Archived PED Gr07 Standards "I can...statements"


great seal of nd logoGrade 07 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.

Phyical Education 7 (Master Course)

Course Introduction

PED Prioritized Benchmarks

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PED-07.4.01

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-07.4.01 Analyze the body’s physiological response to various types of exercise or activity (e.g., maintaining target heart rate zone in a variety of activities).

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
Rubric - Resources

PED-07.4.02

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.

Proficiency Scale

Score   PED-7.4.2 Identify physical activities that enhance each component of health-related fitness (e.g., swimming and jogging for cardio-respiratory fitness). 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.

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.
-
  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).

The student can

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

The student can

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

The student can

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

The student can

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

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


PED-07.5

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 5:

Behavior in Physical Activity

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

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


PED-07.5.01

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
Rubric - Resources

PED-07.5.02

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

PED-07.5.02 Demonstrate appropriate conflict resolution skills (e.g., using “I” messages, allowing the right to agree and disagree).

Student Learning Targets:

Knowledge Targets

  • I can identify conflict resolution options.
  • I can

Reasoning Targets

  • I can choose an appropriate conflict resolution strategies.
  • I can

Skills (Performance) Targets

  • I can apply proper conflict resolution skills.
  • I can

Product Targets

  • I can perform appropriate conflic resolution skills using "I" messages and allowing the right to agree and disagree.
  • I can
Rubric - Resources


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