Health and Physical Education

The goal of health and physical education is to develop individuals who have the knowledge, skills and confidence to choose health-enhancing behaviors and enjoy a lifetime of healthful physical activity.

To choose health-enhancing behaviors, a health literate student...

  • Practices health-enhancing behaviors
  • Analyzes influences on healthy behaviors
  • Accesses valid information and products
  • Has learned disease prevention
  • Demonstrates interpersonal communication skills to enhance health and avoid health risks
  • Uses decision-making skills and goal setting skills to enhance health
  • Advocates for personal, family and community health

To pursue a lifetime of healthful physical activity, a physically literate student...

  • Has learned the skills necessary to participate in a variety of physical activities
  • Knows the implications and the benefits of involvement in various types of physical activities
  • Participates regularly in physical activity
  • Is physically fit
  • Values physical activity and its contributions to a healthful lifestyle

Grade-Level Health and Physical Education Learning

Enduring Understandings

 En

In Spring Lake Park Schools, enduring understandings are...

Statements that clearly articulate the big ideas that promote long term understanding of the discipline or subject area that have lasting value beyond the classroom. These are the important understandings that we want students to retain after they may have forgotten the details (Brown, 2004; Wiggins & McTighe, 1998).

 

Essential Questions

 

 

In Spring Lake Park Schools, essential questions...

Focus our attention on what is important. They foster inquiry, understanding, and transfer of learning. They occur naturally and should be asked over and over (Brown, 2004; Wiggins & McTighe, 1998).

K-12 Physical Education Essential Questions Include:

  • What are the effects of inactivity?
  • When is it appropriate to be competitive and non-competitive?
  • What does cooperation look like?
  • What does engagement during physical activity look like?
  • What skills do I need to participate in physical activity?
  • What value do rules have in playing a game?
  • How do strategies impact performance?
  • How does reflection on past performances affect future decisions?
  • What variety of physical activities might I enjoy in the future?
  • What is a healthy level of physical fitness?
  • Why does physical fitness matter?
  • What are the behaviors of a positive, effective team?
  • Can I enjoy a sport but not be good at it? Why?

K-12 Health Education Essential Question Include:

  • Who or what influences your decision making?
  • When is it appropriate to make gut level decisions? When is it best to use critical thinking to make decisions?
  • What role does reflection play on future decisions?
  • What behaviors promote health? Why? How do your behaviors affect others?
  • Do your behaviors promote health or put you at risk? Why? How could you change your risky behavior to promote health?
  • How is your wellness influenced by your choices?
  • What is advocating? What skills allow me to be an effective advocator?
  • Why does being able to advocate matter?
  • How does being able to advocate affect my health and the health of others?

 

K-12 Health Learning Targets

 

In Spring Lake Park Schools, learning targets...

Specify, in measurable terms, what all students should know and be able to do to achieve desired understandings and answer essential questions (Brown, 2004). These will be identified for each subject within each grade level.

 

Grade-specific Health Learning Targets

Kindergarten

First Grade

  • 1.2.1 Identify that healthy behaviors impact personal health
  • 1.2.3 Describe ways to prevent communicable diseases
  • 1.2.4 List ways to prevent common childhood injuries
  • 2.2.2 Identify what the school can do to support personal health practices and behaviors
  • 2.2.3 Describe how the media can influence health behaviors
  • 3.2.1 Identify trust adults and professionals who can help promote health
  • 3.2.2 Identify ways to locate school and community health helpers
  • 4.2.1 Demonstrate healthy ways to express needs, wants and feelings
  • 4.2.2 Demonstrate listening skills to enhance health
  • 4.2.3 Demonstrate ways to respond in an unwanted, threatening, or dangerous situation
  • 4.2.4 Demonstrate ways to tell a trusted adult if threatened or harmed
  • 5.2.1 Identify situations when a health-related decision is needed
  • 5.2.2 Differentiate between situations when a health-related decision can be made individually or when assistance is needed
  • 6.2.1 Identify a short-term personal health goal and take active toward achieving the goal
  • 6.2.2 Identify who can help when assistance is needed to achieve a personal health goal
  • 7.2.1 Demonstrate healthy practices and behaviors to maintain or improve personal health
  • 7.2.2 Demonstrate behaviors that avoid or reduce health risks 
  • 8.2.1. Make requests to promote personal health

Second Grade

  • 1.2.1 Identify that healthy behaviors impact personal health
  • 1.2.2 Recognize that there are multiple dimensions of health
  • 1.2.5 Describe why it is important to seek health care
  • 2.2.1 Identify how the family influences personal health practices and behaviors
  • 2.2.3 Describe how the media can influence health behaviors
  • 3.2.1 Identify trust adults and professionals who can help promote health
  • 3.2.2 Identify ways to locate school and community health helpers
  • 4.2.1 Demonstrate healthy ways to express needs, wants and feelings
  • 4.2.2 Demonstrate listening skills to enhance health
  • 4.2.3 Demonstrate ways to respond in an unwanted, threatening, or dangerous situation
  • 4.2.4 Demonstrate ways to tell a trusted adult if threatened or harmed
  • 5.2.1 Identify situations when a health-related decision is needed
  • 5.2.2 Differentiate between situations when a health-related decision can be made individually or when assistance is needed
  • 6.2.1 Identify a short-term personal health goal and take active toward achieving the goal
  • 6.2.2 Identify who can help when assistance is needed to achieve a personal health goal
  • 7.2.1 Demonstrate healthy practices and behaviors to maintain or improve personal health

Third Grade

  • 1.5.1 Describe the relationship between healthy behaviors and personal health
  • 1.5.4 Describe ways to prevent common childhood injuries and health problems
  • 2.5.1  Identify how the family influences personal health practices and behaviors
  • 2.5.2 Identify the influence of culture on health practices and behaviors
  • 2.5.3 Identify how peers can influence healthy and unhealthy behaviors
  • 2.5.5 Explain how media influences thoughts, feelings and health behaviors
  • 2.5.6 Describe ways that technology can influence personal health
  • 3.5.2 Locate resources from home, school and community that provide valid health information 
  • 4.5.1 Demonstrate effective verbal and nonverbal communication skills to enhance health
  • 4.5.3 Demonstrate nonviolent strategies to manage or resolve conflict
  • 5.5.1 Identify health related situations that might require a thoughtful decision
  • 5.5.3 List health options to health related issues or problems
  • 5.5.5 Choose a healthy option when making a decision
  • 6.5.1 Set a personal heath goal and tract progress toward its achievement
  • 6.5.2 Identify resources to assist in achieving a personal health goal
  • 7.5.1 Identify responsible personal health behaviors
  • 8.5.2 Encourage others to make positive 

Fourth Grade

  • 1.5.1 Describe the relationship between healthy behaviors and personal health
  • 1.5.4 Describe ways to prevent common childhood injuries and health problems
  • 2.5.3 Identify how peers can influence healthy and unhealthy behaviors
  • 2.5.4 Describe how the school and community can support personal health practices and behaviors
  • 2.5.5 Explain how media influences thoughts, feelings and health behaviors
  • 2.5.6 Describe ways that technology can influence personal health
  • 3.5.2 Locate resources from home, school and community that provide valid health information 
  • 4.5.1 Demonstrate effective verbal and nonverbal communication skills to enhance health
  • 4.5.2 Demonstrate refusal skills that avoid or reduce health risks
  • 4.5.3 Demonstrate nonviolent strategies to manage or resolve conflict
  • 5.5.3 List health options to health related issues or problems
  • 5.5.4 Predict the potential outcomes of each option when making a health-related decision
  • 5.5.5 Choose a healthy option when making a decision
  • 5.5.6 Describe the outcomes of a health related decision 
  • 6.5.1 Set a personal heath goal and tract progress toward its achievement
  • 6.5.2 Identify resources to assist in achieving a personal health goal
  • 7.5.1 Identify responsible personal health behaviors
  • 7.5.2 Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health
    • changes to the body during puberty
  • 8.5.2 Encourage others to make positive health choices

Fifth Grade

  • 1.5.1 Describe the relationship between healthy behaviors and personal health
  • 1.5.5 Describe when it is important to seek health care
  • 2.5.3 Identify how peers can influence healthy and unhealthy behaviors
  • 2.5.5 Explain how media influences thoughts, feelings and health behaviors
  • 2.5.6 Describe ways that technology can influence personal health
  • 3.5.1 Identify characteristics of valid health information, products and services
  • 3.5.2 Locate resources from home, school and community that provide valid health information
  • 4.5.1 Demonstrate effective verbal and nonverbal communication skills to enhance health
  • 4.5.3 Demonstrate nonviolent strategies to mange or resolve conflict
  • 4.5.4. Demonstrate how to ask for assistance to enhance personal health
  • 5.5.2 Analyze when assistance is needed in making a health related decision
  • 5.5.3 List healthy options to health related issues or problems
  • 5.5.5 Choose a healthy option when making a decision
  • 6.5.1 Set a personal heath goal and tract progress toward its achievement
  • 6.5.2 Identify resources to assist in achieving a personal health goal
  • 7.5.1 Identify responsible personal health behaviors
    • Reproductive health
  • 7.5.2 Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health
    • Reproductive health
  • 8.5.1 Express opinions and give accurate information about health issues
  • 8.5.2 Encourage others to make positive health choices

Sixth Grade

  • 1.8.1 Analyze the relationships between healthy behaviors and personal health
  • 1.8.2 Describe the interrelationships pf emotional, intellectual, physical and social health in adolescence
  • 1.8.6 Explain how appropriate health care can promote personal health
  • 2.8.1 Examine how the family influences the health of adolescents
  • 2.8.2 Describe the influence of culture on health beliefs, practices and behaviors
  • 2.8.3 Describe how peers influence healthy and unhealthy behaviors
  • 2.8.8 Explain the influence of personal values and beliefs on individual practices and behaviors
  • 3.8.2 Access valid health information from home, school and community
  • 3.8.3 Determine the accessibility of products that enhance health
  • 5.8.1 Identify circumstances that can help or hinder healthy decision making
  • 5.8.2 Determine when health-related situations require the application of a thoughtful decision-making process
  • 5.8.3 Distinguish when individual or collaborative decision-making is appropriate
  • 5.8.4 Distinguish between health and unhealthy alternatives to health-related issues or problems
  • 5.8.5 Predict the potential short-term impact of each alternative on self or others
  • 5.8.6 Choose healthy alternatives over unhealthy alternatives when making a decision
  • 5.8.7 Analyze the outcomes of a health-related decision
  • 6.8.1 Assess personal health practices
  • 6.8.2 Develop a goal to adopt, maintain, or improve a personal health practice
  • 6.8.3 Apply strategies and skills needed to attain a personal health goal
  • 6.8.4 Describe how personal health goals can vary with changing abilities, priorities and responsibilities
  • 7.8.1 Explain the importance of assuming responsibility for personal health behaviors
  • 7.8.2 Demonstrate healthy practices and behaviors that will maintain or improve the health of self or others

Seventh Grade

  • 1.8.5 Describe ways to reduce or prevent injuries and other adolescent health problems
  • 1.8.7 Describe the benefit of and barriers to practicing healthy behaviors
  • 1.8.8 Examine the likelihood of injury or illness if engaging in unhealthy behaviors
  • 1.8.9 Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors
  • 2.8.1 Examine how the family influences the health of adolescents
  • 2.8.2 Describe the influence of culture on health beliefs, practices and behaviors
  • 2.8.4 Analyze how the school and community can affect personal health practices and behaviors
  • 2.8.5 Analyze how messages from media influence health behaviors
  • 2.8.6 Analyze the influence of technology on personal and family health
  • 2.8.9 Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors
  • 2.8.10 Explain how school and public health policies can influence health promotion and disease prevention
  • 2.8.1 Analyze the validity of health information, products and services
  • 3.8.2 Access valid health information from home, school and community 
  • 3.8.3 Determine the accessibility of products that enhance health
  • 3.8.4 Describe situations that may require professional health services
  • 3.8.5 Locate valid and reliable health products and services
  • 5.8.2 Determine when health-related situations require the application of a thoughtful decision-making process
  • 5.8.3 Distinguish when individual or collaborative decision making is approproate
  • 5.8.4 Distinguish between health and unhealthy alternatives to health-related issues or problems
  • 5.8.5 Predict the potential short-term impact of each alternative on self or others
  • 5.8.6 Choose healthy alternatives over unhealthy alternatives when making a decision
  • 5.8.7 Analyze the outcomes of a health-related decision
  • 7.8.2 Demonstrate healthy practices and behaviors that will maintain or improve the health of self or others
  • 7.8.3 Demonstrate behaviors to avoid or reduce health risks to self and others
  • 8.8.1 State a health-enhancing position on a topic and support it with accurate information 

Eighth Grade

  • 1.8.3 Analyze how the environment affect personal health
  • 1.8.4 Describe how family history can affect personal health
  • 1.8.5 Describe ways to reduce or prevent injuries and other adolescent health problems
  • 1.8.8 Examine the likelihood of injury or illness if engaging in unhealthy behaviors
  • 1.8.9 Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors
  • 2.8.1 Examine how the family influences the health of adolescents
  • 2.8.4 Analyze how the school and community can affect personal health practices and behaviors
  • 2.8.7 Explain how the perceptions of norms influence healthy and unhealthy behaviors
  • 2.8.8 Explain the influence of personal values and beliefs on individual health practices and behaviors
  • 2.8.9 Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors
  • 3.8.2 Access valid health information from home, school and community 
  • 3.8.4 Describe situations that may require professional health services
  • 3.8.5 Locate valid and reliable health products and services
  • 4.8.1 Apply effective verbal and nonverbal communication skills to enhance health
  • 4.8.2 Demonstrate refusal and negotiation skills that avoid or reduce health risks
  • 4.8.4 Demonstrate how to ask for assistance to enhance the health of self and others
  • 5.8.2 Determine when health-related situations require the application of a thoughtful decision-making process
  • 5.8.3 Distinguish when individual or collaborative decision making is approproate
  • 5.8.4 Distinguish between health and unhealthy alternatives to health-related issues or problems
  • 5.8.5 Predict the potential short-term impact of each alternative on self or others
  • 5.8.6 Choose healthy alternatives over unhealthy alternatives when making a decision
  • 5.8.7 Analyze the outcomes of a health-related decision
  • 6.8.1 Asses personal health practices
  • 7.8.2 Demonstrate healthy practices and behaviors that will maintain or improve the health of self or others
  • 7.8.3 Demonstrate behaviors to avoid or reduce health risks to self and others
  • 8.8.2 Demonstrate how to influence and support others to make positive health choices
  • 8.8.3 Work cooperatively to advocate for healthy individuals, families and schools
  • 8.8.4 Identify ways in which health messages and communication techniques can be altered for different audiences

High School Health 1

  • 1.12.5 Propose ways to reduce or prevent injuries and health problems
  • 1.12.7 Compare and contrast the benefits of and barriers to practicing a variety of healthy behaviors
    • Analyze potential and personal susceptibility to injury, illness or death if engaging in unhealthy behaviors (1.12.8 and 1.12.9 combined)
    • Evaluate influences on health, including: family, culture, peers, technology, media, laws and personal beliefs ( 2.12.1, 2.12.2, 2.12.3, 2.12.5 and 2.12.6 combined)
  • 3.12.1 Evaluate the validity of health information, products and services
    • Analyze resources from home, school and community that provide valid health information to determine when to use professional health services (3.12.1, 3.12.2 and 3.12.5 combined)
  • 4.12.1 Use skills for communicating effectively with family, peers and others to enhance health
    • Demonstrate clear communication skills that reduce health risks and promote healthy behaviors, including refusal skills, negotiation, collaboration and conflict resolution (4.12.1, 4.12.2, and 4.12.3 combined)
  • 5.12.1 Examine barriers that can hinder healthy decision making
  • 5.12.2 Determine the value of applying a thoughtful decision-making process in health-related situations
  • 6.12.1 Assess personal health practices and overall health status
  • 6.12.2 Develop a plan to attain a personal health goal that addresses strengths, needs and risks
  • 7.12.1 Describe the role of individual responsibility for enhancing health
  • 7.12.2 Compare and contrast behaviors that are health enhancing or reduce health risks
  • 8.12.2 Demonstrate how to influence and support others to make positive health choices

High School Health 2

  • 1.12.1 Predict how healthy behaviors can affect health status
  • 1.12.2 Describe the interrelationships of emotional, intellectual, physical and social health
  • 1.12.4 Analyze how genetics and family history can impact personal health
  • 1.12.5 Propose ways to reduce or prevent injuries and health problems
  • 1.12.6 Analyze the relationship between access to health care and health status
  • 1.12.7 Compare and contrast the benefits of and barriers to practicing a variety of healthy behaviors
  • 1.12.8 Analyze personal susceptibility to injury, illness or death if engaging in unhealthy behaviors
  • 1.12.9 Analyze the potential severity of injury or illness if engaging in unhealthy behaviors
  • 2.12.1 Analyze how the family influences the health of individuals
  • 2.12.2 Analyze how the culture supports and challenges health beliefs, practices and behaviors
  • 2.12.3 Analyze how peers influence healthy and unhealthy behaviors
  • 2.12.4 Evaluate how the school and community can affect personal health practices and behaviors
  • 2.12.5 Evaluate the effect of media on personal and family health
  • 2.12.6 Evaluate the impact of technology on personal, family and community health
  • 2.12.7 Analyze how the perceptions of norms influence healthy and unhealthy behaviors
  • 2.12.4 Evaluate how the school and community can affect personal health practice and behaviors.
  • 2.12.5 Evaluate the effect of media on personal and family health. 
  • 2.12.6 Evaluate the impact of technology on personal, family, and community health. 
  • 2.12.7 Analyze how the perceptions of norms influence healthy and unhealthy behaviors.
  • 2.12.9 Analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors
  • 2.12.10 Analyze how public health policies and government regulations can influence health promotion and disease prevention.
  • 3.12.2 Use resources from home, school, and community that provide valid health information.
  • 3.12.3 Determine the accessibility of products and services that enhance health. 
  • 3.12.4 Determine when professional health services may be required.
  • 3.12.5 Access valid and reliable health products and services.
  • 4.12.1 Use skills for communicating effectively with family, peers, and others to enhance health.
  • 4.12.2 Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks.
  • 4.12.3 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.
  • 4.12.4 Demonstrate how to ask for and offer assistance to enhance the health of self and others. 
  • 5.12.1 Examine barriers that can hinder healthy decision making
  • 5.12.2 Determine the value of applying a thoughtful decision -making process in health -related situations. 
  • 5.12.3 Justify when individual or collaborative decision making is appropriate.
  • 5.12.4 Generate alternatives to health -related issues or problems.
  • 5.12.5 Predict the potential short - term and long -term impact of each alternative on self and others.
  • 5.12.6 Defend the healthy choice when making decisions.
  • 5.12.7 Evaluate the effectiveness of health -related decisions.
  • 6.12.1 Assess personal health practices and overall health status.
  • 6.12.2 Develop a plan to attain a personal health goal that addresses strengths, needs, and risks. 
  • 6.12.3 Implement strategies and monitor progress in achieving a personal health goal.
  • 6.12.4 Formulate an effective long - term personal health plan.
  • 7.12.1 Analyze the role of individual responsibility for enhancing health.
  • 7.12.2 Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others.
  • 7.12.3 Demonstrate a variety of behaviors to avoid or reduce health risks to self and others.
  • 8.12.1 Utilize accurate peer and societal norms to formulate a health-enhancing message.

K-12 Physical Education Learning Targets

 

In Spring Lake Park Schools, learning targets...

Specify, in measurable terms, what all students should know and be able to do to achieve desired understandings and answer essential questions (Brown, 2004). These will be identified for each subject within each grade level.

 

Grade-specific Physical Education Learning Targets

First Grade

  • Demonstrate progress towards a mature form in all locomotor patterns and selective manipulative and non-locomotor skills.
  • Demonstrate motor patterns in simple combinations.
  • Students will demonstrate an emerging knowledge of rules and procedures.
  • Increase the movement vocabulary (ex: pathways-curved, zigzag, levels: high, medium, low.)
  • Apply appropriate movement concept to performance.
  • Participate in a variety of physical activities in multiple settings, regardless of differences. 
  • Demonstrate the skill to monitor activity levels (i.e. heart rate).
  • Meet or show progress towards the health-related fitness standards.
  • Demonstrates consistent effort in a variety of activities and settings.
  • Apply safe practices, rules, procedures and etiquette in all physical activity settings, including equipment.
  • Share space and equipment with others.
  • Resolve conflict in appropriate ways.
  • Demonstrate good sportsmanship in cooperative and competitive activities.
  • Understands the value of regular participation in physical activity in school, at home, and in the community.
  • Recognize that physical activity can provide opportunities for positive social interaction.

Second Grade

  • Demonstrate progress towards a mature form in all locomotor patterns and selective manipulative and non-locomotor skills.
  • Demonstrate motor patterns in simple combinations.
  • Students will demonstrate an emerging knowledge of rules and procedures.
  • Increase the movement vocabulary (ex: pathways-curved, zigzag, levels, high, medium, low.)
  • Participate in a variety of physical activities in multiple settings, regardless of personal differences. 
  • Demonstrate the skill to monitor activity levels (i.e. heart rate)
  • Meet or show progress towards the health-related fitness standards
  • Complete teacher-directed attempts at skill work independently.
  • Demonstrates consistent effort in a variety of activities and settings
  • Apply safe practices, rules, procedures and etiquette in all physical activity settings, including equipment
  • Resolve conflict in appropriate ways.
  • Demonstrate good sportsmanship in cooperative and competitive activities
  • Understands the value of regular participation in physical activity in school, at home, and in the community.
  • Recognize that physical activity can provide opportunities for positive social interaction.
  • Design games or dance sequences that are personally interesting.

Third Grade

  • Demonstrate a mature form in all locomotor patterns and selective manipulative and non-locomotor skills.
  • Manipulate objects with accuracy and speed.
  • Develop specialized movement skills
  • Students will demonstrate an emerging knowledge of strategies, rules and procedures.
  • Participate in a variety of physical activities in multiple settings. 
  • Demonstrate the skill to monitor activity levels (i.e. heart rate)
  • Meet or show progress towards the health-related fitness standards
  • Complete teacher-directed attempts at skill work independently.
  • Demonstrates consistent effort in a variety of activities and settings
  • Apply safe practices, rules, procedures and etiquette in all physical activity settings, including equipment
  • Resolve conflict in appropriate ways.
  • Demonstrate good sportsmanship in cooperative and competitive activities
  • Understands the value of regular participation in physical activity in school, at home, and in the community.
  • Recognize that physical activity can provide opportunities for positive social interaction.
  • Design games or dance sequences that are personally interesting.

Fourth Grade

  • Manipulate objects with accuracy and speed.
  • Develop specialized movement skills
  • Acquire beginning skills of a few specialized movement forms (ex: lead-up skills, lay up, dribbling to score a goal)
  • Create a dance sequence and refine it into a repeatable pattern
  • Demonstrate an understanding the elements of dance:  rhythm, sequence and patterns
  • Students will demonstrate an emerging knowledge of strategies, rules and procedures.
  • Participate in a variety of physical activities in multiple settings. 
  • Identify the benefits derived from physical activity.
  • Demonstrate the skill to monitor activity levels (i.e. heart rate)
  • Meet or show progress towards the health-related fitness standards
  • 6.5.1 -  Set a personal health goal and track progress toward its achievement  (From Health ELOs)
  • 6.5.2 -  Identify resources to assist in achieving a personal health goal (From Health ELOs)
  • Complete teacher-directed attempts at skill work independently.
  • Demonstrates consistent effort in a variety of activities and settings
  • Apply safe practices, rules, procedures and etiquette in all physical activity settings, including equipment
  • Resolve conflict in appropriate ways.
  • Demonstrate good sportsmanship in cooperative and competitive activities
  • Understands the value of regular participation in physical activity in school, at home, and in the community.
  • Recognize that physical activity can provide opportunities for positive social interaction.
  • Design games that are personally interesting.

Fifth Grade

  • Manipulate objects with accuracy and speed.
  • Develop specialized movement skills
  • Students will demonstrate an emerging knowledge of strategies, rules and procedures.
  • Participate in a variety of physical activities in multiple settings. 
  • Identify the benefits derived from physical activity.
  • Demonstrate the skill to monitor activity levels (i.e. heart rate)
  • Meet or show progress towards the health-related fitness standards
  • 6.5.1 - Set a personal health goal and track progress toward its achievement (from Health Standards)
  • 6.5.2 - Identify resources to assist in achieving a personal health goal (from Health Standards)
  • Complete teacher-directed attempts at skill work independently.
  • Demonstrates consistent effort in a variety of activities and settings
  • Apply safe practices, rules, procedures and etiquette in all physical activity settings, including equipment
  • Resolve conflict in appropriate ways.
  • Demonstrate good sportsmanship in cooperative and competitive activities
  • Understands the value of regular participation in physical activity in school, at home, and in the community.
  • Recognize that physical activity can provide opportunities for positive social interaction.
  • Design games, gymnastics or dance sequences that are personally interesting.

Sixth Grade

  • Demonstrate an emerging level of competency in 2 or more activities (individual, dual and team sports)
  • Students will demonstrate an emerging knowledge of strategies, rules and procedures in one or more activity (individual, dual, and team activities)
  • Participate in a variety of physical activities in multiple settings
  • Change into appropriate clothing for activity,
  • including shoes, in order to regularly
  • participate in moderate/vigorous levels of physical activity.
  • Demonstrate the skill to monitor activity levels (i.e. heart rate)
  • Participate regularly in health enhancing fitness activities.
  • Assess fitness level and set appropriate goals.
  • Meet or show progress towards the health-related fitness standards of Fitnessgram or other standardized health-related assessment.
  • Apply safe practices, rules, procedures and etiquette in all physical activity settings, including equipment
  • Resolve conflict in appropriate ways.
  • Demonstrate good sportsmanship in cooperative and competitive activities
  • Understands the value of regular participation in physical activity.
  • Recognize that physical activity can provide opportunities for positive social interaction.

Seventh Grade

  • Demonstrate a basic level of competency in 1 or more activities (individual, dual and team sports)
  • Students will demonstrate a basic knowledge of strategies, rules and procedures in one or more activity (individual, dual, and team activities)
  • Participate in a variety of physical activities in multiple settings
  • Change into appropriate clothing for activity, including shoes, in order to regularly participate in moderate/vigorous levels of physical activity.
  • Demonstrate the skill to monitor activity levels (i.e. heart rate)
  • Participate regularly in health enhancing fitness activities.
  • Assess fitness level and set appropriate goals.
  • Meet or show progress towards the health-related fitness standards of Fitnessgram or other standardized health-related assessment.
  • Apply safe practices, rules, procedures and etiquette in all physical activity settings, including equipment
  • Resolve conflict in appropriate ways
  • Demonstrate good sportsmanship in cooperative and competitive activities
  • Understands the value of regular participation in physical activity.
  • Recognize that physical activity can provide opportunities for positive social interaction.

Eighth Grade

  • Demonstrate a basic level of competency in 2 or more activities (individual, dual and team sports)
  • Students will demonstrate a basic knowledge of strategies, rules and procedures in two or more activities (individual, dual, and team activities)
  • Participate in a variety of physical activities in multiple settings
  • Change into appropriate clothing for activity, including shoes, in order to regularly participate in moderate/vigorous levels of physical activity.
  • Demonstrate the skill to monitor activity levels (i.e. heart rate)
  • Participate regularly in health enhancing fitness activities.
  • Assess fitness level and set appropriate goals.
  • Meet or show progress towards the health-related fitness standards of Fitnessgram or other standardized health-related assessment.
  • Apply safe practices, rules, procedures and etiquette in all physical activity settings, including equipment
  • Resolve conflict in appropriate ways.
  • Demonstrate good sportsmanship in cooperative and competitive activities
  • Understands the value of regular participation in physical activity.
  • Recognize that physical activity can provide opportunities for positive social interaction.

High School Physical Education 1

  • Demonstrate competency in more than 1 activity (individual, dual and team activities).
  • Students will demonstrate a competent knowledge of strategies, rules and procedures in more than one activity (individual, dual, and team activities)
  • Participate regularly in health enhancing physical activity in multiple settings.
  • Change into appropriate clothing for activity, including shoes, in order to regularly participate in moderate/vigorous levels of physical activity.
  • Demonstrate the skill, knowledge and desire to monitor and adjust activity levels to meet personal fitness needs (i.e., heart rate).
  • Participate regularly in health enhancing fitness activities.
  • Assess fitness level and set appropriate goals.
  • Meet or show progress towards the health-related fitness standards of Fitnessgram or other standardized health-related assessment.
  • Apply safe practices, rules, procedures and etiquette in all physical activity settings.
  • Act independently of peer pressure.
  • Resolve conflict in appropriate ways.
  • Keep the importance of winning and losing in perspective.
  • Understands the value of regular participation in physical activity.
  • Recognize that physical activity can provide opportunities for positive social interaction.

High School Physical Education 2

  • Demonstrate competency in more than 1 activity (individual, dual and team activities).
  • Demonstrate a competent knowledge of strategies, rules and procedures in more than one activity (individual, dual, and team activities)
  • Have the skills, knowledge, interest and desire to independently maintain an active lifestyle throughout life.
  • Change into appropriate clothing for activity,
  • including shoes, in order to regularly
  • participate in moderate/vigorous levels of physical activity.
  • Demonstrate the skill, knowledge and desire to monitor and adjust activity levels to meet personal fitness needs (i.e., heart rate)
  • Participate regularly in health enhancing fitness activities.
  • Assess fitness level and set appropriate goals.
  • Meet or show progress towards the health-related fitness standards of Fitnessgram or other standardized health-related assessment.
  • Apply safe practices, rules, procedures and etiquette in all physical activity settings
  • Act independently of peer pressure.
  • Resolve conflict in appropriate ways.
  • Keep the importance of winning and losing in perspective.
  • Understands the value of  regular participation in physical activity.
  • Recognize that physical activity can provide opportunities for positive social interaction.