Bulkeley High School

Curriculum 2008-2009

Adam BourretMichael DowlingAdam SackMarc Verikas

TABLE OF CONTENTS

Section Pages

School District Profile.................................................................................................2-4

Mission & Philosophy Statement....................................................................................5

CT Healthy Living Standards......................................................................................6-8

Models of Instruction.................................................................................................9-22

Goals & Objectives..................................................................................................23-26

Organizational Framework......................................................................................27-39

Assessment Methods...............................................................................................40-45

Technology & Equipment........................................................................................46-47

Program & Teacher Evaluation...............................................................................48-64

Extra Curricular PE & Community Connections..........................................................65

Resources......................................................................................................................66

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School District Profile

Hartford School District

Community Data

Hartford School District is located in Hartford County, Connecticut. The population in 2000 was 121,578, this was a –13.0% growth in population since 1990. The per capita income in 2000 was $13,428. Within the School District there are 39 public schools, and 9 non public schools. The public school enrollment as a percent of the town population was 17.7, and the public school enrollment as a percent of total student population was 95.4%. The percentage of adults without a high school diploma in 200 was 38.7%, and the number of adults enrolled in adult education in the 2004-05 school year was 2,744. And 382 adults received their diplomas with in this same year. Hartford School District is ranked within District Reference Group I. The DRG is a classification system of districts whose students’ families are similar in education, income, occupation, and need, and that have roughly similar enrollment.

Conclusions

District Need: 68.0 percent of the students are eligible for free/reduced-price meals, compared the 26.9% state average. Another key figure is that 46.8% of the students come from a home in which English is not the primary language. The one percentage that is closest to the state average is the percentage of kindergarten students who attended preschool, nursery school, or headstart (75.4% compared to 79.2% state average).

Student Enrollment and Race /Ethnicity: The district has a total enrollment of 22,172. Of which 94.2% are minority (Hispanic 52.2%, Black 40.9%, Asian American 0.8%, American Indian 0.3%) and 5.8% of which are white.

District Resources: The average class sizes all essentially meet the state average. There are 1704.1 full-time teachers,

Professional Staffing and Training: The teachers have an average of 13.2 years experience in Connecticut, and 86% of whom have a masters or above.

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Resource Ratios: There are 3.6 students per academic computer, compared to the state’s 3.4, 13.0 students per teacher, with the state average at 13.6, and 12.5 teachers per administrator and 13.8 at the state level.

Student Performance (Physical Fitness): The district only has a 22.4 % of it’s students passing all 4 tests in Physical Fitness, while the states average is 35.6%.

Student Performance (CMT): The districts percent that meet the state goal through grades 3 to 8 in Reading, Writing, and Mathematics are all well below the state average. In all cases their scores are more then 50% those of the state.

Activities of Graduates: The number of students that pursue a higher education in the graduating class of 2005, is 651 students, that is 85.0%, this is above the 82.3% state average. The percentage of students who are employed or in the military is 8.4%, below the state’s 13.9%.

High SchoolBulkeley High School

School

Bulkeley High School had a total enrollment of 1,573 students in the 2005 school year. This was a 9.5% drop in the 5-year enrollment change. Bulkeley is considered a Traditional/Regular school type, and it consists of grades 9-12.

Conclusions

School Need: 18.2% of the school is enrolled in a bilingual education and English as a second language service, 3.4% is the state high school average. The school uses a school-wide approach to Compensatory Education. There are 0 students in gifted and talented programs, and 206 (13.1%) in special education. While the state high school average is at 11.0%.

School Resources: 936 hours of total instruction time per year at Bulkeley High, this is below the DRG High Schools (986) and the other State High Schools (1,002). There are 13.7 students per print volume (15.7 State HS average), and 975 non-print materials (811.0 State HS average). Within the school there are 108.4 teachers, 5 administrators, 2 library/media staff, 9.8 counselors, social workers, and school psychologists, as well as 24 non-certified instructional staffers. The average class sizes are all, except American history, above the State average; Algebra I 21.9 (20.0), Biology I 23.8 (20.1), English, grade 10, 22.4 (19.9), and American History 20.8 (21.1).

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School Processes: 21.6% of students were retained in grade after the 2004 school year, compared to 4.7% average of the rest of the State High Schools. 30.6% of Juniors and Seniors were enrolled in at least one course for college credit (25.5% rest of the State High Schools), this is a 17.7% drop since the 1999 school year. There were 11 Advanced Placement courses.

Student Performance: Only 17.4 percent of the students in grade 10 passed all four Physical Fitness tests, well below the 39.1 percent at the rest of the State High Schools.

Impact

One of the major implications in the community which may strongly effect the curriculum is the percentage of students in which English is not the primary language at home. With out students who fully understand English it is hard as an educator to get the objectives across to their students. And at Bulkeley High 66.3 percent of the students do not speak English at home, making this a large task. Assignments may have to be handed out in Spanish as well.

The total hours of instruction is a figure that will directly impact Physical Education. With the total hours at Bulkeley being higher than the minimum required hours, but drastically lower than the State average. Physical Education will be the first class that sees less instructional time because it is sometimes viewed as less important. This needs to be dealt with by making the most out of the time that the instructors get with their students.

With 21.6 percent of the students being retained in the same grade the following school year, it may become difficult for some students who were already not interested in P.E. less interested due to repetition. This makes designing the curriculum more difficult as you have to be adept to students who may have already learned information the previous year.

The attendance rate is another difficult task. With a rate of 78.4 percent, it is hard to gauge how many students you will have in class each day. This makes planning activities difficult, as numbers may be low.

The major issue concerning physical education is the rate of students who pass the fitness testing, currently at 17.4% of the students. It is up to the instructors to motivate the students to perform better not just for the school but for themselves. Health will be stressed, and practicing and applying some focus on the fitness tests will be utilized throughout the year.

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Mission & Philosophy

Mission statementThe mission of Bulkeley high school is to engage student interest through, lifetime

fitness, the power of choice, and the adventure education model. We at Burkeley feel that the importance of student choice through the elective model will engage more students and motivate them to want to be physical active, for a lifetime. Sense fitness is so important to a healthy lifestyle if is important that our students have the proper knowledge to exercise correctly. An added elective adventure education will focus on team building. Most importantly we want our students to have a healthy overall life after graduation.

Philosophy StatementThe Physical education program at Bulkeley High School looks to engage student interest

through the power of choice, lifetime fitness, and an elective adventure program. We hope that with this interest our students will want to participate in physical activity through out their lifetime. With the skills that our taught in the program our students will be able to participate at an adult recreational level. The emphasis on fitness will give our students the proper mechanics to exercise with confidence knowing that they have been taught the correct way to do a variety of physical activity.

In accordance with Connecticut state learning standards our program in run based off of six goals which we believe will allow our student to get the most out of their physical education program. Our students will be able to demonstrate competency in motor skills and movement patterns needed to perform in a variety of physical activities. They will also demonstrate

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understand of movement concepts, principle, strategies, and tactics as they apply to learning and performance of physical activity. Bulkeley students will participate regularly in physical activity. They will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness. Students will exhibit responsible personal and social behavior that respects self and others in physical activity setting. Finally our students will choose physical activity for health, enjoyment, challenge, self expression, and social interaction to sustain a physically active lifestyle.

Our students learning will be assessed through a variety of topics. Understanding how to perform is more important to us then being able to perform well. We want to give out students the best opportunity possible to want to be physically active so our assessment I will based on, participation in class, personal growth from the being of a unit to the end, whether they improved their own ability, not whether they meet the standard. Student knowledge will be assessed through testing, written and performance. A written test allows us to know that they understand the material, and performance tests show us whether they has really tried to better themselves.

It is important that the students not only take physical education but really try their best because the fact that the world is getting more and more obese as the years go on is a really big problem. PE can help change the staggering numbers of obese people because it gives the students the knowledge they need in order to stay or get into a healthy overall lifestyle. Physical activity has been linked to performance in school. The mind and body are linked, being a healthier person is hard so if is vital that our students graduate with the proper knowledge to be that healthy person.

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Comprehensive Physical Education

Standard 9: Motor Skill Performance SEssential Question: What different ways can the body move given a specific purpose?Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 10: Applying Concepts and CP, AStrategies Essential Question: How can I move effectively and efficiently?Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.

Standard 11: Engaging in Physical Activity S, CP, AEssential Question: What can I do to be physically active, and why is this important?Curricular Outcome: Students will participate regularly in physical activity.

Standard 12: Physical Fitness L, CP, AEssential Question: Why is it important to be physically fit and how can I stay fit?Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness.

Standard 13: Responsible Behavior S, CP, AEssential Question: How do I interact with others during physical activity?Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.

Standard 14: Benefits of Physical Activity L, CP, AEssential Question: How will physical activity help me now and in the future?Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression and/or social interaction to sustain a physically active lifestyle.

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Comprehensive School Health and Physical EducationContent Standard Narratives

The Healthy and Balanced Living Curriculum Framework provides a blueprint for how students can live anactive and healthy life. While strong linkages are made between Comprehensive School Health Education and Comprehensive Physical Education, each remains a defined curricular content area taught by appropriatelycertified teachers. The content narrative provides the foundation for each standard, as well as an explanation of the performance indicators identified within the standards. Comprehensive School Health Education is reflected in standards 1-8 and Comprehensive Physical Education is reflected in standards 9-14.

Standard 9 Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

The intent of this standard is development of the physical skills needed to enjoy participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to further the likelihood ofparticipation on a daily basis.

Standard 10 Demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities

The intent of this standard is facilitation of learners’ ability to use cognitive information to understand and enhance motor skill acquisition and performance. It enhances the ability to use the mind to control or direct one’s performance. This includes the application of concepts from disciplines such as motor learning and development, sport psychology and sociobiology, and biomechanics and exercise physiology.

Standard 11 Participate regularly in physical activity

The intent of this standard is the establishment of patterns of regular participation in meaningful physical activity. This standard connects what is done in the physical education class with the lives of students outside the classroom. Although participation within the physical education class is important, what the student does outside the physical education class is crucial to developing an active, healthy lifestyle that has the potential to help prevent a variety of problems among future generations of adults. Students make use of the skills and knowledge learned in physical education class as they engage in regular physical activity outside the physical education class. They demonstrate effective self-management skills that enable them to participate in physical activity on a regular basis.

Standard 12 Achieve and maintain a health-enhancing level of physical fitness

The intent of this standard is the development of students’ knowledge, skills and willingness to accept responsibility for personal fitness, leading to an active, healthy lifestyle. Students develop higher levels of basic fitness and physical competence as needed for many work situations and active leisure participation. Health-related fitness components include cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.

Standard 13 Exhibit responsible personal and social behavior that respects self and others in physical activity settings

The intent of this standard is the achievement of self-initiated behaviors that promote personal and group success in activity settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior and positive social interaction. Key to this standard is developing respect for individual similarities and differences through positive interaction among participants in physical activity. Similarities and differences include characteristics of culture, ethnicity, motor performance, disabilities, physical characteristics (e.g., strength, size, shape), gender, age, race and socioeconomic status.

Standard 14 Value physical activity for health, enjoyment, challenge, self-expression and/or social interaction

The intent of this standard is development of an awareness of the intrinsic values and benefits of participation in physical activity that provides personal meaning. Physical activity provides opportunities for self-expression and social interaction and can be enjoyable, challenging and fun. These benefits develop self-confidence and promote a positive self-image, thereby enticing people to continue participation in activity throughout the life span.

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Models of Instruction

Fitness Education

OverviewDuring the 9th grade at Bulkeley High School students will be required to take a full year

of physical education, with the primary focus on fitness/wellness and the secondary focus on personal growth and development. The fitness/wellness program will focus on the health and skill related components of fitness, nutrition, body-mind connection and goal setting. The students will complete a comprehensive wellness portfolio where they will track their own personal wellness over the course of the program.

An example of an assignment the students will complete will be to understand how to read nutrition labels, and use that information to track their own eating habits. The student will also be using pedometers to track their activity levels, over the course of a month, and they will set goals in which they would like to achieve.

The fitness/wellness program will use a combination of classroom learning and active learning in and out of the gymnasium. Much of the learning, however, will take place outside of school, where the students will apply their acquired knowledge into completing the wellness portfolio.

In the 9th grade students will also engage in an adventure unit where they will challenge themselves to develop problem solving skills, cooperation, and communication within a group setting. This program will use field initiatives and low element activities both in the gymnasium and outside of the school.

Personal Fitness Plan AssignmentUsing pedometers, the students will track their step count each day, for one month. The

students will begin by tracking their steps for one day; they will then use that to set a goal for the upcoming week and a long term goal over the course of the 4-weeks. Each week the students will make a new set of short term goals for the following week. The students will keep a log of their step count and they will convert the steps into a rough mileage for the week. Example Below

Name:___________________ Steps/mile:_______________

Step 1: Using a measuring tape/ruler, measure the length of your normal stride (ex. 2’ 6” = 2.6)Step 2: Take the number you get and find the corresponding steps/mile (2.6 = 2112 steps/mile) and write it at the top of this page

Stride (in feet/inches) Steps/Mile1 52801.1 48741.2 45261.3 42241.4 39601.5 37271.6 35201.7 33351.8 31681.9 30171.10 28801.11 27552 26402.1 25342.2 24372.3 23472.4 22632.5 21852.6 21122.7 20442.8 19802.9 19202.10 18642.11 18103 17603.1 17123.2 16673.3 16253.4 15843.5 15453.6 1508

Step 3: Use your pedometer to track your “normal” step totals for 3 days and put daily totals in chart below

Day 1 Day 2 Day 3

3-Day Track

Step 4: Create a goal for the upcoming week for the average number of steps you will take each day. Remember to make the goal realistic but challenging and write it below in the correct space.

Goal (average per day)Week 1

Week 2

Week 3

Week 4

Step 5: Record your steps for one week and enter the numbers into this chart

Week Mon Tues Wed Thurs Fri Sat Sun Total Average1

2

3

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Step 6: Calculate the number of miles you walked/ran each week and enter it into the chart below

Week Calculation Miles1 Total steps for week/steps per mile

2 Total steps for week/steps per mile

3 Total steps for week/steps per mile

4 Total steps for week/steps per mile

Did you have trouble achieving your goals? Why or why not?

What could/did you do to increase your step count each week?

Teaching Styles

At Bulkeley High School we are determined to provide each student the best education possible and we know that it is imperative to use a variety of teaching methods to teach a variety of students. Every student learns in a different manner and we will use many styles to help all students succeed. The command and practice teaching styles will be used in the later grades when the students are learning lifetime activities. They will also be used at times during the fitness model in the form of lectures and power point instruction, while in the classroom. Students will also have time to work in pairs and learn from each other, this would be the reciprocal approach. The students will be developing an individual program throughout the course of the fitness/wellness program, in the form of a wellness portfolio. While participating in the adventure unit the students will spend most of their time learning in the guided discovery and problem solving approaches. These styles are very effective in developing critical and creative thinking, problem solving skills and leadership skill.

Example Lesson Plans

LESSON PLAN

Unit name: Flexibility Lesson: Grade: HS

Equipment/supplies: mats (optional), pencils, sheets to record informationMajor movement concept or skills: Sport related stretchingSafety considerations: Do not bounce, proper technique is vital

Initiation: (after warm-up) Today we are going to continue working on flexibility. We will be learning how certain stretches can improve your performance in different sport related activities. I will split the class into four groups and each group will go to their designated area where they will follow the sheet provided. The sheet lists nine stretches to perform; every group member will perform the stretch, properly, for a minimum of 30 seconds each. After performing the stretch, you will draw the stretch, determine which muscle group is being stretched and think about how each stretch can improve your performance in your particular sport.

Introductory ActivityStd(s) Objective Assessment

1,2 Psychomotor: SWBAT properly perform seven basic fitness activities

Observation

2 Cognitive: SWBAT explain the importance of a proper warm-up before performing an activity.

Questioning

5 Affective: SWBAT explain the importance of achieving and maintaining a healthy level of physical fitness

Observation

Time: 12-15 min.Movement experiences:7 stations around the gym:

1) Organization: As the students enter the gymnasium they will jog around the perimeter twice and then break off into small groups.

Curl-upsStep-ups on bleachersPush-upsArm curls w/bandsRows w/bandsLungesVertical jump

Each group will go to one fitness station and begin to perform the assigned task. Every minute the students will rotate to the next station.2) Teaching cues:Curl-ups: don’t pull neck, keep hands to sidePush-ups: body flat, hands shoulders width apartLunges: knee grazes the floor…not a raceArm curls and rows: keep good posture, no swayingVertical jump: flex knees and propel arms up3) Questions to askCan you explain to me how the warm-up activities could improve your body composition?

Differentiated Instruction: These activities could be changed or modified depending on the needs of the students.

Lesson Focus/Culminating ActivityStd(s) Objective Assessment

1,2 SWBAT properly demonstrate seven stretches that are related to improved sport performance

Observation

2 SWBAT explain the importance of stretching and how it can improve your sport performance

Questioning

5 SWBAT demonstrate appropriate behavior while working in a group setting

Observation

Time: 18-22 min.Movement experiences:

1) Organization:Students will be split into four groups, each working in their own area.Each area will have a sheet with stretches for the students to perform.

2) Teaching cues:Proper technique is most importantDo NOT bounceStretch to mild discomfort and let off slightlyHold for a minimum of 30 secondsSlow and controlled3) Questions to ask:How might one of these stretches improve your performance in a particular sport?

Differentiated Instruction: Students with disabilities can be assisted by one student in their group

Closure: Today we learned the importance of stretching to improve our performance in other activities, can anyone explain the importance of performing a stretch with proper technique?

What is the recommended time to hold a stretch? Stretching once a week will not improve your flexibility so I encourage you all to spend 15-20 minutes each day stretching.

LESSON PLAN

Unit name: Body Composition Lesson: Frisbee Calorie Blaster Grade: HS

Equipment/supplies: Frisbees (2 per student), 14 plastic bowling pins (or empty bottles), poly sports or cones.

Major movement concept or skills: Students will relate energy expenditure to body composition.

Safety considerations: Students will keep the Frisbee on the floor.

Initiation: (After the warm up) Today we will be doing an activity called Frisbee calorie blaster. The object of this activity is to knock down the opposing teams 7 bowling pins, by sliding Frisbees across the floor. Each one of the pins represents 500 calories, so how many calories does each team have in total? (3500) 3500 calories, or 500 per day, is the amount of calories you need to burn in order to lose one pound of fat in a week. This will increase your what? (body composition) Explain the rules and begin.

Introductory ActivityStd(s) Objective Assessment

1,2 Psychomotor: SWBAT properly perform seven basic fitness activities

Observation

2 Cognitive: SWBAT explain the importance of a proper warm-up before performing an activity.

Questioning

5 Affective: SWBAT explain the importance of achieving and maintaining a healthy level of physical fitness

Observation

Time: 8-10 min.Movement experiences:7 stations around the gym:Curl-upsStep-ups on bleachersPush-upsArm curls w/bandsRows w/bandsLungesVertical jump

1) Organization: As the students enter the gymnasium they will jog around the perimeter twice and then break off into small groups. Each group will go to one fitness station and begin to perform the assigned task. Every minute the students will rotate to the next station.2) Teaching cues:Curl-ups: don’t pull neck, keep hands to sidePush-ups: body flat, hands shoulders width apartLunges: knee grazes the floor…not a raceArm curls and rows: keep good posture, no swayingVertical jump: flex knees and propel arms up3) Questions to askCan you explain to me how the warm-up activities could improve your

body composition?

Differentiated Instruction: These activities could be changed or modified depending on the needs of the students.

Lesson Focus/Culminating ActivityStd(s) Objective Assessment

1,2 SWBAT properly slide the Frisbees on the floor while actively moving within their area

Observation

2 SWBAT comprehend concepts related to fitness and disease prevention

Questioning

4,5 SWBAT explain the importance of achieving and maintaining a healthy level of physical fitness

Questioning

Time: 20-25 min.Movement experiences:

1) Organization:Use the volleyball court as reference and create two neutral zones on either baseline, roughly 6 feet wide.Place 7 pins spread out in the neutral zonesSplit the class into 2 teams and go to either sideSpread the Frisbees on the floor2) Teaching cues:Frisbees must stay on the floor…slide themThe team that works harder will burn more unneeded fatYou need to burn all 3500 calories this week to lose that pound3) Questions to ask:What are some activities that help you burn calories and improve your body composition?What strategies did you use to knock down the opposing teams pins?

Differentiated Instruction: students with disabilities may use different objects that are safer and easier to throw.

Closure: How many calories must you burn each week (or day) to lose one pound of unneeded fat? Physical activity is not the only way to decrease your calories…what else could you do to improve your body composition? Does anybody know how body composition is measured? Remember that fat is an important part of everyone’s diet; it is the unneeded fat that can result in a poor body composition and can be harmful.

Elective Program

Overview

Many studies have shown that student choice in activities has a positive effect on participation and student perceptions of PE as a whole. In grades 10-12 the students at Bulkeley High School will be engaged in an elective program where they register for courses by choosing from a selection of courses provided. At the beginning of each school year the students will be given a survey to gauge their interest in a wide variety of activities. Judging by interest level, from the previous year, the students will then be given a list of courses in which they must choose from. The students will be required to take one PE class each semester for a total of 6 classes. The courses will be listed in categories and the students must chose one sport course, one fitness course, one classroom course and three courses of their choosing.

Using the information obtained from the survey, we will determine which classes will see heavy registration numbers and we will divide those courses into two or three levels: beginner, intermediate and advanced. These courses will be offered at the same time and students who are overly excelling (or falling behind) in their class will be moved up (or down) to the next level. We will try to prevent this by having a description of the course available when the students register.

Assessment Procedures

At Bulkeley High School we use a variety of methods to assess student learning and to assess teacher quality. The first, and most common form of assessment we use is informal assessment. This is used on a daily basis in the form of assessing verbal and non-verbal behaviors. When assessing verbal behaviors teachers constantly ask questions and listen to class discussions to determine cognitive understanding. When assessing non-verbal behaviors teachers observe the students ability to perform a specific skill or activity.

The second form of assessment we use is formal assessment. Every 2 or 3 classes the students will have to fill out an exit sheet assessing their understanding of the most recent information they have learned. At the end of each unit students will also be assessed by taking a written exam consisting or multiple choice, fill in the blanks, short answer, and essay questions.

Student Interest Survey

Please rank the following activities by your interest level. 1 low interest; 3 medium interest; 5 high interest. Remember to take this survey seriously so we can offer you courses that you enjoy!

____Aquatics____Archery____Badminton/speedminton____Bowling____Coaching____CPR/First Aid____Dance____Exercise Science (anatomy, physiology)

____Fencing____Fitness____Golf____Group Exercise (pilates, tae bo, etc.)____Outdoor (hiking, canoeing)____Personal Defense____Pickelball____Softball____Sport Officiating____Table Tennis____Tennis____Ultimate Frisbee____Volleyball____Yard Games (horse shoes, croquet)____Yoga

Example lesson plans

LESSON PLAN

Unit name: Tennis (beginner level course) Lesson: rallying Grade: HS

Equipment/supplies: Tennis racquets, tennis balls, chalk (optional)

Major movement concept or skills: Ready position, backhand, forehand, beginning rallying skills.

Safety considerations: Do NOT leave any clothing, bags, etc, on or near the court area. Put loose balls in pocket, against net, or against wall. Do NOT jump over the net.

Initiation: Today we are going to learn beginning rallying skills. We will continue to work on the ready position as well as continue to development forehand and backhand shots.

Introductory Activity

Std(s) Objective Assessment1 Psychomotor: Students will demonstrate

competency in ball control activitiesTeacher observation

2 Cognitive: Students will describe ready position, forehand and backhand shots

Teacher questioning

5 Affective: Students will demonstrate proper behavior in the ball control activities

Teacher observation

Time: 5-7 minutesMovement experiences: 1) Organization: Students will work alone in own

Balance ball on racqueto Move ball around rimo Move body while balancing

Upsies and downsieso Move body around

Shadow teachero Ready positiono Forward, back, sidewayso Practice forehand/backhand

technique

space, with one ball when needed.

2) Teaching cues:Ready position:

o Knees bent, weight on balls of feet, racquet in front of body.

Forehand:o Unit turn, point racquet to back wall, follow

through.Backhand:

o Unit turn, back to net, follow through.

3) Questions to ask: Show me ready position.What are the key components of a forehand/backhand?

Differentiated Instruction: More advanced students can do more advanced forms of upsies and downsies, alternating forehand/backhand, moving backwards, etc.

Lesson Focus

Std(s) Objective Assessment1 Psychomotor: Students will be able to engage in short

rally’s using forehand and backhand shotsTeacher observation

2 Cognitive: Students will describe ready position, forehand and backhand shots

Teacher questioning

5 Affective: Students will demonstrate proper behavior while working in pairs

Teacher Observation

Time: 10-12 minutesMovement experiences:Partner 1 will bounce and hit ball to partner 2. Partner 2 will catch ball and repeat.Students will progress to both partners getting one hit before catching ball.Eventually they will be performing short rally’s.Students will start close and slowly move apart.

1) Organization: Students will work with a partner in their own space, not over a net.

2) Teaching cues: Ready position:

o Knees bent, weight on balls of feet, racquet in front of body.

Forehand:o Unit turn, point racquet to back wall, follow

through.Backhand:

o Unit turn, back to net, follow through.

3) Questions to ask: What makes rallying difficult?How can you make it easier?

Differentiated Instruction: More advanced students can rally over a net.

Culminating Activity

Std(s) Objective Assessment1 Psychomotor: Students will begin to develop

rallying skills as well as further improve their forehand and backhand.

Teacher observation

2 Cognitive: Students will explore different tactics for winning a rally.

Teacher observation/questioning

5 Affective: Students will demonstrate proper behavior while working in pairs

Teacher observation

Time: 10-15 minutes Movement experiences:Students will use their courts to play small games.

o Game starts with a bump serve.

o Students will keep score using standard scoring. (Love, 15, 30, 40)

o Switch partners every 2-3 minutes.

1) Organization: Students will pair up with a classmate and work in their own area.

o They will designate a court area, using chalk, or existing lines.

2) Rules: No nets, use bump serve, ball can bounce more than once, point is scored when ball cannot be returned.

3) Teaching cues: Ready position:

o Knees bent, weight on balls of feet, racquet in front of body.

Forehand:o Unit turn, point racquet to back wall, follow through.

Backhand:o Unit turn, back to net, follow through.

Tactics:o Hit ball away from opponento Hit ball deepo Position body in center of court

4) Questions to ask: What tactics can you use to win the point? Where else could you play a game like this?

Differentiated Instruction: Students could be required to bump the ball to themselves before hitting it back to opponent.

Closure: Today in class we began to develop rallying skills. What kind of strategies can you use to help you return the ball in the court of play? Win the point? The game we played today is

easy to play outside of school, and I encourage you to do so. You can play this game on a tennis court, basketball court or even in your driveway.

LESSON PLAN

 

Unit name: Grip Keys and Styles     Lesson # 2             Grade Level: 9-12    

Equipment/supplies: One golf club per student.

Major movement concept or skills: Obtain and demonstrate proper technique for three grip styles.

Safety considerations: Students will be reminded of spatial awareness while swinging the club.

References: Schempp-Mattsson, Golf: Steps to Success

Initiation: Students will learn the proper technique to gripping a golf club, including the amount of pressure that is applied. They will also learn the three main grip styles. We will also review golf terminology and apply it to proper grip technique.

Introductory Activity

Std(s) Objective Assessment 1,2,5 Students will learn and perform the proper grip

technique for three different gripping styles.

Students will describe the cues involved in properly gripping a golf club

Time: 10 minutes

1) I will observe students as they perform each grip style. 2) I will also question students about proper technique and grip styles.

Movement experiences:

After walk through of technique:

o Students will grip club and take a few practice swings.

o Take hands fully off club and re-grip; repeat five times.

o Repeat for baseball, overlapping and interlocking

1) Organization: Students will work individually in their own space to practice grip.

 2) Teaching cues: I will explain proper grip technique, while giving visual cues.

Hold club with fingers, not palm. Target side hand on top, slightly off-center, “V”

pointing at right shoulder. Non-target side hand below, “V” pointing at right

grip. shoulder. Baseball, overlap and interlock grip.

3) Questions to ask:

What part of your hands do you hold the club with?

Where should both “V’s” be pointed?

Name the three grip styles?Differentiated Instruction: Students could challenge themselves by gripping the club with their eyes closed; this could give them a better idea of what the proper grip feels like.

Additional Activity

Std(s) Objective Assessment 1,5 To introduce the students to the amount of pressure

that should be used to grip the golf club. Time: 5 minutes

I will observe the students as they perform swings and ask them how it felt gripping the club. 

Movement experiences:o Students will hold club

vertically, and loosen grip until close to dropping.

o Students will then take 10 practice swings.

1) Organization: Students will again work individually in their own space.

2) Teaching cues: I will explain and demonstrate how to hold the club with proper pressure.

Imagine the grip is a tube of toothpaste. Squeeze hard enough to hold it but not hard enough to squeeze the toothpaste out.

Keep the same amount of pressure throughout the entire swing.

 3) Questions to ask: Did anyone find it difficult? Did it feel like the club would fly out of hands?

Differentiated Instruction: A more advanced group could use what they have learned and begin to hit golf balls.

 

Culminating Activity

Std(s) Objective Assessment 1,2,5 The students will be able to apply what they have

learned in the previous activities and demonstrate proper technique and form to a partner.

Time: 10 minutes

1) Partners will act as the teacher and use the knowledge they have acquired to assess their partners grip.

2) I will oversee and ask questions regarding what students have learned.

Movement experiences: o Partner one calls out a grip

style (baseball, overlap, interlock) while partner two demonstrates that style.

o Partner one assists partner two if needed.

o Repeat until each style is called out 5 times.

o Partners switch roles and repeat.

 

1) Organization: Students will pair up with another student and will demonstrate the proper form to their partner.

2) Teaching cues: I will use many of the cues as before.

Hold club with fingers, not palm. Target side hand on top, slightly off-center, “V”

pointing at right shoulder. Non-target side hand below, “V” pointing at right

shoulder. Baseball, overlap and interlock grip. Imagine the grip is a tube of toothpaste. Squeeze

hard enough to hold it but not hard enough to squeeze the toothpaste out.

Keep the same amount of pressure throughout the entire swing.

3) Questions to ask: Was everyone able to assist their partner with grip? In what way did you help?

 Differentiated Instruction: I could make this activity into a more formal assessment by having each student receive a score for how well they apply what they have learned in gripping the club. Closure: Today we worked on the proper way to grip a club; can anyone tell me why the grip is so important to golf? Where should “V’s” be pointing and how hard should you grip the club? Can anyone name and demonstrate one of the three main grip styles? Next class we will apply what you learned today to hit golf ball

Goals and Objectives

4a. Goals:12th Grade:Content Standard 9- Motor Skill Performance

H.9.1. H.9.2. Demonstrate competence in applying basic locomotor, nonlocomotor and

manipulative skills in the execution of more complex skills H.9.3. Use complex movements and patterns within a variety of dynamic environments H.9.4. Develop advanced skills in selected physical activities H.9.5. Participate and show proficiency in a wide variety of activities, including dance,

games, sports and lifetime physical activities

Con tent Standard 10- Applying Concepts and Strategies H.10.1. Demonstrate an understanding of what the body does, where the body moves,

and how the body performs the movement through space while under control H.10.2. Use self, peer, teacher and technological resources as tools to implement

performance improvements in self and others H.10.3. Demonstrate understanding of how rules, and safety practices and procedures

need to be adjusted for different movement situations within the realms of dance, games, sports, and lifetime physical activity

Content Standard 11- Engaging in Physical Activity H.11.1. Regularly engage in moderate to vigorous physical activities as intended by the

teacher for the school’s curriculum H.11.2. Apply characteristics of performance in a variety of activities for purposeful,

recreational, skill and fitness outcomes H.11.3. Apply, evaluate and analyze critical elements of physical activity concepts to

increasingly complex game forms H.11.4. Increase the amount of engagement in a variety of appropriate physical

activities with individualized goals, during and outside of school, that promote the development and improvement of physical fitness level

Content Standard 12- Physical Fitness H.12.1. Be able to determine and make changes to activities to maintain or improve

personal level of health-related fitness H.12.2. Use physiological data to adjust levels of exercise and nutrient intake to promote

wellness H.12.3. Use the results of fitness assessments to guide changes in her or his personal

programs of physical activity H.12.4. Design and implement a personal wellness program based upon information

obtained from the fitness assessment and in accordance with appropriate training and nutritional principles

H.12.5. Continue to show improvements in physical abilities throughout the school year and after graduation

Content Standard 13- Responsible Behavior H.13.1. Apply safe practices, rules, procedures etiquette and good sportsmanship in all

physical activity settings, and take initiative to encourage others to do the same H.13.2. Demonstrate leadership and cooperation in order to accomplish the goals of

different physical activities H.13.3. Understand that all individuals, regardless of differences, should be included

in all activities, and be able to develop and demonstrate initiative in implementing strategies for including all persons in physical activity settings

H.13.4. Demonstrate initiative in using appropriate skills for resolving conflicts peacefully and as fair as possible for all parties involved, and encouraging others to do the same

Content Standard 14 – Benefits of Physical Activity H.14.1. Make decisions and implement plans to participate in different physical activities

based on interests and positive feelings of accomplishment in daily living H.14.2. H.14.3. Use physical activity as a positive opportunity for social and group interaction

and development of lifelong skills and relationships H.14.4. Seek personally challenging experiences through physical activity, including

dance, games, sports, and lifetime physical activities as a means to personal growth H.14.5. Persist in practicing activities, such as movement concepts and body control,

to increase specific skill competence in areas of interest H.14.6. Experiment with new physical activities as part of a personal improvement plan,

including outside of school

4b. Grade Level Objectives9-10Standard 9- Motor Skill Performance

SWBAT perform basic movement concepts for prescribed physical activities SWBAT challenge themselves to improve existing abilities SWBAT experiment and develop new skills and abilities SWBAT participate in activities they are not familiar with SWBAT increase overall physical performance

Standard 10- Applying Concepts and Strategies SWBAT demonstrate and perform body movements on command SWBAT list and name different parts of the human body and what they do SWBAT critique basic movements performed by others SWBAT use various resources and methods to determine performance and how to

improve upon it Adjust rules and regulations based upon activities

Standard 11- Engaging in Physical Activity SWBAT alter and change activities to accommodate for different settings SWBAT engage in various types of activities, including those previously unfamiliar to

them SWBAT increase overall activity levels SWBAT perform skills both against and with other students SWBAT determine and implement the necessary steps to improve physical ability in

activities

Standard 12- Physical Fitness SWBAT determine and make adjustments to current activity level and overall health SWBAT take results form assessments and use them to improve abilities SWBAT create their own physical fitness programs SWBAT design fitness programs based upon an individuals goals and current abilities, to

improve physical health SWBAT determine which activities improve physical fitness the best for themselves

Standard 13- Responsible Behavior SWBAT demonstrate appropriate classroom behavior SWBAT follow the rules designed for the class SWBAT solve disputes in an appropriate and peaceful manner SWBAT show leadership qualities to their peers SWBAT figure out ways to include all students, regardless of ability level

Standard 14- Benefits of Physical Activity SWBAT participate in different types of activities SWBAT participate in difficult activities in order to improve abilities SWBAT practice activities as a way of physical improvement SWBAT determine the importance of lifelong physical activity SWBAT use physical activity as a means to make friends

11-12Standard 9- Motor Skill Performance

SWBAT show proficiency in major movement concepts and many fine motor concepts SWBAT perform basic movements for prescribed activities SWBAT improve skills required for activities SWBAT perform and sustain physical activity levels SWBAT perform complex movements throughout many different environments

Standard 10- Applying Concepts and Strategies SWBAT describe how the body moves and performs different movements SWBAT demonstrate movement concepts SWBAT determine smaller muscle groups and body parts SWBAT name body movements and what forces are at work SWBAT determine how to improve body movements

Standard 11- Engaging in Physical Activity SWBAT engage in physical activity on a daily basis SWBAT participate in activities in dance, games, sports, and lifetime physical activities SWBAT use skills learned in activities for recreational purposes SWBAT participate in activities they are not familiar with on a more regular basis SWBAT determine the importance of variety of physical activities they are engaging in

Standard 12- Physical Fitness SWBAT take assessments and criticisms to improve physical activity SWBAT increase overall physical fitness SWBAT use assessments from previous years to see improvements SWBAT set goals based upon assessments SWBAT determine essential nutrients to improve physical fitness

Standard 13- Responsible Behavior SWBAT follow class rules SWBAT use rules and etiquette outside of classroom SWBAT treat other students fairly and appropriately SWBAT act in an appropriate fashion according to age SWBAT include others in physical activity, regardless of ability

Standard 14- Benefits of Physical Activity SWBAT make connections with good health and lifelong physical activity SWBAT determine how to live a healthy lifestyle, even after school SWBAT create a healthy lifestyle based upon skills and concepts learned SWBAT use physical activities as a method of social interaction SWBAT practice and continue to seek challenging activities as a means for personal

growth and development

Organizational Framework

Number of Classes per Year

1. Number of days in a cycle (set by instructor)...............................................................6

2. Number of cycles in a year (180/# of days in a cycle)................................................30

3. Number of days a class will have PE per cycle.............................................................2

a. Either 1 or 2 times per week for ES and 2 times per week for MS, HS

4. Number of cycles in a year (step 2) multiplied by number

of PE days per cycle (step 3). This equals the number of “scheduled” PE

classes per year............................................................................................................60

5. Multiply the number of scheduled PE classes per year (step 4) by 90% for

“actual” number of PE class periods per grade per year (10% of classes are

“lost” due to assemblies, field trips, health screenings, bus drills, etc)......................54

Number of Instructional Minutes per Year

1. Number of minutes per class period....................................................................45 min

a. Elementary school is typically 30 minutes K-3 and 40-45 minutes

4-5. Middle and high school are typically 45 minutes.

2. Total number of minutes per year (step 5 above times # of minutes)......2430 min/year

3. Divide by 60 for number of hours (round to nearest hour).......................41 hours/year

Colleague #1

Selecting Units of Instruction

Content Area Ranking Content Area Ranking1. Adventure 26 21. Sport Officiating 112. Aquatics 20 22. Table tennis 133. Archery 10 23. Tennis/Pickleball 304. Badminton 15 24. Ultimate Frisbee 225. Bowling 17 25. Volleyball 216. Coaching 14 26. Walking 287. Dance 19 27. Yard Games 128. Exercise Science 5 28. Yoga 239. Fencing 4 29. Winter Sports 210. Fitness/Weight room 27 30. Fitness Testing 111. Golf 25 31. 12. Group Exercise 16 32.13. Outdoor 18 33.14. Personal Defense 9 34.15. Plyometrics 7 35.16. Racing 3 36.17. Running 29 37.18. Softball 24 38.19. CPR/First Aid 8 39. `20. Speedminton 6 40.

Colleague #2

Selecting Units of Instruction

Content Area Ranking Content Area Ranking1. Adventure 26 21. Volleyball 162. Aquatics 27 22. Walking 133. Archery 15 23. Yard Games 34. Badminton 14 24. Yoga 205. Bowling 5 25. Tennis 256. Coaching 24 26.7. Dance 21 27.8. Fencing 6 28.9. Weight training 28 29.10. Fitness 30 30.11. Golf 10 31.12. Orienteering 23 32.13. Personal Defense 29 33.14. Running 13 34.15. Softball 17 35.16. Speedminton 7 36.17. Sport Officiating 24 37.18. Table Tennis 4 38.19. Pickleball 8 39. `20. Ultimate Frisbee 9 40.

Colleague #3

Selecting Units of Instruction

Content Area Ranking Content Area Ranking1. Adventure 31 21. Officiating 22. Aquatics 16 22. Table Tennis 93. Archery 10 23. Tennis 204. Badminton 15 24.Pickel Ball 195. Bowling 3 25.Ultimate Frisbee 306. Coaching 4 26. Volleyball 147. CPR 26 27. Walking 238. Ex Science 29 28. Yard Games 139. Fencing 1 29. Yoga 2110. Fitness 33 30. Basketball 2211. Weight trainging 28 31. Soccer 2512. Golf 5 32. Football 1213. Groupd Ex 17 33. Health/Nutrition 3214. Outdoor 27 34.15. Personal Defense 18 35.16. Plyometrics 6 36.17. Racing 7 37.18. Running 24 38.19. Softball 11 39. `20. Speedminton 8 40.

Ranking Units of Instruction

Content Areas(unranked)

Total Point Value

Ranking(1-X)

Content Areas (ranked 1-X)

Adventure 65 7 1. Fitness

Aquatics 63 8 2. TennisArchery 35 18 3. Health/NutritionBadminton/Speedminton 34 19 4. Weight Training

Bowling 25 22 5. YogaCoaching/Officiating 41 17 6. OutdoorCPR/First Aid 44 15 7. AdventureDance 58 10 8. Aquatics

Fencing 11 25 9. Ultimate FrisbeeFitness 93 1 10. DanceWeight Training 81 4 11. Personal Defense

Golf 42 16 12. Group ExerciseGroup Exercise 53 12 13. SoftballOutdoor 68 6 14. Volleyball

Personal Defense 56 11 15. CPR/First Aid

Plyometrics 14 23 16. Golf

Racing 13 24 17. Coaching/Officiating

Softball 52 13 18. Archery

Table Tennis 26 21 19. Badminton/Speedminton

Tennis 83 2 20. Yard Games

Ultimate Frisbee 61 9 21. Table Tennis

Volleyball 51 14 22. Bowling

Yard Games 31 20 23. Plyometrics

Yoga 69 9 24. Racing

Health/Nutrition 83 2 25. Fencing

Curriculum Map/Block Plan

GRADE: 9 GRADE: 10 GRADE: 11

Content: Less. # Content: Less.

# Content: Less. #

Orientation 1 Orientation 1 Orientation 1Co-op Activities 2-4 Fitness Revisited 2-7 Weight Training 2-8Team Building 5-7 Tennis 8-13 Group Exercise 9-15Intro. Fitness 8 Pickelball 14-19 Dance 16-19Cardio. Endurance 9-11 Badminton 20-25 Basketball 20-27Flexibility 12-14 Fitness Test 26-28 Weight Training 28-33Muscular Endurance 15-17 Bowling 29-33 Group Exercise 34-39Muscular Strength 18-20 Golf 34-39 Dance 40-44Body Composition 21-22 Frisbee Golf 40-45 Tennis 45-53

Fitness Circuit 23-24 Racquet Sport Choice 46-49 Wrap-up 54

Adventure 25-32 Target Sport Choice 50-53Health 33-40 Wrap-up 54Fitness Test Practice 41-42Fitness Revisited 43-52Student Choice 53-54

Curriculum Map/Block Plan

GRADE: GRADE: GRADE:

Content: 12 Less. # Content: Less.

# Content: Less. #

Orientation 1Adventure 2-9Ultimate Frisbee 10-13Basketball 14-17Yoga 18-25Weight Training 26-35Basketball 36-40Ultimate Frisbee 41-44Softball 45-52Student Choice 53-54

Scope and Sequence

Yoga

GradesContent

Area Skill or Concept Level (1-5)

11 12

Yoga Breathing Techniques B I DRelaxation pose B DHalf Spine Twist B DFull Forward Bend B DTree Pose B DTriangle Pose B DCobra Pose B DSide Arm Balance I I DPlough Pose I I DKing Pigeon I I DBow Pose I I DRevolved Half Moon I I DEagles Pose A IHead Stand A ICrow Pose A IPendant Pose A I

Do not include level 4 or 5 activities as they are at the discretion of and vary so much from teacher to teacher.

Unit Objectives

Content Area – YogaStandard 9 – Motor Skill Performance

1. SWBAT identify the proper technique in performing each pose 2. SWBAT describe what they are doing in each pose with their body3. SWBAT create a chart of different motor skills used in yoga4. SWBAT demonstrate how to sequence a yoga route

Standard 10 – Applying Concepts and Strategies1. SWBAT identify ways to apply yoga techniques in other sports2. SWBAT describe how they can use the concepts of yoga in everyday life3. SWBAT create a yoga route that would apply to their individual lives and activity they

participate in4. SWBAT demonstrate understand of the movement concepts in yoga through self taught

lesson

Standard 11 – Participate regularly in physical activity1. SWBAT identify the location of opportunities to take part in a yoga class

2. SWBAT describe proper selection of clothing, equipment to be used when doing yoga3. SWBAT create a conditioning strategy for yoga4. SWBAT describe the benefits of participation in yoga

Standard 12 – Physical Fitness1. SWBAT identify why yoga can be important in other activities2. SWBAT describe how yoga can help their physical fitness3. SWBAT create a work out plan that will include yoga along with the component of

fitness4. SWBAT demonstrate understanding on why yoga can improve other areas of physical

fitness

Standard 13 – Responsible Behavior 1. SWBAT identify three to five rules they would have if they were to teach a yoga class2. SWBAT describe the purpose of yoga in everyday life3. SWBAT create gymnasium rules when participating in yoga4. SWBAT demonstrate understand of the ideals yoga sets fourth

Standard 14 – Benefits of Physical Activity1. SWBAT identify how yoga can benefit them in other activates2. SWBAT describe how a yoga plan can help better sport performance3. SWBAT create an individualized yoga plan that can better their performance outside of

PE class4. SWBAT describe the positives yoga can create in a person’s life

Fitness

GradesContent Area Skill or Concept Level

(1-5)9 10

Cardiovascular Endurance B D MMuscular Strength B D MMuscular Endurance B DFlexibility B D MBody Composition B D MSpeed I DAgility I DBalance I DCoordination I D MReaction Time I DPower A DDisease Prevention A IGoal Setting A I

Do not include level 4 or 5 activities as they are at the discretion of and vary so much from teacher to teacher.

Unit Objectives

Content Area – FitnessStandard 9 – Motor Skill Performance

1. SWBAT demonstrate proper technique for a variety of static stretches2. SWBAT perform the PACER test at a passing level3. SWBAT demonstrate proper technique for a variety of weight bearing activities4. SWBAT demonstrate coordination in a variety of physical movements

Standard 10 – Applying Concepts and Strategies1. SWBAT explain the importance of flexibility related to sport and every day performance2. SWBAT explain how body composition relates to diet and exercise3. SWBAT identify different activities that can improve muscular strength and muscular

endurance4. SWBAT explain how the skill and health related components of fitness relate to each

other

Standard 11 – Participate regularly in physical activity1. SWBAT describe the importance of participating regularly in physical activity2. SWBAT list activities they can perform outside of school to improve their body

composition

3. SWBAT create a portfolio tracking their activity levels4. SWBAT create and execute an exercise plan

Standard 12 – Physical Fitness1. SWBAT explain the health related components of physical fitness2. SWBAT explain the skill related components of physical fitness3. SWBAT use goal setting to increase individual fitness levels4. SWBAT explain the importance of physical activity in relation to disease prevention

Standard 13 – Responsible Behavior1. SWBAT create and maintain a fitness contract outside of school2. SWBAT respect individual differences in physical fitness3. SWBAT demonstrate responsible behavior while performing activities in the weight

room4. SWBAT demonstrate responsible behavior while performing a variety of static stretches

Standard 14 – Benefits of Physical Activity1. SWBAT explain the importance of monitoring body composition throughout adulthood2. SWBAT enjoy engaging in a variety of physical activities3. SWBAT engage in physical activity as a way for social interaction4. SWBAT demonstrate a self confidence while performing physical activity

Tennis

GradesContent

Area Skill or Concept Level (1-5) 9 10 11 12

Tennis Ready Position 1 D MGrip 1 D MForehand 1 D MBackhand 2 I DVolley/Half Volley 2 I DServe 2 I DScoring 2 D MCourt Positioning 2 D DHitting to Open Space 2 I DSmash 3 IDrop Shot 3 I

Unit Objectives

Content Area – VolleyballStandard 9 – Competency in motor skills and movement patterns

1. SWBAT perform a forehand swing, hitting the ball back to a stationary partner.2. SWBAT demonstrate competency in ball control activities.3. SWBAT engage in short rally’s using forehand and backhand shots.4. SWBAT complete a serve on 75% of their opportunities.

Standard 10 – Understanding of movement concepts, principles, strategies, and tactics1. SWBAT describe basic movements and concepts2. SWBAT use different tactics for winning a rally. 3. SWBAT explain where the best spot to hit the ball is in a given situation4. SWBAT identify the names of the court lines and how they are used during singles and

doubles

Standard 11 – Participate regularly in physical activity1. SWBAT engage in exercises outside of school to improve their skills.

Standard 12 – Maintains health enhancing level of physical fitness1. SWBAT lead tennis specific warm-ups.2. SWBAT identify the major muscle groups used during tennis.

Standard 13 – Exhibits responsible personal and social behavior1. SWBAT work together successfully when paired for doubles.2. SWBAT develop skills to work together in pairs3. SWBAT follow rules, etiquette and good sportsmanship4. SWBAT assist fellow classmates with scoring or skills

Standard 14 – Values physical activity1. SWBAT value tennis as a life long activity.2. SWBAT locate local parks with tennis courts.3. SWBAT identify the benefits to living a healthy lifestyle.

Assessment

At Bulkeley High School we will be using a number of different ways to assess our students. The main purpose of assessing is to ensure that we are doing our job correctly and are assessing appropriately. We will do this through understanding of the three domains (Cognitive, Affective, Psychomotor) and their implementation on the Connecticut Physical Education Standards. We will assess often, using Formative, Summative, and Authentic assessments through out the school year. This will help us to see where students are improving and where they need more improvement, as well as justifying the effectiveness of our Physical Education program. We will assess everything that has been taught.

Component Weight:

Assessment Percentage1. Psychomotor Domain............................................................_50%_

2. Cognitive Domain................................................................._30%_

3. Affective Domain.................................................................._20%_

Total: 100%

Standard 9Psychomotor

Scoring Rubric

Students will be given a rating a 0 to 15 which relates to how well they accomplished each of the criteria provided. The rating will be determined by answering a yes/no checklist for each element. The total number of yes answers will be totaled up and the scoring will be as follows:

14-15: Exceeds expectations10-13: Met Expectations6-10: Below Expectations5> : Expectations not met

Criteria Elements (Check yes or no) RatingGrip/Starting Position

Continental Grip: _____ Knees Bent: _____Body Sideways: _____ Non-dominant foot in front: _____

Ball Toss/Racquet PreparationWeight shift back: _____ Racquet loops back: _____Ball tossed w/straight arm: _____ Ball tossed out front: _____

Contact/Arm ExtensionWeight shift forward: _____ Ball contacted w/arm extended: _____Contact w/ downward angle: _____

Follow ThroughDown and across body: _____ Back to ready position: _____

Safety/ResponsibilityShowed awareness for safety: ______Showed responsible behavior: ______

Total

Standard 10

Cognitive

Bulkeley P.E.Tennis Quiz

1. The line that the server serves the ball from is called the ______________________.

2. A standard game is played to ____________ points.

3. If the ball hit a line it is considered ____________.

4. The modern game of tennis originated in the ____________________________.

5. When a player hit the ball before it hits the ground, it is called a ________________.

6. In tennis terms, describe what the term ‘Deuce’ means, and what happens when the game reaches ‘Deuce’?

7. If the ball hits the net on the serve, what happens if the ball still lands in the service box?

8. What are the cues for the ready position?

9. What are the names or locations of the Grand Slam Events?

10. An Ace occurs when:

Extra Credit: Name a current male and female tennis player who have won a grand slam in the past year?

Standard 11Psychomotor

Daily P.E. Log

You are being asked to log at least five days worth of physical activity per week. It should not be too much to ask for, as you already know the importance of living a healthy and fit lifestyle, this is just the first step to making it an every day activity!!! Feel free to go above and beyond!Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Parent/Guardian Signature_________________________________Student Signature _______________________________________Standard 12

Psychomotor

Standard 12, achieves and maintains a health-enhancing level of physical fitness, is measured by means of fitness testing. Fitness is a key component to our physical education program and it is something we take very seriously. The students will be assessed in the beginning of the semester, in this instance each student will participate in the Pacer test, and their scores will be noted. Towards the end of the semester we will revisit the Pacer test and look for improvement. Students will be graded on percentage of improvement, and effort that was put forth.

Below is a sample of how the Physical Education instructors will score their students.

Student Name Time on Date ___________

Time on Date ___________

Difference

Adams, JohnHunter, RachelMadison, James

Standard 13 & 14

Affective

Levels of Involvement

Lack of self-controlVerbally or physically abusive

Unprepared for learning

IRRESPONSIBLE BEHAVIOR0 POINTS

Not Dressed for classSwearing

Rude

Maintaining self-controlRespecting everyone’s rights

Not a distractionLow level of Activity

SELF-CONTROL1-3 POINTS

Dresses for classShows up

Wall flower“Just there”

Involved in classSomewhat willing to try new things

Works within comfort zone

TEACHER-DIRECTED4-6 POINTS

ParticipatesShows some effort

Does not extend him/herself

On task independenceSound knowledge base

Works towards improvementStrives against external influences

Sensitive to others efforts

SELF-DIRECTED7-8 POINTS

Works independentlyFocused

Can keep an activity goingTries to get better

Extends self to a degree

Cares about doing quality workCares about group success

Helps others without rewardRisks “failing forward”Demonstrates leadership

Hustles

ROLE-MODELING9-10 POINTS

Tries hardBrings positive energy

Extends self fullyPositive attitudePlays/works hard

Farmington High School, Farmington, CT

Technology and Equipment

Statement At Bulkeley High School we understand that the future is now, technology is fasty

becoming a primary means of learning and teaching. We realize that it is going to be very important to make sure all of the students that graduate from our school need to be able to recognize technology that will be able to help them later in life. Providing our students with the latest in technology will allows us as educators to open their eyes to the vast world around them. In the physical education setting we will be bale to use interactive PowerPoint’s to create an optimal learning environment for everyone. Video taping and self analyze has become increasingly popular because it helps each individual better understand their bodies and how to correct improper technique with programs that allow them to compare their skill to a professionals. Technology opens up a whole list of opportunities for our students to better themselves and we will give them as much time as possible to do so.

Technologies Incorporated into Instruction1. Example 1 - Video analysis programs

Need computers, the program, and video camera. This project will be for the older grades and it will involve the students’ video tapping them doing a skill that will be used during the year in the beginning of the year to see where they stand (baseline). Then again at the end to see if they have improved.

2. Example 2 – PedometersPedometers can be used in the school to promote physical fitness, which is what our 9th

graders will be focusing on through out the year. They can be used as a great motivational tool, by challenging the classes to compete against each other to see which class can accumulate the most steps.

3. Example 3 – Heart Rate MonitorsAgain heart rate monitors create a more active class during 9th grade fitness in preparation

for the fitness test in 10th grade. They will be able to use the heart rate monitor to explore new exercises and how the heart is impacted by them.

4. Example 4 – Wii, DDRIn our 11th grade class we focus on aerobic and creative dance, as well as yoga and weight

training. DDR can be a great motivational tool to get students to want to participate as a rewards system. Wii has a great new interactive game called Wii fit, which is an awesome tool to use as an interactive yoga system because that is a feature it provides.

5. Example 5 – Fitness gramThis allows students to track their own fitness score through out the class and even the

years. This is a great idea to keep students knowledge about new fitness break through and it also allows them to a see how physically fit they are and ways to improve if their not.

Equipment TableItem Number Item NumberAdventure Equipment 100 Pinnies 30Carabineers 25 Pickle Ball Racquet 30Ropes 25 Different size Gym Ball 40Harnesses 25 Flags 30Helmets 25 Exercise balls 15Aerobic steps 40 Basketballs 30Free Weights (5lbs – 60lbs) 70 Footballs 20Stationary bikes 5 Soccer Balls 25Treadmills 2 Yoga mats 30Multi station systems 2 Frisbees 15Bench 2 Mats 10Squat Machine 1 Smart board 1Leg Press 1Leg extension 1Pedometers 30HR Monitors 10DDR 1Wii 1TV 1Exercise bands 30Sit and Reach 2Tennis Balls 80Tennis Racquets 30Badminton Racquets 30Shuttle Cocks 50Cones 50Stereo 1Softballs 25Bats 15Golf Ball 45Golf Clubs 35

Program and Teacher Evaluation

The physical education curriculum at Bulkeley High School will be reviewed on a yearly basis to assess the effectiveness of the program and the teachers who implement this program. The professionals involved in the implementation will meet once a year to make any adaptations needed to maximize student learning and involvement. Instructors will also be evaluated on a yearly basis to determine the effectiveness of their instruction.Long Term Goals (3 years):

1) 15% increase in students who participate regularly in physical activity2) Increase in positive student feedback and decrease in negative student feedback3) All professionals will receive an average rating of 4.0 or higher on the NASPE Physical

Education Teacher Evaluation ToolInstructors will meet once a month for professional development to discuss any issues

they may have. Instructors are required to attend four workshops each school year to further their development and will receive a day off to attend a conference related to their field.

At the conclusion of each school year, students will complete a survey in regards to instructor effectiveness and overall program effectiveness. The survey is below.

Grade:_____ Gender:_____

Please rate each question from 1 to 5. 1: strongly disagree; 2: somewhat disagree; 3: neither agree nor disagree; 4: somewhat agree; 5: strongly agree

Question Rating

Your instructor was prepared for class  

Your instructor gave clear directions  

Your instructor seemed enthusiastic about subject matter  

Your instructor was positive and supportive  

Your instructor was respectful to your individual needs  

Your instructor was fair in dealing with students  

Your instructor promoted student participation and involvement  

Your instructor made it clear what you would be assessed on  

You were assessed on what was taught to you  

You were taught a variety or skills and concepts  

You were taught in depth on skills and concepts  

You were given a choice in what you would learn  

The equipment and facilities were appropriate for learning  

The teaching styles used were appropriate for my learning  

What did you enjoy about Physical Education? Explain ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What did you dislike about Physical Education? Explain____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

If you could change one thing about this program what would it be? Why?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Any other comments__________________________________________________________________________________________________________________________________________________________________________

It is imperative that each physical educator is evaluated on their performance and effectiveness to assure each student is provided with the best quality education possible. The tool we use to evaluate each instructor is the NASPE Physical Education Teacher Evaluation Tool. We use this tool because of the versatility it provides while allowing use by administrator, peer, or self. The tool provides quality, in depth, feedback that can be used to further improve teaching and curriculum. The tool is as follows.

PHYSICAL EDUCATION TEACHER EVALUATION TOOL

IntroductionThe National Association for Sport and Physical Education (NASPE), the preeminent national authority on physical education and a recognized leader in sport and physical activity, has origins that date back to 1885. A central aspect of this leadership is the development of national standards, guidelines, and position statements that set the standard for quality physical education programs. Quality physical education requires appropriate infrastructure (opportunity to learn), meaningful content defined by curriculum, appropriate instructional practices including good classroom management, student and program assessment, and evaluation.

All teachers benefit from meaningful, ongoing assessment and evaluation. The NASPE-developed Physical Education Teacher Evaluation Tool identifies the knowledge, skills, and behaviors needed to provide sound instruction in the K-12 physical education classroom. Its purpose is to assist principals, school district curriculum specialists, and others who evaluate physical education teachers as well as to guide physical education teachers in reflection and self-assessment, and serve as an instructional tool in college/university physical education teacher education programs. Specific examples of how this tool can be used include.

Specific Uses for This ToolK-12 Administrator

Prioritize and rearrange the items on the evaluation tool to emphasize certain teaching knowledge/skills/behaviors

Modify the tool to meet needs for formative or summative observation and feedback Customize the tool to target areas identified in a professional growth plan

School District Curriculum Specialist Assist teachers with using the tool for professional growth Provide in-service programs to help teachers address point of emphasis or areas of

needed improvement Incorporate the tool into the mentoring program for new teachers Use the tool for formal or informal observation of teachers

K-12 Physical Education Teacher Use the tool for self-assessment (e.g., videotape a lesson and review)

Study and prioritize the list of tool items to work on specific points of emphasis during instruction

Ask a colleague to observe a class and complete the evaluation tool for peer feedback

College/University Physical Education Teacher Education Programs Use the tool to teach program candidates about critical instructional skills, for discussion

and practice purposes Make the tool available to program candidates for reflection and self-assessment in

practical experiences Utilize the tool as part of the student teaching process

Evaluation PrinciplesThe following principles serve as guidelines for conducting observations and evaluations of physical education teachers and are strongly encouraged by NASPE.

Physical educators should: Be evaluated with standards, expectations, procedures, and rigor that parallel

teachers of other curricular areas. Be observed, assessed, and evaluated by trained evaluators. Be observed multiple times during the academic year. Be observed for the entire class period, from beginning to end. Be observed and evaluated as part of a comprehensive assessment plan, which

should include formal conferences, professional growth plans, etc. Be accountable for student achievement of state standards in physical education

or the National Standards for Physical Education (NASPE, 2004) in the absence of state standards.

National Standards for Physical Education1: Demonstrates competency in motor skills and movement

patterns needed to perform a variety of physical activities.2: Demonstrates understanding of movement concepts,

principles, strategies, and tactics as they apply to the learning and performance of physical activities.

3: Participates regularly in physical activity.4: Achieves and maintains a health-enhancing level of

physical fitness.5: Exhibits responsible personal and social behavior that

respects self and others in physical activity settings.6: Values physical activity for health, enjoyment, challenge,

self-expression, and/or social interaction.

Prior to observing a physical education class/teacher, NASPE requests that you review its online guidelines, Appropriate Practices for Physical Education, which are available for early childhood, elementary school, middle school, and high school at: http://www.aahperd.org/naspe/template.cfm?template=peappropriatepractice/index.html

These booklets describe physical education practices that are in the best interest of children. They address curriculum design, learning experience, fitness activities, fitness testing, assessment, participation levels, forming groups, competition, and much more.

Resources for Additional InformationVisit the NASPE position statement: What Constitutes a Highly Qualified Physical Education Teacher? Go to: http://www.aahperd.org/naspe/pdf_files/HiQualified.pdf

Other key NASPE publications can be found at www.naspeinfo.org, under Publications, in the Online Store, or call 1-800-321-0789 to order your copy:

National Standards for Physical Education, 2nd Edition (2004)National Standards for Beginning Physical Education Teachers (2003)Opportunity to Learn Standards for Elementary School Physical Education (2000)Opportunity to Learn Standards for Middle School Physical Education (2004)Opportunity to Learn Standards for High School Physical Education (2004)Appropriate Practices for Elementary School Physical Education (2000)Appropriate Practices for Middle School Physical Education (2001)Appropriate Practices for High School Physical Education (2004)

© July 2007National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance

Physical Education Teacher Evaluation Instrument

The following chart provides a five-level scoring guide and a selection of descriptive terms to use in an evaluation. When giving feedback, provide a number in the “rating” column adjacent to the statement. Use N/A if the statement is not applicable to this observation. Comment sections can be added under each statement or, as provided, under each broad section. Provide identifying information as necessary for records. Customize for specialized uses.

5 4 3 2 1Outstanding Above Average Satisfactory Below Average UnsatisfactoryMastery Proficient Basic Needs

ImprovementUnacceptable

Clearly exceeds standards

Strong Meets standard Developing Does not meet standards

Exemplary Very good Good Poor Needs significant attention

Teacher’s name _______________________________________________________________

Evaluator’s name _____________________________________________________________

Date ____________________ Class observed _____________________________________

F = Formative S = Summative

1. Instruction Ratinga. Instruction is based on local, state and/or national physical education standards b. Supports school improvement goalsc. Supports physical education program goalsd. Lesson introduction is appropriatee. Learning expectations/objectives/instructional goals are clearly communicated

to studentsf. Content is accurate and currentg. Content and tasks are developmentally appropriate and properly sequencedh. Content and tasks are presented concisely and clearly, emphasizing key

elementsi. Engages students in learning by enabling all learners to participate through

multiple modalitiesj. Opportunities for teachable moments are recognized and utilized k. Instruction is differentiated for all learners l. Specific, meaningful and timely feedback is provided to studentsm. Content is linked to and promotes the transfer of learning within physical

education units and among other subject content areasn. Student performance is continually assessed to guide instructiono. Lesson presentation is changed in response to observation of student

performance and/or information from formative assessmentp. Independent learning is promoted ,encouraged, and reinforced through daily

assessmentsq. Technology enhances instructionr. Lesson pace is appropriates. Appropriate closure is providedComments:

2. Evidence of Student Learninga. Assessment is based on mastery of learning expectations which are aligned with

local, state and national standards b. Grading is based on assessment of student learningc. There is ongoing formal and informal assessmentd. Assessment criteria is communicated to studentse. Multiple assessment strategies and tools are used (formative and summative) to

monitor student learningf. Students can self assess and are aware of their own progress toward learning

goalsg. Students are able to articulate relevance and transfer of learningh. Students demonstrate creative and critical thinking skillsi. Evidence of students’ independent learning outside of class is part of

assessmentj. Student progress is documented in a retrievable record-keeping systemk. Student progress and achievement is communicated regularly to relevant

stakeholdersComments:

3. Management/Organizationa. Lesson plans and curriculum are aligned w/ current local, state, and national

standards b. Instructional area is safe, orderly, and supports learning activitiesc. Adequate and developmentally appropriate equipment is accessible and utilizedd. Instructional support materials are utilized to enhance the lesson.e. Students understand and adhere to class rules, routines and behavioral

expectationsf. Class routines maximize instructional time g. There is a behavior management plan that is fair, firm, and equitableh. Appropriate behaviors are reinforced consistentlyi. Effective management strategies are usedj. Students are actively monitored and closely supervisedk. Students are appropriately groupedl. Effective and smooth transitions are apparentm. Allocated time is used effectively and efficiently allowing students to remain

focused on the lesson and task expectations.n. Students are engaged in relevant, meaningful physical activity a minimum of 60

% of the instructional time.o. Progress toward school improvement goals is documentedp. Accurate records are maintainedComments:

4. Learning Climatea. Lifelong physical activity and skillful movement are promotedb. There is a safe, secure, learning environment that promotes, success,

appropriate risk taking, positive self-expression and enjoymentc. High expectations for learning and behavior are evidentd. Climate of courtesy and respect is establishede. Students demonstrate respect and appreciation for individual differencesf. Students accept responsibility for their learning and actionsg. Students support the learning of othersh. Students are recognized and praised for efforts and positive contributionsi. All interactions are positiveComments:

5. Professionalisma. Teacher is a lifelong learner within the professionb. Teacher is an advocate for the professionc. Teacher adheres to professional and ethical standardsd. Teacher is receptive to feedback and seeks opportunities for personal growthe. Teacher participates in professional organizationsf. Teacher establishes professional objectives each yearg. Teacher reflects upon and incorporates new learning into practiceh. Teacher shares information, resources and expertise with peersi. Teacher is collegial and interacts appropriately with staff, parents and school

volunteersj. Teacher is an integral, contributing member of the school communityk. Teacher collaborates with community, colleagues, staff, and resource personsl. Teacher models appropriate appearance and behaviorComments:

© July 2007National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance

Physical Education Teacher Evaluation Guide

1. Instructiona. Instruction is based on local, state and/or

national physical education standardsCurrent NASPE standards are presented and followed in the lesson. Instruction is aligned with state and local standards.

b. Supports school improvement goals Teacher is familiar with and assists in meeting school or campus goals with active participation. The teacher does not isolate him/herself in the gymnasium or from school committees.

c. Supports physical education program goals

Teacher is familiar with and assists in meeting physical education department goals with active participation. The teacher does not isolate him/herself from involvement from physical education department meetings and/or committees.

d. Lesson introduction is appropriate Teacher provides an introduction that is appropriate for the lesson focus and developmental levels of the students. The introduction can be provided in the form of an instant activity relating skill, concept, and/or health-related fitness or verbally.

e. Learning expectations/ objectives/ Teacher states the skill or concept the students are to

instructional goals are clearly communicated to students

learn. It might also be posted or written on the board. Students know the learning expectations.

f. Content is accurate and current Skills and concepts are taught accurately. Skills are explained and demonstrated with proficiency. Concepts taught reflect current knowledge and research in physical education and health.

g. Content and tasks are developmentally appropriate and sequenced properly

All activities are developmentally appropriate and/or completed in a logical, progressive sequence. Skills and concepts are explained and demonstrated at the developmental levels of the students. Skills are broken down into learnable segments. Components of the skill are taught before the entire skill is performed, and concepts and skills are taught before they are incorporated into an activity or game. Rules and activities are modified to match the cognitive levels of the learners.

h. Content and tasks are presented concisely and clearly, emphasizing key elements

Activities, drills, lead-ups are clearly understood by the students. Directions for each activity are explained and modeled. Students are not inactive for more than brief periods of time to listen to information.

i. Engages students in learning through multiple modalities

The lesson promotes maximum participation and students remain on-task and motivated to participate through multiple modalities that allow all students to be engaged. There are few, if any, instances of off-task or disruptive behavior. All students are given opportunities to practice the skill. Students do not wait in line for a turn or wait to perform. Teacher calls equally on non-volunteers during questioning.

j. Opportunities for teachable moments are recognized and utilized

Teacher recognizes teachable moments and capitalizes on the moment to modify, add, delete, or extend lesson content to maximize opportunity for learning. For example, when teaching about frequency and duration of physical activity, the teacher my ask students to spontaneously think-pair-share examples of family fitness activity choices experienced the evening/weekend before.

k. Instruction is differentiated for all learners Teacher adjusts teaching and expectations based on individual differences and needs. Accommodations and modifications are made for students with disabilities or varied learning styles. Teacher uses alternative instructional strategies to assist students who are not mastering the skill or concept. Alternate cues (e.g., “Throw your elbow to the wall,” as opposed to “Lead with your elbow”) are provided. All students are included.

l. Meaningful and timely feedback is provided to students

Teacher analyzes each student’s performance to provide appropriate corrective feedback or reinforcement. Students are provided information on their performance at a time and in ways that they can improve their skill. Feedback is provided in ways (verbal, visual, tactile, etc.) that facilitate success.

m. Content is linked for transfer of learning within physical education units and among other subject area content

Teacher connects skills to relevant activities. For example, the teacher may connect the overhand throwing motion to baseball, football, volleyball, etc. The teacher connects content to prior and future learning within physical education and across disciplines. For example, the teacher relates the scientific principle of Newton’s Laws of Motion with rotation in gymnastics. The mathematical concept of elapsed time is connected to timekeeping and place performance in games and sports.

n. Student performance is continually evaluated to guide instruction

Teacher actively monitors during the lesson to assess understanding of the skill or concept. This is done during guided practice, questioning, independent practices (drills, lead-ups, games, etc.) consistently. Student learning and performance guides the planning and instruction for teaching. For example, if “opposition” for the overhand throw is not demonstrated, the teacher reinforces the concept of opposition in cues, demonstrations, explanations, lead-ups, and possible future lessons. Teacher adapts activities, drills, lead-ups, etc. according to student success.

o. Lesson presentation is changed in response to observation of student performance and/or information from formative assessment

Teacher actively monitors student progress throughout the lesson, (through observation of student performance, questioning for understanding, student worksheets, etc.), and changes lesson presentation based on current levels of performance and content understanding. The teacher may choose to refocus instruction on a single component of the skill, such as opposition.

p. Independent learning is promoted, encouraged and reinforced through daily assessments

The students use resources within and outside the school to increase their knowledge and skills. For example, a bulletin board is created using pictures, activity logs, and/or reflections of students applying skills and content outside of class.

q. Technology enhances instruction Teacher is aware of latest trends and availability of technology for physical education. Teacher incorporates available technology (e.g., heart rate monitors, computer-based fitness assessments, pedometers, music, etc.) to facilitate learning the skill

or concept. Posters, pictures, video clips or other media of the skill are used appropriately.

r. Lesson pace is appropriate The pace of the activities, instruction, transitions, etc. is appropriate to keep students engaged. The pace is not too fast or too slow such that students go off task and become disruptive.

s. Appropriate closure is provided There is a closure which includes a review, discussion, or summary of the skills or concepts learned.

2. Evidence of Student Learninga. Assessment is based on mastery of

learning expectations and aligned with local, state and national standards

Assessments are aligned with local, state and NASPE national standards. For example, when assessing mastery of NASPE Standard # 2 (movement concepts and principles) the teacher has second graders state three critical cues for dribbling with the hand (use fingerpads, dribble waist high, look forward). For the secondary learners the students could engage in peer teaching.

b. Grading is based on assessment of student learning

Grading is based on mastery criteria for skills and concepts. Grading based only on attendance and class participation is unacceptable.

c. There is ongoing formal and informal assessment

Teacher consistently monitors students’ performance and re-teaches or provides reinforcement. Success or non-success of the skills or concepts can be observed and measured.

d. Assessment criteria is communicated to students

Students clearly understand what is expected for mastery of the skill or concept. Demonstrations are provided for skills and expectations for quality and quantity of performance is clearly explained. For example, students are fully aware of the mastery criteria for the overhand throw.

e. Multiple assessment strategies and tools are used (formative and summative) to monitor student learning

Teacher monitors and documents students’ progress toward mastery of the skills and concepts. Summative assessments are used to document mastery or non-mastery. Teacher incorporates a variety of assessments. These may include skill tests, peer observation checklists, self-assessments, portfolio assignments, event-task projects, fitness concept application assignments and scores.  Student work and assessments are available upon request.

f. Students can self-assess and are aware of their own progress toward learning goals

Students are familiar with skill expectations and are provided accurate and timely feedback such that they can self assess as appropriate. Teachers might use student self-checklists so that students can document their progress.

g. Students are able to articulate relevance and transfer of learning

Students describe how learned skills or concepts are applied to other sports, personal fitness goals and daily life.

h. Students demonstrate creative and critical thinking skills

Students are given opportunities for choice. For example, students generate strategies in games and activities, or students select the distance from the wall to throw. Teacher allows students opportunities for inquiry learning and divergent learning. For example, when teaching rhythms and dance, students are given opportunities to create rhythmic sequences. Students understand positive choices regarding their behavior.

i. Evidence of students’ independent learning outside of class is part of assessment

Teacher maintains student generated portfolios with examples of independent learning (fitness/activity logs, PowerPoint presentations, journal reflections, videos).

j. Student progress is documented in a retrievable record-keeping system

Teacher can produce records (e.g., skill tests, fitness assessments, checklists, etc.) which document student performance. Assessments are properly recorded.

k. Student progress and achievement is communicated regularly to relevant stakeholders

What students know and are able to do in physical education is communicated. For example: Individual data is shared with students and/or parents. School- wide data is shared with administrators and/or legislators. Data can include fitness, progress toward mastery of benchmarks, etc.

3. Management/Organizationa. Lesson plans and curriculum are aligned

w/ current local, state and national teaching standards

Teacher refers to local curricular documents, state standards, and Moving Into The Future – National Standards for Physical Education (NASPE) when developing lesson plans.

b. Instructional area is safe, orderly, and supports learning activities

Teacher makes appropriate decisions regarding selection and arrangement of instructional area. Instructional area is properly prepared for the lesson. There is adequate safe space to facilitate the learning of the skill or concept. Activities are structured and oriented in a way for safe, maximum participation and success. Equipment is ready and accessible, and equipment not in use is stored.

c. Adequate and developmentally appropriate equipment is accessible and utilized

There is enough equipment for maximum participation. Students do not wait for a turn to use equipment and it is easily accessible such that time is not wasted retrieving it or readying it for activity. Equipment coincides with the developmental levels of the learners. For example, “nerf” balls, larger targets, smaller space, etc. are used for pre-control learners.

d. Instructional support materials are utilized to enhance the lesson

Instructional support materials such as word walls, pictures of children and/or adults performing skills, charts, instruction packets, and other media resources technology are utilized to enhance the lesson.

e. Students understand and adhere to class rules, routines and behavioral expectations

Students understand behavior expectations and consequences for misbehaviors. Rules are posted in the gymnasium. The teacher uses positive reinforcement to acknowledge appropriate behavior and performance. Students are motivated to follow rules. There are few, if any, instances of off-task or disruptive behavior.

f. Class routines maximize instructional time

Students are familiar with the routines. There is orderly entry to the gymnasium, distribution and collection of equipment, grouping, locker room procedures, attendance taking, dismissal, etc.

g. There is a behavior management plan that is fair, firm, and equitable

Teacher has established rules and behavior expectations, which are clearly understood by the students. There are clearly defined consequences for misbehaviors. Behavior problems are dealt with immediately and on a personal level. Positive reinforcement is issued consistently to those following rules. Students are handled in a compassionate and equitable, yet firm way.

h. Appropriate behaviors are reinforced consistently

Teacher recognizes and acknowledges appropriate behavior. Students appear motivated to follow rules and instructions. Teacher may use reinforcements such as allowing students to begin activity, allowing students to assist with equipment, or allowing students to select equipment for appropriate behavior.

i. Effective management strategies are used Teacher is aware of and effectively responds to all situations in class. The teacher does not rely on proximity to manage entire class. For example, individual or groups of students should not be behind the teacher (back –to-the-wall). The students perceive that the teacher has eyes in the back of his/her head and is aware of everything being said and done in class.

j. Students are actively monitored and closely supervised

Teacher actively observes each student’s performance of the skill to facilitate maximum success. Teacher does not rely only on proximity to monitor student performance and behavior. The teacher actively monitors students across the gymnasium/field/teaching area to enforce and reinforce behavior and skill expectations. Teacher is not just a referee or score keeper in the lesson.

k. Students are appropriately grouped The grouping facilitates maximum participation and

maximum success. Students work individually, in partners, in small groups, or in larger groups appropriate to the learning. In skill learning, the grouping allows for maximum practice trials. For example, students throw individually to a wall or with a partner instead of having only one ball for a large group, which minimizes practice trials for each student. Students are pre-grouped by the teacher.

l. Effective and smooth transitions are apparent

Transitions from activity to activity are purposeful and efficient. Students are not confused and time is not wasted. Equipment is situated in ways to facilitate smooth transitions. Changes in grouping and organization are efficient.

m. Allocated time is used effectively and efficiently allowing students to remain focused on lesson and task expectations

Class begins promptly. Class is not dismissed early. There is no wasted or “free” time. Students are not made to wait for the teacher to set up activities or get out equipment. Every minute is used for instruction reflecting the lesson focus and task expectations. Students do not wait in line or wait for a turn. There are no elimination activities.

n. Students are engaged in relevant, meaningful physical activity a minimum of 60% of the instructional time

Teacher plans and delivers instruction that allows students the opportunity to be engaged in physical activity a minimum of 60% of the time. The physical activity tasks are aligned with the lesson focus and expected outcomes of the lesson.

o. Progress toward school improvement goals is documented

As required, data is collected, recorded and displayed for documentation purposes of how physical education contributes to the school-improvement and department goals. Information is analyzed to re-evaluate and establish future goals.

p. Accurate records are maintained Teacher can produce accurate records of student attendance, assessment, grades and any other documentation required by stakeholders.

4. Learning Climatea. Lifelong physical activity and skillful

movement are promotedThe learning environment promotes physical activity through the display of posters, pictures, bulletin boards and student work. Teacher uses positive motivational strategies to encourage physical activity. The teacher encourages lifelong physical activity and makes students aware of activity opportunities outside of class. Exercise is never used for punishment. Timeout is not a primary form of punishment. There are no elimination activities.

b. There is a safe, secure, learning environment that promotes success,

The teaching space is free from clutter, unused equipment, and other safety hazards. Activities are

appropriate risk taking, positive self-expression and enjoyment

organized and structured to minimize the chance of injury from collision with people or objects, moving equipment, or immovable obstacles (e.g., walls, posts). There is adequate space for the activities selected. Students appear motivated to participate and are willing to take appropriate risks in attempting new skills or incorporating skills into activities. Students accept mistakes as part of learning and eagerly accept teacher feedback. Appropriate music is used to motivate students and enhance the lesson.

c. High expectations for learning and behavior are evident

Expectations and activities challenge students. Students work hard and remain motivated. Students do not become bored at the lack of challenge or frustrated by too much challenge. The teacher acknowledges the work of all students, not only those who are talented or need remediation.

d. Climate of courtesy and respect is established

All interactions (teacher to student, student to teacher, student to student, teacher to teacher) are respectful and courteous.

e. Students demonstrate respect and appreciation for individual differences

Teacher adjusts teaching and expectations based on individual differences and needs. Accommodations and modifications are made for students with disabilities or varied learning styles. All students are included. Teacher is respectful and appreciative of cultural differences and backgrounds. Commonly, teachers will incorporate cues and frequently used commands (e.g., “stop,” “go,” etc) in different languages and will teach activities/dances from different cultures.

f. Students accept responsibility for their learning and actions

Teacher teaches good manner and self discipline by example. The teacher creates a feeling of trust and openness with students. Students exhibit responsibility for the safety of self and others. Students have high expectations of their own behavior. Students give maximum effort.

g. Students support the learning of others Students are accepting of others. Students celebrate others. Students foster others’ self esteem. Students regularly encourage others and refrain from bullying and put-downs. Students use maximum effort when working with others.

h. Students are recognized and praised for efforts and positive contributions

Students are positively reinforced consistently for efforts and skill performance, correct responses, and appropriate behavior. Good sportsmanship and cooperative behaviors are promoted. Inappropriate comments and behaviors are corrected.

i. All interactions are positive All interactions (teacher to student, student to

teacher, student to student, teacher to teacher) are respectful and courteous. The teacher consistently interacts verbally and with proximity, and uses positive reinforcement to acknowledge appropriate behavior and performance. When negative interaction occurs, teacher intervenes in a proper manner.

5. Professionalisma. Teacher is a lifelong learner within the

professionTeacher assumes responsibility for professional growth. Teacher accepts that becoming a master teacher is a lifelong process. Teacher is a member of professional organizations (AAHPERD, NASPE, state AHPERD), subscribes to professional journals, and is knowledgeable of current trends.

b. Teacher is an advocate for the profession Teacher conveys knowledge of and enthusiasm for the discipline of physical education to students, parents, administrators, colleagues, and other constituents. Teacher communicates the value and importance of the discipline. The teacher is perceived as an ambassador for physical education and its impact on a healthy lifestyle.

c. Teacher adheres to professional and ethical standards

Teacher understands his/her legal responsibilities. Teacher understands legal and ethical issues as they apply to responsible and acceptable use of internet resources. Teacher exercises good judgment in all aspects of teaching and professional activities. Teacher interprets and complies with school policies.

d. Teacher is receptive to feedback and seeks opportunities for personal growth

Teacher embraces feedback as an opportunity to improve. Welcomes the opportunity to be a better teacher for his/her students. Teacher is receptive to constructive criticism and suggestions.

e. Teacher participates in professional development organizations

Teacher attends professional conferences such as state, district and/or national AAHPERDs.

f. Teacher establishes professional objectives each year

Teacher sets goals for his/her teaching and professional development (e.g., based on NASPE standards, school/district goals, personal growth plan, etc.) and monitors progress toward these goals. Teacher regularly analyzes his/her teaching and makes appropriate changes.

g. Teacher reflects upon and incorporates new learning into practice

As the teacher learns new content, activities, concepts, strategies, etc. he/she integrates them into his/her teaching. The teacher is familiar with the newest trends and research in the physical education profession and adjusts his/her teaching to reflect them.

h. Teacher shares information, resources and expertise with peers

Teacher willingly and enthusiastically shares health, fitness and physical education information with colleagues, staff, and interested parties.

i. Teacher is collegial and interacts appropriately with staff, parents and school volunteers

Teacher solicits and encourages interactions and/or assistance from parents and volunteers. Parents and volunteers can assist with Field Days, fitness assessments, etc.

j. Teacher is an integral, contributing member of the school community

Teacher is an active member of staff meetings and school-based committees. Participates in school-wide activities. Teacher is an active member of the professional learning community at large.

k. Teacher collaborates with community, colleagues, staff, and resource persons

Teacher establishes collegial relationships with peers, school staff, parents, and community members to meet school goals, enhance his/her teaching, and facilitate student learning.

l. Teacher models appropriate appearance and behavior

Teacher models behavior expectations, a physically active lifestyle, healthful practices, and correct oral and written expression consistently.

Extra Curricular PE & Community Connections

Activities for outside the classroom: After school sports tournaments Trips to museums (Human Body exhibit, science museums, etc.) Sporting events Weekend hikes and rock climbing Local college hosted sports camps Various walks or runs for a cause (i.e. March of Dimes) River rafting/ canoeing trips SCUBA diving/ surfing (where available) Outdoor camping retreats for students and families After school ballroom dance lessons

Shelton Recreation Centerhttp://www.cityofshelton.org/community/reccenter.htm

Greater Hartford YMCAhttp://www.ghymca.org/

Activities:Fitness classesSkiing tripsSCUBA divingSpring and summer activitiesBeginner lacrosse camp

Methods for disseminating information: Flyers to go home to parents Parent-teacher conferences Bulletin boards of upcoming activities

Resources

1. California after School Resource Centerhttp://www.californiaafterschool.org/c/@W6ymPPpVSjyx./Pages/pa_infrastructure.html

2. FitSourcehttp://fitsource.nccic.acf.hhs.gov/fitsource/

3. Action for Healthy Kidshttp://www.afhk.org

4. Shaping America’s Youthhttp://www.shapingamericasyouth.com/Default.aspx

5. VERBhttp://www.cdc.gov/youthcampaign/

6. National Institute on Out-of-School Time: Healthy Choices After school Reporthttp://www.niost.org/publications/healthy%20choices%20afterschool.pdf

7. Vermont Healthy Schools Resource http://healthvermont.gov/local/school/documents/Healthy%20Schools%20Resource_Activity.pdf

8. Kidnetichttp://www.kidnetic.com/

9. Centers for Disease Control and Preventionhttp://www.cdc.gov/

10. California Department of Public Healthhttp://www.cdph.ca.gov/programs/cpns/Pages/FreePhysicalActivityResources.aspx

11. After school Resourceshttp://www.afterschoolresources.org/directory/promising_practices/programs.html

12. CANFithttp://www.canfit.org/fitness.html

13. American Council on Exercisehttp://www.acefitness.org/ofk/youthFitness/

14. The President’s Council on Physical Fitness and Sportshttp://www.fitness.gov/

15. American College of Sports Medicinehttp://www.acsm.org/