TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
TRENTON PUBLIC SCHOOLS:
CURRICULUM GUIDE FOR:
Physical Education
Grade 10
Course Description
As students progress through the stages of development, challenging, or possibly uncomfortable, topics
must be addressed. Amongst the more complicated are Relationships, Safe Dates education and Sexually
Communicable Diseases. The grade ten health and physical education curriculum guide leads the classes
through these topics. The health and physical education curriculum also develops team concepts
reinforcing cooperation and mutual respect, and a thorough understanding of the relationship between
individual fitness goals and their relevance to wellness .
Pacing Guide
Standard
Unit Name
2.4
Healthy Relationships / Safe Dates
Education and Adolescent Development
2.4
Wellness, Nutrition, Systems of the
Body
Monthly
Pacing
Schedule
Approx. #
of Total
Day
1-15
15
16 - 30
15
2.6
Fitness Assessment
31-54
14
2.5
Team Sports
55-88
34
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Healthy Relationships,
Adolescent Development and
Safe Dates Education
Pacing 15 days
Unit 2.4:
Content Area/Course: Health
Stage 1- Desired Results
NJ Core Content Curriculum Standards Addressed in this Unit
2.4 Human Relationships and Sexuality, all students will acquire knowledge about the
physical, emotional, and social aspects of human relationships and sexuality and apply
these concepts to support a healthy, active lifestyle.
Big Idea : Students will enjoy healthy relationships as a result of their research,
understanding, and integration of skill related to dating and personal growth.
Essential Questions
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How do families meet basic human
needs ?
How does one choose friends ?
Can someone learn how to make a
relationship better ?
How does physical intimacy differ
from emotional intimacy ?
What does it mean to be part of
dating abuse ?
How does society influence the
choices we make about sexuality
and dating ?
What sexual behaviors place one at
higher physical and emotional risk ?
Enduring Understandings
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Students will understand that
family structures meet basic
human needs.
Students will understand that
relationship building is a skill.
Students will understand that our
health and well being is influenced by
our behaviors amongst relationships.
Students will understand that the
messages that society sends
adolescents can be confusing, and are
not always healthy.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
What key knowledge and skills will students acquire as a result of this unit?
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Content:
Skills:
Students will know:
Students will be able to:
Students will describe the hierarchy
of needs.
Students will know how to identify
positive characteristics of
relationships.
Students will know how to identify
the signs of an abusive relationship
Students will know how to identify
healthy environments for dating.
Students will know how to research
and explain abusive dating statistics.
SLO-Students will discuss how to meet
basic human needs.
SLO-Students will describe the skills
required in relationship building.
Students will differentiate between SLOemotional intimacy and physical intimacy.
SLO-Students will know how to react in
healthy ways to dating abuse.
SLO-Students will know how to evaluate
media / societal messages.
SLO-Students will know how to observe
high risk from low risk behaviors
concerning dating.
SLO-Students will illustrate how to react to
high risk situations in healthy ways.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage Two Assessment
Stage 2- Assessment
Performance Tasks & Criteria:
(Align to NJCCCS & Common Core Standards)
2.4.12.A.1 Compare and contrast how family structures, values, rituals, and traditions meet basic
human needs worldwide.
2.4.12.A.2 Compare and contrast the current and historical role of life commitments, such as marriage.
2.4.12.A.3 Analyze how personal independence, past experience, and social responsibility influence
the choice of friends in high school and young adulthood.
2.4.12.A.4 Predict how relationships may evolve over time, focusing on changes in friendships, family,
dating relationships, and lifetime commitments such as marriage.
2.4.12.A.5 Determine effective prevention and intervention strategies to address domestic or dating
violence (e.g., rules of consent).
2.4.12.A.6 Analyze how various technologies impact the development and maintenance of local and
global interpersonal relationships.
2.4.8.A.5 Determine when a relationship is unhealthy and explain effective strategies to end the
relationship.
2.4.8.A.3 Explain when the services of professionals are needed to intervene.
2.4.6.A.5 Compare and contrast the role of dating and dating behaviors in adolescence.
2.4.6.8.6
Develop acceptable criteria for safe dating situations, such as dating in groups, setting limits,
or only dating someone of the same age.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Performance Tasks & Criteria:
(complex, real world, authentic applications; demonstration of high level thinking,
e.g., explain, interpret, apply ….)
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Students will create a poster with illustrations (from a magazine, the internet
or drawings) that explain the hierarchy of needs.
Community Health and Wellness Project-1. Students will research (with the
help of guest speakers) statistics concerning dating abuse across the
adolescent years, strategies to avoid dating abuse, and organizations to seek
help for dating abuse, and organizations to seek help for dating abuse.
Students will make brochures to distribute to the student body, and create a
public health bulletin board on the health wall. 2- Students will create and
display a chart explaining the difference in physical and emotional intimacy,
stressing the importance of emotional intimacy over physical intimacy.
Students will create a ppt to be saved in the network that will explain the skills
needed to enhance relationships, a description of how relationships change
through age groups, including practice relationship building activities.
Students will evaluate studies conducted analyzing media messages, and
write response essays to these studies. Studies are found at WebMD at the
following address: http://www.webmd.com/parenting/news/20060430/mediamessages-harm-child-teen-health
Go to “In the Mix” for this assignment on self image and media messages.
Required will be magazines, cardboard or construction paper, and some
patience. This is a great lesson with excellent online resources.
http://www.pbs.org/inthemix/educators/lessons/selfimage1/
Video contest on dating behaviors including warning signs of dating abuse,
and strategies on how to avoid and/or terminate unhealthy relationships.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 3 – Learning Plan
Instructional Activities/Strategies to enable students to achieve desired results:
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Daily ( Do Now ) journal writing
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Lectures / introductory in nature, teacher introduces key concepts and vocabulary
to be explored during the days lesson.
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Class discussions
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Formative assessments
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Summative assessments ( weekly quizzes and major tests )
Accommodations for ELL and Special Education Students
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Use verbal and visual cues
Student pairing
Allow extra time or slow the pace of instruction
Lesson Translator
Collaboration with child study team and classroom teachers/support staff.
Ask frequent questions to ensure understanding
Modify lesson to adapt to student levels
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit Resources
http://www.2.schooltube.com/Educators/L
essonPlans/VideoBeginner.aspx
Prentice Hall Health Textbook
Professional manuals and texts
Professional organizations (NJAHPERD)
Technology Integration
Library Resources:
Computers
Televisions
DVD players
Cameras
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit 3
Wellness, Nutrition and
Systems of the Body
Pacing: 15 Day
Content Area/Course: Health
Stage 1- Desired Results
NJ Core Content Curriculum Standards Addressed in this Unit
2.1 Wellness: All students will acquire health promotion concepts and
skills to support a healthy, active lifestyle.
Big Idea: Students will be prepared to live healthy, active, happy lives through
researching, explaining, and applying the principles of physical fitness.
Essential Questions
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How can someone control his or her
weight?
What is the Energy Balance theory on
weight control?
How does one locate and apply
nutrition information
What are the benefits and the
drawbacks of using the scale and the
BMI formula as assessment tools?
What is empowering about perusing
physical fitness?
How does physical fitness improve our
lives?
Enduring Understandings
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Students will understand
that our personal health,
happiness and success
as citizens are related to
the skills involved in
understanding and
applying the concepts of
physical fitness.
Students will understand
how to create and
implement a personal
fitness plan.
Students will understand
how keeping healthy
habits keeps your body
systems from disease and
malfunction.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
What key knowledge and skills will students acquire as a result of this unit?
Content:
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Students will know:
The energy balance theory
on weight control.
The foundation of
knowledge necessary for
implementing a fitness
program.
Assessment strategies for
physical fitness.
How to research physical
fitness.
How to explain an exercise
routine.
Safety procedures in
designing a routine for
different people.
How their own personal
sleep patterns affect their
lives.
Skills:
Students will be able to:
SLO-Explain the five components of
fitness related health
SLO- Explain the different fitness
activities as they relate to fitness
goals
SLO-Discuss how physical fitness
impacts the Leading Causes of
Death statistics
SLO-Examine weight / Body
Composition control through physical
activities.
SLO-Describe and implement a
Personal Fitness Plan
SLO-Modify a meal to enhance its
health value.
SLO-Understand how to evaluate a
meals caloric value, percentage of
carbohydrate, protein and fat for
overall health of the meal.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage Two Assessment
Stage 2- Assessment
Performance Tasks & Criteria:
(Align to NJCCCS & Common Core Standards)
2.1.2.B.2 Explain how foods in the food pyramid differ in nutritional value.
2.1.4.B.2 Differentiate between healthy and unhealthy eating practices.
2.1.6.B.3 Create a daily balanced nutritional meal plan based on nutritional content, value,
Calories, and cost.
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
2.6.4.A.4 Determine the extent to which different factors, influence personal fitness, such as
heredity, training, diet, and technology.
2.6.6.A.3 develop and implement a fitness plan based on the assessment of one’s personal
.
fitness level, and monitor health / fitness indicators before, during , and after the
program.
2.6.6.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and
health.
2.6.6.A.6 Explain and apply the training principles of frequency, intensity, time, and type ( FITT )
to improve personal fitness.
2.6.8.A.2 Use health data to develop and implement a personal fitness plan and evaluate its
effectiveness.
2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating,
physical activity, and other lifestyle behaviors.
2.6.8.A.5 Use the primary principles of training ( FITT ) for the purposes of modifying
personal levels of fitness.
2.6.8.A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of
anabolic steroids and other performance-enhancing substances.
2.6.12.A.2 Design, implement, and evaluate a fitness plan that reflects knowledge and
application of fitness-training principles.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Performance Tasks & Criteria:
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Muscle group fitness investigation- Students are assigned specific muscle groups, and
instructed to create a fitness plan and stretch routine on Power Point.
Fitness goals essay and calendar to do list- Students write essay explaining their fitness
goals and then create a calendar with activities on the calendar that support that goal,
with assessments built in to see if the goals are being achieved.
BMI investigation and analysis- Students do the BMIs for their families, and analyze
them. This is presented in the form of a Power Point.
Students survey the BMI information in a sample of students at their school, and create a
web site that explains the BMI, and analyzes the risk.
Students create a fitness appraisal lab in the network that allows the rest of the school to
go on and perform self assessments.
Community Healthy Meal Night- Students will create presentations that illustrate Meals,
how to make them more healthy, and instructions on how to cook them. Invited guest
and family share meals.
Students create videos explaining one piece of equipment in the High School Fitness
Center..
http://www2.schooltube.com/Educators/LessonPlans/VideoBeninner.aspx
( See above Schooltube address to register as an educator, and examine process of
video
contests. )
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 3 – Learning Plan
Instructional Activities/Strategies to enable students to achieve desired results:
Daily Note-taking and weekly notebook check
Weekly quizzes, puzzles
Small Group activities, discussions
Writing a summary of applicable videos
Accommodations for ELL and Special Education Students
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





Use verbal and visual cues
Student pairing
Allow extra time or slow the pace of instruction
Lesson Translator
Collaboration with child study team and classroom teachers/support staff.
Ask frequent questions to ensure understanding
Modify lesson to adapt to student levels
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit Resources
http://www.2.schooltube.com/Educators/L
essonPlans/VideoBeginner.aspx
Professional manuals and texts
Professional organizations (NJAHPERD)
“Fitness Gram”
Technology Integration
Library Resources:
Computers
Televisions
DVD players
Cameras
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Fitness Assessment
Content Area/Course: Physical Education
Unit 4
Pacing: 14 Days
Stage 1- Desired Results
NJ Core Content Curriculum Standards Addressed in this Unit
2.6 Fitness, all students will apply health-related and skill-related fitness concepts
and skills to develop and maintain a healthy, active lifestyle
Big Idea: Assessing fitness components, setting fitness goals, and following programs to
improve fitness levels enables life-long wellness.
Essential Questions
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How can an individual assess his or her
current fitness levels ?
What is the purpose of assessments
that allow individuals to compare their
fitness levels to nationally collected
data ?
How can a community benefit from
journaling or documenting fitness
activities
How could one use assessment data to
help set fitness goals ?
Enduring Understandings
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Fitness assessments are a tool to
establish a point in his or her fitness
continuum.
Individual goal setting should focus on
weaknesses or areas that one would
like to improve.
Confidence will result from the
empowerment of the knowledge that
one can control one’s own fitness level.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
What key knowledge and skills will students acquire as a result of this unit?
Content:
Students will know:
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Fitness tests for the five
components of health-related
fitness.
How to compare his or her fitness
levels with national norms.
How to create and participate in a
routine that improves one or more
of the five components.
The benefits of fitness on lifelong
wellness
Skills:
Students will be able to:
SLO-Perform a basic dynamic warm-up
and a static cool down stretch routine.
SLO-Participate in The Fitness Gram
fitness test.
SLO-Students will be able to synthesize
personal fitness assessment data with
national fitness data in order to write
personal fitness goals based on
strengths and weaknesses.
SLO-Create a fitness program and
journal focused on personal goals.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage Two Assessment
Stage 2- Assessment
Performance Tasks & Criteria:
(Align to NJCCCS & Common Core Standards)
2.6.2.A.1 Explain the role of regular physical activity in relation to personal health.
2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous ageappropriate activities that promote fitness.
2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal.
2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component
of health-related and skill –related fitness.
2.6.6.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness
level, and monitor health/fitness indicators before, during, and after the program.
2.6.6.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and
health.
2.6.6.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to
improve personal fitness.
2.6.8.A.4 Determine ways to achieve a healthy body composition through healthy eating, physical
activity, and other lifestyle behaviors.
2.6.8.A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of
fitness.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Performance Tasks & Criteria:
(complex, real world, authentic applications; demonstration of high level thinking, e.g., explain,
interpret, apply ….)
 Have students perform testing for health-related components ( cardiorespiratory
endurance, flexibility, muscular endurance, muscular strength, and body composition )
and if time permits, skill-related components ( agility, speed, balance, reaction time,
coordination, power ).
 Have students compare their results of test to norms and analyze strengths and
weaknesses to create individual, realistic goals.
 Have students analyze the leading causes of death and illness to the related
components of fitness.
 Have students develop a personal workout calendar with a variety of activities that
focus on all of the components and personal fitness goals.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 3 – Learning Plan
Instructional Activities/Strategies to enable students to achieve desired results:
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Daily warm up activities incorporating the following elements, dynamic and static stretching,
enhancement of cardiorespiratory endurance, muscular strength and endurance, and agility
improvement.
Actual fitness assessment log
Teacher observation
Peer observation
Written test/quizzes on vocabulary and concepts
Accommodations for ELL and Special Education Students







Use verbal and visual cues
Student pairing
Allow extra time or slow the pace of instruction
Lesson Translator
Collaboration with child study team and classroom teachers/support staff.
Ask frequent questions to ensure understanding
Modify lesson to adapt to student levels
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit Resources
http://www.2.schooltube.com/Educators/L
essonPlans/VideoBeginner.aspx
Technology Integration
Library Resources:
Computers
Professional manuals and texts
Professional organizations (NJAHPERD)
Prestident’s Fitness Test Standards
Televisions
DVD players
Cameras
Fitness Gram
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit 5: Team
Sports
Content Area/Course: Physical Education
Pacing: 34 Days
Stage 1- Desired Results
NJ Core Content Curriculum Standards Addressed in this Unit
2.5 Team Sports (Motor Skills)
Big Idea: Traditional team sports including soccer, basketball, flag football, softball, and wiffle
ball allow students to learn body mechanics and strategies while participating in familiar,
cooperative activities that promote a healthy, active lifestyle.
Essential Questions
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What are the skills used in the
specific sport?
What is the historical context
of this sport?
What are the benefits of
applying strategies to the
activity?
What are the roles of players,
officials, and trainers in this
sport?
How does this activity improve
the components of fitness?
Enduring Understandings
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Students will understand that
traditional sports are a great form of
physical activity.
 Students will understand that proper
body mechanics lead to more
effective and efficient movement.
 Students will understand that
sporting events involve the
cooperation of many people in
addition to the players.
 Students will understand that rules
and regulations in sports protect the
safety of players.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
What key knowledge and skills will students acquire as a result of this unit?
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Content:
Skills:
Students will know:
Students will be able to:
Proper body mechanics of the
basic skills.
How to analyze motor skills and
field positioning.
The origin of the team sports.
Offensive, defensive, and
cooperative strategies to improve
performance
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SLO-Perform the basic skills
and strategies of each activity.
SLO-Identify the skill-related
components of fitness
necessary for soccer,
basketball, flag football, softball,
and/or wiffle ball and ways to
improve those components of
fitness.
SLO-Participate in a game of
soccer, basketball, flag football,
softball, and/or wiffle ball.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 2 Assessment
Performance Tasks & Criteria:
Stage 2-& Assessment
(Align to NJCCCS
Common Core Standards)
2.5.12.A.1
Explain and demonstrate ways to transfer movement skills from one game, sport,
dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton,
ping pong, racquetball).
2.5.12.A.2
Analyze application of force and motion (weight transfer, power, speed, agility, range of
motion) and modify movement to impact performance.
Demonstrate and assess tactical understanding by using appropriate and effective
offensive, defensive, and cooperative strategies
Analyze the role, responsibilities, and preparation of players, officials, trainers,
and other participants and recommend strategies to improve their performance
and behavior.
2.5.12.B.1
2.5.12.C.1
Other Evidence (Formative & Summative):
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Quizzes/Tests
Teacher observation
Peer observation
Picture/video prompts for execution of skills
Portfolio checklists of skills
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 3 – Learning Plan
Instructional Activities/Strategies to enable students to achieve desired results:
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Individual and small group training
Repetition of fundamental skills specific to sport
Instructional videos
Championship videos
Have students verbalize rules and regulations of sport
Students will watch a professional sport on TV or in person and write a synopsis of the event
Accommodations for ELL and Special Education Students:







Use verbal and visual cues
Student pairing
Allow extra time or slow the pace of instruction
Equipment modification
Collaboration with child study team and classroom teachers/support staff.
Ask frequent questions to ensure understanding
Modify activity to adapt to student levels
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit Resources
Technology Integration
www.2.schooltube.com/Educators/LessonPl
ans/VideoBeginner.aspx
Computers
www.pecentral.org
Televisions
www.njdoe.com
DVD players
Professional development (Danielson FFT
Domain 4)
Professional manuals and texts
Professional organizations (NJAHPERD)
Cameras
Music player