9-18181 WA2-2003 Fitness Gr8 ADP 5-1-03 i
Concepts of Health
and Fitness
A Classroom-Based Assessment
Directions for Administration
and Scoring Guide
Grade 5
A Component of the
W ashington State Assessment Program
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Copyright � 2003 by W ashington Office of the Superintendent of Public Instruction. All
rights reserved. Educational institutions within the State of Washington have
permission to reproduce this document. All other individuals wishing to reproduce this
document must contact OSPI.
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Table of Contents
Directions for Administering the Grade 5 Concepts of Fitness
Assessment
Description of the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Test Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Directions to the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Scoring Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
General Guidelines for Scoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Scoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Grade 5 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Grade 5 Scoring Guide and Sample Papers . . . . . . . . . . . . . . . . . . . . . 8
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
2
Dir ections for Administering the Grade 5
Concepts of Fitness Assessment
Description of the Test
Students should write their answers in their test booklets. Test booklets
are designed to provide appropriate space for student responses.
The test booklets contain questions that appear in three formats:
� Multiple-choice questions have four response options. For these
questions, the students must choose the one best (correct) answer.
� Short-answer questions ask the students to supply the answer,
which may be in the form of words, numbers, and/or
pictures/diagrams. A wide variety of tasks are included in this
question format.
� Extended-response questions require the students to write an
answer that offers more examples and more detail. The answer
spaces for these questions provide more room for the students to
write their answers. Students are expected to express their ideas
and explain their thinking using words, labeled pictures, and/or
labeled diagrams.
Test Administration
The following page is an excerpt from the student booklet. Instruct the
students to open their booklets to page 1. Have the students read the
directions to themselves as you read them aloud. Answer any questions
the students may have before you instruct them to begin.
Students may have as much time as they need to complete the task. All
students who remain productively engaged in the task should be allowed
to finish their work. In some cases, a few students may require
considerably more time to complete the task than most students;
therefore, you may wish to move these students to a new location to
finish. In other cases, the teacher�s knowledge of some students� work
habits or special needs may suggest that students who work very slowly
should be tested separately or grouped with similar students for the test.
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9-18183 WA2-2003 Fitness Gr5 DFA ADP 7-29-03 2
Say: T oday you will take the Grade 5 Concepts of Health and
Fitness Assessment.
Directions to the Student
There are several different types of questions on this test:
1. Some questions will ask you to choose the best answer from
among four answer choices. Each of these items is worth one
point.
2. Some questions will ask you to write your answer in an answer
box.
� Some of these questions are short. They ask you to write an
answer and to explain your thinking using words. Each of
these items is worth two points.
� Others ask for more details or more thinking. These
questions also provide you with more room for your answer.
Each of these items is worth four points.
Here are some important things to remember as you take this
test:
1. Read each question carefully and think about the answer.
2. If answer choices are given, choose the best answer by filling in
the circle in front of your answer.
3. If an answer box is provided, write your answer neatly and
clearly inside the box and show all your work. Cross out or
erase any work you do not want as part of your answer.
4. Y ou should have plenty of time to finish every question on the
test. If you do not know the answer to a question, go on to the
next question. Y ou can come back to that question later.
5. When you reach the word STOP in your booklet, do not turn
the page.
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Scoring Guide
In this section, you will find the answer keys and rubrics for grade 5.
Please read through the following information for tips and strategies for
scoring your student booklets.
The following keys and rubrics will enable you to score all of the
multiple-choice and open-ended items in the Concepts of Fitness
Assessment booklet.
Scoring Method
There are two types of open-ended items on this assessment: short
answer and extended response. The short-answer items are each worth
up to 2 points, while the extended-response items are each worth up to 4
points. Conventions of writing (sentence structure, word choice, usage,
grammar , spelling, and mechanics) are not considered in scoring the
open-ended items, unless the flaws obscure the meaning of the answers.
Each rubric will provide an example that coincides with the top value of
each rubric type. The examples are not exhaustive; their purpose is to
provide a guideline and an idea of what is acceptable.
Short-answer questions are scored on a two-point scale based on the
following general guidelines:
�A 2-point response shows complete understanding of the concept
or task and logical reasoning and conclusions.
�A 1-point response contains minor omissions in the understanding
of the concept, minor flaws in reasoning, or neglects to address
some aspect of the task.
�A 0-point response indicates no understanding of the concept or
task.
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5
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Extended-response items are scored on a four-point scale based on the
following general guidelines:
�A 4-point response contains an effective solution. It shows
complete understanding of the concept or task and thoroughly
addresses the relevant points. It contains logical reasoning and
valid conclusions and communicates effectively and clearly through
writing and/or diagrams. It may go beyond the requirement of the
item.
�A 3-point response contains minor flaws. Although it indicates an
understanding of the concept or task, communicates adequately
through writing and/or diagrams, and generally reaches
reasonable conclusions, it contains minor flaws in reasoning or
neglects to address some aspects of the item.
�A 2-point response indicates gaps in understanding. It contains
some combination of the following flaws: incomplete understanding
of the concept or item, a failure to address some points relevant to
the solution, faulty reasoning, weak conclusions, unclear
communication in writing and/or diagrams, or a poor
understanding of relevant procedures or concepts.
�A 1-point response indicates some effort beyond restating the item
or copying given data. It contains some combination of the
following flaws: little understanding of the concept or item, a
failure to address most aspects of the item or solution, major flaws
in reasoning that led to invalid conclusions, a definite lack of
understanding of relevant procedures or concepts, or an omission
of significant parts of the item and solution or response.
�A 0-point response indicates no understanding of the concept or
item.
Specific scoring guidelines for each item are found in the grade-specific
scoring sections of this guide.
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General Guidelines for Scoring
Basic materials needed for scoring include this guide and the student
booklet. The complete answer key is included in this guide.
The process of scoring the short-answer and extended-response items
involves reading each student�s response and evaluating each response with
respect to the appropriate rubric. There are two valid methods you can use
to score the short-answer and extended-response questions. The first
method involves reading each student�s booklet from start to finish. As a
result, you will score each question in a sequential manner. The second
method of scoring involves scoring one question or set of questions at a
time across the full set of student booklets. One advantage of scoring this
way is that it provides you with an understanding of the complete range of
responses to a given short-answer or extended-response question. This
process will allow you to feel better equipped to discriminate between score
points for a particular question.
Scoring
In order to ensure successful scoring, follow the procedures below:
1. Carefully read and review all the questions in the booklet. Be sure
you completely understand what students were asked to do.
2. Review the scoring rubrics for all the open-ended questions.
3. As you are scoring the open-ended items, you may find it helpful to
circle the parts of the student answer that will receive credit. It is
easier to then go back and tally the circles to assign a score for that
item.
4. After you begin scoring, you may want to check your own intrarater
reliability (the reliability within your own scoring). In order to do
this, cover up the scores on a group of booklets or questions that you
have already scored. Then, after a day or two, go back and score the
student responses again. Check to see if your scoring is consistent. If
it is not consistent, carefully review the rubrics again and then try to
rescore the questions more consistently.
As you are scoring, it is important to focus on the rubrics criteria and not
judge one student�s response to a question against another student�s
response. For example, an acceptable response should not be lowered
because a previous student�s response seems so good that any that follow
seem only partially correct. Always refer back to the guidelines of the
rubric.
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Grade 5 Answer Key
1. C
2. A
3. 2-point rubric. See Scoring Guide and Sample Papers, pages 9�11.
4. A
5. 2-point rubric. See Scoring Guide and Sample Papers, pages 12�15.
6. A
7. 4-point rubric. See Scoring Guide and Sample Papers, pages 16�26.
8. B
9. 2-point rubric. See Scoring Guide and Sample Papers, pages 27�29.
10. C
11. D
12. 2-point rubric. See Scoring Guide and Sample Papers, pages 30�32.
13. C
14. B
15. 2-point rubric. See Scoring Guide and Sample Papers, pages 33�35.
16. C
17. A
18. B
19. B
20. 4-point rubric. See Scoring Guide and Sample Papers, pages 36�41.
21. A
22. C
23. 2-point rubric. See Scoring Guide and Sample Papers, pages 42�44.
24. D
25. 2-point rubric. See Scoring Guide and Sample Papers, pages 45�47.
26. C
27. A
28. 4-point rubric. See Scoring Guide and Sample Papers, pages 48�53.
29. C
30. D
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Grade 5
Scoring Guide
and
Sample Papers
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Scoring Guide for number 3:
A 2-point response: The student describes how physical performance is
affected by food consumption.
The student describes how certain foods will negatively affect Damien�s
performance in basketball and names two other foods that will have a
positive effect on his performance.
Example:
� Damien� s basketball performance might be affected by him not having
energy , and he might gain weight so he will not be able to move around
the court as well.
� He should eat better snack foods like fruit and yogurt.
A 1-point response: The student describes one way that Damien�s
basketball performance may be negatively affected by his food choices
OR
lists two healthy snack foods that a basketball player should eat.
A 0-point response: The student shows little or no understanding of the
question.
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3 Damien is a basketball player. He likes to snack on chips, candy, and
soda pop.
� Damien has made some poor choices in the types of foods that he
likes to eat. Give one way that Damien� s food choices might affect
his basketball performance.
� What are two healthy snack foods that a basketball player should
eat?
Student Sample 2-Point Response:
Student Sample 1-Point Response:
One way that Damien�s food choices might affect his
basketball performance:
He may run out of energy quickly.
T wo healthy snack foods that a basketball player should eat:
He could eat gum and tobacco because professional athletes do.
One way that Damien�s food choices might affect his
basketball performance:
The junk food isn�t good for his body plus it will slow him down.
T wo healthy snack foods that a basketball player should eat:
Yogurt and a nutrition bar.
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3 Damien is a basketball player. He likes to snack on chips, candy, and
soda pop.
� Damien has made some poor choices in the types of foods that he
likes to eat. Give one way that Damien� s food choices might affect
his basketball performance.
� What are two healthy snack foods that a basketball player should
eat?
Student Sample 0-Point Response:
One way that Damien�s food choices might affect his
basketball performance:
They are not healthy.
T wo healthy snack foods that a basketball player should eat:
Drink only a little water before the game.
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Scoring Guide for number 5:
A 2-point response: The student recognizes patterns of growth and
development.
The student correctly identifies two reasons why humans have a skeletal
system.
Example:
� The skeletal system provides support for all other systems.
� The skeletal system provides protection for all other systems.
A 1-point response: The student correctly identifies one function of the
skeletal system.
A 0-point response: The student shows little or no understanding of the
question.
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5 Give two reasons why humans need a skeletal system.
Student Sample 2-Point Response:
Reason 1:
Bones hold your body up so we don�t just lay on the ground like a big blob
of jello.
Reason 2:
To protect your vital organs.
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5 Give two reasons why humans need a skeletal system.
Student Sample 1-Point Response:
Reason 1:
To hold your body up.
Reason 2:
Another reason is to have elbows..
5 Give two reasons why humans need a skeletal system.
Student Sample 0-Point Response:
Reason 1:
To help your blood pump.
Reason 2:
So that you can have bones.
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Scoring Guide for number 7:
A 4-point response: The student describes how components of fitness relate
to everyday physical activities.
The student names one fitness component that relates to each of the four
activities and describes why the chosen fitness component is necessary to
carry out each activity.
(T eacher note: The student may apply any of the four components to each of
the activities, provided that they correctly support their answer).
Example:
� W alking a Dog: The cardiorespiratory component is necessary to walk a
dog because walking a dog requires your heart and lungs to work well
together for long periods of time.
� Raking Leaves: Muscular endurance is necessary because you have to
work your arm muscles for long periods of time.
� Carrying Groceries: Muscular strength is necessary because groceries
can be heavy.
� Reaching for a Can: Flexibility is necessary because you have to stretch
and reach up high.
A 3-point response: The student names fitness components that relate to
three of the four activities and describes why the chosen fitness components
are necessary to carry out the activities.
A 2-point response: The student names fitness components that relate to
two of the four activities and describes why the chosen fitness components
are necessary to carry out the activities.
A 1-point response: The student names a fitness component that relates to
one of the four activities and describes why the chosen fitness component is
necessary to carry out the activity.
A 0-point response: The student shows little or no understanding of the
question.
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7 To do the activities shown below, the students must be healthy in four
fitness components (parts): muscular strength, muscular endurance,
flexibility , and cardiorespiratory endurance.
For each of the activities pictured:
� name one of the fitness components that is necessary to carry out
each activity, and
� describe why this component is necessary to carry out the activity.
Student Sample 4-Point Response:
Walking a Dog
Necessary fitness component:
Muscular endurance
Why component is necessary to carry out the activity:
Because usually walking a dog is a non-stop for a while.
Raking Leaves
Necessary fitness component:
Muscular endurance
Why component is necessary to carry out the activity:
Because you have to go back and forth for a long time.
Walking
a Dog
Raking
Leaves
Carrying
Groceries
Reaching
for a Can
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Carrying Groceries
Necessary fitness component:
Muscular strength
Why component is necessary to carry out the activity:
Because groceries are heavy and you have to use your muscles to carry
them
Reaching for a Can
Necessary fitness component:
Flexibility
Why component is necessary to carry out the activity:
Because if a can is up high you have to stretch your arm as far as it goes
and sometimes it hurts!
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7 To do the activities shown below, the students must be healthy in four
fitness components (parts): muscular strength, muscular endurance,
flexibility , and cardiorespiratory endurance.
For each of the activities pictured:
� name one of the fitness components that is necessary to carry out
each activity, and
� describe why this component is necessary to carry out the activity.
Student Sample 3-Point Response:
Walking a Dog
Necessary fitness component:
Cardiorespiratory endurance
Why component is necessary to carry out the activity:
Because your dog might run and you will have to catch up!
Raking Leaves
Necessary fitness component:
Flexibility
Why component is necessary to carry out the activity:
It makes you get out of breath.
Walking
a Dog
Raking
Leaves
Carrying
Groceries
Reaching
for a Can
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Carrying Groceries
Necessary fitness component:
Flexibility
Why component is necessary to carry out the activity:
Because you have to lift them and put them in the trunk. You have to
stretch when you put them in the seats in the van.
Reaching for a Can
Necessary fitness component:
Muscular strength
Why component is necessary to carry out the activity:
Because if the can is tomato juice it would be heavy!
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7 To do the activities shown below, the students must be healthy in four
fitness components (parts): muscular strength, muscular endurance,
flexibility , and cardiorespiratory endurance.
For each of the activities pictured:
� name one of the fitness components that is necessary to carry out
each activity, and
� describe why this component is necessary to carry out the activity.
Student Sample 2-Point Response:
Walking a Dog
Necessary fitness component:
Muscular endurance
Why component is necessary to carry out the activity:
Because you need strength to hold the dog.
Raking Leaves
Necessary fitness component:
Cardiorespiratory endurance
Why component is necessary to carry out the activity:
Because your muscles are needed for raking leaves.
Walking
a Dog
Raking
Leaves
Carrying
Groceries
Reaching
for a Can
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Carrying Groceries
Necessary fitness component:
Muscular strength
Why component is necessary to carry out the activity:
You have to lift things
Reaching for a Can
Necessary fitness component:
Flexibility
Why component is necessary to carry out the activity:
Cans are way up and you have to stretch, expecially if you are small
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7 To do the activities shown below, the students must be healthy in four
fitness components (parts): muscular strength, muscular endurance,
flexibility , and cardiorespiratory endurance.
For each of the activities pictured:
� name one of the fitness components that is necessary to carry out
each activity, and
� describe why this component is necessary to carry out the activity.
Student Sample 1-Point Response:
Walking a Dog
Necessary fitness component:
Flexibility
Why component is necessary to carry out the activity:
When a dog runs through the trees you have to swerve around branches.
Raking Leaves
Necessary fitness component:
Flexibility
Why component is necessary to carry out the activity:
It takes the breath out of you.
Walking
a Dog
Raking
Leaves
Carrying
Groceries
Reaching
for a Can
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Carrying Groceries
Necessary fitness component:
Cardiorespiratory endurance
Why component is necessary to carry out the activity:
Your muscles have to lift things
Reaching for a Can
Necessary fitness component:
Cardiorespiratory endurance
Why component is necessary to carry out the activity:
Cans are heavy
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7 To do the activities shown below, the students must be healthy in four
fitness components (parts): muscular strength, muscular endurance,
flexibility , and cardiorespiratory endurance.
For each of the activities pictured:
� name one of the fitness components that is necessary to carry out
each activity, and
� describe why this component is necessary to carry out the activity.
Student Sample 0-Point Response:
Walking a Dog
Necessary fitness component:
Flexibility
Why component is necessary to carry out the activity:
Raking Leaves
Necessary fitness component:
Muscular endurance
Why component is necessary to carry out the activity:
Walking
a Dog
Raking
Leaves
Carrying
Groceries
Reaching
for a Can
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Carrying Groceries
Necessary fitness component:
Muscular strength
Why component is necessary to carry out the activity:
Reaching for a Can
Necessary fitness component:
Flexibility
Why component is necessary to carry out the activity:
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Scoring Guide for number 9:
A 2-point response: The student describes rules and safety procedures
while participating in a variety of physical activities.
The student correctly answers both questions.
Example:
� Kim should walk on the left side of the street (or facing traffic).
� Kim should ride on the right side of the street (or with traffic).
A 1-point response: The student gives only one of the above answers.
A 0-point response: The student shows little or no understanding of
the question.
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9 Kim walks from her house to a park that is down the street.
� If there are no sidewalks, on which side of the street should Kim
walk to get to the park?
� If Kim wanted to ride her bike instead, on which side of the street
should Kim ride to get to the park?
Student Sample 2-Point Response:
Student Sample 1-Point Response:
Side on which to walk:
The side that the cars are going the opposite way she�s going. So she
can see up coming cars.
Side on which to ride:
The same side that she walks on.
Side on which to walk:
Against the traffic
Side on which to ride:
With the traffic
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9 Kim walks from her house to a park that is down the street.
� If there are no sidewalks, on which side of the street should Kim
walk to get to the park?
� If Kim wanted to ride her bike instead, on which side of the street
should Kim ride to get to the park?
Student Sample 0-Point Response:
Side on which to walk:
Going with the traffic
Side on which to ride:
Facing the traffic
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Scoring Guide for number 12:
A 2-point response: The student demonstrates an understanding of
the concept of health-related physical fitness and develops and monitors
progress on personal fitness goals.
The student identifies two activities that will improve one�s health.
These activities include:
� a well-balanced diet
� adequate rest
� regular medical exams
� regular exercise
� stress control.
Example:
� Eating a well-balanced diet.
� Getting enough rest.
A 1-point response: The student identifies one activity that will
improve one�s health.
A 0-point response: The student shows little or no understanding of
the question.
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12 Identify two things that a person can do to improve his or her
health.
Student Sample 2-Point Response:
Student Sample 1-Point Response:
Health improvement 1:
Check your pulse
Health improvement 2:
Exercise
Health improvement 1:
You can eat healthy foods.
Health improvement 2:
You can exercise at least 30 minutes a day.
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12 Identify two things that a person can do to improve his or her
health.
Student Sample 0-Point Response:
Health improvement 1:
You should eat fast food because it has potatoes.
Health improvement 2:
Wear pants more.
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Scoring Guide for number 15:
A 2-point response: The student understands that components of
fitness are important and may be enhanced by everyday activities.
The student names recess-related activities that may enhance one�s level
of cardiorespiratory endurance.
Example:
� Julie can play tag with her friends.
� T ag will make her heart beat faster and make her breathe harder
which will give her better cardiorespiratory endurance.
A 1-point response: The student describes one activity but does not
explain how the activitiy will benefit cardiorespiratory endurance.
A 0-point response: The student shows little or no understanding of
the question.
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15 Name one activity Julie may do at recess to improve her level of
cardiorespiratory endurance. Explain how this activity may help her
improve her level of cardiorespiratory endurance.
Student Sample 2-Point Response:
Student Sample 1-Point Response:
One recess activity:
Julie could run around on the field
How this activity will help Julie improve her level of
cardiorespiratory endurance:
Because it will give her better leg strength.
One recess activity:
Julie could play soccer.
How this activity will help Julie improve her level of
cardiorespiratory endurance:
Her heart and lungs will have to work hard which will make them work
better
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15 Name one activity Julie may do at recess to improve her level of
cardiorespiratory endurance. Explain how this activity may help her
improve her level of cardiorespiratory endurance.
Student Sample 0-Point Response:
One recess activity:
I think Julie could play on the monkey bars
How this activity will help Julie improve her level of
cardiorespiratory endurance:
Because it will give her stronger arm strength
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Scoring Guide for number 20:
A 4-point response: The student describes rules and safety procedures
while participating in a variety of physical activities.
The student includes two ways to prevent injury while jumping rope and
two ways to prevent injury while playing basketball.
Example:
Jumping Rope:
� have lots of open space around you
� make sure that the equipment is not damaged
� wear proper footwear (and proper clothing)
� make sure that your shoes are tied
Playing Basketball:
� do warm-up activities
� be ready for someone to pass you the ball (pay attention)
� be aware of the location of other players on the court
� make sure that the floor isn�t slippery
A 3-point response: The student includes two ways to prevent injury
while jumping rope and one way to prevent injury while playing
basketball
OR
includes one way to prevent injury while jumping rope and two ways to
prevent injury while playing basketball.
A 2-point response: The student includes one way to prevent injury
while jumping rope and one way to prevent injury while playing
basketball
OR
includes two ways to prevent injury while either jumping rope or playing
basketball.
A 1-point response: The student includes one way to prevent injury
while jumping rope
OR
includes one way to prevent injury while playing basketball.
A 0-point response: The student shows little or no understanding of
the question.
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20 Laura likes to jump rope and play basketball to help keep physically
fit.
� Describe two ways that she may prevent injury to herself and/or
to others while jumping rope.
� Describe two ways that she may prevent injury to herself and/or
to others while playing basketball.
Student Sample 4-Point Response:
One way that she can prevent injury while jumping rope:
You should not have people near you.
Another way that she can prevent injury while jumping rope:
Your rope should not be broken
One way that she can prevent injury while playing basketball:
Make sure your shoes are proper
Another way that she can prevent injury while playing
basketball:
Don�t slip on a wet floor. Clean it up
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20 Laura likes to jump rope and play basketball to help keep physically
fit.
� Describe two ways that she may prevent injury to herself and/or
to others while jumping rope.
� Describe two ways that she may prevent injury to herself and/or
to others while playing basketball.
Student Sample 3-Point Response:
One way that she can prevent injury while jumping rope:
Don�t jump rope in the gym
Another way that she can prevent injury while jumping rope:
Don�t hit the person behind you with your rope.
One way that she can prevent injury while playing basketball:
Tie your shoes
Another way that she can prevent injury while playing
basketball:
Do stretches before playing
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20 Laura likes to jump rope and play basketball to help keep physically
fit.
� Describe two ways that she may prevent injury to herself and/or
to others while jumping rope.
� Describe two ways that she may prevent injury to herself and/or
to others while playing basketball.
Student Sample 2-Point Response:
One way that she can prevent injury while jumping rope:
Don�t play in the gym with your socks on because you can slip while
jumping rope.
Another way that she can prevent injury while jumping rope:
You should jump in a circle.
One way that she can prevent injury while playing basketball:
Watch out for people passing you the ball.
Another way that she can prevent injury while playing
basketball:
Run fast.
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40
20 Laura likes to jump rope and play basketball to help keep physically
fit.
� Describe two ways that she may prevent injury to herself and/or
to others while jumping rope.
� Describe two ways that she may prevent injury to herself and/or
to others while playing basketball.
Student Sample 1-Point Response:
One way that she can prevent injury while jumping rope:
Tie up your shoes.
Another way that she can prevent injury while jumping rope:
Don�t sing fast songs when you jump rope.
One way that she can prevent injury while playing basketball:
Play by yourself.
Another way that she can prevent injury while playing
basketball:
Don�t hit your brother.
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41
20 Laura likes to jump rope and play basketball to help keep physically
fit.
� Describe two ways that she may prevent injury to herself and/or
to others while jumping rope.
� Describe two ways that she may prevent injury to herself and/or
to others while playing basketball.
Student Sample 0-Point Response:
One way that she can prevent injury while jumping rope:
Don�t yell at someone
Another way that she can prevent injury while jumping rope:
Peer pressure
One way that she can prevent injury while playing basketball:
Join the team
Another way that she can prevent injury while playing
basketball:
Ask your Dad about stuff
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Scoring Guide for number 23:
A 2-point response: The student recognizes patterns of growth and
development.
The student lists two logical exercises that would strengthen tricep
muscles, such as:
� push-ups
� pull-ups
� crab walk
� chair dips
Example:
� Martina can do push-ups to strengthen her triceps.
� Another exercise she can do is pull-ups.
A 1-point response: The student lists only one logical exercise that
would strengthen triceps.
A 0-point response: The student shows little or no understanding of
the question.
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23 Martina wants to strengthen her triceps.
� List two exercises that will help her do this.
Student Sample 2-Point Response:
Student Sample 1-Point Response:
Exercise 1:
Do arm curls.
Exercise 2:
Go jogging.
Exercise 1:
One exercise is to do a lot of push-ups daily to strengthen her triceps.
Exercise 2:
Another exercise is to do pull-ups daily to strengthen her triceps.
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23 Martina wants to strengthen her triceps.
� List two exercises that will help her do this.
Student Sample 0-Point Response:
Exercise 1:
Do sit-and-reach
Exercise 2:
The one-mile run
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Scoring Guide for number 25:
A 2-point response: The student describes the fitness concepts for a
variety of physical activities for fitness and for play.
The student identifies one activity from the top of the activity pyramid
and one activity from the bottom of the pyramid.
Example:
� An activity at the top of the activity pyramid would be watching TV.
� An activity at the bottom would be walking.
A 1-point response: The student describes either one activity from the
top of the activity pyramid
OR
describes one activity from the bottom of the activity pyramid.
A 0-point response: The student shows little or no understanding of
the question.
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46
25 List one example of an activity that would be at the top of the
activity pyramid and one that would be at the bottom.
Student Sample 2-Point Response:
Student Sample 1-Point Response:
Activity at the top:
Video games
Activity at the bottom:
Driving in your Mom�s car
Activity at the top:
Watch TV for a long time
Activity at the bottom:
Walkinng
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25 List one example of an activity that would be at the top of the
activity pyramid and one that would be at the bottom.
Student Sample 0-Point Response:
Activity at the top:
Runninng
Activity at the bottom:
Eatinng
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Scoring Guide for number 28:
A 4-point response: The student correctly describes the influence of
nutrition on health.
The student describes two benefits of fat and two negative consequences
of excess fat in his or her diet.
Example:
Benefits of fat include:
� vitamin absorption
� protection
� warmth
� energy
Negative consequences of excess fat include:
� diabetes
� excess weight gain
� high blood pressure
� cardiovascular disease
A 3-point response: The student describes two benefits and one
negative consequence
OR
describes one benefit and two negative consequences.
A 2-point response: The student describes two benefits and no
negative consequence
OR
describes no benefits and two negative consequences
OR
describes one benefit and one negative consequence.
A 1-point response: The student describes either one benefit
OR
describes one negative consequence.
A 0-point response: The student shows little or no understanding of
the question.
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28 Axton knows that including some fat in his diet is necessary
for maintaining good health.
� Give two ways that fat is good for Axton�s health.
� Give two ways that too much fat is bad for Axton�s health.
Student Sample 4-Point Response:
One way that fat is good for Axton�s health:
Fat can protect you. So if you get injured and you have some fat it will
protect your body.
Another way that fat is good for Axton�s health:
Fat keeps you warm.
One way that too much fat is bad for Axton�s health:
Too much fat leads to big trouble like a heart attack and can fill veins.
Another way that too much fat is bad for Axton�s health:
Being fat can minimize your activity level.
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50
28 Axton knows that including some fat in his diet is necessary
for maintaining good health.
� Give two ways that fat is good for Axton�s health.
� Give two ways that too much fat is bad for Axton�s health.
Student Sample 3-Point Response:
One way that fat is good for Axton�s health:
Fat makes you fast.
Another way that fat is good for Axton�s health:
Fat gives you energy stores.
One way that too much fat is bad for Axton�s health:
You could get cancer.
Another way that too much fat is bad for Axton�s health:
It will be hard for you to exercise.
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28 Axton knows that including some fat in his diet is necessary
for maintaining good health.
� Give two ways that fat is good for Axton�s health.
� Give two ways that too much fat is bad for Axton�s health.
Student Sample 2-Point Response:
One way that fat is good for Axton�s health:
Fat makes you heal
Another way that fat is good for Axton�s health:
Fat insulates you
One way that too much fat is bad for Axton�s health:
Being fat makes you heavy which is hard on your joints and bones
Another way that too much fat is bad for Axton�s health:
You will have energy.
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28 Axton knows that including some fat in his diet is necessary
for maintaining good health.
� Give two ways that fat is good for Axton�s health.
� Give two ways that too much fat is bad for Axton�s health.
Student Sample 1-Point Response:
One way that fat is good for Axton�s health:
Fat is good for you
Another way that fat is good for Axton�s health:
You get to wear bigger clothes
One way that too much fat is bad for Axton�s health:
It is bad for Axton�s heart
Another way that too much fat is bad for Axton�s health:
He will be fat
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28 Axton knows that including some fat in his diet is necessary
for maintaining good health.
� Give two ways that fat is good for Axton�s health.
� Give two ways that too much fat is bad for Axton�s health.
Student Sample 0-Point Response:
One way that fat is good for Axton�s health:
Don�t eat a lot
Another way that fat is good for Axton�s health:
Don�t watch TV
One way that too much fat is bad for Axton�s health:
Eat fries
Another way that too much fat is bad for Axton�s health:
Candy
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Vocabulary
Students should be familiar with the following terms. Before
administering this test, you might wish to review the meaning of each
term with your students.
Activity Pyramid
Aerobic Endurance
Balanced Diet
Body Composition
Cardiorespiratory Endurance
Components of Fitness
Flexibility
Food Group Pyramid
Goal Setting
Hamstring
Healthy
Hydration
Muscular Endurance
Muscular Strength
Muscular System
Recreation/Play
Rest
Skeleton System and Bones
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