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Dumont High School Physical Education Curriculum
Sophomore Physical Education
OVERVIEW Physical Education at the tenth-grade level is a three marking period course that introduces students to concepts and information that promote healthy lifestyle choices. Students will receive the knowledge, skill, and practical critical thinking application to enable them to participate in “life-long healthy and physically active lifestyles” throughout their adult lives. In addition, our physical education program contributes to the school-wide goal of developing responsible citizens who will be active and productive participants in our democratic society as adults. To these ends, all students will engage in a wide range of meaningful activities that promote optimum physical, mental, emotional and social development. These activities are designed to support the goals of this curriculum and empower students to use critical thinking and problem solving skills throughout life.
July 2017
ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 24, 2017
Table of Contents 1. Grading Philosophy, Course Requirements and Expectations 2. Content by Marking Period 3. Games 4. Project Adventure II 5. Weight Training 6. Aerobics 7. Fitnessgram
GRADING PHILOSOPHY The department recognizes that students enter our program with a wide variety of physical abilities. Therefore students will be evaluated according to their level of individual improvement during each activity. A test will be used to assess levels of physical fitness. No student will receive a failing grade on this standardized test if, in the opinion of the teacher, sufficient effort is exhibited. The department expects that all students will participate daily to the best of their abilities and qualify for a grade of B. Students who exhibit better than average skill levels and content knowledge will be graded accordingly. COURSE REQUIREMENTS AND EXPECTATIONS A student will receive 5 credits for successfully completing course work in physical education and health. A grade of D or better for the entire year is necessary. The following criteria, which focuses on preparation, participation, cooperation and effort rather than athletic ability will be used to determine grades:
A. Participation/Preparation – 50% of the quarterly grade The teacher will evaluate each student’s active participation and appropriate preparation for an activity. If a student refuses to participate in an activity the teacher will record it as an “NP” for that day. Each “NP” will lower this portion of the grade by 3 points. If a student is unprepared for an activity the teacher will record it as a “UP” for that day. A student will be considered prepared for an activity if he/she is wearing sneakers, socks, and changes into the appropriate gym clothing e.g. athletic pants/shorts, athletic shirt or sweat shirt. He/she will be considered unprepared if he/she is wearing the clothing he/she wore to school. Each unprepared will lower the grade by 3 points. Four unprepareds will result in a failure for the marking period.
B. Effort and Cooperation – 25% of the quarterly grade The teacher will evaluate the student’s attitude, effort and willingness to try during each activity. If a student exhibits serious disruptive behavior (disrespect for the teacher, abuse for school property, disregard for safety or endangering the well being of others) it will be considered that the student is uncooperative and the teacher will record it as a “UC” for that day. Three “UC’s” will lower this portion of the mark by one grade.
C. Skills – 25% of the quarterly grade
1. Practical and/or written tests may be given when appropriate for an activity. (testing) 2. The student will demonstrate basic skills of an activity in a game situation. (performance/effort) 3. The teacher will evaluate the student on how well he/she can effectively use what has been taught. 4. The teacher will evaluate the extent a student improves his/her individual skills. (performance/effort)
D. Final Examination Weight
Final examination will count as follows: Full Year Course Weighting Quarter 1 22.5% of final grade Quarter 2 22.5% of final grade Quarter 3 22.5% of final grade Quarter 4 22.5% of final grade Final Exam 10% of final grade
Any work missed when the student has been absent is expected to be made up in a reasonable time. Usually one or two days are allowed for each day absent unless there are unusual circumstances, in which case the student is to request special arrangements with the teacher. Extra help is available. Ask your teacher where he/she will be when you are planning to come in for extra help.
Content by Marking Period
• Marking Period One – Games, Project Adventure II, Fitnessgram • Marking Period Two – Driver Education (refer to health curriculum) • Marking Period Three – Weight Training, Aerobics, Games, Fitnessgram • Marking Period Four – Games, Aerobics, Fitnessgram
TOPIC: Games GOAL: To develop the necessary skills and the knowledge and understanding to successfully participate in the games listed below ESSENTIAL QUESTIONS:
1. How can I use my current knowledge of one game to successfully participate in all games? 2. What skills do I need to refine in order to play to the best of my ability?
OBJECTIVES
The students will be able to: 1. Improve basic skills 2. Apply basic skills in a game
situation 3. Apply and enforce the rules 4. Build on skills and strategies
learned last year 5. Understand the safety needs of
the activity 6. Demonstrate good principles of
sportsmanship
CONTENT
1. Basketball 2. Floor hockey 3. Flag football 4. Speedball 5. Soccer 6. Team Handball 7. Ultimate Frisbee 8. Badminton 9. Volleyball 10. Wiffleball 11. Kickball 12. Punchball 13. Softball
STRATEGIES AND RESOURCES
• Discussion • Guided Discovery • Demonstration • Drills • Lead-up games • Games • Tournament
ASSESSMENT
• Teacher Observation • Self-assessment • Written Test • Skills testing
NJSLS
• 2.5.12.A.1 • 2.5.12.B.1 • 2.5.12.B.2 • 2.5.12.B.3 • 2.5.12.C.2 • 2.6.12.A.1
TOPIC: Project Adventure II GOAL: To increase student’s sense of self-confidence while increasing mutual support within a group ESSENTIAL QUESTIONS:
1. How does Project Adventure increase mutual support within a group? 2. How can participating in Project Adventure now help you in the future?
OBJECTIVES
The students will be able to: 1. Develop an increased sense of
self-confidence 2. Develop mutual support within a
group 3. Analyze the importance of team
work and good communication 4. Identify characteristics necessary
for successful group work 5. Respect and share ideas openly
and give both positive and negative feedback in a respectful manner
6. Develop an increased level of agility and physical coordination to gain a feeling of enjoyment through participation in a wide variety of activities
CONTENT
1. Safety Rules 2. Belaying 3. Cargo Net 4. Centipede 5. Firecracker Ladder 6. Dangle Duo 7. Catwalk 8. Burma Bridge 9. Multi-vine 10. Rock Wall 11. Vertical Playpen
STRATEGIES AND RESOURCES
• Discussion • Cooperative
Learning • Guided
Discovery • Demonstration • Project
Adventure Books
ASSESSMENT
• Teacher Observation • Skill Test • Written Test • Essay
NJSLS
• 2.2.12.A.2 • 2.2.12.A.1 • 2.5.12.A.2 • 2.5.12.B.2 • 2.5.12.C.1
TOPIC: Weight Training GOAL: To develop the ability to know and understand the benefits of a sound and effective strength and conditioning program ESSENTIAL QUESTIONS:
1. What are the most effective ways to improve your fitness levels through strength training? 2. What specific muscles are used while performing exercises during strength training? 3. What are the most effective ways to improve fitness levels and muscle strength? 4. What are the safety concerns involved in lifting weights? 5. What is the FITT principle?
OBJECTIVES
The students will be able to: 1. Demonstrate knowledge of the
equipment and safety procedures 2. Demonstrate knowledge of the
human body and how it relates to weight training
3. Improve muscle strength and endurance through weight training activities
4. Demonstrate the ability to express the benefits of regular physical activity
5. Demonstrate ability to perform various exercises with good form
CONTENT
1. Safety 2. Anatomy 3. Exercises for
legs, back, upper body, abdominals
STRATEGIES AND RESOURCES
• Discussion • Peer Coaching • Guided Discovery • Demonstration • Stations and
circuits • Check lists
ASSESSMENT
• Teacher Observation • Written Test • Log
NJSLS
• 2.5.12.A.2 • 2.6.12.A.1 • 2.6.12.A.2 • 2.6.12.A.3 • 2.6.12.A.4 • 2.6.12.A.5
TOPIC: Aerobics GOAL: To improve cardiovascular endurance and lower resting heart rate ESSENTIAL QUESTIONS:
1. How can you improve your cardiovascular endurance? 2. What exercises are considered cardiovascular? 3. What is the FITT principle? 4. How is your resting heart rate an indicator of your fitness level?
OBJECTIVES
The students will be able to: 1. Demonstrate knowledge of the
human body and how it relates to aerobics
2. Demonstrate techniques for improving cardiovascular endurance
3. Correlate fitness level with resting heart rate
4. Demonstrate ability to take their pulse
CONTENT
1. Step aerobics 2. Stations 3. Tae-Bo 4. Jogging 5. Body shaping 6. Dance
STRATEGIES AND RESOURCES
• Discussion • Guided Discovery • Demonstration • Stations and
circuits • Heart rate record
sheet
ASSESSMENT
• Teacher Observation • Written Test • Log
NJSLS
• 2.5.12.A.3 • 2.6.12.A.1 • 2.6.12.A.3 • 2.6.12.A.4
TOPIC: Fitnessgram GOAL: To measure the physical fitness of each student ESSENTIAL QUESTIONS:
1. Why is it important to be physically fit? 2. What can we do to become physically fit? 3. What is each individual test checking for? Muscle strength? Endurance? Flexibility?
OBJECTIVES
The students will be able to: 1. Assess their level of physical
fitness 2. Analyze their flexibility,
strength, and cardiovascular fitness
3. Demonstrate the ability to recognize what each test is assessing
CONTENT
1. Shoulder stretch 2. Sit and reach 3. Curl-ups 4. Push-ups 5. Pull-ups 6. Trunk lift 7. Pacer
STRATEGIES AND RESOURCES
• Demonstration • Explanation • Participation
ASSESSMENT
• Score on test • Visual assessment
NJSLS
• 2.6.12.A.1 • 2.6.12.A.4
Curriculum Guide Overview
Content/Area Course: Physical Education/Health Grade Level: 10 Pacing Guide
• Unit 1 – Project Adventure II, Fitnessgram (MP 1)
• Unit 2 – Driver Education (MP 2)
• Unit 3 – Invasion Game, Fitness, Fitnessgram (MP 3)
• Unit 4 – Net Game, Invasion Game, Fitness, Fitnessgram (MP 4)
Instructional Materials
1. Project Adventure Equipment 2. Physical Education Equipment 3. Driver Education Materials including Interactive Smartboard
Suggested strategies for English as a Second Language (ESL) student
• Consultation with ESL staff • Modify test, quizzes and notes as needed
Suggested strategies for Special Education students
• Consultation with Special Education staff • Follow strategies set forth in IEP’s and 504’s
Inclusion of Interdisciplinary Connections Note: This will be denoted in the Curriculum guide by*
• Science – Health, Fitness • Math - Fitness • History – Health, Physical Activities
Inclusion of 21st century themes and skills Note: This will be denoted in the Curriculum guide by**
• Critical Thinking - Project Adventure, Health, Game Strategies • Career Planning – Health, Guest Speakers
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