MYP Physical Education & Health Sciences
Fitness for Life
Patrick Henry High School
Mike Extrand; Room 12, Gym I, Boys PE Office
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:
Daily Assignments & Coursework:
Academic Practice, Learning Activities (Formative Assessments
Grading Scale & Policies, Cont’d:
Incomplete, developing, limited; ‘still more work to do’.
Basic, partially proficient, inconsistent; ‘getting there’.
Proficient, consistent, meets expectations; ‘what was expected’.
Excellent, extended, advanced; ‘above and beyond’.
Daily Participation Rubric
Absent from class.
Not dressed, and low participation
Not dressed with participation
Not dress with active participation; dressed for activity with low participation
Dressed for activity with participation
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:
Class Policies & Expectations (See: Patrick Henry Pledge & Classroom Engagement Plan)
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 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).
Tutorial will take place on Wed. after school in the Fitness Center (2nd floor) See Mr. Extrand
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 Health Sciences addresses four objectives through the summative assessments embedded in the units:
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