PHYSICAL EDUCATION 11                                                                                        Page  of

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Unit Title

Fitness Gram

Timeframe 

15 days

Unit Summary

Students will continue to explore the concepts of overall physical health and well being through the Fitness Gram program.    Students will use their height and weight to calculate their BMI to determine where their BMI falls in the scale.  Students will participate in baseline fitness tests and use the data from their individual tests to set personal goals to improve their fitness (Each student will then be assessed on his or her flexibility, upper body strength, core strength, and aerobic capacity). Students will discuss fitness and how they can develop programs to maintain active and healthy lifestyles through adulthood. Students will explore possible career options in the world of fitness.

Learning Targets

Essential Questions

  • What is the minimum amount of exercise I can do to stay physically fit?

Enduring Understandings

Students will understand:

  • Understanding fitness concepts and skills and integrating them into your everyday routine supports wellness. ƒ
  • Physical fitness is the ability of your whole body to work together efficiently to be able to do the most work with least amount of effort.

Know

By the end of this unit, students will know

  • Complete several different activities that will help gain strength and flexibility
  • Analyze the need to be fit for a healthy lifestyle.
  • Demonstrate aerobic capacity, muscular strength, endurance, flexibility, body composition

Do

By the end of this unit, students will be able to

  • Pacer Test
  • Back Saver Sit and Reach Assessment
  • Curl Up Assessment
  • Upper Body Strength Assessment
  • Back Extension Assessment
  • Explain how to improve physical fitness.
  • Create a list of activities that builds fitness.
  • Explain the benefits of physical activity/physical education

Evidence of Learning

Formative

  • Exit card:  Identify the area of struggle and how can we improve.

Summative/ Benchmark

Performance Skills Test

Alternative Assessments

  • Students will compare and contrast fitness levels in America to those of other countries, as well as different ethnicities

Learning Activities

  • Students in cooperative groups of three to four read article http://www.cbsnews.com/news/lack-of-exercise-may-be-twice-as-deadly-as-obesity/
  • And discuss article to answer questions (CRP1. Act as a responsible and contributing citizen and employee)
  • Discuss the Fitness Gram program and setting personal goals to exercise 60 minutes daily—The Gateway Challenge (CRP3. Attend to personal health and financial well-being.)

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Equipment

Mats; Fitness gram cadence; speakers; cones; sit & reach board; back extension machine

Supplemental Resources

Standards

Content Statement

Indicator

Developing and maintaining wellness requires ongoing evaluation of factors impacting health and modifying lifestyle behaviors accordingly.

2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.

B. Decision-Making and Goal Setting

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

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Literacy: Students will view video and read articles on fitness to apply to programs and developing lifelong fitness.

Financial, Economic, Business, and Entrepreneurial Literacy:  Students will explore career options in fitness and if those options will meet their financial needs

CRP3. Attend to personal health and financial well-being.

  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

9-12th Grade

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

G/T


END OF UNIT


Unit Title

Pickleball

Timeframe 

12 days

Unit Summary

As a result of this unit, the history, physical, emotional and social benefits will be learned. In addition, safety strategies, skills and techniques necessary to participate in and enjoy pickleball as a lifetime activity will be fully addressed.  Students will demonstrate skills that promote individual well-being as well as perform physical movement skills effectively in a variety of settings.

Learning Targets

  • Research the history, rules (US Pickleball), strategies and scoring system of the game, global trends and careers of Pickleball.
  • Demonstrate safety while using equipment on the court.
  • Demonstrate basic skills of pickleball:
  • Grip, forehand, backhand, serve, volley, reading position, first step to the ball, recovery, shuffle steps
  • Demonstrate the knowledge of pickleball rules, etiquette and sportsmanship.
  • Demonstrate the ability to function as a teammate in pairs during doubles play.
  • Research the roles and responsibilities of key individuals in pickleball.

Essential Questions

  • How does effective and appropriate movement affect wellness?

  • Why do I have to understand concepts of movement when I can already perform the movement?
  • To what extent does strategy influence performance in competitive games and activities?

Enduring Understandings

Students will understand:

  • Tennis can improve coordination, stamina, and agility.
  • Individual and/or group pressure to be successful in competitive activities can result in a positive or negative impact.
  • Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort

Know

By the end of this unit, students will know

  • Demonstrate safety while using equipment on the court.
  • Demonstrate basic skills of pickleball:

Grip, forehand, backhand, serve, volley, ready position, drop shot, smash

*Demonstrate the knowledge of pickleball rules, etiquette and sportsmanship.

*Demonstrate the ability to function as a teammate in pairs during doubles play

*Demonstrate the ability to function as an individual in singles play

Do

By the end of this unit, students will be able to

  • Volley with a partner demonstrating forehand and backhand skills
  • Participate in a singles/doubles match demonstrating the rules of pickleball
  • Attempt to demonstrate advanced skills such as:  smash; drop shot; etc

Evidence of Learning

Formative

  • Students will complete an outline of the court by naming the different parts of the court.
  • Answering questions at end and during the class.

Summative/ Benchmark

Pickleball Benchmark Assessment

Alternative Assessments

Performance skill test

Research Pickleball History and Etiquette

Learning Activities

  • In cooperative groups, each group is given a topic to research and present.
  • History, pickleball rules, sportsmanship and etiquette, pickleball around the world, and different careers connected to pickleball.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Article on the growing recreational sport of pickleball

Equipment

Pickleball paddles; pickleballs; nets; standards

Supplemental Resources

Youtube pickleball videos:  scoring; single and doubles play

Standards

Content Statement

Indicator

C. Individual and/or group pressure to be successful in competitive activities can result in a positive or negative impact.

2.2.12.C.1Analyze the impact of competition on personal character development

A.  Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort

2.5.12.A.1

Explain and demonstrate ways to apply movement skills from one game, 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

B.  Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork.

2.5.12.B.1

Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies

C. Sportsmanship, Rules, and Safety.  Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction Safety

2.5.12.C.1. Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior.

21st Century Skills and ThemesGlobal Awareness:  Students will be learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts.

Health Literacy:  Students will gain an understanding the benefit of playing Pickle-ball to increase fitness levels and cardiovascular endurance.

Creativity and Innovation:  Students will view failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes.

Critical Thinking and Problem Solving:  Students will use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation.  In addition, the students will reflect critically on learning experiences and processes.

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Mathematics through scoring.

History through research on pickleball, rules, safety.

English Language Arts:  Reading informational text and presenting information.

Writing:  Self reflection and/or digital portfolio

Writing:  Making claims, citing and reasoning (CER)

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP7.Employ valid and reliable research strategies.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.

.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

8.1.12.A.4 Construct a spreadsheet workbook with multiple worksheets, rename tabs to reflect the data on the worksheet, and use mathematical or logical functions, charts and data from all worksheets to convey the results.

8.1.12.A.5 Create a report from a relational database consisting of at least two tables and describe the process, and explain the report results.

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

G/T


END OF UNIT


Unit Title

Golf

Timeframe 

15 days

Unit Summary

As a result of this unit, the history, physical, emotional and social benefits will be learned. In addition, safety strategies, skills and techniques necessary to participate in and enjoy golf as a lifetime activity will be fully addressed.  Students will demonstrate skills that promote individual well-being as well as perform physical movement skills effectively in a variety of settings.

Learning Targets

  • Research the history,  (PGA/ LPGA), strategies and scoring system of the game, global trends and careers of Golf.
  • Demonstrate safety while using the golf equipment.
  • Demonstrate basic golf shots: putt; drive
  • Demonstrate the knowledge of golf rules, etiquette and sportsmanship.

Essential Questions

How does playing golf lead to regular, healthful living?

How does the participation in golf and similar activities reduce stress?

How do the rules and proper etiquette foster fairness and sportsmanship?

How do you adapt to the various challenges at each hole?

Enduring Understandings

Students will understand:

  • How do I improve my skills and physical fitness levels?
  • What does it take to have self-discipline?
  • What can I do to improve my judgment skills?

Know

By the end of this unit, students will know

  • When to putt,chip and when to drive the golf ball
  • How to keep score in a miniature golf game
  • How to play golf demonstrating proper etiquette and safety rules

Do

By the end of this unit, students will be able to

  • Putt a golf ball using the proper grip
  • Drive a golf ball using the proper grip
  • Demonstrate proper form hitting the golf ball(swing)
  • Demonstrate a chip shot

Evidence of Learning

Formative

  • Partner task analysis

Summative/ Benchmark

Golf Benchmark Assessment

Alternative Assessments

Research various Golf professionals and their history on the golf circuit

Learning Activities

  • Learn the differences in irons and how they are used during the game of golf.
  • In groups students will develop a golf target game and present to the class.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Equipment

Golf clubs; mini wiffle balls; hula hoops; cones; flags; score cards

Supplemental Resources

Youtube videos that demonstrate the different grips and shots.

Standards

Content Statement

Indicator

2.5 Motor Skill Development

 

2.5.12.A.1 Movement Skills and Concepts- Explain and demonstrate ways to apply movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball).  

2.5.12.A.2 Movement Skills and Concepts- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance.

2.5.12.A.4 Movement Skills and Concepts- Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective.

2.5.12.B.1 Strategy- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies.

2.5.12.B.2 Strategy- Apply a variety of mental strategies to improve performance.

2.5.12.B.3 Strategy- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness.

2.5.12.C.1 Sportsmanship, Rules, and Safety- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior.

2.5.12.C.2 Sportsmanship, Rules, and Safety- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.

2.6 Fitness

2.6.12.A.1 Fitness and Physical Activity- Compare the short- and long-term impact on wellness associated with physical inactivity.  

Health Literacy:  Students will understand preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction.

Creativity and Innovation:  Students will use a wide range of idea creation techniques (such as brainstorming).

Critical Thinking and Problem Solving:  Students will use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation.   Students will reflect critically on learning experiences and processes

Communication and Collaboration: 

Information Literacy: Student will research the benefits of golf and life-long fitness.

Life and Career Skills/Standards/Practices: Students will demonstrate a commitment to learning as a lifelong process.  Students will reflect critically on past experiences in order to inform future progress.  Students will conduct themselves in a respectable, professional manner.

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Mathematics through scoring.

History through research on golf, rules, safety.

English Language Arts:  Reading informational text and presenting information.

Writing:  Self reflection and/or digital portfolio

Writing:  Making claims, citing and reasoning (CER)

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP7.Employ valid and reliable research strategies.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

9-12th Grade

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

G/T


END OF UNIT


Unit Title

Volleyball

Timeframe 

13 days

Unit Summary

In this unit, students will understand basic skills and cognitive concepts that will enable them to participate in a Volleyball Unit. Physical participation as well as the development of cognitive processes will allow students to be actively involved in various forms of volleyball competition, as well as comprehend rules and strategies that are essential for participation and team play.

The unit of volleyball will enable students to interact physically, socially, and competitively throughout their lifetime. As students develop basic physical skills, it will allow them to participate in a variety of related activities as well as provide a fundamental base on which to build advanced skills and participate at higher levels of activity. Understanding and comprehending rules and strategies will allow students to socialize, interact, and communicate with others through sports and related activities

Learning Targets

  • Explain and demonstrate the transition of volleyball skills from a drill into a volleyball game.  
  • Discuss how the principles of force and motion impact the quality of each volleyball skill.  
  • Understand how energy and flow add to a more effective and efficient volleyball game.  
  • Assess the effectiveness of specific mental strategies applied to improve performance.
  •  Demonstrate how to increase ball and body control when performing volleyball skills.  Indicate ways to modify volleyball skills in response to dynamic and interactive environment.  
  • Analyze how volleyball skills and games allow for teamwork.  
  • Apply rules and procedures for volleyball and describe how they enhance participation and safety.  
  • Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities.  
  • Analyze the impact of different world cultures on a present-day volleyball game.  
  • Compare the roles and responsibilities of volleyball positions and observers as well as recommend strategies to enhance sportsmanship-like behavior.  
  • Demonstrate the use of offensive, defensive, and cooperative strategies in volleyball.

Essential Questions

  • Why do I have to understand concepts of movement when I can already perform the movement?
  • To what extent does strategy influence performance in competitive games and activities?
  • Why do I have to show good sportsmanship and follow the rules when others do not?

Enduring Understandings

Students will understand:

  • Knowing and understanding concepts of movement will improve performance in a specific skill and provide the foundation for transfer of skills in a variety of sports and activities
  • Implementing effective offensive, defensive and cooperative strategies is necessary for all players to be successful in game situations.
  • In order for all participants and spectators to experience the maximum benefit from games and sports, everyone must demonstrate knowledge and commitment to sportsmanship, rules and safety guidelines.

Know

By the end of this unit, students will know

  • How to score and officiate a game of volleyball.
  • Rotate as a team.
  • How to serve, bump and set.

Do

By the end of this unit, students will be able to

  • Perform a serve:  overhand or underhand
  • Perform a bump and set
  • Participate in a round robin volleyball tournament.

Evidence of Learning

Formative

  • Partner Task Analysis

Summative/ Benchmark

Volleyball Benchmark Assessment

Alternative Assessments

Organize and lead a round robin volleyball tournament

Learning Activities

  • Act as a responsible and contributing citizen and employee by showing sportsmanship in volleyball.
  • Attend to personal health and financial well-being by learning volleyball for a lifelong fitness option.
  • Employ valid and reliable research strategies.
  • Students will research the rules and safety guidelines for volleyball.
  • Plan education and career paths aligned to personal goals by reviewing careers in volleyball including officiating.
  • Use technology to enhance productivity by researching history, rules and safety of volleyball.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Youtube videos on skills such as:  bump; set; serve; spike

Equipment

Volleyballs; nets; standards;

Supplemental Resources

Chromebooks to research creating a round robin tournament

Standards

Content Statement

Indicator

Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort

2.5.12.A.1- Explain and demonstrate ways to transfer movement skills from one game, 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

Individual and team execution in games, sports, and other activity situations is based on the interaction of tactile

2.5.12.B.1- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies.

2.5.12.B.2- Apply a variety of mental strategies to improve performance.

2.5.12.B.3- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness

Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction.

2.5.12.C.1- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior.

2.5.12.C.2- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment

2.5.12.C.3-Determine the current impact of

globalization and technology on the development of, participation in, and viewing of games, sports, dance, and other movement activities, and predict future impact.

21st Century Skills and Themes

Financial, Economic, Business, and Entrepreneurial Literacy:  Students will review volleyball on a global basis as well as careers and how careers will meet their life style.

Creativity and Innovation: Students will problem solve how to change the sport of volleyball to meet the needs of physically challenged individuals.

Communication and Collaboration: During research students will work together to create and present projects.  During the game, students will communicate for offensive and defensive strategies.

Information Literacy: Informational articles and video on history, rules, careers.

Media Literacy: Videos used during instruction and/or research.

ICT Literacy-Information, Communications and Technology:  Students will work together using Google Docs.

Life and Career Skills/Standards/Practices:  Investigation of careers connected to volleyball.

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • Mathematics through scoring.
  • History through an Anticipation Guide
  • English Language Arts:  Reading informational text and presenting information
  • Writing:  Making claims, citing and reasoning (CER)

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP7.Employ valid and reliable research strategies.
  • CRP11. Use technology to enhance productivity.

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

9-12th Grade

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

G/T


END OF UNIT


Unit Title

Badminton

Timeframe 

13 days

Unit Summary

As a result of this unit, the history, physical, emotional and social benefits will be learned. In addition, safety strategies, skills and techniques necessary to participate in and enjoy badminton as a lifetime activity will be fully addressed.  Students will demonstrate skills that promote individual well-being as well as perform physical movement skills effectively in a variety of settings.

Learning Targets

  • Research the history, rules (Badminton), strategies and scoring system of the game, global trends of Badminton.
  • Demonstrate safety while using equipment on the court.
  • Demonstrate basic skills of badminton:
  • Grip, forehand, backhand, serve, volley, ready position, recovery, shuffle steps
  • Demonstrate the knowledge of badminton rules, etiquette and sportsmanship.
  • Demonstrate the ability to function as a teammate in pairs during doubles play.
  • Research the roles and responsibilities of key individuals in badminton.

Essential Questions

What components of fitness does badminton encompass?

How can badminton increase the fitness level of each individual?

What are some of the basic skills you will need to play badminton?

Enduring Understandings

Students will understand:

  • Playing badminton involves balance, coordination, body awareness, muscular endurance, cardio endurance and flexibility.
  • When you increase your cardio endurance and overall general physical fitness, you also improve your heart health.
  • Badminton involves the use of basic skills:  serve, forehand, backhand, footwork and how to keep score.

Know

By the end of this unit, students will know

  • The safety procedures when playing badminton
  • How to score and demonstrate basic rules when playing badminton
  • When to use forehand vs backhand

Do

By the end of this unit, students will be able to

  • Serve
  • Volley
  • Play in a doubles/singles round robin tournament

Evidence of Learning

Formative

Questions asked in class

Summative/ Benchmark

Performance skill assessment

Alternative Assessments

Research the popularity of Badminton in other countries

Learning Activities

  • Students research what badminton looks like globally, how the game may be played differently in different countries and by different cultures.
  • Students will examine the website for Team USA.  Students explore the sponsors and opportunities for careers.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Equipment

Badminton racquets; shuttle cocks; nets; standards

Supplemental Resources

http://www.officialbadminton.com/

Students will research various sites to further understand the scoring process

Standards

Content Statement

Indicator

2.5 Motor Skill Development

 

2.5.12.A.1 Movement Skills and Concepts- Explain and demonstrate ways to apply movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball).  

2.5.12.A.2 Movement Skills and Concepts- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance.

2.5.12.A.4 Movement Skills and Concepts- Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective.

2.5.12.B.1 Strategy- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies.

2.5.12.B.2 Strategy- Apply a variety of mental strategies to improve performance.

2.5.12.B.3 Strategy- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness.

21st Century Skills and Themes

Global Awareness:  Students will research the impact of the sport of badminton and it’s impact internationally.

Health Literacy:  Students will identify the impact of fitness while involved in the play of badminton.

Media Literacy:  Students will use video to attain information to compare.

ICT Literacy-Information, Communications and Technology:  Students will research, use media and present findings.

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Mathematics through scoring.

History through research on badminton, rules, safety.

English Language Arts:  Reading informational text and presenting information.

Writing:  Self reflection and/or portfolio

Writing:  Making claims, citing and reasoning (CER)

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP7.Employ valid and reliable research strategies.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.
  • 9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the knowledge, skills, abilities, and resources required for owning and managing a business.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

9-12th Grade

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

G/T


END OF UNIT


Unit Title

Weight Training

Timeframe 

14 days

Unit Summary

Students will participate in multiple fitness activities and understand ways to implement fitness into their daily lives.

The unit of study in walking and fitness is designed to help combat childhood obesity as well as develop lifelong fitness skills. The students will learn basic fitness concepts that will give them the tools to increase fitness levels and maintain them. They will be instructed in the five areas of fitness which include: Cardio Endurance, Muscular Endurance, Muscular Strength, Flexibility, and Body Composition

Learning Targets

  • Develop an individual fitness plan.
  • Know how to measure Heart Rate and utilize a heart rate monitor.
  • Spotting during weight training, properly while working in the weight room.
  • Use proper etiquette in the weight room and to respect fellow students while participating in various fitness activities.

Essential Questions

  • Why is it important to maintain a healthy level of physical fitness?
  • What are the five components of health- related physical fitness?

Enduring Understandings

Students will understand:

  • It is important to maintain a healthy level of fitness so that you can lead a productive life and have the ability to deal with life’s challenges as well as have energy to enjoy activities.
  • To be fit requires Cardio Endurance, Muscular Endurance, Muscular Strength, Flexibility, and attention to Body Composition.
  • Fitness can help to increase heart health, cardio endurance, and body composition

Know

By the end of this unit, students will know

  • How to check their Heart Rate
  • How to find their Target Heart Rate
  • How to find their Max Heart Rate
  • Independently use the equipment
  • How to create their own personalized workout plan
  • How to be safe in the weight room (spotting)

Do

By the end of this unit, students will be able to

  • Workout independently
  • Demonstrate spotting if needed
  • Record their daily workouts

Evidence of Learning

Formative

  • Submit recorded workouts

Summative/ Benchmark

Weight training benchmark

Alternative Assessments

Research various workouts and their effectiveness such as:  circuit training; Barre workout; TRX workout; crossfit

Learning Activities

  • Students will be given or choose scientific topics to research or articles to read concerning over the counter and prescription enhancements and informational articles on careers in weight lifting.
  • Students will discuss how athletes use drug enhancements for performance.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Equipment

Weight room equipment; weight balls; jump ropes;

Supplemental Resources

http://www.mayoclinic.org/healthy-lifestyle/fitness/in-depth/performance-enhancing-drugs/art-20046134

Standards

Content Statement

Indicator

2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 

2.5.12.A.1

Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort.

2.5.12.A. 4

Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective.

2.5.12.A.1

Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance

2.6 Fitness: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

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

2.6.12.A.1

Compare the short- and long-term impact on wellness associated with physical inactivity. 

21st Century Skills and Themes

Global Awareness:  Students research rules, enhancers  and various scientific topics as well as careers in weight lifting.

Financial, Economic, Business, and Entrepreneurial Literacy:  Students will investigate careers in training.

Health Literacy:  Students will investigate, discuss and argue the use of enhancers.

Creativity and Innovation:   Students will plan presentations and argument.

Critical Thinking and Problem Solving:  Students will plan presentations and argument

Communication and Collaboration: Students will work cooperatively investigating  weight training as well as working as partners during workouts.

Information Literacy: Students will read a variety of articles on weight training.

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP9.Model integrity, ethical leadership and effective management.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

8.1.12.A.4 Construct a spreadsheet workbook with multiple worksheets, rename tabs to reflect the data on the worksheet, and use mathematical or logical functions, charts and data from all worksheets to convey the results.

8.1.12.A.5 Create a report from a relational database consisting of at least two tables and describe the process, and explain the report results.

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

G/T


END OF UNIT


Unit Title

Dance

Timeframe 

13 days

Unit Summary

Through the art of dancing, the students will be physically active and engaging in aerobic activity. This unit will teach the importance of music and rhythm, such as staying on the beat and being able to pick up the rhythm of specific songs. Overall, the dance unit encourages creative exploration through creating dance routines to favorite music and/or creating a modern dance sequence.

Students will participate in developing their awareness of others, different cultures and to learn health activities to assist in developing positive relationships through dance.  Dance will allow students to work with teachers and other high school students from different grade levels. The program provides opportunities for mastery and refinement of skills in physical activities. There is also provision for a holistic perspective on health and fitness as well as expressiveness, developing a competitive spirit and opportunities for leadership training.

 Dances may include but are not limited to the following:  Ballroom Dancing, Social Dancing Waltz, shuffle, Stroll, Kick ball change, Box step, Pivot turn, Grapevine, Scoot, Cotton-Eyed Joe, Boot, Scoot, & Boogie,  Electric Slide 1, Cha-Cha Slide, Electric Slide 2, Ski Bumpkiss, Macarena.

Learning Targets

  • Move to music alone and with a partner, in personal space and general space, modifying movement in response to cues.
  • Explain and perform dance steps and sequences that combine rhythmic movement in smooth flowing sequences.
  • Relate the origin of dances to different cultures.
  • Experience how music rhythm, energy, and flow add to a more enjoyable dance.
  • Demonstrate how to increase body control when performing a variety of dance steps and movements.
  • Indicate ways to modify dance in response to dynamic and interactive environment.
  • Analyze how dance allows for self-expression and creativity.
  • Apply dance steps, movements, and sequences then describe how they enhance participation and safety.
  • Explain and demonstrate the transition of a dance movement into a dance sequence.
  • Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance.
  • Create, explain, and demonstrate (as a small group) a planned movement sequence

Essential Questions

  • How can participation in dance aid in the maintenance and improvement of my physical fitness?
  • How does demonstrating responsible social behavior while participating in dance effect my enjoyment of physical activity?
  • How can participation in dance can provide an opportunity for developing an understanding and respect for differences among people?
  • How can understanding movement concepts improve my performance?  How can I make movement more interesting, fun, and enjoyable?  How does my use of movement influence that of others?

Enduring Understandings

Students will understand:

  • Acquisition of a variety of skills such as those needed in the game of dance allows me to maintain lifelong physical activity.
  • There are socially acceptable behaviors and etiquette to follow during social activities

Know

By the end of this unit, students will know

  • Create a line dance
  • Read and follow basic dance instructions
  • Perform and teach basic dances

Do

By the end of this unit, students will be able to

  • Create a line dance utilizing some of the basic steps learned and teach the class.

Evidence of Learning

Formative

  • Partner task analysis with a rubric

Summative/ Benchmark

Performance dance with the use of a rubric

Alternative Assessments

Video performance and utilize Google classroom.

Learning Activities

  • Students are placed in cooperative groups.  They should explore why people dance and the history of dance.
  • Students are placed in partners. Students have one piece of paper.  One student starts and write a word that connects to dance.  The partner writes a word.  Students go back and forth for 30 seconds.  The teacher asks how many words each group has.  Next, students place words on a Google Doc for all to see.  Discussion of dance and words ensue.
  • Each group will get a different dance to research from one of the following:
  • Ballroom Dancing, Social Dancing Waltz, hustle, Stroll, Box step, Pivot turn, Grapevine, Scoot, , Boot, Scoot, & Boogie,  Electric Slide 1, Cha-Cha Slide, Electric Slide 2, Ski Bumpus, Macarena.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Print out of dances that students will follow along and use to teach groups.

Equipment

Music; speakers

Supplemental Resources

Standards

Content Statement

Indicator

2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle.

 

2.5.12.A.1- Explain and demonstrate ways to transfer movement skills from one game, 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

2.5.4.A.3- Explain and demonstrate movement sequences, individually and with others, in response to various tempos, rhythms, and musical styles

2.5.12.A.4- Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective.

21st Century Skills and Themes

Global Awareness:  Students will research dance and review choreography to create their own dance.

Financial, Economic, Business, and Entrepreneurial Literacy:  Students will research careers in dance and ascertain if a career connected to dance will support their financial needs.

Health Literacy:  Students will discuss and reflect on dance as a health solution to fitness

Creativity and Innovation:  Students will use basic dance steps and research of choreography to create their own dance sequence.

Critical Thinking and Problem Solving:  Students will use basic dance steps and research of choreography to create their own dance sequence.  Students will review dances and select dances to be instructed.

Communication and Collaboration:  Throughout the unit, students will research and present with others to ascertain and apply information.  Students will also communicate to create their own dance steps.

Information Literacy: Students will review and read various informational text on dance and careers.

Media Literacy:  Students will review video to find selections of choreography to assist them in developing their own dance routine.

Life and Career Skills/Standards/Practices: Students will research possible careers in dance.

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

English Language Arts:  Reading and writing informational text on the history, etiquette, and careers of dance.

Social Studies:  Informational articles on  the history of dance.

Biology:  Understand the muscles and body’s reaction to dance as an exercise.

Art:  Choreography of dance

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.  
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

9-12th Grade

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

G/T


END OF UNIT


Unit Title

Olympics

Timeframe 

13 days

Unit Summary

Students will investigate the global world of the Olympics.  They will look at history, physical, emotional, and social and financial benefits of the Olympics.  In addition, safety strategies, skills and techniques necessary to participate in and enjoy the Olympics games as a lifetime activity will be full addressed.  Students will demonstrate skills that promote individual well-being as well as perform physical movements skills effectively in a variety of settings.

Learning Targets

Essential Questions

  • How is sportsmanship essential in all sports and competitions globally?

Enduring Understandings

Students will understand:

  • Sportsmanship is essential in all sports as well as the everyday life.
  • Communication is a key essential foundation of fitness and competition

Know

By the end of this unit, students will know

  • Fun facts about various countries
  • Identify the flags that represent specific countries

Do

By the end of this unit, students will be able to

  • Engage in various competitions
  • Socially engage with their teammates using effective communication skills

Evidence of Learning

Formative

  • Review the Olympic activities from class, how did the activities require the same skills?

Summative/ Benchmark

Benchmark assessment

Alternative Assessments

Create a quiz that reflects the fun facts you learned about your country

Learning Activities

  • In groups students will research the Olympic History of their specific country and prepare a presentation for the class.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Equipment

Cones; mats; volleyballs; basketballs; chromebooks

Supplemental Resources

Standards

Content Statement

Indicator

2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle.

2.5.12.A.1- Explain and demonstrate ways to transfer movement skills from one game, 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

2.5.4.A.3- Explain and demonstrate movement sequences, individually and with others, in response to various tempos, rhythms, and musical styles

2.5.12.A.4- Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective.

21st Century Skills and Themes

Global Awareness:  Students will research dance and review choreography to create their own dance.

Financial, Economic, Business, and Entrepreneurial Literacy:  Students will research careers in dance and ascertain if a career connected to dance will support their financial needs.

Health Literacy:  Students will discuss and reflect on dance as a health solution to fitness

Creativity and Innovation:  Students will use basic dance steps and research of choreography to create their own dance sequence.

Critical Thinking and Problem Solving:  Students will use basic dance steps and research of choreography to create their own dance sequence.  Students will review dances and select dances to be instructed.

Communication and Collaboration:  Throughout the unit, students will research and present with others to ascertain and apply information.  Students will also communicate to create their own dance steps.

Information Literacy: Students will review and read various informational text on dance and careers.

Media Literacy:  Students will review video to find selections of choreography to assist them in developing their own dance routine.

Life and Career Skills/Standards/Practices: Students will research possible careers in dance.

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

English Language Arts:  Reading and writing informational text on the history, etiquette, and careers of dance.

Social Studies:  Informational articles on  the history of dance.

Biology:  Understand the muscles and body’s reaction to dance as an exercise.

Art:  Choreography of dance

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

9-12th Grade

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

G/T


END OF UNIT


Unit Title

Floor Hockey

Timeframe 

13 days

Unit Summary

As a result of this unit, the history, physical, emotional and social benefits will be learned. In addition, safety strategies, skills and techniques necessary to participate in and enjoy floor hockey as a lifetime activity will be fully addressed.  Students will demonstrate skills that promote individual well-being as well as perform physical movement skills effectively in a variety of settings.

Learning Targets

Essential Questions

What skills are necessary to play floor hockey?

How does one improve skill performance?

How does the theory of repetition improve the overall skills, strength and conditioning of an athlete?

Enduring Understandings

Students will understand:

  • Students will be able to summarize the short- and long-term physical, social, and emotional benefits of playing floor hockey and how this sport could be part of their lifetime physical fitness routine.
  • Students will be able to determine ways to achieve a successful skill set, safety, and sportsmanship in the game.
  • Students will be able to use one skill set or movement and apply those similar movements to a different fitness activity.

Know

By the end of this unit, students will know

  • The safety procedures in PE floor hockey class
  • The specific positions in floor hockey
  • How to dribble
  • How to make a forehand/backhand pass
  • How to play together and organize a team with classmates

Do

By the end of this unit, students will be able to

  • Dribble the ball and successfully make a forehand pass
  • Play floor hockey and adhere to the class safety rules

Evidence of Learning

Formative

  • Skill performance check

Summative/ Benchmark

Benchmark assessment

Alternative Assessments

Create posters and outline the floor hockey rules and safety procedures

Learning Activities

  • Students will participate in a kahoot quiz on PE floor hockey

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Floor hockey study guide which outlines class rules

Equipment

Floor hockey sticks; balls; nets; cones

Supplemental Resources

Youtube videos demonstrating: slap shots; forehand pass; backhand pass

Standards

Content Statement

Indicator

2.5 Motor Skill Development

All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle.

2.5.12.A.1 Movement Skills and Concepts- Explain and demonstrate ways to apply movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball).  

2.5.12.A.2 Movement Skills and Concepts- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance.

2.5.12.B.1 Strategy- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies.

2.5.12.B.3 Strategy- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness.

2.5.12.C.1 Sportsmanship, Rules, and Safety- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior.

2.5.12.C.2 Sportsmanship, Rules, and Safety- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.

2.6 Fitness

All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle

2.6.12.A.1 Fitness and Physical Activity- Compare the short- and long-term impact on wellness associated with physical inactivity.

21st Century Skills and Themes

Global Awareness:  The history of floor hockey will be discussed as well as a gl

Critical Thinking and Problem Solving:  Students will need to think of strategies for competition.

  • Communication and Collaboration:  Students will articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts.  Students will use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade).

Information Literacy:  Students will evaluate information critically and competently.

ICT Literacy-Information, Communications and Technology:  Students will use technology as a tool to research, organize, evaluate and communicate information.

  • Life and Career Skills/Standards/Practices: Students will reflect critically on past experiences in order to inform future progress.  Students will respond open-mindedly to different ideas and values while participating as a member of a team

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Mathematics through scoring.

History through research on floor hockey, rules, safety.

English Language Arts:  Reading informational text and presenting information.

Writing:  Self reflection and/or digital portfolio

Writing:  Making claims, citing and reasoning (CER)

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP7.Employ valid and reliable research strategies.
  • CRP9.Model integrity, ethical leadership and effective management.

.

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

9-12th Grade

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

G/T


END OF UNIT


Unit Title

Handball

Timeframe 

13 days

Unit Summary

As a result of this unit, the history, physical, emotional and social benefits will be learned. In addition, safety strategies, skills and techniques necessary to participate in and enjoy handball as a lifetime activity will be fully addressed.  Students will demonstrate skills that promote individual well-being as well as perform physical movement skills effectively in a variety of settings.

 

Learning Targets

Essential Questions

How does one improve skill performance?

What does good sportsmanship look like?

How do rules, teamwork, and etiquette add to the sports experience?

Enduring Understandings

Students will understand:

  • Students will be able to summarize the short- and long-term physical, social, and emotional benefits of regular physical activity through participating in team handball.
  • Students will be able to determine ways to achieve successful skill set, safety, and sportsmanship while participating in team handball.

Know

By the end of this unit, students will know

  • The basic rules of handball
  • How to maintain possession of the ball
  • How to play defense

Do

By the end of this unit, students will be able to

  • Score and play defense
  • Play handball demonstrating the basic skills: overhand pass; bounce pass; chest pass; catching; dribble; jump ball

Evidence of Learning

Formative

  • Exit card

Summative/ Benchmark

Handball Benchmark Assessment

Alternative Assessments

Handball sportfolio

Learning Activities

  • Students will work collaboratively to plan a lesson on handball.  Students will investigate the topic, compile resources and give a mini presentation.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

https://www.olympic.org/handball

http://www.nbcolympics.com/handball

https://www.rio2016.com/en/handball

Equipment

Soft nerf ball; cones; nets; pinnies

Supplemental Resources

http://www.careerguidance.com/handball-career.html

Standards

Content Statement

Indicator

2.5 Motor Skill Development

All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle 

2.5.12.A.1 Movement Skills and Concepts- Explain and demonstrate ways to apply movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball).  

2.5.12.A.2 Movement Skills and Concepts- Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance.

2.5.12.B.1 Strategy- Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies.

2.5.12.B.2 Strategy- Apply a variety of mental strategies to improve performance.

2.5.12.B.3 Strategy- Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness.

2.5.12.C.1 Sportsmanship, Rules, and Safety- Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance and behavior.

2.5.12.C.2 Sportsmanship, Rules, and Safety- Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment.

2.5.12.C.3 Sportsmanship, Rules, and Safety- Determine the current impact of globalization and technology on the development of, participation in and viewing of games, sports, dance, and other movement activities, and predict future impact.  

21st Century Skills and Themes

Global Awareness: Students will compare team handball in the United States vs. Other Countries.

Health Literacy:  Student will have an understanding of the individual health benefit of participating team handball.

Critical Thinking and Problem Solving:  Finding solutions to improve personal/team success when it comes to participating in team handball.

Communication and Collaboration:  Finding solutions to improve communication and teamwork when it comes to participating in team handball

Life and Career Skills/Standards/Practices:  Researching the Team Handball Industry

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Mathematics through scoring.

History through research on handball, rules, safety.

English Language Arts:  Reading informational text and presenting information.

Writing:  Self reflection and/or digital portfolio

Writing:  Making claims, citing and reasoning (CER)

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP7.Employ valid and reliable research strategies.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

8.1.12.A.4 Construct a spreadsheet workbook with multiple worksheets, rename tabs to reflect the data on the worksheet, and use mathematical or logical functions, charts and data from all worksheets to convey the results.

8.1.12.A.5 Create a report from a relational database consisting of at least two tables and describe the process, and explain the report results.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

G/T


END OF UNIT


Unit Title

Unit #. Title (Apply Heading 2 Style, black font)

Timeframe 

# of Days/Weeks Anticipated

Unit Summary

Short description of overall purpose of the unit, including overview of expected outcomes for student learning.

Learning Targets

Essential Questions

Essential Questions and Enduring Understandings are linked! They should reflect and support one another.

  • What provocative questions will foster inquiry, understanding, and transfer of learning? Essential questions cause genuine and relevant inquiry into the enduring understandings and big ideas. The best essential questions provoke thoughtful and lively discussions. Learners must consider alternatives, evidence, and the justification of ideas to answer essential questions. Essential questions can create meaningful connections with prior learning.

  • Resources from McTighe

Essential Questions in Mathematics

Essential Questions for World Languages

Essential Questions for Literary Themes

Essential Questions for Social Studies

Essential Questions for Humanities Themes

Essential Questions in Science (NGSS)

Essential Questions & Understandings for Health/PE

Essential Questions and Understandings for the Arts

Enduring Understandings

Students will understand:

  • What are the enduring understandings a student should take away from this unit? Enduring understandings use discrete facts or skills to focus on larger concepts, principles, or processes. They derive from and enable transfer of information across eras, regions, and units of study. Enduring understandings are uncovered through the course of a study. At the dinner table, when a parent asks a student what was learned in class today, the student should be able to respond with an enduring understanding.

Know

Knows/Dos are linked! They should reflect and support one another.

By the end of this unit, students will know

  • By the end of this unit, what are the most important facts/concepts/information that students will know? BRIEF, not an exhaustive list of every single piece of information, but those idea which are critical to understanding/success

Do

By the end of this unit, students will be able to

  • By the end of this unit, what are the most important skills that the students will be able to do? BRIEF, not an exhaustive list of every single skill, but those skills which are critical to success

Evidence of Learning

Formative

Brief examples of ideas that teachers could use for formative assessments. Provide specific examples to the unit rather than listing general techniques

  • https://www.dropbox.com/s/joi1mwiqcbgxw3q/edutopia-dl-53-ways-to-check-understanding.pdf?dl=0

Summative/ Benchmark

Alternative Assessments

Ex: Performance Task: Through what authentic performance tasks will students demonstrate the desired understandings? By what criteria will performances be judged?

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

LDC Templates and Task Samples (high school)

Topics for Math Tasks

Technology Upgrades for Performance Tasks

Learning Activities

  • Summary of Key Learning Events and Instruction w/ Integration of Technology/CRP (old Pacing Guide)
  • W = help the students know where the unit is going and what is expected? Help the teacher know where the students are coming from (prior knowledge, interests)?
  • H = hook all students and hold their interest?
  • E = equip students, help them experience the key ideas, and explore the issues?
  • R = provide opportunities to rethink and revise their understandings and work?
  • E = allow students to evaluate their work and its implications?
  • T = be tailored (personalized) to the different needs, interests, abilities of learners
  • O = be organized to maximize initial and sustained engagement as well as effective learning?

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Equipment

Supplemental Resources

Standards

Content Statement

Indicator

Insert rows as necessary

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

By the end of 8th grade,

  • 9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success.
  • 9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan.
  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
  • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.
  • 9.2.8.B.5 Analyze labor market trends using state and federal labor market information and other resources available online.
  • 9.2.8.B.6 Demonstrate understanding of the necessary preparation and legal requirements to enter the workforce.
  • 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the knowledge, skills, abilities, and resources required for owning and managing a business.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

6-8th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

 

  • Select and use applications effectively and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.

8.1.8.A.4 Graph and calculate data within a spreadsheet and present a summary of the results

8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web).

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

  • Demonstrate personal responsibility for lifelong learning.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property.

  • Exhibit leadership for digital citizenship.

8.1.8.D.4 Assess the credibility and accuracy of digital content.

 

8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision.

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

8.1.12.A.4 Construct a spreadsheet workbook with multiple worksheets, rename tabs to reflect the data on the worksheet, and use mathematical or logical functions, charts and data from all worksheets to convey the results.

8.1.12.A.5 Create a report from a relational database consisting of at least two tables and describe the process, and explain the report results.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

 

  • Demonstrate personal responsibility for lifelong learning.

8.1.12.D.2 Evaluate consequences of unauthorized electronic access (e.g., hacking) and disclosure, and on dissemination of personal information.

8.1.12.D.3 Compare and contrast policies on filtering and censorship both locally and globally.

  • Exhibit leadership for digital citizenship.

8.1.12.D.4 Research and understand the positive and negative impact of one’s digital footprint.

8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Modifications/Accommodations

IEPs

504s

ELLs

G/T


END OF UNIT