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.04 Employs correct techniques and methods of stretching.

• The student can:

  - lead a class stretch, using proper stretching technique and cues to assist classmates. (S3. M9. 6)  

• The student can:

  -demonstrate proper stretching technique using correct form and pace (S3.M9.6)

  • hold each stretch for required amount of time

  • follows established routines to stretch all muscle groups
   

• The student can:

  - demonstrate stretching techniques with errors (S3.M9.6)

  •  not using full range of motion

  • rushing

  • losing balance
   

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: Assessment and program planning

PED-06.S3.PP.02 Maintains a physical activity log for at least two weeks and reflects on activity levels as documented in the log.

Health Standard: 6.6.1 Student assesses personal health practices.

Casel Competency:

Self Management:

The   ability   to   successfully   regulate   one’s   emotions,  thoughts,  and   behaviors   in   different   situations, effectively   managing   stress,  controlling  impulses,  and   motivating   oneself.   The   ability   to  set   and   work   toward   personal   and   academic  goals. 

The student:

• analyzes and reflects on activity levels.
• can draw conclusions between different activity levels and physical fitness.
• properly completes fitness log entries over the required amount.

The student:

• Properly completes at least 10 fitness log entries:
  

• reflects on activity levels

• completes log for 2 full weeks

• tracks intensity of exercise, duration, and type

• tracks sleep and emotions.

• Two Week Physical Activity Log

• Pre and Post fitness testing

•  properly completes two of four activity log components.

•  properly completes one of four activity log components.

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.

The student can:

• explain the benefits of participation in physical activity and apply this knowledge in maintaining a healthy lifestyle beyond the school day. (S3.M16.6)

“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 health risks associated with an inactive lifestyle.  (S5.M1.6, S3.M16.6)-Physical Fitness

• maintain an accurate physical activity log for 2 weeks. (S3.M16.6-Physical Fitness)

  • log must be kept daily.

  • all physical activity must be documented.

  • reflection demonstrates the student’s understanding of the benefits of various physical activities.

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)

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)

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.

•  -assist other students in following rules and established guidelines for participation in activities and games. (S4.M7.6)
  

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

  • game/activity rules specific to each activity

  • classroom procedures necessary for safety
   

• -The student is off task, does not always follow rules/guidelines (S4.M7.6)
   

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.

• 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.

•  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.

•  properly identifies two out of the four characteristics of being physically active leads to a healthy body.   

•  properly identifies two out of the four characteristics of how being physically active leads to a healthy body.

“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)

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)  

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)

6th Grade (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(AQ) Cluster: Aquatics

PED-06.S1.AQ.01 Preferably taught at elementary or secondary levels. However, availability of facilities might dictate when swimming and water safety are offered in the curriculum.

6th Grade (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(DR) Cluster: Dance and Rhythms

PED-06.S1.DR.01 Demonstrates correct rhythm and pattern for one of the following dance/rhythmic forms: folk, social, creative line or world dance.

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).

• consistently and accurately throws to target.
• throws with proper form.

• 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.

The student:

• can throw using three out of the four proper throwing form components.

•  can throw using two out of the four proper throwing form components.

•  can throw using one out of the four proper throwing form components.

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).

The student:

• consistently catches object.
• uses proper catching form.

•  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.

•  demonstrates two out of the four proper catching form components.

•  demonstrates one out of the four proper catching form components.

6th Grade (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(IG) Cluster: Invasion Games

PED-06.S1.IG.03 Passes and receives with hands in combination with loco-motor patterns of Passing and receiving running and change of direction and speed with competency in invasion games (e.g., basketball, flag football, speedball or team handball).

6th Grade (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(IG) Cluster: Invasion Games

PED-06.S1.IG.04 Throws, while stationary, a leading pass to a moving receiver.