7th Grade Physical Education


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PRIORITIZED

PED-07.S1.IG.01

7th Grade (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(IG) Cluster: Invasion Games

PED-07.S1.IG.01 Throws with a mature pattern for distance or power appropriate to the activity in a dynamic environment.

Student Learning Targets:

Knowledge(Performance) Targets

  • I can define Vocabulary: dynamic environment, velocity, trajectory

Reasoning (Performance) Targets

  •  I can determine proper power needed to complete throw to target

Skills (Performance) Targets

  • I can 
    • Demonstrates all five components of a mature throwing pattern

      • student has proper foot forward

      • steps towards target

      • hand over shoulder

      • follow through with throwing hand while rotating trunk

      • uses appropriate velocity and trajectory to reach desired target

Products (Performance) Targets

  •  I can 

Proficiency Scale:

Score   Description Sample Activity
4.0 The student:
  • Consistently and accurately throws to a moving target.
  • Consistently 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 at a moving target.
  • 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
  • Football
  • Softball
  • Ultimate
  • Speedball
  • Tchoukball
 
  2.5 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 Even with help,  performance of skill is not demonstrated.

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PED-07.S1.IG.07

7th Grade (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(IG) Cluster: Invasion Games

PED-07.S1.IG.07 Dribbles with dominant and non-dominant hand using a change of speed direction in a variety of practice tasks.

Student Learning Targets:

Knowledge(Performance) Targets

  • I can 

Reasoning (Performance) Targets

  •  I can 

Skills (Performance) Targets

  • I can dribble with dominant and non-dominant hand using a change of speed and direction

Products (Performance) Targets

  •  I can 

Proficiency Scale:

Score   Description Sample Activity
4.0 The student:
  •  dribbles with dominant and non-dominant hand using a change of speed and direction in a game setting.
-
  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:
  •  dribbles with dominant and non-dominant hand using a change of speed and direction.
-
  • Game play
  • Relay/Drills
  • Tchoukball
  • Team Handball
  • Basketball
  2.5 dribbles with dominant and non-dominant hand without change of speed and direction
2.0 The student:
  •  dribbles with dominant hand only.
-
  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:
    • dribbles in place.
    • dribbles with two hands.
    • picks up ball between bounces.
-
  0.5 Even with help, performance of skill is not demonstrated.

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PED-07.S1.IG.08

7th Grade (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(IG) Cluster: Invasion Games

PED-07.S1.IG.08 Foot-dribbles or dribbles with an implement combined with passing in a variety of practice tasks.

Student Learning Targets:

Knowledge(Performance) Targets

  • I can define vocabulary: implement

Reasoning (Performance) Targets

  •  I can 

Skills (Performance) Targets

  • I can 
    • foot dribbles or dribbles with an implement combined with passing in a variety of practice tasks.

    • dribbles ball with control with inside/outside of foot (not toe).

    • dribbles object with the face of the implement.

Products (Performance) Targets

  •  I can 

Proficiency Scale:

Score   Description Sample Activity
4.0 The student:
  •  foot dribbles with an implement combined with passing in game play.
-
  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:
  •  
    • foot dribbles or dribbles with an implement combined with passing in a variety of practice tasks.
    • dribbles ball with control with inside/outside of foot (not toe).
    • dribbles object with the face of the implement.
-
  • Game play
  • Relay/Drills
  • Soccer
  • Speedball
  • Floor Hockey
  2.5 foot dribbles or dribble with an implement but struggles with passing control or accuracy.
2.0 The student:
  •  foot dribbles to or dribbles with an implement but does not pass with control or accuracy.
-
  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:
  •  with help struggles with foot dribbles/implement dribbles.
-
  0.5 Even with help, performance of skill is not demonstrated.

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PED-07.S1.IG.10

7th Grade (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(IG) Cluster: Invasion Games

PED-07.S1.IG.10 Slides in all directions while on defense without crossing feet.

Student Learning Targets:

Knowledge(Performance) Targets

  • I can 

Reasoning (Performance) Targets

  •  I can 

Skills (Performance) Targets

  • I can 
    • slide in all directions on defense without crossing feet

    • shuffle on balls of feet

    • bent knees, Athletic stance

Products (Performance) Targets

  •  I can 

Proficiency Scale:

Score   Description Sample Activity
4.0 The student:
  •  slides in all directions on defense without crossing feet during game play.
-
  3.5 The student demonstrates no major errors or omissions regarding the simpler details and processes and partial knowledge of the more complex ideas and processes.
3.0 The student: 
    • slides in all directions on defense without crossing feet.

    • shuffles on balls of feet.

    • bent knees, athletic stance.

-
  • Game play

  • Football

  • Ultimate

  • Speedball

  • Tchoukball

  • Basketball

  • Volleyball
  2.5 shuffles in all directions but missing one of the key components.
2.0 The student:
  • shuffle in all directions occasionally crossing feet.
-
  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:
  •  with help only, student shuffles in all directions.
-
  0.5
  • even with help, performance of skill is not demonstrated.

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PED-07.S1.NW.01

7th Grade (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(NW) Cluster: Net and wall games

PED-07.S1.NW.01 Executes consistently (at least 70% of the time) an underhand serve to a predetermined target for net/wall games such as badminton, volleyball or pickleball.

Student Learning Targets:

Knowledge(Performance) Targets

  • I can define vocabulary: predetermined

Reasoning (Performance) Targets

  •  I can 

Skills (Performance) Targets

  • I can 
    • Use proper serving form to serve with 70% accuracy

      • Step forward with foot opposite dominant hand.

      • Hold object at proper height.

      • Uses pendulum swing to strike object.

      • Strikes ball with open hand

      • Serves object out of hand

Products (Performance) Targets

  •  I can 

Proficiency Scale:

Score   Description Sample Activity
4.0 The student:
  •  
    • Serves consistently and accurately over the net at 90%
    • Uses proper serving form.
-
  • Serving to a partner

  • Serving in a game environment
  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 to serve with 70% accuracy

      • Step forward with foot opposite dominant hand.

      • Hold object at proper height.

      • Uses pendulum swing to strike object.

      • Strikes ball with open hand

      • Serves object out of hand
-
  • Nitroball

  • Volleyball

  • Pickleball

  • Tennis

  • Badminton
  2.5 demonstrates three out of the five proper serving form components with 60% accuracy.
2.0 The student:
  •  demonstrates two out of the five proper serving form components with 40% accuracy.
-
  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:
  •  with helps demonstrates proper serving form components with 40% accuracy. 
-
  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).

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PED-07.S2.IG.04

7th Grade (PED) Targeted Standards
Standard 2: Student applies knowledge of concepts, principles and tactics related to movement and performance.
(IG) Cluster: Invasion Games

PED-07.S2.IG.04 Reduces open space on defense by staying close to the opponent as he/she nears the goal.

Student Learning Targets:

Knowledge(Performance) Targets

  • I can define and determine offense and defense.

Reasoning (Performance) Targets

  •  I can determine defensive placement.

Skills (Performance) Targets

  • I can 
    • reduce open space on defense by staying close to the opponent as he/she nears the goal.

    • arm and a half length from offensive player.

    • positioned between offense and the goal.

Products (Performance) Targets

  •  I can

Proficiency Scale:

Score   Description Sample Activity
4.0 The student:
  •  
    • reduces open space on defense by staying close to the opponent as he/she nears the goal during game play.

    • manipulates the direction of the offense.

-
  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:
  •  
    • reduces open space on defense by staying close to the opponent as he/she nears the goal.

    • arm and a half length from offensive player.

    • positioned between offense and the goal.

-

 

  • Game play

  • Drills

  • Football

  • Ultimate

  • Speedball

  • Tchoukball

 

  2.5 reduces open space on defense by staying close most of the time.
2.0 The student:
  •  
    • define vocabulary: offense, defense.

    • delayed reaction in transition from offense to defense.
-
  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:
  •  
    • with directed help only student reduces open space on defense by staying close to opponent.

-
  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).

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PED-07.S3.AE.03

Physical Education PED-07 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-07.S3.AE.03 Identifies and participates in a variety of strength and endurance fitness activities such as weight or resistance training.

Student Learning Targets:

 

Reasoning (Performance) Targets

  •  I can list the benefits that strength training provides.

Skills (Performance) Targets

  • I can participate in strength and endurance fitness activities.
  • I can model appropriate technique during strength and endurance activities.

 

 

Proficiency Scale:

Score   Description Sample Activity
4.0 The student can:
  •  -sustain appropriate activity levels at all times during games and activities. (S3.M4.7, S3.M5.7)
-
  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:
  •  model appropriate technique during strength and endurance activities (S3.M4.7)

    -list the specific benefits that strength training provides (S3.M4.7)

    • muscular endurance

    • cardiovascular endurance

    • flexibility

    • muscular strength

    • body composition
-
  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:
  •  participates in physical activity in a variety of settings (S3.M4.7, S3.M5.7)
    • occasional inactivity

    • partial awareness of activity situations

    -lists 3 of the 5 benefits of strength or resistance training (S3.M4.7)
-
  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

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Vocabulary

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PED-07.S3.AE.04

Physical Education PED-07 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-07.S3.AE.04 Identifies and participates in a variety of lifetime dual and individual sports, martial arts or aquatic 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 dual and individual sports.

 

 

Proficiency Scale:

Score   Description Sample Activity
4.0 The student can:
  •  -sustain appropriate activity levels at all times during games and activities. (S3.M4.7, S3.M5.7)
-
  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:
  •  -list a variety of lifetime dual and individual sports (S3.M5.7)
-
  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:
  •  participates in physical activity in a variety of settings (S3.M4.7, S3.M5.7)
    • occasional inactivity

    • 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-07.S3.AK.01

7th 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-07.S3.AK.01 Identifies barriers related to maintaining a physically active lifestyle and seeks solutions for eliminating those barriers.

Student Learning Targets:

Knowledge(Performance) Targets

  • I can identify barriers related to maintaining a physically active lifestyle.

Reasoning (Performance) Targets

  •  I can determine the solutions for barriers preventing a physically active lifestyle.

Skills (Performance) Targets

  • I can 

Products (Performance) Targets

  •  I can create and maintain an activity log.

Proficiency Scale:

Score   Description Sample Activity
4.0 The student:
  •  identifies barriers related to maintaining a physically active lifestyle and is implementing solutions to eliminating barriers.
-Reflection in activity log
  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:
  •  
    • identifies barriers related to maintaining a physically active lifestyle.

    • seek solutions of eliminating those barriers.
-
  • Activity log

  • Barriers vs. Solutions 
  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:
  •  identifies barriers related to maintaining a physically active lifestyle.
-
  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:
  •  with help only can identify barriers related to maintaining a physically active lifestyle.
-
  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-07.S3.FK.01

7th 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-07.S3.FK.01 Identifies and participates in moderate to vigorous muscle- and bone- strengthening phusical activity at least three times a week.

Student Learning Targets:

Reasoning (Performance) Targets

  •  I can list the benefits that strength training provides.

Skills (Performance) Targets

  • I can participate in strength and endurance fitness activities.
  • I can model appropriate technique during strength and endurance activities.

Proficiency Scale:

Score   Description Sample Activity
4.0 The student can:
  •  -sustain appropriate activity levels at all times during games and activities. (S3.M4.7, S3.M5.7)
-
  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:
  •  model appropriate technique during strength and endurance activities (S3.M4.7)

    -list the specific benefits that strength training provides (S3.M4.7)

    • muscular endurance

    • cardiovascular endurance

    • flexibility

    • muscular strength

    • body composition
-
  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:
  •  participates in physical activity in a variety of settings (S3.M4.7, S3.M5.7)
    • occasional inactivity

    • partial awareness of activity situations

    -lists 3 of the 5 benefits of strength or resistance training (S3.M4.7)
-
  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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