Grade 5 Health & PE

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade Five Health and Physical Education
Scope and Sequence

Students will be actively involved in learning experiences focused on:
  • Health
  • Introduction to the Health Triangle
  • Influences on Health
  • Nutrition Basics
  • Decision-making
  • Goal Setting Communication Conflict Resolution
  • Bully-Proofing
  • Internet Safety
  • Growth and Development- hygiene and physical
  • changes
  • Fitness
  • Heart Rates (Resting HR, Target HR, Max. HR)
  • Muscular System (Muscle groups & function)
  • Skeletal System ( Bone structure & function)
  • Cardiovascular System (Heart function & circula-
  • tion)
  • Components of Fitness (Muscular strength, muscular
  • endurance, flexibility, cardiovascular fitness)
  • Principles of Exercise (FITT, specificity, progression
  • and overload
  • Weight training
  • Nutrition (consumerism & diet
  • Basal Metabolic Rate
  • Body Mass Index
  • Digestive System
  • Stretching
  • Goal Setting
  • Individual Fitness Program Development
  • Energy Production
  • Rest & Stress Relief
  • Fitness Testing/Evaluation
  • Injury Prevention & Maintenance
  • Energy Production
  • Physical Education
  • Non-Traditional Games
  • Soccer
  • Volleyball

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: HEALTH & PE 
                 GRADE: 5                      

Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health.
A.1. Healthy Behaviors and Personal H ealth:
Students explain the relationship between healthy behaviors and personal health.
Identify risky behaviors.

Identify factors that influence your health.

Explain the role that your behavior and choices play on your health.

Distinguish differences of families, societal grouping and peer pressures.

Explain the relationship between diet and exercise.

Create self assessment using diet and exercise logs.

Solve nutrition label scramble/hunt.

Identify serving size, calories, fat, sugars, carbohydrates, etc. on food labels.

D.A.R.E
Explore basic safety procedures
students can all follow during outdoor activities:
lBike Safety
lFire Safety
lEnvironmental Safet
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
A.2. Dimensions of Health:
Students identify examples of physical, mental, emotional, and social health during childhood.
Describe the three components of the Health Triangle and tell how to maintain a balance between the three.

Analyze personal food intake and exercise.

Describe wellness and health triangle.
Explain the wellness scale.

Identify factors that influence the health triangle
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Pr ogress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
A.3. Diseases/Other Health Problems:
Students describe ways to detect and treat common childhood diseases and other health problems.
Analyze personal food intake and exercise.

Video "Some of your bits ain't nice".
Discuss hygiene and body changes with hormones .

Video "Let's Get Growing".

Discuss the hormonal changes experienced throughout the middle school years.

Explain the relationship between diet and exercise.

Create self assessment using diet and exercise logs.

Create a plan/goal to improve one part of the pyramid.

Create a pamphlet of the benefits of having overall wellness.

Solve nutrition label scramble/hunt.

Identify serving size, calories, fat, sugars, carbohydrates, etc. on food labels.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
A.4. Environment and Personal Health
Students describe ways a safe and healthy school and community environment can promote personal health.
Parallel the connection between the health of your environment and your personal health.

Analyze personal food intake and exercise.

Create personal goals.

Discuss the differences between short term and long term goals.

Explain the importance of making and utilizing goals.

Identify skills that can help you stay healthy.

Compile appropriate health information through library and internet resources.

Demonstrate action to reduce risks against illnesses and injury for yourself and others.

Discuss healthy relationships, friends, peers and authority figures.

Identify good character traits.

Explain the relationship between diet and exercise.

Create self assessment using diet and exercise logs.

Create a plan/goal to improve one part of the pyramid.

Create a pamphlet of the benefits of having overall wellness.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
A.5. Growth and Development:
Students identify the general characteristics of human growth and development.
Review the physical emotional, mental and social changes that occur during adolescence.

Identify how to deal with conflicting feelings.

Video "Some of your Bit Ain't Nice".
Discuss hygiene and body changes with hormones.

Video "Let's Get Growing".

Discuss the hormonal changes experienced throughout the middle school years.

Nurse/Counselors
lExplore the physical, mental and emotional changes that take place during childhood adolescence.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
A.6. Basic Health Concepts:
Students define basic health concepts related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.
Review the physical, emotional, mental and social changes that occur during adolescence.

Identify how to deal with conflicting feelings.

Video "Some of your Bits Ain't Nice".
Discuss hygiene and body changes with hormones.

Video "Let's Get Growing".

Discuss the hormonal changes experienced throughout the middle school years.
Nurse/Counselors

lExplore the physical, mental and emotional changes that take place during childhood adolescence.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Obs ervations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
B. Health Information, Products and Services: Students demonstrate the ability to access valid health information, services and products to enhance health.
B.1. Validity of Resources:
Students identify characteristics of valid health information, products, and services.
Watch video, "Some of your Bits Ain't Nice"; discuss hormones, hygiene and body changes.

Watch video, "Lets Get Growing".

Discuss the hormonal changes experienced throughout the middle school years.

Explain and use the food guide pyramid to analyze what you eat by doing a food and exercise log for one week.

Create a plan/goal to improve one part of the pyramid.

Create a pamphlet of the benefits of having overall wellness.

Solve nutrition label scramble/hunt.

Identify serving size, calories, fat, sugars, carbohydrates, etc. on food labels.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
B.2. Locating Health Resources:
Students locate resources from home, school, and the community that provide valid health information.
Explain the role that your behavior and choices play on your health.

Distinguishes differences of families, societal grouping and peer pressures.

Discuss healthy relationships, friends, peers and authority figures.

Participate in Bully-Proofing activities

Demonstrate Internet safety practices

Explain the food guide pyramid.

Compare what you eat with the food pyramid by doing a food and exercise log for one week.

Create a plan/goal to improve one part of the pyramid.

Create a pamphlet of the benefits of having overall wellness.

Guidance/D.A.R.E.
Explain bullying and peer pressures.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
C. Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
C.1. Healthy Practices and Behaviors:
Students demonstrate age-appropriate healthy practices and/or behaviors to maintain or improve personal health.
a. Design healthy menus.
Explain how families can remain healthy.

Propose ways to balance sports, school and time with family and friends.

Describe ways to improve family relationships.

Identiify 6 step decision making model.

Explain why values are important when making decisions.

Practice with situations of factors of the influences we have to make decisions.

Create personal goals.

Discuss the difference between short term and long term goals.

Explain the importance of making and utilizing goals.

Explain the relationship between diet and exercise.

Create self assessment using diet and exercise logs.

Identify nutrients we need that our body cannot make.

Identify what foods give us necessary nutrients.

Create a plan/goal to improve one part of the pyramid.

Create a pamphlet of the benefits of having overall wellness.

Nutient Scramble-create a menu for each meal of the day with specific nutirients that are relatve to what they need
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b. Demonstrate basic care of the human body.
Explain how families can remain healthy.

Propose ways to balance sports, school and time with family and friends.

Describe ways to improve family relationships.

Identiify 6 step decision making model.

Explain why values are important when making decisions.

Practice with situations of factors of the influences we have to make decisions.

Create personal goals.

Discuss the difference between short term and long term goals.

Explain the importance of making and utilizing goals.

Explain the relationship between diet and exercise.

Create self assessment using diet and exercise logs.

Identify nutrients we need that our body cannot make.

Identify what foods give us necessary nutrients.

Create a plan/goal to improve one part of the pyramid.

Create a pamphlet of the bene fits of having overall wellness.

Guidance
Demonstrate conflict resolution and effective communication skills.

Identify stressors and ways to manage stress.

Explain bullying and peer pressures.

D.A.R.E.
Identify/Demonstrate Foundations of Friendship, Putting it Together, Taking Personal Action.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
C.2.Avoiding/Reducing Health Risks:
Students demonstrate a variety of behaviors to avoid or reduce personal health risks.
a. Demonstrate healthy and safe ways to recognize, deal with, or avoid threatening situations.
Identify 6 step decision making model.

Explain why values are important when making decisions.

Practice with situations of factors of the influences we have to make decisions.

Guidance
Demonstrates conflict resolution and effectuve communication skills.

Identifies stressors and ways to manage stress.

Explain bullying and peer pressures.

D.A.R.E.
Identify/Demonstrate, Foundations of Friendship, Putting it Together, Taking Personal Action.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b. Develop injury prevention and safety strategies for personal health.
Explain the role that your behavior and choices play on your health.

Distinguishes differences of families, societal grouping and peer pressures.

Identofy 6 step decision making model.
Explain why values are important when making decisions.

Practice with situations of factors of the influences we have to make decisions.

Identify ways to balance health triangle and explain strategies to adjust.

Complete assessment of own life using "Totally Awesome Health"
Create strategies to adjust own triangle and those of families/friends.
Create personal goals.

Discuss the difference between short term and long term goals.

Explain the importance of making and utilizing goals.

Explain the relationship between diet and exercise.

Create self assessment using diet and exercise logs.

Identify nutrients we need that our body cannot make.

Identify what foods give us necessary nutrients.

Create a plan/goal to improve one part of the pyramid.

Create a pamphlet of the benefits of having overall wellness.

Guidance
Demonstrate conflict resolution and effective communication skills.

Identifies stressors and ways to manage stress.

Explain bullying and peer pressures.

D.A.R.E.
Identify/Demonstrate, Foundations of Friendship, Putting it Together, Taking Personal Action.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Notifications
C.3. Self-Management:
Students demonstrate strategies that can be used to manage stress, anger, or grief.
Examine 6 step decision making model.

Explain the role that your behavior and choices play on your health.

D.A.R.E.
Identify/Demonstrate Foundations of Friendship, Putting it Together, Taking Personal Action.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
D. Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.
D.1. Influences on Healh Practices/Behaviors:
Students describe how a variety of factors influence personal health behaviors.
a. Describe how family, school and community influence and support personal health practices and behaviors.
Describe how families, societal groups and peer pressure influences teen behavior.

Practice making decisions given real life situations.

Compile appropriate health information through library and internet resources.

Demonstrate action to r educe risks against illnesses and injury for yourself and others.

Guidance
Demonstrate conflict resolu tion and effective communication skills.

Identifies stressors and ways to manage stress.

Explain bullying and peer pressures.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b. Describe how peers and culture can influence health practices and behaviors.
Identify skills that can help you stay healthy.

Compile appropriate health information through library and internet resources.

Demonstrate action to reduce risks against illnesses and injury for yourself and others.

Explain the relationship between diet and exercise.

Create self assessment using diet and exercise logs.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
c. Explain how media influences thoughts, feelings, and health behaviors.
Identify skills that can help you stay healthy.

Compile appropriate health information through library and internet resources.

Demonstrate action to reduce risks against illnesses and injury for yourself and others.

Discuss healthy relationships, friends, peers and authority figures.

Identify good character traits.

Explain the relationship between diet and exercise.

Create self assessment using diet and exercise logs.

Create a pamphlet of the benefits of having overall wellness.

Solve nutrition label scramble/hunt.

Identify serving size, calories, fat, sugars, carbohydrates, etc. on food labels.

Guidance
Explain bullying and peer pressures.

D.A.R.E.
Explain the influences of Tobacco and Alcohol.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class di scussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Stud ent Conferences
D.2. Technology and Health: Students describe ways technology can influence personal health.
Identify skills that can help you stay healthy.

Compile appropriate health information through library and internet resources.

Demonstrate action to reduce risks against illnesses and injury for yourself and others.

Guidance
Explain bullying and peer pressures.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
D.3. Compound Effect of Risky Behavior:
No perfornance indicator.
Demonstrate action to reduce risks against illnesses and injury for yourself and others.

Guidance
Explain bullying and peer pressures.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
E. Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.
E.1. Interpersonal Communication Skills:
Students demonstrate effective verbal and non-verbal interpersonal communication skills to enhance health.
a. Demonstrate appropriate listening skills to enhance health.
Identify 6 step decision making model.
Explain why values are important when making decisions.

Practice the situations of factors of the influences we have to make decisions.

Create and present skits to show understanding of bullying and conflict resolution.

Practice ways to express emotions appropriately.

Identify the best way to comm unicate thoughts and feelings.

Describe ways to be a better speaker and listener.

Employ body language as an important means of healthy communication.

Discuss the rules of good
communication as they relate to speaking and listening.

D.A.R.E.
Identify/Demonstrate, Foundations of Friendship, Putting it Together, Taking Personal Action, and Practice.

Explain the in fluences of Tobacco and Alcohol.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observa tions
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b. Demonstrate effective verbal and non-verbal communication skills including assertiveness skills to enhance health.
Identify 6 step decision making model.
Explain why values are important when making decisions.

Practice the situations of factors of the influences we have to make decisions.

Create and present skits to show understanding of bullying and conflict resolution.

Practice ways to express emotions appropriately.

Identify the best way to communicate thoughts and feelings.

Describe ways to be a better speaker and listener.

Employ body language as an important means of healthy communication.
Discuss the rules of good communication as they relate to speaking and listening.

D.A.R.E.
Identify/Demonstrate, Foundations of Friendship, Putting it Together, Taking Personal Action, and Practice.

Explain the influences of Tobacco and Alcohol.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
c. Demonstrate how to ask for assistance to enhance personal health.
Identify 6 step decision making model.

Explain why values are important when making decisions.

Practice the situations of factors of the influences we have to make decisions.

Create and present skits to show understanding of bullying and conflict resolution.

Practice ways to express emotions appropriately.

Identify the best way to communicate thoughts and feelings.

Describe ways to be a better speaker and listener.

Employ body language as an important means of healthy communication.

Discuss the rules of good communication as they relate to speaking and listening.

D.A.R.E.
Identify/Demonstrate, Foundations of Friendship, Putting it Together, Taking Personal Action, and Practice.

Explain the influences of Tobacco and Alcohol.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
d. Demonstrate refusal skills to avoid or reduce health risks.
Explain what conflicts are and how they begin.

Discuss how to prevent conflict.

Identify/Describe strategies for resolving conflicts.

Identify 6 step decision making model.
Explain why values are important when making decisions.

Practice with situations of factors of the influences we have to make decisions.

Create and present skits to show understanding of bullying and conflict resolution.

Review techniques that can be used to resolve conflicts successfully.

Define mediation and explain the mediation process.

Explain how to prevent conflict situations.

D.A.R.E.
Identify/Demonstrate, Foundations of Friendship, Putting it Together, Taking Personal Action, and Practice.

Explain the influences of Tobacco and Alcohol.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
e. Demonstrate non-violent strategies to manage or resolve conflict.
Explain what conflicts are and how they begin.

Discuss how to prevent conflict.
Identify/Describe strategies for resolving conflicts.

Identify 6 step decision making model.
Explain why values are important when making decisions.

Practice with situations of factors of the influences we have to make decisions.

Create and present skits to show understanding of bullying and conflict resolution.

Review techniques that can be used to resolve conflicts successfully.

Define mediation and explain the
mediation process.

Explain how to prevent conflict situations.

D.A.R.E.
Identify/Demonstrate, Foundations of Friendship, Putting it Together, Taking Personal Action, and Practice.

Explain the influences of Tobacco and Alcohol.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
E.2. Advocacy Skills:
Students encourage others to make positive health choices.
a. Express opinions about health issues.
Identify 6 step decision making model.

Explain why values are important when making decisions.

Practice with situations of factors of the influences we have to make decisions.

Create and present skits to show understanding of bullying and conflict resolution.

D.A.R.E.
Identify/Demonstrate, Foundations of Friendship, Putting it Together, Taking Personal Action, and Practice.

Explain the influences of Tobacco and Alcohol.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b. Give accurate information about health issues.
F. Decision Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.
F.1. Decision Making:
Students apply decision-making steps to enhance health.
a. Identify health-related situations that might require a thoughtful decision.
Identify 6 step decision making model.

Explain why values are important when making decisions.

Practice with situations of factors of the influences we have to make decisions.

Create own health triangle.

Identifies valid and appropriate resources from library and internet.
Create personal goals.

Discuss the difference between short term and long term goals.

Explain the importance of making and utilizing goals.

Create and present skits to show understanding of bullying an d conflict resolution.

Identify nutrients we need that our body cannot make.

Identify what foods give us necessary nutrients.

D.A.R.E.
Identify/Demonstrate, Foundations of Friendship, Putting it Together, Taking Personal Action, and Practice.

Explain the influences of Tobacco and Alcohol.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b. List healthy options to health-related issues or problems and predict the potential outcomes of each option when making a health-related decision.
Identify 6 step decision making model.

Explain why values are important when making decisions.

Practice with situations of factors of the influences we have to make decisions.

Create own health triangle.

Identifies valid and appropriate resources from library and internet.

Create personal goals.

Discuss the difference between short term and long term goals.

Explain the importance of making and utilizing goals.

Create and present skits to show understanding of bullying and conflict resolution.

Identify nutrients we need that our body cannot make .

Identify what foods give us necessary nutrients.

D.A.R.E.
Identify/Demonstrate, Foundations of Friendship, Putting it Together, Taking Personal Action, and Practice.

Explain the influences of Tobacco and Alcohol.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Obse rvations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
c. Choose a healthy option when making a decision.
Review the many sources that people develop values from:
lFamily
lReligion
lCulture
lPersonal Experiences
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Pro gress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
d. Describe the outcome of a health-related decision.
Identify 6 step decision making model.

Explain why values are important when making decisions.

Practice with situations of factors of the influences we have to make decisions.

Create own health triangle.

Identify valid and appropriate resources from library and internet.

Create personal goals.

Discuss the difference between short term and long term goals.

Explain the importance of making and utilizing goals.

Create and present skits to show understanding of bullying and conflict resolution.

Identify nutrients we need that our body cannot make.

Identify what foods give us necessary nutrients.

D.A.R.E.
Identify/Demonstrate, Foundations of Friendship, Putting it Together, Taking Personal Action, and Practice.

Explain the influences of Tobacco and Alcohol.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations< /div>
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
F.2. Goal Setting:
Students utilize goal setting skills to implement a short-term personal health goal.
a. Set a short-term personal health goal.
Create short term personal health goals.

Discuss the difference between short term and long term goals.

Explain the importance of making and utilizing goals.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b. Identify resources to assist in achieving the health goal.
Discuss the school and community resources available to help achieve personal health goals.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
c. Track progress toward achieving the goal.
Explain how personal health goals were tracked.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
F.3. Long Term Health Plan:
No performance indicator.
Create long term personal health goals.

Discuss the difference between short term and long term goals.

Explain the importance of making and utilizing goals.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class discussions
  • Observations
  • Presentations
  • Group projects
  • Homework
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
G. Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and apply  principles of movement for  improved performance.
G.1. Stability and Force:
Students demonstrate a variety of movements that apply stability and force.
a. Demonstrate movements that change the center of gravity and line of gravity during dynamic balances.
Discuss the fitness test that measures agility and how the center of gravity plays a role in changing direction.
  • Student performance
  • Written tests
  • Class discussions  
  • Teacher observations
  • Report cards
  • Progress reports
  • Conferences
b. Show how increasing speed and mass can change the force on an object.
Demonstrate the relationship between center of gravity and power.

Understand the importance of agility to various sports.
  • Student performance Written tests Class discussions Teacher observations
  • Report cards
  • Progress reports
  • Conferences
c. Demonstrate how body position can be changed to absorb force and decrease risk for injury.
Demonstrate the relationship between center of gravity and power.

Understand the importance of agility to various sports.
  • Student performance Written tests Class discussions Teacher observations
  • Report cards
  • Progress reports
  • Conferences
G.2. Movement Skills:
Students demonstrate a variety of locomotor skills and manipulative skills.
a. Demonstrate correct technique for a variety of manipulative skills.
Perform throwing and catching/passing and receiving skills with a variety of manipulatives
  • Student performance
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • Conferences
b. Demonstrate locomotor skills and  manipulative skills in combination using changes in direction, level, or pathway.
Participate in a variety of basic skill and technique related activities.

Use basic skill, technique and rule knowledge in lead up games (e.g. soccer, volleyball and non-traditional games).
  • Student performance
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • Conferences
G.3. Skill Related Fitness:
Students identify the skill-related fitness components of balance, coordination, agility, and speed.
Participate in a variety of basic skill and technique related activities.

Use basic skill, technique and rule knowledge in lead up games (e.g. soccer, volleyball and non-traditional games).
  • St udent performance
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • Conferences
G.4. Skill Improvement:
Students describe why practice is important to skill improvement.
Participate in a variety of basic skill and technique related activities.

Use basic skill, technique and rule knowledge in lead up games (e.g. soccer, volleyball and non-traditional games).
  • Student performance
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • Conferences
H. Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.
H.1. Fitness Assessment:
Students participate in multiple health-related fitness assessments (including a cardiovascular assessment) and reassess to observe changes over time.
Determine skill and fitness goals.

Organize a sport related fitness program.

Monitor technique and progression.
Evaluate individual results.

Participate in fitness testing to check level of fitness.
  • Student performance
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • Conferences
H.2. Health-Related Fitness Plan:
Students describe and give examples of the five health-related fitness components.
Discuss concepts regarding f itness, physiology, nutrition, flexibility and endurance.

Particiate in President's Fitness Program.
  • Student performance
  • Written tests
  • Class discussions
  • Teacher observations
  • Report ca rds
  • Progress reports
  • Conferences
H.3. Fitness Activity:
Students participate in physical activities that address each of the five health-related fitness components including flexibility, cardiovascular endurance, muscular endurance, muscular strength and body composition.
Perform class fitness requirements.
Discuss fitness testing results.

Analyze pre and post program results (involving fitness, skill technique and other goals).
  • Student performance
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • Conferences
H.4. Physical Activity Benefits: Students identify physical and mental benefits and bodily responses related to regular participation in physical activity.
Participate in President's Fitness Program.

Organize a personal training program.

Illustrate goal setting through personal fitness program.
  • Student performance
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress r eports
  • Conferences
I. Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.
I.1. Cooperative Skills:
Students demonstrate cooperative skills while participating in physical activities.
a. Demonstrate active listening.
Discuss how specific techniques and their adjustments contribute to solutions.
  • Student performance
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • Conferences
b. Get along with others.
Understand that problems can be solved in different ways.

Understand the importance of working at one's own ability levels.

Recognize the relationship between skill ability and group success.
  • Student performan ce
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • Conferences
c. Accept responsibility for personal behavior.
Understand that problems can be solved in different ways.

Understand the importance of working at one's own ability levels.

Recognize the relationship between skill ability and group success.
  • Student performance
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • Conferences
I.2. Responsible Behavior:
Students demonstrate safe behaviors and appropriate equipment use while participating in physical activities.
Differentiate between leadership and peer pressure.

Recognize the contribution that individuality lends to group settings.

Identify individuals skills and how they add to group success.

Explain how leadership leads to group autonomy.
  • Student performance
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • Conferences
I.3. Safety Rules and Rules of Play:Students describe safety rules rules of play for games/physical activities.
Participate in a variety of basic skill and technique related activities.

Use basic skill, technique and rule knowl edge in lead up games (e.g. soccer, volleyball and non-traditional games).
  •  Student performance
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • Conferences

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.