Pitt County Schools Curriculum Guide
Physical Education / 8th Grade
The guides include samples of Essential Questions, Essential Vocabulary, Learning Targets, Criteria for Success, and Resources. They should not be interpreted by teachers as all-inclusive and the only elements of instruction necessary in their classrooms.
Big Ideas / Essential Questions | Essential Vocabulary |
Motor Skill What skills contribute to movement in small-sided game situations? What skills and methods are needed to use implements and objects during game play? What types of basic strategies and tactics can contribute to successful participation? | Motor Skill Reaction Time, Technique, Tactics, Follow-through, Agility, Speed, Power, Coordination, Reaction Time, Balance |
Movement Concepts Can you integrate increasingly complex knowledge, such as biomechanics or Newtons Laws of Motion, with movement skills? What strategies and tactics within game play can you include to increase success? | Movement Concept Biomechanics, Torque, Levers, Impact, Trajectory, Projection, Point of Contact, Movement Proficiency (grapevine, rhythmic activities, beat coordination), Execute, Aerobic, Anaerobic |
Health Related Fitness How can progress toward achieving health-related fitness be evaluated? What different resources can you use to assess, monitor, and improve personal fitness? What are the potential short and long term physical, social, and emotional impacts of physical activity? | Health Related Fitness Muscular Strength, Body Composition, Cardiovascular Endurance, Wellness, Muscular Endurance, Flexibility, F.I.T.T., Caloric Intake |
Personal/Social Responsibility What choices and techniques can be used to make game play safer? Why is it important to cooperate in a competitive situation? How can conflict be resolved in game play? How can good sportmanship be demonstrated with officials, teammates and players? | Personal/Social Responsibility Fare Play, Etiquette, Diversity, Sportsmanship, Conflict Resolution, Training Differences, Cooperative |
Learning Targets What do students need to know / be able to do? | Criteria for Success How will we know they know it / are able to do it? |
Motor Skill Analyze fundamental motor skills and specialized skills that contribute to movement proficiency in small sided game situations.
(Knowledge, Performance/Skill) ------------------------------------------------------------------------------------------------------------------ Compose basic offensive and defensive strategies in a modified version of team and individual sports through small sided games (e.g. stays between opponent and goal, moves between opponent and goal, hits object away from opponent)
(Knowledge, Performance/Skill) | Motor Skill Assessments may include but are not limited to ... Students will participate in small-sided games or individual and dual sport activities. A rubric will be used to assess student effective use of fundamental movement skills and movement patterns for teacher identified activities. For example, in badminton students will be assessed on their ability to execute the forehand and backhand strokes. In addition, students will be assessed on their shot selection based on the most effective tactic or strategy used during game play and their ability to move the opponent around the court. Assessments will be completed on teacher selected activities with at least three activities being evaluated per year. ---------------------------------------------- Students will demonstrate the following offensive and defensive skills while participating in modified games: Offensive Skills:
Defensive Skills:
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Movement Concept Integrate increasingly complex discipline-specific knowledge, such as biomechanics, with movement skills.
(Reasoning, Performance/Skill) ------------------------------------------------------------------------------------------------------------ Compose basic offensive and defensive strategies in a modified version of team and individual sports through small sided games (e.g. stays between opponent and goal, moves between opponent and goal, hits object away from opponent)
(Knowledge, Reasoning, Performance/Skill) | Movement Concept Assessments may include but are not limited to ... Using teacher created worksheets, checklists and/or rubrics, students (alone, with a partner, or in small groups) will identify various scientific principles and describe how these principles apply to human performance. For example, how the length of a racket affects accuracy and power in various striking sports. ---------------------------------------------- Students will participate in full-sided games and activities effectively using offensive and defensive strategies. Teachers will create activity specific analytical rubrics to assess students’ affect use of defensive and offense tactics during game play. At least one dual/individual sport activity and one team sport activity must be evaluated. |
Health Related Fitness Participate in and evaluate your fitness scores and develop a plan for progress towards fitness standards/goals in the five fitness components. (Knowledge, Reasoning, Performance/Skills) ------------------------------------------------------------------------------------------------------------------ Explores a variety of new activities for personal interest in and out of the Physical Education setting.
Describe the short and long term benefits of regular participation in physical activity (e.g., stress management, positive self-image) (Performance/Skill, Knowledge) ------------------------------------------------------------------------------------------------------------------ Participate in health enhancing levels of physical activity on a daily basis (e.g. pedometers, heart rate monitors, fitness journals). Participate in a progression of activities that will maintain or improve personal fitness levels. (Knowledge, Performance/Skill) | Health Related Fitness Assessments may include but are not limited to ... Pre and Post Fitness Testing- Height/Weight, Pacer, Sit and Reach, Push- Ups, Curl-Ups, Trunk Lift Students will participate in pre and post fitness assessments. Based on the pre test, students will set at least two fitness goals for the end of the grading period. At the end of the grading period, students will use the same fitness assessment to determine if they met their personal fitness goals.
---------------------------------------------- Students write an essay based on teacher created guidelines. The essay will include a description of the impact physical activity has on individual wellness and longevity. Students may support their comments with cited research from appropriate sources. ---------------------------------------------- Students will create a fitness portfolio that will include: 1) Pre/post test fitness assessment results. 2) At least three fitness goals based on pre assessment results. 3) A fitness plan for the achievement of the self-identified goals. 4) A completed activity log for at least a 6 week period. 5) A plan for monitoring progress which could include heart rate monitors, pedometers, weight training logs, software programs, diet logs, etc. |
Personal/Social Responsibility Demonstrate conflict resolution skills; importance of positive attitude, sportsmanship, etiquette, fair play, and support to teammates and opponents whether you win or lose during group physical activity. Examine how to modify the rules/strategies/tactics of an activity or game in order to include every participant such as students working in groups to develop a video or role-play to show a rule, the official’s signal for violation of the rule, and the result of the violation. (Knowledge, Reasoning, Performance/Skill) | Personal/Social Responsibility Assessments may include but are not limited to ... Teacher / Peer Checklist Behavior Contract |
The guides include samples of Essential Questions, Essential Vocabulary, Learning Targets, Criteria for Success, and Resources. They should not be interpreted by teachers as all-inclusive and the only elements of instruction necessary in their classrooms.
PE Essential Standards | Common Core Anchors | ITES |
Motor Skill | ||
PE.8.MS.1.2: Analyze fundamental motor skills and specialized skills that contribute to movement proficiency in small sided game situations. | SL.8.2 | |
PE.8.MS.1.3: Apply basic strategy and tactics that contribute to successful participation. | SL.8.1 | |
PE.8.MS.1.1: Execute proficiency in some complex combinations of movement specific to game, sport, or physical activity settings in at least two of the following activities or compositions: aquatics, team sports, individual sports, dual sports, outdoor pursuits, self-defense, dance and gymnastics. | ||
PE.8.MS.1.4: Use movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music. | ||
Movement Concept | ||
PE.8.MC.2.1: Integrate increasingly complex discipline-specific knowledge, such as biomechanics, with movement skills. | ||
PE.8.MC.2.3: Integrate strategies and tactics within game play. | ||
PE.8.MC.2.2: Compare movement concepts and principles and critical elements of activity of performances representing different levels of skill. | ||
PE.8.MC.2.4: Generate complex movement concepts that can be used to refine learned skills and to acquire new advanced skills. | ||
Health Related Fitness | ||
PE.8.HF.3.1: Evaluate progress toward achieving health-related fitness standards, using the results to make improvements. | SL.8.1 | 8.TT.1.3 |
PE.8.HF.3.2: Summarize the potential short and long-term physical, social, and emotional impacts of physical activity as a positive lifestyle choice. | SL.8.1 | |
PE.8.HF.3.3: Use a variety of resources to assess, monitor, and improve personal fitness. | SL.8.4 | 8.TT.1.3 |
Personal/Social Responsibility | ||
PE.8.PR.4.1: Analyze a variety of settings and situations to determine appropriate safety, ethics, and the form of social interaction. | SL.8.4 | |
PE.8.PR.4.2: Exemplify well-developed cooperation skills to accomplish group goals in both cooperative and competitive situations. | ||
PE.8.PR.4.3: Compare factors in different cultures that influence the choice of physical activity and nutrition. | ||
# Highlighted objectives are primary focus for assessment Non highlighted to be used to supplement primary focus |
ESL Suggestions
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Resources & Materials
The following resources were suggested by teachers at CRW2, but have not been reviewed and verified by district staff. Spark- SPARK Manuals P.E. Universe- www.peuniverse.com P.E. Central- www.pecentral.com Teach P.E.- www.teachpe.com Pitt County Public Schools - Physical Education Pacing Guide K-5, K-8, 6-8, 9-12 |