School Description

Within the Meadow Park School District is a High School that prides itself on creating a
positive, healthy environment for their students. Cory Lavender High School provides one of the
top-notch educations in the nation. The schools athletic facilities include a gym with two full
sized basketball courts, 40 foot climbing wall, enough heart rate monitors for a class of 50
students and a 1,500 square foot exercise floor including free-weights, stationary bikes, rowing
machines and treadmills and a state of the art ropes course that hangs above the exercise floor.
Not only is this school great for indoor activities but also outdoor. Located in the great
Northwest, C.L. High is surrounded by mountains and rivers for students to explore and learn
from. Physical Education classes at C.L. High are 1 hour and 20 minutes, 5 days per week
providing more than enough time for students to be active during their day.


Mission Statement
The Physical Education program at Cory Lavender High School is dedicated to promoting
physical activity for all students throughout the school. C.L. High wants its students to
understand the health benefits physical activity can provide, as well as creating a positive
environment for students to develop at their own pace. Along with a safe and healthy
environment within the school, we want our students to understand the importance of a healthy
lifestyle within the community and at home promoting physical activity outside classroom.










1. Programmatic Goal 1: Students will become knowledgeable and competent movers.
a. Objective 1: Students will be able to understand and correctly explain key
components of specific skill related movements during physical activity AMB
Cognitive Learning Assessments
b. Objective 2: Students will be able to perform basic movements based on the
cues given in class AMB Skill/Performance Assessment
c. Objective 3: Students will be able to describe and report on cultures and
sports views around the world AMB World Cup Country Report
d. Objective 4: Students will be able to perform proper technique according to
performance cues given during class AMB Ping Pong Skill/Performance
Assessment
2. Programmatic Goal 2: Students will participate regularly in physical activity inside
and outside the classroom.
a. Objective 1:Students will be able to demonstrate understanding of heart rate
and the benefits of increasing heart rate during exercise AMB Heart
Rate/Attendance Assessment
b. Objective 2: Students will be able to record their physical activity levels
outside the classroom at the end of each week AMB Fitness Journal
c. Objective 3: Students will be able to create their own form of movement by
developing a dance performance as a group of 5 AMB Performance
Assessment
3. Programmatic Goal 3: Students will understand benefits of health enhancing levels
of physical activity.
a. Objective 1: Students will be able to understand and explain the benefits of
participating in outdoor adventure activities AMB Affective Assessment of
Outdoor/Adventure Education
b. Objective 2: Students will be able to determine the benefits of participating in
alternative sports during class AMB Activity Rating Assessment
c. Objective 3: Students will be able to demonstrate positive social behaviors
towards other students and teammates during class AMB peer evaluation




Formal Assessment #1
Heart Rate Attendance
Goal 2, Objective 1, Type A/D
Student participation and attendance will be graded on peak heart rate levels recorded every day
by school heart rate monitors provided in class.













Student Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day
10
1
2
3
4
5
6
7
8
9
10
Formal Assessment #2
Fitness Journal Name:
Goal 2, Objective 2, Type G
At the conclusion of each week, students will record which physical activities they participated
in and for how long they did so outside of class. CLASS TIME DOES NOT COUNT. You must
choose at least 3 different activities to participate in (just playing basketball all week will not
count). Before turning in each journal for the week, a parent or guardian MUST sign the journal
entry to ensure students are truthful about fitness times.

Activities (Duration in Minutes):





Please thoughtfully describe how this activity made you feel. Why did you happen to pick these
activities? How did your body handle the movements? What did you feel during the activity?
How about after you finished? Feel free to elaborate more than the questions provided.






Parent/Guardian Signature: Date:


Formal Assessment #3
Cognitive Learning Assessment Name:
Goal 1, Objective 1, Type C

1. List 3 of the 5 critical elements of a . Explain why these are key aspects
of the movement as a whole.






2. What are the 3 key elements of a ready position in ? Explain each
elements importance.






3. Explain why we would need to understand the different aspects of a movement. Does the
study of movement help us become better movers? Please elaborate on your opinion.





Formal Assessment #4
World Cup Country Report
Goal 1, Objective 3, Type B

Group Members:
Country:

To begin our Sport Education Unit on the game of Soccer, the class will be grouped into 5 teams
of 8 players. These 5 teams will then choose a country to represent throughout the Sport
Education unit. Each player will be given a role for each week of play including 2 referees, a
score keeper, Clock Manager, Photographer, Team Trainer, Coach and Equipment manager.
These roles will rotate within the group each week. Coaches and equipment managers will be
busy during game play but the other roles will be working while their team is out of play.
At the end of the unit, each team member will be responsible for a 2-3 page report on the country
they chose along with a short 7 minute presentation to the class by the entire team on the last
day. Research the countries culture, history, demographics, popular interests to that country and
any other information your team can find.











Formal Assessment #5 Name:__________________
Skill/Performance Assessment-Soccer
Goal 1, Objective 2, Type A/E/F
Grading Scale:
3-Student is able to meet all criteria without making a mistake
2-Student makes 1 mistake, but still complete overall objective based on the cues
1-Students make 2 mistakes but skill complete objective based on the cues
0-Students do not complete skill properly and do not use any of the cues properly





Student
Body Placement-
Student is able to put
their body in proper
position that they are
on balance and able to
move to perform
specific skills and
movements.
Striking-
Student is able to
strike the ball using
force or touch while
also demonstrating
specific type of kick
to use (inside of foot,
laces, outside of foot)
Accuracy-
Student is able to
place the ball where
they want to and
knows tactically to
put it opposite of
where their opponent
is.

















Formal Assessment #6 Name:__________________
Affective Assessment- Adventure/Outdoor Education
Goal 3, Objective 1, Type D/G
Write your answer thoughtfully and reflect on what your experiences were like.
1. What aspect of Adventure/Outdoor Education seemed to challenge you the most?
Explain how these challenges made you feel.



2. What was one thing you learned about yourself throughout this term? Explain in depth.



3. Did you ever feel like you could not perform or complete a certain task? If yes, What got
you through it and motivated you? How did it make you feel after you took that risk?



4. Explain your favorite activity that we participate in and explain why you enjoyed it so
much.



5. What will you take away from this course and how will you apply it to your everyday
life?


Formal Assessment #7 Name:___________________
Skill/Performance Assessment- Ping Pong
Goal 1, Objective 4, Type A/F


Grading Scale
3-Student is able to meet all criteria without making a mistake
2-Student makes 1 mistake, but still complete overall objective based on the cues
1-Students make 2 mistakes but skill complete objective based on the cues
0-Students do not complete skill properly and do not use any of the cues properly





Student Tactics-
Understands
importance of
different types of
hits and where to
place the ping
pong ball in the
court.
Hitting- Uses
proper technique
when striking the
ball. (forehand,
backhand)
Body
Placement-
Moves body
appropriately go
make proper play
on the ball.
Accuracy- Able
to put the ball in
the court of play
where they want
to.














Formal Assessment #8 Name:__________________
Authentic Assessment- Dance
Goal 2, Objective 3, Type D
Goal 3, Objective 1
Dance Routine:
In groups of 5, students must come up with a dance routine that meets that guidelines posted
below. Try to be creative in your development of the performance possibly using props
(approved ahead of time by the teacher) or costumes (nothing inappropriate). Be ready to present
to the rest of the class on your assigned day. Complete the questions below and hand this form
into your teacher on the day you perform.
Guidelines:
- Your performance must be at least 2 minutes in length
- Use appropriate music to dance to
- Must use at least 4 different dance moves

1. Describe the creative process that went into your dance routine.



2. How did you feel when creating this performance? How did you feel when you were
actually performing this routine?



3. What were some of your inspirations for your moves?



4. How did your body respond to the moves you performed? How was your fatigue level?




Formal Assessment #9 Name:_________________
Activity Rating Assessment- General
Goal 3, Objective 2, Type E/G

1. What was your interest level in __________?


2. How difficult were the techniques to learn in __________? Why did you or why did you not find
it difficult to learn the techniques involved?





3. What sports are similar to _________?




4. Please list some cues and terms used in _________?





5. On a scale of 1-10, what was your enjoyment level during _________ and explain why.
(1= hated it, 10= Loved every second of it)









Model Framework
FALL
Adventure Education/Outdoor Education
-Team Bonding and Team Building Activities
-Challenge Course/Ropes Course
-Mountain Biking
-Rock Climbing

FALL/WINTER
Sport Education
-Soccer
(Invasion Game)

WINTER/SPRING
Sport Education
-Ping Pong
(Net/Wall Game)

SPRING
Dance Education
-Aerobic Dance
-Western/Square Dance
-Ballroom Dance
-Hip Hop