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Students are to create a dance routine in groups that is at least 2 minutes long. The routine needs to consist of _____ number of eight counts and transition from the end back to the beginning. The dance routine needs to be original.

Students were to write 8-10 sentences. Write a persuasive argument against smoking. Write a letter against smoking: to yourself, a friend, or sibling. Use what we've learned in class and the following facts o write their argument. Given all the dangers of smoking, what are smoe reasons people still smoke? If you just saw a little sister or borther smoking, what would you say to discourage them from taking up the habit?

I will teach the students how to properly complete a pull-up and push-up.

I will teach the students how to properly complete a pull-up and push-up.

This is a performance task rubric involves the forearm pass (bump), overhead pass (set), underhand serve, & overhand serve.

Students are required to create a fitness game (individually or with a group) that incorporates one or more elements of the components of fitness (muscle strength, muscle endurance, flexibility, body composition, and heart and lung endurance). Students have to demonstrate understanding and apply concepts to improve fitness. May include other title headings of rubric: creativity, effort, affective domain- how well they work with group members, proper usage of time, etc.

Authentic Assessments for Invasion Games. Invasion Games Examples: Basketball, Flag Football, Speed Ball, Rugby, Soccer, Lacrosse, Ultimate Frisbee. Adapted from: Harvey, Stephens. 2007. Using a Generic Invasion Game for Assessment. JOPERD Volume 78. No. 4. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ795561.

Students will demonstrate the different types of communication styles. Students are working in groups of 2-3 students. Students must prepare a brief skit (30 seconds to 1 minute) that deals with the scenario in a Passive, Assertive, Aggressive manner. Each group will have ten minutes to write their skits and should be prepared to act out their skits. While the skits are being performed, class members are to observe and determine which method of communication was exhibited.

Students will demonstrate the different types of communication styles. Students are working in groups of 2-3 students. Students must prepare a brief skit (30 seconds to 1 minute) that deals with the scenario in a Passive, Assertive, Aggressive manner. Each group will have ten minutes to write their skits and should be prepared to act out their skits. While the skits are being performed, class members are to observe and determine which method of communication was exhibited.

Create a T Chart or H chart from the word your group is given. Define the word in your own words or what it means to your group. A dictionary is available. Provide what your word "looks" like and "sounds" like in a P.E. classroom. Group members will present their findings to the class. Groups will be responsible for creating an attractive & creative poster that shows their words, provides examples, and the definition to the word. Presentation should be well organized and all group members will have a role in creation of the poster and presentation.

Students are to work cooperatively in group to complete assignment. Students will be provided with vocabulary words from Chapter 1. One group member reads the health vocabulary word that was provided to them. Each member discuss and record what they already know about the vocabulary word. Group members look up the word and provide the group with the definition of the health words and provide examples. Group members will present their findings to the class. Groups will be responsible for creating an attractive & creative poster that shows their words, provides examples, and the definition to the word. Presentation should be well organized and all group members will have a role in creation of the poster and presentation.

Directions. Follow the steps in Figure 1.9 on page 26 to create your own action plan. Your action plan needs to relate to something personal with you: academic, health, fitness, career and/or life goals. Also include Step 3 (B): List obstacles (people, actions, things, circumstances) that will prevent you from reaching your goals. Be sure to write in complete sentences, and your action plan demonstrates careful thought and organization. Health Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

PE Grading