* Highlighted Strands Indicate that this was covered in class instruction during the limited school year.
Motor Skill Development

1.1    The student will demonstrate approaching mature form and the correct critical elements (small, isolated parts of the whole skill or movement) of locomotor, non-locomotor, and manipulative skills.

  1. Demonstrate critical elements used and distinguish between galloping, leaping, skipping, and sliding.
  2. Demonstrate non locomotor skills of twisting, curling, bending, stretching, and balancing on different body parts.
  3. Demonstrate approaching mature forms (at least two critical elements) for use in manipulative skills (e.g., rolling ball underhand to target, underhand throw to targets, underhand toss and catch to self and with a partner, dribbling with hand in general space, dribbling with foot, kicking stationary ball to target, striking stationary object with hand or with short-handled implement, throwing underhand, volleying object upward with various body parts).
  4. Demonstrate at least two critical elements for the manipulative skills of catching, throwing underhand, striking, dribbling, and kicking, while moving.
  5. Demonstrate simple educational gymnastic skills, to include balancing at different levels, two different rolls (narrow or curled), moving in two different directions, and transfer of weight.
  6. Demonstrate moving to a beat or rhythmic pattern in personal (self-space) and general space.
  7. Perform a teacher-led dance.
  8. Demonstrate forward, sideways, backwards (slow), and side-to-side directions.
  9. Demonstrate low, medium, and high levels.
  10. Demonstrate straight, curving, and zigzagging pathways.
  11. Demonstrate fast, slow, and moderate speed movements.
  12. Demonstrate consecutive jumps (more than one) with a self-turn rope.
  13. Demonstrate consecutive jumps with a long rope (student-turn).

Anatomical Basis of Movement

1.2     The student will identify basic anatomical structures and basic spatial awareness concepts.

  1. Identify where the brain is located.
  2. Explain that muscles attach to bones to help the body move.
  3. Describe how the heart and lungs work together to keep the body moving.
  4. Explain that the heart is a muscle that grows stronger with movement.
  5. Demonstrate appropriate use of personal and general space.

Fitness Planning

  1. Identify activities to do at home to help the body move and grow.
  2. Identify one activity that increases heart and breathing rates to make the heart stronger.
  3. Describe and demonstrate activity at two or more intensity levels.

Social Development

1.4   The student will demonstrate basic knowledge and skills for safe and cooperative play, individually and with others, without reminders from teacher.

  1. Work cooperatively, and demonstrate safe equipment use with peers.
  2. Demonstrate safety rules for activity.
  3. Demonstrate safe use of space.
  4. Identify classroom (procedural) rules.

Energy Balance

1.5    The student will identify basic nutrition concepts of energy balance.

  1. Name the food groups as identified by the U.S. Department of Agriculture (USDA).
  2. Name one food from each (USDA) food group.
  3. Explain that the body needs water.
  4. Explain that physical activity uses energy from foods.