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Health and Physical Education Subject Group Overview

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Health and Physical Education Subject Group Overview Health and Physical Education Subject Group Overview Years 1-5: Key Concept Related MYP Content Concept(s) Statement of Inquiry Questions ATL Skill(s) Summative Objective MN State Standards and Global Inquiry Assessment Context Unit 1: Communication Adapting skills Factual— What are the Self Students will peer A. NHES, NPES Team and interactions forms of communication? management- assess each other Knowledge Standard 1 - The physically literate Sports Interaction, through What positions are Reflection over the course of MYP 1,2,5 individual demonstrates Adaptation communication necessary to play? the team sports unit competency in a variety of motor can change Social- throughout the B. Planning skills and movement patterns. Identities and competition and Conceptual— How can we Collaboration school year. Based for Standard 2 - The physically literate Relationships: cooperation. have healthy competition? skills, Affective on the information, Performanc individual applies knowledge of Competition How can we communicate? Skills students will reflect e concepts, principles, strategies and How do positive interactions and plan for how to MYP 1,3,5 and tactics related to movement Cooperations impact competition and Communication improve their skills in and performance. cooperation? - Non-verbal order to be more C. Standard 3 - The physically literate communication, successful to their Performanc individual demonstrates the Debatable— Is technology speaking team. e MYP knowledge and skills to achieve always an asset when techniques 1,3,5 and maintain a health-enhancing looking at improvement of level of physical activity and skills? Is verbal A.Knowledge- D. fitness. communication always best? Knowledge of sport, Reflection Standard 4 - The physically literate Could your strategy increase Rugby quiz MYP 1, 3, 5 individual exhibits responsible competition or cooperative B. Planning for personal and social behavior that aspects of the game? Performance- respects self and others. Participation, Peer Standard 5 - The physically literate assessment, C. individual recognizes the value of Performance, D. physical activity for health, Reflection- Peer enjoyment, challenge, Assessment self-expression and/or social interaction Content information that maybe be included: Updated 1.29.19 Team Building, Rugby, Football, Soccer, Basketball, Floor Hockey, Volleyball, Lacrosse, Softball/Baseball, Omnikin, Tchoukball Unit 2: Relationships Relationships Factual— What is a Communication Year 1: Guided notes A. Knowing NHES, NPES Health and impact the lifestyle relationship? Research and goal setting and Health Education: Wellness Adaptation, choices we make Self summative. understandi Standard 1: Students will Choice, and our ability to Conceptual—How do management- Relationships impact ng- MYP comprehend concepts related to Refinement adapt and refine. relationships impact your Planning and lifestyle choices and 1,3, health promotion and disease lifestyle and choices? Reflection students will explore prevention to enhance health. Identities and the choices that they B. Planning Standard 2: Students will analyze Relationships: Debatable— Should you have in their health for the influence of family, peers, Lifestyle refine your choices? Is there and wellness, mental Performanc culture, media, technology, and health, pressure to to Choices a best way to adapt to our e-MYP 1,3 other factors on health behaviors. partake in risk relationships? Standard 3: Students will behaviors and when discovering human D. demonstrate the ability to access sexuality. The Reflecting valid information and products and exploration into the and services to enhance health. information and Improving Standard 4: Students will application of adapting Performanc demonstrate the ability to use and refinement of e-MYP 1,3 interpersonal communication skills will be used in skills to enhance health and avoid order to help student or reduce health risks. life healthy lifestyles Standard 5: Students will based on positive demonstrate the ability to use choices. decision-making skills to enhance health. Year 2 and 3: Standard 6: Students will Relationships impact demonstrate the ability to use lifestyle choices and goal-setting skills to enhance students will explore health. the choices that they Standard 7: Students will have in their health demonstrate the ability to practice and wellness, mental health-enhancing behaviors and health, pressure to avoid or reduce health risks. utilize ATOD Standard 8: Students will substances and demonstrate the ability to when discovering Updated 1.29.19 human sexuality. The advocate for personal, family, and exploration into the community health. information and application of Physical Education: adapting and Standard 1 - The physically literate refinement of skills individual demonstrates will be used in order competency in a variety of motor to help student life skills and movement patterns. healthy lifestyles Standard 2 - The physically literate based on positive individual applies knowledge of choices. concepts, principles, strategies A. Guided Notes and tactics related to movement Packet, B. Goal and performance. Setting, D, Goal Standard 3 - The physically literate Setting individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Unit 3: Change Change of our Factual— What is proper Self- The students will B. Planning NHES, NPES Fitness overall health and form for push ups, curl ups, Management- continue to explore for Standard 1 - The physically literate Testing/ Movement, wellness comes sit n reach? What is Reflective Skills the statement of performanc individual demonstrates Personal Refinement from refinement of necessary for completing inquiry into a health e MYP 5, competency in a variety of motor movements and each assessment? unit (Choices- Health skills and movement patterns. Fitness Identities and identities and and Wellness/Fitness D. Standard 3 - The physically literate Project Relationships: relationships. Conceptual— How can we and Nutrition) and Reflecting individual demonstrates the Personal change our health to refine set goals that will and knowledge and skills to achieve Efficacy and our fitness? How can we show how to refine improving and maintain a health-enhancing Self-Managem help ourselves to be more and change to their performanc level of physical activity and ent successful? How does overall health while e- MYP 5 fitness. self-management impact our exploring the Standard 4 - The physically literate health? different areas of individual exhibits responsible health as well. The personal and social behavior that summative then has respects self and others. students set goals Updated 1.29.19 Debatable— If you reach the that will help them Standard 5 - The physically literate national standards, does that make progress individual recognizes the value of mean you’re healthy? towards refining physical activity for health, movements and enjoyment, challenge, changing their overall self-expression and/or social health through self interaction. management strategies (journaling, tracking, ect.) Unit 4: Development Proper systems of Factual— What are the rules Self Students will analyze B. Planning Standard 1 - The physically literate Individual the game allow in Tennis? Volleyball? Management their performance for individual demonstrates students to adapt Bowling? Sports Adaptation, Skills- Take and make performanc competency in a variety of motor Interaction and refine their skill responsibility corrections to their e skills and movement patterns. set with fairness and development. for one’s skills within an D. Standard 2 - The physically literate Fairness and Conceptual— How are actions individual sport Reflecting individual applies knowledge of Development strategies important to an during the unit. and concepts, principles, strategies individual's success? How are Social- Give improving and tactics related to movement racket sports and volleyball and receive Content information performanc and performance. similar? meaningful that maybe be e- MYP Standard 3 - The physically literate feedback included: Racquet 1,3,5 individual demonstrates the Debatable— Are the systems Sports (Pickleball, knowledge and skills to achieve of each sport/activity Racquet Ball, Tennis, and maintain a health-enhancing overlapping or connected? Squash), Bowling, level of physical activity and Disc Golf fitness. Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others. Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Unit 5: Relationships Developing Factual— What are forms of Self Students can choose A. Knowing Standard 1 - The physically literate Lifetime relationships by relationships demonstrated management which sport they and individual demonstrates Activities Choice, demonstrating in sport? skills-Reflection want to do a snap understandi competency in a variety of motor Environment personal and Conceptual— How can the guide or knowledge ng skills and movement patterns. cultural environment impact of sport report on. By Updated 1.29.19 Personal and expression in a expression? How can we Social- creating a snap C. Standard
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