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Friday, April 19, 2024, 7:49 PM
Site: Learnbps
Class: BPSS (PED) Physical Education Standards (S-PED)
Glossary: HS Physical Education
PRIORITIZED STANDARDS

PED-HS.S3.FK.10

High School (PED) Targeted Standards
Standard 3: Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
(FK) Cluster: Fitness knowledge

PED-HS.S3.FK.07 Demonstrates appropriate technique in resistance-training machines and free weights.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scales

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.

  • Designs and implements a strength and conditioning program and develops balance in opposing muscle groups (agonist/antagonist) and supports a healthy active lifestyle. (S3.H7.L2)
  • Adjusts pacing to keep heart rate in the target zone, using available technology to self monitor aerobic intensity. (S3.H10.L2)
 -
  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.

  • Demonstrates appropriate technique in resistance-training machines and free weights. (S3.H7.L1)
  • Analyze types of strength exercises (isometric, concentric, eccentric) and stretching exercises (static, Proprioceptive Neuromuscular Facilitation (PNF), dynamic) for personal fitness development (e.g., strength, endurance, range of motion). (S3.H9.L1)
  • Calculates target heart rate and applies that information to personal fitness plans. (S3.H10.L1)

· Fitness Days (Cardio Room/Weight Room)

· Target Heart Rate

 
  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).

  • Recall appropriate technique in resistance-training machines and free weights. (S3.H7.L1)
  • Identifies types of strength exercises (isometric, concentric, eccentric) and stretching exercises (static, Proprioceptive Neuromuscular Facilitation (PNF), dynamic) for personal fitness development (e.g., strength, endurance, range of motion). (S2.H9.L1)
  • Calculates target heart rate. ( S3.H10.L1)
  • Identify vocabulary terms associated with specific activity.
 -
  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-HS.S3.PP.12

High School ( PED) Targeted Standards
Standard 3: Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
(PP) Cluster: Program Planning

PED-HS.S3.PP.12 Designs a fitness program based on fitness assessment data including all components of health-related fitness (e.g., Presidential Youth Fitness Program, and other fitness programs) that enhances a healthy, active lifestyle.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scale

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.

  • Develops and maintains a fitness portfolio. (S3.H12.L2)
  • Prior knowledge exceeds what was discussed in class; language,vocab, application of knowledge,etc.
 -
  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.

  • Designs a fitness program based on fitness assessment data including all components of health-related fitness (e.g., Presidential Youth Fitness Program, and other fitness programs) that enhances a healthy, active lifestyle, (S3.H12.L1)

· Concepts

· Fitness Awareness

· Health (ref. health standards)

 
  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).

  • Identify a fitness program based on fitness assessment data including all components of health-related fitness (e.g., Presidential Youth Fitness Program, and other fitness programs) that enhances a healthy, active lifestyle, (S3.H12.L1)
  • Identify vocabulary terms associated with specific activity.
 -
  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-HS.S4.RE.02

High School (PED) Targeted Standards
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
(RE) Cluster: Rules and etiquette

PED-HS.S4.RE.02 Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play).

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scale

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.

  • Solves problems and thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Examines moral and ethical conduct in specific competitive situation. (S4.H2.L2)
  • Assumes a leadership role in a physical activity setting. (S4.H3.L2)
  • Justify best practices for participating safely in physical activity, exercise, and dance. (S4.H5.L2)
 -This standard can be assessed in every unit we teach.
  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.

  • Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills and strategies that promote team or group dynamics. (S4.H3.L1)
  • Thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Applies best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1)
 -Minor Sports, Broomball, Dance, Buka Ball, Basketball, STX, Volleyball, Outdoor Rec., Eclipse Ball, Tchoukball, Softball, Wallyball, Pickleball, Racquetball, Badminton, Weight Training

 

 
  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).

  • Describe proper etiquette, respect for others and teamwork in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills that promote team or group dynamics. (S4.H3.L1)
  • Participates in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Recall best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1) 
 -
  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-HS.S4.S.05

High School (PED) Targeted Standards
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
(RE) Cluster: Rules and etiquette

PED-HS.S4.RE.02 Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play).

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scale

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.

  • Solves problems and thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Examines moral and ethical conduct in specific competitive situation. (S4.H2.L2)
  • Assumes a leadership role in a physical activity setting. (S4.H3.L2)
  • Justify best practices for participating safely in physical activity, exercise, and dance. (S4.H5.L2)
 -This standard can be assessed in every unit we teach.
  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.

  • Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills and strategies that promote team or group dynamics. (S4.H3.L1)
  • Thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Applies best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1)
 -Minor Sports, Broomball, Dance, Buka Ball, Basketball, STX, Volleyball, Outdoor Rec., Eclipse Ball, Tchoukball, Softball, Wallyball, Pickleball, Racquetball, Badminton, Weight Training

 

 
  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).

  • Describe proper etiquette, respect for others and teamwork in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills that promote team or group dynamics. (S4.H3.L1)
  • Participates in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Recall best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1) 
 -
  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-HS.S4.S.06

High School (PED) Targeted Standards
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
(S) Cluster: Safety

PED-HS.S4.S.06 Demonstrates competency in performing cardiopulmonary resuscitation (CPR) and associated skills(i.e.,automated external defibrillatorand first aid)gained through psychomotor skills practice based on current national guidelines.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scales

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.

  • Takes the initiative to get certified in CPR/AED training. (S4.H6.L1)
 -
  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.

  • Demonstrates Competency in performing cardiopulmonary resuscitation (CPR) and associated skills (i.e., automated external defibrillator and first aid) gained through psychomotor skills practice based on current national guidelines, (S4.H6L1)
 -
  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).

  • List the steps in performing cardiopulmonary resuscitation (CPR) and associated skills (i.e., automated external defibrillator and first aid) gained through psychomotor skills practice based on current national guidelines, (S4.H6L1)
  • Identify vocabulary terms associated with specific activity.
 -
  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-HS.S4.WO.03

High School (PED) Targeted Standards
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
(RE) Cluster: Rules and etiquette

PED-HS.S4.RE.02 Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play).

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scale

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.

  • Solves problems and thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Examines moral and ethical conduct in specific competitive situation. (S4.H2.L2)
  • Assumes a leadership role in a physical activity setting. (S4.H3.L2)
  • Justify best practices for participating safely in physical activity, exercise, and dance. (S4.H5.L2)
 -This standard can be assessed in every unit we teach.
  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.

  • Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills and strategies that promote team or group dynamics. (S4.H3.L1)
  • Thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Applies best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1)
 -Minor Sports, Broomball, Dance, Buka Ball, Basketball, STX, Volleyball, Outdoor Rec., Eclipse Ball, Tchoukball, Softball, Wallyball, Pickleball, Racquetball, Badminton, Weight Training

 

 
  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).

  • Describe proper etiquette, respect for others and teamwork in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills that promote team or group dynamics. (S4.H3.L1)
  • Participates in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Recall best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1) 
 -
  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-HS.S4.WO.04

High School (PED) Targeted Standards
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
(RE) Cluster: Rules and etiquette

PED-HS.S4.RE.02 Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play).

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scale

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.

  • Solves problems and thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Examines moral and ethical conduct in specific competitive situation. (S4.H2.L2)
  • Assumes a leadership role in a physical activity setting. (S4.H3.L2)
  • Justify best practices for participating safely in physical activity, exercise, and dance. (S4.H5.L2)
 -This standard can be assessed in every unit we teach.
  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.

  • Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills and strategies that promote team or group dynamics. (S4.H3.L1)
  • Thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Applies best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1)
 -Minor Sports, Broomball, Dance, Buka Ball, Basketball, STX, Volleyball, Outdoor Rec., Eclipse Ball, Tchoukball, Softball, Wallyball, Pickleball, Racquetball, Badminton, Weight Training

 

 
  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).

  • Describe proper etiquette, respect for others and teamwork in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills that promote team or group dynamics. (S4.H3.L1)
  • Participates in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Recall best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1) 
 -
  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-HS.S5.CH.02

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

PED-HS.S5.H.01 Analyzes the health benefits of a self-selected physical activity and proper nutrition.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scales

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.

  • Student demonstrates advanced activity specific movement skills in a wide variety of lifetime activities.
  • Evaluate the health benefits of a self-selected physical activity and proper nutrition. (S5.H1.L2)
  • Analyze and revise level of challenge to experience success and desire to participate in a self-selected physical activity (S5.H2.L2)
 -This standard can be assessed in every unit that we teach each day.
  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.

  • Analyzes the health benefits of a self-selected physical activity and proper nutrition. (S5.H1.L1)
  • Chooses an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity (S5.H2.L1)
 -
  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).

  • Describe the health benefits of a self-selected physical activity and proper nutrition. (S5.H1.L1)
  • Participates in an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity (S5.H2.L1)
  • Identify vocabulary terms associated with specific activity.
 -
  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-HS.S5.H.01

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

PED-HS.S5.H.01 Analyzes the health benefits of a self-selected physical activity and proper nutrition.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scales

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.

  • Student demonstrates advanced activity specific movement skills in a wide variety of lifetime activities.
  • Evaluate the health benefits of a self-selected physical activity and proper nutrition. (S5.H1.L2)
  • Analyze and revise level of challenge to experience success and desire to participate in a self-selected physical activity (S5.H2.L2)
 -This standard can be assessed in every unit that we teach each day.
  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.

  • Analyzes the health benefits of a self-selected physical activity and proper nutrition. (S5.H1.L1)
  • Chooses an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity (S5.H2.L1)
 -
  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).

  • Describe the health benefits of a self-selected physical activity and proper nutrition. (S5.H1.L1)
  • Participates in an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity (S5.H2.L1)
  • Identify vocabulary terms associated with specific activity.
 -
  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 01

PED-HS.S1

Under Development
Standards are larger groups of related Outcomes. So the Standard Score is a calculation of all the related Clusters/Outcomes. So click on the Outcome name below each Cluster to access the learning targets and proficiency scales for each Standard's related outcome.

Standard 1: 

Student demonstrates competency in a variety of motor skills and movement patterns.

Standard 1: Clusters

  • (DR) Dance and Rhythms
  • (FA) Fitness Activities
  • (LA) Lifetime Activities