The Best P.E. Curriculum
~Helping teens learn to be active for life~
ABOUT THE AUTHOR:
I’m a certified K – 12 Physical Education, 6 – 12 Health, and 4 – 12 Language Arts teacher. I’ve
been our high school P.E. Department Head for 6 years. I have my Master’s of Education Degree in
Instructional Technology and my National Board Certification in Health. Over my teaching career I’ve
taught all grade levels and a variety of subjects, including: Junior High P.E.; 8th Grade Reading; Elementary
P.E.; 9th Grade English; 9th Grade P.E.; High School Aerobics; and 9th Grade Health.
Through many hours of P.E. grant work, aligning curriculum, building a state of the art fitness
center, and working with a great team of P.E. teachers for a number of years, I feel blessed to have
accumulated much experience in teaching teens how to have fun, get FITT, learn sports skills, eat healthy,
show sportsmanship and teamwork, and be active for life. I hope this curriculum will help you reach
these goals for the teens in your life.
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The Best P.E. Curriculum
~Helping teens learn to be active for life~
 Teach P.E. or have a colleague who does? See my full-year
program at:
https://www.teacherspayteachers.com/Product/PE-Curriculum-Complete-Year-of-6th-12th-Grade-PE-Lesson-Plans-300319
 Teach Middle or High School Health? Check out my full year
middle or full semester high school programs:
https://www.teacherspayteachers.com/Product/MiddleJunior-High-Health-NEWLY-ENHANCED-212-Health-Lessons-6th-9th-Grade-889276
https://www.teacherspayteachers.com/Product/Health-Curriculum-for-High-School-9-12-Full-Semester-with-90-Health-Lessons-196150
Olympic P.E. Station Workout-
Winter PyeongChang 2018 Version
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WA State High School Standards Met:
My State Standards Met:
1.1.1 Applies complex motor skills and movement
concepts to activities to enhance a physically active life.
1.1.5 Applies understanding of movement concepts.
1.2.1 Applies how to perform activities and tasks safely and
appropriately.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.4.1 Applies the components of skill-related fitness to
physical activity.
National Standard (By 8th Grade) Met:
1-The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
2-The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to
movement and performance.
3-The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness.
4-The physically literate individual exhibits responsible personal and social behavior that respects self and
others.
5-The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.
http://www.aahperd.org/whatwedo/nationalStandards.cfm
9/10 Common Core Standards Met (if do FITT Plan): Reading 3, 4 / Writing 1, 4
Materials Needed:
Printed Materials -“Station Posters”
-Print 1 for station
-Optional: Olympic athlete photo for each
-Print 1 for station
station
-Optional: FITT Plan worksheet/homework
-Print 1 for each student
Equipment: -If possible 2 sets of dumb bells: Station 2
-Perfect if you can give students a
needs 2 lower wt. and 2 higher wts. for 4 total lighter and heavier dumb bell choice at
-Optional: Jump Ropes
stations 2 and 6
Optional:
Video: -Optional, but fun to introduce your activity
-See below for more info
Assessment -Optional, but as homework you could have each student create an “Olympic Station
Poster” and then do the activity again with the student-generated posters!
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Teacher Directions:
1. Check each station poster below to see if you want
to make any changes. The station posters are in Word,
so you can change anything you want before you print!
Then print one station poster for each station.
2. Decide if you want to print a 2018 athlete picture for
each station. This is fun and inspiring for students and
helps them to identify a successful athlete with each
activity! See below for links to photos.
3. I chose a little-used fun font for the posters, so if the
formatting/spacing if off, just print from the PDF
version!
4. For the day of the activity, if you want, and if you
have the equipment, show any of these inspiring
Olympic-related videos and/or highlights. Try any of
these:
Lindsey Vonn set to
Alicia Key’s “Girl on Fire.” (2018 PyeongChang Winter Olympics)
https://www.usatoday.com/videos/sports/ad-meter/2018/02/03/ad-meter-2018-nbc-winter-olympics/110073116/
Chloe Kim 2018 (PyeongChang Winter Olympics)
https://www.youtube.com/watch?v=aI6xTbFkZ2o
Thank You Mom Commercial
https://www.youtube.com/watch?v=JSWyrR4gXkw
***Thank You Mom (From Sochi 2014 but great!)
https://www.youtube.com/watch?v=1SwFso7NeuA
or same one at:
https://www.youtube.com/watch?v=6Ult4t-1NoQ
I love this “Raising an Olympian” Series: These are from older Olympics. Since I am creating this
before anyone wins a gold medal, you will need to put “Raising an Olympian 2018” into YouTube to
find 2018 videos!!
Ashton Eaton: https://www.youtube.com/watch?v=3fTuP-MbpNs
Simone Biles: https://www.youtube.com/watch?v=3fTuP-MbpNs
These are also good athlete-related videos:
Nike Unlimited You:
https://www.youtube.com/watch?v=VEX7KhIA3bU
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https://www.youtube.com/watch?v=tMtjxyK7BAI&app=desktop
https://www.youtube.com/channel/UCUAMa2W6xG9Ega11nK1qe-w?v=xRXfevLDZBc
The Day of the Activity:
1. Have students do a lap around your gym to warm up, then do some stretching. See below stretches
ideas!
2. Put students into pairs. Have
each pair start at a different
station.
Each partner does the activity
for the whole time, except if you
don’t have dumb bells for
stations 2, partners will give
resistance and switch. Do a
timed rotation. I suggest 50
seconds at the station and then
10-second rest/rotate, but it’s
totally up to you and your
students’ abilities!
3. Finish the period with a fun game, or stretch and then repeat the circuit. See below for a fun tag
game idea.
4. Cool-down and stretch.
5. Optional: As homework you could have each student create an “Olympic Station Poster” with an
activity you didn’t have on your circuit. They should say what Olympic sport it is simulating. After
students turn them in, each person can demonstrate their station, and then the whole class does the
Olympic circuit again with the student-generated posters!
6. Also optional: If you want to tie in the FITT Plan homework to meet standards on the
components of fitness (My WA State standards 1.3.1 Analyzes the components of health-related
fitness., and 1.4.1 Applies the components of skill-related fitness to physical activity) you can go over
the FITT Worksheet/homework.) I took this activity from my full-year P.E. program
at:
https://www.teacherspayteachers.com/Product/PE-Curriculum-Complete-Year-of-6th-12th-GradePE-Lesson-Plans-300319
Go over the “Fitt Plans handout.” After teaching your students about the FITT principal, help them
complete the worksheet. Then they will actually try to follow it over the weekend for homework.
EASY WAY to Print Photos of Athletes to Post Next to Each Station Poster:
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Due to copyright
violations, I couldn’t
include the athlete
photos to post at each
station, but here are
some suggestions for
2018 contending
athletes if you want to
post an athlete photo at
each station:
1) BEST WEBSITE: This
website has beautiful photos organized for each event of the 2018 PyeongChang Winter Olympics
all on one easy doc for printing:
http://time.com/5068205/winter-olympic-sports-pyeongchang-2018/
2) Because I use some events more than once on the station posters, you can use this website for
additional photos:
http://bleacherreport.com/articles/2753627-pyeongchang-2018-olympics-dates-event-schedule-and-medal-predictions
3) Google “2018 Winter Olympics Contenders” Images:
https://www.google.com/search?q=2018+Winter+olympics+contenders&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiVt_GOi5DZAhVO7mMKHV9RAVkQ_AUICygC&biw=1467&bih=888
Stretches:
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http://www.health24.com/Graphics/Graphics_Fitness/3561-3597,37945.asp
Follow a stretching routine to maximize the benefits of training and to minimize muscle stiffness and
risk of injuries:
-When you stretch, ease your body into position, until you feel a mild pull on your muscles,
tendons and ligaments. A stretch should not hurt.
-Hold a stretch for 30 seconds or more. Wait 15 to 30 seconds before you stretch the next group
of muscles.
-Breathe deeply while you stretch to help your body move oxygen-rich blood to those sore
muscles.
-Don't bounce, and don't force yourself into an uncomfortable position.
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Cool Down Tag Game:
Pac Man Tag:
•Select four students to be it and a student judge to help you see “cheaters!”
•The students who are not it must try and not get tagged by the students
who are it.
•The students who are not it can only run along the lines of the gym. If they
cheat and don't run on the lines they are also it.
•If a student gets tagged they must join hands with the others who are it.
Tag everyone else until everyone is caught and you have 4 big chains.
•The students who are it must also run on the lines.
*How This Unit/Lesson/Activity meets National P.E. Standards:
Unit:
National P.E.
Standards Met:
1 2 3 4 5
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FITT Plans Handout:
This worksheet makes it easy for students to understand how to personalize the FITT plan for their
own fitness goals. They will understand the 5 components of Fitness and know for each component
what THEY should do to maintain or improve that skill. (with the exception of body composition
because the FITT plan for losing body fat is the same as the Cardio FITT plan). Here are the 5
components:
Cardiovascular Fitness
Muscular Endurance
Muscular Strength
Flexibility
Body Composition
F – Frequency: how often you will perform physical activities
I – Intensity: how hard you will perform physical activities
T – Time: how long you will perform physical activities
T – Type: the kind of physical activities your will perform
Use the following guidelines in writing your own fitness plans. You will need to decide if you should
maintain, or improve your fitness according to how your current scores meet Presidential Fitness
standards: (if you met standard, you can choose to maintain, or improve. If you did not meet
standard, you should choose to improve.)
F
I
T
T
Muscular Strength
To maintain:
To improve:
2 days a week (w/ day of rest in between)
3-4 days a week (w/ day of rest in between)
1-3 reps of heavier weight (3 sets)
3-5 reps of heavier weight (3 sets)
However long it takes to complete 3 sets
However long it takes to complete 3 sets
Free weights, weight machines, exercises
Free weights, weight machines, exercises
CardioRespiratory Endurance
F
I
T
T
To maintain:
3 days a week
60% of your maximum heart rate (220 minus
your age)
At least 30 minutes
Aerobic activities that raise heart rate like run,
dance, swim, bike
To improve:
5 days a week
80% of your maximum heart rate (220 minus
your age)
30-60 minutes
Aerobic activities that raise heart rate like run,
dance, swim, bike
Flexibility
F
I
T
T
To maintain:
To improve:
2 days a week
3 days a week
Hold stretch for 30 seconds, rest in between
Hold stretch for 60 seconds, rest in between
15 minutes
30 minutes
Static (feel a pull and hold) stretches–stretch
the muscles that work major body joints
Static (feel a pull and hold) stretches–stretch the
muscles that work major body joints
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F
I
T
T
Muscular Endurance
To maintain:
To improve:
2 days a week (w/ day of rest in between)
3-4 days a week (w/ day of rest in between)
8-12 reps of a lighter weight (3 sets)
12-15 reps of a lighter weight (3 sets)
However long it takes to complete 3 sets
However long it takes to complete 3 sets
Free weights, weight machines, exercises
Free weights, weight machines, exercises
Optional: Body Composition:
Women
10-12%
13-20%
21-24%
25-31%
32% or over
Category
essential
athletic
optimal
acceptable
too high
Men
2-4%
6-13%
14-17%
18-25%
26% or over
Body Composition
(Follow Cardiovascular Endurance Plan)
F
I
T
T
To maintain:
To improve:
3 days a week
60% of your maximum heart rate (220 minus
your age)
At least 30 minutes
Aerobic activities that raise heart rate like run,
dance, swim, bike
5 days a week
80% of your maximum heart rate (220 minus
your age)
30-60 minutes
Aerobic activities that raise heart rate like run,
dance, swim, bike
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FITT Principle Worksheet
Name:_______________________________________________________________ Per:__________
Homework assignment:
1. Using the “Sample” FITT plan as an example, write your own FITT plan for the
next weekend. On the back of this sheet you will actually try to follow your FITT
plan and record how you did. Then answer the two questions.
What is the FITT Principle?
The FITT Principle is a basic philosophy of
what is necessary to gain a training effect
from an exercise program.
FITT: Frequency, Intensity, Time & Type
How do you measure FITT?
Frequency: how often?
Intensity: at what intensity /
how hard?
Time: for how long?
Type: what activity did you perform?
Sample Cardiorespiratory Endurance FITT Plan
F
3-5 times weekly, but I am focusing specifically on this Saturday
I
T
60-80% of my maximum heart rate (220-age) to be in my Target Heart Rate Zone (123-185)
the entire time I exercise
45 minutes / 20 minutes / 60 minutes
T
I will go for a run / I will swim / I will take an aerobics class
My FITT Plan for this weekend
F
I
T
T
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What I actually did
(Record what you actually completed: day, intensity, total minutes, activity)
F
I
T
T
Reflection/Comments. Please answer in complete sentences.
1. Was designing a “FITT Plan” helpful for you to become fit for life? Why or Why Not?
2. What do you think hinders a person, or keeps someone from working out in life? How will you
personally get around these things that might keep you from staying fit for life?
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1. Ski Jumping:
Squat Jump
-Feet spread side-to-side, bend knees
to squat, and come back up.
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*Make sure to keep your knees behind your
toes when you look down at them! Imagine you
are taking off the ski jump platform!
2. Bobsleigh:
Chest Press with
Dumb bells
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- If you don’t have dumb bells, partner stand
behind head and push down on hands for
resistance as they are raised.
3. Snow Board:
Lung with Kick
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–Build your push-off power!
4. Nordic Combined:
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Bicycle
Abdominal Work
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-Elbow to opposite knee. Build those
abs to help steer your luge!
5. Biathlon:
Mountain
Climbers
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-Step (R), lift opposite knee (L), step other
foot (L), lift opposite knee (R)
6. Speed Skating:
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Kickboxing
Punches
-Left foot forward,
rock forward and
back. When forward
punch with left arm.
Do 10, then switch to
Right foot forward,
rock, and punch with
right arm.
7. Snowboard:
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Wall Sit
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8. Ice Hockey:
Sprint
(Or Jump Rope)
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across the gym
and back
9. Skeleton:
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Lie on your side
and raise your top
leg up
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-Switch legs after 25 (Skeleton is a new
sport-sort of like sledding!)
10. Luge:
Calf Raises
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-Continue to raise up on toes and back
down
11. Ski Jumping:
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“V” Sit
& Hold
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-Ski jumping needs a STRONG stomach!
12. Freestyle Skiing:
Squat180 Turn-Squat
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13. Figure Skating:
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Warrior Pose and
Hold
-Left leg straight back, both arms out to
side. Count to 20. Switch to right leg back
and arms to sides. Count to 20. Switch.
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14. Curling:
Plank Hold
-Forearms are on ground and up on toes.
Keep stomach tight and back straight!
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15. Alpine Skiing:
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Line Jumps:
-Front to back
-Side to side
-Split legs
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-Repeat
STANDARDS:
Moving into the Future: National Standards for
Physical Education, 2nd Edition (2013)
http://www.aahperd.org/naspe/standards/nationalStandards/PEstandards.cfm
National Standards & Grade-Level Outcomes for K-12 Physical Education
The goal of physical education is to develop physically literate individuals who have the knowledge,
skills and confidence to enjoy a lifetime of healthful physical activity.
To pursue a lifetime of healthful physical activity, a physically literate individual:
• Has learned the skills necessary to participate in a variety of physical activities.
• Knows the implications of and the benefits from involvement in various types of physical activities.
• Participates regularly in physical activity.
• Is physically fit.
• Values physical activity and its contributions to a healthful lifestyle.
Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills
and movement patterns.
Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies
and tactics related to movement and performance.
Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and
maintain a health-enhancing level of physical activity and fitness.
Standard 4 - The physically literate individual exhibits responsible personal and social behavior that
respects self and others.
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Standard 5 - The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression and/or social interaction.
Washington State Fitness Standards – Year One – High School (2015)*
http://www.k12.wa.us/HealthFitness/Standards.aspx
In year one of fitness education, students complete the transition from modified versions of movement
forms to more complex applications across all types of physical activities. Students demonstrate more
specialized knowledge in identifying and applying key movement motor skills and movement concepts.
They assess their skill performance and develop a personal health and fitness plan. Students
demonstrate the ability to plan for and improve components of health-related fitness to achieve and
maintain a health-enhancing level of personal fitness.
*Basically, the only difference with “Year 2 High School Fitness” is that it changes the first
word in each GLE to “evaluates” or “Analyzes.” The only additional GLE is: 1.2.4 –
Analyzes safety and the importance of fitness in the work environment.
EALR 1: The student acquires the knowledge and skills necessary to maintain an active
life: Movement, physical fitness, and nutrition.
Component 1.1: Develops motor skills and movement concepts as developmentally
appropriate.
GLE
1.1.1
Applies complex motor skills and movement concepts to activities to enhance a
physically active life.

Demonstrates proficiency in complex motor skills, strategies, and rules in
an increasing number of complex versions of at least two of the following:
Aquatics, individual activities, team games/activities, outdoor pursuits, selfdefense, or dance.
Example:
 Announces the score, serves the ball, and moves to ready position in a
tennis game.
 Evaluates the importance of practice in improving performance.
Example:
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 Practices a volleyball forearm pass against a wall using a teacher-designed
rubric.
1.1.5
Applies understanding of movement concepts.

Applies activities that integrate movement concepts.
Example:
 Performs forward roll to cartwheel to round-off.

Integrates biomechanical principles and uses these principles to assess
performance in a variety of movement forms.
Example:
 Uses a rubric to predict the trajectory of the javelin throw.
Fitness – Year One – High School
Component 1.2: Acquires the knowledge and skills to safely participate in a variety
of developmentally appropriate physical activities.
GLE
1.2.1
1.2.2
Applies how to perform activities and tasks safely and appropriately.
CBA: Concepts of Health and Fitness
 Predicts the risk level of various activities.
Example:
 Demonstrates safety in floor hockey (no high sticking).
 Demonstrates safety in fitness activities and personal health and fitness plan.
Example:
 Stays hydrated while participating in aerobic activities.
 Uses a personal risk assessment tool before beginning physical activity
(sport, fitness, leisure, or dance).
Example:
 Uses an assessment survey to determine readiness for participation in
physical activity.
Applies skills and strategies necessary for effective participation in physical activities.
 Uses teamwork, tactical strategies, social interactions, sportsmanship, and fair
play.
Component 1.3: Understands the components of health-related fitness and
interprets information from feedback, evaluation, and self-assessment in order to
improve performance.
GLE
1.3.1
Analyzes the components of health-related fitness.
CBA: Fitness Planning
CBA: Concepts of Health and Fitness
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
1.3.2
Draws conclusions from the components of health-related fitness in setting
individual fitness goals.
Example:
 Understands to improve cardiorespiratory endurance, increase frequency of cardio
workout.
Analyzes the progress of a personal fitness plan.
CBA: Fitness Planning
CBA: Concepts of Health and Fitness
 Compares and contrasts personal progress in relationship to national physical
fitness standards.
Example:
 Compares personal mile time to national physical fitness standards.
Fitness – Year One – High School



Integrates various personal monitoring systems that assess the components of
health-related fitness in relation to the FITT principle.
Example:
 Understands FITT principle for cardiorespiratory endurance:
F = 3-5 times per week
I = 60-85% target heart rate
T = 20-30 minutes
T = Running
Integrates training principles and phases of a workout to a personal health and
fitness plan.
Example:
 Uses the progression training principle to gradually increase heart rate
to prepare the body for activity, in the warm-up phase of a workout.
Draws conclusions of the effectiveness of the personal health and fitness plan
and realigns goals.
Component 1.4: Understands the components of skill-related fitness and interprets
information from feedback, evaluation, and self-assessment in order to improve
performance.
GLE
1.4.1
Applies the components of skill-related fitness to physical activity.
 Predicts skill-related fitness in a physical activity.
Example:
 Understands agility, coordination, balance, reaction time, power, and
speed are used in the game of Ultimate.
 Applies components of skill-related fitness in a fitness plan.
Example:
 Agility Shuttle-run
Balance Stick Balance
Coordination Juggling
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Power Standing Long Jump
Reaction Time Yardstick Drop
Speed Short Sprint
 Applies components of skill-related fitness in at least two of
the following different types of movement forms: Aquatics, individual
activities, team sports/activities, outdoor pursuits, self-defense,
and dance.
Example:
 Shows agility in volleyball.
Power—diving in aquatics.
 Shows correlation between components of skill-related and health-related
fitness as it relates to overall fitness and physical performance.
Example:
 Shows balance and cardiorespiratory endurance in long distance running.
Fitness – Year One – High School
1.4.2
Analyzes components of skill-related fitness as related to
careers/occupations/recreation.
CBA: Concepts of Health and Fitness
 Integrates components of skill-related fitness as it relates to
occupations, careers, and recreation.
Example:
 Analyzes occupations that use ladders might require balance (construction worker
walking on scaffolding).
Component 1.5: Understands relationship of nutrition and food nutrients to body
composition and physical performance.
GLE
1.5.1
Analyzes the relationship of nutrition planning to physical performance and body
composition.
CBA: Cafeteria Choices
CBA: Concepts of Health and Fitness
 Compares functions of nutrients and draws conclusions for individual needs
based on dietary guidelines.
Example:
 Increases carbohydrate intake for long-distance running.
 Draws conclusions from food labels for calories, nutrient density, types
of fats, empty calories, and makes recommendations on healthy choices.
Example:
 Recognizes there are 120 calories per serving which equals 240 calories per
container. The recommendation is to consume a healthy proportion.
 Distinguishes personal nutritional goals and monitors progress.
Example:
 Sets goal and evaluates progress.

Compares and contrasts a diet and evaluates the relationship to physical
performance.
Example:
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 Uses a diet high in carbohydrates and low in carbohydrates to determine physical
performance.
1.5.2
Evaluates how nutritional requirements change.
CBA: Concepts of Health and Fitness

Evaluates how nutritional needs change based on caloric needs, basal
metabolic rate, and special conditions of various populations.
Example:
 Recognizes nutritional needs change with increased/decreased exercise,
“couch potato,” pregnancy, age, diabetes.
Fitness – Year One – High School
1.5.3
Analyzes the effectiveness of various nutritional products.
CBA: Cafeteria Choices
 Analyzes nutritional products and supplements for their value and effectiveness,
purpose, and necessity in a healthy diet.
Example:
 Compares and contrasts various diet plans, performance enhancing
products,
herbs, sports drinks, and weight-gain and weight-loss products.
1.5.4
Evaluates how healthy and unhealthy eating patterns impact the function of the body.

Compares and contrasts warning signs and behaviors associated with
eating disorders.
Example:
 Recognizes bingeing and purging. Understands eating in isolated places may be a
warning sign of bulimia.
 Analyzes how healthy and unhealthy eating patterns impact the functioning of
the human body.
Example:
 Recognizes poor nutrition habits decrease bone development.
 Gives examples of health agencies available in the community.
EALR 4: The student effectively analyzes personal information to develop
individualized health and fitness plans.
Component 4.1: Analyzes personal health and fitness information.
GLE
4.1.1
Analyzes daily health and fitness habits.
CBA: Fitness Planning
CBA: Concepts of Health and Fitness
 Analyzes a personal health and fitness plan, critiquing individual health
behaviors (e.g., diet, sleep, activity, fitness, and hydration).
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
4.1.2
Sets goals for daily health and fitness improvement.
Analyzes career opportunities in health and fitness.
 Compares and contrasts various career opportunities in health and fitness.
Fitness – Year One – High School
Component 4.2: Develops and monitors a health and fitness plan.
GLE
4.2.1
Evaluates concepts of a health, fitness, and nutrition plan and monitoring
system,
based on life and employment goals.
CBA: Fitness Planning
CBA Concepts of Health and Fitness
 Chooses appropriate goal setting strategies in creating a personal health and
fitness plan.





4.2.2
Chooses time-management skills in creating a personal health and fitness plan.
Selects and participates in a variety of physical activities.
Selects health, fitness, and nutrition concepts in developing and implementing a
personal health and fitness plan, based on personal interests and life goals
(fitness, nutrition, stress management, and personal safety).
Chooses a short and long-term monitoring system for a personal health and
fitness plan.
Evaluates and adjusts goals to make a new personal health and fitness plan as
health/fitness/life changes occur.
Example:
 Updates health and fitness goals in a personal health and fitness plan
throughout the lifespan.
Understands barriers to physical activity and a healthy lifestyle.
 Describes barriers to physical activity and promotes strategies to overcome
them.
Example:
 Recognizes barriers to physical activity may include knee surgery; strategies would
include rehabilitation/physical therapy.
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Common Core State Standards (9-10)
(http://www.corestandards.org)
Writing Standards for Literacy
in History/Social Studies, Science, and Technical Subjects
1. Write arguments focused on discipline-specific content.
2. Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
3. Incorporate narrative elements effectively into arguments and informative/ explanatory
texts.
Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to
incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies,
students must be able to incorporate narrative accounts into their analyses of individuals or events of historical
import. In science and technical subjects, students must be able to write precise enough descriptions of the step-bystep procedures they use in their investigations or technical work that others can replicate them and (possibly) reach
the same results.
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what is most significant for a specific purpose and
audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to
display information flexibly and dynamically.
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7. Conduct short as well as more sustained research projects to answer a question (including a
self generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
10. Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,
and audiences.
Common Core State Standards
(http://www.corestandards.org)
Reading Standards for Literacy
in Science and Technical Subjects
(Grades 9-10)
1. Cite specific textual evidence to support analysis of science and technical texts, attending to
the precise details of explanations or descriptions.
2. Determine the central ideas or conclusions of a text; trace the text’s explanation or
depiction of a complex process, phenomenon, or concept; provide an accurate summary of the
text.
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.
4. 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 grades 9–10 texts and
topics.
5. Analyze the structure of the relationships among concepts in a text, including relationships
among key terms (e.g., force, friction, reaction force, energy).
6. Analyze the author’s purpose in providing an explanation, describing a procedure, or
discussing an experiment in a text, defining the question the author seeks to address.
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7. Translate quantitative or technical information expressed in words in a text into visual form
(e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in
an equation) into words.
8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or
a recommendation for solving a scientific or technical problem.
9. Compare and contrast findings presented in a text to those from other sources (including
their own experiments), noting when the findings support or contradict previous explanations or
accounts.
10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10
text complexity band independently and proficiently.
Check out my other Health lessons:..
If these links don't open go to my home page + find the titles:
https://www.teacherspayteachers.com/Store/Mrs-Ss-Health-And-Pe-Resources
Full-Semester and Full Year Programs for 6th – 12th Graders:
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Full Semester Independent Study Health Curriculum
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Summer School/Homeschool/Alternative School Independent Study Health Curriculum
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P.E. and Health Bundle - Save 15%
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P.E. and 3-Level Health Bundle - Save 15%!</
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1 to 4-Week Units:
3-Week Nutrition Unit (My #1 Selling Unit!)
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3-Week Drug Unit
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2-Week Alcohol Unit
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1-Week Tobacco Unit
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3-Week Sex Ed. Unit (Makes this topic easy to teach!)
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4-Week-Empathy-and-Violence-Unit
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2.5-Week Stress Unit
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1-Week Body Systems Unit
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1-Week Self-Esteem Unit
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1-Week Dangerous Decisions Unit
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1-Week Conflict Resolution Unit
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1-Week Best Beginning of a School Year Ever Unit
http://www.teacherspayteachers.com/Product/Best-Beginning-of-a-School-Year-Ever-Planning-Organizingand-5-Lessons-759234
1-Week Ending a School Year Unit
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3 to 4-Week Basketball Unit
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3 to 4-Week Flag Football Unit
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3 to 4-Week Volleyball Unit
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Cardio Workouts and Weight Room Unit
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50 Low Organized Games Inside the Gym Unit
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1 to 2-Week Badminton Unit-FREE!
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Independent Study Sex Ed. Unit
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Independent Study Nutrition Unit
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3-Week Sex Ed. Unit for Special Needs Students
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Sub Plans:
Motivating Articles Sub Plans (This is my #1 Selling Sub Plan!)
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Energy Drinks Sub Plans
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Being Above Peer Pressures Sub Plans
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http://www.teacherspayteachers.com/Product/Sub-Plans-for-Any-Middle-or-High-School-Class-Being-AbovePeer-Pressure-965392
Communication Skills Sub Plans
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Decision-Making Skills Sub Plans
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Self-Esteem Screensaver Sub Plans
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Set of 6 Sub Plans-BEST VALUE!!
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Elementary Curriculum:
5th Grade Full-Year Health Curriculum
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4th Grade Full-Year Health Curriculum
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3rd Grade Full-Year Health Curriculum
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Arts & Crafts Task Cards=*F*U*N*!: Projects for Classroom, Homeschool, + Parents
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How to Improve Self-Esteem and Stop Bullying: 10 Lessons Grades 4-8
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