8th Grade Physical Education


Prioritized Standards

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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.

Student Learning Targets:

Skills (Performance) Targets

  • I can demonstrate all five components of a mature throwing pattern.
    • Have proper foot forward.

    • Step towards target.

    • Hand over shoulder.

    • Follow through with throwing hand while rotating trunk.

    • Use appropriate velocity and trajectory to reach desired target.

Proficiency Scale:

Score   Description Sample Activity
4.0 The student:
  •  Demonstrates all five components needed for a score of 3.
  • Throws to target accurately and consistently.
-
  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.
  • Football

  • Softball

  • Partner practice

  • Running Routes

  • Relay drill (from outfield to infield)

  • Flag Football

  • Ultimate Football

  • Softball Games

  • Frisbee activities
  2.5
  • Demonstrates four of five throwing components.

2.0 The student:
  •  Demonstrates three of five throwing 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 two of five throwing components.
-
  0.5 Even with help, understanding of skill is not demonstrated.

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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).

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.
-
  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 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.

  • 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.
-
  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.
-
  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-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

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.
-
  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
  2.5
  • Executes 3 of the 4 hitting techniques properly.

  • Uses appropriate hitting type based on game situation.
2.0 The student:
  •  Executes 2 of the 4 hitting techniques properly.
  • Uses appropriate hitting type based on game situation.
-
  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
-
  0.5 Even with help, student does not demonstrate proper hitting technique

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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

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
  • The student can:

    - perform numerous lifts with the correct technique

    • more than 2
     
-
  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

    • appropriate amount of weight

                      -choose a weight you can lift 12 to 15           

                      times

    • proper form

                     - less likely to get hurt

    • breath

                      -don’t hold your breath, breath out as

                        you lift and in as you lower

    • seek balance

                      -work all major muscles, strengthen

                      opposing muscles

    • rest

                      -avoid exercising the same muscles two  

                      days in a row  
-
  2.5  
2.0
  •  The student can:

    - demonstrate correct technique on one lift with the correct technique 
-
  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).

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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.

Student Learning Targets:

Skills (Performance) Targets

  • I can demonstrate the ability to execute at least three offensive tactics to create open space.
      • Move to create open space.

      • Use a variety of passes.

      • Use fakes.

      • Use correct pathways

      • Give and go.

 

 

Proficiency Scale:

Score   Description Sample Activity
4.0 The student:
  •  Executes multiple offensive tactics to create open space consistently and successfully.
-
  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.
      • Moves to create open space.

      • Uses a variety of passes.

      • Uses fakes.

      • Uses correct pathways.

      • Give and go.

-All team sports.
  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.
-
  0.5 Even with help,  performance of  skill is not demonstrated.

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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.

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.
-
  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
      • Moves to open area.

      • Cutting and passing quickly.

      • Uses fakes off the ball.

      • Uses tactics to open other teammates.

        • screening, replacing positions to maintain field or court balanced.
-All team sports.
  2.5
  • Show partial ability of level three.

2.0 The student:
  •   Shows the ability to create and maintain open space 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 shows the ability to create and maintain open space.
-
  0.5 Even with help,  performance of  skill is not demonstrated.

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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.

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.
-
  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.
-All team sports.
  2.5
  • Shows partial ability of level 3.0.

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.
-
  0.5 Even with help,  performance of  skill is not demonstrated.

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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.

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
  • The student can:

    • create their own plan to lead a class in a series of cross-training exercises that will include aerobic strength, aerobic endurance, and improving flexibility for students (S3.M4.8) 

-
  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:
  •  create a lesson plan to implement programs of cross-training, including:
    • aerobic strength
    • aerobic endurance
    • a flexibility routine

-Students will need to create plans for the 3 categories, do not need to implement to the class

-Written assignment

-Cross Training Rubric

  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
-
  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 
-
  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,


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.

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
  • The student can:

    demonstrate proper stretching technique using correct form and pace (S3.M9.8)

    • hold each stretch for required amount of time

    • follows established routines to stretch all muscle groups

    identify the benefits related to flexibility training (S3.M10.8)

    • increased range of motion

    • less back pain

    • less stress, tension

    • improved posture

    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 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)  
-
  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-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.

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)
    • increased range of motion

    • less back pain

    • less stress, tension

    • improved posture
-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
  •  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-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.

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.

  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.

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
  • 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-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.

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
  • 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-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.

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
  • The student can:

     

    -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:

    -follows some, but not all, of the established rules and safety procedures during exercise.  (S5.M7.8)  

-
  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
  • 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-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.

Student Learning Targets:

Knowledge(Performance) Targets

  • I can identify the five components of health-related fitness and give an example of each:
      • Muscular strength.

      • Muscular endurance.

      • Flexibility.

      • Cardiorespiratory endurance.

      • Body composition.

 

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:
  •  Identify the five components of health-related fitness and give an example of each:
      • Muscular strength.

      • Muscular endurance.

      • Flexibility.

      • Cardiorespiratory endurance.

      • Body composition.

  • Explain two ways of how physical health impacts mental health.


  • 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.

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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.

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
  • 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).

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