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EJHS/WJHS Curriculum Map Content Area-Health and Physical Education Grade Level- ! "ate- #!!$-#!!

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Wellness

Core Content Standards and P-S


PL-H- 2$2 Decisions which promote health and prevent illnesses, diseases, and injuries contribute positively to personal well being. PL-H- 232# There is a relationship between stress and physical , mental, and emotional health. HE-H-4 Students will evaluate individual wellness (e.g., benefits of improving body image, stress reduction, assessing fitness levels, fitness myths, evaluation of activities for effectiveness). HE-H- % Students will evaluate personal health practices (e.g., diet; rest; e ercise; personal cleanliness; care of eyes, ears, teeth, s!in). HE-H-## Students will evaluate health behaviors and attitudes of peers.

Student -utcomes
"#$% Students will be able to demonstrate s!ills that promote individual well$being and healthy family relationships. "#$% Students will be able to demonstrate the !nowledge and s!ills they need to remain physically healthy and to accept responsibility for their own physical well$being. "#$% Students will be able to demonstrate !nowledge and s!ills that promote physical activity and involvement in physical activity throughout their lives. &. (. ).

Essential .uestions
%ow can the aspects of health be represented by a triangle' %ow does health education and wellness relate to total health' %ow do heredity, environment, and culture influence our health and the health of others as a step toward wellness' %ow do behaviors and the choices and decisions you ma!e affect health' %ow do ris! factors can be offset by healthful behaviors' %ow can - use the steps in the decision ma!ing process to ma!e appropriate decisions' %ow do the components of fitness relate to total fitness' &. (. ). *. +. ,.

/oca(ulary
/ardiovascular 0itness 1uscular 2ndurance 1uscular Strength 0le ibility 3ody /omposition %ealth Triangle

Summative Assessments
&. Students will evaluate and monitor their levels of fitness with respect to the + components of fitness and chart their progress throughout the semester. 4iven an e ample, students will draw a health triangle and be able to ma!e recommendations to balance the triangle. 5ritten Test.

Modi+ications
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Goal Settin*

PL-H- 232$ There are strategies (e.g., setting realistic goals, time and tas! management, planning, decision$ ma!ing processes,

"#$%$Students will construct goals for the semester and will be able to identify healthy decision$ ma!ing and communication s!ills. Students6 7pply information

&. 5hat is the relationship between short and long term goals' (. 5hat strategies are

$#ong$term conse8uences $short$term conse8uences

5ritten test Setting goals

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perseverance) for building success as adults. HE-H- 3 Students will adopt success$ building strategies (e.g., goal setting, long$term planning, decision$ma!ing strategies, effective communication s!ills, time management, identification and use of resources).

gathered to conclude appropriate goals, plans, 9 decisions. ).

involved in goal setting' %ow do you evaluate your personal goals'

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Comm2

PL-H- 232 Strategies (e.g., refusal s!ills, assertiveness, conflict resolution, learning rela ation techni8ues) vary for dealing with peer pressure, harassment, violence, and managing stress. PL-H- 2 2 There are behaviors (e.g., constructive communication; fulfilling commitments; cooperation; demonstrating healthy ways to e press needs, wants, feelings) that show respect and responsibility to self and others. PL-H- 2 2# /onflict resolution strategies (e.g., peer mediation, avoiding confrontation) and the analysis of causes of conflict (e.g., violence, harassment, money problems, health problems, oppressive environments, racism) in families, schools, and communities may bring about peaceful conclusions. PL-H- 2 2$

"#$%$Students6 -dentify the issues:problems of today;s society. They will supply alternative solutions and defend their choice. "#$%$Students will analy<e own communication s!ills and contrast those with healthy communication s!ills. "#$%$Students will evaluate their anger management s!ills and choose healthier ways to handle their anger.

&. 5hat is =communication> and how can we apply strategies of communication to the issues:problems of today;s society' (. 5hat are the evidences for healthy communication' ). 7s you analy<e the causes of conflict what are some strategies you might use to reach successful resolution' *. 5hat strategies would you use to reduce school violence through effective communication if you were the "rincipal' +. %ow is my anger shaped by e periences, habits, and prejudices' ,. 5hat can we do to help individuals successfully accept their individual:community role in today;s society'

$coping strategies $denial $collaboration s!ills $conflict prevention strategies $interpersonal conflicts

?pen response 8uestion on ways to effectively communicate

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-ndividuals need to understand changes in roles, responsibilities, and s!ills needed to effectively wor! in groups throughout life. HE-HStudents will analy<e individual actions and interactions within groups. HE-H- 6 Students will evaluate conflict resolution and violence prevention strategies (e.g., types of conflict, ris! factors, dealing with anger, alternatives to fighting).

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'utrition

PL-H- 2%2 2ach of the si basic nutrients has specific functions in maintaining and promoting health and is found in certain food sources. PL-H- 2%2# There are dietary guidelines for ma!ing healthy food choices and e changes:substitutions for special needs (e.g., diabetes, weight control) PL-H- 2%2$ "racticing good nutritional habits and participating in regular e ercise are essential for personal wellness and longevity.

"#$%$Students will be able to recogni<e which foods are which nutrients and compare their nutritional values. "#$%$Students will be able to evaluate others nutritional practices and discuss with them what dietary guidelines they need to wor! on. "#$%$Students will be able to analy<e their own food diary and discuss what improvements need to be made to it. "#$%$Students will be able to develop criteria for a healthy nutrition and e ercise plan for themselves and others.

&. 5hat is @proper nutrition@' (. 5hat lifestyle diseases are nutritionally related' ). %ow is @proper nutrition@ important developmentally in each of the life stages' *. 5hat are and what is the function of the , nutrients'

$diet aids $dietary supplements $energy needs $fad diets $food additives $food label $nutrient needs $nutrition plan

$5rite a persuasive letter to someone with a specific dietary need $Test with multiple choice and open response 8uestions $"resentation$visit a fast food restaurant and ac8uire a menu. 5ithin the group list carbohydrates, fats, proteins, calories, etc.

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PL-H- 2%2% Autrition and e ercise plans for lifetime physical and emotional health and fitness vary with individuals. HE-H-7 Students will develop and use strategies for evaluating products and services. HE-H-8 Students will evaluate influences of advertising on consumer choices. HE-H-6 Students will ma!e effective consumer decisions. HE-H-3 Students will develop sound nutritional practices (e.g., meal planning, food selection, reading labels, weight control, special nutritional needs). Len*th o+ ,nit 0ee1 ,nit &itle/-r*2 "iseases Core Content Standards and P-S PL-H- 2$2 Decisions which promote health and prevent illnesses, diseases, and injuries contribute positively to personal well being. PL-H- 2$2# These are characteristics, symptoms, causes, patterns of transmission, and prevention of communicable diseases. These traits indicate abstinence is the best method of preventing %-B:STDs. PL-H- 2$2$ There are characteristics, symptoms, causes, prevention Student -utcomes "#$%$Students will be able to e plain how lifestyle diseases are developed and prevented. Students will create presentations to tell others. "#$%$Students will be able to compare and contrast two different lifestyles and predict what diseases these lifestyles might cause. "#$%$Students will analy<e ris!$ ta!ing actions and compare those with non$ris!$ta!ing actions. "#$%$Students will be able to Essential .uestions &. 5hat are some decisions that promote health and prevent diseases' (. 5hat are the characteristics, symptoms, causes, prevention techni8ues, and treatments of non$ communicable diseases among people of all ages' ).%ow do lifestyle diseases affect our economy' *.%ow does disease impact our local and national economy' +. %ow do communicable and non$communicable diseases compare and contrast' /oca(ulary $immune system $prevention $immune system $health insurance $middle age $young adulthood Summative Assessments 4roup or individual projects /ancer$ma!e a commercial Diabetes$prepare healthy snac!s /ardiovascular Diseases$Design a wor!out ?r individual research on any lifestyle Disease 4iven a (C year old college student who smo!es, eats only fast food, wor!s at a computer all day, and has a family history of heart disease, and a Modi+ications $"eer Tutors for those who need $1odify assessments(write for them, read to them, shorten assignment $2 tended time $See -2"s

techni8ues, and treatments of noncommunicable diseases (e.g., cancer, diabetes, high blood pressure, heart disease, arthritis, osteoporosis) among people of all ages PL-H- 2$2% Diseases and illnesses impact social and economic systems in various ways (e.g., cost of treatment versus prevention, absence from wor!). PL-H- 2#2# There are ris!s (e.g., STDs, unwanted pregnancies, %-B:7-DS) to being se ually active, and there are strategies (e.g., using refusal s!ills; tal!ing with parents, doctors, consultants) for delaying se ual activity that protect physical health. PL-H- 2%2 2ach of the si basic nutrients has specific functions in maintaining and promoting health and is found in certain food sources. PL-H- 2%2# There are dietary guidelines for ma!ing healthy food choices and e changes:substitutions for special needs (e.g., diabetes, weight control). PL-H- 2%2$ "racticing good nutritional habits and participating in regular e ercise are essential for personal wellness and longevity. PL-H- 2%2% Autrition and e ercise plans for lifetime physical and emotional health and fitness vary with individuals. PL-H- 272#

select behaviors that prevent or minimi<e the ris! of diseases. "#$%$Students will be able to analy<e the impact of personal behaviors on the body systems.

)+ year old mother of two who e ercises regularly, is a vegetarian, and doesnDt smo!e. "redict what is happening to the college studentDs &. %eart (. #ungs ). 3ody /omposition "redict the benefits of the /ardiovascular, S!eletal, and 1uscular systems of the woman. Eesearch the web for6 %eredity and %eart Disease #ong term effects of smo!ing 0ast food and its effects on your body 2 ercise and your muscles:bones Begetarian lifestyle /ompare and contrast your predictions with your research from the web. 5hat was correct' 5hat area or areas were different' 5hat did you find out that surprised you'

There are strategies (e.g., e ercising, eating properly, getting ade8uate rest) for improving and evaluating health$related fitness (e.g., strength, cardiovascular endurance, fle ibility, body composition). PL-H- 272# There are strategies (e.g., e ercising, eating properly, getting ade8uate rest) for improving and evaluating health$related fitness (e.g., strength, cardiovascular endurance, fle ibility, body composition). PL-H- 272% /ontinual use of self$ assessment strategies for monitoring and improving health$related fitness (e.g., strength, fle ibility, cardiovascular endurance, body composition) may contribute to improved health throughout oneDs lifetime. PL-H- 262# There are potential short$ and long$term conse8uences and ris!s of behavioral choices (e.g., tobacco, alcohol, and other drug use; se ual involvement; violent:aggressive behaviors) on individuals and families. HE-H-# 2 plain how the functioning of body systems (e.g., reproductive, digestive, circulatory) are interrelated. HE-H-* identify abstinence as the only sure means of preventing pregnancy and STDs. HE-H-3 develop sound

nutritional practices (e.g., meal planning, food selection, reading labels, weight control, special nutritional needs). HE-H- $ e plain disease transmission, prevention, and control (e.g., %-B:7-DS, STDs, common non$ communicable diseases, heart diseases, cancer, diabetes). HE-H-## evaluate health behaviors and attitudes of peers. HE-H-#$ describe community resources and services (e.g., basic medical care, roles and responsibilities of community health systems, medical insurance, emergency hot lines). HE-H-#% analy<e community health standards and regulations (e.g., air:water 8uality, immuni<ation, health and safety protection of citi<ens). Len*th o+ ,nit 0ee1 ,nit &itle/-r*2 Se9ual Education Core Content Standards and P-S PL-H- 2#2 The process of human reproduction and development begins with conception and continues through birth, childhood, adolescence, and adulthood. PL-H- 2#2# There are ris!s (e.g., STDs, unwanted pregnancies, %-B:7-DS) to being se ually active, and there are strategies (e.g., using refusal s!ills; tal!ing with parents, doctors, consultants) for delaying se ual Student -utcomes "#$%$Students will be able to compare and contrast the reproductive system of males and females. "#$%$Students will be able to identify and discuss ways to protect the physical health. "#$%$Students will be able to debate why abstinence is the best method of preventing %-B:STDs. Essential .uestions &. 5hat are the parts of the female reproductive system' (. 5hat are the parts of the male reproductive system. ). %ow do world views of =safe se > differ' *. 5hat are the ris!s in being =se ually active>' +. %ow have se ual responsibilities and roles changed in the last (C years' /oca(ulary $needle sharing $se ual activity $fetus $prenatal $perinatal $dating relationships $parenthood $teenage pregnancy $fetus $gender $life cycle Summative Assessments Test including multiple choice and open response 8uestions. Modi+ications $"eer Tutors for those who need $1odify assessments(write for them, read to them, shorten assignment $2 tended time $See -2"s

activity that protect physical health. PL-H- 2$2# These are characteristics, symptoms, causes, patterns of transmission, and prevention of communicable diseases. These traits indicate abstinence is the best method of preventing %-B:STDs. HE-H-# Students will e plain how the functioning of body systems (e.g., reproductive, digestive, circulatory) are interrelated. HE-H-$ Students will e plain the process of human growth and development (e.g., reproductive system, life cycle, changing roles and responsibilities, social s!ills development, aging). HE-H-% Students will identify abstinence as the only sure means of preventing pregnancy and STDs.

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Mental illnesses

PL-H- 262 Symptoms, causes, and treatments of mental illness (e.g., depression, an iety) vary with the individual. PL-H- 262% There are possible causes and effective prevention strategies (e.g., enhancing self$esteem, counseling, building s!ills for success) for common eating

Students6 Discuss the symptoms, causes, and treatments of mental illness both today and historically. "#$%$Students will identified the signs and dangers of eating disorders and prevention strategies.

&. 5hat is mental and emotional health' (. 5hat are the various mental disorders and their causes' ). %ow can - use strategies to become and remain mentally and emotionally healthy' *. %ow can my involvement in activities influence my emotional and mental health'

$emotional health $social isolation $depression $coping strategies $denial $social isolation $rejection

Eesearch with a presentation or paper

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disorders and treatments HE-H- 4 Students will research mental and emotional illnesses.

Len*th o+ ,nit 0ee1

,nit &itle/-r*2 Su(stance ,se

Core Content Standards and P-S PL-H- 262$ -ntervention (e.g., cease enabling activities) and suggesting treatment (e.g., 77, outpatient therapy, group therapy) are forms of help for addictive behaviors. PL-H- 262# There are potential short$ and long$term conse8uences and ris!s of behavioral choices (e.g., tobacco, alcohol, and other drug use; se ual involvement; violent:aggressive behaviors) on individuals and families. HE-H-#! Students will re search substance abuse. H#E-HStudents will analy<e ris!$ ta!ing choices and actions.

Student -utcomes Student; Fudges the situation and predicts the outcome Students6 0rom !nowledge gathered will predict the outcome of ris!y behaviors. Gsing technology, will ma!e a brochure about substance abuse. &.

Essential .uestions 5hy does local governments have the right to ban smo!ing in public' %ow do tobacco companies target teens:children in the advertising' Should it be illegal for anyone under the age of &H to purchase, use, or possess tobacco products' Should all forms of tobacco be banned' Does everyone 8uit using tobacco products in the same way' 7re tobacco companies responsible for all those who use their products'

/oca(ulary $date rape $needle sharing -alcohol:drug related problems $2"7 $0D7 $rehabilitation $treatment $prosecutor;s office

Summative Assessments 3rochure

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Len*th o+ ,nit 0ee1

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Core Content Standards and P-S PL-H- 232# There is a relationship between stress and physical, mental, and emotional health. HE-H- 7

Student -utcomes Students6 -dentify stress management techni8ues and the relationship to physical, mental, and emotional health.

Essential .uestions &. 5hat are the varying levels of mental health' (. %ow does 1aslow;s hierarchy of needs influence our daily life' ). 5hat is the difference between distress and eustress'

/oca(ulary $stress $stressor

Summative Assessments ?pen Eesponse Iuestion

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Students will determine sources of stress and identify stress related illnesses. HE-H- 8 Students will analy<e and use stress management strategies.

Len*th o+ ,nit 0ee1

,nit &itle/-r*2 Sa+ety

Core Content Standards and P-S PL-H- 282 Eesponsible use (e.g., obeying laws regarding drin!ing and speeding) of machinery, motori<ed vehicles, and watercraft can decrease accidents. PL-H- 282# "racticing safety procedures (e.g., use seat belts, life vests, and helmets; avoid overcrowding vehicles) and eliminating daredevil stunts can save lives. PL-H- 282$ There are strategies (e.g., not sharing personal eating, drin!ing, and grooming utensils; regular medical and dental chec! ups; proper use of machinery; adhering to safety rules for firearms use and storage) that help adolescents and adults avoid health and safety ha<ards. PL-H- 282% There are emergency procedures (e.g., /"E, first aid) for responding to emergency situations (e.g., overdose, drowning, car accidents, heart

Student -utcomes "#$%$Students will be able to demonstrate first$aid and safety procedures. "#$%$Students will be able to describe how to prevent being in dangerous situations. "#$%$Students will be able to describe some safety procedures.

*. 5hat stressors affect our daily life. +. %ow does e cessive stress relate to disease' ,. 5hat ways are available to cope with a major loss' .. %ow do the roles of stress tolerance and personality determine a person;s level of stress' Essential .uestions &. (. ). 5hat are some e amples of safety procedures' %ow and when would you use first$aid and safety procedures' %ow could you prevent being in dangerous situations'

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/oca(ulary $neighborhood safety $safe driving s!ills $neglect $child abuse $date rape

Summative Assessments $"oster$E.-./.2. $S!it $?pen Eesponse Iuestion

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attac!s, sei<ures). HE-H-4 Students will evaluate individual wellness (e.g., benefits of improving body image, stress reduction, assessing fitness levels, fitness myths, evaluation of activities for effectiveness). HE-H- ! Students will describe safety prevention, first$aid procedures, and e8uipment used for common injuries. HE-HStudents will e plain procedures for handling various emergency situations. HE-H- # Students will analy<e ris!$ ta!ing choices and actions. HE-H-# Students will define abuse (e.g., physical, emotional, se ual) and determine strategies for prevention. HE-H-#$ Students will describe community resources and services (e.g., basic medical care, roles and responsibilities of community health systems, medical insurance, emergency hot lines).

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Env2 Health

PL-H-$2$2# 5ater 8uality regulations, restaurant inspections, and immuni<ations are health services that contribute to the health and safety of citi<ens and the community. PL-H-$2$2$

"#$%$Students will be able to analy<e community health standards and regulations. "#$%$Students will be able to evaluate ways to protect the environment.

&. 5hy are community health standards important to your personal environment' (. %ow does recycling affect our non$renewable resources' ). %ow is each individual;s waste disposal connected to the community:world'

/hild /are /enters /ultural Diversity DSS regulations 0ood 3an!s 0ood "roduction /ontrols 0ood Supply 4overnment Eegulations %ealth$related -ssues

/reate a map showing the recycling process of a non$ renewable resource. Design a recycling program for your school. Eesearch the water purity of

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The roles of individuals and society in protecting the environment and preserving resources include recycling, conserving, and establishing standards for waste disposal. HE-H-#% Students will analy<e community health standards and regulations (e.g., air:water 8uality, immuni<ation, health and safety protection of citi<ens). HE-H-#7 Students will identify ways to protect the environment (e.g., local environmental issues, to ic chemicals, water and air pollution, recycling). PL-H-#2$2# Eules, fair play, and cooperation for spectators and sportsmanship on the part of spectators and participants during organi<ed games and sports will benefit all. PL-H-#2$2 There are offensive and defensive strategies as well as basic rules of play for a variety of games and sports. PL-H-#2#2$ "rinciples of fitness training and conditioning (fre8uency, intensity, time:duration) impact one;s ability to participate in activities. PL-H-#2#2# Techni8ues (e.g., practice, peer or coach evaluation, individuali<ed coaching) to achieve performance consistency in games and:or sports must be used. PL-H-#2#2

%ousehold 5aste Disposals /ontrols #icensing #aws Auclear 5aste Disposal "ublic %ealth "olicies and #aws Iuality Eight to Jnow #aws Safe 0ood %andling

your local water supply.

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:itness

Student6 Demonstrates and understanding of the importance of practicing rule, fairplay, and cooperation. 7c!nowledges the relationship between spectators and participants. Student6 1a!es use of offensive and defensive strategies. Displays a basic understanding of the rules of play. Student6 -dentifies the importance of the 0-T principle as it relates to their ability to participate in day activities. Student6 Gnderstands the value of good practice and the manipulation of objects. Student6 /hooses to develop a healthy lifestyle based on the evidence discovered in the learning process. /onnects:applies decision ma!ing

&.5hat are the benefits of weight training' (. 5hat are the short and long term physiological changes that can result from regular e ercise' ). 5hat are some strategies for improving and evaluating your health related fitness' *. %ow can you apply the principles of fitness training and conditioning to impact physical development' +. 5hat self$assessment strategies for monitoring and improving health related fitness can you use that may contribute to improved health throughout one;s lifetime'

$sportsmanship $physical fitness $biomechanical concepts $fitness $law of specificity $overload principle $sport psychology $cardiovascular efficiency $respiratory efficiency $personal status $ diversity $follower $international competitions $leadership $?lympics $"an 7merica 4ames $professional sports $Special ?lympics $sportsmanship $team championship $5orld /up Soccer $e8uipment $facilities $physical injury $participants

$(C minute final jog $"articipation $#ifetime activities open response $"eer assessment $0itnessgram $5ritten rules tests $Design a personal fitness plan using the 0.-..T.T formula with * different activities.

$1odify e8uipment as necessary $1odify s!ills and:or assessment as necessary $"eer Tutors to assist those who need $1odify written assessments when necessary(write for them, read to them, shorten assignment) $1odify the rules of the game

There are physical, social, and mental: emotional benefits from participation in games:sports6

processes to support choices. Student6 1onitors and adjusts speciali<ed movement patterns through self$evaluation.

K lower blood Student6 1easures their pressure improvement of techni8ues, K higher metabolism physics and mechanics of s!ills. K decreased body fat K increased cardiovascular endurance PL-H-#2 2# 7nalysis of speciali<ed movement patterns (e.g., swinging golf clubs, shooting bas!etballs) and se8uence evaluation (e.g., positioning, performing, following through) can be used to ma!e recommendations for improvement in s!ills and used in individual, dual, and team sports (e.g., golf, rac!et sports, softball, volleyball, bas!etball). PL-H-#2 2 There are principles (e.g., accuracy, techni8ue, physics, mechanics) for learning and improving advanced motor s!ills. PE-PStudents will feel and hear their own heartbeat. PE-P-# Students will perform simple stretching and strengthening e ercises. PE-P-$ Students will perform a wider variety of stretching and strengthening e ercises. PE-P-% Students will recogni<e that e ercise affects heart rate. PE-P-7

$strategies $anaerobic e ercise $iso!inetic e ercise $isometric e ercise $isotonic e ercise $muscular endurance $muscular strength $plyometric $warm$up

Students will perform various stretching, strengthening, and cardio respiratory e ercises and describe their benefits. PE-P-8 Students will perform a variety of nonlocomotor s!ills (e.g., push, pull, twist, turn, curl, stretch, balance). PE-P-6 Students will perform a variety of locomotor s!ills (e.g., wal!, run, hop). PE-P-3 Students will perform increasingly comple locomotor and nonlocomotor s!ills with balance, agility, and weight transfer. PE-P-4 Students will incorporate locomotor and nonlocomotor s!ills in creative e pression of movement, alone and with others. PE-P- ! Students will perform locomotor s!ills to music. PE-PStudents will demonstrate combination movements (e.g., hop and s!ip, gallop and leap) in playing games or creative play. PE-P- # Students will perform smooth, varied speed, stop and go, and directional change in locomotor movements. PE-P- $ Students will discover a variety of ways to manipulate objects (e.g., with hands, feet, elbow, head). PE-P- % Students will develop

throwing, catching, !ic!ing, and stri!ing s!ills. PE-P- 7 Students will throw a ball overhand with proper hand and foot position. PE-P- 8 Students will develop fundamental s!ills of throwing, catching, !ic!ing, and stri!ing while developing motor s!ills (e.g., dribble and shoot relay) for use in games and other activities that lead to more comple games and sports (e.g., bas!etball). PE-P- 6 Students will define personal and general space concepts. PE-P- 3 Students will balance in different positions (e.g., feet, hands, !nees, head). PE-P- 4 Students will apply concept of time to movement (e.g., from one point to another, fast, slow) and tas! completion (e.g., placement of objects in a s8uare, circle, bag, bo ). PE-P-#! Students will e perience body control. PE-P-# Students will e plore effort concepts (e.g., fast, slow, hard, soft). PE-P-## Students will e hibit directional concepts (e.g., left, right, forward, bac!ward) while moving. PE-P-#$ Students will use movements e pressing shapes and:or si<es. PE-P-#%

Students will identify intensity levels (e.g., low, moderate, high) of movement. PE-P-#7 Students will determine pathways of movements (e.g., curved, <ig <ag, straight). PE-P-#8 Students will demonstrate relationships (e.g., over, under, front and bac!, side$by$side, leading, following) with other people and objects. PE-P-#6 Students will develop balance s!ills. PE-P-#3 Students will perform a variety of balance activities. PE-P-$! Students will e hibit body control. PE-P-$ Students will become aware of movement concepts (e.g., space awareness, effort, formations that occur between objects and people) within a specified area. PE-P-$# Students will create simple movement se8uences using a variety of locomotor and nonlocomotor s!ills. PE-P-$$ Students will use movement patterns to demonstrate concepts of space and effort in relation to locomotor s!ills. PE-P-$% Students will perform right and left movements. PE-P-$7 Students will demonstrate balance s!ills. PE-P-$8 Students will describe how

practice helps individuals improve. PE-P-$6 Students will describe how cooperation is used with partners and small groups. PE-P-$3 Students will relate the concept of practice to the importance of learning new s!ills. PE-P-$4 Students will practice cooperation strategies with partners and small groups. PE-P-%! Students will describe the concept of sportsmanship (e.g., rules, fair play, personal response) in regard to games and activities. PE-P-% Students will demonstrate practice techni8ues and use feedbac! to improve s!ills. PE-P-%# Students will demonstrate cooperation with partners, small groups, or large groups by following rules and practicing fair play.

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