CURRICULUM FOR PHYSICAL EDUCATION GRADES 11/12

CURRICULUM FOR PHYSICAL EDUCATION GRADES 11/12

This Curriculum is part of the educational Program of Studies of the Rahway Public Schools ACKNOWLEDGEMENTS Christine H. Salcito, Interim Superintendent of Schools Frank G. Mauriello, Interim Assistant Superintendent for Curriculum & Instruction John Perillo, Supervisor of Special Projects The Board acknowledges the following who contributed to the preparation of this curriculum: Maria Hennessy Subject/Course Title: Date of Board Adoptions: Physical Education April 21, 2015 Grades 11/p12

RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Physical Education Unit Title: Presidential Physical Fitness Testing Target Course/Grade Level: Grades 11/12 Unit Summary: At the start and the conclusion of every grading quarter, students fitness levels will be measured and evaluated/compared to national fitness scores to test physical fitness levels. Five tests are chosen each marking period from the following list: 600 yard run, 50 yard dash, shuttle run, pull ups, sit ups, sit and reach, or standing broad jump. Approximate Length of Unit: 2 weeks (First and last week of every marking period) Primary interdisciplinary connections: Science, Math, and Language Arts LEARNING TARGETS Standards: 2.5 Motor Skill Development - All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Content Strand CPI# 2.5.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). 2.5.12.A.2 2.5.12.B.1 2.5.12.B.2 2.6.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies. Apply a variety of mental strategies to improve. Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-training principles.

9.1.12.A.1 9.1.12.C.1 9.1.12.C.2 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem solving skills. Determine an individual s responsibility for personal actions and contributions to group activities. Demonstrate the use of compromise, consensus and community building strategies for carrying out different tasks, assignments and projects. Unit Understandings Students will understand that Safe and effective execution of fitness activities are important facets of a fitness program. Students will be able to understand that the major muscle groups and the exercises associated with those groups help to build strong bodies. Students will be able to understand that fitness principles of muscular strength, endurance, flexibility, as well as, cardio respiratory endurance are all part of overall physical health. Unit Essential Questions Why is understanding physical fitness a key component to developing a healthy lifestyle as an adult? How can one make accommodations for tests that may seem too challenging from first appearance? How can one become better at these tests throughout the marking period by doing daily exercises/stretches? Knowledge and Skills Students will know Terminology of engaged muscle groups. Modification processes to increase fitness levels. Challenge themselves to show steady progress. Encourage others to make progress. Students will be able to Safely and successfully perform a variety of fitness techniques which aim at the principles of fitness and leading a healthy lifestyle. Use the knowledge from physical fitness testing to better themselves in other areas of physical education and life skills. View their yearly progression using a shared file/folder EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Comparison of quarterly pre and post assessments Discussion questions Teacher Observation PE Grading procedures Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Group discussion Demonstration of modifications Practice regularly Engage muscle groups in a variety of way

RESOURCES Teacher Resources: Essential material, Supplementary Materials, Links to Best Practices American Alliance for Health, Physical Education, Recreation and Dance (AAHPRED) www.aaphred.org Centers for Disease Control and Prevention Physical Education Curriculum Analysis Tool, Atlanta, GA www.cdc.gov/healthyyouth/physicalactivity National Association for Sport and Physical Education, Moving toward the future: National Standards for Physical Education, Reston, VA NJ Department of Education Core Curriculum Standards in Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/shpe/standards.htm Partnership for 21st Century Skills www.21stcentury.org Presidential fitness components: www.presidentschallenge.org/challenge/physical/benchmarks.shtml Equipment Needed: Stop watches Space 600 yards, 50 yards Shuttle blocks Broad jump mat Pull up bars Lateral Pull down machine Manmade sit and reach stations Google Shared/Internet

RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Physical Education Unit Title: Football - Flag/Touch/Pass Target Course/Grade Level: Grades 11/12 Unit Summary: Understanding the rules and objectives of football. Students will be able to identify the rules of the game, develop good body mechanics and have a better understanding of the game. Approximate Length of Unit: 2 weeks Primary interdisciplinary connections: Science, Math, and Language Arts Standards: LEARNING TARGETS 2.5 Motor Skill Development - All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. 9.2 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Content Strand CPI# 2.5.12.A. 1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). 2.5.12.A.2 2.5.12.B.1 2.5.12.B.2 2.6.12.A.2 9.1.12.A.1 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies. Apply a variety of mental strategies to improve. Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-training principles. Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem solving skills.

9.1.12.C.1 9.1.12.C.2 Determine all individual s responsibility for personal actions and contributions to group activities. Demonstrate the use of compromise, consensus and community building strategies for carrying out different tasks, assignments and projects. Unit Understandings Students will understand the Fundamental skills and terminology for the sport of football. Unit Essential Questions What are some player positions in the game of football? What are some common penalties that may occur during regulation play? What are repercussions for individual penalties? What are the field dimensions? How long is a quarter or half? How many points are awarded to a touchdown, field goal, extra point, and safety? What is the difference between offense and defense? What is the maximum number of players allowed on the field at one time? Knowledge and Skills Students will know Fundamental skills and terminology: running, passing, catching, punting, dodging and fleeing, scoring, yard, first down, interception, center, quarterback, offensive and defensive line, defending, fumble, touchdown, field goal, safety, and basic rules. Students will be able to... Create plays to move their teams towards scoring position. Prevent the offense from reaching scoring position. Work collaboratively as a team. Track activity steps wearing pedometers. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Effort and attempted execution of skills Skill demonstration Teacher Observation PE Grading procedures Students will be able to demonstrate teamwork and improve fitness principles Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Students will work in small groups Pending group strength; different types of balls will be used Field size will vary Length of play will vary

RESOURCES Teacher Resources: Essential material, Supplementary Materials, Links to Best Practices American Alliance for Health, Physical Education, Recreation and Dance (AAHPRED) www.aaphred.org Centers for Disease Control and Prevention Physical Education Curriculum Analysis Tool, Atlanta, GA www.cdc.gov/healthyyouth/physicalactivity National Association for Sport and Physical Education, Moving toward the future: National Standards for Physical Education, Reston, VA NJ Department of Education Core Curriculum Standards in Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/shpe/standards.htm Partnership for 21st Century Skills www.21stcentury.org Equipment Needed: Cones Nerf and Pigskin footballs Multi Colored Flags and belts Stop Watch Scoreboard Pedometer or Cell Application

RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Physical Education Unit Title: Indoor and Outdoor Soccer Target Course/Grade Level: Grades 11/12 Unit Summary: Understanding the rules and objectives of soccer. Students will be able to identify the rules of the game, develop good body mechanics and have a better understanding of the game. Approximate Length of Unit: 2 weeks Primary interdisciplinary connections: Science, Math, and Language Arts LEARNING TARGETS Standards: 2.5 Motor Skill Development - All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. 9.2 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Content Strand CPI# 2.5.12.A. 1 2.5.12.A.2 2.5.12.B.1 2.5.12.B.2 2.6.12.A.2 9.1.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies. Apply a variety of mental strategies to improve. Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-training principles. Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem solving skills.

9.1.12.C.1 9.1.12.C.2 Determine all individual s responsibility for personal actions and contributions to group activities. Demonstrate the use of compromise, consensus and community building strategies for carrying out different tasks, assignments and projects. Unit Understandings Students will understand the Fundamental skills and terminology for the sport of soccer. Unit Essential Questions What are the positions and responsibilities on the field? What are the dimensions of the field? How long is a half? How many points are awarded to a goal or penalty shot? What are some penalties of the game and the consequences to these penalties? What is the difference between offense and defense? What is the maximum number of players allowed on the field at one time? Where and when was American Soccer debuted? Knowledge and Skills Students will know Fundamental skills and terminology: running, passing, dribbling, blocking, trapping, dodging and fleeing, scoring, defending, slide tackle, and basic rules. Students will be able to... Create plays to move their teams towards scoring position. Prevent the offense from reaching scoring position. Work collaboratively as a team. Track activity level using pedometers. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Effort and attempted execution of skills Skill demonstration Teacher Observation PE Grading procedures Students will be able to demonstrate teamwork and improve fitness principles Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Students will work in small groups Pending group strength; different types of balls will be used Field size will vary Goals can be widened Length of play will vary

RESOURCES Teacher Resources: Essential material, Supplementary Materials, Links to Best Practices American Alliance for Health, Physical Education, Recreation and Dance (AAHPRED) www.aaphred.org Centers for Disease Control and Prevention Physical Education Curriculum Analysis Tool, Atlanta, GA www.cdc.gov/healthyyouth/physicalactivity National Association for Sport and Physical Education, Moving toward the future: National Standards for Physical Education, Reston, VA NJ Department of Education Core Curriculum Standards in Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/shpe/standards.htm Partnership for 21st Century Skills www.21stcentury.org Equipment Needed: Cones or barriers Goals Soccer ball and other large balls for adaptation Scoreboard Stop Watch Waist colors to designate groupings Pedometers or Cell Application

RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Physical Education Unit Title: Outdoor Tennis and Pickleball Target Course/Grade Level: Grades 11/12 Unit Summary: Understanding the rules and objectives of tennis/pickleball. Students will be able to identify the rules of the game, develop good body mechanics and have a better understanding of the game. Approximate Length of Unit: 2 weeks Primary interdisciplinary connections: Science, Math, and Language Arts LEARNING TARGETS Standards: 2.5 Motor Skill Development - All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. 9.2 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Content Strand CPI# 2.5.12.A. 1 2.5.12.A.2 2.5.12.B.1 2.5.12.B.2 2.6.12.A.2 Explain and demonstrate ways to transfer movement skills from one game, sport, dance or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies. Apply a variety of mental strategies to improve. Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-training principles.

9.1.12.A.1 9.1.12.C.1 9.1.12.C.2 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem solving skills. Determine all individual s responsibility for personal actions and contributions to group activities. Demonstrate the use of compromise, consensus and community building strategies for carrying out different tasks, assignments and projects. Unit Understandings Students will understand the Fundamental skills and terminology for the sport of tennis and pickleball. Unit Essential Questions What are the dimensions of the court? What do the different lines on the court represent? What is the difference in the court size for singles vs. doubles? How do you score a match? When do you use a overhand smash rather than a backhand swing? How do tournament rules differ from regular play? What is the difference between deuce and advantage? Who are some iconic Tennis players that have made the sport so popular? Where and when was Tennis/Pickleball debuted? Knowledge and Skills Students will know Fundamental skills and terminology: volley, let, smash, forehand, backhand, serve, scoring, defending, and basic rules. Students will be able to... Volley back and forth for an extended amount of time. Change direction quickly to prevent a score. Serve over the net using proper mechanics. Work collaboratively as a team, if playing doubles. Develop an online tournament bracket and track progression. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Effort and attempted execution of skills Skill demonstration Teacher Observation PE Grading procedures Students will be able to demonstrate teamwork and improve fitness principles

Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Students will work in small groups Hand-eye coordination games will be performed to demonstrate skills Students will progressively increase intensity and difficulty levels based on skill sets Court size will vary Length of play will vary RESOURCES Teacher Resources: Essential material, Supplementary Materials, Links to Best Practices American Alliance for Health, Physical Education, Recreation and Dance (AAHPRED) www.aaphred.org Centers for Disease Control and Prevention Physical Education Curriculum Analysis Tool, Atlanta, GA www.cdc.gov/healthyyouth/physicalactivity National Association for Sport and Physical Education, Moving toward the future: National Standards for Physical Education, Reston, VA NJ Department of Education Core Curriculum Standards in Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/shpe/standards.htm Partnership for 21st Century Skills www.21stcentury.org Equipment Needed: Cones for boundaries Courts Nets Tennis balls Sponge balls Tennis and pickleball rackets Stop watch Internet for online tournament brackets

RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Physical Education Unit Title: Basketball Target Course/Grade Level: Grades 11/12 Unit Summary: Understanding the rules and objectives of basketball. Students will be able to identify the rules of the game, develop good body mechanics and have a better understanding of the game. Approximate Length of Unit: 2 weeks Primary interdisciplinary connections: Science, Math, and Language Arts LEARNING TARGETS Standards: 2.5 Motor Skill Development - All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. 9.2 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Content Strand CPI# 2.5.12.A. 1 2.5.12.A.2 2.5.12.B.1 2.5.12.B.2 2.6.12.A.2 9.1.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies. Apply a variety of mental strategies to improve. Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-training principles. Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem solving skills.

9.1.12.C.1 9.1.12.C.2 Determine all individual s responsibility for personal actions and contributions to group activities. Demonstrate the use of compromise, consensus and community building strategies for carrying out different tasks, assignments and projects. Unit Understandings Students will understand the Fundamental skills and terminology for the sport of basketball. Unit Essential Questions What are the positions and responsibilities on the court? What are the dimensions of the court? How long is a quarter or half? How many points are awarded to a jump shot, layup, dunk, and free throw? What are some penalties of the game and the consequences to these penalties? How many fouls are each player permitted before being removed from the game? How many team fouls put the opposing team into the bonus? What is a 1 and 1 shot? What is the difference between offense and defense? How do rules differ between high school, college, and professional leagues? Where and when was basketball debuted? Knowledge and Skills Students will know Fundamental skills and terminology: dribble, triple threat stance, shot, chest pass, bounce pass, overhead/baseball pass, drive, pick and roll, layup, jump shot, foul shot, foul, charge, turnover, rebound, block, and basic rules. Students will be able to... Dribble being both guarded and unguarded. Change direction quickly for offensive and defensive plays. Make successful baskets. Work collaboratively as a team. Develop online tournament brackets. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Effort and attempted execution of skills Skill demonstration Teacher Observation PE Grading procedures Students will be able to demonstrate teamwork and improve fitness principles

Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Students will work in small groups Hand-eye coordination games will be performed to demonstrate skills Students will progressively increase intensity and difficulty levels based on skill sets Lower net if possible Court size will vary Length of play will vary RESOURCES Teacher Resources: Essential material, Supplementary Materials, Links to Best Practices American Alliance for Health, Physical Education, Recreation and Dance (AAHPRED) www.aaphred.org Centers for Disease Control and Prevention Physical Education Curriculum Analysis Tool, Atlanta, GA www.cdc.gov/healthyyouth/physicalactivity National Association for Sport and Physical Education, Moving toward the future: National Standards for Physical Education, Reston, VA NJ Department of Education Core Curriculum Standards in Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/shpe/standards.htm Partnership for 21st Century Skills www.21stcentury.org Equipment Needed: Cones for boundaries Courts Nets Basketballs Scoreboards Stop Watches Blinders

RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Physical Education Unit Title: Volleyball Target Course/Grade Level: Grades 11/12 Unit Summary: Understanding the rules and objectives of volleyball. Students will be able to identify the rules of the game, develop good body mechanics and have a better understanding of the game. Approximate Length of Unit: 2 weeks Primary interdisciplinary connections: Science, Math, and Language Arts LEARNING TARGETS Standards: 2.5 Motor Skill Development - All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. 9.2 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Content Strand CPI# 2.5.12.A. 1 2.5.12.A.2 2.5.12.B.1 2.5.12.B.2 2.6.12.A.2 9.1.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies. Apply a variety of mental strategies to improve. Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-training principles. Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem solving skills.

9.1.12.C.1 9.1.12.C.2 Determine all individual s responsibility for personal actions and contributions to group activities. Demonstrate the use of compromise, consensus and community building strategies for carrying out different tasks, assignments and projects. Unit Understandings Students will understand the Fundamental skills and terminology for the sport of volleyball. Unit Essential Questions What are the positions and responsibilities on the court? What are the dimensions of the court? How may one score? How do you describe a proper rotation? What is the difference between universal and rally scoring? What are some infractions of the game? What is the minimum number of points a team can win by? What is the maximum number of players allowed on the court at one time? Where and when was Volleyball debuted? Knowledge and Skills Students will know Fundamental skills and terminology: bump, set, dig, volley, spike, block, kill, scoring, faults, and basic rules. Students will be able to... Perform a skilled bump and set to get the ball over the net. Volley back and forth to create a competitive game like situation. Dig, kill, and spike at a beginner level. Perform an acceptable block using two hands without crossing under the net. Score both using Universal (rally) and traditional methods. View form on ipad; comparing with a professional player. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Effort and attempted execution of skills Skill demonstration Teacher Observation PE Grading procedures Students will be able to demonstrate teamwork and improve fitness principles

Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Students will work in small groups Hand-eye coordination games will be performed to demonstrate skills Students will progressively increase intensity and difficulty levels based on skill sets Lower net if possible Size and weight of ball may vary Court size will vary Length of play will vary RESOURCES Teacher Resources: Essential material, Supplementary Materials, Links to Best Practices American Alliance for Health, Physical Education, Recreation and Dance (AAHPRED) www.aaphred.org Centers for Disease Control and Prevention Physical Education Curriculum Analysis Tool, Atlanta, GA www.cdc.gov/healthyyouth/physicalactivity National Association for Sport and Physical Education, Moving toward the future: National Standards for Physical Education, Reston, VA NJ Department of Education Core Curriculum Standards in Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/shpe/standards.htm Partnership for 21st Century Skills www.21stcentury.org Equipment Needed: Cones for boundaries Courts Volleyballs/Trainer Volleyball/Balloons Scoreboards Stopwatch Internet ipad

RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Physical Education Unit Title: Softball/Wiffleball Target Course/Grade Level: Grades 11/12 Unit Summary: Understanding the rules and objectives of softball/wiffleball. Students will be able to identify the rules of the game, develop good body mechanics and have a better understanding of the game. Approximate Length of Unit: 2 weeks Primary interdisciplinary connections: Science, Math, and Language Arts LEARNING TARGETS Standards: 2.5 Motor Skill Development -All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. 9.2 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Content Strand CPI# 2.5.12.A. 1 2.5.12.A.2 2.5.12.B.1 2.5.12.B.2 2.6.12.A.2 9.1.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies. Apply a variety of mental strategies to improve. Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-training principles. Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem solving skills.

9.1.12.C.1 9.1.12.C.2 Determine all individual s responsibility for personal actions and contributions to group activities. Demonstrate the use of compromise, consensus and community building strategies for carrying out different tasks, assignments and projects. Unit Understandings Students will understand the Fundamental skills and terminology for the sport of softball/wiffleball. Unit Essential Questions What are the positions and responsibilities on the field? What are the dimensions of the field? How many outs complete an inning? What is a double play? What is a stolen base? What is some safety equipment that is utilized during a game? How far is the pitching mound from home plate? Where and when was Softball debuted? Why was softball eliminated from the Olympics? Knowledge and Skills Students will know Fundamental skills and terminology: ball, strike, walk, ground ball, fly ball, line drive, offense, defense, bunt, interference, obstruction, slap, lead, steal, and basic rules. Students will be able to... Make a clean play in the field. Make contact with a pitched ball. Identify team rules and regulations. Understand roles and responsibilities of position play. Answer MLB trivia on Survey Monkey EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Effort and attempted execution of skills Skill demonstration Teacher Observation PE Grading procedures Students will be able to demonstrate teamwork and improve fitness principles

Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Students will work in small groups Hand-eye coordination games will be performed to demonstrate skills Students will progressively increase intensity and difficulty levels based on skill sets Utilize a smaller ball Hit of batting-t, if hand eye coordination is an issue Shorten playing field Length of play will vary RESOURCES Teacher Resources: Essential material, Supplementary Materials, Links to Best Practices American Alliance for Health, Physical Education, Recreation and Dance (AAHPRED) www.aaphred.org Centers for Disease Control and Prevention Physical Education Curriculum Analysis Tool, Atlanta, GA www.cdc.gov/healthyyouth/physicalactivity National Association for Sport and Physical Education, Moving toward the future: National Standards for Physical Education, Reston, VA NJ Department of Education Core Curriculum Standards in Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/shpe/standards.htm Partnership for 21st Century Skills www.21stcentury.org Equipment Needed: Cones for boundaries Field Balls wiffle balls or incrediballs Bats wiffle and aluminum Score board Gloves Targets Stop Watch

RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Physical Education Unit Title: Floor Hockey Target Course/Grade Level: Grades 11/12 Unit Summary: Understanding the rules and objectives of Floor Hockey. Students will be able to identify the rules of the game, develop good body mechanics and have a better understanding of the game. Approximate Length of Unit: 2 weeks Primary interdisciplinary connections: Science, Math, and Language Arts LEARNING TARGETS Standards: 2.5 Motor Skill Development - All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. 9.2 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Content Strand CPI# 2.5.12.A. 1 2.5.12.A.2 2.5.12.B.1 2.5.12.B.2 2.6.12.A.2 9.1.12.A.1 9.1.12.C.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies. Apply a variety of mental strategies to improve. Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-training principles. Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem solving skills. Determine all individual s responsibility for personal actions and contributions to group activities.

9.1.12.C.2 Demonstrate the use of compromise, consensus and community building strategies for carrying out different tasks, assignments and projects. Unit Understandings Students will understand the Fundamental skills and terminology for the sport of floor hockey. Unit Essential Questions What are the positions and responsibilities on the floor? How long is a period? What is some protective equipment worn? What are some penalties of the game and the consequences to these penalties? What constitutes a penalty shot? What is the difference between offense and defense? What is the maximum number of players allowed on the floor? Can you play without the maximum number of players? How is floor hockey similar to ice hockey? Where and when was Hockey debuted? Knowledge and Skills Students will know Fundamental skills and terminology: pass, forehand, backhand, clear, dribble, face-off, goal, high sticking, hooking, penalty, slap shot, wrist shot, offense, defense, and basic rules. Students will be able to... Make a clean play on the court. Make a successful pass to advance offensively. Identify team rules and regulations. Understand roles and responsibilities of position play. Track active steps using pedometers. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Effort and attempted execution of skills Skill demonstration Teacher Observation PE Grading procedures Students will be able to demonstrate teamwork and improve fitness principles

Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Students will work in small groups Hand-eye coordination games will be performed to demonstrate skills Students will progressively increase intensity and difficulty levels based on skill sets Utilize a larger ball Enlarge goal size Shorten playing court Length of play will vary RESOURCES Teacher Resources: Essential material, Supplementary Materials, Links to Best Practices American Alliance for Health, Physical Education, Recreation and Dance (AAHPRED) www.aaphred.org Centers for Disease Control and Prevention Physical Education Curriculum Analysis Tool, Atlanta, GA www.cdc.gov/healthyyouth/physicalactivity National Association for Sport and Physical Education, Moving toward the future: National Standards for Physical Education, Reston, VA NJ Department of Education Core Curriculum Standards in Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/shpe/standards.htm Partnership for 21st Century Skills www.21stcentury.org Equipment Needed: Hockey pucks, wiffle balls Cones for court barriers Hockey sticks Goals Timers Scoreboards Pedometers/Cell Phone Applications

RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Physical Education Unit Title: Weights and Conditioning Target Course/Grade Level: Grades 11/12 Unit Summary: Understanding the objectives of Weights and Conditioning. Students will be able to identify goals, rules and responsibilities of being in the weight room, as well as developing good body mechanics and form for lifting. Approximate Length of Unit: 2 weeks Primary interdisciplinary connections: Science, Math, and Language Arts Standards: LEARNING TARGETS 2.5 Motor Skill Development -All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. 9.2 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Content Strand CPI# 2.5.12.A. 1 2.5.12.A.2 2.5.12.B.1 2.5.12.B.2 2.6.12.A.2 9.1.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies. Apply a variety of mental strategies to improve. Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-training principles. Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem solving skills.

9.1.12.C.1 9.1.12.C.2 Determine all individual s responsibility for personal actions and contributions to group activities. Demonstrate the use of compromise, consensus and community building strategies for carrying out different tasks, assignments and projects. Unit Understandings Students will understand the Fundamental skills and terminology for the sport of Weights and Conditioning. Unit Essential Questions What are the large muscle groups engaged during squats and lunges? What muscle group protects posture? A beginning weight lifter should lift what percent of his or her body weight? What is the proper way to spot a bench press? When is the best time to perform cardio vascular activity beginning or end of workout? Should a beginner lift weights to failure? What is the difference between lifting to gain muscle vs. toning? What are four exercises one could perform to work out the triceps? How often should you train each muscle group? Where and when was Olympic Weight lifting introduced? Knowledge and Skills Students will know Anatomical names for muscles and muscle groups. Machines that work specified muscles. How to modify work outs in the event of a routine injury. Proper cleaning responsibilities of equipment after use. Understand the online program Bigger, Faster, Stronger Students will be able to... Identify major muscles. Identify which muscles are engaged during specified workouts. Create 5 day workout plans sport specific. Understand roles and responsibilities of proper spotting techniques. Measure BMI as compared to their age, height, and weight. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Effort and attempted execution of skills Skill demonstration Teacher Observation PE Grading procedures Students will be able to demonstrate teamwork and improve fitness principles

Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Students will work in pairs Students will use appropriate weights according to strength and technique Students will progressively design sport specific Understand the progression using the Bigger, Faster, Stronger online program Utilize the internet to discover new workouts RESOURCES Teacher Resources: Essential material, Supplementary Materials, Links to Best Practices American Alliance for Health, Physical Education, Recreation and Dance (AAHPRED) www.aaphred.org Centers for Disease Control and Prevention Physical Education Curriculum Analysis Tool, Atlanta, GA www.cdc.gov/healthyyouth/physicalactivity National Association for Sport and Physical Education, Moving toward the future: National Standards for Physical Education, Reston, VA NJ Department of Education Core Curriculum Standards in Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/shpe/standards.htm Partnership for 21st Century Skills www.21stcentury.org http://www.biggerfasterstronger.com/home/programstrength.asp Equipment Needed: Free Weights/Dumbbells Machines Body Bars Ladders Low Hurdles Plyometric Boxes Jump Ropes Bars Security Clips Mats Cleaning Products Workout Log Sheets Internet

RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Physical Education Unit Title: Badminton Target Course/Grade Level: Grades 11/12 Unit Summary: Understanding the rules and objectives of Badminton. Students will be able to identify the rules of the game, develop good body mechanics and have a better understanding of the game. Approximate Length of Unit: 1 week Primary interdisciplinary connections: Science, Math, and Language Arts LEARNING TARGETS Standards: 2.5 Motor Skill Development -All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. 9.2 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Content Strand CPI# 2.5.12.A. 1 2.5.12.A.2 2.5.12.B.1 2.5.12.B.2 2.6.12.A.2 9.1.12.A.1 Explain and demonstrate ways to transfer movement skills from one game, sport, dance or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies. Apply a variety of mental strategies to improve. Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-training principles. Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem solving skills.

9.1.12.C.1 9.1.12.C.2 Determine all individual s responsibility for personal actions and contributions to group activities. Demonstrate the use of compromise, consensus and community building strategies for carrying out different tasks, assignments and projects. Unit Understandings Students will understand the Fundamental skills and terminology for the sport of Badminton. Unit Essential Questions How is scoring kept in the game? How do single and double rules differ? At what height is the net placed? How can you modify the game to increase volleying? What are some similarities of badminton and tennis? Where and when was Badminton debuted? Knowledge and Skills Students will know Fundamental skills and terminology: attacking clear, back court, backhand, base position, baseline, carry, center line, clear doubles, drive, drop shot, fault, flick, high clear, kill, let, match, rally, serve, set, smash and basic rules. Students will be able to... Make a clean play and volley on the court. Utilize proper form during a volley. Identify team rules and regulations. Understand roles and responsibilities of position play. Create online trivia questions to answer via homework page. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Effort and attempted execution of skills Skill demonstration Teacher Observation PE Grading procedures Students will be able to demonstrate teamwork and improve fitness principles Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Students will work in small groups Hand-eye coordination games will be performed to demonstrate skills Students will progressively increase intensity and difficulty levels based on skill sets Shorten playing court Length of play will vary Lower Net

RESOURCES Teacher Resources: Essential material, Supplementary Materials, Links to Best Practices American Alliance for Health, Physical Education, Recreation and Dance (AAHPRED) www.aaphred.org Centers for Disease Control and Prevention Physical Education Curriculum Analysis Tool, Atlanta, GA www.cdc.gov/healthyyouth/physicalactivity National Association for Sport and Physical Education, Moving toward the future: National Standards for Physical Education, Reston, VA NJ Department of Education Core Curriculum Standards in Comprehensive Health and Physical Education www.nj.gov/education/aps/cccs/shpe/standards.htm Partnership for 21st Century Skills www.21stcentury.org Equipment Needed: Shuttlecocks Nets Poles Cones for court boundaries Scoreboards Balloons Stopwatch Internet Homework page

RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Physical Education Unit Title: Diet and Exercise Target Course/Grade Level: Grades 11/12 Unit Summary: Understanding the principals and objectives of Diet and Exercise. Students will be able to identify the components of a healthy lifestyle and become familiar with the newest workout methods to fit individual wants and needs. Students will also understand daily lifestyle changes such as nutrition and basic exercise, which will harvest a healthy adulthood. Approximate Length of Unit: 10 weeks (used for one marking period) Opt in Class. Primary interdisciplinary connections: Science, Math, and Language Arts LEARNING TARGETS Standards: 2.5 Motor Skill Development - All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. 2.6 All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. 9.2 All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Content Strand CPI# 2.5.12.A. 1 2.5.12.A.2 2.5.12.B.1 2.5.12.B.2 2.6.12.A.2 Explain and demonstrate ways to transfer movement skills from one game, sport, dance or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive, and cooperative strategies. Apply a variety of mental strategies to improve. Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-training principles.