2019-2020 Planning GuidePhysical Education – Team Sports (HS)1st Cycle – Unit 1 Part 1

Unit 1: Conditioning and Skill DevelopmentPart 1: Rules and Procedures

Time AllocationsUnit 2

11 class periods (90 minutes each)or

22 class periods (45 minutes each)

Part 1 3 class periods (90 minutes each)

or6 class periods (45 minutes each)

Unit OverviewConditioning and Skill Development: This two-part unit provides students with opportunities to acquire knowledge, develop skills and strategies as well as maintain and/or improve their personal fitness utilizing safety practices necessary to participate in selected team sports such as, basketball, flag football, soccer, softball, speedball, floor hockey, track and field, and volleyball. Part 1: Rules and Procedures focuses on the application of physical education rules and procedures designed to promote safe practices. Part 2: Conditioning/Skill Development focuses on conditioning and skill development to enhance individual skills.

Part 1: Rules and Procedures begins here:

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) (district clarifications/elaborations in italics)

SafetyTS.6B Identify and apply rules and procedures that are designed for safe participation in team sports.TS.7D Anticipate potentially dangerous consequences of participating in selected team sports.

³ English Language Proficiency Standards (ELPS) ELPS C.1a Use prior knowledge and experiences to understand meanings in English. ELPS C.2g Understand the general meaning, main points, and important details of spoken language ranging from

situations in which topics, language, and contexts are familiar to unfamiliar.

Cross-Disciplinary Standards (CDS) CDS 1. A2 Accept constructive criticism and revise personal views when valid evidence warrants. CDS 1. E1 Work independently. CDS 1. E2 Work collaboratively.

Key Concepts rules respect team sport

Key Skills cooperation sportsmanship conditioning

Academic Vocabulary analyze demonstrate

implement risk taking

safety hazard team work

Essential Understandings / Guiding QuestionsSafety considerations regarding activity transitioning, game play rules and equipment use are vital to ensuring a safe learning environment. 1. How does safety impact the physical education learning environments? Give specific examples to support your

response.

Assessment ConnectionsPerformance Expectation - (National Standards for Physical Education)Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to

movement and performance.Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-

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2019-2020 Planning GuidePhysical Education – Team Sports (HS)1st Cycle – Unit 1 Part 1

Assessment Connectionsenhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Grade-Level Outcomes for K–12 Physical Education Describes the speed vs. accuracy trade-off in throwing and striking skills.28 (S2.H2. L2) Applies strategies and tactics when analyzing errors in game play in net/wall and/or target games. (S2.H5. L2) Investigates the relationships among physical activity, nutrition and body composition. (S3.H1. L2) Participates several times a week in a self-selected lifetime activity, dance or fitness activity outside of the school

day. (S3.H6. L1) Identifies the structure of skeletal muscle and fiber types as they relate to muscle development.41 (S3.H9. L2) Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance.

(S4.H2. L1) Applies best practices for participating safely in physical activity, exercise and dance (e.g., injury prevention, proper

alignment, hydration, use of equipment, implementation of rules, sun protection). (S4.H5. L1) Chooses an appropriate level of challenge to experience success and desire to participate in a self-selected physical

activity.51 (S5.H2. L2)

Formative Assessment – Safe in Mind, Safe in Body Summative Assessment – Types of Assessment Products

Teachers are encouraged to use various assessment strategies, including alternative-type, to determine student growth, content mastery and skill acquisition. Review the Assessment in Physical Education document to determine appropriate assessment tools. See supporting resources for additional assessment tools and templates.

Instructional Accommodations for Diverse Learners Students with physical limitations may participate according to their range of motion. They are to be included in all lecture activities. Learning disabled students may participate fully with adjustments that will follow their IEP for their limitation i.e. reading, listening, vision, and physical ability. Special populations such as wheelchair students, hearing, speech and vision impaired will be assisted by their aides, during class activities.

Teachers should consistently teach and model exemplary Internet skills with special emphasis on ethical behavior and safe practices. Resources for teaching these important topics can be found on the HISD Cyber Safety website (requires login).

Texas English Language Proficiency Assessment System (TELPAS) : End-of-year assessment in listening, speaking, reading, and writing for all students coded as LEP (ELL) and for students who are LEP but have parental denials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide five writing samples – one narrative about a past event, two academics (from science, social studies, or mathematics), and two others.

Instructional ConsiderationsPrerequisites and/or Background Knowledge for StudentsStudents should have previous physical education experiences that will allow for the application of rules and procedures to the current physical education setting. Students should understand the concept of safety and how to apply that to a physical education environment.Background Knowledge for Teacher

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2019-2020 Planning GuidePhysical Education – Team Sports (HS)1st Cycle – Unit 1 Part 1

Instructional ConsiderationsEstablishing classroom management at the beginning of the year is key to a successful and functioning physical education class. Time should be dedicated to practicing rules and procedures regarding transitioning and equipment use to ensure that students understand class expectations.

Engage students in each lesson by beginning with the Essential Understandings and Guiding Questions to encourage discussion, decision-making and participation in activities.

The following are suggested strategies to consider when teaching Team Sports Set up ground rules to assist with classroom management. Present a positive environment by displaying thought provoking poster related to fitness. Establish and apply rules and procedures that are designed for safe participation during physical activity. Practice transitioning procedures: locker room, attendance, and fire drill. Demonstrate sensitivity when recording personal information, such as height, weight, BMI, publicly in class. Facilitate proper stretching techniques and running/jogging form. Utilize a daily exercise routine, inclusive of cardiovascular fitness, muscular strength and endurance, flexibility. Provide opportunities for students to hydrate during activity. Provide opportunities for students to cool-down after activity. Keep a record of any students with health concerns from doctor on file and with school nurse. Provide opportunities for students to journal.

National Standards for Physical EducationTeachers should be familiar with the National Standards for Physical Education to ensure that program planning will develop students that:

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

In addition, teachers should also be familiar with the Presidential Youth Fitness Program. Strategies to support health-related fitness can be found in the Physical Educator Resource Guide.

Suggested Instructional Schedule*Review the chart below for suggested instructional times that are flexible, relative, and fluid based on length of class period (45–90 min.)

Focus/Objective: * 10-15 min. Warm-up Activities Varied Fitness Focus/Warm-up Expectations and stated objective Language Objective included

Direct Instruction / Student-Centered Learning: * 30-65 min. Active participation for ALL/MVPA (moderate to vigorous physical activity) General knowledge (rules, strategy, technique, social behavior & procedures) Physical fitness knowledge and skill Personal fitness/Wellness activities

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2019-2020 Planning GuidePhysical Education – Team Sports (HS)1st Cycle – Unit 1 Part 1

Instructional Considerations Movement skill development/practice & assessment (competent level of execution). Participation in the

sport. Cooperative activities within the execution of the sport Health topics associated with personal fitness (activity-based and knowledge-based) Opportunities for listening, speaking, reading, writing

Closure: * 5-10 min. Cool down Assessment/Review/Clarification/Transfer

Inclement Weather and Environmental ConditionsExposure to extreme heat or cold conditions may cause serious illness or be harmful to students. Therefore, careful consideration should be given to weather conditions whenever classes are held outside. Good judgment must be used when temperatures are above 95 degrees or below 35 degrees. Additionally, special precautions should be taken whenever the smog and ozone levels are extremely high. (Refer to School Guidelines Section VIII-31). During the months of August through October, the heat temperatures can create crisis for students with health conditions such as Asthma and other upper-respiratory ailments. Pay attention to scheduled pesticides and lawn service that may alter the air quality. Teachers should be familiar with the following weather alert to appropriately plan and organize classroom activities.

Ozone Alerts: Texas Commission on Environmental Quality: Teachers can sign- up to receive daily Air Quality and/or Ozone Action DAY email alerts.

Safety Tips:Hot Weather Encourage students to wear hats and use sunscreen. Reduce the physically demanding activity. Reduce the exposure time to sun and heat.

Cold Weather Encourage students to dress in layers on cold days. Once the body is properly warmed up, a layer can be taken off. Increase warm-up time with proper stretching to prepare muscles for the specific activity. Remind students to hydrate even though they may not feel thirsty after exercise and activity.

Instructional Strategies / ActivitiesInstructional strategies and activities for physical education should be engaging, creative, interactive and providing opportunities for students to participate in moderate to vigorous physical activity. Although literacy development can be supported through health and fitness-related concepts, it is most important that instructional strategies target the selected physical activity. The following are sample instructional strategies that can be used in physical education.

BrainstormingSafe in Mind, Safe in Body To increase student safety awareness and proper use of equipment. Utilize several pieces of equipment to demonstrate safety structures. Place different pieces of equipment throughout the gymnasium in a circuit as related to different sport activities. Students can use various locomotor skills to move to each station. As students move from station to station, they will write the station number, name of equipment, and what the safety features are. Ex. baseball bat (stand behind the fence), catcher’s mask (face and teeth injuries), athletic shoes (traction and ankle support), socks (prevents blisters and absorbs perspiration from feet), gym clothes (cools body, comfortable for exercise

Whole Class: entire class is involved in discussion.Ex: Students discuss potential safety hazards in the play area.

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2019-2020 Planning GuidePhysical Education – Team Sports (HS)1st Cycle – Unit 1 Part 1

Instructional Strategies / Activities

Demonstration: show students how to complete task.Ex: Students are show proper equipment use.

Journaling Students will keep a journal for the semester about class rules and safety procedures as well as their personal fitness goals. For each new activity, students journal the safety hazards and rules and procedures as well as strategies for avoiding injuries. Students will record their current weight/height and fitness levels and track weekly progress through the semester. Students can graph results utilizing, bar and line graphs to show progression on graph paper.

Drill and Practice: repetition of a single skill to develop automatic, accurate responses to specific units of learningEx: Students practice transitions associated with teacher commands.

Marzano StrategyLiteracy PracticesLiteracy strategies are denoted with a compass icon in all curricular areas. Activities will include practices which can be teacher directed or independent. Activities can be structured as whole group, small group, or workstations.

ResourcesSupporting Resources Assessment/Evaluation Descriptions Marzano and Literacy Best Practices Differentiated Instructional Strategies Houston ISD Effective Teacher Practices Graph Paper Safe in Mind, Safe in Body Applying the Overload Principle Assessment Writing Rubric Individual Sports Charting Your Progress Sports Participation Lab Sheet Houston ISD Effective Practices Houston ISD Differentiated Instructional Strategies Teacher Vision Graphic Organizer FitnessGram10 Student Data Card FitnessGram10 Testing Component List FitnessGram10 Lesson 1(Example)

Suggested Professional Texts Physical Education TEKS: A guide for Teachers:

Grades 6-12. Physical Education Assessment Toolkit, Liz Giles-

Brown, Human Kinetics, 2006 Foundations of Personal Fitness , Don Rainey and

Tinker D. Murray, West Publishing,1997 Lifetime Personal Fitness: Stokes, Schultz, Polansky, Hunter Textbooks Inc., 1997 Urban Physical Education Instructional Practices and

Cultural Activities, Rhonda L. Clements and Amy Meltzer Rady, Human Kinetics, 2012

Online Resources Textbook: Decisions for Health 5E Lesson Plan Format and Template Assessment/Evaluation Descriptions Differentiated Instructional Strategies Hearing: 5E Lesson Plan Houston ISD Effective Teacher Practices Madeline Hunter Lesson Plan Format (Explanation) Marzano and Literacy Best Practices Marzano High Yield Strategies My Plate Worksheet Neuroscience for Kids PBS Teachers Venn Diagram Foldables (See directions) Mental Health America PE Central National Federation of High School Sports LessonPlanet Fueluptoplay60 SHAPE America TAHPERD Fueluptoplay60 Itstimetexas pelinks4u Athletic field dimensions

Digital Resources and APPS Symbaloo - A free social bookmarking service in the

cloud.

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2019-2020 Planning GuidePhysical Education – Team Sports (HS)1st Cycle – Unit 1 Part 1

Resources

Online Resources MyHealthyZone – Web-based Fitness Reporting

System w/ with Teacher Resources Cooper Institute Grade-Level Outcomes for K-12 Physical Education OPEN - Online Physical Education Network: Curriculum

resources Gopher Dynamic PE Online Lessons SPARK PE Sworkit - (Simply-WORK IT) is the best way to get a

great workout anywhere, anytime, and on almost any screen. Enter code: SYIHISD then click on “Redeem Code”

Ozone Alerts: Texas Commission on Environmental Quality

FueluptoPlay60 Kagan Strategies Calculate target heart rate –Websites Athletic field dimensions NFL Play 60 TAHPERD SHAPE America It’s Time Texas Let’s Move Active Schools (LMAS) Comprehensive School Physical Activity Program

(CSPAP) TEA STATE Mandates Healthy People 2020 CDC- Youth Risk Behavior Data American Heart Association SPARK PE Billion Mile Race – Log the number of miles, set goals

and track student progress. SHAPE America Teacher Tool Box Physical & Health America Special Olympics Texas Class Tech Tips American College of Sports Medicine

Klikaklu - Like treasure hunting, geocaching, or scavenger hunts.

Aurasma Studio - Augmented reality is the integration of digital information with the user's environment in real time. 

Blippar - Combine physical and digital content to create interactive learning environment.

Teacher Healthier - Provides educators with FREE access to nutrition and physical activity lessons through their smartphone or tablet! Powered by It’s Time Texas.

Quizlet - Interactive games, study modes and practice tests make learning fun and effective.

Plickers - I s a powerfully simple tool that lets teachers collect real-time formative assessment data without the need for student devices.

Plicker labels - By JohnJonesPE. Class Dojo - The simple way to build an amazing

classroom community. Vocabulaty.com - Combines the world’s smartest

dictionary with an adaptive learning game that will have students mastering new words.

Kahoot - Is a free game-based learning platform for teachers of awesome and classroom superheroes.

P adlet - collaboration site Piktochart – Easy to use infographic maker Wordle Cloud Maker - Generates “word clouds” from

text provide. RubiStar Home Prezi - The Zooming Presentation Editor Emaze – Create, share presentations. Runkeeper

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Page 6 of 13

2019-2020 Planning GuidePhysical Education – Team Sports (HS)1st Cycle – Unit 1 Part 2

Unit 1: Conditioning and Skill DevelopmentPart 2: Conditioning/Skill Development

Time AllocationsUnit 1

11 class periods (90 minutes each)or

22 class periods (45 minutes each)

Part 28 class periods (90 minutes each)

or16 class periods (45 minutes each)

Unit OverviewConditioning and Skill Development: This two-part unit provides students with opportunities to acquire knowledge, develop skills and strategies as well as maintain and/or improve their personal fitness utilizing safety practices necessary to participate in selected team sports such as, basketball, flag football, soccer, softball, speedball, floor hockey, track and field, and volleyball. Part 1: Rules and Procedures focuses on the application of physical education rules and procedures designed to promote safe practices. Part 2: Conditioning/Skill Development focuses on conditioning and skill development to enhance individual skills.

Part 2: Conditioning/Skill Development begins here:

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) Conditioning/Skill DevelopmentTS.1A Demonstrate consistency using all the basic offensive skills of a sport while participating in a game such as dribbling, batting, or spiking competently in a dynamic setting.TS.1B Demonstrate consistency using all the basic defensive skills of a sport while participating in a game such as guarding, trapping, blocking, fielding, tackling, or goalkeeping competently in a dynamic setting.TS.2B Describe appropriate practice procedures to improve skill and strategy in an activity.TS.2D Identify correctly the critical elements for successful performance within the context of the activity. TS. 2E Recognize that improvement is possible with appropriate practice. TS.3C Demonstrate officiating techniques.Character DevelopmentTS.3A Acknowledge good play from an opponent during competition.TS.3B Accept the roles and decisions of officials.TS.7B Respond to challenges, successes, and failures in physical activities in socially appropriate ways.TS.7C Accept successes and performance limitations of self and others and exhibit appropriate behavior/responses.TS.7E Display appropriate etiquette while participating in a sport.SafetyTS.6A Evaluate risks and safety factors that may affect sport preferences.TS.6B Identify and apply rules and procedures that are designed for safe participation in team sports.TS. 7D Anticipate potentially dangerous consequences of participating in selected team sports.TechnologyTS.2A Use internal and external information to modify movement during performance.TS.3D Research and describe the historical development of an individual sport.

³ English Language Proficiency Standards (ELPS) ELPS C.1a Use prior knowledge and experiences to understand meanings in English. ELPS C.2g Understand the general meaning, main points, and important details of spoken language ranging from

situations in which topics, language, and contexts are familiar to unfamiliar.

Cross-Disciplinary Standards (CDS) CDS 1.A2 Accept constructive criticism and revise personal views when valid evidence warrants. CDS 1.E1 Work independently. CDS 1.E2 Work collaboratively.

Key Concepts leadership teamwork health-related fitness

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2019-2020 Planning GuidePhysical Education – Team Sports (HS)1st Cycle – Unit 1 Part 2

Key Skills movement skills/patterns offensive strategies defensive strategies

Academic Vocabulary assessment camaraderie

fitness implement

sport etiquette

Essential Understandings / Guiding QuestionsStudents are encouraged to build and practice physical, psychomotor and social skills through physical activities. 1. How does participating in various team sports (or insert specific team sport, i.e. flag football) improve psychomotor

and social skills?

Assessment ConnectionsPerformance Expectation - (National Standards for Physical Education)Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related tomovement and performance.Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Grade-Level Outcomes for K–12 Physical Education Identifies and discusses the historical and cultural roles of games, sports and dance in a society.26 (S2.H1.L2) Calculates target heart rate and applies that information to personal fitness plan. (S3.H10.L1) Examines moral and ethical conduct in specific competitive situations (e.g., intentional fouls, performance-enhancing

substances, gambling, current events in sport).49 (S4.H2.L2) Uses communication skills and strategies that promote team or group dynamics.50 (S4.H3.L1) Evaluates the opportunity for social interaction and social support in a self-selected physical activity or dance.52

(S5.H4.L2)

Formative Assessment – Unit 1 Part 2: FOOTBALL QUIZ Summative Assessment – Types of Assessment Products

Teachers are encouraged to use various assessment strategies, including alternative-type, to determine student growth, content mastery and skill acquisition. Review the Assessment in Physical Education document to determine appropriate assessment tools. See supporting resources for additional assessment tools and templates.

Instructional Accommodations for Diverse Learners Students with physical limitations may participate according to their range of motion. They are to be included in all lecture activities. Learning disabled students may participate fully with adjustments that will follow their IEP for their limitation i.e. reading, listening, vision, and physical ability. Special populations such as wheelchair students, hearing, speech and vision impaired will be assisted by their aides, during class activities.

Teachers should consistently teach and model exemplary Internet skills with special emphasis on ethical behavior and safe practices. Resources for teaching these important topics can be found on the HISD Cyber Safety website (requires login).

Texas English Language Proficiency Assessment System (TELPAS) : End-of-year assessment in listening, speaking, reading, and writing for all students coded as LEP (ELL) and for students who are LEP but have parental

GLOBAL GRADUATE - State Process Standard

- Aligned to Upcoming State Readiness StandardⓇ - State Readiness StandardⓈ - State Supporting Standard

© Houston ISD Curriculum2019-2020

Page 8 of 13

2019-2020 Planning GuidePhysical Education – Team Sports (HS)1st Cycle – Unit 1 Part 2

Assessment Connectionsdenials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide five writing samples – one narrative about a past event, two academic (from science, social studies, or mathematics), and two others.

Instructional ConsiderationsPrerequisites and/or Background Knowledge for StudentsStudents should have previous physical education experiences that will allow for the application of rules and procedures to the current physical education setting. Students should have an understanding of the concept of safety and how to apply that to a physical education environment. Students may or may not have had previous experiences with a variety of team sports. It is important for students to apply previous safety knowledge and previous play experience to the current team sport.

Background Knowledge for TeacherTo have a successful Team class experience, the teacher should establish a class syllabus with objectives, goals, expectations, rules and procedures, grading policy and student supplies/uniform requirements. Provide students with a list of individual sports asking students to choose the sports of interest, also add sports not common to the area such as: basketball, flag football, soccer, softball, handball, floor hockey, track and field, and volleyball. The teacher should research lead-up activities that will support activities selected by the students.Engage students in each lesson by beginning with the Essential Understandings and Guiding Questions to encourage discussion, decision-making and participation in activities.

The following are suggested strategies to consider when teaching Team Sports: Set up ground rules to assist with classroom management. Present a positive environment by displaying thought provoking poster related to fitness. Establish and apply rules and procedures that are designed for safe participation during physical activity. Practice transitioning procedures: locker room, attendance, and fire drill. Demonstrate sensitivity when recording personal information, such as height, weight, BMI, publicly in class. Facilitate proper stretching techniques and running/jogging form. Utilize a daily exercise routine, inclusive of cardiovascular fitness, muscular strength and endurance, flexibility. Provide opportunities for students to hydrate during activity. Provide opportunities for students to cool-down after activity. Keep a record of any students with health concerns from doctor on file and with school nurse. Provide opportunities for students to journal.

National Standards for Physical EducationTeachers should be familiar with the National Standards for Physical Education to ensure that program planning will develop students that:

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

GLOBAL GRADUATE - State Process Standard

- Aligned to Upcoming State Readiness StandardⓇ - State Readiness StandardⓈ - State Supporting Standard

© Houston ISD Curriculum2019-2020

Page 9 of 13

2019-2020 Planning GuidePhysical Education – Team Sports (HS)1st Cycle – Unit 1 Part 2

Instructional ConsiderationsIn addition, teachers should also be familiar with the Presidential Youth Fitness Program. Strategies to support health-related fitness can be found in the Physical Educator Resource Guide.Suggested Instructional Schedule*Review the chart below for suggested instructional times that are flexible, relative, and fluid based on length of class period (45–90 min.)

Focus/Objective: * 10 – 15 min. Warm-up Activities Varied Fitness Focus/Warm-up Expectations and stated objective Language Objective included

Direct Instruction / Student-Centered Learning: * 30 – 65 min. Active participation for ALL/MVPA (moderate to vigorous physical activity) General knowledge (rules, strategy, technique, social behavior & procedures) Physical fitness knowledge and skill Personal fitness/Wellness activities Movement skill development/practice & assessment (competent level of execution). Participation in the sport. Cooperative activities within the execution of the sport Health topics associated with personal fitness (activity based and knowledge based) Opportunities for listening, speaking, reading, writing

Closure: * 5 – 10 min. Cool down Assessment/Review/Clarification/Transfer

Inclement Weather and Environmental ConditionsExposure to extreme heat or cold conditions may cause serious illness or be harmful to students. Therefore, careful consideration should be given to weather conditions whenever classes are held outside. Good judgment must be used when temperatures are above 95 degrees or below 35 degrees. Additionally, special precautions should be taken whenever the smog and ozone levels are extremely high. (Refer to School Guidelines Section VIII-31). During the months of August through October, the heat temperatures can create crisis for students with health conditions such as Asthma and other upper-respiratory ailments. Pay attention to scheduled pesticides and lawn service that may alter the air quality. Teachers should be familiar with the following weather alert to appropriately plan and organize classroom activities. Ozone Alerts: Texas Commission on Environmental Quality: Teachers can sign- up to receive daily Air Quality and/or Ozone Action DAY email alerts.

Safety Tips:Hot Weather Encourage students to wear hats and use sunscreen. Reduce the physically demanding activity. Reduce the exposure time to sun and heat.

Cold Weather Encourage students to dress in layers on cold days. Once the body is properly warmed up, a layer can be taken off. Increase warm-up time with proper stretching to prepare muscles for the specific activity. Remind students to hydrate even though they may not feel thirsty after exercise and activity.

Instructional Strategies / ActivitiesInstructional strategies and activities for physical education should be engaging, creative, interactive and providing opportunities for students to participate in moderate to vigorous physical activity. Although literacy development can be supported through health and fitness-related concepts, it is most important that instructional strategies target the

GLOBAL GRADUATE - State Process Standard

- Aligned to Upcoming State Readiness StandardⓇ - State Readiness StandardⓈ - State Supporting Standard

© Houston ISD Curriculum2019-2020

Page 10 of 13

2019-2020 Planning GuidePhysical Education – Team Sports (HS)1st Cycle – Unit 1 Part 2

Instructional Strategies / Activitiesselected physical activity. The following are sample instructional strategies that can be used in physical education. Demonstration: show students how to complete a skill and/or task.Ex: Informing Task: with a partner pass and catch using the critical elements associated with passing and receiving a football, volleyball, soccer ball, etc.

Physical Graphing: Sorting and classifying by using real, concrete objects to create graphs.Ex: Students chart team statistics over the course of a sport or tournament season.

Contract Learning: Student agrees to achieve specific goals as determined by teacher and student.Ex: Create contract to be used by students

Panel: Students do research and present findings to class.Have students compare characteristics of American sport vs. a country of their choice version of football.EX. American Football vs. Rugby

Whole Class: entire class is involved in discussion.Have students discuss how lead up- games or sports such as flag football can be used as a tool to improve fitness.

Multiple Activity Center: physical arrangement dividing the usual teaching space into a variety of sub-activity areas.Ex: Skills combine will include a variety of sport skills in each space.Brainstorming: free association technique to generate ideas; problem solving tool.Ex: Have students list potential affective characteristics associated with flag football or another team sport.Ex: Students work together to perform application tasks in team building activities.Whole Class: entire class is involved in discussion.Ex: Students discuss implications of poor sportsmanship.

Reciprocal Teaching: The exchange of roles between student and teacher.Ex: Act out appropriate dialogue in sport scenarios. Students fill the role as fitness trainer and coach for the day.

Decision Making: to help students solve problems.Ex: Recognize appropriate interaction during activities. Students fill the role of referee for the day where they implement officiating techniques.

Drill and Practice: repetition of a single skill to develop automatic, accurate responses to specific units of learning- flag football.Ex: Synthesize information so that participation in team sports is a quality experience for all students- flag football.

Think Aloud: Students or teachers solve problems orally to share the steps, strategies and processes used.

Discovery/ Inquiry: allows student to investigate a topic and draw conclusions based on their observations; may be teacher guided or self-directed. During application tasks, students develop team strategies to acquire the most team points for the day.

Best Practices- KWL Chart- use at the beginning and end the flag football unit or lesson. Students may create charts individually or create a large version for use in a class discussion setting. The chart should be referenced at the end of the unit or lesson to allow students to link previous and knew knowledge to the sport of flag football.

Marzano StrategyLiteracy PracticesLiteracy strategies are denoted with a compass icon in all curricular areas. Activities will include practices which can be

GLOBAL GRADUATE - State Process Standard

- Aligned to Upcoming State Readiness StandardⓇ - State Readiness StandardⓈ - State Supporting Standard

© Houston ISD Curriculum2019-2020

Page 11 of 13

2019-2020 Planning GuidePhysical Education – Team Sports (HS)1st Cycle – Unit 1 Part 2

Instructional Strategies / Activitiesteacher directed or independent. Activities can be structured as whole group, small group, or workstations.

ResourcesSupporting Resources Assessment/Evaluation Descriptions Marzano and Literacy Best Practices Differentiated Instructional Strategies Motor Skills, Critical Elements, Instructional Cues for

flag football. Informing and Extension Task Examples Sport Education Model applied to Flag Football. Sports Participation Lab Sheet Houston ISD Effective Practices Houston ISD Differentiated Instructional Strategies Teacher Vision Graphic Organizer FitnessGram10 Student Data Card FitnessGram10 Testing Component List FitnessGram10 Lesson 1(Example)

Suggested Professional Texts Physical Education TEKS: A guide for Teachers:

Grades 6-12. Quality Lesson Plans for Secondary Physical

Education, Authors: Dorothy B. Zakrajsek, Lois A. Cranes, Frank Pettigrew Jr., Publisher: Human Kinetics, 2003

Fitness for Life (4th Edition), Authors: Charles Corbin, Ruth Lindsay, Publisher: Scott Foresman, 2007

Complete Guide to Youth Fitness Testing, Authors:Margaret J. Safrit, Publisher: Human Kinetics

Physical Education Assessment Toolkit, Liz Giles-Brown, Human Kinetics, 2006

Foundations of Personal Fitness , Don Rainey and Tinker D. Murray, West Publishing,1997

Lifetime Personal Fitness: Stokes, Schultz, Polansky,Hunter Textbooks Inc., 1997

Urban Physical Education Instructional Practices and Cultural Activities, Rhonda L. Clements and Amy Meltzer Rady, Human Kinetics, 2012

Online Resources MyHealthyZone – Web-based Fitness Reporting

System w/ with Teacher Resources Cooper Institute Grade-Level Outcomes for K-12 Physical Education OPEN - Online Physical Education Network: Curriculum

resources Gopher Dynamic PE Online Lessons SPARK PE

Online Resources Textbook: Decisions for Health 5E Lesson Plan Format and Template Assessment/Evaluation Descriptions Differentiated Instructional Strategies Hearing: 5E Lesson Plan Houston ISD Effective Teacher Practices Madeline Hunter Lesson Plan Format (Explanation) Marzano and Literacy Best Practices Marzano High Yield Strategies My Plate Worksheet Neuroscience for Kids PBS Teachers Venn Diagram Foldables (See directions) Mental Health America PE Central National Federation of High School Sports LessonPlanet Fueluptoplay60 SHAPE America TAHPERD Fueluptoplay60 Itstimetexas pelinks4u Athletic field dimensions

Digital Resources and APPS Symbaloo - A free social bookmarking service in the

cloud. Klikaklu - Like treasure hunting, geocaching, or

scavenger hunts. Aurasma Studio - Augmented reality is the integration of

digital information with the user's environment in real time. 

Blippar - Combine physical and digital content to create interactive learning environment.

Teacher Healthier - Provides educators with FREE access to nutrition and physical activity lessons through their smartphone or tablet! Powered by It’s Time Texas.

Quizlet - Interactive games, study modes and practice tests make learning fun and effective.

Plickers -Is a powerfully simple tool that lets teachers collect real-time formative assessment data without the need for student devices.

Plicker labels - By JohnJonesPE.

GLOBAL GRADUATE - State Process Standard

- Aligned to Upcoming State Readiness StandardⓇ - State Readiness StandardⓈ - State Supporting Standard

© Houston ISD Curriculum2019-2020

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2019-2020 Planning GuidePhysical Education – Team Sports (HS)1st Cycle – Unit 1 Part 2

Resources Sworkit - (Simply-WORK IT) is the best way to get a

great workout anywhere, anytime, and on almost any screen. Enter code: SYIHISD then click on “Redeem Code”

Ozone Alerts: Texas Commission on Environmental Quality

FueluptoPlay60 Discovery Education Kagan Strategies Calculate target heart rate –Websites Athletic field dimensions NFL Play 60 TAHPERD SHAPE America It’s Time Texas Let’s Move Active Schools (LMAS) Comprehensive School Physical Activity Program

(CSPAP) TEA STATE Mandates Healthy People 2020 CDC- Youth Risk Behavior Data American Heart Association SPARK PE Billion Mile Race – Log the number of miles, set goals

and track student progress. SHAPE America Teacher Tool Box Physical & Health America Special Olympics Texas Class Tech Tips American College of Sports Medicine

Class Dojo - The simple way to build an amazing classroom community.

Vocabulaty.com - Combines the world’s smartest dictionary with an adaptive learning game that will have students mastering new words.

Kahoot - Is a free game-based learning platform for teachers of awesome and classroom superheroes.

Padlet - collaboration site Piktochart – Easy to use infographic maker Wordle Cloud Maker - Generates “word clouds” from

text provide. RubiStar Home Prezi - The Zooming Presentation Editor Emaze – Create, share presentations. Runkeeper

GLOBAL GRADUATE - State Process Standard

- Aligned to Upcoming State Readiness StandardⓇ - State Readiness StandardⓈ - State Supporting Standard

© Houston ISD Curriculum2019-2020

Page 13 of 13