Units: Fitness Gram; Tennis; Speedball; Dance/Olympics; Weight Training; Volleyball; Lacrosse; Frisbee; Softball


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

  • 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

*How to integrate different ways of gaining 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

  • Complete several different activities that will help gain strength and flexibility

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.

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • 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.

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.

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.

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

  • 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

Tennis

Timeframe 

12 days

Unit Summary

Instruction is differentiated based on the skill levels of students.  This unit covers the basic tennis skills and enhances the basics for the advanced learner.  At the end of the unit, students will self reflect on whether or not Tennis is an option for life long fitness for them. Students will also learn the history, rules, etiquette and scoring of tennis.  Students will explore careers and keep notes in a journal on potential interests.

Learning Targets

  • Research the history, rules (US Lawn Tennis Association vs other), strategies and scoring system of the game, global trends and careers of tennis.
  • Demonstrate safety while using equipment on the court.
  • Demonstrate basic skills of tennis:
  • Grip, forehand, backhand, serve, volley, reading position, first step to the ball, recovery, shuffle steps
  • Demonstrate the knowledge of tennis 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 tennis.

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 tennis:

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

*Demonstrate the knowledge of tennis 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 tennis
  • 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

*Tennis Benchmark

Alternative Assessments

*Performance skill test

*Research Tennis History and Etiquette

Learning Activities

  • In cooperative groups, each group is given a topic to research and present.
  • History, rules, tennis rules, sportsmanship and etiquette, tennis around the world, and different careers connected to tennis, famous tennis players and his or her conduct on the court.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Equipment

Tennis racquets; Tennis balls;

Supplemental Resources

https://www.youtube.com/watch?v=ZfJ9DshCqmY

https://www.youtube.com/watch?v=KuWmEdGNv6c

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.

9.2 Career Awareness, Exploration, and Preparation  

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • CRP4.Communicate clearly and effectively and with reason.
  • 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

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

  • 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


COPY FROM THE LINE BELOW TO THE NEXT HORIZONTAL LINE. PASTE FOR EACH UNIT.


Unit Title

Speedball

Timeframe 

15 days

Unit Summary

Throughout this unit of study, students will experience the promotion of effective movement development and fitness through speedball skills and game participation. Skill development will include focusing on the development in the jump ball, ground ball dribbling, air ball passing, the lift, game rules and safety.

Learning Targets

  • Explain and perform speedball skills that combine mechanically correct movement in smooth flowing sequences during drills and speedball games.

∙ Discuss how the principles of force and motion impact the quality of each speedball skill.

∙ Understand how energy and flow add to a more effective and efficient speedball game.

 ∙ Demonstrate how to increase ball and body control when performing speedball skills.

∙ Indicate ways to modify speedball skills in response to dynamic and interactive environment.

∙ Analyze how speedball skills and games allow for self-expression, creativity, and teamwork.

∙ Apply rules and procedures for speedball and describe how they enhance participation and safety.

∙ Compare the roles and responsibilities of speedball positions and observers as well as recommend strategies to enhance sportsmanship-like behavior.

 ∙ Demonstrate the use of offensive, defensive, and cooperative strategies in speedball.

Essential Questions

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

Enduring Understandings

Students will understand:

  • Physical and cognitive skills are necessary to successfully participate in the game of speedball.
  • Physical movement in speedball can be enjoyable and individually rewarding.
  • Individual and/or group pressure to be successful in competitive activities can result in a positive or negative impact.

Know

By the end of this unit, students will know

  • How the three ways of scoring during a speedball game
  • How to re-start a speedball game after someone has scored
  • How to officiate a game of speedball (understand all rules)

Do

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

  • Play a game of speedball and demonstrate the correct rules
  •  Demonstrate the three different ways to score during a game of speedball
  • Re-start a game of speedball by demonstrating the jumpball techniques used in basketball

Evidence of Learning

Formative

  • 3-2-1:  3 things you found out; 2 interesting things; 1 question you still have

Summative/ Benchmark

Speedball benchmark

Alternative Assessments

Review Speedball study guide

Learning Activities

  • Use technology to enhance productivity through researching the history of Speedball as a PE activity and ways to modify.
  • After playing speedball reflect on the equipment, the sport and the rules.  Create changes to enhance the sport.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Equipment

Cones; pinnies; soccer ball

Supplemental Resources

Speedball powerpoint presentation

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 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

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

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.

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

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.

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

  • 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

COPY FROM THE LINE BELOW TO THE NEXT HORIZONTAL LINE. PASTE FOR EACH 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.

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?

Enduring Understandings

Students will understand:

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

Know

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

  • 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

Analyze both formal and expressive aspects of time, shape, space, and energy, and differentiate basic choreographic structures in various dance works

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

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

 

  • CRP6.Demonstrate creativity and innovation.

By the end of 12th grade,

  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.

Technology Standards - 8.1

 

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

  • 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

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

Cultural practices regarding physical activity, sports, and games reflect a microcosm of society.

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. 4

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

2.5.12.B. 1

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

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.

Interdisciplinary Connections

9.2 Career Awareness, Exploration, and Preparation  

Math:  Scoring

History:  Researching rules, safety, sportsmanship, Olympians

English:  Reading informational text and videos to ascertain information.

Writing:  Reflective portfolio, presentations, making claims, providing evidence and giving reasons (CER)

Science:  The science behind the sports and equipment.

  • CRP6.Demonstrate creativity and innovation.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 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
  • Cooperative Learning
  • Peer Partners
  • Think-Pair-Share
  • Student centered activities
  • Learning stations
  • Small group discussions

504s

  • Flexible grouping
  • Cooperative Learning
  • Peer Partners
  • Think-Pair-Share
  • Student centered activities
  • Learning stations
  • Small group discussions

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 Training

Timeframe 

13 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

*Know and understand the five components of physical fitness

  • 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

How do I develop an appropriate personal fitness program and find the motivation to commit to it.

Enduring Understandings

Students will understand:

  • Developing and implementing a program that utilizes appropriate training principles is necessary for lifetime fitness.

Know

By the end of this unit, students will know

  • Etiquette and safety rules in the weight room.
  • What the five components of fitness are.
  • The FITT principles.

Do

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

  • Participate in a specified workout in the weight room.
  • Record completed exercises and indicate how many reps and sets they completed.
  • Create a workout that represents the five components of fitness.

Evidence of Learning

Formative

  • Exit Question

Summative/ Benchmark

Benchmark assessment

Alternative Assessments

Design a fitness routine:  30 minute class period; 5 days a week

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

Books; print out of specific exercises

Equipment

Weight room equipment

Supplemental Resources

Chromebooks to research various exercises

Standards

Content Statement

Indicator

Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction

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

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

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.

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • 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 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.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.9 Analyze the correlation between personal and financial behavior and employability.

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

Modifications/Accommodations

IEPs

  • Flexible grouping
  • Cooperative Learning
  • Peer Partners
  • Think-Pair-Share
  • Student centered activities
  • Learning stations
  • Small group discussions
  • Problem solving situations
  • Demonstrate or model activity
  • Partner assisted
  • Oral prompt

504s

  • Flexible grouping
  • Cooperative Learning
  • Peer Partners
  • Think-Pair-Share
  • Student centered activities
  • Learning stations
  • Small group discussions
  • Problem solving situations
  • Demonstrate or model activity
  • Partner assisted
  • Oral prompt

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


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.

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

Benchmark assessment

Alternative Assessments

Successfully organize and lead a round robin 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

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 lifestyle.

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.
  • 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.
  • 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.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

  • 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

Lacrosse

Timeframe 

13 days

Unit Summary

In this unit, students will be able to understand how... to enjoy movement and being active in promoting and improving their personal levels of fitness and overall health by utilizing the benefits of exercise and play.

In this unit, the student will be prepared with the knowledge and skills required to competently enjoy and participate in the game of lacrosse.

Through “play” in this active sport-like game, students will be physically active, engaging in aspects of physical fitness, understanding the individual strategies and skills to be successful during play. There is also the opportunity afforded for practicing team and social skills

Learning Targets

  • Understand individual skills and strategies to be successful during games, play and tournaments
  • Be able to throw and catch a lacrosse ball with a lacrosse stick with a partner or several individuals while in motion.
  • Be able to use defensive and offensive strategies their team has worked on to be successful in game playing situations
  • Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Essential Questions

How are rules used to protect the players in a lacrosse game?

∙ How can understanding movement concepts in lacrosse improve my performance?

∙ How does my use of movement in lacrosse influence my teammates?

∙ How can the game of lacrosse help me achieve fitness goals and stay committed to wellness?

Enduring Understandings

Students will understand:

  • Recognizing risk factors and applying risk reducing strategies can increase safety while playing lacrosse.
  •  ∙ Research shows that people who participate in regular physical activity, no matter what the form, are more likely to do so because they feel comfortable and competent in movement skills.
  •  ∙ Skill development involves an understanding of movement concepts, the underlying principles of physics, as a means to analyze movement performance and make adjustments.
  • ∙ Implementing movement principles such as space, speed, force, projection or tempo makes movement more effective and more interesting.

Know

By the end of this unit, students will know

  • The safety procedures and basic rules of a PE lacrosse game
  • Specific skills and how they are used in a game
  • How to score
  • Where they can move on the field

Do

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

  • Play a lacrosse game demonstrating all of the safety and basic rules learned in class
  • Demonstrate basic skills in a game setting:  craddle; scoop; throw; catch; draw.
  • Demonstrate sportsmanship to their opponents

Evidence of Learning

Formative

  • Basic questions at the end of class to check for understanding

Summative/ Benchmark

Lacrosse Benchmark assessment

Alternative Assessments

The History of lacrosse

https://filacrosse.com/fil/origin-history/

Learning Activities

  • Students will complete a KWL chart on lacrosse or a Kahoot quiz.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Various youtube videos will show the differences between men’s and women’s lacrosse

Equipment

Lacrosse sticks; balls; nets; cones

Supplemental Resources

Chromebooks to research history of lacrosse and its popularity

Standards

Content Statement

Indicator

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

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.

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.1Demonstrate 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.

Cultural practices regarding physical activity, sports, and games reflect a microcosm of society.

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

Global Awareness:  Students will research lacrosse’s history and global trends.

Financial, Economic, Business, and Entrepreneurial Literacy:  Students will research careers in lacrosse and possible careers.

Health Literacy:  Students will reflect on lacrosse and lifelong fitness

Creativity and Innovation: Students will select a choice of presentation of information.

Communication and Collaboration: Students will work cooperatively and decide roles and responsibilities  academically and in tournament play.

Information Literacy:   Students will read and interact with informational text.

Media Literacy: Students will review information on lacrosse that include media.

Life and Career Skills/Standards/Practices: Students will research careers and work collaboratively.

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

English:  Reading and researching through informational articles.  Presentation of information.

Science:  Anatomy of muscle groups

Social Studies:  The history of lacrosse

Math:  Scoring and statistics in sports.

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.
  • 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.

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.
  • 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

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.

 

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 

13 days

Unit Summary

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

The unit of Ultimate Frisbee 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

  • Perform fundamental skills such as catching, passing, running, and shooting.
  • Understand and implement basic offensive and defensive strategies, both as a team and as individuals.
  • Implement basic offensive and defensive positions and formations.
  • Implement basic scoring principles, rules and understand the penalties for violations of these rules.
  • Understand the dimensions of the playing court, boundaries and other areas of importance.
  • Identify potential risks and dangers associated with physical activity and describe how to minimize these risks
  • Understand the importance of physical conditioning and its relationship to participation in the sport of Ultimate Frisbee.

Essential Questions

  • What components of fitness does
    Ultimate Frisbee encompass?
  • What do balance, coordination, and flexibility have to do with the concepts and performance of Ultimate Frisbee?
  • How can Ultimate Frisbee increase the fitness level of each individual?

Enduring Understandings

Students will understand:

  • Body awareness and coordination are necessary components of a fit individual.
  • Balance, coordination, and flexibility are key
    components of Ultimate Frisbee concepts.
  • Understanding how Ultimate Frisbee and related activities can affect and benefit the overall health of an individual.

Know

By the end of this unit, students will know

  • How to throw a Frisbee effectively.
  • How to catch a Frisbee
  • The basic rules of ultimate frisbee
  • Defensive and offensive strategies

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 Assessment

Alternative Assessments

www.wfdf.org/sports/ultimate

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

Various youtube videos that show ultimate frisbee as a growing club sport.

Equipment

Frisbees; cones; pinnies

Supplemental Resources

Powerpoint presentation on Ultimate Frisbee

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 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

2.5.12.A.3 Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective.

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.

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

2.5.12.B.3Analyze 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. Cultural practices regarding physical activity, sports, and games reflect a microcosm of society

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.

Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction.

2.6.12. A.4- Compare and contrast the impact of health-related fitness components as a measure of fitness and health.

21st Century Skills and Themes

Global Awareness:  Investigation of Frisbee in other countries and culture.

Financial, Economic, Business, and Entrepreneurial Literacy: Investigation of careers connected to Frisbee

Health Literacy:  Self-reflection on Frisbee as a personal lifelong sport.

Creativity and Innovation:  Art and problem solving during investigations of information.

Communication and Collaboration: Cooperative learning during research and tournament play.

Information Literacy: Informational articles used in research.

Media Literacy:  Video’s used in skill development and information.

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

English:  Reading, writing and researching topics.  Reading informational articles on rules, safety, careers and global trends.

Social Studies:  Study the history of frisbee..

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.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.

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

  • 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

Softball

Timeframe 

13 days

Unit Summary

Throughout this unit of study, students will experience the promotion of effective movement development and fitness through softball skills and game participation. Skill development will include focusing on the development of throwing, catching, hitting, pitching, positions, strategies, game rules and safety.

Learning Targets

Discuss how the principles of force and motion impact the quality of each softball skill.

∙ Assess the effectiveness of specific mental strategies applied to improve performance.

∙ Indicate ways to modify softball skills in response to dynamic and interactive environment.

∙ Analyze how softball skills and games allow for teamwork.

 ∙ Apply rules and procedures for softball 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 softball game.

∙ Compare the roles and responsibilities of softball positions and observers as well as recommend strategies to enhance sportsmanship-like behavior.

∙ Demonstrate the use of offensive, defensive, and cooperative strategies in softball

Essential Questions

What is the value of working with others in softball?

 ∙ In softball, where does one’s personal space end and someone else’s space begin?

∙ How can understanding softball movement concepts improve my performance?

∙ How can I make a softball game more interesting, fun, and enjoyable?

∙ How does my movement in a softball game influence that of others?

∙ How can I set challenging fitness goals in softball that help me stay committed to wellness?

Enduring Understandings

Students will understand:

  • Research shows that people who participate in regular physical activity, such as softball, are more likely to do so because they feel comfortable and competent in movement skills.
  • ∙ Skill development in softball involves an understanding of movement concepts, the underlying principles of physics, as a means to analyze movement performance and make adjustments.
  •  ∙ Implementing movement principles in softball, such as space, speed, force, projection or tempo makes movement more effective and more interesting.

Know

By the end of this unit, students will know

  • How to throw, catch, hit and run
  • What bases to throw too
  • Basic softball game rules

Do

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

  • Throw to the correct base
  • Run to the correct base
  • Execute a softball game demonstrating basic rules

Evidence of Learning

Formative

  • Questions during the class period to check for understanding

Summative/ Benchmark

Identify the softball positions

Alternative Assessments

The History of Softball

Various YouTube videos

Learning Activities

  • Analyze the impact of different world cultures on a present-day softball game.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Equipment

Softballs;  bases;  bats;  gloves;  

Supplemental Resources

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 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

2.5.12.A.3 Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective.

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.

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

2.5.12.B.3Analyze 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. Cultural practices regarding physical activity, sports, and games reflect a microcosm of society

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

Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction.

2.6.12. A.4- Compare and contrast the impact of health-related fitness components as a measure of fitness and health.

21st Century Skills and Themes

Global Awareness:  Students will research careers and global trends.

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

Health Literacy:  Students will investigate how softball can provide life long fitness.

Creativity and Innovation:  Students will investigate information and create presentations of choice

Communication and Collaboration: Students will research collaboratively and play softball cooperatively and communicating with team members.

Information Literacy: Research articles

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

English:  Reading, writing and researching topics.  Reading informational articles on rules, safety, careers and global trends.

Social Studies:  Study the history of softball.

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.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

9-12th Grade

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.

  • Exhibit leadership for digital citizenship.

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.

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


END OF UNIT