Physical Education - Neshaminy School District



Physical Education

Curriculum Map

Boating Grade: 8

Enduring Understandings:

• Safety impacts individual and community well-being.

• Community well-being is dependent upon a balance of personal and social responsibility.

Essential Questions:

• How do you determine an environment is safe?

• What are some safety guidelines to follow in physical activity settings?

• What are the pros and cons of adopting an “environmentally responsible” lifestyle?

• How are your present choices connected to your health throughout your adult life?

|Pennsylvania Standards |Content |Skills |Assessment |

|10.2.9. E: Explain the interrelationship between|Boating and Water Safety Awareness Course |Stride Jump | |

|the environment and personal health. | |-head stays above water |Written Assessment |

|zone layer/skin cancer |Intro to 8th grade swimming |-Legs scissor, arms sweep | |

|availability of health care/ individual health |-review of pool rules |-eyes focus on target |Self Assessment |

|air pollution/respiratory disease |-talk about boating course |-Underwater arm stroke recovery | |

|breeding environments/ lyme disease/west nile | | |Teacher Assessment |

|virus |Personal Safety in water |Rescue Diving | |

|10.3.9.A: Analyze the role of individual | |-long shallow |Core Creek Park Trip |

|responsibility for safe practices and injury | |-short deep | |

|prevention in the home, school and community. | | | |

|modes of transportation (e.g., pedestrian, | |Basic review of strokes used in rescue | |

|bicycle, vehicular, passenger, farm vehicle, | | | |

|all-terrain vehicle) | |Wrist tow to support a victim | |

|violence prevention in school |Assisting a victim | | |

|self-protection in the home | |Hair tow to support a victim | |

|self-protection in public places | | | |

| | |Lift out to a sitting position | |

| | |-never lose contact with victim | |

| |Getting a victim out of the water |-lift to sit if victim is smaller | |

| | |Lift out to a laying position | |

| | |-never lose contact with victim | |

| | |-for larger victim | |

| | | | |

| | |Lesson 2 | |

| | |Boat terminology | |

| |Introduce Boating Safety Awareness Course |Boat markings |Teacher Observation |

| | | | |

| | |PFD use- proper fit and use of PFD |Peer Assessment |

| | |Entry into the water with a PFD | |

| |Lesson 1 and 2 Boating Course |-deck level |Teacher Assessment |

| | |-from a height | |

| | |HELP Position- Heat Escape Lessening Position |8th Grade Kayaking Assessment |

| | |Huddle- with a friend |***District Assessment*** |

| | |Navigational Terminology and Curriculum | |

| | | | |

| | |Boat Lighting System | |

| | | | |

| | |Hazards | |

| | |Kayaking: | |

| | |parts of a kayak | |

| | |parts of a paddle | |

| | |entering from side | |

| | |entering from shallow water | |

| | |paddling | |

| | |turning | |

| | |swamping | |

| | |games | |

| | | | |

| | |Review HELP position | |

| | |(Heat Escape Lessening Posture) | |

| | |Purpose of HELP | |

| | | | |

| |PFD Use (day 2 and 3) |Intro Huddle Position | |

| | |-with partner | |

| | |-with group | |

| | |Emphasis on quiet and conserving energy, little | |

| | |movement | |

| | | | |

| | |Bookwork to distinguish need for and appearance | |

| | |of different distress signals | |

| | | | |

| | |Bookwork to see different types of Fire | |

| | |extinguishers | |

| | | | |

| |Visual Distress Signals (p 28 of teachers book) |Pull pin | |

| | |Aim | |

| | |Squeeze handle | |

| |Fire Extinguishers |Sweep | |

| | | | |

| | |Driver responsibility: wake, safety, direction | |

| | |head to head | |

| | |overtaking | |

| | |perpendicular | |

| | |terms stand on, give way | |

| |Navigation Rules (Boat) |Try each navigation rule while pretending in the| |

| | |shallow end | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | |use of helmets and PFD’s | |

| |Reaching Assists |storing of kayaks and how to remove and return | |

| | |to proper place | |

| |Storage and maintenance of equipment: |Practice fitting the helmets and adjusting the | |

| | |PFD’s to fit properly | |

| | |Enter the pool so that they can feel the | |

| | |buoyancy sensation. | |

| | |Take down and replace the kayaks 3 times | |

| | | | |

| | |Enter the kayaks first on deck, then from side | |

| | |of the pool holding gunnels or rear end first | |

| | | | |

| | |hand positioning | |

| | | | |

| | |paddle angle for 360 turn, moving forward and | |

| |Proper technique for getting in and out of the |backwards, and draw stroke | |

| |kayaks. | | |

| | |dragging for stopping and turning | |

| | | | |

| | |side entry | |

| | |entry from the stern | |

| |Proper use of paddle |shallow or deep water entry | |

| | | | |

| | | | |

| | |Bring kayak back to the side of the pool and | |

| | |empty out the excess water by rocking bow to | |

| | |stern and back | |

| | | | |

| | | | |

| |Re-entering kayak after a roll |PWC’S | |

| | |PWC’S Characteristics | |

| | |PWC’S Operation | |

| | |Swimming & Diving | |

| | |Canoeing & Kayaking | |

| | |Paddling Tips | |

| |Emptying kayak after swamping |Sailing | |

| | |Hunters & Anglers | |

| | |Water Sking & Similar Activies | |

| | | | |

| | |Mandatory Boating Education | |

| | |Navigational Rules | |

| | |Proper Lookout | |

| | |Safe Speed | |

| | |Risk of Collision | |

| |Other Water Activities |Rules for Power Driven Vessels Underway | |

| | |Head – on (Meeting) | |

| | |Overtaking (Passing) | |

| | |Crossing Situation | |

| | |Sound Signals | |

| | |Night Operation and Lights | |

| | |Aids to Navigation | |

| | | | |

| | |Trailering | |

| | |Launch & Retrieving | |

| | |Boarding | |

| |PA Operation Requirements & Navigation & |Boat Trim | |

| |Communications |Capsizing | |

| | |Falls Overboard | |

| | |Running A ground | |

| | |Boating Handling | |

| | |Docking | |

| | |Anchoring | |

| | | | |

| | |Water Hazards | |

| | |Large Bodies of Water | |

| | |Wind & Waves | |

| | |Tides & Tidal Currents | |

| | |Dams | |

| |Boat Operation |Weather | |

| | |Rescue & Survival | |

| | |Reach | |

| | |Throw | |

| | |Row | |

| | |Go | |

| | |Cold Water | |

| | |Hypothermia | |

| | |(First Aid) | |

| | |Alcohol & Boating | |

| | | | |

| | | | |

| |Safety & Rescue | | |

Physical Education

Curriculum Map

Water Aerobics Grade: 8

Enduring Understandings:

• Participation in physical activity impacts wellness throughout a lifetime.

• Community well-being is dependent upon a balance of personal and social responsibility.

Essential Questions:

• How does participating in physical activity affect you?

• How can exercise be used to improve health and fitness?

• How can the choices you make today, influence your future health and happiness?

|Pennsylvania Standards |Content |Skills |Assessment |

|10.4.9. A: Analyze and engage in physical |Water Aerobics |Shallow End Routine |Teacher Observation |

|activities that are developmentally/ | | | |

|individually appropriate and support achievement| |Deep End Routine |Written Assessment |

|of personal fitness and activity goals. | | | |

|10.4.9. D: Analyze factors that affect physical | |Water Walking |Heart Rate Monitoring |

|activity preferences of adolescents. | | | |

|skill competence | | |8th Grade Water Aerobics |

|social benefits | | |***District Assessment*** |

|previous experience | | | |

|activity confidence | | | |

|10.5.9. A: Describe and apply the components of | | | |

|skill-related fitness to movement performance. | | | |

|agility | | | |

|balance | | | |

|coordination | | | |

|power | | | |

|reaction time | | | |

|10.5.9. D: Identify and describe the principles | | | |

|of training using appropriate vocabulary. | | | |

|specificity | | | |

|overload | | | |

|progression | | | |

|aerobic/anaerobic | | | |

|circuit/interval | | | |

|repetition/set | | | |

Physical Education

Curriculum Map

Dance Grade: 8

Enduring Understandings:

• Quality lifelong movement is based on scientific concepts/principles.

• Health concepts are essential for wellness and a health-enhancing lifestyle.

Essential Questions:

• Why do people choose group activities over individual activities or individual activities over group activities?

• How can you become an advanced mover?

• How can exercise be used to improve health and fitness?

• How can I prepare my body for safe physical activity?

|Pennsylvania Standards |Content |Skills |Assessment |

|10.3.6. D. Analyze the role of individual |Dance |Skills |Assessment |

|responsibility for safety during physical | |Social Dances |Create your own |

|activity. | |Routine |Teacher Assessment |

|10.4.6. A: Identify and engage in moderate to | |Rhythm |Dancing with the Stars Competition (Students are|

|vigorous physical activities that contribute to | |Coordination |critiqued on skill, creative and cooperation) |

|physical fitness and health. | | | |

|10.4.6. B: Explain the effects of regular | | | |

|participation in moderate to vigorous physical | | | |

|activities on the body systems. | | | |

|10.4.6. D. Describe factors that affect | | | |

|childhood physical activity preferences. | | | |

|10.5.6. A. Explain and apply the basic movement| | | |

|skills and concepts to create and perform | | | |

|movement sequences and advanced skills. | | | |

Physical Education

Curriculum Map

Invasion Games Grade: 8

Enduring Understandings:

• Participation in physical activity impacts wellness throughout a lifetime.

• Quality lifelong movement is based on scientific concepts and principles.

Essential Questions:

• How can physical activity choices impact my life as an adolescent?

• How can you improve the quality of complex movements?

• What types of strategies would you use to be successful in a complex game situation?

|Pennsylvania Standards |Content |Skills |Assessment |

|10.3.6 D. Analyze the role of individual |Invasion Games | |Written Assessment |

|responsibility for safety during physical |Can Include Many Different Types of Games |Basics | |

|activity. | |Throwing | |

|10.4.6. E. Identify factors that have an impact | | | |

|on the relationship between regular | |Catching |8th Grade Invasion Games Assessment |

|participation in physical activity and the | | |***District Assessment*** |

|degree of motor skill improvement. | |Offense: | |

|10.4.6. F. Identify and describe positive and | |moving to space |Peer Observation |

|negative interactions of group members in | |cutting | |

|physical activities. | |faking |Teacher Observation |

| | |teamwork | |

|10.5.6. A. Explain and apply the basic movement | | | |

|skills and concepts to create and perform | |Defense | |

|movement sequences and advanced skills. | |man to man | |

| | |zone/area | |

|10.5.6. B. Identify and apply the concepts of | |teamwork | |

|motor skill development to a variety of basic |Floor Hockey | | |

|skills. | | | |

|10.5.6. C. Describe the relationship between |Intro Rules and equipment |Goggles assignment and usage | |

|practice and skill development. | |Holding the stick |Peer Observation |

|10.5.6. E. Identify and use scientific |Passing: |Dribble: small controlled taps using either or | |

|principles that affect basic movement and skills| |both sides of stick. Ball stays in front of |Partner pass: # of completed controlled passes |

|using appropriate vocabulary. | |body slightly to one side. Loose dribble, tight| |

|10.5.6. F. Identify and apply game strategies to| |dribble |2 V 2: 3 completed passes equals 1 point |

|basic games and physical activities | |From stationary position | |

|10.4.9 E. Analyze factors that impact on the | |give with the ball as it approaches |Monkey in the middle |

|relationship between regular participation in | |control ball before returning | |

|physical activity and motor skill improvement | |protect the ball by using both sides of stick |2 min games, checking skills |

|personal choice | |Moving with a partner | |

|developmental differences | |Pass ahead of partner to their outstretched |Partner assessment while game takes place |

|amount of physical activity | |stick | |

|authentic practice | |Control before returning pass, may require small| |

|10.4.9 F. Analyze the effects of positive and |Using Space |amt of dribbling | |

|negative interaction of adolescent group member | |Moving to a space to receive a pass | |

|in physical activity | |partner with ball stays still, partner w/o moves| |

|group dynamics | |to any space to receive pass | |

|social pressure | |Rules for game play | |

|10.5.9 A. Describe and apply the components of | |6 v 6 | |

|skill related fitness to movement performance |Creating Space |Bully starts game | |

|agility |Game Play and strategy |3 offense cross center line and stay there | |

|balance | |2 defense stay on their side of court | |

|coordination | |If no goalie, then net down | |

|power | | | |

|reaction time | | | |

|speed | | | |

|10.5 .9. B. Describe and apply concepts of motor| | | |

|skill development that impact the quality of | |Body over ball (B.O.B.) | |

|increasingly complex movement | |Use various surfaces (feet, thigh, etc.) | |

|response selection | | | |

|stages of learning a motor skill | | |Teacher and peer visual assessment |

|types of skill | | | |

|10.5.9 C. Identify and apply practice strategies|Soccer |Body over ball (B.O.B.) | |

|for skill improvement. |Receiving/Trapping |Different surfaces of your foot inside/outside | |

|10. 5.9 F. Describe and apply game strategies to| |Shoulders to target |Student Skill self check |

|complex games and physical activities | |Position of “non-kicking” foot (next to ball) | |

|offensive strategies | | | |

|defensive strategies | | | |

|time management | | | |

| | |Body over ball (B.O.B.) | |

| | |Head up (“see” where going) | |

| |Passing |Change of speed and direction | |

| | |Different surfaces of foot | |

| | | | |

| | | | |

| | | | |

| | |Offensive: | |

| | | | |

| | |Give and go | |

| |Dribbling |Moving to open space | |

| | |Dump and run | |

| | | | |

| | | | |

| | | | |

| | |Defensive: | |

| | | | |

| | |Person to person | |

| | |Zone defense | |

| | | | |

| | | |Teacher generated peer and teacher assessment of|

| | |Demonstrate the proper techniques that surround |game strategies |

| | |the skill of dribbling | |

| | |Identify cues used in dribbling | |

| | | | |

| | | | |

| | |Demonstrate the fundamental passes used in | |

| | |basketball: bounce, chest, and overhead. | |

| | | | |

| | |Identifying the proper way to perform a lay-up | |

| | |and jump-shot | |

| | | | |

| | | |Basketball Assessment |

| |Game strategy |One-on-one defense |***District Assessment*** |

| | |Zone | |

| |Basketball |Team defense |Dribble Protect |

| |Dribbling | |Dribble Relay |

| | | | |

| | | | |

| | | | |

| | | | |

| | | |Completion of partner pass |

| | | |Passing relay |

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| |Passing | | |

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| | | | |

| | | |Shooting Stars |

| | | |Jump-shot relay |

| | | | |

| |Shooting | | |

| | | | |

| | | |Three pass basketball |

| |Defense/Strategy | |Three on three rise and shine |

Physical Education

Curriculum Map

Orienteering Grade: 8

Enduring Understandings:

• Participation in physical activity impacts wellness throughout a lifetime.

• Community well-being is dependent upon a balance of personal and social responsibility.

Essential Questions:

• How are your present choices connected to your health throughout your adult life?

• How can the choices you make today, influence your future health and happiness?

• How would you evaluate your physical activity choices and the way they affect your ability to achieve your fitness and activity goals?

|Pennsylvania Standards |Content |Skills |Assessment |

|10.4.9. C. Analyze factors that affect the |Estimating distance |Pacing- using 2 strides (pace), students will |Pacing between cones at varying distances |

|responses of body systems during moderate to | |walk/jog between 2 points and convert # of paces| |

|vigorous physical activities. | |into feet. | |

|10.4.9. D. Analyze factors that affect physical | | | |

|activity preferences of adolescents. |Understanding direction |Reading a compass and determining other ways to |Apply the principles of compass reading to find |

|10.4.9 F. Analyze the effects of positive and | |find North, South, East and West. |bearings. |

|negative interaction of adolescent group member | | | |

|in physical activity |Topographical map reading |Recognizing the lines and demarcations for | |

|group dynamics | |different land formations |Mini orienteering course to find 6 control |

|social pressure | | |points. |

| |Orienting oneself on the map. |Identify where you are on the map when walking | |

| | |through the campus and the adjoining woods. | |

| | | | |

| |Learning an orienteering challenge |Reading the map and locating control points |Larger scale orienteering course covering the |

| | |under time pressure and accuracy |entire school campus and including the woods. |

| | | | |

| | | |8th Grade Orienteering Assessment ***District |

| | | |Assessment*** |

Physical Education

Curriculum Map

Adventure Challenge Grade: 8

Enduring Understandings:

• Health concepts are essential for wellness and a health-enhancing lifestyle.

• Safety impacts individual and community well-being.

Essential Questions:

• How can physical activity choices impact my life as an adolescent?

• How would you evaluate your physical activity choices and the way they affect your ability to achieve your fitness and activity goals?

• How can using safe practices and strategies influence injury prevention, emergency preparedness and conflict management?

• How do you determine an environment is safe?

|Pennsylvania Standards |Content |Skills |Assessment |

|10.3.6. C. Describe strategies to avoid or |Team Challenge |Safety rules |Teacher Observation |

|manage conflict and violence. | |Cooping with fear | |

| |Partner |Rational decision making |Written Assessment |

|10.3.6. D. Analyze the role of individual | |Developing communication skills | |

|responsibility for safety during physical |Small group |Leaders and followers |8th Grade Team Challenge Assessment |

|activity. | |Develop strength and flexibility |***District Assessment*** |

| |Big group |Develop self esteem | |

|10.4.6. F. Identify and describe positive and | |Creating teamwork | |

|negative interactions of group members in | |Enhancing cooperation skills | |

|physical activities. | |Problem solving | |

| | | | |

|10.5.6 A. Explain and apply the basic movement | | | |

|skills and concepts to create and perform | | | |

|movement sequences and advanced skills. | | | |

|10.5.6. E. Identify and use scientific | | | |

|principles that affect basic movement and skills| | | |

|using appropriate vocabulary | | | |

| | | | |

| | | | |

| | | | |

| | | | |

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Physical Education

Curriculum Map

Orienteering Grade: 8

Enduring Understandings:

• Participation in physical activity impacts wellness throughout a lifetime.

• Community well-being is dependent upon a balance of personal and social responsibility.

Essential Questions:

• What can you observe and infer about the way your personal choices affect the functioning of the body?

• How can exercise be used to improve health and fitness?

• How can strategies affect the outcome of a game or physical activity?

• How can you become an advanced mover?

• How can the individual impact the group during physical activities and how can the group impact the individual during physical activities?

|Pennsylvania Standards |Content |Skills |Assessment |

|10.3.6 .A. Explain and apply safe practices in |Class rules |Attendance Cards |Teacher Observation |

|the home, school and community. | |Class Rules | |

|emergencies (e.g., fire, natural disasters) | |Whistle System |8th Grade Biking Assessment |

|personal safety (e.g., home alone, latch key, | | |***District Assessment*** |

|harassment) |Equipment Safety |Moving Helmet and Bike Ranks | |

|communication (e.g., telephone, Internet) | |(Number Identification on Rank) | |

|violence prevention (e.g., gangs, weapons) | |Removing Bikes From Racks | |

|10.3.6. B. Know and apply appropriate emergency | | | |

|responses. |Helmet Fit |Helmet square on head | |

|basic first aid | |Chin Strap Adjustment | |

|Heimlich maneuver | |Back Dial Adjustment | |

|universal precautions | | | |

|10.3.6 D. Analyze the role of individual |Bike Sizing |Identify proper fitting bike | |

|responsibility for safety during physical | | | |

|activity. | |Air, Brakes, Cranks | |

|10.4.6. E. Identify factors that have an impact | |Straddle Mount | |

|on the relationship between regular |ABC Check |Power Pedal Start | |

|participation in physical activity and the |Mounting |Glide Start | |

|degree of motor skill improvement. | | | |

|10.4.6. F. Identify and describe positive and | |Stop and Step Off to Straddle | |

|negative interactions of group members in | |Swing Leg Over to Stop | |

|physical activities. |Dismounting |Emergency Stop | |

| | | | |

| | |In Saddle | |

| |Riding Positions |Standing | |

| | |Forward | |

| | |Off of Seat Over back Tire | |

| | | | |

| | |Gear Up and Gear Down including Front and Back | |

| | |Sprockets | |

| |Gearing | | |

Physical Education

Curriculum Map

Fitness Lab Grade: 8

Enduring Understandings:

• Participation in physical activity impacts wellness throughout a lifetime.

• Quality lifelong movement is based on scientific concepts/principles.

Essential Questions:

• How can physical activity choices impact my life as an adolescent?

• What principles can be used to improve physical fitness?

|Pennsylvania Standards |Content |Skills |Assessment |

|10.4.6. A: Identify and engage in moderate to |Fitness lab |Heart Rate |Fitness Center Daily Log Cards |

|vigorous physical activities that contribute to | |Resting | |

|physical fitness and health. | |Maximal | |

| | |Target Zone | |

|10.4.6. B: Explain the effects of regular | |Weight Lifting | |

|participation in moderate to vigorous physical | |Set | |

|activities on the body systems. | |Repetition | |

| | |Weight Stations | |

|10.4.6. C. Identify and apply ways to monitor | |Muscular Strength | |

|and assess the body’s response to moderate to | |Muscular Endurance | |

|vigorous physical activity. | |Cardiovascular | |

| | |Heart Rate | |

|10.4.6. D. Describe factors that affect | |Machine Stations | |

|childhood physical activity preferences. | |Flexibility | |

| | |Range of Motion | |

|10.5.6. A. Explain and apply the basic movement| |Elasticity | |

|skills and concepts to create and perform | |Plasticity | |

|movement sequences and advanced skills. | |Dynamic Warm-up | |

| | |Walking Lunges/Lunges w/Twist | |

|10.5.6. B. Identify and apply the concepts of | |Knee Hugs | |

|motor skill development to a variety of basic | |High Knees/ Butt Kicks | |

|skills | |Ankle Raises | |

| | |Leg Claps | |

| | |Yoga | |

Physical Education

Curriculum Map

Golf Grade: 8

Enduring Understandings:

• Participation in physical activity impacts wellness throughout a lifetime.

• Quality lifelong movement is based on scientific concepts/principles.

Essential Questions:

• Why do people choose the physical activities they participate in over a lifetime?

• How can participation in physical activity enhance my life?

• How can you enhance the quality of movement for lifelong participation in physical activity?

• What knowledge is necessary to create a personal fitness program?

• How do scientific principles, biomechanical principles and practice strategies influence movement forms?

• What knowledge is needed to select an appropriate response in a variety of physical activities?

|Pennsylvania Standards |Content |Skills |Assessment |

|10.4.9 F. Analyze the effects of positive and |Golf Fundamentals |Grip: |Teacher Observation |

|negative interaction of adolescent group member | |Baseball, overlap, interlock | |

|in physical activity | |Stance: |Peer Assessment |

|group dynamics | |Ball position, posture | |

|social pressure | |Full Swing: |Skill Check Off Sheet |

|10.5.9 A. Describe and apply the components of | |Take away | |

|skill related fitness to movement performance |Swing |Back swing |Etiquette Self Check Off Sheet |

|agility | |Follow through | |

|balance | |**head position stays the same throughout** | |

|coordination | |Pitch shot: | |

|power | |Stance | |

|reaction time | |Ball placement | |

|speed | |Distance control: knee to knee or belt to belt | |

| | | | |

| | |Chip shot: | |

| | |Same as pitch | |

| | | | |

| | |Putting: | |

| | |Stance | |

| | |Grip | |

| | |Ball placement | |

| | |Hit through the ball | |

| | |Aim | |

| | |Pendulum swing | |

| | |Wrist and forearm locked | |

| | |Scoring: | |

| | |Birdie, par, bogie, eagle | |

| | | | |

| | |Etiquette | |

| |Game Strategy |No disturbance or distraction | |

| | |Safety | |

| | |Honesty and integrity | |

| | |Pace of play | |

| |Golf Etiquette |Care of the course | |

| | | | |

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| | | | |

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Physical Education

Curriculum Map

Racquet Activities Grade: 8

Enduring Understandings:

• Participation in physical activity impacts wellness throughout a lifetime.

• Quality lifelong movement is based on scientific concepts/principles.

Essential Questions:

• How can strategies affect the outcome of a game or physical activity?

• How can exercise be used to improve health and fitness?

• How are scientific principles important in physical activities?

• How does participating in physical activity affect you?

|Pennsylvania Standards |Content |Skills |Assessment |

|10.4.6. A: Identify and engage in moderate to |Racket Activities |Volley with a partner- back up after 5 |Teacher Observed Drills |

|vigorous physical activities that contribute to | |successful hits | |

|physical fitness and health. |Warm-up | |Teacher Observed Game Play |

| | | | |

|10.4.6. B: Explain the effects of regular |Basic Hits |Perform Forehand technique |King of the court |

|participation in moderate to vigorous physical | | | |

|activities on the body systems. | |Perform Backhand technique |8th Grade Racquet Sports Assessment |

| | | |*** District Assessment*** |

|10.4.6. D. Describe factors that affect | |Perform Serve | |

|childhood physical activity preferences. | | | |

| | | | |

|10.5.6. A. Explain and apply the basic movement |Etiquette/ rules/court |Review etiquette, rules and the court lines | |

|skills and concepts to create and perform | | | |

|movement sequences and advanced skills. | | | |

|10.5.6. C. Describe the relationship between |Strategies |Play offensive/defensive game using ball only | |

|practice and skill development. | | | |

| | | | |

|10.5.6 D. Describe and apply the principles of |Tournament | | |

|exercise to the components of health-related and| |Tournament- doubles | |

|skill-related fitness. | | | |

Physical Education

Curriculum Map

Volleyball Grade: 8

Enduring Understandings:

• Participation in physical activity impacts wellness throughout a lifetime.

• Community well-being is dependent upon a balance of personal and social responsibility.

Essential Questions:

• How can I prepare my body for safe physical activity?

• What types of strategies would you use to be successful in a complex game situation?

• How would you evaluate your physical activity choices and the way they affect your ability to achieve your fitness and activity goals?

• How can you improve the quality of complex movements?

|Pennsylvania Standards |Content |Skills |Assessment |

|10.3.6. D. Analyze the role of individual |Volleyball |Team Play |Peer Assessment |

|responsibility for safety during physical |Rules | | |

|activity |Passing |Forearm Pass |8th Grade Volleyball Assessment |

|10.4.6. E. Identify factors that have an impact |Attacks | |***District Assessment*** |

|on the relationship between regular |Serving |Set | |

|participation in physical activity and the | | | |

|degree of motor skill improvement. | |Hit | |

|10.4.6. F. Identify and describe positive and | | | |

|negative interactions of group members in | |Use of 3 hits | |

|physical activities. | | | |

|10.5.6. A. Explain and apply the basic movement | | | |

|skills and concepts to create and perform | | | |

|movement sequences and advanced skills. | | | |

| | | | |

|10.5.6. B. Identify and apply the concepts of | | | |

|motor skill development to a variety of basic | | | |

|skills. | | | |

|10.5.6. C. Describe the relationship between | | | |

|practice and skill development. | | | |

|10.5.6 D. Describe and apply the principles of | | | |

|exercise to the components of health-related and| | | |

|skill-related fitness. | | | |

|10.5.6. E. Identify and use scientific | | | |

|principles that affect basic movement and skills| | | |

|using appropriate vocabulary. | | | |

|10.5.6. F. Identify and apply game strategies to| | | |

|basic games and physical activities | | | |

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