Part Three
Instructional Units
Middle School
Grades 6-8
Instructional Units
Physical Education
Scope and Sequence
Physical Education Skills
Grades 6-8
Activity/Skill /Grade 6
/ Grade 7 / Grade 8Badminton
Level IForehand Grip /
I
/ I-RV-RF / I-RV-RF-MBackhand Grip / I / I-RV-RF / I-RV-RF-M
Wrist Action / I / I-RV-RF / I-RV-RF-M
Footwork
/ I / I-RV-RF / I-RV-RF-MReady / I / I-RV-RF / I-RV-RF-M
Short Serve
/ I / I-RV-RF / I-RV-RF-MLong Serve
/ I / I-RV-RF / I-RV-RF-MOverhead Clear
/ I / I-RV-RF / I-RV-RF-MDrop
/ I / I-RV-RF / I-RV-RF-MSmash / I / I-RV-RF / I-RV-RF-M
Activity/Skill
/ Grade 6 / Grade 7 / Grade 8Side by Side
Team Play / I / I-RV-RF / I-RV-RF-MLevel II
Forehand Drive
/ I / RV-RFBackhand Drive
/ I / RV-RFDrop Shot
/ I / RV-RFCross Court Net Shots
/ I / RV-RFUp and Back Team Play
/ I / RV-RFLevel III
Drive Shot
/ IRound the Head Shot
/ IFlick Smash
/ ITennis
Level I
Ready Position
/ I / I-RV-RF / I-RV-RF-MForehand Stroke
/ I / I-RV-RF / I-RV-RF-MBackhand Drive
/ I / I-RV-RF / I-RV-RF-MService
/ I / I-RV-RF / I-RV-RF-MForehand Volley
/ I / I-RV-RF / I-RV-RF-MBackhand Volley
/ I / I-RV-RF / I-RV-RF-MCourt Positioning / I / I-RV-RF / I-RV-RF-M
Level II
Forehand Lob
/ I / I-RV-RFBackhand Lob
/ I / I-RV-RFService
/ I / I-RV-RFSmash / I / I-RV-RF
Slice Serve
/ I / I-RV-RFDrive / I / I-RV-RF
Activity/Skill
/ Grade 6 / Grade 7 / Grade 8Chop
/ I / I-RV-RFDrives with Topspin
/ I / I-RV-RFForehand
/ I / I-RV-RFBackhand
/ I-RV-RFSoccer
Level I
Dribbling
/ I-RV / I-RV-RF / I-RV-RF-MPunting / I-RV / I-RV-RF / I-RV-RF-M
Passing
/ I-RV / I-RV-RF / I-RV-RF-MTrapping / I-RV / I-RV-RF / I-RV-RF-M
Heading / I-RV / I-RV-RF / I-RV-RF-M
Kicks / I-RV / I-RV-RF / I-RV-RF-M
Throw-in / I-RV / I-RV-RF / I-RV-RF-M
Corner Kick / I-RV / I-RV-RF / I-RV-RF-M
Goal Kick / I-RV / I-RV-RF / I-RV-RF-M
Penalty Kick / I-RV / I-RV-RF / I-RV-RF-M
Free Kick / I-RV / I-RV-RF / I-RV-RF-M
Goal Tending / I-RV / I-RV-RF / I-RV-RF-M
Tackling / I-RV / I-RV-RF / I-RV-RF-M
Level II
Dribbling with Speed / I-RV / I-RV-RF-M
Punting / I-RV / I-RV-RF-M
For Accuracy / I-RV / I-RV-RF-M
For Distance / I-RV / I-RV-RF-M
Trapping / I-RV / I-RV-RF-M
Double Knee / I-RV / I-RV-RF-M
Foot / I-RV / I-RV-RF-M
Heading / I-RV / I-RV-RF-M
For Direction / I-RV / I-RV-RF-M
For Distance / I-RV / I-RV-RF-M
For Goal / I-RV / I-RV-RF-M
Throw-in
/ I-RV / I-RV-RF-MAdvanced Kicking
Strategies / I-RV / I-RV-RF-M
Goaltending Strategies / I-RV / I-RV-RF-M
Advanced Tackling Strategies / I-RV / I-RV-RF-M
Level III
Dribbling with Accuracy and Speed
/ I-RVPassing / I-RV
Long / I-RV
Lead / I-RV
Drive / I-RV
With Opposition / I-RV
Trapping / I-RV
Body / I-RV
Thigh / I-RV
Volleyball
Level I
Ball Handling
/ I / I-RV-RF / I-RV-RF-MHigh Ball / I / I-RV-RF / I-RV-RF-M
Low Ball / I / I-RV-RF / I-RV-RF-M
Set-up / I / I-RV-RF / I-RV-RF-M
Ball to Either Side / I / I-RV-RF / I-RV-RF-M
Serve Underhand
/ I / I-RV-RF / I-RV-RF-MNet Recovery / I / I-RV-RF / I-RV-RF-M
Rotation / I / I-RV-RF / I-RV-RF-M
Two Lines / I / I-RV-RF / I-RV-RF-M
Three Lines / I / I-RV-RF / I-RV-RF-M
Team Play
/ I / I-RV-RF / I-RV-RF-MOffense
/ I / I-RV-RF / I-RV-RF-MDefense
/ I / I-RV-RF / I-RV-RF-MLevel II
Ball Handling
/ I-RV / I-RV-RF-MDig
/ I-RV / I-RV-RF-MStandard 3 Person Play
Bump, Set, Spike
/ I-RV / I-RV-RF-MServing
/ I-RV / I-RV-RF-MSidearm
/ I-RV / I-RV-RF-MOverhand
/ I-RV / I-RV-RF-MNet Play
/ I-RV / I-RV-RF-MSpiking
/ I-RV / I-RV-RF-MBlocking
/ I-RV / I-RV-RF-MBasketball
Level I
Dribbling
/ I / I-RV-RF / I-RV-RF-MRight Hand
/ I / I-RV-RF / I-RV-RF-MLeft Hand
/ I / I-RV-RF / I-RV-RF-MPassing
/ I / I-RV-RF / I-RV-RF-MChest
/ I / I-RV-RF / I-RV-RF-MBounce
/ I / I-RV-RF / I-RV-RF-MBaseball
/ I / I-RV-RF / I-RV-RF-MShooting
Ball Position
/ I / I-RV-RF / I-RV-RF-MWrist Action
/ I / I-RV-RF / I-RV-RF-MFollow Through
/ I / I-RV-RF / I-RV-RF-MLay-ups
/ I / I-RV-RF / I-RV-RF-MSet Shot
/ I / I-RV-RF / I-RV-RF-MOne Hand
/ I / I-RV-RF / I-RV-RF-MTwo Hand
/ I / I-RV-RF / I-RV-RF-MBanking
/ I / I-RV-RF / I-RV-RF-MDefense
Guarding
/ I / I-RV-RF / I-RV-RF-MStance
/ I / I-RV-RF / I-RV-RF-MFootwork
/ I / I-RV-RF / I-RV-RF-MLevel II
Dribbling
/ I-RV / I-RV-RF-MChange of Pace
/ I-RV / I-RV-RF-MChange Hands
/ I-RV / I-RV-RF-MDribble-Stop-Pivot
/ I-RV / I-RV-RF-MPassing
Baseball
/ I-RV / I-RV-RF-MTwo-Hand
/ I-RV / I-RV-RF-MOver-Head / I-RV / I-RV-RF-M
Shooting
One-Hand Jump Shot
/ I-RV / I-RV-RF-MDefense
Stance
/ I-RV / I-RV-RF-MFootwork
/ I-RV / I-RV-RF-MSlide
/ I-RV / I-RV-RF-MPicks / I-RV / I-RV-RF-M
Over the Top / I-RV / I-RV-RF-M
Sliding Through / I-RV / I-RV-RF-M
Offense
Give and Go / I-RV / I-RV-RF-M
Five Man Weave / I-RV / I-RV-RF-M
Rebounding
Blocking Out / I-RV / I-RV-RF-M
Time Jump And Position / I-RV / I-RV-RF-M
Center Jump / I-RV / I-RV-RF-M
Position of Players / I-RV / I-RV-RF-M
Level III
Ball Handling
Figure 8 / I-RV
Hand-to-Hand / I-RV
Dribbling
Keep Away / I-RV
One-on-One / I-RV
Passing
Keep Away / I-RV
Two-on-Two / I-RV
Figure 8 / I-RV
Passing
Hook Shot / I-RV
Shoot Under Pressure / I-RV
One-on-One / I-RV
Two-on-Two / I-RV
Defense / I-RV
Man-to-Man / I-RV
Zone
2-1-2 / I-RV
2-3 / I-RV
1-2-2 / I-RV
1-3-1 / I-RV
Offense
Man-to-Man / I-RV
Zone / I-RV
Picks / I-RV
Screens / I-RV
Rebounding
Position / I-RV
Getting of The Ball / I-RV
Time Jump / I-RV
Tipping / I-RV
Flag Football
Level I
Passing
/ I / I-RV-RF / I-RV-RF-MCorrect Hand Position
/ I / I-RV-RF / I-RV-RF-MCorrect Setting Of Feet
/ I / I-RV-RF / I-RV-RF-MCorrect Throwing Technique
/ I / I-RV-RF / I-RV-RF-MCorrect Release of Ball to Achieve
Spiral
/ I / I-RV-RF / I-RV-RF-MReceiving
Catching
/ I / I-RV-RF / I-RV-RF-MPatterns
/ I / I-RV-RF / I-RV-RF-MBlocking
Block for Pass
/ I / I-RV-RF / I-RV-RF-MBlock for Run
/ I / I-RV-RF / I-RV-RF-MDownfield Blocking
/ I / I-RV-RF / I-RV-RF-MStance
Backfield
/ I / I-RV-RF / I-RV-RF-MTwo Point
/ I / I-RV-RF / I-RV-RF-MThree Point
/ I / I-RV-RF / I-RV-RF-MLineman
Three Point
/ I / I-RV-RF / I-RV-RF-MFour Point
/ I / I-RV-RF / I-RV-RF-MPunting
Ball Drop
/ I / I-RV-RF / I-RV-RF-MLeg Motion
/ I / I-RV-RF / I-RV-RF-MPositioning Of Foot / I / I-RV-RF / I-RV-RF-M
Centering
Snaps for Punts
/ I / I-RV-RF / I-RV-RF-MSnappingDrills
/ I / I-RV-RF / I-RV-RF-MLevel II
Passing
/ I-RV / I-RV-RF-MLateral and Pitch Out
/ I-RV / I-RV-RF-MRun Basic Patterns
/ I-RV / I-RV-RF-MReceiving
Run Basic Controlled Patterns
/ I-RV / I-RV-RF-MReceiving Ball
/ I-RV / I-RV-RF-MBlocking
Pass Block
/ I-RV / I-RV-RF-MOne-on-One
/ I-RV / I-RV-RF-MTwo-on-Two
/ I-RV / I-RV-RF-MPunting
Three Step Method
/ I-RV / I-RV-RF-MFour Step Method
/ I-RV / I-RV-RF-MPlace Kicking
Standard Kick
/ I-RV / I-RV-RF-MSoccer Kick
/ I-RV / I-RV-RF-MHand-off
How to Hand- Off
/ I-RV / I-RV-RF-MHow to Pivot
/ I-RV / I-RV-RF-MHow to Take the Hand-Off
/ I-RV / I-RV-RF-MLevel III
Passing
/ I-RVRoll Out
/ I-RVJump-Pass
/ I-RVReceiving
Cuts and Pivots
/ I-RVReleases from the Line of
Scrimmage /I-RV
Blocking
Trap Block
/ I-RVCross Blocking
/ I-RVPulling
/ I-RVPunting
Play Kick and Goal
/ I-RVOffense
Different
Offensive Sets / I-RVNumbering of Holes
/ I-RVBasic Running Plays Dives and
Sweep
/ I-RVFitness
Take Pulse
/I-RV
/ I-RV-RF-M / I-RV-RF-MCalculate Heart Rate
/I-RV
/ I-RV-RF-M / I-RV-RF-MResting Heart Rate
/I-RV
/ I-RV-RF-M / I-RV-RF-MTarget Heart Rate
/I-RV
/ I-RV-RF-M / I-RV-RF-MTarget Heart Rate Zone
/I-RV
/ I-RV-RF-M / I-RV-RF-MList andExplain the Components of
Fitness
/I-RV
/ I-RV-RF-M / I-RV-RF-MFitness Tests
Shuttle Run
/I-RV
/ I-RV-RF-M / I-RV-RF-MOne Mile Run/Walk
/I-RV
/ I-RV-RF-M / I-RV-RF-MPush-ups or Pull-ups/Arm Hang
/I-RV
/ I-RV-RF-M / I-RV-RF-MSit-ups/ Curl-ups
/I-RV
/ I-RV-RF-M / I-RV-RF-MSit and Reach Or V-sit and Reach
/I-RV
/ I-RV-RF-M / I-RV-RF-MSoftball
Base Running
Over-running First /
I-R V
/ I-RV-RF- / I-RV-RF-MLeading Off /
I-R V
/ I-RV-RF- / I-RV-RF-MSliding /
I-R V
/ I-RV-RF- / I-RV-RF-MTagging Inside the Bag /
I-R V
/ I-RV-RF- / I-RV-RF-MHitting
Bunting /
I-R V
/ I-RV-RF- / I-RV-RF-MFull Swing /
I-R V
/ I-RV-RF- / I-RV-RF-MPitching /
I-R V
/ I-RV-RF- / I-RV-RF-MThrowing /
RV-RF
/ RV-RF / RV-RF-MCatching /
RV-RF
/ RV-RF / RV-RF-MFielding Fly Balls /
I-R V
/ I-RV-RF / I-RV-RF-MFielding Ground Balls /
I-R V
/ I-RV-RF / I-RV-RF-MOffensive Skills
Ready Position /
I-R V
/ I-RV-RF / I-RV-RF-MPosition of Hands /
I-R V
/ I-RV-RF / I-RV-RF-MDefensive Skills
Force Play /
I-R V
/ I-RV-RF / I-RV-RF-MGoing for the Automatic Out at
First /
I-R V
/ I-RV-RF / I-RV-RF-MSqueeze Plays /
I-R V
/ I-RV-RF / I-RV-RF-MOffensive Strategies
Base Running Strategies /
I-R V
/ I-RV-RF / I-RV-RF-MBatting Order Strategies /
I-R V
/ I-RV-RF / I-RV-RF-MDefensive Strategies /
I-R V
/ I-RV-RF / I-RV-RF-MGame Play - Modified /
I-R V
/ I-RV-RF / I-RV-RF-MGame Play - Regulation /
I-R V
/ I-RV-RF / I-RV-RF-MTrack and Field
Running
Starts /
I-R V
/ I-RV-RF / I-RV-RF-MArm Position /
I-R V
/ I-RV-RF / I-RV-RF-MStride /
I-R V
/ I-RV-RF / I-RV-RF-MBody Position /
I-R V
/ I-RV-RF / I-RV-RF-MWeight Distribution /
I-R V
/ I-RV-RF / I-RV-RF-MForm /
I-R V
/ I-RV-RF / I-RV-RF-MDashes / I-R V / I-RV-RF-M / I-RV-RF-M
Distance Running / I-R V / I-RV-RF-M / I-RV-RF-M
Jumping
Standing Jump /
I-R V
/ I-RV-RF / I-RV-RF-MLong Jump /
I-R V
/ I-RV-RF / I-RV-RF-MTriple Jump /
I-R V
/ I-RV-RF / I-RV-RF-MHigh Jump /
I-R V
/ I-RV-RF / I-RV-RF-MPole Vault
Throwing
Discus /
I-R V
/ I-RV / I-RVShot put /
I-R V
/ I-RV / I-RVFloor Hockey
Passing /
I-R V
/ I-RV-RF / I-RV-RF-MDribbling /
I-R V
/ I-RV-RF / I-RV-RF-MShooting /
I-R V
/ I-RV-RF / I-RV-RF-MDefense /
I-R V
/ I-RV-RF / I-RV-RF-MOffense /
I-R V
/ I-RV-RF / I-RV-RF-MGoal Keeping /
I-R V
/ I-RV-RF / I-RV-RF-MFace-Off /
I-R V
/ I-RV-RF / I-RV-RF-MGame Play - Modified /
I-R V
/ I-RV-RF / I-RV-RF-MGame Play - Regulation /
I-R V
/ I-RV-RF / I-RV-RF-MTable Tennis
Grip /
I-R V
/ I-RV-RF / I-RV-RF-MBall Control /
I-R V
/ I-RV-RF / I-RV-RF-MStrokes
Forehand /
I-R V
/ I-RV-RF / I-RV-RF-MBackhand /
I-R V
/ I-RV-RF / I-RV-RF-MServe
Forehand /
I-R V
/ I-RV-RF / I-RV-RF-MBackhand /
I-R V
/ I-RV-RF / I-RV-RF-MSpins
Topspin /
I-R V
/ I-RV / I-RV-RFBackspin /
I-R V
/ I-RV / I-RV-RFDefensive Skills
Block /
I-R V
/ I-RV / I-RV-RFPush /
I-R V
/ I-RV / I-RV-RFOffensive Skills
Smash /
I-R V
/ I-RV / I-RV-RFFootwork /
I-R V
/ I-RV / I-RV-RFGame Play - Modified /
I-R V
/ I-RV / I-RV-RFGame Play - Regulation /
I-R V
/ I-RV / I-RV-RFKEY: I- IntroduceRV- ReviewRF-RefineM-Maintain
INDIVIDUAL SPORTS
The Introduction to Individual Sports will provide the students opportunities toparticipate in activities that are easily adapted to different levels of ability and varyingdegrees of vitality and vigor. It will incorporate the use of games and sports, as well as, dance to assist the students in their achievement of the goals of education. This coursewill provide each student with opportunities to be successful in the development offitness, the development of motor skills, and the acquisition of knowledge andappreciation through movement. The activities utilized in this course will include, butwill not be limited to, tennis, badminton, track and field, dance, and fitness. As a part of this course, students will develop physical skills and acquire knowledge of and an appreciation for efficient and creative movement through participation in a sequential program of varied activities. While developing coordination, balance, dexterity, and body suppleness, individual activities encourage self-confidence and determination. Mastery of minimum skills may initiate lifelong interests in a particular activity. As a part of this course, students will be afforded the opportunity and encouraged to develop a greater knowledge base concerning contributions made by all ethnic groups and to view athletics and sports from other perspectives. Individual activities often enhance as well as test one’s abilities. Since they are likely to be of social value as well as physical value, they are highly adaptable to lifestyle applications from youth through adulthood.
Unit One: Physical Fitness
Overview of Unit:
The physical fitness unit is designed to introduce and review the eleven components of fitness and apply them during the President’s Fitness Challenge as well as into students’ daily lives. This will be accomplished through research and presentations along with students keeping an at home fitness journal. The eleven components include body composition, cardiovascular endurance, muscular strength, muscular endurance, flexibility, agility, speed, balance, reaction time, power, and coordination. The fitness unit will also promote a physically active and healthy lifestyle and give students a visual result of how their fitness levels compare to other students their age. Students will also learn the importance of monitoring their heart rate during exercise as well as how to take their pulse and calculate their target heart rate. Knowledge gained in the fitness unit will be applied to each unitthroughout the year.
UNIT ONE: Physical Fitness
MARYLAND PHYSICAL EDUCATION CONTENT STANDARDS:
1.0 Exercise Physiology – Students will demonstrate an 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 or physical performance on
a variety of academic, recreational and life tasks.
2.0 Bio-mechanical Principles - Students will demonstrate an ability to use the principles of bio-mechanics to generate and
control force to improve their movement effectiveness and safety.
3.0 Social-Psychological Principles- The student will demonstrate an ability to use the skills essential for developing self-
efficacy, fostering a sense of community and working effectively with others in physical activity settings.
4.0 Motor Learning Principles – Students will demonstrate an ability to use motor skill principles to learn and develop
proficiency through frequent practice opportunities in which skills are performed repeatedly and correctly in a variety of situations.
5.0 Physical Activity – Students will demonstrate an ability to use the principles of exercise physiology, social-psychology and
bio-mechanics to design and adhere to a regular, personalized program of physical activity consistent with their health, performance
and fitness goals in order to gain health and cognitive/academic benefits.
6.0Skillfulness – Students will demonstrate an ability to enhance their performance of a variety of physical skills by developing,
creating, combining and applying skills to a variety of recreational and daily life experiences.
Introduce/Develop
Physical fitnessconcepts
Apply daily physical fitness into their lifestyles and leisure time
Heart rate assessment
Identify healthy and nutritional foods
President’s Fitness challenge
Refine
Identify and explain the components of physical fitness
Apply knowledge of physical fitness into their daily lifestyles and leisure time
Calculate and graph target heart rate
Identify healthy and nutritional foods
Improve on 4 of the 5 President’s Fitness test events.
Review
Identify and explain the components of physical fitness
Apply knowledge of physical fitness into their daily lifestyles and leisure time
Calculate and graph target heart rate
Identify healthy and nutritional foods
Improve on 4 of the 5 President’s Fitness test events.
Maintain
Identify and explain the components of physical fitness
Apply knowledge of physical fitness into their daily lifestyles and leisure time
Calculate and graph target heart rate
Identify healthy and nutritional foods
Improve on 4 of the 5 President’s Fitness test events.
BaltimoreCityPublic School System
Division of Curriculum and Instruction
6 – 8 Grade Units of Instruction
Content Standards:
1.0 Exercise Physiology – Students will demonstrate an 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 or physical performance on a variety of academic,
recreational and life tasks.
2.0 Bio-mechanical Principles - Students will demonstrate an ability to use the principles of bio-mechanics to generate and control force to
improve their movement effectiveness and safety
3.0Social-Psychological Principles- The student will demonstrate an ability to use the skills essential for developing self-efficacy, fostering a
sense of community and working effectively with others in physical activity settings.
5.0 Physical Activity – Students will demonstrate an ability to use the principles of exercise physiology, social-psychology and bio-mechanics to
design and adhere to a regular, personalized program of physical activity consistent with their health, performance and fitness goals in order to gain
health and cognitive/academic benefits.
6.0 Skillfulness – Students will demonstrate an ability to enhance their performance of a variety of physical skills by developing, creating,
combining and applying skills to a variety of recreational and daily life experiences.
Unit One: Physical Fitness (3-4 weeks)
Indicators / “Big Ideas” / Instructional Objectives / Sample Item or Task / Instructional Focus / Resources1.1 Analyze the effects of activity on the body systems. /
- What is physical fitness?
Explain, discuss, and demonstrate how the muscular, skeletal, nervous, and circulatory systems respond to exercise.
(Level 1)
1.1.a Identify and demonstrate the
training principles of overload,progression, and specificity.
1.1.b Explain, discuss, and demonstratehow the muscular, skeletal, andnervous systems respond and adapt to
the specificity principle.
(Level 2)
1.1. a Explain and discuss how themuscular, skeletal, and nervoussystems respond and adapt to theconcept of progression and the overload principle.
(Level 3) / Introduce in discussion of all safety requirements.
Safety Awareness: Discuss breathing techniques, body response awareness under any stressful exercise session, physical aliments must be told to teacher immediately, and be aware of environmental surroundings.
Teacher identifies the eleven components of fitness. Class is divided into 11 groups. Each is assigned to research and present their specified component.
Diverse Learners: Students with difficulties reading or writing can partner up with another group member. Any additional accommodations will be made based on students’ individual needs and IEP recommendations.
Cross Curricular: Reading and Language Arts- Students are separated into groups to read, write and discuss information on the major components of fitness.
Materials: Each group will need resource materials (books, computers), paper, and pencils. / Level 1: Introduction
Level 2: Review
Level 3: Review and Refine /
3.1Recognize the relationship
between effort and improvement.
1.2Analyze and
adapt components
of the
Frequency, Intensity, Type,
and Time (FIT) principle to
adjust levels of physical activity. /
- Making physical fitness a life long activity
variety of physical activities.
(Level 1)
3.1.a Examine the relationship between
effort, persistence, and improvement as they relate to the development of
self-confidence.
(Level 2)
3.1.a Create a challenging, attainable
personal physical activity goal.
3.1.b Participate in activities to attain the goal.
3.1.c Develop a plan to monitorprogress.
1.2.a Select the components of the FIT
Principle to analyze their impact on
improving personal fitness.
(Level 1)
1.2.a Conduct a self- assessment which
includes elements of the FIT Principle.
1.2.b Set goals based on assessmentresults.
(Level 2)
1.2.a Establish individual fitness goalsthat reflect the importance of
maintaining a healthy level of fitness.
1.2.b Design, implement, assess, andrefine a personal fitness plan basedon the FIT principle.
(Level 3) / Students will keep a record of activities done at home and with their families in a journal. Each activity will have a description of what fitness components were applied. The journal will be checked periodically and handed in at the end of the term.
Diverse Learners: Students with writing difficulties can receive help from parents (guardians), and the teacher. Any additional accommodations will be made based on students’ individual needs and IEP recommendations.
Cross Curricular: Writing and Language Arts - Students will be required to use proper grammar and writing skills in their physical fitness journal. They will record in their journal the importance of physical activity in their daily and lifetime goals.
Materials: Journal or Notebook for each student. / Level 1: Introduce
Level 2: Review
Level 3: Review and Refine
5.1Assess and Analyze individual circulatory fitness. /
- Taking pulse and calculating target heart rate
5.1.b Use technology to monitorindividual heart rate.
5.1.c Calculate target heart rate to reflect personal activity goals.
5.1.d Differentiate between aerobicand anaerobic activity.
(Level 1)
5.1.a Perform a series of activities to enhance
5.1.b Use technology to monitorindividual heart rate.
5.1.c Calculate target heart rate to reflect personal activity goals.
5.1.d Explain the importance of and
monitor heart rate recovery time in
aerobic activity.
5.1.e Use technology to compare and contrast individual heart rate amongvarious activities. (Level 2)
5.1.a Perform a series of activities to enhance circulatory fitness.
5.1.b Use technology to monitorindividual heart rate.
5.1.c Calculate target heart rate to reflect personal activity goals.
(Level 3) / Teacher will show the students where to find their pulse. The carotid artery and the radial pulse. Students will then be asked to find their own pulse. They will take their pulse for 30 seconds then multiply that number by 2 to find their resting heart rate. After that they will find their maximum heart rate by subtracting their age from 220. Finally, to find their target heart rate students will take their maximum heart rate, minus their resting heart rate, take that number multiply it by .60 or (60%) then add the resting heart rate to that number. The result gives the student an estimate of the low end of their target heart zone. To find the high end, re-do the formula using .80 or (80%). The students target heart rate zone should be between 60 and 80 percent of their maximum heart rate. Students will then graph their heart rate for different activities.
Diverse Learners: Students can partner up with other students that have a good understanding of the formula and how to find the pulse or they can receive teacher assistance. Formula should be demonstrated on an overhead or blackboard. Any additional accommodations will be made based on students’ individual needs and IEP recommendations.
Cross Curricular:Math, addition, subtraction, multiplication, and percentages- The students will take their pulse for thirty seconds, then using multiplication they will multiply that number by two to find their resting heart rate. By using this formula they will be able to obtain their target heart rate and graph it on a chart.
Materials: Calculator, writing materials for each student, blackboard or overhead, along with a handout that includes an example of the formula. / Level 1:
Introduction
Level 2: Review and Refine
Level 3: Review and Refine / American Heart Association
Heart Rate Work sheet
Heart Rate PPT
1.5 Analyze the relationship
between nutrition and physical
activity. /
- Importance of nutrition in relation to fitness
hydration based on level of physical
activity.
1.5.b Explore various types of hydration such as water,sportsdrink,
juice, soda,milk,tea,
andcoffee.
5.1.c Discuss the effects of caffeinated versus non-caffeinated beverages onphysical activity.
(Level 1)
1.5.a Explain current nutrition practices related to aerobic and anaerobic physical performance.
(Level 2)
1.5.a Examine the impact nutrition have on physical activity performance
- Protein
- Carbohydrates
- Fats
(Level 3) / Teacher will create a large list of foods on a handout. On a separate hand out students will need to fill in the blanks for each of the three main meals of the day. Students will choose the foods that they believe are healthy and nutritional. This activity should be used as a benchmark.
Diverse Learners: For students with reading disabilities pictures of foods can accompany the words. Any additional accommodations will be made based on students’ individual needs and IEP recommendations.
Cross Curricular: Reading, writing, and language arts. Students will be able to read, identify and write out the foods that are essential for a healthy diet. They will choose these foods from the word bank given on the worksheet.
Materials: Two handouts per student / Level 1: Introduction
Level 2:
Review and Refine
Level 3: Refine
5.1Assess and Analyze individual
circulatory fitness.
(All Levels)
5.2Assess and analyze individual
muscular strength and muscular
Endurance.
(All Levels)
5.3 Assess and analyze individual flexibility.
(All Levels) /
- Health related fitness components:
- Cardiovascular Fitness
- Muscular Strength
- Muscular Endurance
- Flexibility
- Body Composition
5.1.f Assess personal level of aerobic capacity/cardio respiratory fitness
using a standardized test. (Level 2)
5.1.d Assess your personal level of aerobic capacity/cardio respiratoryfitness using a standardized test.
5.1.e Apply personal assessment to developing personal goals and aplan to enhance aerobic
capacity/cardio respiratory
endurance. (Level 3)
5.2.c Asses your personal level of muscular strength and muscular endurance using a standardized test. (All Levels)
5.3.b Assess personal level of flexibility using a standardized test. (All Levels) / Teacher will administer the president’s fitness tests:
-Shuttle run
-One mile run/walk
-Push-ups or pull-ups/arm hang
-Sit-ups/curl-ups
-Sit and reach/V-sit and reach
Diverse Learners: Each test may be modified or substituted to accommodate student needs and disabilities. Any additional accommodations will be made based on students’ individual needs and IEP recommendations.
Cross Curricular: Math-calculating times, distance, and repetitions- Students will record their shuttle run times onto a graph along with times of the other students in the class. They will be able to find the individual and class percentages and averages.
Materials: Ruler/tape measure (or sit and reach box), writing materials, timers, 2 objects to pick up for the shuttle run, mats (for sit ups/push ups), in addition, copies of the National and Presidential standards should be posted, and pull up bar if tested. / Level 1: Review
Level 2: Review and Refine
Level 3: Refine / President’s Fitness Challenge Handbook 2000-2001
- Skill related fitness components:
- Coordination
- Agility
- Reaction Time
- Power
- Speed
- Balance
-Shuttle run
-One mile run/walk
-Push-ups or pull-ups/arm hang
-Sit-ups/curl-ups
-Sit and reach/V-sit and reach
Diverse Learners: Each test may be modified or substituted to accommodate student needs and disabilities. Any additional accommodations will be made based on students’ individual needs and IEP recommendations.
Cross Curricular: Math-calculating times, distance, and repetitions.
Materials: Ruler/tape measure (or sit and reach box), writing materials, timers, 2 objects to pick up for the shuttle run, mats (for sit ups/push ups), in addition, copies of the National and Presidential standards should be posted, and pull up bar if tested. / Level 1: Review
Level 2: Review and Refine
Level 3: Refine / President Fitness Challenge handbook 2000-2001
Unit One: Physical Fitness