HS Physical Education


Prioritized Standards

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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



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