MIDDLE SCHOOL PE Y1                                                                                        Page  of

Units: 

Fitness Gram

Frisbee

Weight Room

Cooperative Games

Volleyball

Nutrition

Mental Health and Suicide Prevention

Bowling


Unit Title

Fitness Gram

Timeframe 

5 Days

Unit Summary

Students will introduced to the concepts of overall physical health and well being.  Students will use their height and weight to calculate their BMI.  They will research and find where their BMI falls in the scale.  They will then use this information to start a dialog about how they can personally improve it.  Each student will then be assessed  on his or her flexibility, upper body strength, core strength, and aerobic capacity.  They will be able to identify the areas of fitness that they need to improve on. Students will also research careers in the fitness industry.

Learning Targets  

Essential Questions

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

Enduring Understandings

  • 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

  • Relate physical activity, healthy eating, and body composition to personal fitness and health.  
  • How to integrate different ways of gaining strength and flexibility.

Do

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

  • Do several different activities that will help gain strength and flexibility.
  • Assess resting heart rate and working heart rate.  
  • Use information to develop a personal fitness plan and participate in goal-related activities during class.  Understand how dance increases physical fitness levels and performance.  
  • Participate in health-related fitness assessment and analyze the results.
  • Engage in discussion about barriers and supports for physical activity (e.g., why some people don’t exercise, what keeps people on track, motivation, goals for success, rewards, pacing).  
  • Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve personal fitness. 

Evidence of Learning

Formative

  • Exit question: Identify the main idea of the lesson.  Why is it important?

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

  • Attend to personal health and financial well-being through students researching careers in the fitness industry.
  • Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision by Students using a website to input their height and weight to calculate their BMI.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Equipment

Mats, Computer Instructional Sound Clip, Cones Push-up Machine, Back Extension Machine, Flexibility Block

Supplemental Resources

Standards

Content Statement

Indicator

Knowing and applying a variety of effective training principles over time enhances personal fitness level, performance, and health status.

2.6.8.A.1  Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity.

2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors.

21st Century Skills and Themes

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)
  • Global Awareness:  Students will compare fitness levels in the United States vs. Other Countries.
  • Financial, Economic, Business, and Entrepreneurial Literacy: Students will identify why and how the fitness industry is a multibillion dollar industry.
  • Civic Literacy:   Understand how to use and maintain public spaces while participating in fitness activities.
  • Health Literacy: Understanding their individual health assessments.
  • Creativity and Innovation: Researching new fitness activities that can be used to help their own personal fitness.
  • Critical Thinking and Problem Solving:  Finding solutions to personal financial issues when it comes to obtaining overall fitness.
  • Information Literacy: CER Students will write a claim, evidence and reasoning for an issue in fitness.
  • ICT Literacy-Information, Communications and Technology:  Using FitnessGram
  • Life and Career Skills/Standards/Practices:  Researching the Fitness Industry

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

By the end of 8th grade,

  • 9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success.

Technology Standards - 8.1

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.

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

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

G/T

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



Unit Title

Frisbee

Timeframe 

15 Days

Unit Summary

Students will research and learn about the history of Frisbee.  They will develop skills associated with Frisbee.  They will learn several different ways of throw and catch a Frisbee.  Students will be given instruction on the rules and strategy of the game Ultimate Frisbee.  They will be able to play a game of Ultimate Frisbee.

Learning Targets

  • Explain and demonstrate the transition of skills in Ultimate Frisbee from a drill into an Ultimate Frisbee game.  
  • Discuss how the principles of force and motion impact the quality of each Ultimate Frisbee skill.  
  • Understand how energy and flow add to a more effective and efficient Ultimate Frisbee game.  
  • Assess the effectiveness of specific mental strategies applied to improve performance.  Demonstrate how to increase ball and body control when performing Ultimate Frisbee skills.  
  • Indicate ways to modify Ultimate Frisbee skills in response to dynamic and interactive environment.  
  • Analyze how Ultimate Frisbee skills and games allow for self-expression, creativity, and teamwork.
  •  Apply rules and procedures for Ultimate Frisbee 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.  
  • Compare the roles and responsibilities of Ultimate Frisbee positions and observers as well as recommend strategies to enhance sportsmanship-like behavior.  
  • Demonstrate the use of offensive, defensive, and cooperative strategies in Ultimate Frisbee game.

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:

  • Performing movement skills in a technically correct manner improves overall performance and increases the likelihood of participation in lifelong physical activity.
  • 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.

Know

By the end of this unit, students will know

  • How to throw a Frisbee effectively.
  • How to catch a Frisbee
  • Know the Rules of Ultimate Frisbee

Do

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

  • Throw a Forearm Pass
  • To catch the Frisbee 2 different ways.
  • To play a game of Ultimate Frisbee by the correct rules.

Evidence of Learning

Formative

  • Review questions at the end of class.

Summative/ Benchmark

  • Frisbee Benchmark

Alternative Assessments

  • History of Frisbee Reading Article

Learning Activities

  • Use technology to enhance productivity through researching the history of Frisbee or the sport of Ultimate Frisbee.
  • Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem through researching and discussing Trademarks and if Frisbee is a Trademark and issues that surround trademarks

Materials / Equipment / Resources

Core Instructional

Materials and Texts

History of Frisbee Article

Equipment

Frisbees, Cones, Buckets, Targets, Pinnies

Supplemental Resources

www.youtube.com/watch?v=UnNUEvs2Ev0

Standards

Content Statement

Indicator

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

2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities)

2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance.

2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills

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.

2.5.8.B.1Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings.

2.5.8.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement.

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

2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities.

Movement activities provide a timeless opportunity to connect with people around the world

2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance

21st Century Skills and Themes

Global Awareness: Students will read the article about how young people from different countries and religious beliefs are using Ultimate Frisbee to help bridge the gap.

Financial, Economic, Business, and Entrepreneurial Literacy:. Students will research the concept of Trademarks.

Civic Literacy: Understanding how sportsmanship and ethical play will translate into the workplace.

Health Literacy: They will reflect on the benefits of physical activity.

Critical Thinking and Problem Solving:  Students will problem-solve and use strategies score points.

Communication and Collaboration: Teamwork while playing a game,

Information Literacy: Practical application of information learned at the beginning stages of Frisbee.

Media Literacy: Students will look at video’s for rules, strategies and game play.

ICT Literacy-Information, Communications and Technology:  Researching the history of Frisbee

Life and Career Skills/Standards/Practices: Showing sportsmanship during Frisbee.  Researching careers connected to Frisbee.

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)

  • CRP7.Employ valid and reliable research strategies.
  • CRP11. Use technology to enhance productivity.

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.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.

Technology Standards - 8.1

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.

 

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

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

G/T

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



Unit Title

Weight Room

Timeframe 

10 Days

Unit Summary

Students will be using the weight room facility for 2 week.  They will learn the safety rules and proper procedure for the weight room.  They will learn how to use the weight equipment and cardiovascular equipment.  They will learn the proper mechanics of lifting and different variations of sets and reps.

 

Learning Targets

  • Relate physical activity, healthy eating, and body composition to personal fitness and health.  
  • Assess resting heart rate and working heart rate.  
  • Use information to develop a personal fitness plan and participate in goal-related activities during class.  Understand how dance increases physical fitness levels and performance.  
  • Participate in health-related fitness assessment and analyze the results.  
  • Engage in discussion about barriers and supports for physical activity (e.g., why some people don’t exercise, what keeps people on track, motivation, goals for success, rewards, pacing).  
  • Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve personal fitness.

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

  • The safety rules of the weight room.
  • What a set is.
  • What a rep is.
  • How to use the machines in the weight room.

Do

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

  • Go to the weight room and use the machines properly.
  • Know how weight room etiquette and safety.

Evidence of Learning

Formative

  • Exit Question

Summative/ Benchmark

  • Weight Room Benchmark

Alternative Assessments

  • Weight Room Reading article

Learning Activities

  • Act as a responsible and contributing citizen and employee by showing responsibility and safety concerns while in the weight room.
  • Attend to personal health and financial well-being by learning weight room basics for a lifelong fitness option.
  • Employ valid and reliable research strategies.  Students will research the rules and safety guidelines for the weight room.
  • Plan education and career paths aligned to personal goals by reviewing careers in the WeightLifting/Fitness field.
  • Create a personal digital portfolio in Google Docs which reflects how each piece of equipment can be used in their daily life to enhance their fitness and aid in their career paths.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Weight Room Equipment

Equipment

Weight Room Equipment

Supplemental Resources

http://www.mayoclinic.org/healthy-lifestyle/fitness/in-depth/weight-training/art-20045842  (Proper Technique Article)

 

www.youtube.com/watch?v=1uyBv1BF8I8  Safety Techniques

Standards

Content Statement

Indicator

Knowing and applying a variety of effective training principles over time enhances personal fitness level, performance, and health status.

2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity.

2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness.

2.6.8.A.3 Analyze how medical and technological advances impact personal fitness.

2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors.

2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness.

21st Century Skills and Themes

Global Awareness:  Students will read an article on “13 Crazy Fitness Trends From Around the World.”

Financial, Economic, Business, and Entrepreneurial Literacy: Students will research the cost of different workout facilities.

Civic Literacy: Students will learn how to show the proper etiquette while working out in a facility.

Health Literacy: Students will learn how to apply what they have learned about fitness to their everyday lives.

Communication and Collaboration: Students will be working with partners during the activity.

Information Literacy: Students will be working on taking what they are learning and applying it their lives.

Media Literacy:  Students will view video on weight room techniques and discuss.

ICT Literacy-Information, Communications and Technology:  Students will be researching about weight room etiquette.

Life and Career Skills/Standards/Practices: Students will be researching about different employment opportunities in the fitness field.

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • Mathematics through setting repetitions and sets
  • History through an Anticipation Guide
  • English Language Arts:  Reading informational text and presenting information
  • Writing:  Making claims, citing and reasoning (CER)
  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP3. Attend to personal health and financial well-being.
  • CRP7.Employ valid and reliable research strategies.
  • CRP10. Plan education and career paths aligned to personal goals.

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.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.

.

Technology Standards - 8.1  

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.

 

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

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

G/T

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



Unit Title

Cooperative Games

Timeframe 

21 Days

Unit Summary

Students will be focusing on Character Development and Leadership Skills.  Students will being engaging in several types of group activities.  Some will be large group activities and others will be in small groups.  They will be given a challenge and then asked to work together to find a solution.  They will rotate through 6 challenges over a period of 6 days.  They will then be asked to assess themselves and their team based on cooperation, collaboration and character skills.

Learning Targets

  • Practice and enhance decision making skills within a group.  
  • Assess the effectiveness of specific mental strategies applied to improve performance.  
  • Analyze how recreational games allow for teamwork.  
  • Apply rules and procedures for a variety of cooperative games 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 of different cooperative games.

Essential Questions

  • How do you know whether or not health information is accurate? ƒ
  • How do I learn to stand for and communicate my beliefs to others without alienating them?
  • Why might educated people make poor health decisions?
  • ƒ How do I overcome negative influences when making decisions about my personal health?
  • How are character and health related?
  • What aspects of our character can be changed? ƒ
  • To what extent do outside influences shape values?

Enduring Understandings

Students will understand:

  • Making good health decisions requires the ability to access and evaluate reliable resources. ƒ
  • Effective communication skills enhance a person’s ability to express and defend their beliefs.
  • Decision-making can be affected by a variety of influences that may not be in a person’s best interest.
  • Character can be developed and supported through individual and group activities, the influence of positive role models and involvement in community service. ƒ
  • Character is who you are when no one is looking.

Know

By the end of this unit, students will know

  • Having character is a major factor in success.
  • Using good character traits will help with social success.
  • Using good character traits will help learning values.

Do

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

  • Use the concepts of character and values in life decisions.
  • Make better choices when in setting goals.
  • Use concepts for problem solving.

Evidence of Learning

Formative

  • Reflection with the use of the report card.

Summative/ Benchmark

  • Average of Team Rubrics and Self-Assessments

Alternative Assessments

  • Reading assignment about ethics and values.

Learning Activities

  • Act as a responsible and contributing citizen and employee by showing sportsmanship in cooperative activities.
  • Students will communicate clearly and effectively and with reason  while participating in their group and solving problems.
  • Students will demonstrate creativity with how they attempt to solve each challenge.
  • Students will start to develop idea how leadership skills enter into different types of employment.
  • Students will research the character traits in cooperative groups.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

  • Team Report Card

Equipment

  • Cooperative Games Equipment

Supplemental Resources

  • http://serc.carleton.edu/introgeo/cooperative/whatis.html

Standards

Content Statement

Indicator

Effective interpersonal communication encompasses respect and acceptance for individuals regardless of gender, sexual orientation, disability, ethnicity, socioeconomic background, religion, and/or culture.

2.2.8.A.1 Compare and contrast verbal and nonverbal interpersonal communication strategies in a variety of settings and cultures in different situations

2.2.8.A.2 Demonstrate the use of refusal, negotiation, and assertiveness skills when responding to peer pressure, disagreements, or conflicts.

Effective communication is the basis for strengthening interpersonal interactions and relationships and resolving conflicts.

2.2.8.B.1 Predict social situations that may require the use of decision-making skills.

2.2.8.B.2 Justify when individual or collaborative decision-making is appropriate

Every health-related decision has short- and long-term consequences and affects the ability to reach health goals

2.2.8.D.1 Analyze strategies to enhance character development in individual, group, and team activities.

Working together toward common goals with individuals of different abilities and from different backgrounds develops and reinforces core ethical values.

2.2.8.D.2 Analyze to what extent various cultures have responded effectively to individuals with disabilities.

Rules, regulations, and policies regarding behavior provide a common framework that supports a safe, welcoming environment

2.2.8.D.3 Hypothesize reasons for personal and group adherence, or lack of adherence, to codes of conduct at home, locally, and in the worldwide community.

21st Century Skills and Themes

Global Awareness: Article on ethics in the workplace.

Financial, Economic, Business, and Entrepreneurial Literacy: Students will be learning how working as a team is an integral part in working with others in their jobs.

Civic Literacy: Students will be working on character skills as well as honesty.

Health Literacy:  Students will be working on interpersonal skills as well as conflict resolution skills.

Creativity and Innovation: Students will be creating different possible solutions to the challenges.

Critical Thinking and Problem Solving:  Students will be problem solving during the entire unit.

Communication and Collaboration: Students will be working together on solving each challenge.

Information Literacy: Students will be able to take the information that is given to them during this unit and apply it to every day life.

ICT Literacy-Information, Communications and Technology: 

Life and Career Skills/Standards/Practices: Students will be introduced to the concept of working together as a team to problem solve.  They will understand how that same concept will be needed while working in their job.

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

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

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.

By the end of 8th grade

  • 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.7 Evaluate the impact of online activities and social media on employer decisions.

Technology Standards - 8.1

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.

 

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

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

G/T

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



Unit Title

Volleyball

Timeframe 

15 Days

Unit Summary

Students will be introduced to the game of volleyball.  They will be introduced to the skills of bumping, setting and serving, as well as learning the rules of volleyball.  They will practice the skills and then will integrate them into a game of volleyball.  They will be given a written assessment at the end of the unit.

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

  • 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?
  • Why do I have to show good sportsmanship and follow the rules when others do not?

Enduring Understandings

Students will understand:

  • Performing movement skills in a technically correct manner improves overall performance and increases the likelihood of participation in lifelong physical activity
  • 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

  • The basic rules of the game.
  • What the benefits of team sports are.
  • Ethics of playing by the rules.

Do

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

  • Perform the bump.
  • A serve.
  • Know how to rotate.

Evidence of Learning

Formative

  • Reflective questions at the end of the lesson.

Summative/ Benchmark

  • Benchmark Assessment
  • Partner-Task Anaylsis

Alternative Assessments

  •  Skills test-serve for accuracy, bump pass with a Rubric

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

Serving: http://www.livestrong.com/video/2732-position-body-volleyball/

Equipment

Nets, Volleyballs, Cones

Supplemental Resources

Global impact video: http://www.fivb.org/viewPressRelease.asp?No=61627&Language=en#.V2831iMrJPo

www.youtube.com/watch?v=9g7nYQv-kPM

Standards

Content Statement

Indicator

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

2.5.8.A.2 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities)

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.

2.5.8.A.3 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance.

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

2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.

Movement activities provide a timeless opportunity to connect with people around the world.

2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings.

2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement.

2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small group, and team activities.

2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities.

2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.

21st Century Skills and Themes

Global Awareness: Students will watch video of the sport of volleyballs impact internationally.

Financial, Economic, Business, and Entrepreneurial Literacy: Comparing professional volleyball players salaries to those of other sports.

Civic Literacy: Sportsmanship

Health Literacy: Impact of fitness with the play of volleyball.

Creativity and Innovation: Students will be involved with creating their own solutions to problems.

Critical Thinking and Problem Solving:  How to correct your skills techniques if the ball is not going over the net while serving.

Communication and Collaboration: Partner-Task Analysis of bumping and serving skills.

Information Literacy:  Students will read and interact  information literacy to research volleyball.

Media Literacy: Students will watch video about global volleyball.

Life and Career Skills/Standards/Practices: Students will look at the different careers in 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)

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP3. Attend to personal health and financial well-being.
  • CRP7.Employ valid and reliable research strategies.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.

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.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, homework, and extracurricular activities for use in a career.

Technology Standards - 8.1

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

  • 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.

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

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

G/T

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

Unit Title

Nutrition

Timeframe 

22 Days

Unit Summary

Students will learn how to be smart about what they are eating. The students will learn that proper nutrition is essential for maintaining good health. They will learn about how food affects our bodies, good and bad. This unit will help the student to gain the ability to practice health-enhancing behaviors and reduce health risks through proper diet. They will  learn about nutritious foods using MyPyramid. The students will learn about each food group, daily recommendations and portion sizes. Students will also learn about nutrients and what they do for the human body.  This unit is developed to teach students which foods they eat are healthy for their bodies and which foods they eat are not. The students should understand why they are expected to eat more vegetables and fruit than other foods. They will understand why school lunch always includes a vegetable and a fruit. This unit will help the students to grow into healthy adults by teaching the importance of a healthy diet and what a healthy diet consists of.  

Learning Targets

  • Identify the essential nutrients and describe the functions they perform in the body by using the rainbow of foods.
  • Categorize the USDA guidelines to assist people in choose a healthy diet, avoid nutritional deficiencies, and reduce their risk of diet-related chronic diseases.  
  • Compare and contrast nutritional guidelines for vegetarians and for special population groups and diabetes.
  • Explain how to use food labels and other consumer tools to make informed choices about foods and food allergies.
  • Create a personal nutrition plan based on low fats, high fiber and low sugar foods that you enjoy and that will promote wellness, today as well as in the future.

Essential Questions

  • What are the consequences (especially unforeseen) of our choices in terms of wellness?
  • What causes optimal growth and development?
  • What makes a food healthy? ƒ
  • How do you determine appropriate portion sizes?

Enduring Understandings

Students will understand:

  • Current and future personal wellness is dependent upon applying health-related concepts and skills in everyday lifestyle behaviors. 
  • An individual’s health at different life stages is dependent on heredity, environmental factors and lifestyle choices.
  • There are many short and long term health benefits and risks associated with nutritional choices.

Know

By the end of this unit, students will know

  • How to make informed food choices.
  • How big a portion size is.
  • What health problems can occur from poor food choices.

Do

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

  • Design a food plan for the week.
  • Use the UDA’s food program.
  • Monitor the food intake for the day.
  • Evaluate food choices for health benefits.

Evidence of Learning

Formative

  • Create a part of a study guide with information used in our lesson.

Summative/ Benchmark

  • Nutrition Quiz
  • Nutrition Benchmark

Alternative Assessments

  • Reading Assessment about Sugar.
  • Reading Assessment about Energy Drinks.
  • Reading Assessment about America’s Obesity Rate vs Other Countries

Learning Activities

  • Attend to personal health and financial well-being by learning strategies for maintaining a healthy diet.
  • Plan education and career paths aligned to personal goals by reviewing careers featuring nutrition.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

  • Reading Articles
  • Worksheets for Research

Equipment

  • DVD Playe

Supplemental Resources

Standards

Content Statement

Indicator

Eating patterns are influenced by a variety of factors.

2.1.8.B.1 Analyze how culture, health status, age, and eating environment influence personal eating patterns and recommend ways to provide nutritional balance.

2.1.8.B.2 Identify and defend healthy ways for adolescents to lose, gain, or maintain weight.

2.1.8.B.3 Design a weekly nutritional plan for families with different lifestyles, resources, special needs, and cultural backgrounds.

2.1.8.B.4 Analyze the nutritional values of new products and supplements.

21st Century Skills and Themes

Global Awareness: Students will read an article about the obesity rates of the United States vs. other countries of the world.

Financial, Economic, Business, and Entrepreneurial Literacy: Students will learn how to eat a healthy meal on limited financial resources.

Health Literacy:  Students will learn how to make healthy eating choices.

Creativity and Innovation: Students will create their own diet plan.

Critical Thinking and Problem Solving:  Students will be creating a diet plan based on special needs and financial concerns.

Communication and Collaboration: Students will be creating the diet plan together.

Information Literacy: Students will be able to take the nutritional information gained in the unit and apply it to daily meal decisions.

ICT Literacy-Information, Communications and Technology:  Students will be able to create a worksheet to compare different diets.

Life and Career Skills/Standards/Practices: Students will be researching different jobs that would include a nutrition degree.

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • Mathematics through calculation of calories.
  • History through looking at the diet trends in America
  • English Language Arts:  Reading informational text and presenting information
  • Writing:  Making claims, citing and reasoning (CER)

  • CRP3. Attend to personal health and financial well-being.
  • CRP10. Plan education and career paths aligned to personal goals.

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.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.

Technology Standards - 8.1

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

  • Select and use applications effectively and productively.

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

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

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

G/T

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




Unit Title

Mental Health and Suicide Prevention

Timeframe 

22 Days

Unit Summary

Social, emotional and psychological development impacts all components of wellness. All people experience stresses and strains as part of a normal life. Some stress is healthy and necessary, but with too much stress individuals can become overwhelmed. At these times, stress can become destructive and our ability to function deteriorates. Individuals with serious stress reactions can show emotional instability, physical symptoms and have difficulty concentrating or thinking clearly. There are different types of life stressors, which impact individuals in different ways. Some extreme reactions to stress can trigger anxiety disorders such as panic attacks. Maintaining healthy habits as well as a balance in all spheres of life (relationships, work/school, recreation and physical self-care) can help ameliorate the negative effects of stress.

Depression is a blanket terms that covers several distinct but related illnesses. Major Depressive disorders are characterized by depressed mood, often in conjunction with other symptoms such as disturbed sleep patterns, changes in appetite and marked lack of energy. Teens who are depressed may also present with irritability and anxiety. Dysthymic disorder presents with similar, but less severe symptoms. Bipolar disorder is characterized by pronounced and sudden mood swings. . Depression affects roughly one in ten people, but is little understood and underreported. Left untreated, depression can have devastating effects, including an increased risk of suicide or self-destructive behaviors. Teens who suffer from depression are particularly vulnerable to not being properly diagnosed and treated. Highly effective treatments for depression are available, and teens should reach out to trusted adults when they are concerned about depression in friends, to help them access these treatments.  Suicide will also be addressed with depression.

Learning Targets

  • Students will explain why a certain amount of stress is necessary in life.
  • Students will be able to  differentiate between acute, episodic or chronic stressors.
  • Students will be able to identify stressors that are normative versus non-normative.
  • Students will  list at least one physical, one emotional and one cognitive sign of serious stress.
  • Students will be able to  describe what a panic attack is.
  • Students will be able to name two things that reduce stress, and two things that do not reduce stress.
  • Students will understand that depression is an illness with genetic, biochemical and environmental causes.
  • Students will be able to differentiate between and recognize common symptoms of Major Depression, Dysthymia, and Bipolar Disorder.
  • Students will understand that self-destructive behaviors and suicidal thoughts are more common among people suffering from depression.

Essential Questions

  • How much stress is good for me?
  • What are 3 signs of suicide?
  • Name 3 things that would put a student at a higher risk of committing suicide.
  • What careers can be based off of Mental Health?
  • Why are some stressors more difficult than others?
  • How can you learn to like yourself and others?

Enduring Understandings

Students will understand:

  • Developing self esteem, resiliency, tolerance and coping skills support social and emotional health.

Know

By the end of this unit, students will know

  • Have learned about stress and different types of anxiety.
  • How to recognize depression and signs of a suicidal person.

Do

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

  • To identify depression
  • The steps needed to helping someone with depression.
  • What to do when someone is having suicidal thoughts.

Evidence of Learning

Formative

  • Daily log about the lesson.  Routinely writing about what he or she has learned that day in the lesson.

Summative/ Benchmark

  • Benchmark Test
  • Quiz
  • Brochure or powerpoint presentation

Alternative Assessments

  • Reading Assignment on depression.
  • Researching depression and anxiety.

Learning Activities

  • Using their chromebooks students will research the difference between Mood Disorders and Anxiety.
  • Attend to personal health and financial well-being by learning about Depression.
  • 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 through Students  creating a brochure about Depression and Suicide.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Readings

Equipment

Chromebooks

Supplemental Resources

http://www.pbs.org/inthemix/shows/show_depression3.html

http://www.nimh.nih.gov/health/topics/depression/index.shtml http://www.webmd.com/depression/tc/depression-in-childhood-and-adolescence-topic-overview

Standards

Content Statement

Indicator

The prevention and control of diseases and health conditions are affected by many factors.

2.1.8.C.3 Analyze the impact of mental illness (e.g., depression, impulse disorders such as gambling or shopping, eating disorders, and bipolar disorders) on physical, social, and emotional well-being.

Social and emotional development impacts all components of wellness.

2.1.8.E.1 Analyze how personal assets, resiliency, and protective factors support healthy social and emotional health

Respect and acceptance for individuals regardless of gender, sexual orientation, disability, ethnicity, socioeconomic background, religion, and/or culture provide a foundation for the prevention and resolution of conflict.

2.1.8.E.2 Determine the effectiveness of existing home, school, and community efforts to address social and emotional health and prevent conflict.

21st Century Skills and Themes

Global Awareness: CER about Mental health around the world.

Financial, Economic, Business, and Entrepreneurial Literacy: The financial cost of mental health issues in the workplace.

Civic Literacy: Students will show civic literacy by engaging in social activities that show how to deal with stress in the workplace.

Health Literacy: Students will be educated in how to maintain their mental health.

Creativity and Innovation: Students will be creating a brochure on mental health.

Communication and Collaboration: Students will be doing group work while working on a brochure.

Media Literacy: Students will be using their chromebooks and videos during the course.

ICT Literacy-Information, Communications and Technology:  Students will be using the Chromebooks for the brochure.

Life and Career Skills/Standards/Practices: Students will learn about the careers that are involved in mental health work.

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • History through researching the past treatment of people with mental health.
  • English Language Arts:  Reading informational text and presenting information
  • Writing:  Making claims, citing and reasoning (CER)

  • CRP3. Attend to personal health and financial well-being.
  • CRP10. Plan education and career paths aligned to personal goals.

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.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, homework, and extracurricular activities for use in a career.
  • 9.2.8.B.6 Demonstrate understanding of the necessary preparation and legal requirements to enter the workforce..

Technology Standards - 8.1

6-8th Grade

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

  • 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.

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

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

G/T

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


 


Unit Title

Bowling

Timeframe 

15 Days

Unit Summary

Throughout this unit of study, students will experience the promotion of effective movement development and fitness through participation in Bowlings skills and game play. Within this unit, students will focus on the skills needed to bowl the ball and the skills and knowledge needed to score a game.  Skill development will also include focusing on the development of teamwork, cooperation, rules, skills and safety.

 

Learning Targets

  • Explain and demonstrate the transition of bowling skills from a drill into a game.  
  • Discuss how the principles of force and motion impact the quality of each bowling skill.
  • Assess the effectiveness of specific mental strategies applied to improve performance.  
  • Demonstrate how to increase ball and body control when performing bowling skills.  
  • Analyze how bowling skills and games allow for teamwork.  
  • Apply rules and procedures for bowling 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 game of bowling.  
  • Recommend strategies to enhance sportsmanship-like behavior.  

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?
  • Why do I have to show good sportsmanship and follow the rules when others do not?

Enduring Understandings

Students will understand:

  • Performing movement skills in a technically correct manner improves overall performance and increases the likelihood of participation in lifelong physical activity
  • 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

  • The basics of bowling etiquette.
  • What a Strike is.
  • What Spare is.
  • How to score.

Do

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

  • Go to a bowling alley and follow the rules of the game.
  • To roll the ball correctly with a 4 step approach.
  • Score a game.

Evidence of Learning

Formative

  • Review questions at the end of class that form a study guide.

Summative/ Benchmark

  • Benchmark Test
  • Completion of skill testing  
  • Partner-task analysis
  • Scoring skills assessment

Alternative Assessments

  • Reading assignment on the history of bowling.

Learning Activities

  • Act as a responsible and contributing citizen and employee by showing sportsmanship in bowling.
  • Attend to personal health and financial well-being by learning bowling for a lifelong fitness option.
  • Employ valid and reliable research strategies.
  • Students will research the rules and safety guidelines for bowling.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Chromebooks

Equipment

Bowling balls, pins and scoresheet.

Supplemental Resources

www.youtube.com/watch?v=q921f42q7eE  Bowling Basics

www.youtube.com/watch?v=u0NxoMpX2SQ  Bowling for Strikes

www.youtube.com/watch?v=JuGi2xqbP38   Bowling for Spares

www.youtube.com/watch?v=oSUi1d5sAb0  Scoring in Bowling

Standards

Content Statement

Indicator

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

2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities).

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.

2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance.

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

2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.

Movement activities provide a timeless opportunity to connect with people around the world.

2.5.8.B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings.

2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement.

2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small group, and team activities.

2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities.

2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.

21st Century Skills and Themes

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)

 

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP3. Attend to personal health and financial well-being.
  • CRP7.Employ valid and reliable research strategies.

By the end of 8th grade,

  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, homework, 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.

Technology Standards - 8.1

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.

 

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

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

G/T

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