Table of Contents - Trenton Public Schools · Web view2.1.12.E.3 Examine how a family might cope with crisis or change and suggest ways to restore family balance and function. 2.1.12.E.4

TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE

TRENTON PUBLIC SCHOOLS:CURRICULUM GUIDE FOR:

Physical Education

Grade 12

Course Description

The12th Grade curriculum nurtures the transition from high school into adulthood. Participating in activities dealing with concepts that promote well-being equips the students for a lifetime. Issues like; Family Planning, Lifetime Fitness, and Health & Safety, must be addressed for good decision-making as an adult.

Pacing Guide

StandardUnit Name

Monthly Pacing

Schedule

Approx. # of TotalDays

2.2 Life Skills/Community Relations 1-10 10 Days

2.1 Mental Health, “Bullying” and Gang Violence

11-14 4 Days

2.3 Medicines, Drugs and Alcohol 15-24 10 Days

2.6 Rhythm and Dance 24-34 10 Days

2.5 Lifetime Fitness 35-78 44 Days


Unit 1 Life Skills/ Pacing: 10 Days Community Relations

Content Area/Course: Health

NJ Core Content Curriculum Standards Addressed in this Unit

Essential Questions Enduring Understandings

Stage 1- Desired Results

Big Idea Developing and implementing an effective personal wellness plan contributes to healthy decision-making over one’s lifetime

Having the skills to manage, assess, embrace, and avoid risks is invaluable.

Being able to manage your life, including budgeting, goal setting, and incorporating a wellness plan, creates a healthy lifestyle that is stress free.

“Risk Management’ is a skill necessary to maintain healthy lifestyle.

Good decision-making skills are important for success.

What we do in our community has an effect on our society.

How do you assess risks in order to make the appropriate decisions?

How important are organizational skills and goal setting to healthy decision-making?

How important is it to create a plan and implement it to live a ‘comfortable’ lifestyle?

What agencies, services and local groups are available to assist you with life skills?

2.2 Integrated Skills All students will develop and use personal and interpersonal skills 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:

What it means to be an informed consumer

What it means to fulfill our ‘civic duty”

How to manage stress The importance of character

development as it relates to each person’s function in society

How to manage finances The importance being respectful

and adherent to the codes of conduct in society

Skills:

Students will be able to:

SLO- Analyze and Understand a paycheck

SLO- Create a budget SLO- Prioritize purchases SLO- Assess personal values

as they relate each person’s function in society

SLO- Complete applications, forms and evaluate billing documents

SLO- Balance their schedules to include time for exercise, family and personal time.

SLO- Identify agencies and services available to assist with successful independent living

SLO- Analyze insurance policies.


Stage Two Assessment

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

2.1.12.E.2 Analyze how new technologies may positively or negatively impact the incidence of conflict

or crisis. 2.1.12.E.3 Examine how a family might cope with crisis or change and suggest ways to restore family

balance and function.

2.1.12.E.4 Develop a personal stress management plan to improve/maintain wellness.

2.2.12.A.2 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts. 2.2.12.A.3 Analyze the impact of technology on interpersonal communication in supporting wellness

and a healthy lifestyle.

2.2.12.B.1 Predict the short- and long-term consequences of good and poor decision-making on

oneself, friends, family, and others.

2.2.12.B.2 Evaluate the impact of individual and family needs on the development of a personal

wellness plan and address identified barriers.

2.2.12.C.2 Judge how individual or group adherence, or lack of adherence, to core ethical values

impacts the local, state, national

2.2.8.D.1 Plan and implement volunteer activities to benefit a local, state, national, or world health

initiative.

2.2.8.D.2 Defend a position on a health or social issue to activate community awareness and

responsiveness.

2.2.12.E.1 Analyze a variety of health products and services based on cost, availability, accessibility,

benefits, and accreditation.


Other Evidence (Formative & Summative):

(complex, real world, authentic applications; demonstration of high level thinking, e.g., explain, interpret, apply ….) Students will complete the Senior Health “Egg Project”, which includes analyzing

finances, creating a budget, consumer skills (purchasing) and understanding pertinent documents.

Students can create a hierarchy of values (using computer skills to create graphs, charts, power point)

Students can create a portfolio, including a resume, references and any accolades and certificates.

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


Accommodations for ELL and Special Education Students

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

Daily note-taking, completing chapter questions, participating in discussions Participation in group discussions. Teacher-lead demonstrations, feedback and interaction with completing forms, while giving

corrective feedback. Video review and summaries Peer critique of weekly presentations

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

Professional manuals and textsProfessional organizations (NJAHPERD)

Technology Integration

Library Resources:

Computers

Televisions

DVD players

Cameras




Unit 2 Mental Health, “Bullying Pacing: 22 Days and Gang Violence

Content Area/Course: Health




Big Idea: Respect and acceptance for individuals regardless of gender, sexual orientation, disability, ethnicity, socioeconomic background, religion, and/or culture provide a foundation for the prevention and resolution of conflict.

Students will understand that being an independent, functional adult includes a shared value system, and healthy behaviors that contribute to that value system.

We have a responsibility to contribute positively to our community.

Self-Esteem is a major contributing factor in our positive or negative interactions with others.

Why is self- esteem crucial to the healthy development of an adolescent?

How is communication style affected by mental health?

What relationship exists between the overall health of a community and the core ethical values of that community?

How does one’s emotional growth and communication affect how he or she fits in with society?

Why is it important to be involved with community affairs?

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



Content:Students will know:

Skills:Students will be able to:

SLO- Analyze and develop his or her self-esteem.

SLO- Communicate in healthy, non-confrontational ways.

SLO- Discern healthy role models rom unhealthy role models.

SLO- Discuss mental disorders’ and the origins.

SLO- Use positive healthy ways to deal with stress.

SLO- Use tactics to avoid destructive situations.

SLO- Use conflict resolution skills to deter abusive behaviors.


Stage 2- Assessment

Performance Tasks & Criteria:

2.1.12.A.1 Analyze the role of personal responsibility in maintaining and enhancing personal, family, community, and global wellness. 2.1.12.A.2 Debate the social and ethical implications of the availability and use of technology and medical advances to support wellness 2.1.12.C.3 Determine the emotional, social, and financial impact of mental illness on the family, community, and state.2.1.12.D.2 Explain ways to protect against abuse and all forms of assault and what to do if assaulted2.1.12.E.1 Predict the short- and long-term consequences of unresolved conflicts. 2.1.12.E.2 Analyze how new technologies may positively or negatively impact the incidence of conflict or crisis 2.1.12.E.3 Examine how a family might cope with crisis or change and suggest ways to restore family balance and function. 2.1.12.E.4 Develop a personal stress management plan to improve/maintain wellness 2.2.8.E.2 Compare and contrast situations that require support from trusted adults or health professionals.


“Self-Affirmation” Essay- Students write comprehensive essay describing 4 of their best qualities. (Typed and published in a book as a classroom project).

Students write manuscripts of scenes of a play (in small groups) that illustrates assertive, aggressive, and passive communication styles. Students act out the scenes. (http://www2.schooltube.com/Educators/Lessonplans/VideoBeginner.aspx)

Students create power point presentations on the values and qualities that his or her role model posses

Students will create a poster project describing and depicting the organizations/clubs that enhance the health of individuals, families and the community.

“Community Wellness Wall” project- students will create, distribute, collect and analyze an anonymous student survey on stress. Next, students will analyze the result, examining the stressors, identified by survey participants and create an illustrated wall of the results.

http://www2.schooltube.com/Educators/Lessonplans/VideoBeginner.aspx



Daily Journal -“Do Now” Individual and small group cooperative activities

Group Discussions

Short quizzes (weekly) from textbook

Respond to newspaper articles (relating to mental health)

Role playing (skits)


Accommodations for ELL and Special Education Students :

Use verbal and visual cues Translator program (for written assignments) 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

Local Mental Health Agencies

School (In house) Student Assistance Personnelwww.njdoe.com

Health Textbook


Library Links websites

Televisions

DVD players

Cameras (Create mini- skits)

Power Point presentations

http://www.njdoe.com/


Unit 3 Drugs and Medicine Pacing: 12 DaysContent Area/Course: Health




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

Students will understand that prescription drugs need to be used responsibly and some can still be highly addictive.

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

Students will understand that misuse or abuse of prescription drugs can become harmful.

What prescription drugs most addictive?

What are some of the treatments for drug addicts?

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

What are the laws concerning DUI’s in New Jersey?

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.




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 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.


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.



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 abuse.2.3.12.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 can create a skit (small groups) depicting the hazards of drinking while driving. 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, judged by invited community guests. Write a 2 page research paper on the topic of drugs and alcohol. (Include an incident from

current events)




Daily Note-taking and weekly notebook check

Weekly quizzes, puzzles

Small Group activities, discussions

Writing a summary of applicable videos


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


www.pecentral.org

www.njdoe.com

Professional manuals and textsProfessional organizations (NJAHPERD)


Library Resources: Library links “How the Body Works”

http://tweentribune.com/user/password

Computers

Televisions

DVD players

Cameras




http://www.pecentral.org/





Unit 4 Rhythm and Dance Pacing: 5 Days Content Area/Course: Physical Education





Big Idea: Taking personal responsibility to develop and maintain physical activity levels provides opportunities for increased health, fitness, enjoyment, challenges, self-expression, and social interaction.

Students will understand that:

Dance education enables student to discover their own natural capacity for the communication of ideas, thought and feelings through the medium of dance and rhythm.

Dance involves body movement, spatial awareness, and coordination

Safety rules must be applied to prevent injuries and maximize benefits

Heart health, strength and flexibility contribute to wellness

What are the elements of movement?

What are rhythm and tempo? How does dance reflect culture? Describe how following safety

rules contribute to wellness during physical activity (proper mechanics).

How can physical activity prevent common health conditions?

2.6 - Fitness: All students will explain the meaning of physical fitness and its relationship to personal health.



That regular physical activity contributes to wellness.

Rhythm and dance nomenclature How to use and combine movement

skills That dance develops strength,

flexibility, cardiorespiratory endurance, and balance.

Motor skills are developed through repetition and practice of dance movements.

How to learn, perform and teach a dance.


SLO- Count music beats and calculate beats per minute.

SLO- Participate in creative, ethnic, and social dances.

SLO- Create and perform a movement sequence using learned skills anc concepts.

SLO- Research and teach a dance to a group.

SLO- Identify the origins or culture associated with particular dances




2.1.2.A.1 – Student will define wellness and explain how making healthy choices contribute to wellness

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.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and relationships (creative, cultural, social, and fitness dance).

2.6.2.A.1 - Stud2.5.8.A.3 Create, explain, and demonstrate, as a small group, a planned movement sequence that includes changes in rhythm, tempo, and musical style (creative, cultural, social, and fitness dance). ent will identify activities that develop health/skill related fitness

2.6.2.A..2 - Student will identify body responses to physical activity 2.6.2.B.1 - Student will explain how too little or too much exercise can be harmful 2.6.2.B.2 - Student will explain how regular physical activity contributes to wellness 2.6.1.C.1 - Student will engage in physical activities that develops components of fitness 2.6.1.C.3 - Student will develop a fitness goal and monitor achievement



Fitness skill/activity log (home and school) Formative evaluation (i.e. Teacher observation; peer guided observation; self-

checks) Written quizzes, tests, projects, exit slips etc. District generated rubrics Video Critique of Dance Routine



-Fitness gram (if available)

-Fitness stations

-Individual and small group movement challenges

-Monitor body responses as activities are being done

-Games/activities that promote lifelong wellness

-Home exercise program

-Teacher strategies include demonstration of necessary skills, positive behavior

reinforcement incentives


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.pecentral.org

www.njdoe.com

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


Pulsometer/pedometerComputers

Televisions

DVD players

Cameras

Music player




Unit 5 Lifetime Fitness/ Individual Sports Pacing: Weeks 13-16Content Area/Course: Physical Education




Big Idea: Experiencing several styles of fitness training, students will be able to create individual fitness goals and become more familiar and comfortable participating in lifetime fitness activities..

Students will understand that: BMI (body mass index) plays a role

in understanding how the fitness components relate to each individual.

Regular participation in fitness programs prevents diseases and injuries.

Different types of exercise yield different results.

It is important to vary exercises because of adaptability.

Why is it important to regularly participate in fitness programs?

What is the difference between aerobic and anaerobic training?

How can the health-related components of fitness be improved?

How can the skill-related components of fitness be improved?

Based on my body type and fitness level, which sports or exercises give me the most gains?

2.5 – Motor Skill Development: All students will utilize safe, efficient, and effective moment to develop and maintain a healthy, active lifestyle.




How to choose a sport that best suits your fitness needs.

How to safely use the machines and weighs in a fitness center.

The rules for recreational sports, i.e. bowling, badminton, golf, and table tennis.

How to read the BMI. Training principles and how to

apply them.

Skills:

Students will be able to: SLO- Calculate their working

heart rate. SLO- Play several

recreational games. SLO- Create a weight-training

workout plan. SLO- How to apply F.I.T.T. to

each fitness program. SLO-Define various fitness

terms; like aerobic, anaerobic, metabolism, and caloric intake.

SLO-Develop a cardiovascular training program and progress the program to gain the most benefit.

SLO- Incorporate technology


Stage 2- Assessment


2.6.8.A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity. 2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness. 2.6.8.A.3 Analyze how medical and technological advances impact 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. 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.1 Compare the short- and long-term impact on wellness associated with physical inactivity. 2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-training principles. 2.6.12.A.3 Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition. 2.6.12.A.4 Compare and contrast the impact of health-related fitness components as a measure of fitness and health. 2.6.12.A.5 Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and illegal substances) to improve performance.



Formative evaluation (i.e. Teacher observation; peer guided observation; self-checks)

District generated rubric Written quiz, project, exit slip, drawing, etc. “Pre”/ “Post” Fitness Tests (Including height, weight, body mass index) Fitness Charts



Physical Evaluation prior to unit

Partner and small group movement activities.

Project adventure (Team building)

Clear and concise expectations given before the activity and feedback at the

conclusion

Teacher and peer modeling

Positive behavior incentives

Use of various grouping strategies (homogeneous/heterogeneous)

Choosing activities that are on an appropriate level



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


Unit Resources

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



Documents

Table of Contents - Trenton Public Schools · Web view2.1.12.E.3 Examine how a family might cope with crisis or change and suggest ways to restore family balance and function. 2.1.12.E.4