Westwood Regional School District
Middle School PE Curriculum
Course Title
2
Table of Contents
1. Introduction 1
2. District Mission, Vision, and Belief Statements 3
3. Departmental Philosophy 4
4. Course Summary and Course/Grade-level Goals 5
5. Unit Plans 6
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Introduction
The most precious resource teachers have is time. Regardless of how much time a course is scheduled for, it is never enough to accomplish all that one would like. Therefore, it is imperative that teachers utilize the time they have wisely in order to maximize the potential for all students to achieve the desired learning.
High quality educational programs are characterized by clearly stated goals for student learning, teachers who are well-informed and skilled in enabling students to reach those goals, program designs that allow for continuous growth over the span of years of instruction, and ways of measuring whether students are achieving program goals.
The Westwood Regional School District Curriculum Format
The Westwood Regional School District will be using a curriculum format that incorporates aspects of several different curriculum development models. When reviewing curriculum documents and the district’s curriculum format, aspects of the “backwarddesign” model will be found in the way in which unit objectives, assessments, and instructional activities are designed.
The curriculum design process involves three interrelated stages for developing an entire curriculum or a single unit of instruction. The relationship from planning to curriculum design, development, and implementation hinges upon the integration of the following three stages.
Stage I – Identifying Desired Results: Course goals based upon knowledge and skills need to be woven into curriculum publications, documents, standards, and scope and sequence materials. Course goals highlight the big ideas that students will grapple with during the course of the unit. Unit objectives are more granular and should be reflective of best practices, containing the following components:
· Specific performance (e.g. to write, to name, to compare and contrast, to debate, to decide, etc.)
· Learning Outcome or Product (e.g. a statement, an essay, a poster, a journal entry, etc.)
· Conditions (during a cooperative learning activity, after reading the story ______)
· Criterion or Standard (e.g. correct to the nearest mile, four out of five correct, list three examples, state two differences, etc.)
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The Westwood Regional School District Curriculum Format (con’t)
Stage II – Determining Acceptable Evidence: Varied types of evidence are specified to ensure that students demonstrate attainment of desired results. While discrete knowledge assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc.) will be utilized during an instructional unit, the overall unit assessment should be performance-based and asks students to demonstrate that they have mastered the desired understandings. Ideally, these culminating (summative) assessments are authentic tasks that students would likely encounter in the real-world after they leave school. They allow students to demonstrate all that they have learned and can do. To demonstrate their understandings students can explain, interpret, apply, provide critical and insightful points of view, show empathy and/or evidence self-knowledge. Models of student
performance and clearly defined criteria (i.e. rubrics) are provided to all students in advance of starting work on the unit task.
Stage III – Designing Learning Activities: Instructional tasks, activities, and experiences are aligned with stages one and two so that the desired results are obtained based on the identified evidence or assessment tasks. Instructional activities and strategies are considered only once stages one and two have been clearly designed. Therefore, congruence among all three stages can be ensured and teachers can make wise instructional choices.
At the curricular level, these three stages are best realized as a fusion of research, best practices, shared and sustained inquiry, consensus building, and initiative that involves all stakeholders. In this design, administrators are instructional leaders who enable the alignment between the curriculum and other key initiatives in their district or schools. These leaders demonstrate a clear purpose and direction for the curriculum within their school or district by providing support for implementation, opportunities for revision through sustained and consistent professional development, initiating action research activities, and collecting and evaluating materials to ensure alignment with the desired results. Intrinsic to the success of curriculum is to show how it aligns with the overarching goals of the district, how the document relates to district, state, or national standards, what a high quality educational program looks like, and what excellent teaching and learning looks like. Within education, success of the educational program is realized through this blend of commitment and organizational direction.
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MOTTO
“Excellence in Education”
MISSION STATEMENT
To provide excellence in education through rich and diverse learning opportunities, enabling students to exercise intelligent control of their future.
VISION STATEMENT
The vision of the Westwood Regional School District, serving the diverse communities of the Borough of Westwood and the Township of Washington, is to provide a sound and comprehensive education. This education process will ensure that our students have the knowledge, skills, and experiences which will enable them to make future life choices. It is our long-term goal that each student will use this knowledge, these skills and these experiences to reach his/her potential and thus become an actively contributing, productive member of the global community.
BELIEF STATEMENTS
Westwood Regional School District Staff believe that:
1. Children are our community’s most valuable asset and we value each individual child.
2. All students have the right to a safe, positive, learning environment where diversity and individuality are respected and appreciated.
3. Each student’s individual learning styles and needs shall be addressed.
4. Students shall be empowered to be productive, organized, responsible, and self-directed individuals.
5. Our school shall inspire pride, accomplishment, and growth in all students.
6. Physical and mental well-being contribute to student success.
7. Students shall be encouraged to become life-long learners.
8. A sound and comprehensive education produces literate individuals who are effective problem solvers, critical thinkers, and users of technology.
9. Our school has a responsibility to instill an awareness and appreciation of the global community and environment.
10. Education is the shared responsibility of the students, faculty, staff, Board of Education, family, community, and government.
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Departmental Philosophy
Emphasis
§ Fitness
§ Critical Thinking
§ Teamwork
§ Character development
§ Sportsmanship
§ Increase awareness of personal health
§ Leadership
Vision
· Fitness Gram is being introduced at the lower levels and within 2 years every student will have an individualized data driven exercise program
· Alignment expectations exceeding the NJ Core Curriculum Standards
· Introduced and inspired to participate in lifetime activities
Course/Grade-level Goals
To provide a multi-activity curriculum with fitness as its emphasis
To identify the 5 fitness components and 6 skill components with examples and demonstrations
To explain the benefits of regular physical activity
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Curricular Unit Plan /Course: PE
Unit # and Title: #1; Character Education/ Project Adventure
Suggested Time Allotment: 6 days /
Questions and Objectives / Instructional Activities and Modifications / Applicable CPI / Resources and Materials / Assessments /
Day 1:
Students will be able to explain and use the character education vocab words in a sentence
Day 2:
Students will be able to use leadership skills to solve a problem presented in class
Day 3:
Students will be able to use problem solving and cooperation to complete a team task
Day 4:
Students will be able to use communication to practice throwing and catching and
Day 5:
Students will be able to use teamwork and communication to complete the task of passing a hula hoop through the group (both small group and large group)
Day 6:
Students will be able to create a game using character education/ project adventure skills / Activities
Students will be put into squads based on character education vocab words.
The beginning of the year is focused on setting rules, reviewing expectations and starting with introductory activities.
Each class begins with a warm up including cardio and flexibility
Students will be working in small groups to achieve common goals.
- Human knot
- Long jump rope (how many people from your squad can go through at once, can you go through without having the rope stop)
- “Look down, look up”
- Creating patterns with objects, saying names
- Hula hoop pass
Modifications
Teacher guidance in activities
Technology / 2.5.8.B.3. / Long jump ropes, objects, balls, cones, hula hoops / Informal
“Create a game” sheet
Curricular Unit Plan /
Course: PE
Unit # and Title: #2; Sport Education
Suggested Time Allotment: 12 days /
Questions and Objectives / Instructional Activities and Modifications / Applicable CPI / Resources and Materials / Assessments /
Day 1:
Students will be able to explain and use the vocabulary words in a sentence
Day 2:
Students will be able to demonstrate effective passing skills
Day 3:
Students will be able to identify different offensive strategies
Day 4:
Students will be able to explain different defensive strategies their team used
Day 5:
Students will be able to create a drill with their team in each of the sports
Day 6:
Students will be able to create a drill with their team in each of the sports
Day 7:
Students will be able to create a drill with their team in each of the sports
Day 8:
Students will be able to identify similarities and differences between the sports
Day 9:
Students will be able to solve disputes and keep score of the games
Day 10:
Students will be able to identify better ways in which to be successful
Day 11:
Students will be able to demonstrate different strategies to be successful
Day 12:
Students will be able to demonstrate different strategies to be successful / Activities
Students will be in their squads as their teams for each of the games.
Practice and instructional time will be allotted for each of the sports that are included in the sport education model – Field Hockey, Soccer, Flag Football.
** Field hockey skills to be learned:
-- stick handling, rules, where to shoot from, offense and defense.
** Soccer skills to be learned:
-- Foot placement on the kicks, rules, offense, defense and scoring.
** Flag football skills to be learned:
-- Throwing, catching, “downs”, scoring, rules, offense and defense.
The squads will practice the skills in isolation in small groups to practice what they need to do.
Squads will have 2 days to practice with other squads playing games with teacher feedback.
The teams will have to keep score of their own game, referee their own game and set up their own fields.
The last 4 days will be dedicated to tournament play, rotating through each of the sports.
Modifications
Technology / 2.5.8.A.1.
2.5.8.A.4.
2.5.8.B.1.
2.5.8.B.2.
2.5.8.B.3.
2.5.8.C.1. / Cones, footballs, field hockey sticks, belts, field hockey balls, soccer balls, pinnies, goals, sport manuals / Informal
Student check list for skills
Team scoring
Create a drill
Curricular Unit Plan /
Course: PE
Unit # and Title: #3; Fitness Education
Suggested Time Allotment: 20 days /
Questions and Objectives / Instructional Activities and Modifications / Applicable CPI / Resources and Materials / Assessments /
Day 1:
Students will be able to identify what exercise goes with each vocabulary word
Day 2:
Students will be able to use each vocab word in a sentence that relates to them
Day 3:
Students will be able to demonstrate an understanding of the vocab words by participating in the activities and discussions
Day 4:
Students will be able to identify differences and similarities between the different words
Day 5:
Students will be able to
Day 6:
Students will be able to understand what is included in a cross fit type workout
Day 7:
Students will be able to explain what each of the components are that make up the workout of the day
Day 8:
Students will be able to identify what activities are high and low intensity
Day 9:
Students will be able to complete a practiced workout 2 times in under 5 minutes
Day 10: Students will be able to create their own cross fit type workout
Day 11:
Students will be able to explain how each of the stations measures the skill based fitness components
Day 12:
Students will be able to give feedback to peers about how to improve their performance at the station
Day 13:
Students will be able to perform each of the tasks proficiently (as determined by teachers)
Day 14:
Students will be able to exercises/ activities that will help them improve each of their scores in the stations
Day 15:
Students will be able to score each other in each of the tests
Day 16:
Students will be able to jump rope with a group
Day 17:
Students will be able to demonstrate a regular jump, running in place and hopping jump successfully
Day 18:
Students will be able to get above 50 jumps in 30 seconds
Day 19:
Students will be able to jump rope for 1 minute without stopping
Day 20:
Students will be able to get a score above 70 on the jump rope test / Activities
Squads are realigned for skill based fitness- agility, balance, coordination, power, reaction time, speed.
Students will learn the definition of each of the squads and an application for how we can use it in class
The first part of the fitness unit is set up to learn the use of the skill based vocabulary words and use them in a sentence and be able to demonstrate them.
**Multiple activities will be used to help students identify these skills:
- “Coordination bowling”
- “Reaction time bowling”
- “Sideline games”
- Tag games using exercises that use the vocab words
The second part of the unit is understanding and practicing cross fit type workouts.
** Students will practice a variety of workouts each class, learning key fitness words:
- Duration
- Round
- Intensity
- Repetition
- Set
The third part of the unit is station rotation. In this part of the unit the students will practice a specific test used to measure each of the vocab words. These stations will be practiced individually multiple times before the test is given.
- T- test
- Vertical jump