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Seattle Public Schools PreK-12 Physical Education Curriculum Map

August 2011

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For questions and more information about this document, please contact the following:

Lori S. Dunn PreK-12 Physical Education Manager

[email protected]

Seattle Public Schools

PreK-12 Physical Education

Curriculum Map August 2011

Commit to be fit. -Author Unknown

Seattle Public Schools Vision and Mission Vision Statement

Seattle Public Schools is committed to providing a daily quality Physical Education program that builds knowledge, fitness, movement skills, social well-being and confidence so all students can enjoy a healthy active lifestyle.

The program goals will be accomplished by:

• Knowledge

o A K-12 articulated written curriculum aligned with state standards (i.e. nutrition, goal setting, five components of fitness)

• Physical Fitness

o Progressive physical fitness skills articulated from K-12

o Fitness measurements are used to track students’ fitness

o Implementation of personal fitness plans at middle and high school

• Fundamental Movement Skills

o Developmentally appropriate progressive motor skills K-12

o Team, individual and lifetime activities that build the habit of an active lifestyle

• Social Well-being

o Improving social relationships, and emotional well-being through active engagement in physical activity

The educational community will support student learning by providing:

o Community and parents modeling healthy physical and nutritional behaviors

o School board members, administrators, classroom teachers, nutritional services, counselors, nurses, and social services supporting coordinated school wide involvement in improving students’ fitness and health

o Maintaining clean, safe and adequate equipment and facilities for all students.

o All students the opportunity to reach our Physical Education program goals by not allowing compromised scheduling, substitutions, or inadequate time.

The overall purpose of the physical education program is to create an exemplary program that sets the benchmark for excellence in physical education.

Mission Statement:

Seattle Public Schools is committed to providing a quality Physical Education program that builds knowledge, fitness, movement skills, social well-being and confidence so all students can enjoy a healthy active lifestyle.

Motto: Excellence in Physical Education, Everyday for All Students

“GET FIT- GET SMART”

Curriculum Details Physical Education in the Seattle Public

Schools “Five for Life” is a research-driven, standards-based curriculum designed to teach the

principles of health and fitness while continually improving students’ fitness levels. Based

on the five components of fitness—cardiovascular endurance, muscle strength, muscle

endurance, body composition and flexibility—it incorporates fitness-related act-ivities

and motor-skill development with academic content. Students are taught meaning-ful

fitness concepts and vocabulary which empower them to make healthier choices.

The basic curriculum introduces students to the skeletal and muscular systems

while stressing the importance of nutrition and physical activity. Students learn how to

set and achieve goals, and to measure their improved fitness levels with technology such

as heart-rate monitors and pedometers. Units and lessons are designed to blend health

and fitness concepts into activity time.

Unlike traditional PE programs that emphasize group or team competition, in “Five

for Life” students compete against their own past performances to reach their fitness

goals. Each student performs pre-fitness measurements in the fall, sets goals for

improvement, and performs post-fitness measurements in the spring.

The advanced program continues the goal setting and fitness measurements while

adding a record-keeping element to analyze personal behavior. Through the use of diet,

sleep, activity, and hydration logs, students are able to see how their nutrition choices

and daily habits affect their health, performance and appearance.

The program can be customized to meet individual students’ personal needs, and

includes a Web-based component that provides students the opportunity to track and

assess their results throughout their tenure in the district.

Elementary

* PreK-K

* 1st-3rd Grade

*4th-5th Grade

Seattle District Curriculum Map Grade Level: Elementary Pre K- K Length of Time: Yearlong 2010-2011

Timeframe: September -October

Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional/Safety

Essential Questions

What is Fitness? What is my individual fitness level? How do I improve my fitness?

Which motor skills are necessary to improve my fitness level?

What makes a safe learning environment during PE class?

Content Five for Life Unit (pg 1.1-1.12) (Components of Fitness)

Fitness Testing Protocol Preparation (pg 4.83-4.95)

Circuit Training Basic Book (pg. 4.1-4.50)

Locomotor/Non-Locomotor Skills

Low Organized Games

Recess Activities

Rules

Behavior

Safety

Sportsmanship

Skills and Five for Life Unit (pg 1.1-1.12) Fitness Testing Protocol Preparation (pg Locomotor/Non-Locomotor Skills: Rules Activities (Components of Fitness)

• Student introduction 1.4 • Vocabulary 1.5 • Cardiorespiratory Activity, page 1.6 • Muscular Strength and Endurance Activity,

page 1.7 • Flexibility Activity, page 1.8

4.83-4.95) • Pre-Fitness Measurements K-5 (pg 4.83) • Introduction (pg 4.87) Introduce protocols. Measurements may be taken, but are not required to be reported. Pre-Fitness Measurements

Vocabulary 4.89 • Push-ups (4.94) • Curl-ups (4.95) • Sit and reach (4.93) • Mile Run (4.91) • Height and Weight (4.90)

• Locomotor Skills: running, jumping, walking • Non-Locomotor Skills: spatial awareness Low Organized Games • Parachute Activities • Following Direction Games (red light, green

light, follow the leader, etc.) • Variety of tag games

• Recess Activities • Hopscotch • Using play structure safely and properly

• Team building games • Responsibility • Care of Equipment Behavior • Cooperation Safety • Appropriate clothing and shoes • Emergency Procedures Sportsmanship • Conflict resolution • Teamwork

Circuit Training Basic Book (pg. 4.1-4.50) • Introduction (4.4-4.5) Circuit Training Equipment: • Step boxes, mats, agility rings, stations

Required Five for Life Basic Assessment Pre and Post Introduce protocols. Measurements may be Teacher Observation Class debriefing Assessment Test (pg 1.9–1.10) taken, but are not required to be reported. (unless otherwise noted)

Revised: 8/19/2011 1:59:47 PM


Standards 4.1.1 Recognizes daily health and fitness habits. Recognizes how home activities can influence fitness and healthy living. Example: Rides a bike after school to develop a healthy heart. the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities

1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities.

1.1 Develop fundamental and complex movement skills as developmentally appropriate

1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities




Equipment/ Five for Life Basic Curriculum (Fourth Edition, WELPRO Fitness Assessment Analysis of Movement Wheel, George Graham, Resources Basic Book) Five for Life Circuit Training Manual, Five for Life

Basic Curriculum Book Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters

“Children Moving” Parachute Hopscotch course & markers Playstructure

Notes:

Revised: 8/19/2011 1:59:47 PM


Timeframe: November-December


Essential Questions

What is nutrition? How does nutrition affect your fitness? Which motor skills are necessary to improve my fitness level?

How does body image affect your Social/Emotional/Safety well-being?

Content Basic Book Health/ Nutrition (2.1-2.34) Health Games/Activities

Fitness Games Circuit Training Basic Book (4.1 -4.50) Practice Fitness

Locomotor/Non-Locomotor Skills Low Organized Games Recess Activities

Team, Individual, Alternative, and Lifetime Activities

Behavior – anti-bullying Appreciation of differences (including body types)

Skills and Basic Book Health/ Nutrition (2.1-2.34) Fitness Games Locomotor/Non-Locomotor Skills: Self -reflection Activities • Healthy Food, Healthy Balance K-5 (2.1)

• Introduction (2.4) • Vocabulary (2.5) • Food for Energy and Health (2.16) • Introduction (2.19) Health Games/Activities • Healthy Body Balance Card Game, (1.93) • Balance the Fat (1.97) • Food Group Cube Warm Up (2.6)

• Muscle Snatchers (1.84) • Energy In, Energy Out (1.96) • Energy Cube Warm-Up (2.22) Circuit Training Basic Book (4.1-4.5) • What skills/activities go here? • We want teachers to select their own

circuits/activities from the pages we suggested. Practice Fitness • Fitness Measurement Practice Circuit (4.96)

• Locomotor Skills: running, galloping, jumping, walking, sliding

• Non-Locomotor Skills: twisting, turning, spatial awareness

Low Organized Games • Parachute Activities • Following Direction Games (red light, green


Recess Activities

• Hopscotch • Using play structure safely and properly

Team, Individual, Alternative, and Lifetime Activities • Basketball skills • Bounce and catch with two hands

Think, Pair, Share

Revised: 8/19/2011 1:59:47 PM


Required Student informal response Student informal response Teacher Observation Class discussion and reflection Assessment (unless

Teacher observation Teacher observation Teacher Observation

otherwise Five for Life Food for Energy and Life Self-reflection noted)

Standards 1.5 Understands relationship of nutrition and food nutrients to body composition and physical performance 1.5.1 Recognizes how the body’s function is affected by food consumption. Identifies healthful and non-healthful foods. Example:

• Understands milk is healthy, and soda is unhealthy.

2.1 Understands foundations of health 1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities

2.4.1 Recognizes abusive and risky situations and identifies safe behaviors to prevent injury to self and others at home, school, and in the community. Recognizes abusive situations and how to get help. Example:

• Recognizes bullying and explains how to ask an adult for help

• Recognizes the importance of eating breakfast.

Example: • Recognizes breakfast gets brain and

body ready for learning

Equipment/ Five for Life Basic Curriculum Book and Dairy Council or other resources Parachute Utilize school adopted anti-bullying curriculum Resources Equipment

Dairy Council or other resources

My Pyramid.gov

My Pyramid.gov

Nutrition Manual (Five for Life)

Five for Life Circuit Training Manual, Five for Life

Hopscotch course & markers Playstructure Basketballs and/or playground balls

Dairy Council “What Does Normal Look Like?” poster

Nutrition Manual (Five for Life) Basic Curriculum Book Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters

Notes:

Revised: 8/19/2011 1:59:47 PM


Timeframe: January


Essential Questions

Why do we set goals? How can goals impact my fitness? How can goals impact my motor skills? How does it feel to reach your goals?

Content Five for Life Basic Book, Goal Setting, page Circuit Training (4.1-4.68) Locomotor/Non-Locomotor Skills Perseverance 4.98 Introduction (4.4) Low Organized Games

Vocabulary (4.6) Recess Activities

Team, Individual , and Alternative Sports/Skills Lifetime Activities

Skills and Five for Life Basic Book, Goal Setting, page Circuit Training (4.1-4.68) Locomotor/Non-Locomotor Skills: Perseverance Activities 4.98

• Introduction to Goal Setting (pg 4.101) • Vocabulary (4.102) • Goal Setting Practice (4.103)

• Introduction (4.4) • Vocabulary (4.6) • World Class Functional Equipment Workout

(4.7) • Five for Life Circuit 1 (4.8)

(Circuits that incorporate the five components of fitness will be determined by instructor, making sure to follow the functional equipment protocol and circuit design.)

• Locomotor Skills: running, skipping, galloping, hopping, jumping, walking, leaping, sliding


Low Organized Games • Parachute Activities • Following Direction Games (red light, green


• Practice • Not giving up • Appropriate emotional response • Encouragement • Peer coaching

Recess Activities

• Hopscotch • Using play structure safely and properly Team, Individual, Alternative, and Lifetime Activities • Throwing and catching • Rhythm activities

Revised: 8/19/2011 1:59:47 PM


Required Teacher Observation Reflection Assessment Class debriefing (unless otherwise noted)

Standards 3.2 Evaluates health and fitness information

3.2.1 Recognizes reliable sources of health and fitness information. Identifies reliable sources of health and fitness information. Example:

• Identifies school nurse or PE teacher

4.1.1 Recognizes daily health and fitness habits. Recognizes how home activities can influence fitness and healthy living. Example:

• Rides a bike after school to develop a healthy heart

1.1 Develop fundamental and complex movement skills as developmentally appropriate 3.3.1 Understands that social skills are

necessary to promote health and safety. Describes ways to make friends. Example:

• Shares, asks someone to join in a game.

Explains social skills and cooperation. Example:

• Takes turns

3.4.1 Understands emotions and how they affect self and others. Describes different emotions shown in pictures. Example:

• Understands smile is happy; frown is sad

Equipment/ Resources

Five for Life Basic Curriculum (Fourth Edition, Basic Book)

Five for Life Circuit Training Manual, Five for Life Basic Curriculum Book Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters

Parachute Hopscotch course & markers Playstructure

Various throwing and catching equipment (footballs, frisbee, softball)

Notes:

Revised: 8/19/2011 1:59:47 PM


Timeframe: February -March


Essential Questions

Why is it important to understand how your bones and muscles work?

How do bones and muscles impact your fitness performance?

How do bones and muscles help me move? How do strong bones and muscles make you feel?

Content Five for Life Basic Book , Section 3 Circuit Training Locomotor/Non-Locomotor Skills Compare and contrast how you feel after Bone Health (3.1-3.14) Muscle Fitness Essentials (1.42-1.60) Low Organized Games exercising or periods of inactivity. Muscle Motion (3.15-3.29) Stretch, bend, twist (1.65-1.74) Recess Activities

Team, Individual , and Alternative Sports/Skills Lifetime Activities

Examples of Bone Health (3.1-3.14) Fitness Games Locomotor/Non-Locomotor Skills: Self-esteem Skills and • Introduction for Bone Health (3.4) • Muscle Check-Up (1.47 and 1.55) • Locomotor Skills: running, skipping, galloping, • positive self-talk Activities • Vocabulary (3.6)

• Bone Building Relay (3.8) • Bone Health Tag (3.7) Muscle Motion (3.15-3.29) • Introduction for Muscle Motion (3.18-3.19) • Vocabulary (3.20) • The Notion of Muscle Motion (3.21) • Muscle Tag (3.22)

• Heart Health 2-5 Minute Run (1.30) • All-Star Stretches (1.69-1.74) Circuit Training • Muscle Fitness Essentials (1.42-1.60) • Stretch, bend, twist (1.65-1.74)

hopping, jumping, walking, leaping, sliding • Non-Locomotor Skills: twisting, turning, spatial

awareness Low Organized Games • Parachute Activities • Following Direction Games (red light, green


Recess Activities

• Hopscotch • Using play structure safely and properly Team, Individual, Alternative, and Lifetime Activities: • Developmental Gymnastics

• self-reflection of personal strengths • visualization

Required Observation Teacher Observation Class discussion and reflection Assessment (unless Teacher Observation otherwise noted)

Standards 2.2.1 Recognizes the structure and function of body systems (circulatory, respiratory, skeletal,

1.1.1 Demonstrates mature form in locomotor skills that contribute to movement proficiency.

Revised: 8/19/2011 1:59:47 PM


muscular, digestive, and nervous). Demonstrates at least two critical elements used Names the five senses and their functions in locomotor skills:

walk, jog, run, jump, hop, leap, gallop, slide, and skip. Example: • Jumps by taking off and landing on both

feet. 1.1.2 Demonstrates mature form in non-locomotor skills that contribute to movement proficiency. Demonstrates non-locomotor skills: bend, twist, stretch, push, pull, turn, swing, sway, and rock. Example: • Twists at the waist. Demonstrates static balance and dynamic balance using a variety of body parts and objects. Example: • Balances on knees and one hand

Equipment/ Five for Life Circuit Training Manual, Five for Life Parachute Resources Basic Curriculum Book

Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters

Hopscotch course & markers Playstructure Mats

Notes:

Revised: 8/19/2011 1:59:47 PM


Timeframe: April


Essential Questions

How will understanding of your circulatory system impact your life?

How does your circulatory system relate to cardiorespiratory endurance?

How do motor skills relate to the circulatory system?

How does your stress level affect how your body functions?

Content Heart Health (1.14-1.41) Circulatory System Locomotor/Non-Locomotor Skills Stress Vocabulary 1.19 Team, Individual , and Alternative

Sports/Skills Lifetime Activities

Skills/ Heart Health Circulatory System Locomotor/Non-Locomotor Skills: Stress Activities • Vocabulary 1.19

• Heart Health Relay (1.21) • Heart Health 2-5 Minute Run (1.20) • Oxygen Transport (1.32) • Respiration Relay (1.35) • Circulatory System Obstacle Course

• Heart Health Introduction (1.17 and 1.27) • Locomotor Skills: running, skipping, galloping, hopping, jumping, walking, leaping, sliding


Team, Individual, Alternative, and Lifetime Activities: • Volleyball Skills • Frisbee • Jump Rope

• Relaxation • De-escalation • Self control • Being physically active

Assessment Class discussion and reflection

Teacher Observation

Standards 2.2 Understands stages of growth and development 4.1.1 Recognizes daily health and fitness habits. Recognizes how home activities can influence fitness and healthy living. Example:

• Rides a bike after school to develop a healthy heart

3.2.1 Recognizes reliable sources of health and fitness information. Identifies reliable sources of health and fitness information. Example:

• Identifies school nurse or PE teacher



2.4.3 Recognizes negative and positive effects of stress and stress management techniques. Identifies what stress feels like to the body. Example:

• Identifies worry or excitement. Identifies a technique to manage stress.

Revised: 8/19/2011 1:59:47 PM


Example: • Talks to an adult


American Heart Association Physical

Activity Promotion: Jump Rope for Heart

Beachballs Balloons Frisbees (spinjammers, foam Frisbees, giant discs)

Notes:

Revised: 8/19/2011 1:59:47 PM


Timeframe: May-June


Essential How can physical education impact your How does your fitness level impact the Which motor skills are necessary to maintain Does staying active improve your emotional Questions life? activities you choose?

How will I incorporate fitness into my summer activities?

my fitness level? What skills and knowledge can help me participate safely and successfully in team and individual sports?

well-being? How can I participate safely in activities with my peers?

Content Five for Life (1.1-1.13) Post-Fitness Measurements K-5 (pg 4.83) Locomotor/Non-Locomotor Skills Team, Individual, Alternative, and Lifetime Activities

Sportsmanship

Skills/ Five Components of Fitness Fitness Measurements K-5 (pg 4.83) Suggested Locomotor/Non-Locomotor Skills Sportsmanship Activities • Introduction (1.4)

• Vocabulary (1.5) • Safety ( 5.2) • Cardiorespiratory Endurance (1.6) • Muscular Strength/Endurance (1.7) • Flexibility (1.8) • Body Composition (1.9)

• Introduction (pg 4.87) Post-Fitness Measurements • Push-ups (4.94) • Curl-ups (4.95) • Sit and reach (4.93) • Mile Run (4.91) • Height and Weight (4.90)

Examples: • Locomotor Skills: running, skipping, galloping,

hopping, jumping, walking, leaping, sliding • Non-Locomotor Skills: twisting, turning, spatial

awareness Suggested Team, Individual, Alternative, and Lifetime Activities • Soccer skills – kicking, trapping, dribbling

• Fair play • Getting along with others • Providing encouragement

Assessment Introduce protocols. Measurements may be taken, but are not required to be reported.

Class discussion and reflection Teacher Observation

Standards 1.1 Develop fundamental and complex movement skills as developmentally appropriate

Revised: 8/19/2011 1:59:47 PM



WELPRO Fitness Assessment Five for Life Circuit Training Manual, Five for Life Basic Curriculum Book Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters

Soccerballs

Notes:

Revised: 8/19/2011 1:59:47 PM

Seattle District Curriculum Map Grade Level: Elementary 1st – 3rd Length of Time: Yearlong 2010-2011



Essential Questions

What is Fitness? What is my individual fitness level?

How do I improve my fitness?



Content Components of Fitness Five for Life Unit (pg 1.1-1.12)

• Student Introduction, page 1.4

Fitness Measurements K-5 (pg 4.83)

• Introduction (pg 4.87) Circuit Training (pg. 4.1) • Introduction (4.4-4.5)

Locomotor/ Non-Locomotor Skills

Recess Activities Team, Individual ,Alternative Sports/Skills, and Lifetime Activities

Rules

Behavior

Safety

Sportsmanship

Skills and Activities

Five Components of Fitness Activities (pg 1.1-1.12)

Fitness Testing Protocol Preparation (pg 4.83-4.95)

Locomotor/Non-Locomotor Skills : • Locomotor Skills

Rules • Team building Activities

• Cardiorespiratory Activity, page 1.6

• Muscular Strength and Endurance Activity, page 1.7

• Flexibility Activity, page 1.8

• Body Composition Explanation, page 1.9

• Introduce protocols but no measurements are taken until 3rd grade

Fitness Measurements (required starting in 3rd grade) (pg 4.83) • Push-ups (4.94) • Curl-ups (4.95)

o Run o Gallop o Hop o Jump o Walk o Chase

• Responsibility • Care of Equipment

Behavior

• Cooperation

• Self-control

• Sit and reach (4.93) o Flee • Anti-bullying

• Mile Run (4.91) • Non-Locomotor Skills Safety

• Height and Weight (4.90) (Opt-in required for o Twist • Emergency Procedures BMI)

Review Fitness Scores and Parent Report (3rd grade)

o Turn o Curl

• Play structure- safe use and rules

• P.E. equipment- protocols for safe use

Circuit Training Basic Book (4.1 -4.50) Low Organized Activities Recess Activities o Four Square

Sportsmanship • Conflict resolution

o Kickball • Teamwork

Team, Individual, Alternative, and Lifetime Activities • Soccer Skills

• Trap the ball

Revised: 8/19/2011 1:56:18 PM


• Kick with inside of dominant foot

• Pass to a partner

Required Five for Life Basic Assessment Pre and Post Pre-Fitness Measurements (Required starting Teacher Observation Class debriefingAssessment (unless otherwise noted)

Test (Required in the 3rd Grade/pg 1.9–1.10)

Informal student response

in 3rd grade) • Push-ups (4.94) • Curl-ups (4.95) • Sit and reach (4.93)

Self-reflection

• Mile Run (4.91) • ½ Mile Suggested for 1st and 2nd Grades • Height and Weight (4.90) Fitness Scores (Parent Report in WELNET goes home at first trimester-3rd Grade Required)

Standards 1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities

1.3 Understands the concepts of health-related fitness, and interprets information from feedback, evaluation, and self-assessment in order to improve performance








3.3 Evaluates the impact of social skills on health

Equipment/ Five for Life Basic Curriculum (Fourth Edition, WELPRO Fitness Assessment Analysis of Movement Wheel, George Graham, District and school safety and behavior Resources Basic Book) Five for Life Circuit Training Manual, Five for Life


“Children Moving” guidelines

School P.E. rules

School playground rules

District anti-bullying curriculum (Steps to Respect and Second Step)

Notes:

Revised: 8/19/2011 1:56:18 PM




Essential Questions



Content Basic Book Health/ Nutrition (2.1-2.34) Health Activities/Activities

Fitness Activities Circuit Training Basic Book (4.1 -4.50) Practice Fitness

Locomotor/Non-Locomotor Skills Team, Individual , and Alternative Sports/Skills Lifetime Activities

Media awareness Celebration of differences

Skills and Basic Book Health/ Nutrition (2.1-2.34) Fitness Activities Locomotor/Non-Locomotor Skills : Media awareness Activities • Introduction (2.4)

• Healthy Food, Healthy Balance K-5 (2.1) • Food for Energy and Health (2.16) • Introduction (2.19)

Health Activities/Activities • Food Group Cube Warm Up (2.6) • Food Group Pyramid Activities ( 2.7) • Calorie Burner, (2.10) • Calorie Counter, (2.11) • Food Identity, (2.12)

• Muscle Snatchers (1.84) • Energy In, Energy Out (1.96) • Energy Cube Warm-Up (2.22)

Circuit Training Basic Book (4.1-4.5) • 4 Corners Warm Up-Circuit 1 (Circuit Training

Handbook, page 8)

Practice Fitness • Create a fitness obstacle course

incorporating fitness tests into the course (Mile/half run, Curl ups, Push ups, Sit and reach)

• Locomotor Skills o Run o Gallop o Hop o Jump o Walk o Chase o Flee

• Non-Locomotor Skills o Twist o Turn

• Identify various marketing strategies used in media ( misleading advertisements and displays)

Celebration of differences • Giving positive feedback to partners or groups

• Engaging in peer coaching

• Respecting individual differences in ability and interests

• Recognizing body types

o Curl

Team, Individual, Alternative, and Lifetime Activities Basketball skills • Dribble with dominant hand • Jump stop in control • Chest or bounce pass to a partner

Self -reflection

Think, Pair, Share

Revised: 8/19/2011 1:56:18 PM


Required Student informal response Student informal response Teacher Observation Class discussion and reflection Assessment (unless Teacher observation Teacher observation otherwise Five for Life Food for Energy and Life Teacher Observation noted) Assessment, Pre and Post Test, (2.35)

Self-reflection

Standards 1.5.1 Analyzes how the body’s function and composition are affected by food consumption • Intro to food labels: Compares and contrasts

food labels for nutrition information • Intro to nutrients: Analyzes how nutrients

support a healthy body • Analyzes the impact of healthy eating on both

physical and academic performance.

1.5.1 Analyzes how the body’s function and composition are affected by food consumption • Intro to food labels: Compares and contrasts

food labels for nutrition information • Intro to nutrients: Analyzes how nutrients

support a healthy body • Analyzes the impact of healthy eating on both

physical and academic performance.

1.1 Develop fundamental and complex movement skills as developmentally appropriate 1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities 1.3 Understands concepts of health-related physical fitness and develops and monitors progress on personal fitness goals

3.22 Analyzes health and fitness messages in the media

• Analyzes influences of marketing strategies on health and fitness choices

Equipment/ Five for Life Basic Curriculum Book and Five for Life Basic Curriculum Book and Basketballs and/or playground balls Dove real beauty campaign website Resources Equipment

Dairy Council or other resources My Pyramid.gov Nutrition Manual (Five for Life)

Equipment Dairy Council or other resources My Pyramid.gov Nutrition Manual (Five for Life) Circuit Training Manual (Five for Life)


Notes:

Revised: 8/19/2011 1:56:18 PM


Timeframe: January


Essential Questions


Content Goal Setting, Five for Life Basic Book page 4.98

Step Into Fitness (4.69- 4.82)

Circuit Training


Team, Individual ,Alternative Sports/Skills, and Lifetime Activities

Perseverance

Skills and Goal Setting, Five for Life Basic Book page Step Into Fitness (4.69- 4.82) Locomotor/Non-Locomotor Skills : Perseverance Activities 4.98

• Introduction to Goal Setting (pg 4.101) • Introduction to Step into Fitness (4.72) • Goal Setting Practice (4.103)

• Pedometer Use Starting with a Pedometer (4.74) (Starting in 3rd grade)

• Step into Fitness Pedometer Challenge (4.75) (starting in 3rd grade)

Circuit Training • A variety of stations

• Locomotor Skills o Run o Gallop o Hop o Jump o Walk

• Keep practicing • Not giving up • Encouragement • Peer coaching • Positive self-talk

o Chase o Flee

• Non-Locomotor Skills o Twist o Turn o Curl

Team, Individual, Alternative, and Lifetime Activities Throwing and catching • Throws to stationary target Rhythm activities • Move to the rhythm of a drum or song

Required Fitness Measurement Recording Sheet (4.104) Step into Fitness Challenge Recording Sheet Teacher Observation Reflection Assessment (unless

(required starting in 3rd grade) (4.76) (required starting in 3rd grade) Class debriefing otherwise noted)

Revised: 8/19/2011 1:56:18 PM


Standards 1.3.1 Analyzes components of health-related fitness • Analyzes progress in a fitness log • Distinguishes among lifetime activities which

improve components of health-related fitness • 4.2.1 Develops and monitors a health and

fitness plan • Develops a plan to improve previous health-

related fitness scores • Creates a health plan for improvement

1.3.1 Analyzes components of health-related fitness • Analyzes progress in a fitness log (starting in

3rd grade) • Distinguishes among lifetime activities which

improve components of health-related fitness

• 4.2.1 Develops and monitors a health and fitness plan (Starting in 3rd grade)

• Develops a plan to improve previous health-related fitness scores

•Creates a health plan for improvement


4.2.1 Creates goals for improving health and fitness practices

Equipment/ Five for Life Basic Curriculum (Fourth Edition, Pedometers Various throwing and catching equipment Resources Basic Book) WELPRO Fitness Assessment

Five for Life Circuit Training Manual, Five for Life Basic Curriculum Book Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters

(footballs, frisbee, softball)

Drum, stereo/music

Notes:

Revised: 8/19/2011 1:56:18 PM




Essential Questions




Content Bone Health (Five for Life Basic Book , Section 3-3.1-3.14)

Muscle Motion (Five for Life Basic Book , Section 3-3.15-3.29)

First Aid/ Injury Prevention (heat related and physical activity related) - refer to OSPI developed health and fitness assessment

Fitness Activities

Circuit Training


Team, Individual ,Alternative Sports/Skills, and Lifetime Activities

Self-esteem

Skills and Bone Health (Five for Life Basic Book , Fitness Activities Locomotor/Non-Locomotor Skills : Self-esteem Activities Section 3-3.1-3.14)

• Introduction for Bone Health (3.4) • Bone Building Relay (3.8) • Bone Health Tag (3.7)

Muscle Motion (Five for Life Basic Book , Section 3-3.15-3.29) • Introduction for Muscle Motion (3.18-3.19) • The Notion of Muscle Motion (3.21) • Muscle Tag (3.22)

• Muscle Check-Up (1.47 and 1.55) • Muscular Strength and Muscular Endurance

Tag (1.60) (starting in 3rd grade) • Heart Health 2-5 Minute Run (1.30) • All-Star Stretches (1.69-1.74)

Circuit Training • Muscle Fitness Essentials (1.42-1.60) • Stretch, bend, twist (1.65-1.74)

• Locomotor Skills o Run o Gallop o Hop o Jump o Walk o Chase o Flee

• Non-Locomotor Skills

• positive self-talk • self-reflection of personal strengths • visualization

• Build your Muscle (3.23)

First Aid/ Injury Prevention (heat related and physical activity related) • Safety code (5.2)

o Twist o Turn o Curl

Team, Individual, Alternative, and Lifetime Activities • Developmental Gymnastics • Jumping and landing safely • Straddle, pike and tuck positions

Revised: 8/19/2011 1:56:18 PM


Required • Bone Assessment, (3.9-3.10)(optional) Teacher Observation Class discussion and reflection Assessment • Muscle Motion (3.24-3.25)(optional) (unless • Observation Teacher Observation otherwise noted)

Standards 2.2.1 Understands the structure and function of body systems • Introduce major muscles and their role in

movement • Introduce major bones and their role in

movement



3.4 Understands the impact of emotions on health

Equipment/ OSPI Developed Health and Fitness Skeleton Pieces Mats Resources Assessment (2009 edition) – Question #20 and

# 11 see scoring rubric Copy of safety code Anchor charts of muscular and skeletal systems WELPRO Fitness Assessment Five for Life Circuit Training Manual, Five for Life Basic Curriculum Book Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters

Trampoline or springboard

Notes:

Revised: 8/19/2011 1:56:18 PM


Timeframe: April


Essential Questions




How can stress impact your heart health?

Content Heart Health (1.14-1.41) Heart Health Pyramid (4.54-4.55) Heart Health risk factors Physical Activity Promotion

Circulatory System Post-Fitness Measurements (required starting in 3rd grade)

Locomotor/Non-Locomotor Skills Team, Individual, Alternative Sports/Skills, and Lifetime Activities

Stress Reduction

Skills/ Heart Health: Circulatory System Locomotor/Non-Locomotor Skills : Stress Reduction Activities • Heart Health Relay (1.21)

• Heart Health 2-5 Minute Run (1.20) • Oxygen Transport (1.32) • Respiration Relay (1.35) • Activity Diamond Intensity Level (4.108) Heart Health risk factors • What skills/activities belong here? • Class discussion to create a list of risk factors

• Heart Health Introduction (1.17 and 1.27) • Locomotor Skills o Run o Gallop o Hop o Jump o Walk o Chase o Flee


Team, Individual, Alternative, and Lifetime Activities • Volleyball Skills

o Set to a stationary target • Jump Rope

o Turn and catch a rope under toes • Lifetime Activities o Biking safety and skills (starting in 3rd

grade)

• Breathing techniques • Yoga • Being physically active • Relaxation • De-escalation • Self control

Revised: 8/19/2011 1:56:18 PM


Assessment Informal student response Fitness scores and parent report (required in 3rd

grade) Bike Safety Cascade Bicycle Club Pre and Post Test (required if teaching biking)


Standards 4.1.1 Recognizes, understands, applies and analyzes daily health and fitness habits 1.3.1 Recognizes, understands, applies and analyzes basic vocabulary and components of health-related fitness 2.2.1 Understands the structure and function of body system


2.4.3 Understands positive and negative effects of stress and stress management


American Heart Association Beanbags Hula Hoops

WELNET Sit and Reach Box Mats

Volleyballs, Trainers, Beach balls, or Balloons Helmets Bikes

Notes:

Timeframe: May/ June


Essential Questions

How will you maintain or improve your fitness over the summer?

What did I do to work towards reaching my fitness goals?

Which motor skills are necessary to maintain my fitness level?

How can I participate in summer activities in a safe and respectful way?

Content Review Health and Fitness Concepts and Goals First Aid/ Injury Prevention (heat related and physical activity related)

Circuit Training Fitness Measurements (required starting in 3rd grade) (pg 4.83)

Locomotor/Non-Locomotor Skills Team, Individual, Alternative, and Lifetime Activities

Integrity

Revised: 8/19/2011 1:56:18 PM


Skills/ Review Health and Fitness Concepts and Circuit Training Locomotor/Non-Locomotor Skills : Integrity Activities Goals Healthy Body Balance

• Healthy Body Balance Card Game, (1.93) • Energy in , Energy out (1.96) • Muscle Check – Up (1.47-1.49)

• Locomotor Skills o Run

• Honest reflection on goals and fitness measurements

• Fair play • Balance the Fat (1.97)

First Aid/ Injury Prevention (heat related and physical activity related) • Safety code (Five for Life: 5.2)

Fitness Measurements (required starting in 3rd grade) (pg 4.83) • Introduction (pg 4.87) • Push-ups (4.94)

• Curl-ups (4.95)

• Sit and reach (4.93)

• Mile Run (4.91)

• Height and Weight (4.90) (Opt-in required for BMI)

Review Fitness Scores and Parent Report (3rd grade)

o Gallop o Hop o Jump o Walk o Chase o Flee


Team, Individual, Alternative, and Lifetime Activities Racquet/paddle skills

• Self volley using handshake grip

• Self-refereeing and scoring

Assessment Student Fitness Report are sent home (required in 3rd Grade)


Standards 2.4.2 Understands emergency situations and demonstrates skills to respond appropriately and safely


3.3.1 Applies necessary social skills to promote health and safety

Equipment/ WELPRO Fitness Assessment Various racquets: Tennis, badminton, Resources Five for Life Circuit Training Manual, Five for Life


pickleball, etc. Various small balls for hitting

Revised: 8/19/2011 1:56:18 PM


Notes:

Revised: 8/19/2011 1:56:18 PM

Seattle District Curriculum Map Grade Level: Elementary 4th – 5th Length of Time: Yearlong 2010-2011



Essential Questions

What is Fitness? What is my individual fitness level? How do I improve my fitness?



Content Five Components of Fitness Activities Fitness Testing Protocol Preparation (pg 4.83-4.95) Circuit Training (pg. 4.1)

Locomotor/Non-Locomotor Skills Recess Activities Team, Individual, Alternative Sports/Skills, and Lifetime Activities

Rules

Behavior

Safety

Sportsmanship

Skills and Five Components of Fitness Activities Fitness Measurements (required starting in Locomotor/Non-Locomotor Skills: Rules Activities • Student Introduction, page 1.4 3rd grade) (pg 4.83) • Locomotor Skill: 1st-3rd grade skills • Team building Activities

• Cardiorespiratory Activity, page 1.6 • Muscular Strength and Endurance Activity,

page 1.7 • Flexibility Activity, page 1.8 • Body Composition Explanation, page 1.9

Introduce protocols but no measurements are taken until 3rd grade

• Push-ups (4.94) • Curl-ups (4.95) • Sit and reach (4.93) • Mile Run (4.91)

o Skip o Grapevine o side slide

• Non-Locomotor Skills:1st -3rd grade skills o Roll

• Responsibility • Care of Equipment

Behavior

• Cooperation

• Self-control • Height and Weight (4.90) (Opt-in required for o balance

• Anti-bullyingBMI) Team, Individual, Alternative, and Lifetime

Circuit Training Basic Book (4.1 -4.50) Activities • Soccer Skills and Lead-Up Games

Safety

• Emergency Procedures • Introduction (4.4-4.5) • Kick to a target • Play structure- safe use and rules Review Fitness Scores and Parent Report • Dribble in control • P.E. equipment- protocols for safe use

• Pass while travelling Sportsmanship

Recess Activities • Conflict resolution o Four Square o Kickball • Teamwork

Required Assessment (unless otherwise noted)

Five for Life Basic Assessment Pre and Post Test (pg 1.9–1.10) Washington State Classroom Based Assessment (CBA) in Health and Fitness (5th

Grade; May)

Pre-Fitness Measurements • Push-ups (4.94) • Curl-ups (4.95) • Sit and reach (4.93)

Teacher Observation Class debriefing Self-reflection

Revised: 8/19/2011 1:56:34 PM


• Mile Run (4.91) • Height and Weight (4.90)

Fitness Scores (Parent Report in WELNET) goes home at first trimester

Standards 4.1 Analyzes personal health, fitness and safety information 1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities 1.3 Understands the concepts of health-related fitness, and interprets information from feedback, evaluation, and self-assessment in order to improve performance

1.1 Develop fundamental and complex movement skills as developmentally appropriate 1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities 1.3 Understands the concepts of health-related fitness, and interprets information from feedback, evaluation, and self-assessment in order to improve performance

1.1 Develop fundamental and complex movement skills as developmentally appropriate 1.2 Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities 1.3 Understands the concepts of health-related fitness, and interprets information from feedback, evaluation, and self-assessment in order to improve performance


3.3 Evaluates the impact of social skills on health

Equipment/ Five for Life Basic Curriculum (Fourth Edition, WELPRO Fitness Assessment Analysis of Movement Wheel, George Graham, District and school safety and behavior Resources Basic Book) Five for Life Circuit Training Manual, Five for Life


“Children Moving” Rubber playground balls (8.5”) Mats Soccer balls

guidelines

School P.E. rules

School playground rules

District anti-bullying curriculum (Steps to Respect and Second Step)

Revised: 8/19/2011 1:56:34 PM




Essential Questions



Content Health/ Nutrition (2.1-2.34) Health Games/Activities

Fitness Games Circuit Training Basic Book (4.1 -4.50) Practice Fitness


Media awareness Celebration of differences

Skills and Health/ Nutrition (2.1-2.34) Fitness Games Locomotor/Non-Locomotor Skills: Media awareness Activities • Healthy Food, Healthy Balance K-5 (2.1)

Health Games/Activities • Food Group Cube Warm Up (2.6) • Food Group Pyramid Games ( 2.7) • Calorie Burner, (2.10) • Calorie Counter, (2.11) • Food Identity, (2.12) • Food for Energy and Health (2.16) • Introduction (2.19)

• Muscle Snatchers (1.84) • Energy In, Energy Out (1.96) • Energy Cube Warm-Up (2.22)

Circuit Training Basic Book (4.1-4.5) • Fitness Measurement Practice Circuit (4.96)

Practice Fitness • What skills/activities belong here?

• Create a fitness obstacle course incorporating fitness tests into the course (Mile/half run, Curl ups, Push ups, Sit and reach)

• Locomotor Skill: 1st-3rd grade skills o Skip o Grapevine o side slide

• Non-Locomotor Skills:1st -3rd grade skills o Roll o balance

Team, Individual, Alternative, and Lifetime Activities • Basketball skills o Catch and pass to a partner o Dribble in control at various speeds

• Lead up games • Striking with long-handled implement (i.e.

golf, hockey, or baseball)

• Identify various marketing strategies used in media (examples of misleading advertisements and displays)

Celebration of differences • Giving positive feedback to partners or groups

• Engaging in peer coaching

• Respecting individual differences in ability and interests

• Recognizing body types

Self -reflection

Think, Pair, Share

Required Assessment (unless otherwise noted)

Student informal response

Teacher observation

Five for Life Food for Energy and Life Assessment, Pre and Post Test, (2.35)

Student informal response

Teacher observation

P.E. Student Portfolio (optional)

Teacher Observation Class discussion and reflection

Teacher Observation

Self-reflection

Standards 1.5.1 Analyzes how the body’s function and composition are affected by food consumption

1.5.1 Analyzes how the body’s function and composition are affected by food consumption


3.22 Analyzes health and fitness messages in the media

Revised: 8/19/2011 1:56:34 PM


• Intro to food labels: Compares and contrasts • Intro to food labels: Compares and contrasts 1.2 Acquires the knowledge and skills to safely • Analyzes influences of marketing strategies food labels for nutrition information food labels for nutrition information participate in a variety of developmentally on health and fitness choices

• Intro to nutrients: Analyzes how nutrients • Intro to nutrients: Analyzes how nutrients appropriate physical activities

support a healthy body support a healthy body 1.3 Understands concepts of health-related physical fitness and develops and monitors

• Analyzes the impact of healthy eating on both • Analyzes the impact of healthy eating on both progress on personal fitness goals physical and academic performance. physical and academic performance.

2.2.2 Understands changes occurring during puberty

• Understands hormonal and physical changes occurring during puberty

• Describes benefits of daily hygiene practices during puberty

Equipment/ Five for Life Basic Curriculum Book and Five for Life Basic Curriculum Book and Mats Dove real beauty campaign website Resources Equipment


My Pyramid.gov


Equipment


My Pyramid.gov


Circuit Training Manual (Five for Life)

Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters

Basketballs

Striking implements such as gold clubs, hockey sticks, baseball bats, tennis racquet


Notes:

Revised: 8/19/2011 1:56:34 PM


Timeframe: January


Essential Questions


Content Five for Life Basic Book, Goal Setting, page 4.98 Intro. to FITT principal (WS OSPI Health and Fitness website)

Step Into Fitness (4.69- 4.82) Circuit Training


Perseverance

Skills and Activities

Five for Life Basic Book, Goal Setting, page 4.98 • Introduction to Goal Setting (pg 4.101) • Introduction to Step into Fitness (4.72) • Goal Setting Practice (4.103)

Intro. to FITT principal (WS OSPI Health and Fitness website) • Identify and practice 5 levels of intensity (5 for

life supplemental activity?)

Step Into Fitness (4.69- 4.82) • Pedometer Use • Vocabulary (4.6) • Starting with a Pedometer (4.74) • Pedometer Challenge (4.75)

Circuit Training • Six station warm-up circuit three (Five for Live

Circuit Training Handbook, pg. 13) • Five components of fitness circuit (Circuit

Training Handbook, pg 15)

Locomotor/Non-Locomotor Skills: • Locomotor Skill: 1st-3rd grade skills o Skip o Grapevine o side slide


Team, Individual, Alternative, and Lifetime Activities • Throwing and catching o Catch a thrown ball o Throw with various objects (footballs,

Frisbee, softball) • Rhythm activities o Creates a routine to music

Perseverance

• Keep practicing • Not giving up • Encouragement • Peer coaching • Positive self-talk

Revised: 8/19/2011 1:56:34 PM


Required Fitness Measurement Recording Sheet (4.104) Step into Fitness Challenge Recording Sheet Teacher Observation Reflection Assessment (unless

(optional) (4.76) Class debriefing otherwise noted)

Standards 1.3.1 Analyzes components of health-related fitness

• Analyzes progress in a fitness log

• Distinguishes among lifetime activities which improve components of health-related fitness

• Integrates FITT principle with components of health-related fitness using the Activity Pyramid

• Analyzes how the FITT principle affects development of health-related fitness

4.2.1 Develops and monitors a health and fitness plan


• Creates a health plan for improvement

1.3.1 Analyzes components of health-related fitness

• Analyzes progress in a fitness log

• Distinguishes among lifetime activities which improve components of health-related fitness

• Integrates FITT principle with components of health-related fitness using the Activity Pyramid

• Analyzes how the FITT principle affects development of health-related fitness

4.2.1 Develops and monitors a health and fitness plan


Creates a health plan for improvement


4.2.1 Creates goals for improving health and fitness practices

Equipment/ Five for Life Basic Curriculum (Fourth Edition, Pedometers Mats Resources Basic Book) Various throwing and catching equipment

(footballs, frisbee, softball)

Stereo/Music and/or drum

Notes:

Revised: 8/19/2011 1:56:34 PM




Essential Questions




Content Bone Health (Five for Life Basic Book , Section 3-3.1-3.14) Muscle Motion (Five for Life Basic Book , Section 3-3.15-3.29)

Fitness Games Circuit Training


Self-esteem

Skills and Bone Health (Five for Life Basic Book , Fitness Games Locomotor/Non-Locomotor Skills: Self-esteem Activities Section 3-3.1-3.14)

• Introduction for Bone Health (3.4) • Bone Building Relay (3.8) • Bone Health Tag (3.7)

Muscle Motion (Five for Life Basic Book , Section 3-3.15-3.29) • Introduction for Muscle Motion (3.18-3.19) • The Notion of Muscle Motion (3.21) • Muscle Tag (3.22) • Build your Muscle (3.23)

• Muscle Check-Up (1.47 and 1.55) • Muscular Strength and Muscular Endurance

Tag (1.60) • Heart Health 2-5 Minute Run (1.30) • All-Star Stretches (1.69-1.74)

Circuit Training • Muscle Fitness Essentials (1.42-1.60) • Stretch, bend, twist (1.65-1.74)



Team, Individual, Alternative, and Lifetime Activities • Developmental Gymnastics o weight transfer (i.e. monkey jump, mule

kick, kick-up) o front scale balance on a low beam

Alternative Activities (unicycling, archery, fencing, circus skills, yoga, roller skating, rock-climbing, etc.)

• positive self-talk • self-reflection of personal strengths • visualization

Required Assessment

• Bone Assessment, (3.9-3.10)(optional) Teacher Observation Class discussion and reflection

Revised: 8/19/2011 1:56:34 PM


(unless otherwise noted)

• Muscle Motion (3.24-3.25)(optional) • Observation

Teacher Observation

Standards 2.2.1 Understands the structure and function of body systems • Introduce major muscles and their role in

movement • Introduce major bones and their role in

movement



3.4 Understands the impact of emotions on health

Equipment/ Five for Life Basic Curriculum (Fourth Edition, Circuit training equipment (stretch bands, Mats Resources Basic Book) medicine balls, stability balls, weighted bars, step

boxes, agility rings) Circuit training cards – visual aids

Balance Beam Rock climbing wall Unicycles Bows and arrows/targets Fencing equipment Rollerskates/rollerblades Safety gear (elbow pads, knee pads, wrist guards, helmets) Juggling equipment

Notes:

Revised: 8/19/2011 1:56:34 PM


Timeframe: April


Essential Questions




How can stress impact your heart health?

Content Heart Health (1.14-1.41) Heart Health Pyramid (4.54-4.55) Heart Health risk factors Physical Activity Promotion

Circulatory System Locomotor/Non-Locomotor Skills Team, Individual, Alternative Sports/Skills, and Lifetime Activities

Stress Reduction

Skills and Heart Health: Circulatory System Locomotor/Non-Locomotor Skills: Stress Reduction Activities • Heart Health Relay (1.21)

• Heart Health 2-5 Minute Run (1.20) • Age-adjusted maximum and training heart

rate formulas (4.58) Heart Health Pyramid • Heart Health Pyramid Recording Log (4.63)

Heart Health risk factors • Risk Factor Four Square (1.31)

Physical Activity Promotion: • Jump Rope for Heart

• Heart Health Introduction (1.17 and 1.27) • Oxygen Transport (1.32) • Respiration Relay (1.35) • Circulatory System Obstacle Course



Team, Individual, Alternative, and Lifetime Activities • Volleyball Skills o Underhand serve o Forearm pass (bump) to a partner o Set back and forth over the net

• Breathing techniques • Yoga • Being physically active • Relaxation • De-escalation • Self control

• Jump Rope o Two-footed rhythmic jumping 10 or more

times consecutively • Lifetime Activities o Biking safety and skills, yoga

Assessment Physical Activity Monthly Log(optional) Washington State Classroom Based Assessment

Student Fitness Report are sent home (required in 3rd Grade)

Bike Safety Cascade Bicycle Club Pre and Post Test (required if teaching biking)


Revised: 8/19/2011 1:56:34 PM


Standards 4.1.1 Recognizes, understands, applies and analyzes daily health and fitness habits 1.3.1 Recognizes, understands, applies and analyzes basic vocabulary and components of health-related fitness 2.2.1 Understands the structure and function of body system


2.4.3 Understands positive and negative effects of stress and stress management


American Heart Association Five for Life Basic Curriculum (Fourth Edition, Basic Book)

WELNET Mats Volleyballs Jump ropes Bikes Helmets

Notes:

Revised: 8/19/2011 1:56:34 PM


Timeframe: May/ June


Essential Questions

How will you maintain or improve your fitness over the summer?

What did I do to work towards reaching my fitness goals?

Which motor skills are necessary to maintain my fitness level?

How can I participate in summer activities in a safe and respectful way?

Content Review Health and Fitness Concepts and Goals First Aid/ Injury Prevention (heat related and physical activity related)

Circuit Training Post-Fitness Measurements

Team, Individual, Alternative Sports/Skills, and Lifetime Activities

Integrity

Skills and Review Health and Fitness Concepts and Circuit Training Locomotor/Non-Locomotor Skills: Integrity Activities Goals

• Healthy Body Balance Card Game, (1.93) • Balance the Fat (1.97)

First Aid/ Injury Prevention (heat related and physical activity related) • Safety code (Five for Life: 5.2)

• Energy in , Energy out (1.96) • Muscle Check – Up (1.47-1.49)

Post-Fitness Measurements K-5 (pg 4.83) • Introduction (test protocols) (pg 4.87) • Push-ups (4.94) • Curl-ups (4.95)


• Non-Locomotor Skills:1st -3rd grade skills o Roll

• Honest reflection on goals and fitness measurements

• Fair play • Self-refereeing and scoring

• Sit and reach (4.93) • Mile Run (4.91) • Height and Weight (4.90) (Opt-in required for

BMI)

Review Fitness Scores and Parent Report

o balance

Team, Individual, Alternative, and Lifetime Activities: • Racquet/paddle skills o Strike with forehand motion

Assessment OSPI Concepts of Health and Fitness written test (required by 5th graders)

Student Fitness Report are sent home Class discussion and reflection Teacher Observation

Standards 2.4.2 Understands emergency situations and demonstrates skills to respond appropriately and safely


3.3.1 Applies necessary social skills to promote health and safety

Revised: 8/19/2011 1:56:34 PM



Five for Life Basic Curriculum (Fourth Edition, Basic Book)

WELPRO Fitness Assessment Five for Life Circuit Training Manual, Five for Life Basic Curriculum Book Fitness Measurement Tools: Sit and Reach Box, Mats, Stopwatch, scale, tape measure Circuit Training Equipment: Step boxes, dumbbells, weight bars, medicine balls, stretch bands, mats, agility rings, stations, five for life laminated circuit posters

Mats Various racquets: Tennis, badminton, pickleball, etc. Various small balls for hitting

Notes:

Revised: 8/19/2011 1:56:34 PM

Middle School

* 6th Grade

* 7th Grade

*8th Grade

Seattle District Curriculum Map Grade Level: 6th Grade Length of Time: 1 Semester 2010-2011

Timeframe: September

Health & Fitness Academic Content Fitness Motor Skills Social/Emotional/Safety

Essential Questions

What does it mean to be fit?

Why should I be fit?

How do you know if you are fit? Why are practicing the basic motor skills necessary for participation in activities?

What makes a successful team member?

Content Five for Life 5 Components of Fitness Intro to WELNET Benefits of Physical Activity (ongoing)

Fitness Measurements (4.119-4.125) Functional Training (4.1-4.4) Circuit Training (4.45-4.47) Flexibility Training (ongoing)

Locomotor/Non-Locomotor skills review Team and Individual Sports Low Organized Games Leisure Activities (optional)

Rules Safety Etiquette Sportsmanship Cooperation Conflict Resolution Friendship Locker room procedures

Skills/ Five for Life 5 Components of Fitness Fitness Measurements (4.119-4.125) Locomotor/Non-Locomotor Skills Review Rules Activities • Intro (1.4-1.6)

• CRE – Cardiorespiratory Endurance(1.8-1.11) • MS/ME – Muscular Strength/Endurance (1.13-

1.18) • F – Flexibility Activity (1.20-1.25)

• Mile Run – 4.143 • Curl Ups – 4.131 • Push Ups – 4.136 • Sit & Reach – 4.142 • Height & Weight – 4.129

(ongoing) • Running, skipping, galloping, hopping, jumping,

walking, leaping, sliding, twisting, turning, and spatial awareness

Team and Individual Sports (Choose from the Following)

Safety Etiquette Sportsmanship Cooperation Conflict Resolution

• BC – Body Composition (1.27-1.34)

Intro to WELNET • Student Log-In • Fitness Assessment Check

Benefits of Physical Activity (ongoing)

Functional Training • Activities (4.5-4.14) • Detailed Instruction of Exercises (4.15-4.41)

Circuit Training • Circuit Training Unit Guidelines (4.48-4.75)

Flexibility Training (ongoing) • Dynamic and static stretching

Student/Parent Fitness Assessment from WELNET (Fitness Test Results) SENT HOME AT LEAST ONCE DURING THE SEMESTER.

• Ultimate Frisbee o Forehand throw o Backhand throw o Basic movement with and without Frisbee o Rules and Scoring o Modified Game : 4 Pass, 4 v 4

• Flag Football/Aussie rules Football o Forward pass o Lateral pass o Catching o Offense & Defense Strategies o Basic Rules o Modified game: ultimate football, 4 v 4,

kickoff game, coin football

• Soccer o Dribbling

Friendship Locker room procedures

Revised 8/19/2011 1:54 PM


o Passing o Trapping o Basic Rules o Modified Game: 4Corner Soccer, mini

games

• Lacrosse o Passing o Catching o Basic Rules o Modified Game: mini games, ultimate

lacrosse

• Softball o Throwing o Catching o Hitting – with tees o Basic rules & Safety

Low Organized Games • Kickball • 4-Square • Double Dutch

Leisure Activities (Optional) • Frisbee Golf • Golf • Yoga • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts • Wrestling • Ping Pong

Assessment Formative Assessment • 1.35 – 5 Components of Fitness

• Five for Life Fitness Measurements Recording Sheet – Baseline Score/Goal 1 (4.155)

• Circuit Training Assessments (4.69-4.77) • Functional Training Assessment

Teacher Observation Student Checklist Student and peer assessment

Teacher Observation Peer Observation

Revised 8/19/2011 1:54 PM


• Teacher Observation Student/Parent Fitness Assessment from WELNET (Fitness Test Results)

• SENT HOME AT LEAST ONCE DURING THE SEMESTER.

Standards 1.3.1 Understands the components of health- 1.3.1 Understands the components of health- 1.1.1 Demonstrates fundamental and complex 1.2.1 Understands safety rules and procedures in (WA State) related fitness.

1.4.2 Explains how movement skills contribute to active living for lifetime health.

related fitness. motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.

a variety of physical activities: Individual, dual/team, and lifetime activities. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 2.4.2 Applies first-aid skills, ways to prevent injuries, and skills to respond appropriately and safely.

Equipment/ Five for Life Intermediate Book (First Edition) Five for Life Fitness Measurement DVD Individual School and PETE Equipment Internet Resources WELNET WELNET

Fitness Testing Equipment: Sit & Reach Box, Height Chart, Weight Scale, Mats, and Timers

Functional Equipment

Circuit training Equipment, manual, and cards

Health Books

Counselor

Notes:

Revised 8/19/2011 1:54 PM


Timeframe: October


Essential Why is aerobic activity important for my How will setting goals help me achieve Why are practicing the basic motor skills How does being fit improve my self esteem? Questions health? fitness?

How can using heart rate monitors help me reach my fitness goal?

necessary for participation in activities?

Content Phases of Workout Heart Health Pyramid (4.83-4.92) Review – 5 Components of Fitness Benefits of Physical Activity (ongoing)

Heart Health Activities Pedometers – Steps for Life (4.100) Goal Setting for Life (4.147-4.153)

Locomotor/Non-Locomotor skills review Team and Individual Sports Low Organized Games

Health Management Activity Log Self-Worth Self-Confidence Stress Management Cultural Awareness

Skills/ Phases of workout Heart Health Activities Locomotor/Non-Locomotor Skills Review Health Management Activity Log (optional) Activities • Teacher Developed • Age-Adjusted Maximum and Training Heart (ongoing) – 2.25-2.43

• Warm Up • Stretch • Workout • Cool Down

Heart Health Activities •Heart Health Pyramid (4.83 & 4.88) • In-Class Work/Homework- Heart Health

Training Log (4.91-4.92)

Rate Formulas (4.86) • Health Management Activity Log (2.25-2.43)

Steps for Life • Starting with a Pedometer (4.102-4.104) • Walking Tag (4.105) • Five for Life Pace Guide Challenge (4.106-

4.108) • (Additional Pedometer Activities – 4.109-

4.113)

• Running, skipping, galloping, hopping, jumping, walking, leaping, sliding, twisting, turning, and spatial awareness

Team and Individual Sports (Choose from the Following) • Ultimate Frisbee o Forehand throw o Backhand throw o Basic movement with and without Frisbee

• Student will be challenged to reduce the amount of time spent in media/seat time

Self-Worth Self-Confidence Stress Management Cultural Awareness

o Rules and ScoringSteps for Life o Modified Game : 4 Pass, 4 v 4 • Push Ups • Sit Ups • Mile Run • Stretching Goal Setting for Life (4.147-4.153)

Handouts 4.158 or 4.159

• Flag Football/Aussie rules Football o Forward pass o Lateral pass o Catching o Offense & Defense Strategies o Basic Rules o Modified game: ultimate football, 4 v 4,

kickoff game, coin football • Soccer o Dribbling o Passing o Trapping

Revised 8/19/2011 1:54 PM


o Basic Rules o Modified Game: 4Corner Soccer, mini

games • Lacrosse o Passing o Catching o Basic Rules o Modified Game: mini games, ultimate

lacrosse • Softball o Throwing o Catching o Hitting – with tees o Basic rules & Safety


Leisure Activities (Optional) • Frisbee Golf • Golf • Yoga • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts • Wrestling • Ping Pong

Assessment Formative Assessment on Heart Health

- Teacher created

Teacher Created Assessment • Phases of Workout

Five for Life Fitness Measurements Recording Sheet – Trial 1/Goal 2 (4.154-4.155)

Homework - Health Management Activity Log (2.45 -2.46)

Pedometer Assessment (4.114)

Teacher Observation

Student Checklist/Rubric

Student and Peer Assessment

Teacher Observation

Peer Observation

Revised 8/19/2011 1:54 PM


Standards (WA State)

1.3.2 Understands phases of a workout. 2.1.1 Analyzes the dimensions of health and relates to personal health behaviors.

1.3.1 Understands the components of health-related fitness. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Creates personal health and fitness data and sets goals.

1.1.1 Demonstrates fundamental and complex motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.

4.1.1 Analyzes daily health and fitness habits. 2.2.4 Analyzes benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school).


Five for Life Intermediate Book (First Edition) Intermediate Five for Life Book Pedometers

Individual School and PETE Equipment Internet Health Book Counselor

Notes:

Revised 8/19/2011 1:54 PM


Timeframe: November


Essential Why do I need my bones? How can I keep my bones healthy and How will improved motor skills benefit my What Importance do safety and Questions How do my muscles work? strong?

How can I improve my muscular strength and endurance? How do my bones and muscles impact my body composition?

daily life? sportsmanship rules play in PE?

Content Bones Muscles Movement (Section Three) Review – 5 Components of Fitness

Bones Muscles Functional Training (4.1-4.4) Circuit Training (4.45-4.47)

Locomotor/Non-Locomotor Skills Review Team and Individual Sports Low Organized Games Lifetime Activities (Optional)

Activity Safety Procedures

Skills/ Bones Bones Locomotor/Non-Locomotor Skills Review Activity Safety Procedures Activities • Skeleton Basketball (3.8-3.9)

Muscles • Muscles in Motion (3.30)

Movement (Section Three) • Bones for Life (3.1-3.7) • Muscles for Life (3.26-3.29)

Review – 5 Components of Fitness

• Circuit of your own creation OR • Bones for Life Circuit (3.10-3.11)

Muscles • Circuit of your own creation OR • Muscles for Life Circuit (3.31-3.32)



(ongoing) • Running, skipping, galloping, hopping,

jumping, walking, leaping, sliding, twisting, turning, and spatial awareness

Team and Individual Sports (Non-Negotiable) • Rowing

Team and Individual Sports (Choose from the Following) • Hockey o Rules o Passing o Receiving

• Safety and Expectations (5.2)

o Shooting o Play

• Basketball o Rules o Passing o Catching o Dribbling o Shooting o Play

• Racquet Sports

Revised 8/19/2011 1:54 PM


o Rules o Skill Development o Play

• Volleyball o Rules o Passing o Setting o Hitting o Serving o Play

• Team Handball o Rules o Passing o Ball Movement o Scoring o Play


Leisure Activities (Optional) • Frisbee Golf • Golf • Yoga • Hacky Sac • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts

Revised 8/19/2011 1:54 PM


Assessment Bones • Bone Names (3.21) Muscles • Muscle Names (3.46)

Teacher Observation Peer Assessment Five for Life Fitness Measurement Recording Sheet – Trial 2/Goal 3 (4.155)

Teacher Observation Checklist/Rubrics Peer Assessment



2.2.1Understands structure and functions of body systems using medically accurate terminology.

1.3.1 Understands the components of health-related fitness. 1.4.2 Explains how movement skills contribute to active living for lifetime health.



Equipment Five for Life Intermediate Book (First Edition) Five for Life Intermediate Book Functional Equipment Circuit training Equipment, manual, and cards

Individual School and PETE Equipment

Notes:

Revised 8/19/2011 1:54 PM


Timeframe: December


Essential What does diet really mean? What is my intensity level during activity? How will improved motor skills benefit my What does critical thinking mean? Questions How can I tell what nutrients are in the food I

eat? How does eating the correct daily amounts of food affect my long-term health?

How active am I? daily life? How does critical thinking help you?

Content Nutrition Functional Training (4.1-4.4) Locomotor/Non-Locomotor Skills Review Critical Thinking Skill Development Health (Section Two) Review – 5 Components of Fitness/FITT

Circuit Training (4.45-4.7) Team and Individual Sports Low Organized Games Lifetime Activities (Optional)

Team Building Skill Development

Skills/ Nutrition: Choose One Activity Functional Training Locomotor/Non-Locomotor Skills Review Critical Thinking Skill Development Activities • Ultimate Energy Pin Down (2.9-2.10)

• Placemats (2.11-2.12) • Food Label Activity (2.15-2.16)

• Activities (4.5-4.14) • Detailed Instruction of Exercises (4.15-4.41)

Circuit Training



• Cooperative Games • Adventure Education Activities

Team Building Skill Development • Food Label Activity Assignment (2.17)

Health (Section Two) • Student Introduction (2.4-2.6) • Nutrition

Review – 5 Components of Fitness/FITT • Focus: Body Composition

• Circuit Training Unit Guidelines (4.48-4.75)

Activities • Running • Pacer • Stability Ball Workout • Jump Rope • Or…activity of your choice to improve CRE

Team and Individual Sports (Choose from the Following) • Hockey o Rules o Passing o Receiving o Shooting o Play


• Racquet Sports o Rules o Skill Development o Play

• Trust Games • Triangle Tag • Link Tag • Human Knot

Revised 8/19/2011 1:54 PM






Assessment Nutrition Student Assessment (2.21-2.22) Teacher Observation

Peer Assessment

Five for Life Fitness Measurement Recording Sheet – Trial 3/Goal 4 (4.155)

Teacher Observation

Checklist/Rubrics

Peer Assessment

Teacher Observation

Peer Observation/Assessment

Revised 8/19/2011 1:54 PM



1.5.1 Applies nutrition goals based on dietary guidelines and individual activity needs. 4.1.1 Analyzes daily health and fitness habits.



1.2.1 Understands safety rules and procedures in a variety of physical activities: Individual, dual/team, and lifetime activities.


Five for Life Intermediate Book (First Edition) Five for Life Intermediate Book Functional Equipment Circuit training Equipment, manual, and cards

Individual School and PETE equipment

Notes:

Revised 8/19/2011 1:54 PM


Timeframe: January


Essential How has your fitness level improved? How can I stay fit after my PE class? How have your motor skills improved your How has participating in PE improved my Questions How can I use the skills and activities to plan

for a fit and healthy life? How has planning helped my fitness level change?

overall health this semester? How will you continue to develop your skills outside of PE?

feelings of self-worth? What have I learned about sportsmanship this semester?

Content 5 Components of Fitness Bones and Muscles Review Nutrition Review Review and Prepare for Assessments

Final Fitness Measurement Five for Life Fitness Plan Review Activity Logs


Self-Evaluation

Skills/ 5 Components of Fitness Final Fitness Measurement: Locomotor/Non-Locomotor Skills Review Self-Evaluation Activities Bones and Muscles Review

Nutrition Review Review and Prepare for Assessments • This is an opportunity to cover activities that

you may not have covered • Use unit activities to assist with review

• Height/Weight (opt-in) • Mile • Sit and Reach • Push ups • Curl ups

Five for Life Fitness Plan: 4.159



Team and Individual Sports (Choose from the Following) • Hockey

• Reflection • Journal to Reflect on learning and feelings.

Review Activity Logs o Rules o Passing o Receiving o Shooting o Play



• Volleyball

Revised 8/19/2011 1:54 PM


o Rules o Passing o Setting o Hitting o Serving o Play




Assessment Five for Life Assessment OR Self Created assessment

Healthy Habits for Life Log Self-Reflection (2.44) Five for Life Activity Log (2.45)


Journal Entries

Revised 8/19/2011 1:54 PM


Standards 1.3.1 Understands the components of health- 1.3.1 Understands the components of health- 1.1.1 Demonstrates fundamental and complex 1.2.2 Applies skills and strategies necessary for (WA State) related fitness.

1.3.2 Understands phases of a workout. 1.4.2 Explains how movement skills contribute to active living for lifetime health. 2.2.1 Understands structure and functions of body systems using medically accurate terminology. 1.5.1 Applies nutrition goals based on dietary guidelines and individual activity needs. 4.1.1 Analyzes daily health and fitness habits.

related fitness. 1.4.2 Explains how movement skills contribute to active living for lifetime health. 4.1.1 Analyzes daily health and fitness habits. 2.2.4 Analyzes benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school). 4.2.1 Creates personal health and fitness data and sets goals.

motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.

effective participation in physical activities. 4.1.1 Analyzes daily health and fitness habits.


Five for Life Intermediate Book (First Edition) Five for Life Fitness Measurements Recording Sheet – Final Trial (4.154-4.155)

Individual School and PETE Equipment Internet

Health Book

Counselor

Notes:

Revised 8/19/2011 1:54 PM




Essential Questions

What does it mean to be fit? Why should I be fit?



Content 5 Components of Fitness/FITT Intro to WELNET Benefits of Physical Activity (ongoing)

Fitness Measurements (4.119-4.125) Functional Training Circuit Training Flexibility Training


Rules Safety Etiquette Sportsmanship Teaching: Locker room procedures

Skills/ Activities

5 Components of Fitness/FITT • Five for Life Intro (1.4-1.6) o Cardiorespiratory Endurance (CRE) –

Aerobic Activity o Muscular Strength/Muscular Endurance

(MS/ME)

Fitness Measurement Protocols • Mile Run – 4.143 • Curl Ups – 4.131 • Push Ups – 4.136 • Sit & Reach – 4.142

Locomotor/Non-Locomotor Skills Review (ongoing) • Running, skipping, galloping, hopping,


Team and Individual Sports (Choose from the

Rules • Classroom • Activity

Safety • Classroom • Activity

Etiquette o Flexibility (F) • Body Composition-Height & Weight – 4.129 Following) • Classroom o Body Composition (BC)

• CRE – Heart Health 4/5 Minute Walk and Run (1.8)


• Ultimate Frisbee o Forehand throw o Backhand throw

• Activity • Peer

Sportsmanship • How to be a good sport

• CRE/FITT – Cardio FITT Pin (1.45) o Worksheet – Cardiorespiratory Endurance

Activity FITT Plan Worksheet (1.51) • MS/ME – Muscular Strength/Endurance

Activity (1.13)


Flexibility Training • Static

o Hammer throw (optional) o Movement with and without Frisbee o Rules and Scoring o Modified Game : 4 Pass, 4 v 4

• Flag Football/Aussie rules Football

Teaching: • Cooperation • Conflict Resolution • Friendship

Locker room procedures • MS/ME/FITT – FITT Principle Muscular

Strength and Muscular Endurance Recording Chart (1.62) o Worksheet - Muscular Strength and

Muscular Endurance and the FITT Principle (1.63) [Requires Stretch Bands]

• Dynamic Student/Parent Fitness Assessment from WELNET (Fitness Test Results) SENT HOME AT LEAST ONCE DURING THE SEMESTER.

o Forward pass o Lateral pass o Catching o Kicking (optional) o Routes (optional)

• F – Flexibility Activity (1.20) o Modified game: ultimate football, 4 v 4, o Worksheet – Creating a Stretching Routine kickoff game, coin football

Activity Worksheet (1.25) • Soccer • F – Flexibility and the FITT Principle (1.75-

1.80) o Worksheet – Flexibility Activity FITT Plan

o Dribbling o Passing o Trapping

Revised 8/19/2011 1:55 PM


Worksheet (1.80) o Throw Ins • BC – Body Composition and the FITT o Shooting (optional)

Principle (1.85-1.95) o Juggling (optional) Intro to WELNET • Lacrosse • Student Log-In o Passing • Fitness Assessment Check o Catching

Benefits of Physical Activity (ongoing) • Softball o Throwing o Catching o Hitting o Base-running



Assessment Tests 1.35 – 5 Components of Fitness 1.52 – Cardio and FITT Principle

Five for Life Fitness Measurements Recording Sheet – Baseline Score/Goal 1 (4.155)



Standards 1.3.1 Understands the components of health- 1.3.1 Understands the components of health- 1.1.1 Demonstrates fundamental and complex 1.2.1 Understands safety rules and procedures in (WA State) related fitness.

1.4.2 Explains how movement skills contribute to active living for lifetime health.

related fitness. motor skills that contribute to movement proficiency. 1.1.5 Demonstrates understanding of movement concepts.

a variety of physical activities: Individual, dual/team, and lifetime activities. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 2.4.2 Applies first-aid skills, ways to prevent injuries, and skills to respond appropriately and

Revised 8/19/2011 1:55 PM


safely.


Five for Life Intermediate Book (First Edition) Dairy Council Freebies Food Guide Pyramid Seattle School District Website - Personal Webpage and Blog WELNET

Five for Life Fitness Measurement DVD WELNET Fitness Testing Equipment: Sit & Reach Box, Height Chart, Weight Scale, Mats, and Timers Functional Equipment Circuit training Equipment, manual, and cards

Individual School and PETE-Equipment Internet Health Books Counselor

Notes: Student/Parent Fitness Assessment from WELNET (Fitness Test Results) SENT HOME AT LEAST ONCE DURING THE SEMESTER.

Revised 8/19/2011 1:55 PM


Timeframe: October





Content Phases of Workout Goal Setting for Life (4.147-4.153) Locomotor/Non-Locomotor skills review Health Management Activity Log – 2.25-2.43 Heart Health Activities Heart Rate Monitors (4.81-4.82) (TBA) Team and Individual Sports Self-Worth Benefits of Physical Activity Review – 5 Components of Fitness/FITT Relationship to OSPI PE (fitness) Assessment:

Steps for Life (4.100) Low Organized Games Self-Confidence Stress Management Cultural Awareness

Skills/ Phases of workout Goal Setting for Life (4.147-4.153) Locomotor/Non-Locomotor Skills Review Health Management Activity Log – 2.25-2.43 Activities • Warm Up

• Stretch • Workout • Cool Down

Heart Health Activities

• Worksheet – Five for Life Health, Performance, and Appearance S.M.A.R.T. Goals (4.158)

Heart Rate Monitors (4.81-4.82) (TBA) • Starting with a Heart Rate Monitor (4.85)

(TBA)



Team and Individual Sports (Choose From the Following)

• Student will be challenged to reduce the amount of time spent in media/seat time

Self-Worth Self-Confidence Stress Management Cultural Awareness

• Heart Health Pyramid (4.83 & 4.88) • Worksheet: Heart Health Training Log (4.91-

4.92)

Aerobic Activity • CRE – Aerobic Activity (3.62-3.64) • What makes an activity aerobic? • What are the benefits?

Benefits of Physical Activity

Review – 5 Components of Fitness/FITT

• Age-Adjusted Maximum and Training Heart Rate Formulas (4.86)

• Health Management Activity/information (2.25-2.43)

Steps for Life (4.100) • Starting with a Pedometer (4.102-4.104) • Walking Tag (4.105)

• Ultimate Frisbee o Forehand throw o Backhand throw o Hammer throw (optional) o Movement with and without Frisbee o Rules and Scoring o Modified Game : 4 Pass, 4 v 4

• Flag Football/Aussie rules Football o Forward pass o Lateral pass o Catching o Kicking (optional) o Routes (optional) o Modified game: ultimate football, 4 v 4,

kickoff game, coin football

• Soccer o Dribbling

Revised 8/19/2011 1:55 PM


o Passing o Trapping o Throw Ins o Shooting (optional) o Juggling (optional)

• Lacrosse o Passing o Catching

• Softball o Throwing o Catching o Hitting o Base-running



Assessment Student Assessment for Heart Rate Monitors (4.93-4.94) [TBA] 1.68 – Muscle Strength and Muscle Endurance and FITT 1.81 – Flexibility and FITT 1.98 – Body Composition and FITT

Five for Life Fitness Measurements Recording Sheet – Trial 1/Goal 2 (4.154-4.155) Health Management Activity Log (2.45 -2.46) Pedometer Assessment (4.114)

Teacher Observation Student Checklist/Rubric Student and Peer Assessment


Revised 8/19/2011 1:55 PM




1.3.1 Understands the components of health-related fitness. 4.1.1 Analyzes daily health and fitness habits. 2.2.4 Analyzes benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school). 4.2.1 Creates personal health and fitness data and sets goals.




Five for Life Intermediate Book (First Edition) Intermediate Five for Life Book Heart Rate Monitors Pedometers


Notes: Fitness Measurement/ WELNET Check-In (be sure scores are all entered)

Revised 8/19/2011 1:55 PM


Timeframe: November





Content Bones 3.1-3.22 Bones 3.1-3.22 Locomotor/Non-Locomotor Skills Review Activity Safety Procedures Muscles 3.23-3.47 Muscles 3.23-3.47 Team and Individual Sports Review – 5 Components of Fitness/FITT Functional Training (4.1-4.4) Low Organized Games

Circuit Training (4.45-4.47) Lifetime Activities (Optional)

Skills/ Bones Bones 3.1-3.22 Locomotor/Non-Locomotor Skills Review Activity Safety Procedures Activities • Skeleton Basketball (3.8-3.9)

• Bones for Life Circuit (3.10-3.11) • Excavation Relay (3.14-3.15) • Excavation Relay Worksheet (3.16)

Muscles • Muscles in Motion (3.30) • Muscles for Life Circuit (3.26-3.32) • Muscles for Life Circuit Worksheet (3.33-

3.34)

• Bones for Life Circuit (3.10-3.11)

Muscles 3.23-3.47 • Muscles for Life Circuit (3.31-3.32)

Functional Training (4.3-4.4) • Activities (4.5-4.14) • Detailed Instruction of Exercises (4.15-4.41)

Circuit Training (4.45) • Circuit Training Unit Guidelines (4.48-4.75)



Team and Individual Sports (Choose from the Following) • Hockey o Rules o Passing o Receiving


• Push and Resist (3.40-3.41) Review – 5 Components of Fitness/FITT

o Shooting o Play


• Racquet Sports o Rules o Skill Development

Revised 8/19/2011 1:55 PM


o Play





Assessment Bone Names (3.21) Muscle Names (3.46)

Circuit Training Assessments (4.69-4.77) Functional Training Assessment Teacher Observation Peer Assessment Five for Life Fitness Measurement Recording Sheet – Trial 2/Goal 3 (4.155)



Revised 8/19/2011 1:55 PM







Equipment Five for Life Intermediate Book (First Edition) Functional Equipment Circuit training Equipment, manual, and cards


Notes:

Revised 8/19/2011 1:55 PM


Timeframe: December





Content Health (Section Two) Functional Training (4.1-4.4) Locomotor/Non-Locomotor Skills Review Team Building Skill Development • Nutrition concepts/Hydration

OSPI Nutrition concepts Review – 5 Components of Fitness/FITT

Circuit Training (4.45-4.47) Team and Individual Sports Low Organized Games Lifetime Activities (Optional)

Critical Thinking Skill Development Adventure Education Activities Team Building Skill Development

Skills/ Health (Section Two) *Choose One Activity Functional Training (continued) Locomotor/Non-Locomotor Skills Review Team Building Skill Development Activities from EACH Category during December

• Nutrition o Ultimate Energy Pin Down (2.9-2.10) o Placemats (2.11-2.12) o Food Label Activity (2.15-2.16) o Food Label Activity Assignment (2.17)

• Activities (4.5-4.14) • Detailed Instruction of Exercises (4.15-4.41)






Critical Thinking Skill Development

• Hydration o My Hydration (2.81) o Hydration Log (2.82-2.83) o Hydration Log Self-Reflection (2.84) o Water For Life Relay (2.85-2.86)

OSPI Nutrition concepts • Protein, Carbohydrates, Fat, Water,

Minerals, and Vitamins


• Hockey o Rules o Passing o Receiving o Shooting o Play



Adventure Education Activities

Team Building Skill Development

Revised 8/19/2011 1:55 PM






Assessment Nutrition Student Assessment (2.21-2.22) Teacher Observation Teacher Observation Teacher Observation Hydration Log Student Assessment (2.88) Peer Assessment

Five for Life Fitness Measurement Recording Sheet – Trial 3/Goal 4 (4.155)

Checklist/Rubrics Peer Assessment

Peer Observation/Assessment

Revised 8/19/2011 1:55 PM








Five for Life Intermediate Book (First Edition) Functional Equipment Circuit training Equipment, manual, and cards


Notes:

Revised 8/19/2011 1:55 PM


Timeframe: January






Content 5 Components of Fitness/FITT Review Bones and Muscles Review Nutrition/Sleep/Hydration Review OSPI Created Assessment - Content Review Review and Prepare for Assessments Boating/Biking Safety



Self-Evaluation

Skills/ 5 Components of Fitness/FITT Review Final Fitness Measurement Locomotor/Non-Locomotor Skills Review Self-Evaluation Activities

Bones and Muscles Review

Nutrition/Sleep/Hydration Review

OSPI Created Assessment - Content Review

Review and Prepare for Assessments • This is an opportunity to cover activities that


Boating/Biking Safety • Address components of boating/bicycle

safety

• Mile • Sit and Reach • Curl Ups • Push Ups • Body Composition (Height/Weight)

Five for Life Intermediate Fitness Plan (4.156-4.157 & 4.159)






• Reflection • Journal to Reflect on learning.

Revised 8/19/2011 1:55 PM


o Play





Assessment Final Exam 7th grade only Healthy Habits for Life Log Self-Reflection (2.44) Five for Life Activity Log (2.45)


Journal Entries

Revised 8/19/2011 1:55 PM



1.3.1 Understands the components of health-related fitness. 1.3.2 Understands phases of a workout. 1.4.2 Explains how movement skills contribute to active living for lifetime health. 2.2.1 Understands structure and functions of body systems using medically accurate terminology. 1.5.1 Applies nutrition goals based on dietary guidelines and individual activity needs. 4.1.1 Analyzes daily health and fitness habits.

1.3.1 Understands the components of health-related fitness. 1.4.2 Explains how movement skills contribute to active living for lifetime health. 4.1.1 Analyzes daily health and fitness habits. 2.2.4 Analyzes benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school). 4.2.1 Creates personal health and fitness data and sets goals.


1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 4.1.1 Analyzes daily health and fitness habits.




Notes:

Revised 8/19/2011 1:55 PM




Essential Questions

What does it mean to be fit? Why should I be fit?



Content 5 Components of Fitness/FITT Benefits of Physical Activity (ongoing) Intro to WELNET

Fitness Measurements (4.119-4.146) Functional Training (4.1-4.4)

Circuit Training (4.45-4.47)

Flexibility Training (ongoing)


Rules Safety Etiquette Sportsmanship Locker room procedures

Skills/ 5 Components of Fitness/FITT Fitness Measurement Protocols Locomotor/Non-Locomotor Skills Review Teaching: Activities • Five for Life Intro (1.4-1.6)

o Cardiorespiratory Endurance (CRE) – Aerobic Activity

o Muscular Strength/Muscular Endurance (MS/ME)

o Flexibility (F) o Body Composition (BC)

• CRE – Heart Health 4/5 Minute Walk and Run (1.8)

• CRE/FITT – Cardio FITT Pin (1.45) o Weekly Homework – Cardiorespiratory

Endurance Activity FITT Plan Worksheet (1.51)

• MS/ME – Muscular Strength/Endurance Activity (1.13)

• MS/ME/FITT – FITT Principle Muscular

• Mile Run – 4.143 • Curl Ups – 4.131 • Push Ups – 4.136 • Sit & Reach – 4.142 • Body Composition (Height/Weight)– 4.129


Circuit Training • Circuit Training Unit (4.48-4.75)

Flexibility Training (ongoing) • Dynamic and Static Stretching

Student/Parent Fitness Assessment from WELNET (Fitness Test Results)



Team and Individual Sports (Choose from the Following) • Ultimate Frisbee o Forehand throw o Backhand throw o Hammer throw (optional) o Movement with and without Frisbee o Rules and Scoring o Modified Game : 4 Pass, 4 v 4

• Flag Football/Aussie rules Football o Forward pass

• Cooperation • Conflict Resolution • Friendship

Strength and Muscular Endurance Recording Chart (1.62) o In-Class Worksheet - Muscular Strength

and Muscular Endurance and the FITT Principle (1.63)

• Flexibility Activity (1.20) o In-Class Worksheet/Homework – Creating a

Stretching Routine Activity Worksheet (1.25) • Flexibility and the FITT Principle (1.75-1.80) o In-Class Worksheet – Flexibility Activity

FITT Plan Worksheet (1.80)

SENT HOME AT LEAST ONCE DURING THE SEMESTER.

o Lateral pass o Catching o Kicking (optional) o Routes (optional) o Modified game: ultimate football, 4 v 4,

kickoff game, coin football • Soccer o Dribbling o Passing o Trapping

• BC – Body Composition and the FITT o Throw Ins

Revised 8/19/2011 1:55 PM


Principle (1.85-1.95) o Shooting (optional)

WELNET o Juggling (optional)

• Student Log-In • Lacrosse

• Fitness Assessment Check o Passing o Catching




Assessment Classroom Based Assessments (CBA) In class worksheet – Muscular Endurance: 1.63 Weekly Homework – Cardiorespiratory – 1.51 Tests 1.35 – 5 Components of Fitness 1.52 – Cardio and FITT Principle 1.68 – Muscle Strength and Muscle Endurance and FITT

Five for Life Fitness Measurements Recording Sheet – Baseline Score/Goal 1 (4.155) Circuit Training Assessments (4.69-4.77) Functional Training Assessment Teacher Observation Student/Parent Fitness Assessment from WELNET (Fitness Test Results) SENT HOME AT LEAST ONCE DURING THE SEMESTER.



1.81 – Flexibility and FITT 1.98 – Body Composition and FITT

Revised 8/19/2011 1:55 PM



1.3.1 Understands the components of health-related fitness. 1.3.2 Understands phases of a workout. 1.4.2 Explains how movement skills contribute to active living for lifetime health.

1.3.1 Understands the components of health-related fitness.


1.2.1 Understands safety rules and procedures in a variety of physical activities: Individual, dual/team, and lifetime activities. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 2.4.2 Applies first-aid skills, ways to prevent injuries, and skills to respond appropriately and safely.


Five for Life Intermediate Book (First Edition) WELNET

Five for Life Fitness Measurement DVD WELNET Fitness Testing Equipment: Sit & Reach Box, Height Chart, Weight Scale, Mats, and Timers Functional Equipment Circuit training Equipment, manual, and cards

Individual School and PETE Equipment Internet Health Books Counselor

Notes:

Revised 8/19/2011 1:55 PM


Timeframe: October





Content Phases of Workout Heart Health Activities Review – 5 Components of Fitness/FITT Benefits of Physical Activity (ongoing)

Goal Setting for Life (4.147-4.153) Heart Rate Monitors (4.81-4.82) Steps for Life (4.10) Fitness Measurement/ WELNET Check-In

Locomotor/Non-Locomotor skills review Team and Individual Sports Low Organized Games

Health Management Activity Log – 2.25-2.43 Self-Worth Self-Confidence Stress Management Cultural Awareness

Skills/ Phases of workout Goal Setting for Life Activities Locomotor/Non-Locomotor Skills Review Health Management Activity Log – 2.25-2.43 Activities • Warm Up • In Class/Homework – Five for Life Health, (ongoing) • Student will be challenged to reduce the

• Stretch • Workout • Cool Down • Teacher Developed

Heart Health Activities

Performance, and Appearance S.M.A.R.T. Goals (4.158)

Heart Health Activities • Starting with a Heart Rate Monitor (4.85) • Age-Adjusted Maximum and Training Heart

Rate Formulas (4.86)

• Running, skipping, galloping, hopping, jumping, walking, leaping, sliding, twisting, turning, and spatial awareness

Team and Individual Sports (Choose From the Following) • Ultimate Frisbee

amount of time spent in media/seat time

• Heart Health Pyramid (4.83 & 4.88) • Health Management Activity Log (2.25-2.43) o Forehand throw • In-Class Work/Homework- Heart Health

Training Log (4.91-4.92) Steps for Life o Backhand throw o Hammer throw (optional)

Aerobics: • Starting with a Pedometer (4.102-4.104) o Movement with and without Frisbee

• CRE – Aerobic Activity (3.62-3.64) • Walking Tag (4.105) o Rules and Scoring • What makes an activity aerobic? • Five for Life Pace Guide Challenge (4.106-

4.108) o Modified Game : 4 Pass, 4 v 4 • What are the benefits? • (Additional Pedometer Activities – 4.109- • Flag Football/Aussie rules Football

4.113) o Forward pass

Warm Ups o Lateral pass

• Push Ups o Catching

• Sit Ups o Kicking (optional)

• Mile Run o Routes (optional)

• Stretching o Modified game: ultimate football, 4 v 4, kickoff game, coin football

• Soccer o Dribbling o Passing

Revised 8/19/2011 1:55 PM


o Trapping o Throw Ins o Shooting (optional) o Juggling (optional)

• Lacrosse o Passing o Catching




Assessment Student Assessment for Heart Rate Monitors (4.93-4.94) Teacher Created Assessment • Phases of Workout

Five for Life Fitness Measurements Recording Sheet – Trial 1/Goal 2 (4.154-4.155) Health Management Activity Log (2.45 -2.46) CBA Student Assessment for Heart Rate Monitors (4.93-4.94) (optional) Pedometer Assessment (4.114)

Teacher Observation Student Checklist/Rubric Student and Peer Assessment


Revised 8/19/2011 1:55 PM




1.3.1 Understands the components of health-related fitness. 4.1.1 Analyzes daily health and fitness habits. 2.2.4 Analyzes benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school). 4.2.1 Creates personal health and fitness data and sets goals.




Five for Life Intermediate Book (First Edition) Intermediate Five for Life Book Heart Rate Monitors Pedometers


Notes:

Revised 8/19/2011 1:55 PM


Timeframe: November





Content Bones Muscles Movement (Section Three) Review – 5 Components of Fitness/FITT

Bones Muscles Functional Training Circuit Training


Activity Safety Procedures

Skills/ Bones Bones Locomotor/Non-Locomotor Skills Review Activity Safety Procedures Activities • Skeleton Basketball (3.8-3.9)

• Bones for Life Circuit (3.10-3.11) • Excavation Relay (3.14-3.15) • Excavation Relay Worksheet (3.16)

Muscles • Muscles in Motion (3.30) • Muscles for Life Circuit (3.31-3.32) • Muscles for Life Circuit Worksheet (3.33-

3.34) • Push and Resist (3.40-3.41)

• Bones for Life Circuit (3.10-3.11)

Muscles • Muscles for Life Circuit (3.31-3.32)

Functional Training • Detailed Instruction of Exercises (4.15-4.41) • Activities (4.5-4.14)

Circuit Training • Circuit Training Unit Guidelines (4.42-4.48) • Activities(4.48-4.75)



Team and Individual Sports (Choose from the Following) • Hockey o Rules o Passing o Receiving o Shooting


Movement (Section Three) • Bones for Life (3.1-3.7) • Muscles for Life (3.26-3.29)

Review – 5 Components of Fitness/FITT

o Play



Revised 8/19/2011 1:55 PM


o Play




Leisure Activities (Optional) • Frisbee Golf /Golf • Yoga • Wave Boards • Roller Skate/Blade • Bicycling • Bowling • Circus Arts

Assessment Bones Bones for Life Student Assessment (3.17-3.18) Bone Names (3.21) Muscles Muscles for Life Student Assessment (3.42-3.43) Muscle Names (3.46)

Teacher Observation Peer Assessment Five for Life Fitness Measurement Recording Sheet – Trial 2/Goal 3 (4.155)



Revised 8/19/2011 1:55 PM







Equipment Five for Life Intermediate Book (First Edition) Functional Equipment Circuit training Equipment, manual, and cards


Notes:

Revised 8/19/2011 1:55 PM


Timeframe: December





Content Health (Section Two) • Nutrition • Sleep • Hydration

CBA Nutrition concepts Review – 5 Components of Fitness/FITT

Functional Training

Circuit Training (4.45)


Critical Thinking Skill Development Team Building Skill Development

Skills/ Health (Section Two) *Choose One Activity Functional Training Locomotor/Non-Locomotor Skills Review Team Building Skill Development Activities from EACH Category during December

• Nutrition o Ultimate Energy Pin Down (2.9-2.10) o Placemats (2.11-2.12) o Food Label Activity (2.15-2.16) o Food Label Activity Assignment (2.17)

• Detailed Instruction of Exercises (4.15-4.41 • Activities (4.5-4.14)

Circuit Training (4.45) • Circuit Training Unit Guidelines (4.42-4.68) • Running





• Sleep o Sleep Log (2.67-2.68) o Sleep Log Self-Reflection (2.69) o Relaxation Activity – Breathing

Technique (2.70)

• Pacer • Stability Ball Workout • Jump Rope • Or…activity of your choice to improve CRE

• Hockey o Rules o Passing o Receiving o Shooting

o Relaxation Activity – Visualization (2.72-73)

• Hydration o My Hydration (2.81) o Hydration Log (2.82-2.83) o Hydration Log Self-Reflection (2.84) o Water For Life Relay (2.85-2.86)

CBA Nutrition concepts • Protein, Carbohydrates, Fat, Water,

Minerals, and Vitamins

o Play


• Racquet Sports o Rules

Revised 8/19/2011 1:55 PM



o Skill Development o Play





Assessment Nutrition Student Assessment (2.21-2.22) Teacher Observation Teacher Observation Teacher Observation Sleep Log Student Assessment (2.74) Peer Assessment Checklist/Rubrics Peer Observation/Assessment Hydration Log Student Assessment (2.88) Five for Life Fitness Measurement Recording

Sheet – Trial 3/Goal 4 (4.155) Peer Assessment

Revised 8/19/2011 1:55 PM








Five for Life Intermediate Book (First Edition) WELNET

Functional Equipment Circuit training Equipment, manual, and cards


Notes:

Revised 8/19/2011 1:55 PM


Timeframe: January






Content 5 Components of Fitness/FITT Review Bones and Muscles Review Nutrition/Sleep/Hydration Review OSPI Created Assessment - Content Review Review and Prepare for Assessments Boating/Biking Safety Review and Prepare for Assessments



Self-Evaluation

Skills/ 5 Components of Fitness/FITT Review Final Fitness Measurement Locomotor/Non-Locomotor Skills Review Self-Evaluation Activities

Bones and Muscles Review

Nutrition/Sleep/Hydration Review

OSPI Created Assessment - Content Review

Review and Prepare for Assessments

Boating/Biking Safety

Review and Prepare for Assessments • This is an opportunity to cover activities that


• Mile • Sit & Reach • Curl-Ups • Push Ups • Body Composition (Height/Weight)

Five for Life Intermediate Fitness Plan (4.156-4.157 & 4.159)

Review Activity Logs





• Racquet Sports o Rules

• Reflection • Journal to Reflect on learning.

Revised 8/19/2011 1:55 PM


o Skill Development o Play





Assessment OSPI Created Assessment – 8th Grade ONLY Healthy Habits for Life Log Self-Reflection (2.44) Five for Life Activity Log (2.45)


Journal Entries

Revised 8/19/2011 1:55 PM



1.3.1 Understands the components of health-related fitness. 1.3.2 Understands phases of a workout. 1.4.2 Explains how movement skills contribute to active living for lifetime health. 2.2.1 Understands structure and functions of body systems using medically accurate terminology. 1.5.1 Applies nutrition goals based on dietary guidelines and individual activity needs. 4.1.1 Analyzes daily health and fitness habits.

1.3.1 Understands the components of health-related fitness. 1.4.2 Explains how movement skills contribute to active living for lifetime health. 4.1.1 Analyzes daily health and fitness habits. 2.2.4 Analyzes benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school). 4.2.1 Creates personal health and fitness data and sets goals.


1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 4.1.1 Analyzes daily health and fitness habits.




Notes:

Revised 8/19/2011 1:55 PM

High School * .5 Personal Fitness

* Team Sport 1

* Team Sport 2

* Swimming 1

* Swimming 2

* Weight Training/Conditioning 1

* Weight Training/Conditioning 2

* Individual Activities 1

* Individual Activities 2

* Lifetime Activities 1

* Lifetime Activities 2

* Rhythms/Dance 1

* Rhythms/Dance 2

Seattle District Curriculum Map Grade Level: .5 Personal Fitness Length of Time: 1 Semester 2011-2012

Week 1-3 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social/Emotional

Essential Questions

How is fitness planning important to my health? How fit am I?

Why is it important to write fitness goals?

How do motor skills change with fitness development? How do the skills you learned previously relate to individual and dual sports?

What makes a safe environment during individual and dual sports?

Content Fitness Portfolio Introduction of Five Components of Fitness Activities Goal Setting For Life (5 For Life Section 1; Section 4, P.4.145-4.171)

Fitness Pre-Measurements (4.114-4.144) Locomotor/Non-locomotor Skills Individual and Dual Sports Skills

Course Orientation Safety in movement

Skills/ Activities

Fitness Portfolio • Fitness Portfolio Introduction (S1 Portfolio) • Explanation of Portfolio Activities – table of

contents (S1 Portfolio)

Introduction of Five Components of Fitness Activities • Cardiorespiratory Endurance Activity, P.1.8 & 1.9 • Exploring Muscular Strength and Endurance (S1

Portfolio) • Dynamic vs. Static Stretching (S1 Portfolio) • What is Body Composition? (S1 Portfolio)

Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) – Optional, P 4.132 • Goal Setting for Life, P 4.152-4.153

Locomotor/Non-locomotor Skills • Review skills during warm-ups • Skipping, hopping, jumping, karaoke, side

slide

Individual and Dual Sports Skills: • Tennis • Forehand, Backhand, Serve, Volley • Drills • Court position • Singles, Doubles, Tournaments • Rules and game strategies

Rules and Procedures Course Syllabus Introductory Activities • Ice Breakers • Low Organized Games

Goal Setting For Life, P4.145-P4.161 • Introduction, P. 4.148 – 4.151 • Goal Setting for Life, P.4.152-4.153 • FITT Fitness Plan, P.4.154-4.155

• History

Assessment Assessments: Five For Life Student Assessment P.1.30-1.31 Explore Strength and Endurance (S1 Portfolio) Dynamic vs. Static Stretching (S1 Portfolio) What is Body Composition? (S1 Portfolio)

Fitness Pre-Measurements Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Five for Life Health, Performance & Appearance Smart Goals, P4.155

Observation Tennis Rubrics (TBD)

Observation Reflective Questioning

Revised 8/19/2011 2:00 PM


Standards 1.3.1 Analyzes the components of health-related fitness. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.

1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.

1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.

2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.


Five for Life Advanced Book 4th Edition Five for Life Student Portfolio – Series 1 (S1 Portfolio)

Five for Life Advanced Book 4th Edition WELNET Assessment

Activity dependent Teacher Developed Materials

Notes Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.

Revised 8/19/2011 2:00 PM



Essential Questions

Why is muscular strength and endurance important to healthy living?

How can I improve my muscular strength and muscular endurance?

How can circuit training improve my fitness?

What motor skills do I need to do to improve or maintain my muscular strength and muscular endurance?

How will cooperating with others improve my success in playing individual and dual sports?

Content Training Principles P. 1.34-1.48

Muscular Strength & Muscular Endurance, P1.12-1.16

Functional Training P. 4.1-4.41

Circuit Training P. 4.42-4.77

Student/Parent Fitness Report (See Notes)

Various Team, Individual Sports, & Lifetime Activities

Common Courtesy/Etiquette Team work Personal Space Sportsmanship

Skills/ Training Principles Functional Training Team & Individual Sports Skills – Review rules and proper behavior for each Activities • Student Introduction 1.36-1.37

• Muscular Strength & Muscular Endurance Recording Activity P. 1.41-1.43

• FITT Principle Muscular Strength & Muscular Endurance Recording Chart (S1 Portfolio)

• FITT Principle Muscular Strength & Muscular Endurance Recording Chart Reflection (S1 Portfolio)

Muscular Strength & Muscular Endurance, P1.12-1.16 • Vocabulary & Discussion – Word wall P. 1.38 • Community Outreach: Poster Project (S1 Portfolio)

• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards

• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate

• Basketball o Review basic skills, dribble, pass

& shoot o Offensive & defensive skills o Rebounding o Jump Stops o Modified Games Bump, horse, Twenty One,

Around the World 1 on 1, 3 on 3

• Pickleball

sport, activity and skill

• Advanced Muscular Strength & Muscular Endurance Tag P 1.15-1.16

equipment)

Circuit Training • Student Introduction P. 4.45 • Muscular Strength & Muscular Endurance Circuit

P.4.62-4.63 • Circuit Purpose Identification (S1 Portfolio)

o Forehand o Backhand o Volley o Serve o Rules o Doubles Games o Tournament

Lifetime Activities • Golf o Swing o Stance o Grip

Revised 8/19/2011 2:00 PM


o Putting o Scoring, rules and etiquette

• Yoga o Proper breathing o Plank o Downward facing dog o Warrior poses o Table o Sun Salutation

Assessment Muscular Endurance & Muscular Strength Recording Chart, Group Activity P.1.44 FITT Principle Muscular Strength & Muscular Endurance Recording Chart (S1 Portfolio) FITT Principle Muscular Strength & Muscular Endurance Recording Chart Reflection (S1 Portfolio)

Circuit Design Activity, Group Activity P.4.73-4.75 Circuit Purpose Identification (S1 Portfolio)

Teacher Observation Observation Reflective Questioning

Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan.




Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition www.PEcentral.org Resources Five for Life Student Portfolio –Series 1 (S1

Portfolio) Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)


Revised 8/19/2011 2:00 PM

http://www.pecentral.org/�



Essential Questions

Why is maintaining or improving cardiorespiratory endurance important to healthy living?

How can I improve my cardiorespiratory endurance?


What motor skills do I need to do to improve or maintain my cardiorespiratory endurance?

What skills do I need to become a successful doubles partner?

Content Training Principles Student/Parent Fitness Report (week 4) Various Team, Individual Sports, & Common Courtesy Cardiorespiratory Endurance 1.7-1.11 Functional Training P. 4.1-4.41 Lifetime Activities Team work Cardiorespiratory System for Life P. 3.1-3.14 Circuit Training P. 4.42-4.77 Personal Space

Heart Health Pyramid P.4.78-4.95 Sportsmanship

Skills/ Training Principles Functional Training Team & Individual Sports Skills – Review rules and proper behavior for each Activities • Cardiorespiratory Endurance Recording Activity P. • Whole Class Functional Equipment Workout P. • Flag Football sport, activity and skill

1.39 4.11 o Rules and game strategies • Cardiorespiratory Endurance Chart P. 1.40 o Agility Rings o Throwing

(Portfolio Activity) o Step Boxes o Catching Cardiorespiratory Endurance o Five for Life Station Cards o Punting • Cardiorespiratory Graphing Worksheet and • Detailed Instruction of Exercises P. 4.15-4.41 o Dodging

Reflection (Five for Life Portfolio Unit) (S1 Portfolio)

• FITT Principle Cardiorespiratory Endurance

(use instructions as needed for appropriate equipment) o Pass patterns

o Agility Reflection (S1 Portfolio)

Cardiorespiratory System for Life P. 3.1-3.14 • Student Introduction, P. 3.4-3.5 • Advanced Cardiorespiratory Relay P.3.7-3.9

Circuit Training • Student Introduction P. 4.45 • Cardiorespiratory endurance circuit P. 4.60 • Circuit Purpose Identification (S1 Portfolio)

• Badminton o Forehand o Backhand o Serve

• Aerobic vs. Anaerobic P.3.10 Heart Health Pyramid P.4.78-4.95 o Lob • Community Outreach: Healthy Heart • Student Introduction, P. 4.80-4.82 o Dink

Announcements (S1 Portfolio) • Intensity Levels Circuit (S1 Portfolio) o Smash • Intensity Story Problems (S1 Portfolio) o Court position • Starting with a Heart Rate Monitor P4.84 o Rules and game strategies • Age-Adjusted Maximum and Training Heart

Rate Formulas P4.85-486 • Heart Health Pyramid P4.85-4.89 • Heart Health Training Log P. 4.90-4.91 (S1

Portfolio)

Lifetime Activities • Swimming o Crawl o Breast Stroke

Revised 8/19/2011 2:00 PM


o Elementary Back Stroke o Side Stroke o Back crawl o Water Polo o Snorkeling

• Self-Defense o Communication skills o Conflict avoidance o Grab escapes o Strikes

Assessment Cardiorespiratory Endurance Recording Chart, P.1.40 (Portfolio Activity) Advanced Cardiorespiratory Graphing Worksheet, P. 1.11 (Portfolio Activity) Cardioresiratory System for Life Student Assessment P.3.11-.12 Cardiorespiratory Graphing and Reflection (S1 Portfolio)

FITT Principle Cardiorespiratory Endurance Reflection (S1 Portfolio)

Circuit Design Activity, Group Activity P.4.73-4,75 Heart Health Pyramid Student Assessment P4.92-4.93 Heart Health Training Log P. 4.90-4.91(Portfolio Activity) Circuit Purpose Identification (S1 Portfolio) Intensity Levels Circuit (S1 Portfolio) Intensity Story Problems (S1 Portfolio)


Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits.

1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.

1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.


Revised 8/19/2011 2:00 PM



Five for Life Advanced Book 4th Edition Word Wall/Vocabulary Five for Life Student Portfolio-Series 1 (S1 Portfolio)

Five for Life Advanced Book 4th Edition Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)

As needed www.PECentral.org

Notes

Revised 8/19/2011 2:00 PM



Essential Questions

How does body composition impact my life? How well do I eat and how does it impact my life?

How do fitness behaviors effect body composition?

How can activity influence body composition?

How does your body image affect your Social/Emotional/Safety well-being?

Content Body Composition P. 1.25-1.31 Functional Training Various Team, Individual Sports, & Common Courtesy Nutrition P.2.15-2.28 Circuit Training

Pedometers P.4.96-4.113 Lifetime Activities. Team work

Personal Space Sportsmanship

Skills/ Body Composition Functional Training Team & Individual Sports Skills - Review rules and proper behavior for each Activities • Introduction P 1.4-1.5 • Whole Class Functional Equipment Workout • Track and Field Activities sport, activity and skill

• Student Introduction Webbing (S1 Portfolio) P. 4.11 o Sprinting • Vocabulary-word wall P 1.6 o Weight Bars o Long Distance Running • Body Composition P 1.26 o Stretch Bands o Long Jump

• Energy In/Energy Out P. 1.27 o Agility Rings o Shot Put

• Healthy Body Card Game P. 1.28-1.29

Nutrition • Nutrition Introduction P 2.17-2.18 • Vocabulary-word wall P 2.19 • Nutrition Log P 2.20 (Portfolio Activity)

o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards

• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for

Lifetime Activities • Power Walking o Technique o Pacing o Time trials

• Advanced Meal Planner P. 2.25-2.26 appropriate equipment) • Dance – Movement to Music

• Food Label Analysis (S1 Portfolio) Circuit Training o Rhythms

• Nutrition Reflection (S1 Portfolio) • Cardiorespiratory endurance circuit P. 4.60 • Community Outreach: After School Activity

• Community Outreach: Nutrition Challenges (S1 Circuit (S1 Portfolio) Portfolio) Pedometers

• Walking Tag P. 4. 101-4.102 • Five for Life Pace Guide Challenge P. 4.103-

4.104 • Steps for Life Recording and Reflection (S1

Portfolio)

Revised 8/19/2011 2:00 PM


Assessment Nutrition Log P 2.23 (Portfolio Activity) Log Self-Reflection P 2.24 (Portfolio Activity) Student Introduction Webbing (S1 Portfolio)

Food Label Analysis (S1 Portfolio)

Nutrition Reflection (S1 Portfolio)

Circuit Purpose Identification (S1 Portfolio) Student Introduction Note Taker (S1 Portfolio) Steps for Life Recording and Reflection (S1 Portfolio)


Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products. 1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.




Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition As needed Resources Five for Life Student Portfolio-Series 1 (S1 Circuit Training Manual www.PECentral.org

Portfolio) Pedometers Five for Life Student Portfolio-Series 1 (S1 Portfolio)

Notes

Revised 8/19/2011 2:00 PM




Essential Questions

How does flexibility impact my life? Why is flexibility in maintaining a healthy lifestyle?

How do fitness behaviors affect flexibility? How can I continue to improve my flexibility?

What motor skills do I need to do to improve or maintain my flexibility?

How will cooperating with others improve my success in physical education?

Content Flexibility P 1.17-1.24 Functional Training Circuit Training Fitness Post-Measurements (4.114-4.144)


Common Courtesy Team work Personal Space Good Sportsmanship

Skills/ Flexibility P 1.17-1.24 Functional Training Team & Individual Sports Skills Review rules and proper behavior for each Activities • Student Introduction Statements (S1 Portfolio) • Whole Class Functional Equipment Workout P. • Wrestling sport, activity and skill

• Vocabulary – Word wall P 1.6 4.11 o Take downs • Advanced Flexibility Activity P 1.18-1.19 o Weight Bars o Pinning combinations • Creating Dynamic & Static Stretching Routines P o Stretch Bands o Escapes

1.23-1.24 (Portfolio Activity) • Flexibility and the FITT Principle Worksheet (S1

Portfolio)

o Agility Rings o Step Boxes o Medicine Balls o Dumbbells

• Gymnastics o Tumbling o Balancing

o Five for Life Station Cards Lifetime Activities

• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment)

• Badminton o Technique

Circuit Training • Individual Component of Fitness Circuit: Flexibility

Circuit (Need Page Number)

o Scoring o Basic rules o Serving

Fitness Post-Measurements (4.114-4.144) • Community Outreach: Family Fitness Measurements

(S1 Portfolio)

• Fitness Measurement Recording Sheet (S1 Portfolio)

• Fitness Measurements & Goal Setting Reflection (S1 Portfolio)

Assessment Flexibility – Creating a stretching routine activity worksheet P. 1.24 (Portfolio Activity) WA State CBA

Fitness Post-Measurements (4.114-4.141) Fitness Measurement Recording Sheet (S1 Portfolio)


Revised 8/19/2011 2:00 PM


Student Introduction Statements (S1 Portfolio) Flexibility and the FITT Principle Worksheet (S1 Portfolio)

Fitness Measurements & Goal Setting Reflection (S1 Portfolio) Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153

Standards 1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.




Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition As needed Resources Five for Life Student Portfolio-Series 1 (S1


www.PECentral.org

Notes

Revised 8/19/2011 2:00 PM




Essential Questions

How can I stay physically fit, active and healthy for my whole life?

How can creating a personal fitness plan improve my health?

How can I assess my fitness over time?

How can goal setting activities help me maintain an active lifestyle?

How does it feel to achieve your goals? How does it feel if you do not reach your goals?

Content Fitness Planning Goal Setting P. 4.154-4.161

Circuit Training P. 4.42-4.77 Fitness Post-Measurements Student/Parent Fitness Report (See Notes) Review Functional Training P. 4.1-4.41


Common Courtesy Team work Personal Space Good Sportsmanship Review rules and proper behavior for each sport, activity and skill

Skills/ Fitness Planning Circuit Training P. 4.42-4.77 Team & Individual Sports Skills Review rules and proper behavior Activities • Vocabulary-word wall P 4.150

• FITT Fitness Plan 4.154 • Health, Performance & Appearance SMART

Goals P 4.155 (Portfolio Activity) • Advanced FITT Fitness Plan P 4.156-4.160

(Portfolio Activity) • Performance & Appearance S.M.A.R.T. Goals

P.4.163

Goal Setting P. 4.154-4.161 • Vocabulary-word wall P 4.150 • Personal Fitness Planning P 4.154-4.161

• Student Introduction P. 4.45 • Circuit Training Manual P 11 • Circuit Training Manual P 12

Fitness Post-Measurements Student/Parent Fitness Report (See Notes) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) – Optional, P,4.132 Review Functional Training P. 4.1-4.41 • Station Swap Worksheet (S1 Portfolio)

Volleyball o Serve o Pass/defensive dig o Set o Hit o Court position/rotation o Ready position

Lifetime Activities • Bocce Ball • Tennis • Croquet

for each sport, activity and skill

Assessment Appearance SMART Goals P 4.155 (Portfolio Activity) Advanced FITT Fitness Plan P 4.156-4.160 (Portfolio Activity) Portfolio Assessment (Week 18)

Teacher Observation Fitness Post-Measurements (4.114-4.144) Station Swap Worksheet (S1 Portfolio)


Revised 8/19/2011 2:00 PM


Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 4.1.1 Analyzes daily health and fitness habits.

1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life



4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.

and employment goals.

Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition As needed Resources Five for Life Circuit Training Manual

WELNET

Five for Life Student Portfolio–Series 1 (S1 Portfolio)

www.PECentral.org


Revised 8/19/2011 2:00 PM


ll

Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports One

Week 1-3 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety

Essential Questions

How is fitness planning important to my health?

How fit am I?


How will motor skills change with fitness development over time?

How will previously learned motor skills relate to team sports and/or activities?



Fitness Pre-Measurements (4.114-4.144) Team Sports/ Skills Course Orientation Safety in movement

Skills/ Activities



Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141

Team Sports/ Skills • Ultimate Frisbee

o Backhand throw o Forehand throw

Rules and Procedures Course Syllabus Introductory Activities • Ice Breakers

Introduction of Five Components of Fitness • Curl-Ups (Muscular Endurance)P. 4.129 o Hammer throw • Low Organized Games Activities • Sit and Reach (Flexibility)P.4.130 o Distance Throwing • Cardiorespiratory Endurance Activity, P.1.8 & • Push-ups (Muscular Endurance)P.4.134 o Target Throwing

1.9 • Height (Body Composition)P.4.132 o Frisbee Golf • Exploring Muscular Strength and Endurance • Weight (Body Composition) – Optional, P o Basic Rules

(S1 Portfolio) 4.132 o Offensive/defensive skills • Dynamic vs. Static Stretching (S1 Portfolio) • Goal Setting for Life, P 4.152-4.153 o Modified Games • What is Body Composition? (S1 Portfolio) o 3 v 3 or 4 v 4 Goal Setting For Life, P4.145-P4.161 o Whole Group games • Introduction, P. 4.148 – 4.151 • Goal Setting for Life, P.4.152-4.153 • FITT Fitness Plan, P.4.154-4.155



Observation

Rubrics (TBD) Observation Reflective Questioning

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Notes: Post instructions on SPS teacher’s web page to access student fitness scores on WELNET.

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Essential Questions




How will motor skills improve or maintain muscular endurance and muscular strength on overall health?







Team Sports Common Courtesy/Etiquette Team work Personal Space Sportsmanship

Skills/ Training Principles Functional Training Team Sports Review rules and proper behavior for each Activities • Student Introduction 1.36-1.37






• Flag Football o Throwing o Catching o Punting o Offensive/defensive strategies o Pass Patterns o Hiking the ball o Basic Rules o Modified Games


• Vocabulary & Discussion – Word wall P. 1.38 • Community Outreach: Poster Project (S1

Portfolio)


o Small Group Games o Whole Group Games

Team Handball • Advanced Muscular Strength & Muscular

Endurance Tag P 1.15-1.16 Circuit Training • Student Introduction P. 4.45 • Muscular Strength & Muscular Endurance

Circuit P.4.62-4.63 • Circuit Purpose Identification (S1 Portfolio)

o Passing & catching o Shooting o Dribbling o Defense/offence strategies o Defending Opponent o How to score o Out of Bound rules o Basic Rules

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Notes:

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Essential Questions




How will motor skills improve or maintain cardiorespiratory endurance over time?


Content Training Principles Student/Parent Fitness Report (week 4) Team Sports Common Courtesy Cardiorespiratory Endurance 1.7-1.11 Functional Training P. 4.1-4.41 Team work Cardiorespiratory System for Life P. 3.1-3.14 Circuit Training P. 4.42-4.77 Personal Space


Skills/ Training Principles Functional Training Team Sports Review rules and proper behavior for each Activities • Cardiorespiratory Endurance Recording

Activity P. 1.39 • Cardiorespiratory Endurance Chart P. 1.40

(Portfolio Activity)

Cardiorespiratory Endurance • Cardiorespiratory Graphing Worksheet and


• FITT Principle Cardiorespiratory Endurance Reflection (S1 Portfolio)

Cardiorespiratory System for Life P. 3.1-3.14 • Student Introduction, P. 3.4-3.5 • Advanced Cardiorespiratory Relay P.3.7-3.9 • Aerobic vs. Anaerobic P.3.10

• Whole Class Functional Equipment Workout P. 4.11 o Agility Rings o Step Boxes o Five for Life Station Cards



Heart Health Pyramid P.4.78-4.95 • Student Introduction, P. 4.80-4.82

• Soccer o Dribble o Pass o Shoot o Trap o Defending the goal o Offensive/defensive strategies

• Drills o Basic Rules o Modified games o 3 v 3 or 4 v 4 o Round robin tourney o Whole group games


• Community Outreach: Healthy Heart Announcements (S1 Portfolio)

• Intensity Levels Circuit (S1 Portfolio) • Intensity Story Problems (S1 Portfolio) • Starting with a Heart Rate Monitor P4.84 • Age-Adjusted Maximum and Training Heart


Portfolio)

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Notes:

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Essential Questions



How can team sport activities influence body composition over time?

How does your body image affect your Social/Emotional/Safety well-being?

Content Body Composition P. 1.25-1.31 Functional Training Team Sports Common Courtesy Nutrition P.2.15-2.28 Circuit Training

Pedometers P.4.96-4.113 Team work Personal Space Sportsmanship

Skills/ Body Composition Functional Training Team Sports Review rules and proper behavior for each Activities • Introduction P 1.4-1.5

• Student Introduction Webbing (S1 Portfolio) • Vocabulary-word wall P 1.6 • Body Composition P 1.26 • Energy In/Energy Out P. 1.27 • Healthy Body Card Game P. 1.28-1.29

Nutrition • Nutrition Introduction P 2.17-2.18 • Vocabulary-word wall P 2.19


• Detailed Instruction of Exercises P. 4.15-4.41

• Basketball o Review basic skills o Dribble o Pass o Shoot o Offensive & defensive skills o Rebounding o Jump Stops o Basic Rules o Modified Games (Bump, horse, Twenty


• Nutrition Log P 2.20 (Portfolio Activity) • Advanced Meal Planner P. 2.25-2.26

• Food Label Analysis (S1 Portfolio)

• Nutrition Reflection (S1 Portfolio)

• Community Outreach: Nutrition Challenges (S1 Portfolio)

(use instructions as needed for appropriate equipment)

Circuit Training • Cardiorespiratory endurance circuit P. 4.60 • Community Outreach: After School Activity

Circuit (S1 Portfolio) Pedometers • Walking Tag P. 4. 101-4.102 • Five for Life Pace Guide Challenge P. 4.103-


Portfolio)

One, Around the World) o 1 on 1, 3 on 3

• Volleyball o Forehand pass (bump) o Overhead pass (setting) o Serve o Hit (spike) o Court Position o Basic Rules o Modified games o Whole group games

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Teacher Observation Observation

Reflective Questioning






Five for Life Advanced Book 4th Edition Five for Life Student Portfolio-Series 1 (S1 Portfolio)

Five for Life Advanced Book 4th Edition Circuit Training Manual Pedometers Five for Life Student Portfolio-Series 1 (S1 Portfolio)


Notes:

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Essential Questions



How will motor skills improve or maintain my flexibility over time?



Team Sports Common Courtesy

Team work

Personal Space

Review rules and proper behavior for each sport, activity and skill

Skills/ Flexibility P 1.17-1.24 Functional Training Team Sports Review rules and proper behavior for each Activities • Student Introduction Statements (S1 Portfolio)

• Vocabulary – Word wall P 1.6 • Advanced Flexibility Activity P 1.18-1.19 • Creating Dynamic & Static Stretching

Routines P 1.23-1.24 (Portfolio Activity) • Flexibility and the FITT Principle Worksheet

(S1 Portfolio)



Circuit Training • Individual Component of Fitness Circuit:

Flexibility Circuit (Need Page Number) Fitness Post-Measurements (4.114-4.144) • Community Outreach: Family Fitness

Measurements (S1 Portfolio)



• Floor Hockey o Forehand pass o Backhand pass o Trapping o Target Shooting o Shooting at a Goal o Defensive/Offensive strategies o Defending a goal

• Softball o Throwing o Catching o Base Running o Hitting o Learning how to use a glove o Grounding a ball o Catching fly balls o Basic Rules o Modified Games o Whole Group Game


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Assessment Flexibility – Creating a stretching routine activity worksheet P. 1.24 (Portfolio Activity) WA State CBA Student Introduction Statements (S1 Portfolio) Flexibility and the FITT Principle Worksheet (S1 Portfolio)













Notes:

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Essential Questions




How will continuing to use a PE journal over time help me maintain an active lifestyle?

How does it feel to achieve your goals?



Team and Individual Sports

Lifetime Activities

Common Courtesy

Team work

Personal Space


Skills/ Fitness Planning Circuit Training P. 4.42-4.77 Team and Individual Sports Review rules and proper behavior for each Activities • Vocabulary-word wall P 4.150 • Student Introduction P. 4.45 • Floor Hockey sport, activity and skill

• FITT Fitness Plan 4.154 • Circuit Training Manual P 11 o Forehand pass • Health, Performance & Appearance SMART



P.4.163

• Circuit Training Manual P 12

Fitness Post-Measurements Student/Parent Fitness Report (See Notes) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141

o Backhand pass o Trapping o Target Shooting o Shooting at a Goal o Defensive/Offensive strategies


• Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132

o Defending a goal • Lacrosse

o Scooping o Cradling

• Weight (Body Composition) – Optional, o Catching/Throwing P,4.132 o Offensive/Defensive Strategies

Review Functional Training P. 4.1-4.41 o Shooting at a Goal

• Station Swap Worksheet (S1 Portfolio) o Small Group Games o Whole Group Games

Speed-a-way

Global Sports

Lifetime Activities • Bocce Ball

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• Tennis Croquet





Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.





WELNET


www.PECentral.org


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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Team Sports Level Two


Essential Questions

How will goal setting help me accomplish my fitness plan?

How fit can I become? How can fitness goals improve my overall health?

How will motor skills change with fitness development over time?

How will previously learned motor skills relate to team sports and/or activities?

What makes a safe environment during P.E. classes?

Content Five Components of Fitness Activities (Review) P 1.7 – 1.29 Goal Setting 4.145 – 4.153 Behavior Log – Activity Log & Intensity – 2.1 – 2.14

Fitness Pre-Measurements (4.114-4.144) Functional Training (review) P 4.1 – 4.41 Circuit Training P 4.42 – 4.77 Student/Parent Fitness Report (See Notes)

Team Sports/ Skills Course Orientation

Safety in movement

Skills/ Activities

Five Components of Fitness Activities (Review) • Components of Fitness Story Problems (S2

Portfolio)

Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance) P.4.141

Ultimate Frisbee • Backhand throw • Forehand throw • Hammer throw • Distance Throwing


• Components of Fitness and FITT Principle • Curl-Ups (Muscular Endurance) P. 4.129 • Target Throwing Review (S2 Portfolio)

Goal Setting For Life, P4.145-P4.155 • Introduction, P. 4.148-4.149

• Sit and Reach (Flexibility) P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition) P.4.132

• Frisbee Golf • Basic Rules • Offensive/defensive skills • Modified Games

• Goal Setting for Life, P.4.151-4.153 • Weight (Body Composition) – In, P 4.132 • 3 v 3 or 4 v 4 (Portfolio)

• FITT Fitness Plan, P.4.154-4.155 (Portfolio) Functional Training • Whole Group games

• Whole Class Functional Equipment Workout Behavior Log – Activity Log & Intensity P. 4.11 – Review each piece of equipment • Intensity Interval Tracker (S2 Portfolio) o Weight Bars • Activity Log P 2.9 – 2.11 (Portfolio) o Stretch Bands

WELNET o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards

• Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for

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appropriate equipment)

Circuit Training • Warm-up Circuits P 4.51 – 4.55

• Station Swap Extended (S2 Portfolio)

Assessment Assessments: Activity Log Student Assessment – P 2.13 Five for Life Health, Performance & Appearance Smart Goals, P4.155

Fitness Pre-Measurements Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Station Swap Extended (S2 Portfolio)

Observation

Rubrics (TBD)

Observation






Equipment/ Five for Life Advanced Book 4th Edition WELNET Assessment Activity dependent Teacher Developed Materials Resources Resource CD – posters

WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)

Five for Life Student Portfolio-Series 2 (S2 Portfolio)


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Timeframe: Week 4 - 6

Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety

Essential Questions

How can using training principles assist me in maintaining or improving cardiorespiratory endurance? Why is water important to health?

Why is it necessary to maintain a healthy level of cardio respiratory endurance? How can circuit training help me meet my fitness goals?

How will motor skills improve or maintain muscular endurance and muscular strength on overall health?


Content Training Principles - progression, overload , Functional Training P. 4.1-4.41 Team Sports Common Courtesy/Etiquette specificity & FITT (Review) Cardiorespiratory Endurance P 1.34 – 1.40 Behavioral Log – Hydration Log - P 2.42 – 2.52

Circuit Training P. 4.42-4.77 Team work

Personal Space

Skills/ Activities

Training Principles - progression, overload , specificity & FITT (Review) Cardiorespiratory Endurance • Improve Cardiorespiratory Endurance Using

the FITT Principle (S2 Portfolio) • Cardiorespiratory Endurance Advanced

FITT Fitness Plan P 4.156 (Portfolio) Behavioral Logs – Hydration log • Hydration Relay – 2.49 – 2.50

Functional Training • Introduction P 4.3 • Whole Class Functional Equipment Workout

P. 4.11 (Continued from weeks 1-30 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes

Flag Football • Throwing • Catching • Punting • Offensive/defensive strategies • Pass Patterns • Hiking the ball • Basic Rules • Modified Games • Small Group Games


• Hydration Log – 2.46 – 2.48 (Portfolio) o Medicine Balls • Whole Group Games WELNET

• Community Outreach: Know the Signs of Dehydration Poster Display (S2 Portfolio)

o Dumbbells o Five for Life Station Cards


Team Handball • Passing & catching • Shooting • Dribbling • Defense/offence strategies

• Pillar of Human Movement Circuit P 4.12 – • Defending Opponent 4.14 • How to score

Circuit Training • Out of Bound rules

• Student Introduction P. 4.45 • Basic Rules

• Warm-up Circuits P 4.51 – 4.55 (ongoing)

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• Cardiorespiratory endurance circuit P. 4.60


Assessment Improve Cardiorespiratory Endurance Using the FITT Principle (S2 Portfolio) Hydration Log Students Assessment P 2.51 Signs of Dehydration (S2 Portfolio)

Station Swap Extended (S2 Portfolio) Teacher Observation Observation









www.PEcentral.org

Notes:

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Essential Questions

How can using the training assist me in maintaining and improving muscular strength and endurance? Why is sleep important to health?

How will improving muscular strength and muscular endurance affect my everyday life? How can circuit training help me meet my fitness goals?

How will motor skills improve or maintain cardiorespiratory endurance over time?


Content Training Principles - progression, overload, specificity & FITT (Review) – Muscle Strength / Muscle Endurance P 1.31 – 1.44 Behavioral Logs – Sleep Log P 2.29 – 2.41

Functional Training P. 4.1-4.41 Circuit Training P. 4.42-4.77 Steps for Life P 4.96 – 4.113


Team work

Personal Space

Skills/ Activities

Training Principles - progression, overload , specificity & FITT (Review) – Muscle Strength / Muscle Endurance • Goal setting for Life Introduction 4.148 –

4.149 (Review)

Functional Training (ongoing) • Detailed Instruction of Exercises P. 4.15-

4.41 (use instructions as needed for appropriate equipment)

Circuit Training

Team Sports

Soccer • Dribble • Pass • Shoot


• Muscle Check Up Card and Reflection (S2 Portfolio)

• Goal setting Muscle Strength P 4.157

• Warm-up Circuits P 4.51 – 4.55 (ongoing) • What’s My Purpose Circuit P4.69 – 4.72

• Trap • Defending the goal • Offensive/defensive strategies

(Portfolio) • Muscular Strength & Muscular Endurance • Goal Setting Muscle Endurance P 4.158

(Portfolio) Circuit P.4.62-4.63

Steps for Life

Drills • Basic Rules • Modified games

• Community Outreach: Muscle Memory • Student Introduction Fill-in-the-Blank (S2 • 3 v 3 or 4 v 4 Game (S2 Portfolio) Portfolio) • Round robin tourney

Behavioral Logs – Sleep Log • Steps for Life Log (S2 Portfolio) • Whole group games

• Sleep Log – P 2.34 – 2.36 (Portfolio) • Cross the City, State and Country (S2 • Analyze Sleep Behaviors (S2 Portfolio) Portfolio) • Progressive Muscle Relaxation P 2.37 –

2.39

Assessment Muscle Check Up Card and Reflection (S2 Portfolio) Goal setting Muscle Strength P 4.157 (Portfolio)

Circuit Design Activity, Group Activity P.4.73-4,75 Student Introduction Fill-in-the-Blank (S2



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Goal Setting Muscle Endurance P 4.158 Portfolio) (Portfolio) Steps for Life Log (S2 Portfolio) Analyze Sleep Behaviors (S2 Portfolio) Cross the City, State and Country (S2

Portfolio)






Five for Life Advanced Book 4th Edition




Notes:

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Timeframe: Week 10-12


Essential Questions

Why should flexibility be a part of a fitness plan?

How does flexibility affect fitness behaviors? How does improving flexibility affect fitness over time?

How can team sport activities influence body composition over time?

How does body image affect your social/emotional well-being?

Content Training Principles - progression, overload , specificity & FITT (Review) – Flexibility P 1.34 – 1.47



Team work

Personal Space

Skills/ Activities

Training Principles - progression, overload , specificity & FITT (Review) – Flexibility • Flexibility and FITT (S2 Portfolio) • Creating Dynamic & Static Stretching

Routines P1.23 – 1.24 • Goal Setting Flexibility P 4.159 (Portfolio) • Community Outreach: Flexibility Sharing

(S2 Portfolio)




Flexibility Circuit • Circuit Design Activity (as group) P 4.73 –

4.75 • Warm-up Circuits P 4.51 – 4.55 (ongoing)

Basketball • Review basic skills • Dribble • Pass • Shoot • Offensive & defensive skills • Rebounding • Jump Stops • Basic Rules • Modified Games (Bump, horse, Twenty

One, Around the World) • 1 on 1, 3 on 3


Steps for Life • Steps for Life Log (S2 Portfolio) (ongoing)

• Cross the City, State and Country (S2 Portfolio) (ongoing)

Volleyball • Forehand pass (bump) • Overhead pass (setting) • Serve • Hit (spike) • Court Position • Basic Rules • Modified games • Whole group games

Assessment Flexibility and FITT (S2 Portfolio) Training Principles Student Assessment P 1.45



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Five for Life Advanced Book 4th Edition WELNET



Notes:

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Timeframe Week 13 - 15


Essential Questions

How does eating healthy impact my life over time?

How does balancing energy in and energy out affect body composition?

How will motor skills improve or maintain my flexibility over time?


Content Healthy Habits for Life Nutrition P 2.15 – 2.28

Goal Setting (Recheck) P 4.145 – 4.168



Team work

Personal Space

Skills/ Activities

Healthy Habits for Life Nutrition • Daily Amounts Activity and Reflection (S2

Portfolio) • Nutrition Log P 2.20 – 2.24 (Portfolio) • WELNET Nutrition Log • Advanced Meal Planner P2.25 – 2.26

• Community Outreach: Healthy Recipe Swap for Students and Staff (S2 Portfolio)

Goal Setting • Healthy Habits for Life Goal Setting Activity

P 4.165 – 4.167



Circuit Training • Circuit Design Activity (as individual) P.

4.73-4.75 (Portfolio Activity) • Warm-up Circuits P 4.51 – 4.55 (ongoing)


• Cross the City, State and Country (S2

Floor Hockey • Forehand pass • Backhand pass • Trapping • Target Shooting • Shooting at a Goal • Defensive/Offensive strategies • Defending a goal

Softball • Throwing • Catching • Base Running


Portfolio) (ongoing) • Hitting • Learning how to use a glove • Grounding a ball • Catching fly balls • Basic Rules • Modified Games • Whole Group Game

Assessment Daily Amounts Activity and Reflection (S2 Portfolio) Nutrition Log Student Assessment P 2.27

Fitness Post-Measurements (4.114-4.141) Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Circuit Design Activity, Individual Activity P.4.73-4.75 Steps for Life Log and Graphing Activity P



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4.109- 4.11






Five for Life Advanced Book 4th Edition WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)



Notes:

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Essential Questions


How can I maintain my fitness level throughout my life?

How will continuing to use a PE journal over time help me maintain an active lifestyle?


Content Five Components of Fitness Activities (Review) P 1.7 – 1.29 Goal Setting 4.145 – 4.153 Behavior Log – Activity Log – 2.1 – 2.14

Student/Parent Fitness Report (week 17) Fitness Post-Measurements (4.114-4.144)


Lifetime Activities

Common Courtesy

Team work

Personal Space

Skills/ Activities

Five Components of Fitness Activities (Review) • Cardiorespiratory Endurance Activity, P.1.7-

1.11

Fitness Post-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141

Floor Hockey • Forehand pass • Backhand pass • Trapping • Target Shooting


• Muscular Strength/Muscular Endurance Activity, P. 1.12-1.16

• Flexibility P.1.17-1.24 • Body Composition, P.1.25 -1.29


• Shooting at a Goal • Defensive/Offensive strategies • Defending a goal Lacrosse • Scooping

• Community Outreach: Activity Sharing Letters (S2 Portfolio) • Weight (Body Composition) – In, P,4.132 • Cradling

• Catching/Throwing Goal Setting For Life, P4.145-P4.155 • Offensive/Defensive Strategies

• Introduction, P. 4.149-4.151 • Shooting at a Goal • Small Group Games

• Goal Setting for Life, P.4.152-4.153 • Whole Group Games (Portfolio)

• FITT Fitness Plan, P.4.154-4.155 (Portfolio) Speed-a-way

• My SMART Goals (S2 Portfolio) Global Sports

Assessment My SMART Goals (S2 Portfolio) Teacher Observation Fitness Post-Measurements (4.114-4.144) Post Parent Student Report Sent Home



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Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.






Five for Life Advanced Book 4th Edition Five for Life Circuit Training Manual

As needed

www.PECentral.org

Notes:

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Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming One

Week 1 - 3 Health & Fitness Academic Content Fitness-Related Activities Motor Skills Social, Emotional & Safety

Essential Questions


How fit am I?


How do motor skills change with fitness development? How do the skills you learned previously relate to swimming?



Fitness Pre-Measurements (4.114-4.144) Introduction of swimming strokes Locomotor Skills

Course Orientation Safety in movement Rules and Procedures Course Syllabus Introductory Activities

Skills/ Activities



Introduction of Five Components of Fitness Activities • Cardiorespiratory Endurance Activity, P.1.8 &

1.9 • Exploring Muscular Strength and Endurance

(S1 Portfolio)

Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) – Optional, P

4.132

Introduction of swimming strokes Locomotor Skills • Freestyle/Forward Crawl • Backstroke • Elementary Backstroke • Side stroke • Breast Stroke • Treading Water • Butterfly

Course Orientation Safety in movement Rules and Procedures Course Syllabus Introductory Activities • Pre test for swimming knowledge/safety • Pre test for skills

• Dynamic vs. Static Stretching (S1 Portfolio) • What is Body Composition? (S1 Portfolio)


• Goal Setting for Life, P 4.152-4.153 • Turns • Starts • Diving/Surface Diving



Observation Rubrics (TBD)


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2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.




American Red Cross “Learn to Swim” video Teacher Developed Materials American Red Cross Basic Water Safety information


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Essential Questions











Identify the components of the front crawl, backstroke, elementary backstroke and treading water

Personal Space Common Courtesy Circle Swimming

Skills/ Training Principles Functional Training Identify the components of the: Personal Space Activities • Student Introduction 1.36-1.37






• Front Crawl • Backstroke • Elementary Backstroke • Treading Water

Common Courtesy Circle Swimming •


Portfolio) • Advanced Muscular Strength & Muscular

Endurance Tag P 1.15-1.16


Circuit Training • Student Introduction P. 4.45 • Muscular Strength & Muscular Endurance


Assessment Muscular Endurance & Muscular Strength Recording Chart, Group Activity P.1.44 FITT Principle Muscular Strength & Muscular Endurance Recording Chart (S1 Portfolio) FITT Principle Muscular Strength & Muscular Endurance Recording Chart Reflection (S1


Teacher Observation of student stroke ability Observation Reflective Questioning

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Portfolio)






Five for Life Advanced Book 4th Edition Five for Life Student Portfolio –Series 1 (S1 Portfolio)


American Red Cross Learn to Swim Videos


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Essential Questions






Content Training Principles Student/Parent Fitness Report (week 4) Swim Strokes Common Courtesy Cardiorespiratory Endurance 1.7-1.11 Functional Training P. 4.1-4.41 Personal Space Cardiorespiratory System for Life P. 3.1-3.14 Circuit Training P. 4.42-4.77 Teamwork

Heart Health Pyramid P.4.78-4.95 Circle swimming Review rules and proper behavior each activity and skill

Skills/ Training Principles Functional Training Continue building upon these strokes: Common Courtesy Activities • Cardiorespiratory Endurance Recording



Cardiorespiratory Endurance


• Front Crawl • Back Stroke • Elementary Back Stroke • Treading water

Personal Space Teamwork Circle swimming Review rules and proper behavior each activity and skill

• Cardiorespiratory Graphing Worksheet and Reflection (Five for Life Portfolio Unit) (S1 Portfolio)


Cardiorespiratory System for Life P. 3.1-3.14 • Student Introduction, P. 3.4-3.5 • Advanced Cardiorespiratory Relay P.3.7-3.9 • Aerobic vs. Anaerobic P.3.10 • Community Outreach: Healthy Heart

Announcements (S1 Portfolio)



Heart Health Pyramid P.4.78-4.95 • Student Introduction, P. 4.80-4.82 • Intensity Levels Circuit (S1 Portfolio) • Intensity Story Problems (S1 Portfolio) • Starting with a Heart Rate Monitor P4.84 • Age-Adjusted Maximum and Training Heart


Introduction of the: • Breast Stroke • Butterfly • Water Polo • Sharks and Minnows • Relays

•

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Portfolio)









Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition As needed Resources Word Wall/Vocabulary


Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)

www.PECentral.org

Notes:

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Essential Questions




How does body image affect your Social, Emotional & Safety well-being?

Content Body Composition P. 1.25-1.31 Nutrition P.2.15-2.28

Functional Training Circuit Training Pedometers P.4.96-4.113

Strokes Common Courtesy Team work Personal Space Review rules and proper behavior for each sport, activity and skill

Skills/ Body Composition Functional Training Continue building upon these strokes: Common Courtesy Activities • Introduction P 1.4-1.5


• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls

• Front Crawl • Back Stroke • Elementary Back Stroke • Treading water • Breast Stroke • Butterfly

Personal Space Teamwork Review rules and proper behavior each activity and skill •

Nutrition o Dumbbells • Water Polo • Nutrition Introduction P 2.17-2.18 o Five for Life Station Cards • Sharks and Minnows • Vocabulary-word wall P 2.19 • Detailed Instruction of Exercises P. 4.15-4.41 • Relays • Nutrition Log P 2.20 (Portfolio Activity) (use instructions as needed for appropriate • Advanced Meal Planner P. 2.25-2.26 equipment)

• Food Label Analysis (S1 Portfolio) Circuit Training


• Community Outreach: Nutrition Challenges Circuit (S1 Portfolio) (S1 Portfolio) Pedometers



Portfolio)

Revised 8/19/2011 1:59 PM












Portfolio) Circuit Training Manual Pedometers Five for Life Student Portfolio-Series 1 (S1 Portfolio)

www.PECentral.org

Notes:

Revised 8/19/2011 1:59 PM




Essential Questions






Strokes Common Courtesy Team work Personal Space Review rules and proper behavior for each sport, activity and skill

Skills/ Flexibility P 1.17-1.24 Functional Training Continue building upon these strokes: Common Courtesy Activities • Student Introduction Statements (S1 Portfolio)



(S1 Portfolio)


• Front Crawl • Back Stroke • Elementary Back Stroke • Treading water • Breast Stroke • Butterfly

Personal Space Teamwork Review rules and proper behavior each activity and skill •

o Dumbbells • Water Polo

o Five for Life Station Cards • Sharks and Minnows

• Detailed Instruction of Exercises P. 4.15-4.41 • Relays

(use instructions as needed for appropriate Introduce these new skills: equipment) • Turns

Circuit Training • Diving • Individual Component of Fitness Circuit: • Starts





Revised 8/19/2011 1:59 PM












www.PECentral.org

Notes:

Revised 8/19/2011 1:59 PM




Essential Questions








Strokes Common Courtesy Personal Space

Skills/ Fitness Planning Circuit Training P. 4.42-4.77 Post test of these strokes: Common Courtesy Activities • Vocabulary-word wall P 4.150





Fitness Post-Measurements Student/Parent Fitness Report (See Notes)

• Front Crawl • Back Stroke • Elementary Back Stroke • Treading water • Breast Stroke

Personal Space

• Performance & Appearance S.M.A.R.T. Goals P.4.163


• Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) – Optional,

P,4.132 Review Functional Training P. 4.1-4.41 • Station Swap Worksheet (S1 Portfolio)

• Butterfly • Turns • Diving • Starts




Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related

1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks

1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life.

2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely.

Revised 8/19/2011 1:59 PM


fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.

safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.

1.2.2 Applies skills and strategies necessary for effective participation in physical activities.

1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.


WELNET


www.PECentral.org


Revised 8/19/2011 1:59 PM


Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Swimming Level Two



Essential How will goal setting help me accomplish my How fit can I become? How do motor skills change with fitness What makes a safe environment during P.E. Questions fitness plan? How can fitness goals improve my overall

health? development? How do the skills you learned previously relate to swimming?

classes?



Introduction of swimming strokes Locomotor Skills

Course Orientation Safety in movement

Skills/ Five Components of Fitness Activities Fitness Pre-Measurements (review protocols Introduction of swimming strokes Course Orientation Activities (Review) with students) • •

• Components of Fitness Story Problems (S2 Portfolio)

• Components of Fitness and FITT Principle Review (S2 Portfolio)

Goal Setting For Life, P4.145-P4.155 • Introduction, P. 4.148-4.149 • Goal Setting for Life, P.4.151-4.153

(Portfolio) • FITT Fitness Plan, P.4.154-4.155 (Portfolio)

Behavior Log – Activity Log & Intensity • Intensity Interval Tracker (S2 Portfolio)

• Introduction, P.4.123 • Mile (Cardiorespiratory Endurance) P.4.141 • Curl-Ups (Muscular Endurance) P. 4.129 • Sit and Reach (Flexibility) P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition) P.4.132 • Weight (Body Composition) – In, P 4.132

Functional Training • Whole Class Functional Equipment Workout

P. 4.11 – Review each piece of equipment o Weight Bars

Locomotor Skills • Freestyle/Forward Crawl • Backstroke • Elementary Backstroke • Side stroke • Breast Stroke • Treading Water • Butterfly • Turns • Starts

Safety in movement •

Rules and Procedures •

Course Syllabus •

Introductory Activities • Pre test for swimming knowledge/safety • Pre test for skills

• Activity Log P 2.9 – 2.11 (Portfolio) o Stretch Bands • Diving/Surface Diving

WELNET o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards


Revised 8/19/2011 1:59 PM












Equipment/ Five for Life Advanced Book 4th Edition WELNET Assessment American Red Cross “Learn to Swim” video Teacher Developed Materials Resources Resource CD – posters



American Red Cross Basic Water Safety information


Revised 8/19/2011 1:59 PM




Essential How can using training principles assist me Why is it necessary to maintain a healthy What motor skills do I need to do to improve How will cooperating with others improve my Questions in maintaining or improving

cardiorespiratory endurance? Why is water important to health?

level of cardio respiratory endurance? How can circuit training help me meet my fitness goals?

or maintain my muscular strength and muscular endurance?

success in physical education?

Content Training Principles - progression, overload , specificity & FITT (Review) Cardiorespiratory Endurance P 1.34 – 1.40 Behavioral Log – Hydration Log - P 2.42 – 2.52

Functional Training P. 4.1-4.41 Circuit Training P. 4.42-4.77

Identify the components of the front crawl, backstroke, elementary backstroke and treading water

Personal Space Common Courtesy Circle Swimming

Skills/ Training Principles - progression, overload , Functional Training Identify the components of the: Personal Space Activities specificity & FITT (Review) Cardiorespiratory

Endurance • Improve Cardiorespiratory Endurance Using


FITT Fitness Plan P 4.156 (Portfolio) Behavioral Logs – Hydration log

• Introduction P 4.3 • Whole Class Functional Equipment Workout

P. 4.11 (Continued from weeks 1-30 o Weight Bars o Stretch Bands o Agility Rings

• Front Crawl • Backstroke • Elementary Backstroke • Treading Water

•

Common Courtesy •

Circle Swimming •

• Hydration Relay – 2.49 – 2.50 o Step Boxes

• Hydration Log – 2.46 – 2.48 (Portfolio) o Medicine Balls

WELNET o Dumbbells

• Community Outreach: Know the Signs of o Five for Life Station Cards Dehydration Poster Display (S2 Portfolio) • Detailed Instruction of Exercises P. 4.15-


• Pillar of Human Movement Circuit P 4.12 – 4.14

Circuit Training • Student Introduction P. 4.45 • Warm-up Circuits P 4.51 – 4.55 (ongoing) • Cardiorespiratory endurance circuit P. 4.60

Revised 8/19/2011 1:59 PM




Station Swap Extended (S2 Portfolio) Teacher Observation of student stroke ability Observation Reflective Questioning








American Red Cross Learn to Swim Videos

Notes:

Revised 8/19/2011 1:59 PM




Essential How can using the training assist me in How will improving muscular strength and What motor skills do I need to do to improve How will cooperating with others improve my Questions maintaining and improving muscular

strength and endurance? Why is sleep important to health?

muscular endurance affect my everyday life? How can circuit training help me meet my fitness goals?

or maintain my cardiorespiratory endurance? success in physical education?

Content Training Principles - progression, overload, Functional Training P. 4.1-4.41 Swim Strokes Common Courtesy specificity & FITT (Review) – Muscle Strength / Muscle Endurance P 1.31 – 1.44 Behavioral Logs – Sleep Log P 2.29 – 2.41

Circuit Training P. 4.42-4.77 Steps for Life P 4.96 – 4.113

Personal Space Teamwork Circle swimming Review rules and proper behavior each activity and skill

Skills/ Training Principles - progression, overload , Functional Training (ongoing) Continue building upon these strokes: Common Courtesy Activities specificity & FITT (Review) – Muscle

Strength / Muscle Endurance • Goal setting for Life Introduction 4.148 –

4.149 (Review) • Muscle Check Up Card and Reflection (S2

Portfolio) • Goal setting Muscle Strength P 4.157

(Portfolio) • Goal Setting Muscle Endurance P 4.158

(Portfolio)

• Community Outreach: Muscle Memory Game (S2 Portfolio)


Circuit Training • Warm-up Circuits P 4.51 – 4.55 (ongoing) • What’s My Purpose Circuit P4.69 – 4.72 • Muscular Strength & Muscular Endurance

Circuit P.4.62-4.63

Steps for Life • Student Introduction Fill-in-the-Blank (S2

Portfolio)

• Front Crawl • Back Stroke • Elementary Back Stroke • Treading water

Introduction of the: • Breast Stroke • Butterfly • Water Polo • Sharks and Minnows • Relays

•

Personal Space •

Teamwork •

Circle swimming •

Review rules and proper behavior each activity and skill •

Behavioral Logs – Sleep Log • Steps for Life Log (S2 Portfolio) • Sleep Log – P 2.34 – 2.36 (Portfolio) • Cross the City, State and Country (S2 • Analyze Sleep Behaviors (S2 Portfolio) Portfolio) • Progressive Muscle Relaxation P 2.37 –

2.39

Revised 8/19/2011 1:59 PM


Assessment Muscle Check Up Card and Reflection (S2 Portfolio) Goal setting Muscle Strength P 4.157 (Portfolio) Goal Setting Muscle Endurance P 4.158 (Portfolio)

Analyze Sleep Behaviors (S2 Portfolio)

Circuit Design Activity, Group Activity P.4.73-4,75 Student Introduction Fill-in-the-Blank (S2 Portfolio)

Steps for Life Log (S2 Portfolio)

Cross the City, State and Country (S2 Portfolio)






Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition As needed Resources



www.PECentral.org

Notes:

Revised 8/19/2011 1:59 PM




Essential Questions





Content Training Principles - progression, overload , Functional Training P. 4.1-4.41 Swimming Common Courtesy specificity & FITT (Review) – Flexibility P 1.34 – 1.47


Team work Personal Space Review rules and proper behavior for each sport, activity and skill

Skills/ Training Principles - progression, overload , Functional Training (ongoing) Continue building upon these strokes: Common Courtesy Activities specificity & FITT (Review) – Flexibility • Detailed Instruction of Exercises P. 4.15- • Front Crawl •

• Flexibility and FITT (S2 Portfolio) • Creating Dynamic & Static Stretching


(S2 Portfolio)




4.75

• Back Stroke • Elementary Back Stroke • Treading water • Breast Stroke • Butterfly • Water Polo

Team work •

Personal Space •


• Warm-up Circuits P 4.51 – 4.55 (ongoing) • Sharks and Minnows •

Steps for Life • Relays

• Steps for Life Log (S2 Portfolio) (ongoing)





1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement


2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks

Revised 8/19/2011 1:59 PM


1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products. 1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.

concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.

concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-related fitness to physical activity.

safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.





Notes:

Revised 8/19/2011 1:59 PM





Essential Questions





Content Healthy Habits for Life Nutrition P 2.15 – 2.28 Functional Training P. 4.1-4.41 Team and Individual Sports Common Courtesy Circuit Training P. 4.42-4.77 Lifetime Activities Team work

Goal Setting (Recheck) P 4.145 – 4.168 Steps for Life P 4.96 – 4.113 Personal Space Review rules and proper behavior for each sport, activity and skill

Skills/ Healthy Habits for Life Nutrition Functional Training (ongoing) Continue building upon these strokes: Common Courtesy Activities • Daily Amounts Activity and Reflection (S2




4.73-4.75 (Portfolio Activity)

• Front Crawl • Back Stroke • Elementary Back Stroke • Treading water • Breast Stroke

•

Team work •

Personal Space •



P 4.165 – 4.167




• Butterfly • Water Polo • Sharks and Minnows • Relays

Introduce these new skills: • Turns • Diving • Starts

Review rules and proper behavior for each sport, activity and skill •


Fitness Post-Measurements (4.114-4.141) Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Circuit Design Activity, Individual Activity P.4.73-4.75 Steps for Life Log and Graphing Activity P 4.109- 4.11


Revised 8/19/2011 1:59 PM










Notes:

Revised 8/19/2011 1:59 PM





Essential Questions





Content Five Components of Fitness Activities Student/Parent Fitness Report (week 17) Team and Individual Sports Common Courtesy (Review) P 1.7 – 1.29 Goal Setting 4.145 – 4.153 Behavior Log – Activity Log – 2.1 – 2.14

Fitness Post-Measurements (4.114-4.144) Lifetime Activities Personal Space

Skills/ Five Components of Fitness Activities Fitness Post-Measurements (review Post test of these strokes: Common Courtesy Activities (Review) protocols with students) • Front Crawl •

• Cardiorespiratory Endurance Activity, P.1.7-1.11



• Community Outreach: Activity Sharing Letters (S2 Portfolio)

• Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) – In, P,4.132

• Back Stroke • Elementary Back Stroke • Treading water • Breast Stroke • Butterfly • Turns • Diving

Personal Space •

Goal Setting For Life, P4.145-P4.155 • Starts

• Introduction, P. 4.149-4.151 • Goal Setting for Life, P.4.152-4.153


• My SMART Goals (S2 Portfolio)



Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related


1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for


Revised 8/19/2011 1:59 PM


fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.


effective participation in physical activities. safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.





Notes:

Revised 8/19/2011 1:59 PM


Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training One

Timeframe: Week 1-3

Health & Fitness Academic Content

Fitness-Related Activities Weight Training Activities Motor Skills Social, Emotional & Safety

Essential Questions


How fit am I?


How can improving my muscular strength and endurance affect my health?

How do motor skills change with fitness development? How do the skills you learned previously help you in the weight room?



Fitness Pre-Measurements (4.114-4.144)

Bones, Muscles and Joints Weight Training Log

Locomotor/Non-locomotor Skills Resistance training

Rules and Procedures Course Syllabus Introductory Activities Course Orientation Safety in lifting Intro to Partnering

Skills / Activities

Fitness Portfolio • Fitness Portfolio Introduction (S1

Portfolio) • Explanation of Portfolio Activities –

table of contents (S1 Portfolio)

Introduction of Five Components of Fitness Activities • Cardiorespiratory Endurance Activity,

P.1.8 & 1.9 • Exploring Muscular Strength and

Endurance (S1 Portfolio) • Dynamic vs. Static Stretching (S1

Portfolio) • What is Body Composition? (S1

Portfolio)


Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory

Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P.

4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular

Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) –

Optional, P 4.132 • Goal Setting for Life, P 4.152-4.153

Bones, Muscles and Joints • Bones and Muscles for Life

3.18-3.28 • Bone, Muscle and Joint

Identification in Movement 3.29-3.32

• Rice Relay 3.35

Weight Training Log • Daily record of lifting progress • Record Weights and Repetitions

Locomotor/Non-locomotor Skills • warm-ups • Skipping, hopping, jumping,

karaoke, side slide

Low organized games (on going) Examples: • Kickball • capture the flag • speed away • handball

May include: • Medicine ball activities • Plyometric training • Partner isometric ex. • Stretch bands/tubing • Weight bearing exercise • Etc.

Rules and Procedures • safety rules • safety technique

Course Syllabus Introductory Activities • Ice Breakers • Low Organized Games

Course Orientation Safety in lifting Intro to Partnering • work-out (support) • -spotter(safety, trust)

Revised 8/19/2011 2:12 PM




Bones & Muscles for Life Student Assessment 3.37








Equipment/ Five for Life Advanced Book 4th Five for Life Advanced Book 4th Activity dependent Teacher Developed Materials Resources Edition

Five for Life Student Portfolio – Series 1 (S1 Portfolio)

Edition WELNET Assessment


Revised 8/19/2011 2:12 PM


Timeframe: Week 4-6



Essential Why is muscular strength and How can I improve my muscular Why is rest and recovery What motor skills do I need to do to How will cooperating with others Questions endurance important to healthy

living? strength and muscular endurance?


important to muscle development?

improve or maintain my muscular strength and muscular endurance?

improve my success in physical education?






Lifting Techniques Introduction to lifting machine exercises Circuits- with alternating, balanced muscle groups

Locomotor/Non-locomotor Skills Common Courtesy/Etiquette Personal Space Review rules and proper behavior for weight room Weight room safety Practice of: work-out partners/groups Spotters Weight room awareness

Skills / Training Principles Functional Training Lifting Techniques Locomotor/Non-locomotor Skills Common Courtesy/Etiquette Activities • Student Introduction 1.36-1.37 • Whole Class Functional Equipment Identify and introduce the • Personal Space


Workout P. 4.11 o Weight Bars o Stretch Bands

facilities Weight training tools and their related, working muscle groups, while employing a balance/variety of muscles

Review rules and proper behavior for weight room Weight room safety

• FITT Principle Muscular Strength & o Agility Rings groups. Practice of: work-out Muscular Endurance Recording Chart (S1 Portfolio)

• FITT Principle Muscular Strength & Muscular Endurance Recording Chart

o Step Boxes o Medicine Balls o Dumbbells

Introduction to lifting machine exercises • Bicep curl

partners/groups Spotters Weight room awareness

Reflection (S1 Portfolio) o Five for Life Station Cards • Shoulder press Muscular Strength & Muscular • Detailed Instruction of Exercises P. • Row Endurance, P1.12-1.16 • Vocabulary & Discussion – Word wall

P. 1.38 • Community Outreach: Poster Project

(S1 Portfolio)

4.15-4.41 (use instructions as needed for appropriate equipment)

Circuit Training • Student Introduction P. 4.45

• Tricep extension • Squat • Lunge • Chest Press

• Advanced Muscular Strength & • Muscular Strength & Muscular Circuit Training Muscular Endurance Tag P 1.15-1.16 Endurance Circuit P.4.62-4.63 • Timed circuits

• Circuit Purpose Identification (S1 • Stations

Revised 8/19/2011 2:12 PM


Portfolio)



Demonstration of proper lifting techniques, and facility awareness







Equipment / Five for Life Advanced Book 4th Five for Life Advanced Book 4th www.PEcentral.org Resources Edition

Five for Life Student Portfolio –Series 1 (S1 Portfolio)

Edition Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)


Revised 8/19/2011 2:12 PM



Timeframe: Week 7-9



Essential Why is maintaining or improving How can I improve my How can the use of free weights What motor skills do I need to do to How can I benefit mentally from Questions cardiorespiratory endurance

important to healthy living? cardiorespiratory endurance?


help improve my overall fitness? improve or maintain my cardiorespiratory endurance?

strength training?

Content Training Principles Cardiorespiratory Endurance 1.7-1.11 Cardiorespiratory System for Life P. 3.1-3.14

Student/Parent Fitness Report (week 4) Functional Training P. 4.1-4.41 Circuit Training P. 4.42-4.77 Heart Health Pyramid P.4.78-4.95

Review techniques and protocols

Introduce free weights

Conditioning Common Courtesy Weight room safety Personal Space Self esteem/self confidence Review Lifting Technique Use of overload principle Concept of muscle failure/effort/ results Intermediate goal evaluation Evaluate training log progress/gain

Skills / Training Principles Functional Training Review techniques and Conditioning ongoing Common Courtesy Activities • Cardiorespiratory Endurance

Recording Activity P. 1.39 • Cardiorespiratory Endurance Chart P.

1.40 (Portfolio Activity)

Cardiorespiratory Endurance • Cardiorespiratory Graphing

Worksheet and Reflection (Five for Life Portfolio Unit) (S1 Portfolio)


Cardiorespiratory System for Life P.



Circuit Training • Student Introduction P. 4.45 • Cardiorespiratory endurance circuit

protocols •

Introduction to dumbell, barbell, and band exercises • Bicep curl • Shoulder press • Row • Tricep extension • Squat • Lunge

• Stair climbing • Mile • Lunges • Dot drill • Leg raises • Plank

Weight room safety Personal Space Self esteem/self confidence Review Lifting Technique Use of overload principle Concept of muscle failure/effort/ results Intermediate goal evaluation Evaluate training log progress/gain •

3.1-3.14 P. 4.60 • Chest Press

• Student Introduction, P. 3.4-3.5 • Circuit Purpose Identification (S1 Circuit Training • Advanced Cardiorespiratory Relay Portfolio) • Timed circuits

P.3.7-3.9 Heart Health Pyramid P.4.78-4.95 • Stations

Revised 8/19/2011 2:12 PM


• Aerobic vs. Anaerobic P.3.10 • Student Introduction, P. 4.80-4.82 • Community Outreach: Healthy Heart

Announcements (S1 Portfolio) • Intensity Levels Circuit (S1 Portfolio) • Intensity Story Problems (S1

Portfolio) • Starting with a Heart Rate Monitor

P4.84 • Age-Adjusted Maximum and

Training Heart Rate Formulas P4.85-486

• Heart Health Pyramid P4.85-4.89 • Heart Health Training Log P. 4.90-

4.91 (S1 Portfolio)




Demonstration of proper lifting techniques, and facility awareness Lifting max (on going)

Bench Press Leg Press/Squat



1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a



Revised 8/19/2011 2:12 PM


personal fitness plan. 1.4.1 Applies the components of skill-related fitness to physical activity.

Equipment / Resources




Notes:

Timeframe: Health & Fitness Academic Content Fitness-Related Activities Weight Training Activities Motor Skills Social, Emotional & Safety

Revised 8/19/2011 2:12 PM


Week 10-12

Essential How does body composition impact my How do fitness behaviors effect How can I use circuits in weight How can activity influence body How does body image affect Questions life?

How well do I eat and how does it impact my life?

body composition? training? composition? your Social, Emotional & Safety well-being?



Functional training Five for Life Station Cards Detailed Instruction of Exercises P. 4.15-4.41 (use instructions as needed for appropriate equipment

Conditioning (ongoing) Common Courtesy Personal Space Review rules and proper behavior for each sport, activity and skill

Skills / Body Composition Functional Training Functional Training Conditioning Common Courtesy Activities • Introduction P 1.4-1.5

• Student Introduction Webbing (S1 Portfolio)

• Vocabulary-word wall P 1.6 • Body Composition P 1.26 • Energy In/Energy Out P. 1.27 • Healthy Body Card Game P. 1.28-1.29




Personal Space Review rules and proper behavior for each sport, activity and skill •

Nutrition • Nutrition Introduction P 2.17-2.18 • Vocabulary-word wall P 2.19 • Nutrition Log P 2.20 (Portfolio Activity)



o Dumbbells • Five for Life Station Cards • Detailed Instruction of

Exercises P. 4.15-4.41 (use instructions as needed for

• Advanced Meal Planner P. 2.25-2.26 Circuit Training appropriate equipment

• Food Label Analysis (S1 Portfolio) • Cardiorespiratory endurance circuit

• Nutrition Reflection (S1 Portfolio) P. 4.60

• Community Outreach: After School • Community Outreach: Nutrition Activity Circuit (S1 Portfolio)

Challenges (S1 Portfolio) Pedometers • Walking Tag P. 4. 101-4.102 • Five for Life Pace Guide Challenge

P. 4.103-4.104 • Steps for Life Recording and

Reflection (S1 Portfolio)

Revised 8/19/2011 2:12 PM






Circuit Design Activity, Group Activity


Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products.

1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.

1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors.

1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.4.1 Applies the components of skill-


1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness

1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan.

4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.

related fitness to physical activity.

habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.

1.4.1 Applies the components of skill-related fitness to physical activity.

Equipment / Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th As needed Resources Five for Life Student Portfolio-Series 1

(S1 Portfolio) Edition Circuit Training Manual Pedometers Five for Life Student Portfolio-Series 1 (S1 Portfolio)

www.PECentral.org

Notes:

Revised 8/19/2011 2:12 PM






Essential Questions



How can I use power lifting to improve my overall level of fitness?




Power lifting Conditioning Lifting safety

Skills / Flexibility P 1.17-1.24 Functional Training Power lifting technique Conditioning ongoing Lifting safety Activities • Student Introduction Statements (S1

Portfolio) • Vocabulary – Word wall P 1.6 • Advanced Flexibility Activity P 1.18-

1.19

• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands o Agility Rings

• Power clean • Deadlift • Squat • Bench Press

• Stair climbing • Mile • Lunges • Dot drill

•

• Creating Dynamic & Static Stretching Routines P 1.23-1.24 (Portfolio Activity)

• Flexibility and the FITT Principle Worksheet (S1 Portfolio)


• Leg raises • Plank


Circuit Training • Individual Component of Fitness

Circuit: Flexibility Circuit (Need Page Number)

Fitness Post-Measurements (4.114-4.144) • Community Outreach: Family

Fitness Measurements (S1 Portfolio)


Revised 8/19/2011 2:12 PM






Lifting max (on going) • Bench Press • Leg Press/Squat




1.3.1 Analyzes the components of health-related fitness. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on



life and employment goals.

Equipment / Five for Life Advanced Book 4th Five for Life Advanced Book 4th As needed Resources Edition Edition www.PECentral.org

Five for Life Student Portfolio-Series Circuit Training Manual 1 (S1 Portfolio) WELNET


Notes:

Revised 8/19/2011 2:12 PM






Essential Questions




How can I use weight training activities to improve my fitness throughout my life?





Five for Life Lifetime Fitness Plan Personal fitness program

Conditioning Common Courtesy Team work Personal Space Review rules and proper behavior for each sport, activity and skill

Skills / Fitness Planning Circuit Training P. 4.42-4.77 Five for Life Lifetime Fitness Plan Conditioning (ongoing) Common Courtesy Activities • Vocabulary-word wall P 4.150

• FITT Fitness Plan 4.154 • Health, Performance & Appearance

SMART Goals P 4.155 (Portfolio Activity)

• Advanced FITT Fitness Plan P 4.156-4.160 (Portfolio Activity)


Goal Setting P. 4.154-4.161 • Vocabulary-word wall P 4.150


Fitness Post-Measurements Student/Parent Fitness Report (See Notes) • Introduction, P.4.123 • Mile (Cardiorespiratory


4.129

Personal fitness program •


Personal Space Review rules and proper behavior for each sport, activity and skill •

• Personal Fitness Planning P 4.154-4.161

• Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular

Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) –

Optional, P,4.132 Review Functional Training P. 4.1-4.41 • Station Swap Worksheet (S1

Portfolio)

Revised 8/19/2011 2:12 PM





Standards 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and





employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.

Equipment / Five for Life Advanced Book 4th Five for Life Advanced Book 4th As needed Resources Edition Edition

Five for Life Circuit Training Manual WELNET

Five for Life Student Portfolio– Series 1 (S1 Portfolio)

www.PECentral.org


Revised 8/19/2011 2:12 PM


Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Weight Training Level Two




Essential How will goal setting help me How fit can I become? How can improving my muscular How do motor skills change with What makes a safe environment Questions accomplish my fitness plan? How can fitness goals improve my

overall health? strength and endurance affect my health?

fitness development? How do the skills you learned previously help you in the weight room?

during P.E. classes?



Bones, Muscles and Joints Weight Training Log

Locomotor/Non-locomotor Skills Resistance training

Rules and Procedures Course Syllabus Introductory Activities Course Orientation Safety in lifting Intro to Partnering

Skills/ Five Components of Fitness Fitness Pre-Measurements (review Bones, Muscles and Joints Locomotor/Non-locomotor Skills Rules and Procedures Activities Activities (Review) protocols with students) • Bones and Muscles for Life • warm-ups • safety rules




(Portfolio) • FITT Fitness Plan, P.4.154-4.155

(Portfolio)

Behavior Log – Activity Log & Intensity

• Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)

P.4.141 • Curl-Ups (Muscular Endurance) P.

4.129 • Sit and Reach (Flexibility) P.4.130 • Push-ups (Muscular

Endurance)P.4.134 • Height (Body Composition)

P.4.132 • Weight (Body Composition) – In, P

4.132

3.18-3.28 • Bone, Muscle and Joint

Identification in Movement 3.29-3.32

• Rice Relay 3.35

Weight Training Log • Daily record of lifting progress • Record Weights and Repetitions

• Skipping, hopping, jumping, karaoke, side slide

Low organized games (on going) Examples: • Kickball • capture the flag • speed away • handball

May include: • Medicine ball activities • Plyometric training

• safety technique

Course Syllabus Introductory Activities • Ice Breakers • Low Organized Games

Course Orientation •

Safety in lifting •

Intro to Partnering

• Intensity Interval Tracker (S2 Functional Training • Partner isometric ex. • work-out (support)

Portfolio) • Activity Log P 2.9 – 2.11 (Portfolio)

• Whole Class Functional Equipment Workout P. 4.11 – Review each piece of equipment

• Stretch bands/tubing • Weight bearing exercise

• -spotter(safety, trust)

WELNET o Weight Bars • Etc. o Stretch Bands o Agility Rings

Revised 8/19/2011 2:00 PM








Bones & Muscles for Life Student Assessment 3.37









Five for Life Advanced Book 4th Edition Resource CD – posters

WELNET Assessment Five for Life Student Portfolio-Series 2 (S2 Portfolio)


Revised 8/19/2011 2:00 PM




Revised 8/19/2011 2:00 PM





Essential How can using training principles Why is it necessary to maintain a Why is rest and recovery What motor skills do I need to do to How will cooperating with others Questions assist me in maintaining or healthy level of cardio respiratory important to muscle improve or maintain my muscular improve my success in physical

improving cardiorespiratory endurance? development? strength and muscular endurance? education? endurance? How can circuit training help me Why is water important to health? meet my fitness goals?



Lifting Techniques Introduction to lifting machine exercises Circuits- with alternating, balanced muscle groups

Locomotor/Non-locomotor Skills Common Courtesy/Etiquette Personal Space Review rules and proper behavior for weight room Weight room safety Practice of: work-out partners/groups Spotters Weight room awareness

Skills/ Training Principles - progression, Functional Training Lifting Techniques Locomotor/Non-locomotor Skills Common Courtesy/Etiquette Activities overload , specificity & FITT (Review)

Cardiorespiratory Endurance • Improve Cardiorespiratory

Endurance Using the FITT Principle (S2 Portfolio)

• Cardiorespiratory Endurance Advanced FITT Fitness Plan P 4.156 (Portfolio)

• Introduction P 4.3 • Whole Class Functional Equipment

Workout P. 4.11 (Continued from weeks 1-30 o Weight Bars o Stretch Bands o Agility Rings

Identify and introduce the facilities Weight training tools and their related, working muscle groups, while employing a balance/variety of muscles groups. Introduction to lifting machine exercises

• Ongoing •

Personal Space •

Review rules and proper behavior for weight room •

Behavioral Logs – Hydration log o Step Boxes • Bicep curl Weight room safety • Hydration Relay – 2.49 – 2.50 • Hydration Log – 2.46 – 2.48

o Medicine Balls o Dumbbells

• Shoulder press • Row

Practice of: work-out partners/groups

(Portfolio) WELNET o Five for Life Station Cards • Tricep extension •

• Community Outreach: Know the Signs of Dehydration Poster Display (S2 Portfolio)


• Squat • Lunge

Spotters •

• Pillar of Human Movement Circuit • Chest Press Weight room awareness P 4.12 – 4.14 Circuit Training •

Circuit Training • Timed circuits

Revised 8/19/2011 2:00 PM


• Student Introduction P. 4.45 • Warm-up Circuits P 4.51 – 4.55

(ongoing) • Cardiorespiratory endurance circuit

P. 4.60


• Stations


Station Swap Extended (S2 Portfolio)

Demonstration of proper lifting techniques, and facility awareness







Equipment/ Five for Life Advanced Book 4th Five for Life Advanced Book 4th www.PEcentral.org Resources Edition


Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)

Notes:

Revised 8/19/2011 2:00 PM






Essential How can using the training assist me How will improving muscular How can the use of free weights What motor skills do I need to do to How can I benefit mentally from Questions in maintaining and improving strength and muscular endurance help improve my overall fitness? improve or maintain my strength training?

muscular strength and endurance? affect my everyday life? cardiorespiratory endurance? Why is sleep important to health? How can circuit training help me

meet my fitness goals?

Content Training Principles - progression, Functional Training P. 4.1-4.41 Review techniques and Conditioning Common Courtesy overload, specificity & FITT (Review) – Muscle Strength / Muscle Endurance P 1.31 – 1.44 Behavioral Logs – Sleep Log P 2.29 – 2.41


protocols Introduce free weights

Weight room safety Personal Space Self esteem/self confidence

Skills/ Training Principles - progression, Functional Training (ongoing) Review techniques and Conditioning ongoing Review Lifting Technique Activities overload , specificity & FITT (Review)

– Muscle Strength / Muscle Endurance • Goal setting for Life Introduction

4.148 – 4.149 (Review) • Muscle Check Up Card and

Reflection (S2 Portfolio) • Goal setting Muscle Strength P

4.157 (Portfolio) • Goal Setting Muscle Endurance P

4.158 (Portfolio)




(ongoing) • What’s My Purpose Circuit P4.69 –

4.72 • Muscular Strength & Muscular

Endurance Circuit P.4.62-4.63

Steps for Life • Student Introduction Fill-in-the-

protocols •

Introduction to dumbell, barbell, and band exercises • Bicep curl • Shoulder press • Row • Tricep extension • Squat • Lunge • Chest Press


•

Use of overload principle •

Concept of muscle failure/effort/ results •

Intermediate goal evaluation •

Evaluate training log progress/gain •

Behavioral Logs – Sleep Log • Sleep Log – P 2.34 – 2.36

(Portfolio)

Blank (S2 Portfolio)

• Steps for Life Log (S2 Portfolio)

• Cross the City, State and Country

Circuit Training • Timed circuits • Stations

• Analyze Sleep Behaviors (S2 (S2 Portfolio) Portfolio)

• Progressive Muscle Relaxation P 2.37 – 2.39

Revised 8/19/2011 2:00 PM







Demonstration of proper lifting techniques, and facility awareness Lifting max (on going)

Bench Press Leg Press/Squat






Equipment/ Five for Life Advanced Book 4th Five for Life Advanced Book 4th As needed Resources Edition



www.PECentral.org

Notes:

Revised 8/19/2011 2:00 PM





Essential Why should flexibility be a part of a How does flexibility affect fitness How can I use circuits in weight How can activity influence body How does body image affect your Questions fitness plan? behaviors?

How does improving flexibility affect fitness over time?

training? composition? Social, Emotional & Safety well-being?



Functional training Conditioning ongoing Common Courtesy Personal Space Review rules and proper behavior for each sport, activity and skill

Skills/ Training Principles - progression, Functional Training (ongoing) Functional Training Conditioning Common Courtesy Activities overload , specificity & FITT (Review)

– Flexibility • Flexibility and FITT (S2 Portfolio) • Creating Dynamic & Static

Stretching Routines P1.23 – 1.24 • Goal Setting Flexibility P 4.159

(Portfolio) • Community Outreach: Flexibility

Sharing (S2 Portfolio)


Circuit Training • Individual Component of Fitness

Circuit: Flexibility Circuit • Circuit Design Activity (as group) P

4.73 – 4.75 • Warm-up Circuits P 4.51 – 4.55

(ongoing)

• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls o Dumbbells

• Five for Life Station Cards


•

Personal Space •


Steps for Life • Detailed Instruction of

Exercises P. 4.15-4.41 (use • Steps for Life Log (S2 Portfolio) instructions as needed for

(ongoing) appropriate equipment



Circuit Design Activity, Group Activity


Revised 8/19/2011 2:00 PM


Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products. 1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness

1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.1.5 Applies understanding of movement concepts. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 1.4.1 Applies the components of skill-




habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.

related fitness to physical activity.


WELNET Edition Five for Life Student Portfolio-Series 2 (S2 Portfolio)

www.PECentral.org

Notes:

Revised 8/19/2011 2:00 PM






Essential Questions



How can I use power lifting to improve my overall level of fitness?



Content Healthy Habits for Life Nutrition P Functional Training P. 4.1-4.41 Power lifting Conditioning Lifting safety 2.15 – 2.28 Circuit Training P. 4.42-4.77

Goal Setting (Recheck) P 4.145 – 4.168

Steps for Life P 4.96 – 4.113

Skills/ Healthy Habits for Life Nutrition Functional Training (ongoing) Power lifting technique Conditioning ongoing Lifting safety Activities • Daily Amounts Activity and • Detailed Instruction of Exercises P. • Power clean • Stair climbing •

Reflection (S2 Portfolio) • Nutrition Log P 2.20 – 2.24

(Portfolio) • WELNET Nutrition Log • Advanced Meal Planner P2.25 –

2.26

4.15-4.41 (use instructions as needed for appropriate equipment)

Circuit Training • Circuit Design Activity (as

individual) P. 4.73-4.75 (Portfolio Activity)

• Deadlift • Squat • Bench Press

• Mile • Lunges • Dot drill • Leg raises • Plank

• Community Outreach: Healthy Recipe Swap for Students and Staff


(S2 Portfolio) Steps for Life Goal Setting • Steps for Life Log (S2 Portfolio) • Healthy Habits for Life Goal Setting (ongoing)

Activity P 4.165 – 4.167 • Cross the City, State and Country (S2 Portfolio) (ongoing)



Lifting max (on going) • Bench Press • Leg Press/Squat


Revised 8/19/2011 2:00 PM








Five for Life Advanced Book 4th

Edition WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)

Five for Life Advanced Book 4th



Notes:

Revised 8/19/2011 2:00 PM






Essential Questions



How can I use weight training activities to improve my fitness throughout my life?





Five for Life Lifetime Fitness Plan Personal fitness program

Conditioning Common Courtesy Team work Personal Space Review rules and proper behavior for each sport, activity and skill

Skills/ Five Components of Fitness Fitness Post-Measurements (review Five for Life Lifetime Fitness Plan Conditioning (ongoing) Common Courtesy Activities Activities (Review)

• Cardiorespiratory Endurance Activity, P.1.7-1.11


• Flexibility P.1.17-1.24

protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory


4.129

•

Personal fitness program •

• Stair climbing • Mile • Lunges • Dot drill • Leg raises

•

Team work •

Personal Space •

• Body Composition, P.1.25 -1.29



(Portfolio) • FITT Fitness Plan, P.4.154-4.155

(Portfolio)


• Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular

Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) – In,

P,4.132

• Plank Review rules and proper behavior for each sport, activity and skill •



Revised 8/19/2011 2:00 PM









Edition Five for Life Circuit Training Manual

www.PECentral.org

Notes:

Revised 8/19/2011 2:00 PM


Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Lifetime Length of Time: 1 Semester One


Essential Questions


How fit am I?


How do motor skills change with fitness development? How do the skills you learned previously relate to lifetime sports and/or activities?



Fitness Pre-Measurements (4.114-4.144) Locomotor/Non-locomotor Skills Lifetime Activities

Course Orientation Safety in movement Rules and Procedures Course Syllabus Introductory Activities

Skills/ Activities



Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141

Locomotor/Non-locomotor Skills Lifetime Activities • Power walking

o Hill Training o Timed

Course Orientation Safety in movement Rules and Procedures Course Syllabus

Introduction of Five Components of Fitness Activities

• Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130

o Distance/trail walking o Heart Rate Monitors Introductory Activities

• Ice Breakers • Cardiorespiratory Endurance Activity, P.1.8 & • Push-ups (Muscular Endurance)P.4.134 • Outdoor Activities • Low Organized Games

1.9 • Exploring Muscular Strength and Endurance

(S1 Portfolio)

• Height (Body Composition)P.4.132 • Weight (Body Composition) – Optional, P

4.132

o Hiking o Orienteering/ Geo caching o Kayaking/Canoeing

• Dynamic vs. Static Stretching (S1 Portfolio) • Goal Setting for Life, P 4.152-4.153 • What is Body Composition? (S1 Portfolio)




Observation

Rubrics (TBD)

Observation


Revised 8/19/2011 1:57 PM











Revised 8/19/2011 1:57 PM



Essential Questions











Lifetime Activities Common Courtesy/Etiquette

Team work

Personal Space

Safety in movement

Rules and Procedures

Course Syllabus

Introductory Activities

Skills/ Training Principles Functional Training Lifetime Activities Common Courtesy/Etiquette Activities • Student Introduction 1.36-1.37 • Whole Class Functional Equipment Workout • Yoga Team work

• Muscular Strength & Muscular Endurance P. 4.11 o Technique Personal Space Recording Activity P. 1.41-1.43

• FITT Principle Muscular Strength & Muscular o Weight Bars o Stretch Bands

o Postures o Breathing

Safety in movement Rules and Procedures

Endurance Recording Chart (S1 Portfolio) o Agility Rings o Stretching Rules and Procedures • FITT Principle Muscular Strength & Muscular

Endurance Recording Chart Reflection (S1 Portfolio)



o Partner poses • Pilates

o Core Training o Stretching

Course Syllabus

Introductory Activities • Ice Breakers • Low Organized Games


Portfolio)





Revised 8/19/2011 1:57 PM




Teacher Observation

Performance routine

Group teaching

Observe skills/rubric

Observation






Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition Activity dependant Resources Five for Life Student Portfolio –Series 1 (S1


Notes:

Revised 8/19/2011 1:57 PM



Essential Questions






Content Training Principles Student/Parent Fitness Report (week 4) Lifetime Activities Common Courtesy/Etiquette Cardiorespiratory Endurance 1.7-1.11 Functional Training P. 4.1-4.41 Team work Cardiorespiratory System for Life P. 3.1-3.14 Circuit Training P. 4.42-4.77 Personal Space

Heart Health Pyramid P.4.78-4.95 Safety in movement


Course Syllabus


Skills/ Training Principles Functional Training Lifetime Activities Common Courtesy/Etiquette Activities • Cardiorespiratory Endurance Recording



Cardiorespiratory Endurance


• Self-Defense o Communication skills o Conflict avoidance o Grab escapes o Strikes

Team work

Personal Space


Rules and Procedures • Cardiorespiratory Graphing Worksheet and








Rate Formulas P4.85-486

• Taekwondo o Types of kicks o Types of punches o Sparing

Course Syllabus


Revised 8/19/2011 1:57 PM


• Heart Health Pyramid P4.85-4.89 • Heart Health Training Log P. 4.90-4.91 (S1

Portfolio)




Teacher Observation

Routine Performance

Assessment Protocol

Observation






Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition Activity dependant Resources Word Wall/Vocabulary


Circuit Training Manual WELNET Five for Life Student Portfolio-Series 1 (S1 Portfolio)

Notes:

Revised 8/19/2011 1:57 PM



Essential Questions







Lifetime Activities Common Courtesy/Etiquette

Team work

Personal Space

Safety in movement


Course Syllabus


Skills/ Body Composition Functional Training Lifetime Activities Common Courtesy/Etiquette Activities • Introduction P 1.4-1.5 • Whole Class Functional Equipment Workout • Disc Golf Team work


Nutrition • Nutrition Introduction P 2.17-2.18

P. 4.11 o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards

o Throwing technique • Golf

o Driving o Chipping o Putting

• Bowling

o Approach

Personal Space



Course Syllabus


• Vocabulary-word wall P 2.19 • Detailed Instruction of Exercises P. 4.15-4.41 o Release • Nutrition Log P 2.20 (Portfolio Activity) (use instructions as needed for appropriate • Advanced Meal Planner P. 2.25-2.26 equipment)

• Food Label Analysis (S1 Portfolio) Circuit Training




4.104

Revised 8/19/2011 1:57 PM


• Steps for Life Recording and Reflection (S1 Portfolio)





Teacher Observation

Scorekeeping

Golf Club Knowledge (distance)

Observation






Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition Activity dependant Resources Five for Life Student Portfolio-Series 1 (S1

Portfolio) Circuit Training Manual Pedometers Five for Life Student Portfolio-Series 1 (S1 Portfolio)

Notes:

Revised 8/19/2011 1:57 PM



Essential Questions






Lifetime Activities

Advanced Sports

Common Courtesy/Etiquette

Team work

Personal Space

Safety in movement


Course Syllabus

Introductory Activities Skills/ Flexibility P 1.17-1.24 Functional Training Advanced Sports Common Courtesy/Etiquette Activities • Student Introduction Statements (S1 Portfolio)


• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands

• Archery o Knock arrow o Release o Aim

Team work

Personal Space



(S1 Portfolio)

o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards






• Fencing o Footwork o Perrying o Defense o Offense o Duals


Course Syllabus


Revised 8/19/2011 1:57 PM






Teacher Observation

Protocol Assessment

Scorekeeping

Judging (fencing)

Observation






Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition Activity dependant Resources Five for Life Student Portfolio-Series 1 (S1


Notes:

Revised 8/19/2011 1:57 PM



Essential Questions








Lifetime Activities

Wheel Activities


Team work

Personal Space

Safety in movement


Course Syllabus

Introductory Activities Skills/ Fitness Planning Circuit Training P. 4.42-4.77 Wheel Activities Common Courtesy/Etiquette Activities • Vocabulary-word wall P 4.150


Goals P 4.155 (Portfolio Activity)


• Biking o Mounting o Balance

Team work

Personal Space




Goal Setting P. 4.154-4.161 • Vocabulary-word wall P 4.150

Fitness Post-Measurements Student/Parent Fitness Report (See Notes) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130

o Turning o Pedal o Dismounting o Tricks

• Wave Board o Mounting


Course Syllabus


• Personal Fitness Planning P 4.154-4.161 • Push-ups (Muscular Endurance)P.4.134 o Balance • Height (Body Composition)P.4.132 o Turning • Weight (Body Composition) – Optional, o Dismounting

P,4.132 o Advancing movement Review Functional Training P. 4.1-4.41 o Tricks • Station Swap Worksheet (S1 Portfolio) • Inline Skating

o Stopping o Balance o Turning o Tricks

Revised 8/19/2011 1:57 PM




Teacher Observation

Traffic Safety Protocol

Observation






Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition Activity dependant Resources Five for Life Circuit Training Manual

WELNET


Notes:

Revised 8/19/2011 1:57 PM

Seattle District Curriculum Map Grade Level: High School / Lifetime Activities Length of Time: 1 Semester

Lifetime Level Two



Essential Questions



How do motor skills change with fitness development? How do the skills you learned previously relate to lifetime sports and/or activities?




Locomotor/Non-locomotor Skills

Lifetime Activities • Power walking • Outdoor activities

Course Orientation

Safety in movement

Skills/ Activities


Portfolio)




Behavior Log – Activity Log & Intensity • Intensity Interval Tracker (S2 Portfolio) • Activity Log P 2.9 – 2.11 (Portfolio)

WELNET

Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance) P.4.141 • Curl-Ups (Muscular Endurance) P. 4.129 • Sit and Reach (Flexibility) P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition) P.4.132 • Weight (Body Composition) – In, P 4.132


P. 4.11 – Review each piece of equipment o Weight Bars o Stretch Bands o Agility Rings o Step Boxes o Medicine Balls o Dumbbells o Five for Life Station Cards


Power walking • Hill Training • Timed • Distance/trail walking • Heart Rate Monitors

Outdoor Activities • Hiking • Orienteering/ Geo caching • Kayaking/Canoeing


Revised 8/19/2011 1:58 PM


Lifetime Level Two





Observation

Rubrics (TBD)

Observation






Equipment/ Five for Life Advanced Book 4th Edition WELNET Assessment Activity dependent Teacher Developed Materials

Resources Resource CD – posters WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)



Revised 8/19/2011 1:58 PM


Lifetime Level Two



Essential Questions





Content Training Principles - progression, overload , Functional Training P. 4.1-4.41 Lifetime Activities Common Courtesy/Etiquette specificity & FITT (Review) Cardiorespiratory Endurance P 1.34 – 1.40 Behavioral Log – Hydration Log - P 2.42 – 2.52

Circuit Training P. 4.42-4.77 Yoga

Pilates

Team work

Personal Space

Safety in movement

Skills/ Activities






Yoga • Technique • Postures • Breathing • Stretching • Partner poses

Pilates • Core Training


Course Syllabus


• Hydration Relay – 2.49 – 2.50 o Step Boxes • Stretching

• Hydration Log – 2.46 – 2.48 (Portfolio) o Medicine Balls

WELNET o Dumbbells





Revised 8/19/2011 1:58 PM


Lifetime Level Two



Station Swap Extended (S2 Portfolio) Teacher Observation

Performance routine

Group teaching

Observe skills/rubric

Observation









Activity dependant

Notes:

Revised 8/19/2011 1:58 PM


Lifetime Level Two



Essential Questions







Lifetime Activities

Self defense/Taekwondo


Team work

Personal Space

Safety in movement

Skills/ Activities



Portfolio)



Circuit Training • Warm-up Circuits P 4.51 – 4.55 (ongoing)

Self-Defense • Communication skills • Conflict avoidance • Grab escapes • Strikes

Taekwondo • Types of kicks


Course Syllabus


• Goal setting Muscle Strength P 4.157 (Portfolio)

• What’s My Purpose Circuit P4.69 – 4.72 • Muscular Strength & Muscular Endurance

• Types of punches • Sparing

• Goal Setting Muscle Endurance P 4.158 Circuit P.4.62-4.63 (Portfolio) Steps for Life

• Community Outreach: Muscle Memory • Student Introduction Fill-in-the-Blank (S2 Game (S2 Portfolio) Portfolio)

Behavioral Logs – Sleep Log • Steps for Life Log (S2 Portfolio) • Sleep Log – P 2.34 – 2.36 (Portfolio) • Cross the City, State and Country (S2 • Analyze Sleep Behaviors (S2 Portfolio) Portfolio) • Progressive Muscle Relaxation P 2.37 –

2.39



Teacher Observation

Routine Performance

Observation


Revised 8/19/2011 1:58 PM


Lifetime Level Two

Goal Setting Muscle Endurance P 4.158 Portfolio) Assessment Protocol (Portfolio) Steps for Life Log (S2 Portfolio) Analyze Sleep Behaviors (S2 Portfolio) Cross the City, State and Country (S2

Portfolio)





Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition Activity dependant

Resources WELNET Five for Life Student Portfolio-Series 2 (S2 Portfolio)


Notes:

Revised 8/19/2011 1:58 PM


Lifetime Level Two



Essential Questions







Lifetime Activities

Sports


Team work

Personal Space

Safety in movement

Skills/ Training Principles - progression, overload , Functional Training (ongoing) Sports Rules and Procedures

Activities specificity & FITT (Review) – Flexibility • Flexibility and FITT (S2 Portfolio) • Creating Dynamic & Static Stretching


(S2 Portfolio)







Disc Golf • Throwing technique

Golf • Driving • Chipping • Putting

Bowling • Approach • Release

Course Syllabus



Teacher Observation

Scorekeeping

Golf Club Knowledge (distance)

Observation


Revised 8/19/2011 1:58 PM


Lifetime Level Two








Activity dependant

Notes:

Revised 8/19/2011 1:58 PM


Lifetime Level Two



Essential Questions





Content Healthy Habits for Life Nutrition P 2.15 – 2.28 Functional Training P. 4.1-4.41 Lifetime Activities Common Courtesy/Etiquette

Circuit Training P. 4.42-4.77 Advanced Sports Team work Goal Setting (Recheck) P 4.145 – 4.168 Steps for Life P 4.96 – 4.113 Personal Space

Safety in movement

Skills/ Healthy Habits for Life Nutrition Functional Training (ongoing) Advanced Sports Rules and Procedures

Activities • Daily Amounts Activity and Reflection (S2 Portfolio)

• Nutrition Log P 2.20 – 2.24 (Portfolio)


Archery • Knock arrow • Release

Course Syllabus

Introductory Activities • Ice Breakers

• WELNET Nutrition Log Circuit Training • Aim • Low Organized Games • Advanced Meal Planner P2.25 – 2.26


• Circuit Design Activity (as individual) P. 4.73-4.75 (Portfolio Activity)


Fencing • Footwork • Perrying



• Defense • Offense • Duals

P 4.165 – 4.167 • Cross the City, State and Country (S2 Portfolio) (ongoing)



Teacher Observation

Protocol Assessment

Scorekeeping

Judging (fencing)

Observation


Standards 1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life.


1.1.1 Applies complex motor skills and movement concepts to activities to enhance a physically active life. 1.2.2 Applies skills and strategies necessary for


Revised 8/19/2011 1:58 PM


Lifetime Level Two

1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.


effective participation in physical activities. safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.




Activity dependant

Notes:

Revised 8/19/2011 1:58 PM


Lifetime Level Two



Essential Questions





Content Five Components of Fitness Activities Student/Parent Fitness Report (week 17) Lifetime Activities Common Courtesy/Etiquette (Review) P 1.7 – 1.29 Goal Setting 4.145 – 4.153 Behavior Log – Activity Log – 2.1 – 2.14

Fitness Post-Measurements (4.114-4.144) Wheel Activities Team work

Personal Space

Safety in movement

Skills/ Five Components of Fitness Activities Fitness Post-Measurements (review Wheel Activities Rules and Procedures

Activities (Review) • Cardiorespiratory Endurance Activity, P.1.7-

1.11

protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141

Biking • Mounting • Balance

Course Syllabus





• Turning • Pedal • Dismounting • Tricks

• Low Organized Games

• Community Outreach: Activity Sharing Letters (S2 Portfolio) • Weight (Body Composition) – In, P,4.132 Wave Board

• Mounting Goal Setting For Life, P4.145-P4.155 • Introduction, P. 4.149-4.151

• Balance • Turning • Dismounting

• Goal Setting for Life, P.4.152-4.153 • Advancing movement (Portfolio) • Tricks

• FITT Fitness Plan, P.4.154-4.155 (Portfolio) Inline Skating

• My SMART Goals (S2 Portfolio) • Stopping • Balance • Turning • Tricks

Assessment My SMART Goals (S2 Portfolio) Teacher Observation Fitness Post-Measurements (4.114-4.144)

Teacher Observation

Traffic Safety Protocol

Observation


Revised 8/19/2011 1:58 PM


Lifetime Level Two

Post Parent Student Report Sent Home








Activity dependant

Notes:

Revised 8/19/2011 1:58 PM

Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports One


Essential Questions


How fit am I?


How do motor skills change with fitness development?

How do the skills you learned previously relate to individual and dual sports?



Fitness Pre-Measurements (4.114-4.144) Locomotor/Non-locomotor Skills Individual and Dual Sports Skills

Course Orientation Safety in movement Introductory Activities Rules and Procedures Course Syllabus


Skills/ Activities




1.9

Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132

Locomotor/Non-locomotor Skills • Review skills during warm-ups • Skipping, hopping, jumping, karaoke, side

slide

Individual and Dual Sports Skills Examples: Tennis • Forehand, Backhand, Serve, Volley • Drills

Course Orientation • What Skills belong here??

Safety in movement • What Skills belong here??

Rules and Procedures • What Skills belong here??

Course Syllabus • Exploring Muscular Strength and Endurance

(S1 Portfolio) • Weight (Body Composition) – Optional, P

4.132 • Court position • Singles, Doubles, Tournaments

• What Skills belong here??

• Dynamic vs. Static Stretching (S1 Portfolio) • What is Body Composition? (S1 Portfolio)

• Goal Setting for Life, P 4.152-4.153 • Rules and game strategies • History




Fitness Pre-Measurements Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153 Five for Life Health, Performance &

Observation

Tennis Rubrics (TBD)

Observation


Revised 8/19/2011 1:58 PM


Appearance Smart Goals, P4.155










Revised 8/19/2011 1:58 PM



Essential Questions




How does muscular strength and muscular endurance affect my motor skills in individual and duel sports?







Individual and Dual Sports Skills Common Courtesy/Etiquette

Team work

Personal Space

Sportsmanship


Skills/ Training Principles Functional Training Individual and Dual Sports Skills Common Courtesy/Etiquette Activities • Student Introduction 1.36-1.37




Muscular Strength & Muscular Endurance, P1.12-1.16 • Vocabulary & Discussion – Word wall P. 1.38 • Community Outreach: Poster Project (S1

Portfolio) • Advanced Muscular Strength & Muscular

Endurance Tag P 1.15-1.16





Pickleball • Forehand • Backhand • Volley • Serve • Rules and game strategies • Court position • Doubles Games • Tournament • History


Team work


Personal Space


Sportsmanship


Review rules and proper behavior for each sport, activity and skill • What Skills belong here??

Assessment Muscular Endurance & Muscular Strength Recording Chart, Group Activity P.1.44 FITT Principle Muscular Strength & Muscular


Teacher Observation

Pickleball Rubric (TBD)

Observation


Revised 8/19/2011 1:58 PM


Endurance Recording Chart (S1 Portfolio) FITT Principle Muscular Strength & Muscular Endurance Recording Chart Reflection (S1 Portfolio)








Revised 8/19/2011 1:58 PM




Essential Questions




How does cardio respiratory endurance affect my performance in individual and duel sports?


Content Training Principles Student/Parent Fitness Report (week 4) Individual and Dual Sports Common Courtesy Cardiorespiratory Endurance 1.7-1.11 Functional Training P. 4.1-4.41 Team work Cardiorespiratory System for Life P. 3.1-3.14 Circuit Training P. 4.42-4.77 Personal Space



Skills/ Training Principles Functional Training Individual and Dual Sports Skills Common Courtesy/Etiquette Activities • Cardiorespiratory Endurance Recording


• Whole Class Functional Equipment Workout P. 4.11 o Agility Rings

Badminton • Forehand • Backhand


Team work (Portfolio Activity)



o Step Boxes o Five for Life Station Cards


• Serve • Clear • Drop shots • Smash • Court position • Rules and game strategies


Personal Space


Sportsmanship









Revised 8/19/2011 1:58 PM


Portfolio)




Teacher Observation

Badminton Rubric (TBD)

Observation










Notes:

Revised 8/19/2011 1:58 PM




Essential Questions



How can body composition influence game play?

How does your body image affect your Social, Emotional & Safety well-being?

Content Body Composition P. 1.25-1.31 Functional Training Individual and Dual Sports Common Courtesy

Nutrition P.2.15-2.28 Circuit Training Pedometers P.4.96-4.113

Team work

Personal Space

Sportsmanship

Skills/ Body Composition Functional Training Individual and Dual Sports Common Courtesy/Etiquette Activities • Introduction P 1.4-1.5



Golf • Swing • Stance • Grip • Putting • Scoring, rules and etiquette • History


Team work


Personal Space


Nutrition • Nutrition Introduction P 2.17-2.18 • Vocabulary-word wall P 2.19


• Detailed Instruction of Exercises P. 4.15-4.41

Racquet ball • Forehand • Backhand • Serve

Sportsmanship


Review rules and proper behavior for each • Nutrition Log P 2.20 (Portfolio Activity) (use instructions as needed for appropriate • Smash sport, activity and skill • Advanced Meal Planner P. 2.25-2.26 equipment) • Court position • What Skills belong here??




• Rules and game strategies • History




Portfolio)

Revised 8/19/2011 1:58 PM






Teacher Observation

Golf and racquetball Rubric (TBD)

Observation










Notes:

Revised 8/19/2011 1:58 PM




Essential Questions



How does flexibility affect my performance in game play?

How does my personal success affect my enjoyment of a sport?

How does the challenge of a sport affect your enjoyment?


Individual and Dual Sports Skills Common Courtesy

Team work

Personal Space

Sportsmanship


Skills/ Flexibility P 1.17-1.24 Functional Training Individual and Dual Sports Skills Common Courtesy/Etiquette Activities • Student Introduction Statements (S1 Portfolio)


• Whole Class Functional Equipment Workout P. 4.11 o Weight Bars o Stretch Bands

Fencing • Safety • Stance • Rules and game strategies • Striking


Team work

• What Skills belong here?? Routines P 1.23-1.24 (Portfolio Activity)

• Flexibility and the FITT Principle Worksheet (S1 Portfolio)



• Movement • Etiquette • Care of equipment • History

Archery • Safety • Stance • Rules and game strategies • Pulling and releasing the bow

Personal Space


Sportsmanship







• Etiquette • Care of equipment • History

Revised 8/19/2011 1:58 PM






Teacher Observation

Fencing and archery Rubrics (TBD)

Observation










Notes:

Revised 8/19/2011 1:58 PM




Essential Questions





What are some strategies to continue playing individual and dual sports outside of class?


How does it feel if you do not reach your goals?



Individual and Dual Sports Common Courtesy

Team work

Personal Space

Sportsmanship

Skills/ Activities

Fitness Planning • Vocabulary-word wall P 4.150 • FITT Fitness Plan 4.154 • Health, Performance & Appearance SMART



P.4.163

Goal Setting P. 4.154-4.161

Circuit Training P. 4.42-4.77 • Student Introduction P. 4.45 • Circuit Training Manual P 11 • Circuit Training Manual P 12

Fitness Post-Measurements Student/Parent Fitness Report (See Notes) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129

Individual and Dual Sports Skills Bocce Ball • Rules and game strategies • Throwing • History

Table Tennis • Rules and game strategies • Serving • Forehand and backhand • Doubles • History

Common Courtesy

Team work

Personal Space

Sportsmanship

• Vocabulary-word wall P 4.150 • Personal Fitness Planning P 4.154-4.161

• Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) – Optional,




Teacher Observation

Bocce and table tennis Rubrics (TBD)

Observation


Revised 8/19/2011 1:58 PM







Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition Five for Life Circuit Training Manual WELNET




Revised 8/19/2011 1:58 PM


Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Individual and Dual Sports Level Two



Essential Questions



How do motor skills change with fitness development?

How do the skills you learned previously relate to individual and dual sports?





Individual and Dual Sports Skills

Course Orientation

Safety in movement

Skills/ Five Components of Fitness Activities Fitness Pre-Measurements (review protocols Locomotor/Non-locomotor Skills Rules and Procedures Activities (Review)



Goal Setting For Life, P4.145-P4.155

with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance) P.4.141 • Curl-Ups (Muscular Endurance) P. 4.129 • Sit and Reach (Flexibility) P.4.130 • Push-ups (Muscular Endurance)P.4.134

• Review skills during warm-ups • Skipping, hopping, jumping, karaoke, side

slide

Individual and Dual Sports Skills Examples: Tennis • Forehand, Backhand, Serve, Volley

Course Syllabus


• Introduction, P. 4.148-4.149 • Goal Setting for Life, P.4.151-4.153



WELNET

• Height (Body Composition) P.4.132 • Weight (Body Composition) – In, P 4.132




• Drills • Court position • Singles, Doubles, Tournaments • Rules and game strategies • History

Revised 8/19/2011 1:58 PM






Observation

Tennis Rubrics (TBD)

Observation










Revised 8/19/2011 1:58 PM




Essential Questions



How does muscular strength and muscular endurance affect my motor skills in individual and duel sports?


Content Training Principles - progression, overload , Functional Training P. 4.1-4.41 Individual and Dual Sports Skills Common Courtesy/Etiquette specificity & FITT (Review) Cardiorespiratory Endurance P 1.34 – 1.40 Behavioral Log – Hydration Log - P 2.42 – 2.52

Circuit Training P. 4.42-4.77 Team work

Personal Space

Sportsmanship

Skills/ Activities



FITT Fitness Plan P 4.156 (Portfolio)


P. 4.11 (Continued from weeks 1-30 o Weight Bars o Stretch Bands


Pickleball • Forehand • Backhand • Volley • Serve • Rules and game strategies


Behavioral Logs – Hydration log • Hydration Relay – 2.49 – 2.50 • Hydration Log – 2.46 – 2.48 (Portfolio)

WELNET

o Agility Rings o Step Boxes o Medicine Balls o Dumbbells

• Court position • Doubles Games • Tournament • History





Revised 8/19/2011 1:58 PM




Station Swap Extended (S2 Portfolio) Teacher Observation

Pickleball Rubric (TBD)

Observation









www.PEcentral.org

Notes:

Revised 8/19/2011 1:58 PM





Essential Questions



How does cardio respiratory endurance effect my performance in individual and duel sports?





Team work

Personal Space

Sportsmanship

Skills/ Activities








Circuit P.4.62-4.63


Badminton • Forehand • Backhand • Serve • Clear • Drop shots • Smash • Court position • Rules and game strategies


(Portfolio)


Behavioral Logs – Sleep Log • Sleep Log – P 2.34 – 2.36 (Portfolio) • Analyze Sleep Behaviors (S2 Portfolio) • Progressive Muscle Relaxation P 2.37 –

2.39


Portfolio)


• Cross the City, State and Country (S2 Portfolio)



Teacher Observation

Badminton Rubric (TBD)

Observation


Revised 8/19/2011 1:58 PM


Goal Setting Muscle Endurance P 4.158 Portfolio) (Portfolio) Steps for Life Log (S2 Portfolio) Analyze Sleep Behaviors (S2 Portfolio) Cross the City, State and Country (S2

Portfolio)






Five for Life Advanced Book 4th Edition




Notes:

Revised 8/19/2011 1:58 PM





Essential Questions



How can body composition influence game play?

How does your body image affect your Social, Emotional & Safety well-being?




Team work

Personal Space

Sportsmanship

Skills/ Activities

Training Principles - progression, overload , specificity & FITT (Review) – Flexibility • Flexibility and FITT (S2 Portfolio) • Creating Dynamic & Static Stretching


(S2 Portfolio)





Individual and Dual Sports

Golf • Swing • Stance • Grip • Putting • Scoring, rules and etiquette • History





Racquet ball • Forehand • Backhand • Serve • Smash • Court position • Rules and game strategies • History


Teacher Observation

Golf and racquetball Rubric (TBD)

Observation


Standards 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness




Revised 8/19/2011 1:58 PM


plan. 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products. 1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.








Notes:

Revised 8/19/2011 1:58 PM





Essential Questions



How does flexibility affect my performance in game play?

How does my personal success affect my enjoyment of a sport?

How does the challenge of a sport affect your enjoyment?

Content Healthy Habits for Life Nutrition P 2.15 – 2.28 Functional Training P. 4.1-4.41 Individual and Dual Sports Skills Common Courtesy

Circuit Training P. 4.42-4.77 Team work Goal Setting (Recheck) P 4.145 – 4.168 Steps for Life P 4.96 – 4.113 Personal Space

Sportsmanship

Skills/ Activities

Healthy Habits for Life Nutrition • Daily Amounts Activity and Reflection (S2




P 4.165 – 4.167






• Cross the City, State and Country (S2

Individual and Dual Sports Skills Fencing • Safety • Stance • Rules and game strategies • Striking • Movement • Etiquette • Care of equipment • History

Archery • Safety • Stance


Portfolio) (ongoing) • Rules and game strategies • Pulling and releasing the bow • Etiquette • Care of equipment • History


Fitness Post-Measurements (4.114-4.141) Student Self Assessment, Five for Life Fitness Measurements Recording Sheet, P.4.153

Teacher Observation

Fencing and archery Rubrics (TBD)

Observation


Revised 8/19/2011 1:58 PM


Circuit Design Activity, Individual Activity P.4.73-4.75 Steps for Life Log and Graphing Activity P 4.109- 4.11









Notes:

Revised 8/19/2011 1:58 PM





Essential Questions




What are some strategies to continue playing individual and dual sports outside of class?


How does it feel if you do not reach your goals?

Content Five Components of Fitness Activities Student/Parent Fitness Report (week 17) Individual and Dual Sports Common Courtesy (Review) P 1.7 – 1.29 Goal Setting 4.145 – 4.153 Behavior Log – Activity Log – 2.1 – 2.14

Fitness Post-Measurements (4.114-4.144) Team work

Personal Space

Sportsmanship

Skills/ Activities


1.11

Fitness Post-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141

Individual and Dual Sports Skills Bocce Ball • Rules and game strategies • Throwing • History




Table Tennis • Rules and game strategies • Serving • Forehand and backhand

• Community Outreach: Activity Sharing Letters (S2 Portfolio) • Weight (Body Composition) – In, P,4.132 • Doubles

• History Goal Setting For Life, P4.145-P4.155 • Introduction, P. 4.149-4.151 • Goal Setting for Life, P.4.152-4.153




Teacher Observation

Bocce and table tennis Rubrics (TBD)

Observation


Revised 8/19/2011 1:58 PM










Notes:

Revised 8/19/2011 1:58 PM


Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance One


Essential Questions


How fit am I?


How do motor skills relate to rhythm?

How do the skills you have learned previously relate to rhythms and dance?

How does ones positive attitude affect the overall climate of the class? What is “class climate” mean to you.


Fitness Pre-Measurements (4.114-4.144) Locomotor/Non-locomotor Skills

Rhythms-Dance

Course Orientation

Safety in movement

Skills/ Activities




Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134


Rhythms-Dance

Course Basic Movement Skills • Basic Timing • Spatial Awareness

Tininkling Sticks

Course Orientation

Safety in movement

Dance Etiquette, Common Courtesy

Course Syllabus


1.9 • Height (Body Composition)P.4.132 Lumi Sticks • Exploring Muscular Strength and Endurance • Weight (Body Composition) – Optional, P Swing Dance

(S1 Portfolio) 4.132 • Basic Step • Dynamic vs. Static Stretching (S1 Portfolio) • Goal Setting for Life, P 4.152-4.153 • Hand Position • What is Body Composition? (S1 Portfolio) • Basic Turn Goal Setting For Life, P4.145-P4.161 • Slide • Introduction, P. 4.148 – 4.151 • Chest to Chest • Goal Setting for Life, P.4.152-4.153 • Pretzel • FITT Fitness Plan, P.4.154-4.155 • Hip to Hip

• Snap • Sweet Heart • Through The Legs • Dip • Back To Back

Revised 8/19/2011 1:58 PM




Observation

Rubrics (TBD)

Create Your Own Moves (Performance Based)

Observation











Revised 8/19/2011 1:58 PM



Essential Questions





How will cooperating with others improve my success in rhythms and dance?







Lifetime Activities


Team work

Personal Space


Skills/ Activities

Training Principles • Student Introduction 1.36-1.37 • Muscular Strength & Muscular Endurance

Recording Activity P. 1.41-1.43 • FITT Principle Muscular Strength & Muscular

Endurance Recording Chart (S1 Portfolio) • FITT Principle Muscular Strength & Muscular





Team and Individual Sports Lifetime Activities • Line Dance

Common Courtesy/Etiquette Team work Personal Space Review rules and proper behavior for each sport, activity and skill


Portfolio)





Assessment Muscular Endurance & Muscular Strength Recording Chart, Group Activity P.1.44 FITT Principle Muscular Strength & Muscular Endurance Recording Chart (S1 Portfolio) FITT Principle Muscular Strength & Muscular




Revised 8/19/2011 1:58 PM








Five for Life Advanced Book 4th Edition Five for Life Student Portfolio –Series 1 (S1 Portfolio)


www.PEcentral.org


Revised 8/19/2011 1:58 PM




Essential Questions






Content Training Principles Student/Parent Fitness Report (week 4) Team and Individual Sports Common Courtesy Cardiorespiratory Endurance 1.7-1.11 Functional Training P. 4.1-4.41 Lifetime Activities Team work Cardiorespiratory System for Life P. 3.1-3.14 Circuit Training P. 4.42-4.77 Personal Space

Heart Health Pyramid P.4.78-4.95 Review rules and proper behavior for each sport, activity and skill

Skills/ Activities

Training Principles • Cardiorespiratory Endurance Recording


Team and Individual Sports Lifetime Activities

Common Courtesy Team work



P. 4.11 o Agility Rings o Step Boxes

• Folk Dance Personal Space Review rules and proper behavior for each sport, activity and skill






o Five for Life Station Cards • Detailed Instruction of Exercises P. 4.15-4.41

(use instructions as needed for appropriate equipment)




Portfolio)

•

Revised 8/19/2011 1:58 PM















Notes:

Revised 8/19/2011 1:58 PM



Essential Questions








Lifetime Activities Common Courtesy Team work Personal Space Review rules and proper behavior for each sport, activity and skill

Skills/ Activities

Body Composition • Introduction P 1.4-1.5 • Student Introduction Webbing (S1 Portfolio) • Vocabulary-word wall P 1.6 • Body Composition P 1.26 • Energy In/Energy Out P. 1.27 • Healthy Body Card Game P. 1.28-1.29

Nutrition • Nutrition Introduction P 2.17-2.18 • Vocabulary-word wall P 2.19 • Nutrition Log P 2.20 (Portfolio Activity) • Advanced Meal Planner P. 2.25-2.26



• Community Outreach: Nutrition Challenges (S1 Portfolio)





Circuit (S1 Portfolio) Pedometers • Walking Tag P. 4. 101-4.102 • Five for Life Pace Guide Challenge P. 4.103-


Portfolio)


Lifetime Activities • Ballroom Dance

Common Courtesy Team work Personal Space Review rules and proper behavior for each sport, activity and skill •

Revised 8/19/2011 1:58 PM
















Notes:

Revised 8/19/2011 1:58 PM




Essential Questions








Skills/ Activities

Flexibility P 1.17-1.24 • Student Introduction Statements (S1 Portfolio)

Functional Training • Whole Class Functional Equipment


Lifetime Activities Common Courtesy Team work


Workout P. 4.11 o Weight Bars o Stretch Bands

• Break Dance • Square Dance

Personal Space Review rules and proper behavior for each sport, activity and skill


(S1 Portfolio)








•

Revised 8/19/2011 1:58 PM















Notes:

Revised 8/19/2011 1:58 PM




Essential Questions










Skills/ Activities

Fitness Planning • Vocabulary-word wall P 4.150 • FITT Fitness Plan 4.154 • Health, Performance & Appearance SMART

Goals P 4.155 (Portfolio Activity)

Circuit Training P. 4.42-4.77 • Student Introduction P. 4.45 • Circuit Training Manual P 11 • Circuit Training Manual P 12

Team & Individual Sports Skills Volleyball • Serve • Pass • Set

Common Courtesy Team work Personal Space Review rules and proper behavior for each sport, activity and skill



Fitness Post-Measurements Student/Parent Fitness Report (See Notes) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141

• Spike • Court position • Athletic position

•


• Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134

Lifetime Activities • Bocce Ball • Tennis

• Height (Body Composition)P.4.132 Low Organized Games • Weight (Body Composition) – Optional, • Relay Races






Revised 8/19/2011 1:58 PM







Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition Five for Life Circuit Training Manual WELNET



Notes:

Revised 8/19/2011 1:58 PM


Seattle District Curriculum Map Grade Level: High School Length of Time: 1 Semester Rhythms and Dance Level Two



Essential Questions



How do motor skills relate to rhythm?

How do the skills you have learned previously relate to rhythms and dance?

How does ones positive attitude affect the overall climate of the class? What is “class climate” mean to you.




Rhythms-Dance

Course Orientation

Safety in movement

Skills/ Activities


Portfolio)




Fitness Pre-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance) P.4.141 • Curl-Ups (Muscular Endurance) P. 4.129 • Sit and Reach (Flexibility) P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition) P.4.132 • Weight (Body Composition) – In, P 4.132


Coarse Basic Movement Skills • Basic Timing • Spatial Awareness

Tininkling Sticks

Lumi Sticks

Swing Dance • Basic Step • Hand Position • Basic Turn • Slide • Chest to Chest

Dance Etiquette, Common Courtesy

•

Course Syllabus

•



WELNET


• Pretzel • Hip to Hip • Snap • Sweet Heart • Through The Legs • Dip • Back To Back


Circuit Training

Revised 8/19/2011 1:59 PM


• Warm-up Circuits P 4.51 – 4.55




Observation

Rubrics (TBD)

Create Your Own Moves (Performance Based)

Observation










Revised 8/19/2011 1:59 PM




Essential Questions




How will cooperating with others improve my success in rhythms and dance?




Lifetime Activities


Team work

Personal Space


Skills/ Training Principles - progression, overload , Functional Training Team and Individual Sports Common Courtesy/Etiquette Activities specificity & FITT (Review) Cardiorespiratory

Endurance • Improve Cardiorespiratory Endurance Using



• Introduction P 4.3 • Whole Class Functional Equipment Workout


•

Lifetime Activities • Line Dance

•

Team work •

Personal Space •

• Hydration Relay – 2.49 – 2.50 • Hydration Log – 2.46 – 2.48 (Portfolio)

WELNET

o Step Boxes o Medicine Balls o Dumbbells







Revised 8/19/2011 1:59 PM



Station Swap Extended (S2 Portfolio) Teacher Observation Observation









www.PEcentral.org

Notes:

Revised 8/19/2011 1:59 PM





Essential Questions





Content Training Principles - progression, overload, Functional Training P. 4.1-4.41 Team and Individual Sports Common Courtesy specificity & FITT (Review) – Muscle Strength / Muscle Endurance P 1.31 – 1.44 Behavioral Logs – Sleep Log P 2.29 – 2.41


Lifetime Activities Team work

Personal Space


Skills/ Training Principles - progression, overload , Functional Training (ongoing) Team and Individual Sports Common Courtesy Activities specificity & FITT (Review) – Muscle

Strength / Muscle Endurance • Goal setting for Life Introduction 4.148 –






Circuit P.4.62-4.63

•

Lifetime Activities • Folk Dance

•

Team work •

Personal Space •


(Portfolio)


Behavioral Logs – Sleep Log • Sleep Log – P 2.34 – 2.36 (Portfolio) • Analyze Sleep Behaviors (S2 Portfolio) • Progressive Muscle Relaxation P 2.37 –

2.39


Portfolio)


• Cross the City, State and Country (S2 Portfolio)

•

Revised 8/19/2011 1:59 PM













Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition As needed Resources



www.PECentral.org

Notes:

Revised 8/19/2011 1:59 PM




Essential Questions





Content Training Principles - progression, overload , Functional Training P. 4.1-4.41 Team and Individual Sports Common Courtesy specificity & FITT (Review) – Flexibility P 1.34 – 1.47


Lifetime Activities Team work Personal Space Review rules and proper behavior for each sport, activity and skill

Skills/ Training Principles - progression, overload , Functional Training (ongoing) Team and Individual Sports Common Courtesy Activities specificity & FITT (Review) – Flexibility

• Flexibility and FITT (S2 Portfolio) • Creating Dynamic & Static Stretching

Routines P1.23 – 1.24


Circuit Training

•

Lifetime Activities • Ballroom Dance

•

Team work •

• Goal Setting Flexibility P 4.159 (Portfolio) • Community Outreach: Flexibility Sharing

(S2 Portfolio)

• Individual Component of Fitness Circuit: Flexibility Circuit

• Circuit Design Activity (as group) P 4.73 – 4.75




Personal Space •









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1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. 1.5.2 Evaluates how nutritional requirements change. 1.5.3 Analyzes the effectiveness of various nutritional products. 1.5.4 Evaluates how healthy and unhealthy eating patterns impact the function of the body. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.








Notes:

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Essential Questions





Content Healthy Habits for Life Nutrition P 2.15 – 2.28 Functional Training P. 4.1-4.41 Team and Individual Sports Common Courtesy Circuit Training P. 4.42-4.77 Lifetime Activities Team work

Goal Setting (Recheck) P 4.145 – 4.168 Steps for Life P 4.96 – 4.113 Personal Space Review rules and proper behavior for each sport, activity and skill

Skills/ Healthy Habits for Life Nutrition Functional Training (ongoing) Team and Individual Sports Common Courtesy Activities • Daily Amounts Activity and Reflection (S2




P 4.165 – 4.167






•

Lifetime Activities • Break Dance • Square Dance

•

Team work •

Personal Space •






Standards 1.1.1 Applies complex motor skills and movement concepts to activities to enhance a

1.3.1 Analyzes the components of health-related fitness.

1.1.1 Applies complex motor skills and movement concepts to activities to enhance a

2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to

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physically active life. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.3.1 Analyzes the components of health-related fitness. 1.3.2 Analyzes the progress of a personal fitness plan. 4.1.1 Analyzes daily health and fitness habits. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.

1.2.1 Applies how to perform activities and tasks safely and appropriately. 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors. 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals.

physically active life. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities.

respond appropriately and safely. 1.2.1 Applies how to perform activities and tasks safely and appropriately. 1.2.2 Applies skills and strategies necessary for effective participation in physical activities. 3.3.1 Analyzes conflict situations.

Equipment/ Five for Life Advanced Book 4th Edition Five for Life Advanced Book 4th Edition As needed Resources WELNET



www.PECentral.org

Notes:

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Essential Questions









Skills/ Activities


1.11 • Muscular Strength/Muscular Endurance

Activity, P. 1.12-1.16 • Flexibility P.1.17-1.24 • Body Composition, P.1.25 -1.29





Fitness Post-Measurements (review protocols with students) • Introduction, P.4.123 • Mile (Cardiorespiratory Endurance)P.4.141 • Curl-Ups (Muscular Endurance)P. 4.129 • Sit and Reach (Flexibility)P.4.130 • Push-ups (Muscular Endurance)P.4.134 • Height (Body Composition)P.4.132 • Weight (Body Composition) – In, P,4.132

Team & Individual Sports Skills Volleyball • Serve • Pass • Set • Spike • Court position • Athletic position

Lifetime Activities • Bocce Ball • Tennis

Low Organized Games • Relay Races

Common Courtesy •

Team work •

Personal Space •





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Notes:

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