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SCOPE & SEQUENCE Physical Education – One Course for Grades Gateway Regional School District SCOPE & SEQUENCE Physical Education – One Course for Grades 9-12 Massachusetts Curriculum Possible Instructional Evidence of Student Month Standards for 9-12 Benchmarks Strategies Learning (Assessment) TEXTBOOK – No textbook is used in this course. STANDARD – MOTOR SKILL DEVELOPMENT 2.17 Demonstrate Students Will Know: developmentally appropriate How to demonstrate three types of trapping a soccer ball Teaching the proper technique for Students will understand and perform competence (basic skills, How to demonstrate passes in soccer using 1 and 2 touch using sports equipment such as skills correctly 3 out of 5 times Sept/ Oct. strategies, and rules) in many passes. soccer ball, field hockey stick, Soccer and proficiency in a few How to demonstrate three types of field hockey dribbles lacrosse stick, football, floor Students will be responsible for taking a Field hockey movement forms and motor How to demonstrate three movement skills using the hockey stick, softball bat and written or oral quiz on each unit. Lacrosse skills (team sports, aquatics, lacrosse stick glove, Frisbee, basketball, Flag football individual/dual sports, outdoor How to demonstrate the proper technique in the areas of volleyball, badminton racquet, Weekly/unit skills content rubric: (5) Frisbee pursuits, self-defense, dance, and hitting and fielding in softball pickle ball paddle, handball, and exemplary, (4) proficient, and (3) needs gymnastics). Identify three player’s positions on a football team snow shoes. improvement through teacher Nov/ Dec How to demonstrate the proper technique of throwing a observation Basketball Frisbee Teacher will instruct and provide Volleyball How to demonstrate three types of basketball shots demonstrations to students on the A daily assessment on effort, participate Wellness How to demonstrate three types of volleyball hits proper technique using skills and and attitude EPA (1-3) How to demonstrate two types of floor hockey shots drills to provide ample practice Jan/ Feb How to demonstrate three types of pickle ball shots time. Handball How to demonstrate three hits with a badminton racquet Badminton How to demonstrate three required kickball skills Pickleball Identify the benefits of snow shoeing Snowshoeing How to demonstrate possession skills in broomball March/ April Students will be able to DO: Broomball Perform foot, chest, and thigh traps with a soccer ball Floor hockey Perform the instep, outstep, and heel passes with a soccer Walking ball Perform the control, speed and Indian dribbles using the May/ June correct field hockey techniques and skill cues Softball Perform the act of cradling, passing, and scooping with a Kickball lacrosse stick Playground Perform hitting and fielding in a softball game condition games Perform three positional player roles in flag football Perform two types of Frisbee throws Perform basketball jump shots, foul shots, and lay-ups. Page 1 of 6 Developed by Lydia Grant and Michael Mason based on the 1999 Massachusetts Comprehensive Health Framework April 2008 Gateway Regional School District SCOPE & SEQUENCE Physical Education – One Course for Grades 9-12 Massachusetts Curriculum Possible Instructional Evidence of Student Month Standards for 9-12 Benchmarks Strategies Learning (Assessment) Perform three volleyball skills- bump, set, and serve Perform and slap and wrist shot during floor hockey game situation Perform the differences between the drop, lob, and smash in pickleball Perform the differences between the hit, smash and lob with the badminton racquet Performing throwing, catching and kicking skills of dribbling, passing, and shooting Perform walking and hiking on various terrain on snow shoes Perform the skills of drag and shoot in broomball 2.19 Apply concepts about Students Will Know: Teacher will provide the students Teacher monitors walking by recording sequential motor learning and The proper technique of walking demonstrating fine and with information on gross and the time over distance using a stop watch development, biomechanics, gross motor skills motor skills exercise physiology, and sports Learn to calculate and convert measuring distances from a psychology. odometer/counter Teacher will demonstrate the proper striking mechanics of March Students will be able to DO: walking with upper body carriage & Perform sequential motor movements ie: heel, toe, arm motion, and April Perform the function of checking target heart rate posture Teacher will inform via lecture the importance of target heart rate zone and calculating distance STANDARD – FITNESS 2.18 Demonstrate activities for Students Will Know: warming up and cooling down Understand the benefits of exercise Teacher will provide examples of Teacher will apply the warm-up and before and after aerobic Understand the importance of warming up and cooling down warm-up and cool down exercises cool-down exercises in everyday exercise. Techniques of stretching to inform students of the proper objectives by increasing the frequency, Throughout Identify the correct names of muscles routine of exercising. intensity, and duration Course Students will be able to DO: Teacher provides demonstrations Teacher will observe the warm-up and Perform warm-up, cool down, and stretching techniques on a of calisthenics cool-down in every day classroom daily basis in class. procedure. Page 2 of 6 Developed by Lydia Grant and Michael Mason based on the 1999 Massachusetts Comprehensive Health Framework April 2008 Gateway Regional School District SCOPE & SEQUENCE Physical Education – One Course for Grades 9-12 Massachusetts Curriculum Possible Instructional Evidence of Student Month Standards for 9-12 Benchmarks Strategies Learning (Assessment) 2.20 Demonstrate exercises in Students Will Know: Fitness gram test results objective 80% Sept/ Jan/ May strength training, Demonstrate lifelong health and fitness practices Teacher will disseminate the of district Fitness gram cardiovascular activities, and Understand the importance of remaining physically fit information of the proper use of flexibility training. throughout their life equipment Teacher solicits student knowledge Nov/ Dec Understand the benefits of training related to wellness center using open Wellness Techniques of stretching Teacher will develop and response questions Identify main groups of muscles and specific weight training demonstrate proper technique in Jan/ Feb related to each muscle group all fitness level components Students record target heart rate Snowshoeing Students Will Do: Self-reliance observation March/ April Perform individual workout plan to achieve greater size, Is student able to outfit his or herself and Walking symmetry, strength, cardiovascular, and flexibility. function while walking in snowshoes 2.21 Identify the components Students Will Know: Teacher inform students on Student will take a unit quiz of physical fitness and the Understand life-long health and fitness goals lifelong health and fitness (oral/written) Nov/ Dec factors involved in planning Five components of physical fitness practices Wellness and evaluating fitness programs for individuals at Students will be able to DO: Teacher will orient/introduce March/ April different stages of the life Develop a personal fitness plan students to the wellness center and Walking cycle. how to properly apply safe practice and use equipment correctly to achieve healthy fitness levels 2.22 Conduct a personally Students Will Know: Teacher motivates students to Self- examination and interpretation of developed physical activity The proper technique of weight training to achieve personal increase performance levels fitness gram test results program. goals through pre and post test results Sept/ Jan/ May Recognize their strengths and weaknesses and design a Teacher observation of student self- Fitness gram program to address those areas. Teacher instructs and improvement using the formula on time demonstrates how to perform test distance= caloric burned Nov/ Dec Students will be able to DO: Wellness Design a personalized fitness plan Teacher provides a through orientation of the wellness center and assess personal achievement Page 3 of 6 Developed by Lydia Grant and Michael Mason based on the 1999 Massachusetts Comprehensive Health Framework April 2008 Gateway Regional School District SCOPE & SEQUENCE Physical Education – One Course for Grades 9-12 Massachusetts Curriculum Possible Instructional Evidence of Student Month Standards for 9-12 Benchmarks Strategies Learning (Assessment) Students Will Know: Teacher will develop and 2.23 Meet developmentally Understand the age appropriate standards to successfully demonstrate proper technique in Fitness gram test standards (benchmarks) appropriate health-related pass the Fitness gram test all fitness level components Sept/ Jan/ May benchmarks. Fitness gram Students will be able to DO: Teacher motives students to Achieve the fitness standards required according to the increase performance levels fitness gram test through pre and post test results STANDARD – PERSONAL & SOCIAL COMPETENCY 2.24 Identify life-management Students Will Know: Teacher provides a thorough Students will take a unit quiz skills and protective factors Importance of a balanced healthy eating program and its orientation of the wellness center (oral/written) that contribute to achieving effects on the body and assess personal achievement personal wellness health goals, Recognize the benefits of a well designed fitness program Nov/ Dec including researching, that reflects
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