School: Tigard-Tualatin SD Physical Education Curriculum Mapping Worksheet

Benchmark 2

Content Standard:

Demonstrate motor skill competency in a variety of physical activities and motor skill proficiency in one physical activity

Benchmark 2

/ Content / Skills / Assessment of Elements /
Demonstrate the use of a foot dribble (R/L foot), hand dribble (R/L hand), strike, throw, catch, and volley with a partner / Playground game
Soccer skills
Adaptation of Ultimate Frisbee with various apparatus
Volleyball
Indoor soccer skills
Basketball
Floor hockey skills
Racket sport
Softball
Golf / Hand strike
Foot Dribble rt./lt.
Catching and throwing
Pass, set, underhand serve
Foot dribbling
Hand dribble Right and Left
Hand dribble with a manipulative
Striking with a manipulative
Catch, throwing and striking with a manipulative
Striking with a manipulative / Self, teacher, student pairs, and video observation of each of these critical elements
Hand position, foot movement, eye contact
Foot placement, push, close, control, speed
Catch: Move, reach, grab, give
Throw: Shoulder turn, drawback, opposite foot, point
Pass: ready, move, table and lift
Set: rounded window, move, coil, straighten
Serve: low tee up, drawback, opposite foot contact
Foot placement, push, close, control, speed
Hand spread, push, short stroke, control, speed
Hand position, push, control, speed
Shoulder turn, drawback, step, contact, follow through
Catch: Move, reach, grab, give
Throw: Shoulder turn, drawback, opp-step, point
Batting: ready position, eye contact, step, contact, follow through
Ready position, eye contact, drawback, contact, follow through
Perform one dance or rhythmic activity to music / A learned or self-made musical routine:
Line dance or Aerobic
Square dance movements
Aerobic
Tinikling steps
Jump rope skills / 4 step line dance, 4 beats with direction change
6 basic calls with partner, square identification, corner and whole square (grand right and left)
4 basic steps, 4 beats with direction change (etc: march, pony, step touch)
4 basic steps 3 beat and clacking beat (touch, hops, jumps)
4 double beat foot movement changes (example: bell, skier, scissor, crossing) and rope change of direction / Self-Assessment, group assessment, teacher/ video assessment of rhythmic routine to music that contains at least four-foot or hand movements and a direction change.

Content Standard:

Apply movement concepts and principles to the development of motor skills

Benchmark 2

/ Content / Skills / Assessment of Elements /
Through feedback and practice, demonstrate improvement in performance of a new motor skill /

Climbing: boulder and/or ropes

Plyometrics: power ladders

Jumping and rebounding

Tumbling
Long/short jump ropes
Juggling hand and foot
Advanced sport skill
ANY SKILL NEW TO THAT STUDENT / Hand and foot grips
Repelling
Foot patterns: combines a pattern that has hopping, jumping, in and out the ladder rungs
Vaulting, long and high jump, obstacle course
Rolls, hand/head balances, springs
Rope tricks
Hand and foot moves / In written form:
Student identifies a skills goal
Performs a self-pretest and results
Identifies the actions to be learned
Seeks out feedback from others and teacher and records
Dates Practices using feedback techniques
Post test: Demonstrating the skill to teacher and recording the results

Content Standard:

Apply appropriate rules and strategies to physical activities, games, and sports

Benchmark 2

/ Content / Skills / Assessment of Elements /
Use basic offensive and defensive roles in physical activities, or games or sports / Soccer, football, basketball, ultimate, hockey lead up games, / Give and go
One on one
Zone defense / Teacher and self assessment
After game play
Hand/ foot fake, manuvering body position, ball eye contact, re-manuvering
Body positioning, arm movement, foot movement, person/ ball eye contact
Reaction time of change of possession
Identify rules and procedures in specified physical activities / Any team, individual or dual sport / Rules and procedures of games taught in Physical Education / On at least two written or oral tests the student can score at least 70% dealing with rules and procedures of a game

Content Standard:

Provide evidence of engaging in a physically active lifestyle

Benchmark 2

/ Content / Skills / Assessment of Elements /
Identify changes in his/her body before, during and after moderate to vigorous exercise (e.g., perspiration, increased heart and breathing rates) / Fitness training
Any moving physical activities / Identifies changes of breathing, heart rate, muscle fatigue, and body heat during different intensities of exercise
Can take pulse rate
Knowledge of target zone and adjustment of rate with activity
Knowledge of muscle fatigue and injury
Knowledge of body temperature and loss of fluids / Written or oral questions identifying body changes in exercise, location of pulse, pulse rate, target zone, and adjustment of activity to fit the target zone with at least 70% accuracy

Content Standard:

Demonstrate ways to achieve and maintain a health-enhancing level of physical fitness

Benchmark 2

/ Content / Skills / Assessment of Elements /
Identify and assess the health-related components of fitness / Health related fitness tests /

Self test and monitor peers in each component of the health-related fitness testing

Using a scaled graph can chart personal progress. (Using the fall to spring scores) / Demonstrates knowledge of health related components and how to assess them by written or oral report given to parents in their student led spring conference
Information that must be given is:
What are the health related fitness areas? How to self test each area.
What are their results?
What do their scores mean?
What could be a personal goal of theirs in the area of fitness?

Content Standard:

Demonstrate responsible behavior and respect for differences among people during physical activities

Benchmark 2

/ Content / Skills / Assessment of Elements /
Explain and demonstrate safety, rules, procedures and etiquette to be followed during participation in physical activities / Responsible behavior and respect of differences among people during physical activities / School and Physical Education classroom expectations:
·  Be safe
·  Be responsible
·  Be respectful / 70% on a written or verbal exam on safety, rules, procedures and etiquette for most physical activities
Self-scoring and teacher scoring on safety, rules, procedures and etiquette each day of class

J:\Physical Education\Grants\Physical Activity\BMK Maps\Tigard Tualatin\Curr Map BMK 2.doc 6/20/02 4