3-5 Grade Band - 6 Standards and 12 Benchmarks
Standard 1
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Benchmark A: Combine locomotor and non-locomotor skills into movement patterns.
Grade Three
Combined Skills
1. Perform a sequence of movements (e.g., dance, gymnastics, jump rope) with a beginning, middle and end.
2. Balance on a variety of objects that are either static or dynamic.
Grade Four
Combined Skills
1. Perform a sequence of 5-7 movements (e.g., dance, gymnastics, jump rope) with smooth transitions between those movements.
2. Balance on a variety of objects that are either static or dynamic.
Grade Five
Combined Skills
1. Design and perform a sequence of 5-7 movements (e.g., dance, gymnastics, jump rope) with smooth transitions between those movements.
2. Balance on a variety of objects that are either static or dynamic.
Grades 3-5
Standard 1
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Benchmark B: Apply the critical elements of fundamental manipulative skills in a variety of physical activities.
Grade Three
Application of Skills
1. Throw overhand with force using appropriate critical elements (e.g., side to target, step with opposite foot, rotate trunk, elbow bend, extension and follow through).
2. Catch a variety of objects in dynamic conditions using the critical elements (e.g., eyes on object, move into line, hands ready, hands catch, absorb force or “give”).
3. Strike an object with a short-handled implement using the critical elements (e.g., sideways to target, eyes on object, bat or racket, back and up or down, step with opposite foot, trunk and hip rotation, swing through the ball).
4. Kick the ball to a target using the critical elements (e.g., long stride to the ball, support foot next to the ball or toe to the target, contact the center of the ball or bottom if the goal is height, use the inside of the foot for accuracy or laces if the goal is power, follow through to the target).
5. Dribble and maintain control while moving through space using the critical elements (e.g., hand dribble cues – use the finger pads, elbow extends and retracts, contact at waist level or below, eyes up).
6. Roll a ball (one-handed underhand) to hit various targets using the critical elements (e.g., eyes on the target, arm back, step with opposition, release at front foot, roll through to target).
Grade Four
Application of Skills
1. Throw overhand with varying degrees of force using appropriate critical elements to reach different distances.
2. Catch (two-handed) during a game or game-like situation using the critical elements.
3. Strike an object with a long-handled implement using the critical elements.
4. Kick the ball to a moving target using the critical elements.
5. Punt a ball using the critical elements (e.g., hold ball in two hands at waist level, take a long stride, drop the ball onto the foot, point the toe, contact with the laces, kick through the ball).
6. Dribble with control while moving through space to avoid stationary objects using the critical elements (e.g., hand dribble cues; use the finger pads, elbow extends and retracts, contact at waist level or below, eyes up – foot dribble cues: push the ball ahead with force depending on space available, use inside and/or outside of the foot – stick dribble cues: hands apart on the stick for control, push the ball ahead with force depending on space available).
7. Roll a ball to strike targets at different directions and locations using the critical elements.
Grade Five
Application of Skills
1. Throw overhand to reach a medium-sized target with sufficient force using appropriate critical elements.
2. Catch with an implement (e.g., glove, scoop) using the critical elements.
3. Strike an object with an implement in a game or game-like situation using the critical elements.
4. Receive a kick, dribble and then kick a ball to a target using the critical elements (e.g., move into line with the ball, receiving foot to the ball, move the ball in the direction of the dribble, keep the ball close in the dribble, pass to your target).
5. Punt using the critical elements to reach a sufficient distance.
6. Dribble under control during a game or game-like situation using the critical elements.
7. Send (e.g., pass, roll) an object to strike a moving target at different directions and locations.
Grades 3-5
Standard 2
Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
Benchmark A: Demonstrate and apply basic tactics and principles of movement.
Grade Three
Movement Concepts
Strategies and Tactics
1. Modify movement to meet the demands of a task (e.g., throw with more or less force to reach a target or teammate).
2. Explain how the characteristics of an object (e.g., size, material, weight) affect performance of manipulative skills.
3. Identify the most stable and unstable positions from 2-, 3-, 4-point balance positions.
4. Demonstrate understanding of boundaries.
5. Recognize offensive and defensive situations.
6. Start and restart activity in appropriate ways.
Grade Four
Movement Concepts and Strategies and Tactics
1. Explain the importance of weight transfer in object propulsion skills (throw, strike).
2. Describe and demonstrate the correct movement or movement qualities based on the characteristics of the task (e.g., size of object, distance to target, goal, speed or time to complete movement) and/or environment (space, number of players).
3. Explain the importance of balance in effective movement performance.
4. Demonstrate basic understanding of spacing in a dynamic environment (e.g., partner or small group dance spacing, proximity to the ball or teammate in small-sided games).
5. Demonstrate understanding of tactics needed to score (e.g., ball possession, attack, moving an opponent).
Grade Five
Movement Concepts and Strategies and Tactics
1. Identify similar patterns/concepts across related activities (e.g., striking with a bat and tennis forehand).
2. Analyze and modify a movement based on the characteristics of the task (e.g., size of object, distance to target, goal, speed or time to complete movement) and/or environment (space, number of players) in a dynamic or changing environment.
3. Use knowledge of balance to affect movement performance.
4. Demonstrate basic understanding of positioning in simple game settings (e.g., maintain or return to base position, positioning relative to a goal or opponent).
5. Demonstrate basic decision-making capabilities in simple performance settings (e.g., what skill should I use?)
Grades 3-5
Standard 2
Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
Benchmark B: Demonstrate knowledge of critical elements for more complex motor skills.
Grade Three
Principles and Critical Elements
1. Describe the critical elements of the manipulative skills (e.g., throw, catch, kick, strike).
2. Explain how appropriate practice improves performance.
Grade Four
Principles and Critical Elements
1. Use the knowledge of critical elements to analyze skill performance to determine strengths and weaknesses of motor skills.
2. Explain how appropriate practice can improve performance of a movement or skill.
Grade Five
Principles and Critical Elements
1. Use knowledge of critical elements to analyze and provide feedback on motor-skill performance of others.
2. Use the principles of practice (e.g., part-practice, variable practice, simplifying the environment, identify key cues) to develop a plan to improve performance for a movement skill.
Grades 3-5
Standard 3
Participates regularly in physical activity.
Benchmark A: Engage in regular physical activity inside and outside of school to meet national recommendations for daily physical activity.
Grade Three
Participate
1. Meet the minimum daily expectations for physical activity inside and outside of school.
2. Identify activities within school that contribute to a physically active lifestyle.
3. Meet/exceed recommendations for physical activity time each week.
Grade Four
Participate
1. Participate in self-selected activities to meet the minimum daily expectations for physical activity.
2. Identify activities outside of school that could contribute to a physically active lifestyle.
3. Meet/exceed recommendations for physical activity time each week.
Grade Five
Participate
1. Participate in self-selected activities to meet the minimum daily expectations for physical activity.
2. Identify local resources for participation in physical activity (e.g., parks, recreational facilities, playing fields, walking trails, cycling routes).
3. Meet/exceed recommendations for physical activity time each week.
Grades 3-5
Standard 3
Participates regularly in physical activity.
Benchmark B: Self-monitor levels of physical activity using information from different sources.
Grade Three
Monitor and Plan
1. Track amount of daily physical activity using a log or calendar.
2. Meet/exceed recommendations for physical activity time each week.
3. Plan to increase activity time inside and outside of school.
4. Plan to use local resources in the community to increase physical activity time.
Grade Four
Monitor and Plan
1. Track amount of weekly physical activity using assessment tools (e.g., journal, log, pedometer, stopwatch)
2. Meet/exceed recommendations for physical activity time each week.
3. Plan to increase activity time inside and outside of school.
4. Plan to use local resources in the community to increase physical activity time.
Grade Five
Monitor and Plan
1. Track amount of weekly physical activity using assessment tools (e.g., journal, log, pedometer, stopwatch)
2. Plan to increase activity time inside and outside of school.
3. Plan to use local resources in the community to increase physical activity time.
Grades 3-5
Standard 4
Achieves and maintains a health-enhancing level of physical fitness.
Benchmark A: Meet or exceed criterion-referenced health-related physical fitness standards.
Grade Three
Fitness
1. Perform fitness activities using appropriate principles and practices.
2. Meet criterion-referenced standards for the components of health-related fitness.
Grade Four
Fitness
1. Perform fitness activities using appropriate principles and practices.
2. Meet criterion-referenced standards for the components of health-related fitness.
Grade Five
Fitness
1. Perform fitness activities using appropriate principles and practices.
2. Meet criterion-referenced standards for the components of health-related fitness.
Grades 3-5
Standard 4
Achieves and maintains a health-enhancing level of physical fitness.
Benchmark B: Understand the principles, components and practices of health-related physical fitness.
Grade Three
Components and Principles
1. Identify the healthy fitness level (e.g., zone, criteria) for a fitness assessment.
2. Recognize when to increase or decrease intensity during an activity based on internal or external feedback.
3. Understand the overall benefits of a healthy, active lifestyle.
4. Define the components of health-related fitness (e.g., body composition, cardiovascular endurance, flexibility, muscular endurance, muscular strength).
5. Know parts of a physical activity session/workout (e.g., warm-up, main activity, cool-down).
6. Monitor heart rate at rest, during physical activity and during cool down.
Grade Four
Components and Principles
1. Relate performance on fitness assessment with criteria for health-related fitness.
2. Identify activities or exercises that might improve or maintain a component of health-related fitness.
3. Define and describe the role of each health-related fitness component (e.g., body composition, cardiovascular endurance, flexibility, muscular endurance, muscular strength) in a healthy lifestyle (e.g., why be flexible, why have muscular strength).
4. Recognize and recall the components of the Frequency, Intensity, Time and Type (FITT) principle.
5. Compare and contrast the difference between resting, active and cool-down heart rates.
Grade Five
Components and Principles
1. Relate performance on fitness assessment with criteria for health-related fitness.
2. Identify activities or exercises that might improve or maintain a component of health-related fitness.
3. Understand the components of the FITT principle.
4. Describe feelings in the body that result from varying frequency, intensity, time and type of physical activity.
5. Understand the components of health-related fitness and identify activities that have potential to develop each component.
6. Identify and perform activities to complete each part (e.g., warm-up, main activity, cool-down) of a physical activity or workout.
7. Recognize the principles of target heart rate.
Grades 3-5
Standard 5
Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings.
Benchmark A: Understand the purpose of and apply appropriate rules, procedures and safe practices in physical activity settings.
Grade Three
Safety
1. Follow rules and safe practices in class activities.
2. Identify equipment-specific safety rules and follow them.
3. Recognize characteristics of the equipment and environment that affect safe play.
Grade Four
Personal Responsibility and Safety
1. Follow rules and safe practices in class activities.
2. Adjust performance to characteristics of the environment to ensure safe play (e.g., space, equipment, others).
Grade Five
Personal Responsibility and Safety
1. Adhere to class and activity-specific rules and safe practices.
2. Adjust performance to characteristics of the environment to ensure safe play (e.g., space, equipment, others).
Grades 3-5
Standard 5
Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings.
Benchmark B: Interact and communicate positively with others.
Grade Three
Cooperation and Respect
1. Work cooperatively with a partner in the development of an activity, dance sequence or game.
2. Cooperate with a partner or small group by taking turns and sharing equipment.
3. Demonstrate acceptance of skill and ability of others through verbal and non-verbal behavior.
4. Demonstrate cooperation with others when resolving conflict.
Grade Four
Cooperation and Respect
1. Listen, discuss options and develop a plan to accomplish a partner or group task or to improve play.
2. Participate with a group in cooperative problem-solving activities.
3. Demonstrate cooperation with and respect for peers different from oneself.
4. Demonstrate cooperation with others when resolving conflict.
Grade Five
Cooperation and Respect
1. Lead, follow and support group members to improve play in cooperative and competitive settings.
2. Evaluate personal behavior to ensure positive effects on others.
3. Demonstrate respectful and responsible behavior toward peers different from oneself.
4. Demonstrate cooperation with others when resolving conflict.
Grades 3-5
Standard 6
Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Benchmark A: Appreciate physical activities that promote self challenge and enjoyment.
Grade Three
Self-Challenge
1. Identify positive feelings associated with participation in physical activity.
2. Select and practice physically challenging activities to improve a skill and/or to experience success.
3. Explain reasons for selecting a particular physical activity as a favorite.
4. Demonstrate enjoyment (e.g., smiling, positive reinforcement, high five) while participating with others during activity.
Grade Four
Self-Challenge
1. Select and practice physically challenging activities to improve a skill and/or to experience success.
2. Explain reasons for choosing to participate in selected physical activity.
3. Celebrate personal success and achievement, and that of others due to effort and practice.
4. Determine aspects of an activity that contribute to enjoyment in physical activity.
5. Describe physical activities that provide personal enjoyment.
Grade Five
Self-Challenge
1. Explain reasons for choosing to participate in a selected physical activity.
2. Select and practice physically challenging activities to improve a skill and/or to experience success.
3. Share feelings with others in class about personal success, challenges or failure during an activity.
4. Explain how practice increases the level of personal success that leads to increased enjoyment.
5. Celebrate personal success and achievement, and that of others, due to effort and practice.
Grades 3-5
Standard 6
Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Benchmark B: Appreciate physical activities that promote self-expression and social and group interaction.
Grade Three
Social Interaction and Self-Expression
1. Discuss personal feelings, thoughts or ideas that result from participation in physical activities with others (e.g., dance sequence, game).
2. Recognize that physical activity provides opportunities for social interaction.
3. Interact positively with partners or small groups in a variety of physical activity settings.
Grade Four
Social Interaction and Self-Expression
1. Participate in physical activities that allow for self-expression (e.g., create a dance sequence, a routine or game that reflects personal feelings, thoughts and ideas).
2. Identify multiple physical activities that provide opportunities for social interactions.
3. Interact positively with partners or small groups in a variety of physical activity settings.
Grade Five
Social Interaction and Self-Expression
1. Participate in physical activities that allow for self-expression (e.g., create a dance sequence, a routine or game that reflects personal feelings, thoughts and ideas).
2. Participate in a variety of physical activities that provide opportunities for social and group interaction.
3. Interact positively with partners or small groups through physical activities.
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Benchmark A: Combine locomotor and non-locomotor skills into movement patterns.
Grade Three
Combined Skills
1. Perform a sequence of movements (e.g., dance, gymnastics, jump rope) with a beginning, middle and end.
2. Balance on a variety of objects that are either static or dynamic.
Grade Four
Combined Skills
1. Perform a sequence of 5-7 movements (e.g., dance, gymnastics, jump rope) with smooth transitions between those movements.
2. Balance on a variety of objects that are either static or dynamic.
Grade Five
Combined Skills
1. Design and perform a sequence of 5-7 movements (e.g., dance, gymnastics, jump rope) with smooth transitions between those movements.
2. Balance on a variety of objects that are either static or dynamic.
Grades 3-5
Standard 1
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Benchmark B: Apply the critical elements of fundamental manipulative skills in a variety of physical activities.
Grade Three
Application of Skills
1. Throw overhand with force using appropriate critical elements (e.g., side to target, step with opposite foot, rotate trunk, elbow bend, extension and follow through).
2. Catch a variety of objects in dynamic conditions using the critical elements (e.g., eyes on object, move into line, hands ready, hands catch, absorb force or “give”).
3. Strike an object with a short-handled implement using the critical elements (e.g., sideways to target, eyes on object, bat or racket, back and up or down, step with opposite foot, trunk and hip rotation, swing through the ball).
4. Kick the ball to a target using the critical elements (e.g., long stride to the ball, support foot next to the ball or toe to the target, contact the center of the ball or bottom if the goal is height, use the inside of the foot for accuracy or laces if the goal is power, follow through to the target).
5. Dribble and maintain control while moving through space using the critical elements (e.g., hand dribble cues – use the finger pads, elbow extends and retracts, contact at waist level or below, eyes up).
6. Roll a ball (one-handed underhand) to hit various targets using the critical elements (e.g., eyes on the target, arm back, step with opposition, release at front foot, roll through to target).
Grade Four
Application of Skills
1. Throw overhand with varying degrees of force using appropriate critical elements to reach different distances.
2. Catch (two-handed) during a game or game-like situation using the critical elements.
3. Strike an object with a long-handled implement using the critical elements.
4. Kick the ball to a moving target using the critical elements.
5. Punt a ball using the critical elements (e.g., hold ball in two hands at waist level, take a long stride, drop the ball onto the foot, point the toe, contact with the laces, kick through the ball).
6. Dribble with control while moving through space to avoid stationary objects using the critical elements (e.g., hand dribble cues; use the finger pads, elbow extends and retracts, contact at waist level or below, eyes up – foot dribble cues: push the ball ahead with force depending on space available, use inside and/or outside of the foot – stick dribble cues: hands apart on the stick for control, push the ball ahead with force depending on space available).
7. Roll a ball to strike targets at different directions and locations using the critical elements.
Grade Five
Application of Skills
1. Throw overhand to reach a medium-sized target with sufficient force using appropriate critical elements.
2. Catch with an implement (e.g., glove, scoop) using the critical elements.
3. Strike an object with an implement in a game or game-like situation using the critical elements.
4. Receive a kick, dribble and then kick a ball to a target using the critical elements (e.g., move into line with the ball, receiving foot to the ball, move the ball in the direction of the dribble, keep the ball close in the dribble, pass to your target).
5. Punt using the critical elements to reach a sufficient distance.
6. Dribble under control during a game or game-like situation using the critical elements.
7. Send (e.g., pass, roll) an object to strike a moving target at different directions and locations.
Grades 3-5
Standard 2
Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
Benchmark A: Demonstrate and apply basic tactics and principles of movement.
Grade Three
Movement Concepts
Strategies and Tactics
1. Modify movement to meet the demands of a task (e.g., throw with more or less force to reach a target or teammate).
2. Explain how the characteristics of an object (e.g., size, material, weight) affect performance of manipulative skills.
3. Identify the most stable and unstable positions from 2-, 3-, 4-point balance positions.
4. Demonstrate understanding of boundaries.
5. Recognize offensive and defensive situations.
6. Start and restart activity in appropriate ways.
Grade Four
Movement Concepts and Strategies and Tactics
1. Explain the importance of weight transfer in object propulsion skills (throw, strike).
2. Describe and demonstrate the correct movement or movement qualities based on the characteristics of the task (e.g., size of object, distance to target, goal, speed or time to complete movement) and/or environment (space, number of players).
3. Explain the importance of balance in effective movement performance.
4. Demonstrate basic understanding of spacing in a dynamic environment (e.g., partner or small group dance spacing, proximity to the ball or teammate in small-sided games).
5. Demonstrate understanding of tactics needed to score (e.g., ball possession, attack, moving an opponent).
Grade Five
Movement Concepts and Strategies and Tactics
1. Identify similar patterns/concepts across related activities (e.g., striking with a bat and tennis forehand).
2. Analyze and modify a movement based on the characteristics of the task (e.g., size of object, distance to target, goal, speed or time to complete movement) and/or environment (space, number of players) in a dynamic or changing environment.
3. Use knowledge of balance to affect movement performance.
4. Demonstrate basic understanding of positioning in simple game settings (e.g., maintain or return to base position, positioning relative to a goal or opponent).
5. Demonstrate basic decision-making capabilities in simple performance settings (e.g., what skill should I use?)
Grades 3-5
Standard 2
Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
Benchmark B: Demonstrate knowledge of critical elements for more complex motor skills.
Grade Three
Principles and Critical Elements
1. Describe the critical elements of the manipulative skills (e.g., throw, catch, kick, strike).
2. Explain how appropriate practice improves performance.
Grade Four
Principles and Critical Elements
1. Use the knowledge of critical elements to analyze skill performance to determine strengths and weaknesses of motor skills.
2. Explain how appropriate practice can improve performance of a movement or skill.
Grade Five
Principles and Critical Elements
1. Use knowledge of critical elements to analyze and provide feedback on motor-skill performance of others.
2. Use the principles of practice (e.g., part-practice, variable practice, simplifying the environment, identify key cues) to develop a plan to improve performance for a movement skill.
Grades 3-5
Standard 3
Participates regularly in physical activity.
Benchmark A: Engage in regular physical activity inside and outside of school to meet national recommendations for daily physical activity.
Grade Three
Participate
1. Meet the minimum daily expectations for physical activity inside and outside of school.
2. Identify activities within school that contribute to a physically active lifestyle.
3. Meet/exceed recommendations for physical activity time each week.
Grade Four
Participate
1. Participate in self-selected activities to meet the minimum daily expectations for physical activity.
2. Identify activities outside of school that could contribute to a physically active lifestyle.
3. Meet/exceed recommendations for physical activity time each week.
Grade Five
Participate
1. Participate in self-selected activities to meet the minimum daily expectations for physical activity.
2. Identify local resources for participation in physical activity (e.g., parks, recreational facilities, playing fields, walking trails, cycling routes).
3. Meet/exceed recommendations for physical activity time each week.
Grades 3-5
Standard 3
Participates regularly in physical activity.
Benchmark B: Self-monitor levels of physical activity using information from different sources.
Grade Three
Monitor and Plan
1. Track amount of daily physical activity using a log or calendar.
2. Meet/exceed recommendations for physical activity time each week.
3. Plan to increase activity time inside and outside of school.
4. Plan to use local resources in the community to increase physical activity time.
Grade Four
Monitor and Plan
1. Track amount of weekly physical activity using assessment tools (e.g., journal, log, pedometer, stopwatch)
2. Meet/exceed recommendations for physical activity time each week.
3. Plan to increase activity time inside and outside of school.
4. Plan to use local resources in the community to increase physical activity time.
Grade Five
Monitor and Plan
1. Track amount of weekly physical activity using assessment tools (e.g., journal, log, pedometer, stopwatch)
2. Plan to increase activity time inside and outside of school.
3. Plan to use local resources in the community to increase physical activity time.
Grades 3-5
Standard 4
Achieves and maintains a health-enhancing level of physical fitness.
Benchmark A: Meet or exceed criterion-referenced health-related physical fitness standards.
Grade Three
Fitness
1. Perform fitness activities using appropriate principles and practices.
2. Meet criterion-referenced standards for the components of health-related fitness.
Grade Four
Fitness
1. Perform fitness activities using appropriate principles and practices.
2. Meet criterion-referenced standards for the components of health-related fitness.
Grade Five
Fitness
1. Perform fitness activities using appropriate principles and practices.
2. Meet criterion-referenced standards for the components of health-related fitness.
Grades 3-5
Standard 4
Achieves and maintains a health-enhancing level of physical fitness.
Benchmark B: Understand the principles, components and practices of health-related physical fitness.
Grade Three
Components and Principles
1. Identify the healthy fitness level (e.g., zone, criteria) for a fitness assessment.
2. Recognize when to increase or decrease intensity during an activity based on internal or external feedback.
3. Understand the overall benefits of a healthy, active lifestyle.
4. Define the components of health-related fitness (e.g., body composition, cardiovascular endurance, flexibility, muscular endurance, muscular strength).
5. Know parts of a physical activity session/workout (e.g., warm-up, main activity, cool-down).
6. Monitor heart rate at rest, during physical activity and during cool down.
Grade Four
Components and Principles
1. Relate performance on fitness assessment with criteria for health-related fitness.
2. Identify activities or exercises that might improve or maintain a component of health-related fitness.
3. Define and describe the role of each health-related fitness component (e.g., body composition, cardiovascular endurance, flexibility, muscular endurance, muscular strength) in a healthy lifestyle (e.g., why be flexible, why have muscular strength).
4. Recognize and recall the components of the Frequency, Intensity, Time and Type (FITT) principle.
5. Compare and contrast the difference between resting, active and cool-down heart rates.
Grade Five
Components and Principles
1. Relate performance on fitness assessment with criteria for health-related fitness.
2. Identify activities or exercises that might improve or maintain a component of health-related fitness.
3. Understand the components of the FITT principle.
4. Describe feelings in the body that result from varying frequency, intensity, time and type of physical activity.
5. Understand the components of health-related fitness and identify activities that have potential to develop each component.
6. Identify and perform activities to complete each part (e.g., warm-up, main activity, cool-down) of a physical activity or workout.
7. Recognize the principles of target heart rate.
Grades 3-5
Standard 5
Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings.
Benchmark A: Understand the purpose of and apply appropriate rules, procedures and safe practices in physical activity settings.
Grade Three
Safety
1. Follow rules and safe practices in class activities.
2. Identify equipment-specific safety rules and follow them.
3. Recognize characteristics of the equipment and environment that affect safe play.
Grade Four
Personal Responsibility and Safety
1. Follow rules and safe practices in class activities.
2. Adjust performance to characteristics of the environment to ensure safe play (e.g., space, equipment, others).
Grade Five
Personal Responsibility and Safety
1. Adhere to class and activity-specific rules and safe practices.
2. Adjust performance to characteristics of the environment to ensure safe play (e.g., space, equipment, others).
Grades 3-5
Standard 5
Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings.
Benchmark B: Interact and communicate positively with others.
Grade Three
Cooperation and Respect
1. Work cooperatively with a partner in the development of an activity, dance sequence or game.
2. Cooperate with a partner or small group by taking turns and sharing equipment.
3. Demonstrate acceptance of skill and ability of others through verbal and non-verbal behavior.
4. Demonstrate cooperation with others when resolving conflict.
Grade Four
Cooperation and Respect
1. Listen, discuss options and develop a plan to accomplish a partner or group task or to improve play.
2. Participate with a group in cooperative problem-solving activities.
3. Demonstrate cooperation with and respect for peers different from oneself.
4. Demonstrate cooperation with others when resolving conflict.
Grade Five
Cooperation and Respect
1. Lead, follow and support group members to improve play in cooperative and competitive settings.
2. Evaluate personal behavior to ensure positive effects on others.
3. Demonstrate respectful and responsible behavior toward peers different from oneself.
4. Demonstrate cooperation with others when resolving conflict.
Grades 3-5
Standard 6
Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Benchmark A: Appreciate physical activities that promote self challenge and enjoyment.
Grade Three
Self-Challenge
1. Identify positive feelings associated with participation in physical activity.
2. Select and practice physically challenging activities to improve a skill and/or to experience success.
3. Explain reasons for selecting a particular physical activity as a favorite.
4. Demonstrate enjoyment (e.g., smiling, positive reinforcement, high five) while participating with others during activity.
Grade Four
Self-Challenge
1. Select and practice physically challenging activities to improve a skill and/or to experience success.
2. Explain reasons for choosing to participate in selected physical activity.
3. Celebrate personal success and achievement, and that of others due to effort and practice.
4. Determine aspects of an activity that contribute to enjoyment in physical activity.
5. Describe physical activities that provide personal enjoyment.
Grade Five
Self-Challenge
1. Explain reasons for choosing to participate in a selected physical activity.
2. Select and practice physically challenging activities to improve a skill and/or to experience success.
3. Share feelings with others in class about personal success, challenges or failure during an activity.
4. Explain how practice increases the level of personal success that leads to increased enjoyment.
5. Celebrate personal success and achievement, and that of others, due to effort and practice.
Grades 3-5
Standard 6
Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Benchmark B: Appreciate physical activities that promote self-expression and social and group interaction.
Grade Three
Social Interaction and Self-Expression
1. Discuss personal feelings, thoughts or ideas that result from participation in physical activities with others (e.g., dance sequence, game).
2. Recognize that physical activity provides opportunities for social interaction.
3. Interact positively with partners or small groups in a variety of physical activity settings.
Grade Four
Social Interaction and Self-Expression
1. Participate in physical activities that allow for self-expression (e.g., create a dance sequence, a routine or game that reflects personal feelings, thoughts and ideas).
2. Identify multiple physical activities that provide opportunities for social interactions.
3. Interact positively with partners or small groups in a variety of physical activity settings.
Grade Five
Social Interaction and Self-Expression
1. Participate in physical activities that allow for self-expression (e.g., create a dance sequence, a routine or game that reflects personal feelings, thoughts and ideas).
2. Participate in a variety of physical activities that provide opportunities for social and group interaction.
3. Interact positively with partners or small groups through physical activities.