Attention Parents

 7th-8th grade students spend about 22 minutes each with Mrs. Valdes and Miss Bortfeld on the days they have PE. Mrs. Valdes works with the 7th graders first in the gym, while Miss Bortfeld works with the 8th graders outside (weather permitting) or her classroom. Then we switch and Mrs. Valdes works with the 8th graders for the remainder of class time in the gym while Miss Bortfeld works with the 7th graders outside (weather permitting) or in her classroom. This is how PE will be established for the 7th and 8th graders this year. 




Week of August 26-28   Day 1, Day 2, Day 3

(Grades 6-8) The students and I went over the rules in the gym, routines, procedures, safety, respect the teacher, each other, the equipment, transition time, problem solving, and personal space. We went over fire drill procedures. We also did some stretching and played a few cooperative/ team building games. (Grades 7-8)The students also ran outside around the school building, and continued with their stretching exercises with Miss Bortfeld.

Week of August 29-September 9   Day 1, Day 2, Day 3

Grades 6-8)The students and I reviewed routines, procedures, earthquake drill, fire drill, and tornado drill.  We also discussed bringing in a note from a parent or doctor when a student is not allowed to participate in PE and making sure to wear sneakers/tennis shoes to PE.

Motor Skill Development
(Sixth Grade) SOL: 6.1 The student will demonstrate and apply mature movement forms in a variety of activities and identify the six components of skill-related fitness.
a) Combine and apply mature locomotor and manipulative skills into specialized sequences in small-group modified game-play that includes dynamic and unpredictable situations.

Social Development
(Sixth Grade) SOL: 6.4 The student will demonstrate and apply skills of communication, conflict resolution, and cooperation to achieve individual and group goals that apply to working independently and with others in physical activity settings.
 a) List and demonstrate problem solving, conflict resolution, and decision-making skills. 
 e) Demonstrate integrity and apply rules/etiquette for a team-building activity. 

The students and I went reviewed the differences between locomotor movement and non-locomotor movement. We practiced various examples of both movements, then they were able to demonstrate locomotor movements by exhibiting their locomotor skills through various Locomotive Skill Relay Games. 

The students were able to problem solve and use their decision making skills through a team building activity called Hula Hut Throw Down and the Lava Pitt Challenge.


Social Development
(Seventh Grade) SOL: 7.4 The student will demonstrate and apply skills to work independently and with others in physical activity settings.
 b) Create guidelines and demonstrate how to solve problems and resolve conflicts in activity settings. c) Explain the importance of cooperating with classmates, and demonstrate supportive behaviors that promote the inclusion and safety of others. d) Describe and demonstrate strategies for dealing with stress, such as deep breathing, guided visualization, and aerobic exercise. f) Identify positive mental and emotional aspects of participating in a variety of physical activities. 

Social Development
(Eighth Grade) SOL: 8.4 The student will describe and apply a variety of social and safety skills to achieve individual and group goals in a variety of physical activity settings.
 c) Identify and demonstrate proper etiquette, respect for others, integrity, and teamwork while engaging in physical activity and/or social dance. 
 e) Apply communication skills and strategies that promote team/group dynamics. f) Describe and demonstrate conflict-resolution skills.
g) Apply problem solving skills in cooperative and dynamic physical activities and/or dance settings. 

The students were able to problem solve and use their decision making skills through a team building activity called Hula Hut Throw Down and the Lava Pitt Challenge.   

They also continued to work on their endurance by running outside and playing team building activities called High Five Relay and Biggest Fan (Rock Paper Scissors). 

September 10- September 12  Day 1, Day, 2 Day 3

Motor Skill Development
(Sixth Grade) SOL: 6.1 The student will demonstrate and apply mature movement forms in a variety of activities and identify the six components of skill-related fitness. 
a) Combine and apply mature locomotor and manipulative skills into specialized sequences in small-group modified game-play that includes dynamic and unpredictable situations.

Social Development
(Sixth Grade) SOL: 6.4 The student will demonstrate and apply skills of communication, conflict resolution, and cooperation to achieve individual and group goals that apply to working independently and with others in physical activity settings.
 
a) List and demonstrate problem solving, conflict resolution, and decision-making skills. 
 e) Demonstrate integrity and apply rules/etiquette for a team-building activity. 

The students continued to learn how to problem solve as a group in finishing up the Lava Pitt Challenge. They also continued to review their locomotor movements.


Social Development 
(Seventh Grade) SOL: 7.4 The student will demonstrate and apply skills to work independently and with others in physical activity settings. 
 
b) Create guidelines and demonstrate how to solve problems and resolve conflicts in activity settings. c) Explain the importance of cooperating with classmates, and demonstrate supportive behaviors that promote the inclusion and safety of others. d) Describe and demonstrate strategies for dealing with stress, such as deep breathing, guided visualization, and aerobic exercise. f) Identify positive mental and emotional aspects of participating in a variety of physical activities

Social Development 
(Eighth Grade) SOL: 8.4 The student will describe and apply a variety of social and safety skills to achieve individual and group goals in a variety of physical activity settings. 
 
c) Identify and demonstrate proper etiquette, respect for others, integrity, and teamwork while engaging in physical activity and/or social dance. 
 e) Apply communication skills and strategies that promote team/group dynamics. f) Describe and demonstrate conflict-resolution skills. 
g) Apply problem solving skills in cooperative and dynamic physical activities and/or dance settings. 

The students continued to learn how to problem solve as a group in finishing up the Lava Pitt Challenge.  They also continued to increase their endurance stamina outside by playing a game called Human Stop Watch.


September 13- September 17  Day 1, Day 2, Day 3

Social Development
(Sixth Grade) SOL: 6.4 The student will demonstrate and apply skills of communication, conflict resolution, and cooperation to achieve individual and group goals that apply to working independently and with others in physical activity settings.
a) List and demonstrate problem solving, conflict resolution, and decision-making skills. 
 e) Demonstrate integrity and apply rules/etiquette for a team-building activity. 

The students continue to learn to problem solve as a group through a game called Desert Island.


Social Development 
(Seventh Grade) SOL: 7.4 The student will demonstrate and apply skills to work independently and with others in physical activity settings. 
 
b) Create guidelines and demonstrate how to solve problems and resolve conflicts in activity settings. c) Explain the importance of cooperating with classmates, and demonstrate supportive behaviors that promote the inclusion and safety of others. 

Social Development 
(Eighth Grade) SOL: 8.4 The student will describe and apply a variety of social and safety skills to achieve individual and group goals in a variety of physical activity settings. 
 
c) Identify and demonstrate proper etiquette, respect for others, integrity, and teamwork while engaging in physical activity.
 e) Apply communication skills and strategies that promote team/group dynamics. f) Describe and demonstrate conflict-resolution skills. 
g) Apply problem solving skills in cooperative and dynamic physical activities and/or dance settings. 

The students continued to learn to problem solve as a group through a game called Desert Island.  They also continued to increase endurance stamina and practice their push ups and sit ups.


September 18- September 20  Day 1, Day 2, Day 3

Motor Skill Development
(Sixth Grade) SOL: 6.1 The student will demonstrate and apply mature movement forms in a variety of activities and identify the six components of skill-related fitness. 
d) Analyze movement situations for direction, speed, accuracy, and pathways to improve performance.

Motor Skill Development
(Seventh Grade) SOL: 7.1 The student will demonstrate competence and apply movement concepts in modified versions of various game/sport, rhythmic, and recreational activities.
f) Demonstrate the movement learning progression for a specific skill or activity. 

Motor Skill Development
(Eighth Grade) SOL: 8.1 The student will apply and demonstrate movement concepts and skills in modified versions of various game/sport, rhythmic, and recreational activities.
c) Demonstrate skill-related components of fitness (power, reaction time, and speed) specific to a variety of activities. 

The students started Physical Fitness Testing where they were assessed on push ups, sit ups and they practiced the Pacer. 


September 23- September 25  Day 1, Day 2, Day 3

Motor Skill Development
(Sixth Grade) SOL: 6.1 The student will demonstrate and apply mature movement forms in a variety of activities and identify the six components of skill-related fitness. 
d) Analyze movement situations for direction, speed, accuracy, and pathways to improve performance.

Motor Skill Development
(Seventh Grade) SOL: 7.1 The student will demonstrate competence and apply movement concepts in modified versions of various game/sport, rhythmic, and recreational activities.
 f) Demonstrate the movement learning progression for a specific skill or activity. 

Motor Skill Development
(Eighth Grade) SOL: 8.1 The student will apply and demonstrate movement concepts and skills in modified versions of various game/sport, rhythmic, and recreational activities.
 c) Demonstrate skill-related components of fitness (power, reaction time, and speed) specific to a variety of activities. 

The students continued with Physical Fitness Testing where they were assessed on push ups, sit ups, sit and reach, and they continued to practice the Pacer. 


September 26- September 30  Day 1, Day 2, Day 3

Motor Skill Development
(Sixth Grade) SOL: 6.1 The student will demonstrate and apply mature movement forms in a variety of activities and identify the six components of skill-related fitness. 
a) Combine and apply mature locomotor and manipulative skills into specialized sequences , to include change of direction, speed, patterns, pathways, and spatial relationships in partner and small-group modified game-play that includes dynamic and unpredictable situations. 

Motor Skill Development
(Seventh Grade) SOL: 7.1 The student will demonstrate competence and apply movement concepts in modified versions of various game/sport, rhythmic, and recreational activities.
  a) Demonstrate and apply movement forms and skill combinations competently in a variety of cooperative and tactical activities that include dynamic and unpredictable situations.


Motor Skill Development
(Eighth Grade) SOL: 8.1 The student will apply and demonstrate movement concepts and skills in modified versions of various game/sport, rhythmic, and recreational activities. 
c) Demonstrate skill-related components of fitness (agility, balance, coordination, reaction time, and speed) specific to a variety of activities.

All middle school students played a game called Crab Walk Fitness Challenge where they had to walk down the gym in crab formation, retrieve an item, and balance the item in a specific area on their body and be able to bring the item back to their team first. Students also walked down in Bear Crawl formation and an Army Crawl formation. 


October 1- 3  Day 1, Day 2, Day 3

Motor Skill Development
(Sixth Grade) SOL: 6.1 The student will demonstrate and apply mature movement forms in a variety of activities and identify the six components of skill-related fitness.

a) Combine and apply mature locomotor and manipulative skills into specialized sequences, to include overhand throwing, catching, and execution to a target. 

Motor Skill Development
(Seventh Grade) SOL: 7.1 The student will demonstrate competence and apply movement concepts in modified versions of various game/sport, rhythmic, and recreational activities.
 b) Demonstrate offensive strategies and tactics, to include creating open space, skilled movement, speed, accuracy, and selection of appropriate skill/tactic to gain offensive advantage.

Motor Skill Development
(Eighth Grade) SOL: 8.1 The student will apply and demonstrate movement concepts and skills in modified versions of various game/sport, rhythmic, and recreational activities.  
a) Demonstrate and apply movement forms to a variety of cooperative and tactical activities that include defensive strategies, transitioning from offense to defense quickly, communicating with teammates, and selecting appropriate tactics to gain defensive advantage.

The students have started the Football Unit and today they practiced the fundamentals in holding/gripping a football, throwing, and catching a football with each other. The student also practiced aiming the football towards their targets in attempting to strike bowling pins with a football at various distances. The students also practiced catching and throwing a football to each other, in a game called Football Frenzy where they were all given an opportunity to throw and catch the the football to and from their peers. 

Seventh and Eight graders continue to also run outside and practice drills with Miss Bortfeld. They even included some drills of their choice. 

October 4-8  Day 1, Day 2, Day 3

Motor Skill Development
(Sixth Grade) SOL: 6.1 The student will demonstrate and apply mature movement forms in a variety of activities and identify the six components of skill-related fitness. d) Analyze movement situations for direction, speed, accuracy, and pathways to improve performance. 


Motor Skill Development
(Seventh Grade) SOL:  7.1 The student will demonstrate competence and apply movement concepts in modified versions of various game/sport, rhythmic, and recreational activities. 
f) Demonstrate the movement learning progression for a specific skill or activity. 

Motor Skill Development
(Eighth Grade) SOL: 8.1 The student will apply and demonstrate movement concepts and skills in modified versions of various game/sport, rhythmic, and recreational activities.  
a) Demonstrate and apply movement forms to a variety of cooperative and tactical activities that include defensive strategies, transitioning from offense to defense quickly, communicating with teammates, and selecting appropriate tactics to gain defensive advantage.

 This week, the 6th and 7th grade students were tested on the pacer in the gym.  The 8th grade students played a game called Hot Potato Football where they continued to practice throwing, catching, and took turns playing offense and defense. They were outside with Miss Bortfeld. 


October 9-11   Day 1, Day 2, Day 3

Motor Skill Development
(Sixth Grade) SOL: 6.1 The student will demonstrate and apply mature movement forms in a variety of activities and identify the six components of skill-related fitness.

d) Analyze movement situations for direction, speed, accuracy, and pathways to improve performance.

Motor Skill Development
(Seventh Grade) SOL: 7.1 The student will demonstrate competence and apply movement concepts in modified versions of various game/sport, rhythmic, and recreational activities.
 b) Demonstrate offensive strategies and tactics, to include creating open space, skilled movement, speed, accuracy, and selection of appropriate skill/tactic to gain offensive advantage.

Motor Skill Development
(Eighth Grade) SOL: 8.1 The student will apply and demonstrate movement concepts and skills in modified versions of various game/sport, rhythmic, and recreational activities.
 c) Demonstrate skill-related components of fitness (power, reaction time, and speed) specific to a variety of activities. 

The 8th grade students were tested on the pacer in the gym, while the 7th grade students played a game called Hot Potato Football where they continued to practice throwing, catching, and took turns playing offense and defense. They were outside with Miss Bortfeld. 

 The 6th grade students played a game outside called Hot Potato Football where they continued to practice throwing, catching, and took turns playing offense and defense. 


October 15-17   Day 1, Day 2, Day 3

Motor Skill Development
(Sixth Grade) SOL: 6.1 The student will demonstrate and apply mature movement forms in a variety of activities and identify the six components of skill-related fitness.

a) Combine and apply mature locomotor and manipulative skills into specialized sequences to include overhand throwing, catching, and execution to a target.

Motor Skill Development
(Seventh Grade) SOL: 7.1 The student will demonstrate competence and apply movement concepts in modified versions of various game/sport, rhythmic, and recreational activities.
 b) Demonstrate offensive strategies and tactics, to include creating open space, skilled movement, speed, accuracy, and selection of appropriate skill/tactic to gain offensive advantage.

Motor Skill Development
(Eighth Grade) SOL: 8.1 The student will apply and demonstrate movement concepts and skills in modified versions of various game/sport, rhythmic, and recreational activities.
 c) Demonstrate skill-related components of fitness (power, reaction time, and speed) specific to a variety of activities. 

All of the students practiced overhand throwing, execution to a target, offensive, and defensive strategies in playing Flag Football. 



October 18-22   Day 1, Day 2, Day 3

Motor Skill Development
(Sixth Grade) SOL: 6.1 The student will demonstrate and apply mature movement forms in a variety of activities and identify the six components of skill-related fitness.

a) Combine and apply mature locomotor and manipulative skills into specialized sequences to include overhand throwing, catching, and execution to a target.

Motor Skill Development
(Seventh Grade) SOL: 7.1 The student will demonstrate competence and apply movement concepts in modified versions of various game/sport, rhythmic, and recreational activities.
 b) Demonstrate offensive strategies and tactics, to include creating open space, skilled movement, speed, accuracy, and selection of appropriate skill/tactic to gain offensive advantage.

Motor Skill Development
(Eighth Grade) SOL: 8.1 The student will apply and demonstrate movement concepts and skills in modified versions of various game/sport, rhythmic, and recreational activities.
 c) Demonstrate skill-related components of fitness (power, reaction time, and speed) specific to a variety of activities. 

All of the students continue to practice overhand throwing, execution to a target, offensive, and defensive strategies in playing Flag Football. 



October 23-25  Day 1, Day 2, Day 3

Motor Skill Development
(Sixth Grade) SOL: 6.1 The student will demonstrate and apply mature movement forms in a variety of activities. b) Components of skill-related fitness

Anatomical Basis of Movement
(Sixth Grade) SOL: 6.2 The students will apply skill of measurement, analysis, goal setting, problem solving, and decision making to improve or maintain physical fitness.  c) Anatomy and joint types with movement
 d) Offense and defensive strategies

Motor Skill Development
(Seventh Grade) SOL: 7.1 The student will demonstrate competence and apply movement concepts in modified versions of various game/sport, rhythmic, and recreational activities.
   a) Movement and skill combinations    b) Offensive strategies and tactics

Motor Skill Development
(Eighth Grade) SOL: 8.1 The student will apply and demonstrate movement concepts and skills in modified versions of various game/sport, rhythmic, and recreational activities.
 a) Offensive and defensive strategies, communication with teammates   b) Skill-related components of fitness


 The students have started the Soccer Unit and today they practiced basic dribbling skills. They also practiced passing the soccer ball to each other in a safe manner. 



October 28-30  Day 1, Day 2, Day 3

Motor Skill Development
(Sixth Grade) SOL: 6.1 The student will demonstrate and apply mature movement forms in a variety of activities. b) Components of skill-related fitness

Anatomical Basis of Movement
(Sixth Grade) SOL: 6.2 The students will apply skill of measurement, analysis, goal setting, problem solving, and decision making to improve or maintain physical fitness.  c) Anatomy and joint types with movement
 d) Offense and defensive strategies

Motor Skill Development
(Seventh Grade) SOL: 7.1 The student will demonstrate competence and apply movement concepts in modified versions of various game/sport, rhythmic, and recreational activities.
   a) Movement and skill combinations    b) Offensive strategies and tactics

Motor Skill Development
(Eighth Grade) SOL: 8.1 The student will apply and demonstrate movement concepts and skills in modified versions of various game/sport, rhythmic, and recreational activities.
 a) Offensive and defensive strategies, communication with teammates   b) Skill-related components of fitness


The students continue to practice dribbling the soccer ball around cones.  They also practiced juggling skills and kicking the soccer ball to each other in a safe manner. 



October 31- November 6   Day 1, Day 2, Day 3

Motor Skill Development
(Sixth Grade) SOL: 6.1 The student will demonstrate and apply mature movement forms in a variety of activities. b) Components of skill-related fitness

 d) Offense and defensive strategies

Motor Skill Development
(Seventh Grade) SOL: 7.1 The student will demonstrate competence and apply movement concepts in modified versions of various game/sport, rhythmic, and recreational activities.
   a) Movement and skill combinations    b) Offensive strategies and tactics

Motor Skill Development
(Eighth Grade) SOL: 8.1 The student will apply and demonstrate movement concepts and skills in modified versions of various game/sport, rhythmic, and recreational activities.
 a) Offensive and defensive strategies, communication with teammates   b) Skill-related components of fitness

The students played a game called "Sideline Soccer" and they continue to learn about offense, defense, and kicking the soccer ball accurately to score points. The students took turns being players and goalies. 


November 7-12  Day 1, Day 2, Day 3

Motor Skill Development
SOL 6.1: The student will demonstrate and apply mature movement forms in a variety of activities to include foot dribbling. d) Analyze movement situations for direction, speed, accuracy, and pathways to improve performance.


Motor Skill Development

SOL: 7.1: The student will demonstrate competence and apply movement concepts in modified versions of various game/sport. b) Demonstrate offensive strategies and tactics, to include creating open space, skilled movement, speed, accuracy, and selection of appropriate skill/tactics to gain offensive advantage.

Motor Skill Development
SOL: 8.1 The student will apply and demonstrate movement concepts and skills in modified versions of various game/sport.  a) Offensive and defensive strategies, and communication with teammates.

The students played a game called "Red Light, Green Light" and they had to focus on dribbling the soccer ball as fast as they could without losing control of the ball.  The students practiced various skills such as dribbling, speed, and control when using a soccer ball. 


November 13-15  Day 1, Day 2, Day 3

Motor Skill Development
SOL 6.1: The student will demonstrate and apply mature movement forms in a variety of activities to include foot dribbling. d) Analyze movement situations for direction, speed, accuracy, and pathways to improve performance. 

Motor Skill Development

SOL: 7.1: The student will demonstrate competence and apply movement concepts in modified versions of various game/sport. b) Demonstrate offensive strategies and tactics, to include creating open space, skilled movement, speed, accuracy, and selection of appropriate skill/tactics to gain offensive advantage.

Motor Skill Development
SOL: 8.1 The student will apply and demonstrate movement concepts and skills in modified versions of various game/sport.  a) Offensive and defensive strategies, and communication with teammates.


The students demonstrated teamwork, cooperation, offense and defense strategies in playing Crab Soccer.



Week of November 18-26  Day 1, Day 2, Day 3

Motor Skill Development
SOL 6.1: The student will demonstrate and apply mature movement forms in a variety of activities to include foot dribbling. d) Analyze movement situations for direction, speed, accuracy, and pathways to improve performance.  

Motor Skill Development

SOL: 7.1: The student will demonstrate competence and apply movement concepts in modified versions of various game/sport. b) Demonstrate offensive strategies and tactics, to include creating open space, skilled movement, speed, accuracy, and selection of appropriate skill/tactics to gain offensive advantage.

Motor Skill Development
SOL: 8.1 The student will apply and demonstrate movement concepts and skills in modified versions of various game/sport.  a) Offensive and defensive strategies, and communication with teammates.



The students demonstrated teamwork, cooperation, offense and defense strategies in playing Indoor and Outdoor Soccer.


Weeks of December 2- 20  Days 1, Days 2, Days 3

Motor Skill Development
SOL 6.1: The student will demonstrate and apply mature movement forms in a variety of activities to include foot dribbling. a) Volleying/striking ball, apply sequences to include change of direction, patterns, pathways, and spatial relationships in partner and small-group game-play activities. 

Motor Skill Development
SOL: 7.1: The student will demonstrate competence and apply movement concepts in modified versions of various game/sport. b) Demonstrate offensive strategies and tactics, to include creating open space, skilled movement, speed, accuracy, and selection of appropriate skill/tactics to gain offensive advantage.

Motor Skill Development
SOL: 7.1: The student will demonstrate competence and apply movement concepts in modified versions of various recreational activities. d) Create and demonstrate movements appropriate to a variety of rhythm patterns in selected contemporary, and line dances.


Motor Skill Development
SOL: 8.1 The student will apply and demonstrate movement concepts and skills in modified versions of various game/sport.  a) Offensive and defensive strategies, and communication with teammates.


Motor Skill Development
SOL: 8.1 The student will apply and demonstrate movement concepts and skills in modified versions of various recreational activities. b) Create a rhythmic movement sequence to music as an individual or in a group.


All of the students have started the Volleyball Unit and they will practice bump sets, setting, serving, and practice offense and defense strategies when playing Volleyball games. The students will be in the Volleyball Unit all the way up to Winter Break.

Sixth, Seventh, and Eighth grade will also be starting their Dance Unit. They will continue to increase cardio endurance by participating in Zumba dances and various Line dances. 


Weeks of January 6-31

Motor Skill Development
SOL 6.1 b) Create and perform movement sequences in a rhythmic or dance activity.

6.1 a) Combine and apply mature locomotor and manipulative skills to include change of direction, speed, patterns, pathways, and spatial relationships in partner and small-group situations.

6.1 c) Identify six components of skill-related fitness (agility, balance, coordination, power, reaction time, and speed).

 6.1 
d) Analyze movement situations for direction, speed, accuracy, and pathways to improve performance.



Motor Skill Development
SOL: 7.1: The student will demonstrate competence and apply movement 
7.1 a) Demonstrate and apply mature movement forms and skill combinations competently in a variety of cooperative activities 

7.1 e) Describe and demonstrate how movement is stabilized to include balance (center of gravity and center of support) and planes of movement

7.1 f: Demonstrate the movement learning progression (practice, self or peer assess, correct, practice at a higher level, and reassess) for a specific skill or activity.


Motor Skill Development
SOL: 8.1 a) Demonstrate and apply movement forms to a variety of cooperative activities that include dynamic and unpredictable situations

8.1 c: Demonstrate skill-related components of fitness (agility, coordination, reaction time) specific to a variety of activities)

8.1 e) Demonstrate balance (center of support and center of gravity) in a variety of activities

During the month of January, the students have finished up their Dance Unit, completed running activities, and Circuit Training. They will finish up the month with a midyear assessment on Physical Fitness Training: (pacer, curl ups, push ups, sit & reach).

Month of February 3-28-March  Days 1, Days 2, Days 3

Health Units
6th Grade: Body System 6.1 a: Identify and describe the major structures and functions of the renal and urinary systems (kidneys, ureters, bladder, and urethra)
6th Grade: Nutrition 6.1 b,c: Compare the Recommended Daily Allowance of carbohydrates, fat, protein for adolescent males and females. Explain ingredients in food that may cause an allergic reaction

7th Grade: Body System 7.1 a: Identify and describe major structures and functions of the circulatory system
7th Grade: Nutrition 7.1 b,c: Describe the value of nutrient-dense foods. Describe the benefit of eating foods to meet recommendations for iron, calcium, potassium, vitamin D, and dietary fiber

8th Grade: Body System 8.1 a: Identify and describe the major structures and functions of the brain and nervous system and identify brain and nervous system disorders
8th Grade: Nutrition 8.1 b.c: Determine the nutrients needed for proper brain function. Examine the health risks posed by food contaminants during food preparation and food storage.