HealthPE11

-Students will understand school policy and necessary steps to take in the event of an emergency - Identify students prior health knowledge by assessing health "facts" || HS #1 || - Discussion - Active Listening - Go over syllabi -agree/disagree || -- Q&A session -Agree/Disagree || Health Syllabi ||  ||   || - Students will find creative ways to describe themselves using various material provided || HS #5 || -people scavenger hunt - personal collage || -presentation of work || - scavenger hunt worksheet - magazines ||  ||   || - List three aspects of overall health || HS # 1 || - discussion - partner work - note taking - journal entry || - questioning - homework || - power point presentation ||  ||   || - Students will differentiate between controllable and uncontrollable risk factors || HS #2, 8 || - journal writing - discussion - group work - note taking || - presentation of work || - power point ||  ||   || -enrichment worksheet -note taking || - homework - worksheet || - powerpoint - enrichment worksheet ||  ||   || - Explain why it is important to recognize your emotions - Distinguish helpful from harmful coping strategies || HS #2, 4 || -emotion role play - note taking - common defense mechanisms worksheet - balloon activity || - worksheet - discussion || - powerpoint - common defense mechanisms ws - emotion cards for role play ||  ||   || - Students will be able to identify the four major types of stressors -Students will be able to identify and explain at least 3 ways your body responds to stress || HS # 1,2 || - fight or flight ws - symptoms of stress ws - note taking -discussion || - worksheet - discussion || - powerpoint - fight or flight ws - symptoms of stress ws ||  ||   || - Students will participate in mental relaxation session led by the instructor - Students will be able to explain the link between the exercises done in class and stress relief || HS #1, 7 || - note taking - muscle relaxation - creating a stress ball || - discussion || -powerpoint - relaxation cd - flour, balloons, funnels for stress ball ||  ||   || - watch cbs "Bullying: Words Can Kill" || -discussion || - cbs video ||  ||   || - Students will be able to identify resources available when a person is being bullied - Students will be able to identify ways to help a friend who is being bullied || HS #7 || - "Face value" activity - notes - discussion - reading:Scholastic Scope magazine || - discussion - questioning - "how to help a friend" ws || - powerpoint - Scholastic Scope magazine - deck of cards - "how to help a friend" ws ||  ||   || - SWBAT identify 4 causes of mental disorders -SWBAT analyze the risk factors for depression || HS #2, 4 || - Agree, Disagree, ? - Roll of the Die for Depression - notes -discussion -mental health word find || - discussion - visual (agree, disagree, ?) - Die game || - powerpoint - dice, depression ws - mental disorder word find ||  ||   || Suicide || - SWBAT identify at least three methods of treatment for mental disorders -SWBAT explain the difference between a psychologist, psychiatrist, social worker, and mental health counselor - Introduce the topic of suicide by analyzing song lyrics || HS # 3 || - notes - discussion - listen & analyze the lyrics to "Adam's Song" as groupwork - present findings to class || - group presentations - Q&A || - powerpoint - lyrics sheet - cd ||  ||   || -SWBAT identify at least three protective factors of suicide -SWBAT identify four ways to assist a friend who is contemplating suicide || HS #5 || - notes - discussion - listen & analyze the lyrics to "Jumper" as groupwork - present findings to class -"how to help a friend" ws || - group presentation - "how to help a friend" ws - Q&A || - powerpoint - "how to help a friend ws" - lyrics sheet -cd ||  ||   || - jeopardy answers ||  ||   || -SWBAT identify and explain how diseases are spread || HS #1 || - intro video "Prevention of Infection" - ws corresponding to video -notes - discussion -hand shaking activity to show spread of germs || - Prevention infection worksheet - agree or disagree - Q&A || - Prentice Hall Health "Teens Talk" video - ws - fake germs & black light -hand sanitizer ||  ||   || -SWBAT accurately apply the epidemiological triangle to a specific disease || HS #7 || - review homework on immunizations - discussion on state laws & immunizations - notes/discussion on epidemiology triangle -creation of epi-triangle relevant to a specifc disease || - create an epi-triangle - q & a || -glue, contstruction paper, scissors, examples for students -powerpoint ||  ||   || Wanted Poster || - SWBAT accurately research health diseases by utlizing valid health resources. - SWBAT integrate the arts through discussion and presentation of a disease wanted poster. || HS #3, 8 || - read history of the wanted poster - hand out project information & rubric -research information on disease || - Q & A || - history of wanted poster article - project criteria sheet - poster rubric ||  ||   || - SWBAT integrate the arts through discussion and presentation of a disease wanted poster. || HS #3,8 || -research information on disease - refer to rubric || - Q & A || - project criteria sheet - poster rubric ||  ||   || -SWBAT identify and explain at least 2 marketing strategies that major companies use to sell their product || HS # 2,7 || - supersize me video -supersize me ws || - discussion || - supersize me ws ||  ||   || -(after presentations) Students will be able to accurately identify and label various communicable diseases a majority of the time || HS #1,3,8 || - disease detectors game - poster presentations || -rubric || -rubric ||  ||   || -SWBAT compare and contrast active and passive immunity. || HS #1 || -note taking - discussion - defense against disease packet || - hands up hands down - packet info || - powerpoint - defense against disease packet ||  ||   || Diseases || -SWBAT advocate for a non communicable disease by stating -SWBAT distinguish between a communicable and a non communicable disease. || HS #1,8 || - quiz on infectious disease - communicable or not? group activity - article on Non Communicable diseases - ribbon support activity || - quiz - ribbon message || -BBC article on Non Communicable diseases - support ribbons color meanings ||  ||   || - SWBAT list at least 3 reasons why the AIDS wasn't a major concern for the Regan administration || HS #1,2 || - "And The Band Played On" dvd - "And the Band Played On" ws || - worksheet || - And the Band Played On dvd - corresponding movie ws ||  ||   || - SWBAT compare and contrast a healthy immune system to an AIDS affected immune system || HS #2,7 || - Agree/Disagree? for AIDS myths/facts - Hugs & Kisses exchange (talk about transmission) - AIDS immune system ws || - visual for intro activity - worksheet on immune systems (AIDS vs healthy) || - cdc myth sheet - immune system ws ||  ||   || - SWBAT identify at least two ways the disease is transmitted -SWBAT compare and contrasts symptoms that women experience against symptoms that men experience. || HS #1,3 || - hand out STD assignment & assign diseases - use computers to research project requirements ||  || - powerpoint rubric - brochure rubric - project information & expectations ws ||  ||   || & Inequality || - SWBAT comprehend discrimination related to sexual expression or sexual orientation - SWBAT identify and describe how one can be a support system to gay and lesbian individuals when they decide to "come out" - SWBAT list and explain at least three reasons why homophobia affects us all || HS # 1,5 || - where do your beliefs on LGBT come from? are they justified? - go over homework (article on homosexuality & inequality) - partner activity: scenearios & responses - ws on how homophobia affects everyone || - Q & A - discussion || - online articles - scenearios - how homophobia affects everyone ws - health notebook for reflections ||  ||   || - SWBAT respect their grade & classwork by checking their power school and contacting the teacher for missing assignments. - SWBAT identify at least two treatment options for the disease assigned - SWBAT identify at least two ways the disease is transmitted || HS #1 || - project research - check powerschool for missing assignments - research article on homosexuality & equal rights. write a 1 paragraph response || - Q & A || - computer cart - project assignment and rubrics ||  ||   || & Communication || - SWBAT state at least three characteristics of a healthy relationship - SWBAT state at least three characteristics of an unhealthy relationship - SWBAT distinguish between assertive, passive, and aggressive communication styles || HS #1,2 || - writing prompt: identifying personal values - evaluating relationships ws - group work: healthy vs unhealthy relationship characterisitics - discussion on communication styles - communication activity || - answers to evaluating relationships - discussion - group work: reporting to class || - evaluating relationships ws - definitions of communication styles ||  ||   || - SWBAT identifying at least three warning signs of an abusive relationship. - SWBAT explain two reasons why a person stays in an abusive relationship || HS #1,4 || - domestic violence crossword -fast facts - analyze song lyricds for messages about abuse, power, respect in relationships - cycle of violence handout/discussion || - answers to crossword - agree/disagree fast facts - analysis of song lyrics (homework) - discussion on cycle of violence || - dating violence crossword - fact sheet - song lyric sheet "Love the Way you Lie" and youtube video - cycle of violence handout ||  ||   || - SWBAT identify at least two factors that would prevent a young perosn from using contraceptives. || HS #2,7 || - fishbowl activity: condoms in school? - contraceptives definition (what it is/isnt) - methods of contraception (have students fill out chart) || - discussion - q & a || - methods of contraceptives packet - contraceptive comparison chart ||  ||   || - SWBAT accurately calculate the cost of having and caring for a baby -Through class discussion, SWBAT identify how having a child would affect their daily lives/schedule || HS #5 || - express video series - cost of teen pregnancy ws - teen pregnancy options ws || - discussion - q & A - pros and cons ws || - dvd "express video series" - pros and cons ws - cost of a baby ws and price list ||  ||   || -SWBAT compare and contrasts symptoms that women experience against symptoms that men experience. || HS #1,3 || - student oral presentations on their assigned STD || - rubric || - powerpoint rubric - brochure rubric - project information & expectations ws ||  ||   || - SWBAT identify at least three short term risks associated with tobacco use. - SWBAT properly explain the effects of second hand smoke when called upon by the teacher || HS # || - students finish std presentations from previous class - discussion on tobacco, previous knowledge - ws on short and long term consequences associated with tobacco. - group activity: social issues concerning tobacco || - discussion - consequences of smoking, ws || - consequences of smoking, ws - topics for discussion: social issues on tobaccco ws ||  ||   || -SWBAT identify at least three short term consequences of smoking marijuana - SWBAT properly advocate against using marijuana by creating an effective public service announcement || HS #1,8 || - marijuana pre test - drug free world video clip - discussion - read "The truth about Marijuana" - create a PSA using information we learned in class || - results of pre test - discussion - PSA || - truth about marijuana packet - drug free world dvd - marijuana blank note sheet ||  ||   || - SWBAT identify at least three ways alcohol affects the body. || HS # 1,2 || -drug free world video clip on alcohol - agree/disagree/ idk - effects of alcohol on the body ws - fatal vision goggles and motor activities || - visual assess on agree/disagree/idk - effects of alcohol on the body ws - q&a after goggle experiments || - 6 pairs of fatal vision goggles - drug free world dvd - alcohol ws ||  ||   || - fitness goals sheet || - fitness goal sheet || - rules and expectations ws - fitness goals ws ||  ||   || - SWBAT identify at least three ways to move off the ball while on offense || NASPE #2,3 || - stretching - warm up: blob tag - directional keep away - cool down || - q & a - demonstration || - pinnies - 2 gator skin balls - 4 cones ||  ||   || -After in class training, SWBAT properly and safely utilize the life fitness equipment || NASPE #1,5 || - how to fill out an exercise chart - weight training and safety || - chart - technque when lifting || - cybex/ life fitness exercise chart - clip boards/pencils ||  ||   || -After in class training, SWBAT properly and safely utilize the life fitness equipment || NASPE #1,5 || - how to fill out an exercise chart - weight training and safety || - chart - technique when lifting || - cybex/life fitness exercise chart - clip boards/ pencils ||  ||   || - SWBAT identify at least two strategies that can be used on defense during a keepaway game || NASPE #1,5 || - stretching - warm up: helper tag game - main activity: snatch - cool down || - visual observations - q &a || - pinnies - 2 gator skin balls - 4 cones ||  ||   || - warm up: 5v1 - main activity: two target keep away || - visual observations - corrective feedback - Q & A || - pinnies - 2 gator skin balls - 4 cones ||  ||   || - SWBAT effectively work with teammates to move the ball up the field while on offense a majority of the time || NASPE #3,5 || - stretching - warm up: partner passing - main activity: pillo pollo || - visual observations - corrective feedback - Q & A || - pillo polo sticks - gator skin balls - 4 cones ||  ||   || - SWBAT properly grip the pillo polo stick using a forehand grip a majority of the time || NASPE # 3,1 || - stretching - warm up: pillo pirates - main activity: pillo polo game || - visual observations - corrective feedback - Q & A || - pillo polo sticks - gator skin balls - 4 cones ||  ||   || - warm up: bull in the ring - main activity: pillo polo || visual observations - corrective feedback - Q & A || - pillo polo sticks - gator skin balls - 4 cones ||  ||   || - SWBAT effectively work on their muscular strength by utlizing the machines in the weight room a majoirty of the class || NASPE - stretching - weight room/cardio || -chart - technique when lifting || - cybex/ life fitness exercise chart - clip boards/pencils ||  ||   || - SWBAT effectively work towards achieving cardiovascular fitness by performing aerobic exercises for at least ten minutes each class. || NASPE #4,6 || - collect homework - stretching - weight room/cardio || -chart - technique when lifting || - cybex/ life fitness exercise chart - clip boards/pencils ||  ||   || - SWBAT effectively maintain ball control 80% of the time while participating in class activities || NASPE - warm up:stationary dribble/ ball control - activity: shoot around - activity: Half court: game Half court: Knockout || - visual feedback - q & a || - basketballs - hoops (2 net) ||  ||   || - SWBAT properly dribble a basketball using fingerpads a majority of the class period || NASPE - discussion on "BEEF" Balance, Eyes, Elbow, Follow Through - warm up: shoot around - activity: Half court: game Half court: Knockout || - vsual feedback - q & a || - basketballs - hoops (2 nets) ||  ||   || Half court: game Half court: Knockout || - Visual and verbal feedback - q& a - discussion || - basketballs - hoop (2 nets) ||  ||   || - weight room/cardio || -chart - technique when lifting || cybex/ life fitness exercise chart - clip boards/pencils ||  ||   || - stretching - weight room/cardio || -chart - technique when lifting || cybex/ life fitness exercise chart - clip boards/pencils ||  ||   || - SWBAT accurately kick the ball for distance using the laces of their shoes during the class period || NASPE #1,2 || - stretching - warm up: ball control single dribble - activity: soccer game || - visual and oral feedback - dicussion || - 4 cones - 6 yellow jerseys - enough soccer balls for entire class ||  ||   || - SWBAT accurately trap a soccer ball using their body 75% of the time. || NASPE #2,3 || - stretching - warm up: partner passing - activity: soccer game || - visual and oral feedback - dicussion || - 4 cones - 6 yellow jerseys - enough soccer balls for entire class ||  ||   || - SWBAT appropriately display good sportsmanship by not complaining when the other team scores. || NASPE #2,5 || - stretching - warm up: trapping the ball - activity: soccer game || - visual and oral feedback - dicussion || - 4 cones - 6 yellow jerseys - enough soccer balls for entire class ||  ||   || - weight room/cardio || -chart - technique when lifting -show of hands || cybex/ life fitness exercise chart - clip boards/pencils ||  ||   || (target HR) || - SWBAT accurately take their pulse on their wrist or neck when prompted by the teacher -SWBAT || NASPE #4,6 || - collect homework - stretching - weight room/cardio || -chart - technique when lifting || cybex/ life fitness exercise chart - clip boards/pencils ||  ||   || - SWBAT stay active and moving a majority of the class period. || NASPE - Activity Options: soccer, basketball, || - visual and oral feedback - dicussion || - cones - soccer balls - basketballs - nets ||  ||   || - SWBAT accurately display good sportsmanship by not getting irate when the other team scores. || NASPE - Activity Options: walking or pillo polo || - visual and oral feedback - dicussion || - walking track - pillo polo sticks - gator ball - cones ||  ||   || - SWBAT efficently communicate with teammates to devise a plan of attack a majority of the class time. || NASPE - warm up: - activity: capture the flag || - visual and oral feedback - dicussion || - cones - 2 hula hoops - 4 gator balls - jerseys ||  ||   || - SWBAT appropriately monitor their calorie expenditure while utilizing cardio machines by plugging in correct information into the machine at the beginning of the workout. || NASPE #3,6 || - stretching - weight room/cardio || -chart - technique when lifting || - cybex/ life fitness exercise chart - clip boards/pencils ||  ||   || - stretching - weight room/cardio || -chart - technique when lifting || - cybex/ life fitness - exercise chart - clip boards/pencils ||  ||   || - SWBAT give leadership to and accept leadership from others || NASPE #5,6 || - stretching - warm up: triangle tag - activities: Great Divide Human Knot All Up || - verbal feedback - || - poly spots - flat cones ||  ||   || - warm up: Twisted Sister - activities: Minefield || - verbal feedback || - pinnies - cones - gator skin balls ||  ||   || "Aspects of Fitness" || - SWBAT appropriately compare and contrast muscular endurance and muscular strength with 90% accuracy. - SWBAT correctly identify two reasons why cardiovascular fitness is important to our everyday lives when prompted by the teacher || NASPE #2,4 || - stretching - weight room/cardio || - q&a - discussion - technique when lifting || - cybex/ life fitness -exercise chart - clip boards/pencils ||  ||   || - || NASPE #2,4 || - collect homework - stretching - weight room/cardio || - q & a - discussion - technique when lifting || - cybex/ life fitness -exercise chart - clip boards/pencils ||  ||   || - Students will demonstrate knoweldge of game rules by scoring from outside the poly spot area 100% of the time. || NASPE - warm up: Pop Up - activity: speedball game || - discussion - q & a - verbal feeback || - poly spots - 4 cones - pinnies - gator skin balls ||  ||   || - SWBAT efficently work in groups to devise tactics and strategies that enhance the game of speedball 80% of the time. || NASPE - stretching - warm up: Pop Up - activity: speedball game || - q & a - verbal feeback - modeling || - poly spots - 4 cones - pinnies - gator skin balls ||  ||   || - warm up: Pop Up - activity: speedball game || - Q & A - verbal feedback - student modeling || - poly spots - 4 cones - pinnies - gator skin balls ||  ||   || - SWBAT effectively work towards achieving cardiovascular fitness by performing aerobic exercises for at least ten minutes each class. || NASPE #4,6 || - stretching - weight room/cardio || - q&a - discussion - technique when lifting || - cybex/ life fitness -exercise chart - clip boards/pencils ||  ||   || - SWBAT effectively work on their muscular strength by utlizing the machines in the weight room a majoirty of the class || NASPE #1,5 || - collect homework - stretching - weight room/cardio || - q&a - discussion - technique when lifting || - cybex/ life fitness -exercise chart - clip boards/pencils ||  ||   || - SWBAT properly respect the guest presenters by not talking when they are giving instructions a majority of the time. || NASPE #3,4 || - stretching - warm up: (file into rank) - activity: physical training || - q & a - discussion || - community resources: SGT Jim Pariseau - stopwatch ||  ||   || - warm up: partner pass - activity: soccer game || - visual feedback - cues || - soccer ball - 4 cones - pinnies ||  ||   || -After in class training, SWBAT properly and safely utilize the life fitness equipment || NASPE # 4,6 || - pass out fitness goals, have students analyze - stretch - weight room/ cardio || - visual feedback - verbal cues || - cybex chart - pencils - clipboards ||  ||   || - SWBAT properly and safely utilize the life fitness equipment || NASPE #1,5 || - collect homework - stretch - weight room/ cardio || - visual feedback - verbal cues || - cybex chart - pencils - clipboards ||  ||   || - SWBAT properly perform the set by forming a triangle with their fingers and pushing upwards a majority of the time. || NASPE # 1 || -stretch - warm up: Keep it up - activity: Volleyball game || - discussion - Q & A - verbal feedback || - net - 8 volleyballs ||  ||   || - SWBAT accurately demonstrate knowledge of game rules by not double hitting the ball during game play. || NASPE - warm up: Pepper - activity: Volleyball game || - discussion - Q & A - verbal feedback || - net - 8 volleyballs ||  ||   || - || NASPE # 3,4 || - stretch - warm up: Pepper - activity: Volleyball game || - discussion - Q & A - verbal feedback || - net - 8 volleyballs ||  ||   ||
 * ~ Date ||~ Essential Question/Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 9/8/11 || Introduction to Health || -Students will understand the course requirements
 * 9/9/11 || Who AreYou? || - Students will use interpersonal communication skills to enhance health
 * 9/12/11 || Areas of Health || - Students will describe two factors that can be used to evaluate overall health
 * 9/13/11 || Identifying Health Risks || - Students will identify factors that can influence a persons health
 * 9/14/11 || Evaluating Health Risks || -Students will describe three strategies you can use to evaluate risk factors || HS #2 || -discussion
 * 9/15/11 || Expressing Your Emotions || - Students will be able to identify four primary emotions and three learned emotions
 * 9/16/11 || Stress: What it is, and how it affects your body || - Students will be able to distinguish between eustress and distress
 * 9/19/11 || Stress Relaxation || - Students will understand the importance of relaxation to help one deal with life stressors
 * 9/20/11 || Bullying || - Students will be able to define and give at least 3 characteristics of bullying || HS #1, 2 || - discussion on homework (research article on bullying)
 * 9/21/11 || Bullying || - Students will be able to differentiate between the three main types of bullying
 * 9/22/11 || Mental Disorders || - Students will be able to explain how mental disorders are recognized
 * 9/23/11 || Treatment of Mental Disorders
 * 9/26/11 || Suicide || -SWBAT identify at least three risk factors for suicide
 * 9/27/11 || Mental & Emotional Health Unit Review || -SWBAT indicate which areas on this unit they need to further study for the test tomorrow. || HS #1 || - Mental & Emotional Health Jeopardy || - outcome of game indiciates which areas need study attention || - jeopardy board
 * 9/28/11 || Mental & Emotional Health Unit Test || - Measure the amount of learning that took place during the mental and emotional health unit || HS #1 || -written test || -written test || -test ||  ||   ||
 * 9/29/11 || Infectious Diseases: Protection from Infrection || - SWBAT identify the four main types of pathogens for disease
 * 9/30/11 || Epidemiology Triangle || - SWBAT identfy and explain the three sides of the epidemiology triangle
 * 10/3/11 || Disease
 * 10/4/11 || Disese Wanted Poster || - SWBAT accurately research health diseases by utlizing valid health resources.
 * 10/13/11 || Nutrition || -SWBAT identify at least three causes linking to the rise of obesity in America
 * 10/14/11 || Disease Wanted Poster Presentations || - SWBAT accurately research health diseases by utlizing valid health resources. - SWBAT integrate the arts through discussion and presentation of a disease wanted poster.
 * 10/17/11 || Defense Against Disease || -SWBAT identify and explain the body's three lines of defense
 * 10/21/11 || Non Communicable
 * 10/24/11 || HIV/AIDS || - SWBAT identify and explain the process in which diseases are detected when prompted by the teacher
 * 10/25/11 || HIV/AIDS || - SWBAT identify four ways that HIV/AIDS is transmitted
 * 10/26/11 || Sexually Transmitted Diseases || - SWBAT identify at least two treatment options for the disease assigned
 * 10/27/11 || Homosexuality
 * 10/28/11 || Catch Up Work || * blocks are shortened due to Little Shop of Horrors
 * 10/31/11 || Healthy Relationships
 * 11/1/11 || Domestic Violence || - SWBAT distinguish between each section of the cycle of violence with 80% accuracy.
 * 11/2/11 || Contraceptive Methods || - SWBAT identify at least two chemical and two abstinence methods of contraceptives
 * 11/3/11 || Teen Pregnancy || - SWBAT accurately weigh the pros and cons of teenage pregnancy options.
 * 11/4/11 || STD Powerpoint Presentations || - SWBAT identify at least two treatment options for the disease assigned - SWBAT identify at least two ways the disease is transmitted
 * 11/7/11 || Tobacco || - SWBAT identify at least three long term risks associated with tobacco use.
 * 11/9/11 || Marijuana || - SWBAT identify at least three long term consequences of smoking marijuana
 * 11/10/11 || Alcohol || - SWBAT recognize how the impact of alcohol impairs a persons motor skills
 * 11/14/11 || Personal Fitness Goals || - SWBAT create two short term fitness goals that can be reached by the end of the quarter || NASPE #4 || - rules and expectations of PE
 * 11/15/11 || Intro To the YMCA Facility || - SWBAT properly respect the rules of the YMCA by following procedures and protocols during PE. || NASPE #5 || - Diane Martin from the YMCA gives us a tour of the facility and goes over rules and expectations ||  ||   ||   ||   ||
 * 11/16/11 || Keep Away Games || - SWBAT properly explain the difference between the offensive and defensive positions
 * 11/17/11 || Intro to the Weight Room || -SWBAT accurately record their weight lifting data on the chart provided
 * 11/18/11 || Intro to the Weight Room || -SWBAT accurately record their weight lifting data on the chart provided
 * 11/21/11 || Keep Away Games || - SWBAT identify at least two strategies that can be used on offense during a keepaway game
 * 11/22/11 || Keep Away Games || - SWBAT properly create open space while on offense 80 % of the time. || NASPE #2,3 || - stretching
 * 11/28/11 || Pillo Polo || - SWBAT effectivey utilize eye- hand coordination when striking with an implement a majority of the time.
 * 11/29/11 || Pillo Polo || - SWBAT effectively create open passing lanes by making cuts to fake out defenders
 * 11/30/11 || Pillo Polo || - SWBAT effectively play person to person defense by covering a player while defending a majority of the time || NASPE #3,4 || - stretching
 * 12/1/11 || Weight Room || - SWBAT effectively work towards improving their fitness levels by utlizing the weight room for the full class period.
 * 1,5 || - quiz offense/defense
 * 12/2/11 || Weight Room || - SWBAT effectively work towards improving their fitness levels by utlizing the weight room for the full class period.
 * 12/5/11 || Basketball || - SWBAT properly dribble a basketball using thier dominant hand a majority of the class
 * 1,2 || - stretching
 * 12/6/11 || Basketball || - SWBAT accurately practice BEEF while perfoming a free throw shot a majority of the time
 * 1,3 || - stretching
 * 12/7/11 || Basketball || - SWBAT efficiently play zone defense on the court by spreading out rather than grouping togther 80% of the time || NASPE
 * 1,3 || - warm up: shoot around - activity:
 * 12.8.11 || Weight Room || - SWBAT improve their muscular strength by utlizing at least three different cybex machines during the class period. || NASPE #4,6 || - stretching
 * 12/9/11 || Weight Room || - SWBAT improve their cardiovascular fitness by utlizing cardio machines for at least 20 minutes || NASPE #1,5 || - collect homework
 * 12/12/11 || Soccer || - SWBAT accurately kick the ball using the instep of their foot for a majority of the class.
 * 12/13/11 || Soccer || - SWBAT accurately trap a soccer ball using their foot a majority of the time.
 * 12/14/11 || Soccer || - SWBAT properly play person to person defense by covering an opponent while on defense a majority of the time
 * 12/15/11 || Weight Room || - SWBAT appreciate utilizing fitness equipment as a means of acheiving and maintaining lifelong fitness || NASPE #3,6 || - stretching
 * 12/16/11 || Weight Room
 * 12/19/11 || Open Gym || * half of the class is doing Senior Prep work with Murphy
 * 3 || - stretching
 * 12/20/11 || Open Gym || * half of the class is doing Senior Prep work with Murphy
 * 3 || - stretching
 * 12/21/11 || Capture the Flag || - SWBAT accurately demonstrate knowledge of game rules by going to the jail area if tagged in enemy territory 100% of the time.
 * 3 || - stretching
 * 12/22/11 || Calorie Intake vs Expenditure || - SWBAT acknowledge the relationship between calorie consumption and calorie expenditure by the end of the class period.
 * 12/23/11 || Weight Room || SWBAT appreciate utilizing fitness equipment as a means of acheiving and maintaining lifelong fitness || NASPE #6 || - collect homework
 * 1/3/12 || Cooperative Games || - SWBAT work cooperatively in small groups
 * 1/4/12 || Cooperative Games || - SWBAT respect the abilities and contributions of others - SWBAT understand the roles of cooperation, compromise, and consensus in decision making || NASPE #5,6 || - stretching
 * 1/5/12 || Weight Room
 * 1/6/12 || Weight Room || -SWBAT accurately state at least two reasons why having good flexibilty is important to our everday lives when prompted by the teacher
 * 1/9/12 || Speedball || - SWBAT accurately "pop" the ball up to themselves without using their hands a majority of the time
 * 1,2 || - stretching
 * 1/10/12 || Speedball || - SWBAT properly identify the different ways to score and the point values associated with each when prompted by the teacher
 * 2,5 || - Hand in paper
 * 1/11/12 || Speedball || - SWBAT properly demonstrate good sportsmanship in the game of speedball by not playing overly aggressive in the classroom setting. || NASPE
 * || - stretching
 * 1/12/12 || Weight room & Cardio || --SWBAT effectively work towards improving their fitness levels by utlizing the weight room for the full class period.
 * 1/13/12 || Weight Room & Cardio || - SWBAT effectively work towards improving their fitness levels by utlizing the weight room for the full class period.
 * 1/17/12 || National Guard Phyiscal Training || - SWBAT actively participate in the physical training session 90% of the class period.
 * 1/18/12 || Soccer || - SWBAT properly play person to person defense by covering an opponent while on defense a majority of the time - SWBAT appropriately display good sportsmanship by not complaining when the other team scores. || NASPE #2,4 || - stretching
 * 1/19/12 || Weight Room || -SWBAT properly analyze fitness goals from the beginning of the quarter by writing a paragraph reflection
 * 1/20/12 || Weight Room || -SWBAT accurately record their weight lifting data on the chart provided
 * 1/23/12 || Volleyball || - SWBAT properly perform the bump pass by keeping their arms together & flat a majority of the time.
 * 1/24/12 || Volleyball || - SWBAT properly identify when to use the bump pass vs the set when called upon by the teacher.
 * 2, 3 || - stretch
 * 1/25/12 || Volleyball || - SWBAT accurately keep score of the game using a rally score system 100% of the time
 * 1/26 || FInal Exam ||  ||   ||   ||   ||   ||   ||   ||