Standard 1:

Movement Forms

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

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).

• stops and throws consistently and hits the target.
• stops and shoots while consistently hitting the target.
• stops and hits/strikes an object with consistency.

• stops and throws.
• stops and shoots.
• stops and hits/strikes an object.

• performs part of the sequence properly.

• performs part of the sequence only with help.

Standard 2:

Movement Concepts

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

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.

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 

• 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.

• provides some feedback to self and teacher on a variety of motor skills to improve motor performance.
• describes the individual components of a skill.

• 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.

Standard 3:

Physical Activity

Students participate in regular physical activity.

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

-The student can:

-The student can:

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

-explain the health risks associated with an inactive lifestyle.

The student can:

-identify benefits of activity with assistance.

-identify risks of activity with assistance.

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:

• I can follow established rules and guidelines. (Physical Fitness)

• 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)

The student:

• participates in vigorous activity with no prompting.

• participates in moderate to vigorous activity with no prompting.

The student:

• participates in moderate to vigorous activity with some prompting.

The student:

• participates in moderate  activity inconsistently.

-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.

-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

- 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

Standard 4:

Fitness Concepts

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

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)

The student can:

-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.

- The student can:

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

-locate their pulse inconsistently.

The student can:

-locate their pulse with assistance.

-can identify either resting or target heart rates

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.

The student:

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

The student:

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

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.

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.

The student:

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

The student

• Incorrectly categorizes his/her Fit Stats data.

The student

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

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-06.4.03 Identify physical activities (e.g., swimming, jogging for cardio respiratory fitness) for the development and maintenance of each component of health-related fitness.

Student Learning Targets:

• I can identify three components of health related physical fitness (cardiovascular endurance, muscular strength, body composition).
• I can identify three (3) or more activities to improve fitness component areas. (Physical Fitness)
• I can explain three (3) or more reasons why physical fitness is important to me. (Physical Fitness)
• I can identify three (3) or more activities to participate in for various settings and environments. (Physical Fitness)

• I can list an exercise for each of these fitness components.

• Identifies five health related fitness components and one exercise for each of the components identified.

The student:

• Identifies three health related fitness components and one exercise for each of the components identified.

The student:

• Identifies two health related fitness components and one exercise that helps achieve one of the identified components.

The student:

• Identifies one health related fitness component.

The student:

• Does not identify any health related fitness components.

-The student can:

-The student can:

 -identify 3 or more activities to improve fitness component areas.

 -identify 3 or more activities in which they can participate in various settings.

- The student can:

- identify 2 activities to improve fitness component areas

-identify 2 activities in which they can participate in various settings

-explain 2 reasons why physical fitness is important to them.

The student can:

-identify 1 or no physical activities without help to improve fitness component areas.

-identify 1 or no physical activities in which they can participate in various settings.

-explain 1 or no reasons why physical fitness is important to them.

Standard 5:

Behavior in Physical Activity

Students exhibit responsible personal and social behavior in physical activity settings.

Physical Education PED-06 Targeted Benchmarks
Standard 5: Behavior in Physical Activity
Students exhibit responsible personal and social behavior in physical activity settings.

PED-06.5.01 Use safety precautions and procedures (e.g., safety gear, appropriate use of equipment, spotting techniques) in physical activity settings.

Student Learning Targets:

Reasoning Targets

• I can distinguish between following and not following rules/procedures.
• I can provide feedback to self and others on a variety of motor skills to improve motor performance.

Skills (Performance) Targets

• I can participate in all physical education activities.
  
• I can demonstrate good sportsmanship by playing fair and by the rules.

The student:

• distinguishes between following and not following rules/procedures.
• participates in all physical education activities.
• demonstrates good sportsmanship by playing fair and by the rules.
• provides feedback to self and others on a variety of motor skills to improve motor performance. 

The student:

• participates in all physical education activities.
• demonstrates good sportsmanship by playing fair and by the rules.
• provides feedback to self and others on a variety of motor skills to improve motor performance.

The student:

• participates in some physical education activities.
• sometimes demonstrates good sportsmanship by playing fair and by the rules.
• provides some feedback to self and others on a variety of motor skills to improve motor performance.