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New Colorado P-12 Academic Standards

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Content Area: Physical Education
Grade Level Expectations: High School
Standard: 3. Emotional and Social Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Demonstrate respect for individual differences in physical activity settings

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Acknowledge the performance of others, regardless of the outcome (DOK 1-2)
  2. Participate with others in all types of physical activity, regardless of their race or ethnicity, gender, or culture (DOK 1-2)
  3. Practice conflict management and listening skills in a competitive atmosphere (DOK 1-4)
  4. Demonstrate appropriate audience and participant behavior during class performances (DOK 1-2)
  5. Identify areas of personal weakness, and complete an action plan for improvement (DOK 1-4)

Inquiry Questions:

  1. Why do some attendees at sporting events behave so badly?
  2. What constitutes healthy competition?
  3. What might one do if someone were being bullied because he or she showed poor physical fitness skills?
  4. If peer pressure were nonexistent, how would you determine your choices of physical activity?
  5. How might one peacefully resolve a dispute between friends? Between people who are not friends?

Relevance & Application:

  1. Individuals appreciate the diversity of physical activity experiences in the broader community such as visiting a park and seeing the variety of people engaged in physical activities).
  2. Individuals explain how social networking tools help to and hinder interpersonal relationships.

Nature Of:

  1. Physical education can help individuals from different backgrounds to work together successfully.
  2. Developing self-esteem, resiliency, tolerance, and coping skills support social and emotional health.
  3. In order for all participants and spectators to experience the maximum benefit from games and sports, everyone must demonstrate knowledge and commitment to sportsmanship, rules, and safety guidelines.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Demonstrate collaboration, cooperation, and leadership skills

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Contribute to group success through a variety of noncompetitive roles (DOK 1-4)
  2. Initiate responsible behavior, and function independently and cooperatively (DOK 1-4)
  3. Identify and utilize the potential strengths of each individual within a group setting (DOK 1-3)
  4. Influence positively the behavior of others in physical activity settings (DOK 1-4)
  5. Evaluate the role of cooperation and positive interactions with others when participating in physical activity in a variety of settings (DOK 1-4)
  6. Identify leadership skills, perform planned leadership assignments, and assume spontaneous leadership roles (DOK 1-4)
  7. Implement cooperative learning strategies to achieve group goals (DOK 1-4)
  8. Abide by the decisions of officials, accept the outcome of the game, and show appreciation toward participants (DOK 1-3)
  9. Identify contributions of members of a group or team, and reward members for accomplishing a task or goal (DOK 1-3)
  10. Compare and contrast different leadership skills required in a variety of physical activities such as outdoor education and adventure activities, and weight training (DOK 1-3)

Inquiry Questions:

  1. Is it more important to have the most-skilled players on a team, or to have a team that demonstrates teamwork? Which has more influence on the outcome of a game?
  2. How do you choose to lead or follow in group settings?
  3. How would a team look if all teammates' behavior were the same?
  4. If you could develop the perfect team, what behaviors and traits would your players express?
  5. What are some things one could do to show appreciation of opponents?

Relevance & Application:

  1. Individuals participate effectively in groups across a variety of settings such as community-sponsored sports leagues.
  2. Individuals describe how technology can aid a coach of a sport team.
  3. Individuals create and follow behavior modification plans for a variety of wellness areas.
  4. Individuals describe how they could use technology to create and monitor an action plan for physical activity.
  5. Individuals create a document outlining proper etiquette for social networking sites.
  6. Individuals react to negative events in healthy ways such as going for a walk after an argument with a friend.
  7. Individuals work effectively with a wide range of personality types in a job setting.
  8. Individuals use technology to show appreciation of fans, officials, and teammates. For example, they might design a website or blog.

Nature Of:

  1. Participation in lifetime sports requires cooperation and leadership skills.
  2. Character can be developed and supported through individual and group activities, influence of positive role models, and involvement in community service and activities.
  3. Individuals can develop positive behavior patterns if they take personal responsibility for their actions.
  4. Cooperation can help to solve difficult problems in groups or teams.
  5. In order for all participants and spectators to experience the maximum benefit from games and sports, everyone must demonstrate knowledge and commitment to sportsmanship, rules, and safety guidelines.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Demonstrate responsible behavior in group settings

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Engage in physical activity with others (DOK 1-2)
  2. Display empathy toward the feelings of others during physical activities (DOK 1-3)
  3. Accept the diversity and individual differences in participation in physical activity (DOK 1-3)
  4. Accept the roles of group members within the structure of a game or activity (DOK 1-3)

Inquiry Questions:

  1. How might one help a teammate with poor physical skills to be a team contributor?
  2. What might one do if he or she were assigned to a team with friends whom he or she doesn't like?
  3. How might one respond if friends didn't want him or her on their team?
  4. How might one try to make a new team member feel welcomed to the team?

Relevance & Application:

  1. Individuals participate as both a leader and a group member in a variety of settings such as a community-sponsored sports league.
  2. Individuals describe how a social networking site could be used to include others in physical activity such as using social networking sites to organize a game.

Nature Of:

  1. Respect for differences can enhance group performance.
  2. Character can be developed and supported through individual and group activities, influence of positive role models, and involvement in community service and activities.
  3. The development of self-esteem, resiliency, tolerance, and coping skills supports social and emotional health.
  4. Individuals with different levels of physical skill can make a contribution to a group activity.
  5. Physical activities can be useful tools for getting to know other people.

Content Area: Physical Education
Grade Level Expectations: Seventh Grade
Standard: 3. Emotional and Social Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Develop strategies to communicate ideas and feelings

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate through verbal and nonverbal behavior cooperation with peers of different backgrounds (DOK 1-4)
  2. Consider the consequences of various choices, and make a responsible decision when confronted with negative peer pressure (DOK 1-4)

Inquiry Questions:

  1. What are some ways to demonstrate cooperation without actually talking to someone?
  2. How can one nonverbally communicate with teammates to ensure they feel like an important component of the team?
  3. How can one communicate to others that he or she does not want to participate in an activity when confronted by peer pressure?

Relevance & Application:

  1. Individuals work with a variety of people to accomplish group goals.
  2. Individuals compare and contrast digital and face-to-face communication as a method of showing feelings or emotions.

Nature Of:

  1. Communication can take many forms in physical activity settings.
  2. Responsible participants demonstrate positive and appropriate interpersonal skills while participating in physical activity.
  3. There are effective ways to handle peer pressure.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Demonstrate inclusiveness in and out of classroom settings

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Seek out participation with, and show respect for a peer with varying skill ability (DOK 1-3)
  2. Participate in group cooperation games and adventure activities to encourage team building and fun (DOK 1-3)
  3. Make decisions to modify a game to allow all members to participate (DOK 1-4)
  4. Recognize the role of physical activity in getting to know and understand others of similar and different backgrounds (DOK 1-4)

Inquiry Questions:

  1. Are some physical activities better for getting people to interact with each other? Which ones?
  2. What is the value of team-building activities? How can what is learned in team-building activities be applied to other settings?
  3. How could schools support a physically active environment outside of physical education classes?
  4. Why is it important to learn to cooperate with many types of individuals from diverse backgrounds?
  5. How does increasing the number of players in a game affect the outcome?

Relevance & Application:

  1. Individuals recognize and utilize the talents of others when solving a problem.
  2. Individuals describe how technology has impacted adventure activities. For example, helicopters help people to reach remote destinations for rock climbing, hiking, and skiing.
  3. Individuals understand that others of different physical skill levels can make a contribution to a group activity.
  4. Individuals appreciate that physical activities can be useful tools for getting to know other people. For example, community sports leagues are used for social networking.

Nature Of:

  1. Physical education is for people of all abilities.
  2. Responsible participants demonstrate positive and appropriate interpersonal skills while participating in physical activity.

Content Area: Physical Education
Grade Level Expectations: Sixth Grade
Standard: 3. Emotional and Social Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Recognize diverse skill performance in others and how that diversity affects game, activity, and sport participation

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Evaluate individual responsibility in group efforts (DOK 1-3)
  2. Demonstrate an acceptance of differences among friends in physical development (DOK 1-3)
  3. Participate in activities that address diversity (DOK 1-3)
  4. Participate in activities with individuals of various skill levels (DOK 1-2)

Inquiry Questions:

  1. Why might it be difficult to be the smallest person in class? The largest?
  2. What variety of modifications could be made in a game of basketball, volleyball, or other game to include others of beginning to advanced skills on the same team?
  3. Why are dance and music universal forms of expression?

Relevance & Application:

  1. Individuals work with others from a variety of cultural backgrounds in community sports leagues.
  2. Individuals describe how technology could be used to track individual performance in a team sport. For example, computer spreadsheet programs can be used to keep individual statistics.
  3. Individuals appreciate that others have different levels of skills and physical abilities.

Nature Of:

  1. Physical activity experiences are enriched by the diversity of the participants.
  2. Individuals of different physical skill levels can make a contribution to a group activity.
  3. All participants in a group activity can make a contribution and have responsibilities.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Work cooperatively and productively in a group

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Establish and accomplish goals in both cooperative and competitive activities (DOK 1-4)
  2. Identify and define the role of each participant in a cooperative physical activity (DOK 1-4)
  3. Analyze possible solutions to a movement problem in a cooperative physical activity, and come to a consensus on the best solution (DOK 1-3)
  4. Demonstrate the ability to resolve conflicts with peers (DOK 1-4)

Inquiry Questions:

  1. What might one do to interact with a friend who refuses to participate in a group problem-solving activity?
  2. How might one include a friend with a disability into the activity?
  3. Do cooperative and competitive activities have similar or different goals?
  4. How might one recommend resolving a dispute between two peers in a game?

Relevance & Application:

  1. Individuals identify and utilize the strengths of group members in a work setting.
  2. Individuals make a video demonstrating conflict resolution through role play.
  3. Individuals visit a rock-climbing gym with friends and determine the best path up a climbing wall.

Nature Of:

  1. Participation in competitive sports and games requires cooperation.
  2. Cooperation between teammates is important for solving complex problems.
  3. Cooperation in physical activities prepares individuals to learn how to cooperate in other activities.

Content Area: Physical Education
Grade Level Expectations: Fifth Grade
Standard: 3. Emotional and Social Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Assess and take responsibility for personal behavior and stress management

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Act in a safe and healthy manner when confronted with negative peer pressure during physical activity (DOK 1-4)
  2. Set a personal goal to improve a skill, and work toward that goal (DOK 1-4)
  3. Describe and demonstrate responsible behavior and decision-making while participating in physical activity (DOK 1-4)
  4. Demonstrate respect for the person who is officiating (DOK 1-2)

Inquiry Questions:

  1. How does setting goals for physical activities help one to take on personal responsibilities in school work?
  2. Why are officials necessary? What would be the result if there were no officials?
  3. What are some of the ways you have seen others treat officials?
  4. Why is it important to set personal goals?
  5. Are you going to work harder for your goals if you write them out rather than just talk about them? Why?

Relevance & Application:

  1. Individuals follow and respect established guidelines for behavior in a variety of settings.
  2. Individuals use a computer to keep track of personal achievements in physical activities such as running or doing push-ups and pull-ups.

Nature Of:

  1. Taking personal responsibility for healthy behaviors is a foundation for lifetime wellness.
  2. Recognizing that stress is a manageable part of life is important for an individual's emotional development.
  3. Recognizing that performing physical activities can help to manage stress is important.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Choose to participate cooperatively and productively in group and individual physical activities

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Help others with physical activity challenges (DOK 1-3)
  2. Contribute ideas, and listen to the ideas of others in cooperative problem-solving activities (DOK 1-3)
  3. Acknowledge and accommodate individual differences in others' physical abilities in small-group activities (DOK 1-3)
  4. Officiate an activity, game, or sport (DOK 1-4)
  5. Demonstrate conflict resolution behavior in socially appropriate ways (DOK 1-3)

Inquiry Questions:

  1. How might one interact with a friend who dominates the discussion in a cooperative problem-solving activity?
  2. What are ways to include others who are physically unable to participate due to a disability or injury?
  3. Does your view of talking to officials change when you are an official yourself?
  4. Why is resolving conflicts more important than winning a game?

Relevance & Application:

  1. Individuals solve problems or help to negotiate a conflict among friends.
  2. Individuals participate in a blog with friends, demonstrating positive social behaviors.
  3. Individuals interact with people such as officials, teachers, and coaches who are in leadership roles in a sport or game setting.

Nature Of:

  1. Successful participation in physical activity requires communication and cooperation.
  2. Individuals with different physical skill levels can participate and contribute to activities.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Identify personal activity interests and abilities

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Accept responsibility for one's own performance without blaming others (DOK 1-2)
  2. Respond to winning and losing in socially appropriate ways (DOK 1-3)
  3. Develop confidence in a physical activity setting (DOK 1-2)

Inquiry Questions:

  1. Why do professional athletes sometimes blame others for their performance?
  2. Why do citizens of a city sometimes riot or vandalize things when their team wins the World Series or the NBA Championship?
  3. What is the difference between being confident and being cocky?
  4. What can losing a game or activity allow one to learn that winning can't?
  5. Why do teams sometimes shake hands with the opposition after competing?

Relevance & Application:

  1. Individuals can cope with adversity in a healthy manner such as talking with a parent about a problem.
  2. Individuals can use a social networking website to congratulate an opponent after competition.

Nature Of:

  1. Participation in physical activity promotes positive emotional well-being.
  2. Winning is not the most important thing in playing sports.
  3. Losing can be an opportunity to learn.
  4. How one behaves when one wins or loses influences people's perception of him or her.

Content Area: Physical Education
Grade Level Expectations: Third Grade
Standard: 3. Emotional and Social Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Demonstrate positive social behaviors during class

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify the positive behaviors of self and others (DOK 1-2)
  2. Congratulate partners, opponents, or team upon conclusion of game or activity (DOK 1-2)
  3. Accept and give constructive feedback to peers (DOK 1-3)
  4. Follow directions, activity-specific rules, procedures, and etiquette with few reminders (DOK 1-2)
  5. Encourage others regularly, and refrain from put-down statements (DOK 1-3)
  6. Ask a partner to participate in a physical activity (DOK 1-2)
  7. Congratulate friends for a well-executed movement (DOK 1-2)

Inquiry Questions:

  1. How should you congratulate someone when he or she wins, and you lose?
  2. When would peer feedback be inappropriate?
  3. How can you give advice to a friend about how to improve at a physical activity?
  4. How does your body feel when you achieve success while working with others?
  5. What is your role in maintaining a positive learning environment that everyone can enjoy?
  6. Why is it important to be polite when you lose?

Relevance & Application:

  1. Individuals acknowledge the efforts of others when they have done something well such as sending a group email acknowledging the efforts of someone to other people.
  2. Individuals describe how they could use technology to assist a friend in learning a skill.
  3. Individuals are gracious winners and losers. For example, they shake the hand of a winning opponent.
  4. Individuals initiate social interaction with someone they don't know in a social situation such as a school dance.
  5. Individuals send an electronic invitation to a friend asking him or her to join them in a physical activity such as playing Frisbee.

Nature Of:

  1. Physical education provides opportunities to reinforce positive social behaviors.
  2. Successful participation in physical activity requires cooperation with others.
  3. Group physical activities should be fun for everyone participating.
  4. How you behave when you win or lose influences how people look at you.

Content Area: Physical Education
Grade Level Expectations: Second Grade
Standard: 3. Emotional and Social Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Demonstrate positive and helpful behavior and words toward other students

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe how positive social interaction can make physical activity with others more fun (DOK 1-2)
  2. Participate in a variety of group settings without distracting behavior (DOK 1-2)
  3. Encourage others by using verbal and nonverbal communication (DOK 1-3)

Inquiry Questions:

  1. Why should you be polite when playing in a group physical activity?
  2. Why is it important to have good behavior, especially when in a group setting?
  3. Is it easier or harder to work with peers to complete a task? Explain.
  4. How can you encourage someone who is shy to participate in a physical activity?

Relevance & Application:

  1. Individuals encourage friends or peers.
  2. Individuals brainstorm the forms of technology that have been used to make physical activity more fun.

Nature Of:

  1. Successful participation in physical activity requires cooperation with others.
  2. Group physical activities should be fun for everyone participating.

Content Area: Physical Education
Grade Level Expectations: First Grade
Standard: 3. Emotional and Social Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Work independently and with others to complete work

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify and demonstrate acceptable responses to challenges, successes, and failures (DOK 1-3)
  2. Invite others to use equipment before repeating a turn (DOK 1-2)
  3. Identify and demonstrate the attributes of being an effective partner or group member in physical activity (DOK 1-3)
  4. Help another student share space effectively (DOK 1-2)

Inquiry Questions:

  1. What is the most important quality of a good partner, and why?
  2. What makes you a good partner?
  3. What is different about working with someone rather than working by yourself?
  4. What does "help" look like? Express "help" without using words.

Relevance & Application:

  1. Individuals share limited resources in a way that allows everyone access.
  2. Individuals describe how to share technology with a partner.
  3. Individuals include everyone in an activity such as inviting friends to participate in a game on the weekend.
  4. Individuals can describe a tool that requires more than one person to operate such as a sailboat.

Nature Of:

  1. Physical education provides opportunities to practice and reinforce positive social behaviors.
  2. Physical education provides opportunities to demonstrate responsible social behavior.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Follow the rules of an activity

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Perform a simple sequence of movements within given parameters and guidelines (DOK 1-2)
  2. Develop rules for an activity, and participate in the activity while following the rules (DOK 1-4)
  3. Follow the rules for simple games (DOK 1-2)
  4. Accept responsibility for one's behavior in a game situation (DOK 1-2)

Inquiry Questions:

  1. Which rules for good behavior would you most want to see in your physical education class, and why?
  2. Why is it important to follow the rules?
  3. What would happen if there were no rules when playing a game?
  4. What game has too many rules?

Relevance & Application:

  1. Individuals use technology to create a rules sheet for a game.
  2. Individuals create games and physical activities that have rules.

Nature Of:

  1. Respect for and commitment to rules is an underlying foundation of game play.
  2. Rules are important for enjoying game play.

Content Area: Physical Education
Grade Level Expectations: Kindergarten
Standard: 3. Emotional and Social Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Demonstrate respect for self, others, and equipment

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate the characteristics of sharing (DOK 1-2)
  2. Identify feelings that result from participation in physical activity (DOK 1-2)
  3. Participate as a leader and follower (DOK 1-2)
  4. Help to manage equipment (DOK 1-2)
  5. Play without interfering with others (DOK 1-2)

Inquiry Questions:

  1. Why is sharing sometimes difficult?
  2. Would you rather be a leader or a follower? Why?
  3. What would equipment look like if we didn't take care of it? How would that change the games?
  4. How does playing "Simon says" make you feel?
  5. Why is it important to take care of equipment?

Relevance & Application:

  1. Individuals recognize when leading is necessary and when following is necessary such as playing at a friend's house.
  2. Individuals use technology to demonstrate feelings associated with physical activity.
  3. Individuals recognize that taking care of equipment such as toys is an important responsibility.

Nature Of:

  1. Physical education provides opportunities to reinforce healthy social and emotional behaviors.
  2. Physical education provides opportunities to participate in different roles.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Demonstrate the ability to follow directions

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Start and stop on an auditory and visual signal (DOK 1-2)
  2. Follow a simple series of instructions for an activity (DOK 1-2)
  3. Speak at appropriate times (DOK 1)
  4. Follow established class protocols (DOK 1)

Inquiry Questions:

  1. Why is it important to follow directions when participating in physical education?
  2. How is playing "red light, green light" similar to crossing the street?

Relevance & Application:

  1. Individuals follow established rules when engaging in physical activity in settings such as the community pool public playground.
  2. Individuals identify traffic rules that they see on the street.

Nature Of:

  1. Respect for and commitment to rules is an underlying foundation of game play.