Reformatted November 2003
HEALTH and FITNESS/PHYSICAL EDUCATION
K-10 – Grade Level Expectations
Grade 3
Grade 4
Grade 5
ACTIVE LIFESTYLE
ACTIVE LIFESTYLE
ACTIVE LIFESTYLE
Develop fundamental and complex movement skills,
as developmentally appropriate.
Develop fundamental and complex movement skills,
as developmentally appropriate.
Develop fundamental and complex movement skills,
as developmentally appropriate.
simultaneously combine locomotor, nonlocomotor and manipulative skills
sequentially combine locomotor, non-locomotor
and manipulative skills
apply space awareness, relationship, and effort
concepts to movement skills
perform at the pre-control or control level with
specialized movement skills related to
apparatus, manipulative equipment, rhythmics,
games and sports
use feedback to improve performance
simultaneously combine locomotor, nonlocomotor and manipulative skills
create sequentially combined locomotor, nonlocomotor and manipulative skills
perform at the control level specialized
movement skills related to apparatus,
manipulative equipment, rhythmics, games and
sports
use feedback to improve performance
simultaneously combine locomotor, nonlocomotor and manipulative skills
create and perform sequentially combined
locomotor, non-locomotor and manipulative
skills
create and perform at the control level
specialized movement skills related to
apparatus, manipulative equipment, rhythmics,
games and sports
use feedback to improve performance
Safely participate in a variety of developmentally
appropriate physical activities.
Safely participate in a variety of developmentally
appropriate physical activities.
Safely participate in a variety of developmentally
appropriate physical activities.
further develop spatial sense (personal, general)
follow signals (stop/go)
move safely around people and objects
follow class rules, teacher-specific directions,
game/activity rules
safely participate with equipment
work cooperatively
demonstrate positive spectator skills
appreciate differences among people, including
skill and ability
work productively in groups and independently
recognize and select safe space
work productively in groups and independently
apply rules and procedures
demonstrate support of partners and teammates
demonstrate positive spectator skills
participate safely with people and equipment
demonstrate appropriate response to competition
appreciate differences among people, including
skill and ability
select and maintain safe space
apply rules and procedures
acknowledge success of others
participate safely and productively with people
and equipment
demonstrate appropriate response to competition
recognize the influence of peer pressure
appreciate differences among people, including
skill and ability
HEALTH and FITNESS/PHYSICAL EDUCATION
K-10 – Grade Level Expectations
Grade 3
Grade 4
Grade 5
ACTIVE LIFESTYLE (continued)
ACTIVE LIFESTYLE (continued)
ACTIVE LIFESTYLE (continued)
Understand the concepts of health-related physical
fitness and develop and monitor progress on
personal fitness goals.
Understand the concepts of health-related physical
fitness and develop and monitor progress on
personal fitness goals.
Understand the concepts of health-related physical
fitness and develop and monitor progress on
personal fitness goals.
recognize the importance of personal fitness
goals
recognize skeletal and muscular systems
identify components of health-related fitness
(flexibility, cardiovascular endurance, muscular
strength, muscular endurance)
identify the components of performance-related
fitness (balance, coordination, speed, power,
agility)
engage in moderate to vigorous physical activity
during structured and unstructured time
measure fitness level
set activity goals
demonstrate exercise principles (warm-up/cool
down, overload/recovery, pacing)
identify components of FITT principle
(Frequency, Intensity, Time, Type)
demonstrate components of health-related
fitness (flexibility, cardiovascular endurance,
muscular strength, muscular endurance)
demonstrate the components of performance
related fitness (balance, coordination, speed,
power, agility)
engage in moderate to vigorous physical activity
during structured and unstructured time
measure fitness level
set fitness goals
select appropriate activities to improve fitness
assess and compare the components of healthrelated fitness (flexibility, cardiovascular
endurance, muscular strength, muscular
endurance)
identify the health-related concept of body
composition
Understand the relationship between nutrition and
food nutrients to physical performance and body
composition.
Understand the relationship between nutrition and
food nutrients to physical performance and body
composition.
Understand the relationship between nutrition and
food nutrients to physical performance and body
composition.
identify and understand:
 nutrients
 nutrients and digestion
 nutritional guidelines
rank foods for energy and nutrients
identify responsible food choices
understand the digestive process
understand calories
understand energy and nutrients
understand how food fuels movement/activity
identify responsibility for eating and exercise
understand meal planning
understand responsible approach to food choices
predict results of good nutrition
understand life cycle and changes in nutritional
needs
prevent illness and disease
understand individual, family and peer influence
understand food and self-esteem
HEALTH and FITNESS/PHYSICAL EDUCATION
K-10 – Grade Level Expectations
Grade 3
Grade 4
Grade 5
ACTIVE LIFESTYLE (continued)
ACTIVE LIFESTYLE (continued)
ACTIVE LIFESTYLE (continued)
Develop and use rhythmic skills and techniques as a
means of expression.
Develop and use rhythmic skills and techniques as a
means of expression.
Develop and use rhythmic skills and techniques as a
means of expression.
perform traditional and contemporary rhythmic
activities
create and perform movements to a rhythm
communicate ideas and expressions through
rhythmic movements
perform traditional and contemporary rhythmic
activities
create and present an individual or group routine
using basic rhythmic patterns
perform traditional and contemporary rhythmic
activities
HEALTH SKILLS
HEALTH SKILLS
HEALTH SKILLS
Recognize patterns of growth and development.
Recognize patterns of growth and development.
Recognize patterns of growth and development.
skeletal system
immune system
functions of the body
 structure and function of the digestive
system
 introduction to structure and function of the
endocrine system
growth and development
 hormones and body changes
 growing up physically, emotionally, and
socially
 basic menstruation information (girls only)
 good hygiene/importance of cleanliness
 personal appearance/body image
heredity
 family traits
 influences of heredity on health
functions of the body
 central nervous system (introductory)
brain structure/function
thinking, reflex vs. consciousness
 endocrine system (review)
role of hormones
hormone disorders
 human growth and development
growing up physically, emotionally,
intellectually and socially
biological differences between boys and
girls
puberty
hygiene
responsibilities of maturing adolescent
decision-making in at-risk situations
social skills
consumer projects evaluation
HEALTH and FITNESS/PHYSICAL EDUCATION
K-10 – Grade Level Expectations
Grade 3
Grade 4
Grade 5
HEALTH SKILLS (continued)
HEALTH SKILLS (continued)
HEALTH SKILLS (continued)
Understand the concept of control and prevention of
disease.
Understand the concept of control and prevention of
disease.
Understand the concept of control and prevention of
disease.
how germs spread
communicable vs. other illness
defining epidemic
fighting disease
defense systems
vaccines and medicines
healthy behaviors
responsible vs. irresponsible
universal precautions
infectious disease
 identifying virus
 bacteria
 fungi
 hygiene routines
 illness prevention
 consequence of ignoring germs
 decision-making for healthy behavior
 unhealthy risk
structure and function of the immune system
communicable/non-communicable disease
lifestyle disease
 consequences of smoking
 drugs/alcohol
 diet, excess fats/salt
respiratory health/disease
the immune process
HIV/AIDS prevention
Acquire skills to live safely and reduce health risks.
Acquire skills to live safely and reduce health risks.
Acquire skills to live safely and reduce health risks.
personal safety
 safety as a concept
 safe vs. unsafe practices/situations
 turn unsafe into safe
 safe environments
 concept of risk
 identify emergencies
 basic emergency procedures
 safe at home and away
 responsible strategies/behaviors
basic body safety
 personal safety
 define child abuse and violence
 refusal skills
 assertiveness
safety and emergency response
 dangerous vs. harmless
 safety hazards
 things that hurt your body
 common sense
 review of basic emergency responses
 taking responsibility and making good
decisions
personal body safety
 types of abuse – including all types of
harassment
 right to privacy
 sharing with trusted adult/resources
 consequences of not telling
 refusal skills
 self-advocacy
personal safety and emergency response
 responding to emergencies
skills to help self and others
rules for emergencies
decision-making steps
define First Aid
First Aid skills
major vs. minor emergencies
avoiding risk/universal precautions
 personal safety
recognizing unsafe situations
sexual harassment
assertiveness
refusal skills
locating resources for help
HEALTH and FITNESS/PHYSICAL EDUCATION
K-10 – Grade Level Expectations
Grade 3
Grade 4
Grade 5
HEALTH SKILLS (continued)
community health and safety
 impact of drugs/violence on community
 personal responsibility
 refusal skills
 prevent violence
HEALTH SKILLS (continued)
substance abuse prevention
 difficulty in changing habits
 smoking – physical and psychological
effects
 effects of smoking
 second-hand smoke
 refusal skills
 help resources
community safety/violence prevention
 community safety laws and regulations
 resolving conflicts peacefully
 different forms of violence and triggers
 decision-making steps/group strategies to
avoid violence
HEALTH SKILLS (continued)
 substance abuse preventions
addictions
physical, psychological and social
effects of substance abuse
drug/alcohol abuse and the family
drugs, alcohol and advertising
value of being drug free
refusal skills
help resources
INFLUENCING FACTORS
INFLUENCING FACTORS
INFLUENCING FACTORS
Understand how environmental factors affect one’s
health (air, water, noise, chemicals).
Understand how environmental factors affect one’s
health (air, water, noise, chemicals).
Understand how environmental factors affect one’s
health (air, water, noise, chemicals).
pollution problems; causes and effects
importance of clean environments
environmental protection rules
review of types of pollution and other
environmental hazards
effect of environmental hazards
 hearing impairment
 second-hand smoke
 chemical sensitivity
 environmental illness
environmental health in the community
environmental conditions and physical activity
pollution control methods in Washington State
and community
HEALTH and FITNESS/PHYSICAL EDUCATION
K-10 – Grade Level Expectations
Grade 3
Grade 4
Grade 5
INFLUENCING FACTORS (continued)
INFLUENCING FACTORS (continued)
INFLUENCING FACTORS (continued)
Gather and analyze health information.
Gather and analyze health information..
Gather and analyze health information..
food handling laws
food labels and packaged foods
advertising strategies
making decisions about health
health care professionals and their services
food, hygiene and cosmetic products
product labels
buying habits
media
peer and behavioral influences
consumer skills and influences, advertising,
product labels
consumer responsibilities and advocacy
Use social skills to promote health and safety in a
variety of situations.
Use social skills to promote health and safety in a
variety of situations.
Use social skills to promote health and safety in a
variety of situations.
self-respect, values, goals
importance of positive attitude
value for others as unique
 pride in heritage/culture
 different points of view
listening skills
coping with feelings
peer and behavioral influences
positive relationship skills
communication skills
respect for self and others
empathy
identify positive and negative influences
support systems
service to others
communication
 refusal skills
 healthy expression of needs, wants, feelings
conflict resolution
Understand how emotions influence decisionmaking.
Understand how emotions influence decisionmaking.
Understand how emotions influence decisionmaking.
effects of positive/negative group attitudes
dealing with emotional situations
 communication
 refusal skills
 negotiation
 conflict resolution
 assertiveness
changes in emotions
managing strong emotions
impulse control
anger management
planning for responsible decision-making
self-worth and stress reduction
human emotions
emotional maturity
puberty and self-esteem
HEALTH and FITNESS/PHYSICAL EDUCATION
K-10 – Grade Level Expectations
Grade 3
Grade 4
Grade 5
HEALTH AND FITNESS PLANNING
HEALTH AND FITNESS PLANNING
HEALTH AND FITNESS PLANNING
Analyze health and safety information.
Analyze health and safety information.
Analyze health and safety information.
healthy behaviors
health and fitness requirements
 local community helpers
 volunteers
 occupations of parents/friends
consequences of unhealthy decisions
How does healthy living support you?
 at home
 at work/school
 at play
healthy and unhealthy consequences
 nutrition – good vs. poor diet
 decision-making in emergency and at-risk
situations
 use and abuse of drugs, alcohol, tobacco and
other harmful substances
 physical activity and fitness habits
occupations focus: health and fitness needs for
specific careers
Develop a health and fitness plan and a monitoring
system.
Develop a health and fitness plan and a monitoring
system.
Develop a health and fitness plan and a monitoring
system.
benefits and enjoyment of exercise
identify and set goals for health and fitness
define physical fitness
benefits of exercise
practice various forms of exercise and injury
avoidance routines
personal goals for exercise and fitness
relation between exercise and physical fitness
health goals that support fitness
types of exercise
 aerobic
 anaerobic
 isotonic
 isokinetic
 isometric
benefits of exercise
identify healthful environmental conditions for
exercise
safety routines
fitness goals
good sportsmanship
establish positive health and fitness habits
through goal setting