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Poyen School |
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Poyen School Curriculum K - 12 2007-2008 |
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Physical Education and Health - Sixth Grade |
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Physical Education and Leisure
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body awareness
The learner will be able to
analyze and differentiate basic musculoskeletal techniques necessary to participate in selected movement forms (e.g., correct musculoskeletal errors while performing stretching, yoga, modified weightlifting, etc).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.1.6.1 |
Classroom
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spatial awareness
The learner will be able to
examine spatial awareness when performing two or more elements of individual, dual, team, and lifetime sports (e.g., appropriate spacing during activities such as flag football, soccer).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.1.6.2 |
Classroom
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balance/weight bearing
The learner will be able to
develop and refine the sequences of roling, balance, and weight transfer demonstrating smooth transition (e.g., gymnastic sequences, aerobic dance).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.1.6.3 |
Classroom
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dance
The learner will be able to
appraise and perform a variety of social and/or multi cultural dances (e.g., simple folk dances, square dances, line dances, waltzes, etc).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.1.6.4 |
Classroom
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manipulative skills
The learner will be able to
use developed movement and motor skills to perform the following: individual activities, dual activities, team activities, recreational activities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.1.6.5 |
Classroom
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knowledge and strategies
The learner will be able to
implement necessary rules and strategies for competition in individual, dual, team, and recreational sports and activities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motor Skills and Movement |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.1.6.6 |
Classroom
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heart rate
The learner will be able to
understand that heart rate is directly proportional to the intensity of activity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.2.6.1 |
Classroom
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FITT-cardio
The learner will be able to
apply safe practices of the FITT principle as it relates to cardio-respiratory endurance: frequency, intensity, time, type.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.2.6.2 |
Classroom
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cardio-respiratory assessment
The learner will be able to
participate in a nationally recognized health-fitness assessment for the purpose of setting age-appropriate personal goals and improving levels of cardio-respiratory endurance (e.g., mile run, half-mile run, PACER, heart rate recovery, walk test).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.2.6.3 |
Classroom
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caloric intake
The learner will be able to
compare caloric intake versus caloric expenditure to promote a proper level of fitness (e.g., daily food log, caloric intake calculator, caloric expenditure calculator).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.2.6.4 |
Classroom
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body composition assessment
The learner will be able to
participate in a nationally recognized health-fitness assessment for the purpose of setting age-appropriate personal goals and improving levels of body composition (e.g., body mass index (BMI), body fat percentage, waist-hip ratio, skin fold assessment).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.2.6.5 |
Classroom
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muscular strength
The learner will be able to
explore muscular strength building activities guided by the teacher (e.g., lungs, wall sits, resistance bands).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.2.6.6 |
Classroom
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FITT-muscular strength
The learner will be able to
apply safe practices of the FITT principle as it relates to muscular strength: frequency, intensity, time, type.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.2.6.7 |
Classroom
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muscular strength assessment
The learner will be able to
participate in a nationally recognized health-fitness assessment for the purpose of setting age-appropriate personal goals and improving muscular strength (e.g., push-ups, modified push-ups, pull-ups, bicep strength, grip strength, flexed arm hang).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.2.6.8 |
Classroom
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muscular endurance
The learner will be able to
evaluate benefits that result from muscular endurance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.2.6.9 |
Classroom
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FITT-muscular endurance
The learner will be able to
apply safe practices of the FITT principle as it relates to muscular endurance: frequency, intensity, time, type.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.2.6.10 |
Classroom
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muscular endurance assessment
The learner will be able to
participate in a nationally recognized health-fitness assessment for the purpose of setting age-appropriate personal goals and improving muscular endurance (e.g., curl-ups, grip endurance, push-ups, step-ups).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.2.6.11 |
Classroom
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flexibility
The learner will be able to
participate in exercises that can successfully build flexibility as a component of fitness.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
|
Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.2.6.12 |
Classroom
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FITT-flexibility
The learner will be able to
apply safe practices of the FITT principle as it relates to flexibility: frequency, intensity, time, type.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.2.6.13 |
Classroom
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flexibility assessment
The learner will be able to
participate in a nationally recognized health-fitness assessment for the purpose of setting age-appropriate personal goals and improving levels of flexibilty (e.g., v-sit, back-saver sit and reach, trunk lift, shoulder stretch, body rotation).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Health Related Fitness |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.2.6.14 |
Classroom
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health benefits
The learner will be able to
compare and contrast various levles of health related fitness (e.g., low resting heart rate vs. high resting heart rate, high body fat percentage, strong bones vs. osteoporosis).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lifetime Sports and Recreation |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.3.6.1 |
Classroom
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sports and recreation
The learner will be able to
explore recreational activities in the community that meet the needs of various skill levels and interests.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lifetime Sports and Recreation |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.3.6.2 |
Classroom
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cognition
The learner will be able to
understand that movement facilitates cognition.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lifetime Sports and Recreation |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.3.6.3 |
Classroom
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personal behavior
The learner will be able to
understand the physical and environmental dangers associated with decisions made during different physical activities (e.g., standing too close to the batter, and terrain awareness).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal and Social Behavior |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.4.6.1 |
Classroom
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social behavior
The learner will be able to
keep the importance of winning and losing in perspective with other established goals and participation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Personal and Social Behavior |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 PEL.4.6.2 |
Classroom
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body systems
The learner will be able to
examine the relationship between organs, tissues, and cells that form body systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Growth and Development |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.5.6.1 |
Classroom
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growth
The learner will be able to
examine changes that occur during puberty (e.g., secondary sexual characteristics).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Growth and Development |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.5.6.2 |
Classroom
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disease
The learner will be able to
identify behaviors that increase the risk of contracting a communicable disease (e.g., eating and drinking after others, interaction of body fluids, improper handling of foods).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Disease Prevention |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.6.6.1 |
Classroom
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risks
The learner will be able to
identify risky behaviors that increase the possibility of developing diseases.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Disease Prevention |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.6.6.2 |
Classroom
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cancer
The learner will be able to
identify causes of cancer (e.g., heredity, sun, tobacco, food additives, lack of dietary fiber, environment).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Disease Prevention |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.6.6.3 |
Classroom
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hiv
The learner will be able to
identify how hiv is transmitted: (contracted), body fluids, sharing needles (i.e., intravenous drug use, body piercing, tattoos), blood, sexual contact, mother to infant.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Disease Prevention |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.6.6.4 |
Classroom
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hiv myths
The learner will be able to
identify the myths associated with contracting HIV (e.g., holding hands/touching, hugging, mosquitoes, sweat and tears, donating blood).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Disease Prevention |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.6.6.5 |
Classroom
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pollutants
The learner will be able to
discuss how water pullutants affect health: sewage, pesticides, fertilizers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Disease Prevention |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.7.6.1 |
Classroom
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health services
The learner will be able to
list resources that provide health services and situations requiring health care services.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Disease Prevention |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.7.6.2 |
Classroom
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media
The learner will be able to
examine how the media/advertising portrays body image.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community Health & Promotion |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.7.6.3 |
Classroom
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communication
The learner will be able to
describe how communication can affect the behavior of family life and peers: dynamic changes, communication enhancers, sibling rivalry, family pride, bullying.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Healthy Life Skills & Relationships |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.8.6.1 |
Classroom
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abstinence
The learner will be able to
understand abstinence as it relates to risky behaviors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Healthy Life Skills & Relationships |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.8.6.2 |
Classroom
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relationships
The learner will be able to
identify appropriate ways to express love within relationships: family, peers, romantic relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Healthy Life Skills & Relationships |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.8.6.3 |
Classroom
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peer interaction
The learner will be able to
examine peer interaction associated with puberty and the importance of setting limits: refusal skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Healthy Life Skills & Relationships |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.8.6.4 |
Classroom
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medicine
The learner will be able to
determine and analyze possible consequences of prolonged use of non-prescription/over-the-counter and prescription drugs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.6.1 |
Classroom
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cancer
The learner will be able to
identify the cancer causing chemicals in tobacco products for a smoker and non-smoker.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.6.2 |
Classroom
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consequences of tobacco
The learner will be able to
identify physical, psychological and social consequences of tobacco use.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.6.3 |
Classroom
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gateway drug
The learner will be able to
discuss tobacco as a gateway drug.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.6.4 |
Classroom
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alcohol
The learner will be able to
discuss alcohol as a gateway drug.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.6.5 |
Classroom
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alcohol-myths
The learner will be able to
discuss alcohol-related myths.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.6.6 |
Classroom
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marijuana
The learner will be able to
discuss marijuana as a gateway drug.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.6.7 |
Classroom
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short-term effects of marijuana
The learner will be able to
identify the short-term effects of marijuana use on the body: lack of coordination, distortion, increased sensitivity, apathy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
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Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.6.8 |
Classroom
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long-term effects of marijuana
The learner will be able to
identify the long-term effects of marijuana use on the body: nervous system, reproductive system, respiratory system, amotivational syndrome.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
|
Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.6.9 |
Classroom
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legal consequences
The learner will be able to
discuss legal consequences of marijuana use.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
|
Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.6.10 |
Classroom
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other drugs
The learner will be able to
examine the use and abuse of each drug category: stimulants, depressants, hallucinogens, narcotics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
|
Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.6.11 |
Classroom
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peer pressure
The learner will be able to
practice ways to resist peer pressure (e.g., role play, skits).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
|
Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.6.12 |
Classroom
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influences
The learner will be able to
identify family and peer influences in avoiding the use of all addictive substances.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alcohol, Tobacco, and Other Drugs |
|
Master |
1.0 |
Arkansas Physical Education and Health frameworks 2005 HW.9.6.13 |
Classroom
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respect for others
The learner will be able to
develop strategies and skills to demonstrate respect for others: conflict resolution, bullying (refer to ACT 681 of 2003) [code 6-18-514].
| Strand |
Bloom's |
Scope |
Hours |
Source |
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