FREEHOLD BOROUGH PUBLIC SCHOOLS Curriculum Management System. Physical Education Curriculum Framework Grade 8 Course Code: 8510

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1 FREEHOLD BOROUGH PUBLIC SCHOOLS Curriculum Framework Course Code: 850 Adopted by Board of Education: May, 200 Revision Approved by Board of Education: March 0, 204

2 Freehold Borough Board of Education Mrs. Annette Jordan, President Mr. Ronald Reich, Esq., Vice President Mr. James Keelan Dr. Michael Lichardi Mrs. Maureen MacCutcheon Mr. Thomas Parke Mr. Adam Reich Mr. Kevin Tennant Mr. Daniel Xavier. District Administration Mrs. Elizabeth O'Connell, Superintendent Mr. Patrick DeGeorge, Business Administrator Dr. Thomas W. Tramaglini, Director of Curriculum & Mrs. Joy Forrest, Director of Special Programs Mr. Robert Dingle, Director of Technology & Assessment Mrs. Claudia Pohlke, Supervisor of Mr. Joseph Jerabek, Principal Park Avenue Elementary Mrs. Ronnie Dougherty, Principal, Freehold Learning Center Mr. Nelson Ribon, Principal, Freehold Intermediate School Program Review Committee John Brovak Susan Gallagher Heather Jessurun Emily Knight Joseph Mirault Christopher Naspo 2

3 Mission We will inspire the creativity and imagination of all students and empower them as knowledgeable, skillful, and confident learners who flourish and contribute willingly in a changing world. Core Beliefs We believe that: All people have inherent worth. Life-long learning is basic to the survival and advancement of society. The primary influence on the individual's development is the family in all its forms. Valuing diversity is essential to individual growth and the advancement of society. All individuals have strengths and human potential has no known limits. Democracy thrives when individuals accept responsibility for their choices. Being trustworthy builds trust. Creativity and imagination are essential for society to flourish. A safe environment is essential for the well-being of the individual and for society to flourish 3

4 Philosophy The physical and health education program in the Freehold Borough School District presents a comprehensive approach to healthy living. Health literacy is an integral component in 2 st century education. The program offers units and lessons that engage students and address the needs of the whole child. Students are encouraged to interact with content that has authentic and personal applications to the world inside and outside of school. Our teachers understand the value of sound health, and it is our mission to address the demands of our children by developing healthy lifestyles, safe environments, engaged learners who feel supported and challenged. We strive to meet the social and emotional needs of our students in the context of physical and health education, by building fundamental skills over time and reflecting on our progress. Specific Objectives Consistently provide a health and physical education program that is personalized to the needs of each student who understands their responsibility of healthy living Develop safe learning environments for children Design and assess a broad understanding of personal nutritional literacy for all students to address healthy lifestyles in the 2 st century. Evaluate family and social health concepts and construct a knowledge base for healthy decision-making Personalize health and physical education experiences for the children Understand the world of different and appropriate alcohol, drugs, and tobacco Construct knowledge of chronic and communicable diseases Produce positive experiences of character education and how each strand of character education can be operationalized in an authentic context Determine appropriate methods of discipline and self control using applications such as conflict resolution 4

5 Standards (2009) Comprehensive Health and 2. Wellness All Students will acquire health promotion concepts and skills to support a healthy, active lifestyle. A. Personal Growth and Development B. Nutrition C. Diseases and Health Conditions D. Safety E. Social and Emotional Health 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. A. Interpersonal Communication B. Decision-Making and Goal Setting C. Character Development D. Advocacy and Service E. Health Services and Information 2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle. A. Medicines 5

6 B. Alcohol, Tobacco, and Other Drugs C. Dependency/Addiction and Treatment 2.4 Human Relationships: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. A. Relationships B. Sexuality C. Pregnancy and Parenting 2.5 Motor Skill Development and : All students will utilize safe, efficient, and effective movement to develop a healthy, active lifestyle. A. Movement Skills and Concepts B. Strategy C. Sportsmanship, Rules, and Safety 2.6 Fitness: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. A. Fitness and Physical Activity 6

7 Sequence of Topics for Soccer Flag Football Capture the Flag Kickball Badminton Fitness-gram Physical Fitness Testing Basketball Volleyball Floor Hockey Lacrosse/Styx Ball Wiffle Ball 7

8 Timeline: 2 weeks Topic: Soccer Soccer dribbling 2 Dribble the soccer ball around cones set up in a line in a relay fashion. Assessment performing the skills performing skills correctly and with speed needed to play game of soccer. al Resources: cones, soccer balls. Soccer trapping and passing. Practice skill of trapping soccer ball and passing to a teammate. performing skills Resources: soccer balls, cones. performing skills correctly and with the precision needed in a game situation. 8

9 Timeline: 2 weeks Topic: Soccer Goal kicking Take shots on goal after dribbling soccer ball. Assessment performing skills performing skills correctly and with the precision needed in a game situation. al Resources: soccer balls, cones, goals. 6 Playing game of soccer, Practice skills learned and apply them to a game situation. Rotate positions of forward, midfield, defense, and goalie to learn the positions of the soccer game. Demonstrate intricate strategies of game play to work together for a common goal. performing skills performing skills correctly and with the precision needed in a game situation. Resources: soccer ball, goals, pinnies. 9

10 Timeline: 2 weeks Topic: Flag Football Passing football accurately and catching football. 2 Push the football accurately to a student who has ran out for a pass and the student receiving the football will learn to catch the ball correctly using a relay type formation. Assessment passing and catching football passing and catching football with higher precision needed to beat the defense. al Resources: footballs, cones. Agility training and ball carrying., Run through a series of spaced cones to learn the quick agility movement needed to play football and will learn the correct way to carry the ball as they are running. footwork while running around the cones and carrying the football in the correct manner. achieving increased speed while performing agility training. Resources: footballs, cones. 0

11 Topic: Flag Football 6 in team formation and setting up plays. Playing game of flag football. Timeline: 2 weeks Understand how to set up the players on the field, how to run plays, and students will practice the formations of various running and passing plays. Play game of flag football while practicing skills learned of passing, catching, carrying the football correctly and running with the proper agility to avoid the defense. Rotate among different positions to learn the responsibilities of the various positions and will demonstrate understanding of the game by running their own plays to determine which running and passing plays are successful. Assessment setting up correctly on the field and performing running and passing plays performing advanced running and passing plays with ability to avoid the defense. performing skills used in playing football performing skills of football with greater precision to play the game with greater ability. al Technologies / Resources / Interdisciplinary Activities Resources: footballs, cones, and pinnies. Resources: footballs, cones, and pinnies.

12 Timeline: week Topic: Capture the Flag Introduction of rules, concepts, teamwork strategies. Play the game with the teacher pointing out different strategies that they can apply to the game to be more successful. Understand and interpret the rules so the game can be played with the expected outcome of correct teamwork strategies and team cooperation Assessment Students will play the game by the rules to achieve team cooperation to be successful. Students will play the game by the rules to achieve team cooperation to be successful and will also show leadership skills so the team can achieve the common goal. al Resources: cones, pinnies, hula hoops, flags 2

13 Timeline: week Topic: Capture the Flag Assessment al 4 Play game using teamwork strategies and team cooperation. Play Capture the Flag incorporating ideas and strategies they have built on from playing the game and working together to develop strategies to reach a common team goal. Understand which strategies work best and how they can confidently work together to be successful as a team. Develop multiple formats of evidence to demonstrate students taking on a leadership role to direct students of their jobs in the game for the team to be successful. Students will play the game by the rules to achieve team cooperation to be successful. Students will play the game by the rules to achieve team cooperation to be successful and will also show leadership skills so the team can achieve the common goal. Resources: cones, pinnies, hula hoops, flags 3

14 Timeline: week Topic: Kickball Playing game of kickball. 5 Apply skills of kicking, fielding, throwing, running the bases and teamwork strategies to play the game of kickball. Begin to use more advanced game strategy to show understanding of the concept of the game. Some students will be instructed to take on a leadership role to assist other students who are less skilled in the game. Assessment following the rules of the game and practicing the skills following the rules of the game and practicing the skills correctly and using varied teamwork strategies to add to the success of the team. al Resources: playground ball, bases. 4

15 Timeline: 2 weeks Topic: Badminton Holding badminton racquet Practice skill of volleying badminton correctly and volleying shuttlecock with a partner by lining up badminton shuttlecock. facing their partner in parallel lines. 9 Playing game of badminton. Practice skill of volleying badminton shuttlecock Demonstrate knowledge of holding the racquet correctly by participating in a badminton tournament. Begin to utilize more advanced game strategy to show understanding of the concept of the game. Students who show ability may take on a leadership role to assist other students who are less skilled in the game.. Assessment Model(s) /Performance Outcomes/ Enrichment/ students performing the skill correctly and holding the racquet in the correct manner. students performing the skill correctly and holding the racquet in the correct manner. Students who are more skilled will perform the skill with greater accuracy. students performing the skill correctly and holding the racquet in the correct manner. students performing the skill correctly and holding the racquet in the correct manner. Students who are more skilled will perform the skill with greater accuracy. al Technologies / Resources / Resources: Badminton racquets, shuttlecocks. Resources: Badminton racquets, shuttlecocks, badminton nets. 5

16 Timeline: 8 days Topic: Fitnessgram Physical Fitness Testing Mile run. The students will run a mile on a course explained by the teacher and will be timed by the teacher A., A.2, A.3, A.4, A.5 Provide an explanation regarding the importance of pacing themselves for the best results. Assessment students running the correct course and at an appropriate pace. students running the correct course and at an appropriate pace. Faster students will run the course at a quicker pace. al Resources: Stopwatch. Trunk lift A., A.2, A.3, A.4, A.5 Perform the trunk lift on a mat with the teacher giving proper instructions and measuring the results. Students with advanced flexibility will score with higher results. Resources: mats, ruler. 6

17 Timeline: 8 days Topic: Fitnessgram Physical Fitness Testing Sit and Reach Complete the Sit and Reach test using the Sit and Reach box with the teacher giving proper instructions and measuring the 2 results A., A.2, A.3, A.4, A.5 Assessment Students with advanced flexibility will score with higher results. al Resources: Sit and Reach box, mats. 2 Sit-ups A., A.2, A.3, A.4, A.5 Complete sit-ups following a cadence on a recording with a partner holding their feet and counting for them. Teacher will give proper instructions and will record results. Students with greater abdominal strength will score with higher results. Resources: mats, CD player. 7

18 Timeline: 8 days Topic: Fitnessgram Physical Fitness Testing Push-ups. Perform push-ups following a cadence on a recording. Teacher will give proper A., A.2, instructions and will record A.3, A.4, A.5 results. Assessment Students with greater upper body strength will score with higher results. al Resources: CD player. 8

19 Timeline: 2 weeks Topic: Basketball Basketball dribbling and passing. Practice skills associated with basketball such as dribbling by dribbling around cones using both hands in a relay fashion. Demonstrate proficiency in completing adequate chest passes and bounce passes with the students in the line next to them in a relay fashion. Assessment correctly and with the speed needed to play the game of basketball. al Resources: Basketballs, cones. Basketball foul shooting. Students will get into small groups and take turns practicing foul shooting at the six baskets. Students who are more skilled will perform the skill with greater accuracy. Resources: Basketballs, basketball hoops. 9

20 Timeline: 2 weeks Topic: Basketball Lead-up game of Sideline Basketball. Practice skills of basketball dribbling, passing, and shooting by playing game of sideline basketball using both their individual skills and then in combination with other students participation. Assessment s s Students who are more skilled will perform the skills with greater accuracy and precision. al Resources: Basketballs, basketball hoops. Lead-up game of small group play. Demonstrate skills of basketball dribbling, passing, and shooting by playing game of basketball in a three-on-three setting to allow each student more of an opportunity to master their skills and to understand the basic concept of the game and its strategies. s s Students who are more skilled will perform the skills with greater accuracy and precision. Resources: Basketballs, basketball hoops. 20

21 Timeline: 2 weeks Topic: Basketball Playing game of Basketball. 6 Practice learned skills of basketball dribbling, passing, and shooting by playing game of basketball. Begin to utilize more advanced game strategy to show understanding of the concept of the game. Demonstrate a leadership role to assist other students who are less skilled in the game.. Assessment s s Students who are more skilled will perform the skills with greater accuracy and precision. al Resources: Basketballs, basketball hoops. 2

22 Timeline: 2 weeks Topic: Volleyball Volleyball bump and set. Practice the skills of the volleyball bump and set by getting into small groups, forming a circle, and passing the volleyball to each other by either bumping or setting the ball. Assessment s s Students who are more skilled will perform the skills with greater precision. al Resources: Volleyballs. Volleyball serve and proper rotation of players. Demonstrate the skill of the volleyball serve by serving the ball over the net to a partner. Students will then understand the concept of the rotation process by following the teacher s directions. s s Students who are more skilled will perform the skills with greater precision. Resources: Volleyballs, volleyball nets. 22

23 Timeline: 2 weeks Topic: Volleyball Playing game of volleyball. 8 Demonstrate volleyball skills of the bump, set, and serve and will demonstrate knowledge of the rotation of players and scoring procedure by rotating correctly and at the correct time by participating in a volleyball tournament. Utilize advanced game strategy to show understanding of the concept of the game. Develop leadership roles of some students to assist other students who are less skilled in the game.. Assessment s s Students who are more skilled will perform the skills with greater precision. al Resources: Volleyballs, volleyball nets. 23

24 Timeline: 2 weeks Topic: Floor Hockey Floor hockey dribbling and passing. Practice dribbling the hockey ball around cones set up in a relay fashion. Demonstrate the skill of passing the ball to a student in the line next to them, also in a relay fashion. Assessment correctly and with the speed needed to play the game of floor hockey. al Resources: Floor hockey sticks, floor hockey balls, cones. Floor hockey goal shooting and blocking. Break up into small groups and practice taking shots on goal while another student practices blocking the shot. Students who are more skilled will perform the skill with greater accuracy. Resources: Floor hockey sticks, floor hockey balls, cones. 24

25 Timeline: 2 weeks Topic: Floor Hockey Playing game of Floor hockey. 8 Practice skills of dribbling, passing, and goal shooting by playing game of Floor hockey. Begin to use more advanced game strategy to show understanding of the concept of the game. Demonstrate (some students) a leadership role to assist other students who are less skilled in the game. Assessment Students who are more skilled will perform the skill with greater accuracy and precision. al Resources: Floor hockey sticks, floor hockey balls, cones. 25

26 Timeline: 7 days Topic: Lacrosse/Styx Ball Passing and catching. Taking shots on goal and blocking shots. Specific Learning Objectives: The Students Will Be Able To: Practice the skill of passing and catching the ball while using the lacrosse/styx ball sticks. In pairs, face their partners in two parallel lines to practice this skill. They will then practice this skill while running in a relay fashion. The Students Will Be Able To: In groups, practice taking shots using the lacrosse/styx ball sticks while another student practices blocking the shot. Assessment students performing these skills students performing these skills correctly and with the speed and precision to play the game effectively. students performing these skills students performing these skills Students with more advanced skill will have greater accuracy in scoring goals. al Resources: Lacrosse/Styx ball sticks, balls, cones. Resources: Lacrosse/Styx Ball sticks, balls, cones. 26

27 Timeline: 7 days Topic: Lacrosse/Styx Ball Playing game of Lacrosse/Styx Ball. 5 The Students Will Be Able To: Practice skills of dribbling, passing, and shooting goals by playing game of Lacrosse/Styx Ball. Begin to use more advanced game strategy to show understanding of the concept of the game. Take on a leadership role to assist other students who are less skilled in the game. Assessment following the rules of the game and practicing the skills following the rules of the game and practicing the skills correctly and using varied teamwork strategies to add to the success of the team. al Resources: Lacrosse/Styx Ball sticks, balls, goals, pinnies. 27

28 Timeline: 2 weeks Topic: Wiffle Ball Throwing, catching, fielding ground balls and pop-ups. Practice throwing and catching skills by lining up in two parallel lines facing their partner. Students will then also throw ground balls and pop-up fly balls to their partners to practice these skills. Assessment Model(s) /Performance Outcomes/ Enrichment/ throwing and catching the ball correctly and using the correct technique to field ground balls and pop-ups. throwing and catching the ball correctly and using the correct technique to field ground balls and pop-ups. Students with more advanced skills will throw the ball with more speed and will have more range when fielding ground balls and pop-ups. al Technologies / Resources / Resources: Wiffle ball bats of different circumferences, sponge wiffle balls. Batting and fielding. Demonstrate batting and fielding skills by getting into small groups of 3 or 4 and practice eye-hand coordination of batting by taking half swings to make contact with the ball while one person in the group pitches and the others field the ball. students using the proper batting stance and fielding technique. students using the proper batting stance and fielding technique. Students with more advanced skill will have greater accuracy in hitting the ball Resources: Wiffle ball bats of different circumferences, sponge wiffle balls. 28

29 Timeline: 2 weeks Topic: Wiffle Ball Playing game of Wiffle Ball. 8 Practice skills of batting, fielding, throwing, base running and teamwork strategies by playing game of Wiffle Ball. Utilize advanced game strategy to show understanding of the concept of the game Take on a leadership role to assist other students who are less skilled in the game. Assessment following the rules of the game and practicing the skills following the rules of the game and practicing the skills correctly and using varied teamwork strategies to add to the success of the team. al Resources: Bases, wiffle ball bats of different circumferences, sponge wiffle ball. 29

WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM GRADE 7 AND 8 PHYSICAL EDUCATION BASE GAMES. UNIT: Base Games NO. OF DAYS: 7-14

WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM GRADE 7 AND 8 PHYSICAL EDUCATION BASE GAMES COURSE NAME: Grade 7 and 8 Physical Education UNIT: Base Games 7-14 KEY LEARNING(S): Understanding strategies of play.