HS Physical Education


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PRIORITIZED STANDARDS

PED-HS.S1.DR.02

High School (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(LA) Cluster: Lifetime Activities

PED-HS.S1.LA.01 Demonstrates competencyand/or refines activity-specific movement skills in two or more lifetime activities.

Student Learning Targets:

Student "I Can" statements are embedded in Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Analyze and revise activity-specific movements skills in one or more lifetime   activities (S1.H1.L2)
  • Demonstrates competency in fitness activities.(S1.H3.L2) 

Practice and Re-assessment

Golf Skills Assessment- video

 

  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities. (S1.H1.L1)
  • Demonstrates competency in dance forms (e.g., ballet, modern, hip hop, tap) used in cultural (e.g., Scandinavian, Native American) and social occasions (e.g. weddings, celebrations) (S1.H2.L1)
  • Demonstrates competency in one or more specialized skills in fitness activities. (S1.H3.L1)

Dance, Outdoor Rec., Fitness, Volleyball, Badminton, Softball, Golf, Pickleball, Curling, Softball, Weight Training, Tennis, Fitness and Aerobics, Basketball

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Explain activity specific movement skills. (S1.H1.L1)
  • Identify vocabulary terms associated with specific activity.
  • Needs assistance demonstrating activity specific movement skills in lifetime activity. (S1.H3.L1)
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).

-
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S1.FA.03

High School (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(LA) Cluster: Lifetime Activities

PED-HS.S1.LA.01 Demonstrates competencyand/or refines activity-specific movement skills in two or more lifetime activities.

Student Learning Targets:

Student "I Can" statements are embedded in Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Analyze and revise activity-specific movements skills in one or more lifetime   activities (S1.H1.L2)
  • Demonstrates competency in fitness activities.(S1.H3.L2) 

Practice and Re-assessment

Golf Skills Assessment- video

 

  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities. (S1.H1.L1)
  • Demonstrates competency in dance forms (e.g., ballet, modern, hip hop, tap) used in cultural (e.g., Scandinavian, Native American) and social occasions (e.g. weddings, celebrations) (S1.H2.L1)
  • Demonstrates competency in one or more specialized skills in fitness activities. (S1.H3.L1)

Dance, Outdoor Rec., Fitness, Volleyball, Badminton, Softball, Golf, Pickleball, Curling, Softball, Weight Training, Tennis, Fitness and Aerobics, Basketball

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Explain activity specific movement skills. (S1.H1.L1)
  • Identify vocabulary terms associated with specific activity.
  • Needs assistance demonstrating activity specific movement skills in lifetime activity. (S1.H3.L1)
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).

-
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S1.LA.01

High School (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(LA) Cluster: Lifetime Activities

PED-HS.S1.LA.01 Demonstrates competencyand/or refines activity-specific movement skills in two or more lifetime activities.

Student Learning Targets:

Student "I Can" statements are embedded in Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Analyze and revise activity-specific movements skills in one or more lifetime   activities (S1.H1.L2)
  • Demonstrates competency in fitness activities.(S1.H3.L2) 

Practice and Re-assessment

Golf Skills Assessment- video

 

  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities. (S1.H1.L1)
  • Demonstrates competency in dance forms (e.g., ballet, modern, hip hop, tap) used in cultural (e.g., Scandinavian, Native American) and social occasions (e.g. weddings, celebrations) (S1.H2.L1)
  • Demonstrates competency in one or more specialized skills in fitness activities. (S1.H3.L1)

Dance, Outdoor Rec., Fitness, Volleyball, Badminton, Softball, Golf, Pickleball, Curling, Softball, Weight Training, Tennis, Fitness and Aerobics, Basketball

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Explain activity specific movement skills. (S1.H1.L1)
  • Identify vocabulary terms associated with specific activity.
  • Needs assistance demonstrating activity specific movement skills in lifetime activity. (S1.H3.L1)
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).

-
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S2.MC.01

High School (PED) Targeted Standards
Standard 2: Student applies knowledge of concepts, principles and tactics related to movement and performance.
(IMC) Cluster: Movement Concepts, Principles and Knowledge

PED-HS.S2.MC.01 Applies the terminology associated exercise and participation in selected lifetime activities, dance and rhythm, and fitness activities.

Student Learning Targets:

 

Student "I can" statements are embedded in Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Applies a practice plan to improve performance for a self-selected skill (S2.H3.L2)
  • Analyze and revise movement concepts (e.g., describes the speed/accuracy trade-off in throwing and striking skills) and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in self-selected skill in lifetime activities, dance and rhythm, and fitness activities. (S2. H2.L2)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Applies the terminology associated exercise and participation in selected Lifetime activities, dance and rhythm and fitness activities (S2.H1.L1).      
  • Applies movement concepts (e.g., describes the speed/accuracy trade-off in throwing and striking skills) and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in self-selected skill in lifetime activities, dance and rhythm, and fitness activities. (S2. H2.L1)
  • Demonstrate examples of social and dance forms. (e.g., ballet, modern, hip hop, tap). (S2.H4.L1)

Dance, Outdoor Rec, Fitness, Badminton, Softball, Golf, Racquetball, Pickleball, Curling, Softball, Eclipse Ball, Tennis Buka Ball, Basketball, Table Tennis, Minor Sports, Wallyball   

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Identify the terminology associated exercise and participation in selected Lifetime activities, dance and rhythm and fitness activities (S2.H1.L1)    
  • Identify movement concepts (e.g., describes the speed/accuracy trade-off in throwing and striking skills) and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in self-selected skill in lifetime activities, dance and rhythm, and fitness activities. (S2. H2.L1)
  • Name examples of social and dance forms. (e.g., ballet, modern, hip hop, tap). (S2.H4.L1)
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S2.MC.02

High School (PED) Targeted Standards
Standard 2: Student applies knowledge of concepts, principles and tactics related to movement and performance.
(IMC) Cluster: Movement Concepts, Principles and Knowledge

PED-HS.S2.MC.01 Applies the terminology associated exercise and participation in selected lifetime activities, dance and rhythm, and fitness activities.

Student Learning Targets:

 

Student "I can" statements are embedded in Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Applies a practice plan to improve performance for a self-selected skill (S2.H3.L2)
  • Analyze and revise movement concepts (e.g., describes the speed/accuracy trade-off in throwing and striking skills) and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in self-selected skill in lifetime activities, dance and rhythm, and fitness activities. (S2. H2.L2)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Applies the terminology associated exercise and participation in selected Lifetime activities, dance and rhythm and fitness activities (S2.H1.L1).      
  • Applies movement concepts (e.g., describes the speed/accuracy trade-off in throwing and striking skills) and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in self-selected skill in lifetime activities, dance and rhythm, and fitness activities. (S2. H2.L1)
  • Demonstrate examples of social and dance forms. (e.g., ballet, modern, hip hop, tap). (S2.H4.L1)

Dance, Outdoor Rec, Fitness, Badminton, Softball, Golf, Racquetball, Pickleball, Curling, Softball, Eclipse Ball, Tennis Buka Ball, Basketball, Table Tennis, Minor Sports, Wallyball   

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Identify the terminology associated exercise and participation in selected Lifetime activities, dance and rhythm and fitness activities (S2.H1.L1)    
  • Identify movement concepts (e.g., describes the speed/accuracy trade-off in throwing and striking skills) and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in self-selected skill in lifetime activities, dance and rhythm, and fitness activities. (S2. H2.L1)
  • Name examples of social and dance forms. (e.g., ballet, modern, hip hop, tap). (S2.H4.L1)
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S2.MC.04

High School (PED) Targeted Standards
Standard 2: Student applies knowledge of concepts, principles and tactics related to movement and performance.
(IMC) Cluster: Movement Concepts, Principles and Knowledge

PED-HS.S2.MC.01 Applies the terminology associated exercise and participation in selected lifetime activities, dance and rhythm, and fitness activities.

Student Learning Targets:

 

Student "I can" statements are embedded in Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Applies a practice plan to improve performance for a self-selected skill (S2.H3.L2)
  • Analyze and revise movement concepts (e.g., describes the speed/accuracy trade-off in throwing and striking skills) and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in self-selected skill in lifetime activities, dance and rhythm, and fitness activities. (S2. H2.L2)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Applies the terminology associated exercise and participation in selected Lifetime activities, dance and rhythm and fitness activities (S2.H1.L1).      
  • Applies movement concepts (e.g., describes the speed/accuracy trade-off in throwing and striking skills) and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in self-selected skill in lifetime activities, dance and rhythm, and fitness activities. (S2. H2.L1)
  • Demonstrate examples of social and dance forms. (e.g., ballet, modern, hip hop, tap). (S2.H4.L1)

Dance, Outdoor Rec, Fitness, Badminton, Softball, Golf, Racquetball, Pickleball, Curling, Softball, Eclipse Ball, Tennis Buka Ball, Basketball, Table Tennis, Minor Sports, Wallyball   

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Identify the terminology associated exercise and participation in selected Lifetime activities, dance and rhythm and fitness activities (S2.H1.L1)    
  • Identify movement concepts (e.g., describes the speed/accuracy trade-off in throwing and striking skills) and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in self-selected skill in lifetime activities, dance and rhythm, and fitness activities. (S2. H2.L1)
  • Name examples of social and dance forms. (e.g., ballet, modern, hip hop, tap). (S2.H4.L1)
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.AK.01

High School (PED) Targeted Standards
Standard 3: Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
(NAK) Cluster: Physical activity knowledge

PED-HS.S3.AK.01 Explain the benefits of physically active lifestyle as it relates to a healthy active lifestyle(e.g., weight management, proper nutritional practices, blood pressure regulation, healthy self-image, improved confidence, stress reduction).

Student Learning Targets:

 

Student "I can" statements are in embedded in Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Investigates the relationships among physical activity, nutrition, and body composition. (S3.H1.L2)
  • Create a report that details activities that can be pursued in the local environment according to the benefits, social support network, and participation requirements. (S3.H4.L2)
  • Creates a plan, trains for and participates in a community with a focus on physical activity.(S3.H6.L2)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Explain the benefits of physically active lifestyle as it relates to a healthy active lifestyle (e.g., weight management, proper nutritional practices, blood pressure regulation, healthy self-image, improved confidence, and stress reduction. (S3.H1.L1)
  • Evaluates activities that can be pursued in the local environment according to the benefits, social support network and participation requirement (e.g., cost of activity, available facilities, require equipment, required time, physical limitations). (S3.H4.L1)

· Concepts

· Fitness Awareness

· Health (ref. Health standards)

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Recall the benefits of physically active lifestyle as it relates to a healthy active lifestyle (e.g., weight management, proper nutritional practices, blood pressure regulation, healthy self-image, improved confidence, and stress reduction. (S3.H1.L1)
  • List activities that can be pursued in the local environment according to the benefits, social support network and participation requirement (e.g., cost of activity, available facilities, require equipment, required time, physical limitations). (S3.H4.L1)
  • Identify vocabulary terms associated with specific activity.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.AK.04

High School (PED) Targeted Standards
Standard 3: Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
(NAK) Cluster: Physical activity knowledge

PED-HS.S3.AK.01 Explain the benefits of physically active lifestyle as it relates to a healthy active lifestyle(e.g., weight management, proper nutritional practices, blood pressure regulation, healthy self-image, improved confidence, stress reduction).

Student Learning Targets:

 

Student "I can" statements are in embedded in Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Investigates the relationships among physical activity, nutrition, and body composition. (S3.H1.L2)
  • Create a report that details activities that can be pursued in the local environment according to the benefits, social support network, and participation requirements. (S3.H4.L2)
  • Creates a plan, trains for and participates in a community with a focus on physical activity.(S3.H6.L2)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Explain the benefits of physically active lifestyle as it relates to a healthy active lifestyle (e.g., weight management, proper nutritional practices, blood pressure regulation, healthy self-image, improved confidence, and stress reduction. (S3.H1.L1)
  • Evaluates activities that can be pursued in the local environment according to the benefits, social support network and participation requirement (e.g., cost of activity, available facilities, require equipment, required time, physical limitations). (S3.H4.L1)

· Concepts

· Fitness Awareness

· Health (ref. Health standards)

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Recall the benefits of physically active lifestyle as it relates to a healthy active lifestyle (e.g., weight management, proper nutritional practices, blood pressure regulation, healthy self-image, improved confidence, and stress reduction. (S3.H1.L1)
  • List activities that can be pursued in the local environment according to the benefits, social support network and participation requirement (e.g., cost of activity, available facilities, require equipment, required time, physical limitations). (S3.H4.L1)
  • Identify vocabulary terms associated with specific activity.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.FK.07

High School (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-HS.S3.FK.07 Demonstrates appropriate technique in resistance-training machines and free weights.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scales

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Designs and implements a strength and conditioning program and develops balance in opposing muscle groups (agonist/antagonist) and supports a healthy active lifestyle. (S3.H7.L2)
  • Adjusts pacing to keep heart rate in the target zone, using available technology to self monitor aerobic intensity. (S3.H10.L2)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Demonstrates appropriate technique in resistance-training machines and free weights. (S3.H7.L1)
  • Analyze types of strength exercises (isometric, concentric, eccentric) and stretching exercises (static, Proprioceptive Neuromuscular Facilitation (PNF), dynamic) for personal fitness development (e.g., strength, endurance, range of motion). (S3.H9.L1)
  • Calculates target heart rate and applies that information to personal fitness plans. (S3.H10.L1)

· Fitness Days (Cardio Room/Weight Room)

· Target Heart Rate

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Recall appropriate technique in resistance-training machines and free weights. (S3.H7.L1)
  • Identifies types of strength exercises (isometric, concentric, eccentric) and stretching exercises (static, Proprioceptive Neuromuscular Facilitation (PNF), dynamic) for personal fitness development (e.g., strength, endurance, range of motion). (S2.H9.L1)
  • Calculates target heart rate. ( S3.H10.L1)
  • Identify vocabulary terms associated with specific activity.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.FK.09

High School (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-HS.S3.FK.07 Demonstrates appropriate technique in resistance-training machines and free weights.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scales

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Designs and implements a strength and conditioning program and develops balance in opposing muscle groups (agonist/antagonist) and supports a healthy active lifestyle. (S3.H7.L2)
  • Adjusts pacing to keep heart rate in the target zone, using available technology to self monitor aerobic intensity. (S3.H10.L2)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Demonstrates appropriate technique in resistance-training machines and free weights. (S3.H7.L1)
  • Analyze types of strength exercises (isometric, concentric, eccentric) and stretching exercises (static, Proprioceptive Neuromuscular Facilitation (PNF), dynamic) for personal fitness development (e.g., strength, endurance, range of motion). (S3.H9.L1)
  • Calculates target heart rate and applies that information to personal fitness plans. (S3.H10.L1)

· Fitness Days (Cardio Room/Weight Room)

· Target Heart Rate

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Recall appropriate technique in resistance-training machines and free weights. (S3.H7.L1)
  • Identifies types of strength exercises (isometric, concentric, eccentric) and stretching exercises (static, Proprioceptive Neuromuscular Facilitation (PNF), dynamic) for personal fitness development (e.g., strength, endurance, range of motion). (S2.H9.L1)
  • Calculates target heart rate. ( S3.H10.L1)
  • Identify vocabulary terms associated with specific activity.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.FK.10

High School (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-HS.S3.FK.07 Demonstrates appropriate technique in resistance-training machines and free weights.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scales

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Designs and implements a strength and conditioning program and develops balance in opposing muscle groups (agonist/antagonist) and supports a healthy active lifestyle. (S3.H7.L2)
  • Adjusts pacing to keep heart rate in the target zone, using available technology to self monitor aerobic intensity. (S3.H10.L2)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Demonstrates appropriate technique in resistance-training machines and free weights. (S3.H7.L1)
  • Analyze types of strength exercises (isometric, concentric, eccentric) and stretching exercises (static, Proprioceptive Neuromuscular Facilitation (PNF), dynamic) for personal fitness development (e.g., strength, endurance, range of motion). (S3.H9.L1)
  • Calculates target heart rate and applies that information to personal fitness plans. (S3.H10.L1)

· Fitness Days (Cardio Room/Weight Room)

· Target Heart Rate

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Recall appropriate technique in resistance-training machines and free weights. (S3.H7.L1)
  • Identifies types of strength exercises (isometric, concentric, eccentric) and stretching exercises (static, Proprioceptive Neuromuscular Facilitation (PNF), dynamic) for personal fitness development (e.g., strength, endurance, range of motion). (S2.H9.L1)
  • Calculates target heart rate. ( S3.H10.L1)
  • Identify vocabulary terms associated with specific activity.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.PP.12

High School ( PED) Targeted Standards
Standard 3: Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
(PP) Cluster: Program Planning

PED-HS.S3.PP.12 Designs a fitness program based on fitness assessment data including all components of health-related fitness (e.g., Presidential Youth Fitness Program, and other fitness programs) that enhances a healthy, active lifestyle.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Develops and maintains a fitness portfolio. (S3.H12.L2)
  • Prior knowledge exceeds what was discussed in class; language,vocab, application of knowledge,etc.
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Designs a fitness program based on fitness assessment data including all components of health-related fitness (e.g., Presidential Youth Fitness Program, and other fitness programs) that enhances a healthy, active lifestyle, (S3.H12.L1)

· Concepts

· Fitness Awareness

· Health (ref. health standards)

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Identify a fitness program based on fitness assessment data including all components of health-related fitness (e.g., Presidential Youth Fitness Program, and other fitness programs) that enhances a healthy, active lifestyle, (S3.H12.L1)
  • Identify vocabulary terms associated with specific activity.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S4.RE.02

High School (PED) Targeted Standards
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
(RE) Cluster: Rules and etiquette

PED-HS.S4.RE.02 Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play).

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Solves problems and thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Examines moral and ethical conduct in specific competitive situation. (S4.H2.L2)
  • Assumes a leadership role in a physical activity setting. (S4.H3.L2)
  • Justify best practices for participating safely in physical activity, exercise, and dance. (S4.H5.L2)
-This standard can be assessed in every unit we teach.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills and strategies that promote team or group dynamics. (S4.H3.L1)
  • Thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Applies best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1)
-Minor Sports, Broomball, Dance, Buka Ball, Basketball, STX, Volleyball, Outdoor Rec., Eclipse Ball, Tchoukball, Softball, Wallyball, Pickleball, Racquetball, Badminton, Weight Training

 

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Describe proper etiquette, respect for others and teamwork in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills that promote team or group dynamics. (S4.H3.L1)
  • Participates in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Recall best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1) 
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S4.S.05

High School (PED) Targeted Standards
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
(RE) Cluster: Rules and etiquette

PED-HS.S4.RE.02 Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play).

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Solves problems and thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Examines moral and ethical conduct in specific competitive situation. (S4.H2.L2)
  • Assumes a leadership role in a physical activity setting. (S4.H3.L2)
  • Justify best practices for participating safely in physical activity, exercise, and dance. (S4.H5.L2)
-This standard can be assessed in every unit we teach.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills and strategies that promote team or group dynamics. (S4.H3.L1)
  • Thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Applies best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1)
-Minor Sports, Broomball, Dance, Buka Ball, Basketball, STX, Volleyball, Outdoor Rec., Eclipse Ball, Tchoukball, Softball, Wallyball, Pickleball, Racquetball, Badminton, Weight Training

 

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Describe proper etiquette, respect for others and teamwork in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills that promote team or group dynamics. (S4.H3.L1)
  • Participates in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Recall best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1) 
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S4.S.06

High School (PED) Targeted Standards
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
(S) Cluster: Safety

PED-HS.S4.S.06 Demonstrates competency in performing cardiopulmonary resuscitation (CPR) and associated skills(i.e.,automated external defibrillatorand first aid)gained through psychomotor skills practice based on current national guidelines.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scales

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Takes the initiative to get certified in CPR/AED training. (S4.H6.L1)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Demonstrates Competency in performing cardiopulmonary resuscitation (CPR) and associated skills (i.e., automated external defibrillator and first aid) gained through psychomotor skills practice based on current national guidelines, (S4.H6L1)
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • List the steps in performing cardiopulmonary resuscitation (CPR) and associated skills (i.e., automated external defibrillator and first aid) gained through psychomotor skills practice based on current national guidelines, (S4.H6L1)
  • Identify vocabulary terms associated with specific activity.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S4.WO.03

High School (PED) Targeted Standards
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
(RE) Cluster: Rules and etiquette

PED-HS.S4.RE.02 Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play).

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Solves problems and thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Examines moral and ethical conduct in specific competitive situation. (S4.H2.L2)
  • Assumes a leadership role in a physical activity setting. (S4.H3.L2)
  • Justify best practices for participating safely in physical activity, exercise, and dance. (S4.H5.L2)
-This standard can be assessed in every unit we teach.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills and strategies that promote team or group dynamics. (S4.H3.L1)
  • Thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Applies best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1)
-Minor Sports, Broomball, Dance, Buka Ball, Basketball, STX, Volleyball, Outdoor Rec., Eclipse Ball, Tchoukball, Softball, Wallyball, Pickleball, Racquetball, Badminton, Weight Training

 

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Describe proper etiquette, respect for others and teamwork in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills that promote team or group dynamics. (S4.H3.L1)
  • Participates in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Recall best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1) 
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S4.WO.04

High School (PED) Targeted Standards
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
(RE) Cluster: Rules and etiquette

PED-HS.S4.RE.02 Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play).

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Solves problems and thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Examines moral and ethical conduct in specific competitive situation. (S4.H2.L2)
  • Assumes a leadership role in a physical activity setting. (S4.H3.L2)
  • Justify best practices for participating safely in physical activity, exercise, and dance. (S4.H5.L2)
-This standard can be assessed in every unit we teach.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills and strategies that promote team or group dynamics. (S4.H3.L1)
  • Thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Applies best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1)
-Minor Sports, Broomball, Dance, Buka Ball, Basketball, STX, Volleyball, Outdoor Rec., Eclipse Ball, Tchoukball, Softball, Wallyball, Pickleball, Racquetball, Badminton, Weight Training

 

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Describe proper etiquette, respect for others and teamwork in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills that promote team or group dynamics. (S4.H3.L1)
  • Participates in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Recall best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1) 
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S5.CH.02

High School ( PED) Targeted Standards
Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
(H) Cluster: Health

PED-HS.S5.H.01 Analyzes the health benefits of a self-selected physical activity and proper nutrition.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scales

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Student demonstrates advanced activity specific movement skills in a wide variety of lifetime activities.
  • Evaluate the health benefits of a self-selected physical activity and proper nutrition. (S5.H1.L2)
  • Analyze and revise level of challenge to experience success and desire to participate in a self-selected physical activity (S5.H2.L2)
-This standard can be assessed in every unit that we teach each day.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Analyzes the health benefits of a self-selected physical activity and proper nutrition. (S5.H1.L1)
  • Chooses an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity (S5.H2.L1)
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Describe the health benefits of a self-selected physical activity and proper nutrition. (S5.H1.L1)
  • Participates in an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity (S5.H2.L1)
  • Identify vocabulary terms associated with specific activity.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S5.H.01

High School ( PED) Targeted Standards
Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
(H) Cluster: Health

PED-HS.S5.H.01 Analyzes the health benefits of a self-selected physical activity and proper nutrition.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scales

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Student demonstrates advanced activity specific movement skills in a wide variety of lifetime activities.
  • Evaluate the health benefits of a self-selected physical activity and proper nutrition. (S5.H1.L2)
  • Analyze and revise level of challenge to experience success and desire to participate in a self-selected physical activity (S5.H2.L2)
-This standard can be assessed in every unit that we teach each day.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Analyzes the health benefits of a self-selected physical activity and proper nutrition. (S5.H1.L1)
  • Chooses an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity (S5.H2.L1)
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Describe the health benefits of a self-selected physical activity and proper nutrition. (S5.H1.L1)
  • Participates in an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity (S5.H2.L1)
  • Identify vocabulary terms associated with specific activity.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


STANDARD 01

PED-HS.S1

Under Development
Standards are larger groups of related Outcomes. So the Standard Score is a calculation of all the related Clusters/Outcomes. So click on the Outcome name below each Cluster to access the learning targets and proficiency scales for each Standard's related outcome.

Standard 1: 

Student demonstrates competency in a variety of motor skills and movement patterns.

Standard 1: Clusters

  • (DR) Dance and Rhythms
  • (FA) Fitness Activities
  • (LA) Lifetime Activities

PED-HS.S1.DR

Standard 1:
Student demonstrates competency in a variety of motor skills and movement patterns.

Cluster (DR)

Dance and Rhythms


PED-HS.S1.DR.02

High School (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(LA) Cluster: Lifetime Activities

PED-HS.S1.LA.01 Demonstrates competencyand/or refines activity-specific movement skills in two or more lifetime activities.

Student Learning Targets:

Student "I Can" statements are embedded in Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Analyze and revise activity-specific movements skills in one or more lifetime   activities (S1.H1.L2)
  • Demonstrates competency in fitness activities.(S1.H3.L2) 

Practice and Re-assessment

Golf Skills Assessment- video

 

  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities. (S1.H1.L1)
  • Demonstrates competency in dance forms (e.g., ballet, modern, hip hop, tap) used in cultural (e.g., Scandinavian, Native American) and social occasions (e.g. weddings, celebrations) (S1.H2.L1)
  • Demonstrates competency in one or more specialized skills in fitness activities. (S1.H3.L1)

Dance, Outdoor Rec., Fitness, Volleyball, Badminton, Softball, Golf, Pickleball, Curling, Softball, Weight Training, Tennis, Fitness and Aerobics, Basketball

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Explain activity specific movement skills. (S1.H1.L1)
  • Identify vocabulary terms associated with specific activity.
  • Needs assistance demonstrating activity specific movement skills in lifetime activity. (S1.H3.L1)
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).

-
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S1.FA

Standard 1:
Student demonstrates competency in a variety of motor skills and movement patterns.

Cluster (FA)

Fitness Activities


PED-HS.S1.FA.03

High School (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(LA) Cluster: Lifetime Activities

PED-HS.S1.LA.01 Demonstrates competencyand/or refines activity-specific movement skills in two or more lifetime activities.

Student Learning Targets:

Student "I Can" statements are embedded in Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Analyze and revise activity-specific movements skills in one or more lifetime   activities (S1.H1.L2)
  • Demonstrates competency in fitness activities.(S1.H3.L2) 

Practice and Re-assessment

Golf Skills Assessment- video

 

  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities. (S1.H1.L1)
  • Demonstrates competency in dance forms (e.g., ballet, modern, hip hop, tap) used in cultural (e.g., Scandinavian, Native American) and social occasions (e.g. weddings, celebrations) (S1.H2.L1)
  • Demonstrates competency in one or more specialized skills in fitness activities. (S1.H3.L1)

Dance, Outdoor Rec., Fitness, Volleyball, Badminton, Softball, Golf, Pickleball, Curling, Softball, Weight Training, Tennis, Fitness and Aerobics, Basketball

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Explain activity specific movement skills. (S1.H1.L1)
  • Identify vocabulary terms associated with specific activity.
  • Needs assistance demonstrating activity specific movement skills in lifetime activity. (S1.H3.L1)
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).

-
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S1.LA

Standard 1:
Student demonstrates competency in a variety of motor skills and movement patterns.

Cluster (LA)

Lifetime Activities


PED-HS.S1.LA.01

High School (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(LA) Cluster: Lifetime Activities

PED-HS.S1.LA.01 Demonstrates competencyand/or refines activity-specific movement skills in two or more lifetime activities.

Student Learning Targets:

Student "I Can" statements are embedded in Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Analyze and revise activity-specific movements skills in one or more lifetime   activities (S1.H1.L2)
  • Demonstrates competency in fitness activities.(S1.H3.L2) 

Practice and Re-assessment

Golf Skills Assessment- video

 

  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities. (S1.H1.L1)
  • Demonstrates competency in dance forms (e.g., ballet, modern, hip hop, tap) used in cultural (e.g., Scandinavian, Native American) and social occasions (e.g. weddings, celebrations) (S1.H2.L1)
  • Demonstrates competency in one or more specialized skills in fitness activities. (S1.H3.L1)

Dance, Outdoor Rec., Fitness, Volleyball, Badminton, Softball, Golf, Pickleball, Curling, Softball, Weight Training, Tennis, Fitness and Aerobics, Basketball

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Explain activity specific movement skills. (S1.H1.L1)
  • Identify vocabulary terms associated with specific activity.
  • Needs assistance demonstrating activity specific movement skills in lifetime activity. (S1.H3.L1)
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).

-
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


STANDARD 02

PED-HS.S2

Under Development
Standards are larger groups of related Outcomes. So the Standard Score is a calculation of all the related Clusters/Outcomes. So click on the Outcome name below each Cluster to access the learning targets and proficiency scales for each Standard's related outcome.

Standard 2: 

Student applies knowledge of concepts, principles and tactics related to movement and performance..

Standard 1: Clusters

  • (MC) Movement Concepts, Principles & Knowledge

PED-HS.S2.MC

Standard 2:
Student applies knowledge of concepts, principles and tactics related to movement and performance.

Cluster (MC)

Movement Concepts, Principles and Knowledge


PED-HS.S2.MC.01

High School (PED) Targeted Standards
Standard 2: Student applies knowledge of concepts, principles and tactics related to movement and performance.
(IMC) Cluster: Movement Concepts, Principles and Knowledge

PED-HS.S2.MC.01 Applies the terminology associated exercise and participation in selected lifetime activities, dance and rhythm, and fitness activities.

Student Learning Targets:

 

Student "I can" statements are embedded in Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Applies a practice plan to improve performance for a self-selected skill (S2.H3.L2)
  • Analyze and revise movement concepts (e.g., describes the speed/accuracy trade-off in throwing and striking skills) and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in self-selected skill in lifetime activities, dance and rhythm, and fitness activities. (S2. H2.L2)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Applies the terminology associated exercise and participation in selected Lifetime activities, dance and rhythm and fitness activities (S2.H1.L1).      
  • Applies movement concepts (e.g., describes the speed/accuracy trade-off in throwing and striking skills) and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in self-selected skill in lifetime activities, dance and rhythm, and fitness activities. (S2. H2.L1)
  • Demonstrate examples of social and dance forms. (e.g., ballet, modern, hip hop, tap). (S2.H4.L1)

Dance, Outdoor Rec, Fitness, Badminton, Softball, Golf, Racquetball, Pickleball, Curling, Softball, Eclipse Ball, Tennis Buka Ball, Basketball, Table Tennis, Minor Sports, Wallyball   

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Identify the terminology associated exercise and participation in selected Lifetime activities, dance and rhythm and fitness activities (S2.H1.L1)    
  • Identify movement concepts (e.g., describes the speed/accuracy trade-off in throwing and striking skills) and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in self-selected skill in lifetime activities, dance and rhythm, and fitness activities. (S2. H2.L1)
  • Name examples of social and dance forms. (e.g., ballet, modern, hip hop, tap). (S2.H4.L1)
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S2.MC.02

High School (PED) Targeted Standards
Standard 2: Student applies knowledge of concepts, principles and tactics related to movement and performance.
(IMC) Cluster: Movement Concepts, Principles and Knowledge

PED-HS.S2.MC.01 Applies the terminology associated exercise and participation in selected lifetime activities, dance and rhythm, and fitness activities.

Student Learning Targets:

 

Student "I can" statements are embedded in Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Applies a practice plan to improve performance for a self-selected skill (S2.H3.L2)
  • Analyze and revise movement concepts (e.g., describes the speed/accuracy trade-off in throwing and striking skills) and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in self-selected skill in lifetime activities, dance and rhythm, and fitness activities. (S2. H2.L2)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Applies the terminology associated exercise and participation in selected Lifetime activities, dance and rhythm and fitness activities (S2.H1.L1).      
  • Applies movement concepts (e.g., describes the speed/accuracy trade-off in throwing and striking skills) and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in self-selected skill in lifetime activities, dance and rhythm, and fitness activities. (S2. H2.L1)
  • Demonstrate examples of social and dance forms. (e.g., ballet, modern, hip hop, tap). (S2.H4.L1)

Dance, Outdoor Rec, Fitness, Badminton, Softball, Golf, Racquetball, Pickleball, Curling, Softball, Eclipse Ball, Tennis Buka Ball, Basketball, Table Tennis, Minor Sports, Wallyball   

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Identify the terminology associated exercise and participation in selected Lifetime activities, dance and rhythm and fitness activities (S2.H1.L1)    
  • Identify movement concepts (e.g., describes the speed/accuracy trade-off in throwing and striking skills) and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in self-selected skill in lifetime activities, dance and rhythm, and fitness activities. (S2. H2.L1)
  • Name examples of social and dance forms. (e.g., ballet, modern, hip hop, tap). (S2.H4.L1)
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S2.MC.03

High School (PED) Targeted Standards
Standard 2: Student applies knowledge of concepts, principles and tactics related to movement and performance.
(NMC) Cluster: Movement Concepts, Principles and Knowledge

PED-HS.S2.MC.03 Applies a practice plan to improve performance for a self-selected skill.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S2.MC.04

High School (PED) Targeted Standards
Standard 2: Student applies knowledge of concepts, principles and tactics related to movement and performance.
(IMC) Cluster: Movement Concepts, Principles and Knowledge

PED-HS.S2.MC.01 Applies the terminology associated exercise and participation in selected lifetime activities, dance and rhythm, and fitness activities.

Student Learning Targets:

 

Student "I can" statements are embedded in Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Applies a practice plan to improve performance for a self-selected skill (S2.H3.L2)
  • Analyze and revise movement concepts (e.g., describes the speed/accuracy trade-off in throwing and striking skills) and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in self-selected skill in lifetime activities, dance and rhythm, and fitness activities. (S2. H2.L2)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Applies the terminology associated exercise and participation in selected Lifetime activities, dance and rhythm and fitness activities (S2.H1.L1).      
  • Applies movement concepts (e.g., describes the speed/accuracy trade-off in throwing and striking skills) and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in self-selected skill in lifetime activities, dance and rhythm, and fitness activities. (S2. H2.L1)
  • Demonstrate examples of social and dance forms. (e.g., ballet, modern, hip hop, tap). (S2.H4.L1)

Dance, Outdoor Rec, Fitness, Badminton, Softball, Golf, Racquetball, Pickleball, Curling, Softball, Eclipse Ball, Tennis Buka Ball, Basketball, Table Tennis, Minor Sports, Wallyball   

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Identify the terminology associated exercise and participation in selected Lifetime activities, dance and rhythm and fitness activities (S2.H1.L1)    
  • Identify movement concepts (e.g., describes the speed/accuracy trade-off in throwing and striking skills) and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in self-selected skill in lifetime activities, dance and rhythm, and fitness activities. (S2. H2.L1)
  • Name examples of social and dance forms. (e.g., ballet, modern, hip hop, tap). (S2.H4.L1)
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


STANDARD 03

PED-HS.S3

Under Development
Standards are larger groups of related Outcomes. So the Standard Score is a calculation of all the related Clusters/Outcomes. So click on the Outcome name below each Cluster to access the learning targets and proficiency scales for each Standard's related outcome.

Standard 3: 

Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 3: Clusters

  • (AK) Physical activity knowledge
  • (AE) Engages in physical activity
  • (FK) Fitness knowledge
  • (PP) Program Planning
  • (N) Nutrition
  • (SM) Stress management

PED-HS.S3.AE

Standard 3:
Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Cluster (AE)

Engages in physical activity


PED-HS.S3.AE.06

High School ( PED) Targeted Standards
Standard 3: Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. 
(AE) Cluster: Engages in physical activity

PED-HS.S3.AE.06 Participates more than 3 times a week in a self-selected lifetime activity, rhythmic activities/dance or fitness activity outside of the school day, (e.g., intramural and interscholastic sports, parks and recreation leagues, health clubs, walking and biking).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.AK

Standard 3:
Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Cluster (AK)

Physical activity knowledge


PED-HS.S3.AK.01

High School (PED) Targeted Standards
Standard 3: Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
(NAK) Cluster: Physical activity knowledge

PED-HS.S3.AK.01 Explain the benefits of physically active lifestyle as it relates to a healthy active lifestyle(e.g., weight management, proper nutritional practices, blood pressure regulation, healthy self-image, improved confidence, stress reduction).

Student Learning Targets:

 

Student "I can" statements are in embedded in Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Investigates the relationships among physical activity, nutrition, and body composition. (S3.H1.L2)
  • Create a report that details activities that can be pursued in the local environment according to the benefits, social support network, and participation requirements. (S3.H4.L2)
  • Creates a plan, trains for and participates in a community with a focus on physical activity.(S3.H6.L2)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Explain the benefits of physically active lifestyle as it relates to a healthy active lifestyle (e.g., weight management, proper nutritional practices, blood pressure regulation, healthy self-image, improved confidence, and stress reduction. (S3.H1.L1)
  • Evaluates activities that can be pursued in the local environment according to the benefits, social support network and participation requirement (e.g., cost of activity, available facilities, require equipment, required time, physical limitations). (S3.H4.L1)

· Concepts

· Fitness Awareness

· Health (ref. Health standards)

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Recall the benefits of physically active lifestyle as it relates to a healthy active lifestyle (e.g., weight management, proper nutritional practices, blood pressure regulation, healthy self-image, improved confidence, and stress reduction. (S3.H1.L1)
  • List activities that can be pursued in the local environment according to the benefits, social support network and participation requirement (e.g., cost of activity, available facilities, require equipment, required time, physical limitations). (S3.H4.L1)
  • Identify vocabulary terms associated with specific activity.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.AK.02

High School ( PED) Targeted Standards
Standard 2: Students demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
(AK) Cluster: Physical activity knowledge

PED-HS.S3.AK.02 Evaluates the validity of claims made by commercial products and programs pertaining to fitness and a healthy, active lifestyle.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.AK.03

High School (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-HS.S3.AK.03 Identifies issues associated with exercising in heat, humidity,and cold.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.AK.04

High School (PED) Targeted Standards
Standard 3: Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
(NAK) Cluster: Physical activity knowledge

PED-HS.S3.AK.01 Explain the benefits of physically active lifestyle as it relates to a healthy active lifestyle(e.g., weight management, proper nutritional practices, blood pressure regulation, healthy self-image, improved confidence, stress reduction).

Student Learning Targets:

 

Student "I can" statements are in embedded in Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Investigates the relationships among physical activity, nutrition, and body composition. (S3.H1.L2)
  • Create a report that details activities that can be pursued in the local environment according to the benefits, social support network, and participation requirements. (S3.H4.L2)
  • Creates a plan, trains for and participates in a community with a focus on physical activity.(S3.H6.L2)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Explain the benefits of physically active lifestyle as it relates to a healthy active lifestyle (e.g., weight management, proper nutritional practices, blood pressure regulation, healthy self-image, improved confidence, and stress reduction. (S3.H1.L1)
  • Evaluates activities that can be pursued in the local environment according to the benefits, social support network and participation requirement (e.g., cost of activity, available facilities, require equipment, required time, physical limitations). (S3.H4.L1)

· Concepts

· Fitness Awareness

· Health (ref. Health standards)

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Recall the benefits of physically active lifestyle as it relates to a healthy active lifestyle (e.g., weight management, proper nutritional practices, blood pressure regulation, healthy self-image, improved confidence, and stress reduction. (S3.H1.L1)
  • List activities that can be pursued in the local environment according to the benefits, social support network and participation requirement (e.g., cost of activity, available facilities, require equipment, required time, physical limitations). (S3.H4.L1)
  • Identify vocabulary terms associated with specific activity.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.AK.05

High School (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-HS.S3.AK.05 Evaluates risks and safety factors that might affect physical activity preferences throughout the life cycle(e.g., life expectancy, healthcare costs, disease prevention).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.FK

Standard 3:
Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Cluster (FK)

Fitness knowledge


PED-HS.S3.FK.07

High School (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-HS.S3.FK.07 Demonstrates appropriate technique in resistance-training machines and free weights.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scales

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Designs and implements a strength and conditioning program and develops balance in opposing muscle groups (agonist/antagonist) and supports a healthy active lifestyle. (S3.H7.L2)
  • Adjusts pacing to keep heart rate in the target zone, using available technology to self monitor aerobic intensity. (S3.H10.L2)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Demonstrates appropriate technique in resistance-training machines and free weights. (S3.H7.L1)
  • Analyze types of strength exercises (isometric, concentric, eccentric) and stretching exercises (static, Proprioceptive Neuromuscular Facilitation (PNF), dynamic) for personal fitness development (e.g., strength, endurance, range of motion). (S3.H9.L1)
  • Calculates target heart rate and applies that information to personal fitness plans. (S3.H10.L1)

· Fitness Days (Cardio Room/Weight Room)

· Target Heart Rate

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Recall appropriate technique in resistance-training machines and free weights. (S3.H7.L1)
  • Identifies types of strength exercises (isometric, concentric, eccentric) and stretching exercises (static, Proprioceptive Neuromuscular Facilitation (PNF), dynamic) for personal fitness development (e.g., strength, endurance, range of motion). (S2.H9.L1)
  • Calculates target heart rate. ( S3.H10.L1)
  • Identify vocabulary terms associated with specific activity.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.FK.08

High School (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-HS.S3.FK.08 Relates physiological responses to individual levels of fitness and nutritional balance.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.FK.09

High School (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-HS.S3.FK.07 Demonstrates appropriate technique in resistance-training machines and free weights.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scales

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Designs and implements a strength and conditioning program and develops balance in opposing muscle groups (agonist/antagonist) and supports a healthy active lifestyle. (S3.H7.L2)
  • Adjusts pacing to keep heart rate in the target zone, using available technology to self monitor aerobic intensity. (S3.H10.L2)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Demonstrates appropriate technique in resistance-training machines and free weights. (S3.H7.L1)
  • Analyze types of strength exercises (isometric, concentric, eccentric) and stretching exercises (static, Proprioceptive Neuromuscular Facilitation (PNF), dynamic) for personal fitness development (e.g., strength, endurance, range of motion). (S3.H9.L1)
  • Calculates target heart rate and applies that information to personal fitness plans. (S3.H10.L1)

· Fitness Days (Cardio Room/Weight Room)

· Target Heart Rate

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Recall appropriate technique in resistance-training machines and free weights. (S3.H7.L1)
  • Identifies types of strength exercises (isometric, concentric, eccentric) and stretching exercises (static, Proprioceptive Neuromuscular Facilitation (PNF), dynamic) for personal fitness development (e.g., strength, endurance, range of motion). (S2.H9.L1)
  • Calculates target heart rate. ( S3.H10.L1)
  • Identify vocabulary terms associated with specific activity.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.FK.10

High School (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-HS.S3.FK.07 Demonstrates appropriate technique in resistance-training machines and free weights.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scales

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Designs and implements a strength and conditioning program and develops balance in opposing muscle groups (agonist/antagonist) and supports a healthy active lifestyle. (S3.H7.L2)
  • Adjusts pacing to keep heart rate in the target zone, using available technology to self monitor aerobic intensity. (S3.H10.L2)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Demonstrates appropriate technique in resistance-training machines and free weights. (S3.H7.L1)
  • Analyze types of strength exercises (isometric, concentric, eccentric) and stretching exercises (static, Proprioceptive Neuromuscular Facilitation (PNF), dynamic) for personal fitness development (e.g., strength, endurance, range of motion). (S3.H9.L1)
  • Calculates target heart rate and applies that information to personal fitness plans. (S3.H10.L1)

· Fitness Days (Cardio Room/Weight Room)

· Target Heart Rate

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Recall appropriate technique in resistance-training machines and free weights. (S3.H7.L1)
  • Identifies types of strength exercises (isometric, concentric, eccentric) and stretching exercises (static, Proprioceptive Neuromuscular Facilitation (PNF), dynamic) for personal fitness development (e.g., strength, endurance, range of motion). (S2.H9.L1)
  • Calculates target heart rate. ( S3.H10.L1)
  • Identify vocabulary terms associated with specific activity.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.N

Standard 3:
Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Cluster (N)

Nutrition


PED-HS.S3.N.13

High School (PED) Targeted Standards
Standard 3: Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
(N) Cluster: Nutrition

PED-HS.S3.N.13 Designs and implements a nutrition plan to maintain an appropriate energy balance for a healthy, active lifestyle.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.PP

Standard 3:
Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Cluster (PP)

Program Planning


PED-HS.S3.PP.11

High School (PED) Targeted Standards
Standard 3: Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
(PP) Cluster: Program Planning

PED-HS.S3.PP.11 Creates and implements a behavior-modification plan that enhances a healthy, active lifestyle. (e.g., body composition-diabetes and heart disease, muscle strength-low back pain, proper nutritional practices, drug awareness).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.PP.12

High School ( PED) Targeted Standards
Standard 3: Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
(PP) Cluster: Program Planning

PED-HS.S3.PP.12 Designs a fitness program based on fitness assessment data including all components of health-related fitness (e.g., Presidential Youth Fitness Program, and other fitness programs) that enhances a healthy, active lifestyle.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Develops and maintains a fitness portfolio. (S3.H12.L2)
  • Prior knowledge exceeds what was discussed in class; language,vocab, application of knowledge,etc.
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Designs a fitness program based on fitness assessment data including all components of health-related fitness (e.g., Presidential Youth Fitness Program, and other fitness programs) that enhances a healthy, active lifestyle, (S3.H12.L1)

· Concepts

· Fitness Awareness

· Health (ref. health standards)

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Identify a fitness program based on fitness assessment data including all components of health-related fitness (e.g., Presidential Youth Fitness Program, and other fitness programs) that enhances a healthy, active lifestyle, (S3.H12.L1)
  • Identify vocabulary terms associated with specific activity.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S3.SM

Standard 3:
Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Cluster (SM)

Stress management


PED-HS.S3.SM.14

High School (PED) Targeted Standards
Standard 3: Student demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
(SM) Cluster: Stress management

PED-HS.S3.SM.14 Identifies stress-management strategies (e.g., mental imagery, relaxation techniques,deep breathing, aerobic exercise, meditation) to reduce stress.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


STANDARD 04

PED-HS.S4

Under Development
Standards are larger groups of related Outcomes. So the Standard Score is a calculation of all the related Clusters/Outcomes. So click on the Outcome name below each Cluster to access the learning targets and proficiency scales for each Standard's related outcome.

Standard 4: 

Exhibits responsible personal and social behavior that respects self and others.

Standard 4: Clusters

  • (PR) Personal responsibility
  • (RE) Rules and etiquette
  • (WO) Working with others
  • (S) Safety

PED-HS.S4.PR

Standard 4:
Exhibits responsible personal and social behavior that respects self and others.

Cluster (PR)

Personal responsibility


PED-HS.S4.PR.01

High School (PED) Targeted Standards
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
(PR) Cluster: Personal responsibility

PED-HS.S4.PR.01 Employs effective self-management skills to analyze barriers and modify physical activity patterns appropriately, as needed.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S4.RE

Standard 4:
Exhibits responsible personal and social behavior that respects self and others.

Cluster (RE)

Rules and etiquette


PED-HS.S4.RE.02

High School (PED) Targeted Standards
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
(RE) Cluster: Rules and etiquette

PED-HS.S4.RE.02 Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play).

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Solves problems and thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Examines moral and ethical conduct in specific competitive situation. (S4.H2.L2)
  • Assumes a leadership role in a physical activity setting. (S4.H3.L2)
  • Justify best practices for participating safely in physical activity, exercise, and dance. (S4.H5.L2)
-This standard can be assessed in every unit we teach.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills and strategies that promote team or group dynamics. (S4.H3.L1)
  • Thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Applies best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1)
-Minor Sports, Broomball, Dance, Buka Ball, Basketball, STX, Volleyball, Outdoor Rec., Eclipse Ball, Tchoukball, Softball, Wallyball, Pickleball, Racquetball, Badminton, Weight Training

 

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Describe proper etiquette, respect for others and teamwork in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills that promote team or group dynamics. (S4.H3.L1)
  • Participates in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Recall best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1) 
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S4.S

Standard 4:
Exhibits responsible personal and social behavior that respects self and others.

Cluster (S)

Safety


PED-HS.S4.S.05

High School (PED) Targeted Standards
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
(RE) Cluster: Rules and etiquette

PED-HS.S4.RE.02 Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play).

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Solves problems and thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Examines moral and ethical conduct in specific competitive situation. (S4.H2.L2)
  • Assumes a leadership role in a physical activity setting. (S4.H3.L2)
  • Justify best practices for participating safely in physical activity, exercise, and dance. (S4.H5.L2)
-This standard can be assessed in every unit we teach.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills and strategies that promote team or group dynamics. (S4.H3.L1)
  • Thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Applies best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1)
-Minor Sports, Broomball, Dance, Buka Ball, Basketball, STX, Volleyball, Outdoor Rec., Eclipse Ball, Tchoukball, Softball, Wallyball, Pickleball, Racquetball, Badminton, Weight Training

 

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Describe proper etiquette, respect for others and teamwork in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills that promote team or group dynamics. (S4.H3.L1)
  • Participates in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Recall best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1) 
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S4.S.06

High School (PED) Targeted Standards
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
(S) Cluster: Safety

PED-HS.S4.S.06 Demonstrates competency in performing cardiopulmonary resuscitation (CPR) and associated skills(i.e.,automated external defibrillatorand first aid)gained through psychomotor skills practice based on current national guidelines.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scales

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Takes the initiative to get certified in CPR/AED training. (S4.H6.L1)
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Demonstrates Competency in performing cardiopulmonary resuscitation (CPR) and associated skills (i.e., automated external defibrillator and first aid) gained through psychomotor skills practice based on current national guidelines, (S4.H6L1)
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • List the steps in performing cardiopulmonary resuscitation (CPR) and associated skills (i.e., automated external defibrillator and first aid) gained through psychomotor skills practice based on current national guidelines, (S4.H6L1)
  • Identify vocabulary terms associated with specific activity.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S4.WO

Standard 4:
Exhibits responsible personal and social behavior that respects self and others.

Cluster (WO)

Working with others


PED-HS.S4.WO.03

High School (PED) Targeted Standards
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
(RE) Cluster: Rules and etiquette

PED-HS.S4.RE.02 Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play).

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Solves problems and thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Examines moral and ethical conduct in specific competitive situation. (S4.H2.L2)
  • Assumes a leadership role in a physical activity setting. (S4.H3.L2)
  • Justify best practices for participating safely in physical activity, exercise, and dance. (S4.H5.L2)
-This standard can be assessed in every unit we teach.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills and strategies that promote team or group dynamics. (S4.H3.L1)
  • Thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Applies best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1)
-Minor Sports, Broomball, Dance, Buka Ball, Basketball, STX, Volleyball, Outdoor Rec., Eclipse Ball, Tchoukball, Softball, Wallyball, Pickleball, Racquetball, Badminton, Weight Training

 

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Describe proper etiquette, respect for others and teamwork in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills that promote team or group dynamics. (S4.H3.L1)
  • Participates in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Recall best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1) 
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S4.WO.04

High School (PED) Targeted Standards
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
(RE) Cluster: Rules and etiquette

PED-HS.S4.RE.02 Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play).

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scale

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Solves problems and thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Examines moral and ethical conduct in specific competitive situation. (S4.H2.L2)
  • Assumes a leadership role in a physical activity setting. (S4.H3.L2)
  • Justify best practices for participating safely in physical activity, exercise, and dance. (S4.H5.L2)
-This standard can be assessed in every unit we teach.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills and strategies that promote team or group dynamics. (S4.H3.L1)
  • Thinks critically in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Applies best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1)
-Minor Sports, Broomball, Dance, Buka Ball, Basketball, STX, Volleyball, Outdoor Rec., Eclipse Ball, Tchoukball, Softball, Wallyball, Pickleball, Racquetball, Badminton, Weight Training

 

 

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Describe proper etiquette, respect for others and teamwork in physical activity and/or social dance (e.g., respect for self and others, knowledge of rules, avoidance of inappropriate language, anger management, etiquette, fair play). (S4.H2.L1)
  • Uses communication skills that promote team or group dynamics. (S4.H3.L1)
  • Participates in physical activity or dance setting, both as an individual and in a group. (S4.H4.L1)
  • Recall best practice for participating safely in physical activity, exercise and rhythmic activities/dance. (S4.H5.L1) 
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


STANDARD 05

PED-HS.S5

Under Development
Standards are larger groups of related Outcomes. So the Standard Score is a calculation of all the related Clusters/Outcomes. So click on the Outcome name below each Cluster to access the learning targets and proficiency scales for each Standard's related outcome.

Standard 5: 

Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Standard 5: Clusters

  • (H) Health
  • (CH) Challenge
  • (SE) Self-expression and enjoyment
  • (SI) Social Interactions

PED-HS.S5.CH

Standard 5:
Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Cluster (CH)

Challenge


PED-HS.S5.CH.02

High School ( PED) Targeted Standards
Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
(H) Cluster: Health

PED-HS.S5.H.01 Analyzes the health benefits of a self-selected physical activity and proper nutrition.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scales

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Student demonstrates advanced activity specific movement skills in a wide variety of lifetime activities.
  • Evaluate the health benefits of a self-selected physical activity and proper nutrition. (S5.H1.L2)
  • Analyze and revise level of challenge to experience success and desire to participate in a self-selected physical activity (S5.H2.L2)
-This standard can be assessed in every unit that we teach each day.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Analyzes the health benefits of a self-selected physical activity and proper nutrition. (S5.H1.L1)
  • Chooses an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity (S5.H2.L1)
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Describe the health benefits of a self-selected physical activity and proper nutrition. (S5.H1.L1)
  • Participates in an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity (S5.H2.L1)
  • Identify vocabulary terms associated with specific activity.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S5.H

Standard 5:
Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Cluster (H)

Health


PED-HS.S5.H.01

High School ( PED) Targeted Standards
Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
(H) Cluster: Health

PED-HS.S5.H.01 Analyzes the health benefits of a self-selected physical activity and proper nutrition.

Student Learning Targets:

 

Student "I can" statements are embedded in the Proficiency Scales

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Student demonstrates advanced activity specific movement skills in a wide variety of lifetime activities.
  • Evaluate the health benefits of a self-selected physical activity and proper nutrition. (S5.H1.L2)
  • Analyze and revise level of challenge to experience success and desire to participate in a self-selected physical activity (S5.H2.L2)
-This standard can be assessed in every unit that we teach each day.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • Analyzes the health benefits of a self-selected physical activity and proper nutrition. (S5.H1.L1)
  • Chooses an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity (S5.H2.L1)
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

  • Describe the health benefits of a self-selected physical activity and proper nutrition. (S5.H1.L1)
  • Participates in an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity (S5.H2.L1)
  • Identify vocabulary terms associated with specific activity.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S5.SE

Standard 5:
Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Cluster (SE)

Self-expression and enjoyment


PED-HS.S5.SE.03

High School (PED) Targeted Standards
Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
(SE) Cluster: Self-expression and enjoyment

PED-HS.S5.SE.03 Selects and participates in physical activities or rhythmic activities/dance that meet the need for self-expression and enjoyment.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-HS.S5.SI

Standard 5:
Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Cluster (SI)

Social Interactions


PED-HS.S5.SI.04

High School (PED) Targeted Standards
Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
(SI) Cluster: Social Interactions

PED-HS.S5.SI.04 Identifies the opportunity for social support in a self-selected physical activity or rhythmic activities/dance.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary



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