GRADES: 6-8

TOPIC: RESPONSIBLE BEHAVIOR

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State/National (NASPE) Standards: Motor Skill Performance: What different ways can the body move given a specific purpose? Applying Concepts and Strategies: How can we move effectively and efficiently? Engaging in Physical Activity: What can we do to be physically active and why is it important? Physical Fitness: Why is it important to be physically fit and how can we stay fit? Responsible Behavior: How do we interact with others during physical activity? Benefits of Physical Activity: How will physical activity help us now and in the future?
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
Students have a wide variety of abilities and experiences and need to be respected. Sportsmanship and proper etiquette need to be demonstrated to keep games fair and fun for participants. Proper use and care of equipment is essential for safe play. Following proper warm-up procedures, skill–development practices and rules enables safe participation for all.	1. What is my role in making activities safe, challenging, active and enjoyable for myself and classmates? 2. What is acceptable and ethical behavior for spectators, participants and officials during games or competitive activities? 3. What are the differences between highly competitive play, courageous efforts and reckless acts?
Knowledge and Skills What students are expected to know and be able to do
Students will know… proper use of equipment for specific activities. safe play modifications for equipment, space restrictions, etc. safety rules for utilizing various PE facilities (fitness lab, field house, gymnasium, outdoor field spaces and Project Adventure locations.) strategies to resolve conflicts peacefully and fairly.	Students will be able to… work independently, with partners or in small groups to complete proper warm-ups for an activity. work with all classmates during skills practice and lead-up games, regardless of differences in abilities. engage in enjoyable activities allowing for equitable participation by all classmates. identify and follow rules while playing games. resolve conflicts that arise without confrontation. show creativity and independence in a positive manner. show personal responsibility by using time wisely to complete assigned tasks.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
Sample Tasks: Teachers will use checklists or rubrics to assess performance tasks. Choose a partner and list ways players may resolve conflicts that may arise in a specific game or activity. Demonstrate conflict resolutions by acting out the scenario with appropriate solutions. With the class or small group, list safety rules or concerns for a specific activity. Share your ideas (whiteboard, poster) and apply these to the units of study. Take on, and rotate through, the role of official, coach, teacher and participant during a segment of a specific instructional unit (Project Adventure, volleyball, basketball, etc.) Rate your own ability to demonstrate responsibility in each role and agree on a group rating. (student rubric or checklist) Participate productively in cooperative and competitive activities, including tournaments. List (oral, written) the purpose of rule modifications, etiquette of the activity and good sportsmanship (positive statements, shaking hands, etc.) that occurred during class.	Teacher Observation Classroom Discussion Group Work Homework Self Reflection Learning Centers Class Participation Skills Checklist Charts Pre-Post Testing Journaling Portfolio
STAGE 3: SUGGESTED RESOURCES
CLMS Professional Library Bulletin boards/ posters

GRADE: 6-8

TOPIC: RESPECT FOR DIFFERENCES

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State/National (NASPE) Standards: Motor Skill Performance: What different ways can the body move given a specific purpose? Applying Concepts and Strategies: How can we move effectively and efficiently? Engaging in Physical Activity: What can we do to be physically active and why is it important? Physical Fitness: Why is it important to be physically fit and how can we stay fit? Responsible Behavior: How do we interact with others during physical activity? Benefits of Physical Activity: How will physical activity help us now and in the future?
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
Respect should be shown for the physical and performance limitations of self and others. Individuals with differences bring many positive attributes to the group. Their contributions should be recognized and valued.	1. How does participation in games, dance and sports help people to understand and learn about individual, cultural, ethnic, gender or ability differences? 2. What behaviors should I demonstrate to promote cooperation and inclusion of peers in physical activity settings?
Knowledge and Skills What students are expected to know and be able to do
Students will know… 1. modified rules, procedures and etiquette that reflect good sportsmanship for specific activities, sports and cooperative games.	Students will be able to… 1. identify the purpose of establishing and modifying rules. 2. participate with others despite differences that may exist. 3. demonstrate behaviors that are supportive and inclusive in physical activity settings.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
Sample Tasks: Teachers will use checklists or rubrics to assess performance tasks. 1. During the warm-up and skill practice time, the student will complete tasks with a variety of partners or small groups. Appropriate communication skills will be used to encourage and compliment partners. 2. Students will be placed in small groups for a modified activity. Groups will be required to “referee” their own game, modify or enforce rules, resolve conflicts and play so that all enjoy fair, fun and friendly games.	Teacher Observation Classroom Discussion Group Work Homework Self Reflection Learning Centers Class Participation Skills Checklist Charts Pre-Post Testing Journaling Portfolio
STAGE 3: SUGGESTED RESOURCES
Bulletin boards Videotapes

GRADE: 6-8

TOPIC: BENEFITS OF PHYSICAL ACTIVITIES

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State/National (NASPE) Standards: Motor Skill Performance: What different ways can the body move given a specific purpose? Applying Concepts and Strategies: How can we move effectively and efficiently? Engaging in Physical Activity: What can we do to be physically active and why is it important? Physical Fitness: Why is it important to be physically fit and how can we stay fit? Responsible Behavior: How do we interact with others during physical activity? Benefits of Physical Activity: How will physical activity help us now and in the future?
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
Health benefits are gained through appropriate participation in a variety of activities. Participating in after-school, summer and recreational activities is enjoyable and important for good mental and physical health. Time and effort are required to improve skill and fitness. Individual abilities vary and should be considered when setting goals and challenges. Athletics and dance provide for great enjoyment. Appreciating the aesthetic and creative aspects of physical performance makes one value and respect effort and physical excellence.	1. Why is daily activity important? How does physical activity provide challenge, enjoyment, social interaction and self-expression for you, your family and your peers? Why should you try a variety of activities? 4. What activities and exercises have potential lifetime benefits?
Knowledge and Skills What students are expected to know and be able to do
Students will know… correct techniques for locomotor, non-locomotor and manipulative skills during cooperative and lifetime activities. basic rules of common recreational games. how to set goals and personal challenges, as well as how to make choices concerning risk-taking during activities. proper and safe ways to utilize equipment and learning centers in the Fitness Lab. health-related benefits of regular participation in general physical activities and the specific benefits of a number of lifetime activities. strategies for choosing a variety of activities to enhance health, fitness and enjoyment.	Students will be able to… participate in cooperative and competitive games, lifetime activities and recreational games with a variety of groups. demonstrate skills needed for an activity and explain basic rules and safety. set goals and challenges in a variety of activities for themselves and a partner or peer group. categorize activities and exercises according to their health-related benefits. discuss the physiological, psychological and social benefits of regular participation in physical activities.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
Sample Tasks: Teachers will use checklists or rubrics to assess performance tasks. 1. Students will log their daily activities for a period of 2 -7 days. They will research health benefits of activities they engaged in during this time. They will reflect upon feelings, improvements or goals they might set as a result of this log. 2. A group of students will list favorite recreational and lifetime activities they participate in. Next to each activity, they will research and list health benefits. The group will be asked to share their research with another group. Both groups will choose and list five activities they feel are the best for achieving life-long fitness. They will provide their rationale for choosing their five activities. 3. Students will participate in a special challenge (i.e. Healthy Heart Week, “A.M. Fitness”, HPE-TV, etc.). They will identify the personal benefits they experienced and identify other activities they would be interested in joining.	Teacher Observation Classroom Discussion Group Work Homework Self Reflection Learning Centers Class Participation Skills Checklist Charts Pre-Post Testing Journaling Portfolio Surveys
STAGE 3: SUGGESTED RESOURCES
Clark Lane Fitness Lab CLMS Professional Library Posters Project Adventure Local fitness industries/ teachers

GRADE: 6-7

TOPIC: FITNESS

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State/National (NASPE) Standards: Motor Skill Performance: What different ways can the body move given a specific purpose? Applying Concepts and Strategies: How can we move effectively and efficiently? Engaging in Physical Activity: What can we do to be physically active and why is it important? Physical Fitness: Why is it important to be physically fit and how can we stay fit? Responsible Behavior: How do we interact with others during physical activity? Benefits of Physical Activity: How will physical activity help us now and in the future?
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
There are five components of health-related fitness: cardiovascular, muscular strength, muscular endurance, flexibility and percentage of body fat. Specific benefits are gained by performing specific exercises. It is important to participate in a variety of activities to achieve optimal fitness gains.	What components of fitness are necessary to enhance health? How does exercise improve health and prevent disease? Are all types of exercise beneficial?
Knowledge and Skills What students are expected to know and be able to do
Students will know… five health-related components of fitness. proper form for partial curl-ups, right angle push-ups and jogging. strategies for using various pieces of fitness equipment.	Students will be able to… perform specific exercises which improve health-related fitness. practice sets and repetitions of exercises to build strength and endurance. complete pre- and post-testing of fitness components.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
Sample Tasks: Teachers will use checklists or rubrics to assess performance tasks. 1. Students will work in small groups to improve a specific component of fitness. They will be required to demonstrate safe use of equipment, and to explain why they have chosen their workout regimen.	Teacher Observation Classroom Discussion Group Work Homework Self Reflection Learning Centers Class Participation Skills Checklist Charts Pre-Post Testing Journaling Portfolio
STAGE 3: SUGGESTED RESOURCES
Connecticut State Fitness Assessment CLMS Professional Library AAHPERD journals On-line NASPE lesson guides Bulletin boards

GRADE: 8

TOPIC: FITNESS

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State/National (NASPE) Standards: Motor Skill Performance: What different ways can the body move given a specific purpose? Applying Concepts and Strategies: How can we move effectively and efficiently? Engaging in Physical Activity: What can we do to be physically active and why is it important? Physical Fitness: Why is it important to be physically fit and how can we stay fit? Responsible Behavior: How do we interact with others during physical activity? Benefits of Physical Activity: How will physical activity help us now and in the future?
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
A variety of activities are necessary to develop and maintain health and skill-related physical fitness. Developing health-related fitness is essential to good health. Improving health-related fitness components requires engaging in activities and training methods which are specific to each component. Individuals have different fitness needs and there are opportunities to individualize workouts.	<