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Physical Education Standard-Based Assessment Tool

Pre-Kindergarten – High School

Aligned with the Maryland State Curriculum

Copyright, July 30, 2011

Prince George’s County Public Schools

PGIN – 7690-9983

Board of Education of Prince George’s County, Maryland

Physical Education – Standards Based Assessment Tool Prince George’s County Public Schools

BOARD OF EDUCATION

OF

PRINCE GEORGE’S COUNTY, MARYLAND

Verjeana M. Jacobs, Esq., Chair

Ron L. Watson, Ph.D., Vice Chair

Donna Hathaway Beck

Pat J. Fletcher

Heather Iliff

R. Owen Johnson, Jr.

Rosalind A. Johnson

Linda Thornton Thomas

Amber P. Waller

Edward Burroughs III, Student Board Member

William R. Hite, Jr., Ed.D., Superintendent of Schools

Bonita Coleman-Potter, Ph.D., Deputy Superintendent

A. Duane Arbogast, Ed.D., Chief Academic Officer

Gladys Whitehead, Ph.D., Director, Curriculum and Instruction

Kara Miley-Libby, Ed.D., Coordinating Supervisor, Academic Programs

Amy Wiley, Instructional Specialist for Physical Education

Scott Geist, Instructional Specialist for Adapted Physical Education


Acknowledgements

We wish to thank the following teachers and support staff under the direction of Amy Wiley, Supervisor of Physical Education and Scott Geist, Instructional

Specialist of Adapted Physical Education.

Project Manager: Brad Weiner, Physical Educator/Adapted Physical Educator

Rosanne Viveiros, Administrative Assistant

Jody Duff, Physical Educator/Adapted Physical Educator

Mackenzie Kellman, Physical Educator/Adapted Physical Educator

Kira Labagh, Physical Educator/Adapted Physical Educator

Jeff Lamanca, Physical Educator/Adapted Physical Educator

Melanie McManus, Physical Educator/Adapted Physical Educator

Matthew Shutt, Physical Educator/Adapted Physical Educator

Laura Barrett-Sommerville, Physical Educator/Adapted Physical Educator


Table of Contents

Maryland State Physical Education Curriculum Framework Standards i

Levels of Evidence Defined ii

Score and Sequence Pre-Kindergarten – 12th Grade iii

Pre-Kindergarten/Kindergarten 1

First Grade 23

Second Grade 40

Third Grade 52

Fourth Grade 64

Fifth Grade 75

Sixth Grade 88

Seventh Grade 100

Eighth Grade 109

High School 118

Worksheets 127

Promoting Fitness…………………128 F.I.T.T Principle…………..……….138 Wellness………………………………..149

Socially Appropriate Behaviors…..129 Effort………………………………..139 Injury Prevention……………….….…..150

Promoting Fitness…………...........130 Intensity, Time, Type……………..140 Self and Peer Assessment…….....…..151

Nutrition……………………………..131 Hydration…………………………..141 F.I.T.T Guidelines…….…………….....152

Socially Appropriate Behaviors…..132 Sportsmanship-……………………142 Stretching…………….…………………153

Effects of Physical Activity………..133 Corrective Feedback……………..143 Time Management………………….…154

Muscular Endurance………………134 Exercise Affects the Body……….144 Improvement Plan……………………..155

Force Production…………………..135 F.I.T.T Guidelines………………...145 Reviewing the Personal Fitness……..156

Peer Feedback…………………….136 Muscular Strength/Endurance…..146 Obtaining your Fitness Goal………….157

Nutrition and Physical Activity……137 Training Principles………………..147

Skill Related Principles…………..148

Resolving Conflict……………………..158

Personal Fitness Plan…………………159

Physical Education – Standards Based Assessment Tool i Prince George’s County Public Schools

Maryland State Physical Education Curriculum Framework Standards

Standard I: Skillfulness – Students will demonstrate the ability to enhance their performance of a variety of physical skills by

developing fundamental movement skills, creating original skill combinations, combining skill effectively in skill themes, and

applying skills.

Standard Il: Biomechanical Principles – Students will demonstrate an ability to use the principles of biomechanics to generate

and control force to improve their movement effectiveness and safety.

Standard III: Motor Learning Principles – Students will demonstrate the ability to motor skill principles to learn and develop

proficiency through frequent practice in which skills are repeatedly performed correctly in a variety of situations.

Standard IV: Exercise Physiology – Students will demonstrate the ability to use scientific principles to design and participate in

a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and

physical performance in a variety of academic, recreational, and life tasks.

Standard V: Physical Activity - Students will demonstrate an ability to use the principles of exercise physiology, social

psychology, and biomechanics to design and adhere to a regular, personalized, purposeful program of physical activity

consistent with their health, performance, and fitness goals in order to gain health and cognitive/academic benefits.

Standard VI: Social Psychological Principles – Students will demonstrate the ability to use skills essential for developing self-

efficacy, fostering a sense of community, and working effectively with others in physical activity settings.

Physical Education – Standards Based Assessment Tool ii Prince George’s County Public Schools

Level of Evidence Defined

Not Evident Developing *Consistent Authentic

1 2 3 4

The student is unable to

demonstrate the appropriate

skills, principles and concepts

for any of the essential

components.

The student attempts to



of the essential components

in an isolated setting.

The student is able to



for most of the essential

components in an isolated

setting.

The student is able to apply

the appropriate skills,

principles and concepts for all

the essential components in a

practical setting.

*Isolated Setting: The student is asked to demonstrate the skill, principles and/or concept in a repetitive setting (practice or

drill) without change.

*Practical Setting: The student is asked to apply the skill, principles and/or concept in a realistic setting (lead-up game,

activity, dance/exercise routine) that allows for change and creativity.

*A score of 3 (consistent) is required to meet the performance standard for the identified grade level skill.

State Curriculum Link (S.C.L): The numbers and letters following the performance standard indicate the direct

link to the Maryland state curriculum.

Physical Education – Standards Based Assessment Tool iii Prince George’s County Public Schools

Physical Education Standards Based Assessment Tool

Score and Sequence Pre-Kindergarten – 12th Grade

Key to Scope and Sequence

Object Control Body Control Affective Cognitive

Pre-K 1st 2nd 3rd 4th 5th 6th 7th 8th High School

Catching

Bounced Ball

Catching Self

Tossed Ball

Catching

Overhand

Thrown Ball

Throwing a

Frisbee/Disc

Rolling a Ball

Overhand

Throw

Overhand Throw Overhand Throw Throws Various

Objects

Throwing to a

Moving Target

Underhand Toss

Striking with

hand

Striking with

Short Implement

Striking with

Long Implement

Handling a Long

Implement

Underhand

Serve

Accuracy with

Hand or

Implement

Striking with

foot

Kicking Kicking Dribble with

Feet

Walking

Running Leaping

Jumping

Hopping Hopping

Galloping Sliding –

Skipping

Spatial

Awareness

Personal Social

Awareness

Non-Locomotor

Movement

Dynamic

Balance

Tumbling

Gymnastics

Tumbling

Gymnastics

Body

Positioning

Personal-Social Sportsmanship Sportsmanship

– Empathy

Conflict

Resolution

Conflict

Resolution

Social

Inclusiveness

Social

Appropriate

Behavior

Safety Injury

Prevention

Stress

Reduction

Body Part

Identification

Physical Education – Standards Based Assessment Tool iv Prince George’s County Public Schools






Imitation Imitation and

Balance

Promoting

Fitness

Promoting

Fitness

Muscular

Endurance

Muscular

Strength and

Endurance

Aerobic Fitness Stretching Aerobic Fitness

– Muscular

Strength and

Endurance –

Personal

Fitness

Exercise

Adherence

Aerobic Fitness Effects of

Physical

Activity

Effects of

Physical

Activity

Pacing Aerobic vs

Anaerobic

Exercise Effects

on the Body

Effects of

Physical

Activity

Hand Dribbling Hand Dribbling

Force

Production

Force

Production

Object

Manipulation

Force

Absorption

Skill Cues Skill

Combination

Integrated

Movements

Nutrition Nutrition and

Physical

Activity

Hydration Wellness Personal

Lifelong Fitness

Selection

Corrective

Feedback

Peer Feedback Corrective

Feedback

Corrective

Feedback

Self and Peer

Assessment

Peer

Assessment

Rhythms Sequencing

Rhythmic

Movement

Rhythmic

Movement

Intensity/Type

Intensity/Type/

Time

FITT Guidelines Training

Principles

FITT Guidelines Personal

Fitness Plan

Defensive

Strategy for

Invasion Games

On the Ball

Strategies

Defensive

Tactical Skills

Flexibility

Skill

Improvement

Effort

Physical Education – Standards Based Assessment Tool v Prince George’s County Public Schools






Offensive

Strategy for

Invasion

Games

Off the Ball

Strategies

Offensive

Tactical Skills

Time

Management

Time

Management

Offensive

Strategy for

Net/Wall

Games

Skill Related

Fitness

Appropriate

Practice

Apply Practice

Plan

Law of Motion

and

Performance

Shooting a

Basketball from

a Stationary

Position

Shooting a

Layup in

Basketball

Volleyball

Skills

Physical Education – Standards Based Assessment Tool 1 Prince George’s County Public Schools

Pre-Kindergarten

Kindergarten


Pre-Kindergarten/Kindergarten - (Running)

State Standard: I. Skillfulness

Topic Area: I.A. Fundamental Movement

Performance Standard:

The student will demonstrate the locomotor skill of running for a distance of 25 feet. (S.C.L: I.A.1.a)

Criteria for Competence:

Essential Components of Running

Head is up and eyes are looking forward to avoid obstacles and peers

Arms and legs move with opposition

Shows flight phase (both feet off ground)

Demonstrates heel or toe contact with floor (not flat footed)

Level Level of Evidence Criteria

1 Not Evident The student is unable to demonstrate any of the essential components of running.

2 Developing The student is able to demonstrate two of the essential components of running.

3 Consistent The student is able to demonstrate three to four of essential components of running.

4 Authentic The student is able to demonstrate all the essential components of running in a practical setting.

Assessment Opportunities:

Warm-up

Relay race

Movement to music


Pre-Kindergarten/Kindergarten – (Jumping)




The student will demonstrate the locomotor skill of jumping. (S.C.L: I.A.1.a)


Essential Components of Jumping

Demonstrates knee flexion and extension

Demonstrates arm placement behind body

Shows flight phase (takes off and lands on two feet)

Lands on feet maintaining balance


1 Not Evident The student is unable to demonstrate any of the essential components for the skill of jumping.

2 Developing The student is able to demonstrate two of the essential components of jumping.

3 Consistent The student is able to demonstrate at least three of the essential components (shows flight phase is required as

one component) of jumping.

4 Authentic The student is able to demonstrate all of the essential components of jumping in a practical setting.


Warm-up

Jumping over obstacles

Movement to music


Pre-Kindergarten/Kindergarten – (Hopping)

State Standard: I. Skillfulness/II. Biomechanical Principles

Topic Area: I.A. Fundamental Movement/II.B. Balance


The student will demonstrate the locomotor skill of hopping at least three consecutive times. (S.C.L: I.A.1.a)

The student will demonstrate static and dynamic balance. (S.C.L.: II.B.1.a)


Essential Components of Hopping

Maintains balance on support foot

Shows flight phase (takes off one foot and lands on same foot)

Demonstrates knee flexion and extension on support foot

Uses flexed arms and non-support leg to propel body


1 Not Evident The student is unable to demonstrate any of the essential components for the skill of hopping.

2 Developing The student is able to demonstrate one to two of the essential components (maintaining balance on support foot is

required as one component) of hopping.

3 Consistent The student is able to demonstrate at least three of the essential of hopping.

4 Authentic The student is able to demonstrate all the essential components of hopping in a practical setting.


Warm-up

Movement to music


Pre-Kindergarten/Kindergarten - (Walking)




The student will demonstrate the locomotor skill of walking for a distance of 25 feet. (S.C.L: I.A.1.a)


Essential Components of Walking

Arms and legs move with opposition

Demonstrates heel or toe contact with floor (not flat footed)

Head is up and eyes are looking forward to avoid obstacles and peers

Maintains body control while changing speed and direction


1 Not Evident The student is unable to demonstrate any of the essential components for the skill of walking.

2 Developing The student is able to demonstrate one to two of the essential components of walking.

3 Consistent The student is able to demonstrate at least three of the essential components of walking.

4 Authentic The student is able to demonstrate all of the essential components of in a practical setting.


Warm-up

Movement to music


Pre-Kindergarten/Kindergarten - (Galloping)




The student will demonstrate the locomotor skill of galloping for a distance of 10 feet. (S.C.L: I.A.1.a)


Essential Components of Galloping

Hips and lead toe facing in forward direction

Demonstrates the step together pattern (maintaining the same lead foot)

Demonstrates rhythmic pattern

Demonstrates a flight phase


1 Not Evident The student is unable to demonstrate any of the essential components for the skill of galloping.

2 Developing The student is able to demonstrate one to two of the essential components of galloping.

3 Consistent The student is able to demonstrate at least three of the essential components of galloping.

4 Authentic The student is able to demonstrate all of the essential components of galloping in a practical setting.


Warm-up

Relay race

Movement to music


Pre-Kindergarten/Kindergarten - (Spatial Awareness)

State Standard: I. Skillfulness/ II. Biomechanical Principles/VI: Social Psychological Principles

Topic Area: I.A. Fundamental Movement/ II.A. Effects on Objects/ VI.A Safety in Physical Activity


The student will safely demonstrate moving through space while changing directions and speeds. (S.C.L: I.A.1.b/II.A.1.a.b.c/VI.A.1)


Essential Components of Spatial Awareness

Visually attends to the environment

Safely moves through space without touching peers/objects

Changes speeds effectively (fast to slow and slow to fast)

Changes directions effectively (forwards, backwards, sideways)


1 Not Evident The student is unable to demonstrate any of the essential components for spatial awareness.

2 Developing The student demonstrates one to two of the essential of spatial awareness.

3 Consistent The student demonstrates at least three of the essential components (visually attends to the environment and

safely moves through space without touching peers/objects are required as two of the components) of spatial

awareness.

4 Authentic The student is able to apply all the essential components of spatial awareness in a practical setting.


Warm-up

Movement to music


Pre-Kindergarten/Kindergarten - (Personal Spatial Awareness)

State Standard: I. Skillfulness/ II. Biomechanical Principles

Topic Area: I.A. Fundamental Movement/II.A. Effects on Objects


The student will demonstrate personal spatial awareness while moving with body control at various levels. (S.C.L: I.A.1.b.c/II.A.1.d)


Essential Components of Personal Spatial Awareness

Safely raises and lowers center of gravity to avoid obstacles

Demonstrates non-locomotor movements maintaining personal space

Able to change levels to avoid obstacles

Makes adjustments to maintain personal space


1 Not Evident The student is unable to demonstrate any of the essential components for personal spatial awareness.

2 Developing The student is able to demonstrate one to two of the essential components of personal spatial awareness.

3 Consistent The student is able to demonstrate at least three of the essential components of personal spatial awareness.

4 Authentic The student is able to apply all the essential components of personal spatial awareness in a practical setting.

Assessment Opportunities

Warm-up

Movement to music

Follow the leader

Simon says


Pre-Kindergarten/Kindergarten - (Non-Locomotor Movements)




The student will demonstrate the non-locomotor skills of stretching, bending and twisting. (S.C.L: I.A.1.c)


Essential Components of Non-Locomotor Movements

Maintains base of support

Demonstrates conceptual knowledge of space

Demonstrates the ability to maintain each movement pattern for five seconds

Sequences three non-locomotor movement patterns


1 Not Evident The student is unable to demonstrate any of the essential components for non-locomotor movement patterns.

2 Developing The student is able to demonstrate one to two of the essential components (maintains a base of support is required

as one component) for non locomotor movements.

3 Consistent The student is able to demonstrate at least three of the essential components (maintains a base of support is

required as one component) for non locomotor movements.

4 Authentic The student is able to demonstrate all the essential components for non-locomotor movements in a practical

setting.


Warm-up

Stationary movement to music

Follow the leader in place

Simon says (Stationary movements)


Pre-Kindergarten/Kindergarten – (Body Part Identification)


Topic Area: I.B. Creative Movement /I.C Skill Themes


The student will identify different body parts by moving and balancing in a variety of ways. (S.C.L: I.B.1.a/I.C.1.e)


Essential Components of Body Part Identification

Identifies 10 body parts by touch

Isolates body part movement

Balances on body parts using one, two, three and four surface contact points

Combines body part movements


1 Not Evident The student is unable to demonstrate any of the essential components for body part identification.

2 Developing The student demonstrates one to two of the essential components (identifies 10 body parts by touch is required as

one component) for body part identification.

3 Consistent The student is able to demonstrate at least three of the essential components for body identification (identifies10

body parts by touch and isolates body part movement are required as two components) for body part identification.

4 Authentic The student is able to demonstrate all the essential components for body identification in a practical setting.


Warm-up

Movement to music

Beanbag balance placement

Hula hoop activities

Follow the leader

Simon says

Animal walks


Pre-Kindergarten/Kindergarten - (Catching Bounced Ball)


Topic Area: I.C. Skill Themes


The student will demonstrate catching a bounced ball five consecutive times. (S.C.L: I.C.1.c)


Essential Components of Catching a Bounced Ball

Visually tracks ball into body/hands

Demonstrates ready position with hands in front of body

Demonstrates appropriate reaction and absorbs ball into body/hands

Catches a self-bounced ball five consecutive times

Catches a ball bounced from another person five consecutive times


1 Not Evident The student is unable to demonstrate any of the essential components for catching a bounced ball.

2 Developing The student demonstrates one to two of the essential components (visually tracks ball into body/hands is required

as one component) for catching a bounced ball.

3 Consistent The student demonstrates at least four essential components (visually tracks ball into body/hands and

demonstrates ready position with hands in front of body are required as two components) for catching a bounced

ball.

4 Authentic The student is able to demonstrate all the essential components of catching a bounced ball in a practical setting.


Follow the leader

Bouncing ball in relationship to a hula hoop (Inside and around the hula hoop)


Pre-Kindergarten/Kindergarten - (Rolling a Ball)




The student will demonstrate rolling a ball with one hand toward a stationary target, 10 feet away. (S.C.L: I.C.1.a)


Essential Components of Rolling a Ball

Body in line with target

Lowers body toward ground

Arm swings back to front on preferred side of body

Releases ball toward target


1 Not Evident The student is unable to demonstrate any of the essential components for rolling a ball.

2 Developing The student demonstrates one to two of the essential components of rolling a ball.

3 Consistent The student demonstrates at least three essential components of rolling a ball.

4 Authentic The student is able to demonstrate all the essential components of rolling a ball in a practical setting.


Rolling towards a target (Bowling pins, Person, Two Cones)

Clean up the trash (Roll ball under the net)


Pre-Kindergarten/Kindergarten - (Overhand Throw)




The student will demonstrate throwing a ball overhand using his/her preferred hand toward a target five feet away. (S.C.L: I.C.1.d)


Essential Components of the Overhand Throw

Body in line with the target

Steps towards target (with either foot)

Demonstrates elbow flexion and extension toward target

Demonstrates follow through across body


1 Not Evident The student is unable to demonstrate any of the essential components for the overhand throw.

2 Developing The student demonstrates one to two of the essential components for the overhand throw.

3 Consistent The student demonstrates at least three essential components (demonstrates follow through across body is

required as one component) for the overhand throw.

4 Authentic The student is able to demonstrate all the essential components for the overhand throw in a practical setting.


Throw into the trash can

Throw to a target (Peer, Wall)


Pre-Kindergarten/Kindergarten - (Underhand Toss)




The student will demonstrate tossing a small object underhand using the preferred hand toward a target five feet away. (S.C.L: I.C.1.d)


Essential Components for the underhand toss

Body in line with target

Steps towards target (with either foot)

Arm swings back to front on preferred side of body

Releases ball upwards toward target


1 Not Evident The student is unable to demonstrate any of the essential components for the underhand toss.

2 Developing The student demonstrates one to two of the essential components for the underhand toss.

3 Consistent The student demonstrates at least three essential components for the underhand toss.

4 Authentic The student is able to demonstrate all the essential components for the underhand toss in a practical setting.


Bean bag into hula hoop

Tossing with a partner

Tossing to knockdown pins or empty soda bottles


Pre-Kindergarten/Kindergarten - (Striking Object with Hand)




The student will demonstrate striking a stationary object at waist height with the hand. (S.C.L: I.C.1.b)


Essential Components of Striking Object with Hand

Demonstrates side orientation

Demonstrates horizontal arm swing

Demonstrates body rotation in hips and shoulders

Makes contact with the object



1 Not Evident The student is unable to demonstrate any of the essential components for striking an object with his/her hand.

2 Developing The student demonstrates one to three of the essential components for striking an object with his/her hand.

3 Consistent The student demonstrates at least four essential components (making contact with the object is required as one

component) for striking an object with his/her hand.

4 Authentic The student is able to demonstrate all the essential components for striking an object with his/her hand in a

practical setting.


Striking a suspended ball

Striking an object on a tee or cone


Pre-Kindergarten/Kindergarten - (Striking Object with Foot)




The student will approach and strike a stationary ball with foot toward a target. (S.C.L: I.C.1.b)


Essential Components of Striking Object with Foot

Continuous approach to the ball

Non-striking foot is planted next to the ball

Makes contact with the ball

Ball travels in direction of the target


1 Not Evident The student is unable to demonstrate any of the essential components for striking an object with foot.

2 Developing The student demonstrates one to two of the essential components for striking an object with foot.

3 Consistent The student demonstrates at least three essential components (making contact with the ball and having the ball

travel in the direction of the target are required as two components) for striking an object with foot.

4 Authentic The student is able to demonstrate all the essential components for striking an object with foot in a practical setting.

*Place ball on object to keep it stationary (Beanbag, Ring)


Strike a suspended ball sitting on the floor

Striking object towards target (Pin or cones)

Striking object with a partner


Pre-Kindergarten/Kindergarten - (Imitation)

State Standard: III. Motor Learning Principles

Topic Area: III.A. Appropriate Practices


The student will accurately imitate teacher led fundamental motor skill movement patterns. (S.C.L: III.A.1.a)


Essential Components of Imitation

Imitates three unilateral motor skill movement patterns (one side of the body)

Imitates three bilateral motor skill movement patterns (both sides of the body)

Imitates two cross midline motor skill movement patterns (across the center of the body)

Imitates basic fundamental motor skill movement patterns (unilateral, bilateral and crossing midline) using at least five

combinations


1 Not Evident The student is unable to demonstrate any of the essential components of imitation.

2 Developing The student is able to demonstrate one to two of the essential components of imitation.

3 Consistent The student is able to demonstrate at least three essential components of imitation.

4 Authentic The student is able to demonstrate all the essential components of imitation in a practical setting.


Follow the leader (Copy teacher or peers movements)

Warm-up

With a video


Pre-Kindergarten/Kindergarten – (Dynamic Balance)

State Standard: II. Biomechanical Principles

Topic Area: II.B. Balance


The student will walk along a line that is less than five inches wide for a distance of six feet. (S.C.L: II.B.1.a)


Essential Components of Dynamic Balance

Walks following a line with a wide base of support (foot placement on either side of the line)

Walks following a line where only one foot makes contact with the line

Walks a line without changing the lead foot either facing sideways or forward

Walks a line using an alternating foot pattern

Walks a line using the heel-toe technique


1 Not Evident The student is unable to demonstrate any of the essential components for dynamic balance.

2 Developing The student is able to demonstrate one to two of the essential components for dynamic balance.

3 Consistent The student is able to demonstrate three to four essential components for dynamic balance.

4 Authentic The student is able to demonstrate all the essential components for dynamic balance in a practical setting.


Walk along lines or tape on the floor (Act as cars on the road)

Walk along elevated surface (Balance beam, Rail road ties, Curbs)


Pre-Kindergarten/Kindergarten – (Promoting Fitness)

State Standard: IV. Exercise Physiology

Topic Area: IV.C. Components of Fitness


The student will identify and demonstrate activities that promote physical fitness for a healthy lifestyle. (S.C.L: IV.C.1.a)


Essential Components of Promoting Fitness

Participates in physical activities that promote fitness

Identifies and demonstrate one activity that promotes fitness

Identifies and demonstrate multiple activities that promote fitness

Discriminates between activities that promote fitness versus activities that are sedentary


1 Not Evident The student is unable to demonstrate any of the essential components for promoting fitness.

2 Developing The student is able to demonstrate two of the essential components (participates in physical activities that promote

fitness and identifies and demonstrates one activity that promotes fitness are required as two components) for

promoting fitness.

3 Consistent The student is able to demonstrate the essential components (participates in physical activities that promote fitness

and identifies and demonstrates multiple activities that promotes fitness are required as two components) for

promoting fitness.

4 Authentic The student is able to demonstrate all the essential components for promoting fitness.


Sorting pictures of fitness activities versus sedentary activities

Individual dialogue

Paper assessment (See Worksheet Page: 128)


Pre-Kindergarten/Kindergarten – (Aerobic Fitness)

State Standard: V. Physical Activity

Topic Area: V.A. Aerobic Fitness


The student will sustain consistent movement for three consecutive minutes during aerobic fitness activities. (S.C.L: V.A.1.a)


Essential Components of Aerobic Fitness

Demonstrates aerobic fitness for part of the activity

Demonstrates aerobic fitness for the full activity with rest breaks

Demonstrates aerobic fitness for the full activity without rest breaks

Demonstrates the ability to continue aerobic fitness beyond the time period of the activity


1 Not Evident The student is unable to demonstrate any of the essential components for aerobic fitness.

2 Developing The student is able to demonstrate one to two of the essential components for aerobic fitness.

3 Consistent The student is able to demonstrate three of the essential components for aerobic fitness.

4 Authentic The student is able to demonstrate all the essential components of aerobic fitness.


Sorting pictures of fitness activities and sedentary activities

Pointing to pictures of fitness activities and sedentary

Individual dialogue

Use paper assessment


Pre-Kindergarten/Kindergarten – (Personal Social Skills)

State Standard: VI. Social Psychological Principles

Topic Area: VI.C. Cooperation and Responsibility


The students will demonstrate appropriate social interaction and cooperation through verbal and non-verbal communication. (S.C.L: VI.C.1)


Essential Components of Personal Social Skills

Follows teacher directed commands to show appropriate social interaction and cooperation

Self-initiates appropriate social interaction and cooperation

Promotes peers to demonstrate appropriate social interaction and cooperation


1 Not Evident The student is unable to demonstrate any of the essential components for personal social skills.

2 Developing The student demonstrates one of the essential components for personal social skills.

3 Consistent The student demonstrates two of the essential components for personal social skills.

4 Authentic The student is able to demonstrate all the essential components for personal social skills.


Integrate cooperative activities

Integrate partner games

Teacher keeps running record (See Worksheet Page: 129)


Pre-Kindergarten/Kindergarten – (Socially Appropriate Behavior)




The students will demonstrate cooperation, respect, and responsibility to interact positively with others. (S.C.L: VI.C.1.a)


Essential Components of Socially Appropriate Behavior

Keeps body parts and fluids to self

Shares equipment

Takes turns appropriately

Follows directions the first time given


1 Not Evident The student is unable to demonstrate any of the essential components for socially appropriate behaviors.

2 Developing The student demonstrates one of the essential components (keeping body parts and fluids to self is required as the

component) for socially appropriate behaviors.

3 Consistent The student demonstrates two essential components (keeping body parts and fluids to self is required as one

component) for socially appropriate behaviors.

4 Authentic The student is able to demonstrate all the essential components for socially appropriate behaviors.


Uses a running record (See Worksheet Page: 129)

Cooperative activities

Turn taking activities

Partner games


First Grade


First Grade - (Sliding)




The student will demonstrate the locomotor skill of sliding for a distance of 10 feet. (S.C.L: I.A.1.a)


Essential Components of Sliding

Hips, shoulders and toes face perpendicular to the direction of travel

Maintains a step-close-step pattern (feet don’t cross)

Demonstrates rhythmic pattern

Moves in either direction (left and right)


1 Not Evident The student is unable to demonstrate any of the essential components for the skill of sliding.

2 Developing The student is able to demonstrate one to two of the essential components of sliding.

3 Consistent The student is able to demonstrate at least three of the essential components of sliding.

4 Authentic The student is able to demonstrate all the essential components of sliding in a practical setting.


Warm-up

Relay race

Movement to music


First Grade – (Hopping)


Topic Area: I.A. Fundamental Movement/II.B. Balance


The student will demonstrate the locomotor skill of hopping on dominant and non-dominant foot. (S.C.L: I.A.1.a.d)

The student will demonstrate static and dynamic balance. (S.C.L: II.B.1.a)


Essential Components of Hopping

Shows flight phase (takes off one foot and lands on same foot)

Uses flexed arms and non-support leg to propel body

Non-support leg behind the body

Hops on dominant and non-dominant foot 3 consecutive times


1 Not Evident The student is unable to demonstrate any of the essential components for the skill of hopping.

2 Developing The student is able to demonstrate one to two of the essential components of hopping.

3 Consistent The student is able to demonstrate at least three of the essential components (showing a flight phase is required as

one component) of hopping.

4 Authentic The student is able to demonstrate all the essential components of hopping in a practical setting.


Warm-up

Relay race

Movement to music


First Grade - (Skipping)




The student will demonstrate the locomotor skill of skipping for a distance of 10 feet. (S.C.L: I.A.1.a)


Essential Components of Skipping

Demonstrates arms and legs in opposition

Demonstrates step hop pattern

Drives non-support knee forward and upward to produce force

Demonstrates consistent step hop rhythmic pattern


1 Not Evident The student is unable to demonstrate any of the essential components for the skill of skipping.

2 Developing The student is able to demonstrate one to two of the essential components (demonstrates step hop pattern is

required as one component) of skipping.

3 Consistent The student is able to demonstrate at least three of the essential components of skipping.

4 Authentic The student is able to demonstrate all the essential components of skipping in a practical setting.


Warm-up

Relay race

Movement to music


First Grade - (Catching a Self Tossed Object)




The student will demonstrate catching a self-tossed object five consecutive times. (S.C.L: I.C.1.a)


Essential Components of Catching A Self-Tossed Object

Tosses object in upward manner

Visual tracks object in air

Demonstrates ready position (hands in front) and catches the self-tossed object

Catch a self-tossed object with hands only


1 Not Evident The student is unable to demonstrate any of the essential components for catching a self-tossed object.

2 Developing The student demonstrates one to two of the essential components (tosses an object in upward manner is required

as one component) of catching a self-tossed object.

3 Consistent The student demonstrates at least three essential components (tosses an object in upward manner and visually

tracking object in air are required as two components) of catching a self-tossed object.

4 Authentic The student is able to demonstrate all the essential components of catching a self-tossed object in a practical

setting.


Follow the leader

Follows teacher command/signal game

Catching self-tossed scarves, deflated balls, balloons


First Grade - (Overhand Throw)




The student will demonstrate throwing a ball overhand with opposition using the preferred hand toward a target 10 feet away. (S.C.L: I.C.1.b)




Steps towards target with opposition




1 Not Evident The student is unable to demonstrate any of the essential components for the overhand throw.

2 Developing The student demonstrates one to two of the essential components for the overhand throw.

3 Consistent The student demonstrates at least three essential components (demonstrates stepping with opposition towards

target and follow through across body are required as two components) for the overhand throw.



Throws to stationary target (Wall)

Throws to partner

Clean up the garbage (Throws over the net to other side)


First Grade - (Striking Object with Short Handled Implement)




The student will demonstrate striking an object with a short handled implement. (S.C.L: I.C.1.c)


Essential Components of Striking Object With Short Handled Implement

Demonstrates firm hand grasp with implement

Demonstrates visual tracking of object with arm swinging towards the object (eye-hand coordination)

Demonstrates body rotation with wind up and follow through

Strikes stationary object

Strikes slow moving object


1 Not Evident The student is unable to demonstrate any of the essential components for striking an object with a short handled

implement.

2 Developing The student demonstrates one to three of the essential components (demonstrates firm hand grasp with implement

is required as one component) for striking an object with a short handled implement.

3 Consistent The student demonstrates at least four essential components (demonstrates firm hand grasp with implement is

required as one component) for striking an object with a short handled implement.

4 Authentic The student is able to demonstrate all the essential components for striking an object with a short handled

implement in a practical setting.


Striking suspended objects

Striking object off a tee

Striking a slow moving object tossed (Balloon, Scarf, Beach ball, Ball that is soft)

Strike a ball slowly rolling on the floor


First Grade - (Kicking)


Area Topic: I.C. Skill Themes


The student will approach and strike a ball with the foot toward a target. (S.C.L: I.C.1.c)


Essential Components of Kicking

Non-striking foot is planted next to the ball

Makes contact with the ball with instep of foot

Ball travels in direction of the target

Strikes a stationary ball with a continuous approach

Strikes a slow moving ball with a continuous approach


1 Not Evident The student is unable to demonstrate any of the essential components of kicking.

2 Developing The student demonstrates one to two of the essential components (making contact with the ball with instep of foot

is one required components) of kicking.

3 Consistent The student demonstrates at least four essential components (making contact with the ball with instep of foot and

having the ball travel in the direction of the target are two required components) of kicking.

4 Authentic The student is able to demonstrate all the essential components of kicking in a practical setting.


Striking suspended objects on the floor

Striking object off a beanbag towards target

Striking a slow rolling ball towards target (Deflated ball, Beach ball, Ball that is soft)


First Grade - (Tumbling/Gymnastics)




The student will perform at least two tumbling rolls, balances, and weight transfers presented by the teacher. (S.C.L: I.C.1.d/e/f)


Essential Components of Tumbling/Gymnastics

Performs rolls (log roll, pencil roll, and/or egg roll)

Perform balances: stork balance (one foot on ground/other foot to knee), Airplane (lifts one straight leg behind body and leans

forward), and dog (on hands and knees lifting one leg straight behind)

Performs weight transfers: frog jump, switcheroo (hands on ground, kick one foot up and quickly switch to feet) and donkey

kick(hands on ground, kicks feet up and back)

Imitates a teacher directed sequence of 4 skills using a combination of rolls, weight transfers, and/or balance


1 Not Evident The student is unable to demonstrate any of the essential components for tumbling/gymnastics.

2 Developing The student demonstrates at least one skill from each of the first three essential components (one roll, one balance,

one weight transfer) of tumbling/gymnastics.

3 Consistent The student demonstrates at least two skills from each of the first three essential components (two rolls, two

balances, two weight transfers) of tumbling/gymnastics.

4 Authentic The student is able to demonstrate all of the essential components of tumbling/gymnastics.

*A wider variety of skills can be performed if mats are available (examples: forward roll, etc.)


Whole group teacher directed performance

Small group station practice


First Grade – (Hand Dribbling)


Topic Area: I.C. Skill Themes/ II.A. Effects on Objects


The student will demonstrate appropriate force and control to dribble a ball using the dominant hand four consecutive times. (S.C.L: I.C.1.c/II.A.1.a)


Essential Components of Hand Dribbling

Uses fingers to maintain control

Maintains control of the ball in front or the side of the body

Demonstrates a controlled dribble four consecutive times

Demonstrates a controlled dribble waist height


1 Not Evident The student is unable to demonstrate any of the essential components of hand dribbling.

2 Developing The student demonstrates one to two of the essential components (maintains control of the ball in front or the side

of the body is required as one component) of hand dribbling.

3 Consistent The student demonstrates three essential components (demonstrates a controlled dribble four consecutive times is

required as one component) of hand dribbling.

4 Authentic The student is able to demonstrate all the essential components of hand dribbling.


Hand dribbling inside a hula hoop

Dribbles on signal of teacher (Dribble..Dribble..Dribble..Dribble..Catch)


First Grade - (Force Production)


Topic Area: II.A. Effects on Objects


The student will understand and apply the appropriate amount of force necessary to perform a task. (S.C.L: II.A.1.a)


Essential Components of Force Production

Understands the difference of force needed to propel an object or self a further versus a shorter distance

Understands and applies the appropriate amount of force necessary to perform a task

Understands and applies the appropriate amount of force necessary to perform a task at various distances


1 Not Evident The student is unable to demonstrate any of the essential components of force production.

2 Developing The student demonstrates one to two of the essential components of force production.

3 Consistent The student demonstrates all of the essential components of force production.

4 Authentic The student is able to demonstrate all of the essential components of force production in a practical setting.


Tosses or throws beanbag to designated taped lines on the floor at various distances

Tosses or throws a ball from a variety of distance to a distances to a designated target on the wall

Jumps forward for various distances and jumps up for various heights


First Grade - (Skill Cues)




The student will demonstrate critical cues to perform a skill. (S.C.L: III.A.1):


Essential Components of Skill Cues

The student imitates critical cues to perform a skill

The student identifies critical cues for a skill

The student independently demonstrates critical cues to perform a skill


1 Not Evident The student is unable to demonstrate any of the essential components for skill cues.

2 Developing The student demonstrates one of the essential components for skill cues.

3 Consistent The student demonstrates at least two of the essential components for skill cues.

4 Authentic The student is able to demonstrate all of the essential components for skill cues.


During teacher demonstration

During teacher lead activity

During practice activity

Partner activity


First Grade – (Promoting Fitness)




The student will identify and demonstrate activities that promote cardiorespiratory endurance. (S.C.L: IV.C.1.a)


Essential Components of Promoting Fitness

Participate in physical activities that promote cardiorespiratory endurance

Identify and demonstrate one activity that promotes cardiorespiratory endurance

Identify and demonstrate multiple activities that promote cardiorespiratory endurance

Discriminate between activities that promote cardiorespiratory endurance versus activities that are sedentary


1 Not Evident The student is unable to demonstrate any of the essential components for cardiorespiratory endurance.

2 Developing The student is able to demonstrate two essential components (participates in physical activities that promote

cardiorespiratory endurance and identify and demonstrate one activity that promotes cardiorespiratory endurance

are required as two components) of promoting fitness.

3 Consistent The student is able to demonstrate two essential components (participates in physical activities that promote

cardiorespiratory endurance and identify and demonstrate multiple activities that promotes cardiorespiratory

endurance are required as two components) of promoting fitness.

4 Authentic The student is able to demonstrate all essential components of promoting fitness.


Sort pictures during movement activity

Shows pictures of the activities and have students chooses the indicated command

Teacher lead dialogue

Use paper assessment (See Worksheet Page: 130)


First Grade – (Nutrition)


Topic Area: IV.E. Nutrition and Physical Activity


The student identifies nutritious and junk food items. (S.C.L: IV.E.1.a)


Essential Components of Nutrition

Identifies three nutritious foods

Identifies three junk food items

Discriminates between five nutritious versus five junk food items

Identifies five nutritious foods he/she eats


1 Not Evident The student is unable to demonstrate any of the essential components for nutrition.

2 Developing The student demonstrates one to two of the essential components for nutrition.

3 Consistent The student demonstrates three of the essential components for nutrition.

4 Authentic The student is able to demonstrate all of the essential components for nutrition.


The students will search and retrieve nutritious food pictures mixed with junk food pictures




First Grade – (Effects of Physical Activity)


Topic Area: IV.A. Effects of Physical Activity on the Body


The student will locate their pulse to determine the heart’s response to aerobic activity. (S.C.L: IV.A.1.b)


Essential Components of Effects of Physical Activity

Imitates locating the pulse at neck or wrist

Locates pulse at neck or wrist

Discriminates between resting and active heart rate


1 Not Evident The student is unable demonstrate any of the essential components of effects of physical activity.

2 Developing The student demonstrates one essential component (imitates locating the pulse at the neck or wrist is required as

one component) of effects of physical activity.

3 Consistent The student demonstrates one essential component (locates the pulse at the neck or wrist is required as one

component) of effects of physical activity.

4 Authentic The student demonstrates all the essential components for the effects of physical activity.


Warm-up

Teacher led dialogue

Teacher demonstration

Give students activity choices where they have to identify if it will raise their heart rate


First Grade – (Flexibility)


Topic Area: V.C Flexibility


The students will identify and demonstrate activities that improve flexibility. (S.C.L: V.C.1.a)


Essential Components of Flexibility

Imitates activities that improve flexibility

Identifies and demonstrates activities that improve flexibility

Demonstrates activities that improve flexibility for specific muscles


1 Not Evident The student is unable to demonstrate any of the essential components of flexibility.

2 Developing The student demonstrates one of the essential components (imitates activities that improve flexibility is required as

one component) of flexibility.

3 Consistent The student demonstrates two of the essential components (imitates activities that improve flexibility and identifies

and demonstrates activities that improve flexibility are required as two components) of flexibility.

4 Authentic The student is able to demonstrate all the essential components of flexibility.


Warm-up

Teacher initiated stretching

Student led stretching

Tumbling/gymnastics

Yoga activities


First Grade – (Safety)


Topic Area: VI.A. Safety in Physical Activity


The students will demonstrate rules for safe participation in a physical activity setting. (S.C.L: VI.A.1.a)


Essential Components of Safety

Keeps hands, feet and objects to self

Uses equipment for intended purpose

Follows classroom rules

Demonstrates safe interaction with peers


1 Not Evident The student is unable to demonstrate any of the essential components for safety.

2 Developing The student demonstrates one to two of the essential components for safety.

3 Consistent The student demonstrates three of the essential components (keeping hands, feet and objects to self, using

equipment for intended purposes and following the classroom rules on a consistent basis are required as the three

components) of safety.

4 Authentic The student is able to demonstrate all the essential components for safety.



Partner activities


Develop class procedures


Second Grade


Second Grade - (Catching Overhand Thrown Ball)

State Standard: I. Skillfulness/ II. Biomechanical Principles

Topic Area: I.A. Fundamental Movement/ I.C. Skill Themes/ II.A. Effects on Objects


The student will demonstrate catching a four inch to eight inch ball thrown overhand from a distance of 10 feet. (S.C.L: I.A.1.d/I.C.1.a/II.A.1.b)


Essential Components of Catching Overhand Thrown Ball

Places hands and arms in front of body

Catches the ball with hands and body in a stationary position

Catches the ball with hands only in a stationary position

Demonstrates bending elbows to absorb the catch

Demonstrates proper hand position (pinkies close together when ball is low/thumbs close together when ball is high)


1 Not Evident The student is unable to demonstrate more than one of the essential components of catching an overhand thrown

ball.

2 Developing The student demonstrates two to three of the essential components (catches ball with hands and body in a

stationary position is a required as one component) of catching an overhand thrown ball.

3 Consistent The student demonstrates at least four essential components of catching an overhand thrown ball.

4 Authentic The student is able to demonstrate all the essential components of catching an overhand thrown ball in a practical

setting.


Catching with a partner

Catching challenge: Start catching with a partner at a close distance and back up further apart with success

Catch a ball thrown over a net


Second Grade - (Striking Object with a Long Handled Implement)


Topic Area: I.A. Fundamental Movement/ I.C. Skill Themes


The student will strike an object with a long handled implement while showing weight transfer. (S.C.L: I.A.1.d/I.C.1.c)


Essential Components of Striking Object with a Long Handled Implement

Demonstrates correct hand positioning

Demonstrates back swing

Demonstrates weight transfer from back to front foot

Demonstrates body rotation with follow through

Strikes object


1 Not Evident The student is unable to demonstrate any of the essential components for striking an object with a long handled

implement.

2 Developing The student demonstrates one to three of the essential components for striking an object with a long handled

implement.

3 Consistent The student demonstrates at least four essential components (demonstrates weight transfer from back to front foot

is required as one component) for striking an object with a long handled implement.

4 Authentic The student is able to demonstrate all the essential components for striking an object with a long handled

implement in a practical setting.


Lead up activity for tee-ball

Lead up activity for floor hockey

Lead up activity for badminton


Second Grade - (Rhythms)


Topic Area: I.B. Creative Movement


The student will smoothly change body movement while staying in time to music. (S.C.L: I.B.1.a)


Essential Components of Rhythms

Demonstrates non-locomotor movements in time to music

Demonstrates locomotor movements in time to music

Smoothly transitions between non-locomotor and locomotor movements in time to music

Smoothly transitions between non-locomotor and locomotor movements in various tempos


1 Not Evident The student is unable to demonstrate any of the essential components for rhythm.

2 Developing The student demonstrates one to two of the essential components for rhythm.

3 Consistent The student demonstrates three of the essential components for rhythm.

4 Authentic The student is able to demonstrate all of the essential components for rhythm in a practical setting.


Creating patterns with clapping, stomping, shaking to music

Locomotor movements to music (Stop and go)

Creative mixture of locomotor and non-locomotor movements (Teacher or student directed)


Second Grade - (Overhand Throw)


Topic Area: I.A. Fundamental Movements/ I.C. Skill Themes


The student will demonstrate throwing a ball overhand with opposition and shoulder rotation using his/her preferred hand in the direction of a target 30 feet away.

(S.C.L: I.A.1.d./I.C.1.b)




Steps towards target with opposition


Demonstrates shoulder rotation



1 Not Evident The student is unable to demonstrate more than one of the essential components for the overhand throw.

2 Developing The student demonstrates two to three of the essential components for the overhand throw.

3 Consistent The student demonstrates at least four essential components (demonstrates stepping with opposition towards

target and follow through across body are required as two components) for the overhand throw.


*Focus on the Form of the overhand throw versus the distance, Shorten the distance if necessary


Clean up the backyard

Throwing at stationary target (Wall)


Second Grade - (Tumbling/Gymnastics)




The student will develop a sequence of four tumbling/gymnastic skills in each area. (S.C.L: I.C.1.d)


Essential Components of Tumbling/Gymnastics

Performs a sequence of four rolls: log roll, pencil roll, and/or egg roll

Performs a sequence of four balances: stork balance (one foot on ground/other foot to knee), Airplane (lifts one leg straight

behind and leans forward), and dog (on hands and knees lifting one leg straight behind)

Performs a sequence of four weight transfers: frog jump and donkey kick(hands on ground kicks feet up and back)

Creates a sequence of four skills using at least one roll, one weight transfer, and one balance

*Skills can be repeated in a sequence


1 Not Evident The student is unable to demonstrate any of the essential components for tumbling/gymnastics.

2 Developing The student demonstrates one to two essential components of tumbling/gymnastics.

3 Consistent The student demonstrates three essential components of tumbling/gymnastics.

4 Authentic The student is able to demonstrate all of the essential components of tumbling/gymnastics.

*A wider variety of skills can be performed if mats are available (examples: forward roll, backward roll, tripod, etc.)


Students work in small group to create sequence of skills

Students work individually to create sequence of skills


Second Grade - (Balance)




The student will demonstrate static balance by imitating symmetrical and asymmetrical shapes presented by the teacher. (S.C.L: II.B.1.a)


Essential Components of Balance

Imitates symmetrical shapes while maintaining balance

Imitates asymmetrical shapes while maintaining balance

Imitates a combination of symmetrical and asymmetrical shapes while maintaining balance


1 Not Evident The student is unable to demonstrate any of the essential components for balance.

2 Developing The student demonstrates one essential component of balance.

3 Consistent The student demonstrates two essential components of balance.

4 Authentic The student is able to demonstrate all of the essential components of balance.


Warm-up

Teacher led activity

Tumbling/gymnastics

Students create combination of teacher-directed movements in group or individually


Second Grade - (Kicking)


Topic Area: I.A. Fundamental Movements


The student will kick a stationary ball using a rapid continuous approach. (S.C.L: I.A.1.d)


Essential Components of Kicking

Continuous stride into the kick with proper backswing

Support foot placed to side of the ball

Contact ball with instep(top of foot/shoelaces) and exhibits a follow through

Ball travels across target line between two cones that are at a distance of 10 feet away


1 Not Evident The student is unable to demonstrate any of the essential components for kicking.

2 Developing The student demonstrates one to two of the essential components (making contact with the ball with instep of

foot/shoelaces and exhibits a follow through is required as one component) for kicking.

3 Consistent The student demonstrates three of the essential components (a continuous stride into the kick with proper

backswing, support foot placed to side of the ball, and contact ball with instep(top of foot/shoelace)s and exhibits a

follow through are required as three components) of kicking

4 Authentic The student is able to demonstrate all the essential components for kicking in a practical setting.


Kicks object sitting on a beanbag (or the floor) in direction of target

Lead up game to soccer

Kicking towards a goal in a game

Kicking challenges towards a target


Second Grade - (Corrective Feedback)


Topic Area: III.B. Corrective Feedback


The student will accept and imitates verbal and visual corrective feedback to improve performance of a skill. (S.C.L: III.B.1)


Essential Components of Corrective Feedback

The student accepts corrective feedback

The student imitates the verbal and visual corrective feedback

The student applies the verbal and visual corrective feedback independently.


1 Not Evident The student is unable to demonstrate any of the essential components for corrective feedback.

2 Developing The student demonstrates one of the essential components for corrective feedback.

3 Consistent The student demonstrates two of the essential components for corrective feedback.

4 Authentic The student is able to demonstrate all of the essential components for corrective feedback.


Partner activity

Small group activity

Teacher observation through daily teaching practice


Second Grade – (Effects of Physical Activity)




The student will locate their pulse to determine the heart’s response to anaerobic activity. (S.C.L: IV.A.1.b)



Locates pulse at neck or wrist

Discriminates between resting and active heart rate

Knowledge of determining resting heart rate


1 Not Evident The student is unable to demonstrate any of the essential components for effects of physical activity.

2 Developing The student demonstrates one essential component (locates pulse at the neck or wrist is required as one

component) for effects of physical activity.

3 Consistent The student demonstrates two of the essential components (locates pulse at neck or wrist and discriminates

between resting and active heart rate) for effects of physical activity.

4 Authentic The student demonstrates all the essential components for the effects of physical activity.


Ask individual students to identify if a specific activity would raise their heart rate




Second Grade – (Muscular Endurance)


Topic Area: V.B Muscular Strength and Endurance


The student will identify and demonstrate activities that improve muscular endurance. (S.C.L: V.B.1.a)


Essential Components of Muscular Endurance

Imitates activities that improve muscular endurance

Identifies and demonstrates activities that improve muscular endurance

Demonstrates activities that improve muscular endurance for specific body parts


1 Not Evident The student is unable to demonstrate any of the essential components of muscular endurance.

2 Developing The student demonstrates one of the essential components (imitates activities that improve muscular endurance is

required as one component) of muscular endurance.

3 Consistent The student demonstrates two of the essential components (imitates activities that improve muscular endurance

and identifies and demonstrates activities that improve muscular endurance) of muscular endurance.

4 Authentic The student is able to demonstrate all the essential components for muscular endurance.


Identifying muscular endurance activities versus other activities



Warm-up

During fitness unit (Have students distinguish what activities improve muscular endurance for different parts of the body)


Second Grade – (Sportsmanship)




The student will demonstrate sportsmanship through creating a positive learning environment through gestures, expressions and/or verbal praise. (S.C.L: VI.C.1.b)


Essential Components of Sportsmanship

Engages in a positive learning environment without affecting the classroom dynamics

Demonstrates positive interaction when prompted

Creates a positive learning environment through gestures, expressions and/or verbal praise

Provides specific positive reinforcement/feedback to peers


1 Not Evident The student consistently creates a negative learning environment.

2 Developing The student demonstrates one to two of the essential components for sportsmanship.

3 Consistent The student demonstrates three of the essential components for sportsmanship.

4 Authentic The student demonstrates all of the essential components for sportsmanship.

* A developing score will be given to a student that doesn’t affect the learning environment negatively or positively (i.e.) students who keep to him/herself.


Teacher maintains running record

Teacher observation during daily teaching practice


Partner activities


Third Grade


Third Grade - (Leaping)




The student will demonstrate the locomotor skill of leaping over a low obstacle/line. (S.C.L: I.A.1.a)


Essential Components of Leaping

Take off on one foot and land on the other

Demonstrates elongated flight phase

Demonstrates dominant foot as the lead foot

Demonstrates non-dominant foot as the lead foot

Arms are up during the flight phase


1 Not Evident The student is unable to demonstrate more than one of the essential components for the skill of leaping.

2 Developing The student is able to demonstrate two to three of the essential components (demonstrates taking off on one foot

and landing on the other is required as one component) of leaping.

3 Consistent The student is able to demonstrate at least four of the essential components of leaping.

4 Authentic The student is able to demonstrate all the essential components of leaping in a practical setting.


Warm-up

Relay race

Movement to music


Third Grade - (Hand Dribbling while Moving)




The student will demonstrate dribbling with control using the dominant hand while moving. (S.C.L: I.C.1.a)


Essential Components of Hand Dribbling while Moving

Uses fingers to push ball

Keeps ball under control

Ball bounces at waist height consistently

Maintains movement with head up, looking in direction of movement

Dribbles a ball using the hand for a distance of 25 feet


1 Not Evident The student is unable to demonstrate any of the essential components for the skill of hand dribbling while moving. .

2 Developing The student is able to demonstrate two to three of the essential components (using fingers to push ball and keeps

ball under control are required as two components) of hand dribbling while moving.

3 Consistent The student is able to demonstrate at least four of the essential components of hand dribbling while moving.

4 Authentic The student is able to demonstrate using all the essential components of hand dribbling while moving in a practical

setting.


Hand dribbling around obstacles and/or peers

Warm-up

Relay race

Dribble from starting point to finishing point avoiding cones or stationary peers


Third Grade - (Dribbling with the Foot while Moving)




The student will demonstrate dribbling with control using the dominant foot while moving. (S.C.L: I.C.1.a)


Essential Components of Dribbling with the Foot while Moving

Keeps ball close to body

Keeps ball under control

Maintains movement with head up, looking in direction of movement

Moves at or faster than a jogging pace

Dribbles a ball using the foot for a distance of 25 feet


1 Not Evident The student is unable to demonstrate any of the essential components for the skill of dribbling with the foot while

moving.

2 Developing The student is able to demonstrate two to three of the essential components (keeps the ball close to body and

keeps ball under control are required as two components) of dribbling with the foot.

3 Consistent The student is able to demonstrate at least four of the essential components of dribbling with the foot.

4 Authentic The student is able to demonstrate all the essential components of dribbling with the foot in a practical setting.


Foot dribbling around obstacles and/or peers

Warm-up

Relay race

Dribble from starting point to finishing point avoiding cones or stationary peers


Third Grade – (Handling a Long Implement)




The student will demonstrate proper stick handling techniques when participating in group activities. (S.C.L: I.C.1.a)


Essential Components of Handling a Long Implement

Demonstrates proper grip

Demonstrates proper body position

Demonstrates control while in possession of the puck/ball

Demonstrates control of the puck/ball while moving through/around obstacles


1 Not Evident The student is unable to demonstrate any of the essential components of handling a long implement.

2 Developing The student demonstrates one to two essential components of handling a long implement.

3 Consistent The student demonstrates three to four of the essential components of handling a long implement.

4 Authentic The student is able to demonstrate all of the essential components of handling a long implement in a practical

setting.


Floor hockey

Field hockey

Pillow polo hockey

Maneuvering through a series of cones


Third Grade - (Sequencing Rhythmic Movements)


Topic Area: I.B. Creative Movements


The student will demonstrate a sequence of three individual rhythmic movements. (S.C.L: I.B.1.a)


Essential Components of Sequencing Rhythmic Movements

Demonstrates a sequence of two different movements

Demonstrates a sequence of three different movements

Demonstrates a sequence of four different movements


1 Not Evident The student is unable to demonstrate any of the essential components for sequencing rhythmic movements.

2 Developing The student is able to demonstrate one essential component for sequencing rhythmic movements.

3 Consistent The student is able to demonstrate two to three essential components for sequencing rhythmic movements.

4 Authentic The student is able to demonstrate all the essential components of sequencing rhythmic movements to music.


Students work in small groups

Students work individually

Students can create a sequence or retrieve it from memory

During rhythms and dance activities (With or without music or props)

Movements may include: Stomping, Clapping, Snapping, Turning, Kicking, Jumping, Etc.


Third Grade - (Force Production)




The student will demonstrate and explain how the speed of movement affects force production (S.C.L: II.A.1.b)


Essential Components of Force Production

Demonstrates and explains how the speed of essential body parts changes the speed of movement

Demonstrates and explains how the speed of an isolated body part affects the distance an object travels

Demonstrates and explains how the speed of an implement affects the distance an object travels


1 Not Evident The student is unable to demonstrate any of the essential components of force production.

2 Developing The student demonstrates one to two of the essential components of force production.

3 Consistent The student demonstrates three of the essential components of force production.

4 Authentic The student is able to demonstrate all of the essential components of force production in a practical setting.

*May demonstrate with any object conducive to space


Use written or verbal questions during individual or group discussion


Use during any manipulative activity


Third Grade - (Peer Feedback)




The student will provide appropriate corrective feedback in order to enhance the learning environment (S.C.L: III.B.1.a)


Essential Components of Peer Feedback

Provides reminders or cues to a peer about the class rules and/or procedures

Provides appropriate positive feedback to a peer based on performance

Provides appropriate corrective feedback to a peer for skill improvement


1 Not Evident The student is unable to demonstrate any of the essential components of peer feedback.

2 Developing The student demonstrates one to two of the essential components of peer feedback.

3 Consistent The student demonstrates three of the essential components of peer feedback.

4 Authentic The student is able to demonstrate all of the essential components of peer feedback in a practical setting.




Partner activities



Third Grade - (Nutrition and Physical Activity)




The student will explain the relationship between food consumption and its impact on activity (S.C.L: IV.E.1.a)


Essential Components of Nutrition and Physical Activity

Explains that eating nutritious food increases energy for an extended period of time

Explains that eating balanced portions throughout the day maintains energy levels

Explains the relationship between food consumption and amount of physical activity


1 Not Evident The student is unable to demonstrate any of the essential components of nutrition and physical activity.

2 Developing The student demonstrates one to two of the essential components of nutrition and physical activity.

3 Consistent The student demonstrates all of the essential components of nutrition and physical activity.

4 Authentic The student demonstrates all of the essential components of nutrition and physical activity in relation to personal

experiences.






Third Grade - (Intensity and Type)


Topic Area: IV.B. F.I.T.T Guidelines


The student will demonstrate their knowledge for the F.I.T.T guidelines of intensity and type (S.C.L: IV.B.1.a)


Essential Components of Intensity and Type

Explains the difference between high and low intensity activities

Explains how the type of exercise impacts intensity of exercise

Demonstrates the difference between high, medium and low intensity


1 Not Evident The student is unable to demonstrate any of the essential components of intensity and type.

2 Developing The student demonstrates one to two of the essential components of intensity and type.

3 Consistent The student demonstrates all of the essential components of intensity and type.

4 Authentic The student demonstrates all of the essential components of intensity and type in a practical setting.





Question and answer session

Exit ticket question

Fitness activities

Creative movement activities

Warm-up


Third Grade - (Pacing)




The student will demonstrate appropriate pacing to successfully participate in a physical activity. (S.C.L: V.A.1.b)


Essential Components of Pacing

Explains the benefit for pacing during an activity

Explains when pacing is needed

Demonstrate pacing when required to move over an extended period of time


1 Not Evident The student is unable to demonstrate any of the essential components of pacing.

2 Developing The student demonstrates one to two of the essential components of pacing.

3 Consistent The student demonstrates three of the essential components of pacing.

4 Authentic The student is able to demonstrate all of the essential components of pacing in a practical setting.





Use of standardized fitness testing (FitnessGram)

Demonstrates pacing during activities such as PACER test, mile runs, and other activities involving running/jogging for extended periods of time.


Third Grade - (Effort)


Topic Area: VI.B. Effort and Improvement


The student will discuss and demonstrate the relationship between effort and improvement for a variety of activities. (S.C.L: VI.B.1)


Essential Components of Effort

Defines effort

Explains how consistent effort impacts improvement

Demonstrates the relationship between effort and improvement on a particular skill/activity

Reflects on how the amount of personal effort affected skill performance


1 Not Evident The student is unable to demonstrate any of the essential components of effort.

2 Developing The student demonstrates one to two of the essential components of effort.

3 Consistent The student demonstrates three of the essential components of effort.

4 Authentic The student is able to demonstrate all of the essential components of effort.





Teacher led comparison of data for pre and post assessment


Fourth Grade


Fourth Grade - (Skill Combination)




The student will combine skills to complete a task (S.C.L: I.C.1.a)


Essential Components of Skill Combination

Performs two related skills independently

Combines two related skills in a fluid manner

Combines three related skills in a fluid manner


1 Not Evident The student is unable to demonstrate any of the essential components of skill combination.

2 Developing The student demonstrates one to two of the essential components of skill combination.

3 Consistent The student demonstrates all of the essential components of skill combination.

4 Authentic The student is able to demonstrate all of the essential components of skill combination in a practical setting.


Dribble and shoot

Dribble and pass

Dribble, pass, shoot

Run and catch

Run, catch, throw/pass


Fourth Grade – (Underhand Serve)




The student will demonstrate a variety of underhand serves to advance a ball forward over a net or line. (S.C.L: I.C.1.a)


Essential Components of Underhand Serve

Holds object across body at waist level with non-striking hand

Steps with opposition towards target

Strikes ball low with hand or racquet

Demonstrates follow through


1 Not Evident The student is unable to demonstrate any of the essential components of an underhand serve.

2 Developing The student demonstrates one to two essential components of an underhand serve.

3 Consistent The student demonstrates three to four of the essential components of an underhand serve.

4 Authentic The student is able to demonstrate all of the essential components of an underhand serve in practical setting.

*Use various objects such as: beach balls, balloons, birdies, tennis balls, volleyballs or training volleyballs


Racquet activities (Badminton, Pickleball, Tennis, Racquetball)

Volleyball

Partner activities


Fourth Grade – (Shooting a Basketball from a Stationary Position)




The student will demonstrate proper technique when shooting a basketball from a stationary position. (S.C.L: I.C.1.a)


Essential Components of Shooting a Basketball from a Stationary Position

Demonstrates eye contact with rim

Demonstrates bend and extend at knees

Demonstrates elbow flexion at 90 degrees

Demonstrates follow through


1 Not Evident The student is unable to demonstrate any of the essential components for shooting a basketball from a stationary

position.

2 Developing The student demonstrates one to two essential components for shooting a basketball from a stationary position.

3 Consistent The student demonstrates three to four of the essential components for shooting a basketball from a stationary

position.

4 Authentic The student is able to demonstrate all of the essential components for shooting a basketball from a stationary

position in a practical setting.

*Use various basketball heights


Modified games (Knockout, Around The World, Horse)

Skill drills


Fourth Grade - (Object Manipulation)




The student will explain how the amount of force applied to an object impacts the reaction to the object. (S.C.L: II.A.1.b)


Essential Components of Object Manipulation

Explains the relationship between an action and reaction

Demonstrates an action to elicit one desired reaction of an object

Manipulates an object in multiple ways to elicit two different desired reactions of that object


1 Not Evident The student is unable to demonstrate any of the essential components of object manipulation.

2 Developing The student demonstrates one to two of the essential components of object manipulation.

3 Consistent The student demonstrates all of the essential components of object manipulation.

4 Authentic The student is able to demonstrate all of the essential components of object manipulation in a practical setting.


During practice student recognizes when you bounce a ball hard it will come back up hard/fast (Basketball)

Student will give a pass or will throw to a partner using appropriate force for the distance needed to travel (Soccer, Basketball, Football,

Softball)

Student can tell and show that when dribbling the ball force goes down with the ball and up with the bounce/reaction (Teacher led dialogue)

Using a paddle/racquet, the student will control the vertical height during continuous self-volley (Ping pong, Badminton)


Fourth Grade – (Corrective Feedback)




The student will provide a peer specific corrective feedback on skill performance. (S.C.L: III.B.1.b)



Identifies cues for a specific skill

Identifies specific cues needed for skill improvement

Provide specific appropriate corrective feedback to peer for skill improvement


1 Not Evident The student is unable to demonstrate any of the essential components of corrective feedback.

2 Developing The student demonstrates one to two of the essential components (identifies cues for a specific skill is required as

one component) of corrective feedback.

3 Consistent The student demonstrates three of the essential components of corrective feedback.

4 Authentic The student is able to demonstrate all of the essential components of corrective feedback in a practical setting.



Partner practice activities

Station activities


Fourth Grade – (Intensity, Type, Time)


Topic Area: IV.B. FITT Guidelines


The student will explain how intensity, type and time of the FITT guidelines correlate to improve fitness levels. (S.C.L: IV.B.1.a)


Essential Components of Intensity, Type, Time

Explains intensity, type and time

Explains and demonstrates how time of an activity affects fitness levels

Explains and demonstrates how intensity, type and time correlate to improve fitness levels

Explains how to use intensity, type and time to improve personal fitness levels.


1 Not Evident The student is unable to demonstrate any of the essential components of intensity, type, time.

2 Developing The student demonstrates one to two of the essential components of intensity, type, time.

3 Consistent The student demonstrates three of the essential components of intensity, type, time.

4 Authentic The student is able to demonstrate all of the essential components of intensity, type, time.


Teacher led dialogue on intensity, time, and type

Fitness activities

Sport activities



Fourth Grade – (Hydration)




The student will explain the relationship between hydration and physical activity. (S.C.L: IV.E.1.b)


Essential Components of Hydration

Explains how your body loses water during physical activity

Explains several consequences of not consuming enough water during physical activity

Explains the importance of hydration with water verses other beverages


1 Not Evident The student is unable to demonstrate any of the essential components of hydration.

2 Developing The student demonstrates one of the essential components of hydration.

3 Consistent The student demonstrates two to three of the essential components of hydration.

4 Authentic The student is able to demonstrate all of the essential components of hydration in a practical setting.




Pre and post activity


Fourth Grade – (Aerobic and Anaerobic)




The student will contrast aerobic and anaerobic activities and the effects they have on heart rate. (S.C.L: V.A.1.b)


Essential Components of Aerobic and Anaerobic

Define aerobic and anaerobic

Identify three aerobic and three anaerobic exercises/activities

Contrast aerobic and anaerobic exercises/activities

Contrast the effects aerobic and anaerobic exercises/activities have on the heart rate


1 Not Evident The student is unable to demonstrate any of the essential components of aerobic and anaerobic.

2 Developing The student demonstrates one to two of the essential components of aerobic and anaerobic.

3 Consistent The student demonstrates three of the essential components of aerobic and anaerobic.

4 Authentic The student is able to demonstrate all of the essential components of aerobic and anaerobic.


Fitness unit


Aerobic activities (Running, PACER, Aerobics, Jumping rope, and Dance)

Anaerobic activities (Push ups, Sit ups, Pull ups, and Sprinting)


Fourth Grade – (Sportsmanship)




The student will demonstrate appropriate sportsmanship and respect during activities. (S.C.L: VI.C.1.a)


Essential Components of Sportsmanship

Maintains self-control

Shows respect for others

Demonstrates strategies for good sportsmanship

Collaborates with peers to resolve conflicts


1 Not Evident The student is unable to demonstrate any of the essential components of sportsmanship.

2 Developing The student demonstrates one to two of the essential components (maintains self-control is a required as one

component) of sportsmanship.

3 Consistent The student demonstrates three of the essential components (maintains self-control and shows respect for others

are required as two components) of sportsmanship.

4 Authentic The student is able to demonstrate all of the essential components of sportsmanship.

*Teacher led dialogue is recommended



Partner activities

Sport activities

Use a paper assessment (See Worksheet Page: 142)


Fourth Grade – (Empathy)


Topic Area: VI.D. Compassion and Inclusiveness


The student will demonstrate compassion for differences among his/her peers. (S.C.L: VI.D.1)


Essential Components of Empathy

Acknowledge that individuals have a variety of differences

Imitates the teacher by demonstrating respect and caring for students

Uses positive verbal language to encourage the inclusion of peers


1 Not Evident The student is unable to demonstrate any of the essential components of empathy.

2 Developing The student demonstrates one to two of the essential components of empathy.

3 Consistent The student demonstrates all of the essential components of empathy.

4 Authentic The student is able to demonstrate all of the essential components of empathy during a practical situation.

*Teacher led dialogue is recommended



Seen throughout every activity


Fifth Grade


Fifth Grade – (Throwing a Frisbee/Disc)




The student will demonstrate proper technique when throwing a Frisbee/Disc. (S.C.L: I.A.1.a)


Essential Components of Throwing a Frisbee/Disc

Demonstrates side orientation to target

Demonstrates wrist snap

Releases Frisbee flat on a horizontal plane

Demonstrates follow through towards target


1 Not Evident The student is unable to demonstrate any of the essential components of throwing a frisbee/disc.

2 Developing The student demonstrates one to two essential components of throwing a frisbee/disc.

3 Consistent The student demonstrates three to four of the essential components of throwing a frisbee/disc.

4 Authentic The student is able to demonstrate all of the essential components of throwing a frisbee/disc in a practical setting.


Frisbee/disc golf

Partner activities

Throwing towards target


Fifth Grade – (Offensive Strategy for Invasion Games)




The student will demonstrate basic offensive strategies during an invasion game. (S.C.L: I.C.1.a)


Essential Components of Offensive Strategy for Invasion Games

Maintains control of an object while moving around obstacles

Pass and receive a pass to advance forward

Moves to an open space

Communicate positively with teammates


1 Not Evident The student is unable to demonstrate any of the essential components of offensive strategy during an invasion

game.

2 Developing The student demonstrates one to two of the essential components of offensive strategy during an invasion game.

3 Consistent The student demonstrates three of the essential components of offensive strategy during an invasion game.

4 Authentic The student is able to demonstrate all of the essential components of offensive strategy during an invasion game.


Sport activities (Soccer, Floor hockey, Basketball, Ultimate Frisbee, and Football)


Fifth Grade – (Defensive Strategy for Invasion Games)




The student will demonstrate basic defensive strategies during an invasion game. (S.C.L: I.C.1.a)


Essential Components of Defensive Strategy for Invasion Games

Demonstrates appropriate body positioning (athletic stance) to prevent scoring

Demonstrates appropriate spatial positioning to prevent scoring

Communicates with teammates to prevent scoring


1 Not Evident The student is unable to demonstrate any of the essential components of defensive strategy during an invasion.

2 Developing The student demonstrates one essential component of defensive strategy during an invasion game.

3 Consistent The student demonstrates two of the essential components of defensive strategy during an invasion game.

4 Authentic The student is able to demonstrate all of the essential components of defensive strategy during an invasion game.

*Teacher led dialogue/demonstration on purpose of defense is recommended


Sport activities (Soccer, Floor hockey, Basketball, Ultimate Frisbee, and Football)


Fifth Grade – (Offensive Strategy for Net/Wall Games)




The student will demonstrate basic offensive strategies during a net/wall game. (S.C.L: I.C.1.a)


Essential Components of Offensive Strategy for Net/Wall Games

Demonstrates proper court positioning

Communicate positively

Demonstrates proper body positioning

Uses appropriate pass or volley technique to advance game play


1 Not Evident The student is unable to demonstrate any of the essential components of offensive strategy for net/wall games.

2 Developing The student demonstrates one to two of the essential components of offensive strategy for net/wall games.

3 Consistent The student demonstrates three to four of the essential components of offensive strategy for net/wall games.

4 Authentic The student is able to demonstrate all of the essential components of offensive strategy for net/wall games in a

practical setting.


Racquet games (Badminton, Pickleball, Tennis, Racquetball)

Volleyball

Newcomb

Partner games

Passing or volleying towards a wall


Fifth Grade – (Rhythmic Movement)




The student will demonstrate the sequenced steps of a dance. (S.C.L: I.B.1.a)


Essential Components of Rhythmic Movement

Moves to the beat of the music

Performs all the steps of a dance

Performs the sequence of dance steps

Combines the sequence of a dance with the beats of the music


1 Not Evident The student is unable to demonstrate any of the essential components of rhythmic movement.

2 Developing The student demonstrates one essential component of rhythmic movement.

3 Consistent The student demonstrates two to three of the essential components of rhythmic movement.

4 Authentic The student is able to demonstrate all of the essential components of rhythmic movement.

*Teacher uses various resources such as: Youtube, iTunes, Video game system


Integrates with music class

Dance unit (Cha-Cha Slide, Electric Slide, Cupid Shuffle, Boot-Scootin Boogie, Cotton-Eyed Joe)


Fifth Grade – (Throwing Various Objects)


Topic Area: II.A Effects on Objects.


The student will overhand throw a variety of different weighted objects using appropriate force to reach a target from 15 feet away. (S.C.L: II.A.1)


Essential Components of Throwing Various Objects

Demonstrates the ability to overhand throw two objects of varied weights equal distances

Demonstrates the ability to overhand throw three objects of varied weights equal distances

Demonstrates the ability to overhand throw four objects of varied weights equal distances

Explains the amount of force required to project objects of varied weights equal distances


1 Not Evident The student is unable to demonstrate any of the essential components of throwing various objects.

2 Developing The student demonstrates one essential component of throwing various objects.

3 Consistent The student demonstrates two to three of the essential components of throwing various objects.

4 Authentic The student is able to demonstrate all of the essential components of throwing various objects.

*Weighted objects: Softball, Yarn ball, Football, Gator ball, Playground ball, Bean bags, Whiffle ball, Rubber fish/or other fun and random objects.


Targets can include (Wall, Hula hoop, Tape on the wall)

Partner activities throwing to each other


Throwing unit


Fifth Grade – (Corrective Feedback)




The student will accept corrective feedback and apply it toward specific skill improvement. (S.C.L: III.B.1.a)



Accepts corrective feedback from others

Utilizes corrective feedback to improve component of skill

Utilizes corrective feedback to improve over-all skill performance


1 Not Evident The student is unable to demonstrate any of the essential components of corrective feedback.

2 Developing The student demonstrates one to two essential components of corrective feedback.

3 Consistent The student demonstrates all of the essential components of corrective feedback.

4 Authentic The student is able to demonstrate all of the essential components of corrective feedback in a practical setting.



Partner activities



Fifth Grade – (Exercise Effects on the Body)




The student will explain how the cardio respiratory and muscular systems are affected by physical activity. (S.C.L: IV.A.1.b)


Essential Components of Exercise Effects on the Body

Explains how the cardio respiratory system is affected by aerobic warm-up

Explains how the muscular system is affected by aerobic warm-up

Explains how the cardio respiratory system is affected by cool down

Explains how the muscular system is affected by cool down

Applies knowledge of physiological changes during a warm up or cool down in relation to self


1 Not Evident The student is unable to demonstrate any of the essential components of exercise effects on the body. .

2 Developing The student demonstrates one to two essential components of exercise effects on the body.

3 Consistent The student demonstrates three to four of the essential components of exercise effects on the body.

4 Authentic The student is able to demonstrate all of the essential components of exercise effects on the body.


Warm-up or cool down


Use a paper assessment (Exit ticket) (See Worksheet Page: 144)


Fifth Grade – (FITT Guidelines)




The student will apply the FITT guidelines towards setting goals. (S.C.L: IV.B.1.b)


Essential Components of FITT Guidelines

Explains the four FITT Guidelines

Identifies the component of fitness that needs improvement

Applies knowledge of the FITT guidelines towards setting goals

Develops a goal based on the FITT guidelines


1 Not Evident The student is unable to demonstrate any of the essential components of FITT guidelines.

2 Developing The student demonstrates one to two essential components of FITT guidelines.

3 Consistent The student demonstrates three of the essential components of FITT guidelines.

4 Authentic The student is able to demonstrate all of the essential components of FITT guidelines.

*Previous fitness data collected



Fitness activities



Fifth Grade – (Muscular Strength and Endurance)


Topic Area: V.B. Muscular Strength and Endurance


The student will identify muscular strength and endurance exercises that target specific muscle groups. (S.C.L: V.B.1.c)


Essential Components of Muscular Strength and Endurance

Defines muscular strength and muscular endurance

Identifies major muscles of the body

Identifies muscular strength and endurance exercises for specific muscle groups

Identifies and demonstrates muscular strength and/or endurance exercises that target three different muscle groups


1 Not Evident The student is unable to demonstrate any of the essential components of muscular strength and endurance.

2 Developing The student demonstrates one to two essential components of muscular strength and endurance.

3 Consistent The student demonstrates three of the essential components of muscular strength and endurance.

4 Authentic The student is able to demonstrate all of the essential components of muscular strength and endurance.




Fitness activities

Warm-up



Fifth Grade – (Conflict Resolution)




The student will identify positive techniques to solve conflict. (S.C.L: VI.C.1.b)


Essential Components of Conflict Resolution

Identify the problem

Explore techniques to resolve the problem

Implement techniques to promote good sportsmanship

Discusses effective techniques


1 Not Evident The student is unable to demonstrate any of the essential components of conflict resolution.

2 Developing The student demonstrates one to two essential components of conflict resolution.

3 Consistent The student demonstrates three of the essential components of conflict resolution.

4 Authentic The student is able to demonstrate all of the essential components of conflict resolution.



Partner activities




Fifth Grade – (Time Management)


Topic Area: VI.E. Time Management


The student will use time management strategies to create opportunities for daily physical activity. (S.C.L: VI.E.1.a)


Essential Components of Time Management

Understands the need for daily physical activity

Creates a checklist of daily tasks in order of importance

Explains time management strategies

Integrates physical activity into daily schedule


1 Not Evident The student is unable to demonstrate any of the essential components of time management.

2 Developing The student demonstrates one to two essential components of time management.

3 Consistent The student demonstrates three of the essential components of time management.

4 Authentic The student is able to demonstrate all of the essential components of time management.


Student designed checklist



Sixth Grade


Sixth Grade – (Shooting a Layup in Basketball)




The student will use proper technique when demonstrating a layup. (S.C.L: I.A.1.a)


Essential Components of Shooting a Layup in Basketball

Dribble to side of basket

Raises knee and elbow simultaneously on shooting side of body (Opposition)

Pushes ball to backboard attempting to hit the square

Maintains continuous motion


1 Not Evident The student is unable to demonstrate any of the essential components of shooting a layup in basketball.

2 Developing The student demonstrates one to two essential components of shooting a layup in basketball.

3 Consistent The student demonstrates three to four of the essential components of shooting a layup in basketball.

4 Authentic The student is able to demonstrate all of the essential components of shooting a layup in a practical setting.


Practice drills

Lead up games


Sixth Grade – (On-The-Ball Strategies)




The student will demonstrates on-the-ball strategies to solve tactical game problems. (S.C.L: I.C.1.b)


Essential Components of On-The-Ball Strategies

Keeps close proximity to ball (maintains possession)

Keeps head up and views playing area

Avoids defenders while maintaining possession

Makes appropriate decision to pass, dribble, or shoot


1 Not Evident The student is unable to demonstrate any of the essential components of on-the-ball strategies.

2 Developing The student demonstrates one to two essential components (keeps close proximity to ball (maintains possession) is

required as one component) of on-the-ball strategies.

3 Consistent The student demonstrates three to four of the essential components (keeps close proximity to ball (maintains

possession) is required as one component) of on-the-ball strategies.

4 Authentic The student is able to demonstrate all of the essential components of on-the-ball strategies in a practical setting.


Sport activities (Basketball, Soccer, Hockey, Lacrosse)

Modified activities (2v1, 3v3, 4v4, etc.)


Sixth Grade – (Off-The-Ball Strategies)




The student will demonstrates off-the-ball strategies to solve tactical game problems. (S.C.L: I.C.1.b)


Essential Components of Off-The-Ball Strategies

Evades defender

Moves to open space

Demonstrates play/passing route

Communicates effectively with peers


1 Not Evident The student is unable to demonstrate any of the essential components of off-the-ball strategies.

2 Developing The student demonstrates one to two essential components of off-the-ball strategies.

3 Consistent The student demonstrates three to four of the essential components of off-the-ball strategies.

4 Authentic The student is able to demonstrate all of the essential components of off-the-ball strategies in a practical setting.




Football activities


Sixth Grade – (Integrated Movement)




The student will demonstrates skill combinations in a variety of physical activities. (S.C.L: I.B.1)


Essential Components of Integrated Movement

Demonstrates movement tasks with all the required isolated skill components

Demonstrates the isolated skill components in the proper sequence

Demonstrates smooth transition between skill’s components


1 Not Evident The student is unable to demonstrate any of the essential components of integrated movement.

2 Developing The student demonstrates one to two essential components of integrated movement.

3 Consistent The student demonstrates all of the essential components of integrated movement.

4 Authentic The student is able to demonstrate all of the essential components of integrated movement in a practical setting.


Skill combinations (Dribble-shoot, Dribble-pass, Catch-throw)

Sport activities (Basketball, Soccer, Hockey, Lacrosse, Gymnastics)

Dance activities


Sixth Grade – (Force Absorption)

State Standard: II. Biomechanical Principals



The student will receive an object by demonstrating force absorption. (S.C.L: II.A.1.b)


Essential Components of Force Absorption

Align body with object

Extend body/implement to receive the object

Absorbs the object to body/implement


1 Not Evident The student is unable to demonstrate any of the essential components of force absorption.

2 Developing The student demonstrates one to two essential components of force absorption.

3 Consistent The student demonstrates all of the essential components of force absorption.

4 Authentic The student is able to demonstrate all of the essential components of force absorption in a practical setting.

*Bunting is a possible way to observe force absorption


Sport activities (Basketball, Soccer, Hockey, Lacrosse, Football, Softball)

Catching activities

Partner activities

Small group activities


Sixth Grade – (Appropriate Practice)

State Standard: III. Motor Learning Principals

Topic Area: III.A. Appropriate Practice


The student will demonstrates and explains how the use of appropriate practice contributes to the development of a closed skill. (S.C.L: III.A.1.b)


Essential Components of Appropriate Practice

Follows teacher directions to demonstrate all cues of a skill

Independently demonstrates all cues of a skill

Recognize that through time and practice skills have improved

Explores and utilizes teacher and peer feedback


1 Not Evident The student is unable to demonstrate any of the essential components of appropriate practice.

2 Developing The student demonstrates one to two essential components of appropriate practice.

3 Consistent The student demonstrates three to four of the essential components of appropriate practice.

4 Authentic The student is able to demonstrate all of the essential components of appropriate practice in a practical setting.


Sport activities (Basketball, Soccer, Hockey, Lacrosse, Football)

Lifetime activities (Bocce, Horseshoes)

Racquet activities (Tennis, Badminton)

Fitness activities


Sixth Grade – (Training Principles)




The student will define the principals of overload, progression, specificity, regularity, and individuality. (S.C.L: IV.B.1.c)


Essential Components of the Training Principles

Define overload

Define progression

Define specificity

Define regularity

Define individuality


1 Not Evident The student is unable to demonstrate more than one of the essential components of the training principles.

2 Developing The student demonstrates two to three essential components of the training principles.

3 Consistent The student demonstrates four to five of the essential components of the training principles.

4 Authentic The student is able to demonstrate all of the essential components of the training principles in relation to the FITT

guidelines.





Sixth Grade – (Skill-Related Fitness)




The student will demonstrate knowledge by selecting different activities that correlate to the skill-related fitness components. (S.C.L: IV.C.1.c)


Essential Components of Skill-Related Fitness

Identifies the skill-related fitness components (agility, balance, coordination, power, speed, reaction time)

Describes the skill-related fitness components

Selects activities that correlate to the skill-related fitness components

Demonstrates an activity using a skill-related fitness component


1 Not Evident The student is unable to demonstrate any of the essential components of skill-related fitness.

2 Developing The student demonstrates one to two essential components of skill-related fitness.

3 Consistent The student demonstrates three to four of the essential components of skill-related fitness.

4 Authentic The student is able to demonstrate all of the essential components of skill-related fitness in a practical setting.


Sport activities (Basketball, Soccer, Hockey, Lacrosse, Football, Softball)

Fitness activities (FitnessGram)

Muscular strength activities



Sixth Grade – (Wellness)


Topic Area: IV.D. Benefits of Physical Activity


The student will recognize the importance of wellness principles. (S.C.L: IV.D.1.a)


Essential Components of Wellness

Explains the importance of wellness

Identifies the principles of wellness (relaxation, healthy attitude, self-image)

Defines the principles of wellness

Explains how the principles of wellness relate to physical activity


1 Not Evident The student is unable to demonstrate any of the essential components of wellness.

2 Developing The student demonstrates one to two essential components of wellness.

3 Consistent The student demonstrates three of the essential components of wellness.

4 Authentic The student is able to demonstrate all of the essential components of wellness.





Sixth Grade – (Aerobic Fitness)




The student will identify and demonstrate activities to improve personal aerobic fitness. (S.C.L: V.A.1.b)



Determines a baseline of individual aerobic fitness

Sets appropriate and attainable personal aerobic fitness goal based on baseline data

Chooses appropriate physical activities to attain personal goal

Reaches personal aerobic fitness goal


1 Not Evident The student is unable to demonstrate any of the essential components of aerobic fitness.

2 Developing The student demonstrates one to two essential components of aerobic fitness.

3 Consistent The student demonstrates three of the essential components of aerobic fitness.

4 Authentic The student is able to demonstrate all of the essential components of aerobic fitness.


Fitness activities (PACER test, Mile run, Shuttle run)


Sixth Grade – (Injury Prevention)


Topic Area: VI.A. Safety in Physical Activity


The student will identify and demonstrate safe practices to minimize injury during physical activities. (S.C.L: VI.A.1.a)


Essential Components of Injury Prevention

Identifies and demonstrates the importance of stretching

Identifies and demonstrates the importance of breathing during physical activity

Identifies and demonstrates proper body technique (posture) when performing physical activities

Identifies and demonstrates proper use of equipment in physical activities


1 Not Evident The student is unable to demonstrate any of the essential components of injury prevention.

2 Developing The student demonstrates one to two essential components of injury prevention.

3 Consistent The student demonstrates three to four of the essential components of injury prevention.

4 Authentic The student is able to demonstrate all of the essential components of injury prevention in a practical setting.


Teacher or student led dialogue


Stretching activities

Student created warm-up


Seventh Grade


Seventh Grade – (Accuracy with Hand or Implement)


Topic Area: I.A. Effects on Objects


The student will accurately strike the object over a net towards open space. (S.C.L: I.A.1.a)


Essential Components of Accuracy with Hand or Implement

Strikes the object over the net

Object stays in bounds

Strikes the object into the intended half of the court

Strikes the object into the intended quarter of the court


1 Not Evident The student is unable to demonstrate any of the essential components of accuracy with hand or implement.

2 Developing The student demonstrates one to two essential components (either strikes the object over the net and/or object

stays in bounds is required as one component) of accuracy with hand or implement.

3 Consistent The student demonstrates three to four of the essential components of accuracy with hand or implement.

4 Authentic The student is able to demonstrate all of the essential components of accuracy with hand or implement in a

practical setting.


Racquet activities (Badminton, Pickleball, Tennis, Racquetball)

Volleyball activities

Partner activities



Seventh Grade – (Defensive Tactical Skills)




The student will demonstrate defensive skills to solve tactical game problems. (S.C.L: I.C.1.b)


Essential Components of Defensive Tactical Skills

Maintains a defensive position to prevent advancement of ball

Demonstrates close proximity for one on one coverage

Demonstrates zone coverage


1 Not Evident The student is unable to demonstrate any of the essential components of defensive tactical skills.

2 Developing The student demonstrates one to two essential components of defensive tactical skills.

3 Consistent The student demonstrates all of the essential components of defensive tactical skills.

4 Authentic The student is able to demonstrate all of the essential components of defensive tactical skills in a practical setting.





Seventh Grade – (Offensive Tactical Skills)




The student will demonstrate offensive skills to solve tactical game problems. (S.C.L: I.C.1.b)


Essential Components of Offensive Tactical Skills

Demonstrates the ability to evade a defender

Utilizes teammates in order to enhance scoring opportunities

Demonstrates give and go


1 Not Evident The student is unable to demonstrate any of the essential components of offensive tactical skills.

2 Developing The student demonstrates one to two essential components of offensive tactical skills.

3 Consistent The student demonstrates all of the essential components of offensive tactical skills.

4 Authentic The student is able to demonstrate all of the essential components of offensive tactical skills in a practical setting.





Seventh Grade – (Body Positioning)




The student will demonstrate athletic stance while maintaining balance and keeping center of gravity. (S.C.L: II.B.1.a)


Essential Components of Body Positioning

Demonstrates a static athletic stance

Demonstrates the ability to transition from the static athletic stance into the dynamic athletic stance

Utilizes the athletic stance while on defense

Utilizes the athletic stance while on offense


1 Not Evident The student is unable to demonstrate any of the essential components of body positioning.

2 Developing The student demonstrates one to two essential components of body positioning.

3 Consistent The student demonstrates three to four of the essential components of body positioning.

4 Authentic The student is able to demonstrate all of the essential components of body positioning in a practical setting.


Sport activities (Basketball, Soccer, Hockey, Lacrosse, Softball)

Practice drills


Seventh Grade – (Self and Peer Assessment)




The student will document and analyze a self and peer performance. (S.C.L: III.B.1.a)


Essential Components of Self and Peer Assessment

Identifies cues of specific skill

Accurately assesses self-performance of skill

Accurately assesses peer performance of skill

Compares and evaluates self and peer assessments of skill


1 Not Evident The student is unable to demonstrate any of the essential components of self and peer assessment.

2 Developing The student demonstrates one to two essential components of self and peer assessment.

3 Consistent The student demonstrates three of the essential components of self and peer assessment.

4 Authentic The student is able to demonstrate all of the essential components of self and peer assessment.



Fitness activities

With video

Partner activities



Seventh Grade – (FITT Guidelines)


Topic Area: IV.B FITT Guidelines


The student will determine personal fitness goals based on the FITT guidelines using their baseline data. (S.C.L: IV.B.1.a)


Essential Components of FITT Guidelines

Determines a baseline of an individual fitness component

Sets appropriate and attainable personal fitness goal using all components of the FITT guidelines

Chooses appropriate physical activities to attain the personal goal

Reaches personal fitness goal


1 Not Evident The student is unable to demonstrate any of the essential components of the FITT guidelines.

2 Developing The student demonstrates one to two essential components of FITT guidelines.

3 Consistent The student demonstrates three of the essential components of FITT guidelines.

4 Authentic The student is able to demonstrate all of the essential components of FITT guidelines.


Fitness activities

Use paper assessment (Fitness logs, Fitness plan) (See Worksheet Page: 152)


Seventh Grade – (Stretching)


Topic Area: V.C Flexibility


The student will identify and demonstrate various stretching techniques and the importance of flexibility for specific muscle groups. (S.C.L: V.C.1.d)


Essential Components of Stretching

Explains the importance of flexibility

Identify the different stretching techniques (partner, static, dynamic)

Demonstrate two stretches for each technique

Identify the muscle group targeted in each demonstrated stretch


1 Not Evident The student is unable to demonstrate any of the essential components of stretching.

2 Developing The student demonstrates one to two essential components of stretching.

3 Consistent The student demonstrates three of the essential components of stretching.

4 Authentic The student is able to demonstrate all of the essential components of stretching.


Lifetime activities (Yoga)


Warm-up


Seventh Grade – (Time Management)


Topic Area: VI.E. Time Management


The student will implement time management strategies to create opportunities for recommended daily physical activity. (S.C.L: VI.E.1.a)


Essential Components of Time Management

Explains the need for daily physical activity in relation to one’s personal lifestyle

Identifies and understands the amount of time recommended for daily physical activity

Recognizes barriers to reaching recommended time for daily physical activity

Determines strategies for overcoming barriers to reach the recommended time for daily physical activity

Creates a daily schedule that includes recommended allotted time for physical activities


1 Not Evident The student is unable to demonstrate any of the essential components of time management.

2 Developing The student demonstrates one to two essential components of time management.

3 Consistent The student demonstrates three to four of the essential components of time management.

4 Authentic The student is able to demonstrate all of the essential components of time management.


Wellness plan

Class discussion



Eighth Grade


Eighth Grade – (Volleyball Skills)




The student will demonstrate the ability to use the proper technique of bumping and setting when contacting a volleyball. (S.C.L: I.C.1.b)


Essential Components of Volleyball Skills

Demonstrates appropriate body positioning

Demonstrates proper technique for setting

Demonstrates proper technique for bumping (contacts on forearm)

Uses appropriate skill in correct situation


1 Not Evident The student is unable to demonstrate any of the essential components of volleyball skills.

2 Developing The student demonstrates one to two essential components of volleyball skills.

3 Consistent The student demonstrates three to four of the essential components of volleyball skills.

4 Authentic The student is able to demonstrate all of the essential components of volleyball skills in a practical setting.


Partner activities


Self-volley off the wall


Eighth Grade – (Peer Assessment)




The student will assess a peer’s performance during fitness related activities. (S.C.L: I.A.1.a)


Essential Components of Peer Assessment

Identifies proper cues and technique of fitness skill

Recognizes errors in a peer’s skill performance

Recognizes errors of skill performance for multiple peers

Delivers corrective feedback respectfully


1 Not Evident The student is unable to demonstrate any of the essential components of peer assessment.

2 Developing The student demonstrates one to two essential components of peer assessment.

3 Consistent The student demonstrates three of the essential components of peer assessment.

4 Authentic The student is able to demonstrate all of the essential components of peer assessment.


Partner activities


Eighth Grade – (Throwing to a Moving Target)




The student will follow proper cues of throwing to a moving target. (S.C.L: II.A.1.a)


Essential Components of Throwing to a Moving Target

Utilizes all cues when throwing (step with opposition, weight transfer, rotation, follow through)

Understands and applies the appropriate amount of force necessary to throw toward a moving target

Demonstrates ability to lead target


1 Not Evident The student is unable to demonstrate any of the essential components of throwing to a moving target.

2 Developing The student demonstrates one to two essential components of throwing to a moving target.

3 Consistent The student demonstrates all of the essential components of throwing to a moving target.

4 Authentic The student is able to demonstrate all of the essential components of throwing to a moving target in a practical

setting.


Partner activities


Sport activities (Football, European handball, Lacrosse)


Eighth Grade – (Skill Improvement)




The student will create and utilize an improvement plan for a skill. (S.C.L: III.B.1.b)


Essential Components of Skill Improvement

Recognizes areas for improvement in skill performance

Identifies and creates improvement plan

Utilizes improvement plan

Demonstrates improvement of skill performance


1 Not Evident The student is unable to demonstrate any of the essential components of skill improvement.

2 Developing The student demonstrates one to two essential components of skill improvement.

3 Consistent The student demonstrates three of the essential components of skill improvement.

4 Authentic The student is able to demonstrate all of the essential components of skill improvement.


Use a paper assessment (Fitness plan) (See Worksheet Page: 155)

Sport activities

Lifetime activities


Eighth Grade – (Personal Fitness)




The student will be able to defend a personal fitness plan using health related fitness components. (S.C.L: IV.C.1.b)


Essential Components of Personal Fitness

Creates a personal fitness plan using health related fitness components

Implement the personal fitness plan

Assesses the personal fitness plan

Defends the personal fitness plan

Analyzes and refines the personal fitness plan


1 Not Evident The student is unable to demonstrate any of the essential components of personal fitness.

2 Developing The student demonstrates one to two essential components of personal fitness.

3 Consistent The student demonstrates three to four of the essential components of personal fitness.

4 Authentic The student is able to demonstrate all of the essential components of personal fitness.


Use paper assessment (Fitness plan) (See Worksheet Page: 156)


Class discussion

Partner activities


Eighth Grade – (Aerobic Fitness)




The student will develop and justify activities to attain aerobic fitness goal. (S.C.L: V.A.1.b)



Develops personal aerobic fitness goal

Creates a fitness plan using appropriate activities to target aerobic fitness goal

Justify goal and activities

Evaluates outcome of fitness plan


1 Not Evident The student is unable to demonstrate any of the essential components of aerobic fitness.

2 Developing The student demonstrates one to two essential components of aerobic fitness.

3 Consistent The student demonstrates three of the essential components of aerobic fitness.

4 Authentic The student is able to demonstrate all of the essential components of aerobic fitness.



Class and individual discussion

Use paper assessment (Fitness plan) (See Worksheet Page: 157)


Eighth Grade – (Muscular Strength and Endurance)


Topic Area: V.B. Muscular Strength and Endurance


The student will develop and justify activities to improve muscular strength and endurance goal. (S.C.L: V.B.1.b)


Essential Components of Muscular Strength and Endurance

Develops personal muscular strength and endurance goal

Creates a fitness plan using appropriate activities to target muscular strength and endurance goal

Justify goal and activities

Evaluates outcome of fitness plan


1 Not Evident The student is unable to demonstrate any of the essential components of muscular strength and endurance.

2 Developing The student demonstrates one to two essential components of muscular strength and endurance.

3 Consistent The student demonstrates three of the essential components of muscular strength and endurance.

4 Authentic The student is able to demonstrate all of the essential components of muscular strength and endurance.




Use paper assessment (Fitness plan)


Eighth Grade – (Conflict Resolution)




The student will be able to implement and defend their choice of strategy for conflict resolution. (S.C.L: VI.C.1.b)


Essential Components of Conflict Resolution

Identify strategies to resolve conflict

Promotes a sense of community and demonstrates respect for others

Chooses and demonstrates strategy

Defends strategy choice


1 Not Evident The student is unable to demonstrate any of the essential components of conflict resolution.

2 Developing The student demonstrates one to two essential components of conflict resolution.

3 Consistent The student demonstrates three of the essential components of conflict resolution.

4 Authentic The student is able to demonstrate all of the essential components of conflict resolution.






High School


High School – (Personal Lifelong Fitness Selection)

State Standard: I. Skillfullness


I.C. Skill Themes


The student will justify his/her personal lifelong fitness activities selection through appropriate practice and persistence to maintain and improve skill level. (S.C.L: I.A/C.)


Essential Components of Personal Lifelong Fitness Selection

Demonstrates practice in a safe manner

Demonstrates appropriate progressions for skill development

Evaluates and justifies practice techniques

Justifies revised practice techniques


1 Not Evident The student is unable to demonstrate any of the essential components of personal lifelong fitness selection.

2 Developing The student demonstrates one to two essential components of personal lifelong fitness selection.

3 Consistent The student demonstrates three of the essential components of personal lifelong fitness selection.

4 Authentic The student is able to demonstrate all of the essential components of personal lifelong fitness selection.

*Prince George’s County Curriculum Framework Progress Guide: Your Personal Fitness1 – Lesson 15





Fitness activities


High School – (Laws of Motion and Performance)




The student will analyze the correlation between Newton’s Laws of Motion with performance during lifelong physical activity. (S.C.L: II.A)


Essential Components of Laws of Motion and Performance

Explains how inertia affects the body mechanics during three specific physical activities

Analyzes the mass and acceleration of an object to explain how force impacts the outcome during three specific physical activities

Explains how for every action there is an equal and opposite re-action during three physical activities

Analyzes the laws of motion to develop strategy during physical activity


1 Not Evident The student is unable to demonstrate any of the essential components of laws of motion and performance.

2 Developing The student demonstrates one to two of the essential components (any of the components are required other than

analyze the laws of motion to develop strategy during physical activity) of laws of motion and performance.

3 Consistent The student demonstrates three of the essential components (any of the components are required other than

analyze the laws of motion to develop strategy during physical activity) of laws of motion and performance.

4 Authentic The student is able to demonstrate all of the essential components of laws of motion and performance.




Class discussion

Fitness activities

Sport activities

Lifetime activities


High School – (Implement Practice Plan)




The student will develop and implement an appropriate practice plan for a personal selected skill showing the progression of closed skill to open skill practice. (S.C.L: III.A)


Essential Components of Implement Practice Plan

Demonstrates skill progression during a closed skill activity

Demonstrates skill progression during an open skill activity

Analyzes the closed and open skill practice activities

Refines practice activities to enhance future performance


1 Not Evident The student is unable to demonstrate any of the essential components of implement practice plan.

2 Developing The student demonstrates one to two essential components of implement practice plan.

3 Consistent The student demonstrates three of the essential components of implement practice plan.

4 Authentic The student is able to demonstrate all of the essential components of implement practice plan.



Sport activities

Lifetime activities

Use paper assessment (Activity plan)


Partner activities


High School – (Effects of Physical Activity)




The student will analyze the effects of physical activity on the body systems to apply the training principles of overload, progression and specificity to a fitness plan. (S.C.L: IV.A.1.a)



Demonstrates the training principles of overload, progression, and specificity

Analyzes the relationship specific training principles has with specific physical activities

Investigates the impact that training principles has with physical activity and the body systems

Applies the training principles of overload, progression, and specificity to a fitness plan


1 Not Evident The student is unable to demonstrate any of the essential components of effects of physical activity.

2 Developing The student demonstrates one to two of the essential components of effects of physical activity.

3 Consistent The student demonstrates three of the essential components of effects of physical activity.

4 Authentic The student is able to demonstrate all of the essential components of effects of physical activity.




Class discussion


Fitness activities


High School – (Stress Reduction)


Topic Area: IV.D. Nutrition and Physical Activity


The student will evaluate the effects stress has on the body and analyze and demonstrate methods to relieve stress for lifelong health and wellness. (S.C.L: IV.D.1.b)


Essential Components of Stress Reduction

Evaluates factors that lead to stress

Analyzes personal factors causing stress

Analyzes and demonstrates stress relieving activities

Reflects on the correlation stress and stress relieving activities have on personal wellness


1 Not Evident The student is unable to demonstrate any of the essential components of stress reduction.

2 Developing The student demonstrates one to two of the essential components of stress reduction.

3 Consistent The student demonstrates three of the essential components of stress reduction.

4 Authentic The student is able to demonstrate all of the essential components of stress reduction.




Class discussion

Use paper assessment (Journal, Wellness plan)

Lifetime activities (Yoga)


High School – (Exercise Adherence)


Topic Area: IV.F. Exercise Adherence


The student will investigate the direct relationship of personal value and motivation with exercise adherence to justify personal selection of lifelong physical activities. (S.C.L: IV.F.1)


Essential Components of Exercise Adherence

Analyzes personal value and motivation for physical activity

Evaluates personal exercise adherence

Justifies personal selection of lifelong physical activities based on personal value, motivation with exercise adherence

Demonstrates an appropriate adherence of exercise based on national guidelines to support justification


1 Not Evident The student is unable to demonstrate any of the essential components of exercise adherence.

2 Developing The student demonstrates one to two of the essential components of exercise adherence.

3 Consistent The student demonstrates three of the essential components of exercise adherence.

4 Authentic The student is able to demonstrate all of the essential components of exercise adherence.




Class discussion


Lifetime activities

Fitness activities

.


High School – (Personal Fitness Plan)



V.B. Muscular Strength and Endurance

V.C. Flexibility


The student will design and maintain a personal fitness plan based on the FITT guidelines. (S.C.L: V.A/B/C)


Essential Components of Personal Fitness Plan

Designs a personal fitness plan using the FITT guidelines

Implements personal fitness plan exercises and activities

Analyzes personal fitness data and maintains plan

Refines personal fitness plan based on analysis of data


1 Not Evident The student is unable to demonstrate any of the essential components of personal fitness plan.

2 Developing The student demonstrates one to two essential components of personal fitness plan.

3 Consistent The student demonstrates three of the essential components of personal fitness plan.

4 Authentic The student is able to demonstrate all of the essential components of personal fitness plan.

*Prince George’s County Curriculum Framework Progress Guide: Your Personal Fitness1 – Lesson 3, 10, 26, 34




Class discussion

Partner activities


High School – (Social Inclusiveness)



VI.D. Compassion and Inclusiveness


The student will employ strategies that develop and promote a sense of community among all students. (S.C.L: VI.C/D)


Essential Components of Social Inclusiveness

Demonstrates attitudes towards building a cohesive community

Evaluates common features, characteristics, and interests of peers

Analyzes methods of inclusion of peers

Self-initiates implementation of inclusive strategies

Encourages peers to promote a sense of community


1 Not Evident The student is unable to demonstrate any of the essential components of social inclusiveness.

2 Developing The student demonstrates one to two essential components of social inclusiveness.

3 Consistent The student demonstrates three to four of the essential components of social inclusiveness.

4 Authentic The student is able to demonstrate all of the essential components of social inclusiveness.

*Prince George’s County Curriculum Framework Progress Guide: Your Personal Fitness1 – Lesson 1, 2, 13, 20


Teacher observation through daily teaching practice

Class discussion


Worksheets


Student Name: ________________________________ Class Day:___________ Date:_______________

Promoting Fitness (Pre-Kindergarten/Kindergarten)

Draw a picture in the box below of a physical activity:

Circle the Physical Activity:

Running

Watching TV

On The Back of the Paper, Draw Another Healthy Physical Activity


Teacher’s Name: ________________________________ Class Day:___________

Socially Appropriate Behaviors (Pre-Kindergarten/Kindergarten)

NAMES: DATES:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

Key

Code Behavior Code Behavior

* Excellent behavior (Supported positive behavior in peers) Good day (Demonstrated all behaviors below)

Indicate Behaviors NOT Demonstrated in Class by the Code

H Uses hands appropriately L Uses positive language and words

TT Verbally and physically takes turns B Demonstrates on task behaviors

E Uses equipment appropriately S Demonstrates positive attitude and sportsmanship



Promoting Fitness (First Grade)

Circle the cardiorespiratory activities

PLAYING VIDEO GAMES

PLAYING SOCCER

DOING HOMEWORK

SLEEPING

PLAYING BASKETBALL

SWIMMING

RUNNING

WATCHING TV

For Teacher Use Only

Activity Yes No



Nutrition (First Grade)

Circle the nutritious food and put an X over the junk food.

WATER

SALAD

STRAWBERRIES

FRENCH FRIES

ICE CREAM

VEGETABLES

SODA

BANANA

CAKE

CHIPS


Teacher’s Name: ________________________________ Class Day:___________

Socially Appropriate Behaviors (First Grade)

NAMES: DATES:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

Key

Code Behavior Code Behavior

* Excellent behavior (Supported positive behavior in peers) Good day (Demonstrated all behaviors below)

Indicate Behaviors NOT Demonstrated in Class by the Code

H Uses hands appropriately L Uses positive language and words

TT Verbally and physically takes turns B Demonstrates on task behaviors

E Uses equipment appropriately S Demonstrates positive attitude and sportsmanship



Effects of Physical Activity (Second Grade)

1. List three activities that would give you a resting heart rate.

1._____________________________

2._____________________________

3._____________________________

2. Circle two areas of the body in which your pulse could be located.

Neck Feet Wrist Elbow Ear

3. Draw a picture of an activity that would give you an active heart rate. Please use space

below.



Muscular Endurance (Second Grade)

1. List three activities that can improve muscular endurance.

_____________________________

_____________________________

_____________________________

True False

Circle

Or

2. Push-ups improve muscular endurance within your biceps and

triceps.

True False

Or

3. Sit-ups help to improve muscular endurance within your legs.

True False

Or

4. Muscular endurance is how long your muscles can go within any one activity or event.

True False

Or



Force Production (Third grade)

Fill in the blank(s) to complete each sentence.

1. The faster a bat is swung to strike a ball off a tee, the ________________ a distance the ball will

travel.

2. The ________________ your leg moves to kick a soccer ball, the slower the ball will travel,

moving a ________________ distance.

3. The higher I throw the ball the ________________ the distance the ball will travel.

4. The ________________ I throw the ball, the faster it will travel.

5. When throwing a ball, if you throw harder, the ball will reach the target ________________.

Word Bank

Slower Farther Shorter Faster



Peer Feedback (Third Grade)

Skill: ______________________________________ Peer 1: ____________________________________

Peer-Evaluation

Cues: Performed:

YES NO

1._______________________________________ □ □

2. _______________________________________ □ □

3. _______________________________________ □ □

4. _______________________________________ □ □

Positive feedback on a cue your peer did well:________________________________________________________

_____________________________________________________________________________________________

Feedback for how to correct skill:___________________________________________________________________

______________________________________________________________________________________________

Skill: ______________________________________ Peer 2: ____________________________________

Peer-Evaluation

Cues: Performed:

YES NO

1._______________________________________ □ □

2. _______________________________________ □ □

3. _______________________________________ □ □

4. _______________________________________ □ □

Positive feedback on a cue your peer did well:________________________________________________________

_____________________________________________________________________________________________

Feedback for how to correct skill:___________________________________________________________________

______________________________________________________________________________________________



Nutrition and Physical Activity (Third Grade)

1. List 5 foods that would help to give a person energy throughout a day.

1._________________________ 4.______________________

2._________________________ 5.______________________

3._________________________

2. Are the foods that you listed in question one considered to be healthy / nutritious food or junk foods?

3. Circle the best answer: A healthy person should eat…

a) 1 Extra Large Meal a day

b) 2 Large Meals a day

c) 3 Medium Meals a day

d) As much food as they want throughout the day

4. Help to explain the relationship between the amount of food one eats and amount of physical activity they do by

circling the correct answers.

A lot of food

+

Little Physical

Activity

=

A) A person who gains weight

B) A person who loses weight

C) A person who maintains weight

Well portioned

healthy food

+

Physical Activity

=

A) A person who gains weight

B) A person who leads an unhealthy lifestyle

C) A person who maintains or loses weight



F.I.T.T Principle (Third Grade)

Fill in the blank:

1. What do the “I” and “T” stand for in F.I.T.T?

F: Frequency_________ I: __________________ T: ___________________ T: Time______________

Circle the most appropriate word that explains the sentence:

2. Working harder during an exercise or putting more effort into an activity.

Frequency Time Energy Intensity

3. The activity or exercise you choose to perform.

Frequency Time Type Intensity

Short answer:

4. What makes running as fast as you can a high intensity exercise?

_____________________________________________________________________________________

_____________________________________________________________________________________

5. What makes walking a low intensity exercise?

_____________________________________________________________________________________

_____________________________________________________________________________________

6. Do you use high or low intensity to stretch your muscles? _____________________

7. So you use high or low intensity to throw a ball far or kick a ball hard? _____________________

Circle the most appropriate word:

8. A high intensity activity: Walking Jogging Running Fast

9. A medium intensity activity: Jogging Running Fast Sleeping

10. A low intensity activity: Reading Riding a Bike Jumping Rope



Effort (Third Grade)

Multiple choice:

1. What is the definition of effort?

A. How fast a person completes a skill

B. How much energy is used to complete a skill

C. How well a person completes a skill

2. Which person will improve the most? __________________

A. Tim does his best when swimming laps one time a month for one hour

B. Susan rides her bicycle every day to school at a slow pace

C. Kathy does her best while exercising one hour per day, 5 days every week

D. Anzie chooses to take many rest breaks during physical education class and doesn’t try very hard

Short answer: Use your answer from question 2

3. How does the person you chose in question 2, demonstrate the most effort?

_____________________________________________________________________________________

_____________________________________________________________________________________

4. Why will the person you chose in question 2, get better at the skill most quickly?

_____________________________________________________________________________________

_____________________________________________________________________________________

Short answer:

5. What physical activity do you want to improve at? _____________________________________________

6. How will you get better at the activity chosen in question 5?

_____________________________________________________________________________________

_____________________________________________________________________________________



Intensity, Time, and Type (Fourth Grade)

Part 1: Fill in the blank with the correct word.

WORD BANK

Intensity Time Type

1. ______________ How hard you exercise.

2. ______________ What you do for exercise.

3. ______________ How much you exercise.

Part 2: Answer the following questions with 1-2 sentences.

1. Explain how time of an activity affects fitness levels:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

2. Explain how intensity, type and time correlate to improve fitness levels:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

3. Explain how to use intensity, type and time to improve personal fitness scores:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________



Hydration (Fourth grade)

1. How does your body lose water during physical activity?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. What are 4 consequences of not consuming enough water during physical activity?

1.________________________________________________________________

2.________________________________________________________________

3.________________________________________________________________

4.________________________________________________________________

3. Explain the importance of hydration with water versus other beverages

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________



Checking Ourselves for Good Sportsmanship (Fourth Grade)

How Did I Do With.....?

( Circle your answer)

I could do better I did OK I did a great job

1. Maintaining Self

Control?

2. Cooperating and

showing respect for

others?

3. Helping others to

resolve conflicts?

4. Taking turns?



Corrective Feedback (Fifth Grade)

Skill:______________________

Directions:

1. Write down 4 cues to the skill.

2. Have a peer or the teacher observe your performance of the skill 3 times, checking Yes or No if observed or

not.

3. The peer or teacher will respectfully provide corrective feedback to support improvement.

4. Add the Yes boxes across for each cue.

Observer’s Name:________________________________

5. Use corrective feedback while continuing to practice

6. After practice answer the questions below

Question 1: Did you use the feedback provided by the peer or teacher during your practice?

Yes No

Question 2: Did you feel the feedback provided was useful for improvement?

Yes No

Question 3: Did the corrective feedback and practice help you play in a game?

Yes No

Cues: Trial One Trial Two Trial Three How many Correctly

Performed Trials? YES NO YES NO YES NO

1 □ □

□ □

□ □

2. □ □

□ □

□ □

3. □ □

□ □

□ □

4. □ □

□ □

□ □

Corrective Feedback:_____________________________________________________________________________

______________________________________________________________________________________________



How Exercise Affects the Body (Fifth Grade)

Circle the correct answer:

1. During an aerobic warm-up activity, your heart rate should rise:

a. Slowly

b. Quickly

2. During an aerobic warm-up activity, the muscles in your body become:

a. Tight

b. Flexible

3. During a cool-down, as your heart rate slowly drops, the rate of blood flow in your body drops slowly:

a. True

b. False

4. During a cool-down, the muscles in your body gradually become:

a. Warmer

b. Cooler

Fill in the blank:

5. One change that occurs to your body during a warm-up is _________________________.

6. One change that occurs to your body during a cool-down is _________________________.



F.I.T.T Guidelines (Fifth Grade)

1. Below fill out the four guidelines for FITT and briefly explain each one.

F______________-

I ______________-

T______________-

T______________-

2. Based on the four guidelines for FITT, list one area that you need to improve on.

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

3. Based on the area of fitness that you need to improve on, write a goal that will keep you focused on improving in

that area of fitness. (Keep your goals realistic and remember that goals are not reached overnight or in a week

even, that you need to work hard for an extended period of time in order to see results).

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

___________________________________________________________________________________________



Muscular Strength and Endurance (Fifth Grade)

1. Define the following terms:

a) Muscular Strength-

b) Muscular Endurance-

2. List 5 different muscles of the body and list where those muscles are located on the body, example Calf muscles-

back of lower leg.

1)

2)

3)

4)

5)

3. Identify muscular strength and endurance exercises for the following muscle groups:

a) Legs-

b) Arms/Chest-

c) Lower Back/Abdominals(Abs)-



Training Principles (Sixth Grade)

1. Define Overload

___________________________________________________________________________________________

___________________________________________________________________________________________

2. Define Progression

___________________________________________________________________________________________

___________________________________________________________________________________________

3. Define Specificity

___________________________________________________________________________________________

___________________________________________________________________________________________

4. Define Regularity

___________________________________________________________________________________________

___________________________________________________________________________________________

5. Define Individuality

___________________________________________________________________________________________

___________________________________________________________________________________________

6. Show how all the terms are related to the F.I.T.T guidelines

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________



Skill Related Principles (Sixth Grade)

1. Identify and define six skill-related fitness components.

1. _________________:________________________________________________________________

__________________________________________________________________________________

2. _________________:________________________________________________________________

__________________________________________________________________________________

3. _________________:________________________________________________________________

__________________________________________________________________________________

4. _________________:________________________________________________________________

__________________________________________________________________________________

5. _________________:________________________________________________________________

__________________________________________________________________________________

6. _________________:________________________________________________________________

__________________________________________________________________________________

2. Select one activity that correlate to each skill-related fitness component. (Some activities may be used

for more than one component.)

ACTIVITY COMPONENT

1.

2.

3.

4.

5.

6.



Wellness (Sixth Grade)

1. Explain briefly, the importance of wellness for you.

_______________________________________________________________________

___________________________________________________________________________________

2. Identify and define the three main principles of wellness.

1. _________________________________________________________________________________________________

_________________________________________________________________________________________________

2. _________________________________________________________________________________________________

_________________________________________________________________________________________________

3. _________________________________________________________________________________________________

_________________________________________________________________________________________________

3. Please explain how the principles of wellness relate to physical activity. Be sure to use personal

examples.

_______________________________________________________________________

___________________________________________________________________________________

_______________________________________________________________________

___________________________________________________________________________________

_______________________________________________________________________

___________________________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________



Injury Prevention (Sixth Grade)

1. Explain the importance of stretching prior to movement activities.

_______________________________________________________________________

___________________________________________________________________________________

_______________________________________________________________________

2. Identify two breathing techniques as taught during class to prevent injury.

1. _________________________________________________________________________________________________

_________________________________________________________________________________________________

2. _________________________________________________________________________________________________

_________________________________________________________________________________________________

3. Explain why proper body posture is important during physical activity.

_______________________________________________________________________

___________________________________________________________________________________

4. Be sure to also explain why proper body techniques necessary for injury prevention when using

equipment.

_______________________________________________________________________

___________________________________________________________________________________

_______________________________________________________________________

5. List an activity that you can demonstrate injury prevention for each method.

Stretching: _____________________________ Breathing technique: ____________________________

Body posture during physical activity:_________________________________________________

Body technique when using equipment:________________________________________________



Self and Peer Assessment (Seventh Grade)

Directions: In the Self-Assessment and Peer-Assessment tables below, identify the skill cues for the selected skill and check the

appropriate box if the skill cue was performed. Complete Self / Peer Assessment Comparison table.

Self-Assessment

Skill: _____________________________

Skill Cue Skill Cue Performed Skill Cue Not Performed

Peer-Assessment

Skill: ____________________________

Skill Cue Skill Cue Performed Skill Cue Not Performed

Self / Peer Assessment Comparison

Skill: _____________________________

Skill Cues performed by both self and peer Skill Cues not performed by both self and peer



F.I.T.T Guidelines (Seventh Grade)

Directions: Answer the following questions based on the fitness component you have chosen to improve upon.

1. What fitness component have you chosen to improve upon? __________________________________________________

2. Identify the baseline of the fitness component you have chosen in order to set a realistic fitness goal. __________________

______________________________________________________________________________________________

3. Identify an appropriate and realistic fitness goal you have chosen based on the FITT Guidelines.

F: _________________________________________________________________________________________________

I: __________________________________________________________________________________________________

T:__________________________________________________________________________________________________

T:__________________________________________________________________________________________________

4. Identify three physical activities you will use to achieve your fitness goal.

1. ___________________________________________________________________________________________

2. ___________________________________________________________________________________________

3. ___________________________________________________________________________________________



Stretching (Seventh Grade)

Directions: Circle the correct answer

1. Flexibility is important because it helps prevent injuries, increases range of motion, and __________________.

A. increases efficiency of movement B. decreases body fat 2. The three different stretching techniques are partner stretching, static stretching, and ___________________.

A. rapid stretching B. dynamic stretching 3. Which of the following shows an appropriate stretch for the hamstrings?

A. B. C.

4. Which of the following shows an appropriate stretch for the quadriceps?

A. B.

C.

5. Which of the following shows an appropriate stretch for the triceps?

A. B. C.

6. Which of the following shows an appropriate stretch for the pectorals?

A. B. C.



Time Management (Seventh Grade)

Directions: Answer the following questions in relation to how time management strategies can be used to create opportunities for

daily physical activity.

1. Give one example of how daily physical activity can enhance your personal lifestyle. ______________________________________________________________________________________ ______________________________________________________________________________________

2. What is the amount of time recommended for daily physical activity in order to maintain good health? ______________________________________________________________________________________

3. List two personal barriers that may make it difficult for you to reach the recommended time for daily physical activity. 1. __________________________________________________________________________________

2. __________________________________________________________________________________

4. Identify strategies you can use to overcome the barriers to physical activity you listed above.

1. Barrier: ___________________________________________________________________________

Strategy: __________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2. Barrier: ___________________________________________________________________________

Strategy: __________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________



Improvement Plan (Eighth Grade)

1. Please write down area of fitness that you will be improving:

_____________________________________________________________________________

2. Please explain the steps you will take to improve your fitness.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

3. Complete the chart (must have 4 exercises that you will complete) Write your baseline data then record your

progress for 10 days.

Exercise Baseline

Data

Date

Day 1

Date:

Day 2

Date:

Day 3

Date:

Day 4

Date:

Day 5

Date:

Day 6

Date:

Day 7

Date:

Day 8

Date:

Day 9

Date:

Day 10

1.

2.

3.

4.

4. Were you successful in improving your fitness? _____ YES _____ NO

5. Why or Why not? _______________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________



Reviewing the Personal Fitness Plan (Eighth Grade)

Place a check in the box if you have completed the task.

□ I created a complete personal fitness plan using health related fitness components

□ I developed a fitness goal that addresses one area of health related fitness.

Teacher’s Initials:_____________

□ I implemented the personal fitness plan. (Provide two sentences explaining when and where the plan was

implemented)

____________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Assessing your plan

(Check the yes or no box for each question)

Do you feel the initial fitness levels were accurate indications of your personal fitness levels? □Yes - □NO

Do you feel your goals were appropriate? □Yes - □NO

Do you feel your exercises chosen have supported the growth of your fitness level? □Yes - □NO

Defend your plan

Explain how your fitness plan enabled you to reach your fitness goal.

____________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Refine your plan

Explain how you can improve your fitness plan (fitness goals, exercises, amount of time per exercise, effort during

exercise, etc.).

_____________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________



Obtaining your Fitness Goal (Eighth Grade)

1. Write out your Personal Fitness Goal:

_________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

2. Identify 3 activities that you can do to reach that goal

Activity 1: ____________________________________________________________________

Activity 2: ____________________________________________________________________

Activity 3: ____________________________________________________________________

3. Use the back of the paper to create your fitness plan using the 3 activities you just chose in

question 2.

4. Why did you choose these activities and how will they help you obtain your fitness goal?

_________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________



Resolving Conflict (Eighth Grade)

1. Identify 2 strategies that you can use to resolve conflict.

1.________________________________________________________________________

_________________________________________________________________________

2.________________________________________________________________________

__________________________________________________________________________

2. Read each scenario then answer a question.

While playing a game of basketball in Physical Education class, Jeffrey starts to foul everyone who shoots. You start to confront him by saying excuse me and Jeffrey gets in your face. What do you do?

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

While at lunch a new student who is using a wheelchair rolls into the cafeteria and is looking around for a place to eat and notices a space open at your table. He asks if he can eat with your and one of your friends starts to make fun of the fact that he is in a wheelchair. What do you do?

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

When placed on a team during Physical Education class you notice that Kimberlie has been assigned to your team as well and she is horrible at sports. You are the team captain and are in charge of making the starting line-up and making substitutions. Your best friend is also on your team and asked you only to let Kimberlie play for a minute. What do you do?

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________


High School Physical Education

Personal Fitness Plan

__________________________

Name

__________________________

School


Personal Information

Birth Date: _________________ Age:________ Height:__________ Weight:___________

FitnessGram Levels

Pacer: _______ Laps Healthy Fitness Zone: Yes: ______ No:______

Trunk Lft: ______ Inches Healthy Fitness Zone: Yes: ______ No:______

Sit and Reach: Right Leg: ______ Inches Healthy Fitness Zone: Yes: ______ No:______

Sit and Reach: Left Leg: ______ Inches Healthy Fitness Zone: Yes: ______ No:______

Pushups: ______ Completed Healthy Fitness Zone: Yes: ______ No:______

Curl ups: ______ Completed Healthy Fitness Zone: Yes: ______ No:______

Heart Rate

Resting Heart Rate

Beats per Minute

(b/min)

Maximum Heart Rate

(MHR)

220 – Student’s Age

Target Heart Rate

60% of MHR

Multiply MHR by .6

Target Heart Rate

90% of MHR

Multiply MHR by .9

b/min

b/min

b/min

b/min

The student’s Target Heart Rate is between _________ b/min and _______ b/min

One physical activity I enjoy is:__________________________________________________________


Personal Lifelong Fitness Selection

Using the F.I.T.T guidelines, develop one personal physical activity goal.

The physical activity that I enjoy most is: _________________________________

During that physical activity, I am able to: ______________________________________________________

________________________________________________________________________________________

During that physical activity, I want to be able to: _________________________________________________

________________________________________________________________________________________

To meet my goal I will practice using the F.I.T.T guidelines: (Fill in your personal methods to improve)

Frequency:______________________________________

Intensity: ________________________________________

Time: ___________________________________________

Type: ___________________________________________

Using the F.I.T.T guidelines, develop one personal fitness goal.

I like my fitness level for (cardiorespiratory endurance, muscular strength, muscular endurance, flexibility):

______________________________________________________

I want to improve my fitness for (cardiorespiratory endurance, muscular strength, muscular endurance, flexibility):

______________________________________________________

To improve my fitness levels I will practice using the F.I.T.T guidelines: (Fill in your personal methods to improve)

Frequency:______________________________________

Intensity: ________________________________________

Time: ___________________________________________

Type: ___________________________________________


Personal Lifelong Fitness Selection

Write out three methods of how you will demonstrate practice in a safe manner.

1. _______________________________________________________________________________

2. _______________________________________________________________________________

3. _______________________________________________________________________________

Write out your progression methods/practice techniques for skill development to reach your physical activity goal.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

After you practice

Explain if your goal selection was appropriate and if your practice techniques support improvement.

____________________________________________________________________________________

____________________________________________________________________________________

Do you need to revise your practice techniques? Justify your revisions and explain how you need to revise it.

____________________________________________________________________________________

____________________________________________________________________________________


Law of Motion and Performance

Choosing three physical activities, explain how inertia affects the body mechanics for safe practice.

Activity Explanation

__________________: ____________________________________________________________________

__________________: ____________________________________________________________________

__________________: ____________________________________________________________________

Choosing three physical activities, analyze the mass and acceleration of an object to explain how force impacts

the outcome.


__________________: ____________________________________________________________________

__________________: ____________________________________________________________________

__________________: ____________________________________________________________________

Choosing three physical activities, explain how for every action, there is an equal and opposite re-action.


__________________: ____________________________________________________________________

__________________: ____________________________________________________________________

__________________: ____________________________________________________________________

Analyzing how the laws of motion impacts performance during physical activity, develop one strategy that will

personally support improvement of your physical activity goal.

Law of Motion: ___________________________________________________________________________

Strategy: ________________________________________________________________________________

____________________________________________________________________________________


Implementation of the Practice Plan

Explain your skill progression to meet your physical activity goal in a closed skill setting (repetitive manner

without variables).

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Explain your skill progression to meet your physical activity goal in an open skill setting (environment that

allows for change).

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

After Practice

Explain how the closed skill practice activities supported improvement of your skill level.

_______________________________________________________________________________________

_______________________________________________________________________________________

Explain how the open skill practice activities supported improvement of your skill level.

_______________________________________________________________________________________

_______________________________________________________________________________________

Explain how you will revise your practice activities to enhance future performance.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________


Effects of Physical Activity

Using your fitness goal, explain how you will demonstrate the training principles of overload, progression, and

specificity to support your improvement.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Using your physical activity goal, explain how specific training principles (overload, progression and/or specificity)

impact your skill development.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Using your physical activity goal, explain the impact that the training principles has on the body systems.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Using your fitness goal, explain the impact that the training principles has on the body systems.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


Stress Reduction

Evaluate and list four factors that lead to stress.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Analyze and list four personal factors that cause stress in your life.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Analyze, list and demonstrate four stress relieving methods.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Explain the correlation stress in your life and stress relieving activities have on your personal wellness.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


Exercise Adherence

Write one physical, one environmental and one social barrier that hinders your participation in physical activity.

Physical: ________________________________________________________________________________

Environmental: ___________________________________________________________________________

Social: __________________________________________________________________________________

Write down what motivates you to continue to participate in physical activity.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Write down what physical activity or fitness activity you participate in the most.

________________________________________________________________________________________

________________________________________________________________________________________

Explain your motivation for choosing your physical activity goal.

________________________________________________________________________________________

________________________________________________________________________________________

Have you been participating in physical activity on a daily basis to support your improvement for your goal?

Yes: ________ No: _________

Have you been participating in fitness activities on a daily basis to support your improvement for your goal?

Yes: ________ No: _________

How does your exercise adherence compare to national guidelines for daily exercise? ___________________

________________________________________________________________________________________


Analyzing Your Personal Fitness Plan

Analyzing your personal physical activity goal, what is your ability level towards meeting that goal?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Did you reach your physical activity goal? Yes:_________ No: __________

Based on your current ability, revise your physical activity goal or develop a new goal.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Analyzing your personal fitness goal, what is your ability level towards meeting that goal?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Did you reach your fitness goal? Yes:_________ No: __________

Based on your current ability, revise your fitness goal or develop a new goal.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________


Social Inclusiveness

Write down one time that you did not feel included or part of the group.

_________________________________________________________________________________

_________________________________________________________________________________

List four ways you support building a cohesive and inclusive community inside and/or outside of school.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Evaluate and list four common features, characteristics, and interests of peers in the class.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

List four methods to include all your peers into daily physical activity in the physical education class.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

How can you enhance a sense of belonging among your peers?

_________________________________________________________________________________

_________________________________________________________________________________

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