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					    Flemington-Raritan Regional School District
                           Flemington, New Jersey




                    Physical Education Curriculum
                              Grades 1-8




                        Gregory T. Nolan, Superintendent
                     Daniel E. Bland, Assistant Superintendent




Council of Instruction Review:         October 14, 2009 & December 9, 2009
Staff Review/Vote:                     December 19, 2009
BOE Curriculum Committee Review:       November 4, 2009 & December 2, 2009
Board of Education Approval            December 21, 2009
Flemington-Raritan Regional School District
           Physical Education Curriculum
                     Grades 1-8
                      Acknowledgements



      Grades 5-6 Physical Education Curriculum Committee
                       December 7, 2009

                       Megan Quattrochi
                       Kathy Scheffels

      Grades 1-4 Physical Education Curriculum Committee
                       November 16, 2009

                         Jill Goldman
                        Judith Mandell
                        Jennifer Marino

      Grades 1-8 Physical Education Curriculum Committee
                       November 15, 2004

                      Kimberly Creighton
                          Susan Enos
                       Kenneth Hopkins
                        Bonnie Philson
                       Kathryn Scheffels
        Flemington-Raritan Regional School District

                                   Physical Education Curriculum
                                             Grades 1-8
                                                       Table of Contents



                                                                                                             Page

Acknowledgements ........................................................................................2
Table of Contents ...........................................................................................3-4
District Mission Statement .............................................................................5
Philosophy .....................................................................................................6
Program Description .....................................................................................7
District Goals ................................................................................................8

Grade One and Two
Motor Skill Development
Movement Skills and Concepts ....................................................................9-11
Strategy ..........................................................................................................12
Sportsmanship, Rules and Safety...................................................................13
Fitness and Physical Activity .........................................................................14

Grade Three and Four
Motor Skill Development
Movement Skill and Concepts ......................................................................15-17
Strategy ..........................................................................................................18
Sportsmanship, Rules and Safety...................................................................19
Fitness and Physical Activity ........................................................................20

Grade Five and Six
Locomotor Skills ............................................................................................21
Non-Locomotor Skills ...................................................................................22
Manipulatives.................................................................................................23-24
Variations on Movement Skills .....................................................................25-26
Spatial Awareness ..........................................................................................27
Game Related Skills .......................................................................................28
Adapting Specific Movement Skills ..............................................................29
Peer Coaching ................................................................................................30
Cooperative/Social Skill Development ..........................................................30
Fitness Applications .......................................................................................31
Conditioning Skills ........................................................................................32
Team Sports ...................................................................................................33
Cooperative Games ........................................................................................34-36
Cooperative/Adventure Education .................................................................35-36

Grades Seven and Eighth
Field Hockey ..................................................................................................37-38
Flag Football ..................................................................................................39-40
Soccer .............................................................................................................41-42
Basketball .......................................................................................................43-45
Team Handball ...............................................................................................46-47
Volleyball .......................................................................................................48-49
Floor Hockey .................................................................................................50-52
Stx Lacrosse ...................................................................................................53-55
Badminton ......................................................................................................56-57
Softball ...........................................................................................................58-60
Ultimate Frisbee .............................................................................................61-62
Fitness ............................................................................................................63-65
Scooters ..........................................................................................................66-67

Lifetime Activities
Bocce..............................................................................................................68-69
Golf ................................................................................................................70-71
Baggo .............................................................................................................72
Ping Pong .......................................................................................................73-74
Power Walking...............................................................................................75

New Jersey Core Curriculum Content Standards ..........................................Attachment
             Flemington-Raritan Regional School

                             District Mission Statement



The Flemington-Raritan Regional School District, a caring and proactive district, in
partnership with the community, provide each student with an opportunity for:

       A sound educational foundation;

       The guidance to strive for his/her full potential;

       The inspiration to become a lifelong learner and productive citizen in an ever-
       changing global society
     Flemington-Raritan Regional School District
                        Physical Education Curriculum
                                  Grades 1- 8

                                       Philosophy


Each student must be provided with opportunities to engage in a program that will develop
necessary skills to participate in individual and team sports, and foster a positive attitude
toward physical activities. An understanding of rules, game concepts, and components of
fitness will be applicable now and in the future. This education experience will broaden their
knowledge base, improve their overall level of fitness, and enhance their self-concept.
Exposure to a variety of experiences will allow for options while achieving lifetime wellness.
     Flemington-Raritan Regional School District

                        Physical Education Curriculum
                                  Grades 1-8


                                Program Description

The Flemington-Raritan Physical Education Curriculum is a sequential K-8 program that
addresses the physical, mental, emotional, and social dimensions of physical education. Our
curriculum parallels the New Jersey State Department’s Core Standards for teaching physical
education.

The program is designed to motivate and assist students in developing an appropriate level of
skill and health related fitness. All grade levels share a common goal in fostering the
district’s Character Education concepts. Physical Education provides the students the
opportunities to engage in various activities with the overall focus being flexibility, strength
and cardio respiratory endurance. The elementary level focus is on perceptual motor skills,
manipulative skills, social and cooperative skills, competitive skills, tumbling and movement
skills, physical fitness, individual and team sports. At Grades 5-8, the concentration is on
improvement of physical fitness, individual and team sports as well as self-responsibility for
one’s own fitness levels and overall health.
     Flemington-Raritan Regional School District

                       Physical Education Curriculum
                                 Grades 1-8
                                     District Goals




Each student should be provided opportunities to practice and understand the ideas of
physical activities, health and safety.
   A. Understand and establish sound personal health habits.
   B. Encourage individual physical fitness.
   C. Develop an awareness and understanding of the body and body movement.
   D. Develop a positive attitude toward physical activity.
   E. Encourage participation in school and community safety programs.
   F. Develop an understanding of the dangers and the misuses of drugs, alcohol, and
       tobacco.
   G. Develop skills in individual and group sports.
   H. Be provided with a safe, comfortable, and healthy environment in which to learn.
                                                 Grade 1 & 2 – Physical Education Curriculum
                                                         2.5 Motor Skill Development
                                                      A. Movement Skills and Concepts

             Physical Education Curriculum ~ Grades 1 & 2 ~ 2.5. Motor Skill Development – A. Movement Skills and Concepts
      Knowledge/Skills/Understanding               Standard(s) &              Learning Experiences                           Resources
              (Objectives)                          Indicators(s)             (Interim Assessments)
The students will be able to…                                       I will…                                   Silver Bullets. Carl Rohnke

      1.   Demonstrate the ability to perform   2.5.P.A.1                1.     Develop the following         Ready to Use PE Activities, J.M. and M.J.
           locomotor skills.                    2.5.P.A.2                       locomotor skills:             Landry
                                                                                    a. Walk
                                                                                    b. Run                    A Guide to Movement Exploration.
                                                                                    c. Hop                    Hackett & Jenson
                                                                                    d. Skip
                                                                                    e. Gallop                 Fitness Fun. E. Foster, K. Hartinger and
                                                                                    f. Jump/Bounce            K. Smith
                                                                                    g. Step/Slide
                                                                                    h. Roll                   The Outrageous Outdoor Games Book.
                                                                                    i. Grapevine/cross        Bob Greyson
                                                                                        over
      2.   Demonstrate the ability to perform   2.5.2.A.1                                                     A Teacher’s Guide to Physical Education.
           basic non-locomotor movements.                                2.     Develop the following non     Cochran, Wilkenson, & Furlow
                                                                                locomotor skills:
                                                                                    a. Bend
                                                                                                              PE for Pre-School and Primary Grades.
                                                                                    b. Reach
                                                                                                              Kelly & Kelly
                                                                                    c. Twist
                                                                                    d. Balance
                                                                                                              Elementary PE Teacher Survival Guide.
                                                                                    e. Stretch
                                                                                                              J. Carpenter and D. Tunnell
                                                                                    f. Curl
                                                                                    g. Leap
                                                                                                              Games to Keep Kids Moving. Bob
      3.   Demonstrate the ability to perform   2.5.P.A.2                                                     Dieden
           manipulative skills.                 2.5.P.A.3                3.     Develop manipulative skills
                                                                                by being able to:
                                                                                                              Lead Up Games to Team Sports. Author
                                                                                    a. Throw
                                                                                                              Unknown
                                                                                          • underhand
                                                                                          • overhand
       Physical Education Curriculum ~ Grades 1 & 2 ~ 2.5. Motor Skill Development – A. Movement Skills and Concepts
Knowledge/Skills/Understanding                Standard(s) &         Learning Experiences                            Resources
        (Objectives)                           Indicators(s)        (Interim Assessments)
                                                                                  • dominant &         Some of the equipment used:
                                                                                     non dominant      • Koosh balls
                                                                                     hands             • Fleece balls
                                                                          b.    Catch                  • Nerf balls
                                                                               • one hand              • Yarn balls
                                                                               • two hands             • Scarfs
                                                                          c    Dribble                 • Playground balls
                                                                                • stationary           • Balloons
                                                                                • moving               • Beach balls
                                                                          d.    Roll an object         • Boingo balls
                                                                          e.    Strike an object       • Bean bags
                                                                          f.    Control a moving       • Balance boards
                                                                                object                 • Tennis balls
                                                                          g.    Volley an object       • Racquets
                                                                          h.    Kick a stationary or   • Lacrosse stick
                                                                                moving object          • Crates
                                                                          i.    Punt an object         • Barrels
                                                                                                       • Poly spots
                                                                                                       • Cones
4.   Demonstrate the ability to perform    2.5.2.A.2           4.     Develop the following            • Jump ropes
     variations on movement skills.        2.5.2.A.3                  variations of skills.            • Tees
                                                                           a. move forward,            • Hockey sticks
                                                                               backward, sideways      • Pillo polo sticks
                                                                               over and around         • Juggling equipment
                                                                           b. vary direction and       • Bats
                                                                               speed and levels        • Hula-hoops
                                                                           c. vary force, tempo        • Basketballs
                                                                               and beat [rhythm]       • Soccer balls
                                                                           d. hang                     • Goals
                                                                           e. transfer weight          • Cones
                                                                           f. hurdle                   • Dyna Bands
                                                                           g. land or fall             • Mats
                                                                           h. climb                    • Climbing Ropes
                                                                                                       • Rubber Chickens
5.   Demonstrate the ability to adapt in   2.5.2.A.2           5.     Adapt movements by being
     relationship to objects, other                                   able to:                         ••• MUSIC TEACHERS
     participants, and boundaries.                                        a. Start and stop
                                                                               movements on signal
       Physical Education Curriculum ~ Grades 1 & 2 ~ 2.5. Motor Skill Development – A. Movement Skills and Concepts
Knowledge/Skills/Understanding                   Standard(s) &         Learning Experiences                          Resources
        (Objectives)                              Indicators(s)        (Interim Assessments)
                                                                             b.   Control the body       • Stereo Equipment
                                                                                  within a designated    • CD’s
                                                                                  area                   • Rhythm drums
                                                                             c.   Control
                                                                                  directionality and
                                                                                  laterality
                                                                             d.   Control eye-hand
                                                                                  and eye-foot
                                                                                  coordination


6.   Demonstrate the ability to describe      2.5.2.A.1           6.    Be able to ask and answer
     when, where and how to use and                                     questions in regard to
     adapt specific movement skills and                                 concepts and model specific
     concepts in physical activities.                                   skills.

7.   Demonstrate the ability to observe       2.5.2.A.4           7.     Give constructive suggestions
     physical activities and provide                                     or provide assistance when
     feedback to participants to improve                                 needed.
     performance.

8.   Demonstrate the ability to participate   2.5.P.A.1           8.     Develop an awareness of :
     in physical activities, games of low     2.5.2.B.2                     a. skills that will be
     organization, group game situations      2.5.2.B.2                          used in related sport
     (sports), and life-time recreational     2.5.2.B.3                          and recreational
     pursuits.                                2.5.2.B.4                          activities.
                                                                            b. the sequential order
                                                                                 of specific
                                                                                 skills/games.
                                                                            c. the difference
                                                                                 between offense and
                                                                                 defense
                                                                             d. how attitude impacts
                                                                                 physical
                                                                                 performance.
                                                                            e. strategies that enable
                                                                                 team members to
                                                                                 achieve goals.
                                                     Grade 1 & 2 – Physical Education Curriculum
                                                             2.5 Motor Skill Development
                                                                     A. Strategy


                          Physical Education Curriculum ~ Grades 1 & 2 ~ 2.5. Motor Skill Development – A. Strategy
         Knowledge/Skills/Understanding                Standard(s) &            Learning Experiences                  Resources
                 (Objectives)                          Indicators(s)            (Interim Assessments)
The students will be able to…                                          I will …

    1.     Demonstrate the ability to participate   2.5.2.B.1              1.     Develop an awareness of :
          in physical activities, games of low      2.5.2.B.2                        a. skills that will be used
          organization, group game situations       2.5.2.B.3                            in related sport and
          (sports), and life-time recreational      2.5.2.B.4                            recreational activities.
          pursuits.                                                                  b. the sequential order
                                                                                         of specific
                                                                                         skills/games.
                                                                                     c. the difference
                                                                                         between offense and
                                                                                         defense
                                                                                     d. how attitude impacts
                                                                                         physical
                                                                                         performance.
                                                                                     e. strategies that enable
                                                                                         team members to
                                                                                         achieve goals.
                                                    Grade 1 & 2 – Physical Education Curriculum
                                                            2.5 Motor Skill Development
                                                        C. Sportsmanship, Rules and Safety


          Physical Education Curriculum ~ Grades 1 & 2 ~ 2.5. Motor Skill Development – C. Sportsmanship, Rules & Safety
      Knowledge/Skills/Understanding                  Standard(s) &          Learning Experiences             Resources
              (Objectives)                            Indicators(s)          (Interim Assessments)
The students will be able to…                                         I will …

     1.   Demonstrate the ability to perform       2.5.2.C.1               1. Share
          social and cooperative skills in         2.5.2.C.2               2. Take turns
          physical activities, games, group                                3. Encourage, assist and support
          game situations (sports), and lifetime                               peers
          recreational pursuits.                                           4. Respect others and the
                                                                               property of others
                                                                           5. Care for equipment and
                                                                               facilities
                                                                           6. Incorporate problem solving
                                                                               skills/strategies
                                                                           7. Exhibit listening skills
                                                                           8. Display safety for self and
                                                                               others
                                                                           9. Exhibit leadership skills
                                                                           10. Display good sportsmanship
                                                                           11. Exhibit an acceptance of
                                                                               different ability levels
                                                    Grade 1 & 2 - Physical Education Curriculum
                                                            2.6 Motor Skill Development
                                                           A. Fitness & Physical Activity


              Physical Education Curriculum ~ Grades 1 & 2 ~ 2.6. Motor Skill Development – A. Fitness & Physical Activity
     Knowledge/Skills/Understanding                 Standard(s) &               Learning Experiences              Resources
             (Objectives)                            Indicators(s)              (Interim Assessments)
The students will be able to…                                        I will …

    1.   Demonstrate the ability to learn and     2.6.2.A.1              1. Describe how fitness activities
         apply health-related fitness concepts.   2.6.2.A.2                 enhance wellness
                                                                         2. Participate in health related
    2.   Develop a fitness goal and monitor       2.6.2.A.3                 fitness activities
         progress towards achievement of the                                     a. Stretching
         goal.                                                                            • posture
                                                                                          • breathing
                                                                                          • positioning
                                                                                 b. Exercising
                                                                                         • sit-ups
                                                                                         • push-ups
                                                                                 c. Cardiovascular Endurance
                                                                                      Activities
                                                                                         • aerobics
                                                                                         • jump rope
                                                                                         • dance
                                                                                         • running/jogging
                                                   Grade 3 & 4 – Physical Education Curriculum
                                                           2.5 Motor Skill Development
                                                        A. Movement Skills and Concepts

             Physical Education Curriculum ~ Grades 3 & 4 ~ 2.5. Motor Skill Development – A. Movement Skills and Concepts
      Knowledge/Skills/Understanding                 Standard(s) &           Learning Experiences                              Resources
              (Objectives)                            Indicators(s)          (Interim Assessments)
The students will be able to…                                         I will…
                                                                            1. Develop the following            Silver Bullets. Carl Rohnke
      1. Demonstrate the ability to explain       2.5.4.A.1                    movement skills:
         and perform essential elements of                                          a. Walk                     Ready to Use PE Activities, J.M. and M.J.
         movement skills and variation.                                             b. Run                      Landry
                                                                                    c. Hop
      2. Demonstrate the ability to adapt in      2.5.4.A.2                         d. Skip                     A Guide to Movement Exploration.
         relationship to objects, other                                             e. Gallop                   Hackett & Jenson
         participants, and boundaries.                                              f. Jump/Bounce
                                                                                    g. Sideward slice           Fitness Fun. E. Foster, K. Hartinger and
      3.   Demonstrate the ability to             2.5.4.A.3                         h. Forward &                K. Smith
           describe when, where and how to use                                          backward rolls
           and adapt specific movement skills                                       i. Cartwheels &             The Outrageous Outdoor Games Book.
           and concepts in physical activities.                                         roundoffs               Bob Greyson
                                                                                    j. Headstands &
      4.   Demonstrate the ability to observe     2.5.4.A.4                             handstands              A Teacher’s Guide to Physical Education.
           physical activities and provide                                          k. Sequence of skills       Cochran, Wilkenson, & Furlow
           feedback to participants to improve                                          [balance, turn, leap,
           performance.                                                                 scale, jump]            PE for Pre-School and Primary Grades.
                                                                            2. Develop the following            Kelly & Kelly
                                                                               variations of skills.
                                                                                    a. move forward,            Elementary PE Teacher Survival Guide.
                                                                                        backward, sideways      J. Carpenter and D. Tunnell
                                                                                        over and around
                                                                                    b. vary direction and       Games to Keep Kids Moving. Bob
                                                                                        speed and levels        Dieden
                                                                                    c. vary force, tempo
                                                                                        and beat [rhythm]       Lead Up Games to Team Sports. Author
                                                                                    d. hang                     Unknown
                                                                                    e. transfer weight
                                                                                    f. hurdle                   • Stereo Equipment
                                                                                    g. land or fall             • CD’s
                                                                                    h. climb                    • Videos
     Physical Education Curriculum ~ Grades 3 & 4 ~ 2.5. Motor Skill Development – A. Movement Skills and Concepts
Knowledge/Skills/Understanding        Standard(s) &              Learning Experiences                             Resources
        (Objectives)                   Indicators(s)             (Interim Assessments)
                                                            3.     Develop the following non            •• Equipment as needed for unit
                                                                   locomotor movements:
                                                                       a. Bend                    •    Koosh balls
                                                                       b. Reach                   •    Fleece balls
                                                                       c. Twist                   •    Nerf balls
                                                                       d. Balance                 •    Yarn balls
                                                                       e. Stretch                 •    Scarfs
                                                                                                  •    Playground balls
                                                            4.     Develop manipulative skills    •    Beach balls
                                                                   by being able to:              •    Boingo balls
                                                                       a Throw underhand          •    Bean bags
                                                                          and overhand            •    Balance boards
                                                                          (dominant and non-      •    Tennis balls
                                                                          dominant hands)         •    Racquets
                                                                       b. Catch an object         •    Lacrosse stick
                                                                            with one or two       •    Crates
                                                                            hands                 •    Barrels
                                                                          while stationary or     •    Poly spots
                                                                            moving                •    Cones
                                                                       c. Dribble an object       •    Jump ropes
                                                                            while stationary      •    Tees
                                                                            and moving            •    Hockey sticks
                                                                       d. Roll an object          •    Pilo-polo sticks
                                                                       e. Strike a target with     •   Juggling equipment
                                                                            an object              •   Bats
                                                                       f. Control a moving        •    Hula-hoops
                                                                            object                •    Basketballs
                                                                       g. Volley and object       •    Soccer balls
                                                                       h. Kick a stationary or    •    Goals
                                                                            moving object         •    Cones
                                                                       i.    Punt an object       •    Dyna-Bands
                                                                                                  •    Mats
                                                            5.     Adapt movements by being       •    Climbing Ropes
                                                                   able to:                       •    Rubber Chickens
                                                                       a. Start and stop          •    Volleyballs
                                                                            movements on signal    •   Softballs
                                                                       b. Control the body         •   Polo sticks
                                                                            within a designated
     Physical Education Curriculum ~ Grades 3 & 4 ~ 2.5. Motor Skill Development – A. Movement Skills and Concepts
Knowledge/Skills/Understanding        Standard(s) &              Learning Experiences                             Resources
        (Objectives)                   Indicators(s)             (Interim Assessments)
                                                                            area                   •   Lacrosse sticks
                                                                       c.   Control                •   Cones
                                                                            directionality and     •   Hula hoops
                                                                            laterality             •   Pinnies
                                                                       d.   Control eye-hand       •   Standards
                                                                            and eye-foot           •   Nets
                                                                            coordination           •   Containers
                                                                                                   •   Footballs
                                                            6.     Be able to ask and answer       •   Juggling equipment
                                                                   questions in regard to                   • Scarves
                                                                   concepts and model specific              • Devil sticks
                                                                   skills.                                  • Spinning plates
                                                                                                   •   Various size and shaped balls
                                                            7.     Give constructive suggestions   •   Noodles
                                                                   or provide assistance when      •   Foam disks
                                                                   needed.                         •   Scooter
                                                                                                   •   Hurdles
                                                            8.     Develop an awareness of :       •   Weight training equip
                                                                      a. skills that will be
                                                                           used in related sport
                                                                           and recreational
                                                                           activities.
                                                                      b. the sequential order
                                                                           of specific
                                                                           skills/games.
                                                                      c. the difference
                                                                           between offense and
                                                                           defense
                                                                       d. how attitude impacts
                                                                           physical
                                                                           performance.
                                                                       e. strategies that enable
                                                                           team members to
                                                                           achieve goals.
                                                   Grade 3 & 4 – Physical Education Curriculum
                                                           2.5 Motor Skill Development
                                                                   B. Strategy

                        Physical Education Curriculum ~ Grades 3 & 4 ~ 2.5. Motor Skill Development – B. Strategy
      Knowledge/Skills/Understanding                 Standard(s) &          Learning Experiences                          Resources
              (Objectives)                           Indicators(s)          (Interim Assessments)
The students will be able to…                                        I will …

     1.   Demonstrate the basic us of offensive   2.5.4.B.1               1. Develop an awareness of :        Equipment relating to sports units
          and defensive strategies.                                               a. skills that will be
                                                                                      used in related sport   Equipment relating to tumbling unit
     2.   Use cooperative strategies in games,    2.5.4.B.2                           and recreational
          sports and other activities.                                                activities.             Equipment relating to game/skill
                                                                                  b. the sequential order     activities.
                                                                                      of specific
                                                                                      skills/games.
                                                                                  c. how attitude impacts
                                                                                      physical
                                                                                      performance.
                                                                                  d. strategies that enable
                                                                                      team members to
                                                                                      achieve goals.
                                                    Grade 3 & 4 – Physical Education Curriculum
                                                            2.5 Motor Skill Development
                                                        C. Sportsmanship, Rules and Safety

          Physical Education Curriculum ~ Grades 3 & 4 ~ 2.5. Motor Skill Development – C. Sportsmanship, Rules & Safety
      Knowledge/Skills/Understanding                  Standard(s) &          Learning Experiences                          Resources
              (Objectives)                            Indicators(s)          (Interim Assessments)
The students will be able to…                                         I will …
                                                                                                               Equipment relating to sports units
     1.   Demonstrate the ability to perform       2.5.4.C.1                1. Share
          social and cooperative skills in         2.5.4.C.2                2. Take turns                      Equipment relating to tumbling unit
          physical activities, games, group                                 3. Encourage, assist and support
          game situations (sports), and lifetime                                peers                          Equipment relating to game/skill
          recreational pursuits.                                            4. Respect others and the          activities
                                                                                property of others
                                                                            5. Care for equipment and          Everybody Wins. Sobel
                                                                                facilities
                                                                            6. Incorporate problem solving     Incredible Indoor Game Book. Bob
                                                                                skills/strategies              Greyson
                                                                            7. Exhibit listening skills
                                                                            8. Display safety for self and     Educating for Character. Thomas
                                                                                others                         Lickona
                                                                            9. Exhibit leadership skills
                                                                            10. Display good sportsmanship
                                                                            11. Exhibit an acceptance of
                                                                                different ability levels
                                                      Grade 3 & 4 – Physical Education Curriculum
                                                              2.6 Motor Skill Development
                                                             A. Fitness & Physical Activity

               Physical Education Curriculum ~ Grades 3 & 4 ~ 2.6. Motor Skill Development – A. Fitness & Physical Activity
         Knowledge/Skills/Understanding                 Standard(s) &            Learning Experiences                              Resources
                 (Objectives)                           Indicators(s)            (Interim Assessments)
The students will be able to…                                           I will …
                                                                                                                       Fitness Fun: Games and Activities
    1.    Demonstrate the ability to learn and       2.6.4.A.1              1.     Describe how fitness activities     for Children. Foster, Hartinger, &
          apply health-related fitness concepts.                                   enhance wellness                    Smith

    2.    Students will demonstrate the ability to   2.6.4.A.2              2.     Participate in health and skill     Silver Bullets. Carl Rohnke
          develop conditioning skills and total                                    related fitness activities.
          body fitness by being able to perform:                                                                       Reading to Use PE Activities.
              a. Warm-up activities                                         3.     Determine the physical, social,     JM & MJ Landy
              b. Cool-down activities                                              emotional and intellectual
              c. Cardio-respiratory endurance                                      benefits of regular physical        A Guide to Movement Exploration.
                   related activities                                              activity.                           Hackett & Jenson
              d. Muscular strength and
                   endurance related activities      2.6.4.A.3              4.     Develop a health related fitness    Fitness Fun. Foster & Hartinger
              e. Flexibility related activities                                    goal and track progress using
              f. Agility related activities                                        health/fitness indicators.          Games to Keep Kids Moving Ages
              g. Power related activities                                                                              3-8. Bob Dieden
                                                     2.6.4.A.4              5.     Determine the extent to which
    3.    Develop a health related fitness goal.                                   different factors influence         The Outrageous Outdoor Games
                                                                                   personal fitness (i.e., heredity,   Book. Bob Greyson
                                                                                   training, diet and technology)
                                                                                                                       A Teacher’s Guide to Physical
                                                                                                                       Education. Cochran, Wilkinson, &
                                                                                                                       Furlow
                                               Grade 5 & 6 – Physical Education Curriculum


                                            Physical Education Curriculum – Grades 5 & 6 -
    Knowledge/Skills/        Standards    Learning Experiences       Interim Assessments                   Resources
      Understandings              &
        (Objectives          Indicators
1. Students will be able     2.5.6.A.1    A.   Warm Ups               Teacher observation    Comprehensive Health and Physical
to demonstrate the           2.5.6.A.2    B.   Running and Jogging                           Education Core Curriculum Content
ability to perform           2.5.6.A.3    C.   Line Fitness           Class Participation    Standards.
locomotor movement           2.5.6.A.4    D.   Distance Running                              Silver Bullets. Carl Rohnke
skills and variations by                  E.   Relay Races            Skill testing          Reading to Use PE Activities. JM & MJ
being able to:                            F.   Dance                                         Landy
     1. Walk                              G.   Sport Skills           Pair Share             A Guide to Movement Exploration.
     2. Run                                                                                  Hackett & Jenson
     3. Hop                                                           Class Discussion       Fitness Fun. Foster & Hartinger
     4. Gallop                                                                               Games to Keep Kids Moving Ages 3-8.
     5. Jump/bounce                                                                          Bob Dieden
     6. Sideward slide                                                                       The Outrageous Outdoor Game Book.
     7. Skip                                                                                 Greyson
     8. Leap                                                                                 A Teacher’s Guide to Physical Education.
     9. Move forward,                                                                        Cochran, Wilkenson, & Furlow
         backward,                                                                           “The Great Activities Newspaper”
         sideways, over
                                                                                             Equipment relating to sports units
         and around
                                                                                             Equipment relating to game/skill activities
     10. Change direction
                                                                                             Pecentral.org
     11. Vary level, range
     12. Vary tempo,
         rhythm
     13. Vary speed,
         force, projection
                                                Physical Education Curriculum – Grades 5 & 6 -
    Knowledge/Skills/        Standards        Learning Experiences       Interim Assessments                      Resources
      Understandings              &
        (Objectives)         Indicators
2. Students will be able     2.5.6.A.1    1.Various Fitness Activities   Teacher observation        Comprehensive Health and Physical
to demonstrate the           2.5.6.A.2        a. Strength flexibility                               Education Core Curriculum Content
ability to perform basic     2.5.6.A.3            and endurance          Class participation        Standards.
non-locomotor                2.5.6.A.4            challenges.                                       Ready to Use PE Activities. JM & MJ
movement by being able       2.5.6.C.3        b. Individual Challenges   Class discussion           Landy
to:                                           c. Partner balances                                   Elementary PE Teacher Survival Guide.
     a. Bend                              2. Dances                      Pair Share                 Carpenter & Tunnell
     b. Reach                                 a. Line dances                                        Equipment relating to game/skill activities
     c. Twist                                 b. Square dances
     d. Balance                           3. Movement to music                                   Equipment
     e. Stretch                                                                                     1. Stereo/CDs
     f. Curl                                                                                        2. Floor mats
3. Students will learn the                                                                          3. Crash mats
basic steps for various                                                                             4. Balance boards
dance patterns as well as                                                                           5. Fitness Equipment
concepts such as beat
and tempo.

4. Students will be aware
of the origin and cultural
background of certain
types of dance.
                                              Physical Education Curriculum – Grades 5 & 6 -
    Knowledge/Skills/      Standards        Learning Experiences       Interim Assessments                      Resources
      Understandings            &
        (Objectives        Indicators
5. Students will           2.5.6.B.1    1. All warm-up activities        Teacher observation      Comprehensive Health and Physical
demonstrate the ability    2.5.6.B.2    2. All lead up skills relating                            Education Core Curriculum Content
to perform manipulative    2.5.6.C.1        to:                          Class participation      Standards.
skills by being able to:   2.5.6.C.2        a. Soccer                                             Elementary PE Teacher Survival Guide.
a. Throw underhand         2.5.6.C.3        b. Basketball                Skill testing            Carpenter & Tunnell
and overhand (dominant                      c. Volleyball                                         Games to Keep Kids Moving. Bob Dieden
and non-dominant                            d. Softball                  Group Discussion         Lead Up Games to Team Sports. Author
hands, stressing                            e. Kickball                                           unknown
opposition)                                 f. Pillo-polo                Pair Share               http://www.pecentral.org
b. Catch an object with                     g. Lacrosse                                           A Teacher’s Guide to Elementary Physical
one or two hands while                      h. Hand Ball                                          Education. Cochran, Wilkinson & Furlow
stationary or moving                    3. Games                                                  Equipment relating to sports units
c. Dribble and object                       a. Scooters                                           Equipment relating to game/skill activities
while stationary and                        b. Capture the Flag
moving                                      c. End ball                                        Equipment
d. Roll and object                          d. Trench or prison ball                           1. Soccer balls
e. Strike a target with                     e. Catch ball                                      2. Playground balls
an object                                   f. Four-square                                     3. Basketballs
f. Control a moving                     5. Track & Field Events                                4. Volleyballs
object                                      a. Hurdles                                         5. Boingo balls
g. Volley an object                             Relays                                         6. Beach balls
h. Kick a stationary or                                                                        7. Softballs
moving object                                                                                  8. Koosh balls
i. Punt an object                                                                              9. Fleece balls
                                                                                               10. Polo sticks
                                                                                               11. Lacrosse sticks
                                                                                               12. Cones
                                                                                               13. Hula hoops
                                                                                               14. Pinnies
                                                                                               15. Standards
                                                                                               16. Nets
                                                                                               17. Containers
18.   Spots
19.   Footballs
21.   Noodles
22.   Foam discs
23.   Hurdles
24.   Scooters
                                              Physical Education Curriculum – Grades 5 & 6 -
    Knowledge/Skills/      Standards &      Learning Experiences       Interim Assessments                      Resources
      Understandings        Indicators
        (Objectives
6. Students will be able   2.5.6.A.1     1. All warm-up activities    Teacher observation         Comprehensive Health and Physical
to demonstrate the                       2. All skills relating to:                               Education Core Curriculum Content
ability to perform         2.5.6.A.2        a. Soccer                 Class observation           Standards.
variations on movement                      b. Basketball                                         A Teacher’s Guide to Elementary Physical
skills by being able to:   2.5.6.A.3        c. Volleyball             Group discussion            Education. Cochran, Wilkinson & Furlow
a. Move forward,                            d. Softball                                           Equipment relating to sports units
backward, sideways, over   2.5.6.A.4        e. Kickball               Pair share                  Equipment relating to game/skill activities
and around                                  f. Pillo-polo                                         ‘Youth Sports Journal,” a Quarterly
b. Vary direction and      2.5.6.B.1        g. Hand Ball                                          Magazine
speed and levels                            h. Football                                           pecentral.org
c. Vary force and          2.5.6.B.2     3. Games
projection                                  a. Scooters                                        Equipment
(biomechanical                              b. Capture the Flag                                1. Soccer balls
principals)                                 c. End ball                                        2. Basket balls
d. Vary tempo and beat                      d. Steal the gold                                  3. Volleyballs
(rhythm)                                    e. Catch ball                                      4. Footballs
e. Hang                                     f. Hula hut                                        5. Playground balls
f. Transfer weight                               Throwdown                                     6. Pillo-polo Sticks
g. Hurdle                                   g. Finesse                                         7. Lacrosse Sticks
h. Land or fall                             h. Alley ball                                      8. Tennis/badminton and/or boingo
e. Climb                                    i. Pindamonium                                         racquets
                                            j. Four-square                                     9. Scooters
                                            k. Triangle tag                                    10. Flags
                                            l. Bottoms up                                      11. Tug of war ropes
                                            m. Toe to toe                                      12. Jump ropes
                                            n. Tug of war/2-4 way                              13. Hurdles
                                                                                               14. Peg board/chin-up bars
                                         4. Movement Exploration                               15. Climbing ropes
                                         5. Jump Ropes
                                                  Physical Education Curriculum – Grades 5 & 6
    Knowledge/Skills/       Standards          Learning Experiences        Interim Assessments                     Resources
      Understandings             &
        (Objectives         Indicators
7. Students will be able    2.5.6.A.1    1.    Brain Warm-ups            Teacher observation         Comprehensive Health and Physical
to demonstrate the          2.5.6.A.2    2.    Lead-up games                                         Education Core Curriculum Content
ability to adapt in         2.5.6.A.3    3.    Shuttle Lines             Class participation         Standards.
relationship to objects,    2.5.6.A.4    4.    Tag games                                             Equipment relating to sports units
other participants, and                  5.    Simon Says                Pair Share                  Equipment relating to game/skill activities
boundaries by being able                 6.    Octopus/Shark                                         Everybody Wins. Jeffrey Sobel
to:                                      7.    Mosquito Tag              Peer Feedback
a. Start and stop                        8.    Scooter Games                                     Equipment
movements on signal                      9.    Everybody’s it                                    1. Stereo/CSs
b. Control the body                      10.   Blob tag                                          2. Noodles
within a designated area                                                                         3. Balls of various sizes and shapes
c. Control directionality                                                                        4. Bean bags, koosh balls, yarn balls
and laterality                                                                                   5. Hula hoops
d. Control                                                                                       6. Scarves
e. Understand personal                                                                           7. Cones
and general space.                                                                               8. Boundary markers
                                                  Physical Education Curriculum – Grades 5 & 6
    Knowledge/Skills/         Standards        Learning Experiences        Interim Assessments                    Resources
     Understandings                &
         (Objectives          Indicators
8. Students will              2.5.6.A.1    Modified variations of the    Teacher observation        Comprehensive Health and Physical
demonstrate the ability       2.5.6.A.2    following:                                               Education Core Curriculum Content
to participate in physical    2.5.6.A.4    1. All warm-up activities     Class participation        Standards.
activities , games of low     2.5.6.B.1    2. All lead up activities                                Equipment relating to sports units
organization, group           2.5.6.B.2         relating to:             Pair Share                 Equipment relating to game/skill activities
game situations (sports),                       a. Basketball                                       “Youth Sports Journal.” A Quarterly
and life-time recreational                      b. Kickball              Group discussion           Magazine
pursuits by being able to:                      c. Volleyball                                       Elementary PE Teacher’s Survival Guide.
a. Develop awareness                            d. Flag football                                    Carpenter & Tunnell
of skills that will be used                     e. Badminton                                        A Teacher’s Guide to Elementary School
in related sport and                            f. Soccer                                           Physical Education. Cochran, Norman
recreational activities                         g. Frisbee                                          etal.
b. Develop an                              3. Games                                                 P.E. to the Max resource guide.
awareness of the                                a. Pillo-polo
sequential order of                             b. Scooter                                       Equipment
specific skills/games                               activities/games                             1. Soccer balls
c. Develop an                                   c. Capture the Flag                              2. Basket balls
understanding of rules                          d. End ball                                      3. Volleyballs
and game concepts.                              e. Capture the Gold                              4. Softballs
                                                f. Catch ball                                    5. Playground balls
                                                g. Four Square                                   6. Pillo-polo Sticks
                                                h. Watchout                                      7. Scooters
                                                i. Box ball                                      8. Flags
                                                j. Quaterback rescue                             9. Footballs
                                                k. Long base                                     10. Tennis racquets/balls
                                                l. Battleship                                    11. Badminton racquets/birdies
                                                m. Hula Hut throwdown                            12. Lacrosse stick/balls
                                                n. Finesse                                       13. Hula hoops
                                                o. Pindamonium                                   14. Frisbee
                                                p. Continuous kickball
                                              Physical Education Curriculum – Grades 5 & 6 -
    Knowledge/Skills/      Standards        Learning Experiences       Interim Assessments                   Resources
      Understandings            &
        (Objectives        Indicators
9. Students will           2.5.6.A.1    Question, answer and            Teacher observation    Comprehensive Health and Physical
demonstrate the ability    2.5.6.A.2    performance of various skills                          Education Core Curriculum Content
to describe when, where,   2.5.6.A.3                                    Class participation    Standards.
and how to use and                      Example:                                               Equipment relating to sports units
adapt specific movement                 a. Describe how you would       Pair Share             Equipment relating to game/skill activities
skills and concepts in                     execute a lead pass to a                            “Youth Sports Journal.” A Quarterly
physical education.                        moving partner? Why?         Partner feedback       Magazine
                                        b. Which skills would be                               Experiences in Movement. Brink & Rada
                                           incorporated in a 3 vs. 3    Group discussion
                                           basketball game? Why?
                                        c. Which skills would you
                                           use when you want to
                                           increase the distance of
                                           your kick? Why?
                                              Physical Education Curriculum – Grades 5 & 6 -
    Knowledge/Skills/      Standards        Learning Experiences       Interim Assessments                      Resources
     Understandings             &
        (Objectives        Indicators
10. Students will          2.5.6.C.1       Have students teach or      Teacher observation        Comprehensive Health and Physical
demonstrate the ability    2.5.6.C.2       review a skill ewith a                                 Education Core Curriculum Content
to observe physical                        partner.                    Student participation      Standards.
activities and provide                                                                            Equipment relating to sports units
feedback to participants                1. Student observation of      Student observation        Equipment relating to game/skill activities
to improve performance                     other/self                                             Elementary PE Teacher’s Survival Guide.
and understanding of                    2. Student performance         Pair Share                 Carpenter & Tunnell
game concepts and rules.                   checklist (for specific
                                           movements or skills).       Peer Feedback           Equipment
                                        3. Pair share regarding game                           1. Checklists
                                           concepts and rules.
                                                 Physical Education Curriculum – Grades 5 & 6 -
    Knowledge/Skills/         Standards        Learning Experiences       Interim Assessments                     Resources
      Understandings               &
        (Objectives           Indicators
11. Students will             2.1.6.E.1    Demonstrated in the               Teacher observation    Comprehensive Health and Physical
demonstrate the ability       2.1.6.E.2    gymnasium and on the                                     Education Core Curriculum Content
to perform social and         2.1.6.A.1    playing fields on a continual     Class participation    Standards.
cooperative skills in         2.1.6.B.1    basis. Incorporated into all of                          Equipment relating to sports units
physical activities,          2.1.6.C.2    the Physical Education            Pair share             Equipment relating to game/skill activities
games, group game                          activities.                                              Everybody Wins. Sobel
situations (sports), and                                                     Group Discussion       Incredible Indoor Game Book. Bob
lifetime recreational                                                                               Greyson
pursuits by being able to:                                                   Stop and Think Sheet   Educating for Character. Thomas Lickona
a. Share
b. Take turns
c. Encourage, assist and
support peers
d. Respect others and
the property of others
e. Care for equipment
and facilities
f. Incorporate problem
solving skills
g. Exhibit listening skills
h. Display safety for self
and others
i. Exhibit leadership
skills
j. Display good
sportsmanship
k. Exhibit an acceptance
of different ability levels
                                                  Physical Education Curriculum – Grades 5 & 6 -
    Knowledge/Skills/         Standards         Learning Experiences       Interim Assessments                   Resources
     Understandings                &
        (Objectives           Indicators
12. Students will             2.1.6.A.1    1.   Goal setting               Teacher observation     Comprehensive Health and Physical
demonstrate the ability       2.1.6.A.2    2.   Demonstrations                                     Education Core Curriculum Content
to learn and apply            2.2.6.A.1    3.   Conferencing               Student participation   Standards.
health-related fitness                     4.   Games skills listed                                Equipment relating to sports units
concepts by being able                          throughout the             Knowledge tests         Equipment relating to game/skill activities
to:                                             curriculum                                         Jump. S. Kalbfleisch
a. Describe how fitness                                                    Fitness Testing
activities enhance
wellness.
b. Participate in health-
related fitness activities.
                                               Physical Education Curriculum – Grades 5 & 6 -
    Knowledge/Skills/     Standards        Learning Experiences       Interim Assessments                    Resources
     Understandings           &
        (Objectives       Indicators
13. Students will                                                                               Ergonomics for Elementary School:
demonstrate their                      Fitness activities;                                      H55p://www.open.k12or.us/cergos
understanding of total                 1. Flexibility Exercises                                 All games/skills listed throughout
body fitness and                       2. Exercises that enhance                                curriculum
conditioning by being                      upper, lower and core      Teacher observation       Fitness Fun: Games and Activities for
able to perform:                           body strength; ie                                    children. Foster, Hartinger, & Smith
a. Warm-up activities                      a. Push-ups                Student participation
b. Cool-down activities                    b. Sit-ups
c. Cardio respiratory     2.6.6.A.1        c. Crunches                Peer Feedback
endurance related         2.6.6.A.2        d. Mountain climbers
activities                2.6.6.A.3        e. Jumping jacks
d. Muscular strength      2.6.6.A.5    3. Conditioning
and endurance related     2.6.6.A.6        a. Running
activities                                 b. Jogging
e. Flexibility related                     c. Sprinting
activities                                 d. 40 yard dash
f. Agility related                         e. 300 yard walk/run
activities                                 f. 600 yard walk/run
g. Power related                           g. 12 minute mile
activities                                 h. Timed Mile
                                           i. Shuttle Run
                                           j. Hurdles
                                       4. Exercises related to
                                           specific units
                                       5. Static arm hang
                                       6. Personal goal setting
                                               Physical Education Curriculum – Grades 5 & 6 -
    Knowledge/Skills/       Standards        Learning Experiences       Interim Assessments                      Resources
      Understandings             &
        (Objectives         Indicators
14. Students will           2.5.6.A.1    A. Basketball                  Teacher observation        Comprehensive Health and Physical
demonstrate the ability     2.5.6.B.1       1. Passing                                             Education Core Curriculum Content
to perform the skills       2.5.6.B.2       2. Catching                 Class participation        Standards.
needed to participate in    2.5.6.C.1       3. Dribbling                                           Equipment relating to sports units
physical activities,        2.5.6.C.2       4. Pivoting                 Group discussion           Equipment relating to game/skill activities
games, group game                           5. Shooting                                            Elementary PE Teacher’s Survival Guide.
situations (sports), and                    6. Basic rules              Pair Share                 Carpenter & Tunnell
lifetime recreational                    B. Pillo-Polo                                             A Teacher’s Guide to Elementary School
pursuits by being able to                   1. Passing                  Peer Feedback              Physical Education. Cochran, Wilkinson,
perform various skills.                     2. Dribbling                                           & Furlow
                                            3. Basic rules
                                         C. Volleyball                                          Equipment
                                            1. Serve                                            1. Pinnies
                                            2. Set                                              2. Cones
                                            3. Forearm pass                                     3. Floor tape
                                            4. Basic Rules                                      4. Goals
                                            5. Game strategies                                  5. Standards
                                         D. Handball                                            6. Basketballs
                                            1. Passing                                          7. Volleyballs
                                            2. Catching                                         8. Handballs
                                            3. Shooting                                         9. Nets
                                            4. Strategies
                                            5. Scoring
                                                  Physical Education Curriculum – Grades 5 & 6
    Knowledge/Skills/       Standards          Learning Experiences        Interim Assessments                    Resources
      Understandings             &
        (Objectives         Indicators
15. Students will be able   2.5.6.B.1          Group Challenge           Teacher observation        Recess and Skillful Play Activities.
to demonstrate the          2.5.6.B.2          Activities include;                                  Northeast Foundation for Children
ability to perform in       2.2.6.C.1                                    Class participation        Responsive Classroom Physical Education,
cooperative games by        2.2.6.C.2    1.    River raft crossing                                  Summer 2002
exhibiting:                 2.2.6.C.3    2.    Group juggle name game    Group Discussion           http://www.freechild.org/firestarter/facil
a. Good sportsmanship       2.2.6.B.1    3.    Magic carpet                                         itating.htm
b. Teamwork                 2.2.6.B.3    4.    Hoola hoop relay
c. Respect for                           5.    Trust fall                                        Equipment
equipment and others                     6.    Group loop challenges                             1. Mats
d. Share and take turns                  7.    Lava spot crossing                                2. Scooters
e. Tolerance                             8.    Team puzzle game                                  3. Blindfolds
f. Success for all                       9.    Blind rope activity                               4. Rope
g. Patience                              10.   Skyscrape construction                            5. Raft
h. Trust                                 11.   Human knot                                        6. Balls
i. Communication skills                  12.   Mosquito tag                                      7. Cones
j. Social interaction                                                                            8. Noodles
k. Leadership                                                                                    9. Rubber chickens, pigs and fish
                                                                                                 10. Bean bags
Benchmark Assessment (Performance Task): Description


*** 21Century Skills and Interdisciplinary Connections to be embedded into the unit’s learning experiences and appropriately noted.
                                                Physical Education Curriculum – Grades 5 & 6
                                                  Unit: Cooperative/Adventure Education
      Knowledge/Skills/             Standards &             Learning Experiences                 Interim             Resources
       Understandings                Indicators                                                Assessments
          (Objectives
16. For students to               2.5.6.B.2        Rockwall;                               Teacher               Comprehensive Health
demonstrate proper spotting       2.2.6.A.1        1. Safety                               Observation           and Physical Education
techniques to ensure safety of    2.2.6.B.1        2. Climbing terminology                                       Core Curriculum
themselves and others.            2.2.6.B.3        3. Climbing techniques                  Pair Share            Content Standards.
                                  2.2.6.C.1        4. Reflective writing                                         Bouldering Games for
17. For students to               2.2.6.C.3        5. Proper equipment fitting             Reflective Writing    Kids
demonstrate characteristics of                     6. Climbing strategies                                        Cradlerock Team
teamwork including                                                                         Class Participation   Challenge Manual.
communication,                                     Low Elements;                                                 No standing around in
trustworthiness, tolerance,                        1. Spotting techniques                  Group planning and    my gym manual.
support and concern for one                        2. Beam                                 evaluation
another’s well being.                              3. Pirate crossing
                                                   4. Single rope tension walk             Checklists
18. For students to be able to                     5. Multi line walk
think critically and creatively                    6. Swings
as they attempt to solve                           7. Nitro crossing
challenging tasks.                                 8. Commitment bridge
                                                   9. Port Hole
18. For students to have an                        10. Spider Web
opportunity to challenge                           11. Cat walk
themselves on a personal level                     12. Double rope tension walk
as well as demonstrate team                        13. Swamp crossing
responsibilities.

19.For students to identify
strategies and behaviors that
foster a climate that is
welcoming of other’s ideas.

For students to understand
how problem solving
strategies transcend the
classroom to real world
challenges.




*** 21Century Skills and Interdisciplinary Connections to be embedded into the unit’s learning experiences and appropriately noted.
                                                   Grades 7 & 8 – Physical Education Curriculum
                                                                Unit: Field Hockey



                                           Physical Education Curriculum – Grades 7 & 8 – Field Hockey
       Knowledge/Skills/             Standards &              Learning Experiences                  Interim                Resources
        Understandings                Indicators                                                  Assessments
          (Objectives
Students will be able to           2.5.8.A.1,2,4       Defense:
recognize and differentiate        2.5.8.B.1-3            a. Marking
between offense and defense        2.5.8.C.1,2            b. Covering
and be able to explain the         2.1.8.D.1              c. Diagonal defense
difference between the two                                d. Tackling
concepts.                                                 e. Communication
                                                          f. Basic goalkeeping


Students will be able to                                            Strategies               Teacher observation   Field Hockey Sticks
recognize both theory and                              Defense:                                                    Field Hockey Balls
application of strategies and                             a. Tackling                        Class participation   Whistle
game concepts.                                            b. Positioning                                           Cones
                                                          c. Movement off the ball
                                                          d. Zone defense
Students will be able to
recognize and differentiate
between offense and defense
and be able to explain the
difference between the two
concepts.
Students will be able to
recognize the different ways
the ball is put into play during
a game situation.
Students will be able to                       Specialty Plays     Teacher observation   Field Hockey Sticks
recognize rule infractions and     Start of game                                         Field Hockey Balls
there consequences.                Free hit                        Class participation   Whistle
                                   Side in                                               Cones
                                                                   Peer coaching
Students will be able to                   Rules and Regulations   Teacher observation   Rulebook
identify rule infraction used in   Advancing
game play.                         Obstruction                     Class participation
                                   Hacking
                                   Block out                       Peer coaching
Students will be able to apply                     Games           Teacher observation   Field Hockey Sticks
all skills and knowledge to        Lead-up                                               Field Hockey Balls
modified games.                            Passing                 Class participation   Whistle
                                           Keep away                                     Cones
                                           Rollerball              Peer coaching         Rulebook
                                   Mini Games
                                   Tournaments                     Unit quiz             Refer to Appendix C for
                                                                                         the study guide and unit
                                                                                         quiz.

                                                                                         Refer to Appendix A
                                                                                         (Books) and Appendix B
                                                                                         (Web Sites) for further
                                                                                         information.
                                                  Grades 7 & 8 – Physical Education Curriculum
                                                               Unit: Flag Football



                                          Physical Education Curriculum – Grades 7 & 8 – Flag Football
      Knowledge/Skills/             Standards &              Learning Experiences                  Interim                Resources
        Understandings               Indicators                                                  Assessments
          (Objectives)
Students will be able to state    2.5.8.A.1,2,4       Class discussion and or internet      Unit quiz.            Study guide. (Refer to
the history of football.          2.5.8.B.1-3         research.                                                   Appendix C for study guide
                                  2.5.8.C.1,2                                                                     and unit quiz.)
                                  2.1.8.D.1
Students will be able to                                                 Skills             Teacher observation   Footballs
demonstrate proper                                    Throwing:                                                   Cones
mechanics of an overhead                                  a. Hand position                  Class participation   Whistle
throw.                                                    b. Arm position                                         Pinnies
                                                          c. Arm release                    Peer coaching
                                                          d. Follow through
Students will be able to                              Receiving I:                          Teacher observation   Footballs
demonstrate 2 simple catches                              a. Above the chest                                      Cones
and explain when to use them.                             b. Below the chest                Class participation   Whistle
                                                          c. Over the shoulder                                    Pinnies
                                                      **Give with the ball and put your     Peer coaching
                                                      hands in position to be a target
Students will be able to                              Receiving II:                         Teacher observation   Footballs
demonstrate how to receive a                              a. To ball                                              Cones
pass while moving in varying                              b. From ball                      Class participation   Whistle
directions.                                               c. Stance 2 point                                       Pinnies
                                                      Defense:                              Peer coaching
                                                          a. Stance
                                                          b. Man-to-man
Students will be able to throw                        Pass Patterns:                        Teacher observation   Footballs
to a moving target, with a pre-                           a. Snapping the ball                                    Cones
set pattern.                                              b. Shot gun formation             Class participation   Whistle
                                                          c. Throwing to moving target                            Pinnies
                                          (lead runner)            Peer coaching
                                     d.   In
                                     e.   Out
                                     f.   Slant
                                     g.   post
                                     h.   flag

Students will be able to kick a   Punting:                         Teacher observation   Footballs
football with control and            a. holding ball                                     Cones
direction.                           b. arm position               Class participation   Whistle
                                     c. foot position                                    pinnies
                                     d. drop of the ball           Peer coaching
                                     e. follow through
Students will be able to                   Rules and Regulations   Teacher observation   Footballs
understand rules and                 a. 1 hand touch                                     Cones
regulations of lead-up games.        b. No unnecessary roughness   Class participation   Whistle
                                                                                         Pinnies
                                                                   Peer coaching
Students will be able to                             Games         Teacher observation   Footballs
incorporate all previously           a.   Keep away                                      Cones
learned concepts into                b.   Ultimate football        Class participation   Whistle
modified games.                      c.   Mini games                                     pinnies
                                     d.   Touch or flag football   Peer coaching
                                     e.   Tournaments
Students will be able to                            Concepts       Teacher observation   Footballs
incorporate knowledge of             a.   Downs                                          Cones
concepts into a modified             b.   Touchdowns               Class participation   Whistle
game.                                c.   Line of scrimmage                              Pinnies
                                     d.   Complete pass            Peer coaching
                                     e.   Interception                                   Refer to Appendix C for
                                     f.   Touch back               Unit quiz             the study guide and unit
                                     g.   Leading the receiver                           quiz.
                                                                                         Refer to Appendix A
                                                                                         (Books) and Appendix B
                                                                                         (Web Sites) for further
                                                                                         information.
                                                    Grades 7 & 8 – Physical Education Curriculum
                                                                    Unit: Soccer



                                               Physical Education Curriculum – Grades 7 & 8 – Soccer
      Knowledge/Skills/               Standards &              Learning Experiences                  Interim                 Resources
        Understandings                 Indicators                                                  Assessments
          (Objectives)
Students will be able to state      2.5.8.A.1,2,4       Class discussion and or internet       Unit quiz             Study guide. (Refer to
the history of soccer.              2.5.8.B.1-3         research                                                     Appendix C for study guide
                                    2.5.8.C.1,2                                                                      and unit quiz.)
                                    2.1.8.D.1
Students will be able to                                                 Skills                Teacher observation   Soccer balls
perform various types of                                Dribbling:                                                   Cones
dribbling skills utilizing their                            a. Dominant and non-dominant       Class participation   Whistle
instep, inside and outside of                               b. Instep, inside and outside of
both feet.                                                      foot                           Skill assessment
Students will be able to                                Passing & Trapping:                    Teacher observation   Soccer balls
perform various passing skills                           Give with the ball                                          Cones
with dominant and non-                                      a. Instep                          Class participation   Whistle
dominant foot                                               b. Inside of foot
                                                            c. Outside of foot                 Skill assessment
Students will be able to                                    d. Bottom of foot
properly receive the ball using                             e. Thigh (inside/top)              Peer coaching
various types of trapping skills.                           f. Stomach
                                                            g. Chest
                                                            h. Square pass
                                                            i. Lead pass
                                                            j. Trail pass
Students will be able to utilize                        Throw-ins:                             Teacher observation   Soccer balls
proper technique in                                         a. Feet together                                         Cones
performing a throw-in.                                      b. Back foot drag                  Class participation   Whistle

                                                        Defense:                               Skill assessment
                                                           a. Man-to-man
                                                                                               Peer coaching
Students will be able to create                  Strategies      Teacher observation   Soccer balls
strategies that enable            a.   Square and through pass                         Cones
successful game play.             b.   Drop pass                 Class participation   Whistle
                                  c.   Ball possession
                                  d.   Space and support         Skill assessment
                                  e.   Positioning
                                  f.   Give and go               Peer coaching
                                  g.   2v1
                                  h.   3v2
Students will be able to                      Specialty Plays    Teacher observation   Soccer balls
understand a variety of                a. Corner kick                                  Cones
specialty plays and implement          b. Goal kick              Class participation   Whistle
them into game situations.             c. Penalty kick                                 Goal cages
                                       d. Direct kick
                                       e. Indirect kick
                                       f. Start of game
                                       g. Restart of game
Students will be able to                Rules and Regulations    Teacher observation
identify and understand basic     a.   Hand ball
rules and regulations of          b.   Off sides                 Class participation
soccer.                           c.   Number of players
                                  d.   Aggressive conduct        Peer coaching

Students will be able to                         Games           Teacher observation   Soccer balls
incorporate all previously        a.   Modified games                                  Cones
learned skills and knowledge      b.   Varied rules              Class participation   Whistle
into small and or modified        c.   Mini games                                      Goal cages
games.                            d.   11 v 11                   Peer coaching         Pinnies
                                  e.   Tournaments
                                                                 Unit quiz.            Refer to Appendix C for
                                                                                       the study guide and unit
                                                                                       quiz.
                                                                                       Refer to Appendix A
                                                                                       (Books) and Appendix B
                                                                                       (Web Sites) for further
                                                                                       information.
                                                 Grades 7 & 8 – Physical Education Curriculum
                                                                Unit: Basketball



                                          Physical Education Curriculum – Grades 7 & 8 – Basketball
      Knowledge/Skills/            Standards &              Learning Experiences                  Interim                Resources
        Understandings              Indicators                                                 Assessments
          (Objectives)
Students will be able to state   2.5.8.A.1.2,4       Class discussion and or internet      Unit quiz.            Study guide. (Refer to
the history of basketball.       2.5.8.B.1-3         research.                                                   Appendix C for study guide
                                 2.5.8.C.1-2                                                                     and unit quiz.)
                                 2.1.8.D.1
Students will be able to                                             Skills                Teacher observation   Basketballs
perform three types of passes.                       Passing:                                                    Whistle
                                                     a. Chest                              Class participation
                                                     b. Bounce
                                                     c. Two hand over head
                                                     d. One hand bounce pass
Students will be able to                             Catching:                             Teacher observation   Basketballs
identify proper technique                            a. Give with the ball                                       Whistle
when catching a basketball.                          b. Hand positioning                   Class participation

                                                                                           Daily review
Students will be able to                             Dribbling: Dominant & Non Dominant    Teacher observation   Basketballs
perform the skill of dribbling                       a. Hand position                                            Whistle
at various speeds.                                   b. Stationary                         Class participation
                                                     c. Various speeds
                                                     Change of direction:                  Daily review
                                                     a. Crossover dribble
Students will be able to                             Shooting:                             Teacher observation   Basketballs
perform a set shot and a lay-                        a. Set shot                                                 Whistle
up.                                                  b. B.E.E.F.                           Class participation
                                                     c. Lay-up
                                                                                           Daily review
Students will be able to                    Team Strategies           Teacher observation   Basketballs
explain and demonstrate          Offense:                                                   Whistle
different team strategies and    a. Jump Stop/Pivot                   Class participation   Baskets
know how and when to             b. Give and go
execute them during game         c. Back door                         Daily review
play.                            d. Cut to create open space *v-cut
                                 e. Balancing the floor
                                 f. Communication
                                 g. 2 v 1
                                 h. 3 v 2

                                 Defense:
                                 a. On the ball
                                 b. Off the ball
                                 c. *see both man and ball
                                 d. Boxing out
                                 e. Man to man
                                 f. Rebounding
Students will be able to                     Specialty Plays          Teacher observation   Basketballs
recognize rule infractions and   a. Jump balls                                              Whistle
their consequences.              b. Free throws                       Class participation   Baskets
                                 c. Throw-ins
                                                                      Daily review
Students will be able to         Rules and Regulations:               Teacher observation   Basketballs
identify rule infractions used   a. Double dribble                                          Whistle
in game play.                    b. Travel                            Class participation   Baskets
                                 c. Foul
                                 d. 3 second violation                Daily review
                                 e. Over the back
Students will be able to                        Games                 Teacher observation   Basketballs
incorporate basic skills and     Lead-up                                                    Whistle
team strategies into lead-up     a. Relay Races                       Class participation   Baskets
modified games.                  b. Keep away
                                 c. Twenty one                        Daily review
                                 d. Knockout                                                Refer to Appendix C for
                                 Modified games                       Unit quiz             the study guide and quiz.
a.   No dribbling games
b.   Side line basketball   Refer to Appendix A
c.   3 v 3 (1/2 court)      (Books and Appendix B
d.   Tournaments            (Web Sites for further
                            information.
                                                   Grades 7 & 8 – Physical Education Curriculum
                                                               Unit: Team Handball



                                          Physical Education Curriculum – Grades 7 & 8 – Team Handball
      Knowledge/Skills/              Standards &              Learning Experiences                Interim                  Resources
        Understandings                Indicators                                                Assessments
          (Objectives)
Students will be able to state     2.5.8.A.1,2,4       Class discussion and or internet      Unit quiz             Study guide (Refer to
the history of team handball.      2.5.8.B.1-3         research                                                    Appendix C for study guide
                                   2.5.8.C.1,2                                                                     and unit quiz)
                                   2.1.8.D.1
Students will be able to                                                    Skills           Teacher observation   Handball Ball
perform basic skills required in                       a.   Passing                                                Cones
handball.                                              b.   Shooting                         Class participation   Whistle
                                                       c.   Free throws                                            Pinnies
                                                       d.   Penalty shots                    Peer coaching         Goal Cages
                                                       e.   dribbling
                                                                                             Skills test
Students will be able to gain                                        Positioning             Teacher observation   Handball Ball
an understanding of                                    a. backcourt                                                Cones
positioning during game play.                          b. circle runners                     Class participation   Whistle
                                                       c. wing players                                             Pinnies
                                                                                             Peer coaching         Goal Cages

                                                                                             Skills test
Students will be able to                                       Rules and Regulations         Teacher observation   Handball Ball
understand rules and                                   a. 3 dribbles                                               Cones
regulations of official game                           b. Interceptions only                 Class participation   Whistle
play.                                                                                                              Pinnies
                                                                                             Peer coaching         Goal Cages

                                                                                             Skills test
Students will be able to                         Strategies             Teacher observation   Handball Ball
develop strategies for game   a.   Offensive (2 v 1, 3 v 2)                                   Cones
play.                         b.   Defensive interception, deflection   Class participation   Whistle
                              c.   Individual play                                            Pinnies
                              d.   Team play                            Peer coaching         Goal Cages

                                             Games                                            Refer to Appendix C for
                              a. Modified games                         Unit quiz             the study guide and the
                              b. Tournaments                                                  unit quiz.

                                                                                              Refer to Appendix A
                                                                                              (books) and Appendix
                                                                                              (Web Sites) for further
                                                                                              information
                                                   Grades 7 & 8 – Physical Education Curriculum
                                                                  Unit: Volleyball



                                            Physical Education Curriculum – Grades 7 & 8 – Volleyball
      Knowledge/Skills/              Standards &              Learning Experiences                  Interim                Resources
        Understandings                Indicators                                                 Assessments
          (Objectives
Students will be able to state     2.5.8.A.1,2,4       Class discussion and or internet      Unit quiz             Study guide (Refer to
the history of volleyball.         2.5.8.B.1-3         research                                                    Appendix C for study guide
                                   2.5.8.C.1,2                                                                     and unit quiz)
                                   2.1.8.D.1


Student will be able to                                             Skills/Techniques        Teacher observation   Volleyballs
perform basic volleyball skills.                       a.   Bump                                                   Cones
                                                       b.   Set                              Class participation   Net
                                                       c.   Underhand and underhand serve                          whistle
                                                       d.   Ready position                   Peer coaching
                                                       e.   Dig
                                                       f.   Spike                            Daily review
                                                       g.   Block
Students will be able to                                              Lead-Up Games          Teacher observation   Volleyballs
incorporate basic skills into                          a.   Consecutive bump/set and                               Cones
lead-up games.                                              alternate                        Class participation   Net
                                                                1. Self                                            whistle
                                                                2. Partner                   Peer coaching
                                                                3. Group
                                                                4. Team                      Daily review
                                                       b.   Team volleyball
                                                       c.   Serve and bump
                                                       d.   Modified games
                                                                1. Unlimited bump and set
                                                                2. Two chances to serve
Students will be able to                 Rules and Regulations   Teacher observation   Volleyballs
incorporate skills and apply   a.   Boundaries                                         Cones
knowledge of rules and         b.   Number of hits per side      Class participation   Net
regulations during official    c.   Net violations                                     Whistle
game play.                     d.   Number of players            Peer coaching
                               e.   Scoring
                               f.   Rotation                     Daily review
                               g.   Illegal hits
                               h.   Serve                        Quiz

Students will be able to                   Regulation Games      Teacher observation   Volleyballs
develop strategies for         Strategies                                              Cones
successful team play.          a. Positioning                    Class participation   Net
                               b. Communication                                        Whistle
                               c. Body language                  Peer coaching
                               d. Control hits
                               e. Bump/set/spike                 Daily review          Refer to Appendix C for
                                                                                       the study guide and unit
                               Games                             Quiz                  quiz.
                               a. tournaments
                                                                 Unit quiz             Refer to Appendix A
                                                                                       (Books) and Appendix B
                                                                                       (Web Sites) for further
                                                                                       information
                                                 Grades 7 & 8 – Physical Education Curriculum
                                                              Unit: Floor Hockey



                                         Physical Education Curriculum – Grades 7 & 8 – Floor Hockey
      Knowledge/Skills/            Standards &              Learning Experiences                  Interim                    Resources
        Understandings              Indicators                                                  Assessments
          (Objectives
Students will be able to state   2.5.8.A.1,2,4       Class discussion and or internet          Unit quiz             Study guide (Refer to
the history of floor hockey.     2.5.8.B.1-3         research                                                        Appendix C for study guide
                                 2.5.8.C.1,2                                                                         and quiz)
                                 2.1.8.D.1
Students will be able to                                                Skills                 Teacher observation   Floor hockey sticks
demonstrate proper technique                         Grip
when holding a stick.                                                                          Class participation

                                                                                               Peer coaching
Students will be able to                             Dribbling/Stick handling:                 Teacher observation   Floor Hockey Sticks
understand, demonstrate and                          a. Drag (stick side and non stick side)                         Floor Hockey Pucks/Ball
explain the three different                          b. Small taps                             Class participation   Whistle
types of dribbling used in the                       c. Crisscross                                                   Watch
game of floor hockey.                                To be performed while stationary and      Peer coaching         Cones
                                                     on the move.
                                                                                               Timed dribbles
Students will be able to                             Passing:                                  Teacher observation   Floor Hockey Sticks
understand, demonstrate and                          a. Wrist pass                                                   Floor Hockey Pucks/Ball
explain proper technique used                        To be performed while stationary and      Class participation   Whistle
when passing.                                        on the move.                                                    Watch
                                                                                               Peer coaching         Cones

                                                                                               Timed passing
Students will be able to                             Receiving:                                Teacher observation   Floor Hockey Sticks
receive and control a pass                           a. Front                                                        Floor Hockey Pucks
from different directions.                           b. From behind                            Class participation   Whistle
                                                     c. Left and right sides                                         Watch
                                                     To be performed while stationary and      Peer coaching         Cones
Students will be able to          on the move.
demonstrate proper technique
when receiving a pass when
stationary and on the move.
                                  Shooting on goal:                      Teacher observation   Floor Hockey Sticks
Students will be able to          a. Aim for corners                                           Floor Hockey Pucks/Ball
identify key concepts and         b. Keep puck on ground                 Class participation   Whistle
execute them during game          c. Keep stick below knees                                    Watch
play                              To be performed while stationary and   Peer coaching         Cones
                                  on the move.
Students will be able to create                 Strategies               Teacher observation   Floor Hockey Sticks
strategies that enable            Offense:                                                     Floor Hockey Pucks/Ball
successful game play.             a. Give and go                         Class participation   Whistle
                                  b. Communication                                             Watch
                                  c. Positioning                         Peer coaching         Cones
                                  d. Puck possession                                           Goalie Mask
                                  e. Triangles for space and support                           Goal Cage
                                  f. Movement off the ball
                                  g. Leading pass
                                  h. V cut
                                  i. Pass to point
                                             (Centering Pass)
                                  Defense:
                                  a. Stick on ground
                                  b. Communication
                                  c. Interception of puck

                                  Goalkeeping:
                                  a. Weight on balls of feet
                                  b. Keep eye on puck
                                  c. Stick on the ground
Students will be able to                  Rules and Regulations          Teacher observation   Floor Hockey Sticks
identify and understand basic     a. No checking                                               Floor Hockey Pucks
rules and regulations of floor    b. No hacking                          Class participation   Whistle
hockey.                           c. Goalie must wear mask                                     Watch
                                  d. Stay spread out                     Peer coaching         Cones
                                                  Penalty
                                 a.   Teacher’s Discretion
Students will be able to apply                    Games      Teacher observation   Floor Hockey Sticks
all skills and knowledge to      a.   Keep away                                    Floor Hockey Pucks/Ball
games and tournament play.       b.   Passing games          Class participation   Whistle
                                 c.   Line hockey                                  Watch
Students will be able to         d.   Mini games             Peer coaching         Cones
recognize rule infractions and   e.   7v7
consequences.                    f.   Tournament             Unit quiz             Refer to Appendix C for
                                                                                   the study guide and unit
                                                                                   quiz.

                                                                                   Refer to Appendix A
                                                                                   (Books) and Appendix B
                                                                                   (Web Sites) for further
                                                                                   information.
                                                 Grades 7 & 8 – Physical Education Curriculum
                                                              Unit: STX Lacrosse


                                         Physical Education Curriculum – Grades 7 & 8 – STX Lacrosse
      Knowledge/Skills/            Standards &              Learning Experiences                  Interim                  Resources
        Understandings              Indicators                                                  Assessments
          (Objectives)
Students will be able to state   2.5.8.A.1,2,4       Class discussion and or internet        Unit quiz             Study guide. (Refer to
the history of lacrosse.         2.5.8.B.1-3         research.                                                     Appendix C for study guide
                                 2.5.8.C.1,2                                                                       and unit quiz.)
                                 2.1.8.D.1
Students will be able to                                                 Skills              Teacher observation   Sticks (STX)
properly grip the stick with                         Grip/Holding Stick:                                           Lacrosse balls
dominant and non-dominant                                a. Loosely in fingers of hands      Class participation   Cones
hands.                                                   b. Face open                                              whistle
                                                         c. Thumbs along sides of shaft      Peer coaching
Students will be able to                             Scooping:                               Teacher observation   Sticks (STX)
perform proper scooping                                  a. Foot next to ball                                      Lacrosse balls
technique.                                               b. Stick to side of body (digging   Class participation   Cones
                                                             dirt)                                                 Whistle
                                                         c. Butt end of stick down           Peer coaching
                                                         d. Scoop to face
                                                         e. Move through ball
Students will be able to                             Throwing:                               Teacher observation   Sticks (STX)
perform a proper throw using                             a. Hands shoulder width or less                           Lacrosse balls
dominant and non-dominant                                b. Straight over the top            Class participation   Cones
hands.                                                   c. Follow through                                         Whistle
                                                         d. Both hands                       Peer coaching
                                                     To be performed while stationary, on
                                                     the move and while weaving.
Students will be able to catch                       Catching:                               Teacher observation   Sticks (STX)
using their dominant and non-                            a. Give with ball                                         Lacrosse balls
dominant hands, with varied                              b. Top hand high                    Class participation   Cones
difficulty.                                          To be performed while stationary and                          Whistle
                                                     on the move. Skill should be            Peer coaching
                                                     performed on both sides of body.
Students will be able to cradle    Cradle:                                Teacher observation   Sticks (STX)
using both hands, in various           a.    Both hands                                         Lacrosse balls
positions including vertical and       b.    Vertical                     Class participation   Cones
horizontal.                            c.    Horizontal                                         Whistle
                                       d.    ½ cradle throwing position   Peer coaching
Students will be able to                                                  Teacher observation   Sticks (STX)
perform basic dodging                                                                           Lacrosse balls
techniques.                                                               Class participation   Cones
                                                                                                Whistle
                                                                          Peer coaching
Students will be able to shoot     Shooting:                              Teacher observation   Sticks (STX)
on goal using different               a. Bounce                                                 Lacrosse balls
strategies and techniques.            b. Corner shots/backside            Class participation   Cones
                                      c. Quick stick                                            Whistle
                                                                          Peer coaching
Students will be able to                            Strategies            Teacher observation   Sticks (STX)
understand and perform             Offense:                                                     Lacrosse balls
various game related                   a. Protect the stick               Class participation   Cones
strategies.                            b. Shield the ball                                       Whistle
                                       c. V-cut and fade                  Peer coaching
                                       d. Move to meet the ball
                                       e. Ball side
                                       f. 2 v 1
                                       g. 3 v2
                                       h. Lead the receiver
                                   Defense:
                                       a. Keep feet moving
                                       b. Interception
                                       c. Stance on the all and off the
                                          ball
Students will be able to                     Rules and Regulations        Teacher observation   Sticks (STX)
understand rules and                   a. No checking                                           Lacrosse balls
regulations as they pertain to         b. No slashing                     Class participation   Cones
games.                                                                                          Whistle
                                                                          Peer coaching
Students will be able to apply   Lead-Up Games              Teacher observation   Sticks (STX)
all previously learned skills       a. Relay races                                Lacrosse balls
into various lead-up games          b. Keep away            Class participation   Cones
                                    c. Timed throws                               Whistle
                                    d. Shoot for points     Peer coaching
                                    e. Side line lacrosse                         Refer to Appendix C for
                                    f. Feed and shoot       Unit quiz             the study guide and unit
                                    g. Modified games                             quiz.
                                    h. tournaments
                                                                                  Refer to Appendix A
                                                                                  (Books) and Appendix B
                                                                                  (Web Sites) for further
                                                                                  information.
                                                 Grades 7 & 8 – Physical Education Curriculum
                                                                Unit: Badminton



                                          Physical Education Curriculum – Grades 7 & 8 – Badminton
      Knowledge/Skills/            Standards &              Learning Experiences                 Interim                    Resources
        Understandings              Indicators                                                 Assessments
          (Objectives
Students will be able to state   2.5.8.A.1,2,4       Class discussion and or internet      Unit quiz             Study guide (Refer to
the history of badminton.        2.5.8.C.1-3         research                                                    Appendix C for study guide
                                 2.5.8.B.1-3                                                                     and unit quiz)
Students will be able to                                                Skills             Teacher observation   Racquet
perform the proper grip of a                         Grip:                                                       Shuttles
badminton racquet.                                   a. Forehand                           Class participation   Cones
                                                     b. Backhand                                                 Whistle
                                                                                           Peer coaching         Nets

Students will be able to                             Serve:                                Teacher observation   Racquet
demonstrate how to properly                          a. Long                                                     Shuttles
serve a shuttle.                                     b. Short                              Class participation   Cones
                                                                                                                 Whistle
                                                                                           Peer coaching         Nets


Students will be able to                             Strokes:                              Teacher observation   Racquet
perform various strokes in                           a. Underhand clear                                          Shuttles
badminton.                                           b. Backhand                           Class observation     Cones
                                                     c. Forehand                                                 Whistle
                                                     d. Overhand clear                     Peer coaching         Nets
                                                     e. Drive
                                                     f. Smash
                                                     g. Drop
Students will be able to                         Strategies         Teacher observation   Racquet
demonstrate various             a. Singles                                                Shuttles
strategies used in single and   b. Doubles                          Class participation   Cones
doubles play.                   The goal is to move your opponent                         Whistle
                                around the court                    Peer coaching         Nets

Students will be able to                    Rules and Regulations   Teacher observation   Racquet
understand and implement        a.   Scoring                                              Shuttles
rules and regulations.          b.   Boundaries                     Class participation   Cones
                                c.   Net violations                                       Whistle
                                d.   Short serve (singles)          Peer coaching         Nets

Students will be able to                          Games             Teacher observation   Racquet
engage in various lead-up       Lead-up:                                                  Shuttles
games that reinforce skills.    a. Volley for time                  Class participation   Cones
                                b. Team badminton                                         Whistle
                                Games:                              Peer coaching         Nets
                                a. Singles
                                b. Doubles                          Unit quiz             Refer to Appendix C for
                                c. Mixed doubles                                          the study guide and unit
                                d. Tournaments                                            quiz.


                                                                                          Refer to Appendix A
                                                                                          (Books) and Appendix B
                                                                                          (Web Sites) for further
                                                                                          information.
                                                   Grades 7 & 8 – Physical Education Curriculum
                                                                   Unit: Softball



                                             Physical Education Curriculum – Grades 7 & 8 – Softball
      Knowledge/Skills/              Standards &              Learning Experiences                   Interim                Resources
        Understandings                Indicators                                                 Assessments
          (Objectives)
Students will be able to state     2.5.8.A.1,2,4       Class discussion and or internet      Unit quiz             Study guide. (Refer to
the history of softball.           2.5.8.B.1-3         research.                                                   Appendix C for study guide
                                   2.5.8.C.1,2                                                                     and unit quiz.)
                                   2.1.8.D.1
Students will be able to                                                  Skills             Teacher observation   Softballs
identify key elements used to                          Throwing:                                                   Gloves
properly perform the skill of                              a. Grip                           Class participation
throwing.                                                  b. Leg motion
                                                           c. Arm motion
                                                           d. Body rotation
Students will be able to                               Catching:                             Teacher observation   Softballs
identify key elements used in                              a. Give with the ball                                   Gloves
catching to keep themselves                                b. Use two hands                  Class participation
safe and successful.                                       c. Staggered stance
Students will be able to                               Fielding:                             Teacher observation   Softballs
understand body position                                   a. Ground balls                                         Gloves
when fielding a softball and be                            b. Fly balls                      Class participation
able to identify key points to a
grounder and a pop fly.                                                                      Peer coaching
Students will be able to                               Batting:                              Teacher observation   Softballs
understand, demonstrate and                                a. Grip
explain the proper technique                               b. Stride                         Class participation   Gloves
used when swinging a bat.                                  c. Hands to the ball
                                                           d. See the ball meet the bat      Peer coaching         Bats
                                                           e. Follow through
Students will be able to         Base running:                      Teacher observation   Bases
understand game rules and           a. You may over run 1st
utilize them when running the       b. Avoid wide turns when        Class participation
bases.                                  rounding a base
                                    c. Force/no force               Peer coaching
                                    d. Fly balls and grounders

Students will be able to                       Strategies           Teacher observation   Softballs
identify offensive and           Offensive:                                               Gloves
defensive strategies used in a       a. Leading                     Class participation   Bases
game of softball.                    b. Stealing                                          Bats
                                     c. Tagging up                  Daily review

                                 Defense:
                                    a. Always get the lead runner
                                    b. Tag play
                                    c. Force play
                                    d. Base coverage
Students will be able to                  Rules and Regulations
explain rules and regulations       a. 3 strikes and your out
for the game of softball as         b. No walking
used in class.                      c. No stealing
                                    d. No leading
                                    e. Rotate positions
                                    f. Bat boy/girl
                                    g. 3 outs
                                    h. Demonstrate good
                                        sportsmanship
                                    i. No sliding

Students will be able to apply                    Games             Teacher observation   Softballs
all skills and knowledge to      Lead-Up                                                  Gloves
modified games.                     a. Softball 21                  Class participation   Bases
                                    b. Throw it and run                                   Bats
                                    c. Tee ball                     Peer coaching         Rulebook
                                 Modified Games                                           Batting tee
   a. 3 team softball
   b. One pitch         Unit quiz   Refer to Appendix C for
Games – running bases               the study guide and unit
   a. 10 v 10                       quiz.
   b. Waffle ball
   c. tournaments                   Refer to Appendix A
                                    (Books and appendix B
                                    (Web Sites) for further
                                    information.
                                                  Grades 7 & 8 – Physical Education Curriculum
                                                              Unit: Ultimate Frisbee



                                        Physical Education Curriculum – Grades 7 & 8 – Ultimate Frisbee
      Knowledge/Skills/             Standards &              Learning Experiences                   Interim               Resources
        Understandings               Indicators                                                  Assessments
          (Objectives
Students will be able to state    2.5.8.A.1,2,4       Class discussion and or internet      Unit quiz             Study guide (Refer to
the history of Frisbee.           2.5.8.B.1-3         research                                                    Appendix C for study guide
                                  2.5.8.C.1,2                                                                     and unit quiz)
                                  2.1.8.D.1

Students will be able to                                               Skills               Teacher observation   Frisbees
understand and properly                               Throwing                                                    Cones
demonstrate the technique in                          a. Stationary                         Class participation   Pinnies
throwing a Frisbee using                              b. On the move                                              Whistle
various methods.                                      c. Backhand                           Peer coaching         Hula hoops
                                                      d. Overhand
                                                      e. Side arm                           Skills Test
                                                      f. Skip
Students will be able to                              Catching                              Teacher observation   Frisbees
understand and demonstrate                            a. Stationary                                               Cones
various catching techniques.                          b. On the move                        Class participation   Pinnies
                                                      c. Thumbs up                                                Whistle
                                                      d. Thumbs down                        Peer coaching         Hula hoops
                                                      e. Behind the back
                                                      f. Between the legs                   Skills test
Students will be able to adjust                       Accuracy                              Teacher observation   Frisbees
throws to gain accuracy.                              a. Stationary target                                        Cones
                                                      b. Moving target                      Class participation   Pinnies
                                                                                                                  Whistle
                                                                                            Peer coaching         Hula hoops
Students will be able to                                         Strategies/Games           Teacher observation   Frisbees
implement strategies into                             a. Ultimate Frisbee                                         Cones
various games.   b. Frisbee Football     Class participation   Pinnies
                 c. Frisbee Basketball                         Whistle
                                         Peer coaching         Hula hoops
                                                               “Games” textbook

                                                               Refer to appendix A
                                                               (Books) and Appendix B
                                                               (Web Sites) for further
                                                               information.
                                                Grades 7 & 8 – Physical Education Curriculum
                                                                Unit: Fitness



                                             Physical Education Curriculum – Grades 7 & 8 – Fitness
        Knowledge/Skills/           Standards &               Learning Experiences                  Interim               Resources
         Understandings              Indicators                                                  Assessments
           (Objectives)
Students will be able to state    2.5.8.A.1,2,3,4   Class discussion and or internet        Unit quiz             Study guide (Refer to
the importance of fitness for a   2.5.8.B.2,3       research                                                      Appendix C for study guide
lifetime.                         2.5.8.C.1,2                                                                     and quiz.)
Students will be able to                                     Introduction/Discussion        Teacher observation   Paper/pencil
understand and identify the                         a. Agility                                                    Visual aids
skill related components of                         b. Balance                              Class participation
fitness.                                            c. Coordination
                                                    d. Speed                                Quiz
                                                    e. Power                                    a. Written
                                                    f. Reaction time                            b. oral
Students will be able to                                     Introduction/Discussion        Teacher observation   Paper/pencil
understand and identify the                         Components:                                                   Visual aids
five components of fitness.                         a. cardiovascular fitness               Class participation
                                                    b. flexibility
                                                    c. muscular strength                    Quiz
                                                    d. body composition                         a. written
                                                    e. muscular endurance                       b. oral
Students will be able to                                   Introduction/Discussion          Teacher observation   Paper/pencil
identify the major muscle                           a. biceps                                                     Visual aids
groups.                                             b. triceps                              Class participation
                                                    c. deltoids
                                                    d. pectoralis                           Quiz
                                                    e. abdominals                               a. written
                                                    f. quadriceps                               b. oral
                                                    g. hamstrings
                                                    h. gastrocnemius
                                                    i. gluteus maximus
                                                    j. trapexius
                                  k. oblique
                                  l. latissimus dorsi
Students will be able to create   Line dancing                Teacher observation   Music
and demonstrate a basic           Step Aerobics                                     CD Player
rhythmic dance.                   Create Dance                Class participation
Students will be able to          Station work:               Teacher observation   Hand weights
engage in activity that focuses   a. 2 minute intervals                             Jump ropes
on the five components of                                     Class participation   Dyna band
fitness.                                                                            Mats
                                                                                    Pull-up bars
                                                                                    Dip machine
                                                                                    Benches
                                                                                    Watch
                                                                                    Whistle
                                                                                    Music
                                                                                    Medicine balls
Students will be able to          Running:                    Teacher observation   Whistle
sustain a running pace for        a. Timed runs                                     Watch
various periods of time.          b. Interval runs            Class participation   Gym
                                  c. Distance runs                                  Playing fields
                                  d. ¼ mile                   Timed runs
                                  e. ½ mile
                                  f. ¾ mile                   Fitness log
                                  g. 1 mile
                                  h. Partner run
                                  i. Indian run
                                  j. Prediction run

Students will be able to          Tiger Gram                  Teacher observation   Whistle
determine level of                a. Sit-ups                                        Watch
improvement by performing a       b. Push-ups                 Class participation   Sit and reach box
post/pre-test and comparing       c. Sit and reach                                  Fitness log/pencil
scores from each.                 d. Pull-ups/bent arm hang   Timed runs            Pull-up bar
                                  e. Distance runs
                                                              Fitness log
                                                              Unit quiz             Refer to Appendix C for
the study guide and unit
quiz.

Refer to appendix a
(books) and Appendix B
(web Sites) for further
information.
                                            Grades 7 & 8 – Physical Education Curriculum
                                                            Unit: Scooters


                                        Physical Education Curriculum – Grades 7 & 8 – Scooters
       Knowledge/Skills/        Standards &              Learning Experiences                   Interim               Resources
         Understandings          Indicators                                                 Assessments
            (Objectives
Students will be able to      2.5.8.A.1,2,3,4                    Safety                  Teacher observation   Scooters
understand various safety     2.5.8.B.2,3       a.   Hand position                                             Whistle
factors relating to scooter   2.5.8.C.1,2       b.   Body position                       Class participation   Cones
activities.                                     c.   Movement with control
                                                d.   Slowing/stopping                    Daily review
Students will be able to                        e.   Personal/general space
demonstrate various safety                      f.   Balance                             Peer assessment
factors relating to scooter
activities.
Students will be able to                                  Upper Body Strength            Teacher observation   Scooters
improve upper body strength                     Movement through pushing, pulling                              Whistle
while moving on a scooter.                      and changing directions using arms       Class participation   Cones

                                                                                         Daily review

                                                                                         Peer assessment
Students will be able to                                  Lower Body Strength            Teacher observation   Scooters
improve lower body strength                     Movement through pushing, pulling                              Whistle
while moving on a scooter.                      and changing directions using legs.      Class participation   Cones

                                                                                         Daily review

                                                                                         Peer assessment
Students will be able to                               Upper/Lower Strength              Teacher observation   Scooters
improve total body strength                     Movement through pushing, pulling                              Whistle
while moving on a scooter.                      and changing direction while combining   Class participation   Cones
                                                arms and legs
                                                                                         Daily review
                                                                                         Peer assessment
Students will be able to                       Lead-Up Activities   Teacher observation   Games book
incorporate safety skills into     a. Scooter relays                                      Scooter
various scooter activities.        b. Scooter tag                   Class participation   Whistle
                                   c. Cooperative games                                   Cones
                                                                    Daily review          Pinnies
                                                                                          Frisbee
                                                                    Peer assessment
Students will be able to                       Lead-Up Activities   Teacher observation   Games book
engage in various scooter          a. Scooter relays                                      Scooter
activities while focusing on       b. Scooter tag                   Class participation   Whistle
safety and movement                c. Cooperative games                                   Cones
strategies.                                                         Daily review          Pinnies
                                                                                          Frisbee
                                                                    Peer assessment
Students will be able to                              Games         Teacher observation   Modified Basketball
incorporate movement and           a.   Scooter basketball                                Modified Hockey
safety skills into various sport   b.   Scooter hockey              Class participation    (sticks and ball)
games.                             c.   Scooter soccer                                    Modified Soccer
                                   d.   Scooter ultimate            Daily review          Cage Ball
                                   e.   Scooter cage ball                                 Games Book
                                                                    Peer assessments

                                                                    Unit quiz             Refer to Appendix C for
                                                                                          the study guide and unit
                                                                                          quiz.

                                                                                          Refer to Appendix A
                                                                                          (Books) and Appendix B
                                                                                          (Web Sites) for further
                                                                                          information.
                                                     Grades 7 & 8 – Physical Education Curriculum
                                                                  Life Time Activities
                                                                      Unit: Bocce



                                                Physical Education Curriculum – Grades 7 & 8 – Bocce
      Knowledge/Skills/                Standards &              Learning Experiences                 Interim                       Resources
        Understandings                  Indicators                                                 Assessments
          (Objectives)
Students will be able to state       2.5.8.C.3           Class discussion and or internet            Unit quiz.            Study guide (Refer to
the history of bocce.                2.5.8.B.1,2,3       research.                                                         Appendix C for study guide
                                     2.5.8.C.1,2                                                                           and unit quiz.)
                                     2.5.8A.1,2,4
Students will be able                                                       Skills                   Teacher observation   Bocce set
demonstrate the necessary                                Toss
skills for participating in Bocce.                           a. Underhand                            Class participation
                                                             b. Backspin
                                                             c. Topspin                              Peer coaching
Students will be able to                                               Strategies                    Teacher observation   Bocce set
understand strategies involved                               a. Aim
in successful game play.                                     b. Knocking out                         Class participation
                                                             c. To get as close to the pin ball as
                                                                possible                             Peer coaching

Students will be able to                                           Rules and Regulations             Teacher observation   Bocce set
acquire knowledge of rules for                               a. Scoring
official game play.                                          b. Start of game                        Class participation
                                                             c. Infractions
                                                                                                     Peer coaching

                                                                                                     Unit quiz.            Refer to Appendix C for
                                                                                                                           the study guide and unit
                                                                                                                           quiz.

                                                                                                                           Refer to Appendix A
(Books) and Appendix B
(Web sites) for further
information.
                                                 Grades 7 & 8 – Physical Education Curriculum
                                                               Lifetime Activities
                                                                    Unit: Golf



                                             Physical Education Curriculum – Grades 7 & 8 – Golf
      Knowledge/Skills/            Standards &              Learning Experiences                  Interim                Resources
        Understandings              Indicators                                                  Assessments
          (Objectives)
Students will be able to state   2.5.8.A.1,2,4       Class discussion and or internet      Unit quiz.            Study guide. (Refer to
the history of golf.             2.5.8.B.1,2,3       research.                                                   Appendix C for study guide
                                 2.5.8C.1,2                                                                      and unit quiz.)
Students will be able to                                                Skills             Teacher observation   Golf Clubs
understand the basic skills of                       Grip                                                        Golf Balls
swinging a golf club.                                    a. Overlapping                    Class participation   Tape Measure
                                                         b. Interlocking                                         Tape
                                                     Stance                                Peer coaching         Hula Hoops
                                                         a. Foot position
                                                         b. Balance                        Measured shots for
                                                     Backswing                             distance
                                                     Downswing
                                                     Follow through
                                                     Weight transfer
Students will be able to gain                                    Club Selection            Teacher observation   Golf Clubs
knowledge of angle, pitch and                            a. Irons                                                Golf Balls
distance with regard to club                             b. Woods                          Class participation   Tape Measure
selection.                                               c. Wedge/pitching, and                                  Tape
                                                         d. Putter                         Peer coaching         Hula Hoops

                                                                                           Skill assessment
Students will be able to                                              Strategies           Teacher observation   Golf Clubs
implement strategies when                                a.   Short game                                         Golf Balls
applicable.                                              b.   Long game                    Class participation   Tape Measure
                                                         c.   Scoring                                            Tape
                                                         d.   Handicap                     Peer coaching         Score Cards
                                                                                                                 Pencils
Reciprocal checklist

Unit quiz.             Refer to Appendix C for
                       the study guide and unit
                       quiz.

                       Refer to Appendix A
                       (Books) and Appendix B
                       (Web Sites) for further
                       information.
                                                 Grades 7 & 8 – Physical Education Curriculum
                                                               Lifetime Activities
                                                                  Unit: Baggo



                                            Physical Education Curriculum – Grades 7 & 8 – Baggo
      Knowledge/Skills/            Standards &              Learning Experiences                 Interim                 Resources
        Understandings              Indicators                                                 Assessments
          (Objectives)
Students will be able to state   2.5.8.A.1,2,4       Class discussion and or internet      Unit quiz.            Study guide. (Refer to
the history of Baggo.            2.5.8.B.1,2,4       research.                                                   Appendix C for study guide
                                 2.5.8.C.1,2                                                                     and unit quiz.)
Students will be able to                                               Skills              Teacher observation   Baggo Board
acquire skills necessary for                             a. Tossing                                              Bean Bags
success in Baggo.                                        b. Aiming                         Class participation
                                                         c. Follow through
                                                                                           Peer coaching
Students will be able to                                     Rules and Regulations         Teacher observation   Bean Bags
understand the rules and                                 a. Scoring                                              Baggo Board
regulations of official Baggo                            b. Illegal moves                  Class participation
play.
                                                                                           Peer coaching
Students will be able to                                               Games               Teacher observation   Bean Bags
engage in activities that                                a. Singles                                              Baggo Board
promote active lifestyles.                               b. Doubles                        Class participation

                                                                                           Peer coaching

                                                                                           Unit quiz.
                                                  Grades 7 & 8 – Physical Education Curriculum
                                                                 Unit: Ping Pong



                                           Physical Education Curriculum – Grades 7 & 8 – Ping Pong
      Knowledge/Skills/             Standards &              Learning Experiences                  Interim                Resources
        Understandings               Indicators                                                 Assessments
          (Objectives)
Students will be able to state    2.5.8.A.1,2,4       Class discussion and or internet      Unit quiz             Study guide (Refer to
the history of ping pong.         2.5.8.B.1,2,3       research                                                    Appendix C for study guide
                                  2.5.8.C.1,2                                                                     and unit quiz.)

Students will be able to                                                 Skills             Teacher observation   Ping Pong Tables
demonstrate proper grip of                            Grip                                                        Net
racquets.                                                                                   Class participation   Racquets
                                                                                                                  Ping Pong Balls
                                                                                            Peer coaching         Check - List
Students will be able to                              Strokes                               Teacher observation   Ping Pong Tables
perform the various strokes                           a. Forehand                                                 Net
involved in the match.                                b. Backhand                           Class participation   Racquets
                                                      c. Serve                                                    Ping Pong Balls
                                                      d. Smash                              Peer coaching         Check - List
                                                      e. Drop shot
Students will be able to design                                      Strategies             Teacher observation   Ping Pong Tables
strategies that lead to greater                       a. Top spin                                                 Net
success in play.                                      b. Back spin                          Class participation   Racquets
                                                      c. Ball placement                                           Ping Pong Balls
                                                                                            Peer coaching         Check- List
Students will be able to                                         Rules and Regulations      Teacher observation   Ping Pong Tables
understand and utilize rules                          a. Illegal hits                                             Net
required for official match                           b. Infractions                        Class participation   Racquets
play.                                                 c. Scoring                                                  Ping Pong Balls
                                                                                            Peer coaching         Check – List
Students will be able to apply                     Games   Teacher observation   Ping Pong Tables
knowledge and skills into        a. Singles play                                 Net
match and tournament play.       b. Doubles play           Class participation   Racquets
                                                                                 Ping Pong Balls
                                                           Peer coaching         Check – List
                                                                                 “Games” Textbook
                                                           Score cards

                                                           Tournament            Refer to Appendix A
                                                                                 (Books) and Appendix B
                                                                                 (Web Sites) for further
                                                                                 information.
                                                Grades 7 & 8 – Physical Education Curriculum
                                                            Unit: Power Walking



                                         Physical Education Curriculum – Grades 7 & 8 – Power Walking
      Knowledge/Skills/             Standards &              Learning Experiences                 Interim                       Resources
       Understandings                Indicators                                                Assessments
         (Objectives)
Students will be able to          2.5.8.A.1,2,3,4                       Skills                 Teacher observation     Trail
understand and perform skills     2.5.8.B.2,3        a. Foot position                                                  Watch
required to power walk for        2.5.8.C.1,2        b. Stride                                 Class participation     VCR/TV
endurance exercise.                                  c. Arm swing
                                                                                               Peer coaching
Students will be able to recall                                        Concepts                Teacher observation     Trail
health benefits of                                   a.   Target heart rate                                            Watch
cardiovascular conditioning                          b.   Target zone                          Class participation
from health and apply it to                          c.   Health fitness
their fitness program.                               d.   Components                           Peer coaching
                                                     e.   Pace/stride
                                                     f.   Rhythm in breathing

Students will be able to                                         Distance Walk                 Teacher observation     Trail
engage in a lifetime activity                        a. ½ mile                                                         Watch
that promotes health and                             b. 1 mile                                 Class participation     Calculator
well-being.                                          c. Timed walk                                                     Pencil/Paper
                                                                                               Peer coaching


                                                                                                                       Refer to Appendix A
                                                                                                                       (Books) and Appendix B
                                                                                                                       (Web Sites) for further
                                                                                                                       information.


Benchmark Assessment (Performance Task): Description
*** 21Century Skills and Interdisciplinary Connections to be embedded into the unit’s learning experiences and appropriately noted.
                        New Jersey Core Curriculum Content Standards
                                             for
                         Comprehensive Health and Physical Education
                                             INTRODUCTION

Comprehensive Health and Physical Education in the 21st Century

Health literacy is an integral component of 21st century education. Healthy students are learners who are
“knowledgeable and productive, [and] also emotionally and physically healthy, motivated, civically engaged,
prepared for work and economic self-sufficiency, and ready for the world beyond their own borders”
(ASCD, 2004). As part of the state’s initiative to prepare students to function optimally as global citizens and
workers, the contemporary view of health and physical education focuses on taking personal responsibility
for one’s health through an active, healthy lifestyle that fosters a lifelong commitment to wellness. The
mission and vision for comprehensive health and physical education reflects this perspective:
Mission: Knowledge of health and physical education concepts and skills empowers students to assume
lifelong responsibility to develop physical, social, and emotional wellness.

Vision: A quality comprehensive health and physical education program fosters a population that:

       Maintains physical, social, and emotional health by practicing healthy behaviors and goal
       setting.
       Engages in a physically active lifestyle.
       Is knowledgeable about health and wellness and how to access health resources.
       Recognizes the influence of media, technology, and culture in making informed health-related
       decisions as a consumer of health products and services.
       Practices effective cross-cultural communication, problem solving, negotiation, and conflict
       resolution skills.
       Is accepting and respectful of individual and cultural differences.
       Advocates for personal, family, community, and global wellness and is knowledgeable about
       national and international public health and safety issues.

Intent and Spirit of the Comprehensive Health and Physical Education Standards

All students participate in a comprehensive, sequential, health and physical education program that
emphasizes the natural interdisciplinary connection between wellness and health and physical education. The
standards provide a blueprint for curriculum development, instruction, and assessment that reflects the latest
research-based platform for effective health and physical education programs. The primary focus of the
standards is on the development of knowledge and skills that influence healthy behaviors within the context
of self, family, school, and the local and global community. The 2009 revised standards incorporate the
current thinking and best practices found in health and physical education documents published by national
content-specific organizations as well as public health and other education organizations and agencies.

Revised Standards

The Comprehensive Health and Physical Education Standards provide the foundation for creating local
curricula and meaningful assessments. Revisions to the standards include cumulative progress indicators that
reflect:

           o Recently enacted legislation outlined in the section below

                                                 Page 74 of 106
            o An emphasis on health literacy, a 21st century theme
            o Global perspectives about health and wellness through comparative analysis of health-related
              issues, attitudes, and behaviors in other countries
            o Inclusion of additional skills related to traffic safety, fire safety, and accident and poison
              prevention
            o Increased awareness of and sensitivity to the challenges related to individuals with disabilities

The 2009 standards continue to incorporate New Jersey Legislative Statutes related to the health and well-
being of students in New Jersey public schools, including those enacted from 2004 – 2008:

       Gang Violence Prevention Bill: N.J.S.A. 18A:35-4.26 (2006) requires instruction in gang violence
       prevention.
       Organ Donation Bill: N.J.S.A. 18A:7F-4.3 (2008) requires instruction in grades 9 through 12 about
       organ donation and the benefits of organ and tissue donation.
       Suicide Prevention Bill: N.J.S.A. 18A:6-111 (2004) requires instruction in suicide prevention and
       related mental health issues.

Resources

Association for Supervision and Curriculum Development. (2004). The whole child. Online:
       http://www.ascd.org/programs/THE_WHOLE_CHILD.aspx

Centers for Disease Control and Prevention. (2009). Health education curriculum analysis tool. Atlanta, GA:
       Author.

Centers for Disease Control and Prevention. (2006). Physical education curriculum analysis tool. Atlanta,
       GA: Author.

Joint Committee on National Health Education Standards. (2007). National health education standards:
       Achieving health excellence. Atlanta, GA: American Cancer Society.

Lohrmann, D. K. (2005). Creating a healthy school. Alexandria, VA: Association for Supervision and
      Curriculum Development.

National Association for Sport and Physical Education. (2004). Moving into the future: National standards
       for physical education. Reston, VA: American Alliance for Health, Physical Education, Recreation,
       and Dance.

National Association of State Boards of Education. (2008). Center for safe and healthy schools. Online:
       http://www.nasbe.org/index.php/shs

New Jersey State Department of Education. (2004). Core curriculum content standards in comprehensive
      health and physical education. Online: http://www.nj.gov/education/aps/cccs/chpe/standards.htm

Partnership for 21st Century Skills.         (2005).     Framework   for   21st   century learning.    Online:
       http://www.21stcenturyskills.org

Hyperlinks:

Health Literacy includes:


                                                 Page 75 of 106
      Obtaining, interpreting, and understanding basic health information and services and using such
      information and services in ways that are health enhancing.
      Understanding preventive physical and mental health measures, including proper diet, nutrition,
      exercise, risk avoidance, and stress reduction.
      Using available information to make appropriate health-related decisions.
      Establishing and monitoring personal and family health goals.

                                                                   (Partnership for 21st Century Skills, 2005)

New Jersey Legislative Statutes Summary
      Accident and Fire Prevention (N.J.S.A. 18A:6-2) requires instruction in accident and fire
      prevention.
      Regular courses of instruction in accident prevention and fire prevention shall be given in every
      public and private school in this state. Instruction shall be adapted to the understanding of students at
      different grade levels.

      Breast Self-Examination (N.J.S.A. 18A:35-5.4) requires instruction on breast self-examination.
      Each board of education which operates an educational program for students in grades 7 through 12
      shall offer instruction in breast self-examination. The instruction shall take place as part of the
      district’s implementation of the Core Curriculum Content Standards in Comprehensive Health and
      Physical Education, and the comprehensive health and physical education curriculum framework
      shall provide school districts with sample activities that may be used to support implementation of the
      instructional requirement.

      Bullying Prevention Programs (N.J.S.A. 18A:37- 17) requires the establishment of bullying
      prevention programs.
      Schools and school districts are encouraged to establish bullying prevention programs and other
      initiatives involving school staff, students, administrators, volunteers, parents, law enforcement, and
      community members. To the extent funds are appropriated for these purposes, a school district shall:
      (1) provide training on the school district’s harassment, intimidation, or bullying policies to school
      employees and volunteers who have significant contact with students; and (2) develop a process for
      discussing the district’s harassment, intimidation, or bullying policy with students. Information
      regarding the school district policy against harassment, intimidation, or bullying shall be incorporated
      into a school’s employee training program.

      Cancer Awareness (N.J.S.A. 18A:40-33) requires the development of a school program on
      cancer awareness.
      The Commissioner of Education, in consultation with the State school boards, shall develop a cancer
      awareness program appropriate for school-aged children.

      Domestic Violence Education (N.J.S.A. 18A:35-4.23) allows instruction on problems related to
      domestic violence and child abuse.
      A board of education may include instruction on the problems of domestic violence and child abuse
      in an appropriate place in the curriculum of elementary school, middle school, and high school
      pupils. The instruction shall enable pupils to understand the psychology and dynamics of family
      violence, dating violence, and child abuse; the relationship of alcohol and drug use to such violence
      and abuse; and the relationship of animal cruelty to such violence and abuse; and to learn methods of
      nonviolent problem-solving.

      Gang Violence Prevention (18A:35-4.26) requires instruction in gang violence prevention for
      elementary school students.
                                                Page 76 of 106
Each board of education that operates an educational program for elementary school students shall
offer instruction in gang violence prevention and in ways to avoid membership in gangs. The
instruction shall take place as part of the district’s implementation of the Core Curriculum Content
Standards in Comprehensive Health and Physical Education, and the comprehensive health and
physical education curriculum framework shall provide school districts with sample materials that
may be used to support implementation of the instructional requirement.

Health, Safety, and Physical Education (N.J.S.A.18A:35) requires that all students in grades 1
through 12 participate in at least two and one-half hours of health, safety, and physical
education in each school week.
Every pupil, except kindergarten pupils, attending the public schools, insofar as he or she is
physically fit and capable of doing so, as determined by the medical inspector, shall take such
courses, which shall be a part of the curriculum prescribed for the several grades, and the conduct and
attainment of the pupils shall be marked as in other courses or subjects, and the standing of the pupil
in connection therewith shall form a part of the requirements for promotion or graduation. The time
devoted to such courses shall aggregate at least two and one-half hours in each school week, or
proportionately less when holidays fall within the week.

Drugs, Alcohol, Tobacco, Controlled Dangerous Substances, and Anabolic Steroids (N.J.S.A.
18A:40A-1) requires instructional programs on drugs, alcohol, anabolic steroids, tobacco, and
controlled dangerous substances and the development of curriculum guidelines.
Instructional programs on the nature of drugs, alcohol, anabolic steroids, tobacco, and controlled
dangerous substances, as defined in section 2 of P.L.1970, c.226 (C.24:21-2), and their physiological,
psychological, sociological, and legal effects on the individual, the family, and society shall be taught
in each public school and in each grade from kindergarten through 12 in a manner adapted to the age
and understanding of the pupils. The programs shall be based upon the curriculum guidelines
established by the Commissioner of Education and shall be included in the curriculum for each grade
in such a manner as to provide a thorough and comprehensive treatment of the subject.

Lyme Disease Prevention (N.J.S.A. 18A:35-5.1) requires the development of Lyme disease
curriculum guidelines.
The guidelines shall emphasize disease prevention and sensitivity for victims of the disease. The
Commissioner of Education shall periodically review and update the guidelines to insure that the
curriculum reflects the most current information available.

Organ Donation (N.J.S.A. 18A:7F-4.3) requires information relative to organ donation to be
given to students in grades 9 through 12.
The goals of the instruction shall be to:
   o Emphasize the benefits of organ and tissue donation to the health and well-being of society
       generally and to individuals whose lives are saved by organ and tissue donations, so that
       students will be motivated to make an affirmative decision to register as donors when they
       become adults.
   o Fully address myths and misunderstandings regarding organ and tissue donation.
   o Explain the options available to adults, including the option of designating a decision-maker
       to make the donation decision on one’s behalf.
   o Instill an understanding of the consequences when an individual does not make a decision to
       become an organ donor and does not register or otherwise record a designated decision-
       maker.
 The instruction shall inform students that, beginning five years from the date of enactment of
 P.L.2008, c.48 (C.26:6-66 et al.), the New Jersey Motor Vehicle Commission will not issue or
 renew a New Jersey driver’s license or personal identification card unless a prospective or renewing

                                          Page 77 of 106
 licensee or card holder makes an acknowledgement regarding the donor decision pursuant to section
 8 of P.L.2008, c.48 (C.39:3-12.4). The Commissioner of Education, through the non-public school
 liaison in the Department of Education, shall make any related instructional materials available to
 private schools educating students in grades 9 through 12, or any combination thereof. Such schools
 are encouraged to use the instructional materials at the school; however, nothing in this subsection
 shall be construed to require such schools to use the materials.

Sexual Assault Prevention (N.J.S.A. 18A:35-4.3) requires the development of a sexual assault
prevention education program.
The Department of Education in consultation with the advisory committee shall develop and establish
guidelines for the teaching of sexual assault prevention techniques for utilization by local school
districts in the establishment of a sexual assault prevention education program. Such program shall
be adapted to the age and understanding of the pupils and shall be emphasized in appropriate places
of the curriculum sufficiently for a full and adequate treatment of the subject.

Stress Abstinence (N.J.S.A. 18A:35-4.19-20), also known as the “AIDS Prevention Act of 1999,”
requires sex education programs to stress abstinence.
Any sex education that is given as part of any planned course, curriculum, or other instructional
program and that is intended to impart information or promote discussion or understanding in regard
to human sexual behavior, sexual feelings and sexual values, human sexuality and reproduction,
pregnancy avoidance or termination, HIV infection or sexually transmitted diseases, regardless of
whether such instruction is described as, or incorporated into, a description of “sex education,”
“family life education,” “family health education,” “health education,” “family living,” “health,”
“self esteem,” or any other course, curriculum program, or goal of education, and any materials
including, but not limited, to handouts, speakers, notes, or audiovisuals presented on school property
concerning methods for the prevention of acquired immune deficiency syndrome (HIV/AIDS), other
sexually transmitted diseases, and of avoiding pregnancy, shall stress that abstinence from sexual
activity is the only completely reliable means of eliminating the sexual transmission of HIV/AIDS
and other sexually transmitted diseases and of avoiding pregnancy.

Suicide Prevention (N.J.S.A. 18A: 6-111) requires instruction in suicide prevention in public
schools.
Instruction in suicide prevention shall be provided as part of any continuing education that public
school teaching staff members must complete to maintain their certification; and inclusion of suicide
prevention awareness shall be included in the Core Curriculum Content Standards in Comprehensive
Health and Physical Education.




                                        Page 78 of 106
Content Area         Comprehensive Health and Physical Education
Standard              2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
Strand                A. Personal Growth and Development
By the Content Statement                                                CPI #       Cumulative Progress Indicator (CPI)
end of
grade
P        Developing self-help skills and personal hygiene skills        2.1.P.A.1   Develop an awareness of healthy habits (e.g., use clean tissues, wash hands, handle
         promotes healthy habits.                                                   food hygienically, brush teeth, and dress appropriately for the weather).
                                                                        2.1.P.A.2   Demonstrate emerging self-help skills (e.g., develop independence when pouring,
                                                                                    serving, and using utensils and when dressing and brushing teeth).
2        Health-enhancing behaviors contribute to wellness.             2.1.2.A.1   Explain what being “well” means and identify self-care practices that support
                                                                                    wellness.
                                                                        2.1.2.A.2   Use correct terminology to identify body parts, and explain how body parts work
                                                                                    together to support wellness.
4        The dimensions of wellness are interrelated and impact         2.1.4.A.1   Explain the physical, social, emotional, and mental dimensions of personal
         overall personal well-being.                                               wellness and how they interact.
                                                                        2.1.4.A.2   Determine the relationship of personal health practices and behaviors on an
                                                                                    individual’s body systems.
6        Staying healthy is a lifelong process that includes all        2.1.6.A.1   Explain how health data can be used to assess and improve each dimension of
         dimensions of wellness.                                                    personal wellness.
                                                                        2.1.6.A.2   Relate how personal lifestyle habits, environment, and heredity influence growth
                                                                                    and development in each life stage.
                                                                        2.1.6.A.3   Determine factors that influence the purchase of healthcare products and use of
                                                                                    personal hygiene practices.
8        Developing and maintaining wellness requires ongoing           2.1.8.A.1   Assess and apply health data to enhance each dimension of personal wellness.
         evaluation of factors impacting health and modifying lifestyle 2.1.8.A.2   Compare and contrast the impact of genetics, family history, personal health
         behaviors accordingly.                                                     practices, and environment on personal growth and development in each life stage.
                                                                        2.1.8.A.3   Relate advances in technology to maintaining and improving personal health.
                                                                        2.1.8.A.4   Determine the impact of marketing techniques on the use of personal hygiene
                                                                                    products, practices, and services.
12       Developing and maintaining wellness requires ongoing           2.1.12.A.1 Analyze the role of personal responsibility in maintaining and enhancing personal,
         evaluation of factors impacting health and modifying lifestyle             family, community, and global wellness.
         behaviors accordingly.                                         2.1.12.A.2 Debate the social and ethical implications of the availability and use of technology
                                                                                    and medical advances to support wellness.




                                                                            Page 79 of 106
Content Area         Comprehensive Health and Physical Education
Standard             2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
Strand               B. Nutrition
By the Content Statement                                                CPI #       Cumulative Progress Indicator (CPI)
end of
grade
P        Developing the knowledge and skills necessary to make          2.1.P.B.1   Explore foods and food groups (e.g., compare and contrast foods representative of
         nutritious food choices promotes healthy habits.                           various cultures by taste, color, texture, smell, and shape).
                                                                        2.1.P.B.2   Develop awareness of nutritious food choices (e.g., participate in classroom
                                                                                    cooking activities, hold conversations with knowledgeable adults about daily
                                                                                    nutritious meal and snack offerings).
2        Choosing a balanced variety of nutritious foods contributes to 2.1.2.B.1   Explain why some foods are healthier to eat than others.
         wellness.                                                      2.1.2.B.2   Explain how foods in the food pyramid differ in nutritional content and value.
                                                                        2.1.2.B.3   Summarize information about food found on product labels.
4        Choosing a balanced variety of nutritious foods contributes to 2.1.4.B.1   Explain how healthy eating provides energy, helps to maintain healthy weight,
         wellness.                                                                  lowers risk of disease, and keeps body systems functioning effectively.
                                                                        2.1.4.B.2   Differentiate between healthy and unhealthy eating practices.
                                                                        2.1.4.B.3   Create a healthy meal based on nutritional content, value, calories, and cost.
                                                                        2.1.4.B.4   Interpret food product labels based on nutritional content.
6        Eating patterns are influenced by a variety of factors.        2.1.6.B.1   Determine factors that influence food choices and eating patterns.
                                                                        2.1.6.B.2   Summarize the benefits and risks associated with nutritional choices, based on
                                                                                    eating patterns.
                                                                        2.1.6.B.3   Create a daily balanced nutritional meal plan based on nutritional content, value,
                                                                                    calories, and cost.
                                                                        2.1.6.B.4   Compare and contrast nutritional information on similar food products in order to
                                                                                    make informed choices.
8        Eating patterns are influenced by a variety of factors.        2.1.8.B.1   Analyze how culture, health status, age, and eating environment influence personal
                                                                                    eating patterns and recommend ways to provide nutritional balance.
                                                                        2.1.8.B.2   Identify and defend healthy ways for adolescents to lose, gain, or maintain weight.
                                                                        2.1.8.B.3   Design a weekly nutritional plan for families with different lifestyles, resources,
                                                                                    special needs, and cultural backgrounds.
                                                                        2.1.8.B.4   Analyze the nutritional values of new products and supplements.
12       Applying basic nutritional and fitness concepts to lifestyle   2.1.12.B.1 Determine the relationship of nutrition and physical activity to weight loss, weight
         behaviors impacts wellness.                                                gain, and weight maintenance.
                                                                        2.1.12.B.2 Compare and contrast the dietary trends and eating habits of adolescents and young
                                                                                    adults in the United States and other countries.
                                                                        2.1.12.B.3 Analyze the unique contributions of each nutrient class (fats, carbohydrates,
                                                                                    protein, water, vitamins, and minerals) to one’s health.




                                                                            Page 80 of 106
Content Area         Comprehensive Health and Physical Education
Standard             2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
Strand               C. Diseases and Health Conditions
By the Content Statement                                                CPI #       Cumulative Progress Indicator (CPI)
end of
grade
P        Developing self-help skills and personal hygiene skills        2.1.P.C.1   Develop an awareness of healthy habits (e.g., use clean tissues, wash hands, handle
         promotes healthy habits.                                                   food hygienically, brush teeth, and dress appropriately for the weather).
2        Knowledge about diseases and disease prevention promotes       2.1.2.C.1   Summarize symptoms of common diseases and health conditions.
         health-enhancing behaviors.                                    2.1.2.C.2   Summarize strategies to prevent the spread of common diseases and health
                                                                                    conditions.
                                                                        2.1.2.C.3   Determine how personal feelings can affect one’s wellness.
4        The use of disease prevention strategies in home, school, and  2.1.4.C.1   Explain how most diseases and health conditions are preventable.
         community promotes personal health.                            2.1.4.C.2   Justify how the use of universal precautions, sanitation and waste disposal, proper
                                                                                    food handling and storage, and environmental controls prevent diseases and health
                                                                                    conditions.
                                                                        2.1.4.C.3   Explain how mental health impacts one’s wellness.
6        The early detection and treatment of diseases and health       2.1.6.C.1   Summarize means of detecting and treating diseases and health conditions that are
         conditions impact one’s health.                                            prevalent in adolescents.
                                                                        2.1.6.C.2   Determine the impact of public health strategies in preventing diseases and health
                                                                                    conditions.
                                                                        2.1.6.C.3   Compare and contrast common mental illnesses (such as depression, anxiety and
                                                                                    panic disorders, and phobias) and ways to detect and treat them.
8        The prevention and control of diseases and health conditions   2.1.8.C.1   Evaluate emerging methods to diagnose and treat diseases and health conditions
         are affected by many factors.                                              that are common in young adults in the United States and other countries, including
                                                                                    hepatitis, sexually transmitted infections, HIV/AIDS, breast cancer, HPV, and
                                                                                    testicular cancer.
                                                                        2.1.8.C.2   Analyze local, state, national, and international public health efforts to prevent and
                                                                                    control diseases and health conditions.
                                                                        2.1.8.C.3   Analyze the impact of mental illness (e.g., depression, impulse disorders such as
                                                                                    gambling or shopping, eating disorders, and bipolar disorders) on physical, social,
                                                                                    and emotional well-being.
12       Personal health is impacted by family, community, national,    2.1.12.C.1 Predict diseases and health conditions that may occur during one’s lifespan and
         and international efforts to prevent and control diseases and              speculate on potential prevention and treatment strategies.
         health conditions.                                             2.1.12.C.2 Develop strategies that will impact local, state, national, and international public
                                                                                    health efforts to prevent and control diseases and health conditions.
                                                                        2.1.12.C.3 Determine the emotional, social, and financial impact of mental illness on the
                                                                                    family, community, and state.
                                                                        2.1.12.C.4 Relate advances in medicine and technology to the diagnosis and treatment of
                                                                                    mental illness.




                                                                              Page 81 of 106
Content Area       Comprehensive Health and Physical Education
Standard           2.1 Wellness: ALL STUDENTS WILL ACQUIRE HEALTH PROMOTION CONCEPTS AND SKILLS TO SUPPORT A HEALTHY,
                   ACTIVE LIFESTYLE.
Strand             D. Safety
By the   Content Statement                                     CPI # Cumulative Progress Indicator (CPI)
end of
grade
P        Developing an awareness of potential hazards in the              2.1.P.D.1     Use safe practices indoors and out (e.g., wear bike helmets, walk in the classroom,
         environment impacts personal health and safety.                                understand how to participate in emergency drills, and understand why car seats
                                                                                        and seat belts are used).
                                                                          2.1.P.D.2     Develop an awareness of warning symbols and their meaning (e.g., red light, stop
                                                                                        sign, poison symbol, etc.).
                                                                          2.1.P.D.3     Identify community helpers who assist in maintaining a safe environment.
                                                                          2.1.P.D.4     Know how to dial 911 for help.
2        Using personal safety strategies reduces the number of           2.1.2.D.1     Identify ways to prevent injuries at home, school, and in the community (e.g., fire
         injuries to self and others.                                                   safety, poison safety, accident prevention).
                                                                          2.1.2.D.2     Differentiate among the characteristics of strangers, acquaintances, and trusted
                                                                                        adults and describe safe and appropriate behaviors/touches.
                                                                          2.1.2.D.3     Identify procedures associated with pedestrian, bicycle, and traffic safety.
4        Identifying unsafe situations and choosing appropriate ways      2.1.4.D.1     Determine the characteristics of safe and unsafe situations and develop strategies to
         to reduce or eliminate risks contributes to the safety of self                 reduce the risk of injuries at home, school, and in the community (e.g., fire safety,
         and others.                                                                    poison safety, accident prevention).
                                                                          2.1.4.D.2     Summarize the various forms of abuse and ways to get help.
                                                                          2.1.4.D.3     Examine the impact of unsafe behaviors when traveling in vehicles, as a pedestrian,
                                                                                        and when using other modes of transportation.
         Applying first-aid procedures can minimize injury and save       2.1.4.D.4     Demonstrate simple first-aid procedures for choking, bleeding, burns, and
         lives.                                                                         poisoning.
6        Identifying unsafe situations and choosing appropriate ways      2.1.6.D.1     Summarize the common causes of intentional and unintentional injuries in
         to reduce or eliminate risks contributes to the safety of self                 adolescents and related prevention strategies.
         and others.                                                      2.1.6.D.2     Explain what to do if abuse is suspected or occurs.
                                                                          2.1.6.D.3     Summarize the components of the traffic safety system and explain how people
                                                                                        contribute to making the system effective.
         Applying first-aid procedures can minimize injury and save       2.1.6.D.4     Assess when to use basic first-aid procedures.
         lives.




                                                                             Page 82 of 106
By the   Content Statement                                            CPI #         Cumulative Progress Indicator (CPI)
end of
grade
8        Evaluating the potential for injury prior to engaging in     2.1.8.D.1     Assess the degree of risk in a variety of situations and identify strategies to reduce
         unhealthy/risky behaviors impacts choices.                                 intentional and unintentional injuries to self and others.
                                                                      2.1.8.D.2     Describe effective personal protection strategies used in public places and what to
                                                                                    do when one’s safety is compromised.
                                                                      2.1.8.D.3     Analyze the causes and the consequences of noncompliance with the traffic safety
                                                                                    system.
         Applying first-aid procedures can minimize injury and save   2.1.8.D.4     Demonstrate first-aid procedures, including victim and situation assessment, Basic
         lives.                                                                     Life Support, and the care of head trauma, bleeding and wounds, burns, fractures,
                                                                                    shock, and poisoning.
12       Evaluating the potential for injury prior to engaging in     2.1.12.D.1    Determine the causes and outcomes of intentional and unintentional injuries in
         unhealthy/risky behaviors impacts choices.                                 adolescents and young adults and propose prevention strategies.
                                                                      2.1.12.D.2    Explain ways to protect against abuse and all forms of assault and what to do if
                                                                                    assaulted.
                                                                      2.1.12.D.3    Analyze the relationship between alcohol and drug use and the incidence of motor
                                                                                    vehicle crashes.
                                                                      2.1.12.D.4    Develop a rationale to persuade peers to comply with traffic safety laws and avoid
                                                                                    driving distractors.
                                                                      2.1.12.D.5    Summarize New Jersey motor vehicle laws and regulations and determine their
                                                                                    impact on health and safety (e.g., organ/tissue donation, seatbelt use, and the use of
                                                                                    hand-held devices).
         Applying first-aid procedures can minimize injury and save   2.1.12.D.6    Demonstrate first-aid procedures, including Basic Life Support and automatic
         lives.                                                                     external defibrillation, caring for head trauma, bone and joint emergencies, caring
                                                                                    for cold and heat injuries, and responding to medical emergencies.




                                                                         Page 83 of 106
Content Area       Comprehensive Health and Physical Education
Standard           2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
Strand             E. Social and Emotional Health
By the   Content Statement                                             CPI #      Cumulative Progress Indicator (CPI)
end of
grade
2        Many factors at home, school, and in the community impact     2.1.2.E.1  Identify basic social and emotional needs of all people.
         social and emotional health.                                  2.1.2.E.2  Determine possible causes of conflict between people and appropriate ways to
                                                                                  prevent and resolve them.
                                                                       2.1.2.E.3  Explain healthy ways of coping with common stressful situations experienced by
                                                                                  children.
4        Many factors at home, school, and in the community impact     2.1.4.E.1  Compare and contrast how individuals and families attempt to address basic human
         social and emotional health.                                             needs.
                                                                       2.1.4.E.2  Distinguish among violence, harassment, gang violence, discrimination, and
                                                                                  bullying and demonstrate strategies to prevent and resolve these types of conflicts.
         Stress management skills impact an individual’s ability to    2.1.4.E.3  Determine ways to cope with rejection, loss, and separation.
         cope with different types of emotional situations.            2.1.4.E.4  Summarize the causes of stress and explain ways to deal with stressful situations.
6        Social and emotional development impacts all components       2.1.6.E.1  Examine how personal assets and protective factors support healthy social and
         of wellness.                                                             emotional development.
         Respect and acceptance for individuals regardless of gender, 2.1.6.E.2   Make recommendations to resolve incidences of school and community conflict,
         sexual orientation, disability, ethnicity, socioeconomic                 violence, harassment, gang violence, discrimination, and bullying.
         background, religion, and/or culture provide a foundation for
         the prevention and resolution of conflict.
         Stress management skills impact an individual’s ability to    2.1.6.E.3  Compare and contrast ways that individuals, families, and communities cope with
         cope with different types of emotional situations.                       change, crisis, rejection, loss, and separation.
8        Social and emotional development impacts all components       2.1.8.E.1  Analyze how personal assets, resiliency, and protective factors support healthy
         of wellness.                                                             social and emotional health.
         Respect and acceptance for individuals regardless of gender, 2.1.8.E.2   Determine the effectiveness of existing home, school, and community efforts to
         sexual orientation, disability, ethnicity, socioeconomic                 address social and emotional health and prevent conflict.
         background, religion, and/or culture provide a foundation for
         the prevention and resolution of conflict.
         Stress management skills impact an individual’s ability to    2.1.8.E.3  Explain how culture influences the ways families and groups cope with crisis and
         cope with different types of emotional situations.                       change.
                                                                       2.1.8.E.4  Compare and contrast stress management strategies that are used to address various
                                                                                  types of stress-induced situations.
12       Respect and acceptance for individuals regardless of gender, 2.1.12.E.1 Predict the short- and long-term consequences of unresolved conflicts.
         sexual orientation, disability, ethnicity, socioeconomic      2.1.12.E.2 Analyze how new technologies may positively or negatively impact the incidence
         background, religion, and/or culture provide a foundation for            of conflict or crisis.
         the prevention and resolution of conflict.
         Stress management skills impact an individual’s ability to    2.1.12.E.3 Examine how a family might cope with crisis or change and suggest ways to
         cope with different types of emotional situations.                       restore family balance and function.
                                                                       2.1.12.E.4 Develop a personal stress management plan to improve/maintain wellness.


                                                                            Page 84 of 106
Content Area        Comprehensive Health and Physical Education
Standard            2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
Strand              A. Interpersonal Communication
By the Content Statement                                                 CPI #       Cumulative Progress Indicator (CPI)
end of
grade
2        Effective communication may be a determining factor in the      2.2.2.A.1   Express needs, wants, and feelings in health- and safety-related situations.
         outcome of health- and safety-related situations.
4        Effective communication may be a determining factor in the      2.2.4.A.1   Demonstrate effective interpersonal communication in health- and safety-related
         outcome of health- and safety-related situations.                           situations.

         Effective communication is the basis for strengthening          2.2.4.A.2     Demonstrate effective interpersonal communication when responding to
         interpersonal interactions and relationships and resolving                    disagreements or conflicts with others.
         conflicts.
6        Effective communication may be a determining factor in the      2.2.6.A.1     Demonstrate verbal and nonverbal interpersonal communication in various settings
         outcome of health- and safety-related situations.                             that impact the health of oneself and others.
         Effective communication is the basis for strengthening          2.2.6.A.2     Demonstrate use of refusal, negotiation, and assertiveness skills in different
         interpersonal interactions and relationships and resolving                    situations.
         conflicts.
8        Effective interpersonal communication encompasses respect       2.2.8.A.1     Compare and contrast verbal and nonverbal interpersonal communication strategies
         and acceptance for individuals regardless of gender, sexual                   in a variety of settings and cultures in different situations.
         orientation, disability, ethnicity, socioeconomic background,
         religion, and/or culture.
         Effective communication is the basis for strengthening          2.2.8.A.2     Demonstrate the use of refusal, negotiation, and assertiveness skills when
         interpersonal interactions and relationships and resolving                    responding to peer pressure, disagreements, or conflicts.
         conflicts.

12       Effective interpersonal communication encompasses respect       2.2.12.A.1    Employ skills for communicating with family, peers, and people from other
         and acceptance for individuals regardless of gender, sexual                   backgrounds and cultures that may impact the health of oneself and others.
         orientation, disability, ethnicity, socioeconomic background,
         religion, and/or culture.
         Effective communication is the basis for strengthening          2.2.12.A.2    Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts.
         interpersonal interactions and relationships and resolving
         conflicts.
         Technology increases the capacity of individuals to             2.2.12.A.3    Analyze the impact of technology on interpersonal communication in supporting
         communicate in multiple and diverse ways.                                     wellness and a healthy lifestyle.




                                                                            Page 85 of 106
Content Area        Comprehensive Health and Physical Education
Standard            2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
Strand              B. Decision-Making and Goal Setting
By the Content Statement                                                 CPI #       Cumulative Progress Indicator (CPI)
end of
grade
2        Effective decision-making skills foster healthier lifestyle     2.2.2.B.1   Explain what a decision is and why it is advantageous to think before acting.
         choices.                                                        2.2.2.B.2   Relate decision-making by self and others to one’s health.
                                                                         2.2.2.B.3   Determine ways parents, peers, technology, culture, and the media influence health
                                                                                     decisions.
                                                                         2.2.2.B.4   Select a personal health goal and explain why setting a goal is important.
4        Many health-related situations require the application of a     2.2.4.B.1   Use the decision-making process when addressing health-related issues.
         thoughtful decision-making process.                             2.2.4.B.2   Differentiate between situations when a health-related decision should be made
                                                                                     independently or with the help of others.
                                                                         2.2.4.B.3   Determine how family, peers, technology, culture, and the media influence thoughts,
                                                                                     feelings, health decisions, and behaviors.
                                                                         2.2.4.B.4   Develop a personal health goal and track progress.
6        Every health-related decision has short- and long-term          2.2.6.B.1   Use effective decision-making strategies.
         consequences and affects the ability to reach health goals.     2.2.6.B.2   Predict how the outcome(s) of a health-related decision may differ if an alternative
                                                                                     decision is made by self or others.
                                                                         2.2.6.B.3   Determine how conflicting interests may influence one’s decisions.
                                                                         2.2.6.B.4   Apply personal health data and information to support achievement of one’s short- and
                                                                                     long-term health goals.
8        Every health-related decision has short- and long-term          2.2.8.B.1   Predict social situations that may require the use of decision-making skills.
         consequences and affects the ability to reach health goals.     2.2.8.B.2   Justify when individual or collaborative decision-making is appropriate.
                                                                         2.2.8.B.3   Analyze factors that support or hinder the achievement of personal health goals during
                                                                                     different life stages.
12       Developing and implementing an effective personal wellness      2.2.12.B.1 Predict the short- and long-term consequences of good and poor decision-making on
         plan contributes to healthy decision-making over one’s                      oneself, friends, family, and others.
         lifetime.                                                       2.2.12.B.2 Evaluate the impact of individual and family needs on the development of a personal
                                                                                     wellness plan and address identified barriers.




                                                                               Page 86 of 106
Content Area        Comprehensive Health and Physical Education
Standard            2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
Strand              C. Character Development
By the   Content Statement                                                CPI #         Cumulative Progress Indicator (CPI)
end of
grade
2        Character traits are often evident in behaviors exhibited by     2.2.2.C.1     Explain the meaning of character and how it is reflected in the thoughts, feelings,
         individuals when interacting with others.                                      and actions of oneself and others.
                                                                          2.2.2.C.2     Identify types of disabilities and demonstrate appropriate behavior when interacting
                                                                                        with people with disabilities.
4        Personal core ethical values impact the health of oneself and    2.2.4.C.1     Determine how an individual’s character develops over time and impacts personal
         others.                                                                        health.
         Character building is influenced by many factors both positive   2.2.4.C.2     Explain why core ethical values (such as respect, empathy, civic mindedness, and
         and negative, such as acceptance, discrimination, bullying,                    good citizenship) are important in the local and world community.
         abuse, sportsmanship, support, disrespect, and violence.         2.2.4.C.3     Determine how attitudes and assumptions toward individuals with disabilities may
                                                                                        negatively or positively impact them.
6        Personal core ethical values impact the behavior of oneself      2.2.6.C.1     Explain how character and core ethical values can be useful in addressing
         and others.                                                                    challenging situations.
         Character building is influenced by many factors both positive   2.2.6.C.2     Predict situations that may challenge an individual’s core ethical values.
         and negative, such as acceptance, discrimination, bullying,
         abuse, sportsmanship, support, disrespect, and violence.         2.2.6.C.3     Develop ways to proactively include peers with disabilities at home, at school, and
                                                                                        in community activities.
8        Working together toward common goals with individuals of         2.2.8.C.1     Analyze strategies to enhance character development in individual, group, and team
         different abilities and from different backgrounds develops                    activities.
         and reinforces core ethical values.                              2.2.8.C.2     Analyze to what extent various cultures have responded effectively to individuals
                                                                                        with disabilities.
         Rules, regulations, and policies regarding behavior provide a    2.2.8.C.3     Hypothesize reasons for personal and group adherence, or lack of adherence, to
         common framework that supports a safe, welcoming                               codes of conduct at home, locally, and in the worldwide community.
         environment.
12       Individual and/or group pressure to be successful in             2.2.12.C.1    Analyze the impact of competition on personal character development.
         competitive activities can result in a positive or negative
         impact.
         Core ethical values impact behaviors that influence the health   2.2.12.C.2    Judge how individual or group adherence, or lack of adherence, to core ethical
         and safety of people everywhere.                                               values impacts the local, state, national, and worldwide community.
                                                                          2.2.12.C.3    Analyze current issues facing the disability community and make recommendations
                                                                                        to address those issues.




                                                                             Page 87 of 106
Content Area          Comprehensive Health and Physical Education
Standard              2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
Strand                D. Advocacy and Service
By the Content Statement                                                   CPI #       Cumulative Progress Indicator (CPI)
end of
grade
2        Service projects provide an opportunity to have a positive        2.2.2.D.1   Determine the benefits for oneself and others of participating in a class or school
         impact on the lives of self and others.                                       service activity.
4        Service projects provide an opportunity to have a positive        2.2.4.D.1   Explain the impact of participation in different kinds of service projects on
         impact on the lives of self and others.                                       community wellness.
6        Participation in social and health- or service-organization       2.2.6.D.1   Appraise the goals of various community or service-organization initiatives to
         initiatives have a positive social impact.                                    determine opportunities for volunteer service.
                                                                           2.2.6.D.2   Develop a position about a health issue in order to inform peers.

8         Effective advocacy for a health or social issue is based on      2.2.8.D.1      Plan and implement volunteer activities to benefit a local, state, national, or world
          communicating accurate and reliable research about the issue                    health initiative.
          and developing and implementing strategies to motivate           2.2.8.D.2      Defend a position on a health or social issue to activate community awareness and
          others to address the issue.                                                    responsiveness.
12        Effective advocacy for a health or social issue is based on      2.2.12.D.1     Plan and implement an advocacy strategy to stimulate action on a state, national, or
          communicating accurate and reliable research about the issue                    global health issue, including but not limited to, organ/tissue donation.
          and developing and implementing strategies to motivate
          others to address the issue.




                                                                               Page 88 of 106
Content Area       Comprehensive Health and Physical Education
Standard           2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
Strand             E. Health Services and Information
By the Content Statement                                                CPI #       Cumulative Progress Indicator (CPI)
end of
grade
P        Developing an awareness of potential hazards in the            2.2.P.E.1   Identify community helpers who assist in maintaining a safe environment.
         environment impacts personal health and safety.

2        Knowing how to locate health professionals in the home, at       2.2.2.E.1     Determine where to access home, school, and community health professionals.
         school, and in the community assists in addressing health
         emergencies and obtaining reliable information.
4        Communicating health needs to trusted adults and                 2.2.4.E.1     Identify health services and resources provided in the school and community and
         professionals assists in the prevention, early detection, and                  determine how each assists in addressing health needs and emergencies.
         treatment of health problems.                                    2.2.4.E.2     Explain when and how to seek help when experiencing a health problem.
6        Health literacy includes the ability to compare and evaluate     2.2.6.E.1     Determine the validity and reliability of different types of health resources.
         health resources.

         Communicating health needs to trusted adults and                 2.2.6.E.2     Distinguish health issues that warrant support from trusted adults or health
         professionals assists in the prevention, early detection, and                  professionals.
         treatment of health problems.
8        Potential solutions to health issues are dependent on health     2.2.8.E.1     Evaluate various health products, services, and resources from different sources,
         literacy and available resources.                                              including the Internet.
         Communicating health needs to trusted adults and                 2.2.8.E.2     Compare and contrast situations that require support from trusted adults or health
         professionals assists in the prevention, early detection, and                  professionals.
         treatment of health problems.
12       Potential solutions to health issues are dependent on health     2.2.12.E.1    Analyze a variety of health products and services based on cost, availability,
         literacy and available resources.                                              accessibility, benefits, and accreditation.
         Affordability and accessibility of healthcare impacts the        2.2.12.E.2    Determine the effect of accessibility and affordability of healthcare on family,
         prevention, early detection, and treatment of health problems.                 community, and global health.




                                                                             Page 89 of 106
Content Area       Comprehensive Health and Physical Education
Standard           2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to
                   support a healthy, active lifestyle.
Strand             A. Medicines
By the   Content Statement                                           CPI #       Cumulative Progress Indicator (CPI)
end of
grade
2        Medicines come in a variety of forms (prescription medicines,   2.3.2.A.1     Explain what medicines are and when some types of medicines are used.
         over-the-counter medicines, medicinal supplements), are used    2.3.2.A.2     Explain why medicines should be administered as directed.
         for numerous reasons, and should be taken as directed in
         order to be safe and effective.
4        Medicines come in a variety of forms (prescription medicines,   2.3.4.A.1     Distinguish between over-the-counter and prescription medicines.
         over-the-counter medicines, medicinal supplements), are used
         for numerous reasons, and should be taken as directed in        2.3.4.A.2     Determine possible side effects of common types of medicines.
         order to be safe and effective.
6        Medicines come in a variety of forms (prescription medicines,   2.3.6.A.1     Compare and contrast short- and long-term effects and the potential for abuse of
         over-the-counter medicines, medicinal supplements), are used                  commonly used over-the-counter and prescription medicines and herbal and
         for numerous reasons, and should be taken as directed in                      medicinal supplements.
         order to be safe and effective.                                 2.3.6.A.2     Compare information found on over-the-counter and prescription medicines.
8        Medicines come in a variety of forms (prescription medicines,   2.3.8.A.1     Explain why the therapeutic effects and potential risks of commonly used over-the-
         over-the-counter medicines, medicinal supplements), are used                  counter medicines, prescription drugs, and herbal and medicinal supplements vary
         for numerous reasons, and should be taken as directed in                      in different individuals.
         order to be safe and effective.                                 2.3.8.A.2     Compare and contrast adolescent and adult abuse of prescription and over-the-
                                                                                       counter medicines and the consequences of such abuse.
12       Medicines come in a variety of forms (prescription medicines,   2.3.12.A.1    Determine the potential risks and benefits of the use of new or experimental
         over-the-counter medicines, medicinal supplements), are used                  medicines and herbal and medicinal supplements.
         for numerous reasons, and should be taken as directed in        2.3.12.A.2    Summarize the criteria for evaluating the effectiveness of a medicine.
         order to be safe and effective.                                 2.3.12.A.3    Relate personal abuse of prescription and over-the-counter medicines to wellness.




                                                                            Page 90 of 106
Content Area       Comprehensive Health and Physical Education
Standard           2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to
                   support a healthy, active lifestyle.
Strand             B. Alcohol, Tobacco, and Other Drugs
By the   Content Statement                                           CPI #       Cumulative Progress Indicator (CPI)
end of
grade
2        Use of drugs in unsafe ways is dangerous and harmful.           2.3.2.B.1     Identify ways that drugs can be abused.
                                                                         2.3.2.B.2     Explain effects of tobacco use on personal hygiene, health, and safety.
                                                                         2.3.2.B.3     Explain why tobacco smoke is harmful to nonsmokers.
                                                                         2.3.2.B.4     Identify products that contain alcohol.
                                                                         2.3.2.B.5     List substances that should never be inhaled and explain why.
4        Use of drugs in unsafe ways is dangerous and harmful.           2.3.4.B.1     Explain why it is illegal to use or possess certain drugs/substances and the possible
                                                                                       consequences.
                                                                         2.3.4.B.2     Compare the short- and long-term physical effects of all types of tobacco use.
                                                                         2.3.4.B.3     Identify specific environments where second-hand/passive smoke may impact the
                                                                                       wellness of nonsmokers.
                                                                         2.3.4.B.4     Summarize the short- and long-term physical and behavioral effects of alcohol use
                                                                                       and abuse.
                                                                         2.3.4.B.5     Identify the short- and long- term physical effects of inhaling certain substances.
6        There is a strong relationship between individuals who abuse    2.3.6.B.1     Explain the system of drug classification and why it is useful in preventing
         drugs and increased intentional and unintentional health-risk                 substance abuse.
         behaviors.                                                      2.3.6.B.2     Relate tobacco use and the incidence of disease.
                                                                         2.3.6.B.3     Compare the effect of laws, policies, and procedures on smokers and nonsmokers.
                                                                         2.3.6.B.4     Determine the impact of the use and abuse of alcohol on the incidence of illness,
                                                                                       injuries, and disease, the increase of risky health behaviors, and the likelihood of
                                                                                       harm to one’s health.
                                                                         2.3.6.B.5     Determine situations where the use of alcohol and other drugs influence decision-
                                                                                       making and can place one at risk.
                                                                         2.3.6.B.6     Summarize the signs and symptoms of inhalant abuse.
                                                                         2.3.6.B.7     Analyze the relationship between injected drug use and diseases such as HIV/AIDS
                                                                                       and hepatitis.




                                                                            Page 91 of 106
By the   Content Statement                                               CPI #         Cumulative Progress Indicator (CPI)
end of
grade
8        There is a strong relationship between individuals who abuse    2.3.8.B.1     Compare and contrast the physical and behavioral effects of commonly abused
         drugs and increased intentional and unintentional health-risk                 substances by adolescents.
         behaviors.                                                      2.3.8.B.2     Predict the legal and financial consequences of the use, sale, and possession of
                                                                                       illegal substances.
                                                                         2.3.8.B.3     Analyze the effects of all types of tobacco use on the aging process.
                                                                         2.3.8.B.4     Compare and contrast smoking laws in New Jersey with other states and countries.
                                                                         2.3.8.B.5     Explain the impact of alcohol and other drugs on those areas of the brain that
                                                                                       control vision, sleep, coordination, and reaction time and the related impairment of
                                                                                       behavior, judgment, and memory.
                                                                         2.3.8.B.6     Relate the use of alcohol and other drugs to decision-making and risk for sexual
                                                                                       assault, pregnancy, and STIs.
                                                                         2.3.8.B.7     Explain the impact of inhalant use and abuse on social, emotional, mental, and
                                                                                       physical wellness.
                                                                         2.3.8.B.8     Analyze health risks associated with injected drug use.
12       There are immediate and long-term consequences of risky         2.3.12.B.1    Compare and contrast the incidence and impact of commonly abused substances
         behavior associated with substance abuse.                                     (such as tobacco, alcohol, marijuana, inhalants, anabolic steroids, and other drugs)
                                                                                       on individuals and communities in the United States and other countries.
                                                                         2.3.12.B.2    Debate the various legal and financial consequences of the use, sale, and possession
                                                                                       of illegal substances.
                                                                         2.3.12.B.3    Correlate increased alcohol use with challenges that may occur at various life
                                                                                       stages.
                                                                         2.3.12.B.4    Correlate the use of alcohol and other drugs with incidences of date rape, sexual
                                                                                       assault, STIs, and unintended pregnancy.
                                                                         2.3.12.B.5    Relate injected drug use to the incidence of diseases such as HIV/AIDS and
                                                                                       hepatitis.




                                                                            Page 92 of 106
Content Area       Comprehensive Health and Physical Education
Standard           2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to
                   support a healthy, active lifestyle.
Strand             C. Dependency/Addiction and Treatment
By the   Content Statement                                           CPI #      Cumulative Progress Indicator (CPI)
end of
grade
2        Substance abuse is caused by a variety of factors.               2.3.2.C.1   Recognize that some people may have difficulty controlling their use of alcohol,
                                                                                      tobacco, and other drugs.
         There are many ways to obtain help for treatment of alcohol,     2.3.2.C.2   Explain that people who abuse alcohol, tobacco, and other drugs can get help.
         tobacco, and other substance abuse problems.
4        Substance abuse is caused by a variety of factors.               2.3.4.C.1   Identify signs that a person might have an alcohol, tobacco, and/or drug use problem.
                                                                          2.3.4.C.2   Differentiate between drug use, abuse, and misuse.
                                                                          2.3.4.C.3   Determine how advertising, peer pressure, and home environment influence children
                                                                                      and teenagers to experiment with alcohol, tobacco, and other drugs.
6        Substance abuse is caused by a variety of factors.               2.3.6.C.1   Summarize the signs and symptoms of a substance abuse problem and the stages
                                                                                      that lead to dependency/addiction.
                                                                          2.3.6.C.2   Explain how wellness is affected during the stages of drug dependency/addiction.
                                                                          2.3.6.C.3   Determine the extent to which various factors contribute to the use and abuse of
                                                                                      alcohol, tobacco, and other drugs by adolescents, such as peer pressure, low self-
                                                                                      esteem, genetics, and poor role models.
         There are many ways to obtain help for treatment of alcohol,     2.3.6.C.4   Determine effective strategies to stop using alcohol, tobacco and other drugs, and
         tobacco, and other substance abuse problems.                                 that support the ability to remain drug-free.
8        Substance abuse is caused by a variety of factors.               2.3.8.C.1   Compare and contrast theories about dependency/addiction (such as genetic
                                                                                      predisposition, gender-related predisposition, and multiple risks) and provide
                                                                                      recommendations that support a drug free life.
         The ability to interrupt a drug dependency/addiction typically   2.3.8.C.2   Summarize intervention strategies that assist family and friends to cope with the
         requires outside intervention, a strong personal commitment,                 impact of substance abuse.
         treatment, and the support of family, friends, and others.
12       The ability to interrupt a drug dependency/addiction typically   2.3.12.C.   Correlate duration of drug abuse to the incidence of drug-related injury, illness, and
         requires outside intervention, a strong personal commitment,     1           death.
         treatment, and the support of family, friends, and others.       2.3.12.C.   Analyze the effectiveness of various strategies that support an individual’s ability to
                                                                          2           stop abusing drugs and remain drug-free.
         Substance abuse impacts individuals from all cultural and        2.3.12.C.   Predict the societal impact of substance abuse on the individual, family, and
         socioeconomic backgrounds.                                       3           community.




                                                                             Page 93 of 106
Content Area       Comprehensive Health and Physical Education
Standard           2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human
                   relationships and sexuality and apply these concepts to support a healthy, active lifestyle.
Strand             A. Relationships
By the   Content Statement                                           CPI #         Cumulative Progress Indicator (CPI)
end of
grade
2        The family unit encompasses the diversity of family forms in     2.4.2.A.1     Compare and contrast different kinds of families locally and globally.
         contemporary society.                                            2.4.2.A.2     Distinguish the roles and responsibilities of different family members.
                                                                          2.4.2.A.3     Determine the factors that contribute to healthy relationships.
4        The family unit encompasses the diversity of family forms in     2.4.4.A.1     Explain how families typically share common values, provide love and emotional
         contemporary society.                                                          support, and set boundaries and limits.
                                                                          2.4.4.A.2     Explain why healthy relationships are fostered in some families and not in others.
6        Healthy relationships require a mutual commitment.               2.4.6.A.1     Compare and contrast how families may change over time.
                                                                          2.4.6.A.2     Analyze the characteristics of healthy friendships and other relationships.
                                                                          2.4.6.A.3     Examine the types of relationships adolescents may experience.
                                                                          2.4.6.A.4     Demonstrate successful resolution of a problem(s) among friends and in other
                                                                                        relationships.
                                                                          2.4.6.A.5     Compare and contrast the role of dating and dating behaviors in adolescence.
8        The values acquired from family, culture, personal               2.4.8.A.1     Predict how changes within a family can impact family members.
         experiences, and friends impact all types of relationships.      2.4.8.A.2     Explain how the family unit impacts character development.
                                                                          2.4.8.A.3     Explain when the services of professionals are needed to intervene in
                                                                                        relationships.
                                                                          2.4.8.A.4     Differentiate between affection, love, commitment, and sexual attraction.
                                                                          2.4.8.A.5     Determine when a relationship is unhealthy and explain effective strategies to end
                                                                                        the relationship.
                                                                          2.4.8.A.6     Develop acceptable criteria for safe dating situations, such as dating in groups,
                                                                                        setting limits, or only dating someone of the same age.
12       Individuals in healthy relationships share thoughts and          2.4.12.A.1    Compare and contrast how family structures, values, rituals, and traditions meet
         feelings, have fun together, develop mutual respect, share                     basic human needs worldwide.
         responsibilities and goals, and provide emotional security for   2.4.12.A.2    Compare and contrast the current and historical role of life commitments, such as
         one another.                                                                   marriage.
                                                                          2.4.12.A.3    Analyze how personal independence, past experience, and social responsibility
                                                                                        influence the choice of friends in high school and young adulthood.
                                                                          2.4.12.A.4    Predict how relationships may evolve over time, focusing on changes in
                                                                                        friendships, family, dating relationships, and lifetime commitments such as
                                                                                        marriage.
                                                                          2.4.12.A.5    Determine effective prevention and intervention strategies to address domestic or
                                                                                        dating violence (e.g., rules of consent).
         Technology impacts the capacity of individuals to develop        2.4.12.A.6    Analyze how various technologies impact the development and maintenance of
         and maintain interpersonal relationships.                                      local and global interpersonal relationships.


                                                                             Page 94 of 106
Content Area     Comprehensive Health and Physical Education
Standard         2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human
                 relationships and sexuality and apply these concepts to support a healthy, active lifestyle.
Strand           B. Sexuality
By the     Content Statement                                          CPI #         Cumulative Progress Indicator (CPI)
end of
grade
2          Gender-specific similarities and differences exist between     2.4.2.B.1         Compare and contrast the physical differences and similarities of the genders.
           males and females.
4          Puberty is the period of sexual development, determined        2.4.4.B.1         Differentiate the physical, social, and emotional changes occurring at puberty
           primarily by heredity, in which the body becomes physically                      and explain why puberty begins and ends at different ages.
           able to produce children.
6          Most significant physical, emotional, and mental growth        2.4.6.B.1         Compare growth patterns of males and females during adolescence.
           changes occur during adolescence, but not necessarily at the
           same rates.
           Responsible actions regarding sexual behavior impact the       2.4.6.B.2         Summarize strategies to remain abstinent and resist pressures to become
           health of oneself and others.                                                    sexually active.
                                                                          2.4.6.B.3         Determine behaviors that place one at risk for HIV/AIDS, STIs, HPV, or
                                                                                            unintended pregnancy.
                                                                          2.4.6.B.4         Predict the possible physical, social, and emotional impacts of adolescent
                                                                                            decisions regarding sexual behavior.
8          Personal lifestyle habits and genetics influence sexual        2.4.8.B.1         Analyze the influence of hormones, nutrition, the environment, and heredity on
           development as well as overall growth patterns.                                  the physical, social, and emotional changes that occur during puberty.
           Responsible actions regarding sexual behavior impact the       2.4.8.B.2         Determine the benefits of sexual abstinence and develop strategies to resist
           health of oneself and others.                                                    pressures to become sexually active.
                                                                          2.4.8.B.3         Compare and contrast methods of contraception used by adolescents and factors
                                                                                            that may influence their use.
                                                                          2.4.8.B.4         Relate certain behaviors to placing one at greater risk for HIV/AIDS, STIs, and
                                                                                            unintended pregnancy.
           Discussion of topics regarding sexuality requires a safe,      2.4.8.B.5         Discuss topics regarding gender identity, sexual orientation, and cultural
           supportive environment where sensitivity and respect is                          stereotyping.
           shown toward all.
           Early detection strategies assist in the prevention and        2.4.8.B.6         Explain the importance of practicing routine healthcare procedures such as
           treatment of illness or disease.                                                 breast self-examination, testicular examinations, and HPV vaccine.




                                                                           Page 95 of 106
By the   Content Statement                                              CPI #             Cumulative Progress Indicator (CPI)
end of
grade
12       The decision to become sexually active affects one’s           2.4.12.B.1        Predict the possible long-term effects of adolescent sex on future education, on
         physical, social, and emotional health.                                          career plans, and on the various dimensions of wellness.
         Responsible actions regarding sexual behavior impact the       2.4.12.B.2        Evaluate information that supports abstinence from sexual activity using
         health of oneself and others.                                                    reliable research data.
                                                                        2.4.12.B.3        Analyze factors that influence the choice, use, and effectiveness of
                                                                                          contraception, including risk-reduction and risk-elimination strategies.
         Discussion of topics regarding sexuality requires a safe,      2.4.12.B.4        Compare and contrast attitudes and beliefs about gender identity, sexual
         supportive environment where sensitivity and respect is                          orientation, and gender equity across cultures.
         shown toward all.
         Early detection strategies and regular physical exams assist   2.4.12.B.5        Relate preventative healthcare strategies of male/female reproductive systems to
         in the prevention and treatment of illness or disease.                           the prevention and treatment of disease (e.g., breast/testicular exams, Pap
                                                                                          smear, HPV vaccine).




                                                                         Page 96 of 106
Content Area      Comprehensive Health and Physical Education
Standard          2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human
                  relationships and sexuality and apply these concepts to support a healthy, active lifestyle.
Strand            C. Pregnancy and Parenting
By the   Content Statement                                               CPI #         Cumulative Progress Indicator (CPI)
end of
grade
2        The health of the birth mother impacts the development of the          2.4.2.C.1        Explain the factors that contribute to a mother having a healthy baby.
         fetus.
4        Knowing the physiological process of how pregnancy occurs as           2.4.4.C.1        Explain the process of fertilization and how cells divide to create an
         well as development of the fetus leading to childbirth contribute to                    embryo/fetus that grows and develops during pregnancy.
         a greater understanding of how and why a healthy environment
         should be provided for the pregnant mother.
         The health of the birth mother impacts the development of the          2.4.4.C.2        Relate the health of the birth mother to the development of a healthy fetus.
         fetus.
6        Knowing the physiological process of how pregnancy occurs as           2.4.6.C.1        Summarize the sequence of fertilization, embryonic growth, and fetal
         well as development of the fetus leading to child birth contribute                      development during pregnancy.
         to a greater understanding of how and why a healthy environment        2.4.6.C.2        Identify the signs and symptoms of pregnancy.
         should be provided for the pregnant mother.                            2.4.6.C.3        Identify prenatal practices that support a healthy pregnancy.
         Adolescent parents may have difficulty adjusting to emotional and      2.4.6.C.4        Predict challenges that may be faced by adolescent parents and their families.
         financial responsibilities of parenthood.
8        Pregnancy, childbirth, and parenthood are significant events that      2.4.8.C.1        Summarize the signs and symptoms of pregnancy and the methods available
         cause numerous changes in one’s life and the lives of others.                           to confirm pregnancy.
                                                                                2.4.8.C.2        Distinguish physical, social, and emotional changes that occur during each
                                                                                                 stage of pregnancy, including the stages of labor and childbirth and the
                                                                                                 adjustment period following birth.
                                                                                2.4.8.C.3        Determine effective strategies and resources to assist with parenting.
                                                                                2.4.8.C.4        Predict short- and long-term impacts of teen pregnancy.
                                                                                2.4.8.C.5        Correlate prenatal care with the prevention of complications that may occur
                                                                                                 during pregnancy and childbirth.




                                                                                Page 97 of 106
By the   Content Statement                                                   CPI #            Cumulative Progress Indicator (CPI)
end of
grade
12       Pregnancy, childbirth, and parenthood are significant events that   2.4.12.C.1       Compare embryonic growth and fetal development in single and multiple
         cause numerous changes in one’s life and the lives of others.                        pregnancies, including the incidence of complications and infant mortality.
                                                                             2.4.12.C.2       Analyze the relationship of an individual’s lifestyle choices during pregnancy
                                                                                              and the incidence of fetal alcohol syndrome, sudden infant death syndrome,
                                                                                              low birth weight, premature birth, and other disabilities.
                                                                             2.4.12.C.3       Evaluate the methods and resources available to confirm pregnancy.
                                                                             2.4.12.C.4       Determine the impact of physical, social, emotional, cultural, religious,
                                                                                              ethical, and legal issues on elective pregnancy termination.
                                                                             2.4.12.C.5       Evaluate parenting strategies used at various stages of child development
                                                                                              based on valid sources of information.
                                                                             2.4.12.C.6       Compare the legal rights and responsibilities of adolescents with those of
                                                                                              adults regarding pregnancy, abortion, and parenting.
                                                                             2.4.12.C.7       Analyze factors that affect the decision to become a parent.




                                                                             Page 98 of 106
Content Area      Comprehensive Health and Physical Education
Standard          2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active
                  lifestyle.
Strand            A. Movement Skills and Concepts
By the    Content Statement                                               CPI #           Cumulative Progress Indicator (CPI)
end of
grade
P         Developing competence and confidence in gross and fine motor        2.5.P.A.1        Develop and refine gross motor skills (e.g., hopping, galloping, jumping,
          skills provides a foundation for participation in physical                           running, and marching).
          activities.                                                         2.5.P.A.2        Develop and refine fine motor skills (e.g., completes gradually more complex
                                                                                               puzzles, uses smaller-sized manipulatives during play, and uses a variety of
                                                                                               writing instruments in a conventional manner).
                                                                              2.5.P.A.3        Use objects and props to develop spatial and coordination skills (e.g., throws
                                                                                               and catches balls and Frisbees, twirls a hula-hoop about the hips, walks a
                                                                                               balance beam, laces different sized beads, and buttons and unbuttons).
2         Understanding of fundamental concepts related to effective          2.5.2.A.1        Explain and perform movement skills with developmentally appropriate
          execution of actions provides the foundation for participation in                    control in isolated settings (i.e., skill practice) and applied settings (i.e.,
          games, sports, dance, and recreational activities.                                   games, sports, dance, and recreational activities).
                                                                              2.5.2.A.2        Demonstrate changes in time, force, and flow while moving in personal and
                                                                                               general space at different levels, directions, ranges, and pathways.
                                                                              2.5.2.A.3        Respond in movement to changes in tempo, beat, rhythm, or musical style.
                                                                              2.5.2.A.4        Correct movement errors in response to feedback.
4         Understanding of fundamental concepts related to effective          2.5.4.A.1        Explain and perform essential elements of movement skills in both isolated
          execution of actions provides the foundation for participation in                    settings (i.e., skill practice) and applied settings (i.e., games, sports, dance,
          games, sports, dance, and recreational activities.                                   and recreational activities).
                                                                              2.5.4.A.2        Use body management skills and demonstrate control when moving in
                                                                                               relation to others, objects, and boundaries in personal and general space.
                                                                              2.5.4.A.3        Explain and demonstrate movement sequences, individually and with others,
                                                                                               in response to various tempos, rhythms, and musical styles.
          Ongoing feedback impacts improvement and effectiveness of           2.5.4.A.4        Correct movement errors in response to feedback and explain how the change
          movement actions.                                                                    improves performance.




                                                                              Page 99 of 106
By the   Content Statement                                                      CPI #            Cumulative Progress Indicator (CPI)
end of
grade
6        Understanding of fundamental concepts related to effective             2.5.6.A.1        Explain and perform movement skills that combine mechanically correct
         execution of actions provides the foundation for participation in                       movement in smooth flowing sequences in isolated settings (i.e., skill
         games, sports, dance, and recreational activities.                                      practice) and applied settings (i.e., games, sports, dance, and recreational
                                                                                                 activities).
                                                                                2.5.6.A.2        Explain concepts of force and motion and demonstrate control while
                                                                                                 modifying force, flow, time, space, and relationships in interactive dynamic
                                                                                                 environments.
                                                                                2.5.6.A.3        Create and demonstrate planned movement sequences, individually and with
                                                                                                 others, based on tempo, beat, rhythm, and music (creative, cultural, social,
                                                                                                 and fitness dance).
         Performing movement skills effectively is often based on an            2.5.6.A.4        Use self-evaluation and external feedback to detect and correct errors in one’s
         individual’s ability to analyze one’s own performance as well as                        movement performance.
         receive constructive feedback from others.
8        Movement skill performance is primarily impacted by the                2.5.8.A.1                                                               from isolated
                                                                                                 Explain and demonstrate the transition of movement skills
         quality of instruction, practice, assessment, feedback, and effort.                     settings (i.e., skill practice) into applied settings (i.e., games,
                                                                                                 sports, dance, and recreational activities).
                                                                                2.5.8.A.2        Apply the concepts of force and motion (weight transfer, power, speed,
                                                                                                 agility, range of motion) to impact performance.
                                                                                2.5.8.A.3        Create, explain, and demonstrate, as a small group, a planned movement
                                                                                                 sequence that includes changes in rhythm, tempo, and musical style (creative,
                                                                                                 cultural, social, and fitness dance).
                                                                                2.5.8.A.4        Detect, analyze, and correct errors and apply to refine movement skills.
12       Movement skill performance is primarily impacted by the                2.5.12.A.1       Explain and demonstrate ways to transfer movement skills from one game,
         quality of instruction, practice, assessment, feedback, and effort.                     sport, dance, or recreational activity to another (e.g., striking skills
                                                                                                 from/to tennis, badminton, ping pong, racquetball).
                                                                                2.5.12.A.2       Analyze application of force and motion (weight transfer, power, speed,
                                                                                                 agility, range of motion) and modify movement to impact performance.
                                                                                2.5.12.A.3       Design and lead a rhythmic activity that includes variations in time, space,
                                                                                                 force, flow, and relationships (creative, cultural, social, and fitness dance).
                                                                                2.5.12.A.4       Critique a movement skill/performance and discuss how each part can be
                                                                                                 made more interesting, creative, efficient, and effective.




                                                                               Page 100 of 106
Content Area       Comprehensive Health and Physical Education
Standard           2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active
                   lifestyle.
Strand             B. Strategy
By the   Content Statement                                       CPI #          Cumulative Progress Indicator (CPI)
end of
grade
2        Teamwork consists of effective communication and other     2.5.2.B.1    Differentiate when to use competitive and cooperative strategies in games, sports, and
         interactions between team members.                                      other movement activities.
                                                                    2.5.2.B.2    Explain the difference between offense and defense.
                                                                    2.5.2.B.3    Determine how attitude impacts physical performance.
                                                                    2.5.2.B.4    Demonstrate strategies that enable team members to achieve goals.
4        Offensive, defensive, and cooperative strategies are       2.5.4.B.1    Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player
         applied in most games, sports, and other activity                       positioning, faking, dodging, creating open areas, and defending space).
         situations.                                                2.5.4.B.2    Acknowledge the contributions of team members and choose appropriate ways to
                                                                                 motivate and celebrate accomplishments.
6        There is a relationship between applying effective         2.5.6.B.1    Demonstrate the use of offensive, defensive, and cooperative strategies in individual,
         tactical strategies and achieving individual and team                   dual, and team activities.
         goals when competing in games, sports, and other           2.5.6.B.2    Compare and contrast strategies used to impact individual and team effectiveness and
         activity situations.                                                    make modifications for improvement.
8        Individual and team execution in games, sports, and        2.5.8.B.1    Compare and contrast the use of offensive, defensive, and cooperative strategies in a
         other activity situations is based on the interaction of                variety of settings.
         tactical use of strategies, positive mental attitudes,     2.5.8.B.2    Assess the effectiveness of specific mental strategies applied to improve performance.
         competent skill levels, and teamwork.
                                                                    2.5.6.B.3    Analyze individual and team effectiveness in achieving a goal and make
                                                                                 recommendations for improvement.
12       Individual and team execution in games, sports, and        2.5.12.B.1   Demonstrate and assess tactical understanding by using appropriate and effective
         other activity situations is based on the interaction of                offensive, defensive, and cooperative strategies.
         tactical use of strategies, positive mental attitudes,     2.5.12.B.2   Apply a variety of mental strategies to improve performance.
         competent skill levels, and teamwork.                      2.5.12.B.3   Analyze factors that influence intrinsic and extrinsic motivation and employ techniques
                                                                                 to enhance individual and team effectiveness.




                                                                           Page 101 of 106
Content Area      Comprehensive Health and Physical Education
Standard          2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active
                  lifestyle.
Strand            C. Sportsmanship, Rules, and Safety
By the   Content Statement                                                CPI #            Cumulative Progress Indicator (CPI)
end of
grade
2        Practicing appropriate and safe behaviors while participating in     2.5.2.C.1        Explain what it means to demonstrate good sportsmanship.
         and viewing games, sports, and other competitive events              2.5.2.C.2        Demonstrate basic activity and safety rules and explain how they contribute
         contributes to enjoyment of the event.                                                to moving in a safe environment.
4        Practicing appropriate and safe behaviors while participating in     2.5.4.C.1        Summarize the characteristics of good sportsmanship and demonstrate
         and viewing games, sports, and other competitive events                               appropriate behavior as both a player and an observer.
         contributes to enjoyment of the event.                               2.5.4.C.2        Apply specific rules and procedures during physical activity and explain
                                                                                               how they contribute to a safe active environment.
6        Practicing appropriate and safe behaviors while participating in     2.5.6.C.1        Compare the roles and responsibilities of players and observers
         and viewing games, sports, and other competitive events                               and recommend strategies to enhance sportsmanship-like
         contributes to enjoyment of the event.
                                                                                               behavior.
                                                                              2.5.6.C.2        Apply rules and procedures for specific games, sports, and other competitive
                                                                                               activities and describe how they enhance participation and safety.
         There is a strong cultural, ethnic, and historical background        2.5.6.C.3        Relate the origin and rules associated with certain games, sports, and dances
         associated with competitive sports and dance.                                         to different cultures.
8        Self-initiated behaviors that promote personal and group success     2.5.8.C.1        Assess player behavior for evidence of sportsmanship in individual, small-
         include safety practices, adherence to rules, etiquette,                              group, and team activities.
         cooperation, teamwork, ethical behavior, and positive social         2.5.8.C.2        Summarize types of equipment, products, procedures, and rules that
         interaction.                                                                          contribute to the safety of specific individual, small-group, and team
                                                                                               activities.
         Movement activities provide a timeless opportunity to connect        2.5.8.C.3        Analyze the impact of different world cultures on present-day games, sports,
         with people around the world.                                                         and dance.
12       Self-initiated behaviors that promote personal and group success     2.5.12.C.1       Analyze the role, responsibilities, and preparation of players, officials,
         include safety practices, adherence to rules, etiquette,                              trainers, and other participants and recommend strategies to improve their
         cooperation, teamwork, ethical behavior, and positive social                          performance and behavior.
         interaction.                                                         2.5.12.C.2       Develop rule changes to existing games, sports, and activities that enhance
                                                                                               safety and enjoyment.
         Cultural practices regarding physical activity, sports, and games    2.5.12.C.3       Determine the current impact of globalization and technology on the
         reflect a microcosm of society.                                                       development of, participation in, and viewing of games, sports, dance, and
                                                                                               other movement activities, and predict future impact.




                                                                             Page 102 of 106
Content Area      Comprehensive Health and Physical Education
Standard          2.6 Fitness: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active
                  lifestyle.
Strand            A. Fitness and Physical Activity
By the    Content Statement                                                CPI #            Cumulative Progress Indicator (CPI)
end of
grade
P         Developing competence and confidence in gross and fine motor        2.6. P.A.1       Develop and refine gross motor skills (e.g., hopping, galloping, jumping,
          skills provides a foundation for participation in physical                           running, and marching).
          activities.                                                         2.6. P.A.2       Develop and refine fine motor skills (e.g., completes gradually more
                                                                                               complex puzzles, uses smaller-sized manipulatives during play, and uses a
                                                                                               variety of writing instruments in a conventional manner).
2         Appropriate types and amounts of physical activity enhance          2.6.2.A.1        Explain the role of regular physical activity in relation to personal health.
          personal health.                                                    2.6.2.A.2        Explain what it means to be physically fit and engage in moderate to
                                                                                               vigorous age-appropriate activities that promote fitness.
                                                                              2.6.2.A.3        Develop a fitness goal and monitor progress towards achievement of the
                                                                                               goal.
4         Each component of fitness contributes to personal health as well    2.6.4.A.1        Determine the physical, social, emotional, and intellectual benefits of regular
          as motor skill performance.                                                          physical activity.
                                                                              2.6.4.A.2        Participate in moderate to vigorous age-appropriate activities that address
                                                                                               each component of health-related and skill-related fitness.
                                                                              2.6.4.A.3        Develop a health-related fitness goal and track progress using health/fitness
                                                                                               indicators.
                                                                              2.6.4.A.4        Determine the extent to which different factors influence personal fitness,
                                                                                               such as heredity, training, diet, and technology.
6         Knowing and applying a variety of effective fitness principles      2.6.6.A.1        Analyze the social. emotional, and health benefits of selected physical
          over time enhances personal fitness level, performance, and                          experiences.
          health status.                                                      2.6.6.A.2        Determine to what extent various activities improve skill-related fitness
                                                                                               versus health-related fitness.
                                                                              2.6.6.A.3        Develop and implement a fitness plan based on the assessment of one’s
                                                                                               personal fitness level, and monitor health/fitness indicators before, during,
                                                                                               and after the program.
                                                                              2.6.6.A.4        Predict how factors such as health status, interests, environmental
                                                                                               conditions, and available time may impact personal fitness.
                                                                              2.6.6.A.5        Relate physical activity, healthy eating, and body composition to personal
                                                                                               fitness and health.
                                                                              2.6.6.A.6        Explain and apply the training principles of frequency, intensity, time, and
                                                                                               type (FITT) to improve personal fitness.
                                                                              2.6.6.A.7        Evaluate the short- and long-term effects of anabolic steroids and other
                                                                                               performance-enhancing substances on personal health.




                                                                             Page 103 of 106
By the   Content Statement                                                  CPI #            Cumulative Progress Indicator (CPI)
end of
grade
8        Knowing and applying a variety of effective training principles    2.6.8.A.1        Summarize the short- and long-term physical, social, and emotional benefits
         over time enhances personal fitness level, performance, and                         of regular physical activity.
         health status.                                                     2.6.8.A.2        Use health data to develop and implement a personal fitness plan and
                                                                                             evaluate its effectiveness.
                                                                            2.6.8.A.3        Analyze how medical and technological advances impact personal fitness.
                                                                            2.6.8.A.4        Determine ways to achieve a healthy body composition through healthy
                                                                                             eating, physical activity, and other lifestyle behaviors.
                                                                            2.6.8.A.5        Use the primary principles of training (FITT) for the purposes of modifying
                                                                                             personal levels of fitness.
                                                                            2.6.8.A.6        Determine the physical, behavioral, legal, and ethical consequences of the
                                                                                             use of anabolic steroids and other performance-enhancing substances.
12       Taking personal responsibility to develop and maintain physical    2.6.12.A.1       Compare the short- and long-term impact on wellness associated with
         activity levels provides opportunities for increased health,                        physical inactivity.
         fitness, enjoyment, challenges, self-expression, and social        2.6.12.A.2       Design, implement, and evaluate a fitness plan that reflects knowledge and
         interaction.                                                                        application of fitness-training principals.
                                                                            2.6.12.A.3       Determine the role of genetics, gender, age, nutrition, activity level, and
                                                                                             exercise type on body composition.
                                                                            2.6.12.A.4       Compare and contrast the impact of health-related fitness components as a
                                                                                             measure of fitness and health.
                                                                            2.6.12.A.5       Debate the use of performance-enhancing substances (i.e., anabolic steroids
                                                                                             and other legal and illegal substances) to improve performance.




                                                                           Page 104 of 106
                                                              Comprehensive Health and Physical Education


                                                  Glossary
                  Comprehensive Health and Physical Education
                     Core Curriculum Content Standards
Different kinds of families refers to the many family structures represented in classrooms and in society today,
including, but not limited to: traditional two-parent (i.e., mother and father) families, blended families, single-parent
families, multi-racial families, multi-generational families, and same-sex-parent families.

Essential elements of movement means the knowledge and demonstration of mechanically correct technique when
executing a movement skill.

FITT stands for the basic philosophy of what is necessary to gain a training effect from an exercise program.
        The FITT acronym represents:
            1. Frequency – How often a person exercises
            2. Intensity – How hard a person exercises
            3. Time – How long a person exercises
            4. Type – What type of activity a person does when exercising

Health-related fitness incorporates the five major components of fitness related to improved health:
    1. Cardio-respiratory endurance is the ability of the blood vessels, heart, and lungs to take in, transport, and
         utilize oxygen. This is a critically important component of fitness because it impacts other components of
         fitness and decreases the risk of cardiovascular diseases.
    2. Muscular strength is the maximum amount of force a muscle or muscle group can exert.
    3. Muscular endurance is the length of time a muscle or muscle group can exert force prior to fatigue.
    4. Flexibility refers to the range of motion in the joints.
    5. Body composition shows the amount of fat versus lean mass (bone, muscle, connective tissue, and fluids).
         While some fat is essential for insulation and providing energy, too much fat can cause serious health
         problems.

Human papillomavirus (HPV) is a common virus that infects the skin and mucous membranes. There are about
100 types of HPV, and approximately 30 of those are spread through genital contact (typically sexual intercourse).
Around 12 types – called “low-risk” types of HPV – can cause genital warts. In addition, there are approximately 15
“high-risk” types of HPV that can cause cervical cancer. Infection with the common types of “genital” HPV can be
prevented with the HPV vaccine. However, vaccination is only fully effective if administered before a girl or young
woman has been exposed to those types of HPV through sexual contact. In addition, the vaccine does not protect
against all types of HPV that can cause cervical cancer.

Intentional injuries are injuries arising from purposeful action (e.g., violence and suicide).
Unintentional injuries are injuries arising from unintentional events (e.g., motor vehicle crashes and fires).
Movement skills encompass locomotor, nonlocomotor, and manipulative movement:
   1. Locomotor movement occurs when an individual moves from one place to another or projects the body
      upward (e.g., walking, jumping, skipping, galloping, hopping, jumping, sliding, running).
   2. Nonlocomotor movement occurs when an individual moves in self-space without appreciable movement
      from place to place (e.g., twisting, bending, stretching, curling).
   3. Manipulative movement occurs when an individual controls a variety of objects with different body parts
      (e.g., throwing, catching, kicking, striking, dribbling).

Personal assets refer to individual strengths and weaknesses regarding personal growth.
Protective factors refer to the skills, strengths, and resources that help individuals deal more effectively with
stressful situations.




                                                     Page 105 of 106
                                                     Comprehensive Health and Physical Education - Draft

Resiliency is the ability to overcome the negative effects of risk exposure.

.Service projects are initiatives that represent relevant social and civic needs.

Sexually transmitted infection (STI), also known as sexually transmitted disease (STD), is an illness that has a
significant probability of transmission between humans or animals by means of sexual contact, including vaginal
intercourse, oral sex, and anal sex.

Skill-related fitness refers to components of physical fitness that contribute to the ability to successfully participate
in sports:
     1. Agility is the ability to rapidly and accurately change the direction of the whole body while moving in
          space.
    2.   Balance is the ability to maintain equilibrium while stationary or moving.
    3.   Coordination is the ability to use the senses and body parts in order to perform motor tasks smoothly and
         accurately.
    4.   Power is the amount of force a muscle can exert over time.
    5.   Reaction time is the ability to respond quickly to stimuli.
    6.   Speed is the amount of time it takes the body to perform specific tasks while moving.
Traffic safety system refers to the concept of traffic (moving people safely and efficiently), the specific components
of the traffic safety system (e.g., laws, safety, signs, travel modes, routes, and responsibilities), and the people who
are part of the traffic safety system (e.g., walkers, bicyclists, police, and automobile, bus, and train operators).




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