Wellness

This unit focuses on the role of effective interpersonal communication skills in maintaining and enhancing health. Students will demonstrate their skills for effective communication, including skills for refusal, friendship skills, and how to be an ally to prevent bullying. Students will be able to recognize that respectful communication, including empathy for others, promotes healthy relationships. Students will demonstrate their interpersonal communication skills through various activities and role-play. Students will be introduced to the four communication styles and recognize why assertive communication is the most effective. Handouts will be read in class in addition to videos to explain passive, aggressive, passive-aggressive, and assertive communication. Students will practice using "I statements" using a situation with someone in their life with whom they need to be assertive. Students will watch video clips to evaluate different perspectives and discuss their responses. Discussing and videos will introduce active listening skills and then practiced with partners using various topics. A role-play assessment will allow students to demonstrate their understanding of effective interpersonal communication. Madison Youth Services will provide a 1-2 day anti-bullying program, "Who's Got the Power."

Profile of a Graduate Capacities: Collective Intelligence, Alternate Perspectives

Healthy Behaviors and Personal Responsibility

These lessons focus on demonstrating and ultimately practicing healthy behaviors that enhance health and avoid or reduce health risks. Lessons will include topics related to self-management, such as understanding the changes that occur during puberty, body safety, and making healthy choices about drugs. Students will be introduced to self-management related to physical and psychological changes that occur during puberty. Becoming more responsible for themselves and their health will be discussed, and students will respond to questions about their responsibilities and health practices. Students will recognize that many changes during puberty happen to everyone, while some developmental changes occur specifically in just biological males or biological female bodies. Gender stereotypes and identity will also be discussed, and students will recognize that being emotionally and physically safe in school is every student's right. Students will be able to explain that self-management includes practicing good hygiene and taking on new responsibilities during adolescence as a part of growing up. Students will be able to explain how making healthy decisions about drugs can avoid and reduce risk. Students will identify how drugs can be both helpful and harmful, depending on whether it is legal, the purpose of use, the user, and how the drug is used. Common and accessible drugs for teens, such as alcohol, tobacco products, prescription drugs, and marijuana (cannabis), will all be included in this unit. The developing brain until twenty-five years old will be identified as a major reason that drugs can have a more harmful and lasting effect on teens. Students will recognize that many adults can use some drugs responsibly, such as alcohol, but many people abuse drugs, which interferes with their relationships and responsibilities. Some people become addicted to drugs, which changes how the brain functions. Managing one's health requires making good decisions to maintain health and safety, and there are many risks to using drugs underage. Various classroom activities will be interspersed between videos and worksheets to facilitate learning. Several resources are provided and can be selected to meet the objectives, and they should include the most common and accessible drugs currently. This unit should begin with introducing the skill of Self-Management and explaining what it means regarding personal responsibility as they grow up. Students will demonstrate learning to manage their health by engaging in positive behaviors that they represent in a visual presentation.

Profile of a Graduate Capacities: Decision Making

Grade 7

Accessing Information & Resources for Health

This unit focuses on the ability to access valid and reliable information, products, and services that can influence and determine behaviors and choices that impact one’s health. Students will have opportunities to think thoughtfully and critically to analyze health-related information by evaluating the validity and reliability of the information, products, and services from multiple sources. Students will be introduced to the unit by drawing their favorite foods on paper plates, and they will complete a Google form about food and mood to identify what influences their food choices. We will also identify the influences that determine how various cultures eat, such as geography, economy, religion, climate, etc... using posters representing international families and their weekly food choices. The six essential nutrients will be introduced, as well as daily limits and requirements that include average calorie ranges for growing adolescents. Students will access nutrition information by reading labels, visiting fast food websites, and recognizing health claims and marketing gimmicks. Students will calculate an average day's worth of exercise and determine how many calories they use to explore the relationship between calories and exercise. Evaluating resources using the CRAAP acronym used at Polson and co-taught with the library media specialist will be included using a nutrition and fitness topic. The unit will include unhealthy eating habits and eating disorders before the PBA. Mental health will also be a part of this unit, and students will recognize the difference between mental health and a mental disorder and how to ask for help. Madison Youth Services counselors will co-teach a lesson using QPR training on how to recognize symptoms of suicide and how to respond and report concerns.

Profile of a Graduate Capacities: Analyzing

Influences on Health

This unit focuses on the role of influences of family, friends, and media and their impact on health-related decisions. Students will be introduced to the lessons on drugs by reviewing what a drug is and identifying the benefits and potential harm of the most common drugs. Drug classification and schedules will be explored to categorize drugs for different medical and legal purposes. Students will identify the internal and external influences on their perception and decisions about drugs, including the influence of media messages received from various sources. Values that influence decisions about drugs will also be identified. Students will explore the harmful effects of commonly abused drugs through videos and websites and recognize the basic concepts of addiction. The basic human needs for survival, freedom, love & belonging, fun, and power will be explored to recognize how these needs influence some teens' decision to try/use drugs, and alternatives to drug use will be identified. Using the Natural High Drug Prevention program, videos and stories about successful individuals' natural highs will be used to encourage students to identify their own natural highs that meet their basic needs. Students will create a form of media depicting their natural highs while using media to positively influence and encourage their peers to find their own natural highs and make good decisions about drugs.

Profile of a Graduate Capacities: Product Creation

Grade 8

Decision Making for Health

This unit focuses on the role of decision-making in maintaining and enhancing one’s health. Students will learn to think critically about the process and the impact of decision making on their own health. Students will begin this unit by exploring the eight dimensions of their health and recognizing the importance of making good decisions that support their health. Students will identify the types of decisions that teens make and recognize that there are many external and internal influences on their decisions. Students will be familiar with the topic of internal and external influences from 7th-grade Health, which will be revisited in relation to decision making. The fact that the brain continues to develop until age twenty-five will be discussed, and that teens need to train their brains to make healthy decisions. Students will be introduced to the DECIDE Skill model, which can be useful in making decisions that enhance and protect health. They will practice the skill with a group using a fictional situation, and then, they will use their own authentic decision and apply the skill as the PBA. Students will work with partners to research a drug of their choice to discover its short and long-term effects and dangers, and they will reflect on the impact of deciding to try/use drugs on themselves and others. The dangers of opioids and the stages of addiction will be part of this unit, including resources for help and support. The topic of drug use will be connected to mental health lessons in Unit 2 when discussing that some teens will "self-medicate" in an attempt to deal with a mental health problem or deal with stress.

Profile of a Graduate Capacities: Decision Making

Advocating for Health Awareness

This unit focuses on the ability to advocate for personal, family, and community health. At the end of this unit, students will demonstrate their advocacy skills by creating presentations that advocate for and promote healthy behaviors related to any of the eighth-grade Health topics covered. These topics include topics from Unit 1, such as substance abuse issues and drug-free teens, mental health awareness & asking for help, gender equality, disease prevention, and staying safe on devices and social media. The unit will begin with the topic of mental health after bridging the drug lessons from Unit One with the mental health lessons in Unit Two. Students will first recognize the difference between mental health that everyone has and mental health disorders that some people have. Mental health disorders will be identified, and the steps for asking for help will be discussed. Trusted adults will be identified both in and out of school, and the importance of reporting concerns about someone who might hurt themselves or others will be communicated. Students will learn that the biological response to stress is fight, flight, or freeze, and they will reflect on how they manage their mental health and stress. Lessons on sexual health and safety will follow these lessons. Students will review the function of the reproductive systems, pregnancy, and gender concepts and explain how gender stereotypes can be hurtful. An overview of the differences between infectious and non-infectious diseases will follow, and practices that can prevent diseases such as HIV/AIDS will be included after discussing how HIV/AIDS is transmitted. Students will then explore teens' rights, learn about the laws pertaining to sexual behavior, and recognize the difference between sexual harassment and sexual abuse. The importance of consent in any relationship and knowing the laws regarding sexting and exploitation of minors on social media platforms will be included. Students will explore resources for support, and they are encouraged to report any concerns to trusted adults. Once these lessons are complete, students will choose a topic for their Advocacy PBA and work with a partner to create a product that heightens awareness for an issue.

Profile of a Graduate Capacities: Citizenship

Health I

Interpersonal Communication

Students will demonstrate the ability to use interpersonal communication skills to enhance, rather than compromise, health. Students will have the opportunity to practice and reflect on their interactions with others. The content to achieve these goals will include healthy relationships, violence prevention, and stress management. Students will also be trained in QPR suicide prevention strategy during this unit by a Madison Youth and Family Services staff member.

Profile of a Graduate Capacities: Collective Intelligence

Goal Setting

Students will understand how goal setting empowers them to strive for self-improvement by creating short and long-term goals with clear plans to enhance health. Through the lens of healthy eating and physical activity, students will learn the importance of macronutrients in maximizing their nutrition. Students will apply their understanding of nutrition and physical activity as they act as nutritionists to analyze client characteristics and develop a goal and action plan to improve their overall health.

Profile of a Graduate Capacities: Analyzing

Decision Making and Analyzing Influences

In order to make informed health decisions, students will need to be able to think critically about personal and societal influences. This unit will teach students the skills to help them navigate challenging situations. Acronyms such as DECIDE, for decision making, and I CARE for analyzing influences are skill-based acronyms that students will apply to various content and mock scenarios. Decision making and analyzing influences will be explored through content revolving around drugs, alcohol, sexual abuse, and sexual health.
Profile of a Graduate Capacities: Decision Making

CPR/AED Certification

Our Red Cross-certified PE teachers will lead students through training to become Red Cross CPR/AED certified during this unit. The training will include instruction on communicable diseases, safety, and injury prevention. Students will examine preventative measures and safety measures to reduce injuries as well as how to protect themselves from communicable diseases when administering life-saving protocols.

Profile of a Graduate Capacities: Decision Making

Health II

Accessing Information

Students will demonstrate the ability to access valid information, products, and services to either accept or reject the information they have found to enhance health. Within the unit, students will explore the USDA guidelines, understand the value of the six macronutrients, and understand the importance of physical activity in maintaining health. Students will explore how to plan a healthy diet and, ultimately, create a shopping list that reflects the lifestyle they want to achieve by demonstrating their understanding of nutrition.

Profile of a Graduate Capacities: Analyzing

Advocacy

Students will demonstrate the ability to promote healthy behaviors and encourage peers to develop and maintain their health behaviors. Within the unit, students will examine peer and societal norms based on accurate health information to formulate health-enhancing messages to persuade and support others to make positive health choices. Students will examine various challenging social situations and “Flip the Script” as they rewrite the interactions in a way that models positive interpersonal communication and respect for others and their differences.

Profile of a Graduate Capacities: Citizenship

Self-Management

Students will gain confidence in their abilities to set and achieve goals by following clear steps that incorporate identifying growth areas to encourage personal responsibility to enhance health and avoid or reduce health risks. Within the unit, students will examine the impact of positive and negative physical, mental, and emotional characteristics on one’s health. Students will explore controllable factors to promote and foster a healthy lifestyle. Students will be asked to be introspective as they imagine their future. Using this exercise, students will take a practical approach to managing their lifelong health and well-being as they identify health resources they may need to access in their future in a new location. In doing so, students will need to identify an area to live in relation to work, health, and stress management and justify how their choices contribute to the pursuit of wellness.

Profile of a Graduate Capacities: Self-Awareness

Decision Making

Relationship Skills: What are my Feelings?

Students will demonstrate the ability to use a thoughtful decision-making process to increase the likelihood of making health-enhancing choices, especially when faced with potentially unhealthy situations. Within the unit, students will examine constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms, form realistic evaluations of the consequences of various actions, and consider the well-being of oneself and others. Exposure to the protective measures that may suit them now or in the future. These include protection against unintended pregnancy, sexually transmitted infections (STI), and strategies to prevent driving under the influence of substances. Ultimately, students will engage in decision-making skills as they choose from a variety of scenarios from topics covered in this course, in which they will need to propose ethical and responsible decisions and generate alternatives.

Profile of a Graduate Capacities: Decision Making

Social Emotional Learning

Kindergarten

In this unit, students acquire vocabulary to describe how they are feeling so they can express themselves using their words to communicate with others. They will also learn strategies to be a better listener, a good friend, and work together to solve problems. Personal space will also be addressed in this unit in relation to social cues and expected and unexpected behaviors.
The Social Emotional Learning Team will implement whole-school climate initiatives throughout the year for the entire student body that promote inclusion, community building and school connectedness. Examples include Kindness Week, whole-school read-alouds, kindness club, interactive bulletin boards, and buddy benches. Additionally, the school community will take part in "Start with Hello" week in September of each year. This program, developed by Sandy Hook Promise, aims to end social isolation by teaching empathy and empowering students to be inclusive. During this week, there are morning announcements and other whole-school activities focused on inclusion, kindness, reducing isolation.

Profile of a Graduate Capacities: Product Creation

Grade 1

Self-Management

During this unit, students will learn problem solving and conflict resolution strategies. Students learn that there are expected and unexpected reactions to different size problems. Students will analyze and apply the Size of the Problem scale to social problem solving scenarios. Students will discuss how reactions affect themselves and others. They will also explore alternative, expected choices when faced with a problem or conflict. Students will be taught how to repair harm when using the First, Next, Then problem solving model.
The Social Emotional Learning Team will implement whole-school climate initiatives throughout the year for the entire student body that promote inclusion, community building and school connectedness. Examples include Kindness Week, whole-school read-alouds, kindness club, interactive bulletin boards, and buddy benches. Additionally, the school community will take part in "Start with Hello" week in September of each year. This program, developed by Sandy Hook Promise, aims to end social isolation by teaching empathy and empowering students to be inclusive. During this week, there are morning announcements and other whole-school activities focused on inclusion, kindness, reducing isolation.

Profile of a Graduate Capacities: Analyzing

Grade 2

Self Management and Relationship Skills

In this unit, students learn how to set personal boundaries when working with others to have productive relationships and increased success with team projects. Students will also learn the importance of flexible thinking when working with others and the idea of teamwork and cooperation.
The Social Emotional Learning Team will implement whole-school climate initiatives throughout the year for the entire student body that promote inclusion, community building and school connectedness. Examples include Kindness Week, whole-school read-alouds, kindness club, interactive bulletin boards, and buddy benches. Additionally, the school community will take part in "Start with Hello" week in September of each year. This program, developed by Sandy Hook Promise, aims to end social isolation by teaching empathy and empowering students to be inclusive. During this week, there are morning announcements and other whole-school activities focused on inclusion, kindness, reducing isolation.

Profile of a Graduate Capacities: Alternate Perspectives

Grade 3

Responsible Decision Making

In this unit, students will be taught how their thinking affects their emotions and their ability to think clearly. Students will be taught how to use positive thinking, coping strategies, and using a social filter to make expected choices. Students will independently create positive affirmation bracelets as a takeaway strategy to grow their confidence. Students will discuss how self-regulation impacts making expected and responsible choices. Students will also learn how to use self-regulation strategies when they are dysregulated. Students will be taught how to use a social filter to determine if a thought is ok to say or should be kept in their thought bubble. Students will also discuss the importance of using a social filter to preserve social relationships. Ultimately, all lessons culminate with a "Think It or Say It" activity which employs all the skills used during this unit as students practice navigating social situations.

The Social Emotional Learning Team will implement whole-school climate initiatives throughout the year for the entire student body that promote inclusion, community building and school connectedness. Examples include Kindness Week, whole-school read-alouds, kindness club, interactive bulletin boards, and buddy benches. Additionally, the school community will participate in "Start with Hello" week in September of each year. This program, developed by Sandy Hook Promise, aims to end social isolation by teaching empathy and empowering students to be inclusive. During this week, there are morning announcements and other whole-school activities focused on inclusion, kindness, and reducing isolation.

Profile of a Graduate Capacities: Decision Making

Grade 4

Healthy Conflict Resolution Skills

In this unit, students explore personal boundaries and the power of their own voice to resolve social conflict. Students identify the size of a problem and an appropriate response. Students will also review coping strategies to access when experiencing strong emotions in these social encounters and in their lives. Ultimately, students will be given a scenario and asked to make a prosocial decision using the steps they have learned to manage conflict.
The school community will take part in "Start with Hello" week in September of each year. This program, developed by Sandy Hook Promise, aims to end social isolation by teaching empathy and empowering students to be inclusive. Experiences are focused on inclusivity and starting a conversation with somebody in order. Examples of experiences to increase belonging and school connectedness include conversation starters at the lunch tables, classroom lessons, and posters around the school addressing Start with Hello Week.

Profile of a Graduate Capacities: Idea Generation

Grade 5

Self-Awareness

Students deepen their understanding of who they are, their coping strategies, and their learning styles. Students practice coping strategies for managing their emotions and time as they think about middle school. This unit focuses on students understanding who they are and where they might be headed. Students will investigate their unique learning styles and how they fit into group dynamics. Students will then explore potential careers that may fit with individual strengths and challenges. Students will finally explore their friendship style and social dynamics. Students will explore their preferred strategies for managing the stress of navigating a healthy lifestyle.

The school community will take part in "Start with Hello" week in September of each year. This program, developed by Sandy Hook Promise, aims to end social isolation by teaching empathy and empowering students to be inclusive.

Profile of a Graduate Capacities: Self-Awareness

Grade 6

Self-Management

In this unit, students develop, monitor, and evaluate goals to be able to feel increasingly capable and confident as a middle schooler. Students will explore and practice stress management strategies and coping skills and identify situation-specific skills and strategies to implement. Students will review what a trusted adult is and will be introduced to additional faculty and staff that are available to support them regularly and/or in times of need. Students will be introduced to executive functioning and organization skills to help them successfully navigate the demands of middle school.
The school counseling department will implement whole-school climate initiatives throughout the year for the entire student body that promote inclusion, kindness, community building, and school connectedness. Additionally, the school community will take part in "Start with Hello" week in September of each year. This program, developed by Sandy Hook Promise, aims to end social isolation by teaching empathy and empowering students to be inclusive. During this week, there are morning announcements focused on inclusion, kindness, and reducing isolation. School-wide visuals are posted year-round. PRIDE activities are offered to support connectedness, such as a school-wide student scavenger hunt to get to know people and sentence starters, "Would you rather...," and icebreaker questions for students to use during lunches.

Profile of a Graduate Capacities: Self-Awareness, Decision Making

Grade 7

Personal Safety and Boundaries

The emphasis in grade 7 will be on social interactions and collective intelligence. As such, students will engage in activities that promote positive peer interactions, team building, and perseverance to overcome obstacles. Students will identify personal boundaries and better understand the ramifications and costs of harassment and bullying. Students will be able to demonstrate their knowledge about how to stay safe online and in their social groups. Students will also continue to develop executive functioning and organization skills to help them successfully navigate the demands of middle school.
The school counseling department will implement whole-school climate initiatives throughout the year for the entire student body that promote inclusion, community building, and school connectedness. Additionally, the school community will take part in "Start with Hello" week in September of each year. This program, developed by Sandy Hook Promise, aims to end social isolation by teaching empathy and empowering students to be inclusive. During this week, there are morning announcements focused on inclusion, kindness, and reducing isolation. School-wide visuals are posted year-round. PRIDE activities are offered to support connectedness, such as a school-wide student scavenger hunt to get to know people and sentence starters, "Would you rather...," and icebreaker questions for students to use during lunches.

Profile of a Graduate Capacities: Collective Intelligence, Decision Making

Grade 8

Future Planning

In this unit, students will reflect on education and life goals and will learn about alternative programs and high school programs that align with their goals. Students will look forward to their high school and post-secondary future by clarifying possible aspirations, skill sets, talents, and course areas of interest. Students participate in career day to network with experts and begin to plan possibilities for their next four years. Students will refine their executive functioning and organization skills to help them successfully navigate the demands of middle school and support a successful transition to high school. At the end of their Polson experience, they will reflect on the wisdom they have gained over the past three years. These "Words of Wisdom" will be compiled in a slideshow to share with other grades at the start of the following school year.
The school community will take part in "Start with Hello" week in September of each year. This program, developed by Sandy Hook Promise, aims to end social isolation by teaching empathy and empowering students to be inclusive. During this week, there are morning announcements focused on inclusion, kindness, reducing isolation. School-wide visual are posted year-round. Pride activities are offered to support connectedness, such as a school-wide student scavenger hunt to get to know people lunch table sentence starters, "Would you rather...," and icebreaker questions for students to use during lunches.

Profile of a Graduate Capacities: Design, Decision Making

Grade 9

Navigating High School

In this unit, students explore how to navigate a new learning environment: supports, structures, and opportunities as well as increased accountability and responsibility as high school students. Students will identify “bumps on the road” as they navigate their journey for counselors who then design and facilitate lessons based on key issues. Emphasis will be placed on self-reflection on strengths and areas for growth as well as developing resiliency and understanding of growth mindset. At the end of the year, students reflect on something they wished they knew or had to earn through experience.

Profile of a Graduate Capacities: Self-Awareness

Grade 10

Trusted Peeps and Community Resources

During this unit, students will be compelled to reflect on their well-being, progress toward future plans, and deepen their understanding of self. Students will reflect on and identify how they unwind, destress, or make sense of their stressors and learn strategies to manage their time and organization to decrease stress in their lives. They will examine whether their approach is helping them both with short-term and long-term impacts on well-being, performance, and relationships. Students will also continue learning about the support staff and faculty as they grow as advancing high school students. They will explore college and career plans, academic progress, and their social-emotional skills. Students will be asked to reflect on their year and deepen their understanding of the school community's role in their development as they consider the faculty and staff that supported them in their progress and write them a thank you note.

Profile of a Graduate Capacities: Inquiry

Grade 11

Future Planning

In this unit, students reflect on their past to generate ideas, plans, and actions to guide their present and future decisions and develop a Junior Reflection to pursue their goals. Students will be expected to critically examine their past and current performance in support of their future plans and identify steps to help them create their Junior Reflection. In writing their Reflection, students will consider and synthesize their high school experiences to identify patterns in their behavior and interests that reveal their journey of successes, challenges, and learning as they pursue their future plans and work toward those goals.

Profile of a Graduate Capacities: Analyzing

Grade 12

Oh the Places You'll Go

As students look forward to their future, counselors will be supporting them as they transition out of high school. The lessons in this unit will begin with reviewing prior goals and reassessing them to prepare for the year ahead. By focusing students' attention on their future plans and goals, counselors will set the stage for the next lessons, where they will receive advice and strategies to employ post-graduation. These topics will include maintaining an appropriate digital footprint, interview skills, professionalism, culturally-aware behaviors and interactions, social cues, and ways to navigate a variety of new situations. Social workers and Madison Youth and Family Services will reinforce coping strategies that students can employ during difficult and challenging situations. They will also reflect on the importance of self-regulation during stressful times and learn skills to maintain appropriate behaviors in trying situations.

Profile of a Graduate Capacities: Self-Awareness

Physical Fitness and Health Living

Physical Fitness and Healthy Living

Grade K-3: Health & PE Interdisciplinary Units

Kindergarten

This health and physical education interdisciplinary unit will introduce the importance of working together to accomplish a goal. Through engaging in various cooperative games and activities, students will apply their understanding of respecting others through verbal and nonverbal communication and adhere to personal and social expectations during physical activity. Students will work together, and understand responsibility in social groups, including sharing equipment, appropriate dialogue, and working together.

Profile of a Graduate Capacities: Collective Intelligence

Grade 1

This health and physical education interdisciplinary unit focuses on the importance of working together to accomplish a goal. Students will review and build upon their learning from kindergarten as they participate in various cooperative games and activities. By applying their understanding of how to respect others, work together to find success, and use verbal and nonverbal communication, students will develop their personal and social responsibility skills. This includes safe and appropriate use of equipment and adherence to classroom expectations.

Profile of a Graduate Capacities: Collective Intelligence

Grade 2

In this unit, students will build upon the skills they learned and practiced in grade 1 during their cooperative learning unit. Students will participate in activities that increase their skills in being responsible for their role in group work to accomplish a task. Students will also continue to refine their cooperative skills by continuing to be responsible group members but also a partner. Students will also begin to be exposed to communication skills that will be expanded upon in grade 3. Emphasis will be placed on group processing/working together toward success and activities will include working in partner and small group activities.

Profile of a Graduate Capacities: Collective Intelligence

Grade 3

In this unit, students will build upon the skills they learned and practiced in grade 2 during their cooperative learning unit. Students will participate in activities that increase their team-building, communication, and problem-solving skills. Students will also engage in activities emphasizing learning, applying rules, and employing strategies to accomplish a common goal or task. As part of cooperation skills, students will be asked to be responsible for their role in a group and engaged in decision-making as a group by analyzing situations and considering how to act responsibly.

Students will continue their work in cooperation, respect, and sportsmanship. Students will consider how to act responsibly and develop and maintain positive relationships through team building and sportsmanship activities such as: Star Wars, Return of the Jedi, Capture the Flag, Sharks and Lifeguards and parachute games.

Profile of a Graduate Capacities: Collective Intelligence

Grade 9: Personal Fitness

Benchmark Data (Launch)

The personal fitness class aims to teach students how to improve their individual fitness levels by creating workout plans, setting and monitoring goals, and exposing them to various exercises that can be done independently. During this first unit, students will gather benchmark data from participating in a trial run of the Connecticut State Fitness Tests and through circuit training to establish their baseline measurements for the health-related and skill-related components of fitness. Using this data, they will learn to set realistic goals and monitor their fitness. In each subsequent unit, students will retest their performance in one or more of the health and skill-related components of fitness and compare their performance to the benchmark data established in this launch unit. Ultimately, students will use the knowledge from this course to develop a program they can use beyond the classroom to reach their personal fitness and health goals.

Profile of a Graduate Capacities: Analyzing

Cardiorespiratory Endurance

Students will explore different ways to engage in cardiorespiratory fitness during this unit. Students will learn about the health benefits of an active lifestyle that promotes cardiorespiratory wellness and the risk factors associated with poor heart health. By participating in various cardio experiences, students will be exposed to ways to incorporate more cardiorespiratory activity into their daily lifestyle in pursuit of health. Lessons will include steady-state cardio exercises such as jogging, hiking, rowing, high-intensity interval training such as circuit training, bodyweight exercises, and jumping rope. The unit aims to encourage students to find an activity they enjoy and provide stress relief so that they are more likely to continue improving their cardiorespiratory fitness outside of the classroom. Students will complete the official PACER test for the CT State Fitness Assessment and compare the newest data set to their benchmark data as they monitor and adjust their fitness goals.

Profile of a Graduate Capacities: Self-Awareness

Dynamic Movements

Students will engage in activities that reinforce the skill-related components of fitness that ultimately support their pursuit of the health-related components of fitness. Students will experience physical activities that improve their dynamic movements, range of motion, and flexibility, such as yoga, tai chi, reaction time games, and weight training using body weight and machine training. Students will learn the importance of these movements for injury prevention, stress relief, and improved flexibility and range of motion that can translate into many other physical activities. Students will once again compare data from this unit, including the state Sit and Reach Connecticut Fitness Test to their baseline data and set a goal to continue to improve their fitness.

Profile of a Graduate Capacities: Design

Muscular Strength and Endurance

Launch Unit
Team-Building

Students will learn the difference between muscular strength and endurance and how to improve each fitness component. Students will consider their fitness test data, interests, and accessibility to equipment and fitness locations as well as their interests and goals as they create a fitness plan to continue beyond this course. Students will also complete the curl-up and push-up test for the CT State Fitness Assessment and compare their new results to those from the beginning of the year. Ultimately, students will synthesize and apply this year's learning and experiences to develop their “Tabata” routine. The Tabata routine is developed by reviewing their goals and performance from this course as they create a multi-faceted fitness routine that can be completed beyond this class as a regular fitness program.

Profile of a Graduate Capacities: Analyzing, Idea Generation

Grade 9: Recreational Games

The launch unit for Recreational Games will focus on the theme of the course: Developing lifelong personal fitness through social and collaborative activities and skills. During the first unit, students will learn about and experience the importance of collaboration and positive peer relations in team-building activities. Emphasis will also be placed on the importance of physical activity and how group activities promote positive social interaction and overall physical health. Additionally, students will regularly engage in games played in other countries as they learn about these games' history, traditions, and social interactions. Students will also participate in practice rounds of the required state fitness test to establish benchmark data. Students will then engage in physical activities to improve their benchmark data before taking the official tests later in the course. Students will then reflect on this data to determine if and how their participation in recreational games improved their performance.

Profile of a Graduate Capacities: Self-Awareness

Precision Games Unit

Precision Games is a unit based around sending an object to a specific target area in various ways. The skills focused on during this unit are aiming, throwing (frisbee), and striking with a long-handled implement (golf club). Students will challenge themselves to improve the skills required to participate in these activities.

The unit is centered around three lifelong activities, archery, golf, and disc golf. These activities are very common in the community and are open to people of all ages and skill levels. These were chosen as the focus activities because of their commonality and accessibility in the community and internationally. These activities are common in work settings, family settings, and social events. Games such as archery, golf, and disc golf can be organized as group, partner, or individual events. This unit allows students to learn lifelong skills, encourages social interaction through movement and challenge, and opens pathways for students to lead a physically active lifestyle throughout their lifespan. Student choice will drive some of the games that students will play. Students will complete the Sit and Reach State Fitness Test during this unit and compare their current performance to their baseline data.

Profile of a Graduate Capacities: Analyzing, Self-Awareness

Net and Wall Games Unit

In this unit, students will work in cooperative groups in various roles. The aim is to generate positive group dynamics and give each student leadership opportunities in their specified role. All students will participate in all of the physical activities, regardless of their role. Ultimately, each student will be a coach as they provide constructive, positive feedback to a player. Students will participate in pickleball, badminton, and other net games as determined by student input. Students will complete the Curl-up and Push-up State Fitness Tests during this unit and compare their current performance to their baseline data.

Profile of a Graduate Capacities: Analyzing, Collective Intelligence

Invasion Games Unit

Invasion games involve two teams competing against each other to score points by invading each other's territory or defending their own. These games require a combination of physical skills, such as coordination, agility and speed, offensive and defensive strategies, and teamwork. Students will be able to engage in leadership development as they assume different roles in their games, including Tchoukball, Ultimate Frisbee, and other invasion games, as determined by student input. Ultimately, student groups must work together to apply their understanding of offensive and defensive strategies to develop a plan to help the team succeed in an unfamiliar game. Students will complete the PACER State Fitness Test during this unit and analyze their new data against their benchmark data from the launch unit.

Profile of a Graduate Capacities: Idea Generation, Collective Intelligence

Physical Education

Kindergarten

Spatial Awareness and Locomotor Movements

In this unit, students will explore ways to move their bodies in general and personal space. Activities, such as polka dot spacing and personal bubble lessons to introduce them to the 8 basic locomotor movements (walk, jog, hop, jump, slide, gallop, skip, leap) and spatial relationships. Students will engage in tag games, musical movement games, and visual awareness. Emphasis will be placed on spatial relationships in terms of general space.

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Manipulatives

In this unit, students will explore activities that help them develop eye-hand and eye-foot coordination with various equipment. Activities will include striking with hands and feet, and using implements as well as throwing and catching. Emphasis will be placed on keeping eyes on the ball to develop tracking ability and practicing the proper form for control.
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Movement and Rhythm

In this unit, students will explore basic body movements and body control. Lessons will include gymnastics (tumbling, balancing) jumping and landing, and rhythm. Emphasis will be placed on exploring ways to jump, land, and balance.

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Grade 1

Spatial Awareness and Locomotor Movements

In this unit, students will develop the 8 basic locomotor movements. Activities will include exploring traveling in general space at different speeds (fast, medium, slow) and pathways (zig zag, curvy, straight). Lessons will include explorations using hula-hoops (musical hoops, traveling, body positioning within personal space), tag games, and creative movement and pattern lessons.

Emphasis is on the ability to create and navigate traveling through pathways.

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Manipulatives

Students will continue to explore and develop eye-hand and eye-foot coordination through many different activities. Lessons will include developing proper form and tracking the ball by engaging in activities that require striking with hands, feet, and implements as well as throwing and catching.

Emphasis will be placed on developing tracking skills that were explored in kindergarten as well as tracking skills with a partner. (using the oppositional form when striking and throwing to improve control and developing accuracy.)

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Movement and Rhythm

Students will be able to perform activities that apply their movement skills with increased body control and spatial awareness. Students will continue to practice non-manipulative skills such as jumping and landing over stationary and moving equipment, simple gymnastics, balancing on structures, and rhythmic movements. Students will build on the skills they explored in kindergarten, such as jumping, landing, and balance so they can continue to apply these skills to new challenges.

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Grade 2

Spatial Awareness and Locomotor Movements

Students will develop their 8 basic locomotor movements that have been explored and practiced during grades K and 1. Students will be expected to demonstrate proficiency in the skills/forms/spatial awareness for each of the 8 locomotor skills. To prepare students to demonstrate their skills in the PBA, lessons will focus on locomotor Movements, space, direction, pathways, and speed.

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Manipulatives

In this unit, students will focus on form as they move, strike, and dribble objects in different directions using different speeds. Students will review and practice skills they have learned in grades K and 1.

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Movement and Rhythm

In this unit, students will develop their body control as they participate in activities that involve jumping, landing, and balance. Students will be asked to refine their movements for each physical activity as well as increase the number of repetitions, their timing for finding success, and improve stamina in balancing. All students will practice these skills (repetitions, timing, refined movements, stamina, and balance) during jump roping. Jump roping will also include cardio instruction, patterns, and rhythm. Students will also engage in goal-setting as they strive to make improvements in the aforementioned areas.

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Grade 3

Movement and Fitness Concepts

Students will continue to develop their 8 basic locomotor movements that have been explored and practiced throughout their elementary years. Students will be expected to demonstrate proficiency in the skills/forms/spatial awareness for each of the 8 locomotor skills. Students will begin to learn about the health components of fitness which are assessed in grade 4 during the CT State Fitness Test. Students will begin to understand how and why these assessments are linked to their overall physical fitness. They will learn and practice each fitness test while also engaging in games and activities that support performance in these areas.

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Manipulatives

Students will continue to develop the skills they have explored in previous grade levels and units. This will be accomplished by engaging in striking, throwing, and catching activities that emphasize control, form, aim, and power. Lessons will include working with partners and/or small groups in activities that require striking with hands, feet, and implements as well as throwing and catching. Emphasis will be placed on transferring previously learned skills into working with a partner with the purpose of refining control while improving accuracy.

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Movement and Rhythm

In grade 3, students will continue to refine their individual rhythmic and body movement skills in order to create a routine in a partner or small group setting.

Throughout this unit, students will learn to create a process to plan, develop, and refine an original routine.

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Grade 4

Modified Lead Up and Small-sided Games

In this unit, students will actively participate in a wide range of sequential skill activities encompassing a variety of motor and complex locomotor movements resulting in playing a modified/small-sided game. These include manipulatives, individual skills, and team membership. During these lesson sequences, students will engage in a variety of activities that require them to demonstrate their understanding of the rules and expectations as well as learn and practice the associated skills. Emphasis will be placed on ensuring that students can independently perform the following activities to promote success as they move into small and large group games and activities:

Throwing skills
- Football
- Frisbee
- basketball
Kicking skills
- soccer
Invasion games
- Tag games

As students continue to develop the skills to participate in games (i.e. dribbling, throwing, catching) in a larger setting, they will now incorporate collaboration with a partner or small group. Emphasis will be placed on continual development of skill and concept based movement as well as working positively with others. Finally students will be introduced to a variety of modified and lead-up games that will lead to a deeper understanding of how to successfully participate in a full game of one of the sports or activities that they have been engaging with on a smaller scale.

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Health and Personal Fitness

In this unit, students will participate in the Connecticut Fitness Assessment which is mandated by the State Board of Education, They will be introduced to and learn the health related components of fitness that are being measured through participation of the assessment. Through the use of the Physical Activity Pyramid students will reflect on activities that they do everyday (activity pyramid) that have an impact on their personal health. Emphasis will be placed on the variety of activities, including those that are not sport-related, that can provide opportunities for physical activity for the recommended 60 minutes a day. Various health topics will be introduced and students will make a connection between the foods they eat and their overall wellbeing. The Physical Activity Pyramid was designed to help people to live an active lifestyle, receive the performance and fitness benefits of regular exercise, reduce the health risks associated with inactivity, and reduce the injury risk associated with too much activity. As a result of this unit will be able to make connections to their personal health, the fitness assessment, and their everyday physical activities.

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Manipulatives and Cooperative Activities and Games

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Leisure and Recreational Activities and Games

In this unit, students will identify health benefits from a variety of physical activities and games. Connect these activities to the Activity Pyramid to determine whether they meet the recommendations of leisure-time/recreational activities, strength/conditioning, aerobic and everyday movement, and limit sedentary activities.

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Grade 5

Modified Lead Up and Small-sided Games

In this unit, students will develop strategies with skills previously learned to accomplish common goals such as offensive and defensive tactics and appropriately apply skills necessary in the context of a modified game.

During this lesson sequence, student will engage in a variety of activities that require them to demonstrate their understanding of the rules and expectations as well as learn and practice the associated skill. Students will review skills learned in grade 4 and add complexity through emphasis on moving toward modified and small-sided game situations specifically regarding strategies and tactics. Students will discuss how to create a positive and respectful environment when competing and working collaboratively towards the goal of successful participation in an activity. This will be a theme that is infused throughout the unit. The students will begin to utilize game strategies in a variety of settings while continuing to work on skills. They will be expected to apply these skills while also enacting strategies and tactic that promote successful play. Students will engage in a variety of modified and lead-up games that will lead to a deeper understanding of how to successfully participate in a full game of one of the sports or activities that they have been engaging with on a smaller scale.

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Health and Personal Fitness

In this unit students will build upon prior knowledge and skills from grade 4 as they analyze physical activity outside of physical education classes.

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Manipulatives and Cooperative Activities and Games

In this unit, students will focus on self-evaluation as they engage in various individual and small-group activities such as paddle and racquet sports and cooperative activities. Student reflection will focus on working respectfully and responsibly with others, exchanging and evaluating ideas to achieve a common objective. Throughout the unit which consists of a variety of games and activities utilizing manipulative and cooperative learning concepts, students have been working on being respectful to others and demonstrating personal responsibility for their behavior. To culminate the unit the students will participate in a game or activity, as a result of this, they will reflect on how their partner/teammate(s) showed/demonstrated respectful and responsible behaviors towards their classmates from both teams.

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Leisure and Recreational Activities and Games

Building upon prior knowledge and skills, students will compare the health benefits of a variety of physical activities. Students will make real life connections between life long activities and physical fitness. Connect activities pyramid or something similar. Leisure-time activities, strength and conditioning. Students will look at the impact decisions such as taking the stairs not an elevator could have on their overall physical fitness.

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Grade 6

My Active Lifestyle (Personal Fitness)

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Cooperation and Team Building

The emphasis of this unit is cooperation, teamwork, and decision-making. Students will participate in games and activities to help them understand the skills associated with being cooperative in groups, on the ropes course, and in activities such as pickleball, badminton, and other group games. Students will be expected to demonstrate an appreciation for self, others, and equipment during this unit. Students will make decisions to safely, responsibly, and respectfully navigate the variety of situations that they will encounter in group games and the ropes course. Ultimately, they will apply these decision-making and teamwork abilities to analyze a new ropes course feature and create a plan to successfully conquer it as a team.

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Responsible Personal and Social Behavior

Throughout this unit, students will be engaging in a variety of games and activities that can be played indoors during the winter months when outdoor activities are limited. As such, space will often be shared between different classes and there will be a great deal of large group activities. This will require students to be able to self-monitor and regulate as well as be mindful of safety concerns. At the start of the unit, all students will be introduced to the personal and social expectations for this unit. Students will continually adhere to the expectations for responsible personal and social behavior as they engage in activities such as basketball, newcomb, four-square, nitro ball, Football Frenzy, Catch 15, Ultimate Ball, and other skill-based, collaborative games and activities.

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Spartan Challenge

Students will build on their unit in teamwork and cooperation as they navigate various group games and activities. They will be expected to practice and employ their teamwork skills as they work to develop physical skills such as running, jumping, throwing, and general fitness movements. Ultimately, students will participate in a large group cooperative team fitness challenge. During this event, students will employ not only teamwork skills but the physical skills they have practiced through the unit as they work to conquer the obstacle challenges set forth. Emphasis will be placed on groups collaboratively determining roles to accomplish the tasks.

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Invasion Games

Unit 5

During this unit, students will participate in individual and group activities that involve spatial awareness and invading space. Teamwork and sportsmanship are emphasized and integrity is key to successful activities. Students will apply the teamwork skills they have learned about all year to strategic gameplay. Students will be expected to analyze game situations and plan strategies and tactics to help them succeed. Ultimately, students will be assessed as they engage in game-play and demonstrate how they operate successfully as a team working respectfully and responsibly with others, exchanging and evaluating ideas to achieve a common objective. Emphasis will be on cardiorespiratory games, integrity in strategic plans, and roles for everybody.

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Grade 7

Strategies and Tactics

In this unit, students will explore the strategies and tactics needed to be successful in team or individual games. Students will learn tactics such as field positioning, route running, one v. one/2 v 2 offense and defense, and spatial and body positioning. Safety considerations regarding movement performance. Working with others, role/position assignment, change of direction and speed, etc. Identifying passing and shooting lanes.

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Cultural Games

In this unit, students will experience a variety of games from different cultures. While participating, students will learn the origin of these games and discover how/why these games were developed and adapted for our Physical Education class. Students will be able to present a cultural game of their choosing to the class. They will also be given the opportunity to adapt these games/dances to fit into a Physical Education class. This will include the origin of the game, how and why it was created, and how the student has safely adapted it to fit into a physical education class.

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Responsible Personal and Social Behavior

Throughout this unit, students will be engaging in a variety of games and activities that can be played indoors during the winter months when outdoor activities are limited. As such, space will often be shared between different classes and there will be a great deal of large group activities. This will require students to regularly self monitor as well as be mindful of safety concerns. At the start of the unit, all students will continue to demonstrate the personal and social expectations and build upon those interpersonal skills. They will be given choices of activities during this unit that are both skill building and team building. Students will regularly refer to the poster for Standards 4, 5 and Collective Intelligence.

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Track and Field

In this unit students will use skills associated with track and field, such as running, jumping, and throwing. Students will explore the techniques for each activity and be allowed to practice and refine these skills. Students will be able to compare scores in their three favorite events to the current Daniel Hand records in the corresponding event. Students will then design and analyze a plan that would allow them to improve their personal best.

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Lifetime Pursuits

Unit 5

In this unit students will explore a variety of popular lifetime activities. Students will begin with refining their skills in striking with long and short implements, progressing into tournament play. There will be a focus on sportsmanship, etiquette, and rule following. Students will understand that they now possess the skills and knowledge to participate in any of these activities for the remainder of their lives. Students will also explore a variety of backyard games, focusing on rules and game play. This will give students the confidence to participate in any of these games in a relaxed setting during their lives.

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Grade 8

Personal Fitness

In this unit, students will learn fitness's health and skill components, ultimately leading to the CT State Fitness Test. Students will experience the state fitness test and the fundamentals of fitness, such as balance, speed, coordination, agility, and power. Students will examine fitness data, set goals, and consider strategies to meet these goals and reflect on their progress. Students will participate in activities that utilize the low-ropes course and indoor training equipment. Students will be instructed on the proper use of all equipment on which they will train. Ultimately, students will apply their understanding of fitness data and methods to attain fitness goals as they analyze a fictional client’s fitness goals and develop a plan for them.

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Responsible Personal and Social Behavior

Throughout this unit, students will be engaging in a variety of games and activities that can be played indoors during the winter months when outdoor activities are limited. As such, space will often be shared between different classes and there will be a great deal of large group activities. This will require students to be able to self-monitor and regulate as well as be well-versed in safety concerns. At the start of the unit, all students will review the personal and social expectations for this unit. Students will demonstrate proficiency for responsible personal and social behavior as they engage in activities such as speedball, indoor soccer, team handball, floorball, and competitive and recreational tournament play.

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Outdoor Adventure

The goal of this unit is twofold. One: is to provide students the opportunity to build teamwork skills, and utilize those to complete team challenges. The second is to provide students the opportunity to gain an appreciation of various outdoor lifetime activities that differ from mainstream sports. These activities will take place in a variety of locales: in the gym, low ropes course, Bauer Park, hiking trails as well as outdoor field space. The main thing is to get outside and take a break from sports and fitness testing, it’s to develop a lifelong appreciation and understanding of how you can have healthy outdoor pursuits.

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Lifetime Fitness

In this unit, students will recognize the value of physical activity, for health, enjoyment, challenge, self-expression, and social interaction. This will be taught through cooperative and recreational games where students will be expected to display responsible and personal social behavior. Students will be taught and expected to apply knowledge of concepts, principles, strategies, and tactics related to movement and performance. Emphasis will be placed on learning what activities students enjoy and that can be played with a wide variety of people for a lifetime. Students will monitor their level of physical activity by checking their heart rate and number of steps so that they learn that enjoyable, relaxing experiences can also benefit their physical health as well as their mental and social well-being.

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High School: Net Games

Traditional Net Games

During this unit, students will engage in traditional team-oriented games that can be played with a ball and a net/goal. Two of the games they will participate in are the most popular sports in the Olympics which are basketball and Volleyball. Students will learn that each had their origins in the US in the state of Massachusetts where they were developed at Springfield College. While students are participating in these traditional team oriented games they learn the importance of teamwork which is necessary to be successful in all of the traditional games taught in this unit. Students will learn and apply skills, strategies, and tactics they can employ collectively during gameplay as it applies to each of the games. Examples of the games include, but are not limited to, basketball, soccer, volleyball, Spike Ball, and speedball.

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Racquet and Paddle Net Games

This unit emphasizes games that require a Racquet or a Paddle. These games will mainly be played in singles or pairs. Students will learn how to strategically apply a variety of offensive tactics like sequencing shots in order to gain a competitive edge against opponents. Students will improve upon their foundation of defensive skills, and learn defensive tactics to prevent opponents from scoring. Examples of the games include, but are not limited to Pickleball, Badminton, and Ping Pong. The overarching theme for this unit is to develop skills that you can employ when participating in any of the sports for leisure and recreation. The hope is to expose students to a variety of games that they can play throughout their lives to benefit their social, emotional and physical well-being.

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Role Models (Long-handled Implements)

This unit emphasizes games that require a long-handled implement or stick. These games will be small-group and team-oriented in which students will learn and apply offensive and defensive strategies and tactics to succeed during game play. There will be an emphasis on continuing to hone skills and teamwork. Examples of the games may include (but are not limited to) Floor Hockey, Floorball, and Lacrosse.

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Non-Traditional Net Games

During this unit, students will engage in games that are unconventional. Students will gain familiarity with offensive and defensive skills, and offensive and defensive tactics to function as contributing members of a team. Examples of Non-traditional net games include (but are not limited to) Tchoukball, Team Handball, and Halo ball. Emphasis will be placed on the benefits of participating in lifelong physical activity for mental, emotional, social and physical health. Students will ultimately choose a non-traditional net game that they enjoyed and develop an idea of how to offer it outside of school. As part of this task, students will need to explain the benefits of lifelong activities and the physical and equipment requirements for the game.

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High School: Outdoor Adventure

Outdoor Challenge/Cooperation (Launch)

During this unit, students will engage in trust-building activities, small and large group challenges, and low ropes course activities with an emphasis on peer communication, collaboration, and building trusting respectful relationships. This unit is designed to encourage and create a positive class environment where all students will feel mentally, emotionally, and physically safe and welcome. This unit will also challenge students to work together to meet a common goal where they will learn that success is achieved through cooperation and communication.

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Navigating and Orienteering

The Navigation and Orienteering unit is designed to provide students with the knowledge and skills to utilize and navigate using a map and compass. Students will learn basic to moderate-level compass skills imperative to safety and survival while exploring the wilderness. These skills will be practiced and tested during the orienteering portion of this unit where students will use a list of bearings to navigate a course created by themselves and their peers.

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Outdoor Skills

unit 3

In the Outdoor Skills unit, students will gain knowledge and skills that will give them the confidence to pursue camping trips for pleasure and relaxation. This unit provides students the opportunity to learn and practice planning a trip, understanding the different types of camping and basic survival skills such as what to do if you are lost in the woods, how to use or create an emergency shelter and how to signal for help when needed. These skills are necessary in order to enjoy living and connecting in nature whether it be for one night or an extended multi-day or week trip. Knowing how to properly plan a trip, understanding the different types of camping opportunities, and having basic survival skills and knowledge will open the doors to endless outdoor adventures.

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Hiking and Backpacking

This unit will encompass everything learned in previous units. From Planning, preparing, packing, gear lists, training, food planning, cooking, Hydration and water filtration, etc. Students will be learning and applying the Leave No Trace principles, the 10 essentials, and more by going on short day hikes around school and Bauer Park as well as longer and potentially more engaging day hikes. Students will be learning and practicing the necessary skills and concepts in order to apply them in culminating experiences such as backpacking and multi-day/night camping.

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High School: Leisure P.E.

Lawn Games

Students will be introduced to the theme of this course which is focused on developing skills to participate in a variety of leisure activities that can be pursued throughout a lifetime to support physical, emotional, and social well-being. Students will learn activity-specific movements, rules, and etiquette for a variety of games and activities to make them comfortable joining in or proposing an activity. Emphasis will be placed on the importance of lifelong physical activity and opportunities to be social, both of which contribute to mental and emotional health. During this unit, students will engage in a variety of activities that can be done in a backyard or open space such as a field. The activities include but are not limited to frisbee games, golf, and small-sided cooperative precision games. Connecticut State Fitness Testing will take place during this unit.

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Styles of Dance

During this unit, students will explore different forms of dance that can be done not only as an individual but also with a partner or in small groups. Students will learn about rhythm and tempo and how to work cooperatively with a partner or group of people to enjoy all the benefits that dance has to offer. Students will participate in, but not limited to, various dances such as multicultural dance, line dance, swing dance and create a dance.

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Group Fitness

During this unit, students will engage in HIIT cardio, dance fitness (zumba), muscular endurance circuit training using a variety of fitness equipment, and mobility activities like yoga and pilates. Students will engage in group fitness routines that focus on one or more of the health-related components of fitness (Flexibility, cardiorespiratory endurance, muscular endurance, and muscular strength).

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Alternative Activities

During this unit, students will engage in non-traditional physical activities that promote an active and healthy lifestyle. Activities include (but are not limited to) bowling, meditation, Tai Chi, golf, and hiking. Learning tasks during this unit are low-intensity and allow students to practice mindfulness through movement. Lesson activities will consist of games, activities, and challenges that support student collaboration and cooperation to find success. The games in this unit are popular among many communities and are accessible through clubs, social media groups, and friends. Having the background knowledge and skills to be able to participate in these activities down barriers that could possibly stop students from enjoying these games in the future.

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High School: Lifetime Pursuits

Community-Based Activities

Oftentimes, there are adult leagues or clubs in the community that promote health and fitness through a specific activity or sport. Students will engage in team activities that they could theoretically continue to engage in as an adult in their community in order to maintain a health-enhancing level of physical fitness as well as social-emotional well-being throughout their lifespan.

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Components of Fitness

Throughout this unit, students will participate in activities that emphasize the components of fitness. Students will participate in activities that promote cardiorespiratory endurance through a combination of steady-state cardio and HIIT cardio. Participants will engage in muscular endurance tasks using weights, resistance bands, and their own body weight. Flexibility activities include yoga and Pilates, and muscular strength activities include free-weight resistance activities that target all major muscle groups in the body. Oftentimes, there are adult groups, leagues, or clubs in the community that promote health and fitness through a specific activity or sport. Students will engage in team/group activities that they could theoretically continue to engage in as adults in their community to maintain a health-enhancing level of physical fitness as well as social-emotional well-being for their lifespan.

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Mindfulness Through Movement

Students will be taught how to bring their full attention to the present moment to experience the “here and now” while experiencing stress reduction through a variety of low-intensity activities including but not limited to hiking, walking, meditative practices like Tai Chi, and stress-relieving recreational activities like bowling. Students will learn breathing techniques to promote relaxation and a sense of well-being.

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Recreational Dance