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 8
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 8 Concepts of Health and
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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Scoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Grade 8 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Grade 8 Scoring Guide and Sample Papers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
2
Dir ections for Administering the Grade 8
Concepts of Health and 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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Say: T oday you will take the Grade 8 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 8.
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 Health and 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 two points,
while the extended-response items are each worth up to four 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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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 scoring section of this
guide.
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.
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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 8 Answer Key
1. C
2. A
3. 2-point rubric. See Scoring Guide and Sample Papers, pages 10�11.
4. B
5. 2-point rubric. See Scoring Guide and Sample Papers, pages 12�15.
6. A
7. D
8. 4-point rubric. See Scoring Guide and Sample Papers, pages 16�21.
9. B
10. A
11. D
12. C
13. 2-point rubric. See Scoring Guide and Sample Papers, pages 22�25.
14. A
15. 2-point rubric. See Scoring Guide and Sample Papers, pages 26�29.
16. B
17. 2-point rubric. See Scoring Guide and Sample Papers, pages 30�32.
18. B
19. 4-point rubric. See Scoring Guide and Sample Papers, pages 33�38.
20. A
21. 2-point rubric. See Scoring Guide and Sample Papers, pages 39�41.
22. B
23. 2-point rubric. See Scoring Guide and Sample Papers, pages 42�43.
24. D
25. 4-point rubric. See Scoring Guide and Sample Papers, pages 44�49.
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26. D
27. 2-point rubric. See Scoring Guide and Sample Papers, pages 50�52.
28. C
29. 4-point rubric. See Scoring Guide and Sample Papers, pages 53�58.
30. D
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Grade 8
Scoring Guide
and
Sample Papers
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Scoring Guide for number 3:
A 2-point response: The student identifies and describes the anatomy and
physiology of key body systems.
The student provides working aspects of both the lungs and the heart.
Example:
Oxygen goes to the lungs during breathing. Once in the lungs, the oxygen mixes
with blood, then the heart pumps this blood to the working muscles.
A 1-point response: The student provides one working aspect of either the lungs
or heart.
A 0-point response: The student shows little or no understanding of the question.
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3 The heart and lungs work as a team to deliver oxygen to the working
muscles.
Explain how the heart and lungs work together using blood to get oxygen from
outside of the body to the working muscles inside of the body.
Student Sample 2-Point Response:
Student Sample 1-Point Response:
Student Sample 0-Point Response:
Oxygen comes from when you�re breathing in and out and the
oxygen gets to your working muscles by helping you do more work
and makes your muscles strong.
When you breathe in, oxygen travels through your lungs to the
heart and then to your working muscles.
Air goes into your lungs when you breathe in. It flows over
millions of tiny blood vessels and some is absorbed by red blood
cells. The blood being pumped to your heart brings the oxygen to
your muscles. Then the red blood cells are carried back to the heart
and lungs where the process starts all over. The heart keeps the blood
moving in this process.
12
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Scoring Guide for number 5:
A 2-point response: The student analyzes the effects of movement, fitness, and
nutrition practices.
The student recognizes the role of proteins, carbohydrates, and fats in a distance
runner� s diet.
Example:
� Proteins build and repair muscle tissue.
� Carbohydrates are a primary source of energy he can use in his training.
� Fats provide a long-term energy source.
A 1-point response: The student describes the role of two of the three nutrients in
Raul�s diet
OR
describes the role of one of the three nutrients in Raul�s diet.
A 0-point response: The student shows little or no understanding of the question.
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5 Raul knows a balanced diet is essential to healthy living. He is training
to be a distance runner for his school track team.
Describe the specific role of the following nutrients in Raul�s training:
� proteins
� carbohydrates, and
� fats.
Student Sample 2-Point Response:
The role of proteins in Raul�s training:
The role of carbohydrates in Raul� s training:
The role of fats in Raul�s training:
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Raul would eat proteins to build muscle or repair muscles.
Raul would eat carbohydrates for energy.
Raul eats fats so that he will have energy to burn when he runs
long distances.
14
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5 Raul knows a balanced diet is essential to healthy living. He is training
to be a distance runner for his school track team.
Describe the specific role of the following nutrients in Raul�s training:
� proteins
� carbohydrates, and
� fats.
Student Sample 1-Point Response:
The role of proteins in Raul�s training:
The role of carbohydrates in Raul� s training:
The role of fats in Raul�s training:
Proteins help you when you are injured.
Carbohydrates are eaten when you are going to be active.
Raul eats fats so that he can build muscle.
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5 Raul knows a balanced diet is essential to healthy living. He is training
to be a distance runner for his school track team.
Describe the specific role of the following nutrients in Raul�s training:
� proteins
� carbohydrates, and
� fats.
Student Sample 0-Point Response:
The role of proteins in Raul�s training:
The role of carbohydrates in Raul� s training:
The role of fats in Raul�s training:
Raul would use protein for his main source of energy.
Raul would consume carbohydrates to build muscle mass.
Raul eats fats so that he will enjoy eating.
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Scoring Guide for number 8:
A 4-point response: The student will identify and explain health/fitness planning
and analysis based on life goals.
The student describes a plan to improve the scores of the chosen student in the test
items that are below Minimum Health-Related Standards.
Example:
� Jos�
� Jos� needs to improve his score in curl-ups.
� In curl-ups, Jos� can improve his score by doing more curl-ups and abdominal
crunches each day.
� Jos� also needs to improve his score in push-ups.
� He can improve his score by doing more push-ups each day.
A 3-point response: The student identifies two test items and the scores that are
below Minimum Health-Related Standards. The student only identifies how one
score may be improved.
A 2-point response: The student identifies one test item and its score that is
below Minimum Health-Related Standards. The student identifies how this score
may be improved.
A 1-point response: The student identifies two test items and the scores that are
below Minimum Health-Related Standards. The student does not identify how
these two test scores may be improved.
A 0-point response: The student identifies one test item and its score that is
below Minimum Health-Related Standards. The student does not identify how this
test score may be improved
OR
shows little or no understanding of the question.
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8 The chart below displays the scores of three male students on four
different test items. The chart compares their scores to Minimum
Health-Related Standards.
Each student in the chart above needs to improve his fitness score in two of the
four given test items. Describe a plan that would help one of the students to
improve his two scores that do not meet Minimum Health-Related Standards.
In your plan, include the following:
� the name of the student
� his two test items and scores that are below Minimum Health-Related
Standards, and
� a description of how the student may improve these two scores.
Student Sample 4-Point Response:
Student name:
First test item and score below Minimum Health-Related Standards:
How the student may improve his score:
Second test item and score below Minimum Health-Related Standards:
How the student may improve his score:
Minimum
Test Item Jos� Tomas Scott Health-Related
Standards
Mile run (time) 6:58 8:37 10:14 7:41
Push-ups 4 20 5 15
Sit-and-reach (inches) 15 7 12 10
Curl-ups per minute 30 50 46 42
Jos�
Push-ups score is 4.
He should do 10 pushups every day before bed.
Curl-ups score is 30.
He could do 25 crunches before bed 4 days a week.
18
8 The chart below displays the scores of three male students on four
different test items. The chart compares their scores to Minimum
Health-Related Standards.
Each student in the chart above needs to improve his fitness score in two of the
four given test items. Describe a plan that would help one of the students to
improve his two scores that do not meet Minimum Health-Related Standards.
In your plan, include the following:
� the name of the student
� his two test items and scores that are below Minimum Health-Related
Standards, and
� a description of how the student may improve these two scores.
Student Sample 3-Point Response:
Student name:
First test item and score below Minimum Health-Related Standards:
How the student may improve his score:
Second test item and score below Minimum Health-Related Standards:
How the student may improve his score:
Minimum
Test Item Jos � Tomas Scott Health-Related
Standards
Mile run (time) 6:58 8:37 10:14 7:41
Push-ups 4 20 5 15
Sit-and-reach (inches) 15 7 12 10
Curl-ups per minute 30 50 46 42
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Toomas
Sit and reach score is 7.
He should do bicep curls.
Mile-run time is 8:37.
He should run every day for about one half-hour.
8 The chart below displays the scores of three male students on four
different test items. The chart compares their scores to Minimum
Health-Related Standards.
Each student in the chart above needs to improve his fitness score in two of the
four given test items. Describe a plan that would help one of the students to
improve his two scores that do not meet Minimum Health-Related Standards.
In your plan, include the following:
� the name of the student
� his two test items and scores that are below Minimum Health-Related
Standards, and
� a description of how the student may improve these two scores.
Student Sample 2-Point Response:
Student name:
First test item and score below Minimum Health-Related Standards:
How the student may improve his score:
Second test item and score below Minimum Health-Related Standards:
How the student may improve his score:
Minimum
Test Item Jos � Tomas Scott Health-Related
Standards
Mile run (time) 6:58 8:37 10:14 7:41
Push-ups 4 20 5 15
Sit-and-reach (inches) 15 7 12 10
Curl-ups per minute 30 50 46 42
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Scott
Push-ups score is 5.
He could do bench presses.
Sit-and-reach score is 9.
He should do wind sprints.
20
8 The chart below displays the scores of three male students on four
different test items. The chart compares their scores to Minimum
Health-Related Standards.
Each student in the chart above needs to improve his fitness score in two of the
four given test items. Describe a plan that would help one of the students to
improve his two scores that do not meet Minimum Health-Related Standards.
In your plan, include the following:
� the name of the student
� his two test items and scores that are below Minimum Health-Related
Standards, and
� a description of how the student may improve these two scores.
Student Sample 1-Point Response:
Student name:
First test item and score below Minimum Health-Related Standards:
How the student may improve his score:
Second test item and score below Minimum Health-Related Standards:
How the student may improve his score:
Minimum
Test Item Jos � Tomas Scott Health-Related
Standards
Mile run (time) 6:58 8:37 10:14 7:41
Push-ups 4 20 5 15
Sit-and-reach (inches) 15 7 12 10
Curl-ups per minute 30 50 46 42
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Scott
Push-up score is 5.
He should go jogging every day.
Sit-and-reach score is 9.
He should lift weights.
8 The chart below displays the scores of three male students on four
different test items. The chart compares their scores to Minimum
Health-Related Standards.
Each student in the chart above needs to improve his fitness score in two of the
four given test items. Describe a plan that would help one of the students to
improve his two scores that do not meet Minimum Health-Related Standards.
In your plan, include the following:
� the name of the student
� his two test items and scores that are below Minimum Health-Related
Standards, and
� a description of how the student may improve these two scores.
Student Sample 0-Point Response:
Student name:
First test item and score below Minimum Health-Related Standards:
How the student may improve his score:
Second test item and score below Minimum Health-Related Standards:
How the student may improve his score:
Minimum
Test Item Jos � Tomas Scott Health-Related
Standards
Mile run (time) 6:58 8:37 10:14 7:41
Push-ups 4 20 5 15
Sit-and-reach (inches) 15 7 12 10
Curl-ups per minute 30 50 46 42
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Jos�
Push-up score is 4.
He should go jogging every day.
Sit-and-reach score is 15.
He should lift weights.
22
Scoring Guide for number 13:
A 2-point response: The student demonstrates knowledge of rules and safety
procedures for participating in a leisure activity.
The student describes two bicycle safety rules.
Example:
� Wear a helmet
� Ride with traffic
� Obey traffic rules
� A void riding at night unless with lights on the bike
� M ake sure the bike is safe
A 1-point response: The student describes one bicycle safety rule.
A 0-point response: The student shows little or no understanding of the question.
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13 Describe two safety rules that should be followed while riding a bike.
Student Sample 2-Point Response:
Rule 1:
Rule 2:
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Always wear a helmet because accidents can happen and you don�t
know when they will happen.
Don�t ride your bike at night. But if you do make sure that you use
reflectors and bike lights.
24
13 Describe two safety rules that should be followed while riding a bike.
Student Sample 1-Point Response:
Rule 1:
Rule 2:
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Walk your bike when you cross the street.
Ride your bike towards the cars.
13 Describe two safety rules that should be followed while riding a bike.
Student Sample 0-Point Response:
Rule 1:
Rule 2:
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Ride your bike on the sidewalk.
Stay safe.
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Scoring Guide for number 15:
A 2-point response: The student knows how to safely participate in a variety of
developmentally appropriate physical activities.
The student appropriately explains how a cool down after an aerobic workout helps
to prevent both sore muscles and lightheadedness.
Example:
� Cooling down keeps the blood flowing better throughout the body.
� This procedure helps to keep blood flowing evenly to and from muscles and
other organs, thus helping prevent muscle soreness and lightheadedness.
A 1-point response: The student appropriately explains how a cool down after an
aerobic workout helps to prevent sore muscles
OR
explains how a cool down prevents lightheadedness.
A 0-point response: The student shows little or no understanding of the question.
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15 During aerobic activity, a person�s heart rate increases. As a result, more
blood is delivered to working muscles. If a person immediately stops
exercising and does not cool down, he or she could get sore muscles and
feel dizzy.
Explain how a cool down prevents sore muscles and dizziness.
Student Sample 2-Point Response:
How a cool down prevents sore muscles:
How a cool down prevents dizziness:
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If you just stop after exercise, your heart rate drops dramatically.
When this happens, the blood goes to your brain and muscles at a
slower speed in a short amount of time, causing you to be dizzy.
Cool downs stretch warm muscles and prevent them from
cramping up.
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15 During aerobic activity, a person�s heart rate increases. As a result, more
blood is delivered to working muscles. If a person immediately stops
exercising and does not cool down, he or she could get sore muscles and
feel dizzy.
Explain how a cool down prevents sore muscles and dizziness.
Student Sample 1-Point Response:
How a cool down prevents sore muscles:
How a cool down prevents dizziness:
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You should stretch or cool down after exercising to gradually slow
your heart rate down. If you don�t, it will affect the blood flow to
your brain so you will feel dizzy.
You should stretch.
15 During aerobic activity, a person�s heart rate increases. As a result, more
blood is delivered to working muscles. If a person immediately stops
exercising and does not cool down, he or she could get sore muscles and
feel dizzy.
Explain how a cool down prevents sore muscles and dizziness.
Student Sample 0-Point Response:
How a cool down prevents sore muscles:
How a cool down prevents dizziness:
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When you cool down you should walk around or go for a light jog.
Stretch your muscles.
30
Scoring Guide for number 17:
A 2-point response: The student describes how nutrition and exercise influence
physical growth and lifelong health.
The student describes two ways to maintain a current weight.
Example:
� M aintain current caloric intake and eating habits.
� Maintain current level of exercise or activity.
A 1-point response: The student describes one way to maintain a current weight.
A 0-point response: The student shows little or no understanding of the question.
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17 Kevin is at a weight that is healthy for his height and age. Describe two
ways that he can maintain this healthy weight.
Student Sample 2-Point Response:
Student Sample 1-Point Response:
Way 1:
Way 2:
Way 1:
Way 2:
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Continue to eat healthy and not fatty foods
Make sure that he is exercising enough and burning as much
as he eats.
Exercise the same amount as he is currently exercising
Eat less food.
32
17 Kevin is at a weight that is healthy for his height and age. Describe two
ways that he can maintain this healthy weight.
Student Sample 0-Point Response:
Way 1:
Way 2:
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Exercise more than he is exercising now.
He needs to cut down on snacks.
Scoring Guide for number 19:
A 4-point response: The student identifies and defines components of physical
fitness: cardiorespiratory , muscular strength, endurance, flexibility, and body
composition.
The student names two health-related components and provides examples of how
they can be measured.
Examples of Components:
� Flexibility
� M uscular endurance
Examples of How Components Can Be Measured:
� Flexibility can be measured or tested by doing a sit-and-reach test.
� Muscular endurance can be measured by a push-up test to see how many can
be done without stopping.
Other responses include:
� cardiorespiratory endurance
� muscular strength
� body composition.
A 3-point response: The student names one health-related component with two
examples of how they can be measured
OR
names two health-related components with one good test.
A 2-point response: The student names one health-related component with one
examples of how they can be measured
OR
names two health-related components.
A 1-point response: The student names one health-related component.
A 0-point response: The student shows little or no understanding of the question.
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34
19 Name two fitness components and give an example of how each
component can be measured.
Student Sample 4-Point Response:
Component 1:
How it can be measured:
Component 2:
How it can be measured:
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Muscular endurance
The number of repetitions you can do (for example how many
curl-ups you can do in one minute)
Flexibility
By the sit-and-reach (for example, how far past your toes you
can reach)
19 Name two fitness components and give an example of how each
component can be measured.
Student Sample 3-Point Response:
Component 1:
How it can be measured:
Component 2:
How it can be measured:
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35
Cardiorespiratory endurance
Time yourself to see how fast you can run the mile.
Muscular strength
See how flexible you are.
36
19 Name two fitness components and give an example of how each
component can be measured.
Student Sample 2-Point Response:
Component 1:
How it can be measured:
Component 2:
How it can be measured:
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Body composition
You should use a skin fold test.
Fitness
Jogging and running will test this.
19 Name two fitness components and give an example of how each
component can be measured.
Student Sample 1-Point Response:
Component 1:
How it can be measured:
Component 2:
How it can be measured:
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37
Muscular endurance
How fast you can run 1 mile.
Height
Use a scale that can measure height.
38
19 Name two fitness components and give an example of how each
component can be measured.
Student Sample 0-Point Response:
Component 1:
How it can be measured:
Component 2:
How it can be measured:
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Fat
If you can�t do up your pants.
Skinnyness
If you can see bones.
Scoring Guide for number 21:
A 2-point response: The student identifies and describes anatomical and
physiological functions of the cardiorespiratory system.
The student states that the breathing rate increases and the volume of blood
increases.
Example:
� Breathing becomes more frequent to supply more oxygen.
� V olume of blood circulated increases to carry more blood to the muscles.
A 1-point response: The student states that the breathing rate increases
OR
states that the volume of blood increases.
A 0-point response: The student shows little or no understanding of the question.
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40
21 A typical human heart is pictured below.
During exercise, the heart rate increases. What happens to the frequency of
breathing and the volume of blood circulated throughout the body?
Student Sample 2-Point Response:
Student Sample 1-Point Response:
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Breathing becomes more frequent to supply the necessary amount
of oxygen, volume of blood circulated increases to carry more
oxygen to muscles.
More blood will be pumping from y our heart which means
more blood.
21 A typical human heart is pictured below.
During exercise, the heart rate increases. What happens to the frequency of
breathing and the volume of blood circulated throughout the body?
Student Sample 0-Point Response:
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41
Your heart pumps more air to your body when you work out.
42
Scoring Guide for number 23:
A 2-point response: The student describes fitness goals for lifetime wellness.
The student correctly provides two benefits of lifelong fitness.
Example:
� Longer life span
� Reduced stress
Other possible responses include:
� better sleep
� lower heart rate
� reduced stress
� muscular strength
� better peer relations.
A 1-point response: The student correctly states one benefit of lifelong fitness.
A 0-point response: The student shows little or no understanding of the question.
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23 Identify two benefits of lifelong fitness.
Student Sample 2-Point Response:
Student Sample 1-Point Response:
Student Sample 0-Point Response:
Benefit 1:
Benefit 2:
Benefit 1:
Benefit 2:
Benefit 1:
Benefit 2:
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You will sleep better.
You will not have as much stress.
Healthier body, which may lead to a longer life.
A lifelong fitness could be jogging everyday.
44
Scoring Guide for number 25:
A 4-point response: The student identifies proper conditioning and training
principles.
The student describes two benefits of warming up before sports-related activities
and gives two activities and specific warm-ups for each.
Examples of benefits of warming up:
� Increases blood flow which will warm up the muscles
� Slowly increases heart rate
Examples of two activities and specific warm-ups:
� Hurdling; stretch hamstring before racing
� Sprinting; jog slowly before
Other possible benefits include:
� improve range of motion
� injury prevention
Other possible sports-related activities and warm ups include:
� soccer; cross-over steps
� baseball; playing catch
A 3-point response: The student describes two benefits and one activity and an
associated warm-up
OR
describes one benefit and two activities and an associated warm up for each.
A 2-point response: The student describes two benefits
OR
describes two activities and an associated warm up for each
OR
describes one benefit and one activity with a warm up for this activity.
A 1-point response: The student describes one benefit
OR
describes one activity and an associated warm up for this activity.
A 0-point response: The student shows little or no understanding of the question.
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25 Describe two benefits of warming up before sports-related activities.
Name two specific sports-related activities and name one warm up for
each activity.
Student Sample 4-Point Response:
One benefit of warming up:
Another benefit of warming up:
Name of one sports-related activity:
Warm up for this activity:
Name of another sports-related activity:
Warm up for this activity:
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Warming up before activities reduces your chance of getting
hurt. Like pulling a muscle or twisting your ankle.
It gets your body ready to perform the activity by getting
your blood circulating.
Dance
Stretching, kicks, leaps
basketball
running lines, shooting baskets
46
25 Describe two benefits of warming up before sports-related activities.
Name two specific sports-related activities and name one warm up for
each activity.
Student Sample 3-Point Response:
One benefit of warming up:
Another benefit of warming up:
Name of one sports-related activity:
Warm up for this activity:
Name of another sports-related activity:
Warm up for this activity:
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Gets your blood flowing so you can go longer in your
workout and also not get injured.
So that you don�t get bored.
Running
Sttretches
volleyball
sets and bumps
25 Describe two benefits of warming up before sports-related activities.
Name two specific sports-related activities and name one warm up for
each activity.
Student Sample 2-Point Response:
One benefit of warming up:
Another benefit of warming up:
Name of one sports-related activity:
Warm up for this activity:
Name of another sports-related activity:
Warm up for this activity:
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47
So you don�t get thirsty.
So you play more.
Hockey
Passing the puck
In-line skating
leg stretches
48
25 Describe two benefits of warming up before sports-related activities.
Name two specific sports-related activities and name one warm up for
each activity.
Student Sample 1-Point Response:
One benefit of warming up:
Another benefit of warming up:
Name of one sports-related activity:
Warm up for this activity:
Name of another sports-related activity:
Warm up for this activity:
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Fitness
Juumping
Socceer
passing and kicking
swiimmming
grelaxing
25 Describe two benefits of warming up before sports-related activities.
Name two specific sports-related activities and name one warm up for
each activity.
Student Sample 0-Point Response:
One benefit of warming up:
Another benefit of warming up:
Name of one sports-related activity:
Warm up for this activity:
Name of another sports-related activity:
Warm up for this activity:
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To make injuries better
Heaarttrate
Running
baseball
50
Scoring Guide for number 27:
A 2-point response: The student identifies proper ways to safely participate in a
physical activity.
The student describes two general safety considerations to follow while boating or
swimming.
Example:
� Swim with a buddy.
� Don�t dive into shallow water.
Other possible boating safety considerations include:
� Use a life jacket
� Have a buddy in the boat (adult)
� Know the water�current, waves, rocks, falls
� Know your strength
� Know where you are going and how to get back
Other possible swimming safety considerations include:
� Know the water�current, depth, obstacles
� Don�t dive into murky water
A 1-point response: The student describes one general rule for water safety.
A 0-point response: The student shows little or no understanding of the question.
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27 Describe two water safety considerations for boating or swimming.
Student Sample 2-Point Response:
Student Sample 1-Point Response:
Consideration 1:
Consideration 2:
Consideration 1:
Consideration 2:
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51
Never go in the water alone.
Wear life preservers.
Go boating with someone.
Don�t fish from your boat.
52
27 Describe two water safety considerations for boating or swimming.
Student Sample 0-Point Response:
Consideration 1:
Consideration 2:
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Don�t drink the water.
Wear light clothes so that the heavy ones don�t pull you under.
Scoring Guide for number 29:
A 4-point response: The student identifies safe and effective physical activities to
achieve lifelong fitness.
The student describes what makes an activity aerobic and provides three benefits
of aerobic activity to lifelong fitness.
Example of an aerobic activity:
� Aerobic exercise is an activity performed at a high enough intensity that the
breathing and heart rate will be increased. It is an activity that takes place
for 20 to 30 minutes.
Examples of the benefits of aerobic activity:
� a healthy cardiorespiratory system
� lowered heart rate (includes resting, exercise, recovery)
� increased lung capacity.
Other possible benefits include:
� relieves stress
� helps maintain a healthy weight.
A 3-point response: The student describes what makes an activity aerobic and
provides two benefits
OR
describes three benefits of aerobic activity to lifelong fitness.
A 2-point response: The student describes what makes an activity aerobic and
provides one benefit
OR
describes two benefits of aerobic activity to lifelong fitness.
A 1-point response: The student describes what makes an activity aerobic
OR
describes one benefit of aerobic activity to lifelong fitness.
A 0-point response: The student shows little or no understanding of the question.
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54
29 Aerobic activity is essential to lifelong fitness.
� What makes an activity aerobic?
� List three benefits of aerobic activity to lifelong fitness.
Student Sample 4-Point Response:
What makes an activity aerobic?:
Benefit 1:
Benefit 2:
Benefit 3:
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An aerobic activity makes you breath quickly and raise your
heart rate.
Aerobic activity could help to motivate you to stay fit and
maintain lifelong fitness.
You will achieve good respiratory health.
You get a healthier heart.
29 Aerobic activity is essential to lifelong fitness.
� What makes an activity aerobic?
� List three benefits of aerobic activity to lifelong fitness.
Student Sample 3-Point Response:
What makes an activity aerobic?:
Benefit 1:
Benefit 2:
Benefit 3:
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55
Running every day for 30 minutes.
You won�t tire out easily for other activities.
You get to work out with people.
You get less stress.
56
29 Aerobic activity is essential to lifelong fitness.
� What makes an activity aerobic?
� List three benefits of aerobic activity to lifelong fitness.
Student Sample 2-Point Response:
What makes an activity aerobic?:
Benefit 1:
Benefit 2:
Benefit 3:
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Aerobic activity gets you breathing hard and your heart rate up.
You don�t get tired during the day.
You do dumbell curls.
You get strong.
29 Aerobic activity is essential to lifelong fitness.
� What makes an activity aerobic?
� List three benefits of aerobic activity to lifelong fitness.
Student Sample 1-Point Response:
What makes an activity aerobic?:
Benefit 1:
Benefit 2:
Benefit 3:
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Your teacher makes you do it.
Keeps lungs exercised.
Fitness.
You work with weights.
58
29 Aerobic activity is essential to lifelong fitness.
� What makes an activity aerobic?
� List three benefits of aerobic activity to lifelong fitness.
Student Sample 0-Point Response:
What makes an activity aerobic?:
Benefit 1:
Benefit 2:
Benefit 3:
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My choice would be sports.
You get to run.
You don�t get cramps.
You don�t get injured.
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.
Aerobic
Anaerobic
Components of Fitness
Dietician
Percentile
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