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Each student will have demonstrated competent skills in a variety of physical activities and sports; physical fitness; knowledge of factors important to participation in physical activity; and concepts related to health.
Grade 7 Physical Education/Health Program
Description
The course of study in physical education at the middle school level is designed to promote desirable practices and attitudes towards optimal wellness. The course will also emphasize team activities and individual activities. The health section of the curriculum will be geared towards current physical, mental, and emotional health issues.
Time Allocation
Forty-five minutes daily for one quarter--physical education
Forty-five minutes daily for one quarter--health
Themes/Topics
Physical Education Health
Indoor Team Sports and/or Anatomy--muscles and bones
Outdoor Team Sports Healthy Lifestyle/Fitness Plan
Individual Sports Puberty
Fitness The Effects of Tobacco, Alcohol and Drugs
During the "Puberty" unit in seventh grade, topics addressed will include the male and female reproductive system as well as the physical changes that occur for girls and boys during puberty. Parents may exclude their student from participation in discussion and/or assignments related to these topics by signing a form sent home by the teacher. It will be the responsibility of the teacher to provide alternative assignments.
Texts/References
Comprehensive Health for the Middle Grades--ETR Association, 1996
Decisions for Health--Holt, Rinehart and Winston, 2004
Human Kinetics: Fitness Gram (CDRom)--American Alliance of Health, Physical Education, and Dance, The Cooper Institute for Aerobics Research, 1999
Assessments
Fitness assessment
Teacher constructed tests--physical education and health
Warm-up assessment with rubric
Grades and Performance Levels
Grades are based on participation (includes attendance), tests/quizzes, completion of assignments, and quality of work. Performance level ratings are based on standards assessments.
Grade 7 Physical Education Expectations
Skills
A. Developed skills to competently participate in a variety of individual, team and dual sports (for example, softball, soccer, basketball, badminton, track, swimming and floor hockey)
B. Incorporated basic defensive and offensive strategies in modified net games (for example, pickleball, volleyball, badminton) and invasive games (for example, soccer, basketball)
C. Displayed the basic skills and safety procedures to participate in an indoor/outdoor pursuit
Physical Fitness
A. Discussed and demonstrated various techniques, safety factors and knowledge required in a variety of muscular endurance and strength activities
B. Participated in a variety of aerobic and anaerobic activities to attain cardiovascular fitness
C. Demonstrated correct techniques for increasing and maintaining flexibility
D. Demonstrated correct techniques for warming up and cooling down prior to and following aerobic and anaerobic exercise
E. Explained how physical fitness increases wellness
F. Participated in an individualized physical activity program designed with the help of the teacher
G. Maintained a record of moderate to vigorous physical activity
Understanding/Knowledge of the Importance of Physical Activity
A. Demonstrated knowledge of factors in both health-related and performance-related fitness
B. Demonstrated an understanding of the negative effects of substance abuse on personal fitness and the performance of physical activities
C. Demonstrated an understanding of physiological and motor learning
D. Demonstrated knowledge of the roles of team members and officials in sports
E. Demonstrated knowledge of complex movement skills used in physical activities
F. Identified the influences of culture, ethnicity and history on dance, low-organized and lead-up games, and other physical activities
G. Detected, analyzed, and corrected errors in personal performance
H. Listed long-term physiological, psychological, and cultural benefits that may result from regular participation in physical activity
Health
A. Explained the relationship between positive health behaviors and the prevention of injury, illness, disease, and premature death
B. Described the interrelationship of mental, emotional, social and physical health during
adolescence
C. Explained how health is influenced by the interaction of body systems
D. Identified and described the male/female reproductive system
E. Analyzed the physical changes that females and males experience during puberty
F. Identified the major bones and muscles of the body and understood their development
and role in physical fitness
G. Described how family and peers influence the health of adolescents
H. Analyzed how environment and personal health are interrelated
I. Described ways to reduce risks related to adolescent health problems
J. Explained how appropriate health care can prevent premature death and disability
K. Described how lifestyle, pathogens, family history, and other risk factors are related to the cause or prevention of disease and other health problems
L. Analyzed the validity of health information, products, and services
M. Demonstrated the ability to utilize resources from home, school, and community that provide valid health information
N. Analyzed how media influences the selection of health information and products
O. Described situations requiring professional health services
P. Explained the importance of assuming responsibility for personal health behaviors
Q. Analyzed a personal health assessment to determine health strengths and risks
R. Distinguished between safe and risky or harmful behaviors in relationships
S. Developed injury prevention and management strategies for personal and family health
T. Demonstrated ways to avoid and reduce threatening situations
U. Demonstrated strategies to manage stress
V. Described the influence of cultural beliefs on health behaviors and the use of health services
W. Analyzed how messages from media and other sources influence health behaviors
X. Analyzed how information from peers influences health
Y. Identified the effects that drugs, alcohol and tobacco have on the body
Z. Demonstrated effective verbal and non-verbal communication skills to enhance health
AA. Described how the behavior of family and peers affects interpersonal communication
BB. Demonstrated healthy ways to express needs, wants, and feelings
CC. Demonstrated ways to communicate care, consideration, and respect of self and others
DD. Demonstrated communication skills to build and maintain healthy relationships
EE. Analyzed the possible causes of conflict among youth in schools and communities
FF. Demonstrated strategies to manage conflict in healthy ways
GG. Demonstrated the ability to apply a decision-making process to health issues and problems individually and collaboratively
HH. Analyzed how health-related decisions are influenced by individuals, family, and community values, and have consequences for self and others
II. Described how personal health goals are influenced by changing information, abilities, priorities, and responsibilities, and applied strategies and skills needed to attain personal health goals
JJ. Developed a plan that addresses personal strengths, needs, and health risks
KK. Analyzed various communication methods to accurately express health information and ideas, and identified barriers to effective communication of information, ideas, feelings, and opinions about health issues
LL. Demonstrated the ability to influence and support others in making health choices
MM. Demonstrated the ability to work cooperatively when advocating for healthy individuals, families, and schools