8th Grade Physical Education


Prioritized Standards

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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

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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).

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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.

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).

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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).

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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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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.

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).

Resources

Websites

Vocabulary

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