st Century Skills and Readiness Competencies in · 21st Century Skills and Readiness Competencies in Comprehensive Health and Physical Education Colorado's Description of 21st Century

21 st Century Skills and Readiness Competencies in Comprehensive Health and Physical Education

Colorado's Description of 21st Century Skills Colorado's description of 21 st century skills is a synthesis of the essential abilities students must apply in our rapidly changing world. Today's students need a repertoire of knowledge and skills that are more diverse, complex, and integrated than any previous generation. Comprehensive health and physical education are inherently demonstrated in each of Colorado's 21st century skills, as follows:

Critical Thinking and Reasoning Health and physical education are disciplines grounded in critical thinking and reasoning. Developing and maintaining lifelong wellness habits involves decision-making and communication skills that sometimes can determine life-and-death outcomes. The skills and knowledge gained in health and physical education provide the structure that makes it possible to prevent risk behavior and adopt healthy lifestyles. Without good health and physical activity, critical thinking and reasoning are compromised.

Information Literacy The disciplines of health and physical education equip students with the tools and habits of mind to organize and interpret a multitude of rapidly changing information resources. Students who are literate in health and physical education can analyze effectively primary and secondary sources, detect bias, use learning tools, including technology and media, and clearly communicate thoughts using sound reasoning.

Collaboration The health and physical education content areas directly involve students in teams, problem-solving groups, and community connections to support the overall health of the individual and the community. Students offer ideas, strategies, solutions, justifications, and proofs for others to evaluate. In turn, students use feedback to improve performance and interpret and evaluate the ideas, strategies, solutions, and justifications of others.

Self-Direction Understanding and participating in health and physical education requires a productive disposition, curiosity, personal motivation, and self-direction. Health and physical education are more than passive learning. Individual active participation, practice, and competence are underlying principles of these content areas.

Invention The health and physical education disciplines are a dynamic set of content area disciplines, ever expanding with new research, ideas, and understandings. Invention is the key element of the expansion as students make and test theories and skills, create and use tools, search for patterns and themes, and make connections among ideas, strategies, and solutions.

coe Improving Academic Achievement

21st Century Health and PE I Engaged and Relevant Page 1 of 10

ENGAGED AND

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5130121st-century-health-and-pel] May 30, 2012 (htto://bcurrie.wordoress.com/2012/05/30/21st-century-health-and-ben by Brad

Currie

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21st Century Health and PE I Engaged and Relevant

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Image Credit N http://schools.bvsd.org/p12/mesa/Drograms/Paaes/De.asox

(htto://schools.bvsd.org/p12/mesa/proarams/Pages/De.asox)

Readington Middle School's health and physical education teachers provide

students with engaging and relevant learning experiences on a daily basis. The

department firmly believes that each child's well being is a top priority and during

their time in middle school they should develop a skill set that will make the more

knowledgeable about living a healthy life style. The various activities, games and

lessons have changed over the years, but the notion of "take care of yourself and

take care of each other" rings true again and again. Each and every day students

are engaged in life lessons, cardiovascular exercise and games that promote

sportsmanship. Below you will find examples of how learners are exposed to a wide

array of meaningful learning experiences that promote a healthy way of life and

focus on 21st century learning skills.

Currently in 8th grade health class students are working on a video in connection

with a unit on alcohol. The students began by looking at the topics covered in the

chapter. Using httq://www.todaysmeet.com (httq://www.todaysmeet.com ) students generated questions they thought were appropriate to research based on

the chapter headings. Questions were then combined into a word Fcgalrigavrascarnvoid(0))

http://bcurrie.wordpress,com/2012/05 0 s -caa 11/13/2013


posted to the class Edmodo page. Students then went onto the Edmodo page and

looked at the question list. Their task was to organize the questions into subject

categories, delete repeat questions, and add or amend any questions as they

thought necessary. Once they organized the questions the students were put into

groups based on the categories they created and filmed a three part video in

response to those questions. The students structured their video as a talk show, a

news broadcast, and/or a public service announcement. Once the three parts were

finished students put the video together to make one "television" broadcast.

In PE students just finished up the jump rope/hoops for heart campaign and

learned about cardiovascular disease. Monies raised from this initiative were

donated to the American Heart Association to help people in need. Videos and

pictures were taken of students participating and brought an overall sense of pride

to the school community. Students have also been introduced to new sports such

as handball, tchuckball, and Finnish baseball. In the near future students will be

making their way taking onto the project adventure/low elements course and focus

on such skills as communication, teamwork and trust.

Throughout other various health classes web 2.0 tools are being utilized such as

htto://www.todaysmeet.com (http://www.todaysmeet.com ), htto://www.livebinders.com (htto://www.livebinders.com ), htto://www.qaDminder.com (http://www.gaorninder.com ), htto://taggalaxy.de/ (http://ta •galaxv.de/), and htto://www.orezi.com (htto://www.orezi.com ). These

great tools are incorporated to help aid in student learning. Students find these

new tools fun and very easy to use. The best part about web 2.0 tools is that they

are free and require little to no information from the students to use them. Over

the course of a given school year in health class such resources as

UnitedStreaming, MakeBeliefComix and MyPlate.gov are integrated to help

students further comprehend topics presented during a lesson.

One health project in particular, focusing on tobacco, had students researching

using web 2.0 tools. The researched websites and notes were then saved using

htto://www.livebinders.com (htto://www.livebinders.com ) and transformed into

Prezi presentations to share with the rest of their classmates. Students loved using

htto://www.livebinders.com (htto://www.livebinders.com ) when they research

because it saves all the websites they find and their time is not wggPga. (jAyilmigvoid(0))



favorite tool of health teachers and students is http://taggalaxy.de/

(http://taaaalaxv.den. It is sometimes referred to as "google images on steroids"

and contains a huge flickr domain that has millions of specific pictures for free.

As you can see the Readington Middle School wellness department sets very high

standards for students and stresses the importance of incorporating healthy habits

on a consistent basis. 21st century skills focusing on collaboration, technology

integration and problem solving are continually weaved into health and physical

education classes which prepares students for the world they will live in ten years

down the road. Our wonderful wellness staff stays on top of best practice teaching

techniques by attending professional conferences such as the recent ASCD

Conference in Philadelphia, and expanding their PLNs through such vehicles as

Twitter. The goal for all students involved in health and physical education

programs is to learn how to live healthy and active lives. There is no doubt that

there is nothing more engaging and relevant then taking care of your body and

understanding the importance of staying physically fit.

By: RMS Wellness Department

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per

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ura

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blo

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Dix

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kson

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ark

Twai

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of s

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e us

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sat

ire."

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tude

nt in

ca

n de

mon

stra

te t

he

The

stud

ent i

n ph

ysic

al e

duca

tion

can

desi

gn a

nd im

plem

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per

sona

lized

fitn

ess

plan

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to

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d co

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thro

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s):

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ocab

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Iden

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mpl

emen

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cum

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dequ

ate

Tec

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ocab

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l, he

alth

rela

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fitne

ss, b

ody

com

posi

tion,

car

diov

ascu

lar e

ndur

ance

, fle

xibi

lity,

mus

cula

r end

uran

ce, m

uscu

lar

stre

ngth

, fitn

ess,

goa

ls, p

hysi

cal a

ctiv

ity, d

evel

opm

enta

lly a

ppro

pria

te p

hysi

cal a

ctiv

ities

, mod

erat

e to

vig

orou

s ph

ysic

al a

ctiv

ity, n

utrit

ion,

wei

ght

man

agem

ent

Auth

ors

of th

e Sa

mpl

e: A

ndre

w C

ura

(Pue

blo

City

60)

; Jo

Dix

on (P

oudr

e Sc

hool

Dis

trict

); C

indy

Eric

kson

(San

Jua

n BO

CES

) 8t

h Gra

de, P

hysi

cal E

duca

tion

Com

plet

e Sa

mpl

e C

urric

ulum

— P

oste

d: J

anua

ry 3

1, 2

013

Page

3 o

f 7

Curr

icul

um D

evel

opm

ent O

verv

iew

Un

it Pl

anni

ng fo

r 8th

Gra

de P

hysi

cal E

duca

tion

Uni

t Titl

e G

ame

Stra

tegi

es

Len

gth

of U

nit

6 we

eks

Focu

sing

Len

s(es

) Ta

ctics

St

anda

rds

and

Gra

de

Leve

l Exp

ecta

tions

Ad

dres

sed

in th

is U

nit

PE09

-GR.

8-S.

1-G

LE.2

PE

09-G

R.8-

S.1-

GLE

.1

PE09

-GR.

8-S.

2-G

LE.1

PE

09-G

R.8-

S.2-

GLE

.2

Inqu

iry Q

uest

ions

(Eng

agin

g-

Deba

tabl

e):

• Is

it b

ette

r to

have

a s

trong

offe

nse

or a

stro

ng d

efen

se?

Why

? (P

E09-

GR

.8-S

.1-G

LE.2

-E0.

a; 1

0.1;

RA.

2; N

.2)

• To

wha

t ext

ent d

oes

stra

tegy

influ

ence

per

form

ance

in c

ompe

titiv

e ga

mes

and

act

iviti

es?

(PE0

9-G

R.8

-S.1

-GLE

.2-E

O.c

; 10.

3; R

A.1;

N.1

,2)

• W

hich

phy

sica

l act

iviti

es d

o yo

u en

joy

perfo

rmin

g in

the

rain

or s

now

? (P

E09-

GR

.8-S

.2-G

LE.1

-EO

.c; 1

0.3;

N.2

)

Unit

Stra

nds

Mov

emen

t Com

pete

nce

and

Und

erst

andi

ng in

Phy

sica

l Edu

catio

n Ph

ysic

al a

nd P

erso

nal w

elln

ess

Conc

epts

Ap

plic

atio

n, K

now

ledg

e, S

afet

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njoy

men

t, In

tegr

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eral

izat

ions

M

y st

uden

ts w

ill U

nder

stan

d th

at...

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ding

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stio

ns

Fact

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Conc

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al

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Know

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gam

e st

rate

gy o

ften

incr

ease

s pe

rson

al

enjo

ymen

t of p

hysi

cal a

ctiv

ity. (

PE09

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LE.2

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; RA.

1; N

.1,2

)

Wha

t are

the

criti

cal c

ompo

nent

s of

gam

e st

rate

gy?

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do

you

dem

onst

rate

gam

e st

rate

gy?

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ty in

phy

sica

l act

ivity

hel

ps d

evel

op p

erso

nal s

ucce

ss

with

and

enj

oym

ent o

f an

activ

ity. (

PE09

-GR

.8-S

.2-G

LE.1

- EO

.c; 1

0.3;

N.2

)

Wha

t doe

s sa

fety

add

to th

e su

cces

s or

stra

tegy

of a

ga

me?

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ow c

an u

nsaf

e be

havi

or a

ffect

a g

ame?

Offe

nsiv

e an

d de

fens

ive

stra

tegi

es d

efin

e an

d m

aint

ain

a ga

me'

s in

tegr

ity. (

PE09

-GR.

8-S.

1-G

LE.2

-E0.

a; 1

0.1;

RA.

2;

N.2)

Wha

t do

you

do to

con

tribu

te to

the

offe

nsiv

e an

d de

fens

ive

side

dur

ing

gam

e pl

ay?

How

do

you

show

inte

grity

dur

ing

gam

e pl

ay?

As a

def

ense

, how

doe

s on

e de

cide

whe

re to

forc

e th

e of

fens

e to

mov

e w

ith th

e ba

ll in

an

inva

sion

gam

e?

Aut

hors

of t

he S

ampl

e: A

ndre

w C

ura

(Pue

blo

City

60)

; Jo

Dix

on (P

oudr

e Sc

hool

Dis

trict

); C

indy

Eric

kson

(San

Jua

n B

OC

ES)

8 th G

rade

, Phy

sica

l Edu

catio

n

Com

plet

e Sa

mpl

e C

urric

ulum

— P

oste

d: J

anua

ry 3

1, 2

013

Page

4 o

f 7

Cur

ricu

lum

Dev

elop

men

t Ove

rvie

w

Uni

t Pla

nnin

g fo

r 8

th G

rade

Phy

sica

l Edu

cati

on

Key

Ski

lls:

My

stud

ents

will

be

able

to (D

o)...

• D

iagr

am, e

xpla

in a

nd ju

stify

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nsiv

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d de

fens

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stra

tegi

es in

net

/wal

l, ta

rget

, inv

asio

n, fi

eldi

ng/ru

n sc

orin

g ga

mes

. (P

E09

-GR

.8-S

.1-G

LE.2

-E0.

c)

• D

emon

stra

te b

asic

offe

nsiv

e an

d de

fens

ive

skill

s an

d st

rate

gies

in g

ames

and

spo

rts. (

PE

09-G

R.8

-S.1

-GLE

.2-E

0.a)

• Id

entif

y of

fens

ive

and

defe

nsiv

e sk

ills

and

stra

tegi

es in

gam

es a

nd s

ports

. (P

E09

-GR

.8-S

.1-G

LE.2

-E0.

a)

Cri

tical

Lan

guag

e: in

clud

es th

e A

cade

mic

and

Tec

hnic

al v

ocab

ular

y, s

eman

tics,

and

dis

cour

se w

hich

are

par

ticul

ar to

and

nec

essa

ry fo

r acc

essi

ng a

giv

en d

isci

plin

e.

EX

AM

PLE

: A s

tude

nt in

Lan

guag

e A

rts c

an d

emon

stra

te th

e ab

ility

to a

pply

and

com

preh

end

criti

cal l

angu

age

thro

ugh

the

follo

win

g st

atem

ent:

"Mar

k Tw

ain

expo

ses

the

hypo

cris

y of

sla

very

thro

ugh

the

use

of s

atire

."

A s

tude

nt in

ca

n de

mon

stra

te t

he

Indi

vidu

als

who

lear

n to

app

ly g

ame

stra

tegy

will

be a

ble

to d

evel

op a

nd te

ach

a ga

me

that

inco

rpor

ates

an

offe

nsiv

e an

d de

fens

ive

spac

e, a

pen

alty

sys

tem

, and

a s

corin

g sy

stem

. ab

ility

to

appl

y an

d co

mpr

ehen

d cr

itic

al la

ngua

ge

thro

ugh

the

follo

win

g st

atem

ent(

s):

Aca

dem

ic V

ocab

ular

y:

diag

ram

, exp

lain

, jus

tify

Tec

hnic

al V

ocab

ular

y:

offe

nsiv

e an

d de

fens

ive

stra

tegi

es, n

et/w

all,

targ

et, i

nvas

ion,

fiel

ding

/run

scor

ing

gam

es, p

enal

ty s

yste

m

Auth

ors

of th

e Sa

mpl

e: A

ndre

w C

ura

(Pue

blo

City

60)

; Jo

Dix

on (P

oudr

e Sc

hool

Dis

trict

); C

indy

Eric

kson

(San

Jua

n BO

CES

) 8t

h Gra

de, P

hysi

cal E

duca

tion

Com

plet

e Sa

mpl

e C

urric

ulum

— P

oste

d: J

anua

ry 3

1, 2

013

Page

5 o

f 7

High School

Standard: Movement Competence and Understanding in Physical Education

Concepts: Participate at a competent level in a variety of lifelong physical activities. Understand the cognitive impact of movement. Apply rules, principles, problem-solving skills and concepts to traditional and nontraditional movement settings.

Questions:

Why is it important to know muscle names and how they function? How can being physically active positively affect your social environment? Understand and create a fitness plan that meets the individuals' wellness goals. Individuals that participate in regular Physical Activity tend to be more involved in a recreational component of society. Individuals who acknowledge that different body types perform and respond to physical activity in a variety of ways.

Standard: Physical and personal Wellness in Physical Education

Concepts: Establish goals based on fitness and assessment data, and develop, implement, achieve, and monitor and individual health and fitness plan. Identify community resources to maintain lifelong physical activity. Participate regularly in health-enhancing and personally rewarding physical activity outside of physical education.

Questions:

- How can a person/student explain their fitness plan to a parent and/or a guardian? How could a person/student monitor his/her fitness goals? Individuals visit different gyms to compare services.

- Individuals critique another individual fitness plan. - Develop a fitness plan for a friend, family member or teacher.

As a student you should learn your proper weight and cardio fitness for your age level. Each student should learn body weight exercises for his or her age bracket to grow fitness.

- With exercise being of the main factors in growth of brain cells, shouldn't all individuals develop a lifelong exercise program?

High School

Standard: Emotional and Social Wellness in Physical Education

Concepts: Demonstrate respect for individual differences in physical activity settings. Demonstrate collaboration, cooperation, and leadership skills. Demonstrate responsible behavior in group settings.

Questions:

- Have you allowed for a time for students to teach/coach? - Why is it important to self-coach/teach? - Why is it important to have equality in a team setting? - How will this transfer into life outside of sports? - What are the effects of positive actions during a sporting event? - What is a positive way to dissolve a conflict between your teammates during a

practice/event?

Standard: Prevention and Risk Management in Physical Education

Concepts: Understand the risks and safety factors that may affect participation in physical activity. Demonstrate knowledge of safety and emergency response procedures.

Questions:

Why is it important to have an emergency plan? - Why is it important to practice the steps of an emergency plan? - Students establish an emergency action plan for various facilities within the school. - Students participate in mock first aid scenarios and respond appropriately. - Everyone can play a role in illness/injury situations. - How does your individual safety and behavior affect those around you? - What is the importance of a proper warm up and cool down? - Individuals will be able to demonstrate proper positioning while spotting lifting partners. - Student creates an appropriate warm up and cool down routine. - Participation in physical activity requires knowledge and demonstration of kinesthetic

awareness.

Unit of Academic Standards - Colorado Academic Standards Page 26 of 73

Content Area: Physical Education Grade Level Expectations: High School Standard: 2. Physical and Personal Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

• Achieve and maintain a health-enhancing level of physical fitness

Concepts and skills students master: 1. Establish goals based on fitness assessment data, and develop, implement, achieve, and monitor an individual health and fitness plan

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

a. Develop and describe a physical fitness plan that enhances personal health and performance in future leisure and workplace activities (DOK 1-4)

b. Design and participate in activities that improve all components of health-related fitness (DOK 1 -3)

c. Assess the components of health-related physical fitness (00K 1-3) d. Refine individual fitness goals for each of the five components of

health-related physical fitness using research-based criteria (DOK 1- 4)

e. Examine fitness assessment data, and develop a plan to show personal improvement toward achievement of fitness goals, including monitoring personal levels of fitness within each of the five health-related fitness components (DOK 1-4)

f. Evaluate individual measures of physical fitness in relationship to patterns of physical activity (00K 1 -3)

g. Plan an extended personal physical fitness program in collaboration with an instructor (DOK 1-4)

Inquiry Questions:

1. When one experiences a plateau in his or her fitness plan, what are options to consider?

2. How does one know that a fitness plan is effective? 3. How might one help a friend to develop personal fitness goals and

a fitness plan that fits his or her individual lifestyle? 4. How does your fitness plan compare to a friend's fitness plan?

Relevance & Application:

1. Individuals investigate such as by performing an Internet search the economic impact of being healthy.

2. Individuals use health-related fitness software to compare fitness performance over several years.

3. Individuals use the Internet to research a physical fitness plan that integrates workplace activities.

Nature Of:

1. Continually reassess fitness levels in order to establish and work toward meaningful goals.

2. Regular assessment of physical activity is important for physical well-being.

3. Be personally responsible for and monitor one's own physical fitness goals.

httn://www.cde.state.co.us/scrints/allstandards/COStandards.asp?stid=11&stid2=3&glid2=0 9/13/2012



• Participate regularly in physical activity

Concepts and skills students master: 2. Identify community resources to maintain lifelong physical activity

21st Century Skill and Readiness Competencies Evidence Outcomes

Students Can:

a. Identify and access physical activity opportunities in the communities (DOK 1-3)

b. Explain the requirements such as cost involved with participation in a variety of physical activities (IDOK 1 -3)

c. Evaluate and make wise consumer choices about equipment, products, and programs needed to successfully participate in a wide range of physical activities (00K 1 -3)

d. Evaluate the availability and quality of fitness resources in the community (DOK 1-4)

Inquiry Questions:

1. Should insurance companies pay for memberships to health clubs if they will help to prevent chronic diseases?

2. How do TV commercials and other fitness advertisements try to influence one to buy certain products, and how does one decide on quality fitness facilities, equipment, and activities?

3. If you could create the ultimate physical activity facility, what would it include, where would it be located, and how much would it cost?

4. If you lived in a social sphere with absolutely no fitness resources such as facilities, modern equipment, or the Internet, what would you do to reach and maintain optimal levels of health and fitness?


1. Individuals access resources for physical activity participation throughout a lifetime such as public gyms, parks, and swimming pools.

2. Individuals use a blog to compare and contrast physical activity opportunities in their community.

3. Individuals select a piece of sporting equipment, and conduct Internet research and analysis of brands and cost.

4. Individuals compare the cost of participating in an outdoor adventure sport such as mountain biking and a community-organized sport such as basketball.

5. Individuals analyze the physical fitness messages in sports and athletic-related television advertisements.

Nature Of:

1. There are a variety of activities used to improve and maintain lifelong fitness. Participating in these activities likely improves quality of life now and in the future.

2. Regular participation in physical activity requires access to opportunities in the wider community.

3. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active lifestyle.

4. The revolution of health and fitness in the world and our nation is an ongoing evolution.

5. There are a number of ways to get physical activity outside of school.

httn://www.cde.state.co.us/scrints/allstandards/COStandards.asp?stid=11&stid2=3&21id2=0 9/13/2012



• Participate regularly in physical activity Concepts and skills students master:

3. Participate regularly in health-enhancing and personally rewarding physical activity outside of physical education

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

a. Participate willingly in a variety of physical activities appropriate for maintaining or enhancing a healthy lifestyle (DOK 1 -3)

b. Establish personal physical activity goals to accumulate a recommended number of minutes of moderate to vigorous physical activity outside of physical education classes on five or more days during the week (DOK 1 -3)

c. Monitor physical activity in a physical activity log through the use of fitness equipment such as a pedometer or heart-rate monitor (DOI< 1 -2)

d. Explain the benefits of participation in a variety of physical activities (IDOK 1-3)

e. Demonstrate effective time management skills that allow opportunities for physical activity during the day (DOK 1-3)

f. Demonstrate the ability to monitor and adjust activity to meet personal goals (00K 1 -4)

g. Participate in a variety of self-selected physical activities, and evaluate the value of each as it relates to personal fitness goals

Inquiry Questions:

1. How should physical activity be prioritized between work and school?

2. Why is using a variety of physical activities important? 3. What are the pros and cons of participating in a variety of physical

activities versus specializing in one sport or activity? 4. If you had a chance to address the U.S. President and Congress

about the importance of physical activity, what would you say? 5. How are your current fitness goals likely to change over time?


1. Individuals make physical activity a part of an individual lifestyle at home.

2. Individuals use technology such as computer spreadsheets to create and keep a physical activity diary or log.

3. Individuals compare and contrast the lifelong wellness benefits of participation in a physical education class versus participating in a high school marching band or a varsity sport.

4. Individuals appreciate the physical benefits of dancing. 5. Individuals appreciate the physical benefits of walking or riding a

bike instead of driving a car.

Nature Of:

1. There are a variety of activities used to improve and maintain lifelong fitness. Participating in these activities likely improves the quality of one's life now and in the future.

2. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active lifestyle.

3. There are a number of ways to get physical activity outside of school.

httn://www.cde.state.co.us/scrints/allstandards/COStandards.as ?stid=11&stid2=3&glid2=0 9/13/2012

Bloom's Taxonomy of Measurable Verbs

Benjamin Bloom created a taxonomy of measurable verbs to help us describe and classify observable knowledge, skills, attitudes, behaviors and abilities. The theory is based upon the idea that there are levels of observable actions that indicate something is happening in the brain (cognitive activity.) By creating learning objectives using measurable verbs, you indicate explicitly what the student must do in order to demonstrate learning.

Verbs that demonstrate Critical Thinking

EVALUATION Appraise

SYNTHESIS Argue Arrange Assess

ANALYSIS Assemble Choose Analyze Collect Compare

APPLICATION Appraise Combine Conclude Apply Categorize Comply Estimate

COMPREHENSION Complete Compare Compose Evaluate Compare Construct Contrast Construct Interpret

KNOWLEDGE Describe Demonstrate • Debate Create Judge List Discuss Dramatize Diagram Design Justify Name Explain Employ Differentiate Devise Measure Recall Express Illustrate Distinguish Formulate Rate Record Identify ~~ Interpret Examine Manage Revise Relate Recognize Operate Experiment Organize Score Repeat Restate Practice Inspect Plan Select State Tell Schedule Inventory Prepare Support Tell Translate Sketch Question Propose Value Underline Use Test Setup

Higher Order

Lower Order Thinking Skills

Teacher's Corner / Bloom's Taxonomy and Technology Integration http://www.robeson.k12.nc.us/domain/4057

Home > Media Center > Teacher's Corner > Bloom's Taxonomy and Technology Integration

Bloom's Taxonomy Quick Sheets htto://edorigami.wikispaces.com/file/view/Bloom%27s+ouicksheets.pdf

1 of 1 11/13/2013 11:55 AM

Standards Based Report Card Information -Open the DPS home page http://www.dpsk12.oro

-Look to the right under Updates -Click on Standards Based Report Card Information

-Scroll down the page to find the appropriate topics

Physical Education Page -Open the DPS home page http://www.dpsk12.orq

-Look to the left and click on Departments -Click on Curriculum and Instruction

-Look to the left and click on Physical Education -Under Physical Education see various topics listed

Educational Resources

AAHPERD http://www.aahperd.org/index.cfmThe American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) is the largest organization of professionals supporting and assisting those involved in physical education, leisure, fitness, dance, health promotion, and education and all specialties related to achieving a healthy lifestyle.

COAHPERD http://www.coahperd.org/ Our mission is to provide leadership, professional development, and advocacy for health, physical education, recreation, and dance professionals in the state of Colorado.

NASPE's Teacher Toolbox http://www.aahperd.org/naspe/template.cfm?template=teacher toolbox dec07.ht ml The Teacher Toolbox posts programs each month with physical activity ideas and energy release activities for the classroom and positive promotion ideas for bringing physical activity into your community. Also in each month's Teacher Toolbox you will find a seasonal coloring page, physical education vocab builder, monthly health observances and the monthly elementary and secondary fitness calendars in English and Spanish.

Jump Rope For Heart! http://www.americanheart.org/presenterjhtml?identifier=2360 Jump Rope For Heart is a national educational fund-raising program that is sponsored by the American Heart Association and the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD).

PE Central http://www.pecentral.com/ The latest information about developmentally appropriate physical education programs for children and youth. We invite you to share a lesson idea which are reviewed by our editorial team.

P.E. Links 4 U http://www.pelinks4u.org/ An online resource for K — 12 physical educators with unti plans, health, fitness, and technology in physical education.

PE 4 Life http://www.pe4life.org/ PE4life offers the unique ability to transform the lives of students, teachers, schools, and communities by providing knowledge and expertise through our Program Service Packages.

Awsome Library http://www.awesomelibrary.org/Library/Materials_Search/Lesson_Plans/Physical

Ed ucation . html Awesome Physical Education worksheets and lesson plans

Great Activites Publishing Company https://www.greatactivities.net/ This website will provide you with access to scores of the finest physical education books, workshops, and products on today's market! Because of this focus on "field-tested" ideas and activities, you will find the activities insightful, easy-to-follow, and exciting for your students.

Human Kinetics http://www.humankinetics.com/ Human Kinetics is committed to providing quality informational and educational products in the physical activity and health fields.

Polar USA http://www.polarusa.com/aboutpolar/about_con.asp Providing everybody involved in physical activity with the personal fitness solution looking for the most effective method of exercising to help them achieve their improvement goals. Heart rate monitoring is only part of what we do

Equipment Ordering and Purchasing Guidelines

Physical Education Purchasing Guidelines See file

Sportime a member of U.S Communities http://www.sportime.com/ Products that change the way Physical Education is taught by developing teaching tools that validate important physical education principles such as inclusion, cognition and critical thinking

BSN Sports http://www.bsnsports.com/ Sporting goods products directly to the institutional and team sports marketplace.

US Games http://us-qames.com/

Gopher Sports http://www.gophersport.corn/ Offers sports equipment and accessories. Also offers books and electronics.

Flaghouse. http://www.flaghouse.corril Your source for pe equipment, coordinated approach to child health, sensory stimulation, equipment for special needs

S&S Worldwide http://www.ssww.com/store/browse/grp=SPF/ Physical education equipment and supplies. recreational and playground equipment, team sports equipment, and coaching equipment

Cannon Sports http://www.cannonsports.com/ A vast selection of the popular sporting goods products to choose from.

Articles

Current News & Information from the PE 4 Life web site http://www.pe4life.org/sub/News/index.cfm

Not your parent's P.E. class http://www.press-citizen.com/apps/pbcs.d11/article?AlD=/20071024/NEWS01/710240322/1079

A Better Brain: Does Exercise Help Your Mental Power? http://www.nbc5 ,com/health/13299121/detail.html?d1=mainclick

Play time predicament

How students spend their day is the center of a recess tug-of-war

http://www.themonitor.com/news/recess6247 article.html/schools_students.h tml

'New PE' objective: Get kids in shape http://www.usatoday.com/sports/2004 - 12- 15-phys-ed -cover_x.htm

Trust for America's Health study calls for restoring physical education classes in schools F as in Fat: How Obesity Policies are Failing in America, 2007 http://healthyamericans.org/reports/obesity2007/

New Report Finds U.S. Obesity Epidemic Continues to Grow http://www.aahperd.org/index.cfm

No Time to Lose in Physical Education Class http://www.aahperd.org/naspe/template.cfm?template=pr07_1106.htm A recently released Centers for Disease Control and Prevention (CDC) study shows that while the great majority of schools do provide physical education, the amount of class minutes per week in most schools does not meet national recommendations.

NASPE Urges Parents to Monitor Physical Activity Levels of Their Children http://www.aahperd.org/naspe/template.cfm?template=walkToSchool.html Press release from the National Association for Sport and Physical Education (NASPE) regarding Walk to School Day

VOLLEYBALL VOLLEYBALL XTRE ME

• Forearm pass

• Overhead pass

• Underhand serve

• Overhand serve

Group Members

Directions Your group's task is to create a new version of volleyball...Volleyball Xtreme. It must contain the basic volleyball skills of passing and serving, but with new rules. This could include a new kind of ball, new positions, and a new scoring system. One person on your team will wear a pedometer to be sure players get at least 500 steps in 10 minutes of game play. Follow the criteria below and fill in all of the information needed to explain your new game. When finished designing your version of Volleyball Xtreme, play it with another group. Then, try out their version. Help each other refine and make changes to rules and set-up as needed.

Criteria • It is fun for all skill levels.

• It uses at least 3 skills you have learned in volleyball:

• It has an Xtreme name.

• At least 1/2 of the players are moving at all times, or all of the players are moving at least 1/2 of the time.

• The pedometer wearer must reach at least 500 steps in 10 minutes of play.

• You must have at least 3 rules that make your version different than regular volleyball.

• Offensive and Defensive strategies are explained to help all teams be more successful.

0 New Version Name: # of Teams-

() New Rules:

TASK

CA

RD

3

4

Lti 2. —3

0

Other comments:

TAS

K CA

RD

CREATE A ROUTINE KETBALL

Partner A-

Partner B.

Guidelines • Develop a routine with the goal of improving basketball ball-handling skills.

• Include at least 4 different ball-handling skills in your routine. You may use the same skill more than once. However, your routine must include at least 4 different ball-handling skills.

• The routine must last at least 1 minute.

• Perform skills under control and with good form.

• Transition between movements must be quick and smooth.

• Consider ways to work together with your partner while doing each skill.

• Make it creative and fun to watch. Use music if you like.

• Write your routine on this card.

Write Your Routine Here

Skill or Transition Counts Skill or Transition Counts 1. 8.

2. 9.

3. 10.

4. 11.

5. 12.

6. 13.

7. 14.

ASS

ESS

ME

NT

MID

DLE

SC

HO

OL

NAME: DATE:

TEACHER: PERIOD.

e LlI group you are opposing, seems very confused about the You are playing a new game you just learned. You notice that the new student, who is an English-language learner, and in the

rules. His groupmates keep yelling at him.

Coulda: What could you do? Briefly list 3 things you could do.

1

2

3

Shoulda: What should you do? Write 2-3 sentences describing what you should do in this situation.

V/oulda: What would you do? Write a full paragraph describing in detail what you would actually do in this situation.

Sam

ple

Lan

guag

e Su

ppor

ts:

"The

Mag

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Documents

st Century Skills and Readiness Competencies in · 21st Century Skills and Readiness Competencies in Comprehensive Health and Physical Education Colorado's Description of 21st Century