Public Schools of Edison Township Office Of

PUBLIC SCHOOLS OF EDISON TOWNSHIP

OFFICE OF CURRICULUM AND INSTRUCTION

Middle School Physical Education

Length of Course: ¾ Term

Elective/Required: Required

Schools: Middle Schools

Eligibility: Grade 6, 7, 8

Credit Value: N/A

Date Approved: August 27, 2018

2 Middle School Physical Education TABLE OF CONTENTS

Statement of Purpose 3 Introduction 4 Archery 8 Basketball 13 Cognitive Physical Education 18 Cricket 23 Dance 26 Developmental Games 29 Floor Hockey 33 Free Weights 36 Frisbee 40 Golf 43 Gymnastics 45 Jump Rope 49 Lacrosse 53 Parachute 57 Physical Fitness 60 Recreational Games/Lifetime Sports 65 Soccer 68 Softball 71 Speedball 74 Team Handball 77 Touch or Flag Football 80 Track and Field 83 Volleyball 88 Wrestling 92

Modifications will be made to accommodate IEP mandates for classified students.

3 Middle School Physical Education STATEMENT OF PURPOSE

The purpose of Physical Education is to foster participation in physical activities by applying movement concepts and skills that the students can appreciate for the rest of their life. In the process, the students will use critical thinking skills, decision-making and problem-solving skills as they relate to the middle school student and physical education. The curriculum has been contoured to meet the NJ Core Curriculum Content Standards for Physical Education and career ready practices.

The activities included in this curriculum guide targets the physical, mental and social well being of the middle school student. Emphasis will be placed on developing personal attitudes, behaviors, and values in addition to addressing health-related fitness concepts and their application towards a lifetime of physical activity. Fitness activities will be performed every other day throughout the school year or included as an extension of warm ups. Rules, strategies, and tactics of both individual and team sports will be included. Students will participate in a combination of team sports and lifetime or individual activities throughout the school year. This curriculum will also encourage and develop appropriate cooperative and social behavior necessary to interact with a group to achieve a common goal.

LITERACY AND TECHNOLOGY INTEGRATION

Students will be given at least two written/reading assessments each marking period. These activities may include a current event related to the unit, written/online assessments, surveys, portfolio creation, internet scavenger hunts, Google Slide presentations, peer, team & self- assessments, student generated rubrics, etc. These assessments are at the teacher’s discretion.

PRE-CLASS WARM-UP

As professional educators we recognize the importance of warm-ups as an essential beginning of every active class. Our students are prepared through a series of specifically designed flexibility, strength, and cardiovascular activities created to meet the demands of each particular lesson. Both Dynamic and Static stretching will be utilized. Now when we apply CCCS 2.6 and incorporate CPI 1, 2, 3, 4, and 5, the Kinesiological information we relay about exercise becomes just as beneficial. As students work on their warm-up routines, they should be supplied with the necessary knowledge about the muscle groups involved, and their influence on movement. While they participate in endurance training, the components of heart rate, circulation, lung capacity, and their benefits of exercise can be discussed.

This curriculum guide was revised by:

Janet Bellaran - John Adams Middle School Lisa Dettelbach - Thomas Jefferson Middle School Joanne Markano - Herbert Hoover Middle School Joe Nardino - Woodrow Wilson Middle School

Coordinated by: Argiris Hristofis, District Supervisor of Health & Physical Education 4 Middle School Physical Education Introduction

The most precious resource teachers have is time. Regardless of how much time a course is scheduled for, it is never enough to accomplish all that one would like. Therefore, it is imperative that teachers utilize the time they have wisely in order to maximize the potential for all students to achieve the desired learning.

High quality educational programs are characterized by clearly stated goals for student learning, teachers who are well-informed and skilled in enabling students to reach those goals, program designs that allow for continuous growth over the span of years of instruction, and ways of measuring whether students are achieving program goals.

The Edison Township School District Curriculum Template

The Edison Township School District has embraced the backward-design model as the foundation for all curriculum development for the educational program. When reviewing curriculum documents and the Edison Township curriculum template, aspects of the backward- design model will be found in the stated enduring understandings/essential questions, unit assessments, and instructional activities. Familiarization with backward- design is critical to working effectively with Edison’s curriculum guides.

Guiding Principles: What is Backward Design? What is Understanding by Design?

“Backward design‟ is an increasingly common approach to planning curriculum and instruction. As its name implies, “backward design‟ is based on defining clear goals, providing acceptable evidence of having achieved those goals, and then working “backward” to identify what actions need to be taken that will ensure that the gap between the current status and the desired status is closed.

Building on the concept of backward design, Grant Wiggins and Jay McTighe (2005) have developed a structured approach to planning programs, curriculum, and instructional units. Their model asks educators to state goals; identify deep understandings, pose essential questions, and specify clear evidence that goals, understandings, and core learning have been achieved.

Program based on backward design use desired results to drive decisions. With this design, there are questions to consider, such as: What should students understand, know, and be able to do? What does it look like to meet those goals? What kind of program will result in the outcomes stated? How will we know students have achieved that result? What other kinds of evidence will tell us that we have a quality program? These questions apply regardless of whether they are goals in program planning or classroom instruction.

The backward design process involves three interrelated stages for developing an entire curriculum or a single unit of instruction. The relationship from planning to curriculum design, development, and implementation hinges upon the integration of the following three stages.

Stage I: Identifying Desired Results: Enduring understandings, essential questions, knowledge and skills need to be woven into curriculum publications, documents, standards, and scope and sequence materials. Enduring understandings identify the “big ideas” that students will grapple with during the course of the unit. Essential questions provide a unifying focus for the unit and 5 Middle School Physical Education students should be able to more deeply and fully answer these questions as they proceed through the unit. Knowledge and skills are the “stuff” upon which the understandings are built.

Stage II: Determining Acceptable Evidence: Varied types of evidence are specified to ensure that students demonstrate attainment of desired results. While discrete knowledge assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc…) will be utilized during an instructional unit, the overall unit assessment is performance- based and asks students to demonstrate that they have mastered the desired understandings. These culminating (summative) assessments are authentic tasks that students would likely encounter in the real-world after they leave school. They allow students to demonstrate all that they have learned and can do. To demonstrate their understandings students can explain, interpret, apply, provide critical and insightful points of view, show empathy and/or evidence self-knowledge. Models of student performance and clearly defined criteria (i.e.: rubrics) are provided to all students in advance of starting work on the unit task.

Stage III: Designing Learning Activities: Instructional tasks, activities, and experiences are aligned with stages one and two so that the desired results are obtained based on the identified evidence or assessment tasks. Instructional activities and strategies are considered only once stages one and two have been clearly explicated. Therefore, congruence among all three stages can be ensured and teachers can make wise instructional choices.

At the curricular level, these three stages are best realized as a fusion of research, best practices, shared and sustained inquiry, consensus building, and initiative that involves all stakeholders. In this design, administrators are instructional leaders who enable the alignment between the curriculum and other key initiatives in their district or schools. These leaders demonstrate a clear purpose and direction for the curriculum within their school or district by providing support for implementation, opportunities for revision through sustained and consistent professional development, initiating action research activities, and collecting and evaluating materials to ensure alignment with the desired results. Intrinsic to the success of curriculum is to show how it aligns with the overarching goals of the district, how the document relates to district, state, or national standards, what a high quality educational program looks like, and what excellent teaching and learning looks like. Within education, success of the educational program is realized through this blend of commitment and organizational direction.

8 Middle School Physical Education Lifetime Activities - Archery Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle

Unit Objectives/Enduring Understandings: Students will be able to understand that fundamental skills, terminology, and safety protocols are all important to successfully participate in an archery unit. Archery may be used as a lifetime sport encompassing skills associated with mental sharpness, concentration and patience.

Essential Questions: What skills/steps are necessary to safely and successfully shoot an arrow?

Unit Assessment: Students will demonstrate how to safely and successfully apply the skills of archery.

Core Content Instructional Actions

Cumulative Concepts Skills Activities/Strategies Assessment Check Progress Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections 2.5.6.A.1 Introduction Skill instruction A. Assign students to work with Written tests Explain and perform movement This unit will give a brief A. Stance a partner. One student will skills that combine mechanically introduction to archery, teach B. Knock shoot while the other student Skills tests correct movement in smooth the essentials of archery, C. Grip will observe and analyze any flowing sequences in isolated familiarize the students with D. Draw shooting errors. Teacher observations settings (i.e., skill practice) and the language of archery and E. Anchor B. Record individual scores. applied settings (i.e., games, give the students an F. Aim C. Record team scores using PE grading procedures sports, dance, and recreational opportunity to experience G. Release shooting lines as a team. activities). actual target shooting. H. Follow through Rubric 2.5.6.A.2 Target Variations Explain concepts of force and Fundamental Skills motion and demonstrate control A. Stringing the bow A. Add balloons to target while modifying force, flow, time, B. Nocking arrows B. Add a map of the United space, and relationships in C. Proper stance States interactive dynamic D. Learning point of aim C. Skill/lContests environments E. Aiming D. Games 2.5.6.A.4 F. Releasing arrows E. Tournaments Use self-evaluation and external G. Retrieving arrows feedback to detect and correct H. Scoring errors in one’s movement I. Increasing target distance performance. J. Learning archery safety 2.5.6.B.2 Compare and contrast strategies used to impact individual and

9 Middle School Physical Education Archery (Cont.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to Technology Implementation/ Points do. Interdisciplinary Connections team effectiveness and make Terminology modifications for improvement. A. Parts of the arrow .2.5.6.C.1 B. Parts of the Bow Compare the roles and C. Steps to shooting responsibilities of players and D. Aim observers and recommend E. Arm guards strategies to enhance F. Finger tabs sportsmanship-like G. Target behavior.2.5.6.C.2 H. Scoring Apply rules and procedures for I. Quivers specific games, sports, and other competitive activities and describe Safety how they enhance participation The following safety and safety. procedures should be carefully 2.5.6.C.3 followed: Relate the origin and rules A. Check your equipment to associated with certain games, be sure it is in good condition. sports, and dances to different B. Do not walk to the target cultures. until everyone has completed 2.5.8.A.1 shooting. Explain and demonstrate the C. Shoot on command from transition of movement skills from an instructor. isolated settings (i.e., skill practice) D. Use arm guards and into applied settings (i.e., games, finger tabs. sports, dance, and recreational E . Retrieve all arrows on activities). command from the instructor. 2.5Apply the concepts of force and F.. Impress students with the motion (weight transfer, power, extreme importance of safe speed, agility, range of motion) to play in archery impact performance. 2.5.8.A.4 Detect, analyze, and correct errors and apply to refine movement skills.

10 Middle School Physical Education Archery (Cont.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to Technology Implementation/ Points do. Interdisciplinary Connections 2.5.8.B.2 Assess the effectiveness of specific mental strategies applied to improve performance. 2.5.6.B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement. . 5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities. 2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities. 2.6.6.A.1 Analyze the social, emotional, and health benefits of selected physical experiences. 2.6.8.A.1 Summarize the short- and long- term physical, social, and emotional benefits of regular physical activity.

21ST CENTURY SKILLS AND CAREERS CPI’S 9.1.8.A.1 9.1.8.A.2 9.1.8.A.3 9.1.8.A.4 9.1.8.B.1 9.1.8.B.2 11 Middle School Physical Education Archery (Cont.) Core Content Instructional Actions

CAREER READY PRACTICES CRP 1 - Act as a responsible and contributing citizen and employee CRP 3 - Attend to personal health and financial well-being CRP 4 - Communicate clearly and effectively and with reason CRP 8 - Utilize critical thinking to make sense of problems and persevere in solving them CRP 9 - Model integrity, ethical leadership and effective management CRP 12 - Work productively in teams while using cultural global competence

12 Middle School Physical Education

Centers for Disease Control and Prevention(2006) Physical Education Curriculum Analysis Modify exercises to ensure success on all levels of Tool . Atlanta, GA: Author http://www.cdc.gov/HealthyYouth/physicalactivity/ fitness.

National Association for Sport and Physical Education (2004) Moving Toward the Future: Consult IEPs and 504 Plans National Standards for Physical Education. Reston, VA Provide a study guide New Jersey Department of Education (2014) Core Curriculum Content Standards in Comprehensive Health and Physical Education Utilize peer tutors www.nj.gov/education/aps/cccs/chpe/standards.htm Adjust target distance to fit the needs of the learner JOHPERD, Journal of Physical Education, Recreation and Dance.

AAPAR, American Association for Physical Activity and Recreation. www.pecentral.org www.sportime.com

Partnership for 21st Century Skills http://www.p21.org/

13 Middle School Physical Education Team Sports Basketball Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that fundamental skills, terminology, activities, drills, and games are all important to successfully participate in a basketball unit. Students may gain an appreciation of basketball by participating in it outside of school and consider the sport a potential life time sport.

Essential Questions: What fundamental skills are necessary to play the game of basketball? What steps are necessary to understand the game of basketball as a spectator/player? What are the obligations and responsibilities of offensive and defensive player? What are ways to seek out and contribute to the betterment of an individual or team?

Unit Assessment: Students will demonstrate how to safely and successfully apply the strategies/skills of basketball game play.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Indicators What students will know. What students will be Technology Implementation/ Check Points able to do. Interdisciplinary Connections

2.5.8.A.3 Introduction A. Dribble A Dribbling Teacher Create, explain, and B. Passing B. Passing observation demonstrate, as a small group, a Fundamental Skills C. Shooting 1. Types - chest, bounce, overhead planned movement sequence A. Dribble D. Defensive moves 2. Points to emphasize Skills tests/rubric - that includes changes in rhythm, B. Passing E. Offensive a. Hands cupped closed and open tempo, and musical style C. Shooting b. Step as you pass skills (creative, cultural, social, and 1. Lay-up (right and c. Proper hand position and fitness dance). left hand) motion for each type Teacher 2.5.8.A.4 A. Jump shot d. Cushion catch (hands should observations Detect, analyze, and correct B. Hook shot give when receiving pass) errors and apply to refine C. Foul shot C. Shooting (lay-up, jump shot, Phys. Ed. Grading movement skills. a. Elbow bent foul shot) procedures 2.5.8.B.1 b. Backward 1. Lay -up Compare and contrast the use of Rotation a. Hand position offensive, defensive, and c. Follow-through b. Leap into air cooperative strategies in a c. Shoot off backboard variety of settings. d. Progression: standing, one step, dribble in, run in, receive pass

14 Middle School Physical Education Basketball (Cont.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessm Indicators What students will know. What students Technology Implementation/ Interdisciplinary ent will be able to Connections Check do. Points

2.5.8.B.2 D. Defensive moves 2. Jump shot, foul shot Assess the effectiveness of 1. Stance a. Hand position and foot position specific mental strategies applied 2. Shuffle movement b. Release to improve performance. 3. Positioning c. Follow through 2.5.6.B.3 4. Teamwork d. Progression: shoot to partners, shoot Analyze individual and team E. Offensive to chin bar, shoot at basket, effectiveness in achieving a goal 1. Give and go 1 ball per 4-6 students and make recommendations for 2. Pass and screen away D. Offense and Defense improvement. 3. Pick and roll 1. Offense (with the ball) 2.5.8.C.1 4. Teamwork a. Use dribble to move to basket Assess player behavior for b. Look for open teammate evidence of sportsmanship in Terminology c. Weave individual, small-group, and team A. Bounce pass d. 3 v. 3, 3 v. 2, 4 v. 4, etc. activities. B. Chest pass 2. Offense (without the ball) 2.5.8.C.2 C. Court areas a. Move around - don't stand still Summarize types of equipment, D. Cross over b. Cut and screen for teammate products, procedures, and rules E. Dribble 3. Defense (guarding player with the ball) that contribute to the safety of F. Foul shot a. Position of body specific individual, small-group, G. Hook shot b. Defensive rules and team activities. H. Fast break 4. Defense (guarding player without ball) 2.6.6.A.1 I. Lay up shot a. Position Analyze the social, emotional, and J. Pass b. Defensive rules health benefits of selected K. Push shot E. Circuit Stations - Directions should be physical experiences. L. Whirl posted at each station 2.6.8.A.1 M. Pick 1. Wall passes Summarize the short- and long- N. Screen 2. Dribble skill term physical, social, and O. Press 3. Dribble take away contest emotional benefits of regular 4. Foul shooting contest physical activity. Safety 5. Around-the-world 6. Rebound 7. Shooting form (basket - chin bar) 8. Lay-up (how many in designated time) 9. All students rotate in groups to each station to practice skills 10. When possible, percentages may be calculated 15 Middle School Physical Education Basketball (Cont.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections G. Games 1. Divide class into game groups and skill groups. Students not ready for competition should continue to work on skills. 2. Lead up games - skill contests a. 21 - long shot and short shot b. Around the world c. Horse - must make previous shot d. Lay-up contest - individual time, team time e. Foul shot competition f. Relay competitions g. Knock-out 3. Team selection 4. Ability grouping may be used 5. Scrimmages 6. Review all rules and regulations, offense and defense, player position 7. Games

16 Middle School Physical Education Basketball (Cont.) Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student S.H.A.P.E. America (Society of Health and Physical Educators) difficulties, possible misunderstandings www.shapeamerica.org Centers for Disease Control and Prevention(2006) Physical Education Curriculum Modified game play – time, space, size of implement Analysis Tool . Atlanta, GA: Author http://www.cdc.gov/HealthyYouth/physicalactivity/ National Association for Sport and Physical Education (2004) Moving Toward the Modify exercises to ensure success on all levels of ability. Future: National Standards for Physical Education. Reston, VA New Jersey Department of Education (2014) Core Curriculum Content Standards in Consult IEPs and 504 Plans Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/chpe/standards.htm Provide a study guide Partnership for 21st Century Skills http://www.p21.org/ JOHPERD, Journal of Physical Education, Recreation and Dance. Utilize peer tutors AAPAR, American Association for Physical Activity and Recreation.

www.pecentral.org

www.sportime.com

Internet Resources and Websites

17 Middle School Physical Education Fitness & Cognitive Physical Education Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that purpose, functions, and outcomes are all important parts of fitness. Fitness is a balance of exercise, nutrition and other life style behaviors to enhance overall health.

Essential Questions: What is physical education and why do we have it in schools? How is fitness related to overall health?

Unit Assessment: Teacher observation, written/oral assessment, questions and answers, essays, poster presentations.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections 2.5.6.A.1 Introduction Students will be able to get a Create a bulletin board Teacher observation Explain and perform The students will know better understanding to the movement skills that anatomy, exercise concepts, many aspects of physical Create Videos with the use of Written test/problem combine mechanically fitness and nutrition programs, education. Chrome Books of fitness solving puzzle. correct movement in surgeon general reports, target activities smooth flowing sequences heart rate, benefits of exercise, Physical Education and Sport Phys. Ed. Grading in isolated settings (i.e., skill Pacer Fitness testing, Technology Lessons Research various sports procedures practice) and applied sportsmanship, safety, bio A. Sport Specific Research (individual and team) settings (i.e., games, mechanics and basic motor using the World Wide Web Rubric sports, dance, and learning concepts, technology, (Chrome Books) Cooperative activities - create a recreational activities). Olympics, careers, and 1. Basketball, Baseball, Ice fitness unit consisting of various 2.5.6.A.2 cooperative activities. Hockey, Volleyball, stations Pacer Explain concepts of force Football, etc. Pre/Post Test and motion and Fitness and Nutrition B. Athlete Specific Research demonstrate control while 1. Women in Sport, Men in Curl Ups modifying force, flow, time, Sportsmanship Sport, Biographies, Pre/Post test space, and relationships in Athletes with disabilities, interactive dynamic A. Official Issues etc. Push up environments. B. Coaching Issues C. Rehabilitation of Sports Pre/Post test 2.5.6.A.4 C. Individual Values Injury Use self-evaluation and D. Philosophy D. The Olympic Games external feedback to detect E. Media E. Careers in Fitness and Sport and correct errors in one’s F. Role model's F. Project Adventure/ movement performance. G. Consequences/Rewards Cooperative Activities

18 Middle School Physical Education 2.5.6.B.1 H. Developing a philosophy, Demonstrate the use of rules, procedures, etiquette offensive, defensive, and I. Role-playing as player, cooperative strategies in coach, scorer & observer individual, dual, and team activities. Safety 2.5.6.B.2 Compare and contrast Bio Mechanics and Basic strategies used to impact Motor Learning Concepts individual and team A. Kinesthetic breakdown of effectiveness and make body movements. modifications for B. Demonstrate how improvement. equilibrium, rotation, and 2.5.6.C.1 range of motion impact the Compare the roles and performance of skills. responsibilities of players C. Apply and analyze the and observers and impact of various applications recommend strategies to of force and motion during enhance sportsmanship-like physical activity. behavior. D. Speed and resistance 2.5.6.C.2 analysis. Apply rules and procedures E. Open and closed skill for specific games, sports, development. and other competitive F. "Whole and part" practice. activities and describe how they enhance participation and safety. 2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures. 2.6.6.A.1 Analyze the social, emotional, and health benefits of selected physical experiences. 2.6.6.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness. 2.6.6.A.5 Relate physical activity, healthy eating, and body 19 Middle School Physical Education composition to personal fitness and health. 2.6.6.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve personal fitness. 2.6.6.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing substances on personal health. 2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness. 2.6.8.A.3 Analyze how medical and technological advances impact personal fitness. 2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors. 2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness.

20 Middle School Physical Education 21ST CENTURY SKILLS AND CAREERS CPI’S

9.1.8.A.1 9.1.8.A.2 9.1.8.A.3 9.1.8.A.4 9.1.8.B.1 9.1.8.B.2 9.1.8.C.1 9.1.8.C.2 9.1.8.C.3

CAREER READY PRACTICES CRP 1 - Act as a responsible and contributing citizen and employee CRP 3 - Attend to personal health and financial well- being CRP 4 - Communicate clearly and effectively and with reason CRP 8 - Utilize critical thinking to make sense of problems and persevere in solving them CRP 9 - Model integrity, ethical leadership and effective management CRP 12 - Work productively in teams while using cultural global competence

21 Middle School Physical Education

Fitness & Cognitive Physical Education (Con’t) Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student difficulties, possible misunderstandings S.H.A.P.E. America (Society of Health and Physical Educators) Modify skills per individuals needs www.shapeamerica.org Allow extra time to complete research Centers for Disease Control and Prevention(2006) Physical Education Curriculum Analysis Tool . Atlanta, GA: Author http://www.cdc.gov/HealthyYouth/physicalactivity/ Help with proofreading work

National Association for Sport and Physical Education (2004) Moving Toward the Future: Consult IEPs and 504 Plans National Standards for Physical Education. Reston, VA Peer tutoring New Jersey Department of Education (2014) Core Curriculum Content Standards in Comprehensive Health and Physical Education Remediation of fundamental skills where needed www.nj.gov/education/aps/cccs/chpe/standards.htm Partnership for 21st Century Skills http://www.p21.org/ Adjust rules to fit the needs of the learner.

Modify skills per individuals needs JOHPERD, Journal of Physical Education, Recreation and Dance. Utilize peer tutors AAPAR, American Association for Physical Activity and Recreation. Modify movements; break down movement into simpler www.pecentral.org steps Whole Part technique/Practice www.sportime.com

22 Middle School Physical Education Team Sport - Cricket Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that basic skills, game strategy, teamwork, tactics, rules, and safety are all part of the game of Cricket. Students will be able to compare and contrast Softball/Baseball to Cricket using a Venn diagram showing similarities and differences.

Essential Questions: What are the basic skills needed to play cricket? What rules do you need to know and follow to play cricket? What steps are necessary to understand the sport of cricket as a spectator and participant? How can cricket be a life time sport?

Unit Assessment: Students will demonstrate teamwork and knowledge of basic skills through playing softball.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections 2.5.6.A.1 The students will know the Students will be able to field Students will learn Teacher Explain and perform fundamental skills, ground balls and fly balls. partner/teamwork play. observation/Participation movement skills that terminology, safety combine mechanically procedures, understanding Students will be able to practice Students will learn cricket Written/Online test, Poems, correct movement in of the game (game play) throwing and catching. terminology/rules. My Cricket Experience story, smooth flowing sequences and the rules. student interviews, in isolated settings (i.e., Students will be able to practice Students will learn positioning. skill practice) and applied Introduction bowling/pitching. Technology project- How to settings (i.e., games, Cricket incorporates many Students will engage in videos, Google Slide sports, dance, and of the skills of Students will be able to practice individual, paired, small and Presentations, recreational activities). softball/baseball but batting large group, various skill 2.5.6.A.2 requires a smaller playing stations, and lead up games to Phys. Ed. Grading Explain concepts of force area and unique Students will be able to understand build student cricket knowledge procedures and motion and equipment.. Emphasis is the rules and play a game of and skill.. demonstrate control while placed on the fundamental cricket. Skill tests. modifying force, flow, time, skills of catching, throwing, Ultimately, students will play a space, and relationships in pitching, batting, running, Fundamental Skills modified game schedule to apply Practice, Skill, & Game interactive dynamic and teamwork. Rules will A. SAFETY all skills/concepts practiced Rubrics environments. need to be modified as B. Catching 2.5.8.C.1 necessary depending on C. Bowling/Throwing - Activities, Drills, Games Skill Checklists Assess player behavior for age of students, playing Over & Underhand A. Throwing - Catching evidence of sportsmanship area, and equipment used D. Fielding 1. Toss-up and catch Sports Education Model in individual, small-group, to provide proper safety E. Positions & Positioning 2. Throw against a wall Opportunity and team activities. and the skill level of the F. Batting Stances/Grip 3. With a partner Student Teacher Skill students. G.. “Base” running Leader(s) 23 Middle School Physical Education Cricket (Cont.) Core Content Instructional Actions

Cumulative Concepts Skills Activities/Strategies Assessment Progress Indicators What students will know. What students will be able to do. Technology Implementation/ Check Points Interdisciplinary Connections 2.5.8.C.2 Sports Ed Model Extras: B. Bowling/Pitching Summarize types of Game Origins 1) Umpires/officials 1. Target pitch equipment, products, 2) Warm-up Trainers C. Batting procedures, and rules that Popularity of Cricket in other 3) Reporters- game articles for D. “Base” running contribute to the safety of countries, all-time great school newspaper, summary for E. Fielding & field recognition- specific individual, small- players, current famous injured players, etc hole circle/half circle usage group, and team activities players. 4) Photographer- to display photos on HDTV or bulletin 21ST CENTURY SKILLS boards AND CAREERS CPI’S The teacher can provide 5) Team Captains 9.1.8.A.1 online resources for students 6) OTHER JOBS: Utilize each 9.1.8.A.2 to preview before teaching, student’s personality to engage 9.1.8.A.3 review after teaching with the the student into the sport of 9.1.8.A.4 following resources: cricket either physically, 9.1.8.B.1 1) Mycricketcoach.com mental/emotionally, or socially. 9.1.8.B.2 2) surreycricketfoundation. 9.1.8.C.1 org 9.1.8.C.2 3) https://australiansportsc 9.1.8.C.3 amps.com.au

CAREER READY PRACTICES CRP 1 - Act as a responsible and contributing citizen and employee CRP 3 - Attend to personal health and financial well-being CRP 4 - Communicate clearly and effectively and with reason CRP 8 - Utilize critical thinking to make sense of problems and persevere in solving them 24 Middle School Physical Education CRP 9 - Model integrity, ethical leadership and effective management CRP 12 - Work productively in teams while using cultural global competence

25 Middle School Physical Education Lifetime Activities- Dance Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that fundamental skills, terminology, types of dances, dancing activities, and safety are all important facets of a dance program. Students will engage in rhythmic activities and coordinate movements with beats of music.

Essential Questions: What skills and steps are necessary to put together and learn a dance? How is dance related to culture and customs?

Unit Assessment: Students will demonstrate fundamental skills put together in a dance format.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections 2.5.6.A.1 Introduction Develop coordination, rhythm, Students will dance across the Skills test Explain and perform Dance is a celebration of movement concepts, endurance, floor using basic skills set to movement skills that ideas, customs, culture, and flexibility, creativity, and social music. Teacher observation combine mechanically feelings. It offers a skills. correct movement in smooth pleasurable experience and Student will be able to perform Written test flowing sequences in vigorous activity to its Perform specific dances based specific dances. isolated settings (i.e., skill participants and can be a on social and cultural types. Phys. Ed. Grading practice) and applied key to understanding people Students will work on a project to procedures settings (i.e., games, sports, of the world. The unit A. Countries and utilize basic skills to make their dance, and recreational covers dancing from representative dances own dances. Assess project based on activities). traditional folk to B. Square Dance and skills used 2.5.6.A.3 contemporary jazz and can American Folk Use of Chrome Books to record Create and demonstrate be taught in conjunction with C. Contemporary Dances dances and work with groups Rubric planned movement the Social Studies and/or partner sequences, individually and curriculum. with others, based on tempo, beat, rhythm, and music (creative, cultural, social, Fundamental Skills and fitness dance) A. To develop 2.5.6.A.4 coordination. Use self-evaluation and B. To develop a sense of external feedback to detect rhythm and timing. and correct errors in one’s C. To develop an movement performance. understanding of people and 2.5.6.C.3 their customs. Relate the origin and rules D. To develop a lifetime associated with certain activity. 26 Middle School Physical Education games, sports, and dances E. To develop grace, to different cultures. poise, and movement 2.5.8.A.1 concept. Explain and demonstrate the F. To develop endurance transition of movement skills and flexibility. from isolated settings (i.e., G. To develop creativity. skill practice) into applied H. To develop social skills settings (i.e., games, sports, dance, and recreational Terminology activities). 2.5.8.A.3 Types of Dance Create, explain, and A. Ballet demonstrate, as a small B. Country line dances group, a planned movement C. Folk sequence that includes D. Hip hop/Cheerleading changes in rhythm, tempo, E. Jazz and musical style (creative, F. Modern cultural, social, and fitness G. Square Dances dance). H. Other 2.5.8.A.4 Detect, analyze, and correct Safety errors and apply to refine movement skills.

27 Middle School Physical Education Dance (Con’t.) Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student S.H.A.P.E. America (Society of Health and Physical Educators) difficulties, possible misunderstandings www.shapeamerica.org Centers for Disease Control and Prevention(2006) Physical Education Curriculum Work with a partner for better understanding Analysis Tool . Atlanta, GA: Author http://www.cdc.gov/HealthyYouth/physicalactivity/ Vary tempo (fast, slow) based on how fast students learn

National Association for Sport and Physical Education (2004) Moving Toward the Future: Consult IEPs and 504 Plans National Standards for Physical Education. Reston, VA New Jersey Department of Education (2014) Core Curriculum Content Standards in Peer Leaders Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/chpe/standards.htm Partnership for 21st Century Skills http://www.p21.org/ American Alliance for Health, Physical Education, Recreation and Dance

JOHPERD, Journal of Physical Education, Recreation and Dance.

AAPAR, American Association for Physical Activity and Recreation. www.pecentral.org www.sportime.com

Internet Resources and Websites

28 Middle School Physical Education Indoor Activities Developmental Games Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that working with others and encouraging teamwork will build confidence and support within a group. Teamwork and sportsmanship are essential goals in developmental activities that carry forward in school/work environment.

Essential Questions: How can developmental games help to build positive social and emotional behavior? How does sportsmanship affect the attitude of teammates and opponents?

Unit Assessment: Students will demonstrate problem-solving, teamwork, and communication skills through the use of developmental game play.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Indicators What students will know. What students will be able to Technology Implementation/ Check Points do. Interdisciplinary Connections 2.5.6.A.1 Fair play Demonstrate fundamental skills A. Ice Breaker Activities Skills test Explain and perform B. Combatives movement skills that combine Group success Demonstrate cooperation and C. Muscle Builders Teacher mechanically correct teamwork D. Ball Games observation movement in smooth flowing Respect for others E. Relays sequences in isolated settings Demonstrate problem-solving F. Circus Skills Written test (i.e., skill practice) and applied Problem-solving steps G. Trust/Cooperative Activities settings (i.e., games, sports, H. New Games Phys. Ed. Grading dance, and recreational Introduction Communication procedures activities). Use of Chrome Books to record 2.5.6.A.2 Developmental games serve a Fundamental Skills activity Rubric Explain concepts of force and variety of purposes in the A. Hand/eye coordination motion and demonstrate Physical Education Program. B. Locomotor movements control while modifying force, They can be used as lead-up C. Stoop and balance flow, time, space, and activities, as conditioning D. Game tactics relationships in interactive activities, using biomechanical E. Arm strength dynamic environments. principles, or merely as a F. Leg strength 2.5.8.B.1 break from the routine of a Compare and contrast the use regularly scheduled activity. of offensive, defensive, and cooperative strategies in a In addition, developmental variety of settings. games are usually very popular with students and 29 Middle School Physical Education 2.5.6.B.3 serve as a stimulus to enhance Analyze individual and team class popular with students effectiveness in achieving a and serve as a stimulus to goal and make enhance class spirit and help recommendations for to build positive social and improvement. emotional behavior. Fair play, 2.6.6.A.1 group success and respect for Analyze the social, emotional, others will be encouraged and health benefits of selected through all games and problem physical experiences. solving experiences. 2.6.8.A.1 Summarize the short- and Objectives long-term physical, social, and A. To increase the emotional benefits of regular participants' sense physical activity. of personal confidence. Partnership for 21st Century B. To increase mutual Skills http://www.p21.org/ support within a group. C. with others in problem solving. D. To encourage teamwork.

Safety To promote constructive work

30 Middle School Physical Education Developmental Games (Con’t.) Core Content Instructional Actions

Cumulative Concepts Skills Activities/Strategies Assessment Progress What students will know. What students will be able to do. Technology Implementation/ Check Points Indicators Interdisciplinary Connections

21ST CENTURY SKILLS AND CAREERS CPI’S 9.1.8.A.1 9.1.8.A.2 9.1.8.A.3 9.1.8.A.4 9.1.8.B.1 9.1.8.B.2 9.1.8.C.1 9.1.8.C.2 9.1.8.C.3

CAREER READY PRACTICES CRP 1 - Act as a responsible and contributing citizen and employee CRP 3 - Attend to personal health and financial well- being CRP 4 - Communicate clearly and effectively and with reason CRP 8 - Utilize critical thinking to make sense of problems and persevere in solving them CRP 9 - Model integrity, ethical leadership and effective management CRP 12 - Work productively in teams while using cultural global competence

31 Middle School Physical Education Developmental Games (Con’t.) Resources: Essential Materials, Supplementary Materials, Links to Best Practices

S.H.A.P.E. America (Society of Health and Physical Educators) www.shapeamerica.org

Centers for Disease Control and Prevention(2006) Physical Education Curriculum Analysis Tool . Atlanta, GA: Author http://www.cdc.gov/HealthyYouth/physicalactivity/

National Association for Sport and Physical Education (2004) Moving Toward the Future: National Standards for Physical Education. Reston, VA

New Jersey Department of Education (2014) Core Curriculum Content Standards in Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/chpe/standards.htm

Partnership for 21st Century Skills http://www.p21.org/

JOHPERD, Journal of Physical Education, Recreation and Dance.

AAPAR, American Association for Physical Activity and Recreation.

www.pecentral.org

www.sportime.com

Internet Resources and Websites 32 Middle School Physical Education Team Sports - Floor Hockey Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that basic skills, team strategy, rules, and safety are important to successfully participate in a Floor Hockey unit.

Essential Questions: How do you build efficiency and strength of the body and improve social behavior through individual and group relationships?

Unit Assessment: Students will demonstrate teamwork and knowledge of basic skills through hockey play.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Indicators What students will know. What students will be able to do. Technology Implementation/ Check Points Interdisciplinary Connections 2.5.6.A.1 The students will know Fundamental Skills Students will learn how to hold a Teacher observation Explain and perform movement the fundamental skills. A. Grip hockey stick, and dribble a skills that combine mechanically B. Stick carrying ball/puck Skills tests/rubric - correct movement in smooth The students will know C. Passing the ball or puck (drives) Students will demonstrate closed and open flowing sequences in isolated the terminology. 1. Straight drive partner/teamwork play. skills settings (i.e., skill practice) and 2. Drive to the left or right applied settings (i.e., games, Students will know game D. Fielding the ball or puck - Students will demonstrate Teacher observations sports, dance, and recreational play and safety receiving ball or puck from front, goalkeeping skills. activities). procedures. right, left, and behind. Phys. Ed. Grading 2.5.6.A.2 E. Dodging Students will play a game. procedures Explain concepts of force and Terminology F. Advanced strokes motion and demonstrate control G. Goalkeeping Activities, drills, games while modifying force, flow, time, Safety H.. Playing the game space, and relationships in 1. Players positions and duties A. Warm-ups interactive dynamic 2. Rules B. Stick carrying (safety) environments. 3. Offensive and defensive C. Dribbling 2.5.6.B.1 tactics, marking and D. Passing Demonstrate the use of covering E. Shooting offensive, defensive, and 4. Good sportsmanship F. Scrimmages cooperative strategies in 5. Students will be able to G. Rules and positions individual, dual, and team practice stick handling H. Games activities. 6. .Students will be able to 2.5.6.B.2 field the ball/puck. Compare and contrast strategies 7. Students will be able to put used to impact individual and the ball/puck in play. team effectiveness and make 8. Students will be able to modifications for improvement. practice goalkeeping. 33 Middle School Physical Education

Floor Hockey (Con’t.) Core Content Instructional Actions

Cumulative Concepts Skills Activities/Strategies Assessment Progress Indicators What students will know. What students will be able to do. Technology Implementation/ Check Points Interdisciplinary Connections 2.5.6.C.1 9 Students will be able to Compare the roles and understand the rules and responsibilities of players and play a game of hockey observers and recommend strategies to enhance sportsmanship-like behavior. 2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety.

Partnership for 21st Century Skills http://www.p21.org/

21ST CENTURY SKILLS AND CAREERS CPI’S 9.1.8.A.1 9.1.8.A.2 9.1.8.A.3 9.1.8.A.4 9.1.8.B.1 9.1.8.B.2 9.1.8.C.1 9.1.8.C.2 9.1.8.C.3

CAREER READY PRACTICES CRP 1 - Act as a responsible and contributing citizen and employee 34 Middle School Physical Education CRP 3 - Attend to personal health and financial well-being CRP 4 - Communicate clearly and effectively and with reason CRP 8 - Utilize critical thinking to make sense of problems and persevere in solving them CRP 9 - Model integrity, ethical leadership and effective management CRP 12 - Work productively in teams while using cultural global competence

Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: S.H.A.P.E. America (Society of Health and Physical Educators) Modifications, student difficulties, possible www.shapeamerica.org misunderstandings

Centers for Disease Control and Prevention (2006) Physical Education Curriculum Analysis Modify skills per individuals needs Tool . Atlanta, GA: Author http://www.cdc.gov/HealthyYouth/physicalactivity/ Utilize varied-length sticks National Association for Sport and Physical Education (2004) Moving Toward the Future: National Standards for Physical Education. Reston, VA Utilize puck for slower play

New Jersey Department of Education (2014) Core Curriculum Content Standards in Utilize larger ball/puck for the game/skills Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/chpe/standards.htm Consult IEPs and 504 Plans JOHPERD, Journal of Physical Education, Recreation and Dance. Provide a study guide AAPAR, American Association for Physical Activity and Recreation. Utilize peer tutors www.pecentral.org Peer Students helper as needed www.sportime.com Internet Resources and Websites Partnership for 21st Century Skills http://www.p21.org/

35 Middle School Physical Education Physical Fitness - Free Weights Targeted State Standards: Standard 2.5 (Motor Skill Development): All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6 (Fitness): All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that a safe and effective execution of free weight training is important for the individual and others in the class. Students will be able to understand that it is important to know the major muscle groups and the exercises associated with those groups and differentiate between muscular strength, endurance, flexibility and cardiovascular endurance

Essential Questions: What skills and steps are necessary to safely and successfully exercise with free weights? What are the basic steps for developing a fitness program with long term benefits?

Unit Assessment: Students will be able to demonstrate how to safely and successfully lift free weights and provide a long term fitness plan.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Indicators What students will know. What students will be able to do. Technology Implementation/ Check Points Interdisciplinary Connections 2.5.6.A.2 Introduction Fundamental Skills A. Group discussion and Written Tests Explain concepts of force and Conditioning and fundamental demonstration Skills/rubric motion and demonstrate body weight exercises should be Students will perform exercises 1. Explanation and Teacher control while modifying force, performed with proper technique in the following areas of the demonstration of each observation flow, time, space, and before engaging in weight training. body: station on the universal PE Grading relationships in interactive Examples of body weight A. Shoulders (deltoids) gym - include a discussion procedures dynamic environments. exercises include but are not B. Chest (pectorals) of safety precautions that 2.5.8.A.1 limited to the following: C. Trapezius must be followed. Collection of Explain and demonstrate the -push ups D. Latissimus 2. Explanation and discussion worksheet/workou transition of movement skills -curl ups E. Biceps of a worksheet/guideline of t routine from isolated settings (i.e., skill -squats F. Triceps reps and sets.. practice) into applied settings -lunges G. Lower Back – Dead lift 3. Discuss terminology of (i.e., games, sports, dance, -core strength H. Quadriceps exercises. and recreational activities). -etc. I. Abdominals B. Experimentation with Weight 2.5.8.A.2 Ranges Apply the concepts of force In the middle schools, weight lifting 1. Students move from station and motion (weight transfer, should be regarded as a to station in order to power, speed, agility, range of challenging individual sport, which determine personal motion) to impact focuses on self improvement, not limitations in all exercises performance. competition. Weight training has, as its goal, the development of 36 Middle School Physical Education Free Weights (Con’t.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Indicators What students will know. What students will be able to do. Technology Implementation/ Check Points Interdisciplinary Connections 2.6.6.A.2 body symmetry, toning and 2. Students must ascertain how Determine to what extent muscular strength. much weight they can use in various activities improve skill- order to perform the designated related fitness versus health- Emphasis should be put on weight repetitions in each exercise. related fitness. training using machines or devices 2.6.6.A.3 with attached plates, rather than Students may fill out worksheets based Develop and implement a free weights, for use in gym on their findings. fitness plan based on the classes, due to the safety factors. assessment of one’s personal Each student should be able to C. Establish Workout Routine fitness level, and monitor demonstrate the proper form for 1. Students will develop a routine health/fitness indicators before, each weight station used. of exercises that include a during, and after the program. minimum of a least one set in 2.6.6.A.6 Terminology each of the following Explain and apply the training A Repetitions categories: principles of frequency, B Sets a. Jump rope minimum 30 intensity, time, and type (FITT) seconds to improve personal fitness. Safety b. Chest (pushups, bench 2.6.8.A.2 A. Emphasize correct technique press) Use health data to develop and breathing. c. Front of arms (curls, chin- and implement a personal B. Attain correct form with ups) fitness plan and evaluate its weight before attempting to d. Back of arms (dips) effectiveness. increase resistance. e. Abdominals (sit-ups, 2.6.8.A.5 C. Make the movements incline sit-ups) Use the primary principles of through the entire range of f. Back (row, pull downs) training (FITT) for the movement. g. Legs (extensions, seated purposes of modifying D. Use collars on barbells. presses) personal levels of fitness. E. Always have spotters to 2. Students will gradually and assist on any lift that presents slowly increase the following: Partnership for 21st a problem or an uncertainty. a. Number of repetitions Century Skills F. No horseplay around b. Amount of resistance http://www.p21.org/ weights. (weight) used G. Do not take giant gulps of air D. Record Keeping 21ST CENTURY SKILLS AND and hold them during high 1. Personal Best scores CAREERS CPI’S difficulty lifts. recorded by individual students 9.1.8.A.1 H. Make adequate space zone 2. Warm-up lifts 9.1.8.A.2 around barbells and 3.Utilize students to record results 9.1.8.A.3 dumbbells. 37 Middle School Physical Education 9.1.8.A.4 I. Spotters never grab one end 9.1.8.B.1 of a barbell (grab both ends 9.1.8.B.2 or else spot from behind or in 9.1.8.C.1 front). 9.1.8.C.2 J. Don’t drop weights. 9.1.8.C.3

Centers for Disease Control and Prevention(2006) Physical Education Curriculum Analysis Adjust sets and reps to accommodate strength of the Tool . Atlanta, GA: Author http://www.cdc.gov/HealthyYouth/physicalactivity/ learner.

National Association for Sport and Physical Education (2004) Moving Toward the Future: Modify exercises to ensure success on all levels of National Standards for Physical Education. Reston, VA fitness.

New Jersey Department of Education (2014) Core Curriculum Content Standards in Consult IEPs and 504 Plans Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/chpe/standards.htm Provide a study guide

Partnership for 21st Century Skills http://www.p21.org/ Utilize peer tutors/spotters

38 Middle School Physical Education American Alliance for Health, Physical Education, Recreation and Dance Check task cards (examples of how the exercise is performed) to provide illustrations of the correct form JOHPERD, Journal of Physical Education, Recreation and Dance. (also use peer observers and teacher observer)

AAPAR, American Association for Physical Activity and Recreation. www.pecentral.org www.sportime.com

Internet Resources and Websites

39 Middle School Physical Education Team Sports and Lifetime Activity - Frisbee Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that the basic skills, game strategy, teamwork, tactics, rules, and safety are necessary to successfully participate in the game of Frisbee. The basis of Frisbee as a team sport requires knowledge of positioning, offense, strategies (move to open space); defensive strategies (“man to man” coverage)

Essential Questions: What steps are necessary to understand the sport as a spectator and participant? What skills are necessary in playing games such as Ultimate Frisbee?

Unit Assessment: Students will demonstrate improved skills, strategy, teamwork, and tactics of the game of Frisbee.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Indicators What students will know. What students will be able to do. Technology Implementation/ Check Points Interdisciplinary Connections 2.5.6.A.1 The students will know the Students will be able to throw and Throw and catch with a partner. Teacher Explain and perform movement fundamental skills. catch a Frisbee. observation skills that combine mechanically Throw and catch with a partner correct movement in smooth The students will know the Students will be able to throw and while moving down the field. Written test flowing sequences in isolated terminology. catch with a partner/team when in settings (i.e., skill practice) and motion. Different types of throwing and Skills Performance applied settings (i.e., games, Students will know game play and catching. tests/rubric sports, dance, and recreational safety procedures. Students will be able to play activities). ultimate Frisbee/modified games Offense and Defense drills. Phys. Ed. Grading 2.5.6.A.2 Introduction and keep score. procedures Explain concepts of force and Emphasis is placed on basic Modified games. motion and demonstrate control skills, game strategy, teamwork, Fundamental Skills while modifying force, flow, tactics, and rules and safety of the A. Grip Game play. time, space, and relationships in game of Frisbee. Tournament B. Stance interactive dynamic play may also be included. C. Flat Throw Activities, Drills, Games environments. D. Right and Left Curve Throw Drills 2.5.6.B.1 Terminology E. Underhand Throws 1. Throwing the Frisbee Demonstrate the use of F. Fingertip Catch A. Catching offensive, defensive, and Safety G. Tipping B. Passes cooperative strategies in C. Games individual, dual, and team 1. Lead-up games activities. 2. Ultimate Frisbee 40 Middle School Physical Education Frisbee (Con’t.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Indicators What students will know. What students will be able to do. Technology Implementation/ Check Points Interdisciplinary Connections 2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities. 2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities

Partnership for 21st Century Skills http://www.p21.org/

21ST CENTURY SKILLS AND CAREERS CPI’S

9.1.8.A.1 9.1.8.A.2 9.1.8.A.3 9.1.8.A.4 9.1.8.B.1 9.1.8.B.2 9.1.8.C.1 9.1.8.C.2 9.1.8.C.3

CAREER READY PRACTICES CRP 1 - Act as a responsible and contributing citizen and employee CRP 3 - Attend to personal health and financial well-being CRP 4 - Communicate clearly and effectively and with reason 41 Middle School Physical Education CRP 8 - Utilize critical thinking to make sense of problems and persevere in solving them CRP 9 - Model integrity, ethical leadership and effective management CRP 12 - Work productively in teams while using cultural global competence

Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments:

S.H.A.P.E. America (Society of Health and Physical Educators) Modifications, student difficulties, possible misunderstandings www.shapeamerica.org Modify skills per individuals needs Consult IEPs and 504 Plans Centers for Disease Control and Prevention(2006) Physical Education Curriculum Have small group setting games/individualized work Analysis Tool . Atlanta, GA: Author Provide a study guide http://www.cdc.gov/HealthyYouth/physicalactivity/ Utilize peer tutors National Association for Sport and Physical Education (2004) Moving Toward the Future: National Standards for Physical Education. Reston, VA

New Jersey Department of Education (2014) Core Curriculum Content Standards in Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/chpe/standards.htm

Partnership for 21st Century Skills http://www.p21.org/

JOHPERD, Journal of Physical Education, Recreation and Dance.

AAPAR, American Association for Physical Activity and Recreation. www.pecentral.org www.sportime.com

Internet Resources and Websites

42 Middle School Physical Education Golf Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that basic skills, game strategy, tactics, rules, and safety are all part of the game of Golf.

Essential Questions: What are the basic skills needed to play golf? What rules do you need to know and follow to play golf? What steps are necessary to understand the sport of golf as a spectator and participant? How can golf be a life time sport?

Unit Assessment: Students will demonstrate teamwork and knowledge of basic skills through playing softball.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections 2.5.6.A.1 The students will know the Students will be able to practice Students will learn golf Teacher Explain and perform movement fundamental skills, various swings of a golf club. terminology/rules. observation/Participation skills that combine mechanically terminology, safety correct movement in smooth procedures, understanding of Students will be able to Students will learn different types of Written test/problem flowing sequences in isolated the game and the rules. understand the rules and play a swings. solving puzzle. settings (i.e., skill practice) and modified game of golf. applied settings (i.e., games, Introduction This unit will Students will learn basic scoring of a Phys. Ed. Grading sports, dance, and recreational give a brief introduction to Fundamental Skills game. procedures activities). golf, familiarize the students A. Grip 2.5.6.A.2 with the language of golf and B. Stance Students will play lead up games to Skill tests. Explain concepts of force and give the students an C. Swing Basics ensure understanding. motion and demonstrate control opportunity to experience D. Putting Rubric while modifying force, flow, time, actual hitting a golf ball. E. Pitching/Chipping Students will play a game. space, and relationships in Emphasis is placed on the F. Driving interactive dynamic environments. fundamental skills of the grip, Activities, Drills, Games 2.5.8.C.1 stance, putting, chipping and A. Putting to target drill Assess player behavior for driving. B.. Chipping to target evidence of sportsmanship in Activities, drills, games and C. Driving golf ball into net drill individual, small-group, and team rules are modified as D. Stations: putting, chipping and activities. necessary to provide safety driving 2.5.8.C.2 and to address the skill level E. Team target Golf Chip Game Summarize types of equipment, of the students F. Putting Golf Bocce Game products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities 43 Middle School Physical Education Golf (Con’t.) Core Content Instructional Actions

21ST CENTURY SKILLS AND CAREERS CPI’S

9.1.8.A.1 9.1.8.A.2 9.1.8.A.3 9.1.8.A.4 9.1.8.B.1 9.1.8.B.2 9.1.8.C.1 9.1.8.C.2 9.1.8.C.3

CRP 12 - Work productively in teams while using cultural global competence 44 Middle School Physical Education Individual Activities - Gymnastics Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that fundamental skills, terminology, and safety concepts must be mastered in order to successfully participate in gymnastics activities.

Essential Questions: What steps are necessary to understand the sport as a spectator and participant?

Unit Assessment: Students will be able to perform various skills on various events based on availability.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Indicators What students will know. What students will be able to do. Technology Implementation/ Check Points Interdisciplinary Connections 2.5.6.A.1 Students will be able to Students will be able to perform Work on fundamental skills based on Skills test Explain and perform movement know basic terminology. basic skills and terminology. the equipment available. skills that combine mechanically Teacher observation correct movement in smooth Students will be able to Students will be able to attempt Put the fundamental skills together for flowing sequences in isolated know the differences skills on different gymnastics a routine/meet. Some students will Written test settings (i.e., skill practice) and between men’s and apparatus. compete, some students will judge. applied settings (i.e., games, women’s events. Phys. Ed. Grading sports, dance, and recreational Fundamental Skills Activities, Drills, Games procedures activities). Students will know the A. Balance beam A. Divide class into three or four 2.5.6.A.2 criteria necessary in 1. Mounts smaller groups, each with a Rubric Explain concepts of force and assessing (judge) 2. Low balances, high student leader selected for his/her motion and demonstrate control gymnastics. balances, and movement skill and leadership ability. Each while modifying force, flow, time, Introduction 3. Dismounts skill should be demonstrated and space, and relationships in Gymnastics offers the B. Uneven Parallel Bars analyzed by the teacher. Safety interactive dynamic environments. students an opportunity to 1. Mounts methods of spotting must be 2.5.6.A.3 develop physical and 2. Balances and movements stressed. Within each of the Create and demonstrate planned aesthetic skills within the 1.Swinging moves smaller groups, students should movement sequences, realm of their own abilities. 2.Dismounts work with a partner, who will be individually and with others, The course will utilize a full C. Vaulting (long horse, side the spotter based on tempo, beat, rhythm, range of gymnastic horse, Swedish box, and B. Teacher will circulate throughout and music (creative, cultural, equipment. It provides buck) the class and assist the students in social, and fitness dance). opportunities for individual 1. Mounts the activity for that period. Also the 2.5.8.C.1 accomplishment and 2. Vaults teacher will check that all safety Assess player behavior for development of all D. Ropes - Mounts precautions are being followed. evidence of sportsmanship in students. E. Parallel bars - Stunts individual, small-group, and team F. Still rings - Stunts activities. G. Side horse - Stunts 45 Middle School Physical Education The course will include H. Horizontal Bar - Stunts C. Toward the end of the program 2.5.8.C.2 development of skills I. Stunts and tumbling students should be encouraged to Summarize types of equipment, within the realm of each 1. Single and double stunts combine all the gymnastics moves they products, procedures, and rules student's ability combining 2. Tumbling have learned into one continued that contribute to the safety of the use of movement 3. Floor moves for free movement - a short routine, this could specific individual, small-group, concepts, elements of exercise be could be a group floor routine, or an and team activities rhythm and bio-mechanical individual routine. 2.5.8.C.3 principles to improve Analyze the impact of different personal skill performance. world cultures on present-day games, sports, and dance. Terminology

Partnership for 21st A. Aerial Century Skills B. Balance beam http://www.p21.org/ C. Balances D. Beat board 21ST CENTURY SKILLS AND E. Buck CAREERS CPI’S F. Dismount G. Floor exercise 9.1.8.A.1 H. Horizontal bar 9.1.8.A.2 I. Horse 9.1.8.A.3 J. Mount 9.1.8.A.4 K. Parallel bars 9.1.8.B.1 L. Rings 9.1.8.B.2 M. Score 9.1.8.C.1 N. Ropes 9.1.8.C.2 O. Side horse 9.1.8.C.3 P. Spotting Q. Uneven parallel bars

46 Middle School Physical Education Gymnastics (Con’t.) Core Content Instructional Actions

CAREER READY PRACTICES Safety CRP 1 - Act as a responsible and contributing citizen and employee A. Students waiting their CRP 3 - Attend to personal health turn should sit a safe and financial well-being distance from the mat CRP 4 - Communicate clearly and B. Only one person on a effectively and with reason single mat at a time CRP 8 - Utilize critical thinking to unless spotting and/or make sense of problems and it is a partner or group persevere in solving them stunt. CRP 9 - Model integrity, ethical C. Students must be leadership and effective instructed to spot management properly. CRP 12 - Work productively in D. Students must not teams while using cultural global touch those competence performing a stunt unless spotting. E. Do not force students to perform a stunt. F. Emphasis is placed on correct form.

47 Middle School Physical Education Gymnastics (Con’t.) Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Centers for Disease Control and Prevention (2006) Physical Education Curriculum Analysis Tool . Atlanta, GA: Author Modify skills per individuals needs http://www.cdc.gov/HealthyYouth/physicalactivity/ Extra Spotters for apparatus and floor exercises National Association for Sport and Physical Education (2004) Moving Toward the Future: National Standards for Physical Education. Reston, VA Extra Matting

New Jersey Department of Education (2014) Core Curriculum Content Standards in Utilize peer tutors Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/chpe/standards.htm Adjust height for apparatus

Partnership for 21st Century Skills http://www.p21.org/ Modify movements; break down movement into simpler steps

American Alliance for Health, Physical Education, Recreation and Dance Consult IEPs and 504 Plans

JOHPERD, Journal of Physical Education, Recreation and Dance.

AAPAR, American Association for Physical Activity and Recreation.

S.H.A.P.E. America (Society of Health and Physical Educators) www.shapeamerica.org www.pecentral.org www.sportime.com

Internet Resources and Websites

48 Middle School Physical Education Physical Fitness - Jump Ropes Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that fitness activities incorporated in our daily lifestyle are important for overall good health. Students will be able to understand that teamwork is a fundamental skill of jump roping. Students will be able to understand that the development of coordination, rhythm, endurance, and problem-solving contribute to one’s overall good health. Students will be able to understand that individual jump roping is an inexpensive tool to use to maintain fitness.

Essential Questions: How are jump ropes used as a tool to help facilitate teamwork, improve aerobic endurance, and coordination?

Unit Assessment: Students will be able to demonstrate teamwork and improve fitness principles.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections 2.5.6.A.1 Different muscle groups used Utilize fundamental gross motor Collaborative games Written Tests Explain and perform in fitness activities skills movement skills that combine Rope Rhymes Fitness Skills mechanically correct Definition of teamwork Collaborative games movement in smooth flowing Single-rope vs. double-rope Teacher observation sequences in isolated Application of teamwork Arm Positioning activities settings (i.e., skill practice) PE Grading procedures and applied settings (i.e., Cardio respiratory fitness Timing Jump aerobics games, sports, dance, and benefits Rubric recreational activities). Agility Activities 2.5.6.A.2 Safety issues while turning A. Long rope or stretch rope Explain concepts of force and the rope(s) Coordination skills B. Double long rope motion and demonstrate C.. Individual ropes control while modifying force, Introduction Fundamental Skills D. Chinese Jump Rope flow, time, space, and A long stretch rope, individual A. Arm position relationships in interactive jump ropes, or Chinese jump American - elbows 8 inches dynamic environments. ropes are all excellent tools from side 2.5.6.A.3 for development of 1. European - arms Create and demonstrate coordination, rhythm, horizontal, shoulder high planned movement endurance and problem B. Landing sequences, individually and solving. Rope activities, used C. Turning the rope with others, based on tempo, in a variety of ways, provide D. Rebound jump beat, rhythm, and music countless challenges and E. Skipping (creative, cultural, social, and enjoyment for the students. fitness dance). 49 Middle School Physical Education 2.5.8.C.1 Terminology Assess player behavior for evidence of sportsmanship in Safety individual, small-group, and team activities. Fundamental Skills 2.5.8.C.2 A. Arm position Summarize types of 1. American - elbows equipment, products, 8 inches from side procedures, and rules 2. European - arms that contribute to the horizontal, safety of specific shoulder high individual, small- B. Landing group, and team C. Turning activities D. Rebound jump E. Skipping Partnership for 21st Century Skills http://www.p21.org/

21ST CENTURY SKILLS AND CAREERS CPI’S

9.1.8.A.1 9.1.8.A.2 9.1.8.A.3 9.1.8.A.4 9.1.8.B.1 9.1.8.B.2 9.1.8.C.1 9.1.8.C.2 9.1.8.C.3

50 Middle School Physical Education Jump Ropes (Con’t.) Core Content Instructional Actions

51 Middle School Physical Education Jump Ropes (Con’t.) Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Centers for Disease Control and Prevention(2006) Physical Education Curriculum Analysis Tool . Atlanta, GA: Author Modify exercises to ensure success on all levels of http://www.cdc.gov/HealthyYouth/physicalactivity/ fitness.

National Association for Sport and Physical Education (2004) Moving Toward the Future: Modify skills per individuals needs National Standards for Physical Education. Reston, VA Utilize peer tutors New Jersey Department of Education (2014) Core Curriculum Content Standards in Comprehensive Health and Physical Education Adjust equipment to suit needs of the learner www.nj.gov/education/aps/cccs/chpe/standards.htm Modify movements; break down movement into simpler Partnership for 21st Century Skills http://www.p21.org/ steps

JOHPERD, Journal of Physical Education, Recreation and Dance. Consult IEPs and 504 Plans

AAPAR, American Association for Physical Activity and Recreation. www.pecentral.org

S.H.A.P.E. America (Society of Health and Physical Educators) www.shapeamerica.org www.sportime.com

Internet Resources and Websites

52 Middle School Physical Education Team Sports - Lacrosse Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that basic skills, game strategy, teamwork, tactics, rules and safety are all part of the game of Lacrosse.

Essential Questions: What are the basic skills needed to play lacrosse? What rules do you need to know and follow to play lacrosse? What steps are necessary to understand the sport as a spectator and participant? What other team sports could Lacrosse be compared to? What are similarities and differences to other team sports?

Unit Assessment: Students will demonstrate improved skills, strategy, teamwork, and tactics of the game of Lacrosse.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections 2.5.6.A.1 The students will know the Students will be able to throw Throw and catch with a partner. Teacher observation Explain and perform fundamental skills. and catch using a Lacrosse movement skills that combine stick (stationary). Throw and catch with a partner Written test/problem mechanically correct The students will know the while moving down the field. solving puzzle. movement in smooth flowing terminology. Students will be able to throw sequences in isolated settings and catch with a partner/team Cradling while in motion. Skill tests. (i.e., skill practice) and Students will know game when in motion. applied settings (i.e., games, play and safety procedures. Offense and Defense drills. Phys. Ed. Grading sports, dance, and Students will be able to cradle procedures recreational activities). Students will know game the ball. Modified games. 2.5.6.A.2 rules. Rubric Explain concepts of force and Students will be able to shoot Game play. motion and demonstrate Introduction the ball accurately control while modifying force, Lacrosse originated with the Activities and Drills flow, time, space, and Native American Indians and Students will be able to do a relationships in interactive requires speed, power, face-off. A. Group Discussion dynamic environments. endurance, precision, and B. Wall Drill - works on wrist fair play. It is a combination Students will be able to play a snap instead of pushing of hockey, football, soccer, game of Lacrosse and keep the shot. and basketball; with score. C. Low Pass Wall Drill modifications, it is safe D. Target Wall Drill enough to play at the middle Students will be able to play school level. modified games.

53 Middle School Physical Education Lacrosse (Con’t.) Core Content Instructional Actions

Cumulative Concepts Skills Activities/Strategi Assessment Progress What students will What students will be es Check Points Indicators know. able to do. Technology Implementation/ Interdisciplinary Connections 2.5.6.A.3 Terminology Fundamental Skills E. Running Wall Drill Create and demonstrate A. Catching F Pass to a Partner planned movement Safety B. Shooting G Cradle, Pass and Run sequences, individually and C. Passing with others, based on tempo, Terminology D. Cradling beat, rhythm, and music A. Crosse E. Goal Tending (creative, cultural, social, B. Body Checking F .Face-off and fitness dance). C. Stick Checking 2.5.8.C.1 D. Penalty Box Assess player E. Interference behavior for evidence F. Holding of sportsmanship in G. Pushing individual, small- H. Off-sides group, and team I. Cross Checking activities. J. Slashing 2.5.8.C.2 K. Crease Summarize types of L. Pick equipment, products, procedures, and rules that contribute to the safety of specific individual, small- group, and team activities

Partnership for 21st Century Skills http://www.p21.org/

21ST CENTURY SKILLS AND CAREERS CPI’S

9.1.8.A.1 9.1.8.A.2 54 Middle School Physical Education 9.1.8.A.3 9.1.8.A.4 9.1.8.B.1 9.1.8.B.2 9.1.8.C.1 9.1.8.C.2 9.1.8.C.3

55 Middle School Physical Education Lacrosse (Con’t.) Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student difficulties, possible Centers for Disease Control and Prevention(2006) Physical Education Curriculum misunderstandings Analysis Tool . Atlanta, GA: Author http://www.cdc.gov/HealthyYouth/physicalactivity/ Modify skills per individuals needs

National Association for Sport and Physical Education (2004) Moving Toward the Future: Utilize peer tutors National Standards for Physical Education. Reston, VA Adjust length of Lacrosse stick New Jersey Department of Education (2014) Core Curriculum Content Standards in Comprehensive Health and Physical Education Adjust size of ball www.nj.gov/education/aps/cccs/chpe/standards.htm Modify movements; break down movement into Partnership for 21st Century Skills http://www.p21.org/ simpler steps

JOHPERD, Journal of Physical Education, Recreation and Dance. Consult IEPs and 504 Plans

AAPAR, American Association for Physical Activity and Recreation.

www.pecentral.org

www.sportime.com

S.H.A.P.E. America (Society of Health and Physical Educators) www.shapeamerica.org

Internet Resources and Websites

56 Middle School Physical Education Indoor Activities - Developmental Games Parachute Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that fitness activities incorporated in our daily lifestyle is important for overall good health. Students will be able to understand that teamwork is a fundamental skill of playing with the parachute. Students will be able to recognize an activity such as parachute may be fun and may also lead to fitness.

Essential Questions: How can playing with the parachute be used as a tool to help facilitate teamwork? How can playing with the parachute be used as a toll to help facilitate fitness?

Unit Assessment: Students will be able to demonstrate teamwork and improve fitness principles.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections 2.5.6.A.1 Different muscle groups Utilize fundamental gross motor skills Collaborative games Written Tests Explain and perform used in fitness activities movement skills that combine Collaborative games A. Parachute Activities Fitness Skills mechanically correct Definition of teamwork 1. Merry-go-round movement in smooth flowing Fundamental Skills Raising and lowering Teacher observation sequences in isolated Application of teamwork a. Dome settings (i.e., skill practice) A. Exercise-Type Activities b. Igloo PE Grading and applied settings (i.e., Introduction 1. Toe-toucher c. Mushroom procedures/Participation games, sports, dance, and Because of its uniqueness, 2. Sit-ups 2. Shaking the rug recreational activities). the parachute is self- 3. Dorsal lifts 3. Making waves 2.5.6.A.2 motivating and has proven to 4. V-sit 4. Popping corn Explain concepts of force and be a popular piece of 5. Backward pulls (Can be done 5. Circular dribble motion and demonstrate physical education from sitting, kneeling or standing control while modifying force, equipment. In addition to position). flow, time, space, and being a valuable fitness tool, 6. Hip walk relationships in interactive the parachute may be used 7. Elevator dynamic environments. to introduce the concept of 8. Running in place teamwork. 9. Truck bender

Terminology

Safety

57 Middle School Physical Education Parachute (Con’t.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections 2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance) 2.5.8.C.1 Assess player behavior for evidence of sportsmanship in individual, small- group, and team activities. 2.5.8.C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities 2.5.8.C.3 Analyze the impact of different world cultures on present-day games, sports, and dance.

Partnership for 21st Century Skills http://www.p21.org/

21ST CENTURY SKILLS AND CAREERS CPI’S 9.1.8.A.1 9.1.8.A.2 9.1.8.A.3 9.1.8.A.4 9.1.8.B.1 9.1.8.B.2 9.1.8.C.1 9.1.8.C.2 9.1.8.C.3

CAREER READY PRACTICES CRP 1 - Act as a responsible and contributing citizen and employee 58 Middle School Physical Education CRP 3 - Attend to personal health and financial well-being CRP 4 - Communicate clearly and effectively and with reason CRP 8 - Utilize critical thinking to make sense of problems and persevere in solving them CRP 9 - Model integrity, ethical leadership and effective management CRP 12 - Work productively in teams while using cultural global competence

Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student difficulties, possible misunderstandings AAPAR, American Association for Physical Activity and Recreation. Modify skills per individuals needs www.pecentral.org Utilize peer tutors Centers for Disease Control and Prevention(2006) Physical Education Curriculum Analysis Tool . Atlanta, GA: Author http://www.cdc.gov/HealthyYouth/physicalactivity/ Modify movements; break down movement into simpler steps National Association for Sport and Physical Education (2004) Moving Toward the Future: National Standards for Physical Education. Reston, VA Consult IEPs and 504 Plans

New Jersey Department of Education (2014) Core Curriculum Content Standards in Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/chpe/standards.htm

Partnership for 21st Century Skills http://www.p21.org/

American Alliance for Health, Physical Education, Recreation and Dance

S.H.A.P.E. America (Society of Health and Physical Educators) www.shapeamerica.org www.sportime.com

JOHPERD, Journal of Physical Education, Recreation and Dance.

Internet Resources and Websites 59 Middle School Physical Education Physical Fitness Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that safe and effective execution of fitness activities are important facets of a fitness program. Students will be able to understand that the major muscle groups and the exercises associated with those groups helps to build strong bodies. Students will be able to understand that fitness principles of muscular strength, endurance, flexibility, as well as, cardio-respiratory endurance are all part of overall physical health.

Essential Questions: What skills and steps are necessary to safely and successfully participate in physical fitness activities?

Unit Assessment: Students will be able to safely and successfully perform a variety of fitness techniques which aim at the principles of fitness.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections 2.5.6.A.2 Proper terminology Develop a routine of exercises Muscular / Endurance training Written Tests Explain concepts of force and strategies motion and demonstrate Skills and commands Demonstrate correct form when Skills control while modifying force, lifting weights Circuit Training flow, time, space, and Proper technique Teacher relationships in interactive Discuss the terminology Activities, Drills, Games observation/participation dynamic environments. Safety concerns 2.5.8.A.1 Perform fundamental motor skills Physical fitness should be an Rubric Explain and demonstrate the Introduction on-going activity at the middle transition of movement skills Physical fitness implies a Fundamental Skills school level rather than a PE Grading procedures from isolated settings (i.e., skill combination of muscular specific unit during the year. practice) into applied settings strength, endurance, flexibility, A. Initial survey (pulse count, Stress should be placed on the (i.e., games, sports, dance, and coordination. Various respiration rate) student understanding the and recreational activities). programs or techniques may be personal commitment to health- 2.5.8.A.2 employed to contribute to B. Weight Training Exercises - related fitness activities. The Apply the concepts of force physiological development, recommend use of training student should also be and motion (weight transfer, including aerobics, anaerobic, machine, such as universal encouraged to demonstrate the power, speed, agility, range of weight training, interval training, gym, rather than free weights ability to perform self-directed motion) to impact circuit training, testing, etc. for middle school class work. health-related fitness activities. performance. Instructors should plan to C. Fundamental Motor Skills include specific areas of fitness into daily lesson plans.

60 Middle School Physical Education Physical Fitness (Con’t.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections 2.6.6.A.2 Terminology A. Explanation - Determine to what extent various A. Aerobics demonstration of universal activities improve skill-related B. Anaerobic gym stations fitness versus health-related C. Circuit training 1. Demonstrate for all fitness. D. Interval training students 2.6.6.A.3 E. Isotonic weight training 2. Explain what each Develop and implement a F. Isometric weight training station is for fitness plan based on the G. Isokinetics 3. Use correct form assessment of one’s personal H. Universal gym 4. Discuss muscle group fitness level, and monitor I. Calisthenics to be worked on health/fitness indicators before, J. Repetitions 5. Explain repetitions during, and after the program. K. Sets and sets 2.6.6.A.6 6. Emphasis on toning Explain and apply the training muscles only principles of frequency, B. Fitness activities in daily intensity, time, and type (FITT) class to improve personal fitness. 1. Warm-up stretches 2.6.8.A.2 and muscle resistance Use health data to develop and - done at roll spots implement a personal fitness 2. Running and jumping plan and evaluate its rope effectiveness 3. Aerobic routines 2.6.8.A.5 4. Step-aerobics Use the primary principles of 5. Dyna-Band workouts training (FITT) for the purposes C. Use of music where of modifying personal levels of suitable for rhythm and fitness. motivation . 1. Graduated Partnership for 21st Century Skills difficulty/distance/time http://www.p21.org/ 2. Indoor/Outdoor 3. Emphasis on continuation, not speed 21ST CENTURY SKILLS AND D. Fitness Testing CAREERS CPI’S 9.1.8.A.1 Pacer Test 9.1.8.A.2 61 Middle School Physical Education 9.1.8.A.3 1. Standard tests or 9.1.8.A.4 device own tests 9.1.8.B.1 2. Test for: 9.1.8.B.2 a. Speed 9.1.8.C.1 b. Strength 9.1.8.C.2 c. Flexibility 9.1.8.C.3 d. Agility e. Coordination CAREER READY PRACTICES f. Endurance CRP 1 - Act as a responsible 3. Possible events and contributing citizen and 1. Stations - Students employee rotate in squads/groups, CRP 3 - Attend to personal each student should be health and financial well-being timed. CRP 4 - Communicate clearly a. Chin bar and effectively and with reason b. Universal gym CRP 8 - Utilize critical thinking c. Push-ups, from to make sense of problems and raised surface, persevere in solving them bleachers CRP 9 - Model integrity, ethical d. Crunches (mat) leadership and effective e. Jump ropes - Solo, management Double Dutch, etc. CRP 12 - Work productively in f. Hula hoops teams while using cultural g. Long jump global competence h. Stretch box i. Rope climb j, shuttle run k. tire flip/carry l. battle of the ropes m. kettle bell swing n. squats/lunges E. Fitness Days 1. Stretches/warm-ups - solo, partner 2. Endurance - run/walk, jump rope 3. Muscle resistance a. Partner isometrics b. Obstacle course c. Circuit stations d. Relay competitions/with fitness task e. Tug-of-war 62 Middle School Physical Education 1. Students given opportunity to practice and/or observe every event before competing. 2. Record results on wall charts. 3. Give awards to outstanding participants. 4. Administer "President's Physical Fitness Program" or "Fitnessgram" or Pacer

63 Middle School Physical Education Physical Fitness (Con’t.) Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Centers for Disease Control and Prevention(2006) Physical Education Curriculum Analysis Tool . Atlanta, GA: Author Modify exercises to ensure success on all levels of http://www.cdc.gov/HealthyYouth/physicalactivity/ fitness.

National Association for Sport and Physical Education (2004) Moving Toward the Future: Adjust weights to fit the needs of the learner. National Standards for Physical Education. Reston, VA Adjust sets and reps to accommodate strength of the New Jersey Department of Education (2014) Core Curriculum Content Standards in learner. Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/chpe/standards.htm Modify exercises to ensure success on all levels of fitness. S.H.A.P.E. America (Society of Health and Physical Educators) www.shapeamerica.org Consult IEPs and 504 Plans

Partnership for 21st Century Skills http://www.p21.org/ Provide a study guide

American Alliance for Health, Physical Education, Recreation and Dance Utilize peer tutors

www.sportime.com

www.pecentral.org

Internet Resources and Websites

AAPAR, American Association for Physical Activity and Recreation.

JOHPERD, Journal of Physical Education, Recreation and Dance.

64 Middle School Physical Education Recreational Games/Lifetime Sports Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that they are able to stay active in ways other than team sports.

Essential Questions: What activities can students do to stay active throughout life? What are the long-term benefits of learning lifetime activities? How can fitness be incorporated int recreations activities? Unit Assessment: Students will demonstrate improved teamwork and individual fitness gains. Students will demonstrate improved motor skills.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections 2.5.6.A.1 Students will know fair play, group Students will be able to develop Get acquainted activities Teacher observation Explain and perform success, and respect for others. fundamental skills with movement skills that combine coordination and agility. Handball Written test/problem mechanically correct Students will know individual solving puzzle. movement in smooth flowing strengths and weaknesses. Students will be able to Horseshoes sequences in isolated settings communicate and cooperate with Skill tests. (i.e., skill practice) and applied Students will know the rules of each others. Shuffleboard settings (i.e., games, sports, activity. Phys. Ed. Grading dance, and recreational Students will be able to accurately Badminton procedures activities). Students will know individual and score each activity. 2.5.6.A.2 team strategies. Table Tennis Rubric Explain concepts of force and Students will be able to perform motion and demonstrate Students will know offensive and various strokes for Handball. Bocci control while modifying force, defensive strategies. flow, time, space, and Students will be able to perform Croquet relationships in interactive Introduction forehand and backhand serves for dynamic environments. Recreation is a fundamental human Table Tennis. Activities, Drills, Games 2.5.6.A.3 need which provides a change of A. Have hand-out material Create and demonstrate pace, an opportunity to be creative, Fundamental Skills available to help explain the planned movement a chance to meet and make new A. Handball rules and regulations for sequences, individually and friends, an outlet for the emotions, 1. Underhand stroke each activity. with others, based on tempo, and a chance for relaxation. This 2. Overhand stroke B. Organize the class into beat, rhythm, and music course will introduce a variety of 3. Sidearm stroke small teams. The teams (creative, cultural, social, and motor skilled patterns necessary to 4. Fist stroke should be made up of 2-4 fitness dance). successfully participate in many of 5. Footwork students. these life-long activities. 6. Service 7. Scoring

65 Middle School Physical Education Recreational Games/Lifetime Sports (Con’t.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections 2.5.8.C.1 Fundamental Skills B. Horseshoes C. A Round-Robin tournament Assess player behavior for 1. Pitch can be used for team evidence of sportsmanship in Terminology 2. Scoring competition. individual, small-group, and team C. Shuffleboard D. A "play-off" day can then be activities. Safety 1. Offensive shooting organized so each of the 2.5.8.C.2 2. Defensive shooting class winners can compete Summarize types of equipment, 3. Scoring against each other. products, procedures, and rules D. Badminton E. Use video or exhibition game that contribute to the safety of 1. Grip as an introduction to each of specific individual, small-group, 2. Stance the activities. and team activities 3. Stroke F. Have more than one 4. The clear recreational game available 21ST CENTURY SKILLS AND 5. The drop during a class period. CAREERS CPI’S 6. Service 9.1.8.A.1 7. Drive 9.1.8.A.2 8. Smash 9.1.8.A.3 9. Net play 9.1.8.A.4 10. Lob 9.1.8.B.1 11. Scoring 9.1.8.B.2 E. Table Tennis 9.1.8.C.1 1. Serve 9.1.8.C.2 2. Forehand 9.1.8.C.3 3. Backhand 4. Net play CAREER READY PRACTICES 5. Lob CRP 1 - Act as a responsible 6. Scoring and contributing citizen and F. Bocci employee 1. The Toss (variations) CRP 3 - Attend to personal 2. Individual and team health and financial well-being strategies CRP 4 - Communicate clearly 3. Scoring and effectively and with reason G. Croquet CRP 8 - Utilize critical thinking to 1. Course set up make sense of problems and 2. Mallet grip persevere in solving them 3. Stroke 4. Strategies 5. Scoring 66 Middle School Physical Education CRP 9 - Model integrity, ethical H. Pickleball leadership and effective 1. Stance management 2. Grip CRP 12 - Work productively in 3. Receive of Service teams while using cultural global 4. Volley competence 5. Net Play I. Scooters A. Basic Positioning 1. Sitting 2. Lying Down 3. Kneeling

Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Centers for Disease Control and Prevention(2006) Physical Education Curriculum Analysis Tool . Atlanta, GA: Author http://www.cdc.gov/HealthyYouth/physicalactivity/ Modify exercises to ensure success on all levels of fitness. National Association for Sport and Physical Education (2004) Moving Toward the Future: National Standards for Physical Education. Reston, VA Modify skills per individuals needs

Partnership for 21st Century Skills http://www.p21.org/ Modify movements; break down movement into simpler steps American Alliance for Health, Physical Education, Recreation and Dance JOHPERD, Journal of Physical Education, Recreation and Dance. Consult IEPs and 504 Plans

AAPAR, American Association for Physical Activity and Recreation.

www.pecentral.org

S.H.A.P.E. America (Society of Health and Physical Educators) www.shapeamerica.org

Internet Resources and Websites

www.sportime.com

67 Middle School Physical Education Team Sport - Soccer Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that basic skills, game strategy, teamwork, tactics, rules, and safety are all part of the game of Soccer.

Essential Questions: How do you build efficiency and strength of the body and improve social behavior through individual and group relationships? What steps are necessary to understand the sport of soccer as a spectator and participant?

Unit Assessment: Students will demonstrate teamwork and knowledge of basic skills through playing soccer.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections 2.5.6.A.1 The students will know the Students will be able to practice Students will learn how to Teacher observation Explain and perform movement fundamental skills. ball handling. dribble the ball around the skills that combine mechanically field. Written test/problem solving correct movement in smooth The students will know the Students will be able to practice puzzle. flowing sequences in isolated terminology. shooting. Students will learn settings (i.e., skill practice) and partner/teamwork play. Skill tests. applied settings (i.e., games, Students will know game Students will be able to practice sports, dance, and recreational play and safety procedures. heading. Students will learn Phys. Ed. Grading activities). goalkeeping. procedures. 2.5.6.A.2 Students will know game Students will be able to put the Explain concepts of force and rules. ball in play Students will learn Rubric motion and demonstrate control Offensive/Defensive strategies while modifying force, flow, time, Introduction Students will be able to practice space, and relationships in Soccer is the most widely goalkeeping. Students will learn soccer interactive dynamic played game in the world terminology/rules. environments and is rapidly gaining Students will be able to 2.5.6.A.3 popularity in the United understand the rules and play a Students will learn all Create and demonstrate planned States. It is offered to game of soccer. positions. movement sequences, students in our schools so individually and with others, they will develop an Students will play lead up based on tempo, beat, rhythm, appreciation of the game, games to ensure and music (creative, cultural, and benefit physically from understanding. social, and fitness dance). the vigorous nature of the activity.

68 Middle School Physical Education Soccer (Con’t.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Indicators What students will know. What students will be able to do. Technology Implementation/ Check Points Interdisciplinary Connections 2.5.8.C.1 Fundamental Skills Students will play a game. Assess player behavior for Terminology evidence of sportsmanship in A. Corner kick A. Ball Handling Activities, Games, Drills individual, small-group, and team B. Dribbling B. Shooting A. Group Discussion activities. C. Hand ball C. Passing B. Individual, Dual, and Group Drills 2.5.8.C.2 D. Keeper D. Trapping C. Dribbling Summarize types of equipment, E. Heading E. Dribbling D. Passing products, procedures, and rules F. Offside F. Offensive Strategy 1. Short pass that contribute to the safety of G. Thrown-in 2. Long pass specific individual, small-group, and H. Onside E. Trapping team activities I. One touch F. Shooting J. Penalty area G. Keeper 21ST CENTURY SKILLS AND K. Penalty kick H. Soccer ( Warm up) CAREERS CPI’S L. Trapping 1. Step over ball 9.1.8.A.1 M. Two touch 2. Step on ball and forth 9.1.8.A.2 N. Marking 3. Hop over the ball 9.1.8.A.3 O. Stopper 4. Jump with ball 9.1.8.A.4 P. Sweeper 5. Figure 8 Ball 9.1.8.B.1 Q. Midfield 6. Drop and catch 9.1.8.B.2 R. Forwards 7. Run in place - cuff ball back 9.1.8.C.1 S. Halfbacks 8. Juggle 9.1.8.C.2 T. Fullbacks 9. “Cut” ball 9.1.8.C.3 10. Leg rises with ball I. Lead up Game and Scrimmages CAREER READY PRACTICES Safety 1. 3 vs. 1 CRP 1 - Act as a responsible and 2. 5 vs. 2 contributing citizen and employee 3. "Space" (4 vs. 4 - string CRP 3 - Attend to personal health together passes) and financial well-being 4. Sideline soccer CRP 4 - Communicate clearly and 5. Relay pass contest effectively and with reason 6. Penalty shoot out CRP 8 - Utilize critical thinking to make sense of problems and persevere in solving them CRP 9 - Model integrity, ethical leadership and effective management

69 Middle School Physical Education

Soccer (Con’t.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Indicators What students will know. What students will be able to do. Technology Implementation/ Check Points Interdisciplinary Connections CRP 12 - Work productively in 7. Scrimmages teams while using cultural global a. Stop to critique competence b. Positions, ball movement c. Run to open space, etc. J. Round Robin Game Schedule

Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Centers for Disease Control and Prevention(2006) Physical Education Curriculum Analysis Tool . Atlanta, GA: Author Modify exercises to ensure success on all levels of http://www.cdc.gov/HealthyYouth/physicalactivity/ fitness.

National Association for Sport and Physical Education (2004) Moving Toward the Modify skills per individuals needs. Future: National Standards for Physical Education. Reston, VA Consult IEPs and 504 Plans New Jersey Department of Education (2014) Core Curriculum Content Standards in Comprehensive Health and Physical Education Have small group setting games/individualized work www.nj.gov/education/aps/cccs/chpe/standards.htm Provide a study guide Partnership for 21st Century Skills http://www.p21.org/ Utilize peer tutors American Alliance for Health, Physical Education, Recreation and Dance Modify movements; break down movement into JOHPERD, Journal of Physical Education, Recreation and Dance. simpler steps

AAPAR, American Association for Physical Activity and Recreation.

www.pecentral.org

www.sportime.com

S.H.A.P.E. America (Society of Health and Physical Educators) www.shapeamerica.org 70 Middle School Physical Education Team Sport - Softball Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that basic skills, game strategy, teamwork, tactics, rules, and safety are all part of the game of Softball. Students will be able to compare and contrast Softball and Baseball using a Venn diagram showing similarities and differences.

Essential Questions: What are the basic skills needed to play softball? What rules do you need to know and follow to play softball? What steps are necessary to understand the sport of softball as a spectator and participant? How can softball be a life time sport?

Unit Assessment: Students will demonstrate teamwork and knowledge of basic skills through playing softball.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections 2.5.6.A.1 The students will know the Students will be able to field Students will learn Teacher Explain and perform movement fundamental skills, ground balls and fly balls. partner/teamwork play. observation/Participation skills that combine mechanically terminology, safety correct movement in smooth procedures, understanding of Students will learn softball Written test/problem flowing sequences in isolated the game (game play) and Students will be able to practice terminology/rules. solving puzzle. settings (i.e., skill practice) and the rules. throwing and catching. applied settings (i.e., games, Students will learn all Phys. Ed. Grading sports, dance, and recreational Introduction positions. procedures activities). Softball incorporates all the Students will be able to practice 2.5.6.A.2 skills of baseball but requires pitching Students will play lead up Skill tests. Explain concepts of force and a smaller playing area and games to ensure motion and demonstrate control less equipment. Emphasis is Students will be able to understanding. Rubric while modifying force, flow, time, placed on the fundamental understand the rules and play a 0 space, and relationships in skills of catching, throwing, game of softball. Students will play a game. interactive dynamic hitting, running, and environments. teamwork. Rules are Fundamental Skills 2.5.8.C.1 modified as necessary to Activities, Drills, Games Assess player behavior for provide safety and the skill A. Catching A. Throwing - Catching evidence of sportsmanship in level of the students. B. Throwing 1. Toss-up and catch individual, small-group, and C. Fielding 2. Throw against a wall team activities. 3. With a partner

71 Middle School Physical Education Softball (Con’t.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections 2.5.8.C.2 D. Positions B. Pitching Summarize types of equipment, 1. Infield 1. Target pitch products, procedures, and rules 2. Outfield 2. Partner pitch that contribute to the safety of 3. Catcher C. Fielding specific individual, small-group, 4. Pitcher 1. Partners attempt to and team activities E. Batting roll the ball between F. Base running each others’ feet. 21ST CENTURY SKILLS AND Drill begins with CAREERS CPI’S partners about 15 feet apart. 9.1.8.A.1 2. Players assume 9.1.8.A.2 infield positions, 9.1.8.A.3 except for the 9.1.8.A.4 pitcher. Balls are 9.1.8.B.1 hit for players to 9.1.8.B.2 field and then throw 9.1.8.C.1 to first base. 9.1.8.C.2 Players rotate 9.1.8.C.3 positions. Used for ground balls and fly CAREER READY PRACTICES balls. CRP 1 - Act as a responsible and contributing citizen and employee CRP 3 - Attend to personal health and financial well-being CRP 4 - Communicate clearly and effectively and with reason CRP 8 - Utilize critical thinking to make sense of problems and persevere in solving them CRP 9 - Model integrity, ethical leadership and effective management CRP 12 - Work productively in teams while using cultural global competence 72 Middle School Physical Education Softball (Con’t.) Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student difficulties, possible Centers for Disease Control and Prevention(2006) Physical Education Curriculum Analysis Tool . misunderstandings Atlanta, GA: Author http://www.cdc.gov/HealthyYouth/physicalactivity/ Modify skills per individuals needs. National Association for Sport and Physical Education (2004) Moving Toward the Future: National Standards for Physical Education. Reston, VA Consult IEPs and 504 Plans

New Jersey Department of Education (2014) Core Curriculum Content Standards in Have small group setting Comprehensive Health and Physical Education games/individualized work www.nj.gov/education/aps/cccs/chpe/standards.htm Provide a study guide Partnership for 21st Century Skills http://www.p21.org/ Utilize peer tutors American Alliance for Health, Physical Education, Recreation and Dance Modify movements; break down JOHPERD, Journal of Physical Education, Recreation and Dance. movement into simpler steps

AAPAR, American Association for Physical Activity and Recreation. Incorporate batting tee, lighter bat, larger ball, whiffle ball S.H.A.P.E. America (Society of Health and Physical Educators) www.shapeamerica.org

www.pecentral.org

www.sportime.com

73 Middle School Physical Education Team Sport - Speedball Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that fitness activities incorporated in our daily lifestyle is important for overall good health. Students will be able to understand that teamwork is a fundamental skill of playing speedball. Students will be able to understand that the game of speedball contains many sport-specific skills similar to soccer, football, basketball, and team handball.

Essential Questions: How can speedball be used as a tool to help facilitate teamwork? What skills are necessary to successfully and safely play the game of speedball? Compare and contrast similarities and differences with Speedball and other team sports.

Unit Assessment: Students will be able to demonstrate teamwork and successful fundamental skills of the game of speedball.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Indicators What students will know. What students will be able to do. Technology Check Points Implementation/ Interdisciplinary Connections 2.5.6.A.1 Proper terminology Drills Group discussion of the Written Tests Explain and perform movement skills history, rules, equipment, that combine mechanically correct Steps necessary to play Fundamental skills of the game court markings and Skills movement in smooth flowing speedball positions sequences in isolated settings (i.e., Scoring Teacher skill practice) and applied settings Knowledge of equipment and Skills and drills observation/Particip (i.e., games, sports, dance, and game play Safety practices ation recreational activities). Game play 2.5.6.A.2 Fundamental skills of the Fundamental Skills Rubric Explain concepts of force and motion game Round Robin Tournament and demonstrate control while A. Passing PE Grading modifying force, flow, time, space, Introduction B. Overhead pass Activities, Drills, Games procedures and relationships in interactive C. Trapping A. After the basic skills dynamic environments. Speedball is a vigorous game D. Instep soccer pass have been properly 2.5.6.A.3 containing a continuous flow of E. Dribble demonstrated and Create and demonstrate planned action and utilizing various F. Conversions practiced, the movement sequences, individually combinations of the skills of G. Aerial Dribble following activities and with others, based on tempo, soccer, football, and H. Punt may be used as beat, rhythm, and music (creative, basketball. I. Drop kick reinforcement. cultural, social, and fitness dance). J. Offensive strategy 1. Conversion relays - K. Defensive strategy students form a L. Position play circle and on the M. Teamwork signal each person 74 Middle School Physical Education 2.5.8.C.1 Terminology tries to convert a Assess player behavior for evidence A. Conversion ground ball into an of sportsmanship in individual, small- B. Aerial Ball aerial ball. Each group, and team activities. C. Field goal group should have 2.5.8.C.2 D. Trap about eight students Summarize types of equipment, E. Block 2. Dribble tag products, procedures, and rules that F. Off-side 3. Sideline speedball contribute to the safety of specific G. Kick-off (when played individual, small-group, and team indoors use a nerf activities Safety ball) 4. Speedball kickball 21ST CENTURY SKILLS AND CAREERS CPI’S 9.1.8.A.1 9.1.8.A.2 9.1.8.A.3 9.1.8.A.4 9.1.8.B.1 9.1.8.B.2 9.1.8.C.1 9.1.8.C.2 9.1.8.C.3

75 Middle School Physical Education Speedball (Con’t.) Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student difficulties, Centers for Disease Control and Prevention(2006) Physical Education Curriculum Analysis Tool . possible misunderstandings Atlanta, GA: Author http://www.cdc.gov/HealthyYouth/physicalactivity/ Modify skills per individuals needs. National Association for Sport and Physical Education (2004) Moving Toward the Future: National Consult IEPs and 504 Plans Standards for Physical Education. Reston, VA Have small group setting New Jersey Department of Education (2014) Core Curriculum Content Standards in Comprehensive games/individualized work Health and Physical Education www.nj.gov/education/aps/cccs/chpe/standards.htm Provide a study guide Partnership for 21st Century Skills http://www.p21.org/ Utilize peer tutors American Alliance for Health, Physical Education, Recreation and Dance Modify movements; break down JOHPERD, Journal of Physical Education, Recreation and Dance. movement into simpler steps

AAPAR, American Association for Physical Activity and Recreation. Utilize larger and softer ball

www.pecentral.org

www.sportime.com

Internet Resources and Websites

S.H.A.P.E. America (Society of Health and Physical Educators) www.shapeamerica.org

76 Middle School Physical Education Team Sport - Team Handball Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that fitness activities incorporated in our daily lifestyle is important for overall good health. Students will be able to understand that teamwork is a fundamental skill of team handball. Students will be able to understand that the game of handball contains many sport-specific skills similar to soccer, speedball, hockey, and basketball.

Essential Questions: How can team handball be used as a tool to help facilitate teamwork? What skills are necessary to successfully and safely play the game of team handball? Compare and Contrast similarities and differences with Team Handball and other team sports?

Unit Assessment: Students will be able to demonstrate teamwork and successful fundamental skills of the game of team handball.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Indicators What students will know. What students will be able to do. Technology Implementation/ Check Points Interdisciplinary Connections 2.5.6.A.1 Proper terminology Drills Group discussion of the Written Tests Explain and perform movement history, rules, equipment, skills that combine mechanically Steps necessary to play team Fundamental skills of the game court markings and positions Skills correct movement in smooth handball flowing sequences in isolated Scoring Skills and drills Teacher settings (i.e., skill practice) and Knowledge of equipment and observation/Participat applied settings (i.e., games, game play Safety practices Game play ion sports, dance, and recreational activities). Fundamental skills of the game Activities, Drills and Games Round Robin Tournament Rubric 2.5.6.A.2 (running, throwing, jumping, A. Group Discussion Explain concepts of force and catching) B. Dribbling Activities, Drills and PE Grading motion and demonstrate control C. Pass and Catching Games procedures while modifying force, flow, time, Introduction 1. Find the Right Player - A. Group Discussion space, and relationships in Team handball happens to be the players are numbered 1-4 B. Dribbling interactive dynamic fastest and most exciting sport in and are in groups of four. environments. the world. It became an Olympic Each group is assigned a 2.5.6.A.3 Sport in 1972 and employs the designated area to run in. Create and demonstrate planned fundamentals motor skills of Ball must be passed in movement sequences, running, jumping, throwing, number order. individually and with others, catching, and offensive and 2. Keep Away - in circle based on tempo, beat, rhythm, defensive strategies similar to formation with one person in skills found in soccer, speedball, the middle, the outside hockey, and basketball. players attempt to pass or bounce the 77 Middle School Physical Education

Team Handball (Con’t.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Indicators What students will know. What students will be able to do. Technology Implementation/ Check Points Interdisciplinary Connections and music (creative, cultural, Fundamental Skills ball to one another without the social, and fitness dance). A. Dribbling (right and left middle player intercepting. 2.5.8.C.1 hand) 3.Quick Pass - in groups of Assess player behavior for B. Passing threes, one player in the evidence of sportsmanship in 1. Overhand Pass middle without a ball, the individual, small-group, and team 2. Wrist Pass (pass outside player passes to the activities. thrown away from middle that must quickly pass 2.5.8.C.2 body) it back and turn to receive the Summarize types of equipment, 3. Shovel Pass ball from the other side. products, procedures, and rules 4. Jump Pass 4. Wall Passing - tape a that contribute to the safety of C. Catching square target to the wall at specific individual, small-group, D. Shooting shoulder height and have the and team activities E. Goal Tending students pass to the target 1. Position in goal from 4-6 meters away. Also, 21ST CENTURY SKILLS AND F. Strategies work on catching at the same CAREERS CPI’S 1. Pick and roll time by letting the ball bounce 9.1.8.A.1 2. Support the player and then catching it on a fly. 9.1.8.A.2 3. Crossing 5. Running Partner Passing - 9.1.8.A.3 standing 5 meters apart, pass 9.1.8.A.4 Terminology to your partner while running 9.1.8.B.1 A. Attack down the court. Receive the 9.1.8.B.2 B. Centerline ball, take 2-3 steps and pass 9.1.8.C.1 C. Charging it back. At the end, shoot to 9.1.8.C.2 D. Checking the empty nest. 9.1.8.C.3 E. Circle 6. Ten Passes - similar to F. Free-throw Keep Away except when the CAREER READY PRACTICES G. Goal throw offense makes 10 consecutive CRP 1 - Act as a responsible H. 7 meter throw passes they earn 3 points but and contributing citizen and I. Throw-in if the defense intercepts it employee J. Throw-off they earn 2 points. CRP 3 - Attend to personal D. Shooting health and financial well-being Safety 1. Fast Break With One Player CRP 4 - Communicate clearly - start the drill with a long and effectively and with reason pass. The receiver takes 2-3 steps and shoots on the goalie or empty nest. 78 Middle School Physical Education CRP 8 - Utilize critical thinking to 2. Set Shot Target Practice - make sense of problems and tape a target on the wall persevere in solving them similar to the official goal and CRP 9 - Model integrity, ethical practice shooting at different leadership and effective spots on the wall. Stand management approximately 9 meters away. CRP 12 - Work productively in 3. Wing Shot - right handers teams while using cultural global start at the left wing and take competence three dribbles to the right, and jump shoot at the goal. E. Games

Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student difficulties, possible Centers for Disease Control and Prevention(2006) Physical Education Curriculum Analysis misunderstandings Tool . Atlanta, GA: Author http://www.cdc.gov/HealthyYouth/physicalactivity/ Modify skills per individuals needs National Association for Sport and Physical Education (2004) Moving Toward the Future: National Standards for Physical Education. Reston, VA Utilize peer tutors

New Jersey Department of Education (2014) Core Curriculum Content Standards in Adjust size of ball Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/chpe/standards.htm Modify movements; break down movement into simpler steps Partnership for 21st Century Skills http://www.p21.org/ Consult IEPs and 504 Plans. American Alliance for Health, Physical Education, Recreation and Dance

S.H.A.P.E. America (Society of Health and Physical Educators) www.shapeamerica.org

JOHPERD, Journal of Physical Education, Recreation and Dance.

AAPAR, American Association for Physical Activity and Recreation.

www.pecentral.org

www.sportime.com

Internet Resources and Websites

79 Middle School Physical Education Team Sports - Touch or Flag Football Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that fitness activities incorporated in our daily lifestyle is important for overall good health. Students will be able to understand that teamwork is a fundamental skill of flag football. Students will be able to understand the complex nature of football without the need for elaborate protective equipment can be played safely.

Essential Questions: How can football be used as a tool to help facilitate teamwork? What skills are necessary to successfully and safely play the game of football?

Unit Assessment: Students will be able to demonstrate teamwork and successful fundamental skills of the game of team handball.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Indicators What students will know. What students will be able to do. Technology Implementation/ Check Points Interdisciplinary Connections 2.5.6.A.1 Proper terminology Drills Group discussion of the history, Written Tests Explain and perform movement rules, equipment, court markings skills that combine mechanically Steps necessary to play Fundamental skills of the game and positions Skills correct movement in smooth football flowing sequences in isolated Scoring Skills and drills Teacher observation settings (i.e., skill practice) and Knowledge of equipment and applied settings (i.e., games, game play Safety practices Game play PE Grading sports, dance, and recreational procedures activities). Fundamental skills of the A. Group Discussions Round Robin Tournament, Mock 2.5.6.A.2 game (running, throwing, A. Games “Superbowl” Tournament Participation Explain concepts of force and catching, blocking, etc.) 1. Selection of teams motion and demonstrate control 2. Thorough discussion Rubric while modifying force, flow, Introduction of safety precautions Activities, Drills, Games time, space, and relationships in These games utilize the basic 3. Some players should A. Passing interactive dynamic skills of Association Football remain in 1. Opposite hand-foot environments. without the need for elaborate noncompetitive group technique 2.5.6.A.3 protective equipment. Both and continue to work 2. Release of ball - Create and demonstrate games provide vigorous on developing skills outward turn of wrist planned movement sequences, exercise and ample B. Lead-Up Games (pronation of the wrist) individually and with others, opportunities to develop an 1. Punt contest 3. Follow through - down based on tempo, beat, rhythm, understanding of the complex 2 Pass contest and away and music (creative, cultural, nature of football, thereby 3. Kicking contest 4. Demonstrate how a social, and fitness dance). contributing to more 4. Pass patterns spiral pass should be knowledgeable spectatorship. a. Correct form thrown

80 Middle School Physical Education Touch or Flag Football (Con’t.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Indicators What students will know. What students will be able to do. Technology Implementation/ Check Points Interdisciplinary Connections 2.5.8.C.1 Fundamental Skills 5. Possible drill - Divide Assess player behavior for A. Passing squads of students in evidence of sportsmanship in B. Catching passes half and have them individual, small-group, and team C. Pass patterns practice passing back activities. D. Punting and forth 2.5.8.C.2 E. Place-kicking 6. One ball per squad - Summarize types of equipment, F. Running squad leader assists (1 products, procedures, and rules G. Blocking v 1) - rotate leader that contribute to the safety of H. Teamwork 7. Wall target drill - vary specific individual, small-group, distance and team activities Terminology B. Pass receiving A. Centering 1. Keep eyes on the ball 21ST CENTURY SKILLS AND B. End line 2. Fingers relaxed CAREERS CPI’S C. End zone 3. Catch ball with the D. Extra point hands 9.1.8.A.1 E. Field goal 4. Do not slow down while 9.1.8.A.2 F. First down running pattern 9.1.8.A.3 G. Flag pattern 5. Hand position - thumbs 9.1.8.A.4 H. Flanker in or our depending on 9.1.8.B.1 I. Forward pass where the ball is thrown 9.1.8.B.2 J. Fumble 6. Bring ball into the body 9.1.8.C.1 K. Goal line 7. Pass patterns 9.1.8.C.2 L. Hook pattern a. Hook 9.1.8.C.3 M. Kick b. Curl N. Kickoff c. Out and in CAREER READY PRACTICES O. Lateral pass d. Flag CRP 1 - Act as a responsible and P. Post pattern e. Post contributing citizen and employee Q. Punt f. Fly CRP 3 - Attend to personal health R. Sack g. Sideline and financial well-being S. Screen h. Stop and go CRP 4 - Communicate clearly and T. Sideline 8. Demonstrate proper effectively and with reason U. Slot method of catching the CRP 8 - Utilize critical thinking to V. Split ball make sense of problems and W. Touchback 9. Possible drill - set up a persevere in solving them X. Touchdown quarterback and a line Y. De-flagging of receivers. Quarterback calls 81 Middle School Physical Education CRP 9 - Model integrity, ethical Safety pattern and receivers leadership and effective No tackling run designated pattern. management C. Punting CRP 12 - Work productively in D. Place Kicking teams while using cultural global E. Running with the ball competence F. Centering G. Blocking H. De-Flagging

Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Centers for Disease Control and Prevention(2006) Physical Education Curriculum Analysis Tool . Modifications, student difficulties, possible Atlanta, GA: Author http://www.cdc.gov/HealthyYouth/physicalactivity/ misunderstandings

National Association for Sport and Physical Education (2004) Moving Toward the Future: National Adjust rules to fit the needs of the learner. Standards for Physical Education. Reston, VA Remediation of fundamental skills where New Jersey Department of Education (2014) Core Curriculum Content Standards in Comprehensive needed Health and Physical Education www.nj.gov/education/aps/cccs/chpe/standards.htm Modify skills per individuals needs Partnership for 21st Century Skills http://www.p21.org/ Utilize peer tutors American Alliance for Health, Physical Education, Recreation and Dance Adjust size of ball JOHPERD, Journal of Physical Education, Recreation and Dance. Modify movements; break down movement AAPAR, American Association for Physical Activity and Recreation. into simpler steps www.pecentral.org S.H.A.P.E. America (Society of Health and Physical Educators) www.shapeamerica.org Consult IEPs and 504 Plans.

www.sportime.com

Internet Resources and Websites 82 Middle School Physical Education Team and Individual Sport - Track and Field Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that many different fundamental skills are necessary to perform the different events of track and field.

Essential Questions: What skills are necessary to successfully and safely participate in track and field events?

Unit Assessment: Students will be able to demonstrate successfully the fundamental skills of various track and field events.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Points Implementation/ Interdisciplinary Connections 2.5.6.A.1 Proper terminology Drills Group discussion of the Written Tests Explain and perform history, rules, equipment, movement skills that Fundamental skills of running, Fundamental event skills and events Skills combine mechanically throwing, jumping, catching correct movement in smooth Modified track meet Skills and drills Teacher flowing sequences in Knowledge of equipment use observation/Participation isolated settings (i.e., skill and event details Scoring Racing strategies

practice) and applied Safety protocols Rubric settings (i.e., games, sports, Safety practices Modified track event dance, and recreational Introduction competition activities). Track and field is an integral part Activities, Drills, Games PE Grading procedures 2.5.6.A.2 of our sports program in the A. Starting Activities, Drills, Games Explain concepts of force United States and is one of the 1. Sprinter's start A. Starting and motion and demonstrate truly international sports. 2. Standing start B. Running control while modifying Students will be taught the 3. Starting commands C. Standing Long Jump force, flow, time, space, and fundamentals of various events a. Take your mark 1. Take off relationships in interactive and be provided with b. Get set D Running Long Jump dynamic environments. opportunities for personal skill c. Go E. High Jump 2.5.6.A.3 development that aids in 4. Use of starting blocks Create and demonstrate enhancing a sense of pride. planned movement sequences, individually and

83 Middle School Physical Education Track and Field (Con’t.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Indicators What students will know. What students will be able to do. Technology Implementation/ Check Points Interdisciplinary Connections with others, based on tempo, beat, Fundamental Skills 5. Variation: Timers uses F. Shot Put rhythm, and music (creative, arm motion at finish G. Discus cultural, social, and fitness dance). A. Starting B. Running H. Relays 2.5.8.C.1 1. Rhythm and I. Hurdles Assess player behavior for 1. Sprinter's start coordination of body J. Mini-track Meet evidence of sportsmanship in 2. Standing start parts K. Distance Runs individual, small-group, and team 3. Starting commands 2. Breathing activities. 3. Relaxation of the upper 2.5.8.C.2 B. Running body Summarize types of equipment, 4. Proper body posture - products, procedures, and rules 1. Relaxation of the emphasis on head that contribute to the safety of upper body 5. Pace specific individual, small-group, 2. Breathing 6. Students must be and team activities 3. Rhythm and conditioned over a coordination of period of time before 21ST CENTURY SKILLS AND body parts being required to run CAREERS CPI’S 4. Leg drive and lift distance events 9.1.8.A.1 5. Arm drive and C. Standing Long Jump 9.1.8.A.2 upper body action 1. Take off 9.1.8.A.3 6. Heel-toe action a. Knee bend 9.1.8.A.4 7. Proper body b. Arm swing 9.1.8.B.1 posture - emphasis c. Landing 9.1.8.B.2 on head D. Running Long Jump 9.1.8.C.1 8. Pace 1. Approach 9.1.8.C.2 9. Finish 2. Take off 9.1.8.C.3 3. Action in air C. Hurdling 4. Landing CAREER READY PRACTICES 1. Take-off 5. Sand pit outdoors CRP 1 - Act as a responsible and 2. Attack hurdle E. High Jump contributing citizen and employee 3. Hurdler's position 1. Approach CRP 3 - Attend to personal health in mid-air 2. Take off and financial well-being 4. Landing 3. Action in air CRP 4 - Communicate clearly and 5. Arm action 4. Jump-roll (western effectively and with reason 6. Trail leg step roll), scissors CRP 8 - Utilize critical thinking to 7. Steps between make sense of problems and hurdles persevere in solving them 84 Middle School Physical Education

Track and Field (Con’t.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections CRP 9 - Model D. Running Long Jump F. Shot Put integrity, ethical 1. Approach G. Discus leadership and effective 2. Take-off position H. Relays management 3. Action in the air 1. Baton passing CRP 12 - Work 4. Height of jump 2. Exchange zones productively in teams 5. Landing I. Hurdles while using cultural E. High Jump 1. Form global competence 1. Running approach 2. Steps (3 & 4 step 2. Weight transfer approach) 3. Straddle J. Mini-track Meet 4. Rotary motion over K. Distance Runs bar (western roll) 1. For time 5. Safe landing 2. To complete without walking

Fundamental Skills

85 Middle School Physical Education

Track and Field (Con’t.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections F. Relay 1. Baton passing a. Blind pass b. Open pass 2. Exchange zones G. Shot Put 1. Grasp of shot 2. Angle of release 3. Pushing action of arm 4. Standing put 5. Glide H. Shuttle Relays I. Sprinter's Start J. Discus 1. Grasp of discus 2. Flick of wrist 3. Angle of release 4. Follow through 5. Spin in circle

Terminology A. Acceleration Zone B. Anchor Leg C. Lifting (knees) D. Pace E. Passing Zone F. Relay Legs G. Settle Out

Safety

86 Middle School Physical Education Track and Field (Con’t.) Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Centers for Disease Control and Prevention(2006) Physical Education Curriculum Modifications, student difficulties, possible Analysis Tool . Atlanta, GA: Author misunderstandings http://www.cdc.gov/HealthyYouth/physicalactivity/ Remediation of fundamental skills where National Association for Sport and Physical Education (2004) Moving Toward the Future: needed National Standards for Physical Education. Reston, VA Adjust rules to fit the needs of the learner. New Jersey Department of Education (2014) Core Curriculum Content Standards in Comprehensive Health and Physical Education Modify skills per individuals needs www.nj.gov/education/aps/cccs/chpe/standards.htm Partnership for 21st Century Skills http://www.p21.org/ Utilize peer tutors

American Alliance for Health, Physical Education, Recreation and Dance Adjust size of implements used

JOHPERD, Journal of Physical Education, Recreation and Dance. Modify movements; break down movement into simpler steps AAPAR, American Association for Physical Activity and Recreation. Consult IEPs and 504 Plans. www.pecentral.org S.H.A.P.E. America (Society of Health and Physical Educators) www.shapeamerica.org www.sportime.com Internet Resources and Websites

87 Middle School Physical Education Team Sports and Life time Activities - Volleyball Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Unit Objectives/Enduring Understandings: Students will be able to understand that fitness activities incorporated in our daily lifestyle are important for overall good health. Students will be able to understand that teamwork is a fundamental and necessary skill of volleyball. Students will be able to understand that the development of better eye-hand coordination is important in the game of volleyball.

Essential Questions: How can the sport of volleyball be used as a tool to help facilitate teamwork?

Unit Assessment: Students will be able to demonstrate teamwork and improve eye-hand coordination.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Indicators What students will know. What students will be able to do. Technology Implementation/ Check Points Interdisciplinary Connections 2.5.6.A.1 Definition of teamwork Demonstrate the following: The set, Drills Written Tests Explain and perform movement skills bump and spike, appropriate service, that combine mechanically correct Application of teamwork and rotation of players Skills Skills movement in smooth flowing sequences in isolated settings (i.e., Terminology of the game of Apply the rules of volleyball Modified game play and Teacher skill practice) and applied settings volleyball Newcomb Volleyball observation/Participati (i.e., games, sports, dance, and Adhere to safety protocols on Rubric recreational activities). Fundamental skills 3-Net volleyball 2.5.6.A.2 Fundamental Skills Explain concepts of force and The “Ready” position A. Bump Activities, Drills, Games PE Grading motion and demonstrate control B. Dig A. Ready Position procedures while modifying force, flow, time, Different types of serves C. Overhead Volley 1. Shoulders over space, and relationships in D. Underhand Serve knees, knees over interactive dynamic environments. “Bumping” and “setting” the ball E. Overhand Serve toes, heels slightly 2.5.6.A.3 F. Sidearm Serve off the ground Create and demonstrate planned The “Spike” G. Spike 2. Forearms ready to movement sequences, individually H. Block pass and with others, based on tempo, Rules I. Rotation 3. Read the play beat, rhythm, and music (creative, J. Scorekeeping B. Overhead Serve and cultural, social, and fitness dance). Introduction K. Retrieve From Net Overhand Floater 2.5.8.C.1 Volleyball is a very popular 1. Serve against the Assess player behavior for evidence coeducational sport which introduces Activities, Drills, Games wall of sportsmanship in individual, small- concepts of teamwork without 2. Serve with a partner group, and team activities. requiring high levels of skill. It across the net develops eye-hand coordination 3. Serve at a target while emphasizing the locomotor C. Forearm Pass Drill skills of sliding and jumping. 88 Middle School Physical Education Volleyball (Con’t.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Indicators What students will know. What students will be able to do. Technology Implementation/ Check Points Interdisciplinary Connections 2.5.8.C.2 Terminology A. Overhead Serve and Overhand Summarize types of equipment, A. Block Floater 1. Line with a leader - products, procedures, and rules that B. Bump 1. Serve against the wall leader tosses ball to contribute to the safety of specific C. Dig 2. Serve with a partner across the each player individual, small-group, and team D. Double Hit net 2. Circle bump - group activities E. Net Ball 3. Serve at a target counts number of bumps F. Point B. Bump Drills 3. Students bump to 21ST CENTURY SKILLS AND G. Rotation 1. Line with a leader - leader self - each squad sends CAREERS CPI’S H. Serve tosses ball to each player out one hitter at a time - 9.1.8.A.1 I. Carry 2. Circle bump - group counts rotate 9.1.8.A.2 J. Set up number of bumps 4. Emphasis "clean" 9.1.8.A.3 K. Spike 3. Students bump to self - each hits - no catches 9.1.8.A.4 L. Volley squad sends out one hitter at a D. Regular Newcomb (a 9.1.8.B.1 M. Side out time - rotate catch and throw game) 9.1.8.B.2 N. Catch 4. Emphasis "clean" hits - no 1. Variation: Use 9.1.8.C.1 O. Outside hitter catches different size balls 9.1.8.C.2 P. Setter C. Regular Newcomb (a catch and E. Overhead Volley (set 9.1.8.C.3 Q. Rally Scoring throw game) pass) 1. Variation: Use different size 1. Leader with lines - CAREER READY PRACTICES Fundamental Skills balls one at a time CRP 1 - Act as a responsible and A. Bump D. Overhead Volley (set pass) 2. Circle - leader in the contributing citizen and employee B. Dig 1. Leader with lines - one at a center CRP 3 - Attend to personal health C. Overhead Volley time 3. Wall volley - count and financial well-being D. Underhand Serve 2. Circle - leader in the center number of hits CRP 4 - Communicate clearly and E. Overhand Serve 3. Wall volley - count number of 4. Leader with students effectively and with reason F. Sidearm Serve hits on other side of net CRP 8 - Utilize critical thinking to G. Spike 4. Leader with students on other 5. Students hit to self. make sense of problems and H. Block side of net Each squad sends out persevere in solving them I. Rotation 5. Students hit to self. Each one hitter at a time - CRP 9 - Model integrity, ethical J. Scorekeeping squad sends out one hitter at a rotate leadership and effective K. Retrieve From Net time - rotate F. Spike management E. Spike 1. Lower net to get the CRP 12 - Work productively in 1. Lower net to get the idea of idea of spike teams while using cultural global spike 2. Partner tosses ball competence 2. Partner tosses ball for spike for spike 3. Emphasize proper approach 3. Emphasize proper and footwork approach and footwork 89 Middle School Physical Education Safety 4. Use tennis balls to warm-up 4. Use tennis balls A. Balls should be returned shoulder and emphasize wrist to warm-up shoulder and to opposing team under snap emphasize wrist snap the net. F. Blocking G. Blocking B. Players should call for all 1. Leader tosses ball over net for 1. Leader tosses hits (example: "mine", or partner to block ball over net for partner "I go"). G. Bounce Volleyball to block C. Players should play their 1. Use regulation rules except the H. Bounce Volleyball own positions and not be ball is allowed to bounce once 1. Use regulation allowed to run to play before it is hit rules except the ball is another student's position. H. Keep-It-Up allowed to bounce once Try to play with 6 players 1. Volley the ball into the air as before it is hit on a court and rotate many times as possible without I.. Keep-It-Up substitutions into game. it touching the ground. The 1. Volley the ball into D. No kicking volleyballs. score is the number of the air as many times as E. Back row players cannot consecutive volleys made by possible without it jump or spike in front of both sides. Neither team can touching the ground. the 10-foot lose. A score of 20 hits would The score is the number line. be fair, 50 hits would be of consecutive volleys F. Setter calls the second excellent. made by both sides. ball. I. Squad or group contests - Neither team can lose. keeping ball off floor (# of hits) A score of 20 hits would 1. Just bump be fair, 50 hits would be 2. Just set pass excellent. 3. Combined J. Squad or group contests 4. One squad at a time - keeping ball off floor (# 5. All squads of hits) J. Scrimmages 1. Just bump 1. Critique and stop play where 2. Just set pass needed 3. Combined K. Local ground rules 4. One squad at a 1. Can use mandatory 3-hit rule time each time ball crosses net so 5. All squads players must learn to pass K. Scrimmages instead of slugging ball back 1. Critique and stop and forth. play where needed 2. Must serve receive using a L. Local ground rules bump since most inexperienced 1. Can use players cannot underhand pass mandatory 3-hit rule legally due to their size and each time ball crosses strength. net so players must L. Variations learn to pass instead of 1. Three net volleyball slugging ball back and forth. 90 Middle School Physical Education 2. Must serve receive using a bump since most inexperience players cannot underhand pass legally due to their size and strength. M. Variations 1. Three net volleyball

Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: American Alliance for Health, Physical Education, Recreation and Dance (AAHPRED) Modifications, student difficulties, possible www.aapherd.org misunderstandings

Centers for Disease Control and Prevention(2006) Physical Education Curriculum Analysis Remediation of fundamental skills where Tool . Atlanta, GA: Author http://www.cdc.gov/HealthyYouth/physicalactivity/ needed

National Association for Sport and Physical Education (2004) Moving Toward the Future: Adjust rules to fit the needs of the learner. National Standards for Physical Education. Reston, VA Modify skills per individuals needs New Jersey Department of Education (2014) Core Curriculum Content Standards in Comprehensive Health and Physical Education Utilize peer tutors www.nj.gov/education/aps/cccs/chpe/standards.htm Partnership for 21st Century Skills http://www.p21.org/ Adjust size of implements used

American Alliance for Health, Physical Education, Recreation and Dance Modify movements; break down movement into simpler steps JOHPERD, Journal of Physical Education, Recreation and Dance. Consult IEPs and 504 Plans. AAPAR, American Association for Physical Activity and Recreation.

www.pecentral.org

S.H.A.P.E. America (Society of Health and Physical Educators) www.shapeamerica.org

www.sportime.com

Internet Resources and Websites

91 Middle School Physical Education Wrestling Targeted State Standards: Standard 2.5: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard 2.6: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Unit Objectives/Enduring Understandings: Students will be able to understand that a special awareness for the sport of wrestling will help facilitate an appreciation for the sport. Students will be able to understand that the development of good sportsmanship is an important component for the sport of wrestling. Students will be able to understand that fundamental wrestling skills/moves are the foundation of the sport.

Essential Questions: How can the sport of wrestling be used as a tool to help develop sportsmanship?

Unit Assessment: Students will be able to demonstrate sportsmanship while improving muscular strength and endurance.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections 2.5.6.A.1 Fundamental skills Stances Drills Written Tests Explain and perform movement skills that Terminology Rides, breakdowns and falls Skills Skills combine mechanically correct movement in smooth Safety issues Reversals Modified matches Teacher observation

flowing sequences in Sportsmanship isolated settings (i.e., skill Escapes Scoring PE Grading procedures practice) and applied Introduction settings (i.e., games, sports, This unit will introduce students Takedowns Activities, Drills, Games Evaluation dance, and recreational to wrestling holds, moves, and A. Have high school coach activities). rules and provide opportunities Counters perform clinic with match A. Written test - this test 2.5.6.A.2 to utilize them against resistance for middle school will cover all class Explain concepts of force in controlled situations. This Rules B. Group Discussion (Include discussions and and motion and demonstrate Olympic sport encourages the the dangers of over dieting lecture control while modifying force, student to understand and Safety protocols to make weight) demonstrations. flow, time, space, and demonstrate special awareness. C. Special Warm-ups (each relationships in interactive Good sportsmanship must be Fundamental Skills day) B. Skill test - the skill dynamic environments. promoted during the interaction A. Stances D. Instructor must be able to test will be based on 2.5.6.A.3 of students. B. Rides, Breakdowns, Falls demonstrate holds and the students' ability Create and demonstrate C. Reversals moves and/or have a to apply the various planned movement D. Escapes student helper who can skills that are sequences, individually and E. Takedown exhibit correct technique. included in the with others, based on tempo, F. Each Takedown E. Technique Instruction wrestling program. beat, rhythm, and music G. Counters (creative, cultural, social, and fitness dance). 92 Middle School Physical Education Wrestling (Con’t.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections 2.5.8.C.1 Fundamental Skills Activities, Drills, Games F. Resistance (live) Assess player behavior for A. Have high school coach G. Techniques (see evidence of sportsmanship in Terminology perform clinic with match for fundamental skills) individual, small-group, and middle school H. Lead up games and team activities. A. Breakdown 1. Discuss rules of the sport contests 2.5.8.C.2 B. Counters 2. Scoring of the sport I. Matches Summarize types of equipment, C. Escapes - Go from 3. Review all safety products, procedures, and rules bottom (defense) to precautions to follow that contribute to the safety of neutral 4. Discuss the role of the specific individual, small-group, D. Float - top wrestler partner in wrestling: and team activities maintains control and assisting, not resisting, good position but does must be emphasized in 21ST CENTURY SKILLS AND not prevent bottom learning moves CAREERS CPI’S wrestler's move 5. Examples of illegal 9.1.8.A.1 moves and holds 9.1.8.A.2 6. Lines students up by 9.1.8.A.3 weight - select partners 9.1.8.A.4 of similar size (if partner 9.1.8.B.1 is absent have student 9.1.8.B.2 join another group and 9.1.8.C.1 take turns) 9.1.8.C.2 B. Group Discussion (Include 9.1.8.C.3 the dangers of over dieting to make weight) CAREER READY PRACTICES C. Special Warm-ups (each CRP 1 - Act as a responsible day) and contributing citizen and 1. Solo employee a. Bridging front and CRP 3 - Attend to personal back health and financial well-being b. Leg rises CRP 4 - Communicate clearly c. Sit-ups - bent knee and effectively and with reason d. Push ups CRP 8 - Utilize critical thinking e. Hip rotation - leg under to make sense of problems and f. Run in place persevere in solving them g. Shoulder roll CRP 9 - Model integrity, ethical h. Sit and turn leadership and effective management

93 Middle School Physical Education Wrestling (Con’t.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections CRP 12 - Work productively 2. Partner in teams while using a. Spin cultural global competence b. Sit ups c. Standing bridge back d. Over - under e. Pushups from back f. Float (follow D. Instructor must be able to demonstrate holds and moves and/or have a student helper who can exhibit correct technique. E. Technique Instruction 1. Break down move "by numbers" 2. Demonstrate, critique, re-demonstrate, and try again 3. Always review previous day material before advancing 4. Divide time between assisting and resisting (live) F. Resistance (live) 1. Try a little live each day (in controlled situations) 2. Start and stop on whistle (short duration) 3. Referee's position 4. Moves from mid- position of move (short duration) a. 1/2 nelsons (try to get out) b. Mid switch c. Mid sit out d. Mid 2 on 1 94 Middle School Physical Education Wrestling (Con’t.) Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check Indicators What students will know. What students will be able to do. Technology Implementation/ Points Interdisciplinary Connections e. Cradle 5. Middle school students like live situations, but must have some background of moves to use - introduce gradually G. Techniques (see fundamental skills) H. Lead up games and contests 1. Starting positions - live 2. Moves from mid-positions (above) 3. Specific tasks a. Standing knee slap - agility b. Start down - try to stand up as partner resist c. Start top - try to move partner off base d. Start front spin - try to get behind e. Over, under, dive through legs from front, leap frog over I. Matches 1. Competitive matches of short duration (voluntary only) to test skills against resistance. Suggest two periods, one minute each. 2. Closely officiate all matches 3. Post wall charts of scheduled matches 4. Try to place limit of 2 to 4 weight groups 5. Divide competitors into teams 95 Middle School Physical Education Wrestling (Con’t.) Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student American Alliance for Health, Physical Education, Recreation and Dance (AAHPRED) difficulties, possible misunderstandings www.aapherd.org Centers for Disease Control and Prevention(2006) Physical Education Curriculum Modify exercises to ensure success on all levels of wrestling Analysis Tool . Atlanta, GA: Author abilities. http://www.cdc.gov/HealthyYouth/physicalactivity/ National Association for Sport and Physical Education (2004) Moving Toward the Future: Remediation of fundamental skills where needed National Standards for Physical Education. Reston, VA New Jersey Department of Education (2014) Core Curriculum Content Standards in Adjust rules to fit the needs of the learner. Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/chpe/standards.htm Modify skills per individuals needs Partnership for 21st Century Skills http://www.p21.org/ American Alliance for Health, Physical Education, Recreation and Dance Utilize peer tutors S.H.A.P.E. America (Society of Health and Physical Educators) www.shapeamerica.org Modify movements; break down movement into simpler steps JOHPERD, Journal of Physical Education, Recreation and Dance. AAPAR, American Association for Physical Activity and Recreation. Consult IEPs and 504 Plans. AAHPERD, American Association of Physical Education, Recreation and Dance www.pecentral.org www.aahperd.org www.sportime.com Internet Resources and Websites