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COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH Sara Russell Tahoma Junior High School Ravensdale, WA Sally Dieringer Pioneer Middle School Wenatchee , WA

COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

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COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH. Sara Russell Tahoma Junior High School Ravensdale, WA Sally Dieringer Pioneer Middle School Wenatchee , WA. Workshop Objectives. - PowerPoint PPT Presentation

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Page 1: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

COMMON CORE STATE STANDARDS

CONNECTIONS FOR PHYSICAL EDUCATION

AND HEALTHSara Russell

Tahoma Junior High School Ravensdale, WASally Dieringer

Pioneer Middle SchoolWenatchee , WA

Page 2: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH
Page 3: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

Workshop ObjectivesParticipants will learn strategies for

supporting the Common Core State Standards in their health and fitness curriculums.

Participants will identify CCSS Connections to the AAHPERD National Standards.

Page 4: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

Share One, Get One

Page 5: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH
Page 6: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

Chart for Common Core State Standards (CCSS)

English Language Arts (ELA)

Page 7: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

How to Read the English Language Arts Common Core

State StandardsStrand—Grade Level—StandardExample: RI.10 = Reading Standards for Informational Text/Grade 6/Standard 10

Page 8: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

Unpacking the Standards

Page 9: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

Speaking and Listening

Page 10: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

Activity

Page 11: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

Speaking and Listening Standard 6.4

Present claims and findings, sequencing ideas logically and using

pertinent descriptions, facts, and details to accentuate main ideas or

themes; use appropriate eye contact, adequate volume, and clear

pronunciation.

Page 12: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

SL: Speaking and Listening

Component CCSS Connection Sample ActivityS3.M1.6: Physical activity knowledgeDescribes how being physically active leads to a healthy body

SL.6.1Engage effectively in a range of collaborative discussions (one on one, groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Working in groups, students discuss ways in which physical activity can lead to a healthy body. Students collaborate to rewrite the words to a song providing 15 examples of how being physically active leads to a healthy body. Students present their songs to the class.

Pg. 8

Page 13: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

Physical Fitness Song

Page 14: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

Speaking and Listening Standard 6.1

Engage effectively in range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on grade 6 topics,

texts, and issues, building on others’ ideas and expressing their own

clearly.

Page 15: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

Guided Practice

Page 16: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

W: Writing Standards

Component CCSS Connection Sample Activity

S3.M7.6: Fitness knowledgeIdentifies the components of skill-related fitness.

W.6.1Write arguments to support claims with clear reasons and relevant evidence. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

As an exit slip, students write on an index card the activity/sport done in class and next to it write the skill-related area(s) used in that activity/sport and document support of this claim to demonstrate understanding of skill-related fitness.

Pg. 8

Page 17: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

Skill Related Fitness Video

Page 18: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

Writing Standard 6.1.c

Write arguments to support claims with clear reasons and relevant

evidence.c. Use words, phrases, and

Clauses to clarify the relationship among claims(s) and reasons

Page 19: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

WHST: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

Component CCSS Connection Sample Activity

S3.M16.6: Assessment & program planningMaintains a physical activity log for at least two weeks and reflects on activity levels as documented in the log

WHST.6.10Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for range of discipline-specific tasks, purposes and audiences.

Students use an activity log where they record daily physical activity (time and type) and the component of health-related fitness (cardio-respiratory endurance, muscular endurance, muscular strength, flexibility and/or body composition). Students analyze activity log and write a SMART goal for the following week.

Pg. 10

Page 20: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH
Page 21: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

WHST 6.10: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

Write routinely over extended time frames (time for reflection and

revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,

purposes and audiences.

Page 22: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

Guided Practice

Page 23: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

RST 6.4: Reading Standards for Literacy in Science and Technical

Subjects

Component CCSS Connection Sample Activity

S3.M11.6: Fitness knowledgeIdentifies each of the components of the overload principle (FIT formula) for different types of physical activity (aerobic, muscle fitness and flexibility)

RST.6.4Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

In small groups, students use teacher-created cards to match the letter to the word using the FITT Principle. Once completed, students will describe the meaning of each word to demonstrate their understanding of the health-related component (e.g., F= Frequency; exercise 3-5 times/week).

Pg. 9

Page 24: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH
Page 25: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

RST 6.4: Reading Standards for Literacy in Science and

Technical SubjectsDetermine the meaning of symbols,

key terms, and other domain-specific words and phrases as they are used in a specific scientific or

technical context relevant to grades 6-8 texts and topics.

Page 26: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

RST: Reading Standards for Literacy in Science and Technical Subjects

Component CCSS Connection Sample ActivityS5.M2.6: HealthIdentifies components of physical activity that provide opportunities for stress reduction and social interaction.

RST.6.2Determine the central ideas or conclusion of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

Students participate in a jigsaw activity where they read a specific text on the connection between physical activity and stress reduction or social interaction. Students find the central ideas from the text and share out to their jigsaw group.

Pg. 12

Page 27: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

Jigsaw1. Divide students into 5-6 person group.2. Divide text into 5-6 segments.3. Assign each student in group one segment to learn.4. Give students time to read over section to become

familiar with content.5. Have one student from each jigsaw group join with

students assigned to the same segment and rehearse presentation they will share with their group.

6. Bring students back to their jigsaw group.7. Ask each student to present their segment to the group.

Encourage students to ask questions for clarification.

Page 28: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

RST 6.2: Reading Standards for Literacy in Science and

Technical SubjectsDetermine the central ideas or conclusion of a text; provide an accurate summary of the text

distinct from prior knowledge or opinions.

Page 29: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

What Now??

Template for your use and planningLook at the sample activities we’ve

created and make it work for you!Add in your own state standards.

WAHPERD (SHAPE Washington) websiteResources/materials for your use.www.wahperd.com

Page 30: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

Things I Learned

Things I want to try

Question I have

Page 31: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH
Page 32: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH

Contact InformationSara Russell: Tahoma Junior High

Ravensdale, WA [email protected]

Sally Dieringer: Pioneer Middle School

Wenatchee, WA [email protected]

Page 33: COMMON CORE STATE STANDARDS CONNECTIONS FOR PHYSICAL EDUCATION AND HEALTH