Physical Education Grades 3-4
SAMPLE CORECONTENT/SKILLS | SUGGESTEDACTIVITIES | NATIONAL PE STANDARDS | |||||
1 | 2 | 3 | 4 | 5 | 6 | ||
Motor Skills | |||||||
Throw, catch, and kick using mature form. | • Tag games | √ | √ | ||||
Dribble and pass a basketball to a moving receiver. | • Aerobics, square dance | √ | √ | ||||
Balance with control on a variety of objects (balance board, large apparatus, skates). | • Gymnastics/tumbling • Jump rope | √ | √ | ||||
Develop and refine a tumbling sequence demonstrating smooth transitions. | • Scoops and ballsw Lead-up games (e.g., soccer, basketball, volleyball, softball, hockey) | √ | √ | ||||
Jump and land for height/distance using mature form. | • Racquet sports with balloons,balls, birdies | √ | √ | ||||
Application | |||||||
Establish movement vocabulary (e.g., agility, speed, flexibility, balance). | • Students teaching one skill (e.g., kicking, catching, throwing to the rest of a smallgroup) | √ | |||||
Recognize the critical elements of a throw made by a fellow student and provide feedback to that student. | √ | √ | |||||
Understand that appropriate practice improves performance. | • Partner assessment in a variety of skills | √ | √ | ||||
Active Living | |||||||
Regularly participate in physical activity for the purpose of developing a healthy lifestyle. | • Activity log • Discussion on importance of physical activity | √ | √ | √ | √ | ||
Describe healthful benefits that result from regular and appropriate participation in physical activity. | √ | √ | √ | √ | |||
Identify at least one *activity that they participate in on a regular basis (formal or informal) outside of class setting. | √ | √ | √ | √ |
*See list of “outside of school” activities in appendix
SAMPLE CORECONTENT/SKILLS | SUGGESTEDACTIVITIES | NATIONAL PE STANDARDS | |||||
1 | 2 | 3 | 4 | 5 | 6 | ||
Physical Fitness | |||||||
Engage in appropriate activity that results in the development of muscular strength. | • Activity log • Fitness testing | √ | √ | √ | |||
Maintain continuous aerobic activity for a specified time. | • Goal setting and strategies in fitness components | √ | √ | √ | |||
Support, lift, and control body weight in a variety of activities. | √ | √ | √ | √ | |||
Regularly participate in physical activity for the purpose of improving physical fitness. | √ | √ | √ | ||||
Personal and Social Skills | |||||||
Take seriously their role to teach an activity or skill to two other classmates. | • Students assisting with officiating | √ | √ | √ | √ | ||
Work productively with a partner to improve the overhand throw pattern for distance by using the critical elements of the process. | • Cooperative games (e.g., human knot) • Cultural dances | √ | √ | √ | √ | ||
Accept the teacher’s decision regarding a personal rule infraction without displaying negative reactions toward others. | • Native Youth Olympics • Discussions of individual similarities and differences | √ | |||||
Assess his/her own performance problems without blaming others. | √ | ||||||
Recognize differences and similarities in others’ physical activity. | √ | √ | |||||
Respect individuals and the cultural significance they attribute to various games, dances, and the physical activities. | √ | √ | |||||
Demonstrate acceptance of the skills and abilities of others through verbal and nonverbal behavior. | √ | ||||||
Value of Exercise | |||||||
Experience positive feelings as a result of involvement in physical activity. | • Creation of new games, dances, tumbling routines, etc. | √ | √ | √ | |||
Design games and dance sequences for personal enjoyment. | • Discussion on how physical activity can provide challenges | √ | √ | √ | |||
Celebrate personal successes and achievements as well as those of others. | √ | √ |