Ocean City Public School District

OCEAN CITY PUBLIC SCHOOLSTUDENT DISTRICTLEARNING OBJECTIVES (SLO) Curriculum Pacing GuideCONTENT - Marking Periods SKILLS PACING What students should KNOW What students should DO ASSESSMENTS Course / Grade: Physical Education 7-8 STANDARDS Teacher: J. Parker/R. Bendig 2.2.8.A.1  Individual and team execution in games,  Analyze individual and team -PE Performance-Based 2.2.8.A.2 sports, and other activity situations is based effectiveness in achieving a goal and Rubric: 2.5.8.B.1 on the interaction of tactical use of make recommendations for -sportsmanship/rules/safety 2.5.8.B.2 strategies, positive mental attitudes, improvement. -motor skill development Cooperative Learning 2.5.8.B.3 competent skill levels, and teamwork.  Assess player behavior for evidence of -active participation -Rules & Expectations 2.5.8.C.1  Self-initiated behaviors that promote sportsmanship in individual, small-group, -personal/social responsibility -Icebreakers 9.1.8.A.1 personal and group success include safety and team activities. -attendance/preparation. -Cooperative Games practices, adherence to rules, etiquette,  Summarize types of equipment, cooperation, teamwork, ethical behavior, products, procedures, and rules that -Class Syllabus and positive social interaction. contribute to the safety of specific individual, small-group, and team -Q&A/Debrief activities. -Teacher Observation

2.1.8.A.1  Movement skill performance is primarily  Detect, analyze, and correct errors and -PE Performance-Based 2.1.8.D.1 impacted by the quality of instruction, apply to refine movement skills Rubric: 2.1.8.D.4 practice, assessment, feedback, and effort  Summarize the short- and long-term -sportsmanship/rules/safety 2.2.8.A.1  Knowing and applying a variety of effective physical, social, and emotional benefits of -motor skill development 2.2.8.A.2 training principles over time enhances regular physical activity. -active participation Physical Fitness & 2.5.8.A.1 personal fitness level, performance, and  Analyze how medical and technological -personal/social responsibility Wellness 2.5.8.A.2 health status. advances impact personal fitness. -attendance/preparation. -Weekly Training 2.5.8.A.4  Determine ways to achieve a healthy -Fitness Gram Pre-Test 2.6.8.A.1 body composition through healthy -FitnessGram Pre-Test 2.6.8.A.2 eating, physical activity, and other lifestyle -Self/Peer Assessments 2.6.8.A.3 behaviors. -BrainPop Quiz 2.6.8.A.4  Use the primary principles of training -CrossFit Benchmarks (FITT) for the purposes of modifying 2.6.8.A.5 -Heart Rate ST personal levels of fitness. 1 2.6.8.A.6 Marking  Movement skill performance is primarily  Explain and demonstrate the transition -PE Performance-Based Period impacted by the quality of instruction, of movement skills from isolated settings Rubric: 2.1.8.D.1 practice, assessment, feedback, and effort into applied settings -sportsmanship/rules/safety 2.1.8.D.4  Individual and team execution in games,  Apply the concepts of force and motion -motor skill development 2.2.8.A.1 sports, and other activity situations is based to impact performance. -active participation 2.2.8.A.2 on the interaction of tactical use of  Compare and contrast the use of -personal/social responsibility 2.5.8.A.1 strategies, positive mental attitudes, offensive, defensive, and cooperative -attendance/preparation. 2.5.8.A.2 competent skill levels, and teamwork. strategies in a variety of settings. 2.5.8.A.4  Self-initiated behaviors that promote  Assess the effectiveness of specific -Sport-Based Quiz 2.5.8.B.1 personal and group success include safety mental strategies applied to improve -BrainPop Quiz practices, adherence to rules, etiquette, 2.5.8.B.2 performance. -Q&A/Debrief cooperation, teamwork, ethical behavior, 2.5.8.B.3  Analyze individual and team -Teacher Observation Team Passing Sports: and positive social interaction. effectiveness in achieving a goal and 2.5.8.C.1 -Soccer  Movement activities provide a timeless make recommendations for improvement. 2.5.8.C.2 -Flag-Football opportunity to connect with people around  Assess player behavior for evidence of 2.5.8.C.3 the world. sportsmanship in individual, small-group, 2.6.8.A.1  There is a strong cultural, ethnic, and and team activities. 2.6.8.A.2 historical background associated with  Summarize types of equipment, 2.6.8.A.5 competitive sports and dance. products, procedures, and rules that 9.1.8.A.1 contribute to the safety of specific team activities.  Analyze the impact of different world cultures on present-day games, sports, and dance.

2.2.8.A.1  Individual and team execution in games,  Analyze individual and team -PE Performance-Based 2.2.8.A.2 sports, and other activity situations is based effectiveness in achieving a goal and Rubric: 2.5.8.B.1 on the interaction of tactical use of make recommendations for -sportsmanship/rules/safety 2.5.8.B.2 strategies, positive mental attitudes, improvement. -motor skill development Cooperative Learning 2.5.8.B.3 competent skill levels, and teamwork.  Assess player behavior for evidence of -active participation -Team-Building Challenges 2.5.8.C.1  Self-initiated behaviors that promote sportsmanship in individual, small-group, -personal/social responsibility -Cooperative Games 9.1.8.A.1 personal and group success include safety and team activities. -attendance/preparation. -Rockwall Climbing practices, adherence to rules, etiquette,  Summarize types of equipment, cooperation, teamwork, ethical behavior, products, procedures, and rules that