curriculum management system · quarterly benchmark assessment page …. monroe township schools...

Curriculum Management System

MONROE TOWNSHIP SCHOOLS

Course Name: Physical Education and Health Grade: Grade 10

For adoption by all regular education programs Board Approved: <Type Date Here> as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

Table of Contents

Monroe Township Schools Administration and Board of Education Members Page ….

Mission, Vision, Beliefs, and Goals Page ….

Core Curriculum Content Standards Page ….

Scope and Sequence Pages …

Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages …

Quarterly Benchmark Assessment Page ….

Monroe Township Schools Administration and Board of Education Members

ADMINISTRATION Dr. Kenneth R. Hamilton, Superintendent

Dr. Jeff C. Gorman, Assistant Superintendent

BOARD OF EDUCATION Ms. Kathy Kolupanowich, Board President

Mr. Ken Chiarella, Board Vice President Ms. Amy Antelis

Mr. Marvin I. Braverman Mr. Lew Kaufman

Mr. Mark Klein Mr. John Leary

Mr. Louis C. Masters Mr. Ira Tessler

Jamesburg Representative Ms. Patrice Faraone

WRITERS NAME

Ashleigh Pecherski Jocelyn Ritter

CURRICULUM SUPERVISOR

Greg Beyer

mailto:[email protected]






Mission, Vision, Beliefs, and Goals

Mission Statement The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment.

Vision Statement The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.

Beliefs 1. All decisions are made on the premise that children must come first. 2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population. 3. We believe there is a sense of urgency about improving rigor and student achievement. 4. All members of our community are responsible for building capacity to reach excellence. 5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions. 6. We believe that collaboration maximizes the potential for improved outcomes. 7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community. 8. We believe that resources must be committed to address the population expansion in the community. 9. We believe that there are no disposable students in our community and every child means every child.

Board of Education Goals 1. Raise achievement for all students paying particular attention to disparities between subgroups. 2. Systematically collect, analyze, and evaluate available data to inform all decisions. 3. Improve business efficiencies where possible to reduce overall operating costs. 4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. 5. Provide early interventions for all students who are at risk of not reaching their full potential. 6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.

Common Core State Standards (CSSS)

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. Links: 1. CCSS Home Page: http://www.corestandards.org 2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions 3. CCSS The Standards: http://www.corestandards.org/the-standards 4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca 5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org Scope and Sequence

http://www.corestandards.org/

http://www.corestandards.org/the-standards

http://www.corestandards.org/the-standards

http://www.state.nj.us/education/sca

http://parcconline.org/

Quarter 1 Unit Topics(s)

I. Chapter 1- The New Jersey Driver License System a. 6 Point ID Verification b. Graduated Drivers License (GDL) c. Special Learner Permits for New Jersey Residents d. Examination Permits II. Chapter 2- New Jersey Driver Testing a. Requirements for Basic Driving License b. Road Tests III. Chapter 3- Driver Responsibility a. Buckle Up- New Jersey’s Seat Belt Law b. Air Bags c. Stopping Distances d. Stopping Distances e. Driving Signals f. Parking IV. Chapter 4- Safe Driving Rules and Regulations a. Passing b. Intersections c. Curves d. Turning/Stopping Regulations V. Chapter 5- Defensive Driving a. Preventing a Collision b. Distractions c. Following Distances e. Road Conditions f. Driving Situations g. Collisions VI. Chapter 6- Drinking, Driving, and Health a. Effects of Alcohol b. Drinking and Driving c. Drugs and Driving VII. Chapter 7- Driver Privileges and Penalties a. Driving Under the Influence (DUI) b. Motor Vehicle Violations c. Point Systems VII. Chapter 8- Sharing the Road with Others a. Pedestrians

b. No- Zone Principal VIII. Chapter 9 & 10- Vehicle Information a. Titles and Registrations b. Vehicle Inspection c. Insurance d. License Renewal

Scope and Sequence

Quarter 2 Unit Topic(s)

I. Group Exercise a. Introduction i. Equipment

ii. Physical Benefits iii. Social Benefits iv. Personal Benefits v. Safety/Technique

b. Circuit Training i. Kettle bells ii. Medicine Balls iii. Resistance Bands iv. Body Weight Training v. Exercise Balls vi. Barbells

c. Individualized Exercise Classes i. Yoga ii. Pilates iii. Zumba

II. Handball a. Introduction

i. History ii. Rules and Regulations iii. Safety iv. Field Position v. Strategies and Systems of Play vi. Sports Etiquette

b. Offensive Skill Set i. Passing ii. Dribbling iii. Shooting iv. Throwing/Catching

c. Defensive Skill Set

i. Positioning

ii. Blocking iii. Interceptions

d. Goal Keeper Skills

i Blocking ii. Throwing

III. Games - Tchoukball a. Introduction

i. History ii. Rules and Regulations iii. Safety iv. Field Position v. Strategies and Systems of Play vi. Sports Etiquette

b. Offensive Skill Set i. Passing ii. Dribbling iii. Shooting iv. Throwing/Catching

IV. Health Related Fitness FITNESS GRAM a. Introduction

i. Technique ii. Goals

b. Aerobic Capacity i. PACER Test ii. Mile run

c. Body Composition i. Skin Fold Test ii. BMI

d. Muscular Strength and Endurance i. Curl up ii. Trunk lift i. Push-up

ii. Modified pull-up/flexed arm hang e. Flexibility

i. Back-Saver Sit and Reach

Scope and Sequence

Quarter 3

Unit Topic(s)

I. Volleyball a. Introduction

i History ii. Rules and Regulations iii. Safety iv. Court Positioning v. Strategies and Systems of Play vi. Sports Etiquette

b. Offensive Skill Set

i. Bump ii. Set iii. Serve


i. Blocking ii. Dig

d. Team Skills

i. Service ii. Return Technique

II. Personal Fitness II a. Introduction

i. Rules and Regulations ii. Safety iii. Technique iv. Etiquette

b. Cardiovascular Training i Heart Rate ii. Aerobic iii. Anaerobic

c. Strength Training i. 1 Repetition Maximum

ii. Body Weight Mechanics iii. Proper Use of Equipment

d. Circuit Training

i. Tabata Training ii. HIT ( High Intensity Training)

e. Individualized Workout Program

i. P90X ii. Insanity iii. Nike Training App iv. TRX Training

III. Basketball a. Introduction

i. History ii. Rules and Regulations iii. Safety iv. Strategies and Systems of Play v. Sports Etiquette

b. Offensive Skills Set i. Dribbling ii. Passing iii. Shooting

c. Defensive Skills Set i. Zone Defense ii. Man to Man Defense iii. Rebounding

IV. Health Related Fitness FITNESS GRAM

f. Introduction iii. Technique iv. Goals

g. Aerobic Capacity

i. PACER Test ii. Mile run

h. Body Composition iii. Skin Fold Test iv. BMI

i. Muscular Strength and Endurance ii. Curl up ii. Trunk lift iii. Push-up iv. Modified pull-up/flexed arm hang

j. Flexibility i. Back-Saver Sit and Reach

Scope and Sequence

Quarter 4

Unit Topic(s) I. Hiking a. Introduction

i. Rules and Regulations ii. Safety iii. Outdoor Safety

b. Monitoring Cardiovascular Progression i. Checking Heart Rate ii. Pace

II. Football a. Introduction

i. History ii. Rules and Regulations iii. Safety/ Equipment iv. Strategies and Systems of Play v. Sports Etiquette

b. Offensive Skills Set i. Throwing/ Catching ii. Positioning iii. Starting Play iv. Progressing Down Field v. Scoring

c. Defensive Skills Set

i. Man on Man Defense ii. Interceptions iii. Zone Defense

III. Badminton/ Beach Tennis a. Introduction

i Rules and Regulations ii. Safety iii. Equipment iv. Strategies and Systems of Play

v. Sports Etiquette b. Offensive Skills Set

i. Stroke Techniques ii. Serve iii. Scoring


i. Returns IV. Health Related Fitness FITNESS GRAM

k. Introduction v. Technique vi. Goals

l. Aerobic Capacity i. PACER Test ii. Mile run

m. Body Composition v. Skin Fold Test vi. BMI

n. Muscular Strength and Endurance iii. Curl up ii. Trunk lift v. Push-up vi. Modified pull-up/flexed arm hang

o. Flexibility i. Back-Saver Sit and Reach

Quarter 1 – Unit 1

The New Jersey Driver License System Desired Results

ESTABLISHED GOALS 2.1.12.D.3- Analyze the relationship between alcohol and drug use and the incidence of motor vehicle crashes. 2.1.12.D.4- Develop a rationale to persuade peers to comply with traffic safety laws and avoid distractions. 2.1.12.D.5- Summarize New Jersey motor vehicle laws and regulations and determine their impact on health and safety (e.g., organ/tissue donation, seatbelt use, and the use of hand-held devices), 2.2.12.D.1- Plan and implement an advocacy strategy to stimulate action on a state, national, or global issue, including but not limited to, organ/tissue donation.

Transfer Students will be able to independently use their learning to…

• Understand what laws govern NJ licenses and what types of documents they will need in order to obtain a NJ license.

• Understand what steps are needed to obtain a NJ license.

Meaning UNDERSTANDINGS Students will understand that…

• There are several laws that govern the NJ license system.

• There are several different types of licenses in NJ.

• The 6-point ID Verification system is used to identify a person obtaining a license.

• The Graduated Driver’s License program is implemented to keep young driver’s safe.

• There are several differences between a permit, examination permit and a license.

ESSENTIAL QUESTIONS • In order to obtain a NJ

Permit or License, what documents will you bring to the MVC with you?

• What are the steps you need to take in order to obtain your license at 17?

• Is a permit the same as an examination person?

Acquisition Students will know…

• What documents they need to bring with them to MVC to obtain their permit.

• The GDL program has restrictions regarding

Students will be skilled at… • Identifying the documents

they need to bring with them to MVC.

• Differentiated between obtaining a permit at 16,

passengers, curfew and accompanying driver.

17-20 or 21 and over.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence CATEGORY 4 3 2 1

Writing - Mechanics

Capitalization and punctuation are correct throughout the pamphlet.

Capitalization and punctuation are correct throughout the pamphlet after feedback from an adult.

There are 1-2 capitalization and/or punctuation errors in the pamphlet even after feedback from an adult.

There are several capitalization or punctuation errors in the pamphlet even after feedback from an adult.

Spelling & Proofreading

No spelling errors remain after one person other than the typist reads and corrects the pamphlet.

No more than 1 spelling error remains after one person other than the typist reads and corrects the pamphlet.

No more than 3 spelling errors remain after one person other than the typist reads and corrects the pamphlet.

Several spelling errors in the pamphlet.

Content - Accuracy

All facts in the pamphlet are accurate.

99-90% of the facts in the pamphlet are accurate.

89-80% of the facts in the pamphlet are accurate.

Fewer than 80% of the facts in the pamphlet are accurate.

PERFORMANCE TASK(S): Create an informational pamphlet for a new driver that is getting their permit. Describe what the types of NJ licenses are, what the 6 point ID Verification program is and what documents are needed when getting a permit or license, what the GDL is and the restrictions that apply.

Exra Credit Graphics are included in the pamphlet and go well with the text.

Graphics do not go with the accompanying text or appear to be randomly chosen.

Suggested Monitoring Scale: Use the following or similar scale to monitor or evaluate a student’s daily learning and understanding of key concepts: 4- I fully understand by learning and can explain connections. I would be able to explain it to someone else. 3- I understand my learning and can make some connections, but could some mnemonics. 2- I understand my learning and need help making connections. 1- I do not understand my learning and cannot make connections, please help.

OTHER EVIDENCE: • Teacher assessment. • Tests and Quizzes • Collaborative group work • Written responses to open-ended questions. • Homework/ Classwork • Presentations

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction

• Reading and writing journals • Peer conferences • Games • Teacher and student read-aloud • Sustained silent reading • Modeling • Response Logs • Class Debates

http://www.njdrivereducation.com


http://www.njdrivereducation.com/

New Jersey Driver Testing Stage 1 Desired Results



• Understand what is required to pass the NJ Road Test to obtain a basic driver’s license and reason for rejection.


• A road test is required in NJ to obtain a basic driver’s license.

• There are several items and requirements needed when going to take a NJ road test.

ESSENTIAL QUESTIONS - What are some reasons you

may be rejected from taking your NJ Road Test?

- What are the requirements for a basic driver’s license in NJ?


- Requirements needed to obtain a basic driver’s license.

- Scores needed on eyesight test and written test.

- The checklist of items every test applicant must bring with them to take their road test.

- Elements of the road test.

Students will be skilled at… - Listing a checklist of items

they need to take the NJ road test.

- Identifying reasons they may be rejected from taking the NJ road test.

- Elements of the NJ Road Test and what they will be tested on.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence

Suggested Performance Rubric: 4 – Innovating: Student was able to apply knowledge learned during the unit, worked individually or collaboratively, and showed effort. All steps of the task demonstrated application, innovation, and higher leveled thinking. 3 – Applying: Student worked individually or collaboratively and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaborate most of the time. And showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout the unit. 1- beginning; Student was only able to apply new knowledge learned during the unit with assistance. Student had difficulty working individually or collaboratively and di not work to the best of ability.

PERFORMANCE TASK(S): There are many elements that are tested during the NJ Road Test. You are given a sample Road Test circuit from a local MVC. While using this diagram as a guide, create your own Road Test using all of the elements listed in the NJ Driver Manual. Along with drawing a diagram, explain how as a NJ Road Test examiner you will test each item given. These items include:

- Driving in reverse - Following other vehicles - Nearing corners, intersections - Parking (parallel) - Sitting Properly - Starting a vehicle - Steering properly - Stopping at signs - Stopping smoothly - Turning - Turning around - Using the horn - Yielding the right of way




• Reading and writing journals • Peer conferences

• Games • Teacher and student read-aloud • Sustained silent reading • Modeling • Response Logs • Class Debates


Quarter 1 – Unit 3 Driver Responsibility

Stage 1 Desired Results ESTABLISHED GOALS 2.1.12.D.3- Analyze the relationship between alcohol and drug use and the incidence of motor vehicle crashes. 2.1.12.D.4- Develop a rationale to persuade peers to comply with traffic safety laws and avoid distractions. 2.1.12.D.5- Summarize New Jersey motor vehicle laws and regulations and determine their impact on health and safety (e.g., organ/tissue donation, seatbelt use, and the use of hand-held devices), 2.2.12.D.1- Plan and implement an advocacy strategy to stimulate action on a state, national, or global issue, including but not limited to, organ/tissue donation.


• Explain New Jersey’s seat belt and car seat laws. • Discuss the use of air bags for driver safety. • Identify safe steering, speed control and braking distances. • Identify proper use of drivers signals. • Identify proper parking, turning and reversing practices.


• Proper use of seatbelts and car seats can save lives.

• Checking for blind spots avoid accidents.

• Parking must be a precise movement.

ESSENTIAL QUESTIONS • What do you when

someone who rides with you does not believe in wearing a seatbelt?

• What ways can new drivers accommodate for blind spots when driving a car?

• How can you improve your parking skills so the turns are automatic?



• New Jersey’s seatbelt and car seat laws.

• Safe steering, speed control and braking practices.

• Proper use of driver signals. • Proper parking, turning and

reversing practices.

Students will be skilled at… • Explaining proper

condition of car. • Explaining New Jersey’s

seatbelt and car seat laws.

• Demonstrating safe steering, speed control and braking.

• Demonstrating proper use of hand signals.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence CATEGORY 4 3 2 1 Title Title can be

read from 6 ft. away and is quite creative.

Title can be read from 6 ft. away and describes content well.

Title can be read from 4 ft. away and describes the content well.

The title is too small and/or does not describe the content of the poster well.

Graphics - Relevance

All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.

All graphics relate to the topic. Most borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

PERFORMANCE TASK(S): • Students will create a poster based on one of the areas of safe

driving/rules of the road (example, blind spots), as a public service poster for the school. Display the posters throughout the school.

• Students will understand the importance of braking distances and why it is important to keep a safe following distance.

o Teacher will place a variety of spot markers on the floor, mostly green with a few red dispersed. Students are to walk around the course, stopping or 3 seconds on the red spot markers. First time, everyone on their own. Second time through, have students walk in pairs wit h hands on shoulders of person in front and eyes focused on their back. Progress to a group with up to 4-5 people. As students go from one to two to more than two, they will bump into each other. After the activity, discuss safe braking distances and relate it to safe driving distances from the driver in front, as well as what to pay attention to when driving (driver behavior, traffic lights, potential crash points such as children running out into street.)

Content - Accuracy

At least 4 accurate facts are displayed on the poster.

3 accurate facts are displayed on the poster.

2 accurate facts are displayed on the poster.

Less than 2 accurate facts are displayed on the poster.

Required Elements

The poster includes all required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.






Safe Driving Rules and Regulations Stage 1 Desired Results



• Describe safe driving and passing practices. • Describe right of way, yielding, and safe entry and exit in highway driving. • Explain how to safely maneuver turns and interchanges

Meaning

UNDERSTANDINGS Students will understand that…

• There are several different maneuvers to pass safely while driving.

• The safety of proper understanding of right of way, yielding, and safe entry and exit in highway driving.

• A safe maneuver on turns and interchanges creates a safe driving environment for all motorists.

ESSENTIAL QUESTIONS • How do driving conditions

mediate speed limits and the consequences of driving too fast/too slow?

• What are the various speed limits on NJ roads?

• What must a motorist do when pedestrians are present in a crosswalk?


• Driving, passing, yielding • Navigating through

intersections • Stopping for buses • No parking zones • Special conditions • Turning • Stopping regulations • Lights • Cell Phone Use

Students will be skilled at… • Explaining how speed

control and proper driving practices for various situations (curves, intersections, entering/exiting highways) contribute to driver safety.

• Explaining how adherence to tuning, stopping and parking regulations contribute to safe driving.

• Explaining how appropriate use/non use of cell phones contributes to driver safety.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence Suggested Performance Rubric: 4 – Innovating: Student was able to apply knowledge learned during the unit, worked individually or collaboratively, and showed effort. All steps of the task demonstrated application, innovation, and higher leveled thinking. 3 – Applying: Student worked individually or collaboratively and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaborate most of the time. And showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout the unit. 1- beginning; Student was only able to apply new knowledge learned during the unit with assistance. Student had difficulty working individually or collaboratively and di not work to the best of ability.

PERFORMANCE TASK(S): • Students will work in pairs to make 5 different driving scenarios

their classmates must describe how the would maneuver. Each driving situation must have at least 1 aspect of driving discussed in this chapter. Students may draw diagrams in order to better explain the driving situations. All driving scenarios will be handed in and the class will be handed a full list of all the scenarios. Once the class is finished explaining how they would handle each situation, the class will have an open discussion on the different possibilities for each driving situation. This activity will help students understand there is not always one solution to a driving situation.



Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction • Reading and writing journals • Peer conferences • Games • Teacher and student read-aloud • Sustained silent reading • Modeling • Response Logs • Class Debates



Quarter 4 – Unit 5 Defensive Driving



• Describe how to prevent a collision. • Describe driver hazards (distraction, tiredness) and communication. • Identify road and environmental conditions that impact drivers. • Explain how to react to driver problems and emergencies. • Describe avoiding collisions and reacting to collision situations.


• Preventing a collision is one of the most important aspects of driving as not to injury themselves or other motorists.

• Communication plays a huge role in avoiding driver distractions.

• Various road and environmental conditions can have an impact on drivers.

ESSENTIAL QUESTIONS • What are the 3-second

rule and safe driving distances?

• What is the procedure for safe lane changes and passing?

• How do you pass to maximize safety?

• How does aggressive driving impact these conditions?


• Safe driving distances. • Safe lane changes and passing

techniques. • How to maximize safety. • How to manage aggressive

driving.

Students will be skilled at… • Preventing Collisions • Road Conditions • Driving Situations • Reacting to Driving

Problems • Collisions

• Actions to take in the event of a collision


PERFORMANCE TASK(S): • Students will research a motor vehicle accident where alcohol and drugs

were not involved and describe what the driver could have done in order to avoid the accident. Students will present findings to class and use diagrams to explain. Each students should have 3 different ways the driver could have avoided a collision.

• Students will describe when it is appropriate to stop, turn or speed up to avoid collisions. Students will write down and discuss the steps to take if involved in a collision. Discuss “what to hit” if a collision cannot be avoided. Identify the best actions to take based on rear, side, front or parked vehicle collisions. Explain the law on reporting accidents.

• Students will review by having partners that test each other’s “collision reactions”. Review the appropriate actions and take turns calling out a collision. Their partner must react verbally quickly without panicking. Evaluate responses. The class will participate in a role play on what to do in a non-life-threatening collision. Students will take turns in different positions of fault. Each role play starts with a loud noise as a reminder of the seriousness of a collision.






Quarter 1 – Unit 6 Drinking, Drugs & Health Stage 1 Desired Results



• Identify effect of alcohol on blood alcohol level. • Describe blood alcohol concentration and identify concentration levels. • Describe the effects of other drugs on the body and how they affect

driving performance.


• Drinking and driving is very dangerous and often leads to collisions.

• Body weight, amount

ESSENTIAL QUESTIONS • What is BAC and how is it

tested? • What are the dangers while

driving when using drugs or alcohol?

consumed, time, and food eaten all play roles in the bodies blood alcohol concentration levels.

• Drugs affect the body in how a person acts in driving situations.


• Effects of alcohol and driving • Effects of drugs and driving • Driving privileges • DUI

Students will be skilled at… • Being able to calculate

BAC for various individuals.

• Reciting the effects drugs and alcohol have on drivers.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence Suggested Performance Rubric: 4 – Innovating: Student was able to apply knowledge learned during the unit, worked individually or collaboratively, and showed effort. All steps of the task demonstrated application, innovation, and higher leveled thinking. 3 – Applying: Student worked individually or collaboratively and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaborate most of the time. And showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout the unit. 1- beginning; Student was only able to apply new knowledge learned during the unit with assistance. Student had difficulty working individually or collaboratively and di not work to the best

PERFORMANCE TASK(S): • Fatal Vision Goggle Activity- The teacher will put a line of tape on the

floor. Students will try to walk on the tape line with their natural vision. Students will then put on intoxication goggles and walk the line again. Groups of three will toss a soft object around as to distract the person walking the line. Students will then answer the following questions: How do the goggles simulate the effects of alcohol? What happened when you walked to line with goggles vs. without goggles? Does alcohol tolerance get the same effect? Students will discuss answers as a group in a class debate.

• Effects of Drugs and Driving: Students will get with a partner and review the common types of drugs (depressants, stimulants, hallucinogens, inhalants, etc). Each group will have a different drug to research. The students will describe the effects their drug has on the

of ability. brain and the body. They will describe how their drug would affect driving by comparing comments to the manual (loss of tracking ability, lack of distance judgment, inattentiveness, and divided attention). Students will present findings to the class.






Quarter 1 – Unit 7 Driver Privileges and Penalties

Stage 1 Desired Results ESTABLISHED GOALS 2.1.12.D.3- Analyze the relationship between alcohol and drug use and the incidence of motor vehicle crashes.


• Describe motor vehicle violations.

2.1.12.D.4- Develop a rationale to persuade peers to comply with traffic safety laws and avoid distractions. 2.1.12.D.5- Summarize New Jersey motor vehicle laws and regulations and determine their impact on health and safety (e.g., organ/tissue donation, seatbelt use, and the use of hand-held devices), 2.2.12.D.1- Plan and implement an advocacy strategy to stimulate action on a state, national, or global issue, including but not limited to, organ/tissue donation.

• Describe the point system and identify point violations. • Describe how cell phone use and distracted driving affects road safety.


• There are many violations that are in affect that will deal with different aspects of driving.

• Each violation carries a different point ranging from 1-4 points.

• Cell phone use and other distracted driving are a major reason for many accidents on the roadways.

ESSENTIAL QUESTIONS • What are some of the

reasons for loss of driving privileges? What points are each of those violations?

• How does understanding the consequences of impaired and distracted driving help increase the safety on the roads?

• Why do new drivers need to understand the importance of increasing roadway safety?

Acquisition

Students will know… • Driver Programs • Point System • Other Violations • Distracted Driving

Students will be skilled at… • Understanding driver

citations and the point system.

• Knowing the hazards of talking on cell phone and distracted driving.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence Suggested Performance Rubric: 4 – Innovating: Student was able to apply knowledge learned during the unit, worked individually or collaboratively, and showed effort. All steps of the task demonstrated application,

PERFORMANCE TASK(S): • Distracted Driving Activity: The teacher will list various scenarios that

might lead to distracted driving. The students will team into five groups of 4-5 people to agree on the top three things from the list of most

innovation, and higher leveled thinking. 3 – Applying: Student worked individually or collaboratively and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaborate most of the time. And showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout the unit. 1- beginning; Student was only able to apply new knowledge learned during the unit with assistance. Student had difficulty working individually or collaboratively and di not work to the best of ability.

distracting. The students will use a 3-2-1 rating scale to find their top three distractions. Each group will present their lists and defend why they chose those scenarios.

• Texting and Driving Activity: Teacher will create an obstacle course with two different types of obstacles. The students will go around one type and jump the other. The students will be times. They will then repeat the task while texting on their iPads. They will compare their completion of times. Class will write a response on why the findings are different.

• Students will view the movie “Every 15 Minutes” which depicts a group of high school friends who are involved in a drinking and driving accident. The students will then write a letter as the girl in the movie who is responsible for taking the lives of 2 classmates after drinking and driving. The students may chose to write the letter to their own parents or to the parents of the teens killed in the accident.




• Reading and writing journals • Peer conferences • Games • Teacher and student read-aloud • Sustained silent reading

• Modeling • Response Logs • Class Debates


Quarter 1 – Unit 8 Sharing the Road with Others



• Describe types of traffic that share roadways. • Identify special situations in sharing the road with others. • Describe the No Zone principal.


• Cars are not the only type of vehicle on the roadways.

• Adjusting driving to different traffic contribute to driver safety.

• The No Zone principal helps trucks navigate and stay safe on the roadways.

ESSENTIAL QUESTIONS • How does adjusting driving

to pedestrian traffic contribute to driver safety?

• Why does adherence to the No Zone principal increase traffic safety?


• Driving, Passing, Yielding • No Zones • Sharing the Road

Students will be skilled at… • Understanding the

importance in sharing the road with other vehicles as

well as pedestrians. • Understanding the No

Zones and why they are important for truck driver safety.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence CATEGORY Exceptional Superior Ordinary Unacceptable

Story Line The story line has the basic elements of a story: setting, plot (introduction, rising action, climax, falling action, and outcome) conflict, point of view, and theme. These elements are cohesive and easy to follow. Script is written on the approved grade level/ topic. A copy of the script is turned-in.

The story line has the basic elements of a story: setting, plot (introduction, rising action, climax, falling action, and outcome) conflict, point of view, and theme. These elements might be cohesive and easy to follow. script might be written on the approved grade level/ topic. Script is written on the approved grade level/ topic. A copy of the script is turned-in.

The story line has some of the basic elements of a story: setting, plot (introduction, rising action, climax, falling action, and outcome) conflict, point of view, and theme. These elements might be cohesive and easy to follow. Script might be written on the approved grade level/ topic. Script is written on the approved grade level/ topic. A copy of the script is turned-in.

The story line has very few of the basic elements of a story: setting, plot (introduction, rising action, climax, falling action, and outcome) conflict, point of view, and theme. These elements are not cohesive and easy to follow. Script might not be written on the approved grade level/ topic. Script is written on the approved grade level/ topic. A copy of the script is turned-in.

PERFORMANCE TASK(S): • Students will make a chart to describe the safe practices for sharing the

road with motorcycles, tractor-trailers, and buses. They will list the similarities in sharing with these vehicles and the differences.

• Students will make a video on the No Zone principal and present it to the class. Students will be required to list all the No Zones and why they are important to truck drivers and the people that share the road.

Video The video shots are neatly recorded. Locations are chosen which make sense with the story line. The shooting accentuates the story and is used to help refine the ideas and concept being presented.

The video shots are neatly recorded. Locations are chosen which make some sense with the story line. The shooting might accentuate the story and is used to help refine the ideas and concept being presented.

The video shots are somewhat neatly recorded. Locations are chosen which make some sense with the story line. The shooting might accentuate the story and is used to help refine the ideas and concept being presented.

The video shots are not neatly recorded. Locations are chosen which make some sense with the story line. The shooting might accentuate the story and is used to help refine the ideas and concept being presented.

Creativity The story is unique. The characters, setting, plot, theme are creations of the author’s imagination.

The story is somewhat unique. The characters, setting, plot, theme are creations of the author’s imagination, but might not make sense in the context of the story.

The story is somewhat unique. The characters, setting, plot, theme are not creative, and might not make sense in the context of the story.

The story is not unique, it is similar to other stories. The characters, setting, plot, theme are not creative, and might not make sense in the context of the story.

Accuracy The video correctly uses mathematical terms and ideas. Non mathematical facts presented are true and accurate.

The video correctly uses mathematical terms and ideas. Non mathematical facts presented might be true and accurate.

The video might correctly use mathematical terms and ideas. Non mathematical facts presented might be true and accurate.

The video does not correctly use mathematical terms and ideas. Non mathematical facts presented might be true and accurate.

Distribution of Work

Work was distributed equally. Everyone completed their part of the work. No major arguments or conflicts arose, students worked together.

Work might have been distributed equally. Everyone completed their part of the work. Students had some problems working together, but resolved them.

Work might have been distributed equally. Some group members had to do other members work. Students had some problems working together, but resolved them.

One person did most of the work. Some group members had to do other members’ work. Students had some problems working together.

Teacher Approval

The project was approved after each step.

The project was approved at most steps.

The project was approved.

The project was not approved






Quarter 1 – Unit 9 Stage 1 Desired Results



• Identify laws regarding vehicle title and registration. • Describe the vehicle inspection process. • Describe the insurance process. • Describe the license and permit update and replacement process.


• Every vehicle must have a title and registration before it can be driven legally on the roadways.

• Every vehicle must be inspected every 4-5 years depending on the purchase year.

• When losing a license or permit there is a process in order to attain it back.

ESSENTIAL QUESTIONS • What is the purpose of a

vehicle title and registration?

• Why is vehicle inspection important to traffic safety?

• How would an individual go about getting their license or permit renewed?

Acquisition

Students will know… • How to title and register a car. • Vehicle inspection. • License and Permit Renewal.

Students will be skilled at… • The ability to attain a title

and knowledge of how to register their vehicle.

• Knowing when their vehicle needs an inspection.

• Understanding the process to renew their license or permit.


PERFORMANCE TASK(S): • Students will design their own license plate. The plate must have the

required features, in addition a social issue they wish to recognize, ie; poverty, the environment, wildlife. Students will present their license plates to the class.

Suggested Monitoring Scale: Use the following or similar scale to monitor or evaluate a student’s daily learning and understanding of key concepts: 4- I fully understand by learning and can explain connections. I would be able to explain it to someone else. 3- I understand my learning and can make some connections, but could some mnemonics.

OTHER EVIDENCE: • Teacher assessment. • Tests and Quizzes • Collaborative group work • Written responses to open-ended questions. • Homework/ Classwork

2- I understand my learning and need help making connections. 1- I do not understand my learning and cannot make connections, please help.




Quarter 2-Unit 1 Group Exercise

Stage 1 Desired Results ESTABLISHED GOALS 2.5.12.A1- Explain and demonstrate ways to transfer movement skill from one game, sport, dance or recreational activity to another. 2.5.12.A2- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. 2.5.12.A5- Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient and effective. 2.5.12.B1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive and cooperative strategies. 2.5.12.B2- Apply a variety of mental strategies to improve performance. 2.5.12.B3- Analyze factors that influence the intrinsic and extrinsic motivation and employ techniques to enhance individual and team performance. 2.5.12.C3- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.


• Achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

• Improve their knowledge of different training techniques to acquire physical fitness results.


• Proper warm-up and cool-down are important aspects of a training program.

• Appropriate etiquette, care of equipment, respect for facilities, and safe behaviors while participating in a variety of physical activities.

ESSENTIAL QUESTIONS • What are long-term benefits of

participating in regular physical activity. • Why is it important to know proper technique when implementing a training program? • How can using heart rate increase the

effectiveness of a training program?


• Safety precautions. • The importance of warm-up and cool-

down when exercising. • The importance of developing proper

technique.

Students will be skilled at… • Taking own heart rate • Proper exercise techniques. • Developing an exercise circuit.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence Suggested Performance Rubric: 4 – Innovating: Student was able to apply knowledge learned during the unit, worked

PERFORMANCE TASK(S): • Students will follow proper technique in order to follow the Basic Circuit Activity Sheet. • Students will then research and develop their own circuit and will create their own Circuit

individually or collaboratively, and showed effort. All steps of the task demonstrated application, innovation, and higher leveled thinking. 3 – Applying: Student worked individually or collaboratively and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2 – Developing: Student was able to work individually or collaborate most of the time. And showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout the unit. 1- beginning; Student was only able to apply new knowledge learned during the unit with assistance. Student had difficulty working individually or collaboratively and di not work to the best of ability.

Activity Sheet.

Use the following or similar scale to monitor or OTHER EVIDENCE:

evaluate a student’s daily learning and understanding of key concepts: 4- I fully understand by learning and can explain connections. I would be able to explain it to someone else. 3- I understand my learning and can make some connections, but could some mnemonics. 2- I understand my learning and need help making connections. 1- I do not understand my learning and cannot make connections, please help.

• Self assessment • Partner assessment • Teacher evaluation of technique used during exercise


• Target Heart Rate • Warm-up and Cool-down • Resistance exercises • Basic Circuit Activity Sheet

Quarter 2-Unit 2 Games – Handball



• Use the information gathered to recognize Team Handball as an Olympic Sport • Understand and Identify technical, tactical, and positional play • Analyze the rules and apply them to game situations


• Team Handball is a team sport that involves active communication between teammates.

• Team Handball is a popular sport throughout the world.

• Team Handball is a hybrid sport between soccer, basketball, and polo requiring skills from each sport.

ESSENTIAL QUESTIONS • What social attributes do you need to be a

successful handball player? • Where is the biggest showcase for team

handball in the world? • What skills are required from soccer,

basketball, and polo that makes handball so intricate?


• How Team Handball has evolved • The Skill Sets needed to be a successful

handball athlete • The importance of performing team

handball skills correctly for success and safety

• Rules and regulations involved in the game of team handball

• Etiquette of the sport

Students will be skilled at… • Safe and effective throwing techniques • Safe and effective catching techniques • Safe and effective dribbling techniques • Safe and effective defense techniques • Safe and effective scoring techniques • Team strategies

Stage 2- Evidence

Evaluative Criteria Assessment Evidence Activity Analysis

Low------------------------------High 1. Students can develop physical skills. 1 2 3 4 5 State the skills: Dribbling a handball Keeping eyes up while dribbling Running to avoid Running to tag an opponent Students can practice appropriately Yes No Low------------------------------High 2. Participation level 1 2 3 4 5 Roles of the students: All Students must work independently Mass participation game All students have their own ball and perform activity Potential examples of waiting: Once a player is tagged out the must

PERFORMANCE TASK(S): Lead Up Games to practice skills needed for handball: Dribble Tag An identified area in open space will be used for a dribbling game. On the start command each student will begin dribbling his or her ball. They will attempt to tag other students with their non-dribbling hand while maintaining control of their own dribbling ball. Once tagged, students must exit the area. The objective of the game is to be the last one in the designated area. The game is designed to help develop ball control while keeping you eyes up.

wait for a game reset Low------------------------------High 3. Activity is developmentally appropriate 1 2 3 4 5 Stage/Age for which activity is appropriate: Activity is appropriate for High School aged

Students Justification for this population/group: Advanced movements and skills Low------------------------------High 4. Cognitive, personal and social development 1 2 3 4 5 What personal social skills could be taught? (Action/Condition): Honesty Following Rules Strategy What cognitive skills could be taught? (Action/Condition): Offensive/Defensive Strategy

Use the following or similar scale to monitor or evaluate a student’s daily learning and understanding of key concepts: 4- I fully understand by learning and can explain connections. I would be able to explain it to someone else. 3- I understand my learning and can make some connections, but could some mnemonics. 2- I understand my learning and need help making connections. 1- I do not understand my learning and cannot make connections, please help.

OTHER EVIDENCE: Teacher assessment of skills ▪ Written Test covering rules, regulations, game play, and positioning

▪ Group work focusing on skills of team handball ▪ Group discussion on team strategies to gain success in team handball ▪ Teacher observation of skills ▪ Lead up games ▪ Drill work


• 3 Man Weave Drill • Small Sided Indoor Games • Relay Races including dribbling and passing

Quarter 2- Unit 3 Tchoukball



• Successfully have fun and participate in a full field game of Tchoukball with their demonstration of skills and understanding of rules and tactics of the game.

Meaning


• Tchoukball has been played since 1970 and was invented by Swiss biologist Dr. Hermann Brandt.

• Tchoukball is a non-contact sport.

• Tchoukball is a hybrid game of handball, volleyball and squash.

• The objective of the game is to throw the ball on the rebound surface after a maximum of three passes for a point to be scored.

ESSENTIAL QUESTIONS • What are some skills

used in handball, volleyball and squash that are used in the game of Tchoukball?

• What are some ways that you can create an offensive play in Tchoukball?

• What are some ways that you can create a defensive play in Tchoukball?


• History of tchoukball. • Basic rules of tchoukball. • Court dimensions and positions.

Students will be skilled at… • Basic throwing and

catching techniques. • Passing techniques. • Scoring points. • Offensive tactics with

teammates.

• Defensive tactics with teammates.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence Poor

1 pts Fair 2 pts

Good 3 pts

CATCHING Poor Form not correct, dropping ball, not using cues.

Fair Form almost always correct, catches ball almost every time using cues.

Good Arms extended. Give with the ball, Make a basket or a window with hands, Keep your eyes on the ball, Catch the ball before you try to do something else.

PASSING Poor Can not complete any type of pass. passing form is incorrect.

Fair Passing form almost always correct, passes are more often then not complete, can execute most passing types.

Good Overhand, Underhand, Trick passes, Passing on the move, Lead your teammate and use touch.

SHOOTING Poor Incorrect shooting form. shots are not complete. Form is not good.

Fair Shots are almost always accurate, shots a fair. form is proper on most shots.

Good Be accurate, Take good shots, Know your shooting range.

PERFORMANCE TASK(S): Students will participate in a round robin tournament with their classmates using their knowledge of offensive and defensive tactics and demonstration of skills. Basic Rules:

• Tchoukball is played with two rebound frames. These frames measure 90 centimeters and are situated at both ends of the court.

• A line runs 3 meters from the center of the bottom of the frame around in a semi-circle. This are is called the “D” or “forbidden zone”.

• The court size varies greatly depending on the ages of the players; a full size international standard court is 40m by 20m in size.

• Unlike most other games, you can score at both ends. • There are 12 players on each team, seven players can be on the court at one

time. • To score a point the ball must be thrown by an attacking player, hit the frame

and bounce outside the “D’ without being caught by the defending team. • Players may take three steps with the ball, hold the ball for a max of three

seconds, and teams may not pass the ball more than three times before shooting at the frame.

Fouls: The non-offending team takes possession of the ball when a foul is committed and has to start the ball where the foul was made by tapping the ball with two hands on the ground before passing. A foul is made by a player when:

• The ball should touch the ground during passing • They make any form of interception whether intentionally or not, while the other

team is passing or physically blocking another player from catching the ball (obstruction foul)

• They make more than 4 contacts with the ground while holding the ball (traveling foul)

• They touch the ball with any part of his body below the knees (contact with

SPORTSMANSHIP Poor Players yells at others on own or opposing team, does not take responsibility for mistakes, and disputes about scoring.

Fair Players works well with teammates, takes responsibilities for actions, and handles disputes calmly.

Good Player positively encourages teammates, takes responsibilities for actions, and handles disputes in a professional matter.

kneepads is allowed) • They hold the ball for more than 4 seconds • They make a pass that brings the team count of successive passing over 3 (the entry

pass when play restarts after a point scored is not counted, deflection of the ball from one player to another is considered a pass)

• They touch any area outside the field of play while holding the ball, or takes his last step outside the field of play before catching the ball

• They shoot at the frame such that the ball hits the metal part of the frame or the bungee cords at the side, causing the ball to not follow the expected trajectory

• They step inside the forbidden zone while holding the ball (landing foul) • There are 4 successive shots at the same frame: Assuming the ball is continuously

caught, the ball can only be shot at the same frame to a maximum of 3 times, following which the next shot has to be made at the other frame at the opposite end of the playing field. Any other fouls occurring restarts the count.

• They make the entry pass inside the playing area They shoot after a restart before the ball has crossed the median line Positions: Each team comprises the following positions:

• 2 right shooters • 2 left shooters • 2 inners • 1 center pivot Each side of the court comprises a left shooter; right shooter and an inner, while the center pivot usually stays near the middle of the court. The shooters are generally in charge of shooting although in some cases the inner can also take the shot. The inners are in charge of coordinating the first line defense while the center pivot takes charge of the second line defense. However other formations include not using a center pivot, the team would bypass the center and throw full length court passes directly to the shooters/inners. This gives an extra first line defender or a dedicated second line defender.

Use the following or similar scale to monitor or evaluate a student’s daily learning and understanding of key concepts: 4- I fully understand by learning and can explain connections. I would be able to explain it to someone else. 3- I understand my learning and can make some connections, but could

OTHER EVIDENCE: • Teacher assessment of skills • Written Test covering rules, regulations, game play and

positioning

some mnemonics. 2- I understand my learning and need help making connections. 1- I do not understand my learning and cannot make connections, please help.

• Group work focusing on skills of Tchoukball • Group discussion on team strategies to gain success in

Tchoukball • Teacher observation of skills • Lead up games • Drill work


• Toss and catch • Catch and switch • Catch and spread • Catch and run • Sit and throw • Team toss and catch • Long pass relay • Sumo slam ball • Tunnel ball • Rebound relay

http://www.jmu.edu/kinesiology/hpainstitute/documents/2012/2012HAPI-Tchoukball.pdf http://www.cwu.edu/~jefferis/unitplans/tchoukball/lesson4.html

http://www.jmu.edu/kinesiology/hpainstitute/documents/2012/2012HAPI-Tchoukball.pdf

Quarter 2- Unit 4 Health Related Fitness - Fitnessgram

Stage 1 Desired Results ESTABLISHED GOALS 2.5.12.A1-Explain and demonstrate ways to transfer movement skill from one game, sport, dance or recreational activity to another 2.5.12.A2-Analyze application of force and motion (weight transfer, power, speed agility, range of motion) and modify movement to impact performance. 2.5.12.A5- Critique a movement skill/performance and discuss how each part can be made more interesting, creative efficient and effective. 2.5.12.B3-Analyze factors that influence the intrinsic and extrinsic motivation and employ techniques to enhance individual and team performance.


• Enhance their health related fitness through utilization of assessment results.


• Knowing their current level of fitness will help them assess areas that need improvement.

• Physical fitness has been shown to be important for health and quality of life.

• While not everyone can be an elite athlete, most people can achieve healthy levels of fitness by performing the recommended amounts of physical activity.

ESSENTIAL QUESTIONS • How can you play a more active

role in your health? • How can healthy fitness levels lead

to happier, more productive lives? • How does assessment play a vital

role in your fitness program? • What are the health related fitness

components that are measured in FITNESSGRAM?


• Physical activity reduces the risk of premature mortality in general, and of coronary artery disease, hypertension, colon cancer, and diabetes mellitus in particular. Physical activity

Students will be skilled at… • Attempting/completing the Mile

run • Attempting/completing the PACER

test • Attempting/completing the Walk

test • Calculating BMI

also improves mental health and is important for the health of muscles, bones, and joints."

• FITNESSGRAM provides personalized tips and suggestions that can help in planning an individualized fitness plan.

• An accurate assessment of physical fitness is one component of a comprehensive physical education curriculum that incorporates health-related fitness education.

• Setting personal Goals is a crucial part in maintaining good health.

Technique and Completion of: • Curl-ups • Trunk-lift • Push-ups • Modified Pull-up • Flexed arm hang • Back- Saver Sit and Reach


HEALTHY ZONES 9TH GRADE BOYS-14 YR. OLD 9TH GRADE GIRLS-14 YR OLD

PACER LAPS

COMPLETED 41 83

PACER LAPS COMPLETED 23 51

ONE MILE RUN

(MINS-SECS.) 7:00 9:30

ONE MILE RUN (MINS-SECS.) 8:30 11:00

WALK TEST

VO2 MAX 42 52

WALK TEST VO2 MAX 36 44

BODY FAT % 10 25

BODY FAT % 17 32

BMI 17.5 24.5 BMI 17.5 25 CURL UP

# 24 45 CURL UP # 18 32

PERFORMANCE TASK(S): < Aerobic Capacity

Pacer (Progressive Aerobic Cardiovascular Endurance Run) o Set to music o Paced 20 meter shuttle run o Increasing in intensity as time progresses

One Mile Run o Students run (or walk if needed) one mile as fast as they can

Walk Test o Students walk one mile as fast as they can (differentiation)

Body composition Skin Fold Test

o Measures percent of body fat by testing the tricep and calf areas

COMPLETED COMPLETED PUSH UP

# COMPLETED 14 30

PUSH UP # COMPLETED 7 15

PULL-UP #

COMPLETED 2 5

PULL-UP # COMPLETED 1 2

MODIFIED PULL-UP

# COMPLETED 9 25

MODIFIED PULL-UP # COMPLETED 4 13

FLEXED ARM

HANG SECONDS 15 20

FLEXED ARM HANG SECONDS 8 12

TRUNK LIFT

INCHES 9 12

TRUNK LIFT INCHES 9 12

SIT & REACH INCHES 8


BMI (Body Mass Index) o Chart calculated from height and weight

Muscular Strength and Endurance Curl-up- measures abdominal strength and endurance

o Students lie down with knees bent and unanchored o Set to a specific pace o Students complete as many as possible maxing at 75

Trunk Lift-measures trunk extensor strength o Students lie face down o Slowly raise their upper body long enough for the tester to

measure distance between the floor and the student’s chin.

Push-ups- measures upper body strength and endurance o Students lower body to a 90-degree angle and push up o Set to a cadence o Complete as many repetitions as possible

OR

Modified Pull-Up- (differentiation) upper body strength/endurance o Palm away grip on a low bar, legs straight and feet touching

the ground o Students pull up as many times as possible

Flexed Arm Hang- (differentiation) upper body strength/endurance o Student have a palm away grip on bar o Hang with chin above bar for as long as possible (timed)

Flexibility Back-Saver Sit and Reach-

o Using a box, test one leg at a time o One knee bent, one straight against box o Reach as far forward as possible (measured on box)

OR

Shoulder Stretch (differentiation) o One arm over the shoulder, one arm tucked under behind

the back

o Students try to touch their fingers and then alternate arms.

• Students can gauge where they are individually by performing assessments independently from class

OTHER EVIDENCE: • Practice of technique thought repetition during warm up activities


Suggested Learning Events: • THE FITNESSGRAM ASSESSMENT IS TO BE USED AT THE END OF EACH MARKING PERIOD OF PHYSICAL EDUCATION COMPLETED BY THE

STUDENT • Each student will receive a fitness assessment to help them gauge their individual fitness level • PE instructors will use the FITNESSGRAM as a tool to assess what areas of fitness students need improvement in.

Suggested Resources: • www.fitnessgram.net

Journal of Physical Activity & Health, 2006, 3(Suppl. 2), S1-S4 © 2006 Human Kinetics, Inc.

http://www.fitnessgram.net/

Quarter 3 – Unit 1 Volleyball



• Participate in a volleyball tournament using the skills, knowledge and tactics they have obtained during various drills and games.


• Volleyball offers health benefits that enhance physical fitness and improves cognitive function.

• Etiquette is a social behavior that is an important characteristic to demonstrate during the game of volleyball.

• Using self and peer assessments must implement mastering advance skills in volleyball.

• Volleyball skill strategy and tactics demonstrate a practice plan towards an effective performance.

• Practicing the fundamental movements of volleyball will improve

ESSENTIAL QUESTIONS • Why is

volleyball a lifetime activity?

• What physical fitness skills are required to be successful at playing volleyball?

• What formations are used for offensive and defensive tactics?

and maintain lifelong fitness.


• How to follow safe practices, rules, procedures and etiquette in a volleyball setting.

• How to demonstrate and analyze volleyball skills using self and peer assessments.

• How to demonstrate a plan to combine volleyball skills for effective performance

Students will be skilled at…

• Overhead set • Forearm pass • Serve • Block • Attack • Working with

teammates to create offensive and defensive plays


CATEGORY 1 pt 2 pts 3 pts 4 pts 5 pts Passing Arms are not

in the right position. Feet are not in an athletic stance. No use of legs. Lifts arms when hitting the ball. Does not hitting the ball evenly on their forearms.

Arms are straight, but raises them when bumping the ball. Feet are in an athletic stance. Does not hit the ball evenly off of forearms. Does not use their legs.

Arms are straight. Raises arms when passing the ball. Bends at waste, not knees. Though platform is flat, does not hit ball evenly off forearms. Feet are in athletic

Arms are straight. Arms not raised when passing. The ball is passed evenly off forearms. Passes to target 60-75% of the time. Does not use legs. Feet in athletic

Arms are straight, not raised when bumping the ball. Feet are in athletic stance and able to move from side to side with ease. Knees bent platform out, hips and

PERFORMANCE TASK(S): Your task is to create a three-dimension diagram of a volleyball court. You are a volleyball teacher and you must display a bird-eye view of a volleyball court for your class. You must include labeling the dimensions, net height, boundary line, attack area, serve area, player positions and rotation order. A summary of the history of volleyball must be attached below the diagram.

stance. Does not consistently pass toward target.

stance and able to move from side to side.

shoulders to the target, ball played off forearms, extension at the knees and hips. Passes consistently towards target

Defense Does not demonstrate skill.

Does not correctly demonstrate split step transition. Ball frequently hits the floor. Digs rarely go to target.

Does not correctly demonstrate split step transition. Occasionally ball might hit the floor. Digs ball to target < 50% of the time.

Demonstrates split step transition. Ball does not hit the floor without a hand on it. Digs ball to target about 60 - 75% of the time.

Demonstrates accurate split step transition. Prevents ball from hitting the floor. Digs ball consistently to target.

Serving Doesn't square shoulders when serving. Doesn't get the ball over the net. Steps on the service line often. Serves ball out of bounds.

Squares shoulders when serving. Doesn't consistently get the ball over the net. Steps on the service line sometimes. Sometimes serves the ball out of the bounds. Underhand service.

Squares shoulders when serving. Gets the ball over the net serving underhand serve consistently or over hand serve accurately at least 50% of time. Steps on the

Squares shoulders when serving. Gets the ball over the net. Uses overhand serve accurately 75% of time. Doesn't step on the service line. Rarely serves ball

Squares shoulders when serving. Using overhand serve consistently serves ball over the net. Doesn't step on service line. Serves ball inbounds. Able to serve to certain

service line occasionally.

out of bounds.

spots.

Attacking Does not demonstrate hitting skill.

Does not use an approach just stand and jumps, reaches for the ball. Has little to no follow through. Hits ball in nonspecific direction.

Reaches for ball, uses an approach, but not three-step. Reaches for ball, has follow through. Hits ball towards court, but inconsistently. Touches net upon follow through.

Uses the three-step approach, jumps, reaches high for the ball, snaps wrist on follow through, hits ball in the court 50%- 75% of time, follow through into net.

Uses the three-step approach, jumps, reaches high for the ball, snaps wrist on follow through, hits ball in the court, does not touch the net. Demonstrates a variety of "shots."

Attitude Doesn't give 100% effort. Talks when coach is talking. Does not take direction or constructive criticism.

Puts forth some effort, but does not hustle. Talks when coach is talking. Accepts direction and constructive criticism. Does not encourage others on the court.

Puts forth only 100% effort during scrimmage, not during drills. Hustle is inconsistent. Doesn't talk when coach is talking. Accepts direction and constructive criticism. Does not encourage others on the court.

Plays by all rules, acknowledges good plays by the opponent. Doesn't talk when the coach is talking. Puts forth good effort. Communicates well.

Plays by all rules, acknowledges good plays by the opponent, and encourages teammates to do their best. Doesn't talk when the coach is talking. Hustles all the time. Communicates well.

Conditioning/Footwork

Does not participate in all agility/conditioning activities.

Does not hustle all of the time. Whines occasionally/frequently. Has difficulty following directions.

Hustles. Whines occasionally. Tries to do her best. Follows directions.

Hustles all of the time. Does not whine. Tries to do her best. Follows directions.

Hustles all the time. No whining. Tries to do her best. Follows all directions. One of the top finishers.

Game Knowledge No game knowledge. Needs constant direction and support.

Very little game knowledge. Needs a lot of support from coaches and players.

Demonstrates good game knowledge. Occasionally needs to be reminded of rules or strategy. Capable of running a 4-2.

Very good game knowledge. Capable of running a 5-1, 6-2, or 4-2. In correct defensive position (base or blocking).

Excellent game knowledge. Capable of running a 5-1, 6-2, or 4-2. Tries to run an offense. In correct defensive position at all times (base or blocking).


OTHER EVIDENCE: • Daily self and peer observations. • Teacher observations. • Quizzes • Reviewing terminology and correct techniques of

skills in volleyball


• Battle Ball • Partner volley and set

• Group volley and set • Serving accuracy drill • Blocking drill

Pecentral.com

Quarter 3- Unit 2 Personal Fitness II

Stage 1 Desired Results ESTABLISHED GOALS 2.5.12.A1-Explain and demonstrate ways to transfer movement skill from one game, sport, dance or recreational activity to another 2.5.12.A2-Analyze application of force and motion (weight transfer, power, speed agility, range of motion) and modify movement to impact performance. 2.5.12.A5- Critique a movement skill/performance and discuss how each part can be made more interesting, creative efficient and effective. 2.5.12.B1-Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive and cooperative strategies. 2.5.12.B2-Apply a variety of mental strategies to improve performance. 2.5.12.B3-Analyze factors that influence the intrinsic and extrinsic motivation and employ techniques to enhance individual and team performance. 2.5.12.C2-Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.


• Safely and properly operate the cardiovascular and weight lifting machines in the fitness center while identifying the benefits of participating in a daily exercise routine in order to create an individualized fitness program.


• There are long-term benefits of daily exercise.

• There is a difference between aerobic and anaerobic training.

• A 1 repetition maximum is pertinent to finding an individualized fitness program.

ESSENTIAL QUESTIONS • What types of individualized fitness

programs have you seen out on the market?

• What is the difference between anaerobic and aerobic conditioning?

• How does finding a 1RM help you determine a fitness program?

• Should everyone use the same fitness program to get the results that they want?

Acquisition

Students will know… • Every body is different and there are

many different programs that will help individuals get the results that they want.

• Safety is very important when participating in a fitness program.

Students will be skilled at… • Monitoring their heart rates using the

Karvonen Formula. • Safely and effectively monitor their

own fitness levels and program.

Stage 2 - Evidence

Evaluative Criteria Assessment Evidence Technique Knowledge Project

4

Consistently uses effective

training techniques

Consistently demonstrates knowledge of

safety and Fitness

concepts.

Project was very well researched and

planned so that it can be easily

understood and executed

3

Usually uses effective traning

techniques

Usually demonstrates knowledge of

safety and Fitness

concepts.

Project was well researched and

planned so that it can be understood

and executed

2

Sometimes uses effective

training techniques

Sometimes demonstrates knowledge of

safety and Fitness

concepts.

Project had minor aspects missing and was a little difficult

to execute

1

Seldom uses effective training

techniques

Seldom demonstrates knowledge of

safety and Fitness

concepts.

Project had major aspects missing and

was a difficult to execute

PERFORMANCE TASK(S): There are many different personalized fitness programs on the market. These programs include insanity, P90X, Nike Training App, TRX Training, HIIT Training and tabata training. In a group of four, research your chosen training program and include the following: What is the main purpose of your training program? When was it developed and by whom? Does your program require equipment? Can your program be done anywhere? Is there proof to back up this training program? Would you try this training program on your own? Create a keynote presentation that shows all of the elements listed above and be sure to use graphics.


OTHER EVIDENCE:

• Self Assessment • Partner assessment • Teacher evaluation of technique used during exercise


• Physical Activity Survey • List current physical activities; list new physical activities you may participate in • Resistance Exercises • Class warm-up • Cool-down • Use computer to develop a personalized resistance training program

Quarter 3 – Unit 3 Basketball



• Understand and identify technical, tactical and positional play. • Analyze the rules and apply them to game situations.


• Basketball is a game played worldwide.

• There are specific strategies for offensive and defensive play in basketball.

ESSENTIAL QUESTIONS • How do you use speed and agility in

the game of basketball? • What is the difference between

offensive and defensive strategies in basketball?


• Rules and regulations of basketball. • How to perform strategies for

participating in game like situations.

Students will be skilled at… • Passing • Dribbling • Proper Shooting • Getting open • Defensive Stance • Boxing out • Rebounding • Implementing team strategy • Demonstrating sportsmanship and

etiquette

Stage 2 - Evidence

Evaluative Criteria Assessment Evidence <type here> PERFORMANCE TASK(S):

- Lead up games practicing skills- Basketball The following items will comprise the Basketball Skill Test:

1. Students will demonstrate correct passing technique by completing 4 out of 5

good passes to a partner. (Have to complete 4 out of 5 good passes on each of

the chest, bounce, and overhead passes).

2. Students will demonstrate good dribbling skills by dribbling down the court

and back in less than 17 seconds. Students must also weave around the cones

down the court and back with their heads up. (Not timed)

3. Students will demonstrate correct shooting skills by making 6 out of 10 free

throws. Students will also shoot 5 two-foot jump shots from the right and then

left side of the hoop making 3 out of 5.

4. Students will perform ball-handling skills using correct technique. (Around

head, waist, legs, figure 8, and spider drill)

All of the skills will be assessed by partner assessment with teacher

supervision.

-Students will learn the proper techniques of offensive and defensive play by rotating through the following lesson:

The teacher can set up different types of defenses such as a 2-1-2, a 3-2, or a 2-3 around the basketball goal using the hula hoops. 5-6 students will be selected to play defense. Those students will be restricted to either standing inside the hula hoop or have one foot in and one foot out

(teachers choice) until a turnover occurs or basket is scored. In doing so, students will understand his/her area in the zone defense.

The offense must chest pass the ball to one another without letting the ball touch the ground. Therefore there is no dribbling in this activity. The student must freeze when he/she receives a pass and quickly decide who they will pass to next. Each person on offense must pass at least once the ball before a shot can occur. Encourage students to move around as much as possible and find open space to handle the ball and receive passes.

Each time the defense tips a pass away and the ball touches the ground it is a turnover and they switch. Offense becomes defense and vice versa. When each player gets a pass and can shoot if the ball touches the ground it is considered a turnover. However, if a student rebounds the ball they can shoot again.

<type here> OTHER EVIDENCE: - Teacher assessment of skill implementation - Partner assessment of skill implementation.


- Practice Skills- Dribbling, passing, shooting - Play lead up relay games - Shuttle drill work

Quarter 3 – Unit 4 Health Related Fitness- FitnessGram














• Physical activity reduces the risk of premature mortality in general, and of coronary artery disease, hypertension, colon cancer, and diabetes mellitus in particular. Physical activity also improves mental





health and is important for the health of muscles, bones, and joints."







PACER LAPS

COMPLETED 41 83


ONE MILE RUN

(MINS-SECS.) 7:00 9:30


WALK TEST

VO2 MAX 42 52


BODY FAT % 10 25

BODY FAT % 17 32

BMI 17.5 24.5 BMI 17.5 25

PERFORMANCE TASK(S): Aerobic Capacity






CURL UP #

COMPLETED 24 45

CURL UP # COMPLETED 18 32

PUSH UP #

COMPLETED 14 30


PULL-UP #

COMPLETED 2 5


MODIFIED PULL-UP

# COMPLETED 9 25


FLEXED ARM

HANG SECONDS 15 20


TRUNK LIFT

INCHES 9 12










OR






OR


the back


• Students can gauge where they are individually by

performing assessments independently from class

OTHER EVIDENCE: Practice of technique thought repetition during warm up activities








Hiking Stage 1 Desired Results

ESTABLISHED GOALS 2.5.12.A1- Explain and demonstrate ways to transfer movement skill from one game, sport, dance or recreational activity to another. 2.5.12.A2- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. 2.5.12.A5- Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient and effective. 2.5.12.B1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive and cooperative strategies. 2.5.12.B2- Apply a variety of mental strategies to improve performance. 2.5.12.B3- Analyze factors that influence the intrinsic and extrinsic motivation and employ techniques to enhance individual and team performance. 2.5.12.C3- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.


• Achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.

• Calculate own target heart rate.


- How to respect the natural environment around them. - Why keeping a steady pace is important for physical

fitness.

ESSENTIAL QUESTIONS • What should your heart rate

be in order to sustain optimum physical fitness?

• How many steps will it take you to reach the top of a specific mountain?


- How to calculate distance while hiking. - Safety on the trails - How to calculate their target heart rate.

Students will be skilled at… • Keeping pace for optimal

cardio fitness • Staying on trails as to not

disrupt nature.


Use the following or similar rubric to evaluate a student’s performance on performance tasks: 4-Innovating: Student was able to apply communication skill sets learned during the unit, worked individually or collaboratively, and showed effort. All steps of the drill demonstrated application, innovation, and higher leveled thinking. 3-Applying: Student worked individually or collaboratively and showed effort. All steps of the drill demonstrated student could apply new knowledge. 2-Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the drill demonstrated student could apply most of the knowledge learned throughout the unit. 1-Beginning: Student was only able to apply new knowledge learned during the unit with assistance. Student had difficulty working individually or collaboratively and did not work to best of ability.

PERFORMANCE TASK(S): • To calculate target heart rate, students will utilize the following:

How to take your pulse

• Place the tips of your index, second and third fingers on the palm side of your other wrist below the base of the thumb. Or, place the tips of your index and second fingers on your lower neck on either side of your windpipe. • Press lightly with your fingers until you feel the blood pulsing beneath your fingers. You may need to move your fingers around slightly up or down until you feel the pulsing. • Use a watch with a second hand, or look at a clock with a second hand. • Count the beats you feel for 10 seconds. Multiply this number by six to get your heart rate (pulse) per

minute. Count your pulse: _____ beats in 10 seconds x 6 = _____ beats/minute

What is a normal pulse? Normal Heart Rates at Rest:

Children (ages 6 - 15) 70 – 100 beats per minute Adults (age 18 and over) 60 – 100 beats per minute What is maximum heart rate? The maximum heart rate is the highest heart rate achieved during maximal exercise.

One simple method to calculate your predicted maximum heart rate, uses this formula:

220 - your age = predicted maximum heart rate

• If trails are not in useable conditions, the class will go to track and follow this lesson: How Many Steps to Katahdin Worksheet

Student Name:

Directions: Complete the following tasks to learn about how many steps it would take to get to

Katahdin.

1. How many steps would it take?

A. Half step measurement Walk 1 lap around a 1/4 mile track. Count every left footstep and keep track of the amount of time it takes.

Record your results in the space provided. Repeat three times.

1/2 Step _________

........... ___________

........... ___________

Ave.* ____________

* Add all three scores, then divide by three to get the average. B. How many half steps per 1/4 mile? _________

C. How many 1/2 steps per mile? _________

D. How many steps in a mile? _________

E. How many steps for the entire trail? _________

F. It would take me __________ steps to hike the Appalachian Trail!

2. How many hiking hours would it take to complete the trail?

A. How long did it take to hike 1/4 mile? _______

B. How long for one mile? _______

C. How many miles can you hike in one hour? _______

D. How many hiking hours would it take to hike the entire 2,000 miles?

** If I hiked _______ M.P.H. for ________hours, I could hike the Appalachian Trail!!!


OTHER EVIDENCE: • Self Assessment • Teacher evaluation of skills


• Target Heart Rate • Cool-down • How Many Steps to Katahdin Worksheet

Pecentral.com

Quarter 4- Unit 2 Football

Stage 1 Desired Results ESTABLISHED GOALS 2.5.12.A1-Explain and demonstrate ways to transfer movement skill from one game, sport, dance or recreational activity to another 2.5.12.A2-Analyze application of force and motion (weight transfer, power, speed agility, range of motion) and modify movement to impact performance. 2.5.12.A5- Critique a movement skill/performance and discuss how each part can be made more interesting, creative efficient and effective. 2.5.12.B1-Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive and cooperative strategies. 2.5.12.B2-Apply a variety of mental strategies to improve performance. 2.5.12.B3-Analyze factors that influence the intrinsic and extrinsic motivation and employ techniques to enhance individual and team performance. 2.5.12.C2-Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.


• Develop teamwork, skills and strategies necessary to participate in a flag or two hand touch football game.

Meaning


• There are long-term benefits of daily exercise.

• There is a difference between aerobic and anaerobic training.

• A 1 repetition maximum is pertinent to finding an individualized fitness program.

ESSENTIAL QUESTIONS • What types of

individualized fitness programs have you seen out on the market?

• What is the difference between anaerobic and aerobic conditioning?

• How does finding a 1RM help you determine a fitness program?

• Should everyone use the same fitness program to get the results that

they want?


• rules of football • positioning and

strategies • different pass routes

for offense • different defensive

tactics

Students will be skilled at…

• kicking – punt and place kick

• passing • centering • receiving • blocking • pass defense • pass routes

Stage 2 - Evidence Evaluative Criteria Assessment Evidence 4: Advanced 3: Goal 2: Proficient 1: Basic

Throwing:

Align body towards target

Step w/ opposite foot

Follow through

Student demonstrates understanding and proper form of all cues needed for the skill of throwing in Flag Football.

Student demonstrates understanding and proper form of some of the cues needed for the skill of throwing in Flag Football.

Student demonstrates understanding and proper form of one of the cues needed for the skill of throwing in Flag Football.

Student demonstrates understanding and proper form of none of the cues needed for the skill of throwing in Flag Football.

PERFORMANCE TASK(S): <Flag/Touch Football Rules: 1. The objectives of the game is to carry or pass the football over the defense’s goal line, while preventing the opposition from advancing the ball into its own offensive end zone. 2. A team is usually comprised of 8 players, however 9 players may be used when class sizes are large. The basic 8 player OFFENSIVE line-up consists of the following positions: 1 center 2 tackles 2 ends 2 running backs 1 quarter back The basic DEFENSIVE line-up consists of the following positions: 3 defensive linemen 2 safeties 3 linebackers

Catching:

Eyes on the Football

Create target using hands

Successfully catches

Student demonstrates understanding and proper form of all cues needed for the skill of catching in Flag Football.

Student demonstrates understanding and proper form of some of the cues needed for the skill of catching in Flag Football.

Student demonstrates understanding and proper form of one of the cues needed for the skill catching in Flag Football.

Student demonstrates understanding and proper form of none of the cues needed for the skill catching in Flag Football.

Field Position:

Distance from teammates

Proper defensive alignment

Move to open spaces

Student demonstrates understanding and proper form of all cues needed for the skill of field position in Flag Football.

Student demonstrates understanding and proper form of some of the cues needed for the skill field position in Flag Football.

Student demonstrates understanding and proper form of one of the cues needed for the skill of field position in Flag Football.

Student demonstrates understanding and proper form of none of the cues needed for the skill of field position in Flag Football.

3. The playing field is 100 yards long. The ball is put into play by a punt (or placekick off a tee for safety) from the 20 yard line. 4. The offensive team has 4 consecutive attempts to advance the ball to the next zone, which is approximately 10 more yards (according to field space used) or into the opponent’s end zone. 5. If unsuccessful the defense takes possession of the ball at that point on the field.6. 7. Offense may advance the ball by running or passing. Defense may stop players by pulling the flag from the belt or one hand touch of the body. A team may also punt the ball to the opposition during their four-down possession. Two types of scoring is possible: Touchdown=6 points Conversion=2 points Regular Football scoring also includes: Field goal=3 points Conversion=1 point 8. For more PE play time a 3000 rush count can be used after the snap. Game play will be played for remainer of the class.

Use the followrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvZZZZZZZZZZZZ key concepts: 4- I fully understand by learning and can explain connections. I would be able to explain it to someone else. 3- I understand my learning and can make some connections, but could some mnemonics. 2- I understand my learning and need help making connections. 1- I do not understand my learning and cannot make connections, please help.

OTHER EVIDENCE: Teacher observation Peer coaching observation Skills work


Scrimmage play Drill work Offensive drill work Defensive skill work ctrrrrrrrr

Quarter 4 – Unit 3 Badminton/ Beach Tennis



- Use the information gathered to recognize Badminton as played in singles or doubles play

- Understand and Identify technical, tactical, and positional play - Analyze the rules and apply them to game situations


• Badminton allows for all skill levels to participate and have success.

• Understand and identify technical, tactical, and positional play.

• Analyze the rules and regulations and be able to apply them to game situations.

ESSENTIAL QUESTIONS - What rules are implemented

throughout the match? - What similar strategies are

used in a singles and doubles match?

- What skills do you need to be an effective badminton player?

- What are the pros and cons of adding height to your height of the shuttle?

Acquisition Students will know… Students will be skilled at…

- How Badminton has evolved

- The Skill Sets needed to be a successful badminton player

- The importance of performing badminton skills correctly for success and safety

- Rules and regulations involved in the game of badminton

- Etiquette of the sport

• Etiquette and Sportsmanship

• Offensive Technique: forearm, backhand, server.

• Defensive Tactics: strategic hits into opponents court, returns.

• Communication skills


Criteri

a

Novice (6)

Intermediate

(7)

Accomplished

(8)

Advanced (9)

Assessment

1 2 3

Serve

Uses

proper grip and has the correct stance

Holds birdie correctly to release for contact

Uses underh

Drops

birdie prior to swing and contact

Makes contact below the waist

Uses wrist on swing

Redirects birdie forward

Makes

contact using legal swing

Somewhat successful at serve

Can somewhat aim the serve strategically

Can

vary depth and height of serve

Short serve is low and offensive

Long serve is deep and high

PERFORMANCE TASK(S): - Students will work in pairs practicing connecting with the shuttle.

Students will learn an appreciation of the concept of time; learning that height gives an opponent time to get a shot and gives a player time to recover. Students will understand moving appropriately to hit the shuttle while co-operating and communicating with other players.

- Lead up drills/games- Teacher has them switch tasks after 5 min. -Doubles short serve-push return: This game is for two people, therefore you will need 2 groups split on each side of the court. Player (A) serves short to player (B). (B) push returns to player (A)’s backhand or forehand side alley. Not to rally, (A) serves until (B) returns 5 good shots toward their backhand or forehand side alley. Rotate.

- Doubles short serve-net drop shot: This game is for two people,

and swing

Understands the rules for serving singles & doubles

Has developed a more consistent short serve

Consistantly serves with accuracy and intent

Clear

Uses

the clear at the appropriate time

Chooses to use overhand swing when birdie is high

Chooses underhand swing when birdie is too short or low

Getting under the ball with right foot forward when setting

Can

redirect birdie upward using overhand swing

Can redirect a low birdie over the net

Little whip action to clear past “happy zone”

Attempts to play the birdie forehand/backhand

Somewh

at successful at directing birdie to either the L/R purposefully

Somewhat successful at low/high shots using forehand and backhand

Can clear past the “happy zone” of opponent’s court

Can move four steps or more and can still clear

From deep

in the court

hits deep into opponent’s Clears

off forehand and backhand swings

Able to send bird to L/R sides of opponent’s court

Can disguise the clear with other shots

therefore you will need 2 groups split on each side of the court. Player (A) serves short to player (B). (B) returns this serve with a drop shot at the net to their partners backhand side alley or forehand alley. (A) serves until (B) returns 5 good shots toward their backhand or forehand side alley. Rotate.

- Half court singles: Players will play a singles rally on half of the court. Players must only use correct skills they have learned up to date. Rallies go to 5, and then start over.

Movement

& Positioning

Stands

in their position

Afraid to move to play the bird

Does not adjust to location of the serve

Can not physically cover some parts of the court

Moves to

shots but remains there

Understands the service rotation in singles/dbls

Still does a lot of reaching (low movement)

Wt. is on heels, slowing

ability of a returned shot

Student

covers court, but finds still out of position

Rarely stays on the balls of the feet

Does not anticipate shots and is chasing a lot

Returns to “T” 50%

Student

moves around covering everywhere and always attempts to return to the “T”

Wt. is on the balls of feet

Is in position to play all shots

Anticipates opponents shots

Game

or Court

Strategies

Hits shots directly back to opponent and are easily returnable Does

not communicate with partner

Rarely see teamwork

Uses

some strategy to defeat an opponent

Hits shots to open places on the court

Communication and working with partner 50% of the time

Starting

Demonst

rates evidence of strategy to defeat opponent

Hits shots short/long to open places on the court

Communicates with partner 75% of the time

Demon

strates much evidence of strategy to defeat opponent

Always hits shots to the open places on the court

Anticipates

Continually hits to the middle of the court

to make opponent move

Can anticipate shots, but can’t always get to them

shots, moving to play them

Consistently works well with partner


OTHER EVIDENCE: • Teacher assessment of skills

▪ Written Test covering rules, regulations, game play, and positioning ▪ Group work focusing on skills of badminton ▪ Group discussion on team strategies to gain success in badminton ▪ Teacher observation of skills ▪ Lead up games ▪ Drill work


• Serving the shuttlecock into hoops • 1 V 1 games • Rally contests • 2 V 2 round robin tournament

Quarter 4 – Unit 4 Health Related Fitness- FitnessGram














• Physical activity reduces the risk of premature mortality in general, and of coronary artery disease, hypertension, colon cancer, and diabetes mellitus in particular. Physical activity also improves mental





health and is important for the health of muscles, bones, and joints."







PACER LAPS

COMPLETED 41 83


ONE MILE RUN

(MINS-SECS.) 7:00 9:30


WALK TEST

VO2 MAX 42 52


BODY FAT % 10 25

BODY FAT % 17 32

BMI 17.5 24.5 BMI 17.5 25

PERFORMANCE TASK(S): Aerobic Capacity






CURL UP #

COMPLETED 24 45

CURL UP # COMPLETED 18 32

PUSH UP #

COMPLETED 14 30


PULL-UP #

COMPLETED 2 5


MODIFIED PULL-UP

# COMPLETED 9 25


FLEXED ARM

HANG SECONDS 15 20


TRUNK LIFT

INCHES 9 12










OR






OR


the back


• Students can gauge where they are individually by

performing assessments independently from class

OTHER EVIDENCE: Practice of technique thought repetition during warm up activities







Benchmark Assessment Quarter 1

1. Students will demonstrate their knowledge of the rules of the NJ roadway. 2. Students will be able to identify the steps of the Graduated Driver’s License Program. 3. Students will be able to make smart decisions about driving in NJ. 4. Students will successfully use their knowledge of the NJ Driver’s Manual to pass the NJ State Permit Test with a score of 80%

or higher. 5. Students will be able to use their knowledge of the NJ roadway to apply them to real life situations regarding driving.


1. Students will demonstrate how to safely use equipment for optimal physical fitness. 2. Students will be able use their knowledge to understand why daily activity is beneficial to their overall health. 3. Students will successfully understand the rules of hand ball and how to analyze and apply them to a game situation. 4. Students will be able to successfully have fun and participate in a full field game of Tchoukball with their demonstration of

skills and understanding of rules and tactics of the game. 5. Students will be able to enhance their health related fitness through utilization of assessment results.


1. Students will be able to participate in a volleyball tournament using the skills, knowledge and tactics they have obtained during

various drills and games. 2. Students will be able to safely and properly operate the cardiovascular and weight lifting machines in the fitness center while

identifying the benefits of participating in a daily exercise routine in order to create an individualized fitness program. 3. Students will successfully understand and identify technical, tactical and positional play of basketball. 4. Students will be able to use their skill practice to apply their knowledge and skills to a basketball scrimmage. 6. Students will be able to enhance their health related fitness through utilization of assessment results.


1. Students will be able to successfully find and calculate their heart rate. 2. Students will be able to achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness

concepts, principles, and strategies. 3. Students will successfully develop teamwork, skills and strategies necessary to participate in a flag or two-hand touch football game. 4. Students will be able to use the information gathered to recognize Badminton as played in singles or doubles play. 5. Students will be able to understand and identify technical, tactical, and positional play to participate in a badminton tournament. 6. Students will be able to enhance their health related fitness through utilization of assessment results.

curriculum management system · quarterly benchmark assessment page …. monroe township schools...

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