|
|
|
Oroville Union High School District |
|
Physical Education |
|
Physical Education - Physical Education (9th Grade) (Draft) |
|
|
Physical Activity
The learner will be able to
describe the effects of body movement
.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
The California Code of Regulations (CCR) - (CCR, Title 5, Section 10060) |
Classroom
|
|
Body Movement
The learner will be able to
describe the mechanics of body movement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
Synthesis |
Introduce |
1.0 |
The California Code of Regulations (CCR) - (CCR, Title 5, Section 10060) |
Classroom
|
|
|
Movement Skills and Movement Knowledge
|
|
|
Movement Activities
The learner will be able to
demonstrate basic competence in more than one activity from the curriculum. Students will document their competence in two or more types of movement forms, such as playing a team or individual sport using all the skills and strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
Synthesis |
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 1. |
Classroom
|
|
Moves and Situations
The learner will be able to
identify the characteristics of highly skilled performance in a few
movement forms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 2. |
Classroom
|
|
Assess Movement Skills
The learner will be able to
assess the movement skills of self and others.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 2. |
Classroom
|
|
Biomechanical Principles
The learner will be able to
explain the relationship between biomechanical principles and
movement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 2. |
Classroom
|
|
Basic Offensive & Defensive Strategi
The learner will be able to
analyze basic offensive and defensive strategies in games and sport.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 2. |
Classroom
|
|
Benefits of a Healthy lifestyle
The learner will be able to
explain the physiological, psychological, and social benefits of a
healthy, active lifestyle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
Comprehension |
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 3. |
Classroom
|
|
Assess Personal Fitness
The learner will be able to
assess and analyze their personal fitness.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 3. |
Classroom
|
|
goals for Fitness Standards
The learner will be able to
set goals to meet current health-related fitness standards.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 3. |
Classroom
|
|
Personal Fitness Program
The learner will be able to
apply principles of training in designing a personal fitness program.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 3. |
Classroom
|
|
Participation in Physical Activities
The learner will be able to
participate in a variety of physical activities appropriate for enhancing
physical fitness.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 3. |
Classroom
|
|
|
Self-Image & Personal Development
|
|
|
Physically Active Lifestyle
The learner will be able to
analyze and compare health and fitness benefits derived from various physical activities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 4. |
Classroom
|
|
Physical Activities & Social Interac
The learner will be able to
identify the ways in which physical activity can provide opportunities for positive social interaction and enjoyment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 4. |
Classroom
|
|
Participation & Personal Goals
The learner will be able to
participate in a variety of physical activities in order to achieve personal goals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 4. |
Classroom
|
|
Participation in Movement Activities
The learner will be able to
explain why and how rules make participation in physical activity safe; and apply safe practices, rules, and procedures in all physical activity
settings, and demonstrate good sportsmanship.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 5. |
Classroom
|
|
Social Behavior
The learner will be able to
resolve conflicts in appropriate ways.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 6. |
Classroom
|
|
Peer Coaching
The learner will be able to
participate in peer coaching for development of physical education skills and knowledge.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 6. |
Classroom
|
|
History and Culture
The learner will be able to
describe events in history that have had an impact on current physical education programs, sports, career opportunities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 7. |
Classroom
|
|
Sports & American Culture
The learner will be able to
demonstrate an understanding of how sport and dance influence American culture.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 7. |
Classroom
|
|
Historical Trends in Fitness
The learner will be able to
understand the historical trends in fitness participation and activities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
CA: High School Challenge Standards for Physical Education, Course One Standards, September 28, 2002, Grades 9-10, Standard 7. |
Classroom
|
|
Beginning Basketball
The learner will be able to
execute the following basic basketball skills: one-handed set shot and lay-up, execute the dribble using both right hand and left hand, pass and catch a basketball using two hands, pivot with either foot - forward or reverse, guard an opponent with or without the ball by playing zone or man defense, and execute the proper techniques for rebounding on or off the ball. Students will: communicate verbally and through optional written exams, the history of the game and rules, identify and recognize rule infractions during game play, demonstrate positive behaviors for classmates by encouraging and helping teammates, and fair play and sportsmanship.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
Comprehension |
Introduce |
1.0 |
Oroville Union High School District(a) |
Classroom
|
|
Beginning Flag Football
The learner will be able to
execute the following basic rule and strategies of flag football. Learn skills that will help them participate in flag football games. Learn safety, sportsmanship and team play. Demonstrate the following: knowledge of rules pertaining to pertaining football, team play, sportsmanship, and a legal block.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
Oroville Union High School District(a) |
Classroom
|
|
Beginning Soccer
The learner will be able to
execute the following basic soccer skills: dribbling, kicking, trapping, blocking, tackling, place kicking, punting, throw-in, and goalie techniques. Communicate verbally and through written exams the history and rule of soccer. List the offensive and defensive positioning and the basic duties and responsibilities of offense and defense. Identify and recognize rule infractions during game play. Demonstrate consideration for others by history his or her confidence, strengths and weaknesses during drills and competition and fair play, sportsmanship and rules of courtesy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
Oroville Union High School District(a) |
Classroom
|
|
Beginning Volleyball
The learner will be able to
execute the following basic volleyball skills: the overhead set correctly either against the wall or to a partner, the forearm pass against wall or to a partner, one of the following serves correctly: underhand or overhand, strategy on offense by a pass, set, or spike, and rotate properly in a game. communicate verbally and through communicate exams the history and rules of volleyball. Identify and recognize rule infractions during game play. Demonstrate consideration for others by praising his or her confidence, strengths and weaknesses during drills and competition and fair play, sportsmanship and rules of courtesy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
Oroville Union High School District(a) |
Classroom
|
|
Beginning Tennis
The learner will be able to
execute the following basic tennis skills: forehand - appropriate footwork, stance, grip backhand - appropriate footwork, stance, serve - appropriate footwork, stance, colley - appropriate footwork, stance, lob - appropriate footwork, stance, and grip - appropriate footwork, stance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
Oroville Union High School District(a) |
Classroom
|
|
Beginning Wally Ball
The learner will be able to
a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
Oroville Union High School District(a) |
Classroom
|
|
Beginning Softball
The learner will be able to
auire basic softball skills during drills, modified games, and actual game play. Demonstrate knowledge of rules during actual game play and field positions, offense and defense using safety.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
Oroville Union High School District(a) |
Classroom
|
|
beginning Lacrosse
The learner will be able to
a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
Synthesis, Evaluation |
Introduce |
1.0 |
Oroville Union High School District(a) |
Classroom
|
|
Beginning Badminton
The learner will be able to
execute the following skills: grips - continental and western, ready position - racquet ready and feet ready, strokes - overhead clear, underhand clear, drives, smash, drop shots, serve - long and short, doubles play - side by side, singles play - covering the court. Students will: communicate verbally and through optional written exams the history of the game, identify the equipment used for badminton, name the parts of the badminton court, explain the scoring for doubles and singles, and describe the long and short serve.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Master |
1.0 |
Oroville Union High School District(a) |
Classroom
|
|
Beginning Pickleball
The learner will be able to
develop skills through various drills. Use skills learned in game play, utilizing game rules and strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Master |
1.0 |
Oroville Union High School District(a) |
Classroom
|
|
Beginning Floor Hockey
The learner will be able to
a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Master |
1.0 |
Oroville Union High School District(a) |
Classroom
|
|
Beginning Aerobics
The learner will be able to
a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Master |
1.0 |
Oroville Union High School District(a) |
Classroom
|
|
California Physical Fitness
The learner will be able to
complete physical fitness tasks: aerobic capacity, body composition, abdominal strength, trunk extension strength, upper body strength, and flexibility. Submit student physical fitness information results to the California Physical Fitness State Report.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
California Physical Fitness Test www.cde.ca.gov/statetests/pe/pe.html |
Classroom
|
|
National Standards-Physical Education
The learner will be able to
demonstrate competency in many movement forms and proficiency in a few movement forms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
In "Moving into the Future: National Standards for Physical Education, A Guide to Content and Assessment," (NASPE, 1995a), Healthy People 2000, National Physical Education Standards. |
Classroom
|
|
Motor Skills
The learner will be able to
apply involvement concepts and principles to the learning and development of motor skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
In "Moving into the Future: National Standards for Physical Education, A Guide to Content and Assessment," (NASPE, 1995a), Healthy People 2000, National Physical Education Standards. |
Classroom
|
|
Movement Concepts
The learner will be able to
apply involvement concepts and principles to the learning and development of motor skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
In "Moving into the Future: National Standards for Physical Education, A Guide to Content and Assessment," (NASPE, 1995a), Healthy People 2000, National Physical Education Standards. |
Classroom
|
|
Health-Enhancing Physical Fitness
The learner will be able to
exhibit a physically active lifestyle, and achieve and maintain a health-enhancing level of physical fitness.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
In "Moving into the Future: National Standards for Physical Education, A Guide to Content and Assessment," (NASPE, 1995a), Healthy People 2000, National Physical Education Standards. |
Classroom
|
|
responsible Behavior
The learner will be able to
demonstrate responsible personal and social behavior in physical activity settings
.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
In "Moving into the Future: National Standards for Physical Education, A Guide to Content and Assessment," (NASPE, 1995a), Healthy People 2000, National Physical Education Standards. |
Classroom
|
|
Individual Differences & Activities
The learner will be able to
demonstrate an understanding and respect for differences among people in physical activity settings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
In "Moving into the Future: National Standards for Physical Education, A Guide to Content and Assessment," (NASPE, 1995a), Healthy People 2000, National Physical Education Standards. |
Classroom
|
|
physical Activities & physical
The learner will be able to
understand that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
In "Moving into the Future: National Standards for Physical Education, A Guide to Content and Assessment," (NASPE, 1995a), Healthy People 2000, National Physical Education Standards. |
Classroom
|
|
|
State Physical Fitness Test
|
California Physical Fitness Test
The learner will be able to
participate in the California Physical Fitness Test.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Education |
|
Introduce |
1.0 |
California Physical Fitness Test www.cde.ca.gov/statetests/pe/pe.html |
Classroom
|
| |
Instructional Resources |
| |
| · |
The President's Challenge, President's Council on Physical Fitness, 2002-2003, U.S. department of Health and Human Services [Textbook]
www.fitness.gov |
|
|
|
