Curriculum Management System · Curriculum Management System MONROE TOWNSHIP SCHOOLS Course Name: Strength & Conditioning I Grade: 11 For adoption by all regular education programs

CurriculumManagementSystem

MONROETOWNSHIPSCHOOLS

CourseName:Strength&ConditioningIGrade:11

Foradoptionbyallregulareducationprograms BoardApproved:November.2015asspecifiedandforadoptionoradaptationbyallSpecialEducationProgramsinaccordancewithBoardofEducationPolicy#2220.

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TableofContents

MonroeTownshipSchoolsAdministrationandBoardofEducationMembers Page...

Mission,Vision,Beliefs,andGoals Page...

CoreCurriculumContentStandards Page...

ScopeandSequence Page...

Goals/EssentialQuestions/Objectives/InstructionalTools/Activities Page...

QuarterlyBenchmarkAssessment Page…

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MonroeTownshipSchoolsAdministrationandBoardofEducationMembers

ADMINISTRATIONDr.MichaelKozak,Superintendent

Dr.DoriAlvich,AssistantSuperintendent

BOARDOFEDUCATIONMr.DougPoye,BoardPresident

Mr.TomNothstein,BoardVicePresidentMs.MicheleArminio

Mr.MarvinI.BravermanMs.JillDeMaioMr.LewKaufman

Ms.KathyKolupanowichMr.AnthonyPreziosoMr.StevenRiback

JamesburgRepresentativeMr.RobertCzarneski

WRITER’SNAMESLeighVogtman

CURRICULUMSUPERVISOR

GregorBeyer

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Mission,Vision,Beliefs,andGoals

MissionStatement

TheMonroePublicSchoolsincollaborationwiththemembersofthecommunityshallensurethatallchildrenreceiveanexemplaryeducationbywell‐trainedcommittedstaffinasafeandorderlyenvironment.

VisionStatement

TheMonroeTownshipBoardofEducationcommitsitselftoallchildrenbypreparingthemtoreachtheirfullpotentialandtofunctioninaglobalsocietythroughapreeminenteducation.

Beliefs

1.Alldecisionsaremadeonthepremisethatchildrenmustcomefirst.2.Alldistrictdecisionsaremadetoensurethatpracticesandpoliciesaredevelopedtobeinclusive,sensitiveandmeaningfultoourdiversepopulation.3.Webelievethereisasenseofurgencyaboutimprovingrigorandstudentachievement.4.Allmembersofourcommunityareresponsibleforbuildingcapacitytoreachexcellence.5.Wearecommittedtoaprocessforcontinuousimprovementbasedoncollecting,analyzing,andreflectingondatatoguideourdecisions.6.Webelievethatcollaborationmaximizesthepotentialforimprovedoutcomes.7.Weactwithintegrity,respect,andhonestywithrecognitionthattheschoolsservesasthesocialcoreofthecommunity.8.Webelievethatresourcesmustbecommittedtoaddressthepopulationexpansioninthecommunity.9.Webelievethattherearenodisposablestudentsinourcommunityandeverychildmeanseverychild.

BoardofEducationGoals

1.Raiseachievementforallstudentspayingparticularattentiontodisparitiesbetweensubgroups.2.Systematicallycollect,analyze,andevaluateavailabledatatoinformalldecisions.3.Improvebusinessefficiencieswherepossibletoreduceoveralloperatingcosts.4.Providesupportprogramsforstudentsacrossthecontinuumofacademicachievementwithanemphasisonthosewhoareinthemiddle.5.Provideearlyinterventionsforallstudentswhoareatriskofnotreachingtheirfullpotential.6.ToCreatea21stCenturyEnvironmentofLearningthatPromotesInspiration,Motivation,Exploration,andInnovation.

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CommonCoreStateStandards(CSSS]

TheCommonCoreStateStandardsprovideaconsistent,clearunderstandingofwhatstudentsareexpectedtolearn,soteachersandparentsknowwhattheyneedtodotohelpthem.Thestandardsaredesignedtoberobustandrelevanttotherealworld,reflectingtheknowledgeandskillsthatouryoungpeopleneedforsuccessincollegeandcareers.WithAmericanstudentsfullypreparedforthefuture,ourcommunitieswillbebestpositionedtocompetesuccessfullyintheglobaleconomy.

Links:1.CCSSHomePage:http://www.corestandards.org 2.CCSSFAQ:http://www.corestandards.org/frequently-asked-questions 3.CCSSTheStandards:http://www.corestandards.org/the-standards 4.NJDOELinktoCCSS:http://www.state.nj.us/education/sca 5.PartnershipforAssessmentofReadinessforCollegeandCareers(PARCC):http://parcconline.org 6.NationalStandardsforFamilyandConsumerSciencesEducationhttp://nasafacs.org/national‐standards‐home.htmlCourseDescription:StrengthandConditioning1isaprogramdesignedtoconstantlychallengestudentsinallareasoffitness.Ourgoalistomakesurestudentsaremovingwell,efficientlyandmostimportantly,safely.Throughoutthecourseoftheschoolyearourstudentswillbeintroducedtovariousstrengthandconditioningtechniques.Thisclassiscoachedandmonitoredthoroughlytomakesurethatstudentsarecomfortablewithallmovements.Studentswillalsobeassignedwithtasksthroughouteachquarterthatwillgivethemexposuretocertainfitnessandwellnesstopics.StudentsarerequiredtohavesufficientlymasteredHealthandPErequirementspriortoenrollmentinStrengthandConditioning1.Studentswillparticipateindifferenttrainingunitssuchasstrengthtraining,endurancetraining,andactiverecoverytraining.Thesetrainingunitswillhelpstudentslearnandpracticesafe,effective,andefficientfitnesstrainingtechniques.Studentscompletefitnessevaluationsatthebeginningandendofeachquartertoidentifyareasofstrength,success,orneededimprovement.Afterthefirstevaluation,studentswillfocusonaspecificareaofneededimprovement.CourseGoalsStudentswill:1.Movewell,efficientlyandsafelythroughvariousexercises2.Understandhowtoimprovefitnessthroughproperexerciseprogressions3.Learntomodifyandscaleexercisesandworkoutstosuitspecificfitnessneeds4.Demonstratetheproperliftingandspottingtechniques5.Improveoverallfitnesslevels

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ScopeandSequence

Quarter1

UNITTOPICS

I.WeightRoomEtiquette,Safety&EquipmentBasics a.WeightRoomEtiquette b.EquipmentandExerciseMachineBasics c.ExerciseSafetyinyourworkoutspaced.SpottingTechniquesandGrips e.PlatesVs.BumperPlates f.CardiovascularEquipmentUsage g.AdvancedTrainingToolsh.TeachandCritiqueBackSquatII.Warm‐Up&CoolDownProgression/BenchmarkTestinga.Importanceofwarm‐upb.Stretchingandmobilitymovementsc.HealthandSkillRelatedaspectsofFitness d.BodyWeightVs.BodyFatPercentage e.BenchmarkTestsandMeasurementsf.TeachandCritiqueFrontSquat III.StrengthTraining,CardiovascularTraining&ActiveRecovery a.FundamentalStrengthTrainingTechniques b.StrengthCycle c.TrainingRegimes e.ImproveCVthroughDifferentTrainingStrategies f.TeachandCritiqueOverheadSquat

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Quarter2

UNITTOPICS

I. Nutrition For Health II. Managing Weight and Eating Behaviors III. First Aid and Emergency Care

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Quarter3

UNITTOPICS

I.Modalities–Typesofworkouts‐benefitsanddrawbacks a.BodyweightTraining b.MetabolicConditioning c.Weightlifting&SpecificBarbellLiftsd.IntegratedTraining,IntervalTraining,CircuitTraininge.TeachandCritiqueOverheadStrictShoulderPress II.PerformanceandFitnessGoals a.Executionofdailyworkout b.IdealPerformanceState c.PreparationandMotivation d.Trackingyourworkouts e.EvaluateResults f.Howtoachievegoalsg.TeachandCritiqueOverheadShoulderPushPress III. IntegrationofAdvancedTrainingTools a.TRXSuspension b.Kettlebells c.BattlingRopesd.Sledse.TeachandCritiqueOverheadShoulderPushJerk

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Quarter4

UNITTOPICS

I.ScalingandModifyingWorkout a.Scalingforsafeexecutionofworkout b.TierWorkouttoMeetFitnessNeedsc.TeachandCritiquePowerClean II.IndividualProgramDesign a.Designdailyworkout b.WorkoutProgressions c.FrequencyofTrainingd.TeachandCritiquePowerSnatch III.Re‐EvaluateFitnessLevels a.Re‐TestBenchmarkWorkouts b.EvaluateResults c.Howclosetoachievinggoalsd.TeachandCritiqueSquatSnatch

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UNIT1–WeightRoomEtiquette,SafetyandEquipmentBasics

IntroductoryStrengthSkill–BackSquat

StageOne:DesiredResultsESTABLISHEDGOALSWeightRoomEtiquette,SafetyandEquipmentBasics2.6A1,2,42.5B12.6B2

TransferStudentswillbeabletoindependentlyusetheirlearningto…Followrulesforsharingworkoutspacewithotherstocreateandmaintainasafeenvironment.Executeproperbodyweightmovementsbeforeactuallyusingfreeweightsandequipment.Understandtheadvantagesanddisadvantagestousingfreeweightsversusexercisemachines.Useproperformwhenexecutingthebacksquat.

MeaningUNDERSTANDINGSStudentswillunderstandthat…Theymustfollowbasicequipmentandpersonalprotocolwhenexercisinginasharedspace.Theymustfirstmastercorrectbodyweightmovementsbeforeusingequipment(i.e.BodyWeightSquatbeforeBarbellSquat)

ESSENTIALQUESTIONSGiveanexampleofpropersafetyandetiquettewhensharingexercisespace?Whatarethepointsofemphasiswhenexecutingbodyweightmovementexercises?Whataretheadvantagesanddisadvantagestousingfreeweightsversusexercisemachines?Whataresomesafetyprecautionsonemusttakewhenusinganypieceofexerciseequipment?

AcquisitionStudentswillknow…Howtomovesafelyandefficientlythroughexercisesandworkouts.

Studentswillbeskilledat…Spottingtechniquesforavarietyofexercisesandlifts

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StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Studentswillberequiredtocompleteachecklistforthedifferentpiecesofweightroomequipment.BackSquat

5 – Student is able to perform exercise to perfection, while naming every muscle that is being used/focused on

4 – Student is able to perform exercise nearly to perfection and can name the majority of the muscles being used

3 – Student has a basic understanding of how exercise should be performed but cannot name the muscles focused on or vice versa

2 – Student has very little knowledge of exercise or muscle groups 1 – Student cannot name or demonstrate the exercise

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:Beabletonamethedifferentpiecesofequipmentintheweightroom.OVERVIEWStudentswillbeabletocorrectlyspotapartnerduringparticularlifts.DIFFERENTIATIONStudentswillbothdescribeandexecutepropermovementsTECHNOLOGYUsevideotodemoparticularexercisesStudentsmayvideothemselvesexercisingandcritiquetheirmovement

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SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:

OTHERSUGGESTEDPERFORMANCETASKS:

TeacherObservation PeerObservation CollaborativeGroupWork Writtenresponses Polls ExitTickets Journals

StageThree:LearningPlan

SummaryofKeyLearningEventsandInstruction

SUGGESTEDLEARNINGEVENTS:

Therearesomefirmrulestofollowforsharingworkoutspacewithothers.

Inadditiontousingequipmentproperlyandrespectfully,thewayyoucarryyourselfintheweightroomalsoaffectsthosearoundyou.

Demonstrationofcorrectformisessentialbeforeusinganyweightroomequipment

Spottingisanimportantaspectofweightliftingsafety.Havingaspottergivestheexercisersecurityandalsoalittleextrahelptopushharder.

Therearemanydifferentadvantagesanddisadvantagestousingeitherfreeweightsorexercisemachines.

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SUGGESTEDMETHODSOFDIFFERENTIATION:

Studentsworkingtogetherandingroupstoexecuteworkoutsandlifts.

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UNIT2– EstablishingWarm‐Up&CoolDownProcedures

BenchmarkWorkouts

IntroductoryStrengthSkill–FrontSquat

StageOne:DesiredResultsESTABLISHEDGOALSWarm‐Up&CoolDownProgression/BenchmarkTesting2.5B1,22.6C3

TransferStudentswillbeabletoindependentlyusetheirlearningto…Demonstratedifferentmobilitymovementstoenhanceexerciseperformance.Determinehowtobeginaworkoutregimen.Describetheimportanceofwhenandhowtostretchbeforeand/orafteraworkout.Evaluateindividualmusclestrength,muscleenduranceandcardiovascularfitnessthroughaseriesbenchmarkexercisesandworkouts.Useproperformwhenexecutingthefrontsquat.

MeaningUNDERSTANDINGSStudentswillunderstandthat…Anathlete’swarm‐upwilldirectlyaffecttheirperformance

ESSENTIALQUESTIONSWhatarethecomponentsofacompletewarm‐up?Whenshouldanathletestretchandwhattypesofstretchesshouldtheybedoingbeforeand/orafteraworkout?Namethedifferentaspectsofhealthrelated&skillrelatedfitness?

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AcquisitionStudentswillknow…Thatthroughaproperwarm‐uptheycanpreventinjury.

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Studentswillbeskilledat…Executingavariouswarm‐uproutinestoenhancetheirperformanceindailyworkouts.

StageTwo:Evidence

EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Studentswillberequiredtokeeptrackoftheirexerciseandworkoutresultsinapersonalworkoutlog.FrontSquat

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:StudentswillbeguidedthroughvariousexercisesandworkoutswhichwillbeusedtodeterminetheircurrentfitnesslevelOVERVIEW:Studentswillcompleteandrecordresultsofbenchmarktesting

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DIFFERENTIATION:Studentswillkeepayear‐longjournalinwhichtheywilllogworkouts,goals,improvementandfitnessgainsTECHNOLOGY:UsevideotodemoparticularexercisesStudentsmayvideothemselvesexercisingandcritiquetheirmovement


OTHERSUGGESTEDPERFORMANCETASKS: TeacherObservation PeerObservation CollaborativeGroupWork Writtenresponses Polls ExitTickets Journals

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Studentswillself‐evaluateandpartnerevaluateduringclassactivities.SUGGESTEDMETHODSOFDIFFERENTIATION:

Studentsarealwaysencouragedtoworktogethertohelpimproveworkouts

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UNIT3–Strength,Cardiovascular&ActiveRecoveryTraining

IntroductoryStrengthSkill–OverheadSquat

StageOne:DesiredResultsESTABLISHEDGOALSStrengthTraining,CardiovascularTraining&ActiveRecovery2.5B.12.6C.12.1C.1,B.1,2,2.6A.3

TransferStudentswillbeabletoindependentlyusetheirlearningto…Applyfundamentaltrainingtechniquestoimprovestrength&cardiovascularfitnesslevels.Understandexerciseprogressionandhowthiscanbeusedtoimprovemaximumweightonlifts.Useproperformwhenexecutingtheoverheadsquat.

MeaningUNDERSTANDINGSStudentswillunderstandthat…Thereareavarietyofwaystoimprovestrengthand/orcardiovascularfitness.

ESSENTIALQUESTIONSWhatarethebenefitsofcardiovascularexercise?Howcana“strengthcycle”beusedtoimprovemaximumweightonlifts?

AcquisitionStudentswillknow…Themajorbenefitsofmaintaininghearthealthandincreasingmusclestrength.

Studentswillbeskilledat…Executingandmaintainingproperformwhenliftingweights.Operatingthecardiovascularequipmentintheweightroom.

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StageTwo:Evidence

EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.Studentswillperiodicallycharttheirheartratesbefore,duringandafterexercisetoassesstheirlevelofwork.OverheadSquat





SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:Evaluationofindividualrestingheartrate,targetheartrateandrecoveryheartrate.OVERVIEW:Studentswillcharttheirheartrateintheirdailyfitnessjournals.DIFFERENTIATION/TECHNOLOGY:Studentswilllearnhowtooperateaheartratemonitor.

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Studentswilllogallworkoutsandchartheartrateintheirdailyfitnessjournals.Theinstructorwillconsistentlyrevieweachstudentsjournal.

OTHERSUGGESTEDPERFORMANCEASSESSMENTS:


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Understandingheartrateandhowitappliestoanindividuals’fitnesslevelwillbeakeycomponenttoimproveperformance.


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UNIT4 – NutritionforHealth

StageOne:DesiredResultsESTABLISHEDGOALS

NutritionionforHealth 2.1.12.A.1Analyzetheroleofpersonalresponsibilityinmaintainingandenhancingpersonal,family,community,andglobalwellness.

2.1.12.A.2Debatethesocialandethicalimplicationsoftheavailabilityanduseoftechnologyandmedicaladvancestosupportwellness.

2.1.12.B.1Determinetherelationshipofnutritionandphysicalactivitytoweightloss,weightgain,andweightmaintenance.

2.1.12.B.2CompareandcontrastthedietarytrendsandeatinghabitsofadolescentsandyoungadultsintheUnitedStatesandothercountries.

2.1.12.B.3Analyzetheuniquecontributionsofeachnutrientclass(fats,carbohydrates,

TransferStudentswillbeabletoindependentlyusetheirlearningto…

Understandthemanyinfluencesonfoodchoices Evaluatetheroleofthe6typesofnutrientsneededbythehumanbody. Analyze,compare/contrastvariousfoodlabelsandhowtoproperlyhandlefoodto

preventillenesses.

MeaningUNDERSTANDINGSStudentswillunderstandthat…

MakingHealthfulfoodchoiceswillkeepthemhealthythroughouttheirlife.

Eachnutrientinthedietplaysanimportantroleinkeepingthemhealthy

MYPyramidisatoolthatcanhelpthemchoosehealthyfoodsforallmealsandsnacks.

ESSENTIALQUESTIONS

Howdoesthefoodswechooseaffectourhealthbothshortandlongterm?

Whatnutrientsareessentialforsustainedhealth?

Whattypeofinformationdofoodlablesgiveus?Shouldtheyberequiredtoaddmoreorlessinformation?

AcquisitionStudentswillknow…

WhyNutritionMatters HowHungerandAppetiteInfluence

ourFoodChoices HowourEnvironmentandour

Emotionsinfluenceourfoodchoices. The6Nutrients:Fat,Carbs,Protein,

Vitamins,Minerals,Wateraswellas

Studentswillbeskilledat…

UsingresearchskillstoconnectcurrentissuesinNutritionandWellness.

ComparingandContrastingvariousfoodlabelsandpresentinginformationandopinionsastotheneedforregulation.

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protein,water,vitamins,andminerals)toone’shealth.

2.1.12.C.1Determinediseasesandhealthconditionsthatmayoccurduringone’slifespanandidentifypreventionandtreatmentstrategies.

2.1.12.C.2Developstrategiesthatwillimpactlocal,state,national,andinternationalpublichealtheffortstopreventandcontroldiseasesandhealthconditions.

thedailyrequirementsofeachandtheirsources.

AmericanEatingGuidelines(MYPYRAMID)

HealthyEatingPatterns RisksofEatingOutoften. NutritionLabelbasics OrganicvsInorganic FoodSafety FoodSensitivities/Intolerance

Analyzingtheirindividualnutrientneedsandassessingandimplementingahealthynutritionregiment.

AccessingtheinternetanMyPyramid.govtolinkAmericanDietrecommendationstocurrenteatinghabits.

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StageTwo:Evidence

EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.AssessmentChecklist‐“What’sintheBag?”

Groupcitesspecificsources

Yes No

Groupsuccessfullyevaluatedthevalidityofinformation

Yes No

Groupcomprehensiblyanalyzedthenutritionalvalueofeachfoodlabelsource

Yes No

Groupsuccessfullydemonstratedrationalefortheappropriatenessoftheirchoices

Yes No

SUGGESTEDPERFORMANCEASSESSMENT:

Studentswillengageinthefollowingperformancetasks:

OVERVIEW:“What’sintheBag?”

Studentswillbeplacedintocooperativelearninggroupsof4to5students.Eachgroupwillbegivenabagwith7‐10nutritionlabelsinside,eachbagidentifiedwithanumber.StudentsaretoanalyzetheNutritionFactsoneachlabelintheirbagandchooseonelabelthatwouldbeappropriatetostockinaHealthFoodStore.Next,thegroupwillwritedownthenameofthefooditemtheychoseand3reasonstosupporttheirchoice.Whencomplete,groupswillexchangebagsandrepeatthesameprocess.Finallystudentswillpresenttheirchoicesandprovidecomprehensiveevidencetodefendtheirreasonsformakingtheirselections.

DIFFERENTIATION:flexiblegrouping,Outcomes,Extratime

TECHNOLOGY:Ipad/Video

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Score4.0:InadditiontoScore3.0,in‐depthinferencesandapplicationsthatgobeyondwhatwastaught.

Score3.0:Nomajorerrorsoromissionsregardinganyoftheinformationand/orprocesses(simpleorcomplex)thatwereexplicitlytaught.

Score2.0:Nomajorerrorsoromissionsregardingthesimplerdetailsandprocessesbutmajorerrorsoromissionsregardingthemorecomplexideasandprocesses.

Score1.0:Withhelp,partialunderstandingofsomeofthesimplerdetailsandprocessesandsomeofthemorecomplexideasandprocesses.


TeacherObservation PeerObservation CollaborativeGroupWork Writtenresponses Tests/Quizzes KWL Jigsaw WebQuest CriticalWriting QuestioningStrategies Polls ExitTickets Journals

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Pre‐assess:Useessentialquestionsaswritingpromptstoassessstudents’priorknowledgeandidentifyfurtherstudent‐identifiedlearninggoalsfortheunit.

Createacollagedepictingvariouscountriesandtheirculturalinfluencesthatmightaffectindividualfoodchoices. RecordandformandevaluateanopiniononTVcommercialstrytosellfoods.Discussandpositiveornegativeoutcomesthatmay

beassociatedwithfoodcommercials. Readagivenscenarioon“TooMuchNutritionalInformation”.Studentswillwritedownintheirjournalsanyconflicting

informationtheymayhaveseenorheardrecentlytopreparefordiscussion. Createatablethatincludesthe6Nutrients. CreateananalogythatexplainstheroleofaspecificNutrient. Writealettertoafoodcompanyregardingaproductthattheysellthatcontainstransfatsadvocatingforthemtopleasenotuse

them.Defendyourstance. UsingMyPyramid.gov,classifyavarietyoffoodsbythefoodgroupstheyrepresent. CreatearapaboutthedietaryMyPyramid.govfoodguidelines. DescriptiveWriting:writeanadvertisementforahypotheticalnewfoodthatcontainsaspecificfoodlabelprofile.Adsshould

includeclaimslike:Lowfat,lightinsodium,highinfiber,goodsourceofprotein,healthy,etc..basedonfoodlabelprofile.

SUGGESTEDMETHODSOFDIFFERENTIATION:flexiblegrouping,pacing,Outcomes,Content,Process

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UNIT5– ManagingWeightandEatingBehaviors

StageOne:DesiredResultsESTABLISHEDGOALS 2.1.12.A.1Analyzetheroleofpersonalresponsibilityinmaintainingandenhancingpersonal,family,community,andglobal

wellness.

2.1.12.A.2Debatethesocialandethicalimplicationsoftheavailabilityanduseoftechnologyandmedicaladvancestosupportwellness.

2.1.12.B.1Determinetherelationshipofnutritionandphysicalactivitytoweightloss,weightgain,andweightmaintenance.

2.1.12.B.2CompareandcontrastthedietarytrendsandeatinghabitsofadolescentsandyoungadultsintheUnitedStatesandothercountries.

2.1.12.B.3Analyzetheuniquecontributionsofeachnutrientclass(fats,carbohydrates,protein,water,vitamins,andminerals)toone’shealth.

TransferStudentswillbeabletoindependentlyusetheirlearningto…Studentswillbeabletoindependentlyusetheirlearningto…

Activelyengageinhealthfulwaystomanageweight Comparethenegativeimpactofvariouseatingdisorders Examinehownutritionalneedschangethroughoutlife.

MeaningUNDERSTANDINGS

Studentswillunderstandthat…

Theabilitytomanageweightinhealthfulwaysrequiresanunderstandingofthemethodsusedtodetermineahealthyweightrangeandthefactorsthatimpactanindividual’sfoodneeds

Negativebodyimageisafactorthatcanleadtounhealthyeatingbehaviors.

Nutritionalneedsvarythroughaperson’slifetime.

ESSENTIALQUESTIONS

Howdoesmaintainingahealthyweighthelpprotectourhealthandpreventdisease?

Howdoespoorbodyimageleadtounhealthfulandharmfuleatingbehaviors?

Howdoournutritionalneedschangeasweage?

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2.1.12.C.1Determinediseasesandhealthconditionsthatmayoccurduringone’slifespanandidentifypreventionandtreatmentstrategies.

2.1.12.C.2Developstrategiesthatwillimpactlocal,state,national,andinternationalpublichealtheffortstopreventandcontroldiseasesandhealthconditions.

2.2.12.E.1Analyzeavarietyofhealthproductsandservicesbasedoncost,availability,accessibility,benefits,andaccreditation.

2.3.12.A.1Determinethepotentialrisksandbenefitsoftheuseofneworexperimentalmedicinesandherbalandmedicinalsupplements.


Importanceofmaintainingahealthyweight.

Roleofmetabolism Caloriesinvariousfoods BodyMassIndex Obesityanditsdangers. Dangersofbeingunderweight Healthfulwaystolose/gainweight DangersofFadDietsandtheir

differenttypes Signs/Symptomsofvariouseating

disorders Healthconditionsrelatedtodietand

foodchoices. Foodsensitivities Eatingbeforecompetitions Hydration Positive/negativeeffectsof

supplements.


Usingresearchskillstoconnectcurrentissuesinweightmanagementandeatingdisorders.

Formingcontentspecificlinkstovariousmediainformationpresentedinclass.

UsingIpadtoresearchinformationregardingthedangersofpoorweightmanagementandvariouseatingdisorders.

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StageTwo:Evidence

EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:

Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.

MatchGamePerformanceRubric

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Descriptionofsituationisclearandconcise

Providesseveraloptionswithpossibleoutcomesforeach

Showinfluenceofvaluesonpossibledecisions

Showsahealth‐enhancingdecisionandevaluationofit


Studentswillengageinthefollowingperformancetask:

OVERVIEW:“GetUpandGetFit”

Studentswillbeplacedingroupsofthreeorfour.Intheirgroups,studentsworktoidentifyatleast5benefitsoffitnessandfivefactsandexamplesdemonstratingthebenefitstheyselected.Studentsshouldthenwriteascriptforapublicserviceannouncement(PSA)featuringatleastthreeexamplesfromtheirresearch.Studentswillsupporttheirpositionsbycitingvalidsourcesofinformationforeachexample.EachgroupwillthenpresenttheirPSAandbeevaluatedbytheclassonitseffectiveness.

DIFFERENTIATION:Grouping,pacing,content,outcomes

TECHNOLOGY:IPAD,Internet

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Score1.0:Withhelp,partialunderstandingof someofthesimplerdetailsandprocesses

OTHERSUGGESTEDPERFORMANCETASKS:OTHERSUGGESTEDPERFORMANCETASKS:


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andsomeofthemorecomplexideasandprocesses.





Createa3columnchartonthephysical,mental/emotional,andsocialbenefitsofphysicalactivity. Brainstormalistofeveryphysicalactivitydoneinpast3daysandsharewithclass. Investigateevidenceregardingthebenefitsthatregularphysicalactivitycanhaveontheimmunesystem. Writealettertoapeerorfamilymemberaboutthebenefitsofbeingphysicalactive. Logadailyphysicalactivityreportinajournal. Brainstormalistofphysicallychallenginggoals.Studentswillwriteaparagraphexplainingwhichelementsoffitnessshouldbe

focusedontoimproveeachgoal. Developasloganforoneofthefiveelementsoffitness. Researchandpresentinformationonvariousresistancetrainingmethods. Createafitnessplanthataddressesthe5elementsoffitnessandincludescardiovascularandresistancetrainingcomponents.

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UNIT6– FirstAidandEmergencyCare

StageOne:DesiredResults

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ESTABLISHEDGOALS 2.1.12.A.1Analyzetheroleofpersonalresponsibilityinmaintainingandenhancingpersonal,family,community,andglobalwellness.

2.1.6.D.1Summarizethecommoncausesofintentionalandunintentionalinjuriesinadolescentsandrelatedpreventionstrategies

2.1.6.D.4Assesswhentousebasicfirst‐aidprocedures.

2.1.12.D.6Demonstratefirst‐aidprocedures,includingBasicLifeSupportandautomaticexternaldefibrillation,caringforheadtrauma,boneandjointemergencies,caringforcoldandheatinjuries,andrespondingtomedicalemergencies.

TransferStudentswillbeabletoindependentlyusetheirlearningto…

Assessandevaluatecommonminorandmajormedicalemergenciesandprovideappropriatecare.

Evaluateandprepareforvarioustypesofsevereweatherwarnings.

MeaningUNDERSTANDINGS

Studentswillunderstandthat…

Immediatelyrespondingtoanemergencywiththeappropriatefirstaidtreatmentcanmeanthedifferencebetweenlifeanddeath.

Themosturgentmedicalemergenciesarethoseinwhichthevictimisunresponsiveorhasstoppedbreathing.

Payingattentiontoweatherwarnings,followingsafetyguidelines,andknowingwhattoexpectarethebestdefensesagainstseverestormsandnaturaldisasters.

ESSENTIALQUESTIONS

HowdoesFirstAidincreasethesurvivalrateofamedicalemergency.

Howdoyoucareforanunresponsive,unconsciousperson?

Howcanpayingattentiontosevereweatherwarningsandadheringtosafetyguidelinesprotectyoufrompotentialharm?


EmergencyActionPlan(Check,Call,Care)

Universalprecautionsagainstthespreadofdiseasethroughbloodandotherbodyfluids.

TypesofWounds TypesofBurns TreatingShock


Checkingmedicalemergencyscenesandareas.

ProvidingFirstAidtoOpenwoundsandburns.

Providingcareforunresponsivevictims.

Providingcareforapersonthat’schoking

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CPR(Adults,Children) CareforChoking Joint,muscleandboneinjurycare. CareforunconsciouspersonsEmergencyPreparedness.

ProvidingFirstAidtojoint,muscleandboneinjuries.

Creatinganemergencyactionplanforsevereweather.

StageTwo:Evidence

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EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC

FirstAidStationRubric

321

Stationidentifiesfirst‐aidstepsforcommonemergencies

Grouplistsfirst‐aidstepsincorrectsequence

Stationexplainswhatactiontotakeafterfirstaidhasbeenprovided.

Total:_____________________________


Studentswillengageinthefollowingperformancetask:

OVERVIEW:“FirstAidLearningStation”

Step1:Workinginsmallgroups,studentswillselectacommonemergencypreviouslydiscussedduringtheunit.Theywillidentifyhowtorecognizetheemergency,appropriatestepstotake,andwhattodoafterfirstaidhasbeenprovided.

Step2:Studentswilldecideonacreativewaytopresenttheirmaterialatalearningstation.Ideasmightincludeaposter,aboardgame,aquizshow,apuzzle,anewsstory,ordemonstrationswithbandages.

Step3:Setupyourlearningstationandgiveyourpresentationtotheclass.

DIFFERENTIATION:Grouping,pacing,content,outcomes

TECHNOLOGY:Ipad

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Score1.0:Withhelp,partialunderstandingof someofthesimplerdetailsandprocessesandsomeofthemorecomplexideasandprocesses.



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SummaryofKeyLearningEventsandInstructionSUGGESTEDLEARNINGEVENTS:


CreateacomparisonchartorVennDiagramonFirstAidforBleeding,andBurns. Developaflowchartthatshowsthecorrectstepstotakeinrespondingtoanemergencysituation. Watchavideodepictinganemergencysituationandhavestudentsanswerquestionsrequiringcriticalthinking. Practiceadministeringfirstaidtoimaginarywoundonthelowerarmofapartner. Developabrochuretargetedtoateenwhobabysitsortonewparentsthatgivestipsforpreventingburns. Evaluatepicturesofvarioustypesofburnsandclassifyeachonebasedonthetypeofburnshown. Createa3columnchartandfillintheappropriatestepsneededforCPR,Shock,Choking. ModelingofappropriatehandplacementwhengivingAbdominalthrustsforachokingvictim. Createacomicstripaboutapersonwhoischokingorgoingintoshock.Illustratesignsofchokingaswellascorrectfirsaid

techniquesfortheemergencytheychoosetofeature. Writealettertoapersonandtrytoconvincethemonhowimportantitistoevacuatewhenweatherconditionswarrant. Makeacollagethatshowswhattodobefore,during,andafterachosennaturaldisaster.

RESOURCES:

AmericanAllianceforHealth,PhysicalEducation,RecreationandDance(AAHPRED) www.aapherd.org CentersforDiseaseControlandPrevention(2006)PhysicalEducationCurriculumAnalysisTool.Atlanta,GA:Author

http://www.cdc.gov/HealthyYouth/physicalactivity/ NewJerseyDepartmentofEducation(2014)CoreCurriculumContentStandardsinComprehensiveHealthandPhysicalEducation

www.nj.gov/education/aps/cccs/chpe/standards.htm RedCross JOHPERD,JournalofPhysicalEducation,RecreationandDance. NationalAssociationforSportandPE

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UNIT7– TrainingModalities&TypesofWorkouts

IntroductoryStrengthSkill–OverheadStrictShoulderPress

StageOne:DesiredResultsESTABLISHEDGOALSModalities–Typesofworkouts–BenefitsandDrawbacks2.6,B.1,B.22.1E.22.5D.1,D.29.2F.1

TransferStudentswillbeabletoindependentlyusetheirlearningto…Differentiatebetweenavarietyoftrainingmethodsandmodalities.Identifytheirownstrengthsandweaknessesthroughpracticingdifferenttrainingmethods.Useproperformwhenexecutingtheoverheadstrictpress.

MeaningUNDERSTANDINGSStudentswillunderstandthat…Bycombiningauniqueblendoftrainingmethodsandmodalitieswithbasicbodymovementswillresultinaveryeffectivefitnessprogram.

ESSENTIALQUESTIONSHowcanyoucreateaworkoutusingbothweightliftingandbodyweighttraining?Whataresomebenefitsofintervalandcircuittraining?Giveanexampleofametabolicconditioningstyleworkout?

Acquisition

Studentswillknow…Howtocombinedifferenttrainingmethodstocreateaworkout.

Studentswillbeskilledat…Identifyingbenefitsandpossibledrawbackstoanyparticulartrainingmethod.

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StageTwo:Evidence

EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.StudentsselectamethodoftrainingandwillcreateaniMovieworkoutvideobasedontheareaoffocus.Studentswillbegradedon:Organization,QualityofWork,AccuracyofIdeas,Implementation/StructureofWorkout.

Strict Shoulder Press


SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:Studentswillselectamethodoftraining(ie.Weightlifting,Bodyweight,PureConditioning,IntegratedTraining,IntervalTraining,CircuitTraining)aswellasapurposeoftheirworkout.ThroughtheiMoviestudentswilldemonstratethepropertechniquesinadditiontoathoroughexplanationofpurpose,possiblemodificationsandbenefitsOVERVIEW:Studentshavetheopportunitytoselectthetypeoftrainingmethodfortheirworkoutvideo.DIFFERENTIATION:StudentswillbeworkinginsmallgroupsTECHNOLOGY:Studentswillbeusingtheiripadstovideotheirworkout.

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Studentswillbegiventheopportunitytoexploreandsafelyimplementdifferenttrainingmethods


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UNIT8– PerformanceandFitnessGoals

IntroductoryStrengthSkill–OverheadShoulderPushPress

StageOne:DesiredResultsESTABLISHEDGOALSPerformanceandFitnessGoals2.5,E.1

TransferStudentswillbeabletoindependentlyusetheirlearningto…Executedailyworkouts.Explaintheidealperformancestatewhenexercising.Determinehowone’smentalstatewillhaveaneffectone’sfitnessgoals.Tracktheirworkoutsandevaluateperformance.Useproperformwhenexecutingtheoverheadpushpress.

MeaningUNDERSTANDINGSStudentswillunderstandthat…Aperson’smentalstatewillhaveamajoreffectoftheirmotivationtoexerciseandperform.

ESSENTIALQUESTIONSWhyisitimportanttomentallytraininadditiontophysicallytrain?Howmightaperson’sfitnessgoalschangeiftheyareinapositivementalstateasopposedtoanegativeone?Whyisitimportanttotrackeachworkoutandevaluateyourindividualperformance?

AcquisitionStudentswillknow…Howtocomprehendtermsrelevanttopsychologicalareasofconcern:anxiety,confidenceandself‐esteem.

Studentswillbeskilledat…Motivatingthemselvestocompletedailytasks.

StageTwo:Evidence

EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC: SUGGESTEDPERFORMANCEASSESSMENT:

Studentswillengageinthefollowingperformancetasks:

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Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.

Shoulder Push Press





Studentswillkeepayear‐longjournalinwhichtheywilllogworkouts,goals,improvementandfitnessgains.

OVERVIEW

Atthebeginningofeachclassstudentswillbegivenanoverviewofthedailyworkoutoftheday(theWOD).AstheinstructorexplainstheWOD,thestudentswillbecopyingtheoverviewintotheirjournals.Studentswillthenexecutetheworkoutandrecordtheirresultsintheirpersonaljournalsaswellasonanindexcard(whichwillbeusedastheirclass“exitticket”).

DIFFERENTIATION:Recordingandanalyzingworkoutresults.TECHNOLOGY:


Journalingandexittickets.


TeacherObservation PeerObservation CollaborativeGroupWork Writtenresponses Polls ExitTickets

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JournalsStageThree:LearningPlan



Self‐assessmentsandpartnerevaluationswillconsistentlybeusedduringdrillsandexercises.


Recordingandanalyzingworkoutresults.

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UNIT9– IntegrationofAdvancedTrainingTools

IntroductoryStrengthSkill–OverheadShoulderPushJerk

StageOne:DesiredResultsESTABLISHEDGOALSIntegrationofAdvancedTrainingTools 2.6,C.3,C.52.6,B.3,B.1

TransferStudentswillbeabletoindependentlyusetheirlearningto…Demonstratethecorrectuseofvarioustrainingtoolstoincreasefitnesslevels.Useproperformwhenexecutingtheoverheadpushjerk.

MeaningUNDERSTANDINGSStudentswillunderstandthat…Thereareaplethoraoftrainingtoolsthatcanbeveryeffectiveinimprovingstrength,conditioningandfatloss.

ESSENTIALQUESTIONSWhataretheadvantagesofknowinghowtouseadvancedtrainingtools?Whataretheprosandconsforalternativetrainingmodalities?

AcquisitionStudentswillknow…HowtoimplementtheuseoftheTRXSuspensionTrainer,Kettlebells,BattlingRopesandSledsinaworkoutregimen.

Studentswillbeskilledat…Operatingavarietyoftrainingtools.

StageTwo:Evidence

EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:Studentswillberequiredtochooseatleastoneadvancedtrainingtooltobeincludedinadailyworkout.

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Shoulder Push Jerk





OVERVIEW:

Closelyobservestudents’performanceandexecutionoftheiruseofvarioustrainingtools.

DIFFERENTIATION:Studentscanworkwithapartnerorinsmallgroupstoexecuteworkouts.TECHNOLOGY:




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Itisimportantforstudentstogainexposuretovarioustrainingtools.SUGGESTEDMETHODSOFDIFFERENTIATION:

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UNIT10– Scaling&ModifyingWorkouts

IntroductoryStrengthSkill–PowerClean

StageOne:DesiredResultsESTABLISHEDGOALSScalingandModifyingWorkouts2.5B.22.5A.12.5A.5

TransferStudentswillbeabletoindependentlyusetheirlearningto…Scaleand/ormodifyanygivenworkouttobestmeettheirindividualabilityandfitnesslevel.Useproperformwhenexecutingthebarbellpowerclean.

MeaningUNDERSTANDINGSStudentswillunderstandthat…Theycanscaleloadandintensityofaworkoutwithoutactuallychangingtheprogram.

ESSENTIALQUESTIONSWhatisthedifferencebetweenscalingaworkoutasopposedtomodifyingaworkout?

AcquisitionStudentswillknow…Howtoscaleaworkouttomeettheircurrentabilitylevel.

Studentswillbeskilledat…Modifyingparticularexercisetoreducetheriskofinjury.

StageTwo:Evidence

EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.

Power Clean

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:Student(s)willbeassignedaparticularexercisethattheymustmodifiedforanother“classmate”whohasanexerciserestriction.OVERVIEW:

Student(s)mustdecideanddemonstratehowtomodifyandscaletheassignedexerciseforthisrestrictedstudent.

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DIFFERENTIATION:Studentswillworktogethertocompletetheassignment.Theymustthendemonstratethemodificationfortheclassinstructor.TECHNOLOGY:Studentsmaybeaskedtorecordtheirassignmentasanimovie.




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Anotherreasonwhyscalingandmodifyingshouldalwaysbeanoptionisinregardstothequalityofthemovementintheworkout.Thistiesinabilityandstrength‐bothareneededtohavehighqualitymovement.


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UNIT11– IndividualProgramDesign

IntroductoryStrengthSkills–PowerSnatch&SquatSnatch

StageOne:DesiredResultsESTABLISHEDGOALSIndividualProgramDesign2.6.B1,B2

TransferStudentswillbeabletoindependentlyusetheirlearningto…Designafitnessprogramwhichincludesproperprogressionsthrougheachexercise.Useproperformwhenexecutingthebarbellpowersnatchandsquatsnatch.

MeaningUNDERSTANDINGSStudentswillunderstandthat…Thereisabigdifferencebetweenbeginnerworkoutdesignsversusadvanced.

ESSENTIALQUESTIONSWhatisthefrequencyoftrainingforanoviceathleteversusaveteranathlete?

AcquisitionStudentswillknow…Howtoproperlyprogressanindividualthroughanexerciseregimentoachievespecificresults.

Students willbeskilledat…Usingtheweightroomandthepropersetupandbreakdownofexercisestations.

StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.Studentsmustidentifypersonalfitnessgoalsbasedupontheirstrengthsand/orweaknesses.Theywillthendesignandimplementanindividualizedprogram.Studentswillbegradedon:

‐ Variationondailyworkouts

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:WrittenIndividualProgramDesignOVERVIEW/DIFFERNTIATION:Studentswilldevelopanindividualtrainingprogramforeitherthemselvesorforapartner

TECHNOLOGY:

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‐ WorkoutProgressions‐ FrequencyofTraining

Power Snatch & Squat Snatch






Thisprojectwillbeongoing.Eachstudentmustdemonstrateprogressonaweeklybasis.



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StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction


Studentswillbegintoimplementtheirindividualizedfitnessprogram.


Studentswilldemonstrateanunderstandingofhowtodevelopanindividualizedfitnessprogramtoeitherachievetheirownfitnessgoalsortohelpapartnerachievetheirgoals.

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Benchmark Assessment: QuarterOne

1. Studentswillbeabletodemonstrateproperweightroometiquetteandsafety.2. Studentswillbeabletoapplyvariousspottingandgriptechniqueswhenusingfreeweights.3. Studentswillbeabletodemonstrateaplethoraofwarm‐up,stretchingandmobilitymovements.4. Studentswillbeabletodifferentiatebetweenhealthrelatedaspectsoffitnessandskillrelatedaspectsoffitness.5. Studentswillbeabletoevaluatetheirownfitnessthroughimplementationofbenchmarkworkouts.6. Studentswillbeabletocorrectlyperformthefollowinglifts:BackSquat,FrontSquat&OverheadSquat

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BenchmarkAssessment: QuarterTwo

1.

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BenchmarkAssessment:QuarterThree

1. Studentswillbeabletounderstandtheimportanceoftheprogressionfrombodyweighttrainingtoactualweighttraining.2. Studentswillbeabletoexplainthebenefitsofmetabolicconditioning.3. Studentswillbeabletodifferentiatebetweenweightliftingandpowerlifting.4. Studentswillbeabletoexecutedailyworkoutsandjournaltheirresultsandprogress.5. Studentswillbeabletointegratetheuseofadvancedtrainingtoolsintotheirworkouts.6. Studentswillbeabletocorrectlyperformthefollowinglifts:StrictShoulderPress,PushPress,&PushJerk

BenchmarkAssessment: QuarterFour

1. Studentswillbeabletoscaleandmodifyworkoutssothattheyaresafelyexecuted.2. Studentswillbeabletotierworkoutstomeettheirownfitnessneeds.3. Studentswillbeabletodesignandimplementanindividualizedfitnessprogram.4. Studentswillbeabletore‐evaluatetheirfitnesslevelbasedontheresultsofpersonalassessments.5. Studentswillsuccessfullymodifyapreviouslydesignedworkouttomeettheirspecificabilitylevel.6. Studentswillbeabletocorrectlyperformthefollowinglifts:PowerClean,PowerSnatchandSnatchSquat.

Documents

Curriculum Management System · Curriculum Management System MONROE TOWNSHIP SCHOOLS Course Name: Strength & Conditioning I Grade: 11 For adoption by all regular education programs