| Curriculum Map 2006-2007 |  |
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The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| Introduction/Cooperative Games : | -Introduction to rules and procedures -Introduction to teachers standards and policies -Ice breaker games to get students acclimated to their environment -Introduction to MYP outline of the year |
-Introduce students to this years Middle Years PE Program outline -Works in a group to accomplish a set goal in both cooperative and competitive activities -Works cooperatively with another to complete an assigned task -Understands the importance of playing, cooperating, and respecting others -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities |
Students take part in activities in a group setting that will challenge them mentally, physically, and socially: -Ice breaker activities: self introduction, partner class introductions, class bingo, call ball, name game, zoom -Team building problem solving challenges: mystery maze, missionaries and cannibals, traffic jam, all ball -Blindfold activities: desert passage, hot/cold  Objectives Database |
Approaches to Learning: -learning how to solve problems during physical activity through individual and group work -evaluating their achievements and those of others -developing a positive attitude towards themselves and others by respecting similarities and differences |
Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion D Social Skills: -Teacher observation of interaction -Self reflection of progress -Group discussion Criterion E Personal Engagement: -Teacher observation of engagement -Goal setting reflection paper -Student journal/daily log |
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| Soccer : | -Introduction and gradual increase in difficulty of skills being taught -Modified games depending on class competency -Group project teaching the younger grades various soccer skills -Introduction to daily P.E. regimin of warm-up, stretch and cool down -Character education focussing on social and emotional well being |
-Understands the importance of rules, procedures, and safe practice in physical activity settings -Understands proper attitudes toward both winning and losing -Knows the difference between inclusive (e.g., changing rules of activity to include less skilled players) and exclusionary (e.g., failing to pass ball to less skilled players) behaviors in physical activity settings -Understands physical activity as a vehicle for self-expression (e.g., dance, gymnastics, and various sport activities) -Uses intermediate sport-specific skills for individual, dual, and team sports -Uses basic offensive and defensive strategies in a modified version of a team and individual sport -Understands movement forms associated with highly skilled physical activities (e.g., moves that lead to successful serves, passes, and spikes in an elite volleyball game) -Engages in more advanced activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at specified heart rate/heart rate recovery) -Engages in more advanced levels of activity that develop and maintain flexibility -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Students practice and develop the basic physical skills necessary to play soccer including: - Passing, ball control and receiving drills: Pass control drill, distance passing drill, number passing, "Rapid fire" drill, control-turn-play on drill, chip and receive drill, triangular pass - Dribbling and juggling drills: Follow the leader, sprint drill, slalom drill, fancy foot-work drill, juggling in grids, free juggling - Goal-keeping drills: Handling drill, post to post foot-work drill, diving drill, high ball training drill, distribution drills Students practice and understand the basic strategies in the game of soccer including: -Offense: One on one dribble the Gauntlet drill, give and go drill, two versus one possession game -Defense: Numbers-down situation games, double zone cocker drill, switching from attack to defense -Games: Pass and receive to score, perimeter passing, all versus all, tournament play Soccer Passing RubricSoccer Games |
Community and Service -assisting the coaching of younger students -help develop positive attitudes toward sport -performing for younger students |
Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion C Performance/Application: -Peer assessment using rubric -Self assessment using checklist -Teacher observation of skill/strategy -Written test/quiz Criterion D Social Skills: -Teacher observation of interaction -Self reflection of progress -Group discussion |
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| Sport Specific Strength and Conditioning : | -Develop and participate in strength and conditioning exercises depending on sport they are currently involved in -Learn about various components of fitness and how it affects their everyday life -Students will keep a log to detail their fitness progress -Students will be asked to develop a warm up, stretch and cool down program assisted but not led by the teacher |
-Understands principles of training and conditioning for specific physical activities -Understands long-term physiological benefits of regular participation in physical activity (e.g., improved cardiovascular and muscular strength, improved flexibility and body composition) -Understands long-term psychological benefits of regular participation in physical activity (e.g., healthy self-image, stress reduction, strong mental and emotional health) -Engages in more advanced activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at specified heart rate/heart rate recovery) -Engages in more advanced activities that develop and maintain muscular strength and endurance (e.g., calisthenics activities, resistance, and weight training) -Engages in more advanced levels of activity that develop and maintain flexibility -Understands the role of exercise and other factors in weight control and body composition -Understands basic principles of training that improve physical fitness (e.g., threshold, overload, specificity, frequency, intensity, duration, and mode of exercise) -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Understands detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability) -Knows how to interpret the results of physical fitness assessments and use the information to develop individual fitness goals -Knows how to differentiate the body? response to physical activities of various exercise intensities (e.g., measurement of heart rate, resting heart rate, heart rate reserve; taking pulse at rest and during exercise) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Students will participate in sport specific strength and conditioning depending on what unit they are in. Example: if students are in basketball they will be performing activities that work on speed, jumping ability, explosiveness and agility. These activities will consist of: -Core stabilization exercises -Plyometric exercises -Weighted ball activities -Physioball activities -Jump rope |
Homo Faber: -developing strategies for team play, warm-ups, drills -appreciate the human capacity to invent, create, transform, and improve the quality of life |
Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion D Social Skills: -Teacher observation of interaction -Self reflection of progress -Group discussion Criterion E Personal Engagement: -Teacher observation of engagement -Goal setting reflection paper -Student journal/daily log |
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| Volleyball : | -Introduction and gradual increase in difficulty of skills being taught -Modified games depending on class competency -In conjunction with strength and conditioning, will be developing various strategies for team play, which puts them in the role of creator -Character education focussing on social and emotional well being |
-Understands the importance of rules, procedures, and safe practice in physical activity settings -Understands proper attitudes toward both winning and losing -Knows the difference between inclusive (e.g., changing rules of activity to include less skilled players) and exclusionary (e.g., failing to pass ball to less skilled players) behaviors in physical activity settings -Understands physical activity as a vehicle for self-expression (e.g., dance, gymnastics, and various sport activities) -Uses intermediate sport-specific skills for individual, dual, and team sports -Uses basic offensive and defensive strategies in a modified version of a team and individual sport -Understands movement forms associated with highly skilled physical activities (e.g., moves that lead to successful serves, passes, and spikes in an elite volleyball game) -Engages in more advanced levels of activity that develop and maintain flexibility -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Students practice and develop the basic physical skills necessary to play volleyball including: - Passing drills: self toss and pass drill, partner passsing drill, wall passing drill, peppering, Russian peppering (overhead, fore-arm) - Setting drills: pass and set drill, set short, set outside, set middle drill - Serving drills: partner serve over the net, serve against the wall, serve to the target drill - Attacking drills: flamingo approach, self toss and approach drill, attacking from outside, middle and right side outside Students practice and understand the basic strategies in the game of volleyball including: -Offense: serve-pass-hit drill -Defense: no block defense drill -Games: Nuke'em, 10 foot line game, backrow attack game, tournament play Volleyball Unit Resource |
Homo Faber: -developing strategies for team play, warm-ups, drills -appreciate the human capacity to invent, create, transform, and improve the quality of life |
Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion C Performance/Application: -Peer assessment using rubric -Self assessment using checklist -Teacher observation of skill/strategy -Written test/quiz Criterion D Social Skills: -Teacher observation of interaction -Self reflection of progress -Group discussion |
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| Sport Specific Strength and Conditioning : | -Develop and participate in strength and conditioning exercises depending on sport they are currently involved in -Learn about various components of fitness and how it affects their everyday life -Students will keep a log to detail their fitness progress -Students will be asked to develop a warm up, stretch and cool down program assisted but not led by the teacher |
-Understands principles of training and conditioning for specific physical activities -Understands long-term physiological benefits of regular participation in physical activity (e.g., improved cardiovascular and muscular strength, improved flexibility and body composition) -Understands long-term psychological benefits of regular participation in physical activity (e.g., healthy self-image, stress reduction, strong mental and emotional health) -Engages in more advanced activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at specified heart rate/heart rate recovery) -Engages in more advanced activities that develop and maintain muscular strength and endurance (e.g., calisthenics activities, resistance, and weight training) -Engages in more advanced levels of activity that develop and maintain flexibility -Understands the role of exercise and other factors in weight control and body composition -Understands basic principles of training that improve physical fitness (e.g., threshold, overload, specificity, frequency, intensity, duration, and mode of exercise) -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Understands detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability) -Knows how to interpret the results of physical fitness assessments and use the information to develop individual fitness goals -Knows how to differentiate the body? response to physical activities of various exercise intensities (e.g., measurement of heart rate, resting heart rate, heart rate reserve; taking pulse at rest and during exercise) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Students will participate in sport specific strength and conditioning depending on what unit they are in. Example: if students are in basketball they will be performing activities that work on speed, jumping ability, explosiveness and agility. These activities will consist of: -Core stabilization exercises -Plyometric exercises -Weighted ball activities -Physioball activities -Jump rope |
Homo Faber: -developing strategies for team play, warm-ups, drills -appreciate the human capacity to invent, create, transform, and improve the quality of life |
Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion D Social Skills: -Teacher observation of interaction -Self reflection of progress -Group discussion Criterion E Personal Engagement: -Teacher observation of engagement -Goal setting reflection paper -Student journal/daily log |
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| Badminton : | -Introduction and gradual increase in difficulty of skills being taught -Modified games depending on class competency -Reviewing the importance of safety within sport, specifically badminton, and how it can harmful effects on various aspects of life -Character education focusing on social and emotional well being |
-Understands the importance of rules, procedures, and safe practice in physical activity settings -Understands proper attitudes toward both winning and losing -Knows the difference between inclusive (e.g., changing rules of activity to include less skilled players) and exclusionary (e.g., failing to pass ball to less skilled players) behaviors in physical activity settings -Understands physical activity as a vehicle for self-expression (e.g., dance, gymnastics, and various sport activities) -Uses intermediate sport-specific skills for individual, dual, and team sports -Uses basic offensive and defensive strategies in a modified version of a team and individual sport -Understands movement forms associated with highly skilled physical activities (e.g., moves that lead to successful serves, passes, and spikes in an elite volleyball game) -Engages in more advanced levels of activity that develop and maintain flexibility -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Students practice and develop the basic physical skills necessary to play badminton including: -Practice scooping bird, passing bird -Consecutive hitting in the air gaining manual control of the racquet and secondary control of the bird -Forehand and backhand practice against wall -Forehand and backhand practice with partner -Learning various ways to serve the bird as well as learning the rules of the serve -Learning proper form with the overhead smash Students practice and understand the basic strategies in the game of badminton including: -Understand the rules of rotation and the point scoring system -Comprehend and demonstrate strategies for success -One on one play, rotational play, tournament play Badminton Activity Guide |
Environment: -recognize the importance of safety within the environment -take active part in creating environments that support health and participation in physical activity |
Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion C Performance/Application: -Peer assessment using rubric -Self assessment using checklist -Teacher observation of skill/strategy -Written test/quiz Criterion D Social Skills: -Teacher observation of interaction -Self reflection of progress -Group discussion |
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| Sport Specific Strength and Conditioning : | -Develop and participate in strength and conditioning exercises depending on sport they are currently involved in -Learn about various components of fitness and how it affects their everyday life -Students will keep a log to detail their fitness progress -Students will be asked to develop a warm up, stretch and cool down program assisted but not led by the teacher |
-Understands principles of training and conditioning for specific physical activities -Understands long-term physiological benefits of regular participation in physical activity (e.g., improved cardiovascular and muscular strength, improved flexibility and body composition) -Understands long-term psychological benefits of regular participation in physical activity (e.g., healthy self-image, stress reduction, strong mental and emotional health) -Engages in more advanced activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at specified heart rate/heart rate recovery) -Engages in more advanced activities that develop and maintain muscular strength and endurance (e.g., calisthenics activities, resistance, and weight training) -Engages in more advanced levels of activity that develop and maintain flexibility -Understands the role of exercise and other factors in weight control and body composition -Understands basic principles of training that improve physical fitness (e.g., threshold, overload, specificity, frequency, intensity, duration, and mode of exercise) -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Understands detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability) -Knows how to interpret the results of physical fitness assessments and use the information to develop individual fitness goals -Knows how to differentiate the body? response to physical activities of various exercise intensities (e.g., measurement of heart rate, resting heart rate, heart rate reserve; taking pulse at rest and during exercise) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Students will participate in sport specific strength and conditioning depending on what unit they are in. Example: if students are in basketball they will be performing activities that work on speed, jumping ability, explosiveness and agility. These activities will consist of: -Core stabilization exercises -Plyometric exercises -Weighted ball activities -Physioball activities -Jump rope |
Homo Faber: -developing strategies for team play, warm-ups, drills -appreciate the human capacity to invent, create, transform, and improve the quality of life |
Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion D Social Skills: -Teacher observation of interaction -Self reflection of progress -Group discussion Criterion E Personal Engagement: -Teacher observation of engagement -Goal setting reflection paper -Student journal/daily log |
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| Sport Specific Strength and Conditioning : | -Develop and participate in strength and conditioning exercises depending on sport they are currently involved in -Learn about various components of fitness and how it affects their everyday life -Students will keep a log to detail their fitness progress -Students will be asked to develop a warm up, stretch and cool down program assisted but not led by the teacher |
-Understands principles of training and conditioning for specific physical activities -Understands long-term physiological benefits of regular participation in physical activity (e.g., improved cardiovascular and muscular strength, improved flexibility and body composition) -Understands long-term psychological benefits of regular participation in physical activity (e.g., healthy self-image, stress reduction, strong mental and emotional health) -Engages in more advanced activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at specified heart rate/heart rate recovery) -Engages in more advanced activities that develop and maintain muscular strength and endurance (e.g., calisthenics activities, resistance, and weight training) -Engages in more advanced levels of activity that develop and maintain flexibility -Understands the role of exercise and other factors in weight control and body composition -Understands basic principles of training that improve physical fitness (e.g., threshold, overload, specificity, frequency, intensity, duration, and mode of exercise) -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Understands detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability) -Knows how to interpret the results of physical fitness assessments and use the information to develop individual fitness goals -Knows how to differentiate the body? response to physical activities of various exercise intensities (e.g., measurement of heart rate, resting heart rate, heart rate reserve; taking pulse at rest and during exercise) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Students will participate in sport specific strength and conditioning depending on what unit they are in. Example: if students are in basketball they will be performing activities that work on speed, jumping ability, explosiveness and agility. These activities will consist of: -Core stabilization exercises -Plyometric exercises -Weighted ball activities -Physioball activities -Jump rope |
Homo Faber: -developing strategies for team play, warm-ups, drills -appreciate the human capacity to invent, create, transform, and improve the quality of life |
Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion D Social Skills: -Teacher observation of interaction -Self reflection of progress -Group discussion Criterion E Personal Engagement: -Teacher observation of engagement -Goal setting reflection paper -Student journal/daily log |
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| Creative Movement Experience : | -Students will develop their own movement sequences by themselves or with a partner/group -Students will perform their movement seuqences in front of the class or other groups -Research will be done specifically relating to gymnastics -Personal engagement and physical education rules will still maintained |
-Uses intermediate sport-specific skills for dance and rhythmical activities -Understands the concept that physical activity (e.g., sport, games, dance) is a microcosm of modern culture and society -Understands physical activity as a vehicle for self-expression (e.g., dance, gymnastics, and various sport activities) -Engages in more advanced levels of activity that develop and maintain flexibility -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Gymnastics unit comprised of various tasks, both physical and mental, associated with handbook Tumbling Without Terror by Janet Russel |
Homo Faber: -research, compose, and perform dance or fitness routines -design movement sequences based on research -research history of movements |
Criterion B Movement Composition: -Preparation of presentation e.g. brainstorming, model work, imaging -Student review of peer performance -Self reflection of performance Criterion C Performance/Application: -Peer assessment using rubric -Self assessment using checklist -Teacher observation of skill/strategy -Written test/quiz Criterion D Social Skills: -Teacher observation of interaction -Self reflection of progress -Group discussion |
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| Creative Movement Experience : | -Students will develop their own movement sequences by themselves or with a partner/group -Students will perform their movement seuqences in front of the class or other groups -Research will be done specifically relating to gymnastics -Personal engagement and physical education rules will still maintained |
-Uses intermediate sport-specific skills for dance and rhythmical activities -Understands the concept that physical activity (e.g., sport, games, dance) is a microcosm of modern culture and society -Understands physical activity as a vehicle for self-expression (e.g., dance, gymnastics, and various sport activities) -Engages in more advanced levels of activity that develop and maintain flexibility -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Gymnastics unit comprised of various tasks, both physical and mental, associated with handbook |
Homo Faber: -research, compose, and perform dance or fitness routines -design movement sequences based on research -research history of movements |
Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion D Social Skills: -Teacher observation of interaction -Self reflection of progress -Group discussion Criterion E Personal Engagement: -Teacher observation of engagement -Goal setting reflection paper -Student journal/daily log |
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| Basketball : | -Introduction and gradual increase in difficulty of skills being taught -Modified games depending on class competency -Character education focusing on social and emotional well being -Participate in community and service aspect of MYP by being involved in the planning phase of Spirit Week |
-Understands the importance of rules, procedures, and safe practice in physical activity settings -Understands proper attitudes toward both winning and losing -Knows the difference between inclusive (e.g., changing rules of activity to include less skilled players) and exclusionary (e.g., failing to pass ball to less skilled players) behaviors in physical activity settings -Understands physical activity as a vehicle for self-expression (e.g., dance, gymnastics, and various sport activities) -Uses intermediate sport-specific skills for individual, dual, and team sports -Uses basic offensive and defensive strategies in a modified version of a team and individual sport -Understands movement forms associated with highly skilled physical activities (e.g., moves that lead to successful serves, passes, and spikes in an elite volleyball game) -Engages in more advanced levels of activity that develop and maintain flexibility -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Students practice and develop the basic physical skills necessary to play basketball including: passing, dribbling, shooting mechanics, lay ups, foul shooting, defensive footwork, defensive stance and defensive use of hands -Shooting class challenge -Tournament play Students practice and understand the basic strategies in the game of basketball including: -Offense: pick and roll, back door, last shot strategy -Defense: zone, man to man, press, trap, throw ins, 2 on 1 situation, competitive games Sport Education Hired SheetSport Education HandbookSport Education NewsletterSport Education Attendance Sheet |
Community and Service: -Students will help staff plan for basketball activities during Spirit Day -Students will have opportunity to attend Spirit Day to demonstrate their activities to the community |
Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion C Performance/Application: -Peer assessment using rubric -Self assessment using checklist -Teacher observation of skill/strategy -Written test/quiz Criterion D Social Skills: -Teacher observation of interaction -Self reflection of progress -Group discussion Criterion E Personal Engagement: -Teacher observation of engagement -Goal setting reflection paper -Student journal/daily log |
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| Fitness Self Study : | -Monitor their level of fitness by using various implements such as a daily journal -Learn various components of fitness at a gradual pace -Learn how to develop their own fitness program based on their individual needs |
-Understands principles of training and conditioning for specific physical activities -Understands long-term physiological benefits of regular participation in physical activity (e.g., improved cardiovascular and muscular strength, improved flexibility and body composition) -Understands long-term psychological benefits of regular participation in physical activity (e.g., healthy self-image, stress reduction, strong mental and emotional health) -Engages in more advanced activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at specified heart rate/heart rate recovery) -Engages in more advanced activities that develop and maintain muscular strength and endurance (e.g., calisthenics activities, resistance, and weight training) -Engages in more advanced levels of activity that develop and maintain flexibility -Understands the role of exercise and other factors in weight control and body composition -Understands basic principles of training that improve physical fitness (e.g., threshold, overload, specificity, frequency, intensity, duration, and mode of exercise) -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Understands detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability) -Knows how to interpret the results of physical fitness assessments and use the information to develop individual fitness goals -Knows how to differentiate the body? response to physical activities of various exercise intensities (e.g., measurement of heart rate, resting heart rate, heart rate reserve; taking pulse at rest and during exercise) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Students will be learning various aspects of themselves including: heart rate, body composition, flexibility, body mass, maximum heart rate, etc. They will also be developing their own exercise routine and will keep a journal detailing their programs, goals, and development. |
Health and Social Education -develop an understanding of training principles and the effects of exercise on the body and mind |
Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion E Personal Engagement: -Teacher observation of engagement -Goal setting reflection paper -Student journal/daily log |
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| Basketball : | -Introduction and gradual increase in difficulty of skills being taught -Modified games depending on class competency -Character education focusing on social and emotional well being |
-Understands the importance of rules, procedures, and safe practice in physical activity settings -Understands proper attitudes toward both winning and losing -Knows the difference between inclusive (e.g., changing rules of activity to include less skilled players) and exclusionary (e.g., failing to pass ball to less skilled players) behaviors in physical activity settings -Understands physical activity as a vehicle for self-expression (e.g., dance, gymnastics, and various sport activities) -Uses intermediate sport-specific skills for individual, dual, and team sports -Uses basic offensive and defensive strategies in a modified version of a team and individual sport -Understands movement forms associated with highly skilled physical activities (e.g., moves that lead to successful serves, passes, and spikes in an elite volleyball game) -Engages in more advanced levels of activity that develop and maintain flexibility -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Students practice and develop the basic physical skills necessary to play basketball including: passing, dribbling, shooting mechanics, lay ups, foul shooting, defensive footwork, defensive stance and defensive use of hands -Shooting class challenge -Tournament play Students practice and understand the basic strategies in the game of basketball including: -Offense: pick and roll, back door, last shot strategy -Defense: zone, man to man, press, trap, throw ins, 2 on 1 situation, competitive games Sport Education Skills AssessmentSport Education HandbookSport Education NewsletterSport Education Rules Quiz |
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Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion C Performance/Application: -Peer assessment using rubric -Self assessment using checklist -Teacher observation of skill/strategy -Written test/quiz Criterion D Social Skills: -Teacher observation of interaction -Self reflection of progress -Group discussion Criterion E Personal Engagement: -Teacher observation of engagement -Goal setting reflection paper -Student journal/daily log |
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| Fitness Self Study : | -Monitoring their level of fitness by using various implements such as a daily journal -Learn various components of fitness at a gradual pace -Learn how to develop their own fitness program based on their individual needs |
-Understands principles of training and conditioning for specific physical activities -Understands long-term physiological benefits of regular participation in physical activity (e.g., improved cardiovascular and muscular strength, improved flexibility and body composition) -Understands long-term psychological benefits of regular participation in physical activity (e.g., healthy self-image, stress reduction, strong mental and emotional health) -Engages in more advanced activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at specified heart rate/heart rate recovery) -Engages in more advanced activities that develop and maintain muscular strength and endurance (e.g., calisthenics activities, resistance, and weight training) -Engages in more advanced levels of activity that develop and maintain flexibility -Understands the role of exercise and other factors in weight control and body composition -Understands basic principles of training that improve physical fitness (e.g., threshold, overload, specificity, frequency, intensity, duration, and mode of exercise) -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Understands detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability) -Knows how to interpret the results of physical fitness assessments and use the information to develop individual fitness goals -Knows how to differentiate the body? response to physical activities of various exercise intensities (e.g., measurement of heart rate, resting heart rate, heart rate reserve; taking pulse at rest and during exercise) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Students will be learning various aspects of themselves including: heart rate, body composition, flexibility, body mass, maximum heart rate, etc. They will also be developing their own exercise routine and will keep a journal detailing their programs, goals, and development. |
Health and Social Education -develop an understanding of training principles and the effects of exercise on the body and mind |
Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion E Personal Engagement: -Teacher observation of engagement -Goal setting reflection paper -Student journal/daily log |
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| Basketball : | -Introduction and gradual increase in difficulty of skills being taught -Modified games depending on class competency -Character education focusing on social and emotional well being |
-Understands the importance of rules, procedures, and safe practice in physical activity settings -Understands proper attitudes toward both winning and losing -Knows the difference between inclusive (e.g., changing rules of activity to include less skilled players) and exclusionary (e.g., failing to pass ball to less skilled players) behaviors in physical activity settings -Understands physical activity as a vehicle for self-expression (e.g., dance, gymnastics, and various sport activities) -Uses intermediate sport-specific skills for individual, dual, and team sports -Uses basic offensive and defensive strategies in a modified version of a team and individual sport -Understands movement forms associated with highly skilled physical activities (e.g., moves that lead to successful serves, passes, and spikes in an elite volleyball game) -Engages in more advanced levels of activity that develop and maintain flexibility -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Students practice and develop the basic physical skills necessary to play basketball including: passing, dribbling, shooting mechanics, lay ups, foul shooting, defensive footwork, defensive stance and defensive use of hands -Shooting class challenge -Tournament play Students practice and understand the basic strategies in the game of basketball including: -Offense: pick and roll, back door, last shot strategy -Defense: zone, man to man, press, trap, throw ins, 2 on 1 situation, competitive games Sport Education Year End AssessmentSport Education Teamwork AssessmentSport Education HandbookSport Education Newsletter |
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Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion C Performance/Application: -Peer assessment using rubric -Self assessment using checklist -Teacher observation of skill/strategy -Written test/quiz Criterion D Social Skills: -Teacher observation of interaction -Self reflection of progress -Group discussion Criterion E Personal Engagement: -Teacher observation of engagement -Goal setting reflection paper -Student journal/daily log |
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| Fitness Self Study : | -Monitoring their level of fitness by using various implements such as a daily journal -Learn various components of fitness at a gradual pace -Learn how to develop their own fitness program based on their individual needs |
-Understands principles of training and conditioning for specific physical activities -Understands long-term physiological benefits of regular participation in physical activity (e.g., improved cardiovascular and muscular strength, improved flexibility and body composition) -Understands long-term psychological benefits of regular participation in physical activity (e.g., healthy self-image, stress reduction, strong mental and emotional health) -Engages in more advanced activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at specified heart rate/heart rate recovery) -Engages in more advanced activities that develop and maintain muscular strength and endurance (e.g., calisthenics activities, resistance, and weight training) -Engages in more advanced levels of activity that develop and maintain flexibility -Understands the role of exercise and other factors in weight control and body composition -Understands basic principles of training that improve physical fitness (e.g., threshold, overload, specificity, frequency, intensity, duration, and mode of exercise) -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Understands detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovering inability) -Knows how to interpret the results of physical fitness assessments and use the information to develop individual fitness goals -Knows how to differentiate the body? response to physical activities of various exercise intensities (e.g., measurement of heart rate, resting heart rate, heart rate reserve; taking pulse at rest and during exercise) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Students will be learning various aspects of themselves including: heart rate, body composition, flexibility, body mass, maximum heart rate, etc. They will also be developing their own exercise routine and will keep a journal detailing their programs, goals, and development. |
Health and Social Education -develop an understanding of training principles and the effects of exercise on the body and mind |
Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion E Personal Engagement: -Teacher observation of engagement -Goal setting reflection paper -Student journal/daily log |
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| Physical Best : | -Physical Best specific assessment -Data analysis -Goal setting based on data accumulated |
-Uses intermediate sport-specific skills for outdoor activities -Engages in more advanced activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at specified heart rate/heart rate recovery) -Engages in more advanced levels of activity that develop and maintain flexibility -Meets health-related fitness standards for appropriate level of a standardized physical fitness test (e.g., aerobic capacity, body composition, muscle strength, endurance, and flexibility) -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Knows how to interpret the results of physical fitness assessments and use the information to develop individual fitness goals -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Students will participate in various Physical Best activities depending on grade level/skill level Data will be gathered, entered into computer program, analyzed and reflected upon |
Approaches to Learning: -learn the techniques necessary to lead a healthy life -setting realistic short and long term goals -develop positive attitudes towards themselves |
Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion C Performance/Application: -Peer assessment using rubric -Self assessment using checklist -Teacher observation of skill/strategy -Written test/quiz Physical Best |
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| Football : | -Introduction and gradual increase in difficulty of skills being taught -Modified games depending on class competency -Character education focusing on social and emotional well being -Study history of the sport and how it has evolved |
-Understands the importance of rules, procedures, and safe practice in physical activity settings -Understands proper attitudes toward both winning and losing -Knows the difference between inclusive (e.g., changing rules of activity to include less skilled players) and exclusionary (e.g., failing to pass ball to less skilled players) behaviors in physical activity settings -Understands physical activity as a vehicle for self-expression (e.g., dance, gymnastics, and various sport activities) -Uses intermediate sport-specific skills for individual, dual, and team sports -Uses basic offensive and defensive strategies in a modified version of a team and individual sport -Understands movement forms associated with highly skilled physical activities (e.g., moves that lead to successful serves, passes, and spikes in an elite volleyball game) -Engages in more advanced levels of activity that develop and maintain flexibility -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Students practice and develop the basic physical skills necessary to play football including: -Passing and catching -Running routes and calling plays -Blocking -Strategies of the game -Rules and penalties Sample LessonSample Lesson Outline |
Homo Faber: -work on the history of the sport and it's evolution -study how it has affected the lives of society |
Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion C Performance/Application: -Peer assessment using rubric -Self assessment using checklist -Teacher observation of skill/strategy -Written test/quiz Criterion D Social Skills: -Teacher observation of interaction -Self reflection of progress -Group discussion Criterion E Personal Engagement: -Teacher observation of engagement -Goal setting reflection paper -Student journal/daily log |
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| Track and Field : | Introduction and gradual increase in difficulty of skills being taught -Modified games depending on class competency -Character education focusing on social and emotional well being -Gain knowledge of the importance of wellness throughout one's life |
-Understands the importance of rules, procedures, and safe practice in physical activity settings -Understands proper attitudes toward both winning and losing -Understands physical activity as a vehicle for self-expression (e.g., dance, gymnastics, and various sport activities) -Uses intermediate sport-specific skills for individual, dual, and team sports -Understands the critical elements of advanced movement skills (e.g., such as a racing start in freestyle swimming) -Understands movement forms associated with highly skilled physical activities (e.g., moves that lead to successful serves, passes, and spikes in an elite volleyball game) -Engages in more advanced activities that develop and maintain cardiorespiratory endurance (e.g., timed or distance walk/run and other endurance activities at specified heart rate/heart rate recovery) -Engages in more advanced levels of activity that develop and maintain flexibility -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Students practice and develop the basic physical skills necessary to participate in track and field including: -Running form and technique -Event specific exercises e.g. long jump -Pacing -Proper warm-up -Proper stretching routine -Proper cool down |
Environment: -see the links between health and the deterioration of our environment -understand how to participate in lifelong activity |
Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion C Performance/Application: -Peer assessment using rubric -Self assessment using checklist -Teacher observation of skill/strategy -Written test/quiz Criterion D Social Skills: -Teacher observation of interaction -Self reflection of progress -Group discussion |
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| Softball : | Introduction and gradual increase in difficulty of skills being taught -Modified games depending on class competency -Character education focusing on social and emotional well being |
-Understands the importance of rules, procedures, and safe practice in physical activity settings -Understands proper attitudes toward both winning and losing -Knows the difference between inclusive (e.g., changing rules of activity to include less skilled players) and exclusionary (e.g., failing to pass ball to less skilled players) b-behaviors in physical activity settings -Understands physical activity as a vehicle for self-expression (e.g., dance, gymnastics, and various sport activities) -Uses intermediate sport-specific skills for individual, dual, and team sports -Uses basic offensive and defensive strategies in a modified version of a team and individual sport -Understands movement forms associated with highly skilled physical activities (e.g., moves that lead to successful serves, passes, and spikes in an elite volleyball game) -Engages in more advanced levels of activity that develop and maintain flexibility -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Students will learn various aspects of the sport which include: proper throwing mechanics, fielding form and strategies, catching the ball safely with glove, basic batting skills and strategies, and base running strategies |
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Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion C Performance/Application: -Peer assessment using rubric -Self assessment using checklist -Teacher observation of skill/strategy -Written test/quiz Criterion D Social Skills: -Teacher observation of interaction -Self reflection of progress -Group discussion |
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| Group Games : | Introduction and gradual increase in difficulty of skills being taught -Modified games depending on class competency -Character education focusing on social and emotional well being -Review year of activities of the MYP |
-Understands the importance of rules, procedures, and safe practice in physical activity settings -Understands proper attitudes toward both winning and losing -Knows the difference between inclusive (e.g., changing rules of activity to include less skilled players) and exclusionary (e.g., failing to pass ball to less skilled players) behaviors in physical activity settings -Understands physical activity as a vehicle for self-expression (e.g., dance, gymnastics, and various sport activities) -Uses intermediate sport-specific skills for outdoor activities -Uses basic offensive and defensive strategies in a modified version of a team and individual sport -Engages in more advanced levels of activity that develop and maintain flexibility -Uses information from a variety of internal and external sources to improve performance (e.g., group projects, student journal, self-assessment, peer and coach review) -Chooses physical activities based on a variety of factors (e.g., personal interests and capabilities, perceived social and physical benefits, challenge and enjoyment) -Works to improve character in regards to personal responsibility, decency, work ethic, self-respect and respect for others through all class activities -Cultivate improvement in physical power, strength, speed, endurance, agility, coordination and flexibility through all class activities |
Students will partake in the following class structure: -Warm-up -Stretch -Activity -Cool down Students will engage in various group game activities, some of which include: -Ultimate Frisbee -Kickball -European Handball -Cooperative games including tag games and capture the flag -Previous sports such as soccer or softball Ultimate Frisbee Rules |
Areas of Interaction: -review year of activities of the MYP -make final connections |
Criterion A Knowledge and Understanding: -Written test/quiz -Reflection or research paper -Student demonstration of competency Criterion C Performance/Application: -Peer assessment using rubric -Self assessment using checklist -Teacher observation of skill/strategy -Written test/quiz Criterion D Social Skills: -Teacher observation of interaction -Self reflection of progress -Group discussion |
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