Final Hnes254 Curriculum Project Final

Erik Olson
HNES 254
Curriculum Project
1.
Community/School Profiles
a.
Community- Fargo
i.
Population
1.
General Numbers- 105,549 (cityoffargo/Cityinfo/Demographics)
2.
Sex- Male- 53,248 Female- 52,301 (suburbanstats.org/population/north-dakota)
3.
Diversity-(suburbanstats.org)
White- 95,205 (90% of total population)
Asian- 3,137 ( 2% of total population)
African American or Black- 2,852 (2% of total population)
Hispanic or Latino- 2,308 (2% of total population)
Two or More Races- 2,206 (2% of total population)
American Indian- 1,452 (1% of total population)
Some Other Race- 653 (Below 1% of total population)
Three or More Races- 112 (Below 1% of total population)
4.
SES( Socio-Economic-Status (% below poverty- 7.7%, middle class($35,000-$75,000)-35.3%, upper
class($75,000&up-32%)
5.
Unemployment Rate- 2.7% (US Bureau of Labor Statistics)
6.
Education Levels- High School Diploma- 20.4%, 2-Year Degree- 10.9%, 4-year degree- 26.5%, Graduate Degree-
12.6% (http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?src=bkmk)
ii.
Health Concerns (http://www.cityoffargo.com/)

Template by www.calendarlabs.com
The
top six health and wellness concerns among community
leaders
were:
cost of health insurance

cost of health care
obesity
cost of prescription drugs
poor nutrition and eating habits
inactivity or lack of exercise
iii.
Geographic Description
Fargo is located on the Red River on the western bank and is part of the Red River Valley. The Red River Valley is the
remains of Lake Agassiz after it dried up a long time ago. It makes for fertile farm soil, so farming is a big part of this area.
The Red River is susceptible to flooding due to the flat land.
(https://en.wikipedia.org/wiki/Fargo,_North_Dakota#Geography)
iv.
Climate
Warm humid summers Average July temperature 82.5 F, Average January temperature 18.4 F
v.
Parks & Recreation( http://www.fargoparks.com/)
1.
Facilities- Fargo Parks have over 2,100 acres of land which host over 1,000 programs.
2.
Access- Easy access to parks, trails, golf courses, and camping. Golf courses and camping allow for reservations, other
than that Fargo Parks offer easy and free access.
3.
Popular Activities (fishing and hunting, curling, baseball/softball, and golf)
b.
Middle School-
Ben Franklin
1.
General Numbers- 765 kids 70 teachers
2.
Sex- Male- 397 Female-368 (http://fargo.explore-northdakota.us/profile/schools/)
3.
Diversity- Native American- 24

Asian/Pacific Islander- 14
Hispanic- 13
Black, Non- Hispanic- 33
White, Non- Hispanic- 681
4.
SES(%on free or reduced lunch)- 27.3% on free or reduced lunch
(http://www.schooldigger.com/go/ND/schools/0678000193/school.aspx?t=tbStudents&st=tbLunch)
5.
Test Scores- NDSA test scores over 80% of kids proficient in math, nearly 80% were proficient in reading.
(http://www.trulia.com/schools/nd-fargo/ben_franklin_middle_school)
6.
Recreation opportunities near school- sidewalks for biking or walking, football field,
c.
High School-
Fargo North High School

1.
General Numbers- 1,213 kids 80 teachers
2.
Sex- Male- 623 Female-590
3.
Diversity- Native American- 18

Asian/Pacific Islander- 32
Hispanic- 34
Black, Non- Hispanic- 32

White, Non- Hispanic- 1,097
4.
SES (% on free or reduced lunch) 22.5% on free or reduced lunch
(http://www.schooldigger.com/go/ND/schools/0678000193/school.aspx?t=tbStudents&st=tbLunch)
5.
Test Scores Math- 68.4% of students are proficient.

Reading 75.1% of students are proficient
6.
Recreation opportunities near school- Pool, football field, dome, El Zagel and Edgewood golf course.
d.
Curriculum implications
i.
The information I gathered above will help me write my curriculum. The accessibility with some of the resources
available like the dome and the pool for North High School will allow for students to still be active during the winter without
having to spend all their time in the same gym all winter. They can use the pool for a swimming unit and the dome can be
used in the winter for activities like whiffle ball or team handball. The geographic location of Fargo with the Red River close
by might allow for activities like kayaking or fishing, something different from the usual physical education activities.
Knowing that the mix of boys and girls in both schools is pretty even, Ill have to make the activities I choose appealing and
fun for both boys and girls like volleyball, soccer, and track and field. Knowing the health concerns like inactivity and obesity,
my curriculum will help kids be active and have fun exercising at the same time. I also found out that test scores are
relatively high so I can develop a curriculum at a higher level.
Master Benchmark List Grades 6, 7, 8, Level I & 2

Benchmark
Grade 6
Demonstrates correct rhythm and pattern for one of the following dance
forms: folk, social, creative, line or world dance. (S1.M1.6)
Throws with a mature pattern for distance or power appropriate to the
practice task (e.g., distance = outfield to home plate; power = 2nd base to
1st base). (S1.M2.6)
Catches with a mature pattern from a variety of trajectories using different
objects in varying practice tasks. (S1.M3.6)
Passes and receives with hands in combination with locomotor patterns of
running and change of direction & speed with competency in modified
invasion games such as basketball, flag football, speedball or team handball.
(S1.M4.6)
Throws, while stationary, a leading pass to a moving receiver. (S1.M5.6)
Performs pivots, fakes and jab steps designed to create open space during
practice tasks. (S1.M6.6)
Performs the following offensive skills without defensive pressure: pivot, give
& go fakes. (S1.M7.6)
Dribbles with dominant hand using a change of speed and direction in a
variety of practice tasks. (S1.M8.6)
Foot-dribbles or dribbles with an implement with control, changing speed and
direction in a variety of practice tasks. (S1.M9.6)
Shoots on goal with power in a dynamic environment as appropriate to the
activity. (S1.M10.6)
Maintains defensive ready position, with weight on balls of feet, arms
extended and eyes on midsection of the offensive player. (S1.M11.6)
Performs a legal underhand serve with control for net/wall games such as
badminton, volleyball or pickleball. (S1.M12.6)
Strikes, with a mature overhand pattern, in a non-dynamic environment
(closed skills) for net/wall games such as volleyball, handball, badminton or
tennis. (S1.M13.6)
Demonstrates the mature form of the forehand and backhand strokes with a
Unit
Line Dance
Softball
Softball
Flag Football
Flag Football
Team Handball
Team Handball
Team Handball
Soccer
Soccer
Team Handball
Volleyball
Volleyball
Table Tennis
short-handled implement in net games such as paddleball, pickleball or

short-handled racket tennis. (S1.M14.6)
Transfers weight with correct timing for the striking pattern. (S1.M15.6)
Forehand-volleys with a mature form and control using a short-handled
implement. (S1.M16.6)
Two-hand-volleys with control in a variety of practice tasks. (S1.M17.6)
Demonstrates a mature underhand pattern for a modified target game such
as bowling, bocce or horseshoes. (S1.M18.6)
Strikes, with an implement, a stationary object for accuracy in activities such
as croquet, shuffleboard or golf. (S1.M19.6)
Strikes a pitched ball with an implement with force in a variety of practice
tasks. (S1.M20.6)
Catches, with a mature pattern, from different trajectories using a variety of
objects in a varying practice tasks. (S1.M21.6)
Demonstrates correct technique for basic skills in one self-selected outdoor
Preferably taught at elementary or secondary levels. However, availability of
facilities might dictate when swimming and water safety are offered in the
curriculum. (S1.M23)
Demonstrates correct technique for basic skills in one self-selected
individual- performance activity. (S1.M25.6)
Creates open space by using locomotor movements (e.g., walking, running,
jumping & landing) in combination with movement (e.g., varying pathways;
change of speed, direction or pace). (S2.M1.6)
Executes at least one the following offensive tactics to create open space:
moves to open space without the ball; uses a variety of passes; pivots and
fakes; give & go. (S2.M2.6)
Creates open space by using the width and length of the field/court on
offense. (S2.M3.6)
Reduces open space on defense by making the body larger and reducing
passing angles. (S2.M4.6)
Reduces open space by not allowing the catch (denial) or by allowing the
catch but not the return pass. (S2.M5.6)
Volleyball
Table Tennis
Volleyball
Bowling
Croquet
Softball
Flag Football
Canoeing
Swimming
Track and Field

Team Handball
Team Handball
Team Handball
Team Handball
Team Handball
Transitions from offense to defense or defense to offense by recovering

quickly. (S2.M6.6)
Creates open space in net/wall games with a short-handled implement by
varying force and direction. (S2.M7.6)
Reduces offensive options for opponents by returning to mid-court position.
(S2.M8.6)
Selects appropriate shot and/or club based on location of the object in
relation to the target. (S2.M9.6)
Identifies open spaces and attempts to strike object into that space.
(S2.M10.6)
Identifies the correct defensive play based on the situation (e.g., number of
outs). (S2.M11.6)
Varies application of force during dance or gymnastic activities. (S2.M12.6)
Makes appropriate decisions based on the weather, level of difficulty due to
conditions or ability to ensure safety of self and others. (S2.M13.6)
Describes how being physically active leads to a healthy body. (S3.M1.6)
Participates in self-selected physical activity outside of physical education
class. (S3.M2.6)
Participates in a variety of aerobic fitness activities such as cardio kick, step
aerobics and/or aerobic dance. (S3.M3.6)
Participates in a variety of aerobic fitness activities using technology such as
Dance, Dance Revolution or Wii Fit. (S3.M4.6)
Participates in a variety of lifetime recreational team sports, outdoor pursuits
or dance activities. (S3.M5.6)
Participates in moderate to vigorous aerobic physical activity that includes
intermittent or continuous aerobic physical activity of both moderate and
vigorous intensity for at least 60 minutes per day. (S3.M6.6)
Identifies the components of skill- related fitness. (S3.M7.6)
Sets and monitors a self-selected physical activity goal for aerobic and/ or
muscle- and bone-strengthening activity based on current fitness level.
(S3.M8.6)
Employs correct techniques and methods of stretching. iii (S3.M9.6)
Differentiates between aerobic and anaerobic capacity, and muscular
strength and endurance. (S3.M10.6)
Team Handball
Table Tennis
Team Handball
Croquet
Softball
Softball
Social Dance
Croquet
Track and Field
Swimming
Line Dance
Track and Field
Bowling
Track and Field
Team Handball
Track and Field
Track and Field
Track and Field
Identifies each of the components of the overload principle (FITT formula:

frequency, intensity, time & type) for different types of physical activity
(aerobic, muscle fitness and flexibility). (S3.M11.6)
Describes the role of warm-ups and cool-downs before and after physical
Defines resting heart rate (RHR) and describes its relationship to aerobic
fitness and the Borg Rating of Perceived Exertion (RPE) Scale. (S3.M13.6)
Track and Field
Identifies major muscles used in selected physical activities. (S3.M14.6)

Designs and implements a program of remediation for any areas of weakness
based on the results of health-related fitness assessment. (S3.M15.6)
Maintains a physical activity log for at least two weeks and reflects on
activity levels as documented in the log. (S3.M16.6)
Identifies foods within each of the basic food groups and selects appropriate
servings and portions for his/ her age and physical activity levels. (S3.M17.6)
Identifies positive and negative results of stress and appropriate ways of
dealing with each. (S3.M18.6)
Exhibits personal responsibility by using appropriate etiquette,
demonstrating respect for facilities and exhibiting safe behaviors. (S4.M1.6)
Identifies and uses appropriate strategies to self-reinforce positive fitness
behaviors, such as positive self-talk. (S4.M2.6)
Demonstrates self-responsibility by implementing specific corrective
feedback to improve performance. (S4.M3.6)
Accepts differences among classmates in physical development, maturation
and varying skill levels by providing encouragement and positive feedback.
(S4.M4.6)
Cooperates with a small group of classmates during adventure activities,
game play or team-building activities. (S4.M5.6)
Identifies the rules and etiquette for physical activities, games and dance
activities. (S4.M6.6)
Uses physical activity and fitness equipment appropriately and safely, with
the teachers guidance. (S1.M7.6)
Describes how being physically active leads to a healthy body. (S5.M1.6)
Identifies components of physical activity that provide opportunities for
Canoeing
Track and Field
Track and Field

Track and Field
Track and Field

Track and Field
Flag Football
Bowling
Bowling
Softball
Softball
Volleyball
Line Dance
Canoeing
Swimming
Bowling
reducing stress and for social interaction. (S5.M2.6)

Recognizes individual challenges and copes in a positive way, such as
extending effort, asking for help or feedback, or modifying the tasks.
(S5.M3.6)
Describes how moving competently in a physical activity setting creates
enjoyment. (S5.M4.6)
Identifies how self-expression and physical activity are related. (S5.M5.6)
Demonstrates respect for self and others in activities and games by following
the rules, encouraging others and playing within the spirit of the game or
activity. (S5.M6.6)
Grade 7
Demonstrates correct rhythm and pattern for a different dance form from
among folk, social, creative, line and world dance. (S1.M1.7)
activity in a dynamic environment. (S1.M2.7)
Catches with a mature pattern from a variety of trajectories using different
objects in small-sided game play. (S1.M2.7)
Passes and receives with feet in combination with locomotor patterns of
running and change of direction & speed with competency in invasion games
such as soccer, or speedball. (S1.M4.7)
Throws, while moving, a leading pass to a moving receiver. (S1.M5.7)
Executes at least one of the following designed to create open space during
small-sided game play: pivots, fakes, jab steps. (S1.M6.7)
Performs the following offensive skills with defensive pressure: pivot, fakes,
give & go. (S1.M7.7)
Dribbles with dominant and non-dominant hands using a change of speed
and direction in a variety of practice tasks. (S1.M8.7)
Foot-dribbles or dribbles with an implement combined with passing in a
variety of practice tasks. (S1.M9.7)
Shoots on goal with power and accuracy in small-sided game play.
(S1.M10.7)
Slides in all directions while on defense without crossing feet. (S1.M11.7)
Executes consistently (at least 70% of the time) a legal underhand serve to a
predetermined target for net/wall games such as badminton, volleyball or
Table Tennis
Soccer
Line Dance
Team Handball
World Dance
Ultimate Frisbee
Ultimate Frisbee
Speedball
Ultimate Frisbee
Ultimate Frisbee
Basketball
Basketball
Floor Hockey
Floor Hockey
Basketball
Badminton
pickleball. (S1.M12.7)
Strikes, with a mature overhand pattern, in a dynamic environment for
net/wall games such as volleyball, handball, badminton or tennis. (S1.M13.7)
Demonstrates the mature form of forehand and backhand strokes with a
long-handled implement in net games such as badminton or tennis.
(S1.M14.7)
Transfers weight with correct timing using low to high striking pattern with a
short-handled implement on the forehand side. (S1.M15.7)
Forehand and backhand volleys with a mature form and control using a shorthandled implement. (S1.M16.7)
Two-hand-volleys with control in a dynamic environment. (S1.M17.7)
Executes consistently (70% of the time) a mature underhand pattern for
target games such as bowling, bocce or horseshoes. (S1.M18.7)
Strikes, with an implement, a stationary object for accuracy and distance in
activities such as croquet, shuffleboard or golf. (S1.M19.7)
Strikes a pitched ball with an implement to open space in a variety of
practice tasks. (S1.M20.7)
Catches, with a mature pattern, from different trajectories using a variety of
objects in small-sided game play. (S1.M21.7)
Demonstrates correct technique for a variety of skills in one self-selected
outdoor activity. (S1.M22.7)
Preferably taught at elementary or secondary levels. However, availability of
facilities might dictate when swimming and water safety are offered in the
curriculum. (S1.M24)
Demonstrates correct technique for a variety of skills in one self-selected
individual-performance activity. (S1.M25.7)
Reduces open space by using locomotor movements (e.g., walking, running,
jumping & landing, changing size and shape of the body) in combination with
movement concepts (e.g., reducing the angle in the space, reducing distance
between player and goal). (S2.M1.7)
Executes at least two of the following offensive tactics to create open space:
give & go; a variety of passes; fakes, pivot). (S2.M2.7)
Creates open space by staying spread on offense, and cutting and passing
quickly. (S2.M3.7)
Badminton
Badminton
Pickleball
Pickleball
Pickleball
Bocce
Golf
Cricket
Cricket
Bocce
None
Bocce
Floor Hockey
Floor Hockey
Floor Hockey
Reduces open space on defense by staying close to the opponent as he/ she
nears the goal. (S2.M4.7)
Reduces open space by not allowing the catch (denial) or anticipating the
speed of the object or person for the purpose of interception or deflection.
(S2.M5.7)
Transitions from offense to defense or defense to offense by
recoveringquickly and communicating with teammates. (S2.M6.7)
Creates open space in net/wall games with a long-handled implement by
varying force, direction and moving opponent from side to side. (S2.M7.7)
Selects offensive shot based on opponents location (hit where opponent is
not). (S2.M8.7)
Varies the speed and/or trajectory of the shot based on location of the object
in relation to the target. (S2.M9.7)
Uses a variety of shots (e.g., slap & run, bunt, line drive, high arc) to hit to
open space. (S2.M10.7)
Selects the correct defensive play based on the situation (e.g., number of
outs). (S2.M11.7)
Identifies and applies Newtons laws of motion to various dance or movement
Analyzes the situation and makes adjustments to ensure the safety of self
and others. (S2.M13.7)
Identifies barriers related to maintaining a physically active lifestyle and
seeks solutions for eliminating those barriers. (S3.M1.7)
Participates in a physical activity twice a week outside of physical education
class. (S3.M2.7)
Participates in a variety of strength and endurance fitness activities such as
Pilates, resistance training, bodyweight training and/or light free weight
training. (S3.M3.7)
Participates in a variety of strength and endurance fitness activities such as
weight or resistance training. (S3.M4.7)
Participates in a variety of lifetime dual and individual sports, martial arts or
aquatic activities. (S3.M5.7)
Participates in moderate to vigorous muscle- and bone-strengthening
physical activity at least three times a week. (S3.M6.7)
Floor Hockey
Floor Hockey
Floor Hockey
Badminton
Badminton
Golf
Cricket
Cricket
World Dance
Bocce
Weight Training
Bocce
Weight Training
Weight Training
Golf
Weight Training
Distinguishes between health-related and skill-related fitness.9 (S3.M7.7)

Adjusts physical activity based on quantity of exercise needed for a minimal
health standard and/or optimal functioning based on current fitness level.
(S3.M8.7)
Describes and demonstrates the difference between dynamic and static
stretches. (S3.M9.7)
Describes the role of exercise and nutrition in weight management.
(S3.M10.7)
Describes FITT formula (overload principle) for different types of physical
activity, the training principles on which the formula is based and how the
formula and principles affect
fitness. (S3.M11.7)
Designs a warm-up/ cool-down regimen for a self-selected physical activity.
(S3.M12.7)
Defines how the RPE Scale can be used to determine the perception of the
work effort or intensity of exercise. (S3.M13.7)
Describes how muscles pull on bones to create movement in pairs by
relaxing and contracting. (S3.M14.7)
Designs and implements a program of remediation for two areas of weakness
Maintains a physical activity and nutrition log for at least two weeks and
reflects on activity levels and nutrition as documented in the log. (S3.M16.7)
Develops strategies to balance healthy food, snacks and water intake, along
with daily physical activity. (S3.M17.7)
Practices strategies for dealing with stress, such as deep breathing, guided
visualization and aerobic exercise. (S3.M18.7)
Exhibits responsible social behaviors by cooperating with classmates,
demonstrating inclusive behaviors and supporting classmates. (S4.M1.7)
Demonstrates both intrinsic and extrinsic motivation by selecting
opportunities to participate in physical activity outside of class. (S4.M2.7)
Provides corrective feedback to a peer, using teacher-generated guidelines,
and incorporating appropriate tone and other communication skills. (S4.M3.7)
Demonstrates cooperation skills by establishing rules and guidelines for
resolving conflicts. (S4.M4.7)
Weight Training
Weight Training
Weight Training
Weight Training
Weight Training
Weight Training
Weight Training
Weight Training
Weight Training
Weight Training
Weight Training
Weight Training
Weight Training
Golf
Golf
Basketball
Problem-solves with a small group of classmates during adventure activities,

small-group initiatives or game play. (S4.M5.7)
Demonstrates knowledge of rules and etiquette by self-officiating modified
physical activities/games or following parameters to create or modify a
dance. (S4.M6.7)
Independently uses physical activity and exercise equipment appropriately
and safely. (S1.M7.7)
Identify different Identifies different types of physical activities and describes
how each exerts a positive impact on health. (S5.M1.7)
Identifies positive mental and emotional aspects of participating in a variety
of physical activities. (S5.M2.7)
Generates positive strategies such as offering suggestions/assistance,
leading/following others and/or providing possible solutions when faced with
a group challenge. (S5.M3.7)
Identifies why self-selected physical activities create enjoyment. (S5.M4.7)
Explains the relationship between self-expression and lifelong enjoyment
through physical activity. (S5.M5.7)
Demonstrates the importance of social interaction by helping and
encouraging others, avoiding trash talk and providing support to classmates
(S5.M6.7)
Grade 8
Exhibits command of rhythm and timing by creating a movement sequence
to music as an individual or in a group. (S1.M1.8)
activity during small-sided game play. (S1.M2.8)
Catches using an implement in a dynamic environment or modified game
play. (S1.M2.8)
Passes and receives with an implement in combination with locomotor
patterns of running and change of direction, speed and/or level with
competency in invasion games such as lacrosse or hockey (floor, field, ice).
(S1.M4.8)
Throws a lead pass to a moving partner off a dribble or pass. (S1.M5.8)
Executes at least two of the following to create open space during modified
Cricket
World Dance
Weight Training
Golf
Golf
Ultimate Frisbee
Golf
Golf
Badminton
Social Dance
Lacrosse
Lacrosse
Lacrosse
Lacrosse
Basketball
game play: pivots, fakes, jab steps, screens. (S1.M6.8)

Executes the following offensive skills during small-sided game play: pivot,
give & go fakes. (S1.M7.8)
Dribbles with dominant and non-dominant hand using a change of speed and
direction in small-sided game play. (S1.M8.8)
Foot-dribbles or dribbles with an implement with control, changing speed and
direction during small-sided game play. (S1.M9.8)
Shoots on goal with a long-handled implement for power and accuracy in
modified invasion games such as hockey (floor, field, ice) or lacrosse.
(S1.M10.8)
Drop-steps in the direction of the pass during player-to-player defense.
(S1.M11.8)
Executes consistently (at least 70% of the time) a legal underhand serve for
distance and accuracy for net/wall games such as badminton, volleyball or
pickleball . (S1.M12.8)
Strikes, with a mature overarm pattern, in a modified game for net/wall
games such as volleyball, handball, badminton or tennis. (S1.M13.8)
Demonstrates the mature form of forehand and backhand strokes with a
shorter long-handled implement with power and accuracy in net games such
as pickleball, tennis, badminton or paddle ball. (S1.M14.7)
Transfers weight with correct timing using low to high striking pattern with a
long-handled implement on the backhand side. (S1.M15.8)
Forehand- and backhand-volleys with a mature form and control using a
short-handled implement during modified game play. (S1.M16.8)
Two-hand-volleys with control in a small-sided game. (S1.M17.8)
Performs consistently (70% of the time) a mature underhand pattern with
accuracy and control for one target game such as bowling or bocci.
(S1.M18.8)
Strikes, with an implement, a stationary object for accuracy and power in
such activities as croquet, shuffleboard or golf. (S1.M19.8)
Strikes a pitched ball with an implement for power to open space in a variety
of small-sided games. (S1.M20.8)
Catches, using an implement, from different trajectories and speeds in a
dynamic environment or modified game play. (S1.M21.8)
Basketball
Basketball
Soccer
Lacrosse
Basketball
Racquetball
Tennis
Tennis
Tennis
Racquetball
Racquetball
Croquette
Croquette
Whiffle Ball
Whiffle Ball
Demonstrates correct technique for basic skills in at least two self-selected

outdoor activities. (S1.M22.8)
Demonstrates correct technique for basic skills in at least two self-selected
individual- performance activities. (S1.M25.8)
Opens and closes space during small-sided game play by combining
locomotor movements with movement concepts. (S2.M1.8)
Executes at least three of the following offensive tactics to create open
space: moves to create open space on and off the ball; uses a variety of
passes, fakes, and pathways; give & go. (S2.M2.8)
Creates open space by staying spread on offense, cutting and passing
quickly, and using fakes off the ball. (S2.M3.8)
Reduces open space on defense by staying on the goal side of the offensive
player and reducing the distance to him/ her (third-party perspective).
(S2.M4.8)
Reduces open space by not allowing the catch (denial) and anticipating the
speed of the object or person for the purpose of interception or deflection.
(S2.M5.8)
Transitions from offense to defense or defense to offense by recovering
quickly, communicating with teammates and capitalizing on an advantage.
(S2.M6.8)
Creates open space in net/wall games with either a long- or short-handled
implement by varying force or direction, or moving opponent side to side
and/or forward and back. (S2.M7.8)
Varies placement, force and timing of return to prevent anticipation by
opponent. (S2.M8.8)
Varies the speed, force and trajectory of the shot based on location of the
object in relation to the target. (S2.M9.8)
Identifies sacrifice situations and attempt to advance a teammate.
(S2.M10.8)
Reduces open spaces in the field by working with teammates to maximize
coverage. (S2.M11.8)
Describes and applies mechanical advantage(s) for a variety of movement
patterns. (S2.M12.8)
Implements safe protocols in self-selected outdoor activities. (S2.M13.8)
Kayaking
In-Line Skating
Basketball
Basketball
Basketball
Basketball
Basketball
Basketball
Racquetball
Racquetball
Tennis
Whiffle Ball
Whiffle Ball
Social Dance
Fishing
Identifies the five components of health-related fitness (muscle strength,

muscle endurance, flexibility, CV endurance, body composition) and explains
the connections between fitness and overall physical and mental health.
(S3.M1.8)
Participates in physical activity three times a week outside of physical
education class. (S3.M2.8)
Participates in a variety of self-selected aerobic fitness activities outside of
school such as walking, jogging, biking, skating, dancing and/or swimming.
(S3.M3.8)
Plans and implements a program of cross training to include aerobic,
strength & endurance and flexibility. (S3.M4.8)
Participates in a self-selected lifetime sport, dance, aquatic or outdoor
activity outside of the school day. (S3.M5.8)
Participates in moderate to vigorous aerobic and/or muscle- and bonestrengthening physical activity for at least 60 minutes per day at least five
times a week. (S3.M6.8)
Compares and contrasts health-related fitness components. (S3.M7.8)
Uses available technology to self-monitor quantity of exercise needed for a
minimal health standard and/or optimal functioning based on current fitness
level. (S3.M8.8)
Employs a variety of appropriate static stretching techniques for all major
muscle groups. (S3.M9.8)
Describes the role of flexibility in injury prevention. (S3.M10.8)
Uses the overload principle (FITT formula) in preparing a personal workout.
(S3.M11.8)
Designs and implements a warm-up/ cool-down regimen for a self-selected
physical activity. (S3.M12.8)
Defines how the RPE Scale can be used to adjust workout intensity during
physical activity. (S3.M13.8)
Explains how body systems interact with one another (e.g., blood transports
nutrients from the digestive system, oxygen from the respiratory system)
during physical activity. (S3.M14.8)
Designs and implements a program of remediation for 3 areas of weakness
Weight Training
In-Line Skating
In- Line Skating
Weight Training
Fishing
Weight Training
Weight Training
Weight Training
Weight Training
Weight Training
Weight Training
Weight Training
Weight Training
Basketball
Weight Training
Designs and implements a program to improve levels of health-related

fitness and nutrition. (S3.M16.8)
Describes the relationship between poor nutrition and health risk factors.
(S3.M17.8)
Demonstrates basic movements used in other stress-reducing activities such
as yoga and Tai Chi. (S3.M18.8)
Accepts responsibility for improving ones own levels of physical activity and
fitness. (S4.M1.8)
Uses effective self-monitoring skills to incorporate opportunities for physical
activity in and outside of school. (S4.M2.8)
Provides encouragement and feedback to peers without prompting from the
teacher. (S4.M3.8)
Responds appropriately to participants ethical and unethical behavior during
physical activity by using rules and guidelines for resolving conflicts.
(S4.M4.8)
Cooperates with multiple classmates on problem-solving initiatives, including
adventure activities, large-group initiatives, and game play. (S4.M5.8)
Applies rules and etiquette by acting as an official for modified physical
activities and games and creating dance routines within a given set of
parameters. (S4.M6.8)
Independently uses physical activity and fitness equipment appropriately,
and identifies specific safety concerns associated with the activity. (S4.M7.8)
Identifies the 5 components of health-related fitness (muscular strength,
muscular endurance, flexibility, cardiovascular endurance and body
composition) and explains the connections between fitness and overall
physical and mental health. (S5.M1.8)
Analyzes the empowering consequences of being physical active. (S5.M2.8)
Develops a plan of action and makes appropriate decisions based on that
plan when faced with an individual challenge. (S5.M3.8)
Discusses how enjoyment could be increased in self-selected physical
Identifies and participates in an enjoyable activity that prompts individual
self-expression. (S5.M5.8)
Demonstrates respect for self by asking for help and helping others in
Weight Training
Weight Training
Weight Training
Weight Training
Basketball
Basketball
Croquette
Croquette
Basketball
Fishing
Weight Training
Weight Training
Kayaking
Croquette
Social Dance
Weight Training
various physical activities. (S5.M6.8)
Level I
Demonstrates competency and/or refines activity-specific movement skills in
2 or more lifetime activities (outdoor pursuits, individual-performance
activities, aquatics, net/wall games or target games). (S1.H1.L1)
Demonstrates competency in dance forms used in cultural and social
occasions (e.g., weddings, parties), or demonstrates competency in 1 form of
dance (e.g., ballet, modern, hip hop, tap). (S1.H2.L1)
Demonstrates competency in 1 or more specialized skills in health-related
fitness activities. (S1.H3.L1)
Applies the terminology associated with exercise and participation in selected
individual-performance activities, dance, net/wall games, target games,
aquatics and/or outdoor pursuits appropriately. (S2.H1.L1)
Uses movement concepts and principles (e.g., force, motion, rotation) to
analyze and improve performance of self and/or others in a selected skill.
(S2.H2.L1)
Creates a practice plan to improve performance for a self-selected skill.
(S2.H3.L1)
Identifies examples of social and technical dance forms. (S2.H4.L1)
Discusses the benefits of a physically active lifestyle as it relates to college or
career productivity. (S3.H1.L1)
Evaluates the validity of claims made by commercial products and programs
pertaining to fitness and a healthy, active lifestyle. (S3.H2.L1)
Identifies issues associated with exercising in heat, humidity and cold.
(S3.H3.L1)
Evaluates according to their benefits, social support network, and
participation requirements activities that can be pursued in the local
environment. (S3.H4.L1)
Evaluates risks and safety factors that might affect physical activity
preferences throughout the life cycle. (S3.H5.L1)
Participates several times a week in a self-selected lifetime activity, dance or
fitness activity outside of the school day. (S3.H6.L1)
Demonstrate appropriate technique in resistance-training machines and free
weights. (S3.H7.L1)
Track and Field

Hip Hop
Tennis
Track and Field
Track and Field
Track and Field
Hip Hop
Weight Training
Weight Training
Track and Field
Tennis
Weight Training
Tennis
Weight Training
Relates physiological responses to individual levels of fitness and nutritional

balance. (S3.H8.L1)
Identifies types of strength exercises (isometric, concentric, eccentric) and
stretching exercises (static, proprioceptive neuromuscular facilitation (PNF),
dynamic) for personal fitness development (e.g., strength, endurance, range
of motion). (S3.H9.L1)
Calculates target heart rate and applies that information to personal fitness
plan. (S3.H10.L1)
Creates and implements a behavior-modification plan that enhances a
healthy, active lifestyle in college or career settings. (S3.H11.L1)
Designs a fitness program, including all components of health-related fitness,
for a college student and an employee in the learners chosen field of work.
(S3.H12.L1)
Designs and implements a nutrition plan to maintain an appropriate energy
balance for a healthy, active lifestyle. (S3.H13.L1)
Identifies stress-management strategies (e.g., mental imagery, relaxation
techniques, deep breathing, aerobic exercise, meditation) to reduce stress.
(S3.H14.L1)
Employs effective self-management skills to analyze barriers and modify
physical activity patterns appropriately, as needed. (S4.H1.L1)
Exhibits proper etiquette, respect for others and teamwork while engaging in
physical activity and/or social dance. (S4.H2.L1)
Uses communication skills and strategies that promote team or group
dynamics. (S4.H3.L1)
Solves problems and thinks critically in physical activity or dance settings,
both as an individual and in groups. (S4.H4.L1)
Applies best practices for participating safely in physical activity, exercise
and dance (e.g., injury prevention, proper alignment, hydration, use of
equipment, implementation of rules, sun protection). (S4.H5.L1)
Analyzes the health benefits of a self-selected physical activity. (S5.H1.L1)
Challenge is a focus Level 2. (S5.H2.L1)
Selects and participates in physical activities or dance that meet the need for
self-expression and enjoyment. (S5.H3.L1)
Identifies the opportunity for social support in a self-selected physical activity
Weight Training
Weight Training
Weight Training
Weight Training
Weight Training
Weight Training
Weight Training
Volleyball
Hip Hop
Tennis
Hip Hop
Weight Training
Frisbee Golf
Frisbee Golf
Hip Hop
or dance. (S5.H4.L1)
Level II
Refines activity-specific movement skills in 1 or more lifetime activities
(outdoor pursuits, individual-performance activities, aquatics, net/wall games
or target games). (S1.H1.L2)
Demonstrates competence in a form of dance by choreographing a dance or
by giving a performance. (S1.H2.L2)
Demonstrates competency in 2 or more specialized skills in health-related
fitness activities. (S1.H3.L2)
Identifies and discusses the historical and cultural roles of games, sports and
dance in a society. (S2.H1.L2)
Describes the speed/accuracy trade-off in throwing and striking skills.
(S2.H2.L2)
Identifies the stages of learning a motor skill. (S2.H3.L2)
Compares similarities and differences in various dance forms. (S2.H4.L2)
Investigates the relationships among physical activity, nutrition and body
composition. (S3.H1.L2)
Analyzes and applies technology and social media as tools for supporting a
healthy, active lifestyle. (S3.H2.L2)
Applies rates of perceived exertion and pacing. (S3.H3.L2)
If the outcome was not achieved in Level 1, it should be a focus in Level 2.
(S3.H4.L2)
Analyzes the impact of life choices, economics, motivation, and accessibility
on exercise adherence and participation in physical activity in college or
career settings. (S3.H5.L2)
Creates a plan, trains for and participates in a community event with a focus
on physical activity (e.g., 5K, triathlon, tournament, dance performance,
cycling event). (S3.H6.L2)
Designs and implements a strength and conditioning program that develops
balance in opposing muscle groups (agonist-antagonist) and supports a
healthy, active lifestyle. (S3.H7.L2)
Identifies the different energy systems used in a selected physical activity
(e.g., adenosine triphosphate and phosphocreatine , anaerobic glycolysis,
aerobic). (S3.H8.L2)
Badminton
Modern Dance
Eclipse Ball
Modern Dance
Whiffle Ball
Whiffle Ball
Modern Dance
Weight Training
Weight Training
Weight Training
Golf
Golf
Weight Training
Weight Training
Identifies the structure of skeletal muscle and fiber types as they relate to
muscle development. (S3.H9.L2)
Adjusts pacing to keep heart rate in the target zone, using available
technology (e.g., pedometer, heart rate monitor), to self- monitor aerobic
intensity. (S3.H10.L2)
Develops and maintains a fitness portfolio (e.g., assessment scores, goals for
improvement, plan of activities for improvement, log of activities being done
to reach goals, timeline for improvement). (S3.H11.L2)
Analyzes the components of skill-related fitness in relation to life and career
goals, and designs an appropriate fitness program for those goals.
(S3.H12.L2)
Creates a snack plan for before, during and after exercise that addresses
nutrition needs for each phase. (S3.H13.L2)
Applies stress-management strategies (e.g., mental imagery, relaxation
techniques, deep breathing, aerobic exercise, meditation) to reduce stress.
(S3.H14.L2)
Accepts differences between personal characteristics and the idealized body
images and elite performance levels portrayed in various media. (S4.H1.L2)
Examines moral and ethical conduct in specific competitive situations (e.g.,
intentional fouls, performance-enhancing substances, gambling, current
events in sport). (S4.H2.L2)
Assumes a leadership role (e.g., task or group leader, referee, coach) in a
physical activity setting. (S4.H3.L2)
Accepts others ideas, cultural diversity and body types by engaging in
cooperative and collaborative movement projects. (S4.H4.L2)
(S4.H5. L2)
(S5.H1. L2)
Chooses an appropriate level of challenge to experience success and desire
to participate in a self-selected physical activity. (S5.H2.L2)
Identifies the uniqueness of creative dance as a means of self-expression.
(S5.H3.L2)
Evaluates the opportunity for social interaction and social support in a self-
Weight Training
Badminton
Weight Training
Weight Training
Weight Training
Golf
Weight Training
Whiffle Ball
Whiffle Ball
Modern Dance
Eclipse Ball
Modern Dance
Modern Dance
selected physical activity or dance. (S5.H4.L2)
Ben Franklin Middle School Grade 6
Logo
August
2014
Sun
NC= No Class
=softball
Mon
6=6th Grade
Tue
Wed
Thu
Fri
Sat
10
11
12
13
14
15
16
17
18
19
20
21
22
NC
23
24
25
NC
26
NC
27
28
29
30
6-Softball
6-Softball
6-Softball
Logo
September
2014
Sun
NC= No Class
=softball
=soccer
Mon
1
Labor Day
NC
6=6th Grade
Tue
Wed
Thu
Fri
2
6- Softball
3
6- Softball
4
6- Softball
5
6- Softball
Sat
9
10
11
12
8
13
6Softball
6Softball
6Softball
6Softball
6- Softball
14
15
17
6- Soccer
18
6- Soccer
19
6- Soccer
20
6- Soccer
16
6- Soccer
21
22
6- Soccer
23
6- Soccer
24
6- Soccer
25
6- Soccer
26
6- Soccer
27
28
29
6- Soccer
30
6- Soccer
Logo
October
2014
Sun
NC= No Class
=soccer
6=6th Grade
=flag football
=Table Tennis
Mon
Tue
Wed
Thu
Fri
6- Soccer
6- Soccer
6- Soccer
Sat
4
12
19
26
10
6- Flag
Football
6- Flag
Football
6- Flag
Football
6- Flag
Football
6- Flag
Football
13
14
15
6- Flag
Football
6- Flag
Football
17
NDU
NC
18
6- Flag
Football
16
NDU
NC
20
21
22
23
24
25
6- Flag
Football
6- Flag
Football
6- Flag
Football
6- Flag
Football
6- Flag
Football
27
28
29
30
31
6- Table
Tennis
6- Table
Tennis
6- Table
Tennis
6- Table
Tennis
6- Table
Tennis
Logo
NC= No Class
November
2014
Sun
11
6=6th Grade
=Table Tennis
=Line Dance
Mon
Tue
Wed
Thu
Fri
Sat
6- Table
Tennis
6- Table
Tennis
6- Table
Tennis
6- Table
Tennis
6- Table
Tennis
10
11
12
13
14
6- Table
Tennis
6-Table
Tennis
6-Table
Tennis
6-Table
Tennis
16
17
19
20
21
6- Line
Dance
Veterans
Day NC
18
NC
6- Line
Dance
6- Line
Dance
6- Line
Dance
6- Line
Dance
23
24
25
26
27
28
6- Line
Dance
6- Line
Dance
NC- PD
NC
NC
15
22
29
Logo
December
2014
Sun
NC= No Class
6=6th Grade
=Volleyball
Mon
Tue
Wed
Thu
Fri
1
6-Volleyball
2
6-Volleyball
3
6-Volleyball
4
6-Volleyball
5
6-Volleyball
Sat
6
8
6-Volleyball
9
6-Volleyball
10
6-Volleyball
11
6-Volleyball
12
6-Volleyball
13
14
15
6-Volleyball
16
6-Volleyball
17
6-Volleyball
18
6-Volleyball
19
6-Volleyball
20
21
22
6-Volleyball
23
6-Volleyball
24
25
26
27
NC
NC
NC
29
NC
30
NC
31
NC
28
Logo
NC= No Class
January
2015
Sun
6=6th Grade
=Floor Hockey
=Swimming
Mon
Tue
Wed
Thu
1
Fri
2
NC
NC
Sat
6-Floor
Hockey
6-Floor
Hockey
6-Floor
Hockey
6-Floor
Hockey
6-Floor
Hockey
11
12
13
14
15
16
6-Floor
Hockey
6-Floor
Hockey
6-Floor
Hockey
6-Floor
Hockey
6-Floor
Hockey
19
NC-PD
20
21
22
23
6-Floor
Hockey
6-Floor
Hockey
6-Floor
Hockey
6-Floor
Hockey
26
6Swimming
27
6Swimming
28
6Swimming
29
6Swimming
30
6Swimming
18
25
NC= No Class
February
2015
1
17
24
31
Logo
Sun
10
6=6th Grade
=Swimming
=Bowling
Mon
2
6Swimming
Tue
3
6Swimming
Wed
4
6Swimming
Thu
5
6Swimming
Fri
6
6Swimming
Sat
7
9
6Swimming
10
6Swimming
11
6Swimming
12
6Swimming
13
6Swimming
14
15
16
18
6- Bowling
19
6- Bowling
20
6- Bowling
21
NC
17
6- Bowling
23
6- Bowling
24
6- Bowling
25
NC
26
NC
Flexible PD
27
NC
Flexible PD
28
22
Logo
NC= No Class
March
2015
Sun
6=6th Grade
=Bowling
=Croquet
Mon
Tue
Wed
Thu
Fri
Sat
3
4
5
6
2
7
6- Bowling 6- Bowling 6- Bowling 6- Bowling 6- Bowling
10
11
12
13
9
14
6- Bowling 6- Bowling 6- Bowling 6- Bowling 6- Bowling
15
16
17
18
19
20
6- Croquet
6- Croquet
6- Croquet
6- Croquet
6- Croquet
22
23
24
25
26
27
6- Croquet
6- Croquet
6- Croquet
6- Croquet
6- Croquet
29
30
31
6- Croquet
6- Croquet
NC= No Class
Sun
28
Logo
April
2015
21
6=6th Grade
=Croquet
=Canoeing
=Track & Field
Mon
Tue
Wed
1
6- Croquet
Thu
2
6- Croquet
Fri
3
NC
Sat
Storm #1
7
6- Canoeing
8
6- Canoeing
9
6- Canoeing
10
6- Canoeing
11
12
13
6- Canoeing
14
6- Canoeing
15
6- Canoeing
16
6- Canoeing
17
6- Canoeing
18
19
20
6- Canoeing
21
6- Canoeing
22
6- Canoeing
23
6- Canoeing
24
6- Canoeing
25
26
27
6- Track
and Field
28
6- Track
and Field
29
6- Track
and Field
30
6- Track
and Field
Logo
May
2015
NC= No Class
Sun
Mon
6=6th Grade
=Track & Field
Tue
Wed
Thu
Fri
1
6- Track and
Field
Sat
4
6- Track and
Field
5
6- Track and
Field
6
6- Track and
Field
7
6- Track and
Field
8
6- Track and
Field
10
11
6- Track and
Field
12
6- Track and
Field
13
6- Track and
Field
14
6- Track and
Field
15
6- Track and
Field
16
17
18
6- Track and
Field
19
6- Track and
Field
20
6- Track and
Field
21
6- Track and
Field
22
6- Track and
Field
23
24
25
26
6- Track and
Field
27
6- Track and
Field
28
6- Track and
Field
29
Storm #2
30
NC
School Name
Logo
June
2015
NC= No Class
Sun
Mon
1
NC-PD
6=6th Grade
Tue
Wed
Thu
Fri
Sat
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
29
30
Fathers Day
28
Ben Franklin Middle School
Logo
August
2014
Sun
Important Information
Mon
Tue
NC=No Class 7= 7th Grade
Wed
Thu
Fri
Sat
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
NC
NC
7- Softball
7- Softball
7- Softball
NC
30
31
Logo
September
2014
Sun

Mon
Tue
NC=No Class
Wed
7= 7th Grade
Thu
Fri
Sat
NC
7- Softball
7- Softball
7- Softball
7- Softball
10
11
12
7- Softball
7- Softball
7- Softball
7- Softball
7- Softball
14
15
16
17
18
19
7- Softball
7- Softball
7- Softball
7- Softball
7- Softball
21
22
23
24
25
26
28
29
7-Ultimate 7-Ultimate 7-Ultimate 7-Ultimate 7-Ultimate

Frisbee
Frisbee
Frisbee
Frisbee
Frisbee
6
13
20
27
30
7-Ultimate 7-Ultimate
Frisbee
Frisbee
Logo
October 2014
Sun

NC= No Class
Mon
Wed
Tue
Thu
7=7 th Grade
Fri
Sat
7-Ultimate 7-Ultimate 7-Ultimate

Frisbee
Frisbee
Frisbee
5
10
12
7-Ultimate 7-Ultimate 7Frisbee

Frisbee
Ultimate
13
14
15
Frisbee
7- World
7- World
7- World
Dance
Dance
Dance
7Ultimate
16
Frisbee
NDU
NC
7Ultimate
17
Frisbee
NDU
NC
19
20
21
22
23
24
7- World
Dance
7- World
Dance
7-World
Dance
7- World
Dance
7- World
Dance
26
27
28
29
30
31
7-World
Dance
7-World
Dance
7- World
Dance
7- World
Dance
7- World
Dance
Logo
November
2014
Sun
4
11
18
25

NC= No Class
Mon
Wed
Tue
Thu
7=7 th Grade
Fri
Sat
1
2
9
7- Speedball
7- Speedball
7- Speedball
7- Speedball
7- Speedball
10
11
12
13
14
7- Speedball
7- Speedball
7- Speedball
NC
7- Speedball
16
23
December
2014
Sun
15
22
17
18
19
20
21
7- Speedball
7- Speedball
7- Speedball
7- Speedball
7- Speedball
24
25
26
27
28
NC- PD
NC
NC
7- Speedball
Logo
7- Speedball
29

NC= No Class
Mon
Wed
Tue
Thu
7=7 th Grade
Fri
Sat
7-Weight
Training
7- Weight
Training
7- Weight
Training
7- Weight
Training
7- Weight
Training
10
11
12
7- Weight
Training
7- Weight
Training
7- Weight
Training
7- Weight
Training
7- Weight
Training
14
15
16
17
18
19
7- Weight
Training
7- Weight
Training
7- Weight
Training
7- Weight
Training
7- Weight
Training
21
22
23
24
25
26
7- Weight
Training
7- Weight
Training
NC
NC
NC
28
29
30
31
NC
NC
NC
Logo
January 2015
Sun
6
13
20
27

NC= No Class
Mon
Wed
Tue
Thu
7=7 th Grade
Fri
Sat
NC
NC
7- Floor
Hockey
7- Floor
Hockey
7- Floor
Hockey
7- Floor
Hockey
7- Floor
Hockey
11
12
13
14
15
16
7- Floor
Hockey
7- Floor
Hockey
7- Floor
Hockey
7- Floor
Hockey
7- Floor
Hockey
18
19
20
21
22
23
7- Floor
Hockey
7- Floor
Hockey
7- Floor
Hockey
7- Floor
Hockey
25
26
27
28
29
30
7Basketball
7Basketball
7Basketball
7Basketball
7Basketball
NC-PD
Logo
3
10
17
24
31
February 2015 Important Information
NC= No Class
7=7 th Grade
Sun
Mon
Tue
Wed
Thu
Fri
7Basketball
7Basketball
7Basketball
7Basketball
7Basketball
10
11
12
13
7Basketball
7Basketball
7Basketball
7Basketball
7Basketball
15
16
17
18
19
20
7Badminton
7Badminton
7Badminton
7Badminton
7Badminton
22
23
24
25
26
27
7Badminton
7Badminton
7
14
21
28
NC
NC
Flexible PD Flexible PD
Logo
March 2015
Sun
1
NC
Sat
NC= No Class
Mon
Wed
Tue
3
7=7 th Grade
Thu
5
Fri
6
77777Badminton Badminton Badminton Badminton Badminton
Sat
7
15
16
17
18
19
20
7Pickleball
7Pickleball
7Pickleball
7Pickleball
7Pickleball
22
23
24
25
26
27
7Pickleball
7Pickleball
7Pickleball
7Pickleball
7Pickleball
29
30
31
7Pickleball
7Pickleball
10
11
12
13
77777Badminton Badminton Badminton Badminton Badminton
Logo
April
2015
NC= No Class
Mon
Wed
Sun
Tue
14
21
28
7=7 th Grade
Thu
Fri
7- Golf
7- Golf
7- Golf
Sat
4
10
7- Golf
7- Golf
7- Golf
7- Golf
7- Golf
12
13
14
15
16
17
7- Golf
7- Golf
7- Golf
7- Golf
7- Golf
19
20
21
22
23
24
7- Golf
7- Golf
7- Golf
7- Golf
7- Golf
26
27
28
29
30
31
7- Golf
7- Golf
7- Golf
Storm #2
NC
Logo
May
2015
NC= No Class
Mon
Wed
Sun
Tue
11
18
25
7=7 th Grade
Thu
Fri
1
7- Bocce
Sat
2
7- Bocce
7- Bocce
7- Bocce
7- Bocce
7- Bocce
10
11
12
13
14
15
7- Bocce
7- Bocce
7- Bocce
7- Bocce
7- Bocce
17
18
19
20
21
22
7- Bocce
7- Bocce
7- Bocce
7- Bocce
7- Bocce
24
25
26
27
28
29
7- Bocce
7- Bocce
7- Bocce
Storm #2
NC
9
16
23
30
Logo
June
2015
NC= No Class
Sun
Mon
Wed
NC-PD
Tue
7=7 th Grade
Thu
Fri
Sat
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
29
30
Fathers Day
28
Logo
August
2014
Sun

NC= No Class
8=8th Grade
+=Soccer
Mon
Tue
Wed
Thu
Fri
1
Sat
2
10
11
12
13
14
15
16
17
18
19
20
21
22
NC
23
24
25
26
27
28
29
30
NC
NC
8- Soccer
8- Soccer
8- Soccer
Soccer-
Ultimate Frisbee
Logo
NC= No Class
September
2014
Sun
==Soccer
= Fishing
=Kayaking
Mon
1
NC
8=8th Grade
8- Soccer
Tue
Wed
Thu
Fri
8- Soccer
8- Soccer
8- Soccer
8- Soccer
10
11
12
8- Soccer
8- Soccer
8- Soccer
8-Soccer
Sat
6
13
15
16
17
18
19
8-Fishing
8-Fishing
8-Fishing
8-Fishing
8-Fishing
21
22
23
24
25
26
8-Fishing
8-Fishing
8-Fishing
8-Fishing
8-Fishing
28
29
8- Kayaking
30
8-Kayaking
14
Logo
Sun
27

NC= No Class
October
2014
20
8=8th Grade
== Kayaking
= Cricket
Mon
6
8- Kayaking
Tue
7
8- Kayaking
Wed
Thu
Fri
Sat
1
8- Kayaking
2
8- Kayaking
3
8- Kayaking
8
8- Kayaking
9
8- Kayaking
10
8- Kayaking
11
13
8- Kayaking
14
8- Kayaking
15
8- Kayaking
16
17
NDU
NC
NDU
NC
19
20
21
22
23
24
8-Cricket
8-Cricket
8-Cricket
8-Cricket
8-Cricket
26
27
28
29
30
31
8-Cricket
8-Cricket
8-Cricket
8-Cricket
8-Cricket
12
18
25
Logo
NC= No Class
November
2014
Sun
8=8th Grade
== Cricket
= Social Dance
Mon
Tue
Wed
Thu
Fri
Sat
1
2
8-Cricket
8-Cricket
8- Social
Dance
8- Social
Dance
8- Social
Dance
10
16
17
23
12
13
14
8- Social
Dance
8- Social
Dance
8- Social
Dance
18
19
20
21
8- Social
Dance
8- Social
Dance
8- Social
Dance
8- Social
Dance
8- Social
Dance
24
25
27
28
8- Social
Dance
8- Social
Dance
26
NC- PD
8- Social
Dance
NC
NC
15
22
29
NC
Logo
December
2014
Sun
11
NC= No Class
8=8th Grade
== Weight Training
Mon
Tue
Wed
Thu
Fri
8- Weight
Training
8- Weight
Training
8- Weight
Training
8- Weight
Training
8- Weight
Training
10
11
12
8- Weight
Training
8- Weight
Training
8- Weight
Training
8- Weight
Training
8- Weight
Training
Sat
6
13
14
15
16
17
18
19
8- Weight
Training
8- Weight
Training
8- Weight
Training
8- Weight
Training
8- Weight
Training
21
22
23
24
25
26
8- Weight
Training
8- Weight
Training
28
29
30
NC
NC
NC
27
NC
31
NC
NC
Logo
NC= No Class
January
2015
8=8th Grade
== Wiffle Ball
= Basketball
Sun
Mon
Tue
Wed
Thu
1
Fri
2
NC
20
NC
8-Wiffle
Ball
8-Wiffle
Ball
8-Wiffle
Ball
8-Wiffle
Ball
8-Wiffle
Ball
Sat
3
10
11
12
13
14
15
16
8-Wiffle
Ball
8-Wiffle
Ball
8-Wiffle
Ball
8-Wiffle
Ball
8-Wiffle
Ball
18
19
20
21
22
23
8-Wiffle
Ball
8-Wiffle
Ball
8-Wiffle
Ball
8-Wiffle
Ball
25
26
27
28
29
30
8Basketball
8Basketball
8Basketball
8Basketball
8Basketball
NC-PD
17
24
31
Logo
NC= No Class
February
2015
Sun
8=8th Grade
== Basketball
= Racquetball
Mon
Tue
3
Wed
Thu
Fri
88Basketball Basketball
8Basketball
8Basketball
8Basketball
11
12
13
8Basketball
8Basketball
8Basketball
10
88Basketball Basketball
Sat
7
14
15
16
8Racquetball
17
8Racquetball
18
8Racquetball
19
8Racquetball
20
8Racquetball
21
22
23
8Racquetball
24
8Racquetball
25
26
NC
Flexible PD
27
NC
Flexible PD
28
Logo

NC= No Class
March 2015
NC
8=8th Grade
== Racquetball
= In-Line Skating
Sun
Mon
Tue
Wed
Thu
Fri
Sat
2
8Racquetball
3
8Racquetball
4
8Racquetball
5
8Racquetball
6
8Racquetball
9
8Racquetball
10
8Racquetball
11
8Racquetball
12
8Racquetball
13
8Racquetball
14
15
22
29
Logo
16
17
18
19
20
21
8- In-Line
Skating
8- In-Line
Skating
8- In-Line
Skating
8- In-Line
Skating
8- In-Line
Skating
23
24
25
26
27
8- In-Line
Skating
8- In-Line
Skating
8- In-Line
Skating
8- In-Line
Skating
8- In-Line
Skating
30
31
8- In-Line
Skating
8- In-Line
Skating
28
April
2015
NC= No Class
Sun
Mon
8=8th Grade
== In-Line Skating
= Lacrosse
= Tennis
6
Storm #1
Tue
7
8- Lacrosse
Wed
Thu
8- In-Line
Skating
8- In-Line
Skating
8
8- Lacrosse
9
8- Lacrosse
Fri
3
NC
10
8- Lacrosse
Sat
4
11
12
13
8- Lacrosse
14
8- Lacrosse
15
8- Lacrosse
16
8- Lacrosse
17
8- Lacrosse
18
19
20
8- Lacrosse
21
8- Lacrosse
22
8- Lacrosse
23
8- Lacrosse
24
8- Lacrosse
25
26
27
28
29
30
8- Tennis
8- Tennis
8- Tennis
8- Tennis
Logo
NC= No Class
May
2015
8=8th Grade
== Tennis
= Croquette
Sun
Mon
Tue
Wed
Thu
Fri
1
8- Tennis
8- Tennis
8- Tennis
8- Tennis
8- Tennis
8- Tennis
Sat
2
9
10
11
12
13
14
15
8- Tennis
8- Tennis
8- Tennis
8- Tennis
8- Tennis
17
18
19
20
21
22
8Croquette
8Croquette
8Croquette
8Croquette
8Croquette
24
25
26
27
28
29
8Croquette
8Croquette
8Croquette
Storm #2
NC
23
30
Logo
June
2015
Sun
NC= No Class
8=8th Grade
Mon
Tue
NC-PD
16
Wed
Thu
Fri
Sat
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
29
30
Fathers Day
28
Fargo North High School (Level 1)
Logo
NC= No Class
August
2014
== Tennis
Sun
1=HS Level 1
Mon
Tue
Wed
Thu
Fri
Sat
10
11
12
13
14
15
16
17
18
19
20
21
22
23
NC
24
25
26
NC
NC
27
28
29
30
1-Tennis
1-Tennis
1-Tennis
Logo
NC= No Class
September
2014
Sun
1=HS Level 1
== Tennis
Mon
1
NC
Tue
Wed
Thu
Fri
1-Tennis
1-Tennis
1-Tennis
1-Tennis
10
11
12
1-Tennis
1-Tennis
1-Tennis
1-Tennis
1-Tennis
14
15
16
17
18
19
1-Tennis
1-Tennis
1-Tennis
1-Tennis
1-Tennis
Sat
6
13
20
21
22
23
24
25
26
1-Tennis
1-Tennis
1-Tennis
1-Tennis
1-Tennis
28
29
30
1-Tennis
1-Tennis
Logo
NC= No Class
October
2014
1=HS Level 1
== Tennis
= Frisbee Golf
Sun
Mon
Tue
Wed
Thu
Fri
1-Tennis
1-Tennis
1-Tennis
10
1-Tennis
1-Tennis
1-Tennis
1-Tennis
1-Tennis
12
13
14
15
16
17
1-Frisbee
Golf
1-Frisbee 1-Frisbee
Golf
Golf
19
27
20
1-Frisbee
Golf
NDU
NC
NDU
NC
21
22
23
24
1-Frisbee
Golf
1-Frisbee
Golf
1-Frisbee
Golf
1-Frisbee
Golf
Sat
4
11
18
25
26
27
28
29
30
31
1-Frisbee
Golf
1-Frisbee
Golf
1-Frisbee
Golf
1-Frisbee
Golf
1-Frisbee
Golf
Logo
NC= No Class
November
2014
Sun
1=HS Level 1
== Frisbee Golf
= Hip Hop
Mon
Tue
Wed
Thu
Fri
Sat
1
2
1-Frisbee
Golf
1-Frisbee
Golf
1-Frisbee
Golf
1-Frisbee
Golf
1-Frisbee
Golf
10
11
12
13
14
1-Frisbee
Golf
1-Frisbee
Golf
1-Frisbee
Golf
16
17
18
19
20
21
1-Hip Hop
1-Hip Hop
1-Hip Hop
1-Hip Hop
1-Hip Hop
23
24
25
27
28
1-Hip Hop
1-Hip Hop
26
NC- PD
1-Frisbee
Golf
NC
NC
NC
8
15
22
29
Logo
December
2014
Sun
NC= No Class
1=HS Level 1
== Hip Hop
Mon
Tue
Wed
Thu
Fri
1-Hip Hop
1-Hip Hop
1-Hip Hop
1-Hip Hop
1-Hip Hop
10
11
12
1-Hip Hop
1-Hip Hop
1-Hip Hop
1-Hip Hop
1-Hip Hop
14
15
16
17
18
19
1-Hip Hop
1-Hip Hop
1-Hip Hop
1-Hip Hop
1-Hip Hop
21
22
23
24
25
26
1-Hip Hop
1-Hip Hop
28
29
30
NC
Logo
NC
NC
NC
Sat
6
13
20
27
31
NC
NC
Fargo North High School
(Level 1)
Logo
February
2015
Sun
NC= No Class
1=HS Level 1
== Weight Lifting
Mon
Tue
Wed
Thu
Fri
1-Weight
Lifting
1-Weight
Lifting
1-Weight
Lifting
1-Weight
Lifting
1-Weight
Lifting
10
11
12
13
1-Weight
Lifting
1-Weight
Lifting
1-Weight
Lifting
1-Weight
Lifting
1-Weight
Lifting
15
16
17
18
19
20
1-Weight
Lifting
1-Weight
Lifting
1-Weight
Lifting
1-Weight
Lifting
1-Weight
Lifting
22
23
24
25
1-Weight
Lifting
1-Weight
Lifting
NC
26
NC
Flexible PD
27
NC
Flexible PD
Logo
Sat
7
14
21
28
NC= No Class
March 2015
Sun
1=HS Level 1
== Volleyball
Mon
Tue
Wed
Thu
Fri
Sat
3
1-Volleyball
4
1-Volleyball
5
1-Volleyball
6
1-Volleyball
9
1-Volleyball
10
1-Volleyball
11
1-Volleyball
12
1-Volleyball
13
1-Volleyball
14
15
16
1-Volleyball
17
1-Volleyball
18
1-Volleyball
19
1-Volleyball
20
1-Volleyball
21
22
23
1-Volleyball
24
1-Volleyball
25
1-Volleyball
26
1-Volleyball
27
1-Volleyball
28
29
30
1-Volleyball
31
1-Volleyball
1-Volleyball
Logo
NC= No Class
April
2015
== Volleyball
== Track & Field
Sun
1=HS Level 1
Mon
Tue
Wed
Thu
Fri
1
1-Volleyball
2
1-Volleyball
8
1-Volleyball
9
1-Volleyball
10
1-Volleyball
11
NC
Sat
Easter Sunday
Storm #1
7
1-Volleyball
12
13
1-Volleyball
14
1-Volleyball
15
1-Volleyball
16
1-Volleyball
17
1-Volleyball
18
19
20
1-Track and
Field
21
1-Track and
Field
22
1-Track and
Field
23
1-Track and
Field
24
1-Track and
Field
25
26
27
1-Track and
Field
28
1-Track and
Field
29
1-Track and
Field
30
1-Track and
Field
Logo
NC= No Class
May
2015
1=HS Level 1
== Track & Field
Sun
Mon
Tue
Wed
Thu
Fri
Sat
4
1-Track and
Field
5
1-Track and
Field
6
1-Track and
Field
7
1-Track and
Field
8
1-Track and
Field
10
11
1-Track and
Field
12
1-Track and
Field
13
1-Track and
Field
14
1-Track and
Field
15
1-Track and
Field
16
17
18
1-Track and
Field
19
1-Track and
Field
20
1-Track and
Field
21
1-Track and
Field
22
1-Track and
Field
23
24
25
26
1-Track and
Field
27
1-Track and
Field
28
1-Track and
Field
29
30
Mothers Day
NC
Logo
Storm #2
School Name
June
2015
NC= No Class
Sun
Mon
1
NC-PD
1=High School Level 1
Tue
Wed
Thu
Fri
Sat
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Logo
Fargo North High School Level 2
NC= No Class
August
2014
2=HS Level 2
== Golf
Sun
Mon
Tue
Wed
Thu
Fri
Sat
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
2- Golf
2- Golf
2- Golf
NC
Logo
NC
NC
30
September
2014
Sun
NC= No Class
2=HS Level 2
== Golf
Mon
1
NC
Tue
Wed
Thu
Fri
2- Golf
2- Golf
2- Golf
2- Golf
10
11
12
2- Golf
2- Golf
2- Golf
2- Golf
2- Golf
14
15
16
17
18
19
2- Golf
2- Golf
2- Golf
2- Golf
2- Golf
21
22
23
24
25
26
2- Golf
2- Golf
2- Golf
2- Golf
2- Golf
28
29
30
2- Golf
2- Golf
Logo
Sat
6
13
20
27
NC= No Class
October
2014
2=HS Level 2
== Golf
= Modern Dance
Sun
Mon
Tue
Wed
Thu
Fri
2- Golf
2- Golf
2- Golf
10
2- Golf
2- Golf
2- Golf
2- Golf
2- Golf
12
13
14
15
16
17
2-Modern
Dance
2-Modern
Dance
2-Modern
Dance
NDU
NC
NDU
NC
19
20
21
22
23
24
2-Modern
Dance
2-Modern
Dance
2-Modern
Dance
2-Modern
Dance
2-Modern
Dance
26
27
28
29
30
31
2-Modern
Dance
2-Modern
Dance
2-Modern
Dance
2-Modern
Dance
2-Modern
Dance
Logo
Sat
4
11
18
25
NC= No Class
November
2014
Sun
2=HS Level 2
== Modern Dance
= Weight Training
Mon
Tue
Wed
Thu
Fri
Sat
1
2
2-Modern
Dance
2-Modern
Dance
2-Modern
Dance
2-Modern
Dance
2-Modern
Dance
10
11
12
13
14
2-Modern
Dance
2-Modern
Dance
2-Modern
Dance
16
17
18
19
20
21
2- Weight
Training
2- Weight
Training
2- Weight
Training
2- Weight
Training
2- Weight
Training
23
24
25
26
27
28
2- Weight
Training
2- Weight
Training
2-Modern
Dance
Logo
NC
NC- PD
NC
NC
8
15
22
29
December
2014
Sun
NC= No Class
2=HS Level 2
= Weight Training
Mon
Tue
Wed
Thu
Fri
2- Weight
Training
2- Weight
Training
2- Weight
Training
2- Weight
Training
2- Weight
Training
10
11
12
2- Weight
Training
2- Weight
Training
2- Weight
Training
2- Weight
Training
2- Weight
Training
14
15
16
17
18
19
2- Weight
Training
2- Weight
Training
2- Weight
Training
2- Weight
Training
2- Weight
Training
21
22
23
24
25
26
2- Weight
Training
2- Weight
Training
NC
28
29
30
31
NC
Logo
NC
NC
NC
Sat
6
13
20
27
NC
NC= No Class
January
2015
2=HS Level 2
== Badminton
Sun
Mon
Tue
Wed
Thu
1
Fri
2
NC
NC
22Badminton Badminton
2Badminton
2Badminton
2Badminton
11
12
14
15
16
2Badminton
2Badminton
2Badminton
18
19
20
21
22
23
2Badminton
2Badminton
2Badminton
2Badminton
25
26
27
28
29
30
2Badminton
2Badminton
2Badminton
13
NC-PD
Logo
NC= No Class
Sat
3
10
17
24
31
2=HS Level 2
== Badminton
February
2015
Sun
1
8
15
22
NC= No Class
Mon
Tue
Thu
Fri
2Badminto
9
n
2Badminto
16
n
2Badminto
23
n
2Badminto
n
2Badminton
2Badminton
2Badminton
2Badminton
10
11
12
13
2Badminton
2Badminton
2Badminton
2Badminton
17
18
19
20
2Badminton
2Badminton
2Badminton
2Badminton
24
25
26
27
2Badminton
NC
NC
Flexible PD
NC
Flexible PD
Sat
7
14
21
28

NC= No Class
Sun
Wed
Logo
March
2015
2=High School Level 2
2=HS Level 2
== Eclipse Ball
Mon
Tue
Wed
Thu
Fri
Sat
2- Eclipse
Ball
2- Eclipse
Ball
2- Eclipse
Ball
2- Eclipse
Ball
2- Eclipse
Ball
10
11
12
13
2- Eclipse
Ball
2- Eclipse
Ball
2- Eclipse
Ball
2- Eclipse
Ball
2- Eclipse
Ball
15
16
17
18
19
20
2- Eclipse
Ball
2- Eclipse
Ball
2- Eclipse
Ball
2- Eclipse
Ball
2- Eclipse
Ball
22
23
24
25
26
27
2- Eclipse
Ball
2- Eclipse
Ball
2- Eclipse
Ball
2- Eclipse
Ball
2- Eclipse
Ball
29
30
31
2- Eclipse
Ball
2- Eclipse
Ball
NC= No Class
Sun
14
21
28
Logo
April
2015
2=HS Level 2
== Eclipse Ball
= Wiffle Ball
Mon
Tue
Wed
Thu
2- Eclipse
Ball
2- Eclipse
Ball
Fri
3
NC
Sat
10
Storm #1
2- Eclipse
Ball
2- Eclipse
Ball
2- Eclipse
Ball
2- Eclipse
Ball
12
13
14
15
16
17
2- Eclipse
Ball
2- Eclipse
Ball
2- Eclipse
Ball
2- Eclipse
Ball
2- Eclipse
Ball
19
20
21
22
23
24
2- Whiffle
Ball
2- Whiffle
Ball
2- Whiffle
Ball
2- Whiffle
Ball
2- Whiffle
Ball
26
27
28
29
30
2- Whiffle
Ball
2- Whiffle
Ball
2- Whiffle
Ball
2- Whiffle
Ball
18
25
Fargo North High School Level 2ol Name
Logo
May
2015
NC= No Class
2=HS Level 2
== Wiffle Ball
Sun
Mon
Tue
Wed
Thu
Fri
1
2- Whiffle
Ball
11
2- Whiffle
Ball
2- Whiffle
Ball
2- Whiffle
Ball
2- Whiffle
Ball
2- Whiffle
Ball
Sat
2
9
10
11
12
13
14
15
2- Whiffle
Ball
2- Whiffle
Ball
2- Whiffle
Ball
2- Whiffle
Ball
2- Whiffle
Ball
17
18
19
20
21
22
2- Whiffle
Ball
2- Whiffle
Ball
2- Whiffle
Ball
2- Whiffle
Ball
2- Whiffle
Ball
24
25
26
27
28
29
2- Whiffle
Ball
2- Whiffle
Ball
2- Whiffle
Ball
Storm #2
NC
16
23
30
School Name
Logo
June
2015
NC= No Class
2=HS Level 2
Sun
Mon
Tue
NC-PD
Wed
Thu
Fri
Sat
10
11
12
13
14
15
16
17
18
19
20
21
22
23
28
29
30
24
25
26
27
Erik Olson
12-2-14
HNES 254
Curriculum Project
Rational for Sequencing
The reason I chose the activities I did in the order I did across each grade level was I wanted to give kids the best
opportunity to learn the correct skills at each grade level. In sixth grade I tried to choose activities that the
students would hopefully be more familiar with or they could pick up on easily, examples of these activities are
soccer, bowling, flag football, and swimming. In seventh grade I wanted to expand what they learned in sixth
grade and introduce the students to activities that they might not be as familiar with. For example one of the units
in seventh grade is ultimate Frisbee. This could definitely be a new activity for seventh graders but, ultimate
Frisbee is an invasion game like flag football and soccer, which they played in sixth grade so since the idea of
ultimate Frisbee is the same as flag football and soccer, hopefully the students can pick up the game a little easier.
In eighth grade I expanded more on activities that students might not be familiar with introducing them to
activities like racquetball, in-line skating, and kayaking to name a few. In level one of high school I wasnt
introducing the students to activities because they had already learned these activities in middle school. Instead I
tried to choose activities that the students could continue to do after high school. Some of these activities include
weight training, tennis, Frisbee golf, and Hip Hop dance. Level two was the same way also with the exception of
introducing eclipse ball. I chose activities that the students could continue after their high school physical
education classes are over. These activities included golf, badminton, weight training, modern dance, and whiffle
ball. Across all grade levels I tried to start with activities that students where familiar with and expand to new
activities that they werent as familiar with as they moved up in grades. My hope is that through the variety of
activities I chose, that each student would find one activity that they enjoyed and would want to continue doing.
Unit Objectives and Assessments
Unit:
Softball
Grade: 6th grade
Assessment
Outcome
Objective
Label
Type
(journal, rubric,
etc.)
Administered
By (self, peer,
teacher)
Delivery
(live observation,
video, paper/pencil)
Throws with a mature

pattern for distance or
power appropriate to the
practice task (e.g.,
distance = outfield to
home plate; power = 2nd
base to 1st base).
(S1.M2.6)
TLWBAT throw a softball

with appropriate power and
distance 3 times from an
outfield and infield position
during a practice context.
Rubric
teacher
Live observation
Rubric
teacher
Live observation
Game
scorebook
peer
Paper and
pencil/scorebook
Catches with a mature

pattern from a variety of
trajectories using different
objects in varying practice
tasks. (S1.M3.6)
Strikes a pitched ball with
an implement with force in
a variety of practice tasks.
(S1.M20.6)
Identifies the correct
defensive play based on
the situation (e.g., number
of outs). (S2.M11.6)
TLWBAT catch a batted

softball and thrown softball
4 of 6 times when assessed
by the teacher, in a practice
context, with 3 batted and
three thrown softballs.
TLWBAT hit a softball with a
bat into fair territory 3 of 6
times during a modified
game.
TLWBAT select the correct
defensive play with at least
80% accuracy during a
written assessment.
Assessment will
include a picture
and written
description.
Teacher
Paper/pencil
Demonstrates selfresponsibility by
implementing specific
corrective feedback to
improve performance.
(S4.M3.6)
TLWBAT apply all feedback

on correct throwing motion
from a peer video
evaluation.
Accepts differences among

classmates in physical
development, maturation and
varying skill levels by providing
encouragement and positive
feedback. (S4.M4.6)
TLWBAT demonstrate
sportsmanship by encouraging all
members of their team during a
modified game.
E
Checklist
peer
Checklist
peer
video
F
Paper/Pencil
Assessment A
Name:
Date:
THROWING:
Directions: Mark where the student is at with throwing based on the following scale.
Beginning Student does not display good mechanics, does not throw the ball with accuracy, student lacks speed
& strength.
Developing Student displays proper throwing technique, throws with accuracy to correct base 1or 2 times,
student lacks speed & strength.
Accomplished - Student displays proper throwing technique, throws with accuracy to correct base 3 times with
correct speed and strength.
Exemplary- Student displays proper throwing technique, throws with accuracy to correct base more than 3 times
with speed and strength.
Assessment B
Name:
Date:
CATCHING:
Directions: Mark where the student is at with catching based on the following scale.
Beginning Student does not catch the softball.
Developing Student catches at least 3 thrown or batted softballs out of 6 attempts (three of each)
Accomplished Student catches at least 4 thrown and batted softballs out of 6 attempts (three of each)
Exemplary Student catches at least 5 or 6 thrown and batted softballs out of 6 attempts (three of each)
Assessment C
Directions: Using a scorecard, mark the results of each players at bats. Each batter will get at a maximum three
pitches and each batter will bat 6 times during the game. The result of each at bat will be used to determine the
grade.
Beginning- Student does not hit a ball into fair territory in any at bat.
Developing Student hits the ball fair 1 or 2 time during the game.
Accomplished- Student hits the ball fair 3 times during the game.
Exemplary- Student hits the ball fair more than 3 times during the game.
Assessment D
(Taken from Quizlet.com http://quizlet.com/23761546/baseball-situations-flash-cards/)
Directions: Using the image as a guide, match the question with the correct situation.
Name:
Question
1
Date:
Question
Answer
One out, runners on first and second, ground ball to the

3rd-baseman--what are his options?
Catcher fields the ball and checks the runner advancing to

second, if no play is able to be made, throw the ball to first.
3
4
One out, runner on first, ground ball to the 2nd baseman,

what are his options?
Zero outs, runner on third, fly ball hit to the right fielder,
what should he do?
Zero outs, runner on first, the batter bunts the ball just in
front of the plate. What is the best option for the
defense?
Step on first to force the runner or throw to either the pitcher

or second baseman covering first to force the runner at first
for the 3rd out.
Step on 3rd to get the lead runner or throw to second to start
a double play or just throw to first to get the hitter.
Catch the ball and throw to home plate, making sure the
runner doesnt advance.
Throw the ball to the shortstop who is covering second base,

or tag the base their self, or throw to first base.
5
Two outs, bases loaded ground ball to the first baseman,
what should he do?
Answers: 1- C, 2-E, 3-D, 4-A, 5-B
Beginning: 0-1 out of 5, Developing: 2 - 3 out of 5, Accomplished 4 out of 5, Exemplary 5 out of 5
Assessment E
Directions:
Use the iPad to film other students throwing a softball.

Give them feedback based on their throwing motion, seeing if they accomplished all the cues. If not they will
continue to practice.
At the end of the unit we will retest the throwing motion and check for improvement.
Student will reach the outcome by demonstrating improvement in their throwing motion based on their
feedback.
This checklist will be used by the student observing

Student Name:
Student uses thumb, pointer, and middle
finger to grip the ball.
Student stands sideways with nondominant side facing the target.
Student makes a T with their arms,
glove hand at target, ball back, feet
spread.
Student brings arm forward, making a
right angle with their throwing arm.
Student snaps their wrist and turns their
shoulders square towards the target when
releasing the ball.
Student twists their hips so front of their
body is facing the target, throwing arm
needs to follow through.
Observer Name:
Y _____
N______
Y _____
N______
Y______
N______
Y______
N______
Y______
N______
Y_______
N______
Assessment F
Directions: Indicate with a check whether students accomplished each of the following.
Student Name:
Observer Name:
Student encourages teammates who have made an error.
Student communicates with all teammates on defensive situations.
Student shakes hands and makes eye contact with opponents after the
game.
Developing: 0-2 out of 3
Accomplished 3 out of 3
Y ___ N___
Y ___ N___
Y ___ N___
Grading scheme and rational.

The grading scheme will be based on a beginning, developing, accomplished and exemplary grading scale.
To be beginning:
Student cannot yet perform 3 of the 6 outcomes at the accomplished level.
To be developing
Student can perform 3 of the 6 outcomes at the accomplished level.
To be accomplished
Student can perform 4 of the 6 outcomes at the accomplished level.
To be exemplary
Student can perform 5 or 6 of the 6 outcomes at the accomplished level.

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Erik Olson

General Numbers- 105,549 (cityoffargo/Cityinfo/Demographics)

Sex- Male- 53,248 Female- 52,301 (suburbanstats.org/population/north-dakota)

White- 95,205 (90% of total population)

Asian- 3,137 ( 2% of total population)

African American or Black- 2,852 (2% of total population)

Hispanic or Latino- 2,308 (2% of total population)

Two or More Races- 2,206 (2% of total population)

American Indian- 1,452 (1% of total population)

Some Other Race- 653 (Below 1% of total population)

Three or More Races- 112 (Below 1% of total population)

SES( Socio-Economic-Status (% below poverty- 7.7%, middle class($35,000-$75,000)-35.3%, upper

Unemployment Rate- 2.7% (US Bureau of Labor Statistics)

Health Concerns (http://www.cityoffargo.com/)

top six health and wellness concerns among community

cost of health insurance

Parks & Recreation( http://www.fargoparks.com/)

than that Fargo Parks offer easy and free access.

Popular Activities (fishing and hunting, curling, baseball/softball, and golf)

General Numbers- 765 kids 70 teachers

Sex- Male- 397 Female-368 (http://fargo.explore-northdakota.us/profile/schools/)

Diversity- Native American- 24

SES(%on free or reduced lunch)- 27.3% on free or reduced lunch

Fargo North High School

General Numbers- 1,213 kids 80 teachers

Sex- Male- 623 Female-590

Diversity- Native American- 18

Black, Non- Hispanic- 32

SES (% on free or reduced lunch) 22.5% on free or reduced lunch

Test Scores Math- 68.4% of students are proficient.

Master Benchmark List Grades 6, 7, 8, Level I & 2

short-handled implement in net games such as paddleball, pickleball or

Track and Field

Transitions from offense to defense or defense to offense by recovering

Identifies each of the components of the overload principle (FITT formula:

Track and Field

Identifies major muscles used in selected physical activities. (S3.M14.6)

Track and Field

Track and Field

reducing stress and for social interaction. (S5.M2.6)

Distinguishes between health-related and skill-related fitness.9 (S3.M7.7)

Problem-solves with a small group of classmates during adventure activities,

game play: pivots, fakes, jab steps, screens. (S1.M6.8)

Demonstrates correct technique for basic skills in at least two self-selected

Identifies the five components of health-related fitness (muscle strength,

Designs and implements a program to improve levels of health-related

various physical activities. (S5.M6.8)

Track and Field

Relates physiological responses to individual levels of fitness and nutritional

selected physical activity or dance. (S5.H4.L2)

Ben Franklin Middle School Grade 6

Ben Franklin Middle School Grade 6

Ben Franklin Middle School Grade 6

Ben Franklin Middle School Grade 6

Ben Franklin Middle School Grade 6

Ben Franklin Middle School Grade 6

Ben Franklin Middle School Grade 6

Ben Franklin Middle School Grade 6

Ben Franklin Middle School Grade 6

Ben Franklin Middle School Grade 6

=Track & Field

Ben Franklin Middle School

NC=No Class 7= 7th Grade