Archived PED Gr06 Standards "I can...statements"


great seal of nd logoGrade 06 Physical Education Standards

This global glossary entries are the PED Standards deconstructed with
"I can...statements"

into KRSP levels. Either click on the either PED Prioritized Benchmarks or Standards links on the right to get a category of benchmarks. Scroll down to view or use the printer icon to print. These standards will auto-link throughout the entire Student Moodle site.

Course Introduction

PED Prioritized Benchmarks

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PED-06.1

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

Standard 1:

Movement Forms

Students demonstrate motor skills and movement patterns needed to perform a variety of physical activities.

In the future this will contain narratives and other information about the Standard.


PED-06.1.01

Physical Education PED-06 Targeted Benchmarks
Standard 1: Movement Forms
Students demonstrate motor skills and movement patterns needed to perform a variety of physical activities.

PED-06.1.01 Demonstrate a variety of rhythmic movements (e.g., dance, jump rope routine, motions of any skill in a sport or activity).

Student Learning Targets:

Skills (Performance) Targets

  • I can stop and throw consistently and hit the target.
  • I can stop and shoot while consistently hitting the target.
  • I can stop and hit/strike an object with consistency.

Proficiency Scale:

Score   Description Sample Activity
4.0 The student:
  • stops and throws consistently and hits the target.
  • stops and shoots while consistently hitting the target.
  • stops and hits/strikes an object with consistency.
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 The student:
  • stops and throws.
  • stops and shoots.
  • stops and hits/strikes an object.
-
  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:
  • performs part of the sequence properly.
-
  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:
  • performs part of the sequence only with help.
-
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

 

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PED-06.2

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

Standard 2:

Movement Concepts

Students understand and apply movement concepts, principles, strategies, and tactics to learn and perform physical activities.

In the future this will contain narratives and other information about the Standard.


PED-06.2.01

Physical Education PED-06 Targeted Benchmarks
Standard 2: Movement Concepts
Students understand and apply movement concepts, principles, strategies, and tactics to learn and perform physical.

PED-06.2.01 Provide feedback (e.g., verbal, nonverbal, and constructive) to self and others on a variety of motor skills to improve motor performance.

Student Learning Targets:

Knowledge Targets

  • I can describe the individual components of a skill.

Reasoning Targets

  • I can evaluate the properly performed movement skills of peers.
  • I can evaluate my own properly performed movement skills.

Skills (Performance) Targets

  • I can provide feedback to self and others on a variety of motor skills to improve motor performance.

Proficiency Scale

Score   Description Sample Activity
4.0

The student:

  • evaluate the properly performed movement skills of self, teacher, and can provide activities to help improve movement skills.
  • evaluate the properly performed movement skills of self, teacher, and can provide corrections to improperly performed movement skills 
-
  3.5  Student can evaluate the properly performed movement skills of self, teacher, and can provide corrections to improperly performed movement skills.
3.0 The student:
  • evaluates the properly performed movement skills of the teacher.
  • evaluates his/her own properly performed movement skills.
  • provides feedback to self and others on a variety of motor skills to improve motor performance.
-
  2.5 The student evaluates his/her own properly performed movement skills.
2.0 The student:
  • provides some feedback to self and teacher on a variety of motor skills to improve motor performance.
  • describes the individual components of a skill.
-
  1.5 The student provides some feedback on self to improve motor performance.
1.0 The student:
  • provides inadequate or inaccurate feedback to self and teacher on a variety of motor skills to improve motor performance.
  • only partially describes the individual components of a skill.
-
  0.5  Student can only describe one component of a skill.

 

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PED-06.3

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark names below each Standard to access the learning targets and proficiency scales for each Standard's related benchmark.

Standard 3:

Physical Activity

Students participate in regular physical activity.

In the future this will contain narratives and other information about the Standard.


PED-06.3.01

Physical Education PED-06 Targeted Benchmarks
Standard 3: Physical Activity
Students participate in regular physical activity.

PED-06.3.01 Identify health benefits (e.g., disease prevention) and risks (e.g., obesity) associated with the effect of physical activity on body composition.

Student Learning Targets:

Knowledge Targets

  • I can create a list of the risks of not exercising and the benefits of exercising.
  • I can list exercises that will improve my body composition.

Reasoning Targets

  • I can evaluate how exercise affects my body composition.

 

Proficiency Scale

Score   Description Sample Activity
4.0

The student:

  • The student can list more than three benefits of exercising, three risks of not exercising, and three exercises that improve body composition.

-

  3.5  The student can list three benefits of exercising, three risks of not exercising, and three exercises that improve body composition.
3.0

The student:

  • The student can list more than two benefits of exercising, two risks of not exercising, and two exercises that improve body composition.
-
  2.5 The student can list more than 2 benefits of exercising and two risks of not exercising.
2.0

 The student:

  • The student can list two benefits of exercising and one risk of not exercising.
-
  1.5 The student can list more than two benefits of exercising.
1.0

The student:

  • The student can list at least one benefit of exercising.
-
  0.5

The student:

  • The student provides no list of benefits of exercising.

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Proficiency Scale Physical Fitness 6

Score   Description Sample Activity
4.0

-The student can:

-explain the benefits of participation in physical activity and apply this knowledge to assist others in maintaining a healthy lifestyle.
-
     
3.0

-The student can:

- explain the benefits of participating in activities that target various fitness components.

-explain the health risks associated with an inactive lifestyle.


-
     
2.0 - The student can:

-identify some of the benefits of participating in physical activity, but cannot explain why they important.

-identify risks of inactivity, but cannot explain or give detail to what each of these risks involves.
-
     
1.0

The student can:

-identify benefits of activity with assistance.

-identify risks of activity with assistance.


-
  0.5  
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

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Vocabulary


PED-06.3.02

Physical Education PED-06 Targeted Benchmarks
Standard 3: Physical Activity
Students participate in regular physical activity.

PED-06.3.02 Participate regularly in moderate to vigorous physical activity (e.g., during school day, before and after school, organized outside school activity).

Student Learning Targets:

Knowledge Targets
  • I can follow established rules and guidelines. (Physical Fitness)
Skills (Performance) Targets
  • I can participate in moderate to vigorous activity independently.
  • I can participate in and sustain moderate to physical activity in a variety of settings. (Physical Fitness)
  • I can demonstrate proper stretching technique using correct form and pace. (Physical Fitness)

 

Proficiency Scale

Score   Description Sample Activity
4.0

The student:

  • participates in vigorous activity with no prompting.
-
     
3.0  The student:
  • participates in moderate to vigorous activity with no prompting.

 

-
     
2.0

The student:

  • participates in moderate to vigorous activity with some prompting.
-
     
1.0

The student:

  • participates in moderate  activity inconsistently.
-
     

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PASTE

Proficiency Scale Physical Fitness 6

Score   Description Sample Activity
4.0

-The student can:

- lead a class stretch, using proper stretching technique and cues to assist classmates.

-assist other students in following rules and established guidelines for participation in activities and games.

-sustain appropriate activity levels at all times during games and activities.
-
     
3.0

-The student can:

 -demonstrate proper stretching technique using correct form and pace

-participate in and sustain moderate to vigorous physical activity in a variety of settings

-follow established rules and guidelines


-
     
2.0

- The student can:

- demonstrate stretching techniques with errors

  (not using full range of motion, rushing, losing balance)

-participate in physical activity in a variety of settings

(occasional inactivity/standing, partial awareness of activity situations)

-The student is off task, does not always follow rules/guidelines


-
     
1.0 -no participation -
     
    -

Resources

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Vocabulary


PED-06.4

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

Standard 4:

Fitness Concepts

Students understand and apply fitness concepts to achieve and maintain a health-enhancing level of physical fitness.

In the future this will contain narratives and other information about the Standard.


PED-06.4.01

Physical Education PED-06 Targeted Benchmarks
Standard 4: Fitness Concepts
Students understand and apply fitness concepts to achieve and maintain a health-enhancing level of physical fitness.

PED-06.4.01 Demonstrate ways to monitor the body’s response to physical activity (e.g., checking pulse with fingers, using a heart rate monitor).

Student Learning Targets:

Knowledge Target

  • I can identify and explain the difference between resting and target heart rates. (Physical Fitness)
  • I can demonstrate proper stretching technique using correct form and pace. (Physical Fitness)

Reasoning Targets

  • I can monitor my heart rate during activity. (Physical Fitness)

Skills (Performance) Targets

  • I can modify my activity level based on my heart rate level during activity. (Physical Fitness)
Rubric - Resources

PASTE

Proficiency Scale

Score   Description Sample Activity
4.0

The student can:

-apply the results of a heart rate or exercise assessment to create a personalized fitness program achieving desired heart rate levels within each activity.
 
     
3.0

-The student can:

- identify and explain the difference between resting and target heart rates.

-locate their pulse accurately and consistently.

-monitor their heart rate during activity.

-modify their activity level based on their heart rate level during activity.


-
     
2.0

- The student can:

-identify resting and target heart rates, but cannot explain the difference.

-locate their pulse inconsistently.

-check their heart rate during activity but is unable to apply the results to their activity level.
 
     
1.0  

The student can:

-locate their pulse with assistance.

-can identify either resting or target heart rates

-with assistance, the student can check their heart rate during activity.
 
    .
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


PED-06.4.02

Physical Education PED-06 Targeted Benchmarks
Standard 4: Fitness Concepts
Students understand and apply fitness concepts to achieve and maintain a health-enhancing level of physical fitness.

PED-06.4.02 Set goals related to personal fitness assessments (e.g., use the results of fitness assessment to set specific goals, such as increasing the number of sit-ups completed in one minute).

Student Learning Targets:

Knowledge Targets

  • I can define fitness level by looking at a Fit Stats report.
  • I can identify which activities/exercises will help increase physical fitness level.

Reasoning Targets

  • I can correctly categorize my Fit Stat Scores, write a goal that is somewhat realistic, and succeed in meeting my goal in a few areas.
 

Proficiency Scale

Score   Description Sample Activity
4.0

The student:

  • Exceeds the Healthy Fit Zone in three or more areas and met all goals.
-
  3.5

The student:

  • Exceeds the Healthy Fit Zone in at least two areas and have met all all goals.
3.0

The student:

  • Correctly categorizes his/her Fit Stat Scores, writes a realistic goal and succeeds in meeting his/her goal in at least two areas.
-
  2.5

The student:

  • Correctly categorizes his/her Fit Stat Scores in at least two areas, writes a goal that is somewhat realistic, and succeeds in meeting his/her goals in even fewer areas.
2.0

The student:

  • Incorrectly categorizes his/her Fit Stats data, writes an unrealistic goal, and did not succeed in meeting his/her goals.
-
  1.5

The student

  • Incorrectly categorizes his/her Fit Stats data.
1.0

The student

  • Participates with a low effort level and did not write the goals.
-

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