I. Course Description:
PE/Health at Grand Canyon Schools is considered essential to the development of a studentís physical, intellectual, emotional and social maturity. Through a variety of activities students learn the importance of being well-balanced , risk-takers, caring, open-minded and reflective communicators who have the social and physical skills to allow them to become active, compassionate life learners who understand that other people, with their differences, can also be right.
Through explicit instruction, activities, role-playing and modeling the Discovery component teaches students to be open and honest communicators with integrity who demonstrate mutual respect in a culture with a shared vision of excellence. Physical and health instruction is intended to develop the knowledge and understanding of how to live a healthy lifestyle as well as instill social skills and creativity in the use of movement. A different kind of communication skills are required and developed in team sports and opportunities to display acquired motor skills are given. Areas of Interaction are the central focus of the lessons in PE and Health, allowing a deeper and more authentic understanding of the objectives. Students are guided to understand the international nature of sports, fitness and health and the benefits, limitations and implications imposed by cultures factors in a global community.
Assessment will be both formative and summative and focus on the MYP criteria of: knowledge and understanding, movement composition, performance and application, social skills, and personal engagement.
II. Topics:
Discovery
- Discovery,
Our School Culture: integrity,
open and honest communication, mutual respect, a shared vision of excellence.
- The 6 Pís: prompt, prepared polite, positive mental attitude, personal engagement and produce
- Attending Skills: being in the moment, appropriate body language, appropriate eye contact, appropriate feedback, question to clarify or validate.
- Tribal Rules: desks touch, introduce yourself, use names, attending skills, wah space.
- Through Approaches to Learning, students will learn to work cooperatively, respect themselves and their social and physical environment, support and encourage others towards a positive working environment, develop attitudes and strategies that enhance their relationship with others and show sensitivity to their own and different cultures.
- Communication Skills: transactional analysis, circle up.
- Assertiveness Training.
- Anger Management.
- Problem Solving and Conflict Resolution.
- Autobiography.
- The 6 Pís: prompt, prepared polite, positive mental attitude, personal engagement and produce
Using Approaches to Learning, students will be introduced to social skills that demonstrate the importance of team work and cooperation in group activities as well as demonstrate a high level of interest and personal engagement showing initiative, enthusiasm and commitment. They will take part in activities designed to develop attitudes and strategies that enhance their relationship with others, support and encourage others toward a positive working environment, work cooperatively, respect themselves and their social and physical environment, take responsibility and show sensitivity to the own and different cultures. Finally, through the ongoing practice of Discovery in their daily lives at school students will begin to learn to take responsibility for their own learning process and demonstrate engagement with the activity, showing enthusiasm and commitment.
Physical Fitness
What is fit, and how do I measure my own level of fitness?
- BMI, Heart Rate Monitoring
- Walking for fitness
- Aerobics
- Stretching
- Anaerobic exercises that contribute to fitness
- Walking for fitness
Through the Health and Social area of interaction, students will come to understand the importance of physical activity to a healthy lifestyle, apply health and fitness principles effectively through a variety of physical activities and recall and understand the various components that contribute to health-related fitness. They will begin to develop an ability to recognize, analyze and evaluate the effects of a variety of physical activities on themselves and others as well as recall and understand the various components that contribute to health-related fitness.
A Healthy Lifestyle
Living a Healthy Life
Mental and Emotional Health
Social Health
Personal Health
Nutrition and Physical Activity
Growth and Development
Preventing Diseases
Tobacco
Alcohol and Other Drugs
Safety and the Environment
Environment,
Health and Social and Community and Service Areas of Interaction will be used to focus
lesson in health. Nutrition and
Physical Activity will teach students to serve the community through activities
such as food drives and the High Country Challenge. Preventing diseases, tobacco, alcohol and other drugs,
safety and safety and the environment will be taught through the perspective of
environment. The rest will be
viewed from the lens of health and social. Through health instruction, connections and applications to
intercultural and global issues will be addressed through inquiry and
discussion.
Tactics,
strategies and rules in individual sports
Students
will begin to develop an understanding of the principles and concepts related
to individual activities through Approaches to Learning. Tactics, strategies and
rules in individual situations will be introduced, as will opportunities to
show initiative, creativity and a willingness to improve themselves.
Tactics,
strategies and rules in team sports/Working Cooperatively
Using
Homo Faber
in some instances and Approaches to Learning in others, students will
begin to acquire the motor skills necessary to perform a variety of physical
activities and to apply tactics, strategies and rules in group situations. They will use movement concepts
appropriately in relation to themselves, others and their physical environment,
show self-motivation, organization and responsible behavior as well as show
initiative, creativity and a willingness to improve themselves. In addition, students be begin to learn
to compose and communicate meaning and ideas through movement. Students will learn to identify from
what country the sport originated and explain the evolution of the sport in
relation to race, religion and economic impact on the United States and the
world. Students are guided to
understand the international nature of sports and the benefits, limitations and
implication imposed by social, economic, political, environmental, cultural and
ethical factors.
Compose
and Communicate Through Movement
Homo
Faber will
be the central focus of this unit, and intercultural approaches to movement
will be compared.
III.
Teaching and Assessment
Teaching
is primarily activity based, but will also involve inquiry, lectures, games,
projects, peer- and teacher-
modeling and role-playing.
Assessment
is both formative and summative and will be used to enhance real learning. Summative assessments will address the
MYP criteria of:
Knowledge
and understanding
Movement
composition
Performance
and application
Social
skills
Personal
engagement
The
prescribed tasks for assessment of the criteria require video evidence of
student performance accompanied by a written report. Pieces of written work illustrating the studentís
performance are also required and may be in the form of projects, self-and
peer-assessments, oral tasks (interviews), evaluations, portfolios of work and
records.
V. Resources
Resources
for this course include, but are not limited to:
Physical Education,
Level II
Name
of the Course: 7 PE/Health (Level II)
Teacher
and contact information:
Dan
Lopez email: danl@grandcanyonschool.org
I. Course Description:
PE/Health
at Grand Canyon Schools is considered essential to the development of a
studentís physical, intellectual, emotional and social maturity. Through a variety of activities students
learn the importance of being well-balanced , risk-takers, caring, open-minded
and reflective communicators who have the social and physical skills to allow
them to become active, compassionate life learners who understand that other
people, with their differences, can also be right.
Through
explicit instruction, activities, role-playing and modeling the Discovery
component teaches students to be open and honest communicators with integrity
who demonstrate mutual respect in a culture with a shared vision of
excellence. Physical and health
instruction is intended to develop the knowledge and understanding of how to
live a healthy lifestyle as well as instill social skills and creativity in the
use of movement. A different kind
of communication skills are required and developed in team sports and
opportunities to display acquired motor skills are given. Areas of Interaction are the central
focus of the lessons in PE and Health, allowing a deeper and more authentic
understanding of the objectives.
Students are guided to understand the international nature of sports,
fitness and health and the benefits, limitations and implications imposed by
cultures factors in a global community.
Assessment
will be both formative and summative and focus on the MYP criteria of:
knowledge and understanding, movement composition, performance and application,
social skills, and personal engagement.
II.
Topics:
Discovery
Using
Approaches to Learning, students will be introduced to social skills that demonstrate
the importance of team work and cooperation in group activities as well as
demonstrate a high level of interest and personal engagement showing
initiative, enthusiasm and commitment.
They will take part in activities designed to develop attitudes and
strategies that enhance their relationship with others, support and encourage
others toward a positive working environment, work cooperatively, respect
themselves and their social and physical environment, take responsibility and
show sensitivity to the own and different cultures. Finally, through the ongoing practice of Discovery in their
daily lives at school students will begin to learn to take responsibility for
their own learning process and demonstrate engagement with the activity,
showing enthusiasm and commitment.
Physical
Fitness
Through
the Health and Social area of
interaction, students will come to understand the importance of physical activity to a healthy
lifestyle, apply health and fitness principles effectively through a variety of
physical activities and recall and understand the various components that
contribute to health-related fitness.
They will begin to develop an ability to recognize, analyze and evaluate
the effects of a variety of physical activities on themselves and others as
well as recall and understand the various components that contribute to
health-related fitness.
A
Healthy Lifestyle
Environment,
Health and Social and Community and Service Areas of Interaction will be used to focus
lesson in health. Nutrition and
Physical Activity will teach students to serve the community through activities
such as food drives and the High Country Challenge. Preventing diseases, tobacco, alcohol and other drugs,
safety and safety and the environment will be taught through the perspective of
environment. The rest will be
viewed from the lens of health and social. Through health instruction, connections and applications to
intercultural and global issues will be addressed through inquiry and
discussion.
Tactics,
strategies and rules in individual sports Students
will begin to develop an understanding of the principles and concepts related
to individual activities through Approaches to Learning. Tactics, strategies and
rules in individual situations will be introduced, as will opportunities to
show initiative, creativity and a willingness to improve themselves.
Tactics,
strategies and rules in team sports/Working Cooperatively
Using
Homo Faber
in some instances and Approaches to Learning in others, students will
begin to acquire the motor skills necessary to perform a variety of physical
activities and to apply tactics, strategies and rules in group situations. They will use movement concepts
appropriately in relation to themselves, others and their physical environment,
show self-motivation, organization and responsible behavior as well as show
initiative, creativity and a willingness to improve themselves. In addition, students be begin to learn
to compose and communicate meaning and ideas through movement. Students will learn to identify from
what country the sport originated and explain the evolution of the sport in
relation to race, religion and economic impact on the United States and the
world. Students are guided to
understand the international nature of sports and the benefits, limitations and
implication imposed by social, economic, political, environmental, cultural and
ethical factors.
Compose
and Communicate Through Movement
Homo
Faber will
be the central focus of this unit, and intercultural approaches to movement
will be compared.
III.
Teaching and Assessment
Teaching
is primarily activity based, but will also involve inquiry, lectures, games,
projects, peer- and teacher-
modeling and role-playing.
Assessment
is both formative and summative and will be used to enhance real learning. Summative assessments will address the
MYP criteria of:
Knowledge
and understanding
Movement
composition
Performance
and application
Social
skills
Personal
engagement
The
prescribed tasks for assessment of the criteria require video evidence of
student performance accompanied by a written report. Pieces of written work illustrating the studentís
performance are also required and may be in the form of projects, self-and
peer-assessments, oral tasks (interviews), evaluations, portfolios of work and
records.
V. Resources
Resources
for this course include, but are not limited to:
Physical Education,
Level III
Name
of the Course: 8 PE/Health (Level
III)
Teacher
and contact information:
Dan
Lopez email: danl@grandcanyonschool.org
I. Course Description:
PE/Health
at Grand Canyon Schools is considered essential to the development of a
studentís physical, intellectual, emotional and social maturity. Through a variety of activities
students learn the importance of being well-balanced , risk-takers, caring,
open-minded and reflective communicators who have the social and physical skills
to allow them to become active, compassionate life learners who understand that
other people, with their differences, can also be right.
Through
explicit instruction, activities, role-playing and modeling the Discovery
component teaches students to be open and honest communicators with integrity who
demonstrate mutual respect in a culture with a shared vision of
excellence. Physical and health
instruction is intended to develop the knowledge and understanding of how to
live a healthy lifestyle as well as instill social skills and creativity in the
use of movement. A different kind
of communication skills are required and developed in team sports and
opportunities to display acquired motor skills are given. Areas of Interaction are the central
focus of the lessons in PE and Health, allowing a deeper and more authentic
understanding of the objectives.
Students are guided to understand the international nature of sports,
fitness and health and the benefits, limitations and implications imposed by
cultures factors in a global community.
Assessment
will be both formative and summative and focus on the MYP criteria of:
knowledge and understanding, movement composition, performance and application,
social skills, and personal engagement.
II.
Topics:
Discovery
Using
Approaches to Learning, students will be introduced to social skills that demonstrate
the importance of team work and cooperation in group activities as well as
demonstrate a high level of interest and personal engagement showing
initiative, enthusiasm and commitment.
They will take part in activities designed to develop attitudes and
strategies that enhance their relationship with others, support and encourage
others toward a positive working environment, work cooperatively, respect
themselves and their social and physical environment, take responsibility and
show sensitivity to the own and different cultures. Finally, through the ongoing practice of Discovery in their
daily lives at school students will begin to learn to take responsibility for
their own learning process and demonstrate engagement with the activity,
showing enthusiasm and commitment.
Physical
Fitness
Through
the Health and Social area of
interaction, students will come to understand the importance of physical activity to a healthy
lifestyle, apply health and fitness principles effectively through a variety of
physical activities and recall and understand the various components that
contribute to health-related fitness. They will begin to develop an ability to recognize, analyze
and evaluate the effects of a variety of physical activities on themselves and
others as well as recall and understand the various components that contribute
to health-related fitness.
A
Healthy Lifestyle
Environment,
Health and Social and Community and Service Areas of Interaction will be used to focus
lesson in health. Nutrition and
Physical Activity will teach students to serve the community through activities
such as food drives and the High Country Challenge. Preventing diseases, tobacco, alcohol and other drugs,
safety and safety and the environment will be taught through the perspective of
environment. The rest will be
viewed from the lens of health and social. Through health instruction, connections and applications to
intercultural and global issues will be addressed through inquiry and discussion.
Tactics,
strategies and rules in individual sports
Students
will begin to develop an understanding of the principles and concepts related
to individual activities through Approaches to Learning. Tactics, strategies and
rules in individual situations will be introduced, as will opportunities to
show initiative, creativity and a willingness to improve themselves.
Tactics,
strategies and rules in team sports/Working Cooperatively
Using
Homo Faber
in some instances and Approaches to Learning in others, students will
begin to acquire the motor skills necessary to perform a variety of physical
activities and to apply tactics, strategies and rules in group situations. They will use movement concepts
appropriately in relation to themselves, others and their physical environment,
show self-motivation, organization and responsible behavior as well as show
initiative, creativity and a willingness to improve themselves. In addition, students be begin to learn
to compose and communicate meaning and ideas through movement. Students will learn to identify from
what country the sport originated and explain the evolution of the sport in
relation to race, religion and economic impact on the United States and the
world. Students are guided to
understand the international nature of sports and the benefits, limitations and
implication imposed by social, economic, political, environmental, cultural and
ethical factors.
Compose
and Communicate Through Movement
Homo
Faber will
be the central focus of this unit, and intercultural approaches to movement
will be compared.
III.
Teaching and Assessment
Teaching
is primarily activity based, but will also involve inquiry, lectures, games,
projects, peer- and teacher-
modeling and role-playing.
Assessment
is both formative and summative and will be used to enhance real learning. Summative assessments will address the
MYP criteria of:
Knowledge
and understanding
Movement
composition
Performance
and application
Social
skills
Personal
engagement
The
prescribed tasks for assessment of the criteria require video evidence of
student performance accompanied by a written report. Pieces of written work illustrating the studentís
performance are also required and may be in the form of projects, self-and
peer-assessments, oral tasks (interviews), evaluations, portfolios of work and
records.
V. Resources
Resources
for this course include, but are not limited to:
Physical Education,
Level IV
Name
of the Course: 9 PE/Health (Level
IV)
Teacher
and contact information:
Dan
Lopez email: danl@grandcanyonschool.org
I. Course Description:
PE/Health
at Grand Canyon Schools is considered essential to the development of a
studentís physical, intellectual, emotional and social maturity. Through a variety of activities
students learn the importance of being well-balanced , risk-takers, caring,
open-minded and reflective communicators who have the social and physical
skills to allow them to become active, compassionate life learners who
understand that other people, with their differences, can also be right.
Through
explicit instruction, activities, role-playing and modeling the Discovery
component teaches students to be open and honest communicators with integrity
who demonstrate mutual respect in a culture with a shared vision of
excellence. Physical and health
instruction is intended to develop the knowledge and understanding of how to
live a healthy lifestyle as well as instill social skills and creativity in the
use of movement. A different kind
of communication skills are required and developed in team sports and
opportunities to display acquired motor skills are given. Areas of Interaction are the central
focus of the lessons in PE and Health, allowing a deeper and more authentic
understanding of the objectives.
Students are guided to understand the international nature of sports,
fitness and health and the benefits, limitations and implications imposed by
cultures factors in a global community.
Assessment
will be both formative and summative and focus on the MYP criteria of:
knowledge and understanding, movement composition, performance and application,
social skills, and personal engagement.
II.
Topics:
Discovery
Using
Approaches to Learning, students will be learn social skills that demonstrate the
importance of team work and cooperation in group activities as well as
demonstrate a high level of interest and personal engagement showing
initiative, enthusiasm and commitment.
They will understand their role in activities designed to develop
attitudes and strategies that enhance their relationship with others, support
and encourage others toward a positive working environment, work cooperatively,
respect themselves and their social and physical environment, take
responsibility and show sensitivity to the own and different cultures. Finally, through the ongoing practice
of Discovery in their daily lives at school students learn to take
responsibility for their own learning process and demonstrate engagement with
the activity, showing enthusiasm and commitment.
Physical
Fitness
Through
the Health and Social area of
interaction, students will come to understand the importance of physical activity to a healthy
lifestyle, apply health and fitness principles effectively through a variety of
physical activities and recall and understand the various components that
contribute to health-related fitness.
They will develop an ability to recognize, analyze and evaluate the
effects of a variety of physical activities on themselves and others as well as
recall and understand the various components that contribute to health-related
fitness.
A
Healthy Lifestyle
Environment,
Health and Social, Approaches to Learning, Homo Faber and Community and Service Areas of Interaction will
be used to focus different units in health.
Tactics,
strategies and rules in individual sports
Students
will develop an understanding of the principles and concepts related to
individual activities through Approaches to Learning. Tactics, strategies and
rules in individual situations will be introduced, as will opportunities to
show initiative, creativity and a willingness to improve themselves.
Tactics,
strategies and rules in team sports/Working Cooperatively
Using
Homo Faber
in some instances and Approaches to Learning in others, students will acquire the motor skills necessary to
perform a variety of physical activities and to apply tactics, strategies and
rules in group situations. They
will use movement concepts appropriately in relation to themselves, others and
their physical environment, show self-motivation, organization and responsible
behavior as well as show initiative, creativity and a willingness to improve
themselves. In addition, students
will learn to compose and communicate meaning and ideas through movement. Students will identify from what
country the sport originated and explain the evolution of the sport in relation
to race, religion and economic impact on the United States and the world. Students are guided to understand the international
nature of sports and the benefits, limitations and implication imposed by
social, economic, political, environmental, cultural and ethical factors.
Compose
and Communicate Through Movement
Homo
Faber will
be the central focus of this unit, and intercultural approaches to movement
will be compared.
III.
Teaching and Assessment
Teaching
is primarily activity based, but will also involve inquiry, lectures, games,
projects, peer- and teacher-
modeling and role-playing.
Assessment
is both formative and summative and will be used to enhance real learning. Summative assessments will address the
MYP criteria of:
Knowledge
and understanding
Movement
composition
Performance
and application
Social
skills
Personal
engagement
The
prescribed tasks for assessment of the criteria require video evidence of
student performance accompanied by a written report. Pieces of written work illustrating the studentís
performance are also required and may be in the form of projects, self-and
peer-assessments, oral tasks (interviews), evaluations, portfolios of work and
records.
V. Resources
Resources
for this course include, but are not limited to:
Physical Education,
Level V
Name
of the Course: 10 PE/Health (Level
V)
Teacher
and contact information:
Dan
Lopez email: danl@grandcanyonschool.org
I. Course Description:
PE/Health
at Grand Canyon Schools is considered essential to the development of a
studentís physical, intellectual, emotional and social maturity. Through a variety of activities
students learn the importance of being well-balanced , risk-takers, caring,
open-minded and reflective communicators who have the social and physical
skills to allow them to become active, compassionate life learners who
understand that other people, with their differences, can also be right.
Through
explicit instruction, activities, role-playing and modeling the Discovery
component teaches students to be open and honest communicators with integrity
who demonstrate mutual respect in a culture with a shared vision of
excellence. Physical and health
instruction is intended to develop the knowledge and understanding of how to
live a healthy lifestyle as well as instill social skills and creativity in the
use of movement. A different kind
of communication skills are required and developed in team sports and opportunities
to display acquired motor skills are given. Areas of Interaction are the central focus of the lessons in
PE and Health, allowing a deeper and more authentic understanding of the
objectives. Students are guided to
understand the international nature of sports, fitness and health and the
benefits, limitations and implications imposed by cultures factors in a global
community.
Assessment
will be both formative and summative and focus on the MYP criteria of:
knowledge and understanding, movement composition, performance and application,
social skills, and personal engagement.
II.
Topics:
Discovery
Using
Approaches to Learning, students will be learn social skills that demonstrate the
importance of team work and cooperation in group activities as well as
demonstrate a high level of interest and personal engagement showing
initiative, enthusiasm and commitment.
They will understand their role in activities designed to develop
attitudes and strategies that enhance their relationship with others, support
and encourage others toward a positive working environment, work cooperatively,
respect themselves and their social and physical environment, take
responsibility and show sensitivity to the own and different cultures. Finally, through the ongoing practice
of Discovery in their daily lives at school students learn to take
responsibility for their own learning process and demonstrate engagement with
the activity, showing enthusiasm and commitment.
Physical
Fitness
Through
the Health and Social area of
interaction, students will come to understand the importance of physical activity to a healthy
lifestyle, apply health and fitness principles effectively through a variety of
physical activities and recall and understand the various components that
contribute to health-related fitness.
They will develop an ability to recognize, analyze and evaluate the
effects of a variety of physical activities on themselves and others as well as
recall and understand the various components that contribute to health-related
fitness.
A
Healthy Lifestyle
Environment,
Health and Social, Approaches to Learning, Homo Faber and Community and Service Areas of Interaction will
be used to focus different units in health.
Tactics,
strategies and rules in individual sports
Students
will develop an understanding of the principles and concepts related to
individual activities through Approaches to Learning. Tactics, strategies and
rules in individual situations will be introduced, as will opportunities to
show initiative, creativity and a willingness to improve themselves.
Tactics,
strategies and rules in team sports/Working Cooperatively
Using
Homo Faber
in some instances and Approaches to Learning in others, students will acquire the motor skills necessary to
perform a variety of physical activities and to apply tactics, strategies and
rules in group situations. They
will use movement concepts appropriately in relation to themselves, others and
their physical environment, show self-motivation, organization and responsible
behavior as well as show initiative, creativity and a willingness to improve
themselves. In addition, students
will learn to compose and communicate meaning and ideas through movement. Students will identify from what
country the sport originated and explain the evolution of the sport in relation
to race, religion and economic impact on the United States and the world. Students are guided to understand the
international nature of sports and the benefits, limitations and implication
imposed by social, economic, political, environmental, cultural and ethical
factors.
Compose
and Communicate Through Movement
Homo
Faber will
be the central focus of this unit, and intercultural approaches to movement
will be compared.
III.
Teaching and Assessment
Teaching
is primarily activity based, but will also involve inquiry, lectures, games,
projects, peer- and teacher-
modeling and role-playing.
Assessment
is both formative and summative and will be used to enhance real learning. Summative assessments will address the
MYP criteria of:
Knowledge
and understanding
Movement
composition
Performance
and application
Social
skills
Personal
engagement
The
prescribed tasks for assessment of the criteria require video evidence of
student performance accompanied by a written report. Pieces of written work illustrating the studentís
performance are also required and may be in the form of projects, self-and
peer-assessments, oral tasks (interviews), evaluations, portfolios of work and
records.
V. Resources
Resources
for this course include, but are not limited to:
