Grade 6 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 Six Health and Physical Education
Scope and Sequence


Students will be actively involved in learning experiences focused on:
  • Health
  • Self Esteem
  • Internet Safety
  • Body Image
  • Body Senses
  • Eyes, Ears, Skin, Teeth, Nose, Tongue, Hair
  • Care of the systems
  • Communicable Disease
  • Non-communicable Disease
  • Safety at home
  • Internet Safety
  • Anti-Bullying
  • Fitness
  • Heart Rates (Resting HR, Target HR, Max. HR)
  • Muscular System (Muscle groups & function)
  • Skeletal System ( Bone structure & function)
  • Cardiovascular System (Heart function & circulation)
  • 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
  • Problem Solving
  • Gymnastics
  • Orienteering

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: HEALTH & PE GRADE: 6              

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 Health: Students examine the relationship between behaviors and personal health.
a. Explain the importance of assuming responsibility for personal health.
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.

Undersatand what responsibility means and how it relates to personal health.

Discuss responsible decision making and its effects on personal hygiene, injury prevention, nutrition and fitness.

Discuss the challenges and rewards of responsibility.

Demonstrate an understanding of the 6 step process necessary to arrive at healthy decisions that affect themselves and others.

Define and discuss self concept and self esteem.

Compare qualities of self and friend.
Describe who/what makes you “You”.

Define self-esteem.

Identify ways to care for your teeth, skin and hair.

Identify ways to protect eyes and ears.

Distinguishes differences in health care products, gimmicks, fraud and warranties.

Create a health care product that you want to sell.
  • 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. Examine the relationship between healthy and unhealthy behaviors and personal health.
Explain the value of health education.

Discuss the importance of practicing good health habits as it relates to dental hygiene.

Explain what communicable and non-communicable diseases are.

Discuss healthy behaviors that can help stop the spreading of communicable and non-communicable diseases.

Discuss concepts regarding fitness, physiology, flexibility and endurance.

Explore individual diet choices and discuss changes that could be made.

Participate in President's Fitness Program to identify areas of improvement.
  • 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. Identify the possible barriers to practicing healthy behaviors.
Discuss the influence of the media on our health choices.

Identify what part of our lives pose the greatest challenges to our overall health.
  • 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 explain the interrelationship of physical, mental/intellectual, emotional, and social health.
Review the 3 components of the Health Triangle.

Summarize healthy behaviors that strive for overall wellness.

Discuss the importance of balancing all areas of your health triangle.

Define and discuss self concept and self esteem.

Compare qualities of self and a friend.

Describe who/what makes you "You".

Define self-esteem.

Participate in individual and group activities related to personal fitness, sports and life and leisure activities.
  • 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.3. Diseases/Other Health Problems
Students identify causes of common adolescent diseases and other health problems and describe ways to reduce, prevent, or treat them.
Discuss communicable and non-communicable diseases
  • 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 determine how environment and other factors impact personal health.
a.  Analyze how environment impacts personal health.

Parallel the connection between the health of your environment and your personal health.

Discuss the role your environment plays in your personal health and development.

lFamily
lTeachers
lFriends
lPlaces
lPollution

Discuss skin problems that are caused by the environment.

Discuss the different areas of our community and world and the unique influences it has on our health.

Analyze noise level effects on hearing.
Discuss how to protect skin from UV.

Investigate protive wear for eyes.
Identify types of germs that cause disease and how they spread.

Design a comic strip on the functions of the immune system.

Discuss vaccines and their purpose.

Create a study chart for non-communicable diseases.

Video "Osmosis Joe".

Discuss the body senses.

Investigate a particular  sense to debate on.

Identify ways to care for your teeth, skin and hair.

Identify ways to protect eyes and ears.
Distinguish differences in health care products, gimmicks, fraud and warranties.

Create a health care product that you want to sell.

Determine skill and fitness 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.  Describe how family history can impact personal health.
Research non-communicable diseases and the impact family history and experiences have on personal health.

Learn exactly what is genetics?

Determine if you can you influence family history?
  • 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 appropriate health care can promote personal health.
Explain how good physical health effects quality and longevity of life.

Examine the dangers of such eating disorders as anorexia and bulimia and their link to premature death.

Discuss how to protect oneself and other from the spread of communicable diseases.

Identify types of germs that cause disease and how they spread.

Design a comic strip on the functions of the immune system.

Discuss vacccines and their purpose.

Create a study chart for non-communicable diseases.

Video "osmosis Joe".

Discuss the body senses.

Investigate a particular sense to debate on.

Identify ways to care for your teeth, skin and hair.

Identify ways to protect eyes and ears.

Distinguishes differeces in health care products, gimmicks, fraud and warranties.

Create a health care product that you want to sell.

Demonstrate knowledge of heart rate in relation to physical activity.

Monitor heart rate during different activities.

Understand the importance of individual limits and pace.

Discuss the body and how it reacts to exercise (sweating, CO2, O2 exchange)
Understand the importance of hydration and exercise performance.
  • 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 describe specific characteristics of adolescent human growth and development.
Describe how hormones affect sweat and oil glands.

  • 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 explain essential health concepts related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.
Discuss what a personal wellness contract is and discuss how it can be used to improve their own health.

Identify types of germs that cause disease and how they spread.

Design a comic strip on the functions of the immune system.

Discuss vaccines and their purpose.

Create a study chart for non-communicable diseases.

Video “Osmosis Jones”.

Discuss the body senses.

Investigate a particular sense to debate on.

Identify ways to care for your teeth, skin and hair.

Identify ways to protect eyes and ears.

Distinguishes differences in health care products, gimmicks, fraud and warranties.

Create a health care product that you want to sell.

Demonstrate knowledge of appropriate attire.

Practice proper preparation for exercise (stretching, warm-up, and cool down).
Understand staying within their limits.

Use equipment in a safe manner.
  • 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. 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 analyze the validity of health information, products, and services.
Explain how a consumer can become a smart consumer.

Define "quackery" in advertising and explain how they can influence choice of purchase.

Distinguishes differences in health care products, gimmicks, fraud and warranties.

Create a health care product that you want to sell.

Discuss techniques that companies use to sell their products.

Discuss how to use the internet to get accurate health information.
  • 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 valid and reliable health information, products, and services.
a.  Explain situations requiring the use of valid and reliable health information, products, and services.
Discuss local resources that provide health care in their community for a variety of situations.

Brainstorm different situations where health information, porducts and services are needed.
  • 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.  Locate valid and reliable health information.
List people who provide healthcare services.

Distinguishes differences in health care products, gimmicks, fraud and warranties.

Create a health care product that you want to sell.

Discuss valid websites and other medias resources to explore health services.
  • 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. Locate valid and reliable health products and services.
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 a healthy practice and/or behavior to maintain or improve their own health in each of the following areas:  personal hygiene, healthy eating, physical activity, and tobacco, alcohol, and other drug use prevention.
Discuss how to prevent injury by using protective gear.

Recognize the importance of developing safe habits and present practices that can help prevent accidents.

List ways to act safely within your environment (playground, home, school etc.).

Identify ways to care for your teeth, skin and hair.

Identify ways to protect eyes and ears.

Distinguish differences in health care products, gimmicks, fraud and warranties.

Create a health care product that you want to sell.

Discuss responsibilities of being home alone.

Play "Home Alone Game" to test knowledge on strategies for responding to situations when at home alone.

Review the food guide pyramid.

Evaluate individual food choices
  • 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 behaviors to avoid or reduce health risks to self and others.
a. Demonstrate ways to recognize, avoid, or change situations that threaten the safety of self and others.

Explain or define the term "safety conscious".

Apply Internet Safety practices.

Discuss reactions opr bullying.

Create a resource collection, handbook, board game or PowerPoint, to guide reactions to emergency situations, including fire, medical emergency, stranger/intruder situation.

Show how positive reinforcement promotes improvement.

Recognize how healthy attitudes contribute to environment.
  • 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 response strategies including first aid for personal and family health.
Discuss how to prevent injury by using protective gear.

Recognize the importance of developing safe habits and present practices that can help prevent accidents.

List ways to act safely within your environment (playground, home, school etc.).

Discuss responsibilities of being home alone.

Play "Home Alone Game" to test knowledge on strategies for responding to situations when at home alone.
  • 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.3. Self-Management: Students distinguish between healthy and unhealthy strategies for stress, anger, and grief management.
Discuss techniques to lead to dealing with stress and anger.

  • 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 Health Practices/Behaviors:  Students explain and analyze influences on adolescent health behaviors.
a. Examine how the family, school, and community influence the health behaviors of adolescents.
Explain how health choices may be influenced by other factors.

Define what adolescence is.

Explain how to deal with negative peer pressure.

Describe positive and negative peer pressure.

Define and discuss self concept and self esteem.

Compare qualities of self and a friend.

Describe who/what makes you “You”.

Define self-esteem.
  • 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 influence healthy and unhealthy behaviors.
Explain how health choices may be influenced by other factors.

Define what adolescence is.

Explain how to deal with negative peer pressure.

Describe positive and negative peer pressure.

Define and discuss self concept and self esteem.

Compare qualities of self and a friend.

Describe who/what makes you “You”.

Define self-esteem.
  • 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. Analyze how messages from media influence health behaviors.
Explain how to make wise decisions about buying personal products.

Read and understand the information on personal product labels.

Discuss the importance of comparison shopping.

Explain how consumers can understand and use advertising.

Explain how a consumer can become a smart consumer.

Define "quackery" in advertising and explain how they can influence choice of purchase.

Define and discuss self concept and self-esteem.

Compare qualities of self and a friend.

Describe who/what makes you "You".

Define self-estem.

Identify ways to care for your teeth, skin and hair.

Identify ways to protect eyes and ears.

Distinguish differences in health care products, gimmicks, fraud and warranties.

Create a health care product that you want to sell.
  • 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.  Explain how the perceptions of norms influence healthy and unhealthy behaviors.
e.  Explain how culture and personal values and beliefs influence individual health behaviors.
Discuss the factors that influence a persons diet.

Define and discuss self concept and self-esteem.

Compare qualities of self and a friend.

Describe who/what makes you "You".

Define self-esteem.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
D.2. Technology and Health: Students analyze the influence of technology, including medical technology, on personal and family health.
Discuss the impact of technology on the overall health of adolesence:
Food Choices
Computers
Fitness
Communication

Define and discuss self concept and self-esteem.

Compare qualities of self and a friend.

Describe who/what makes you "You".

Define self-esteem.
  • 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:  Students describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.
a.  Describe how gateway drugs can lead to the use of other drugs.
b.  Describe the influence of alcohol and other drug use on judgment and self-control.
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 apply effective verbal and nonverbal interpersonal communication skills to enhance health.
a. Demonstrate communication skills to build and maintain healthy relationships.
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.
  • 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 effective communication skills including asking for assistance to enhance the health of self and others.
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.
  • 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 refusal and negotiation skills to avoid or reduce health risks.
Discuss conflict as a natural part of social relations.
lTolerance
lCompromise
  • 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 effective conflict management or conflict resolution strategies.
Review techniques that can be used to resolve conflicts successfully.

Define mediation and expalin the mediation process.

Explain how to prevent conflict situations.
  • 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 describe ways to influence and support others in making positive health choices.
a. Develop a health-enhancing position on a topic and support it with information.
b.  Develop health-enhancing messages using communication techniques that target a specific audience.
Compare and contrast the sources of information regarding health issues.
lTechnology
lTelevision
lNewspapers
lMagazines
lRadio
lFriends
lFamily

Video "Beyond the Looking Glass".

Complete and discuss self-esteem and body image questionnaire with people at home.

Construct a letter of discussion of questionnaire.

Identify the 7 components of self-esteem

Guidance
Summarizes Blue Ribbons Activity of labeling and being different.

Demonstrate appreciation for differences - Potato/Lemons activity.
  • 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 an ability to work cooperatively as an advocate for healthy individuals, families, and schools.
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 skills to enhance health.
a. Determine when health-related situations require the application of a thoughtful decision-making process.
b. Determine when individual or collaborative decision-making is appropriate.
Review the steps of decision making and apply them to life situations.

Analyze which of the steps in the decision making process you think are important.

Define and discuss self concept and self esteem.

Compare qualities of self and a friend.

Describe who/what makes you "You".
Define self-esteem.

Video "Beyond the Looking Glass".

Complete and discuss self-esteem and body image questionnaire with people at home.

Construct a letter of discussion of questionnaire.

Identify the 7 components of self-esteem.

Guidance
Summarizes Blue Ribbons Activity of labeling and being different.

Demonstrate appreciation for differences - Potato/Lemons activity.
  • 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. Distinguish between healthy and unhealthy alternatives to health-related issues or problems and predict the potential short-term impact of alternative decisions for themselves and others.
d. Choose healthy alternatives over unhealthy alternatives when making a decision.
e. Analyze the outcomes of a health-related decision.
F.2. Goal Setting:  Students develop and apply strategies to attain a short-term personal health goal.
a. Assess personal health practices.
Develop personal wellness contract.

Define and discuss self concept and self-esteem.

Compare qualities of self and a friend.
Describe who/what makes you "You".

Define self-esteem.

Identify ways to care for your teeth, skin and hair.

Identify ways to protect eyes and ears.

Distinguishes differences in health care products, gimmicks, fraud and warranties.

Create a health care product that you want to sell.
  • 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 a short-term goal to adopt, maintain, or improve a personal health practice.
c. Develop and apply strategies and monitor progress toward a personal health goal.
d.  Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.

F.3. Long-Term Health Plan
No performance indicator.
G. Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for  improvemed performance.
G.1. Stability and Force:  Students change their motion and the motion of objects by applying the principles of stability and force during skill practice.
a.  Demonstrate the principle of opposition.
Discuss muscle groups and how many of them operate with another group.  

Compare the different muscle groups and how they inter-relate.
  • Teacher observations
  • Written tests/quizzes
  • Class Discussions and/or presentations
  • Fitness logs or sheets
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b. Demonstrate how the point of contact changes the path of an object.
c. Demonstrate how the point of release changes the path of an object.
d. Demonstrate lifts and actions that decrease risk for injury.
G.2. Movement Skills:  Students demonstrate motor skills and manipulative skills during drills or modified games/physical activities.
a. Demonstrate the correct technique for motor skills and manipulative skills during drills or modified games/physical activities.
Perform daily warm-up, stretching, and cool down activities during class.
  • Teacher observations
  • Written tests/quizzes
  • Class Discussions and/or presentations
  • Fitness logs or sheets
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b. Combine manipulative skills with motor skills during drills or modified games/physical activities.
Incorporate the use of items in various problem solving activities and team building work.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
G.3. Skill Related Fitness Components:Students describe the following skill-related fitness components:  balance, coordination, agility, speed, and power.
Discuss concepts regarding fitness, physiology, nutrition, flexibility and endurance.

Participate in President's Fitness Program.
  • Teacher observations
  • Written tests/quizzes
  • Class Discussions and/or presentations
  • Fitness logs or sheets
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
G.4. Skill Improvement: Students explain how specific, positive, and correct feedback affect skill improvement.
Perform gymnastics routines for peers or teacher for feedback.

Discuss successful strategies of orienteering problem by sharing techniques.
  • Teacher observations
  • Written tests/quizzes
  • Class Discussions and/or presentations
  • Fitness logs or sheets
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
H. Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.
H.1. Fitness Assessment: Students participate in a health-related fitness assessment that addresses a variety of health-related fitness components to establish personal fitness goals.
Participate in President's Fitness Program.

Organize a personal training program.

Illustrate goal setting through personal fitness program.
  • Teacher observations
  • Written tests/quizzes
  • Class Discussions and/or presentations
  • Fitness logs or sheets
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
H.2. Fitness Plan: Students design a fitness program from established goals which addresses the five health-related fitness components and applies the frequency, intensity, time, and type (FITT) guidelines.
Participate in President's Fitness Program.

Organize a personal training program.

Illustrate goal setting through personal fitness program.

Determine skill and fitness goals.

Organize a sport related fitness program.

Monitor technique and progression.

Evaluate individual results.
  • Teacher observations
  • Written tests/quizzes
  • Class Discussions and/or presentations
  • Fitness logs or sheets
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
H.3. Fitness Activity: Students participate in physical activities that address personal fitness goals for the health-related fitness components including flexibility, cardiovascular endurance, muscular endurance, muscular strength and body composition.
Participate in individual and group activities related to personal fitness, sports and life and leisure activities.
  • Teacher observations
  • Written tests/quizzes
  • Class Discussions and/or presentations
  • Fitness logs or sheets
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
H.4. Physical Activity Benefits: Students describe physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.
Demonstrate knowledge of heart rate in relation to physical activity.

Monitor heart rate during different activities.

Understand the importance of individual limits and pace.

Discuss the body and how it reacts to exercise (sweating, CO2, O2 exchange).

Understand the importance of hydration and exercise performance.
  • Teacher observations
  • Written tests/quizzes
  • Class Discussions and/or presentations
  • Fitness logs or sheets
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student 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 and inclusive skills while participating in physical activities.
a. Work together as a team.
Show how positive reinforcement promotes improvement.

Recognize how healthy attitudes contribute to environment.

Discuss the connection between teamwork and success

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.
  • Teacher observations
  • Written tests/quizzes
  • Class Discussions and/or presentations
  • Fitness logs or sheets
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b. Respond appropriately to peer pressure.
Follow guidelines and rules for classroom (gym) management.

Review how safety is important to maintaining a healthy environment.
  • Teacher observations
  • Written tests/quizzes
  • Class Discussions and/or presentations
  • Fitness logs or sheets
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
c. Manage conflict.
Differentiate between leadership and peer pressure.

Recognize the contribution that individuality lends to group settings.

Indentify individual skills and how they add to group success.

Explain how leadership leads to group autonomy.
  • Teacher observations
  • Written tests/quizzes
  • Class Discussions and/or presentations
  • Fitness logs or sheets
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
d. Engage peers respectfully in activities.
Promote the importance of inclusion during all activities
  • Teacher observations
  • Written tests/quizzes
  • Class Discussions and/or presentations
  • Fitness logs or sheets
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
I.2. Responsible Behavior: Students demonstrate responsible personal behaviors while participating in physical activities.
Be respectful of all indiviuals during class time.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
I.3. Safety Rules and Rules of Play:Students describe game/physical activity rules and safety rules and their purposes.
a.  Explain the purposes for modifying playing rules in specified situations.
Clearly define the purpose behind making adjustment or modifications in class activities.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b.  Explain the safety rules and possible risks associated with specific games/physical activities.
Clearly discuss the potential dangers of particular activities and establish rules to promote safety.
  • Teacher observations
  • Written tests/quizzes
  • Class Discussions and/or presentations
  • Fitness logs or sheets
  • Progress Reports
  • Report Cards
  • Parent/Teacher Conferences
  • Teacher/Student 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.