physical education & health


Speedball. Tchoukball. Team Handball. Tennis. Throwing and Catching. Track and Field. Volleyball. Walking. Dance. Basketball. Chasing and Fleeing. Activities.

PHYSICAL EDUCATION & HEALTH K-12 CURRICULUM MAP

JUNE 2017

Table of Contents Acknowledgements ............................................................................................................................................3 District and Subject Mission Statements....................................................................................................4 SCSD#1 Curriculum Terminology .................................................................................................................5 How to Read the Physical Education and Health Curriculum Map ..................................................6 Physical Education Curriculum at a Glance ...............................................................................................7 Health Curriculum at a Glance .......................................................................................................................9 K-12 Physical Education Curriculum Kindergarten Physical Education ....................................................................................................10 1st Grade Physical Education ............................................................................................................11 2nd Grade Physical Education ...........................................................................................................13 3rd Grade Physical Education ...........................................................................................................15 4th Grade Physical Education ...........................................................................................................17 5th Grade Physical Education ...........................................................................................................19 6th Grade Physical Education ...........................................................................................................21 7th Grade PE I .........................................................................................................................................24 8th Grade PE II ........................................................................................................................................27 Physical Education (Grades 9-12)...................................................................................................30 PE1 .............................................................................................................................................................30 PE1 Swim .................................................................................................................................................30 Advanced Aquatics ..............................................................................................................................34 Choice-based Fitness ..........................................................................................................................37 Play Fit ......................................................................................................................................................39 Challenge Course Physical Education...........................................................................................41 Strength Conditioning........................................................................................................................43 K-12 Health Curriculum Kindergarten - 1st Grade Health .....................................................................................................45 2nd Grade Health ...................................................................................................................................46 3rd Grade Health ...................................................................................................................................48 4th Grade Health ...................................................................................................................................50 5th Grade Health ...................................................................................................................................52 6th Grade Health ...................................................................................................................................54 7th Grade Health ...................................................................................................................................56 Grades 9-12 Health .............................................................................................................................59 Appendices A – Optional Activities and Topics for PE and Health ............................................................62 B – Pacing Guide ..................................................................................................................................64 C – Instructional Planning Resource .............................................................................................65 Sweetwater County School District #1 PE and Health Curriculum

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Acknowledgements

Special thanks go to the members of the Health and Physical Education Subject Area Committee for their hard work in creating this curriculum: Darcy Bath Fred Bath Wendy Bider Jason Doerr Sean Grube Stephanie Hardesty

Annette Ice Taylor Kelting Lollie Lebario Cedric Philo Deb Stephenson

Also acknowledged are the members of the Community Curriculum Council: Wanda Maloney Chris Jacobsen Cheryl Notman Lorna Bath John Firme Michelle Blake Casey Walker

Sweetwater County School District #1 PE and Health Curriculum

Andrea Carroll Karen Zahn-Anderson Angie Spann Lollie Lebario Tammy Macy Michelle Davies Tammy Fausett Lisa Coursey

Daryl Michael Cristy Pelham Karl Wells Rick Edwards Shannon Garrison Annie Fletcher Colby Lynch

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Sweetwater County School District #1 Vision Statement As an innovative district, united with our community, we empower and inspire ALL students to academic excellence in pursuit of their interests and passions.

Sweetwater County School District #1 Mission Statement To provide a quality education for ALL students. The district will accomplish this by:     

making students our first priority utilizing community partnerships promoting professional excellence being committed to excellence in education providing a safe, orderly and efficient environment for learning

Health and Physical Education Mission Statement The mission of the health and physical education curriculum is to provide our students with foundational knowledge of physical fitness concepts and health skills to promote lifetime health, wellness, and fitness. Our students will demonstrate the skills necessary to become productive and healthy citizens. Students will demonstrate: 

Individual, dual, team, and lifetime fitness activities 

Movement, manipulative, and specialized skills as well as tactics and strategies to be successful



Fitness and physical activities to improve overall health and personal fitness concepts 

Target heart rate and 5 fitness components (cardiovascular, muscular strength, muscular endurance, flexibility, and body composition)

 

FITT principle (Frequency, Intensity, Time and Type of activity)

Personal and social responsibility skills 

Effective communication, rules, safe practices, and enjoyment through health and physical activity



Decision-making and problem solving



Evaluate health information, products, and resources

Sweetwater County School District #1 PE and Health Curriculum

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Sweetwater County School District No. 1 Curriculum Terms Curriculum Term Community Curriculum Council (CCC)

Definition

Curriculum map

advisory council responsible for evaluating current systems and making recommendations regarding curriculum, instruction, and assessment practices team of representatives from a specific subject area who will write the curriculum and common assessments what SCSD1 values and guarantees that students will learn

Purpose statement

identifies the purpose of a class

Benchmark

overall outcome for a unit

Learning target

individual skills that lead up to achieving the benchmark

Resource, textbook, program, etc. Pacing Guide

resource adopted by the district to help teach the local curriculum identifies when a benchmark will be taught and when it will be assessed organizational tool for planning lessons based on learning targets rather than days informal assessment used to direct instruction

Subject Area Committee (SAC)

Instructional Planning Resources (IPR) Formative assessment Common Assessment

Sweetwater County School District #1 PE and Health Curriculum

common assessment given within a benchmark by all teachers who teach the same class

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How to Read the Physical Education and Health Curriculum Map

Purpose Statement identifies the purpose of a class and what is new or different at this level.

Purpose Statement:

Students will describe school and community resources that avoid/reduce health risks and the steps of effective communication. Students will explain simple steps for problem solving and decisionmaking.

Benchmark overall objective for a unit Benchmarks: Students will explain behaviors that prevent the spread of disease.

H3.1

Health Standard Reference

H3.1.1

Explain behaviors that prevent the spread of germs.

4.4.3

H3.1.2

Explain behaviors that prevent illness at school.

4.4.3

H3.1.3

Explain behaviors that prevent personal illness when a family member/friend is sick at home or community.

4.4.3

Learning Target Code H3.1.1 = Subject area (Health) H3.1.1 = Grade level or course H3.1.1 = Benchmark H3.1.1 = Learning target

Sweetwater County School District #1 PE and Health Curriculum

Learning Targets are individual skills that lead up to achieving the benchmark.

WY Health Education Standard Reference 4.4.3 = Grade level 4.4.3 = Standard 4.4.3 = Benchmark

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Physical Education Curriculum at a Glance Grade Level or Course

Purpose Statement

Kindergarten Physical Education

Students will attempt specific loco-motor, body control and manipulative skills in an individual practice (walk, run, skip, gallop, hop/jump). Students will attempt personal fitness assessments, 5 components of fitness and the benefits of physical activity.

1st Grade Physical Education

Students are introduced to loco-motor, body control and manipulative skills in an individual practice. Students will participate in personal fitness assessments, and identify the 5 components of fitness and identify the benefits of physical activity.

2nd Grade Physical Education

Students will combine loco-motor and body control skills in partner practice. Students will demonstrate individual manipulative skills and explain the benefits of physical activity.

3rd Grade Physical Education

Students will combine loco-motor and body control skills in small-sided practice. Students will demonstrate individual manipulative skills. Students will define principals of fitness (FITT) and the 5 components of fitness.

4th Grade Physical Education

Students will combine loco-motor, body control and manipulative skills in small-sided practice tasks. Students will explain principles of fitness, and the 5 components of fitness.

5th Grade Physical Education

Students will demonstrate fundamental movement concepts, fitness concepts, and personal and social behaviors through modified physical activities.

6th Grade Physical Education

Students will apply age appropriate movement concepts, fitness activities, and personal and social behaviors in a variety of diverse physical activities through modified individual, dual, team and lifetime activities.

7th Grade PE I

Students will demonstrate or explain age appropriate skills relating to movement concepts, fitness activities, and personal/social behavior to enhance overall wellness.

8th Grade PE II

Students will perform or analyze age appropriate skills/programs relating to movement concepts, fitness activities, and personal/social behavior to enhance overall wellness.

Sweetwater County School District #1 PE and Health Curriculum

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Physical Education PE I PE I Swim

Students will assess their individual physical fitness levels in the five health related fitness components (cardiovascular endurance, muscular strength, muscular endurance, flexibility and body composition). Students will set goals and evaluate progress related to the fitness components while participating in individual; dual, lifetime and team activities that help enhance physical fitness levels and promote selfexpression and enjoyment.

Advanced Aquatics

Students will engage in a variety of aquatic activities that include individual, dual and team activities which will incorporate the five health related components of fitness (cardiovascular endurance, muscular endurance, muscular strength, flexibility and body composition). Students will complete certification of lifeguarding and/or scuba diving.

Choice-based Fitness

Students will independently design a program according to the FITT principle and the 5 health related components of fitness. Students will also demonstrate and apply the importance of safety, technique (performance and spotting), as well as the proper protocol involved for any individual at any type of fitness facility.

Play Fit

Students will participate in game strategies/tactics and will demonstrate appropriate personal/social behavior while participating in a variety of dual, team and lifetime activities to enhance physical fitness levels and promote self-expression and enjoyment.

Challenge Course Physical Education

Strength Conditioning

Students will develop leadership, cooperation, communication, problem solving, and teamwork skills through adventure-based programming. Students will evaluate their successes/failures and how it can be applied to real-life experiences. Students will demonstrate proper lifting techniques in the categories of core, auxiliary and machine lifts. Students will evaluate individual performance levels and implement a strength and conditioning program that is unique to the student. Students will also demonstrate proper protocol involved for any individual at any type of fitness facility.

Sweetwater County School District #1 PE and Health Curriculum

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Health Curriculum at a Glance Grade Level or Course

Purpose Statement

Kindergarten - 1st Grade Health

Students will identify behaviors that improve health and/or avoid health risks, prevent the spread of disease, and identify and control emotions.

2nd Grade Health

Students will identify and demonstrate the ability to access resources at school that can enhance health and reduce health risks. Students will identify characteristics of effective communication for expressing needs, wants and feelings. Students will identify situations where assistance is needed with simple health problems and decisions.

rd

Students will describe school and community resources that avoid/reduce health risks and the steps of effective communication. Students will explain simple steps for problem solving and decisionmaking.

th

4 Grade Health

Students will describe trusted resources at school and in the community to enhance health, the steps of effective communication and refusal skills, and demonstrate simple steps for problem solving and decision-making.

5th Grade Health

With assistance, students will use given information on health-related topics; apply communication, problem solving, decision-making skills and personal and social responsibility to enhance health or avoid health risks.

3 Grade Health

6 Grade Health

Students will access information on health related topics and apply skills, communication, problemsolving, decision-making, and personal and social responsibility, to enhance health and reduce or avoid health risks.

7th Grade Health

Students will analyze health information, products, and resources; explain and demonstrate problem solving, decision-making, communication skills, and personal and social responsibility to enhance health and reduce health risks.

9th Grade Health

Students will evaluate health information, products and resources; apply, analyze, and evaluate problem solving and decision-making skills. Students will demonstrate, evaluate and delineate effective communication skills and personal/social responsibility to enhance health and reduce health risks.

th

Sweetwater County School District #1 PE and Health Curriculum

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Kindergarten Physical Education

Purpose Statement:

Students will attempt specific loco-motor, body control and manipulative skills in an individual practice (walk, run, skip, gallop, hop/jump). Students will attempt personal fitness assessments, 5 components of fitness and the benefits of physical activity.

Benchmarks: PEK.1

Students will follow rules and safe practices, and interact positively while participating in physical activities.

Physical Education Standard Reference

PEK.1.1

Follow rules and safe practices.

2.3.1

PEK.1.2

Demonstrate socially responsible behavior (for example: waiting their turn, inside voice, appropriate use of equipment).

2.3.2

PEK.1.3

Work hard in physical activities and discover physical activities that promote self-expression and positive social interaction.

PEK.2

Students will attempt fundamental loco-motor skills and how they relate to space and relationships (walk, run, skip, gallop, hop/jump). Students will participate in Fitness-gram testing.

PEK.2.1

Attempt loco-motor skills. (walk, run, skip, gallop, hop/jump)

PEK.2.2

Attempt fundamental movement concepts related to space and relationships (for example: move in general/personal space safely).

PEK.2.3

Attempt fitness testing.

PEK.3

Students will attempt body control skills (balance, agility, rolling, landing).

2.3.3 2.3.4

Physical Education Standard Reference 2.1.1 2.1.5 2.1.4 2.1.8 2.2.1

Physical Education Standard Reference

PEK.3.1

Attempt balance activities.

2.1.6

PEK.3.2

Attempt body rolling

2.1.2

PEK.3.3

Attempt landing

2.2.2

Sweetwater County School District #1 PE and Health Curriculum

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1st Grade Physical Education

Purpose Statement:

Students are introduced to loco-motor, body control and manipulative skills in an individual practice. Students will participate in personal fitness assessments, and identify the 5 components of fitness and identify the benefits of physical activity.

Benchmarks: PE1.1

Students will follow rules and safe practices, and interact positively while participating in physical activities.

Physical Education Standard Reference

PE1.1.1

Follow rules and safe practices.

2.3.1

PE1.1.2

Demonstrate socially responsible behavior (for example: waiting their turn, inside voice, appropriate use of equipment).

2.3.2

PE1.1.3

Work hard in physical activities and discover physical activities that promote self-expression and positive social interaction.

PE1.2

Students will identify and demonstrate fundamental loco-motor skills and how they relate to space and relationships. Students will identify muscular and cardiovascular endurance.

PE1.2.1

Identify and demonstrate loco-motor skills.

PE1.2.2

Identify and demonstrate fundamental movement concepts related to space and relationships (for example: appropriate speed of movement).

PE1.2.3

Identify muscular endurance and cardiovascular endurance fitness components.

PE1.3

Students will identify and demonstrate body control skills and identify muscular strength and flexibility components.

2.3.3 2.3.4

Physical Education Standard Reference 2.1.1 2.1.5 2.1.4 2.1.8 2.2.3

Physical Education Standard Reference

PE1.3.1

Identify body control skills.

2.1.6

PE1.3.2

Demonstrate body control skills (for example: rolling, landing, fluidity of movement).

2.1.2

Sweetwater County School District #1 PE and Health Curriculum

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PE1.3.3

PE1.4

Identify muscular strength and flexibility fitness components.

Students identify and demonstrate manipulative skills; and identify current fitness levels, benefits of physical activity, body composition and principles of fitness.

2.2.3

Physical Education Standard Reference

PE1.4.1

Identify manipulative skill cues.

2.1.7

PE1.4.2

Demonstrate developing control of a variety of manipulative skills.

2.1.3

PE1.4.3

Identify current levels of personal fitness.

2.2.1

PE1.4.4

Identify benefits of physical activity.

2.2.2

PE1.4.5

Identify body composition.

2.2.3

PE1.4.6

Identify principles of fitness (for example FITT).

2.2.3

PE1.4.7

Engage in a variety of physical activities to enhance fitness.

2.2.4

Sweetwater County School District #1 PE and Health Curriculum

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2nd Grade Physical Education

Purpose Statement:

Students will combine loco-motor and body control skills in partner practice. Students will demonstrate individual manipulative skills and explain the benefits of physical activity.

Benchmarks: PE2.1

Students will follow rules and safe practices, and interact positively while participating in physical activities.

Physical Education Standard Reference

PE2.1.1

Follow rules and safe practices.

2.3.1

PE2.1.2

Demonstrate socially responsible behavior (for example: waiting their turn, inside voice, appropriate use of equipment).

2.3.2

PE2.1.3

Work hard in physical activities and discover physical activities that promote self-expression and positive social interaction.

PE2.2

Students will identify and demonstrate loco-motor skills, fundamental movement concepts and identify muscular endurance and cardiovascular endurance.

PE2.2.1

Identify and demonstrate loco-motor skills.

PE2.2.2

Identify and demonstrate fundamental movement concepts related to space, effort and relationships.

PE2.2.3

Identify muscular endurance and cardiovascular endurance fitness components.

PE2.3

Students will identify and demonstrate body control skills and identify muscular strength and flexibility.

2.3.3 2.3.4

Physical Education Standard Reference 2.1.1 2.1.5 2.1.4 2.1.8 2.2.3

Physical Education Standard Reference

PE2.3.1

Identify body control skills.

2.1.6

PE2.3.2

Demonstrate body control skills.

2.1.2

PE2.3.3

Identify muscular strength and flexibility fitness components.

2.2.3

Sweetwater County School District #1 PE and Health Curriculum

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PE2.4

Students will identify manipulative skill cues and demonstrate developing manipulative skills. Student will identify current levels of fitness, benefits of physical activity, body composition and principles of fitness while engaging in a variety of physical activities.

Physical Education Standard Reference

PE2.4.1

Identify manipulative skill cues.

2.1.7

PE2.4.2

Demonstrate developing a variety of manipulative skills.

2.1.3

PE2.4.3

Identify current levels of personal fitness

2.2.1

PE2.4.4

Identify benefits of physical activity

2.2.2

PE2.4.5

Identify body composition.

2.2.3

PE2.4.6

Identify principles of fitness.

2.2.3

PE2.4.7

Engage in a variety of physical activities to enhance fitness.

2.2.4

Sweetwater County School District #1 PE and Health Curriculum

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3rd Grade Physical Education

Purpose Statement:

Students will combine loco-motor and body control skills in small-sided practice. Students will demonstrate individual manipulative skills. Students will define principals of fitness (FITT) and the 5 components of fitness.

Benchmarks: PE3.1

Students will exhibit appropriate personal and social behavior within the physical activity setting to provide for a safe and positive learning environment.

Physical Education Standard Reference

PE3.1.1

Demonstrate an understanding of positive communication skills with teacher and peers.

5.3.2

PE3.1.2

Demonstrate appropriate safe practices and expectations for each activity.

5.3.1

PE3.1.3

Participate fully with all physical activities and demonstrates enjoyment in most.

5.3.3

PE3.1.4

Demonstrate self-expression and interacts positively with partners or small groups through physical activities.

5.3.4

PE3.2

Students will demonstrate and describe loco-motor and body control skill and define muscular endurance and cardiovascular endurance.

PE3.2.1

Demonstrate a combination of loco-motor and body control skills.

PE3.2.2

Describe loco-motor skill cues, body control skill cues and principles of movement.

PE3.2.3

Define muscular endurance and cardiovascular endurance fitness components.

Sweetwater County School District #1 PE and Health Curriculum

Physical Education Standard Reference 5.1.1 5.1.2 5.1.5 5.1.6 5.1.8 5.2.3

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PE3.3

Students will demonstrate combinations of body control skills and describe body control skill cues, and define muscular strength and flexibility fitness components.

Physical Education Standard Reference

PE3.3.1

Demonstrate a combination of body control skills.

5.1.2

PE3.3.2

Describe body control skill cues.

5.1.6

PE3.3.3

Define muscular strength and flexibility fitness components.

5.2.3

PE3.4

Students will describe and demonstrate manipulative skills and manipulative skill cues. Students will define body composition and principles of fitness in a variety of physical activities and identify their benefits.

Physical Education Standard Reference

PE3.4.1

Describe manipulative skill cues.

5.1.7

PE3.4.2

Demonstrate a variety of manipulative skills.

5.1.3

PE3.4.3

Identify health benefits of physical activity.

5.2.2

PE3.4.4

Define body composition.

5.2.3

PE3.4.5

Define principles of fitness (FITT).

5.2.3

PE3.4.6

Engage in a variety of physical activities to enhance fitness.

5.2.4

Sweetwater County School District #1 PE and Health Curriculum

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4th Grade Physical Education

Purpose Statement:

Students will combine loco-motor, body control and manipulative skills in small-sided practice tasks. Students will explain principles of fitness, and the 5 components of fitness.

Benchmarks: PE4.1

Students will exhibit appropriate personal and social behavior within the physical activity setting to provide for a safe and positive learning environment.

Physical Education Standard Reference

PE4.1.1

Demonstrate an understanding of positive communication skills with teacher and peers.

5.3.2

PE4.1.2

Demonstrate appropriate safe practices and expectations for each activity.

5.3.1

PE4.1.3

Participate fully with all physical activities and demonstrates enjoyment in most.

5.3.3

PE4.1.4

Demonstrate self-expression and interacts positively with partners or small groups through physical activities.

5.3.4

PE4.2

Students will demonstrate and explain loco-motor and body control skill cues; and, explain muscular endurance and cardiovascular endurance.

PE4.2.1

Demonstrate a combination of loco-motor and body control skills into movement patterns.

PE4.2.2

Explain loco-motor skill cues, body control skill cues and principles of movement.

PE4.2.3

Explain muscular endurance and cardiovascular endurance.

Sweetwater County School District #1 PE and Health Curriculum

Physical Education Standard Reference 5.1.1 5.1.2 5.1.5 5.1.6 5.1.8 5.2.3

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PE4.3

Students will demonstrate and explain combinations of body control skills and cues; and, explain muscular strength and flexibility.

Physical Education Standard Reference

PE4.3.1

Demonstrate a combination of body control skills.

5.1.2

PE4.3.2

Explain body control skill cues.

5.1.6

PE4.3.3

Explain muscular strength and flexibility.

5.2.3

PE4.4

Students will demonstrate and explain manipulative skills and cues. Students will explain body composition and principles of fitness in a variety of physical activities and identify their benefits.

Physical Education Standard Reference

PE4.4.1

Demonstrate a variety of manipulative skills.

5.1.3

PE4.4.2

Explain manipulative skill cues.

5.1.7

PE4.4.3

Identify health benefits of physical activity

5.2.2

PE4.4.4

Explain body composition.

5.2.3

PE4.4.5

Explain principles of fitness (FITT).

5.2.3

PE4.4.6

Assess current levels of personal health related fitness.

5.2.1

PE4.4.7

Engage in a variety of physical activities to enhance fitness.

5.2.4

Sweetwater County School District #1 PE and Health Curriculum

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5th Grade Physical Education

Purpose Statement:

Students will demonstrate fundamental movement concepts, fitness concepts, and personal and social behaviors through modified physical activities.

Benchmarks: PE5.1

Students will exhibit appropriate personal and social behavior within the physical activity setting to provide for a safe and positive learning environment.

Physical Education Standard Reference

PE5.1.1

Demonstrate an understanding of positive communication skills with teacher and peers.

5.3.2

PE5.1.2

Demonstrate appropriate safe practices and expectations for each activity.

5.3.1

PE5.1.3

Participate fully with all physical activities and demonstrates enjoyment in most.

5.3.3

PE5.1.4

Demonstrate self-expression and interacts positively with partners or small groups through physical activities.

5.3.4

PE5.2

Students will engage in health enhancing physical activities and demonstrate knowledge of personal fitness levels, principles/components of fitness, and the impact of technology to enhance personal health.

Physical Education Standard Reference

PE5.2.1

Demonstrate positive communication, safe practices, follows rules and expectations

5.3.2

PE.5.2.2

Assess personal levels of fitness.

5.2.1

PE5.2.3

Explain the principles/components of fitness (FITT, flexibility, cardiovascular endurance, muscular strength, muscular endurance and body composition) and practices of health-related fitness.

5.2.3

PE5.2.4

Identify the fitness principles/components of fitness in a variety of fitness related physical activities

PE5.2.5

Describe how a variety of fitness related products and technology are used to enhance personal health.

PE5.2.6

Engage in a variety of physical activities to enhance fitness.

Sweetwater County School District #1 PE and Health Curriculum

5.2.2 5.2.4 5.2.5 5.2.4

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PE5.3

Students will demonstrate use of loco-motor and body control skills to perform movement patterns in a variety of modified physical activities.

PE5.3.1

Demonstrate positive communication, safe practices, follows rules and expectations.

PE5.3.2

Demonstrate or explain elements of body control skills while participating in modified games or activities.

Physical Education Standard Reference 5.3.1 5.3.2 5.1.1 5.1.2 5.1.6

PE5.3.3

Demonstrate or explain tactics while participating in modified games or activities.

5.1.4

PE5.3.4

Demonstrate or explain elements of loco-motor skills while participating in modified games or activities.

5.1.1

5.1.8 5.1.5

Students will apply manipulative skills to perform movement patterns in a variety of modified physical activities.

Physical Education Standard Reference

PE5.4.1

Demonstrate positive communication, safe practices, follows rules and expectations

5.3.2

PE5.4.2

Explain or apply elements of manipulative skills while participating in modified games or activities.

PE5.4.3

Demonstrate or explain elements of body control skills while participating in modified manipulative games or activities.

PE5.4.4

Explain and apply tactics while participating in modified manipulative games or activities.

PE5.4.5

Demonstrate or explain elements of loco-motor skills while participating in modified manipulative games or activities.

PE5.4

Sweetwater County School District #1 PE and Health Curriculum

5.1.3 5.1.7 5.1.2 5.1.6 5.1.4 5.1.8 5.1.5

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6th Grade Physical Education

Purpose Statement:

Students will apply age appropriate movement concepts, fitness activities, and personal and social behaviors in a variety of diverse physical activities through modified individual, dual, team and lifetime activities.

Benchmarks: Students will demonstrate or explain performance principles in a variety of modified individual physical activities.

Physical Education Standard Reference

PE6.1.1

Demonstrate rules and safe practices in a variety of individual physical activities.

8.3.1

PE6.1.2

Demonstrate or explain performance principles in a variety of individual physical activities.

PE6.1.3

Demonstrate confidence/independence and enjoyment/self-expression to enhance individual activities.

PE6.1.4

Demonstrate or explain tactics and strategies in a variety of individual physical activities.

8.1.5

PE6.1.5

Demonstrate or explain elements of manipulative skills in a variety of individual physical activities.

8.1.2

PE6.1

PE 6.2

Students will demonstrate or explain the principles/components of health-related fitness.

8.1.1 8.1.6 8.3.3 8.3.4

Physical Education Standard Reference

PE6.2.1

Monitor individual personal fitness levels.

8.2.1

PE6.2.2

Identify principles/components (FITT, cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition) of health related fitness through fitness activities. Using fitness activities make connections to the principles /components that they address.

8.2.3

PE6.2.3

Engage in a variety of physical activities that enhance health-related fitness.

8.2.4

PE6.2.4

Explain how fitness-related products, technology and resources can improve your health and fitness literacy.

8.2.5

Sweetwater County School District #1 PE and Health Curriculum

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Students will demonstrate or explain performance principles in a variety of modified dual physical activities.

Physical Education Standard Reference

PE6.3.1

Demonstrate rules and safe practices in a variety of dual physical activities.

8.3.1

PE6.3.2

Demonstrate or explain performance principles in a variety of dual physical activities.

PE6.3.3

Demonstrate confidence/independence and enjoyment/self-expression to enhance dual physical activities.

PE6.3.4

Communicate effectively to promote respect and conflict resolution in dual physical activity settings.

8.3.2

PE6.3.5

Demonstrate or explain tactics and strategies in a variety of dual physical activities.

8.1.5

PE6.3.6

Demonstrate or explain elements of manipulative skills in a variety of dual physical activities.

8.1.2

PE6.3

8.1.1 8.1.6 8.3.3 8.3.4

Students will demonstrate or explain performance principles in a variety of modified team physical activities.

Physical Education Standard Reference

PE6.4.1

Demonstrate rules and safe practices in a variety of modified team physical activities.

8.3.1

PE6.4.2

Demonstrate or explain performance principles in a variety of modified team physical activities.

PE6.4.3

Demonstrate confidence/independence and enjoyment/self-expression to enhance modified team physical activities.

PE6.4.4

Communicate effectively to promote respect and conflict resolution in modified team physical activity settings.

8.3.2

PE6.4.5

Demonstrate or explain tactics and strategies in a variety of modified team physical activities.

8.1.4

PE6.4.6

Demonstrate or explain elements of manipulative skill in modified team physical activities.

8.1.2

PE 6.4

Sweetwater County School District #1 PE and Health Curriculum

8.1.1 8.1.6 8.3.3 8.3.4

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Students will demonstrate or explain performance principles in a variety of lifetime physical activities.

Physical Education Standard Reference

PE6.5.1

Demonstrate rules and safe practices in a variety of lifetime physical activities.

8.3.1

PE6.5.2

Demonstrate or explain performance principles in a variety of lifetime physical activities.

PE6.5.3

Demonstrate confidence/independence and enjoyment/self-expression to enhance a variety of lifetime physical activities.

PE6.5.4

Communicate effectively to promote respect and conflict resolution in lifetime physical activity settings.

8.3.2

PE6.5.5

Demonstrate or explain tactics and strategies in a variety of lifetime physical activities.

8.1.5

PE6.5.6

Demonstrate or explain elements of manipulative skills in a variety of lifetime physical activities.

8.1.2

PE 6.5

Sweetwater County School District #1 PE and Health Curriculum

8.1.1 8.1.6 8.3.3 8.3.4

Page 23 of 65

7th Grade PE I

Purpose Statement:

Students will demonstrate or explain age appropriate skills relating to movement concepts, fitness activities, and personal/social behavior to enhance overall wellness.

Benchmarks: Students will demonstrate or explain performance principles in a variety of individual physical activities.

Physical Education Standard Reference

PE7.1.1

Demonstrate rules and safe practices in a variety of individual physical activities.

8.3.1

PE7.1.2

Demonstrate or explain performance principles in a variety of individual physical activities.

8.1.5

PE7.1.3

Demonstrate effective communication skills, confidence/independence and enjoyment/selfexpression to enhance individual physical activities.

PE7.1

PE7.1.4

Demonstrate or explain tactics and strategies in a variety of individual physical activities.

PE7.1.5

Reach and maintain target heart zone while participating in a variety of individual physical activities.

PE7.2

Students will demonstrate or explain movement skills in a variety of dual physical activities.

8.3.2 8.3.3 8.3.4 8.1.8 8.2.1 8.2.3 8.2.4

Physical Education Standard Reference

PE7.2.1

Demonstrate rules and safe practices in a variety of dual physical activities.

8.3.1

PE7.2.2

Demonstrate or explain movement skills in a variety of dual physical activities.

8.1.1 8.3.2

PE7.2.3

Demonstrate effective communication skills, confidence/independence and enjoyment/selfexpression to enhance a variety of dual physical activities.

PE7.2.4

Demonstrate or explain tactics and strategies in a variety of dual physical activities.

8.1.4

PE7.2.5

Reach and maintain target heart zone while participating in a variety of dual physical activities.

8.2.1

Sweetwater County School District #1 PE and Health Curriculum

8.3.3 8.3.4

8.1.8 8.2.3

Page 24 of 65

8.2.4

PE7.3

Students will demonstrate or explain specialized skills in a variety of modified team physical activities.

Physical Education Standard Reference

PE7.3.1

Demonstrate rules and safe practices in a variety of modified team physical activities.

8.3.1

PE7.3.2

Demonstrate or explain specialized skills in a variety of modified team physical activities.

8.1.7

PE7.3.3

Demonstrate effective communication skills, confidence/independence and enjoyment/selfexpression to enhance modified team physical activities.

PE7.3.4

Demonstrate or explain tactics and strategies in a variety of modified team physical activities.

PE7.3.5

Reach and maintain target heart zone while participating in a variety of modified team physical activities.

PE7.4

Students will demonstrate or explain manipulative skills in a variety of lifetime physical activities.

8.3.2 8.3.3 8.3.4 8.1.8 8.2.1 8.2.3 8.2.4

Physical Education Standard Reference

PE7.4.1

Demonstrate rules and safe practices in a variety of lifetime physical activities.

8.3.1

PE7.4.2

Demonstrate or explain manipulative skills in a variety of lifetime physical activities.

8.1.2

PE7.4.3

Demonstrate effective communication skills, confidence/independence and enjoyment/selfexpression to enhance lifetime physical activities.

PE7.4.4

Demonstrate or explain tactics and strategies in a variety of lifetime physical activities.

PE7.4.5

Reach and maintain target heart zone while participating in a variety of lifetime physical activities.

Sweetwater County School District #1 PE and Health Curriculum

8.3.2 8.3.3 8.3.4 8.1.8 8.2.1 8.2.3 8.2.4

Page 25 of 65

PE7.5

Students will demonstrate or explain principles/components of health related fitness.

Physical Education Standard Reference

PE7.5.1

Identify and define principles/components of health related fitness.

PE7.5.2

Apply principles/components of health related fitness.

PE7.5.3

Explain the health benefits associated with a variety of physical activities.

8.3.2

PE7.5.4

Demonstrate effective communication skills, confidence/independence and enjoyment/selfexpression to enhance fitness activities. Reach and maintain target heart zone while participating in a variety of physical activities.

8.2.1

PE7.5.5

8.2.3 8.2.4 8.2.3 8.2.4 8.2.2

8.3.3 8.3.4 8.2.3 8.2.4

Sweetwater County School District #1 PE and Health Curriculum

Page 26 of 65

8th Grade PE II

Purpose Statement:

Students will perform or analyze age appropriate skills/programs relating to movement concepts, fitness activities, and personal/social behavior to enhance overall wellness.

Benchmarks: PE8.1

Students will apply or analyze performance principles in a variety of individual physical activities.

Physical Education Standard Reference

PE8.1.1

Demonstrate rules and safe practices in a variety of individual physical activities.

8.3.1

PE8.1.2

Demonstrate or explain performance principles in a variety of individual physical activities.

8.1.5 8.3.2

PE8.1.3

Demonstrate effective communication skills, confidence/independence and enjoyment/selfexpression to enhance a variety of individual physical activities.

PE8.1.4

Apply or analyze tactics and strategies in a variety of individual physical activities.

8.1.5

PE8.1.5

Reach and maintain target heart zone while participating in a variety of individual physical activities.

8.3.3 8.3.4

8.1.8 8.2.1 8.2.3 8.2.4

Students will apply or analyze movement skills in a variety of dual physical activities.

Physical Education Standard Reference

PE8.2.1

Demonstrate rules and safe practices in a variety of dual physical activities.

8.3.1

PE8.2.2

Demonstrate or explain movement skills and patterns in a variety of dual physical activities.

8.1.1 8.3.2

PE8.2.3

Demonstrate effective communication skills, confidence/independence and enjoyment/selfexpression to enhance dual physical activities.

PE8.2.4

Apply or analyze tactics and strategies in a variety of dual physical activities.

8.1.5

PE8.2.5

Compare/contrast skills used in a variety of dual physical activities.

PE8.2

Sweetwater County School District #1 PE and Health Curriculum

8.3.3 8.3.4 8.1.8 8.1.6 Page 27 of 65

PE8.2.6

PE8.3

Reach and maintain target heart zone while participating in in a variety of dual physical activities.

Students will apply or analyze specialized manipulative skills in a variety of modified team physical activities.

8.2.1 8.2.3 8.2.4

Physical Education Standard Reference

PE8.3.1

Demonstrate rules and safe practices in a variety of modified team physical activities.

PE8.3.2

Demonstrate or analyze specialized manipulative skills in a variety of modified team physical activities.

8.1.2 8.3.2

PE8.3.3

Demonstrate effective communication skills, confidence/independence and enjoyment/selfexpression to enhance modified team activities.

PE8.3.4

Apply or analyze tactics and strategies in a variety of modified team physical activities.

8.1.4 8.2.1

PE8.3.5

Reach and maintain target heart zone while participating in in a variety of modified team physical activities.

8.3.1

8.1.7 8.3.3 8.3.4 8.1.8 8.2.3 8.2.4

Students will apply or analyze specialized skills in a variety of lifetime physical activities.

Physical Education Standard Reference

PE8.4.1

Demonstrate rules and safe practices in a variety of lifetime physical activities.

8.3.1

PE8.4.2

Demonstrate or explain specialized skills in a variety of lifetime physical activities.

8.1.3

PE8.4.3

Demonstrate skills used for different movement patterns in a variety of lifetime physical activities.

8.1.1 8.3.2

PE8.4.4

Demonstrate effective communication skills, confidence/independence and enjoyment/selfexpression to enhance lifetime physical activities.

PE8.4.5

Apply or analyze tactics and strategies in a variety of lifetime physical activities.

8.1.5

PE8.4.6

Reach and maintain target heart zone while participating in a variety of lifetime physical activities.

PE8.4

Sweetwater County School District #1 PE and Health Curriculum

8.3.3 8.3.4 8.1.8 8.2.1 8.2.3 8.2.4

Page 28 of 65

PE8.5

Students will apply and explain principles/components of health related fitness to enhance wellness.

Physical Education Standard Reference 8.2.3

PE8.5.1

Identify principles/components of health related fitness.

PE8.5.2

Define principles/components of health related fitness.

PE8.5.3

Differentiate the health benefits associated with a variety of physical activities.

8.2.2

PE8.5.4

Explain fitness-related products, technology, and resources related to fitness literacy.

8.2.5 8.3.2

PE8.5.5

Demonstrate effective communication skills, confidence/independence and enjoyment/selfexpression to enhance wellness.

PE8.5.6

Apply principles/components of health related fitness in a variety of physical activities.

8.2.3

PE8.5.7

Reach and maintain target heart zone while participating in a variety of physical activities.

PE8.5.8

Create a personal fitness plan using current levels of physical fitness.

Sweetwater County School District #1 PE and Health Curriculum

8.2.4 8.2.3 8.2.4

8.3.3 8.3.4 8.2.4 8.2.1 8.2.3 8.2.4 8.2.1 8.2.3 8.2.4

Page 29 of 65

Physical Education PE1 PE1 Swim

Purpose Statement:

Students will assess their individual physical fitness levels in the five health related fitness components (cardiovascular endurance, muscular strength, muscular endurance, flexibility and body composition). Students will set goals and evaluate progress related to the fitness components while participating in individual; dual, lifetime and team activities that help enhance physical fitness levels and promote selfexpression and enjoyment.

Benchmarks:

PE9.1

Students will evaluate current fitness level and set goals to monitor progress in regards to the five health related components of fitness (cardiovascular endurance, muscular strength, muscular endurance, flexibility and body composition) to enhance health. Students will apply criteria to critique the use of health products and resources related to their fitness goals.

Physical Education Standard Reference

PE9.1.1

Identify the five health related components of fitness.

12.2.2

PE9.1.2

Evaluate the benefits of the five health related components of fitness.

12.2.2

PE9.1.3

Complete the pre-test fitness testing for each of the five health related components of fitness and analyze pre-test fitness results.

PE9.1.4

Set fitness goals based on analysis of pre-test results.

PE9.1.5

Complete the post-test fitness testing for each of the five health related components of fitness and analyze pre and post fitness data for each of the five health related components of fitness and justify why goals were attained or not attained.

PE9.1.6

Apply criteria to critique fitness related products, technology and resources to enhance health.

Sweetwater County School District #1 PE and Health Curriculum

12.2.1 12.2.3 12.2.1 12.3.3 12.2.1 12.2.3

12.2.5

Page 30 of 65

PE9.2

Students will monitor and maintain their target heart rate zone while participating in individual activities. They will apply tactical concepts, specialized skills and performance principles and will evaluate activities that promote self-expression and enjoyment to enhance health.

PE9.2.1

Participate in a variety of individual activities to promote individual fitness.

PE9.2.2

Apply and evaluate specialized skills, performance principles, tactical concepts, and strategies in a variety of individual physical activities.

PE9.2.3

Demonstrate appropriate personal and social behavior (for example leadership, rules, etiquette, procedures) in a variety of individual physical activities.

PE9.2.4

Evaluate individual physical activities that help promote self-expression and enjoyment.

PE9.2.5

Reach and maintain target heart rate zone while participating in a variety of individual physical activities.

PE9.3

Students will monitor and maintain their target heart rate zone while participating in a variety of dual physical activities. Students will apply tactical concepts, specialized skills and performance principles; and, will evaluate dual physical activities that promote selfexpression and enjoyment to enhance health.

PE9.3.1

Identify and participate in a variety of dual physical activities to promote physical fitness

PE9.3.2

Apply and evaluate specialized skills, performance principles, tactical concepts, and strategies in a variety of dual physical activities

PE9.3.3

Demonstrate appropriate personal and social behavior (for example leadership, rules, etiquette, procedures) in a variety of dual physical activities

PE9.3.4

Evaluate a variety of dual physical activities that help promote self-expression and enjoyment

Sweetwater County School District #1 PE and Health Curriculum

Physical Education Standard Reference

12.2.4 12.1.3 12.1.5 12.1.7 12.1.8 12.3.1 12.3.2 12.3.3 12.3.4 12.2.1 12.2.3 12.2.4

Physical Education Standard Reference

12.2.4 12.1.3 12.1.5 12.1.7 12.1.8 12.3.1 12.3.2 12.3.3 12.3.4

Page 31 of 65

PE9.3.5

PE9.4

Reach and maintain target heart rate zone while participating in a variety of dual physical activities

Students will monitor and maintain their target heart rate zone while participating in a variety of physical team activities. Students will apply tactical concepts/strategies, specialized manipulative skills, performance principles, and specialized skills; and, will evaluate team physical activities that promote selfexpression and enjoyment to enhance health.

PE9.4.1

Identify and participate in a variety of physical team activities to promote physical fitness

PE9.4.2

Apply and evaluate specialized skills, performance principles, tactical concepts, and strategies in a variety of physical team activities

PE9.4.3

Demonstrate appropriate personal and social behavior (for example leadership, rules, etiquette, procedures) in a variety of team physical activities

PE9.4.4

Evaluate physical team activities that help promote self-expression and enjoyment

PE9.4.5

Reach and maintain target heart rate zone while participating in in a variety of physical team activities

PE9.4.6

PE9.5

PE9.5.1

Demonstrate movement skills and patterns in a specialized setting (for example project adventure, pool, weight room)

12.2.1 12.2.3 12.2.4

Physical Education Standard Reference

12.2.4 12.1.3 12.1.5 12.1.7 12.1.8 12.3.1 12.3.2 12.3.3 12.3.4 12.2.1 12.2.3 12.2.4 12.1.1

Students will monitor and maintain their target heart rate zone while participating in a variety of lifetime physical activities. Students will apply tactical concepts, specialized skills and performance principles; and, will evaluate lifetime physical activities that promote selfexpression and enjoyment to enhance health.

Physical Education Standard Reference

Identify and participate in lifetime activities to promote physical fitness

12.2.4

Sweetwater County School District #1 PE and Health Curriculum

Page 32 of 65

PE9.5.2

Apply and evaluate specialized skills, performance principles, tactical concepts, and strategies in a variety of lifetime physical activities

PE9.5.3

Demonstrate appropriate personal and social behavior (for example leadership, rules, etiquette, procedures) in a variety of lifetime physical activities

PE9.5.4

Evaluate a variety of lifetime physical activities that help promote self-expression and enjoyment

PE9.5.5

Reach and maintain target heart rate zone while participating in a variety of lifetime physical activities

Sweetwater County School District #1 PE and Health Curriculum

12.1.3 12.1.5 12.1.7 12.1.8 12.3.1 12.3.2 12.3.3 12.3.4 12.2.1 12.2.3 12.2.4

Page 33 of 65

Advanced Aquatics

Purpose Statement:

Students will engage in a variety of aquatic activities that include individual, dual and team activities which will incorporate the five health related components of fitness (cardiovascular endurance, muscular endurance, muscular strength, flexibility and body composition). Students will complete certification of lifeguarding and/or scuba diving.

Benchmarks: Students will analyze current fitness levels, set goals and evaluate progress in regards to the five health related components of fitness (cardiovascular endurance, muscular strength, muscular endurance, flexibility and body composition).

AA.1

Physical Education Standard Reference

AA.1.1

Evaluate the benefits of the five health related components of fitness.

AA.1.2

Complete the pre-test fitness testing for each of the five health related components of fitness and analyze pre-test fitness results.

AA.1.3

Set fitness goals based on analysis of pre-test results.

AA.1.4

Complete the post-test fitness testing for each of the five health related components of fitness and analyze pre and post fitness data for each of the five health related components of fitness and justify why goals were attained or not attained.

12.2.3

Students will demonstrate appropriate personal and social behavior while participating in individual activities to help promote physical fitness; evaluate activities that promote self-expression and enjoyment.

Physical Education Standard Reference

AA.2

12.2.2 12.2.1 12.2.3 12.2.1 12.3.3

AA.2.1

Identify and participate in individual activities to promote physical fitness.

AA.2.2

Demonstrate appropriate personal and social behavior (for example leadership, rules, etiquette, procedures).

12.3.1

AA.2.3

Evaluate individual activities that help promote selfexpression and enjoyment.

12.3.3

Sweetwater County School District #1 PE and Health Curriculum

12.2.4

12.3.2 12.3.4

Page 34 of 65

Students will apply tactical concepts, specialized skills and performance principles in dual activities and will evaluate activities that promote self-expression and enjoyment while demonstrating appropriate personal and social behavior.

AA.3

AA.3.1

Participate in dual activities to promote physical fitness.

Physical Education Standard Reference

12.2.4 12.1.3

AA.3.2

Apply tactical concepts and performance principles in dual activities.

12.1.5 12.1.7 12.1.8

AA.3.3

Demonstrate and evaluate specialized skills, tactics and strategies in dual activities.

AA.3.4

Demonstrate appropriate personal and social behavior (for example leadership, rules, etiquette, procedures).

12.3.1

AA.3.5

Evaluate dual activities that help promote selfexpression and enjoyment.

12.3.3

Students will apply tactical concepts, specialized skills, manipulative skills and performance principles in team activities and will evaluate activities that promote selfexpression and enjoyment while demonstrating appropriate personal and social behavior.

AA.4

AA.4.1

Participate in team activities to promote physical fitness

AA.4.2

Apply tactical concepts and performance principles in team activities

AA.4.3

Demonstrate and evaluate specialized skills, tactics, strategies and manipulative skills in team activities

AA.4.4

Demonstrate appropriate personal and social behavior.

AA.4.5

Evaluate team activities that help promote selfexpression and enjoyment

AA.4.6

Demonstrate movement skills and patterns in a specialized setting (for example project adventure, pool, weight room)

Sweetwater County School District #1 PE and Health Curriculum

12.1.8

12.3.2 12.3.4

Physical Education Standard Reference

12.2.4 12.1.4 12.1.6 12.1.8 12.1.2 12.1.8 12.3.1 12.3.2 12.3.3 12.3.4 12.1.1

Page 35 of 65

Students will complete written and live demonstration of scuba and or lifeguard certification.

AA.5 AA.5.1

Physical Education Standard Reference

Please reference given certification requirements.

Sweetwater County School District #1 PE and Health Curriculum

Page 36 of 65

Choice-Based Fitness

Purpose Statement:

Students will independently design a program according to the FITT principle and the 5 health related components of fitness. Students will also demonstrate and apply the importance of safety, technique (performance and spotting), as well as the proper protocol involved for any individual at any type of fitness facility.

Benchmarks: Students will analyze current fitness levels, set goals and evaluate progress in regards to the five health related components of fitness (cardiovascular endurance, muscular strength, muscular endurance, flexibility and body composition) according to the FITT principle and design a personal fitness plan to enhance overall health.

CB.1

CB.1.1

Complete the pre-test fitness testing for each of the five health related components of fitness and analyze pre-test fitness results.

CB.1.2

Set fitness goals based on analysis of pre-test results.

CB.1.3

Complete the post-test fitness testing for each of the five health related components of fitness and analyze pre and post fitness data and justify why goals were attained or not attained.

CB.1.4

Create, monitor and evaluate a personal fitness plan to enhance overall health.

Students will monitor and maintain their target heart rate zone while participating in individual, dual, team, or lifetime activities. Students will evaluate activities that promote self-expression and enjoyment.

CB.2

CB.2.1

Identify and participate in individual, dual, team, or lifetime activities to promote physical fitness.

CB.2.2

Demonstrate appropriate personal and social behavior (for example leadership, rules, etiquette, procedures) in individual, dual, team or lifetime activities.

Sweetwater County School District #1 PE and Health Curriculum

Physical Education Standard Reference

12.2.1 12.2.3 12.2.1 12.3.3

12.2.3

12.2.1 12.2.3

Physical Education Standard Reference

12.2.4 12.3.1 12.3.2

Page 37 of 65

CB.2.3

CB.2.4

Reach and maintain target heart rate zone while participating in individual, dual, team or lifetime activities.

12.2.1

Apply tactical concepts/strategies and performance principles when lifting and spotting.

12.1.4

Sweetwater County School District #1 PE and Health Curriculum

12.2.3 12.2.4 12.1.5

Page 38 of 65

Play Fit

Purpose Statement:

Students will participate in game strategies/tactics and will demonstrate appropriate personal/social behavior while participating in a variety of dual, team and lifetime activities to enhance physical fitness levels and promote self-expression and enjoyment.

Benchmarks:

PF.1

PF.1.1

Students will monitor and maintain their target heart rate zone while participating in dual activities. Students will apply tactical concepts, specialized skills and performance principles and will evaluate activities that promote self-expression and enjoyment.

Physical Education Standard Reference

Participate in dual activities to promote physical fitness.

12.2.4 12.1.3

PF.1.2

Apply tactical concepts and performance principles in dual activities.

12.1.5 12.1.7 12.1.8

PF.1.3

Demonstrate and evaluate specialized skills, tactics and strategies in dual activities.

PF.1.4

Demonstrate appropriate personal and social behavior (for example leadership, rules, etiquette, procedures) in dual activities.

PF.1.5

Evaluate dual activities that help promote selfexpression and enjoyment.

PF.1.6

Reach and maintain target heart rate zone while participating in dual activities.

Students will monitor and maintain their target heart rate zone while participating in team activities. Students will apply tactical concepts, specialized skills, performance principles and manipulative skills and will evaluate activities that promote self-expression and enjoyment.

PF.2

PF.2.1

Participate in team activities to promote physical fitness

Sweetwater County School District #1 PE and Health Curriculum

12.1.8 12.3.1 12.3.2 12.3.3 12.3.4 12.2.1 12.2.3 12.2.4

Physical Education Standard Reference

12.2.4

Page 39 of 65

PF.2.2

Apply tactical concepts and performance principles in team activities

PF.2.3

Demonstrate and evaluate specialized skills, tactics, strategies and manipulative skills in team activities

PF.2.4

Demonstrate appropriate personal and social behavior (for example leadership, rules, etiquette, procedures) in team activities

PF.2.5

Demonstrate movement skills and patterns in a specialized setting (for example project adventure, pool, weight room)

PF.2.6

Reach and maintain target heart rate zone while participating in team activities

PF.2.7

Evaluate team activities that help promote selfexpression and enjoyment

Students will monitor and maintain their target heart rate zone while participating in lifetime activities. Students will apply tactical concepts, specialized skills and performance principles and will evaluate activities that promote self-expression and enjoyment.

PF.3

PF.3.1

Participate in lifetime activities to promote physical fitness

PF.3.2

Apply tactical concepts and performance principles in lifetime activities

PF.3.3

Demonstrate and evaluate specialized skills, tactics, strategies and manipulative skills in lifetime activities

PF.3.4

Demonstrate appropriate personal and social behavior (for example leadership, rules, etiquette, procedures) in lifetime activities

PF.3.5

Reach and maintain target heart rate zone while participating in lifetime activities

PF.3.6

Evaluate lifetime activities that help promote selfexpression and enjoyment

Sweetwater County School District #1 PE and Health Curriculum

12.1.4 12.1.6 12.1.8 12.1.2 12.1.8 12.3.1 12.3.2 12.1.1 12.2.1 12.2.3 12.2.4 12.3.3 12.3.4

Physical Education Standard Reference

12.2.4 12.1.4 12.1.6 12.1.8 12.1.2 12.1.8 12.3.1 12.3.2 12.2.1 12.2.3 12.2.4 12.3.3 12.3.4 Page 40 of 65

Challenge Course Physical Education

Purpose Statement:

Students will develop leadership, cooperation, communication, problem solving, and teamwork skills through adventure-based programming. Students will evaluate their successes/failures and how it can be applied to real-life experiences.

Benchmarks: Students will demonstrate trust and effective communication techniques to enhance teamwork, collaboration skills, and problem solving while participating in a variety of activities.

CC.1

Physical Education Standard Reference

CC.1.1

Apply trust activities that enhance teamwork and collaboration.

12.3.1

CC.1.2

Identify and demonstrate proper spotting techniques for a variety of activities.

12.3.1

12.3.2 12.3.2 12.3.1

CC.1.3

Demonstrate safety, fairness and enjoyment while engaged in a variety of activities.

12.3.2 12.3.3 12.3.4 HE 12.3.1

CC.1.4

Identify verbal and non-verbal communication techniques to enhance the outcome of an activity.

CC.1.5

Demonstrate effective communication techniques to enhance team work and collaboration.

CC.1.6

Analyze successes and/or failures of the outcome of an activity.

12.1.8

Students will demonstrate effective communication techniques, teamwork, collaboration skills, and problem solving while participating in project adventure and group challenges.

Physical Education Standard Reference

CC.2.1

Demonstrate participation in a variety of project adventure activities and group challenges (for example climbing, ropes course, aquatics, archery, etc.).

12.2.4

CC.2.2

Demonstrate safety, fairness and enjoyment while engaged in a variety of activities.

CC.2

Sweetwater County School District #1 PE and Health Curriculum

HE 12.3.2 HE 12.3.3

12.3.1 12.3.2 12.3.3 Page 41 of 65

12.3.4 HE 12.3.1

CC.2.3

Identify verbal and non-verbal communication techniques to enhance the outcome of an activity.

CC.2.4

Demonstrate effective communication techniques to enhance team work and collaboration.

CC.2.5

Demonstrate problem solving techniques in a variety of activities.

CC.2.6

Analyze successes and/or failures of the outcome of an activity.

12.1.8

Students will demonstrate effective communication techniques, teamwork, collaboration skills, and problem solving while participating in a variety of individual activities (archery, geocaching, etc.).

Physical Education Standard Reference

CC.3

CC.3.1

Identify and participate in individual activities to promote problem solving, communication, teamwork and collaboration skills (for example archery, geocaching, etc.).

CC.3.2

Apply tactical concepts and performance principles in individual activities.

CC.3.3

Demonstrate and evaluate specialized skills, tactics and strategies in individual activities.

CC.3.4

Demonstrate appropriate personal and social behavior (for example leadership, rules, etiquette, procedures) in individual activities.

CC.3.5

Analyze successes and/or failures of the outcome of an activity.

Sweetwater County School District #1 PE and Health Curriculum

HE 12.3.2 HE 12.3.3

12.2.4

12.1.3 12.1.5 12.1.7 12.1.3 12.1.7 12.1.8 12.3.1 12.3.2 12.1.8

Page 42 of 65

Strength Conditioning

Purpose Statement:

Students will demonstrate proper lifting techniques in the categories of core, auxiliary and machine lifts. Students will evaluate individual performance levels and implement a strength and conditioning program that is unique to the student. Students will also demonstrate proper protocol involved for any individual at any type of fitness facility.

Benchmarks:

STC.1

STC.1.1

Students will analyze current fitness levels, set goals, and evaluate progress in regards to the five health related components of fitness (cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition) according to the FITT principle and design a personal fitness plan to enhance overall health. Complete pre-test fitness testing for each of the five health related components of fitness and analyze pretest fitness results and set appropriate fitness goals.

STC.1.2

Complete post-test fitness testing for each of the five health related components of fitness and analyze pre and post fitness data and justify why goals were attained or not attained.

STC.1.3

Create, monitor and evaluate a personal fitness plan to enhance overall health.

STC.2

Students will monitor and maintain their target heart rate zone while participating in strength/conditioning activities. Students will apply tactical concepts, specialized skills, and performance principles; and, will evaluate activities that promote self-expression and enjoyment.

STC.2.1

Identify and participate in strength/conditioning activities to enhance physical fitness.

STC.2.2

Apply tactical concepts and performance principles in strength/conditioning activities.

STC.2.3

Demonstrate and evaluate specialized skills, tactics and strategies in strength/conditioning activities.

Sweetwater County School District #1 PE and Health Curriculum

Physical Education Standard Reference

12.2.1 12.2.3 12.3.3

12.2.3

12.2.1 12.2.3

Physical Education Standard Reference

12.2.4 12.1.3 12.1.5 12.1.7 12.1.3 Page 43 of 65

12.1.7 12.1.8 STC.2.4

Demonstrate appropriate personal and social behavior (for example leadership, rules, etiquette, procedures).

12.3.1

STC.2.5

Apply tactical concepts/strategies and performance principles when lifting and spotting.

12.1.4

STC.2.6

Reach and maintain target heart rate zone while participating in strength/conditioning activities.

STC.2.7

Evaluate strength/conditioning activities that help promote self-expression and enjoyment.

Sweetwater County School District #1 PE and Health Curriculum

12.3.2 12.1.5 12.2.1 12.2.3 12.2.4 12.3.3 12.3.4

Page 44 of 65

Kindergarten - 1st Grade Health Purpose Statement:

Students will identify behaviors that improve health and/or avoid health risks, prevent the spread of disease, and identify and control emotions.

Benchmarks: Students will identify behaviors that prevent the spread of disease.

H1.1

Health Standard Reference

H1.1.1

Demonstrate the steps for hand washing.

2.4.3

H1.1.2

Demonstrate how to cover coughs and sneezes to prevent the spread of germs.

2.4.3

H1.1.3

Identify how immunizations prevent spread of disease.

2.4.3

Students will recognize and accurately label emotions and how they are linked to behavior.

Health

H1.2 H1.2.1

Identify emotions.

H1.2.2

Identify techniques for managing anger.

H1.2.3

Identify techniques for managing stress.

Students will identify behaviors that will improve or maintain personal health and reduce/avoid health risks.

H1.3

Standard Reference 2.4.4 2.4.4 2.4.5 2.4.4 2.4.5

Health Standard Reference

H1.3.1

Identify the 5 food groups and the foods that belong in them.

2.4.1

H1.3.2

Demonstrate the steps for brushing teeth.

2.4.2

H1.3.3

Identify behaviors for personal care (for example: first aid, shower, deodorant).

2.4.1

Note: The following content areas must be covered between first and second grades: personal health (hygiene), fitness, nutrition, dental care, disease prevention, bullying, feelings/stress management, safety, tobacco and caffeine. It is up to the teacher to decide in which units to include the content.

Sweetwater County School District #1 PE and Health Curriculum

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2nd Grade Health

Purpose Statement:

Students will identify and demonstrate the ability to access resources at school that can enhance health and reduce health risks. Students will identify characteristics of effective communication for expressing needs, wants and feelings. Students will identify situations where assistance is needed with simple health problems and decisions.

Benchmarks: Students will identify people who can help enhance health and reduce health risks and how to locate and contact each person/resources.

H2.1

Health Standard Reference

H2.1.1

Identify people/resources who can help enhance health.

2.1.1

H2.1.2

Identify people/resources who can help reduce health risks.

2.1.2

H2.1.3

Demonstrate the ability to locate help at school to reduce/avoid health risks.

2.1.3

H2.1.4

Identify ways to locate help for health or safety emergencies.

2.1.4

Students will identify how to express emotions, the characteristics of communication and how to respond to unwanted situations.

H2.2

Health Standard Reference

H2.2.1

Identify ways to express needs, wants and feelings.

2.3.1

H2.2.2

Identify the steps for effective communication, for the purpose of expressing needs, wants and feelings.

2.3.2

H2.2.3

Identify appropriate ways to respond to/in unwanted, threatening or dangerous situations (for example: stranger danger, good touch bad touch).

2.3.3

H2.2.4

Identify characteristics of effective listening.

2.3.4

Sweetwater County School District #1 PE and Health Curriculum

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Students will identify health related problems and examine who can help make a decision and how it will affect themselves and others. Students will describe how family can influence decisions.

H2.3

Health Standard Reference

H2.3.1

Identify where a health related decision is needed.

2.2.1

H2.3.2

Recognize when help is needed to make a decision.

2.2.2

H2.3.4

Describe how decisions can affect self and others.

2.2.3

H2.3.5

Describe how family can influence decisions about health.

2.2.4

H2.3.6

Recognize health related problems that exist at home and school.

2.2.5

Students will identify why goals are important, describe how we are similar and different, and recognize how our behaviors affect others.

H2.4

Health Standard Reference

H2.4.1

Identify and describe why health goals are important to enhance health.

2.4.6

H2.4.2

Describe ways people are similar and different.

2.4.8

H2.4.3

Recognize how individual health behaviors affect others.

2.4.9

2.4.7

Note: The following content areas must be covered between first and second grades: personal health (hygiene), fitness, nutrition, dental care, disease prevention, bullying, feelings/stress management, safety, tobacco and caffeine. It is up to the teacher to decide in which units to include the content.

Sweetwater County School District #1 PE and Health Curriculum

Page 47 of 65

3rd Grade Health

Purpose Statement:

Students will describe school and community resources that avoid/reduce health risks and the steps of effective communication. Students will explain simple steps for problem solving and decisionmaking.

Benchmarks: Students will explain behaviors that prevent the spread of disease.

H3.1

Health Standard Reference

H3.1.1

Explain behaviors that prevent the spread of germs.

4.4.3

H3.1.2

Explain behaviors that prevent illness at school.

4.4.3

H3.1.3

Explain behaviors that prevent personal illness when a family member/friend is sick at home or community.

4.4.3

Students will describe and explain emotions, their causes and identify appropriate ways to manage them.

H3.2

Health Standard Reference

H3.2.1

Describe a range of emotions and situations that cause them.

4.4.4

H3.2.2

Explain and demonstrate how to express emotions in a socially acceptable way.

4.4.5

H3.2.3

Identify ways to manage emotions.

4.4.5

Students will explain when assistance is needed and how to access available resources. Students will describe verbal and non-verbal communication.

H3.3

Health Standard Reference

H3.3.1

Explain who and when resources are needed for emergencies that occur at school.

4.1.1

H3.3.2

Explain when assistance is needed for health related decisions.

4.2.2

H3.3.3

Describe verbal and non-verbal communication to avoid/reduce health risks.

4.3.1

Sweetwater County School District #1 PE and Health Curriculum

Page 48 of 65

Health

Students will explain and demonstrate how to get help in an emergency.

Standard Reference

H3.4.1

Explain who/what resources to access in an emergency.

4.1.1

H3.4.2

Demonstrate the ability to access trusted adults at school that can help reduce your risk of injury or illness.

4.1.2

H3.4.3

Demonstrate the ability to access trusted adults in the community that can help reduce your risk of injury or illness.

4.1.2

H3.4

Students will explain a decision-making process, potential outcomes for their choices and identify adults that can help them avoid/reduce health risks.

H3.5

Health Standard Reference

H3.5.1

Identify trusted resources that can help avoid/reduce health risks at school and in the community

4.1.1

H3.5.2

Explain the steps of a decision making process to avoid/reduce health risks.

4.2.4

H3.5.2

Explain potential outcomes for each option when making a health related decision.

4.2.5

Students will set a personal health goal using an age appropriate process (avoid/reduce health risks).

H3.6

Health Standard Reference

H3.6.1

Identify and explain how behaviors avoid/reduce health risks.

4.4.1

H3.6.2

Describe a goal setting process.

4.4.6

H3.6.3

Develop a personal goal using the goal setting process.

4.4.7

Note: The following content areas must be covered between third and fourth grades: personal health (hygiene), fitness, nutrition, dental care, disease prevention, bullying, feelings/stress management, safety, and tobacco and caffeine. It is up to the teacher to decide in which units to include the content.

Sweetwater County School District #1 PE and Health Curriculum

Page 49 of 65

4th Grade Health

Purpose Statement:

Students will describe trusted resources at school and community to enhance health, the steps of effective communication and refusal skills, and demonstrate simple steps for problem solving and decision-making.

Benchmarks: Students will explain how to access resources in school and community. Students will explain and apply a simple decision making process to enhance health. Students will describe and explain simple health problems.

H4.1

Health Standard Reference

H4.1.1

Explain trusted resources that can help enhance health at school and in the community.

4.1.1

H4.1.2

Demonstrate the ability to access trusted resources in school and community.

4.1.3

H4.1.3

Explain the process and outcomes of a health enhancing decision.

H4.1.4

Describe the influence peers may have on decisionmaking.

4.2.6

H4.1.5

Describe healthy options to health related issues or problems.

4.2.7

H4.1.6

Explain strategies for solving simple health problems that exist at home or school.

4.2.8

Students will demonstrate verbal and non-verbal communication in a simple communication process to enhance health and avoid/reduce health risks.

H4.2

4.2.4 4.2.5

Health Standard Reference

H4.2.1

Demonstrate basic listening skills.

4.3.4

H4.2.2

Demonstrate verbal and non-verbal communication.

4.3.1

H4.2.3

Demonstrate the process for effective communication.

4.3.2

H4.2.4

Demonstrate the process for using refusal skills to avoid/reduce health risks.

4.3.3

Sweetwater County School District #1 PE and Health Curriculum

Page 50 of 65

Students will describe and illustrate situations that can help/hinder healthy choices and how decisions may affect self and others.

H4.3

Health Standard Reference

H4.3.1

Describe situations that help/hinder healthy choices.

4.2.1

H4.3.2

Illustrate how health related decisions may affect self/others.

4.2.3

H4.3.3

Describe how peers can influence your decisions.

4.2.6

H4.3.4

Describe how to work effectively with those who are different than you.

4.4.8

H4.3.5

Define bullying and the role of the aggressor.

4.4.9

Health

Students will set and monitor a personal health goal using a simple goal setting process.

Standard Reference

H4.4.1

Identify and explain how behaviors enhance health.

4.4.1

H4.4.2

Describe a goal setting process.

4.4.6

H4.4.3

Develop and monitor a personal health goal using the goal setting process.

4.4.7

H4.4

Note: The following content areas must be covered between third and fourth grades: personal health (hygiene), fitness, nutrition, dental care, disease prevention, bullying, feelings/stress management, safety, and tobacco and caffeine. It is up to the teacher to decide in which units to include the content.

Sweetwater County School District #1 PE and Health Curriculum

Page 51 of 65

5th Grade Health

Purpose Statement:

With assistance, students will use given information on health-related topics; apply communication, problem solving, decision-making skills and personal and social responsibility to enhance health or avoid health risks.

Benchmarks: Students will demonstrate effective communication and refusal skills in health-related situations.

H5.1

Health Standard Reference

H5.1.1

List examples of various verbal and non-verbal forms of communication and the correlation it may have to enhance health or reduce or avoid health risks.

H5.1.2

Use “I” messages to communicate in a variety of scenarios.

6.3.1

H5.1.3

Demonstrate refusal strategies that help students avoid or reduce health risks.

6.3.3

Students will describe nutrition concepts, hygiene practices, growth and development, and create health related goals.

H5.2

6.3.1 6.3.2

Health Standard Reference 6.4.7

H5.2.1

Explain healthy hygiene practices and how products enhance personal health.

H5.2.2

Create a health goal related to personal hygiene.

H5.2.3

Identify appropriate sources of information about growth & development (Puberty).

H5.2.4

Describe how family, school, and community resources can enhance personal health.

6.1.1

H5.2.5

List healthy food options for each food group.

6.2.6

H5.2.6

Describe changes you will make in your personal eating habits and create a personal health goal (for example portion control, food choices, correlation to physical activity).

H5.2.7

Track the progress of a short-term nutrition goal.

Sweetwater County School District #1 PE and Health Curriculum

6.1.4 6.4.7 6.1.4 6.1.3

6.1.2

6.4.7 6.4.1 6.4.7

Page 52 of 65

Students will explain the consequences of the use of drugs, alcohol and tobacco and how to make decisions to avoid these health risks.

H5.3

H5.3.1

Explain the steps to making a health enhancing decision.

H5.3.2

Use a decision making process, including a list of possible consequences, to avoid or reduce the health risks of using ATOD.

H5.3.3

Demonstrate refusal skills for ATOD.

H5.3.4

Use a decision making process to avoid a risky health situation including who can help you make the decision, and explain healthy options to the behavior.

Students will explain products and behaviors that help reduce or avoid the spread of disease.

H5.4

Health Standard Reference 6.2.3 6.2.2 6.4.2 6.3.3 6.2.1 6.2.6

Health Standard Reference

H5.4.1

Explain products and behaviors that help reduce or avoid the spread of disease.

6.1.5

H5.4.2

Differentiate between and give examples of communicable and non-communicable disease.

6.4.2

Sweetwater County School District #1 PE and Health Curriculum

6.4.3 6.4.3

Page 53 of 65

6th Grade Health

Purpose Statement:

Students will access information on health related topics and apply skills, communication, problem-solving, decision-making, and personal and social responsibility, to enhance health and reduce or avoid health risks.

Benchmarks: Students will access and analyze information using a systematic process to create a project involving hygiene, nutrition, or goal setting.

H6.1

Health Standard Reference 6.1.1

H6.1.1

Access and analyze information, products, and resources to enhance personal hygiene.

6.1.2 6.1.3 6.1.4

H6.1.2

Use multiple criteria to create an appropriate personal health goal and monitor progress towards achieving that goal.

H6.1.3

Create a healthy meal plan to show improvement upon a given unhealthy eating scenario.

6.2.6

H6.1.4

Identify the problem, collect information, analyze data, draw conclusions, and make simple recommendations to create a project related to a personal health topic.

6.2.7

Students will demonstrate the ability to use personal and social skills to determine appropriate action for enhancing health (bullying, relationships, stress).

H6.2

H6.2.1

Explain the various types of bullying and the potential impact on self and others.

H6.2.2

Explain how individual, social, and cultural differences may increase vulnerability to bullying.

H6.2.3

Identify and explain what actions to take if involved in a bullying situation or having witnessed one.

H6.2.4

Identify and explain the types of relationships.

H6.2.5

Use listening strategies with a peer, friend, or family member to enhance health.

Sweetwater County School District #1 PE and Health Curriculum

6.4.6 6.4.7

Health Standard Reference 6.2.4 6.4.10 6.4.9 6.2.4 6.4.9 6.4.10 6.2.5 6.4.4 6.3.5 Page 54 of 65

H6.2.6

Analyze age appropriate factors that create good and bad stress.

6.4.4

H6.2.7

Apply strategies to manage good and bad stress.

6.4.6

H6.2.8

Compare and contrast healthy and unhealthy behaviors in various types of relationships.

6.2.5

H6.2.9

Analyze resources that can help someone in an unhealthy relationship.

Students will demonstrate or explain the ability to use a variety of skills to make decisions to reduce or avoid health risks.

H6.3

6.4.5

6.4.5 6.1.1

Health Standard Reference

H6.3.1

Explain how products can reduce health risks.

6.1.5

H6.3.2

Describe the steps of a decision making process to reduce health risks.

6.2.3

H6.3.3

Explain and analyze verbal and non-verbal communication techniques to reduce or avoid health risks.

6.3.1 6.3.2 6.3.4

H6.3.4

Analyze refusal strategies for use in role-play situations to reduce or avoid health risks.

6.3.3

H6.3.5

Create a project to advocate for healthy behavior to prevent health risks.

6.4.3

Sweetwater County School District #1 PE and Health Curriculum

Page 55 of 65

7th Grade Health

Purpose Statement:

Students will analyze health information, products, and resources; explain and demonstrate problem solving, decision-making, communication skills, and personal and social responsibility to enhance health and reduce health risks.

Benchmarks: Students will demonstrate effective communication skills to enhance health or avoid health risks. Students will identify and demonstrate refusal skills and conflict resolution strategies in a variety of health scenarios to enhance health and reduce health risks.

H7.1

Health Standard Reference

H7.1.1

Identify components of effective communication (for example; written, verbal, listening, nonverbal, visual, electronic, etc.) to enhance health and avoid health risks.

H7.1.2

Demonstrate components of effective communication (for example; written, verbal, listening, nonverbal, visual, electronic, etc.) to enhance health and avoid health risks.

H7.1.3

Identify effective refusal skills.

8.3.3

H7.1.4

Demonstrate effective refusal skills.

8.3.3

H7.1.5

Identify effective conflict resolution skills.

8.3.3

H7.1.6

Demonstrate effective conflict resolution skills.

8.3.3

Students will apply a decision making process in a variety of health related situations to enhance health and reduce health risks.

H7.2

8.3.1 8.3.2

8.3.1 8.3.2

Health Standard Reference

H7.2.1

Identify various types of decision making processes.

8.2.2

H7.2.2

Explain various types of decision making processes.

8.2.2

H7.2.3

Identify consequences in relation to individual decisions.

8.2.3

H7.2.4

Analyze influences for health related decisions (for example; peers, media, culture, values, etc.).

8.2.5

H7.2.5

Apply a decision making process to solve familiar and unfamiliar health problems to enhance health and

Sweetwater County School District #1 PE and Health Curriculum

8.2.1 8.2.3 Page 56 of 65

reduce health risks (individual or collaborative decisions).

Students will use a process to determine validity of health information, determine appropriate health resources, and compare and contrast product information to enhance health and reduce health risks.

H7.3

8.2.4 8.2.6

Health Standard Reference

H7.3.1

Explain a process to determine the validity of health information.

8.1.4

H7.3.2

Apply a process to determine the validity of health information.

8.1.4

H7.3.3

Identify health resources in school, community, or surrounding area (examples include family planning, emergency room, counseling services, etc.) and determine when appropriate health services are needed.

8.1.5 8.1.5 8.1.1 8.1.2 8.1.3 8.1.1

H7.3.4

Demonstrate the ability to find appropriate health resources to enhance health or reduce health risks.

H7.3.5

Compare and contrast characteristics of products to enhance health and reduce health risks.

8.1.6

H7.3.6

Decipher the meaning of a health message.

8.3.4

H.7.4

Students will demonstrate behaviors/strategies that enhance personal health, the health of others, and reduce health risks for each.

H7.4.1

Identify and describe the effects of good and bad stress

H7.4.2

Demonstrate strategies to manage stress

H7.4.3

Identify a systematic process to set short-term and long-term health related goals.

8.1.2

Health Standard Reference 8.4.4 8.4.5 8.4.4 8.4.6 8.4.8 8.4.7

H7.4.4

Analyze the progress of health related goals

8.4.8 8.4.9

H7.4.5

Describe types of bullying, abuse, and violence

8.4.10

H7.4.6

Analyze effects of bullying and taking action against bullying (physical, mental, emotional, and social)

8.4.11

Sweetwater County School District #1 PE and Health Curriculum

Page 57 of 65

H7.4.7

Analyze behaviors that enhance health and reduce health risks

Sweetwater County School District #1 PE and Health Curriculum

8.4.1 8.4.2 8.4.3

Page 58 of 65

Grades 9-12 Health

Purpose Statement:

Students will evaluate health information, products and resources; apply, analyze, and evaluate problem solving and decision-making skills. Students will demonstrate, evaluate and delineate effective communication skills and personal/social responsibility to enhance health and reduce health risks.

Benchmarks: Apply and evaluate positive strategies that enhance the components of physical, mental/emotional and social health so students take responsible action to reduce or avoid health risks.

H9.1

Health Standard Reference

H9.1.1

Identify physical, mental/emotional and social health.

12.4.12

H9.1.2

Compare and contrast physical, mental/emotional and social health.

12.4.12

H9.1.3

Analyze the relationship of personal health and the effects on self, others, and society.

12.4.1

H9.1.4

Identify signs of stress and explain how stress can effect physical, mental/emotional, and social health.

12.4.4

H9.1.5

Identify and analyze age appropriate good and bad stress.

12.4.5

H9.1.6

Identify healthy/unhealthy age appropriate strategies to manage stress.

12.4.7

H9.1.7

Apply and evaluate appropriateness of stress management techniques in specific situations.

12.4.7

H9.1.8

Identify how health risks can impact physical, mental/emotional, and social health.

12.4.2

H9.1.9

Formulate strategies to manage health risks and prevent disease to enhance health.

H9.1.10

Identify short and long term goals and create an action plan to monitor and evaluate progress toward achieving a long term goal.

Sweetwater County School District #1 PE and Health Curriculum

12.4.2 12.4.3 12.4.8 12.4.9

Page 59 of 65

Students will analyze health claims, products, services, and resources to evaluate familiar and non-familiar health issues/problems. Students will support their findings with evidence.

H9.2

H9.2.1

Identify and research appropriate resources for the school, community and beyond for a variety of healthrelated issues.

Health Standard Reference 12.1.1 12.1.2 12.2.5

H9.2.2

Apply criteria to validate health information from a variety of resources (for example written, verbal, visual, electronic, etc.).

H9.2.3

Identify and evaluate health products and services that address health-related issues to enhance health.

H9.2.4

Analyze the validity of a variety of health claims using a systematic process.

12.2.5

H9.2.5

Compare and contrast health claims that are supported by evidence and those not supported by evidence.

12.3.7

H9.2.6

Research and evaluate a non-familiar health issue or problem and explain the effects it could have on society.

12.2.5

Students will apply effective communication techniques that will enhance physical, mental/emotional, and social health. Students will apply a systematic decisionmaking process to enhance health and reduce health risks.

H9.3

12.1.3 12.1.1 12.1.4

Health Standard Reference 12.3.1

H9.3.1

Describe and evaluate verbal and non-verbal communication techniques

H9.3.2

Demonstrate effective communication techniques to advocate for personal and community health

12.3.3

H9.3.3

Analyze types of healthy and unhealthy decisions

12.2.1

H9.3.4

Evaluate how influences effect health

12.2.4

H9.3.5

Apply a systematic process for decision making

H9.3.6

Demonstrate the ability to use refusal skills to avoid unhealthy decisions

12.3.5

H9.3.7

Identify and evaluate how decisions can affect your personal health, community health, and global health

12.4.1

Sweetwater County School District #1 PE and Health Curriculum

12.3.2

12.2.2 12.2.3

Page 60 of 65

Students will evaluate appropriate health enhancing strategies to advocate for health by applying collaboration, negotiation, and conflict resolution skills.

H9.4

Health Standard Reference

H9.4.1

Identify and evaluate stereotyping and prejudice

12.4.10

H9.4.2

Identify and evaluate strategies to respect individual differences

12.4.10

H9.4.3

Identify and use collaboration and negotiation skills

H9.4.4

Identify and use appropriate conflict resolution strategies for interpersonal and social conflicts

12.3.6

H9.4.5

Demonstrate the ability to advocate for the prevention of inappropriate behaviors (for example bullying, stereotyping, violence etc.)

12.4.11

Sweetwater County School District #1 PE and Health Curriculum

12.3.4 12.3.5

Page 61 of 65

Appendix A 1st-2nd Grade Progression of Manipulative Skills 1. Throwing to self 2. Underhand throw 3. Overhand throw 4. Catch 5. Dribble Introduction (hands & feet) 6. Kick (stationary) 7. Kick stationary ball (target) 8. Kick moving ball 9. Kick moving ball (target) 10. strike (hands)

1. 2. 3. 4. 5. 6. 7. 8.

3rd – 4th Grade Progression of Manipulative Skills Throw/catch (review) Throw/catch (modified game) Dribble (hands & feet) Kick/trap moving ball Striking (short implement) Striking (long implement) Volleying (self) Volleying (partner)

Physical Education activities may include, but are not limited to: Individual Activities Climbing Wall Fitness Center Frisbee Golf Golf Hiking Jogging Scooter Activities Tennis Walking Yoga Dance

Dual Activities 3 Wall (Racquetball) Badminton Basketball Chasing and Fleeing Activities Fitness Center Football Frisbee Jogging Lacrosse Physical Best Activities Pickleball Rugby Soccer Spark Activities Speedball Tchoukball Team Handball Tennis Throwing and Catching Track and Field Volleyball Walking Dance

Sweetwater County School District #1 PE and Health Curriculum

Modified Team Activities Basketball Chasing and Fleeing Activities Congo Ball Kickball/Softball Flicker Ball Football Lacrosse Multi Goal Frisbee Omnikin Ball Physical Best Activities Pickleball Project Adventure Quad Ball Rugby Soccer Spark Activities Speedball Tchoukball Team Handball Tennis Throwing and Catching Track and Field Ultimate Frisbee Volleyball

Lifetime Activities 3 Wall (Racquetball) Badminton Baseball Basketball Climbing Wall Crazy Kickball/Softball Fitness Center Football Activities Frisbee Golf Golf Hiking Jogging Pickleball Ping Pong Project Adventure Soccer Tennis Ultimate Frisbee Volleyball Walking Dance

Page 62 of 65

Health Education course content may include the following but is not limited to: Abuse, Violence, and Suicide

Advocacy

Bullying Environmental Health Growth and Development Personal Health

Community Health Family Health Injury Prevention Physical, Mental, Social, and Emotional Health

Relationships

Safety

Sweetwater County School District #1 PE and Health Curriculum

Alcohol, Tobacco, and other Drugs Diseases First Aid Nutrition Psychology Sexuality

Page 63 of 65

Appendix B Sweetwater County School District #1 Pacing Guide Grade/Course:

Code

Outcomes

Teacher:

Time Frame*

Assessment Period ** 1

Sweetwater County School District #1 PE and Health Curriculum

2

3

4

Page 64 of 65

Appendix C Instructional Planning Resource School:

Teacher:

Subject/Course:

Time required:

Benchmark: Learning Target:

Standard Reference: Tech Standard Reference: Cross-Curricular Standard Reference:

Formative Assessment:  Oral

 Written

 Product

 Performance

Criterion:

Context (Relevancy) : Teacher Methods

Student Activities

Resources

1.

1.

1.

2.

2.

2.

3.

3.

3.

4.

4.

4.

5.

5.

5.

6.

6.

6.

7.

7.

7.

Intervention

Sweetwater County School District #1 PE and Health Curriculum

Enrichment

Page 65 of 65

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Dec 2, 2015 - 900 Wood Rd., PO Box 2000. Kenosha, WI. 53141. Office: 262-595-2164. Fax: 262-595-2225. TRYOUT CONSENT AND EMERGENCY FORM.

Nov 8, 2005 - MCPS (see separate list). Potomac Elementary ..... Define the elements of good character (includes respect for self, honesty, fairness). ..... List ways friends can make wise choices together. Second ..... “Drug Avengers”, “Flints

Apr 7, 2008 - Wharton Auditorium (in Mabee Center),. Southwestern Adventist University. Keene, Texas. April 7, 2008. 8:00 a.m. Registration. 8:30 a.m. Welcome. 8:35 a.m. Worship. 9:00 a.m. Jim Hanson Memorial Lecture ... Curtis Kuhlman (___… acting

The Board recognizes that developmentally appropriate daily physical activity, exercise and physical education are ways to minimize health risks created by chronic inactivity, childhood obesity, and other related health problems. The Board recommends

DEPARTMENT OF ATHLETICS, HEALTH & PHYSICAL EDUCATION. Plymouth Canton Community Schools. 20152016. MIDDLE SCHOOL SWIM. Coaches meetingана3:15 p.m. Wednesday February 3rd @ Discovery. Practice beginsа–аMonday, February 29, 2016. No use of Salem

EDUCATION. COURSE TITLE. GRADE LEVEL. CREDIT. PHYSICAL EDUCATION 9 / HEALTH *. 9. 1. INDIVIDUAL & DUAL GAMES & ACTIVITIES *. 10-12. 1/2.

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