physical education - paterson.k12.nj.us · introduced to a wide variety of activities including...

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Physical Education

Grade 9

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Course Description

The NJSLS serves as a basis for physical education which is required by state mandates. New Jersey has a long-standing commitment to school health, safety, and physical education. N.J.S.A.18A:35, adopted in 1917, requires all pupils in grades 1-12 to participate in two and one-half hours per week of instruction in health, safety, and physical education. The course is designed to enable students to understand the components of health-related fitness and motor skills, flexibility, endurance, strength, coordination, and a plan to support a healthy lifestyle. The knowledge of physical education is an ever-changing field that students will put to use in general wellness throughout their lifetime. Each student is required to complete four years of physical education and health, within this four year program students will be introduced to a wide variety of activities including team sports, individual/ dual sports, and dance, yoga and life-time activities for fitness. The course will provide the opportunity for students to acquire the skills necessary to achieve and maintain a healthy lifestyle and level of fitness. Fitness- related technology, including pedometers, KINECT Dance, Dance Revolution will be used to enhance the quality of the physical education program. Focusing on wellness for life, students will prepare to continue a lifetime of physical activity. The course aims to assist students in developing an independent fitness style and promote regular and enjoyable physical activity with an emphasis on personal fitness improvement. All students participate in the Presidential Physical Fitness Challenge and are assessed based on their ability. Weight Training courses help students develop knowledge and skills with free weights and universal stations while emphasizing safety and proper body positioning; they may include other components such as anatomy and conditioning. Any student failing one marking period of health or physical education for the year must repeat the failed course.

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Pacing Guidelines for 9th Grade

(Sport Education and Fitness Model)

Specific Skills & Concepts

Addressed

Activities

Introduction/Review and Closure

Timelines

(In conjunction with

150 min mandate)

New Jersey Student

Learning Performance

Expectations

Recommended Weeks

(timelines are flexible based

on scheduling, facilities,

testing, and weather)

Introduction to Physical

Education I

Class Rules

Expectations

Locker-room procedures

Purchasing of required attire

Proper uniform

Safety protocols

September 2.2.12.MSC.1.2.3.4.5

2.2.12.PF.1.2.3.4.5

2.2.12.LF.1.2.3.4.5.6.7.8

1 week

Essential Movement Skills

Introduction to:

Performance Assessments

Performance Evaluations

Pre-Assessments

Post- assessment

Spatial Awareness

Fitness Assessments

Pacer/Mile Run

Strength Assessments

Cardio Assessment

Flexibility Assessments

Warm-up routines

Cool Downs

September-June 2.2.12.MSC.1.2.3.4.5

2.2.12.PF.1.2.3.4.5

2.2.12.LF.1.2.3.4.5.6.7.8

6 weeks

Introduction-Team Sports

Application of developmental

skills in:

Ball control

Catching

Basketball

Cricket (Site specific) *

Floor Hockey

Football

Lacrosse

September - June 2.2.12.MSC.1.2.3.4.5

2.2.12.PF.1.2.3.4.5

2.2.12.LF.1.2.3.4.5.6.7.8

9 weeks

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Defensive Strategic Skills

Dribbling

Offensive Strategic Skills

Passing

Punting

Receiving

Shooting

Throwing

Applying Sportsmanship

Demonstrating Rules and

Safety

Soccer

Softball

Speedball

Team Handball

Ultimate Frisbee

Volleyball

Introduction- Individual Sports

Developmental skills in:

Approach

Backhand

Defensive Strategic Skills

Forehand

Offensive Strategic Skills

Serving

Striking

Spatial awareness

*Site Specific Skills: -Swim

Backstroke

Breaststroke

Butterfly

Freestyle

Introduction to Lifelong

Fitness:

Developing muscular strength,

endurance and flexibility.

Introduction/Closure

Aerobics

Bowling

Badminton

Fitness

Golf

Pickle Ball

Power Walking

Swimming*

Tennis

Track and Field

Weight Training

Yoga

*site specific


2.2.12.PF.1.2.3.4.5

2.2.12.LF.1.2.3.4.5.6.7.8

9 weeks

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Learning necessary behaviors to

maintain a healthy lifestyle.

Introducing a variety of

sustained, vigorous physical

activities to enhance each

component of fitness

Introduction to:

Developmental concepts of:

Creative Dance

Movement Education and

Rhythm

Intro/Review//Closure

Contemporary Dance

Creative Dance

International /Cultural Dance

Line Dancing


2.2.12.PF.1.2.3.4.5

2.2.12.LF.1.2.3.4.5.6.7.8

9 weeks

Review and Final Exam

Post-Assessments

End of unit assessments

Post-performance assessments

Performance and written assessments

for all four grade levels

Final Exam

June 2.2.12.MSC.1.2.3.4.5

2.2.12.PF.1.2.3.4.5

2.2.12.LF.1.2.3.4.5.6.7.8

2 weeks -Rubric

Developing-1

Progressing-2

Proficient-3

Achieved-4

Advanced -5

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Computer Science and Design Thinking

Standards

8.1.12.A.1, 8.1.12.F.2, 8.1.12.C.1, 8.1.12.D.4

➢ Technology Operations and Concepts Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and

interpret the results

Example: Students will collect data on the classes results from the fitness gram test. The students will enter, manipulate and interpret the data to

generate graphs and charts which will be displayed in the gymnasium.

➢ Communication and Collaboration

Develop an innovative solution to a complex local or global problem / issue in collaboration with peers and experts and present ideas

for feedback in an online community

Example: Students will examine the local and global issue associated with physical inactivity and will work with peers to promote the need for

physical activity daily in an online forum.

➢ Digital Citizenship Explain the impact of cybercrimes on society.

Example: Students will explain and examine the impact that cybercrimes have on society by making a presentation to students in a lower

grade.

➢ Critical Thinking, Problem Solving, Decision Making

Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational,

career, personal, and social needs.

Example: Students will analyze the capabilities and limitations of using smart watches or health related apps on their phones. The students will

then examine and create a chart to show how they are essential in the educational, career, personal and social needs.

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Career Skills

Career Ready Practices describe the career-ready skills that all educators in all content areas should see to develop in their students. They are

practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career

exploration and preparation programs with increasingly higher levels of complexity and expectation as student advances through a program of

study.

CRP1. Act as a responsible and contributing citizen and employee. Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day

through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the

near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and

workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

Example: Students will use and apply skills learned in physical education to prepare for their future and improve relationships with their classmates, families

and community.

CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding

to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial

wellbeing, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.

Example: Students will use and examine various lessons learned through out physical education to create a power point presentation that shows how exercising

regularly can have an impact on workplace performance and personal well-being.

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate

in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners

and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired

outcome.

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Example: Career-ready individuals will be able to effectively communicate in written and non-written forms, the significance of eating healthy and exercising

regularly and its relationship emotional well-being.

CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to

productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

Example: Career-ready individuals will utilize the diversity of their surroundings and practice proper sportsmanship and team skills and apply these practices

outside of PE/Health Class.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for

reports and projects

• Communication system

between home and school

• Provide lecture notes/outline

Processing

• Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword

directions

• Mini-breaks between tasks

• Provide a warning for

transitions

• Reading partners

Comprehension

• Precise step-by-step

directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory

learning

Recall

• Teacher-made checklist

• Use visual graphic organizers

• Reference resources to

promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Spell-checker

Tests/Quizzes/Grading

• Extended time

• Study guides

• Shortened tests

• Read directions aloud

Behavior/Attention

• Consistent daily structured

routine

• Simple and clear classroom

rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

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Differentiated Instruction

Accommodate Based on Content Specific Needs: Strategies

• Anchor charts to model skills such as throwing, catching, lifting, etc.

• Reference sheets that list step by step progressions of skills such as throwing, catching, bumping, setting, and hand placement for various activities.

• Conceptual word wall that contains definitions, translations, pictures and/or examples

• Utilize technological programs which provide verbal and visual instruction in native and/or second languages

• Provide students with the opportunity to write/journal daily based on the health and wellness domains or their progress in physical education.

• Create graphic organizers (Examples include: Decision formulating strategy for offense and defense)

• Translation dictionary

• Teacher Modeling

• Utilize different colors when interpreting data from graphs or to indicate differences/similarities and increases/decreases

• Display chart to reinforce skill sets or rules and regulations of a game/activity

• Utilize organizational websites to maintain/track fitness and health progress (Daily Fit Log)

• Height of net

• Color and size of striking implements

• Distance or targets

• Music

• Modifications:

• Vary equipment size

• Modify playing area

• Utilize well-defined boundaries

• Simplify tasks/instruction

• Demonstrate/model activities

• Adjust/modify rules

• Student to student teaching

• Incorporate lead up games

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Interdisciplinary Connections Model interdisciplinary thinking to expose students to other disciplines

Health Connection:

2.2.12.N.2: Determine the relationship of nutrition and physical activity to weight loss, gain and maintenance.

• Students will create an exercise/nutrition log to for someone who is trying to lose weight and for someone who is trying to maintain a

healthy lifestyle. ELA Connection:

Various Tasks Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can

follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

• Students will be able to present information on their findings related to the how exercise can help delay the onset of certain diseases or

physical ailments.

Science Connection:

Various Tasks (HS-PS 2)

• Students will be able to determine the impact force and exertion has on weightlifters and how motion and stability affect different sports

and activities.

Mathematics Connection:

HSS.MD.B.7: Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end

of a game).

• Analyze and the decision and strategies of hockey teams pulling the goalie at the end of the game by using probability concepts.

http://www.corestandards.org/ELA-Literacy/SL/9-10/4/

http://www.corestandards.org/Math/Content/HSS/MD/B/7/

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Enrichment

Accommodate Based on Students individual Needs: Strategies

• Adaption of Material and Requirements

• Evaluate Vocabulary

• Elevated Text Complexity

• Additional Projects

• Independent Student Options

• Projects completed individual or with Partners

• Self-Selection of Research

• Tiered/Multilevel Activities

• Learning Centers

• Individual Response Board

• Independent Book Studies

• Open-ended activities

• Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

• Timelines, Maps, Charts, Graphic Organizers

• Unit Assessments, Chapter Assessments, Quizzes

• DBQ, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, and Political Cartoon

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Tumblr to create a Blog

• Health and Wellness Resource Kit

• Learning System

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NEW JERSEY LEARNING STANDARDS FOR

COMPREHENSIVE HEALTH AND PHYSICAL EDUCATION

STANDARD 2.2 - Movement Skills and Concepts

Descriptive Statement: Movement Skills and Concepts include learning and investigating the fundamentals of movement (on land, water, snow,

sand and ice) from one place to another and the understanding of biomechanics (how the body moves, grows and matures). Movement skills fall

into three main categories: locomotor, non-locomotor, and manipulative skills. Concepts into categories such as spatial awareness (where the body

moves), body awareness (what can the body do), qualities of movement (how the body moves and with whom/what does the body move).

STANDARD 2.2 - Physical Fitness

Descriptive Statement: Physical Fitness is the ability to move, perform daily tasks and unexpected physical challenges effectively without losing

energy reserves. Fitness activities can be performed at many levels (low, moderate, and high), which will impact how efficiently the body functions.

STANDARD 2.2 - Lifelong Fitness

Descriptive Statement: Lifelong Fitness requires making fitness a part of a person’s daily life. It is about creating fitness habits that support an

individual to plan and stay healthy throughout his or her lifetime. In addition, a person recognizes the medical consequences of a sedentary lifestyle

and that the benefits of an active body and mind over time reduces diseases, injuries and pain. Lifelong fitness doesn’t focus on competition or

high-level skill development, but rather on self- evaluation, personal goal setting, social engagement, sportsmanship, enjoyment of movement, and

leisure-time fitness activities.

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New Jersey Student Learning Standards : 2.2.12.MSC.1.2.3.4.5

Topic: Movement Skills and Concepts

Advanced technique and concepts will elevate student's confidence, performance, skills, and participation in physical activity (e.g., games, sports, aerobics, fitness activities).

The quality of feedback from others, self-assessment as well as, effort, and repetition influences movement skills, concepts and performance.

Individual and team execution requires interaction, respect, effort, positive attitude.

Student Learning Standards Essential Question Sample Activities Resources Concepts/Skills

1.Explain and demonstrate ways to

apply movement skills from one game,

sport, aerobics, or recreational activity

to another including striking skills

(e.g., tennis, badminton, ping pong,

racquetball, pickle ball).

How is hitting a forehand in

tennis similar to hitting a

forehand in badminton?

Review the skills for forehand in

tennis while asking the students

how it is similar to the forehand in

pickleball and badminton, then

participate in lead up games that

include:

Tennis Four Square

Single Rally

Obstacle Drill

1.Gymnasium or space for activity

2. PE equipment – ropes, balls, yoga

mats, cones, sticks, rackets, nets,

weight training equipment, etc.

3. Presidential Physical Fitness Test

4. Video Tape Equipment

6. Fitness gram

7. You Tube

8. Pinterest

9. Charts, handouts, pamphlets

10. Music

11. Google classroom

12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness

Dance, Rhythm and

Movement Skills

2.Analyze application of force and

motion (e.g., weight transfer, power,

speed, agility, range of motion) and

modify movement to impact

performance.

How can the Incline Bench

Press help a football player?

Review proper technique for

incline bench press that include:

Proper points of contact

Hand placement on the barbell

How to properly lift dumbbells

Spotting







6. Fitness gram

7. You Tube


Team Sports

Individual Sports

Lifelong Fitness

Dance, Rhythm and

Movement Skills

Grade: 9

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8. Pinterest


10. Music


12. Edpuzzle

3. Design, lead and critique rhythmic

and physical activity that includes

variations in time, space, force, flow,

and relationships (creative, cultural,

social, aerobics dance, fitness).

How will ballroom dancing

help someone support their

natural expressiveness and

creativity?

Watch videos on simple dances

such as the Waltz, fox trot, and

quick step.

Pair students up to practice each

dance while giving feedback to

each pair.







6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness

Dance, Rhythm and

Movement Skills

4. Analyze etiquette, responsibilities,

and preparation of players, officials,

trainers, and other participants and

recommend strategies to improve their

performance, participation and

behavior.

Why is learning all the rules

of a game important before

playing competitive games?

Review rules and expectations of

etiquette of the sport being played.

Example:

While playing softball, show

students how to properly run the

bases when there is someone on

base and the ball is hit in the air.







6. Fitness gram


Team Sports

Individual Sports

Lifelong Fitness

Dance, Rhythm and

Movement Skills

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(Tagging up) 7. You Tube

8. Pinterest


10. Music


12. Edpuzzle

5. Develop rule changes to existing

games, sports and activities that

enhance participation, safety and

enjoyment.

What would be one rule you

would change about the game

of hockey to make it more

fun?

When playing floor hockey, a lot

of students do not want to play

goalie.

In this case turn the goals down so

it is lower and use poly spots to

outline the crease in front of the

goal.

Play with no offsides line. This

allows for the players to be more

spread out.







6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness

Dance, Rhythm and

Movement Skills

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New Jersey Student Learning Standards: 2.2.12.PF.1.2.3.4.5

Topic: Physical Fitness

Physical and emotional growth often relies on taking personal responsibility for developing and maintaining physical fitness levels that also provide opportunities for self-

expression, enjoyment, and emotional satisfaction.

Student Learning

Objectives

Essential Question Sample Activities Resources Concepts/Skills

1. Compare the short- and long-

term benefits of physical activity

and the impact on wellness

associated with physical, mental,

emotional fitness through one's

lifetime.

Other than the obvious physical

benefits, what is one way that

exercise benefits you socially,

emotionally and mentally?

Create a chart analyzing the

benefits of participating in

physical activity

Track a family member’s physical

activity and reflect on what they

are benefitting from

1.Gymnasium or space for

activity

2. PE equipment – ropes, balls,

yoga mats, cones, sticks,

rackets, nets, weight training

equipment, etc.

3. Presidential Physical

Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness

Dance, Rhythm and Movement

Skills

2. Respect and appreciate all

levels of ability and encourage

with care during all physical

activities.

As we age, we become less

inclined to try new things. Why

do you think that is? How can

you help someone learn a new

skill? What traits should a good

teacher have when teaching a

new skill?

Teach leisure games and activities

that people would not normally

have tried in the past such as

bowling, speed walking, cup

stacking, ping pong, golf.


activity




equipment, etc.


Fitness Test


6. Fitness gram


Team Sports

Individual Sports

Lifelong Fitness


Skills

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Student Learning

Objectives


7. You Tube

8. Pinterest


10. Music


12. Edpuzzle

3. Design and implement a

personal fitness plan, using

evidence and evaluate how that

reflects knowledge and

application of fitness-training

principals (FITT) and the

components of skill related

fitness.

Many of you play sports and

train in the offseason. How can

we carry this knowledge into our

offseason activities?

Create a daily journal for tracking

workouts. This helps students

keep track of their physical gains.


activity




equipment, etc.


Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

4. Determine the role of

genetics, age, nutrition, sleep,

the environment and exercise

Do you know of three genetic

factors that can be managed with

Have each student do a nutritional

guide on myplate.gov.


activity


Team Sports

Individual Sports

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Student Learning

Objectives


type on body composition and

personal health.

a proper exercise or nutritional

program?

Show a video on the correlation

between a physically active and

sedentary lifestyles.




equipment, etc.


Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle

Lifelong Fitness


Skills

5. Analyze fitness knowledge in

strength, conditioning, agility

and the physiological responses

of the energy systems effects on

the mind and body before,

during and after physical fitness

activities.

Why is it important to perform a

variety of exercises?

What should your resting / target

heart rate be?

Do a circuit workout with students

showing at least two exercises for

each muscle group.


activity




equipment, etc.


Fitness Test


6. Fitness gram

7. You Tube

8. Pinterest


Team Sports

Individual Sports

Lifelong Fitness


Skills

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Student Learning

Objectives



10. Music


12. Edpuzzle

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New Jersey Student Learning Standards: 2.2.12.LF.1.2.3.4.5.6.7.8

Topic: Lifelong Fitness

Healthy habits and behaviors are created by personal learning experiences, knowledge, believes and goals towards living and maintaining a healthy lifestyle of fitness, self-

expression, social interaction and enjoying movement in a safe and healthy environment (e.g., golf, tennis, badminton, martial arts, bowling, kayaking, ping-pong, cricket,

hiking, biking, swimming).

Community resources can support a lifetime of wellness to self and family members.

Student Learning

Objectives


1. Apply and share a movement

and physical fitness vocabulary

that is intrinsic to motivate

oneself, to impact family and

others in a community.

Knowing the correct terminology

can allow you to build upon

prior knowledge and

communicate better. Do you

learn better from a good or poor

communicator?

Create a pamphlet on the muscle

system labelling each muscle

and the parts of a muscle.

Include exercises that can

increase strength and mobility

for the muscle system.


activity


yoga mats, cones, sticks, rackets,

nets, weight training equipment,

etc.

3. Presidential Physical Fitness

Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

2. Develop a sense of openness

and willingness when

participating in physical fitness

activity to share and learn

experiences from your own and

other cultures.

Many athletes do nontraditional

exercises in their off season.

(football players do yoga,

baseball players do Pilates, etc)

Even if you dislike the activity, it

may help you get stronger at

your preferred sport or activity.

What movements in today’s

Keep a log or journal of

workouts to share with

classmates.


activity




etc.


Test


Team Sports

Individual Sports

Lifelong Fitness


Skills

Lifelong fitness

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activity are similar to ones you

would make in one of your

sports?

Make an instructional video on

lifting exercises or certain drills

for different sports.


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle

Exploration

Advanced movement skills

3. Examine building to a level of

fitness to successfully participate

in a range of different physical

activities during a lifetime

What every day activities would

be a struggle to accomplish if

you were not at least an average

level of physical fitness?

Demonstrate leisure activities or

use different types of equipment

for students who have trouble

participating in normal activities.

Example:

Using lighter equipment, smaller

or bigger paying balls, slowing

the pace of the gameplay down.


activity




etc.


Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

Fitness for a lifetime Body composition

Weight management

4. Exhibit responsible social

behavior by including and

cooperating with classmates of

all skill levels, assisting when

needed and collaborating

respectfully to solve problems in

groups, teams and in pairs

during physical activity.

Give an example in sport where

2 or more people develop a

strategy to outperform their

opponent

Create running route plays for

players during football

competition. Make sure to name

each play to make it easy for

players to remember their

assignment during the play.


activity




etc.


Test


6. Fitness gram

7. You Tube

8. Pinterest


Team Sports

Individual Sports

Lifelong Fitness


Skills

Teamwork

Self sufficiency

Respect for self and others

Critical thinking

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10. Music


12. Edpuzzle

5. Describe the social benefits

gained from participating in

physical activity (e.g., meeting

someone, making friends,

teamwork, building trust,

experiencing something new).

How can participating in an

activity benefit you socially?

Does this knowledge make you

inclined to join a team or league,

why or why not?

Run a tournament during

gameplay for students to build

teamwork by learning each

other's strengths and

weaknesses.


activity




etc.


Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

Social development Fitness for a lifetime

6. Implement a financial plan for

participation in physical activity

in the community for self and

family members.

How will raising awareness for

any cause increase the

betterment of the physical

education program/community?

Design a Field Day experience

to include all students, staff,

families and community

members. Include recreational

activities/engaging activities that

anyone can participate in.


activity




etc.


Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

Financial management

Self sufficiency

Teamwork

Critical thinking

Goal setting

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7. Analyze the current and future

impact of globalization and

technology on the influences of

participation in, sports, games,

physical fitness actives, dance,

gaming, outdoor adventure,

viewing sports and social and

emotional connections.

What new activities or leagues

do you think we will see in the

next 10 years due to our current

technological improvements?

Create a new sport that students

can play during Physical

Education. Include rules and

regulation.

Post the sport on the district

website for other teachers to use.


activity




etc.


Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

Critical thinking Teamwork

Planning

8. Identify personal and

community resources to explore

career options related to physical

activity and health

What are 3 sources you can use

to find out more information

about a career in physical

activity and health?

Research different majors that

associate with physical activity

and health. Write a report on the

differences of each major that

students study in.


activity




etc.


Test


6. Fitness gram

7. You Tube

8. Pinterest


10. Music


12. Edpuzzle


Team Sports

Individual Sports

Lifelong Fitness


Skills

Networking

Career Development

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Grade 9 Vocabulary

Adolescence

Aerobic Capacity

Aerobic Exercise

Affect

Agility

Alignment

Anaerobic Exercise

Artery

Assessment

Asthma

Asymmetrical

Back Care

Balance

Balanced Diet

Ballistic Stretching

Basal Metabolic Rate

Behavior

Behavior Risk

Beneficial

Benefit

Biomechanics of movement

Blood Pressure

Body Composition

Body Control

Body Image

Body Mass Index

Body Systems

Dribble

Dynamic Stretching

Empowerment

Endocrine System

Endurance

Energy

Energy Balance

Energy Expenditure

Energy Source

Essential Nutrients

Etiquette

Eustress

Excretory System

Exercise

Exercise Stages

Expectations

Exposure

Fitness

Fitness Goals

Fitness Log

Flee

Flexed Arm Hang

Flexibility

FITT Principle

FITT Principle For

Cardiovascular Endurance

Leader

Lean Body Mass

Lifestyle

Life time sport

Listening

Locomotor

Lungs

Lymph

Lymphatic System

Maintenance

Manipulative Skills

Maximum Heart Rate

Metabolism

Monitoring

Motivation

Motor Skill

Movement

Muscular Endurance

Muscular Strength

Muscular System

Muscles

Muscle Cramp

Muscle Soreness

Myth

Nervous System

Non-Verbal Communication

Nutrient

Rest

Rest Period

Resting Heart Rate

Rhythm

Rhythmic

RICE

Risk Rubric

Rules

Run

Safety

Sedentary

Sedentary Lifestyle

Self-Assessment

Self Esteem

Self-Monitor

Sets

Sit and Reach

Sit Ups/Curl Ups

Skeletal System

Skill

Skill Pre-Test

Skill Related Fitness

Skip

Sleep

Slide

Social Skills

Specify

27 | P a g e

Bone

Biceps

Caloric Expenditure

Calorie

Capillaries

Carbohydrate

Carbon Dioxide

Cardiorespiratory

Endurance

Cardiovascular Disease

Cardiovascular System

Catch

Character

Chase

Cholesterol

Circuit Training

Circulatory

Circulatory System

Complex Skills

Components of Fitness

Conditioning

Conflict

Conflict Resolution

Confusion

Consequences

Consumption

Contract

Cool Down

Cooperation

Coordination

Criteria

Decision Making Skills

FIIT Principle For Muscular

Endurance

FITT Principle For Muscular

Strength

FITT Principle for Flexibility

Fairness

Fat

Fat Free Mass

Fear

Foot-Eye Coordination

Force

Frequency

Gastrocnemius

Germ

Goal

Goal Keeper

Goal Setting

Grains

Hamstrings

Hand-Eye Coordination

Hand Washing

Happiness

Harmful

Health

Health Enhancing

Health-Related Fitness

Heart

Heart Disease

Heart Rate

Heredity

Honesty

Hop

Nutrition

Obesity

Offense

Officiating

One Mile Test

Overhand

Overload

Overtraining

Overuse injury

PACER test

Participation

Pass

Peer Pressure

Personal Best

Personal Challenge

Perspiration

Physical Activity

Physical Best

Physical Education

Physical Fitness

Physical Health

Physical Injury

Play

Power

Practice

Prevent

Prevention

Progression

Progressive Resistance Exercise

Protein

Pulse

Punt

Speed

Sport

Sportsmanship

Static Stretching

Stations

Sternocleidomastoid

Strategy

Strength

Stress

Stressor

Stretch

Support System

Sway

Swing

Symmetrical

Target Health Rate

Target Health Rate Zone

Team Sport

Team Work

Technique

Throw

Time

Turn

Twist

Type

Torque

Training

Transfer

Trapezoids

Triceps

Trustworthiness

Underhand Throw

28 | P a g e

Defense

Deficiencies

Dehydration

Deltoids

Detection

Diabetes

Diet

Dietary Guidelines

Digestive System

Diminishing Return

Distress

Dodge

Hydration

Immune System

Individual Sport

Instability

Intensity

Interval Training

Irregular Heart Rate

Isometric Exercise

Jog

Jump

Jumping Jacks

Leap

Leisure

Leisure Activity

Life Goals

Push Up

Quadriceps

Range of Motion

RDA

Rectus Abdominis

Repetition

Repetition Maximum

Resistance

Resistance Training

Resolution

Respect

Respectful

Respiratory System

Responsibility

Unsafe

Veins

Walk

Warm Up

Water

Weight Bearing Activity

Weight Control

Weight Training

Weight Transfer

Wellness

Workout

Workplace Health

29 | P a g e

Physical Education Reference Sites

• Alliance for a Healthier Generation: https://www.healthiergeneration.org/

• Shape America Society of Health and Physical Education: www.shapeamerica.org/

• President’s Council on Fitness, Sports, and Nutrition: www.fitness.gov/

• Partnership for A Healthier America: www.ahealthieramerica.org/

• NJAPHERD: www.njahperd.org/

• Fitness Gram: https://fitnessgram.net/

https://www.healthiergeneration.org/

http://www.shapeamerica.org/

http://www.fitness.gov/

http://www.ahealthieramerica.org/

http://www.njahperd.org/

https://fitnessgram.net/

30 | P a g e

Physical Education Interactive Sites

• Health & Physical Education-Discover resources that provide essential lessons on physical, mental, and emotional health.

https://nj.pbslearningmedia.org/subjects/health-and-physical-education/

• Full lesson plan on PE Centralhttp://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9289

• Brain Pop – Animated Educational Site for Kids https://www.brainpop.com/health/sportsandfitness/

• The PE Shed- Physical Education Resources, games and ideas. https://www.thepeshed.com/

• Kids Health: https://kidshealth.org/en/teens/sports-center?WT.ac=t-nav-sports-center

https://nj.pbslearningmedia.org/subjects/health-and-physical-education/

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9289

https://www.brainpop.com/health/sportsandfitness/

https://www.thepeshed.com/

https://kidshealth.org/en/teens/sports-center?WT.ac=t-nav-sports-center

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• Edpuzzle: https://edpuzzle.com/

https://edpuzzle.com/

https://edpuzzle.com/

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