GRADE: 9-10

TOPIC: AQUATICS

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? Waterford High School Expectations for Student Learning: All Graduates will be able to: 1. communicate in standard English for a variety of purposes. 4. acquire and evaluate information in order to interpret events, issues and/or ideas, and to make informed judgments and responses.
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
1. Swimming is an excellent activity to maintain and improve physical fitness. 2. Safety procedures must be followed at all times in all water areas. 3. Swimming can be an enjoyable, lifelong activity.	1. Why is swimming one of the best overall activities to improve fitness?
Knowledge and Skills What students are expected to know and be able to do
Students will know… five basic swim strokes. basic water safety skills. a variety of water games.	Students will be able to…. swim one length of the pool using all five strokes. tread water for three minutes. float, dive and swim underwater. perform skills needed to play water games.
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
Students will swim laps, participate in water games and perform a fifteen-minute continuous swim. Criteria: Student is ready to participate in proper swimming attire. Student performs a variety of basic water safety skills. Student knows the rules and applies them correctly in selected water games. Student is able to perform the five basic swim strokes. Student is able to demonstrate lifesaving techniques using two pool side apparatus. Score of 3: Meets or exceeds the objectives of the task. Demonstrates a high level of understanding. Student successfully demonstrates four or five of the criteria. Score of 2: Partially meets the objectives of the task. Demonstrates some understanding Student successfully demonstrates two or three of the criteria. Score of 1: Does not meet the objectives of the task. Demonstrates poor or incorrect understanding. Student successfully demonstrates one of the criteria. Score of 0: Shows no understanding of the problem or how to arrive at a solution.	Teacher Observation Classroom Discussion Group Work Self Reflection Class Participation Pre-Post Testing
STAGE 3: SUGGESTED RESOURCES
www.pecentral.org “Swimming and Aquatics Safety”, The American Red Cross “Physical Education and Sport”, The American Alliance for Health Physical Education, Recreation and Dance

GRADE: 9-10

TOPIC: PHYSICAL FITNESS & WEIGHT TRAINING

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? Waterford High School Expectations for Student Learning: All Graduates will be able to: 2. communicate in standard English for a variety of purposes. 4. acquire and evaluate information in order to interpret events, issues and/or ideas, and to make informed judgments and responses.
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
1. Walking, jogging, stretching and weight training are essential components of a healthy lifestyle. 2. Weight training is important to muscle strength, endurance and burning calories. 3. Cardiovascular exercise is important to maintaining a healthy heart. 4. There are five components of physical fitness.	1. Which is better for your health, walking or jogging? 2. How can weight training help to burn calories? 3. What types of exercises develop cardiovascular endurance? 4. What are the five components of physical fitness and how do they pertain to weight training and fitness?
Knowledge and Skills What students are expected to know and be able to do
Students will know… guidelines for safe and proper use of weight equipment. the principles of overload, progression and specificity. steps to calculate target heart rate. five components of physical fitness. major muscle groups used in specific exercises. importance of range of motion when weight training. the importance of isolating muscle groups when weight training. the importance of muscle in a healthy body.	Students will be able to… use equipment for an effective workout. list and explain the principles of overload, progression and specificity. calculate target heart rate for an effective workout. list and explain the five components of physical fitness. name the muscle groups used as they pertain to specific weight machines. demonstrate and explain proper range of motion during exercise. demonstrate proper technique when exercising a specific muscle group. explain how muscle burns calories.
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
Explain and demonstrate one exercise for each of three different muscle groups. Score of 3: Meets or exceeds the objectives of the task. Demonstrates a high level of understanding. Student chooses the correct exercises to achieve the desired goal. Exercise is explained clearly and demonstrated properly. Score of 2: Partially meets the objectives of the task. Demonstrates some understanding. Student chooses the correct exercise, but demonstration is poor or incorrect; or Student chooses incorrect exercise, but demonstration of chosen exercise is correct. Score of 1: Does not meet the objectives of the task. Demonstrates poor or incorrect understanding. Student lacks clear explanations and there are errors in execution of the exercise. Score of 0: Shows no understanding of the problem or how to arrive at a solution.	Teacher Observation Classroom Discussion Group Work Self Reflection Class Participation Charts Testing
STAGE 3: SUGGESTED RESOURCES
www.pecentral.org www.brianmac.demon.co.uk/weight.htm www.enwikipedia.org/wiki/weight-training Lessons From the Heart, Beth Kirkpatrick, Burton H Birnbaum Fitness for Life, Charles B Corbin, Ruth Lindsey

GRADE: 9-10

TOPIC: NUTRITION

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? Waterford High School Expectations for Student Learning: All Graduates will be able to: 1. communicate in standard English for a variety of purposes. 4. acquire and evaluate information in order to interpret events, issues and/or ideas, and to make informed judgments and responses.
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
1. It is important to eat properly to maintain good health. 2. Poor eating habits can contribute to disease, such as coronary heart disease and diabetes. 3. Proper diet can serve as a preventative measure for diseases such as cancer.	1. Why should we eat a healthy and balanced diet? 2. Why can being overweight contribute to the onset of disease? 3. Why is fiber an important part of a healthy diet?
Knowledge and Skills