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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

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Vocabulary

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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

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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.

  • Forearm stroke partner practice off toss.

  • Forearm stroke partner rally.

  • Game play.
  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

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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:

  • 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

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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.

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: 

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(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

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.

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.PP.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: 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. 

Student Learning Targets for Grade 6 Physical Education:

Knowledge(Performance) Targets

  • I can define exercise log, intensity, and duration.

Reasoning (Performance) Targets

  •  I can reflect on activities that help achieve self-set fitness goals.

Products (Performance) Targets

  •  I can properly complete an activity log for two weeks that reflects on activity levels, tracks intensity of exercise, and track duration and type.

Student Learning Targets for Grade 6 Physical Fitness:

Knowledge(Performance) Targets

  • I can define exercise log, intensity, and duration.

Reasoning (Performance) Targets

  • I can reflect on activities that help achieve self-set fitness goals.
  • I can demonstrate understanding of the benefits of physical activity.

Products (Performance) Targets

  •  I can properly complete an activity log for two weeks that reflects on activity levels, tracks intensity of exercise, and track duration and type.

Proficiency Scale for Grade 6 Physical Education:

Score   Description Sample Activity
4.0

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.
 -360 minutes of recorded log entries.
-15 log entries.
  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:

  • 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
  2.5 Properly completes three of four activity log components.
2.0 The student can:
  •  properly completes two of four activity log 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:
  •  properly completes one of four activity log components.
 -
  0.5 Never completes log.

Resources

Websites

Vocabulary

  • List
     

Proficiency Scale for Grade 6 Physical Fitness:

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:

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

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)
 -
  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).

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)
 -
  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

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

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.S5.H.01

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.

Student Learning Targets for Grade 6 Physical Education and Fitness:

Knowledge(Performance) Targets

  • I can properly identify 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.

Reasoning (Performance) Targets

  •  I can describe how being physically active leads to healthy body.

Product (Performance) Targets

  •  I can provide written evidence of understanding the relationship between being physically active and having a healthy body in regards to:
    • low blood pressure.
    • reduced risk for heart heart disease.
    • reduced risk of cancer.
    • reduced stress level.

Proficiency Scale for Grade 6 Physical Education:

Score   Description Sample Activity
4.0 The student:
  • 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.
 -
  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:
  •  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.
  2.5 Properly identifies three out of the four characteristics of being physically active leads to a healthy body.
2.0 The student:
  •  properly identifies two out of the four characteristics of being physically active leads to a healthy body.   
 -
  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:
  •  properly identifies two out of the four characteristics of how being physically active leads to a healthy body.
 -
  0.5 Even with help, student is unable to identify characteristics of being physically active leads to a healthy body.

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Proficiency Scale for Grade 6 Physical Fitness:

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.

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)
 -
  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).

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)  
 -
  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).

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)
 -
  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

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Vocabulary

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