K-8 Learning Outcome I: Acquire movement skills and understand concepts needed to engage in health- enhancing physical activity As a result of activities in grades K-8, all students should: 1. demonstrate physical competency in individual and team sports, creative movement and leisure activities 2. analyze various movement concepts and applications 3. Demonstrate knowledge of rules, safety and strategies during physical activity. K-8 Learning Outcome I addresses State Goal 19 for Physical Development and Health: Goal 19: Acquire movement skills and understand concepts needed to engage in health-enhancing physical activities. Academic Standards: • Demonstrate physical competency in individual and team sports, creative movement and leisure and work-related activities. • Analyze various movement concepts and applications • Demonstrate knowledge of rules, safety and strategies during physical activity
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K-8 Learning Outcome I: Acquire movement skills and understand concepts needed to engage in health-enhancing physical activity
As a result of activities in grades K-8, all students should:
1. demonstrate physical competency in individual and team sports, creative movement and leisure activities
2. analyze various movement concepts and applications
3. Demonstrate knowledge of rules, safety and strategies during physical activity.
K-8 Learning Outcome I addresses State Goal 19 for Physical Development and Health: Goal 19: Acquire movement skills and understand concepts needed to engage in health-enhancing physical activities. Academic Standards: • Demonstrate physical competency in individual and team sports, creative movement and leisure and work-related activities. • Analyze various movement concepts and applications • Demonstrate knowledge of rules, safety and strategies during physical activity
K-8 Learning Outcome I: Acquire movement skills and understand concepts needed to engage in health-enhancing physical activity
Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades K-4 students will: • demonstrate progress toward the mature form of locomotor, non-
locomotor and manipulative skills • develop understanding of movement concepts (body awareness,
spatial awareness, effort and relationship) • demonstrate safe movement in physical activities • Learn rules and strategies for games of lower organization and
lead up activities.
Activities
• Low organized games (chasing and fleeing, target games, scooter games)
Resources: Variety of music, cds, and videos, Rotation of Dance
Co., teacher created worksheets/materials (see individual school resource binders), IAPHERD conference, Peer Observations, Website: PE Central
K-8 Learning Outcome I: Acquire movement skills and understand concepts needed to engage in health-enhancing physical activity
Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 5-6 students will: • demonstrate control when performing combinations and
sequences in locomotor, non-locomotor and manipulative motor patterns
• identify the principles of movement (e.g. transfer of weight, base
of support, law of opposition, absorption of force) • identify and apply rules and safety procedures in physical
activities • Identify offensive, defensive and cooperative strategies in selected
activities and games.
Activities:
• chasing & fleeing games: • rope jumping • obstacle course • team games: hockey, team building challenges, volleyball,
Vocabulary/Concepts: see attached activity guides Resources: IAPHERD conference, Current Health,
www.speedstacks.com, www.mypyramid.gov, national institute on drug abuse, www.freevibe.com, www.digiwalker.com, www.new-lifestyles.com, http://pecentral.com, teacher created materials, Cliffs and Cables company, teacher created charts/worksheets
K-8 Learning Outcome I: Acquire movement skills and understand concepts needed to engage in health-enhancing physical activity
Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 7-8 students will: • demonstrate control and creativity when performing combinations
and sequences of locomotor, non-locomotor and manipulative motor patterns in selected activities, games and sports
• compare and contrast efficient and inefficient movement patterns • apply rules and safety procedures in physical activities • apply basic offensive, defensive and cooperative strategies in
selected activities, games and sports
Activities: team sports: lacrosse, ultimate Frisbee, football, baseball, softball,
floor/field hockey, team handball, basketball, soccer, volleyball, speedball, eclipse ball. Individual and dual sports: golf, table tennis, bowling, archery, gymnastics, tumbling, pickle ball, badminton, track and field, roller skating, croquet, horseshoes, bocce ball, shuffle board. Fitness and wellness, High Functioning Activities, rhythmic activities, group projects
specific rules for each sport, teamwork, warm up, cool down, injury prevention, competition, principle of overload, specificity, progression, heart rate zones.
Resources: audiotapes: World of Fun by Hipps & Chappell, Contemporary
Tinenkling Activities by Paxton, Get Ready to Square Dance by Campon & Hallum. CD’s & videos: Folk Dances From Around the World, Pacer Test. Books: Building Dances by McGreevy-Nichols & Scheff, Rhythmic Activities & Dance by Bennett & Kiemer, The Encyclopedia of Sports, Dynamic Physical Education by Pangrazi, Teaching Movement & Dance by Wirkart, Dance A While by Harris, etc., Square Dancing by Jensen & Jensen, Folk Dancing by Jensen & Jensen. Journals: JOPERD Middle School Education. Worksheets: Karvonen, Gymnastics, Basketball, Tumbling, Rules, Fitness Cards, Monday Fitness, Fitness for Life, Looking Good & Feeling Good, Fun Dances for Everyone.
K-8 Learning Outcome II: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment.
As a result of activities in grades K-8, all students should:
1. Know and apply the principles and components of health-related fitness.
2. Assess individual fitness levels.
3. Set goals based on fitness data and develop, implement and monitor an individual fitness improvement plan.
K-8 Learning Outcome I addresses State Goal 20 for Physical Development and Health: Goal 20: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment. Academic Standards: • Know and apply the principles and components of health-related fitness. • Assess individual fitness levels. • Set goals based on fitness data and develop, implement and monitor an individual fitness improvement plan.
K-8 Learning Outcome II: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment.
Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades K-4 students will: • Identify basic characteristics of health-related fitness (e.g.,
flexibility, muscular strength). • Engage in sustained physical activity that causes increased heart
rate, muscle strength and range of movement • Describe immediate effects of physical activity on the body (e.g.,
Resources: teacher created worksheets/materials (see individual school resource binders), IAPHERD conference, Web site: PE Central
K-8 Learning Outcome II: Achieve and maintain a health-enhancing level of physical fitness based upon
continual self-assessment. Grade Level Emphases Activities, Materials, Vocabulary and Resources
During grades 5-6 students will: • Begin to describe the basic benefits of maintaining a health
enhancing level of fitness. • Regularly participate in physical activity to sustain or improve
individual levels of health-related fitness. • Monitor individual heart rate before, during and after physical
activity. • Match recognized assessments of health-related fitness (e.g.,
AAHPERD, AAU) to corresponding components of fitness. • Set personal health-related fitness goals. • Demonstrate the relationship between movement and health-
related fitness components (e.g., running/cardio respiratory, tug-of-war/strength).
Activities:
• Wellness unit, • Pacer test, partner test • Warm-up exercises • Obstacle course • Fitness pie/stations • Fitness room cards • Stair climbing • Obstacle course • Pedometer unit
Materials: RPE, Target Heart Rate, 5 components of fitness,
benefits of exercise, FITT principle, circulatory, respiratory, nervous systems, components of warm-ups , power point presentation, projection unit/screen, computer, DVD player, Current Health subscription, teacher created work sheets, posters, target heart rate lab, warm-up sheets, fitness charts, jump ropes, pacer cd, cd player, jump ropes, mats, balance beams, trapezoid mat, crash pads, deck rings, spring boards, soft hurdles, various size athletic balls, Frisbees, bases, bats, goals, pins, beanbags, scooters, cage balls, bats, hockey sticks, pucks, badminton rackets, shuttlecocks, pickle ball paddles, golf clubs, pedometers, cardio equipment: treadmills, DDR, ellipticals, rowers, game bikes, stationary bikes, patch platform, bosu balls, medicine ball
Vocabulary: see unit plans Resources: JOPERD periodical, http://www.pecentral.org,
kidshealth.org/, fitness room logs
K-8 Learning Outcome II: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment.
Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 7-8 students will: • Identify the principles of training, frequency, intensity, time and
type (FITT) • Identify and participate in activities associated with the
component of health-related fitness. • Monitor intensity of exercise through a variety of methods (e.g.,
perceived exertion, pulse monitors, target heart rate), with and without the use of technology.
• Evaluate the strengths and weaknesses of a personal fitness
profile. • Set realistic short-term and long-term goals for a health-related
fitness component. • Identify opportunities within the community for regular
participation in physical activities. • Apply the principles of training to the health-related fitness goals
anaerobic, goal setting, pulse monitors, Karvonen Formula, personal best/record, components of fitness, physical fitness, primary health risk factors, benefits of exercise, flexibility, principals of training, guidelines for exercise, CV fitness, muscular fitness, stress, muscular strength, endurance, body composition, systolic/diastolic blood pressure. Rhythmic: beats, measure, formations, positions, steps, figures, tempo, square dance language. Independent projects: cooperation, responsibility, accountability, imagination
Resources: Strategies: A Journal for Physical & Sport Education,
JOPERD: Journal of PE, Recreation & Dance, Teacher created worksheets and power points, Pacer (tape/CD), posters, bulletin boards, kidshealth.org, Current Health magazine
K-8 Learning Outcome III: Develop team-building skills by working with others through physical activity.
As a result of activities in grades K-8, all students should:
1. Demonstrate individual responsibility during group physical activities.
2. Demonstrate cooperative skills during structured group physical activity
K-8 Learning Outcome I addresses State Goal 21 for Physical Development and Health: Goal 21: Develop team-building skills by working with others through physical activity. Academic Standards: • Demonstrate individual responsibility during group physical activities. • Demonstrate cooperative skills during structured group physical activity.
K-8 Learning Outcome III: Develop team-building skills by working with others through physical activity.
Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades K-4 students will: • Follow directions and class procedures while participating in
physical activities. • Use identified procedures and safe practices with little or no
reinforcement during group physical activities. • Work independently on tasks for short periods of time. • Work cooperatively with another to accomplish assigned task.
Activities:
• Climbing Activities • Teambuilding Activities • Team Sports • Group Activities • Stations, warm-up activities, individual challenges, partner
challenges, team challenges, low organized games (medic, mouse tag, etc.)
Resources: PE Central, IAPHERD Convention, Team Building
Through Physical Challenges More Team Building Challenges
K-8 Learning Outcome III: Develop team-building skills by working with others through physical activity.
Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 5-6 students will: • Accept responsibility for their own actions in group physical
activities. • Use identified procedures and safe practices without reminders
during group physical activities. • Work independently on task until completed • Work cooperatively with a partner or small group to reach a
shared goal during physical activity.
Activities:
• warm-up activities • individual challenges • partner challenges • team challenges • high ropes course • low organized games • team sports
Materials: climbing leadership power point presentation, projection unit/screen, computer, DVD player, teacher created work sheets, posters, warm-up sheets, jump ropes, pacer cod, cd player, bosu ball, flags, cones, poly spots, leisure games: bocce balls, blango sets, baggo sets, jump ropes, mats, balance beams, trapezoid mat, crash pads, deck rings, spring boards, soft hurdles, various size athletic balls, Frisbees, bases, bats, goals, pins, beanbags, scooters, bats, hockey sticks, pucks, badminton rackets, shuttlecocks, pickle ball paddles, golf clubs, pedometers, high ropes equipment: harness, Y-tails, carabineer, helmet, climbing ropes, birdie ball, golf clubs
Resources: Quick Silver, Silver Bullets, New Games Book by Rohnke, The Cooperative Sports & Games Book by Orlich, PE Central website, IAPHERD conference
K-8 Learning Outcome III: Develop team-building skills by working with others through physical activity.
Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 7-8 students will: • Follow directions and decisions of responsible individuals (e.g.,
teachers, peer leaders, squad leaders). • Participate in establishing procedures for group physical
activities. • Remain on task independent of distraction (e.g., peer pressure,
environmental stressors). • Work cooperatively with others to accomplish a set goal in both
competitive and non competitive situations (e.g., baseball, choreographing a dance).
Activities: • Initiatives/team building challenges • Team sports • Dual sports (Badminton, Pickle-ball) • Personal Fitness Evaluation (Fitness Mondays, physical fitness
Resources: Team Building Challenges by Glover Midora, Teaching Middle School PE by Mohnsen, PE Handbook by Seaton et. al., Student Centered PE by Smith & Cestaro, Success Oriented PE Activities For Secondary Students by Bud & Sue Turner, New Games Book, Silver Bullets by Rohnke, Quick Silver by Rohnke & Butler, Jump Start with Web Links: a Guidebook for Sport Education & Activities by Mills & Mitchell, The Cooperative Sports & Games Book by Orlich, Children Moving by Graham, Holt/Hale & Parker
K-8 Learning Outcome IV: Understand principles of health promotion and the prevention and treatment of illness and injury
As a result of activities in grades K-8, all students should:
1. Explain the basic principles of health promotion, illness prevention and safety.
2. Describe and explain factors that influence health among individuals, groups, and communities.
K-8 Learning Outcome I addresses State Goal 22 for Physical Development and Health: Goal 22: Understand principles of health promotion and the prevention and treatment of illness and injury. Academic Standards: 1. Explain the basic principles of health promotion, illness prevention and safety. 2. Describe and explain the factors that influence health among individuals, groups and communities. 3. Explain how the environment can affect health.
K-8 Learning Outcome IV: Understand principles of health promotion and the prevention and treatment of illness and injury
Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades K-4 students will: • Explain the basic principles of health promotion, illness
Resources: building health professional, American Heart
Association, www.BrainPop.com
K-8 Learning Outcome IV: Understand principles of health promotion and the prevention and treatment of illness and injury
Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 5-6 students will: • Explain the basic principles of health promotion, illness,
prevention, and safety • Develop a plan for lifetime fitness • Demonstrate a variety of healthy practices and behaviors to
maintain or improve personal health • Locate resources from home, school and community that provide
valid health information.
Activities:
• Wellness unit • Nutrition unit • Brain unit: Effect of drugs, alcohol and tobacco on the
brain
Materials: food and drink nutrition labels, health and wellness worksheets, wellness power point, brain power point, nutrition power point, computer, projector, internet, My pyramid packet, National Institute on Drug Addiction video, packets, posters and handouts
Resources: mypyramid.gov, Current Health magazine, kidshealth.org, http://www.nida.nih.gov, http://www.mypyramid.gov/, http://kidshealth.org/, http://www.brainpop.com
K-8 Learning Outcome IV: Understand principles of health promotion and the prevention and treatment of illness and injury
Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 7-8 students will: • Identify and describe ways to reduce health risks common to
adolescents (e.g., exercise, diet, and refusal of harmful substances).
• Identify how positive health practices and relevant health care can
help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease.)
Resources: Looking Good, Feeling Good, Fitness for Life
textbook, Project Alert curriculum & videos, Fit or Fat video by PBS, Dying to Win by PBS
K-8 Learning Outcome V: Understand human body systems and factors that influence growth and development.
As a result of activities in grades K-8, all students should:
1. Describe and explain the structure and functions of the human body systems and how they interrelate.
2. Explain the effects of health-related actions on the body systems.
3. Describe factors that affect growth and development
K-8 Learning Outcome I addresses State Goal 23 for Physical Development and Health: Goal 23: Understand human body systems and factors that influence growth and development Academic Standards: • Describe and explain the structure and functions of the human body systems and how they interrelate. • Explain the effects of health-related actions on the body systems. • Describe factors that affect growth and development.
K-8 Learning Outcome V: Understand human body systems and factors that influence growth and development.
Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades K-4 students will: • Identify basic parts of body systems and their functions (e.g.,
heart, lungs, and eyes). • Identify healthy actions that influence the functions of the body
(e.g., cleanliness, proper diet, and exercise). • Identify individual differences in growth and development among
people.
Activities:
• Muscle identification • Nutrition (brief study of 4 food groups including the
pyramid) • Body systems (brief study of) • Basic hygiene
difference, responsible for actions, importance of individual, heart muscle, strength, nutrition, flexibility, muscles of the body, bones, circulation
Resources: website www.mypyramid.gov, www.BrainPop.com PE Central
K-8 Learning Outcome V: Understand human body systems and factors that influence growth and development.
Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 5-6 students will: • Identify basic body systems and their functions (e.g., circulatory,
respiratory, nervous). • Differentiate between positive and negative effects of health-
related actions on body systems (e.g., drug use, exercise, and diet).
• Identify stages in growth and individual development.
Activities:
• wellness unit • nutrition unit • brain and addiction unit • bone study, Robert Crown Center (reproduction, Drug
Education, and discussion of AIDs),
Materials: National Institute on Drug Abuse website and printed curriculum, Current Health Magazine, Teacher created power points, science field trip, my pyramid packets, posters, charts, food labels
Vocabulary: awareness of the systems (skeletal, reproductive,
nervous, muscular, and circulatory), The Brain: cerebellum, brain stem, limbic system, lobe nerve cells, dendrites, axon, myelin sheath, addiction, classification of drugs, alcohol, drug use, tobacco, addiction, consequences, stress, nutrition, muscular: strength, endurance, flexibility, circulation, nerves, digestion
Resources: Current Health magazine, kidshealth.org,
K-8 Learning Outcome V: Understand human body systems and factors that influence growth and development.
Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 7-8 students will: • Explain how body systems interact with each other (e.g., blood
transporting nutrients from the digestive system and oxygen from the respiratory system).
• Explain the effects of health-related actions upon body systems
(e.g., fad diets, orthodontics, avoiding smoking and alcohol use and other drug use).
• Describe the relationships among physical, mental and social
health factors during adolescence (e.g., the effects of stress on physical and mental performance, effects of nutrition on growth).
From the science department:
• Digestive system • Respiratory/circulatory system • Reproductive System/Human Sexuality
cardiovascular fitness, body composition, balance, reaction time, speed, agility, power, coordination, nutrition, sex & gender, age, heredity, smoking, obesity, stress & tension, high blood pressure, inactivity, cholesterol level, drugs & steroids, muscular development (tibialis anterior, quadriceps, biceps, triceps, hamstrings, gluteus, gastroachemius, deltoids, trapezius, pectorials, sternacliedomastoid, brocialradialis, latisimis dorsi, abdominal), testosterone, estrogen, skeletal, muscle, nervous, digestive, responsibility, reproduction, circulatory system
Resources: school nurse, science department, Looking Good,
Feeling Good (video), Looking Good, Feeling Good, (book), Dumbbell, The Safe Exercise Handbook by Branner, Fitness for Life by Corbin & Lindsey
K-8 Learning Outcome VI: Promote and enhance health and well-being through the use of effective communication and decision-making skills.
As a result of activities in grades K-8, all students should:
1. Demonstrate procedures for communicating in positive ways, resolving differences and preventing conflict. 2. Apply decision-making skills related to the protection and promotion of individual health. 3. Demonstrate skills essential to enhancing health and avoiding dangerous situations.
K-8 Learning Outcome I addresses State Goal 24 for Physical Development and Health: Goal 24: Promote and enhance health and well-being through the use of effective communication and decision-making skills. Academic Standards: • Demonstrate procedures for communicating in positive ways, resolving differences and preventing conflict. • Apply decision-making skills related to the protection and promotion of individual health. • Demonstrate skills essential to enhancing health and avoiding dangerous situations.
K-8 Learning Outcome VI: Promote and enhance health and well-being through the use of effective communication and decision-making skills.
Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades K-4 students will: • Differentiate between positive and negative behaviors (e.g.,
waiting your turn vs. pushing in line, honesty vs. lying). • Identify positive verbal and nonverbal communication skills (e.g.,
body language, manners, listening). • Recognize how choices can affect health • Demonstrate basic refusal skills
Materials & Resources: Officer Friendly, Individual School
Values, Team Building Through Physical Challenges
Vocabulary: trust, respect, fairness, honesty, good choices,
positive attitude, responsibility, commitment, communication, sportsmanship, well being
K-8 Learning Outcome VI: Promote and enhance health and well-being through the use of effective communication and decision-making skills.
Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 5-6 students will: • Identify how peers can influence healthy and unhealthy
behaviors. • • Demonstrate positive verbal and nonverbal communication skills
(e.g., polite conversation, attentive listening, and body language). • Describe key elements of a decision-making process • Describe situations where refusal skills are necessary (e.g., peer
pressures).
Activities:
• Team building activities • Initiatives • Icebreakers • Low ropes • High ropes • Nutrition unit
Materials: climbing equipment, mats, power point presentation,
work sheets, computer, projection unit
Vocabulary: responsibility, challenge by choice, positive risk
taking, leadership, risk taking, communication skills, goals, safety, group dynamics.
Resources: Quick Silver, Silver Bullets, New Games Book by
Rohnke, The Cooperative Sports & Games Book by Orlich, IAPHERD conference
K-8 Learning Outcome VI: Promote and enhance health and well-being through the use of effective communication and decision-making skills.
Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 7-8 students will: • Describe possible causes and consequences of conflict and
violence among youth in schools and communities. • Demonstrate methods for addressing interpersonal differences
without harm (e.g., avoidance, compromise, and cooperation). • Explain how positive communication helps to build and maintain
relationships at school, at home and in the workplace. • Apply a decision making process to an individual health concern. • Apply refusal and negotiation skills to potentially harmful
situations.
Activities:
Project Alert: role playing, lectures, videos, demonstration Law Enactment and Debate Wellness Program Team Initiatives Nutrition
Materials and Resources: Looking Good, Feeling Good,
Initiatives books: Team Building Through Physical Challenges, New Games Book, Silver Bullets, Cowtails and Cobras II, Quicksilver
Vocabulary: nutrition, stress management, goal setting, personal