<p> Physical Education Curriculum Map Boating Grade: 8</p><p>Enduring Understandings:  Safety impacts individual and community well-being.  Community well-being is dependent upon a balance of personal and social responsibility. Essential Questions:  How do you determine an environment is safe?  What are some safety guidelines to follow in physical activity settings?  What are the pros and cons of adopting an “environmentally responsible” lifestyle?  How are your present choices connected to your health throughout your adult life? Pennsylvania Standards Content Skills Assessment 10.2.9. E: Explain the Boating and Water Safety Stride Jump interrelationship between the Awareness Course -head stays above water Written Assessment environment and personal -Legs scissor, arms sweep health. Intro to 8th grade swimming -eyes focus on target Self Assessment -review of pool rules -Underwater arm stroke  zone layer/skin cancer -talk about boating course recovery Teacher Assessment  availability of health care/ individual health Personal Safety in water Rescue Diving Core Creek Park Trip  air pollution/respiratory -long shallow disease -short deep  breeding environments/ lyme disease/west nile Basic review of strokes used in virus rescue</p><p>10.3.9.A: Analyze the role of Assisting a victim Wrist tow to support a victim individual responsibility for safe practices and injury Hair tow to support a victim prevention in the home, school and community. Lift out to a sitting position Getting a victim out of the -never lose contact with victim  modes of transportation water -lift to sit if victim is smaller (e.g., pedestrian, Lift out to a laying position bicycle, vehicular, -never lose contact with victim passenger, farm vehicle, -for larger victim all-terrain vehicle)  violence prevention in Lesson 2 Teacher Observation school Boat terminology  self-protection in the Introduce Boating Safety Boat markings Peer Assessment home Awareness Course  self-protection in public PFD use- proper fit and use of Teacher Assessment places PFD Entry into the water with a 8th Grade Kayaking Assessment Lesson 1 and 2 Boating Course PFD ***District Assessment*** -deck level -from a height HELP Position- Heat Escape Lessening Position Huddle- with a friend Navigational Terminology and Curriculum</p><p>Boat Lighting System </p><p>Hazards Kayaking:  parts of a kayak  parts of a paddle  entering from side  entering from shallow water  paddling  turning  swamping  games</p><p>PFD Use (day 2 and 3) Review HELP position (Heat Escape Lessening Posture) Purpose of HELP</p><p>Intro Huddle Position -with partner -with group Emphasis on quiet and conserving energy, little movement</p><p>Visual Distress Signals (p 28 of Bookwork to distinguish need teachers book) for and appearance of different distress signals</p><p>Fire Extinguishers Bookwork to see different types of Fire extinguishers</p><p>Pull pin Aim Squeeze handle Sweep Navigation Rules (Boat) Driver responsibility: wake, safety, direction - head to head - overtaking - perpendicular terms stand on, give way Try each navigation rule while pretending in the shallow end Reaching Assists</p><p>Storage and maintenance of equipment:</p><p> use of helmets and PFD’s  storing of kayaks and how to remove and return to proper place  Practice fitting the helmets and adjusting the PFD’s to fit properly  Enter the pool so that they can feel the buoyancy Proper technique for getting in sensation. and out of the kayaks.  Take down and replace the kayaks 3 times</p><p> Enter the kayaks first on deck, then from side of the Proper use of paddle pool holding gunnels or rear end first</p><p> hand positioning</p><p> paddle angle for 360 turn, moving forward and backwards, and draw stroke Re-entering kayak after a roll  dragging for stopping and turning</p><p> side entry  entry from the stern Emptying kayak after  shallow or deep water entry swamping</p><p> Bring kayak back to the side of the pool and empty out the excess water by rocking bow to stern and back</p><p>Other Water Activities PWC’S PWC’S Characteristics PWC’S Operation Swimming & Diving Canoeing & Kayaking Paddling Tips Sailing Hunters & Anglers Water Sking & Similar Activies</p><p>PA Operation Requirements & Mandatory Boating Education Navigation & Communications Navigational Rules Proper Lookout Safe Speed Risk of Collision Rules for Power Driven Vessels Underway Head – on (Meeting) Overtaking (Passing) Crossing Situation Sound Signals Night Operation and Lights Aids to Navigation Boat Operation Trailering Launch & Retrieving Boarding Boat Trim Capsizing Falls Overboard Running A ground Boating Handling Docking Anchoring</p><p>Safety & Rescue Water Hazards Large Bodies of Water Wind & Waves Tides & Tidal Currents Dams Weather Rescue & Survival Reach Throw Row Go Cold Water Hypothermia (First Aid) Alcohol & Boating Physical Education Curriculum Map Water Aerobics Grade: 8</p><p>Enduring Understandings:  Participation in physical activity impacts wellness throughout a lifetime.  Community well-being is dependent upon a balance of personal and social responsibility. Essential Questions:  How does participating in physical activity affect you?  How can exercise be used to improve health and fitness?  How can the choices you make today, influence your future health and happiness? Pennsylvania Standards Content Skills Assessment 10.4.9. A: Analyze and engage Water Aerobics Shallow End Routine Teacher Observation in physical activities that are developmentally/ individually Deep End Routine Written Assessment appropriate and support achievement of personal fitness Water Walking Heart Rate Monitoring and activity goals. 10.4.9. D: Analyze factors that 8th Grade Water Aerobics affect physical activity ***District Assessment*** preferences of adolescents.</p><p> skill competence  social benefits  previous experience  activity confidence</p><p>10.5.9. A: Describe and apply the components of skill-related fitness to movement performance.  agility  balance  coordination  power  reaction time</p><p>10.5.9. D: Identify and describe the principles of training using appropriate vocabulary.</p><p> specificity  overload  progression  aerobic/anaerobic  circuit/interval </p><p> repetition/set Physical Education Curriculum Map Dance Grade: 8 Enduring Understandings:  Quality lifelong movement is based on scientific concepts/principles.  Health concepts are essential for wellness and a health-enhancing lifestyle. Essential Questions:  Why do people choose group activities over individual activities or individual activities over group activities?  How can you become an advanced mover?  How can exercise be used to improve health and fitness?  How can I prepare my body for safe physical activity? Pennsylvania Standards Content Skills Assessment 10.3.6. D. Analyze the role of Dance Skills Assessment individual responsibility for  Social Dances  Create your own safety during physical activity.  Routine  Teacher Assessment 10.4.6. A: Identify and engage  Rhythm  Dancing with the Stars in moderate to vigorous  Coordination Competition (Students physical activities that are critiqued on skill, contribute to physical fitness creative and and health. cooperation) 10.4.6. B: Explain the effects of regular participation in moderate to vigorous physical activities on the body systems. 10.4.6. D. Describe factors that affect childhood physical activity preferences. 10.5.6. A. Explain and apply the basic movement skills and concepts to create and perform movement sequences and advanced skills. Physical Education Curriculum Map Invasion Games Grade: 8</p><p>Enduring Understandings:  Participation in physical activity impacts wellness throughout a lifetime.  Quality lifelong movement is based on scientific concepts and principles. Essential Questions:  How can physical activity choices impact my life as an adolescent?  How can you improve the quality of complex movements?  What types of strategies would you use to be successful in a complex game situation? Pennsylvania Standards Content Skills Assessment 10.3.6 D. Analyze the role of Invasion Games Written Assessment individual responsibility for  Can Include Many Basics safety during physical activity. Different Types of Throwing 10.4.6. E. Identify factors that Games have an impact on the Catching 8th Grade Invasion Games relationship between regular Assessment participation in physical Offense: ***District Assessment*** activity and the degree of motor  moving to space skill improvement.  cutting Peer Observation 10.4.6. F. Identify and describe  faking positive and negative  teamwork Teacher Observation interactions of group members in physical activities. Defense  man to man 10.5.6. A. Explain and apply  zone/area the basic movement skills and  teamwork concepts to create and perform movement sequences and advanced skills. Floor Hockey Goggles assignment and usage Holding the stick 10.5.6. B. Identify and apply Intro Rules and equipment Dribble: small controlled taps Peer Observation the concepts of motor skill using either or both sides of development to a variety of Passing: stick. Ball stays in front of Partner pass: # of completed basic skills. body slightly to one side. controlled passes 10.5.6. C. Describe the Loose dribble, tight dribble relationship between practice From stationary position 2 V 2: 3 completed passes and skill development. - give with the ball as it equals 1 point 10.5.6. E. Identify and use approaches scientific principles that affect - control ball before Monkey in the middle basic movement and skills returning using appropriate vocabulary. - protect the ball by using 2 min games, checking skills 10.5.6. F. Identify and apply both sides of stick game strategies to basic games Moving with a partner Partner assessment while game and physical activities - Pass ahead of partner to takes place 10.4.9 E. Analyze factors that Using Space their outstretched stick impact on the relationship - Control before returning between regular participation in pass, may require small physical activity and motor amt of dribbling skill improvement Moving to a space to receive a  personal choice pass  developmental Creating Space - partner with ball stays differences Game Play and strategy still, partner w/o moves  amount of physical to any space to receive activity pass  authentic practice Rules for game play 10.4.9 F. Analyze the effects  6 v 6 of positive and negative  Bully starts game interaction of adolescent group  3 offense cross center line member in physical activity and stay there  group dynamics  2 defense stay on their side  social pressure of court 10.5.9 A. Describe and apply  If no goalie, then net down the components of skill related fitness to movement Soccer Teacher and peer visual performance Receiving/Trapping assessment  agility  balance  Body over ball (B.O.B.)  coordination  Use various surfaces  power (feet, thigh, etc.) Student Skill self check  reaction time  speed 10.5 .9. B. Describe and apply concepts of motor skill Passing  Body over ball (B.O.B.) development that impact the  Different surfaces of quality of increasingly complex your foot inside/outside movement  Shoulders to target  response selection  Position of “non-  stages of learning a kicking” foot (next to motor skill ball)  types of skill Dribbling 10.5.9 C. Identify and apply practice strategies for skill improvement.  Body over ball (B.O.B.) 10. 5.9 F. Describe and apply  Head up (“see” where game strategies to complex going) games and physical activities  Change of speed and  offensive strategies direction  defensive strategies  Different surfaces of  time management foot</p><p>Offensive: Teacher generated peer and teacher assessment of game  Give and go  Moving to open space strategies  Dump and run</p><p>Defensive: </p><p> Person to person Game strategy  Zone defense Basketball Dribbling  Demonstrate the proper Basketball Assessment techniques that ***District Assessment*** surround the skill of dribbling Dribble Protect  Identify cues used in Dribble Relay dribbling</p><p>Passing  Demonstrate the Completion of partner pass fundamental passes Passing relay used in basketball: bounce, chest, and overhead.</p><p> Identifying the proper Shooting way to perform a lay-up Shooting Stars and jump-shot Jump-shot relay Defense/Strategy  One-on-one defense  Zone Three pass basketball  Team defense Three on three rise and shine Physical Education Curriculum Map Orienteering Grade: 8</p><p>Enduring Understandings:  Participation in physical activity impacts wellness throughout a lifetime.  Community well-being is dependent upon a balance of personal and social responsibility. Essential Questions:  How are your present choices connected to your health throughout your adult life?  How can the choices you make today, influence your future health and happiness?  How would you evaluate your physical activity choices and the way they affect your ability to achieve your fitness and activity goals? Pennsylvania Standards Content Skills Assessment 10.4.9. C. Analyze factors that Estimating distance Pacing- using 2 strides (pace), Pacing between cones at affect the responses of body students will walk/jog between varying distances systems during moderate to 2 points and convert # of paces vigorous physical activities. into feet. 10.4.9. D. Analyze factors that Understanding direction affect physical activity Reading a compass and Apply the principles of preferences of adolescents. determining other ways to find compass reading to find 10.4.9 F. Analyze the effects Topographical map reading North, South, East and West. bearings. of positive and negative interaction of adolescent group Recognizing the lines and member in physical activity Orienting oneself on the map. demarcations for different land Mini orienteering course to find  group dynamics formations 6 control points.  social pressure Learning an orienteering Identify where you are on the challenge map when walking through the campus and the adjoining Larger scale orienteering course woods. covering the entire school campus and including the Reading the map and locating woods. control points under time pressure and accuracy 8th Grade Orienteering Assessment ***District Assessment*** Physical Education Curriculum Map Adventure Challenge Grade: 8</p><p>Enduring Understandings:  Health concepts are essential for wellness and a health-enhancing lifestyle.  Safety impacts individual and community well-being. Essential Questions:  How can physical activity choices impact my life as an adolescent?  How would you evaluate your physical activity choices and the way they affect your ability to achieve your fitness and activity goals?  How can using safe practices and strategies influence injury prevention, emergency preparedness and conflict management?  How do you determine an environment is safe? Pennsylvania Standards Content Skills Assessment 10.3.6. C. Describe strategies Team Challenge  Safety rules Teacher Observation to avoid or manage conflict and  Cooping with fear violence.  Partner  Rational decision Written Assessment making th 10.3.6. D. Analyze the role of  Small group  Developing 8 Grade Team Challenge individual responsibility for communication skills Assessment safety during physical activity.  Big group  Leaders and followers ***District Assessment***  Develop strength and 10.4.6. F. Identify and describe flexibility positive and negative  Develop self esteem interactions of group members  Creating teamwork in physical activities.  Enhancing cooperation 10.5.6 A. Explain and apply skills the basic movement skills and  Problem solving concepts to create and perform movement sequences and advanced skills. 10.5.6. E. Identify and use scientific principles that affect basic movement and skills using appropriate vocabulary Physical Education Curriculum Map Orienteering Grade: 8</p><p>Enduring Understandings:  Participation in physical activity impacts wellness throughout a lifetime.  Community well-being is dependent upon a balance of personal and social responsibility. Essential Questions:  What can you observe and infer about the way your personal choices affect the functioning of the body?  How can exercise be used to improve health and fitness?  How can strategies affect the outcome of a game or physical activity?  How can you become an advanced mover?  How can the individual impact the group during physical activities and how can the group impact the individual during physical activities? Pennsylvania Standards Content Skills Assessment 10.3.6 .A. Explain and apply Class rules Attendance Cards Teacher Observation safe practices in the home, Class Rules school and community. Whistle System 8th Grade Biking Assessment  emergencies (e.g., fire, ***District Assessment*** natural disasters) Equipment Safety Moving Helmet and Bike  personal safety (e.g., home Ranks alone, latch key, (Number Identification on harassment) Rank)  communication (e.g., Helmet Fit Removing Bikes From Racks telephone, Internet)  violence prevention (e.g., Helmet square on head gangs, weapons) Chin Strap Adjustment 10.3.6. B. Know and apply Bike Sizing Back Dial Adjustment appropriate emergency responses. Identify proper fitting bike  basic first aid  Heimlich maneuver ABC Check Air, Brakes, Cranks  universal precautions Mounting Straddle Mount 10.3.6 D. Analyze the role of Power Pedal Start individual responsibility for Glide Start safety during physical activity. 10.4.6. E. Identify factors that Dismounting Stop and Step Off to Straddle have an impact on the Swing Leg Over to Stop relationship between regular Emergency Stop participation in physical Riding Positions activity and the degree of motor In Saddle skill improvement. Standing 10.4.6. F. Identify and describe Forward positive and negative Off of Seat Over back Tire interactions of group members in physical activities. Gearing Gear Up and Gear Down including Front and Back Sprockets Physical Education Curriculum Map Fitness Lab Grade: 8</p><p>Enduring Understandings:  Participation in physical activity impacts wellness throughout a lifetime.  Quality lifelong movement is based on scientific concepts/principles. Essential Questions:  How can physical activity choices impact my life as an adolescent?  What principles can be used to improve physical fitness? Pennsylvania Standards Content Skills Assessment 10.4.6. A: Identify and engage Fitness lab Heart Rate Fitness Center Daily Log Cards in moderate to vigorous  Resting physical activities that  Maximal contribute to physical fitness  Target Zone and health. Weight Lifting  Set 10.4.6. B: Explain the effects  Repetition of regular participation in  Weight Stations moderate to vigorous physical  Muscular Strength activities on the body systems.  Muscular Endurance Cardiovascular 10.4.6. C. Identify and apply ways to monitor and assess the  Heart Rate body’s response to moderate to  Machine Stations vigorous physical activity. Flexibility  Range of Motion 10.4.6. D. Describe factors that  Elasticity affect childhood physical  Plasticity activity preferences. Dynamic Warm-up  Walking 10.5.6. A. Explain and apply Lunges/Lunges w/Twist the basic movement skills and  Knee Hugs concepts to create and perform  High Knees/ Butt Kicks movement sequences and  Ankle Raises advanced skills.  Leg Claps Yoga 10.5.6. B. Identify and apply the concepts of motor skill development to a variety of basic skills Physical Education Curriculum Map Golf Grade: 8</p><p>Enduring Understandings:  Participation in physical activity impacts wellness throughout a lifetime.  Quality lifelong movement is based on scientific concepts/principles. Essential Questions:  Why do people choose the physical activities they participate in over a lifetime?  How can participation in physical activity enhance my life?  How can you enhance the quality of movement for lifelong participation in physical activity?  What knowledge is necessary to create a personal fitness program?  How do scientific principles, biomechanical principles and practice strategies influence movement forms?  What knowledge is needed to select an appropriate response in a variety of physical activities? Pennsylvania Standards Content Skills Assessment 10.4.9 F. Analyze the effects Golf Fundamentals Grip: Teacher Observation of positive and negative  Baseball, overlap, interaction of adolescent group interlock Peer Assessment member in physical activity Stance:  group dynamics  Ball position, posture Skill Check Off Sheet  social pressure Full Swing: 10.5.9 A. Describe and apply Swing  Take away Etiquette Self Check Off Sheet the components of skill related  Back swing fitness to movement  Follow through performance **head position stays the  agility same throughout**  balance Pitch shot:  coordination  Stance  power  Ball placement  reaction time  Distance control: knee  speed to knee or belt to belt Chip shot:  Same as pitch</p><p>Putting:  Stance  Grip  Ball placement  Hit through the ball  Aim  Pendulum swing  Wrist and forearm locked Game Strategy Scoring:  Birdie, par, bogie, eagle</p><p>Golf Etiquette Etiquette  No disturbance or distraction  Safety  Honesty and integrity  Pace of play  Care of the course Physical Education Curriculum Map Racquet Activities Grade: 8</p><p>Enduring Understandings:  Participation in physical activity impacts wellness throughout a lifetime.  Quality lifelong movement is based on scientific concepts/principles. Essential Questions:  How can strategies affect the outcome of a game or physical activity?  How can exercise be used to improve health and fitness?  How are scientific principles important in physical activities?  How does participating in physical activity affect you? Pennsylvania Standards Content Skills Assessment 10.4.6. A: Identify and engage Racket Activities Volley with a partner- back up Teacher Observed Drills in moderate to vigorous after 5 successful hits physical activities that Warm-up Teacher Observed Game Play contribute to physical fitness and health. Basic Hits Perform Forehand technique King of the court</p><p>10.4.6. B: Explain the effects Perform Backhand technique 8th Grade Racquet Sports of regular participation in Assessment moderate to vigorous physical Perform Serve *** District Assessment*** activities on the body systems.</p><p>10.4.6. D. Describe factors that Etiquette/ rules/court Review etiquette, rules and the affect childhood physical court lines activity preferences. Strategies 10.5.6. A. Explain and apply Play offensive/defensive game the basic movement skills and using ball only concepts to create and perform Tournament movement sequences and advanced skills. 10.5.6. C. Describe the Tournament- doubles relationship between practice and skill development.</p><p>10.5.6 D. Describe and apply the principles of exercise to the components of health-related and skill-related fitness. Physical Education Curriculum Map Volleyball Grade: 8</p><p>Enduring Understandings:  Participation in physical activity impacts wellness throughout a lifetime.  Community well-being is dependent upon a balance of personal and social responsibility. Essential Questions:  How can I prepare my body for safe physical activity?  What types of strategies would you use to be successful in a complex game situation?  How would you evaluate your physical activity choices and the way they affect your ability to achieve your fitness and activity goals?  How can you improve the quality of complex movements? Pennsylvania Standards Content Skills Assessment 10.3.6. D. Analyze the role of Volleyball Team Play Peer Assessment individual responsibility for  Rules safety during physical activity  Passing Forearm Pass 8th Grade Volleyball 10.4.6. E. Identify factors that  Attacks Assessment have an impact on the  Serving Set ***District Assessment*** relationship between regular participation in physical Hit activity and the degree of motor skill improvement. Use of 3 hits 10.4.6. F. Identify and describe positive and negative interactions of group members in physical activities. 10.5.6. A. Explain and apply the basic movement skills and concepts to create and perform movement sequences and advanced skills.</p><p>10.5.6. B. Identify and apply the concepts of motor skill development to a variety of basic skills. 10.5.6. C. Describe the relationship between practice and skill development. 10.5.6 D. Describe and apply the principles of exercise to the components of health-related and skill-related fitness. 10.5.6. E. Identify and use scientific principles that affect basic movement and skills using appropriate vocabulary. 10.5.6. F. Identify and apply game strategies to basic games and physical activities</p>