st century skills and readiness competencies in · 21st century skills and readiness competencies...
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21 st Century Skills and Readiness Competencies in Comprehensive Health and Physical Education
Colorado's Description of 21st Century Skills Colorado's description of 21 st century skills is a synthesis of the essential abilities students must apply in our rapidly changing world. Today's students need a repertoire of knowledge and skills that are more diverse, complex, and integrated than any previous generation. Comprehensive health and physical education are inherently demonstrated in each of Colorado's 21st century skills, as follows:
Critical Thinking and Reasoning Health and physical education are disciplines grounded in critical thinking and reasoning. Developing and maintaining lifelong wellness habits involves decision-making and communication skills that sometimes can determine life-and-death outcomes. The skills and knowledge gained in health and physical education provide the structure that makes it possible to prevent risk behavior and adopt healthy lifestyles. Without good health and physical activity, critical thinking and reasoning are compromised.
Information Literacy The disciplines of health and physical education equip students with the tools and habits of mind to organize and interpret a multitude of rapidly changing information resources. Students who are literate in health and physical education can analyze effectively primary and secondary sources, detect bias, use learning tools, including technology and media, and clearly communicate thoughts using sound reasoning.
Collaboration The health and physical education content areas directly involve students in teams, problem-solving groups, and community connections to support the overall health of the individual and the community. Students offer ideas, strategies, solutions, justifications, and proofs for others to evaluate. In turn, students use feedback to improve performance and interpret and evaluate the ideas, strategies, solutions, and justifications of others.
Self-Direction Understanding and participating in health and physical education requires a productive disposition, curiosity, personal motivation, and self-direction. Health and physical education are more than passive learning. Individual active participation, practice, and competence are underlying principles of these content areas.
Invention The health and physical education disciplines are a dynamic set of content area disciplines, ever expanding with new research, ideas, and understandings. Invention is the key element of the expansion as students make and test theories and skills, create and use tools, search for patterns and themes, and make connections among ideas, strategies, and solutions.
coe Improving Academic Achievement
21st Century Health and PE I Engaged and Relevant Page 1 of 10
ENGAGED AND
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Currie
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Readington Middle School's health and physical education teachers provide
students with engaging and relevant learning experiences on a daily basis. The
department firmly believes that each child's well being is a top priority and during
their time in middle school they should develop a skill set that will make the more
knowledgeable about living a healthy life style. The various activities, games and
lessons have changed over the years, but the notion of "take care of yourself and
take care of each other" rings true again and again. Each and every day students
are engaged in life lessons, cardiovascular exercise and games that promote
sportsmanship. Below you will find examples of how learners are exposed to a wide
array of meaningful learning experiences that promote a healthy way of life and
focus on 21st century learning skills.
Currently in 8th grade health class students are working on a video in connection
with a unit on alcohol. The students began by looking at the topics covered in the
chapter. Using httq://www.todaysmeet.com (httq://www.todaysmeet.com ) students generated questions they thought were appropriate to research based on
the chapter headings. Questions were then combined into a word Fcgalrigavrascarnvoid(0))
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21st Century Health and PE I Engaged and Relevant Page 3 of 10
posted to the class Edmodo page. Students then went onto the Edmodo page and
looked at the question list. Their task was to organize the questions into subject
categories, delete repeat questions, and add or amend any questions as they
thought necessary. Once they organized the questions the students were put into
groups based on the categories they created and filmed a three part video in
response to those questions. The students structured their video as a talk show, a
news broadcast, and/or a public service announcement. Once the three parts were
finished students put the video together to make one "television" broadcast.
In PE students just finished up the jump rope/hoops for heart campaign and
learned about cardiovascular disease. Monies raised from this initiative were
donated to the American Heart Association to help people in need. Videos and
pictures were taken of students participating and brought an overall sense of pride
to the school community. Students have also been introduced to new sports such
as handball, tchuckball, and Finnish baseball. In the near future students will be
making their way taking onto the project adventure/low elements course and focus
on such skills as communication, teamwork and trust.
Throughout other various health classes web 2.0 tools are being utilized such as
htto://www.todaysmeet.com (http://www.todaysmeet.com ), htto://www.livebinders.com (htto://www.livebinders.com ), htto://www.qaDminder.com (http://www.gaorninder.com ), htto://taggalaxy.de/ (http://ta •galaxv.de/), and htto://www.orezi.com (htto://www.orezi.com ). These
great tools are incorporated to help aid in student learning. Students find these
new tools fun and very easy to use. The best part about web 2.0 tools is that they
are free and require little to no information from the students to use them. Over
the course of a given school year in health class such resources as
UnitedStreaming, MakeBeliefComix and MyPlate.gov are integrated to help
students further comprehend topics presented during a lesson.
One health project in particular, focusing on tobacco, had students researching
using web 2.0 tools. The researched websites and notes were then saved using
htto://www.livebinders.com (htto://www.livebinders.com ) and transformed into
Prezi presentations to share with the rest of their classmates. Students loved using
htto://www.livebinders.com (htto://www.livebinders.com ) when they research
because it saves all the websites they find and their time is not wggPga. (jAyilmigvoid(0))
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21st Century Health and PE I Engaged and Relevant Page 4 of 10
favorite tool of health teachers and students is http://taggalaxy.de/
(http://taaaalaxv.den. It is sometimes referred to as "google images on steroids"
and contains a huge flickr domain that has millions of specific pictures for free.
As you can see the Readington Middle School wellness department sets very high
standards for students and stresses the importance of incorporating healthy habits
on a consistent basis. 21st century skills focusing on collaboration, technology
integration and problem solving are continually weaved into health and physical
education classes which prepares students for the world they will live in ten years
down the road. Our wonderful wellness staff stays on top of best practice teaching
techniques by attending professional conferences such as the recent ASCD
Conference in Philadelphia, and expanding their PLNs through such vehicles as
Twitter. The goal for all students involved in health and physical education
programs is to learn how to live healthy and active lives. There is no doubt that
there is nothing more engaging and relevant then taking care of your body and
understanding the importance of staying physically fit.
By: RMS Wellness Department
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Com
plet
e Sa
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e C
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— P
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d: J
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1, 2
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Page
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PE09
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Inqu
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Que
stio
ns (E
ngag
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D
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able
):
• W
hich
com
pone
nt o
f hea
lth-r
elat
ed fi
tnes
s is
mos
t im
port
ant,
and
why
? (P
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-GR
.8-S
.2-G
LE
.2-E
0.b;
10.
1)
• W
hy a
re fi
tnes
s pl
ans
not "
one
size
fits
all?
" (P
E09
-GR
.8-S
.2-G
LE
.1-E
0.a;
IQ.2
; RA
.2; N
.2)
• W
hat d
o yo
u th
ink
of y
our
pers
onal
fitn
ess
asse
ssm
ent r
esul
ts, a
nd w
hat c
hang
es s
houl
d yo
u m
ake
in y
our
exer
cise
rou
tine
to im
prov
e th
ose
resu
lts?
(PE0
9-G
R.8
-S.2
-GLE
.3-E
0.b;
10.
2; R
A.2
; N.2
)
Uni
t Str
ands
M
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ent C
ompe
tenc
e an
d U
nder
stan
ding
in P
hysi
cal E
duca
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and
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sona
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lnes
s
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cept
s C
reat
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licat
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lyze
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nder
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d th
at...
Gui
ding
Que
stio
ns
Fact
ual
Con
cept
ual
Kno
wle
dge
of h
ealth
rel
ated
fitn
ess
prov
ides
for
bas
is f
or
optim
al p
hysi
cal a
nd p
erso
nal w
elln
ess.
(PE
09-G
R.8
-S.2
- G
LE.2
-E0.
b; 1
0.1)
Wha
t is
heal
th r
elat
ed f
itnes
s?
Why
is it
impo
rtan
t to
lead
a h
ealth
y lif
esty
le?
App
licat
ion
of h
ealth
y lif
esty
le s
kills
oft
en r
equi
res
pers
onal
refl
ectio
n an
d lif
esty
le c
hang
es. (
PE09
-GR
.8-S
.2-
GLE
.3-E
0.b;
IQ.2
; RA
.2; N
.2)
Wha
t are
hea
lthy
lifes
tyle
ski
lls?
How
do
you
dem
onst
rate
hea
lthy
lifes
tyle
ski
lls?
Cre
ativ
ity in
a p
erso
nal f
itnes
s pl
anni
ng d
emon
stra
tes
skill
ful a
pplic
atio
n of
fitn
ess
know
ledg
e. (P
E09
-GR
.8-S
.2-
GLE
.1-E
O.a
; 10.
2; R
A.2
; N.2
)
Wha
t doe
s yo
ur p
erso
nal f
itnes
s pl
an s
how
? H
ow d
oes
your
per
sona
l fitn
ess
port
folio
incl
ude
heal
th
rela
ted
fitn
ess?
W
hat i
s yo
ur f
avor
ite a
dven
ture
spo
rt?
Aut
hors
of t
he S
ampl
e: A
ndre
w C
ura
(Pue
blo
City
60)
; Jo
Dix
on (P
oudr
e Sc
hool
Dis
trict
); C
indy
Eric
kson
(San
Jua
n B
OC
ES)
8th G
rade
, Phy
sica
l Edu
catio
n
Com
plet
e Sa
mpl
e C
urric
ulum
— P
oste
d: J
anua
ry 3
1, 2
013
Page
2 o
f 7
Cur
ricu
lum
Dev
elop
men
t Ove
rvie
w
Uni
t Pla
nnin
g fo
r 8
th G
rade
Phy
sica
l Edu
cati
on
Key
Ski
lls:
My
stud
ents
will
be
able
to (D
o)...
• Se
t rea
listic
fitn
ess
goal
s. (P
E09-
GR
.8-S
.2-G
LE.3
-E0.
b)
• A
ccum
ulat
e a
reco
mm
ende
d nu
mbe
r of m
inut
es o
f MV
PA
out
side
of P
hysi
cal E
duca
tion
clas
s. (P
E09
-GR
.8-S
.2-G
LE.3
-E0.
d)
• D
esig
n an
d pa
rtici
pate
in a
ctiv
ities
that
will
impr
ove
all c
ompo
nent
s of
hea
lth re
late
d fit
ness
. (P
E09
-GR
.8-S
.2-G
LE.3
-E0.
e)
Cri
tical
Lan
guag
e: i
nclu
des
the
Aca
dem
ic a
nd T
echn
ical
voc
abul
ary,
sem
antic
s, a
nd d
isco
urse
whi
ch a
re p
artic
ular
to a
nd n
eces
sary
for a
cces
sing
a g
iven
dis
cipl
ine.
E
XA
MP
LE: A
stu
dent
in L
angu
age
Arts
can
dem
onst
rate
the
abili
ty to
app
ly a
nd c
ompr
ehen
d cr
itica
l lan
guag
e th
roug
h th
e fo
llow
ing
stat
emen
t: "M
ark
Twai
n ex
pose
s th
e hy
pocr
isy
of s
lave
ry th
roug
h th
e us
e of
sat
ire."
A s
tude
nt in
ca
n de
mon
stra
te t
he
The
stud
ent i
n ph
ysic
al e
duca
tion
can
desi
gn a
nd im
plem
ent a
per
sona
lized
fitn
ess
plan
. ab
ility
to
appl
y an
d co
mpr
ehen
d cr
itic
al la
ngua
ge
thro
ugh
the
follo
win
g st
atem
ent(
s):
Aca
dem
ic V
ocab
ular
y:
Iden
tifyi
ng, i
mpl
emen
t, ac
cum
ulat
e, a
dequ
ate
Tec
hnic
al V
ocab
ular
y:
flexi
bilit
y, c
ore
stre
ngth
, fitn
ess
leve
l, he
alth
rela
ted
fitne
ss, b
ody
com
posi
tion,
car
diov
ascu
lar e
ndur
ance
, fle
xibi
lity,
mus
cula
r end
uran
ce, m
uscu
lar
stre
ngth
, fitn
ess,
goa
ls, p
hysi
cal a
ctiv
ity, d
evel
opm
enta
lly a
ppro
pria
te p
hysi
cal a
ctiv
ities
, mod
erat
e to
vig
orou
s ph
ysic
al a
ctiv
ity, n
utrit
ion,
wei
ght
man
agem
ent
Auth
ors
of th
e Sa
mpl
e: A
ndre
w C
ura
(Pue
blo
City
60)
; Jo
Dix
on (P
oudr
e Sc
hool
Dis
trict
); C
indy
Eric
kson
(San
Jua
n BO
CES
) 8t
h Gra
de, P
hysi
cal E
duca
tion
Com
plet
e Sa
mpl
e C
urric
ulum
— P
oste
d: J
anua
ry 3
1, 2
013
Page
3 o
f 7
Curr
icul
um D
evel
opm
ent O
verv
iew
Un
it Pl
anni
ng fo
r 8th
Gra
de P
hysi
cal E
duca
tion
Uni
t Titl
e G
ame
Stra
tegi
es
Len
gth
of U
nit
6 we
eks
Focu
sing
Len
s(es
) Ta
ctics
St
anda
rds
and
Gra
de
Leve
l Exp
ecta
tions
Ad
dres
sed
in th
is U
nit
PE09
-GR.
8-S.
1-G
LE.2
PE
09-G
R.8-
S.1-
GLE
.1
PE09
-GR.
8-S.
2-G
LE.1
PE
09-G
R.8-
S.2-
GLE
.2
Inqu
iry Q
uest
ions
(Eng
agin
g-
Deba
tabl
e):
• Is
it b
ette
r to
have
a s
trong
offe
nse
or a
stro
ng d
efen
se?
Why
? (P
E09-
GR
.8-S
.1-G
LE.2
-E0.
a; 1
0.1;
RA.
2; N
.2)
• To
wha
t ext
ent d
oes
stra
tegy
influ
ence
per
form
ance
in c
ompe
titiv
e ga
mes
and
act
iviti
es?
(PE0
9-G
R.8
-S.1
-GLE
.2-E
O.c
; 10.
3; R
A.1;
N.1
,2)
• W
hich
phy
sica
l act
iviti
es d
o yo
u en
joy
perfo
rmin
g in
the
rain
or s
now
? (P
E09-
GR
.8-S
.2-G
LE.1
-EO
.c; 1
0.3;
N.2
)
Unit
Stra
nds
Mov
emen
t Com
pete
nce
and
Und
erst
andi
ng in
Phy
sica
l Edu
catio
n Ph
ysic
al a
nd P
erso
nal w
elln
ess
Conc
epts
Ap
plic
atio
n, K
now
ledg
e, S
afet
y, E
njoy
men
t, In
tegr
ity.
Gen
eral
izat
ions
M
y st
uden
ts w
ill U
nder
stan
d th
at...
Gui
ding
Que
stio
ns
Fact
ual
Conc
eptu
al
'
Know
ledg
e of
gam
e st
rate
gy o
ften
incr
ease
s pe
rson
al
enjo
ymen
t of p
hysi
cal a
ctiv
ity. (
PE09
-GR
.8-S
.1-G
LE.2
-EO
.c;
10.3
; RA.
1; N
.1,2
)
Wha
t are
the
criti
cal c
ompo
nent
s of
gam
e st
rate
gy?
How
do
you
dem
onst
rate
gam
e st
rate
gy?
Safe
ty in
phy
sica
l act
ivity
hel
ps d
evel
op p
erso
nal s
ucce
ss
with
and
enj
oym
ent o
f an
activ
ity. (
PE09
-GR
.8-S
.2-G
LE.1
- EO
.c; 1
0.3;
N.2
)
Wha
t doe
s sa
fety
add
to th
e su
cces
s or
stra
tegy
of a
ga
me?
H
ow c
an u
nsaf
e be
havi
or a
ffect
a g
ame?
Offe
nsiv
e an
d de
fens
ive
stra
tegi
es d
efin
e an
d m
aint
ain
a ga
me'
s in
tegr
ity. (
PE09
-GR.
8-S.
1-G
LE.2
-E0.
a; 1
0.1;
RA.
2;
N.2)
Wha
t do
you
do to
con
tribu
te to
the
offe
nsiv
e an
d de
fens
ive
side
dur
ing
gam
e pl
ay?
How
do
you
show
inte
grity
dur
ing
gam
e pl
ay?
As a
def
ense
, how
doe
s on
e de
cide
whe
re to
forc
e th
e of
fens
e to
mov
e w
ith th
e ba
ll in
an
inva
sion
gam
e?
Aut
hors
of t
he S
ampl
e: A
ndre
w C
ura
(Pue
blo
City
60)
; Jo
Dix
on (P
oudr
e Sc
hool
Dis
trict
); C
indy
Eric
kson
(San
Jua
n B
OC
ES)
8 th G
rade
, Phy
sica
l Edu
catio
n
Com
plet
e Sa
mpl
e C
urric
ulum
— P
oste
d: J
anua
ry 3
1, 2
013
Page
4 o
f 7
Cur
ricu
lum
Dev
elop
men
t Ove
rvie
w
Uni
t Pla
nnin
g fo
r 8
th G
rade
Phy
sica
l Edu
cati
on
Key
Ski
lls:
My
stud
ents
will
be
able
to (D
o)...
• D
iagr
am, e
xpla
in a
nd ju
stify
offe
nsiv
e an
d de
fens
ive
stra
tegi
es in
net
/wal
l, ta
rget
, inv
asio
n, fi
eldi
ng/ru
n sc
orin
g ga
mes
. (P
E09
-GR
.8-S
.1-G
LE.2
-E0.
c)
• D
emon
stra
te b
asic
offe
nsiv
e an
d de
fens
ive
skill
s an
d st
rate
gies
in g
ames
and
spo
rts. (
PE
09-G
R.8
-S.1
-GLE
.2-E
0.a)
• Id
entif
y of
fens
ive
and
defe
nsiv
e sk
ills
and
stra
tegi
es in
gam
es a
nd s
ports
. (P
E09
-GR
.8-S
.1-G
LE.2
-E0.
a)
Cri
tical
Lan
guag
e: in
clud
es th
e A
cade
mic
and
Tec
hnic
al v
ocab
ular
y, s
eman
tics,
and
dis
cour
se w
hich
are
par
ticul
ar to
and
nec
essa
ry fo
r acc
essi
ng a
giv
en d
isci
plin
e.
EX
AM
PLE
: A s
tude
nt in
Lan
guag
e A
rts c
an d
emon
stra
te th
e ab
ility
to a
pply
and
com
preh
end
criti
cal l
angu
age
thro
ugh
the
follo
win
g st
atem
ent:
"Mar
k Tw
ain
expo
ses
the
hypo
cris
y of
sla
very
thro
ugh
the
use
of s
atire
."
A s
tude
nt in
ca
n de
mon
stra
te t
he
Indi
vidu
als
who
lear
n to
app
ly g
ame
stra
tegy
will
be a
ble
to d
evel
op a
nd te
ach
a ga
me
that
inco
rpor
ates
an
offe
nsiv
e an
d de
fens
ive
spac
e, a
pen
alty
sys
tem
, and
a s
corin
g sy
stem
. ab
ility
to
appl
y an
d co
mpr
ehen
d cr
itic
al la
ngua
ge
thro
ugh
the
follo
win
g st
atem
ent(
s):
Aca
dem
ic V
ocab
ular
y:
diag
ram
, exp
lain
, jus
tify
Tec
hnic
al V
ocab
ular
y:
offe
nsiv
e an
d de
fens
ive
stra
tegi
es, n
et/w
all,
targ
et, i
nvas
ion,
fiel
ding
/run
scor
ing
gam
es, p
enal
ty s
yste
m
Auth
ors
of th
e Sa
mpl
e: A
ndre
w C
ura
(Pue
blo
City
60)
; Jo
Dix
on (P
oudr
e Sc
hool
Dis
trict
); C
indy
Eric
kson
(San
Jua
n BO
CES
) 8t
h Gra
de, P
hysi
cal E
duca
tion
Com
plet
e Sa
mpl
e C
urric
ulum
— P
oste
d: J
anua
ry 3
1, 2
013
Page
5 o
f 7
High School
Standard: Movement Competence and Understanding in Physical Education
Concepts: Participate at a competent level in a variety of lifelong physical activities. Understand the cognitive impact of movement. Apply rules, principles, problem-solving skills and concepts to traditional and nontraditional movement settings.
Questions:
Why is it important to know muscle names and how they function? How can being physically active positively affect your social environment? Understand and create a fitness plan that meets the individuals' wellness goals. Individuals that participate in regular Physical Activity tend to be more involved in a recreational component of society. Individuals who acknowledge that different body types perform and respond to physical activity in a variety of ways.
Standard: Physical and personal Wellness in Physical Education
Concepts: Establish goals based on fitness and assessment data, and develop, implement, achieve, and monitor and individual health and fitness plan. Identify community resources to maintain lifelong physical activity. Participate regularly in health-enhancing and personally rewarding physical activity outside of physical education.
Questions:
- How can a person/student explain their fitness plan to a parent and/or a guardian? How could a person/student monitor his/her fitness goals? Individuals visit different gyms to compare services.
- Individuals critique another individual fitness plan. - Develop a fitness plan for a friend, family member or teacher.
As a student you should learn your proper weight and cardio fitness for your age level. Each student should learn body weight exercises for his or her age bracket to grow fitness.
- With exercise being of the main factors in growth of brain cells, shouldn't all individuals develop a lifelong exercise program?
High School
Standard: Emotional and Social Wellness in Physical Education
Concepts: Demonstrate respect for individual differences in physical activity settings. Demonstrate collaboration, cooperation, and leadership skills. Demonstrate responsible behavior in group settings.
Questions:
- Have you allowed for a time for students to teach/coach? - Why is it important to self-coach/teach? - Why is it important to have equality in a team setting? - How will this transfer into life outside of sports? - What are the effects of positive actions during a sporting event? - What is a positive way to dissolve a conflict between your teammates during a
practice/event?
Standard: Prevention and Risk Management in Physical Education
Concepts: Understand the risks and safety factors that may affect participation in physical activity. Demonstrate knowledge of safety and emergency response procedures.
Questions:
Why is it important to have an emergency plan? - Why is it important to practice the steps of an emergency plan? - Students establish an emergency action plan for various facilities within the school. - Students participate in mock first aid scenarios and respond appropriately. - Everyone can play a role in illness/injury situations. - How does your individual safety and behavior affect those around you? - What is the importance of a proper warm up and cool down? - Individuals will be able to demonstrate proper positioning while spotting lifting partners. - Student creates an appropriate warm up and cool down routine. - Participation in physical activity requires knowledge and demonstration of kinesthetic
awareness.
Unit of Academic Standards - Colorado Academic Standards Page 26 of 73
Content Area: Physical Education Grade Level Expectations: High School Standard: 2. Physical and Personal Wellness in Physical Education
Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
• Achieve and maintain a health-enhancing level of physical fitness
Concepts and skills students master: 1. Establish goals based on fitness assessment data, and develop, implement, achieve, and monitor an individual health and fitness plan
Evidence Outcomes 21st Century Skill and Readiness Competencies
Students Can:
a. Develop and describe a physical fitness plan that enhances personal health and performance in future leisure and workplace activities (DOK 1-4)
b. Design and participate in activities that improve all components of health-related fitness (DOK 1 -3)
c. Assess the components of health-related physical fitness (00K 1-3) d. Refine individual fitness goals for each of the five components of
health-related physical fitness using research-based criteria (DOK 1- 4)
e. Examine fitness assessment data, and develop a plan to show personal improvement toward achievement of fitness goals, including monitoring personal levels of fitness within each of the five health-related fitness components (DOK 1-4)
f. Evaluate individual measures of physical fitness in relationship to patterns of physical activity (00K 1 -3)
g. Plan an extended personal physical fitness program in collaboration with an instructor (DOK 1-4)
Inquiry Questions:
1. When one experiences a plateau in his or her fitness plan, what are options to consider?
2. How does one know that a fitness plan is effective? 3. How might one help a friend to develop personal fitness goals and
a fitness plan that fits his or her individual lifestyle? 4. How does your fitness plan compare to a friend's fitness plan?
Relevance & Application:
1. Individuals investigate such as by performing an Internet search the economic impact of being healthy.
2. Individuals use health-related fitness software to compare fitness performance over several years.
3. Individuals use the Internet to research a physical fitness plan that integrates workplace activities.
Nature Of:
1. Continually reassess fitness levels in order to establish and work toward meaningful goals.
2. Regular assessment of physical activity is important for physical well-being.
3. Be personally responsible for and monitor one's own physical fitness goals.
httn://www.cde.state.co.us/scrints/allstandards/COStandards.asp?stid=11&stid2=3&glid2=0 9/13/2012
Unit of Academic Standards - Colorado Academic Standards Page 27 of 73
Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
• Participate regularly in physical activity
Concepts and skills students master: 2. Identify community resources to maintain lifelong physical activity
21st Century Skill and Readiness Competencies Evidence Outcomes
Students Can:
a. Identify and access physical activity opportunities in the communities (DOK 1-3)
b. Explain the requirements such as cost involved with participation in a variety of physical activities (IDOK 1 -3)
c. Evaluate and make wise consumer choices about equipment, products, and programs needed to successfully participate in a wide range of physical activities (00K 1 -3)
d. Evaluate the availability and quality of fitness resources in the community (DOK 1-4)
Inquiry Questions:
1. Should insurance companies pay for memberships to health clubs if they will help to prevent chronic diseases?
2. How do TV commercials and other fitness advertisements try to influence one to buy certain products, and how does one decide on quality fitness facilities, equipment, and activities?
3. If you could create the ultimate physical activity facility, what would it include, where would it be located, and how much would it cost?
4. If you lived in a social sphere with absolutely no fitness resources such as facilities, modern equipment, or the Internet, what would you do to reach and maintain optimal levels of health and fitness?
Relevance & Application:
1. Individuals access resources for physical activity participation throughout a lifetime such as public gyms, parks, and swimming pools.
2. Individuals use a blog to compare and contrast physical activity opportunities in their community.
3. Individuals select a piece of sporting equipment, and conduct Internet research and analysis of brands and cost.
4. Individuals compare the cost of participating in an outdoor adventure sport such as mountain biking and a community-organized sport such as basketball.
5. Individuals analyze the physical fitness messages in sports and athletic-related television advertisements.
Nature Of:
1. There are a variety of activities used to improve and maintain lifelong fitness. Participating in these activities likely improves quality of life now and in the future.
2. Regular participation in physical activity requires access to opportunities in the wider community.
3. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active lifestyle.
4. The revolution of health and fitness in the world and our nation is an ongoing evolution.
5. There are a number of ways to get physical activity outside of school.
httn://www.cde.state.co.us/scrints/allstandards/COStandards.asp?stid=11&stid2=3&21id2=0 9/13/2012
Unit of Academic Standards - Colorado Academic Standards Page 28 of 73
Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
• Participate regularly in physical activity Concepts and skills students master:
3. Participate regularly in health-enhancing and personally rewarding physical activity outside of physical education
Evidence Outcomes 21st Century Skill and Readiness Competencies
Students Can:
a. Participate willingly in a variety of physical activities appropriate for maintaining or enhancing a healthy lifestyle (DOK 1 -3)
b. Establish personal physical activity goals to accumulate a recommended number of minutes of moderate to vigorous physical activity outside of physical education classes on five or more days during the week (DOK 1 -3)
c. Monitor physical activity in a physical activity log through the use of fitness equipment such as a pedometer or heart-rate monitor (DOI< 1 -2)
d. Explain the benefits of participation in a variety of physical activities (IDOK 1-3)
e. Demonstrate effective time management skills that allow opportunities for physical activity during the day (DOK 1-3)
f. Demonstrate the ability to monitor and adjust activity to meet personal goals (00K 1 -4)
g. Participate in a variety of self-selected physical activities, and evaluate the value of each as it relates to personal fitness goals
Inquiry Questions:
1. How should physical activity be prioritized between work and school?
2. Why is using a variety of physical activities important? 3. What are the pros and cons of participating in a variety of physical
activities versus specializing in one sport or activity? 4. If you had a chance to address the U.S. President and Congress
about the importance of physical activity, what would you say? 5. How are your current fitness goals likely to change over time?
Relevance & Application:
1. Individuals make physical activity a part of an individual lifestyle at home.
2. Individuals use technology such as computer spreadsheets to create and keep a physical activity diary or log.
3. Individuals compare and contrast the lifelong wellness benefits of participation in a physical education class versus participating in a high school marching band or a varsity sport.
4. Individuals appreciate the physical benefits of dancing. 5. Individuals appreciate the physical benefits of walking or riding a
bike instead of driving a car.
Nature Of:
1. There are a variety of activities used to improve and maintain lifelong fitness. Participating in these activities likely improves the quality of one's life now and in the future.
2. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active lifestyle.
3. There are a number of ways to get physical activity outside of school.
httn://www.cde.state.co.us/scrints/allstandards/COStandards.as ?stid=11&stid2=3&glid2=0 9/13/2012
Bloom's Taxonomy of Measurable Verbs
Benjamin Bloom created a taxonomy of measurable verbs to help us describe and classify observable knowledge, skills, attitudes, behaviors and abilities. The theory is based upon the idea that there are levels of observable actions that indicate something is happening in the brain (cognitive activity.) By creating learning objectives using measurable verbs, you indicate explicitly what the student must do in order to demonstrate learning.
Verbs that demonstrate Critical Thinking
EVALUATION Appraise
SYNTHESIS Argue Arrange Assess
ANALYSIS Assemble Choose Analyze Collect Compare
APPLICATION Appraise Combine Conclude Apply Categorize Comply Estimate
COMPREHENSION Complete Compare Compose Evaluate Compare Construct Contrast Construct Interpret
KNOWLEDGE Describe Demonstrate • Debate Create Judge List Discuss Dramatize Diagram Design Justify Name Explain Employ Differentiate Devise Measure Recall Express Illustrate Distinguish Formulate Rate Record Identify ~~ Interpret Examine Manage Revise Relate Recognize Operate Experiment Organize Score Repeat Restate Practice Inspect Plan Select State Tell Schedule Inventory Prepare Support Tell Translate Sketch Question Propose Value Underline Use Test Setup
Higher Order
Lower Order Thinking Skills
Teacher's Corner / Bloom's Taxonomy and Technology Integration http://www.robeson.k12.nc.us/domain/4057
Home > Media Center > Teacher's Corner > Bloom's Taxonomy and Technology Integration
Bloom's Taxonomy Quick Sheets htto://edorigami.wikispaces.com/file/view/Bloom%27s+ouicksheets.pdf
1 of 1 11/13/2013 11:55 AM
Standards Based Report Card Information -Open the DPS home page http://www.dpsk12.oro
-Look to the right under Updates -Click on Standards Based Report Card Information
-Scroll down the page to find the appropriate topics
Physical Education Page -Open the DPS home page http://www.dpsk12.orq
-Look to the left and click on Departments -Click on Curriculum and Instruction
-Look to the left and click on Physical Education -Under Physical Education see various topics listed
Educational Resources
AAHPERD http://www.aahperd.org/index.cfmThe American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) is the largest organization of professionals supporting and assisting those involved in physical education, leisure, fitness, dance, health promotion, and education and all specialties related to achieving a healthy lifestyle.
COAHPERD http://www.coahperd.org/ Our mission is to provide leadership, professional development, and advocacy for health, physical education, recreation, and dance professionals in the state of Colorado.
NASPE's Teacher Toolbox http://www.aahperd.org/naspe/template.cfm?template=teacher toolbox dec07.ht ml The Teacher Toolbox posts programs each month with physical activity ideas and energy release activities for the classroom and positive promotion ideas for bringing physical activity into your community. Also in each month's Teacher Toolbox you will find a seasonal coloring page, physical education vocab builder, monthly health observances and the monthly elementary and secondary fitness calendars in English and Spanish.
Jump Rope For Heart! http://www.americanheart.org/presenterjhtml?identifier=2360 Jump Rope For Heart is a national educational fund-raising program that is sponsored by the American Heart Association and the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD).
PE Central http://www.pecentral.com/ The latest information about developmentally appropriate physical education programs for children and youth. We invite you to share a lesson idea which are reviewed by our editorial team.
P.E. Links 4 U http://www.pelinks4u.org/ An online resource for K — 12 physical educators with unti plans, health, fitness, and technology in physical education.
PE 4 Life http://www.pe4life.org/ PE4life offers the unique ability to transform the lives of students, teachers, schools, and communities by providing knowledge and expertise through our Program Service Packages.
Awsome Library http://www.awesomelibrary.org/Library/Materials_Search/Lesson_Plans/Physical
Ed ucation . html Awesome Physical Education worksheets and lesson plans
Great Activites Publishing Company https://www.greatactivities.net/ This website will provide you with access to scores of the finest physical education books, workshops, and products on today's market! Because of this focus on "field-tested" ideas and activities, you will find the activities insightful, easy-to-follow, and exciting for your students.
Human Kinetics http://www.humankinetics.com/ Human Kinetics is committed to providing quality informational and educational products in the physical activity and health fields.
Polar USA http://www.polarusa.com/aboutpolar/about_con.asp Providing everybody involved in physical activity with the personal fitness solution looking for the most effective method of exercising to help them achieve their improvement goals. Heart rate monitoring is only part of what we do
Equipment Ordering and Purchasing Guidelines
Physical Education Purchasing Guidelines See file
Sportime a member of U.S Communities http://www.sportime.com/ Products that change the way Physical Education is taught by developing teaching tools that validate important physical education principles such as inclusion, cognition and critical thinking
BSN Sports http://www.bsnsports.com/ Sporting goods products directly to the institutional and team sports marketplace.
US Games http://us-qames.com/
Gopher Sports http://www.gophersport.corn/ Offers sports equipment and accessories. Also offers books and electronics.
Flaghouse. http://www.flaghouse.corril Your source for pe equipment, coordinated approach to child health, sensory stimulation, equipment for special needs
S&S Worldwide http://www.ssww.com/store/browse/grp=SPF/ Physical education equipment and supplies. recreational and playground equipment, team sports equipment, and coaching equipment
Cannon Sports http://www.cannonsports.com/ A vast selection of the popular sporting goods products to choose from.
Articles
Current News & Information from the PE 4 Life web site http://www.pe4life.org/sub/News/index.cfm
Not your parent's P.E. class http://www.press-citizen.com/apps/pbcs.d11/article?AlD=/20071024/NEWS01/710240322/1079
A Better Brain: Does Exercise Help Your Mental Power? http://www.nbc5 ,com/health/13299121/detail.html?d1=mainclick
Play time predicament
How students spend their day is the center of a recess tug-of-war
http://www.themonitor.com/news/recess6247 article.html/schools_students.h tml
'New PE' objective: Get kids in shape http://www.usatoday.com/sports/2004 - 12- 15-phys-ed -cover_x.htm
Trust for America's Health study calls for restoring physical education classes in schools F as in Fat: How Obesity Policies are Failing in America, 2007 http://healthyamericans.org/reports/obesity2007/
New Report Finds U.S. Obesity Epidemic Continues to Grow http://www.aahperd.org/index.cfm
No Time to Lose in Physical Education Class http://www.aahperd.org/naspe/template.cfm?template=pr07_1106.htm A recently released Centers for Disease Control and Prevention (CDC) study shows that while the great majority of schools do provide physical education, the amount of class minutes per week in most schools does not meet national recommendations.
NASPE Urges Parents to Monitor Physical Activity Levels of Their Children http://www.aahperd.org/naspe/template.cfm?template=walkToSchool.html Press release from the National Association for Sport and Physical Education (NASPE) regarding Walk to School Day
VOLLEYBALL VOLLEYBALL XTRE ME
• Forearm pass
• Overhead pass
• Underhand serve
• Overhand serve
Group Members
Directions Your group's task is to create a new version of volleyball...Volleyball Xtreme. It must contain the basic volleyball skills of passing and serving, but with new rules. This could include a new kind of ball, new positions, and a new scoring system. One person on your team will wear a pedometer to be sure players get at least 500 steps in 10 minutes of game play. Follow the criteria below and fill in all of the information needed to explain your new game. When finished designing your version of Volleyball Xtreme, play it with another group. Then, try out their version. Help each other refine and make changes to rules and set-up as needed.
Criteria • It is fun for all skill levels.
• It uses at least 3 skills you have learned in volleyball:
• It has an Xtreme name.
• At least 1/2 of the players are moving at all times, or all of the players are moving at least 1/2 of the time.
• The pedometer wearer must reach at least 500 steps in 10 minutes of play.
• You must have at least 3 rules that make your version different than regular volleyball.
• Offensive and Defensive strategies are explained to help all teams be more successful.
0 New Version Name: # of Teams-
() New Rules:
TASK
CA
RD
3
4
Lti 2. —3
0
Other comments:
TAS
K CA
RD
CREATE A ROUTINE KETBALL
Partner A-
Partner B.
Guidelines • Develop a routine with the goal of improving basketball ball-handling skills.
• Include at least 4 different ball-handling skills in your routine. You may use the same skill more than once. However, your routine must include at least 4 different ball-handling skills.
• The routine must last at least 1 minute.
• Perform skills under control and with good form.
• Transition between movements must be quick and smooth.
• Consider ways to work together with your partner while doing each skill.
• Make it creative and fun to watch. Use music if you like.
• Write your routine on this card.
Write Your Routine Here
Skill or Transition Counts Skill or Transition Counts 1. 8.
2. 9.
3. 10.
4. 11.
5. 12.
6. 13.
7. 14.
ASS
ESS
ME
NT
MID
DLE
SC
HO
OL
NAME: DATE:
TEACHER: PERIOD.
e LlI group you are opposing, seems very confused about the You are playing a new game you just learned. You notice that the new student, who is an English-language learner, and in the
rules. His groupmates keep yelling at him.
Coulda: What could you do? Briefly list 3 things you could do.
1
2
3
Shoulda: What should you do? Write 2-3 sentences describing what you should do in this situation.
V/oulda: What would you do? Write a full paragraph describing in detail what you would actually do in this situation.
Sam
ple
Lan
guag
e Su
ppor
ts:
"The
Mag
ic T
hree
" SE
NSOR
Y SU
PPOR
TS
VISU
AL S
UPPO
RTS
GROU
P SU
PPOR
TS
■ M
anip
ulat
ives
■
G
raph
ic o
rgan
izer
s •
In p
airs
or p
artn
ers
■
Cre
atin
g Ill
ustra
tions
, di
agra
ms
& dr
awin
gs
■
■
Map
s Ta
bles
• •
In tr
iads
or s
mal
l gro
ups
In a
who
le g
roup
■
Mag
azin
es &
■
G
raph
s •
Usi
ng c
oope
rativ
e gr
oup
news
pape
rs
■ C
harts
st
ruct
ures
■
Phys
ical
act
iviti
es
■ Ti
mel
ines
•
With
the
Inte
rnet
(Web
site
s)
■ Vi
deos
& fi
lms
■ D
iagr
ams
or s
oftw
are
prog
ram
s ■
Broa
dcas
ts
■ N
umbe
r lin
es
• In
the
nativ
e la
ngua
ge (1
1)
■
Mod
els
& fig
ures
•
With
men
tors
■
Pict
ures
& p
hoto
grap
hs
■
Rea
l-life
obj
ect
• H
eter
ogen
eous
or
(real
ia)
■
draw
ings
ho
mog
enou
s gr
oups
by
prof
icie
ncy
in a
cade
mic
s or
la
ngua
g
ci-e
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ras4
--ra
,h-m
5
S ea
r ti 8
t l
earl
s
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