MIDDLE SCHOOL PE Y2                                                                                                                        Page  of

Units:

Fitness Gram

Weight Room

Lacrosse

Cooperative Games

Dance

Reproduction

Alcohol and Other Drugs

Volleyball

Tennis

First Marking Period

Unit Title

Fitness Gram

Timeframe

10 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.

Strands/Standards

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

Content/Skills

20 meter pacer test

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

Curl-up test

Push-up test

Flexibilty Test

Lower Back Extention test

Unit Title

Weight Room

Timeframe

15 Days

Unit Summary

Students will be using the weight room facility for 2 week.  They will review the safety rules and proper procedure for the weight room.  They will review  how to use the weight equipment and cardiovascular equipment.  They will learn the proper mechanics of lifting and different variations of sets and reps and use the data from their fitness tests to set up a plan for themselves.

Strands/Standards

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

Content/Skills

Review Rules of Weight Room

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

Review Safety Procedures

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

Review use of treadmills and aerobic exercise machines.

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

Review of  Weight Machines

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

Develop fitness plan

Unit Title

Lacrosse

Timeframe

10 Days

Unit Summary

Throughout this unit of study, students will experience the promotion of effective movement development and fitness through lacrosse skills and game participation. Skill development will include focusing on the development of throwing, catching, cradling, scooping, scoring, passing, defensive marking, game rules and safety.

Strands/Standards

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)

Content/Skills

 Introduction/History of Lacrosse

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

Throwing/Catching Practice

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

Scooping and Shooting Practice

Second Marking Period

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 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.

Strands/Standards

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

Content/Skills

Large Group Activites

-Rock/Paper/Scissors

- Secret Football

- Ameba Tag

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

Team Juggling

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

First Round of 6 Challenges

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

2nd Round of 6 Challenges

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

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

Unit Title

Dance

Timeframe

15 Days

Unit Summary

Throughout this unit of study, students will experience the promotion of effective movement development and fitness through Square Dancing

participation. Skill development will focus on dance movements and rhythms such as Do-si- do, Swing and promenade. This unit will also work

on the social aspects that come with dance.

Strands/Standards

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).

Content/Skills

Dance Calls of square dancing.

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

Practicing dances

2.5.8.A.3 Create, explain, and demonstrate, as a small group, a planned movement sequence that includes changes in rhythm, tempo, and musical style

(creative, cultural, social, and fitness dance).

Dancing with music.

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

Dance Assessment

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

Unit Title

Fitness Gram

Timeframe

10 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.

Strands/Standards

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

Content/Skills

20 meter pacer test

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

Curl-up test

Push-up test

Flexibility Test

Lower Back Extension test

Third Marking Period

Unit Title

Reproduction

Timeframe

22 Days

Unit Summary

Promoting the skills of critical thinking, decision making, problem solving, and communication for 8th grade students to make informed health decisions about human relationship and sexuality as they relate to personal wellness and the wellness of others.

Strands/Standards

2.4.8.A.1 Predict how changes within a family can impact family members.

Content/Skills

Basic Anatomy

2.4.8.A.2 Explain how the family unit impacts character development.

How sperm are made

2.4.8.A.4 Differentiate between affection, love, commitment, and sexual attraction.

Pathway of the egg and importance of the menstrual cycle.

2.4.8.B.1 Analyze the influence of hormones, nutrition, the environment, and heredity on the physical, social,

and emotional changes that occur during puberty.

Stages of Pregnancy and choices made before having sex.

2.4.8.B.2 Determine the benefits of early detection strategies assist in the prevention and treatment of illness or disease, sexual abstinence and develop

strategies to resist pressures to become

sexually active.

STIs

2.4.8.B.3 Compare and contrast methods of contraception used by adolescents and factors that may influence their use.

Social and financial consequences of having intercourse.

2.4.8.B.4 Relate certain behaviors to placing one at greater risk for HIV/AIDS, STIs, and unintended

pregnancy.

2.4.8.B.6 Explain the importance of practicing routine health care procedures such as breast self-examination, testicular examinations, and HPV vaccine.

2.4.8.B.6 Explain the importance of practicing routine health care procedures such as breast self-examination, testicular examinations, and HPV vaccine.

2.4.8.C.2 Distinguish physical, social, and emotional changes that occur during each stage of pregnancy,

including the stages of labor and childbirth and the adjustment period following birth.

2.4.8.C.3 Determine effective strategies and resources to assist with parenting.

2.4.8.C.4 Predict short- and long-term impacts of teen pregnancy.

2.4.8.C.5 Correlate prenatal care with the prevention of complications that may occur during pregnancy and

childbirth.

Unit Title

Alcohol and Other Drugs

Timeframe

22 Days

Unit Summary

Promoting the skills of critical thinking, decision making, problem solving, and communication for 8 th grade students to make informed health decisions about drugs and medicines as they relate to personal wellness and the wellness of others.

Strands/Standards

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

Content/Skills

Information on drug use.

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

Decision making with situations about Drug Use.

2.2.8.B.3 Analyze factors that support or hinder the achievement of personal health goals during different life stages.

Information on prescription drug use and abuse.

2.3.8.A.2 Compare and contrast adolescent and adult abuse of prescription and over-the counter medicines and the consequences of such abuse

Tobacco

2.3.8.B.1 Compare and contrast the physical and behavioral effects of commonly abused substances by adolescents.

2.3.8.B.2 Predict the legal and financial consequences of the use, sale, and possession of illegal substances.

2.3.8.B.3 Analyze the effects of all types of tobacco use on the aging process.

2.3.8.B.4 Compare and contrast smoking laws in New Jersey with other states and countries.

2.3.8.B.5 Explain the impact of alcohol and other drugs on those areas of the brain that control vision, sleep, coordination, and reaction time and the related

impairment of behavior, judgment, and memory.

2.3.8.B.6 Relate the use of alcohol and other drugs to decision-making and risk for sexual assault, pregnancy, and STIs.

2.3.8.B.7 Explain the impact of inhalant use and abuse on social, emotional, mental, and physical wellness.

Unit Title

Volleyball

Timeframe

17

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.

Strands/Standards

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).

Content/Skills

Bump

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

Set

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

Serve

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

Scoring

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.

Unit Title

Tennis

Timeframe

17

Unit Summary

Throughout this unit of study, students will experience the promotion of effective movement development and fitness through Tennis skills and game

participation. Skill development will include focusing on the development of the serve, the forehand hit, the backhand hit, game rules and safety.

Strands/Standards

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).

Content/Skills

Rules of tennis

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

Forearm Hit

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

Back Hand

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

Serving

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

Practice going back and forth

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

Scoring

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.

Games

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