|PE.6.C.2.12:|| List the components of skill-related fitness.|
The components of skill-related fitness are speed, coordination, balance, power, agility and reaction time.
|PE.6.C.2.13:|| List appropriate warm-up and cool-down techniques and the reasons for using them. |
|PE.6.C.2.14:|| List terminology and etiquette in educational gymnastics or dance. |
|PE.6.C.2.15:|| Choreograph basic dance or gymnastic sequences alone, with a partner or in a small group. |
|PE.6.C.2.16:|| Evaluate the movement performance of others. |
|PE.6.C.2.17:|| Describe the mechanical principles of balance, force and leverage and how they relate to the performance of skills in gymnastics or dance. |
|PE.6.C.2.18:|| List and describe the risks and safety procedures in gymnastics and dance. |
|PE.6.C.2.19:|| Recognize the relationship between music and dance or gymnastics skills. |
|PE.6.C.2.20:|| Know how improvisation is used to create movements for choreography. |
|PE.6.C.2.21:|| Identify the precautions to be taken when exercising in extreme weather and/or environmental conditions. |
|PE.6.L.3.3:|| Participate in a variety of fitness, wellness, gymnastics and dance activities that promote the components of health-related fitness.|
The health-related components of fitness are cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and body composition.
|PE.6.L.3.4:|| Identify the in-school opportunities for physical activity that promote fitness, wellness, gymnastics and dance. |
|PE.6.L.3.5:|| Identify the community opportunities for physical activity that promote fitness, wellness, gymnastics and dance. |
|PE.6.L.3.6:|| Identify a variety of fitness, wellness, gymnastics and dance activities that promote stress management. |
|PE.6.M.1.5:|| Perform movements using a variety of equipment which lead to improved or maintained muscular strength and endurance. |
|PE.6.M.1.6:|| Design and perform smooth, flowing sequences of stunts, tumbling and rhythmic patterns that combine traveling, rolling, balancing and transfer of weight. |
|PE.6.M.1.7:|| Design and perform a routine to rhythm, with a partner or a group, while incorporating gymnastic actions and various forms of locomotion on small and/or large apparatus.|
Some examples of gymnastics actions are rolling, balancing and step like actions. Some examples of apparatus are wedge mats, cylinders and balance beams.
|PE.6.M.1.8:|| Perform complex dance sequences from a variety of dances accurately and with correct technique.|
Some examples of dances are folk, square, step and line.
|PE.6.M.1.9:|| Create and perform a rhythmic movement sequence while working with a partner or group. |
|PE.6.M.1.10:|| Design and perform different group dance and rhythm sequences that incorporate equipment. |
|PE.6.M.1.11:|| Apply proper warm-up and cool-down techniques. |
|PE.6.M.1.12:|| Use proper safety practices.|
Some examples of safety practices are the use of sun screen, hydration, selection of clothing and correct biomechanics.
|PE.6.M.1.13:|| Use technology to assess, enhance and maintain motor skill performance.|
Some examples of technology are Excel spreadsheets or web-based programs to chart or log activities, heart rate monitors, videotapes or digital cameras.
|PE.6.R.5.1:|| List ways that peer pressure can be positive and negative. |
|PE.6.R.5.2:|| Demonstrate acceptance and respect for persons of diverse backgrounds and abilities in physical-activity settings. |
|PE.6.R.5.3:|| Demonstrate responsible behaviors during physical activities.|
Some examples of responsible behaviors are controlling emotions, resolving conflicts, respecting opponents and officials and accepting both victory and defeat.
|PE.6.R.5.4:|| Describe the personal, social and ethical behaviors that apply to specific physical activities. |
|PE.6.R.5.5:|| Demonstrate appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities. |
|PE.6.R.6.1:|| Identify an opportunity for participation in a physical activity outside of the school setting that contributes to personal enjoyment and the attainment or maintenance of a healthy lifestyle. |
|PE.6.R.6.2:|| Identify the potential benefits of participation in a variety of physical activities.|
Some examples of potential benefits of participation are physical, mental, emotional and social.
|PE.6.R.6.3:|| Participate in games, sports and/or physical activities from other cultures. |
|LAFS.6.L.3.6 (Archived Standard):|| Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
|LAFS.68.RST.2.4 (Archived Standard):|| Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. |
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |
|HE.6.C.2.7:|| Investigate cultural changes related to health beliefs and behaviors.|
School breakfast programs, fast- food menus, and nutritional guidelines for snack machines, fitness programs, and school wellness programs.
|MAFS.6.RP.1.1 (Archived Standard):|| Understand the concept of a ratio and use ratio language to describe
a ratio relationship between two quantities. For example, “The ratio
of wings to beaks in the bird house at the zoo was 2:1, because for
every 2 wings there was 1 beak.” “For every vote candidate A received,
candidate C received nearly three votes.” |