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Individual Recreation Activity, Snowshoeing
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Individual Recreation Activity, Martial Arts
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Personal Fitness, Fitness gram Testing
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Individual/Small Team Recreation Activities/Racket Sports (Table Tennis, Badminton, Shuffle Board, 4-Square)
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Top Of Page

Subject: Physical Education

Grades: 6-8

Unit Title: Large Group Games (Capture the Football) Unit 1

Approximate Length: Two weeks, 4-6 classes

Brief description of unit:

This unit will aid in the development of gross motor skills such as running, jumping, dodging and kicking. It will involve the class in a competitive situation where the foundation of good sportsmanship and positive social interaction can be instilled.

NH Frameworks/Proficiency Standards to be addressed:

NH Frameworks/Proficiency Standards to be addressed for Physical Education program are found in

ED 306.41, pursuant to Ed 306.26 and Ed 306.27

  • Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities;
  • Demonstrate understanding of movement concepts, principles, and performance of physical activities;
  • Participate regularly in physical activity;
  • Achieve and maintain a health enhancing level of physical fitness;
  • Exhibit responsible personal and social behavior that respects self and others in physical activity settings
  • Value physical activity for health, enjoyment, challenge, self expression, and social interaction;
  • A variety of motor skills that are designed to enhance the physical, mental, social, and emotional development of every child;
  • Fitness education and assessment to help children understand and improve or maintain their physical well-being;
  • Development of cognitive concepts about motor skills and fitness;
  • Opportunities to improve children’s’ emerging social and cooperative skills and to gain a multicultural perspective;
  • Promotion of regular amounts of appropriate physical activity now and throughout life;
  • Utilization of technology in attaining instruction, curricular, and assessment goals

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed In Physical Education

Unit Essential Questions:

  • How does moving effectively impact performance in a group sport or activity.
  • How does playing in a large group game enhance a healthy lifestyle?
  • What is the relationship between large group games and social interaction and enjoyment?
  • How will the student recognize teamwork, team cooperation and fair play?

Core Unit Content:

Upon completion of this unit the student will be able to:

  • Recognize general characteristics of movement that can be applied to specific settings
  • Recognize physical activity as a positive opportunity for social and group interaction
  • Recognize the social benefits of participation in physical activity
  • Recognize and understand team work, team cooperation, and fair play.

Core Unit Skills:

Upon completion of this unit the student will be able to:

  • Demonstrate mature form for all basic manipulative, loco motor and non loco motor skills
  • Adapt and combine skills to the demands of increasingly complex situations of selected
  • movement forms
  • Demonstrate competence in modified versions of a variety of movement forms
  • Use basic offensive and defensive strategies in noncomplex settings
  • Understand and apply more advanced movement and game strategies
  • Participate in moderate to vigorous physical activity in a variety of settings
  • Monitor intensity of exercise
  • Participate in a variety of health-related fitness activities in both school and non school settings
  • Demonstrate enjoyment from participation in physical activities
  • Seek personally challenging experiences in physically active opportunities
  • Enjoy participation in physical activity

 

Subject: Physical Education

Grades: 6-8

Unit Title: Team Games (Outdoor), Soccer Unit 2

Approximate Length: Three weeks, 7-10 classes

Brief description of unit:

This unit will involve the students in the game of soccer. The students will learn basic skills and then be involved in competitive game situations where the foundations of good sportsmanship and positive social interaction can be instilled.

NH Frameworks/Proficiency Standards to be addressed:

NH Frameworks/Proficiency Standards to be addressed for Physical Education program are found in

ED 306.41, pursuant to Ed 306.26 and Ed 306.27

  • Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
  • Demonstrate understanding of movement concepts, principles, and performance of physical activities.
  • Participate regularly in physical activity.
  • Achieve and maintain a health enhancing level of physical fitness.
  • Exhibit responsible personal and social behavior that respects self and others in physical activity settings.
  • Value physical activity for health, enjoyment, challenge, self expression, and social interaction.
  • A variety of motor skills that are designed to enhance the physical, mental, social, and emotional development of every child.
  • Fitness education and assessment to help children understand and improve or maintain their physical well-being.
  • Development of cognitive concepts about motor skills and fitness.
  • Opportunities to improve children’s emerging social and cooperative skills and to gain a multicultural perspective.
  • Promotion of regular amounts of appropriate physical activity now and throughout life.
  • Utilization of technology in attaining instruction, curricular, and assessment goals.

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed In Physical Education

Unit Essential Questions:

  • How will the student recognize teams or team cooperation and teamwork?
  • How can students demonstrate differentiation of skills to the increasingly complex situation of selected movement forms.
  • How will the student understand and apply basic principles of training to improve physical fitness?

Core Unit Content:

Upon completion of this unit the student will be able to:

  • Understand how to develop a strategy for the improvement of selected fitness components
  • Assess physiological indicators of exercise during and after physical activity
  • Begin to develop personal fitness goals independently
  • Recognize general characteristics of movement that can be applied to specific settings
  • Recognize physical activity as a vehicle for self-expression
  • Recognize the social benefits of participation in physical activity
  • Recognize physical activity as a positive opportunity for social and group interaction

Core Unit Skills:

Upon completion of this unit the student will be able to:

  • Demonstrate mature form for all basic manipulative, locomotor and non locomotor skills
  • Adapt and combine skills to the demands of increasingly complex situations of selected
  • movement forms
  • Demonstrate beginning strategies for net and vision games
  • Demonstrate competence in modified versions of a variety of movement forms
  • Use basic offensive and defensive strategies in noncomplex settings
  • Understand and apply more advanced movement and game strategies
  • Identify the critical elements of more advanced movement skills
  • Understand and apply more advanced discipline specific knowledge
  • Participate in moderate to vigorous physical activity in a variety of settings
  • Understand and apply basic principles of training to improving physical fitness
  • Meet the health-related fitness standards as defined by Fitness gram
  • Demonstrate enjoyment from participation in physical activities
  • Enjoy participation in physical activity
  • Try new and challenging activities

 

Subject: Physical Education

Grades: 6-8

Unit Title: Team Games (Outdoor), Flag Football Unit 3

Approximate Length: Three weeks, 7-10 classes

Brief description of unit:

The students will be instructed in some of the basic skills in football. The class will then be involved in a modified game situation where the foundations of good sportsmanship and positive social interaction can be instilled.

NH Frameworks/Proficiency Standards to be addressed:

NH Frameworks/Proficiency Standards to be addressed for Physical Education program are found in

ED 306.41, pursuant to Ed 306.26 and Ed 306.27

  • Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
  • Demonstrate understanding of movement concepts, principles, and performance of physical activities.
  • Participate regularly in physical activity.
  • Achieve and maintain a health enhancing level of physical fitness.
  • Exhibit responsible personal and social behavior that respects self and others in physical activity settings
  • Value physical activity for health, enjoyment, challenge, self expression, and social interaction.
  • A variety of motor skills that are designed to enhance the physical, mental, social, and emotional development of every child.
  • Fitness education and assessment to help children understand and improve or maintain their physical well-being.
  • Development of cognitive concepts about motor skills and fitness.
  • Opportunities to improve children’s’ emerging social and cooperative skills and to gain a multicultural perspective.
  • Promotion of regular amounts of appropriate physical activity now and throughout life.
  • Utilization of technology in attaining instruction, curricular, and assessment goals.

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed In Physical Education

Unit Essential Questions:

  • How does a student demonstrate the throwing catching and kicking skills essential to the game of football?
  • How does playing a large group game enhance a healthy lifestyle?
  • What is the relationship between large group games, social interaction and enjoyment?
  • How will the student recognize teamwork, team cooperation and fair play?

Unit Content:

  • The student will recognize general characteristics of movement that can be applied to flag football activities.
  • The student will recognize and understand team work, team concept, and fair play.
  • The student should be able to recognize physical activity as positive opportunity for social and group interaction.

Core Unit Skills:

Students will:

  • Demonstrate mature form for all basic manipulative, locomotor and non locomotor skills
  • Adapt and combine skills to the demands of increasingly complex situations of selected movement forms
  • Demonstrate beginning strategies for net and vision games
  • Demonstrate competence in modified versions of a variety of movement forms
  • Use basic offensive and defensive strategies in noncomplex settings
  • Understand and apply more advanced movement and game strategies
  • Identify the critical elements of more advanced movement skills
  • Understand and apply more advanced discipline specific knowledge
  • Participate in moderate to vigorous physical activity in a variety of settings
  • Understand and apply basic principles of training to improving physical fitness
  • Meet the health-related fitness standards as defined by Fitness gram
  • Demonstrate enjoyment from participation in physical activities
  • Enjoy participation in physical activity
  • Try new and challenging activities

Subject: Physical Education

Grades: 6-8

Unit Title: Team Games (Indoor), Volleyball Unit 4

Approximate Length: Three weeks, 7-10 classes

Brief description of unit:

This unit will consist of learning skills and strategies important to volleyball. Students will be placed in competitive game situations.

NH Frameworks/Proficiency Standards to be addressed:

NH Frameworks/Proficiency Standards to be addressed for Physical Education program are found in

ED 306.41, pursuant to Ed 306.26 and Ed 306.27

  • Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities;
  • Demonstrate understanding of movement concepts, principles, and performance of physical activities;
  • Participate regularly in physical activity
  • Achieve and maintain a health enhancing level of physical fitness
  • Exhibit responsible personal and social behavior that respects self and others in physical activity settings
  • Value physical activity for health, enjoyment, challenge, self expression, and social interaction
  • A variety of motor skills that are designed to enhance the physical, mental, social, and emotional development of every child
  • Fitness education and assessment to help children understand and improve or maintain their physical well-being
  • Development of cognitive concepts about motor skills and fitness
  • Opportunities to improve children’s’ emerging social and cooperative skills and to gain a multicultural perspective;
  • Promotion of regular amounts of appropriate physical activity now and throughout life;
  • Utilizing of technology in attaining instruction, curricular, and assessment goals;

NECAP GLEs/GSEs to be addressed:

NoNECAP GLEs/GSEs to be addressed In Physical Education

Unit Essential Questions:

  • Why is it necessary for the student to understand and respect differences among people in physical activity settings?
  • How will the student demonstrate applying rules, procedure, and etiquette in a game situation?
  • Why is it important for students to willingly join others of diverse culture ethnicity and race during physical activity?

Core Unit Content:

  • Students will know the meaning of rotation, serve, bump, spike, net, set, and volley.

Core Unit Skills:

  • Participate in establishing rules, procedures, and etiquette that are safe and effective for specific activity situations
  • Work cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive activities
  • Make conscious decisions about applying rules, procedures, and etiquette
  • Utilize time effectively to complete assigned tasks
  • Work cooperatively with a group to achieve group goals in competitive as well as cooperative settings
  • Cooperate with disabled peers and those of different gender, race, and ethnicity
  • Work cooperatively with those of varied skilled peers
  • Recognize the role of sport, games, and dance in modern culture
  • Identify behaviors that are supportive and inclusive in physical activity settings
  • Willingly join others of diverse culture, ethnicity, and race during physical activity
  • Recognize physical activity as a positive opportunity for social and group interaction
  • Demonstrate enjoyment from participation in physical activities
  • Recognize that success in physical activities leads to recognition from peers
  • Recognize the social benefits of participation in physical activity
  • Try new and challenging activities
  • Recognize physical activity as a vehicle for self-expression

Subject: Physical Education

Grades: 6-8

Unit Title: Team Games (Indoor), Floor Hockey Unit 5

Approximate Length: Three weeks, 7-10 classes

Brief description of unit:

This unit will involve hockey skills such a stick handling, passing and shooting. The students will be involved in a modified game activity.

NH Frameworks/Proficiency Standards to be addressed:

NH Frameworks/Proficiency Standards to be addressed for Physical Education program are found in

ED 306.41, pursuant to Ed 306.26 and Ed 306.27

  • Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities
  • Demonstrate understanding of movement concepts, principles, and performance of physical activities;
  • Participate regularly in physical activity
  • Achieve and maintain a health enhancing level of physical fitness
  • Exhibit responsible personal and social behavior that respects self and others in physical activity settings
  • Value physical activity for health, enjoyment, challenge, self expression, and social interaction
  • A variety of motor skills that are designed to enhance the physical, mental, social, and emotional development of every child
  • Fitness education and assessment to help children understand and improve or maintain their physical well-being
  • Development of cognitive concepts about motor skills and fitness
  • Opportunities to improve children’s’ emerging social and cooperative skills and to gain a multicultural perspective
  • Promotion of regular amounts of appropriate physical activity now and throughout life
  • Utilization of technology in attaining instruction, curricular, and assessment goals

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed In Physical Education

Unit Essential Questions:

  • Why is it necessary for members of a group to work competitively in order to achieve group goals in competitive activities?
  • How does success in physical activities lead to recognition from peers?
  • What are the benefits of making conscious decisions about applying rules, procedures and etiquette in group activities?

Core Unit Content:

  • Students will be able to define the words pass, save, shot, shoot.

Core Unit Skills:

  • Participate in establishing rules, procedures, and etiquette that are safe and effective for specific activity situations
  • Work cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive activities
  • Make conscious decisions about applying rules, procedures, and etiquette
  • Utilize time effectively to complete assigned tasks
  • Work cooperatively with a group to achieve group goals in competitive as well as cooperative settings
  • Cooperate with disabled peers and those of different gender, race, and ethnicity
  • Work cooperatively with those of varied skilled peers
  • Identify behaviors that are supportive and inclusive in physical activity settings
  • Willingly join others of diverse culture, ethnicity, and race during physical activity
  • Recognize physical activity as a positive opportunity for social and group interaction
  • Demonstrate enjoyment from participation in physical activities
  • Recognize that success in physical activities leads to recognition from peers
  • Recognize the social benefits of participation in physical activity
  • Try new and challenging activities
  • Recognize physical activity as a vehicle for self-expression

 

Subject: Physical Education

Grades: 6-8

Unit Title: Team Games (Indoor), Basketball Unit 6

Approximate Length: Three weeks, 7-10 classes

Brief description of unit:

This unit will consist of learning the basic skills involved in basketball. The students will then be involved in a modified game situation.

NH Frameworks/Proficiency Standards to be addressed:

NH Frameworks/Proficiency Standards to be addressed for Physical Education program are found in

ED 306.41, pursuant to Ed 306.26 and Ed 306.27

  • Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities;
  • Demonstrate understanding of movement concepts, principles, and performance of physical activities
  • Participate regularly in physical activity
  • Achieve and maintain a health enhancing level of physical fitness
  • Exhibit responsible personal and social behavior that respects self and others in physical activity settings
  • Value physical activity for health, enjoyment, challenge, self expression, and social interaction
  • A variety of motor skills that are designed to enhance the physical, mental, social, and emotional development of every child
  • Fitness education and assessment to help children understand and improve or maintain their physical well-being;
  • Development of cognitive concepts about motor skills and fitness
  • Opportunities to improve children’s’ emerging social and cooperative skills and to gain a multicultural perspective
  • Promotion of regular amounts of appropriate physical activity now and throughout life
  • Utilization of technology in attaining instruction, curricular, and assessment goals

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed In Physical Education

Unit Essential Questions:

  • How would a student demonstrate motion patterns in simple combinations?
  • How would a student demonstrate smooth transitions between sequential skills?
  • What are the benefits of cooperation with disabled peers and those of different gender,

Core Unit Content:

  • Students will be able to define dribble, pass, correct shooting form, defense, lay-up, and chest and bounce pass, and the basic rules of basketball.

Core Unit Skills:

  • Demonstrate progress toward the mature form of selected manipulative, locomotor and non loco motor skills.
  • Demonstrate mature form in skipping, hopping, galloping and sliding
  • Demonstrate mature motor patterns in simple combinations
  • Demonstrate smooth transitions between sequential motor skills
  • Recognize general characteristics of movement that can be applied to specific settings
  • Use basic offensive and defensive strategies in noncomplex settings
  • Identify the characteristics of highly skilled performance Work cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive activities
  • Make conscious decisions about applying rules, procedures, and etiquette
  • Recognize the influence of peer pressure
  • Solve problems by analyzing causes and potential solutions
  • Analyze potential consequences when confronted with a behavior choice
  • Work cooperatively with a group to achieve group goals in competitive as well as cooperative settings
  • Cooperate with disabled peers and those of different gender, race, and ethnicity
  • Work cooperatively with varied skilled peers
  • Identify behaviors that are supportive and inclusive in physical activity settings
  • Recognize physical activity as a positive opportunity for social and group interaction
  • Demonstrate enjoyment from participation in physical activities
  • Recognize that success in physical activities leads to recognition from peers
  • Recognize the social benefits of participation in physical activity
  • Try new and challenging activities
  • Recognize physical activity as a vehicle for self-expression

 

Subject: Physical Education

Grades: 6-8

Unit Title: Individual Recreation Activity, Snowshoeing Unit 7

Approximate Length: Ten - Twelve weeks, Weather Permitting

Brief description of unit:

This unit, weather permitting, will give a brief introduction to the benefits derived from outdoor winter activities. Students will be engaged in snowshoeing on the school fields.

NH Frameworks/Proficiency Standards to be addressed:

NH Frameworks/Proficiency Standards to be addressed for Physical Education program are found in

ED 306.41, pursuant to Ed 306.26 and Ed 306.27

  • Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities
  • Demonstrate understanding of movement concepts, principles, and performance of physical activities
  • Participate regularly in physical activity
  • Achieve and maintain a health enhancing level of physical fitness;
  • Exhibit responsible personal and social behavior that respects self and others in physical activity settings
  • Value physical activity for health, enjoyment, challenge, self expression, and social interaction
  • A variety of motor skills that are designed to enhance the physical, mental, social, and emotional development of every child
  • Fitness education and assessment to help children understand and improve or maintain their physical well-being
  • Development of cognitive concepts about motor skills and fitness
  • Opportunities to improve children’s’ emerging social and cooperative skills and to gain a multicultural perspective
  • Promotion of regular amounts of appropriate physical activity now and throughout life
  • Utilization of technology in attaining instruction, curricular, and assessment goals

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed In Physical Education

Unit Essential Questions:

  • How could participation in the snow shoe unit provide students with a worthwhile lifetime fitness and recreational activity?
  • How does snowshoeing emphasize personal interests and physical capacities?

Core Unit Content:

Upon completion of this unit the student will:

  • Students will know how to put on and care for snowshoes.
  • Students will have an awareness of cold weather safety, and signs of hypothermia.
  • Students will understand winter cardiovascular activities and the importance of this to there health.

Core Unit Skills:

Upon completion of this unit the student will be able to:

  • Demonstrate mature form for all basic manipulative, locomotor and non locomotor skills
  • Adapt and combine skills to the demands of increasingly complex situations of selected movement forms
  • Demonstrate competence in modified versions of a variety of movement forms
  • Use information from a variety of sources of internal and external origin to improve performance
  • Recognize general characteristics of movement that can be applied to specific settings
  • Identify opportunities in the school and community for regular participation in physical activity
  • Analyze personal interests and capabilities in regard to one’s exercise behavior
  • Establish personal physical activity goals
  • Participate regularly in health-enhancing physical activities to accomplish these goals
  • Utilize time effectively to complete assigned tasks
  • Recognize physical activity as a positive opportunity for social and group interaction
  • Demonstrate enjoyment from participation in physical activities
  • Enjoy participation in physical activity
  • Recognize the social benefits of participation in physical activity
  • Try new and challenging activities
  • Recognize physical activity as a vehicle for self-expression

Subject: Physical Education

Grades: 6-8

Unit Title: Individual Recreation Activity, Martial Arts Unit 8

Approximate Length: One Week, 2 classes

Brief description of unit:

This unit will consist of introduction and basic skill development in the area of martial arts/self-defense. This unit also instills the life-long skills of self discipline and cooperation.

NH Frameworks/Proficiency Standards to be addressed:

NH Frameworks/Proficiency Standards to be addressed for Physical Education program are found in

ED 306.41, pursuant to Ed 306.26 and Ed 306.27

  • Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities
  • Demonstrate understanding of movement concepts, principles, and performance of physical activities
  • Participate regularly in physical activity
  • Achieve and maintain a health enhancing level of physical fitness
  • Exhibit responsible personal and social behavior that respects self and others in physical activity settings
  • Value physical activity for health, enjoyment, challenge, self expression, and social interaction
  • A variety of motor skills that are designed to enhance the physical, mental, social, and emotional development of every child
  • Fitness education and assessment to help children understand and improve or maintain their physical well-being
  • Development of cognitive concepts about motor skills and fitness
  • Opportunities to improve children’s’ emerging social and cooperative skills and to gain a multicultural perspective
  • Promotion of regular amounts of appropriate physical activity now and throughout life
  • Utilization of technology in attaining instruction, curricular, and assessment goals

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed In Physical Education

Unit Essential Questions:

How does instruction in martial arts activities stimulate the exploration of new physical activities for personal interest in and out of the physical education class.

How could personal success with martial art activities demonstrate a healthy lifestyle and obtain a “Feeling Good” sensation.

Core Unit Content:

Students will have knowledge of discipline, balance, agility, coordination, and strength as it applies to martial arts.

Core Unit Skills:

  • Demonstrate mature form for all basic manipulative, locomotor and non locomotor skills
  • Demonstrate increasing competence in more advanced specialized skills
  • Adapt and combine skills to the demands of increasingly complex situations of selected movement forms
  • Demonstrate competence in modified versions of a variety of movement forms
  • Use information from a variety of sources of internal and external origin to improve performance
  • Recognize general characteristics of movement that can be applied to specific settings
  • Use basic offensive and defensive strategies in noncomplex settings
  • Identify the critical elements of more advanced movement skills
  • Identify opportunities in the school and community for regular participation in physical activity
  • Explore a variety of new physical activities for personal interest in and out of the physical education class
  • Describe the relationships between a healthy lifestyle and “feeling good”
  • Participate in moderate to vigorous physical activity in a variety of settings
  • Participate in a variety of health-related fitness activities in both school and non school settings
  • Meet the health-related fitness standards as defined by Fitness gram
  • Work cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive activities
  • Utilize time effectively to complete assigned tasks
  • Recognize the influence of peer pressure
  • Acknowledge differences in the behaviors of people of different gender, culture, ethnicity, and disability and seek to learn more about similarities and differences
  • Cooperate with disabled peers and those of different gender, race, and ethnicity
  • Work cooperatively with varied skilled peers
  • Recognize the role of sport, games, and dance in modern culture

Subject: Physical Education

Grades: 6-8

Unit Title: Personal Fitness, Fitness gram Testing Unit 9

Approximate Length: Three weeks, 7-10 classes

Brief description of unit:

This unit will consist of students participating in fitness testing to determine their current level of health in three major areas. Students will be given the opportunity to measure their cardiovascular endurance, strength, and flexibility compared to a given standard for their age group.

NH Frameworks/Proficiency Standards to be addressed:

NH Frameworks/Proficiency Standards to be addressed for Physical Education program are found in

ED 306.41, pursuant to Ed 306.26 and Ed 306.27

  • Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities;
  • Demonstrate understanding of movement concepts, principles, and performance of physical activities;
  • Participate regularly in physical activity;
  • Achieve and maintain a health enhancing level of physical fitness;
  • Exhibit responsible personal and social behavior that respects self and others in physical activity settings
  • Value physical activity for health, enjoyment, challenge, self expression, and social interaction;
  • A variety of motor skills that are designed to enhance the physical, mental, social, and emotional development of every child;
  • Fitness education and assessment to help children understand and improve or maintain their physical well-being;
  • Development of cognitive concepts about motor skills and fitness;
  • Opportunities to improve children’s’ emerging social and cooperative skills and to gain a multicultural perspective;
  • Promotion of regular amounts of appropriate physical activity now and throughout life;
  • Utilization of technology in attaining instruction, curricular, and assessment goals;

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed In Physical Education

Unit Essential Questions:

  • How does each student‘s individual fitness test scores compare to established test norms for similar students.
  • How can a student improve his/her test scores or improve his/her fitness performance.

Core Unit Content:

  • Students will be able to define sit-n-reach, pacer, basic metabolism, cardio endurance, flexibility, and strength as it applies to fitness testing.

Core Unit Skills:

  • Identify opportunities in the school and community for regular participation in physical activity
  • Participate daily in some form of health-enhancing physical activity
  • Participate regularly in health-enhancing physical activities to accomplish these goals
  • Participate in moderate to vigorous physical activity in a variety of settings
  • Work somewhat independently with minimal supervision in pursuit of personal fitness goals
  • Participate in a variety of health-related fitness activities in both school and non school settings
  • Meet the health-related fitness standards as defined by Fitness gram
  • Recognize that success in physical activities leads to recognition from peers
  • Try new and challenging activities
  • Recognize physical activity as a vehicle for self-expression

Subject: Physical Education

Grades: 6-8

Unit Title: Individual/Small Team Recreation Activities/Racket Sports (Table Tennis, Badminton, Shuffle Board, 4-Square) Unit 10

Approximate Length: Three weeks, 7-10 classes

 

Brief description of unit:

This unit will expose the students to racket sports. After basic skills are taught and practiced students will be placed in a game situation.

NH Frameworks/Proficiency Standards to be addressed:

NH Frameworks/Proficiency Standards to be addressed for Physical Education program are found in

ED 306.41, pursuant to Ed 306.26 and Ed 306.27

  • Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities;
  • Demonstrate understanding of movement concepts, principles, and performance of physical activities;
  • Participate regularly in physical activity;
  • Achieve and maintain a health enhancing level of physical fitness;
  • Exhibit responsible personal and social behavior that respects self and others in physical activity settings
  • Value physical activity for health, enjoyment, challenge, self expression, and social interaction;
  • A variety of motor skills that are designed to enhance the physical, mental, social, and emotional development of every child;
  • Fitness education and assessment to help children understand and improve or maintain their physical well-being;
  • Development of cognitive concepts about motor skills and fitness;
  • Opportunities to improve children’s’ emerging social and cooperative skills and to gain a multicultural perspective;
  • Promotion of regular amounts of appropriate physical activity now and throughout life;
  • Utilization of technology in attaining instruction, curricular, and assessment goals;

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed In Physical Education

Unit Essential Questions:

  • How do racket sports enhance a healthy lifestyle?
  • How will daily vigorous physical activities impact the body in relationship to cardiac activity and total body condition?
  • How can the skills taught in the school during PE become an integral part of a healthily lifestyle?

Core Unit Content:

Students will define volley, serve, basic rules, squash, agility, hand eye coordination as they apply to small team recreation activities.

Core Unit Skills:

  • Demonstrate mature form for all basic manipulative, locomotor and non locomotor skills
  • Demonstrate increasing competence in more advanced specialized skills
  • Adapt and combine skills to the demands of increasingly complex situations of selected movement forms
  • Demonstrate beginning strategies for net and vision games
  • Demonstrate competence in modified versions of a variety of movement forms
  • Identify and apply principles of practice and conditioning that enhance performance
  • Recognize general characteristics of movement that can be applied to specific settings
  • Identify the characteristics of highly skilled performance
  • Understand and apply more advanced discipline specific knowledge
  • Identify opportunities in the school and community for regular participation in physical activity
  • Participate daily in some form of health-enhancing physical activity
  • Participate regularly in health-enhancing physical activities to accomplish these goals
  • Explore a variety of new physical activities for personal interest in and out of the physical education class
  • Participate in moderate to vigorous physical activity in a variety of settings
  • Work somewhat independently with minimal supervision in pursuit of personal fitness goals

 

Subject: Physical Education

Grades: 6-8

Unit Title: Lacrosse Unit 11

Approximate Length: Three weeks, 7-10 classes

Brief description of unit:

The students will be instructed in some of the skills and rules of modified lacrosse. The class will then be involved in a modified game situation where the foundations of good sportsmanship and positive social interaction can be instilled.

NH Frameworks/Proficiency Standards to be addressed:

NH Frameworks/Proficiency Standards to be addressed for Physical Education program are found in

ED 306.41, pursuant to Ed 306.26 and Ed 306.27

  • Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities;
  • Demonstrate understanding of movement concepts, principles, and performance of physical activities;
  • Participate regularly in physical activity;
  • Achieve and maintain a health enhancing level of physical fitness;
  • Exhibit responsible personal and social behavior that respects self and others in physical activity settings
  • Value physical activity for health, enjoyment, challenge, self expression, and social interaction;
  • A variety of motor skills that are designed to enhance the physical, mental, social, and emotional development of every child;
  • Fitness education and assessment to help children understand and improve or maintain their physical well-being;
  • Development of cognitive concepts about motor skills and fitness;
  • Opportunities to improve children’s’ emerging social and cooperative skills and to gain a multicultural perspective;
  • Promotion of regular amounts of appropriate physical activity now and throughout life;
  • Utilization of technology in attaining instruction, curricular, and assessment goals;

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed In Physical Education

Unit Essential Questions:

What physical or motor skills are necessary to generate success with lacrosse activities?

How do movies efficiently impact performance in a group sport or activity?

What is the relation between large group games and social interaction and enjoyment?

Core Unit Content:

Students will define the terms cradle, scoop, cardian flip, throw, catch, and shoot as they apply to lacrosse.

Core Unit Skills:

  • Demonstrate mature form for all basic manipulative, locomotor and non locomotor skills
  • Demonstrate increasing competence in more advanced specialized skills
  • Adapt and combine skills to the demands of increasingly complex situations of selected movement forms
  • Demonstrate beginning strategies for net and vision games
  • Demonstrate competence in modified versions of a variety of movement forms
  • Use physical activity to express feelings
  • Seek personally challenging experiences in physically active opportunities
  • Enjoy participation in physical activity
  • Recognize the social benefits of participation in physical activity
  • Try new and challenging activities

Subject: Physical Education

Grades: 6-8

Unit Title: Individual Fitness Activities, Track and Field Unit 12

Approximate Length: Three weeks, 7-10 classes

Brief description of unit:

This unit will expose the students to sprinting, shot put, long jump, triple jump, hurdles and relays.

NH Frameworks/Proficiency Standards to be addressed:

NH Frameworks/Proficiency Standards to be addressed for Physical Education program are found in

ED 306.41, pursuant to Ed 306.26 and Ed 306.27

  • Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities
  • Demonstrate understanding of movement concepts, principles, and performance of physical activities;
  • Participate regularly in physical activity
  • Achieve and maintain a health enhancing level of physical fitness
  • Exhibit responsible personal and social behavior that respects self and others in physical activity settings
  • Value physical activity for health, enjoyment, challenge, self expression, and social interaction
  • A variety of motor skills that are designed to enhance the physical, mental, social, and emotional development of every child
  • Fitness education and assessment to help children understand and improve or maintain their physical well-being
  • Development of cognitive concepts about motor skills and fitness
  • Opportunities to improve children’s’ emerging social and cooperative skills and to gain a multicultural perspective
  • Promotion of regular amounts of appropriate physical activity now and throughout life
  • Utilization of technology in attaining instruction, curricular, and assessment goals

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed In Physical Education

Unit Essential Questions:

  • How can individual success in specialized events combine to increase success from a diverse team or group?
  • How does cooperation among members of a track and filed team demonstrate respect for the differences that might exist among the members of that group.
  • What avenues for life long health and fitness are presented as a result of track and field experiences?

Core Unit Content:

  • The student will be able to describe the proper technique for each track and field event.

Core Unit Skills:

  • Demonstrate mature form for all basic manipulative, locomotor and non locomotor skills
  • Demonstrate increasing competence in more advanced specialized skills
  • Demonstrate competence in modified versions of a variety of movement forms
  • Use information from a variety of sources of internal and external origin to improve performance
  • Identify and apply principles of practice and conditioning that enhance performance
  • Recognize general characteristics of movement that can be applied to specific settings
  • Use basic offensive and defensive strategies in noncomplex settings
  • Understand and apply more advanced movement and game strategies
  • Identify the critical elements of more advanced movement skills
  • Identify the characteristics of highly skilled performance
  • Understand and apply more advanced discipline specific knowledge
  • Identify opportunities in the school and community for regular participation in physical activity
  • Analyze personal interests and capabilities in regard to one’s exercise behavior
  • Participate regularly in health-enhancing physical activities to accomplish these goals
  • Explore a variety of new physical activities for personal interest in and out of the physical education class
  • Acknowledge differences in the behaviors of people of different gender, culture, ethnicity, and disability and seek to learn more about similarities and differences
  • Work cooperatively with varied skilled peers
  • Recognize the role of sport, games, and dance in modern culture
  • Identify behaviors that are supportive and inclusive in physical activity settings
  • Demonstrate enjoyment from participation in physical activities
  • Recognize that success in physical activities leads to recognition from peers
  • Seek personally challenging experiences in physically active opportunities
  • Enjoy participation in physical activity
  • Recognize the social benefits of participation in physical activity
  • Try new and challenging activities

 

Subject: Physical Education

Grades: 6-8

Unit Title: Individual Fitness, Walking Unit 13

Approximate Length: Throughout the Year, Weather Permitting

 

Brief description of unit:

This unit will engage students in a low level aerobic physical activity of extended duration with the combination of providing an environment where acceptable social skills need to be practiced and administered.

NH Frameworks/Proficiency Standards to be addressed:

NH Frameworks/Proficiency Standards to be addressed for Physical Education program are found in

ED 306.41, pursuant to Ed 306.26 and Ed 306.27

  • Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities;
  • Demonstrate understanding of movement concepts, principles, and performance of physical activities;
  • Participate regularly in physical activity
  • Achieve and maintain a health enhancing level of physical fitness
  • Exhibit responsible personal and social behavior that respects self and others in physical activity settings
  • Value physical activity for health, enjoyment, challenge, self expression, and social interaction
  • A variety of motor skills that are designed to enhance the physical, mental, social, and emotional development of every child
  • Fitness education and assessment to help children understand and improve or maintain their physical well-being
  • Development of cognitive concepts about motor skills and fitness
  • Opportunities to improve children’s’ emerging social and cooperative skills and to gain a multicultural perspective
  • Promotion of regular amounts of appropriate physical activity now and throughout life
  • Utilization of technology in attaining instruction, curricular, and assessment goals

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed In Physical Education

Unit Essential Questions:

  • How does low level aerobic physical activity of extended duration contribute to maintaining physical fitness and weight control?
  • What is the relation between low level physical activities of extended duration and social interaction?

Core Unit Content:

  • Students will define low impact cardio life time activities upon the completion of this unit.

VI. Core Unit Skills:

  • Recognize physical activity as a positive opportunity for social and group interaction
  • Demonstrate enjoyment from participation in physical activities
  • Recognize the social benefits of participation in physical activity
  • Acknowledge differences in the behaviors of people of different gender, culture, ethnicity, and disability and seek to learn more about similarities and differences
  • Work cooperatively with varied skilled peers
  • Identify behaviors that are supportive and inclusive in physical activity settings
  • Participate in moderate to vigorous physical activity in a variety of settings
  • Begin to develop a strategy for the improvement of selected fitness components
  • Work somewhat independently with minimal supervision in pursuit of personal fitness goals
  • Identify opportunities in the school and community for regular participation in physical activity
  • Identify the critical aspects of a healthy lifestyle
  • Establish personal physical activity goals
  • Describe the relationships between a healthy lifestyle and “feeling good”

Subject: Physical Education

Grades: 6-8

Unit Title: Team Games and Individual Fitness Activities: Kickball, Stilts, And Frisbee Unit 14

Approximate Length: Three weeks, 7-10 classes

Brief description of unit:

This unit will allow students to participate in activities that can be played during the course of their life. These activities allow for the physical education curriculum to transition into the summer. By providing low impact activities for the students to play, teachers can collect student lockers and prepare for the following year.

NH Frameworks/Proficiency Standards to be addressed:

NH Frameworks/Proficiency Standards to be addressed for Physical Education program are found in

ED 306.41, pursuant to Ed 306.26 and Ed 306.27

  • Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities;
  • Demonstrate understanding of movement concepts, principles, and performance of physical activities;
  • Participate regularly in physical activity;
  • Achieve and maintain a health enhancing level of physical fitness
  • Exhibit responsible personal and social behavior that respects self and others in physical activity settings
  • Value physical activity for health, enjoyment, challenge, self expression, and social interaction
  • A variety of motor skills that are designed to enhance the physical, mental, social, and emotional development of every child
  • Fitness education and assessment to help children understand and improve or maintain their physical well-being
  • Development of cognitive concepts about motor skills and fitness
  • Opportunities to improve children’s’ emerging social and cooperative skills and to gain a multicultural perspective
  • Promotion of regular amounts of appropriate physical activity now and throughout life
  • Utilization of technology in attaining instruction, curricular, and assessment goals

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed In Physical Education

Unit Essential Questions:

How is respect for diversity and individual differences demonstrated in lower level team games?

What is the relationship between low level group games and social interaction and enjoyment?

Core Unit Content:

Students will define balance, kicking, running, and throwing as it relates to team sports.

Core Unit Skills:

Students will:

  • Work cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive activities
  • Make conscious decisions about applying rules, procedures, and etiquette
  • Utilize time effectively to complete assigned tasks
  • Acknowledge differences in the behaviors of people of different gender, culture, ethnicity, and disability and seek to learn more about similarities and differences
  • Work cooperatively with varied skilled peers
  • Recognize the role of sport, games, and dance in modern culture
  • Identify behaviors that are supportive and inclusive in physical activity settings
  • Demonstrate enjoyment from participation in physical activities
  • Recognize the social benefits of participation in physical activity
  • Try new and challenging activities
  • Recognize physical activity as a vehicle for self-expression

Unit 1

Subject: Health

Grades: 6

Unit Title: Bullying

Approximate Length: 6 classes

Brief description of unit:

This unit will identify bullying and harassment behavior, and how to respond to this type of behavior. Lessons will compare teasing and flirting, to bullying and harassing. Class work will also include techniques for how to say no to a bully and recognition of how prejudice causes harassment

NH Frameworks/Proficiency Standards to be addressed:

Ed 306.40 Health Education Program.

a) Pursuant to Ed 306.26 and Ed 306.27, the local school board shall require that a school health education program for grades K-12.

* Provides: Health education;

  • School health services;

(b) The local school board shall require that each school health education program provides: Systematic instruction in grades K-12, designed to enable students to:

  • Demonstrate functional knowledge of the most important and enduring ideas, issues, and concepts related to achieving good mental health
  • Demonstrate the ability to access valid health information and health-promoting products and services;
  • Analyze the effect of culture, media, technology, and other influences on health;
  • Demonstrate the ability to use interpersonal communications skills to enhance health;

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed in Health

Unit Essential Questions:

  • How does bully or harassment behavior impact a student’s performance in school?
  • What options does the target of bully or harassment behavior have for dealing with that behavior?
  • What obligations do people who witness bully on harassing behavior in school have?

Core Unit Content:

  • Students will know what constitutes bully or harassment behavior.
  • Students will understand the options available to them when exposed to bully or harassment behavior.
  • Students will understand that our school policy does not allow bully or harassment behavior.

Core Unit Skills

  • Students will be able to explain a “cold”, “cool”, and “hot” response to bully or harassment behavior.
  • Students will be able to identify the adult people in the school to contact about bully or harassment behavior.

 

Unit 2

Subject: Health

Grades: 6

Unit Title: Tobacco

Approximate Length: 7-8 classes

Brief description of unit:

Class work during this unit involves presentation of significant tobacco use facts. Study includes the structure and function of the human respiratory system, and the three major tobacco related diseases. The use of, and dangers of, smokeless tobacco are also explored.

NH Frameworks/Proficiency Standards to be addressed:

Ed 306.40 Health Education Program.

  • Pursuant to Ed 306.26 and Ed 306.27,
  • Tobacco use prevention;
    NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed in Health

Unit Essential Questions:

  • What are the toxic effects of tobacco and tobacco products?
  • What is the structure and function of our human respiratory system?
  • What are the tobacco related diseases that affect our respiratory system?

Core Unit Content:

  • Students will understand the chemicals and poisons found in tobacco and tobacco products.
  • Students will understand how the respiratory system is set up and what the function of it is.
  • Student will understand the dangers and both long and short term effects of tobacco on the human body.

Core Unit Skills:

  • Students will be given scripts to say no to smoking
  • Students will be able to list the dangers and problems associated with smoking

Unit 3

Subject: Health

Grades: 6

Unit Title: Heart Disease

Approximate Length: 4 classes

Brief description of unit:

This unit examines the nature and cause of heart disease. Students are instructed in the structure and function of the human circulatory system, the nature of blood types and the seven major causes of heart disease. Students are shown that heart disease is a life style disease, and that health life choices can significantlyreduce the risk of heart disease.

NH Frameworks/Proficiency Standards to be addressed:

Ed 306.40 Health Education Program.

Pursuant to Ed 306.26 and Ed 306.27,

  • Comprehend concepts related to health promotion and disease prevention, linking to all content areas;
  • Demonstrate functional knowledge of the most important and enduring ideas, issues, and concepts related to achieving good health;
  • Demonstrate the ability to access valid health information and health-promoting products and services;
  • Demonstrate the ability to practice health enhancing behaviors and reduce health risks;

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed in Health

Unit Essential Questions:

  • What is heart disease and what are the risks involved?
  • What is the structure and function of our circulatory system?
  • What are the elements of a healthy lifestyle and what can be done to prevent heart disease?

Core Unit Content:

  • Students will understand what heart disease is and what the risk factors involved are?
  • Students will understand the circulatory system and the nature of heart attacks and strokes.
  • Students will understand that heart disease is a life style disease and will understand how to prevent heart disease.

Core Unit Skills:

  • Students will be able to identify that heart disease is the number one cause of death among Americans.
  • Students will be able to explain the function of the circulatory system and how heart attacks and strokes occur.
  • Students will be able to identify the 7 risk factors or causes of heart disease.

 

Unit 4

Subject: Health

Grades: 6

Unit Title: Sexuality

Approximate Length: 4-5 classes

Brief description of unit:

In Grade 6 sexuality issues prioritize the structure and function of both the male and female reproductive systems. Students are presented with the menstrual cycle, and explore the nature of pregnancy.

NH Frameworks/Proficiency Standards to be addressed:

Ed 306.40 Health Education Program.

  • Pursuant to Ed 306.26 and Ed 306.27,
    Family life and comprehensive sexuality education, including instruction relative to abstinence and sexually transmitted infections in accordance with RSA 189:10;

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed in Health

Unit Essential Questions:

  • What is the structure and function of both the male and female reproductive system?
  • What is the menstrual cycle and how do the dangers of toxic shock syndrome affect a woman?
  • What is the process of human reproduction?

Core Unit Content:

  • Students will know the different parts and functions of the male and female reproductive system.
  • Students will understand how the menstrual cycle works, and what causes Toxic Shock Syndrome.
  • Students will understand the process of human reproduction.

Core Unit Skills:

  • Students will be able to identify the various parts of both the male and female reproductive system.
  • Students will be able to state the functions of the various parts of the male and female reproductive system.
  • Students will be able to explain the 4 important parts of the menstrual cycle.
  • Students will identify that Toxic Shock syndrome is a bacterial infection, and will be able to list the symptoms and effects of this infection on the human body.

Unit 5

Subject: Health

Grades: 7

Unit Title: Challenge Course Activities

Approximate Length: 8-9 classes

Brief description of unit:

In Grade 7 health instruction involve several challenge course activities. These activities focus on three big concepts, communication, cooperation and trust, and the importance of these concepts in all of our lives. This unit ends with student involvement in an activity involving these concepts. Then through a written exercise students must relate that experience to their life as a teenager.

NH Frameworks/Proficiency Standards to be addressed:

Ed 306.40 Health Education Program.

Pursuant to Ed 306.26 and Ed 306.27,
Physical activity

Personal and consumer health;

Community and environmental health Demonstrate the ability to use goal-setting and decision making skills to enhance health;

Demonstrate the ability to advocate for personal, family, and community health;

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed in Health

Unit Essential Questions:

  • How do communication, cooperation and trust impact a student’s health.

Core Unit Content:

  • Students will understand how communication, cooperation, and trust can affect a student’s health.
  • Students will understand the relationship between organized challenge course activities and how they relate to the health of a teenager.

Core Unit Skills:

  • Students will develop skills in how to communicate in large group settings.
  • Students will develop cooperation skills in group activities.
  • Students will develop trait skills in group activities.

Unit 6

Subject: Health

Grades: 7

Unit Title: Decision Making

Approximate Length: 1 class

Brief description of unit:

This unit involves students in a small group classroom project where the group must develop, and present, a solution to an important decision presented to them on a video tape. To be successful with this project, students must demonstrate their communication, cooperation and trust skills, and possibly exercise significant refusal skills.

NH Frameworks/Proficiency Standards to be addressed:

Ed 306.40 Health Education Program.

Pursuant to Ed 306.26 and Ed 306.27,

Demonstrate the ability to use goal-setting and decision making skills to enhance health; and

Demonstrate the ability to advocate for personal, family, and community health;

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed in Health

Unit Essential Questions:

  • How does decision making impact a student’s health?
  • What are the common refusal skills?
  • How do communication, cooperation, and trust skills relate to decision making?

Core Unit Content:

  • Students will understand the effects, whether positive or negative, of decision making.
  • Students will have an understanding of the refusal skills that are available to them.
  • Students will understand how communication, cooperation, and trust skills can affect decision making.

Core Unit Skills:

  • Students will be able to use refusal skills when comforted with a negative decision.
  • Students will be able to use communication, cooperation, and trust skills to make decisions.

 

Unit 7

Subject: Health

Grades: 7

Unit Title: Drugs and Alcohol

Approximate Length: 2 classes

Brief description of unit:

During the grade 7 health progression, students are asked to focus on the natures and dangers of inhalant drugs. Students are also exposed to realistic examples of how teenagers become involved with drugs, and damage their lives.

NH Frameworks/Proficiency Standards to be addressed:

Ed 306.40 Health Education Program.

Pursuant to Ed 306.26 and Ed 306.27

A planned K-12 curriculum in health education designed to teach the skills listed in the following content areas of health education:

Alcohol and other drug use prevention, in accordance with RSA 189:10

NECAP GLEs/GSEs to be addressed:

No NECAP GLEs/GSEs to be addressed in Health

Unit Essential Questions:

  • How prevalent is inhalant drug use among American teenagers?
  • What are examples of inhalant drugs?
  • How do drugs react with the human body?

Core Unit Content:

  • Students will understand what an inhalant drug is and how it can a