Physical Education Rubric Assessments T-E-S-T-S

PE assessments tables illustrate T-E-S-T-S components for PE effort & performance evaluation in the acronym: Team work-Effort-Skills-Theory & Sequence. 8 Achievement Levels range from very basic – excellent.. Each of the 5 TESTS categories reflects 20% of 100% in evaluation process.

Achievement Levels Conversions*(Based on School-specific assessment IB MYP criteria for year 3 & CPS grading scale)A B C D F

93-100% 88-92% 78-87% 70-77% 0-69%33-40 25-32 17-24 8-16 0-7

Achievement Level Team Work Description Teamwork (SG#21 - Team Building)

How well do you work with others/teacher/Equipment? Do you share? Do you take turns? Do you contribute to cooperative effort?1 = Very Basic = F Student demonstrates very basic level of teamwork & find it difficult to interact with other team members2 = Basic = D Student demonstrates basic level of teamwork & finds it difficult to interact with team members-

often focused on own needs more than team’s needs.3 = Limited = C Student demonstrates limited level of teamwork - able to work with some members of team,

but not others & often focused own needs more than team’s needs.4 = Satisfactory = C Student demonstrates satisfactory level of teamwork – able to work with both others students & staff,

but not consistent in approach.5 = Good = B Student demonstrates good level of teamwork – able to work with both others students & staff,

student is aware of what needs to be done & works toward completing tasks6 = Very Good = B Student demonstrates very level of teamwork – able to work with both others students & staff while supporting students who may require help7 = Outstanding = A Student demonstrates outstanding level of teamwork – able to work with both others students

& staff while often placing needs of team before own needs8 = Excellent = A Student demonstrate excellent levelof team work develop goals and apply strategies to enhance performanceAchievement Level Effort Description-

Effort (Participation/IB) How hard to you try in PE class? Do you arrive prepared to class in uniform with gym shoes? Do you look-listen & following instruction?

1 = Very Basic = F Student rarely tries hard during PE lessons & has very limited organizational skills & is often unprepared for class

2 = Basic = D Student rarely tries hard during PE lessons & has very limited organizational skills & is rarely unprepared for class

3 = Limited = C Student often forgets work & frequently does not try best in class4 = Satisfactory = C Student sometimes tries hard during PE lessons, but not often

& is occasionally unprepared for class5 = Good = B Student tries hard usually during PE lessons that enjoys & usually organized

& prepared for class6 = Very Good = B Student is well organized & almost always tries hard during PE lessons rarely unprepared for class7 = Outstanding = A Student always tries best during PE lessons & has excellent organizational skills

& is always unprepared for class

8 = Excellent = A Student puts forth effort to analyze and apply information to perform effectively.Achievement Level Skills Description

Skills (SG #20 – Fitness)How well do you perform fitness skills? Growth & Development -Body Awareness Physical Fitness Assessments: Fitness gram assessments: Mile walk/run-pacer/sit-ups/push-ups /sit & reach - Bass balance, mile run, pull-ups, push-up, 50 yard dash, long jump, shuttle run, sit-ups, softball throw, vertical jump, v-sit & reach

1 = Very Basic = F Student display very basic level of skill& much difficult applying understanding of main rules & basic tactic when performing2 = Basic = D Student display basic level of skill difficult applying understanding of main rules

& basic tactic when performing3 = Limited = C Student display limited level of skill applying understanding of main rules & basic tactic when performing is limited or inconsistent4 = Satisfactory = C Student display various skills to satisfactory standard- reasonably able to apply basic tactics & demonstrate fairly good understanding of main

rules5 = Good = B Student performs skill to good standard & reasonably able to apply basic tactics & demonstrate fairly good understanding of main rules6 = Very Good = B Student has high level of skills & able to apply basic tactics when performing & understand main rules7 = Outstanding = A Student has very high level of skill able to apply basic tactics when performing

& demonstrates clear understand main rules-8 = Excellent = A Student has an outstanding level of analysis and evaluation in the effectiveness of a actions based on the outcome

Theory Description Theory (Understanding/IB/REACH)

How much do you know about physical activity?Does your assignment show that you understand the topic? How much do you know about physical activity? REACH- Spatial awareness, throw skill & fitness knowledge Object manipulation: using balls, jump ropes, bean bags, balloons, ribbons, sticks, etc. Object Handling Skills: roll, throw, propel, catch, strike, bounce, etc.

1 = Very Basic = F Student demonstrates minimal level of understanding& cannot apply appropriate knowledge

2 = Basic = D Student demonstrates very limited level of understanding & cannot develop knowledge without support3 = Limited = C Student demonstrates limited level of understanding & & cannot develop knowledge without support4 = Satisfactory = C Student demonstrates satisfactory level of understanding & can begin to develop knowledge without support5 = Good = B Student demonstrates good level of understanding & consistent when applying knowledge within activity6 = Very Good = B Student demonstrates very good level of understanding – consistent & thorough when applying knowledge in activity7 = Outstanding = A Student demonstrates outstanding level of understanding – almost faultless applying knowledge within activity8 = Excellent = A Student demonstrates excellent application of physical and health terminology effectively to communicate understanding within activity

Sequence Description Sequence (SG#19 – Movement)

How well can you plan a sequence of linked movements?How well can you perform movement sequence? How well can you plan a sequence of linked movements? How well can you perform movement sequence? Locomotive skills: walk-run-hop-skip-jump-leap-pedal-climb, etc. Non-locomotive skills: ex. turn, twist, bend, swing, rotate, etc./ Spatial awareness: moving with self, others & equipment safely Directionality: up, down, right, left, front, back, around, etc.

1 = Very Basic = F Student plans & composes very basis movement - many movements do not connect or flow2 = Basic = D Student plans & composes basis movement – however the sequence if repetitive3 = Limited = C Student plans & composes ;limited series of movement –some level of relevance in movement sequence4 = Satisfactory = C Student plans & composes satisfactory movement meet the requirements of activity5 = Good = B Student plans & composes good series of movement in sequence with good movement connections6 = Very Good = B Student plans & composes very good movement in sequence with some very good movement connections7 = Outstanding = A Student plans & composes excellent movement with refined movement connections

Physical Education IB Rubric Assessments – TESTS PE assessments tables illustrate T-E-S-T-S components for PE effort & performance evaluation in the acronym: Team work-Effort-Skills-Theory & Sequence.

8 Achievement Levels range from very basic- excellent & correlates to IB Criteria Each “TESTS” area. Each of the 5 TESTS categories reflects 20% of 100% in evaluation process.

Achievement Levels Conversions*(Based on School-specific assessment IB MYP criteria for year 3 & CPS grading scale)A B C D F

93-100% 88-92% 78-87% 70-77% 0-69%33-40 25-32 17-24 8-16 0-7

Achievement Level Team Work Description IB Criteria D Reflecting & Improving Performance1 = Very Basic = F Student demonstrates very basic level of teamwork & find it difficult to

interact with other team members0 = The Student does not reach a standard described by any of the descriptors below.

2 = Basic = D Student demonstrates basic level of teamwork & finds it difficult to interact withteam members-often focused on own needs more than team’s needs.

1–2 The Studenti. Identifies strategy to enhance interpersonal skillsii. Lists goals to enhance performanceiii Summarize performance

3 = Limited = C Student demonstrates limited level of teamwork - able to work with some members of team, but not others & often focused own needs more than team’s needs.

3-4 The Student

4 = Satisfactory = C Student demonstrates satisfactory level of teamwork – able to work with both others students & staff, but not consistent in approach.

i. Lists strategies to enhance interpersonal skillsii. Identifies & Demonstrates strategies to enhance interpersonal skillsiii. Identifies goals to enhance performanceiii. Outlines & summarizes performance

5 = Good = B Student demonstrates good level of teamwork – able to work with both others students & staff, student is aware of what needs to be done & works toward completing tasks

5-6 The Student

6 = Very Good = B Student demonstrates very level of teamwork – able to work with both others students & staff while supporting students who may require help

i. Outline & demonstrate strategies to enhance interpersonal skillsii. Identifies goals and applies strategies to enhance performanceiii. Outlines and summarizes performance

7 = Outstanding = A Student demonstrates outstanding level of teamwork – able to work with both others students & staff while often placing needs of team before own needs

7-8 The Student

8 = Excellent = A Student demonstrate excellent level of team work develop goals and apply strategies to enhance performance

i. Describes and demonstrates strategies to enhance interpersonal skillsii. Outlines goals and applies strategies to enhance performanceiii. Explains & Evaluate performance.

Achievement Level Effort Description T-E-S-T-S1 = Very Basic = F Student rarely tries hard during PE lessons & has very limited organizational

skills & is often unprepared for classTeamwork (SG#21 - Team Building)

How well do you work with others/teacher? How well do you work with others/teacher/Equipment? Do you share? Do you take turns? Do you contribute to cooperative effort?

2 = Basic = D Student rarely tries hard during PE lessons & has very limited organizational skills & is rarely unprepared for class

Effort (Participation/IB)How hard to you try in PE class? Do you arrive prepared to class in uniform with gym shoes? Do you look-listen & following instruction?

3 = Limited = C Student often forgets work & frequently does not try best in class Skills (SG #20 – Fitness)How well do you perform fitness skills? Growth & Development -Body Awareness Physical Fitness Assessments: Fitness gram assessments:

Mile walk/run-pacer/sit-ups/push-ups /sit & reach - Bass balance, mile run, pull-ups, push-up, 50 yard dash, long jump, shuttle run, sit-ups, softball throw, vertical jump, v-sit & reach

4 = Satisfactory = C Student sometimes tries hard during PE lessons, but not often & is occasionally unprepared for class

Theory (Understanding/IB/REACH)How much do you know about physical activity? Does your assignment show that you understand the topic? How much do you know about physical activity relating Thinking Maps Images, Observation Views, & IB Reflections

5 = Good = B Student tries hard usually during PE lessons that enjoys & usually organized & prepared for class

Sequence (SG#19 – Movement)How well can you plan a sequence of linked movements?How well can you perform movement sequence? How well can you plan a sequence of linked movements? How well can you perform movement sequence envisioning stagey & Science of Movement

6 = Very Good = B Student is well organized & almost always tries hard during PE lessons rarely unprepared for class

TESTS encompass Illinois State Goals: 19 Movement, 20 Fitness & 21 Team Building & CPS REACH standards

7 = Outstanding = A Student always tries best during PE lessons & has excellent organizational skills & is always unprepared for class

TESTS correlate to IB Criterion: A Knowing & Understanding. B Planning for Performance C Applying & Performing D Reflecting & Improving Performing

8 = Excellent = A Student puts forth effort to analyze and apply information to perform effectively. TESTS represent student effort in physical activity performance

Achievement Level Skills Description IB Criteria C Applying & Performing1 = Very Basic = F Student display very basic level of skill& much difficult applying

understanding of main rules & basic tactic when performing0 = The Student does not reach a standard described by any of the descriptors below.

2 = Basic = D Student display basic level of skill difficult applying understanding of main rules & basic tactic when performing

1–2 The Studenti. Recalls some skills and techniquesii. Recalls some strategies and movement conceptsiii. Applies information to perform with limited success.

3 = Limited = C Student display limited level of skill applying understanding of main rules & basic tactic when performing is limited or inconsistent

3-4 The Student

4 = Satisfactory = C Student display various skills to satisfactory standard- reasonably able to apply basic tactics & demonstrate fairly good understanding of main rules

i. Recalls skills and techniquesii. Recalls strategies and movement conceptsiii. Applies information to perform.

5 = Good = B Student performs skill to good standard & reasonably able to apply basic tactics & demonstrate fairly good understanding of main rules

5-6 The Student

6 = Very Good = B Student has high level of skills & able to apply basic tactics when performing & understand main rules

i. Recalls & applies skills and techniquesii. Recalls & applies a range of strategies and movement conceptsiii. Applies information to perform effectively.

7 = Outstanding = A Student has very high level of skill able to apply basic tactics when performing& demonstrates clear understand main rules-

7-8 The Student

8 = Excellent = A Student has an outstanding level of analysis and evaluation in the effectiveness of a actions based on the outcome

i. Recalls & applies a range of skills and techniquesii. Recalls & applies a range of strategies and movement conceptsiii. Recalls & applies information to perform effectively.

Achievement Level Theory Description IB Criteria A Knowing and Understanding1 = Very Basic = F Student demonstrates minimal level of understanding

& cannot apply appropriate knowledge0 = The Student does not reach a standard described by any of the descriptors below.

2 = Basic = D Student demonstrates very limited level of understanding & cannot develop knowledge without support

1–2 The Studenti. Recalled some physical health education factual, procedural conceptual knowledgeii. Identifies physical and health education knowledge to outline issues

iii. Recalls physical & health terminology.3 = Limited = C Student demonstrates limited level of understanding & & cannot develop

knowledge without support3–4 The Student

4 = Satisfactory = C Student demonstrates satisfactory level of understanding & can begin to develop knowledge without support

i. Recalls physical health education factual, procedural and conceptual knowledgeii. Identifies physical and health education knowledge to outline issues & suggest solutions to problems set in familiar situationsiii. Applies physical & health terminology to communicate understanding with limited success.

5 = Good = B Student demonstrates good level of understanding & consistent when applying knowledge within activity

5-6 The Student

6 = Very Good = B Student demonstrates very good level of understanding – consistent & thorough when applying knowledge in activity

i. States physical health education factual, procedural & conceptual knowledgeii. Identifies physical and health education knowledge to outline issues & solve problems set in familiar situationsiii. Applies physical & health terminology to communicate understanding.

7 = Outstanding = A Student demonstrates outstanding level of understanding – almost faultless applying knowledge within activity

7-8 The Student

8 = Excellent = A Student demonstrates excellent application of physical and health terminology effectively to communicate understanding within activity

i. Outlines physical health education factual, procedural and conceptual knowledgeii. Identifies physical and health education knowledge to describe issues and solve problems set in familiar and unfamiliar situationsiii. Applies physical and health terminology consistently to communicate understanding

Achievement Level Sequence Description IB Criteria B Planning for Performance1 = Very Basic = F Student plans & composes very basis movement - many movements do not

connect or flow0 = The Student does not reach a standard described by any of the descriptors below.

2 = Basic = D Student plans & composes basis movement – however the sequence if repetitive 1-2 The Studenti .States plans for improving health or physical activityii. States the effectiveness of a plan.

3 = Limited = C Student plans & composes ;limited series of movement –some level of relevance in movement sequence

3-4 The Student

4 = Satisfactory = C Student plans & composes satisfactory movement meet the requirements of activity

i. Outlines a basic plan for improving health or physical activityii. States the effectiveness of a plan based on the outcome.

5 = Good = B Student plans & composes good series of movement in sequence with good movement connections

5-6 The Student

6 = Very Good = B Student plans & composes very good movement in sequence with some very good movement connections

i. Outlines a basic plan for improving health or physical activityii. States the effectiveness of a plan based on the outcome.

7 = Outstanding= A Student plans & composes excellent movement with refined movement connections

7-8 The Student

8 = Excellent = A Student design, explain and justifies plans to improve physical performanceand health with sophisticated movement connections

i. Constructs and outlines a plan for improving health or physical activityii. Describe the effectiveness of a plan based on the outcome.

Physical Education Middle Grades 4th & 5th Grades Rubric

T-E-S-T-STeamwork (State Goal #21 - Team Building)

How well do you work with others/teacher? How well do you work with others/teacher/Equipment? Do you share? Do you take turns? Do you contribute to cooperative effort?

Effort (Participation/IB)How hard to you try in PE class? Do you arrive prepared to class in uniform with gym shoes? Do you look-listen & following instruction?

Skills (State Goal #20 – Fitness)How well do you perform fitness skills? Growth & Development -Body Awareness Physical Fitness Assessments: Fitness gram assessments: Mile walk/run-pacer/sit-ups/push-ups /sit & reach - Bass balance, mile run, pull-ups, push-up, 50 yard dash, long jump, shuttle run, sit-ups, softball throw, vertical jump, v-sit & reach

Theory (Understanding//REACH)How much do you know about physical activity? Does your assignment show that you understand the topic? How much do you know about physical activity relating Thinking Maps Images, Observation Views, & IB Reflections

Sequence (State Goal #19 – Movement)How well can you plan a sequence of linked movements?How well can you perform movement sequence? How well can you plan a sequence of linked movements? How well can you perform movement sequence envisioning stagey & Science of MovementTESTS encompass Illinois State Goals: 19 Movement, 20 Fitness & 21 Team Building & CPS REACH standardsTESTS correlate to IB Criterion: A Knowing & Understanding. B Planning for performance C Applying & Performing D Reflecting & Improving Performing

Task: Student develops movement abilities & performs movement skills to achieve physical literacyGlobal Context: Fairness & DevelopmentKey Concept: Development Related Concepts: Movement & FunctionInquiry Statement: Physical Literacy is the development of movement function Factual- What Role Does Physical Literacy Play?Conceptual - How Is Physical Literacy of total Literacy?Debatable- How Do You Improve Physical Literacy?Criteria C: Applying & Performing

Level & Conversion

Criteria C Appling &Performing CPS scope & sequence - according National Association for Sports & Physical Education standards

0 = F Does not reach standard described1-2 = D The student performs ate introductory Emerging level3-4 = C The student performs with some precision, or energy at Maturing Level

Students participate in deliberate practice tasks that will lead to skill and knowledge acquisition.

5-6 = B The student performs with precision, synchronization and energy at Applying Level Students can demonstrate the critical elements of the motor skills/knowledge components of the grade-level outcomes, which will continue to be refined with practice.

7-8 = A The student performs with high degree of precision, synchronization and energy at Applying Level Students can demonstrate the critical elements of the motor skills/knowledge components of the grade-level outcomes within a variety of physical activity environments.

Movement Skills Criteria

Achievement Level Sport Skill Performance Criteria C Sport Movement Manipulation Skill Description1 = Very Basic = F Student demonstrates very basic level of sport skill & difficult to interact

with other team members, lacks safety & effortRUN -Running Bases agility changing directions quickly, dodging & avoidance

2 = Basic = D Student demonstrates basic level of sport ill a & finds interact with team members-often focused on own needs more than team’s needs, displays some safety & effort

STRIKE KICK- Soccer parts of foot. Football place Kick & Punt

3 = Limited = C Student demonstrates limited level of sport skill - able to work with some members of team & demonstrate proper technique but not others & often focused own needs more than team’s needs, displays safety and little effort

THROW- Passing tossing, underhand, overhand, chest, bounce, baseball,

4 = Satisfactory = C Student demonstrates satisfactory level of sport skill– able to work with both others students & staff, demonstrate proper technique, but not consistent in approach with safety & effort

CATCH- Receiving, Fielding Ball handling

5 = Good = B Student demonstrates good level of sport skill – able to work with both others students & staff, demonstrate proper technique and student is aware of rules & regulations along what needs to be done & works toward completing tasks with safety & effort

BALL HANDLING MOVEMENT- dribbling, running with equipment

6 = Very Good = B Student demonstrates very level of sport skill - able to work with both others students & staff demonstrate proper technique while supporting students who may require help with concern for safety & team effort & awareness of sport rules & regulations

SRTIKING -Service –Volleyball Racquet sports, Stick handling- Hockey/Lacrosse, Baseball-Batting

7 = Outstanding = A Student demonstrates outstanding level of sport skill– able to work with both others students & staff demonstrate proper technique while often placing needs of team before own needs with concern for safety & strategically competitive team effort within sport rules & regulations

OFFENSE SKILLS-Shooting accuracy at target &/or Goal-Score

8 = Excellent = A Students demonstrate excellent level of sport skill demonstrate proper and develop goals and apply strategies to enhance performance needs with concern for safety & competitive team effort within sport rules & regulations

STATEGEY-Defense Blocking Actions prevent scoring

Richard Edwards Elementary IB Middle Years Program Physical & Health Education Summative Task Sheet

Movement- How do I move to improve?

Statement of Inquiry: One’s personal and cultural experiences influences aesthetic movement as the energy put into actions effect on how action function.Task description: Movement exploration-exercise experience illustration/aesthetic action demonstrationThis task will be assessed against the following IB Assessment Criteria: B Planning for Performance

IB Criteria B Planning for Performance0 = The student does not reach a standard described by any of the descriptors below.1-2 The studenti .States plans for improving health or physical activity based on personal & cultural experiences that influence momentii. States the effectiveness of a plan illustrating how energy is put into actions3-4 The student:i. Outlines a basic plan for improving health or physical activity by demonstrating how action functions in a variety of waysii. States the effectiveness of a plan based on the outcome of a description of exercise experiences.5-6 The student:i. Outlines a basic plan for improving health or physical activity demonstrating how action functions in a variety of waysii. States the effectiveness of a plan based on the outcome of a description of exercise experiences.7-8 The student:i. Constructs and outlines a plan for improving health or physical activity demonstrating how action functions in a variety of waysii. Describe the effectiveness of a plan based on the outcome of a description of exercise experiences.

EXERCISE EXPERIENCES Statement of Inquiry: One’s personal and cultural experiences influences aesthetic movement as the energy put into actions effect on how action function.Task description: Movement exploration-exercise experience illustration/aesthetic action demonstrationThis task will be assessed against the following IB Assessment Criteria: B Planning for PerformanceExplore how exercise is experienced in various environments & relate different exercises using DOK steps to move your GRASPS plan.

o DOK 1- Identify the exercise/dance physical activity. Illustrate examples.o DOK 2 – Distinguish the exercise elements. Summarize the movement actions.o DOK 3 – Investigate the exercise movement Compare the environmental development: Historical &/ or National Association.o DOK 4 – Connect the exercise movement by critiquing the Health & Social significance by analyzing the Fitness implications: Agility, Balance, Cardio-Vascular-

Endurance, Coordination, Flexibility, Muscular Endurance, Power, Speed, or Strengtho Report source of information

Health/Physical Education Summative Tasks

Total Physical Fitness –Fitnessgram

Statement of Inquiry: There is a scientific relationship to physical systems which require personal interaction to produce improvement conditions.Task: Individualized fitness Performance relationship examination (cardio-vascular & muscular systems) for plan development utilizing Physical Fitness abilities to perform Physical Fitness Skills such as President’s Council on Physical Fitness & Fitness Gram Physical Activities interactions to contribute to health actions for the promotion of personal well-being. Assessment Criteria: C Applying & Performing

IB Criteria C Applying & Performing0 = The student does not reach a standard described by any of the descriptors below.1–2 The student:i. Recalls some fitness skills and techniques to function as performance.ii. Recalls some fitness strategies and movement concepts adapting fitness constructions of reality, philosophy & ways of life, belief systems, ritual & playiii. Applies information to perform with limited success for healthy action range that promotes well-being.3-4 The student:i. Recalls fitness skills and techniques to function as fitness information presentation that will apply fitnessii. Recalls fitness strategies and movement concepts adapting fitness constructions of reality, philosophy & ways of life, belief systems, ritual & playiii. Applies information to perform healthy actions range that promotes well-being.5-6 The student:i. Recalls & applies fitness skills and techniques to function as fitness information presentation that will apply fitnessii. Recalls & applies a range of fitness strategies and movement concepts adapting fitness constructions of reality, philosophy & ways of life, belief systems, ritual & playiii. Applies information to perform effectively healthy actions range that promotes well-being.7-8 The student:i. Recalls & applies a range of fitness skills and techniques to function as fitness information presentation that will apply fitnessii. Recalls & applies a range of fitness strategies and movement concepts adapting fitness constructions of reality, philosophy & ways of life, belief systems, ritual & playiii. Recalls & applies information to perform effectively healthy actions range that promotes well-being.

Agility/Obstacle Physical Education/Health Well-being Activity

Global Context –Identities & Relationships Key Concept-Relationships Related Concept- Development Inquiry Statement: How one relates to obstacles changes as one learns to progress.

o Introduce in relation to agility component & changing direction quicklyo Students view visual examples of obstacle courses use Utube (Check sight & press what students find interesting examples)o Can also include a cooperative teambuilding viewing to show while working to inspire getting past challenges of various kind of Physical conditioning obstacle courses.

1. Dog agility – recreational exercise2. Military agility- survival exercise3. American Ninja Warrior- entertainment exercise

Have students discuss obstacle examples they may have personally &/or know of that reflect physical, emotional, or social obstacles Provide example of resources for how to get through obstacles: Counselor, Social Worker, Nurse, Dean Teachers, Administration, Anonymously, friends, family, community organizations, websites, etc.

Physical Emotional SocialAsthma-diabetes Sad- loss Lonely-left outallergies Anxious-nervous Death of loved oneInjuries -illness Desperate Diverse-family dramaWeight- size depressed FriendshipsPhysical characteristics Anger- mad Change-new school

Task- students are inspired by videos to create obstacles structures (create their own format): hurdles, ladders, hoops, bars, etc. & label them with physical, emotional, or social obstacles using words, actions & movements.Obstacle structure Examples inspired by student discussion:1. A soccer obstacle analogy Player going pass 11 soccer positions which were renames to include: Offensive man- offensive obstacles like prejudice, bullying, & not being included Midfielder – in the middle obstacles like divorce or friends that are mad at each other Defensive man – defense obstacles such anger, shyness, or shutting down = Goal – to be happy2. Maze with the letter of LIFE -A person going through growing up with adolescents, family drama, heartbreak, etc3. Rings grabbed labeled 8th grade-high school- college- career- veterinarian with additional obstacles hurdles & ladders of finance, getting good grades, being accepted into school you want, etc.

IB Criteria D Reflecting & Improving Performance Obstacles Literal & Figurative0 = The student does not reach a standard described by any of the descriptors below or does not have a Physical Education Journal Notebook1–2 The student:i. Identifies strategy to enhance interpersonal skills by creating obstacle courseii. Lists goals to enhance performance with exercise experiences as well as Relates physical, emotional, or social obstaclesiii Summarize performance through an improvement creation of using words, actions & movements to associate obstacle course3-4 The student:i. Identifies & Demonstrates strategies to enhance interpersonal skills by creating a personal perceptions of obstacle courseii. Identifies goals to enhance performance with exercise experiences as well as Relates physical, emotional, or social obstaclesiii. Outlines & summarizes performance through an improvement creation using words, actions & movements to associate obstacle course5-6 The student:i. Outline & demonstrate strategies to enhance interpersonal skills by creating personal perceptions of obstacle courseii. Identifies goals and applies strategies to enhance performance with exercise experiences as well as Relates physical, emotional, or social obstaclesiii. Outlines and summarizes performance through an improvement creation using words, actions & movements to associate obstacle course7-8 The student:i. Describes and demonstrates strategies to enhance interpersonal skills by creating personal perceptions of obstacle courseii. Outlines goals and applies strategies to enhance performance with exercise experiences as well as Relates physical, emotional, or social obstaclesiii. Explains & Evaluate performance through an improvement creation using words, actions & movements to associate obstacle course & provides solutions for going over-under-around- in-between-through, etc. obstacles

Mind-Body-Spirit

Global Context/Exploration:Students will reflect on Physical, Psychological & Social well-being balancing Mind, Body & spirit choices to go through life’s obstacles.Global Context Key Concept Related Concepts Identities & Relationships Connections Choices/Balance

o Introduce in relation to balance component with Mind, Body & Spirit.o Students will examine their own identity in relationship to personal life challenges.o Task: Students reflect on their examples of obstacle courses and create possible ideas for moving through their obstacles.o Have students discuss examples of obstacle maneuvers in groups they may have personally &/or know of that reflect physical, emotional, or

social obstacles. o Student can be inspired by Mind, Body & spirit handouts and create their own format for refining and editing their obstacle examination

and connecting their mind-body-spirit response to balance total health and promote well-being. IB Criteria D Reflecting & Improving Performance Obstacles Literal & Figurative

0 = The student does not reach a standard described by any of the descriptors below or does not have a Physical Education Journal Notebook1–2 The student:i. Identifies strategy to enhance interpersonal skills by relating balance component with Mind, Body & Spirit.ii. Lists mind –body-spirit goals to enhance performance with exercise experiences as well as Relates physical, emotional, or social obstaclesiii Summarize performance through an improvement creation of using words, actions & movements to associate obstacle course3-4 The student:i. Identifies & Demonstrates strategies to enhance interpersonal skills by relating balance component with Mind, Body & Spirit.ii. Identifies mind –body-spirit goals to enhance performance with exercise experiences as well as Relates physical, emotional, or social obstaclesiii. Outlines & summarizes performance through mind-body-spirit improvements using words, actions & movements to associate obstacle course5-6 The student:i. Outline & demonstrate strategies to enhance interpersonal skills by relating balance component with Mind, Body & Spirit.ii. Identifies mind –body-spirit goals and applies strategies to enhance performance with exercise experiences as well as Relates physical, emotional, or social obstaclesiii. Outlines and summarizes performance through mind-body-spirit improvements using words, actions & movements to associate obstacle course7-8 The student:i. Describes and demonstrates strategies to enhance interpersonal skills by relating balance component with Mind, Body & Spirit.ii. Outlines mind –body-spirit goals and applies strategies to enhance performance with exercise experiences as well as Relates physical, emotional, or social obstaclesiii. Explains & Evaluate performance through an improvement creation using words, actions & movements to associate obstacle course & provide a balance of mind-body-spirit solutions for going over-under-around- in-between-through, etc. obstacles to connect well-being.

WHOLEHEARTED Respond to as many questions as you can – be sure to write out question # and answer completely.

IB Criteria A Knowing and Understanding0 = The student does not reach a standard described by any of the descriptors below.1–2 The student :i. Recalled some physical health education factual, procedural conceptual knowledge of 1-4 questionsii. Identifies physical and health education knowledge to outline issuesiii. Recalls physical & health terminology.3–4 The student: i. Recalls physical health education factual, procedural and conceptual knowledge of 5-6 questionsii. Identifies physical and health education knowledge to outline issues & suggest solutions to problems set in familiar situationsiii. Applies physical & health terminology to communicate understanding with limited success.5-6 The student :i. States physical health education factual, procedural & conceptual knowledge of 7-8 questionsii. Identifies physical and health education knowledge to outline issues & solve problems set in familiar situationsiii. Applies physical & health terminology to communicate understanding.7-8 The student:i. Outlines physical health education factual, procedural and conceptual knowledge 9-10 questionsii. Identifies physical and health education knowledge to describe issues and solve problems set in familiar and unfamiliar situationsiii. Applies physical and health terminology consistently to communicate understanding including multiple examples/extra credit

COORDINATION (Coordinación) - Respond to as many questions as you can – be sure to write out question # and answer completely.

1. COORDINATION Literally define Coordination2. MOTOR COORDINATION

Name as many types of Motor Coordination - kinematic animal action = spatial direction + force =action as you can.Ex. - Gallop, Run, Walk, etc.

3. COORDINATION CONTROL

Control is complex coordination- body mind spirit _____Joseph Pilates List examples of when you might feel out of control. EX. When there is an accident and someone is hurt, when you are disappointed such as not getting something, or when parent’s divorce, etc.

4. COORDINATED MOTION

Is the ability to integrate movement so that effective movements are achieved- to integrate muscles & senses Name other examples of coordination movement impetus (using force) coordinated with physical activity: Lifting, Pushing, Pulling, Throwing, & Striking EX. Eye-Hand catching , Eye-Foot Striking, or rhythmically dancing.

5. COORDINATE CHOREOGRAPHY

Synchronized movements- Give an example/or create a routine. Ex. Synchronized swimming- water ballet, cheer leading/ dance routine.

6. COORDINATION Create examples of corresponding coordination. EX. Nutritional coordination for more calcium(drinking milk) to build stronger bones, coordinating

1. HEART Literally define heart.2. HEARTBEAT Name as many factors as you can which affect your pulse rate. Explain.3. HEARTRATE What is your heart rate training zone?4. HEALTH HEART Describe cardio-vascular endurance exercises that improve fitness with aerobic conditioning.5. HEALTHY HEART Provide examples of nutrition that benefits a healthy heart.

Ex. eating more plant based foods.6. WORDS FROM THE HEART Figuratively list as many examples as you can of words Heart formed words.

Ex. Lion hearted = Courage Chicken Hearted = Afraid Wholehearted = Total Effort7. HEARTACHE Relate heart feeling examples of emotional, disappointment &/or heart break

Ex. Loss of a loved one8. HEART OF THE MATTER State examples in social/cultural circulation of how heart matters.

Ex. Aztec - human heart sacrifice Catholicism – Sacred heart of Jesus or Immaculate Heart of Mary9.HEART BROKEN Create Physical, emotional, & social positive factors for mending a heart.

Ex. Physical- Heart Smart = exercise 3-4 time a week for 20-40 minutes & eat balanced meals 3 times daily Emotional - Heart Filled with Joy = something that makes you happy like achieving a goal Social - Heartfelt = be supportive listener to a friend in need

10. HEART DISEASE Define & explain heart disease.EXTRA CREDIT Anagrams = As many Words with the letters H-E-A-R-T ex. EARTH

COUNTERPART clothe-matching fashion,7. COORDINATION NUMBER

Provide example of coordination in other subjects: Science/Math/ Language Ex. Number description on a number line or Cartesian plane/Linguistics-compound grammatical construction-conjunction (and. or, but), Chemistry, crystallography, and materials science the coordination number of a central atom in a molecule or crystal is the number of its near neighbors. EX. [Cr (NH3)2Cl2Br2]1− has Cr3+ as its central location, and has a coordination number of 6.

8. COORDINATING State examples in social/cultural coordination. EX. Juggling eye-hand coordination for social entertainment/Coordination Political Culture- utopian form of political regime/ Nazi Germany Totalitarian control/ Organization coordinator- Ms. Ot Fine Arts coordinator or Mr. Villarreal IB coordinator, etc.

9. COORDNATION ORGANIZATION

Create Physical, Emotional, & Social coordination consideration Ex. Physical- Coordinating game play offensive strategies in football play/ Emotional – Stress and relation times / Social – Coordinating a committee for a fundraiser

10. COORDINATE ORDINATE

Coordinate priorities and schedules. Ex. Amount of work with play/Time to study with time to relax/ Length of time to complete a project, etc.- be specific.

EXTRA CREDIT What examples of Geographical Coordinates. EX. Equator is 0° Longitude and 0° latitude/ Edwards school is 4857 South Karlov (4100 West)/ Chicago street coordinate at 0 -State and Madison

IB Criteria A Knowing and Understanding0 = The student does not reach a standard described by any of the descriptors below.

1–2 The student :i. Recalled some physical health education factual, procedural conceptual knowledge of 1-4 questionsii. Identifies physical and health education knowledge to outline issues

iii. Recalls physical & health terminology.3–4 The student: i. Recalls physical health education factual, procedural and conceptual knowledge of 5-6 questions

ii. Identifies physical and health education knowledge to outline issues & suggest solutions to problems set in familiar situationsiii. Applies physical & health terminology to communicate understanding with limited success.

5-6 The student :i. States physical health education factual, procedural & conceptual knowledge of 7-8 questionsii. Identifies physical and health education knowledge to outline issues & solve problems set in familiar situations

iii. Applies physical & health terminology to communicate understanding.7-8 The student:i. Outlines physical health education factual, procedural and conceptual knowledge 9-10 questions

ii. Identifies physical and health education knowledge to describe issues and solve problems set in familiar and unfamiliar situationsiii. Applies physical and health terminology consistently to communicate understanding including multiple examples/extra credit

POWER Respond to as many questions as you can – be sure to write out question # and answer completely. Politics and social science, power is the ability to influence the behavior of people. Great power involves great responsibility._____ Franklin D. Roosevelt

1. POWER Literally define Power2. POWERFUL Name as many factors as you can which affects being Powerful. – Explain how- Ex. Money, Fame, Confidence, etc.3.POWER UP YOUR BODY Describe exercises that improve the power as fitness component (the ability to exert maximum muscular contraction instantly in an

explosive burst of movements) with examples of exercises to improve power. The two components of power are strength and speed. Ex. - jumping or a sprint start

4. POWER FOODS Give examples of nutritional benefits for being healthy from power foods. Ex. Nuts, Kale, Red Peppers, Steel cut oats, Salmon, etc.5. WORDS ARE POWERFUL Words can be powerful- provide examples of how words that can be hurtful. EX. verbal abuse, bullying, fear, coercion, etc.6. POWERPLAY Figuratively list as many examples as you can of words Power formed words. Ex. Power Play in Ice Hockey when at least 1opposing player

is serving a penalty & Team has a numerical advantage on the ice *(also in what other sports?)7. THE POWERS THAT BE "The powers that be" is a phrase used to refer to those individuals or groups who collectively hold authority over a particular domain.

Describe examples of who has power in your life-Parents, friends, government, etc. and how that affects how your feel.8. POWER TO THE PEOPLE Relate examples of social/cultural power- EX. Girl Power for gender equality, Black Power for equal citizenship, Kings-soverign power over

territory, buying power, power of attorney, world power, etc.9. EMPOWERING Create Mind-Body-Spirit positive factors for being Powerful. Provide specific examples.

Physical- Force or Strength exercises such as jumpingIntellectual- Knowledge is power, and no one can take it away from you.Emotional – attitude, imagery, awareness, social, management, etc.

10. POWER SOURCES Define & explain power sources EX. Science/ mathematical formulas- Ex, Average power, Instantaneous power, Constant power, Exponents, Physics, etc.

EXTRA CREDIT-Powering Up Create an inspirational image/quotes is to uplift, inspire and provide powerful positive energy. EX. I am in charge of how I feel and today I choose happiness.IB Criteria A Knowing and Understanding

0 = The student does not reach a standard described by any of the descriptors below.1–2 The student :i. Recalled some physical health education factual, procedural conceptual knowledge of 1-4 questions

ii. Identifies physical and health education knowledge to outline issuesiii. Recalls physical & health terminology.

3–4 The student: i. Recalls physical health education factual, procedural and conceptual knowledge of 5-6 questionsii. Identifies physical and health education knowledge to outline issues & suggest solutions to problems set in familiar situations

iii. Applies physical & health terminology to communicate understanding with limited success.5-6 The student :i. States physical health education factual, procedural & conceptual knowledge of 7-8 questions

ii. Identifies physical and health education knowledge to outline issues & solve problems set in familiar situationsiii. Applies physical & health terminology to communicate understanding.

7-8 The student:i. Outlines physical health education factual, procedural and conceptual knowledge 9-10 questionsii. Identifies physical and health education knowledge to describe issues and solve problems set in familiar and unfamiliar situations

iii. Applies physical and health terminology consistently to communicate understanding including multiple examples/extra credit

STRENGTH Respond to as many questions as you can – be sure to write out question # and answer

completely.

1. STRENGTH Literally define Strength2. BEING STRONG Name as many factors as you can which affect your Strength .Explain-Physical energy or intensity such a fitness level or size, muscle

disease, etc.3. SHOWING STRENGTH Why do you need to be strong? EX. Provide specific example of impetus (using force): Lifting, Pushing, Pulling, Throwing, & striking4. STRENGTH TRAINING “The world is the great gymnasium where we come to make ourselves strong. “ _____Swami Vivekananda Describe fitness component:

muscular strength exercises that improve fitness with anaerobic conditioning. EX. weight training using sets and repetition or resistance, etc.

5. BUILDING STRENGTH Provide examples of nutrition that benefits muscle. Ex. eating more protein to build muscles.6. STRONG POINT Figuratively “That which does not kill us makes us stronger.” ____Friedrich Nietzsche Provide example of what can affect social emotional

strength EX. Personal tragedy, death, illness, etc.7. STRONGHOLD Compare the two ways of exerting strength-“There are two ways of exerting one's strength: one is pushing down, the other is pulling up.”

_____Booker T. Washington Examples of pushing down such as Bullying, Insults, Abuse-verbal/physical/sexual, etc. or pulling up inspiration such as –“ I can do anything through HIM who gives me strength “_____Phil 4:13

8. STRENGTH SYMBOLS State examples in social/cultural strength. EX. symbols of strength: the Bull in Egypt & other countries, the Bear for Native American ,the Griffin is a legendary creature - body of a lion and the head and wings of an eagle is Celtic, etc.

9. LIVE STRONG Create Physical, Emotional, & Social positive factors for “Good actions give strength to ourselves and inspire good actions in others.” _____Plato Ex. Physical- body weight resistance exercises such as plankingEmotional – A positive attitude- not allowing others to bring you down Social - There is strength in numbers. –having supportive friends

10. STRONG SUIT Reflection- List your strengths & weaknessEXTRA CREDIT What examples of Synonyms or symbols of strength can you share

IB Criteria A Knowing and Understanding0 = The student does not reach a standard described by any of the descriptors below.

1–2 The student :i. Recalled some physical health education factual, procedural conceptual knowledge of 1-4 questionsii. Identifies physical and health education knowledge to outline issues

iii. Recalls physical & health terminology.3–4 The student: i. Recalls physical health education factual, procedural and conceptual knowledge of 5-6 questions

ii. Identifies physical and health education knowledge to outline issues & suggest solutions to problems set in familiar situationsiii. Applies physical & health terminology to communicate understanding with limited success.

5-6 The student :i. States physical health education factual, procedural & conceptual knowledge of 7-8 questionsii. Identifies physical and health education knowledge to outline issues & solve problems set in familiar situations

iii. Applies physical & health terminology to communicate understanding.7-8 The student:i. Outlines physical health education factual, procedural and conceptual knowledge 9-10 questions

ii. Identifies physical and health education knowledge to describe issues and solve problems set in familiar and unfamiliar situationsiii. Applies physical and health terminology consistently to communicate understanding including multiple examples/extra credit

Respond to as many questions as you can – be sure to write out question # and answer completely.

1. SPEED Literally define Speed2. THE NEED FOR SPEED What factors affect Speed? Explain how - Physical energy, fitness level or size, etc. affect speed.3. SPEED TRAINING Speed training is necessary in many sports & helpful in every day- Give example of how speed is used. EX. Scheduling,

Blocking quick reaction in sports, helping hands doing something more efficiently with assistance from others,4. SPEED RACER How is speed measured in different kinds of races? EX. running Track, Thoroughbred horse racing is considered the

sport of kings in England, Speed Skating, etc.5. SPEED IT UP Provide examples of nutrition that benefits/risks from speeding it up. Ex. speedy up metabolism with protein such as

eggs, nuts, Greek yogurt, etc., Not eating fast so you do not choke, etc.6. PICK UP THE SPEED Figurative examples about speed. EX. Idiom- Slow and steady wins the race = take your time- tortoise and the hare

story, up to speed= getting caught up on the latest information, traveling at the speed of light = moving super-fast, etc.7. AT FULL SPEED What types of speed do we compare? What kinds are better and why? EX. internet, phone, cable speeds, etc.8. SPEED WAY State examples in social/cultural speed. EX. sheep racing in Oct. in Australia, the racing of boats powered by oars dated

back to Egypt, Saudi Arabia is the home to professional camel racing, , etc.9. SPEED LIMITS Create Physical, Emotional, & Social positive factors for taking it slow Ex. Physical- Not taking drugs like

amphetamines (Speed) or arrhythmia treatment (heart beating too fast) Emotional – Not rushing decisions before thinking it through Social – taking time to know someone before jumping into marriage

10. FULL SPEED AHEAD Reflect on the statement meaning - “There is more to life than simply increasing its speed.”― Mahatma Gandhi EX. Not growing up too fast-acting your age.

EXTRA CREDIT How many Synonyms for Speed-can you list?- EX. quick, velocity, hurry, etc.IB Criteria A Knowing and Understanding

0 = The student does not reach a standard described by any of the descriptors below.1–2 The student :i. Recalled some physical health education factual, procedural conceptual knowledge of 1-4 questionsii. Identifies physical and health education knowledge to outline issuesiii. Recalls physical & health terminology.3–4 The student: i. Recalls physical health education factual, procedural and conceptual knowledge of 5-6 questionsii. Identifies physical and health education knowledge to outline issues & suggest solutions to problems set in familiar situationsiii. Applies physical & health terminology to communicate understanding with limited success.5-6 The student :i. States physical health education factual, procedural & conceptual knowledge of 7-8 questionsii. Identifies physical and health education knowledge to outline issues & solve problems set in familiar situationsiii. Applies physical & health terminology to communicate understanding.7-8 The student:i. Outlines physical health education factual, procedural and conceptual knowledge 9-10 questions

ii. Identifies physical and health education knowledge to describe issues and solve problems set in familiar and unfamiliar situationsiii. Applies physical and health terminology consistently to communicate understanding including multiple examples/extra credit

Team Building Criteria

Statement of Inquiry: Teams must relate effectively to function effectively and each member must adapt for the growth of the whole teamTask description: Sport’s Play & Spectating/Strategy GRASP ActivityCriteria: C Applying & Performing/ D Reflecting & Improving Performance

Achievement Level Team Work Description-IB Criteria C IB Criteria D Reflecting & Improving Performance1 = Very Basic = F Student demonstrates very basic level of teamwork/sportsmanship & find it

difficult to interact with other team members, lacks safety & effort0 = The student does not reach a standard described by any of the descriptors below.

2 = Basic = D Student demonstrates basic level of teamwork /sportsmanship & finds it difficult to interact with team members-often focused on own needs more than team’s needs, displays some safety & effort

1–2 The student:i. Identifies strategy to enhance interpersonal skills-respectful interaction, proper etiquette, & good sportsmanshipii. Lists goals to enhance performance-safety, follow instructions & stay on taskiii Summarize performance appropriate sport skill application, effort & enthusiasm

3 = Limited = C Student demonstrates limited level of teamwork/sportsmanship - able to work with some members of team & demonstrate proper etiquette but not others & often focused own needs more than team’s needs, displays safety and little effort

3-4 The student:

4 = Satisfactory = C Student demonstrates satisfactory level of teamwork/sportsmanship – able to work with both others students & staff, demonstrate proper etiquette, but not consistent in approach with safety & effort.

i. Lists strategies to enhance interpersonal skillsii. Identifies & Demonstrates strategies to enhance interpersonal skills respectful interaction, proper etiquette, & good sportsmanshipiii. Identifies goals to enhance performance safety, follow instructions & stay on taskiii. Outlines & summarizes performance sport skill application, effort & enthusiasm

5 = Good = B Student demonstrates good level of teamwork/sportsmanship – able to work with both others students & staff, demonstrate proper etiquette and student is aware of what needs to be done & works toward completing tasks with safety & effort

5-6 The student:

6 = Very Good = B Student demonstrates very level of teamwork/sportsmanship – able to work with both others students & staff demonstrate proper etiquette while supporting students who may require help with concern for safety & team effort

i. Outline & demonstrate strategies to enhance interpersonal skills respectful interaction, proper etiquette, & good sportsmanshipii. Identifies goals and applies strategies to enhance performance and encourages others in safety, follow instructions & stay on taskiii. Outlines and summarizes performance sport skill application relative to the science of movement with effort & enthusiasm

7 = Outstanding = A Student demonstrates outstanding level of teamwork/sportsmanship – able to work with both others students & staff demonstrate proper etiquette while often placing needs of team before own needs with concern for safety & strategically competitive team effort

7-8 The student:

8 = Excellent = A Students demonstrate excellent level of team work/sportsmanship demonstrate proper etiquette and develop goals and apply strategies to enhance performance needs with concern for safety & competitive team effort

i. Describes and demonstrates strategies to enhance interpersonal skills respectful interaction, proper etiquette, & good sportsmanshipii. Outlines goals and applies strategies to enhance performance and encourages others in safety, follow instructions & stay on taskiii. Explains & Evaluate performance. sport skill with sport skill application with Physics, along with encourages others in effort & enthusiasm effort & enthusiasm

Team Building CriteriaSport Skill Sequence- Science of Motion

Inquiry: Human Movement can orientate in Space & Time to Change one’s actions to Adapt to reaction for movement improvement. Global Context-Orientation in Space and Time Key Concept-Movement Relevant Concept -Change/Time Space & Place Criteria C: Assessment C: Applying & Performing Students will exemplify the elements of sport skills coordinated with Sport Skill Sequence- Science of Motion in game play strategy to engage in applying knowledge required in team participation & teambuilding activities.Team Building - Sport Skill Sequence- Science of Motion Extension Demonstration performance recording: (Soccer/Team Handball/Jai Alia/Basketball/Volleyball/Baseball/Hockey/Lacrosse/Archery/Racquet Sports/ Golf/Bowling/Shuffleboard/Horseshoes/Corn hole/Darts)

Science of Movement Criteria

Science of Movement- Gravity of Matter

Statement of Inquiry: Human movement Orientates in Space & Time to change one’s actions to adapt to reaction. Movement form changes actions to adapt to reaction function.Task: Student will explore the science of movement *(Interdisciplinary Science & PE) through concepts of kinesiology & physics.Assessment Criteria: C Applying & Performing

IB Criteria C Applying & Performing

Level & Conversion Assessment Rubric -Criteria C0 = F Does not reach standard described

1-2 = D

Student demonstrates attitudes & strategies that maintain their communication & relationships with others. Student shows respect & sensitivity to themselves, others & the physical environment some of the time. Student takes responsibility for their own learning some of the time, but shows little enthusiasm &/or commitment to PE. Student shows difficulty in reflecting on their achievements & in setting & taking action to achieve goals.

Performs basic propelling combinations Performs receiving skill Show little work with others through physical activities.

3-4 = C

Student demonstrates attitudes & strategies that maintain their communication & relationships with others. Student shows respect & sensitivity to themselves, others & the physical environment most of the time. Student takes responsibility for their own learning most of the time, & shows some enthusiasm & commitment to PE. Student reflects on their own achievements to a satisfactory level, usually sets appropriate goals but may need encouragement to take action towards achieving them.

Performs propelling combinations for group effort. Performs receiving/blocking movement skills Shows enthusiasm in team-building skill by working with others through physical activities.

5-6 = B Student demonstrates attitudes and strategies that improve their communication and relationships with others. Student consistently shows respect and sensitivity to themselves, others and the physical environment. Student takes responsibility for their own learning and usually shows enthusiasm and commitment to physical education. Student reflects critically on their own achievements, sets appropriate goals and takes some action towards achieving them.

Performs propelling combinations & sequences for group effort. Challenge of receiving/blocking movement skills & strategy expression Develop team-building strategy by working with others through physical activities.

7-8 = A Student demonstrates attitudes & strategies that deepen & enhance their communication & relationships with others. Student consistently shows a high degree of respect & sensitivity to themselves, others and the physical environment. Student takes responsibility for their own learning & consistently shows enthusiasm and commitment to PE. Student reflects critically on their own achievements, sets appropriate goals that enhance learning, & takes action towards achieving them.

Performs propelling combinations, sequences & patterns for group effort. Challenge of receiving/blocking movement skills & strategy expression, along with competition Develop team-building goal achievement by working with others through physical activities.

0 = The student does not reach a standard described by any of the descriptors below.1–2 The student:i. Recalls some skills and techniques to function as scientific information illustrating actions changing reactionsii. Recalls some strategies and movement concepts that adapt to orientate movement in space & timeiii. Applies information to perform to improve movement through Science of Movement knowledge3-4 The student:i. Recalls skills and techniques to function as scientific information illustrating actions changing reactionsii. Recalls strategies and movement concepts that adapt to orientate movement in space & timeiii. Applies information to perform to improve movement Science of Movement knowledge5-6 The student:i. Recalls & applies skills and techniques to function as scientific information illustrating actions changing reactionsii. Recalls & applies a range of strategies and movement concepts that adapt to orientate movement in space & timeiii. Applies information to perform effectively to improve movement Science of Movement knowledge7-8 The student:i. Recalls & applies a range of skills and techniques to function as scientific information illustrating actions changing reactionsii. Recalls & applies a range of strategies and movement concepts that adapt to orientate movement in space & timeiii. Recalls & applies information to perform effectively to improve movement Science of Movement knowledge

Bodily Associations-Anatomy

Statement of Inquiry: One’s Physical Health impacts total health and influences wellbeing.Task: Students will work collaboratively in groups to explore how Physical Body Systems Impact on Health & Well-being. Each group research how personal and cultural experiences reflecting human body systems function to promote the physical health component of total health. Each group will be has opportunities to audio-visual presentations to view, research, & share body systems to present an infomercial sharing their knowledge and understanding of a body’s system in an oral presentation format choice: poster, poem, song, illustrations, story, research paper, etc. Presentation elements of system should include: structure, organs, and function, along with healthy & unhealthy conditions & practices.Assessment Criteria: C Applying & Performing

IB Criteria C Applying & Performing1–2 The student:0 = The student does not reach a standard described by any of the descriptors below.i. Recalls some body system structures & organs in performance.ii. Recalls some body system concepts function to physical healthiii. Recalls & applies no information of healthy & unhealthy conditions & practices that effect well-being.3-4 The student:i. Recalls some body system structures & organs with function in information presentationii. Recalls some body system concepts function to personal physical healthiii. Recalls & applies some information of healthy practices that effect well-being.5-6 The student:i. Recalls & applies Recalls some body system structures & organs with function in information presentation that will apply healthii. Recalls & applies Recalls some body system concepts function to cultural physical health iii. Recalls & applies some information of healthy & unhealthy conditions & practices that effect well-being.7-8 The student:

i. Recalls & applies Recalls some body system structures & organs with function in information presentation that will apply health with resourcesii. Recalls & applies Recalls & applies Recalls some body system concepts function to personal & cultural physical healthiii. Recalls & applies comparison information of healthy & unhealthy conditions & practices that effect well-being.

WHAT – Physical Health – Bodily Associations - AnatomyWHY – The Body’s Anatomical Systems Function together as Physical Health as a component of Total HealthHOW - Small group ATL research & presentation communication tasks

Health Interchange

Statement of Inquiry: Decision and behaviors interchanges Health ValuesTask: What Is Your Next Move? One’s choices need to adjust to the time, space & place to sustain a safe environment. Task description: Personalized Physical perspectives to promote total well-being = What would you do? What could you do? What should you do? Creations of individual Health/Physical Education project: First Aid kits, Auto Emergency Plan, Nutritional Menu Plan, What to do in emergencies plan, Social

Interaction brochure tips, etc. Assessment Criteria: A. Knowledge & Understanding

IB Criteria A Knowledge & Understanding1–2 The student:0 = The student does not reach a standard described by any of the descriptors below.i. Recalls some physical & health decision making knowledge to describe issuesii. Recalls some physical & health behavioral knowledge to solve problemiii. Recalls & applies little information in familiar & unfamiliar situations3-4 The student:i. Recalls some physical & health decision making knowledge to describe issues through information presentationii. Recalls some physical & health behavioral knowledge to promote personal physical healthiii. Recalls & applies some information in healthy practices that effect well-being.5-6 The student:i. Recalls & applies Recalls some physical & health decision making knowledge to describe issues through information presentation applying health standardsii. Recalls & applies Recalls physical & health behavioral knowledge to promote personal physical health iii. Recalls & applies some information in familiar & unfamiliar situations of healthy & unhealthy conditions & practices that effect well-being.7-8 The student:i. Recalls & applies Recalls some physical & health decision making knowledge describing issues in information presentation applying health standards with resourcesii. Recalls & applies Recalls & applies Recalls some physical & health behavioral knowledge to promote personal & social physical healthiii. Recalls & applies comparison information in familiar & unfamiliar situations of healthy & unhealthy conditions & practices that effect well-being.

WHAT – Physical Health/Safety Decision Making TasksWHY – To be Prepared; not scared in emergency situations, first aid reaction, & prevention of harmHOW - GRASPS Physical Health & Safety Choice

Health Interactions

Statement of Inquiry: Choices interact to establish health relationships within community.Task: Your task is to evaluate the health of 4 relationships in your life using Mind Map to represent each relationship. (Respectful words/actions, trust, reliability, physical, /emotional, safety) Each should also include a written analysis. Assessment Criteria: B Planning for Performances

IB Criteria B Planning for Performance1–2 The student:0 = The student does not reach a standard described by any of the descriptors below.i. Recalls some relationship of choices in Health Planii. Recalls some Mind Map application in Health Planiii. Recalls & applies no analysis of choice interaction with relationships3-4 The student:i. Recalls 4 relationships of choices in Health Planii. Recalls complete Mind Map application in Health Planiii. Recalls & applies some analysis of choice interaction with relationships5-6 The student:i. Recalls & applies Recalls four or more relationships of choices in health planii. Recalls & applies Recalls appropriate some Mind Map application in Health Plan iii. Recalls & applies analysis of choice interaction with relationships that are Healthy7-8 The student:

i. Recalls & applies Recalls four or more relationships of choices in Health Plan with analysisii. Recalls & applies Recalls & applies Recalls Mind Map application in personal & cultural physical health Planiii. Recalls & applies comparison information of healthy & unhealthy analysis of choice interaction with relationships In Health Plan

WHAT – Mind/Body/Spirit Tasks & Minds MapsWHY – Understand effects of choice for creating Healthy Balance.HOW – Mind Maps Reflective Thinking Plans

Health Influences

Statement of Inquiry: Personal interaction with influence can affect Emotional, Physical & Social development.Task: Create a video role play in order to demonstrate effective refusal skills (peer pressure) and healthy relationship building skills or public service announcement positively influence peers.Assessment Criteria: D & C Refining & Reflecting-Performance

IB Criteria D Refining & Reflecting/Performance1–2 The student:0 = The student does not reach a standard described by any of the descriptors below.i. Recalls some reflection on healthy relationship building skillsii. Recalls some demonstration of peer pressureiii. Recalls & applies no interaction with negative influences3-4 The student:i. Recalls little reflection on healthy relationship building skillsii. Recalls some demonstration of peer pressure with refusal skillsiii. Recalls & applies some interaction with negative & positive influences5-6 The student:i. Recalls & applies Recalls more reflection on healthy relationship building skillsii. Recalls & applies Recalls demonstration of peer pressure with refusal skills with proactive skills iii. Recalls & applies some interaction with negative & positive influences demonstrating strategies to enhance interpersonal skills7-8 The student:i. Recalls & applies Recalls more reflection on healthy relationship building skills with referencesii. Recalls & applies Recalls & applies Recalls some demonstration of peer pressure with refusal skills with proactive skills to avoid unhealthy interactionsiii. Recalls & applies interaction with negative & positive influences demonstrating strategies to enhance interpersonal skills wuth regard to cultural/society influences

WHAT – Role Play TasksWHY – Understanding the external Health Influence affects Internal Health skillsHOW – Role Playing Public Service Announcements