Middle+School+Volleyball

2. In order to score a point, the serving team must hit the ball in bounds to the staff where the staff cannot handle the serve or to an unopposed area on the gym. 3. The team will win once they score 15 points and they are leading by two. ||
 * VITAL INFORMATION ||
 * Subject(s): || Physical Education ||
 * Topic or Unit of Study: || The students will be playing Volleyball during Fun Friday (5/4/08). ||
 * Grade/Level: || 6-12, Mastery Level 2.6 ||
 * Objective: || The students and staff will be playing a volleyball game. The game will be the staff versus the students. This game will be played in the afternoon. ||
 * Summary: || The game will be staff against students. The purpose of this lesson is not only to encourage physical activity for the students, but for the students to be able to demonstrate effective communication skills with one another. ||
 * IMPLEMENTATION ||
 * Learning Context: || Volleyball teaches students to work with one another and to demonstrate appropriate team skills. In addition, volleyball teaches students to demonstrate proper sportsmanship with the members of the opposing team. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Procedure: || <span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">1. The students and staff will volley three times for possession of the ball.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary: || <span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">The game will be staff against students. The purpose of this lesson is not only to encourage physical activity for the students, but for the students to be able to demonstrate effective communication skills with one another. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">IMPLEMENTATION ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Learning Context: || <span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">Volleyball teaches students to work with one another and to demonstrate appropriate team skills. In addition, volleyball teaches students to demonstrate proper sportsmanship with the members of the opposing team. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Procedure: || <span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">1. The students and staff will volley three times for possession of the ball.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Procedure: || <span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">1. The students and staff will volley three times for possession of the ball.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Procedure: || <span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">1. The students and staff will volley three times for possession of the ball.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Differentiated Instruction: || <span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">Accommodations and modifications will be decided when needed. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Sample Student Products: || <span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">Not applicable ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Collaboration: || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will work collaboratively. Students will work in groups of 5. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Time Allotment: || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1 class period. 1.5 Hrs per class. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Author's Comments & Reflections: || <span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">The students wiill learn to communicate with one another in an effectiive manner. The students will also be able to demonstrate proper sportsmanship. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MATERIALS AND RESOURCES ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Instructional Materials: || <span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">N/A ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Resources: || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials and resources:volleyball and net ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">STANDARDS & ASSESSMENT ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standards: ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">NJ- New Jersey Core Curriculum Content Standards ** ||
 * |||||||||||||||||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">• **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Subject : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Comprehensive Health and Physical Education (2004) ||
 * |||||||||||||||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">• **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Standard 2.6: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">(FITNESS) ALL STUDENTS WILL APPLY HEALTH-RELATED AND SKILL-RELATED FITNESS CONCEPTS AND SKILLS TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE. ||
 * |||||||||||||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">• **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Range/Grade Level 0: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will: ||
 * |||||||||||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">• **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Strand A: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Fitness and Physical Activity ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 1 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Summarize the potential short- and long-term physical, social, and emotional benefits of regular physical activity. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 2: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Differentiate how body systems adapt to acute exercise vs. regular exercise over a period of time. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 3: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Predict how factors such as health status, interests, environmental conditions, and available time impact personal fitness. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 4 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Analyze the positive and negative impacts of technological advances on exercise, health, and fitness. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 5 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Describe ways to achieve a healthy body composition through healthy eating and physical activity. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 6 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Distinguish between facts and fallacies regarding the marketing of fitness products, services, and information. ||  ||||||||||   ||
 * |||||||||||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">• **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Strand B : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Training ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 1: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Recognize signs and symptoms that warrant exercise termination and possible follow- up with a healthcare professional. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 2: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Apply training principles to establish a progression of activity that will improve each component of fitness. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 3 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Describe and demonstrate various training methods, including isotonic, isometric, interval, and circuit methods. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 4 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Investigate the physical, behavioral, legal, and competitive consequences of the use of anabolic steroids and other performance enhancing substances. ||  ||||||||||   ||
 * |||||||||||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">• **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Strand C : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Achieving and Assessing Fitness ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 1 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Engage in a variety of sustained, vigorous physical activities that enhance each component of fitness. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 2: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Perform at the intensity level needed to enhance cardiovascular fitness, as determined by target heart rate, perceived exertion, and recovery heart rate. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 3 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Monitor physiological responses before, during and after exercise and compare changes. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 4 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Use health data and information from internal and external sources to develop a personal fitness plan, and use technology to evaluate the implementation and outcomes of the plan. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 5: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Demonstrate age- and gender-specific progress towards improving each component of fitness. ||  ||||||||||   ||
 * |||||||||||||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">• **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Range/Grade Level 0: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: ||
 * |||||||||||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">• **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Strand A : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Fitness and Physical Activity ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 1: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Predict the short- and long-term physical, social, and emotional benefits and potential problems associated with regular physical activity. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 2: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Summarize the causes, influences, and responses of body systems during exercise. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 3: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Describe how preventive healthcare, physiological monitoring, hydration, a safe environment, and exercising with a partner contribute to safe fitness activities. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 4: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Evaluate the role of genetics, gender, age, nutrition, activity level, and exercise type on body composition. ||  ||||||||||   ||
 * |||||||||||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">• **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Strand B : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Training ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 1 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Develop and implement a training program to maximize health benefits and prevent exercise-related injuries and illnesses. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 2 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Apply training principles to establish a progression of activity that will improve each component of fitness and justify the use of each principle. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 3 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Compare and contrast the use of drugs, fitness products, and fads to achieve fitness. ||  ||||||||||   ||
 * |||||||||||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">• **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Strand C : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Achieving and Assessing Fitness ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 2 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Perform at the intensity level needed to enhance cardiovascular fitness, monitor physiological responses before, during, and after exercise, and modify exercise appropriately in response. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 3: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Assess personal level of fitness, design a personal fitness plan considering current health and fitness status, goals and interests, skill level, accessibility and costs, and use technology to implement, monitor, and evaluate the plan. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 4 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Demonstrate age and gender-specific progress towards the achievement of fitness goals for each component of health-related and skill-related fitness. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 5 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Modify a fitness plan to accommodate for injury, illness, pregnancy, aging, and disability. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 6 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Discuss the use of body mass index, body fat percentage, and fat deposition as measures of fitness. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 1 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Engage in a variety of sustained, vigorous physical activities to enhance each component of fitness. ||  ||||||||||   ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment/Rubrics: || <span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">The students will be assessed based on the standards that are set above. ||
 * |||||||||||| <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">• **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Strand C : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Achieving and Assessing Fitness ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 2 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Perform at the intensity level needed to enhance cardiovascular fitness, monitor physiological responses before, during, and after exercise, and modify exercise appropriately in response. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 3: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Assess personal level of fitness, design a personal fitness plan considering current health and fitness status, goals and interests, skill level, accessibility and costs, and use technology to implement, monitor, and evaluate the plan. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 4 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Demonstrate age and gender-specific progress towards the achievement of fitness goals for each component of health-related and skill-related fitness. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 5 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Modify a fitness plan to accommodate for injury, illness, pregnancy, aging, and disability. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 6 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Discuss the use of body mass index, body fat percentage, and fat deposition as measures of fitness. ||  ||||||||||   ||
 * || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Cumulative Progress Indicator 1 : **<span style="font-family: 'Verdana','sans-serif'; font-size: 10px;">Engage in a variety of sustained, vigorous physical activities to enhance each component of fitness. ||  ||||||||||   ||   ||   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment/Rubrics: || <span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">The students will be assessed based on the standards that are set above. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment/Rubrics: || <span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">The students will be assessed based on the standards that are set above. ||