Physical Education PED-07 Targeted Benchmarks
Standard 1: Movement Forms
Students demonstrate motor skills and movement patterns needed to perform a variety of physical activities.

PED-07.1.01 Demonstrate a variety of rhythmic movements (e.g., dance, jump rope routine, motions of any skill in a sport or activity).

Student Learning Targets:

Knowledge Targets

• I can identify the benefit of rhythmic movements of sports and activity.

Reasoning Targets

• I can explain the skill-related fitness benefits of sports and activity.

Skills (Performance) Targets

• I can perform a variety of rhythmic movements in a sport or activity.

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.

The student can

• demonstrate and apply rhythmic movements during sports or activities.

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

The student can:

• demonstrate a variety of rhythmic movements in sports or activity.

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).

The student can

•  identify the benefits of rhythmic movement in sport or activity.

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).

The student can

• partially identify the benefits of rhythmic movement in sport or activity.

Physical Education PED-07 Targeted Benchmarks
Standard 2: Movement Concepts
Students understand and apply movement concepts, principles, strategies, and tactics to learn and perform physical.

PED-07.2.02 Identify the components of skill-related fitness (i.e., agility, balance, coordination, power, speed, reaction time).

Student Learning Targets:

Knowledge Targets

• I can identify the six components of skill-related movement concepts.

Reasoning Targets

• I can explain the six components of skill-related movement concepts.

Skills (Performance) Targets

• I can participate in physical activity using the six components of skill-related movement concepts.

Product Targets

• I can perform the six components of skill-related movement concepts.

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.

The student can

• identify all six components of skill-related movement concepts and demonstrates components of each skill related movement concept

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

The student can

• identify six components of skill-related movement concepts.

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

The student can

• identify five components of skill-related movement concepts and demonstrates components of each skill related movement concepts identified.

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).

The student can

• identify five components of skill-related movement concepts and demonstrates some of the components.

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).

The student can

•  identify five components of skill-related movement concepts.

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).

The student can

• identify four components of skill related movement concepts.

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).

The student can

• identify 3 components of skill related movement concepts.

Physical Education PED-07 Targeted Benchmarks
Standard 3: Physical Activity
Students participate in regular physical activity.

PED-07.3.02 Participate in moderate to vigorous physical activity (e.g., during school day, before and after school, organized outside school activity).

Student Learning Targets:

• I can define moderate and vigorous activity.
• I can follow established rules and guidelines. (Body Management)

• I can differentiate between moderate and vigorous physical activity.

• I can participate to the best of my ability in the daily physical education activities.
• I can participate in and sustain moderate to vigorous physical activity in a variety of settings. (Body Management)
• I can demonstrate proper stretching technique using correct form and pace. (Body Management)

Product Targets

• I can participate in moderate to vigorous physical activity daily.

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.

The student can

• show proof of using community resources for physical activity outside of school.

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

The student 

• can identify the benefit of lifetime physical activity.
• actively participates in moderate to vigorous activity.

The student

• inconsistently participates in moderate to vigorous activity.

The student

• rarely participates in moderate to vigorously activity.

-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

Physical Education PED-07 Targeted Benchmarks
Standard 3: Physical Activity
Students participate in regular physical activity.

PED-07.3.03 Identify opportunities for physical activity in the community (e.g., sports, parks and recreation leagues, health clubs, walking and biking paths).

Student Learning Targets:

Knowledge Targets

• I can identify various opportunities for physical activity in the community.

Reasoning Targets

• I can use resources in my community (technology, brochures, etc.) to find opportunities for physical activity in the community.

Skills (Performance) Targets

• I can participate in activities in the community to maintain an active lifestyle.

Product Targets

• I can create a list of physical activities available in the community that I would like to utilize.

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

The  student can

• identify various opportunities for physical activity in the community.
• create a list of five physical activities available in the community that they would like to do.

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).

The student can

• create a list of four physical activities available in the community that they would like to do.

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).

The student can

• create a list of three physical activities available in the community that they would like to do.

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).

The student can

• create a list of two physical activities available in the community that they would like to do.

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).

The student can

• name one physical activity available in the community that they would like to do.

Physical Education PED-07 Targeted Benchmarks
Standard 4: Fitness Concepts
Students understand and apply fitness concepts to achieve and maintain a health-enhancing level of physical fitness.

PED-07.4.02 Identify physical activities that enhance each component of health-related fitness (e.g., swimming and jogging for cardio respiratory fitness).

Student Learning Targets:

Knowledge Targets

• I can identify physical activities that enhance the five components of health-related fitness.

Reasoning Targets

• I can explain how the specific physical activity enhances the five components of health-related fitness.

Skills (Performance) Targets

• I can perform physical activity that enhances the five components of health-related fitness.

Product Targets

• I can create a systematic diagram of the five components of health-related fitness.

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

The student can

• perform physical activity that enhances the  five components of health related fitness.
• create and explain a systematic diagram of the five components of health related fitness.

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).

The student can

• create and explain a systematic diagram of the five components of health related fitness.

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).

The student can

• identify/list the specific physical activity that enhances the five components of health related fitness.

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).

The student can

• identify/list the specific physical activity that enhances at least three components of health related fitness.

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).

The student can

•  identify/list the specific physical activity that enhances at least two  components of health related fitness.

Physical Education PED-07 Targeted Benchmarks
Standard 5: Behavior in Physical Activity
Students exhibit responsible personal and social behavior in physical activity settings.

PED-07.5.01 Demonstrate self-control (e.g., positive attitude, sportsmanship, etiquette) during physical activities.

Student Learning Targets:

Knowledge Targets

• I can describe what self control during physical activities looks like.
• I can

Reasoning Targets

• I can differentiate between appropriate and inappropriate personal and social behaviors in physical activity settings.
• I can

Skills (Performance) Targets

• I can apply self control during physical activities.
• I can

Product Targets

• I can exhibit responsible personal and social behavior in physical activity settings.
• I can

Standard 1:

Movement Forms

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

Physical Education PED-07 Targeted Benchmarks
Standard 1: Movement Forms
Students demonstrate motor skills and movement patterns needed to perform a variety of physical activities.

PED-07.1.01 Demonstrate a variety of rhythmic movements (e.g., dance, jump rope routine, motions of any skill in a sport or activity).

Student Learning Targets:

Knowledge Targets

• I can identify the benefit of rhythmic movements of sports and activity.

Reasoning Targets

• I can explain the skill-related fitness benefits of sports and activity.

Skills (Performance) Targets

• I can perform a variety of rhythmic movements in a sport or activity.

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.

The student can

• demonstrate and apply rhythmic movements during sports or activities.

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

The student can:

• demonstrate a variety of rhythmic movements in sports or activity.

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).

The student can

•  identify the benefits of rhythmic movement in sport or activity.

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).

The student can

• partially identify the benefits of rhythmic movement in sport or activity.

Standard 2:

Movement Concepts

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

Physical Education PED-07 Targeted Benchmarks
Standard 2: Movement Concepts
Students understand and apply movement concepts, principles, strategies, and tactics to learn and perform physical.

PED-07.2.01 Apply the principles of training and conditioning (e.g., using target heart rate zone to monitor intensity, warm up and cool down) to various activities oordination, power, speed, reaction time).

Student Learning Targets:

Knowledge Targets

• I can
• I can

Reasoning Targets

• I can
• I can

Skills (Performance) Targets

• I can
• I can

Product Targets

• I can
• I can