BCMS Curriculum Map
Content Area: Physical Education Grade Level: 6th
School Year: 2014-2015 Teacher: Brian Bivens
Number of Weeks / Unit Title / Academic Expectations, Demonstrators, Program of Studies / Vocabulary / Common Assessments / Modifications1 Week / Intro to Fitness / ACADEMIC EXPECTATIONS:
2.34 Students perform psychomotor skills effectively and efficiently in a variety of settings.
2.35 Students demonstrate knowledge, skills, and values that have lifetime implications for involvement in a physical activity.
DEMONSTRATORS:
· Reflect on personal motivation for psychomotor skill development.
· Access psychomotor skills (e.g., individual, dual, team,) using movement, mechanics, and concepts.
· Combine fundamental movement activities into purposeful movement patterns.
· Analyze the benefits (e.g., physical, mental, psychological, emotional) of involvement in lifetime physical activity.
PROGRAM OF STUDIES:
PL-06-2.1.2 Students will identify principles of motor skill refinements (e.g., accuracy, technique, movement) that are necessary for skill development.
PL-06-2.2.1 Students will describe the physical, emotional/mental, and social benefits gained from regular participation in leisure/recreational, or competitive physical activities.
PL-06-2.2.3 Students will describe the components of fitness (i.e., muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory endurance) and the FITT Principle (i.e., frequency, intensity, type, time). / 1. FITT
2. Cardiovascular
3. Aerobic
4. Hypertension
5. Cross training
6. Obesity
7. Lactic acid / 1. Fitness Assessment
2. Worksheets and homework
3. Written test / 1. Scribe
2. Reader
3. Peer tutoring
4. Modifications on specific activities
3 Weeks / Health / ACADEMIC EXPECTATIONS:
2.29 Students demonstrate skills that promote individual well-being and healthy family relationships.
2.31 Students demonstrate skills and self-responsibility in understanding, achieving, and maintaining physical wellness.
2.32 Students demonstrate positive strategies for achieving and maintaining mental and emotional wellness.
DEMONSTRATORS:
· Describe changes (e.g., physical, emotional, social) that occur during adolescence.
· Distinguish between rights and responsibilities in family relationships.
· Evaluate constructive and destructive family relationships in different types of families.
· Demonstrate basic physiological principles of exercise (e.g., intensity, duration, frequency).
· Evaluate dietary practices.
· Select behaviors and make lifestyle choices to prevent or minimize the risk of disease.
· Describe the interrelationships of and physiological changes in body systems.
· Analyze and apply strategies for achieving and maintaining self-esteem.
· Apply interpersonal relationship skills that contribute to emotional wellness.
PROGRAM OF STUDIES:
PL-06-1.1.1 Students will describe the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying and being open to different perspectives and points of view, empathy, friendship).
PL-06-1.1.2 Students will recommend effective strategies (e.g., communication, problem solving, decision making, refusal skills, anger management, conflict resolution) for responding to stress, conflict, peer pressure, and bullying.
PL-06-1.1.3 Students will identify the physical, social, and emotional changes (e.g., growth spurts, peer influence, self-confidence, mood swings) that occur during adolescence.
PL-06-1.1.4 Students will explain basic structures and function of the reproductive system.
PL-06-1.1.6 Students will describe how individual behavior choices and habits relating to diet, exercise, rest, and other choices (e.g., tobacco, alcohol, illegal drugs) affect body systems (e.g., circulatory, respiratory, digestive).
PL-06-1.1.9 Students will explain causes, symptoms, and prevention of social (e.g., not getting along with others, disagreeable, being uncooperative), mental, and emotional problems (e.g., depression, anxiety, eating disorders).
PL-06-1.2.1 Students will describe how foods containing nutrients (proteins, carbohydrates, fats, minerals, vitamins, water) are important for the growth and development of healthy bodies (e.g., strong bones and muscles, energy, healthy organs). / 1. Allergic Reaction
2. Communicable Disease
3. Conflict
4. Growth Spurt
5. Minerals
6. Mood Swing
7. Non-Communicable Disease
8. Peer Influence
9. Perspective
10. Point of View
11. Refusal Skills
12. Relaxation Techniques
13. Reproductive System
14. Self-Advocacy
15. Self-Confidence
16. Shock
17. Substance Abuse
18. Vitamins / 1. Worksheets and homework
2. Quizzes
3. Discussion
4. Written tests / 1. Scribe
2. Reader
3. Peer tutoring
4. Modifications
4 Weeks / Lifetime Physical Activities / ACADEMIC EXPECTATIONS:
2.34 Students perform psychomotor skills effectively and efficiently in a variety of settings.
2.35 Students demonstrate knowledge, skills, and values that have lifetime implications for involvement in a physical activity.
DEMONSTRATORS:
· Reflect on personal motivation for psychomotor skill development.
· Access psychomotor skills (e.g., individual, dual, team,) using movement, mechanics, and concepts.
· Demonstrate basic team and individual/dual sport skills.
· Combine fundamental movement activities into purposeful movement patterns.
· Analyze the benefits (e.g., physical, mental, psychological, emotional) of involvement in lifetime physical activity.
· Explore ways to learn new lifetime activities.
· Apply rules and appropriate behaviors in lifetime physical activities.
· Investigate principles of training and conditioning for a variety of physical activities.
PROGRAM OF STUDIES:
PL-06-2.1.1 Students will apply a combination of techniques of locomotor and nonlocomotor skills which are necessary for the improvement of transitional motor skills (e.g., punting, serving, dribbling):
· locomotor (moving from one place to another) (e.g., running, skipping, hopping)
· nonlocomotor (stationary) (e.g., bending, stretching, twisting) movements
PL-06-2.1.2 Students will identify principles of motor skill refinements (e.g., accuracy, technique, movement) that are necessary for skill development.
PL-06-2.2.1 Students will describe the physical, emotional/mental, and social benefits gained from regular participation in leisure/recreational, or competitive physical activities.
PL-06-2.2.2 Students will identify and access techniques (e.g., practice, lessons, videos, drills, peer/teacher review, self-evaluation) for improving performance in games and sports.
PL-06-2.2.3 Students will describe the components of fitness (i.e., muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory endurance) and the FITT Principle (i.e., frequency, intensity, type, time).
PL-06-2.2.4 Students will identify offensive and defensive strategies in games and sports.
PL-06-2.2.5 Students will identify rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one’s own performance level, accepting skills and abilities of others through verbal and nonverbal actions for spectators and/or participants) that are necessary during games and sports. / 1. Accuracy
2. Body Composition
3. Cholesterol
4. Defensive
5. Heart Rate
6. Motor Skills
7. Offensive
8. Technique
9. Transitional / 1. Pre-skills test
2. Post-skills test
3. Worksheets and homework
4. Written tests / 1. Scribe
2. Reader
3. Peer tutoring
4. Modifications on specific activities
1 Week / Dance / ACADEMIC EXPECTATIONS:
1.15 Students make sense of and communicate ideas with movement.
2.26 Through the arts and humanities, students recognize that although people are different they share some common experiences and attitudes.
DEMONSTRATORS:
· Demonstrate combined movement sequences that express an idea or emotion.
· Express openness and sensitivity to differences and commonalties among diverse cultures past and present.
· Research a wide variety of art forms from diverse cultures.
· Analyze artworks and performances across diverse cultures past and present.
PROGRAM OF STUDIES:
AH-06-1.2.1 Students will identify the use of elements in a variety of dances.
AH-06-1.2.2 Students will identify dances by:
identifying theme (story), dance styles (e.g., ballet, jazz, tap, modern), characteristics of the style (e.g., tap- feet as rhythmic instrument, ballroom- partnering), and the use of the elements of dance.
AH-06-2.2.1 Students will analyze or explain how diverse cultures and time periods are reflected in dance.
AH-06-3.2.1 Students will identify or explain how dance fulfills a variety of purposes. / 1. Accent
2. Cha-cha
3. Choreography
4. Choreographic Form
5. Diagonal
6. Duration
7. Focus
8. Force
9. Leaps
10. Lifts
11. Modern
12. Multi-Focus
13. Rhythmic Pattern
14. Samba
15. Salsa
16. Shape
17. Size
18. Tango
19. Waltz / 1. Worksheets and homework
2. Written test
3. Comparison Paper / 1. Scribe
2. Reader
3. Peer tutoring
4. Modifications
1Week / Fitness Testing / ACADEMIC EXPECTATIONS:
2.34 Students perform psychomotor skills effectively and efficiently in a variety of settings.
2.35 Students demonstrate knowledge, skills, and values that have lifetime implications for involvement in a physical activity.
DEMONSTRATORS:
· Reflect on personal motivation for psychomotor skill development.
· Access psychomotor skills (e.g., individual, dual, team,) using movement, mechanics, and concepts.
· Combine fundamental movement activities into purposeful movement patterns.
· Analyze the benefits (e.g., physical, mental, psychological, emotional) of involvement in lifetime physical activity.
PROGRAM OF STUDIES:
PL-06-2.1.2 Students will identify principles of motor skill refinements (e.g., accuracy, technique, movement) that are necessary for skill development.
PL-06-2.2.1 Students will describe the physical, emotional/mental, and social benefits gained from regular participation in leisure/recreational, or competitive physical activities.
PL-06-2.2.3 Students will describe the components of fitness (i.e., muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory endurance) and the FITT Principle (i.e., frequency, intensity, type, time). / 1. FITT
2. Cardiovascular
3. Aerobic
4. Hypertension
5. Cross training
6. Obesity
7. Lactic acid / 1. Fitness Assessment
2. Worksheets and homework
3. Written test / 1. Scribe
2. Reader
3. Peer tutoring
4. Modifications on specific activities
BCMS Curriculum Map
Content Area: Physical Education Grade Level: 7th
School Year: 2014-2015 Teacher: Brian Bivens
Number of Weeks / Unit Title / Academic Expectations, Demonstrators, Program of Studies / Vocabulary / Common Assessments / Modifications1 Week / Intro to Fitness / ACADEMIC EXPECTATIONS:
2.34 Students perform psychomotor skills effectively and efficiently in a variety of settings.
2.35 Students demonstrate knowledge, skills, and values that have lifetime implications for involvement in a physical activity.
DEMONSTRATORS:
· Reflect on personal motivation for psychomotor skill development.
· Access psychomotor skills (e.g., individual, dual, team,) using movement, mechanics, and concepts.
· Combine fundamental movement activities into purposeful movement patterns.
· Analyze the benefits (e.g., physical, mental, psychological, emotional) of involvement in lifetime physical activity.
PROGRAM OF STUDIES:
PL-07-2.1.2 Students will interpret the role that principles of motor skill refinements (e.g., accuracy, technique, movement) have in skill development.
PL-07-2.2.1 Students will describe the physical, emotional/mental, and social benefits gained from regular participation in leisure/recreational, or competitive physical activities.
PL-07-2.2.3 Students will describe the components of fitness (i.e., muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory endurance) and the FITT Principle (i.e., frequency, intensity, type, time). / 1. FITT
2. Cardiovascular
3. Aerobic
4. Hypertension
5. Cross training
6. Obesity
7. Lactic acid / 1. Fitness Assessment
2. Worksheets and homework
3. Written test / 1. Scribe
2. Reader
3. Peer tutoring
4. Modifications on specific activities
3 Weeks / Health / ACADEMIC EXPECTATIONS:
2.29 Students demonstrate skills that promote individual well-being and healthy family relationships.
2.31 Students demonstrate skills and self-responsibility in understanding, achieving, and maintaining physical wellness.
2.32 Students demonstrate positive strategies for achieving and maintaining mental and emotional wellness.
DEMONSTRATORS:
· Describe changes (e.g., physical, emotional, social) that occur during adolescence.
· Distinguish between rights and responsibilities in family relationships.
· Evaluate constructive and destructive family relationships in different types of families.
· Demonstrate basic physiological principles of exercise (e.g., intensity, duration, frequency).
· Evaluate dietary practices.
· Select behaviors and make lifestyle choices to prevent or minimize the risk of disease.
· Describe the interrelationships of and physiological changes in body systems.
· Analyze and apply strategies for achieving and maintaining self-esteem.
· Apply interpersonal relationship skills that contribute to emotional wellness.
PROGRAM OF STUDIES:
PL-07-1.1.1 Students will describe the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying and being open to different perspectives and points of view, empathy, friendship).
PL-07-1.1.2 Students will recommend and justify effective strategies (e.g., communication, problem solving, decision making, refusal skills, anger management, conflict resolution) for responding to stress, conflict, peer pressure, and bullying.
PL-07-1.1.3 Students will describe physical, social, and emotional changes (e.g., growth spurts, peer influence, self-confidence, mood swings) that occur during adolescence.
PL-07-1.1.4 Students will explain basic structures and function of the reproductive system as it relates to the human life cycle.
PL-07-1.1.6 Students will describe how individual behavior choices and habits relating to diet, exercise, rest, and other choices (e.g., tobacco, alcohol, illegal drugs) affect body systems (e.g., circulatory, respiratory, digestive).
PL-07-1.1.9 Students will explain causes, symptoms, and prevention of social (e.g., not getting along with others, disagreeable, being uncooperative), mental, and emotional problems (e.g., depression, anxiety, eating disorders).
PL-07-1.2.1 Students will explain how nutrients ( protein, carbohydrates, fats, minerals, vitamins, water) are important for the growth and development of healthy bodies (e.g., strong bones and muscles, energy, healthy organs). / 1. Allergic Reaction
2. Communicable Disease
3. Conflict
4. Growth Spurt
5. Minerals
6. Mood Swing
7. Non-Communicable Disease
8. Peer Influence
9. Perspective
10. Point of View
11. Refusal Skills
12. Relaxation Techniques
13. Reproductive System
14. Self-Advocacy
15. Self-Confidence
16. Shock
17. Substance Abuse
18. Vitamins / 1. Worksheets and homework
2. Quizzes
3. Discussion
4. Written tests / 1. Scribe
2. Reader
3. Peer tutoring
4. Modifications
4 Weeks / Lifetime Physical Activities / ACADEMIC EXPECTATIONS:
2.34 Students perform psychomotor skills effectively and efficiently in a variety of settings.
2.35 Students demonstrate knowledge, skills, and values that have lifetime implications for involvement in a physical activity.
DEMONSTRATORS:
· Reflect on personal motivation for psychomotor skill development.
· Access psychomotor skills (e.g., individual, dual, team,) using movement, mechanics, and concepts.
· Demonstrate basic team and individual/dual sport skills.
· Combine fundamental movement activities into purposeful movement patterns.
· Analyze the benefits (e.g., physical, mental, psychological, emotional) of involvement in lifetime physical activity.
· Explore ways to learn new lifetime activities.
· Apply rules and appropriate behaviors in lifetime physical activities.
· Investigate principles of training and conditioning for a variety of physical activities.
PROGRAM OF STUDIES:
PL-07-2.1.1 Students will apply a combination of techniques of locomotor and nonlocomotor skills which are necessary for the improvement of transitional motor skills (e.g., punting, serving, dribbling):
· locomotor (moving from one place to another) (e.g., running, skipping, hopping)
· nonlocomotor (stationary) (e.g., bending, stretching, twisting) movements
PL-07-2.1.2 Students will interpret the role that principles of motor skill refinements (e.g., accuracy, technique, movement) have in skill development.
PL-07-2.2.1 Students will describe the physical, emotional/mental, and social benefits gained from regular participation in leisure/recreational, or competitive physical activities.
PL-07-2.2.2 Students will access and describe techniques (e.g., practice, lessons, videos, drills, peer/teacher review, self-evaluation) are used for improving performance in games and sports.
PL-07-2.2.3 Students will describe the components of fitness (i.e., muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory endurance) and the FITT Principle (i.e., frequency, intensity, type, time).
PL-07-2.2.4 Students will describe how offensive and defensive strategies are used in games and sports.
PL-07-2.2.5 Students will identify rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one’s own performance level, accepting skills and abilities of others through verbal and nonverbal actions for spectators and/or participants) that are necessary during games and sports. / 1. Accuracy
2. Body Composition
3. Cholesterol
4. Defensive
5. Heart Rate
6. Motor Skills
7. Offensive
8. Technique
9. Transitional / 1. Pre-skills test
2. Post-skills test
3. Worksheets and homework
4. Written tests / 1. Scribe
2. Reader
3. Peer tutoring
4. Modifications on specific activities
1 Week / Dance / ACADEMIC EXPECTATIONS:
1.15 Students make sense of and communicate ideas with movement.
2.26 Through the arts and humanities, students recognize that although people are different they share some common experiences and attitudes.
DEMONSTRATORS:
· Demonstrate combined movement sequences that express an idea or emotion.
· Express openness and sensitivity to differences and commonalties among diverse cultures past and present.
· Research a wide variety of art forms from diverse cultures.
· Analyze artworks and performances across diverse cultures past and present.
PROGRAM OF STUDIES:
AH-07-1.2.1 Students will identify the use of elements in a variety of dances.
AH-07-1.2.2 Students will identify and/or describe dances by: Identifying or describing theme (story),
dance styles (e.g., ballet, jazz, tap, modern),
characteristics of the style (e.g., tap- feet as rhythmic instrument, ballroom- partnering),
and the use of the elements of dance.
AH-07-2.2.1 Students will analyze or explain how diverse cultures and time periods are reflected in dance.
AH-07-3.2.1 Students will identify or explain how dance fulfills a variety of purposes. / 1. Accent
2. Cha-cha
3. Choreography
4. Choreographic Form
5. Diagonal
6. Duration
7. Focus
8. Force
9. Leaps
10. Lifts
11. Modern
12. Multi-Focus
13. Rhythmic Pattern
14. Samba
15. Salsa
16. Shape
17. Size
18. Tango
19. Waltz / 1. Worksheets and homework
2. Written test
3. Comparison Paper / 1. Scribe
2. Reader
3. Peer tutoring
4. Modifications
1Week / Fitness Testing / ACADEMIC EXPECTATIONS:
2.34 Students perform psychomotor skills effectively and efficiently in a variety of settings.
2.35 Students demonstrate knowledge, skills, and values that have lifetime implications for involvement in a physical activity.
DEMONSTRATORS:
· Reflect on personal motivation for psychomotor skill development.
· Access psychomotor skills (e.g., individual, dual, team,) using movement, mechanics, and concepts.
· Combine fundamental movement activities into purposeful movement patterns.
· Analyze the benefits (e.g., physical, mental, psychological, emotional) of involvement in lifetime physical activity.
PROGRAM OF STUDIES:
PL-07-2.1.2 Students will interpret the role that principles of motor skill refinements (e.g., accuracy, technique, movement) have in skill development.
PL-07-2.2.1 Students will describe the physical, emotional/mental, and social benefits gained from regular participation in leisure/recreational, or competitive physical activities.
PL-07-2.2.3 Students will describe the components of fitness (i.e., muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory endurance) and the FITT Principle (i.e., frequency, intensity, type, time). / 1. FITT
2. Cardiovascular
3. Aerobic
4. Hypertension
5. Cross training
6. Obesity
7. Lactic acid / 1. Fitness Assessment
2. Worksheets and homework
3. Written test / 1. Scribe
2. Reader
3. Peer tutoring
4. Modifications on specific activities
BCMS Curriculum Map