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PED-06.S3.AK.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.
(AK) Cluster: Physical activity knowledge

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

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.
(FK) Cluster: Fitness knowledge

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

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.FK.05

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.
(FK) Cluster: Fitness knowledge

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

PED-06.S3.FK.06

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.
(FK) Cluster: Fitness knowledge

PED-06.S3.FK.06 Identifies each of the components of the overload principle (FITT formula) for different types of physical activity (aerobic, muscle fitness and flexibility).

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.07

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.
(FK) Cluster: Fitness knowledge

PED-06.S3.FK.07 Describes the role of warm-ups and cool-downs before and after physical activity.

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.08

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.
(FK) Cluster: Fitness knowledge

PED-06.S3.FK.08 Defines resting heart rate (RHR) and describes its relationship to aerobic fitness and the Borg Rating of Perceived Exertion (RPE) Scale.

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.09

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.
(FK) Cluster: Fitness knowledge

PED-06.S3.FK.09 Identifies major muscles used in selected physical activities.

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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