PED-08.S1.IG.01
Physical Education PED-08 Targeted Standards Standard 1: Students demonstrates competency in a variety of motor skills and movement patterns. Cluster: Invasion games
PED-08.S1.IG.01 Throws with a mature pattern for distance or power appropriate to the activity during small-sided game play.
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Student Learning Targets:
Skills (Performance) Targets
- I can demonstrate all five components of a mature throwing pattern.
Proficiency Scale:
Score |
|
Description |
Sample Activity
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4.0 |
The student:
- Demonstrates all five components needed for a score of 3.
- Throws to target accurately and consistently.
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- |
|
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:
- 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.
|
|
|
2.5 |
|
2.0 |
The student:
- Demonstrates three of five throwing components.
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- |
|
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 two of five throwing components.
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- |
|
0.5 |
Even with help, understanding of skill is not demonstrated. |
Resources
Websites
Vocabulary
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PED-08.S1.NW.02
Physical Education PED-08 Targeted Standards Standard 1: Students demonstrates competency in a variety of motor skills and movement patterns. Cluster: Net Wall games
PED-08.S1.NW.02 Strikes, with a mature overarm pattern, in a modified game for net/wall games (e.g., volleyball, handball, badminton or tennis).
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Student Learning Targets:
Skills (Performance) Targets
- I can demonstrate proper striking form:
- Proper stance.
- Proper grip.
- Step forward with foot opposite dominant hand.
- Follow through with hips and arm.
- Contact point out in front of the body.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
The student:
- Consistently strikes object.
- Strikes object with control and placement.
- Uses proper striking form.
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- |
|
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:
|
-
Racquet Sports
-
Nitro Ball
- Volleyball
|
|
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 throwing form components.
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- |
|
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 throwing form components.
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- |
|
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-08.S1.NW.06
Physical Education PED-08 Targeted Standards Standard 1: Students demonstrates competency in a variety of motor skills and movement patterns. Cluster: Net Wall games
PED-08.S1.NW.06 Two-hand - volleys with control in a small-sided game
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Student Learning Targets:
Reasoning (Performance) Targets
- I can use appropriate hitting type based on game situation.
Skills (Performance) Targets
- I can demonstrates proper hitting technique:
- Stance.
- Proper footwork.
- Follow through.
- Contact Point.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
The student:
- Volleys with consistency and control.
- Demonstrates proper hitting technique.
- Uses appropriate hitting type based on game situation.
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- |
|
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 hitting technique:
- Stance.
- Proper footwork.
- Follow through.
- Contact point.
- Uses appropriate hitting type based on game situation.
|
-Volleyball |
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2.5 |
|
2.0 |
The student:
- Executes 2 of the 4 hitting techniques properly.
- Uses appropriate hitting type based on game situation.
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- |
|
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:
- Executes 2 of the 4 hitting techniques properly
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- |
|
0.5 |
Even with help, student does not demonstrate proper hitting technique |
Resources
Websites
Vocabulary
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PED-08.S1.OP.01
Physical Education PED-08 Targeted Standards Standard 1: Students demonstrates competency in a variety of motor skills and movement patterns. Cluster: Outdoor pursuits
PED-08.S1.OP.01 Demonstrates correct technique for basic skills in at least two self-selected Activities might include, but are not limited to recreational boating outdoor activities. (e.g., kayaking, canoeing, sailing, rowing), hiking, backpacking, fishing, orienteering/geocaching, ice skating, skateboarding, snow or water skiing, snowboarding, snowshoeing, bouIdering/traversing/climbing, mountain biking, adventure activities and ropes courses
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Student Learning Targets:
Skills (Performance) Targets
- I can perform 2 or more lifts with the correct technique.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
|
- |
|
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:
- choose two lifts and perform the lift with the correct technique
-choose a weight you can lift 12 to 15
times
- less likely to get hurt
-don’t hold your breath, breath out as
you lift and in as you lower
-work all major muscles, strengthen
opposing muscles
-avoid exercising the same muscles two
days in a row
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- |
|
2.5 |
|
2.0 |
-
The student can:
- demonstrate correct technique on one lift with the correct technique
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- |
|
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 |
|
- |
|
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-08.S2.IG.02
Physical Education PED-08 Targeted Standards Standard 2: Applies knowledge of concepts, principles and tactics related to movement and performance. Cluster: Invasion games
PED-08.S2.IG.02 Executes at least three of the following offensive tactics to create open spaces - moves to create open space on and off the ball - uses a variety of passes, fakes, and pathways - give and go.
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Student Learning Targets:
Skills (Performance) Targets
- I can demonstrate the ability to execute at least three offensive tactics to create open space.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
The student:
- Executes multiple offensive tactics to create open space consistently and successfully.
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- |
|
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:
- Shows the ability to execute at least three offensive tactics to create open space.
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-All team sports. |
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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:
- Shows the ability to execute at least two offensive tactics 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:
- Rarely executes offensive tactics to create open space.
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- |
|
0.5 |
Even with help, performance of skill is not demonstrated. |
Resources
Websites
Vocabulary
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PED-08.S2.IG.03
Physical Education PED-08 Targeted Standards Standard 2: Applies knowledge of concepts, principles and tactics related to movement and performance. Cluster: Invasion games
PED-08.S2.IG.03 Creates open space by staying spread on offense, cutting and passing quickly, and using fakes off the ball.
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Student Learning Targets:
Skills (Performance) Targets
- I can demonstrate the ability to create and maintain open space using the following concepts.
- Move to open area.
- Cut and pass quickly.
- Use fakes off the ball.
- Use tactics to open other teammates.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
The student:
- Consistently and successfully shows the ability to create and maintain open space using the concepts listed for a 3.0 and is able to guide teammates to do the same.
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- |
|
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:
- Often shows the ability to create and maintain open space using the following concepts
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-All team sports. |
|
2.5 |
|
2.0 |
The student:
- Shows the ability to create and maintain open space but is inconsistent.
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- |
|
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 shows the ability to create and maintain open space.
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- |
|
0.5 |
Even with help, performance of skill is not demonstrated. |
Resources
Websites
Vocabulary
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PED-08.S2.IG.06
Physical Education PED-08 Targeted Standards Standard 2: Applies knowledge of concepts, principles and tactics related to movement and performance. Cluster: Invasion games
PED-08.S2.IG.06 Transitions from offense to defense or defense to offense by recovering Transitions quickly, communicating with teammates and capitalizing on an advantage.
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Student Learning Targets:
Skills (Performance) Targets
- I can transition from offense to defense, or defense to offense using the following concepts:
- React to change of possession.
- Attempt to find open space.
- Attempt to get to defensive position.
- Quickly recognize offensive opportunities.
- Communicate with teammates.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
The student:
- Consistently and successfully transitions from offense to defense, or defense to offense and is able to guide teammates to do the same.
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- |
|
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:
- Transitions from offense to defense, or defense to offense using the following concepts:
-
-
Reacts to change of possession.
-
Attempts to find open space.
-
Attempts to get to defensive position.
-
Quickly recognizes offensive opportunities.
- Communicates with teammates.
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-All team sports. |
|
2.5 |
|
2.0 |
The student:
- Shows the ability to transition from offense to defense, or defense to offense but is inconsistent.
|
- |
|
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 show the ability to transition from offense to defense, or defense to offense.
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- |
|
0.5 |
Even with help, performance of skill is not demonstrated. |
Resources
Websites
Vocabulary
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PED-08.S3.AE.03
Physical Education PED-08 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-08.S3.AE.03 Plans and implements a program of cross-training to include aerobic, strength endurance and flexibility training.
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Student Learning Targets:
Products (Performance) Targets
- I can create a lesson plan to implement programs of cross-training.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
|
- |
|
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:
- create a lesson plan to implement programs of cross-training, including:
- aerobic strength
- aerobic endurance
- a flexibility routine
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-Students will need to create plans for the 3 categories, do not need to implement to the class
-Written assignment
-Cross Training Rubric
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|
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:
- complete at least 50% of the plan
- 50% completion on aerobic strength work out plan
- 50% completion on aerobic endurance plan
- 50% completion on flexibility routine
- Or includes at least 50% of these categories combined
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- |
|
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, turned in but less than 50% completed
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- |
|
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
- pectorals, oblique, abdominals, triceps, biceps, deltoids, quadriceps, hamstrings, gluteal, gastrocnemius, latissimus dorsi, trapezius,
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PED-08.S3.FK.04
Physical Education PED-08 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-08.S3.FK.04 Employs a variety of appropriate static and dynamic stretching techniques for all major muscle groups.
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Student Learning Targets:
Knowledge(Performance) Targets
- I can identify exercises that will be beneficial to the body both before and after exercise/workout.
Reasoning (Performance) Targets
- I can identify the benefits related to flexibility training.
Skills (Performance) Targets
- I can demonstrate proper stretching technique using correct form and pace.
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. 8)
|
- |
|
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 |
|
- |
|
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.M9.8)
(not using full range of motion, rushing, losing balance)
-identify some of the benefits of flexibilty training with assistance (S3.M10.8)
-demonstrate partial understanding of appropriate exercises for warm up and cool down before and after exercise (S3.M12.8)
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- |
|
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 |
|
- |
|
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-08.S3.FK.05
Physical Education PED-08 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-08.S3.FK.05 Describes the role of flexibility in injury prevention.
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Student Learning Targets:
Knowledge(Performance) Targets
- I can identify the benefits related to flexibility training.
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:
- identify the benefits related to flexibility training (S3.M10.8)
|
-Flexibility Reading |
|
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:
- -identify some of the benefits of flexibilty training with assistance (S3.M10.8)
|
- |
|
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 |
|
- |
|
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-08.S3.FK.06
Physical Education PED-08 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-08.S3.FK.06 Uses the FITT formula (overload principle) in preparing a personal workout.
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Student Learning Targets:
Knowledge(Performance) Targets
Products (Performance) Targets
- I can create a personal workout using all four of FITT formula concepts.
-
-
Frequency.
-
Intensity.
-
Type.
- Time.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
The student:
- Student can create a personal workout using all four of the FITT formula as well as explain the importance and significance of each of the concepts.
|
- |
|
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:
- Student can create a personal workout using all four of FITT formula concepts.
-
-
Frequency.
-
Intensity.
-
Type.
-
Time.
|
-Fitness Room.
-Fitness Unit.
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|
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 can create a personal workout using three of the four FITT formula concepts.
|
- |
|
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:
- The student can create a personal workout program but only uses 2 or less of the FITT formula concepts.
|
- |
|
0.5 |
Even with help, the student is unable to show understand of the FITT formula |
Resources
Websites
Vocabulary
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PED-08.S3.FK.07
Physical Education PED-08 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-08.S3.FK.07 • Designs and implements a warm-up/cool-down regimen for a self-selected physical activity.
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Student Learning Targets:
Knowledge(Performance) Targets
- I can identify exercises that will be beneficial to the body both before and after exercise/workout.
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:
- identify exercises that will be beneficial to the body both before and after exercise/workout (S3.M12.8)
|
- |
|
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 partial understanding of appropriate exercises for warm up and cool down before and after exercise (S3.M12.8)
|
- |
|
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 |
|
- |
|
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-08.S4.AF.01
Physical Education PED-08 Targeted Standards Standard 4: Student exhibits responsible personal and social behavior that respects self and others. Cluster: Accepting Feedback
PED-08.S4.AF.01 Provides encouragement and feedback to peers without prompting from the teacher.
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Student Learning Targets:
Knowledge(Performance) Targets
- I can recognize both proper and improper lifting techniques.
Skills (Performance) Targets
- I can communicate feedback to my peers in an appropriate manner.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
-
The student can:
-teach proper lifting and exercise techniques to peers (S4.M3.8, S4.M7.8, S5.M6.8)
|
- |
|
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:
- recognize proper and improper lifting techniques in order to provide feedback to their peers (S4.M3.8, S5. M6.8)
-communicate feedback in an appropriate manner (S4.M3.8)
-follow established rules and safety guidelines for weight room facilities (S5.M7.8)
-
putting away equipment after each use
-
using spotters and weight clamps
-
cleaning/disinfecting equipment
-
proper language
-
stay on task, do not distract anyone who is lifting
-
proper shoes and clothing worn at all times
-
no jewelry
- proper use of equipment
|
- |
|
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:
-occasionally recognizes improper techniques. (S4.M3.8)
-provides limited and infrequent feedback to peers. (S4.M3.8)
-follows some, but not all, of the established rules and safety procedures during exercise. (S5.M7.8)
-is able to determine activities requiring partner assistance or a spotter with assistance from the teacher (S5.M6.8)
|
- |
|
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 |
|
- |
|
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-08.S4.S.01
Physical Education PED-08 Targeted Standards Standard 4: Student exhibits responsible personal and social behavior that respects self and others. Cluster: Safety
PED-08.S4.S.01 Independently uses physical activity and fitness equipment appropriately, and identifies, specific safety concerns, precautions, and consequences associated with the activity.
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Student Learning Targets:
Knowledge(Performance) Targets
- I can follow established rules and safety guidelines for weight room facilities.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
-
The student can:
-teach proper lifting and exercise techniques to peers (S4.M3.8, S4.M7.8, S5.M6.8)
|
- |
|
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 |
|
- |
|
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 |
|
- |
|
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 |
|
- |
|
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-08.S5.H.01
Physical Education PED-08 Targeted Standards Standard 5: Student recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Cluster: Health
PED-08.S5.H.01 Identifies and explains the connection between the five components of health-related fitness (muscle strength, muscle endurance, flexibility, cardiovascular endurance and body composition) and overall physical and mental health.
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Student Learning Targets:
Knowledge(Performance) Targets
- I can identify the five components of health-related fitness and give an example of each:
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
The student:
- Identify and explain all five components of health-related fitness and give specific examples on how each have an effect on physical and mental health.
|
- |
|
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:
|
-
Fitness Room.
-
Fitness Testing.
- Fitness Unit.
|
|
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 identify at least three of the five components of health-related fitness and give an example of each.
- Can give an example of how good physical health impacts mental health.
|
- |
|
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 identify 2 or fewer of the five components of health-related fitness and give an example of each.
|
- |
|
0.5 |
Even with help, student is not able to identify or understand the health-related fitness components. |
Resources
Websites
Vocabulary
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PED-08.S5.SI.01
Physical Education PED-08 Targeted Standards Standard 5: Student recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Cluster: Social interaction
PED-08.S5.M06 Demonstrates respect for self by asking for help and helping others in various physical activities.
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Student Learning Targets:
Knowledge(Performance) Targets
- I can recognize proper and improper lifting techniques.
- I can distinguish which activities require a spotter or partner assistance and which activities do not.
Proficiency Scale:
Score |
|
Description |
Sample Activity
|
4.0 |
-
The student can:
-teach proper lifting and exercise techniques to peers (S4.M3.8, S4.M7.8, S5.M6.8)
|
- |
|
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:
- recognize proper and improper lifting techniques in order to provide feedback to their peers (S4.M3.8, S5. M6.8)
-distinguish which activities require a spotter or partner assistance and which activities do not (S5.M6.8)
|
- |
|
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:
- -is able to determine activities requiring partner assistance or a spotter with assistance from the teacher (S5.M6.8)
|
- |
|
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 |
|
- |
|
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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