PED-06.S3.AE.01
6th Grade (PED) Targeted Standards Standard 3: Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. (AE) Cluster: Engages in physical activity
PED-06.S3.AE.01 Participates in self-selected physical activity outside of physical education class.
|
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
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.S1.IG.01
Physical Education PED-06 Targeted Standards Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns. Cluster: Invasion Games
PED-06.S1.IG.01 Throws with a mature pattern for distance or power appropriate to the Throwing practice task (e.g., distance = outfield to home plate; power = 2nd base to 1st base).
|
Student Learning Targets:
Knowledge(Performance) Targets
- I can define distance and power.
Reasoning (Performance) Targets
- I can determine proper power needed to complete throw to target.
Skills (Performance) Targets
- I can demonstrates all four components of a mature throwing pattern.Throws with proper form.
-
- Opposite foot forward.
- Hold ball at ear level.
- Proper stance.
- Follow through arm and hips to target.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
The student:
- consistently and accurately throws to target.
- throws with proper form.
|
- |
|
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:
- throws with proper form.
- opposite foot forward.
- hold ball at ear level.
- proper stance.
- follow through arm and hips to target.
|
- Throw and catch with partner.
-
Game play.
- Relay/Drills.
|
|
2.5 |
The student:
- can throw using three out of the four proper throwing form components.
|
2.0 |
The student:
- can throw using two out of the four proper throwing form components.
|
- |
|
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:
- can throw using one out of the four proper throwing form components.
|
- |
|
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
- Power- Physical strength and force exerted by something or someone.
|
|
PED-06.S1.IG.02
Physical Education PED-06 Targeted Standards Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns. Cluster: Invasion Games
PED-06.S1.IG.02 Catches with a mature pattern from a variety of trajectories using different catching objects in varying practice tasks (e.g., self-toss and catch, partner toss and catch, small group toss and catch).
|
Student Learning Targets:
Knowledge(Performance) Targets
- I can define mature pattern and trajectory.
Reasoning (Performance) Targets
- I can adjust body placement to face target based on trajectory of object.
Skills (Performance) Targets
- I can demonstrates all four components to catch an object using a mature pattern from a variety of trajectories.
- Demonstrate proper catching form:
- Knees slightly bent.
- Facing target.
- Hands ready.
- Grasps object to complete catch.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
The student:
- consistently catches object.
- uses proper catching form.
|
- |
|
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:
- demonstrates proper catching form:
- knees slightly bent.
- facing target.
- hands ready.
- grasps object to complete catch.
|
- Throw and catch with partner.
- Game play.
- Relay/Drills.
|
|
2.5 |
Demonstrates three out of the four proper catching form components. |
2.0 |
The student:
- demonstrates two out of the four proper catching form components.
|
- |
|
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 one out of the four proper catching form components.
|
- |
|
0.5 |
Even with help, performance of skill is not demonstrated. |
Resources
Websites
Vocabulary
|
|
PED-06.S1.NW.01
Physical Education PED-06 Targeted Standards Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns. Cluster: Net/wall games
PED-06.S1.NW.01 Performs an underhand serve with mature form and control for net/wall games such as badminton, volleyball or pickleball.
|
Student Learning Targets:
Knowledge(Performance) Targets
- I can define underhand serve.
Skills (Performance) Targets
- I can demonstrate all four components of a mature underhand serving pattern.
- Step forward with foot opposite dominant hand.
- Hold object at proper height.
- Uses pendulum swing to strike object.
- Serves object out of hand.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
The student:
- serves consistently and accurately over the net.
- uses proper serving form.
|
- |
|
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:
- uses proper serving form:
- step forward with foot opposite dominant hand.
- hold object at proper height.
- uses pendulum swing to strike object.
- serves object out of hand.
|
- Serving to a partner.
- Serving to a wall.
|
|
2.5 |
Demonstrates three out of the four proper serving form components. |
2.0 |
The student:
- demonstrates two out of the four proper serving form components.
|
- |
|
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 one out of the four proper serving form components.
|
- |
|
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
|
|
PED-06.S1.NW.02
Physical Education PED-06 Targeted Standards Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns. Cluster: Net/wall games
PED-06.S1.NW.02 Strikes, with a mature overarm pattern, in a non-dynamic environment for net/wall games (e.g., volleyball, handball, badminton or tennis).
|
Student Learning Targets:
Knowledge(Performance) Targets
- I can define strike, overarm pattern, and non-dynamic environment.
Skills (Performance) Targets
- I can demonstrate all four components to strike using a mature overarm pattern:
- Proper stance.
- Proper grip.
- Step forward with foot opposite dominant hand.
- Follow through with hips and arm keeping racquet parallel to the floor.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
The student:
- consistently strikes object.
- uses proper striking form.
|
- |
|
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:
- uses proper striking form:
- proper stance.
- proper grip.
- step forward with foot opposite dominant hand.
- follow through with hips and arm keeping racquet parallel to the floor.
|
|
|
2.5 |
Can strike object using three out of the four proper throwing form components. |
2.0 |
The student:
- can strike object using two out of the four proper striking form components.
|
- |
|
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:
- can strike object using one out of the four proper striking form components.
|
- |
|
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
|
|
PED-06.S2.IG.02
Physical Education PED-06 Targeted Standards Standard 2: Applies knowledge of concepts, principles and tactics related to movement and performance. Cluster: Invasion games
PED-06.S2.IG.02 Executes at least one of the following offensive tactics to create open space: moves to open space without the ball; uses a variety of passes; uses pivot, fake or give and go.
|
Student Learning Targets:
Knowledge(Performance) Targets
- I can define open space, chest pass, overhead pass, bounce pass, foot pass, stick pass, football routes, pivot ball fake, and give and go.
Reasoning (Performance) Targets
- I can execute correct offensive tactic given a specific situation.
Skills (Performance) Targets
- I can always executes at least one offensive tactic to create open space.
- Moves to open area.
- Uses a variety of passes.
- Uses pivot.
- Uses give an go.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
The student:
- executes multiple offensive tactics to create open space.
|
- |
|
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:
- always executes at least on offensive tactic to create open space.
- moves to open area.
- uses a variety of passes.
- uses pivot.
- uses give and go.
|
-
Lead up games.
-
Class demonstration.
- Game play.
|
|
2.5 |
Sometimes executes at least one offensive tactic to create open space. |
2.0 |
The student:
- rarely executes at least one offensive tactic to create open space.
|
- |
|
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:
- never executes at least one offensive tactic to create open space with help.
|
- |
|
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
- Pivot-keeping one foot in place while moving the other and the actual foot which remains on the ground.
- Ball Fake-a motion made by a basketball player with the ball that distracts the defense throwing off defender and providing a clear shot or pass.
- Give and Go-When a player passes to a teammate and cuts toward the net or goal to receive a return pass.
|
|
PED-06.S3.AE.02
Physical Education PED-06 Targeted Standards Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Cluster: Engages in physical activity
PED-06.S3.AE.02 Participates in a variety of aerobic fitness activities (e.g., cardio kick, step aerobics and/or aerobic dance).
|
Student Learning Targets:
Skills (Performance) Targets for Grade 6 Physical Ed and Physical Fitness:
- I can participate in and sustain moderate to vigorous physical activity in a variety of settings.
Proficiency Scale for Grade 6 Physical Ed and Physical Fitness:
Score |
|
Description |
Sample Activity
|
4.0 |
The student:
- sustain the highest appropriate activity level at all times during games and activities.
|
- |
|
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:
- participates in and sustains moderate to vigorous physical activity in a variety of settings.
|
-
Warm-ups
-
Game play
- Skills and drills
|
|
2.5 |
Often participates at a moderate level in a variety of aerobic fitness activities. |
2.0 |
The student:
- participates in physical activity in a variety of settings:
- occasional inactivity/standing
- partial awareness of activity situations
|
- |
|
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:
- rarely participates at a moderate level in a variety of aerobic fitness activities.
|
- |
|
0.5 |
Never participates in a variety of aerobic fitness activities. |
Resources
Websites
Vocabulary
- Aerobic- Requiring the presence of air or free oxygen for life. Example, exercises that require oxygen are called aerobic exercises, running the mile, playing soccer, etc.
- Anaerobic- Not requiring the presence of air or free oxygen for life.
- Fitness-Activity requiring physical effort, carried out especially to sustain or improve health and fitness.
- Vigorous Physical Activity- Exercise intense enough to cause sweating and/or heavy breathing and increase of heart rate to target heart rate zone.
|
|
PED-06.S3.AE.04
Physical Education PED-06 Targeted Standards Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Cluster: Engages in physical activity
PED-06.S3.AE.04 Identifies and participates in a variety of lifetime recreational team sportsoutdoor pursuits or dance activities (e.g., sports, parks and recreation leagues, health clubs, walking and biking paths).
|
Student Learning Targets:
Skills (Performance) Targets
- I can participate in lifetime recreational activities that fit under the categories of team sports, outdoor pursuits, and/or dance.
Products (Performance) Targets
- I can list in lifetime recreational activities that fit under the categories of team sports, outdoor pursuits, and/or dance.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
The student can:
- sustain the highest appropriate activity level at all times during games and activities. (S3.M3.6, S3.M5.6)
|
- |
|
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:
- participate in and sustain moderate to vigorous physical activity in a variety of settings (S3.M3.6, S3.M5.6)
- list lifetime recreational activities that fit under the categories of team sports, outdoor pursuits, and/or dance activities (S3.M5.6)
|
- |
|
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 can:
|
- |
|
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
|
|
PED-06.S3.FK.02
Physical Education PED-06 Targeted Standards Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Cluster: Fitness knowledge
PED-06.S3.FK.02 Identifies the components of skill-related fitness.
|
Student Learning Targets:
Knowledge(Performance) Targets
- I can identify the difference between skill related and health related fitness components.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
The student:
|
- |
|
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:
- -differentiate between health related and skill related fitness components (S3.M7.6)
|
- |
|
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 can:
- -correctly identify skill related versus health related fitness components about 50% of the time. (S3.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 |
With help, the student can:
- -differentiate between health related and skill related components of fitness with assistance (S3.M7.6).
|
- |
|
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
Vocabulary
- Skill related fitness- agility, speed, reaction time, balance, coordination, and power.
|
|
PED-06.S3.FK.03
Physical Education PED-06 Targeted Standards Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Cluster: Fitness knowledge
PED-06.S3.FK.03 Sets and monitors a self-selected physical activity goal for aerobic and/or muscle- and bone-strengthening activity based on current fitness level.
|
Student Learning Targets:
Knowledge(Performance) Targets
- I can define physical activity, aerobic activity, muscle and bone strengthening activities.
Reasoning (Performance) Targets
- I can write action steps that will assist in reaching physical activity goal.
Skills (Performance) Targets
- I can set a reasonable self-selected physical activity goal based on current fitness level.
Products (Performance) Targets
- I can monitor a self-selected physical activity goal through keeping a fitness log.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
The student:
- Reaches at least one aerobic and one muscle strengthening self-selected physical activity goal.
- sets and monitors a self-selected physical activity goal.
|
- |
|
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:
- sets and monitors a self-selected physical activity goal:
|
|
|
2.5 |
Sets and monitors a self-selected physical activity goal utilizing three out of the four goal components. |
2.0 |
The student:
- sets and monitors a self-selected physical activity goal utilizing two out of the four goal components.
|
- |
|
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:
- sets and monitors a self-selected physical activity goal utilizing one out of the four goal components.
|
- |
|
0.5 |
Even with help, ability to create self-selected physical activity goal is not demonstrated. |
Resources
Websites
Vocabulary
- SMART Goal Acronym- To make your goal S.M.A.R.T., it needs to conform to the following criteria: Specific, Measurable, Attainable, Relevant and Timely.
|
|