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