Grade 8 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 Eight Health and Physical Education
Scope and Sequence

Students will be actively involved in learning experiences focused on:

Health
Core Principles
  • Respect
  • Honesty
  • Compassion
  • Fairness,
  • Responsibility
  • Courage
Decision-making Principles
  • Peer Pressure
  • Relationships
  • Refusal Skills
  • Alcohol
  • Drugs
  • Bullying and Cyberbullying
  • Internet Safety
  • AIDs & STD's
  • Death and Dying
  • Parenting
  • Future Life Challenges
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
  • Badminton
  • Golf
  • Lacrosse


YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: HEALTH & PE GRADE: 8
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.

Develop strategies to manage anger constructively.

Discuss how anger can lead to verbal and physical abuse and violence.

Create a service learning advertisement on underage drinking.

Discuss and describe using alcohol goggles.

Recognize role of medicine and effects on body.

Identify the role of the FDA.

Create tips for using medicines.

Identify and research the 8 drug categories.

Describe and analyze why people use drugs, the types of drugs people use, and six factors that affect the way the drug interacts in the body.

Identify preventative strategies to not do drugs.

Create scenarios that address being drug free.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b. Examine the relationship between healthy and unhealthy behaviors and personal health.
Discuss how behavior and attitudes affect overall health.

Review the 3 influences on your health and how they relate to prevention of injury, illness and disease:
Heredity
Environment
Available health care

Discuss lifestyle factors that can have a positive affect on your health.

Create a public service announcement on underage drinking.

Discuss and describe using alcohol goggles.

Identify preventative strategies to not do drugs.

Create scenarios that address being drug free.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
c. Identify the possible barriers to practicing healthy behaviors.
Revisit peer pressure and other factors that influence teens choices such as media, family and society.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
A.2. Dimensions of Health: Students explain the interrelationship of physical, mental/intellectual, emotional, and social health.
Restate the 3 components of the health triangle.

Discuss wellness and the promotion of prevention as an active approach to health.

List 3 key skills of social health:
Communication
Compromise
Cooperation

Discuss how all three areas of health impact each other
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • 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 the most common STD's and how to prevent and protect yourself from being infected.  What to do if you need treatment.

Discuss obesity rates and the diseases connected that.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • 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.

Define environment.

Discuss environmental problems caused by human activities.

Discuss the influences of environment on health.

Create a service learning advertisement on underage drinking.

Discuss and describe using alcohol goggles.

Identify preventative strategies to not do drugs.

Create scenarios that address being drug free.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b.  Describe how family history can impact personal health.
c.  Explain how appropriate health care can promote personal health.
Identify drinking and drug use as life threatening habits.

Explain the kinds of preventative care and treatment available to health care consumers.

Discuss types of health care facilities.

List and discuss the 3 health care goals:
Maintain good health
Treat problems
Prevent health problems.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
A.5. Growth and Development: Students describe specific characteristics of adolescent human growth and development.
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.
Identify morals and values that impact how decisions regarding all aspects of life can be made.

Review the decision making model
(Six steps of decision making)

Apply Internet Safety strategies and recognize cyber-bullying and effective responses.

Discuss the challenges facing students moving from the middle school to the high school. (TIDALWAVES)
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • 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.
Evauluate over-the-counter drugs for side effects and cost.

Recognize the uses and misuses of over-the-counter drugs.

Recognize role of medicine and effects on body.

Identify the role of the FDA.

Create tips for useing medicines.

Identify and research the 8 drug categories.

Describe and analyze why people use drugs, the types of drugs people use, and six factors that affext the way drug interacts in the body.

Discuss the involvement of the media and society in the choices comsumers make regarding various products and health related items.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • 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.
Review internet use and which sources are acceptable to gather information from.

Study and discuss advertisements and what types of techniques they use to sell their products.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b.  Locate valid and reliable health information.
Research sources for information regarding drug and alcohol use and abuse.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • 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.
Evaluate personal health and extablish a behavioral contract to set individual goals for yourself in regards to nutrition and /or exercise.

Research the negative aspects of alcohol and drugs in all areas of health including mental/emotional , social and physical.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • 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.

Discuss how mental health issues affect personal health.

Peer pressure
Self-esteem
Self-confidence
Stress and stressors

Recognize impact of media on student choices, mental health and self-concept.

Create a service learning advertisement on underage drinking.

Discuss and describe using alcohol goggles.

Identify preventative strategies to not do drugs.

Create scenarios that address being drug free.

Discuss refusal skills that can help you get out of a dangerous situation.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b. Develop injury prevention and response strategies including first aid for personal and family health.

C.3. Self-Management: Students distinguish between healthy and unhealthy strategies for stress, anger, and grief management.
Coping strategies for stress:
Exercise
Avoidance
Communication
Guidance counseling

Discuss conflict resolution and problem solving

List the stages of grief
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • 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.

Review the process for decision making and using refusal skills.

Explain dangers of risky activities, including intentional oxygen deprivation to create altered states of mind.

Examine relationships and their influence on adolescent health.

Learn how to recognize and avoid abusive relationships.

Identify types of media available.

Analyze positive and negative media messages and images.

Discuss the media and its relation to alcohol.

Review information on alcohol.

Create a service learning advertisement on underage drinking.

Discuss and describe using alcohol goggles.

Identify preventative strategies to not do drugs.

Create scenarios that address being drug free.

Video "The Truth About Drugs".

Discuss the video "The Truth About Drugs".


  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • 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.

Review the process for decision making and using refusal skills.

Examine relationships and their influence on adolescent health.

Learn how to recognize and avoid abusive relationships.

Identify types of media available.

Analyze positive and negative media messages and images.

Discuss the media and its relation to alcohol.

Review information on alcohol.

Create a service learning advertisement on underage drinking.

Discuss and describe using alcohol goggles.

Identify preventative strategies to not do drugs.

Create scenarios that address being drug free.

Video "The Truth About Drugs".

Discuss the video "The Truth About Drugs".
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
c. Analyze how messages from media influence health behaviors.
Define how tradition, advertising, peers and sales people influence what a person buys.

Discuss the positive and negative messages that the media portrays and the effect on healthy choices.

Identify types of media available.

Analyze positive and negative media messages and images.

Evaluate advertisements and the techniques used to promote their products.

Discuss the media and its relation to alcohol.

Review information on alcohol.

Identify preventative strategies to not do drugs.

Create scenarios that address being drug free.

Video "The Truth About Drugs".

Discuss the video "The Truth About Drugs".
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
d.  Explain how the perceptions of norms influence healthy and unhealthy behaviors.
Compare and Contrast the terms perception and reality.

Discuss what role the media plays in our views and ideas.

  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
e.  Explain how culture and personal values and beliefs influence individual health behaviors.
Identify types of media available.

Analyze positive and negative media messages and images.

Discuss the media and its relation to alcohol.

Create a service learning advertisement on underage drinking.

Discuss and describe using alcohol goggles.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
D.2. Technology and Health: Students analyze the influence of technology, including medical techniology, on personal and family health.
Learn ways to use the internet safely for positive health practices.

Identify types of media available.

Analyze positive and negative media messages and images.

Learn what types of websites are reliable for health  information.

Discuss the role of the media on the newly developing health concerns such as obesity.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • 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.
View "The Truth About Drugs" Video.

Learn how others were first exposed to drugs and where it led them.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b.  Describe the influence of alcohol and other drug use on judgment and self control.
Participation in stations recreating what happens to a person who drinks and how it impacts their physical performance.  

Discuss what impact alcohol has on the function of the brain including judgement and decision-making.  

View the movie "The Truth About Alcohol" and witness other teens struggles with alcohol.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • 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 apply effective verbal and nonverbal interpersonal communication skills to enhance health.
a. Demonstrate communication skills to build and maintain healthy relationships.
b. Demonstrate effective communication skills including asking for assistance to enhance the health of self and others.
c. Demonstrate refusal and negotiation skills to avoid or reduce health risks.
Create a service learning advertisement on underage drinking.

Discuss and describe using alcohol goggles.

Identify preventative strategies to not do drugs.

Create scenarios that address being drug free.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
d. Demonstrate effective conflict management or conflict resolution strategies.
Explain how tolerance and negotiation contribute to conflict resolution with family and peers.

Review what a compromise is.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • 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 powerpoint or keynote presentation showing the dangers of  alcohol.

Report on the dangers of drug use via a powerpoint presentation.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b.  Design health-enhancing messages using communication techniques that target a specific audience.
Identify preventative strategies to not do drugs.

Create scenarios that address being drug free.

Compose a Public Service
Announcement on the negative impact of alcohol.

Create a powerpoint presentation on a particular drug category.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
c.  Demonstrate an ability to work cooperatively as an advocate for healthy individuals, families and schools.
Create Public Service Announcement touching on the topic of alcohol
Design an AIDS quilt showing
the myths pertaining to aids
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
F. Decision-Making and Goal-Settin 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.
Discuss the importance of having a clear decision making process when faced with issues of drugs & alcohol.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b.Determine when individual or collaborative decision-making is appropriate.
Discuss how quality information and responsible decision making lends itself to a healthy lifestyle.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • 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.
Discuss the importance of having a clear decision making process when faced with issues of drugs & alcohol.

Play "the decison making game"
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
d. Choose healthy alternatives over unhealthy alternatives when making a decision.
Discuss the importance of having a clear decision making process when faced with issues of drugs & alcohol.

Play "the decison making game"
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
e.  Analyze the outcomes of a health-related decision.
Discuss the importance of having a clear decision making process when faced with issues of drugs & alcohol.

Play "the decison making game"
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • 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.
Explain how self-assessment can help to take an active role in making health and safety related choices.

Demonstrate prior knowledge to help guide you to healthy personal choices.

Discuss the media and its relation to alcohol.
  • Rubrics
  • Written tests/quizzes
  • Notebooks/Logs/Journals
  • Reviews
  • Class Discussions
  • Observations
  • Presentations
  • Group Projects
  • Homework
  • Report cards
  • Progress reports
  • 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 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.
Discuss complimentary muscle groups, progressive resistance exercise and flexibility.
  • Written tests
  • Teacher observation
  • Skill performance
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b. Demonstrate how the point of contact changes the path of an object.
Learn basic techniques of badminton, golf and lacrosse specifically pertaining to flight of the object and the angle of contact.
  • Written tests
  • Teacher observation
  • Skill performance
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
c. Demonstrate how the point of release changes the path of an object.
Discuss how the lacrosse ball travels based on the release point of the crosse.
  • Written tests
  • Teacher observation
  • Skill performance
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student 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.
  • Written tests
  • Teacher observation
  • Skill performance
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b. Combine manipulative skills with motor skills during drills or modified games/physical activities.
Incorporate game play into the activities challenging the students to perform skills at game speed.
  • Written tests
  • Teacher observation
  • Skill performance
  • Report cards
  • Progress reports
  • 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.

Compare the difference between a skill related and health related component of fitness.

Determine which fitness tests measure which components of fitness and give other examples of exercises from each one.
  • Written tests
  • Teacher observation
  • Skill performance
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
G.4. Skill Improvement: Students explain how specific, positive, and correct feedback affect skill improvement.
Give feedback on performance of the golf swing, the lacrosse throw and badminton swing to help improve techniques.
  • Written tests
  • Teacher observation
  • Skill performance
  • Report cards
  • Progress reports
  • 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-realted 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
  • Teacher observation
  • Skill performance
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student 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
  • Teacher observation
  • Skill performance
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
H.3. Fitness Activity: Students participate in physical activities that address personal fitness goals for each of the five 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.

Incorporate the use of the weight room to help enhance their personal fitness goals

  • Written tests
  • Teacher observation
  • Skill performance
  • Report cards
  • Progress reports
  • 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.
  • Written tests
  • Teacher observation
  • Skill performance
  • Report cards
  • Progress reports
  • 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.
  • Written tests
  • Teacher observation
  • Skill performance
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
b. Respond appropriately to peer pressure.
Follow guidelines and rules for classroom (gym) management.

Review how safety is importance to maintaining a healthy environment.
  • Written tests
  • Teacher observation
  • Skill performance
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student 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
  • Teacher observation
  • Skill performance
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
d. Engage peers respectfully in activities.
Promote and encourage all individuals to take part in the class activites in some form or another.
  • Written tests
  • Teacher observation
  • Skill performance
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student Conferences
I.2. Responsible Behavior
Students demonstrate responsible personal behaviors while participating in physical activities.
Students understand expectations for all class activities.
  • Written tests
  • Teacher observation
  • Skill performance
  • Report cards
  • Progress reports
  • 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.
Understand the reasoning behind making modifications or adjustments in the class activities.
  • Written tests
  • Teacher observation
  • Skill performance
  • Report cards
  • Progress reports
  • Parent/Teacher Conferences
  • Teacher/Student 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
  • Teacher observation
  • Skill performance
  • Report cards
  • Progress reports
  • 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.