6th Grade Physical Education


Standard 04

PED-06.S4.AF.01

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

PED-06.S4.AF.01 Demonstrates self-responsibility by implementing specific corrective feedback to improve performance.

Student Learning Targets:

Knowledge Targets

  • I can explain what feedback is.

Reasoning Targets

  • I can understand why feedback is important.

Skills (Performance) Targets

  • I can use feedback to improve my performance.

Product Targets

  • I can listen to feedback and apply it.

Proficiency Scale

Score   Description Sample Activity
4.0 Consistently uses feedback to improve in the activities and helps others do the same. -
  3.5  
3.0  The student applies feedback to learn an activity with a positive attitude. -
  2.5  
2.0   -
  1.5  
1.0   -
  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.PR.01

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.01 Exhibits personal responsibility by using appropriate etiquette, demonstrating respect for facilities and exhibiting safe behaviors.

Student Learning Targets:

Knowledge Targets

  • I can describe what safe and respectful looks like.

Reasoning Targets

  • I can explain why safety and respectfulness are important.

Skills (Performance) Targets

  • I can be respectful and safe.

Product Targets

  • I can play a game being respectful and safe.

Proficiency Scale

Score   Description Sample Activity
4.0 I am consistently kind to others and the equipment, follow rules am safe and hep others do the same. -
  3.5  
3.0 I am consistently kind to others and the equipment, follow rules am safe. -
  2.5  
2.0   -
  1.5  
1.0 I am rarely kind to others and the equipment, follow rules am safe. -
  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.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