|PE.6.C.2.3:|| Describe how each of the health-related components of fitness are improved through the application of training principles.|
The health-related components of fitness are cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and body composition.
|PE.6.C.2.4:|| Describe the long-term benefits of regular physical activity.|
Some examples of types of long-term benefits are physical, cognitive and emotional.
|PE.6.C.2.7:|| Determine personal target heart-rate zone and explain how to adjust intensity level to stay within the desired range. |
|PE.6.C.2.11:|| Prepare a log noting the food intake, calories consumed and energy expended through physical activity and describe results. |
|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.2.21:|| Identify the precautions to be taken when exercising in extreme weather and/or environmental conditions. |
|PE.6.C.2.22:|| List the three different types of heat illnesses associated with fluid loss.|
The three types of heat illnesses are heat cramps, heat exhaustion and heat stroke.
|PE.6.L.3.1:|| Participate in moderate physical activity on a daily basis. |
|PE.6.L.3.2:|| Participate in vigorous physical activity on a daily basis. |
|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.L.4.1:|| Create, implement and assess a personal fitness program in collaboration with a teacher. |
|PE.6.L.4.2:|| Develop goals and strategies for a personal physical fitness program. |
|PE.6.L.4.3:|| Use available technology to assess, design and evaluate a personal physical-activity plan. |
|PE.6.L.4.4:|| Develop a personal fitness program including a variety of physical activities. |
|PE.6.M.1.1:|| Demonstrate movements designed to improve and maintain cardiorespiratory endurance, muscular strength and endurance, flexibility and proper body composition. |
|PE.6.M.1.2:|| Perform at least three different activities that achieve target heart rate. |
|PE.6.M.1.3:|| Demonstrate the principles of training (overload, specificity and progression) and conditioning (frequency, intensity, time and type) for specific physical activities. |
|PE.6.M.1.4:|| Perform at least three activities having value for cardiorespiratory fitness. |
|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.1.9:|| Create and perform a rhythmic movement sequence while working with a partner or group. |
|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.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. |
|PE.7.C.2.1:|| Identify the basic rules for team sports.|
Some examples are setting up to start, violating rules and keeping accurate score.
|PE.7.C.2.3:|| Explain basic offensive and defensive strategies in modified games or activities and team sports. |
|PE.7.C.2.6:|| Provide feedback on skill patterns of self and partner by detecting and correcting mechanical errors. |
|PE.7.C.2.8:|| List specific safety procedures and equipment necessary for a variety of sport skills and physical activities. |
|PE.7.C.2.9:|| Describe how movement skills learned in one physical activity can be transferred and used in other physical activities.|
An example is slow-pitch softball and volleyball underhand serve.
|PE.7.M.1.1:|| Participate in modified versions of team sports demonstrating mature patterns while using a variety of manipulative skills.|
Some examples of manipulative skills are throwing, catching, kicking, punting, trapping, dribbling, volleying and striking.
|PE.7.M.1.2:|| Use basic offensive and defensive strategies while playing modified versions of a variety of sports and activities.|
An example of a modified version of a sport or activity is a small sided game.
|PE.7.M.1.4:|| Demonstrate introductory outdoor pursuits skills.|
Some examples of outdoor pursuits are archery, backpacking, orienteering, hiking, canoeing, fishing and ropes courses.
|PE.7.M.1.7:|| Utilize proper equipment and implement appropriate safety procedures for participation in a variety of sports or activities. |
|PE.7.M.1.8:|| Apply technology to evaluate, monitor and improve individual skill performance.|
Some examples of technology are Excel spreadsheets or web based programs to chart or log activities, heart rate monitors, videotapes and digital cameras.
|PE.7.R.5.1:|| Identify situations in which peer pressure could negatively impact one's own behavior choices. |
|PE.7.R.5.2:|| Demonstrate acceptance and respect for persons of diverse backgrounds and abilities in physical-activity settings. |
|PE.7.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.
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
- Analyze the problem in a way that makes sense given the task.
- Ask questions that will help with solving the task.
- Build perseverance by modifying methods as needed while solving a challenging task.
- Stay engaged and maintain a positive mindset when working to solve tasks.
- Help and support each other when attempting a new method or approach.
Teachers who encourage students to participate actively in effortful learning both individually and with others:
- Cultivate a community of growth mindset learners.
- Foster perseverance in students by choosing tasks that are challenging.
- Develop students’ ability to analyze and problem solve.
- Recognize students’ effort when solving challenging problems.
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
- Build understanding through modeling and using manipulatives.
- Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
- Progress from modeling problems with objects and drawings to using algorithms and equations.
- Express connections between concepts and representations.
- Choose a representation based on the given context or purpose.
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways:
- Help students make connections between concepts and representations.
- Provide opportunities for students to use manipulatives when investigating concepts.
- Guide students from concrete to pictorial to abstract representations as understanding progresses.
- Show students that various representations can have different purposes and can be useful in different situations.
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
- Select efficient and appropriate methods for solving problems within the given context.
- Maintain flexibility and accuracy while performing procedures and mental calculations.
- Complete tasks accurately and with confidence.
- Adapt procedures to apply them to a new context.
- Use feedback to improve efficiency when performing calculations.
Teachers who encourage students to complete tasks with mathematical fluency:
- Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
- Offer multiple opportunities for students to practice efficient and generalizable methods.
- Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used.
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
- Communicate mathematical ideas, vocabulary and methods effectively.
- Analyze the mathematical thinking of others.
- Compare the efficiency of a method to those expressed by others.
- Recognize errors and suggest how to correctly solve the task.
- Justify results by explaining methods and processes.
- Construct possible arguments based on evidence.
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
- Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
- Create opportunities for students to discuss their thinking with peers.
- Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
- Develop students’ ability to justify methods and compare their responses to the responses of their peers.
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
- Focus on relevant details within a problem.
- Create plans and procedures to logically order events, steps or ideas to solve problems.
- Decompose a complex problem into manageable parts.
- Relate previously learned concepts to new concepts.
- Look for similarities among problems.
- Connect solutions of problems to more complicated large-scale situations.
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
- Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
- Support students to develop generalizations based on the similarities found among problems.
- Provide opportunities for students to create plans and procedures to solve problems.
- Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
- Estimate to discover possible solutions.
- Use benchmark quantities to determine if a solution makes sense.
- Check calculations when solving problems.
- Verify possible solutions by explaining the methods used.
- Evaluate results based on the given context.
Teachers who encourage students to assess the reasonableness of solutions:
- Have students estimate or predict solutions prior to solving.
- Prompt students to continually ask, “Does this solution make sense? How do you know?”
- Reinforce that students check their work as they progress within and after a task.
- Strengthen students’ ability to verify solutions through justifications.
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
- Connect mathematical concepts to everyday experiences.
- Use models and methods to understand, represent and solve problems.
- Perform investigations to gather data or determine if a method is appropriate.
• Redesign models and methods to improve accuracy or efficiency.
Teachers who encourage students to apply mathematics to real-world contexts:
- Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
- Challenge students to question the accuracy of their models and methods.
- Support students as they validate conclusions by comparing them to the given situation.
- Indicate how various concepts can be applied to other disciplines.
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.
2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.
4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor.
6-8 Students continue with previous skills and use a style guide to create a proper citation.
9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
See Text Complexity for grade-level complexity bands and a text complexity rubric.
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page.
Students will use the terms and apply them in 2nd grade and beyond.
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
In kindergarten, students learn to listen to one another respectfully.
In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.
In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
|HE.7.B.6.3:|| Explain strategies and skills needed to assess progress and maintenance of a personal health goal.|
Journaling, daily checklists, calorie counting, use of pedometers, participation in support groups, and rewarding milestones.
|HE.7.P.8.2:|| Articulate a position on a health-related issue and support it with accurate health information.|
Bullying prevention, Internet safety, and nutritional choices.
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |