East Hartford Public Schools
Physical Education K-12
Program Curriculum
2013-2014
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Health & Physical Education
East Hartford Public Schools
Curriculum Guide
TABLE OF CONTENTS
Introduction…….....................................................................................................3
Structure & Design……………………………………………………………………………………4
Intent and Acknowledgements..............................................................................5
Program Guide
Program Overview.……………………………………………………………………………………6
Mission, Philosophy, Program Goals…………………..………………………………………7-8
Scope of Services……………………………………………………………………………………….9
Equipment & Safety …………………………………………………………………………………10-11
Understanding by Design…………………………………………………………………………..12
Educational Practices………………………………………………………………………………..13
Scope & Sequence……………………………………………………………………………………14-19
Assessment Matrix……………………………………………………………………………………21-24
Comprehensive Physical Education
Healthy and Balanced Living……………………………………………………………………..24-26
Physical Education Standards…………………………………………………………………….27-32
Program Curriculum Guidelines
Curriculum Overview…………………………………………………………………………..…..33-35
K-2…………..…………………………………………………………………………………………....36-73
Grades 3-5/6 (Elementary Schools)…………………………………………………………..74-99
Grades 6-8 (EHMS)………………………………………………………………………………..100-172
Grades 9-12 (EHHS)………………………………………………………………………………173-256
Materials & Resources
Appendices…………………………………………………………………………………………….257-301
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2013-2014
Health & Physical Education
East Hartford Public Schools
Curriculum Guide
2013-2014
INTRODUCTION
The purpose of this document is to serve as a guide to Wellness Education for East Hartford
Public Schools in addition to the district job descriptions and professional responsibilities of
teachers. The document contains the curriculum, procedures, regulations and a variety of
information that outlines the importance of wellness and program requirements. It is a tool for
students, educators, and stakeholders to understand the program offerings and positive impact the
program will have on a child’s life. Through taking a proactive approach in effectively promoting
and advocating for wellness education in East Hartford Public Schools, it is our goal to ensure each
child is consistently learning in a safe, positive, and instructional environment where they will learn
lifelong skills to advocate for healthy lifestyles and choices.
The health and physical education staff has used the district-adopted Understanding by Design
framework, curriculum guides from state school districts, and the Connecticut State Department of
Education Healthy Lifestyle Framework to aid in the curriculum development process. The
intended learning outcomes and assessment measures offer a vertically aligned, logical, and
systematic approach toward meeting the various learning styles and needs of East Hartford
students. Through consistent implementation, adaptation, and review, the department believes we
will continue to promote healthy lifestyles in our schools and help create healthy bodies and minds
for tomorrow’s leaders from this community.
Joseph LeRoy
Supervisor of Health & Physical Education
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Health & Physical Education
East Hartford Public Schools
Curriculum Guide
2013-2014
STRUCTURE & DESIGN
The curriculum guide is designed to illustrate a systematic approach to teaching essential content
and skills that build on previous learning and promote critical thinking and student-centered
learning experiences. Within the guide, the following sections are outlined for each ageappropriate activity:
1. Safety protocol and procedures
2. Scope and sequence.
3. Priority Grade Level Standards (Healthy Lifestyle Framework)
4. Big Ideas
5. Essential Questions
6. Concepts
7. Skills
8. Assessments (Attached at end of each framework)
9. Resources/Materials
10. Effective Teaching Strategies
11. Enrichment, Intervention, Differentiation
The appendices section offers various instructional resources and additional information that
assists in meeting all safety and state requirements and regulations.
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Health & Physical Education
East Hartford Public Schools
Curriculum Guide
2013-2014
INTENT & ACKNOWLEDGEMENTS
East Hartford Public School Health & Physical Educators provide physical activities in a safe
learning environment that promote student development in physical, social, and emotional realms
related to overall wellness. The opportunity for students to understand the importance of disease
and obesity prevention, quality of life, and overall wellness is essential to the effectiveness of the
program and central focus for student development.
This curriculum provides students with a comprehensive program that enables all students to
develop knowledge, skills, and attitudes that promote a healthy lifestyle. The staff curriculum
committee has developed the framework to ensure that all students are provided with
opportunities to be challenged and identify successes as they develop their own healthy lifestyle
habits to maintain for a lifetime.
Joseph LeRoy
Supervisor of Health & Physical Education
East Hartford Public Schools
Curriculum Team Members:
Elementary School
Middle School
High School
Toby Bianco (Sunset Ridge)
David Brower (Silver Lane)
Catherine Callahan (O’Brien)
Josh Charbonneau (Sunset
Ridge)
Michael Craig (Langford)
Eric Forrest (Mayberry)
Steve Higgins (Itinerant)
Carolyn O’Connor (Goodwin)
Joseph Pearce (Norris)
Dru Schlosser (Pitkin)
Sharon Smith (O’Connell)
Bari Winner (Woodland)
Kyle Wood (Hockanum)
Leigha Abair
Derek Bell
Patricia Daly
Tony Della Vecchia
Raymond Bell
David Bocchichio
Marcie Black
Keith Delaire (IB)
Jorge Limeres
Mike Montavani
Julie Robinson
Melissa Samuels
Tracy Stefano
Erick Frank
Matthew Martucci
Richard Milton
Maureen McDermott
Michael McDermott
Robert Nadler (Woodland)
Susan Patria
Brian Verrastro
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Health & Physical Education
East Hartford Public Schools
Curriculum Guide
Program Guide
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2013-2014
Health & Physical Education
East Hartford Public Schools
Curriculum Guide
2013-2014
OVERVIEW
East Hartford Public Schools prides itself on providing a safe, student-centered, high expectation
learning community in grades K thru twelve. The district is committed to providing a respectful
learning environment where students are capable of learning and growing at their individual needs,
while achieving at high levels in order to prepare students to be successful in our global society.
The vision of East Hartford Health and Physical Education is to facilitate a culture that promotes a
cohesive atmosphere between all students, parents, staff and stakeholders. Students are
encouraged to challenge themselves and utilize higher order thinking skills to problem solve,
advocate, and promote healthy lifestyles. It is imperative that our students work collaboratively
with families, staff, community members and other schools to provide a learning environment that
fosters health, growth, and promotion of living a life that exemplifies overall wellness.
Health and Physical Education is a sequential program consisting of classes in Physical Education
and Health Education. The physical education classes expose students to a variety of physical
activities to aid in individual development in the realms of physical, social, and emotional areas,
and to improve personal fitness, promote fair play and cooperation. Health classes are designed to
develop student's abilities to provide a foundation for potential risks and proactive approaches to
wellness and to make informed decisions relating to health issues. Classroom instruction includes
the application of knowledge and skills in order to improve and maintain the health of the student.
The curriculum is aligned with state and national health and physical education standards.
MISSION
The mission of East Hartford Public Schools Health and Physical Education program is to provide
developmentally appropriate learning opportunities for students to attain the knowledge, skills, and
dispositions essential for a healthy lifestyle.
The Health & Physical Education Department seeks to accomplish its mission by working with
stakeholders throughout the schools and community to:

Provide a safe and effective learning environment in physical activity settings.

Promote physical activity and overall wellness.

Advocate and promote living a healthy lifestyle.

Develop and implement appropriate health policies and guidelines

Develop and educate about disease prevention, human growth, nutrition, and other healthrelated concepts in K-12 settings.

Provide interdisciplinary learning opportunities.

Work with the mission and goals of East Hartford Public Schools to produce healthy
learners.
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Health & Physical Education
East Hartford Public Schools
Curriculum Guide
2013-2014
PHILOSOPHY
East Hartford Public Schools (EHPS) and the Health and Physical Education Department is
committed to providing children with a comprehensive program that aids in the development of
the physical, social, and emotional realms. Research has shown that daily physical activity is
essential for individual growth and development. Through being a member of the health and
physical education program, students are consistently provided opportunities for success,
challenges, trust, confidence, cooperation, and many other skills that help develop healthy lifestyle
habits.
Throughout their program experience, students are provided with learning experiences that
promote healthy human development, growth, disease prevention, and refraining from substance
abuse. This is done through an age-appropriate and progressive curriculum in the health and
physical education subjects. Parents, guardians, teachers, and all members of the students’
community have a major impact on the overall healthy quality of life for East Hartford Public
School students.
The Health and Physical Education staff strives to reverse the trends of inactivity and disease
throughout our country. We believe that working together this process will provide our students
with skills and a foundation for living a healthy and productive life.
PROGRAM GOALS
As a result of participation in the Health and Physical Education program students will:
1. demonstrate an appreciation and understanding of the importance of physical activity and
overall wellness.
2. participate in physical activity settings that provide opportunities for success, challenges,
sportsmanship, trust, confidence, and cooperation.
3. acquire fundamentals movement and skill concepts related to a variety of movement forms
and activities.
4. demonstrate positive social, emotional, and mental health skills in everyday life.
5. advocate for health and lifelong wellness.
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Health & Physical Education
East Hartford Public Schools
Curriculum Guide
2013-2014
SCOPE OF SERVICES
Health and Physical Education serves as a vital component to a students’ overall academic, social, and
personal success. The program aims to advocate healthy lifestyle habits as well as providing students the
opportunity to create and implement various aspects of health wellness into their everyday lives. The health
and wellness program utilizes authentic assessment and meaningful learning experiences to facilitate
development in social, emotional, and physical components of a child’s life. This scaffolding approach
allows for students to learn at their own pace, while ensuring success in a multitude of educational
experiences and disciplines.
Elementary: The K – 6 physical education program provides instruction for a sequential program
of motor skill development and the knowledge necessary to participate in a variety of physical
activities. The health program is taught by a classroom teacher in coordination with the physical
education instructor with an emphasis on current health issues, following state and national health
education standards.
Middle School: The middle school program places emphasis for students to think critically,
creatively, and reflectively through activity. A developmental approach provides students with skill
development and knowledge in lifetime sport and leisure activity. New activities that provide for
opportunities for students’ active participation are always explored. The physical education
program is enhanced by after school activities provided through interscholastic, intramural and the
town parks and recreation programming. The health program focuses on the current issues related
to health and proper decision making in order to live a healthy lifestyle.
High School 9 – 12: The physical education and health programs are taught in an interdisciplinary
format. Teachers instruct students in both areas. The program emphasis is preparation to lead a
healthy active life in today’s society. Students must complete one semester of Health and Physical
Education per year for a total of two (2) credits in order to graduate.
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Health & Physical Education
East Hartford Public Schools
Curriculum Guide
2013-2014
EQUIPMENT
Teachers are responsible for keeping an up-to-date inventory of equipment for their respective
schools (Appendix F). Teachers are encouraged to share equipment with colleagues from all
schools around the district in order to provide a wide variety of activities for all East Hartford
students. The condition, storage, and utilization of the equipment is the responsibility of the
individual teacher.
In the event that equipment is borrowed, the teacher will use the equipment sharing log that will
be approved by both schools and the supervisor. This may be communicated via email, interoffice mail, or in-person between the appropriate parties.
Teachers are offered the opportunity to request equipment at designated times throughout the year
using the appropriate request form. Accurate inventory logs and the appropriate forms must be
submitted in order to be considered.
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Health & Physical Education
East Hartford Public Schools
Curriculum Guide
2013-2014
SAFETY GUIDELINES
The health and physical education department believes that safety and student care is the essential
for a successful program. As physical activity is a vital component of this program, we recognize
that a proactive approach to safety is imperative to ensuring that potential risks and accidents are
considered. The safety awareness guidelines presented is intended to minimize the
aforementioned situations. East Hartford Public School Health and Physical Educators will
continue to implement and prioritize safety procedures in all instructional practices and lesson
activities. Teachers will utilize and communicate these practices with colleagues and stakeholders
alike and always strive to meet the needs of all students regardless of ability level, deficiency,
background, or activity level.
Daily Safety Considerations:
1. Background knowledge of all students’ necessary accommodations including but not
limited to: medical conditions, learning needs, or potential serious conditions.
Communication and documentation from appropriate professionals is imperative and
required.
2. Class routine, awareness, expectations, and additional means such as posters or visuals that
reinforce safety.
3. Outline potential hazards in each play areas and include this component in all classroom
rules, expectations, and activities. This includes fire and emergency procedures.
4. Have a readily accessible emergency plan for each play area and clear markings for
potential hazards.
5. Complete first aid/CPR/AED training and have a medical kit and AED readily accessible
in the gym and pool.
6. Proper safety and rules for sport/activity specific lessons.
7. Use of protective equipment (when applicable), facility safety check and considerations,
and age-appropriate and quality equipment.
8. Guidelines for proper participation attire and expectations for changing areas and drink
areas.
9. Hydration and considerations for students with individual needs.
10. Individual student IEP’s are consistently reviewed and assuring a paraprofessional or
support staff is present when required.
11. Consistent monitoring and supervision of student attendance and movement prior to,
during and after the class period.
12. Parent/Guardian contract for physical activity understanding the potential risks and
proactive approach taken by the department.
13. Supervising and communicating essential safety components to student teachers,
substitutes, and other school personnel.
14. Utilizing radios to effectively communicate with security or administration when necessary.
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Health & Physical Education
East Hartford Public Schools
Curriculum Guide
2013-2014
UNDERSTANDING BY DESIGN
Understanding by Design (UbD) is a framework for improving student achievement. Emphasizing
the teacher's critical role as a designer of student learning, UbD works within the standards-driven
curriculum to help teachers clarify learning goals, devise revealing assessments of student
understanding, and craft effective and engaging learning activities.
Developed by nationally recognized educators Grant Wiggins and Jay McTighe, and published by
the Association for Supervision and Curriculum Development (ASCD), Understanding by Design
is based on the following key ideas:





A primary goal of education should be the development and deepening of student
understanding.
Students reveal their understanding most effectively when they are provided with complex,
authentic opportunities to explain, interpret, apply, shift perspective, empathize, and selfassess. When applied to complex tasks, these "six facets" provide a conceptual lens through
which teachers can better assess student understanding.
Effective curriculum development reflects a three-stage design process called "backward
design" that delays the planning of classroom activities until goals have been clarified and
assessments designed. This process helps to avoid the twin problems of "textbook coverage"
and "activity-oriented" teaching, in which no clear priorities and purposes are apparent.
Student and school performance gains are achieved through regular reviews of results
(achievement data and student work) followed by targeted adjustments to curriculum and
instruction. Teachers become most effective when they seek feedback from students and
their peers and use that feedback to adjust approaches to design and teaching.
Teachers, schools, and districts benefit by "working smarter" through the collaborative
design, sharing, and peer review of units of study.
In practice, Understanding by Design offers:



a three-stage "backward planning" curriculum design process anchored by a unit design
template
a set of design standards with attendant rubrics
and a comprehensive training package to help teachers design, edit, critique, peer- review,
share, and improve their lessons and assessments.
Resources:
McTighe & Wiggins. Understanding by Design. ASCD, Alexandria, VA (1998).
http://www.authenticeducation.org/ubd/ubd.lasso
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Health & Physical Education
East Hartford Public Schools
Curriculum Guide
2013-2014
EDUCATIONAL PRACTICE AND EMPHASIS
BLOOM’S TAXONOMY
LEVEL 1
Remembering
LEVEL 2
Understanding
LEVEL 3
Applying
LEVEL 4
Analyzing
LEVEL 5
Evaluating
EFFECTIVE TEACHING STRATEGIES
1. Identifying similarities and differences.
2. Summarizing and note taking.
3. Strengthening efforts and provide recognition.
4. Homework and practice.
5. Nonlinguistic representations
6. Cooperative learning.
7. Setting objectives and providing feedback.
8. Generating and testing hypotheses.
9. Cues, questions, and advance organizers.
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LEVEL 6
Creating
Health & Physical Education
East Hartford Public Schools
Curriculum Guide
SCOPE & SEQUENCE
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2013-2014
Health & Physical Education
East Hartford Public Schools
Curriculum Guide
2013-2014
ELEMENTARY SCOPE & SEQUENCE
K-1
2-3
4-6
Assessment Timeline
Orientation (safety/class
rules) stop and go signals
Listening games
Playground safety
Basic Locomotor
movements (moving fast,
slow, levels)
Skip, hop, jump, gallop,
run
Movement skill assessment
Fitness games
CV activities
Manipulative Gameshoops/ bean bags, small
balls, bag games
Orientation
Fitness
Fitness games
Orientation
Fitness
Fitness games
Fitness testing
Assessment
Completion
Date:
Hoops
Bean Bags
Fitness games
Fitness testing
Fitness testing
Fitness/
Pedometors
Assessment
Completion
Date:
Nov
Ball handling
Basic soccer skills, kicks
trapping
Dribbling,
Soccer/ ball handling or
Football games
Football or
soccer games
Assessment
Completion
Date:
Dec
Bowling (rolling)
Reindeer games
Bowling
Reindeer games
Cooperative games
Cooperative
games
Bowling
Speedball or
ultimate ball
Assessment
Completion
Date:
Jan
Parachute
Aerobic games
Tumbling- forward rolls log
rolls etc.
Parachute
Games
Cup stacking
Tumbling
Parachute
Games
Cup stacking
Assessment
Completion
Date:
Feb
Jump Rope – long ropes,
helicopter, reverse limbo
Ball handling skillsdribbling playground balls
Jump Rope
Basketball- ball
handling skills- dribble
Basketball and
jump rope
Jump rope for
heart
Assessment
Completion
Date:
AugSept
Oct
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Health & Physical Education
East Hartford Public Schools
Curriculum Guide
2013-2014
March
Yoga for kids
Throwing skills
Striking with the hand
Yoga
Throwing skills
Yoga
Wiffleball
Throwing skills
Assessment
Completion
Date:
April
Running and Track and
field
Jumping
Playground equipment
Shorthanded implements –
scoops and paddles
-long handed implementstennis rackets with balloons
Running and track and
field
Jumping
Playground equipment
Long handed
implements and short
handed
Soccer
Track and field
Running
Jumping
Frisbee
Soccer
Assessment
Completion
Date:
May
Long handed implements
Recess games
Field day prep gamesvolleyball, tug o war, bean
bag toss, sprinkle sprinkle
shower etc.
Recess games
Field day prep
Volleyball
Field day prep
Outdoor gamesWiffleball, crazy
kickball
Volleyball
Assessment
Completion
Date:
June
Cumulative games- soccer
Cumulative games
dribble, bowling, parachute, Soccer
throwing
Wiffleball
b-ball
Cumulative
games
Floor hockey
Soccer
Wiffleball
b-ball
Assessment
Completion
Date:
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Health & Physical Education
East Hartford Public Schools
Curriculum Guide
2013-2014
MIDDLE SCHOOL PROGRAM SCOPE & SEQUENCE
(All assessments are due on final day of the unit)
MONDAY-WEDENSDAY-FRIDAY ROTATION
Grade(s): 7th and 8th Grade Physical Education
Choice Date
Dates of
Unit
# of Classes
in Unit
Choice 1
Choice 2
Choice 3
Choice
4
9/7/12
9/10-9/21
6
8th Fitness
7th Flag
Football
8th Fitness
7th Team
Handball
8th Fitness
7th Outdoor
Games
9/26/12
9/26-10/15
6
8th Fitness
7th Crossfit
8th Fitness
7th Soccer
10/17/12
10/19-11/8
8
Swimming
Basketball
11/13/12
11/15-12/20
8
Swimming
Speedball
8th Fitness
7th Flag
Football
Operation
Freedom
Floor Hockey
8th Fitness
7th
Operation
Freedom
8th Fitness
7th Yoga
1/3/12
1/8-1/30
8
Swimming
2/1/12
2/4-2/25
8
Swimming
Floor
Hockey
Badminton
2/27/12
3/1-3/18
8
Swimming
Kickboxing
3/20/12
3/22-4/11
7
Swimming
Basketball
4/23/12
4/25-5/21
8
5/23/12
5/24-TBA
x
7th Fitness
8th
Swimming
Lock
Collection
7th Fitness
8th Flag
Football
Lock
Collection
Strength
Training
Dance
Basketball
Yoga
Capture the
Flag
Bucketball
Crossfit
Track and
Field/Walking
7th Fitness
8th Fitness
Walking
Lock
Collection
Weight
Training
Volleyball
7th Fitness
8th Body
Pump
Lock
Collection
Note: All students swim in grade 7 as integral component of physical education at grade level.
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Health & Physical Education
East Hartford Public Schools
Curriculum Guide
2013-2014
TUESDAY-THURSDAY ROTATION
(All assessments are due on final day of the unit)
Grades: 7th and 8th Grade Physical Education
Choice
Date
9/6/12
Dates # of
Choice 1
of
Classes
Unit in Unit
8 Fitness
9/1110
7 Flag
10/16
Football
Choice 2
Choice 3
Choice
4
8th Fitness
7th Team
Handball
8th Fitness
7th Outdoor
Games
8
Swimming
Basketball
Operation
Freedom
8th Fitness
7th
Operation
Freedom
Strength
Training
10
Swimming
Speedball
Floor Hockey
Dance
8
Swimming
Floor
Hockey
Basketball
Yoga
8
Swimming
Badminton
Capture the
Flag
Crossfit
9
Swimming
Kickboxing
Bucketball
Weight
Training
8
Swimming
Basketball
8
7th Fitness
8th
Swimming
Lock
Collection
7th Fitness
8th Flag
Football
Lock
Collection
th
th
10/18/12 10/2311/14
11/16/12 11/1912/14
12/17/12 12/191/14
1/16/12 1/182/12
2/14/12 2/193/19
3/21/12 3/264/12
4/22/12 4/245/10
5/13/12
5/156/13
8
Track and
Volleyball
Field/Walking
7th Fitness
8th Fitness
Walking
Lock
Collection
7th Fitness
8th Body
Pump
Lock
Collection
Note: All students swim in grade 7 as integral component of physical education at grade level.
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East Hartford Public Schools
Curriculum Guide
Health & Physical Education
2013-2014
HIGH SCHOOL SCOPE & SEQUENCE
(All assessments are due on final day of the unit)
GRADES 9 & 10 (Per Semester)
Choice 1
Choice 2
Choice 3
1
2
# of Classes in
Unit
2
3
Overview
Fitness Testing
Locks
Locks
3
6
Flag Football
Tennis
Power Walking
As
Necessary
4
6
Soccer
Tennis
Frisbee Golf
“
5
3
Fitness Testing
same
“
6
7
Flag Football
same
Power
Walking
Pool
“
7
7
Wiffle Ball
Badminton
Pool
“
8
6
Hockey
Speedball
Weight Room
“
9
6
Basketball
Volleyball
Yoga/Pilates
Video Workout
“
10
3
Fitness Testing
Unit #
Choice 4
Note: All students swim in grade 9 (grade 10 included at CIBA) as integral component of physical
education at grade level.
Grades 11 & 12 (Annual Plan)
Choice 1
Choice 2
Choice 3
1
2
# of Classes in
Unit
3
3
Overview
Fitness Testing
Locks
Locks
3
8
Flag Football
Tennis
Soccer
Cardio Fitness
4
8
Speedball
Tennis
Volleyball
Dance (Zumba)
5
8
Fitness Testing
same
same
“
6
8
Basketball
Racquet Sports
Weight Training
Pool
7
8
Wiffle Ball
Floor Hockey
Yoga/Pilates
Video Workout
Pool
3
Fitness Testing
Unit #
19
Choice 4
Health & Physical Education
East Hartford Public Schools
Curriculum Guide
2013-2014
East Hartford Public Schools
Health and Physical Education K-12
Creating healthy minds and bodies for tomorrow's leaders...
2012-2013
Instructional Assessment Grid
Physical Education
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Health & Physical Education
East Hartford Public Schools
Curriculum Guide
2013-2014
Physical Education Assessment
Overview: Assessment of student performance is a vital component of the East Hartford Public
Schools Health and Physical Education curriculum. Student assessment in k-12 Physical
Education is standards and performance-based. It allows students to engage in physical activities
that apply their learning and motivates each individual to achieve at their highest level. Student
assessment timelines and scope are systematically planned to allow students to build upon previous
learning and display the knowledge, skills, and attitudes that promote health and physical activity.
Purpose: Student assessment improves student learning and allows teachers, students, and
stakeholders alike to determine the progress students have made in relation to intended
curriculum outcomes. Performance assessments in physical education enable each student to
display their knowledge of content and skills at various times throughout the educational
experience. Assessment opportunities commence at various times (formative and unit summative)
to promote student growth and understanding for all types of learners and ability levels.
Outline: In order to accurately assess student performance and plan for meaningful and effective
program implementation, the health and physical education department has incorporated the
following matrix outline. As a result, the staff is able to utilize the data analysis process to refine,
revise, or create alternative learning experiences in the curriculum and instructional development
phases.
Progression: Students are assessed using a progressive and scaffolded grade-specific approach.
Elementary students are evaluated on 3-4 fundamental skills (with specific performance
documentation) for each unit. Secondary students are evaluated on the concepts and application
of previously learned fundamental skills in game play and application activities.
Process:
For each unit, the following documentation is used to monitor student learning and measure
student progress related to the curriculum:
1.
2.
3.
4.
Curriculum Document
Assessment instrument
Data Collection process (school and district results)
Data Analysis process (Identify problem/trend, cause/analysis, improvement strategies, next
steps, and continuous monitoring).
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Instructional Assessment Outline (Physical Education) – Elementary School (K-6)
Assessment
CTPFT Pre-Test
CTPFT Mid-Test
CTPFT Post-Test
Timeline
By November
By Mid-Year
By June 1
Purpose
Assess student physical fitness levels and provide
appropriate feedback.
Individual Unit Skill
Assessment Rubrics (Pre
& Post Assessments)
Formative
and/or
Summative
Performance of
all PE Units
Assess student knowledge of skills and aggregate
data for results and future instructional needs.
st
What is measured?
 VO2 Max.
 M. Strength
 M. Endurance
 Flexibility
Unit assessment performance.
(Content and knowledge of
skills in relation to content
standards)
Priority Standards
9.1, 11.1, 1.4, 12.1
Form
Standardized Test
Vary based on unit.
Performance Rubrics
Instructional Assessment Outline (Physical Education) – Middle School (6-8)
Assessment
CTPFT Pre-Test
CTPFT Mid-Test
CTPFT Post-Test
Timeline
By November
By Mid-Year
By June 1
Purpose
Assess student physical fitness levels and provide
appropriate feedback.
Priority Standards
9.2, 11.1, 11.4, 12.1,
14.3
Form
Standardized Test
Provide student feedback and assess student
performance.
What is measured?
 VO2 Max.
 M. Strength
 M. Endurance
 Flexibility
Unit assessment performance.
(Content and knowledge of skills)
Choice Unit Summative
End of each 8-10
class choice unit.
Vary based on unit.
Performance Rubrics
Participation and
Performance
Daily
Assess content standards for personal and social
responsibility.
Personal and Social
Responsibility.
11.1, 11.4, 13.1, 13.4
Performance Rubrics
st
Instructional Assessment Outline (Physical Education) – High School (9-12)
Assessment
CTPFT Pre-Test
CTPFT Mid-Test
CTPFT Post-Test
Timeline
By November
By Mid-Year
By June 1
Purpose
Assess student physical fitness levels and
provide appropriate feedback.
What is measured?
 VO2 Max.
 M. Strength
 M. Endurance
 Flexibility
Priority Standards
9.4, 10.1, 11.1, 12.1,
14.1
Form
Standardized Test
Choice Unit Summative
End of each 6
class choice
unit.
Daily
Provide student feedback and assess student
performance.
Unit assessment performance.
(Content and knowledge of skills)
Vary based on unit.
Performance Rubrics
Assess content standards for personal and
social responsibility.
Personal and Social Responsibility.
11.1, 11.4, 13.1, 13.4
Performance Rubrics
Participation and
Performance
st
22
East Hartford Public Schools - Health & Physical Education
Individual Assessment Tracking Rubric
Teacher:
School:
Grade:
Unit:
Dates:
Priority Standards:
Student Name
Unit, Assessment Instrument & Skills:
Total Score
23
COMPREHENSIVE PHYSICAL EDUCATION
24
Healthy and Balanced Living Curriculum Framework
The Healthy and Balanced Living
Curriculum Framework provides a
blueprint for how students can live an
active and healthy life. The goal of
the Framework is to show the linkages between the components of
comprehensive school health
education and comprehensive
physical education that lead to a
healthy and balanced life. The
Framework supports students in
making connections and applying
skills for a lifetime of health and wellbeing. Four overarching curricular
outcomes equip students to live
actively and fully in a state of
personal, interpersonal and
environmental well-being: skills,
literacy, concepts and plans, and
advocacy.
This continuum allows schools to
appropriately use the Comprehensive
School Health Education and
Comprehensive Physical Education
Standards to support and guide
students’ personal and academic
achievement through development of
skills needed to: live a healthy and
balanced lifestyle; access, evaluate
and use information from various
sources to achieve overall health and
well-being; comprehend concepts
related to health and fitness and
implement realistic plans for lifelong
healthy and balanced living; and
make plans and take actions that lead
to healthy and balanced living for
themselves and for the world around
them.
Schools serve children from the Prekindergarten level through Grade 12,
which represents a continuum of
development. The Framework
reflects appropriate expectations at
the Prekindergarten, Grade 4, Grade
8 and Grade 12 levels that build on
one another.
The Comprehensive School Health
Education and Comprehensive
Physical Education Standards
incorporate the expectations
outlined in the Connecticut
Preschool Curriculum Framework
and are based on the National
Health Education Standards and
Moving into the Future: The
National Standards
for Physical Education, 2nd Edition.
The overarching standards are
consistent with the national
standards, and sample performance
indicators are specifically designed
for Connecticut’s schools and
learners.
There is substantial evidence that
poor health affects educational
outcomes, behaviors and attitudes,
and that the attainment of
educational goals is dependent on
the achievement of good health. The
Framework provides the blueprint
for districts to address the health and
energy balance of students and guide
them toward becoming wellinformed, health literate individuals,
as well as competent, confident and
joyful movers.
The standards were developed by
applying the following characteristics
of a literate person within the context
of health and fitness: critical thinker
and problem solver; responsible,
productive citizen; self-directed
learner; and effective communicator.
25
26
27
28
29
30
31
32
Program Curriculum
Guidelines
33
LESSON COMPONENTS
Lesson Introduction/Warm-up:
Elementary- Students engage in various cardiovascular and CT Physical Fitness Assessment
(CTPFT) based activities and incorporate principles of Yoga in daily instruction.
Middle- Warm-up activities are unit-based and teachers conduct these activities during
choice instruction.
High- Students 9-12 complete a class-wide four station progressive and systematic warm-up
routine that directly relates to CT Physical Fitness Assessment.
Lesson Demonstration/Explanation:
Teacher demonstration/explanation focuses on the lesson objective and intended learning
outcomes with the associated task or activity to be discussed and practiced.
Lesson Core Activities:
Students are provided with practice activities to emphasize content, skill, and affective
development in each unit of study.
Lesson Application Activities:
Students are provided with application activities to emphasize content, skill, and affective
development in each unit of study.
Lesson Conclusion:
Teachers provide students with lesson overview and student-centered assessment to
monitor content, skill, and affective development in each unit of study.
Elementary Supplemental Learning:
Heart-E-Heart Program: MOVE IT. LOSE IT. LIVE HEALTHY – A Heart-E-Heart
Health Curriculum geared for grades K-2 is supplemented into instruction to reinforce key
health-related concepts that include, but are not limited to: Obesity, physical activity,
nutrition, and dangers behaviors and substances.
34
ADAPTED PHYSICAL EDUCATION GUIDELINES
Adapted physical education is an individualized program of instruction created for students
with disabilities that enables success in physical education. In the context of APE, "adapt"
means "to adjust" or "to fit" modifications to meet the needs of students.
APE is a sub discipline of physical education and encompasses the same components
associated with physical education, providing safe, personally satisfying and successful
experiences for students of varying abilities. The curricular purposes of adapted physical
education align with those of physical education. The Individuals with Disabilities
Education Improvement Act (IDEA) includes in the definition of adapted physical
education physical and motor fitness, fundamental motor skills and patterns, skills in
aquatics and dance individual and group games and sports, including lifetime sports,
designed to meet the unique needs of individuals ages 0-21. (CT State Department of
Education, 2012)
The health and physical education department believes that foundations and maintaining a
healthy lifestyle are vital components for all individuals. East Hartford Public Schools
works collaboratively with student support services at the district and school levels to
ensure that each individual student is afforded the opportunity for a positive and effective
physical education and health experience. The department is committed to meeting the
needs of all students and abiding by all state and federal regulations, IEP mandates, and
working with the schools and families to modify practice as necessary.
For more information: http://www.sde.ct.gov/sde/cwp/view.asp?a=2663&q=334452
STANDARDS DEVELOPMENT
For the purpose of clarification of required standards within the document, the following
key is used to differentiate unit standards:
1. Primary Standards
2. Secondary Standards
3. Common Core State Standards (CCSS)
35
E.H.P.S. Health & Physical Education
Curriculum
Elementary School (K, 1, 2):
K-2 Units
Priority
Standards
Common Core State
Standards (CCSS)
Movement Concepts
9.2, 9.5, 10.5, 11.4, 12.1, 13.1, 14.4,
SL.K.1, SL.K.3., SL.K.6
Locomotor Skills
9.1, 10.3, 11.2, 12.2, 13.1, 14.3
SL.K.1, SL.K.3., SL.K.6
Shorthanded/Long handed implements
9.1, 10.3, 11.2, 12.2, 13.1, 14.3
SL.K.1, SL.K.3., SL.K.6
Dribbling and Ball handling
Throwing (tossing)/Catching
9.1, 9.2, 10.1, 11.1, 13.1
SL.K.1, SL.K.3., SL.K.6
9.2,9.3, 9.4, 10.4, 11.2, 11.3, 13.2
SL.K.1, SL.K.3., SL.K.6
Tumbling/Gymnastics
9.1, 10.1, 11.2, 13.2
SL.K.1, SL.K.3., SL.K.6
Volleying
9.1, 10.1, 11.1
SL.K.1, SL.K.3., SL.K.6
Parachute
12.3, 13.2, 13.3, 13.4, 14.3
SL.K.1, SL.K.3., SL.K.6
Rolling/bowling
9.3, 10.3, 13.2, 14.3
SL.K.1, SL.K.3., SL.K.6
Kick/Dribble/Punt
9.1, 9.2, 10.1, 11.1, 13.1
SL.K.1, SL.K.3., SL.K.6
Dance & Body Exploration
9.4, 10.1, 11.3
SL.K.1, SL.K.3., SL.K.6
Jump Rope
9.1, 11.1, 13.1, 13.2
SL.K.1, SL.K.3., SL.K.6
Yoga
9.1, 10.1, 11.4, 12.3, 13.1, 14.6
SL.K.1, SL.K.3., SL.K.6
36
Grades K-2
Content:
1. Priority Grade Level Standards
2. Big Ideas
3. Essential Questions
4. Concepts
5. Skills
6. Assessments (Attached at end of each framework)
7. Resources/Materials
8. Effective Teaching Strategies
9. Enrichment, Intervention, Differentiation
37
East Hartford Health & Physical Education Curriculum
Physical Education
K-2
Movement Concepts/Locomotors
4 weeks
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.5-Respond to cues and problem-solve as well as use whole self-personal and general space.
9.2-Demonstrate the ability to stop and start on a signal; combine sequences of several motor skills in an organized way; and move
through an environment with body control.
10.3-Follow safety and age-appropriate classroom and playground rules and procedures.
11.4-Participate in healthy physical activity, and demonstrate understanding that physical activity is beneficial to good health.
12.1-Demonstrate understanding that different physical activities have different effects on the body (e.g., running, walking, and sitting
cause heartbeat and breathing to be faster, not as fast, and slow, respectively).
13.1-Demonstrate safe behavior for self and toward others by following established class rules, procedures and safe practices with
teacher guidance and reinforcement.
14.4-Demonstrate recognition that physical activity is beneficial to good health.
Subject
Grade
Unit Title
PSS ©
CCSS-SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and
adults in small and larger groups. (a. Follow agreed-upon rules for discussion).
CCSS-SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCSS-SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Students will demonstrate understanding of movement concepts,
principles, strategies and tactics as they apply to the learning and
performance of physical activities.
Essential Questions
1. What are the basic movement concepts and why are they important
for physical education?
2. What specific movements and key points are required for
performing locomotor skills?
3. How can locomotor skills be used to develop movement sequences
and more complex movements?
38
Concepts
(what students need to know)
1. Personal Space &
Movement Concepts.
2. Rules, safety, and
procedures.
3. Body control.
Skills
(what students need to be able to do)
1. Continue to develop basic skills at developmentally appropriate levels
(locomotor movements)
Bloom’s Level
Understanding
Creating
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
Students are assessed on their ability level through observation
As determined by:
during warm-up time and lesson activities are modified to allow
 Universal Assessments
individual and peer/group instruction that meet needs of individual
 Pre-Assessments
learners.
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Teacher observation checklist during activity.
Assessment Guides (Rubrics)
See attached program and unit rubrics.





REQUIRED Resources and Materials
-yarn balls
-gator balls
-hula hoops
-bean bags
-flags (flag football)
Effective Teaching Strategies
1. Cooperative learning
2. Reinforcing and providing recognition.
Recommended Resources and Materials
Instructional
 Physical Education unit plans for grades k-2
Technological
http://wilderdom.com/games/PhysicalActivities.html
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
1. Partner work at mixed levels
2. Size of equipment modified as appropriate.
Movement Concepts Assessment Rubric
39
Teacher:
School:
Grade:
Lesson Content:
Date:
Classroom Teacher:
Facility: Gymnasium
Directions: Select the appropriate score and place the score in the box under the corresponding skill and student name.
Scoring: 0: Not performed
1: Performed
Grading: E: 10-12
P: 7-9
M: 4-6
I: 0-3
Total Score
Score
Hop
Step
Ready Position
Score
Skip
Landing
Takeoff
Ready Position
Score
Jump
Stride
Upright Stance
Arm Position
Run
Student Names
40
Movement Concepts Assessment Rubric
Teacher:
School:
Grade:
Lesson Content:
Date:
Classroom Teacher:
Facility: Gymnasium
Directions: Select the appropriate score and place the score in the box under the corresponding skill and student name.
Scoring: 0: Not performed
1: Performed
Grading: E: 10-12
P: 7-9
M: 4-6
I: 0-3
Total Score
Score
Upper body position
Lead and trail foot
Ready position
Score
Gallop
Footwork
Arm/Body position
Ready Position
Slide
Score
Land on correct foot
Take off
Ready position
Hop/Leap
Student Names
41
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
k-2
Shorthanded and long handed implements
4 weeks
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.1-Demonstrate coordination in gross motor and fine motor tasks using control, balance, strength, and coordination; and demonstrate
progress toward the mature form of selected fundamental motor skills.
10.3-Follow safety and age-appropriate classroom and playground rules and procedures.
11.2-Demonstrate understanding that different movements are performed by different body parts, singly and in combination (e.g. kicking with
foot, throwing with hand).
12.2-Developmentally appropriate recognition of the effects of physical activity and exercise.
13.1-Demonstrate safe behavior for self and toward others by following established class rules, procedures and safe practices with teacher
guidance and reinforcement.
14.3-Demonstrate appropriate social interactions with peers during physical activity (e.g. sharing, taking turns, following rules, playing
cooperatively) with teacher guidance and reinforcement.
CCSS-SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in
small and larger groups. (a. Follow agreed-upon rules for discussion).
CCSS-SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCSS-SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
Big Ideas
Students will demonstrate understanding of
principles, strategies and tactics as they apply to
the learning and performance of using
implements safely.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. What are the basic concepts and why are they important for lifelong skills?
2. What specific movements and key points are required for performing skills
safely?
3. How can implement skills be used to develop more complex movements?
42
Concepts
(what students need to know)
1. Personal Space & Movement Concepts.
2. Rules, safety, and procedures.
3. Body control while using a racket.
Skills
Bloom’s Level
(what students need to be able to do)
1. Continue to develop basic skills at
Understanding
developmentally appropriate levels for long
Applying
handed and short handed implements (balance
a bean bag on a racket, hit a balloon, use a
shovel balance, and throwing skills with scoops).
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
As determined by:
Students are assessed on their ability level through observation
 Universal Assessments
during lesson time and lesson activities.
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Teacher observation during activity
Assessment Guides (Rubrics)
See attached rubric
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
 -plastic tennis rackets
 Physical Education Unit Plans for grades 1-2
 -Scoops
Technological
 -plastic eggs
www.Pecentral.org
 -balloons
http://www.gophersport.com/
 -bean bags
http://www.usta.com/Youth-Tennis/Schools/AdoptASchool/
 -hockey sticks & bat
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
1. Reinforcing and providing recognition.
1. Partner work of mixed levels of performance.
2. Cooperative learning.
2. Sizes of equipment modified as appropriate.
43
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
K, 1, 2
Dribbling and Ball Handling With Hands (Basketball)
4 – 6 Lessons (2 – 4 Weeks)
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.1-Demonstrate coordination in gross motor and fine motor tasks using control, balance, strength, and coordination; and demonstrate progress
toward the mature form of selected fundamental motor skills.
9.2-Demonstrate the ability to stop and start on a signal; combine sequences of several motor skills in an organized way; and move through an
environment with body control.
10.1-Demonstrate an understanding of body awareness concepts by identifying large and small body parts; show understanding of quality of
movement concepts and apply them to psychomotor skills (e.g. demonstrating momentary stillness in balance activities, distinguishing when to
kick a ball softly or with force); and show understanding of space concepts by demonstrating personal and general space.
11.1-Engage in physical activities when presented with opportunities and with teacher encouragement. Engage in a wide variety of gross-motor
activities that are child-selected and teacher initiated.
13.1-Demonstrate safe behavior for self and toward others by following established class rules, procedures and safe practices with teacher
guidance and reinforcement.
CCSS-SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small
and larger groups. (a. Follow agreed-upon rules for discussion).
CCSS-SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCSS-SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
Big Ideas
Participation in ball handling activities will lead
to skill development that will be necessary to
play basketball in future physical education
classes and as a lifelong activity.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. What are the essential learning cues needed to be a successful dribbler with your
hands?
2. What part of your hand do you dribble with?
3. What is an appropriate height for the ball to bounce when dribbling?
44
Concepts
(what students need to know)
1. How to use “Finger Pads” to
dribble basketball style with
hands.
2. How to move and dribble
under control.
3. What muscles and body
parts are used to dribble.
4. What an athletic body
postion looks like.
5. Shooting at a lowered hoop.
6. Bounce Pass to a partner.





Skills
(what students need to be able to do)
1. Dribble a ball using “finger pads”.
2. Start and stop while dribbling.
3. Dribble under control (waist high).
4. Dribble with dominate hand.
5. Dribble with non-dominant hand.
6. Dribble with head up.
7. Knees Bent
8. Both hands on the ball
9. Chin up/push/elbows out.
10. Eyes on the rim.
11. Chest Pass.
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
As determined by:
Teacher observation using
rubric/checklist of each student
 Universal Assessments
dribbling.
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Teacher observation using rubric/checklist of each student dribbling
Teacher observation of student dribbling in modified basketball activity.
Rubric/checklist used during teacher observation.
Standards based Rubric Matrix
Bloom’s Level
Understanding
Applying
Creatin
Assessment Guides (Rubrics)
SEE ATTACHED BELOW
45
Instructional Planning
Recommended Resources and Materials
Instructional
Instructional:
Basketballs (appropriate size for K, 1, 2)
Doherty, J., & Brennan, P. (2008). Physical education and
development 3 - 11 : A guide for teachers. New York, New
York: Routledge.
Graham, G. (2007). Children moving: A reflective approach to
teaching physical education. (7th ed.). New York, New
York: McGraw Hill.
Holt Hale, S. A. (2007). On the move: Lessson plans to accompany
children moving. (7th ed.). New York, New York: McGraw
Hill.
Mitchell, S., Oslin, J., & Griffin, L. (2003). Sport foundations for
elementary physical education: A tactical games approach.
Champaign, Illinois: Human Kinetics.
Technological
Retrieved from http://www.pegames.org/
Retrieved from http://www.peuniverse.com/
Retrieved from www.pecentral.com
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
Check for understanding.
1. Relay team games that allow for individual dribbling during group
Constant reminders for throwing cues.
activity.
Teacher demonstration of proper dribbling.
2. Dribbling at different speeds, cues (starting and stopping)
Student demonstration to peers of proper
3. Dribbling against a defender.
throwing patterns.
4. Extensions and refinement of dribbling skills.
REQUIRED Resources and Materials

1.
2.
3.
4.
5. Provide recognition to students.
6. Identify differentiation strategies following pre
assessment.
46
Ball Handling/Dribbling/Basketball Assessment Rubric
Teacher:
School:
Grade:
Lesson Content:
Date:
Classroom Teacher:
Facility: Gymnasium
Directions: Select the appropriate score and place the score in the box under the corresponding skill and student name.
I: 0-3
Total Score
Push.
Ball at chest.
Passing
Eyes on the rim.
Chin up/push/elbows out.
Knees Bent
Shooting
Ball is under control.
Head up, athletic position while
dribbling.
Student Names
Bounce ball waist high.
Use finger pads to dribble.
Dribbling
M: 4-6
Step.
P: 7-9
Elbows out.
1: Performed Grading: E: 10-12
Both hands on the ball
Scoring: 0: Not performed
47
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
K, 1, 2
Throwing (tossing) and Catching
4 – 6 Lessons (4 Weeks)
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.2-Demonstrate the ability to stop and start on a signal; combine sequences of several motor skills in an organized way; and move through an
environment with body control.
9.3-Apply problem-solving skills in movement related activities by solving simple challenges involving body parts in isolation or in combination.
9.4-Acquire initial gross and fine motor skills needed for engagement in developmentally appropriate tasks, activities, creative movement, dance
and play.
10.1-Demonstrate an understanding of body awareness concepts by identifying large and small body parts; show understanding of quality of
movement concepts and apply them to psychomotor skills (e.g. demonstrating momentary stillness in balance activities, distinguishing when to
kick a ball softly or with force); and show understanding of space concepts by demonstrating personal and general space.
11.2-Demonstrate understanding that different movements are performed by different body parts, singly and in combination (e.g. kicking with
foot, throwing with hand).
11.3-Combine a sequence of motor skills in an organized way.
13.2-Interact appropriately with peers and familiar adults (e.g. sharing, taking turns, following rules) with teacher guidance and reinforcement;
stay on task for short periods with supervision; listen quietly without interruption for short periods with teacher reinforcement, and exhibit selfcontrol in group settings.
CCSS-SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small
and larger groups. (a. Follow agreed-upon rules for discussion).
CCSS-SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCSS-SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
Big Ideas
Participation in throwing and catching
activities will lay the groundwork for
many lifelong physical activities.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. What are the essential learning cues necessary to throw and catch?
2. Why are throwing and catching such important skills to learn?
3. What muscles and body parts are used to be a successful thrower/catcher?
48
1.
2.
3.
4.
5.
6.






Concepts
(what students need to know)
How to use the cues of “t, step, throw” for overhand throwing.
Stand square to target when tossing (athletic position).
Catching cues (ready, squeeze, hug).
How to step with opposition.
What body parts and muscle groups are used to catch and
throw?
How to cooperatively and safely work with peers.
Pre-Assessment
Teacher Observation guided by
throwing rubric (attached resource)
Partner throwing activity (peer
observation).
Teacher observation through messy
room throwing game activity.
1.
2.
3.
4.
5.
6.
7.
Skills
(what students need to be able to do)
Self Toss
Underhand toss.
Overhand toss.
Partner toss.
Catching (partner).
Overhand throw.
Step with opposition.
Bloom’s
Level
Understand
Apply
Assessments
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Teacher observation guided by throwing rubric (attached resource).
Student able to hit various targets from different distances using correct loco motor throwing pattern. 3/5 throws hit the
target.
East Harford PE Grading/Scoring Rubric of Unit
Assessment Guides (Rubrics)
See Attached
49
REQUIRED Resources and Materials











1.
2.
3.
4.
5.
6.
Bean bags
fleece balls
gator skin balls
tennis balls (soft)
gymnastics mats for activity
cones
bowling pins
targets
scoops
Frisbees
Footballs.
Instructional Planning
Recommended Resources and Materials
Instructional: Doherty, J., & Brennan, P. (2008). Physical
education and development 3 - 11 : A guide for teachers.
New York, New York: Routledge.
Graham, G. (2007). Children moving: A reflective approach to
teaching physical education. (7th ed.). New York, New
York: McGraw Hill.
Holt Hale, S. A. (2007). On the move: Lessson plans to
accompany children moving. (7th ed.). New York, New
York: McGraw Hill.
Mitchell, S., Oslin, J., & Griffin, L. (2003). Sport foundations for
elementary physical education: A tactical games approach.
Champaign, Illinois: Human Kinetics.
Technological
Retrieved from http://www.pegames.org/
Retrieved from http://www.peuniverse.com/
Retrieved from www.pecentral.com
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
1. Station and target throwing working on different throwing skills.
Check for understanding.
2. Extensions during game activities.
Constant reminders for throwing cues.
3. Equipment modifications (different size balls, larger and smaller targets,
Teacher demonstration of proper throwing
game challenges).
pattern.
4.
Different game activities (messy room, kingpin, ghost busters throwing,
Student demonstration to peers of proper
asteroids throwing, target throwing stations)
throwing patterns.
5. Partner throwing activities.
Provide recognition to students.
Identify differentiation strategies following
pre assessment.
50
Throwing/Catching Assessment Rubric
Teacher:
School:
Lesson Content:
Date:
Classroom Teacher:
Scoring: 0: Not performed
1: Performed
Grading: E: 10-12
P: 7-9
M: 4-6
Grade:
Facility: Gymnasium
I: 0-3
Total Score
Control Equipment
Reach for equipment
Eyes on the equipment
Ready Position (two hands)
Catching
Throw
Step with opposition
Arm Bend
Ready Position
Overhand Throw
Throw
Step with opposition
Arm Swing
Ready Position
Underhand Throw
Student Names
51
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
K-2
Basic Tumbling
4-6 weeks
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.1-Demonstrate coordination in gross motor and fine motor tasks using control, balance, strength, and coordination; and
demonstrate progress toward the mature form of selected fundamental motor skills.
10.1-Demonstrate an understanding of body awareness concepts by identifying large and small body parts; show understanding of
quality of movement concepts and apply them to psychomotor skills (e.g. demonstrating momentary stillness in balance activities,
distinguishing when to kick a ball softly or with force); and show understanding of space concepts by demonstrating personal and
general space.
11.2-Demonstrate understanding that different movements are performed by different body parts, singly and in combination (e.g.
kicking with foot, throwing with hand).
13.2-Interact appropriately with peers and familiar adults (e.g. sharing, taking turns, following rules) with teacher guidance and
reinforcement; stay on task for short periods with supervision; listen quietly without interruption for short periods with teacher
reinforcement, and exhibit self-control in group settings.
CCSS-SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and
adults in small and larger groups. (a. Follow agreed-upon rules for discussion).
CCSS-SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCSS-SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Essential Questions
1. What specific movements are required for performing specific tumbling
1. Students will demonstrate the skill of
skills?
tumbling while applying specific
2. How will body positioning affect the outcome of a specific tumbling skill?
movement concepts.
3. What are specific safety procedures when demonstrating a tumbling skill?
52
Concepts
(what students need to know)
1. Spatial Awareness
2. Rules, safety, and procedures.
3. Body awareness
Skills
(what students need to be able to do)
1. Continue to develop basic skills at developmentally
appropriate levels (log, safety, forward, backward rolls)
Bloom’s Level
Applying
Creating
Assessments
Pre-Assessment
Students are assessed through teacher observation following each
tumbling skill rubric and lesson activities are modified to allow
instruction to meet the needs of each individual.
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Teacher observation checklist during stations of tumbling skills. Skill performance and cognitive assessment are assessed through
demonstration of student routine and completion of routine form.
Assessment Guides (Rubrics)
REQUIRED Resources and Materials
 Panel mats
 Bean bags
 Crash mats (Langford)
 Balance Beams (Langford)
See attached unit rubric.
Instructional Planning
Recommended Resources and Materials
Instructional
Graham, G. (2007). Children Moving: A reflective Approach to Teaching Physical Education.
(7th ed.) New York, NY: McGraw Hill.
Malmberg, E., (2003) Kidnastics: A Child-Centered Approach to Teaching Gymnastics.
Champaign, IL: Human Kinetics.
Technological
www.gymanstics.com
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
1. Cues, questions, and advance organizers
1. Station work on different tumbling skills
2. Identifying similarities and differences
2. Extensions and refinement of skills
3. Strengthening efforts and provide
recognition
53
Tumbling Assessment Rubric
Teacher:
School:
Grade:
Lesson Content:
Date:
Classroom Teacher:
Facility: Gymnasium
Directions: Select the appropriate score and place the score in the box under the corresponding skill and student name.
Scoring: 0: Not performed
1: Performed
Grading: E: 10-12
P: 7-9
M: 4-6
I: 0-3
Total Score
Walk without falling off
Alternate leading foot
Eyes look to the end of the beam
Arms out in a T
Balance Beam
Roll straight across mat
Hands off the floor
Feet off the floor
Lift hips and round back
Hands contact surface of mat
Log Roll
Lay flat with arms straight above
head
Student Names
Tuck chin
Feet together
Forward Roll
54
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
K-2
Volleying/Striking
4-6 weeks
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.1-Demonstrate coordination in gross motor and fine motor tasks using control, balance, strength, and coordination; and
demonstrate progress toward the mature form of selected fundamental motor skills.
10.1-Demonstrate an understanding of body awareness concepts by identifying large and small body parts; show understanding of
quality of movement concepts and apply them to psychomotor skills (e.g. demonstrating momentary stillness in balance activities,
distinguishing when to kick a ball softly or with force); and show understanding of space concepts by demonstrating personal and
general space.
11.1-Engage in physical activities when presented with opportunities and with teacher encouragement. Engage in a wide variety of
gross-motor activities that are child-selected and teacher initiated.
CCSS-SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and
adults in small and larger groups. (a. Follow agreed-upon rules for discussion).
CCSS-SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCSS-SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Essential Questions
1. What are the skills cues used in striking with the hand?
2. How will changes in force and direction affect the performance outcome
1. Students will demonstrate different ways
of a skill?
to strike with a hand while applying
3. What are various ways to strike/volley an object?
appropriate movement concepts.
55
Concepts
(what students need to know)
1. Personal Space & Movement Concepts
2. Equipment Etiquette
3. Rules, safety, procedures
Skills
Bloom’s Level
(what students need to be able to do)
1. Continue to develop basic skills at developmentally
Understanding
appropriate levels (striking underhand and overhand,
Applying
volleying, underhand serving)
Creating
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
Students are assessed on their ability level
As determined by:
through teacher observation using the skill
 Universal Assessments
checklist. Lessons and activities are
 Pre-Assessments
modified upon reflection to meet the needs
 Individual Teacher Assessments
of each individual.
 Data Team Discussions
Post-Assessment
Partner assessment on number of consecutive volleys throughout different trials.
Assessment Guides (Rubrics)
See attached unit rubric.
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
 Balloons
Dearing, J. (2003). Volleyball Fundementals. Champaign, IL: Human Kinetics.
 beach balls
Graham, G. (2007). Children Moving: A reflective Approach to Teaching Physical
 modified volleyball net
Education. (7th ed.) New York, NY: McGraw Hill.
 hot spots
Technological
 modified volleyball
www.teachingvolleyball.com
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
1. Identifying similarities and differences
1. Extension and refinement of skills
2. Strengthening efforts and provide recognition
2. Type of equipment modified as appropriate
3. Setting objectives and providing feedback
4. Cues, questions, and advance organizers
56
Volleying Assessment Rubric
Lesson Content:
Date:
Classroom Teacher:
Facility: Gymnasium
Directions: Select the appropriate score and place the score in the box under the corresponding skill and student name.
Scoring: 0: Not performed
1: Performed
Grading: E: 10-12
P: 7-9
M: 4-6
Teacher:
School:
I: 0-3
Grade:
Total Score
Ball contact with both hands
above forehead
Hand strikes upward
Eyes on ball
Spider fingers
Overhead Set
Ball contact with hand
Hand strikes forward
Eyes on ball
Flat hand
Overhand Strike
Ball contact with hand
Hand strikes upward
Eyes on ball
Flat hand
Underhand Strike
Student Names
57
East Hartford Public SchoolsCurriculum Document
Subject
Grade
Unit Title
PSS ©
Physical Education
K-2
Parachute
2-3 weeks
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
12.3-Use words, symbols, and other media to express feelings and sensations about physical activity.
13.2-Interact appropriately with peers and familiar adults (e.g. sharing, taking turns, following rules) with teacher guidance and
reinforcement; stay on task for short periods with supervision; listen quietly without interruption for short periods with teacher
reinforcement, and exhibit self-control in group settings.
13.3-Demonstrate willingness to play with any child in the class; and recognize similarities and appreciate differences in people.
13.4-Use age-appropriate conflict resolution strategies; seek help from adults or peers when conflict arises; and engage in developing
solutions and work to resolve conflicts.
14.3-Demonstrate appropriate social interactions with peers during physical activity (e.g. sharing, taking turns, following rules,
playing cooperatively) with teacher guidance and reinforcement.
CCSS-SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and
adults in small and larger groups. (a. Follow agreed-upon rules for discussion).
CCSS-SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCSS-SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Essential Questions
Increase ability to work cooperatively with peers
1. How do I interact with others during physical activity?
while emphasizing teamwork and sportsmanship.
2. What are examples of good sportsmanship, character?
58
Concepts
(what students need to know)
Skills
(what students need to be able to do)
1. Teamwork
2. Cooperation
3. Sportsmanship
Bloom’s Level
Applying
Work as a team.
Creating
Create strategies.
Apply strategies in activities.
Conflict resolution
Communicate appropriately with peers.
Assessments
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
1.
2.
3.
4.
5.
Pre-Assessment
Informal teacher observation of student interaction
during Parachute activities.
Post-Assessment
Self-assessment checklist detailing one’s ability to work with peers.
Assessment Guides (Rubrics)
REQUIRED Resources and Materials
Gator Skin Balls
Parachute(s)
Assorted equipment for elective games
Effective Teaching Strategies
Whole Group
Small Group
Self-checklist
Instructional Planning
Recommended Resources and Materials
Instructional
1. Parachute Games With DVD - 2nd Edition by Todd Strong.
2. 3 2 1 TIME FOR PARACHUTE FUN by Clare Beswick
Technological
www.pecentral.com/parachute
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
Peer helpers
Older class helpers
59
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
k-2
Rolling/ bowling
4 to 6 weeks
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.3-Apply problem-solving skills in movement related activities by solving simple challenges involving body parts in isolation or in
combination.
10.3-Follow safety and age-appropriate classroom and playground rules and procedures.
13.2-Interact appropriately with peers and familiar adults (e.g. sharing, taking turns, following rules) with teacher guidance and
reinforcement; stay on task for short periods with supervision; listen quietly without interruption for short periods with teacher
reinforcement, and exhibit self-control in group settings.
14.3-Demonstrate appropriate social interactions with peers during physical activity (e.g. sharing, taking turns, following rules,
playing cooperatively) with teacher guidance and reinforcement.
CCSS-SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and
adults in small and larger groups. (a. Follow agreed-upon rules for discussion).
CCSS-SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCSS-SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
Big Ideas
The students will demonstrate the skill of
rolling while applying specific movement
concepts in a physical activity setting.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. What are the basic movements of rolling and why are they important to
physical education.
2. What specific movements and key points are required for performing
locomotor skills?
3. How can rolling/bowling be used outside of school?
60
Concepts
(what students need to know)
1. Personal Space &
Movement Concepts.
2. Rules, safety, and
procedures.
3. Body control.
Skills
(what students need to be able to
do)
1. Continue to develop basic
skills at developmentally
appropriate levels (rolling
skills)(knuckles down,
follow through, aim at your
target, and body control.)
Pre-Assessment
Students are assessed during lesson activities and are
modified to allow individual and peer/group
instruction that meet needs of individual learners.
Bloom’s Level
Understanding
Applying
Assessments
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Teacher observation checklist during activity
REQUIRED
Resources and
Materials
Assessment
Guides
(Rubrics)
Instructional
Planning
Recommended
See
attached rubricResources and Materials
61





-gator balls
-bowling pins
-yarn balls
-bean bags
-music
Instructional
Logsdon, Aleman, Straits, Belka, Clark. Physical Education Unit Plans for Grades 1-2. NASPE. 1997.
Technological
www.pecentral.com (PE Central)
http://www.pelinks4u.org/naspeforum/discus/messages/479/480.html?1272468398
Effective Teaching Strategies
1. Reinforcing and providing recognition.
2. Cooperative learning.
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
1. Partner work of mixed levels of performance.
2. Sizes of equipment modified as appropriate.
62
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Soccer Skills
K, 1, 2
Dribbling/Kicking/Punting
6 Lessons ( 4 Weeks)
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.1-Demonstrate coordination in gross motor and fine motor tasks using control, balance, strength, and coordination; and demonstrate
progress toward the mature form of selected fundamental motor skills.
9.2-Demonstrate the ability to stop and start on a signal; combine sequences of several motor skills in an organized way; and move through an
environment with body control.
10.1-Demonstrate an understanding of body awareness concepts by identifying large and small body parts; show understanding of quality of
movement concepts and apply them to psychomotor skills (e.g. demonstrating momentary stillness in balance activities, distinguishing when to
kick a ball softly or with force); and show understanding of space concepts by demonstrating personal and general space.
11.1-Engage in physical activities when presented with opportunities and with teacher encouragement. Engage in a wide variety of gross-motor
activities that are child-selected and teacher initiated.
13.1-Demonstrate safe behavior for self and toward others by following established class rules, procedures and safe practices with teacher
guidance and reinforcement.
CCSS-SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small
and larger groups. (a. Follow agreed-upon rules for discussion).
CCSS-SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCSS-SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
Big Ideas
Students will demonstrate kicking, dribbling,
and punting skills during modified soccer
activities.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. What are the essential learning cues needed to be a successful kicker with your feet?
2. What part of your feet do you dribble with? What part of your foot do you kick
with? What part of your foot do you punt with?
3. What muscles are involved in kicking?
63
Concepts
(what students need to know)
1. How to use inside of feet to
dribble.
2. How to move while dribbling.
3. Rules, safety and procedures.
4. Sportsmanship.
5. Successful kicking cues.




Skills
(what students need to be able to do)
1. Dribble using inside of foot.
2. Using tap, tap, tap dribble cues.
3. While dribbling keep soccer ball close to body during movement.
4. Use “plant, step, kick” cues to kick.
5. Use drop kick method to lead to punting skills.
Bloom’s Level
Understanding
Applying
Creating
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
As
determined
by:
Teacher observation using
rubric/checklist for all students.
 Universal Assessments
Rubric used is specific East
 Pre-Assessments
Hartford PE Scoring rubric based
 Individual Teacher Assessments
upon NASPE standards.
 Data Team Discussions
Post-Assessment
Teacher grading using East Hartford PE Scoring rubric based upon NASPE standards. Scoring and grading system based
upon 6 NASPE content areas.
Sport specific soccer grading unit.
Assessment Guides (Rubrics)
Sport specific soccer grading unit.
64
REQUIRED Resources and Materials


Gator skin soccer balls (age
appropriate).
Indoor soccer balls.
1.
2.
3.
4.
Effective Teaching Strategies
Check for understanding.
Teacher demonstration.
Peer demonstration.
Partner work.
Instructional Planning
Recommended Resources and Materials
Instructional
Doherty, J., & Brennan, P. (2008). Physical education and development 3 11 : A guide for teachers. New York, New York: Routledge.
Graham, G. (2007). Children moving: A reflective approach to teaching
physical education. (7th ed.). New York, New York: McGraw Hill.
Holt Hale, S. A. (2007). On the move: Lessson plans to accompany
children moving. (7th ed.). New York, New York: McGraw Hill.
Mitchell, S., Oslin, J., & Griffin, L. (2003). Sport foundations for elementary physical
Technological
Retrieved from http://www.pegames.org/
Retrieved from http://www.peuniverse.com/
Retrieved from www.pecentral.com
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
1. Dribbling at different speeds.
2. Dribbling at different levels and using different forces (light, hard).
3. Kicking for passing (light).
4. Kicking for distance (using force).
5. Punting.
6. Larger balls.
7. Softer balls.
65
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
K-2
Dance & Body Exploration
4-6 weeks
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.4-Acquire initial gross and fine motor skills needed for engagement in developmentally appropriate tasks, activities, creative movement,
dance and play.
10.1-Demonstrate an understanding of body awareness concepts by identifying large and small body parts; show understanding of quality of
movement concepts and apply them to psychomotor skills (e.g. demonstrating momentary stillness in balance activities, distinguishing when to
kick a ball softly or with force); and show understanding of space concepts by demonstrating personal and general space.
11.3-Combine a sequence of motor skills in an organized way.
CCSS-SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small
and larger groups. (a. Follow agreed-upon rules for discussion).
CCSS-SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCSS-SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
The understanding of rhythm concepts apply to learning
and performance of dance and physical activities.
Concepts
(what students need to know)
1. Personal Space & Movement Concepts
2. Rules, safety, and procedures
3. Body awareness and control
Essential Questions
1. What are the different movement concepts used in dance?
2. How is rhythm related to body movements?
3. How can movements be combined to create a dance sequence?
Skills
Bloom’s Level
(what students need to be able to do)
1. Continue to develop basic skills at
Applying
developmentally appropriate levels (dance steps, Creating
tempo/rhythm)
66
Pre-Assessment
Students are assessed following skill
checklist of specific dance skills through
observation and lesson plans and activities
are modified to meet the needs of each
individual.
REQUIRED Resources
and Materials


Radio/iHome
Music of choice
Assessments
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
Post-Assessment
Student performance of dance routine and completion of student rubric.
Assessment Guides (Rubrics)
See attached unit rubrics.
Instructional Planning
Recommended Resources and Materials
Instructional
Graham, G. (2007). Children Moving: A reflective Approach to Teaching Physical Education. (7th ed.)
New York, NY: McGraw Hill.
Kassing, G., & Jay, D. M. (2003). Dance Teaching Methods and Curriculum Design. Comprehensive
K-12 Dance Education. Champaign, IL: Human Kinetics.
Kimmerle, M., & Cote-Laurence, P. (2003). Teaching dance skills. A motor learning and
development approach. Andover, NJ: J. Michal Ryan Publishing Inc.
Technological
Milwe, L. (2002). Hip Hop for Kids [DVD]. Jumping fish production.
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
1. Strengthening efforts and provide recognition
1. Partner work of mixed levels of performance
2. Cooperative learning
2. Guided discovery
3. Setting objectives and providing feedback
67
Dance Assessment Rubric
Teacher:
School:
Grade:
Lesson Content:
Date:
Classroom Teacher:
Facility: Gymnasium
Directions: Select the appropriate score and place the score in the box under the corresponding skill and student name.
Scoring: 0: Not performed
1: Performed
Grading: E: 10-12
P: 7-9
M: 4-6
I: 0-3
Total Score
Mirror teacher direction
Keep rhythm
Correct upper body movement
Correct foot pattern
Cha Cha Slide
Mirror teacher direction
Keep rhythm
Correct foot pattern
Mirror teacher direction
Keep rhythm
Box Step
Correct upper body movement
Student Names
Correct upper body movement
Correct foot pattern
Grapevine
68
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
K-2
Jump Rope
4-6 weeks
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.1-Demonstrate coordination in gross motor and fine motor tasks using control, balance, strength, and coordination; and
demonstrate progress toward the mature form of selected fundamental motor skills.
11.1-Engage in physical activities when presented with opportunities and with teacher encouragement. Engage in a wide variety of
gross-motor activities that are child-selected and teacher initiated.
13.1-Demonstrate safe behavior for self and toward others by following established class rules, procedures and safe practices with
teacher guidance and reinforcement.
13.2-Interact appropriately with peers and familiar adults (e.g. sharing, taking turns, following rules) with teacher guidance and
reinforcement; stay on task for short periods with supervision; listen quietly without interruption for short periods with teacher
reinforcement, and exhibit self-control in group settings.
CCSS-SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and
adults in small and larger groups. (a. Follow agreed-upon rules for discussion).
CCSS-SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCSS-SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Essential Questions
1. What specific movements are required for performing specific jumping
Students will demonstrate the skill of
skills?
jumping while applying specific
2. What specific skills are practiced leading up to jumping rope?
movement concepts.
3. What specific ways can we cooperate with group members in order to have
safe and appropriate practice?
69
70
Concepts
(what students need to know)
1. Spatial Awareness
2. Rules, safety, and procedures.
3. Body awareness.
Skills
(what students need to be able to do)
1. Continue to develop basic skills at developmentally
appropriate levels (turning, single and long jump rope)
Bloom’s Level
Understanding
Applying
Creating
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
Students are assessed by teacher
As determined by:
observation with the use of skill checklist
 Universal Assessments
and lesson plans and activities are modified
 Pre-Assessments
based on observation to meet the needs of
 Individual Teacher Assessments
each individual.
 Data Team Discussions
Post-Assessment
Teacher observation checklist during specific station activities.
Assessment Guides (Jump Rope for Heart)
Jump Rope for Heart & Hearty Heart Inter-disciplinary
Instructional Planning
REQUIRED Resources and
Recommended Resources and Materials
Materials
Instructional
Individual jump ropes, long jump
 Graham, Children Moving: A reflective Approach to Teaching Physical Education 2009.
ropes, modified jump ropes.
Technological
www.jumpropeforheart.com
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
1. Cues, questions, and advance organizers
1. Station work on different jumping skills
2. Identifying similarities and differences
2. Extensions and refinement of skills
3. Strengthening efforts and provide recognition
71
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
k-2
Yoga
4 weeks
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.1-Demonstrate coordination in gross motor and fine motor tasks using control, balance, strength, and coordination; and demonstrate progress
toward the mature form of selected fundamental motor skills.
10.1-Demonstrate an understanding of body awareness concepts by identifying large and small body parts; show understanding of quality of
movement concepts and apply them to psychomotor skills (e.g. demonstrating momentary stillness in balance activities, distinguishing when to kick
a ball softly or with force); and show understanding of space concepts by demonstrating personal and general space.
11.4-Participate in healthy physical activity, and demonstrate understanding that physical activity is beneficial to good health.
12.3-Use words, symbols, and other media to express feelings and sensations about physical activity.
13.1-Demonstrate safe behavior for self and toward others by following established class rules, procedures and safe practices with teacher guidance
and reinforcement.
14.6-Develop individual success and confidence by attempting movement skills and activities with teacher guidance.
CCSS-SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and
larger groups. (a. Follow agreed-upon rules for discussion).
CCSS-SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCSS-SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
Big Ideas
The students will demonstrate the many skills of
yoga that can be used in a variety of sport and
fitness activities.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. What are the basic poses for Yoga and why are they important in our daily lives?
2. What specific movements and key points are required for performing Yoga?
3. How/ where can Yoga be used outside of school?
72
Concepts
(what students need to know)
1. Personal Space Concepts.
2. Rules, safety, and procedures.
3. Body control.
Skills
(what students need to be able to do)
1. Continue to develop basic skills at
appropriate levels.
Bloom’s Level
Remembering
Understanding
Applying
Assessments
Pre-Assessment
Students are assessed during lesson activities and are
modified to allow individual instruction that meet needs
of individual learners.
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Teacher observation checklist during activity
Peer assessment (2nd grade)
Assessment Guides (Rubrics)
See attached rubric
73




REQUIRED Resources and Materials
yoga mats
music
video
station cards
Instructional Planning
Recommended Resources and Materials
Instructional
http://www.abcyogaforkids.com/
http://pinterest.com/yogafoster/great-yoga-books-for-kids/
Technological
http://yogakids.com/
http://www.yogajournal.com/lifestyle/210
http://www.creativekidsyoga.com/
http://www.yoga4kids.org/
Effective Teaching Strategies
1. Reinforcing and providing recognition.
2. Cooperative learning.
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
1. Partner work of mixed levels of performance.
2. Placement of students in the classroom.
74
Elementary School (3-6):
3-6 Units
Priority
Standards
Fitness Training
12.1, 12.2, 14.4, 14.5
Flag Football
9.2, 10.3, 12.1, 13.1, 14.6
Soccer
12.2, 13.1, 13.2, 13.3, 13.4, 14.3
Team Handball
12.2, 13.1, 13.2, 13.4, 14.3, 14.4
Cooperative Games
12.3, 13.2, 13.3, 13.4, 14.3
Basketball
12.2, 13.1, 13.2, 13.3, 13.4, 14.3
Track & Field
12.1, 12.2, 13.3, 14.4, 14.5
Volleyball
12.2, 13.1, 13.2, 13.3, 13.4, 14.3
Common Core State
Standards (CCSS)
SL.(3/4/5).1.
SL.(3/4/5).3.
SL.(3/4/5).1.
SL.(3/4/5).3.
SL.(3/4/5).1.
SL.(3/4/5).3.
SL.(3/4/5).1.
SL.(3/4/5).3.
SL.(3/4/5).1.
SL.(3/4/5).3.
SL.(3/4/5).1.
SL.(3/4/5).3.
SL.(3/4/5).1.
SL.(3/4/5).3.
SL.(3/4/5).1.
SL.(3/4/5).3.
75
Grades 3-6 (Elementary)
Content:
1. Priority Grade Level Standards
2. Big Ideas
3. Essential Questions
4. Concepts
5. Skills
6. Assessments (Attached at end of each framework)
7. Resources/Materials
8. Effective Teaching Strategies
9. Enrichment, Intervention, Differentiation
76
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
3-6
Fitness Prep and Testing/
Fitness Games
4-6 Weeks
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
12.1-Demonstrate understanding that different physical activities have different effects on the body (e.g., running, walking, and sitting
cause heartbeat and breathing to be faster, not as fast, and slow, respectively).
12.2-Developmentally appropriate recognition of the effects of physical activity and exercise.
14.4-Demonstrate recognition that physical activity is beneficial to good health.
14.5-Recognize the difference between physical activity levels in children in different tasks (e.g. sitting at sand table compared to
playing tag).
SL.(3/4/5).1. Engage effectively in a wide range of collaborative discussions with diverse partners building on other’s ideas and
expressing their own clearly.
SL.(3/4/5).3. Ask and answer questions about information from a speaker , offering appropriate elaboration and detail(3), Identify
the reasons and evidence a speaker provides to support particular points(4), summarize the points a speaker makes and explain how
each claim is supported by reason and evidence.
Big Ideas
Increase flexibility, muscular endurance,
muscular strength, and cardiovascular
endurance.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. Why is it important to be physically active and how can I stay fit?
2. How can I achieve and maintain a high level of fitness?
77
Concepts
(what students need to know)
1. Pacing for cardiovascular
endurance events.
2. How to increase flexibility.
3. How to increase muscular
endurance.
4. How to increase muscular
strength.
Pre-Assessment
Pre-test:
 Mile run or pacer test
 Push-up Test
 Curl-up Test
 Sit and Reach
Skills
(what students need to be able to do)
1. Demonstrate and properly perform pushups, curl-ups, and the
sit and reach test.
2. Pacer/Mile run in predetermined time.
3. Create personal fitness training program.
Bloom’s Level
Understanding
Applying
Assessments
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
CPFT:
 Mile run or pacer test
 Push-up Test
 Curl-up Test
 Sit and Reach
Assessment Guides (Rubrics)
Connecticut Physical Fitness Test standards
78
REQUIRED Resources and Materials
Stop watches
Curl-up test strips
Audio cadence for the tests
Sit and reach box
Instructional Planning
Recommended Resources and Materials
Instructional
CPFT Instructors Manual
Technological
http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320980
Effective Teaching Strategies
Cooperative Grouping
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
Progression modifications based on ability levels.
79
80
East Hartford Public Schools Curriculum Document
Subject
Grade
Unit Title
PSS ©
Physical Education
3-6
Flag Football
4-6 weeks
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.2-Demonstrate simple applications combining locomotor, nonlocomotor, and manipulative skills to participate in developmentally
appropriate movement and fitness activities.
10.3-Demonstrate knowledge of rules, safety practices and procedures of specific activities.
12.1-Demonstrate understanding of the relationship between activities and physical fitness components (e.g. cardiorespiratory
endurance, muscular strength and endurance, flexibility, nutritional status, and body composition).
13.1-Understand, participate in the development of, and follow classroom rules, safety practices and procedures; and apply safe
practices, rules, procedures, etiquette and good sportsmanship in all physical activity settings.
14.6-Demonstrate willingness to attempt a variety of new physical activities.
SL.(3/4/5).1. Engage effectively in a wide range of collaborative discussions with diverse partners building on other’s ideas and
expressing their own clearly.
SL.(3/4/5).3. Ask and answer questions about information from a speaker , offering appropriate elaboration and detail(3), Identify
the reasons and evidence a speaker provides to support particular points(4), summarize the points a speaker makes and explain how
each claim is supported by reason and evidence.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Essential Questions
1. What are the basic skills needed to play football and how can I improve on
1. How does participation in football
these skills?
help improve my overall fitness
2. What specific rules apply to football and how to they differ from other
and help with performance in other
sports?
sports and physical activities?
3. How can one exhibit proper sportsmanship, etiquette, and safety in soccer?
4.
81
Concepts
(what students need to know)
1. Skills cues for game play
2. Player positions and roles (quarterback, receiver, running back,
defense)
3. Game rules, safety, procedures
4. Game etiquette and sportsmanship
Pre-Assessment
Students are assessed on their ability level
through teacher observation using the skill
checklist. Lessons and activities are
modified upon reflection to meet the
needs of each individual.
Skills
(what students need to be able to
do)
1. Demonstrate the ability to
perform a variety of skills at
developmentally appropriate
levels (throw, catch, run,
defense, tackling, positioning)
Bloom’s
Level
Understanding
Applying
Creating
Assessments
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Teacher observation checklist during game play.
Assessment Guides (Rubrics)
See attached unit rubric.
82
REQUIRED Resources and
Materials
Footballs, flag belts, cones and
markers for boundaries.
Instructional Planning
Recommended Resources and Materials
Instructional
Fronske, H., & Wilson, R. (2002). Teaching
cues for basic sports skills.
Champaign, IL: Human Kinetics.
Graham, G. (2007). Children Moving: A reflective Approach to Teaching Physical Education.
(7th ed.) New York, NY: McGraw Hill.
Mitchell, S., Oslin, J., & Griffin, L. (2006).
Teaching sports concepts and skills. 2nd ed.) Champaign, IL: Human Kinetics.
Technological
 Online video resources:
www.nflrush.com
www.nfl.com/play60
www.nflplay60fitnessgram.com
Effective Teaching Strategies
1. Identifying similarities and
differences
2. Strengthening efforts and
provide recognition
3. Setting objectives and providing
feedback
4. Cues, questions, and advance
organizers
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
1. Extension and refinement of skills
2. Partner work of mixed levels of performance.
3. Type of equipment modified as appropriate
83
Rubric Assessment
Teacher:
School:
Grade:
Lesson Content:
Date:
Classroom Teacher:
Facility: Gymnasium
Directions: Select the appropriate score and place the score in the box under the corresponding skill and student name.
Scoring: 0: Not performed
1: Performed
Grading: E: 10-12
P: 7-9
M: 4-6
I: 0-3
Total Score
No contact with receiver
Hands attempt to block
catch
Shadow receiver
Ready position
Defending a Receiver
Pull ball into chest after
catch
Hands reach for ball
Hands diamond-shaped
before contact
Arm follow through after
release
Step with opposition
Catching
Eyes watch ball into hands
Student Names
Arm back elbow bent in “L”
Grip: Fingers on laces
Throwing
84
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
3-6
Soccer
4 weeks
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
12.2-Developmentally appropriate recognition of the effects of physical activity and exercise.
13.1-Demonstrate safe behavior for self and toward others by following established class rules, procedures and safe practices with teacher
guidance and reinforcement.
13.2-Interact appropriately with peers and familiar adults (e.g. sharing, taking turns, following rules) with teacher guidance and reinforcement;
stay on task for short periods with supervision; listen quietly without interruption for short periods with teacher reinforcement, and exhibit selfcontrol in group settings.
13.3-Demonstrate willingness to play with any child in the class; and recognize similarities and appreciate differences in people.
13.4-Use age-appropriate conflict resolution strategies; seek help from adults or peers when conflict arises; and engage in developing solutions
and work to resolve conflicts.
14.3-Demonstrate appropriate social interactions with peers during physical activity (e.g. sharing, taking turns, following rules, playing
cooperatively) with teacher guidance and reinforcement.
SL.(3/4/5).1. Engage effectively in a wide range of collaborative discussions with diverse partners building on other’s ideas and expressing their
own clearly.
SL.(3/4/5).3. Ask and answer questions about information from a speaker , offering appropriate elaboration and detail(3), Identify the reasons
and evidence a speaker provides to support particular points(4), summarize the points a speaker makes and explain how each claim is
supported by reason and evidence.
Big Ideas
Participation in the soccer unit will enable
development in lifelong physical activity that
provides vigorous activity and encourages
sportsmanship and teamwork.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. What basic skills needed to play soccer?
2. What are the basic rules of soccer?
3. How does participation in soccer improve physical fitness?
85
Concepts
(what students need to know)
1. Basic soccer skills.
2. Safety concerns.
3. Rules of soccer.
4. Sportsmanship and
teamwork.
Pre-Assessment
Informal teacher observation of skills:



Dribbling
Passing
Trapping
REQUIRED Resources and Materials



Soccer balls
Cones
Soccer nets
Effective Teaching Strategies
Individual
Small Group
Skills
(what students need to be able to do)
1. Develop basic skills at developmentally appropriate levels.
2. Rules and concepts related to game play.
3. Participate in a soccer game demonstrating sportsmanship and
teamwork.
4. Create plays that encourage teamwork and passing skills.
Assessments
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Performance Assessment of Skills:
Assessment Guides (Rubrics attached)
Instructional Planning
Recommended Resources and Materials
Instructional
Bloom’s Level
Understanding
Applying
Mitchell, S., Oslin, J., & Griffin, L. (2006). Teaching sports concepts and skills. (2nd ed.) Champaign, IL:
Human Kinetics.
Luxbacher, J. A., (2005) Soccer Steps to Success. (3rd Ed.) Champaign, IL: Human Kinetics
Technological: www.pecentral.org/
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
Skill Level Groupings
Soccer Rubric Assessment
86
Total Score
Ball travels towards target
Follow through to target
Shooting
Contacts with instep
Step to target with non passing foot on
the side of the ball
Follow through to target
Contacts with laces
Dribbling
Head over the ball
Step to target with non shooting foot on
the side of the ball
Scoring: 0: Not performed
1: Performed
Grading: E: 10-12
P: 7-9
M: 4-6
Heads up
Uses inside and outside of foot
Student Names
Keeps ball within arm’s length
Uses Both Feet
Teacher:
School:
Grade:
Lesson Content:
Date:
Classroom Teacher:
Facility: Gymnasium
Directions: Select the appropriate score and place the score in the box under the corresponding skill and student name.
I: 0-3
Passing
87
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
3-6
Team Handball
4 weeks
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
12.2-Developmentally appropriate recognition of the effects of physical activity and exercise.
13.1-Demonstrate safe behavior for self and toward others by following established class rules, procedures and safe practices with teacher
guidance and reinforcement.
13.2-Interact appropriately with peers and familiar adults (e.g. sharing, taking turns, following rules) with teacher guidance and reinforcement;
stay on task for short periods with supervision; listen quietly without interruption for short periods with teacher reinforcement, and exhibit selfcontrol in group settings.
13.4-Use age-appropriate conflict resolution strategies; seek help from adults or peers when conflict arises; and engage in developing solutions
and work to resolve conflicts.
14.3-Demonstrate appropriate social interactions with peers during physical activity (e.g. sharing, taking turns, following rules, playing
cooperatively) with teacher guidance and reinforcement.
14.4-Demonstrate recognition that physical activity is beneficial to good health.
SL.(3/4/5).1. Engage effectively in a wide range of collaborative discussions with diverse partners building on other’s ideas and expressing their
own clearly.
SL.(3/4/5).3. Ask and answer questions about information from a speaker , offering appropriate elaboration and detail(3), Identify the reasons
and evidence a speaker provides to support particular points(4), summarize the points a speaker makes and explain how each claim is
supported by reason and evidence.
Big Ideas
Developing teamwork and good sportsmanship
through basic game play.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. Why is it important to be a team player?
2. What is an example of good teamwork?
3. How can you demonstrate good sportsmanship?
88
Concepts
(what students need to know)
1. Basic team handball skills.
2. Rules of team handball.
3. Ways to demonstrate
sportsmanship, teamwork, and
cooperation.
1.
2.
3.
4.
Skills
(what students need to be able to do)
Throwing, catching.
Work as a team.
Properly communicate with teammates and opponents.
Create team plays.
Bloom’s Level
Understanding
Analyzing
Evaluating
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
Informal teacher observation
As determined by:
 Lead-up activities/games
 Universal Assessments
 Skill practice drills
 Pre-Assessments
 Individual Teacher Assessments
Post-Assessment
Formal observation of culminating game play.
Assessment Guides (Rubrics)
Rubrics Attached
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
Mitchell, S., Oslin, J., & Griffin, L. (2006). Teaching sports concepts and skills. (2 ed.)
 Medium size gator skin balls
Champaign, IL: Human Kinetics.
 Soccer goals
 Floor tape
Technological
 Color jerseys
www.pecentral.org/
nd
Effective Teaching Strategies
Small Group
Individual
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
Skill Level Grouping
89
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
3-6
Cooperative Games
4-6 Weeks
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
12.3-Use words, symbols, and other media to express feelings and sensations about physical activity.
13.2-Interact appropriately with peers and familiar adults (e.g. sharing, taking turns, following rules) with teacher guidance and reinforcement;
stay on task for short periods with supervision; listen quietly without interruption for short periods with teacher reinforcement, and exhibit selfcontrol in group settings.
13.3-Demonstrate willingness to play with any child in the class; and recognize similarities and appreciate differences in people.
13.4-Use age-appropriate conflict resolution strategies; seek help from adults or peers when conflict arises; and engage in developing solutions
and work to resolve conflicts.
14.3-Demonstrate appropriate social interactions with peers during physical activity (e.g. sharing, taking turns, following rules, playing
cooperatively) with teacher guidance and reinforcement.
SL.(3/4/5).1. Engage effectively in a wide range of collaborative discussions with diverse partners building on other’s ideas and expressing their
own clearly.
SL.(3/4/5).3. Ask and answer questions about information from a speaker , offering appropriate elaboration and detail(3), Identify the reasons
and evidence a speaker provides to support particular points(4), summarize the points a speaker makes and explain how each claim is
supported by reason and evidence.
Big Ideas
Increase ability to work cooperatively with peers
while emphasizing teamwork and
sportsmanship.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. How do I interact with others during physical activity?
2. What are examples of good sportsmanship, character?
3. How can we encourage fair play in a competitive atmosphere?
90
Concepts
(what students need to know)
1. Teamwork
2. Cooperation
3. Sportsmanship
Skills
Bloom’s
(what students need to be able to do)
Level
1. Work as a team.
Applying
2. Create strategies.
Creating
3. Apply strategies in activities.
4. Conflict resolution
5. Communicate appropriately with peers.
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
Informal teacher observation of student
As determined by:
interaction during cooperative activities.
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
Post-Assessment
Self-assessment checklist detailing one’s ability to work with peers.
Assessment Guides (Rubrics)
Rubrics Attached
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
 Poly Spots
Midura, D., & Glover, D., (2005). Essentials of Team Building Principles and Practices. Champaign, IL: Human
Kinetics
 Cones
Midura, D., & Glover, D., (1995). More Team Building Challenges. Champaign, IL: Human Kinetics
 Flags
Midura, D., & Glover, D., (1998). Team Building Through Physical Challenges. Champaign, IL: Human Kinetics
 Gator Skin Balls
Technological
www.pecentral.org/teamgames
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
Cooperative Groups
Equipment size variation
91
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
3-6
Basketball
4 weeks
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
12.2-Developmentally appropriate recognition of the effects of physical activity and exercise.
13.1-Demonstrate safe behavior for self and toward others by following established class rules, procedures and safe practices with teacher
guidance and reinforcement.
13.2-Interact appropriately with peers and familiar adults (e.g. sharing, taking turns, following rules) with teacher guidance and reinforcement;
stay on task for short periods with supervision; listen quietly without interruption for short periods with teacher reinforcement, and exhibit selfcontrol in group settings.
13.3-Demonstrate willingness to play with any child in the class; and recognize similarities and appreciate differences in people.
13.4-Use age-appropriate conflict resolution strategies; seek help from adults or peers when conflict arises; and engage in developing solutions
and work to resolve conflicts.
14.3-Demonstrate appropriate social interactions with peers during physical activity (e.g. sharing, taking turns, following rules, playing
cooperatively) with teacher guidance and reinforcement.
SL.(3/4/5).1. Engage effectively in a wide range of collaborative discussions with diverse partners building on other’s ideas and expressing their
own clearly.
SL.(3/4/5).3. Ask and answer questions about information from a speaker , offering appropriate elaboration and detail(3), Identify the reasons
and evidence a speaker provides to support particular points(4), summarize the points a speaker makes and explain how each claim is
supported by reason and evidence.
Big Ideas
Participation in the basketball unit will enable
development in lifelong physical activity that
provides vigorous activity and enjoyment.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. What basic skills needed to play basketball?
2. What are the basic rules of basketball?
3. How does participation in basketball improve physical fitness?
92
Concepts
(what students need to know)
1. Basic basketball skills.
2. Rules of basketball, safety.
3. Sportsmanship.
Skills
Bloom’s Level
(what students need to be able to do)
1. Develop basic skills at developmentally appropriate
Recalling
levels.
Understanding
2. Rules and concepts related to game play.
Applying
3. Communicate respectfully with teammates and
opponents.
4. Participate in a basketball game demonstrating
sportsmanship and teamwork.
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
Informal teacher observation
As determined by:
 Lead-up activities/games
 Universal Assessments
 Skill practice drills
 Pre-Assessments
 Individual Teacher Assessments
Post-Assessment
 Formal observation of culminating game play.
Assessment Guides (Rubrics)
Attached
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
Mitchell, S., Oslin, J., & Griffin, L. (2006). Teaching sports concepts and skills.
 Basketballs
(2 ed.) Champaign, IL: Human Kinetics.
 Cones
 Team shirts
Technological
www.pecentral.org/basketball
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
Small Group
Skill Level Groupings
nd
93
Basketball Rubric
Teacher:
School:
Grade:
Lesson Content:
Date:
Classroom Teacher:
Facility: Gymnasium
Directions: Select the appropriate score and place the score in the box under the corresponding skill and student name.
Scoring: 0: Not performed
1: Performed
Grading: E: 10-12
P: 7-9
M: 4-6
I: 0-3
Total Score
Push
Step
Elbows out.
Ball at chest
Passing
Eyes on the rim.
Chin up/push/elbows out
Both hands on the ball
Knees Bent
Shooting
Ball is under control.
Head up, athletic position while
dribbling.
Student Names
Bounce ball waist high
Use finger pads to dribble
Dribbling
94
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
3-6
Track and Field
4 weeks
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
12.1-Demonstrate understanding that different physical activities have different effects on the body (e.g., running, walking, and sitting cause
heartbeat and breathing to be faster, not as fast, and slow, respectively).
12.2-Developmentally appropriate recognition of the effects of physical activity and exercise.
13.3-Demonstrate willingness to play with any child in the class; and recognize similarities and appreciate differences in people.
14.4-Demonstrate recognition that physical activity is beneficial to good health.
14.5-Recognize the difference between physical activity levels in children in different tasks (e.g. sitting at sand table compared to playing tag).
SL.(3/4/5).1. Engage effectively in a wide range of collaborative discussions with diverse partners building on other’s ideas and expressing their
own clearly.
SL.(3/4/5).3. Ask and answer questions about information from a speaker , offering appropriate elaboration and detail(3), Identify the reasons
and evidence a speaker provides to support particular points(4), summarize the points a speaker makes and explain how each claim is
supported by reason and evidence.
Big Ideas
Participation in the track and field unit will
enable development in lifelong physical activity
that provides vigorous activity and enjoyment.
Concepts
(what students need to know)
1. Sprinting vs. pacing
2. Field events
3. Sportsmanship and teamwork.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. What is the difference between field events and track events?
2. What lifelong health benefits can be attained by participating in track and field?
Skills
(what students need to be able to do)
1. Develop basic skills at developmentally appropriate levels.
2. Participate in a track and field meet demonstrating sportsmanship
and teamwork.
Bloom’s Level
Recalling
Understanding
Applying
95
Pre-Assessment
Informal teacher observation:
 Sprints
 Medium/Long distance running
 Field Events

REQUIRED Resources and Materials




Softballs
Tape measure
Relay batons
Stop watches
Assessments
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Formal timed and measured events:
 Track events (50, 100, 200, 400)
Field events (softball throw, standing long jump)
Assessment Guides (Rubrics)
Rubrics Attached
Instructional Planning
Recommended Resources and Materials
Instructional
PE Universe
www.usatf.org/
Mitchell, S., Oslin, J., & Griffin, L. (2006). Teaching sports concepts and skills. (2nd ed.) Champaign,
IL: Human Kinetics.
Technological
Track & Field Training: Video Series | eHow.com
Effective Teaching Strategies
Cooperative Grouping
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
Team challenges
Personal goals
96
Student Names
Total Score
Throw and follow through
Step with opposition
Long Jump
Take Off
Flight
Break the T
Ready position
M: 4-6
Bring arms down during flight.
Land on two feet.
Drive knees toward chest during
flight.
Sprinting
P: 7-9
Legs – push from deep knee bend to
provide forward drive.
1: Performed Grading: E: 10-12
Arms – swing arms up to full position to
provide forward drive.
M: 4-6
Legs drive forward with high
knee action
P: 7-9
Arms move forward and back in
a smooth motion
Grading: E: 10-12
Upper body leaning slightly
forward
Scoring: 0: Not performed
Head in straight line with upper
body/eyes focused straight ahead
Track & Field
Teacher:
School:
Grade:
Lesson Content:
Date:
Classroom Teacher:
Facility: Gymnasium/Outdoor Playing Field/Outdoor Track Area
Directions: Select the appropriate score and place the score in the box under the corresponding skill and student name.
I: 0-3
I: 0-3
Softball Throw
97
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
3-6
Volleyball
4 weeks
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
12.2-Developmentally appropriate recognition of the effects of physical activity and exercise.
13.1-Demonstrate safe behavior for self and toward others by following established class rules, procedures and safe practices with teacher
guidance and reinforcement.
13.2-Interact appropriately with peers and familiar adults (e.g. sharing, taking turns, following rules) with teacher guidance and reinforcement;
stay on task for short periods with supervision; listen quietly without interruption for short periods with teacher reinforcement, and exhibit selfcontrol in group settings.
13.3-Demonstrate willingness to play with any child in the class; and recognize similarities and appreciate differences in people.
13.4-Use age-appropriate conflict resolution strategies; seek help from adults or peers when conflict arises; and engage in developing solutions
and work to resolve conflicts.
14.3-Demonstrate appropriate social interactions with peers during physical activity (e.g. sharing, taking turns, following rules, playing
cooperatively) with teacher guidance and reinforcement.
SL.(3/4/5).1. Engage effectively in a wide range of collaborative discussions with diverse partners building on other’s ideas and expressing their
own clearly.
SL.(3/4/5).3. Ask and answer questions about information from a speaker , offering appropriate elaboration and detail(3), Identify the reasons
and evidence a speaker provides to support particular points(4), summarize the points a speaker makes and explain how each claim is
supported by reason and evidence.
Big Ideas
Participation in the volleyball unit will enable
development in lifelong physical activity that
provides vigorous activity and enjoyment.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. What basic skills needed to play volleyball?
2. What are the basic rules of volleyball?
3. How does participation in volleyball improve hand eye coordination?
98
99
Concepts
(what students need to know)
1. Basic volleyball skills.
2. Rules of volleyball.
3. Sportsmanship and
teamwork.
Pre-Assessment
Teacher skill check list
REQUIRED Resources and Materials
 Volleyballs
 Nets
 Standards
 Trainer balls
 Beach ball
Effective Teaching Strategies
Cooperative Grouping
Skills
(what students need to be able to do)
1. Develop basic skills at developmentally appropriate levels.
2. Rules and concepts related to game play.
3. Communicate respectfully with teammates and opponents.
4. Participate in a volleyball game demonstrating sportsmanship
and teamwork.
Assessments
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
Bloom’s Level
Understanding
Applying
Post-Assessment
Rubric
Assessment Guides (Rubrics)
Rubrics Attached
Instructional Planning
Recommended Resources and Materials
Instructional
Mitchell, S., Oslin, J., & Griffin, L. (2006). Teaching sports concepts and skills. (2nd ed.) Champaign,
IL: Human Kinetics.
Technological
How to Play Volleyball: Video Series | eHow.com
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
Ball selection
Peer teaching
Volleyball Rubric
100
Teacher:
School:
Grade:
Lesson Content:
Date:
Classroom Teacher:
Facility: Gymnasium
Directions: Select the appropriate score and place the score in the box under the corresponding skill and student name.
I: 0-3
Total Score
Follow Through
Ready position
Service
Follow Through
Contact Point
Ready Position
Overhead Pass
Follow Through
Contact Point
Arms/Hands Balanced
Ready Position
Underhand Pass
M: 4-6
Hit/Contact Point
P: 7-9
Step and toss
1: Performed Grading: E: 10-12
Arms/Hands Diamond
Overhead
Scoring: 0: Not performed
Student Names
101
E.H.P.S. Health & Physical Education
Curriculum (Choice Program)
Middle School:
Unit
Priority Standards
Badminton
9.2, 9.3, 9.4, 10.3, 11.2
Basketball
9.4, 9.5, 10.3, 11.3, 14.5
Cooperative Games
9.3, 10.3, 11.3, 11.4, 13.2
Dance
9.1, 9.2, 10.1, 10.2, 14.2, 14.3 ,14.6
Fitness Walking
11.2, 11.4, 12.4, 14.3, 14.4
Flag Football
9.2, 9.3, 10.3, 13.1
Floor Hockey
9.4, 10.3, 11.3, 13.1, 14.5
Common Core State
Standards (CCSS)
SL.(6/7/8).1.
RST.(6/7/8).3.
RST.(6/7/8).4.
SL.(6/7/8).1.
RST.(6/7/8).3.
RST.(6/7/8).4.
SL.(6/7/8).1.
RST.(6/7/8).3.
RST.(6/7/8).4.
SL.(6/7/8).1.
RST.(6/7/8).3.
RST.(6/7/8).4.
SL.(6/7/8).1.
RST.(6/7/8).3.
RST.(6/7/8).4.
SL.(6/7/8).1.
RST.(6/7/8).3.
RST.(6/7/8).4.
SL.(6/7/8).1.
RST.(6/7/8).3.
RST.(6/7/8).4.
102
Frisbee Golf
9.2, 9.4, 10.2, 13.2
Lacrosse
9.4, 10.3, 11.3, 13.2, 14.3, 14.5
Operation Freedom
9.2, 10.3, 11.3, 13.1
Softball
9.2, 10.3, 11.3, 13.2, 13.3
Speedball
9.2, 10.1, 10.3, 11.1, 14.6
Strength Training
10.3, 11.2, 12.3, 12.4, 13.1
Swimming
9.4, 10.3, 11.2, 13.3, 14.6
Tennis
9.4, 10.3, 11.3, 13.2, 14.3, 14.5
Volleyball
9.2, 10.3, 11.3, 13.2, 14.3
Yoga
9.1, 9.5, 10.1, 11.2, 14.6
SL.(6/7/8).1.
RST.(6/7/8).3.
RST.(6/7/8).4.
SL.(6/7/8).1.
RST.(6/7/8).3.
RST.(6/7/8).4.
SL.(6/7/8).1.
RST.(6/7/8).3.
RST.(6/7/8).4.
SL.(6/7/8).1.
RST.(6/7/8).3.
RST.(6/7/8).4.
SL.(6/7/8).1.
RST.(6/7/8).3.
RST.(6/7/8).4.
SL.(6/7/8).1.
RST.(6/7/8).3.
RST.(6/7/8).4.
SL.(6/7/8).1.
RST.(6/7/8).3.
RST.(6/7/8).4.
SL.(6/7/8).1.
RST.(6/7/8).3.
RST.(6/7/8).4.
SL.(6/7/8).1.
RST.(6/7/8).3.
RST.(6/7/8).4.
SL.(6/7/8).1.
RST.(6/7/8).3.
RST.(6/7/8).4.
103
Grades 6-8 (EHMS)
Content:
1. Priority Grade Level Standards
2. Big Ideas
3. Essential Questions
4. Concepts
5. Skills
6. Assessments (Attached at end of each framework)
7. Resources/Materials
8. Effective Teaching Strategies
9. Enrichment, Intervention, Differentiation
104
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
6-8
Badminton
8 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.2-Demonstrate developmentally mature applications combining locomotor, nonlocomotor, and manipulative skills to participate in
developmentally appropriate movement and fitness activities.
9.3-Adapt and combine skills to meet the demands of increasingly dynamic environments.
9.4-Develop increasing competence in more advanced specialized skills.
10.3-Demonstrate knowledge of rules, safety practices, and procedures as they apply to an increasing range of movement situations.
11.2-Apply an understanding of the connections between the purposes of movements and their effect on fitness.
CCSS-SL.(6/7/8).1. Engage effectively in a range of collaborative discussions with diverse partners on grade-specific topics and issues, building
on others’ ideas and expressing their own clearly.
CCSL-RST.(6/7/8).3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
CCSL-RST.(6/7/8).4. Determine the meaning of symbols, key terms, and other domain-specific words in phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Participation in the badminton unit will enable development in a
lifelong physical activity that provides vigorous activity and
enjoyment.
Essential Questions
1. What are the basic skills needed to play badminton and how can I
improve these skills?
2. What specific rules apply to badminton?
3. How does participation in badminton improve physical fitness?
105
Concepts
(what students need to know)
1. Skills for game play
2. Rules, safety and procedures
3. Game etiquette and sportsmanship
Skills
Bloom’s Level
(what students need to be able to do)
Continue to develop basic skills at
developmentally appropriate levels:
1. Strokes, clear, drive, drop, serve, back
hand,
2. Footwork
3. Grip
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
All students will be assessed on:
As determined by:
1) Basic Skills: Strokes
 Universal Assessments
2) Rules and Concepts (i.e. boundaries, Offense, Defense)
 Pre-Assessments
3) Games (ex. singles vs. doubles)
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
RUBRIC ATTACHED



Assessment Guides (Rubrics)
RUBRIC ATTACHED
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
Badminton Racquets (24)
Grice. Badminton: Steps to Success. Human Kinetics.
Birdies (24)
8 Courts (Nets & Standards)
Technological
http://www.worldbadminton.com/
Instructional Planning (continued)
Effective Teaching Strategies
1. Reinforcing and providing recognition.
2. Nonlinguistic representations.
3. Cooperative learning.
Enrichment, Intervention, and Differentiation
1. Partner work of mixed levels of performance.
2. Sizes of equipment modified as appropriate.
106
EHMS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Forehand/Backhand
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Etiquette
Sportsmanship
Safety
Clear/Drop
Smash
Serve
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
107
Middle School Choice Program Scoring Rubric:
Standards Addressed:
Content Area
1-Buidling foundation of
expectations
Building a foundation,
improvement needed.
NASPE 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities.
Skill/Physical
See:
checklist/rubric
NASPE 2: Demonstrates understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities.
2-Nearing Expectations
3-Meeting Expectations
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates skills.
Always demonstrates
skills at an exemplary
level.
Cognitive/
Strategy
See:
checklist/rubric
Building a foundation,
improvement needed.
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates an understanding of
skills, concepts, rules, and
procedures.
Always demonstrates
understanding of skills,
rules, and procedures.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing
level of physical fitness
Effort
Makes no attempt to
accomplish tasks.
Makes minimal attempt to
accomplish tasks
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Responsibility
Unable to participate due to
attire or attendance.
Unprepared/Tardy 4 or
more times
Not prepared or tardy
Unprepared/Tardy 3 or more
times.
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Behavior
Limited demonstration of
following classroom rules,
consistently off-task, or
disruptive to student
learning.
1 or more referrals or 3 or
more detentions.
Sometimes follows classroom
rules, off task, or disruptive to
student learning.
2 detentions
0 referrals
Consistently follows classroom
rules while remaining on task.
1 detention
0 referrals
Always follows classroom
rules while remaining on
task.
0 detentions
0 referrals
NASPE 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Social/Affective
Limited exhibition of
character, cooperation, and
sportsmanship.
Sometimes exhibits character,
cooperation, and
sportsmanship.
Consistently exhibits character,
cooperation, and sportsmanship.
Always exhibits character,
cooperation, and
sportsmanship.
Grading: A= 24-21, B= 20-17, C=16-13, D=12-9, F=8-0
4-Exceeding Expectatinos
Overall Student Score:
108
Score
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
PE
6, 7, 8th
Basketball
8 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.4-Develop increasing competence in more advanced specialized skills.
9.5-Participate in a variety of individual, dual and team tasks, activities, creative movement, dance, play, games and sports.
10.3-Demonstrate knowledge of rules, safety practices, and procedures as they apply to an increasing range of movement situations.
11.3-Apply the understanding of physical activity concepts to increasingly complex movement and game forms
14.5-Value the skill competence that results from practice.
CCSS-SL.(6/7/8).1. Engage effectively in a range of collaborative discussions with diverse partners on grade-specific topics and issues, building on
others’ ideas and expressing their own clearly.
CCSL-RST.(6/7/8).3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
CCSL-RST.(6/7/8).4. Determine the meaning of symbols, key terms, and other domain-specific words in phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Big Ideas
Participation in the basketball unit will enable
development in a lifelong physical activity that
provides vigorous activity and enjoyment
Concepts
(what students need to know)
1. Skills for game play
2. Rules, safety and procedures
3. Game etiquette and sportsmanship
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. What are the basic skills needed to play basketball and how can I improve on these
skills?
2. What are the basic rules of basketball?
3. What components of physical fitness does basketball improve?
Skills
(what students need to be able to do)
1. Continue to develop basic skills at developmentally appropriate levels:
Dribbling, shooting, passing, rebounding
2. Rules and concepts related to game play:
Travelling, Double Dribble, In-bound, Foul, offense, defense
3. Understanding specific positions (G, F, C).
Bloom’s
Level
Understanding
Applying
Creating
109
Pre-Assessment
All students will be assessed on:
1) Basic Skills: Dribbling, Shooting, Passing
2) Rules and Concepts (i.e. Travelling, Double
dribble, Offense, Defense)
3) Game positions (ex. Guard, forward, center)
REQUIRED Resources and Materials
 Basketball Coach Jorge Limeres
 Basketball for each student
 At least two basketball hoops
Effective Teaching Strategies
1. Reinforcing and providing recognition
2. Nonlinguistic representations
3. Cooperative Learning
Assessments
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Unit Rubric
Assessment Guides (Rubrics)
Unit Rubric
Instructional Planning
Recommended Resources and Materials
Instructional:
Prusak, K, Basketball Fun and Games: 50 Skill Building Activities for Children.
Human Kinetics, 2005.
Technological:
www.nba.com
http://www.bestbasketballdrills.com/basketball_post_player_drill.html
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
1. Partner work of mixed levels of performance
2. Sizes of equipment modified as appropriate
110
EHMS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Dribble
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Positions
Sportsmanship
Defense & Offense Principles
Shoot
Pass
Rebound
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
111
Middle School Choice Program Scoring Rubric:
Standards Addressed:
Content Area
1-Buidling foundation of
expectations
Building a foundation,
improvement needed.
NASPE 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities.
Skill/Physical
See:
checklist/rubric
NASPE 2: Demonstrates understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities.
2-Nearing Expectations
3-Meeting Expectations
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates skills.
Always demonstrates
skills at an exemplary
level.
Cognitive/
Strategy
See:
checklist/rubric
Building a foundation,
improvement needed.
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates an understanding of
skills, concepts, rules, and
procedures.
Always demonstrates
understanding of skills,
rules, and procedures.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing
level of physical fitness
Effort
Makes no attempt to
accomplish tasks.
Makes minimal attempt to
accomplish tasks
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Responsibility
Unable to participate due to
attire or attendance.
Unprepared/Tardy 4 or
more times
Not prepared or tardy
Unprepared/Tardy 3 or more
times.
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Behavior
Limited demonstration of
following classroom rules,
consistently off-task, or
disruptive to student
learning.
1 or more referrals or 3 or
more detentions.
Sometimes follows classroom
rules, off task, or disruptive to
student learning.
2 detentions
0 referrals
Consistently follows classroom
rules while remaining on task.
1 detention
0 referrals
Always follows classroom
rules while remaining on
task.
0 detentions
0 referrals
NASPE 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Social/Affective
Limited exhibition of
character, cooperation, and
sportsmanship.
Sometimes exhibits character,
cooperation, and
sportsmanship.
Consistently exhibits character,
cooperation, and sportsmanship.
Always exhibits character,
cooperation, and
sportsmanship.
Grading: A= 24-21, B= 20-17, C=16-13, D=12-9, F=8-0
4-Exceeding Expectatinos
Overall Student Score:
112
Score
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
6-8
Cooperative Games
8 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.3-Adapt and combine skills to meet the demands of increasingly dynamic environments.
10.3-Demonstrate knowledge of rules, safety practices, and procedures as they apply to an increasing range of movement situations.
11.3-Apply the understanding of physical activity concepts to increasingly complex movement and game forms.
11.4-Engage in a variety of appropriate physical activities during and outside of school that promote the development and improvement of physical
fitness level.
13.2-Continue to develop skills to participate productively in groups, in both cooperative and competitive activities.
CCSS-SL.(6/7/8).1. Engage effectively in a range of collaborative discussions with diverse partners on grade-specific topics and issues, building on
others’ ideas and expressing their own clearly.
CCSL-RST.(6/7/8).3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
CCSL-RST.(6/7/8).4. Determine the meaning of symbols, key terms, and other domain-specific words in phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Participation in the cooperative games unit will reinforce that all
participants have individual skills and strengths necessary to accomplish a
group challenge.
Essential Questions
1. What are the skills needed to play in a variety of cooperative
games?
2. How does participation in cooperative games improve social
relationships and improve cooperation?
3. What individual skills/strengths does each participant have that
will help increase success in a group challenge/task?
113
Concepts
(what students need to know)
1. Teamwork
2. Cooperation
3. Sportsmanship
1.
2.
3.
4.
5.
Skills
(what students need to be able to do)
Work as a team.
Create strategies.
Apply strategies in activities.
Conflict resolution
Communicate appropriately with peers.
Bloom’s Level
Applying
Creating
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
Informal teacher observation of student interaction during cooperative
As determined by:
activities.
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
Post-Assessment
Self-assessment checklist detailing one’s ability to work with peers.
Assessment Guides (Rubrics)
Rubric Attached
Instructional Planning




REQUIRED Resources and Materials
Open space indoor or outdoor
Cones
Flags
Gator Skin Balls
Effective Teaching Strategies
Cooperative Groups
Recommended Resources and Materials
Instructional
Midura, D., & Glover, D., (2005). Essentials of Team Building
Principles and Practices. Champaign, IL: Human Kinetics
Technological
www.pecentral.org/teamgames
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
Equipment size variation
114
EHMS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Safety
S
K
I
L
L
S
Teamwork
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Teamwork
Cooperation
Sportsmanship
Communication
Strategies
Conflict Resolution
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
115
Middle School Choice Program Scoring Rubric:
Standards Addressed:
Content Area
1-Buidling foundation of
expectations
Building a foundation,
improvement needed.
NASPE 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities.
Skill/Physical
See:
checklist/rubric
NASPE 2: Demonstrates understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities.
2-Nearing Expectations
3-Meeting Expectations
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates skills.
Always demonstrates
skills at an exemplary
level.
Cognitive/
Strategy
See:
checklist/rubric
Building a foundation,
improvement needed.
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates an understanding of
skills, concepts, rules, and
procedures.
Always demonstrates
understanding of skills,
rules, and procedures.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing
level of physical fitness
Effort
Makes no attempt to
accomplish tasks.
Makes minimal attempt to
accomplish tasks
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Responsibility
Unable to participate due to
attire or attendance.
Unprepared/Tardy 4 or
more times
Not prepared or tardy
Unprepared/Tardy 3 or more
times.
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Behavior
Limited demonstration of
following classroom rules,
consistently off-task, or
disruptive to student
learning.
1 or more referrals or 3 or
more detentions.
Sometimes follows classroom
rules, off task, or disruptive to
student learning.
2 detentions
0 referrals
Consistently follows classroom
rules while remaining on task.
1 detention
0 referrals
Always follows classroom
rules while remaining on
task.
0 detentions
0 referrals
NASPE 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Social/Affective
Limited exhibition of
character, cooperation, and
sportsmanship.
Sometimes exhibits character,
cooperation, and
sportsmanship.
Consistently exhibits character,
cooperation, and sportsmanship.
Always exhibits character,
cooperation, and
sportsmanship.
Grading: A= 24-21, B= 20-17, C=16-13, D=12-9, F=8-0
4-Exceeding Expectatinos
Overall Student Score:
116
Score
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
6-8
Dance
8 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.1-Demonstrate developmentally mature form in the fundamentally mature form in the fundamental movement skills in combinations of closed and
open environments.
9.2-Demonstrate developmentally mature applications combining locomotor, nonlocomotor, and manipulative skills to participate in
developmentally appropriate movement and fitness activities.
10.1-Demonstrate an understanding of what the body does, where the body moves, how the body performs the movement and relationships that
occur in increasingly more complex movement and game forms.
10.2-Use self, peer, teacher and technological resources to recognize and suggest performance improvements in self and others.
14.2-Use physical activity as a means of self and group expression.
14.3-Use physical activity as a positive opportunity for social and group interaction and development of leadership skills.
14.6-Demonstrate willingness to attempt a variety of new physical activities.
CCSS-SL.(6/7/8).1. Engage effectively in a range of collaborative discussions with diverse partners on grade-specific topics and issues, building on
others’ ideas and expressing their own clearly.
CCSL-RST.(6/7/8).3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
CCSL-RST.(6/7/8).4. Determine the meaning of symbols, key terms, and other domain-specific words in phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Participation in the dance unit will enable development in a lifelong
physical activity that promotes self-expression, creativity and physical
fitness.
Essential Questions
1. How does dance enhance overall wellness and physical fitness?
2. What are the skills necessary to create movement patterns?
3. How does dance promote social interaction?
117
Concepts
(what students need to know)
1. Basic locomotor pattern
2. Spatial awareness
3. Perform dance sequences
Skills
(what students need to be able to do)
1. Perform a dance sequence
2. Create a dance sequence
Bloom’s Level
Creating
Assessments
Pre-Assessment
Locomotor Movement Review
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Dance Rubric
Assessment Guides (Rubrics)
See Attached
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional:
Mohnsen. Teaching Middle School Physical Education. Human
 Music choice for students with music player
Kinetics. 1997.
 Large space for dance
Technological:
Music player
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
1. Reinforcing and providing recognition
1. Partner work of mixed levels of performance
2. Nonlinguistic representations
2. Difficulty of routines.
3. Cooperative Learning
118
EHMS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Locomotor Movement
S
K
I
L
L
S
Movement sequence
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Routine
Etiquette
Spatial Awareness
Steps
Creativity
Respect
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
119
Middle School Choice Program Scoring Rubric:
Standards Addressed:
Content Area
1-Buidling foundation of
expectations
Building a foundation,
improvement needed.
NASPE 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities.
Skill/Physical
See:
checklist/rubric
NASPE 2: Demonstrates understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities.
2-Nearing Expectations
3-Meeting Expectations
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates skills.
Always demonstrates
skills at an exemplary
level.
Cognitive/
Strategy
See:
checklist/rubric
Building a foundation,
improvement needed.
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates an understanding of
skills, concepts, rules, and
procedures.
Always demonstrates
understanding of skills,
rules, and procedures.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing
level of physical fitness
Effort
Makes no attempt to
accomplish tasks.
Makes minimal attempt to
accomplish tasks
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Responsibility
Unable to participate due to
attire or attendance.
Unprepared/Tardy 4 or
more times
Not prepared or tardy
Unprepared/Tardy 3 or more
times.
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Behavior
Limited demonstration of
following classroom rules,
consistently off-task, or
disruptive to student
learning.
1 or more referrals or 3 or
more detentions.
Sometimes follows classroom
rules, off task, or disruptive to
student learning.
2 detentions
0 referrals
Consistently follows classroom
rules while remaining on task.
1 detention
0 referrals
Always follows classroom
rules while remaining on
task.
0 detentions
0 referrals
NASPE 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Social/Affective
Limited exhibition of
character, cooperation, and
sportsmanship.
Sometimes exhibits character,
cooperation, and
sportsmanship.
Consistently exhibits character,
cooperation, and sportsmanship.
Always exhibits character,
cooperation, and
sportsmanship.
Grading: A= 24-21, B= 20-17, C=16-13, D=12-9, F=8-0
4-Exceeding Expectatinos
Overall Student Score:
120
Score
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
PE
6, 7, 8
Fitness Walking
8 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
11.2-Demonstrate an understanding of a variety of movements and how they affect the body.
11.4-Engage in appropriate physical activity during and outside of school that promotes the development and improvement of physical fitness levels.
12.4-Maintain a wellness log including exercise and food intake for a set period of time.
14.3-Use physical activity as a positive opportunity for social and group interaction.
14.4-Experience personal challenges through physical activity.
CCSS-SL.(6/7/8).1. Engage effectively in a range of collaborative discussions with diverse partners on grade-specific topics and issues, building on
others’ ideas and expressing their own clearly.
CCSL-RST.(6/7/8).3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
CCSL-RST.(6/7/8).4. Determine the meaning of symbols, key terms, and other domain-specific words in phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Big Ideas
Participation in the fitness walking unit will
promote lifelong fitness through low impact
activity.
Concepts
(what students need to know)
1. Proper technique of power walking as a
low impact activity.
2. Benefits of fitness walking on fitness
levels (cardiovascular endurance).
3. How to be motivated intrinsically
throughout the unit.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. How can fitness walking improve your life in all areas of wellness?
2. How does fitness walking benefit your cardiovascular health?
3. What are the benefits of a low impact activity?
Skills
Bloom’s Level
(what students need to be able to do)
1. Continue to develop basic skills at developmentally
Understanding
appropriate levels (heel to toe contact with ground,
proper arm movement, body position).
Applying
2. Understand how fitness walking improves
cardiovascular endurance.
3. Understand how fitness walking promotes lifelong
fitness for all.
121
Assessments
Pre-Assessment
1. Cardiovascular Endurance.
2. Heart rate.
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
1. Cardiovascular Endurance.
2. Heart rate.
Assessment Guides (Rubrics)
1. Cardiovascular Endurance- How many laps a student can complete in twenty minutes.
2. Heart rate- Students will wear heart rate monitors to track heart rate.
Instructional Planning
REQUIRED Resources and
Recommended Resources and Materials
Materials
Instructional
 Heartrate Monitors
The Walking Wellness Teachers Guide by R. Sweetgall & R. Neeves, PhD
 Calculaters
Technological
http://www.thewalkingsite.com/beginner.html
http://www.heart.org/HEARTORG/GettingHealthy/PhysicalActivity/Target-HeartRates_UCM_434341_Article.jsp
Effective Teaching Strategies
1. Reinforcing and providing recognition
2. Nonlinguistic representations
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
1. Walking challenge options
2. Appropriate technological equipment based on ability
122
EHMS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Heart Rate
S
K
I
L
L
S
Stride
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Pedometer
Motivation
Benefits
Upper body movement
Heart Rate
Timed progression
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
123
Middle School Choice Program Scoring Rubric:
Standards Addressed:
Content Area
1-Buidling foundation of
expectations
Building a foundation,
improvement needed.
NASPE 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities.
Skill/Physical
See:
checklist/rubric
NASPE 2: Demonstrates understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities.
2-Nearing Expectations
3-Meeting Expectations
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates skills.
Always demonstrates
skills at an exemplary
level.
Cognitive/
Strategy
See:
checklist/rubric
Building a foundation,
improvement needed.
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates an understanding of
skills, concepts, rules, and
procedures.
Always demonstrates
understanding of skills,
rules, and procedures.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing
level of physical fitness
Effort
Makes no attempt to
accomplish tasks.
Makes minimal attempt to
accomplish tasks
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Responsibility
Unable to participate due to
attire or attendance.
Unprepared/Tardy 4 or
more times
Not prepared or tardy
Unprepared/Tardy 3 or more
times.
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Behavior
Limited demonstration of
following classroom rules,
consistently off-task, or
disruptive to student
learning.
1 or more referrals or 3 or
more detentions.
Sometimes follows classroom
rules, off task, or disruptive to
student learning.
2 detentions
0 referrals
Consistently follows classroom
rules while remaining on task.
1 detention
0 referrals
Always follows classroom
rules while remaining on
task.
0 detentions
0 referrals
NASPE 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Social/Affective
Limited exhibition of
character, cooperation, and
sportsmanship.
Sometimes exhibits character,
cooperation, and
sportsmanship.
Consistently exhibits character,
cooperation, and sportsmanship.
Always exhibits character,
cooperation, and
sportsmanship.
Grading: A= 24-21, B= 20-17, C=16-13, D=12-9, F=8-0
4-Exceeding Expectatinos
Overall Student Score:
124
Score
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
6-8
Flag Football
8 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.2-Demonstrate developmentally mature applications combining locomotor, nonlocomotor, and manipulative skills to participate in developmentally
appropriate movement and fitness activities.
9.3-Adapt and combine skills to meet the demands of increasingly dynamic environments
10.3-Demonstrate knowledge of rules, safety practices, and procedures as they apply to an increasing range of movement situations.
13.1-Understand, participate in the development of, and follow classroom rules,, rules, procedures, etiquette and good sportsmanship in all physical
activity settings.
CCSS-SL.(6/7/8).1. Engage effectively in a range of collaborative discussions with diverse partners on grade-specific topics and issues, building on
others’ ideas and expressing their own clearly.
CCSL-RST.(6/7/8).3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
CCSL-RST.(6/7/8).4. Determine the meaning of symbols, key terms, and other domain-specific words in phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Essential Questions
1. What are the basic skills needed to play flag football and how can I improve on these
skills?
2. Identify specific roles of each position and the importance they are to team success?
3. How does participation in flag football improve physical fitness?
Participation in the Flag Football unit will provide
vigorous activity and reinforce the value of cooperation.
125
Concepts
(what students need to know)
Continue to develop basic concepts at developmentally
appropriate levels:
1. Skills for game play
2. Rules, safety and procedures
3. Game etiquette
Skills
(what students need to be able to do)
Continue to develop basic skills at developmentally
appropriate levels:
- Catching, throwing, running, jumping, flagging, body
control, blocking, kicking
Bloom’s Level
Understanding
Applying
Creating
Analyzing
Assessments
Pre-Assessment
All students will be assessed on:
1. Catching
2. Passing
3. Flagging
REQUIRED Resources and Materials



Flags for each student.
Cones (min. 8)
1 football per 4 students
Effective Teaching Strategies
1. Reinforcing and providing recognition
2. Nonlinguistic representations
3. Cooperative Learning
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Unit Rubric
Assessment Guides (Rubrics)
Rubric Attached
Instructional Planning
Recommended Resources and Materials
Instructional
Joanne M. Landy Maxwell Landy, Ready to use P.E Activities For Children Publishing
1993.
Football Coach Stephen Higgins
Technological
www. flag football.com
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
1. Partner work of mixed levels of performance
2. Sizes of equipment modified as appropriate
126
EHMS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Catching
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Safety
Etiquette
Sportsmanship
Flagging
Blocking
Body Control
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
127
Middle School Choice Program Scoring Rubric:
Standards Addressed:
Content Area
1-Buidling foundation of
expectations
Building a foundation,
improvement needed.
NASPE 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities.
Skill/Physical
See:
checklist/rubric
NASPE 2: Demonstrates understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities.
2-Nearing Expectations
3-Meeting Expectations
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates skills.
Always demonstrates
skills at an exemplary
level.
Cognitive/
Strategy
See:
checklist/rubric
Building a foundation,
improvement needed.
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates an understanding of
skills, concepts, rules, and
procedures.
Always demonstrates
understanding of skills,
rules, and procedures.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing
level of physical fitness
Effort
Makes no attempt to
accomplish tasks.
Makes minimal attempt to
accomplish tasks
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Responsibility
Unable to participate due to
attire or attendance.
Unprepared/Tardy 4 or
more times
Not prepared or tardy
Unprepared/Tardy 3 or more
times.
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Behavior
Limited demonstration of
following classroom rules,
consistently off-task, or
disruptive to student
learning.
1 or more referrals or 3 or
more detentions.
Sometimes follows classroom
rules, off task, or disruptive to
student learning.
2 detentions
0 referrals
Consistently follows classroom
rules while remaining on task.
1 detention
0 referrals
Always follows classroom
rules while remaining on
task.
0 detentions
0 referrals
NASPE 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Social/Affective
Limited exhibition of
character, cooperation, and
sportsmanship.
Sometimes exhibits character,
cooperation, and
sportsmanship.
Consistently exhibits character,
cooperation, and sportsmanship.
Always exhibits character,
cooperation, and
sportsmanship.
Grading: A= 24-21, B= 20-17, C=16-13, D=12-9, F=8-0
4-Exceeding Expectatinos
Overall Student Score:
128
Score
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
PE
6, 7 8
Floor Hockey
8 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.4-Develop increasing competence in more advanced specialized skills.
10.3-Demonstrate knowledge of rules, safety practices, and procedures as they apply to an increasing range of movement situations.
11.3-Apply the understanding of physical activity concepts to increasingly complex movement and game forms.
13.1-Understand, participate in the development of, and follow classroom rules, safety practices and procedures; and apply safe practices, rules,
procedures, etiquette and good sportsmanship in all physical activity settings.
14.5-Value the skill competence that results from practice.
CCSS-SL.(6/7/8).1. Engage effectively in a range of collaborative discussions with diverse partners on grade-specific topics and issues, building on
others’ ideas and expressing their own clearly.
CCSL-RST.(6/7/8).3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
CCSL-RST.(6/7/8).4. Determine the meaning of symbols, key terms, and other domain-specific words in phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Essential Questions
1. What are the basic skills and strategies needed to play floor
hockey and how can I improve these skills?
2. What are the basic rules of floor hockey?
3. How can you exhibit proper sportsmanship, etiquette, and safety
in floor hockey?
Participation in floor hockey will help improve overall fitness and
performance in other sports and physical activities
129
Concepts
(what students need to know)
1. Skills for game play and positions
2. Rules, safety and procedures.
3. Game etiquette, and sportsmanship
Pre-Assessment
All students will be assessed on:
 Developmentally appropriate skills
 Rules and Concepts in Game play
 Field Positions
REQUIRED Resources and Materials




Floor hockey nets (2)
Floor hockey safety goggles (24)
Floor hockey sticks (24)
Tennis balls/floor hockey balls
Effective Teaching Strategies
1. Reinforcing and providing recognition
2. Nonlinguistic representations
3. Cooperative Learning
Skills
Bloom’s Level
(what students need to be able to do)
1. Demonstrate the ability to perform the following skills at
Understanding
developmentally appropriate levels:
Applying
Stick handling, passing, shooting, mirror defense
Creating
2. Rules and concepts related to game play:
Defense, Offense, Off-sides, penalties
3. Understand the “field positions”: Offense, Defense, Goalie
Assessments
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Unit Rubric
Assessment Guides (Rubrics)
Unit Rubric Attached
Instructional Planning
Recommended Resources and Materials
Instructional
Philipp, J., Wilkerson, J. Teaching Team Sports: A Coeducational
Approach. Human Kinetics. 1990.
Technological
www.pecentral.org/floorhockey
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
1. Partner work of mixed levels of performance
2. Sizes of equipment modified as appropriate
130
EHMS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Stick Handling
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Safety
Positions
Sportsmanship
Passing
Shooting
Offense/Defense
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
131
Middle School Choice Program Scoring Rubric:
Standards Addressed:
Content Area
1-Buidling foundation of
expectations
Building a foundation,
improvement needed.
NASPE 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities.
Skill/Physical
See:
checklist/rubric
NASPE 2: Demonstrates understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities.
2-Nearing Expectations
3-Meeting Expectations
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates skills.
Always demonstrates
skills at an exemplary
level.
Cognitive/
Strategy
See:
checklist/rubric
Building a foundation,
improvement needed.
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates an understanding of
skills, concepts, rules, and
procedures.
Always demonstrates
understanding of skills,
rules, and procedures.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing
level of physical fitness
Effort
Makes no attempt to
accomplish tasks.
Makes minimal attempt to
accomplish tasks
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Responsibility
Unable to participate due to
attire or attendance.
Unprepared/Tardy 4 or
more times
Not prepared or tardy
Unprepared/Tardy 3 or more
times.
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Behavior
Limited demonstration of
following classroom rules,
consistently off-task, or
disruptive to student
learning.
1 or more referrals or 3 or
more detentions.
Sometimes follows classroom
rules, off task, or disruptive to
student learning.
2 detentions
0 referrals
Consistently follows classroom
rules while remaining on task.
1 detention
0 referrals
Always follows classroom
rules while remaining on
task.
0 detentions
0 referrals
NASPE 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Social/Affective
Limited exhibition of
character, cooperation, and
sportsmanship.
Sometimes exhibits character,
cooperation, and
sportsmanship.
Consistently exhibits character,
cooperation, and sportsmanship.
Always exhibits character,
cooperation, and
sportsmanship.
Grading: A= 24-21, B= 20-17, C=16-13, D=12-9, F=8-0
4-Exceeding Expectatinos
Overall Student Score:
132
Score
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
PE
6, 7, 8
Frisbee Golf
8 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.2-Demonstrate developmentally mature applications combining locomotor, nonlocomotor, and manipulative skills to participate in
developmentally appropriate movement and fitness activities.
9.4-Develop increasing competence in more advanced specialized skills.
10.2-Use self, peer, teacher and technological resources to recognize and suggest performance improvements in self and others.
13.2-Continue to develop skills to participate productively in groups, in both cooperative and competitive activities.
CCSS-SL.(6/7/8).1. Engage effectively in a range of collaborative discussions with diverse partners on grade-specific topics and issues,
building on others’ ideas and expressing their own clearly.
CCSL-RST.(6/7/8).3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks.
CCSL-RST.(6/7/8).4. Determine the meaning of symbols, key terms, and other domain-specific words in phrases as they are used in a
specific scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Participation in Frisbee golf will allow the students to develop a
specialized skill that can be used to participate in a lifelong activity
Essential Questions
1. What are the basic skills needed to play Frisbee golf and
how can I improve on these skills?
2. What are the rules and strategies needed to participate in a
competitive game of Frisbee golf?
3. How can one exhibit proper sportsmanship, etiquette, and
safety in Frisbee golf?
133
Concepts
(what students need to know)
1. Skills for game play
2. Rules, safety and procedures
3. Game etiquette, and sportsmanship
Pre-Assessment
All students will be assessed on:
 Grip and Throw of Frisbee
 Rules and Concepts of Frisbee Golf
REQUIRED Resources and
Materials




Frisbee for each student
Cones
Scoresheets
Pencils
Skills
(what students need to be able to do)
1. Demonstrate the ability to perform the following skills at developmentally
appropriate levels: -grip and throw of Frisbee
2. Rules and concepts relating to Frisbee golf.
-scoring, course management.
Assessments
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Rubric Attached
Assessment Guides (Rubrics)
Disc Golf Assessment Rubric Attached
Instructional Planning
Recommended Resources and Materials
Bloom’s Level
Understanding
Applying
Instructional
Auerbach, G., Frisbee 101: A Teacher’s Resource Kit. 1995
Technological
http://www.rcampus.com/rubricshowc.cfm?code=Y6C28B&sp=yes&
http://edgediscgolf.org/edgecurriculum.htm
Effective Teaching Strategies
1. Reinforcing and providing recognition
2. Nonlinguistic representations
3. Cooperative Learning
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
1. Partner work of mixed levels of performance
2. Sizes of equipment modified as appropriate
134
EHMS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Course understanding
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Safety
Etiquette
Sportsmanship
Grip and throw
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
135
Middle School Choice Program Scoring Rubric:
Standards Addressed:
Content Area
1-Buidling foundation of
expectations
Building a foundation,
improvement needed.
NASPE 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities.
Skill/Physical
See:
checklist/rubric
NASPE 2: Demonstrates understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities.
2-Nearing Expectations
3-Meeting Expectations
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates skills.
Always demonstrates
skills at an exemplary
level.
Cognitive/
Strategy
See:
checklist/rubric
Building a foundation,
improvement needed.
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates an understanding of
skills, concepts, rules, and
procedures.
Always demonstrates
understanding of skills,
rules, and procedures.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing
level of physical fitness
Effort
Makes no attempt to
accomplish tasks.
Makes minimal attempt to
accomplish tasks
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Responsibility
Unable to participate due to
attire or attendance.
Unprepared/Tardy 4 or
more times
Not prepared or tardy
Unprepared/Tardy 3 or more
times.
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Behavior
Limited demonstration of
following classroom rules,
consistently off-task, or
disruptive to student
learning.
1 or more referrals or 3 or
more detentions.
Sometimes follows classroom
rules, off task, or disruptive to
student learning.
2 detentions
0 referrals
Consistently follows classroom
rules while remaining on task.
1 detention
0 referrals
Always follows classroom
rules while remaining on
task.
0 detentions
0 referrals
NASPE 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Social/Affective
Limited exhibition of
character, cooperation, and
sportsmanship.
Sometimes exhibits character,
cooperation, and
sportsmanship.
Consistently exhibits character,
cooperation, and sportsmanship.
Always exhibits character,
cooperation, and
sportsmanship.
Grading: A= 24-21, B= 20-17, C=16-13, D=12-9, F=8-0
4-Exceeding Expectatinos
Overall Student Score:
136
Score
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
PE
6, 7, 8
Lacrosse
8 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.4-Acquire beginning skills for a few specialized movement forms.
10.3-Demonstrate knowledge of rules, safety practices and procedures of specific activities.
11.3-Apply the understanding of physical activity concepts to developing movement sequences and game strategies.
13.2-Work independently or cooperatively and productively with partners or in small groups to complete assigned tasks.
14.3-Use physical activity as a positive opportunity for social and group interaction.
14.5-Understand that practicing activities increases specific skill and competence.
CCSS-SL.(6/7/8).1. Engage effectively in a range of collaborative discussions with diverse partners on grade-specific topics and issues,
building on others’ ideas and expressing their own clearly.
CCSL-RST.(6/7/8).3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks.
CCSL-RST.(6/7/8).4. Determine the meaning of symbols, key terms, and other domain-specific words in phrases as they are used in a
specific scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Participation in this lacrosse unit will promote group/social
interaction while developing the fundamental skills and strategies
needed for this activity.
Essential Questions
1. What are the basic skills needed to play lacrosse, and how
can I improve these skills?
2. What specific rules apply to lacrosse at the middle school
level?
3. How does participation in lacrosse improve physical fitness?
137
Concepts
(what students need to know)
1. Skills for game play.
2. Rules, safety, and
procedures.
3. Game etiquette and
sportsmanship.
1.
Skills
(what students need to be able to do)
1. Continue to develop basic skills at developmentally appropriate levels (scooping,
throwing, cradling, catching).
2. Rules and concepts related to game play (shadow defense, teamwork, offense/defense).
3. Understand the difference and impact in cardiovascular endurance and how this relates
to the CTPFT.
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
Manipulative Skills
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
 Manipulative Skills
 Modified game play
Assessment Guides (Rubrics)
REQUIRED Resources and Materials
 30 lacrosse sticks
 30 lacrosse balls
 30 safety goggles
 4 lacrosse nets
 10 cones
 15 pennies
Effective Teaching Strategies
1. Cooperative Groups
2. Reinforcing and feedback
Bloom’s Level
Understanding
Applying
Evaluating
Unit Rubric Attached
Instructional Planning
Recommended Resources and Materials
Instructional
http://www.health-lesson-plans-teacher.com/physicaleducationlessonplan.html
Technological:
http://ezinearticles.com/?7-Steps-on-How-to-Throw-a-Lacrosse-Ball&id=3844868
http://www.simplylacrosse.com/how-to-play-lacrosse.html
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
1. Equipment modifications and goal setting as needed.
138
EHMS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Scoop
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Safety
Etiquette
Sportsmanship
Throw/Catch
Cradle
Offense/Defense
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
139
Middle School Choice Program Scoring Rubric:
Standards Addressed:
Content Area
1-Buidling foundation of
expectations
Building a foundation,
improvement needed.
NASPE 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities.
Skill/Physical
See:
checklist/rubric
NASPE 2: Demonstrates understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities.
2-Nearing Expectations
3-Meeting Expectations
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates skills.
Always demonstrates
skills at an exemplary
level.
Cognitive/
Strategy
See:
checklist/rubric
Building a foundation,
improvement needed.
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates an understanding of
skills, concepts, rules, and
procedures.
Always demonstrates
understanding of skills,
rules, and procedures.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing
level of physical fitness
Effort
Makes no attempt to
accomplish tasks.
Makes minimal attempt to
accomplish tasks
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Responsibility
Unable to participate due to
attire or attendance.
Unprepared/Tardy 4 or
more times
Not prepared or tardy
Unprepared/Tardy 3 or more
times.
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Behavior
Limited demonstration of
following classroom rules,
consistently off-task, or
disruptive to student
learning.
1 or more referrals or 3 or
more detentions.
Sometimes follows classroom
rules, off task, or disruptive to
student learning.
2 detentions
0 referrals
Consistently follows classroom
rules while remaining on task.
1 detention
0 referrals
Always follows classroom
rules while remaining on
task.
0 detentions
0 referrals
NASPE 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Social/Affective
Limited exhibition of
character, cooperation, and
sportsmanship.
Sometimes exhibits character,
cooperation, and
sportsmanship.
Consistently exhibits character,
cooperation, and sportsmanship.
Always exhibits character,
cooperation, and
sportsmanship.
Grading: A= 24-21, B= 20-17, C=16-13, D=12-9, F=8-0
4-Exceeding Expectatinos
Overall Student Score:
140
Score
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
6, 7, 8
Operation Freedom
8 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.2-Demonstrate simple applications combining locomotor, nonlocomotor, and manipulative skills to participate in developmentally
appropriate movement and fitness activities.
10.3-Demonstrate knowledge of rules, safety practices and procedures of specific activities.
11.3-Apply the understanding of physical activity concepts to developing movement sequences and game strategies.
13.1-Understand, participate in the development of, and follow classroom rules; follow activity-specific rules, safety practices and
procedures; and demonstrate etiquette and good sportsmanship in a variety of physical activity settings.
CCSS-SL.(6/7/8).1. Engage effectively in a range of collaborative discussions with diverse partners on grade-specific topics and issues,
building on others’ ideas and expressing their own clearly.
CCSL-RST.(6/7/8).3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks.
CCSL-RST.(6/7/8).4. Determine the meaning of symbols, key terms, and other domain-specific words in phrases as they are used in a
specific scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Participation in Operation Freedom will help form
locomotor, spatial, and manipulative skills while
providing vigorous activity and enjoyment.
Essential Questions
1. How does Operation Freedom improve one’s overall health and
wellness?
2. How can one exhibit proper sportsmanship, etiquette, and safety?
3. What are the proper skills and strategies to complete this unit?
141
Concepts
(what students need to know)
1. Skills for game play.
2. Rules, safety, and procedures.
3. Game etiquette and sportsmanship.
Pre-Assessment
Manipulative skills assessment
Skills
(what students need to be able to do)
1. Continue to develop basic skills at developmentally appropriate
levels (throwing, catching, dodging, and fleeing).
2. Rules and concepts related to game play (offensive and
defensive strategy).
3. Understand the difference and impact in cardiovascular
endurance and how this relates to the CTPFT.
Bloom’s Level
Understanding
Applying
Evaluating
Assessments
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Manipulative skills assessment
Assessment Guides (Rubrics attached)
REQUIRED Resources and Materials
30 gator skin balls
Effective Teaching Strategies
1. Reinforcing and providing recognition.
2. Nonlinguistic representations.
3. Cooperative learning.
Instructional Planning
Recommended Resources and Materials
Instructional
30 gator skin balls
Technological
www.PECentral.com
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
1. Sizes of equipment and tasks modified as appropriate.
142
EHMS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Throw
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Safety
Etiquette
Sportsmanship
Catch
Dodge
Flee
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
143
Middle School Choice Program Scoring Rubric:
Standards Addressed:
Content Area
1-Buidling foundation of
expectations
Building a foundation,
improvement needed.
NASPE 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities.
Skill/Physical
See:
checklist/rubric
NASPE 2: Demonstrates understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities.
2-Nearing Expectations
3-Meeting Expectations
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates skills.
Always demonstrates
skills at an exemplary
level.
Cognitive/
Strategy
See:
checklist/rubric
Building a foundation,
improvement needed.
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates an understanding of
skills, concepts, rules, and
procedures.
Always demonstrates
understanding of skills,
rules, and procedures.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing
level of physical fitness
Effort
Makes no attempt to
accomplish tasks.
Makes minimal attempt to
accomplish tasks
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Responsibility
Unable to participate due to
attire or attendance.
Unprepared/Tardy 4 or
more times
Not prepared or tardy
Unprepared/Tardy 3 or more
times.
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Behavior
Limited demonstration of
following classroom rules,
consistently off-task, or
disruptive to student
learning.
1 or more referrals or 3 or
more detentions.
Sometimes follows classroom
rules, off task, or disruptive to
student learning.
2 detentions
0 referrals
Consistently follows classroom
rules while remaining on task.
1 detention
0 referrals
Always follows classroom
rules while remaining on
task.
0 detentions
0 referrals
NASPE 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Social/Affective
Limited exhibition of
character, cooperation, and
sportsmanship.
Sometimes exhibits character,
cooperation, and
sportsmanship.
Consistently exhibits character,
cooperation, and sportsmanship.
Always exhibits character,
cooperation, and
sportsmanship.
Grading: A= 24-21, B= 20-17, C=16-13, D=12-9, F=8-0
4-Exceeding Expectatinos
Overall Student Score:
144
Score
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
6-8
Softball
8 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.2-Demonstrate developmentally mature applications combining locomotor, nonlocomotor, and manipulative skills to participate in
developmentally appropriate movement and fitness activities.
10.3-Demonstrate knowledge of rules, safety practices, and procedures as they apply to an increasing range of movement situations.
11.3-Apply the understanding of physical activity concepts to increasingly complex movement and game forms.
13.2-Continue to develop skills to participate productively in groups, in both cooperative and competitive activities.
13.3-Develop strategies for including persons, despite individual differences, in physical activity settings.
CCSS-SL.(6/7/8).1. Engage effectively in a range of collaborative discussions with diverse partners on grade-specific topics and issues,
building on others’ ideas and expressing their own clearly.
CCSL-RST.(6/7/8).3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks.
CCSL-RST.(6/7/8).4. Determine the meaning of symbols, key terms, and other domain-specific words in phrases as they are used in a
specific scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
1.
Participation in the softball unit will enable development in a
lifelong physical activity that promotes the enjoyment of being a
part of a team.
2.
3.
4.
Essential Questions
What are the basic skills needed to play softball and how can
I improve on these skills?
What are the responsibilities for specific positions?
What are the general rules of softball?
How does softball promote the value of being a part of a
team?
145
Concepts
(what students need to know)
1. Apply locomotor, non locomotor, and manipulative
skills to team activities
2. Rules of the game
3. Safety
1.
2.
Skills
(what students need to be able to do)
Fundamental gameplay skills: throwing, catching,
hitting, base running, fielding
Understand rules of the game and game strategy
Bloom’s Level
Applying
Understanding
Assessments
Pre-Assessment
Evaluation of throwing, catching, hitting drills



“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Final Evaluation of throwing, catching, and hitting drills
Evaluation of final game play
Assessment Guides (Rubrics)
Unit Rubric Attached
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
Bat
10 soft softballs (softies)
Phillip. Teaching Team Sports. Human Kinetics. 2001
9 gloves.
Effective Teaching Strategies
1. Cooperative grouping
Technological
http://www.softball-spot.com/teaching-softball-drills/101/
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
1. Equipment size and safety.
146
EHMS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Throw/Catch
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Safety
Etiquette
Game procedures
Base running
Positions
Hitting
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
147
Middle School Choice Program Scoring Rubric:
Standards Addressed:
Content Area
1-Buidling foundation of
expectations
Building a foundation,
improvement needed.
NASPE 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities.
Skill/Physical
See:
checklist/rubric
NASPE 2: Demonstrates understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities.
2-Nearing Expectations
3-Meeting Expectations
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates skills.
Always demonstrates
skills at an exemplary
level.
Cognitive/
Strategy
See:
checklist/rubric
Building a foundation,
improvement needed.
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates an understanding of
skills, concepts, rules, and
procedures.
Always demonstrates
understanding of skills,
rules, and procedures.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing
level of physical fitness
Effort
Makes no attempt to
accomplish tasks.
Makes minimal attempt to
accomplish tasks
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Responsibility
Unable to participate due to
attire or attendance.
Unprepared/Tardy 4 or
more times
Not prepared or tardy
Unprepared/Tardy 3 or more
times.
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Behavior
Limited demonstration of
following classroom rules,
consistently off-task, or
disruptive to student
learning.
1 or more referrals or 3 or
more detentions.
Sometimes follows classroom
rules, off task, or disruptive to
student learning.
2 detentions
0 referrals
Consistently follows classroom
rules while remaining on task.
1 detention
0 referrals
Always follows classroom
rules while remaining on
task.
0 detentions
0 referrals
NASPE 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Social/Affective
Limited exhibition of
character, cooperation, and
sportsmanship.
Sometimes exhibits character,
cooperation, and
sportsmanship.
Consistently exhibits character,
cooperation, and sportsmanship.
Always exhibits character,
cooperation, and
sportsmanship.
Grading: A= 24-21, B= 20-17, C=16-13, D=12-9, F=8-0
4-Exceeding Expectatinos
Overall Student Score:
148
Score
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
6-8
Speedball
8 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.2-Demonstrate developmentally mature applications combining locomotor, nonlocomotor, and manipulative skills to participate in
developmentally appropriate movement and fitness activities.
10.1-Demonstrate an understanding of what the body does, where the body moves, how the body performs the movement and
relationships that occur in increasingly more complex movement and game forms.
10.3-Demonstrate knowledge of rules, safety practices, and procedures as they apply to an increasing range of movement situations.
11.1-Engage in an increased variety of moderate to vigorous developmentally appropriate physical activities on a regular basis.
14.6-Demonstrate willingness to attempt a variety of new physical activities.
CCSS-SL.(6/7/8).1. Engage effectively in a range of collaborative discussions with diverse partners on grade-specific topics and issues,
building on others’ ideas and expressing their own clearly.
CCSL-RST.(6/7/8).3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks.
CCSL-RST.(6/7/8).4. Determine the meaning of symbols, key terms, and other domain-specific words in phrases as they are used in a
specific scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Participation in the speedball unit will enable development of team
concepts and personal fitness.
Essential Questions
1. How does my fitness level impact my performance in an
activity?
2. How does participation in speedball foster teamwork?
3. How does the mastery of basic manipulative skills enhance
play?
149
Concepts
(what students need to know)
1. Skills for game play
2. Rules, safety and procedures
3. Game etiquette and sportsmanship
Skills
(what students need to be able to do)
1. Throwing and catching
2. Rules and concepts related to game play:
- Travelling, In-bound, Foul, offense, defense
3. Spatial awareness
Bloom’s Level
Understanding
Applying
Creating
Assessments
Pre-Assessment
Throwing/Catching Partner Check





“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Rubric Attached
Assessment Guides (Rubrics)
Rubric Attached
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
Ball for each student
Phillip. Teaching Team Sports. Human Kinetics. 2001.
2 goals
Net
Cones
Pinneys
Effective Teaching Strategies
Cooperative Groupings
Technological
www.pecentral.com/speedball
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
Equipment size and scoring options
150
EHMS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Throw/Catch
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Safety
Etiquette
Start/Stop procedures
Offense/Defense
Start/Stop procedures
Spatial Awareness
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
151
Middle School Choice Program Scoring Rubric:
Standards Addressed:
Content Area
1-Buidling foundation of
expectations
Building a foundation,
improvement needed.
NASPE 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities.
Skill/Physical
See:
checklist/rubric
NASPE 2: Demonstrates understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities.
2-Nearing Expectations
3-Meeting Expectations
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates skills.
Always demonstrates
skills at an exemplary
level.
Cognitive/
Strategy
See:
checklist/rubric
Building a foundation,
improvement needed.
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates an understanding of
skills, concepts, rules, and
procedures.
Always demonstrates
understanding of skills,
rules, and procedures.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing
level of physical fitness
Effort
Makes no attempt to
accomplish tasks.
Makes minimal attempt to
accomplish tasks
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Responsibility
Unable to participate due to
attire or attendance.
Unprepared/Tardy 4 or
more times
Not prepared or tardy
Unprepared/Tardy 3 or more
times.
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Behavior
Limited demonstration of
following classroom rules,
consistently off-task, or
disruptive to student
learning.
1 or more referrals or 3 or
more detentions.
Sometimes follows classroom
rules, off task, or disruptive to
student learning.
2 detentions
0 referrals
Consistently follows classroom
rules while remaining on task.
1 detention
0 referrals
Always follows classroom
rules while remaining on
task.
0 detentions
0 referrals
NASPE 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Social/Affective
Limited exhibition of
character, cooperation, and
sportsmanship.
Sometimes exhibits character,
cooperation, and
sportsmanship.
Consistently exhibits character,
cooperation, and sportsmanship.
Always exhibits character,
cooperation, and
sportsmanship.
Grading: A= 24-21, B= 20-17, C=16-13, D=12-9, F=8-0
4-Exceeding Expectatinos
Overall Student Score:
152
Score
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
PE
6, 7 8
Strength Training
8 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
10.3-Demonstrate knowledge of rules, safety practices, and procedures as they apply to an increasing range of movement situations.
11.2-Apply an understanding of the connections between the purposes of movements and their effect on fitness.
12.3-Analyze the results of one or more components of health-related fitness.
12.4-Plan a wellness program demonstrating an understanding of basic exercise (e.g. frequency, intensity, duration) and nutritional
principles designed to meet personal wellness goals.
13.1-Understand, participate in the development of, and follow classroom rules, safety practices and procedures; and apply safe practices,
rules, procedures, etiquette and good sportsmanship in all physical activity settings.
CCSS-SL.(6/7/8).1. Engage effectively in a range of collaborative discussions with diverse partners on grade-specific topics and issues,
building on others’ ideas and expressing their own clearly.
CCSL-RST.(6/7/8).3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks.
CCSL-RST.(6/7/8).4. Determine the meaning of symbols, key terms, and other domain-specific words in phrases as they are used in a
specific scientific or technical context relevant to grade-appropriate texts and topics.
Big Ideas
Participation in strength training will enable
development in a lifelong physical activity
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. What are the basic components of strength training?
2. What are the safety factors in the fitness room setting?
3. How can strength training improve the 5 components of physical fitness?
153
Concepts
(what students need to know)
1. Appropriate skills for warming up, exercising
and cooling down
2. Understanding safety procedures
3. Understanding the relationship between strength
training and the components of fitness
Pre-Assessment
All of the students will be assessed on:

Proper form, terminology, and safety techniques


Proper form, terminology, and safety techniques
Ability to perform and create different workouts

REQUIRED Resources and Materials
Weight training equipment:

Dumbbells

Cybex machines

Barbell

Pull-up Station
Effective Teaching Strategies
1. Reinforcing and providing recognition
2. Nonlinguistic representations
3. Cooperative Learning
Skills
(what students need to be able to do)
1. Demonstrate the ability to perform various strength training
exercises:
- Weight lifting, resistance training, cardiovascular training, and
stretching
2. Demonstrate proper form and resistance selection
3. Able to create a personal strength training workout
Assessments
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Bloom’s Level
Understanding
Applying
Creating
Assessment Guides (Rubrics)
Unit Rubric Attached
Instructional Planning
Recommended Resources and Materials
Instructional
Pangrazi, R., Darst, P. Dynamic Physical Education for Secondary School Students:
Curriculum and Instruction, 2nd Edition. Macmillan Publishing Company, 1991.
Technological
www.bodybuilding.com
www.fitness.com
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
1. Partner work of mixed levels of performance
2. Sizes of equipment modified as appropriate
154
EHMS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Workout Components
S
K
I
L
L
S
Components of Fitness
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Proper form
Safety procedures
Types of workouts
Form
Exercise Description
Create a workout
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
155
Middle School Choice Program Scoring Rubric:
Standards Addressed:
Content Area
1-Buidling foundation of
expectations
Building a foundation,
improvement needed.
NASPE 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities.
Skill/Physical
See:
checklist/rubric
NASPE 2: Demonstrates understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities.
2-Nearing Expectations
3-Meeting Expectations
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates skills.
Always demonstrates
skills at an exemplary
level.
Cognitive/
Strategy
See:
checklist/rubric
Building a foundation,
improvement needed.
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates an understanding of
skills, concepts, rules, and
procedures.
Always demonstrates
understanding of skills,
rules, and procedures.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing
level of physical fitness
Effort
Makes no attempt to
accomplish tasks.
Makes minimal attempt to
accomplish tasks
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Responsibility
Unable to participate due to
attire or attendance.
Unprepared/Tardy 4 or
more times
Not prepared or tardy
Unprepared/Tardy 3 or more
times.
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Behavior
Limited demonstration of
following classroom rules,
consistently off-task, or
disruptive to student
learning.
1 or more referrals or 3 or
more detentions.
Sometimes follows classroom
rules, off task, or disruptive to
student learning.
2 detentions
0 referrals
Consistently follows classroom
rules while remaining on task.
1 detention
0 referrals
Always follows classroom
rules while remaining on
task.
0 detentions
0 referrals
NASPE 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Social/Affective
Limited exhibition of
character, cooperation, and
sportsmanship.
Sometimes exhibits character,
cooperation, and
sportsmanship.
Consistently exhibits character,
cooperation, and sportsmanship.
Always exhibits character,
cooperation, and
sportsmanship.
Grading: A= 24-21, B= 20-17, C=16-13, D=12-9, F=8-0
4-Exceeding Expectatinos
Overall Student Score:
156
Score
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
6, 7, 8
Swimming
8-10 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.4-Acquire beginning skills for a few specialized movement forms.
10.3-Demonstrate knowledge of rules, safety practices and procedures of specific activities.
11.2-Demonstrate an understanding of a variety of movements and how they affect the body.
13.3-Demonstrate behaviors that are sensitive to individual differences (e.g. physical, gender, cultural/ethnic, social and emotional) that
can affect group activities.
14.6-Experiment with new physical activities.
CCSS-SL.(6/7/8).1. Engage effectively in a range of collaborative discussions with diverse partners on grade-specific topics and issues,
building on others’ ideas and expressing their own clearly.
CCSL-RST.(6/7/8).3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks.
CCSL-RST.(6/7/8).4. Determine the meaning of symbols, key terms, and other domain-specific words in phrases as they are used in a
specific scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Participation in this swimming unit will help students
become more familiar and confident in the water,
while developing basic swimming skills.
Concepts
(what students need to know)
Essential Questions
1. How do you demonstrate safety procedures while in the pool area?
2. How does participation in this swimming unit improve physical fitness?
3. What are the basic skills needed to stay afloat successfully?
Skills
Bloom’s
(what students need to be able to do)
Level
157
1. Rules, safety, and procedures.
2. Increasing comfort level in the
water
3. Develop beginner swimming skills
1. Continue to develop basic swim skills (Floating, tread water, bobbing,
kicking, and arm movements)
2. Demonstrate knowledge of pool safety (no running, do not enter pool
without teacher permission, personal space, stay in shallow end until
complete swim test successfully, no diving)
3. Understand how swimming can improve their overall physical fitness
through this lifelong activity.
Understandin
g
Applying
Evaluation
Assessments
“Dipsticks” (Informal Progress Monitoring)
Pre-Assessment
1. Swim Assessment (Red
Cross Level 3 Equivalent)
2. Treading water
(As defined in swim rules and
protocol)
As determined by:
 Universal Assessments

Pre-Assessments (Teacher and Lifeguard)

Individual Teacher Assessments

Data Team Discussions (Data of Passing Rates & Development)
Post-Assessment
Swim Assessment = Treading water & 50 Meter swim (Equivalent to Red Cross Level 3)
Assessment Guides (Rubrics)
Students will be categorized into two domains: Non-swimming (NS) and Swimmer (S)
REQUIRED Resources and Materials
Instructional Planning
Recommended Resources and Materials
158
Assessment In Swimming In Physical
Education, by S.J. Grosse
Journal of Physical Education, Recreation
and Dance, 60(5), 44-45.
Effective Teaching Strategies
Cooperative Grouping, Tiered Classes
Instructional
 Kickboards
 Noodles
 Life Preservers
 All Safety and Required Devices as Outlined by Dept. of Public Health
 Lifeguard
Technological (Websites for Policies)
CT Department of Public Health
(Swimming Pool Regulations)
CT Department of Education
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
 Tiered Classes (Beginner, Intermediate, and Advanced) Flotation devices and
equipment as needed for instructional modifications.
159
EHMS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Water Safety
S
K
I
L
L
S
Floats (front/back)
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Rules
Procedures
Swim Skills
Treading water
Object retrieval
Front Crawl
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
160
Middle School Choice Program Scoring Rubric:
Standards Addressed:
Content Area
1-Buidling foundation of
expectations
Building a foundation,
improvement needed.
NASPE 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities.
Skill/Physical
See:
checklist/rubric
NASPE 2: Demonstrates understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities.
2-Nearing Expectations
3-Meeting Expectations
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates skills.
Always demonstrates
skills at an exemplary
level.
Cognitive/
Strategy
See:
checklist/rubric
Building a foundation,
improvement needed.
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates an understanding of
skills, concepts, rules, and
procedures.
Always demonstrates
understanding of skills,
rules, and procedures.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing
level of physical fitness
Effort
Makes no attempt to
accomplish tasks.
Makes minimal attempt to
accomplish tasks
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Responsibility
Unable to participate due to
attire or attendance.
Unprepared/Tardy 4 or
more times
Not prepared or tardy
Unprepared/Tardy 3 or more
times.
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Behavior
Limited demonstration of
following classroom rules,
consistently off-task, or
disruptive to student
learning.
1 or more referrals or 3 or
more detentions.
Sometimes follows classroom
rules, off task, or disruptive to
student learning.
2 detentions
0 referrals
Consistently follows classroom
rules while remaining on task.
1 detention
0 referrals
Always follows classroom
rules while remaining on
task.
0 detentions
0 referrals
NASPE 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Social/Affective
Limited exhibition of
character, cooperation, and
sportsmanship.
Sometimes exhibits character,
cooperation, and
sportsmanship.
Consistently exhibits character,
cooperation, and sportsmanship.
Always exhibits character,
cooperation, and
sportsmanship.
Grading: A= 24-21, B= 20-17, C=16-13, D=12-9, F=8-0
4-Exceeding Expectatinos
Overall Student Score:
161
Score
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
PE
6, 7, 8
Tennis
8 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.4-Acquire beginning skills for a few specialized movement forms.
10.3-Demonstrate knowledge of rules, safety practices and procedures of specific activities.
11.3-Apply the understanding of physical activity concepts to developing movement sequences and game strategies.
13.2-Work independently or cooperatively and productively with partners or in small groups to complete assigned tasks.
14.3-Use physical activity as a positive opportunity for social and group interaction.
14.5-Understand that practicing activities increases specific skill and competence.
CCSS-SL.(6/7/8).1. Engage effectively in a range of collaborative discussions with diverse partners on grade-specific topics and issues,
building on others’ ideas and expressing their own clearly.
CCSL-RST.(6/7/8).3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks.
CCSL-RST.(6/7/8).4. Determine the meaning of symbols, key terms, and other domain-specific words in phrases as they are used in a
specific scientific or technical context relevant to grade-appropriate texts and topics.
Big Ideas
Participation in this tennis unit will
enable development in a lifelong physical
activity that provides vigorous activity and
enjoyment.
Concepts
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. What are the basic skills needed to play tennis, and how can I improve these skills?
2. What specific rules apply to tennis at the middle school level?
3. How does participation in tennis improve physical fitness?
Skills
Bloom’s Level
162
(what students need to know)
1. Skills for game play.
2. Rules, safety, and procedures.
3. Game etiquette and sportsmanship.
(what students need to be able to do)
1. Continue to develop basic skills at developmentally appropriate levels
Understanding
(serve, backhand, forehand, drop, and smash).
2. Rules and concepts related to game play (boundaries, scoring, strategy)
Applying
3. Understand the difference and impact in cardiovascular endurance and
how this relates to the CTPFT.
Evaluating
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
All students will be assessed on:
As determined by:
1) Basic Skills: Strokes
 Universal Assessments
2) Rules and Concepts (i.e. boundaries, Offense, Defense)
 Pre-Assessments
3) Games (ex. singles vs. doubles)
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
All students will be assessed on:
1) Basic Skills: Strokes
2) Rules and Concepts (i.e. boundaries, Offense, Defense)
Assessment Guides (Rubrics)
Unit Rubric Attached
Instructional Planning



REQUIRED Resources and Materials
Tennis Rackets for each student.
Tennis ball for each student.
Court/area
Effective Teaching Strategies
Cooperative Grouping
Recommended Resources and Materials
Instructional
Tennis Skills & Drills: J.Rive & S.Williams. 2003
USTA
Technological
www.usta.org
www.gradebook.org/Tennis.htm
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
Equipment Variation
163
EHMS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Safety
S
K
I
L
L
S
Footwork
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Rules
Game Procedures
Boundaries
Forehand
Backhand
Serve
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
164
Middle School Choice Program Scoring Rubric:
Standards Addressed:
Content Area
1-Buidling foundation of
expectations
Building a foundation,
improvement needed.
NASPE 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities.
Skill/Physical
See:
checklist/rubric
NASPE 2: Demonstrates understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities.
2-Nearing Expectations
3-Meeting Expectations
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates skills.
Always demonstrates
skills at an exemplary
level.
Cognitive/
Strategy
See:
checklist/rubric
Building a foundation,
improvement needed.
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates an understanding of
skills, concepts, rules, and
procedures.
Always demonstrates
understanding of skills,
rules, and procedures.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing
level of physical fitness
Effort
Makes no attempt to
accomplish tasks.
Makes minimal attempt to
accomplish tasks
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Responsibility
Unable to participate due to
attire or attendance.
Unprepared/Tardy 4 or
more times
Not prepared or tardy
Unprepared/Tardy 3 or more
times.
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Behavior
Limited demonstration of
following classroom rules,
consistently off-task, or
disruptive to student
learning.
1 or more referrals or 3 or
more detentions.
Sometimes follows classroom
rules, off task, or disruptive to
student learning.
2 detentions
0 referrals
Consistently follows classroom
rules while remaining on task.
1 detention
0 referrals
Always follows classroom
rules while remaining on
task.
0 detentions
0 referrals
NASPE 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Social/Affective
Limited exhibition of
character, cooperation, and
sportsmanship.
Sometimes exhibits character,
cooperation, and
sportsmanship.
Consistently exhibits character,
cooperation, and sportsmanship.
Always exhibits character,
cooperation, and
sportsmanship.
Grading: A= 24-21, B= 20-17, C=16-13, D=12-9, F=8-0
4-Exceeding Expectatinos
Overall Student Score:
165
Score
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
6, 7, 8
Volleyball
8 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.2-Demonstrate simple applications combining locomotor, nonlocomotor, and manipulative skills to participate in developmentally appropriate
movement and fitness activities.
10.3-Demonstrate knowledge of rules, safety practices and procedures of specific activities.
11.3-Apply the understanding of physical activity concepts to developing movement sequences and game strategies.
13.2-Work independently or cooperatively and productively with partners or in small groups to complete assigned tasks.
14.3-Use physical activity as a positive opportunity for social and group interaction.
CCSS-SL.(6/7/8).1. Engage effectively in a range of collaborative discussions with diverse partners on grade-specific topics and issues, building on others’
ideas and expressing their own clearly.
CCSL-RST.(6/7/8).3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
CCSL-RST.(6/7/8).4. Determine the meaning of symbols, key terms, and other domain-specific words in phrases as they are used in a specific scientific
or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Essential Questions
1. What are the skills needed to play volleyball, and how can you improve those
Participation in this volleyball unit will enable development
skills?
in a lifelong physical activity that helps develop skills and
2. What specific rules apply to volleyball at the middle school level?
strategies while promoting group interaction.
3. How can volleyball improve physical fitness?
Concepts
Skills
Bloom’s Level
(what students need to know)
(what students need to be able to do)
1. Skills for game play.
1. Continue to develop basic skills at developmentally appropriate levels
Understanding
2. Rules, safety, and procedures.
(bump, set, spike, serve).
3. Game etiquette and sportsmanship.
2. Rules and concepts related to game play (rotation, scoring).
Applying
3. Understand the difference and impact in cardiovascular endurance and
how this relates to the CTPFT.
Evaluating
166
Assessments
Pre-Assessment
Self-practice – teacher observation
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Unit Rubric
Assessment Guides (Rubrics)
Unit Rubric Attached
REQUIRED Resources and Materials



One volleyball per two students
Volleyball Net or equivalent
Cones
Instructional Planning
Recommended Resources and Materials
Instructional
Gregory. Volleyball: Steps to Success. Human Kinetics. 2006.
Technological
www.volleyball.org
Effective Teaching Strategies
Cooperative Groupings
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
Equipment and task differentiation and difficulty
167
EHMS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Forearm Pass
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Game play positioning
Etiquette
Sportsmanship
Set
Serve
Spatial awareness
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
168
Middle School Choice Program Scoring Rubric:
Standards Addressed:
Content Area
1-Buidling foundation of
expectations
Building a foundation,
improvement needed.
NASPE 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities.
Skill/Physical
See:
checklist/rubric
NASPE 2: Demonstrates understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities.
2-Nearing Expectations
3-Meeting Expectations
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates skills.
Always demonstrates
skills at an exemplary
level.
Cognitive/
Strategy
See:
checklist/rubric
Building a foundation,
improvement needed.
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates an understanding of
skills, concepts, rules, and
procedures.
Always demonstrates
understanding of skills,
rules, and procedures.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing
level of physical fitness
Effort
Makes no attempt to
accomplish tasks.
Makes minimal attempt to
accomplish tasks
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Responsibility
Unable to participate due to
attire or attendance.
Unprepared/Tardy 4 or
more times
Not prepared or tardy
Unprepared/Tardy 3 or more
times.
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Behavior
Limited demonstration of
following classroom rules,
consistently off-task, or
disruptive to student
learning.
1 or more referrals or 3 or
more detentions.
Sometimes follows classroom
rules, off task, or disruptive to
student learning.
2 detentions
0 referrals
Consistently follows classroom
rules while remaining on task.
1 detention
0 referrals
Always follows classroom
rules while remaining on
task.
0 detentions
0 referrals
NASPE 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Social/Affective
Limited exhibition of
character, cooperation, and
sportsmanship.
Sometimes exhibits character,
cooperation, and
sportsmanship.
Consistently exhibits character,
cooperation, and sportsmanship.
Always exhibits character,
cooperation, and
sportsmanship.
Grading: A= 24-21, B= 20-17, C=16-13, D=12-9, F=8-0
4-Exceeding Expectatinos
Overall Student Score:
169
Score
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
PE
6, 7, 8th
Yoga
8 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.1-Demonstrate developmentally mature form in the fundamentally mature form in the fundamental movement skills in combinations
of closed and open environments.
9.5-Participate in a variety of individual, dual and team tasks, activities, creative movement, dance, play, games and sports.
10.1-Demonstrate an understanding of what the body does, where the body moves, how the body performs the movement and
relationships that occur in increasingly more complex movement and game forms.
11.2-Apply an understanding of the connections between the purposes of movements and their effect on fitness.
14.6-Demonstrate willingness to attempt a variety of new physical activities.
CCSS-SL.(6/7/8).1. Engage effectively in a range of collaborative discussions with diverse partners on grade-specific topics and issues,
building on others’ ideas and expressing their own clearly.
CCSL-RST.(6/7/8).3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks.
CCSL-RST.(6/7/8).4. Determine the meaning of symbols, key terms, and other domain-specific words in phrases as they are used in a
specific scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Participation in the yoga unit will enable development in
a lifelong physical activity which improves flexibility,
strength, and holistic thinking.
Essential Questions
1. What are the basic skills needed to practice basic yoga?
2. How does participation in yoga improve physical fitness?
3. How can regularly participating in yoga improve the mind body
connection?
170
Concepts
(what students need to know)
1. Skills, breathing &
relaxation techniques.
2. Safety procedures
3. Etiquette
Skills
(what students need to be able to do)
1. Demonstrate the ability to perform the following skills at developmentally appropriate
levels:
- Various poses, breathing techniques, relaxation poses
2. Demonstrate safety concepts related to yoga:
- Mat placement, spatial awareness, knowing physical limitations
3. Demonstrate proper etiquette during yoga sessions:
- Exhibiting responsible personal and social behavior that respects self andothers
Bloom’s Level
Understanding
Applying
Creating
Assessments
Pre-Assessment
Basic Stretching Routine
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Post Assessment of Routine using all skills introduced – see rubrics below.
Assessment Guides (Rubrics)
Yoga Series Rubric
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
Yoga Mats
JOPERD
Technological
www.Yoga.com
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
Reinforcing effort and providing recognition
None needed, appropriate physical capabilities are all included
171
EHMS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Safety
S
K
I
L
L
S
Safety
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Movement
Creativity/Flow
Teamwork
Movement
Creativity/Flow
Teamwork
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
172
Middle School Choice Program Scoring Rubric:
Standards Addressed:
Content Area
1-Buidling foundation of
expectations
Building a foundation,
improvement needed.
NASPE 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities.
Skill/Physical
See:
checklist/rubric
NASPE 2: Demonstrates understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities.
2-Nearing Expectations
3-Meeting Expectations
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates skills.
Always demonstrates
skills at an exemplary
level.
Cognitive/
Strategy
See:
checklist/rubric
Building a foundation,
improvement needed.
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates an understanding of
skills, concepts, rules, and
procedures.
Always demonstrates
understanding of skills,
rules, and procedures.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing
level of physical fitness
Effort
Makes no attempt to
accomplish tasks.
Makes minimal attempt to
accomplish tasks
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Responsibility
Unable to participate due to
attire or attendance.
Unprepared/Tardy 4 or
more times
Not prepared or tardy
Unprepared/Tardy 3 or more
times.
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Behavior
Limited demonstration of
following classroom rules,
consistently off-task, or
disruptive to student
learning.
1 or more referrals or 3 or
more detentions.
Sometimes follows classroom
rules, off task, or disruptive to
student learning.
2 detentions
0 referrals
Consistently follows classroom
rules while remaining on task.
1 detention
0 referrals
Always follows classroom
rules while remaining on
task.
0 detentions
0 referrals
NASPE 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Social/Affective
Limited exhibition of
character, cooperation, and
sportsmanship.
Sometimes exhibits character,
cooperation, and
sportsmanship.
Consistently exhibits character,
cooperation, and sportsmanship.
Always exhibits character,
cooperation, and
sportsmanship.
Grading: A= 24-21, B= 20-17, C=16-13, D=12-9, F=8-0
4-Exceeding Expectatinos
Overall Student Score:
173
Score
YOGA RUBRIC
Guidelines
Criteria
Criteria
Criteria
Criteria
Points
1
2
3
4
Students had poor mat location,
inappropriate attire, touched
unauthorized equipment and did not
know their own “limits”.
Students had one of the
safety issues correct,
yet the other three were
not addressed.
Students had two or three
of the safety issues
correct, yet the other two
were not addressed.
Students had all four of the safety
issues correct and did not have to
be reminded.
Movement
Students did not include a
beginning breathing activity, three
poses or a relaxation activity.
Students included one
of the three movement
criteria.
Students included two of
the three movement
criteria.
Students included a beginning
breathing activity, three poses and
a relaxation activity.
Creativity
and Flow
Student’s routine had no order to
the series poses, no unique poses,
and did not hold poses for a
minimum of two breaths.
Students included only
one of the creativity and
flow criteria.
Students included two or
three of the creativity
and flow criteria.
Student’s routine had an
appropriate order of poses, had a
unique pose and held the poses for
the minimum two breaths.
Teamwork
Students did not have a designated
leader, did not work together and
had no clear communication.
Students included one
of the three teamwork
strategies.
Students included two of
the three teamwork
strategies.
Students had a designated leader,
worked together and had clear and
appropriate communication with
each other.
Safety
Points
Teacher
Comments
174
E.H.P.S. Health & Physical Education
Curriculum (Choice Program)
High School:
Unit
Priority Standards
Badminton
Basketball
Fitness Walking
Fitness Videos
Flag Football
Floor Hockey
Lacrosse
10.2, 11.4, 14.3, 14.4
Common Core State
Standards (CCSS)
SL.(9/10 & 11/12).1.
RST.(9/10 & 11/12).3.
RST.(9/10 & 11/12).3.
SL.(9/10 & 11/12).1.
RST.(9/10 & 11/12).3.
RST.(9/10 & 11/12).3.
SL.(9/10 & 11/12).1.
RST.(9/10 & 11/12).3.
RST.(9/10 & 11/12).3.
SL.(9/10 & 11/12).1.
RST.(9/10 & 11/12).3.
RST.(9/10 & 11/12).3.
SL.(9/10 & 11/12).1.
RST.(9/10 & 11/12).3.
RST.(9/10 & 11/12).3.
SL.(9/10 & 11/12).1.
RST.(9/10 & 11/12).3.
RST.(9/10 & 11/12).3.
SL.(9/10 & 11/12).1.
RST.(9/10 & 11/12).3.
RST.(9/10 & 11/12).3.
175
Operation Freedom
9.2, 10.3, 11.3, 13.1
Pickle ball
Soccer
Softball
Speedball
Strength Training
10.3, 11.2, 12.3, 12.4, 13.1
Swimming
9.4, 10.3, 11.2, 13.3, 14.6
Tennis
Volleyball
Yard/Leisure Games
9.2, 9.3, 9.4, 10.3, 11.2, 13.3, 14.3
Yoga
9.1, 9.5, 10.1, 11.2, 14.6
SL.(9/10 & 11/12).1.
RST.(9/10 & 11/12).3.
RST.(9/10 & 11/12).3.
SL.(9/10 & 11/12).1.
RST.(9/10 & 11/12).3.
RST.(9/10 & 11/12).3.
SL.(9/10 & 11/12).1.
RST.(9/10 & 11/12).3.
RST.(9/10 & 11/12).3.
SL.(9/10 & 11/12).1.
RST.(9/10 & 11/12).3.
RST.(9/10 & 11/12).3.
SL.(9/10 & 11/12).1.
RST.(9/10 & 11/12).3.
RST.(9/10 & 11/12).3.
SL.(9/10 & 11/12).1.
RST.(9/10 & 11/12).3.
RST.(9/10 & 11/12).3.
SL.(9/10 & 11/12).1.
RST.(9/10 & 11/12).3.
RST.(9/10 & 11/12).3.
SL.(9/10 & 11/12).1.
RST.(9/10 & 11/12).3.
RST.(9/10 & 11/12).3.
SL.(9/10 & 11/12).1.
RST.(9/10 & 11/12).3.
RST.(9/10 & 11/12).3.
SL.(9/10 & 11/12).1.
RST.(9/10 & 11/12).3.
RST.(9/10 & 11/12).3.
SL.(9/10 & 11/12).1.
RST.(9/10 & 11/12).3.
RST.(9/10 & 11/12).3.
176
Grades 9-12
Content:
1. Priority Grade Level Standards
2. Big Ideas
3. Essential Questions
4. Concepts
5. Skills
6. Assessments (Attached at end of each framework)
7. Resources/Materials
8. Effective Teaching Strategies
9. Enrichment, Intervention, Differentiation
177
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
9/10
Badminton
6 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
SL.(9/10 & 11/12).1. Initiate and participate effectively in a range of collaborative discussions with diverse partners in grade-specific topics and issues,
building on others’ ideas and expressing their own clearly and persuasively.
RST.(9/10 & 11/12).3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks, attending to special cases or exceptions defined in the text.
RST.(9/10 & 11/12).3. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific
or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
CT PHYSICAL FITNESS TEST (CARDIOVASCULAR ENDURANCE)
Big Ideas
Essential Questions
Participation the badminton unit will enable development in a
lifelong physical activity that provides vigorous activity and
enjoyment.
Concepts
(what students need to know)
1. What are the basic skills needed to play badminton and how can
I improve on these skills?
2. What specific rules apply to badminton at the high school level?
3. How does participation in badminton improve physical fitness?
Skills
(what students need to be able to do)
Bloom’s Level
178
1. Skills for game play.
2. Rules, safety, and
procedures.
3. Game etiquette and
sportsmanship.
1. Continue to develop basic skills at developmentally appropriate levels
Applying
(serve, drop shot, clear shot, drive, and backhand).
2. Rules and concepts related to game play (single/doubles strategies and
Evaluating
boundary lines).
3. Understand the difference and impact in cardiovascular endurance and
how this relates to the CTPFT.
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
Students are assessed on their ability level through observation
As determined by:
during warm-up time and lesson activities are modified to allow
 Universal Assessments
individual and peer/group instruction that meet needs of
 Pre-Assessments
individual learners.
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Unit Rubric
Assessment Guides (Rubrics)
Unit Rubric Attached
Instructional Planning
REQUIRED Resources and Materials
 Badminton Racquets (24)
 Birdies (24)
 8 Courts (Nets & Standards)
Effective Teaching Strategies
1. Reinforcing and providing recognition.
2. Nonlinguistic representations.
3. Cooperative learning.
Recommended Resources and Materials
Instructional
Badminton: Steps to Success. Human Kinetics. 2004.
Technological
http://www.worldbadminton.com/
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
1. Partner work of mixed levels of performance.
2. Sizes of equipment modified as appropriate.
179
High School Choice Program Daily Scoring Rubric:
60% of overall grade
Component of Lesson
Content Area &
1-Buidling
Standards
foundation of
Addressed
expectations
Participation and
Responsibility,
Student does not
preparation
Behavior
change clothes but
(Attendance, attire)
has proper
**Students will lose one
footwear and is on
point for tardy and/or
time in station
leaving class early.
Warm-up activities
Effort,
Participation in 1(Warm-up stations)
Engagement,
2 warm-up
Responsibility
stations with
optimal effort.
Cooperation/Behavior
Personal/Social
Safety, respect for
Responsibility
others, and
classroom norms
are rarely met.
2-Nearing
Expectations
3-Meeting
Expectations
4-Exceeding
Expectations
Student does not
change clothes but
has proper
footwear and is on
time in station.
Prepared for class
with proper attire,
footwear, and is in
gym, on time for
class.
Prepared for class
with proper attire,
footwear, and is on
time in station.
Participation in 23 w warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are sometimes
met.
Participation in 4
warm-up stations
with optimal effort.
Participation in all 4
warm-up stations
with optimal effort.
Safety, respect for
others, and
classroom norms
are met.
Safety, respect for
others, and
classroom norms are
consistently met.
Grading: A= 20-18, B= 17-16, C=15-14, D=13-12, F=11-0
Score
Score times 3=
Overall Score:
***60% of physical education grade is determined through choice/activity rubric/assessment.
** A zero or alternative assignment for limited credit is given for improper footwear.
*Progressive intervention plan (e.g. phone call, teacher detention, administrative guidelines) is provided for any unprepared students.
180
EHHS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Serve
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Safety
Etiquette
Sportsmanship
Forehand/Backhand
Drop/Smash
Clear
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
181
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
9/10
Basketball
6 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
SL.(9/10 & 11/12).1. Initiate and participate effectively in a range of collaborative discussions with diverse partners in grade-specific topics and issues,
building on others’ ideas and expressing their own clearly and persuasively.
RST.(9/10 & 11/12).3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in the text.
RST.(9/10 & 11/12).3. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Essential Questions
1. What are the basic skills needed to play basketball and how
can I improve on these skills?
Participation the basketball unit will enable development in a
2. What specific rules apply to basketball at the high school
lifelong physical activity that provides vigorous activity and
level?
enjoyment.
3. How does participation in basketball improve physical
fitness?
Concepts
Skills
Bloom’s
(what students need to know)
(what students need to be able to do)
Level
1. Skills for game play.
1. Continue to develop basic skills at developmentally appropriate
Applying
2. Rules, safety, and procedures.
levels (dribbling, passing, shooting, defense, rebounding).
3. Game etiquette and sportsmanship.
2. Rules and concepts related to game play (travel, double dribble,
Evaluating
inbound, foul, foul shots).
3. Understand the difference and impact in cardiovascular
endurance and how this relates to the CTPFT.
182
Assessments
Pre-Assessment
Students are assessed on their ability level through observation
during warm-up time and lesson activities are modified to allow
individual and peer/group instruction that meet needs of
individual learners.
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Teacher observation checklist during gameplay.
Assessment Guides (Rubrics)
See attached program and unit rubrics.
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
Wissel, H. Basketball – Steps to Success. Human Kinetics 2012.

Basketballs (24).
Basketball Coach-Ed Lavoie

Minimum of 4 hoops.
Technological
1. Online video resources are suggested:
www.nba.com
www.basketball-drills-and-tips.com
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
1. Reinforcing and providing recognition.
1. Partner work of mixed levels of performance.
2. Nonlinguistic representations.
2. Sizes of equipment modified as appropriate.
3. Cooperative learning.
183
High School Choice Program Daily Scoring Rubric:
60% of overall grade
Component of Lesson
Content Area &
1-Buidling
Standards
foundation of
Addressed
expectations
Participation and
Responsibility,
Student does not
preparation
Behavior
change clothes but
(Attendance, attire)
has proper
**Students will lose one
footwear and is on
point for tardy and/or
time in station
leaving class early.
Warm-up activities
Effort,
Participation in 1(Warm-up stations)
Engagement,
2 warm-up
Responsibility
stations with
optimal effort.
Cooperation/Behavior
Personal/Social
Safety, respect for
Responsibility
others, and
classroom norms
are rarely met.
2-Nearing
Expectations
3-Meeting
Expectations
4-Exceeding
Expectations
Student does not
change clothes but
has proper
footwear and is on
time in station.
Prepared for class
with proper attire,
footwear, and is in
gym, on time for
class.
Prepared for class
with proper attire,
footwear, and is on
time in station.
Participation in 23 w warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are sometimes
met.
Participation in 4
warm-up stations
with optimal effort.
Participation in all 4
warm-up stations
with optimal effort.
Safety, respect for
others, and
classroom norms
are met.
Safety, respect for
others, and
classroom norms are
consistently met.
Grading: A= 20-18, B= 17-16, C=15-14, D=13-12, F=11-0
Score
Score times 3=
Overall Score:
***60% of physical education grade is determined through choice/activity rubric/assessment.
** A zero or alternative assignment for limited credit is given for improper footwear.
*Progressive intervention plan (e.g. phone call, teacher detention, administrative guidelines) is provided for any unprepared students.
184
EHHS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Shooting
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Safety
Sportsmanship
Offense/Defense
Dribbling
Rebounding
Defense
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
185
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
9/10, 11/12
Fitness Walking
6 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
H.10.2. Use self, peer, teacher and technological resources as tools to implement performance improvements in self
and others
H 11.1. Regularly engage in moderate to vigorous physical activities of their choice on a regular basis.
14.3-Use physical activity as a positive opportunity for social and group interaction.
14.4-Experience personal challenges through physical activity.
11.4-Engage in
appropriate
physical
activity during
and outside of
school that
promotes the
development
and
improvement
of physical
fitness levels.
SL.(9/10 &
11/12).1.
Initiate and
participate
effectively in a
range of
collaborative
discussions
with diverse
partners in
186
grade-specific
topics and
issues, building
on others’
ideas and
expressing
their own
clearly and
persuasively.
RST.(9/10 &
11/12).3.
Follow
precisely a
complex
multistep
procedure
when carrying
out
experiments,
taking
measurements,
or performing
technical tasks,
attending to
special cases
or exceptions
defined in the
text.
RST.(9/10 &
11/12).3.
Determine the
187
meaning of
symbols, key
terms, and
other domainspecific words
and phrases as
they are used
in a specific
scientific or
technical
context
relevant to
gradeappropriate
texts and
topics.
Big Ideas
Participation in the fitness walking
unit will promote lifelong fitness
through low impact activity.
Concepts
(what students need to know)
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. How can fitness walking improve your life in all areas of wellness?
2. How does fitness walking benefit your cardiovascular health?
3. What are the benefits of a low impact activity?
Skills
(what students need to be able to do)
Bloom’s
Level
188
1. Monitoring and adjusting pace
based on current fitness level and
future goals.
2. Benefits of fitness walking on fitness
levels (cardiovascular endurance).
3. How to be motivated intrinsically
throughout the unit.
Pre-Assessment
1. Cardiovascular Endurance.
2. Heart rate.
1. Use technology (stopwatch, pedometer, or heart rate
monitor) to pace themselves to obtain distance or speed
goals.
2. Understand how fitness walking improves cardiovascular
endurance.
3. Understand how fitness walking promotes lifelong fitness for
all.
Assessments
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Cardiovascular endurance tracker & Heart rate.
Assessment Guides (Rubrics)
Identifying
Applying
Evaluating
1. Cardiovascular Endurance- How many laps a student can complete in twenty minutes.
2. Heart rate- Students will wear heart rate monitors to track heart rate.
Instructional Planning
REQUIRED Resources and
Recommended Resources and Materials
Materials
Instructional
The Walking Wellness Teachers Guide by R. Sweetgall & R. Neeves, PhD
 Heart rate Monitors
 Calculators
Technological
 Cones
http://www.thewalkingsite.com/beginner.html
http://www.heart.org/HEARTORG/GettingHealthy/PhysicalActivity/Target-Heart Popsicle sticks
Rates_UCM_434341_Article.jsp
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
1. Reinforcing and providing recognition.
Students work at their own comfort level.
Students work to achieve personal fitness goals.
189
High School Choice Program Daily Scoring Rubric:
60% of overall grade
Component of Lesson
Content Area &
1-Buidling
Standards
foundation of
Addressed
expectations
Participation and
Responsibility,
Student does not
preparation
Behavior
change clothes but
(Attendance, attire)
has proper
**Students will lose one
footwear and is on
point for tardy and/or
time in station
leaving class early.
Warm-up activities
Effort,
Participation in 1(Warm-up stations)
Engagement,
2 warm-up
Responsibility
stations with
optimal effort.
Cooperation/Behavior
Personal/Social
Safety, respect for
Responsibility
others, and
classroom norms
are rarely met.
2-Nearing
Expectations
3-Meeting
Expectations
4-Exceeding
Expectations
Student does not
change clothes but
has proper
footwear and is on
time in station.
Prepared for class
with proper attire,
footwear, and is in
gym, on time for
class.
Prepared for class
with proper attire,
footwear, and is on
time in station.
Participation in 23 w warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are sometimes
met.
Participation in 4
warm-up stations
with optimal effort.
Participation in all 4
warm-up stations
with optimal effort.
Safety, respect for
others, and
classroom norms
are met.
Safety, respect for
others, and
classroom norms are
consistently met.
Grading: A= 20-18, B= 17-16, C=15-14, D=13-12, F=11-0
Score
Score times 3=
Overall Score:
***60% of physical education grade is determined through choice/activity rubric/assessment.
** A zero or alternative assignment for limited credit is given for improper footwear.
*Progressive intervention plan (e.g. phone call, teacher detention, administrative guidelines) is provided for any unprepared students.
190
EHHS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Pacing
S
K
I
L
L
S
Heart Rate
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Benefits
Motivation
Etiquette/Safety
Pedometer
Pacing
Cardiovascular Endurance Effort
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
191
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
9/10, 11/12
Fitness Videos
6 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
SL.(9/10 & 11/12).1. Initiate and participate effectively in a range of collaborative discussions with diverse partners in grade-specific topics and issues,
building on others’ ideas and expressing their own clearly and persuasively.
RST.(9/10 & 11/12).3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in the text.
RST.(9/10 & 11/12).3. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Essential Questions
1. What are the four components of physical fitness and how does the
Participation in various fitness video activities will enable
workout video help improve these areas?
development in personal fitness routines as well as a lifelong physical 2. What are the safety factors in a fitness room setting?
activity.
3. How can I develop a personal fitness routine that will help meet my
fitness/exercise goals?
Concepts
Skills
Bloom’s Level
(what students need to know)
(what students need to be able to do)
1. Appropriate skills for exercising and acquiring knowledge
1. Demonstrate the ability to perform exercises
Understanding
about various forms of exercise routines.
related to the four components of physical
Applying
2. Understanding safety procedures and body maintenance
fitness:
Creating
responsibilities.
- Cardiovascular endurance, muscle endurance,
3. Understanding how to develop a personal exercise routine
muscle strength and flexibility.
based on achieving a fitness goal.
2. Demonstrate proper form and sequence.
4. Understanding how to motivate and encourage peers to
3. Able to implement a personal workout based
perform exercises and attain personal goals.
on specific muscle groups and fitness goals.
192
Assessments
Pre-Assessment
CTPFT Assessment Pre-test
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Rubric Attached
Assessment Guides (Rubrics)
Rubric Attached
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional:
 P90x Series
Kleinsman. Complete Physical Education Unit Plans
 Yoga for Beginners DVD
for Grades K-12. Human Kinetics. 2009.
 Pilates (the core 4) DVD
Technological:
 Tae-Bo/Kickboxing: Billy Blanks
www.beachbody.com
 McDonald’s Fit for Life – yoga, strength, endurance, and core.
www.yoga.com
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
Strengthening efforts and recognition/feedback. Students modify movement and ability to perform movements in videos as necessary.
193
High School Choice Program Daily Scoring Rubric:
60% of overall grade
Component of Lesson
Content Area &
1-Buidling
Standards
foundation of
Addressed
expectations
Participation and
Responsibility,
Student does not
preparation
Behavior
change clothes but
(Attendance, attire)
has proper
**Students will lose one
footwear and is on
point for tardy and/or
time in station
leaving class early.
Warm-up activities
Effort,
Participation in 1(Warm-up stations)
Engagement,
2 warm-up
Responsibility
stations with
optimal effort.
Cooperation/Behavior
Personal/Social
Safety, respect for
Responsibility
others, and
classroom norms
are rarely met.
2-Nearing
Expectations
3-Meeting
Expectations
4-Exceeding
Expectations
Student does not
change clothes but
has proper
footwear and is on
time in station.
Prepared for class
with proper attire,
footwear, and is in
gym, on time for
class.
Prepared for class
with proper attire,
footwear, and is on
time in station.
Participation in 23 w warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are sometimes
met.
Participation in 4
warm-up stations
with optimal effort.
Participation in all 4
warm-up stations
with optimal effort.
Safety, respect for
others, and
classroom norms
are met.
Safety, respect for
others, and
classroom norms are
consistently met.
Grading: A= 20-18, B= 17-16, C=15-14, D=13-12, F=11-0
Score
Score times 3=
Overall Score:
***60% of physical education grade is determined through choice/activity rubric/assessment.
** A zero or alternative assignment for limited credit is given for improper footwear.
*Progressive intervention plan (e.g. phone call, teacher detention, administrative guidelines) is provided for any unprepared students.
194
EHHS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Safety
S
K
I
L
L
S
Form
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Etiquette
Sequence of Movements
Developing a routine
Sequence
Routine
Fitness goals
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
195
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
9/10
Flag Football
6 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.3. Use complex movements and patterns within a variety of dynamic environment
10.3 Demonstrate understanding of how rules and safety practices and procedures need to be adjusted for different movement situations.
11.3. Apply, evaluate and analyze critical elements of physical activity concepts to increasingly complex game forms
13.1 Apply safe practices, rules procedures etiquette and good sportsmanship in all physical activity settings, and take initiative to encourage
others to do the same.
SL.(9/10 & 11/12).1. Initiate and participate effectively in a range of collaborative discussions with diverse partners in grade-specific topics and issues,
building on others’ ideas and expressing their own clearly and persuasively.
RST.(9/10 & 11/12).3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in the text.
RST.(9/10 & 11/12).3. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Big Ideas
Participation the flag football
unit will enable development
in a lifelong physical activity
that provides vigorous
activity and enjoyment.
Concepts
(what students need to know)
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. What are the basic skills needed to play flag football and how can I improve on these skills?
2. What specific rules apply to flag football at the high school level?
3. How does participation in flag football improve physical fitness?
Skills
(what students need to be able to do)
Bloom’s Level
196
1. Skills for game play.
2. Rules, safety, and
procedures.
3. Game etiquette and
sportsmanship.
1. Continue to develop basic skills at developmentally appropriate levels
Applying
(throwing, catching, blocking, flagging, offensive and defensive strategies).
2. Rules and concepts related to game play (route running, positions. line of Evaluating
scrimmage, offside, pass interference, holding, clipping)
3. Understand the difference and impact in cardiovascular endurance and
how this relates to the CTPFT.
Assessments
Pre-Assessment
Students are assessed on their ability level through observation
during warm-up time and lesson activities are modified to allow
individual and peer/group instruction that meet needs of
individual learners.



“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Teacher observation checklist during gameplay.
Assessment Guides (Rubrics)
Unit Rubric Attached
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
Football per two students.
Quality Lesson Plans for Secondary Physical Education (2nd
Cones
Edition) Carnes, Lois A.
Large play area
Technological
1. Online video resources are suggested:
Usffa.org
Nflflag.com
Instructional Planning (continued)
197
Effective Teaching Strategies
1. Reinforcing and providing recognition.
2. Nonlinguistic representations.
3. Cooperative learning.
Enrichment, Intervention, and Differentiation
1. Partner work of mixed levels of performance.
2. Sizes of equipment modified as appropriate.
High School Choice Program Daily Scoring Rubric:
60% of overall grade
Component of Lesson
Content Area &
1-Buidling
Standards
foundation of
Addressed
expectations
Participation and
Responsibility,
Student does not
preparation
Behavior
change clothes but
(Attendance, attire)
has proper
**Students will lose one
footwear and is on
point for tardy and/or
time in station
leaving class early.
Warm-up activities
Effort,
Participation in 1(Warm-up stations)
Engagement,
2 warm-up
Responsibility
stations with
optimal effort.
Cooperation/Behavior
Personal/Social
Safety, respect for
Responsibility
others, and
classroom norms
are rarely met.
2-Nearing
Expectations
3-Meeting
Expectations
4-Exceeding
Expectations
Student does not
change clothes but
has proper
footwear and is on
time in station.
Prepared for class
with proper attire,
footwear, and is in
gym, on time for
class.
Prepared for class
with proper attire,
footwear, and is on
time in station.
Participation in 23 w warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are sometimes
met.
Participation in 4
warm-up stations
with optimal effort.
Participation in all 4
warm-up stations
with optimal effort.
Safety, respect for
others, and
classroom norms
are met.
Safety, respect for
others, and
classroom norms are
consistently met.
Grading: A= 20-18, B= 17-16, C=15-14, D=13-12, F=11-0
Score
Score times 3=
Overall Score:
198
***60% of physical education grade is determined through choice/activity rubric/assessment.
** A zero or alternative assignment for limited credit is given for improper footwear.
*Progressive intervention plan (e.g. phone call, teacher detention, administrative guidelines) is provided for any unprepared students.
199
EHHS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Defensive Penalties
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Safety
Positioning
Sportsmanship
Offense/Defense Positioning
Route Running
Flagging
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
200
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
9, 10, 11, 12
Floor Hockey
6 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.3 Use complex movements and patterns within a variety of dynamic environment
10.3 Demonstrate understanding of how rules and safety practices and procedures need to be adjusted for different movement situations.
11.3. Apply, evaluate and analyze critical elements of physical activity concepts to increasingly complex game forms
13.1 Apply safe practices, rules procedures etiquette and good sportsmanship in all physical activity settings, and take initiative to encourage
others to do the same.
14.5-Value the skill competence that results from practice.
SL.(9/10 & 11/12).1. Initiate and participate effectively in a range of collaborative discussions with diverse partners in grade-specific topics and issues,
building on others’ ideas and expressing their own clearly and persuasively.
RST.(9/10 & 11/12).3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in the text.
RST.(9/10 & 11/12).3. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Participation the floor hockey unit will enable
development in a lifelong physical activity that
provides vigorous activity and enjoyment.
Concepts
(what students need to know)
Essential Questions
1. What are the basic skills needed to play floor hockey and how can I
improve on these skills?
2. What specific rules apply to floor hockey at the high school level?
3. How does participation in floor hockey improve physical fitness?
Skills
(what students need to be able to do)
Bloom’s
Level
201
1. Skills for game play.
2. Rules, safety, and procedures.
3. Game etiquette and sportsmanship.
1. Continue to develop basic skills at developmentally
appropriate levels (stick handling, passing, shooting,
offensive and defensive strategies, goaltending).
2. Rules and concepts related to game play (penalties,
positional responsibilities, face-offs, goal-crease rules).
3. Understand the difference and impact in cardiovascular
endurance and how this relates to the CTPFT.
Applying
Evaluating
Assessments
Pre-Assessment
Students are assessed on their ability level through observation
during warm-up time and lesson activities are modified to allow
individual and peer/group instruction that meet needs of
individual learners.
Small-sided game play checklist
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Teacher observation checklist during gameplay.
Assessment Guides (Rubrics)
Unit Rubric Attached
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
Quality Lesson Plans for Secondary Physical Education (2nd Edition)
 Eye Protectors (all students)
Carnes, Lois A.
 Sticks (24)
Technological
 Ball/Puck (24)
www.floorhockey.net PECentral Website www.pecentral.org,
 Nets (2-4)
CTAHPERD Website www.ctahperd.org, NASPE Website
www.naspeinfo.org
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
202
1. Reinforcing and providing recognition.
2. Nonlinguistic representations.
3. Cooperative learning.
1. Partner work of mixed levels of performance.
2. Sizes of equipment modified as appropriate.
203
High School Choice Program Daily Scoring Rubric:
60% of overall grade
Component of Lesson
Content Area &
1-Buidling
Standards
foundation of
Addressed
expectations
Participation and
Responsibility,
Student does not
preparation
Behavior
change clothes but
(Attendance, attire)
has proper
**Students will lose one
footwear and is on
point for tardy and/or
time in station
leaving class early.
Warm-up activities
Effort,
Participation in 1(Warm-up stations)
Engagement,
2 warm-up
Responsibility
stations with
optimal effort.
Cooperation/Behavior
Personal/Social
Safety, respect for
Responsibility
others, and
classroom norms
are rarely met.
2-Nearing
Expectations
3-Meeting
Expectations
4-Exceeding
Expectations
Student does not
change clothes but
has proper
footwear and is on
time in station.
Prepared for class
with proper attire,
footwear, and is in
gym, on time for
class.
Prepared for class
with proper attire,
footwear, and is on
time in station.
Participation in 23 w warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are sometimes
met.
Participation in 4
warm-up stations
with optimal effort.
Participation in all 4
warm-up stations
with optimal effort.
Safety, respect for
others, and
classroom norms
are met.
Safety, respect for
others, and
classroom norms are
consistently met.
Grading: A= 20-18, B= 17-16, C=15-14, D=13-12, F=11-0
Score
Score times 3=
Overall Score:
***60% of physical education grade is determined through choice/activity rubric/assessment.
** A zero or alternative assignment for limited credit is given for improper footwear.
*Progressive intervention plan (e.g. phone call, teacher detention, administrative guidelines) is provided for any unprepared students.
204
EHHS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Shooting
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Safety
Game Procedures
Positioning
Passing
Goaltending
Offense/Defense Strategies
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
205
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
9/10
Lacrosse
6 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.3 Use complex movements and patterns within a variety of dynamic environment
10.3 Demonstrate understanding of how rules and safety practices and procedures need to be adjusted for different movement situations.
11.3. Apply, evaluate and analyze critical elements of physical activity concepts to increasingly complex game forms
13.1 Apply safe practices, rules procedures etiquette and good sportsmanship in all physical activity settings, and take initiative to encourage
others to do the same.
14.5-Value the skill competence that results from practice.
SL.(9/10 & 11/12).1. Initiate and participate effectively in a range of collaborative discussions with diverse partners in grade-specific topics and issues,
building on others’ ideas and expressing their own clearly and persuasively.
RST.(9/10 & 11/12).3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in the text.
RST.(9/10 & 11/12).3. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Big Ideas
Participation the lacrosse unit will
enable development in a lifelong
physical activity that provides
vigorous activity and enjoyment.
Concepts
(what students need to know)
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. What are the basic skills needed to play lacrosse and how can I improve on these
skills?
2. What specific rules apply to lacrosse at the high school level?
3. How does participation in lacrosse improve physical fitness?
Skills
Bloom’s Level
(what students need to be able to do)
206
1. Skills for game play.
2. Rules, safety, and procedures.
3. Game etiquette and
sportsmanship.
1. Continue to develop basic skills at developmentally appropriate
levels (scoop, cradle, shooting, offensive and defensive strategies).
2. Rules and concepts related to game play (start/stop, field
dimensions, scoring).
3. Understand the difference and impact in cardiovascular endurance
and how this relates to the CTPFT.
Applying
Evaluating
Assessments
Pre-Assessment
Students are assessed on their ability level through observation
during warm-up time and lesson activities are modified to allow
individual and peer/group instruction that meet needs of
individual learners.
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Teacher observation checklist during gameplay.
Assessment Guides (Rubrics)
Unit Rubric Attached
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
 Eye Protectors (all students)
Quality Lesson Plans for Secondary Physical Education (2nd
 Lacrosse sticks for each student
Edition) Carnes, Lois A.
 Tennis ball for each student
207

2-Goals
Effective Teaching Strategies
1. Reinforcing and providing recognition.
2. Nonlinguistic representations.
3. Cooperative learning.
Technological
USlacrosse.org
www.lacrosse.com
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
1. Partner work of mixed levels of performance.
2. Sizes of equipment modified as appropriate.
208
High School Choice Program Daily Scoring Rubric:
60% of overall grade
Component of Lesson
Content Area &
1-Buidling
Standards
foundation of
Addressed
expectations
Participation and
Responsibility,
Student does not
preparation
Behavior
change clothes but
(Attendance, attire)
has proper
**Students will lose one
footwear and is on
point for tardy and/or
time in station
leaving class early.
Warm-up activities
Effort,
Participation in 1(Warm-up stations)
Engagement,
2 warm-up
Responsibility
stations with
optimal effort.
Cooperation/Behavior
Personal/Social
Safety, respect for
Responsibility
others, and
classroom norms
are rarely met.
2-Nearing
Expectations
3-Meeting
Expectations
4-Exceeding
Expectations
Student does not
change clothes but
has proper
footwear and is on
time in station.
Prepared for class
with proper attire,
footwear, and is in
gym, on time for
class.
Prepared for class
with proper attire,
footwear, and is on
time in station.
Participation in 23 w warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are sometimes
met.
Participation in 4
warm-up stations
with optimal effort.
Participation in all 4
warm-up stations
with optimal effort.
Safety, respect for
others, and
classroom norms
are met.
Safety, respect for
others, and
classroom norms are
consistently met.
Grading: A= 20-18, B= 17-16, C=15-14, D=13-12, F=11-0
Score
Score times 3=
Overall Score:
***60% of physical education grade is determined through choice/activity rubric/assessment.
** A zero or alternative assignment for limited credit is given for improper footwear.
*Progressive intervention plan (e.g. phone call, teacher detention, administrative guidelines) is provided for any unprepared students.
209
EHHS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Cradling
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Safety
Sportsmanship
Movement
Scoop
Shooting
Passing
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
210
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
9-12
Operation Freedom
6 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.2-Demonstrate simple applications combining locomotor, nonlocomotor, and manipulative skills to participate in developmentally
appropriate movement and fitness activities.
10.3-Demonstrate knowledge of rules, safety practices and procedures of specific activities.
11.3-Apply the understanding of physical activity concepts to developing movement sequences and game strategies.
13.1-Understand, participate in the development of, and follow classroom rules; follow activity-specific rules, safety practices and
procedures; and demonstrate etiquette and good sportsmanship in a variety of physical activity settings.
SL.(9/10 & 11/12).1. Initiate and participate effectively in a range of collaborative discussions with diverse partners in grade-specific topics and
issues, building on others’ ideas and expressing their own clearly and persuasively.
RST.(9/10 & 11/12).3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in the text.
RST.(9/10 & 11/12).3. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Big Ideas
Essential Questions
1. How does Operation Freedom improve one’s overall health and wellness?
2. How can one exhibit proper sportsmanship, etiquette, and safety?
3. What are the proper skills and strategies to complete this unit?
Participation in Operation Freedom will help
form locomotor, spacial, and manipulative skills
while providing vigorous activity and enjoyment.
211
Concepts
(what students need to know)
1. Skills for game play.
2. Rules, safety, and procedures.
3. Game etiquette and sportsmanship.
Pre-Assessment
Manipulative skills assessment
Skills
(what students need to be able to do)
1. Continue to develop basic skills at developmentally
appropriate levels (throwing, catching, dodging, fleeing).
2. Rules and concepts related to game play (offensive and
defensive strategy).
3. Understand the difference and impact in cardiovascular
endurance and how this relates to the CTPFT.
Assessments
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Manipulative skills assessment and Herat Rate Formative Checks
Bloom’s Level
Understanding
Applying
Evaluating
Assessment Guides (Rubrics)
REQUIRED Resources and Materials
 Cones
 Gator Skin Balls
 Variety of sized sports balls (soft)
 Heart Rate Monitors or clock to
time heart rate levels.
Effective Teaching Strategies
Cooperative Grouping
Unit Rubric Attached
Instructional Planning
Recommended Resources and Materials
Instructional
Kleinman. Complete Physical Education Units for grades K-12. Human Kinetics. 2009.
Technological
www.pecentral.com/cooperativegames
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
Games Focus, Goals, Roles of students.
212
High School Choice Program Daily Scoring Rubric:
60% of overall grade
Component of Lesson
Content Area &
1-Buidling
Standards
foundation of
Addressed
expectations
Participation and
Responsibility,
Student does not
preparation
Behavior
change clothes but
(Attendance, attire)
has proper
**Students will lose one
footwear and is on
point for tardy and/or
time in station
leaving class early.
Warm-up activities
Effort,
Participation in 1(Warm-up stations)
Engagement,
2 warm-up
Responsibility
stations with
optimal effort.
Cooperation/Behavior
Personal/Social
Safety, respect for
Responsibility
others, and
classroom norms
are rarely met.
2-Nearing
Expectations
3-Meeting
Expectations
4-Exceeding
Expectations
Student does not
change clothes but
has proper
footwear and is on
time in station.
Prepared for class
with proper attire,
footwear, and is in
gym, on time for
class.
Prepared for class
with proper attire,
footwear, and is on
time in station.
Participation in 23 w warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are sometimes
met.
Participation in 4
warm-up stations
with optimal effort.
Participation in all 4
warm-up stations
with optimal effort.
Safety, respect for
others, and
classroom norms
are met.
Safety, respect for
others, and
classroom norms are
consistently met.
Grading: A= 20-18, B= 17-16, C=15-14, D=13-12, F=11-0
Score
Score times 3=
Overall Score:
***60% of physical education grade is determined through choice/activity rubric/assessment.
** A zero or alternative assignment for limited credit is given for improper footwear.
*Progressive intervention plan (e.g. phone call, teacher detention, administrative guidelines) is provided for any unprepared students.
213
EHHS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Throwing
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Safety
Sportsmanship
Etiquette
Flee/Dodging
Strategy
Offense/Defense
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
214
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
9/10
Pickleball
6 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
SL.(9/10 & 11/12).1. Initiate and participate effectively in a range of collaborative discussions with diverse partners in grade-specific topics and issues,
building on others’ ideas and expressing their own clearly and persuasively.
RST.(9/10 & 11/12).3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks, attending to special cases or exceptions defined in the text.
RST.(9/10 & 11/12).3. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific
or technical context relevant to grade-appropriate texts and topics.
Big Ideas
Participation the pickleball unit will
enable development in a lifelong
physical activity that provides vigorous
activity and enjoyment.
Concepts
(what students need to know)
1. Skills for game play.
2. Rules, safety, and procedures.
3. Game etiquette and sportsmanship.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Essential Questions
1. What are the basic skills needed to play pickleball and how can I improve on these
skills?
2. What specific rules apply to pickleball at the high school level?
3. How does participation in pickleball improve physical fitness?
Skills
Bloom’s Level
(what students need to be able to do)
1. Continue to develop basic skills at developmentally appropriate
levels (drop shot, smash, forehand, backhand, and serve).
2. Rules and concepts related to game play (boundaries, scoring,
strategy).
3. Understand the difference and impact in cardiovascular endurance
and how this relates to the CTPFT.
Understanding
Applying
Evaluating
215
Assessments
Pre-Assessment
All students will be assessed on:
1) Basic Skills: Strokes
2) Rules and Concepts (i.e. boundaries, Offense, Defense)
3) Games (ex. singles vs. doubles)
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Strokes and Skills
Assessment Guides (Rubrics)
Unit Rubric Attached
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
Kleinman. Complete Physical Education Units for grades K-12.
Human Kinetics. 2009.
 30 Whiffle balls
Technological
 30 Paddles
Online video resources are suggested:
www.usapa.com
Effective Teaching Strategies
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
216



Reinforcing and providing recognition.
Nonlinguistic representations.
Cooperative learning.


Partner work of mixed levels of performance.
Sizes of equipment modified as appropriate.
217
High School Choice Program Daily Scoring Rubric:
60% of overall grade
Component of Lesson
Content Area &
1-Buidling
Standards
foundation of
Addressed
expectations
Participation and
Responsibility,
Student does not
preparation
Behavior
change clothes but
(Attendance, attire)
has proper
**Students will lose one
footwear and is on
point for tardy and/or
time in station
leaving class early.
Warm-up activities
Effort,
Participation in 1(Warm-up stations)
Engagement,
2 warm-up
Responsibility
stations with
optimal effort.
Cooperation/Behavior
Personal/Social
Safety, respect for
Responsibility
others, and
classroom norms
are rarely met.
2-Nearing
Expectations
3-Meeting
Expectations
4-Exceeding
Expectations
Student does not
change clothes but
has proper
footwear and is on
time in station.
Prepared for class
with proper attire,
footwear, and is in
gym, on time for
class.
Prepared for class
with proper attire,
footwear, and is on
time in station.
Participation in 23 w warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are sometimes
met.
Participation in 4
warm-up stations
with optimal effort.
Participation in all 4
warm-up stations
with optimal effort.
Safety, respect for
others, and
classroom norms
are met.
Safety, respect for
others, and
classroom norms are
consistently met.
Grading: A= 20-18, B= 17-16, C=15-14, D=13-12, F=11-0
Score
Score times 3=
Overall Score:
***60% of physical education grade is determined through choice/activity rubric/assessment.
** A zero or alternative assignment for limited credit is given for improper footwear.
*Progressive intervention plan (e.g. phone call, teacher detention, administrative guidelines) is provided for any unprepared students.
218
EHHS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Forehand
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Strategy
Etiquette
Sportsmanship
Backhand
Serve
Drop/Smash
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
219
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
9/10
Soccer
6 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
SL.(9/10 & 11/12).1. Initiate and participate effectively in a range of collaborative discussions with diverse partners in grade-specific topics and issues,
building on others’ ideas and expressing their own clearly and persuasively.
RST.(9/10 & 11/12).3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in the text.
RST.(9/10 & 11/12).3. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Essential Questions
1. What are the basic skills needed to play soccer and how
Participation the soccer unit will enable development in a
can I improve on these skills?
lifelong physical activity that provides vigorous activity and
2. What specific rules apply to soccer at the high school level?
enjoyment.
3. How does participation in soccer improve physical fitness?
Concepts
Skills
Bloom’s Level
(what students need to know)
(what students need to be able to do)
1. Skills for game play.
1. Continue to develop basic skills at developmentally
Applying
2. Rules, safety, and procedures.
appropriate levels (dribbling, passing, shooting,
3. Game etiquette and sportsmanship.
defense).
Evaluating
2. Rules and concepts related to game play (dribble,
inbound, foul, penalty kicks, offsides, hand ball, throwins).
3. Understand the difference and impact in cardiovascular
endurance and how this relates to the CTPFT.
220
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
Students are assessed on their ability level through observation As determined by:
during warm-up time and lesson activities are modified to allow
 Universal Assessments
individual and peer/group instruction that meet needs of
 Pre-Assessments
individual learners.
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Skills & Concepts
Assessment Guides (Rubrics)
Unit Assessment Rubric
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
Hargreaves, Alan, Skills and Strategies for coaching soccer
2009
 Soccer balls (24)
 Nets (2-4)
Technological
 Cones (24)
1. Online video resources are suggested:
http://www.surefiresoccer.com
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
1. Reinforcing and providing recognition.
1. Partner work of mixed levels of performance.
2. Nonlinguistic representations.
2. Sizes of equipment modified as appropriate.
3. Cooperative learning.
221
High School Choice Program Daily Scoring Rubric:
60% of overall grade
Component of Lesson
Content Area &
1-Buidling
Standards
foundation of
Addressed
expectations
Participation and
Responsibility,
Student does not
preparation
Behavior
change clothes but
(Attendance, attire)
has proper
**Students will lose one
footwear and is on
point for tardy and/or
time in station
leaving class early.
Warm-up activities
Effort,
Participation in 1(Warm-up stations)
Engagement,
2 warm-up
Responsibility
stations with
optimal effort.
Cooperation/Behavior
Personal/Social
Safety, respect for
Responsibility
others, and
classroom norms
are rarely met.
2-Nearing
Expectations
3-Meeting
Expectations
4-Exceeding
Expectations
Student does not
change clothes but
has proper
footwear and is on
time in station.
Prepared for class
with proper attire,
footwear, and is in
gym, on time for
class.
Prepared for class
with proper attire,
footwear, and is on
time in station.
Participation in 23 w warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are sometimes
met.
Participation in 4
warm-up stations
with optimal effort.
Participation in all 4
warm-up stations
with optimal effort.
Safety, respect for
others, and
classroom norms
are met.
Safety, respect for
others, and
classroom norms are
consistently met.
Grading: A= 20-18, B= 17-16, C=15-14, D=13-12, F=11-0
Score
Score times 3=
Overall Score:
***60% of physical education grade is determined through choice/activity rubric/assessment.
** A zero or alternative assignment for limited credit is given for improper footwear.
*Progressive intervention plan (e.g. phone call, teacher detention, administrative guidelines) is provided for any unprepared students.
222
EHHS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Shooting
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Safety
Etiquette
Sportsmanship
Passing
Restarts
Offense/Defense
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
223
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
9/10
Softball
6 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
SL.(9/10 & 11/12).1. Initiate and participate effectively in a range of collaborative discussions with diverse partners in grade-specific topics and issues,
building on others’ ideas and expressing their own clearly and persuasively.
RST.(9/10 & 11/12).3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in the text.
RST.(9/10 & 11/12).3. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Essential Questions
1. What are the basic skills needed to play softball and how can I improve on
Participation the softball unit will enable
these skills?
development in a lifelong physical activity that
2. What specific rules apply to softball at the high school level?
provides vigorous activity and enjoyment.
3. How does participation in softball improve physical fitness?
Concepts
Skills
Bloom’s Level
(what students need to know)
(what students need to be able to do)
1. Skills for game play.
1. Continue to develop basic skills at developmentally
Applying
2. Rules, safety, and procedures.
appropriate levels (throwing, catching, fielding, ground/fly
3. Game etiquette and sportsmanship.
balls, base running, hitting).
Evaluating
2. Rules and concepts related to game play (safe/out,
force/tag, innings, runs, field dimensions, positions).
3. Understand the difference and impact in cardiovascular
endurance and how this relates to the CTPFT.
224
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
Students are assessed on their ability level through observation As determined by:
during warm-up time and lesson activities are modified to allow
 Universal Assessments
individual and peer/group instruction that meet needs of
 Pre-Assessments
individual learners.
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Teacher observation checklist during gameplay.
Assessment Guides (Rubrics)
Unit Rubric Attached
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
30 softball gloves
Garman, Judi, Softball Skills and Drills 2011
15 softball bats
Technological
15 softballs (trainer)
1. Online video resources are suggested:
Portable bases
http://www.softball-spot.com/free-softball-practice-plansand-drills/184/
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
1. Reinforcing and providing recognition.
1. Partner work of mixed levels of performance.
2. Nonlinguistic representations.
2. Sizes of equipment modified as appropriate.
3. Cooperative learning.
225
High School Choice Program Daily Scoring Rubric:
60% of overall grade
Component of Lesson
Content Area &
1-Buidling
Standards
foundation of
Addressed
expectations
Participation and
Responsibility,
Student does not
preparation
Behavior
change clothes but
(Attendance, attire)
has proper
**Students will lose one
footwear and is on
point for tardy and/or
time in station
leaving class early.
Warm-up activities
Effort,
Participation in 1(Warm-up stations)
Engagement,
2 warm-up
Responsibility
stations with
optimal effort.
Cooperation/Behavior
Personal/Social
Safety, respect for
Responsibility
others, and
classroom norms
are rarely met.
2-Nearing
Expectations
3-Meeting
Expectations
4-Exceeding
Expectations
Student does not
change clothes but
has proper
footwear and is on
time in station.
Prepared for class
with proper attire,
footwear, and is in
gym, on time for
class.
Prepared for class
with proper attire,
footwear, and is on
time in station.
Participation in 23 w warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are sometimes
met.
Participation in 4
warm-up stations
with optimal effort.
Participation in all 4
warm-up stations
with optimal effort.
Safety, respect for
others, and
classroom norms
are met.
Safety, respect for
others, and
classroom norms are
consistently met.
Grading: A= 20-18, B= 17-16, C=15-14, D=13-12, F=11-0
Score
Score times 3=
Overall Score:
***60% of physical education grade is determined through choice/activity rubric/assessment.
** A zero or alternative assignment for limited credit is given for improper footwear.
*Progressive intervention plan (e.g. phone call, teacher detention, administrative guidelines) is provided for any unprepared students.
226
EHHS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Position responsibility
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Safety
Offense/Defense
Positioning
Throw/Catch
Hit
Baserunning
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
227
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
9/10
Speedball (Team Handball)
6 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
SL.(9/10 & 11/12).1. Initiate and participate effectively in a range of collaborative discussions with diverse partners in grade-specific topics and issues,
building on others’ ideas and expressing their own clearly and persuasively.
RST.(9/10 & 11/12).3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in the text.
RST.(9/10 & 11/12).3. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Essential Questions
1. What are the basic skills needed to play speedball and how can I
Participation the speedball unit will enable
improve on these skills?
development in a lifelong physical activity that
2. What specific rules apply to speedball at the high school level?
provides vigorous activity and enjoyment.
3. How does participation in speedball improve physical fitness?
Concepts
Skills
Bloom’s
(what students need to know)
(what students need to be able to do)
Level
1. Skills for game play.
1. Continue to develop basic skills at developmentally appropriate levels
Applying
2. Rules, safety, and
(dribbling, passing, shooting, offensive and defensive strategies).
procedures.
2. Rules and concepts related to game play (scoring, jump ball, foul, penalty Evaluating
3. Game etiquette and
shots).
sportsmanship.
3. Understand the difference and impact in cardiovascular endurance and
how this relates to the CTPFT.
Assessments
228
Pre-Assessment
Students are assessed on their ability level through observation
during warm-up time and lesson activities are modified to allow
individual and peer/group instruction that meet needs of
individual learners.
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Teacher observation checklist during gameplay.

1.
2.
3.
Assessment Guides (Rubrics)
Unit Rubric Attached
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
Clanton, Reita; Team Handball: Steps to Success, 1996
Soft soccer ball for gameplay and each student for
Technological
practice activities.
Team Handball Survival Kit:
http://www.physedteacher.com/root/Pdf/Handball_survival_kit.pdf
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
Reinforcing and providing
1. Partner work of mixed levels of performance.
recognition.
2. Sizes of equipment modified as appropriate.
Nonlinguistic representations.
Cooperative learning.
229
High School Choice Program Daily Scoring Rubric:
60% of overall grade
Component of Lesson
Content Area &
1-Buidling
Standards
foundation of
Addressed
expectations
Participation and
Responsibility,
Student does not
preparation
Behavior
change clothes but
(Attendance, attire)
has proper
**Students will lose one
footwear and is on
point for tardy and/or
time in station
leaving class early.
Warm-up activities
Effort,
Participation in 1(Warm-up stations)
Engagement,
2 warm-up
Responsibility
stations with
optimal effort.
Cooperation/Behavior
Personal/Social
Safety, respect for
Responsibility
others, and
classroom norms
are rarely met.
2-Nearing
Expectations
3-Meeting
Expectations
4-Exceeding
Expectations
Student does not
change clothes but
has proper
footwear and is on
time in station.
Prepared for class
with proper attire,
footwear, and is in
gym, on time for
class.
Prepared for class
with proper attire,
footwear, and is on
time in station.
Participation in 23 w warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are sometimes
met.
Participation in 4
warm-up stations
with optimal effort.
Participation in all 4
warm-up stations
with optimal effort.
Safety, respect for
others, and
classroom norms
are met.
Safety, respect for
others, and
classroom norms are
consistently met.
Grading: A= 20-18, B= 17-16, C=15-14, D=13-12, F=11-0
Score
Score times 3=
Overall Score:
***60% of physical education grade is determined through choice/activity rubric/assessment.
** A zero or alternative assignment for limited credit is given for improper footwear.
*Progressive intervention plan (e.g. phone call, teacher detention, administrative guidelines) is provided for any unprepared students.
230
EHHS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Movement in game play
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Safety
Sportsmanship
Strategies
Offense/Defense
Throw/kick/shoot
Restarts
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
231
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
9/10
Strength Training
6 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
10.3-Demonstrate knowledge of rules, safety practices, and procedures need to be adjusted for different movement situations.
11.2-Apply characteristics of performance in a variety of activities for purposeful recreational skill and fitness outcomes.
12.3-Use the results of fitness assessments to guide changes in his or her personal fitness programs of physical activities.
12.4-Design and implement a personal wellness program/routine based upon information obtained from the Fitness Assessment in accordance
with appropriate training and nutrition principles/(e.g. frequency, intensity, duration) in order to meet personal fitness goals.
13.1-Apply safe practices, rules, procedures, etiquette, and cooperation in all physical activity settings and take initiative to encourage others to do
the same.
SL.(9/10 & 11/12).1. Initiate and participate effectively in a range of collaborative discussions with diverse partners in grade-specific topics and
issues, building on others’ ideas and expressing their own clearly and persuasively.
RST.(9/10 & 11/12).3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in the text.
RST.(9/10 & 11/12).3. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Essential Questions
1. What are the basic components of strength training and how can these components
improve the 5 components of physical fitness?
Participation in strength training will enable
2. What are the safety factors in the fitness room setting?
development in personal fitness routines as
3. How can I develop a personal fitness routine that will help meet my fitness/exercise goals?
well as a lifelong physical activity.
232
Concepts
(what students need to know)
Appropriate skills for exercising and acquiring knowledge about
muscle anatomy.
Understanding safety procedures and maintenance
responsibilities.
Understanding how to develop a personal exercise routine based
on achieving a fitness goal.
Understanding how to motivate and encourage peers to perform
specific exercises and work toward achieving their personal goals.
Skills
(what students need to be able to do)
1.
1. Demonstrate the ability to perform various strength
training exercises:
2.
- Weight lifting, resistance training, cardiovascular
training, and stretching
3.
2. Demonstrate proper form and resistance selection
3. Able to create and implement a personal strength
4.
training workout based on specific muscle groups and
fitness goals.
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
All of the students will be assessed on:
As determined by:
 Universal & Individual Teacher Assessments
 Proper exercise form, terminology, muscle anatomy and safety
 Development of fitness routine and goal(s)
techniques
 Progression of routines
Post-Assessment
Bloom’s Level
Understanding
Applying
Creating
THE MUSCLE ANATOMY PROJECT or Unit Rubric
-Fitness Goal Routine
-Post-Test CT Physical Fitness Test Results
Assessment Guides (Rubrics)
 Fitness Log & Informal Fitness Checklist(Formative)
 Muscle Anatomy Project (Summative) or Unit Rubric
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
 Weight Lifting Equipment in Fitness Center at
Baechle, Thomas R. & Earle, Roger W.
EHHS & IB
Essentials of Strength Training and Conditioning. Human Kinetics, 2008.
 Benches, Squat Racks, Universal Machines
Technological
http://anatomy.askthetrainer.com
http://www.bodybuilding.com/fun/anatomy/htm
Instructional Planning (continued)
233
Effective Teaching Strategies
1. Reinforcing independent goal setting as well as motivating peers
2. Reinforcing proper techniques and safety procedures
3. Cooperative Learning and Group work strategies
Enrichment, Intervention, and Differentiation
1. Partner work of mixed levels of performance
2. Sizes of equipment modified as appropriate
3. Frequency and Intensity of workouts individualized
4. Meeting the interests of each learner by helping tailor routines to meet personal
fitness goals.
1.) Within your designated group, research the above websites and describe to the class the following:
 What are anatomical names of the muscle groups (10 points)
 Where are the assigned muscle groups located (10 points)
 The function of the assigned muscle groups; Example- bicep muscle flexes or bends the arm (10
points)
 At least 2 exercises for the assigned muscle group that can be done within our fitness room (10
points)
2.) Present to the class the information above (10 points)
3.) Demonstrate the exercises that work the assigned muscle group. (15 points)
Total points= 65 points
234
High School Choice Program Daily Scoring Rubric:
60% of overall grade
Component of Lesson
Content Area &
1-Buidling
Standards
foundation of
Addressed
expectations
Participation and
Responsibility,
Student does not
preparation
Behavior
change clothes but
(Attendance, attire)
has proper
**Students will lose one
footwear and is on
point for tardy and/or
time in station
leaving class early.
Warm-up activities
Effort,
Participation in 1(Warm-up stations)
Engagement,
2 warm-up
Responsibility
stations with
optimal effort.
Cooperation/Behavior
Personal/Social
Safety, respect for
Responsibility
others, and
classroom norms
are rarely met.
2-Nearing
Expectations
3-Meeting
Expectations
4-Exceeding
Expectations
Student does not
change clothes but
has proper
footwear and is on
time in station.
Prepared for class
with proper attire,
footwear, and is in
gym, on time for
class.
Prepared for class
with proper attire,
footwear, and is on
time in station.
Participation in 23 w warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are sometimes
met.
Participation in 4
warm-up stations
with optimal effort.
Participation in all 4
warm-up stations
with optimal effort.
Safety, respect for
others, and
classroom norms
are met.
Safety, respect for
others, and
classroom norms are
consistently met.
Grading: A= 20-18, B= 17-16, C=15-14, D=13-12, F=11-0
Score
Score times 3=
Overall Score:
***60% of physical education grade is determined through choice/activity rubric/assessment.
** A zero or alternative assignment for limited credit is given for improper footwear.
*Progressive intervention plan (e.g. phone call, teacher detention, administrative guidelines) is provided for any unprepared students.
235
EHHS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Fitness Components
S
K
I
L
L
S
Form
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Safety
Form
Sequence
Sequence
Training principles
Create a workout
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
236
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
9-12
Swimming
6-8 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.4-Acquire beginning skills for a few specialized movement forms.
10.3-Demonstrate knowledge of rules, safety practices and procedures of specific activities.
11.2-Demonstrate an understanding of a variety of movements and how they affect the body.
13.3-Demonstrate behaviors that are sensitive to individual differences (e.g. physical, gender, cultural/ethnic, social and emotional) that
can affect group activities.
14.6-Experiment with new physical activities.
SL.(9/10 & 11/12).1. Initiate and participate effectively in a range of collaborative discussions with diverse partners in grade-specific topics and
issues, building on others’ ideas and expressing their own clearly and persuasively.
RST.(9/10 & 11/12).3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in the text.
RST.(9/10 & 11/12).3. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Participation in this swimming unit will help
students become more familiar and confident
in the water, while developing basic swimming
skills.
Concepts
(what students need to know)
Essential Questions
1. How do you demonstrate safety procedures while in the pool area?
2. How does participation in this swimming unit improve physical fitness?
3. What are the basic skills needed to stay afloat successfully?
Skills
(what students need to be able to do)
Bloom’s Level
237
1.
1. Rules, safety, and procedures.
2. Increasing comfort level in the
water
3. Develop beginner swimming
skills
2.
3.
Understanding
Applying
Evaluation
Assessments
“Dipsticks” (Informal Progress Monitoring)
Pre-Assessment
1. Swim Assessment
2. Treading water
(As defined in swim rules and
protocol)
Continue to develop basic swim skills (Floating, tread water, bobbing, kicking, and
arm movements)
Demonstrate knowledge of pool safety (no running, do not enter pool without
teacher permission, personal space, stay in shallow end until complete swim test
successfully, no diving)
Understand how swimming can improve their overall physical fitness through this
lifelong activity.
As determined by:
 Universal Assessments

Pre-Assessments (Teacher and Lifeguard)

Individual Teacher Assessments

Data Team Discussions (Data of Passing Rates & Development)
Post-Assessment
Swim Assessment =(Equivalency of Red Cross Level 3 Assessmen)t – Front & Back Float, Object Retrieve, Front Crawl 30
meter, 1-min. Tread
Assessment Guides (Rubrics)
Students will be categorized into three domains: Non-swimming (NS) and Swimmer (S).
REQUIRED Resources and Materials
Instructional Planning
Recommended Resources and Materials
238
Assessment In Swimming In Physical
Education, by S.J. Grosse
Journal of Physical Education, Recreation
and Dance, 60(5), 44-45.
Instructional
 Kickboards
 Noodles
 Life Preservers
 All Safety and Required Devices as Outlined by Dept. of Public Health
 Lifeguard
Policies and Procedures Handbook for
Teachers
Effective Teaching Strategies
Cooperative Grouping, Tiered Classes
Technological (Websites for Policies)
CT Department of Public Health
(Swimming Pool Regulations)
CT Department of Education
Instructional Planning (continued)
Enrichment, Intervention, and Differentiation
 Tiered Classes (Beginner, Intermediate, and Advanced) Flotation devices and
equipment as needed for instructional modifications.
239
High School Choice Program Daily Scoring Rubric:
60% of overall grade
Component of Lesson
Content Area &
1-Buidling
Standards
foundation of
Addressed
expectations
Participation and
Responsibility,
Student does not
preparation
Behavior
change clothes but
(Attendance, attire)
has proper
**Students will lose one
footwear and is on
point for tardy and/or
time in station
leaving class early.
Warm-up activities
Effort,
Participation in 1(Warm-up stations)
Engagement,
2 warm-up
Responsibility
stations with
optimal effort.
Cooperation/Behavior
Personal/Social
Safety, respect for
Responsibility
others, and
classroom norms
are rarely met.
2-Nearing
Expectations
3-Meeting
Expectations
4-Exceeding
Expectations
Student does not
change clothes but
has proper
footwear and is on
time in station.
Prepared for class
with proper attire,
footwear, and is in
gym, on time for
class.
Prepared for class
with proper attire,
footwear, and is on
time in station.
Participation in 23 w warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are sometimes
met.
Participation in 4
warm-up stations
with optimal effort.
Participation in all 4
warm-up stations
with optimal effort.
Safety, respect for
others, and
classroom norms
are met.
Safety, respect for
others, and
classroom norms are
consistently met.
Grading: A= 20-18, B= 17-16, C=15-14, D=13-12, F=11-0
Score
Score times 3=
Overall Score:
***60% of physical education grade is determined through choice/activity rubric/assessment.
** A zero or alternative assignment for limited credit is given for improper footwear.
*Progressive intervention plan (e.g. phone call, teacher detention, administrative guidelines) is provided for any unprepared students.
240
EHHS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Water Safety
S
K
I
L
L
S
Floats
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Pool Rules/Procedures
Swim stroke/movement
Sequence of movement
Object Retrieval
Treading Water
Front Crawl & Elementary
Backstroke
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
241
East Hartford Health & Physical Education
Swim Level Assessment Check
Student Name:
SHALLOW
WATER
BOBS
Teacher:
FRONT
FLOAT
FRONT
KICK
UNASSIT
BACK
FLOAT
BACK KICK
UNASSIT
Grade:
FRONT
CRAWL
ELEM.
BACK
STROKE
OBJECT
RETRIEVAL
TREADING
WATER
1 MIN.
DEEP
WATER
SWIM
NONSWIM
SWIM
TEST DATE
TEST DATE
TEST DATE
TEST DATE
Prerequisite
242
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
9/10
Tennis
2 weeks
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
SL.(9/10 & 11/12).1. Initiate and participate effectively in a range of collaborative discussions with diverse partners in grade-specific topics and issues,
building on others’ ideas and expressing their own clearly and persuasively.
RST.(9/10 & 11/12).3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in the text.
RST.(9/10 & 11/12).3. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Participation the lacrosse unit will enable
development in a lifelong physical activity that
provides vigorous activity and enjoyment.
Concepts
(what students need to know)
1. Skills for game play.
2. Rules, safety, and procedures.
3. Game etiquette and sportsmanship.
1.
2.
3.
1.
2.
3.
Essential Questions
What are the basic skills needed to play Tennis and how can I
improve on these skills?
What specific rules apply to Tennis at the high school level?
How does participation in Tennis improve physical fitness?
Skills
Bloom’s Level
(what students need to be able to do)
Continue to develop basic skills at developmentally
Applying
appropriate levels (forehand, backhand, serve, drop,
smash).
Evaluating
Rules and concepts related to game play (serving,
rally, net play, positioning).
Understand the difference and impact in
cardiovascular endurance and how this relates to the
CTPFT.
243
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
Students are assessed on their ability level through observation
during warm-up time and lesson activities are modified to allow
individual and peer/group instruction that meet needs of
individual learners.
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Teacher observation checklist during gameplay.
Assessment Guides (Rubrics)
See attached program and unit rubrics.
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
2012 USTA rulebook & Curriculum Materias
 Tennis ball for each student
 Tennis racquet for each student
Technological
 Court or appropriate play space with net.
Online video resources are suggested:
www.usta.com
www.tennis4you.com
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
1. Reinforcing and providing recognition.
1. Partner work of mixed levels of performance.
2. Nonlinguistic representations.
2. Sizes of equipment modified as appropriate.
3. Cooperative learning.
244
High School Choice Program Daily Scoring Rubric:
60% of overall grade
Component of Lesson
Content Area &
1-Buidling
Standards
foundation of
Addressed
expectations
Participation and
Responsibility,
Student does not
preparation
Behavior
change clothes but
(Attendance, attire)
has proper
**Students will lose one
footwear and is on
point for tardy and/or
time in station
leaving class early.
Warm-up activities
Effort,
Participation in 1(Warm-up stations)
Engagement,
2 warm-up
Responsibility
stations with
optimal effort.
Cooperation/Behavior
Personal/Social
Safety, respect for
Responsibility
others, and
classroom norms
are rarely met.
2-Nearing
Expectations
3-Meeting
Expectations
4-Exceeding
Expectations
Student does not
change clothes but
has proper
footwear and is on
time in station.
Prepared for class
with proper attire,
footwear, and is in
gym, on time for
class.
Prepared for class
with proper attire,
footwear, and is on
time in station.
Participation in 23 w warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are sometimes
met.
Participation in 4
warm-up stations
with optimal effort.
Participation in all 4
warm-up stations
with optimal effort.
Safety, respect for
others, and
classroom norms
are met.
Safety, respect for
others, and
classroom norms are
consistently met.
Grading: A= 20-18, B= 17-16, C=15-14, D=13-12, F=11-0
Score
Score times 3=
Overall Score:
***60% of physical education grade is determined through choice/activity rubric/assessment.
** A zero or alternative assignment for limited credit is given for improper footwear.
*Progressive intervention plan (e.g. phone call, teacher detention, administrative guidelines) is provided for any unprepared students.
245
EHHS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Forehand/Backhand
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Game Procedures
Etiquette
Sportsmanship
Service
Positioning
Serving
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
246
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
9/10
Volleyball
6 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
SL.(9/10 & 11/12).1. Initiate and participate effectively in a range of collaborative discussions with diverse partners in grade-specific topics and issues,
building on others’ ideas and expressing their own clearly and persuasively.
RST.(9/10 & 11/12).3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in the text.
RST.(9/10 & 11/12).3. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Essential Questions
1. What are the basic skills needed to play volleyball and how can I
Participation the volleyball unit will enable
improve on these skills?
development in a lifelong physical activity that
2. What specific rules apply to volleyball at the high school level?
provides vigorous activity and enjoyment.
3. How does participation in volleyball improve physical fitness?
Concepts
Skills
Bloom’s Level
(what students need to know)
(what students need to be able to do)
1. Skills for game play.
1. Continue to develop basic skills at developmentally Applying
2. Rules, safety, and procedures.
appropriate levels (bump, set, spike, serve, scoring).
3. Game etiquette and sportsmanship.
2. Rules and concepts related to game play (carry,
Evaluating
multiple hits, net violation).
3. Understand the difference and impact in
cardiovascular endurance and how this relates to
the CTPFT.
247
Assessments
Pre-Assessment
Students are assessed on their ability level through
observation during warm-up time and lesson activities are
modified to allow individual and peer/group instruction
that meet needs of individual learners.
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Skill and concept Assessment Rubric
Assessment Guides (Rubrics)
Unit Rubric Attached
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
Volleyball coach, Martin Martinez.
 2 volleyball nets
Viera, Barbara, Teaching Volleyball (Steps to Success Series), 1989
 30 volleyballs
Technological
 5 volleyball trainers
Volleyball Teaching Sport Plan:
 1 volleyball carrier
http://www.sportplan.net/drills/Volleyball/index.jsp
www.volleyball.org
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
1. Reinforcing and providing recognition.
1. Partner work of mixed levels of performance.
2. Nonlinguistic representations.
2. Sizes of equipment modified as appropriate.
3. Cooperative learning.
High School Choice Program Daily Scoring Rubric:
248
60% of overall grade
Component of Lesson
Content Area &
Standards
Addressed
Participation and
Responsibility,
preparation
Behavior
(Attendance, attire)
**Students will lose one
point for tardy and/or
leaving class early.
Warm-up activities
Effort,
(Warm-up stations)
Engagement,
Responsibility
Cooperation/Behavior
Personal/Social
Responsibility
1-Buidling
foundation of
expectations
Student does not
change clothes but
has proper
footwear and is on
time in station
Participation in 12 warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are rarely met.
2-Nearing
Expectations
3-Meeting
Expectations
4-Exceeding
Expectations
Student does not
change clothes but
has proper
footwear and is on
time in station.
Prepared for class
with proper attire,
footwear, and is in
gym, on time for
class.
Prepared for class
with proper attire,
footwear, and is on
time in station.
Participation in 23 w warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are sometimes
met.
Participation in 4
warm-up stations
with optimal effort.
Participation in all 4
warm-up stations
with optimal effort.
Safety, respect for
others, and
classroom norms
are met.
Safety, respect for
others, and
classroom norms are
consistently met.
Grading: A= 20-18, B= 17-16, C=15-14, D=13-12, F=11-0
Score
Score times 3=
Overall Score:
***60% of physical education grade is determined through choice/activity rubric/assessment.
** A zero or alternative assignment for limited credit is given for improper footwear.
*Progressive intervention plan (e.g. phone call, teacher detention, administrative guidelines) is provided for any unprepared students.
249
EHHS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
Rules
S
K
I
L
L
S
Forearm Pass
Activity: _________________
Building a
Foundation (1)
Skills are at basic
level and performed
using foundational
technique as
identified in key
points and
conceptual
frameworks.
Teacher: ________________ Date: _______
Nearing
(2)
Skills nearing
proficiency and
sometimes
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Proficient
(3)
Skills are
adequate and are
regularly
performed using
proper technique
as identified in
key points and
conceptual
frameworks.
Exceeding
(4)
Skills are superior and
executed at the highest
level, while using
proper technique as
identified in key points
and conceptual
frameworks.
Score
Positioning
Transitioning (Offense/Defense)
Sportsmanship
Set
Spike/Drop
Positioning
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
250
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
9/10
Yard Games
6 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.2-Demonstrte competence in applying basic locomotor, nonlocomotor, and manipulative skills in the execution of more complex skills.
10.3-Demonstrate understanding of how rules, and safety practices and procedures need to be adjusted for different movement situations.
11.2. Apply characteristics of performance in a variety of activities for purposeful, recreational, skill and fitness outcomes
13.1-Apply safe practices, rules, procedures, etiquette, and good sportsmanship in all physical activity settings, and take initiative to encourage others
to do the same.
13.3. Develop and demonstrate initiative in implementing strategies for including all persons, despite individual differences, in physical activity
settings.
13.4. Demonstrate initiative in using appropriate skills for resolving conflicts peacefully and encouraging others to do the same.
14.3-Use physical activity as a positive opportunity for social and group interaction and development of lifelong skills and relationships.
SL.(9/10 & 11/12).1. Initiate and participate effectively in a range of collaborative discussions with diverse partners in grade-specific topics and issues,
building on others’ ideas and expressing their own clearly and persuasively.
RST.(9/10 & 11/12).3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in the text.
RST.(9/10 & 11/12).3. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Participation in the Yard Games unit will enable
development in a lifelong physical activity that provides
moderate activity and enjoyment.
Concepts
(what students need to know)
Essential Questions
1. What are the basic skills needed to participate in Yard Games and
how can I improve on these skills?
2. What specific rules apply to Yard Games?
3. How does participation in Yard Games improve social interaction?
Skills
Bloom’s Level
(what students need to be able to do)
251
1. Skills for game play.
2. Rules, safety, and procedures.
3. Game etiquette and sportsmanship.
1. Continue to develop basic skills at developmentally
appropriate levels. (throwing, catching, tossing,
communication, teamwork)
2. Rules and concepts related to game play.
3. Understand the difference and impact in muscular endurance
and muscular strength, and how these relate to the CTPFT.
Applying
Evaluating
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
As determined by:
Students are assessed on their knowledge of game rules
 Universal Assessments
through discussion, and demonstration.
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment
Peer Assessment checklist during game play.
Assessment Guides (Rubrics)
See attached program and unit rubrics.
Instructional Planning







REQUIRED Resources and Materials
Recommended Resources and Materials
1.
Individual
instructional guides for yard games.
Ladder Golf
Horse shoes
Technological
Bocci
Frisbee
Online video resources are suggested:
Bean Bag Toss
Cornhole.com
Hackey Sacs
Laddergolf.com
Cornhole
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
252
1. Reinforcing and providing recognition.
2. Nonlinguistic representations.
3. Cooperative learning.
1. Partner work of mixed levels of performance.
2. Sizes of equipment modified as appropriate.
253
YARD GAMES PEER ASSESSMENT
The purpose of this form is to evaluate the etiquette used by your opponents.
Please answer fairly and accurately.
Your Name:____________________________________Opponent’s Name(s):_______________________________________
Please rate the following by circling the appropriate number:
Not at all
true
Very True
Encourages others
(Says things like not shot, good hustle, etc.)
1
2
3
4
5
Wins or Loses gracefully
(doesn’t throw a temper tantrum)
1
2
3
4
5
Both partners on the
Other team played
Equally.
1
2
3
4
5
Correct calls were made
They didn’t cheat
1
2
3
4
5
Courteous to others
1
2
3
4
5
254
High School Choice Program Daily Scoring Rubric:
60% of overall grade
Component of Lesson
Content Area &
1-Buidling
Standards
foundation of
Addressed
expectations
Participation and
Responsibility,
Student does not
preparation
Behavior
change clothes but
(Attendance, attire)
has proper
**Students will lose one
footwear and is on
point for tardy and/or
time in station
leaving class early.
Warm-up activities
Effort,
Participation in 1(Warm-up stations)
Engagement,
2 warm-up
Responsibility
stations with
optimal effort.
Cooperation/Behavior
Personal/Social
Safety, respect for
Responsibility
others, and
classroom norms
are rarely met.
2-Nearing
Expectations
3-Meeting
Expectations
4-Exceeding
Expectations
Student does not
change clothes but
has proper
footwear and is on
time in station.
Prepared for class
with proper attire,
footwear, and is in
gym, on time for
class.
Prepared for class
with proper attire,
footwear, and is on
time in station.
Participation in 23 w warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are sometimes
met.
Participation in 4
warm-up stations
with optimal effort.
Participation in all 4
warm-up stations
with optimal effort.
Safety, respect for
others, and
classroom norms
are met.
Safety, respect for
others, and
classroom norms are
consistently met.
Grading: A= 20-18, B= 17-16, C=15-14, D=13-12, F=11-0
Score
Score times 3=
Overall Score:
***60% of physical education grade is determined through choice/activity rubric/assessment.
** A zero or alternative assignment for limited credit is given for improper footwear.
*Progressive intervention plan (e.g. phone call, teacher detention, administrative guidelines) is provided for any unprepared students.
255
East Hartford Health & Physical Education Curriculum
Subject
Grade
Unit Title
PSS ©
PE
9-12
Yoga
6 Classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.1-Demonstrate developmentally mature form in the fundamentally mature form in the fundamental movement skills in combinations
of closed and open environments.
9.5-Participate in a variety of individual, dual and team tasks, activities, creative movement, dance, play, games and sports.
10.1-Demonstrate an understanding of what the body does, where the body moves, how the body performs the movement and
relationships that occur in increasingly more complex movement and game forms.
11.2-Apply an understanding of the connections between the purposes of movements and their effect on fitness.
14.6-Demonstrate willingness to attempt a variety of new physical activities.
SL.(9/10 & 11/12).1. Initiate and participate effectively in a range of collaborative discussions with diverse partners in grade-specific topics and issues,
building on others’ ideas and expressing their own clearly and persuasively.
RST.(9/10 & 11/12).3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in the text.
RST.(9/10 & 11/12).3. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grade-appropriate texts and topics.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Essential Questions
1. What are the basic skills needed to practice basic yoga?
Participation in the yoga unit will enable development in a lifelong
2. How does participation in yoga improve physical
physical activity which improves flexibility, strength, and holistic
fitness?
thinking.
3. How can regularly participating in yoga improve the
mind body connection
Concepts
Skills
Bloom’s Level
(what students need to know)
(what students need to be able to do)
256
1. Skills, breathing
techniques, relaxation
techniques.
2. Safety procedures
3. Etiquette
Basic Stretching Routine
1. Demonstrate the ability to perform the following skills at developmentally
Understanding
appropriate levels:
Applying
- Various poses, breathing techniques, relaxation poses
Creating
2. Demonstrate safety concepts related to yoga:
- Mat placement, spatial awareness, knowing physical limitations
3. Demonstrate proper etiquette during yoga sessions:
- Exhibiting responsible personal and social behavior that respects self and others
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Data Team Discussions
Post-Assessment
Follow/creation of routine and Yoga Rubric.
Assessment Guides (Rubrics)
Yoga Series Rubric & Unit Assessment
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
YOGA DVD –
Instructional
Yoga for Beginners
 p90x & Yoga for beginners.
Technological
 Yoga Mats
www.Yoga.com
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
Nonlinguistic
None needed
257
High School Choice Program Daily Scoring Rubric:
60% of overall grade
Component of Lesson
Content Area &
1-Buidling
Standards
foundation of
Addressed
expectations
Participation and
Responsibility,
Student does not
preparation
Behavior
change clothes but
(Attendance, attire)
has proper
**Students will lose one
footwear and is on
point for tardy and/or
time in station
leaving class early.
Warm-up activities
Effort,
Participation in 1(Warm-up stations)
Engagement,
2 warm-up
Responsibility
stations with
optimal effort.
Cooperation/Behavior
Personal/Social
Safety, respect for
Responsibility
others, and
classroom norms
are rarely met.
2-Nearing
Expectations
3-Meeting
Expectations
4-Exceeding
Expectations
Student does not
change clothes but
has proper
footwear and is on
time in station.
Prepared for class
with proper attire,
footwear, and is in
gym, on time for
class.
Prepared for class
with proper attire,
footwear, and is on
time in station.
Participation in 23 w warm-up
stations with
optimal effort.
Safety, respect for
others, and
classroom norms
are sometimes
met.
Participation in 4
warm-up stations
with optimal effort.
Participation in all 4
warm-up stations
with optimal effort.
Safety, respect for
others, and
classroom norms
are met.
Safety, respect for
others, and
classroom norms are
consistently met.
Grading: A= 20-18, B= 17-16, C=15-14, D=13-12, F=11-0
Score
Score times 3=
Overall Score:
***60% of physical education grade is determined through choice/activity rubric/assessment.
** A zero or alternative assignment for limited credit is given for improper footwear.
*Progressive intervention plan (e.g. phone call, teacher detention, administrative guidelines) is provided for any unprepared students.
258
EHHS- Choice Program Rubric
Expectations
Performance Indicators
C
O
N
C
E
P
T
S
S
K
I
L
L
S
Activity: _________________
Building a
Nearing
Foundation (1)
(2)
Skills are at basic
Skills nearing
level and performed proficiency and
using foundational
sometimes
technique as
performed using
identified in key
proper technique
points and
as identified in
conceptual
key points and
frameworks.
conceptual
frameworks.
Teacher: ________________ Date: _______
Proficient
Exceeding
Score
(3)
(4)
Skills are
Skills are superior and
adequate and are executed at the highest
regularly
level, while using
performed using
proper technique as
proper technique identified in key points
as identified in
and conceptual
key points and
frameworks.
conceptual
frameworks.
Movement
Creativity/Flow
Spatial Awareness
Etiquette
Movement
Creativity/Flow
Spatial Awareness
Etiquette
Scoring Rubric: A= 32-28 B= 27-23
C= 22-18
D= 18-14
F= 14-0
Overall Student Score:
259
Connecticut IB Academy Physical
Education Curriculum
260
OVERVIEW
The Connecticut IB Academy provides health and physical education instruction in grades
nine and ten that align with the district health and physical education program mission,
goals, philosophy, and scope and sequence. Students will integrate information learned
within the Health curriculum with Physical Education classes by using Polar software and
Heart Rate monitors to determine exercise intensity along with improvement in CT Fitness
Tests. Units are similar to those offered with EHHS and include components of fitness,
heart rate monitors, weight training, muscle anatomy, nutrition, human sexuality,
components of wellness, stress, self-esteem, suicide, drugs and alcohol, CPR, first aid and
AED for adult, infant and child.
Health class is offered every Monday and Friday, twice per week. Physical Education
classes are held twice per week Tuesday thru Thursday. Physical Education class is worth
40% of your grade whereas Health is worth 60%.
SCOPE & SEQUENCE
Grades 9 & 10 – Units of study
Introduction, lock handouts, policies& procedures
Polar Heart Rate monitors; cardiovascular fitness activities
CT Physical Fitness Testing; mile run, curl ups, push ups, sit and reach
Outdoor activities; Ultimate Frisbee, Volleyball, Tennis
Capture the Flag
P90x; badminton/ basketball (if facility available)
Swimming; water safety, stroke development, water activites
Dodgeball, Tennis
Outdoor activities; Wiffleball, Kickball
Outdoor activities; Ultimate Frisbee, Flag Football
Bocce ball, badminton, volleyball
ASSESSMENT/EVALUATION OF STUDENT PERFORMANCE
Students will complete a correlational analysis as described below to determine if
maintenance within the designated heart rate zone affects physical fitness testing
performance. This will be done by analyzing data from fitness tests done both in the fall
and spring and correlating those results with the average percentage of time that students
maintained their heart rate at the designated 110-165 beats per minute during physical
education class.
261
Subject
Grade
Unit Title
PSS ©
Physical Education
9-10
Polar Heart Rate Monitors
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
H.9.4. Develop advanced skills in selected physical activities.
H.9.5. Participate in a wide variety of activities, including dance, games, sports and lifetime
physical activities
H.10.2. Use self, peer, teacher and technological resources as tools to implement
performance improvements in self and others
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Cardiovascular fitness- Mile Run; Fall and Spring
Polar Software Graphs
Heart Rate Monitor stored files
Big Ideas
Essential Questions
To learn how the cardiovascular system and
heart rate affect your fitness level and
correlate mile run times with time in target
heart rate.
1.) What HR zone will improve my mile
run time?
2.) How does my HR affect my fitness level?
3.) What activities will increase my HR to a
zone that will help my mile run time?
Concepts
(what students need to know)
The heart rate zone needed for
cardiovascular improvement.
The cardiovascular system and its
relation to physical fitness and mile
run.
Ways to improve cardio fitness
through assessment based on mile
times.
Times recorded in Fall and Spring.
Skills
(what students need to be able to do)
How to start and stop the heart rate
monitors.
Activities to increase HR to adequate
zone.
Recording HR monitors into Polar
Software
Bloom’s
Level
Creating
Applying
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
Mile run time; Fall and Spring
Activities with recorded HR before each
As determined by:
testing period
 Pre-Assessments; CT Fitness tests
 Polar Software graphs
 Students self-analysis
 Weekly input of HR montor info
262
Post-Assessment
CT Fitness Tests- mile run, pacer test, sit and reach
Use of Polar software to analyze the data
Biometric measurements- body weight, skinfold/ bioelectrical impedance
Assessment Guides (Rubrics)
Polar software
Weight training logs
Heart rate monitors- watches and exit slips
Fitness tests
263
APPENDICES
RESOURCES:
264
WEBSITE DESIGN & DEVELOPMENT
In an effort to continue improving the existing site and promote the health and physical
education program to the community and surrounding areas, an extensive website that
outlines the department has been developed.
Individual teachers of schools are asked to complete information that outlines the
dynamics of the program at their school. Teachers are responsible to present a brief
description of their biography and any other pertinent information that will be displayed on
the appropriate page on the district website. Additionally, the department will be taking
pictures of each teacher to familiarize the students and community with the exceptional
educators we have in East Hartford.
Teachers at various levels will be asked to serve as liaisons for site enhancement. Training
will be provided.
COMMUNITY AND PROFESSIONAL ORGANIZATIONS
The community, professional organizations, and stakeholders in the educational process
are imperative components in the educating of the youth of East Hartford. As a result,
constant communication with the appropriate personnel and organizations is essential to
providing learning opportunities and resources to meet the needs of all students. Teachers
are encouraged to join related professional organizations, seek professional development,
and maintain/create relationships with organizations that impact our program. Current
partners in this process are outlined on the district website at www.easthartford.org.
265
East Hartford Public Schools
Health & Physical Education Inventory Log
2012-2013
Building: _________________________________________ Teacher: ______________
Equipment Description
Number of Items
Instructional Units
*Please use another form if needed.
266
East Hartford Public Schools
Health & Physical Education Equipment Sharing Schedule
2012-2013
Equipment
Description
School
Dates of
Use
Borrowing
School
Submitted by: _____________________________________________ Date: __________
Approved by: _____________________________________________ Date: __________
267
East Hartford Public Schools
Health & Physical Education Equipment Request
2012-2013
Building: _________________________________________ Teacher: ______________
Equipment Description
Number of Items
Instructional Units
Rationale:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Student Learning Outcomes:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Teacher Signature: _________________________________________ Date: _________
Approved by: ______________________________________________ Date: _________
268
EAST HARTFORD
PUBLIC SCHOOLS
HEALTH & PHYSICAL
EDUCATION
Swimming Instruction Policies &
Procedures
2012-2013
(Supplemental to Department Handbook)
Supervisor of Health & Physical Education: Joseph LeRoy
269
TABLE OF CONTENTS
Preface & Overview………….………………………………………………….………..
Mission & Philosophy..………………………………………………………..……..…
Scope……….………………………………………………………………………………….
Safety Guidelines………..…………………………………………………………………
Pool Safety Reminders & Lifeguard Position..…………………………….…….
Pool Curriculum………..………………………………………………………………….
Scheduling ……………………………………………………………………………………
Appendices…………………………………………………………………………………...
(Review of Program Handbook Information for all activities)
270
PREFACE
The purpose of this handbook is to serve as a guide to Wellness Education for East
Hartford Public Schools in addition to the district job descriptions and professional
responsibilities of teachers. The handbook contains the procedures, regulations and a
variety of information that outlines the importance of wellness and program requirements.
It is a tool for students, educators, and stakeholders to understand the program offerings
and positive impact the program will have on a child’s life. Through taking a proactive
approach in effectively promoting and advocating for wellness education in East Hartford
Public Schools, it is our goal to ensure each child is consistently learning in a safe, positive,
and instructional environment where they will learn lifelong skills to advocate for healthy
lifestyles and choices.
OVERVIEW
East Hartford Public Schools prides itself on providing a safe, student-centered, high
expectation learning community in grades K thru twelve. The district is committed to
providing a respectful learning environment where students are capable of learning and
growing at their individual needs, while achieving at high levels in order to prepare students
to be successful in our global society. The vision of East Hartford Health and Physical
Education is to facilitate a culture that promotes a cohesive atmosphere between all
students, parents, staff and stakeholders. Students are encouraged to challenge themselves
and utilize higher order thinking skills to problem solve, advocate, and promote healthy
lifestyles. It is imperative that our students work collaboratively with families, staff,
community members and other schools to provide a learning environment that fosters
health, growth, and promotion of living a life that exemplifies overall wellness.
Health and Physical Education is a sequential program consisting of classes in Physical
Education and Health Education. The physical education classes expose students to a
variety of physical activities to aid in individual development in the realms of physical,
social, and emotional areas, and to improve personal fitness, promote fair play and
cooperation. Health classes are designed to develop student's abilities to provide a
foundation for potential risks and proactive approaches to wellness and to make informed
decisions relating to health issues. Classroom instruction includes the application of
knowledge and skills in order to improve and maintain the health of the student. The
curriculum is aligned with state and national health and physical education standards.
271
MISSION
The mission of East Hartford Public Schools Health and Physical Education program is to
provide developmentally appropriate learning opportunities for students to attain the
knowledge, skills, and dispositions essential for a healthy lifestyle.
The Health & Physical Education Department seeks to accomplish its mission by working
with stakeholders throughout the schools and community to:

Provide a safe and effective learning environment in physical activity settings.

Promote physical activity and overall wellness.

Advocate and promote living a healthy lifestyle.

Develop and implement appropriate health policies and guidelines

Develop and educate about disease prevention, human growth, nutrition, and other
health-related concepts in K-12 settings.

Provide interdisciplinary learning opportunities.

Work with the mission and goals of East Hartford Public Schools to produce
healthy learners.
PHILOSOPHY
East Hartford Public Schools (EHPS) and the Health and Physical Education Department
is committed to providing children with a comprehensive program that aids in the
development of the physical, social, and emotional realms. Research has shown that daily
physical activity is essential for individual growth and development. Through being a
member of the health and physical education program, students are consistently provided
opportunities for success, challenges, trust, confidence, cooperation, and many other skills
that help develop healthy lifestyle habits.
Throughout their program experience, students are provided with learning experiences that
promote healthy human development, growth, disease prevention, and refraining from
substance abuse. This is done through an age-appropriate and progressive curriculum in
the health and physical education subjects. Parents, guardians, teachers, and all members
of the students’ community have a major impact on the overall healthy quality of life for
East Hartford Public School students.
The Health and Physical Education staff strives to reverse the trends of inactivity and
disease throughout our country. We believe that working together this process will provide
our students with skills and a foundation for living a healthy and productive life.
272
SCOPE
Health and Physical Education serves as a vital component to a students’ overall academic, social,
and personal success. The program aims to advocate healthy lifestyle habits as well as providing
students the opportunity to create and implement various aspects of health wellness into their
everyday lives. The health and wellness program utilizes authentic assessment and meaningful
learning experiences to facilitate development in social, emotional, and physical components of a
child’s life. This scaffolding approach allows for students to learn at their own pace, while ensuring
success in a multitude of educational experiences and disciplines.
Middle School: The middle school program places emphasis for students to think
critically, creatively, and reflectively through activity. A developmental approach provides
students with skill development and knowledge in lifetime sport and leisure activity. New
activities that provide for opportunities for students’ active participation are always
explored. The physical education program is enhanced by after school activities provided
through interscholastic, intramural and the town parks and recreation programming. The
health program focuses on the current issues related to health and proper decision making
in order to live a healthy lifestyle.
Pool Instruction: The health & physical education is committed to providing an
environment that facilitates student comfort, safety, and proficiency at various levels in the
swimming pool. Students are tested individually to determine appropriate ability levels and
instructional focus for teachers. A lifeguard is always on site to contribute to the safety and
development of students in daily swim instruction and teachers consistently communicate
all appropriate information and modifications as necessary. All safety and required
protocol meet the Department of Education, Department of Public Health, and
appropriate school, district, and state requirements.
High School 9 – 12: The physical education and health programs are taught in an
interdisciplinary format. Teachers instruct students in both areas. The program emphasis is
preparation to lead a healthy active life in today’s society. Students must complete one
semester of Health and Physical Education per year for a total of two (2) credits in order to
graduate.
Pool Instruction: The health & physical education is committed to providing an
environment that facilitates student comfort, safety, and proficiency at various levels in the
swimming pool. Students are tested individually to determine appropriate ability levels and
instructional focus for teachers. A lifeguard is always on site to contribute to the safety and
development of students in daily swim instruction and teachers consistently communicate
all appropriate information and modifications as necessary. All safety and required
protocol meet the Department of Education, Department of Public Health, and
appropriate school, district, and state requirements.
273
SAFETY GUIDELINES
The health and physical education department believes that safety and student care is the
essential for a successful program. As physical activity is a vital component of this program,
we recognize that a proactive approach to safety is imperative to ensuring that potential
risks and accidents are considered. The safety awareness guidelines presented is intended
to minimize the aforementioned situations. East Hartford Public School Health and
Physical Educators will continue to implement and prioritize safety procedures in all
instructional practices and lesson activities. Teachers will utilize and communicate these
practices with colleagues and stakeholders alike and always strive to meet the needs of all
students regardless of ability level, deficiency, background, or activity level.
Daily Safety Considerations:
15. Background knowledge of all students’ necessary accommodations including but not
limited to: medical conditions, learning needs, or potential serious conditions.
Communication and documentation from appropriate professionals is imperative.
16. Class routine, awareness, expectations, and additional means such as posters or visuals that
reinforce safety.
17. Outline potential hazards in each play area and include this component in all classroom
rules, expectations, and activities. This includes fire and emergency procedures.
18. Have a readily accessible emergency plan for each play area and clear markings for
potential hazards.
19. Complete first aid/CPR/AED training and have a medical kit and AED readily accessible
in the gym and pool.
20. Proper safety and rules for sport/activity specific lessons including “buddy system” for all
pool activities.
21. Use of protective equipment (when applicable), facility safety check and considerations,
and age-appropriate and quality equipment.
22. Guidelines for proper participation attire and expectations for changing areas and drink
areas.
23. Hydration and considerations for students with individual needs.
24. Individual student IEP’s are consistently reviewed and assuring a paraprofessional or
support staff is present when required.
25. Consistent monitoring and supervision of student attendance and movement prior to,
during and after the class period.
26. Parent/Guardian contract for physical activity understanding the potential risks and
proactive approach taken by the department.
27. Supervising and communicating essential safety components to student teachers,
substitutes, and other school personnel.
28. Carrying radios at all times to effectively communicate with security or administration when
necessary.
29. Water safety devices, lifeguard equipment, and appropriate public health guidelines are
consistently followed and monitored.
30. In the event of a lockdown or fire drill, staff will follow district protocol and the lifeguard
will follow directions of the certified staff member.
31. Student swimming level identification will be documented on student P.E. cards and
communicated with all staff members that work with the specific student.
32. Teachers will be provided with updated pool policies and procedures handbook as
appropriate.
274
275
East Hartford Public Schools
Department of Health & Physical Education
Pool Safety Reminders
1. Lifeguard Position & Resources
2. Rules and Regulations
3. Daily Expectations and Scheduling
4. Emergency Numbers and Posting
5. Identification of Depth
6. Daily Expectations & Monitoring
7. Doors & Safety
8. Pool Water Standards
9. Board of Education requirements and policies
10. Detail-oriented and consistent practice
(REMINDERS ARE COMMUNICATED TO STAFF WEEKLY)
276
Lifeguard Responsibilities
Position:
Supervisor:
LIFEGUARD
Joseph LeRoy,
Supervisor of Health & Physical Education
General
Functions:
The LIFEGUARD is responsible for:



Ensuring the safety of students in aquatic
learning environments, including accident
prevention in the water and on surrounding
areas.
The appropriate care and rescue techniques
of all pool participants when applicable.
Collaborating with school physical
education staff to ensure the safety and
positive learning experience for all students.
Requirements:
1) Abide by all school, district, and state mandates.
2) Ability to relate to staff and students, while
following all guidelines provided by the
aforementioned parties.
3) Required certifications:
• Lifeguarding & WSI Certification (American
Red Cross)
• CPR/First Aid/AED (American Red Cross)
277
Responsibilities:
1) Comply with and enforce all policies,
procedures and regulations set by school, district,
and state.
2) Present oneself in a professional manner at all
times, while maintaining appropriate attire
(lifeguard shirt provided).
3) Prevent accidents and minimize or eliminate
hazardous conditions.
4) Respond quickly to all emergency situations in
the water or on surrounding areas.
5) Administer any first aid needed by a victim of
an accident.
6) Educate and reinforce rules and regulations for
staff and students.
7) Meet with supervisor and staff to outline
program description and responsibilities.
8) Complete all records and reports as required.
Including but not limited to:
*Incident reports (from nurse) to physical
education teacher, nurse, and supervisor of health
& physical education.
*Daily pool checklist as outlined in pool rules.
*Daily attendance of each class and teacher.
9) Assist teacher(s) as necessary to conduct swim
lessons and appropriate teaching progressions as
outlined by the curriculum.
10) Perform other support duties as required and
outlined in pool rules and regulations.
.
278
EAST HARTFORD PHYSICAL EDUCATION
POOL SAFETY RULES
1.
Students are NEVER allowed on pool deck unless teacher is present and has given
permission. Teachers will remain on the pool deck at all times during the class.
2.
No student is permitted to enter the pool until the swimming instructor (teacher) is
present and a lifeguard is on duty. Two adults (teacher and lifeguard) will supervise
student swimming lessons/activities at all times.
3.
Students must submit the parent/guardian permission slip for medical exemption in
the swimming course.
4.
All students must be tested for swimming ability upon entering the pool for the first
time. Students will be assessed on swimming 2 widths (back and forth) and treading
water for 2 minutes. Evaluation will allow for student to go to deep end (passing) or
shallow end. The teacher has the right to not allow student participation in the deep
end for any reason.
5.
Students must wear appropriate swim attire that adheres to school policy.
6.
Students who are NOT swimming are to remain seated in a teacher designated area
and complete a written assignment provided by the teacher.
7.
Student grades in P.E. class are based upon effort NOT swimming ability. NO
student is required to swim in the deep end to improve their grade.
8.
Diving into the pool is prohibited except in designated areas. (Deep end only, not off
side at any point). No diving is permitted from the diving board during class.
9.
HORSEPLAY will NOT be tolerated in the pool area. This includes, but not limited
to, running, pushing, double bouncing on diving boards, dunking, splashing or
touching other swimmers.
10.
Students will review safety procedures and equipment with their teacher prior to each
class.
279
EAST HARTFORD PHYSICAL EDUCATION
POOL SAFETY RULES (continued)
11. Safety equipment is located around the pool in case of an emergency. Safety devices
such as buoys, rings, rescue tubes, and poles are in place for emergency use only.
12.
The pool phone is located in the pool area and is for emergency use only.
13. In case of a Fire Alarm, students will exit the pool area in the predetermined area
during safety review.
14. Students are responsible for abiding by the physical education department
expectations and school expectations at all times.
15. Students are to report if they see any unauthorized personnel in the pool area.
16. P.E. classes (pool) will be canceled for the following reasons: Teacher is absent, pool
clarity is in question, water temperature drops below 80 degrees, lifeguard is not on
duty, and/or air temperature drops below a comfortable level.
17. Students are NOT allowed to leave pool deck without teacher permission.
18. All students must exit pool area at the end of class when instructed by teacher.
19. Any student assigned a paraprofessional for the swimming unit must have the
paraprofessional present in order to participate.
20. When using lifejackets, students must have the lifejacket checked by the teacher
before use.
280
East Hartford Public Schools
Department of Health & Physical Education
Daily Lifeguard Checklist (EHMS)
(To be filed and kept in a binder for supervisor review)
School:
Lifeguard completing checklist:
Period
# Students
Swimming
# Students Not
Swimming
Total Students
in Pool Area
1
Date:
Daily Pool Attendance Tracker
2
3
4
LUNCH
5
6
LUNCH
LUNCH
The Pool and Surrounding Areas:
Action if Required ( if no action)
The water is clear and of appropriate temperature for swim conditions.
The pool area is clear of hazards and potential dangerous situations.
The building, lights, fixtures, fittings, windows etc., are safe and in good condition.
Safety:
Action if Required
Safety rules, expectations, and regulations are communicated and posted.
Phones and communicative devices are on site and working appropriately.
An approved first aid kit and AED is readily available.
All pool rescue devices are on site and appropriate for use. (Including backboard)
Management Procedures:
Action if Required
Lifeguard tracks attendance rates of students for each period (see above).
Lifeguard and teacher remind students of specific rules and regulations.
Locker Rooms:
Action if Required
Toilet facilities are clean and in good condition.
Items are available to maintain appropriate levels of hygiene.
Locker rooms are locked and unlocked to begin/end each day.
Other Issues
7
Action if Required
Lifeguard Signature: ______________________________________ Date: ___________
281
East Hartford Public Schools
Department of Health & Physical Education
Daily Lifeguard Checklist (EHHS)
(To be filed and kept in a binder for supervisor review)
Period
# Students
Swimming
# Students Not
Swimming
Total Students
in Pool Area
1
Daily Pool Attendance Tracker
2
3
4
The Pool and Surrounding Areas:
5
6
Action if Required ( if no action)
The water is clear and of appropriate temperature for swim conditions.
The pool area is clear of hazards and potential dangerous situations.
The building, lights, fixtures, fittings, windows etc., are safe and in good condition.
Safety:
Action if Required
Safety rules, expectations, and regulations are communicated and posted.
Phones and communicative devices are on site and working appropriately.
An approved first aid kit and AED is readily available.
All pool rescue devices are on site and appropriate for use. (Including backboard)
Management Procedures:
Action if Required
Lifeguard tracks attendance rates of students for each period (see above).
Lifeguard and teacher remind students of specific rules and regulations.
Locker Rooms:
Action if Required
Toilet facilities are clean and in good condition.
Items are available to maintain appropriate levels of hygiene.
Locker rooms are locked and unlocked to begin/end each day.
Other Issues
7
Action if Required
Lifeguard Signature: ______________________________________ Date: ___________
282
East Hartford Public Schools
Joseph LeRoy
Supervisor of Health & Physical Education
POOL POLICIES & HANDBOOK SIGN-OFF FORM
All lifeguards must sign and return this copy to the Health & Physical
Education Department upon receipt of this document. The sign-off form will
be placed in the employee’s personnel file and serve as acknowledgement of
the following:
1. I acknowledge that I have received a copy of the East Hartford Public
Schools Pool Instruction Supplemental Handbook and agree to abide
by all policies and procedures outlined in the handbook.
2. I understand that it is my responsibility to read, review, and
demonstrate an understanding of the contents of the handbook.
__________________________________
(Name-Printed)
___________
(Date)
__________________________________
(Signature)
283
East Hartford Public Schools
Pool Curriculum
Subject
Grade
Unit Title
PSS ©
Physical Education
6-12
Swimming
8-10 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.4-Acquire beginning skills for a few specialized movement forms.
10.3-Demonstrate knowledge of rules, safety practices and procedures of specific activities.
11.2-Demonstrate an understanding of a variety of movements and how they affect the body.
13.3-Demonstrate behaviors that are sensitive to individual differences (e.g. physical, gender,
cultural/ethnic, social and emotional) that can affect group activities.
14.6-Experiment with new physical activities.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Big Ideas
Essential Questions
1. How do you demonstrate safety
procedures while in the pool area?
Participation in this swimming unit will help
2. How does participation in this
students become more familiar and
swimming unit improve physical
confident in the water, while developing basic
fitness?
swimming skills.
3. What are the basic skills needed to
stay afloat successfully?
Concepts
Skills
Bloom’s Level
(what students need to know)
(what students need to be able to do)
1. Rules, safety, and
1. Continue to develop basic
Understanding
procedures.
swim skills (Floating, tread
2. Increasing comfort level in
water, bobbing, kicking, and Applying
the water
arm movements)
3. Develop beginner swimming
2. Demonstrate knowledge of
Evaluation
skills
pool safety (no running, do
not enter pool without
teacher permission, personal
space, stay in shallow end
until complete swim test
successfully, no diving)
3. Understand how swimming
can improve their overall
physical fitness through this
lifelong activity.
284
Pre-Assessment
1. Swim Assessment
2. Treading water
(As defined in swim rules and
protocol)
Assessments
“Dipsticks” (Informal Progress Monitoring)
As determined by:
 Universal Assessments
 Pre-Assessments (Teacher and Lifeguard)
 Individual Teacher Assessments
 Data Team Discussions (Data of Passing Rates &
Development)
Post-Assessment
1. Swim Assessment
2. Treading water
Assessment Guides (Rubrics)
1. Students will be categorized into two domains: Non-swimming (NS) and Swimmer (S)
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Instructional
Assessment In Swimming In Physical Education,
by S.J. Grosse
 Kickboards
 Noodles
Journal of Physical Education, Recreation and
 Life Preservers
Dance, 60(5), 44-45.
 All Safety and Required Devices as
Outlined by Dept. of Public Health
 Lifeguard
Technological (Websites for Policies)
CT Department of Public Health
(Swimming Pool Regulations)
CT Department of Education
American Red Cross Swim Level Standards
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and
Differentiation
Cooperative Grouping, Tiered Classes
 Tiered Classes (Beginner,
Intermediate/Advanced) Flotation
devices and equipment as needed
for instructional modifications.
285
East Hartford Middle School
Choice Program Physical Education Block Plan
Time: 45 minutes
Unit: Swimming
# Class Periods: 10 Classes
Objectives:
1. Students will continue to develop various swim strokes and water survival methods through pool experiences.
2. Students will participate regular in physical activity.
3. Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standards from Connecticut Comprehensive School Health Education Framework:
11.4: Engage in a variety of appropriate physical activities with individualized goals, during and outside of school, that promote the development and improvement
of physical fitness level.
9.5: Participate in a wide variety of activities, including dance, games, sports and lifetime physical activities.
10.1: Demonstrate an understanding of what the body does, where the body moves, how the body performs the movements and relationships that enable skilled
performances.
(ALL ACTIVITIES TAKE PLACE IN SHALLOW END OF POOL & BUDDY SYSTEM IS USED)
Swim
Level/Grade
Class #1
Class #2
Class #3
Class # 4
Class #5
Class #6
Class #7
Class # 8
NON-SWIMMER
Beginner- 6/7/8
-RULES
-SAFETY
-BUDDY
SYSTEM
-SWIM TEST
-BOBBING &
BREATHIG
-REVIEW
BOBBING &
PROGRESSION
-INTRO. FLOATS
(PRONE)
-REVIEW FLOATS
(PRONE) & BODY
POSITION
(SUPERMAN).
-INTRO. PUSHOFFS
-REVIEW
BREATHING
-INTRO
RHYTHMIC
BREATHING &
HEAD ROTATION
-REVIEW
RHYTHMIC
BREATHING
-INTRO. KICK
VARIATIONS
-REVIEW KICK
-FRONT CRAWL
STROKE
-INTRO. TIMING
AND TESTING
-SWIM TEST TO
ASSESS
-ADJUST STROKES
AS NEEDED.
-SWIM TEST TO
ASSESS
-ADJUST STROKES
AS NEEDED.
SAFETY AND RULES/REGULATIONS ARE CONSISTENTLY ADDRESSED & REITERATED WITH LIFEGUARD REINFORCEMENT.
286
East Hartford Middle School
Choice Program
Physical Education Block Plan
Time: 45 minutes
Unit: Swimming
# Class Periods: 10 Classes
Objectives:
1. Students will continue to develop various swim strokes and water survival methods through pool experiences.
2. Students will participate regular in physical activity.
3. Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standards from Connecticut Comprehensive School Health Education Framework:
11.4: Engage in a variety of appropriate physical activities with individualized goals, during and outside of school, that promote the development and improvement
of physical fitness level.
9.5: Participate in a wide variety of activities, including dance, games, sports and lifetime physical activities.
10.1: Demonstrate an understanding of what the body does, where the body moves, how the body performs the movements and relationships that enable skilled
performances.
(ALL ACTIVITIES TAKE PLACE IN SHALLOW END OF POOL & BUDDY SYSTEM IS USED)
Swim Level/Grade
Class #1
Class #2
Class #3
Class # 4
Class #5
Class #6
Class #7
Class # 8
SWIMMER
Intermediate &
Advanced- 6/7
-RULES
-SAFETY
-BUDDY
SYSTEM
-SWIM TEST
-SUPERMAN’S
& PUSH-OFFS
-SUPERMAN
FLOAT
-BOBBING
-REVIEW
BREATHING
-INTRO
RHYTHMIC
BREATHING &
HEAD
ROTATION
-REVIEW
RHYTHMIC
BREATHING
-INTRO. KICK
VARIATIONS
-REVIEW KICK
-FRONT
CRAWL
STROKE
-INTRO.
TIMING AND
TESTING
-INTRO.
TIMING AND
TESTING.
-LAP
SWIMMING
AND LANE
USAGE.
-SWIM TEST
TO ASSESS
-ADJUST
STROKES AS
NEEDED.
-SWIM TEST
TO ASSESS
-ADJUST
STROKES AS
NEEDED.
SWIMMER
Intermediate &
Advanced- 8
-RULES
-SAFETY
-BUDDY SYST.
-SWIM TEST
-REVIEW
FREESTYLE &
BACKSTROKE
-LANE LINES
PRACTICE
FREESTYLE &
BACKSTROKE.
-FREESTYLE &
BACKSTROKE
FOR TIME.
-FLUTTER
KICK &
KICKBOARDS
-HEART RATE
SWIMMING.
-BACKSTROKE
TIMING.
-LAP SWIM
USING
FREESTYLE
AND
BACKSTROKE
-INTRO. SIDE
STROKE.
-TESTING FOR
FREESTYLE
AND
BACKSTROKE
TIMES.
-SWIM TEST
TO ASSESS
& TIME.
-SWIM TEST
TO ASSESS
& TIME.
SAFETY AND RULES/REGULATIONS ARE CONSISTENTLY ADDRESSED & REITERATED WITH LIFEGUARD REINFORCEMENT.
287
288
East Hartford Middle School
Choice Program
Physical Education Block Plan
Time: 45 minutes
Unit: Swimming
# Class Periods: 10 Classes
Objectives:
1. Students will continue to develop various swim strokes and water survival methods through pool experiences.
2. Students will participate regular in physical activity.
3. Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standards from Connecticut Comprehensive School Health Education Framework:
11.4: Engage in a variety of appropriate physical activities with individualized goals, during and outside of school, that promote the development and improvement
of physical fitness level.
9.5: Participate in a wide variety of activities, including dance, games, sports and lifetime physical activities.
10.1: Demonstrate an understanding of what the body does, where the body moves, how the body performs the movements and relationships that enable skilled
performances.
(ALL ACTIVITIES TAKE PLACE IN SHALLOW END OF POOL & BUDDY SYSTEM IS USED)
Swim Level/Grade
Class #1
Class #2
Class #3
Class # 4
Class #5
Class #6
Class #7
Class # 8
Advanced- 6/7/8
-RULES
-SAFETY
-SWIM TEST
WATER GAMES
WATER GAMES
WATER GAMES
WATER GAMES
WATER GAMES
WATER GAMES
WATER GAMES
SAFETY AND RULES/REGULATIONS ARE CONSISTENTLY ADDRESSED & REITERATED WITH LIFEGUARD REINFORCEMENT.
289
Grading: A= 24-21, B= 20-17, C=16-13, D=12-9, F=8-0
Choice Program Scoring Rubric:
Standards Addressed:
NASPE 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of
physical activities.
Content Area
Skill/Physical
See:
checklist/rubric
1
Building a foundation,
improvement needed.
2
Developing-Progressing in
understanding the standard.
3
Proficient-consistently
demonstrates skills.
4
Always demonstrates
skills at an exemplary
level.
NASPE 2: Demonstrates understanding of movement
concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities.
Cognitive/
Strategy
See:
checklist/rubric
Building a foundation,
improvement needed.
Developing-Progressing in
understanding the standard.
Proficient-consistently
demonstrates an understanding of
skills, concepts, rules, and
procedures.
Always demonstrates
understanding of skills,
rules, and procedures.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing
level of physical fitness
Effort
Makes no attempt to
accomplish tasks.
Makes minimal attempt to
accomplish tasks
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Responsibility
Unable to participate due to
attire or attendance.
Unprepared/Tardy 4 or
more times
Not prepared or tardy
Unprepared/Tardy 3 or more
times.
Consistently prepared with proper
attire.
Unprepared/Tardy 2 or more
times
Always prepared, on time,
with proper attire
Unprepared/Tardy 1 time
or less
NASPE 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings.
Behavior
Limited demonstration of
following classroom rules,
consistently off-task, or
disruptive to student
learning.
1 or more referrals or 3 or
more detentions.
Sometimes follows classroom
rules, off task, or disruptive to
student learning.
2 detentions
0 referrals
Consistently follows classroom
rules while remaining on task.
1 detention
0 referrals
Always follows classroom
rules while remaining on
task.
0 detentions
0 referrals
NASPE 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Social/Affective
Limited exhibition of
character, cooperation, and
sportsmanship.
Sometimes exhibits character,
cooperation, and
sportsmanship.
Consistently exhibits character,
cooperation, and sportsmanship.
Always exhibits character,
cooperation, and
sportsmanship.
Overall Student Score:
290
Score
East Hartford High School
Choice Program Physical Education Block Plan
Unit: Swimming
Time: 45 minutes
# Class Periods: 10 Classes
Objectives:
1. Students will continue to develop various swim strokes and water survival methods through pool experiences.
2. Students will participate regular in physical activity.
3. Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standards from Connecticut Comprehensive School Health Education Framework:
11.4: Engage in a variety of appropriate physical activities with individualized goals, during and outside of school, that promote the development and improvement
of physical fitness level.
9.5: Participate in a wide variety of activities, including dance, games, sports and lifetime physical activities.
10.1: Demonstrate an understanding of what the body does, where the body moves, how the body performs the movements and relationships that enable skilled
performances.
(ALL ACTIVITIES TAKE PLACE IN SHALLOW END OF POOL & BUDDY SYSTEM IS CONSISTENTLY USED)
Swim
Level/Grade
Class #1
Class #2
Class #3
Class # 4
NONSWIMMER
Beginner- 912
-RULES
-SAFETY
-SWIM
TEST
-Buddy
system
-Shallow water
Bobs
-Fr. Float
w/wall
-Fr. Kick
w/wall
-REVIEW
-Shallow water
Bobs
-Fr. Float
w/board &
partner (kick)
-Intro. Back
Float
-REVIEW
-Shallow
Water Bobs
-Bk. Float
w/part. (kick)
-Bk. Fl.
w/board
-Fr. Fl. w/kick
unassisted
Class #5
Class #6
Class #7
Class # 8
Class #9
-REVIEW
-REVIEW
-REVIEW
-REVIEW
-REVIEW
-Shallow
-Front. Crawl
-Elem. Bk. Kick -Bobs w/
-Mid Pool
Water Bobs
walk w/breathing on wall
extended time bobs
-Bk. Fl.
-One arm
-elem. Kick
under water
-Stroke
Unassisted
w/board & br.
assisted (board
-Elem. Kick
refinement
-Fr. Kick
-2 arms assisted
&partner.)
board only
-Object
w/board
-shallow end
-Elem. Arms
retrieval
-Bk. Kick
Object retrival.
w/kick & part. -Deep water
w/board
-Treading water
-Treading
jump
-Fr. Crawl
water
(assisted)
arms walking
SAFETY AND RULES/REGULATIONS ARE CONSISTENTLY ADDRESSED & REITERATED WITH LIFEGUARD REINFORCEMENT.
Class #10
-Assessment
-Mid to Deep
water swim
assisted
-Board Jump
(optional)
291
East Hartford High School
Choice Program Physical Education Block Plan
Unit: Swimming
Time: 45 minutes
# Class Periods: 10 Classes
Objectives:
1. Students will continue to develop various swim strokes and water survival methods through pool experiences.
2. Students will participate regular in physical activity.
3. Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Standards from Connecticut Comprehensive School Health Education Framework:
11.4: Engage in a variety of appropriate physical activities with individualized goals, during and outside of school, that promote the development and improvement
of physical fitness level.
9.5: Participate in a wide variety of activities, including dance, games, sports and lifetime physical activities.
10.1: Demonstrate an understanding of what the body does, where the body moves, how the body performs the movements and relationships that enable skilled
performances.
Swim
Level/Grade
SWIMMER
Intermediate &
Advanced- 9-12
Class #1
Class #2
Class #3
Class # 4
Class #5
Class #6
Class #7
Class # 8
Class #9
Class #10
-RULES
-SAFETY
-SWIM
TEST
-Buddy
system
-INTRO
-Treading
Water
-Deep water
bobs
-Fr. Crawl 2
widths
-elem. bk. 2
widths
-REVIEW
-Treading
Water
-Deep water
bobs
-Intro
breastroke
kick (wall0
-kick w/board
-REVIEW
-Intro
breastroke
arms (walking
or buoy)
-kick w/board
& one arm
-arms & legs
-REVIEW
-Treading
Water
-Intro
Sidestroke
kick (wall)
-Kick with
board
-Mid pool
water retrieval
-REVIEW
-Fr. Crawl 50
yds.
-El. Bk. 50 yds.
-Elem. kick
unas.
-Intro Sidestroke
Arms
-Mid Water Ret.
-REVIEW
-Ext. time
Treading
Water
-Sidestroke
-Emer. Prep.
-Deep water
Ret.
-REVIEW
-Ext. time Tread
-Breastroke
25yds
-sidestroke
25yds
-deep water Ret.
-Emer. Prep.
-Assessment
-Assessment.
SAFETY AND RULES/REGULATIONS ARE CONSISTENTLY ADDRESSED & REITERATED WITH LIFEGUARD REINFORCEMENT.
(LANE LINES AND BUDDY SYSTEM USED FOR ALL ACTIVITIES IN DEEP END)
292
East Hartford Public Schools
Secondary Physical Education Pool Scheduling
2012-2013
Purpose: To provide East Hartford Public School students with an opportunity to experience
water safety, swimming proficiency activities, and enjoyment in physical activity through completing
an aquatics experience in physical education.
Schedule:
Middle School Pool
Hours of Operation: 8:00 a.m. - 3:00 p.m. (Period 4 – Lunch)
Monday/Wednesday/Friday-Rotation
Choice Date
Dates of Unit # of Classes
in Unit
10/17/12
10/19-11/8
8
11/13/12
11/15-12/20
8
1/3/12
1/8-1/30
8
2/1/12
2/4-2/25
8
2/27/12
3/1-3/18
8
3/20/12
3/22-4/11
7
4/23/12
4/25-5/21
8
5/23/12
5/24-TBA
x
Tuesday/Thursday-Rotation
Choice Date
Dates of Unit # of Classes in
Unit
10/18/12
10/23-11/14
8
11/16/12
11/19-12/14
10
12/17/12
12/19-1/14
8
1/16/12
1/18-2/12
8
2/14/12
2/19-3/19
9
3/21/12
3/26-4/12
8
4/22/12
4/24-5/10
8
5/13/12
5/15-6/13
8
High School Pool
Hours of Operation: 7:15 a.m. - 2:15 p.m. (Period D will be lunch M/W/F, Period E on T/R)
Dates of Unit
# of Classes Days of Instruction
Grade
Swim Level/Focus
Level/School
2/4/13-3/1/13
10
M-W-F
9/10
Non-Swimmer
3/4/13-3/27/13
11
M-W-F
9/10
Swimmer
4/1/13-4/12/13
6
M-W-F
9/10
Non-Swimmer
Shallow Water
Games
4/22/13-5/3/13
6
M-W-F
9/10
Swimmer Water
Games
2/4/13-3/1/13
7
T-R
CIBA 9/10
All swimmers in
Shallow End
3/4/13-3/27/13
8
T-R
CIBA 9/10
All swimmers in
Shallow End
4/1/13-5/3/13
TBA
TBA
TBA
TBA
293
MIDDLE SCHOOL LIFEGUARD DAILY SCHEDULE: (X= P.E. 6/7/8 Choice depending on rotation)
PERIOD
MONDAY
TUESDAY
WEDENSDAY
THURSDAY
FRIDAY
1
X
X
X
X
X
2
X
X
X
X
X
3
X
X
X
X
X
4
LUNCH
LUNCH
LUNCH
LUNCH
LUNCH
5
X
X
X
X
X
6
X
X
X
X
X
7
X
X
X
X
X
HIGH SCHOOL LIFEGUARD DAILY SCHEDULE:
PERIOD
MONDAY
TUESDAY
WEDENSDAY
THURSDAY
FRIDAY
A
PE-9/10
CIBA 9/10
PE-9/10
CIBA 9/10
PE-9/10
B
PE-9/10
CIBA 9/10
PE-9/10
CIBA 9/10
PE-9/10
C
PE-9/10
CIBA 9/10
PE-9/10
CIBA 9/10
PE-9/10
D
LUNCH
CIBA 9/10
LUNCH
CIBA 9/10
LUNCH
E
PE-9/10
LUNCH
PE-9/10
LUNCH
PE-9/10
F
PE-9/10
TBA
PE-9/10
TBA
PE-9/10
G
PE-9/10
TBA
PE-9/10
TBA
PE-9/10
H
PE-9/10
CIBA 9/10
PE-9/10
CIBA 9/10
PE-9/10
294
Swim Lesson Level Standards
Implemented by the American Red Cross
“For each of the six Learn-to-Swim levels, there are required skills with completion
requirements given. To be certified at a given level, students must meet the requirements
for the course.”
Reference: The American Red Cross Water Safety Instructor’s Manual
Learn-to-Swim
The American Red Cross Learn-to-Swim program is a six step program that provides a
comprehensive introduction to water skills for children approximately 4 years old or older. Courses
offer something for everyone. At every point, additional skills and safety elements are included in
the instruction.






Level 1—Introduction to Water Skills. Helps students feel comfortable in the water and
enjoy the water safely.
Level 2—Fundamental Aquatic Skills. Gives students success with fundamentals skills.
Level 3—Stroke Development. Builds on the skills in Level 2 by providing additional
guided practice.
Level 4—Stroke Improvement. Develops confidence in the strokes learned and to improve
other aquatic skills.
Level 5—Stroke Refinement. Provides further coordination and refinement of strokes.
Level 6—Swimming and Skill Proficiency. Refines the strokes so students swim them with
ease, efficiency, power and smoothness over great distances. Level 6 is designed with
“menu” options. Each of these options focus on preparing students to participate in more
advanced courses, such as GuardStart, Water Safety Instructor Course and Lifeguard
Training. These options include:
o Personal Water Safety
o Lifeguard Readiness
o Fundamentals of Diving
o Fitness Swimming
Level 1: Introduction to Water Skills





Feet first entry (jump) off of dock
Enter water unassisted, move 5 yards, bob 5 times to chin level and safely exit the water.
Float on front with support for 3 seconds, roll to back and float on back with support for 3
seconds.
While floating or standing, be able to place entire face in water
Understanding and performance of basic kicking and arm movements in water
295
Level 2: Fundamental Aquatic Skills




Bob underwater, completely submerged
Unassisted floating in chest-deep water, both on front and on back for 5 seconds each
Backstroke, using a combination of arm and leg actions for 15 feet
Stroke Readiness for deep water swimming:
 Ability to jump from the left side of the dock towards the beach, perform
proficient front stroke to the beach, with arms out of water and the flutter kick. (15
feet)
 Understanding of treading, with both kicking and arm movements. Tread for 10
seconds in chest deep water.
Level 3: Stroke Development






15 yards of front crawl with face in the water and rhythmic breathing pattern (to
either side)
Maintain position in deep water by treading for 1 minute
15 yards of back crawl
Basic understanding of both the breast stroke and butterfly kicks
Perform a kneeling dive into deep water
Floating on either front or back for 30 seconds in deep water
Level 4: Stroke Improvement





Feet first entry into deep water, such as the big diving board
Standing dive off of dock into deep water
Perform 15 yards of each of the following:
 Butterfly kick
 Sidestroke kick
 Elementary backstroke
 Breaststroke
Perform 25 yards of each of the following strokes proficiently:
 Front Crawl
 Back Crawl
Maintain position in deep water for 1 minute each
1) Floating or Sculling
2) Treading water
296
Level 5: Stroke Refinement




Shallow dive
Knowledge of both rhythmic and rotary breathing skills for the front crawl
Tread water for 2 minutes in deep water
Endurance abilities of:
 25 yards of elementary backstroke
 25 yards of butterfly
 25 yards of sidestroke
 50 yards of breast stroke
 50 yards of backstroke
 50 yards of front crawl
Level 6: Personal Water Safety, Fundamentals of Diving, Lifeguard Readiness &
Fitness Swimmer
6A.) Personal Water Safety
 Swim 500 yards continuously using the strokes in the following order: front crawl,




100 yards; back crawl, 100 yards; breaststroke, 50 yards; elementary backstroke, 50
yards; sidestroke 50 yards; butterfly, 50 yards, and choice of stroke, 100 yards.
Jump into deep water, perform a survival float for 5 minutes, roll onto back and
perform a back float for 5 minutes.
Perform a feet-first surface dive, retrieve an object from the bottom of the pool at a
minimum depth of 7 feet, return to surface and return to starting point.
Tread water, 5 minutes in deep water
Swimming while clothed, demonstrate for 50 yards of any stroke
3
6B.) Fundamentals of Diving
 Swim 500 yards continuously using the strokes in the following order: front crawl,



100 yards; back crawl, 100 yards; breaststroke, 50 yards; elementary backstroke, 50
yards; sidestroke 50 yards; butterfly, 50 yards, and choice of stroke, 100 yards.
Perform a front approach and hurdle with a feet-first entry from a 1 meter
springboard.
Perform a front approach and hurdle with a head-first entry from a 1-meter
springboard.
Complete forward dives, one in the tuck position, one in the pike position
6C.) Lifeguard Readiness
297
 Swim 500 yards continuously using the strokes in the following order: front crawl,




100 yards; back crawl, 100 yards; breaststroke, 50 yards; elementary backstroke, 50
yards; sidestroke 50 yards; butterfly, 50 yards, and choice of stroke, 100 yards.
Swim 20 yards using front crawl or breaststroke to a depth of 7 to 10 feet, retrieve a
10-pound object, return to the surface and swim 20 yards back or side to the
starting point with the object (student must hold object with both hands and keep
his or her face out of the water)
Perform a compact jump into the water from a height with rescue tube
Perform both pike and tuck surface dives
Demonstrate rescue breathing, use of a backboard, and two person removal from
water.
6D.) Fitness Swimmer
 Swim 500 yards continuously using the strokes in the following order: front crawl,



100 yards; back crawl, 100 yards; breaststroke, 50 yards; elementary backstroke, 50
yards; sidestroke 50 yards; butterfly, 50 yards, and choice of stroke, 100 yards.
Perform the Cooper 12-minute swim test, and compare results with the preassessment results.
Calculate target heart rate
Demonstrate the following turns while swimming:
 Front crawl open turn
 Sidestroke open turn
 Backstroke open turn
 Front flip turn
 Breaststroke turn
 Butterfly turn
 Backstroke flip turn
298
EAST HARTFORD MIDDLE SCHOOL
Period
BELL SCHEDULE
6/18/12
Regular Day Schedule M/W/Th (47 Minute Period/ 28 Minute Lunch)
Common
Teams: Demand,
Teams: Rottler,
Teams: Smith,
Teams: Auletta,
Bells
Claitty
Pekarovic, Agront
Jennings, Sasso
Boyle
Warning Bell(s)
Homeroom
Period 1
Period 2
8:05/8:09
8:10-8:18
8:22-9:09
9:13-10:00
10:04
10:51
10:55
12:12
12:16
Period 6
1:03
1:07-1:54
Period 7
1:58-2:45
Lunch
10:04-10:32
Period 3
10:34-11:21
Period 3
10:04-10:51
Period 3
10:04-10:51
Period 3
10:04-10:51
Period 4
10:55-11:42
Period 4
10:55-11:42
Period 4
11:25-12:12
Lunch
10:55-11:23
Period 4
11:25-12:12
Period 5
11:46-12:33
Period 5
12:16-1:03
Period 5
12:16-1:03
Lunch
11:44-12:12
Period 5
12:16-1:03
Lunch
12:35-1:03
Activity Day Schedule T/F (41 Minute Periods/ 39 Minute Activity Period)
Common
Teams: Demand
Teams: Rottler,
Teams: Smith,
Bells
Claitty
Pekarovic, Agront
Jennings, Sasso
Warning Bell(s)
8:05/8:09
Homeroom
8:10-8:17
Period 1
8:21-9:02
Period 2
9:06-9:47
Activity Period
9:51-10:30
Period
10:34
11:15
11:19
12:30
12:34
Lunch
10:34-11:02
Period 3
11:04-11:45
Teams: Auletta ,
Boyle
Period 3
10:34-11:15
Period 3
10:34-11:15
Period 3
10:34-11:15
Lunch
11:19-11:47
Period 4
11:19-12:00
Period 4
11:19-12:00
Lunch
12:02-12:30
Period 5
12:04-12:45
Period 4
11:49-12:30
Period 4
11:49-12:30
Period 5
12:34-1:15
Period 5
12:34-1:15
Period 5
12:34-1:15
Lunch
12:47-1:15
Period 6
Period 7
1:15
1:19-2:00
2:04-2:45
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EAST HARTFORD HIGH SCHOOL BELL SCHEDULE
300
APPENDIX C
***All secondary instructors have been trained in the course below as an additional safety measure.
301
East Hartford Public Schools
Joseph LeRoy
Supervisor of Health & Physical Education
September 1, 2012
MEDICAL/PARENT EXEMPTION FROM SWIM INSTRUCTION
Dear Parent/Guardian:
The purpose of this letter is for parent/guardian permission to include
medical/professional documentation that prohibits participate in swimming at the middle
school or high school level. East Hartford Public Schools (EHPS) and the Health and
Physical Education Department are committed to providing children with a comprehensive
program that aids in the development of the physical, social, and emotional realms.
Research has shown that daily physical activity is essential for individual growth and
development. Please note that with any physical activity, there is an associated risk
involved. The safety and well-being of your child is the most important aspect of classroom
experiences. By signing this letter, you acknowledge that your child will be exempt from
swim instruction that they are not medically cleared to participate.
Please contact your child’s teacher with any additional questions or concerns.
I ___________________________________ acknowledge that my son/daughter
______________________will not be able to participate in swim instruction due to
__________________________. Documentation from the appropriate professional is
attached.
Parent Signature: ______________________________________________________
Yours in good health,
Department of Health & Physical Education
East Hartford Public Schools
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ADDITIONAL IMPORTANT MIDDLE SCHOOL INFORMATION:

If pool teacher is absent, swimming students report to gym as appropriate with substitute, while
lifeguard is responsible for pool area supervision and duties as identified by supervisor (within job
description).

If lifeguard is absent, swimming students and certified teacher are not allowed in pool. Teacher will
take their class to the gym or cafeteria at the discretion of the teacher for pool research articles or
light physical activity with students unprepared for physical activity.

All students in grade 7 are required to participate in swim instruction.

Grade 6 & 8 students will be offered pool instruction as a choice activity.

All students participating in swim will be testing prior to entering water with all results documented
on P.E. cards.

2013 Fire Drill Dates – 2/14, 3/18, 4/11, 5/13 (period 6 or 7 drill) – Students will not change for
pool due to exiting building for drill.
ADDITIONAL IMPORTANT HIGH SCHOOL INFORMATION:

If pool teacher is absent, swimming students report to cafeteria or lecture hall as appropriate with
substitute, while lifeguard is responsible for pool area supervision and duties as identified by
supervisor (within job description).

If lifeguard is absent, swimming students and certified teacher are not allowed in pool. Teacher will
take their class to the gym or cafeteria/lecture hall at the discretion of the teacher for pool research
articles or light physical activity with students unprepared for physical activity.

Minimum of 2 students for pool instruction (M-W-F) in periods A, B, E, F.

Minimum approx. 10 students (based on enrollment changes) (M-W-F) in periods C, G, H.

LIFEGUARD: Period D will be lunch period on M-W-F. Period E will be lunch period T-R.

IB Academy will use the pool on T-R as noted.

All students participating in swim will be testing prior to entering water with all results documented
on P.E. cards.

Attendance will be shared on a daily basis with staff via email or hard copy as appropriate for
students in the pool and those that choose alternative activities.

2013 Fire Drill Dates – 2/13, 3/25, 4/25 (1:30 Drill) – Students will not change for pool due to
exiting building for drill.
PHYSICAL EDUCATION RULES & EXPECTATIONS
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Elementary School/Community Events
Youth Cross Country Challenge
Grades 3 through 8. Free of charge.
Tuesday, October 23, 2012 3:15PM at EH Middle School for EHMS 6th, 7th
and 8th graders and St. Christopher and Two Rivers Magnet 7th and 8th
graders.
Saturday, October 27, 2012 starting at 8:30AM at McAuliffe Park. Rain
date is Saturday, November 17.
Parks and Recreation supplies the awards, refreshments, staffing,
numbers and t-shirts. Board of Education co-sponsors the building
rental (there have been no costs associated with the event in the past)
and promotes the event through PE classes and all entries are through
the PE teachers. I will submit the building rental for the Norris
School all-purpose room and lavs.
Hershey Track & Field Build-up Series
@ EHHS 5:30-6:30PM.
Wednesdays, April 3, 10, 24, May 1 and 8, 2013.
Opportunity for students to practice for Hershey Meet. Free of charge.
Parks and Recreation supplies the staff of instructors. Board of
Education promotes through PE teachers.
Hershey Track & Field Town Championship
Meet for ages 9-14. Free of charge.
Monday, May 13, 2013, at EH High School track, start time is 5:30PM.
Rain Date is Wednesday, May 15 (As long as the InterEl concert isn't
that same evening. If that is the case, the rain date will be Monday,
May 20.)
Board of Education PE Department supplies the t-shirts (Rainbow Graphics
is the vendor who has the artwork. 80 t-shirts @ $6 ea. = $480)
refreshments for the volunteer students from the EHHS track teams that
help officiate and for the PE teacher who are coaching their students,
50 Subway sandwiches purchased from the Subway located at 309 Ellington
Road, 20 turkey, 15 BMT and 15 ham and cheese plus 50 bags of assorted
chips for $285. Plus three cases of water.
PE teachers qualify their students for the meet. Only 2 runners in each
running event may represent each school for the age-groups in order for
the meet to conclude at approx. 8:30PM. The meet is divided into two
sections. The 9-10 year olds are able to finish around 7PM while the
older age-groups start their running events later and finish up around
8:30PM. We were completed at 8:15PM this past year.
Parks and Recreation pays for the fully automatic timing service,
staffing, award ribbons, pre-meet data entry.
305
Memorial Mile
Monday, May 27, 2013, 10:20AM preceding the Memorial Day Parade. Starts
on Scotland Road and finishes on Burnside Avenue near Zebulon Street.
Open to all ages. Free of charge to all East Hartford Public Schools
students or out of District students who reside in East Hartford.
Board of Education promotes the event through PE teachers. Parks and
Recreation supplies t-shirts, awards, refreshments, timing and results,
staffing.
Riverfest Kids 1K
(This is a new event that parks & rec. would like to have the PE
teachers promote.)
Saturday, July 6, 2013, Goodwin School. 8:00AM. For children 12 and
under this is a 1K race around Goodwin Park and Goodwin School preceding
the open Riverfest 5K road race. This year, the Kids 1K event will be
free of charge to all East Hartford Public Schools students or out of
District students who reside in East Hartford as long as they
pre-register by June 7. I need to order t-shirts. Students who wish to
run the 5K will have to pay the registration fee.
Parks and Recreation will supply t-shirts, awards, timing and results,
staffing, refreshments. Board of Education just promotes through PE
teachers.
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East Hartford Public Schools
Physical Education Report Card for Grades K-2
2013-2014
Student: _____________________________________ Grade __________
_______________________________
Physical Education Teacher: ______________________School
_____________________________
Explanation of grading process:
4= Exemplar:
Student consistently exceeds standards-based expectations.
3= Proficient:
Student consistently meets standards-based expectations.
2= Progress :
Student is moving toward standards-based expectations.
1= Beginner :
Student is beginning to develop standards-based
expectation.
Classroom Teacher:
Explanation of behavioral grading process:
C= Consistently:
Student consistently meets student responsibility in
personal and social development.
I= Inconsistently:
Student inconsistently meets student responsibility in
personal and social development.
R= Rarely:
Student rarely meets student responsibility in personal and
social development.
Motor Skill Performance & Applying Concepts and Strategies
Demonstrate coordination in gross motor and fine motor skills.
Acquire initial gross and fine motor skills needed for engagement in
activity.
Demonstrate understanding of body awareness concepts and applying
psychomotor skills.
Dec
Mar
Jun
Engaging in Physical Activity and Physical Fitness
Demonstrate acceptable levels of effort in physical activity settings.
Exhibit developmentally appropriate recognition of the effects of
physical activity.
Dec
Mar
Jun
Responsible Behavior
Follow safety and age-appropriate classroom rules and procedures.
Demonstrate respect for self and others during social interactions.
Resolve conflict appropriately.
Dec
Mar
Jun
307
East Hartford Public Schools
Physical Education Report Card for Grades 3-6
2013-2014
Student: _____________________________________ Grade __________
_______________________________
Physical Education Teacher: ______________________School
_____________________________
Explanation of grading process:
4= Exemplar:
Student consistently exceeds standards-based expectations.
3= Proficient:
Student consistently meets standards-based expectations.
2= Progress :
Student is moving toward standards-based expectations.
1= Beginner :
Student is beginning to develop standards-based
expectation.
Classroom Teacher:
Explanation of behavioral grading process:
C= Consistently:
Student consistently meets student responsibility in
personal and social development.
I= Inconsistently:
Student inconsistently meets student responsibility in
personal and social development.
R= Rarely:
Student rarely meets student responsibility in personal and
social development.
Motor Skill Performance & Applying Concepts and Strategies
Demonstrate developmentally mature forms of fundamental movement
skills and specialized movement forms.
Demonstrate an understanding of body movement and relationships
with activity.
Recognize performance skill elements using movement and activity
vocabulary.
Dec
Mar
Jun
Engaging in Physical Activity and Physical Fitness
Demonstrate acceptable levels of effort in physical activity settings.
Demonstrate understanding between activities and physical fitness
components.
Dec
Mar
Jun
Responsible Behavior
Demonstrate knowledge of rules, safety practices, and procedures in
specific activities.
Demonstrates respect for self and others.
Uses appropriate skills to resolve conflict.
Dec
Mar
Jun
308
East Hartford Public Schools
Physical Education Report Card
2013-2014
Comments
December
March
June
309
Connecticut Physical Fitness Assessment
3rd Generation Testing
Source: http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320980
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