Name: _____Leslie Nunnelly________

Pacing Guide
Grade Level: 9-12

Week 1

Week 2

Monday
SPI 1.1
Introduction
of difference
between
communicabl
e and noncommunicabl
e diseases

SPI 1.4
Explain signs
and
symptoms,
treatments
and
prevention of

Subject: Physical Education

Tuesday
SPI 1.1.1.
Demonstrate
basic motor
skills in the
following
categories:
fitness
activities,
individual/dual
sports, and
team sports
and
cooperative
games/activitie
s
SPI 1.1.3.
Demonstrate
basic
movement
patterns in a
variety of
physical

Wednesday
SPI 1.2
Determine
heredity,
environment
al, and
lifestyle
factors which
place the
student at
risk for
disease `

Thursday
SPI 1.1.2.
Demonstrate
a variety of
manipulative
skills of
physical
activities

Friday
SPI 1.3
Describe the
different
types of
pathogens
that affect
health

SPI 1.5
Explain signs
and
symptoms,
treatments
and
prevention of

SPI 1.1.4
Perform
basic body
movements
that require
muscle
control to

SPI 1.6
Identify
community
agencies
that provide
resources for
disease

communicabl activities
e diseases

nonbalance,
communicabl jumping, and
e diseases
landing

treatment
information
and support

Week 3

SPI 1.7
Recognize
the need for
annual
physical
exams

SPI 1.1.5
Recognize
Biomechanical
principles of
human
movement

SPI 1.8
Identify the
physician as
a community
resource and
discuss ways
to locate a
physician

SPI 1.2.1.
Demonstrate
offensive and
defensive
strategies in
individual/du
al and team
sports

SPI 2.1
Identify and
describe
Maslows
Hierarchy of
needs

Week 4

SPI 2.2
Describe
characteristi
cs of mental,
emotional
and social
health

SPI 1.2.2.
Implement
previously
learned skills
into game
situations

SPI 1.2.3.
Practice skillrelated
components
of physical
fitness

Week 5

SPI 2.5
List the
factors that
affect
personality
development

SPI 1.2.4.
Modify and
adapt motor
movements to
specific
physical
activity

Week 6

SPI 2.8
Describe

SPI 1.2.6.
Demonstrate

SPI 2.3
Identify
various
emotions
and their
effects on
the mind and
body
SPI 2.6
Recognize
stressors and
formulate
personal
stress
management
techniques
SPI 2.9
Identify

SPI 2.4
Explain how
to develop
and maintain
a positive
self-concept
and high
self-esteem
SPI 1.2.5.
SPI 2.7
Consistently
Identify and
perform skills practice
and
coping,
strategies a
negotiation,
basic level of delaying and
competency
refusal skills
SPI 1.2.7.
Demonstrate

SPI 2.10
Recognize

stages of the
grief process

competency in
the basic skills
of
adventure/outd
oor education
activities

positive ways
of resolving
interpersonal
conflict

Week 7

SPI 2.11
Examine
characteristi
cs of mental
disorders:
anxiety,
affective,
personality,
and eating

SPI 2.12
Identify
community
resources
providing
information
for mental
health and
suicide
prevention

Week 8

SPI 3.2
Evaluate
personal
nutritional
and energy
needs

SPI 1.3.1.
Demonstrate
the ability to
apply
advanced
motor skills
and movement
patterns
relative to
advanced eyehand/foot
coordination
and high levels
of strategy
SPI 1.3.3.
Exhibit
advanced
offensive,
defensive and
transition
strategies in a
variety of
physical
activities

SPI 3.3
Compare and
contrast
dietary
guidelines

biomechanic
al principles
that apply
the
development
of motor
skills
SPI 1.3.2.
Demonstrate
proficient
movement
patterns in a
variety of
physical
activities

the signs of
potential
suicide

SPI 1.3.4.
Analyze
biomechanic
al principles
while
performing
physical
activities

SPI 3.4
Identify the
relationship
between
healthy
eating and
total
wellness

SPI 3.1
Identify the
six classes of
nutrients
and describe
their
functions

Week 9

SPI 3.5
Discuss
eating
disorders
and their
effects on
the total
wellness of
the
individual

SPI 2.1.1
Understand
and identify
safety
procedures

SPI 3.6
Assess
personal
daily dietary
practices to
each of the
categories to
the current
USDA Food
Guide
Pyramid

SPI 2.1.2.
Understand
and identify
appropriate
use of
equipment

Unit Title: Basic Movements and Diseases

SPI 3.7
Interpret
information
provided on
food labels

Grade Level: Grades 9-12 (Week 2 and 3)

Guiding Question: Are those ways to prevent diseases by being physically active?
State
Standard(
s)
SPI 1.4

Content

Explain
signs and
symptoms,
treatments
and
prevention
of
communica
ble disease
(STIs,

Skills

Activities

Identify
and
explain
signs,
symptoms
,
treatment,
and
prevention
of the

Starter
Word of the
day
Desired
learning
result
Health tip
Exit slip

Assessment(s)

Participation
Turn in notes
from class
Exit slip

Resources

http://www.acp
hd.org/commu
nicabledisease/comm
unicablediseases.aspx
Computer
(website)
Health book

HIV/AIDS,
flu)

SPI 1.1.3.

Demonstrat
e basic
movement
patterns in
a variety of
physical
activities

appropriat
e diseases
Determine
factors
which
place the
student at
risk for
disease
Demonstr
ate
balance
while
moving

Daily
warm-up
Stretching
Shuffle the
deck game

Teacher
observation
of
participation
and correct
body
movements

https://comma
ndokiddz.word
press.com/201
4/09/07/threegreat-pegames-usingplaying-cards/
http://www.tea
chpe.com/stret
ching/stretche
s.php

These stretching
exercises from
website will be
continued daily
SPI 1.5

Explain
signs and
symptoms,
treatments
and
prevention

Identify
and
explain
signs,
symptoms
,

Starter
Word of the
day
Desired
learning
result

Participation
Turn in notes
from class
Exit slip

http://www.bg.k12.ky.us/us
erfiles/1556/Cl
asses/38201/N
onCommunicable

of noncommunica
ble disease

SPI 1.1.4.

SPI 1.6

Perform
basic body
movements
that require
muscle
control to
balance,
jumping,
and landing

Identify
community
agencies
that provide
resources

treatment
s, and
prevention
of the
appropriat
e diseases
Determine
factors
which
place the
student at
risk for
disease
Practice
muscle
control
Test
balance
while
jumping
and
landing

Health tip
Exit slip

Daily
warm-up
Stretching
Jump ropes
(individuall
y) at
different
speeds/
styles/
beats

List
agencies,
disease
treatment
informatio

Starter
Word of the
day
Desired
learning

Teacher
observation
of
participation
and correct
body
movements
Record how
many jumps
they can do
while
maintaining
balance
Participation
Turn in notes
from class
Exit slip

%20Diseases.
pptx
Computer
Health book

Jump ropes
(enough for
each student
in class)
Music player
(for beat)
Whistle

Computer
https://www.ai
ds.gov/federalresources/hivaids-

SPI 1.7

for disease
treatment
information
and support
Recognize
the need for
annual
exams

n, and
support
options

SPI 1.1.5.

Recognize
Biomechani
cal principle
of human
movement

Explain
why
individuals
need to
have
annual
physical
exams
Compare
individuals
who both
choose to
have the
exams and
those who
do not
Demonstr
ate how
internal
and
external
forces
affect
movement
Define
biomecha
nics in

result
Health tip
Exit slip
Starter
Word of the
day
Desired
learning
result
Health tip
Exit slip:
Work on
group
presentatio
n

Daily
warm-up
Stretching
Stations of
different
lifting
techniques
(the
diagonal
lift, the
power lift,

Participation
Turn in notes
from class
Exit slip

Teacher
observation
of
participation
and correct
techniques
Completion
of the station

programs/treat
ment-andcareprograms/
Computer
http://www.he
althline.com/h
ealth/physicalexamination#
Overview1

Provide
handouts for
the students
(websites)
Whistle
http://www.we
bmd.com/back
-pain/properliftingtechnique
https://www.ap

SPI 1.8

SPI 1.2.1.

SPI 2.1

Identify the
physician as
a
community
resource
and discuss
ways to
locate a
physician
Demonstrat
e offensive
and
defensive
strategies in
individual/
dual and
team sports

Identify and

physical
education
Discussion
on how it
helps the
students
move
safely and
effectively
Compare
ways to lift
household
items
Identify
physicians
Describe
ways to
locate a
physician

the Golfers
lift, kneel
when
working in
a low
position,
straight leg
lift, and
partial
squat lift)

Demonstr
ate
offensive
and
defense
strategies
in
basketball

Identify

his.usda.gov/e
mergency_res
ponse/downloa
ds/health/Appe
ndix%203-5-B
%20LiftingMoving
%20concerns.
pdf

Final
preparation
before
giving
presentatio
ns

Daily
warm-up
Stretching
Dribble tag
game
5 on 5
game

Starter

Group
presentation
via
powerpoint
Peer reviews
of
presentation

Phonebook
Computer
Presentations

Teacher
observation
of
participation
and correct
form

Basketballs
Pennies
(jerseys)
Whistle
http://www.coa
chesclipboard.
net/DribbleTag
Drill.html

Participation

Computer

describe
Maslows
Hierarchy of
needs

and list
Maslows
Hierarchy
of needs

Word of the
day
Desired
learning
result
Worksheet
over
Maslows
Hierarchy
of needs
(and video)

Turn in notes
Completion
of Maslows
Hierarchy of
needs
worksheet

Worksheet
Video (on
website)
http://www.sim
plypsychology.
org/maslow.ht
ml
http://cteteach
.cteonline.org/
portal/default/
Curriculum/Vie
wer/Curriculu
m?
action=2&cmo
bjid=408899&
view=viewer&
refcmobjid=40
1012

Name

Leslie Nunnelly

Content Area: Basic Movement Patterns

Grade Level: 9-12

I. Concept to be taught: The student will learn how to stay balanced while performing a variety of physical
activities.
II. Instructional Objectives:

Perform good balance during quick movement patterns.

Observe spatial awareness around others during activity.

III. Classroom teaching strategies and procedures:

A. Anticipatory Set: All students will gather close together while the teacher rolls dice to determine the
number of warmup laps the student must jug. After the jogging has been completed the students will
make a circle for stretching while one student volunteers to lead the group in stretches.
-The student will then be asked two specific questions:
1. What are five benefits of physical activity?
2. What were the basic muscle groups that were being stretched?
B. Student Learning Activities: The students will gather in a straight line on the baseline. The teacher will
divide the class into two teams. The teacher will then explain the game that the students are about to play.
After the teacher explains the point of the game, the teacher will then go over each exercise that will be
performed during the game. The students then play the Shuffle the Deck game. The way this game is
played is that each team is given a deck of cards. Each character on the card represents a different exercise.
For example, diamonds represent squats, hearts represent pushups, etc. Each time a student turns a card
over, then that student must do the exercise that matches the symbol on the card. Also, the number on the
card is how many times the students will do an exercise. The first team to make it through all 52 cards wins!
C. Conclusion: After the game has been played through at least once, then the teacher and the students can
review the exercises that were performed during the game. Everyone will have an opportunity to perform the
exercise correctly during this time.

D. Differentiation Strategy: The teacher and the class can take a moment to discuss the rules of the
game. Any questions the students may have should be addressed during this segment.
IV. Assessment
A. Informal: The teacher will observe the students as they compete against each other in the game. The
teacher must examine the students to be sure that they are performing all exercises correctly. The teacher
also needs to watch for any card swapping or cheating during the game. This is not allowed! The students will
be assessed based on participation and following the rules.

Name Leslie Nunnelly

Content Area: Non-Communicable Diseases

Grade Level: 9-12

I. Concept to be taught: The students will be able to explain signs, symptoms, treatments, and prevention of noncommunicable diseases.
II. Instructional Objectives:

Identify signs, symptoms, treatments, and prevention of the appropriate diseases.

Determine factors that place the student at risk for disease.

III. Classroom teaching strategies and procedures:

A. Anticipatory Set: All of the students will begin class by answering a starter question on the board. The
question is, What is a sign of a non-communicable disease? They will also need to look up the definition for
a non-communicable disease. The students also need to understand that the desired learning result (DLR)
for this lesson is that early detection of the signs and symptoms of a non-communicable disease is crucial for
successful treatment of the disease. The teacher also needs to discuss with the class the health tips. The
daily health tip is how to prevent a non-communicable disease.
B. Student Learning Activities: The class will divide up into small groups of 3-4 students per group. The
groups will then be asked to complete a research project on a non-communicable disease. Each group needs
to use at least one internet source as a reference. The groups will be asked to inform their fellow classmates
the importance of finding a qualified physician to aide in the process of treating the non-communicable
diseases. The group will need to prepare a powerpoint for their presentation. The class presentations will all
need to be 5-10 minutes in length to allow enough time for every group to present during one classroom
session.
C. Conclusion: All groups will also need to review each of the other groups presentation by coming up with
one thing the presenting group did well, one thing they learned from the presenting group, and one thing they
could have done a better job with.

D. Differentiation Strategy: Once all of the groups have presented, the entire class can have an open
group discussion about everything that was learned about non-communicable diseases, preventions, and
treatments of the diseases. The teacher should ask though provoking questions to aide in the direction the
discussion needs to go.
IV. Assessment
A. Informal: The teacher will observe the students as they present their topics. The teacher also should be
sure of how much each person contributes to/in the groups. The teacher will have the students fill out a paper
to state how much/what the partners in their group contributed.
B. Formal: The students will ultimately be assessed based on group involvement, participation, and
understanding of the topic that is presented.

Name Leslie Nunnelly

Content Area: Biomechanical Principles of Human Movement

Grade Level: 9-12

I. Concept to be taught: The student will learn how to recognize biomechanical principles of human movement
while being physically action doing every day household chores.
II. Instructional Objectives:

Demonstrate the effects of internal and external forces during movement.

Define the meaning of biomechanics in physical education.
Discuss how it helps to move safely and effectively while performing physical activity.
Compare different ways to perform everyday household lifts.

III. Classroom teaching strategies and procedures:

A. Anticipatory Set: All student will gather close together while the teacher rolls dice to determine the
number of warmup laps the students must jog. After the jogging has been completed, the students will
make a circle for stretching while one student volunteers to lead the group in stretches.
-The students will be asked three specific questions:
1. What are two examples of everyday household lifts?
2. What is the correct way to perform the lifts?
3. What is the incorrect way?
B. Student Learning Activities: The students will be divided up into 6 groups of 3-5 students per group.
The teacher will then explain the activity that they will be performing. The teacher will discuss where each
individual groups should start, where they will go next, what lift they will be performing while at each station,
explain the left at each station, and give an example of each lift that will be performed. The groups will go
through each station a total of three times for no more than 1 minute per station.
C. Conclusion: After the activity has been performed once through each station, the teacher and students
can discuss the exercises that are being performed. They can critique each other within the groups so that
the form is correct.

D. Differentiation Strategy: The teacher and the class should take a few moments after the activity has
been completed for a total of 3 rounds to discuss ways in which each of the 6 exercises can be used in
everyday household chores.
IV. Assessment
A. Informal: The teacher will observe the students as they move from station to station performing each
stations exercise. The teacher will grade students based on participation, group cooperation, correct form,
effort, and attitude.