Physical Education / Health - Late Elementary

19. Acquire movement skills and understand concepts needed to engage in health-enhancing physical activity

19A. Demonstrate physical competency in individual and team sports, creative movement and leisure and work-related activities.

19.A.2 Demonstrate control when performing combinations and sequences in locomotor, non-locomotor and manipulative motor patterns.
THIRD GRADE: The students will begin to demonstrate more mature locomotor forms and patterns.
FOURTH GRADE: The students will demonstrate mature forms in all locomotor patterns selected, manipulative and non-locomotor skills. Students will combine movement skills in an applied setting.
FIFTH GRADE: The students will demonstrate basic competency in a selection of modified games, sports, and leisure time activities. Students will execute a variety of fundamental movement combinations in dance form.

19B. Analyze various movement concepts and applications.

19.B.2 Identify the principles of movement (e.g., absorption and application of force,equilibrium).
THIRD GRADE: The students will develop skills using body parts other than the hands (trapping and heading).
FOURTH GRADE: The students will demonstrate beginning skills of a few specialized movement forms. Students will be able to participate in and execute simple activities that demonstrate appropriate control of body and equipment.
FIFTH GRADE: The students will demonstrate basic motor skills in performing a selection of cooperative and competitive modified games, lead-ups, sports, and other physical activity. Students will demonstrate coordination, agility, flexibility, and ball control in physical activity (e.g., drills, actual games, etc.).

19C. Demonstrate knowledge of rules, safety and strategies during physical activity.

19.C.2a Identify and apply rules and safety procedures in physical activities.
THIRD GRADE: The students will demonstrate and understand the need for safety during application and participation. Students will be able to demonstrate proper use of equipment. Students will identify boundaries during activity. Students will demonstrate personal safety (e.g., recognizing personal space, forming lines, forming squads).
FOURTH GRADE: The students will explain rules and safety procedures for a variety of different activities. Students will regularly follow rules and safety procedures and understand the consequences when those procedures are not followed.
FIFTH GRADE: The students will apply rules, etiquette and cooperation during activities. Students will demonstrate ways of avoiding high-risk behavior during physical activity (e.g., spotters, mats, tumbling aids, etc.). Students will develop an understanding of the need for safety and precautions.
19.C.2b Identify offensive, defensive and cooperative strategies in selected activities and games.
THIRD GRADE: Students will be introduced to the vocabulary of offense (scoring) and defense (preventing scoring).
FOURTH GRADE: Students will demonstrate the knowledge of offense and defense while playing a game.
FIFTH GRADE: Students will work together and apply their knowledge of offense and defense together as a team.

20. Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment

20A. Know and apply the principles and components of health-related fitness.

20.A.2a Describe the benefits of maintaining a health-enhancing level of fitness.
THIRD GRADE: The students will demonstrate and define cardiovascular endurance, muscular strength/endurance, and flexibility activities by using age-appropriate language (e.g., run without stopping for eleven minutes, and completing 14 push ups without stopping).
FOURTH GRADE: The students will participate in moderate to vigorous physical activity in a variety of settings (e.g., run without stopping for thirteen minutes, and completing 16 push ups without stopping).
FIFTH GRADE: The students will identify several activities related to each component of physical fitness (e.g., run without stopping for fifteen minutes, and completing 20 push ups without stopping).
20.A.2b Regularly participate in physical activity for the purpose of sustaining or improving individual levels of health-related fitness.
THIRD GRADE: The students will demonstrate competency in a variety of physical fitness activities (e.g., step aerobics, aerobic walking, running, jogging, etc.). Students will also participate in cardiovascular, endurance, muscular strength/endurance and flexibility activities by using age-appropriate language (e.g. run without stopping for eleven minutes, and completing 14 push ups without stopping).
FOURTH GRADE: The students will identify several activities related to each component of physical fitness.
FIFTH GRADE: The students will participate in moderate to vigorous physical activity in a variety of settings.

20B. Assess individual fitness levels.

20.B.2a Monitor individual heart rate before,during and after physical activity, with and without the use of technology.
THIRD GRADE: The students will analyze the difference between increased heart and respiratory rates during vigorous exercise and slower heart and respiratory rates at rest.
FOURTH GRADE: The students will analyze results of an individual heart monitor.
FIFTH GRADE: The students will interpret results of an individual heart monitor.
20.B.2b Match recognized assessments of health-related fitness (e.g., AAHPERED,AAU) to corresponding components of fitness.
THIRD GRADE: The students will strive to meet the health-related fitness standards (acceptable healthy range) as defined by nationally recognized programs.
FOURTH GRADE: The students will meet the health-related fitness standards provided by a formal measure of physical fitness (e.g., Fitnessgram)
FIFTH GRADE: Students will interpret the results of a formal measure of fitness under teacher supervision.

20C. Set goals based on fitness data and develop, implement and monitor an individual fitness improvement plan.

20.C.2a Set a personal health-related fitness goal.
THIRD GRADE: The students will develop three personal goals and complete a weekly Health and Fitness Journal.
FOURTH GRADE: The students will develop three personal goals along with keeping a personal journal and will be able to access those goals.
FIFTH GRADE: The students will develop three personal goals along with keeping a personal journal and will be able to access and evaluate those goals.
20.C.2b Demonstrate the relationship between movement and health-related fitness components (e.g., running/cardiorespiratory, tug-of-war/strength).
THIRD GRADE: Students will recognize the importance of a warm up and a cool down period.
FOURTH GRADE: Students will regularly participate in physical activity for the purpose of reaching personal fitness goals through proper sequence (e.g., warm-up, frequency, intensity, time/duration, and cool down).
FIFTH GRADE: The students will analyze the significance of the information provided by the physical fitness test, and identify where improvement is needed.

21. Develop team-building skills by working with others through physical activity

21A. Demonstrate individual responsibility during group physical activities.

21.A.2a Accept responsibility for their own actions in group physical activities.
THIRD GRADE: The students will demonstrate the ability to independently follow instructional procedures during physical activity. If behavior is a problem, students will get a time out and two points off of grade.
FOURTH GRADE: he students will demonstrate the ability to independently follow instructional procedures during physical activity. If behavior is a constant problem, students will get a referral to the office and a telephone call home.
FIFTH GRADE: The students will demonstrate the ability to independently follow instructional procedures during physical activity. If behavior is a constant problem, students will get a detention with a possible reduction in grade for lack of participation.
21.A.2b Use identified procedures and safe practices without reminders during group physical activities.
THIRD GRADE: The students will apply safety procedures while participating in all activities.
FOURTH GRADE: The students will follow activity-specific rules, procedures, and etiquette with few reminders. Students will take written tests to show knowledge of subject matter.
FIFTH GRADE: The students will follow activity specific rules, procedures, and etiquette with few reminders. Students will take written tests to show knowledge of subject matter. Students will show an ability to resolve conflicts among themselves.
21.A.2c Work independently on task until completed.
THIRD GRADE: The students will work independently for short periods of time on skill development (e.g. bump volleyball ten times to self for continuous practice).
FOURTH GRADE: The students will work independently for short periods of time on skill development (e.g. bump, set volleyball 10-20 times to self for continuous practice).
FIFTH GRADE: The students will work independently for short periods of time on skill development (e.g. hit birdie using underhand clear against wall for one minute without birdie hitting ground).

21B. Demonstrate cooperative skills during structured group physical activity.

21.B.2 Work cooperatively with a partner or small group to reach a shared goal during physical activity.
THIRD GRADE: The students will work cooperatively in groups of five to achieve a goal (e.g. hitting a volleyball using only bumps to reach a goal of fifteen bumps before the ball hits the ground).
FOURTH GRADE: The students will work cooperatively and productively with a partner or small groups to achieve a goal (e.g. hitting a volleyball using bump and set in order). Each group will set a realistic goal (e.g. hitting the volleyball twenty-five times without the ball hitting the ground). Students will also learn the importance of positive communication.
FIFTH GRADE: The students will work cooperatively and productively with a partner or small group in order to achieve a goal (e.g. passing a soccer ball in a small group without loosing control of the ball). Students will set a realistic goal (e.g. passing the soccer ball ten times without loosing control while moving down the field). Students will also learn the importance of positive communication and be able to start peer coaching.

22. Understand principles of health promotion and the prevention and treatment of illness and injury

22A. Explain the basic principles of health promotion, illness prevention and safety.

22.A.2a Describe benefits of early detection and treatment of illness.
THIRD GRADE: The students will explain why early detection of illness can help save a person's life.
FOURTH GRADE: The students will explain why early detection of illness can help save a persons life. Students will list illnesses and their symptoms.
FIFTH GRADE: The students will define heart attack, stroke, and cancer etc. Students will define wellness. Students will explain why certain lifestyles have a greater impact on health than others (e.g. being a gang member will cause the student to have a risky lifestyle of drug abuse, and violence).
22.A.2b Demonstrate strategies for the prevention and reduction of communicable and non-communicable disease (e.g., practicing cleanliness, making healthy food choices, understanding the importance of immunizations and regular health screenings)
THIRD GRADE: The students will define what a communicable disease is verse a non-communicable disease. Students will explain the importance of healthy choices.
FOURTH GRADES: The students will describe ways to prevent diseases (e.g., immunizations, good health habits, knowledge of risk factors). Students will define some non-communicable and communicable diseases.
FIFTH GRADE: The students will list some strategies for the prevention and reduction of disease. Students will explain why heredity has an influence on health. Students will learn what different illnesses do to the body park district, VFW Hall, DesPlaines Valley Community Center, etc.
22.A.2c Describe and compare health and safety methods that reduce the risks associated with dangerous situations (e.g., wearing seat belts and helmets, using sunscreen).
THIRD GRADE: The students will list and explain safety concerns related to outdoor activities (e.g., hiking, camping, swimming, bicycling). Students will explain what actions they should take in different emergencies (e.g. survey the scene of the accident).
FOURTH GRADE: The students will examine choices that promote good health and safety practices (e.g. what happens when they do not wear a helmet when skateboarding).
FIFTH GRADE: The students will recognize the importance of safety rules in the elimination of hazards, including guns. Students will define safety rules for self-propelled vehicles (e.g., skateboards, roller blades, and bicycles). Students will conduct a fire safety inspection of the home.

22B. Describe and explain the factors that influence health among individuals, groups and communities.

22.B.2 Describe how individuals and groups influence the health of individuals (e.g., peer pressure, media and advertising).
THIRD GRADE: The students will discuss one's personal choices about safety rules to protect themselves and others at home, school, and in the community. The students will describe safety practices after dark.
FOURTH GRADE: The students will give an example of negative and positive peer pressures. Students will understand how advertising influences choices.
FIFTH GRADE: The students will explore the effects of how advertising and different advertisers can influence people and their choices. Students will role-play and learn what peer pressure is and how to walk away from bad choices.

22C. Explain how the environment can affect health.

22.C.2 Explain interrelationships between the environment and individual health (e.g., pollution and respiratory problems, sun and skin cancer).
THIRD GRADE: The students will demonstrate ways individuals can contribute to the solutions of environmental problems.
FOURTH GRADE: The students will list ways the individual and the community can contribute to the solution of environmental problems.
FIFTH GRADE: The students will research programs designed to promote community and environmental health.

23. Understand human body systems and factors that influence growth and development

23A. Describe and explain the structure and functions of the human body systems and how they interrelate.

23.A.2 Identify basic body systems and their functions (e.g., circulatory, respiratory, nervous).
THIRD GRADE: The students will identify the function and location of organs in major systems (e.g., nervous, circulatory, digestive, immune system).
FOURTH GRADE: The students will label and diagram systems of the body (e.g., respiratory, skeletal, muscular).
FIFTH GRADE: The students will label and diagram systems of the body and be able to understand what happens to the body when a system does not function correctly.

23B. Explain the effects of health-related actions on the body systems.

23.B.2 Differentiate between positive and negative effects of health-related actions on body systems (e.g., drug use, exercise, diet).
THIRD GRADE: The students will discuss the importance of eating a variety of nutritious foods. Students will identify health problems related to the use of drugs, tobacco, and other controlled substances.
FOURTH GRADE: The students will develop a healthy diet plan using the food pyramid. Students will also differentiate between fatty foods and non-fatty foods. Students will explain the physical effects of tobacco, alcohol, and drug use on the body systems.
FIFTH GRADE: The students will compare the benefits of nutrients in various foods enjoyed by different cultures. Students will discuss the effects of alcohol and tobacco on the body. Students will explain how substance abuse affects the family unit.

23C. Describe factors that affect growth and development.

23.C.2a Identify physical, mental, social and cultural factors affecting growth and development of children (e.g., nutrition, self-esteem, family and illness).
THIRD GRADE: The students will suggest common differences and similarities of the sexes (e.g., rate of growth, physical characteristics, similarities in interests, activities, and feelings).
FOURTH GRADE: The students will recognize and list physical traits inherited from parents.
FIFTH GRADE: The students will recognize and list cultural factors affecting growth. Students will explain how environment affects growth. Students will explain how stress in a family can affect growth.
23.C.2b Identify stages in growth and development (e.g., stages in the life cycle from infancy to old age).
THRID GRADE: The students will identify major changes that occur in the growth and development of a child.
FOURTH GRADE: The students will identify the growth changes in a fetus, infant, and a toddler.
FIFTH GRADE: The students will discuss the major changes that occur in the growth of adolescence (e.g. including the role of the endocrine glands).

24. Promote and enhance health and well-being through the use of effective communication and decision-making skills

24A. Demonstrate procedures for communicating in positive ways, resolving differences and preventing conflict.

24.A.2a Identify causes and consequences of conflict among youth.
THIRD GRADE: The students will recognize the need to take responsibility for one's actions. Students will design strategies for preventing violence.
FOURTH GRADE: The students will identify the steps in conflict resolution. Students will demonstrate strategies to cope with stress.
FIFTH GRADE: Students will identity the steps in conflict resolution. Students will role-play different conflicts and work to solve problems.
24.A.2b Demonstrate positive verbal and nonverbal communication skills (e.g., polite conversation, attentive listening, body language).
THIRD GRADE: The students will perform a variety of activities that require cooperation, direct physical assistance, and teamwork.
FOURTH GRADE: The students will show respect for the uniqueness of each individual.
FIFTH GRADE: The students will differentiate between appropriate and inappropriate behavior.

24B. Apply decision-making skills related to the protection and promotion of individual health.

24.B.2 Describe key elements of a decision-making process.
THIRD GRADE: The students will recognize that negative choices cause negative results (e.g. using drugs).
FOURTH GRADE: The students will evaluate the necessity for obeying rules and regulations. Students will identify the importance of making good choices for acceptable recreational activities.
FIFTH GRADE: The students will assess the effects of harmful substances on the body and mind. Students will identify the need for participation in enjoyable and relaxing games, sports, and hobbies.

24C. Demonstrate skills essential to enhancing health and avoiding dangerous situations.

24.C.2 Describe situations where refusal skills are necessary (e.g., pressure to smoke, use alcohol and other drugs, join gangs; physical abuse and exploitation).
THIRD GRADE: The students will describe and defend appropriate response to strangers.
FOURTH GRADE: The students will discuss behaviors that constitute child abuse and recognize when to seek help.
FIFTH GRADE: The students will describe factors that contribute to child abduction and ways to prevent it. The students will identify the power of others to influence risky behavior. Students will explain the importance of refusing invitations from strangers.