MPSHome Alumni Calendar Contact MyMPS
Fitness For Life Syllabus

 

 

 

  

MYP Physical Education & Health Sciences

Fitness for Life

 

Patrick Henry High School

Mr. Extrand

 

Instructor Information:

Mike Extrand; Room 12, Gym I, Boys PE Office

michael.extrand@mpls.k12.mn.us

 

 

Patrick Henry Mission Statement:

Patrick Henry High School is a diverse community that values and supports the experiences of inquiry and learning through meaningful opportunities that bring intercultural understanding to our students, our staff, our neighbors, and our world.

 

Patrick Henry Vision Statement:

Patrick Henry is a community where all stakeholders will work systematically to close educational and opportunity gaps to become a stronger, higher performing IB World School ensuring that all students are college, career, and life ready.

 

Course Description: Fitness for Life  is a required course for graduation. The class will introduce students to lifetime, leisure time and physical fitness activities.

 

Course Learning Targets:

 

Theme I: Fitness and Lifetime Activity

1.1 I can assess and analyze my level of fitness (Standard 4A).

1.2 I can track my active lifestyle through an individual fitness plan (Standard 3A, 3B, 6B).

1.3 I can participate in a variety of health enhancing physical fitness activities that enhance my       personal health and wellness (Standard 3A, 3B, 4A, 4B, 4D).

1.4 I can apply training principles to enhance my personal fitness levels (Standard 4A, 4B).

1.5 I can choose, design and participate in regular, health-enhancing fitness activities based on my lifestyle goals (Standards 3A, 3B, 4A, 4B, 4C).

1.6 I can identify various reasons why I value physical activity (Standard 4A, 4C, 6A).

1.7 I can demonstrate and apply the knowledge and skills necessary to participate in a variety of lifetime activities (Standard 2A, 4B, 6B).

1.8 I can demonstrate appropriate technique, effort, consistency in fitness activities and movements (Standard 1A, 1B, 1C, 1D, 2A, 3A, 4B).

1.9 I can make a positive impact on my health and understand how fitness impacts my academic, physical, social, and emotional health and wellness (Standard 4C).

 

Theme II: Competitive and Cooperative Games

2.1 I can apply and demonstrate movement skills necessary to participate in a variety of competitive and cooperative games (Standard 1A, 1B, 1C, 3A).

2.2 I can assess my personal skill development and make appropriate changes (Standard 2A).

2.3 I can assess the skill development of my peers and provide feedback (Standard 2A).

2.4 I can formulate, implement, communicate, and perform strategies for competitive and noncompetitive games (Standard 2B).

2.5 I can apply rules, producers, and game etiquette to ensure safety, respect, and fair play for all (Standard 2B, 5A, 5B, 5C, 5D, 5E).

2.6 I can practice inclusion of people with diverse backgrounds and abilities, and contribute to team success (Standard 5A, 5B, 5D).

 

 

 

Required Supplies/Items to Bring to Class:

  • Work out and/or physical education clothes (t-shirt, shorts, sweat pants, sweatshirts tennis shoes).
  • You cannot wear your physical education clothes under your regular clothes – you must change and keep your gym clothes in your gym locker.
  • Pen or pencil upon request.
  • All paperwork, handouts, reflections, weight sheets, and assessments can be kept in your file folder and stay with Mr. Extrand

 

Assignments

Major Assessments:

  • 3 Fitness Gram assessments (pre-test, mid-test, post-test)
  • Writing short and long term goals
  • Developing personal workout or fit plan that correlates to weight room work,
  • Formative, summative, and peer assessments for each unit (Four summative assessments per quarter).

 

Daily Assignments & Coursework:

  • All students must participate in our daily activities and lessons (warm-up and class activity)
  • All students must be in the physical education clothes to participate in classwork.
  • All students will attempt each activity; you do not have to be great at each.
  •  

Grading Policies

  • 8 participation points (40 points/week) are possible each day. Tardies, non-dress days, behavior, language, and/or a lack of effort are all possible ways to lose those points. Participation points are classified under formative assessments and account for approximately 50% of your final grade.
  • All other coursework will be given a point value. At the end of the marking period, points are added up and you will receive a percentage of points.
  • All units and assessments will also correlate to your MYP grade and can be viewed on Managebac.

 

 

 

Summative Assessment

Academic Practice, Learning Activities (Formative Assessments

  • Designed for you to show what you know and what you have learned at the end of each unit.
  • Student should participate in all learning activities, which are designed to prepare students’ for summative assessments.
  • These are checked for completion, graded, and entered into Discovery.
  • Students make re-take summative assessments.
  • Examples: Unit tests, written papers, presentations, and benchmark projects.
  • 80% of total grade.
  • Support student learning by providing chance to practice without worrying about getting everything right the first time.
  • Prepare students for summative assessments.
  • Check how well students are learning the content prior to finishing a unit of study.
  • Give students, staff, and families’ information about student progress.
  • May or may not be graded, checked for completion, and entered into Gradebook & Discovery.
  • Examples: Readings, lecture notes, discussions, quizzes, reflections, entry/exit slips.
  • 20% of grade.

 

 

 

 

 

 

 

Grading Scale & Policies, Cont’d:

  • Summative Assessments: 80% of final grade
  • Formative Assessments: 20% of final grade

           

 

Letter Grade

Average Score

Percentage

 

Letter Grade

Average Score

Percentage

A

7-8

87-100%

 

C

4.3-4.6

54-58%

A-

6-6.5

75-86%

 

C-

4-4.2

50-53%

B+

5.7-5.9

71-74%

 

D+

3.5-3.9

44-49%

B

5.3-5.6

66-70%

 

D

2.5-3.4

31-43%

B-

5-5.2

63-65%

 

D-

2.0-2.4

25-30%

C+

4.7-4.9

59-62%

 

F

0-1.9

0-24%

 

 

1-2

Incomplete, developing, limited; ‘still more work to do’.

3-4

Basic, partially proficient, inconsistent; ‘getting there’.

5-6

Proficient, consistent, meets expectations; ‘what was expected’.

7-8

Excellent, extended, advanced; ‘above and beyond’.

 

Daily Participation Rubric

 

1-2

Absent from class.

3

Not dressed, and low participation

4

Not dressed with participation

5

Not dress with active participation; dressed for activity with low participation

6

Dressed for activity with participation

7-8

Dressed for activity with active participation

 

All outstanding work will need to be completed by the end of the quarter. Students are allowed to re-take and re-attempt every assignment, benchmark, and test. The best score will be entered into the grade book.

 

Contact home will be made during the last two weeks of the quarter if student is receiving a ‘D’ or an ‘F’.

 

Make-Up Work & Policy:

  • Participation in physical education is key to this classroom. It is the students’ responsibility to come to me and ask if anything was missed.
  • If you miss a class period (excused or unexcused), you receive 2/8 participation points.
  • You can make up your daily points outside of class.
  • You must make up your daily points by the end of the quarter.
  • Summative assessments can be attempted as many times as you would like until the end of the quarter. 

 

                       

 

                                                                                               

Class Policies & Expectations (See: Patrick Henry Pledge & Classroom Engagement Plan)

  • Attendance – if you are not here, you lose your participation points and it is your responsibility to make that up.
  • Tardy Policy – You can be late to the gym and late to class. You must be in the gym lobby before the bell rings and then in the gym dressed within 5 minutes after that.
  • You must wear your physical education clothes in order to receive full participation points.
  • You can also lose your points for the following actions: abuse of physical education equipment, disrespect or defiance, leaving the gym or classroom without permission, bringing food or liquids into the gym, not participating in an activity (just because you are dressed does not mean you’ve earned your points).

 

Locks and Lockers

Every student will be issued a physical education locker and lock. It is your responsibility to return that lock at the end of the semester. If you do not, you will be charged $5.00.

 

Academic Dishonesty

Academic honesty in the International Baccalaureate (IB) is a principle informed by the attributes of the IB learner profile. In teaching, learning and assessment, academic honesty serves to promote personal integrity and engender respect for others and the integrity of their work. Upholding academic honesty also helps to ensure that all students have an equal opportunity to demonstrate the knowledge and skills they acquire during their studies. In all their studies for the Diploma Programme, students must demonstrate academic honesty and avoid any form of academic misconduct. (Academic honesty in the Diploma Programme. IB Publications. Occ.ibo.org).

 

Academic Support:

Tutorial will take place on Wed. after school in the Fitness Center (2nd floor) See Mr. Extrand

 

Weekly Schedule

 

Monday: Gym I Circuit Training (Fitness Circuits, Fitness Plans)

Tuesday: Gym 1 (Activity Day)

Wednesday: Gym 1 (Activity Day)

Thursday: Weight Room (Weight Training, Fitness Plans)

Friday: Gym 1 (Activity Time)

 

 

Be risk-takers and active learners; don’t be afraid to try new activities! We all have strengths and weaknesses – we are here to get better and improve our physical fitness!

MYP Course Description

MYP physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the holistic nature of well-being. Students engaged in physical and health education will explore a variety of concepts that help foster an awareness of physical development and health perspectives, empowering them to make informed decisions and promoting positive social interaction.

 

Physical and health education focuses on both learning about and learning through physical activity. Both dimensions help students to develop approaches to learning (ATL) skills across the curriculum. Physical and health education contributes a unique perspective to the development of the attributes of the IB learner profile, promoting the health of individuals and communities.

 

Through physical and health education, students can learn to appreciate and respect the ideas of others, and develop effective collaboration and communication skills. This subject area also offers many opportunities to build positive interpersonal relationships that can help students to develop a sense of social responsibility. At their best, physical and health education courses develop the enjoyment, engagement and confidence in physical activity that students need in order to achieve and maintain a balanced, healthy life.

 

Physical activity and health are of central importance to human identity and global communities. They create meaningful connections among people, nations, cultures and the natural world, and they offer a range of opportunities to build intercultural understanding and greater appreciation for our common humanity.

 

MYP AIMS

MYP Health Sciences addresses four objectives through the summative assessments embedded in the units:

  • Objective A – Knowing & Understanding (unit written tests & exams)
  • Objective B – Planning for Performance (Weight Room & Circuit Training)
  • Objective C – Apply & Performing (Skill Tests & Tournament Play)
  • Objective D – Reflection & Improving Performance (SMART Goals & Decision Making)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MYP Physical Education & Health Sciences

Fitness for Life

 

Patrick Henry High School

Mr. Extrand

 

Instructor Information:

Mike Extrand; Room 12, Gym I, Boys PE Office

michael.extrand@mpls.k12.mn.us

 

 

Patrick Henry Mission Statement:

Patrick Henry High School is a diverse community that values and supports the experiences of inquiry and learning through meaningful opportunities that bring intercultural understanding to our students, our staff, our neighbors, and our world.

 

Patrick Henry Vision Statement:

Patrick Henry is a community where all stakeholders will work systematically to close educational and opportunity gaps to become a stronger, higher performing IB World School ensuring that all students are college, career, and life ready.

 

Course Description: Fitness for Life  is a required course for graduation. The class will introduce students to lifetime, leisure time and physical fitness activities.

 

Course Learning Targets:

 

Theme I: Fitness and Lifetime Activity

1.1 I can assess and analyze my level of fitness (Standard 4A).

1.2 I can track my active lifestyle through an individual fitness plan (Standard 3A, 3B, 6B).

1.3 I can participate in a variety of health enhancing physical fitness activities that enhance my       personal health and wellness (Standard 3A, 3B, 4A, 4B, 4D).

1.4 I can apply training principles to enhance my personal fitness levels (Standard 4A, 4B).

1.5 I can choose, design and participate in regular, health-enhancing fitness activities based on my lifestyle goals (Standards 3A, 3B, 4A, 4B, 4C).

1.6 I can identify various reasons why I value physical activity (Standard 4A, 4C, 6A).

1.7 I can demonstrate and apply the knowledge and skills necessary to participate in a variety of lifetime activities (Standard 2A, 4B, 6B).

1.8 I can demonstrate appropriate technique, effort, consistency in fitness activities and movements (Standard 1A, 1B, 1C, 1D, 2A, 3A, 4B).

1.9 I can make a positive impact on my health and understand how fitness impacts my academic, physical, social, and emotional health and wellness (Standard 4C).

 

Theme II: Competitive and Cooperative Games

2.1 I can apply and demonstrate movement skills necessary to participate in a variety of competitive and cooperative games (Standard 1A, 1B, 1C, 3A).

2.2 I can assess my personal skill development and make appropriate changes (Standard 2A).

2.3 I can assess the skill development of my peers and provide feedback (Standard 2A).

2.4 I can formulate, implement, communicate, and perform strategies for competitive and noncompetitive games (Standard 2B).

2.5 I can apply rules, producers, and game etiquette to ensure safety, respect, and fair play for all (Standard 2B, 5A, 5B, 5C, 5D, 5E).

2.6 I can practice inclusion of people with diverse backgrounds and abilities, and contribute to team success (Standard 5A, 5B, 5D).

 

 

 

Required Supplies/Items to Bring to Class:

  • Work out and/or physical education clothes (t-shirt, shorts, sweat pants, sweatshirts tennis shoes).
  • You cannot wear your physical education clothes under your regular clothes – you must change and keep your gym clothes in your gym locker.
  • Pen or pencil upon request.
  • All paperwork, handouts, reflections, weight sheets, and assessments can be kept in your file folder and stay with Mr. Extrand

 

Assignments

Major Assessments:

  • 3 Fitness Gram assessments (pre-test, mid-test, post-test)
  • Writing short and long term goals
  • Developing personal workout or fit plan that correlates to weight room work,
  • Formative, summative, and peer assessments for each unit (Four summative assessments per quarter).

 

Daily Assignments & Coursework:

  • All students must participate in our daily activities and lessons (warm-up and class activity)
  • All students must be in the physical education clothes to participate in classwork.
  • All students will attempt each activity; you do not have to be great at each.
  •  

Grading Policies

  • 8 participation points (40 points/week) are possible each day. Tardies, non-dress days, behavior, language, and/or a lack of effort are all possible ways to lose those points. Participation points are classified under formative assessments and account for approximately 50% of your final grade.
  • All other coursework will be given a point value. At the end of the marking period, points are added up and you will receive a percentage of points.
  • All units and assessments will also correlate to your MYP grade and can be viewed on Managebac.

 

 

 

Summative Assessment

Academic Practice, Learning Activities (Formative Assessments

  • Designed for you to show what you know and what you have learned at the end of each unit.
  • Student should participate in all learning activities, which are designed to prepare students’ for summative assessments.
  • These are checked for completion, graded, and entered into Discovery.
  • Students make re-take summative assessments.
  • Examples: Unit tests, written papers, presentations, and benchmark projects.
  • 80% of total grade.
  • Support student learning by providing chance to practice without worrying about getting everything right the first time.
  • Prepare students for summative assessments.
  • Check how well students are learning the content prior to finishing a unit of study.
  • Give students, staff, and families’ information about student progress.
  • May or may not be graded, checked for completion, and entered into Gradebook & Discovery.
  • Examples: Readings, lecture notes, discussions, quizzes, reflections, entry/exit slips.
  • 20% of grade.

 

 

 

 

 

 

 

Grading Scale & Policies, Cont’d:

  • Summative Assessments: 80% of final grade
  • Formative Assessments: 20% of final grade

           

 

Letter Grade

Average Score

Percentage

 

Letter Grade

Average Score

Percentage

A

7-8

87-100%

 

C

4.3-4.6

54-58%

A-

6-6.5

75-86%

 

C-

4-4.2

50-53%

B+

5.7-5.9

71-74%

 

D+

3.5-3.9

44-49%

B

5.3-5.6

66-70%

 

D

2.5-3.4

31-43%

B-

5-5.2

63-65%

 

D-

2.0-2.4

25-30%

C+

4.7-4.9

59-62%

 

F

0-1.9

0-24%

 

 

1-2

Incomplete, developing, limited; ‘still more work to do’.

3-4

Basic, partially proficient, inconsistent; ‘getting there’.

5-6

Proficient, consistent, meets expectations; ‘what was expected’.

7-8

Excellent, extended, advanced; ‘above and beyond’.

 

Daily Participation Rubric

 

1-2

Absent from class.

3

Not dressed, and low participation

4

Not dressed with participation

5

Not dress with active participation; dressed for activity with low participation

6

Dressed for activity with participation

7-8

Dressed for activity with active participation

 

All outstanding work will need to be completed by the end of the quarter. Students are allowed to re-take and re-attempt every assignment, benchmark, and test. The best score will be entered into the grade book.

 

Contact home will be made during the last two weeks of the quarter if student is receiving a ‘D’ or an ‘F’.

 

Make-Up Work & Policy:

  • Participation in physical education is key to this classroom. It is the students’ responsibility to come to me and ask if anything was missed.
  • If you miss a class period (excused or unexcused), you receive 2/8 participation points.
  • You can make up your daily points outside of class.
  • You must make up your daily points by the end of the quarter.
  • Summative assessments can be attempted as many times as you would like until the end of the quarter. 

 

                       

 

                                                                                               

Class Policies & Expectations (See: Patrick Henry Pledge & Classroom Engagement Plan)

  • Attendance – if you are not here, you lose your participation points and it is your responsibility to make that up.
  • Tardy Policy – You can be late to the gym and late to class. You must be in the gym lobby before the bell rings and then in the gym dressed within 5 minutes after that.
  • You must wear your physical education clothes in order to receive full participation points.
  • You can also lose your points for the following actions: abuse of physical education equipment, disrespect or defiance, leaving the gym or classroom without permission, bringing food or liquids into the gym, not participating in an activity (just because you are dressed does not mean you’ve earned your points).

 

Locks and Lockers

Every student will be issued a physical education locker and lock. It is your responsibility to return that lock at the end of the semester. If you do not, you will be charged $5.00.

 

Academic Dishonesty

Academic honesty in the International Baccalaureate (IB) is a principle informed by the attributes of the IB learner profile. In teaching, learning and assessment, academic honesty serves to promote personal integrity and engender respect for others and the integrity of their work. Upholding academic honesty also helps to ensure that all students have an equal opportunity to demonstrate the knowledge and skills they acquire during their studies. In all their studies for the Diploma Programme, students must demonstrate academic honesty and avoid any form of academic misconduct. (Academic honesty in the Diploma Programme. IB Publications. Occ.ibo.org).

 

Academic Support:

Tutorial will take place on Wed. after school in the Fitness Center (2nd floor) See Mr. Extrand

 

Weekly Schedule

 

Monday: Gym I Circuit Training (Fitness Circuits, Fitness Plans)

Tuesday: Gym 1 (Activity Day)

Wednesday: Gym 1 (Activity Day)

Thursday: Weight Room (Weight Training, Fitness Plans)

Friday: Gym 1 (Activity Time)

 

 

Be risk-takers and active learners; don’t be afraid to try new activities! We all have strengths and weaknesses – we are here to get better and improve our physical fitness!

MYP Course Description

MYP physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the holistic nature of well-being. Students engaged in physical and health education will explore a variety of concepts that help foster an awareness of physical development and health perspectives, empowering them to make informed decisions and promoting positive social interaction.

 

Physical and health education focuses on both learning about and learning through physical activity. Both dimensions help students to develop approaches to learning (ATL) skills across the curriculum. Physical and health education contributes a unique perspective to the development of the attributes of the IB learner profile, promoting the health of individuals and communities.

 

Through physical and health education, students can learn to appreciate and respect the ideas of others, and develop effective collaboration and communication skills. This subject area also offers many opportunities to build positive interpersonal relationships that can help students to develop a sense of social responsibility. At their best, physical and health education courses develop the enjoyment, engagement and confidence in physical activity that students need in order to achieve and maintain a balanced, healthy life.

 

Physical activity and health are of central importance to human identity and global communities. They create meaningful connections among people, nations, cultures and the natural world, and they offer a range of opportunities to build intercultural understanding and greater appreciation for our common humanity.

 

MYP AIMS

MYP Health Sciences addresses four objectives through the summative assessments embedded in the units:

  • Objective A – Knowing & Understanding (unit written tests & exams)
  • Objective B – Planning for Performance (Weight Room & Circuit Training)
  • Objective C – Apply & Performing (Skill Tests & Tournament Play)
  • Objective D – Reflection & Improving Performance (SMART Goals & Decision Making)