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Tuesday, January 14, 2025, 2:43 PM
Site: Learnbps
Course: BPSS (PED) Physical Education Standards (S-PED)
Glossary: 6th Grade Physical Education
STANDARD 04

PED-06.S4.PR.02

6th Grade (PED) Targeted Standards
Standard 4: Student exhibits responsible personal and social behavior that respects self and others.
(PR) Cluster: Personal responsibility

PED-06.S4.PR.02 Identifies and uses appropriate strategies to self-reinforce positive fitness behaviors, such as positive self-talk.

Student Learning Targets:

Knowledge Targets

  • I can describe positive self-talk to promote fitness.

Reasoning Targets

  • I can explain why positive self-talk help me improve.

Skills (Performance) Targets

  • I can use positive self-talk to help me persevere in a fitness activity.

Product Targets

  • I can persevere through difficult fitness activities.

Proficiency Scale

Score   Description Sample Activity
4.0 I consistently persevere through many difficult fitness activities with a positive attitude and help others do the same. -
  3.5  
3.0 I consistently persevere through many difficult fitness activities with a positive attitude. -
  2.5  I often persevere through many difficult fitness activities with a good attitude and help others do the same.
2.0 I sometimes persevere through many difficult fitness activities with a good attitude and help others do the same. -
  1.5  
1.0 I rarely persevere through many difficult fitness activities with a good attitude and help others do the same. -
  0.5  
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

PED-06.S4.RE.01

6th Grade (PED) Targeted Standards
Standard 4: Student exhibits responsible personal and social behavior that respects self and others.
(RE) Cluster: Rules and etiquette

PED-06.S4.RE.01 Identifies the rules and etiquette for physical activities/games and dance/rhythmic activities.

Student Learning Targets:

Knowledge Targets

  • I can identify what the rules for games and activities.

Reasoning Targets

  • I can describe the purpose of that rule.

Skills (Performance) Targets

  • I can apply the rules to the game.

Product Targets

  • I can follow the rules in the game.

Proficiency Scale

Score   Description Sample Activity
4.0 I consistently follow the rules of the games and lead others in doing the same. -
  3.5  
3.0 I consistently follow the rules of the game. -
  2.5  
2.0 I sometimes follow the rules of the game. -
  1.5  
1.0  I rarely follow the rules of the games. -
  0.5  
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

PED-06.S4.S.01

Physical Education PED-06 Targeted Standards
Standard 4: Student exhibits responsible personal and social behavior that respects self and others.
Cluster: Safety

PED-06.S4.S.01 Uses physical activity and fitness equipment appropriately and safely, with the teacher's guidance.

Student Learning Targets:

 

Skills (Performance) Targets

  • I can follow established rules and guidelines.
  • I can follow classroom procedures necessary for safety.

 

 

Proficiency Scale:

Score   Description Sample Activity
4.0 The student can:
  •  -assist other students in following rules and established guidelines for participation in activities and games. (S4.M7.6)
 -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 The student can:

  • follow established rules and guidelines (S4.M7.6)

    • game/activity rules specific to each activity

    • classroom procedures necessary for safety
     
 -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student :
  • -The student is off task, does not always follow rules/guidelines (S4.M7.6)
     
 -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 no participation
  •  
 -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

  • List

PED-06.S4.S.02

6th Grade (PED) Targeted Standards
Standard 4: Student exhibits responsible personal and social behavior that respects self and others.
(S) Cluster: Safety

PED-06.S4.S.02 Demonstrates competency in performing basic hands only CPR and associated skills.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

PED-06.S4.WO.01

6th Grade (PED) Targeted Standards
Standard 4: Student exhibits responsible personal and social behavior that respects self and others.
(WO) Cluster: Working with others

PED-06.S4.WO.01 Accepts differences among class-mates in physical development, maturation and varying skill levels by providing encouragement and positive feedback.

Student Learning Targets:

Knowledge Targets

 

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can accept differences among class-mates and provide encouraging feedback and help others do the same.

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0
  • I can accept differences among class-mates and provide encouraging feedback and help others do the same.

 -
  3.5  
3.0
  • I can accept differences among class-mates and provide encouraging feedback.
 -
  2.5  
2.0
  • I sometimes accept differences among class-mates and provide encouraging feedback.
 -
  1.5  
1.0
  • I rarely accept differences among class-mates and provide encouraging feedback.
 -
  0.5  
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

PED-06.S4.WO.02

6th Grade (PED) Targeted Standards
Standard 4: Student exhibits responsible personal and social behavior that respects self and others.
(WO) Cluster: Working with others

PED-06.S4.WO.02 Accepts differences among class-mates in physical development, maturation and varying skill levels by providing encouragement and positive feedback.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

STANDARD 05

PED-06.S5.CH.01

6th Grade (PED) Targeted Standards
Standard 5: Student Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
(CH) Cluster: Challenge

PED-06.S5.CH.01 Recognizes individual challenges and copes in a positive way, such as extending effort, asking for help/feedback and/or modifying the tasks.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

PED-06.S5.H.01

Physical Education PED-06 Targeted Standards
Standard 5: Student recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Cluster: Health

PED-06.S5.H.01 Describes how being physically active leads to a healthy body.

Student Learning Targets for Grade 6 Physical Education and Fitness:

Knowledge(Performance) Targets

  • I can properly identify how the characteristics of being physically active leads to a healthy body:
    • low blood pressure.
    • reduced risk for heart disease.
    • reduced risk of cancer.
    • reduced stress level.

Reasoning (Performance) Targets

  •  I can describe how being physically active leads to healthy body.

Product (Performance) Targets

  •  I can provide written evidence of understanding the relationship between being physically active and having a healthy body in regards to:
    • low blood pressure.
    • reduced risk for heart heart disease.
    • reduced risk of cancer.
    • reduced stress level.

Proficiency Scale for Grade 6 Physical Education:

Score   Description Sample Activity
4.0 The student:
  • can explain the importance of avoided health risk behaviors such as high blood pressure, heart disease, and stress.  
  • properly identifies the characteristics of being physically active leads to a healthy body.
 -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 The student:
  •  properly identifies how the characteristics of being physically active leads to a healthy body:
    • low blood pressure.
    • reduced risk for heart disease.
    • reduced risk of cancer.
    • reduced stress level.
  • Benefits of Physical Activity instruction.
  2.5 Properly identifies three out of the four characteristics of being physically active leads to a healthy body.
2.0 The student:
  •  properly identifies two out of the four characteristics of being physically active leads to a healthy body.   
 -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student:
  •  properly identifies two out of the four characteristics of how being physically active leads to a healthy body.
 -
  0.5 Even with help, student is unable to identify characteristics of being physically active leads to a healthy body.

Resources

Websites

Vocabulary

  • List

 

Proficiency Scale for Grade 6 Physical Fitness:

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can:

  • explain the benefits of participating in activities that target various fitness components: muscular strength/endurance, cardiovascular, endurance, flexibility, agility, speed, coordination, balance, power, heart rate/target heart rate/resting heart rate (S5.M1.6-Physical Fitness)
  • explain the health risks associated with an inactive lifestyle.  (S5.M1.6, S3.M16.6-Physical Fitness)
 -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student can:

  • identify some of the benefits of participating in physical activity, but cannot explain why they important.  (S5.M1.6, S3.M16.6--Physical Fitness)
  • identify risks of inactivity, but cannot explain or give detail to what each of these risks involves.  (S5.M1.6, S3.M16.6--Physical Fitness)  
 -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).

The student can:  

  • identify benefits of activity with assistance.  (S5.M1.6, S3.M16.6)
  • identify risks of activity with assistance.  (S5.M1.6, S3.M16.6)
 -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

PED-06.S5.H.02

6th Grade (PED) Targeted Standards
Standard 5: Student Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
(H) Cluster: Health

PED-06.S5.H.02 Identifies components of physical activity that provide opportunities for reducing stress and other Social interaction.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

PED-06.S5.SE.01

6th Grade (PED) Targeted Standards
Standard 5: Student Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
(SE) Cluster: Self expression and enjoyment

PED-06.S5.SE.01 Describes how moving competently in a physical activity setting creates enjoyment.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary