& Sports-Dribbling/ball control-6th and 7th Grade 4 In addition to scoring 3.0 performance, the student demonstrates in-depth inferences and application that go beyond the target. Learning Targets and Activities 3 Students: 3A- Dribbles with dominant and hands using a change of speed and direction in a variety of practice tasks. (S1.M8.7) 3B- Foot dribbles or dribbles with an implement with control, combined with passing in a variety of practice tasks. (S1.M9.7) 3A-I am learning how dribble with my and dominant hands while changing speeds and directions. Activities/Resources: Dribble Knockout Cone dribble Pass/Receive Drivers Test Station Work Dribble, Pass, Dribble Dribble Tag 3B- I am learning how to dribble and pass maintaining control. 2 Students: 2A- Dribbles with dominant hand using a change of speed and direction in a variety of practice tasks. (S1.M8.6) 2B- Foot dribbles or dribbles with an implement with control, changing speed and direction in a variety of practice tasks. (S1.M9.6) 1 Student performance reflects insufficient progress towards foundational skills and knowledge.
Games- Striking 6th and 7th Grade 4 In addition to scoring 3.0 performance, the student demonstrates inferences and application that go beyond the target. Learning Targets and Activities 3 Students: 3A- Strike, with an implement, a stationary object for *accuracy and *distance in activities such as (but not limited to): hockey, field hockey, croquet, shuffleboard, or golf. (S1.M19.7) 3A-I am learning how to strike an object for accuracy and distance. Activities: Extreme Rally Tee off Stations with feedback Partner pass/receive First to 4 Paddle Strike 2 Students: 2A- Strike, with an implement, a stationary object for accuracy in activities, such as (but not limited to): hockey, field hockey, croquet, shuffleboard, or golf. (S1.M19.6) 1 Student performance reflects insufficient progress towards foundational skills and knowledge.
Health Related-Fitness and Wellness-8th Grade 4 In addition to scoring 3.0 performance, the student demonstrates in-depth inferences and application that go beyond the target. Learning Targets and Activities 3 Students: 3A- Describe and demonstrate the difference between dynamic and static stretching (S3.M9.7) 3B- Use the overload principle (FITT formula) in preparing a personal workout. (S3.M9.8) 3C- Design and implement a warm-up/cool-down regimen for a self-selected physical activity. (S3.M12.8) 3D- Demonstrate basic movements used in other stress-reducing activities such as yoga and tai chi. (S3.M17.8) 3A-I am learning how to describe and demonstrate the differences between static and dynamic stretching. 3B-I am learning to use the FITT formula to design my personal workout. 3C- I am learning how to design a quality warm-up and cool down. 3D- I am learning how to demonstrate basic movements used in yoga and tai chi. 2 Students: 2A- Differentiates between aerobic and anaerobic capacity and between muscular strength and endurance (S3.M10.6) 2B- Identifies each of the components of the overload principle (FITT formula: frequency, intensity, time, and type) for different types of physical activity (aerobic, muscular fitness, and flexibility.) (S3.M11.6) 2C- Identifies positive and negative results of stress and appropriate ways of dealing with each. (S3.M18.6) 1 Student performance reflects insufficient progress towards foundational skills and knowledge. Skills and Knowledge- Individual Performance, and Rhythms
Individual Performance, and Rhythms-6th-7th Grade 4 In addition to scoring 3.0 performance, the student demonstrates in-depth inferences and application that go beyond the target. Learning Targets and Activities 3 Students: 3A- Create and perform correct rhythm and pattern for a different form from among folk, social, creative, line, and world dance. (S1.M1.7) examples may include but not limited to: (Cupid Shuffle, Electric Slide, Tush-push) 3A-I am learning how to demonstrate correct rhythm and patterns while dancing. 2 Students: 2A- Rhythm is only maintained some of the time throughout the dance sequence (eg. Offbeat from music cadence, completing a different movement out of sequence) Demonstrates the understanding of special awareness, but not applying the concept Performing the dance combination/sequence with inconsistent form and technique (eg. Hands in pocket, facial expressions, body language) Demonstrates the understanding of transferring weight back and forth, but have a difficult time applying the concept (eg. not on the correct foot, weight on heels, stomping, not rocking) 1 Student performance reflects insufficient progress towards foundational skills and knowledge. Success Criteria/Critical Elements: Keeping rhythm with the music while maintaining spatial awareness Performing with the correct steps within a sequence while transferring weight Performing the dance combination /sequence with proper form and technique