Last Updated on Tuesday, March 06, 2007 at 5:17 AM
Jessamine County Schools shared their 8th grade physical education curriculum map and the description below.
Jessamine County Schools
8th Grade PE
Why did your school/district decide to develop curriculum maps?
We needed to vertically and horizontally align the curriculum and to define student outcomes for each grade level and course. There were gaps in essential content and skills. Upon analysis of our assessments we also found that there was a need for depth, rigor and challenge within our courses. We had also made assumptions about what was supposed to be mastered at each grade level. We needed curriculum maps to help us define at each grade level the student expectations for mastery. Additionally, we needed a document that we could use for new teachers to define learning expectations for their new assignment. Curriculum maps could serve that purpose. Curriculum maps are being used to aide us in our discussions at critical transition points (Kindergarten to elementary, elementary to middle, and middle to high). We could have much more productive conversations about expectations using the maps as points of discussion. Rather than saying, "They are coming to us unprepared," we could use the maps to discuss student outcomes for content and processes from level to level.
How did your school/district begin and what were the stages in the process?
We first began the maps for the purpose of vertical articulation and gap analysis. We defined the standards of the Academic Expectations, Program of Studies and Core Content for each grade level and course. At the district level we began to define the critical elements the maps would contain. When that was completed we began work to identify what students should know and be able to do at each grade level and in each course. Our elementary schools worked together to agree upon common expectations for students in the core classes. They then expanded the work to include arts and humanities and practical. In our middle and high schools, each school met twice per month in content areas and by grade levels to work on the maps and discuss vertical and horizontal articulation. By the end of the year we had our first draft. Each of the secondary schools had used a slightly different form but each map contained the critical elements. Arts and humanities teachers and practical living and vocational teachers found it preferable to work as district groups because so many of them had singleton courses. We arranged for them to work together using district funds.
Where is your school/district in the development of curriculum maps?
We are in need at this time to refine our curriculum maps. Upon first draft review we observed a need for discussion on rigor and challenge. We have decided to use our maps to begin work on common performance tasks and KCCT-like summative questions for each course. As we work on challenging performance tasks and summative assessments we will need to make revision to the curriculum maps and should see evidence of increased rigor and challenge reflected on our maps. We understand that the work on curriculum maps will be a continuous process. We are going to continue to develop common assessments and as we do we will continue to wrestle with issues such as time to teach, depth of content, rigor, challenge, motivation, differentiation. It will take time to build all of this into our courses and as we do we will see an evolution in our curriculum maps. Analysis of student work on the common assessments will drive the revisions we need to make in curriculum, instruction, and assessment. Our maps will be used by teacher to develop or refine Standards based units of study. We see this as a continuous process of refinement and adjustment based on the needs of our students.
What are your next steps in the development of curriculum maps or after completion of maps?
Our next steps include the use of maps to develop common performance assessments and summative assessments. They will also be used by teachers to develop or refine standards based units of study. This cyclic process means that our curriculum maps will be revised often. The work that we are providing at this time represents our first efforts to truly define what students should know and be able to do in each grade level or course. It becomes a map to guide us but also to show progress through revision. It provides points of discussion throughout the district for improvement. It will also be use by principals for classroom observations and discussions for individual teacher growth.
EJMS Curriculum Map/ Horizontal Alignment
Content Area: PE Grade Level: 8th
|
Dates |
Unit Title/Org. |
Core Content Standards,
Student Outcomes and POS |
Essential Questions |
Vocabulary |
Common Assessments |
Modifications |
|
Aug. 18-29 |
Wellness and Fitness |
CORE CONTENT:
PL-M-2.23
Frequency, intensity, and time-principles of training and conditioning
PL-M-2.21
Benefits of regular activity
PL-M-1.3.1
Diet and exercise affect body systems
STUDENT OUTCOMES:
Students will be able to:
1. calculate THR
2. assess fitness
3. organize a fitness program
4. improve student fitness
PROGRAM OF STUDIES:
PE-8-1
Students will describe body changes following regular participation in physical activity.
PE-8-2
Students will relate benefits of exercise and fitness to physical development.
PE-8-3
Students will evaluate their own health-related fitness.
PE-8-4
Students will monitor intensity of exercise (e.g., resting heart rate, target heart rate, recovery time).
PE-8-5
Students will apply principles of fitness training and conditioning (e.g., frequency, intensity, duration, mode) in activities (e.g., running, jogging, aerobics).
PE-8-6
Students will enhance personal fitness goals and personal fitness programs. |
1. What are the short term benefits of fitness?
2/ How does CV health improve through exercise?
3. What activities improve CVE?
4. Safety concerns
5. What role does muscle strength and flexibility play in total fitness? |
1. FIT
2. Cardiovascular
3. Aerobic
4. Hypertension
5. Cross training
6. Obesity
7. Lactic acid |
1. Fitness Assessment
2. Worksheets and homework
3. Written test |
1. Scribe
2. Reader
3. Peer tutoring
4. Modifications on specific activities |
|
Aug. 18-Oct. 10 |
Lift America |
CORE CONTENT
PL-M-1.5.1
Body changes as a result of regular exercise
PL-M-1.5.2
Exercise benefits physical developments
PL-M-1.5.3
Applying FIT principles
PL-M-1.5.4
Self-assessment
PL-M-2.2.1
Physical, emotional, mental, social benefits
STUDENT OUTCOMES:
Students will be able to:
1.Identify body changes
2. understand how the FIT principles relate to muscular endurance and strength
3. teach someone how to use the weight machines
PROGRAM OF STUDIES:
PE-8-1
Students will describe body changes following regular participation in physical activity.
PE-8-2
Students will relate benefits of exercise and fitness to physical development.
PE-8-3
Students will evaluate their own health-related fitness.
PE-8-4
Students will monitor intensity of exercise (e.g., resting heart rate, target heart rate, recovery time).
PE-8-5
Students will apply principles of fitness training and conditioning (e.g., frequency, intensity, duration, mode) in activities (e.g., running, jogging, aerobics).
PE-8-6
Students will enhance personal fitness goals and personal fitness programs. |
1. What benefits would I gain by participating in a regular fitness program?
2. How can I apply the FIT principles to a weight training program |
1. Weight training
2. Overload principles
3. Sets
4. Repetition |
1. Fitness assessment
2. Worksheet
3. Reporting progress
4. Post fitness assessment |
1. Scribe
2. Reader
3. Peer tutoring
4. Modifications on specific activities |
|
Sept. 30 |
MOTOR SKILLS |
CORE CONTENT:
PL-M-2.1.1
Principles of motor skills refinement (e.g., accuracy, technique, movement) require a logical and sequential approach
PL-M-2.1.2
Knowledge of the combinations of locomotor (moving from one place to another) (e.g. running, skipping, hopping) and non-locomotor (stationary) (e.g., bending, stretching, twisting) movements is necessary for the improvement of transitional motor skilles (e.g., punting, serving, vaulting
PL-M-2.2.1
Physical, emotional/mental, and social benefits can be gained from recreational and/or competitive physical activities.
PL-M-2.2.2
Techniques (e.g. practice, self-evaluation ) used to develop skills are related to performance in games and/or sports.
PL-M-2.3.1
Knowledge of offensive and defensive strategies in games and/or sports make them interesting and enjoyable.
PL-M-2.3.2
Rules and fair play (e.g., accepting, authoritative decisions, assessing one's own performance level, accepting skills and abilities of others through verbal and non-verbal actions for spectator and/or participants) during games are necessary.
STUDENT OUTCOMES:
1.students will be able to assess their own skill.
2. students will be able to teach and assess another students skill level.
3. students will be able to apply specific skills to specific sports.
PROGRAM OF STUDIES:
PE-8-7
Students will apply movement concepts (e.g., space awareness, effort, formations that occur between objects and people) in various games and sports activities.
PE-8-8
Students will demonstrate principles of motor skill refinement (e.g., accuracy, techniques, physics).
PE-8-9
Students will use basic offensive and defensive strategies in modified versions of team and individual sports.
PE-8-10
Students will critique transitional movement sequences and patterns to make recommendations for improvement.
PE-8-11
Students will develop transitional motor skills for participation in games, activities, and rhythmic movements (e.g., baseball, soccer, basketball).
PE-8-12
Students will refine techniques to achieve consistency in performance of fundamental skills (e.g., throwing, catching, kicking, striking, dribbling) in games and activities.
PE-8-13
Students will analyze object manipulation to make recommendations for improvement. |
1. What skills are needed for movement?
2. What methods for learning skills?
3. How will learning enhance playing?
4. How will teaching and assessing another student enhance your skill level |
1. Locomotive
2. Non-locomotive
3. Transitional
4. Defensive
5. Offensive |
1. Pre-skills test
2. Post-skills test |
1. Scribe
2. Reader
3. Peer tutoring
4. Modifications on specific activities |
|
Oct. 1 |
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|
|
|
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|
Oct. 6-7 |
Dance
(peer teaching) |
CORE CONTENT:
DANCE
2.2.1 Accurately recall and reproduce a dance sequence at least 32 counts in length.
2.3.1 Recognize and discuss, using appropriate dance vocabulary, how dance elements: space (focus, size) time ( accent, rhythmic pattern, duration)L force (heavy/light, sharp/smooth, tension/relaxation, bound/flowing) are used to express thoughts, ideas, and feelings in dance.
2.3.2 Discuss how dances are composed of variety of locomotor ( step-hop, grape-vine, polka, waltz, two-step ) and non-locomotor ( push, pull, rise, fall, dodge, sway ) movements.
2.3.6 Analyze, interpret, and evaluate the skills of body alignment, balance, isolation of body parts, evaluation, and landing.
STUDENT OUTCOMES:
students will :
1.recognize how movement elements are used to create overall aesthetic effects in dance.
2. analyze, interpret, and evaluate, elements of dance performances
3. use appropriate terminology to analyze, interpret, and evaluate how various combinations of dance elements help express ideas, thoughts and feelings
PROGRAM STUDIES:
PE-8-7
Students will apply movement concepts (e.g., space awareness, effort, formations that occur between objects and people) in various games and sports activities.
PE-8-8
Students will demonstrate principles of motor skill refinement (e.g., accuracy, techniques, physics)
PE-8-9
Students will use basic offensive and defensive strategies in modified versions of team and individual sports.
PE-8-10
Students will critique transitional movement sequences and patterns to make recommendations for improvement.
PE-8-11
Students will develop transitional motor skills for participation in games, activities, and rhythmic movements (e.g., baseball, soccer, basketball).
PE-8-12
Students will refine techniques to achieve consistency in performance of fundamental skills (e.g., throwing, catching, kicking, striking, dribbling) in games and activities.
PE-8-13
Students will analyze object manipulation to make recommendations for improvement. |
1. Why are teamwork and cooperation important when performing a dance?
2. How can a better understanding of the elements of dance help the student to create a dance? |
1. Space
2. Time
3. Focus
4. Size
5. Accent
6.Rhythm
7. Force
8. Heavy
9. Pull
11. Rise
12; Body alignment
13. Elevation
14. Landing |
1. Reproduce dance
2. Teaching dance
3. Cooperating with peer teacher |
1. Scribe
2. Reader
3. Peer tutoring
4. Modifications on specific activities |
Note: If you'd like to use this map or amend it to suit your needs, please check below for a handy Microsoft Word version. Just click on the Word icon to open it on your computer, then choose Word's Save As command to save it locally.
