Standard #1

Standard #2

Standard #3

Standard #4

Standard #5

 Students will..

 Students will..

 Students will..

 Students will..

 Students will..

The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

The physically literate individual exhibits responsible personal and social behavior that respects self and others.

The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Unit

Unit Length (Days)

Standards and Learning Goals

(Grade 8 MN PE)

Critical Vocabulary

Daily Learning Objectives

I CAN…

Common Unit Assessments

Technology Alignment

Fitness Testing

3

Standard 3 (Fitness): Evaluate the effectiveness of a personal fitness program and make substantial revisions.

Standard 5 (Value): Evaluate the personal benefits of a physically active lifestyle.

Lifetime Fitness

Maintenance

Program Evaluation

Revision

Physiological Adaptation

Data Interpretation

  (advanced).

I can evaluate the success of my previous fitness goals and explain why they were met or not met.

I can make substantial revisions to my personal fitness plan based on data analysis.

Comprehensive Fitness

Program Evaluation Report (analysis and revision)

Post-Test Data Analysis & Reflection

Advanced Spreadsheets/Databases for complex data analysis

Online Fitness Tracking Platforms (e.g., POLAR) for monitoring

FITLAB 1: Lifelong Wellness & Advocacy

3

Standard 5 (Value): Advocate for a physically active lifestyle to peers and community members.

Standard 2 (Knowledge): Analyze the relationship between personal behavior and prevention of common chronic diseases.

Advocacy

Chronic Disease

  (e.g., Diabetes, Heart

  Disease)

Sedentary Lifestyle

Public Health

Risk Factors

Behavior Change Model

  (Transtheoretical)

I can explain the link between physical inactivity and the risk of chronic disease.

I can identify strategies to promote physical activity in my school or community.

I can create an advocacy message supporting lifelong fitness.

Concept Map/Quiz linking activity, nutrition, and disease prevention

Presentation Software (Google Slides/PowerPoint) for advocacy

Online Research on local health statistics

FITLAB 2: Training Principles & Performance

3

Standard 2 (Knowledge): Analyze the principles of training (e.g., intensity, recovery) and their effect on specific adaptations.

Standard 3 (Fitness): Understand the difference between high-level performance and health-related fitness.

Recovery Rate

VO2 Max (concept) Anaerobic Threshold

Specificity Performance

  vs. Health

I can explain the physiological difference between training for a marathon versus training for strength.

I can apply the principle of reversibility to activity habits.

I can analyze a sample workout plan and suggest revisions based on training principles.

Training Principle

Analysis Worksheet (scenario-based revision)

Comparison Essay/Chart (Performance vs. Health Fitness)

Exit Ticket on Overtraining Risks

Online Calculators for high-level fitness metrics

Interactive Diagrams of muscle and energy systems

Team Challenges

3

Standard 4 (Responsibility): Lead and evaluate a group in collaborative problem-solving, providing specific feedback.

Standard 2 (Knowledge): Use complex strategies and tactics to solve movement challenges.

Ethical Leadership

Group Evaluation

Feedback Model

Complex Strategy Tactical Adjustment

Facilitation

Non-Verbal

  Communication.

I can lead my group through a complex challenge, ensuring all members contribute.

I can provide specific, actionable, and constructive feedback to my teammates.

I can analyze a challenge and develop two contingent strategies (Plan A and Plan B).

Leadership & Feedback Rubric (evaluated by peers/teacher)

Complex Strategy

Development Plan (written)

Observation Checklist for ethical decision-making

Collaborative Whiteboard Apps for complex strategy mapping

Floor Hockey

3

Standard 1 (Skills): Execute advanced stickhandling and shooting skills under intense pressure.

Standard 2 (Knowledge): Execute and adjust specialized team strategies (e.g., breakout plays, zone defense).

Advanced

  Stickhandling

Breakout Play

Trapping Defense

Power Play/Penalty Kill

  (concept)

Defensive

  Communication

Cycling the Puck/Ball

Defensive Gaps

I can maintain possession and control of the puck/ball against aggressive defenders.

I can effectively execute a breakout play to move the puck/ball out of the defensive zone.

I can apply pressure to a carrier without committing a foul.

Small-Sided Game

Rubric (focus on strategic team execution under pressure)

Tactics Diagram Assignment (designing a breakout play)

Basketball

3

Standard 1 (Skills): Apply complex skills in dynamic, competitive situations with consistency.

Standard 2 (Knowledge): Analyze opponent tendencies and adjust team strategy mid-game.

Screen/Fade

V-Cut/L-Cut

Reading the Defense

Transition Game

Defensive Pressure

I can consistently execute advanced offensive and defensive movements (e.g., screen and roll).

I can analyze the defense and call an appropriate adjustment during a game.

I can use my body effectively to draw a defensive foul.

Small-Sided Game Rubric (focus on tactical adjustments and advanced skill application)

In-Game Strategy Analysis (Observation)

Volleyball

3

Standard 1 (Skills): Execute complex skills (e.g., jump serving, defensive digging) with precision.

Standard 2 (Knowledge): Analyze opponent's rotation and defense to adjust setting/hitting placement.

Digging

Off-Speed

Hit/Tip

Net Coverage

I can legally and consistently serve the ball underhand and overhand into the court.

I can perform a proper forearm pass (bump) to a target.

I can maintain my team's court position (rotation).

Skill Assessment (jump serve consistency and tip placement)

Game Performance Rubric (tactical analysis/adjustment)

Defensive Positioning Quiz

Rock Climbing

4

Standard 1 (Skills): Demonstrate and evaluate advanced skills (e.g., complex knots, efficient movement).

Standard 4 (Responsibility): Teach and Supervise basic safety protocols to others.

Route Setting (concept)

Anchoring

Figure-Eight Follow-Through

  (independent)

Efficiency vs. Speed

Footwork

  (edging/smearing)

Safety Instruction

I can evaluate the efficiency of my climbing technique and suggest specific improvements.

I can successfully teach a basic safety protocol (e.g., the Figure-Eight knot) to a peer.

I can demonstrate an efficient use of footwork on a route.

Peer Teaching

Assessment (rubric for teaching a skill/protocol)

Skills Evaluation Checklist (advanced technique/turn)

Safety Protocol Demonstration

Video recording of peer teaching sessions

Archery

3-4

Standard 1 (Skills): Refine target skills for consistent, high-level performance.

Standard 2 (Knowledge): Analyze environmental factors and physics principles to optimize performance.

Optimal Release

Wind Drift (archery)

Vector/Trajectory

  (concept)

Consistency Formula

Mental Focus

Contingency Strategy

I can analyze my shooting data to adjust my technique for higher accuracy.

I can explain how environmental factors (e.g., wind) affect my result.

I can demonstrate a consistent mental routine before executing the skill.

Advanced Performance Data Analysis (charting trends and making adjustments)

Performance Rubric (consistency and form)

Concept Quiz on physics/environmental effects

Slow-motion Video Analysis of release

Digital Score Tracking/Charting

Online Physics Simulators

Badminton

3

Standard 1 (Skills): Apply specialized skills (e.g., smash, drive) for strategic advantage.

Standard 2 (Knowledge): Analyze and exploit an opponent's weaknesses.

Exploit Weakness

Aggressive Net Play

Court Positioning

  (advanced)

Spin/Pace Control

Kill Shot

Deception

Strategic Variety

I can consistently use varied shots (power, spin, drop) to control the opponent's movement.

I can use my body and racket to deceive my opponent.

I can identify and exploit an opponent's weakness.

Game Performance Rubric (focus on deception and exploiting weakness)

Strategic Application Quiz (scenario-based shot selection)

Video analysis of opponent patterns

Digital Score Sheets for tracking opponent errors

Ping Pong

3

Standard 1 (Skills): Apply specialized skills (e.g., spin, push) for strategic advantage.

Standard 2 (Knowledge): Analyze and exploit an opponent's weaknesses.

Topspin/Backspin

Loop

Push

Block

Deception

Placement

Service Variation

I can use different types of spin on my serve and return.

I can use shot placement to force an opponent into errors.

I can analyze and adjust my strategy based on my opponent's style.

Game Performance Rubric (focus on spin and strategic placement)

Skill Checklist (consistent spin generation)

Slow-motion video of contact for spin and placement

Digital Score Sheets.

Pickleball

3

Standard 1 (Skills): Apply specialized skills (e.g., dink, third shot drop) for strategic advantage.

Standard 2 (Knowledge): Analyze and exploit an opponent's weaknesses.

Dink Shot

Third Shot Drop

Kitchen Strategy

Court Coverage

  (doubles)

Drive

Soft Game/Hard Game

I can consistently execute a third-shot drop to neutralize the point.

I can execute effective dink volleys in the non-volley zone.

I can recognize and target an opponent's weakness in doubles play.

Game Performance Rubric (focus on strategic use of the kitchen)

Skill Assessment (third shot drop consistency)

Video analysis of partner positioning in doubles

Digital Score Sheets.

Soccer

3

Standard 1 (Skills): Execute specialized skills (e.g., volleys, shielding) with precision in dynamic play.

Standard 2 (Knowledge): Analyze and adjust team formations and defensive positioning based on the opponent.

Volley

Shielding

Formations 

  (4-4-2, 3-5-2)

Maintaining Possession

Set Piece Strategy

  (corner kicks, free

  kicks)

Tactical Adjustment

I can effectively shield the ball from a defender to maintain possession.

I can execute a precise pass to a teammate using an advanced technique.

I can adjust my team's defensive shape based on the flow of the game.

Small-Sided Game Rubric (focus on formation and tactical adjustment)

Skill Checklist (shielding/advanced passing)

Formations Quiz

Interactive 3D Graphics of formations and shifts

Video analysis of advanced passing/shooting techniques

Bowling

2-3

Standard 1 (Skills): Refine the underhand roll for accuracy and consistency of pin contact.

Standard 2 (Knowledge): Analyze environmental factors and physics principles to optimize performance.

Spot Bowling

Lane Condition

Hook/Curve (concept)

Physics (angle, friction)

Consistency Formula

Mental Focus

I can analyze my score to identify how I can increase my strike/spare percentage.

I can explain how changing the angle or release point changes the ball's path.

I can use the spot-bowling method effectively.

Score Card Analysis (charting frame-by-frame results and adjustment notes)

Performance Checklist (consistency of approach and release)

Concept Quiz on spot bowling/physics

Video analysis of the release point and swing

Digital Scoring Software to analyze frame data

Swimming

3

Standard 1 (Skills): Demonstrate and evaluate advanced strokes (e.g., breaststroke, butterfly lead-up) for efficiency.

Standard 4 (Responsibility): Teach and supervise basic safety protocols to others.

Breaststroke

Butterfly (lead-up)

Tumble Turn (lead-up)

Propulsion

Drag

Rotary Breathing

  (advanced rhythm)

Pacing Strategy

Safety Instruction

I can evaluate the efficiency of my swimming technique and suggest specific improvements.

I can successfully teach a basic safety protocol (e.g., rotary breathing) to a peer.

I can demonstrate an efficient turn in the pool.

Peer Teaching Assessment (rubric for teaching a stroke/protocol)

Skills Evaluation Checklist (advanced technique/turn)

Safety Protocol Demonstration

Underwater Camera/Video for detailed stroke analysis

Digital Stopwatches for interval training

Choice Days

2

Standard 5 (Value): Evaluate and critique activities for lifelong participation and accessibility across diverse populations.

Standard 4 (Responsibility): Promote inclusive and positive participation among diverse groups.

Leisure Activity

Lifelong Fitness

Advocacy

Inclusion

Diversity

Adaptation

Critique

Personal Inventory

I can evaluate a physically active option based on its potential for lifelong participation and cost.

I can choose an activity that maintains MVPA and practice self-direction.

I can promote positive participation and inclusion among my peers.

Activity Critique Report (evaluating lifelong potential/accessibility)

Observation Rubric for inclusive leadership

Personal Activity Inventory

Online Resources for adaptive sports

Virtual Tours of local recreational facilities (cost/accessibility)

Lawn Games

2-3

Standard 1 (Skills): Refine target skills for consistent, high-level performance.

Standard 4 (Responsibility): Promote inclusive and positive participation among diverse groups.

Target Skills

Trajectory

Strategy

Consistency Formula

Inclusion

Adaptation

Etiquette (advanced)

I can analyze the strategy of a lawn game and adjust my technique to achieve better results.

I can effectively communicate and enforce fair play rules.

I can adapt the game to be more inclusive.

Performance Data Analysis (charting trends and making adjustments)

Observation Rubric for sportsmanship and adaptation

Strategy Quiz.

Video Analysis of throwing/rolling technique

Digital Score Sheets, Online Resources for adaptive variations