Curriculum Map Course Title: Freshman PE I & II Quarter I&II Academic Year: 2015 Unit/Time Frame Content Learning Objectives Assessment Resources *Strength Training -6 min. run test -weight room test (throughout semester) 9.4.1 9.4.2 9.3.3 9.3.4 9.4.3 Create a personal program to achieve and maintain an optimal level of personal fitness. Example: Plan and implement a personal health-related (healthy lifestyles) fitness program based upon the results of a pretest, frequent self assessment, indicators of success and personal goals. Identify and evaluate personal physiological response to exercise. Example: Monitor body responses before, during, and after exercise by checking such heart rate, previous scores, etc. Participate in physical activities that contribute to the improvement of specific health-related physical fitness components (cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition). Example: Perform selected physical activities that enhance flexibility (e.g., stretching, stretch bands, partner stretching, resistance exercises through the full range of motion). Students will be able to design their own workout routine with guidance from the teacher. They will then use this workout to focus on the muscles they wish to strengthen throughout the semester. They will be able to find those muscles and demonstrate different workouts that can help in strengthening them. They will complete these lifts and running everyday throughout the semester. Students will be tested every few weeks on the run test and weightroom test. Their goal is to always improve on previous time and scores. “Presidential Fitness Award”—used to access students on run test to help drive the weightroom fitness testing process
Participate regularly in lifetime physical activities, with consideration of frequency, duration, and intensity, that contribute to improved physical fitness and wellness. Identify basic principles of exercise, nutrition, and chemical substances and their effects on physical performance *Flag Football *Handball *Ultimate Football 9.1.1 9.1.4 9.5.1 9.5.5 9.5.6 Demonstrate activity-specific skills in individual, dual, and team physical activities Perform specific skills at an advanced performance level Demonstrate safe and appropriate use and care of equipment and facilities Develop strategies for inclusion of all students in physical activity. Example: Discuss and implement how activities, games, and equipment can be adapted to meet the needs of everyone including individuals with disabilities (e.g., develop swimming strategies to include a student with cerebral palsy). Apply game rules accurately and fairly during activity. Example: Self-officiate a game of pickleball with a classmate in an agreeable manner Students will create and apply strategies with teammates to move object down field avoiding defensive schemes. Communication and teamwork are essential as students must remain stationary when they have the ball/object in hand. Their goal is to get down the field into scoring area without a turnover. Students will use gameplay to work on these skills. The teams that demonstrate the skills correctly will have the most success. They will be cautious of other students on the field and work to incorporate all teammates into the strategy. “Dynamic Physical Education for Secondary School Students”-Robert Pangrazi Basketball Soccer 9.1.1 9.1.3 9.1.4 9.5.5 9.5.6 Demonstrate activity-specific skills in individual, dual, and team physical activities Model or teach mature motor skills and movement patterns to another student Students will apply strategy and utilize teammates to achieve success. They must move the ball down the field/court with the help of their teammates. Success is measured by goals/points. Students will use gameplay to access their strategies and teamwork. Students will act fairly in game PEcentral.com—used for game ideas and gameplay rules MrGym.com—used for game ideas and gameplay rules