physical education grades 6-8 · 2019. 2. 27. · physical education grades 6-8 ewing public...

PHYSICAL EDUCATION

GRADES 6-8

EWING PUBLIC SCHOOLS 2099 Pennington Road

Ewing, NJ 08618

BOE Approval Date: February 25, 2019 Michael Nitti

Revised by: FMS H&PE Staff Superintendent

In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

Table of Contents

Page

Course Introduction 3

Course Description 4 21st Century Life and Careers 7

Unit 1: Strength/Weight/Fitness Training 8

Unit 2: Adventure/Cooperative Games 11 Unit 3: Floor Hockey 15 Unit 4: Track and Field 20

Unit 5: Lacrosse 25 Unit 6: Flag Football 30

Unit 7: Basketball 35 Unit 8: Softball 40

Unit 9: Soccer 44 Unit 10: Volleyball 49 Unit 11: Racquet Sports 54

Unit 12: Team Handball 59

Sample Standards Intergration 63

3

Course Introduction

Physical Education centers on the basic application of physical fitness, team and

individual sports, and the benefit of lifetime activities. Emphasis is placed on living a physically active lifestyle through daily participation of fundamental skills and awareness of safety practices. Knowledge of movement concepts and practice of

skills enhance the likelihood of independent learning and participation in physical activity throughout life.

Individuals who participate in health-enhanced physical activity on a regular basis are less likely to develop serious health conditions such as heart disease, diabetes,

hypertension and osteoporosis. In addition, research shows a strong correlation between exercise and mental health.

Course Goals: Provide the student body with a firm foundation of movement concepts and principles that can be applied as they practice assess and refine

movement skills in a variety of physical activities including games, team sports, fitness and lifetime recreational pursuits.

The class is taught in a 41 minute period for 3 marking periods (approximately 135 days)

4

Course Description

Students should complete three years of physical education acquiring knowledge

and appreciation of a healthy lifestyle and physical fitness. Students will gain awareness of their own personal fitness levels and learn how to meet their own goals. Students will learn how to implement healthy decisions dealing with

nutrition, exercise and safety. Students will also gain appreciation and learn how to demonstrate character, good citizenship and good sportsmanship while engaging in

activities. Units of Study:

Fitness Team Sports

Cooperative Learning Activities Motor Skills Why Are These Units Important?

Decisions/choices have an impact or direct relationship to quality of life, longevity,

overall health, wellness and fitness.

Enduring Understandings:

Lack of physical activity can have a negative impact on your overall health

A balanced healthy diet equals high level of energy, better sleep, proper growth, optimal metal state and physical abilities

If you want to win or be successful there is a price to pay A combination of proper nutrition and physical activity are needed for optimal

health

Learning to work cooperatively with your peers allows you to have positive relationships in the future

Essential Questions:

What are the benefits of physical activity? What can you gain from participating in team sports?

How do nutritional choices impact your quality of life? What impact does an inactive lifestyle have on individuals throughout their

life?

How do the components of fitness impact the overall health of a person?

Performance Task(s):

Individual skill work and skills test

Fitness testing Cardiovascular activities

Team building activities, cooperative games and team activities Circuit training and warm-ups

5

Learning Experiences and Instructional Activities:

Anticipatory Sets (Do Now): Instant activities

Mirroring activities In Class Activities:

Warm-ups Cardiovascular warm-ups

Rule discussions/demonstration Skill work Game play

Cool downs

Home Activities: Carry over practice skills; i.e. push-ups, sit-ups, running Physical fitness homework

Moral/Spiritual/Ethical Challenges:

What do you do when you see a student being bullied? What do you do when you see a student stealing?

What do you do when you see a students defacing school property? How could you help a friend who has poor fitness habits? Does the behavior of celebrities impact your thoughts on health, fitness and

how you treat others?

Assessments:

Skill test

Fitness test Written test

Written work Class observation

Resources:

Peer Sharing In-services and workshops NJAPHERD

Websites:

www.pecentral.org www.lessonplans.com

www.mrgym.com

http://www.pecentral.org/

http://www.lessonplans.com/

http://www.mrgym.com/

6

Activities Offered:

Strength/Weight/Fitness Training Adventure/Cooperative Games Floor Hockey

Track and Field Lacrosse

Flag Football Basketball Softball

Soccer Volleyball

Racquet Sports Team Handball

Scope and Sequence Chart

6th 7th 8th

Strength/Weight/Fitness Training I/S S S

Adventure/Cooperative Games I/R S S

Floor Hockey I R R

Track and Field I/S S S

Lacrosse I R R

Flag Football I R R

Basketball I S R

Softball I/S S R

Soccer I S S

Volleyball I/S S S

Racquet Sports I S R

Team Handball I/R R R

I - Introduced R - Reinforced S- Stressed

7

21st Century Life and Careers

In today's global economy, students need to be lifelong learners who have the

knowledge and skills to adapt to an evolving workplace and world. To address these demands, Standard 9, 21st Century Life and Careers, which includes the 12 Career Ready Practices, establishes clear guidelines for what students need to know and be

able to do in order to be successful in their future careers and to achieve financial independence.

The 12 Career Ready Practices These practices outline the skills that all individuals need to have to truly be

adaptable, reflective, and proactive in life and careers. These are researched practices that are essential to career readiness.

9.1 Personal Financial Literacy

This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed decisions about personal

finance. Financial literacy is an integral component of a student's college and career readiness, enabling students to achieve fulfilling, financially-secure, and successful careers.

9.2 Career Awareness, Exploration, and Preparation

This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options,

career planning, and career requirements.

9.3 Career and Technical Education

Technology Integration 8.1 Educational Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and create and communicate knowledge.

8.2 Technology Education, Engineering, Design and Computational

Thinking - Programming All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world

as they relate to the individual, global society, and the environment.

ELA Integration

The Research Simulation Task requires students to analyze an informational topic through several articles or multimedia stimuli. Students read and respond to a

series of questions and synthesize information from multiple sources in order to write an analytic essay.

Companion Standards - History, Social Studies, Science and Technical Subjects (6-8)

https://www.state.nj.us/education/cccs/2014/career/9.pdf



https://www.state.nj.us/education/cccs/2014/tech/81.pdf




https://www.state.nj.us/education/cccs/2016/ela/CompanionG0608.pdf

8

Unit 1: Strength/Weight/Fitness Training [Personal fitness training and fitness testing throughout the duration

course] (A minimum of 20 days)

Why Is This Unit Important?

This unit teaches life long skills that students can use to improve body composition, muscular strength, muscular endurance, flexibility and cardiovascular/respiratory

endurance, agility, speed, stamina, coordination, balance, power and accuracy. Enduring Understandings:

Students will gain a better understanding of how to reach their personal

fitness levels. Students will learn the correct form when learning specific functional

movement.

Students will have a better understanding on which exercises will increase strength, flexibility and endurance.


What are the jobs of the different muscle groups? What is the purpose of exercise?

What is the ideal heart rate? What is the ideal BMI?

Why is it important to know your BMI? Why is it important to have life long fitness? How does being physically fit help your mental well-being?

Why is correct form/technique important while exercising?

Acquired Knowledge: Students will be able to:

analyze the different muscle groups and how they work during specific

exercises demonstrate how to properly work certain muscle groups

assess how exercising contributes to a healthy lifestyle calculate and assess heart rates (max, target, resting) analyze the difference between and skill related fitness

understand and apply how to improve fitness levels in general evaluate the affects of caloric intake vs. expenditure

analyze the correlation between BMI and body composition Acquired Skills:

Improving both health and skill related components

Proper form when performing exercises Measuring heart rate (max/target/resting) Identifying weak areas and selecting exercises to improve those areas

9

Assessments:

Formative Assessments:

Open ended questions Movement performance checklist Daily Performance Rubric

Summative Assessments:

Written test on learned knowledge

Benchmark Assessments:

Fitness testing: Push-up Test, Sit-up Test, Beep Test, Sit and Reach Flexibility Test, and Mile Run Test

Alternative Assessments:

Sportsmanship and Participation Rubric Future Fitness Plan

Interdisciplinary Connections:

Calculating heart rates will incorporate math skills (addition, subtraction) Learning the parts of the body and how they interrelate will incorporates

science (anatomy) Fitness journals incorporate (writing skills)

Teacher Resources:

www.pecentral.org www.lessonplans.com www.mrgym.com

Technology Integration:

Computerized/electronic cardio equipment Pedometer

Fitness log on computers Google Classroom

Lap Tops/Chrome Books NJSLS Statement:

2.6 – Fitness: All students will apply health-related and skill related

fitness concepts and skills to develop and maintain a healthy, active lifestyle.




10

Strand A – Fitness: Knowing and applying a variety of effective fitness principles over time enhances personal fitness level, performance, and

health status.

2.6.6.A.1 – Fitness: Analyze the social, emotional, and health benefits of selected physical experiences.

2.6.6.A.2 – Fitness: Determine to what extent various activities improve skill related fitness versus health-related fitness.

2.6.6.A.3 – Fitness: Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and monitor health/fitness indicators

before, during, and after the program.

2.6.6.A.4 – Fitness: Predict how factors such as health status, interests, environmental conditions, and available time may impact personal fitness.

2.6.6.A.5 – Fitness: Relate physical activity, healthy eating, and body composition to personal fitness and health.

2.6.6.A.6 – Fitness: Explain and apply the training principles of frequency,

intensity, time, and type to improve personal fitness. 2.6.6.A.7 – Fitness: Evaluate the short- and long-term effects of anabolic steroids

and other performance-enhancing substances on personal health.

2.6.8.A.1 – Fitness: Summarize the short-and long-term physical, social, and emotional benefits of regular physical activity

2.6.8.A.2 – Fitness: Use health data to develop and implement a personal fitness plan and evaluate its effectiveness.

2.6.8.A.3 – Fitness: Analyze how medical and technological advances impact personal fitness.

2.6.8.A.4 – Fitness: Determine ways to achieve a healthy body composition

through healthy eating, physical activity, and other lifestyle behaviors. 2.6.8.A.5 – Fitness: Use the primary principles of training (FITT) for the purposes of

modifying personal levels of fitness.

2.6.8.A.6 – Fitness: Debate the use of performance-enhancing substances (i.e., anabolic steroids and other illegal substances) to improve performance.

11

Unit 2: Adventure/Cooperative Games [Variety of cooperative and fitness games] (10 days)


Students will learn how to work with students who have differing abilities.

Students will learn how to problem solve in social environments. Students will use their problem solving skills to have the team finish a task.

Students will understand that the most important aspect of the unit is teamwork.

Student success is not dependent on their athletic ability.


Students have to all work together. Everyone’s input is important.

All group/team members must follow the lead of the group. A group is only as strong as its weakest link.

Failure is needed to reach success. Communication is vital in achieving team success.

Not following the rules poses a safety hazard to not only yourself but others. Essential Questions:

What is the importance of communication?

What is the importance of proper leadership as it relates to social interaction? What is the importance of teamwork? Can the team have success if everyone does not participate?

Will listening to everyone’s ides be beneficial to complete the given task? How will this relate to future employment?

Is my group’s success dependant on everyone participating? Do others have to make up for lack of mental or physical ability?

Acquired Knowledge:

Students will learn how to behave properly during various activities while promoting good cooperation.

Students will gain the knowledge of how to communicate their ideas

Students will learn how to strategize and problem solve. Students will learn how to positively interact with peers especially those who

they have had limited or negative interactions with in the past. Students will learn that all members of the group are important to be

successful.

12

Acquired Skills:

Problem solving Communication

Working with others Positive social interactions

Assessments


Open ended questions

Movement performance checklist Daily Performance Rubric


Quiz on individual activities


Written Unit test


Sportsmanship and Participation Rubric

Interdisciplinary Connections

Language Arts - Communication Skills

Reading- Reading direction charts Teacher Resources

www.mrgym.com/CooperativeGames.htm

www.cooperativegames.com/ www.commonaction.org/gamesguide.pdff www.creativekidsathome.com/games/cooperative_games/

Technology Integration

Pedometers to measure their movement Google Classroom

Laptops/ Chrome Books

http://www.mrgym.com/CooperativeGames.htm

http://www.cooperativegames.com/

http://www.commonaction.org/gamesguide.pdff

http://www.creativekidsathome.com/games/cooperative_games/

13

NJSLS Statement:

Standard 2.5 Motor Skill Development: All students will utilize safe, efficient and effective movement to develop and maintain a healthy, active

lifestyle. Strand A – Movement Skills and Concepts:

o Understanding of fundamental concepts related to effective execution of actions provided the foundation of participation in games, sports,

dance, and recreational activities. o Performing movement skills effectively is often based on an

individual’s ability to analyze one’s own performance as well as

receive constructive feedback from others.

2.5.6.A.1 – Movement Skills and Concepts: Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports,

dance, and recreational activities)

2.5.6.A.2 – Movement Skills and Concepts: Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships

in interactive dynamic environments. 2.5.6.A.3 –Movement Skills and Concepts: Create and demonstrate planned

movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance)

2.5.6.A.4 –Movement Skills and Concepts: Use self-evaluation and external feedback to detect and correct errors in one’s movement performance.

Strand A – Movement Skills and Concepts: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback and effort.

2.5.8.A.1 – Movement Skills and Concepts: Explain and demonstrate the transition of movement skills form isolated settings 9i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities)

2,5,8,A.2 – Movement Skills and Concepts: Apply the concepts of force and motion

(weight transfer, power, speed, agility, range of motion) to impact performance. 2.5.8.A.4 – Movement Skills and Concepts: Detect, analyze, and correct effort and

apply to refine movement skills.

Strand B – Strategy: There is a relationship between applying effective tactical strategies and achieving individual and team goals when competing in games, sports and othe activity situations.

14

2.5.6.B.1 – Strategy: Demonstrate the use of offensive, defensive, and cooperative

strategies in individual, dual, team and group activities.

2.5.6.B.2 – Strategy: Compare and contrast strategies used to impact individual, team, and group effectiveness and make modifications for improvement.

Strand B – Strategy: Individual and team executions in games, sports, and

other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork.

2.5.8.B.1 – Strategy: Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings.

2.5.8.B.2 – Strategy: Assess the effectiveness of specific mental strategies applied to improve performance.

2.5.8.B.3 – Strategy: Analyze individual and team effectiveness in achieving a goal

and make recommendations for improvement.

Strand C – Sportsmanship, Rules, and Safety: Practice appropriate and safe behaviors while participating in and viewing games, sports, and other

competitive events contributes to enjoyment of the events.

2.5.6.C.1 – Sportsmanship, Rules, and Safety: Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behaviors.

2.5.6.C.2 – Sportsmanship, Rules, and Safety: Apply rules and procedures for

specific games, sports, and other competitive activities and describe how they enhance participation and safety.

Strand C: Self-initiated behaviors that promote personal and group

success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction.

2.5.8.C.1 –Sportsmanship, Rules, and Safety: Assess players behavior for evidence of sportsmanship in individual, small-group, and team activities.

2.5.8.C.2 – Sportsmanship, Rules, and Safety: Summarize types of equipment,

products, procedures, and rules that contribute to the safety of specific individual,

small-group, and team activities.

15

Unit 3: Floor Hockey [Introduction of Floor Hockey skills and modified games] (8-10 days)


Students work on developing and using skill related fitness aspects such as

agility, speed, coordination.

Students work on essential life skills such as sportsmanship, team work and competition.

Students understand the concept of keeping spatial awareness. Students will learn skills and concepts of a varsity sport which the students

do not have much exposure to but is offered at the high school.


Implement skill related fitness aspects such as agility, speed, coordination

and spatial awareness.

Students who get regular physical activity, no matter what the form, are more likely to do so because they feel comfortable and competent in

movement skills. Students who are successful understand that teamwork and communication

leads to the success of the group. Failure to follow safety procedures may result in injury to self and others.


How can working as a team lead to success? Does communication play a role in success of the team? Will playing the correct position play a factor in the outcome of the game?

Does practice of the skills improve the enjoyment of the game? Does having specific safety rules play a factor in the student’s participation in

the game? How can understanding movement concepts improve my performance? How can I make movement more interesting, fun and enjoyable?

Acquired Knowledge: Students will demonstrate and apply:

safety rules in the game of floor hockey to prevent injury mechanics of stick handling

correct ways to pass the ball correct ways in which to receive the ball

different positions and shots that are used to successfully score a goal rules of floor hockey proper positioning on the floor

16

Acquired Skills:

Holding the sick correctly Keeping the stick below the waist at all times

Running with the stick Passing (Push and Slap) Receiving (Stick blade and Foot trap)

Shooting (Modified Slap, Wrist Shot and Backhand) Stick handling (Control and Seed)

Goalie Skills (Blocking ball with stick, body or glove) Assessments


Open ended questions Movement performance checklist

Daily Performance Rubric


Quiz on rules and procedures


Skill Test



Interdisciplinary Connections:

Geometry - angle of deflection of stick and where ball travels

Communication skills- Language arts

Teacher Resources

www.pecentral.org

www.lessonplans.com www.mrgym.com

www.sportsvite.com/sports/FloorHockey/rules




http://www.sportsvite.com/sports/FloorHockey/rules

17


Pedometers to measure their movement

Google Classroom Laptops/ Chrome Books

NJSLS Statement:

Standard 2.5 Motor Skill Development: All students will utilize safe, efficient and effective movement to develop and maintain a healthy, active lifestyle.

Strand A – Movement Skills and Concepts:

o Understanding of fundamental concepts related to effective execution of actions provided the foundation of participation in games, sports, dance, and recreational activities.

o Performing movement skills effectively is often based on an individual’s ability to analyze one’s own performance as well as




2.5.6.A.2 – Movement Skills and Concepts: Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments.

2.5.6.A.3 –Movement Skills and Concepts: Create and demonstrate planned



Strand A – Movement Skills and Concepts: Movement skill performance is

primarily impacted by the quality of instruction, practice, assessment, feedback and effort.

2.5.8.A.1 – Movement Skills and Concepts: Explain and demonstrate the transition

of movement skills form isolated settings 9i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities)

2,5,8,A.2 – Movement Skills and Concepts: Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance.

18

2.5.8.A.4 – Movement Skills and Concepts: Detect, analyze, and correct effort and




strategies in individual, dual, team and group activities. 2.5.6.B.2 – Strategy: Compare and contrast strategies used to impact individual,

team, and group effectiveness and make modifications for improvement.

Strand B – Strategy: Individual and team executions in games, sports, and other activity situations is based on the interaction of tactical use of

strategies, positive mental attitudes, competent skill levels, and teamwork.





Strand C – Sportsmanship, Rules, and Safety: o Practice appropriate and safe behaviors while participating in and

viewing games, sports, and other competitive events contributes to enjoyment of the events.

o There is a strong cultural, ethnic, and historical background

associated with competitive sports and dance.



specific games, sports, and other competitive activities and describe how they enhance participation and safety. 2.5.6.C.3 – Sportsmanship, Rules, and Safety: Relate the origin and rules

associates with certain games, sports, and dances to different cultures.

19

Strand C: Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette,

cooperation, teamwork, ethical behavior, and positive social interaction.


2.5.8.C.2 – Sportsmanship, Rules, and Safety: Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual,


20

Unit 4: Track and Field [Learning different techniques for the different track and field events] (6-8

days)


This unit teaches students about individual performance

This unit teaches students about personal work ethic This unit works on personal goals

This unit teaches students on differing strength and flexibility training for specific events

This unit teaches students on self-discipline and motivation


The students will understand the rules and safety for various sporting event The students will be able to demonstrate how training effects performance

The students will be able to demonstrate personal success in various events Research shows that people who participate in regular physical activity, no

matter what the form, are more likely to do so because they feel comfortable and competent in movement skills.

Skill development involves an understanding of movement concepts, the underlying principles of physics, as a means to analyze movement performance and make adjustments.

Implementing movement principles such as space, speed, force, projection or tempo makes movement more effective and more interesting.


How can understanding movement concepts improve my performance? What exercises should I do to perform better in my event?

How should I train for my event to improve results? Acquired Knowledge: Students will be able to:

properly train specific muscle group

assess body awareness for specific trained events demonstrate their knowledge on the event in which they are

running/participating

learn to train properly to increase speed, strength and endurance through physical fitness training

identify what’s running form versus improper running form identify what muscle groups are trained in each event demonstrate knowledge of distance running

21

Acquired Skills:

running jumping

throwing twisting proper warm-up

proper cool down exploding (power)

starting (proper form) finishing (proper form) running form

proper training

Assessments


Open ended questions

Movement performance checklist Daily Performance Rubric


Quiz on rules and procedures


Timed running events




Math - measurement, guesstimates, mileage and distance recording Science - Weather and how it may affect performance

Health - Understandings body movement/composition

Teacher Resources

Track and Field websites

Track and Field Books Track and Field Coaches Manual

22


Computer program to log performance Timing machine

Laptops and Chrome Books Google Classroom

NJSLS Statement:

















23





















24






25

Unit 5: Lacrosse [Basic lacrosse skills, game strategies, and modified games] (8-10 days)


This unit works on hand eye coordination. This unit works on sportsmanship and teamwork.

This unit works on spatial awareness. This unit works on building cardiovascular endurance.


The students will implement movement principles such as space, speed, force, projection and skills.

The students who get regular physical activity, no matter what the form, are more likely to be comfortable practicing because they feel comfortable and competent in movement skills.


How can practicing movement concepts improve my performance?

How can I make movement more interesting, fun and enjoyable? How can my comprehension of the rules and strategies help me to enjoy the

game in and outside of class?

How can I turn this game into a lifetime activity?


describe and demonstrate the safety rules applied to the game of Lacrosse

describe and demonstrate the mechanics of stick handling and how to control the ball

demonstrate the how to move the ball up and down the field demonstrate how to move the ball up and down the field using the skills of

scooping, passing/receiving and shooting

Acquired Skills:

Cradling/ball handing Passing/Receiving pass

Shooting Scooping

Running with objects Dodging/Faking Offensive/Defensive strategies

26

Assessments

Formative Assessments: Open-ended questions

Small-sided games


Written Quiz Vocabulary

Rules Skill cues

Observations

Self-assessment

Benchmark Assessments: Skill tests

Alternative Assessments: Sportsmanship and Participation Rubric


Geometry

Dimensions of the field

Working on pass and go Language Arts

Communication skills History

Oldest sport in North America

Accommodations and Extensions (Special Education, ELL, Gifted Learners)

Individual accommodations as per IEP, 504, or identified needs. Smaller games Game modifications to fit the needs of the learners

Visual aids Demonstration

Additional practice/help Challenges

Provide resources and information for leagues and programs outside of

school

Teacher Resources

www.pecentral.org





27




NJSLS Statement:

















28





















29






30

Unit 6: Flag Football [Throwing and Catching skills, offensive and defense strategies, and

modified games] (8-10 days)


Students work on developing use skill related fitness aspects such as agility,

speed and coordination. Students work on essential life skills such as sportsmanship, team work and

competition. Students understand the concept of keeping spatial awareness. This sport is one of the most popular sports in American and the surrounding

community.


Implementing skill related fitness aspects such as agility, speed, coordination

and spatial awareness. Students who get regular physical activity, no matter what the form, are

more likely to do so because they feel comfortable and competent in movement skills.

Students who are successful understand that teamwork and communication leads to the success of the group.


How can working as a team lead to success? Does leadership play a role in success of the team? Does practice of the skills improve the enjoyment of the game?

How can understanding movement concepts improve my performance? How can I make movement more interesting, fun and enjoyable?

Acquired Knowledge:

Students will understand the safety rules and modification applied to the game of Flag Football.

Students will be able to relate Flag Football to the concepts of organized football.

Students will understand the mechanics of throwing and catching a football.

Students will understand the concept of patters and formations. Student will understand the rules of Flag Football.

Students will be able to notice how environmental elements play a factors in the play of the game.

Students will be able to understand teamwork and communication leads to

success and enjoyment of the game.

31

Acquired Skills:

Passing/receiving pass Running with objects

Finding open space. Defending players/zones. Rout running/pass patterns.

Pulling flag from the person Evading the defender

Assessments


Movement performance checklist Daily Performance Rubric Open Ended Questions

Are students successfully throwing the ball with proper form and accuracy?

Are the students catching the ball with the form that is shown? Are students running the patterns as taught?

Are students able to catch the ball while running the pattern? Are students using proper safety procedures? Are students working cooperatively in game situations?

Can students work through officiating their own games with the rules provided without confrontation?

Do all the students know the rules and are they applying them to the games that are being played?


Quiz on rules for Flag Football and Standard Football that were taught on the board.

Did they apply the rules and skills that were taught when they were

playing games?


Skill tests




1. Math - Measurement of yardages, score, angles. 2. Communication skills - Language arts 3. Science - weather conditions on the game

32

Teacher Resources

www.pecentral.org

www.lessonplans.com www.mrgym.com www.usffa.org

www.flagfootballpractice.com/


Computer program to log performance

Timing machine Laptops and Chrome Books

Google Classroom NJSLS Statement:

Standard 2.5 Motor Skill Development: All students will utilize safe,

efficient and effective movement to develop and maintain a healthy, active lifestyle.


o Understanding of fundamental concepts related to effective

execution of actions provided the foundation of participation in games, sports, dance, and recreational activities.

o Performing movement skills effectively is often based on an individual’s ability to analyze one’s own performance as well as receive constructive feedback from others.

2.5.6.A.1 – Movement Skills and Concepts: Explain and perform movement skills

that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities)

2.5.6.A.2 – Movement Skills and Concepts: Explain concepts of force and motion

and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments.

2.5.6.A.3 –Movement Skills and Concepts: Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm,

and music (creative, cultural, social, and fitness dance) 2.5.6.A.4 –Movement Skills and Concepts: Use self-evaluation and external

feedback to detect and correct errors in one’s movement performance.




http://www.usffa.org/

http://www.flagfootballpractice.com/

33

Strand A – Movement Skills and Concepts: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment,

feedback and effort.

2.5.8.A.1 – Movement Skills and Concepts: Explain and demonstrate the transition of movement skills form isolated settings 9i.e., skill practice) into applied settings

(i.e., games, sports, dance, and recreational activities)


2.5.8.A.4 – Movement Skills and Concepts: Detect, analyze, and correct effort and apply to refine movement skills.

Strand B – Strategy: There is a relationship between applying effective tactical strategies and achieving individual and team goals when

competing in games, sports and othe activity situations.

2.5.6.B.1 – Strategy: Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, team and group activities.


Strand B – Strategy: Individual and team executions in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork.

2.5.8.B.1 – Strategy: Compare and contrast the use of offensive, defensive, and

cooperative strategies in a variety of settings. 2.5.8.B.2 – Strategy: Assess the effectiveness of specific mental strategies applied

to improve performance.

2.5.8.B.3 – Strategy: Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement.

Strand C – Sportsmanship, Rules, and Safety:

o Practice appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to enjoyment of the events.

o There is a strong cultural, ethnic, and historical background associated with competitive sports and dance.

34

2.5.6.C.1 – Sportsmanship, Rules, and Safety: Compare the roles and responsibilities of players and observers and recommend strategies to enhance

sportsmanship-like behaviors.

2.5.6.C.2 – Sportsmanship, Rules, and Safety: Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.

2.5.6.C.3 – Sportsmanship, Rules, and Safety: Relate the origin and rules associates with certain games, sports, and dances to different cultures.





products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities.

35

Unit 7: Basketball [Dribbling, shooting, and passing skills, offensive and defensive strategies,

game rules, and modified games] 8-10 days)


This unit works on hand eye coordination.

This unit works on sportsmanship and teamwork. This unit works on spatial awareness.



The students who get regular physical activity, no matter what the form, are more likely to be comfortable practicing because they feel comfortable and competent in movement skills.


How can practicing movement concepts improve my performance?

How can I make movement more interesting, fun and enjoyable? How can my comprehension of the rules and strategies help me to enjoy the




recall the safety rules and modification applied to the game of Basketball.

demonstrate the mechanics of shooting, passing, dribbling and offensive and defensive strategies.

demonstrate the how to move the ball up and down the court. Acquired Skills:

Passing

Chest Bounce Overhead

Baseball Shooting

Lay-up Jump shot/Foul shot Hook shot

Dribbling Dominant

Non-Dominant Tricks

Strategy

36

Offensive Defensive

Movement With the ball

Without the ball Screens

Assessments


Open-ended questions

Small-sided games - 3 on 3


Written Quiz

Vocabulary Rules

Skill cues Observations

Self-assessment


Skill tests




Math - Keeping score

1 point 2 points

3 points Geometry

Dimensions of the court

History of the sport

Teacher Resources

www.pecentral.org





37




NJSLS Statement:

















38





















39






40

Unit 8: Softball [Throwing, catching, and batting skills, field positions, and modified

games] (8-10days)


Works on hand eye coordination

Works on sportsmanship and team work Works on situational skills and decision making.


Implementing movement principles such as space, speed, force, project and skills.

Students who get regular physical activity, no matter what the form, are more likely to do so because they feel comfortable and competent in movement skills.


How can understanding movement concepts improve my performance?

How can my techniques affect the outcome of performance? How can I maximize results, by eliminating the extra movements? How can I make movement more interesting, fun and enjoyable?

How can planning or lack there of positively or negatively affect the outcome of my performance?

How can comprehension of the rules and strategies make watching and playing the game more enjoyable?

Acquired Knowledge:

Students will be able to comprehend the safety rules and modification applied to the game of softball.

Students will analyze different warm-up exercises and aerobic activities to

help prevent injury and to aid in cardiovascular fitness. Students will recognize and elucidate the mechanics of throwing a softball.

Students will recognize and elucidate the mechanics of catching a softball. Students will be able to comprehend the proper mechanics of batting. Students will be able to distinguish and make clear of the rules and

strategies of softball.

41

Acquired Skills:

Throwing the ball Catching the ball

Batting Base running Defensive positioning

Defensive scenarios Offensive scenarios

Assessments


Open ended questions Small sided games


Quiz on rules


Skill tests




Math - adding score, determining distance of bases and length of hit Communication skills- Communicate with teammates during game play

Teacher Resources


www.mrgym.com




Google Classroom




42

NJSLS Statement:



o Understanding of fundamental concepts related to effective execution of actions provided the foundation of participation in

games, sports, dance, and recreational activities. o Performing movement skills effectively is often based on an















43











viewing games, sports, and other competitive events contributes to

enjoyment of the events. o There is a strong cultural, ethnic, and historical background

associated with competitive sports and dance. 2.5.6.C.1 – Sportsmanship, Rules, and Safety: Compare the roles and

responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behaviors.

2.5.6.C.2 – Sportsmanship, Rules, and Safety: Apply rules and procedures for specific games, sports, and other competitive activities and describe how they

enhance participation and safety. 2.5.6.C.3 – Sportsmanship, Rules, and Safety: Relate the origin and rules



cooperation, teamwork, ethical behavior, and positive social interaction. 2.5.8.C.1 –Sportsmanship, Rules, and Safety: Assess players behavior for evidence

of sportsmanship in individual, small-group, and team activities.



44

Unit 9: Soccer [Dribbling and passing skills, positions, offensive and defensive strategies,

modified games] (8-10 days)


This unit works on foot-eye coordination.

This unit works on sportsmanship and teamwork. This unit works on spatial awareness.

This unit works on cardiovascular fitness. This unit works on offense and defense skills and strategies.



The students who get regular physical activity, no matter what the form, are

more likely to be comfortable practicing because they feel comfortable and competent in movement skills.


How can practicing movement concepts improve my performance? How can I make movement more interesting, fun and enjoyable.

How can my comprehension of the rules and strategies help me to enjoy the game in and outside of class?

How can I turn this game into a lifetime activity? Acquired Knowledge: Students will be able to:

practice how to control and speed dribble a soccer ball using the inside and

outside of their feet to participate safely and effectively pass the ball to other students in the

class

trap (stop) a ball and position their body to dribble, pass or shoot on a goal maneuver around cones and students while maintaining control over their

soccer ball properly “throw-in” the soccer ball when it is hit out of the sidelines properly and safely use a corner kick, goal kick and a penalty kick

position their body to kick the ball in the goal act as goal tender properly and block a ball being shot into the goal

45

Acquired Skills:

Dribbling Control and speed

Shooting Passing

Dominant

Non-Dominant Trapping

Ball control Goal tending Positions

Strategies Throw-ins

Rules and Safety Fouls and penalties

Assessments:


Open-ended questions Small sided games


Written Quiz Vocabulary Rules


Self-assessment


Skill tests



46


Math - Keeping score 1 point

2 points 3 points

Geometry

Dimensions of the field History of the sport

Teacher Resources


www.mrgym.com Technology Integration



Google Classroom NJSLS Statement:

Standard 2.5 Motor Skill Development: All students will utilize safe,


Strand A – Movement Skills and Concepts: o Understanding of fundamental concepts related to effective

execution of actions provided the foundation of participation in games, sports, dance, and recreational activities.

o Performing movement skills effectively is often based on an

individual’s ability to analyze one’s own performance as well as receive constructive feedback from others.

2.5.6.A.1 – Movement Skills and Concepts: Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in

isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities)


in interactive dynamic environments.

2.5.6.A.3 –Movement Skills and Concepts: Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance)




47

2.5.6.A.4 –Movement Skills and Concepts: Use self-evaluation and external

feedback to detect and correct errors in one’s movement performance.

Strand A – Movement Skills and Concepts: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment,

feedback and effort.

2.5.8.A.1 – Movement Skills and Concepts: Explain and demonstrate the transition of movement skills form isolated settings 9i.e., skill practice) into applied settings

(i.e., games, sports, dance, and recreational activities)


2.5.8.A.4 – Movement Skills and Concepts: Detect, analyze, and correct effort and apply to refine movement skills.

Strand B – Strategy: There is a relationship between applying effective

tactical strategies and achieving individual and team goals when competing in games, sports and othe activity situations.



Strand B – Strategy: Individual and team executions in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork.

2.5.8.B.1 – Strategy: Compare and contrast the use of offensive, defensive, and

cooperative strategies in a variety of settings. 2.5.8.B.2 – Strategy: Assess the effectiveness of specific mental strategies applied

to improve performance.


48



o There is a strong cultural, ethnic, and historical background associated with competitive sports and dance.

2.5.6.C.1 – Sportsmanship, Rules, and Safety: Compare the roles and responsibilities of players and observers and recommend strategies to enhance

sportsmanship-like behaviors. 2.5.6.C.2 – Sportsmanship, Rules, and Safety: Apply rules and procedures for

specific games, sports, and other competitive activities and describe how they enhance participation and safety.

2.5.6.C.3 – Sportsmanship, Rules, and Safety: Relate the origin and rules associates with certain games, sports, and dances to different cultures.





products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities.

49

Unit 10: Volleyball [Bump, Set, and Serve skills and rules to the game] (10-15 days)



Works on sportsmanship Works on spatial awareness

Works on individual as well as group/team work Works on using strategies


Implementing movement principles such as space, agility, power, reaction, force, project and skills.

Students who get regular physical activity, no matter what the form, are

more likely to do so because they feel comfortable and competent in movement skills.


How can understanding movement concepts improve my performance and

ability to strike an object?

How can my focus on this type of activity help me to enjoy movement and fitness?

How does my use of movement influence that of others? What can I gain from participating in this team activity? How does the comprehension of the rules and strategies make the game

more enjoyable to play,

Acquired Knowledge: The students will:

practice the skills of bumping, setting, digging and serving in volleyball

review and discuss the rules and scoring procedures to volleyball use their skills learned and practiced in a game of volleyball

take a written test on the rules and strategies of volleyball participate in a volleyball tournament demonstrate good sportsmanship while playing the game of volleyball

50

Acquired Skills:

Set Bump

Dig Serve Attack/Block

Rules Rotation

Position Boundaries

Assessments:



Small sided games


Written Quiz Vocabulary Rules


Self-assessment


Skill tests




History - History of the game

Math - Adding points

Teacher Resources

www.pecentral.org





51




52

NJSLS Statement:




games, sports, dance, and recreational activities. o Performing movement skills effectively is often based on an















53























54

Unit 11: Racquet Sports [Racquet ball, Badminton, and Pickleball: Skills, rules, and modified

games] (8-10 days)


This unit works on hand eye coordination. This unit works on sportsmanship.

This unit works on spatial awareness. This unit works on individual as well as group/team work. This unit works on using strategies.


The students will implement movement principles such as space, speed,

force, projection and skills.

The students who get regular physical activity, no matter what the form, are more likely to be comfortable practicing because they feel comfortable and

competent in movement skills.


How can practicing movement concepts improve my performance and ability

to strike and object? How can I make movement more interesting, fun and enjoyable?

How does my use of movement influence that of others? How can my comprehension of the rules and strategies help me to enjoy the




recall the safety rules and modification applied to the game of Basketball

describe and demonstrate the need for spatial awareness while using equipment

demonstrate the mechanics of swinging, striking and offensive and defensive strategies

demonstrate the how to move the ball around the court

recall and demonstrate the rules and strategies of racquetball, pickle-ball and badminton

55

Acquired Skills:

Striking with equipment Forehand

Backhand Overhead Volley

Body spacing from object Footwork

Split steps Quick steps

Serving

No bounce Crosscourt

Running with objects Keeping score

Love, 15, 30, 40 Deuce, Ad

Numbers 1, 2, 3, etc.

Assessments:



Games


Written Quiz

Vocabulary Rules

Skill cues Observations Self-assessment


Skill tests


Sportsmanship and Participation Rubric Interdisciplinary Connections

Math - Keeping score

Geometry Dimensions of the court

History of the sport

56

Teacher Resources:

www.pecentral.org



Computer program to log performance Timing machine Laptops and Chrome Books

Google Classroom

NJSLS Statement: Standard 2.5 Motor Skill Development: All students will utilize safe,





receive constructive feedback from others. 2.5.6.A.1 – Movement Skills and Concepts: Explain and perform movement skills

that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports,

dance, and recreational activities) 2.5.6.A.2 – Movement Skills and Concepts: Explain concepts of force and motion

and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments.

2.5.6.A.3 –Movement Skills and Concepts: Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm,

and music (creative, cultural, social, and fitness dance)







57





apply to refine movement skills. Strand B – Strategy: There is a relationship between applying effective

tactical strategies and achieving individual and team goals when competing in games, sports and othe activity situations.


2.5.6.B.2 – Strategy: Compare and contrast strategies used to impact individual,












58









59

Unit 12: Team Handball [Rules and procedures, offensive and defensive strategies, and modified

games] (8-10 days)



Works on sportsmanship and team work Works on an spatial awareness


Implementing movement principles such as spatial awareness, speed, force, projection and skills.

Students who get regular physical activity, no matter what the form, are more likely to do so because they feel comfortable and competent in movement skills.


How can understanding movement concepts improve my performance?

How can I make movement more interesting, fun and enjoyable? Acquired Knowledge: Students will be able to:

perform warm-ups exercises and aerobic activity to help prevent injuries and

to aid in cardiovascular fitness show knowledge of the rules of play of team handball demonstrate passing and catching skills of team handball under control to

prevent fouls and walking understand and apply the importance of offense and defense strategies

identify the importance of teamwork Acquired Skills:

Throwing

Catching Offense Defense

Safety Rules

Boundaries Teamwork

60

Assessments


Open-ended questions Big group games


Written Quizzes Observations


Skill tests




History of the game

Teacher Resources:

www.pecentral.org www.lessonplans.com www.mrgym.com




NJSLS Statement:




games, sports, dance, and recreational activities.




61


















62



















63

Sample Standards Integration

21st Century Skills 9.2.8.B.2 – Develop a personalized Student Learning Plan with the

assistance of an adult mentor that includes information about career areas of interest, goals, and an educational plan.

Assignment: Unit 1 – Future Fitness Plan

Career Readiness Practices CRP4 –Attend to personal health and financial well-being.

Assignment: Unit 1 – Future Fitness Plan. Students will determine what type

work out they can do to maximize their health without joining a gym. They will have to design a workout plan (FITT) that would fit into their adult schedule (work, home, and family).

Students will create a one week calendar scheduling in their workouts around their daily responsibilities. This assignment will also show the students that

you do not have to spend money to work out. This will be created on google classroom.

Interdisciplinary Connection

NJSLSA.W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences

Assignment: Unit 1: Future Fitness Plan

Students will write a narrative describing what their life might be like at the age of 30. They will have to describe where they live, what type of career they have, and what type of family they have. This will help them design

their fitness plan.


8.1 Educational Technology All students will use digital tools to access, manage,

evaluate, and synthesize information in order to solve problems individually and collaborate and create and communicate knowledge.

8.8.1.A.4: Graph and calculate data within a spreadsheet and present a

summary of the result. Assignment – Unit 1: Future Fitness Plan. With this assignment the students

will have to calculate and graph how often they are engaged in their workout in one week.


physical education grades 6-8 · 2019. 2. 27. · physical education grades 6-8 ewing public...

Documents