DRAFT
Subject: Grade 8.1/8.3 Physical Education
Outcome: Create, implement, and evaluate a fitness plan focusing on health andskill related fitness.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
( I have exceeded expectations)
Created but, unsuccessfully implemented fitness plan focusing on cardiovascular endurance, muscular endurance, muscular strength,flexibility, power, agility, speed, reaction time, balance, and coordination. ( In class ) Little to no effort. / Created and implementeda fitness plan focusing on cardiovascular endurance, muscular endurance, muscular strength, flexibility, power, agility, speed, reaction time, balance, and coordination. ( In class )Adequate to a good effort. / Created, implemented, and evaluated a fitness plan focusing on cardiovascular endurance, muscular endurance, muscular strength, flexibility, power, agility, speed, reaction time, balance, and coordination. (In class ) Outstanding effort. / Created, implemented, and evaluated a fitness plan focusing on cardiovascular endurance, muscular endurance, muscular strength, flexibility, power, agility, speed, reaction time, balance, and coordination. (In and outside of class time on a consistent basis )
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
Refer to the Saskatchewan Curriculum Guide
Subject: Grade 8.2 Physical Education
Outcome: 8.2 Understand how exercise affects muscle groups & the impact of inactivity on muscle.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
( I have exceeded expectations)
Student demonstrates a limited understanding of how exercise and inactivity affects various major muscle groups. / Student has a general understanding of how exercise and inactivity affects the various major muscle groups. / Student can specifically explain how exercise and inactivity affects each of the major muscle groups. / Student can specifically explain how exercise and inactivity affects each of the major muscle groups and applies knowledge into an individual program.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
Refer to the Saskatchewan Curriculum Guide
Subject: Grade 8 Physical Education
Outcome: 8.4/8.8 Utilize and apply transitions, movement skills, and strategies in sport and outdoor pursuits.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
( I have exceeded expectations)
Student demonstrates limited ability in utilizing and applying transitions, movement skills, and strategies in sport and outdoor pursuits. / Student demonstrates a basic ability in utilizing and applying transitions, movement skills, and strategies in sport and outdoor pursuits. / Student effectively demonstrates ability in utilizing and applying transitions, movement skills, and effectively uses strategies in sport and outdoor pursuits. / Student demonstrates a mastery of ability in utilizing and applying transitions, movement skills, and effectively uses strategies in sport and outdoor pursuits.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
Refer to the Saskatchewan Curriculum Guide
Subject: Grade 8 Physical Education
Outcome: 8.5 Explore, Understand, and communicate how biomechanics relate to levers and projectiles.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
( I have exceeded expectations)
Student demonstrates a vague understandingof how biomechanics relate to levers and projectiles. / Student demonstrates a simplistic understanding of how biomechanics relate to levers and projectiles. / Student demonstrates a complete and thorough understandingof how biomechanics relate to levers and projectiles. / Student demonstrates an insightful understandingof how biomechanics relate to levers and projectiles.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
Refer to the Saskatchewan Curriculum Guide
Subject: Grade8 Physical Education
Outcome: 8.6/8.7 Design plans, and apply decision making/strategies/tactics to enhance individual/team performance.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
( I have exceeded expectations)
Student experiences difficulty in designing a plan to develop performance concepts and also experiences difficulty in applying strategies/tactics to enhance individual/team performance. / Student can design a basic plan to develop performance concepts and can generallyapply strategies/tactics to enhance individual/team performance. / Student can design a thoughtful plan to develop performance concepts and can effectively apply strategies/tactics to enhance individual/team performance. / Student can design a comprehensive plan to develop performance concepts and is proficient at applying strategies/tactics to enhance individual/team performance.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
Refer to the Saskatchewan Curriculum Guide
Subject: Grade 8 Physical Education
Outcome: 8.9 Perform a dance/gymnastic routine incorporating skills and movement from other activities.
Perform, both as a leader and a follower, self-created, collaboratively created, and established sequences of movements with smooth transitions, incorporating skills and combinations of skills from a variety of games (i.e., target games, net/wall games, striking/fielding games, invasion/territorial games, low-organizational and inventive games) and body management activities (e.g., dance, aquatics, educational gymnastics, track and field, pilates, yoga, wrestling, martial arts, aerobics), alone and with others.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
( I have exceeded expectations)
Student experiences difficulty in performing a dance/gymnastic routine incorporating skills and movement from other activities. / Student presents a simple or basic dance/gymnastic routine incorporating skills and movement from other activities. / Student presents a confident and somewhat skillfull dance/gymnastic routine incorporating skills and movement from other activities. / Student presents an exceptionally confident, skillfull, and innovative routine in performing a dance/gymnastic routine incorporating skills and movement from other activities.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
Refer to the Saskatchewan Curriculum Guide
Subject: Grade 8 Physical Education
Outcome: 8.10 Create and implement a plan to engage others in regular physical activity.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
( I have exceeded expectations)
Student is unsuccessful in implementing a plan to engage others to participate in activities at school. / Student is reasonably successful in creating a plan to engage others to participate in activities at school. / Student is successful in creating and implementing a plan to engage others to participate in activities at school. / Student is successful in creating and implementing a plan to motivate others to participate in activity in the community.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
Refer to the Saskatchewan Curriculum Guide
Subject: Grade 8 Physical Education
Outcome: 8.11 Demonstrate an understanding of the impact of current technologies on fitness and fitness related careers.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
( I have exceeded expectations)
Student experiences difficulty in demonstrating an understanding of the impact of current technologies on fitness and fitness related careers. / Student demonstrates a general understanding of the impact of current technologies on fitness and fitness related careers. / Student demonstrates a reasonable understanding of the impact of current technologies on fitness and fitness related careers. / Student demonstrates an exceptional understanding of the impact of current technologies on fitness and fitness related careers.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
Refer to the Saskatchewan Curriculum Guide
Subject: Grade 8 Physical Education
Outcome: 8.12 Demonstrates basic first aid skills resulting from injury in movement activities.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
( I have exceeded expectations)
Student is experiencing difficulty in demonstrating basic first aid skills resulting from injury in movement activities. / Student can reasonably demonstrate basic first aid skills resulting from injury in movement activities. / Student effectively demonstrates basic first aid skills resulting from injury in movement activities. / Student is exceptional in demonstrating basic first aid skills resulting from injury in movement activities.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
Refer to the Saskatchewan Curriculum Guide
Subject: Grade 8 Physical Education
Outcome: 8.13 Analyze environmental influences (family beliefs/gender) effecting social behavior in movement activities.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
( I have exceeded expectations)
Student is unable to identify influences (family beliefs/gender) effecting social behavior in movement activities. / Student can paritially identify influences (family beliefs/gender) effecting social behavior in movement activities. / Student can competently identify influences (family beliefs/gender) effecting social behavior in movement activities. / Student can proficiently identify influences (family beliefs/gender) effecting social behavior in movement activities.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
Refer to the Saskatchewan Curriculum Guide
Subject: Grade 8 Physical Education
Outcome: 8.14 Analyze social, cultural, and environmental perspectives on the need for recent physical movement initiatives.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
( I have exceeded expectations)
Student experiences difficulty analyzingsocial, cultural, and environmental perspectives on the need for recent physical movement initiatives. / Student can reasonably analyzesocial, cultural, and environmental perspectives on the need for recent physical movement initiatives. / Student can accurately analyzesocial, cultural, and environmental perspectives on the need for recent physical movement initiatives. / Student can comprehensively analyze social, cultural, and environmental perspectives on the need for recent physical movement initiatives.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
Refer to the Saskatchewan Curriculum Guide