physical Educators Guide for

Teaching Tennis Presidential Fitness Challenge Shape‐up Rhode Island The Rhode Island Physical Education

Framework Technology CDs, tapes Computer lab LCD projector/ laptop Elmo VCR/DVD Internet Smart Board™ Web sites www.aahperd.org www.bgcnewport.org www.cdc.gov www.charactercounts.org www.edhelper.com www.eteamz.com/islanders www.fitness.gov www.fitnessgram.net www.fitnessmercola.com www.gmap‐pedometer.com www.heart.org www.heartratemonitorzone.net www.kidshealth.org www.letsmoveinschool.org www.middletownri.com www.mypyramid.gov www.newportymca.org www.nfl.com/play60 www.pbis.org www.pecentral.com

STANDARDIZED AND REQUIRED Comprehensive course

assessment Common tasks

SUGGESTED

Activity log Anecdotal records Exhibits Graphic organizers High‐five Interviews Student to student Teacher to student Student to third party Journals Multiple Intelligences assessments (e.g. role playing – bodily kinesthetic, graphic organizing – visual, collaboration‐ interpersonal, etc.)

Oral

Performance‐based tasks Rubrics/checklist Self‐assessment

Self and peer evaluation

(e.g. Ticket out the door, peer editing) Written responses Opinion Information



PHYSICAL EDUCATION

Unit BENCHMARKS

Middletown Public Schools INSTRUCTIONAL

STRATEGIES RESOURCES ASSESSMENT/

EVIDENCE www.presidentschallenge.org www.riahperd.org www.ride.ri.gov www.shapeupri.org www.thrive.org www.wikipedia.com Materials Clipboards DVDs Easel paper Easels Markers Poster boards Stopwatches Sports equipment for:

o Basketball o Bowling o Crazy Ball o Fitness testing o Flag football o Floor Hockey o Kick Ball o Pillo Polo o Ping Pong o Project Adventure o Recreational games o Soccer o Team Handball o Tennis o Track and Field o Ultimate Frisbee o Volleyball o Whiffle Ball

Student white boards White board markers and erasers School library Current Health Magazine Computer lab and library books School/Community School nurse

1. Students will demonstrate competency in many movement forms and proficiency in a few movement forms.

1.2 Use mature form in

The student 1.2.1 Identifies and uses mature form in non‐locomotor skills

bending stretching raising and lowering twisting and turning balancing

TEACHER NOTES Provide clear expectations for

student learning Organize pairs, groups, and

teams Begin with anticipatory set and

physical warm‐up, proceeds to

RESOURCE NOTES P.E. Teacher’s Skill by Skill Physical Best Activity

Guide, NASPE Physical Educators Guide

for Teaching Tennis Success Oriented P.E.

ASSESSMENT NOTES High‐five Multiple Intelligences

assessments (e.g. role playing – bodily kinesthetic, graphic organizing – visual,



PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE non‐locomotor skills (body, space, time, effort, relationship).

pushing and pulling instructional focus and fitness activities, and closes with physiological cool down and a review of instructional objectives

Use a variety of direct and indirect teaching styles

Allow students guided choices Emphasize critical thinking and

problem‐solving tactics Demonstrate enthusiasm for an

active, healthy lifestyle Provide for appropriate practice

Activities for Secondary Students

www.aahperd.org www.fitnessgram.net www.pecentral.com www.riahperd.org

collaboration‐interpersonal, etc.)

Oral Performance‐based tasks Rubrics/checklist


1.3 Show mature form in

fundamental manipulative skills (e.g., throw, catch, strike, dribble).

The student 1.3.1 Identifies and demonstrates mature form in the following

fundamental manipulative skills: Grades 4‐5 throwing rolling catching hand dribbling foot dribbling trapping striking with long handle implements (pilo polo stick

and bat).




physical warm‐up, proceeds to instructional focus and fitness activities, and closes with physiological cool down and a review of instructional objectives











assessments (e.g. role playing – bodily kinesthetic, graphic organizing – visual, collaboration‐ interpersonal, etc.)




PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE 1. Students will


1.4 Show mature form in

fundamental combinations of movement skills (e.g., run and jump, strike and run).

The student 1.4.1 Demonstrates mature form in fundamental combinations

of movement skills (e.g. run and jump, strike and run). Lead‐up activities and games: Team/Field Sports: in‐line soccer, flag tag, Frisbee

golf, pass catch football, pilo polo, king of the court, jail break, capture the castle, soccer, whiffle ball, flag football, ultimate Frisbee, basketball, floor hockey, team‐handball, crazy ball, kick ball

o running/throwing o running/striking o running/receiving o running/dodging o dribbling/throwing o dribbling/striking

Net/Wall Sports: volleyball, tennis, ping pong, wall

ball, four‐square, Newcomb, rally ball, nitro ball o catching/throwing o running/striking o running/receiving o stepping/striking o hand eye coordination

Individual Sports: track and field, bowling, gymnastics

(e.g. climbing ropes, traveling rings, stilts) o running/passing o running/jumping o stepping and rolling o pulling/swinging

Fitness Activities: Fitnessgram (e.g. pacer test, mile

run, sit and reach, trunk lift, push‐ups, curl‐ups, flexed arm hang), walking, jumping rope, fitness stations and plyometrics

o jumping/turning o jumping/twisting o jumping/balancing



















PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE o pushing/liftingo stepping/lifting o jumping/running o rotating/swinging

Project Adventure: team marathon, amazing race, across the river, island escape, across the Amazon

o raising and lowering o balancing o bending/stretching o twisting and turning o pushing and pulling


1.5 Apply beginning

strategies in various games and sports.

The student 1.5.1 Begins to understand and apply strategies in various games

and sports, e.g. Team/Field Sports: in‐line soccer, flag tag, Frisbee


o offensive skills e.g. moving to open space (on and

off ball) passing, shooting field/court positions

o defensive skills e.g. moving to open space (on and

off ball) guarding zone defense field/court positions


ball, four‐square, Newcomb, rally ball, nitro ball o offensive skills e.g.

sending to open space passing to team mates field/court positions



















PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE o defensive skills e.g.

defending space field/court positions


(e.g. climbing ropes, traveling rings, stilts) o breathing, pacing o personal strengths/weaknesses o peer strengths/weaknesses



Project Adventure: team marathon, amazing race,

across the river, island escape, across the Amazon o teamwork o cooperation o problem solving o communication

1. Students will


1.6 Transfer movement

skills between activities at a rudimentary level.

The student 1.6.1 Understands skills in terms of similarities and differences in

order to apply the concept of transfer. 1.6.2 Transfers movement skills between activities at a basic

level. Team/Field Sports: in‐line soccer, flag tag, Frisbee


o throwing, kicking, passing, receiving, pivoting, carrying, hitting, base running, dodging, shooting

















PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE Net/Wall Sports: volleyball, tennis, ping pong, wall

ball, four‐square, Newcomb, rally ball, nitro ball o catching, throwing o serving, setting o hitting, passing


(e.g. climbing ropes, traveling rings, stilts) o running, jumping, throwing, hurdling o pulling, swinging



o stance, posture, alignment, balance o spotting, running


across the river, island escape, across the Amazon o gripping o jumping o pulling o lifting o pushing o hopping o sliding o shuffling




1.7 Practice activities to

increase skill competence.

The student 1.7.1 Identifies practice activities to increase skill competence,

e.g. repeating cueing modeling demonstrating looking at visuals accuracy and speed practice goal setting




physical warm‐up, proceeds to instructional focus and fitness activities, and closes with physiological cool down and a







Oral



PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE

transfer whole/part practice.

review of instructional objectives






Performance‐based tasks Rubrics/checklist

2. Students will apply movement concepts and principles to the learning and development of motor skills.

2.1 Use rudimentary application of biomechanical principles (e.g. center of gravity, base of support, force).

The student 2.1.1 Identifies the following biomechanical principles:

center of gravity base of support force

o effectiveness and safety o changes the way objects move (mass plus

force) speed speed and angle of an object movement of body parts sequentially squaring to the target balance

o static o dynamic

follow through

2.1.2 Uses rudimentary application of biomechanical principles in some of the following categories:

Team/Field Sports: in‐line soccer, flag tag, Frisbee golf, pass catch football, pilo polo, king of the court, jail break, capture the castle, soccer, whiffle ball, flag football, ultimate Frisbee, basketball, floor hockey, team‐handball, crazy ball, kick ball

Net/Wall Sports: volleyball, tennis, ping pong, wall ball, four‐square, Newcomb, rally ball, nitro ball









RESOURCE NOTES www.aahperd.org www.letsmoveinschool.org www.riahperd.org






PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE Individual Sports: track and field, bowling, gymnastics

(e.g. climbing ropes, traveling rings, stilts) Fitness Activities: Fitnessgram (e.g. pacer test, mile


Project Adventure: team marathon, amazing race, across the river, island escape, across the Amazon


2.2 Use critical elements of fundamental and specialized movement skills to provide feedback to self and others (e.g. self/peer assessment of: transfer of weight, opposition skills, point to target).

The student 2.2.1 Understands that critical elements include learning cues to

reinforce correct form for fundamental skills. 2.2.2 Begins to identify and practice some of the critical elements

of various movement forms to provide feedback for both self‐ and peer‐ assessment. Grade 4 ready position (team/field, net/wall, individual,

fitness, project adventure) grip (team/field, net/wall, individual, fitness, project

adventure preparation (team/field, net/wall, individual, fitness,

project adventure point of contact (team/field, net/wall, individual,

fitness, project adventure) follow‐through (team/field, net/wall, individual,

fitness, project adventure) body action, space, time, energy (team/field, net/wall,

individual, fitness, project adventure) 2.2.3 Identifies and applies most of the critical elements of

various movement forms to provide feedback for both self‐ and peer‐ assessment Grade 5 ready position (team/field, net/wall, individual,

fitness, project adventure)















PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE grip (team/field, net/wall, individual, fitness, project

adventure preparation (team/field, net/wall, individual, fitness,

project adventure point of contact (team/field, net/wall, individual,

fitness, project adventure) follow‐through (team/field, net/wall, individual,

fitness, project adventure) body action, space, time, energy (team/field, net/wall,

individual, fitness, project adventure)


2.3 Use rudimentary strategies for offensive and defensive concepts (e.g., off ball movement, recognize passing lanes, scoring strategies, passing ahead).

The student 2.3.1 Uses rudimentary strategies for offensive and defensive

concepts e.g.

Team/Field Sports: in‐line soccer, flag tag, Frisbee golf, pass catch football, pilo polo, king of the court, jail break, capture the castle, soccer, whiffle ball, flag football, ultimate Frisbee, basketball, floor hockey, team‐handball, crazy ball, kick ball

o offensive skills e.g. moving to open space (on and

off ball) passing lanes passing ahead scoring strategies

o defensive skills e.g. moving to open space (on and

off ball) mark/guard opponents


ball, four‐square, Newcomb, rally ball, nitro ball o offensive skills e.g.

sending to open space passing to team mates

o defensive skills e.g.















PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE defending space


(e.g. climbing ropes, traveling rings, stilts) o breathing, pacing o personal strengths/weaknesses o equipment selection


across the river, island escape, across the Amazon o cooperation o problem solving o communication


2.4 Transfer movement skills, concepts, and principles between activities at a rudimentary level.

The student 2.4.1 Understands

movement skills, e.g. striking skills ‐ serving in tennis and in volleyball

concepts (understanding), e.g. transfer of similar concepts from skill to skill

principles (why), e.g. good performance is linked to process ; similarities and differences between

activities at a consistent level.

2.4.2 Begins to transfer movement skills, concepts, and principles between activities at a rudimentary level to: Team/Field Sports: in‐line soccer, flag tag, Frisbee


o movement skills: throwing, kicking, passing, receiving, pivoting, carrying, hitting, base running

o concepts: defense (e.g. placing yourself between ball and goal)

o principles: defense (e.g. intercepting the ball and preventing scoring)















PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE

Net/Wall Sports: volleyball, tennis, ping pong, wall ball, four‐square, Newcomb, rally ball, nitro ball

o movement skills: stroking (forehand, backhand, overhead, serve), hitting, passing

o concepts: object placement (e.g. strike object away from opponent)

o principles: object placement (e.g. prevent opponent from returning object)


(e.g. climbing ropes, traveling rings, stilts) o movement skills: running, jumping,

throwing, hurdling o concepts: pacing (e.g. exerting the same

amount of energy throughout the race) o principles: pacing (e.g. prevent fatigue

before completing the race)

Fitness Activities: Fitnessgram (e.g. pacer test, mile run, sit and reach, trunk lift, push‐ups, curl‐ups, flexed arm hang), walking, jumping rope, fitness stations and plyometrics

o movement skills: stance, posture, alignment, balance

o concepts: form (e.g. jumping 1 ‐2” off the ground)

o principles: form (e.g. conserve physical energy)


across the river, island escape, across the Amazon o Interpersonal skills:

active listening verbal and non verbal

communication team work problem solving

o concepts: conflict resolution (e.g.



PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE respecting, listening, staying positive)

o principles: conflict resolution (e.g. working effectively in groups requires practice in respecting, listening, staying positive.

3. Students will

understand the implications of and the benefits derived from involvement in physical activity.

3.1 Identify the physical

benefits of regular participation in physical activity (e.g., reduce health risks, disease prevention, physiologic changes).

The student 3.1.1 Identifies the physical benefits of regular participation in physical activity e.g.

increase health benefits o strengthens heart function o increases energy o improves muscular strength and endurance o improves bone strength o reduces body fat o controls weight o reduces stress o improves sleep patterns

disease prevention o increases immune system function o cardiovascular health o obesity o diabetes o chronic illness

www.heart.org www.kidshealth.org









RESOURCE NOTES www.aahperd.org www.heart.org www.kidshealth.org www.riahperd.org

ASSESSMENT NOTES Written responses Opinion Informative Narrative

3. Students will understand the implications of and the benefits derived from involvement in physical activity.

3.2 Identify the emotional

benefits of regular participation in

The student 3.2.1 Identifies the emotional benefits of regular participation in physical activity e.g.

increases o self‐esteem o self‐image and confidence o endorphins that trigger positive feelings

(e.g. runners high) o self‐discipline, e.g.

goal setting




physical warm‐up, proceeds to instructional focus and fitness activities, and closes with





PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE physical activity (e.g., increased self‐esteem, stress reduction, reduces depression, self‐discipline).

time management o quality of life and better mood states

www.fitnessmercola.com reduces

o negative peer pressure o stress o depression o anxiety.

www.heart.org www.kidshealth.org

3.2.2 Participates in activities that provide enjoyment and challenge, e.g. before and after school enrichment community sport programs family opportunities (e.g. gatherings, outings).

physiological cool down and a review of instructional objectives






3.3 Identify the social benefits of regular participation in physical activity (e.g., cooperation, sportsmanship, teamwork).

The student 3.3.1 Identifies the social benefits of regular participation in

physical activity e.g., cooperation sportsmanship teamwork relationships

o friends o family o school o community.

3.3.2 Applies the social benefits of Character Counts: Six Pillars Character Traits:

trust worthiness fairness responsibility respect citizenship













PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE caring

in physical activity. o www.charactercounts.org o www.pbis.org

3.3.3 Recognizes that physical activity provides an opportunity for positive social interaction through positive communication honesty trust respect cooperation discipline helping others.

o www.charactercounts.org o www.pbis.org


3.4 Identify the cognitive benefits of regular participation in physical activity (e.g., improves focus and concentration).

The student 3.4.1 Identifies the cognitive benefits of regular

participation in physical activity e.g., increases blood flow (oxygen) to the brain improves focus and concentration

3.4.2 Recognizes that physical activity can increase

test scores focus and concentration better attendance in schools.













PHYSICAL EDUCATION

Unit BENCHMARKS




understand the implications of and the benefits derived from involvement in physical activity.

3.5 Use physical activity as a means of self‐ expression.

The student 3.5.1 Uses physical activity:

Team/Field Sports Net/Wall Sports Individual Sports Fitness Activities Project Adventure as a means of self‐expression by creating a workout, etc.

o www.heart.org o www.kidshealth.org











4. Students will apply physical activity‐related skills and concepts to maintain a physically active lifestyle and a health‐enhancing level of physical fitness.

4.1 Participate in a health‐ related physical fitness assessment (e.g., FitnessGram, Physical Best, President’s Council).

The student 4.1.1 Participates in Fitnessgram Test /President’s Challenge to assess

aerobic capacity/cardiovascular endurance agility flexibility muscular strength and endurance speed

o www.fitnessgram.net o www.presidentschallenge.org (national

fitness test)







RESOURCE NOTES www.aahperd.org www.fitnessgram.net www.presidentschallenge.

org (national fitness test) www.riahperd.org

ASSESSMENT NOTES Activity log Anecdotal records Exhibits Graphic organizers



PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE problem‐solving tactics

Demonstrate enthusiasm for an active, healthy lifestyle

Provide for appropriate practice


4.2 Make progress towards, meet, or exceed the health‐ related fitness standards of the assessment tool.

The student 4.2.1 Makes progress towards the health‐related fitness

standards of the Fitnessgram Test /President’s Challenge. o www.fitnessgram.net o www.presidentschallenge.org (national

fitness test)

4.2.2 Engages in physical activity to improve scores for each of the fitness components on the Fitnessgram Test /President’s Challenge.

o www.fitnessgram.net o www.presidentschallenge.org (national

fitness test)

4.2.3 Self‐evaluates his/her fitness improvement. o www.fitnessgram.net o www.presidentschallenge.org (national

fitness test)










org www.riahperd.org


4. Students will apply physical activity‐ related skills and concepts to maintain a physically active lifestyle and a health‐enhancing level

The student 4.3.1 Understands how physical fitness testing results (e.g., pre/post test, assessments, charts) relate to their ability to perform various activities involving

sit and reach/trunk lift ‐ flexibility






ASSESSMENT NOTES Activity log Anecdotal records Exhibits



PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE of physical fitness.

4.3 Understand how physical fitness testing results (e.g., pre/post test, assessments, charts) relate to their ability to perform various activities.

pacer ‐ aerobic capacity/cardiovascular endurance one mile run ‐ aerobic capacity/cardiovascular

endurance push‐ups ‐ muscular strength and endurance curl‐ups ‐ muscular strength and endurance flexed arm hang ‐ muscular strength and endurance






Graphic organizers


4.4 Recognize changes in pre and post test results in health‐ related fitness tests and develop basic physical activity plan based on these results.

The student 4.4.1 Recognizes changes in pre and post test results in Fitnessgram test and develops a basic physical activity plan based on these results.

specificity ‐ type of exercises that increase fitness in each of the five specific areas o aerobic capacity/cardiovascular endurance o muscular endurance/muscular strength o flexibility o agility o speed

progression ‐ gradual increase in FITT o frequency o intensity o time o type (does not pertain to progression)














PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE 4. Students will apply

physical activity‐related skills and concepts to maintain a physically active lifestyle and a health‐enhancing level of physical fitness.

4.5 Identify several physical activities related to each component of health‐ related physical fitness (e.g., cardiovascular – jogging, aerobics, hiking, spinning) or (e.g., cardio‐ respiratory, muscular strength and endurance, flexibility, balance, agility)

The student 4.5.1 Identifies several physical activities related to each component of health‐related physical fitness to improve skills and health by participating in the following activities

aerobic capacity/cardiovascular endurance o walking o jogging o running o bike riding o jumping rope o dancing o swimming o roller blading

muscular strength and endurance o push‐ups o sit‐ups o chin‐ups o plyometrics

flexibility o dynamic stretching o static stretching.













4.6 Select and participate regularly in physical activities for the purpose of improving physical skills and health.

The student 4.6.1 Begins to select and participate regularly in physical activities for the purpose of improving physical skills and health

aerobic capacity/cardiovascular endurance o bike riding o dancing o jogging o jumping rope o running o swimming o walking

muscular strength and endurance o chin‐ups o push‐ups






RESOURCE NOTES www.24hourfitness.com

(fitness planning) www.aahperd.org www.aahperd.org (non‐

profit organization to promote healthy lifestyles through high quality programs)

www.fitnessgram.net www.gmap‐

pedometer.com (incorporating pedometers into lessons)




PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE o sit‐ups

flexibility o dynamic stretching o static stretching.

www.aahperd.org (non‐profit organization to promote healthy lifestyles through high quality programs)

www.shapeupri.org (where to go in RI for physical activity, hiking, biking, rock climbing)

www.myfitnessjournal.com (journal writing for activities, calories, etc. )

www.24hourfitness.com (fitness planning)

www.nfl.com/play60 (children playing 60 minutes per day)

www.gmap‐pedometer.com (incorporating pedometers into lessons)




www.myfitnessjournal.com (journal writing for activities, calories, etc. )

www.nfl.com/play60 (children playing 60 minutes per day)

www.riahperd.org www.shapeupri.org

(where to go in RI for physical activity, hiking, biking, rock climbing)


4.7 Identify factors that promote and that prevent physical activity and develop some strategies to maintain a physically active lifestyle.

The student 4.7.1 Identifies factors that inhibit or encourage a physically active

lifestyle, e.g. inhibit: time constraints, financial considerations,

motivation, accessibility, environment, illness, low energy

encourage: friends and family role models, time management, confidence, cultural interests, environment

4.7.2 Develop personal strategies to adopt and maintain a physically active lifestyle

setting goals that are realistic rewarding success finding enjoyable activities explaining positive and negative attitudes toward

exercise.








active, healthy lifestyle






PHYSICAL EDUCATION

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EVIDENCE



4.8 Identify ways to be physically active in structured and non‐ structured settings that promote lifelong fitness.

The student 4.8.1 Identifies ways to be physically active in structured and non‐structured settings that promote lifelong fitness, e.g.

Structured settings o organized youth sports o formal instruction (e.g., dance, gymnastics,

tennis, etc.) o physical education classes

Non‐structured settings o recess o free play

outdoor chores (e.g. gardening/yard work, raking leaves) .

4.8.2 Participates in moderate to vigorous physical activities to meet recommendations of 30‐60 minutes per day at least 5 days per week (CDC, NASPE, moderate physical activity).

o www.letsmoveinschool.org









RESOURCE NOTES

www.aahperd.org www.bgcnewport.org www.eteamz.com/islander

s www.letsmoveinschool.org www.middletownri.com www.newportymca.org www.nfl.com/play60 www.riahperd.org

ASSESSMENT NOTES Interviews Student to student Teacher to student Student to third party Journals


4.9 Identify a variety of technologies that can assist in the development of a fitness plan (e.g.

The student 4.9.1 Identifies how various technologies can assist in the development of a fitness plan, e.g.

web‐based programs heart rate monitors pedometers physical activity log.

o www.gmap‐pedometer.com o www.heartratemonitorzone.net

4.9.2 Monitors physical activity and intensity levels using technology e.g. pedometers






RESOURCE NOTES

www.aahperd.org www.bgcnewport.org www.eteamz.com/islander

s www.gmap‐

pedometer.com www.heartratemonitorzon

e.net www.letsmoveinschool.org www.middletownri.com www.newportymca.org www.nfl.com/play60 www.riahperd.org




PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE websites, heart rate monitors, etc.).

heart rate monitorso www.gmap‐pedometer.com o www.heartratemonitorzone.net




5. Students will demonstrate responsible personal and social behavior in physical activity settings.

5.1 Use self‐control in game and movement activities.

The student 5.1.1 Uses self‐control in game and movement activities, e.g.

applying safe practices, e.g. proper attire to allow for uninhibited movement

adhere to school handbook. rules and procedures (classroom management plan) proper, intended, and safe equipment use.

TEACHER NOTES Facilitates integration of the applied learning standards problem solving communication critical thinking research reflection/evaluation

RESOURCE NOTES www.aahperd.org www.charactercounts.org www.pbis.org www.riahperd.org

ASSESSMENT NOTES Self‐assessment Self and peer evaluation (e.g. Ticket out the door, peer editing)

5. Students will demonstrate responsible personal and social behavior in physical activity settings

5.2 Follow activity‐specific laws, rules, procedures, and etiquette.

The student 5.2.1 Follows activity‐specific laws, rules, procedures, and etiquette for:

Team/Field Sports Net/Wall Sports Individual Sports Fitness Activities Project Adventure





5.3 Utilize safety principles in activity situations and settings.

The student 5.3.1 Utilizes safety principles in activity situations and settings.

body control body awareness respect for self and other safe and appropriate clothing and footwear safe and appropriate use of equipment safe and appropriate warm‐up and cool‐down






PHYSICAL EDUCATION

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EVIDENCE activities.

5. Students will

demonstrate responsible personal and social behavior in physical activity settings

5.4 Work cooperatively and productively with a partner and/or a group to accomplish a set goal.

The student 5.4.1 Works cooperatively and productively with a partner and/or a group to accomplish a set goal. 5.4.2 Knows the benefits of working cooperatively in a group to achieve a set goal. 5.4.3 Demonstrates respectful behavior in competitive as well as cooperative settings. 5.4.4 Recognizes good performance from teammates and opponents. 5.4.5 Makes choices based on the safety of self and others. 5.4.6 Demonstrates cooperation with peers through verbal and non‐verbal communication to achieve a set goal.





5.5 Work independently and on task for developmentally appropriate periods of time.

The student 5.5.1 Demonstrates behavior that is independent and on task for developmentally appropriate periods of time (3‐7 minutes).






PHYSICAL EDUCATION

Unit BENCHMARKS




demonstrate responsible personal and social behavior in physical activity settings

5.6 Describe and use appropriate ways to peacefully resolve conflicts.

The student 5.6.1 Describes and uses appropriate ways to peacefully resolve conflicts. 5.6.2 Communicates effectively with others to promote respect, tolerance, and conflict resolution in cooperative and competitive activities.

www.pbis.org

5.6.3 Applies a conflict resolution process when confronted with a behavior choice:

o define the conflict o agree to solve the problem o exchange reasons for opinions o revise opinions o brainstorm solutions o determine the best solution.

5.6.4 Shows respect for others in positive and negative game situations.

5.6.5 Accepts all decisions of game officials, e.g. teachers, students, and coaches.





5.7 Interact appropriately with peers while participating in group

The student 5.7.1 Interacts appropriately with peers while participating in group

activities.

5.7.2 Accepts responsibility for one’s own performance without blaming others.






PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE activities.

5.7.3 Responds to winning and losing with dignity and respect. 5.7.4 Includes others in physical activities and respects individual differences in skill levels.

6. Students will understand that internal and external environments influence physical activity.

6.1 Identify appropriate and safe areas within the community to participate in physical activity.

The student 6.1.1 Identifies appropriate and safe areas within the

community to participate in physical activity.

6.1.2 Identifies various safe locations that are intended for recreation and play e.g. beaches bike paths Boys and Girls Clubs gymnasiums health centers parks playgrounds Recreation Department school grounds skate parks YMCA









RESOURCE NOTES www.aahperd.org www.bgcnewport.org www.eteamz.com/islander




6.2 Identify physical activities that can be performed in a variety of settings.

The student 6.2.1 Identifies physical activities that can be performed in a

variety of settings, e.g. 9‐12.S6.2 Team/Field Sports: in‐line soccer, flag tag, Frisbee

golf, pass catch football, pilo polo, king of the court, jail break, capture the castle, soccer, whiffle ball, flag football, ultimate Frisbee, basketball, floor hockey, team‐handball, crazy ball, kick ball o Structured settings

organized youth sports (e.g. AAU, development team)




physical warm‐up, proceeds to instructional focus and fitness activities, and closes with physiological cool down and a review of instructional






PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE formal instruction (e.g., dance, gymnastics,

tennis, etc.) physical education classes school enrichment programs

o Non‐structured settings recess free play

Net/Wall Sports: volleyball, tennis, ping pong, wall ball, four‐square, Newcomb, rally ball, nitro ball o Structured settings


formal instruction (e.g., tennis, etc.) physical education classes school enrichment programs

o Non‐structured settings free play

Individual Sports: track and field, bowling, gymnastics (e.g. climbing ropes, traveling rings, stilts) o Structured settings


formal instruction physical education classes school enrichment programs

o Non‐structured settings recess free play

Fitness Activities: Fitnessgram (e.g. pacer test, mile run, sit and reach, trunk lift, push‐ups, curl‐ups, flexed arm hang), walking, jumping rope, fitness stations and plyometrics o Structured settings


formal instruction physical education classes

objectives Use a variety of direct and

indirect teaching styles Allow students guided choices Emphasize critical thinking and





PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE school enrichment programs

o Non‐structured settings recess free play outdoor chores (e.g. gardening/yard work,

raking leaves)

Project Adventure: team marathon, amazing race, across the river, island escape, across the Amazon o Structured settings

physical education classes o Non‐structured settings

recess free play.

6. Students will

understand that internal and external environments influence physical activity.

6.3 Have a fundamental understanding of how media and technology can impact one's level of physical activity.

The student 6.3.1 Has a fundamental understanding of how media and technology can impact one's level of physical activity. 6.3.2 Describes how different forms of media and technology can impact one’s level and type of physical activity, e.g.

games – Wii Fitness DVDs – exercise programs equipment – treadmill, bicycle GPS, weather programs – determine activity Internet – on‐line fitness programs i‐Pod, MP‐3 ‐ music, motivation media‐ health related articles, health reports monitors – heart rate, pedometers T.V. programming. X‐Box Kinect














PHYSICAL EDUCATION

Unit BENCHMARKS




understand that internal and external environments influence physical activity.

6.4 Identify healthy ways to promote physical activity with peers.

The student 6.4.1 Identifies healthy ways to promote physical activity with peers through

modeling (activities inside and outside of the school) inclusion ( inviting others to participate) challenging experiences positive reinforcement.













6.5 Identify youth organizations in the community that offer physical activity programs (e.g., YMCA/YWCA, recreation department, PAL).

The student 6.5.1 Identifies youth organizations in the community that offer physical activity programs e.g.,

YMCA/YWCA Recreation departments PAL (Police Athletic League) School enrichment activities ( basketball instruction,

yoga, mileage club).

6.5.2 Recognizes resources in the community: Boys and Girls Clubs. community recreation programs extracurricular clubs






Allow students guided choices






PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE inter‐scholastic teams YMCA

o www.bgcnewport.org o www.newportymca.org o www.middletownri.com o www.eteamz.com/islanders

6.5.3 Identifies and shares information about community

resources: Boys and Girls Clubs health centers Little League Baseball/Softball Middletown Wrestling Club Middletown Youth Soccer Pop Warner Football Recreation Department. Sachuest Beach Junior Life Guards

o www.bgcnewport.org o www.newportymca.org o www.middletownri.com o www.eteamz.com/islanders

Emphasize critical thinking and problem‐solving tactics




6.6 Use a variety of valid sources to find information about physical activity.

The student 6.6.1 Uses a variety of resources to select physical activity information that is reliable and valid.

6.6.2 Uses physical activity information from:

churches classroom teachers coach guidance counselors health teacher internet sources library parents peers






Allow students guided choices






PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE physical education teacher print sources school nurse. T.V. media

Emphasize critical thinking and problem‐solving tactics




6.7 Identify a variety of emotions that can impact physical activity levels.

The student 6.7.1 Identifies a variety of emotions that can impact physical activity levels.

Decreased activity level due to negative emotions such as:

o depression o sadness o anger o anxiety

Increased activity level due to positive emotions such as:

o happiness o excitement













6.8 Describe how positive and negative emotions can impact

The student

6.8.1 Describes factors to overcome negative emotions and barriers:

motivational techniques e.g. (music, friends, logs, goals, etc.)

positive self‐talk realistic goals recognizes self‐accomplishments




physical warm‐up, proceeds to instructional focus and fitness activities, and closes with


s www.letsmoveinschool.org www.middletownri.com www.newportymca.org www.nfl.com/play60




PHYSICAL EDUCATION

Unit BENCHMARKS



EVIDENCE physical activity levels.

self‐concept self‐image.

physiological cool down and a review of instructional objectives





www.riahperd.org

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