Kindergarten

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Seventh and Eighth Grades

Teacher

 
PowerSchool



Last updated 11/20/06
Exploratories -> Physical Education
KINDERGARTEN
Grade Level Expectations for Physical Education

These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during kindergarten and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards and the standards-based progress report. The number listed is in reference to McRel 3rd edition. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

* = referenced in Progress Report

PHYSICAL EDUCATION

1. Uses variety of basic and advanced movement forms, i.e., walking, running, skipping, hopping

(1.1) Demonstrates contrast between slow and fast movement while traveling

2. Uses  movement concepts and principles in development of motor skills

(2.1) Demonstrates changing direction and force using loco motor patterns
(2.2) Understands a variety of relationships with objects (over/under, behind, through, etc.)

3. Understands benefits and costs associated with participation in regular participation in physical activity

(3.1) Is aware of basic body function changes during physical activity

4. Understands how to monitor and maintain a healthy enhanced level of physical fitness

(4.1) Participates in vigorous physical activity
(4.2) Accepts own abilities*

5. Understands the social and personal responsibility associated with participation in physical activity

(5.1) Demonstrates the rules of games and activities*
(5.2) Responds appropriately to a variety of teacher signals for attention
(5.3) Follows directions given to the group*
(5.4) Demonstrates the willingness to join in an activity*
(5.5) Demonstrates good sportsmanship*
GRADE ONE
Grade Level Expectations for Physical Education

These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during first grade and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards and the standards-based progress report. The number listed is in reference to McRel 3rd edition. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

* = referenced in Progress Report

PHYSICAL EDUCATION

1. Uses variety of basic and advanced movement forms, i.e., walking, running, skipping, hopping

(1.1) Demonstrates contrast between slow and fast movement while traveling

2. Uses  movement concepts and principles in development of motor skills

(2.1) Maintains balance while bearing weight on a variety of body parts
(2.2) Demonstrates changing direction and force using loco motor patterns
(2.3) Understands a variety of relationships with objects (over/under, behind, through, etc.)

3. Understands benefits and costs associated with participation in physical activity

(3.1) Is aware of basic body function changes during physical activity

4. Understands how to monitor and maintain a healthy enhanced level of physical fitness

(4.1) Participates in vigorous physical activity
(4.2) Is willing to try new activities*
(4.3) Accepts own abilities*

5. Understands the social and personal responsibility associated with participation in physical activity

(5.1) Demonstrates the rules of games and activities*
(5.2) Responds appropriately to a variety of teacher signals for attention
(5.3) Follows directions given to the group*
(5.4) Demonstrates the willingness to join in an activity*
(5.5) Demonstrates good sportsmanship*
GRADE TWO
Grade Level Expectations for Physical Education

These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during second grade and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards and the standards-based progress report. The number listed is in reference to McRel 3rd edition. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

* = referenced in Progress Report

PHYSICAL EDUCATION

1. Uses variety of basic and advanced movement and forms (i.e., walking, running, skipping, hopping, bending, twisting, and stretching)

(1.1) Demonstrates contrast between slow and fast movement while traveling

2. Uses movement concepts and principles in development of motor skills

(2.1) Maintains balance while bearing weight on a variety of body parts
(2.2) Demonstrates changing direction and force using locomotion patterns
(2.3) Understands a variety of relationships with objects (over/under, behind, through, etc.)

3. Understands benefits and costs associated with participation in physical activity

(3.1) Is aware of basic body function changes during physical activity

4. Understands how to monitor and maintain a healthy enhanced level of physical fitness

(4.1) Participates in vigorous physical activity
(4.2) Accepts own abilities*
(4.3) Develops kinesthetic awareness (balance, base of support, personal space)
(4.4) Develops an understanding of and utilizes body awareness, body parts, shapes, symmetry etc.
(4.5) Identifies the health benefits of participation in physical activity

5. Understands the social and personal responsibility associated with participation in physical activity

(5.1) Demonstrates the rules of games and activities*
(5.2) Responds appropriately to a variety of teacher signals for attention
(5.3) Follows directions the first time given*
(5.4) Demonstrates the willingness to join in an activity*
(5.5) Demonstrates good sportsmanship*
(5.6) Plays and cooperates with others regardless of personal differences
GRADE THREE
Grade Level Expectations for Physical Education

These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during third grade and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards and the standards-based progress report. The number listed is in reference to McRel 3rd edition. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

* = referenced in Progress Report

PHYSICAL EDUCATION

1. Uses a variety of basic and advanced movement forms (running, skipping, hopping, eye-hand/eye-foot coordination-dribbling while running)

(1.1) Demonstrates knowledge of concepts*
(1.2) Demonstrates fundamental skills*

2. Uses movement concepts and principles in development of motor skills

(2.1) Maintains balance while bearing weight on a variety of body parts
(2.2) Demonstrates changing direction and force using locomotion patterns
(2.3) Understands a variety of relationships with objects (over/under, behind, through, etc.)
(2.4) Uses basic offensive and defensive strategies in unstructured game environments

3. Understands benefits and costs associated with participation in physical activity

(3.1) Is aware of basic body function changes during physical activity
(3.2) Knows factors that inhibit participation in physical activity, e.g., substance abuse
(3.3) Develops kinesthetic awareness (balance, base of support, personal space)

4. Understands how to monitor and maintain a healthy enhanced level of physical fitness

(4.1) Understands wellness - demonstrate benefits of healthy life style*
(4.2) Develops an understanding of and utilizes body awareness, body parts, shapes, symmetry etc.
(4.3) Identifies the health benefits and participation in physical activity

5. Understands the social and personal responsibility associated with participation in physical activity

(5.1) Demonstrates the willingness to join in an activity*
(5.2) Demonstrates good sportsmanship*
(5.3) Understands safety concepts*
(5.4) Plays and cooperates with others regardless of personal differences
(5.5) Follows appropriate rules, procedures, and behaviors while participating in games/activities
GRADE FOUR
Grade Level Expectations for Physical Education

These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during fourth grade and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards and the standards-based progress report. The number listed is in reference to McRel 3rd edition. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

* = referenced in Progress Report

PHYSICAL EDUCATION

1. Uses a variety of basic and advanced movement forms (running, skipping, hopping, eye-hand/eye-foot coordination-dribbling while running)

(1.1) Demonstrates knowledge of concepts*
(1.2) Demonstrates fundamental skills*
(1.3) Throws, catches, and kicks using mature form
(1.4) Demonstrates kinesthetic awareness (balance, personal space, base of support, objects, dodges, chases) while participating in games and activities

2. Uses movement concepts and principles in development of motor skills

(2.1) Understands a variety of relationships with objects (over/under, behind, through, etc.)
(2.2) Demonstrates basic sport-specific skills in a variety of physical activities
(2.3) Develops passing and receiving a ball with a moving target
(2.4) Uses basic offensive and defensive strategies in unstructured game environments

3. Understands benefits and costs associated with participation in physical activity

(3.1) Knows factors that inhibit participation in physical activity, e.g., substance abuse
(3.2) Assesses personal performance
(3.3) Celebrates personal successes and achievements as well as those of others.

4. Understands how to monitor and maintain a healthy enhanced level of physical fitness

(4.1) Understands wellness - demonstrate benefits of healthy life style*
(4.2) Identifies the health benefits and participation in physical activity
(4.3) Selects and participates regularly in physical activities for the purpose of improving skill and health

5. Understands the social and personal responsibility associated with participation in physical activity

(5.1) Demonstrates the willingness to join in an activity*
(5.2) Demonstrates good sportsmanship*
(5.3) Understands safety concepts*
(5.4) Plays and cooperates with others regardless of personal differences
(5.5) Follows appropriate rules, procedures, and behaviors while participating in games/activities; accepts the teacher’s decision regarding a personal rule infraction without displaying negative reactions toward others
(5.6) Demonstrates acceptance of the skills and abilities of others through verbal and nonverbal behavior
    GRADE FIVE
    Grade Level Expectations for Physical Education

    These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during fifth grade and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards and the standards-based progress report. The number listed is in reference to McRel 3rd edition. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

    * = referenced in Progress Report

    PHYSICAL EDUCATION

    1. Uses a variety of basic and advanced movement forms (running, skipping, hopping, eye-hand/eye-foot coordination-dribbling while running)

    (1.1) Demonstrates knowledge of concepts*
    (1.2) Demonstrates fundamental skills*
    (1.3) Demonstrates kinesthetic awareness (balance, personal space, base of support, objects, dodges, chases) while participating in games and activities
    (1.4) Is able to adapt a skill to the demands of a dynamic, unpredictable environment, i.e., passes ball ahead of moving player

    2. Uses movement concepts and principles in development of motor skills

    (2.1) Understands a variety of relationships with objects (over/under, behind, through, etc.)
    (2.2) Demonstrates throwing objects for both accuracy and force
    (2.3) Uses basic offensive and defensive strategies in unstructured game environments

    3. Understands benefits and costs associated with participation in physical activity

    (3.1) Chooses physical activities based on a variety of factors, e.g., personal interests and capabilities, challenge and enjoyment
    (3.2) Knows factors that inhibit participation in physical activity, e.g., substance abuse
    (3.3) Uses external and internal information to improve performance
    (3.4) Celebrates personal successes and achievements as well as those of others

    4. Understands how to monitor and maintain a healthy enhanced level of physical fitness

    (4.1) Understands wellness - demonstrate benefits of healthy life style*
    (4.2) Identifies the health benefits and participation in physical activity
    (4.3) Selects and participates regularly in physical activities for the purpose of improving skill and health
    (4.4) Demonstrates proper warm up and cool down techniques

    5. Understands the social and personal responsibility associated with participation in physical activity

    (5.1) Demonstrates the willingness to join in an activity*
    (5.2) Demonstrates good sportsmanship*
    (5.3) Understands safety concepts*
    (5.4) Plays and cooperates with others regardless of personal differences
    (5.5) Follows appropriate rules, procedures, and behaviors with few reminders while participating in games/activities; accepts the teacher’s decision regarding a personal rule infraction without displaying negative reactions toward others
    (5.6) Knows how to develop rules, procedures, and etiquette that are safe and effective for specific activity situations
    (5.7) Demonstrates acceptance of the skills and abilities of others through verbal and nonverbal behavior

    GRADE SIX
    Grade Level Expectations for Physical Education

    These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during sixth grade and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards. The number listed is in reference to McRel 3rd edition. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

    PHYSICAL EDUCATION

    1. Uses a variety of basic and advanced movement forms (running, skipping, hopping, eye-hand/eye-foot coordination-dribbling while running)

    (1.1) Demonstrates knowledge of concepts
    (1.2) Demonstrates fundamental skills
    (1.3) Uses basic sports-specific skills for a variety of physical activities

    2. Uses movement concepts and principles in development of motor skills

    (2.1) Understands a variety of relationships with objects (over/under, behind, through, etc.)
    (2.2) Demonstrates throwing objects for both accuracy and force
    (2.3) Uses basic offensive and defensive strategies in unstructured game environments

    3. Understands benefits and costs associated with participation in physical activity

    (3.1) Chooses physical activities based on a variety of factors, e.g. personal interests and capabilities, challenge and enjoyment
    (3.2) Knows factors that inhibit participation in physical activity, e.g., substance abuse
    (3.3) Uses external and internal information to improve performance
    (3.4) Celebrates personal successes and achievements as well as those of others

    4. Understands how to monitor and maintain a healthy, enhanced level of physical fitness

    (4.1) Understands wellness - demonstrates benefits of healthy life style
    (4.2) Identifies the health benefits from participation in physical activity
    (4.3) Selects and participates regularly in physical activities for the purpose of improving skill and health
    (4.4) Demonstrates proper warm up and cool down techniques

    5. Understands the social and personal responsibility associated with participation in physical activity

    (5.1) Demonstrates the willingness to join in an activity
    (5.2) Demonstrates good sportsmanship
    (5.3) Understands safety concepts
    (5.4) Plays and cooperates with others regardless of personal differences
    (5.5) Follows appropriate rules, procedures, and behaviors with few reminders while participating in games/activities; accepts the teacher’s decision regarding a personal rule infraction without displaying negative reactions toward others
    (5.6) Knows how to develop rules, procedures, and etiquette that are safe and effective for specific activity situations
    (5.7) Demonstrates acceptance of the skills and abilities of others through verbal and nonverbal behavior
    GRADES SEVEN AND EIGHT
    Grade Level Expectations for Physical Education

    These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during seventh and eighth grades and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards. The number listed is in reference to McRel 3rd edition. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

    PHYSICAL EDUCATION

    1. Uses a variety of basic and advanced movement forms (running, skipping, hopping, eye-hand/eye-foot coordination-dribbling while running)

    (1.1) Demonstrates knowledge of concepts
    (1.2) Demonstrates fundamental skills
    (1.3) Uses intermediate sport-specific skills for individual, dual, and team sports
    (1.4) Uses intermediate sport-specific skills for dance and rhythmical activities

    2. Uses movement concepts and principles in development of motor skills

    (2.1) Understands the principle of training and conditioning for specific physical activities
    (2.2) Uses basic offensive and defensive strategies in a modified version of a team and individual sport
    (2.3) Understands movement forms associated with highly skilled physical activities

    3. Understands benefits and costs associated with participation in physical activity

    (3.1) Chooses physical activities based on a variety of factors, e.g. personal interests and capabilities, challenge and enjoyment
    (3.2) Understands long-term physiological benefits of regular participation in physical activity, e.g., improved cardiovascular strength, improved flexibility, and body composition
    (3.3) Knows factors that inhibit participation in physical activity, e.g., substance abuse
    (3.4) Celebrates personal successes and achievements as well as those of others

    4. Understands how to monitor and maintain a healthy, enhanced level of physical fitness

    (4.1) Understands wellness - demonstrates benefits of healthy life style
    (4.2) Identifies the health benefits of participation in physical activity
    (4.3) Selects and participates regularly in more advanced physical activities for the purpose of improving skill and health
    (4.4) Understands the role of exercise and other factors in weight control and body composition

    5. Understands the social and personal responsibility associated with participation in physical activity

    (5.1) Demonstrates the willingness to join in an activity
    (5.2) Demonstrates good sportsmanship
    (5.3) Understands safety concepts
    (5.4) Understands the proper attitudes toward both winning and losing
    (5.5) Follows appropriate rules, procedures, and behaviors with few reminders while participating in games/activities; accepts the teacher’s decision regarding a personal rule infraction without displaying negative reactions toward others
    (5.6) Knows how to develop rules, procedures, and etiquette that are safe and effective for specific activity situations
    (5.7) Demonstrates acceptance of the skills and abilities of others through verbal and nonverbal behavior
    Teacher

    Mr. Stephenson

    Mr. Tim Stephenson