HOPE-Physical Education (Core) (#3026010) 


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Course Standards

Name Description
PE.912.C.2.6: Compare and contrast the health-related benefits of various physical activities.
PE.912.C.2.7: Evaluate the effectiveness of specific warm-up and cool-down activities.
PE.912.C.2.8: Differentiate between the three different types of heat illnesses associated with fluid loss.
PE.912.C.2.9: Explain the precautions to be taken when exercising in extreme weather and/or environmental conditions.
PE.912.C.2.10: Analyze long-term benefits of regularly participating in physical activity.
PE.912.C.2.11: Explain how each of the health-related components of fitness are improved through the application of training principles.
PE.912.C.2.12: Compare and contrast aerobic versus anaerobic activities.
PE.912.C.2.13: Document food intake, calories consumed and energy expended through physical activity and analyze the results.
PE.912.C.2.14: Compare and contrast the skill-related components of fitness used in various physical activities.
PE.912.C.2.15: Calculate individual target heart-rate zone and analyze how to adjust intensity level to stay within the desired range.
PE.912.C.2.16: Explain the methods of monitoring levels of intensity during aerobic activity.
PE.912.C.2.17: Assess physiological effects of exercise during and after physical activity.
PE.912.C.2.18: Differentiate between fact and fallacy as it relates to consumer physical fitness products and programs.
PE.912.C.2.22: Explain the skill-related components of fitness and how they enhance performance levels.
PE.912.C.2.23: Apply appropriate technology and analyze data to evaluate, monitor and/or improve performance.
PE.912.C.2.25: Analyze and evaluate the risks, safety procedures, rules and equipment associated with specific course activities.
PE.912.C.2.27: Compare and contrast how movement skills from one physical activity can be transferred and used in other physical activities.
PE.912.L.3.1: Participate in a variety of physical activities to meet the recommended number of minutes of moderate to vigorous physical activity beyond physical education on five or more days of the week.
PE.912.L.3.2: Participate in a variety of activities that promote the health-related components of fitness.
PE.912.L.3.3: Identify a variety of activities that promote effective stress management.
PE.912.L.3.4: Identify the in-school opportunities for participation in a variety of physical activities.
PE.912.L.3.5: Identify the community opportunities for participation in a variety of physical activities.
PE.912.L.3.6: Identify risks and safety factors that may affect physical activity throughout life.
PE.912.L.4.1: Design a personal fitness program.
PE.912.L.4.2: Identify ways to self-assess and modify a personal fitness program.
PE.912.L.4.3: Identify strategies for setting goals when developing a personal fitness program.
PE.912.L.4.4: Use available technology to assess, design and evaluate a personal fitness program.
PE.912.L.4.5: Apply the principles of training to personal fitness goals.
PE.912.L.4.6: Identify health-related problems associated with low levels of cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.
PE.912.L.4.7: Evaluate how to make changes in an individual wellness plan as lifestyle changes occur.
PE.912.M.1.12: Select and perform complex movements using a variety of equipment which lead to improved or maintained muscular strength and endurance.
PE.912.M.1.13: Perform a student-designed cardiorespiratory enhancing workout.
PE.912.M.1.14: Utilize technology to assess, enhance and maintain health and skill-related fitness levels.
PE.912.M.1.15: Select and apply sport/activity specific warm-up and cool-down techniques.
PE.912.M.1.16: Apply the principles of training and conditioning to accommodate individual needs and strengths.
PE.912.M.1.17: Demonstrate basic cardiopulmonary resuscitation (CPR) procedures.
PE.912.M.1.19: Use correct body alignment, strength, flexibility and coordination in the performance of technical movements.
PE.912.M.1.33: Practice complex motor activities in order to improve performance.
PE.912.M.1.34: Demonstrate use of the mechanical principles as they apply to specific course activities.
PE.912.M.1.35: Select proper equipment and apply all appropriate safety procedures necessary for participation.
PE.912.R.5.2: Develop strategies for including persons of diverse backgrounds and abilities while participating in a variety of physical activities.
PE.912.R.5.3: Demonstrate sportsmanship during game situations.
PE.912.R.5.4: Maintain appropriate personal, social and ethical behavior while participating in a variety of physical activities.
PE.912.R.5.5: Demonstrate appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities.
PE.912.R.6.1: Discuss opportunities for participation in a variety of physical activities outside of the school setting that contribute to personal enjoyment and the attainment or maintenance of a healthy lifestyle.
PE.912.R.6.2: Analyze physical activities from which benefits can be derived.
PE.912.R.6.3: Analyze the roles of games, sports and/or physical activities in other cultures.
HE.912.B.4.2 (Archived Standard): Assess refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks.
HE.912.B.4.3 (Archived Standard): Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.
HE.912.B.4.4 (Archived Standard): Analyze the validity of ways to ask for and offer assistance to enhance the health of self and others.
HE.912.B.5.1 (Archived Standard): Determine the value of applying a thoughtful decision-making process in health-related situations.
HE.912.B.5.2 (Archived Standard): Generate alternatives to health-related issues or problems.
HE.912.B.5.3 (Archived Standard): Appraise the potential short-term and long-term outcomes of each alternative on self and others.
HE.912.B.5.4 (Archived Standard): Assess whether individual or collaborative decision making is needed to make a healthy decision.
HE.912.B.6.1 (Archived Standard): Evaluate personal health practices and overall health status to include all dimensions of health.
HE.912.B.6.2 (Archived Standard): Formulate a plan to attain a personal health goal that addresses strengths, needs, and risks.
HE.912.B.6.3 (Archived Standard): Implement strategies and monitor progress in achieving a personal health goal.
HE.912.B.6.4 (Archived Standard): Formulate an effective long-term personal health plan.
HE.912.C.1.1 (Archived Standard): Predict how healthy behaviors can affect health status.
HE.912.C.1.2 (Archived Standard): Interpret the significance of interrelationships in mental/emotional, physical, and social health.
HE.912.C.1.4 (Archived Standard): Propose strategies to reduce or prevent injuries and health problems.
HE.912.C.1.5 (Archived Standard): Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases.
HE.912.C.1.7 (Archived Standard): Analyze how heredity and family history can impact personal health.
HE.912.C.1.8 (Archived Standard): Assess the degree of susceptibility to injury, illness, or death if engaging in unhealthy/risky behaviors.
HE.912.C.2.1 (Archived Standard): Analyze how the family influences the health of individuals.
HE.912.C.2.2 (Archived Standard): Compare how peers influence healthy and unhealthy behaviors.
HE.912.C.2.3 (Archived Standard): Assess how the school and community can affect personal health practice and behaviors.
HE.912.C.2.4 (Archived Standard): Evaluate how public health policies and government regulations can influence health promotion and disease prevention.
HE.912.C.2.5 (Archived Standard): Evaluate the effect of media on personal and family health.
HE.912.C.2.6 (Archived Standard): Evaluate the impact of technology on personal, family, and community health.
HE.912.C.2.7 (Archived Standard): Analyze how culture supports and challenges health beliefs, practices, and behaviors.
HE.912.C.2.8 (Archived Standard): Analyze how the perceptions of norms influence healthy and unhealthy behaviors.
HE.912.C.2.9 (Archived Standard): Evaluate the influence of personal values, attitudes, and beliefs about individual health practices and behaviors.
HE.912.P.7.1 (Archived Standard): Analyze the role of individual responsibility in enhancing health.
HE.912.P.7.2 (Archived Standard): Evaluate healthy practices and behaviors that will maintain or improve health and reduce health risks.
HE.912.P.8.1 (Archived Standard): Demonstrate how to influence and support others in making positive health choices.
HE.912.P.8.3 (Archived Standard): Work cooperatively as an advocate for improving personal, family, and community health.
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

The purpose of this course is to develop and enhance healthy behaviors that influence lifestyle choices and student health and fitness. Students will realize the full benefit of this course when it is taught with an integrated approach.

In addition to the physical education content represented in the benchmarks below, specific health education topics within this course include, but are not limited to:

Mental/Social Health
Physical Activity
Components of Physical Fitness
Nutrition and Wellness Planning
Diseases and Disorders
Health Advocacy
First Aid/CPR
Alcohol, Tobacco, and Drug Prevention
Human Sexuality including Abstinence and HIV
Internet Safety


GENERAL NOTES

Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf


General Information

Course Number: 3026010 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Physical Education > SubSubject: Combined Courses >
Abbreviated Title: HOPE
Number of Credits: One (1) credit
Course Attributes:
  • Florida Standards Course
Course Type: Core Academic Course Course Level: 2
Course Status: State Board Approved
Grade Level(s): 9,10,11,12
Graduation Requirement: Physical Education



Educator Certifications

Health Education (Secondary Grades 7-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Family and Consumer Science (Grades 6-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Health Education (Secondary Grades 7-12) Plus Physical Education (Grades 6-12)
Family and Consumer Science (Grades 6-12) Plus Physical Education (Grades 6-12)
Health (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Health (Elementary and Secondary Grades K-12) Plus Physical Education (Grades 6-12)


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