Seattle Public Schools
PreK-12 Physical Education
Curriculum Map
August 2011
Commit to be fit.
- Author Unknown
Seattle Public Schools Vision and Mission
Vision Statement
Seattle Public Schools is committed to providing a daily quality Physical Education program that
builds knowledge, fitness, movement skills, social well-being and confidence so all students can
enjoy a healthy active lifestyle.
The program goals will be accomplished by:
•
Knowledge
o
•
•
•
A K-12 articulated written curriculum aligned with state standards (i.e.
nutrition, goal setting, five components of fitness)
Physical Fitness
o
Progressive physical fitness skills articulated from K-12
o
Fitness measurements are used to track students’ fitness
o
Implementation of personal fitness plans at middle and high school
Fundamental Movement Skills
o
Developmentally appropriate progressive motor skills K-12
o
Team, individual and lifetime activities that build the habit of an active lifestyle
Social Well-being
o
Improving social relationships, and emotional well-being through active
engagement in physical activity
The educational community will support student learning by providing:
o
Community and parents modeling healthy physical and nutritional behaviors
o
School board members, administrators, classroom teachers, nutritional services,
counselors, nurses, and social services supporting coordinated school wide
involvement in improving students’ fitness and health
o
Maintaining clean, safe and adequate equipment and facilities for all students.
o
All students the opportunity to reach our Physical Education program goals by
not allowing compromised scheduling, substitutions, or inadequate time.
The overall purpose of the physical education program is to create an exemplary program that
sets the benchmark for excellence in physical education.
Mission Statement:
Seattle Public Schools is committed to providing a quality Physical Education program that builds
knowledge, fitness, movement skills, social well-being and confidence so all students can enjoy a
healthy active lifestyle.
Motto: Excellence in Physical Education, Everyday for All Students
“GET FIT- GET SMART”
Curriculum Details
Physical Education in the Seattle Public
Schools
“Five for Life” is a research-driven, standards-based curriculum designed to teach the
principles of health and fitness while continually improving students’ fitness levels. Based
on the five components of fitness—cardiovascular endurance, muscle strength, muscle
endurance, body composition and flexibility—it incorporates fitness-related act-ivities
and motor-skill development with academic content. Students are taught meaning-ful
fitness concepts and vocabulary which empower them to make healthier choices.
The basic curriculum introduces students to the skeletal and muscular systems
while stressing the importance of nutrition and physical activity. Students learn how to
set and achieve goals, and to measure their improved fitness levels with technology such
as heart-rate monitors and pedometers. Units and lessons are designed to blend health
and fitness concepts into activity time.
Unlike traditional PE programs that emphasize group or team competition, in “Five
for Life” students compete against their own past performances to reach their fitness
goals. Each student performs pre-fitness measurements in the fall, sets goals for
improvement, and performs post-fitness measurements in the spring.
The advanced program continues the goal setting and fitness measurements while
adding a record-keeping element to analyze personal behavior. Through the use of diet,
sleep, activity, and hydration logs, students are able to see how their nutrition choices
and daily habits affect their health, performance and appearance.
The program can be customized to meet individual students’ personal needs, and
includes a Web-based component that provides students the opportunity to track and
assess their results throughout their tenure in the district.
Elementary
* PreK-K
* 1st-3rd Grade
*4th-5th Grade
Seattle District Curriculum Map
Timeframe:
September October
Health & Fitness Academic Content
Grade Level: Elementary Pre K- K
Fitness-Related Activities
Length of Time: Yearlong
Motor Skills
2010-2011
Social/Emotional/Safety
Essential
Questions
What is Fitness?
What is my individual fitness level?
How do I improve my fitness?
Which motor skills are necessary to improve
my fitness level?
What makes a safe learning environment
during PE class?
Content
Five for Life Unit (pg 1.1-1.12)
(Components of Fitness)
Fitness Testing Protocol Preparation (pg
4.83-4.95)
Locomotor/Non-Locomotor Skills
Rules
Low Organized Games
Behavior
Circuit Training Basic Book (pg. 4.1-4.50)
Recess Activities
Safety
Sportsmanship
Skills and
Activities
Five for Life Unit (pg 1.1-1.12)
(Components of Fitness)
• Student introduction 1.4
• Vocabulary 1.5
• Cardiorespiratory Activity, page 1.6
• Muscular Strength and Endurance Activity,
page 1.7
• Flexibility Activity, page 1.8
Required
Assessment
(unless
otherwise
noted)
Five for Life Basic Assessment Pre and Post
Test (pg 1.9–1.10)
Revised: 8/19/2011 1:59:47 PM
Fitness Testing Protocol Preparation (pg
4.83-4.95)
• Pre-Fitness Measurements K-5 (pg 4.83)
• Introduction (pg 4.87)
Introduce protocols. Measurements may be
taken, but are not required to be reported.
Pre-Fitness Measurements
Vocabulary 4.89
• Push-ups (4.94)
• Curl-ups (4.95)
• Sit and reach (4.93)
• Mile Run (4.91)
• Height and Weight (4.90)
Circuit Training Basic Book (pg. 4.1-4.50)
• Introduction (4.4-4.5)
Circuit Training Equipment:
• Step boxes, mats, agility rings, stations
Locomotor/Non-Locomotor Skills:
• Locomotor Skills: running, jumping, walking
• Non-Locomotor Skills: spatial awareness
Low Organized Games
• Parachute Activities
• Following Direction Games (red light, green
light, follow the leader, etc.)
• Variety of tag games
Introduce protocols. Measurements may be
taken, but are not required to be reported.
Teacher Observation
• Recess Activities
• Hopscotch
• Using play structure safely and properly
Rules
• Team building games
• Responsibility
• Care of Equipment
Behavior
• Cooperation
Safety
• Appropriate clothing and shoes
• Emergency Procedures
Sportsmanship
• Conflict resolution
• Teamwork
Class debriefing
Seattle District Curriculum Map
Standards
4.1.1 Recognizes daily health and fitness habits.
Recognizes how home activities can influence
fitness and healthy living.
Example:
 Rides a bike after school to develop a healthy
heart. the knowledge and skills to safely
participate in a variety of developmentally
appropriate physical activities
Grade Level: Elementary Pre K- K
Length of Time: Yearlong
1.1 Develop fundamental and complex
movement skills as developmentally appropriate
1.1 Develop fundamental and complex
movement skills as developmentally appropriate
1.2 Acquires the knowledge and skills to safely
participate in a variety of developmentally
appropriate physical activities
1.2 Acquires the knowledge and skills to safely
participate in a variety of developmentally
appropriate physical activities
WELPRO Fitness Assessment
Five for Life Circuit Training Manual, Five for Life
Basic Curriculum Book
Fitness Measurement Tools: Sit and Reach Box,
Mats, Stopwatch, scale, tape measure
Circuit Training Equipment: Step boxes,
dumbbells, weight bars, medicine balls, stretch
bands, mats, agility rings, stations, five for life
laminated circuit posters
Analysis of Movement Wheel, George Graham,
“Children Moving”
Parachute
Hopscotch course & markers
Playstructure
1.2 Acquires the knowledge and skills to safely
participate in a variety of developmentally
appropriate physical activities.
Equipment/
Resources
Five for Life Basic Curriculum (Fourth Edition,
Basic Book)
Notes:
Revised: 8/19/2011 1:59:47 PM
2010-2011
1.2 Acquires the knowledge and skills to safely
participate in a variety of developmentally
appropriate physical activities
Seattle District Curriculum Map
Timeframe:
NovemberDecember
Health & Fitness Academic Content
Grade Level: Elementary Pre K- K
Fitness-Related Activities
Length of Time: Yearlong
Motor Skills
2010-2011
Social/Emotional/Safety
Essential
Questions
What is nutrition?
How does nutrition affect your fitness?
Which motor skills are necessary to improve
my fitness level?
How does body image affect your
Social/Emotional/Safety well-being?
Content
Basic Book Health/ Nutrition (2.1-2.34)
Health Games/Activities
Fitness Games
Circuit Training Basic Book (4.1 -4.50)
Practice Fitness
Locomotor/Non-Locomotor Skills
Low Organized Games
Recess Activities
Behavior – anti-bullying
Appreciation of differences (including body
types)
Team, Individual, Alternative, and Lifetime
Activities
Skills and
Activities
Basic Book Health/ Nutrition (2.1-2.34)
• Healthy Food, Healthy Balance K-5 (2.1)
• Introduction (2.4)
• Vocabulary (2.5)
• Food for Energy and Health (2.16)
• Introduction (2.19)
Health Games/Activities
• Healthy Body Balance Card Game, (1.93)
• Balance the Fat (1.97)
• Food Group Cube Warm Up (2.6)
Fitness Games
• Muscle Snatchers (1.84)
• Energy In, Energy Out (1.96)
• Energy Cube Warm-Up (2.22)
Circuit Training Basic Book (4.1-4.5)
• What skills/activities go here?
• We want teachers to select their own
circuits/activities from the pages we suggested.
Practice Fitness
• Fitness Measurement Practice Circuit (4.96)
Locomotor/Non-Locomotor Skills:
• Locomotor Skills: running, galloping, jumping,
walking, sliding
• Non-Locomotor Skills: twisting, turning, spatial
awareness
Low Organized Games
• Parachute Activities
• Following Direction Games (red light, green
light, follow the leader, etc.)
• Variety of tag games
Recess Activities
• Hopscotch
• Using play structure safely and properly
Team, Individual, Alternative, and Lifetime
Activities
• Basketball skills
• Bounce and catch with two hands
Revised: 8/19/2011 1:59:47 PM
Self -reflection
Think, Pair, Share
Seattle District Curriculum Map
Required
Assessment
(unless
otherwise
noted)
Grade Level: Elementary Pre K- K
Student informal response
Student informal response
Teacher observation
Teacher observation
Length of Time: Yearlong
Teacher Observation
1.5 Understands relationship of nutrition and
food nutrients to body
composition and physical performance
1.5.1 Recognizes how the body’s function is
affected by food consumption.
Identifies healthful and non-healthful foods.
Example:
•
Understands milk is healthy, and
soda is unhealthy.
•
Recognizes the importance of eating
breakfast.
Class discussion and reflection
Teacher Observation
Five for Life Food for Energy and Life
Standards
2010-2011
Self-reflection
2.1 Understands foundations of health
1.2 Acquires the knowledge and skills to safely
participate in a variety of developmentally
appropriate physical activities
2.4.1 Recognizes abusive and risky situations
and identifies safe behaviors to prevent
injury to self and others at home, school, and in
the community.
Recognizes abusive situations and how to get
help.
Example:
•
Recognizes bullying and explains
how to ask an adult for help
Example:
•
Equipment/
Resources
Recognizes breakfast gets brain and
body ready for learning
Five for Life Basic Curriculum Book and
Equipment
Dairy Council or other resources
My Pyramid.gov
Nutrition Manual (Five for Life)
Notes:
Revised: 8/19/2011 1:59:47 PM
Dairy Council or other resources
My Pyramid.gov
Nutrition Manual (Five for Life)
Five for Life Circuit Training Manual, Five for Life
Basic Curriculum Book
Fitness Measurement Tools: Sit and Reach Box,
Mats, Stopwatch, scale, tape measure
Circuit Training Equipment: Step boxes,
dumbbells, weight bars, medicine balls, stretch
bands, mats, agility rings, stations, five for life
laminated circuit posters
Parachute
Hopscotch course & markers
Playstructure Basketballs and/or playground
balls
Utilize school adopted anti-bullying curriculum
Dairy Council “What Does Normal Look Like?”
poster
Seattle District Curriculum Map
Timeframe:
January
Health & Fitness Academic Content
Grade Level: Elementary Pre K- K
Fitness-Related Activities
Length of Time: Yearlong
Motor Skills
2010-2011
Social/Emotional/Safety
Essential
Questions
Why do we set goals?
How can goals impact my fitness?
How can goals impact my motor skills?
How does it feel to reach your goals?
Content
Five for Life Basic Book, Goal Setting, page
4.98
Circuit Training (4.1-4.68)
Introduction (4.4)
Vocabulary (4.6)
Locomotor/Non-Locomotor Skills
Low Organized Games
Recess Activities
Perseverance
Team, Individual , and Alternative
Sports/Skills
Lifetime Activities
Skills and
Activities
Five for Life Basic Book, Goal Setting, page
4.98
• Introduction to Goal Setting (pg 4.101)
• Vocabulary (4.102)
• Goal Setting Practice (4.103)
Circuit Training (4.1-4.68)
• Introduction (4.4)
• Vocabulary (4.6)
• World Class Functional Equipment Workout
(4.7)
• Five for Life Circuit 1 (4.8)
(Circuits that incorporate the five components of
fitness will be determined by instructor, making
sure to follow the functional equipment protocol
and circuit design.)
Locomotor/Non-Locomotor Skills:
• Locomotor Skills: running, skipping, galloping,
hopping, jumping, walking, leaping, sliding
• Non-Locomotor Skills: twisting, turning, spatial
awareness
Low Organized Games
• Parachute Activities
• Following Direction Games (red light, green
light, follow the leader, etc.)
• Variety of tag games
Recess Activities
• Hopscotch
• Using play structure safely and properly
Team, Individual, Alternative, and Lifetime
Activities
• Throwing and catching
• Rhythm activities
Revised: 8/19/2011 1:59:47 PM
Perseverance
• Practice
• Not giving up
• Appropriate emotional response
• Encouragement
• Peer coaching
Seattle District Curriculum Map
Grade Level: Elementary Pre K- K
Required
Assessment
Length of Time: Yearlong
Teacher Observation
(unless
otherwise
noted)
Standards
3.2 Evaluates health and fitness information
3.2.1 Recognizes reliable sources of health and
fitness information. Identifies reliable sources of
health and fitness information.
Example:
•
Identifies school nurse or PE teacher
4.1.1 Recognizes daily health and fitness habits.
Recognizes how home activities can influence
fitness and healthy living.
Example:
•
Rides a bike after school to develop a
healthy heart
1.1 Develop fundamental and complex
movement skills as developmentally appropriate
2010-2011
Reflection
Class debriefing
3.3.1 Understands that social skills are
necessary to promote health and safety.
Describes ways to make friends.
Example:
•
Shares, asks someone to join in a
game.
Explains social skills and cooperation.
Example:
•
Takes turns
3.4.1 Understands emotions and how they affect
self and others.
Describes different emotions shown in pictures.
Example:
•
Understands smile is happy; frown is
sad
Equipment/
Resources
Five for Life Basic Curriculum (Fourth Edition,
Basic Book)
Notes:
Revised: 8/19/2011 1:59:47 PM
Five for Life Circuit Training Manual, Five for Life
Basic Curriculum Book
Fitness Measurement Tools: Sit and Reach Box,
Mats, Stopwatch, scale, tape measure
Circuit Training Equipment: Step boxes,
dumbbells, weight bars, medicine balls, stretch
bands, mats, agility rings, stations, five for life
laminated circuit posters
Parachute
Hopscotch course & markers
Playstructure
Various throwing and catching equipment
(footballs, frisbee, softball)
Seattle District Curriculum Map
Timeframe:
February March
Health & Fitness Academic Content
Grade Level: Elementary Pre K- K
Fitness-Related Activities
Length of Time: Yearlong
Motor Skills
2010-2011
Social/Emotional/Safety
Essential
Questions
Why is it important to understand how your
bones and muscles work?
How do bones and muscles impact your
fitness performance?
How do bones and muscles help me move?
How do strong bones and muscles make you
feel?
Content
Five for Life Basic Book , Section 3
Bone Health (3.1-3.14)
Muscle Motion (3.15-3.29)
Circuit Training
Muscle Fitness Essentials (1.42-1.60)
Stretch, bend, twist (1.65-1.74)
Locomotor/Non-Locomotor Skills
Low Organized Games
Recess Activities
Compare and contrast how you feel after
exercising or periods of inactivity.
Team, Individual , and Alternative
Sports/Skills
Lifetime Activities
Examples of
Skills and
Activities
Bone Health (3.1-3.14)
• Introduction for Bone Health (3.4)
• Vocabulary (3.6)
• Bone Building Relay (3.8)
• Bone Health Tag (3.7)
Muscle Motion (3.15-3.29)
• Introduction for Muscle Motion (3.18-3.19)
• Vocabulary (3.20)
• The Notion of Muscle Motion (3.21)
• Muscle Tag (3.22)
Fitness Games
• Muscle Check-Up (1.47 and 1.55)
• Heart Health 2-5 Minute Run (1.30)
• All-Star Stretches (1.69-1.74)
Circuit Training
• Muscle Fitness Essentials (1.42-1.60)
• Stretch, bend, twist (1.65-1.74)
Locomotor/Non-Locomotor Skills:
• Locomotor Skills: running, skipping, galloping,
hopping, jumping, walking, leaping, sliding
• Non-Locomotor Skills: twisting, turning, spatial
awareness
Low Organized Games
• Parachute Activities
• Following Direction Games (red light, green
light, follow the leader, etc.)
• Variety of tag games
Self-esteem
• positive self-talk
• self-reflection of personal strengths
• visualization
Recess Activities
• Hopscotch
• Using play structure safely and properly
Team, Individual, Alternative, and Lifetime
Activities:
• Developmental Gymnastics
Required
Assessment
Observation
Teacher Observation
Standards
2.2.1 Recognizes the structure and function of
body systems (circulatory, respiratory, skeletal,
1.1.1 Demonstrates mature form in locomotor
skills that contribute to movement proficiency.
(unless
otherwise
noted)
Revised: 8/19/2011 1:59:47 PM
Class discussion and reflection
Teacher Observation
Seattle District Curriculum Map
Grade Level: Elementary Pre K- K
muscular, digestive, and nervous).
Names the five senses and their functions
Length of Time: Yearlong
Demonstrates at least two critical elements used
in locomotor skills:
walk, jog, run, jump, hop, leap, gallop, slide, and
skip.
Example:
Jumps by taking off and landing on both
feet.
1.1.2 Demonstrates mature form in nonlocomotor skills that contribute to movement
proficiency. Demonstrates non-locomotor skills:
bend, twist, stretch, push, pull, turn,
swing, sway, and rock.
Example:
•
•
Twists at the waist.
Demonstrates static balance and dynamic
balance using a variety of body
parts and objects.
Example:
•
Equipment/
Resources
Notes:
Revised: 8/19/2011 1:59:47 PM
Five for Life Circuit Training Manual, Five for Life
Basic Curriculum Book
Fitness Measurement Tools: Sit and Reach Box,
Mats, Stopwatch, scale, tape measure
Circuit Training Equipment: Step boxes,
dumbbells, weight bars, medicine balls, stretch
bands, mats, agility rings, stations, five for life
laminated circuit posters
Balances on knees and one hand
Parachute
Hopscotch course & markers
Playstructure
Mats
2010-2011
Seattle District Curriculum Map
Timeframe:
April
Grade Level: Elementary Pre K- K
Health & Fitness Academic Content
Fitness-Related Activities
Length of Time: Yearlong
Motor Skills
2010-2011
Social/Emotional/Safety
Essential
Questions
How will understanding of your circulatory
system impact your life?
How does your circulatory system relate to
cardiorespiratory endurance?
How do motor skills relate to the circulatory
system?
How does your stress level affect how your
body functions?
Content
Heart Health (1.14-1.41)
Vocabulary 1.19
Circulatory System
Locomotor/Non-Locomotor Skills
Team, Individual , and Alternative
Sports/Skills
Lifetime Activities
Stress
Skills/
Activities
Heart Health
• Vocabulary 1.19
• Heart Health Relay (1.21)
• Heart Health 2-5 Minute Run (1.20)
• Oxygen Transport (1.32)
• Respiration Relay (1.35)
• Circulatory System Obstacle Course
Circulatory System
• Heart Health Introduction (1.17 and 1.27)
Locomotor/Non-Locomotor Skills:
• Locomotor Skills: running, skipping, galloping,
hopping, jumping, walking, leaping, sliding
• Non-Locomotor Skills: twisting, turning, spatial
awareness
Team, Individual, Alternative, and Lifetime
Activities:
• Volleyball Skills
• Frisbee
• Jump Rope
Stress
• Relaxation
• De-escalation
• Self control
• Being physically active
Assessment
Class discussion and reflection
Teacher Observation
Standards
2.2 Understands stages of growth and
development
4.1.1 Recognizes daily health and fitness habits.
Recognizes how home activities can influence
fitness and healthy living.
Example:
•
Rides a bike after school to develop
a healthy heart
Revised: 8/19/2011 1:59:47 PM
3.2.1 Recognizes reliable sources of health and
fitness information.
Identifies reliable sources of health and fitness
information.
Example:
•
Identifies school nurse or PE teacher
1.1 Develop fundamental and complex
movement skills as developmentally
appropriate
1.2 Acquires the knowledge and skills to
safely participate in a variety
of developmentally appropriate physical
activities
2.4.3 Recognizes negative and positive effects
of stress and stress management
techniques.
Identifies what stress feels like to the body.
Example:
•
Identifies worry or excitement.
Identifies a technique to manage stress.
Seattle District Curriculum Map
Grade Level: Elementary Pre K- K
Length of Time: Yearlong
2010-2011
Example:
•
Equipment/
Resources
American Heart Association Physical
Activity Promotion:
Jump Rope for Heart
Notes:
Revised: 8/19/2011 1:59:47 PM
Beachballs
Balloons
Frisbees (spinjammers, foam Frisbees, giant
discs)
Talks to an adult
Seattle District Curriculum Map
Timeframe:
May-June
Health & Fitness Academic Content
Grade Level: Elementary Pre K- K
Length of Time: Yearlong
2010-2011
Fitness-Related Activities
Motor Skills
Social/Emotional/Safety
Essential
Questions
How can physical education impact your
life?
How does your fitness level impact the
activities you choose?
How will I incorporate fitness into my summer
activities?
Which motor skills are necessary to maintain
my fitness level?
What skills and knowledge can help me
participate safely and successfully in team
and individual sports?
Does staying active improve your emotional
well-being?
How can I participate safely in activities with
my peers?
Content
Five for Life (1.1-1.13)
Post-Fitness Measurements K-5 (pg 4.83)
Locomotor/Non-Locomotor Skills
Team, Individual, Alternative, and Lifetime
Activities
Sportsmanship
Skills/
Activities
Five Components of Fitness
• Introduction (1.4)
• Vocabulary (1.5)
• Safety ( 5.2)
• Cardiorespiratory Endurance (1.6)
• Muscular Strength/Endurance (1.7)
• Flexibility (1.8)
• Body Composition (1.9)
Fitness Measurements K-5 (pg 4.83)
• Introduction (pg 4.87)
Post-Fitness Measurements
• Push-ups (4.94)
• Curl-ups (4.95)
• Sit and reach (4.93)
• Mile Run (4.91)
• Height and Weight (4.90)
Suggested Locomotor/Non-Locomotor Skills
Examples:
• Locomotor Skills: running, skipping, galloping,
hopping, jumping, walking, leaping, sliding
• Non-Locomotor Skills: twisting, turning, spatial
awareness
Suggested Team, Individual, Alternative, and
Lifetime Activities
• Soccer skills – kicking, trapping, dribbling
Sportsmanship
•
Fair play
•
Getting along with others
•
Providing encouragement
Assessment
Standards
Introduce protocols. Measurements may be
taken, but are not required to be reported.
Class discussion and reflection
Teacher Observation
1.1 Develop fundamental and complex
movement skills as developmentally appropriate
Revised: 8/19/2011 1:59:47 PM
Seattle District Curriculum Map
Equipment/
Resources
Notes:
Revised: 8/19/2011 1:59:47 PM
Grade Level: Elementary Pre K- K
WELPRO Fitness Assessment
Five for Life Circuit Training Manual, Five for Life
Basic Curriculum Book
Fitness Measurement Tools: Sit and Reach Box,
Mats, Stopwatch, scale, tape measure
Circuit Training Equipment: Step boxes,
dumbbells, weight bars, medicine balls, stretch
bands, mats, agility rings, stations, five for life
laminated circuit posters
Length of Time: Yearlong
Soccerballs
2010-2011
Seattle District Curriculum Map
Timeframe:
September October
Health & Fitness Academic Content
Essential
Questions
What is Fitness?
Content
Components of Fitness Five for Life Unit (pg
1.1-1.12)
Grade Level: Elementary 1st – 3rd
Fitness-Related Activities
What is my individual fitness level?
Five Components of Fitness Activities (pg
1.1-1.12)
• Cardiorespiratory Activity, page 1.6
• Muscular Strength and Endurance Activity,
page 1.7
• Flexibility Activity, page 1.8
• Body Composition Explanation, page 1.9
Fitness Measurements K-5 (pg 4.83)
Locomotor/ Non-Locomotor Skills
Rules
• Introduction (pg 4.87)
Circuit Training (pg. 4.1)
Recess Activities
Team, Individual ,Alternative Sports/Skills,
and Lifetime Activities
Behavior
Locomotor/Non-Locomotor Skills :
Rules
Fitness Testing Protocol Preparation (pg
4.83-4.95)
• Introduce protocols but no measurements
are taken until 3rd grade
Fitness Measurements (required starting in
3rd grade) (pg 4.83)
• Push-ups (4.94)
• Curl-ups (4.95)
• Sit and reach (4.93)
• Mile Run (4.91)
• Height and Weight (4.90) (Opt-in required for
BMI)
Review Fitness Scores and Parent Report
(3rd grade)
Circuit Training Basic Book (4.1 -4.50)
Safety
Sportsmanship
• Locomotor Skills
o Run
o Gallop
o Hop
o Jump
o Walk
o Chase
o Flee
Behavior
• Non-Locomotor Skills
Safety
o Twist
o Turn
o Curl
Low Organized Activities
Recess Activities
o Four Square
o Kickball
Team, Individual, Alternative, and Lifetime
Activities
• Soccer Skills
• Trap the ball
Revised: 8/19/2011 1:56:18 PM
Social/Emotional/Safety
What makes a safe learning environment
during PE class?
• Introduction (4.4-4.5)
Skills and
Activities
Motor Skills
2010-2011
Which motor skills are necessary to improve
my fitness level?
How do I improve my fitness?
• Student Introduction, page 1.4
Length of Time: Yearlong
• Team building Activities
• Responsibility
• Care of Equipment
• Cooperation
• Self-control
• Anti-bullying
• Emergency Procedures
• Play structure- safe use and rules
• P.E. equipment- protocols for safe use
Sportsmanship
• Conflict resolution
• Teamwork
Seattle District Curriculum Map
Grade Level: Elementary 1st – 3rd
Length of Time: Yearlong
2010-2011
• Kick with inside of dominant foot
• Pass to a partner
Required
Assessment
(unless
otherwise
noted)
Five for Life Basic Assessment Pre and Post
Test (Required in the 3rd Grade/pg 1.9–1.10)
Pre-Fitness Measurements (Required starting
in 3rd grade)
Teacher Observation
Class debriefing
Self-reflection
1.1 Develop fundamental and complex
movement skills as developmentally appropriate
1.1 Develop fundamental and complex
movement skills as developmentally appropriate
1.2 Acquires the knowledge and skills to safely
participate in a variety of developmentally
appropriate physical activities
1.2 Acquires the knowledge and skills to safely
participate in a variety of developmentally
appropriate physical activities
1.2 Acquires the knowledge and skills to safely
participate in a variety of developmentally
appropriate physical activities
1.3 Understands the concepts of health-related
fitness, and interprets information from feedback,
evaluation, and self-assessment in order to
improve performance
1.3 Understands the concepts of health-related
fitness, and interprets information from feedback,
evaluation, and self-assessment in order to
improve performance
WELPRO Fitness Assessment
Five for Life Circuit Training Manual, Five for Life
Basic Curriculum Book
Fitness Measurement Tools: Sit and Reach Box,
Mats, Stopwatch, scale, tape measure
Circuit Training Equipment: Step boxes,
dumbbells, weight bars, medicine balls, stretch
bands, mats, agility rings, stations, five for life
laminated circuit posters
Analysis of Movement Wheel, George Graham,
“Children Moving”
• Push-ups (4.94)
Informal student response
• Curl-ups (4.95)
• Sit and reach (4.93)
• Mile Run (4.91)
• ½ Mile Suggested for 1st and 2nd Grades
• Height and Weight (4.90)
Fitness Scores (Parent Report in WELNET
goes home at first trimester-3rd Grade
Required)
Standards
1.2 Acquires the knowledge and skills to safely
participate in a variety of developmentally
appropriate physical activities
1.3 Understands the concepts of health-related
fitness, and interprets information from feedback,
evaluation, and self-assessment in order to
improve performance
Equipment/
Resources
Five for Life Basic Curriculum (Fourth Edition,
Basic Book)
Notes:
Revised: 8/19/2011 1:56:18 PM
3.3 Evaluates the impact of social skills on health
District and school safety and behavior
guidelines
School P.E. rules
School playground rules
District anti-bullying curriculum (Steps to Respect
and Second Step)
Seattle District Curriculum Map
Timeframe:
NovemberDecember
Grade Level: Elementary 1st – 3rd
Health & Fitness Academic Content
Fitness-Related Activities
Length of Time: Yearlong
Motor Skills
2010-2011
Social/Emotional/Safety
Essential
Questions
What is nutrition?
How does nutrition affect your fitness?
Which motor skills are necessary to improve
my fitness level?
How does body image affect your
Social/Emotional/Safety well-being?
Content
Basic Book Health/ Nutrition (2.1-2.34)
Fitness Activities
Locomotor/Non-Locomotor Skills
Health Activities/Activities
Circuit Training Basic Book (4.1 -4.50)
Team, Individual , and Alternative
Sports/Skills
Media awareness
Practice Fitness
Skills and
Activities
Basic Book Health/ Nutrition (2.1-2.34)
Locomotor/Non-Locomotor Skills :
Media awareness
• Locomotor Skills
o Run
o Gallop
o Hop
o Jump
o Walk
o Chase
o Flee
• Identify various marketing strategies used in
media ( misleading advertisements and
displays)
• Introduction (2.4)
• Muscle Snatchers (1.84)
• Energy In, Energy Out (1.96)
• Food for Energy and Health (2.16)
• Energy Cube Warm-Up (2.22)
• Introduction (2.19)
Circuit Training Basic Book (4.1-4.5)
Health Activities/Activities
• 4 Corners Warm Up-Circuit 1 (Circuit Training
Handbook, page 8)
• Food Group Pyramid Activities ( 2.7)
Practice Fitness
• Calorie Burner, (2.10)
•
• Calorie Counter, (2.11)
• Food Identity, (2.12)
Lifetime Activities
Fitness Activities
• Healthy Food, Healthy Balance K-5 (2.1)
• Food Group Cube Warm Up (2.6)
Create a fitness obstacle course
incorporating fitness tests into the course
(Mile/half run, Curl ups, Push ups, Sit and
reach)
• Non-Locomotor Skills
o Twist
o Turn
o Curl
Team, Individual, Alternative, and Lifetime
Activities
Basketball skills
• Dribble with dominant hand
• Jump stop in control
• Chest or bounce pass to a partner
Revised: 8/19/2011 1:56:18 PM
Celebration of differences
Celebration of differences
• Giving positive feedback to partners or groups
• Engaging in peer coaching
• Respecting individual differences in ability and
interests
• Recognizing body types
Self -reflection
Think, Pair, Share
Seattle District Curriculum Map
Required
Assessment
(unless
otherwise
noted)
Student informal response
Teacher observation
Five for Life Food for Energy and Life
Assessment, Pre and Post Test, (2.35)
Grade Level: Elementary 1st – 3rd
Student informal response
Teacher observation
Length of Time: Yearlong
Teacher Observation
2010-2011
Class discussion and reflection
Teacher Observation
Self-reflection
Standards
Equipment/
Resources
1.5.1 Analyzes how the body’s function and
composition are affected by food consumption
1.5.1 Analyzes how the body’s function and
composition are affected by food consumption
• Intro to food labels: Compares and contrasts
food labels for nutrition information
• Intro to food labels: Compares and contrasts
food labels for nutrition information
• Intro to nutrients: Analyzes how nutrients
support a healthy body
• Intro to nutrients: Analyzes how nutrients
support a healthy body
• Analyzes the impact of healthy eating on both
physical and academic performance.
• Analyzes the impact of healthy eating on both
physical and academic performance.
Five for Life Basic Curriculum Book and
Equipment
Dairy Council or other resources
My Pyramid.gov
Nutrition Manual (Five for Life)
Five for Life Basic Curriculum Book and
Equipment
Dairy Council or other resources
My Pyramid.gov
Nutrition Manual (Five for Life)
Circuit Training Manual (Five for Life)
Notes:
Revised: 8/19/2011 1:56:18 PM
1.1 Develop fundamental and complex
movement skills as developmentally appropriate
1.2 Acquires the knowledge and skills to safely
participate in a variety of developmentally
appropriate physical activities
1.3 Understands concepts of health-related
physical fitness and develops and monitors
progress on personal fitness goals
3.22 Analyzes health and fitness messages in
the media
Basketballs and/or playground balls
Dove real beauty campaign website
• Analyzes influences of marketing strategies
on health and fitness choices
Dairy Council “What Does Normal Look Like?”
poster
Seattle District Curriculum Map
Timeframe:
January
Health & Fitness Academic Content
Grade Level: Elementary 1st – 3rd
Fitness-Related Activities
Length of Time: Yearlong
Motor Skills
2010-2011
Social/Emotional/Safety
Essential
Questions
Why do we set goals?
How can goals impact my fitness?
How can goals impact my motor skills?
How does it feel to reach your goals?
Content
Goal Setting, Five for Life Basic Book page
4.98
Step Into Fitness (4.69- 4.82)
Locomotor/Non-Locomotor Skills
Perseverance
Circuit Training
Team, Individual ,Alternative Sports/Skills,
and Lifetime Activities
Step Into Fitness (4.69- 4.82)
Locomotor/Non-Locomotor Skills :
• Pedometer Use Starting with a Pedometer
(4.74) (Starting in 3rd grade)
• Locomotor Skills
o Run
o Gallop
o Hop
o Jump
o Walk
o Chase
o Flee
Skills and
Activities
Goal Setting, Five for Life Basic Book page
4.98
• Introduction to Goal Setting (pg 4.101)
• Introduction to Step into Fitness (4.72)
• Goal Setting Practice (4.103)
• Step into Fitness Pedometer Challenge (4.75)
(starting in 3rd grade)
Circuit Training
• A variety of stations
Perseverance
• Keep practicing
• Not giving up
• Encouragement
• Peer coaching
• Positive self-talk
• Non-Locomotor Skills
o Twist
o Turn
o Curl
Team, Individual, Alternative, and Lifetime
Activities
Throwing and catching
• Throws to stationary target
Rhythm activities
• Move to the rhythm of a drum or song
Required
Assessment
(unless
otherwise
noted)
Fitness Measurement Recording Sheet (4.104)
(required starting in 3rd grade)
Revised: 8/19/2011 1:56:18 PM
Step into Fitness Challenge Recording Sheet
(4.76) (required starting in 3rd grade)
Teacher Observation
Reflection
Class debriefing
Seattle District Curriculum Map
Standards
Grade Level: Elementary 1st – 3rd
1.3.1 Analyzes components of health-related
fitness
1.3.1 Analyzes components of health-related
fitness
• Analyzes progress in a fitness log
• Analyzes progress in a fitness log (starting in
3rd grade)
• Distinguishes among lifetime activities which
improve components of health-related fitness
• 4.2.1 Develops and monitors a health and
fitness plan
Length of Time: Yearlong
1.1 Develop fundamental and complex
movement skills as developmentally appropriate
• Distinguishes among lifetime activities which
improve components of health-related fitness
• Develops a plan to improve previous healthrelated fitness scores
• 4.2.1 Develops and monitors a health and
fitness plan (Starting in 3rd grade)
• Creates a health plan for improvement
• Develops a plan to improve previous healthrelated fitness scores
• Creates a health plan for improvement
Equipment/
Resources
Five for Life Basic Curriculum (Fourth Edition,
Basic Book)
Notes:
Revised: 8/19/2011 1:56:18 PM
Pedometers
WELPRO Fitness Assessment
Five for Life Circuit Training Manual, Five for Life
Basic Curriculum Book
Fitness Measurement Tools: Sit and Reach Box,
Mats, Stopwatch, scale, tape measure
Circuit Training Equipment: Step boxes,
dumbbells, weight bars, medicine balls, stretch
bands, mats, agility rings, stations, five for life
laminated circuit posters
Various throwing and catching equipment
(footballs, frisbee, softball)
Drum, stereo/music
2010-2011
4.2.1 Creates goals for improving health and
fitness practices
Seattle District Curriculum Map
Timeframe:
February March
Health & Fitness Academic Content
Grade Level: Elementary 1st – 3rd
Fitness-Related Activities
Length of Time: Yearlong
Motor Skills
2010-2011
Social/Emotional/Safety
Essential
Questions
Why is it important to understand how your
bones and muscles work?
How do bones and muscles impact your
fitness performance?
How do bones and muscles help me move?
How do strong bones and muscles make you
feel?
Content
Bone Health (Five for Life Basic Book ,
Section 3-3.1-3.14)
Fitness Activities
Locomotor/Non-Locomotor Skills
Self-esteem
Circuit Training
Team, Individual ,Alternative Sports/Skills,
and Lifetime Activities
Fitness Activities
Locomotor/Non-Locomotor Skills :
• Muscle Check-Up (1.47 and 1.55)
• Locomotor Skills
o Run
o Gallop
o Hop
o Jump
o Walk
o Chase
o Flee
Muscle Motion (Five for Life Basic Book ,
Section 3-3.15-3.29)
First Aid/ Injury Prevention (heat related and
physical activity related) - refer to OSPI
developed health and fitness assessment
Skills and
Activities
Bone Health (Five for Life Basic Book ,
Section 3-3.1-3.14)
• Introduction for Bone Health (3.4)
• Bone Building Relay (3.8)
• Muscular Strength and Muscular Endurance
Tag (1.60) (starting in 3rd grade)
• Bone Health Tag (3.7)
• Heart Health 2-5 Minute Run (1.30)
Muscle Motion (Five for Life Basic Book ,
Section 3-3.15-3.29)
• All-Star Stretches (1.69-1.74)
• Introduction for Muscle Motion (3.18-3.19)
• The Notion of Muscle Motion (3.21)
• Muscle Tag (3.22)
• Build your Muscle (3.23)
First Aid/ Injury Prevention (heat related and
physical activity related)
• Safety code (5.2)
Circuit Training
• Muscle Fitness Essentials (1.42-1.60)
• Stretch, bend, twist (1.65-1.74)
• Non-Locomotor Skills
o Twist
o Turn
o Curl
Team, Individual, Alternative, and Lifetime
Activities
• Developmental Gymnastics
• Jumping and landing safely
• Straddle, pike and tuck positions
Revised: 8/19/2011 1:56:18 PM
Self-esteem
• positive self-talk
• self-reflection of personal strengths
• visualization
Seattle District Curriculum Map
Grade Level: Elementary 1st – 3rd
Length of Time: Yearlong
Required
Assessment
• Bone Assessment, (3.9-3.10)(optional)
• Muscle Motion (3.24-3.25)(optional)
• Observation
Teacher Observation
Standards
2.2.1 Understands the structure and function of
body systems
• Introduce major muscles and their role in
movement
• Introduce major bones and their role in
movement
1.1 Develop fundamental and complex
movement skills as developmentally appropriate
(unless
otherwise
noted)
Equipment/
Resources
OSPI Developed Health and Fitness
Assessment (2009 edition) – Question #20 and
# 11 see scoring rubric
Notes:
Revised: 8/19/2011 1:56:18 PM
2010-2011
Class discussion and reflection
Teacher Observation
1.2 Acquires the knowledge and skills to safely
participate in a variety of developmentally
appropriate physical activities
Skeleton Pieces
Copy of safety code
Anchor charts of muscular and skeletal systems
WELPRO Fitness Assessment
Five for Life Circuit Training Manual, Five for Life
Basic Curriculum Book
Fitness Measurement Tools: Sit and Reach Box,
Mats, Stopwatch, scale, tape measure
Circuit Training Equipment: Step boxes,
dumbbells, weight bars, medicine balls, stretch
bands, mats, agility rings, stations, five for life
laminated circuit posters
Mats
Trampoline or springboard
3.4 Understands the impact of emotions on
health
Seattle District Curriculum Map
Timeframe:
April
Health & Fitness Academic Content
Grade Level: Elementary 1st – 3rd
Length of Time: Yearlong
Fitness-Related Activities
Motor Skills
2010-2011
Social/Emotional/Safety
Essential
Questions
How will understanding of your circulatory
system impact your life?
How does your circulatory system relate to
cardiorespiratory endurance?
How do motor skills relate to the circulatory
system?
How can stress impact your heart health?
Content
Heart Health (1.14-1.41)
Heart Health Pyramid (4.54-4.55)
Heart Health risk factors
Physical Activity Promotion
Circulatory System
Post-Fitness Measurements (required starting
in 3rd grade)
Locomotor/Non-Locomotor Skills
Team, Individual, Alternative Sports/Skills,
and Lifetime Activities
Stress Reduction
Skills/
Activities
Heart Health:
Circulatory System
Locomotor/Non-Locomotor Skills :
Stress Reduction
•
Breathing techniques
•
Yoga
•
Being physically active
•
Relaxation
•
De-escalation
•
Self control
• Heart Health Relay (1.21)
• Heart Health 2-5 Minute Run (1.20)
• Oxygen Transport (1.32)
• Respiration Relay (1.35)
• Activity Diamond Intensity Level (4.108)
Heart Health risk factors
• What skills/activities belong here?
• Class discussion to create a list of risk factors
• Heart Health Introduction (1.17 and 1.27)
• Locomotor Skills
o Run
o Gallop
o Hop
o Jump
o Walk
o Chase
o Flee
• Non-Locomotor Skills
o Twist
o Turn
o Curl
Team, Individual, Alternative, and Lifetime
Activities
• Volleyball Skills
o Set to a stationary target
• Jump Rope
o Turn and catch a rope under toes
• Lifetime Activities
o Biking safety and skills (starting in 3rd
grade)
Revised: 8/19/2011 1:56:18 PM
Seattle District Curriculum Map
Assessment
Informal student response
Standards
4.1.1 Recognizes, understands, applies and
analyzes daily health and fitness habits
1.3.1 Recognizes, understands, applies and
analyzes basic vocabulary and components of
health-related fitness
2.2.1 Understands the structure and function of
body system
Equipment/
Resources
American Heart Association
Beanbags
Hula Hoops
Grade Level: Elementary 1st – 3rd
Fitness scores and parent report (required in 3rd
grade)
WELNET
Sit and Reach Box
Mats
Length of Time: Yearlong
2010-2011
Bike Safety Cascade Bicycle Club Pre and Post
Test (required if teaching biking)
Class discussion and reflection
Teacher Observation
1.1 Develop fundamental and complex
movement skills as developmentally appropriate
2.4.3 Understands positive and negative effects
of stress and stress management
Volleyballs, Trainers, Beach balls, or Balloons
Helmets
Bikes
Notes:
Timeframe:
May/ June
Health & Fitness Academic Content
Fitness-Related Activities
Motor Skills
Social/Emotional/Safety
Essential
Questions
How will you maintain or improve your
fitness over the summer?
What did I do to work towards reaching my
fitness goals?
Which motor skills are necessary to maintain
my fitness level?
How can I participate in summer activities in
a safe and respectful way?
Content
Review Health and Fitness Concepts and
Goals
First Aid/ Injury Prevention (heat related and
physical activity related)
Circuit Training
Fitness Measurements (required starting in
3rd grade) (pg 4.83)
Locomotor/Non-Locomotor Skills
Team, Individual, Alternative, and Lifetime
Activities
Integrity
Revised: 8/19/2011 1:56:18 PM
Seattle District Curriculum Map
Skills/
Activities
Grade Level: Elementary 1st – 3rd
Length of Time: Yearlong
Review Health and Fitness Concepts and
Goals Healthy Body Balance
Circuit Training
Locomotor/Non-Locomotor Skills :
• Healthy Body Balance Card Game, (1.93)
• Energy in , Energy out (1.96)
• Muscle Check – Up (1.47-1.49)
• Locomotor Skills
o Run
o Gallop
o Hop
o Jump
o Walk
o Chase
o Flee
• Balance the Fat (1.97)
First Aid/ Injury Prevention (heat related and
physical activity related)
• Safety code (Five for Life: 5.2)
Fitness Measurements (required starting in
3rd grade) (pg 4.83)
• Introduction (pg 4.87)
• Push-ups (4.94)
• Curl-ups (4.95)
• Sit and reach (4.93)
• Mile Run (4.91)
• Height and Weight (4.90) (Opt-in required for
BMI)
Review Fitness Scores and Parent Report (3rd
grade)
Standards
Team, Individual, Alternative, and Lifetime
Activities
Racquet/paddle skills
Self volley using handshake grip
Student Fitness Report are sent home
(required in 3rd Grade)
2.4.2 Understands emergency situations and
demonstrates skills to respond appropriately and
safely
Equipment/
Resources
Revised: 8/19/2011 1:56:18 PM
Class discussion and reflection
Teacher Observation
1.1 Develop fundamental and complex
movement skills as developmentally appropriate
WELPRO Fitness Assessment
Five for Life Circuit Training Manual, Five for Life
Basic Curriculum Book
Fitness Measurement Tools: Sit and Reach Box,
Mats, Stopwatch, scale, tape measure
Circuit Training Equipment: Step boxes,
dumbbells, weight bars, medicine balls, stretch
bands, mats, agility rings, stations, five for life
laminated circuit posters
Integrity
• Honest reflection on goals and fitness
measurements
• Fair play
• Self-refereeing and scoring
• Non-Locomotor Skills
o Twist
o Turn
o Curl
•
Assessment
2010-2011
Various racquets: Tennis, badminton,
pickleball, etc.
Various small balls for hitting
3.3.1 Applies necessary social skills to promote
health and safety
Seattle District Curriculum Map
Notes:
Revised: 8/19/2011 1:56:18 PM
Grade Level: Elementary 1st – 3rd
Length of Time: Yearlong
2010-2011
Seattle District Curriculum Map
Timeframe:
September October
Health & Fitness Academic Content
Grade Level: Elementary 4th – 5th
Fitness-Related Activities
Length of Time: Yearlong
Motor Skills
2010-2011
Social/Emotional/Safety
Essential
Questions
What is Fitness?
What is my individual fitness level?
How do I improve my fitness?
Which motor skills are necessary to improve
my fitness level?
What makes a safe learning environment
during PE class?
Content
Five Components of Fitness Activities
Fitness Testing Protocol Preparation (pg
4.83-4.95)
Circuit Training (pg. 4.1)
Locomotor/Non-Locomotor Skills
Recess Activities
Team, Individual, Alternative Sports/Skills,
and Lifetime Activities
Rules
Locomotor/Non-Locomotor Skills:
Rules
Skills and
Activities
Five Components of Fitness Activities
• Student Introduction, page 1.4
• Cardiorespiratory Activity, page 1.6
• Muscular Strength and Endurance Activity,
page 1.7
• Flexibility Activity, page 1.8
• Body Composition Explanation, page 1.9
Fitness Measurements (required starting in
3rd grade) (pg 4.83)
Introduce protocols but no measurements
are taken until 3rd grade
• Push-ups (4.94)
• Curl-ups (4.95)
• Sit and reach (4.93)
• Mile Run (4.91)
• Height and Weight (4.90) (Opt-in required for
BMI)
Circuit Training Basic Book (4.1 -4.50)
• Introduction (4.4-4.5)
Review Fitness Scores and Parent Report
• Locomotor Skill: 1st-3rd grade skills
o Skip
o Grapevine
o side slide
• Non-Locomotor Skills:1st -3rd grade skills
o Roll
o balance
Revised: 8/19/2011 1:56:34 PM
Pre-Fitness Measurements
• Push-ups (4.94)
• Curl-ups (4.95)
• Sit and reach (4.93)
Sportsmanship
• Team building Activities
• Responsibility
• Care of Equipment
Behavior
• Cooperation
• Self-control
• Anti-bullying
Safety
• Soccer Skills and Lead-Up Games
• Emergency Procedures
• Kick to a target
• Play structure- safe use and rules
• Dribble in control
• P.E. equipment- protocols for safe use
Recess Activities
o Four Square
o Kickball
Five for Life Basic Assessment Pre and Post
Test (pg 1.9–1.10)
Washington State Classroom Based
Assessment (CBA) in Health and Fitness (5th
Grade; May)
Safety
Team, Individual, Alternative, and Lifetime
Activities
• Pass while travelling
Required
Assessment
(unless
otherwise
noted)
Behavior
Teacher Observation
Sportsmanship
• Conflict resolution
• Teamwork
Class debriefing
Self-reflection
Seattle District Curriculum Map
Grade Level: Elementary 4th – 5th
Length of Time: Yearlong
2010-2011
• Mile Run (4.91)
• Height and Weight (4.90)
Fitness Scores (Parent Report in WELNET)
goes home at first trimester
Standards
Equipment/
Resources
4.1 Analyzes personal health, fitness and safety
information
1.2 Acquires the knowledge and skills to safely
participate in a variety of developmentally
appropriate physical activities
1.3 Understands the concepts of health-related
fitness, and interprets information from feedback,
evaluation, and self-assessment in order to
improve performance
1.1 Develop fundamental and complex
movement skills as developmentally appropriate
1.2 Acquires the knowledge and skills to safely
participate in a variety of developmentally
appropriate physical activities
1.3 Understands the concepts of health-related
fitness, and interprets information from feedback,
evaluation, and self-assessment in order to
improve performance
1.1 Develop fundamental and complex
movement skills as developmentally appropriate
1.2 Acquires the knowledge and skills to safely
participate in a variety of developmentally
appropriate physical activities
1.3 Understands the concepts of health-related
fitness, and interprets information from feedback,
evaluation, and self-assessment in order to
improve performance
1.2 Acquires the knowledge and skills to safely
participate in a variety of developmentally
appropriate physical activities
Five for Life Basic Curriculum (Fourth Edition,
Basic Book)
WELPRO Fitness Assessment
Five for Life Circuit Training Manual, Five for Life
Basic Curriculum Book
Fitness Measurement Tools: Sit and Reach Box,
Mats, Stopwatch, scale, tape measure
Circuit Training Equipment: Step boxes,
dumbbells, weight bars, medicine balls, stretch
bands, mats, agility rings, stations, five for life
laminated circuit posters
Analysis of Movement Wheel, George Graham,
“Children Moving”
Rubber playground balls (8.5”)
Mats
Soccer balls
District and school safety and behavior
guidelines
Revised: 8/19/2011 1:56:34 PM
3.3 Evaluates the impact of social skills on health
School P.E. rules
School playground rules
District anti-bullying curriculum (Steps to Respect
and Second Step)
Seattle District Curriculum Map
Timeframe:
NovemberDecember
Health & Fitness Academic Content
Grade Level: Elementary 4th – 5th
Fitness-Related Activities
Length of Time: Yearlong
Motor Skills
2010-2011
Social/Emotional/Safety
Essential
Questions
What is nutrition?
How does nutrition affect your fitness?
Which motor skills are necessary to improve
my fitness level?
How does body image affect your
Social/Emotional/Safety well-being?
Content
Health/ Nutrition (2.1-2.34)
Health Games/Activities
Fitness Games
Locomotor/Non-Locomotor Skills
Media awareness
Circuit Training Basic Book (4.1 -4.50)
Team, Individual, Alternative Sports/Skills,
and Lifetime Activities
Celebration of differences
Fitness Games
Locomotor/Non-Locomotor Skills:
Media awareness
• Healthy Food, Healthy Balance K-5 (2.1)
• Muscle Snatchers (1.84)
Health Games/Activities
• Energy In, Energy Out (1.96)
• Locomotor Skill: 1st-3rd grade skills
o Skip
o Grapevine
o side slide
Practice Fitness
Skills and
Activities
Health/ Nutrition (2.1-2.34)
• Food Group Cube Warm Up (2.6)
• Energy Cube Warm-Up (2.22)
• Food Group Pyramid Games ( 2.7)
Circuit Training Basic Book (4.1-4.5)
• Calorie Burner, (2.10)
• Fitness Measurement Practice Circuit (4.96)
• Calorie Counter, (2.11)
Practice Fitness
• Food Identity, (2.12)
• Food for Energy and Health (2.16)
• Introduction (2.19)
• What skills/activities belong here?
• Create a fitness obstacle course incorporating
fitness tests into the course (Mile/half run, Curl
ups, Push ups, Sit and reach)
• Non-Locomotor Skills:1st -3rd grade skills
o Roll
o balance
Team, Individual, Alternative, and Lifetime
Activities
• Basketball skills
o Catch and pass to a partner
o Dribble in control at various speeds
• Lead up games
• Striking with long-handled implement (i.e.
golf, hockey, or baseball)
Required
Assessment
Teacher Observation
• Identify various marketing strategies used
in media (examples of misleading
advertisements and displays)
Celebration of differences
• Giving positive feedback to partners or groups
• Engaging in peer coaching
• Respecting individual differences in ability and
interests
• Recognizing body types
Self -reflection
Think, Pair, Share
Class discussion and reflection
Student informal response
Student informal response
(unless
otherwise
noted)
Teacher observation
Teacher observation
Teacher Observation
Five for Life Food for Energy and Life
Assessment, Pre and Post Test, (2.35)
P.E. Student Portfolio (optional)
Self-reflection
Standards
1.5.1 Analyzes how the body’s function and
composition are affected by food consumption
1.5.1 Analyzes how the body’s function and
composition are affected by food consumption
Revised: 8/19/2011 1:56:34 PM
1.1 Develop fundamental and complex
movement skills as developmentally appropriate
3.22 Analyzes health and fitness messages in
the media
Seattle District Curriculum Map
Grade Level: Elementary 4th – 5th
• Intro to food labels: Compares and contrasts
food labels for nutrition information
• Intro to food labels: Compares and contrasts
food labels for nutrition information
• Intro to nutrients: Analyzes how nutrients
support a healthy body
• Intro to nutrients: Analyzes how nutrients
support a healthy body
• Analyzes the impact of healthy eating on both
physical and academic performance.
• Analyzes the impact of healthy eating on both
physical and academic performance.
Length of Time: Yearlong
1.2 Acquires the knowledge and skills to safely
participate in a variety of developmentally
appropriate physical activities
2010-2011
• Analyzes influences of marketing strategies
on health and fitness choices
1.3 Understands concepts of health-related
physical fitness and develops and monitors
progress on personal fitness goals
2.2.2 Understands changes occurring during
puberty
• Understands hormonal and physical changes
occurring during puberty
• Describes benefits of daily hygiene practices
during puberty
Equipment/
Resources
Five for Life Basic Curriculum Book and
Equipment
Five for Life Basic Curriculum Book and
Equipment
Dairy Council or other resources
Dairy Council or other resources
My Pyramid.gov
My Pyramid.gov
Nutrition Manual (Five for Life)
Nutrition Manual (Five for Life)
Circuit Training Manual (Five for Life)
Circuit Training Equipment: Step boxes,
dumbbells, weight bars, medicine balls, stretch
bands, mats, agility rings, stations, five for life
laminated circuit posters
Notes:
Revised: 8/19/2011 1:56:34 PM
Mats
Dove real beauty campaign website
Basketballs
Striking implements such as gold clubs, hockey
sticks, baseball bats, tennis racquet
Dairy Council “What Does Normal Look Like?”
poster
Seattle District Curriculum Map
Timeframe:
January
Health & Fitness Academic Content
Grade Level: Elementary 4th – 5th
Fitness-Related Activities
Length of Time: Yearlong
Motor Skills
2010-2011
Social/Emotional/Safety
Essential
Questions
Why do we set goals?
How can goals impact my fitness?
How can goals impact my motor skills?
How does it feel to reach your goals?
Content
Five for Life Basic Book, Goal Setting, page
4.98
Intro. to FITT principal (WS OSPI Health and
Fitness website)
Step Into Fitness (4.69- 4.82)
Circuit Training
Locomotor/Non-Locomotor Skills
Team, Individual, Alternative Sports/Skills,
and Lifetime Activities
Perseverance
Skills and
Activities
Five for Life Basic Book, Goal Setting, page
4.98
Step Into Fitness (4.69- 4.82)
Locomotor/Non-Locomotor Skills:
Perseverance
• Introduction to Goal Setting (pg 4.101)
• Pedometer Use
• Vocabulary (4.6)
• Locomotor Skill: 1st-3rd grade skills
o Skip
o Grapevine
o side slide
• Not giving up
• Introduction to Step into Fitness (4.72)
• Goal Setting Practice (4.103)
Intro. to FITT principal (WS OSPI Health and
Fitness website)
• Identify and practice 5 levels of intensity (5 for
life supplemental activity?)
• Starting with a Pedometer (4.74)
• Pedometer Challenge (4.75)
• Six station warm-up circuit three (Five for Live
Circuit Training Handbook, pg. 13)
• Non-Locomotor Skills:1st -3rd grade skills
o Roll
o balance
• Five components of fitness circuit (Circuit
Training Handbook, pg 15)
Team, Individual, Alternative, and Lifetime
Activities
Circuit Training
• Throwing and catching
o Catch a thrown ball
o Throw with various objects (footballs,
Frisbee, softball)
• Rhythm activities
o Creates a routine to music
Revised: 8/19/2011 1:56:34 PM
• Keep practicing
• Encouragement
• Peer coaching
• Positive self-talk
Seattle District Curriculum Map
Grade Level: Elementary 4th – 5th
Length of Time: Yearlong
2010-2011
Required
Assessment
Fitness Measurement Recording Sheet (4.104)
(optional)
Step into Fitness Challenge Recording Sheet
(4.76)
Teacher Observation
Reflection
Class debriefing
Standards
1.3.1 Analyzes components of health-related
fitness
1.3.1 Analyzes components of health-related
fitness
1.1 Develop fundamental and complex
movement skills as developmentally appropriate
4.2.1 Creates goals for improving health and
fitness practices
• Analyzes progress in a fitness log
• Analyzes progress in a fitness log
• Distinguishes among lifetime activities which
improve components of health-related fitness
• Distinguishes among lifetime activities which
improve components of health-related fitness
• Integrates FITT principle with components of
health-related fitness using the Activity
Pyramid
• Integrates FITT principle with components of
health-related fitness using the Activity Pyramid
(unless
otherwise
noted)
• Analyzes how the FITT principle affects
development of health-related fitness
4.2.1 Develops and monitors a health and
fitness plan
• Develops a plan to improve previous healthrelated fitness scores
• Creates a health plan for improvement
Equipment/
Resources
Five for Life Basic Curriculum (Fourth Edition,
Basic Book)
• Analyzes how the FITT principle affects
development of health-related fitness
4.2.1 Develops and monitors a health and fitness
plan
• Develops a plan to improve previous healthrelated fitness scores
Creates a health plan for improvement
Pedometers
Mats
Various throwing and catching equipment
(footballs, frisbee, softball)
Stereo/Music and/or drum
Notes:
Revised: 8/19/2011 1:56:34 PM
Seattle District Curriculum Map
Timeframe:
February March
Health & Fitness Academic Content
Grade Level: Elementary 4th – 5th
Fitness-Related Activities
Length of Time: Yearlong
Motor Skills
2010-2011
Social/Emotional/Safety
Essential
Questions
Why is it important to understand how your
bones and muscles work?
How do bones and muscles impact your
fitness performance?
How do bones and muscles help me move?
How do strong bones and muscles make you
feel?
Content
Bone Health (Five for Life Basic Book ,
Section 3-3.1-3.14)
Muscle Motion (Five for Life Basic Book ,
Section 3-3.15-3.29)
Fitness Games
Circuit Training
Locomotor/Non-Locomotor Skills
Team, Individual, Alternative Sports/Skills,
and Lifetime Activities
Self-esteem
Skills and
Activities
Bone Health (Five for Life Basic Book ,
Section 3-3.1-3.14)
Fitness Games
Locomotor/Non-Locomotor Skills:
Self-esteem
• Muscle Check-Up (1.47 and 1.55)
• positive self-talk
• Introduction for Bone Health (3.4)
• Muscular Strength and Muscular Endurance
Tag (1.60)
• Locomotor Skill: 1st-3rd grade skills
o Skip
o Grapevine
o side slide
• Bone Building Relay (3.8)
• Bone Health Tag (3.7)
• Heart Health 2-5 Minute Run (1.30)
Muscle Motion (Five for Life Basic Book ,
Section 3-3.15-3.29)
Circuit Training
• All-Star Stretches (1.69-1.74)
• Introduction for Muscle Motion (3.18-3.19)
• Muscle Fitness Essentials (1.42-1.60)
• The Notion of Muscle Motion (3.21)
• Stretch, bend, twist (1.65-1.74)
• Muscle Tag (3.22)
• Build your Muscle (3.23)
• self-reflection of personal strengths
• visualization
• Non-Locomotor Skills:1st -3rd grade skills
o Roll
o balance
Team, Individual, Alternative, and Lifetime
Activities
• Developmental Gymnastics
o weight transfer (i.e. monkey jump, mule
kick, kick-up)
o front scale balance on a low beam
Alternative Activities (unicycling, archery,
fencing, circus skills, yoga, roller skating,
rock-climbing, etc.)
Required
Assessment
• Bone Assessment, (3.9-3.10)(optional)
Revised: 8/19/2011 1:56:34 PM
Teacher Observation
Class discussion and reflection
Seattle District Curriculum Map
Grade Level: Elementary 4th – 5th
Length of Time: Yearlong
(unless
otherwise
noted)
• Muscle Motion (3.24-3.25)(optional)
Standards
2.2.1 Understands the structure and function of
body systems
1.1 Develop fundamental and complex
movement skills as developmentally appropriate
• Introduce major muscles and their role in
movement
1.2 Acquires the knowledge and skills to safely
participate in a variety of developmentally
appropriate physical activities
2010-2011
Teacher Observation
• Observation
• Introduce major bones and their role in
movement
Equipment/
Resources
Five for Life Basic Curriculum (Fourth Edition,
Basic Book)
Notes:
Revised: 8/19/2011 1:56:34 PM
Circuit training equipment (stretch bands,
medicine balls, stability balls, weighted bars, step
boxes, agility rings)
Circuit training cards – visual aids
Mats
Balance Beam
Rock climbing wall
Unicycles
Bows and arrows/targets
Fencing equipment
Rollerskates/rollerblades
Safety gear (elbow pads, knee pads, wrist
guards, helmets)
Juggling equipment
3.4 Understands the impact of emotions on
health
Seattle District Curriculum Map
Timeframe:
April
Health & Fitness Academic Content
Grade Level: Elementary 4th – 5th
Fitness-Related Activities
Length of Time: Yearlong
Motor Skills
2010-2011
Social/Emotional/Safety
Essential
Questions
How will understanding of your circulatory
system impact your life?
How does your circulatory system relate to
cardiorespiratory endurance?
How do motor skills relate to the circulatory
system?
How can stress impact your heart health?
Content
Heart Health (1.14-1.41)
Heart Health Pyramid (4.54-4.55)
Heart Health risk factors
Physical Activity Promotion
Circulatory System
Locomotor/Non-Locomotor Skills
Team, Individual, Alternative Sports/Skills,
and Lifetime Activities
Stress Reduction
Skills and
Activities
Heart Health:
Circulatory System
Locomotor/Non-Locomotor Skills:
Stress Reduction
• Heart Health Relay (1.21)
• Heart Health Introduction (1.17 and 1.27)
• Heart Health 2-5 Minute Run (1.20)
• Oxygen Transport (1.32)
• Age-adjusted maximum and training heart
rate formulas (4.58)
Heart Health Pyramid
• Respiration Relay (1.35)
• Locomotor Skill: 1st-3rd grade skills
o Skip
o Grapevine
o side slide
• Circulatory System Obstacle Course
• Non-Locomotor Skills:1st -3rd grade skills
o Roll
o balance
• Heart Health Pyramid Recording Log (4.63)
Heart Health risk factors
• Risk Factor Four Square (1.31)
• Breathing techniques
• Yoga
• Being physically active
• Relaxation
• De-escalation
• Self control
Team, Individual, Alternative, and Lifetime
Activities
Physical Activity Promotion:
• Volleyball Skills
o Underhand serve
o Forearm pass (bump) to a partner
o Set back and forth over the net
• Jump Rope for Heart
• Jump Rope
o Two-footed rhythmic jumping 10 or more
times consecutively
• Lifetime Activities
o Biking safety and skills, yoga
Assessment
Physical Activity Monthly Log(optional)
Washington State Classroom Based
Assessment
Revised: 8/19/2011 1:56:34 PM
Student Fitness Report are sent home
(required in 3rd Grade)
Bike Safety Cascade Bicycle Club Pre and Post
Test (required if teaching biking)
Class discussion and reflection
Teacher Observation
Seattle District Curriculum Map
Standards
4.1.1 Recognizes, understands, applies and
analyzes daily health and fitness habits
1.3.1 Recognizes, understands, applies and
analyzes basic vocabulary and components of
health-related fitness
2.2.1 Understands the structure and function of
body system
Equipment/
Resources
American Heart Association
Five for Life Basic Curriculum (Fourth Edition,
Basic Book)
Notes:
Revised: 8/19/2011 1:56:34 PM
Grade Level: Elementary 4th – 5th
Length of Time: Yearlong
1.1 Develop fundamental and complex
movement skills as developmentally appropriate
WELNET
Mats
Volleyballs
Jump ropes
Bikes
Helmets
2010-2011
2.4.3 Understands positive and
negative effects of stress and stress
management
Seattle District Curriculum Map
Timeframe:
May/ June
Health & Fitness Academic Content
Grade Level: Elementary 4th – 5th
Fitness-Related Activities
Length of Time: Yearlong
2010-2011
Motor Skills
Social/Emotional/Safety
Essential
Questions
How will you maintain or improve your
fitness over the summer?
What did I do to work towards reaching my
fitness goals?
Which motor skills are necessary to maintain
my fitness level?
How can I participate in summer activities in
a safe and respectful way?
Content
Review Health and Fitness Concepts and
Goals
First Aid/ Injury Prevention (heat related and
physical activity related)
Circuit Training
Post-Fitness Measurements
Team, Individual, Alternative Sports/Skills,
and Lifetime Activities
Integrity
Skills and
Activities
Review Health and Fitness Concepts and
Goals
Circuit Training
Locomotor/Non-Locomotor Skills:
• Healthy Body Balance Card Game, (1.93)
• Energy in , Energy out (1.96)
• Muscle Check – Up (1.47-1.49)
• Locomotor Skill: 1st-3rd grade skills
o Skip
o Grapevine
o side slide
Integrity
• Honest reflection on goals and fitness
measurements
• Fair play
• Self-refereeing and scoring
• Balance the Fat (1.97)
First Aid/ Injury Prevention (heat related and
physical activity related)
• Safety code (Five for Life: 5.2)
Post-Fitness Measurements K-5 (pg 4.83)
• Introduction (test protocols) (pg 4.87)
• Push-ups (4.94)
• Curl-ups (4.95)
• Sit and reach (4.93)
• Mile Run (4.91)
• Height and Weight (4.90) (Opt-in required for
BMI)
Review Fitness Scores and Parent Report
Assessment
OSPI Concepts of Health and Fitness written
test (required by 5th graders)
Standards
2.4.2 Understands emergency
situations and demonstrates skills
to respond appropriately and safely
Revised: 8/19/2011 1:56:34 PM
• Non-Locomotor Skills:1st -3rd grade skills
o Roll
o balance
Team, Individual, Alternative, and Lifetime
Activities:
• Racquet/paddle skills
o Strike with forehand motion
Student Fitness Report are sent home
Class discussion and reflection
Teacher Observation
1.1 Develop fundamental and complex
movement skills as developmentally appropriate
3.3.1 Applies necessary social skills
to promote health and safety
Seattle District Curriculum Map
Equipment/
Resources
Five for Life Basic Curriculum (Fourth Edition,
Basic Book)
Notes:
Revised: 8/19/2011 1:56:34 PM
Grade Level: Elementary 4th – 5th
WELPRO Fitness Assessment
Five for Life Circuit Training Manual, Five for Life
Basic Curriculum Book
Fitness Measurement Tools: Sit and Reach Box,
Mats, Stopwatch, scale, tape measure
Circuit Training Equipment: Step boxes,
dumbbells, weight bars, medicine balls, stretch
bands, mats, agility rings, stations, five for life
laminated circuit posters
Length of Time: Yearlong
Mats
Various racquets: Tennis,
badminton, pickleball, etc.
Various small balls for hitting
2010-2011
Middle School
* 6th Grade
* 7th Grade
*8th Grade
Seattle District Curriculum Map
Timeframe:
September
Grade Level: 6th Grade
Health & Fitness Academic Content
Essential
Questions
What does it mean to be fit?
Content
Skills/
Activities
Length of Time: 1 Semester
Fitness
Motor Skills
2010-2011
Social/Emotional/Safety
How do you know if you are fit?
Why are practicing the basic motor skills
necessary for participation in activities?
What makes a successful team member?
Five for Life 5 Components of Fitness
Intro to WELNET
Benefits of Physical Activity (ongoing)
Fitness Measurements (4.119-4.125)
Functional Training (4.1-4.4)
Circuit Training (4.45-4.47)
Flexibility Training (ongoing)
Locomotor/Non-Locomotor skills review
Team and Individual Sports
Low Organized Games
Leisure Activities (optional)
Rules
Safety
Etiquette
Sportsmanship
Cooperation
Conflict Resolution
Friendship
Locker room procedures
Five for Life 5 Components of Fitness
Fitness Measurements (4.119-4.125)
• Intro (1.4-1.6)
• Mile Run – 4.143
Rules
Safety
• Running, skipping, galloping, hopping, jumping, Etiquette
walking, leaping, sliding, twisting, turning, and
Sportsmanship
spatial awareness
Cooperation
Team and Individual Sports (Choose from the
Conflict Resolution
Following)
Friendship
• Ultimate Frisbee
Locker room procedures
o Forehand throw
o Backhand throw
o Basic movement with and without Frisbee
o Rules and Scoring
o Modified Game : 4 Pass, 4 v 4
Why should I be fit?
• CRE – Cardiorespiratory Endurance(1.8-1.11)
• Curl Ups – 4.131
• MS/ME – Muscular Strength/Endurance (1.131.18)
• Push Ups – 4.136
• F – Flexibility Activity (1.20-1.25)
• Height & Weight – 4.129
• BC – Body Composition (1.27-1.34)
Intro to WELNET
• Student Log-In
• Fitness Assessment Check
Benefits of Physical Activity (ongoing)
• Sit & Reach – 4.142
Functional Training
• Activities (4.5-4.14)
• Detailed Instruction of Exercises (4.15-4.41)
Circuit Training
• Circuit Training Unit Guidelines (4.48-4.75)
Flexibility Training (ongoing)
• Dynamic and static stretching
Student/Parent Fitness Assessment from
WELNET (Fitness Test Results)
SENT HOME AT LEAST ONCE DURING THE
SEMESTER.
Locomotor/Non-Locomotor Skills Review
(ongoing)
• Flag Football/Aussie rules Football
o Forward pass
o Lateral pass
o Catching
o Offense & Defense Strategies
o Basic Rules
o Modified game: ultimate football, 4 v 4,
kickoff game, coin football
• Soccer
o Dribbling
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map
Grade Level: 6th Grade
Length of Time: 1 Semester
o
o
o
o
2010-2011
Passing
Trapping
Basic Rules
Modified Game: 4Corner Soccer, mini
games
• Lacrosse
o Passing
o Catching
o Basic Rules
o Modified Game: mini games, ultimate
lacrosse
• Softball
o Throwing
o Catching
o Hitting – with tees
o Basic rules & Safety
Low Organized Games
• Kickball
• 4-Square
• Double Dutch
Leisure Activities (Optional)
• Frisbee Golf
• Golf
• Yoga
• Wave Boards
• Roller Skate/Blade
• Bicycling
• Bowling
• Circus Arts
• Wrestling
• Ping Pong
Assessment
Formative Assessment
• 1.35 – 5 Components of Fitness
• Five for Life Fitness Measurements
Recording Sheet – Baseline Score/Goal 1
(4.155)
• Circuit Training Assessments (4.69-4.77)
• Functional Training Assessment
Revised 8/19/2011 1:54 PM
Teacher Observation
Student Checklist
Student and peer assessment
Teacher Observation
Peer Observation
Seattle District Curriculum Map
Grade Level: 6th Grade
Length of Time: 1 Semester
2010-2011
• Teacher Observation
Student/Parent Fitness Assessment from
WELNET (Fitness Test Results)
• SENT HOME AT LEAST ONCE DURING THE
SEMESTER.
Standards
(WA State)
1.3.1 Understands the components of healthrelated fitness.
1.4.2 Explains how movement skills contribute to
active living for lifetime health.
1.3.1 Understands the components of healthrelated fitness.
1.1.1 Demonstrates fundamental and complex
motor skills that contribute to movement
proficiency.
1.1.5 Demonstrates understanding of movement
concepts.
1.2.1 Understands safety rules and procedures in
a variety of physical activities: Individual,
dual/team, and lifetime activities.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Applies first-aid skills, ways to prevent
injuries, and skills to respond appropriately and
safely.
Equipment/
Resources
Five for Life Intermediate Book (First Edition)
Five for Life Fitness Measurement DVD
Individual School and PETE Equipment
Internet
WELNET
WELNET
Health Books
Fitness Testing Equipment: Sit & Reach Box,
Height Chart, Weight Scale, Mats, and Timers
Counselor
Functional Equipment
Circuit training Equipment, manual, and cards
Notes:
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map
Timeframe:
October
Essential
Questions
Grade Level: 6th Grade
Health & Fitness Academic Content
Why is aerobic activity important for my
health?
Length of Time: 1 Semester
Fitness
How will setting goals help me achieve
fitness?
Motor Skills
2010-2011
Social/Emotional/Safety
Why are practicing the basic motor skills
necessary for participation in activities?
How does being fit improve my self esteem?
How can using heart rate monitors help me
reach my fitness goal?
Content
Phases of Workout
Heart Health Pyramid (4.83-4.92)
Review – 5 Components of Fitness
Benefits of Physical Activity (ongoing)
Heart Health Activities
Pedometers – Steps for Life (4.100)
Goal Setting for Life (4.147-4.153)
Locomotor/Non-Locomotor skills review
Team and Individual Sports
Low Organized Games
Health Management Activity Log
Self-Worth
Self-Confidence
Stress Management
Cultural Awareness
Skills/
Activities
Phases of workout
Heart Health Activities
Locomotor/Non-Locomotor Skills Review
(ongoing)
Health Management Activity Log (optional)
– 2.25-2.43
• Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting,
turning, and spatial awareness
• Student will be challenged to reduce the
amount of time spent in media/seat time
• Teacher Developed
• Warm Up
• Stretch
• Age-Adjusted Maximum and Training Heart
Rate Formulas (4.86)
• Health Management Activity Log (2.25-2.43)
• Workout
Steps for Life
• Cool Down
• Starting with a Pedometer (4.102-4.104)
Heart Health Activities
• Heart Health Pyramid (4.83 & 4.88)
• In-Class Work/Homework- Heart Health
Training Log (4.91-4.92)
• Walking Tag (4.105)
• Five for Life Pace Guide Challenge (4.1064.108)
• (Additional Pedometer Activities – 4.1094.113)
Steps for Life
• Push Ups
• Sit Ups
• Mile Run
• Stretching
Goal Setting for Life (4.147-4.153)
Handouts 4.158 or 4.159
Team and Individual Sports (Choose from
the Following)
• Ultimate Frisbee
o Forehand throw
o Backhand throw
o Basic movement with and without Frisbee
o Rules and Scoring
o Modified Game : 4 Pass, 4 v 4
• Flag Football/Aussie rules Football
o Forward pass
o Lateral pass
o Catching
o Offense & Defense Strategies
o Basic Rules
o Modified game: ultimate football, 4 v 4,
kickoff game, coin football
• Soccer
o Dribbling
o Passing
o Trapping
Revised 8/19/2011 1:54 PM
Self-Worth
Self-Confidence
Stress Management
Cultural Awareness
Seattle District Curriculum Map
Grade Level: 6th Grade
Length of Time: 1 Semester
2010-2011
o Basic Rules
o Modified Game: 4Corner Soccer, mini
games
• Lacrosse
o Passing
o Catching
o Basic Rules
o Modified Game: mini games, ultimate
lacrosse
• Softball
o Throwing
o Catching
o Hitting – with tees
o Basic rules & Safety
Low Organized Games
• Kickball
• 4-Square
• Double Dutch
Leisure Activities (Optional)
• Frisbee Golf
• Golf
• Yoga
• Wave Boards
• Roller Skate/Blade
• Bicycling
• Bowling
• Circus Arts
• Wrestling
• Ping Pong
Assessment
Formative Assessment on Heart Health
- Teacher created
Teacher Created Assessment
• Phases of Workout
Five for Life Fitness Measurements
Recording Sheet – Trial 1/Goal 2 (4.1544.155)
Teacher Observation
Teacher Observation
Student Checklist/Rubric
Peer Observation
Homework - Health Management Activity Log
(2.45 -2.46)
Student and Peer Assessment
Pedometer Assessment (4.114)
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map
Grade Level: 6th Grade
Length of Time: 1 Semester
2010-2011
Standards
(WA State)
1.3.2 Understands phases of a workout.
2.1.1 Analyzes the dimensions of health and
relates to personal health behaviors.
1.3.1 Understands the components of healthrelated fitness.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Creates personal health and fitness data
and sets goals.
1.1.1 Demonstrates fundamental and complex
motor skills that contribute to movement
proficiency.
1.1.5 Demonstrates understanding of movement
concepts.
4.1.1 Analyzes daily health and fitness habits.
2.2.4 Analyzes benefits of maintaining a
balance of healthy habits (stress, sleep,
exercise, nutrition, recreation, and school).
Equipment/
Resources
Five for Life Intermediate Book (First Edition)
Intermediate Five for Life Book
Pedometers
Individual School and PETE Equipment
Internet
Health Book
Counselor
Notes:
Revised 8/19/2011 1:54 PM
Grade Level: 6th Grade
Seattle District Curriculum Map
Timeframe:
November
Health & Fitness Academic Content
Length of Time: 1 Semester
Fitness
Motor Skills
2010-2011
Social/Emotional/Safety
Essential
Questions
Why do I need my bones?
How do my muscles work?
How can I keep my bones healthy and
strong?
How can I improve my muscular strength
and endurance?
How do my bones and muscles impact my
body composition?
How will improved motor skills benefit my
daily life?
What Importance do safety and
sportsmanship rules play in PE?
Content
Bones
Muscles
Movement (Section Three)
Review – 5 Components of Fitness
Bones
Muscles
Functional Training (4.1-4.4)
Locomotor/Non-Locomotor Skills Review
Team and Individual Sports
Low Organized Games
Lifetime Activities (Optional)
Activity Safety Procedures
Bones
Bones
Locomotor/Non-Locomotor Skills Review
(ongoing)
Activity Safety Procedures
Skills/
Activities
Circuit Training (4.45-4.47)
• Skeleton Basketball (3.8-3.9)
• Circuit of your own creation OR
Muscles
• Bones for Life Circuit (3.10-3.11)
• Muscles in Motion (3.30)
Muscles
• Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting,
turning, and spatial awareness
• Circuit of your own creation OR
Team and Individual Sports (Non-Negotiable)
Movement (Section Three)
• Bones for Life (3.1-3.7)
• Muscles for Life Circuit (3.31-3.32)
• Muscles for Life (3.26-3.29)
Functional Training
Review – 5 Components of Fitness
• Activities (4.5-4.14)
• Detailed Instruction of Exercises (4.15-4.41)
Circuit Training
• Circuit Training Unit Guidelines (4.48-4.75)
• Rowing
Team and Individual Sports (Choose from
the Following)
• Hockey
o Rules
o Passing
o Receiving
o Shooting
o Play
• Basketball
o Rules
o Passing
o Catching
o Dribbling
o Shooting
o Play
• Racquet Sports
Revised 8/19/2011 1:54 PM
• Safety and Expectations (5.2)
Seattle District Curriculum Map
Grade Level: 6th Grade
Length of Time: 1 Semester
o Rules
o Skill Development
o Play
• Volleyball
o Rules
o Passing
o Setting
o Hitting
o Serving
o Play
• Team Handball
o Rules
o Passing
o Ball Movement
o Scoring
o Play
Low Organized Games
• Kickball
• 4-Square
• Double Dutch
Leisure Activities (Optional)
• Frisbee Golf
• Golf
• Yoga
• Hacky Sac
• Wave Boards
• Roller Skate/Blade
• Bicycling
• Bowling
• Circus Arts
Revised 8/19/2011 1:54 PM
2010-2011
Seattle District Curriculum Map
Assessment
Bones
• Bone Names (3.21)
Muscles
• Muscle Names (3.46)
Grade Level: 6th Grade
Length of Time: 1 Semester
Teacher Observation
Peer Assessment
Five for Life Fitness Measurement Recording
Sheet – Trial 2/Goal 3 (4.155)
Teacher Observation
Checklist/Rubrics
Peer Assessment
Teacher Observation
Peer Observation
4.1.1 Analyzes daily health and fitness habits.
2.2.4 Analyzes benefits of maintaining a
balance of healthy habits (stress, sleep,
exercise, nutrition, recreation, and school).
Standards
(WA State)
2.2.1Understands structure and functions of
body systems using medically accurate
terminology.
1.3.1 Understands the components of healthrelated fitness.
1.4.2 Explains how movement skills contribute to
active living for lifetime health.
1.1.1 Demonstrates fundamental and complex
motor skills that contribute to movement
proficiency.
1.1.5 Demonstrates understanding of movement
concepts.
Equipment
Five for Life Intermediate Book (First Edition)
Five for Life Intermediate Book
Functional Equipment
Circuit training Equipment, manual, and
cards
Individual School and PETE Equipment
Notes:
Revised 8/19/2011 1:54 PM
2010-2011
Seattle District Curriculum Map
Grade Level: 6th Grade
Length of Time: 1 Semester
2010-2011
Timeframe:
Health & Fitness Academic Content
Essential
Questions
What does diet really mean?
How can I tell what nutrients are in the food I
eat?
How does eating the correct daily amounts
of food affect my long-term health?
What is my intensity level during activity?
How active am I?
How will improved motor skills benefit my
daily life?
What does critical thinking mean?
How does critical thinking help you?
Content
Nutrition
Health (Section Two)
Review – 5 Components of Fitness/FITT
Functional Training (4.1-4.4)
Circuit Training (4.45-4.7)
Locomotor/Non-Locomotor Skills Review
Team and Individual Sports
Low Organized Games
Lifetime Activities (Optional)
Critical Thinking Skill Development
Team Building Skill Development
Skills/
Activities
Nutrition: Choose One Activity
Functional Training
Locomotor/Non-Locomotor Skills Review
(ongoing)
Critical Thinking Skill Development
• Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting,
turning, and spatial awareness
• Adventure Education Activities
December
Fitness
• Ultimate Energy Pin Down (2.9-2.10)
• Activities (4.5-4.14)
• Placemats (2.11-2.12)
• Detailed Instruction of Exercises (4.15-4.41)
• Food Label Activity (2.15-2.16)
Circuit Training
• Food Label Activity Assignment (2.17)
Health (Section Two)
• Student Introduction (2.4-2.6)
• Circuit Training Unit Guidelines (4.48-4.75)
Activities
• Running
• Nutrition
• Pacer
Review – 5 Components of Fitness/FITT
• Stability Ball Workout
• Focus: Body Composition
• Jump Rope
• Or…activity of your choice to improve CRE
Motor Skills
Team and Individual Sports (Choose from
the Following)
• Hockey
o Rules
o Passing
o Receiving
o Shooting
o Play
• Basketball
o Rules
o Passing
o Catching
o Dribbling
o Shooting
o Play
• Racquet Sports
o Rules
o Skill Development
o Play
Revised 8/19/2011 1:54 PM
Social/Emotional/Safety
• Cooperative Games
Team Building Skill Development
• Trust Games
• Triangle Tag
• Link Tag
• Human Knot
Seattle District Curriculum Map
Grade Level: 6th Grade
Length of Time: 1 Semester
2010-2011
• Volleyball
o Rules
o Passing
o Setting
o Hitting
o Serving
o Play
• Team Handball
o Rules
o Passing
o Ball Movement
o Scoring
o Play
Low Organized Games
• Kickball
• 4-Square
• Double Dutch
Leisure Activities (Optional)
• Frisbee Golf
• Golf
• Yoga
• Hacky Sac
• Wave Boards
• Roller Skate/Blade
• Bicycling
• Bowling
• Circus Arts
Assessment
Nutrition Student Assessment (2.21-2.22)
Revised 8/19/2011 1:54 PM
Teacher Observation
Teacher Observation
Teacher Observation
Peer Assessment
Checklist/Rubrics
Peer Observation/Assessment
Five for Life Fitness Measurement Recording
Sheet – Trial 3/Goal 4 (4.155)
Peer Assessment
Seattle District Curriculum Map
Grade Level: 6th Grade
Length of Time: 1 Semester
Standards
(WA State)
1.5.1 Applies nutrition goals based on dietary
guidelines and individual activity needs.
4.1.1 Analyzes daily health and fitness habits.
1.3.1 Understands the components of healthrelated fitness.
1.4.2 Explains how movement skills contribute to
active living for lifetime health.
1.1.1 Demonstrates fundamental and complex
motor skills that contribute to movement
proficiency.
1.1.5 Demonstrates understanding of movement
concepts.
Equipment/
Resources
Five for Life Intermediate Book (First Edition)
Five for Life Intermediate Book
Functional Equipment
Circuit training Equipment, manual, and
cards
Individual School and PETE equipment
Notes:
Revised 8/19/2011 1:54 PM
2010-2011
1.2.1 Understands safety rules and procedures
in a variety of physical activities: Individual,
dual/team, and lifetime activities.
Grade Level: 6th Grade
Seattle District Curriculum Map
Timeframe:
January
Health & Fitness Academic Content
Length of Time: 1 Semester
Fitness
Motor Skills
2010-2011
Social/Emotional/Safety
Essential
Questions
How has your fitness level improved?
How can I use the skills and activities to plan
for a fit and healthy life?
How can I stay fit after my PE class?
How has planning helped my fitness level
change?
How have your motor skills improved your
overall health this semester?
How will you continue to develop your skills
outside of PE?
How has participating in PE improved my
feelings of self-worth?
What have I learned about sportsmanship
this semester?
Content
5 Components of Fitness
Bones and Muscles Review
Nutrition Review
Review and Prepare for Assessments
Final Fitness Measurement
Five for Life Fitness Plan
Review Activity Logs
Locomotor/Non-Locomotor Skills Review
Team and Individual Sports
Low Organized Games
Lifetime Activities (Optional)
Self-Evaluation
Skills/
Activities
5 Components of Fitness
Bones and Muscles Review
Nutrition Review
Review and Prepare for Assessments
Final Fitness Measurement:
Locomotor/Non-Locomotor Skills Review
(ongoing)
Self-Evaluation
• Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting,
turning, and spatial awareness
• Journal to Reflect on learning and feelings.
• This is an opportunity to cover activities that
you may not have covered
• Use unit activities to assist with review
• Height/Weight (opt-in)
• Mile
• Sit and Reach
• Push ups
• Curl ups
Five for Life Fitness Plan: 4.159
Review Activity Logs
Team and Individual Sports (Choose from
the Following)
• Hockey
o Rules
o Passing
o Receiving
o Shooting
o Play
• Basketball
o Rules
o Passing
o Catching
o Dribbling
o Shooting
o Play
• Racquet Sports
o Rules
o Skill Development
o Play
• Volleyball
Revised 8/19/2011 1:54 PM
• Reflection
Seattle District Curriculum Map
Grade Level: 6th Grade
Length of Time: 1 Semester
o
o
o
o
o
o
2010-2011
Rules
Passing
Setting
Hitting
Serving
Play
• Team Handball
o Rules
o Passing
o Ball Movement
o Scoring
o Play
Low Organized Games
• Kickball
• 4-Square
• Double Dutch
Leisure Activities (Optional)
• Frisbee Golf
• Golf
• Yoga
• Hacky Sac
• Wave Boards
• Roller Skate/Blade
• Bicycling
• Bowling
• Circus Arts
Assessment
Five for Life Assessment OR Self Created
assessment
Revised 8/19/2011 1:54 PM
Healthy Habits for Life Log Self-Reflection
(2.44)
Five for Life Activity Log (2.45)
Teacher Observation
Checklist/Rubrics
Peer Assessment
Journal Entries
Seattle District Curriculum Map
Grade Level: 6th Grade
Length of Time: 1 Semester
2010-2011
Standards
(WA State)
1.3.1 Understands the components of healthrelated fitness.
1.3.2 Understands phases of a workout.
1.4.2 Explains how movement skills contribute to
active living for lifetime health.
2.2.1 Understands structure and functions of
body systems using medically accurate
terminology.
1.5.1 Applies nutrition goals based on dietary
guidelines and individual activity needs.
4.1.1 Analyzes daily health and fitness habits.
1.3.1 Understands the components of healthrelated fitness.
1.4.2 Explains how movement skills contribute to
active living for lifetime health.
4.1.1 Analyzes daily health and fitness habits.
2.2.4 Analyzes benefits of maintaining a balance
of healthy habits (stress, sleep, exercise,
nutrition, recreation, and school).
4.2.1 Creates personal health and fitness data
and sets goals.
1.1.1 Demonstrates fundamental and complex
motor skills that contribute to movement
proficiency.
1.1.5 Demonstrates understanding of movement
concepts.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
4.1.1 Analyzes daily health and fitness habits.
Equipment/
Resources
Five for Life Intermediate Book (First Edition)
Five for Life Fitness Measurements
Recording Sheet – Final Trial (4.154-4.155)
Individual School and PETE Equipment
Internet
Health Book
Counselor
Notes:
Revised 8/19/2011 1:54 PM
Seattle District Curriculum Map
Timeframe:
September
Grade Level: 7th Grade
Health & Fitness Academic Content
Length of Time: 1 Semester
Fitness
Motor Skills
2011-2012
Social/Emotional/Safety
Essential
Questions
What does it mean to be fit?
Why should I be fit?
How do you know if you are fit?
Why are practicing the basic motor skills
necessary for participation in activities?
What makes a successful team member?
Content
5 Components of Fitness/FITT
Intro to WELNET
Benefits of Physical Activity (ongoing)
Fitness Measurements (4.119-4.125)
Functional Training
Circuit Training
Flexibility Training
Locomotor/Non-Locomotor skills review
Team and Individual Sports
Low Organized Games
Leisure Activities (optional)
Rules
Safety
Etiquette
Sportsmanship
Teaching:
Locker room procedures
Skills/
Activities
5 Components of Fitness/FITT
Fitness Measurement Protocols
Locomotor/Non-Locomotor Skills Review
(ongoing)
Rules
• Classroom
• Activity
Safety
• Classroom
• Activity
Etiquette
• Classroom
• Activity
• Peer
Sportsmanship
• How to be a good sport
• Five for Life Intro (1.4-1.6)
o Cardiorespiratory Endurance (CRE) –
Aerobic Activity
o Muscular Strength/Muscular Endurance
(MS/ME)
o Flexibility (F)
o Body Composition (BC)
• CRE – Heart Health 4/5 Minute Walk and Run
(1.8)
• CRE/FITT – Cardio FITT Pin (1.45)
o Worksheet – Cardiorespiratory Endurance
Activity FITT Plan Worksheet (1.51)
• Mile Run – 4.143
• Curl Ups – 4.131
• Push Ups – 4.136
• Sit & Reach – 4.142
• Body Composition-Height & Weight – 4.129
Functional Training
• Activities (4.5-4.14)
• Detailed Instruction of Exercises (4.15-4.41)
Circuit Training
• Circuit Training Unit Guidelines (4.42-4.68)
• MS/ME – Muscular Strength/Endurance
Activity (1.13)
Flexibility Training
• MS/ME/FITT – FITT Principle Muscular
Strength and Muscular Endurance Recording
Chart (1.62)
o Worksheet - Muscular Strength and
Muscular Endurance and the FITT Principle
(1.63) [Requires Stretch Bands]
• Dynamic
Student/Parent Fitness Assessment from
WELNET (Fitness Test Results)
SENT HOME AT LEAST ONCE DURING THE
SEMESTER.
• F – Flexibility Activity (1.20)
o Worksheet – Creating a Stretching Routine
Activity Worksheet (1.25)
• F – Flexibility and the FITT Principle (1.751.80)
o Worksheet – Flexibility Activity FITT Plan
Revised 8/19/2011 1:55 PM
• Static
• Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting,
turning, and spatial awareness
Team and Individual Sports (Choose from the
Following)
• Ultimate Frisbee
o Forehand throw
o Backhand throw
o Hammer throw (optional)
o Movement with and without Frisbee
o Rules and Scoring
o Modified Game : 4 Pass, 4 v 4
• Flag Football/Aussie rules Football
o Forward pass
o Lateral pass
o Catching
o Kicking (optional)
o Routes (optional)
o Modified game: ultimate football, 4 v 4,
kickoff game, coin football
• Soccer
o Dribbling
o Passing
o Trapping
Teaching:
• Cooperation
• Conflict Resolution
• Friendship
Locker room procedures
Seattle District Curriculum Map
Grade Level: 7th Grade
Worksheet (1.80)
Length of Time: 1 Semester
2011-2012
o Throw Ins
o Shooting (optional)
o Juggling (optional)
• BC – Body Composition and the FITT
Principle (1.85-1.95)
Intro to WELNET
• Lacrosse
o Passing
o Catching
• Student Log-In
• Fitness Assessment Check
• Softball
o Throwing
o Catching
o Hitting
o Base-running
Low Organized Games
Benefits of Physical Activity (ongoing)
• Kickball
• 4-Square
• Double Dutch
Leisure Activities (Optional)
• Frisbee Golf
• Golf
• Yoga
• Hacky Sac
• Wave Boards
• Roller Skate/Blade
• Bicycling
• Bowling
• Circus Arts
Assessment
Tests
1.35 – 5 Components of Fitness
1.52 – Cardio and FITT Principle
Five for Life Fitness Measurements Recording Teacher Observation
Sheet – Baseline Score/Goal 1 (4.155)
Student Checklist
Student and peer assessment
Teacher Observation
Peer Observation
Standards
(WA State)
1.3.1 Understands the components of healthrelated fitness.
1.4.2 Explains how movement skills contribute to
active living for lifetime health.
1.3.1 Understands the components of healthrelated fitness.
1.2.1 Understands safety rules and procedures in
a variety of physical activities: Individual,
dual/team, and lifetime activities.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Applies first-aid skills, ways to prevent
injuries, and skills to respond appropriately and
Revised 8/19/2011 1:55 PM
1.1.1 Demonstrates fundamental and complex
motor skills that contribute to movement
proficiency.
1.1.5 Demonstrates understanding of movement
concepts.
Seattle District Curriculum Map
Grade Level: 7th Grade
Length of Time: 1 Semester
safely.
Equipment/
Resources
Five for Life Intermediate Book (First Edition)
Dairy Council Freebies
Food Guide Pyramid
Seattle School District Website
- Personal Webpage and Blog
WELNET
Notes:
Revised 8/19/2011 1:55 PM
Five for Life Fitness Measurement DVD
Individual School and PETE-Equipment
WELNET
Fitness Testing Equipment: Sit & Reach Box,
Height Chart, Weight Scale, Mats, and Timers
Functional Equipment
Circuit training Equipment, manual, and cards
Student/Parent Fitness Assessment from
WELNET (Fitness Test Results)
SENT HOME AT LEAST ONCE DURING THE
SEMESTER.
Internet
Health Books
Counselor
2011-2012
Seattle District Curriculum Map
Timeframe:
October
Health & Fitness Academic Content
Grade Level: 7th Grade
Length of Time: 1 Semester
Fitness
Motor Skills
2011-2012
Social/Emotional/Safety
Essential
Questions
Why is aerobic activity important for my
health?
How will setting goals help me achieve
fitness?
How can using heart rate monitors help me
reach my fitness goal?
Why are practicing the basic motor skills
necessary for participation in activities?
How does being fit improve my self esteem?
Content
Phases of Workout
Heart Health Activities
Benefits of Physical Activity
Review – 5 Components of Fitness/FITT
Relationship to OSPI PE (fitness)
Assessment:
Goal Setting for Life (4.147-4.153)
Heart Rate Monitors (4.81-4.82) (TBA)
Steps for Life (4.100)
Locomotor/Non-Locomotor skills review
Team and Individual Sports
Low Organized Games
Health Management Activity Log – 2.25-2.43
Self-Worth
Self-Confidence
Stress Management
Cultural Awareness
Skills/
Activities
Phases of workout
Goal Setting for Life (4.147-4.153)
Locomotor/Non-Locomotor Skills Review
(ongoing)
Health Management Activity Log – 2.25-2.43
• Warm Up
• Stretch
• Workout
• Cool Down
Heart Health Activities
• Heart Health Pyramid (4.83 & 4.88)
• Worksheet: Heart Health Training Log (4.914.92)
Aerobic Activity
• CRE – Aerobic Activity (3.62-3.64)
• What makes an activity aerobic?
• What are the benefits?
Benefits of Physical Activity
Review – 5 Components of Fitness/FITT
• Worksheet – Five for Life Health,
Performance, and Appearance S.M.A.R.T.
Goals (4.158)
Heart Rate Monitors (4.81-4.82) (TBA)
• Starting with a Heart Rate Monitor (4.85)
(TBA)
• Age-Adjusted Maximum and Training Heart
Rate Formulas (4.86)
• Health Management Activity/information
(2.25-2.43)
Steps for Life (4.100)
• Starting with a Pedometer (4.102-4.104)
• Walking Tag (4.105)
• Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting,
turning, and spatial awareness
Team and Individual Sports (Choose From
the Following)
• Ultimate Frisbee
o Forehand throw
o Backhand throw
o Hammer throw (optional)
o Movement with and without Frisbee
o Rules and Scoring
o Modified Game : 4 Pass, 4 v 4
• Flag Football/Aussie rules Football
o Forward pass
o Lateral pass
o Catching
o Kicking (optional)
o Routes (optional)
o Modified game: ultimate football, 4 v 4,
kickoff game, coin football
• Soccer
o Dribbling
Revised 8/19/2011 1:55 PM
• Student will be challenged to reduce the
amount of time spent in media/seat time
Self-Worth
Self-Confidence
Stress Management
Cultural Awareness
Seattle District Curriculum Map
Grade Level: 7th Grade
Length of Time: 1 Semester
o
o
o
o
o
2011-2012
Passing
Trapping
Throw Ins
Shooting (optional)
Juggling (optional)
• Lacrosse
o Passing
o Catching
• Softball
o Throwing
o Catching
o Hitting
o Base-running
Low Organized Games
• Kickball
• 4-Square
• Double Dutch
Leisure Activities (Optional)
• Frisbee Golf
• Golf
• Yoga
• Hacky Sac
• Wave Boards
• Roller Skate/Blade
• Bicycling
• Bowling
• Circus Arts
Assessment
Student Assessment for Heart Rate Monitors
(4.93-4.94) [TBA]
1.68 – Muscle Strength and Muscle
Endurance and FITT
1.81 – Flexibility and FITT
1.98 – Body Composition and FITT
Revised 8/19/2011 1:55 PM
Five for Life Fitness Measurements
Recording Sheet – Trial 1/Goal 2 (4.1544.155)
Health Management Activity Log (2.45 -2.46)
Pedometer Assessment (4.114)
Teacher Observation
Student Checklist/Rubric
Student and Peer Assessment
Teacher Observation
Peer Observation
Seattle District Curriculum Map
Grade Level: 7th Grade
Length of Time: 1 Semester
2011-2012
Standards
(WA State)
1.3.2 Understands phases of a workout.
2.1.1 Analyzes the dimensions of health and
relates to personal health behaviors.
1.3.1 Understands the components of healthrelated fitness.
4.1.1 Analyzes daily health and fitness habits.
2.2.4 Analyzes benefits of maintaining a balance
of healthy habits (stress, sleep, exercise,
nutrition, recreation, and school).
4.2.1 Creates personal health and fitness data
and sets goals.
1.1.1 Demonstrates fundamental and complex
motor skills that contribute to movement
proficiency.
1.1.5 Demonstrates understanding of movement
concepts.
4.1.1 Analyzes daily health and fitness habits.
2.2.4 Analyzes benefits of maintaining a
balance of healthy habits (stress, sleep,
exercise, nutrition, recreation, and school).
Equipment/
Resources
Five for Life Intermediate Book (First Edition)
Intermediate Five for Life Book
Heart Rate Monitors
Pedometers
Individual School and PETE Equipment
Internet
Health Book
Counselor
Notes:
Revised 8/19/2011 1:55 PM
Fitness Measurement/ WELNET Check-In (be
sure scores are all entered)
Seattle District Curriculum Map
Timeframe:
November
Grade Level: 7th Grade
Health & Fitness Academic Content
Length of Time: 1 Semester
Fitness
Motor Skills
2011-2012
Social/Emotional/Safety
Essential
Questions
Why do I need my bones?
How do my muscles work?
How can I keep my bones healthy and
strong?
How can I improve my muscular strength
and endurance?
How do my bones and muscles impact my
body composition?
How will improved motor skills benefit my
daily life?
What Importance do safety and
sportsmanship rules play in PE?
Content
Bones 3.1-3.22
Muscles 3.23-3.47
Review – 5 Components of Fitness/FITT
Bones 3.1-3.22
Muscles 3.23-3.47
Functional Training (4.1-4.4)
Circuit Training (4.45-4.47)
Locomotor/Non-Locomotor Skills Review
Team and Individual Sports
Low Organized Games
Lifetime Activities (Optional)
Activity Safety Procedures
Skills/
Activities
Bones
Bones 3.1-3.22
Locomotor/Non-Locomotor Skills Review
(ongoing)
Activity Safety Procedures
• Skeleton Basketball (3.8-3.9)
• Bones for Life Circuit (3.10-3.11)
• Excavation Relay (3.14-3.15)
• Excavation Relay Worksheet (3.16)
Muscles
• Muscles in Motion (3.30)
• Muscles for Life Circuit (3.26-3.32)
• Muscles for Life Circuit Worksheet (3.333.34)
• Push and Resist (3.40-3.41)
Review – 5 Components of Fitness/FITT
• Bones for Life Circuit (3.10-3.11)
Muscles 3.23-3.47
• Muscles for Life Circuit (3.31-3.32)
Functional Training (4.3-4.4)
• Activities (4.5-4.14)
• Detailed Instruction of Exercises (4.15-4.41)
Circuit Training (4.45)
• Circuit Training Unit Guidelines (4.48-4.75)
• Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting,
turning, and spatial awareness
Team and Individual Sports (Choose from
the Following)
• Hockey
o Rules
o Passing
o Receiving
o Shooting
o Play
• Basketball
o Rules
o Passing
o Catching
o Dribbling
o Shooting
o Play
• Racquet Sports
o Rules
o Skill Development
Revised 8/19/2011 1:55 PM
• Safety and Expectations (5.2)
Seattle District Curriculum Map
Grade Level: 7th Grade
Length of Time: 1 Semester
2011-2012
o Play
• Volleyball
o Rules
o Passing
o Setting
o Hitting
o Serving
o Play
• Team Handball
o Rules
o Passing
o Ball Movement
o Scoring
o Play
Low Organized Games
• Kickball
• 4-Square
• Double Dutch
Leisure Activities (Optional)
• Frisbee Golf
• Golf
• Yoga
• Hacky Sac
• Wave Boards
• Roller Skate/Blade
• Bicycling
• Bowling
• Circus Arts
Assessment
Bone Names (3.21)
Muscle Names (3.46)
Revised 8/19/2011 1:55 PM
Circuit Training Assessments (4.69-4.77)
Functional Training Assessment Teacher
Observation
Peer Assessment
Five for Life Fitness Measurement Recording
Sheet – Trial 2/Goal 3 (4.155)
Teacher Observation
Checklist/Rubrics
Peer Assessment
Teacher Observation
Peer Observation
Seattle District Curriculum Map
Grade Level: 7th Grade
Length of Time: 1 Semester
Standards
(WA State)
2.2.1Understands structure and functions of
body systems using medically accurate
terminology.
1.3.1 Understands the components of healthrelated fitness.
1.4.2 Explains how movement skills contribute to
active living for lifetime health.
1.1.1 Demonstrates fundamental and complex
motor skills that contribute to movement
proficiency.
1.1.5 Demonstrates understanding of movement
concepts.
Equipment
Five for Life Intermediate Book (First Edition)
Functional Equipment
Circuit training Equipment, manual, and
cards
Individual School and PETE Equipment
Notes:
Revised 8/19/2011 1:55 PM
2011-2012
4.1.1 Analyzes daily health and fitness habits.
2.2.4 Analyzes benefits of maintaining a
balance of healthy habits (stress, sleep,
exercise, nutrition, recreation, and school).
Seattle District Curriculum Map
Grade Level: 7th Grade
Length of Time: 1 Semester
2011-2012
Timeframe:
Health & Fitness Academic Content
Essential
Questions
What does diet really mean?
How can I tell what nutrients are in the food I
eat?
How does eating the correct daily amounts
of food affect my long-term health?
What is my intensity level during activity?
How active am I?
How will improved motor skills benefit my
daily life?
What does critical thinking mean?
How does critical thinking help you?
Content
Health (Section Two)
Functional Training (4.1-4.4)
Circuit Training (4.45-4.47)
Locomotor/Non-Locomotor Skills Review
Team and Individual Sports
Low Organized Games
Lifetime Activities (Optional)
Team Building Skill Development
Critical Thinking Skill Development
Adventure Education Activities
Team Building Skill Development
Functional Training (continued)
Locomotor/Non-Locomotor Skills Review
(ongoing)
Team Building Skill Development
December
• Nutrition concepts/Hydration
OSPI Nutrition concepts
Review – 5 Components of Fitness/FITT
Skills/
Activities
Health (Section Two) *Choose One Activity
from EACH Category during December
• Nutrition
o Ultimate Energy Pin Down (2.9-2.10)
o Placemats (2.11-2.12)
o Food Label Activity (2.15-2.16)
o Food Label Activity Assignment (2.17)
• Hydration
o My Hydration (2.81)
o Hydration Log (2.82-2.83)
o Hydration Log Self-Reflection (2.84)
o Water For Life Relay (2.85-2.86)
OSPI Nutrition concepts
• Protein, Carbohydrates, Fat, Water,
Minerals, and Vitamins
Review – 5 Components of Fitness/FITT
• Focus: Body Composition
Fitness
• Activities (4.5-4.14)
• Detailed Instruction of Exercises (4.15-4.41)
Circuit Training
• Circuit Training Unit Guidelines (4.48-4.75)
Motor Skills
• Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting,
turning, and spatial awareness
Team and Individual Sports (Choose from
the Following)
• Hockey
o Rules
o Passing
o Receiving
o Shooting
o Play
• Basketball
o Rules
o Passing
o Catching
o Dribbling
o Shooting
o Play
• Racquet Sports
o Rules
o Skill Development
o Play
Revised 8/19/2011 1:55 PM
Social/Emotional/Safety
• Trust Games
• Triangle Tag
• Link Tag
• Human Knot
Critical Thinking Skill Development
Adventure Education Activities
Team Building Skill Development
Seattle District Curriculum Map
Grade Level: 7th Grade
Length of Time: 1 Semester
2011-2012
• Volleyball
o Rules
o Passing
o Setting
o Hitting
o Serving
o Play
• Team Handball
o Rules
o Passing
o Ball Movement
o Scoring
o Play
Low Organized Games
• Kickball
• 4-Square
• Double Dutch
Leisure Activities (Optional)
• Frisbee Golf
• Golf
• Yoga
• Hacky Sac
• Wave Boards
• Roller Skate/Blade
• Bicycling
• Bowling
• Circus Arts
Assessment
Nutrition Student Assessment (2.21-2.22)
Hydration Log Student Assessment (2.88)
Revised 8/19/2011 1:55 PM
Teacher Observation
Peer Assessment
Five for Life Fitness Measurement Recording
Sheet – Trial 3/Goal 4 (4.155)
Teacher Observation
Checklist/Rubrics
Peer Assessment
Teacher Observation
Peer Observation/Assessment
Seattle District Curriculum Map
Grade Level: 7th Grade
Length of Time: 1 Semester
Standards
(WA State)
1.5.1 Applies nutrition goals based on dietary
guidelines and individual activity needs.
4.1.1 Analyzes daily health and fitness habits.
1.3.1 Understands the components of healthrelated fitness.
1.4.2 Explains how movement skills contribute to
active living for lifetime health.
1.1.1 Demonstrates fundamental and complex
motor skills that contribute to movement
proficiency.
1.1.5 Demonstrates understanding of movement
concepts.
Equipment/
Resources
Five for Life Intermediate Book (First Edition)
Functional Equipment
Circuit training Equipment, manual, and
cards
Individual School and PETE Equipment
Notes:
Revised 8/19/2011 1:55 PM
2011-2012
1.2.1 Understands safety rules and procedures
in a variety of physical activities: Individual,
dual/team, and lifetime activities.
Seattle District Curriculum Map
Timeframe:
January
Grade Level: 7th Grade
Health & Fitness Academic Content
Length of Time: 1 Semester
Fitness
Motor Skills
2011-2012
Social/Emotional/Safety
Essential
Questions
How has your fitness level improved?
How can I use the skills and activities to plan
for a fit and healthy life?
How can I stay fit after my PE class?
How has planning helped my fitness level
change?
How have your motor skills improved your
overall health this semester?
How will you continue to develop your skills
outside of PE?
How has participating in PE improved my
feelings of self-worth?
What have I learned about sportsmanship
this semester?
Content
5 Components of Fitness/FITT Review
Bones and Muscles Review
Nutrition/Sleep/Hydration Review
OSPI Created Assessment - Content Review
Review and Prepare for Assessments
Boating/Biking Safety
Final Fitness Measurement
Five for Life Fitness Plan
Review Activity Logs
Locomotor/Non-Locomotor Skills Review
Team and Individual Sports
Low Organized Games
Lifetime Activities (Optional)
Self-Evaluation
Skills/
Activities
5 Components of Fitness/FITT Review
Final Fitness Measurement
Locomotor/Non-Locomotor Skills Review
(ongoing)
Self-Evaluation
Bones and Muscles Review
Nutrition/Sleep/Hydration Review
OSPI Created Assessment - Content Review
Review and Prepare for Assessments
• This is an opportunity to cover activities that
you may not have covered
• Use unit activities to assist with review
Boating/Biking Safety
• Address components of boating/bicycle
safety
• Mile
• Sit and Reach
• Curl Ups
• Push Ups
• Body Composition (Height/Weight)
Five for Life Intermediate Fitness Plan (4.1564.157 & 4.159)
• Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting,
turning, and spatial awareness
Team and Individual Sports (Choose from
the Following)
• Hockey
o Rules
o Passing
o Receiving
o Shooting
o Play
• Basketball
o Rules
o Passing
o Catching
o Dribbling
o Shooting
o Play
• Racquet Sports
o Rules
o Skill Development
Revised 8/19/2011 1:55 PM
• Reflection
• Journal to Reflect on learning.
Seattle District Curriculum Map
Grade Level: 7th Grade
Length of Time: 1 Semester
2011-2012
o Play
• Volleyball
o Rules
o Passing
o Setting
o Hitting
o Serving
o Play
• Team Handball
o Rules
o Passing
o Ball Movement
o Scoring
o Play
Low Organized Games
• Kickball
• 4-Square
• Double Dutch
Leisure Activities (Optional)
• Frisbee Golf
• Golf
• Yoga
• Hacky Sac
• Wave Boards
• Roller Skate/Blade
• Bicycling
• Bowling
• Circus Arts
Assessment
Final Exam 7th grade only
Revised 8/19/2011 1:55 PM
Healthy Habits for Life Log Self-Reflection
(2.44)
Five for Life Activity Log (2.45)
Teacher Observation
Checklist/Rubrics
Peer Assessment
Journal Entries
Seattle District Curriculum Map
Grade Level: 7th Grade
Length of Time: 1 Semester
2011-2012
Standards
(WA State)
1.3.1 Understands the components of healthrelated fitness.
1.3.2 Understands phases of a workout.
1.4.2 Explains how movement skills contribute to
active living for lifetime health.
2.2.1 Understands structure and functions of
body systems using medically accurate
terminology.
1.5.1 Applies nutrition goals based on dietary
guidelines and individual activity needs.
4.1.1 Analyzes daily health and fitness habits.
1.3.1 Understands the components of healthrelated fitness.
1.4.2 Explains how movement skills contribute to
active living for lifetime health.
4.1.1 Analyzes daily health and fitness habits.
2.2.4 Analyzes benefits of maintaining a balance
of healthy habits (stress, sleep, exercise,
nutrition, recreation, and school).
4.2.1 Creates personal health and fitness data
and sets goals.
1.1.1 Demonstrates fundamental and complex
motor skills that contribute to movement
proficiency.
1.1.5 Demonstrates understanding of movement
concepts.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
4.1.1 Analyzes daily health and fitness habits.
Equipment/
Resources
Five for Life Intermediate Book (First Edition)
Five for Life Fitness Measurements
Recording Sheet – Final Trial (4.154-4.155)
Individual School and PETE Equipment
Internet
Health Book
Counselor
Notes:
Revised 8/19/2011 1:55 PM
Seattle District Curriculum Map
Timeframe:
September
Health & Fitness Academic Content
Grade Level: 8th Grade
Length of Time: 1 Semester
Fitness
Motor Skills
2011-2012
Social/Emotional/Safety
Essential
Questions
What does it mean to be fit?
Why should I be fit?
How do you know if you are fit?
Why are practicing the basic motor skills
necessary for participation in activities?
What makes a successful team member?
Content
5 Components of Fitness/FITT
Benefits of Physical Activity (ongoing)
Intro to WELNET
Fitness Measurements (4.119-4.146)
Functional Training (4.1-4.4)
Locomotor/Non-Locomotor skills review
Team and Individual Sports
Low Organized Games
Leisure Activities (optional)
Rules
Safety
Etiquette
Sportsmanship
Locker room procedures
Locomotor/Non-Locomotor Skills Review
(ongoing)
Teaching:
Circuit Training (4.45-4.47)
Flexibility Training (ongoing)
Skills/
Activities
5 Components of Fitness/FITT
• Five for Life Intro (1.4-1.6)
o Cardiorespiratory Endurance (CRE) –
Aerobic Activity
o Muscular Strength/Muscular Endurance
(MS/ME)
o Flexibility (F)
o Body Composition (BC)
• CRE – Heart Health 4/5 Minute Walk and Run
(1.8)
• CRE/FITT – Cardio FITT Pin (1.45)
o Weekly Homework – Cardiorespiratory
Endurance Activity FITT Plan Worksheet
(1.51)
• MS/ME – Muscular Strength/Endurance
Activity (1.13)
• MS/ME/FITT – FITT Principle Muscular
Strength and Muscular Endurance Recording
Chart (1.62)
o In-Class Worksheet - Muscular Strength
and Muscular Endurance and the FITT
Principle (1.63)
• Flexibility Activity (1.20)
o In-Class Worksheet/Homework – Creating a
Stretching Routine Activity Worksheet (1.25)
• Flexibility and the FITT Principle (1.75-1.80)
o In-Class Worksheet – Flexibility Activity
FITT Plan Worksheet (1.80)
• BC – Body Composition and the FITT
Revised 8/19/2011 1:55 PM
Fitness Measurement Protocols
• Mile Run – 4.143
• Curl Ups – 4.131
• Push Ups – 4.136
• Sit & Reach – 4.142
• Body Composition (Height/Weight)– 4.129
Functional Training
• Activities (4.5-4.14)
• Detailed Instruction of Exercises (4.15-4.41)
Circuit Training
• Circuit Training Unit (4.48-4.75)
Flexibility Training (ongoing)
• Dynamic and Static Stretching
Student/Parent Fitness Assessment from
WELNET (Fitness Test Results)
SENT HOME AT LEAST ONCE DURING THE
SEMESTER.
• Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting,
turning, and spatial awareness
Team and Individual Sports (Choose from the
Following)
• Ultimate Frisbee
o Forehand throw
o Backhand throw
o Hammer throw (optional)
o Movement with and without Frisbee
o Rules and Scoring
o Modified Game : 4 Pass, 4 v 4
• Flag Football/Aussie rules Football
o Forward pass
o Lateral pass
o Catching
o Kicking (optional)
o Routes (optional)
o Modified game: ultimate football, 4 v 4,
kickoff game, coin football
• Soccer
o Dribbling
o Passing
o Trapping
o Throw Ins
• Cooperation
• Conflict Resolution
• Friendship
Seattle District Curriculum Map
Principle (1.85-1.95)
WELNET
• Student Log-In
• Fitness Assessment Check
Grade Level: 8th Grade
Length of Time: 1 Semester
2011-2012
o Shooting (optional)
o Juggling (optional)
• Lacrosse
o Passing
o Catching
• Softball
o Throwing
o Catching
o Hitting
o Base-running
Low Organized Games
• Kickball
• 4-Square
• Double Dutch
Leisure Activities (Optional)
• Frisbee Golf
• Golf
• Yoga
• Hacky Sac
• Wave Boards
• Roller Skate/Blade
• Bicycling
• Bowling
• Circus Arts
Assessment
Classroom Based Assessments (CBA)
In class worksheet – Muscular Endurance:
1.63
Weekly Homework – Cardiorespiratory – 1.51
Tests
1.35 – 5 Components of Fitness
1.52 – Cardio and FITT Principle
1.68 – Muscle Strength and Muscle Endurance
and FITT
1.81 – Flexibility and FITT
1.98 – Body Composition and FITT
Revised 8/19/2011 1:55 PM
Five for Life Fitness Measurements Recording Teacher Observation
Sheet – Baseline Score/Goal 1 (4.155)
Student Checklist
Circuit Training Assessments (4.69-4.77)
Student and peer assessment
Functional Training Assessment Teacher
Observation
Student/Parent Fitness Assessment from
WELNET (Fitness Test Results)
SENT HOME AT LEAST ONCE DURING THE
SEMESTER.
Teacher Observation
Peer Observation
Seattle District Curriculum Map
Grade Level: 8th Grade
Length of Time: 1 Semester
Standards
(WA State)
1.3.1 Understands the components of healthrelated fitness.
1.3.2 Understands phases of a workout.
1.4.2 Explains how movement skills contribute to
active living for lifetime health.
1.3.1 Understands the components of healthrelated fitness.
Equipment/
Resources
Five for Life Intermediate Book (First Edition)
Five for Life Fitness Measurement DVD
Individual School and PETE Equipment
WELNET
Fitness Testing Equipment: Sit & Reach Box,
Height Chart, Weight Scale, Mats, and Timers
Functional Equipment
Circuit training Equipment, manual, and cards
WELNET
Notes:
Revised 8/19/2011 1:55 PM
1.1.1 Demonstrates fundamental and complex
motor skills that contribute to movement
proficiency.
1.1.5 Demonstrates understanding of movement
concepts.
2011-2012
1.2.1 Understands safety rules and procedures in
a variety of physical activities: Individual,
dual/team, and lifetime activities.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Applies first-aid skills, ways to prevent
injuries, and skills to respond appropriately and
safely.
Internet
Health Books
Counselor
Seattle District Curriculum Map
Timeframe:
October
Grade Level: 8th Grade
Health & Fitness Academic Content
Length of Time: 1 Semester
Fitness
Motor Skills
2011-2012
Social/Emotional/Safety
Essential
Questions
Why is aerobic activity important for my
health?
How will setting goals help me achieve
fitness?
How can using heart rate monitors help me
reach my fitness goal?
Why are practicing the basic motor skills
necessary for participation in activities?
How does being fit improve my self esteem?
Content
Phases of Workout
Heart Health Activities
Review – 5 Components of Fitness/FITT
Benefits of Physical Activity (ongoing)
Goal Setting for Life (4.147-4.153)
Heart Rate Monitors (4.81-4.82)
Steps for Life (4.10)
Fitness Measurement/ WELNET Check-In
Locomotor/Non-Locomotor skills review
Team and Individual Sports
Low Organized Games
Health Management Activity Log – 2.25-2.43
Self-Worth
Self-Confidence
Stress Management
Cultural Awareness
Skills/
Activities
Phases of workout
Goal Setting for Life Activities
Locomotor/Non-Locomotor Skills Review
(ongoing)
Health Management Activity Log – 2.25-2.43
• Warm Up
• Stretch
• Workout
• Cool Down
• Teacher Developed
Heart Health Activities
• Heart Health Pyramid (4.83 & 4.88)
• In-Class Work/Homework- Heart Health
Training Log (4.91-4.92)
Aerobics:
• CRE – Aerobic Activity (3.62-3.64)
• What makes an activity aerobic?
• What are the benefits?
• In Class/Homework – Five for Life Health,
Performance, and Appearance S.M.A.R.T.
Goals (4.158)
Heart Health Activities
• Starting with a Heart Rate Monitor (4.85)
• Age-Adjusted Maximum and Training Heart
Rate Formulas (4.86)
• Health Management Activity Log (2.25-2.43)
Steps for Life
• Starting with a Pedometer (4.102-4.104)
• Walking Tag (4.105)
• Five for Life Pace Guide Challenge (4.1064.108)
• (Additional Pedometer Activities – 4.1094.113)
Warm Ups
• Push Ups
• Sit Ups
• Mile Run
• Stretching
• Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting,
turning, and spatial awareness
Team and Individual Sports (Choose From
the Following)
• Ultimate Frisbee
o Forehand throw
o Backhand throw
o Hammer throw (optional)
o Movement with and without Frisbee
o Rules and Scoring
o Modified Game : 4 Pass, 4 v 4
• Flag Football/Aussie rules Football
o Forward pass
o Lateral pass
o Catching
o Kicking (optional)
o Routes (optional)
o Modified game: ultimate football, 4 v 4,
kickoff game, coin football
• Soccer
o Dribbling
o Passing
Revised 8/19/2011 1:55 PM
• Student will be challenged to reduce the
amount of time spent in media/seat time
Seattle District Curriculum Map
Grade Level: 8th Grade
Length of Time: 1 Semester
o
o
o
o
2011-2012
Trapping
Throw Ins
Shooting (optional)
Juggling (optional)
• Lacrosse
o Passing
o Catching
• Softball
o Throwing
o Catching
o Hitting
o Base-running
Low Organized Games
• Kickball
• 4-Square
• Double Dutch
Leisure Activities (Optional)
• Frisbee Golf
• Golf
• Yoga
• Hacky Sac
• Wave Boards
• Roller Skate/Blade
• Bicycling
• Bowling
• Circus Arts
Assessment
Student Assessment for Heart Rate Monitors
(4.93-4.94)
Teacher Created Assessment
• Phases of Workout
Revised 8/19/2011 1:55 PM
Five for Life Fitness Measurements
Recording Sheet – Trial 1/Goal 2 (4.1544.155)
Health Management Activity Log (2.45 -2.46)
CBA
Student Assessment for Heart Rate Monitors
(4.93-4.94) (optional)
Pedometer Assessment (4.114)
Teacher Observation
Student Checklist/Rubric
Student and Peer Assessment
Teacher Observation
Peer Observation
Seattle District Curriculum Map
Grade Level: 8th Grade
Length of Time: 1 Semester
2011-2012
Standards
(WA State)
1.3.2 Understands phases of a workout.
2.1.1 Analyzes the dimensions of health and
relates to personal health behaviors.
1.3.1 Understands the components of healthrelated fitness.
4.1.1 Analyzes daily health and fitness habits.
2.2.4 Analyzes benefits of maintaining a balance
of healthy habits (stress, sleep, exercise,
nutrition, recreation, and school).
4.2.1 Creates personal health and fitness data
and sets goals.
1.1.1 Demonstrates fundamental and complex
motor skills that contribute to movement
proficiency.
1.1.5 Demonstrates understanding of movement
concepts.
4.1.1 Analyzes daily health and fitness habits.
2.2.4 Analyzes benefits of maintaining a
balance of healthy habits (stress, sleep,
exercise, nutrition, recreation, and school).
Equipment/
Resources
Five for Life Intermediate Book (First Edition)
Intermediate Five for Life Book
Heart Rate Monitors
Pedometers
Individual School and PETE Equipment
Internet
Health Book
Counselor
Notes:
Revised 8/19/2011 1:55 PM
Grade Level: 8th Grade
Seattle District Curriculum Map
Timeframe:
November
Health & Fitness Academic Content
Length of Time: 1 Semester
Fitness
Motor Skills
2011-2012
Social/Emotional/Safety
Essential
Questions
Why do I need my bones?
How do my muscles work?
How can I keep my bones healthy and
strong?
How can I improve my muscular strength
and endurance?
How do my bones and muscles impact my
body composition?
How will improved motor skills benefit my
daily life?
What Importance do safety and
sportsmanship rules play in PE?
Content
Bones
Muscles
Movement (Section Three)
Review – 5 Components of Fitness/FITT
Bones
Muscles
Functional Training
Circuit Training
Locomotor/Non-Locomotor Skills Review
Team and Individual Sports
Low Organized Games
Lifetime Activities (Optional)
Activity Safety Procedures
Skills/
Activities
Bones
Bones
Locomotor/Non-Locomotor Skills Review
(ongoing)
Activity Safety Procedures
• Skeleton Basketball (3.8-3.9)
• Bones for Life Circuit (3.10-3.11)
• Excavation Relay (3.14-3.15)
• Excavation Relay Worksheet (3.16)
Muscles
• Muscles in Motion (3.30)
• Muscles for Life Circuit (3.31-3.32)
• Muscles for Life Circuit Worksheet (3.333.34)
• Push and Resist (3.40-3.41)
Movement (Section Three)
• Bones for Life (3.1-3.7)
• Muscles for Life (3.26-3.29)
Review – 5 Components of Fitness/FITT
• Bones for Life Circuit (3.10-3.11)
Muscles
• Muscles for Life Circuit (3.31-3.32)
Functional Training
• Detailed Instruction of Exercises (4.15-4.41)
• Activities (4.5-4.14)
Circuit Training
• Circuit Training Unit Guidelines (4.42-4.48)
• Activities(4.48-4.75)
• Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting,
turning, and spatial awareness
Team and Individual Sports (Choose from
the Following)
• Hockey
o Rules
o Passing
o Receiving
o Shooting
o Play
• Basketball
o Rules
o Passing
o Catching
o Dribbling
o Shooting
o Play
• Racquet Sports
o Rules
o Skill Development
Revised 8/19/2011 1:55 PM
• Safety and Expectations (5.2)
Seattle District Curriculum Map
Grade Level: 8th Grade
Length of Time: 1 Semester
2011-2012
o Play
• Volleyball
o Rules
o Passing
o Setting
o Hitting
o Serving
o Play
• Team Handball
o Rules
o Passing
o Ball Movement
o Scoring
o Play
Low Organized Games
• Kickball
• 4-Square
• Double Dutch
Leisure Activities (Optional)
• Frisbee Golf /Golf
• Yoga
• Wave Boards
• Roller Skate/Blade
• Bicycling
• Bowling
• Circus Arts
Assessment
Bones
Bones for Life Student Assessment (3.173.18)
Bone Names (3.21)
Muscles
Muscles for Life Student Assessment (3.423.43)
Muscle Names (3.46)
Revised 8/19/2011 1:55 PM
Teacher Observation
Peer Assessment
Five for Life Fitness Measurement Recording
Sheet – Trial 2/Goal 3 (4.155)
Teacher Observation
Checklist/Rubrics
Peer Assessment
Teacher Observation
Peer Observation
Seattle District Curriculum Map
Grade Level: 8th Grade
Length of Time: 1 Semester
Standards
(WA State)
2.2.1Understands structure and functions of
body systems using medically accurate
terminology.
1.3.1 Understands the components of healthrelated fitness.
1.4.2 Explains how movement skills contribute to
active living for lifetime health.
1.1.1 Demonstrates fundamental and complex
motor skills that contribute to movement
proficiency.
1.1.5 Demonstrates understanding of movement
concepts.
Equipment
Five for Life Intermediate Book (First Edition)
Functional Equipment
Circuit training Equipment, manual, and
cards
Individual School and PETE Equipment
Notes:
Revised 8/19/2011 1:55 PM
2011-2012
4.1.1 Analyzes daily health and fitness habits.
2.2.4 Analyzes benefits of maintaining a
balance of healthy habits (stress, sleep,
exercise, nutrition, recreation, and school).
Seattle District Curriculum Map
Grade Level: 8th Grade
Length of Time: 1 Semester
2011-2012
Timeframe:
Health & Fitness Academic Content
Essential
Questions
What does diet really mean?
How can I tell what nutrients are in the food I
eat?
How does eating the correct daily amounts
of food affect my long-term health?
What is my intensity level during activity?
How active am I?
How will improved motor skills benefit my
daily life?
What does critical thinking mean?
How does critical thinking help you?
Content
Health (Section Two)
Functional Training
Locomotor/Non-Locomotor Skills Review
Team and Individual Sports
Low Organized Games
Lifetime Activities (Optional)
Critical Thinking Skill Development
Team Building Skill Development
Locomotor/Non-Locomotor Skills Review
(ongoing)
Team Building Skill Development
December
• Nutrition
• Sleep
Fitness
Circuit Training (4.45)
• Hydration
CBA Nutrition concepts
Review – 5 Components of Fitness/FITT
Skills/
Activities
Health (Section Two) *Choose One Activity
from EACH Category during December
• Nutrition
o Ultimate Energy Pin Down (2.9-2.10)
o Placemats (2.11-2.12)
o Food Label Activity (2.15-2.16)
o Food Label Activity Assignment (2.17)
• Sleep
o Sleep Log (2.67-2.68)
o Sleep Log Self-Reflection (2.69)
o Relaxation Activity – Breathing
Technique (2.70)
o Relaxation Activity – Visualization (2.7273)
• Hydration
o My Hydration (2.81)
o Hydration Log (2.82-2.83)
o Hydration Log Self-Reflection (2.84)
o Water For Life Relay (2.85-2.86)
CBA Nutrition concepts
• Protein, Carbohydrates, Fat, Water,
Minerals, and Vitamins
Revised 8/19/2011 1:55 PM
Functional Training
• Detailed Instruction of Exercises (4.15-4.41
• Activities (4.5-4.14)
Circuit Training (4.45)
• Circuit Training Unit Guidelines (4.42-4.68)
• Running
• Pacer
• Stability Ball Workout
• Jump Rope
• Or…activity of your choice to improve CRE
Motor Skills
• Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting,
turning, and spatial awareness
Team and Individual Sports (Choose from
the Following)
• Hockey
o Rules
o Passing
o Receiving
o Shooting
o Play
• Basketball
o Rules
o Passing
o Catching
o Dribbling
o Shooting
o Play
• Racquet Sports
o Rules
Social/Emotional/Safety
• Trust Games
• Triangle Tag
• Link Tag
• Human Knot
Seattle District Curriculum Map
Grade Level: 8th Grade
Review – 5 Components of Fitness/FITT
Length of Time: 1 Semester
2011-2012
o Skill Development
o Play
• Focus: Body Composition
• Volleyball
o Rules
o Passing
o Setting
o Hitting
o Serving
o Play
• Team Handball
o Rules
o Passing
o Ball Movement
o Scoring
o Play
Low Organized Games
• Kickball
• 4-Square
• Double Dutch
Leisure Activities (Optional)
• Frisbee Golf
• Golf
• Yoga
• Hacky Sac
• Wave Boards
• Roller Skate/Blade
• Bicycling
• Bowling
• Circus Arts
Assessment
Nutrition Student Assessment (2.21-2.22)
Sleep Log Student Assessment (2.74)
Hydration Log Student Assessment (2.88)
Revised 8/19/2011 1:55 PM
Teacher Observation
Peer Assessment
Five for Life Fitness Measurement Recording
Sheet – Trial 3/Goal 4 (4.155)
Teacher Observation
Checklist/Rubrics
Peer Assessment
Teacher Observation
Peer Observation/Assessment
Seattle District Curriculum Map
Grade Level: 8th Grade
Length of Time: 1 Semester
Standards
(WA State)
1.5.1 Applies nutrition goals based on dietary
guidelines and individual activity needs.
4.1.1 Analyzes daily health and fitness habits.
1.3.1 Understands the components of healthrelated fitness.
1.4.2 Explains how movement skills contribute to
active living for lifetime health.
1.1.1 Demonstrates fundamental and complex
motor skills that contribute to movement
proficiency.
1.1.5 Demonstrates understanding of movement
concepts.
Equipment/
Resources
Five for Life Intermediate Book (First Edition)
Functional Equipment
Circuit training Equipment, manual, and
cards
Individual School and PETE Equipment
WELNET
Notes:
Revised 8/19/2011 1:55 PM
2011-2012
1.2.1 Understands safety rules and procedures
in a variety of physical activities: Individual,
dual/team, and lifetime activities.
Seattle District Curriculum Map
Timeframe:
Grade Level: 8th Grade
Health & Fitness Academic Content
Length of Time: 1 Semester
Fitness
Motor Skills
2011-2012
Social/Emotional/Safety
January
Essential
Questions
How has your fitness level improved?
How can I use the skills and activities to plan
for a fit and healthy life?
How can I stay fit after my PE class?
How has planning helped my fitness level
change?
How have your motor skills improved your
overall health this semester?
How will you continue to develop your skills
outside of PE?
How has participating in PE improved my
feelings of self-worth?
What have I learned about sportsmanship
this semester?
Content
5 Components of Fitness/FITT Review
Bones and Muscles Review
Nutrition/Sleep/Hydration Review
OSPI Created Assessment - Content Review
Review and Prepare for Assessments
Boating/Biking Safety
Review and Prepare for Assessments
Final Fitness Measurement
Five for Life Fitness Plan
Review Activity Logs
Locomotor/Non-Locomotor Skills Review
Team and Individual Sports
Low Organized Games
Lifetime Activities (Optional)
Self-Evaluation
Skills/
Activities
5 Components of Fitness/FITT Review
Final Fitness Measurement
Locomotor/Non-Locomotor Skills Review
(ongoing)
Self-Evaluation
Bones and Muscles Review
Nutrition/Sleep/Hydration Review
OSPI Created Assessment - Content Review
Review and Prepare for Assessments
Boating/Biking Safety
Review and Prepare for Assessments
• This is an opportunity to cover activities that
you may not have covered
• Use unit activities to assist with review
• Mile
• Sit & Reach
• Curl-Ups
• Push Ups
• Body Composition (Height/Weight)
Five for Life Intermediate Fitness Plan (4.1564.157 & 4.159)
Review Activity Logs
• Running, skipping, galloping, hopping,
jumping, walking, leaping, sliding, twisting,
turning, and spatial awareness
Team and Individual Sports (Choose from
the Following)
• Hockey
o Rules
o Passing
o Receiving
o Shooting
o Play
• Basketball
o Rules
o Passing
o Catching
o Dribbling
o Shooting
o Play
• Racquet Sports
o Rules
Revised 8/19/2011 1:55 PM
• Reflection
• Journal to Reflect on learning.
Seattle District Curriculum Map
Grade Level: 8th Grade
Length of Time: 1 Semester
2011-2012
o Skill Development
o Play
• Volleyball
o Rules
o Passing
o Setting
o Hitting
o Serving
o Play
• Team Handball
o Rules
o Passing
o Ball Movement
o Scoring
o Play
Low Organized Games
• Kickball
• 4-Square
• Double Dutch
Leisure Activities (Optional)
• Frisbee Golf
• Golf
• Yoga
• Hacky Sac
• Wave Boards
• Roller Skate/Blade
• Bicycling
• Bowling
• Circus Arts
Assessment
OSPI Created Assessment – 8th Grade ONLY
Revised 8/19/2011 1:55 PM
Healthy Habits for Life Log Self-Reflection
(2.44)
Five for Life Activity Log (2.45)
Teacher Observation
Checklist/Rubrics
Peer Assessment
Journal Entries
Seattle District Curriculum Map
Grade Level: 8th Grade
Length of Time: 1 Semester
2011-2012
Standards
(WA State)
1.3.1 Understands the components of healthrelated fitness.
1.3.2 Understands phases of a workout.
1.4.2 Explains how movement skills contribute to
active living for lifetime health.
2.2.1 Understands structure and functions of
body systems using medically accurate
terminology.
1.5.1 Applies nutrition goals based on dietary
guidelines and individual activity needs.
4.1.1 Analyzes daily health and fitness habits.
1.3.1 Understands the components of healthrelated fitness.
1.4.2 Explains how movement skills contribute to
active living for lifetime health.
4.1.1 Analyzes daily health and fitness habits.
2.2.4 Analyzes benefits of maintaining a balance
of healthy habits (stress, sleep, exercise,
nutrition, recreation, and school).
4.2.1 Creates personal health and fitness data
and sets goals.
1.1.1 Demonstrates fundamental and complex
motor skills that contribute to movement
proficiency.
1.1.5 Demonstrates understanding of movement
concepts.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
4.1.1 Analyzes daily health and fitness habits.
Equipment/
Resources
Five for Life Intermediate Book (First Edition)
Five for Life Fitness Measurements
Recording Sheet – Final Trial (4.154-4.155)
Individual School and PETE Equipment
Internet
Health Book
Counselor
Notes:
Revised 8/19/2011 1:55 PM
High School
* .5 Personal Fitness
* Team Sport 1
* Team Sport 2
* Swimming 1
* Swimming 2
* Weight Training/Conditioning 1
* Weight Training/Conditioning 2
* Individual Activities 1
* Individual Activities 2
* Lifetime Activities 1
* Lifetime Activities 2
* Rhythms/Dance 1
* Rhythms/Dance 2
Seattle District Curriculum Map
Week 1-3
Grade Level: .5 Personal Fitness
Length of Time: 1 Semester
2011-2012
Health & Fitness Academic Content
Fitness-Related Activities
Motor Skills
Social/Emotional
Essential
Questions
How is fitness planning important to my health?
How fit am I?
How do motor skills change with fitness
development?
How do the skills you learned previously
relate to individual and dual sports?
What makes a safe environment
during individual and dual sports?
Content
Fitness Portfolio
Introduction of Five Components of Fitness
Activities
Goal Setting For Life (5 For Life Section 1; Section
4, P.4.145-4.171)
Fitness Pre-Measurements (4.114-4.144)
Locomotor/Non-locomotor Skills
Individual and Dual Sports Skills
Course Orientation
Safety in movement
Skills/
Activities
Fitness Portfolio
Fitness Pre-Measurements (review protocols
with students)
Locomotor/Non-locomotor Skills
Rules and Procedures
Course Syllabus
Introductory Activities
Why is it important to write fitness goals?
• Fitness Portfolio Introduction (S1 Portfolio)
• Introduction, P.4.123
• Explanation of Portfolio Activities – table of
contents (S1 Portfolio)
• Mile (Cardiorespiratory Endurance)P.4.141
Introduction of Five Components of Fitness
Activities
• Sit and Reach (Flexibility)P.4.130
• Cardiorespiratory Endurance Activity, P.1.8 & 1.9
• Curl-Ups (Muscular Endurance)P. 4.129
• Push-ups (Muscular Endurance)P.4.134
• Exploring Muscular Strength and Endurance (S1
Portfolio)
• Height (Body Composition)P.4.132
• Dynamic vs. Static Stretching (S1 Portfolio)
• Goal Setting for Life, P 4.152-4.153
• What is Body Composition? (S1 Portfolio)
• Weight (Body Composition) – Optional, P 4.132
• Review skills during warm-ups
• Skipping, hopping, jumping, karaoke, side
slide
Individual and Dual Sports Skills:
• Ice Breakers
• Low Organized Games
• Tennis
• Forehand, Backhand, Serve, Volley
• Drills
• Court position
• Singles, Doubles, Tournaments
• Rules and game strategies
Goal Setting For Life, P4.145-P4.161
• History
• Introduction, P. 4.148 – 4.151
• Goal Setting for Life, P.4.152-4.153
• FITT Fitness Plan, P.4.154-4.155
Assessment
Assessments:
Five For Life Student Assessment P.1.30-1.31
Explore Strength and Endurance (S1 Portfolio)
Dynamic vs. Static Stretching (S1 Portfolio)
What is Body Composition? (S1 Portfolio)
Revised 8/19/2011 2:00 PM
Fitness Pre-Measurements
Student Self Assessment, Five for Life Fitness
Measurements Recording Sheet, P.4.153
Five for Life Health, Performance & Appearance
Smart Goals, P4.155
Observation
Tennis Rubrics (TBD)
Observation
Reflective Questioning
Seattle District Curriculum Map
Grade Level: .5 Personal Fitness
Length of Time: 1 Semester
2011-2012
Standards
1.3.1 Analyzes the components of health-related
fitness.
4.2.1 Evaluates concepts of a health, fitness, and
nutrition plan and monitoring system, based on life
and employment goals.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and psychological
changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness, and
nutrition plan and monitoring system, based on life
and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Evaluates emergency situations,
ways to prevent injuries, and
demonstrates skills to respond
appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio – Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
WELNET Assessment
Activity dependent
Teacher Developed Materials
Notes
Post instructions on SPS teacher’s web page to
access student fitness scores on WELNET.
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map
Grade Level: .5 Personal Fitness
Length of Time: 1 Semester
2011-2012
Week 4-6
Health & Fitness Academic Content
Fitness-Related Activities
Motor Skills
Social/Emotional
Essential
Questions
Why is muscular strength and endurance important
to healthy living?
How can I improve my muscular strength and
muscular endurance?
What motor skills do I need to do to
improve or maintain my muscular
strength and muscular endurance?
How will cooperating with others improve
my success in playing individual and dual
sports?
Various Team, Individual Sports, &
Lifetime Activities
Common Courtesy/Etiquette
Team work
Personal Space
Sportsmanship
Review rules and proper behavior for each
sport, activity and skill
How can circuit training improve my fitness?
Content
Skills/
Activities
Training Principles P. 1.34-1.48
Functional Training P. 4.1-4.41
Muscular Strength & Muscular Endurance, P1.121.16
Circuit Training P. 4.42-4.77
Training Principles
Functional Training
Team & Individual Sports Skills –
• Student Introduction 1.36-1.37
• Whole Class Functional Equipment Workout P.
4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Basketball
o Review basic skills, dribble, pass
& shoot
o Offensive & defensive skills
o Rebounding
o Jump Stops
o Modified Games
 Bump, horse, Twenty One,
Around the World
 1 on 1, 3 on 3
• Muscular Strength & Muscular Endurance Recording
Activity P. 1.41-1.43
• FITT Principle Muscular Strength & Muscular
Endurance Recording Chart (S1 Portfolio)
• FITT Principle Muscular Strength & Muscular
Endurance Recording Chart Reflection (S1 Portfolio)
Muscular Strength & Muscular Endurance, P1.121.16
• Vocabulary & Discussion – Word wall P. 1.38
• Community Outreach: Poster Project (S1 Portfolio)
• Advanced Muscular Strength & Muscular Endurance
Tag P 1.15-1.16
Student/Parent Fitness Report (See Notes)
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
Circuit Training
• Student Introduction P. 4.45
• Muscular Strength & Muscular Endurance Circuit
P.4.62-4.63
• Circuit Purpose Identification (S1 Portfolio)
• Pickleball
o Forehand
o Backhand
o Volley
o Serve
o Rules
o Doubles Games
o Tournament
Lifetime Activities
• Golf
o Swing
o Stance
o Grip
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map
Grade Level: .5 Personal Fitness
Length of Time: 1 Semester
2011-2012
o Putting
o Scoring, rules and etiquette
• Yoga
o Proper breathing
o Plank
o Downward facing dog
o Warrior poses
o Table
o Sun Salutation
Assessment
Muscular Endurance & Muscular Strength
Recording Chart, Group Activity P.1.44
FITT Principle Muscular Strength & Muscular
Endurance Recording Chart (S1 Portfolio)
FITT Principle Muscular Strength & Muscular
Endurance Recording Chart Reflection (S1
Portfolio)
Circuit Design Activity, Group Activity P.4.734.75
Circuit Purpose Identification (S1 Portfolio)
Teacher Observation
Observation
Reflective Questioning
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness plan.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and psychological
changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness, and
nutrition plan and monitoring system, based on life
and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to
enhance a physically active life.
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio –Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
WELNET
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
www.PEcentral.org
Notes
Post instructions on SPS teacher’s web page to
access student fitness scores on WELNET.
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map
Grade Level: .5 Personal Fitness
Length of Time: 1 Semester
2011-2012
Week 7-9
Health & Fitness Academic Content
Fitness-Related Activities
Motor Skills
Social/Emotional
Essential
Questions
Why is maintaining or improving cardiorespiratory
endurance important to healthy living?
How can I improve my cardiorespiratory
endurance?
What motor skills do I need to do to
improve or maintain my
cardiorespiratory endurance?
What skills do I need to become a
successful doubles partner?
How can circuit training improve my fitness?
Content
Training Principles
Cardiorespiratory Endurance 1.7-1.11
Cardiorespiratory System for Life P. 3.1-3.14
Student/Parent Fitness Report (week 4)
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Heart Health Pyramid P.4.78-4.95
Various Team, Individual Sports, &
Lifetime Activities
Common Courtesy
Team work
Personal Space
Sportsmanship
Skills/
Activities
Training Principles
Functional Training
Team & Individual Sports Skills –
• Cardiorespiratory Endurance Recording Activity P.
1.39
• Whole Class Functional Equipment Workout P.
4.11
o Agility Rings
o Step Boxes
o Five for Life Station Cards
• Flag Football
o Rules and game strategies
o Throwing
o Catching
o Punting
o Dodging
o Pass patterns
o Agility
Review rules and proper behavior for each
sport, activity and skill
• Cardiorespiratory Endurance Chart P. 1.40
(Portfolio Activity)
Cardiorespiratory Endurance
• Cardiorespiratory Graphing Worksheet and
Reflection (Five for Life Portfolio Unit) (S1 Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
• FITT Principle Cardiorespiratory Endurance
Reflection (S1 Portfolio)
Circuit Training
Cardiorespiratory System for Life P. 3.1-3.14
• Student Introduction P. 4.45
• Student Introduction, P. 3.4-3.5
• Advanced Cardiorespiratory Relay P.3.7-3.9
• Cardiorespiratory endurance circuit P. 4.60
• Circuit Purpose Identification (S1 Portfolio)
• Aerobic vs. Anaerobic P.3.10
Heart Health Pyramid P.4.78-4.95
• Community Outreach: Healthy Heart
Announcements (S1 Portfolio)
• Intensity Levels Circuit (S1 Portfolio)
• Student Introduction, P. 4.80-4.82
• Intensity Story Problems (S1 Portfolio)
• Starting with a Heart Rate Monitor P4.84
• Age-Adjusted Maximum and Training Heart
Rate Formulas P4.85-486
• Heart Health Pyramid P4.85-4.89
• Heart Health Training Log P. 4.90-4.91 (S1
Portfolio)
Revised 8/19/2011 2:00 PM
• Badminton
o Forehand
o Backhand
o Serve
o Lob
o Dink
o Smash
o Court position
o Rules and game strategies
Lifetime Activities
• Swimming
o Crawl
o Breast Stroke
Seattle District Curriculum Map
Grade Level: .5 Personal Fitness
Length of Time: 1 Semester
o
o
o
o
o
2011-2012
Elementary Back Stroke
Side Stroke
Back crawl
Water Polo
Snorkeling
• Self-Defense
o Communication skills
o Conflict avoidance
o Grab escapes
o Strikes
Assessment
Cardiorespiratory Endurance Recording Chart,
P.1.40 (Portfolio Activity)
Advanced Cardiorespiratory Graphing Worksheet,
P. 1.11 (Portfolio Activity)
Cardioresiratory System for Life Student
Assessment P.3.11-.12
Cardiorespiratory Graphing and Reflection (S1
Portfolio)
FITT Principle Cardiorespiratory Endurance
Reflection (S1 Portfolio)
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness plan.
4.1.1 Analyzes daily health and fitness habits.
Revised 8/19/2011 2:00 PM
Circuit Design Activity, Group Activity P.4.734,75
Heart Health Pyramid Student Assessment
P4.92-4.93
Heart Health Training Log P. 4.904.91(Portfolio Activity)
Circuit Purpose Identification (S1 Portfolio)
Intensity Levels Circuit (S1 Portfolio)
Intensity Story Problems (S1 Portfolio)
Teacher Observation
Observation
Reflective Questioning
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.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
1.2.1 Applies how to perform activities
and tasks safely and appropriately.
1.4.1 Applies the components of skillrelated fitness to physical activity.
2.4.2 Evaluates emergency situations, ways
to prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Word Wall/Vocabulary
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Notes
Revised 8/19/2011 2:00 PM
Grade Level: .5 Personal Fitness
Five for Life Advanced Book 4th Edition
Circuit Training Manual
WELNET
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Length of Time: 1 Semester
As needed
www.PECentral.org
2011-2012
Seattle District Curriculum Map
Grade Level: .5 Personal Fitness
Length of Time: 1 Semester
2011-2012
Week 10-12
Health & Fitness Academic Content
Fitness-Related Activities
Motor Skills
Social/Emotional
Essential
Questions
How does body composition impact my life?
How well do I eat and how does it impact my life?
How do fitness behaviors effect body
composition?
How can activity influence body
composition?
How does your body image affect your
Social/Emotional/Safety well-being?
Content
Body Composition P. 1.25-1.31
Nutrition P.2.15-2.28
Functional Training
Circuit Training
Pedometers P.4.96-4.113
Various Team, Individual Sports, &
Lifetime Activities.
Common Courtesy
Team work
Personal Space
Sportsmanship
Skills/
Activities
Body Composition
Functional Training
Team & Individual Sports Skills -
• Introduction P 1.4-1.5
• Whole Class Functional Equipment Workout
P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Track and Field Activities
o Sprinting
o Long Distance Running
o Long Jump
o Shot Put
Review rules and proper behavior for each
sport, activity and skill
• Student Introduction Webbing (S1 Portfolio)
• Vocabulary-word wall P 1.6
• Body Composition P 1.26
• Energy In/Energy Out P. 1.27
• Healthy Body Card Game P. 1.28-1.29
Nutrition
• Nutrition Introduction P 2.17-2.18
• Vocabulary-word wall P 2.19
• Advanced Meal Planner P. 2.25-2.26
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
• Food Label Analysis (S1 Portfolio)
Circuit Training
• Nutrition Log P 2.20 (Portfolio Activity)
• Nutrition Reflection (S1 Portfolio)
• Community Outreach: Nutrition Challenges (S1
Portfolio)
• Cardiorespiratory endurance circuit P. 4.60
• Community Outreach: After School Activity
Circuit (S1 Portfolio)
Pedometers
• Walking Tag P. 4. 101-4.102
• Five for Life Pace Guide Challenge P. 4.1034.104
• Steps for Life Recording and Reflection (S1
Portfolio)
Revised 8/19/2011 2:00 PM
Lifetime Activities
• Power Walking
o Technique
o Pacing
o Time trials
• Dance – Movement to Music
o Rhythms
Seattle District Curriculum Map
Assessment
Grade Level: .5 Personal Fitness
Nutrition Log P 2.23 (Portfolio Activity)
Log Self-Reflection P 2.24 (Portfolio Activity)
Student Introduction Webbing (S1 Portfolio)
Food Label Analysis (S1 Portfolio)
Nutrition Reflection (S1 Portfolio)
Length of Time: 1 Semester
Circuit Purpose Identification (S1 Portfolio)
Student Introduction Note Taker (S1
Portfolio)
Steps for Life Recording and Reflection (S1
Portfolio)
Teacher Observation
Observation
Reflective Questioning
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness plan.
1.5.1 Analyzes the relationship of nutrition planning to
physical performance and body composition.
1.5.2 Evaluates how nutritional requirements change.
1.5.3 Analyzes the effectiveness of various nutritional
products.
1.5.4 Evaluates how healthy and unhealthy eating
patterns impact the function of the body.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness, and
nutrition plan and monitoring system, based on life
and employment goals.
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 healthrelated fitness.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
1.2.1 Applies how to perform activities
and tasks safely and appropriately.
1.4.1 Applies the components of skillrelated fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
Pedometers
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
As needed
www.PECentral.org
Notes
Revised 8/19/2011 2:00 PM
2011-2012
Seattle District Curriculum Map
Grade Level: .5 Personal Fitness
Length of Time: 1 Semester
2011-2012
Week 13-15
Health & Fitness Academic Content
Fitness-Related Activities
Motor Skills
Social/Emotional
Essential
Questions
How does flexibility impact my life?
Why is flexibility in maintaining a healthy
lifestyle?
How do fitness behaviors affect flexibility?
How can I continue to improve my flexibility?
What motor skills do I need to
do to improve or maintain my
flexibility?
How will cooperating with others improve
my success in physical education?
Content
Flexibility P 1.17-1.24
Functional Training
Circuit Training
Fitness Post-Measurements (4.114-4.144)
Various Team, Individual
Sports, &
Lifetime Activities
Common Courtesy
Team work
Personal Space
Good Sportsmanship
Skills/
Activities
Flexibility P 1.17-1.24
Functional Training
Team & Individual Sports Skills
• Student Introduction Statements (S1 Portfolio)
• Whole Class Functional Equipment Workout P.
4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Wrestling
o Take downs
o Pinning combinations
o Escapes
Review rules and proper behavior for each
sport, activity and skill
• Vocabulary – Word wall P 1.6
• Advanced Flexibility Activity P 1.18-1.19
• Creating Dynamic & Static Stretching Routines P
1.23-1.24 (Portfolio Activity)
• Flexibility and the FITT Principle Worksheet (S1
Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41 (use
instructions as needed for appropriate equipment)
Circuit Training
• Individual Component of Fitness Circuit: Flexibility
Circuit (Need Page Number)
Fitness Post-Measurements (4.114-4.144)
• Gymnastics
o Tumbling
o Balancing
Lifetime Activities
• Badminton
o Technique
o Scoring
o Basic rules
o Serving
• Community Outreach: Family Fitness Measurements
(S1 Portfolio)
• Fitness Measurement Recording Sheet (S1 Portfolio)
• Fitness Measurements & Goal Setting Reflection (S1
Portfolio)
Assessment
Flexibility – Creating a stretching routine activity
worksheet P. 1.24 (Portfolio Activity)
WA State CBA
Revised 8/19/2011 2:00 PM
Fitness Post-Measurements (4.114-4.141)
Fitness Measurement Recording Sheet (S1 Portfolio)
Teacher Observation
Observation
Reflective Questioning
Seattle District Curriculum Map
Grade Level: .5 Personal Fitness
Length of Time: 1 Semester
Student Introduction Statements (S1 Portfolio)
Flexibility and the FITT Principle Worksheet (S1
Portfolio)
Fitness Measurements & Goal Setting Reflection (S1
Portfolio)
Student Self Assessment, Five for Life Fitness
Measurements Recording Sheet, P.4.153
Standards
1.1.1 Applies complex motor skills and movement
concepts to activities to enhance a physically active
life.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness, and
nutrition plan and monitoring system, based on life
and employment goals.
1.3.1 Analyzes the components of health-related fitness.
1.2.1 Applies how to perform activities and tasks safely
and appropriately.
2.2.1 Analyzes the physiological and psychological
changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity enriches
and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness, and
nutrition plan and monitoring system, based on life and
employment goals.
1.1.1 Applies complex motor skills
and movement concepts to
activities to enhance a physically
active life.
1.2.2 Applies skills and strategies
necessary for effective
participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
WELNET
Five for Life Student Portfolio-Series 1 (S1 Portfolio)
As needed
Notes
Revised 8/19/2011 2:00 PM
www.PECentral.org
2011-2012
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Grade Level: .5 Personal Fitness
Length of Time: 1 Semester
2011-2012
Week 16-17
Health & Fitness Academic Content
Fitness-Related Activities
Motor Skills
Social/Emotional
Essential
Questions
How can I stay physically fit, active and
healthy for my whole life?
How can creating a personal fitness plan improve
my health?
How can goal setting activities help me
maintain an active lifestyle?
How does it feel to achieve your
goals?
How does it feel if you do not reach
your goals?
How can I assess my fitness over time?
Content
Fitness Planning
Goal Setting P. 4.154-4.161
Circuit Training P. 4.42-4.77
Fitness Post-Measurements Student/Parent
Fitness Report (See Notes)
Review Functional Training P. 4.1-4.41
Various Team, Individual Sports, &
Lifetime Activities
Common Courtesy
Team work
Personal Space
Good Sportsmanship
Review rules and proper behavior
for each sport, activity and skill
Skills/
Activities
Fitness Planning
Circuit Training P. 4.42-4.77
Team & Individual Sports Skills
• Student Introduction P. 4.45
Review rules and proper behavior
for each sport, activity and skill
• Vocabulary-word wall P 4.150
• Performance & Appearance S.M.A.R.T. Goals
P.4.163
• Mile (Cardiorespiratory Endurance)P.4.141
Volleyball
o Serve
o Pass/defensive dig
o Set
o Hit
o Court position/rotation
o Ready position
Goal Setting P. 4.154-4.161
• Curl-Ups (Muscular Endurance)P. 4.129
Lifetime Activities
• FITT Fitness Plan 4.154
• Health, Performance & Appearance SMART
Goals P 4.155 (Portfolio Activity)
• Advanced FITT Fitness Plan P 4.156-4.160
(Portfolio Activity)
• Vocabulary-word wall P 4.150
• Personal Fitness Planning P 4.154-4.161
• Circuit Training Manual P 11
• Circuit Training Manual P 12
Fitness Post-Measurements Student/Parent
Fitness Report (See Notes)
• Introduction, P.4.123
• Sit and Reach (Flexibility)P.4.130
• Push-ups (Muscular Endurance)P.4.134
• Height (Body Composition)P.4.132
• Weight (Body Composition) – Optional, P,4.132
Review Functional Training P. 4.1-4.41
• Bocce Ball
• Tennis
• Croquet
• Station Swap Worksheet (S1 Portfolio)
Assessment
Appearance SMART Goals P 4.155 (Portfolio
Activity)
Advanced FITT Fitness Plan P 4.156-4.160
(Portfolio Activity)
Portfolio Assessment (Week 18)
Revised 8/19/2011 2:00 PM
Teacher Observation
Fitness Post-Measurements (4.114-4.144)
Station Swap Worksheet (S1 Portfolio)
Teacher Observation
Observation
Reflective Questioning
Seattle District Curriculum Map
Grade Level: .5 Personal Fitness
Length of Time: 1 Semester
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.5.1 Analyzes the relationship of nutrition
planning to physical performance and body
composition.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
4.2.2 Understands barriers to physical activity
and a healthy lifestyle.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and psychological
changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness, and
nutrition plan and monitoring system, based on life
and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary
for effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Advanced Book 4th Edition
Five for Life Circuit Training Manual
WELNET
As needed
www.PECentral.org
Five for Life Student Portfolio–Series 1 (S1
Portfolio)
Notes
Post instructions on SPS teacher’s web page to
access student fitness scores on WELNET.
Revised 8/19/2011 2:00 PM
2011-2012
2.4.2 Evaluates emergency situations,
ways to prevent injuries, and
demonstrates skills to respond
appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
ll
Week 1-3
Grade Level: High School
Health & Fitness Academic Content
Essential
Questions
How is fitness planning important to my
health?
Length of Time: 1 Semester
Motor Skills
Fitness-Related Activities
How fit am I?
Why is it important to write fitness goals?
How will motor skills change with fitness
development over time?
Team Sports
One
Social, Emotional & Safety
What makes a safe environment during
individual and dual sports?
How will previously learned motor skills
relate to team sports and/or activities?
Content
Fitness Portfolio
Introduction of Five Components of Fitness
Activities
Goal Setting For Life (5 For Life Section 1;
Section 4, P.4.145-4.171)
Fitness Pre-Measurements (4.114-4.144)
Team Sports/ Skills
Course Orientation
Safety in movement
Skills/
Activities
Fitness Portfolio
Fitness Pre-Measurements (review protocols
with students)
Team Sports/ Skills
Rules and Procedures
Course Syllabus
Introductory Activities
• Fitness Portfolio Introduction (S1 Portfolio)
• Introduction, P.4.123
• Explanation of Portfolio Activities – table of
contents (S1 Portfolio)
• Mile (Cardiorespiratory Endurance)P.4.141
Introduction of Five Components of Fitness
Activities
• Sit and Reach (Flexibility)P.4.130
• Cardiorespiratory Endurance Activity, P.1.8 &
1.9
• Exploring Muscular Strength and Endurance
(S1 Portfolio)
• Dynamic vs. Static Stretching (S1 Portfolio)
• What is Body Composition? (S1 Portfolio)
• Curl-Ups (Muscular Endurance)P. 4.129
• Push-ups (Muscular Endurance)P.4.134
• Height (Body Composition)P.4.132
• Weight (Body Composition) – Optional, P
4.132
• Goal Setting for Life, P 4.152-4.153
Goal Setting For Life, P4.145-P4.161
• Ultimate Frisbee
o Backhand throw
o Forehand throw
o Hammer throw
o Distance Throwing
o Target Throwing
o Frisbee Golf
o Basic Rules
o Offensive/defensive skills
o Modified Games
o 3 v 3 or 4 v 4
o Whole Group games
• Ice Breakers
• Low Organized Games
• Introduction, P. 4.148 – 4.151
• Goal Setting for Life, P.4.152-4.153
• FITT Fitness Plan, P.4.154-4.155
Assessment
Assessments:
Five For Life Student Assessment P.1.30-1.31
Explore Strength and Endurance (S1 Portfolio)
Dynamic vs. Static Stretching (S1 Portfolio)
What is Body Composition? (S1 Portfolio)
Revised 8/19/2011 1:56 PM
Fitness Pre-Measurements
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
Five for Life Health, Performance &
Appearance Smart Goals, P4.155
Observation
Rubrics (TBD)
Observation
Reflective Questioning
Seattle District Curriculum Map
ll
Grade Level: High School
Length of Time: 1 Semester
Team Sports
One
Standards
1.3.1 Analyzes the components of health-related
fitness.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio – Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
WELNET Assessment
Activity dependent
Teacher Developed Materials
Notes:
Post instructions on SPS teacher’s web page
to access student fitness scores on
WELNET.
Revised 8/19/2011 1:56 PM
Seattle District Curriculum Map
ll
Week 4-6
Essential
Questions
Grade Level: High School
Health & Fitness Academic Content
Why is muscular strength and endurance
important to healthy living?
Length of Time: 1 Semester
How can I improve my muscular strength
and muscular endurance?
How can circuit training improve my fitness?
Content
Skills/
Activities
Training Principles P. 1.34-1.48
Functional Training P. 4.1-4.41
Muscular Strength & Muscular Endurance,
P1.12-1.16
Circuit Training P. 4.42-4.77
Training Principles
Functional Training
• Student Introduction 1.36-1.37
• Whole Class Functional Equipment Workout
P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Muscular Strength & Muscular Endurance
Recording Activity P. 1.41-1.43
• FITT Principle Muscular Strength & Muscular
Endurance Recording Chart (S1 Portfolio)
• FITT Principle Muscular Strength & Muscular
Endurance Recording Chart Reflection (S1
Portfolio)
Muscular Strength & Muscular Endurance,
P1.12-1.16
• Vocabulary & Discussion – Word wall P. 1.38
• Community Outreach: Poster Project (S1
Portfolio)
• Advanced Muscular Strength & Muscular
Endurance Tag P 1.15-1.16
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
Circuit Training
• Student Introduction P. 4.45
• Circuit Purpose Identification (S1 Portfolio)
Social, Emotional & Safety
How will motor skills improve or maintain
muscular endurance and muscular strength
on overall health?
How will cooperating with others improve my
success in playing individual and dual
sports?
Team Sports
Common Courtesy/Etiquette
Team work
Personal Space
Sportsmanship
Team Sports
Review rules and proper behavior for each
sport, activity and skill
Student/Parent Fitness Report (See Notes)
• Muscular Strength & Muscular Endurance
Circuit P.4.62-4.63
Revised 8/19/2011 1:56 PM
Motor Skills
Fitness-Related Activities
Team Sports
One
• Flag Football
o Throwing
o Catching
o Punting
o Offensive/defensive strategies
o Pass Patterns
o Hiking the ball
o Basic Rules
o Modified Games
o Small Group Games
o Whole Group Games
Team Handball
o Passing & catching
o Shooting
o Dribbling
o Defense/offence strategies
o Defending Opponent
o How to score
o Out of Bound rules
o Basic Rules
Seattle District Curriculum Map
ll
Grade Level: High School
Length of Time: 1 Semester
Team Sports
One
Assessment
Muscular Endurance & Muscular Strength
Recording Chart, Group Activity P.1.44
FITT Principle Muscular Strength & Muscular
Endurance Recording Chart (S1 Portfolio)
FITT Principle Muscular Strength & Muscular
Endurance Recording Chart Reflection (S1
Portfolio)
Circuit Design Activity, Group Activity
P.4.73-4.75
Circuit Purpose Identification (S1 Portfolio)
Teacher Observation
Observation
Reflective Questioning
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio –Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
WELNET
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
www.PEcentral.org
Notes:
Revised 8/19/2011 1:56 PM
Seattle District Curriculum Map
ll
Week 7-9
Essential
Questions
Grade Level: High School
Health & Fitness Academic Content
Length of Time: 1 Semester
Motor Skills
Fitness-Related Activities
Team Sports
One
Social, Emotional & Safety
How will motor skills improve or maintain
cardiorespiratory endurance over time?
What skills do I need to become a successful
doubles partner?
Student/Parent Fitness Report (week 4)
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Heart Health Pyramid P.4.78-4.95
Team Sports
Common Courtesy
Team work
Personal Space
Sportsmanship
Training Principles
Functional Training
• Cardiorespiratory Endurance Recording
Activity P. 1.39
Team Sports
Review rules and proper behavior for each
sport, activity and skill
Cardiorespiratory Endurance
• Whole Class Functional Equipment Workout
P. 4.11
o Agility Rings
o Step Boxes
o Five for Life Station Cards
• Cardiorespiratory Graphing Worksheet and
Reflection (Five for Life Portfolio Unit) (S1
Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
• FITT Principle Cardiorespiratory Endurance
Reflection (S1 Portfolio)
Circuit Training
Why is maintaining or improving
cardiorespiratory endurance important to
healthy living?
How can I improve my cardiorespiratory
endurance?
Content
Training Principles
Cardiorespiratory Endurance 1.7-1.11
Cardiorespiratory System for Life P. 3.1-3.14
Skills/
Activities
• Cardiorespiratory Endurance Chart P. 1.40
(Portfolio Activity)
How can circuit training improve my fitness?
• Student Introduction P. 4.45
Cardiorespiratory System for Life P. 3.1-3.14
• Cardiorespiratory endurance circuit P. 4.60
• Student Introduction, P. 3.4-3.5
• Circuit Purpose Identification (S1 Portfolio)
• Advanced Cardiorespiratory Relay P.3.7-3.9
Heart Health Pyramid P.4.78-4.95
• Aerobic vs. Anaerobic P.3.10
• Community Outreach: Healthy Heart
Announcements (S1 Portfolio)
• Student Introduction, P. 4.80-4.82
• Intensity Levels Circuit (S1 Portfolio)
• Intensity Story Problems (S1 Portfolio)
• Starting with a Heart Rate Monitor P4.84
• Age-Adjusted Maximum and Training Heart
Rate Formulas P4.85-486
• Heart Health Pyramid P4.85-4.89
• Heart Health Training Log P. 4.90-4.91 (S1
Portfolio)
Revised 8/19/2011 1:56 PM
• Soccer
o Dribble
o Pass
o Shoot
o Trap
o Defending the goal
o Offensive/defensive strategies
• Drills
o Basic Rules
o Modified games
o 3 v 3 or 4 v 4
o Round robin tourney
o Whole group games
Seattle District Curriculum Map
ll
Assessment
Grade Level: High School
Cardiorespiratory Endurance Recording
Chart, P.1.40 (Portfolio Activity)
Advanced Cardiorespiratory Graphing
Worksheet, P. 1.11 (Portfolio Activity)
Cardioresiratory System for Life Student
Assessment P.3.11-.12
Cardiorespiratory Graphing and Reflection
(S1 Portfolio)
FITT Principle Cardiorespiratory Endurance
Reflection (S1 Portfolio)
Length of Time: 1 Semester
Circuit Design Activity, Group Activity
P.4.73-4,75
Heart Health Pyramid Student Assessment
P4.92-4.93
Heart Health Training Log P. 4.904.91(Portfolio Activity)
Circuit Purpose Identification (S1 Portfolio)
Intensity Levels Circuit (S1 Portfolio)
Intensity Story Problems (S1 Portfolio)
Teacher Observation
Observation
Reflective Questioning
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Word Wall/Vocabulary
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
WELNET
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:56 PM
Team Sports
One
Seattle District Curriculum Map
ll
Grade Level: High School
Length of Time: 1 Semester
Week 10-12
Health & Fitness Academic Content
Essential
Questions
How does body composition impact my life?
How well do I eat and how does it impact my
life?
How do fitness behaviors effect body
composition?
How can team sport activities influence body
composition over time?
How does your body image affect your
Social/Emotional/Safety well-being?
Content
Body Composition P. 1.25-1.31
Nutrition P.2.15-2.28
Functional Training
Circuit Training
Pedometers P.4.96-4.113
Team Sports
Common Courtesy
Team work
Personal Space
Sportsmanship
Skills/
Activities
Body Composition
Functional Training
Team Sports
• Introduction P 1.4-1.5
• Whole Class Functional Equipment Workout
P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Basketball
o Review basic skills
o Dribble
o Pass
o Shoot
o Offensive & defensive skills
o Rebounding
o Jump Stops
o Basic Rules
o Modified Games (Bump, horse, Twenty
One, Around the World)
o 1 on 1, 3 on 3
Review rules and proper behavior for each
sport, activity and skill
• Student Introduction Webbing (S1 Portfolio)
• Vocabulary-word wall P 1.6
• Body Composition P 1.26
• Energy In/Energy Out P. 1.27
• Healthy Body Card Game P. 1.28-1.29
Nutrition
• Nutrition Introduction P 2.17-2.18
• Vocabulary-word wall P 2.19
Fitness-Related Activities
• Advanced Meal Planner P. 2.25-2.26
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
• Food Label Analysis (S1 Portfolio)
Circuit Training
• Nutrition Log P 2.20 (Portfolio Activity)
• Nutrition Reflection (S1 Portfolio)
• Community Outreach: Nutrition Challenges
(S1 Portfolio)
• Cardiorespiratory endurance circuit P. 4.60
• Community Outreach: After School Activity
Circuit (S1 Portfolio)
Pedometers
• Walking Tag P. 4. 101-4.102
• Five for Life Pace Guide Challenge P. 4.1034.104
• Steps for Life Recording and Reflection (S1
Portfolio)
Revised 8/19/2011 1:56 PM
Motor Skills
Team Sports
One
• Volleyball
o Forehand pass (bump)
o Overhead pass (setting)
o Serve
o Hit (spike)
o Court Position
o Basic Rules
o Modified games
o Whole group games
Social, Emotional & Safety
Seattle District Curriculum Map
ll
Assessment
Grade Level: High School
Nutrition Log P 2.23 (Portfolio Activity)
Log Self-Reflection P 2.24 (Portfolio Activity)
Student Introduction Webbing (S1 Portfolio)
Food Label Analysis (S1 Portfolio)
Team Sports
One
Length of Time: 1 Semester
Circuit Purpose Identification (S1 Portfolio)
Student Introduction Note Taker (S1 Portfolio)
Steps for Life Recording and Reflection (S1
Portfolio)
Teacher Observation
Observation
Reflective Questioning
Nutrition Reflection (S1 Portfolio)
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.5.1 Analyzes the relationship of nutrition
planning to physical performance and body
composition.
1.5.2 Evaluates how nutritional requirements
change.
1.5.3 Analyzes the effectiveness of various
nutritional products.
1.5.4 Evaluates how healthy and unhealthy
eating patterns impact the function of the body.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
Pedometers
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:56 PM
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
ll
Week 13-15
Grade Level: High School
Health & Fitness Academic Content
Team Sports
One
Length of Time: 1 Semester
Fitness-Related Activities
Motor Skills
Social, Emotional & Safety
Essential
Questions
How does flexibility impact my life?
Why is flexibility in maintaining a healthy
lifestyle?
How do fitness behaviors affect flexibility?
How can I continue to improve my flexibility?
How will motor skills improve or maintain my
flexibility over time?
How will cooperating with others improve my
success in physical education?
Content
Flexibility P 1.17-1.24
Functional Training
Circuit Training
Fitness Post-Measurements (4.114-4.144)
Team Sports
Common Courtesy
Team work
Personal Space
Review rules and proper behavior for each
sport, activity and skill
Skills/
Activities
Flexibility P 1.17-1.24
Functional Training
Team Sports
• Student Introduction Statements (S1 Portfolio)
• Whole Class Functional Equipment
Workout P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Floor Hockey
o Forehand pass
o Backhand pass
o Trapping
o Target Shooting
o Shooting at a Goal
o Defensive/Offensive strategies
o Defending a goal
• Vocabulary – Word wall P 1.6
• Advanced Flexibility Activity P 1.18-1.19
• Creating Dynamic & Static Stretching
Routines P 1.23-1.24 (Portfolio Activity)
• Flexibility and the FITT Principle Worksheet
(S1 Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
Circuit Training
• Individual Component of Fitness Circuit:
Flexibility Circuit (Need Page Number)
Fitness Post-Measurements (4.114-4.144)
• Community Outreach: Family Fitness
Measurements (S1 Portfolio)
• Fitness Measurement Recording Sheet (S1
Portfolio)
• Fitness Measurements & Goal Setting
Reflection (S1 Portfolio)
Revised 8/19/2011 1:56 PM
• Softball
o Throwing
o Catching
o Base Running
o Hitting
o Learning how to use a glove
o Grounding a ball
o Catching fly balls
o Basic Rules
o Modified Games
o Whole Group Game
Review rules and proper behavior for each
sport, activity and skill
Seattle District Curriculum Map
ll
Assessment
Grade Level: High School
Teacher Observation
Flexibility – Creating a stretching routine
activity worksheet P. 1.24 (Portfolio Activity)
WA State CBA
Student Introduction Statements (S1 Portfolio)
Flexibility and the FITT Principle Worksheet
(S1 Portfolio)
Fitness Post-Measurements (4.114-4.141)
Fitness Measurement Recording Sheet (S1
Portfolio)
Standards
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
WELNET
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:56 PM
Team Sports
One
Length of Time: 1 Semester
Observation
Reflective Questioning
Fitness Measurements & Goal Setting
Reflection (S1 Portfolio)
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
ll
Week 16-17
Essential
Questions
Grade Level: High School
Health & Fitness Academic Content
How can I stay physically fit, active and
healthy for my whole life?
Motor Skills
Fitness-Related Activities
How can creating a personal fitness plan
improve my health?
Team Sports
One
Length of Time: 1 Semester
Social, Emotional & Safety
How will continuing to use a PE journal over
time help me maintain an active lifestyle?
How does it feel to achieve your goals?
Circuit Training P. 4.42-4.77
Fitness Post-Measurements Student/Parent
Fitness Report (See Notes)
Review Functional Training P. 4.1-4.41
Team and Individual Sports
Common Courtesy
Lifetime Activities
Team work
Circuit Training P. 4.42-4.77
Team and Individual Sports
• Student Introduction P. 4.45
• Floor Hockey
o Forehand pass
o Backhand pass
o Trapping
o Target Shooting
o Shooting at a Goal
o Defensive/Offensive strategies
o Defending a goal
How can I assess my fitness over time?
Content
Skills/
Activities
Fitness Planning
Goal Setting P. 4.154-4.161
Fitness Planning
• Vocabulary-word wall P 4.150
• FITT Fitness Plan 4.154
• Health, Performance & Appearance SMART
Goals P 4.155 (Portfolio Activity)
• Advanced FITT Fitness Plan P 4.156-4.160
(Portfolio Activity)
• Performance & Appearance S.M.A.R.T. Goals
P.4.163
Goal Setting P. 4.154-4.161
• Vocabulary-word wall P 4.150
• Personal Fitness Planning P 4.154-4.161
• Circuit Training Manual P 11
• Circuit Training Manual P 12
Fitness Post-Measurements Student/Parent
Fitness Report (See Notes)
• Introduction, P.4.123
• Mile (Cardiorespiratory Endurance)P.4.141
• Curl-Ups (Muscular Endurance)P. 4.129
• Sit and Reach (Flexibility)P.4.130
• Push-ups (Muscular Endurance)P.4.134
• Height (Body Composition)P.4.132
• Weight (Body Composition) – Optional,
P,4.132
Review Functional Training P. 4.1-4.41
• Station Swap Worksheet (S1 Portfolio)
Personal Space
Review rules and proper behavior for each
sport, activity and skill
• Lacrosse
o Scooping
o Cradling
o Catching/Throwing
o Offensive/Defensive Strategies
o Shooting at a Goal
o Small Group Games
o Whole Group Games
Speed-a-way
Global Sports
Lifetime Activities
• Bocce Ball
Revised 8/19/2011 1:56 PM
Review rules and proper behavior for each
sport, activity and skill
Seattle District Curriculum Map
ll
Grade Level: High School
Team Sports
One
Length of Time: 1 Semester
• Tennis
Croquet
Assessment
Appearance SMART Goals P 4.155 (Portfolio
Activity)
Advanced FITT Fitness Plan P 4.156-4.160
(Portfolio Activity)
Portfolio Assessment (Week 18)
Teacher Observation
Fitness Post-Measurements (4.114-4.144)
Station Swap Worksheet (S1 Portfolio)
Teacher Observation
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.5.1 Analyzes the relationship of nutrition
planning to physical performance and body
composition.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
4.2.2 Understands barriers to physical activity
and a healthy lifestyle.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Advanced Book 4th Edition
Five for Life Circuit Training Manual
WELNET
As needed
Five for Life Student Portfolio–Series 1 (S1
Portfolio)
Notes:
Post instructions on SPS teacher’s web page
to access student fitness scores on
WELNET.
Revised 8/19/2011 1:56 PM
Observation
Reflective Questioning
www.PECentral.org
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
ll
Grade Level: High School
Week 1-3
Health & Fitness Academic Content
Essential
Questions
How will goal setting help me accomplish my
fitness plan?
Content
Skills/
Activities
Length of Time: 1 Semester
Fitness-Related Activities
Motor Skills
How fit can I become?
How can fitness goals improve my overall
health?
How will motor skills change with fitness
development over time?
Five Components of Fitness Activities
(Review) P 1.7 – 1.29
Goal Setting 4.145 – 4.153
Behavior Log – Activity Log & Intensity – 2.1
– 2.14
Fitness Pre-Measurements (4.114-4.144)
Functional Training (review) P 4.1 – 4.41
Circuit Training P 4.42 – 4.77
Student/Parent Fitness Report (See Notes)
Team Sports/ Skills
Five Components of Fitness Activities
(Review)
Fitness Pre-Measurements (review protocols
with students)
• Components of Fitness Story Problems (S2
Portfolio)
• Introduction, P.4.123
• Components of Fitness and FITT Principle
Review (S2 Portfolio)
• Curl-Ups (Muscular Endurance) P. 4.129
Ultimate Frisbee
• Backhand throw
• Forehand throw
• Hammer throw
• Distance Throwing
• Target Throwing
• Frisbee Golf
• Basic Rules
• Offensive/defensive skills
• Modified Games
• 3 v 3 or 4 v 4
• Whole Group games
Goal Setting For Life, P4.145-P4.155
• Introduction, P. 4.148-4.149
• Goal Setting for Life, P.4.151-4.153
(Portfolio)
• FITT Fitness Plan, P.4.154-4.155 (Portfolio)
Behavior Log – Activity Log & Intensity
• Intensity Interval Tracker (S2 Portfolio)
• Activity Log P 2.9 – 2.11 (Portfolio)
WELNET
• Mile (Cardiorespiratory Endurance) P.4.141
• Sit and Reach (Flexibility) P.4.130
• Push-ups (Muscular Endurance)P.4.134
• Height (Body Composition) P.4.132
• Weight (Body Composition) – In, P 4.132
Functional Training
• Whole Class Functional Equipment Workout
P. 4.11 – Review each piece of equipment
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
Revised 8/19/2011 1:57 PM
Team Sports
Level Two
Social, Emotional & Safety
What makes a safe environment during P.E.
classes?
How will previously learned motor skills
relate to team sports and/or activities?
Course Orientation
Safety in movement
Rules and Procedures
Course Syllabus
Introductory Activities
• Ice Breakers
• Low Organized Games
Seattle District Curriculum Map
ll
Grade Level: High School
Team Sports
Level Two
Length of Time: 1 Semester
appropriate equipment)
Circuit Training
• Warm-up Circuits P 4.51 – 4.55
• Station Swap Extended (S2 Portfolio)
Assessment
Assessments:
Activity Log Student Assessment – P 2.13
Five for Life Health, Performance & Appearance
Smart Goals, P4.155
Fitness Pre-Measurements
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
Station Swap Extended (S2 Portfolio)
Observation
Observation
Rubrics (TBD)
Reflective Questioning
Standards
1.3.1 Analyzes the components of health-related
fitness.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Resource CD – posters
WELNET
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
WELNET Assessment
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Activity dependent
Teacher Developed Materials
Notes:
Post instructions on SPS teacher’s web page
to access student fitness scores on
WELNET.
Revised 8/19/2011 1:57 PM
Seattle District Curriculum Map
ll
Timeframe:
Week 4 - 6
Grade Level: High School
Health & Fitness Academic Content
Team Sports
Level Two
Length of Time: 1 Semester
Motor Skills
Fitness-Related Activities
Social, Emotional & Safety
Essential
Questions
How can using training principles assist me
in maintaining or improving
cardiorespiratory endurance?
Why is water important to health?
Why is it necessary to maintain a healthy
level of cardio respiratory endurance?
How can circuit training help me meet my
fitness goals?
How will motor skills improve or maintain
muscular endurance and muscular strength
on overall health?
How will cooperating with others improve my
success in physical education?
Content
Training Principles - progression, overload ,
specificity & FITT (Review) Cardiorespiratory
Endurance P 1.34 – 1.40
Behavioral Log – Hydration Log - P 2.42 –
2.52
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Team Sports
Common Courtesy/Etiquette
Training Principles - progression, overload ,
specificity & FITT (Review) Cardiorespiratory
Endurance
Functional Training
Skills/
Activities
• Improve Cardiorespiratory Endurance Using
the FITT Principle (S2 Portfolio)
• Cardiorespiratory Endurance Advanced
FITT Fitness Plan P 4.156 (Portfolio)
Behavioral Logs – Hydration log
• Hydration Relay – 2.49 – 2.50
• Hydration Log – 2.46 – 2.48 (Portfolio)
WELNET
• Community Outreach: Know the Signs of
Dehydration Poster Display (S2 Portfolio)
Personal Space
• Introduction P 4.3
• Whole Class Functional Equipment Workout
P. 4.11 (Continued from weeks 1-30
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
• Pillar of Human Movement Circuit P 4.12 –
4.14
Circuit Training
• Student Introduction P. 4.45
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
Revised 8/19/2011 1:57 PM
Team work
Flag Football
• Throwing
• Catching
• Punting
• Offensive/defensive strategies
• Pass Patterns
• Hiking the ball
• Basic Rules
• Modified Games
• Small Group Games
• Whole Group Games
Team Handball
• Passing & catching
• Shooting
• Dribbling
• Defense/offence strategies
• Defending Opponent
• How to score
• Out of Bound rules
• Basic Rules
Review rules and proper behavior for each
sport, activity and skill
Seattle District Curriculum Map
ll
Grade Level: High School
Team Sports
Level Two
Length of Time: 1 Semester
• Cardiorespiratory endurance circuit P. 4.60
• Station Swap Extended (S2 Portfolio)
Teacher Observation
Assessment
Improve Cardiorespiratory Endurance Using
the FITT Principle (S2 Portfolio)
Hydration Log Students Assessment P 2.51
Signs of Dehydration (S2 Portfolio)
Station Swap Extended (S2 Portfolio)
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
www.PEcentral.org
Notes:
Revised 8/19/2011 1:57 PM
Observation
Reflective Questioning
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
ll
Timeframe:
Week 7 - 9
Grade Level: High School
Health & Fitness Academic Content
Team Sports
Level Two
Length of Time: 1 Semester
Motor Skills
Fitness-Related Activities
Social, Emotional & Safety
Essential
Questions
How can using the training assist me in
maintaining and improving muscular
strength and endurance?
Why is sleep important to health?
How will improving muscular strength and
muscular endurance affect my everyday life?
How can circuit training help me meet my
fitness goals?
How will motor skills improve or maintain
cardiorespiratory endurance over time?
How will cooperating with others improve my
success in physical education?
Content
Training Principles - progression, overload,
specificity & FITT (Review) – Muscle
Strength / Muscle Endurance P 1.31 – 1.44
Behavioral Logs – Sleep Log P 2.29 – 2.41
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Steps for Life P 4.96 – 4.113
Team Sports
Common Courtesy
Training Principles - progression, overload ,
specificity & FITT (Review) – Muscle
Strength / Muscle Endurance
Functional Training (ongoing)
Team Sports
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
Soccer
• Dribble
• Pass
• Shoot
• Trap
• Defending the goal
• Offensive/defensive strategies
Skills/
Activities
• Goal setting for Life Introduction 4.148 –
4.149 (Review)
• Muscle Check Up Card and Reflection (S2
Portfolio)
• Goal setting Muscle Strength P 4.157
(Portfolio)
Circuit Training
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
• What’s My Purpose Circuit P4.69 – 4.72
• Muscular Strength & Muscular Endurance
Circuit P.4.62-4.63
• Goal Setting Muscle Endurance P 4.158
(Portfolio)
Steps for Life
• Community Outreach: Muscle Memory
Game (S2 Portfolio)
• Student Introduction Fill-in-the-Blank (S2
Portfolio)
Behavioral Logs – Sleep Log
• Steps for Life Log (S2 Portfolio)
• Sleep Log – P 2.34 – 2.36 (Portfolio)
• Cross the City, State and Country (S2
Portfolio)
• Analyze Sleep Behaviors (S2 Portfolio)
Team work
Personal Space
Review rules and proper behavior for each
sport, activity and skill
Drills
• Basic Rules
• Modified games
• 3 v 3 or 4 v 4
• Round robin tourney
• Whole group games
• Progressive Muscle Relaxation P 2.37 –
2.39
Assessment
Muscle Check Up Card and Reflection (S2
Portfolio)
Goal setting Muscle Strength P 4.157 (Portfolio)
Revised 8/19/2011 1:57 PM
Circuit Design Activity, Group Activity
P.4.73-4,75
Student Introduction Fill-in-the-Blank (S2
Teacher Observation
Observation
Reflective Questioning
Seattle District Curriculum Map
ll
Grade Level: High School
Goal Setting Muscle Endurance P 4.158
(Portfolio)
Analyze Sleep Behaviors (S2 Portfolio)
Length of Time: 1 Semester
Portfolio)
Steps for Life Log (S2 Portfolio)
Cross the City, State and Country (S2
Portfolio)
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
As needed
www.PECentral.org
WELNET
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Notes:
Revised 8/19/2011 1:57 PM
Team Sports
Level Two
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
ll
Timeframe:
Week 10-12
Grade Level: High School
Health & Fitness Academic Content
Team Sports
Level Two
Length of Time: 1 Semester
Fitness-Related Activities
Motor Skills
Social, Emotional & Safety
Essential
Questions
Why should flexibility be a part of a fitness
plan?
How does flexibility affect fitness behaviors?
How does improving flexibility affect fitness
over time?
How can team sport activities influence body
composition over time?
How does body image affect your
social/emotional well-being?
Content
Training Principles - progression, overload ,
specificity & FITT (Review) – Flexibility P 1.34
– 1.47
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Steps for Life P 4.96 – 4.113
Team Sports
Common Courtesy
Training Principles - progression, overload ,
specificity & FITT (Review) – Flexibility
Functional Training (ongoing)
Basketball
•
Review basic skills
•
Dribble
•
Pass
•
Shoot
•
Offensive & defensive skills
•
Rebounding
•
Jump Stops
•
Basic Rules
•
Modified Games (Bump, horse, Twenty
One, Around the World)
•
1 on 1, 3 on 3
Skills/
Activities
• Flexibility and FITT (S2 Portfolio)
• Creating Dynamic & Static Stretching
Routines P1.23 – 1.24
• Goal Setting Flexibility P 4.159 (Portfolio)
• Community Outreach: Flexibility Sharing
(S2 Portfolio)
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
Circuit Training
• Individual Component of Fitness Circuit:
Flexibility Circuit
• Circuit Design Activity (as group) P 4.73 –
4.75
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
Steps for Life
• Steps for Life Log (S2 Portfolio) (ongoing)
• Cross the City, State and Country (S2
Portfolio) (ongoing)
Assessment
Flexibility and FITT (S2 Portfolio)
Training Principles Student Assessment
P 1.45
Revised 8/19/2011 1:57 PM
Team work
Personal Space
Review rules and proper behavior for each
sport, activity and skill
Volleyball
•
Forehand pass (bump)
•
Overhead pass (setting)
•
Serve
•
Hit (spike)
•
Court Position
•
Basic Rules
•
Modified games
•
Whole group games
Teacher Observation
Observation
Reflective Questioning
Seattle District Curriculum Map
ll
Grade Level: High School
Length of Time: 1 Semester
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.5.1 Analyzes the relationship of nutrition
planning to physical performance and body
composition.
1.5.2 Evaluates how nutritional requirements
change.
1.5.3 Analyzes the effectiveness of various
nutritional products.
1.5.4 Evaluates how healthy and unhealthy
eating patterns impact the function of the body.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
WELNET
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:57 PM
Team Sports
Level Two
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
ll
Timeframe
Week 13 - 15
Grade Level: High School
Health & Fitness Academic Content
Team Sports
Level Two
Length of Time: 1 Semester
Fitness-Related Activities
Motor Skills
Social, Emotional & Safety
Essential
Questions
How does eating healthy impact my life over
time?
How does balancing energy in and energy
out affect body composition?
How will motor skills improve or maintain my
flexibility over time?
How will cooperating with others improve my
success in physical education?
Content
Healthy Habits for Life Nutrition P 2.15 – 2.28
Team Sports
Common Courtesy
Goal Setting (Recheck) P 4.145 – 4.168
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Steps for Life P 4.96 – 4.113
Healthy Habits for Life Nutrition
Functional Training (ongoing)
• Daily Amounts Activity and Reflection (S2
Portfolio)
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
Floor Hockey
• Forehand pass
• Backhand pass
• Trapping
• Target Shooting
• Shooting at a Goal
• Defensive/Offensive strategies
• Defending a goal
Skills/
Activities
• Nutrition Log P 2.20 – 2.24 (Portfolio)
• WELNET Nutrition Log
Circuit Training
• Advanced Meal Planner P2.25 – 2.26
• Circuit Design Activity (as individual) P.
4.73-4.75 (Portfolio Activity)
• Community Outreach: Healthy Recipe Swap
for Students and Staff (S2 Portfolio)
Assessment
Steps for Life
• Healthy Habits for Life Goal Setting Activity
P 4.165 – 4.167
•
Revised 8/19/2011 1:57 PM
Personal Space
Review rules and proper behavior for each
sport, activity and skill
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
Goal Setting
Daily Amounts Activity and Reflection (S2
Portfolio)
Nutrition Log Student Assessment P 2.27
Team work
• Steps for Life Log (S2 Portfolio) (ongoing)
Cross the City, State and Country (S2
Portfolio) (ongoing)
Fitness Post-Measurements (4.114-4.141)
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
Circuit Design Activity, Individual Activity
P.4.73-4.75
Steps for Life Log and Graphing Activity P
Softball
• Throwing
• Catching
• Base Running
• Hitting
• Learning how to use a glove
• Grounding a ball
• Catching fly balls
• Basic Rules
• Modified Games
• Whole Group Game
Teacher Observation
Observation
Reflective Questioning
Seattle District Curriculum Map
ll
Grade Level: High School
Length of Time: 1 Semester
Team Sports
Level Two
4.109- 4.11
Standards
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
WELNET
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:57 PM
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
ll
Grade Level: High School
Team Sports
Level Two
Length of Time: 1 Semester
Motor Skills
Health & Fitness Academic Content
Essential
Questions
How will goal setting help me accomplish my
fitness plan?
How can I maintain my fitness level
throughout my life?
How will continuing to use a PE journal over
time help me maintain an active lifestyle?
How does it feel to achieve your goals?
Content
Five Components of Fitness Activities
(Review) P 1.7 – 1.29
Goal Setting 4.145 – 4.153
Behavior Log – Activity Log – 2.1 – 2.14
Student/Parent Fitness Report (week 17)
Fitness Post-Measurements (4.114-4.144)
Team and Individual Sports
Common Courtesy
Lifetime Activities
Team work
Five Components of Fitness Activities
(Review)
Fitness Post-Measurements (review
protocols with students)
• Cardiorespiratory Endurance Activity, P.1.71.11
• Introduction, P.4.123
• Muscular Strength/Muscular Endurance
Activity, P. 1.12-1.16
• Curl-Ups (Muscular Endurance)P. 4.129
Skills/
Activities
• Flexibility P.1.17-1.24
• Body Composition, P.1.25 -1.29
• Community Outreach: Activity Sharing
Letters (S2 Portfolio)
Fitness-Related Activities
Social, Emotional & Safety
Timeframe:
Week 16-17
Personal Space
• Mile (Cardiorespiratory Endurance)P.4.141
• Sit and Reach (Flexibility)P.4.130
• Push-ups (Muscular Endurance)P.4.134
• Height (Body Composition)P.4.132
• Weight (Body Composition) – In, P,4.132
Goal Setting For Life, P4.145-P4.155
• Introduction, P. 4.149-4.151
• Goal Setting for Life, P.4.152-4.153
(Portfolio)
Assessment
Floor Hockey
• Forehand pass
• Backhand pass
• Trapping
• Target Shooting
• Shooting at a Goal
• Defensive/Offensive strategies
• Defending a goal
Lacrosse
• Scooping
• Cradling
• Catching/Throwing
• Offensive/Defensive Strategies
• Shooting at a Goal
• Small Group Games
• Whole Group Games
• FITT Fitness Plan, P.4.154-4.155 (Portfolio)
Speed-a-way
• My SMART Goals (S2 Portfolio)
Global Sports
My SMART Goals (S2 Portfolio)
Revised 8/19/2011 1:57 PM
Teacher Observation
Fitness Post-Measurements (4.114-4.144)
Post Parent Student Report Sent Home
Teacher Observation
Review rules and proper behavior for each
sport, activity and skill
Observation
Reflective Questioning
Seattle District Curriculum Map
ll
Grade Level: High School
Length of Time: 1 Semester
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
4.2.2 Understands barriers to physical activity
and a healthy lifestyle.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Five for Life Advanced Book 4th Edition
Five for Life Circuit Training Manual
As needed
Notes:
Revised 8/19/2011 1:57 PM
www.PECentral.org
Team Sports
Level Two
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Week 1 - 3
Health & Fitness Academic Content
Grade Level: High School
Fitness-Related Activities
Essential
Questions
How is fitness planning important to my
health?
How fit am I?
Content
Fitness Portfolio
Introduction of Five Components of Fitness
Activities
Goal Setting For Life (5 For Life Section 1;
Section 4, P.4.145-4.171)
Skills/
Activities
Fitness Portfolio
• Fitness Portfolio Introduction (S1 Portfolio)
Fitness Pre-Measurements (4.114-4.144)
Introduction of swimming strokes
Locomotor Skills
Course Orientation
Safety in movement
Rules and Procedures
Course Syllabus
Introductory Activities
Fitness Pre-Measurements (review protocols
with students)
Introduction of swimming strokes
Locomotor Skills
Course Orientation
Safety in movement
Rules and Procedures
Course Syllabus
Introductory Activities
Why is it important to write fitness goals?
• Introduction, P.4.123
Introduction of Five Components of Fitness
Activities
• Sit and Reach (Flexibility)P.4.130
• Dynamic vs. Static Stretching (S1 Portfolio)
• What is Body Composition? (S1 Portfolio)
Social, Emotional & Safety
What makes a safe environment during P.E.
classes?
• Mile (Cardiorespiratory Endurance)P.4.141
• Exploring Muscular Strength and Endurance
(S1 Portfolio)
Motor Skills
Swimming
One
How do motor skills change with fitness
development?
How do the skills you learned previously
relate to swimming?
• Explanation of Portfolio Activities – table of
contents (S1 Portfolio)
• Cardiorespiratory Endurance Activity, P.1.8 &
1.9
Length of Time: 1 Semester
• Curl-Ups (Muscular Endurance)P. 4.129
• Push-ups (Muscular Endurance)P.4.134
• Height (Body Composition)P.4.132
• Weight (Body Composition) – Optional, P
4.132
• Goal Setting for Life, P 4.152-4.153
• Freestyle/Forward Crawl
• Backstroke
• Elementary Backstroke
• Side stroke
• Breast Stroke
• Pre test for swimming knowledge/safety
• Pre test for skills
• Treading Water
• Butterfly
• Turns
• Starts
• Diving/Surface Diving
Goal Setting For Life, P4.145-P4.161
• Introduction, P. 4.148 – 4.151
• Goal Setting for Life, P.4.152-4.153
• FITT Fitness Plan, P.4.154-4.155
Assessment
Assessments:
Five For Life Student Assessment P.1.30-1.31
Explore Strength and Endurance (S1 Portfolio)
Dynamic vs. Static Stretching (S1 Portfolio)
What is Body Composition? (S1 Portfolio)
Revised 8/19/2011 1:59 PM
Fitness Pre-Measurements
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
Five for Life Health, Performance &
Appearance Smart Goals, P4.155
Observation
Rubrics (TBD)
Observation
Reflective Questioning
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Swimming
One
Standards
1.3.1 Analyzes the components of health-related
fitness.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio – Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
WELNET Assessment
American Red Cross “Learn to Swim” video
Teacher Developed Materials
American Red Cross Basic Water Safety
information
Notes:
Post instructions on SPS teacher’s web page
to access student fitness scores on
WELNET.
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map
Week 4 - 6
Health & Fitness Academic Content
Essential
Questions
Why is muscular strength and endurance
important to healthy living?
Grade Level: High School
Fitness-Related Activities
How can I improve my muscular strength
and muscular endurance?
How can circuit training improve my fitness?
Content
Skills/
Activities
Length of Time: 1 Semester
Motor Skills
Social, Emotional & Safety
What motor skills do I need to do to improve
or maintain my muscular strength and
muscular endurance?
How will cooperating with others improve my
success in physical education?
Identify the components of the front crawl,
backstroke, elementary backstroke and
treading water
Personal Space
Common Courtesy
Circle Swimming
• Backstroke
Personal Space
Common Courtesy
Circle Swimming
• Elementary Backstroke
•
Training Principles P. 1.34-1.48
Functional Training P. 4.1-4.41
Muscular Strength & Muscular Endurance,
P1.12-1.16
Circuit Training P. 4.42-4.77
Training Principles
Functional Training
Identify the components of the:
• Student Introduction 1.36-1.37
• Whole Class Functional Equipment Workout
P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Front Crawl
• Muscular Strength & Muscular Endurance
Recording Activity P. 1.41-1.43
• FITT Principle Muscular Strength & Muscular
Endurance Recording Chart (S1 Portfolio)
• FITT Principle Muscular Strength & Muscular
Endurance Recording Chart Reflection (S1
Portfolio)
Muscular Strength & Muscular Endurance,
P1.12-1.16
• Vocabulary & Discussion – Word wall P. 1.38
• Community Outreach: Poster Project (S1
Portfolio)
• Advanced Muscular Strength & Muscular
Endurance Tag P 1.15-1.16
Student/Parent Fitness Report (See Notes)
Swimming
One
• Treading Water
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
Circuit Training
• Student Introduction P. 4.45
• Muscular Strength & Muscular Endurance
Circuit P.4.62-4.63
• Circuit Purpose Identification (S1 Portfolio)
Assessment
Muscular Endurance & Muscular Strength
Recording Chart, Group Activity P.1.44
FITT Principle Muscular Strength & Muscular
Endurance Recording Chart (S1 Portfolio)
FITT Principle Muscular Strength & Muscular
Endurance Recording Chart Reflection (S1
Revised 8/19/2011 1:59 PM
Circuit Design Activity, Group Activity
P.4.73-4.75
Circuit Purpose Identification (S1 Portfolio)
Teacher Observation of student stroke ability
Observation
Reflective Questioning
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Swimming
One
Portfolio)
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio –Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
WELNET
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
American Red Cross Learn to Swim Videos
Notes:
Post instructions on SPS teacher’s web page
to access student fitness scores on
WELNET.
Revised 8/19/2011 1:59 PM
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
Seattle District Curriculum Map
Week 7 - 9
Essential
Questions
Health & Fitness Academic Content
Grade Level: High School
Length of Time: 1 Semester
Fitness-Related Activities
Swimming
One
Motor Skills
Social, Emotional & Safety
What motor skills do I need to do to improve
or maintain my cardiorespiratory endurance?
How will cooperating with others improve my
success in physical education?
Why is maintaining or improving
cardiorespiratory endurance important to
healthy living?
How can I improve my cardiorespiratory
endurance?
Content
Training Principles
Cardiorespiratory Endurance 1.7-1.11
Cardiorespiratory System for Life P. 3.1-3.14
Student/Parent Fitness Report (week 4)
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Heart Health Pyramid P.4.78-4.95
Swim Strokes
Common Courtesy
Personal Space
Teamwork
Circle swimming
Review rules and proper behavior each
activity and skill
Skills/
Activities
Training Principles
Functional Training
• Cardiorespiratory Endurance Recording
Activity P. 1.39
Continue building upon these strokes:
Cardiorespiratory Endurance
• Whole Class Functional Equipment Workout
P. 4.11
o Agility Rings
o Step Boxes
o Five for Life Station Cards
• Cardiorespiratory Graphing Worksheet and
Reflection (Five for Life Portfolio Unit) (S1
Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
Introduction of the:
Common Courtesy
Personal Space
Teamwork
Circle swimming
Review rules and proper behavior each
activity and skill
• FITT Principle Cardiorespiratory Endurance
Reflection (S1 Portfolio)
Circuit Training
• Water Polo
Cardiorespiratory System for Life P. 3.1-3.14
• Cardiorespiratory endurance circuit P. 4.60
• Student Introduction, P. 3.4-3.5
• Circuit Purpose Identification (S1 Portfolio)
• Advanced Cardiorespiratory Relay P.3.7-3.9
Heart Health Pyramid P.4.78-4.95
• Cardiorespiratory Endurance Chart P. 1.40
(Portfolio Activity)
• Aerobic vs. Anaerobic P.3.10
• Community Outreach: Healthy Heart
Announcements (S1 Portfolio)
How can circuit training improve my fitness?
• Student Introduction P. 4.45
• Student Introduction, P. 4.80-4.82
• Intensity Levels Circuit (S1 Portfolio)
• Intensity Story Problems (S1 Portfolio)
• Starting with a Heart Rate Monitor P4.84
• Age-Adjusted Maximum and Training Heart
Rate Formulas P4.85-486
• Heart Health Pyramid P4.85-4.89
• Heart Health Training Log P. 4.90-4.91 (S1
Revised 8/19/2011 1:59 PM
• Front Crawl
• Back Stroke
• Elementary Back Stroke
• Treading water
• Breast Stroke
• Butterfly
• Sharks and Minnows
• Relays
•
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Swimming
One
Portfolio)
Assessment
Cardiorespiratory Endurance Recording
Chart, P.1.40 (Portfolio Activity)
Advanced Cardiorespiratory Graphing
Worksheet, P. 1.11 (Portfolio Activity)
Cardioresiratory System for Life Student
Assessment P.3.11-.12
Cardiorespiratory Graphing and Reflection
(S1 Portfolio)
FITT Principle Cardiorespiratory Endurance
Reflection (S1 Portfolio)
Circuit Design Activity, Group Activity
P.4.73-4,75
Heart Health Pyramid Student Assessment
P4.92-4.93
Heart Health Training Log P. 4.904.91(Portfolio Activity)
Circuit Purpose Identification (S1 Portfolio)
Intensity Levels Circuit (S1 Portfolio)
Intensity Story Problems (S1 Portfolio)
Teacher Observation
Observation
Reflective Questioning
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Word Wall/Vocabulary
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
WELNET
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map
Week 10 - 12
Health & Fitness Academic Content
Grade Level: High School
Length of Time: 1 Semester
Fitness-Related Activities
Motor Skills
Swimming
One
Social, Emotional & Safety
Essential
Questions
How does body composition impact my life?
How well do I eat and how does it impact my
life?
How do fitness behaviors effect body
composition?
How can activity influence body
composition?
How does body image affect your Social,
Emotional & Safety well-being?
Content
Body Composition P. 1.25-1.31
Nutrition P.2.15-2.28
Functional Training
Circuit Training
Pedometers P.4.96-4.113
Strokes
Common Courtesy
Team work
Personal Space
Review rules and proper behavior for each
sport, activity and skill
Skills/
Activities
Body Composition
Functional Training
• Introduction P 1.4-1.5
• Whole Class Functional Equipment Workout
P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
Continue building upon these strokes:
Common Courtesy
Personal Space
Teamwork
Review rules and proper behavior each
activity and skill
• Student Introduction Webbing (S1 Portfolio)
• Vocabulary-word wall P 1.6
• Body Composition P 1.26
• Energy In/Energy Out P. 1.27
• Healthy Body Card Game P. 1.28-1.29
Nutrition
• Nutrition Introduction P 2.17-2.18
• Vocabulary-word wall P 2.19
• Nutrition Log P 2.20 (Portfolio Activity)
• Advanced Meal Planner P. 2.25-2.26
• Food Label Analysis (S1 Portfolio)
• Nutrition Reflection (S1 Portfolio)
• Community Outreach: Nutrition Challenges
(S1 Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
Circuit Training
• Cardiorespiratory endurance circuit P. 4.60
• Community Outreach: After School Activity
Circuit (S1 Portfolio)
Pedometers
• Walking Tag P. 4. 101-4.102
• Five for Life Pace Guide Challenge P. 4.1034.104
• Steps for Life Recording and Reflection (S1
Portfolio)
Revised 8/19/2011 1:59 PM
• Front Crawl
• Back Stroke
• Elementary Back Stroke
• Treading water
• Breast Stroke
• Butterfly
• Water Polo
• Sharks and Minnows
• Relays
•
Seattle District Curriculum Map
Assessment
Nutrition Log P 2.23 (Portfolio Activity)
Log Self-Reflection P 2.24 (Portfolio Activity)
Student Introduction Webbing (S1 Portfolio)
Food Label Analysis (S1 Portfolio)
Grade Level: High School
Length of Time: 1 Semester
Swimming
One
Circuit Purpose Identification (S1 Portfolio)
Student Introduction Note Taker (S1 Portfolio)
Steps for Life Recording and Reflection (S1
Portfolio)
Teacher Observation
Observation
Reflective Questioning
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Nutrition Reflection (S1 Portfolio)
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.5.1 Analyzes the relationship of nutrition
planning to physical performance and body
composition.
1.5.2 Evaluates how nutritional requirements
change.
1.5.3 Analyzes the effectiveness of various
nutritional products.
1.5.4 Evaluates how healthy and unhealthy
eating patterns impact the function of the body.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
Pedometers
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map
Week 13 - 15
Health & Fitness Academic Content
Grade Level: High School
Length of Time: 1 Semester
Swimming
One
Fitness-Related Activities
Motor Skills
Social, Emotional & Safety
Essential
Questions
How does flexibility impact my life?
Why is flexibility in maintaining a healthy
lifestyle?
How do fitness behaviors affect flexibility?
How can I continue to improve my flexibility?
What motor skills do I need to do to improve
or maintain my flexibility?
How will cooperating with others improve my
success in physical education?
Content
Flexibility P 1.17-1.24
Functional Training
Circuit Training
Fitness Post-Measurements (4.114-4.144)
Strokes
Common Courtesy
Team work
Personal Space
Review rules and proper behavior for each
sport, activity and skill
Skills/
Activities
Flexibility P 1.17-1.24
Functional Training
• Student Introduction Statements (S1 Portfolio)
• Whole Class Functional Equipment
Workout P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
Continue building upon these strokes:
Common Courtesy
Personal Space
Teamwork
Review rules and proper behavior each
activity and skill
• Vocabulary – Word wall P 1.6
• Advanced Flexibility Activity P 1.18-1.19
• Creating Dynamic & Static Stretching
Routines P 1.23-1.24 (Portfolio Activity)
• Flexibility and the FITT Principle Worksheet
(S1 Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
Circuit Training
• Individual Component of Fitness Circuit:
Flexibility Circuit (Need Page Number)
Fitness Post-Measurements (4.114-4.144)
• Community Outreach: Family Fitness
Measurements (S1 Portfolio)
• Fitness Measurement Recording Sheet (S1
Portfolio)
• Fitness Measurements & Goal Setting
Reflection (S1 Portfolio)
Revised 8/19/2011 1:59 PM
• Front Crawl
• Back Stroke
• Elementary Back Stroke
• Treading water
• Breast Stroke
• Butterfly
• Water Polo
• Sharks and Minnows
• Relays
Introduce these new skills:
• Turns
• Diving
• Starts
•
Seattle District Curriculum Map
Assessment
Grade Level: High School
Flexibility – Creating a stretching routine
activity worksheet P. 1.24 (Portfolio Activity)
WA State CBA
Student Introduction Statements (S1 Portfolio)
Flexibility and the FITT Principle Worksheet
(S1 Portfolio)
Fitness Post-Measurements (4.114-4.141)
Fitness Measurement Recording Sheet (S1
Portfolio)
Standards
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Notes:
Revised 8/19/2011 1:59 PM
Length of Time: 1 Semester
Swimming
One
Teacher Observation
Observation
Reflective Questioning
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Five for Life Advanced Book 4th Edition
Circuit Training Manual
WELNET
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
As needed
www.PECentral.org
Fitness Measurements & Goal Setting
Reflection (S1 Portfolio)
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
Seattle District Curriculum Map
Week 16 - 17
Health & Fitness Academic Content
How can I stay physically fit, active and
healthy for my whole life?
Essential
Questions
Grade Level: High School
Length of Time: 1 Semester
Fitness-Related Activities
How can creating a personal fitness plan
improve my health?
Motor Skills
Swimming
One
Social, Emotional & Safety
How can goal setting activities help me
maintain an active lifestyle?
How does it feel to achieve your goals?
How can I assess my fitness over time?
Content
Fitness Planning
Goal Setting P. 4.154-4.161
Circuit Training P. 4.42-4.77
Fitness Post-Measurements Student/Parent
Fitness Report (See Notes)
Review Functional Training P. 4.1-4.41
Strokes
Common Courtesy
Personal Space
Skills/
Activities
Fitness Planning
Circuit Training P. 4.42-4.77
Post test of these strokes:
Common Courtesy
Personal Space
• Vocabulary-word wall P 4.150
• Student Introduction P. 4.45
• Front Crawl
• Circuit Training Manual P 11
• Back Stroke
• Circuit Training Manual P 12
• Elementary Back Stroke
Fitness Post-Measurements Student/Parent
Fitness Report (See Notes)
• Treading water
• Performance & Appearance S.M.A.R.T. Goals
P.4.163
• Introduction, P.4.123
• Butterfly
• Mile (Cardiorespiratory Endurance)P.4.141
• Turns
Goal Setting P. 4.154-4.161
• Curl-Ups (Muscular Endurance)P. 4.129
• Diving
• Sit and Reach (Flexibility)P.4.130
• Starts
• FITT Fitness Plan 4.154
• Health, Performance & Appearance SMART
Goals P 4.155 (Portfolio Activity)
• Advanced FITT Fitness Plan P 4.156-4.160
(Portfolio Activity)
• Vocabulary-word wall P 4.150
• Personal Fitness Planning P 4.154-4.161
• Breast Stroke
• Push-ups (Muscular Endurance)P.4.134
• Height (Body Composition)P.4.132
• Weight (Body Composition) – Optional,
P,4.132
Review Functional Training P. 4.1-4.41
• Station Swap Worksheet (S1 Portfolio)
Assessment
Appearance SMART Goals P 4.155 (Portfolio
Activity)
Advanced FITT Fitness Plan P 4.156-4.160
(Portfolio Activity)
Portfolio Assessment (Week 18)
Teacher Observation
Fitness Post-Measurements (4.114-4.144)
Station Swap Worksheet (S1 Portfolio)
Teacher Observation
Observation
Reflective Questioning
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map
Equipment/
Resources
Grade Level: High School
Length of Time: 1 Semester
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.5.1 Analyzes the relationship of nutrition
planning to physical performance and body
composition.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
4.2.2 Understands barriers to physical activity
and a healthy lifestyle.
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Five for Life Advanced Book 4th Edition
Five for Life Advanced Book 4th Edition
Five for Life Circuit Training Manual
WELNET
As needed
www.PECentral.org
Five for Life Student Portfolio–Series 1 (S1
Portfolio)
Post instructions on SPS teacher’s web page
to access student fitness scores on
WELNET.
Notes:
Revised 8/19/2011 1:59 PM
Swimming
One
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Grade Level: High School
Swimming
Level Two
Length of Time: 1 Semester
Timeframe:
Week 1 - 3
Health & Fitness Academic Content
Essential
Questions
How will goal setting help me accomplish my
fitness plan?
How fit can I become?
How can fitness goals improve my overall
health?
How do motor skills change with fitness
development?
How do the skills you learned previously
relate to swimming?
What makes a safe environment during P.E.
classes?
Content
Five Components of Fitness Activities
(Review) P 1.7 – 1.29
Goal Setting 4.145 – 4.153
Behavior Log – Activity Log & Intensity – 2.1
– 2.14
Fitness Pre-Measurements (4.114-4.144)
Functional Training (review) P 4.1 – 4.41
Circuit Training P 4.42 – 4.77
Student/Parent Fitness Report (See Notes)
Introduction of swimming strokes
Locomotor Skills
Course Orientation
Safety in movement
Skills/
Activities
Five Components of Fitness Activities
(Review)
Fitness Pre-Measurements (review protocols
with students)
Introduction of swimming strokes
Course Orientation
• Components of Fitness Story Problems (S2
Portfolio)
• Introduction, P.4.123
•
•
Locomotor Skills
Safety in movement
• Components of Fitness and FITT Principle
Review (S2 Portfolio)
• Curl-Ups (Muscular Endurance) P. 4.129
• Freestyle/Forward Crawl
•
• Backstroke
Rules and Procedures
Goal Setting For Life, P4.145-P4.155
• Introduction, P. 4.148-4.149
• Goal Setting for Life, P.4.151-4.153
(Portfolio)
• FITT Fitness Plan, P.4.154-4.155 (Portfolio)
Behavior Log – Activity Log & Intensity
• Intensity Interval Tracker (S2 Portfolio)
• Activity Log P 2.9 – 2.11 (Portfolio)
WELNET
Fitness-Related Activities
• Mile (Cardiorespiratory Endurance) P.4.141
• Sit and Reach (Flexibility) P.4.130
• Push-ups (Muscular Endurance)P.4.134
• Height (Body Composition) P.4.132
• Weight (Body Composition) – In, P 4.132
Functional Training
• Whole Class Functional Equipment Workout
P. 4.11 – Review each piece of equipment
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
Revised 8/19/2011 1:59 PM
Motor Skills
• Elementary Backstroke
• Side stroke
• Breast Stroke
• Treading Water
• Butterfly
• Turns
• Starts
• Diving/Surface Diving
Social, Emotional & Safety
•
Course Syllabus
•
Introductory Activities
• Pre test for swimming knowledge/safety
• Pre test for skills
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Swimming
Level Two
Circuit Training
• Warm-up Circuits P 4.51 – 4.55
• Station Swap Extended (S2 Portfolio)
Assessment
Assessments:
Activity Log Student Assessment – P 2.13
Five for Life Health, Performance & Appearance
Smart Goals, P4.155
Fitness Pre-Measurements
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
Station Swap Extended (S2 Portfolio)
Observation
Rubrics (TBD)
Observation
Reflective Questioning
Standards
1.3.1 Analyzes the components of health-related
fitness.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Resource CD – posters
WELNET
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
WELNET Assessment
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
American Red Cross “Learn to Swim” video
Teacher Developed Materials
American Red Cross Basic Water Safety
information
Notes:
Revised 8/19/2011 1:59 PM
Post instructions on SPS teacher’s web page
to access student fitness scores on
WELNET.
Seattle District Curriculum Map
Timeframe:
Week 4 - 6
Health & Fitness Academic Content
Grade Level: High School
Swimming
Level Two
Length of Time: 1 Semester
Fitness-Related Activities
Motor Skills
Social, Emotional & Safety
Essential
Questions
How can using training principles assist me
in maintaining or improving
cardiorespiratory endurance?
Why is water important to health?
Why is it necessary to maintain a healthy
level of cardio respiratory endurance?
How can circuit training help me meet my
fitness goals?
What motor skills do I need to do to improve
or maintain my muscular strength and
muscular endurance?
How will cooperating with others improve my
success in physical education?
Content
Training Principles - progression, overload ,
specificity & FITT (Review) Cardiorespiratory
Endurance P 1.34 – 1.40
Behavioral Log – Hydration Log - P 2.42 –
2.52
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Identify the components of the front crawl,
backstroke, elementary backstroke and
treading water
Personal Space
Common Courtesy
Circle Swimming
Skills/
Activities
Training Principles - progression, overload ,
specificity & FITT (Review) Cardiorespiratory
Endurance
Functional Training
Identify the components of the:
Personal Space
• Introduction P 4.3
• Front Crawl
•
• Whole Class Functional Equipment Workout
P. 4.11 (Continued from weeks 1-30
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Backstroke
Common Courtesy
• Improve Cardiorespiratory Endurance Using
the FITT Principle (S2 Portfolio)
• Cardiorespiratory Endurance Advanced
FITT Fitness Plan P 4.156 (Portfolio)
Behavioral Logs – Hydration log
• Hydration Relay – 2.49 – 2.50
• Hydration Log – 2.46 – 2.48 (Portfolio)
WELNET
• Community Outreach: Know the Signs of
Dehydration Poster Display (S2 Portfolio)
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
• Pillar of Human Movement Circuit P 4.12 –
4.14
Circuit Training
• Student Introduction P. 4.45
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
• Cardiorespiratory endurance circuit P. 4.60
Revised 8/19/2011 1:59 PM
• Elementary Backstroke
• Treading Water
•
Circle Swimming
•
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Swimming
Level Two
• Station Swap Extended (S2 Portfolio)
Assessment
Improve Cardiorespiratory Endurance Using
the FITT Principle (S2 Portfolio)
Hydration Log Students Assessment P 2.51
Signs of Dehydration (S2 Portfolio)
Station Swap Extended (S2 Portfolio)
Teacher Observation of student stroke ability
Observation
Reflective Questioning
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
American Red Cross Learn to Swim Videos
Notes:
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map
Timeframe:
Week 7 - 9
Health & Fitness Academic Content
Grade Level: High School
Swimming
Level Two
Length of Time: 1 Semester
Fitness-Related Activities
Motor Skills
Social, Emotional & Safety
Essential
Questions
How can using the training assist me in
maintaining and improving muscular
strength and endurance?
Why is sleep important to health?
How will improving muscular strength and
muscular endurance affect my everyday life?
How can circuit training help me meet my
fitness goals?
What motor skills do I need to do to improve
or maintain my cardiorespiratory endurance?
How will cooperating with others improve my
success in physical education?
Content
Training Principles - progression, overload,
specificity & FITT (Review) – Muscle
Strength / Muscle Endurance P 1.31 – 1.44
Behavioral Logs – Sleep Log P 2.29 – 2.41
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Steps for Life P 4.96 – 4.113
Swim Strokes
Common Courtesy
Personal Space
Teamwork
Circle swimming
Review rules and proper behavior each
activity and skill
Skills/
Activities
Training Principles - progression, overload ,
specificity & FITT (Review) – Muscle
Strength / Muscle Endurance
Functional Training (ongoing)
Continue building upon these strokes:
Common Courtesy
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
• Front Crawl
•
• Back Stroke
Personal Space
• Goal setting for Life Introduction 4.148 –
4.149 (Review)
• Muscle Check Up Card and Reflection (S2
Portfolio)
• Goal setting Muscle Strength P 4.157
(Portfolio)
Circuit Training
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
• What’s My Purpose Circuit P4.69 – 4.72
• Muscular Strength & Muscular Endurance
Circuit P.4.62-4.63
• Goal Setting Muscle Endurance P 4.158
(Portfolio)
Steps for Life
• Community Outreach: Muscle Memory
Game (S2 Portfolio)
• Student Introduction Fill-in-the-Blank (S2
Portfolio)
Behavioral Logs – Sleep Log
• Steps for Life Log (S2 Portfolio)
• Sleep Log – P 2.34 – 2.36 (Portfolio)
• Cross the City, State and Country (S2
Portfolio)
• Analyze Sleep Behaviors (S2 Portfolio)
• Progressive Muscle Relaxation P 2.37 –
2.39
Revised 8/19/2011 1:59 PM
• Elementary Back Stroke
• Treading water
Introduction of the:
• Breast Stroke
• Butterfly
• Water Polo
• Sharks and Minnows
• Relays
•
Teamwork
•
Circle swimming
•
Review rules and proper behavior each
activity and skill
•
Seattle District Curriculum Map
Assessment
Grade Level: High School
Muscle Check Up Card and Reflection (S2
Portfolio)
Goal setting Muscle Strength P 4.157 (Portfolio)
Goal Setting Muscle Endurance P 4.158
(Portfolio)
Circuit Design Activity, Group Activity
P.4.73-4,75
Student Introduction Fill-in-the-Blank (S2
Portfolio)
Analyze Sleep Behaviors (S2 Portfolio)
Cross the City, State and Country (S2
Portfolio)
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
WELNET
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Notes:
Revised 8/19/2011 1:59 PM
Length of Time: 1 Semester
Swimming
Level Two
Teacher Observation
Observation
Reflective Questioning
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
As needed
www.PECentral.org
Steps for Life Log (S2 Portfolio)
Seattle District Curriculum Map
Timeframe:
Week 10-12
Health & Fitness Academic Content
Grade Level: High School
Swimming
Level Two
Length of Time: 1 Semester
Fitness-Related Activities
Motor Skills
Social, Emotional & Safety
Essential
Questions
Why should flexibility be a part of a fitness
plan?
How does flexibility affect fitness behaviors?
How does improving flexibility affect fitness
over time?
How can activity influence body
composition?
How does body image affect your Social,
Emotional & Safety well-being?
Content
Training Principles - progression, overload ,
specificity & FITT (Review) – Flexibility P 1.34
– 1.47
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Steps for Life P 4.96 – 4.113
Swimming
Common Courtesy
Team work
Personal Space
Review rules and proper behavior for each
sport, activity and skill
Skills/
Activities
Training Principles - progression, overload ,
specificity & FITT (Review) – Flexibility
Functional Training (ongoing)
Continue building upon these strokes:
Common Courtesy
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
• Front Crawl
•
• Back Stroke
Team work
• Flexibility and FITT (S2 Portfolio)
• Creating Dynamic & Static Stretching
Routines P1.23 – 1.24
• Goal Setting Flexibility P 4.159 (Portfolio)
• Community Outreach: Flexibility Sharing
(S2 Portfolio)
Circuit Training
• Individual Component of Fitness Circuit:
Flexibility Circuit
• Circuit Design Activity (as group) P 4.73 –
4.75
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
Steps for Life
• Elementary Back Stroke
• Treading water
• Breast Stroke
• Butterfly
• Water Polo
• Sharks and Minnows
• Relays
•
Personal Space
•
Review rules and proper behavior for each
sport, activity and skill
•
• Steps for Life Log (S2 Portfolio) (ongoing)
• Cross the City, State and Country (S2
Portfolio) (ongoing)
Assessment
Flexibility and FITT (S2 Portfolio)
Training Principles Student Assessment
P 1.45
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
Revised 8/19/2011 1:59 PM
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
Teacher Observation
Observation
Reflective Questioning
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
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
1.2.1 Applies how to perform activities and tasks
Seattle District Curriculum Map
Equipment/
Resources
Grade Level: High School
Length of Time: 1 Semester
1.5.1 Analyzes the relationship of nutrition
planning to physical performance and body
composition.
1.5.2 Evaluates how nutritional requirements
change.
1.5.3 Analyzes the effectiveness of various
nutritional products.
1.5.4 Evaluates how healthy and unhealthy
eating patterns impact the function of the body.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
concepts.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Five for Life Advanced Book 4th Edition
WELNET
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM
Swimming
Level Two
safely and appropriately.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Timeframe
Week 13 - 15
Grade Level: High School
Health & Fitness Academic Content
Swimming
Level Two
Length of Time: 1 Semester
Fitness-Related Activities
Motor Skills
Social, Emotional & Safety
Essential
Questions
How does eating healthy impact my life over
time?
How does balancing energy in and energy
out affect body composition?
What motor skills do I need to do to improve
or maintain my flexibility?
How will cooperating with others improve my
success in physical education?
Content
Healthy Habits for Life Nutrition P 2.15 – 2.28
Team and Individual Sports
Lifetime Activities
Goal Setting (Recheck) P 4.145 – 4.168
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Steps for Life P 4.96 – 4.113
Common Courtesy
Team work
Personal Space
Review rules and proper behavior for each
sport, activity and skill
Healthy Habits for Life Nutrition
Functional Training (ongoing)
Continue building upon these strokes:
Common Courtesy
• Daily Amounts Activity and Reflection (S2
Portfolio)
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
• Front Crawl
•
• Back Stroke
Team work
Skills/
Activities
• Nutrition Log P 2.20 – 2.24 (Portfolio)
• WELNET Nutrition Log
Circuit Training
• Advanced Meal Planner P2.25 – 2.26
• Circuit Design Activity (as individual) P.
4.73-4.75 (Portfolio Activity)
• Community Outreach: Healthy Recipe Swap
for Students and Staff (S2 Portfolio)
Goal Setting
• Healthy Habits for Life Goal Setting Activity
P 4.165 – 4.167
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
Steps for Life
• Steps for Life Log (S2 Portfolio) (ongoing)
•
Cross the City, State and Country (S2
Portfolio) (ongoing)
• Elementary Back Stroke
• Treading water
• Breast Stroke
• Butterfly
• Water Polo
• Sharks and Minnows
• Relays
•
Personal Space
•
Review rules and proper behavior for each
sport, activity and skill
•
Introduce these new skills:
• Turns
• Diving
• Starts
Assessment
Daily Amounts Activity and Reflection (S2
Portfolio)
Nutrition Log Student Assessment P 2.27
Revised 8/19/2011 1:59 PM
Fitness Post-Measurements (4.114-4.141)
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
Circuit Design Activity, Individual Activity
P.4.73-4.75
Steps for Life Log and Graphing Activity P
4.109- 4.11
Teacher Observation
Observation
Reflective Questioning
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Standards
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
WELNET
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM
Swimming
Level Two
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Grade Level: High School
Swimming
Level Two
Length of Time: 1 Semester
Timeframe:
Week 16-17
Health & Fitness Academic Content
Essential
Questions
How will goal setting help me accomplish my
fitness plan?
How can I maintain my fitness level
throughout my life?
How can goal setting activities help me
maintain an active lifestyle?
How does it feel to achieve your goals?
Content
Five Components of Fitness Activities
(Review) P 1.7 – 1.29
Goal Setting 4.145 – 4.153
Behavior Log – Activity Log – 2.1 – 2.14
Student/Parent Fitness Report (week 17)
Fitness Post-Measurements (4.114-4.144)
Team and Individual Sports
Lifetime Activities
Common Courtesy
Personal Space
Skills/
Activities
Five Components of Fitness Activities
(Review)
Fitness Post-Measurements (review
protocols with students)
Post test of these strokes:
Common Courtesy
• Cardiorespiratory Endurance Activity, P.1.71.11
• Introduction, P.4.123
• Front Crawl
•
• Back Stroke
Personal Space
• Muscular Strength/Muscular Endurance
Activity, P. 1.12-1.16
• Curl-Ups (Muscular Endurance)P. 4.129
• Flexibility P.1.17-1.24
• Body Composition, P.1.25 -1.29
• Community Outreach: Activity Sharing
Letters (S2 Portfolio)
Fitness-Related Activities
• Mile (Cardiorespiratory Endurance)P.4.141
• Sit and Reach (Flexibility)P.4.130
• Push-ups (Muscular Endurance)P.4.134
• Height (Body Composition)P.4.132
• Weight (Body Composition) – In, P,4.132
Motor Skills
• Elementary Back Stroke
• Treading water
Social, Emotional & Safety
•
• Breast Stroke
• Butterfly
• Turns
• Diving
• Starts
Goal Setting For Life, P4.145-P4.155
• Introduction, P. 4.149-4.151
• Goal Setting for Life, P.4.152-4.153
(Portfolio)
• FITT Fitness Plan, P.4.154-4.155 (Portfolio)
• My SMART Goals (S2 Portfolio)
Assessment
My SMART Goals (S2 Portfolio)
Teacher Observation
Fitness Post-Measurements (4.114-4.144)
Post Parent Student Report Sent Home
Teacher Observation
Observation
Reflective Questioning
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
1.2.1 Applies how to perform activities and tasks
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map
Equipment/
Resources
Grade Level: High School
Length of Time: 1 Semester
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
4.2.2 Understands barriers to physical activity
and a healthy lifestyle.
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
effective participation in physical activities.
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Five for Life Advanced Book 4th Edition
Five for Life Circuit Training Manual
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM
Swimming
Level Two
safely and appropriately.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Grade Level: High School
Timeframe:
Week 1-3
Health & Fitness Academic
Content
Essential
Questions
How is fitness planning important to
my health?
How fit am I?
Content
Fitness Portfolio
Introduction of Five Components of
Fitness Activities
Goal Setting For Life (5 For Life
Section 1; Section 4, P.4.145-4.171)
Skills /
Activities
Fitness Portfolio
• Fitness Portfolio Introduction (S1
Portfolio)
• Explanation of Portfolio Activities –
table of contents (S1 Portfolio)
Introduction of Five Components of
Fitness Activities
• Cardiorespiratory Endurance Activity,
P.1.8 & 1.9
• Exploring Muscular Strength and
Endurance (S1 Portfolio)
• Dynamic vs. Static Stretching (S1
Portfolio)
• What is Body Composition? (S1
Portfolio)
Goal Setting For Life, P4.145-P4.161
• Introduction, P. 4.148 – 4.151
• Goal Setting for Life, P.4.152-4.153
• FITT Fitness Plan, P.4.154-4.155
Revised 8/19/2011 2:12 PM
Fitness-Related Activities
Length of Time: 1 Semester
Weight Training Activities
Motor Skills
Weight Training
One
Social, Emotional & Safety
How can improving my muscular
strength and endurance affect my
health?
How do motor skills change with
fitness development?
How do the skills you learned
previously help you in the weight
room?
What makes a safe environment
during P.E. classes?
Fitness Pre-Measurements (4.1144.144)
Bones, Muscles and Joints
Weight Training Log
Locomotor/Non-locomotor Skills
Resistance training
Rules and Procedures
Course Syllabus
Introductory Activities
Course Orientation
Safety in lifting
Intro to Partnering
Fitness Pre-Measurements (review
protocols with students)
Bones, Muscles and Joints
Locomotor/Non-locomotor Skills
Rules and Procedures
• Bones and Muscles for Life
3.18-3.28
•
Why is it important to write fitness
goals?
• Introduction, P.4.123
• Mile (Cardiorespiratory
Endurance)P.4.141
• Curl-Ups (Muscular Endurance)P.
4.129
• Sit and Reach (Flexibility)P.4.130
• Push-ups (Muscular
Endurance)P.4.134
• Height (Body Composition)P.4.132
• Weight (Body Composition) –
Optional, P 4.132
• Goal Setting for Life, P 4.152-4.153
• Bone, Muscle and Joint
Identification in Movement 3.293.32
• Rice Relay 3.35
Weight Training Log
• Daily record of lifting progress
• Record Weights and Repetitions
warm-ups
• Skipping, hopping, jumping,
karaoke, side slide
Low organized games (on going)
Examples:
• Kickball
• capture the flag
• speed away
• handball
May include:
• Medicine ball activities
• Plyometric training
• Partner isometric ex.
• Stretch bands/tubing
• Weight bearing exercise
• Etc.
• safety rules
• safety technique
Course Syllabus
Introductory Activities
• Ice Breakers
• Low Organized Games
Course Orientation
Safety in lifting
Intro to Partnering
• work-out (support)
• -spotter(safety, trust)
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Weight Training
One
Assessment
Assessments:
Five For Life Student Assessment
P.1.30-1.31
Explore Strength and Endurance (S1
Portfolio)
Dynamic vs. Static Stretching (S1
Portfolio)
What is Body Composition? (S1
Portfolio)
Fitness Pre-Measurements
Student Self Assessment, Five for
Life Fitness Measurements
Recording Sheet, P.4.153
Five for Life Health, Performance &
Appearance Smart Goals, P4.155
Bones & Muscles for Life Student
Assessment 3.37
Observation
Rubrics (TBD)
Observation
Reflective Questioning
Standards
1.3.1 Analyzes the components of
health-related fitness.
4.2.1 Evaluates concepts of a health,
fitness, and nutrition plan and
monitoring system, based on life and
employment goals.
1.3.1 Analyzes the components of
health-related fitness.
1.2.1 Applies how to perform activities
and tasks safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the
lifetime.
3.1.1 Analyzes how family and cultural
diversity enriches and affects personal
health behaviors.
4.2.1 Evaluates concepts of a health,
fitness, and nutrition plan and
monitoring system, based on life and
employment goals.
1.3.1 Analyzes the components of
health-related fitness.
1.2.1 Applies how to perform
activities and tasks safely and
appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout
the lifetime.
3.1.1 Analyzes how family and
cultural diversity enriches and
affects personal health behaviors.
4.2.1 Evaluates concepts of a
health, fitness, and nutrition plan and
monitoring system, based on life and
employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to
enhance a physically active life.
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
2.4.2 Evaluates emergency situations,
ways to prevent injuries, and
demonstrates skills to respond
appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Equipment/
Resources
Five for Life Advanced Book 4th
Edition
Five for Life Student Portfolio –
Series 1 (S1 Portfolio)
Five for Life Advanced Book 4th
Edition WELNET Assessment
Activity dependent
Teacher Developed Materials
Notes:
Post instructions on SPS teacher’s
web page to access student fitness
scores on WELNET.
Revised 8/19/2011 2:12 PM
Seattle District Curriculum Map
Timeframe:
Week 4-6
Essential
Questions
Content
Skills /
Activities
Health & Fitness Academic
Content
Grade Level: High School
Fitness-Related Activities
Why is muscular strength and
endurance important to healthy
living?
How can I improve my muscular
strength and muscular endurance?
Training Principles P. 1.34-1.48
Functional Training P. 4.1-4.41
Muscular Strength & Muscular
Endurance, P1.12-1.16
Circuit Training P. 4.42-4.77
Training Principles
Functional Training
• Student Introduction 1.36-1.37
• Whole Class Functional Equipment
Workout P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Muscular Strength & Muscular
Endurance Recording Activity P.
1.41-1.43
• FITT Principle Muscular Strength &
Muscular Endurance Recording Chart
(S1 Portfolio)
• FITT Principle Muscular Strength &
Muscular Endurance Recording Chart
Reflection (S1 Portfolio)
Muscular Strength & Muscular
Endurance, P1.12-1.16
How can circuit training improve my
fitness?
Student/Parent Fitness Report (See
Notes)
Weight Training Activities
Social, Emotional & Safety
What motor skills do I need to do to
improve or maintain my muscular
strength and muscular endurance?
How will cooperating with others
improve my success in physical
education?
Lifting Techniques
Introduction to lifting machine
exercises
Circuits- with alternating,
balanced muscle groups
Locomotor/Non-locomotor Skills
Common Courtesy/Etiquette
Personal Space
Review rules and proper behavior for
weight room
Weight room safety
Practice of: work-out
partners/groups
Spotters
Weight room awareness
Lifting Techniques
Identify and introduce the
facilities Weight training tools
and their related, working muscle
groups, while employing a
balance/variety of muscles
groups.
Introduction to lifting machine
exercises
Locomotor/Non-locomotor Skills
Common Courtesy/Etiquette
Personal Space
Review rules and proper behavior for
weight room
Weight room safety
Practice of: work-out
partners/groups
Spotters
Weight room awareness
• Bicep curl
• Shoulder press
• Row
• Community Outreach: Poster Project
(S1 Portfolio)
Circuit Training
• Lunge
• Student Introduction P. 4.45
• Chest Press
• Advanced Muscular Strength &
Muscular Endurance Tag P 1.15-1.16
• Muscular Strength & Muscular
Endurance Circuit P.4.62-4.63
Circuit Training
• Circuit Purpose Identification (S1
• Stations
Revised 8/19/2011 2:12 PM
Motor Skills
Weight Training
One
Why is rest and recovery
important to muscle
development?
• Detailed Instruction of Exercises P.
4.15-4.41 (use instructions as
needed for appropriate equipment)
• Vocabulary & Discussion – Word wall
P. 1.38
Length of Time: 1 Semester
• Tricep extension
• Squat
• Timed circuits
•
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Weight Training
One
Portfolio)
Assessment
Muscular Endurance & Muscular
Strength Recording Chart, Group
Activity P.1.44
FITT Principle Muscular Strength &
Muscular Endurance Recording Chart
(S1 Portfolio)
FITT Principle Muscular Strength &
Muscular Endurance Recording Chart
Reflection (S1 Portfolio)
Circuit Design Activity, Group
Activity P.4.73-4.75
Circuit Purpose Identification (S1
Portfolio)
Demonstration of proper lifting
techniques, and facility
awareness
Teacher Observation
Observation
Reflective Questioning
Standards
1.3.1 Analyzes the components of
health-related fitness.
1.3.2 Analyzes the progress of a
personal fitness plan.
1.3.1 Analyzes the components of
health-related fitness.
1.2.1 Applies how to perform activities
and tasks safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the
lifetime.
3.1.1 Analyzes how family and cultural
diversity enriches and affects personal
health behaviors.
4.2.1 Evaluates concepts of a health,
fitness, and nutrition plan and
monitoring system, based on life and
employment goals.
1.3.1 Analyzes the components of
health-related fitness.
1.2.1 Applies how to perform
activities and tasks safely and
appropriately.
2.2.1 Analyzes the physiological
and psychological changes
throughout the lifetime.
3.1.1 Analyzes how family and
cultural diversity enriches and
affects personal health behaviors.
4.2.1 Evaluates concepts of a
health, fitness, and nutrition plan
and monitoring system, based on
life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to
enhance a physically active life.
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
2.4.2 Evaluates emergency situations,
ways to prevent injuries, and
demonstrates skills to respond
appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Equipment /
Resources
Five for Life Advanced Book 4th
Edition
Five for Life Student Portfolio –Series
1 (S1 Portfolio)
Five for Life Advanced Book 4th
Edition
Circuit Training Manual
WELNET
Five for Life Student PortfolioSeries 1 (S1 Portfolio)
Notes:
Post instructions on SPS teacher’s
web page to access student fitness
scores on WELNET.
Revised 8/19/2011 2:12 PM
www.PEcentral.org
Seattle District Curriculum Map
Timeframe:
Week 7-9
Essential
Questions
Health & Fitness Academic
Content
Grade Level: High School
Fitness-Related Activities
Weight Training
One
Length of Time: 1 Semester
Weight Training Activities
Motor Skills
Social, Emotional & Safety
How can the use of free weights
help improve my overall fitness?
What motor skills do I need to do to
improve or maintain my
cardiorespiratory endurance?
How can I benefit mentally from
strength training?
Why is maintaining or improving
cardiorespiratory endurance
important to healthy living?
How can I improve my
cardiorespiratory endurance?
Content
Training Principles
Cardiorespiratory Endurance 1.7-1.11
Cardiorespiratory System for Life P.
3.1-3.14
Student/Parent Fitness Report
(week 4)
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Heart Health Pyramid P.4.78-4.95
Review techniques and
protocols
Introduce free weights
Conditioning
Common Courtesy
Weight room safety
Personal Space
Self esteem/self confidence
Review Lifting Technique
Use of overload principle
Concept of muscle failure/effort/
results
Intermediate goal evaluation
Evaluate training log progress/gain
Skills /
Activities
Training Principles
Functional Training
• Cardiorespiratory Endurance
Recording Activity P. 1.39
Review techniques and
protocols
Conditioning ongoing
•
• Mile
Cardiorespiratory Endurance
• Whole Class Functional Equipment
Workout P. 4.11
o Agility Rings
o Step Boxes
o Five for Life Station Cards
• Cardiorespiratory Graphing
Worksheet and Reflection (Five for
Life Portfolio Unit) (S1 Portfolio)
• Detailed Instruction of Exercises P.
4.15-4.41 (use instructions as
needed for appropriate equipment)
• FITT Principle Cardiorespiratory
Endurance Reflection (S1 Portfolio)
Circuit Training
Common Courtesy
Weight room safety
Personal Space
Self esteem/self confidence
Review Lifting Technique
Use of overload principle
Concept of muscle failure/effort/
results
Intermediate goal evaluation
Evaluate training log progress/gain
Cardiorespiratory System for Life P.
3.1-3.14
• Cardiorespiratory endurance circuit
P. 4.60
• Student Introduction, P. 3.4-3.5
• Circuit Purpose Identification (S1
Portfolio)
Circuit Training
Heart Health Pyramid P.4.78-4.95
• Stations
• Cardiorespiratory Endurance Chart P.
1.40 (Portfolio Activity)
• Advanced Cardiorespiratory Relay
P.3.7-3.9
Revised 8/19/2011 2:12 PM
How can circuit training improve my
fitness?
• Student Introduction P. 4.45
Introduction to dumbell, barbell,
and band exercises
• Bicep curl
• Shoulder press
• Row
• Tricep extension
• Squat
• Lunge
• Chest Press
• Timed circuits
• Stair climbing
• Lunges
• Dot drill
• Leg raises
• Plank
•
Seattle District Curriculum Map
• Aerobic vs. Anaerobic P.3.10
• Community Outreach: Healthy Heart
Announcements (S1 Portfolio)
Grade Level: High School
Length of Time: 1 Semester
Weight Training
One
• Student Introduction, P. 4.80-4.82
• Intensity Levels Circuit (S1 Portfolio)
• Intensity Story Problems (S1
Portfolio)
• Starting with a Heart Rate Monitor
P4.84
• Age-Adjusted Maximum and
Training Heart Rate Formulas
P4.85-486
• Heart Health Pyramid P4.85-4.89
• Heart Health Training Log P. 4.904.91 (S1 Portfolio)
Assessment
Cardiorespiratory Endurance
Recording Chart, P.1.40 (Portfolio
Activity)
Advanced Cardiorespiratory
Graphing Worksheet, P. 1.11
(Portfolio Activity)
Cardioresiratory System for Life
Student Assessment P.3.11-.12
Cardiorespiratory Graphing and
Reflection (S1 Portfolio)
FITT Principle Cardiorespiratory
Endurance Reflection (S1 Portfolio)
Standards
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
1.3.1 Analyzes the components of
health-related fitness.
1.3.2 Analyzes the progress of a
personal fitness plan.
4.1.1 Analyzes daily health and fitness
habits.
Revised 8/19/2011 2:12 PM
Circuit Design Activity, Group
Activity P.4.73-4,75
Heart Health Pyramid Student
Assessment P4.92-4.93
Heart Health Training Log P. 4.904.91(Portfolio Activity)
Circuit Purpose Identification (S1
Portfolio)
Intensity Levels Circuit (S1 Portfolio)
Intensity Story Problems (S1
Portfolio)
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.
1.3.2 Analyzes the progress of a
Demonstration of proper lifting
techniques, and facility
awareness
Lifting max (on going)
Bench Press
Leg Press/Squat
Teacher Observation
Observation
Reflective Questioning
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.
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
1.2.1 Applies how to perform activities
and tasks safely and appropriately.
1.4.1 Applies the components of skillrelated fitness to physical activity.
2.4.2 Evaluates emergency situations,
ways to prevent injuries, and
demonstrates skills to respond
appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Weight Training
One
personal fitness plan.
1.4.1 Applies the components of skillrelated fitness to physical activity.
Equipment /
Resources
Five for Life Advanced Book 4th
Edition
Word Wall/Vocabulary
Five for Life Student Portfolio-Series
1 (S1 Portfolio)
Five for Life Advanced Book 4th
Edition
Circuit Training Manual
WELNET
Five for Life Student PortfolioSeries 1 (S1 Portfolio)
As needed
www.PECentral.org
Notes:
Timeframe:
Health & Fitness Academic Content
Revised 8/19/2011 2:12 PM
Fitness-Related Activities
Weight Training Activities
Motor Skills
Social, Emotional & Safety
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Weight Training
One
Week 10-12
Essential
Questions
How does body composition impact my
life?
How well do I eat and how does it impact
my life?
How do fitness behaviors effect
body composition?
How can I use circuits in weight
training?
How can activity influence body
composition?
How does body image affect
your Social, Emotional & Safety
well-being?
Content
Body Composition P. 1.25-1.31
Nutrition P.2.15-2.28
Functional Training
Circuit Training
Pedometers P.4.96-4.113
Functional training
Five for Life Station Cards
Detailed Instruction of Exercises P.
4.15-4.41 (use instructions as
needed for appropriate equipment
Conditioning (ongoing)
Common Courtesy
Personal Space
Review rules and proper
behavior for each sport, activity
and skill
Skills /
Activities
Body Composition
Functional Training
• Introduction P 1.4-1.5
• Whole Class Functional Equipment
Workout P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
Functional Training
Conditioning
• Whole Class Functional
Equipment Workout P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
• Stair climbing
Common Courtesy
Personal Space
Review rules and proper
behavior for each sport, activity
and skill
• Student Introduction Webbing (S1
Portfolio)
• Vocabulary-word wall P 1.6
• Body Composition P 1.26
• Energy In/Energy Out P. 1.27
• Healthy Body Card Game P. 1.28-1.29
Nutrition
• Nutrition Introduction P 2.17-2.18
• Nutrition Log P 2.20 (Portfolio Activity)
• Detailed Instruction of Exercises P.
4.15-4.41 (use instructions as
needed for appropriate equipment)
• Advanced Meal Planner P. 2.25-2.26
Circuit Training
• Food Label Analysis (S1 Portfolio)
• Cardiorespiratory endurance circuit
P. 4.60
• Vocabulary-word wall P 2.19
• Nutrition Reflection (S1 Portfolio)
• Community Outreach: Nutrition
Challenges (S1 Portfolio)
• Community Outreach: After School
Activity Circuit (S1 Portfolio)
Pedometers
• Walking Tag P. 4. 101-4.102
• Five for Life Pace Guide Challenge
P. 4.103-4.104
• Steps for Life Recording and
Reflection (S1 Portfolio)
Revised 8/19/2011 2:12 PM
• Five for Life Station Cards
• Detailed Instruction of
Exercises P. 4.15-4.41 (use
instructions as needed for
appropriate equipment
• Mile
• Lunges
• Dot drill
• Leg raises
• Plank
•
Seattle District Curriculum Map
Assessment
Nutrition Log P 2.23 (Portfolio Activity)
Log Self-Reflection P 2.24 (Portfolio
Activity)
Student Introduction Webbing (S1
Portfolio)
Food Label Analysis (S1 Portfolio)
Grade Level: High School
Length of Time: 1 Semester
Weight Training
One
Circuit Purpose Identification (S1
Portfolio)
Student Introduction Note Taker
(S1 Portfolio)
Steps for Life Recording and
Reflection (S1 Portfolio)
Circuit Design Activity, Group
Activity
Teacher Observation
Observation
Reflective Questioning
1.3.1 Analyzes the components of
health-related fitness.
1.2.1 Applies how to perform
activities and tasks safely and
appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout
the lifetime.
3.1.1 Analyzes how family and
cultural diversity enriches and affects
personal health behaviors.
4.2.1 Evaluates concepts of a health,
fitness, and nutrition plan and
monitoring system, based on life and
employment goals.
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.
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
1.2.1 Applies how to perform activities
and tasks safely and appropriately.
1.4.1 Applies the components of skillrelated fitness to physical activity.
2.4.2 Evaluates emergency
situations, ways to prevent injuries,
and demonstrates skills to respond
appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Nutrition Reflection (S1 Portfolio)
Standards
1.3.1 Analyzes the components of healthrelated fitness.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.5.1 Analyzes the relationship of nutrition
planning to physical performance and body
composition.
1.5.2 Evaluates how nutritional requirements
change.
1.5.3 Analyzes the effectiveness of various
nutritional products.
1.5.4 Evaluates how healthy and unhealthy
eating patterns impact the function of the
body.
4.1.1 Analyzes daily health and fitness
habits.
4.2.1 Evaluates concepts of a health,
fitness, and nutrition plan and monitoring
system, based on life and employment
goals.
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.
1.3.2 Analyzes the progress of a
personal fitness plan.
1.4.1 Applies the components of skillrelated fitness to physical activity.
Equipment /
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 1
(S1 Portfolio)
Five for Life Advanced Book 4th
Edition
Circuit Training Manual
Pedometers
Five for Life Student PortfolioSeries 1 (S1 Portfolio)
Notes:
Revised 8/19/2011 2:12 PM
As needed
www.PECentral.org
Seattle District Curriculum Map
Timeframe:
Week 13-15
Health & Fitness Academic
Content
Grade Level: High School
Fitness-Related Activities
Weight Training
One
Length of Time: 1 Semester
Weight Training Activities
Motor Skills
Social, Emotional & Safety
Essential
Questions
How does flexibility impact my life?
Why is flexibility in maintaining a
healthy lifestyle?
How do fitness behaviors affect
flexibility?
How can I continue to improve my
flexibility?
How can I use power lifting to
improve my overall level of
fitness?
What motor skills do I need to do to
improve or maintain my flexibility?
How will cooperating with others
improve my success in physical
education?
Content
Flexibility P 1.17-1.24
Functional Training
Circuit Training
Fitness Post-Measurements (4.1144.144)
Power lifting
Conditioning
Lifting safety
Skills /
Activities
Flexibility P 1.17-1.24
Functional Training
• Student Introduction Statements (S1
Portfolio)
• Whole Class Functional
Equipment Workout P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Vocabulary – Word wall P 1.6
• Advanced Flexibility Activity P 1.181.19
• Creating Dynamic & Static Stretching
Routines P 1.23-1.24 (Portfolio
Activity)
• Flexibility and the FITT Principle
Worksheet (S1 Portfolio)
• Detailed Instruction of Exercises P.
4.15-4.41 (use instructions as
needed for appropriate equipment)
Circuit Training
• Individual Component of Fitness
Circuit: Flexibility Circuit (Need
Page Number)
Fitness Post-Measurements (4.1144.144)
• Community Outreach: Family
Fitness Measurements (S1
Portfolio)
• Fitness Measurement Recording
Sheet (S1 Portfolio)
Revised 8/19/2011 2:12 PM
Power lifting technique
Conditioning ongoing
Lifting safety
• Power clean
• Stair climbing
•
• Deadlift
• Mile
• Squat
• Lunges
• Bench Press
• Dot drill
• Leg raises
• Plank
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Weight Training
One
• Fitness Measurements & Goal
Setting Reflection (S1 Portfolio)
Assessment
Flexibility – Creating a stretching
routine activity worksheet P. 1.24
(Portfolio Activity)
WA State CBA
Student Introduction Statements (S1
Portfolio)
Flexibility and the FITT Principle
Worksheet (S1 Portfolio)
Fitness Post-Measurements (4.1144.141)
Fitness Measurement Recording
Sheet (S1 Portfolio)
Standards
1.1.1 Applies complex motor skills and
movement concepts to activities to
enhance a physically active life.
1.2.1 Applies how to perform activities
and tasks safely and appropriately.
1.3.1 Analyzes the components of
health-related fitness.
1.3.2 Analyzes the progress of a
personal fitness plan.
4.1.1 Analyzes daily health and fitness
habits.
4.2.1 Evaluates concepts of a health,
fitness, and nutrition plan and
monitoring system, based on life and
employment goals.
1.3.1 Analyzes the components of
health-related fitness.
1.2.1 Applies how to perform activities
and tasks safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the
lifetime.
3.1.1 Analyzes how family and cultural
diversity enriches and affects personal
health behaviors.
4.2.1 Evaluates concepts of a health,
fitness, and nutrition plan and
monitoring system, based on life and
employment goals.
Equipment /
Resources
Five for Life Advanced Book 4th
Edition
Five for Life Student Portfolio-Series
1 (S1 Portfolio)
Five for Life Advanced Book 4th
Edition
Circuit Training Manual
WELNET
Five for Life Student PortfolioSeries 1 (S1 Portfolio)
Notes:
Revised 8/19/2011 2:12 PM
Lifting max (on going)
Teacher Observation
Observation
Reflective Questioning
1.1.1 Applies complex motor skills and
movement concepts to activities to
enhance a physically active life.
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
2.4.2 Evaluates emergency situations,
ways to prevent injuries, and
demonstrates skills to respond
appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
• Bench Press
• Leg Press/Squat
Fitness Measurements & Goal
Setting Reflection (S1 Portfolio)
Student Self Assessment, Five for
Life Fitness Measurements
Recording Sheet, P.4.153
1.3.1 Analyzes the components of
health-related fitness.
1.2.1 Applies how to perform
activities and tasks safely and
appropriately.
2.2.1 Analyzes the physiological
and psychological changes
throughout the lifetime.
3.1.1 Analyzes how family and
cultural diversity enriches and
affects personal health behaviors.
4.2.1 Evaluates concepts of a
health, fitness, and nutrition plan
and monitoring system, based on
life and employment goals.
As needed
www.PECentral.org
Seattle District Curriculum Map
Timeframe:
Week 16-17
Essential
Questions
Health & Fitness Academic
Content
How can I stay physically fit, active
and healthy for my whole life?
Grade Level: High School
Fitness-Related Activities
How can creating a personal fitness
plan improve my health?
How can I assess my fitness over
time?
Weight Training
One
Length of Time: 1 Semester
Weight Training Activities
Motor Skills
Social, Emotional & Safety
How can I use weight training
activities to improve my fitness
throughout my life?
How can goal setting activities help
me maintain an active lifestyle?
How does it feel to achieve your
goals?
Content
Fitness Planning
Goal Setting P. 4.154-4.161
Circuit Training P. 4.42-4.77
Fitness Post-Measurements
Student/Parent Fitness Report (See
Notes)
Review Functional Training P. 4.14.41
Five for Life Lifetime Fitness Plan
Personal fitness program
Conditioning
Common Courtesy
Team work
Personal Space
Review rules and proper behavior
for each sport, activity and skill
Skills /
Activities
Fitness Planning
Circuit Training P. 4.42-4.77
Five for Life Lifetime Fitness Plan
Personal fitness program
Conditioning (ongoing)
• Student Introduction P. 4.45
• Circuit Training Manual P 11
•
• Mile
Common Courtesy
Personal Space
Review rules and proper behavior
for each sport, activity and skill
• Vocabulary-word wall P 4.150
• FITT Fitness Plan 4.154
• Health, Performance & Appearance
SMART Goals P 4.155 (Portfolio
Activity)
• Advanced FITT Fitness Plan P 4.1564.160 (Portfolio Activity)
• Performance & Appearance
S.M.A.R.T. Goals P.4.163
Goal Setting P. 4.154-4.161
• Vocabulary-word wall P 4.150
• Personal Fitness Planning P 4.1544.161
• Circuit Training Manual P 12
• Lunges
Fitness Post-Measurements
Student/Parent Fitness Report (See
Notes)
• Dot drill
• Introduction, P.4.123
• Mile (Cardiorespiratory
Endurance)P.4.141
• Curl-Ups (Muscular Endurance)P.
4.129
• Sit and Reach (Flexibility)P.4.130
• Push-ups (Muscular
Endurance)P.4.134
• Height (Body Composition)P.4.132
• Weight (Body Composition) –
Optional, P,4.132
Review Functional Training P. 4.14.41
• Station Swap Worksheet (S1
Portfolio)
Revised 8/19/2011 2:12 PM
• Stair climbing
• Leg raises
• Plank
•
Seattle District Curriculum Map
Grade Level: High School
Assessment
Appearance SMART Goals P 4.155
(Portfolio Activity)
Advanced FITT Fitness Plan P 4.1564.160 (Portfolio Activity)
Portfolio Assessment (Week 18)
Teacher Observation
Fitness Post-Measurements (4.1144.144)
Station Swap Worksheet (S1
Portfolio)
Standards
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
1.3.1 Analyzes the components of
health-related fitness.
1.3.2 Analyzes the progress of a
personal fitness plan.
1.5.1 Analyzes the relationship of
nutrition planning to physical
performance and body composition.
4.1.1 Analyzes daily health and fitness
habits.
4.2.1 Evaluates concepts of a health,
fitness, and nutrition plan and
monitoring system, based on life and
employment goals.
4.2.2 Understands barriers to physical
activity and a healthy lifestyle.
1.3.1 Analyzes the components of
health-related fitness.
1.2.1 Applies how to perform activities
and tasks safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the
lifetime.
3.1.1 Analyzes how family and cultural
diversity enriches and affects personal
health behaviors.
4.2.1 Evaluates concepts of a health,
fitness, and nutrition plan and
monitoring system, based on life and
employment goals.
Equipment /
Resources
Five for Life Advanced Book 4th
Edition
Five for Life Advanced Book 4th
Edition
Five for Life Circuit Training Manual
WELNET
Five for Life Student Portfolio–
Series 1 (S1 Portfolio)
Post instructions on SPS teacher’s
web page to access student fitness
scores on WELNET.
Notes:
Revised 8/19/2011 2:12 PM
Length of Time: 1 Semester
1.3.1 Analyzes the components of
health-related fitness.
1.2.1 Applies how to perform
activities and tasks safely and
appropriately.
2.2.1 Analyzes the physiological
and psychological changes
throughout the lifetime.
3.1.1 Analyzes how family and
cultural diversity enriches and
affects personal health behaviors.
4.2.1 Evaluates concepts of a
health, fitness, and nutrition plan
and monitoring system, based on
life and employment goals.
Weight Training
One
Teacher Observation
Observation
Reflective Questioning
1.1.1 Applies complex motor skills and
movement concepts to activities to
enhance a physically active life.
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
2.4.2 Evaluates emergency situations,
ways to prevent injuries, and
demonstrates skills to respond
appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
As needed
www.PECentral.org
Seattle District Curriculum Map
Timeframe:
Week 1 - 3
Health & Fitness Academic
Content
Grade Level: High School
Fitness-Related Activities
Length of Time: 1 Semester
Weight Training Activities
Weight Training
Level Two
Motor Skills
Social, Emotional & Safety
Essential
Questions
How will goal setting help me
accomplish my fitness plan?
How fit can I become?
How can fitness goals improve my
overall health?
How can improving my muscular
strength and endurance affect my
health?
How do motor skills change with
fitness development?
How do the skills you learned
previously help you in the weight
room?
What makes a safe environment
during P.E. classes?
Content
Five Components of Fitness
Activities (Review) P 1.7 – 1.29
Goal Setting 4.145 – 4.153
Behavior Log – Activity Log &
Intensity – 2.1 – 2.14
Fitness Pre-Measurements (4.1144.144)
Functional Training (review) P 4.1 –
4.41
Circuit Training P 4.42 – 4.77
Student/Parent Fitness Report (See
Notes)
Bones, Muscles and Joints
Weight Training Log
Locomotor/Non-locomotor Skills
Resistance training
Rules and Procedures
Course Syllabus
Introductory Activities
Course Orientation
Safety in lifting
Intro to Partnering
Skills/
Activities
Five Components of Fitness
Activities (Review)
Fitness Pre-Measurements (review
protocols with students)
Bones, Muscles and Joints
Locomotor/Non-locomotor Skills
Rules and Procedures
• Components of Fitness Story
Problems (S2 Portfolio)
• Introduction, P.4.123
• Bones and Muscles for Life
3.18-3.28
•
• Components of Fitness and FITT
Principle Review (S2 Portfolio)
Goal Setting For Life, P4.145-P4.155
• Introduction, P. 4.148-4.149
• Goal Setting for Life, P.4.151-4.153
(Portfolio)
• FITT Fitness Plan, P.4.154-4.155
(Portfolio)
Behavior Log – Activity Log &
Intensity
• Intensity Interval Tracker (S2
Portfolio)
• Activity Log P 2.9 – 2.11 (Portfolio)
WELNET
Revised 8/19/2011 2:00 PM
• Mile (Cardiorespiratory Endurance)
P.4.141
• Curl-Ups (Muscular Endurance) P.
4.129
• Sit and Reach (Flexibility) P.4.130
• Push-ups (Muscular
Endurance)P.4.134
• Height (Body Composition)
P.4.132
• Weight (Body Composition) – In, P
4.132
Functional Training
• Whole Class Functional Equipment
Workout P. 4.11 – Review each
piece of equipment
o Weight Bars
o Stretch Bands
o Agility Rings
• Bone, Muscle and Joint
Identification in Movement 3.293.32
• Rice Relay 3.35
Weight Training Log
• Daily record of lifting progress
• Record Weights and Repetitions
warm-ups
• Skipping, hopping, jumping,
karaoke, side slide
Low organized games (on going)
Examples:
• Kickball
• capture the flag
• speed away
• handball
May include:
• Medicine ball activities
• Plyometric training
• Partner isometric ex.
• Stretch bands/tubing
• Weight bearing exercise
• Etc.
• safety rules
• safety technique
Course Syllabus
Introductory Activities
• Ice Breakers
• Low Organized Games
Course Orientation
•
Safety in lifting
•
Intro to Partnering
• work-out (support)
• -spotter(safety, trust)
Seattle District Curriculum Map
Grade Level: High School
o
o
o
o
Length of Time: 1 Semester
Weight Training
Level Two
Step Boxes
Medicine Balls
Dumbbells
Five for Life Station Cards
• Detailed Instruction of Exercises P.
4.15-4.41 (use instructions as
needed for appropriate equipment)
Circuit Training
• Warm-up Circuits P 4.51 – 4.55
• Station Swap Extended (S2
Portfolio)
Assessment
Assessments:
Activity Log Student Assessment – P
2.13
Five for Life Health, Performance &
Appearance Smart Goals, P4.155
Fitness Pre-Measurements
Student Self Assessment, Five for
Life Fitness Measurements
Recording Sheet, P.4.153
Station Swap Extended (S2
Portfolio)
Bones & Muscles for Life Student
Assessment 3.37
Observation
Rubrics (TBD)
Observation
Reflective Questioning
Standards
1.3.1 Analyzes the components of
health-related fitness.
4.2.1 Evaluates concepts of a health,
fitness, and nutrition plan and
monitoring system, based on life and
employment goals.
1.3.1 Analyzes the components of
health-related fitness.
1.2.1 Applies how to perform activities
and tasks safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the
lifetime.
3.1.1 Analyzes how family and cultural
diversity enriches and affects personal
health behaviors.
4.2.1 Evaluates concepts of a health,
fitness, and nutrition plan and
monitoring system, based on life and
employment goals.
1.3.1 Analyzes the components of
health-related fitness.
1.2.1 Applies how to perform
activities and tasks safely and
appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout
the lifetime.
3.1.1 Analyzes how family and
cultural diversity enriches and
affects personal health behaviors.
4.2.1 Evaluates concepts of a
health, fitness, and nutrition plan and
monitoring system, based on life and
employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to
enhance a physically active life.
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
2.4.2 Evaluates emergency situations,
ways to prevent injuries, and
demonstrates skills to respond
appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Equipment/
Resources
Five for Life Advanced Book 4th
Edition
Resource CD – posters
WELNET Assessment
Five for Life Student PortfolioSeries 2 (S2 Portfolio)
Activity dependent
Teacher Developed Materials
Revised 8/19/2011 2:00 PM
Seattle District Curriculum Map
Grade Level: High School
WELNET
Five for Life Student Portfolio-Series
2 (S2 Portfolio)
Notes:
Revised 8/19/2011 2:00 PM
Post instructions on SPS teacher’s
web page to access student fitness
scores on WELNET.
Length of Time: 1 Semester
Weight Training
Level Two
Seattle District Curriculum Map
Timeframe:
Week 4 - 6
Health & Fitness Academic
Content
Grade Level: High School
Fitness-Related Activities
Length of Time: 1 Semester
Weight Training Activities
Weight Training
Level Two
Motor Skills
Social, Emotional & Safety
Essential
Questions
How can using training principles
assist me in maintaining or
improving cardiorespiratory
endurance?
Why is water important to health?
Why is it necessary to maintain a
healthy level of cardio respiratory
endurance?
How can circuit training help me
meet my fitness goals?
Why is rest and recovery
important to muscle
development?
What motor skills do I need to do to
improve or maintain my muscular
strength and muscular endurance?
How will cooperating with others
improve my success in physical
education?
Content
Training Principles - progression,
overload , specificity & FITT (Review)
Cardiorespiratory Endurance P 1.34
– 1.40
Behavioral Log – Hydration Log - P
2.42 – 2.52
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Lifting Techniques
Introduction to lifting machine
exercises
Circuits- with alternating,
balanced muscle groups
Locomotor/Non-locomotor Skills
Common Courtesy/Etiquette
Personal Space
Review rules and proper behavior for
weight room
Weight room safety
Practice of: work-out
partners/groups
Spotters
Weight room awareness
Skills/
Activities
Training Principles - progression,
overload , specificity & FITT (Review)
Cardiorespiratory Endurance
Functional Training
Lifting Techniques
Identify and introduce the
facilities Weight training tools
and their related, working muscle
groups, while employing a
balance/variety of muscles
groups.
Introduction to lifting machine
exercises
Locomotor/Non-locomotor Skills
Common Courtesy/Etiquette
• Ongoing
•
• Introduction P 4.3
• Hydration Log – 2.46 – 2.48
(Portfolio) WELNET
• Whole Class Functional Equipment
Workout P. 4.11 (Continued from
weeks 1-30
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Community Outreach: Know the
Signs of Dehydration Poster Display
(S2 Portfolio)
• Detailed Instruction of Exercises P.
4.15-4.41 (use instructions as
needed for appropriate equipment)
• Improve Cardiorespiratory
Endurance Using the FITT Principle
(S2 Portfolio)
• Cardiorespiratory Endurance
Advanced FITT Fitness Plan P
4.156 (Portfolio)
Behavioral Logs – Hydration log
• Hydration Relay – 2.49 – 2.50
Revised 8/19/2011 2:00 PM
• Bicep curl
• Shoulder press
• Row
• Tricep extension
• Squat
Personal Space
•
Review rules and proper behavior for
weight room
•
Weight room safety
Practice of: work-out
partners/groups
•
Spotters
• Lunge
•
• Pillar of Human Movement Circuit
P 4.12 – 4.14
• Chest Press
Weight room awareness
Circuit Training
•
Circuit Training
• Timed circuits
Seattle District Curriculum Map
Grade Level: High School
• Student Introduction P. 4.45
Length of Time: 1 Semester
Weight Training
Level Two
• Stations
• Warm-up Circuits P 4.51 – 4.55
(ongoing)
• Cardiorespiratory endurance circuit
P. 4.60
• Station Swap Extended (S2
Portfolio)
Assessment
Improve Cardiorespiratory
Endurance Using the FITT Principle
(S2 Portfolio)
Hydration Log Students Assessment
P 2.51
Signs of Dehydration (S2 Portfolio)
Station Swap Extended (S2
Portfolio)
Demonstration of proper lifting
techniques, and facility
awareness
Teacher Observation
Observation
Reflective Questioning
Standards
1.3.1 Analyzes the components of
health-related fitness.
1.3.2 Analyzes the progress of a
personal fitness plan.
1.3.1 Analyzes the components of
health-related fitness.
1.2.1 Applies how to perform activities
and tasks safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the
lifetime.
3.1.1 Analyzes how family and cultural
diversity enriches and affects personal
health behaviors.
4.2.1 Evaluates concepts of a health,
fitness, and nutrition plan and
monitoring system, based on life and
employment goals.
1.3.1 Analyzes the components of
health-related fitness.
1.2.1 Applies how to perform
activities and tasks safely and
appropriately.
2.2.1 Analyzes the physiological
and psychological changes
throughout the lifetime.
3.1.1 Analyzes how family and
cultural diversity enriches and
affects personal health behaviors.
4.2.1 Evaluates concepts of a
health, fitness, and nutrition plan
and monitoring system, based on
life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to
enhance a physically active life.
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
2.4.2 Evaluates emergency situations,
ways to prevent injuries, and
demonstrates skills to respond
appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Equipment/
Resources
Five for Life Advanced Book 4th
Edition
Five for Life Student Portfolio-Series
2 (S2 Portfolio)
Five for Life Advanced Book 4th
Edition
Five for Life Student PortfolioSeries 2 (S2 Portfolio)
Notes:
Revised 8/19/2011 2:00 PM
www.PEcentral.org
Seattle District Curriculum Map
Timeframe:
Week 7 - 9
Health & Fitness Academic
Content
Essential
Questions
How can using the training assist me
in maintaining and improving
muscular strength and endurance?
Why is sleep important to health?
Content
Skills/
Activities
Grade Level: High School
Fitness-Related Activities
Length of Time: 1 Semester
Weight Training
Level Two
Weight Training Activities
Motor Skills
How will improving muscular
strength and muscular endurance
affect my everyday life?
How can circuit training help me
meet my fitness goals?
How can the use of free weights
help improve my overall fitness?
What motor skills do I need to do to
improve or maintain my
cardiorespiratory endurance?
How can I benefit mentally from
strength training?
Training Principles - progression,
overload, specificity & FITT (Review)
– Muscle Strength / Muscle
Endurance P 1.31 – 1.44
Behavioral Logs – Sleep Log P 2.29 –
2.41
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Steps for Life P 4.96 – 4.113
Review techniques and
protocols
Introduce free weights
Conditioning
Common Courtesy
Weight room safety
Personal Space
Self esteem/self confidence
Training Principles - progression,
overload , specificity & FITT (Review)
– Muscle Strength / Muscle
Endurance
Functional Training (ongoing)
Review techniques and
protocols
Conditioning ongoing
Review Lifting Technique
•
• Stair climbing
•
• Mile
Use of overload principle
• Goal setting for Life Introduction
4.148 – 4.149 (Review)
• Muscle Check Up Card and
Reflection (S2 Portfolio)
• Goal setting Muscle Strength P
4.157 (Portfolio)
• Goal Setting Muscle Endurance P
4.158 (Portfolio)
• Community Outreach: Muscle
Memory Game (S2 Portfolio)
Behavioral Logs – Sleep Log
• Sleep Log – P 2.34 – 2.36
(Portfolio)
• Analyze Sleep Behaviors (S2
Portfolio)
• Progressive Muscle Relaxation P
2.37 – 2.39
Revised 8/19/2011 2:00 PM
• Detailed Instruction of Exercises P.
4.15-4.41 (use instructions as
needed for appropriate equipment)
Circuit Training
Introduction to dumbell, barbell,
and band exercises
• Warm-up Circuits P 4.51 – 4.55
(ongoing)
• Bicep curl
• What’s My Purpose Circuit P4.69 –
4.72
• Row
• Muscular Strength & Muscular
Endurance Circuit P.4.62-4.63
Steps for Life
• Student Introduction Fill-in-theBlank (S2 Portfolio)
• Steps for Life Log (S2 Portfolio)
• Cross the City, State and Country
(S2 Portfolio)
• Shoulder press
• Tricep extension
• Squat
• Lunge
• Chest Press
Circuit Training
• Timed circuits
• Stations
• Lunges
• Dot drill
Social, Emotional & Safety
•
• Leg raises
Concept of muscle failure/effort/
results
• Plank
•
Intermediate goal evaluation
•
Evaluate training log progress/gain
•
Seattle District Curriculum Map
Assessment
Muscle Check Up Card and Reflection
(S2 Portfolio)
Goal setting Muscle Strength P 4.157
(Portfolio)
Goal Setting Muscle Endurance P 4.158
(Portfolio)
Analyze Sleep Behaviors (S2 Portfolio)
Grade Level: High School
Circuit Design Activity, Group
Activity P.4.73-4,75
Student Introduction Fill-in-theBlank (S2 Portfolio)
Steps for Life Log (S2 Portfolio)
Cross the City, State and Country
(S2 Portfolio)
Length of Time: 1 Semester
Demonstration of proper lifting
techniques, and facility
awareness
Lifting max (on going)
Bench Press
Leg Press/Squat
Teacher Observation
Observation
Reflective Questioning
2.4.2 Evaluates emergency situations,
ways to prevent injuries, and
demonstrates skills to respond
appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Standards
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
1.3.1 Analyzes the components of
health-related fitness.
1.3.2 Analyzes the progress of a
personal fitness plan.
4.1.1 Analyzes daily health and fitness
habits.
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.
1.3.2 Analyzes the progress of a
personal fitness plan.
1.4.1 Applies the components of skillrelated fitness to physical activity.
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.
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
1.2.1 Applies how to perform activities
and tasks safely and appropriately.
1.4.1 Applies the components of skillrelated fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th
Edition
Five for Life Advanced Book 4th
Edition
Five for Life Student PortfolioSeries 2 (S2 Portfolio)
As needed
www.PECentral.org
WELNET
Five for Life Student Portfolio-Series
2 (S2 Portfolio)
Notes:
Revised 8/19/2011 2:00 PM
Weight Training
Level Two
Seattle District Curriculum Map
Timeframe:
Week 10-12
Health & Fitness Academic
Content
Grade Level: High School
Fitness-Related Activities
Essential
Questions
Why should flexibility be a part of a
fitness plan?
How does flexibility affect fitness
behaviors?
How does improving flexibility
affect fitness over time?
Content
Training Principles - progression,
overload , specificity & FITT (Review)
– Flexibility P 1.34 – 1.47
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Steps for Life P 4.96 – 4.113
Skills/
Activities
Training Principles - progression,
overload , specificity & FITT (Review)
– Flexibility
Functional Training (ongoing)
• Detailed Instruction of Exercises P.
4.15-4.41 (use instructions as
needed for appropriate equipment)
• Flexibility and FITT (S2 Portfolio)
• Creating Dynamic & Static
Stretching Routines P1.23 – 1.24
• Goal Setting Flexibility P 4.159
(Portfolio)
• Community Outreach: Flexibility
Sharing (S2 Portfolio)
Circuit Training
• Individual Component of Fitness
Circuit: Flexibility Circuit
• Circuit Design Activity (as group) P
4.73 – 4.75
• Warm-up Circuits P 4.51 – 4.55
(ongoing)
Steps for Life
• Steps for Life Log (S2 Portfolio)
(ongoing)
Length of Time: 1 Semester
Weight Training Activities
How can I use circuits in weight
training?
Weight Training
Level Two
Motor Skills
Social, Emotional & Safety
How can activity influence body
composition?
How does body image affect your
Social, Emotional & Safety wellbeing?
Conditioning ongoing
Common Courtesy
Personal Space
Review rules and proper behavior
for each sport, activity and skill
Functional Training
Conditioning
Common Courtesy
• Whole Class Functional
Equipment Workout P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
• Stair climbing
•
• Mile
Personal Space
Functional training
• Lunges
• Dot drill
•
• Leg raises
Review rules and proper behavior
for each sport, activity and skill
• Plank
•
Teacher Observation
Observation
Reflective Questioning
• Five for Life Station Cards
• Detailed Instruction of
Exercises P. 4.15-4.41 (use
instructions as needed for
appropriate equipment
• Cross the City, State and Country
(S2 Portfolio) (ongoing)
Assessment
Flexibility and FITT (S2 Portfolio)
Training Principles Student
Assessment P 1.45
Revised 8/19/2011 2:00 PM
Circuit Design Activity, Group
Activity
Seattle District Curriculum Map
Grade Level: High School
Standards
1.3.1 Analyzes the components of
health-related fitness.
1.3.2 Analyzes the progress of a
personal fitness plan.
1.5.1 Analyzes the relationship of
nutrition planning to physical
performance and body composition.
1.5.2 Evaluates how nutritional
requirements change.
1.5.3 Analyzes the effectiveness of
various nutritional products.
1.5.4 Evaluates how healthy and
unhealthy eating patterns impact the
function of the body.
4.1.1 Analyzes daily health and fitness
habits.
4.2.1 Evaluates concepts of a health,
fitness, and nutrition plan and
monitoring system, based on life and
employment goals.
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.
1.3.2 Analyzes the progress of a
personal fitness plan.
1.4.1 Applies the components of skillrelated fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th
Edition
WELNET
Five for Life Advanced Book 4th
Edition
Five for Life Student PortfolioSeries 2 (S2 Portfolio)
Notes:
Revised 8/19/2011 2:00 PM
Length of Time: 1 Semester
1.3.1 Analyzes the components of
health-related fitness.
1.2.1 Applies how to perform
activities and tasks safely and
appropriately.
2.2.1 Analyzes the physiological
and psychological changes
throughout the lifetime.
3.1.1 Analyzes how family and
cultural diversity enriches and
affects personal health behaviors.
4.2.1 Evaluates concepts of a
health, fitness, and nutrition plan
and monitoring system, based on
life and employment goals.
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.
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
1.2.1 Applies how to perform activities
and tasks safely and appropriately.
1.4.1 Applies the components of skillrelated fitness to physical activity.
As needed
www.PECentral.org
Weight Training
Level Two
2.4.2 Evaluates emergency situations,
ways to prevent injuries, and
demonstrates skills to respond
appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Timeframe
Week 13 - 15
Grade Level: High School
Health & Fitness Academic
Content
Fitness-Related Activities
Length of Time: 1 Semester
Weight Training Activities
Weight Training
Level Two
Motor Skills
Social, Emotional & Safety
Essential
Questions
How does eating healthy impact my
life over time?
How does balancing energy in and
energy out affect body
composition?
How can I use power lifting to
improve my overall level of
fitness?
What motor skills do I need to do to
improve or maintain my flexibility?
How will cooperating with others
improve my success in physical
education?
Content
Healthy Habits for Life Nutrition P
2.15 – 2.28
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Steps for Life P 4.96 – 4.113
Power lifting
Conditioning
Lifting safety
Healthy Habits for Life Nutrition
Functional Training (ongoing)
Power lifting technique
Conditioning ongoing
Lifting safety
• Daily Amounts Activity and
Reflection (S2 Portfolio)
• Detailed Instruction of Exercises P.
4.15-4.41 (use instructions as
needed for appropriate equipment)
• Power clean
• Stair climbing
•
• Deadlift
• Mile
• Squat
• Lunges
• Bench Press
• Dot drill
Goal Setting (Recheck) P 4.145 –
4.168
Skills/
Activities
• Nutrition Log P 2.20 – 2.24
(Portfolio)
• WELNET Nutrition Log
• Advanced Meal Planner P2.25 –
2.26
• Community Outreach: Healthy
Recipe Swap for Students and Staff
(S2 Portfolio)
Goal Setting
• Healthy Habits for Life Goal Setting
Activity P 4.165 – 4.167
Assessment
Daily Amounts Activity and
Reflection (S2 Portfolio)
Nutrition Log Student Assessment P
2.27
Revised 8/19/2011 2:00 PM
Circuit Training
• Circuit Design Activity (as
individual) P. 4.73-4.75 (Portfolio
Activity)
• Leg raises
• Plank
• Warm-up Circuits P 4.51 – 4.55
(ongoing)
Steps for Life
• Steps for Life Log (S2 Portfolio)
(ongoing)
•
Cross the City, State and Country
(S2 Portfolio) (ongoing)
Fitness Post-Measurements (4.1144.141)
Student Self Assessment, Five for
Life Fitness Measurements
Recording Sheet, P.4.153
Circuit Design Activity, Individual
Activity P.4.73-4.75
Steps for Life Log and Graphing
Activity P 4.109- 4.11
Lifting max (on going)
• Bench Press
• Leg Press/Squat
Teacher Observation
Observation
Reflective Questioning
Seattle District Curriculum Map
Grade Level: High School
Standards
1.1.1 Applies complex motor skills and
movement concepts to activities to
enhance a physically active life.
1.2.1 Applies how to perform activities
and tasks safely and appropriately.
1.3.1 Analyzes the components of
health-related fitness.
1.3.2 Analyzes the progress of a
personal fitness plan.
4.1.1 Analyzes daily health and fitness
habits.
4.2.1 Evaluates concepts of a health,
fitness, and nutrition plan and
monitoring system, based on life and
employment goals.
1.3.1 Analyzes the components of
health-related fitness.
1.2.1 Applies how to perform activities
and tasks safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the
lifetime.
3.1.1 Analyzes how family and cultural
diversity enriches and affects personal
health behaviors.
4.2.1 Evaluates concepts of a health,
fitness, and nutrition plan and
monitoring system, based on life and
employment goals.
Equipment/
Resources
Five for Life Advanced Book 4th
Edition
WELNET
Five for Life Student Portfolio-Series
2 (S2 Portfolio)
Five for Life Advanced Book 4th
Edition
Five for Life Student PortfolioSeries 2 (S2 Portfolio)
Notes:
Revised 8/19/2011 2:00 PM
Length of Time: 1 Semester
1.3.1 Analyzes the components of
health-related fitness.
1.2.1 Applies how to perform
activities and tasks safely and
appropriately.
2.2.1 Analyzes the physiological
and psychological changes
throughout the lifetime.
3.1.1 Analyzes how family and
cultural diversity enriches and
affects personal health behaviors.
4.2.1 Evaluates concepts of a
health, fitness, and nutrition plan
and monitoring system, based on
life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to
enhance a physically active life.
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
As needed
www.PECentral.org
Weight Training
Level Two
2.4.2 Evaluates emergency situations,
ways to prevent injuries, and
demonstrates skills to respond
appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Timeframe:
Week 16-17
Health & Fitness Academic
Content
Grade Level: High School
Fitness-Related Activities
Length of Time: 1 Semester
Weight Training Activities
Weight Training
Level Two
Motor Skills
Social, Emotional & Safety
Essential
Questions
How will goal setting help me
accomplish my fitness plan?
How can I maintain my fitness level
throughout my life?
How can I use weight training
activities to improve my fitness
throughout my life?
How can goal setting activities help
me maintain an active lifestyle?
How does it feel to achieve your
goals?
Content
Five Components of Fitness
Activities (Review) P 1.7 – 1.29
Goal Setting 4.145 – 4.153
Behavior Log – Activity Log – 2.1 –
2.14
Student/Parent Fitness Report
(week 17)
Fitness Post-Measurements (4.1144.144)
Five for Life Lifetime Fitness Plan
Personal fitness program
Conditioning
Common Courtesy
Team work
Personal Space
Review rules and proper behavior
for each sport, activity and skill
Skills/
Activities
Five Components of Fitness
Activities (Review)
Fitness Post-Measurements (review
protocols with students)
Five for Life Lifetime Fitness Plan
Conditioning (ongoing)
Common Courtesy
• Cardiorespiratory Endurance
Activity, P.1.7-1.11
• Introduction, P.4.123
•
• Stair climbing
•
Personal fitness program
• Mile
• Muscular Strength/Muscular
Endurance Activity, P. 1.12-1.16
• Mile (Cardiorespiratory
Endurance)P.4.141
• Flexibility P.1.17-1.24
• Curl-Ups (Muscular Endurance)P.
4.129
• Body Composition, P.1.25 -1.29
• Sit and Reach (Flexibility)P.4.130
• Community Outreach: Activity
Sharing Letters (S2 Portfolio)
• Push-ups (Muscular
Endurance)P.4.134
Goal Setting For Life, P4.145-P4.155
• Introduction, P. 4.149-4.151
• Goal Setting for Life, P.4.152-4.153
(Portfolio)
•
• Lunges
• Dot drill
• Leg raises
• Plank
Team work
•
Personal Space
•
Review rules and proper behavior
for each sport, activity and skill
•
• Height (Body Composition)P.4.132
• Weight (Body Composition) – In,
P,4.132
• FITT Fitness Plan, P.4.154-4.155
(Portfolio)
• My SMART Goals (S2 Portfolio)
Assessment
My SMART Goals (S2 Portfolio)
Revised 8/19/2011 2:00 PM
Teacher Observation
Fitness Post-Measurements (4.1144.144)
Post Parent Student Report Sent
Home
Teacher Observation
Observation
Reflective Questioning
Seattle District Curriculum Map
Grade Level: High School
Standards
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
1.3.1 Analyzes the components of
health-related fitness.
1.3.2 Analyzes the progress of a
personal fitness plan.
4.1.1 Analyzes daily health and fitness
habits.
4.2.1 Evaluates concepts of a health,
fitness, and nutrition plan and
monitoring system, based on life and
employment goals.
4.2.2 Understands barriers to physical
activity and a healthy lifestyle.
1.3.1 Analyzes the components of
health-related fitness.
1.2.1 Applies how to perform activities
and tasks safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the
lifetime.
3.1.1 Analyzes how family and cultural
diversity enriches and affects personal
health behaviors.
4.2.1 Evaluates concepts of a health,
fitness, and nutrition plan and
monitoring system, based on life and
employment goals.
Equipment/
Resources
Five for Life Advanced Book 4th
Edition
Five for Life Student Portfolio-Series
2 (S2 Portfolio)
Five for Life Advanced Book 4th
Edition
Five for Life Circuit Training Manual
Notes:
Revised 8/19/2011 2:00 PM
Length of Time: 1 Semester
1.3.1 Analyzes the components of
health-related fitness.
1.2.1 Applies how to perform
activities and tasks safely and
appropriately.
2.2.1 Analyzes the physiological
and psychological changes
throughout the lifetime.
3.1.1 Analyzes how family and
cultural diversity enriches and
affects personal health behaviors.
4.2.1 Evaluates concepts of a
health, fitness, and nutrition plan
and monitoring system, based on
life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to
enhance a physically active life.
1.2.2 Applies skills and strategies
necessary for effective participation in
physical activities.
As needed
www.PECentral.org
Weight Training
Level Two
2.4.2 Evaluates emergency situations,
ways to prevent injuries, and
demonstrates skills to respond
appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Length of Time: 1 Semester
Week 1 - 3
Lifetime
One
Grade Level: High School / Lifetime Activities
Health & Fitness Academic Content
Essential
Questions
How is fitness planning important to my
health?
How fit am I?
Content
Fitness Portfolio
Introduction of Five Components of Fitness
Activities
Goal Setting For Life (5 For Life Section 1;
Section 4, P.4.145-4.171)
Skills/
Activities
Fitness Portfolio
• Fitness Portfolio Introduction (S1 Portfolio)
• Explanation of Portfolio Activities – table of
contents (S1 Portfolio)
Introduction of Five Components of Fitness
Activities
• Cardiorespiratory Endurance Activity, P.1.8 &
1.9
• Exploring Muscular Strength and Endurance
(S1 Portfolio)
• Dynamic vs. Static Stretching (S1 Portfolio)
• What is Body Composition? (S1 Portfolio)
Motor Skills
Fitness-Related Activities
Social, Emotional & Safety
How do motor skills change with fitness
development?
How do the skills you learned previously
relate to lifetime sports and/or activities?
What makes a safe environment during P.E.
classes?
Fitness Pre-Measurements (4.114-4.144)
Locomotor/Non-locomotor Skills
Lifetime Activities
Course Orientation
Safety in movement
Rules and Procedures
Course Syllabus
Introductory Activities
Fitness Pre-Measurements (review protocols
with students)
Locomotor/Non-locomotor Skills
Lifetime Activities
• Power walking
o Hill Training
o Timed
o Distance/trail walking
o Heart Rate Monitors
Course Orientation
Safety in movement
Rules and Procedures
Course Syllabus
Introductory Activities
Why is it important to write fitness goals?
• Introduction, P.4.123
• Mile (Cardiorespiratory Endurance)P.4.141
• Curl-Ups (Muscular Endurance)P. 4.129
• Sit and Reach (Flexibility)P.4.130
• Push-ups (Muscular Endurance)P.4.134
• Height (Body Composition)P.4.132
• Weight (Body Composition) – Optional, P
4.132
• Outdoor Activities
o Hiking
o Orienteering/ Geo caching
o Kayaking/Canoeing
• Ice Breakers
• Low Organized Games
• Goal Setting for Life, P 4.152-4.153
Goal Setting For Life, P4.145-P4.161
• Introduction, P. 4.148 – 4.151
• Goal Setting for Life, P.4.152-4.153
• FITT Fitness Plan, P.4.154-4.155
Assessment
Assessments:
Five For Life Student Assessment P.1.30-1.31
Explore Strength and Endurance (S1 Portfolio)
Dynamic vs. Static Stretching (S1 Portfolio)
What is Body Composition? (S1 Portfolio)
Revised 8/19/2011 1:57 PM
Fitness Pre-Measurements
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
Five for Life Health, Performance &
Appearance Smart Goals, P4.155
Observation
Observation
Rubrics (TBD)
Reflective Questioning
Seattle District Curriculum Map
Length of Time: 1 Semester
Grade Level: High School / Lifetime Activities
Lifetime
One
Standards
1.3.1 Analyzes the components of health-related
fitness.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio – Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
WELNET Assessment
Activity dependent
Teacher Developed Materials
Notes:
Post instructions on SPS teacher’s web page
to access student fitness scores on
WELNET.
Revised 8/19/2011 1:57 PM
Seattle District Curriculum Map
Length of Time: 1 Semester
Week 4 - 6
Essential
Questions
Health & Fitness Academic Content
Why is muscular strength and endurance
important to healthy living?
Fitness-Related Activities
How can I improve my muscular strength
and muscular endurance?
How can circuit training improve my fitness?
Content
Lifetime
One
Grade Level: High School / Lifetime Activities
Motor Skills
Social, Emotional & Safety
What motor skills do I need to do to improve
or maintain my muscular strength and
muscular endurance?
How will cooperating with others improve my
success in physical education?
Lifetime Activities
Common Courtesy/Etiquette
Training Principles P. 1.34-1.48
Functional Training P. 4.1-4.41
Muscular Strength & Muscular Endurance,
P1.12-1.16
Circuit Training P. 4.42-4.77
Team work
Student/Parent Fitness Report (See Notes)
Personal Space
Safety in movement
Rules and Procedures
Course Syllabus
Introductory Activities
Skills/
Activities
Training Principles
Functional Training
Lifetime Activities
Common Courtesy/Etiquette
• Student Introduction 1.36-1.37
• Whole Class Functional Equipment Workout
P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Yoga
o Technique
o Postures
o Breathing
o Stretching
o Partner poses
Team work
• Pilates
o Core Training
o Stretching
Introductory Activities
• Ice Breakers
• Low Organized Games
• Muscular Strength & Muscular Endurance
Recording Activity P. 1.41-1.43
• FITT Principle Muscular Strength & Muscular
Endurance Recording Chart (S1 Portfolio)
• FITT Principle Muscular Strength & Muscular
Endurance Recording Chart Reflection (S1
Portfolio)
Muscular Strength & Muscular Endurance,
P1.12-1.16
• Vocabulary & Discussion – Word wall P. 1.38
• Community Outreach: Poster Project (S1
Portfolio)
• Advanced Muscular Strength & Muscular
Endurance Tag P 1.15-1.16
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
Circuit Training
• Student Introduction P. 4.45
• Muscular Strength & Muscular Endurance
Circuit P.4.62-4.63
• Circuit Purpose Identification (S1 Portfolio)
Revised 8/19/2011 1:57 PM
Personal Space
Safety in movement Rules and Procedures
Rules and Procedures
Course Syllabus
Seattle District Curriculum Map
Length of Time: 1 Semester
Assessment
Teacher Observation
Observation
Performance routine
Reflective Questioning
Muscular Endurance & Muscular Strength
Recording Chart, Group Activity P.1.44
FITT Principle Muscular Strength & Muscular
Endurance Recording Chart (S1 Portfolio)
FITT Principle Muscular Strength & Muscular
Endurance Recording Chart Reflection (S1
Portfolio)
Circuit Design Activity, Group Activity
P.4.73-4.75
Circuit Purpose Identification (S1 Portfolio)
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio –Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
WELNET
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Activity dependant
Notes:
Revised 8/19/2011 1:57 PM
Lifetime
One
Grade Level: High School / Lifetime Activities
Group teaching
Observe skills/rubric
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Length of Time: 1 Semester
Week 7 - 9
Essential
Questions
Content
Lifetime
One
Grade Level: High School / Lifetime Activities
Health & Fitness Academic Content
Fitness-Related Activities
Why is maintaining or improving
cardiorespiratory endurance important to
healthy living?
How can I improve my cardiorespiratory
endurance?
Training Principles
Cardiorespiratory Endurance 1.7-1.11
Cardiorespiratory System for Life P. 3.1-3.14
Student/Parent Fitness Report (week 4)
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Heart Health Pyramid P.4.78-4.95
Motor Skills
Social, Emotional & Safety
What motor skills do I need to do to improve
or maintain my cardiorespiratory endurance?
How will cooperating with others improve my
success in physical education?
Lifetime Activities
Common Courtesy/Etiquette
How can circuit training improve my fitness?
Team work
Personal Space
Safety in movement
Rules and Procedures
Course Syllabus
Introductory Activities
Skills/
Activities
Training Principles
Functional Training
• Cardiorespiratory Endurance Recording
Activity P. 1.39
Cardiorespiratory Endurance
• Whole Class Functional Equipment Workout
P. 4.11
o Agility Rings
o Step Boxes
o Five for Life Station Cards
• Cardiorespiratory Graphing Worksheet and
Reflection (Five for Life Portfolio Unit) (S1
Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
• FITT Principle Cardiorespiratory Endurance
Reflection (S1 Portfolio)
Circuit Training
Cardiorespiratory System for Life P. 3.1-3.14
• Cardiorespiratory endurance circuit P. 4.60
• Student Introduction, P. 3.4-3.5
• Circuit Purpose Identification (S1 Portfolio)
• Advanced Cardiorespiratory Relay P.3.7-3.9
Heart Health Pyramid P.4.78-4.95
• Cardiorespiratory Endurance Chart P. 1.40
(Portfolio Activity)
• Aerobic vs. Anaerobic P.3.10
• Community Outreach: Healthy Heart
Announcements (S1 Portfolio)
• Student Introduction P. 4.45
• Student Introduction, P. 4.80-4.82
• Intensity Levels Circuit (S1 Portfolio)
• Intensity Story Problems (S1 Portfolio)
• Starting with a Heart Rate Monitor P4.84
• Age-Adjusted Maximum and Training Heart
Rate Formulas P4.85-486
Revised 8/19/2011 1:57 PM
Lifetime Activities
Common Courtesy/Etiquette
• Self-Defense
o Communication skills
o Conflict avoidance
o Grab escapes
o Strikes
Team work
• Taekwondo
o Types of kicks
o Types of punches
o Sparing
Personal Space
Safety in movement Rules and Procedures
Rules and Procedures
Course Syllabus
Introductory Activities
• Ice Breakers
• Low Organized Games
Seattle District Curriculum Map
Length of Time: 1 Semester
Lifetime
One
Grade Level: High School / Lifetime Activities
• Heart Health Pyramid P4.85-4.89
• Heart Health Training Log P. 4.90-4.91 (S1
Portfolio)
Assessment
Cardiorespiratory Endurance Recording
Chart, P.1.40 (Portfolio Activity)
Advanced Cardiorespiratory Graphing
Worksheet, P. 1.11 (Portfolio Activity)
Cardioresiratory System for Life Student
Assessment P.3.11-.12
Cardiorespiratory Graphing and Reflection
(S1 Portfolio)
FITT Principle Cardiorespiratory Endurance
Reflection (S1 Portfolio)
Circuit Design Activity, Group Activity
P.4.73-4,75
Heart Health Pyramid Student Assessment
P4.92-4.93
Heart Health Training Log P. 4.904.91(Portfolio Activity)
Circuit Purpose Identification (S1 Portfolio)
Intensity Levels Circuit (S1 Portfolio)
Intensity Story Problems (S1 Portfolio)
Teacher Observation
Observation
Routine Performance
Reflective Questioning
Assessment Protocol
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Word Wall/Vocabulary
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
WELNET
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Activity dependant
Notes:
Revised 8/19/2011 1:57 PM
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Length of Time: 1 Semester
Week 10 - 12
Lifetime
One
Grade Level: High School / Lifetime Activities
Health & Fitness Academic Content
Motor Skills
Fitness-Related Activities
Social, Emotional & Safety
Essential
Questions
How does body composition impact my life?
How well do I eat and how does it impact my
life?
How do fitness behaviors effect body
composition?
How can activity influence body
composition?
How does body image affect your Social,
Emotional & Safety well-being?
Content
Body Composition P. 1.25-1.31
Nutrition P.2.15-2.28
Functional Training
Circuit Training
Pedometers P.4.96-4.113
Lifetime Activities
Common Courtesy/Etiquette
Team work
Personal Space
Safety in movement
Rules and Procedures
Course Syllabus
Introductory Activities
Skills/
Activities
Body Composition
Functional Training
Lifetime Activities
Common Courtesy/Etiquette
• Introduction P 1.4-1.5
• Whole Class Functional Equipment Workout
P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Disc Golf
Team work
• Student Introduction Webbing (S1 Portfolio)
• Vocabulary-word wall P 1.6
• Body Composition P 1.26
• Energy In/Energy Out P. 1.27
• Healthy Body Card Game P. 1.28-1.29
Nutrition
• Nutrition Introduction P 2.17-2.18
• Vocabulary-word wall P 2.19
• Advanced Meal Planner P. 2.25-2.26
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
• Food Label Analysis (S1 Portfolio)
Circuit Training
• Nutrition Log P 2.20 (Portfolio Activity)
• Nutrition Reflection (S1 Portfolio)
• Community Outreach: Nutrition Challenges
(S1 Portfolio)
• Cardiorespiratory endurance circuit P. 4.60
• Community Outreach: After School Activity
Circuit (S1 Portfolio)
Pedometers
• Walking Tag P. 4. 101-4.102
• Five for Life Pace Guide Challenge P. 4.1034.104
Revised 8/19/2011 1:57 PM
o Throwing technique
• Golf
o Driving
o Chipping
o Putting
• Bowling
o Approach
o Release
Personal Space
Safety in movement Rules and Procedures
Rules and Procedures
Course Syllabus
Introductory Activities
• Ice Breakers
• Low Organized Games
Seattle District Curriculum Map
Length of Time: 1 Semester
Lifetime
One
Grade Level: High School / Lifetime Activities
• Steps for Life Recording and Reflection (S1
Portfolio)
Assessment
Nutrition Log P 2.23 (Portfolio Activity)
Log Self-Reflection P 2.24 (Portfolio Activity)
Student Introduction Webbing (S1 Portfolio)
Food Label Analysis (S1 Portfolio)
Circuit Purpose Identification (S1 Portfolio)
Student Introduction Note Taker (S1 Portfolio)
Steps for Life Recording and Reflection (S1
Portfolio)
Teacher Observation
Observation
Scorekeeping
Reflective Questioning
Golf Club Knowledge (distance)
Nutrition Reflection (S1 Portfolio)
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.5.1 Analyzes the relationship of nutrition
planning to physical performance and body
composition.
1.5.2 Evaluates how nutritional requirements
change.
1.5.3 Analyzes the effectiveness of various
nutritional products.
1.5.4 Evaluates how healthy and unhealthy
eating patterns impact the function of the body.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
Pedometers
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Activity dependant
Notes:
Revised 8/19/2011 1:57 PM
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Length of Time: 1 Semester
Week 13 - 15
Lifetime
One
Grade Level: High School / Lifetime Activities
Health & Fitness Academic Content
Fitness-Related Activities
Motor Skills
Social, Emotional & Safety
Essential
Questions
How does flexibility impact my life?
Why is flexibility in maintaining a healthy
lifestyle?
How do fitness behaviors affect flexibility?
How can I continue to improve my flexibility?
What motor skills do I need to do to improve
or maintain my flexibility?
How will cooperating with others improve my
success in physical education?
Content
Flexibility P 1.17-1.24
Functional Training
Circuit Training
Fitness Post-Measurements (4.114-4.144)
Lifetime Activities
Common Courtesy/Etiquette
Advanced Sports
Team work
Personal Space
Safety in movement
Rules and Procedures
Course Syllabus
Introductory Activities
Skills/
Activities
Flexibility P 1.17-1.24
Functional Training
• Student Introduction Statements (S1 Portfolio)
• Whole Class Functional Equipment
Workout P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Vocabulary – Word wall P 1.6
• Advanced Flexibility Activity P 1.18-1.19
• Creating Dynamic & Static Stretching
Routines P 1.23-1.24 (Portfolio Activity)
• Flexibility and the FITT Principle Worksheet
(S1 Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
Circuit Training
• Individual Component of Fitness Circuit:
Flexibility Circuit (Need Page Number)
Fitness Post-Measurements (4.114-4.144)
• Community Outreach: Family Fitness
Measurements (S1 Portfolio)
• Fitness Measurement Recording Sheet (S1
Portfolio)
Revised 8/19/2011 1:57 PM
Advanced Sports
• Archery
o Knock arrow
o Release
o Aim
Common Courtesy/Etiquette
• Fencing
o Footwork
o Perrying
o Defense
o Offense
o Duals
Rules and Procedures
Team work
Personal Space
Safety in movement Rules and Procedures
Course Syllabus
Introductory Activities
• Ice Breakers
• Low Organized Games
Seattle District Curriculum Map
Length of Time: 1 Semester
Lifetime
One
Grade Level: High School / Lifetime Activities
• Fitness Measurements & Goal Setting
Reflection (S1 Portfolio)
Assessment
Teacher Observation
Observation
Protocol Assessment
Reflective Questioning
Flexibility – Creating a stretching routine
activity worksheet P. 1.24 (Portfolio Activity)
WA State CBA
Student Introduction Statements (S1 Portfolio)
Flexibility and the FITT Principle Worksheet
(S1 Portfolio)
Fitness Post-Measurements (4.114-4.141)
Fitness Measurement Recording Sheet (S1
Portfolio)
Standards
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
WELNET
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Activity dependant
Notes:
Revised 8/19/2011 1:57 PM
Fitness Measurements & Goal Setting
Reflection (S1 Portfolio)
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
Scorekeeping
Judging (fencing)
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Length of Time: 1 Semester
Week 16 - 17
Essential
Questions
Lifetime
One
Grade Level: High School / Lifetime Activities
Health & Fitness Academic Content
How can I stay physically fit, active and
healthy for my whole life?
Fitness-Related Activities
How can creating a personal fitness plan
improve my health?
Motor Skills
Social, Emotional & Safety
How can goal setting activities help me
maintain an active lifestyle?
How does it feel to achieve your goals?
Lifetime Activities
Common Courtesy/Etiquette
Wheel Activities
Team work
How can I assess my fitness over time?
Content
Fitness Planning
Goal Setting P. 4.154-4.161
Circuit Training P. 4.42-4.77
Fitness Post-Measurements Student/Parent
Fitness Report (See Notes)
Review Functional Training P. 4.1-4.41
Personal Space
Safety in movement
Rules and Procedures
Course Syllabus
Introductory Activities
Skills/
Activities
Fitness Planning
• Vocabulary-word wall P 4.150
• FITT Fitness Plan 4.154
• Health, Performance & Appearance SMART
Goals P 4.155 (Portfolio Activity)
• Advanced FITT Fitness Plan P 4.156-4.160
(Portfolio Activity)
• Performance & Appearance S.M.A.R.T. Goals
P.4.163
Goal Setting P. 4.154-4.161
• Vocabulary-word wall P 4.150
• Personal Fitness Planning P 4.154-4.161
Circuit Training P. 4.42-4.77
Wheel Activities
• Student Introduction P. 4.45
• Biking
o Mounting
o Balance
o Turning
o Pedal
o Dismounting
o Tricks
• Circuit Training Manual P 11
• Circuit Training Manual P 12
Fitness Post-Measurements Student/Parent
Fitness Report (See Notes)
• Introduction, P.4.123
• Mile (Cardiorespiratory Endurance)P.4.141
• Curl-Ups (Muscular Endurance)P. 4.129
• Sit and Reach (Flexibility)P.4.130
• Push-ups (Muscular Endurance)P.4.134
• Height (Body Composition)P.4.132
• Weight (Body Composition) – Optional,
P,4.132
Review Functional Training P. 4.1-4.41
• Station Swap Worksheet (S1 Portfolio)
Revised 8/19/2011 1:57 PM
• Wave Board
o Mounting
o Balance
o Turning
o Dismounting
o Advancing movement
o Tricks
• Inline Skating
o Stopping
o Balance
o Turning
o Tricks
Common Courtesy/Etiquette
Team work
Personal Space
Safety in movement Rules and Procedures
Rules and Procedures
Course Syllabus
Introductory Activities
• Ice Breakers
• Low Organized Games
Seattle District Curriculum Map
Length of Time: 1 Semester
Assessment
Lifetime
One
Grade Level: High School / Lifetime Activities
Appearance SMART Goals P 4.155 (Portfolio
Activity)
Advanced FITT Fitness Plan P 4.156-4.160
(Portfolio Activity)
Portfolio Assessment (Week 18)
Teacher Observation
Fitness Post-Measurements (4.114-4.144)
Station Swap Worksheet (S1 Portfolio)
Teacher Observation
Observation
Traffic Safety Protocol
Reflective Questioning
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.5.1 Analyzes the relationship of nutrition
planning to physical performance and body
composition.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
4.2.2 Understands barriers to physical activity
and a healthy lifestyle.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Advanced Book 4th Edition
Five for Life Circuit Training Manual
WELNET
Activity dependant
Five for Life Student Portfolio–Series 1 (S1
Portfolio)
Notes:
Revised 8/19/2011 1:57 PM
Seattle District Curriculum Map
Length of Time: 1 Semester
Grade Level: High School / Lifetime Activities
Motor Skills
Social, Emotional & Safety
Timeframe:
Week 1 - 3
Health & Fitness Academic Content
Essential
Questions
How will goal setting help me accomplish my
fitness plan?
How fit can I become?
How can fitness goals improve my overall
health?
How do motor skills change with fitness
development?
How do the skills you learned previously
relate to lifetime sports and/or activities?
What makes a safe environment during P.E.
classes?
Content
Five Components of Fitness Activities
(Review) P 1.7 – 1.29
Goal Setting 4.145 – 4.153
Behavior Log – Activity Log & Intensity – 2.1
– 2.14
Fitness Pre-Measurements (4.114-4.144)
Functional Training (review) P 4.1 – 4.41
Circuit Training P 4.42 – 4.77
Student/Parent Fitness Report (See Notes)
Locomotor/Non-locomotor Skills
Course Orientation
Lifetime Activities
• Power walking
• Outdoor activities
Safety in movement
Five Components of Fitness Activities
(Review)
Fitness Pre-Measurements (review protocols
with students)
• Components of Fitness Story Problems (S2
Portfolio)
• Introduction, P.4.123
Power walking
• Hill Training
• Timed
• Distance/trail walking
• Heart Rate Monitors
Rules and Procedures
Course Syllabus
Introductory Activities
• Ice Breakers
• Low Organized Games
Skills/
Activities
• Components of Fitness and FITT Principle
Review (S2 Portfolio)
Goal Setting For Life, P4.145-P4.155
• Introduction, P. 4.148-4.149
• Goal Setting for Life, P.4.151-4.153
(Portfolio)
• FITT Fitness Plan, P.4.154-4.155 (Portfolio)
Behavior Log – Activity Log & Intensity
• Intensity Interval Tracker (S2 Portfolio)
• Activity Log P 2.9 – 2.11 (Portfolio)
WELNET
Fitness-Related Activities
Lifetime
Level Two
• Mile (Cardiorespiratory Endurance) P.4.141
• Curl-Ups (Muscular Endurance) P. 4.129
• Sit and Reach (Flexibility) P.4.130
• Push-ups (Muscular Endurance)P.4.134
• Height (Body Composition) P.4.132
• Weight (Body Composition) – In, P 4.132
Functional Training
• Whole Class Functional Equipment Workout
P. 4.11 – Review each piece of equipment
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
Revised 8/19/2011 1:58 PM
Outdoor Activities
• Hiking
• Orienteering/ Geo caching
• Kayaking/Canoeing
Seattle District Curriculum Map
Length of Time: 1 Semester
Lifetime
Level Two
Grade Level: High School / Lifetime Activities
Circuit Training
• Warm-up Circuits P 4.51 – 4.55
• Station Swap Extended (S2 Portfolio)
Assessment
Assessments:
Activity Log Student Assessment – P 2.13
Five for Life Health, Performance & Appearance
Smart Goals, P4.155
Fitness Pre-Measurements
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
Station Swap Extended (S2 Portfolio)
Observation
Observation
Rubrics (TBD)
Reflective Questioning
Standards
1.3.1 Analyzes the components of health-related
fitness.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Resource CD – posters
WELNET
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
WELNET Assessment
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Activity dependent
Teacher Developed Materials
Notes:
Post instructions on SPS teacher’s web page
to access student fitness scores on
WELNET.
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map
Length of Time: 1 Semester
Timeframe:
Week 4 - 6
Lifetime
Level Two
Grade Level: High School / Lifetime Activities
Health & Fitness Academic Content
Fitness-Related Activities
Motor Skills
Social, Emotional & Safety
Essential
Questions
How can using training principles assist me
in maintaining or improving
cardiorespiratory endurance?
Why is water important to health?
Why is it necessary to maintain a healthy
level of cardio respiratory endurance?
How can circuit training help me meet my
fitness goals?
What motor skills do I need to do to improve
or maintain my muscular strength and
muscular endurance?
How will cooperating with others improve my
success in physical education?
Content
Training Principles - progression, overload ,
specificity & FITT (Review) Cardiorespiratory
Endurance P 1.34 – 1.40
Behavioral Log – Hydration Log - P 2.42 –
2.52
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Lifetime Activities
Common Courtesy/Etiquette
Yoga
Team work
Pilates
Personal Space
Training Principles - progression, overload ,
specificity & FITT (Review) Cardiorespiratory
Endurance
Functional Training
Skills/
Activities
• Improve Cardiorespiratory Endurance Using
the FITT Principle (S2 Portfolio)
• Cardiorespiratory Endurance Advanced
FITT Fitness Plan P 4.156 (Portfolio)
Behavioral Logs – Hydration log
• Hydration Relay – 2.49 – 2.50
• Hydration Log – 2.46 – 2.48 (Portfolio)
WELNET
• Community Outreach: Know the Signs of
Dehydration Poster Display (S2 Portfolio)
Safety in movement
• Introduction P 4.3
• Whole Class Functional Equipment Workout
P. 4.11 (Continued from weeks 1-30
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
• Pillar of Human Movement Circuit P 4.12 –
4.14
Circuit Training
• Student Introduction P. 4.45
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
• Cardiorespiratory endurance circuit P. 4.60
Revised 8/19/2011 1:58 PM
Yoga
• Technique
• Postures
• Breathing
• Stretching
• Partner poses
Pilates
• Core Training
• Stretching
Rules and Procedures
Course Syllabus
Introductory Activities
• Ice Breakers
• Low Organized Games
Seattle District Curriculum Map
Length of Time: 1 Semester
Lifetime
Level Two
Grade Level: High School / Lifetime Activities
• Station Swap Extended (S2 Portfolio)
Assessment
Teacher Observation
Observation
Performance routine
Reflective Questioning
Improve Cardiorespiratory Endurance Using
the FITT Principle (S2 Portfolio)
Hydration Log Students Assessment P 2.51
Signs of Dehydration (S2 Portfolio)
Station Swap Extended (S2 Portfolio)
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Activity dependant
Notes:
Revised 8/19/2011 1:58 PM
Group teaching
Observe skills/rubric
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Length of Time: 1 Semester
Timeframe:
Week 7 - 9
Lifetime
Level Two
Grade Level: High School / Lifetime Activities
Health & Fitness Academic Content
Fitness-Related Activities
Motor Skills
Social, Emotional & Safety
Essential
Questions
How can using the training assist me in
maintaining and improving muscular
strength and endurance?
Why is sleep important to health?
How will improving muscular strength and
muscular endurance affect my everyday life?
How can circuit training help me meet my
fitness goals?
What motor skills do I need to do to improve
or maintain my cardiorespiratory endurance?
How will cooperating with others improve my
success in physical education?
Content
Training Principles - progression, overload,
specificity & FITT (Review) – Muscle
Strength / Muscle Endurance P 1.31 – 1.44
Behavioral Logs – Sleep Log P 2.29 – 2.41
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Steps for Life P 4.96 – 4.113
Lifetime Activities
Common Courtesy/Etiquette
Self defense/Taekwondo
Team work
Training Principles - progression, overload ,
specificity & FITT (Review) – Muscle
Strength / Muscle Endurance
Functional Training (ongoing)
Skills/
Activities
• Goal setting for Life Introduction 4.148 –
4.149 (Review)
• Muscle Check Up Card and Reflection (S2
Portfolio)
• Goal setting Muscle Strength P 4.157
(Portfolio)
• Goal Setting Muscle Endurance P 4.158
(Portfolio)
Safety in movement
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
Circuit Training
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
• What’s My Purpose Circuit P4.69 – 4.72
• Muscular Strength & Muscular Endurance
Circuit P.4.62-4.63
Self-Defense
• Communication skills
• Conflict avoidance
• Grab escapes
• Strikes
Taekwondo
• Types of kicks
• Types of punches
• Sparing
Rules and Procedures
Course Syllabus
Introductory Activities
• Ice Breakers
• Low Organized Games
Steps for Life
• Community Outreach: Muscle Memory
Game (S2 Portfolio)
• Student Introduction Fill-in-the-Blank (S2
Portfolio)
Behavioral Logs – Sleep Log
• Steps for Life Log (S2 Portfolio)
• Sleep Log – P 2.34 – 2.36 (Portfolio)
• Cross the City, State and Country (S2
Portfolio)
• Analyze Sleep Behaviors (S2 Portfolio)
Personal Space
• Progressive Muscle Relaxation P 2.37 –
2.39
Assessment
Muscle Check Up Card and Reflection (S2
Portfolio)
Goal setting Muscle Strength P 4.157 (Portfolio)
Revised 8/19/2011 1:58 PM
Circuit Design Activity, Group Activity
P.4.73-4,75
Student Introduction Fill-in-the-Blank (S2
Teacher Observation
Observation
Routine Performance
Reflective Questioning
Seattle District Curriculum Map
Length of Time: 1 Semester
Grade Level: High School / Lifetime Activities
Goal Setting Muscle Endurance P 4.158
(Portfolio)
Analyze Sleep Behaviors (S2 Portfolio)
Portfolio)
Assessment Protocol
Steps for Life Log (S2 Portfolio)
Cross the City, State and Country (S2
Portfolio)
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Activity dependant
WELNET
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Notes:
Revised 8/19/2011 1:58 PM
Lifetime
Level Two
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Length of Time: 1 Semester
Timeframe:
Week 10-12
Lifetime
Level Two
Grade Level: High School / Lifetime Activities
Health & Fitness Academic Content
Motor Skills
Fitness-Related Activities
Social, Emotional & Safety
Essential
Questions
Why should flexibility be a part of a fitness
plan?
How does flexibility affect fitness behaviors?
How does improving flexibility affect fitness
over time?
How can activity influence body
composition?
How does body image affect your Social,
Emotional & Safety well-being?
Content
Training Principles - progression, overload ,
specificity & FITT (Review) – Flexibility P 1.34
– 1.47
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Steps for Life P 4.96 – 4.113
Lifetime Activities
Common Courtesy/Etiquette
Sports
Team work
Personal Space
Safety in movement
Skills/
Activities
Training Principles - progression, overload ,
specificity & FITT (Review) – Flexibility
• Flexibility and FITT (S2 Portfolio)
• Creating Dynamic & Static Stretching
Routines P1.23 – 1.24
• Goal Setting Flexibility P 4.159 (Portfolio)
• Community Outreach: Flexibility Sharing
(S2 Portfolio)
Functional Training (ongoing)
Sports
Rules and Procedures
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
Disc Golf
• Throwing technique
Course Syllabus
Circuit Training
Golf
• Driving
• Chipping
• Putting
• Individual Component of Fitness Circuit:
Flexibility Circuit
• Circuit Design Activity (as group) P 4.73 –
4.75
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
Steps for Life
Introductory Activities
• Ice Breakers
• Low Organized Games
Bowling
• Approach
• Release
• Steps for Life Log (S2 Portfolio) (ongoing)
• Cross the City, State and Country (S2
Portfolio) (ongoing)
Assessment
Flexibility and FITT (S2 Portfolio)
Training Principles Student Assessment
P 1.45
Revised 8/19/2011 1:58 PM
Teacher Observation
Observation
Scorekeeping
Reflective Questioning
Golf Club Knowledge (distance)
Seattle District Curriculum Map
Length of Time: 1 Semester
Grade Level: High School / Lifetime Activities
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.5.1 Analyzes the relationship of nutrition
planning to physical performance and body
composition.
1.5.2 Evaluates how nutritional requirements
change.
1.5.3 Analyzes the effectiveness of various
nutritional products.
1.5.4 Evaluates how healthy and unhealthy
eating patterns impact the function of the body.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
WELNET
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Activity dependant
Notes:
Revised 8/19/2011 1:58 PM
Lifetime
Level Two
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Length of Time: 1 Semester
Timeframe
Week 13 - 15
Lifetime
Level Two
Grade Level: High School / Lifetime Activities
Health & Fitness Academic Content
Fitness-Related Activities
Motor Skills
Social, Emotional & Safety
Essential
Questions
How does eating healthy impact my life over
time?
How does balancing energy in and energy
out affect body composition?
What motor skills do I need to do to improve
or maintain my flexibility?
How will cooperating with others improve my
success in physical education?
Content
Healthy Habits for Life Nutrition P 2.15 – 2.28
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Steps for Life P 4.96 – 4.113
Lifetime Activities
Common Courtesy/Etiquette
Advanced Sports
Team work
Goal Setting (Recheck) P 4.145 – 4.168
Personal Space
Safety in movement
Skills/
Activities
Healthy Habits for Life Nutrition
Functional Training (ongoing)
Advanced Sports
Rules and Procedures
• Daily Amounts Activity and Reflection (S2
Portfolio)
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
Archery
• Knock arrow
• Release
• Aim
Course Syllabus
• Nutrition Log P 2.20 – 2.24 (Portfolio)
• WELNET Nutrition Log
Circuit Training
• Advanced Meal Planner P2.25 – 2.26
• Circuit Design Activity (as individual) P.
4.73-4.75 (Portfolio Activity)
• Community Outreach: Healthy Recipe Swap
for Students and Staff (S2 Portfolio)
Assessment
Standards
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
Goal Setting
Steps for Life
• Healthy Habits for Life Goal Setting Activity
P 4.165 – 4.167
•
Daily Amounts Activity and Reflection (S2
Portfolio)
Nutrition Log Student Assessment P 2.27
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
Revised 8/19/2011 1:58 PM
• Steps for Life Log (S2 Portfolio) (ongoing)
Cross the City, State and Country (S2
Portfolio) (ongoing)
Introductory Activities
• Ice Breakers
• Low Organized Games
Fencing
• Footwork
• Perrying
• Defense
• Offense
• Duals
Fitness Post-Measurements (4.114-4.141)
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
Circuit Design Activity, Individual Activity
P.4.73-4.75
Steps for Life Log and Graphing Activity P
4.109- 4.11
Teacher Observation
Observation
Protocol Assessment
Reflective Questioning
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
Scorekeeping
Judging (fencing)
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
1.2.1 Applies how to perform activities and tasks
Seattle District Curriculum Map
Length of Time: 1 Semester
Equipment/
Resources
Grade Level: High School / Lifetime Activities
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
effective participation in physical activities.
Five for Life Advanced Book 4th Edition
WELNET
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Activity dependant
Notes:
Revised 8/19/2011 1:58 PM
Lifetime
Level Two
safely and appropriately.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Length of Time: 1 Semester
Lifetime
Level Two
Grade Level: High School / Lifetime Activities
Motor Skills
Health & Fitness Academic Content
Essential
Questions
How will goal setting help me accomplish my
fitness plan?
How can I maintain my fitness level
throughout my life?
How can goal setting activities help me
maintain an active lifestyle?
How does it feel to achieve your goals?
Content
Five Components of Fitness Activities
(Review) P 1.7 – 1.29
Goal Setting 4.145 – 4.153
Behavior Log – Activity Log – 2.1 – 2.14
Student/Parent Fitness Report (week 17)
Fitness Post-Measurements (4.114-4.144)
Lifetime Activities
Common Courtesy/Etiquette
Wheel Activities
Team work
Five Components of Fitness Activities
(Review)
Fitness Post-Measurements (review
protocols with students)
• Cardiorespiratory Endurance Activity, P.1.71.11
• Introduction, P.4.123
• Muscular Strength/Muscular Endurance
Activity, P. 1.12-1.16
• Curl-Ups (Muscular Endurance)P. 4.129
Skills/
Activities
• Flexibility P.1.17-1.24
• Body Composition, P.1.25 -1.29
• Community Outreach: Activity Sharing
Letters (S2 Portfolio)
Fitness-Related Activities
Social, Emotional & Safety
Timeframe:
Week 16-17
Personal Space
Safety in movement
• Mile (Cardiorespiratory Endurance)P.4.141
• Sit and Reach (Flexibility)P.4.130
• Push-ups (Muscular Endurance)P.4.134
• Height (Body Composition)P.4.132
• Weight (Body Composition) – In, P,4.132
Goal Setting For Life, P4.145-P4.155
• Introduction, P. 4.149-4.151
• Goal Setting for Life, P.4.152-4.153
(Portfolio)
• FITT Fitness Plan, P.4.154-4.155 (Portfolio)
My SMART Goals (S2 Portfolio)
Revised 8/19/2011 1:58 PM
Rules and Procedures
Biking
• Mounting
• Balance
• Turning
• Pedal
• Dismounting
• Tricks
Course Syllabus
Introductory Activities
• Ice Breakers
• Low Organized Games
Wave Board
• Mounting
• Balance
• Turning
• Dismounting
• Advancing movement
• Tricks
Inline Skating
• Stopping
• Balance
• Turning
• Tricks
• My SMART Goals (S2 Portfolio)
Assessment
Wheel Activities
Teacher Observation
Fitness Post-Measurements (4.114-4.144)
Teacher Observation
Observation
Traffic Safety Protocol
Reflective Questioning
Seattle District Curriculum Map
Length of Time: 1 Semester
Grade Level: High School / Lifetime Activities
Lifetime
Level Two
Post Parent Student Report Sent Home
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
4.2.2 Understands barriers to physical activity
and a healthy lifestyle.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Five for Life Advanced Book 4th Edition
Five for Life Circuit Training Manual
Activity dependant
Notes:
Revised 8/19/2011 1:58 PM
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Week 1 - 3
Health & Fitness Academic Content
Essential
Questions
How is fitness planning important to my
health?
Content
Fitness Portfolio
Introduction of Five Components of Fitness
Activities
Goal Setting For Life (5 For Life Section 1;
Section 4, P.4.145-4.171)
Grade Level: High School
Length of Time: 1 Semester
Fitness-Related Activities
How fit am I?
Why is it important to write fitness goals?
Fitness Pre-Measurements (4.114-4.144)
Motor Skills
How do motor skills change with fitness
development?
Individual and Dual
Sports One
Social, Emotional & Safety
What makes a safe environment during
individual and dual sports?
How do the skills you learned previously
relate to individual and dual sports?
Locomotor/Non-locomotor Skills
Individual and Dual Sports Skills
Course Orientation
Safety in movement
Introductory Activities
Rules and Procedures
Course Syllabus
Introductory Activities
Skills/
Activities
Fitness Portfolio
• Fitness Portfolio Introduction (S1 Portfolio)
• Explanation of Portfolio Activities – table of
contents (S1 Portfolio)
Introduction of Five Components of Fitness
Activities
• Cardiorespiratory Endurance Activity, P.1.8 &
1.9
• Exploring Muscular Strength and Endurance
(S1 Portfolio)
• Dynamic vs. Static Stretching (S1 Portfolio)
• What is Body Composition? (S1 Portfolio)
Fitness Pre-Measurements (review protocols
with students)
• Introduction, P.4.123
• Mile (Cardiorespiratory Endurance)P.4.141
• Curl-Ups (Muscular Endurance)P. 4.129
• Sit and Reach (Flexibility)P.4.130
• Push-ups (Muscular Endurance)P.4.134
• Height (Body Composition)P.4.132
• Weight (Body Composition) – Optional, P
4.132
• Goal Setting for Life, P 4.152-4.153
Locomotor/Non-locomotor Skills
Course Orientation
• Review skills during warm-ups
• Skipping, hopping, jumping, karaoke, side
slide
• What Skills belong here??
Individual and Dual Sports Skills
Examples:
Tennis
• Forehand, Backhand, Serve, Volley
• Drills
• Court position
• Singles, Doubles, Tournaments
• Rules and game strategies
• History
Goal Setting For Life, P4.145-P4.161
Safety in movement
• What Skills belong here??
Rules and Procedures
• What Skills belong here??
Course Syllabus
• What Skills belong here??
Introductory Activities
• Ice Breakers
• Low Organized Games
• Introduction, P. 4.148 – 4.151
• Goal Setting for Life, P.4.152-4.153
• FITT Fitness Plan, P.4.154-4.155
Assessment
Assessments:
Five For Life Student Assessment P.1.30-1.31
Explore Strength and Endurance (S1 Portfolio)
Dynamic vs. Static Stretching (S1 Portfolio)
What is Body Composition? (S1 Portfolio)
Revised 8/19/2011 1:58 PM
Fitness Pre-Measurements
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
Five for Life Health, Performance &
Observation
Observation
Tennis Rubrics (TBD)
Reflective Questioning
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Individual and Dual
Sports One
Appearance Smart Goals, P4.155
Standards
1.3.1 Analyzes the components of health-related
fitness.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio – Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
WELNET Assessment
Activity dependent
Teacher Developed Materials
Notes:
Post instructions on SPS teacher’s web page
to access student fitness scores on
WELNET.
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map
Week 4 - 6
Health & Fitness Academic Content
Essential
Questions
Why is muscular strength and endurance
important to healthy living?
Grade Level: High School
Fitness-Related Activities
How can I improve my muscular strength
and muscular endurance?
How can circuit training improve my fitness?
Content
Individual and Dual
Sports One
Length of Time: 1 Semester
Motor Skills
Social, Emotional & Safety
How does muscular strength and muscular
endurance affect my motor skills in
individual and duel sports?
How will cooperating with others improve my
success in playing individual and dual
sports?
Individual and Dual Sports Skills
Common Courtesy/Etiquette
Training Principles P. 1.34-1.48
Functional Training P. 4.1-4.41
Muscular Strength & Muscular Endurance,
P1.12-1.16
Circuit Training P. 4.42-4.77
Team work
Student/Parent Fitness Report (See Notes)
Personal Space
Sportsmanship
Review rules and proper behavior for each
sport, activity and skill
Skills/
Activities
Training Principles
Functional Training
Individual and Dual Sports Skills
Common Courtesy/Etiquette
• Student Introduction 1.36-1.37
• Whole Class Functional Equipment Workout
P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
Pickleball
• Forehand
• Backhand
• Volley
• Serve
• Rules and game strategies
• Court position
• Doubles Games
• Tournament
• History
• What Skills belong here??
• Muscular Strength & Muscular Endurance
Recording Activity P. 1.41-1.43
• FITT Principle Muscular Strength & Muscular
Endurance Recording Chart (S1 Portfolio)
• FITT Principle Muscular Strength & Muscular
Endurance Recording Chart Reflection (S1
Portfolio)
Muscular Strength & Muscular Endurance,
P1.12-1.16
• Vocabulary & Discussion – Word wall P. 1.38
• Community Outreach: Poster Project (S1
Portfolio)
• Advanced Muscular Strength & Muscular
Endurance Tag P 1.15-1.16
Team work
• What Skills belong here??
Personal Space
• What Skills belong here??
Sportsmanship
• What Skills belong here??
Review rules and proper behavior for each
sport, activity and skill
• What Skills belong here??
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
Circuit Training
• Student Introduction P. 4.45
• Muscular Strength & Muscular Endurance
Circuit P.4.62-4.63
• Circuit Purpose Identification (S1 Portfolio)
Assessment
Muscular Endurance & Muscular Strength
Recording Chart, Group Activity P.1.44
FITT Principle Muscular Strength & Muscular
Revised 8/19/2011 1:58 PM
Circuit Design Activity, Group Activity
P.4.73-4.75
Circuit Purpose Identification (S1 Portfolio)
Teacher Observation
Observation
Pickleball Rubric (TBD)
Reflective Questioning
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Individual and Dual
Sports One
Endurance Recording Chart (S1 Portfolio)
FITT Principle Muscular Strength & Muscular
Endurance Recording Chart Reflection (S1
Portfolio)
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio –Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
WELNET
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
www.PEcentral.org
Notes:
Post instructions on SPS teacher’s web page
to access student fitness scores on
WELNET.
Revised 8/19/2011 1:58 PM
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Week 7 - 9
Essential
Questions
Content
Health & Fitness Academic Content
Grade Level: High School
Fitness-Related Activities
Why is maintaining or improving
cardiorespiratory endurance important to
healthy living?
How can I improve my cardiorespiratory
endurance?
Training Principles
Cardiorespiratory Endurance 1.7-1.11
Cardiorespiratory System for Life P. 3.1-3.14
Student/Parent Fitness Report (week 4)
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Heart Health Pyramid P.4.78-4.95
How can circuit training improve my fitness?
Individual and Dual
Sports One
Length of Time: 1 Semester
Motor Skills
Social, Emotional & Safety
How does cardio respiratory endurance
affect my performance in individual and duel
sports?
What skills do I need to become a successful
doubles partner?
Individual and Dual Sports
Common Courtesy
Team work
Personal Space
Sportsmanship
Review rules and proper behavior for each
sport, activity and skill
Skills/
Activities
Training Principles
Functional Training
Individual and Dual Sports Skills
Common Courtesy/Etiquette
• Cardiorespiratory Endurance Recording
Activity P. 1.39
• Cardiorespiratory Graphing Worksheet and
Reflection (Five for Life Portfolio Unit) (S1
Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
• FITT Principle Cardiorespiratory Endurance
Reflection (S1 Portfolio)
Circuit Training
Badminton
• Forehand
• Backhand
• Serve
• Clear
• Drop shots
• Smash
• Court position
• Rules and game strategies
• What Skills belong here??
Cardiorespiratory Endurance
• Whole Class Functional Equipment Workout
P. 4.11
o Agility Rings
o Step Boxes
o Five for Life Station Cards
Cardiorespiratory System for Life P. 3.1-3.14
• Cardiorespiratory endurance circuit P. 4.60
• Student Introduction, P. 3.4-3.5
• Circuit Purpose Identification (S1 Portfolio)
• Advanced Cardiorespiratory Relay P.3.7-3.9
Heart Health Pyramid P.4.78-4.95
• Cardiorespiratory Endurance Chart P. 1.40
(Portfolio Activity)
• Aerobic vs. Anaerobic P.3.10
• Community Outreach: Healthy Heart
Announcements (S1 Portfolio)
• Student Introduction P. 4.45
• Student Introduction, P. 4.80-4.82
• Intensity Levels Circuit (S1 Portfolio)
• Intensity Story Problems (S1 Portfolio)
• Starting with a Heart Rate Monitor P4.84
• Age-Adjusted Maximum and Training Heart
Rate Formulas P4.85-486
• Heart Health Pyramid P4.85-4.89
• Heart Health Training Log P. 4.90-4.91 (S1
Revised 8/19/2011 1:58 PM
Team work
• What Skills belong here??
Personal Space
• What Skills belong here??
Sportsmanship
• What Skills belong here??
Review rules and proper behavior for each
sport, activity and skill
• What Skills belong here??
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Individual and Dual
Sports One
Portfolio)
Assessment
Cardiorespiratory Endurance Recording
Chart, P.1.40 (Portfolio Activity)
Advanced Cardiorespiratory Graphing
Worksheet, P. 1.11 (Portfolio Activity)
Cardioresiratory System for Life Student
Assessment P.3.11-.12
Cardiorespiratory Graphing and Reflection
(S1 Portfolio)
FITT Principle Cardiorespiratory Endurance
Reflection (S1 Portfolio)
Circuit Design Activity, Group Activity
P.4.73-4,75
Heart Health Pyramid Student Assessment
P4.92-4.93
Heart Health Training Log P. 4.904.91(Portfolio Activity)
Circuit Purpose Identification (S1 Portfolio)
Intensity Levels Circuit (S1 Portfolio)
Intensity Story Problems (S1 Portfolio)
Teacher Observation
Observation
Badminton Rubric (TBD)
Reflective Questioning
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Word Wall/Vocabulary
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
WELNET
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map
Week 10 - 12
Health & Fitness Academic Content
Grade Level: High School
Fitness-Related Activities
Individual and Dual
Sports One
Length of Time: 1 Semester
Motor Skills
Social, Emotional & Safety
Essential
Questions
How does body composition impact my life?
How well do I eat and how does it impact my
life?
How do fitness behaviors effect body
composition?
How can body composition influence game
play?
How does your body image affect your
Social, Emotional & Safety well-being?
Content
Body Composition P. 1.25-1.31
Nutrition P.2.15-2.28
Functional Training
Circuit Training
Pedometers P.4.96-4.113
Individual and Dual Sports
Common Courtesy
Team work
Personal Space
Sportsmanship
Skills/
Activities
Body Composition
Functional Training
Individual and Dual Sports
Common Courtesy/Etiquette
• Introduction P 1.4-1.5
• Whole Class Functional Equipment Workout
P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
Golf
• Swing
• Stance
• Grip
• Putting
• Scoring, rules and etiquette
• History
• What Skills belong here??
Racquet ball
• Forehand
• Backhand
• Serve
• Smash
• Court position
• Rules and game strategies
• History
Sportsmanship
• Student Introduction Webbing (S1 Portfolio)
• Vocabulary-word wall P 1.6
• Body Composition P 1.26
• Energy In/Energy Out P. 1.27
• Healthy Body Card Game P. 1.28-1.29
Nutrition
• Nutrition Introduction P 2.17-2.18
• Vocabulary-word wall P 2.19
• Advanced Meal Planner P. 2.25-2.26
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
• Food Label Analysis (S1 Portfolio)
Circuit Training
• Nutrition Log P 2.20 (Portfolio Activity)
• Nutrition Reflection (S1 Portfolio)
• Community Outreach: Nutrition Challenges
(S1 Portfolio)
• Cardiorespiratory endurance circuit P. 4.60
• Community Outreach: After School Activity
Circuit (S1 Portfolio)
Pedometers
• Walking Tag P. 4. 101-4.102
• Five for Life Pace Guide Challenge P. 4.1034.104
• Steps for Life Recording and Reflection (S1
Portfolio)
Revised 8/19/2011 1:58 PM
Team work
• What Skills belong here??
Personal Space
• What Skills belong here??
• What Skills belong here??
Review rules and proper behavior for each
sport, activity and skill
• What Skills belong here??
Seattle District Curriculum Map
Assessment
Nutrition Log P 2.23 (Portfolio Activity)
Log Self-Reflection P 2.24 (Portfolio Activity)
Student Introduction Webbing (S1 Portfolio)
Food Label Analysis (S1 Portfolio)
Grade Level: High School
Length of Time: 1 Semester
Individual and Dual
Sports One
Circuit Purpose Identification (S1 Portfolio)
Student Introduction Note Taker (S1 Portfolio)
Steps for Life Recording and Reflection (S1
Portfolio)
Teacher Observation
Observation
Golf and racquetball Rubric (TBD)
Reflective Questioning
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Nutrition Reflection (S1 Portfolio)
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.5.1 Analyzes the relationship of nutrition
planning to physical performance and body
composition.
1.5.2 Evaluates how nutritional requirements
change.
1.5.3 Analyzes the effectiveness of various
nutritional products.
1.5.4 Evaluates how healthy and unhealthy
eating patterns impact the function of the body.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
Pedometers
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map
Week 13 - 15
Essential
Questions
Content
Grade Level: High School
Fitness-Related Activities
Motor Skills
How does flexibility impact my life?
Why is flexibility in maintaining a healthy
lifestyle?
How do fitness behaviors affect flexibility?
How can I continue to improve my flexibility?
How does flexibility affect my performance in
game play?
Flexibility P 1.17-1.24
Functional Training
Circuit Training
Fitness Post-Measurements (4.114-4.144)
Individual and Dual Sports Skills
Health & Fitness Academic Content
Individual and Dual
Sports One
Length of Time: 1 Semester
Social, Emotional & Safety
How does my personal success affect my
enjoyment of a sport?
How does the challenge of a sport affect
your enjoyment?
Common Courtesy
Team work
Personal Space
Sportsmanship
Review rules and proper behavior for each
sport, activity and skill
Skills/
Activities
Flexibility P 1.17-1.24
Functional Training
• Student Introduction Statements (S1 Portfolio)
• Whole Class Functional Equipment
Workout P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Vocabulary – Word wall P 1.6
• Advanced Flexibility Activity P 1.18-1.19
• Creating Dynamic & Static Stretching
Routines P 1.23-1.24 (Portfolio Activity)
• Flexibility and the FITT Principle Worksheet
(S1 Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
Circuit Training
• Individual Component of Fitness Circuit:
Flexibility Circuit (Need Page Number)
Fitness Post-Measurements (4.114-4.144)
• Community Outreach: Family Fitness
Measurements (S1 Portfolio)
• Fitness Measurement Recording Sheet (S1
Portfolio)
Revised 8/19/2011 1:58 PM
Individual and Dual Sports Skills
Fencing
• Safety
• Stance
• Rules and game strategies
• Striking
• Movement
• Etiquette
• Care of equipment
• History
Common Courtesy/Etiquette
Archery
• Safety
• Stance
• Rules and game strategies
• Pulling and releasing the bow
• Etiquette
• Care of equipment
• History
• What Skills belong here??
• What Skills belong here??
Team work
• What Skills belong here??
Personal Space
• What Skills belong here??
Sportsmanship
Review rules and proper behavior for each
sport, activity and skill
• What Skills belong here??
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Individual and Dual
Sports One
• Fitness Measurements & Goal Setting
Reflection (S1 Portfolio)
Assessment
Teacher Observation
Observation
Fencing and archery Rubrics (TBD)
Reflective Questioning
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Five for Life Advanced Book 4th Edition
Circuit Training Manual
WELNET
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
As needed
www.PECentral.org
Flexibility – Creating a stretching routine
activity worksheet P. 1.24 (Portfolio Activity)
WA State CBA
Student Introduction Statements (S1 Portfolio)
Flexibility and the FITT Principle Worksheet
(S1 Portfolio)
Fitness Post-Measurements (4.114-4.141)
Fitness Measurement Recording Sheet (S1
Portfolio)
Standards
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Notes:
Revised 8/19/2011 1:58 PM
Fitness Measurements & Goal Setting
Reflection (S1 Portfolio)
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
Seattle District Curriculum Map
Week 16 - 17
Essential
Questions
Health & Fitness Academic Content
How can I stay physically fit, active and
healthy for my whole life?
Content
Fitness Planning
Goal Setting P. 4.154-4.161
Skills/
Activities
Fitness Planning
• Vocabulary-word wall P 4.150
• FITT Fitness Plan 4.154
• Health, Performance & Appearance SMART
Goals P 4.155 (Portfolio Activity)
• Advanced FITT Fitness Plan P 4.156-4.160
(Portfolio Activity)
Grade Level: High School
Fitness-Related Activities
How can goal setting activities help me
maintain an active lifestyle?
How can I assess my fitness over time?
What are some strategies to continue playing
individual and dual sports outside of class?
Circuit Training P. 4.42-4.77
Fitness Post-Measurements Student/Parent
Fitness Report (See Notes)
Review Functional Training P. 4.1-4.41
Individual and Dual Sports
Circuit Training P. 4.42-4.77
Individual and Dual Sports Skills
Bocce Ball
• Rules and game strategies
• Throwing
• History
• Student Introduction P. 4.45
• Circuit Training Manual P 11
• Circuit Training Manual P 12
Fitness Post-Measurements Student/Parent
Fitness Report (See Notes)
• Introduction, P.4.123
• Mile (Cardiorespiratory Endurance)P.4.141
Goal Setting P. 4.154-4.161
• Curl-Ups (Muscular Endurance)P. 4.129
• Personal Fitness Planning P 4.154-4.161
Motor Skills
How can creating a personal fitness plan
improve my health?
• Performance & Appearance S.M.A.R.T. Goals
P.4.163
• Vocabulary-word wall P 4.150
Length of Time: 1 Semester
• Sit and Reach (Flexibility)P.4.130
Individual and Dual
Sports One
Social, Emotional & Safety
How does it feel to achieve your goals?
How does it feel if you do not reach your
goals?
Common Courtesy
Team work
Personal Space
Sportsmanship
Common Courtesy
Team work
Personal Space
Sportsmanship
Table Tennis
• Rules and game strategies
• Serving
• Forehand and backhand
• Doubles
• History
• Push-ups (Muscular Endurance)P.4.134
• Height (Body Composition)P.4.132
• Weight (Body Composition) – Optional,
P,4.132
Review Functional Training P. 4.1-4.41
• Station Swap Worksheet (S1 Portfolio)
Assessment
Appearance SMART Goals P 4.155 (Portfolio
Activity)
Advanced FITT Fitness Plan P 4.156-4.160
(Portfolio Activity)
Portfolio Assessment (Week 18)
Revised 8/19/2011 1:58 PM
Teacher Observation
Fitness Post-Measurements (4.114-4.144)
Station Swap Worksheet (S1 Portfolio)
Teacher Observation
Observation
Bocce and table tennis Rubrics (TBD)
Reflective Questioning
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.5.1 Analyzes the relationship of nutrition
planning to physical performance and body
composition.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
4.2.2 Understands barriers to physical activity
and a healthy lifestyle.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and movement
concepts to activities to enhance a physically
active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Advanced Book 4th Edition
Five for Life Circuit Training Manual
WELNET
As needed
www.PECentral.org
Five for Life Student Portfolio–Series 1 (S1
Portfolio)
Notes:
Post instructions on SPS teacher’s web page
to access student fitness scores on
WELNET.
Revised 8/19/2011 1:58 PM
Individual and Dual
Sports One
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Timeframe:
Week 1 - 3
Health & Fitness Academic Content
Essential
Questions
How will goal setting help me accomplish my
fitness plan?
Content
Skills/
Activities
Grade Level: High School
Fitness-Related Activities
Length of Time: 1 Semester
Motor Skills
Individual and Dual
Sports Level Two
Social, Emotional & Safety
How fit can I become?
How can fitness goals improve my overall
health?
How do motor skills change with fitness
development?
Five Components of Fitness Activities
(Review) P 1.7 – 1.29
Goal Setting 4.145 – 4.153
Behavior Log – Activity Log & Intensity – 2.1
– 2.14
Fitness Pre-Measurements (4.114-4.144)
Functional Training (review) P 4.1 – 4.41
Circuit Training P 4.42 – 4.77
Student/Parent Fitness Report (See Notes)
Locomotor/Non-locomotor Skills
Course Orientation
Individual and Dual Sports Skills
Safety in movement
Five Components of Fitness Activities
(Review)
Fitness Pre-Measurements (review protocols
with students)
Locomotor/Non-locomotor Skills
• Components of Fitness Story Problems (S2
Portfolio)
• Introduction, P.4.123
Rules and Procedures
Course Syllabus
• Components of Fitness and FITT Principle
Review (S2 Portfolio)
• Curl-Ups (Muscular Endurance) P. 4.129
Goal Setting For Life, P4.145-P4.155
• Push-ups (Muscular Endurance)P.4.134
• Introduction, P. 4.148-4.149
• Goal Setting for Life, P.4.151-4.153
(Portfolio)
• FITT Fitness Plan, P.4.154-4.155 (Portfolio)
Behavior Log – Activity Log & Intensity
• Intensity Interval Tracker (S2 Portfolio)
• Activity Log P 2.9 – 2.11 (Portfolio)
WELNET
• Mile (Cardiorespiratory Endurance) P.4.141
• Sit and Reach (Flexibility) P.4.130
• Height (Body Composition) P.4.132
• Weight (Body Composition) – In, P 4.132
Functional Training
• Whole Class Functional Equipment Workout
P. 4.11 – Review each piece of equipment
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
Revised 8/19/2011 1:58 PM
What makes a safe environment during
individual and dual sports?
How do the skills you learned previously
relate to individual and dual sports?
• Review skills during warm-ups
• Skipping, hopping, jumping, karaoke, side
slide
Individual and Dual Sports Skills
Examples:
Tennis
• Forehand, Backhand, Serve, Volley
• Drills
• Court position
• Singles, Doubles, Tournaments
• Rules and game strategies
• History
Introductory Activities
• Ice Breakers
• Low Organized Games
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Individual and Dual
Sports Level Two
Circuit Training
• Warm-up Circuits P 4.51 – 4.55
• Station Swap Extended (S2 Portfolio)
Assessment
Assessments:
Activity Log Student Assessment – P 2.13
Five for Life Health, Performance & Appearance
Smart Goals, P4.155
Fitness Pre-Measurements
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
Station Swap Extended (S2 Portfolio)
Observation
Observation
Tennis Rubrics (TBD)
Reflective Questioning
Standards
1.3.1 Analyzes the components of health-related
fitness.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Resource CD – posters
WELNET
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
WELNET Assessment
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Activity dependent
Teacher Developed Materials
Notes:
Revised 8/19/2011 1:58 PM
Post instructions on SPS teacher’s web page
to access student fitness scores on
WELNET.
Seattle District Curriculum Map
Timeframe:
Week 4 - 6
Health & Fitness Academic Content
Grade Level: High School
Fitness-Related Activities
Individual and Dual
Sports Level Two
Length of Time: 1 Semester
Motor Skills
Social, Emotional & Safety
Essential
Questions
How can using training principles assist me
in maintaining or improving
cardiorespiratory endurance?
Why is water important to health?
Why is it necessary to maintain a healthy
level of cardio respiratory endurance?
How can circuit training help me meet my
fitness goals?
How does muscular strength and muscular
endurance affect my motor skills in
individual and duel sports?
How will cooperating with others improve my
success in playing individual and dual
sports?
Content
Training Principles - progression, overload ,
specificity & FITT (Review) Cardiorespiratory
Endurance P 1.34 – 1.40
Behavioral Log – Hydration Log - P 2.42 –
2.52
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Individual and Dual Sports Skills
Common Courtesy/Etiquette
Training Principles - progression, overload ,
specificity & FITT (Review) Cardiorespiratory
Endurance
Functional Training
Individual and Dual Sports Skills
• Introduction P 4.3
Pickleball
• Forehand
• Backhand
• Volley
• Serve
• Rules and game strategies
• Court position
• Doubles Games
• Tournament
• History
Skills/
Activities
• Improve Cardiorespiratory Endurance Using
the FITT Principle (S2 Portfolio)
• Cardiorespiratory Endurance Advanced
FITT Fitness Plan P 4.156 (Portfolio)
Behavioral Logs – Hydration log
• Hydration Relay – 2.49 – 2.50
• Hydration Log – 2.46 – 2.48 (Portfolio)
WELNET
• Community Outreach: Know the Signs of
Dehydration Poster Display (S2 Portfolio)
Personal Space
Sportsmanship
• Whole Class Functional Equipment Workout
P. 4.11 (Continued from weeks 1-30
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
• Pillar of Human Movement Circuit P 4.12 –
4.14
Circuit Training
• Student Introduction P. 4.45
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
• Cardiorespiratory endurance circuit P. 4.60
Revised 8/19/2011 1:58 PM
Team work
Review rules and proper behavior for each
sport, activity and skill
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Individual and Dual
Sports Level Two
• Station Swap Extended (S2 Portfolio)
Teacher Observation
Observation
Pickleball Rubric (TBD)
Reflective Questioning
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
www.PEcentral.org
Assessment
Improve Cardiorespiratory Endurance Using
the FITT Principle (S2 Portfolio)
Hydration Log Students Assessment P 2.51
Signs of Dehydration (S2 Portfolio)
Station Swap Extended (S2 Portfolio)
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Notes:
Revised 8/19/2011 1:58 PM
Seattle District Curriculum Map
Timeframe:
Week 7 - 9
Health & Fitness Academic Content
Grade Level: High School
Individual and Dual
Sports Level Two
Length of Time: 1 Semester
Fitness-Related Activities
Motor Skills
Social, Emotional & Safety
Essential
Questions
How can using the training assist me in
maintaining and improving muscular
strength and endurance?
Why is sleep important to health?
How will improving muscular strength and
muscular endurance affect my everyday life?
How can circuit training help me meet my
fitness goals?
How does cardio respiratory endurance
effect my performance in individual and duel
sports?
What skills do I need to become a successful
doubles partner?
Content
Training Principles - progression, overload,
specificity & FITT (Review) – Muscle
Strength / Muscle Endurance P 1.31 – 1.44
Behavioral Logs – Sleep Log P 2.29 – 2.41
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Steps for Life P 4.96 – 4.113
Individual and Dual Sports
Common Courtesy
Training Principles - progression, overload ,
specificity & FITT (Review) – Muscle
Strength / Muscle Endurance
Functional Training (ongoing)
Individual and Dual Sports Skills
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
Badminton
• Forehand
• Backhand
• Serve
• Clear
• Drop shots
• Smash
• Court position
• Rules and game strategies
Skills/
Activities
• Goal setting for Life Introduction 4.148 –
4.149 (Review)
• Muscle Check Up Card and Reflection (S2
Portfolio)
• Goal setting Muscle Strength P 4.157
(Portfolio)
Personal Space
Sportsmanship
Circuit Training
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
• What’s My Purpose Circuit P4.69 – 4.72
• Muscular Strength & Muscular Endurance
Circuit P.4.62-4.63
• Goal Setting Muscle Endurance P 4.158
(Portfolio)
Steps for Life
• Community Outreach: Muscle Memory
Game (S2 Portfolio)
• Student Introduction Fill-in-the-Blank (S2
Portfolio)
Behavioral Logs – Sleep Log
• Steps for Life Log (S2 Portfolio)
• Sleep Log – P 2.34 – 2.36 (Portfolio)
• Cross the City, State and Country (S2
Portfolio)
• Analyze Sleep Behaviors (S2 Portfolio)
Team work
Review rules and proper behavior for each
sport, activity and skill
• Progressive Muscle Relaxation P 2.37 –
2.39
Assessment
Muscle Check Up Card and Reflection (S2
Portfolio)
Goal setting Muscle Strength P 4.157 (Portfolio)
Revised 8/19/2011 1:58 PM
Circuit Design Activity, Group Activity
P.4.73-4,75
Student Introduction Fill-in-the-Blank (S2
Teacher Observation
Observation
Badminton Rubric (TBD)
Reflective Questioning
Seattle District Curriculum Map
Goal Setting Muscle Endurance P 4.158
(Portfolio)
Analyze Sleep Behaviors (S2 Portfolio)
Grade Level: High School
Length of Time: 1 Semester
Portfolio)
Steps for Life Log (S2 Portfolio)
Cross the City, State and Country (S2
Portfolio)
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
As needed
www.PECentral.org
WELNET
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Notes:
Revised 8/19/2011 1:58 PM
Individual and Dual
Sports Level Two
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Timeframe:
Week 10-12
Health & Fitness Academic Content
Grade Level: High School
Fitness-Related Activities
Individual and Dual
Sports Level Two
Length of Time: 1 Semester
Motor Skills
Social, Emotional & Safety
Essential
Questions
Why should flexibility be a part of a fitness
plan?
How does flexibility affect fitness behaviors?
How does improving flexibility affect fitness
over time?
How can body composition influence game
play?
How does your body image affect your
Social, Emotional & Safety well-being?
Content
Training Principles - progression, overload ,
specificity & FITT (Review) – Flexibility P 1.34
– 1.47
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Steps for Life P 4.96 – 4.113
Individual and Dual Sports
Common Courtesy
Team work
Personal Space
Sportsmanship
Skills/
Activities
Training Principles - progression, overload ,
specificity & FITT (Review) – Flexibility
• Flexibility and FITT (S2 Portfolio)
• Creating Dynamic & Static Stretching
Routines P1.23 – 1.24
• Goal Setting Flexibility P 4.159 (Portfolio)
• Community Outreach: Flexibility Sharing
(S2 Portfolio)
Functional Training (ongoing)
Individual and Dual Sports
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
Golf
• Swing
• Stance
• Grip
• Putting
• Scoring, rules and etiquette
• History
Circuit Training
• Individual Component of Fitness Circuit:
Flexibility Circuit
• Circuit Design Activity (as group) P 4.73 –
4.75
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
Steps for Life
• Steps for Life Log (S2 Portfolio) (ongoing)
• Cross the City, State and Country (S2
Portfolio) (ongoing)
Assessment
Standards
Flexibility and FITT (S2 Portfolio)
Training Principles Student Assessment
P 1.45
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
Revised 8/19/2011 1:58 PM
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
Review rules and proper behavior for each
sport, activity and skill
Racquet ball
• Forehand
• Backhand
• Serve
• Smash
• Court position
• Rules and game strategies
• History
Teacher Observation
Observation
Golf and racquetball Rubric (TBD)
Reflective Questioning
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
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
1.2.1 Applies how to perform activities and tasks
Seattle District Curriculum Map
Equipment/
Resources
Grade Level: High School
Length of Time: 1 Semester
plan.
1.5.1 Analyzes the relationship of nutrition
planning to physical performance and body
composition.
1.5.2 Evaluates how nutritional requirements
change.
1.5.3 Analyzes the effectiveness of various
nutritional products.
1.5.4 Evaluates how healthy and unhealthy
eating patterns impact the function of the body.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
concepts.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Five for Life Advanced Book 4th Edition
WELNET
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:58 PM
Individual and Dual
Sports Level Two
safely and appropriately.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Timeframe
Week 13 - 15
Grade Level: High School
Health & Fitness Academic Content
Essential
Questions
How does eating healthy impact my life over
time?
Content
Healthy Habits for Life Nutrition P 2.15 – 2.28
Fitness-Related Activities
How does balancing energy in and energy
out affect body composition?
Individual and Dual
Sports Level Two
Length of Time: 1 Semester
Motor Skills
How does flexibility affect my performance in
game play?
Social, Emotional & Safety
How does my personal success affect my
enjoyment of a sport?
How does the challenge of a sport affect
your enjoyment?
Goal Setting (Recheck) P 4.145 – 4.168
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Steps for Life P 4.96 – 4.113
Individual and Dual Sports Skills
Common Courtesy
Team work
Personal Space
Sportsmanship
Skills/
Activities
Healthy Habits for Life Nutrition
Functional Training (ongoing)
• Daily Amounts Activity and Reflection (S2
Portfolio)
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
• Nutrition Log P 2.20 – 2.24 (Portfolio)
• WELNET Nutrition Log
Circuit Training
• Advanced Meal Planner P2.25 – 2.26
• Circuit Design Activity (as individual) P.
4.73-4.75 (Portfolio Activity)
• Community Outreach: Healthy Recipe Swap
for Students and Staff (S2 Portfolio)
Assessment
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
Goal Setting
Steps for Life
• Healthy Habits for Life Goal Setting Activity
P 4.165 – 4.167
•
Daily Amounts Activity and Reflection (S2
Portfolio)
Nutrition Log Student Assessment P 2.27
Revised 8/19/2011 1:58 PM
• Steps for Life Log (S2 Portfolio) (ongoing)
Cross the City, State and Country (S2
Portfolio) (ongoing)
Fitness Post-Measurements (4.114-4.141)
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
Individual and Dual Sports Skills
Fencing
• Safety
• Stance
• Rules and game strategies
• Striking
• Movement
• Etiquette
• Care of equipment
• History
Review rules and proper behavior for each
sport, activity and skill
Archery
• Safety
• Stance
• Rules and game strategies
• Pulling and releasing the bow
• Etiquette
• Care of equipment
• History
Teacher Observation
Observation
Fencing and archery Rubrics (TBD)
Reflective Questioning
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Individual and Dual
Sports Level Two
Circuit Design Activity, Individual Activity
P.4.73-4.75
Steps for Life Log and Graphing Activity P
4.109- 4.11
Standards
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
WELNET
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:58 PM
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Grade Level: High School
Timeframe:
Week 16-17
Health & Fitness Academic Content
Essential
Questions
How will goal setting help me accomplish my
fitness plan?
Content
Five Components of Fitness Activities
(Review) P 1.7 – 1.29
Goal Setting 4.145 – 4.153
Behavior Log – Activity Log – 2.1 – 2.14
Student/Parent Fitness Report (week 17)
Fitness Post-Measurements (4.114-4.144)
Five Components of Fitness Activities
(Review)
Fitness Post-Measurements (review
protocols with students)
• Cardiorespiratory Endurance Activity, P.1.71.11
• Introduction, P.4.123
Skills/
Activities
Fitness-Related Activities
How can I maintain my fitness level
throughout my life?
Length of Time: 1 Semester
Motor Skills
How can goal setting activities help me
maintain an active lifestyle?
What are some strategies to continue playing
individual and dual sports outside of class?
• Muscular Strength/Muscular Endurance
Activity, P. 1.12-1.16
• Flexibility P.1.17-1.24
• Body Composition, P.1.25 -1.29
• Community Outreach: Activity Sharing
Letters (S2 Portfolio)
Individual and Dual Sports
Individual and Dual
Sports Level Two
Social, Emotional & Safety
How does it feel to achieve your goals?
How does it feel if you do not reach your
goals?
Common Courtesy
Team work
Personal Space
Sportsmanship
• Mile (Cardiorespiratory Endurance)P.4.141
• Curl-Ups (Muscular Endurance)P. 4.129
• Sit and Reach (Flexibility)P.4.130
• Push-ups (Muscular Endurance)P.4.134
• Height (Body Composition)P.4.132
• Weight (Body Composition) – In, P,4.132
Individual and Dual Sports Skills
Bocce Ball
• Rules and game strategies
• Throwing
• History
Table Tennis
• Rules and game strategies
• Serving
• Forehand and backhand
• Doubles
• History
Goal Setting For Life, P4.145-P4.155
• Introduction, P. 4.149-4.151
• Goal Setting for Life, P.4.152-4.153
(Portfolio)
• FITT Fitness Plan, P.4.154-4.155 (Portfolio)
• My SMART Goals (S2 Portfolio)
Assessment
My SMART Goals (S2 Portfolio)
Revised 8/19/2011 1:58 PM
Teacher Observation
Fitness Post-Measurements (4.114-4.144)
Post Parent Student Report Sent Home
Teacher Observation
Observation
Bocce and table tennis Rubrics (TBD)
Reflective Questioning
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
4.2.2 Understands barriers to physical activity
and a healthy lifestyle.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and movement
concepts to activities to enhance a physically
active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Five for Life Advanced Book 4th Edition
Five for Life Circuit Training Manual
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:58 PM
Individual and Dual
Sports Level Two
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Week 1 - 3
Health & Fitness Academic Content
Grade Level: High School
Length of Time: 1 Semester
Fitness-Related Activities
Motor Skills
Rhythms and Dance
One
Social, Emotional & Safety
Essential
Questions
How is fitness planning important to my
health?
How fit am I?
How do motor skills relate to rhythm?
Why is it important to write fitness goals?
How do the skills you have learned
previously relate to rhythms and dance?
How does ones positive attitude affect the
overall climate of the class?
What is “class climate” mean to you.
Content
Fitness Portfolio
Introduction of Five Components of Fitness
Activities
Goal Setting For Life (5 For Life Section 1;
Section 4, P.4.145-4.171)
Fitness Pre-Measurements (4.114-4.144)
Locomotor/Non-locomotor Skills
Course Orientation
Rhythms-Dance
Safety in movement
Fitness Portfolio
Fitness Pre-Measurements (review protocols
with students)
Locomotor/Non-locomotor Skills
Course Orientation
Rhythms-Dance
Safety in movement
Course Basic Movement Skills
• Basic Timing
• Spatial Awareness
Dance Etiquette, Common Courtesy
Tininkling Sticks
• Ice Breakers
Skills/
Activities
• Fitness Portfolio Introduction (S1 Portfolio)
• Introduction, P.4.123
• Explanation of Portfolio Activities – table of
contents (S1 Portfolio)
• Mile (Cardiorespiratory Endurance)P.4.141
Introduction of Five Components of Fitness
Activities
• Sit and Reach (Flexibility)P.4.130
• Cardiorespiratory Endurance Activity, P.1.8 &
1.9
• Exploring Muscular Strength and Endurance
(S1 Portfolio)
• Dynamic vs. Static Stretching (S1 Portfolio)
• What is Body Composition? (S1 Portfolio)
Goal Setting For Life, P4.145-P4.161
• Introduction, P. 4.148 – 4.151
• Goal Setting for Life, P.4.152-4.153
• FITT Fitness Plan, P.4.154-4.155
• Curl-Ups (Muscular Endurance)P. 4.129
• Push-ups (Muscular Endurance)P.4.134
• Height (Body Composition)P.4.132
Lumi Sticks
• Weight (Body Composition) – Optional, P
4.132
Swing Dance
• Goal Setting for Life, P 4.152-4.153
• Hand Position
• Basic Step
• Basic Turn
• Slide
• Chest to Chest
• Pretzel
• Hip to Hip
• Snap
• Sweet Heart
• Through The Legs
• Dip
• Back To Back
Revised 8/19/2011 1:58 PM
Course Syllabus
Introductory Activities
Seattle District Curriculum Map
Assessment
Grade Level: High School
Length of Time: 1 Semester
Rhythms and Dance
One
Assessments:
Five For Life Student Assessment P.1.30-1.31
Explore Strength and Endurance (S1 Portfolio)
Dynamic vs. Static Stretching (S1 Portfolio)
What is Body Composition? (S1 Portfolio)
Fitness Pre-Measurements
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
Five for Life Health, Performance &
Appearance Smart Goals, P4.155
Observation
Observation
Rubrics (TBD)
Reflective Questioning
Standards
1.3.1 Analyzes the components of health-related
fitness.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio – Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
WELNET Assessment
Activity dependent
Teacher Developed Materials
Notes:
Post instructions on SPS teacher’s web page
to access student fitness scores on
WELNET.
Revised 8/19/2011 1:58 PM
Create Your Own Moves (Performance
Based)
Seattle District Curriculum Map
Week 4 - 6
Essential
Questions
Health & Fitness Academic Content
Why is muscular strength and endurance
important to healthy living?
Grade Level: High School
Fitness-Related Activities
How can I improve my muscular strength
and muscular endurance?
How can circuit training improve my fitness?
Content
Length of Time: 1 Semester
Rhythms and Dance
One
Motor Skills
Social, Emotional & Safety
What motor skills do I need to do to improve
or maintain my muscular strength and
muscular endurance?
How will cooperating with others improve my
success in rhythms and dance?
Training Principles P. 1.34-1.48
Functional Training P. 4.1-4.41
Team and Individual Sports
Common Courtesy/Etiquette
Muscular Strength & Muscular Endurance,
P1.12-1.16
Circuit Training P. 4.42-4.77
Lifetime Activities
Team work
Personal Space
Student/Parent Fitness Report (See Notes)
Review rules and proper behavior for each
sport, activity and skill
Skills/
Activities
Training Principles
Functional Training
• Student Introduction 1.36-1.37
• Whole Class Functional Equipment Workout
P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Muscular Strength & Muscular Endurance
Recording Activity P. 1.41-1.43
• FITT Principle Muscular Strength & Muscular
Endurance Recording Chart (S1 Portfolio)
• FITT Principle Muscular Strength & Muscular
Endurance Recording Chart Reflection (S1
Portfolio)
Muscular Strength & Muscular Endurance,
P1.12-1.16
• Vocabulary & Discussion – Word wall P. 1.38
• Community Outreach: Poster Project (S1
Portfolio)
• Advanced Muscular Strength & Muscular
Endurance Tag P 1.15-1.16
Team and Individual Sports
Lifetime Activities
• Line Dance
Common Courtesy/Etiquette
Team work
Personal Space
Review rules and proper behavior for each
sport, activity and skill
Teacher Observation
Observation
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
Circuit Training
• Student Introduction P. 4.45
• Muscular Strength & Muscular Endurance
Circuit P.4.62-4.63
• Circuit Purpose Identification (S1 Portfolio)
Assessment
Muscular Endurance & Muscular Strength
Recording Chart, Group Activity P.1.44
FITT Principle Muscular Strength & Muscular
Endurance Recording Chart (S1 Portfolio)
FITT Principle Muscular Strength & Muscular
Revised 8/19/2011 1:58 PM
Circuit Design Activity, Group Activity
P.4.73-4.75
Circuit Purpose Identification (S1 Portfolio)
Reflective Questioning
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Rhythms and Dance
One
Endurance Recording Chart Reflection (S1
Portfolio)
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio –Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
WELNET
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
www.PEcentral.org
Notes:
Post instructions on SPS teacher’s web page
to access student fitness scores on
WELNET.
Revised 8/19/2011 1:58 PM
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Week 7 - 9
Essential
Questions
Content
Skills/
Activities
Health & Fitness Academic Content
Grade Level: High School
Length of Time: 1 Semester
Fitness-Related Activities
Rhythms and Dance
One
Motor Skills
Social, Emotional & Safety
What motor skills do I need to do to improve
or maintain my cardiorespiratory endurance?
How will cooperating with others improve my
success in physical education?
Why is maintaining or improving
cardiorespiratory endurance important to
healthy living?
How can I improve my cardiorespiratory
endurance?
Training Principles
Cardiorespiratory Endurance 1.7-1.11
Cardiorespiratory System for Life P. 3.1-3.14
Student/Parent Fitness Report (week 4)
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Heart Health Pyramid P.4.78-4.95
Team and Individual Sports
Common Courtesy
Lifetime Activities
Team work
Training Principles
Functional Training
• Cardiorespiratory Endurance Recording
Activity P. 1.39
Team and Individual Sports
Lifetime Activities
Cardiorespiratory Endurance
• Whole Class Functional Equipment Workout
P. 4.11
o Agility Rings
o Step Boxes
o Five for Life Station Cards
• Cardiorespiratory Graphing Worksheet and
Reflection (Five for Life Portfolio Unit) (S1
Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
• FITT Principle Cardiorespiratory Endurance
Reflection (S1 Portfolio)
Circuit Training
Cardiorespiratory System for Life P. 3.1-3.14
• Cardiorespiratory endurance circuit P. 4.60
• Student Introduction, P. 3.4-3.5
• Circuit Purpose Identification (S1 Portfolio)
• Advanced Cardiorespiratory Relay P.3.7-3.9
Heart Health Pyramid P.4.78-4.95
• Cardiorespiratory Endurance Chart P. 1.40
(Portfolio Activity)
• Aerobic vs. Anaerobic P.3.10
• Community Outreach: Healthy Heart
Announcements (S1 Portfolio)
How can circuit training improve my fitness?
• Student Introduction P. 4.45
• Student Introduction, P. 4.80-4.82
• Intensity Levels Circuit (S1 Portfolio)
• Intensity Story Problems (S1 Portfolio)
• Starting with a Heart Rate Monitor P4.84
• Age-Adjusted Maximum and Training Heart
Rate Formulas P4.85-486
• Heart Health Pyramid P4.85-4.89
• Heart Health Training Log P. 4.90-4.91 (S1
Portfolio)
Revised 8/19/2011 1:58 PM
Personal Space
Review rules and proper behavior for each
sport, activity and skill
• Folk Dance
Common Courtesy
Team work
Personal Space
Review rules and proper behavior for each
sport, activity and skill
•
Seattle District Curriculum Map
Assessment
Cardiorespiratory Endurance Recording
Chart, P.1.40 (Portfolio Activity)
Advanced Cardiorespiratory Graphing
Worksheet, P. 1.11 (Portfolio Activity)
Cardioresiratory System for Life Student
Assessment P.3.11-.12
Cardiorespiratory Graphing and Reflection
(S1 Portfolio)
FITT Principle Cardiorespiratory Endurance
Reflection (S1 Portfolio)
Grade Level: High School
Length of Time: 1 Semester
Circuit Design Activity, Group Activity
P.4.73-4,75
Heart Health Pyramid Student Assessment
P4.92-4.93
Heart Health Training Log P. 4.904.91(Portfolio Activity)
Circuit Purpose Identification (S1 Portfolio)
Intensity Levels Circuit (S1 Portfolio)
Intensity Story Problems (S1 Portfolio)
Teacher Observation
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Word Wall/Vocabulary
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
WELNET
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
As needed
www.PECentral.org
Revised 8/19/2011 1:58 PM
Observation
Reflective Questioning
Standards
Notes:
Rhythms and Dance
One
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Week 10 - 12
Health & Fitness Academic Content
Grade Level: High School
Fitness-Related Activities
Length of Time: 1 Semester
Motor Skills
Rhythms and Dance
One
Social, Emotional & Safety
Essential
Questions
How does body composition impact my life?
How well do I eat and how does it impact my
life?
How do fitness behaviors effect body
composition?
How can activity influence body
composition?
How does body image affect your Social,
Emotional & Safety well-being?
Content
Body Composition P. 1.25-1.31
Nutrition P.2.15-2.28
Functional Training
Circuit Training
Pedometers P.4.96-4.113
Team and Individual Sports
Common Courtesy
Team work
Personal Space
Review rules and proper behavior for each
sport, activity and skill
Body Composition
Functional Training
Team and Individual Sports
• Introduction P 1.4-1.5
• Whole Class Functional Equipment Workout
P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
Lifetime Activities
Skills/
Activities
• Student Introduction Webbing (S1 Portfolio)
• Vocabulary-word wall P 1.6
• Body Composition P 1.26
• Energy In/Energy Out P. 1.27
• Healthy Body Card Game P. 1.28-1.29
Nutrition
• Nutrition Introduction P 2.17-2.18
• Vocabulary-word wall P 2.19
• Advanced Meal Planner P. 2.25-2.26
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
• Food Label Analysis (S1 Portfolio)
Circuit Training
• Nutrition Log P 2.20 (Portfolio Activity)
• Nutrition Reflection (S1 Portfolio)
• Community Outreach: Nutrition Challenges
(S1 Portfolio)
• Cardiorespiratory endurance circuit P. 4.60
• Community Outreach: After School Activity
Circuit (S1 Portfolio)
Pedometers
• Walking Tag P. 4. 101-4.102
• Five for Life Pace Guide Challenge P. 4.1034.104
• Steps for Life Recording and Reflection (S1
Portfolio)
Revised 8/19/2011 1:58 PM
Lifetime Activities
• Ballroom Dance
Common Courtesy
Team work
Personal Space
Review rules and proper behavior for each
sport, activity and skill
•
Seattle District Curriculum Map
Assessment
Nutrition Log P 2.23 (Portfolio Activity)
Log Self-Reflection P 2.24 (Portfolio Activity)
Student Introduction Webbing (S1 Portfolio)
Food Label Analysis (S1 Portfolio)
Grade Level: High School
Length of Time: 1 Semester
Circuit Purpose Identification (S1 Portfolio)
Student Introduction Note Taker (S1 Portfolio)
Steps for Life Recording and Reflection (S1
Portfolio)
Teacher Observation
Rhythms and Dance
One
Observation
Reflective Questioning
Nutrition Reflection (S1 Portfolio)
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.5.1 Analyzes the relationship of nutrition
planning to physical performance and body
composition.
1.5.2 Evaluates how nutritional requirements
change.
1.5.3 Analyzes the effectiveness of various
nutritional products.
1.5.4 Evaluates how healthy and unhealthy
eating patterns impact the function of the body.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
Pedometers
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:58 PM
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Week 13 - 15
Health & Fitness Academic Content
Grade Level: High School
Length of Time: 1 Semester
Rhythms and Dance
One
Fitness-Related Activities
Motor Skills
Social, Emotional & Safety
Essential
Questions
How does flexibility impact my life?
Why is flexibility in maintaining a healthy
lifestyle?
How do fitness behaviors affect flexibility?
How can I continue to improve my flexibility?
What motor skills do I need to do to improve
or maintain my flexibility?
How will cooperating with others improve my
success in physical education?
Content
Flexibility P 1.17-1.24
Functional Training
Circuit Training
Fitness Post-Measurements (4.114-4.144)
Team and Individual Sports
Common Courtesy
Team work
Personal Space
Review rules and proper behavior for each
sport, activity and skill
Flexibility P 1.17-1.24
Functional Training
Team and Individual Sports
• Student Introduction Statements (S1 Portfolio)
• Whole Class Functional Equipment
Workout P. 4.11
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
Lifetime Activities
Skills/
Activities
• Vocabulary – Word wall P 1.6
• Advanced Flexibility Activity P 1.18-1.19
• Creating Dynamic & Static Stretching
Routines P 1.23-1.24 (Portfolio Activity)
• Flexibility and the FITT Principle Worksheet
(S1 Portfolio)
• Detailed Instruction of Exercises P. 4.15-4.41
(use instructions as needed for appropriate
equipment)
Circuit Training
• Individual Component of Fitness Circuit:
Flexibility Circuit (Need Page Number)
Fitness Post-Measurements (4.114-4.144)
• Community Outreach: Family Fitness
Measurements (S1 Portfolio)
• Fitness Measurement Recording Sheet (S1
Portfolio)
• Fitness Measurements & Goal Setting
Reflection (S1 Portfolio)
Revised 8/19/2011 1:58 PM
Lifetime Activities
• Break Dance
• Square Dance
Common Courtesy
Team work
Personal Space
Review rules and proper behavior for each
sport, activity and skill
•
Seattle District Curriculum Map
Assessment
Grade Level: High School
Length of Time: 1 Semester
Teacher Observation
Flexibility – Creating a stretching routine
activity worksheet P. 1.24 (Portfolio Activity)
WA State CBA
Student Introduction Statements (S1 Portfolio)
Flexibility and the FITT Principle Worksheet
(S1 Portfolio)
Fitness Post-Measurements (4.114-4.141)
Fitness Measurement Recording Sheet (S1
Portfolio)
Standards
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
Five for Life Advanced Book 4th Edition
Circuit Training Manual
WELNET
Five for Life Student Portfolio-Series 1 (S1
Portfolio)
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:58 PM
Rhythms and Dance
One
Observation
Reflective Questioning
Fitness Measurements & Goal Setting
Reflection (S1 Portfolio)
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Week 16 - 17
Essential
Questions
Health & Fitness Academic Content
How can I stay physically fit, active and
healthy for my whole life?
Grade Level: High School
Length of Time: 1 Semester
Fitness-Related Activities
How can creating a personal fitness plan
improve my health?
Motor Skills
Rhythms and Dance
One
Social, Emotional & Safety
How can goal setting activities help me
maintain an active lifestyle?
How does it feel to achieve your goals?
Common Courtesy
Team work
Personal Space
Review rules and proper behavior for each
sport, activity and skill
How can I assess my fitness over time?
Content
Skills/
Activities
Fitness Planning
Goal Setting P. 4.154-4.161
Circuit Training P. 4.42-4.77
Fitness Post-Measurements Student/Parent
Fitness Report (See Notes)
Review Functional Training P. 4.1-4.41
Team and Individual Sports
Fitness Planning
Circuit Training P. 4.42-4.77
Team & Individual Sports Skills
Volleyball
• Vocabulary-word wall P 4.150
• FITT Fitness Plan 4.154
• Health, Performance & Appearance SMART
Goals P 4.155 (Portfolio Activity)
• Advanced FITT Fitness Plan P 4.156-4.160
(Portfolio Activity)
• Student Introduction P. 4.45
• Circuit Training Manual P 11
• Circuit Training Manual P 12
Fitness Post-Measurements Student/Parent
Fitness Report (See Notes)
• Introduction, P.4.123
• Performance & Appearance S.M.A.R.T. Goals
P.4.163
• Mile (Cardiorespiratory Endurance)P.4.141
Goal Setting P. 4.154-4.161
• Curl-Ups (Muscular Endurance)P. 4.129
• Vocabulary-word wall P 4.150
• Personal Fitness Planning P 4.154-4.161
• Sit and Reach (Flexibility)P.4.130
Lifetime Activities
• Set
Common Courtesy
Team work
Personal Space
Review rules and proper behavior for each
sport, activity and skill
• Spike
•
• Serve
• Pass
• Court position
• Athletic position
Lifetime Activities
• Bocce Ball
• Push-ups (Muscular Endurance)P.4.134
• Tennis
• Height (Body Composition)P.4.132
Low Organized Games
• Weight (Body Composition) – Optional,
P,4.132
Review Functional Training P. 4.1-4.41
• Relay Races
• Station Swap Worksheet (S1 Portfolio)
Assessment
Appearance SMART Goals P 4.155 (Portfolio
Activity)
Advanced FITT Fitness Plan P 4.156-4.160
(Portfolio Activity)
Portfolio Assessment (Week 18)
Revised 8/19/2011 1:58 PM
Teacher Observation
Fitness Post-Measurements (4.114-4.144)
Station Swap Worksheet (S1 Portfolio)
Teacher Observation
Observation
Reflective Questioning
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.5.1 Analyzes the relationship of nutrition
planning to physical performance and body
composition.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
4.2.2 Understands barriers to physical activity
and a healthy lifestyle.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Advanced Book 4th Edition
Five for Life Circuit Training Manual
WELNET
As needed
www.PECentral.org
Five for Life Student Portfolio–Series 1 (S1
Portfolio)
Notes:
Revised 8/19/2011 1:58 PM
Rhythms and Dance
One
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Timeframe:
Week 1 - 3
Health & Fitness Academic Content
Grade Level: High School
Length of Time: 1 Semester
Fitness-Related Activities
Motor Skills
Rhythms and Dance
Level Two
Social, Emotional & Safety
Essential
Questions
How will goal setting help me accomplish my
fitness plan?
How fit can I become?
How can fitness goals improve my overall
health?
How do motor skills relate to rhythm?
How do the skills you have learned
previously relate to rhythms and dance?
How does ones positive attitude affect the
overall climate of the class?
What is “class climate” mean to you.
Content
Five Components of Fitness Activities
(Review) P 1.7 – 1.29
Goal Setting 4.145 – 4.153
Behavior Log – Activity Log & Intensity – 2.1
– 2.14
Fitness Pre-Measurements (4.114-4.144)
Functional Training (review) P 4.1 – 4.41
Circuit Training P 4.42 – 4.77
Student/Parent Fitness Report (See Notes)
Locomotor/Non-locomotor Skills
Course Orientation
Rhythms-Dance
Safety in movement
Skills/
Activities
Five Components of Fitness Activities
(Review)
Fitness Pre-Measurements (review protocols
with students)
Dance Etiquette, Common Courtesy
• Components of Fitness Story Problems (S2
Portfolio)
• Introduction, P.4.123
Coarse Basic Movement Skills
• Basic Timing
• Spatial Awareness
• Mile (Cardiorespiratory Endurance) P.4.141
Tininkling Sticks
• Components of Fitness and FITT Principle
Review (S2 Portfolio)
• Curl-Ups (Muscular Endurance) P. 4.129
Lumi Sticks
• Sit and Reach (Flexibility) P.4.130
Swing Dance
Goal Setting For Life, P4.145-P4.155
• Introduction, P. 4.148-4.149
• Goal Setting for Life, P.4.151-4.153
(Portfolio)
• FITT Fitness Plan, P.4.154-4.155 (Portfolio)
Behavior Log – Activity Log & Intensity
• Intensity Interval Tracker (S2 Portfolio)
• Activity Log P 2.9 – 2.11 (Portfolio)
WELNET
• Push-ups (Muscular Endurance)P.4.134
• Height (Body Composition) P.4.132
• Weight (Body Composition) – In, P 4.132
• Hand Position
• Basic Turn
Functional Training
• Slide
• Whole Class Functional Equipment Workout
P. 4.11 – Review each piece of equipment
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
• Chest to Chest
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
Circuit Training
Revised 8/19/2011 1:59 PM
• Basic Step
• Pretzel
• Hip to Hip
• Snap
• Sweet Heart
• Through The Legs
• Dip
• Back To Back
•
Course Syllabus
•
Introductory Activities
• Ice Breakers
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Rhythms and Dance
Level Two
• Warm-up Circuits P 4.51 – 4.55
• Station Swap Extended (S2 Portfolio)
Assessments:
Activity Log Student Assessment – P 2.13
Five for Life Health, Performance & Appearance
Smart Goals, P4.155
Fitness Pre-Measurements
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
Station Swap Extended (S2 Portfolio)
Observation
Observation
Rubrics (TBD)
Reflective Questioning
Standards
1.3.1 Analyzes the components of health-related
fitness.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Resource CD – posters
WELNET
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
WELNET Assessment
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Activity dependent
Teacher Developed Materials
Assessment
Notes:
Post instructions on SPS teacher’s web page
to access student fitness scores on
WELNET.
Revised 8/19/2011 1:59 PM
Create Your Own Moves (Performance
Based)
Seattle District Curriculum Map
Timeframe:
Week 4 - 6
Health & Fitness Academic Content
Grade Level: High School
Length of Time: 1 Semester
Fitness-Related Activities
Rhythms and Dance
Level Two
Motor Skills
Social, Emotional & Safety
Essential
Questions
How can using training principles assist me
in maintaining or improving
cardiorespiratory endurance?
Why is water important to health?
Why is it necessary to maintain a healthy
level of cardio respiratory endurance?
How can circuit training help me meet my
fitness goals?
What motor skills do I need to do to improve
or maintain my muscular strength and
muscular endurance?
How will cooperating with others improve my
success in rhythms and dance?
Content
Training Principles - progression, overload ,
specificity & FITT (Review) Cardiorespiratory
Endurance P 1.34 – 1.40
Behavioral Log – Hydration Log - P 2.42 –
2.52
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Team and Individual Sports
Common Courtesy/Etiquette
Lifetime Activities
Team work
Training Principles - progression, overload ,
specificity & FITT (Review) Cardiorespiratory
Endurance
Functional Training
Team and Individual Sports
Common Courtesy/Etiquette
• Introduction P 4.3
•
•
• Whole Class Functional Equipment Workout
P. 4.11 (Continued from weeks 1-30
o Weight Bars
o Stretch Bands
o Agility Rings
o Step Boxes
o Medicine Balls
o Dumbbells
o Five for Life Station Cards
Lifetime Activities
Team work
• Line Dance
•
Skills/
Activities
• Improve Cardiorespiratory Endurance Using
the FITT Principle (S2 Portfolio)
• Cardiorespiratory Endurance Advanced
FITT Fitness Plan P 4.156 (Portfolio)
Behavioral Logs – Hydration log
• Hydration Relay – 2.49 – 2.50
• Hydration Log – 2.46 – 2.48 (Portfolio)
WELNET
• Community Outreach: Know the Signs of
Dehydration Poster Display (S2 Portfolio)
Personal Space
Review rules and proper behavior for each
sport, activity and skill
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
• Pillar of Human Movement Circuit P 4.12 –
4.14
Circuit Training
• Student Introduction P. 4.45
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
• Cardiorespiratory endurance circuit P. 4.60
• Station Swap Extended (S2 Portfolio)
Revised 8/19/2011 1:59 PM
Personal Space
•
Review rules and proper behavior for each
sport, activity and skill
•
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Teacher Observation
Assessment
Improve Cardiorespiratory Endurance Using
the FITT Principle (S2 Portfolio)
Hydration Log Students Assessment P 2.51
Signs of Dehydration (S2 Portfolio)
Station Swap Extended (S2 Portfolio)
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
www.PEcentral.org
Notes:
Revised 8/19/2011 1:59 PM
Rhythms and Dance
Level Two
Observation
Reflective Questioning
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Timeframe:
Week 7 - 9
Health & Fitness Academic Content
Grade Level: High School
Length of Time: 1 Semester
Rhythms and Dance
Level Two
Fitness-Related Activities
Motor Skills
Social, Emotional & Safety
Essential
Questions
How can using the training assist me in
maintaining and improving muscular
strength and endurance?
Why is sleep important to health?
How will improving muscular strength and
muscular endurance affect my everyday life?
How can circuit training help me meet my
fitness goals?
What motor skills do I need to do to improve
or maintain my cardiorespiratory endurance?
How will cooperating with others improve my
success in physical education?
Content
Training Principles - progression, overload,
specificity & FITT (Review) – Muscle
Strength / Muscle Endurance P 1.31 – 1.44
Behavioral Logs – Sleep Log P 2.29 – 2.41
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Steps for Life P 4.96 – 4.113
Team and Individual Sports
Common Courtesy
Lifetime Activities
Team work
Training Principles - progression, overload ,
specificity & FITT (Review) – Muscle
Strength / Muscle Endurance
Functional Training (ongoing)
Team and Individual Sports
Common Courtesy
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
•
•
Lifetime Activities
Team work
• Folk Dance
•
Skills/
Activities
• Goal setting for Life Introduction 4.148 –
4.149 (Review)
• Muscle Check Up Card and Reflection (S2
Portfolio)
• Goal setting Muscle Strength P 4.157
(Portfolio)
Personal Space
Review rules and proper behavior for each
sport, activity and skill
Circuit Training
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
• What’s My Purpose Circuit P4.69 – 4.72
Personal Space
•
• Goal Setting Muscle Endurance P 4.158
(Portfolio)
• Muscular Strength & Muscular Endurance
Circuit P.4.62-4.63
Review rules and proper behavior for each
sport, activity and skill
Steps for Life
•
• Community Outreach: Muscle Memory
Game (S2 Portfolio)
• Student Introduction Fill-in-the-Blank (S2
Portfolio)
Behavioral Logs – Sleep Log
• Steps for Life Log (S2 Portfolio)
• Sleep Log – P 2.34 – 2.36 (Portfolio)
• Cross the City, State and Country (S2
Portfolio)
• Analyze Sleep Behaviors (S2 Portfolio)
• Progressive Muscle Relaxation P 2.37 –
2.39
Revised 8/19/2011 1:59 PM
Seattle District Curriculum Map
Assessment
Grade Level: High School
Length of Time: 1 Semester
Teacher Observation
Muscle Check Up Card and Reflection (S2
Portfolio)
Goal setting Muscle Strength P 4.157 (Portfolio)
Goal Setting Muscle Endurance P 4.158
(Portfolio)
Circuit Design Activity, Group Activity
P.4.73-4,75
Student Introduction Fill-in-the-Blank (S2
Portfolio)
Analyze Sleep Behaviors (S2 Portfolio)
Cross the City, State and Country (S2
Portfolio)
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
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.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
As needed
www.PECentral.org
WELNET
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Notes:
Revised 8/19/2011 1:59 PM
Rhythms and Dance
Level Two
Observation
Reflective Questioning
Steps for Life Log (S2 Portfolio)
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Timeframe:
Week 10-12
Health & Fitness Academic Content
Grade Level: High School
Length of Time: 1 Semester
Fitness-Related Activities
Motor Skills
Rhythms and Dance
Level Two
Social, Emotional & Safety
Essential
Questions
Why should flexibility be a part of a fitness
plan?
How does flexibility affect fitness behaviors?
How does improving flexibility affect fitness
over time?
How can activity influence body
composition?
How does body image affect your Social,
Emotional & Safety well-being?
Content
Training Principles - progression, overload ,
specificity & FITT (Review) – Flexibility P 1.34
– 1.47
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Steps for Life P 4.96 – 4.113
Team and Individual Sports
Common Courtesy
Team work
Personal Space
Review rules and proper behavior for each
sport, activity and skill
Skills/
Activities
Training Principles - progression, overload ,
specificity & FITT (Review) – Flexibility
Functional Training (ongoing)
Team and Individual Sports
Common Courtesy
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
•
•
Lifetime Activities
Team work
• Ballroom Dance
•
• Flexibility and FITT (S2 Portfolio)
• Creating Dynamic & Static Stretching
Routines P1.23 – 1.24
• Goal Setting Flexibility P 4.159 (Portfolio)
• Community Outreach: Flexibility Sharing
(S2 Portfolio)
Circuit Training
Lifetime Activities
Personal Space
• Individual Component of Fitness Circuit:
Flexibility Circuit
•
• Circuit Design Activity (as group) P 4.73 –
4.75
Review rules and proper behavior for each
sport, activity and skill
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
•
Steps for Life
• Steps for Life Log (S2 Portfolio) (ongoing)
• Cross the City, State and Country (S2
Portfolio) (ongoing)
Assessment
Flexibility and FITT (S2 Portfolio)
Training Principles Student Assessment
P 1.45
Standards
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
Revised 8/19/2011 1:59 PM
Teacher Observation
Observation
Reflective Questioning
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
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
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
1.2.1 Applies how to perform activities and tasks
Seattle District Curriculum Map
Equipment/
Resources
Grade Level: High School
Length of Time: 1 Semester
1.5.1 Analyzes the relationship of nutrition
planning to physical performance and body
composition.
1.5.2 Evaluates how nutritional requirements
change.
1.5.3 Analyzes the effectiveness of various
nutritional products.
1.5.4 Evaluates how healthy and unhealthy
eating patterns impact the function of the body.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
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.
1.3.2 Analyzes the progress of a personal
fitness plan.
1.4.1 Applies the components of skill-related
fitness to physical activity.
concepts.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.4.1 Applies the components of skill-related
fitness to physical activity.
Five for Life Advanced Book 4th Edition
WELNET
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM
Rhythms and Dance
Level Two
safely and appropriately.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Timeframe
Week 13 - 15
Grade Level: High School
Health & Fitness Academic Content
Length of Time: 1 Semester
Fitness-Related Activities
Rhythms and Dance
Level Two
Motor Skills
Social, Emotional & Safety
Essential
Questions
How does eating healthy impact my life over
time?
How does balancing energy in and energy
out affect body composition?
What motor skills do I need to do to improve
or maintain my flexibility?
How will cooperating with others improve my
success in physical education?
Content
Healthy Habits for Life Nutrition P 2.15 – 2.28
Team and Individual Sports
Goal Setting (Recheck) P 4.145 – 4.168
Functional Training P. 4.1-4.41
Circuit Training P. 4.42-4.77
Steps for Life P 4.96 – 4.113
Common Courtesy
Team work
Personal Space
Review rules and proper behavior for each
sport, activity and skill
Healthy Habits for Life Nutrition
Functional Training (ongoing)
Team and Individual Sports
Common Courtesy
• Daily Amounts Activity and Reflection (S2
Portfolio)
• Detailed Instruction of Exercises P. 4.154.41 (use instructions as needed for
appropriate equipment)
•
•
Lifetime Activities
Team work
• Break Dance
•
• Square Dance
Personal Space
Skills/
Activities
• Nutrition Log P 2.20 – 2.24 (Portfolio)
• WELNET Nutrition Log
Circuit Training
• Advanced Meal Planner P2.25 – 2.26
• Circuit Design Activity (as individual) P.
4.73-4.75 (Portfolio Activity)
• Community Outreach: Healthy Recipe Swap
for Students and Staff (S2 Portfolio)
Lifetime Activities
•
• Warm-up Circuits P 4.51 – 4.55 (ongoing)
Goal Setting
Steps for Life
• Healthy Habits for Life Goal Setting Activity
P 4.165 – 4.167
•
Review rules and proper behavior for each
sport, activity and skill
•
• Steps for Life Log (S2 Portfolio) (ongoing)
Cross the City, State and Country (S2
Portfolio) (ongoing)
Assessment
Daily Amounts Activity and Reflection (S2
Portfolio)
Nutrition Log Student Assessment P 2.27
Fitness Post-Measurements (4.114-4.141)
Student Self Assessment, Five for Life
Fitness Measurements Recording Sheet,
P.4.153
Circuit Design Activity, Individual Activity
P.4.73-4.75
Steps for Life Log and Graphing Activity P
4.109- 4.11
Teacher Observation
Standards
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
1.3.1 Analyzes the components of health-related
fitness.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
Revised 8/19/2011 1:59 PM
Observation
Reflective Questioning
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
Seattle District Curriculum Map
Equipment/
Resources
Grade Level: High School
Length of Time: 1 Semester
physically active life.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Five for Life Advanced Book 4th Edition
WELNET
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM
Rhythms and Dance
Level Two
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Timeframe:
Week 16-17
Health & Fitness Academic Content
Essential
Questions
How will goal setting help me accomplish my
fitness plan?
How can I maintain my fitness level
throughout my life?
How can goal setting activities help me
maintain an active lifestyle?
How does it feel to achieve your goals?
Content
Five Components of Fitness Activities
(Review) P 1.7 – 1.29
Goal Setting 4.145 – 4.153
Behavior Log – Activity Log – 2.1 – 2.14
Student/Parent Fitness Report (week 17)
Fitness Post-Measurements (4.114-4.144)
Team and Individual Sports
Common Courtesy
Team work
Personal Space
Review rules and proper behavior for each
sport, activity and skill
Skills/
Activities
Five Components of Fitness Activities
(Review)
Fitness Post-Measurements (review
protocols with students)
Team & Individual Sports Skills
Volleyball
• Cardiorespiratory Endurance Activity, P.1.71.11
• Introduction, P.4.123
• Muscular Strength/Muscular Endurance
Activity, P. 1.12-1.16
• Curl-Ups (Muscular Endurance)P. 4.129
• Flexibility P.1.17-1.24
• Body Composition, P.1.25 -1.29
• Community Outreach: Activity Sharing
Letters (S2 Portfolio)
Fitness-Related Activities
Rhythms and Dance
Level Two
• Mile (Cardiorespiratory Endurance)P.4.141
• Sit and Reach (Flexibility)P.4.130
Motor Skills
Lifetime Activities
• Serve
• Pass
• Set
• Spike
Social, Emotional & Safety
Common Courtesy
•
Team work
•
Personal Space
• Court position
•
• Height (Body Composition)P.4.132
• Athletic position
• Weight (Body Composition) – In, P,4.132
Lifetime Activities
Review rules and proper behavior for each
sport, activity and skill
• Push-ups (Muscular Endurance)P.4.134
• Bocce Ball
Goal Setting For Life, P4.145-P4.155
•
• Tennis
• Introduction, P. 4.149-4.151
Low Organized Games
• Goal Setting for Life, P.4.152-4.153
(Portfolio)
• Relay Races
• FITT Fitness Plan, P.4.154-4.155 (Portfolio)
• My SMART Goals (S2 Portfolio)
Assessment
My SMART Goals (S2 Portfolio)
Revised 8/19/2011 1:59 PM
Teacher Observation
Fitness Post-Measurements (4.114-4.144)
Post Parent Student Report Sent Home
Teacher Observation
Observation
Reflective Questioning
Seattle District Curriculum Map
Grade Level: High School
Length of Time: 1 Semester
Standards
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
1.3.1 Analyzes the components of health-related
fitness.
1.3.2 Analyzes the progress of a personal fitness
plan.
4.1.1 Analyzes daily health and fitness habits.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
4.2.2 Understands barriers to physical activity
and a healthy lifestyle.
1.3.1 Analyzes the components of health-related
fitness.
1.2.1 Applies how to perform activities and tasks
safely and appropriately.
2.2.1 Analyzes the physiological and
psychological changes throughout the lifetime.
3.1.1 Analyzes how family and cultural diversity
enriches and affects personal health behaviors.
4.2.1 Evaluates concepts of a health, fitness,
and nutrition plan and monitoring system, based
on life and employment goals.
1.1.1 Applies complex motor skills and
movement concepts to activities to enhance a
physically active life.
1.2.2 Applies skills and strategies necessary for
effective participation in physical activities.
Equipment/
Resources
Five for Life Advanced Book 4th Edition
Five for Life Student Portfolio-Series 2 (S2
Portfolio)
Five for Life Advanced Book 4th Edition
Five for Life Circuit Training Manual
As needed
www.PECentral.org
Notes:
Revised 8/19/2011 1:59 PM
Rhythms and Dance
Level Two
2.4.2 Evaluates emergency situations, ways to
prevent injuries, and demonstrates skills to
respond appropriately and safely.
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.
3.3.1 Analyzes conflict situations.