Middle School (Grades 6-8) Physical Education Curriculum Guide

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Middle School (Grades 6-8)Physical Education Curriculum Guide August, 2017Physical Education Curriculum, Instruction, and Assessment2100 Fleur Drive Des Moines, Iowa 50321 P: 515-242-7241pe.dmschools.org

Middle School Physical Education Curriculum GuideSuperintendentThomas Ahart, Ed.DExecutive Director of Teaching & LearningNoelle TichyPhysical Education Curriculum CoordinatorCarlye SatterwhiteElementary Curriculum Lead Team EditorsJessica Johnson, Willard ElementaryMatthew Smith, Hillis ElementaryTena Baumgartner, Garton ElementaryTara Frohwein, King ElementaryErik Heard, Edmunds ElementaryMonica Sherman, Monroe ElementarySecondary Curriculum Lead Team Editors – Middle SchoolDiana Repp Brody Middle SchoolSecondary Curriculum Lead Team Editors – High SchoolAngel Smyth, Weeks Middle SchoolLisa Klein, North High SchoolBrianne Burns, Roosevelt High SchoolMatt Carlson, Scavo Alternative High SchoolTerrie Fenstermann, East High SchoolScott Weinheimer, East High SchoolRon Wagner, Lincoln High SchoolSandy Trogdon, Lincoln High SchoolCarrie Harjes, Hoover High SchoolCatrina Summy, McCombs Middle SchoolMary-Stuart O’Connor, Merrill Middle SchoolJohn Walling, Goodrell Middle SchoolTara Stemstrud, Meredith Middle School

Middle School Physical Education Curriculum GuideForewordCurriculum in this document is based on the NationalPE Standards published in the spring of 2013. It hasbeen developed by physical educators and curriculumspecialists in the Des Moines Public Schools. Theobjectives in this curriculum guide are the minimumrequirements in physical education that set rigorous,relevant, clear, and measurable learning targets andexpectations for what teachers should teach andstudents should learn. Schools and educators arecontinuously encouraged to go beyond these targets tobetter serve the needs of all students in physicaleducation.Physical Education Program MissionStatementThe Des Moines Public School District’s PhysicalEducation Program enhances each student’s totalwellness through intellectual, social, emotional, physical,and spiritual development.

Middle School Physical Education Curriculum GuideTable of ContentsHow to use this document .5DMPS PE Learning Objectives .6

Middle School Physical Education Curriculum GuideDocument Structures . . .7Learning Topics . . .8-17Skills and Knowledge. . . .10-11Engagement . . . . . .12-13Fitness .14-15Personal and Social Behavior. . . .16-17Grade Level Goals .18-20Grade Level Scales .21-63Common Vocabulary . .64Glossary Terms .65-66

Middle School Physical Education Curriculum GuideHow to use this document:This curriculum guide is not A lock-step instructional guide detailing exactly when and how you teach.Meant to restrict your creativity as a teacher.A ceiling of what your students can learn, nor a set of unattainable goals.Instead, the curriculum guide is meant to be a common vision for student learning and a set ofstandards by which to measure and report student progress and provide meaningful feedback.The curriculum guide outlines which learning goals are most essential for student learning; it is our district’s guaranteed and viablecurriculum. The expectation is that every student in our district, regardless of school or classroom, will know and understand theselearning goals. As the classroom teacher, you should use the curriculum guide to help you to decide how to scaffold up to the learninggoals, and extend your students’ learning beyond them.The curriculum guide is a planning tool; assessed learning topics are provided, but as the instructional leader of your classroom, youdetermine the scope and sequence in which you will introduce the prioritized learning goals. You are encouraged to create yourown sub-units of study within each topic as a starting point. Within this document you will find a foundational structure for planninginstruction in the physical education classroom which can be supplemented with unlimited materials from any number of sources,including but not limited to district texts.Please consider this guide a living and dynamic document, subject to change and a part of a continuous feedback loop. As part of thislogic model.

Middle School Physical Education Curriculum Guide Des Moines Public Schools K-12 Student Learning Objectives in Physical Educationo Measureable, long-term academic growth targetso Developmentally appropriate activities which assess learning growth for all studentso Pre and Post assessment growth of learningo Year-long learning goals using grade level targets to work towards the learning goal Effective Components of a well-designed Physical Education Classroomo Meets the needs of all studentso Keeps students active for most of physical education class time (minimum 50 instruction/50 movement)o Teaches self-managemento Emphasizes knowledge and skills for a lifetime of physical activityo Is an enjoyable experience for all students The Essential Components of Physical Education (Figure 5)o Policy and Environmento Curriculumo Appropriate Instructiono Student Assessment

Middle School Physical Education Curriculum GuideStandards-Referenced Grading BasicsThe teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features manysuch skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, aspecific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3.The Learning Topicis located at the top ofthe scale.The Learning Goal isthe complete Level 3 ofthe scale.Each lettered bulletpoint represents oneLearning Target.Determining a topic score: when the time comes to identify the Topic Score for a topic, the teacherlooks at all of the pieces of the Body of Evidence for that topic. The table to the right describes whatTopic Score a student receives based on what the Body of Evidence shows. The scores listed on thistable are the only valid scores that may be entered into the Topic Score assignment in a grade book.Multiple Opportunities: It is not about going back to do a retake or make-up a missed PE class, it’sabout going forward, continually scaffolding student learning through multiple opportunities, andnoting their improved learning. “Multiple opportunities” are about embedding other instructionaltimes for students to showcase their skills that are aligned to the specific learning goal target.Evidence shows the student can.Demonstrate all learning targets from Level 3and Level 4Demonstrate all learning targets from Level 3with partial success at Level 4Demonstrate all learning targets from Level 3Demonstrate some of the Level 3 learningtargetsDemonstrate all learning targets from Level 2but none of the learning targets from Level 3Demonstrate some of the Level 2 learningtargets and none of the Level 3 learningtargetsDemonstrate none of the learning targetsfrom Level 2 or Level 3Produce no evidence appropriate to thelearning targets at any levelTopicScore4.03.53.02.52.01.51.00

Middle School Physical Education Curriculum GuideStandards Referenced Grading BasicsAnatomy of a ScaleSymbols by the learning levelsindicate whether it can bechanged, is fixed, or can beenhanced. Triangle symboldesignates targets on this levelcan be changed.This lock symbol designatestargets on this level can NOTbe changed. These are deriveddirectly from our nationalstandards.This addition symboldesignates more targets can beadded to this level.No targets are written at thislevel.learners.For more information: grading.dmschools.org

Middle School Physical Education Curriculum GuideLearning Topics for Middle SchoolooooSkills and KnowledgeEngagementFitnessPersonal and Social BehaviorLearning goals for all curricular areas are organized by overarching concepts called topics. Within those topics live a learning goal. Alllearning goals for physical education are guided by the 2014 National Society of Health and Physical Education (SHAPE) standards andassessed on the provided reporting scales or checklists. The outline below serves to define the various elements of the curriculumstructure. Learning Topic – The Overarching Concepto Definition of the topic. National Standards for K-12 Physical Education: provide a framework for producing physically literateindividuals, setting students on the road to enjoying a lifetime of healthful physical activity. (S1, S2, S3, S4, or S5) Grade level outcomes: provide a scope and sequence of skills and knowledge predicated on teaching a variety ofactivities to achieve learning for all students. (6th through 8th grade) Teachers should not view outcomes as discrete tasks taught in isolation but rather as a coordinated process that allowsstudents to apply knowledge and skills across standards. Grade level element: Each outcome has been assigned a number but do not necessarily reflect any particularpriority. (S2.M1.6 meaning- Standard 2, Middle School Outcome 1, Grade 6)

Middle School Physical Education Curriculum GuideDMPS Grading Scale Evidence of student learning is assessed on a four-point scale, common throughout the district. Scales are designed to measureeach learning topic. The generalized scale, with student-friendly language included, is below.SCALESCORE43210/MACADEMIC DESCRIPTORSTUDENT-FRIENDLY DESCRIPTORExceeding StandardI have demonstrated deep understandingthat goes beyond the learning goalMeeting StandardI have met the learning goalDeveloping Toward StandardI have the foundational skills and knowledgefor the learning goal and I am almost thereThe evidence I have submitted shows I have along way to go to reach the learning goalInsufficient ProgressNo evidence of student understanding in submitted work ORMissing – student has not submitted evidenceI have not submitted evidence of learning for the learning goal*For more information on district assessment and grading practices, please refer to the Grading Practices website lGuiding Practices of Standards-Referenced Grading1. A consistent 4-point grading scale will be used.2. Student achievement and behavior will be reported separately.3. Scores will be based on a body of evidence.4. Achievement will be organized by learning topic and converted to a grade atsemester’s end.5. Students will have multiple opportunities to demonstrate proficiency.6. Accommodations and modifications will be provided for exceptional learners.For more information: grading.dmschools.org

Middle School Physical Education Curriculum Guide Learning Topic – Personal and Social Behavior (6-8)o National Standards alignment: Standard 4: Exhibits responsible personal and social behavior that respects self and others. The behaviors and attitudes formed in elementary school exert an extremely strong influence on the behaviorsand attitudes of adolescents and adults in physical activity settings, both in and outside of physical educationsettings. Opportunities are available to address responsible personal and social behaviors in any practice tasks requiringlearning to work with a partner or small group. These openings are embedded in learning experiences basedon the essential elements of the task. To be successful in the practice task for an invasion game, students mustdemonstrate cooperation skills or accept differences among classmates (S4.M4). Students could not evaluate the their fitness and physical activity plan without addressing the specific outcomeunder Standard 4, which is specific to using effective self-monitoring skills (S4.M2). DMPS Citizenship and Employability Skills Rubric (CER) vs. Personal and Social Behavior Rationale It is important when implementing standard reference grading to separate the students’ academic achievement and theirbehavior, which is why DMPS records citizenship and employability skills separate from the students’ academic grade. In Physical Education Class, according to our National SHAPE (Society of Health and Physical Education) standards, standardfour states: The physically literate individual exhibits responsible personal and social behavior that respects self and others. Therefore, using aligning the verbiage from our DMPS employability rubric and the National SHAPE grade level outcomes, wehave developed a scale which best represents each grade level outcomes for this standard to be reported on as a topic score.Both are separated into two grade level groups, K-1 and 2-5.

Middle School Physical Education Curriculum GuideSkills and Knowledge Topic Proficiency ScalesSkills and Knowledge- Team BuildingTeam Building-6th and 7th Grade43In addition to exhibiting level 3.0 performance, students demonstratein-depth inferences and applications that go beyond the goal.Students:o 3A- Generate positive strategies, such asoffering suggestions, assistance leading,following others and providing possiblesolutions when faced with a groupchallenge. (Challenge S5.M3.7)21Students:o 2A- Recognize individual challenges andcopes in a positive way, such as extendingeffort, asking for help or feedback ormodifying the tasks. (Challenge S5.M3.6)Learning Targets andActivities3A-I am learning how togenerate positivestrategies to solve a groupchallenge.Activities: Hand contract Group machine Trust to survive Magic shoes Golden Gate The Nest Minefield WormholeStudent performance reflects insufficient progress towards foundational skills and knowledge.SHAPE Standard 5:The physically literate individual recognizes thevalue of physical activity for health, enjoyment,self-expression and/or social interaction.Teacher ClarificationsConsider starting the year off with introducing TeamBuilding as a unit under the skills and knowledge topic.This will provide an opportunity to build a classroomrapport with each student and individual class.Consider identifying student roles to help divideleadership among your class. Examples may include:Student Coach (offers feedback), Leader (helps leadand delegate instructions to peers), Time Manager(keeps track of group time throughout the challenge),and Motivator provides teammates with positiveencouragement throughout the challenge).Success Criteria 3A:1. Engaged in the conversation2. Generate solutions individually or as a group on how to achieve the task3. Challenge and perform their solution hypothesis4. Describe how or why the solution was successful or unsuccessful5. Revise and offer specific positive feedback to retest hypothesis solutionAcademic VocabularyConflict resolution, Communication, Trust,Collaboration, Team/Group Building, FeedbackLesson Planning for Middle School PhysicalEducation BookAdventure Activities- Pages 463-472

Middle School Physical Education Curriculum GuideTeam Building-8th Grade43In addition to exhibiting level 3.0 performance, students demonstratein-depth inferences and applications that go beyond the goal.2Students:o 2A- Recognize individual challenges andcopes in a positive way, such as extendingeffort, asking for help or feedback ormodifying the tasks.Students:o 3A- Develop a plan of action and makesappropriate decisions based on that planwhen faced with an individual or groupschallenges.Learning Targets andActivities3A-I am learning how todevelop a plan of actionand make appropriatedecisions based on theplan, when facing anindividual or groupchallenges.Activities: 1 Students writedownprocedures onhow to finish thetaskCrossing theRiverHuman knotStudent performance reflects insufficient progress towards foundational skills and knowledge.SHAPE Standard 5:The physically literate individual recognizes thevalue of physical activity for health, enjoyment,self-expression and/or social interaction.Teacher ClarificationsConsider starting the year off with introducing TeamBuilding as a unit under the skills and knowledge topic.This will provide an opportunity to build a classroomrapport with each student and individual class.Consider identifying student roles to help divideleadership among your class. See above for examples.Have students fill out a student reflection form. Thiswill serve as great evidence for your unit on teambuilding (example in Lesson Planning book on page480-481)Success Criteria 3A:1. Engaged in the conversation2. Generate solutions individually or as a group on how to achieve the task3. Challenge and perform their solution hypothesis4. Describe how or why the solution was successful or unsuccessful5. Revise and offer specific positive feedback to retest hypothesis solutionAcademic VocabularyConflict resolution, Communication, Trust,Collaboration, Team/Group Building, FeedbackLesson Planning for Middle School PhysicalEducation BookAdventure Activities- Pages 463-472

Middle School Physical Education Curriculum GuideAquatics 6-7432Aquatics/Water Safety-6th-7th GradeIn addition to exhibiting level 3.0 performance, studentsdemonstrate in-depth inferences and applications that go beyondthe goal.o3A- Identify and responds to certain behaviorsthat warrants an aquatic emergency.o3B- Classify personal floatation devices foraquatic emergencies.Students:o 2A- Recognize basic skills for self-rescue andresponding to an aquatic emergency.o12B- Recall the three action steps: Check, Call,CareLearning Targetsand Activities3A-I am learning howto identify andrespond to aquaticemergencies.3B- I am learninghow to classify apersonal floatationdevices foremergencies.Activities: Swimmingand WaterCurriculum(Manual) DisneyEducationalProductionsTimon andPumbaaStudent performance reflects insufficient progress towards foundational skills and knowledge.SHAPE Standard 1:The physically literate individual demonstratescompetency in a variety of motor skills andmovement patterns.Teacher ClarificationsA water safety unit is required by the Department ofEducation for the state of Iowa. If you have access toan aquatic center, utilize your facilities to best deliverthe content standard. If you aren’t able to access anaquatic center, consider having students use scooters tomimic swimming strokes and set up simulations tohave students assist in responding to emergencysituations.For more resources: American Red Cross Digital WaterSafety ManualPersonal Floatation Devices:Type 1-Offshore life jackets: geared for rough or remote waters where rescue may take a while. Provide buoyancyand will turn most unconscious persons face up in the water.Type 11-Near-Shore vests: good for calm waters when quick rescue is likely. A type II may not turn someoneunconscious wearers face up in the water.Type 111-Floatation Aids: vests or full-sleeved jackets are good for calm waters when quick rescue is likely. Notrecommended for rough waters since they will not turn most unconscious persons face up.Type IV- Throwable Devices: cushions and ring buoys are designed to be thrown to someone in trouble. Since atype IV is not designed to be worn, it is neither for rough waters nor for persons who are unable to hold onto it.Type V-Special-Use Devices: vests, deck suits, hybrid PFDs, and other are designed for specific activities such aswindsurfing, kayaking, or water-skiing.Academic Vocabularysafety smarts, emergency, swimming buddy,personal flotation devices (offshore life jackets,near shore vests, floatation aids, throwable devices,special-use devices)American Red Cross Swimming LessonsManual

Middle School Physical Education Curriculum GuideAquatics 843Aquatics-8th GradeIn addition to exhibiting level 3.0 performance, students demonstratein-depth inferences and applications that go beyond the goal.Students: 3A- Develop a plan of action and makesappropriate dec

Middle School Physical Education Curriculum Guide How to use this document: This curriculum guide is not A lock-step instructional guide detailing exactly when and how you teach. Meant to restrict your creativity as a teacher. A ceiling of what your students can learn, nor a set of unattainable goals. Instead, the curriculum guide is meant to be a common vision for student learning and a set of

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