Grade 7 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 Seven Health and Physical Education
Scope and Sequence

Students will be actively involved in learning experiences focused on:
  • Health
  • Tobacco
  • Bullying
  • Internet Safety/Cyberbullying sessions
  • Basic First Aid & CPR
  • Injury Prevention and Care
  • Nutrition and Food
  • Choices
  • Growth and Development
  • physical changes,gender roles and relationships
  • 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
  • nd 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
  • Football
  • Field Hockey
  • Basketball

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: HEALTH & PE GRADE: 7                     

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 what responsibility means and how it relates to personal health.

Define what is involved in being a responsible person.

Discuss the importance of understanding and accepting the consequences of their own actions.

Describe how their own choices (actions) may affect the health of others.

Inventory resources on smoking.
Prepare time vs. money worksheet.

Create “letter to a loved one” who smokes.

Identify ways to help prevent accidents.

Examine an accident treatment to research and create a scenario.

Discuss and analyze the video “Supersize Me”.
  • 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.
Discuss the responsibilities of good health habits.

Review first aid techniques.

Explain what an accident chain is and how to break it.

List basic CPR skills.

Identify the first steps to take to help someone who is injured or seriously hurt:
Rescue breathing
Bleeding
Choking
Poisoning
Burns

Inventory resources on smoking.
Prepare time vs. money worksheet.

Create "letter to a loved one" who smokes.

Identify ways to prevent accidents.

Examine an accident treatment to research and create a scenario.

Discuss and analyze the video "Spersize Me".

Analyze food journals.

Create dietary goals.

Design a food pyramid.
  • 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 peer pressure and the influencs of our community and society in general decision making techniques
  • 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.
Reiview the health triangle

Video "Then One Year".

Discuss hormonal changes from 5th grade to now and what the future holds.

Discuss fish bowl activity.

Identify pluses and minuses of being a member of the opposite gender.
  • 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.
Injury Evaluation - Procedure for contacting 911.

Discuss CPR and the Heimlich Maneuver.

Discuss human injuries (head/spinal cord, etc.) including prevention.
  • 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.
Inventory resources on smoking.
Prepare time vs. money worksheet.
Create "letter to a loved one" who smokes.
Discuss and analyze the video "Supersize Me". Analyze the impact the media has on what choices we make.
  • 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.
Discuss how genetics can play a role in your own personal health and what choices and decisions you may have  regarding eating and exercise.
  • 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.
Discuss preventative professional healthcare and its effects on premature death and disability.

Identify how diet implications and weight management can affect long term health.

Identify drinking and drug use as life threatening habits.
  • 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.
THIS IS THE FOCUS YEAR
PARENT NOTIFICATOIN/PERMISSION

Reveiw the physical, emotional, mental and social changes that occur during adolescence.

Identify and describe the stages of life from infancy to adolescence.

Video “Then One Year”.

Discuss hormonal changes from 5th grade to now and what the future holds.
  • 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.
Review the 6 steps to decision making

  • 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. 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.
Discuss tips to follow when gathering health information.

What constitutes a reliable source?
  • 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.
b.  Locate valid and reliable health information.
Research and discuss the proper techniques used for any emergency situation or accident.
  • 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.
Analyze food journals.

Create dietary goals.

Design a food pyramid.

Demonstrate an understanding of basic first aid for broken bones, sprains, and bruises.

Describe what students can do to keep their skeletal and muscular systems healthy.

Learn to effectively manage crisis and/or emergencies.

Identify ways to help prevent accidents.

Examine an accident treatment to research and create a scenario.
  • 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.

Inventory resources on smoking.

Prepare time vs. money worksheet.
Create "letter to a loved one" who smokes.

Identify ideas and concepts of bullying.

Create scenarios of real situations.

Recognize forms and stages of bullying, including cyberbullying and societal acceptances.

Create scenarios of tolerating of differences.

Identify ways to accept diversity.

Identify ways to help prevent accidents.

Examine an accident treatment to research and create a scenario.
  • 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.
Demonstrate an understanding of basic first aid for broken bones, sprains, and bruises.

Describe what students can do to keep their skeletal and muscular systems healthy.

Learn to effectively manage crisis and/or emergencies.

Identify ways to help prevent accidents.

Examine an accident treatment to research and create a scenario.

Create an emergency manual for many of the basic accidents or injuries.

Recognize the presence of an emergency situation.

lFamily plan for home emergencies
lIntruders in home
lBasic first aid
l911 calls

Demonstrate knowledge of how to respond to emergencies.
  • 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.
Identify ideas and concepts of bullying, including cyberbullying.

Practice Internet Safety

Create scenarios of real situations.

Recognize forms and stages of bullying and societal acceptances.

Create scenarios of tolerating of differences.

Identify ways to accept diversity.

Describe options for dealing with anger in a healthy way.
  • 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.

Discuss the elements that influence a person's health including bullying.


  • 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.
Discuss negative and positive peer pressure.

Identify ways refusal skils can be used to deal with difficult 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
c. Analyze how messages from media influence health behaviors.
Review that methods used in the advertising by various companies.

Analyze how the media impacts
how we see ourslves and others.

Discuss "stereotyping"
  • 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.
Review that methods used in the advertising by various companies.

Analyze how the media impacts
how we see ourslves and others.

Discuss "stereotyping"
  • 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.  Explain how culture and personal values and beliefs influence individual health behaviors.
D.2. Technology and Health: Students analyze the influence of technology, including medical technology, on personal and family health.
Discuss technology advances and how they contribute to or take away from personal and family health.

Debate the  benefits/drawbacks of technology today.
  • 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 Risk 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.
Identify different types of communication, including bullying.

Define criticism, including bullying.

Recognize ways to give and take criticism appropriately, including bullying.

Identify ideas and concepts of bullying.
Create scenarios of real situations.

Recognize forms and stages of bullying and societal acceptances.

Recognize forms and stages of bullying and societal acceptances.

Create scenarios of tolerating of differences.

IdentIfy ways to accept diversity.
  • 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.
Identify different types of communication, including bullying.

Define criticism, including bullying.

Recognize ways to give and take criticism appropriately, including bullying.

Identify ideas and concepts of bullying.
Create scenarios of real situations.

Recognize forms and stages of bullying and societal acceptances.

Recognize forms and stages of bullying and societal acceptances.

Create scenarios of tolerating of differences.

Identify ways to accept diversity.
  • 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.
Recognize the qualities of a true friend.

Discuss techniques for standing up to negative peer pressure, including bullying.

Practice negative peer pressure situations and how to handle them, including bullying.

Understand what abstinence is and how it can protect teen's health.

Review tips for developing and using refusal skills effectively.

Inventory resources on smoking.
Prepare time vs. money worksheet.

Create "letter to a loved one" who smokes.
Identify ideas and points of bullying.
Create scenarios of real situations.

Recognize forms and stages of bullying and societal acceptances.

Create scenarios of tolerating of differences.

Identify ways to accept diversity.
  • 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.
Identify basic principles of conflict resolution, including bullying.

Review the skills and techniques used to resolve conflicts, including bullying.

Apply conflict management knowledge to their everyday life including bullying.

Identify ideas and concepts of bullying.
Create scenarios of real situations.

Recognize forms and stages of bullying and societal acceptances.

Create scenarios of tolerating differences.

Identify ways to accept diversity.
  • 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.
Create a letter to a loved one who smokes to convince them to stop.
  • 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 health-enhancing messages using communication techniques that target a specific audience.
Explore  resources that can be used to find information regarding health issues.

Know the difference between reliable and non-reliable sources of information.

Create an advertisement to promote healthy food or product targeting children or teens.
  • 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.
Create posters to for an anti-bullying campaign in the school.
  • 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. 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.
Review importance of making sound decisions pertaining to how to treat others (bullying unit); how to maintain personal safety (first aid unit, substance unit and HG&D)
  • 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.Determine when individual or collaborative decision-making is appropriate.
Identify ways to help prevent accidents.
Examine an accident treatment to research and create a scenario.
  • 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.
Review importance of making sound decisions pertaining to how to treat others (bullying unit); how to maintain personal safety (first aid unit, substance unit and HG&D)
  • 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. Choose healthy alternatives over unhealthy altermatives when making a decision.
Review importance of making sound decisions pertaining to how to treat others (bullying unit); how to maintain personal safety (first aid unit, substance unit and HG&D)
  • 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. Analyze the outcomes of a health-related decision.
Review importance of making sound decisions pertaining to how to treat others (bullying unit); how to maintain personal safety (first aid unit, substance unit and HG&D)
  • 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.2. Goal Setting:  Students develop and apply strategies to attain a short-term personal health goal.
a. Assess personal health practices.
Review and expand personal wellness contract.

Develop an action plan to help reach 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
b. Develop a short-term goal to adopt, maintain, or improve a personal health practice.
List personal strengths and weaknesses.

From strengths and weaknesses determine or set personal health goals.

Evaluate goals for potential health risks.

Explain what a habit is.

Discuss how they can form healthful habits.

Dicuss how they can change harmful habits.

Discuss and analyze the video "Supersize Me".

Analyze food journals.

Create dietary 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. Develop and apply strategies and monitor progress toward a personal health goal.
List personal strengths and weaknesses.
From strengths and weaknesses determine or set personal health goals.

Evaluate goals for potential health risks.
Explain what a habit is.

Discuss how they can form healthful habits.

Dicuss how they can change harmful habits.

Discuss and analyze the video "Supersize Me".

Analyze food journals.

Create dietary 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
d.  Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.
Discuss the importance of having goals.

Understand the need to re-evaluate goals over time.

Recognize the importance of staying current with your health information.

Discuss the difference between short term and long term 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
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 improved 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.
b. Demonstrate how the point of contact changes the path of an object.
Field Hockey- describe and demonstrate the changes that occur when a field hockey ball is passed using different surfaces of the toe.
  • Rubrics
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  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Report cards
  • Progress reports
  • Conferences
c. Demonstrate how the point of release changes the path of an object.
Football - describe and demonstrate how the earlier the release the higher the football goes
  • Rubrics
  • Written tests/quizzes
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  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Report cards
  • Progress reports
  • Conferences
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 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.

Discuss the importance of stretching, cooling down and warming up.

Demonstrate the basic techniques of the skills used in field hockey, basketball and football.

Make corrections when needed during activities or drills.
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • Conferences
b. Combine manipulative skills with motor skills during drills or modified games/physical activities.
Participate in small game situations executing specific skills and techniques at game speed.
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • 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.
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • Conferences
G.4. Skill Improvement
Students explain how specific, positive, and correct feedback affect skill improvement.
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.
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • Conferences
H.2. Health-Related 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.
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • 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.
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • 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 activities.

Understand the importance of individual limits and pace.

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

Understand the importance of hydration and exercise performace.
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • 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.

Recgonize how healthy attitudes contribute to environment.
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • 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.

Promote positive reinforcement of classsmates during class time.
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • Conferences
c. Manage conflict.
Differentiate between leadership and peer pressure.

Recognize the contribution that individuality lends to group settings.

Identify individual skills and how they add to group success.

Explain how leadership leads to group autonomy.
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • Conferences
d.  Engage peers respectfully in activities.
Promote inclusion in all activities.
  • Written tests
  • Class discussions
  • Teacher observations
  • Report cards
  • Progress reports
  • Conferences
I.2. Responsible Behavior: Students demonstrate responsible personal behaviors while participating in physical activities.
Maintain responsible behavior during class activities.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Report cards
  • Progress reports
  • 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.
Discuss the importance of modifying rules to maintain safety, to accommodate skill, class size and materials or space available.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Report cards
  • Progress reports
  • Conferences
b.  Explain the safety rules and possible risks associated with specific games/physical activities.
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.
  • 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.