rubric gallery

Students will research and create a video presentation to be used to instruct young students on emergency preparedness.

Goal: Your goal is to teach others about keeping themselves safe. Role: You are a motivational speaker. Audience: Your audience is your class and your teacher. Situation: You will think of a time when you were in an unsafe situation. Use A True Safety Story to help you write your story. What was unsafe about the situation? How did you resolve it? What advice do you have for others so that they can learn from your experiences? You will share the story you write with the rest of the class to help them learn about how to be safe in the future or how you turned that situation from unsafe to safe. Product: Your product is your story and your presentation. Your story should be at lease 5 sentences long. You will have 2-4 minutes for your oral presentation. Standards: Your work will be evaluated on your responses to the questions, written story and oral presentation.

The teacher will provide and discuss with students the current FitnessGram standards for the Healthy Fitness Zone (HFZ) and the results of their own Physical Fitness Tests. Students will analyze their own fitness report and identify areas where they need improvement. Once they have identified the areas they need to improve, they will develop a personal “plan of action” to improve their fitness scores to be in the Health Fitness Zone on each fitness test item. The personal "plan of action" can be written or illustrated with drawings. The teacher will send home examples of written, illustrated drawlings, and rubric so students will have a better understanding of what is expected of their work. The students will be required to write or draw goals for the next quarter.

The teacher will provide and discuss with students the current FitnessGram standards for the Healthy Fitness Zone (HFZ) and the results of their own Physical Fitness Tests. Students will analyze their own fitness report and identify areas where they need improvement. Once they have identified the areas they need to improve, they will develop a personal “plan of action” to improve their fitness scores to be in the Health Fitness Zone on each fitness test item. The personal "plan of action" can be written or illustrated with drawings. The teacher will send home examples of written, illustrated drawlings, and rubric so students will have a better understanding of what is expected of their work. The students will be required to write or draw goals for the next quarter.

The students will count stamps on index cards and write totals once index card is completely filled. At the end of the quarter, the students will graph the number of laps completed during "Passport to Fitness" cardio endurance runs. After the students complete the graph, they will analyze their work and write a reflection on how they think they did and what goal will they set for the next quarter.

The teacher will provide and discuss with students the current FitnessGram standards for the Healthy Fitness Zone (HFZ) and the results of their own Physical Fitness Tests. Students will analyze their own fitness report and identify areas where they need improvement. Once they have identified the areas they need to improve, they will develop a personal “plan of action” to improve their fitness scores to be in the Health Fitness Zone on each fitness test item. The personal "plan of action" can be written or illustrated with drawings. The teacher will send home examples of written, illustrated drawlings, and rubric so students will have a better understanding of what is expected of their work. The students will be required to write or draw goals for the next quarter.

Goal: Your goal is to role-play being a community services health professional with your partner. Role: You and your partner are actors playing a role in a situation. Audience: Your audience will be your classmates. Situation: You and your partner will create a skit in which one of you are the health professional and citizen. Your job is to educate or solve the situation. Product: Your product will be your skit. The skit should clearly shows consumer rights/ protections, prevent the spread of communicable disease, or TAOD prevention. You and your partner will need to demonstrate possible healthy ways to deal with the situation. Standards: Your and your partner will be evaluated by your knowledge of consumer rights/ protections, how to prevent the spread of communicable disease or TAOD prevention that is shown in your role-play skit and how well you cooperated with each other.

The teacher will provide students with feedback from using the heart rate monitors during physical activity. Students will analyze the feedback and journal their goals to improve their target heart rate zone.

Students will complete the "Fitness for Life" unit by filling out the "L" at the end of the unit on what they learned while exploring the EQs.

Students will analyze their steps they input into their FitnessGram activity log and journal goals in portfolio for the next quarter.