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TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE

TRENTON PUBLIC SCHOOLS:CURRICULUM GUIDE FOR:

Physical EducationGrade 9

Course Description

Grade 9 Health and Physical Education introduces students to more advanced health and fitness concepts as they continue to develop through adolescence. With each stage of development, there are steps that individuals must take to advance into a lifetime of wellness. Grade 9 Health and Physical Education focuses on concepts relevant to building and applying this knowledge as they progress through these stages.

Pacing Guide

StandardUnit Name

Monthly Pacing

Schedule

Approx. # of Total

Day

2.3 Drugs and Medicine 1-12 12

2.4 Behaviors and Your Health (“Anti-Bullying” and Healthy Relationships)

13-16 4

2.1 Wellness, Nutrition and Systems of the Body

17-22 6

Fitness Assessment/Personal Fitness 23-39 17


2.6,2.2 Goals2.5 Team Sports (Motor Skills) 40-66 27

2.6 Aquatics 67-88 22


Unit 1 Drugs and Medicine Pacing: 12 DaysContent Area/Course: Health

NJ Core Content Curriculum Standards Addressed in this Unit

Essential Questions Enduring Understandings

Stage 1- Desired Results

Big Idea: Students will make informed decisions concerning alcohol, drugs, medicines and tobacco, leading to a healthy, responsible and a happy life.

Students will understand how drug abuse affects everyone, from the individual, to the family, to the community.

Students will understand that all drugs, prescription or non-prescription, have an effect on your health.

Students will understand that misuse or abuse of medicine can become

1. What is the difference between a drug and a medicine?

2. How does one determine whether a drug is used or abused?

3. How is an individual, a family or a community affected by drug addiction?

4. How are drugs created?

2.3 Drugs and Medicines All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a

healthy, active lifestyle.


W hat key knowledge and skills will students acquire as a result of this unit?

Content:Students will know:

The definitions of drug use, misuse and abuse.

The pathway to drug addiction.

The “Gateway” drugs. The leading causes of

death for their age group that are influenced by drug abuse.

How to investigate, or counsel someone on how to find help for drug addiction.

How to use resources in the community to enhance drug awareness.

Skills:Students will be able to:

SLO -Discuss and define drug use, misuse and abuse.

SLO -Describe the factors that influence drug abuse.

SLO -Illustrate the connection between the leading causes of death for their age groups and drug abuse.

SLO-Use the internet to locate, contact and investigate local organizations that specialize in drug treatment and community drug awareness.

SLO -Describe high-risk scenarios associated with drug us.


Stage Two Assessment

Performance Tasks & Criteria:(Align to NJCCCS & Common Core Standards)

2.3.8.A.2 Compare and contrast adolescent and adult abuse of prescription and over-the-counter medicines and the consequences of such abuse2.3.12.A.3 Relate personal abuse of prescription and over-the-counter medicines to wellness. 2.3.8.B.7 Explain the impact of inhalant use and abuse on social, emotional, mental, and physical wellness. 2.3.12.B.1 Compare and contrast the incidence and impact of commonly abused substances (such as tobacco, alcohol, marijuana, inhalants, anabolic steroids, and other drugs) on individuals and communities in the United States and other countries.2.3.12.C.1 Correlate duration of drug abuse to the incidence of drug-related injury, illness, and death.

Performance Tasks & Criteria: Students will make posters with pictures from the internet that describes the difference

between drug use, misuse and abuse. Students will create power point presentations explaining the connections between drugs

use (Risk Behaviors) and the leading causes of death for their prospective age groups. Create a video as a public service announcement about the risks associated with drugs and

alcohol, and submit it in a contest, to be judged by invited community guests. Write a 1 page research paper on chosen (desired) topic from the curriculum (Include

bibliography and pictures on the cover).


Accommodations for ELL and Special Education Students

Instructional Activities/Strategies to enable students to achieve desired results:

Daily Note-taking and weekly notebook check

Weekly quizzes, puzzles

Small Group activities, discussions

Writing a summary of applicable videos

Stage 3 – Learning Plan

Use verbal and visual cues Student pairing Allow extra time or slow the pace of instruction Lesson Translator Collaboration with child study team and classroom teachers/support staff. Ask frequent questions to ensure understanding Modify lesson to adapt to student levels


Unit Resources

http://www.2.schooltube.com/Educators/LessonPlans/VideoBeginner.aspx

www.pecentral.org

www.njdoe.com

Professional manuals and textsProfessional organizations (NJAHPERD)

Technology Integration

Library Resources: Library links “How the Body Works”

http://tweentribune.com/user/password

Computers

Televisions

DVD players

Cameras



http://www.njdoe.com/

http://www.pecentral.org/




Unit 2: Behaviors and Your Health Pacing: 4 Days (“Anti-Bullying” and Healthy Relationships)

Content Area/Course: Health




Big Idea: Individuals in healthy relationships share thoughts and feelings, have fun together, develop mutual respect, share responsibilities and goals, and provide emotional security for one another.

Your response to the environment and behavior has an effect on your health.

Students will understand the significance or choosing healthy behaviors.

Leaning was to cope with stress will assist in good mental health

Evaluating your relationships to determine those that are supportive or ‘productive’ is essential good mental health.

Being able to communicate your feelings clearly and positively is a skill necessary for good

How does negative behavior and poor choices affect your health?

How do heredity or lifestyle factors influence people’s health?

What are some of the health problems that can arise from unhealthy eating patterns?

How does technology affect one’s overall personal health?

2.4 Behaviors and Your Health (“Anti-Bullying” and Healthy Relationships)




And discuss a definition of health

The definition of wellness And analyze why they believe

themselves to be healthy Discuss, and analyze leading

causes of death statistics And compare statistics to

personal behavior And write about their own

healthy habits


SLO -Differentiate between healthy and unhealthy behaviors.

SLO-Identify a “Safe Dating” situation (creating parameters for dating).

SLO-Students will be able to explain the connection between mortality statistics and behaviors.

SLO -Explain why the Leading Causes of Death (LCD) change from one age group to the next.

SLO-Compare and contrast lifestyle disease and diseases more influenced by hereditary factors.

SLO-Compare and contrast LCDs around the world.SLO-Examine how the LCDs have changes

throughout history.




2.4.8.A.1 Predict how changes within a family can impact family members. 2.4.8.A.2 Explain how the family unit impacts character development. 2.4.8.A.3 Explain when the services of professionals are needed to intervene in relationships. 2.4.8.A.4 Differentiate between affection, love, commitment, and sexual attraction. 2.4.8.A.5 Determine when a relationship is unhealthy and explain effective strategies to end

the relationship. 2.4.8.A.6 Develop acceptable criteria for safe dating situations, such as dating in groups,

setting limits, or only dating someone of the same age. 2.4.12.A.6 Analyze how various technologies impact the development and maintenance of

local and global interpersonal relationships


Other Evidence (Formative & Summative):

Students will complete all review questions in the appropriate chapter in the textbook. Students will perform a self-analysis of their own behaviors and lifestyles. Students will create a PowerPoint exemplifying sound behaviors and healthy lifestyles Students will complete chapter review questions and vocabulary as a preparation for

testing. Students will take a unit test to show they understand the material covered in the text Students will write in their journal a summary of what they have learned in the unit. Guest Speaker – Students will invite a youth services speaker to address sexual assault in

their age group followed by a question/answer session.



A-Z Review Competition – good introductory activity to gauge student knowledge Suchman’s Inquiry Create a PowerPoint presentation Weekly Quizzes Jeopardy Cooperative/Collaborative Learning & Problem Solving Hands-on, Active Participation Journals Oral Sharing Article Presentation/Public Speaking


Accommodations for ELL and Special Education Students :

Use verbal and visual cues Student pairing Allow extra time or slow the pace of instruction Equipment modification Collaboration with child study team and classroom teachers/support staff. Ask frequent questions to ensure understanding Modify activity to adapt to student levels


Unit Resources

www.2.schooltube.com/Educators/LessonPlans/VideoBeginner.aspx

www.pecentral.org

www.njdoe.com

Professional development (Danielson FFT Domain 4)Professional manuals and textsProfessional organizations (NJAHPERD)


Computers

Televisions

DVD players

Cameras

Music player






Unit 3 Wellness, Nutrition and Pacing: 6 Days Systems of the Body

Content Area/Course: Health




Big Idea: Students will be prepared to live healthy, active, happy lives through researching, explaining, and applying the principles of physical fitness.

Students will understand that our personal health, happiness and success as citizens are related to the skills involved in understanding and applying the concepts of physical fitness.

Students will understand how to create and implement a personal fitness plan.

Students will understand how keeping healthy habits keeps your body systems from disease and malfunction.

How can someone control his or her weight?

What is the Energy Balance theory on weight control?

How does one locate and apply nutrition information

What are the benefits and the drawbacks of using the scale and the BMI formula as assessment tools?

What is empowering about perusing physical fitness?

How does physical fitness improve our lives?

2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.



Content:

Students will know: The energy balance theory

on weight control. The foundation of

knowledge necessary for implementing a fitness program.

Assessment strategies for physical fitness.

How to research physical fitness.

How to explain an exercise routine.

Safety procedures in designing a routine for different people.

How their own personal sleep patterns affect their lives.

Skills:

Students will be able to:SLO-Explain the five components of fitness related healthSLO-Explain the different fitness activities as they relate to fitness goalsSLO-Discuss how physical fitness impacts the Leading Causes of Death statisticsSLO-Examine weight / Body Composition control through physical activities.SLO- Describe and implement a Personal Fitness PlanSLO-Modify a meal to enhance its health value.SLO-Understand how to evaluate a meals caloric value, percentage of carbohydrate, protein and fat for overall health of the meal.




2.1.2.B.2 Explain how foods in the food pyramid differ in nutritional value.

2.1.4.B.2 Differentiate between healthy and unhealthy eating practices.2.1.6.B.3 Create a daily balanced nutritional meal plan based on nutritional content, value,

Calories, and cost.

2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.

2.6.4.A.4 Determine the extent to which different factors, influence personal fitness, such as

heredity, training, diet, and technology.

2.6.6.A.3 develop and implement a fitness plan based on the assessment of one’s personal

. fitness level, and monitor health / fitness indicators before, during , and after the

program.

2.6.6.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and

health.

2.6.6.A.6 Explain and apply the training principles of frequency, intensity, time, and type ( FITT )

to improve personal fitness.

2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its

effectiveness.

2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating,

physical activity, and other lifestyle behaviors.

2.6.8.A.5 Use the primary principles of training ( FITT ) for the purposes of modifying

personal levels of fitness.

2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of

anabolic steroids and other performance-enhancing substances.

2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and

application of fitness-training principles.


Performance Tasks & Criteria:

Muscle group fitness investigation- Students are assigned specific muscle groups, and instructed to create a fitness plan and stretch routine on Power Point.

Fitness goals essay and calendar to do list- Students write essay explaining their fitness goals and then create a calendar with activities on the calendar that support that goal, with assessments built in to see if the goals are being achieved.

BMI investigation and analysis- Students do the BMIs for their families, and analyze them. This is presented in the form of a Power Point.

Students survey the BMI information in a sample of students at their school, and create a web site that explains the BMI, and analyzes the risk.

Students create a fitness appraisal lab in the network that allows the rest of the school to go on and perform self assessments.

Community Healthy Meal Night- Students will create presentations that illustrate Meals, how to make them more healthy, and instructions on how to cook them. Invited guest and family share meals.

Students create videos explaining one piece of equipment in the High School Fitness Center..http://www2.schooltube.com/Educators/LessonPlans/VideoBeninner.aspx

( See above Schooltube address to register as an educator, and examine process of video contests. )

http://www2.schooltube.com/Educators/LessonPlans/VideoBeninner.aspx




Daily Note-taking and weekly notebook check

Weekly quizzes, puzzles

Small Group activities, discussions

Writing a summary of applicable videos




Unit Resources



“Fitness Gram”


Library Resources:

Computers

Televisions

DVD players

Cameras




Unit 4 Fitness Assessment/ Pacing: 17 Days Goal Setting

Content Area/Course: Physical Education




Big Idea: Assessing fitness components, setting fitness goals, and following programs to improve fitness levels enables life-long wellness.

Fitness assessments are a tool to establish a point in his or her fitness continuum.

Individual goal setting should focus on weaknesses or areas that one would like to improve.

Confidence will result from the empowerment of the knowledge that one can control one’s own fitness level.

How can an individual assess his or her current fitness levels ?

What is the purpose of assessments that allow individuals to compare their fitness levels to nationally collected data ?

How can a community benefit from journaling or documenting fitness activities

How could one use assessment data to

2.6 Fitness, all students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle

2.2 Integrated Skills All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.



Content:

Students will know:

Fitness tests for the five components of health-related fitness.

How to compare his or her fitness levels with national norms.

How to create and participate in a routine that improves one or more of the five components.

The benefits of fitness on lifelong wellness

Skills:

Students will be able to:SLO -Perform a basic dynamic warm-up and a static cool down stretch routine.SLO -Participate in The Fitness Gram fitness test.SLO- Students will be able to synthesize personal fitness assessment data with national fitness data in order to write personal fitness goals based on strengths and weaknesses.

SLO-Create a fitness program and journal focused on personal goals.




2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.

2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-

appropriate activities that promote fitness.

2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.

2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component

of health-related and skill –related fitness.

2.6.6.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness

level, and monitor health/fitness indicators before, during, and after the program.

2.6.6.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and

health.

2.6.6.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to

improve personal fitness.

2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical

activity, and other lifestyle behaviors.

2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of

fitness.


Performance Tasks & Criteria:(complex, real world, authentic applications; demonstration of high level thinking, e.g., explain, interpret, apply ….)

Have students perform testing for health-related components ( cardiorespiratory endurance, flexibility, muscular endurance, muscular strength, and body composition ) and if time permits, skill-related components ( agility, speed, balance, reaction time, coordination, power ).

Have students compare their results of test to norms and analyze strengths and weaknesses to create individual, realistic goals.

Have students analyze the leading causes of death and illness to the related components of fitness.

Have students develop a personal workout calendar with a variety of activities that focus on all of the components and personal fitness goals.




Daily warm up activities incorporating the following elements, dynamic and static stretching, enhancement of cardiorespiratory endurance, muscular strength and endurance, and agility improvement.

Actual fitness assessment log Teacher observation Peer observation Written test/quizzes on vocabulary and concepts




Unit Resources




Library Resources:

Computers

Televisions

DVD players

Cameras




Unit 5: Team Sports Pacing: 27 DaysContent Area/Course: Physical Education




Big Idea: Traditional team sports including soccer, basketball, flag football, softball, and wiffle ball allow students to learn body mechanics and strategies while participating in familiar, cooperative activities that promote a healthy, active lifestyle.

Students will understand that traditional sports are a great form of physical activity.

Students will understand that proper body mechanics lead to more effective and efficient movement.

Students will understand that sporting events involve the cooperation of many people in addition to the players.

Students will understand that rules and regulations in sports protect the safety of players.

What are the skills used in the specific sport?

What is the historical context of this sport?

What are the benefits of applying strategies to the activity?

What are the roles of players, officials, and trainers in this sport?

How does this activity improve the components of fitness?

2.5 Team Sports (Motor Skills)




Proper body mechanics of the basic skills.

How to analyze motor skills and field positioning.

The origin of the team sports. Offensive, defensive, and

cooperative strategies to improve performance


SLO- Perform the basic skills and strategies of each activity.

SLO-Identify the skill-related components of fitness necessary for soccer, basketball, flag football, softball, and/or wiffle ball and ways to improve those components of fitness.

SLO-Participate in a game of soccer, basketball, flag football, softball, and/or wiffle ball.


Stage 2 Assessment


2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities).

2.5.8.A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance.

2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance

2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies.

2.5.12.B.2 Apply a variety of mental strategies to improve performance.

http://www.state.nj.us/education/cccs/def/2/HEALTH_PE_movskills.html



Quizzes/Tests Teacher observation Peer observation Picture/video prompts for execution of skills Portfolio checklists of skills



Individual and small group training Repetition of fundamental skills specific to sport Instructional videos Championship videos Have students verbalize rules and regulations of sport Students will watch a professional sport on TV or in person and write a synopsis of the event



Use verbal and visual cues Student pairing Allow extra time or slow the pace of instruction Equipment modification Collaboration with child study team and classroom teachers/support staff. Ask frequent questions to ensure understanding Modify activity to adapt to student levels


Unit Resources

www.2.schooltube.com/Educators/LessonPlans/VideoBeginner.aspx

www.pecentral.org

www.njdoe.com

Professional development (Danielson FFT Domain 4)Professional manuals and textsProfessional organizations (NJAHPERD)


Computers

Televisions

DVD players

Cameras

Music player






Unit 6- Aquatic Safety Pacing: 22 Days

Content Area/Course: Physical Education




Big Idea: Experiencing aquatics activities such as basic water safety , survival swimming skills, and aquatic activities exposes our students to safe lifetime fitness.

Basic water safety and survival skills save lives.

Anyone can assist in an aquatics emergency

Different strokes have different purposes.

Swimming is a highly aerobic and efficient work out for the cardiorespiratory and muscular systems.

Aquatic activities are enjoyable for all age groups and low impact on joints.

What are basic water safety and survival skills?

What are basic swimming skills? How can basic swimming skill be

used to create a fitness routine? (Lifetime Fitness Skill)

What are the benefits of aquatic exercise?

What is a PFD? What are “Self-Help” rescue skills? Why is it important to know CPR?

2.5 Motor Skill Development all students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle.




Pool rules and procedures. American Red Cross Water

Safety guidelines. Skills necessary to perform

strokes. How to create an aquatic

workout. Diving safety Several recreational activities to

be performed around the pool. “Self-Help” rescue skills The importance of a Rescue

Tube and other safety equipment.

What is required to be a lifeguard.


SLO Recognize hazards and how to be safe in different aquatic environments.

SLO Assist themselves and other in an emergency.

SLO Control breathing while submerged.

SLO Explain buoyancy and float independently.

SLO Demonstrate freestyle and backstroke.

SLO Jump into deep water unassisted

SLO Change directions and position between strokes and floats.


Stage 2- Assessment

Performance Tasks & Criteria:

2.5.8.A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities)2.5.12.B.2 Apply a variety of mental strategies to improve performance.2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. Note: also applied to buoyancy2.6.12.A.1 Compare the short- and long-term impact on wellness associated with physical inactivity2.1.8.D.4 Demonstrate first-aid procedures, including victim and situation assessment, Basic Life Support, and the care of head trauma, bleeding and wounds, burns, fractures, shock, and poisoning.


Pre/post-skills checklist Formative evaluation (i.e. Teacher observation; American Red Cross

Swim Levels Sheet) Proper execution of skills as identified in district generated assessments Written evaluations (quizzes, skills cards)



Movement stations

Individual and small group cooperative activities (drills)

Whole class lead up skills (using kickboards)

Strategies include use of varied equipment as a motivational tool

Positive behavior incentives

Student modeling

Practice with rescue equipment



Use verbal and visual cues Student pairing Allow extra time or slow the pace of instruction Equipment and activity modification Collaboration with child study team and classroom teachers/support staff. Model activity to adapt to student levels


Unit Resources

www.pecentral.org

www.njdoe.com

American Red Cross “Swimming and Diving” Manual.

Professionals organizations (NJAHPERD)


Stopwatches

Televisions

DVD players

Cameras (Create mini- “commercials”)



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