6th Grade Physical Education

Standard 03

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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

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.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.03

PED-06.S3.AE.03 Participates in a variety of aerobic fitness activities using technology (e.g., Dance, Dance Revolution ® or Wii Fit®).

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.S3.AE.04

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: participate in physical activity in a variety of settings (S3.M3.6, S3.M5.6) 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	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.S3.AK.01

PED-06.S3.AK.01 Describes how being physically active leads to a healthy body.

Health Standard: 1.6.1 Analyze the relationship between health behaviors and personal health.

Casel Competency:

Self Awareness:
The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one’s strengths and limitations, with a well- grounded sense of confidence, optimism, and a “growth mindset.”

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.

Student Learning Targets:

Knowledge Targets

I can 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.
  - Risk of stroke
  - Improve sleep
  - Improve academic performance
Properly identifies barriers to personal health:
- - Inadequate physical activity

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.		The student: Can identify additional benefits to being physically active. Properly identifies the characteristics of being physically active and how it 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 can: 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-release of endorphins Reduced risk of stroke Student can list five of the below behaviors as barriers to being healthy: Behaviors that result in unintentional and intentional injuries Tobacco use Alcohol and other drug use Inadequate dietary behaviors Inadequate physical activity		-
	2.5

The student can:

Properly identifies three out of the five characteristics of being physically active leads to a healthy body.

Properly identifies three out five of the barriers.

2.0

The student:

Properly identifies two out of the five characteristics of being physically active leads to a healthy body.
Properly identifies two out five of the barriers

- 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

The student:

Properly identifies one out of the four characteristics of how being physically active leads to a healthy body.

- 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

Barrier-Something that gets in the way of accomplishing a goal, task, or makes it more difficult to obtain desired outcomes.

PED-06.S3.FK.01

PED-06.S3.FK.01 Participates in moderate to vigorous aerobic physical activity that includes intermittent or continuous aerobic physical activity of both moderate and vigorous intensity for at least 60 minutes per day.

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.S3.FK.02

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

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.

Health Standard: 6.6.2 I can develop a goal to adopt, maintain, or improve personal health practice.

Health Standard: 6.6.3 Identify strategies and skills needed to attain a personal health goal.

Casel Competency:

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: creates a reasonable goal based on current fitness level. goal contains action steps to help achieve goal. monitors goal through keeping fitness log. student identifies focus of goal as aerobic or muscle and bone strengthening.		Pre and Post Fitness Testing. Goal Setting Instruction.
	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.
Action Step-a smaller task that will help you reach your larger goal. A mini-goal, a task that will help develop the skill(s) needed to achieve the larger goal.

PED-06.S3.FK.04

PED-06.S3.FK.04 Employs correct techniques and methods of stretching.

Student Learning Targets:

Skills (Performance) Targets

I can demonstrate proper stretching technique using correct form and pace.
I can hold each stretch for the required amount of time.
I can follow established routines to stretch all muscle groups.

Proficiency Scale:

Score		Description	Sample Activity
4.0	The student can: - lead a class stretch, using proper stretching technique and cues to assist classmates. (S3. M9. 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: -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		-
	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: - demonstrate stretching techniques with errors (S3.M9.6) not using full range of motion rushing losing balance		-
	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.S3.FK.05

PED-06.S3.FK.05 Differentiates between aerobic and anaerobic capacity, and muscle strength and endurance.

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

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BPSS (PED) Physical Education Standards