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Learn with Purpose
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Develop a plan to pursue a goal
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- With guidance, I can set a goal for a project. With guidance, I can plan some steps to help me reach the goal.
Project-specific:- With guidance, I can set a simple goal for my PE fitness project and name a few steps I will try to reach it.
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- I can set a goal for a project and plan some steps to reach it, working alone or with others. I can help make sure that roles and/or steps are clear.
Project-specific:- I can set a goal for my PE fitness project and plan some steps to reach it, working alone or with others, and I can help make sure roles and steps are clear.
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- I can create or co-create a specific, achievable goal for a project or task. I can create or co-create a plan for a project or task that breaks down the work into stages or steps and includes key dates or events. When working with others, I can discuss various preferences, needs, and/or strengths to help us develop our roles and work well together.
Project-specific:- I can create a specific, achievable goal for my PE fitness project and co-create a step-by-step plan with stages, dates/events, and clear roles, using input from Joe and teammates about preferences, needs, and strengths.
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- I can create or co-create a specific, achievable goal and success criteria for a project or task. I can create or co-create a feasible plan (e.g., stages, tasks, assignees, time estimates, due dates) that accounts for task/project constraints and resources needed. When working with others, I can demonstrate care for various preferences, needs, and/or strengths to help us each contribute and work well together. When available, I can try using digital tools (e.g., scheduling communications and feedback, sharing work) to follow a plan and help reach a goal.
Project-specific:- I can create a goal and success criteria for my PE fitness plan and co-create a feasible timeline for tasks (including warm-up, workout, and cool-down), considering resources and constraints, and I can use digital tools when available to share or track progress.
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- I can create or co-create specific, achievable goals and success criteria for a project or task. I can create or co-create a feasible plan and set of progress-monitoring tools that account for task/project constraints and resources needed. When working with others, I can demonstrate care for various preferences, needs, or strengths and help establish inclusive norms, routines, and/or structures that enable us to each contribute and work well together. When available, I can choose digital tools to meet a specific need for our project or team.
Project-specific:- I can create goals and success criteria for my PE fitness project and develop a feasible plan with specific progress-monitoring tools (e.g., checklists or simple data notes) that address different fitness levels, while helping establish inclusive routines and norms for teamwork.
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- I can create or co-create the purpose, goals, and success criteria for a project or initiative and develop strategies for anticipated issues. I can create or co-create a feasible plan and set of progress-monitoring tools that account for project constraints, resources needed, and other contextual factors. When working with others, I can demonstrate care for various preferences, needs, or strengths and help establish inclusive norms, routines, and/or structures that attend to cultural and/or power differences (e.g., gender, language, race, ability), and that enable us to each contribute and work well together. When available, I can choose and adapt digital tools to meet specific needs for our project or team.
Project-specific:- I can co-create the purpose, goals, and success criteria for a short- and long-term fitness plan, develop strategies for anticipated issues (such as uneven conditioning), and use progress-monitoring tools that account for constraints, resources, and contextual factors—while ensuring inclusive norms that support cultural and power differences, and adapting digital tools as needed.
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Learn with Purpose
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Monitor progress and adjust
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- With guidance, I can stop to check in with myself or my partners to see how it’s going. I/we can ask for help if needed.
Project-specific:- I can pause to check in with myself or my partners about how things are going and whether I need help to keep working toward our fitness/skills goal
- If we get stuck or distracted, I can ask for help or try a simple next step with a partner.
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- I can stop to check in with myself or my partners about how it’s going (e.g., Am I stuck? Do I need anything? Am I closer to my goal?). If I/we get stuck or distracted, I can come up with some ideas about how to move forward (e.g., ask for help, start over, use a new tool).
Project-specific:- I can stop to check in with myself or my partners about how progress is going toward the goal (e.g., am I keeping the right effort, pacing, and form)
- If I/we get stuck or distracted, I can suggest a basic way forward (ask for help, start over, or use a new tool).
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- I can pause to check in on progress and practice positive self-talk and/or encouragement of my team or partner. If I/we get stuck or distracted, I/we can identify the cause of the issue and try out an idea about how to move forward (e.g., change the approach, adjust the environment, ask for the specific help needed to keep progressing).
Project-specific:- I can pause to check in on progress while we practice and encourage my team/partner with positive self-talk
- If an issue arises, I can identify what seems to be causing it (effort, movement, or fatigue) and try one new adjustment (e.g., change pace, spacing, or technique cue) with support.
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- I can regularly pause to check in with myself and/or others about process and progress toward the goal(s). I can practice positive self-talk and/or encouragement of my team or partner. If an issue arises, I/we can recognize it promptly, analyze causes, and pursue a suitable solution.
Project-specific:- I can regularly pause to monitor process and progress toward our goal(s) using simple check marks or quick notes during practice
- When an issue arises, I can recognize it promptly, analyze likely causes, and select a solution that improves warm-up, workout intensity, cooldown, or movement quality.
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- Puedo hacer pausas periódicas para comprobar conmigo mismo y/o con los demás el proceso y el progreso hacia el/los objetivo(s). Puedo hablarme a mí mismo y/o animar a mi equipo o compañero de forma positiva y adaptada a las necesidades o preferencias individuales. Puedo utilizar ciclos de retroalimentación para ayudar a mejorar el trabajo. Si surge un problema, sé/sabemos reconocerlo rápidamente, analizar las causas y buscar una solución adecuada basada en múltiples datos o perspectivas. Puedo entablar conversaciones difíciles para resolver conflictos o problemas del equipo, según sea necesario.
Project-specific:- Puedo hacer pausas periódicas para comprobar conmigo mismo y/o con los demás el proceso y el progreso hacia el/los objetivo(s) usando datos simples (por ejemplo, esfuerzo percibido, calidad de movimiento o registros de rondas/tiempos)
- Puedo usar ciclos de retroalimentación para mejorar mi plan o ejecución (calentamiento, intensidad, resistencia y recuperación) según lo que funciona para distintos niveles de condición
- Si surge un problema, puedo reconocerlo rápidamente, analizar causas y buscar una solución adecuada basada en múltiples datos o perspectivas (como mis sensaciones y el feedback de mi equipo).
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- I can regularly pause to check in on process and progress toward the goal(s). I can practice positive self-talk and/or encouragement of my team or partner that is responsive to individual needs or preferences. I/we can use multiple feedback cycles to improve the work and foster shared learning. If an issue arises, I/we can recognize it promptly, analyze causes, and pursue a suitable solution informed by multiple data points or perspectives. I can engage in and/or facilitate difficult conversations to resolve team conflicts or issues, as needed, using a strengths-based approach.
Project-specific:- I can regularly pause to check in on process and progress toward the goal(s), using multiple pieces of evidence (e.g., performance notes, effort, recovery cues, and partner/coach feedback)
- I can support responsive positive encouragement for individual needs or preferences, and I/we can run multiple feedback cycles to refine the circuit, warm-up/cooldown, and sport-relevant skill execution
- If an issue or conflict arises, I can engage in and/or facilitate a difficult conversation using a strengths-based approach to reach a shared solution.
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Design Solutions
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Build models, prototypes, or action plans
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- With guidance, I can share ideas for helping or solving the problem and pick one idea to try. With guidance, I can build a prototype, model, or plan by myself or with others to help create a solution.
Project-specific:- With guidance, I can share one idea for improving uneven conditioning during football and lacrosse by adjusting a warm-up, workout, and/or cooldown
- With help, I can build a simple prototype, model, or action plan (e.g., a basic routine for Joe) that includes a warm-up and cooldown.
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- I can come up with a list of possible solutions or ways to help. I can select one idea from the list that I am most interested in testing out or trying. By myself or with others, I can build a prototype, model, or plan to test my idea that helps people, animals, and/or the natural world.
Project-specific:- I can generate a list of possible ways to improve uneven conditioning (such as adding strength, endurance, flexibility, or recovery steps) and choose one idea to test
- By myself or with others, I can build a prototype, model, or action plan that applies the idea during a short fitness routine for Joe.
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- I can generate a list of possible solutions and/or actions from practical to seemingly impossible. I can select one idea that is testable: I can realistically prototype it because I have considered design criteria and constraints (e.g., time, resources, specialized knowledge, or skills) and some potential impacts of my idea on people, animals, and/or the natural world. I can build a prototype, model, or action plan that meets most or all of my design criteria.
Project-specific:- I can generate practical options for a better fitness routine and select one testable plan after I consider constraints like time, equipment, and different fitness levels
- I can build an action plan that includes strength, endurance/aerobic work, flexibility, and a warm-up and cooldown that supports improvement and recovery for most participants.
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- I can use diverse strategies (e.g., mapping, visualizing, scenario-building) to come up with a wide range of possible solutions or actions. I can select one testable idea that also considers ethical factors (e.g., fairness, harm, benefit) and, if applicable, community strengths and assets. I can build a prototype, model, or action plan that meets my design criteria and constraints and draws on additional research or mentorship support as needed.
Project-specific:- I can use strategies like comparing examples and mapping parts of a routine to create multiple possible changes, and I choose one that considers fairness and safety for everyone
- I can build a prototype, model, or action plan that includes sport-specific movement and clear modifications for different conditioning needs, using mentoring or research when needed.
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- I can use diverse strategies to come up with a wide range of possible solutions or actions. I can select several ideas to test with input from multiple stakeholders while attending to my design criteria, constraints, ethical factors, and, if applicable, community strengths and assets. I can build prototypes, models, or action plans that meet my design criteria and constraints, integrate input from those most impacted, and enable me to test, study, and/or iterate my design.
Project-specific:- I can use diverse strategies to develop and prioritize several testable routine options, using feedback from multiple stakeholders (e.g., peers, Joe, staff) while meeting design criteria, constraints, and ethical factors
- I can build and refine prototypes, models, or action plans that combine fitness components, include warm-up/cooldown, and support iterative testing with those most impacted.
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- I can use and lead others through idea generation processes and strategies to generate a wide range of possible solutions or actions. I can select several ideas to test with input from multiple stakeholders while attending to my design criteria and constraints as well as ethical, legal, and cultural considerations. I can build prototypes, models, or action plans that meet my design criteria and constraints and enable me to test or study different variables that impact the design and its potential efficacy/impact.
Project-specific:- I can lead others through a structured idea-generation process to design and compare multiple fitness routine options with attention to ethical, legal, and cultural considerations
- I can build and facilitate an action plan/prototype that enables testing different variables (e.g., intensity, sequence, recovery timing, mobility) to improve performance and address uneven conditioning for Joe and the group.
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Sustain Well-Being
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Build affirming life practices
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- I can identify people or activities that make me happy and/or that make me feel better when I am upset. I can talk about the things I want for my future. I can name people, things, and experiences I am thankful for.
Project-specific:- I can identify what makes me feel better or brings me joy (people, places, games, or activities) by telling why they help my body or mood
- I can name one feeling of gratitude I have and share it with someone in my class.
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- I can share about activities, interests, and/or people in my life who bring me joy. I can share specific hopes and/or goals that I have for my future. I can notice and name people, things, experiences, and small moments/events I am thankful for.
Project-specific:- I can share specific activities or people that bring me joy and help me feel connected to others
- I can practice a simple routine that helps me feel good (like taking a break or choosing a calming activity) and I can say what I am thankful for using examples from my day.
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- I can choose activities, interests, and/or relationships that bring me joy and help me feel connected to myself, my community, my culture, and/or the natural world. I can set intentions for my well-being (e.g., physical, emotional, and/or social health) and take steps toward them. I can find reasons to feel thankful and can share that gratitude with others.
Project-specific:- I can choose activities or relationships that support my well-being (physical, emotional, or social) and explain how they help me
- I can set a small intention for what I will do to feel better and I can share my gratitude with others by naming reasons that matter to me.
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- I can regularly participate in activities, interests, and/or relationships that bring me joy, affirm my identity, and/or help me feel connected to myself, my community, my culture, and/or the natural world. I can set intentions related to my well-being or an area of my life (e.g., spiritual, financial, academic, physical, creative) and take steps toward them, drawing on different sources of support (e.g., personal knowledge, mentors, cultural traditions/wisdom, social networks). I can practice gratitude and reflect on how it impacts my well-being and relationship.
Project-specific:- I can regularly join activities, interests, and relationships that affirm who I am and support my well-being, and I can explain how they connect to my life and community
- I can set an intention for an area I want to grow (for example, my energy, recovery, or confidence) and reflect on how practicing gratitude changes my mood or actions.
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- I can build routines and practices to consistently prioritize activities, interests, and relationships that bring me joy, affirm my identity, and/or help me feel connected to myself, my community, my culture, and/or the natural world. I can set intentions and a plan for an area of my life I want to grow or nurture, and I can take steps toward them while drawing on existing sources of support or seeking new ones. I can pause to check in with myself about how well my priorities, commitments, and actions support my well-being. I can practice and reflect upon gratitude while also naming truths of personal hardship or struggle.
Project-specific:- I can build routines that help me consistently prioritize what brings me joy and supports my well-being, even when things feel hard
- I can check in and adjust my actions by asking for help or using a support, and I can reflect on my gratitude while also naming one true struggle I faced.
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- I can build and sustain routines and practices that help me consistently prioritize what brings me joy, affirms my identity, and/or helps me feel connected to myself, my community, my culture, and/or the natural world. I can set intentions and a plan for an area of my life I want to grow or nurture, and I can take steps toward them while drawing on existing sources of support or seeking new ones. I can develop a practice of mindfulness and reflection to determine how well my priorities and actions support my well-being, and I can make adjustments based on new insight. I can integrate a gratitude practice into my life without diminishing truths of personal hardship or struggle.
Project-specific:- I can sustain practices and routines that prioritize what brings me joy and supports my well-being, and I can make adjustments based on what I learn from checking in
- I can include a gratitude practice in my daily life while acknowledging real challenges, and I can describe how these practices support my recovery, focus, or confidence.
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Learn with Purpose
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Give and receive feedback
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- I can ask questions or express what I like about something someone else made or did. With guidance, I can listen to what others say about something I made or did and record or repeat some ideas I heard.
Project-specific:- I can ask simple questions to learn more about what someone made or did, and I can share one thing I like
- I can listen to others’ feedback, and I can record or repeat one idea I heard using a provided form or tool.
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- I can ask questions to learn more about someone’s work. I can share some things I really like about it and why. I can listen to what others say about something I made or did and record or repeat some ideas I heard.
Project-specific:- I can ask questions to learn more about someone’s work, sharing what I really like and why
- I can listen to feedback from others and record or repeat multiple ideas I heard using a provided process.
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- I can ask questions to learn more about what someone made and how they made it. I can identify several strengths, using evidence or examples. I can ask for targeted feedback and record or repeat some ideas I heard, using a provided tool or process.
Project-specific:- I can ask targeted questions to understand what someone made and how they made it, and I can identify several strengths using evidence (what I observed)
- I can ask for feedback about specific parts and record or repeat the ideas I heard using a provided checklist or organizer.
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- I can ask questions to learn more about what someone made and how and why they made it. I can identify strengths and possible improvements, using evidence or examples. I can reflect on my work to identify specific aspects I’d like to improve. I can ask for targeted feedback and determine the most important or interesting ideas I heard.
Project-specific:- I can ask questions to understand both how and why someone made their choices, and I can identify strengths and possible improvements using examples
- I can reflect on my own work to name specific aspects I want to improve, and I can record the most helpful feedback ideas I hear.
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- I can ask questions to learn more about someone’s purpose, audience, and approach (e.g., style, craft, medium). I can use evidence or examples to identify strengths and prioritize suggestions. I can reflect on my work and use quality criteria to identify specific aspects to improve. I can ask for targeted feedback from others and decide which suggestions are most relevant and important.
Project-specific:- I can ask questions to learn more about the purpose of someone’s plan and how well it fits their approach, and I can use evidence to name strengths and prioritize suggestions
- I can reflect on my own work using quality criteria, ask for targeted feedback, and decide which suggestions I will try first.
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- I can ask questions to learn more about someone’s purpose, audience, approach, and feedback needs to focus my feedback. I can use evidence or examples to identify strengths and prioritize suggestions based on the maker’s purpose, audience, and/or approach. I can reflect on my work and use quality criteria to identify and prioritize specific aspects to improve. I can gather and integrate targeted feedback representing diverse perspectives and relevant expertise or insight.
Project-specific:- I can ask questions to clarify the purpose, audience, approach, and what kind of feedback is most useful for someone’s needs
- I can use evidence to prioritize strengths and improvements aligned to their purpose, gather feedback from diverse perspectives, and combine the most relevant ideas into my next revision.
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