Social Studies Grade 8 s4

Physical Education – Grade 1 Second Grading Period – Week 1 CURRICULUM OVERVIEW Big Idea Unit Rationale In Physical Education, students know the benefits from being involved in daily physical Students need to know information to maintain and improve health, and reduce health- activity and factors that affect physical performance. related risk behaviors.

TEKS TEKS Specificity - Intended Outcome

1.4 A Distinguishes between active and inactive lifestyles. ” I CAN” statements highlighted in yellow should be displayed for students. s t p

e I Can c

n Including, but not limited to:

o  explain the difference between active and C inactive lifestyles.(1.4A)

. 1.3 A Describes and selects physical activities that provide opportunities for enjoyment and challenge. . 1.3B Participates in moderate to vigorous physical activities on a daily basis that causes increased

s heart rate, breathing rate, and perspiration. (MVPA) l l i . 1.5 A Uses equipment and space safely and properly. k

S . 1.7C Resolves conflicts in socially acceptable ways such as talking and asking the teacher for help.

Evidence of Learning

1. Students will successfully identify information about active lifestyles 80% of the time.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills  Can you predict the outcomes for living an inactive lifestyle?  Need to know prior physical activities information (Pre K)  What are some reasons for being active?

The Teaching Plan Instructional Model & Teacher Directions Assessment for Learning Resources The teacher will… So students can…. Have students Bienestar Coordinated School Health  predict how the ways we live affect our body’s performance.  demonstrate understanding of concepts and  create a compare and contrast graphic organizer on active and skills through classroom discussion, and Children Moving inactive lifestyles. completion of activities (1.4A) Chapter 4  participate in moderate to vigorous physical activities on a daily basis Health and Physical Education Website that causes increased heart rate, breathing rate, and perspiration. (MVPA) Go Kids Challenge  participate in Lesson 41, “Active Alternatives”, and page 76. (1.4A)

Vocabulary: (Pertinent to the learning – specific) Vocabulary: (Spanish) Bienestar Health Program  active  activo Physical Education Activities Grades K-5  inactive  inactivo  compare  compara  contrast  contraste Health Related Fitness for grades 1 & 2  organizer  organizado Lesson 41

Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life What do you do for students who need additional support?  Have students pair up with a partner  Provide frequent feedback Will all students who learn and practice healthy lifestyle What are some reasons for being active? habits be prepared for college life physical challenges, good study habits, nutritional and healthy choices? What do you do for students who master the learning quickly?

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Physical Education – Grade 1 Second Grading Period – Week 2 CURRICULUM OVERVIEW Big Idea Unit Rationale In Physical Education, students will demonstrate competency in fundamental Students need to identify and practice fundamental movement patterns to maintain and movements patterns and proficiency in a few specialized movement forms. improve health, and reduce health-related risk behaviors.

TEKS TEKS Specificity - Intended Outcome 1.1 E Claps in time to a simple rhythmic beat. 1.1 F Creates and imitates movement in response to selected rhythms. ” I CAN” statements highlighted in yellow should be displayed for students. s t

p I Can e

c Including, but not limited to:

n  clap in time to a simple rhythmic o

C beat(1.1E-F)

. 1.3 A Describes and selects physical activities that provide opportunities for enjoyment and challenge. . 1.3B Participates in moderate to vigorous physical activities on a daily basis that causes increased s

l heart rate, breathing rate, and perspiration. (MVPA) l i . 1.5 A Uses equipment and space safely and properly. k

Students will successfully perform fundamental movement patterns 80% of the time.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills  What is the significance of clapping in time to a beat?  Need to know basic fundamental movement patterns  How else could you keep time to a beat?  What actions would you take to perform movements in respond to selected rhythms? The Teaching Plan Instructional Model & Teacher Directions Assessment for Learning Resources The teacher will… So students can…. Have students  name activities where rhythm is used.  demonstrate understanding of concepts Bienestar Coordinated School Health  move to their internal tempo and to an external beat imposed through classroom discussion, and by the teacher’s voice or a simple instrument (e.g., a drum, completion of activities (1.1E-F Children Moving shaker).  Identify simple rhythmic beat in order to Chapter 20  add music that has a steady beat. create a rhythmic movement. (1.1E-F)  participate in “One Step at a Time” activity.  Imitate movement in response to selected pecentral .org  follow with the addition of manipulative (Streamers, scarves, rhythms. (1.1E-F) Health and Physical Education Website lummi sticks and play ground balls) using basic patterns. Bienestar Health Program  work on “Create a Rhythm.” ( 1.1E-F) Physical Education Activities Grades K-5 Vocabulary: (Pertinent to the learning – specific) Vocabulary: (Spanish)  rhythm  ritmo  beat  ritmo  drum  tambor Go Kids Challenge  music  música  pattern  diseño  sequence  en orden  pattern  pattern Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life What do you do for students who need additional support?  Have students pair up with a partner  Provide frequent feedback How else could you keep time to a beat? Will all students who learn and practice healthy lifestyle What do you do for students who master the habits be prepared for college life physical challenges, learning quickly? good study habits, nutritional and healthy choices?

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Physical Education – Grade 1 Second Grading Period – Week 3 CURRICULUM OVERVIEW Big Idea Unit Rationale

In Physical Education, students will understand the importance of controlling balance. Students need to identify and practice personal health habits to become health literate, maintain and improve health prevent disease, and reduce health-related risk behaviors.

TEKS TEKS Specificity - Intended Outcome 1.1C Demonstrates control in balancing and traveling activities. ” I CAN” statements highlighted in yellow should s t be displayed for students. p e c

n I Can

o Including, but not limited to: C  balance on one foot for several seconds(1.1C) . 1.3 A Describes and selects physical activities that provide opportunities for enjoyment and challenge. . 1.3B Participates in moderate to vigorous physical activities on a daily basis that causes increased s

1. Students will successfully maintain control when balancing 80% of the time.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills

 Why do you think balance is important?  Need to know basic balancing information (P-K)

The Teaching Plan Instructional Model & Teacher Directions Assessment for Learning Resources The teacher will… So students can…. Have students  review vocabulary.  demonstrate understanding of concepts Bienestar Coordinated School Health through classroom discussion, and  participate in “Toy Story Statues” activity. completion of activities Children Moving  explain the importance of balancing. Chapter 16 (1.1C) pecentral .org Vocabulary: (Pertinent to the learning – specific) Vocabulary: (Spanish)  balance  poner en equilibrio  base  basar  weight  peso Health and Physical Education Website  foot  pie  arms  brazos Go Kids Challenge

Bienestar Health Program Physical Education Activities Grades K-5 Evidence of Learning College-Readiness i.e., Differentiation Interims/TAKS/Benchmarks Anticipated Skills for SAT/ACT/College Board/Career/Life What do you do for students who need additional support?  Have students pair up with a partner  Provide frequent feedback How else could you keep time to a beat? Will all students who learn and practice healthy lifestyle habits be prepared for college life physical challenges, What do you do for students who master the good study habits, nutritional and healthy choices? learning quickly?

In Physical Education, students will understand the importance of maintaining balance Students need to identify and practice personal health habits to become health literate, maintain and improve health prevent disease, and reduce health-related risk behaviors.

TEKS TEKS Specificity - Intended Outcome 1.1C Demonstrates control in balancing and traveling activities. ” I CAN” statements highlighted in yellow should

s be displayed for students. t p e

c I Can n Including, but not limited to: o

C  balance on one foot for several seconds(1.1C)

. 1.3 A Describes and selects physical activities that provide opportunities for enjoyment and challenge. . 1.3B Participates in moderate to vigorous physical activities on a daily basis that causes increased heart rate, breathing rate, and perspiration. (MVPA) s l

l . 1.5 A Uses equipment and space safely and properly. i

k . 1.7C Resolves conflicts in socially acceptable ways such as talking and asking the teacher for S help.

1. Students will successfully maintain control when balancing 80% of the time.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills  Why do you think balance is important? Need to know basic balancing information (P-K)  Is it easier to balance over a wide base of support than a narrow base of support? The Teaching Plan Instructional Model & Teacher Directions Assessment for Learning Resources The teacher will… So students can…. Have students  distinguish what is meant by balance by looking at teacher  demonstrate understanding of concepts Bienestar Coordinated School Health demonstrating balance by standing on through classroom discussion, and one foot, arms extended outward from body, and not moving. completion of activities (1.1C) Children Moving  understand that balance is important for all their game skills and helps  take part in controlling balance while Chapter 16 them stay in control and continue to move quickly. traveling(1.1C)  participate in the Balance Station activities. pecentral .org

Health and Physical Education Website Vocabulary: (Pertinent to the learning – specific) Vocabulary: (Spanish)  balance  poner en equilibrio  base  basar  weight  peso Go Kids Challenge  foot  pie  arms  brazos Bienestar Health Program Physical Education Activities Grades K-5 Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life What do you do for students who need additional support?  Have students pair up with a partner  Provide frequent feedback How else could you keep time to a beat? Will all students who learn and practice healthy lifestyle habits be prepared for college life physical challenges, What do you do for students who master the good study habits, nutritional and healthy choices? learning quickly?

In Physical Education, students will understand the relationship between the base of Students need to apply movement concepts and principles to the learning and support and how it affects balance. development of motor skills.

1.2 B Demonstrate a base of support and explain how it affects balance. ” I CAN” statements highlighted in yellow should s t be displayed for students. p e c

n I Can

o Including, but not limited to: C  Demonstrate a base of support(1.2B)

1. Students will successfully demonstrate a base of support and explain how it affects balance 80% of the time.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills

 What are ways that one could balance other that using your feet?  Need to know basic balancing information ( K)

The Teaching Plan Instructional Model & Teacher Directions Assessment for Learning Resources The teacher will… So students can…. Have students  understand that the base of support includes all the body parts  demonstrate understanding of concepts Bienestar Coordinated School Health touching the floor and all of the space in between those body through classroom discussion, and parts. completion of activities (1.2B) Children Moving  understand that when they are standing in their self space tell  Demonstrates the concept of base of Chapter 23 teacher what is their base of support. support. (1.2B)  when sitting in their self space, name their base of support.  Describe different basis of support. (1.2B)  choose one body part as their base of support and choose  Demonstrate using different basis of another part as their base of support. support. (1.2B) Health and Physical Education Website  make their base of support bigger by choosing three of their body parts touching the floor.  show their base of support while moving through general Bienestar Health Program space. Physical Education Activities  move through space on one body part. Grades K-5  think of another body part.  participate in “Toy Story Statues” activity.(1.2B)

Vocabulary: (Pertinent to the learning – specific) Vocabulary: (Spanish)  base  base  support  soporte

Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life What do you do for students who need additional support?  Have students pair up with a partner  Provide frequent feedback Will all students who learn and practice healthy lifestyle How else could you keep time to a beat? habits be prepared for college life physical challenges, What do you do for students who master the good study habits, nutritional and healthy choices? learning quickly?

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Physical Education – Grade 1 Second Grading Period – Week 6 CURRICULUM OVERVIEW Big Idea Unit Rationale In Physical Education, students will demonstrate competency in fundamental Students need to identify and practice proper foot patterns in order to succeed in all movements patterns and proficiency in a few specialized movement forms. Physical Education activities.

1.1B Demonstrate proper foot patterns in hopping, jumping, skipping, leaping, galloping, and sliding. ” I CAN” statements highlighted in yellow should

s be displayed for students. t p e

c I Can n Including, but not limited to: o

C  demonstrate proper foot patterns (1.1B)

Students will successfully identify and use proper foot patterns when hopping, jumping, skipping, leaping, galloping and sliding 80% of the time.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills  Why do you think that proper foot patterns in hopping, jumping, skipping,  Need to know basic foot patterns (previous lessons) leaping, galloping and sliding are important?

The Teaching Plan Instructional Model & Teacher Directions Assessment for Learning Resources The teacher will… So students can…. Have students Bienestar Coordinated School Health  review personal and general space concepts using different  demonstrate understanding of concepts locomotor movements. through classroom discussion, and Children Moving  participate in locomotor locomotion (1.1B) completion of activities (5.1D) Chapter 19  understand that maintaining a healthful weight help you have energy.(5.1D) Health and Physical Education Website Vocabulary: (Pertinent to the learning – specific) Vocabulary: (Spanish)  hop  lúpulo  jump  salto Bienestar Health Program  skip  brinca Physical Education Activities  leap  salto Grades K-5  gallop  galopar  slide  deslizarse  space  espacio

Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life What do you do for students who need additional support?  Have students pair up with a partner  Provide frequent feedback How else could you keep time to a beat? Will all students who learn and practice healthy lifestyle habits be prepared for college life physical challenges, What do you do for students who master the good study habits, nutritional and healthy choices? learning quickly?

In Physical Education, students will demonstrate competency in fundamental Students need to identify and practice personal health habits to become health literate, movements patterns and proficiency in a few specialized movement forms. maintain and improve health prevent disease, and reduce health-related risk behaviors.

1.1A Demonstrates an awareness of personal space while moving at different directions and levels ” I CAN” statements highlighted in yellow should be displayed for students. s t p

e I Can c Including, but not limited to: n

o  explain personal space(1.1A) C  move in different directions and levels(1.1A)

. 1.3 A Describes and selects physical activities that provide opportunities for enjoyment and challenge. . 1.3B Participates in moderate to vigorous physical activities on a daily basis that causes increased s l

l heart rate, breathing rate, and perspiration. (MVPA) i

k . 1.5 A Uses equipment and space safely and properly. S . 1.7C Resolves conflicts in socially acceptable ways such as talking and asking the teacher for help.

1. Students will successfully demonstrate an awareness of personal space while moving at different directions and levels 80% of the time.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills  How would you combine awareness of personal space and moving  Need to know basic movement patterns. in different directions and levels?

The Teaching Plan Instructional Model & Teacher Directions Assessment for Learning Resources The teacher will… So students can…. Have students  review personal and general space concepts and different locomotor  demonstrate understanding of concepts Bienestar Coordinated School Health movements. through classroom discussion, and  preview the week’s word wall. completion of activities Children Moving Chapter 19  distinguish proper foot patterns.  develop an awareness of personal space. Health and Physical Education Website  move in personal space while changing direction and levels when teacher  move at different directions and signals. Bienestar Health Program levels.(1.1A)  participate in “Pete and Repeat” activity. Physical Education Activities  participate in “Cross Over”, “Locomotor Fish” and “Frog Pond” games( 1.1A) Grades K-5

Vocabulary: (Pertinent to the learning – specific) Vocabulary: (Spanish)  high  alto  medium  medio  low  bajo  direction  dirección

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Physical Education – Grade 1 Second Grading Period – Week 8 CURRICULUM OVERVIEW Big Idea Unit Rationale The students understand basic components such as strategies and rules of structured Students need to use and understand basic rules and boundaries in order to participate physical activities. in physical activities.

1.6B Explain boundaries and rules for simple games. ” I CAN” statements highlighted in yellow should be

s displayed for students. t p e

c I Can

n Including, but not limited to: o

C  explain boundaries and rules for simple games(1.6B)

. 1.3 A Describes and selects physical activities that provide opportunities for enjoyment and challenge. . 1.3B Participates in moderate to vigorous physical activities on a daily basis that causes

s increased heart rate, breathing rate, and perspiration. (MVPA) l l i . 1.5 A Uses equipment and space safely and properly. k

1. Students will successfully use boundaries 80% of the time. 2. Students will successfully use rules for simple games 80% of the time.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills  What are the reasons for boundaries?  Need to know basic components of social skills  What conclusions can you deduce about rules and boundaries?

The Teaching Plan Instructional Model & Teacher Directions Assessment for Learning Resources The teacher will… So students can…. Have students Bienestar Coordinated School Health  explain the importance of rules.  demonstrate understanding of concepts  tell where boundaries are used in everyday living. through classroom discussion, and completion  create boundaries using cones or poly spots. of activities (1.6B) Children Moving Chapter 19  participate in games that require set boundaries. (5.5B)  explain the importance of establishing boundaries. Health and Physical Education Website  understand the reason for rules in Physical Education class. (1.6B) Bienestar Health Program Physical Education Activities Grades K-5 Vocabulary: (Pertinent to the learning – specific) Vocabulary: (Spanish)  boundaries  límite  signals  señal

Evidence of Learning Differentiation Interims/TAKS/Benchmarks College-Readiness i.e., Anticipated Skills for SAT/ACT/College Board/Career/Life What do you do for students who need additional support?

 Have students pair up with a partner  Provide frequent feedback Will all students who learn and practice healthy lifestyle How else could you keep time to a beat? habits be prepared for college life physical challenges, What do you do for students who master the good study habits, nutritional and healthy choices? learning quickly?

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Physical Education – Grade 1 Second Grading Period – Week 9 CURRICULUM OVERVIEW Big Idea Unit Rationale In Physical Education, students will demonstrate competency in fundamental Students need to have the ability to work with a partner in Physical Education class. movements patterns and proficiency in a few specialized movement forms.

” I CAN” statements highlighted in yellow should

s be displayed for students.

t 1.1 D Demonstrates the ability to work with a partner such as leading and following. p e

c I Can

n Including, but not limited to: o

C  work with a partner(1.1D)  lead and follow( 1.1D)

. 1.3 A Describes and selects physical activities that provide opportunities for enjoyment and challenge. . 1.3B Participates in moderate to vigorous physical activities on a daily basis that causes increased s l

l heart rate, breathing rate, and perspiration. (MVPA) i

k . 1.5 A Uses equipment and space safely and properly. S . 1.7C Resolves conflicts in socially acceptable ways such as talking and asking the teacher for help.

1. Students will successfully understand the importance of working with a partner 80% of the time.

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. CURRICULUM GUIDE Essential Questions Essential Pre-requisite Skills  Why is it important to know how to work with a partner?  Need to know basic components of social skills  How else could you demonstrate working with a partner?

The Teaching Plan Instructional Model & Teacher Directions Assessment for Learning Resources The teacher will… So students can…. Have students  understand that they are going to work on relationships with people as  demonstrate understanding of concepts Bienestar Coordinated School Health they travel. through classroom discussion, and  select a partner and sit besides that person to demonstrate Side to Side completion of activities (1.1D) Children Moving relationship.  demonstrate working with a partner using Chapter 18  stand behind their partner and have the one in back travel matching side to side, lead-following and mirroring locomotor movements and directions. On signal, switch positions. relationships.(1.1D) Remembering to follow their partner approximately three to four feet behind for no collisions. This is a lead-follow relationship. Health and Physical Education Website  stand facing their partner to demonstrate partner relationship called mirroring. Bienestar Health Program  partners mirror each other by moving as if they are looking in a mirror. Physical Education Activities (A mirror reverses the left-right image). Grades K-5 Vocabulary: (Pertinent to the learning – specific) Vocabulary: (Spanish)  partner  compañero  lead  ir al frente de  follow  seguir  relationships  relación  side  lado  mirror  espejo

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.