Last updated: 1/28/2009
Niagara Falls City School District
630 66th Street, Niagara Falls, NY 14304


Physical Education - High School

Physical Education Philosophy (1-09).doc

Physical Education Goals (1-09).doc
(3) HPF.PE.C.1.1.A Students demonstrate proficiency in selected complex physical activities (games, sports, exercises) that provide conditioning for each fitness area.
(3) HPF.PE.C.1.1.D Students use the basic principles of skill analysis to improve previously acquired skills and to continue to learn new skills and activities.
(6) HPF.PE.C.3.1.B Students recognize the benefits of engaging in appropriate physical activities with others, including both older and younger members of the community.
Students participate in physical activities (games, sports, exercises) that provide conditioning for each fitness area.
Students use the basic principles of skill analysis to improve previously acquired skills and to continue to learn new skills and activities.
Students recognize the benefits of engaging in appropriate physical activites with others, including both older and younger members of the community.

5 Weeks
Individual/Dual Sports:

  • Aqua Fitness
  • Canoeing
  • Lifeguarding
  • Scuba diving
  • Swimming
  • Aerobics
  • Dance
  • Skating ramping
  • Balance ball
  • Pilates
  • Modify time
  • Shorten distances
  • Peer partners
  • Flotation devices
Incorporating Workshop Strategies:
Word walls
Journal writing
Peer interviews
Author studies
Research project
Interviews
Narrative writing
Procedural writing
Projects
  • Teacher observations
  • Checklist
  • Class discussion
  • Participation
(4) HPF.PE.C.1.1.G Students demonstrate competence in leading and participating in group activities.
(2) HPF.PE.C.2.1.B Students demonstrate responsible personal and social behavior while engaged in physical activities.
(6) HPF.PE.C.3.1.B Students recognize the benefits of engaging in appropriate physical activities with others, including both older and younger members of the community.
Students demonstrate competence in leading and participating in group activities.
Students demonstrate responsible personal and social behavior while engaged in physical activities.
Students recognize the benefits of engaging in appropriate physical activites with others, including both older and younger members.
5 Weeks
Team Sports:
  • Basketball
  • Broomball
  • Field hockey
  • Floor hockey
  • Frisbee
  • Lacrosse
  • Lower goal or target
  • Use well defined boundaries
Suggested Cross Curricular Connections
Math:

Graphical analysis
Statistical analysis
Graph conversions
Measurement
Problem solving
  • Teacher observation
  • Checklist
  • Class discussion
  • Participation
(3) HPF.PE.C.1.1.D Students use the basic principles of skill analysis to improve previously acquired skills and to continue to learn new skills and activities.
Students use the basic principles of skill analysis to improve previously acquired skills and to continue to learn new skills and activities. Adventure & Risk
Challenge Activities:
  • Fishing
  • Hiking
  • Orienteering
  • Rock climbing
  • Peer partners
  • Shorten distances and height
  • Teacher observation
  • Checklist
  • Oral presentation
(3) HPF.PE.C.1.1.A Students demonstrate proficiency in selected complex physical activities (games, sports, exercises) that provide conditioning for each fitness area.
(3) HPF.PE.C.2.1.D Students create a positive climate for group activities by assuming a variety of roles.
(6) HPF.PE.C.3.1.B Students recognize the benefits of engaging in appropriate physical activities with others, including both older and younger members of the community.
Students demonstrate proficiency in selected complex physical activities that provide conditioning for each fitness area.
Students understand the physical, social, and emotional benefits of physical activity and can demonstrate leadership and problem solving through participation in organized games or activities.
Students recognize the benefits of engaging in appropriate physical activities with others, including both older and younger members of the community

5 Weeks
Individual/Dual Sports:

  • Kickboxing
  • Yoga
  • Badminton
  • Handball
  • Ping pong
  • Tennis
  • Pickleball
  • Biking
  • Jogging
  • Powerwalking

  • Lower goal or target
  • Shorten distances
  • Peer partners
Social Studies/English/Art:
Historical context
Sports in society
  • Teacher observation
  • Checklist
  • Class discussion
  • Participation
(4) HPF.PE.C.1.1.G Students demonstrate competence in leading and participating in group activities.
(2) HPF.PE.C.2.1.B Students demonstrate responsible personal and social behavior while engaged in physical activities.
(6) HPF.PE.C.3.1.B Students recognize the benefits of engaging in appropriate physical activities with others, including both older and younger members of the community.
Students demonstrate competence in leading and participating in group activities.
Students demonstrate responsible personal and social behavior while engaged in physical activities.
Students recognize the benefits of engaging in appproriate physical activites with others, including both older and younger members.
5 Weeks
Team Sports:
  • Soccer
  • Team handball
  • Speedball
  • Volleyball
  • Choiceball
  • Kickball
  • Lower goal or target
  • Use well defined boundaries
  • Use over size ball
Health/Science:
Physiology
Effects of exercise on the human body
Disease control
Treatment and prevention
  • Teacher observation
  • Checklist
  • Class discussion
  • Participation
(3) HPF.PE.C.1.1.D Students use the basic principles of skill analysis to improve previously acquired skills and to continue to learn new skills and activities.
Students use the basic principles of skill analysis to improve previously acquired skills and to continue to learn new skills and activities. Adventure & Risk
Challenge Activities:
  • Skateboarding
  • X-country
  • Snow shoeing
  • Project adventure
  • Peer partners
  • Shorten distances
  • Teacher observation
  • Checklist
  • Oral presentation
(1) HPF.PE.C.1.1.F Students follow a program that relates to wellness, including weight control and stress management.
(2) HPF.PE.C.2.1.A Students know the potential safety hazards associated with a wide variety of games and activities and are able to prevent and respond to accidents.
Students follow a program that relates to wellness, including weight control and stress management.
Students know the potential safety hazards associated with a wide variety of games and activities and are able to prevent and respond to accidents.
5 Weeks
Individual/Dual Sports:
  • Roller blading
  • Track & field
  • X-country
  • Circus/juggling
  • Weight training
  • Fitness
  • Wellness
  • Tennis
  • Modify time
  • Shorten distances
  • Peer partners
  • Use light weights
  • Teacher observation
  • Checklist
  • Class discussion
  • Participation
(4) HPF.PE.C.1.1.G Students demonstrate competence in leading and participating in group activities.
(6) HPF.PE.C.3.1.B Students recognize the benefits of engaging in appropriate physical activities with others, including both older and younger members of the community.
Students demonstrate compentence in leading and participating in group activities.
Students recognize the benefits of engaging in appropriate physical activities with others, including both older and younger members of the community.
5 Weeks
Team Sports:
  • Softball/baseball
  • Football
  • Flag football
  • Ultimate football
  • Lower goal or target
  • Use well defined boundaries
  • Use over size ball
  • Teacher observation
  • Checklist
  • Class discussion
  • Participation
(1) HPF.PE.C.1.1.B Students establish and maintain a high level of skilled performance, demonstrate mastery of fundamental movement forms and skills that can contribute to daily living tasks, and analyze skill activities.
(3) HPF.PE.C.2.1.D Students create a positive climate for group activities by assuming a variety of roles.
(1) HPF.PE.C.3.1.A Students recognize their role as concerned and discriminating consumers of physical activities programs and understand the importance of physical activity as a resource for everyone regardless of age or ability.
Students establish and maintain a high level of skilled performance, demonstrate mastery of fundamental movement forms and skills that can contribute to daily living tasks, and analyze skill activities.
Students create a positive climate for group activities by assuming a variety of roles.
Students recognize their role as concerned and discriminating consumers of physical activities prgrams and understand the importance of physical activity as a resource for everyone regardless of age or ability.

Adventure & Risk
Challenge Activities:

  • Self defense
  • EKP
  • Archery

5 Weeks
Individual/Dual Sports:

  • Wrestling
  • Jump rope
  • Hackey sack
  • Bocce
  • Bowling
  • Golf
  • Horseshoes
  • Frisbee golf
  • Peer partners
  • Lower target

 


  • Modify time
  • Shorten distances
  • Peer partners
  • Use over size balls
  • Use well defined boundries
  • Teacher observation
  • Checklist
  • Oral Presentation

 

  • Teacher observation
  • Checklist
  • Class discussion
  • Participation
(4) HPF.PE.C.1.1.G Students demonstrate competence in leading and participating in group activities.
(3) HPF.PE.C.2.1.D Students create a positive climate for group activities by assuming a variety of roles.
(6) HPF.PE.C.3.1.B Students recognize the benefits of engaging in appropriate physical activities with others, including both older and younger members of the community.
Students demonstrate competence in leading and participating in group activities.
Students create a postive climate for group activities by assuming a variety of roles.
Students recognize the benefits of engaging in appropriate physical activities with others, including both older and younger members of the community.
5 Weeks
Team Sports:
  • Touch football
  • Brisketball
  • Dodgeball
  • Pinball
  • Lower goal or target
  • Use well defined boudries
  • Use over size ball
  • Teacher observation
  • Checklist
  • Class discussion
  • Participation
(3) HPF.PE.C.1.1.A Students demonstrate proficiency in selected complex physical activities (games, sports, exercises) that provide conditioning for each fitness area.
(2) HPF.PE.C.2.1.A Students know the potential safety hazards associated with a wide variety of games and activities and are able to prevent and respond to accidents.
(1) HPF.PE.C.3.1.C Students identify a variety of career opportunities associated with sports and fitness and understand the qualifications, educational requirements, and job responsibilities of those careers.
Students demonstrate proficiency in selected complex physical activities that provide conditioning for each fitness area.
Students know the potential safety hazards associated with a wide variety of games and activities and are able to prevent and respond to accidents.
Students identify a variety of career opportunities associated with sports and fitness and understand the qualifications and educational requirements for those careers.
Adventure & Risk
Challenge Activities:
  • Snow shoeing
  • Project adventure
  • Peer partners
  • Shorten distances
  • Teacher observation
  • Checklist
  • Oral presentation
Phys. Ed. Activities - High School.doc
Loading
Data is Loading...