WELLNESS 2017-18
Lifetime Wellness Grades 9-12
Students will exercise and do physical activity 3 days a week. The other 2 days will involve taking notes over the discussion of our chapters.
Students will get 2 free days a semester to use how they choose. After using those 2 days 3 points will be taken off of their final grade so remember to bring a doctors note if needed.
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Philosophy
Lifetime Wellness is a holistic approach to health and lifetime physical activities in Tennessee high schools. This approach to total wellness encompasses the physical, mental, social, and emotional well-being of the individual.
Course Description
The content of the course includes seven standards: Disease Prevention and Control, Nutrition, Substance Use and Abuse, Mental/Emotional/Social Health, Sexuality and Family Life, Safety and First Aid and Personal Fitness. Each content area is addressed in a classroom and/or physical activity setting. Personal fitness and nutrition should be emphasized and integrated throughout the course. Students are provided opportunities to explore how content areas are interrelated. Students acquire knowledge and skills necessary to make informed decisions regarding their health and well-being throughout their lifetime.
Standard: Disease Prevention and Control
Course Level Expectation:
The student will identify the causes, signs and symptoms, treatments and prevention of communicable and non-communicable diseases related to total wellness and health maintenance.
Checks for Understanding:
The student will:
1.1 differentiate communicable and non-communicable diseases. (Linkage: 6.8)
1.2 determine heredity, environmental and lifestyle factors which place the student at risk for disease. (Linkage: 3.4, 3.5, 3.10, 3.11, 6.10, 6.11, 7.2, 7.3)
1.3 describe different types of pathogens and how they affect health. (Linkage: 6.8, 6.12, 7.2, 7.3) 1.4 explain causes, modes of transmission, signs and symptoms, treatments and prevention of Communicable diseases (e.g., STIs, HIV/AIDS, mononucleosis). (Linkage: 6.8, 6.10, 6.12, 7.2, 7.3)
1.5 explain causes, signs and symptoms, treatments and prevention of non-communicable diseases (e.g., obesity, Type I and Type II diabetes, asthma, heart disease). (Linkage: 3.4, 3.11)
1.6 identify appropriate community agencies providing resources for disease treatment, information and support (e.g., local health department, American Red Cross, American Lung Association, American Heart Association, American Cancer Society, local Crisis Pregnancy Center). (Linkage: 7.4)
1.7 recognize the need for annual physical exams. (Linkage 3.4, 3.5, 3.11, 4.6, 6.5)
1.8 identify the physician as a community resource and discuss ways to locate a physician. (e.g., local health departments, insurance provider lists, hospitals, clinics)
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Integration Biology, Sociology, Psychology, Technology
Standard: Mental, Emotional and Social Health
Course Level Expectation:
The student will acquire the knowledge and skills necessary to make informed decisions regarding their mental, emotional and social well-being.
Checks for Understanding:
The student will:
2.1 identify and describe Maslow’s Hierarchy of Needs. (Linkage: 3.4, 6.2)
2.2 describe characteristics of mental, emotional and social health. (Linkage: 6.1)
2.3 identify various emotions and their effects on the mind and body. (Linkage: 1.5, 6.12, 7.6)
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2.4 explain how to develop and maintain a positive self-concept and high self-esteem. (Linkage: 4.8, 6.2, 6.12, 7.2, 7.6, 7.7)
2.5 list the factors that affect personality development. (Linkage: 6.2, 6.3, 7.2)
2.6 recognize stressors and formulate personal stress management techniques. (Linkage: 1.5, 4.8, 6.12, 7.2, 7.7)
2.7 identify and practice coping, negotiation, delaying and refusal skills. (Linkage: 5.2b, 6.7, 6.10, 6.12, 7.5)
2.8 describe stages of the grief process. (Linkage: 1.5)
2.9 identify positive ways of resolving interpersonal conflict. (Linkage: 5.2b, 6.1, 6.7, 6.10)
2.10 recognize the signs of potential suicide.
2.11 examine characteristics of mental disorders. (Linkage: 3.5, 6.2, 7.2, 7.3, 7.6)
a. anxiety disorders (e.g., phobias, obsessive-compulsive, panic, post-traumatic stress disorders).
b. affective disorders (e.g., clinical depression, bipolar disorder).
c. personality disorders (e.g., anti-social personality disorder, passive- aggressive personality disorder, schizophrenia).
d. eating disorders (e.g., anorexia nervosa, bulimia nervosa)
2.12
Integration Biology, Psychology, Sociology, Literature
Standard: Nutrition
Course Level Expectation:
The student will assess the effects of nutritional choices and incorporate strategies that contribute to an improved quality of life.
Checks for Understanding:
The student will:
3.1 identify the six classes of nutrients and describe their functions.
3.2 evaluate personal nutritional and energy needs. (Linkage: 4.5a)
3.3 compare and contrast dietary guidelines (e.g., USDA, Mayo, Harvard).
3.4 identify the relationship between healthy eating and total wellness. (Linkage: 1.2, 1.5, 2.1, 4.6, 6.5, 6.12, 7.7)
3.5 discuss eating disorders and their effects on the total wellness of the individual. (Linkage: 1.2, 2.11)
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3.6 assess personal daily dietary practices to each of the categories to the current USDA Food Guide Pyramid.
3.7 interpret information provided on food labels.
3.8 identify "fad diets" and their impact on total wellness.
3.9 describe food safety including food storage, cooking and sanitation. (Linkage: 5.1)
3.10 identify factors that influence food choices (e.g., culture, family/friends, advertising, time and money, emotions, taste, spiritual beliefs). (Linkage: 1.2, 6.2)
3.11 examine the relationship between diet and disease (e.g., obesity, hypertension, diabetes, elevated cholesterol levels). (Linkage: 1.2, 1.5)
Integration Science, Consumer Science, Math, Art, Social Studies, History
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Standard: Personal Fitness
Course Level Expectation:
The student will acquire the knowledge and skills necessary to achieve and maintain a health-enhancing level of personal fitness.
Checks for Understanding:
The student will:
4.1 identify and define concepts of physical fitness
a. identify and describe the health-related components of physical fitness (i.e., cardiovascular endurance, muscular strength, muscular endurance, flexibility, body composition).
b. identify and describe the skill-related components of physical fitness (i.e., balance, reaction time, speed, power, agility, coordination).
4.2 identify the anatomy and the functions of the muscular, skeletal and cardiovascular systems. (Linkage: 7.2)
4.3 describe and apply principles related to physical activity.
a. describe and demonstrate proper warm-up and cool-down procedures when participating in physical activity.
b. define the training principles of overload, progression, and specificity.
c. describe the F.I.T.T. (frequency, intensity, time and type) principle.
d. calculate resting, target and maximum heart rate as it relates to personal fitness planning.
4.4 apply proper safety practices when participating in physical activity. (Linkage: 5.1, 5.2c, 5.2d, 7.2)
4.5 analyze and engage in physical activities that are developmentally appropriate and support achievement of personal fitness and activity goals. a. assess individual health-related fitness levels by measuring flexibility, cardiovascular endurance, muscular strength, muscular endurance and body composition using appropriate methods. (Linkage: 3.2)
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b. design a personal fitness plan and set goals based on the health-related fitness assessment results that will lead to, or maintain, a satisfactory fitness level.
c. select aerobic and anaerobic activities needed for successful participation in lifetime activities (e.g., aerobic walking, circuit training, cycling, dance aerobics, racquet activities, rhythmic movement, rock climbing, rope jumping, rowing, running, skating, snow skiing, step aerobics, strength training, swimming, water aerobics).
d. demonstrate improvement in the health-related fitness components. (Linkage: 2.4, 6.2, 7.6)
4.6 list the health problems associated with inadequate levels of health-related fitness. (Linkage: 1.2, 1.5, 3.4, 6.12, 7.6)
4.7 distinguish between facts and fallacies as related to fitness products, services and marketing.
4.8 discuss the social, emotional, physical and mental benefits associated with participation in physical fitness activities. (Linkage: 2.4, 2.6, 6.12, 7.3, 7.7)
4.9 identify resources and facilities in the community that promote physical fitness and wellness.
Integration Math, Science
Standard: Safety and First-Aid
Course Level Expectation:
The student will acquire the knowledge and skills necessary to recognize, respond and apply appropriate procedures to accidental and life-threatening situations.
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Checks for Understanding:
The student will:
5.1 identify hazardous and life-threatening situations and the consequences of each. (Linkage: 3.5, 3.9, 4.4, 7.1, 7.6)
5.2 explain how individual attitudes and behaviors affect personal safety and the safety of others.
a. identify potential hazards associated with technology (e.g., internet, cell phones, digital cameras, video games).
b. analyze and apply strategies to avoid or manage conflict associated with school violence and bullying (e.g., harassment, name calling, teasing, exploitation, physical contact). (Linkage: 2.7, 2.9, 6.10, 7.2)
c. recognize and apply personal safety guidelines regarding modes of transportation (e.g., automobile, motorcycle, bicycle, all-terrain vehicles, marine vehicles, skateboards, utility vehicles). (Linkage: 4.4)
d. identify dangers associated with participating in high-risk behaviors (e.g., misuse of firearms, not using safety equipment including seatbelts, impaired driving). (Linkage: 4.4, 7.2)
5.3 identify and demonstrate the skills necessary in responding to medical emergencies. 5.4 describe and demonstrate proper first aid techniques for common injuries.
5.5 identify and demonstrate the steps for aiding a choking victim.
5.6 explain and demonstrate the steps used in administering Cardiopulmonary Resuscitation (CPR), rescue breathing and the use of an Automated External Defibrillator (AED).
Integration: Biology, Math, Driver Education, Drama
Standard: Sexuality and Family Life
Course Level Expectation:
The student will examine human sexuality (e.g., biology, behavior, responsibilities, attitudes) and recognize the influence of society and family values on decision making.
Checks for Understanding:
The student will:
6.1 define the aspects of positive relationships (e.g., family, dating, friendship, professional, community).
6.2 examine the influence of families, cultural traditions and economic factors on human development (e.g., personality, values, sexuality, self-esteem).
6.3 describe gender differences, expectations and biases often encountered in today’s society and compare them to the past.
6.4 explain human reproduction (i.e., male and female reproductive systems, pregnancy).
6.5 Recognize the skills necessary for maintaining reproductive health (e.g., self- examinations, annual doctor visits, prenatal care).
6.6 recognize abstinence from all sexual activity as a positive choice.
6.7 identify and practice skills needed to resist persuasive tactics regarding sexual activity.
6.8 identify the potential outcomes of engaging in sexual behaviors (e.g., pregnancy, STIs including HIV/AIDS, emotional).,
6.9 compare various contraceptive methods.
6.10 identify short-term and long-term effects of sexual harassment and date rape.
6.11 discuss the alternatives of an unplanned pregnancy (e.g., adoption, single parenting, marriage, abortion).
6.12 discuss the consequences associated with teen pregnancy (e.g., physical, mental, emotional, social, economical).
6.13 examine the lifelong responsibilities and requirements of parenthood.
Integration Biology, Math, Home Economics, Drama
Standard: Substance Use and Abuse
Course Level Expectation:
The student will differentiate appropriate and inappropriate use of chemical substances.
Checks for Understanding:
The student will:
7.1 describe the illegal use of alcohol, tobacco and other chemical substances.
7.2 identify the effects of substance misuse and abuse on society (e.g., school, crime, disease, pregnancy, STI, job, personal relationships, physical enhancement, athletic performance).
7.3 recognize that combining chemical substances can have serious consequences (e.g., death, injury, sensory impairments).
7.4 identify school and community resources for treatment and intervention (e.g., DARE, school counselor, teacher, local health department, hotlines, Alcoholics Anonymous).
7.5 identify strategies to avoid misuse of chemical substances.
7.6 explain the effects of chemical substances on total wellness.
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7.7 list the benefits of a lifestyle free from chemical misuse.
integration Biology, Math, Technology, Art, Music, Social Studies, History, Home Economics, Drama, Driver Education
STANDARDS FOR K-5 PHYSICAL EDUCATION
COMPONENT 1: MOTOR SKILLS (MS)
SUBCOMPONENT: L
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
MS.1 Hop (one foot), gallop, slide, skip
MS.1.0 Performs locomotor skills while maintaining balance.
MS.1.1 Hops, gallops, and slides using a mature pattern.*
MS.1.2 Skips using a mature pattern.*
MS 1.3 Combines at least two locomotor skills with smooth transition.
MS.1.4 Uses various locomotor skills in a variety of small-sided games/practice tasks, dance, and/or educational gymnastics experiences.
MS.1.5 Combines traveling with manipulative skills.
MS.2 Jog, run
MS.2.0 Jogs while maintaining balance.
MS.2.1 Travels showing differentiation between jogging and running.
MS.2.2a Jogs and runs using a mature pattern.*
MS.2.3 Travels showing differentiation of speeds (e.g.. Increase/decrease speed as moving).
MS.2.4 Uses appropriate speed in chase, flee, and dodge activities.
MS.2.5 Uses appropriate pacing to run a variety of distances.
MS.3 Jump & land for distance (horizontal)
MS.3.0 Jumps and lands with two feet while maintaining balance.
MS.3.1 Jumps and lands with two feet with proper preparation (arms back & knees bent) and lands softly with knees bent.
MS.3.2 Jumps and lands with two feet using 3 of 4 critical elements* (arms back & knees bent, arms extend forward as body propels forward, hips, knees,& ankles bend on landing).
MS.3.3a Leaps using a mature pattern.* MS.3.3b Jumps and lands using a mature pattern* of one and two foot takeoffs and landings (e.g., 2-2, 1-2, 2-1; hopscotch, dance, gymnastics).
MS.3.4 Combines jumping and landing with traveling (e.g., running and leaping).
MS.3.5 Applies jumping and landing to a variety of activities (e.g., small-sided games/practice tasks, dance, and/or educational gymnastics experiences).
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MS.4 Jump & land for height (vertical)
MS.4.0 Jumps and lands with two feet while maintaining balance.
MS.4.1 Jumps with proper preparation (arms back & knees bent) and lands softly with knees bent.
MS.4.2 Jumps using 4 of 5 critical elements* (hips, knees, & ankles bent, arms extend upward, body extends & stretches upward while in flight, hips, knees, & ankles bend on landing).
MS.4.3 Jumps using a mature pattern.*
MS. 4.4 Combines traveling with jumping and landing.
MS.4.5 Applies jumping and landing to a variety of activities (e.g., small-sided games/practice tasks, dance, and educational gymnastics experiences).
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 MS.5 Dance MS.5.0 Demonstrates beat awareness by moving to varying rhythms. MS.5.1 Combines beat awareness with locomotor and nonlocomotor movements. MS.5.2 Performs a simple, creative dance using locomotor, nonlocomotor, and movement concepts. MS.5.3 Performs a simple teacher- and/or student designed rhythmic activity. MS.5.4 Performs a cultural dance on beat with correct pattern. MS.5.5 Creates and performs dances on beat with correct pattern. SUBCOMPONENT: DANCE/RHYTHMIC ACTIVITIES
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 MS.6 Balance MS.6.0 Maintains momentary stillness on various bases of support (body parts). MS.6.1 Maintains stillness on various bases of support (body parts) using different body shapes. MS.6.2 Maintains stillness on various bases of support at different levels. MS.6.3a Maintains stillness on various bases of support demonstrating muscular tension and extensions of free body parts. MS.6.3b Balances in an inverted position with stillness and supportive base. MS.6.4 Balances with a partner demonstrating counterbalance, muscular tension, and extension of free body parts. MS.6.5 Designs and performs a balance sequence with varying bases of support, body shapes, and levels. MS.7 Weight Transfer & Rolling (OPTIONAL) MS.7.0a Transfers weight from one body part to another. MS.7.0b Rolls sideways in a narrow (log) or curled (egg) body shape. MS.7.1a Transfers weight from hands and feet to hands only for momentary weight support. MS.7.1b Performs a forward roll or shoulder roll in a tucked position (chin to chest). MS.7.2 Performs a forward roll or shoulder roll while maintaining a curled body shape. MS.7.3a Transfers weight from feet to hands for momentary weight support. MS.7.3b Rolls forward and sideways using tight muscles and proper body alignment. MS.7.4a Uses transfers of weight or rolling as a transitional movement in a sequence. MS.7.4b Performs a forward roll or shoulder roll using momentum to come to a standing position. MS.7.5 Transfers weight from feet to hands using body extensions (e.g. scissor kick, handstand, cartwheel). SUBCOMPONENT: NONLOCOMOTOR OR EDUCATIONAL GYMNASTICS
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MS.8 Combinations (OPTIONAL)
Developmentally appropriate at grade 2
Developmentally appropriate at grade 2
MS.8.2 Moves out of a balance using an appropriate weight transfer and/or roll.
MS.8.3 Performs a 3-part sequence of balance-weight transfer/rollbalance. MS.8.4 Combines traveling, balance and weight transfers/rolls to create and perform an educational gymnastics sequence.
MS.8.5 Combines traveling, balance, weight transfers/rolls, and movement concepts to create and perform an individual or partner educational gymnastics sequence.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MS.9 Underhand Throw
MS.9.0a Tosses underhand to self. MS.9.0b Throws underhand in a forward direction.
MS.9.1a Throws underhand while facing target and using foot opposition. MS.9.1b Rolls object underhand in a forward direction.
MS.9.2 Throws underhand with a mature pattern.*
MS.9.3a Rolls a ball using a mature pattern.* MS.9.3b Throws underhand to a partner or target with appropriate force.
MS.9.4 Throws underhand to a partner or target with accuracy.
MS.9.5 Applies underhand throwing to a variety of partner or small-sided games/practice tasks.
SUBCOMPONENT: MANIPULATIVE SKILLS
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MS.10 Overhand Throw
Developmentally appropriate at grade 2.
MS.10.1 Demonstrates difference between overhand and underhand arm motion (overhead release versus waist level release).
MS.10.2 Throws overhand demonstrating side to target using foot opposition.
MS.10.3 Throws overhand for distance or force demonstrating side to target, arm back, and stepping with opposition.
MS.10.4 Throws overhand to a partner or target with accuracy.
MS.10.5 Throws overhand using a mature pattern.*
MS.11 Catching MS.11.0 Drops and catches a ball after one bounce.
MS.11.1 Catches a self-tossed object.
MS.11.2 Catches underhand (at or below the chest) using a mature pattern* (from partner).
MS.11.3 Catches overhand (at or above chest) using a mature pattern* (from partner).
MS.11.4 Catches an object at various levels and locations around the body (from partner).
MS.11.5 Applies catching on the move to a variety of partner or smallsided games/practice tasks.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MS.12 Passing & Receiving with implements or hands
Developmentally appropriate at grade 3
Developmentally appropriate at grade 3
Developmentally appropriate at grade 3
MS.12.3 Passing and receiving with a partner while stationary with appropriate force.
MS.12.4 Passing and receiving with a partner while stationary with accuracy.
MS.12.5 Passing and
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MS.12 Passing & Receiving with implements or hands
Developmentally appropriate at grade 3
Developmentally appropriate at grade 3
Developmentally appropriate at grade 3
MS.12.3 Passing and receiving with a partner while stationary with appropriate force.
MS.12.4 Passing and receiving with a partner while stationary with accuracy.
MS.12.5 Passing and receiving with a partner while on the move.
MS.13 Dribbling with hands
MS.13.0 Dribbles in self-space using one or two hands.
MS.13.1 Dribbles continuously in self space using finger pads and appropriate force.
MS.13.2a Dribbles in self-space using a mature pattern.* MS.13.2b Dribbles with preferred hand while walking. MS.13.3 Dribbles with preferred hand while jogging with control of the ball and body.
MS.13.4a Dribbles with preferred hand using mature pattern while jogging. MS.13.4b Dribbles while increasing and decreasing speeds.
MS.13.5 Combines dribbling and passing skills.
MS.14 Dribbling with feet
MS.14.0 Dribbles (taps) a ball with feet sending ball forward.
MS.14.1 Dribbles (taps) a ball with inside of feet while walking.
MS.14.2 Dribbles with feet while walking, keeping control of the ball.
MS.14.3 Dribbles with feet while jogging, keeping control of the ball and body.
MS.14.4a Dribbles with feet using mature pattern while jogging. MS.14.4b Dribbles with feet while increasing and decreasing speeds. MS.14.5 Combines dribbling with feet and passing skills.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MS.15 Kicking (force or distance)
MS.15.0 Kicks a stationary ball from a stationary position.
MS.15.1 Approaches stationary ball with non-kicking foot beside the ball and making contact with shoelaces.
MS.15.2 Kicks a ball with a running approach using a mature pattern.*
MS.15.3 Kicks a ball at intended levels with a running approach.
MS.15.4a Kicks a ball with a running approach for accuracy. MS.15.4b Kicks a moving ball with a running approach. MS.15.5a Punts a ball using a mature pattern.* MS.15.5b Applies kicking to small sided games/practice tasks.
MS.16 Passing & Receiving with feet
Developmentally appropriate at grade 2
Developmentally appropriate at grade 2
MS.16.2 Passes a ball with inside of foot to stationary partner.
MS.16.3 Passes and receives a ball with the insides of the feet to a stationary partner, "giving" on reception.
MS.16.4 Passes and receives the ball with the insides/outsides of the feet to a moving partner.
MS.16.5 Combine passing and receiving the ball with foot dribbling.
MS.17 Striking with hand(s)
MS.17.0 Strikes a lightweight object (eg. balloon, lightweight ball).
MS.17.1 Strikes an object with an open palm (forward, upward).
MS.17.2 Consecutively strikes an object with an open palm.
MS.17.3 Strikes an object with underhand or sidearm pattern over a net/line, to the wall, or to a partner.
MS.17.4a Strikes an object in partner or small-sided practice tasks. MS.17.4b Overhead volleys a ball with two hands, body positioned under the ball, and contact made with finger pads sending it upward. MS.17.5 Overhead volleys a ball using a mature pattern.*
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MS.18 Striking, short implement
MS.18.0 Strikes a lightweight object (balloon) with a paddle.
MS.18.1 Strikes a lightweight object with a shorthandled implement sending it upward.
MS.18.2 Strikes an object with a shorthandled implement sending it forward using an underhand pattern.
MS.18.3 Strikes an object with a shorthandled implement sending it forward using an underhand pattern with accuracy.
MS.18.4 Strikes an object with a shorthandled implement sending it forward using a forehand pattern with side to target and implement back in preparation.
MS.18.5 Consecutively strikes a ball with a short-handled implement against a wall using a mature forehand pattern.*
MS.19 Striking, long implement
Developmentally appropriate at grade 2
Developmentally appropriate at grade 2
MS.19.2 Strikes a ball off a tee with a bat using correct grip and side orientation.
MS.19.3 Strikes an object with a longhandled implement (e.g., bat, hockey stick, golf club) sending it forward and using proper grip.
MS.19.4 Strikes an object with a longhandled implement (e.g., bat, hockey stick, golf club) with proper grip, body orientation, and swing plane.
MS.19.5 Demonstrates a mature pattern* using a longhandled implement.
MS.20 Jumping Rope
MS.20.0 Jumps (at least one time) a long rope with teacher-assisted turning.
MS.20.1a Completes a forward OR backward jump using a self-turned rope. MS.20.1b Continuously jumps a long rope with teacherassisted turning.
MS.20.2a Continuously jumps a self-turned rope with a mature pattern.* MS.20.2b Performs basic jump rope skills.
MS.20.3a Performs intermediate jump rope skills for both short and long ropes. MS.20.3b Turns a long rope correctly.
MS.20.4 Performs a simple jump rope routine with short or long rope.
MS.20.5 Creates and performs a jump rope routine with a partner using a short or long rope.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MKA.1 Space Awareness (location)
MKA.1.0a Identifies selfspace. MKA.1.0b Moves in self-space.
MKA.1.1a Describes general and self-space. MKA.1.1b Maintains selfspace while traveling in general space. MKA.1.2a Explains the importance of self-space while moving. MKA.1.2b Travels using various locomotor skills in general space.
MKA.1.3a Recognizes the concept of open space. MKA.1.3b Applies the concept of open space while moving.
MKA.1.4a Compares and contrasts open and closed spaces. MKA.1.4b Applies the concept of open space to combination skills (e.g., traveling and dribbling).
MKA.1.5a Analyzes the use of open space in a movement activity. MKA.1.5b Applies the concept of open space to small-sided games/practice tasks, dance, and/or educational gymnastics experiences.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MKA.2 Space Awareness (pathways, levels, directions
MKA.2.0a Identifies five directions of travel (forward, backward, sideways, up/down). MKA.2.0b Travels in five directions (forward, backward, sideways, up/down).
MKA.2.1a Describes low, medium, and high levels. MKA.2.1b Demonstrates low, medium, and high levels while in selfspace and general space.
MKA.2.2a Explains the use of different pathways. MKA.2.2b Demonstrates and applies all three pathways (straight, curvy, zigzag).
MKA.2.3a Recognizes clockwise and counterclockwise directions. MKA.2.3b Combines levels, directions, and pathways into simple travel, dance, and gymnastic sequences.
MKA.2.4a Compares and contrasts use of pathways, levels, and directions. MKA.2.4b Uses pathways, levels, and directions in a variety of smallsided games/practice tasks, dance, and/or educational gymnastics experiences.
MKA.2.5a Analyzes the use of pathways, levels, and directions in movement activity. MKA.2.5b Combines pathways, levels, and directions in a variety of smallsided games/practice tasks, dance, and/or educational gymnastics experiences.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MKA.3 Effort: speed and force
MKA.3.0a Identifies fast and slow speeds. MKA.3.0b Travels using fast and slow speeds.
MKA.3.1a Describes different speeds and forces. MKA.3.1b Demonstrates slow and fast speeds. MKA.3.2a Explains the use of speeds and forces. MKA.3.2b Demonstrates various speeds and forces.
MKA.3.3a Recognizes the need for varied speeds and forces within movement. MKA.3.3b Applies speeds or forces with throwing and kicking.
MKA.3.4a Compares and contrasts use of speeds and forces within movement. MKA.3.4b Uses speeds and forces in a variety of smallsided games/practice tasks, dance, and/or educational gymnastics experiences.
MKA.3.5a Analyzes the use of speeds and forces in movement. MKA.3.5b Combines speeds and forces in a variety of smallsided games/practice tasks, dance, and/or educational gymnastics experiences.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MKA.4 Relationships (body shapes, with objects, with people)
MKA.4.0a Identifies narrow, wide, curled, and twisted body shapes. MKA.4.0b Demonstrates narrow, wide, curled, and twisted body shapes.
MKA.4.1a Describes relationships with objects or people (over, around, under, through). MKA.4.1b Demonstrates a variety of relationships with objects or people (over, around, under, through). MKA.4.2a Explains symmetrical and non-symmetrical body shapes. MKA.4.2b Demonstrates symmetrical and non-symmetrical body shapes. MKA.4.2c Uses relationships and body shapes in simple dance and/or gymnastics sequences. MKA.4.3a Differentiates relationships with people (mirror/ matching, leading/following). MKA.4.3b Demonstrates relationships with people (mirror/ matching, leading/following).
MKA.4.4a Compares and contrasts relationships in movement. MKA.4.4.b Uses relationships in a variety of smallsided games/practice tasks, dance, and/or educational gymnastics experiences.
MKA.4.5a Analyzes relationships in movement. MKA.4.5b Combines two or more relationships in a variety of smallsided games/practice tasks, dance, and/or educational gymnastics experiences.
MKA.5 Movement Principles (base of support, muscle tension, ready position)
MKA.5.0a Identifies bases of support (body parts). MKA.5.0b Demonstrates bases of support on a variety of body parts.
MKA.5.1a Contrasts the stability of wide and narrow bases of support. MKA.5.1b Differentiates wide and narrow bases of support.
MKA.5.2a Explains the need for muscular tension to maintain balance. MKA.5.2b Applies the concept of muscular tension while balancing on various bases of support.
MKA.5.3a Recognizes the need for ready position. MKA.5.3b Applies concept of ready position to increase stability and prepare for movement.
MKA.5.4a Explains how movement principles are used in a variety of dance and/or educational gymnastic experiences. MKA.5.4b Applies movement principles in a variety of dance and/or educational gymnastics experiences.
MKA.5.5a Analyzes and self-corrects movement principles. MKA.5.5b Applies movement principles in a variety of smallsided games/practice tasks.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MKA.6 Performance Cues
MKA.6.0 Recalls performance cues of locomotor and manipulative skills.
MKA.6.1 Identifies performance cues of locomotor and manipulative skills. MKA.6.2 Describes performance cues of locomotor and manipulative skills.
MKA.6.3 Identifies errors of a skill.
MKA.6.4 Explains how to correctly perform a skill.
MKA.6.5 Analyzes and self-corrects skill performance.
MKA.7 Simple Strategies
Developmentally appropriate at grade 2
Developmentally appropriate at grade 2
MKA.7.2 Applies simple strategies to chase and flee (tag) activities.
MKA.7.3 Recognizes a variety of simple strategies in gamelike activities.
MKA.7.4 Designs and implements simple strategies in game-like activities.
MKA.7.5 Analyzes and modifies simple strategies in game-like activities.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
FPA.1 Healthrelated Fitness
FPA.1.0 Recognizes that movement increases heart rate and breathing.
FPA.1.1 Identifies the heart as a muscle that grows stronger with play and physical activity.
FPA.1.2 Identifies and participates in physical activities that increase heart rate.
FPA.1.3 Describes the physiological indicators that accompany moderate to vigorous physical activity.
FPA.1.4 Identifies the components of health-related fitness.
FPA.1.5 Identifies and participates in activities specific to each component of health-related fitness.
SUBCOMPONENT: Fitness Knowledge
SUBCOMPONENT: ANALYSIS & STRATEGIES
COMPONENT 3: FITNESS & PHYSICAL ACTIVITY (FPA)
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
FPA.2 Physical Activity
FPA.2.0 Identifies active-play opportunities outside physical education class.
FPA.2.1 Discusses the benefits of being active/playing.
FPA.2.2 Identifies personal physical activity choices.
FPA.2.3 Recognizes the benefits of physical activity that contribute to a healthy lifestyle.
FPA.2.4 Analyzes opportunities in the community for physical activity.
FPA.2.5 Creates a personal
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
PSR.1 Personal Responsibility
PSR.1.0 Follows directions with few prompts (e.g., safe behaviors, taking turns).
PSR.1.1 Accepts personal responsibility by appropriately using equipment and space.
PSR.1.2 Participates with minimal prompting.
PSR.1.3 Works independently and stays on-task.
PSR.1.4a Exhibits responsible behavior in group settings. PSR.1.4b Reflects on personal behavior in group settings.
PSR.1.5 Exhibits respect for self and others with appropriate behavior while engaging in physical activity.
SUBCOMPONENT: PHYSICAL ACTIVITY & KNOWLEDGE
COMPONENT 4: PERSONAL & SOCIAL RESPONSIBILITY (PSR)
SUBCOMPONENT: PERSONAL RESPONSIBILITY
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 PSR.2 Feedback PSR.2.0 Actively listens to teacher feedback. PSR.2.1 Responds appropriately to teacher feedback. PSR.2.2 Accepts specific teacher feedback PSR.2.3 Implements specific teacher feedback. PSR.2.4 Listens respectfully to corrective feedback from teachers and peers. PSR.2.5 Provides corrective feedback respectfully to peers.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
PSR.3 Working with others
PSR.3.0 Shares equipment with others.
PSR.3.1 Works appropriately with others in a variety of class environments.
PSR.3.2 Demonstrates awareness of personal behavior with regard to cooperation and sharing.
PSR.3.3 Resolves conflict in socially acceptable ways.
PSR.3.4 Interacts positively with others regardless of personal differences.
PSR.3.5 Encourages the movement performance of others.
SUBCOMPONENT: ACCEPTING FEEDBACK
SUBCOMPONENT: COOPERATION
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
PSR.4 Procedures & Rules
PSR.4.0 Recalls procedures and rules in the learning environment.
PSR.4.1 Adheres to procedures and rules in the learning environment.
PSR.4.2 Identifies the need for procedures and rules to create a positive learning environment.
PSR.4.3 Encourages others to follow procedures and rules to provide a productive learning environment.
PSR.4.4 Adheres to specific rules to promote fair play in small-sided games.
PSR.4.5 Critiques the rules of various activities.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 PSR.5 Safety PSR.5.0 Participates safely and uses equipment properly with few reminders. PSR.5.1 Participates safely and uses equipment properly. PSR.5.2 Recognizes potential personal safety issues. PSR.5.3 Recognizes potential safety issues for self and others. PSR.5.4 Applies safety principles in all physical activities. PSR.5.5 Applies safety principles in all physical activities.
SUBCOMPONENT: PROCEDURES & RULES
SUBCOMPONENT: SAFETY
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
VPA.1 Appreciation
VPA.1.0 Recognizes and participates in physical activity for enjoyment.
VPA.1.1 Describes positive feelings that result from participation in physical activity.
VPA.1.2 Recognizes and participates in physical activity for enjoyment, selfexpression, and/or social interaction.
VPA.1.3 Reflects on reasons for participation in specific physical activities outside of physical education class.
VPA.1.4 Ranks different physical activities based on personal preference.
VPA.1.5 Evaluates other opportunities for physical activity based on personal preferences.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 VPA.2 Challenge VPA.2.0 Acknowledges some physical activities are challenging/ difficult. VPA.2.1 Exhibits a willingness to attempt new or challenging experiences. VPA.2.2 Exhibits a willingness to continue practicing challenging experiences. VPA.2.3 Identifies personal strengths and weaknesses in physical activities. VPA.2.4 Discusses the challenge that comes from learning a new physical activity. VPA.2.5 Creates a plan to overcome a physical activity challenge.
HIGH SCHOOL PHYSICAL EDUCATION
Students will be exercising and/or playing games 5 days a week. They must change clothes to participate in Physical Activities.
Students will get 2 free days a semester to use how they choose. After using those 2 days 3 points will be taken off of their final grade so remember to bring a doctors note if needed.
MS.1 Demonstrate competency in activity specific manipulative skills (e.g., throwing, catching, kicking, striking, etc.) or sport specific skills (e.g. serve, putt, cradle in lacrosse, sprint start, etc.) while participating in game or event.
MS.2 Demonstrate game specific strategies by combining skills (e.g., softball throw to base, volleyball set to hitter, soccer pass to teammate, etc.).
MS.3 Execute sport skills or strategies in response to the opponent (e.g., running routes, player positioning, guarding).
The Tennessee Physical Education Standards Grades 9-12 document is divided into five components: Motor Skills (MS); Cognitive Components (CC); Fitness and Physical Activity (FPA); Personal and Social Responsibility (PSR); and Values Physical Activity (VPA).
1) The Tennessee Physical Education Standards Grades 9-12 state skills, knowledge and behaviors students should demonstrate end of the high school physical education experience. The STANDARD is now what was previously called an outcome or student performance indicator.
2) Each component is divided into subcomponents as a means to organize similar standards, e.g., Cognitive Components has 4 subcomponents: Movement Concepts & Principles, Skill Analysis, Game Rules, and Tactics and Strategies.
3) The standards need not be taught in the order presented. The component and subcomponent numbers are only for organization and identification.
4) The standard is the action, knowledge or behavior expected, e.g., FPA 8. Calculate and apply resting, maximum, and target heart rate during various activities
5) *Unique to the Grades 9-12 Standards is "Component Extension". The component extensions are ideas to further challenge students in a particular subcomponent and are optional teaching ideas.
COMPONENT 1: MOTOR SKILLS (MS)
SUBCOMPONENT: GAMES, SPORTS, & LIFETIME ACTIVITIES
Revised 7/22/2016
MS.4 Demonstrate offensive skills and strategies during game play. MS.5 Demonstrate defensive skills and strategies during game play. *Component Extension (Advanced ideas that are optional) Student-designed games, officiating, biomechanical principles, coaching tactics.
MS.6 Engage in specialized skills in health-related fitness activities (e.g., yoga, resistance training, fitness walking). MS.7 Apply the principles of training to enhance an individual's current level of fitness (e.g., F.I.T.T.,overload, specificity, progression). *Component Extension (Advanced ideas that are optional) Race training, exergaming, high intensity interval training (HIIT).
MS.8 Demonstrate rhythmical or choreographed steps (i.e., jumping rope, aerobic dance, line dance, educational gymnastics routine)
MS.9 Demonstrate a continuous dance sequence while synchronized with group or continuous jump pattern to music/verse. *Component Extension Choreograph a dance, give a performance, free style.
MS.10 Demonstrate aquatic skills (e.g., floating, rhythmic breathing, kicking, treading water). MS.11 Demonstrate swimming strokes (e.g., freestyle, backstroke, breaststroke). *Component Extension Life-saving skills, diving, synchronized swimming.
SUBCOMPONENT: FITNESS & LIFETIME ACTIVITIES
SUBCOMPONENT: DANCE, RHYTHMS, & LIFETIME ACTIVITIES
SUBCOMPONENT: AQUATICS & LIFETIME ACTIVITIES (OPTIONAL)
MS.12 Demonstrate essential skills (e.g., all-terrain walking, strength, balance, climbing). MS.13 Apply specialized skills (e.g., hiking, orienteering, rock climbing, mountain biking, fishing, kayaking). *Component Extension (Advanced ideas that are optional) Plan an outdoor activity, Implement planned activity (e.g., camping, hiking, paddle boarding).
CC.1 Analyze movement concepts and principles to improve performance (e.g., pathways, force, center of gravity). *Component Extension (Advanced ideas that are optional) Design a practice drill to improve performance.
CC.2 Identify critical elements (e.g., opposition, follow through, weight transfer). CC.3 Justify the importance of each critical element in regards to skill performance (e.g., why, when, how). *Component Extension (Advanced ideas that are optional) Self/peer evaluation of skill.
SUBCOMPONENT: OUTDOOR PURSUITS & LIFETIME ACTIVITIES (OPTIONAL)
COMPONENT 2: COGNITIVE CONCEPTS (CC)
SUBCOMPONENT: MOVEMENT CONCEPTS & PRINCIPLES
SUBCOMPONENT: SKILL ANALYSIS
CC.4 Demonstrate rule application during game play. CC.5 Use appropriate sport specific terminology (e.g., travelling, out-of-bounds, offsides).
*Component Extension (Advanced ideas that are optional)
Officiating, research sport history, develop/organize a tournament.
CC.6 Explain appropriate tactical decisions in a game situation. (e.g., use of a lob versus a drop; use of a chest pass versus a bounce pass) CC.7 Assess strategies needed to achieve specific effects/outcomes. (e.g., offensive strategies in order to score, defensive strategies to obtain possession, player positioning, etc.) *Component Extension (Advanced ideas that are optional) Recognize strategies & tactics during game play (e.g., professional/collegiate athletics, opposing team). SUBCOMPONENT: TACTICS & STRATEGIES
SUBCOMPONENT: GAME RULES
FPA.1 Explain how health-related components of fitness impact overall health status (i.e., body composition, cardiovascular endurance, muscular endurance, muscular strength, flexibility). FPA.2 Participate in health-related fitness activities (e.g., weight training, stretching, cardio workouts). *Component Extension (Advanced ideas that are optional) Research myths and facts.
FPA.3 Explain how skill related components impact sports and fitness (i.e., balance, agility, power, speed, coordination, and reaction time). FPA.4 Participate in skill-related fitness activities (e.g., agility ladder, yoga, plyometric). *Component Extension (Advanced ideas that are optional) Match skill-related components to selected activities.
COMPONENT 3: FITNESS & PHYSICAL ACTIVITY (FPA)
SUBCOMPONENT: SKILL-RELATED COMPONENTS
SUBCOMPONENT: HEALTH-RELATED COMPONENTS
FPA.5 Apply fitness terminology in appropriate settings (e.g., aerobic/anaerobic, target heart rate, FITT principle, isometric, warmup/cool-down). FPA.6 Define the principles of training (e.g., overload, specificity, progression). FPA.7 Identify activities that improve each component of fitness (i.e., health-related, skill-related). FPA.8 Calculate and apply resting, maximum, and target heart rate during various activities (e.g., cardiorespiratory activities, game play). FPA.9 Discuss current trends in fitness technology (e.g., apps, heart rate monitors, electronic activity tracker). *Component Extension (Advanced ideas that are optional) Design a warm-up, cool-down, or circuit training routine.
FPA.10 Construct fitness goals (i.e., S.M.A.R.T.) FPA.11 Design a personal fitness plan based on the FITT principle i.e., Frequency, Intensity, Time, Type. *Component Extension (Advanced ideas that are optional) Analyze a personal fitness plan and make suggestions for improvement.
FPA.12 Participate in health-related fitness testing (e.g., Fitnessgram). FPA.13 Interpret individual results of fitness tests. *Component Extension (Advanced ideas that are optional) Use results of fitness assessments to guide changes in a personal fitness plan. Investigate fitness applications, i.e., MapMy Walk, FitBit.
SUBCOMPONENT: PHYSICAL ACTIVITY KNOWLEDGE
SUBCOMPONENT: EXERCISE PRESCRIPTION
SUBCOMPONENT: ASSESSMENT
COMPONENT 4: PERSONAL & SOCIAL RESPONSIBILITY (PSR)
PSR.1 Demonstrate responsible independent behaviors (e.g., best effort, compassion, initiative). PSR.2 Explain the role of the leader and follower within a group. PSR.3 Demonstrate positive attitudes towards self and others through verbal and nonverbal behaviors. *Component Extension (Advanced ideas that are optional) Volunteer for leadership roles (e.g., lead a class activity).
PSR.4 Explain the importance of following rules, procedures, etiquette and sportsmanship in the physical activity setting. PSR.5 Display acceptance of decisions of judgement in socially responsible ways (e.g., teachers, sport officials, peer leaders).
*Component Extension (Advanced ideas that are optional)
Differentiate between appropriate and inappropriate responses related to sports etiquette.
PSR.6 Provide support and encouragement for classmates (e.g., acknowledge good play, accept success/performance limitations).
PSR.7 Display acceptance of individual differences (e.g., ability level, cultural background, gender, interest, age). PSR.8 Demonstrate conflict resolution skills. *Component Extension (Advanced ideas that are optional) Engage in cooperative learning activities (e.g., icebreakers, team building).
SUBCOMPONENT: PERSONAL BEHAVIOR
SUBCOMPONENT: RULES, ETIQUETTE & SPORTSMANSHIP
SUBCOMPONENT: COOPERATION
PSR.9 Apply best practices for participating safely in physical activity (e.g., equipment/facility use, peer awareness, environment, personal medical needs). PSR.10 Engage in proper warm-up and cool-down procedures. *Component Extension (Advanced ideas that are optional) Create a project-based safety visual aide (e.g., poster, brochure, video).
VPA.1 Explain the health benefits of physical activity (e.g., physical, mental/emotional, social). VPA.2 Determine the value of physical activity to meet an individual's personal needs (e.g., social interaction, self expression, stress management). VPA.3 Explore community resources (e.g., community centers, greenways, parks). *Component Extension (Advanced ideas that are optional) Explore employment/career options in fields related to physical activity.
VPA.4 Demonstrate a willingness to try new activities for challenge and personal reward. *Component Extension (Advanced ideas that are optional) Engage in an activity that challenges oneself to the next level (e.g., Couch to 5K, substitute player to starter, weight
Lifetime Wellness Grades 9-12
Students will exercise and do physical activity 3 days a week. The other 2 days will involve taking notes over the discussion of our chapters.
Students will get 2 free days a semester to use how they choose. After using those 2 days 3 points will be taken off of their final grade so remember to bring a doctors note if needed.
).
Philosophy
Lifetime Wellness is a holistic approach to health and lifetime physical activities in Tennessee high schools. This approach to total wellness encompasses the physical, mental, social, and emotional well-being of the individual.
Course Description
The content of the course includes seven standards: Disease Prevention and Control, Nutrition, Substance Use and Abuse, Mental/Emotional/Social Health, Sexuality and Family Life, Safety and First Aid and Personal Fitness. Each content area is addressed in a classroom and/or physical activity setting. Personal fitness and nutrition should be emphasized and integrated throughout the course. Students are provided opportunities to explore how content areas are interrelated. Students acquire knowledge and skills necessary to make informed decisions regarding their health and well-being throughout their lifetime.
Standard: Disease Prevention and Control
Course Level Expectation:
The student will identify the causes, signs and symptoms, treatments and prevention of communicable and non-communicable diseases related to total wellness and health maintenance.
Checks for Understanding:
The student will:
1.1 differentiate communicable and non-communicable diseases. (Linkage: 6.8)
1.2 determine heredity, environmental and lifestyle factors which place the student at risk for disease. (Linkage: 3.4, 3.5, 3.10, 3.11, 6.10, 6.11, 7.2, 7.3)
1.3 describe different types of pathogens and how they affect health. (Linkage: 6.8, 6.12, 7.2, 7.3) 1.4 explain causes, modes of transmission, signs and symptoms, treatments and prevention of Communicable diseases (e.g., STIs, HIV/AIDS, mononucleosis). (Linkage: 6.8, 6.10, 6.12, 7.2, 7.3)
1.5 explain causes, signs and symptoms, treatments and prevention of non-communicable diseases (e.g., obesity, Type I and Type II diabetes, asthma, heart disease). (Linkage: 3.4, 3.11)
1.6 identify appropriate community agencies providing resources for disease treatment, information and support (e.g., local health department, American Red Cross, American Lung Association, American Heart Association, American Cancer Society, local Crisis Pregnancy Center). (Linkage: 7.4)
1.7 recognize the need for annual physical exams. (Linkage 3.4, 3.5, 3.11, 4.6, 6.5)
1.8 identify the physician as a community resource and discuss ways to locate a physician. (e.g., local health departments, insurance provider lists, hospitals, clinics)
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Integration Biology, Sociology, Psychology, Technology
Standard: Mental, Emotional and Social Health
Course Level Expectation:
The student will acquire the knowledge and skills necessary to make informed decisions regarding their mental, emotional and social well-being.
Checks for Understanding:
The student will:
2.1 identify and describe Maslow’s Hierarchy of Needs. (Linkage: 3.4, 6.2)
2.2 describe characteristics of mental, emotional and social health. (Linkage: 6.1)
2.3 identify various emotions and their effects on the mind and body. (Linkage: 1.5, 6.12, 7.6)
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2.4 explain how to develop and maintain a positive self-concept and high self-esteem. (Linkage: 4.8, 6.2, 6.12, 7.2, 7.6, 7.7)
2.5 list the factors that affect personality development. (Linkage: 6.2, 6.3, 7.2)
2.6 recognize stressors and formulate personal stress management techniques. (Linkage: 1.5, 4.8, 6.12, 7.2, 7.7)
2.7 identify and practice coping, negotiation, delaying and refusal skills. (Linkage: 5.2b, 6.7, 6.10, 6.12, 7.5)
2.8 describe stages of the grief process. (Linkage: 1.5)
2.9 identify positive ways of resolving interpersonal conflict. (Linkage: 5.2b, 6.1, 6.7, 6.10)
2.10 recognize the signs of potential suicide.
2.11 examine characteristics of mental disorders. (Linkage: 3.5, 6.2, 7.2, 7.3, 7.6)
a. anxiety disorders (e.g., phobias, obsessive-compulsive, panic, post-traumatic stress disorders).
b. affective disorders (e.g., clinical depression, bipolar disorder).
c. personality disorders (e.g., anti-social personality disorder, passive- aggressive personality disorder, schizophrenia).
d. eating disorders (e.g., anorexia nervosa, bulimia nervosa)
2.12
Integration Biology, Psychology, Sociology, Literature
Standard: Nutrition
Course Level Expectation:
The student will assess the effects of nutritional choices and incorporate strategies that contribute to an improved quality of life.
Checks for Understanding:
The student will:
3.1 identify the six classes of nutrients and describe their functions.
3.2 evaluate personal nutritional and energy needs. (Linkage: 4.5a)
3.3 compare and contrast dietary guidelines (e.g., USDA, Mayo, Harvard).
3.4 identify the relationship between healthy eating and total wellness. (Linkage: 1.2, 1.5, 2.1, 4.6, 6.5, 6.12, 7.7)
3.5 discuss eating disorders and their effects on the total wellness of the individual. (Linkage: 1.2, 2.11)
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3.6 assess personal daily dietary practices to each of the categories to the current USDA Food Guide Pyramid.
3.7 interpret information provided on food labels.
3.8 identify "fad diets" and their impact on total wellness.
3.9 describe food safety including food storage, cooking and sanitation. (Linkage: 5.1)
3.10 identify factors that influence food choices (e.g., culture, family/friends, advertising, time and money, emotions, taste, spiritual beliefs). (Linkage: 1.2, 6.2)
3.11 examine the relationship between diet and disease (e.g., obesity, hypertension, diabetes, elevated cholesterol levels). (Linkage: 1.2, 1.5)
Integration Science, Consumer Science, Math, Art, Social Studies, History
10
Standard: Personal Fitness
Course Level Expectation:
The student will acquire the knowledge and skills necessary to achieve and maintain a health-enhancing level of personal fitness.
Checks for Understanding:
The student will:
4.1 identify and define concepts of physical fitness
a. identify and describe the health-related components of physical fitness (i.e., cardiovascular endurance, muscular strength, muscular endurance, flexibility, body composition).
b. identify and describe the skill-related components of physical fitness (i.e., balance, reaction time, speed, power, agility, coordination).
4.2 identify the anatomy and the functions of the muscular, skeletal and cardiovascular systems. (Linkage: 7.2)
4.3 describe and apply principles related to physical activity.
a. describe and demonstrate proper warm-up and cool-down procedures when participating in physical activity.
b. define the training principles of overload, progression, and specificity.
c. describe the F.I.T.T. (frequency, intensity, time and type) principle.
d. calculate resting, target and maximum heart rate as it relates to personal fitness planning.
4.4 apply proper safety practices when participating in physical activity. (Linkage: 5.1, 5.2c, 5.2d, 7.2)
4.5 analyze and engage in physical activities that are developmentally appropriate and support achievement of personal fitness and activity goals. a. assess individual health-related fitness levels by measuring flexibility, cardiovascular endurance, muscular strength, muscular endurance and body composition using appropriate methods. (Linkage: 3.2)
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b. design a personal fitness plan and set goals based on the health-related fitness assessment results that will lead to, or maintain, a satisfactory fitness level.
c. select aerobic and anaerobic activities needed for successful participation in lifetime activities (e.g., aerobic walking, circuit training, cycling, dance aerobics, racquet activities, rhythmic movement, rock climbing, rope jumping, rowing, running, skating, snow skiing, step aerobics, strength training, swimming, water aerobics).
d. demonstrate improvement in the health-related fitness components. (Linkage: 2.4, 6.2, 7.6)
4.6 list the health problems associated with inadequate levels of health-related fitness. (Linkage: 1.2, 1.5, 3.4, 6.12, 7.6)
4.7 distinguish between facts and fallacies as related to fitness products, services and marketing.
4.8 discuss the social, emotional, physical and mental benefits associated with participation in physical fitness activities. (Linkage: 2.4, 2.6, 6.12, 7.3, 7.7)
4.9 identify resources and facilities in the community that promote physical fitness and wellness.
Integration Math, Science
Standard: Safety and First-Aid
Course Level Expectation:
The student will acquire the knowledge and skills necessary to recognize, respond and apply appropriate procedures to accidental and life-threatening situations.
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Checks for Understanding:
The student will:
5.1 identify hazardous and life-threatening situations and the consequences of each. (Linkage: 3.5, 3.9, 4.4, 7.1, 7.6)
5.2 explain how individual attitudes and behaviors affect personal safety and the safety of others.
a. identify potential hazards associated with technology (e.g., internet, cell phones, digital cameras, video games).
b. analyze and apply strategies to avoid or manage conflict associated with school violence and bullying (e.g., harassment, name calling, teasing, exploitation, physical contact). (Linkage: 2.7, 2.9, 6.10, 7.2)
c. recognize and apply personal safety guidelines regarding modes of transportation (e.g., automobile, motorcycle, bicycle, all-terrain vehicles, marine vehicles, skateboards, utility vehicles). (Linkage: 4.4)
d. identify dangers associated with participating in high-risk behaviors (e.g., misuse of firearms, not using safety equipment including seatbelts, impaired driving). (Linkage: 4.4, 7.2)
5.3 identify and demonstrate the skills necessary in responding to medical emergencies. 5.4 describe and demonstrate proper first aid techniques for common injuries.
5.5 identify and demonstrate the steps for aiding a choking victim.
5.6 explain and demonstrate the steps used in administering Cardiopulmonary Resuscitation (CPR), rescue breathing and the use of an Automated External Defibrillator (AED).
Integration: Biology, Math, Driver Education, Drama
Standard: Sexuality and Family Life
Course Level Expectation:
The student will examine human sexuality (e.g., biology, behavior, responsibilities, attitudes) and recognize the influence of society and family values on decision making.
Checks for Understanding:
The student will:
6.1 define the aspects of positive relationships (e.g., family, dating, friendship, professional, community).
6.2 examine the influence of families, cultural traditions and economic factors on human development (e.g., personality, values, sexuality, self-esteem).
6.3 describe gender differences, expectations and biases often encountered in today’s society and compare them to the past.
6.4 explain human reproduction (i.e., male and female reproductive systems, pregnancy).
6.5 Recognize the skills necessary for maintaining reproductive health (e.g., self- examinations, annual doctor visits, prenatal care).
6.6 recognize abstinence from all sexual activity as a positive choice.
6.7 identify and practice skills needed to resist persuasive tactics regarding sexual activity.
6.8 identify the potential outcomes of engaging in sexual behaviors (e.g., pregnancy, STIs including HIV/AIDS, emotional).,
6.9 compare various contraceptive methods.
6.10 identify short-term and long-term effects of sexual harassment and date rape.
6.11 discuss the alternatives of an unplanned pregnancy (e.g., adoption, single parenting, marriage, abortion).
6.12 discuss the consequences associated with teen pregnancy (e.g., physical, mental, emotional, social, economical).
6.13 examine the lifelong responsibilities and requirements of parenthood.
Integration Biology, Math, Home Economics, Drama
Standard: Substance Use and Abuse
Course Level Expectation:
The student will differentiate appropriate and inappropriate use of chemical substances.
Checks for Understanding:
The student will:
7.1 describe the illegal use of alcohol, tobacco and other chemical substances.
7.2 identify the effects of substance misuse and abuse on society (e.g., school, crime, disease, pregnancy, STI, job, personal relationships, physical enhancement, athletic performance).
7.3 recognize that combining chemical substances can have serious consequences (e.g., death, injury, sensory impairments).
7.4 identify school and community resources for treatment and intervention (e.g., DARE, school counselor, teacher, local health department, hotlines, Alcoholics Anonymous).
7.5 identify strategies to avoid misuse of chemical substances.
7.6 explain the effects of chemical substances on total wellness.
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7.7 list the benefits of a lifestyle free from chemical misuse.
integration Biology, Math, Technology, Art, Music, Social Studies, History, Home Economics, Drama, Driver Education
STANDARDS FOR K-5 PHYSICAL EDUCATION
COMPONENT 1: MOTOR SKILLS (MS)
SUBCOMPONENT: L
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
MS.1 Hop (one foot), gallop, slide, skip
MS.1.0 Performs locomotor skills while maintaining balance.
MS.1.1 Hops, gallops, and slides using a mature pattern.*
MS.1.2 Skips using a mature pattern.*
MS 1.3 Combines at least two locomotor skills with smooth transition.
MS.1.4 Uses various locomotor skills in a variety of small-sided games/practice tasks, dance, and/or educational gymnastics experiences.
MS.1.5 Combines traveling with manipulative skills.
MS.2 Jog, run
MS.2.0 Jogs while maintaining balance.
MS.2.1 Travels showing differentiation between jogging and running.
MS.2.2a Jogs and runs using a mature pattern.*
MS.2.3 Travels showing differentiation of speeds (e.g.. Increase/decrease speed as moving).
MS.2.4 Uses appropriate speed in chase, flee, and dodge activities.
MS.2.5 Uses appropriate pacing to run a variety of distances.
MS.3 Jump & land for distance (horizontal)
MS.3.0 Jumps and lands with two feet while maintaining balance.
MS.3.1 Jumps and lands with two feet with proper preparation (arms back & knees bent) and lands softly with knees bent.
MS.3.2 Jumps and lands with two feet using 3 of 4 critical elements* (arms back & knees bent, arms extend forward as body propels forward, hips, knees,& ankles bend on landing).
MS.3.3a Leaps using a mature pattern.* MS.3.3b Jumps and lands using a mature pattern* of one and two foot takeoffs and landings (e.g., 2-2, 1-2, 2-1; hopscotch, dance, gymnastics).
MS.3.4 Combines jumping and landing with traveling (e.g., running and leaping).
MS.3.5 Applies jumping and landing to a variety of activities (e.g., small-sided games/practice tasks, dance, and/or educational gymnastics experiences).
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MS.4 Jump & land for height (vertical)
MS.4.0 Jumps and lands with two feet while maintaining balance.
MS.4.1 Jumps with proper preparation (arms back & knees bent) and lands softly with knees bent.
MS.4.2 Jumps using 4 of 5 critical elements* (hips, knees, & ankles bent, arms extend upward, body extends & stretches upward while in flight, hips, knees, & ankles bend on landing).
MS.4.3 Jumps using a mature pattern.*
MS. 4.4 Combines traveling with jumping and landing.
MS.4.5 Applies jumping and landing to a variety of activities (e.g., small-sided games/practice tasks, dance, and educational gymnastics experiences).
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 MS.5 Dance MS.5.0 Demonstrates beat awareness by moving to varying rhythms. MS.5.1 Combines beat awareness with locomotor and nonlocomotor movements. MS.5.2 Performs a simple, creative dance using locomotor, nonlocomotor, and movement concepts. MS.5.3 Performs a simple teacher- and/or student designed rhythmic activity. MS.5.4 Performs a cultural dance on beat with correct pattern. MS.5.5 Creates and performs dances on beat with correct pattern. SUBCOMPONENT: DANCE/RHYTHMIC ACTIVITIES
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 MS.6 Balance MS.6.0 Maintains momentary stillness on various bases of support (body parts). MS.6.1 Maintains stillness on various bases of support (body parts) using different body shapes. MS.6.2 Maintains stillness on various bases of support at different levels. MS.6.3a Maintains stillness on various bases of support demonstrating muscular tension and extensions of free body parts. MS.6.3b Balances in an inverted position with stillness and supportive base. MS.6.4 Balances with a partner demonstrating counterbalance, muscular tension, and extension of free body parts. MS.6.5 Designs and performs a balance sequence with varying bases of support, body shapes, and levels. MS.7 Weight Transfer & Rolling (OPTIONAL) MS.7.0a Transfers weight from one body part to another. MS.7.0b Rolls sideways in a narrow (log) or curled (egg) body shape. MS.7.1a Transfers weight from hands and feet to hands only for momentary weight support. MS.7.1b Performs a forward roll or shoulder roll in a tucked position (chin to chest). MS.7.2 Performs a forward roll or shoulder roll while maintaining a curled body shape. MS.7.3a Transfers weight from feet to hands for momentary weight support. MS.7.3b Rolls forward and sideways using tight muscles and proper body alignment. MS.7.4a Uses transfers of weight or rolling as a transitional movement in a sequence. MS.7.4b Performs a forward roll or shoulder roll using momentum to come to a standing position. MS.7.5 Transfers weight from feet to hands using body extensions (e.g. scissor kick, handstand, cartwheel). SUBCOMPONENT: NONLOCOMOTOR OR EDUCATIONAL GYMNASTICS
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MS.8 Combinations (OPTIONAL)
Developmentally appropriate at grade 2
Developmentally appropriate at grade 2
MS.8.2 Moves out of a balance using an appropriate weight transfer and/or roll.
MS.8.3 Performs a 3-part sequence of balance-weight transfer/rollbalance. MS.8.4 Combines traveling, balance and weight transfers/rolls to create and perform an educational gymnastics sequence.
MS.8.5 Combines traveling, balance, weight transfers/rolls, and movement concepts to create and perform an individual or partner educational gymnastics sequence.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MS.9 Underhand Throw
MS.9.0a Tosses underhand to self. MS.9.0b Throws underhand in a forward direction.
MS.9.1a Throws underhand while facing target and using foot opposition. MS.9.1b Rolls object underhand in a forward direction.
MS.9.2 Throws underhand with a mature pattern.*
MS.9.3a Rolls a ball using a mature pattern.* MS.9.3b Throws underhand to a partner or target with appropriate force.
MS.9.4 Throws underhand to a partner or target with accuracy.
MS.9.5 Applies underhand throwing to a variety of partner or small-sided games/practice tasks.
SUBCOMPONENT: MANIPULATIVE SKILLS
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MS.10 Overhand Throw
Developmentally appropriate at grade 2.
MS.10.1 Demonstrates difference between overhand and underhand arm motion (overhead release versus waist level release).
MS.10.2 Throws overhand demonstrating side to target using foot opposition.
MS.10.3 Throws overhand for distance or force demonstrating side to target, arm back, and stepping with opposition.
MS.10.4 Throws overhand to a partner or target with accuracy.
MS.10.5 Throws overhand using a mature pattern.*
MS.11 Catching MS.11.0 Drops and catches a ball after one bounce.
MS.11.1 Catches a self-tossed object.
MS.11.2 Catches underhand (at or below the chest) using a mature pattern* (from partner).
MS.11.3 Catches overhand (at or above chest) using a mature pattern* (from partner).
MS.11.4 Catches an object at various levels and locations around the body (from partner).
MS.11.5 Applies catching on the move to a variety of partner or smallsided games/practice tasks.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MS.12 Passing & Receiving with implements or hands
Developmentally appropriate at grade 3
Developmentally appropriate at grade 3
Developmentally appropriate at grade 3
MS.12.3 Passing and receiving with a partner while stationary with appropriate force.
MS.12.4 Passing and receiving with a partner while stationary with accuracy.
MS.12.5 Passing and
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MS.12 Passing & Receiving with implements or hands
Developmentally appropriate at grade 3
Developmentally appropriate at grade 3
Developmentally appropriate at grade 3
MS.12.3 Passing and receiving with a partner while stationary with appropriate force.
MS.12.4 Passing and receiving with a partner while stationary with accuracy.
MS.12.5 Passing and receiving with a partner while on the move.
MS.13 Dribbling with hands
MS.13.0 Dribbles in self-space using one or two hands.
MS.13.1 Dribbles continuously in self space using finger pads and appropriate force.
MS.13.2a Dribbles in self-space using a mature pattern.* MS.13.2b Dribbles with preferred hand while walking. MS.13.3 Dribbles with preferred hand while jogging with control of the ball and body.
MS.13.4a Dribbles with preferred hand using mature pattern while jogging. MS.13.4b Dribbles while increasing and decreasing speeds.
MS.13.5 Combines dribbling and passing skills.
MS.14 Dribbling with feet
MS.14.0 Dribbles (taps) a ball with feet sending ball forward.
MS.14.1 Dribbles (taps) a ball with inside of feet while walking.
MS.14.2 Dribbles with feet while walking, keeping control of the ball.
MS.14.3 Dribbles with feet while jogging, keeping control of the ball and body.
MS.14.4a Dribbles with feet using mature pattern while jogging. MS.14.4b Dribbles with feet while increasing and decreasing speeds. MS.14.5 Combines dribbling with feet and passing skills.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MS.15 Kicking (force or distance)
MS.15.0 Kicks a stationary ball from a stationary position.
MS.15.1 Approaches stationary ball with non-kicking foot beside the ball and making contact with shoelaces.
MS.15.2 Kicks a ball with a running approach using a mature pattern.*
MS.15.3 Kicks a ball at intended levels with a running approach.
MS.15.4a Kicks a ball with a running approach for accuracy. MS.15.4b Kicks a moving ball with a running approach. MS.15.5a Punts a ball using a mature pattern.* MS.15.5b Applies kicking to small sided games/practice tasks.
MS.16 Passing & Receiving with feet
Developmentally appropriate at grade 2
Developmentally appropriate at grade 2
MS.16.2 Passes a ball with inside of foot to stationary partner.
MS.16.3 Passes and receives a ball with the insides of the feet to a stationary partner, "giving" on reception.
MS.16.4 Passes and receives the ball with the insides/outsides of the feet to a moving partner.
MS.16.5 Combine passing and receiving the ball with foot dribbling.
MS.17 Striking with hand(s)
MS.17.0 Strikes a lightweight object (eg. balloon, lightweight ball).
MS.17.1 Strikes an object with an open palm (forward, upward).
MS.17.2 Consecutively strikes an object with an open palm.
MS.17.3 Strikes an object with underhand or sidearm pattern over a net/line, to the wall, or to a partner.
MS.17.4a Strikes an object in partner or small-sided practice tasks. MS.17.4b Overhead volleys a ball with two hands, body positioned under the ball, and contact made with finger pads sending it upward. MS.17.5 Overhead volleys a ball using a mature pattern.*
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MS.18 Striking, short implement
MS.18.0 Strikes a lightweight object (balloon) with a paddle.
MS.18.1 Strikes a lightweight object with a shorthandled implement sending it upward.
MS.18.2 Strikes an object with a shorthandled implement sending it forward using an underhand pattern.
MS.18.3 Strikes an object with a shorthandled implement sending it forward using an underhand pattern with accuracy.
MS.18.4 Strikes an object with a shorthandled implement sending it forward using a forehand pattern with side to target and implement back in preparation.
MS.18.5 Consecutively strikes a ball with a short-handled implement against a wall using a mature forehand pattern.*
MS.19 Striking, long implement
Developmentally appropriate at grade 2
Developmentally appropriate at grade 2
MS.19.2 Strikes a ball off a tee with a bat using correct grip and side orientation.
MS.19.3 Strikes an object with a longhandled implement (e.g., bat, hockey stick, golf club) sending it forward and using proper grip.
MS.19.4 Strikes an object with a longhandled implement (e.g., bat, hockey stick, golf club) with proper grip, body orientation, and swing plane.
MS.19.5 Demonstrates a mature pattern* using a longhandled implement.
MS.20 Jumping Rope
MS.20.0 Jumps (at least one time) a long rope with teacher-assisted turning.
MS.20.1a Completes a forward OR backward jump using a self-turned rope. MS.20.1b Continuously jumps a long rope with teacherassisted turning.
MS.20.2a Continuously jumps a self-turned rope with a mature pattern.* MS.20.2b Performs basic jump rope skills.
MS.20.3a Performs intermediate jump rope skills for both short and long ropes. MS.20.3b Turns a long rope correctly.
MS.20.4 Performs a simple jump rope routine with short or long rope.
MS.20.5 Creates and performs a jump rope routine with a partner using a short or long rope.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MKA.1 Space Awareness (location)
MKA.1.0a Identifies selfspace. MKA.1.0b Moves in self-space.
MKA.1.1a Describes general and self-space. MKA.1.1b Maintains selfspace while traveling in general space. MKA.1.2a Explains the importance of self-space while moving. MKA.1.2b Travels using various locomotor skills in general space.
MKA.1.3a Recognizes the concept of open space. MKA.1.3b Applies the concept of open space while moving.
MKA.1.4a Compares and contrasts open and closed spaces. MKA.1.4b Applies the concept of open space to combination skills (e.g., traveling and dribbling).
MKA.1.5a Analyzes the use of open space in a movement activity. MKA.1.5b Applies the concept of open space to small-sided games/practice tasks, dance, and/or educational gymnastics experiences.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MKA.2 Space Awareness (pathways, levels, directions
MKA.2.0a Identifies five directions of travel (forward, backward, sideways, up/down). MKA.2.0b Travels in five directions (forward, backward, sideways, up/down).
MKA.2.1a Describes low, medium, and high levels. MKA.2.1b Demonstrates low, medium, and high levels while in selfspace and general space.
MKA.2.2a Explains the use of different pathways. MKA.2.2b Demonstrates and applies all three pathways (straight, curvy, zigzag).
MKA.2.3a Recognizes clockwise and counterclockwise directions. MKA.2.3b Combines levels, directions, and pathways into simple travel, dance, and gymnastic sequences.
MKA.2.4a Compares and contrasts use of pathways, levels, and directions. MKA.2.4b Uses pathways, levels, and directions in a variety of smallsided games/practice tasks, dance, and/or educational gymnastics experiences.
MKA.2.5a Analyzes the use of pathways, levels, and directions in movement activity. MKA.2.5b Combines pathways, levels, and directions in a variety of smallsided games/practice tasks, dance, and/or educational gymnastics experiences.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MKA.3 Effort: speed and force
MKA.3.0a Identifies fast and slow speeds. MKA.3.0b Travels using fast and slow speeds.
MKA.3.1a Describes different speeds and forces. MKA.3.1b Demonstrates slow and fast speeds. MKA.3.2a Explains the use of speeds and forces. MKA.3.2b Demonstrates various speeds and forces.
MKA.3.3a Recognizes the need for varied speeds and forces within movement. MKA.3.3b Applies speeds or forces with throwing and kicking.
MKA.3.4a Compares and contrasts use of speeds and forces within movement. MKA.3.4b Uses speeds and forces in a variety of smallsided games/practice tasks, dance, and/or educational gymnastics experiences.
MKA.3.5a Analyzes the use of speeds and forces in movement. MKA.3.5b Combines speeds and forces in a variety of smallsided games/practice tasks, dance, and/or educational gymnastics experiences.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MKA.4 Relationships (body shapes, with objects, with people)
MKA.4.0a Identifies narrow, wide, curled, and twisted body shapes. MKA.4.0b Demonstrates narrow, wide, curled, and twisted body shapes.
MKA.4.1a Describes relationships with objects or people (over, around, under, through). MKA.4.1b Demonstrates a variety of relationships with objects or people (over, around, under, through). MKA.4.2a Explains symmetrical and non-symmetrical body shapes. MKA.4.2b Demonstrates symmetrical and non-symmetrical body shapes. MKA.4.2c Uses relationships and body shapes in simple dance and/or gymnastics sequences. MKA.4.3a Differentiates relationships with people (mirror/ matching, leading/following). MKA.4.3b Demonstrates relationships with people (mirror/ matching, leading/following).
MKA.4.4a Compares and contrasts relationships in movement. MKA.4.4.b Uses relationships in a variety of smallsided games/practice tasks, dance, and/or educational gymnastics experiences.
MKA.4.5a Analyzes relationships in movement. MKA.4.5b Combines two or more relationships in a variety of smallsided games/practice tasks, dance, and/or educational gymnastics experiences.
MKA.5 Movement Principles (base of support, muscle tension, ready position)
MKA.5.0a Identifies bases of support (body parts). MKA.5.0b Demonstrates bases of support on a variety of body parts.
MKA.5.1a Contrasts the stability of wide and narrow bases of support. MKA.5.1b Differentiates wide and narrow bases of support.
MKA.5.2a Explains the need for muscular tension to maintain balance. MKA.5.2b Applies the concept of muscular tension while balancing on various bases of support.
MKA.5.3a Recognizes the need for ready position. MKA.5.3b Applies concept of ready position to increase stability and prepare for movement.
MKA.5.4a Explains how movement principles are used in a variety of dance and/or educational gymnastic experiences. MKA.5.4b Applies movement principles in a variety of dance and/or educational gymnastics experiences.
MKA.5.5a Analyzes and self-corrects movement principles. MKA.5.5b Applies movement principles in a variety of smallsided games/practice tasks.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
MKA.6 Performance Cues
MKA.6.0 Recalls performance cues of locomotor and manipulative skills.
MKA.6.1 Identifies performance cues of locomotor and manipulative skills. MKA.6.2 Describes performance cues of locomotor and manipulative skills.
MKA.6.3 Identifies errors of a skill.
MKA.6.4 Explains how to correctly perform a skill.
MKA.6.5 Analyzes and self-corrects skill performance.
MKA.7 Simple Strategies
Developmentally appropriate at grade 2
Developmentally appropriate at grade 2
MKA.7.2 Applies simple strategies to chase and flee (tag) activities.
MKA.7.3 Recognizes a variety of simple strategies in gamelike activities.
MKA.7.4 Designs and implements simple strategies in game-like activities.
MKA.7.5 Analyzes and modifies simple strategies in game-like activities.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
FPA.1 Healthrelated Fitness
FPA.1.0 Recognizes that movement increases heart rate and breathing.
FPA.1.1 Identifies the heart as a muscle that grows stronger with play and physical activity.
FPA.1.2 Identifies and participates in physical activities that increase heart rate.
FPA.1.3 Describes the physiological indicators that accompany moderate to vigorous physical activity.
FPA.1.4 Identifies the components of health-related fitness.
FPA.1.5 Identifies and participates in activities specific to each component of health-related fitness.
SUBCOMPONENT: Fitness Knowledge
SUBCOMPONENT: ANALYSIS & STRATEGIES
COMPONENT 3: FITNESS & PHYSICAL ACTIVITY (FPA)
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
FPA.2 Physical Activity
FPA.2.0 Identifies active-play opportunities outside physical education class.
FPA.2.1 Discusses the benefits of being active/playing.
FPA.2.2 Identifies personal physical activity choices.
FPA.2.3 Recognizes the benefits of physical activity that contribute to a healthy lifestyle.
FPA.2.4 Analyzes opportunities in the community for physical activity.
FPA.2.5 Creates a personal
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
PSR.1 Personal Responsibility
PSR.1.0 Follows directions with few prompts (e.g., safe behaviors, taking turns).
PSR.1.1 Accepts personal responsibility by appropriately using equipment and space.
PSR.1.2 Participates with minimal prompting.
PSR.1.3 Works independently and stays on-task.
PSR.1.4a Exhibits responsible behavior in group settings. PSR.1.4b Reflects on personal behavior in group settings.
PSR.1.5 Exhibits respect for self and others with appropriate behavior while engaging in physical activity.
SUBCOMPONENT: PHYSICAL ACTIVITY & KNOWLEDGE
COMPONENT 4: PERSONAL & SOCIAL RESPONSIBILITY (PSR)
SUBCOMPONENT: PERSONAL RESPONSIBILITY
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 PSR.2 Feedback PSR.2.0 Actively listens to teacher feedback. PSR.2.1 Responds appropriately to teacher feedback. PSR.2.2 Accepts specific teacher feedback PSR.2.3 Implements specific teacher feedback. PSR.2.4 Listens respectfully to corrective feedback from teachers and peers. PSR.2.5 Provides corrective feedback respectfully to peers.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
PSR.3 Working with others
PSR.3.0 Shares equipment with others.
PSR.3.1 Works appropriately with others in a variety of class environments.
PSR.3.2 Demonstrates awareness of personal behavior with regard to cooperation and sharing.
PSR.3.3 Resolves conflict in socially acceptable ways.
PSR.3.4 Interacts positively with others regardless of personal differences.
PSR.3.5 Encourages the movement performance of others.
SUBCOMPONENT: ACCEPTING FEEDBACK
SUBCOMPONENT: COOPERATION
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
PSR.4 Procedures & Rules
PSR.4.0 Recalls procedures and rules in the learning environment.
PSR.4.1 Adheres to procedures and rules in the learning environment.
PSR.4.2 Identifies the need for procedures and rules to create a positive learning environment.
PSR.4.3 Encourages others to follow procedures and rules to provide a productive learning environment.
PSR.4.4 Adheres to specific rules to promote fair play in small-sided games.
PSR.4.5 Critiques the rules of various activities.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 PSR.5 Safety PSR.5.0 Participates safely and uses equipment properly with few reminders. PSR.5.1 Participates safely and uses equipment properly. PSR.5.2 Recognizes potential personal safety issues. PSR.5.3 Recognizes potential safety issues for self and others. PSR.5.4 Applies safety principles in all physical activities. PSR.5.5 Applies safety principles in all physical activities.
SUBCOMPONENT: PROCEDURES & RULES
SUBCOMPONENT: SAFETY
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
VPA.1 Appreciation
VPA.1.0 Recognizes and participates in physical activity for enjoyment.
VPA.1.1 Describes positive feelings that result from participation in physical activity.
VPA.1.2 Recognizes and participates in physical activity for enjoyment, selfexpression, and/or social interaction.
VPA.1.3 Reflects on reasons for participation in specific physical activities outside of physical education class.
VPA.1.4 Ranks different physical activities based on personal preference.
VPA.1.5 Evaluates other opportunities for physical activity based on personal preferences.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 VPA.2 Challenge VPA.2.0 Acknowledges some physical activities are challenging/ difficult. VPA.2.1 Exhibits a willingness to attempt new or challenging experiences. VPA.2.2 Exhibits a willingness to continue practicing challenging experiences. VPA.2.3 Identifies personal strengths and weaknesses in physical activities. VPA.2.4 Discusses the challenge that comes from learning a new physical activity. VPA.2.5 Creates a plan to overcome a physical activity challenge.
HIGH SCHOOL PHYSICAL EDUCATION
Students will be exercising and/or playing games 5 days a week. They must change clothes to participate in Physical Activities.
Students will get 2 free days a semester to use how they choose. After using those 2 days 3 points will be taken off of their final grade so remember to bring a doctors note if needed.
MS.1 Demonstrate competency in activity specific manipulative skills (e.g., throwing, catching, kicking, striking, etc.) or sport specific skills (e.g. serve, putt, cradle in lacrosse, sprint start, etc.) while participating in game or event.
MS.2 Demonstrate game specific strategies by combining skills (e.g., softball throw to base, volleyball set to hitter, soccer pass to teammate, etc.).
MS.3 Execute sport skills or strategies in response to the opponent (e.g., running routes, player positioning, guarding).
The Tennessee Physical Education Standards Grades 9-12 document is divided into five components: Motor Skills (MS); Cognitive Components (CC); Fitness and Physical Activity (FPA); Personal and Social Responsibility (PSR); and Values Physical Activity (VPA).
1) The Tennessee Physical Education Standards Grades 9-12 state skills, knowledge and behaviors students should demonstrate end of the high school physical education experience. The STANDARD is now what was previously called an outcome or student performance indicator.
2) Each component is divided into subcomponents as a means to organize similar standards, e.g., Cognitive Components has 4 subcomponents: Movement Concepts & Principles, Skill Analysis, Game Rules, and Tactics and Strategies.
3) The standards need not be taught in the order presented. The component and subcomponent numbers are only for organization and identification.
4) The standard is the action, knowledge or behavior expected, e.g., FPA 8. Calculate and apply resting, maximum, and target heart rate during various activities
5) *Unique to the Grades 9-12 Standards is "Component Extension". The component extensions are ideas to further challenge students in a particular subcomponent and are optional teaching ideas.
COMPONENT 1: MOTOR SKILLS (MS)
SUBCOMPONENT: GAMES, SPORTS, & LIFETIME ACTIVITIES
Revised 7/22/2016
MS.4 Demonstrate offensive skills and strategies during game play. MS.5 Demonstrate defensive skills and strategies during game play. *Component Extension (Advanced ideas that are optional) Student-designed games, officiating, biomechanical principles, coaching tactics.
MS.6 Engage in specialized skills in health-related fitness activities (e.g., yoga, resistance training, fitness walking). MS.7 Apply the principles of training to enhance an individual's current level of fitness (e.g., F.I.T.T.,overload, specificity, progression). *Component Extension (Advanced ideas that are optional) Race training, exergaming, high intensity interval training (HIIT).
MS.8 Demonstrate rhythmical or choreographed steps (i.e., jumping rope, aerobic dance, line dance, educational gymnastics routine)
MS.9 Demonstrate a continuous dance sequence while synchronized with group or continuous jump pattern to music/verse. *Component Extension Choreograph a dance, give a performance, free style.
MS.10 Demonstrate aquatic skills (e.g., floating, rhythmic breathing, kicking, treading water). MS.11 Demonstrate swimming strokes (e.g., freestyle, backstroke, breaststroke). *Component Extension Life-saving skills, diving, synchronized swimming.
SUBCOMPONENT: FITNESS & LIFETIME ACTIVITIES
SUBCOMPONENT: DANCE, RHYTHMS, & LIFETIME ACTIVITIES
SUBCOMPONENT: AQUATICS & LIFETIME ACTIVITIES (OPTIONAL)
MS.12 Demonstrate essential skills (e.g., all-terrain walking, strength, balance, climbing). MS.13 Apply specialized skills (e.g., hiking, orienteering, rock climbing, mountain biking, fishing, kayaking). *Component Extension (Advanced ideas that are optional) Plan an outdoor activity, Implement planned activity (e.g., camping, hiking, paddle boarding).
CC.1 Analyze movement concepts and principles to improve performance (e.g., pathways, force, center of gravity). *Component Extension (Advanced ideas that are optional) Design a practice drill to improve performance.
CC.2 Identify critical elements (e.g., opposition, follow through, weight transfer). CC.3 Justify the importance of each critical element in regards to skill performance (e.g., why, when, how). *Component Extension (Advanced ideas that are optional) Self/peer evaluation of skill.
SUBCOMPONENT: OUTDOOR PURSUITS & LIFETIME ACTIVITIES (OPTIONAL)
COMPONENT 2: COGNITIVE CONCEPTS (CC)
SUBCOMPONENT: MOVEMENT CONCEPTS & PRINCIPLES
SUBCOMPONENT: SKILL ANALYSIS
CC.4 Demonstrate rule application during game play. CC.5 Use appropriate sport specific terminology (e.g., travelling, out-of-bounds, offsides).
*Component Extension (Advanced ideas that are optional)
Officiating, research sport history, develop/organize a tournament.
CC.6 Explain appropriate tactical decisions in a game situation. (e.g., use of a lob versus a drop; use of a chest pass versus a bounce pass) CC.7 Assess strategies needed to achieve specific effects/outcomes. (e.g., offensive strategies in order to score, defensive strategies to obtain possession, player positioning, etc.) *Component Extension (Advanced ideas that are optional) Recognize strategies & tactics during game play (e.g., professional/collegiate athletics, opposing team). SUBCOMPONENT: TACTICS & STRATEGIES
SUBCOMPONENT: GAME RULES
FPA.1 Explain how health-related components of fitness impact overall health status (i.e., body composition, cardiovascular endurance, muscular endurance, muscular strength, flexibility). FPA.2 Participate in health-related fitness activities (e.g., weight training, stretching, cardio workouts). *Component Extension (Advanced ideas that are optional) Research myths and facts.
FPA.3 Explain how skill related components impact sports and fitness (i.e., balance, agility, power, speed, coordination, and reaction time). FPA.4 Participate in skill-related fitness activities (e.g., agility ladder, yoga, plyometric). *Component Extension (Advanced ideas that are optional) Match skill-related components to selected activities.
COMPONENT 3: FITNESS & PHYSICAL ACTIVITY (FPA)
SUBCOMPONENT: SKILL-RELATED COMPONENTS
SUBCOMPONENT: HEALTH-RELATED COMPONENTS
FPA.5 Apply fitness terminology in appropriate settings (e.g., aerobic/anaerobic, target heart rate, FITT principle, isometric, warmup/cool-down). FPA.6 Define the principles of training (e.g., overload, specificity, progression). FPA.7 Identify activities that improve each component of fitness (i.e., health-related, skill-related). FPA.8 Calculate and apply resting, maximum, and target heart rate during various activities (e.g., cardiorespiratory activities, game play). FPA.9 Discuss current trends in fitness technology (e.g., apps, heart rate monitors, electronic activity tracker). *Component Extension (Advanced ideas that are optional) Design a warm-up, cool-down, or circuit training routine.
FPA.10 Construct fitness goals (i.e., S.M.A.R.T.) FPA.11 Design a personal fitness plan based on the FITT principle i.e., Frequency, Intensity, Time, Type. *Component Extension (Advanced ideas that are optional) Analyze a personal fitness plan and make suggestions for improvement.
FPA.12 Participate in health-related fitness testing (e.g., Fitnessgram). FPA.13 Interpret individual results of fitness tests. *Component Extension (Advanced ideas that are optional) Use results of fitness assessments to guide changes in a personal fitness plan. Investigate fitness applications, i.e., MapMy Walk, FitBit.
SUBCOMPONENT: PHYSICAL ACTIVITY KNOWLEDGE
SUBCOMPONENT: EXERCISE PRESCRIPTION
SUBCOMPONENT: ASSESSMENT
COMPONENT 4: PERSONAL & SOCIAL RESPONSIBILITY (PSR)
PSR.1 Demonstrate responsible independent behaviors (e.g., best effort, compassion, initiative). PSR.2 Explain the role of the leader and follower within a group. PSR.3 Demonstrate positive attitudes towards self and others through verbal and nonverbal behaviors. *Component Extension (Advanced ideas that are optional) Volunteer for leadership roles (e.g., lead a class activity).
PSR.4 Explain the importance of following rules, procedures, etiquette and sportsmanship in the physical activity setting. PSR.5 Display acceptance of decisions of judgement in socially responsible ways (e.g., teachers, sport officials, peer leaders).
*Component Extension (Advanced ideas that are optional)
Differentiate between appropriate and inappropriate responses related to sports etiquette.
PSR.6 Provide support and encouragement for classmates (e.g., acknowledge good play, accept success/performance limitations).
PSR.7 Display acceptance of individual differences (e.g., ability level, cultural background, gender, interest, age). PSR.8 Demonstrate conflict resolution skills. *Component Extension (Advanced ideas that are optional) Engage in cooperative learning activities (e.g., icebreakers, team building).
SUBCOMPONENT: PERSONAL BEHAVIOR
SUBCOMPONENT: RULES, ETIQUETTE & SPORTSMANSHIP
SUBCOMPONENT: COOPERATION
PSR.9 Apply best practices for participating safely in physical activity (e.g., equipment/facility use, peer awareness, environment, personal medical needs). PSR.10 Engage in proper warm-up and cool-down procedures. *Component Extension (Advanced ideas that are optional) Create a project-based safety visual aide (e.g., poster, brochure, video).
VPA.1 Explain the health benefits of physical activity (e.g., physical, mental/emotional, social). VPA.2 Determine the value of physical activity to meet an individual's personal needs (e.g., social interaction, self expression, stress management). VPA.3 Explore community resources (e.g., community centers, greenways, parks). *Component Extension (Advanced ideas that are optional) Explore employment/career options in fields related to physical activity.
VPA.4 Demonstrate a willingness to try new activities for challenge and personal reward. *Component Extension (Advanced ideas that are optional) Engage in an activity that challenges oneself to the next level (e.g., Couch to 5K, substitute player to starter, weight