Burrillville School Department
ESSENTIAL LEARNINGS
9.0 Physical Education/Health
Page
Grade/Course
Original Date
9.0.1
Preschool – Physical Development
Revision Date
Sept., 2003
Preschool – Personal and Social Development
9.1
Kindergarten Physical Education
Sept., 2003
9.1.1
Kindergarten – Health
Sept., 2003
9.2
Gr. 1 Physical Education
Sept., 2003
9.2.1
Gr. 1 – Health
Sept., 2003
9.3
Gr. 2 - Motor Skills and Cooperative Games
Sept., 2003
9.3.1
Gr. 2 – Health
9.4
Gr. 3 - Motor Skills and Beginning Sports
9.4.1
Gr. 3 – Health
9.5
Gr. 4 - Individual & Team Sports, Physical Fitness
9.5.1
Gr. 4 – Health
9.6
Gr. 5 - Team & Individual Sports, Physical Fitness
9.6.1
Gr. 5 – Health
9.7
Gr. 6 – Fitness/Health
Sept., 2003
9.8
Gr. 7 – Fitness/Health
Sept., 2003
9.9
Gr. 8 – Fitness/Health
Sept., 2003
9.10
901 “A” Cycle
Sept., 2003
9.11
901 “B” Cycle
Sept., 2003
9.12
902 “A” Cycle
Sept., 2003
9.13
902 “B” Cycle
Sept., 2003
9.0
Benchmarks
Sept., 2003
Sept., 2003
Sept., 2003
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: Preschool
Preschool Physical Development
The student will move in ways that demonstrate control, balance and coordination of large and small muscles, laying the
foundation for educational growth and development. He/she will also show a beginning understanding of how to keep
his/her body healthy and safe.
Essential Learning
4 Point Rubric
1. The student will move with 4. The student moves in a highly effective manner with enough balance and control to perform simple, large
enough balance and control to motor tasks.
perform simple, large motor
Benchmark
tasks.
3. The student moves in an effective manner with enough balance and control to perform simple, large
motor tasks.
2. The student moves in a moderately effective manner with enough balance and control to perform simple, large
motor tasks.
1. The student does not yet move in an effective manner with enough balance and control to perform simple, large
motor tasks.
2. The student will coordinate 4. The student is highly effective in coordinating movements to perform more complex tasks.
movements to perform more
complex tasks (e.g., kicking a Benchmark
large ball with a two-step start; 3. The student is effective in coordinating movements to perform more complex tasks.
bounce a ball and catch it).
2. The student is moderately effective in coordinating movements to perform more complex tasks.
1. The student is not yet effective in coordinating movements to perform more complex tasks.
9.0.1 (1 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: Preschool
Preschool Physical Development
The student will move in ways that demonstrate control, balance and coordination of large and small muscles, laying the
foundation for educational growth and development. He/she will also show a beginning understanding of how to keep
his/her body healthy and safe.
Essential Learning
4 Point Rubric
3. The student will use strength 4. The student uses strength and control to perform simple fine motor tasks independently.
and control to perform simple
Benchmark
fine motor tasks.
3. The student uses strength and control to perform simple fine motor tasks with minimal assistance.
2. The student uses strength and control to perform simple fine motor tasks with moderate assistance.
1. The student uses strength and control to perform simple fine motor tasks only with considerable assistance.
4. The student will use eyehand coordination to perform
fine motor tasks (e.g., use
scissors to cut roughly on a line
or around a large picture, copy
block structures).
4. The student uses eye-hand coordination to perform fine motor tasks independently.
Benchmark
3. The student uses eye-hand coordination to perform fine motor tasks with minimal assistance.
2. The student uses eye-hand coordination to perform fine motor tasks with moderate assistance.
1. The student uses eye-hand coordination to perform fine motor tasks only with considerable assistance.
9.0.1 (2 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: Preschool
Preschool Physical Development
The student will move in ways that demonstrate control, balance and coordination of large and small muscles, laying the
foundation for educational growth and development. He/she will also show a beginning understanding of how to keep
his/her body healthy and safe.
Essential Learning
4 Point Rubric
5. The student will explore 4. The student independently explores various drawing and art tools.
various drawing and art tools.
Benchmark
3. The student explores various drawing and art tools with minimal guidance.
2. The student explores various drawing and art tools with moderate guidance.
1. The student does not yet explore various drawing and art tools.
6. The student will start to 4. The student shows control of writing, drawing, and art tools in a highly effective manner.
show control of writing,
Benchmark
drawing, and art tools.
3. The student shows control of writing, drawing, and art tools in an effective manner.
2. The student shows control of writing, drawing, and art tools in a moderately effective manner.
1. The student does not yet show control of writing, drawing, and art tools.
9.0.1 (3 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: Preschool
Preschool Physical Development
The student will move in ways that demonstrate control, balance and coordination of large and small muscles, laying the
foundation for educational growth and development. He/she will also show a beginning understanding of how to keep
his/her body healthy and safe.
Essential Learning
4 Point Rubric
7. The student will begin to 4. The student independently performs self-care skills.
perform
self-care
skills
Benchmark
independently.
3. The student performs self-care skills with minimal assistance.
2. The student performs self-care skills with moderate assistance.
1. The student does not yet perform self-care skills.
8. The student will follow basic 4. The student independently follows basic health and safety rules.
health and safety rules.
Benchmark
3. The student follows basic health and safety rules with minimal assistance.
2. The student follows basic health and safety rules with moderate assistance.
1. The student follows basic health and safety rules only with considerable assistance.
9.0.1 (4 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: Preschool
Preschool Physical Development
The student will move in ways that demonstrate control, balance and coordination of large and small muscles, laying the
foundation for educational growth and development. He/she will also show a beginning understanding of how to keep
his/her body healthy and safe.
Essential Learning
4 Point Rubric
9. The student will begin to 4. The student demonstrates a thorough understanding of sound nutritional practices.
construct an understanding of
sound nutritional practices (i.e., Benchmark
eat healthy snacks).
3. The student demonstrates a substantial understanding of sound nutritional practices.
2. The student demonstrates a partial understanding of sound nutritional practices.
1. The student does not yet demonstrate an understanding of sound nutritional practices.
10.
The student will use 4. The student independently uses materials and equipment in a safe and appropriate manner
materials and equipment in a
Benchmark
safe and appropriate manner.
3. The student uses materials and equipment in a safe and appropriate manner with minimal assistance.
2. The student uses materials and equipment in a safe and appropriate manner with moderate assistance.
1. The student uses materials and equipment in a safe and appropriate manner only with considerable assistance.
9.0.1 (5 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: K
Kindergarten Physical Education/Health
The student will demonstrate skills necessary to perform a variety of physical activities.
Essential Learning
4 Point Rubric
1. The student will travel in 4. The student consistently travels in general space without bumping into others or falling down.
general space without bumping
Benchmark
another child or falling down.
3. The student usually travels in general space without bumping into others or falling down.
2. The student sometimes travels in general space without bumping into others or falling down.
1. The student rarely travels in general space without bumping into others or falling down.
2. The student will travel in a 4. The student consistently travels in a forward, backward, sideways and up and down direction to the beat of a
forward, backward, sideways, drum.
and up and down direction to
Benchmark
the beat of a drum.
3. The student usually travels in a forward, backward, sideways and up and down direction to the beat of a
drum.
2. The student sometimes travels in a forward, backward, sideways and up and down direction to the beat of a
drum.
1. The student rarely travels in a forward, backward, sideways and up and down direction to the beat of a drum.
9.1(1 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: K
Kindergarten Physical Education/Health
The student will demonstrate skills necessary to perform a variety of physical activities.
Essential Learning
4 Point Rubric
3. The student will differentiate 4. The student travels through an obstacle course at fast speed without knocking down equipment and without
between moving slow and fast falling.
while traveling.
Benchmark
3. The student travels through an obstacle course without knocking down equipment and without falling
most of the time.
2. The student travels through an obstacle course at fast speed without knocking down equipment and without
falling part of the time.
1. The student seldom travels through an obstacle course at fast speed without knocking down equipment and
without falling.
4.
The student will make 4. The student consistently makes different shapes with his/her body.
different shapes with his/her
Benchmark
body.
3. The student usually makes different shapes with his/her body.
2. The student sometimes makes different shapes with his/her body.
1. The student rarely makes different shapes with his/her body.
9.1(2 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: K
Kindergarten Physical Education/Health
The student will demonstrate skills necessary to perform a variety of physical activities.
Essential Learning
4 Point Rubric
5. The student will travel using 4. The student consistently travels on, off, around, through gymnastic equipment while maintaining control of
various relationships to objects body.
(e.g., over, under, through
Benchmark
equipment.)
3. The student usually travels on, off, around, through gymnastic equipment while maintaining control of
body.
2. The student sometimes travels on, off, around, through gymnastic equipment while maintaining control of
body.
1. The student rarely travels on, off, around, through gymnastic equipment while maintaining control of body.
6.
The student will walk 4. The student consistently walks forward and sideways on a low balance beam at a proficient level.
forward and sideways on a low
Benchmark
balance beam.
3. The student usually walks forward and sideways on a low balance beam at a proficient level.
2. The student sometimes walks forward and sideways on a low balance beam.
1. The student rarely walks forward and sideways on a low balance beam.
9.1(3 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: K
Kindergarten Physical Education/Health
The student will demonstrate skills necessary to perform a variety of physical activities.
Essential Learning
4 Point Rubric
7.
The student will roll 4. The student consistently rolls sideways without stopping or hesitating on a mat.
sideways without stopping or
Benchmark
hesitating
3. The student usually rolls sideways without stopping or hesitating on a mat.
2. The student sometimes rolls sideways without stopping or hesitating on a mat.
1. The student rarely rolls sideways without stopping or hesitating on a mat.
8. The student will demonstrate 4. The student consistently throws a beanbag into hoop using correct overhand or underhand throw on command.
the difference between an
underhand and overhand throw. Benchmark
3. The student usually throws a beanbag into hoop using correct overhand or underhand throw on
command.
2. The student sometimes throws a beanbag into hoop using correct overhand or underhand throw on command.
1. The student rarely throws a beanbag into hoop using correct overhand or underhand throw on command.
9.1(4 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: K
Kindergarten Physical Education/Health
The student will demonstrate skills necessary to perform a variety of physical activities.
Essential Learning
4 Point Rubric
9. The student will kick a 4. The student consistently kicks a stationary ball using a step-kick technique.
stationary ball using a step-kick
Benchmark
technique.
3. The student usually kicks a stationary ball using a step-kick technique.
2. The student sometimes kicks a stationary ball using a step-kick technique.
1. The student rarely kicks a stationary ball using a step-kick technique.
10. The student will perform 4. The student performs all skills at each fitness station continuously for 20 minutes.
continuous moderate physical
activity lasting at least twenty Benchmark
3. The student performs all skills at each fitness station almost continuously for 20 minutes.
minutes.
2. The student performs most skills at each fitness station sometimes continuously for 20 minutes.
1. The student performs some skills at each station seldom continuously for 20 minutes.
9.1(5 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Physical Education/Health
Core Concept:
The student will understand concepts which contribute to a healthy life.
Grade: K
Grade Kindergarten Health
Essential Learning
1. The student will demonstrate
knowledge of where foods
come from (plant or animal
source) and how they are placed
into five food groups.
4 Point Rubric
4. The student consistently demonstrates knowledge of where foods come from (plant and animal source) and
how they are placed into five food groups.
Benchmark
3. The student usually demonstrates knowledge of where foods come from (plant and animal source) and
how they are placed into five food groups.
2. The student sometimes demonstrates knowledge of where foods come from (plant and animal source) and how
they are placed into five food groups.
1. The student rarely demonstrates knowledge of where foods come from (plant and animal source) and how they
are placed into five food groups.
2. The student will demonstrate 4. The student consistently demonstrates the ability to distinguish between safe and unsafe substances.
the ability to distinguish
between safe and unsafe Benchmark
3. The student usually demonstrates the ability to distinguish between safe and unsafe substances.
substances.
2. The student sometimes demonstrates the ability to distinguish between safe and unsafe substances.
1. The student rarely demonstrates the ability to distinguish between safe and unsafe substances.
9.1.1 (1 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Physical Education/Health
Core Concept:
The student will understand concepts which contribute to a healthy life.
Grade: K
Grade Kindergarten Health
Essential Learning
4 Point Rubric
3. The student will be able to 4. The student consistently identifies two health helpers and two community helpers.
identify two health helpers and
Benchmark
two community helpers.
3. The student usually identifies two health helpers and two community helpers.
2. The student sometimes identifies two health helpers and two community helpers.
1. The student rarely identifies two health helpers and two community helpers.
4. The student will demonstrate 4. The student consistently demonstrates habits that contribute to good appearance and well being.
habits that contribute to good
Benchmark
appearance and well being.
3. The student usually demonstrates habits that contribute to good appearance and well being.
2. The student sometimes demonstrates habits that contribute to good appearance and well being.
1. The student rarely demonstrates habits that contribute to good appearance and well being.
9.1.1 (2 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Physical Education/Health
Core Concept:
The student will understand concepts which contribute to a healthy life.
Grade: K
Grade Kindergarten Health
Essential Learning
4 Point Rubric
5. The student will explain why 4. The student consistently explains why sharing clothing and grooming products is unhealthy.
sharing clothing and grooming
Benchmark
products is unhealthy.
3. The student usually explains why sharing clothing and grooming products is unhealthy.
2. The student sometimes explains why sharing clothing and grooming products is unhealthy.
1. The student rarely explains why sharing clothing and grooming products is unhealthy.
6. The student will demonstrate 4. The student consistently demonstrates healthy hygiene practices (e.g., washing hands, taking a bath, etc.)
healthy hygiene practices (e.g.,
washing hands, taking a bath, Benchmark
3. The student usually demonstrates healthy hygiene practices (e.g., washing hands, taking a bath, etc.)
etc.)
2. The student sometimes demonstrates healthy hygiene practices (e.g., washing hands, taking a bath, etc.)
1. The student rarely demonstrates healthy hygiene practices (e.g., washing hands, taking a bath, etc.)
9.1.1 (3 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Physical Education/Health
Core Concept:
The student will understand concepts which contribute to a healthy life.
Grade: K
Grade Kindergarten Health
Essential Learning
4 Point Rubric
7. The student will identify 4. The student consistently identifies hazardous situations on the playground.
hazardous situations on the
Benchmark
playground.
3. The student usually identifies hazardous situations on the playground.
2. The student sometimes identifies hazardous situations on the playground.
1. The student rarely identifies hazardous situations on the playground.
8. The student will demonstrate 4. The student consistently demonstrates the importance of sharing and having friends.
the importance of sharing and
Benchmark
having friends.
3. The student usually demonstrates the importance of sharing and having friends.
2. The student sometimes demonstrates the importance of sharing and having friends.
1. The student rarely demonstrates the importance of sharing and having friends.
9.1.1 (4 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Physical Education/Health
Core Concept:
The student will understand concepts which contribute to a healthy life.
Grade: K
Grade Kindergarten Health
Essential Learning
4 Point Rubric
9. The student will demonstrate 4. The student consistently demonstrates constructive alternatives for handling anger, fear, and frustration.
constructive alternatives for
handling anger, fear, and Benchmark
3. The student usually demonstrates constructive alternatives for handling anger, fear, and frustration.
frustration.
2. The student sometimes demonstrates constructive alternatives for handling anger, fear, and frustration.
1. The student rarely demonstrates constructive alternatives for handling anger, fear, and frustration.
10.
The student will
demonstrate how to deal with
others
socially
and
cooperatively (e.g., being kind,
taking others’ feelings into
consideration, and sharing.)
4. The student consistently demonstrates how to deal with others socially and cooperatively.
Benchmark
3. The student usually demonstrates how to deal with others socially and cooperatively.
2. The student sometimes demonstrates how to deal with others socially and cooperatively.
1. The student rarely demonstrates how to deal with others socially and cooperatively.
9.1.1 (5 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 1
Grade 1 Physical Education/Health
The student will apply concepts and principles for the development of motor skills.
Essential Learning
1. The student will perform the
locomotor skills of walking,
running, skipping, hopping,
sliding, and jumping with
music.
4 Point Rubric
4. The student travels in general space while consistently performing all locomotor skills of walking, running,
skipping, hopping, sliding and jumping to the beat of a drum at a high level of proficiency.
Benchmark
3. The student travels in general space usually performing locomotor skills of walking, running, skipping,
hopping, sliding and jumping to the beat of a drum.
2. The student travels in general space partially performing the locomotor skills of walking, running, skipping,
hopping, sliding and jumping to the beat of a drum.
1. The student travels in general space seldom performing the locomotor skills of walking, running, skipping,
hopping, sliding and jumping to the beat of a drum.
2. The student will jump using
a one-foot takeoff – land two
feet; two-foot take off – land
two feet; one foot take off –
land one foot to other (leap).
4. The student consistently uses all take offs and landings while jumping over a straight line at a high level of
performance.
Benchmark
3. The student usually uses all take offs and landings while jumping over a straight line.
2. The student sometimes uses all take offs and landings while jumping over a straight line.
1. The student seldom use all take offs and landings while jumping over a straight line.
9.2 (1 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 1
Grade 1 Physical Education/Health
The student will apply concepts and principles for the development of motor skills.
Essential Learning
4 Point Rubric
3. The student will perform a 4. The student consistently performs a forward roll on a mat at a high level of proficiency.
forward roll.
Benchmark
3. The student performs a forward roll on a mat with some proficiency.
2. The student performs a forward roll on a mat with assistance.
1. The student is unable to perform a forward roll on mat even with assistance.
4. The student will hold a 4. The student consistently holds a stationary balance for 3 seconds on all body parts named.
stationary balance for three
seconds on different body parts. Benchmark
3. The student usually holds a stationary balance for 3 seconds on most of body parts named.
2. The student usually holds a stationary balance for 3 seconds on some of body parts named.
1. The student usually holds a stationary balance for 3 seconds on a few of body parts named.
9.2 (2 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 1
Grade 1 Physical Education/Health
The student will apply concepts and principles for the development of motor skills.
Essential Learning
4 Point Rubric
5. The student will use the 4. The student consistently hits an object (cone) while kicking a moving ball from a medium distance.
inside of the foot or instep to
Benchmark
kick a moving ball.
3. The student sometimes hits an object while kicking a moving ball from a medium distance.
2. The student occasionally hits an object while kicking a moving ball from a medium distance.
1. The student rarely hits an object while kicking a moving ball from a medium distance.
6. The student will use the 4. The student consistently uses the proper technique for the underhand throw while throwing a beanbag into a
proper technique for throwing a hoop. Accurately tosses beanbag into hoop using underhand and overhand throw.
ball underhand and overhand.
Benchmark
3. The student usually uses the proper technique for the underhand and overhand throw while throwing a
beanbag into a hoop. Most of the time accurately tosses beanbag into hoop using underhand and overhand
throw.
2. The student sometimes uses the proper technique for the underhand and overhand throw while throwing a
beanbag into a hoop. Sometimes accurately tosses beanbag into hoop using underhand and overhand throw.
1. The student rarely uses the proper technique for the underhand and overhand throw while throwing a beanbag
into a hoop. Seldom accurately tosses beanbag into hoop using overhand and overhead throw.
9.2 (3 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 1
Grade 1 Physical Education/Health
The student will apply concepts and principles for the development of motor skills.
Essential Learning
4 Point Rubric
7. The student will catch a ball 4. The student consistently uses properly positioned hands while catching a self-tossed ball. Consistently catches
using
properly
positioned a self-tossed ball.
hands.
Benchmark
3. The student uses properly positioned hands while catching a self-tossed ball most of the time. Usually
catches a self-tossed ball.
2. The student uses properly positioned hands while catching a self-tossed ball part of the time. Sometimes
catches a self-tossed ball.
1. The student rarely uses properly positioned hands while catching a self-tossed ball part of the time. Sometimes
catches a self-tossed ball.
8. The student will dribble a 4. The student consistently dribbles a ball on a line while maintaining control.
ball with his/her hands while
Benchmark
keeping control.
3. The student usually dribbles a ball on a line while maintaining control.
2. The student sometimes dribbles a ball on a line while maintaining control.
1. The student seldom dribbles a ball on a line while maintaining control.
9.2 (4 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 1
Grade 1 Physical Education/Health
The student will apply concepts and principles for the development of motor skills.
Essential Learning
4 Point Rubric
9. The student will use the 4. The student consistently uses the proper technique while batting. Consistently hits the ball off the batting tee.
proper batting technique while
Benchmark
hitting a batting tee.
3. The student uses the proper technique while batting most of the time. Hits the ball off the batting tee
most of the time.
2. The student uses the proper technique while batting off tee part of the time. Hits the ball off the batting tee part
of the time.
1. The student seldom uses the proper technique while batting off a batting tee. Seldom hits the ball off the
batting tee without assistance.
10. The student will jump 4. The student consistently performs 3 consecutive jumps in a row from a self-turned rope.
consecutive jumps from a selfBenchmark
turned rope.
3. The student sometimes performs 3 consecutive jumps in a row from a self-turned rope.
2. The student occasionally performs 1-2 jumps from a self-turned rope.
1. The student is unable to perform a jump from a self-turned rope.
9.2 (5 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Physical Education/Health
Grade: 1
Grade 1 Health
Core Concept:
The student will understand concepts which contribute to a healthy life.
Essential Learning
4 Point Rubric
1. The student will demonstrate 4. The student consistently demonstrates the ability to be safe at home and while riding in a car or bus.
the ability to be safe at home
and while riding in a car or bus. Benchmark
3. The student usually demonstrates the ability to be safe at home and while riding in a car or bus.
2. The student sometimes demonstrates the ability to be safe at home and while riding in a car or bus.
1. The student rarely demonstrates the ability to be safe at home and while riding in a car or bus.
2.
The student will make 4. The student consistently makes healthy food choices by bringing healthy snacks to school.
healthy food choices by
bringing healthy snacks to
Benchmark
school.
3. The student usually makes healthy food choices by bringing healthy snacks to school.
2. The student sometimes makes healthy food choices by bringing healthy snacks to school.
1. The student rarely makes healthy food choices by bringing healthy snacks to school.
9.2.1 (1 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Physical Education/Health
Grade 1 Health
Core Concept:
The student will understand concepts which contribute to a healthy life.
Essential Learning
3. The student will demonstrate
an understanding of how germs
are passed from one person to
another and what he/she can do
to prevent the spread of germs.
Grade: 1
4 Point Rubric
4. The student consistently demonstrates an understanding of how germs are passed from one person to another
and what he/she can do to prevent the spread of germs.
Benchmark
3. The student usually demonstrates an understanding of how germs are passed from one person to
another and what he/she can do to prevent the spread of germs.
2. The student sometimes demonstrates an understanding of how germs are passed from one person to another
and what he/she can do to prevent the spread of germs.
1. The student rarely demonstrates an understanding of how germs are passed from one person to another and
what he/she can do to prevent the spread of germs.
4. The student will identify 4. The student consistently identifies different kinds of feelings and how to use these feelings appropriately.
different kinds of feelings and
how to use these feelings Benchmark
3. The student usually identifies different kinds of feelings and how to use these feelings appropriately.
appropriately.
2. The student sometimes identifies different kinds of feelings and how to use these feelings appropriately.
1. The student rarely identifies different kinds of feelings and how to use these feelings appropriately.
9.2.1 (2 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Physical Education/Health
Grade: 1
Grade 1 Health
Core Concept:
The student will understand concepts which contribute to a healthy life.
Essential Learning
4 Point Rubric
5. The student will understand 4. The student consistently shows an understanding that his/her behavior has a consequence by demonstrating
that his/her behavior has a good decision making skills.
consequence by demonstrating
Benchmark
good decision making skills.
3. The student usually shows an understanding that his/her behavior has a consequence by demonstrating good
decision making skills.
2. The student sometimes shows an understanding that his/her behavior has a consequence by demonstrating good
decision making skills.
1. The student rarely shows an understanding that his/her behavior has a consequence by demonstrating good
decision making skills.
6. The student will demonstrate 4. The student consistently demonstrates a respect for the environment by recycling at home and in school.
a respect for the environment by
recycling at home and in
Benchmark
school.
3. The student usually demonstrates a respect for the environment by recycling at home and in school.
2. The student sometimes demonstrates a respect for the environment by recycling at home and in school.
1. The student rarely demonstrates a respect for the environment by recycling at home and in school.
9.2.1 (3 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Physical Education/Health
Grade: 1
Grade 1 Health
Core Concept:
The student will understand concepts which contribute to a healthy life.
Essential Learning
4 Point Rubric
7. The student will demonstrate 4. The student consistently demonstrates knowledge of his/her telephone number and address.
knowledge of his/her telephone
Benchmark
number and address.
3. The student usually demonstrates knowledge of his/her telephone number and address.
2. The student sometimes demonstrates knowledge of his/her telephone number and address.
1. The student rarely demonstrates knowledge of his/her telephone number and address.
8. The student will understand 4. The student consistently understands the effect drugs have on the physical body.
the effect drugs have on the
physical body.
Benchmark
3. The student usually understands the effect drugs have on the physical body.
2. The student sometimes understands the effect drugs have on the physical body.
1. The student rarely understands the effect drugs have on the physical body.
9.2.1 (4 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Physical Education/Health
Grade: 1
Grade 1 Health
Core Concept:
The student will understand concepts which contribute to a healthy life.
Essential Learning
4 Point Rubric
9. The student will identify 4. The student consistently identifies healthy dental practices of brushing, flossing, and visiting a dentist.
healthy dental practices of
brushing, flossing, and visiting Benchmark
3. The student usually identifies healthy dental practices of brushing, flossing, and visiting a dentist.
a dentist.
2. The student sometimes identifies healthy dental practices of brushing, flossing, and visiting a dentist.
1. The student rarely identifies healthy dental practices of brushing, flossing, and visiting a dentist.
10.
The student will 4. The student consistently demonstrates an understanding of how to stay safe outdoors.
demonstrate an understanding
Benchmark
of how to stay safe outdoors.
3. The student usually demonstrates an understanding of how to stay safe outdoors.
2. The student sometimes demonstrates an understanding of how to stay safe outdoors.
1. The student rarely demonstrates an understanding of how to stay safe outdoors.
9.2.1 (5 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 2
Motor Skills and Cooperative Games
The student will demonstrate competency and proficiency in the development of motor skills which will promote a
healthy lifestyle.
Essential Learning
1. The student will travel in all
directions using a variety of
locomotor and non-locomotor
patterns and changes in
response to a signal.
4 Point Rubric
4. The student travels across the floor consistently using hopping, skipping, jumping, leaping, galloping, and
running to a whistle or music. The student also travels changing direction.
Benchmark
3. The student travels across the floor usually using hopping, skipping, jumping, leaping, and galloping to a
whistle or music.
2. The student travel across the floor sometimes using some/few of the locomotor patterns.
1. The student uses one or two locomotor patterns across the floor seldom using those movements.
2. The student will combine 4. The student combines locomotor movement independently to create his/her own pattern to music.
locomotor movement to create
his/her own pattern in time to Benchmark
3. The student combines locomotor movement with little assistance to create his/her own pattern to music.
music.
2. The student combines locomotor movement with assistance to create his/her own pattern to music.
1. The student combines locomotor movement with teacher guidance to create his/her own pattern to music.
9.3 (1 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 2
Motor Skills and Cooperative Games
The student will demonstrate competency and proficiency in the development of motor skills which will promote a
healthy lifestyle.
Essential Learning
3. The student will demonstrate
skills of catching, fleeing, and
dodging to avoid others while
participating
in
physical
activities.
4 Point Rubric
4. The student demonstrates highly effective skills of catching, fleeing, and dodging while participating in
scattered or tag games.
Benchmark
3. The student demonstrates generally effective catching, fleeing, and dodging skills while participating in
scattered or tag games.
2. The student demonstrates partially effective catching, fleeing, and dodging skills while participating in scatter
or tag games.
1. The student demonstrates with minimal effectiveness, catching, fleeing, and dodging skills in scatter or tag
games.
4. The student will demonstrate 4. The student demonstrates striking an object with an instrument to improve eye-hand coordination
striking an object repeatedly independently.
with an instrument to improve
Benchmark
eye-hand coordination.
3. The student demonstrates striking an object using an instrument to improve eye-hand coordination with
little assistance.
2. The student demonstrates striking an object using an instrument to improve eye-hand coordination with
assistance.
1. The student demonstrates striking an object using an instrument to improve eye-hand coordination with teacher
guidance.
9.3 (2 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 2
Motor Skills and Cooperative Games
The student will demonstrate competency and proficiency in the development of motor skills which will promote a
healthy lifestyle.
Essential Learning
4 Point Rubric
5. The student will practice 4. The student uses excellent control when balancing on a variety of objects with stability at all levels.
balance with control on a
variety of objects (line on floor, Benchmark
3. The student uses very good control when balancing on a variety of objects with stability at all levels.
low beam, balance board.)
2. The student uses fair control when balancing on a variety of objects with stability at all levels.
1. The student uses poor control when balancing on a variety of objects with stability at all levels.
6. The student will identify and 4. The student completely demonstrates four characteristics of a mature throw.
demonstrate four characteristics
Benchmark
of a mature throw.
3. The student nearly completely demonstrates four characteristics of a mature throw.
2. The student partially demonstrates four characteristics of a mature throw.
1. The student incompletely demonstrates four characteristics of a mature throw.
9.3 (3 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 2
Motor Skills and Cooperative Games
The student will demonstrate competency and proficiency in the development of motor skills which will promote a
healthy lifestyle.
Essential Learning
7. The student will transfer
weight from feet to hands at
different speeds using large
extensions (e.g., mule, kick,
bicycle.)
4 Point Rubric
4. The student transfers weight from feet to hands at different speeds using large extensions independently.
Benchmark
3. The student transfers weight from feet to hands at different speeds using large extensions with little
assistance.
2. The student transfers weight from feet to hands at different speeds using large extensions with assistance.
1. The student transfers weight from feet to hands at different speeds using large extensions with teacher
guidance.
8. The student will recognize 4. The student independently states benefits of regular physical activity through participation or questions.
and describe healthful benefits
that result from regular Benchmark
participation in every day 3. The student usually states benefits of regular physical activity through participation or questions.
physical activity.
2. The student sometimes states benefits of regular physical activity through participation or questions.
1. The student seldom states benefits of regular physical activity through participation of questions.
9.3 (4 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 2
Motor Skills and Cooperative Games
The student will demonstrate competency and proficiency in the development of motor skills which will promote a
healthy lifestyle.
Essential Learning
4 Point Rubric
9. The student will compare 4. The student can compare and contrast heartbeat before and after exercise most of the time.
and contrast the differences of
his/her heartbeat before and Benchmark
3. The student can sometimes compare and contrast heartbeat before and after exercise.
after exercise.
2. The student can seldom compare and contrast heartbeat before and after exercise.
1. The student never compares and contrasts heartbeat before and after exercise.
10. The student will display 4. The student always displays cooperation, sharing and sportsmanship.
and identify the benefits that
accompany
cooperation, Benchmark
3. The student usually displays cooperation, sharing and sportsmanship.
sharing, and sportsmanship.
2. The student sometimes displays cooperation, sharing and sportsmanship.
1. The student never displays cooperation, sharing and sportsmanship.
9.3 (5 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 3
Motor Skills and Beginning Sports
The student will demonstrate competency and proficiency in the development of motor skills which will promote a
healthy lifestyle.
Essential Learning
4 Point Rubric
1. The student will throw, catch 4. The student always throws, catches and kicks using appropriate form.
and kick using the appropriate
Benchmark
form.
3. The student usually throws, catches and kicks using appropriate form.
2. The student sometimes throws, catches and kicks using appropriate form.
1. The student never throws, catches and kicks using appropriate form.
2. The student will demonstrate 4. The student thoroughly demonstrates receiving and sending an object to a partner.
receiving and sending an object
in a continuous motion using a Benchmark
3. The student substantially demonstrates receiving and sending an object to a partner.
partner.
2. The student partially demonstrates receiving and sending an object to a partner.
1. The student incompletely demonstrates receiving and sending an object to a partner.
9.4 (1 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 3
Motor Skills and Beginning Sports
The student will demonstrate competency and proficiency in the development of motor skills which will promote a
healthy lifestyle.
Essential Learning
4 Point Rubric
3. The student will dribble and 4. The student always effectively dribbles and passes a basketball to a moving target.
pass a basketball to a moving
Benchmark
target.
3. The student usually effectively dribbles and passes a basketball to a moving target.
2. The student sometime effectively dribbles and passes a basketball to a moving target.
1. The student ineffectively dribbles and passes a basketball to a moving target.
4. The student will perform a 4. The student performs balance skills on floor/beam independently.
variety of balance skills for a
short routine on the floor/beam. Benchmark
3. The student performs balance skills on floor/beam with little assistance.
2. The student performs balance skills on floor/beam with assistance.
1. The student performs balance skills on floor/beam with teacher guidance.
9.4 (2 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 3
Motor Skills and Beginning Sports
The student will demonstrate competency and proficiency in the development of motor skills which will promote a
healthy lifestyle.
Essential Learning
4 Point Rubric
5. The student will use accurate 4. The student always uses accurate form when jumping for height and distance.
form when jumping for height
Benchmark
and distance.
3. The student usually uses accurate form when jumping for height and distance.
2. The student sometimes uses accurate form when jumping for height and distance.
1. The student never uses accurate form when jumping for height and distance.
6. The student will accurately 4. The student accurately recognizes elements of a throw.
recognize the critical elements
of a throw made by a fellow Benchmark
3. The student usually recognizes elements of a throw.
student and provide feedback.
2. The student sometimes recognizes elements of a throw.
1. The student never recognizes elements of a throw.
9.4 (3 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 3
Motor Skills and Beginning Sports
The student will demonstrate competency and proficiency in the development of motor skills which will promote a
healthy lifestyle.
Essential Learning
4 Point Rubric
7. The student will perform 4. The student performs excellent jump rope skills independently, and with a partner or team.
jump rope skills by him/herself,
Benchmark
with a partner or team.
3. The student performs very good jump rope skills independently, and with a partner or team.
2. The student performs fair jump rope skills independently, and with a partner or team.
1. The student performs poor jump rope skills independently, and with a partner or team.
8. The student will maintain 4. The student always maintains continuous aerobic activity for a specified time.
continuous aerobic activity for a
Benchmark
specified time/activity.
3. The student usually maintains continuous aerobic activity for a specified time/activity.
2. The student sometimes maintains continuous aerobic activity for a specified time/activity.
1. The student never maintains continuous aerobic activity for a specified time/activity.
9.4 (4 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 3
Motor Skills and Beginning Sports
The student will demonstrate competency and proficiency in the development of motor skills which will promote a
healthy lifestyle.
Essential Learning
4 Point Rubric
9. The student will identify and 4. The student consistently identifies and practices rules for participating in gym/playground.
practice rules for participating
Benchmark
in the gymnasium/playground.
3. The student usually identifies and practices rules for participating in gym/playground.
2. The student sometimes identifies and practices rules for participating in gym/playground.
1. The student infrequently identifies and practices rules for participating in gym/playground.
10. The student will create and 4. The student independently creates and performs cooperative games.
perform cooperative games
involving
the
parachute, Benchmark
exercise bands and other group 3. The student, with little assistance, creates and performs cooperative games.
activities.
2. The student, with assistance, creates and performs cooperative games.
1. The student, with teacher guidance, creates and performs cooperative games.
9.4 (5 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 4
Individual and Team Sports, Physical Fitness
The student will apply movement concepts and principles to the learning and development of motor skills, manipulative
skills and physical fitness.
Essential Learning
1. The student will demonstrate
throwing a variety of objects
such as basketballs, footballs,
and Frisbees with accuracy and
force:
4 Point Rubric
4. The student consistently demonstrates effective throwing skills using accuracy and force with a target/partner.
Benchmark
3. The student generally demonstrates effective throwing skills using accuracy and force with a
partner/target.
2. The student partially demonstrates effective throwing skills using accuracy and force with a partner/target.
1. The student minimally demonstrates effective throwing skills using accuracy and force with a partner/target.
2. The student will perform
dribbling with their hands and
feet while preventing an
opponent from intercepting the
ball
4. The student performs dribbling with hands and feet while preventing an opponent from intercepting all of the
time.
Benchmark
3. The student performs dribbling with hands and feet while preventing an opponent from intercepting
most of the time.
2. The student performs dribbling with hands and feet while preventing an opponent from intercepting some of
the time.
1. The student performs dribbling with hands and feet while preventing an opponent from intercepting none of the
time.
9.5 (1 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 4
Individual and Team Sports, Physical Fitness
The student will apply movement concepts and principles to the learning and development of motor skills, manipulative
skills and physical fitness.
Essential Learning
4 Point Rubric
3. The student will recommend 4. The student always demonstrates basic offense and defense strategies of a team or individual sport.
basic offensive and defensive
strategies in a modified version Benchmark
3. The student usually demonstrates basic offense and defense strategies of a team or individual sport.
of a team and individual sport.
2. The student sometimes demonstrates basic offense and defense strategies of a team or individual sport.
1. The student seldom demonstrates basic offense and defense strategies of a team or individual sport.
4. The student will identify and 4. The student consistently uses proper warm-up and cool down techniques.
use the proper warm-up and
cool-down techniques and Benchmark
explain the reason for using 3. The student usually uses proper warm-up and cool down techniques.
them.
2. The student sometimes uses proper warm-up and cool down techniques.
1. The student infrequently uses proper warm-up and cool down techniques.
9.5 (2 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 4
Individual and Team Sports, Physical Fitness
The student will apply movement concepts and principles to the learning and development of motor skills, manipulative
skills and physical fitness.
Essential Learning
5. The student will differentiate
and participate in activities to
improve and maintain muscular
strength
and
endurance,
flexibility,
cardio-respiratory
functioning, and proper body
composition.
4 Point Rubric
4. The student consistently improves and maintains the components of physical fitness.
Benchmark
3. The student usually improves and maintains the components of physical fitness.
2. The student sometimes improves and maintains the components of physical fitness.
1. The student seldom improves and maintains the components of physical fitness.
6. The student will engage in
physical activity at the target
heart rate for a minimum of 15
minutes and record the heart
rate before, during, and after
vigorous physical activity.
4. The student always engages in physical activity at target heart rate.
Benchmark
3. The student usually engages in physical activity at target heart rate.
2. The student sometimes engages in physical activity at target heart rate.
1. The student never engages in physical activity at target heart rate.
9.5 (3 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 4
Individual and Team Sports, Physical Fitness
The student will apply movement concepts and principles to the learning and development of motor skills, manipulative
skills and physical fitness.
Essential Learning
4 Point Rubric
7.
The student will make 4. The student recommends thoroughly complete modifications to improve sportsmanship.
suggestions for modifications in
a game or activity that can Benchmark
improve
performance
or 3. The student recommends nearly complete modifications to improve sportsmanship
sportsmanship.
2. The student recommends partially complete modifications to improve sportsmanship.
1. The student recommends incomplete modifications to improve sportsmanship.
8.
The student will work 4. The student always works cooperatively with a partner to improve manipulative skills.
cooperatively with a partner to
improve manipulative skills Benchmark
used in sports such as soccer, 3. The student usually works cooperatively with a partner to improve manipulative skills.
football, hockey, basketball, etc.
2. The student sometimes works cooperatively with a partner to improve manipulative skills.
1. The student infrequently works cooperatively with a partner to improve manipulative skills.
9.5 (4 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 4
Individual and Team Sports, Physical Fitness
The student will apply movement concepts and principles to the learning and development of motor skills, manipulative
skills and physical fitness.
Essential Learning
4 Point Rubric
9. The student will design and 4. The student independently designs and performs a gymnastic routine.
perform a smooth, flowing
gymnastic routine incorporating Benchmark
tumbling, rolling, balancing, 3. The student, with little assistance, designs and performs a gymnastic routine.
and weight.
2. The student, with assistance, designs and performs a gymnastic routine.
1. The student, with teacher guidance, designs and performs a gymnastic routine.
10. The student will perform a 4. The student gracefully, with no mistakes, performs a variety of simple dances.
variety of simple folk, line, or
Benchmark
modern type dances.
3. The student gracefully, with few minimal mistakes, performs a variety of simple dances.
2. The student gracefully, with few mistakes, performs a variety of simple dances.
1. The student gracefully, with some mistakes, performs a variety of simple dances.
9.5 (5 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 5
Team and Individual Sports, Physical Fitness
The student will apply movement concepts and principles to the learning and development of motor skills, manipulative
skills and physical fitness.
Essential Learning
4 Point Rubric
1. The student will perform 4. The student performs dribbling with hands or feet using highly effective skills.
dribbling with hands and feet
while preventing an opponent Benchmark
from stealing the ball (e.g., 3. The student performs dribbling with hands or feet using generally effective skills.
soccer, basketball)
2. The student performs dribbling with hands or feet using partially effective skills.
1. The student performs dribbling with hands or feet using ineffective skills.
2. The student will recommend 4. The student consistently recommends offensive and defensive strategies for team sports.
and analyze basic offensive and
defensive strategies in a Benchmark
modified version of a team 3. The student usually recommends offensive and defensive strategies for team sports.
sport or individual sport.
2. The student sometimes recommends offensive and defensive strategies for team sports.
1. The student seldom recommends offensive and defensive strategies for team sports.
9.6 (1 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 5
Team and Individual Sports, Physical Fitness
The student will apply movement concepts and principles to the learning and development of motor skills, manipulative
skills and physical fitness.
Essential Learning
4 Point Rubric
3. The student will keep an 4. The student consistently keeps an object in continuous movement with a partner using a striking pattern.
object in continuous movement
with a partner using a striking Benchmark
pattern
(e.g.,
tennis
or 3. The student usually keeps an object in continuous movement with a partner using a striking pattern.
badminton)
2. The student sometimes keeps an object in continuous movement with a partner using a striking pattern.
1. The student infrequently keeps an object in continuous movement with a partner using a striking pattern.
4. The student will demonstrate 4. The student consistently demonstrates a variety of social dance forms.
competence in a variety of
social dance forms (e.g., Benchmark
3. The student usually demonstrates a variety of social dance forms.
country, folk, creative.)
2. The student sometimes demonstrates a variety of social dance forms.
1. The student seldom demonstrates a variety of social dance forms.
9.6 (2 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 5
Team and Individual Sports, Physical Fitness
The student will apply movement concepts and principles to the learning and development of motor skills, manipulative
skills and physical fitness.
Essential Learning
4 Point Rubric
5. The student will design a 4. The student designs an excellent exercise journal to record daily and weekly activities.
student exercise journal to
record daily or weekly activities Benchmark
3. The student designs a nearly complete exercise journal to record daily and weekly activities.
2. The student designs a partially complete exercise journal to record daily and weekly activities.
1. The student designs an incomplete exercise journal to record daily and weekly activities.
6. The student will demonstrate
and
differentiate
between
activities to improve muscular
strength
and
endurance,
flexibility,
cardio-respiratory
functioning, and proper body
composition.
4. The student consistently differentiates and improves areas of physical fitness.
Benchmark
3. The student usually, with little assistance, performs and improves areas of physical fitness.
2. The student sometimes performs and improves areas of physical fitness.
1. The student ineffectively performs and improves area of physical fitness.
9.6 (3 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 5
Team and Individual Sports, Physical Fitness
The student will apply movement concepts and principles to the learning and development of motor skills, manipulative
skills and physical fitness.
Essential Learning
4 Point Rubric
7. The student will demonstrate 4. The student effectively describes the characteristics that enable success in volleyball.
the steps that enable success in
serving, passing, and spiking a Benchmark
volleyball and participate in a 3. The student substantially describes the characteristics that enable success in volleyball.
game.
2. The student partially describes the characteristics that enable success in volleyball.
1. The student ineffectively describes the characteristics that enable success in volleyball.
8. The student will identify and 4. The student consistently uses proper warm-up and cool-down techniques.
use proper warm-up and cooldown techniques and explain Benchmark
3. The student usually uses proper warm-up and cool-down techniques.
the reason for using them.
2. The student sometimes uses proper warm-up and cool-down techniques.
1. The student seldom usse proper warm-up and cool-down techniques.
9.6 (4 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 5
Team and Individual Sports, Physical Fitness
The student will apply movement concepts and principles to the learning and development of motor skills, manipulative
skills and physical fitness.
Essential Learning
4 Point Rubric
9. The student will demonstrate 4. The student completes a circuit activity unit designed to meet fitness components or goals.
and perform in a circuit training
activity unit designed to meet Benchmark
physical fitness components or 3. The student nearly completes a circuit activity unit designed to meet fitness components or goals.
goals.
2. The student partially completes a circuit activity unit designed to meet components or goals.
1. The student does not complete a circuit activity unit designed to meet components or goals.
10. The student will seek out, 4. The student always shows respect for students of similar and different skill levels.
participate with, and show
respect for students of similar Benchmark
3. The student usually shows respect for students of similar and different skill levels.
and different skill levels.
2. The student sometimes shows respect for students of similar and different skill levels.
1. The student seldom shows respect for students of similar and different skill levels.
9.6 (5 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 6
Fitness/Health
The student will demonstrate an increased understanding in the areas of physical fitness, mental health, health and safety,
nutrition, family and personal relationships, environment, diseases, drug abuse, consumer health and different health agencies.
Essential Learning
4 Point Rubric
1. The student will explain the 4. The student completely explains the five areas of physical fitness and passes all five areas of the President’s
five areas of physical fitness Challenge Fitness Test.
and pass a physical fitness test.
Benchmark
3. The student explains the five areas of physical fitness with little assistance and passes three areas of the
President’s Challenge Fitness Test.
2. The student sometimes explains the five areas of physical fitness with little assistance and passes two areas of
the President’s Challenge Fitness Test.
1. The student is unable to explain the five areas of physical fitness and does not pass any of the five areas.
2. The student will identify 4. The student thoroughly identifies healthful behaviors, risk behaviors and risk situations.
healthful behaviors and avoid
Benchmark
risk behaviors and situations.
3. The student nearly completely identifies healthful behaviors, risk behaviors and risk situations.
2. The student partially completely identifies healthful behaviors, risk behaviors and risk situations.
1. The student minimally identifies healthful behaviors, risk behaviors and risk situations.
9.7 (1 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 6
Fitness/Health
The student will demonstrate an increased understanding in the areas of physical fitness, mental health, health and safety,
nutrition, family and personal relationships, environment, diseases, drug abuse, consumer health and different health agencies.
Essential Learning
4 Point Rubric
3. The student will recognize 4. The student independently identifies four basic causes of accidents. The student consistently lists preventative
basic causes of accidents.
measures as to avoid accidents.
Benchmark
3. The student generally identifies three basic causes of accidents. The student usually lists preventative
measures as to avoid accidents.
2. The student sometimes identifies two basic causes of accidents. The student list preventative measures with
assistance.
1. The student seldom identifies any of the basic causes of accidents. The student gives poor examples of
preventative measures as to avoid accidents.
4. The student will identify and 4. The student completely identifies and consistently follows the food pyramid guidelines.
follow the food pyramid
Benchmark
guidelines.
3. The student nearly completely identifies and usually follows the food pyramid guidelines.
2. The student partially identifies and usually follows the food pyramid guidelines.
1. The student incompletely identifies and does not follow the food pyramid guidelines.
9.7 (2 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 6
Fitness/Health
The student will demonstrate an increased understanding in the areas of physical fitness, mental health, health and safety,
nutrition, family and personal relationships, environment, diseases, drug abuse, consumer health and different health agencies.
Essential Learning
4 Point Rubric
5. The student will explain and 4. The student thoroughly explains and independently demonstrates the skills and qualities of maintaining healthy
demonstrate the skills and relationships.
qualities of maintaining healthy
Benchmark
relationships.
3. The student nearly explains and demonstrates the skills and qualities of maintaining healthy
relationships with little assistance.
2. The student partially explains and demonstrates the skills and qualities of maintaining healthy relationships
with assistance.
1. The student ineffectively explains and demonstrates the skill and qualities of maintaining healthy relationships,
even with teacher guidance.
6. The student will explain the 4. The student thoroughly explains and consistently describes the effects of air and water pollution.
effects of air and water
Benchmark
pollution.
3. The student nearly explains and usually describes the effects of air and water pollution.
2. The student sometimes explains and minimally describes the effects of air and water pollution.
1. The student incompletely explains and describes the effects of air and water pollution.
9.7 (3 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 6
Fitness/Health
The student will demonstrate an increased understanding in the areas of physical fitness, mental health, health and safety,
nutrition, family and personal relationships, environment, diseases, drug abuse, consumer health and different health agencies.
Essential Learning
4 Point Rubric
7. The student will identify 4. The student completely identifies the causes of communicable diseases.
causes
of
communicable
Benchmark
diseases.
3. The student nearly identifies the causes of communicable diseases.
2. The student sometimes identifies the causes of communicable diseases.
1. The student ineffectively identifies the causes of communicable diseases.
8. The student will describe the 4. The student thoroughly describes the advantages of being tobacco-free.
advantages of being tobaccoBenchmark
free.
3. The student nearly describes the advantages of being tobacco-free.
2. The student partially describes the advantages of being tobacco-free.
1. The student poorly describes the advantages of being tobacco-free.
9.7 (4 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 6
Fitness/Health
The student will demonstrate an increased understanding in the areas of physical fitness, mental health, health and safety,
nutrition, family and personal relationships, environment, diseases, drug abuse, consumer health and different health agencies.
Essential Learning
4 Point Rubric
9. The student will define 4. The student independently defines health consumer, health product, and health service.
health
consumer,
health
Benchmark
product, and health service.
3. The student nearly defines health consumer, health product, and health service.
2. The student partially defines health consumer, health product, and health service.
1. The student minimally defines health consumer, health product, and health service.
10. The student will identify 4. The student identifies the major voluntary health agencies and their roles.
voluntary health agencies and
Benchmark
their roles.
3. The student identifies most voluntary health agencies and their roles.
2. The student identifies some voluntary health agencies and their roles with assistance.
1. The student cannot identify voluntary health agencies and their roles.
9.7 (5 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 7
Fitness/Health
The student will demonstrate an increased understanding in the areas of physical fitness, mental health, health and safety,
nutrition, family and personal relationships, environment, diseases, drug abuse, consumer health and different health agencies.
Essential Learning
4 Point Rubric
1. The student will demonstrate 4. The student consistently demonstrates agility, balance, coordination, fast reaction time, power, and speed.
agility, balance, coordination,
fast reaction time, power, and Benchmark
3. The student usually demonstrates agility, balance, coordination, fast reaction time, power, and speed.
speed.
2. The student sometimes demonstrates agility, balance, coordination, fast reaction time, power, and speed.
1. The student seldom demonstrates agility, balance, coordination, fast reaction time, power, and speed.
2. The student will demonstrate 4. The student consistently demonstrates the responsible decision-making model.
the responsible decision-making
Benchmark
model.
3. The student usually demonstrates the responsible decision-making model with little assistance.
2. The student sometimes demonstrates the responsible decision-making model.
1. The student minimally demonstrates the responsible decision-making model.
9.8 (1 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 7
Fitness/Health
The student will demonstrate an increased understanding in the areas of physical fitness, mental health, health and safety,
nutrition, family and personal relationships, environment, diseases, drug abuse, consumer health and different health agencies.
Essential Learning
4 Point Rubric
3. The student will demonstrate 4. The student demonstrates full knowledge of treating shock, wounds and cuts, bleeding, insect bites, nosebleeds,
knowledge of treating shock, burns and poisoning.
wounds and cuts, bleeding,
insect bites, nosebleeds, burns Benchmark
3. The student demonstrates partial knowledge of treating shock, wounds and cuts, bleeding, insect bites,
and poisoning.
nosebleeds, burns and poisoning with little assistance.
2. The student demonstrates some knowledge of treating shock, wounds and cuts, bleeding, insect bites,
nosebleeds, burns and poisoning with little assistance.
1. The student demonstrates minimal knowledge of treating shock, wounds and cuts, bleeding, insect bites,
nosebleeds, burns and poisoning.
4. The student will identify diet 4. The student thoroughly identifies diet guidelines to reduce the risk of cancer and heart disease.
guidelines to reduce the risk of
Benchmark
cancer and heart disease.
3. The student nearly completely identifies diet guidelines to reduce the risk of cancer and heart disease.
2. The student partially identifies diet guidelines to reduce the risk of cancer and heart disease.
1. The student poorly identifies diet guidelines to reduce the risk of cancer and heart disease.
9.8 (2 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 7
Fitness/Health
The student will demonstrate an increased understanding in the areas of physical fitness, mental health, health and safety,
nutrition, family and personal relationships, environment, diseases, drug abuse, consumer health and different health agencies.
Essential Learning
4 Point Rubric
5. The student will demonstrate 4. The student consistently demonstrates effective use of communication skills.
effective use of communication
Benchmark
skills.
3. The student usually demonstrates effective use of communication skills.
2. The student sometimes demonstrates effective use of communication skills.
1. The student seldom demonstrates effective use of communication skills.
6. The student will explain 4. The student provides an excellent explanation of environmental problems, including acid rain and the loss of
environmental
problems, the ozone layer.
including acid rain and the loss
Benchmark
of the ozone layer.
3. The student provides a good explanation of environmental problems, including acid rain and the loss of
the ozone layer.
2. The student provides a fair explanation of environmental problems, including acid rain and the loss of the
ozone layer with little assistance.
1. The student provides a poor explanation of environmental problems, including acid rain and the loss of the
ozone layer with little assistance.
9.8 (3 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 7
Fitness/Health
The student will demonstrate an increased understanding in the areas of physical fitness, mental health, health and safety,
nutrition, family and personal relationships, environment, diseases, drug abuse, consumer health and different health agencies.
Essential Learning
4 Point Rubric
7. The student will recognize 4. The student consistently recognizes signs, symptoms, treatment and prevention of communicable diseases.
signs, symptoms, treatment, and
prevention of communicable Benchmark
3. The student usually recognizes signs, symptoms, treatment and prevention of communicable diseases
diseases.
with little assistance.
2. The student sometimes recognizes signs, treatment, and prevention of communicable diseases with little
assistance.
1. The student, with teacher assistance, recognizes signs, symptoms, treatment, and prevention of communicable
diseases.
8. The student will identify the 4. The student completely identifies the effects alcohol has on the mind and body.
effects alcohol has on the mind
Benchmark
and body.
3. The student generally identifies the effects alcohol has on the mind and body.
2. The student partially identifies the effects alcohol has on the mind and body.
1. The student minimally identifies the effects alcohol has on the mind and body.
9.8 (4 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 7
Fitness/Health
The student will demonstrate an increased understanding in the areas of physical fitness, mental health, health and safety,
nutrition, family and personal relationships, environment, diseases, drug abuse, consumer health and different health agencies.
Essential Learning
4 Point Rubric
9. The student will evaluate 4. The student evaluates and makes consistently good judgments about the effectiveness of commercial appeals
commercial appeals and ads.
and ads.
Benchmark
3. The student evaluates and makes usually good judgments about the effectiveness of commercial appeals
and ads with little assistance.
2. The student evaluates and makes some good judgments about the effectiveness of commercial appeals and ads
with little assistance.
1. The student, with teacher guidance, evaluates and makes judgments about the effectiveness commercial appeals
and ads.
10. The student will describe 4. The student thoroughly and effectively describes the functions of the Public Health Service.
the functions of the Public
Benchmark
Health Service.
3. The student describes most of the functions of the Public Health Service.
2. The student partially describes the function of the Public Health Service.
1. The student minimally describes the function of the Public Health Service.
9.8 (5 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 8
Fitness/Health
The student will demonstrate an increased understanding in the areas of physical fitness, mental health, health and safety,
nutrition, family and personal relationships, environment, diseases, drug abuse, consumer health and different health agencies.
Essential Learning
4 Point Rubric
1. The student will explain the 4. The student thoroughly explains the benefits of exercise and develops a personal fitness program.
benefits of exercise and develop
Benchmark
a personal fitness program.
3. The student competently explains the benefits of exercise and develops a personal fitness program.
2. The student partially explains the benefits of exercise and develops a personal fitness program.
1. The student, with teacher guidance and assistance, partially explains the benefits of exercise and develops a
personal fitness program.
2. The student will recognize 4. The student consistently recognizes signs of suicide and prevention strategies.
signs of suicide and prevention
Benchmark
strategies.
3. The student usually recognizes signs of suicide and prevention strategies.
2. The student sometimes recognizes signs of suicide and prevention strategies.
1. The student, with teacher assistance, sometimes recognizes signs of suicide and prevention strategies.
9.9 (1 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 8
Fitness/Health
The student will demonstrate an increased understanding in the areas of physical fitness, mental health, health and safety,
nutrition, family and personal relationships, environment, diseases, drug abuse, consumer health and different health agencies.
Essential Learning
4 Point Rubric
3. The student will explain self- 4. The student effectively explains self-protection strategies for child abuse, violence, and sexual harassment.
protection strategies for child
abuse, violence, and sexual Benchmark
3. The student competently explains self-protection strategies for child abuse, violence, and sexual
harassment.
harassment.
2. The student partially explains self-protection strategies for child abuse, violence, and sexual harassment.
1. The student provides a weak explanation of self-protection strategies for child abuse, violence, and sexual
harassment.
4. The student will explain 4. The student completely explains body composition and weight management.
body composition and weight
Benchmark
management.
3. The student competently explains body composition and weight management.
2. The student partially explains body composition and weight management.
1. The student minimally explains body composition and weight management.
9.9 (2 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 8
Fitness/Health
The student will demonstrate an increased understanding in the areas of physical fitness, mental health, health and safety,
nutrition, family and personal relationships, environment, diseases, drug abuse, consumer health and different health agencies.
Essential Learning
4 Point Rubric
5. The student will recognize 4. The student fully identifies standards for dating/saying “NO” to sexual activity.
standards for dating/saying
Benchmark
“NO” to sexual activity.
3. The student competently identifies standards for dating/saying “NO” to sexual activity with little
assistance.
2. The student partially identifies standards for dating/saying “NO” to sexual activity with little assistance.
1. The student demonstrates a weak understanding of standards for dating/saying “NO” to sexual activity.
6. The student will discuss 4. The student is able to participate in a highly effective discussion of the effects of indoor pollutants, including
possible effects of indoor radon and asbestos.
pollutants, including radon and
Benchmark
asbestos.
3. The student is able to participate in a generally effective discussion of the effects of indoor pollutants,
including radon and asbestos.
2. The student is able to participate in partially effective discussion of the effects of indoor pollutants, including
radon and asbestos.
1. The student is able to participate in a minimally effective discussion of the effects of indoor pollutants
including radon and asbestos.
9.9 (3 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 8
Fitness/Health
The student will demonstrate an increased understanding in the areas of physical fitness, mental health, health and safety,
nutrition, family and personal relationships, environment, diseases, drug abuse, consumer health and different health agencies.
Essential Learning
4 Point Rubric
7. The student will recognize 4. The student is able to fully identify signs, symptoms, complications, and treatment for STD’s including AIDS.
signs,
symptoms,
complications, and treatment for Benchmark
sexually transmitted diseases 3. The student is able to competently identify signs, symptoms, complications and treatment for STD’s
including AIDS with little assistance.
including AIDS.
2. The student is able to partially identify signs, symptoms, complications and treatment for STD’s including
AIDS with little assistance.
1. The student is able to minimally identify signs, symptoms, complications and treatment for STD’s including
AIDS with little assistance.
8. The student will explain the
harmful effects of heroin,
tranquilizers,
cocaine,
marijuana, PCP, LSD, and
designer drugs.
4. The student gives an excellent explanation of the harmful effects of heroin, tranquilizers, cocaine, marijuana,
PCP, LSD and designer drugs.
Benchmark
3. The student gives a very good explanation of the harmful effects of heroin, tranquilizers, cocaine,
marijuana, PCP, LSD and designer drugs.
2. The student gives a fair explanation of the harmful effects of heroin, tranquilizers, cocaine, marijuana, PCP,
LSD and designer drugs.
1. The student gives a weak explanation of the harmful effects of heroin, tranquilizers, cocaine, marijuana, PCP,
LSD and designer drugs.
9.9 (4 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 8
Fitness/Health
The student will demonstrate an increased understanding in the areas of physical fitness, mental health, health and safety,
nutrition, family and personal relationships, environment, diseases, drug abuse, consumer health and different health agencies.
Essential Learning
4 Point Rubric
9. The student will identify the 4. The student identifies almost all of the various agencies involved in consumer protection and thoroughly
various agencies involved in explains each agency’s function.
consumer
protection
and
explain each agency’s function. Benchmark
3. The student identifies most of the various agencies involved in consumer protection and thoroughly
explains each agency’s function.
2. The student identifies some of the various agencies involved in consumer protection and thoroughly explains
each agency’s function.
1. The student identifies a few of the various agencies involved in consumer protection and thoroughly explains
each agency’s function.
10. The student will describe 4. The student gives a complete description of the roles of local and state health departments.
the roles of local and state
Benchmark
health departments.
3. The student gives a nearly complete description of the roles of local and state health departments.
2. The student gives a partially effective description of the roles of local and state health departments.
1. The student gives an ineffective description of the roles of local and state health departments.
9.9 (5 of 5)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
1. The student will develop and
monitor personal fitness goals
through the use of a fitness
vocabulary while participating
regularly in a variety of
physical activities and play.
4 Point Rubric
4. The student independently develops and monitors personal fitness goals. The student demonstrates a highly
effective fitness vocabulary while participating almost always in a variety of physical activities.
Benchmark
3. The student with little assistance develops and monitors personal fitness goals. The student demonstrates
a generally effective fitness vocabulary while participating consistently in a variety of physical activities.
2. The student, with assistance, develops and monitors personal fitness goals. The student demonstrates a
somewhat effective fitness vocabulary while usually participating in a variety of physical activities.
1. The student, with teacher guidance, develops and monitors personal fitness goals. The student demonstrates a
minimally effective fitness vocabulary while sometimes participating in a variety of physical activities.
9.10 (1 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
2. The student will demonstrate
knowledge of rules of safety
procedures during participation
in a variety of group and
individual fitness activities and
through written examinations.
4 Point Rubric
4. The student displays excellent use of safety procedures in all group and individual fitness activities. The
student demonstrates thorough knowledge of safety rules through written examinations.
Benchmark
3. The student displays very good use of safety procedures in nearly all group and individual fitness
activities. The student demonstrates nearly complete knowledge of safety rules through written
examinations.
2. The student displays fair use of safety procedures in some group and individual fitness activities. The student
demonstrates partial knowledge of safety rules through written examinations.
1. The student displays weak use of safety procedures in a few group and individual fitness activities. The student
demonstrates incomplete knowledge of safety rules through written examinations.
9.10 (2 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
3. The student will display
good sportsmanship, teamwork,
and conflict resolution during
participation in group and
individual fitness activities.
4 Point Rubric
4. The student displays excellent sportsmanship at all times during a particular unit and frequently exhibits
teamwork throughout the physical education class. If a conflict should arise, the student shows remarkable resolve
and works extremely efficiently to remedy the situation. These qualities are shown and exhibited during every
group and individual fitness activity.
Benchmark
3. The student displays very good sportsmanship at all times during a particular unit and often exhibits
teamwork throughout the physical education class. If a conflict should arise, the student shows very good
resolve and works efficiently to remedy the situation. These qualities are shown and exhibited during most
group and individual fitness activity.
2. The student displays good sportsmanship at all times during a particular unit and usually exhibits teamwork
throughout the physical education class. If a conflict should arise, the student shows good resolve and works with
some difficulty to remedy the situation. These qualities are shown and exhibited during many of the group and
individual fitness activity.
1. The student displays good sportsmanship occasionally during a particular unit and sometimes exhibits
teamwork throughout the physical education class. If a conflict should arise, the student shows good resolve and
works with difficulty to remedy the situation. These qualities are shown and exhibited during some of the group
and individual fitness activities.
9.10 (3 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
4.
The student will apply
movement
concepts
and
principles to the development of
motor skills in a variety of
activities.
4 Point Rubric
4. While participating in new physical education activities, the student shows a remarkable ability to implement
movement concepts and conceptual principles as he/she develops motor skills required to succeed in class. This
ability is evident in all physical education activities presented throughout the unit. The student is able to
successfully transfer and combine past acquired skills to master new skills introduced.
Benchmark
3. While participating in new physical education activities, the student shows a very good ability to
implement movement concepts and conceptual principles as he/she develops motor skills required to succeed
in class. This ability is evident in most physical education activities presented throughout the unit. The
student is able to mostly transfer and combine past acquired skills to adequately achieve mastery of new
skills introduced.
2. While participating in new physical education activities, the student shows an occasional ability to implement
movement concepts and conceptual principles as he/she develops motor skills required to succeed in class. This
ability is evident in some physical education activities presented throughout the unit. The student is able to
occasionally transfer and combine past acquired skills to achieve mastery skills with repeat effort and practice
sessions with new skills introduced.
1. While participating in new physical education activities, the student shows a limited ability to implement
movement concepts and conceptual principles as he/she develops motor skills required to succeed in class. This
ability is minimally evident in all physical education activities presented throughout the unit. The student has
difficulty transferring and combining past acquired skills to achieve mastery skills with repeat efforts and practice
sessions with new skills introduced.
9.10 (4 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
5. The student will evaluate the
benefits of exercise by using
any or all of the following:
research; critiques of fitness
activities; comparison of preand post-fitness test scores.
4 Point Rubric
4. The student thoroughly evaluates the benefits of exercise by doing in depth research, accurate written critiques
of multiple fitness activities, and/or comparing pre- and post-fitness scores utilizing Fitnessgram software.
Benchmark
3. The student effectively evaluates the benefits of exercise by doing adequate research, mostly accurate
written critiques of multiple fitness activities, and/or comparing, with little assistance, pre- and post-fitness
scores utilizing Fitnessgram software.
2. The student partially evaluates the benefits of exercise by doing marginal research, somewhat accurate written
critiques of a few fitness activities, and/or comparing, with assistance, pre- and post-fitness scores utilizing
Fitnessgram software.
1. The student ineffectively evaluates the benefits of exercise by doing incomplete research, inaccurate written
critiques of at least one fitness activity, and/or unable to compare, w/out teacher assistance, pre- and post-fitness
scores utilizing Fitnessgram software.
9.10 (5 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
4 Point Rubric
6. The student will observe and 4. The student observes and assesses the skills of others by analyzing and effectively explaining movement
assess the skills of others by concepts.
analyzing
and
explaining
Benchmark
movement concepts.
3. The student observes and assesses the skills of others by analyzing and clearly explaining movement
concepts.
2. The student observes and assesses the skills of others by analyzing and somewhat clearly explaining movement
concepts.
1. The student observes and assesses the skills of others by analyzing and unclearly explaining movement
concepts.
9.10 (6 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
4 Point Rubric
7. The student will demonstrate 4. The student independently demonstrates knowledge of all dances by performing all of the required steps with
knowledge of specific dance rhythm, artistic interpretation, and in unison with the music and the group.
steps by performing basic level
Benchmark
dances.
3. The student somewhat independently demonstrates knowledge of all dances by performing almost all of
the required steps with rhythm, artistic interpretation, and in unison with the music and the group.
2. The student demonstrates, with assistance, knowledge of most dances by performing some of the required steps
with some rhythm, artistic interpretation, and in unison with the music and the group.
1. The student demonstrates lack of knowledge of most dances by performing few of the required steps without
rhythm, artistic interpretation, or unison with the music or the group.
9.10 (7 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
8. The student will develop an
understanding and empathetic
attitude
towards
eating
disorders by reading and
reporting on selective disorders.
4 Point Rubric
4. The student demonstrates an understanding and empathetic attitude towards eating disorders by extensively
researching two eating disorders. The student presents a thorough classroom presentation or report.
Benchmark
3. The student demonstrates an understanding and empathetic attitude towards eating disorders by
carefully researching two eating disorders. The student presents a nearly complete classroom presentation
or report.
2. The student demonstrates an understanding and empathetic attitude towards eating disorders by fairly
researching two eating disorders. The student presents a fair classroom presentation or report.
1. The student demonstrates an understanding and empathetic attitude towards eating disorders by poorly
researching two eating disorders. The student displays an incomplete classroom presentation or report.
9.10 (8 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
9. The student will identify the
risks of cardiovascular disease
and demonstrate the procedures
and practical application of
proper
techniques
for
performing rescue breathing,
CPR, and obstructed airway
rescues on adults.
4 Point Rubric
4. The student identifies the risks of Cardiovascular disease by completely listing them. The student demonstrates
the procedures and practical application of proper techniques for performing rescue breathing, CPR, and
obstructed airway treatments by thoroughly performing them on a CPR dummy.
Benchmark
3. The student identifies the risks of Cardiovascular disease by nearly completely listing them. The student
demonstrates the procedures and practical application of proper techniques for performing rescue
breathing, CPR, and obstructed airway treatments by effectively performing them on a CPR dummy.
2. The student identifies the risks of Cardiovascular disease by partially listing them. The student demonstrates
the procedures and practical application of proper techniques for performing rescue breathing, CPR, and
obstructed airway treatments by fairly performing them on a CPR dummy.
1. The student identifies the risks of Cardiovascular disease by incompletely listing them. The student
demonstrates the procedures and practical application of proper techniques for performing rescue breathing, CPR,
and obstructed airway treatments by poorly performing them on a CPR dummy.
9.10 (9 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
10. The student will acquire
skills to live safely by
identifying abusive and risky
situations while demonstrating
safe behaviors to minimize risk
and prevent injuries to self and
others at home, school, and in
the community
4 Point Rubric
4. The student acquires skills to live safely by thoroughly identifying abusive and risky situations and by
demonstrating a complete understanding of safe behaviors by completely demonstrating safe behaviors to
minimize and prevent injuries to self and others at home, school, and community in a report.
Benchmark
3. The student acquires skills to live safely by effectively identifying abusive and risky situations and by
demonstrating a nearly completely understanding of safe behaviors to minimize and prevent injuries to self
and others at home, school, and community in a report.
2. The student acquires skills to live safely by fairly identifying abusive and risky situations and by demonstrating
a partially complete understanding of safe behaviors to minimize and prevent injuries to self and others at home,
school, and community in a report.
1. The student acquires insufficient skills to live safely by incompletely identifying abusive and risky situations
and by demonstrating a poor understanding of safe behaviors to minimize and prevent injuries to self and others at
home, school, and community in a report.
9.10 (10 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
1. The student will develop and
monitor personal fitness goals
by measuring physical fitness,
as well as setting fitness and
activity goals, while exploring a
variety of activities to maintain
healthy levels of cardiovascular
fitness, muscular strength –
endurance-flexibility and body
composition.
4 Point Rubric
4. The student independently develops and monitors personal fitness goals by measuring in a highly effective
fashion his/her physical fitness as well as setting fitness and activity goals, while exploring a variety of activities
to maintain healthy levels of cardiovascular fitness, muscular strength, endurance, flexibility and body
composition.
Benchmark
3. The student with little assistance develops and monitors personal fitness goals by measuring in a
generally effective fashion his/her physical fitness as well as setting fitness and activity goals, while
exploring a variety of activities to maintain healthy levels of cardiovascular fitness, muscular strength,
endurance, flexibility and body composition.
2. The student with some assistance develops and monitors personal fitness goals by measuring in a somewhat
effective fashion his/her physical fitness as well as setting fitness and activity goals, while exploring a variety of
activities to maintain healthy levels of cardiovascular fitness, muscular strength, endurance, flexibility and body
composition.
1. The student with teacher guidance develops and monitors personal fitness goals by measuring in a minimally
effective fashion his/her physical fitness as well as setting fitness and activity goals, while exploring a variety of
activities to maintain healthy levels of cardiovascular fitness, muscular strength, endurance, flexibility and body
composition.
9.11 (1 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
2. The student will demonstrate
knowledge of rules and safety
procedures during participation
in a variety of group and
individual fitness activities and
through written examinations.
4 Point Rubric
4. The student demonstrates complete knowledge of rules and safety procedures while almost always
participating in a variety of group and individual fitness activities and through written examinations.
Benchmark
3. The student demonstrates nearly complete knowledge of rules and safety procedures while regularly
participating in a variety of group and individual fitness activities and through written examinations.
2. The student demonstrates partially complete knowledge of rules and safety procedures while usually
participating in a variety of group and individual fitness activities and through written examinations.
1. The student demonstrates incomplete knowledge of rules and safety procedures while sometimes participating
in a variety of group and individual fitness activities and through written examinations.
9.11 (2 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
3. The student will display
good sportsmanship, teamwork,
and conflict resolution by
cooperative participation in
group and individual fitness
activities
4 Point Rubric
4. The student displays excellent sportsmanship at all times during a particular unit and frequently exhibits
teamwork throughout the physical education class. If a conflict should arise, the student shows remarkable resolve
and works extremely efficiently to remedy the situation. These qualities are shown and exhibited during every
group and individual fitness activity.
Benchmark
3. The student displays very good sportsmanship at all times during a particular unit and often exhibits
teamwork throughout the physical education class. If a conflict should arise, the student shows very good
resolve and works efficiently to remedy the situation. These qualities are shown and exhibited during most
group and individual fitness activity.
2. The student displays good sportsmanship at all times during a particular unit and usually exhibits teamwork
throughout the physical education class. If a conflict should arise, the student shows good resolve and works with
some difficulty to remedy the situation. These qualities are shown and exhibited during many of the group and
individual fitness activity.
1. The student displays good sportsmanship occasionally during a particular unit and sometimes exhibits
teamwork throughout the physical education class. If a conflict should arise, the student show good resolve and
works with difficulty to remedy the situation. These qualities be shown and exhibited during some of the group
and individual fitness activities.
9.11 (3 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
4. The student will apply
movement
concepts
and
principles to the development of
motor skills by combining
previously learned skills to
acquire and perform new
activities.
4 Point Rubric
4. While participating in new physical education activities, the student shows a remarkable ability to implement
movement concepts and conceptual principles as they develop motor skills required to succeed in class. This
ability is evident in all physical education activities presented throughout the unit. The student is able to
successfully transfer and combine past acquired skills to master new skills introduced.
Benchmark
3. While participating in new physical education activities, the student shows a very good ability to
implement movement concepts and conceptual principles as they develop motor skills required to succeed
in class. This ability is evident in most physical education activities presented throughout the unit. The
student is able to mostly transfer and combine past acquired skills to adequately achieve mastery of new
skills introduced.
2. While participating in new physical education activities, the student shows an occasional ability to implement
movement concepts and conceptual principles as they develop motor skills required to succeed in class. This
ability is evident in some physical education activities presented throughout the unit. The student is able to
occasionally transfer and combine past acquired skills to achieve mastery skills with repeated effort and practice
sessions with new skills introduced.
1. While participating in new physical education activities, the student shows a limited ability to implement
movement concepts and conceptual principles as they develop motor skills required to succeed in class. This
ability is minimally evident in all physical education activities presented throughout the unit. The student has
difficulty transferring and combining past acquired skills to achieve mastery skills with repeated efforts and
practice sessions with new skills introduced.
9.11 (4 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
5. The student will evaluate
personal fitness levels during
physical fitness testing by
comparing personal fitness
scores to national standards.
4 Point Rubric
4. The student thoroughly evaluates personal fitness levels by accurately comparing personal fitness scores
obtained at the completion of all tests, by successfully inputting fitness scores into Fitnessgram program, printing
his/her personal profile and writing an in depth reflective essay on their fitness level.
Benchmark
3. The student satisfactorily evaluates personal fitness levels by generally comparing personal fitness scores
obtained at the near completion of all tests, by successfully inputting fitness scores into Fitnessgram
program, w/ little assistance, printing his/her personal profile and writing an appreciable reflective essay on
their fitness level.
2. The student partially evaluates personal fitness levels by somewhat comparing personal fitness scores obtained
through partial completion of all tests, by successfully inputting fitness scores into Fitnessgram program, w/
assistance, printing his/her personal profile and writing a limited reflective essay on their fitness level.
1The student ineffectively evaluates personal fitness levels by somewhat comparing personal fitness scores
obtained through incompletion of all tests, by unsuccessfully inputting fitness scores into Fitnessgram program,
w/out teacher assistance, printing his/her personal profile and writing an unacceptable reflective essay on their
fitness level.
9.11 (5 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
4 Point Rubric
6. The student will assess self- 4. The student assesses self-performance by analyzing and explaining movement concepts in a highly effective
performance by analyzing and manner.
explaining movement concepts.
Benchmark
3. The student assesses self-performance by analyzing and explaining movement concepts in a generally
effective manner.
2. The student assesses self-performance by analyzing and explaining movement concepts in a somewhat
effective manner.
1. The student assesses self-performance by analyzing and explaining movement concepts in a minimally
effective manner.
9.11 (6 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
7. The student will acquire
basic terminology and concepts
essential to rhythmic activities
as demonstrated through the
application of skills and
etiquette.
4 Point Rubric
4. The student consistently demonstrates knowledge of basic terminology and concepts essential to rhythmic
activities by performing dances while consistently following directions using terminology and exhibiting proper
dance etiquette.
Benchmark
3. The student usually demonstrates knowledge of basic terminology and concepts essential to rhythmic
activities by performing dances while consistently following directions using terminology and exhibiting
proper dance etiquette.
2. The student sometimes demonstrates knowledge of basic terminology and concepts essential to rhythmic
activities by performing dances while occasionally following directions using terminology and exhibiting proper
dance etiquette.
1. The student rarely demonstrates knowledge of basic terminology and concepts essential to rhythmic activities
by performing dances while infrequently following directions using terminology and exhibiting proper dance
etiquette.
9.11 (7 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
8. The student will analyze the
implications
of
decisions
regarding the use of nicotine,
alcohol, and other drugs and the
steps leading to dependency by
reading and reporting on an
approved substance abuse issue.
4 Point Rubric
4. The student extensively analyzes the implications of decisions regarding the use of nicotine, alcohol, and other
drugs and the steps leading to dependency. The student thoroughly reports on an approved substance abuse issue.
Benchmark
3. The student effectively analyzes the implications of decisions regarding the use of nicotine, alcohol, and
other drugs and the steps leading to dependency. The student thoughtfully reports on an approved
substance abuse issue.
2. The student partially analyzes the implications of decisions regarding the use of nicotine, alcohol, and other
drugs and the steps leading to dependency. The student incompletely reports on an approved substance abuse
issue.
1. The student poorly analyzes the implications of decisions regarding the use of nicotine, alcohol, and other
drugs and the steps leading to dependency. The student poorly reports on an approved substance abuse issue.
9.11 (8 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
9. The student will demonstrate
understanding
of
the
transmission and control of
communicable
and
noncommunicable diseases by
describing health care practices,
reliable sources of information,
and products that result in early
detection and treatment of
disease.
4 Point Rubric
4. The student demonstrates understanding of the transmission and control of communicable and noncommunicable diseases by thoroughly describing health care practices, reliable sources of information, and
products that result in early detection and treatment of disease.
Benchmark
3. The student demonstrates understanding of the transmission and control of communicable and noncommunicable diseases by nearly completely describing health care practices, reliable sources of
information, and products that result in early detection and treatment of disease.
2. The student demonstrates understanding of the transmission and control of communicable and noncommunicable diseases by partially describing health care practices, reliable sources of information, and products
that result in early detection and treatment of disease.
1. The student demonstrates understanding of the transmission and control of communicable and noncommunicable diseases by incompletely describing health care practices, reliable sources of information, and
products that result in early detection and treatment of disease.
9.11 (9 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 9, 10
901 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
10.
The
student
will
demonstrate an understanding
of nutrition and food nutrients
and the way they affect physical
performance and the body by
identifying
the
nutrients
provided by a variety of foods
and describing how the body is
affected by food consumption
while developing personal
nutrition goals based on
national dietary guidelines and
individual needs.
4 Point Rubric
4. The student demonstrates an understanding of nutrition and food nutrients and the way they affect physical
performance and the body by completely identifying the nutrients provided by a variety of foods and completely
describing how the body is affected by food consumption. The student develops personal nutrition goals based on
national dietary guidelines and individual needs by extensively creating a daily chart.
Benchmark
3. The student demonstrates an understanding of nutrition and food nutrients and the way they affect
physical performance and the body by nearly completely identifying the nutrients provided by a variety of
foods and nearly completely describing how the body is affected by food consumption. The student develops
personal nutrition goals based on national dietary guidelines and individual needs by effectively creating a
daily chart.
2. The student demonstrates an understanding of nutrition and food nutrients and the way they affect physical
performance and the body by partially identifying the nutrients provided by a variety of foods and completely
describing how the body is affected by food consumption. The student develops personal nutrition goals based on
national dietary guidelines and individual needs by fairly creating a daily chart.
1. The student demonstrates an understanding of nutrition and food nutrients and the way they affect physical
performance and the body by incompletely identifying the nutrients provided by a variety of foods and completely
describing how the body is affected by food consumption. The student develops personal nutrition goals based on
national dietary guidelines and individual needs by poorly creating a daily chart.
9.11 (10 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
1. The student will develop and
monitor progress on personal
fitness goals as well as monitor
progress on individualized
fitness goals based on fitness
profiles and individual physical
capabilities.
4 Point Rubric
3. The student independently develops and monitors progress on personal fitness goals as well as monitors in a
highly effective fashion his/her progress on individualized fitness goals based on fitness profiles and individual
physical capabilities.
Benchmark
4. The student with little assistance develops and monitors progress on personal fitness goals as well as
monitors in a generally effective fashion his/her progress on individualized fitness goals based on fitness
profiles and individual physical capabilities.
2. The student with assistance develops and monitors progress on personal fitness goals as well as monitors in a
somewhat effective fashion his/her progress on individualized fitness goals based on fitness profiles and
individual physical capabilities.
1. The student with teacher guidance develops and monitors progress on personal fitness goals as well as monitors
in a minimally effective fashion his/her progress on individualized fitness goals based on fitness profiles and
individual physical capabilities.
9.12(1 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
2.
The student will apply
knowledge of rules and safety
procedures through written
examinations
and
by
participating or officiating in a
variety of group and individual
physical activities.
4 Point Rubric
4. The student applies complete knowledge of rules and safety procedures through written examinations and by
consistently participating or officiating in a variety of group and individual activities.
Benchmark
3. The student applies nearly complete knowledge of rules and safety procedures through written
examinations and by usually participating or officiating in a variety of group and individual activities.
2. The student applies partially complete knowledge of rules and safety procedures through written examinations
and by sometimes participating or officiating in a variety of group and individual activities.
1. The student applies incomplete knowledge of rules and safety procedures through written examinations and by
infrequently participating or officiating in a variety of group and individual activities.
9.12(2 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
3. While interacting with others,
the student will demonstrate
responsible behaviors that will
promote personal and group
success.
4 Point Rubric
4. While interacting with other students in his/her regular physical education classes, the student demonstrates
excellent behavior that contributes to the success and enjoyment of the physical education classes. The student’s
behavior contributes significantly to the classroom success. The student demonstrates excellent etiquette
throughout the class.
Benchmark
3. While interacting with other students in his/her regular physical education classes, the student
demonstrate very good behavior that contribute to the success and enjoyment of the physical education
classes. The student’s behavior contributes well to the classroom success. The student demonstrates very
good etiquette throughout the class.
2. While interacting with other students in his/her regular physical education classes, the student demonstrates
good behavior that contributes to the success and enjoyment of the physical education classes. The student’s
behavior contributes somewhat to the classroom success. The student demonstrates good etiquette throughout the
class.
1. While interacting with other students in his/her regular physical education classes, the student demonstrates
poor behavior that does not contribute to the success and enjoyment of the physical education classes. The
student’s behavior does not contribute significantly to the classroom success. The student demonstrates poor
etiquette throughout the class.
9.12(3 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
4.
The student will apply
movement
concepts
and
principles to the development of
motor skills by demonstrating
proficiency in a variety of
manipulative skills.
4 Point Rubric
4. The student shows a remarkable ability of applying and mastering movement concepts and principles as they
relate to the development of new motor skills. The student successfully applies previously learned skills as he/she
participates in a variety of related team activities. The student exhibits proficiency in acquiring and displaying
newly acquired skills introduced during the physical education class as he/she participates in a variety of
manipulative skills.
Benchmark
3. The student shows a consistent ability of applying and mastering movement concepts and principles as
they relate to the development of new motor skills. The student occasionally applies previously learned
skills as he/she participates in a variety of related team activities. The student is almost proficient in
acquiring and displaying newly acquired skills introduced during the physical education class as he/she
participates in a variety of manipulative skills.
2. The student shows an occasional ability of applying and mastering movement concepts and principles as they
relate to the development of new motor skills. The student has difficulty applying previously learned skills as
he/she participates in a variety of related team activities. The student is minimally proficient in acquiring and
displaying newly acquired skills introduced during the physical education class as he/she participates in a variety
of manipulative skills.
1. The student shows a limited ability of applying and mastering movement concepts and principles as they relate
to the development of new motor skills. The student is frequently unable to apply previously learned skills as
he/she participates in a variety of related team activities. The student is not able to display newly acquired skills
introduced during the physical education class as he/she participates in a variety of manipulative skills without
extensive practice and teacher assistance.
9.12(4 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
5. The student will apply the
principles
of
exercise
prescription by creating and
implementing an individualized
fitness program.
4 Point Rubric
4. The student effectively creates and implements an individualized fitness program through proper application
of exercise principles.
Benchmark
3. The student effectively creates and implements an individualized fitness program, with little assistance,
through proper application of exercise principles.
2. The student effectively creates and implements an individualized fitness program, with teacher assistance,
through proper application of exercise principles.
1. The student ineffectively creates and implements an individualized fitness program, with assistance, through
improper application of exercise principles.
9.12(5 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
6. The student will apply
movement
concepts
and
principles to analyze, evaluate,
and improve the performance of
others by observing and
providing
constructive
feedback.
4 Point Rubric
4. The student applies movement concepts and principles to analyze, evaluate, and improve the performance of
others by observing independently and providing excellent constructive feedback.
Benchmark
3. The student applies movement concepts and principles to analyze, evaluate, and improve the
performance of others by observing with little assistance and providing very good constructive feedback.
2. The student applies movement concepts and principles to analyze, evaluate, and improve the performance of
others by observing with assistance and providing fair constructive feedback.
1. The student applies movement concepts and principles to analyze, evaluate, and improve the performance of
others by observing with teacher guidance and providing weak constructive feedback.
9.12(6 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
4 Point Rubric
7. The student will demonstrate 4. The student independently demonstrates knowledge of all complex line and couple dances by performing all
knowledge of specific dance the required steps with rhythm, artistic interpretation and in unison with the music and the group.
steps by performing complex
Benchmark
line and couple dances.
3. The student somewhat independently demonstrates knowledge of all complex line and couple dances by
performing almost all the required steps with rhythm, artistic interpretation and in unison with the music
and the group.
2. The student demonstrates, with assistance, knowledge of most complex line and couple dances by performing
some of the required steps with some rhythm, artistic interpretation and unison with the music and the group.
1. The student demonstrates lack of knowledge of most complex line and couple dances by performing few of the
required steps without some rhythm, artistic interpretation or unison with the music and the group.
9.12(7 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
8. The student will demonstrate
an understanding that good
mental
health
involves
developing healthy self esteem,
healthy relationships, stress
management,
and
the
recognition that life requires
constant
adaptation
by
investigating and reporting on
an approved mental health issue
of choice.
4 Point Rubric
4. The student demonstrates an understanding that good mental health involves developing healthy self esteem,
healthy relationships, stress management, and the recognition that life requires constant adaptation by thoroughly
investigating and reporting on an approved mental health issue of choice.
Benchmark
3. The student demonstrates an understanding that good mental health involves developing healthy self
esteem, healthy relationships, stress management, and the recognition that life requires constant adaptation
by effectively investigating and reporting on an approved mental health issue of choice.
2. The student demonstrates an understanding that good mental health involves developing healthy self esteem,
healthy relationships, stress management, and the recognition that life requires constant adaptation by partially
investigating and reporting on an approved mental health issue of choice.
1. The student demonstrates an understanding that good mental health involves developing healthy self esteem,
healthy relationships, stress management, and the recognition that life requires constant adaptation by poorly
investigating and reporting on an approved mental health issue of choice.
9.12(8 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
9. The student will identify the
risks of common childhood
injuries and demonstrate the
procedures
and
practical
application of proper techniques
for performing rescue breathing,
CPR, and obstructed airway
rescues on children and infants.
4 Point Rubric
4. The student completely lists the risks of common childhood injuries. The student thoroughly demonstrates the
procedures and practical application of proper techniques for performing rescue breathing, CPR, and obstructed
airway rescues on a CPR dummy.
Benchmark
3. The student nearly completely lists the risks of common childhood injuries. The student effectively
demonstrates the procedures and practical application of proper techniques for performing rescue
breathing, CPR, and obstructed airway rescues on a CPR dummy.
2. The student partially lists the risks of common childhood injuries. The student fairly demonstrates the
procedures and practical application of proper techniques for performing rescue breathing, CPR, and obstructed
airway rescues on a CPR dummy.
1. The student incompletely lists the risks of common childhood injuries. The student poorly demonstrates the
procedures and practical application of proper techniques for performing rescue breathing, CPR, and obstructed
airway rescues on a CPR dummy.
9.12(9 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “A” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
10. The student will identify
the factors involved in making
wise decisions and in selecting
and using health information,
products, and services by
identifying accurate and reliable
information and rehearsing
good decision making skills
4 Point Rubric
4. The student identifies accurate and reliable sources of information by completely listing factors involved in
making wise decisions and in selecting and using health information, products, and services. The student
demonstrates knowledge of good decision making skills by completely demonstrating them in a classroom
presentation or written report.
Benchmark
3. The student identifies accurate and reliable sources of information by nearly completely listing factors
involved in making wise decisions and in selecting and using health information, products, and services.
The student demonstrates knowledge of good decision making skills by nearly completely demonstrating
them in a classroom presentation or written report.
2. The student identifies accurate and reliable sources of information by partially listing factors involved in
making wise decisions and in selecting and using health information, products, and services. The student
demonstrates knowledge of good decision making skills by partially demonstrating them in a classroom
presentation or written report.
1. The student identifies accurate and reliable sources of information by incompletely listing factors involved in
making wise decisions and in selecting and using health information, products, and services. The student
demonstrates knowledge of good decision making skills by incompletely demonstrating them in a classroom
presentation or written report.
9.12(10 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
1. The student will demonstrate
understanding of the concepts
of physical fitness and develop
and monitor progress on
personal fitness goals based on
national guidelines in relation to
work and leisure goals
4 Point Rubric
4. The student independently demonstrates an understanding of the concept of physical fitness and develops and
highly effectively monitors progress on personal fitness goals based on national guidelines in relation to work and
leisure goals.
Benchmark
3. The student with little assistance demonstrates an understanding of the concept of physical fitness and
develops and generally effective monitors progress on personal fitness goals based on national guidelines in
relation to work and leisure goals.
2. The student with assistance demonstrates an understanding of the concept of physical fitness and develops and
somewhat effectively monitors progress on personal fitness goals based on national guidelines in relation to work
and leisure goals.
1. The student with teacher guidance demonstrates an understanding of the concept of physical fitness and
develops and minimally effectively monitors progress on personal fitness goals based on national guidelines in
relation to work and leisure goals.
9.13(1 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
2.
The student will apply
knowledge of rules and safety
procedures through written
examinations
and
by
participating or officiating in a
variety of group and individual
physical activities.
4 Point Rubric
4. The student applies complete knowledge of rules and safety procedures through written examinations and by
almost always participating or officiating in a variety of group and individual physical activities.
Benchmark
3.
The student applies nearly complete knowledge of rules and safety procedures through written
examinations and by consistently participating or officiating in a variety of group and individual physical
activities.
2. The student applies partial knowledge of rules and safety procedures through written examinations and by
usually participating or officiating in a variety of group and individual physical activities.
1. The student applies incomplete knowledge of rules and safety procedures through written examinations and by
sometimes participating or officiating in a variety of group and individual physical activities.
9.13(2 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
3. The student will demonstrate
responsible
behaviors
and
proper etiquette in all physical
activity settings.
4 Point Rubric
4. While interacting with other students in his/her regular physical education classes, the student demonstrates
excellent behavior that contributes to the success and enjoyment of the physical education classes. The student’s
behavior contributes significantly to the classroom success. The student demonstrates excellent etiquette
throughout the class.
Benchmark
3. While interacting with other students in his/her regular physical education classes, the student
demonstrates very good behavior that contributes to the success and enjoyment of the physical education
classes. The student’s behavior contributes well to the classroom success. The student demonstrates very
good etiquette throughout the class.
2. While interacting with other students in his/her regular physical education classes, the student demonstrates
good behavior that contributes to the success and enjoyment of the physical education classes. The student’s
behavior contributes somewhat to the classroom success. The student demonstrates good etiquette throughout the
class.
1. While interacting with other students in his/her regular physical education classes, the student demonstrates
poor behavior that does not contribute to the success and enjoyment of the physical education classes. The
student’s behavior does not contribute significantly to the classroom success. The student demonstrates poor
etiquette throughout the class.
9.13(3 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
4.
The student will apply
movement
concepts
and
principles to the development of
motor skills by applying
previously learned skills to
participate in a variety of skills
associated team activities.
4 Point Rubric
4. The student shows a remarkable ability of applying and mastering movement concepts and principles as they
relate to the development of new motor skills. The student successfully applies previously learned skills as he/she
participates in a variety of related team activities. The student exhibits proficiency in acquiring and displaying
newly acquired skills introduced during the physical education class as he/she participates in a variety of
manipulative skills.
Benchmark
3. The student shows a consistent ability of applying and mastering movement concepts and principles as
they relate to the development of new motor skills. The student occasionally applies previously learned
skills as he/she participates in a variety of related team activities. The student exhibits partial success in
acquiring and displaying newly acquired skills introduced during the physical education class as he/she
participates in a variety of manipulative skills.
2. The student shows an occasional ability of applying and mastering movement concepts and principles as they
relate to the development of new motor skills. The student has difficulty applying previously learned skills as
he/she participates in a variety of related team activities. The student exhibits minimal success in acquiring and
displaying newly acquired skills introduced during the physical education class as he/she participates in a variety
of manipulative skills.
1. The student shows a limited ability of applying and mastering movement concepts and principles as they relate
to the development of new motor skills. The student is frequently unable to apply previously learned skills as
he/she participates in a variety of related team activities. The student is not able to display newly acquired skills
introduced during the physical education class as he/she participates in a variety of manipulative skills without
extensive practice and teacher assistance.
9.13(4 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
5. The student will ensure
lifetime fitness by monitoring
and reevaluating the strengths
and weaknesses of his/her
individualized
exercise
program.
4 Point Rubric
4. The student routinely monitors and reevaluates the strengths and weaknesses of his or her exercise program
through highly effective use of Fitnessgram and Activitygram to ensure lifetime fitness.
Benchmark
3. The student routinely monitors and reevaluates the strengths and weaknesses of his or her exercise
program through effective use of Fitnessgram and Activitygram to ensure lifetime fitness.
2. The student somewhat routinely monitors and reevaluates the strengths and weaknesses of his or her exercise
program through moderately effective use of Fitnessgram and Activitygram to ensure lifetime fitness.
1. The student rarely routinely monitors and reevaluates the strengths and weaknesses of his or her exercise
program through ineffective use of Fitnessgram and Activitygram to ensure lifetime fitness.
9.13(5 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
4 Point Rubric
6. The student will analyze self- 4. The student analyzes self-performance and improves skill level by making significant adjustments.
performance and improve skill
level by making appropriate Benchmark
3. The student analyzes self-performance and improves skill level by making acceptable adjustments.
adjustments.
2. The student analyzes self-performance and improves skill level by making rudimentary adjustments.
1. The student analyzes self-performance and improves skill level by making insignificant adjustments.
9.13(6 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
4 Point Rubric
7. The student will identify the 4. The student thoroughly identifies the social and fitness benefits to be derived from participation in dance by
social and fitness benefits to be writing a substantial, reflective essay addressing these issues upon completion of the unit.
derived from participation in
Benchmark
dance.
3. The student partially identifies the social and fitness benefits to be derived from participation in dance
by writing an appreciable reflective essay addressing these issues upon completion of the unit.
2. The student generally identifies the social and fitness benefits to be derived from participation in dance by
writing a fair reflective essay addressing these issues upon completion of the unit.
1. The student somewhat identifies the social and fitness benefits to be derived from participation in dance by
writing a poor reflective essay addressing these issues upon completion of the unit.
9.13(7 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
8. The student will identify
signs of physical, emotional,
and
social
abuse
by
investigating and reporting on
an approved topic.
4 Point Rubric
4. The student identifies signs of physical, emotional, and social abuse by extensively investigating and reporting
on an approved topic.
Benchmark
3. The student identifies signs of physical, emotional, and social abuse by generally investigating and
reporting on an approved topic.
2. The student identifies signs of physical, emotional, and social abuse by partially investigating and reporting on
an approved topic.
1. The student identifies signs of physical, emotional, and social abuse by poorly investigating and reporting on
an approved topic.
9.13(8 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
9. The student will develop a
compassionate attitude toward
suicide and its victims by
identifying myths, warning
signs, befriending skills, and
local resources to help prevent
suicides.
4 Point Rubric
4. The student exhibits a high level of empathy and compassion toward suicide and its victims by demonstrating a
thorough understanding of the myths, warning signs, befriending skills, and local resources to help prevent
suicides.
Benchmark
3. The student exhibits an appreciable level of empathy and compassion toward suicide and its victims by
demonstrating a commendable understanding of the myths, warning signs, befriending skills, and local
resources to help prevent suicides.
2. The student exhibits a noticeable level of empathy and compassion toward suicide and its victims by
demonstrating a partial understanding of the myths, warning signs, befriending skills, and local resources to help
prevent suicides.
1. The student exhibits a minimal level of empathy and compassion toward suicide and its victims by
demonstrating an incomplete understanding of the myths, warning signs, befriending skills, and local resources to
help prevent suicides.
9.13(9 of 10)
Benchmarks
September, 2003
Curriculum Area:
Course of Study:
Core Concept:
Physical Education/Health
Grade: 11, 12
902 “B” Cycle
The student will acquire the knowledge and skills necessary to maintain an active life while developing a personal lifetime
plan for fitness and health.
Essential Learning
10.
The student will
demonstrate an understanding
of the importance of human
sexuality by analyzing the way
wholesome
sexuality
is
dependent on respect and
understanding of self, the
family, sexual growth and
development, sexual identity,
and interpersonal relationship.
4 Point Rubric
4. The student demonstrates an understanding of the importance of human sexuality by completely analyzing the
way wholesome sexuality is dependent on respect and understanding of self, the family, sexual growth and
development, sexual identity, and interpersonal relationship.
Benchmark
3. The student demonstrates an understanding of the importance of human sexuality by nearly completely
analyzing the way wholesome sexuality is dependent on respect and understanding of self, the family, sexual
growth and development, sexual identity, and interpersonal relationship.
2. The student demonstrates an understanding of the importance of human sexuality by partially completely
analyzing the way wholesome sexuality is dependent on respect and understanding of self, the family, sexual
growth and development, sexual identity, and interpersonal relationship.
1. The student demonstrates an understanding of the importance of human sexuality by incompletely analyzing
the way wholesome sexuality is dependent on respect and understanding of self, the family, sexual growth and
development, sexual identity, and interpersonal relationship.
9.13(10 of 10)
Benchmarks
September, 2003