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How I Move in My Environment
•    Travel in different ways in a group without bumping into others or falling
•    Balance while bending, twisting, or stretching
•    Strike a stationary ball with any part of the body
•    Identify various parts of the body and their location--for example, arms legs and hands
•    Recognize changes in heart rate
•    Follow adult-delivered rules

Grade One:
Moving Through Space and Time
•    Travel and change direction quickly in response to a signal.
•    Travel in relationship to objects: over, under, behind, and through.
•    Place the body and limbs in different positions, demonstrating high, middle, and low levels.
•    Toss and catch a ball alone or with a partner.
•    Begin to recognize changes in his or her body, such as changes in height and weight
•    Develop responsibility for expected behaviors on the playground and in the classroom.

Grade Two:
My Partner and I--How We Move in Space
•    Move backward and change direction quickly and safely without falling
•    Jump and land using a combination of one- and two-foot take-off and landings.
•    Throw a ball hard, demonstrating an overhand technique, a side orientation, and opposition.

•    Jump a self-turned rope repeatedly
•    Skip, hop, gallop, and slide.

Grade Three:
Continuity and Change in Movement
•    Combine locomotor and non-locomotor movements, such as combining various travel patterns in relation to music.
•    Dribble a ball continuously, using the hands or feet to control it.
•    Maintain flexibility by combining shapes, levels and pathways into simple sequences.
•    Recognize similar movement concepts in a variety of skills.  For example, an underhand movement can be use in a variety of             ways.
•    Accept the feelings resulting from challenge, success, and failure in physical activity.
•    Play and assist others in activities in groups of three to five.

Grade Four:
Manipulating Objects in and Through Space
•    Leap, leading with either foot
•    Hand-dribble and foot-dribble a ball while moving within a group.
•    Jump and land for height and distance.
•    Describe healthful benefits that result from regular participation in physical activity.
•    Recognize the fundamental strategies in simple games.

Grade Five:
Manipulating Objects with Accuracy and Speed
•    Manipulate objects with accuracy and speed.
•    Be involved in game-like activities, with emphasis on more than two skills.
•    Distinguish between compliance and noncompliance with game rules.
•    Use fundamental strategies (i.e. offensive and defensive strategies) in simple games.
•    Recognize that different body types are more effective in certain movement skills and activities.
•    Begin to appreciate individual differences within small-group competition and cooperation.
•    View the practice and perfection of performance in line and folk dances positively.

Grade Six:
Working Cooperatively to Achieve a Common Goal
•    Throw a variety of objects, demonstrating both accuracy and distance (e.g. dislike objects, deck tennis rings, footballs.)
•    Design and play small group games that involve cooperating with others to keep an object away from opponents (basic offensive       and defensive strategy-for example, by throwing, kicking, or dribbling a ball).
•    Design and refine a routine, combining various jump-rope movements to music, so that it can be repeated without error.
•    Correctly demonstrate activities designed to improve and maintain muscular strength and endurance, flexibility and cardio-         

     respiratory functioning.
•    Participate in games, sports, dance, and outdoor pursuits, both in and outside of school, according to individual interest and

•    Recognize the rule of games, sports and dance in getting to know and understand people of diverse cultures.

Grade Seven:
Meeting Challenges and Making Decisions
•    Leap, roll, balance, transfer weight, bat, volley, hand-and foot-dribble, and strike a ball with a paddle, using mature patterns.
•    Participate in vigorous activity for sustained periods of time while maintaining a target heart rate.
•    Identify proper warm-up, conditioning, and cooling-down techniques and the reason for using them.
•    Describe ways to use the body in movement activities to communicate ideas and feelings.
•    Accept and respect the decisions made by game officials--whether they are students, teachers, or officials outside of school.
•    Become engaged in activities that provide for challenge, problem solving, decision making, and risk taking.

Grade Eight:
Working as a Team to Solve Problems
•    Explore introductory outdoor skills (e.g. backpacking, hiking, boating, cycling, ropes courses).
•    Perform a variety of simple folk, country, and creative dances.
•    Practice appropriate ways of learning new skills or sports on his or her own.
•    Improve and maintain appropriate body composition.
•    Describe long-term physiological, psychological, and other benefits that may result from regular participation in physical activity.
•    Recognize in playing team sports that rules are fair to all and allow for safe participation.
•    Understand how growth in height and weight influence the mechanical nature of performance in physical activities.

Grade Nine:
Developing a Personalized Fitness Program for a Healthy Life-Style
•    Analyze offensive and defensive strategies in games and sports.
•    Participate in an individualized fitness program.
•    Identify and follow rules while playing sports and games.
•    Identify ways in which rules are more alike than different and describe the difference between violations and fouls.

Grade Ten:
Analyzing Skills for Effective Movement
•    Demonstrate basic competence in physical activities selected from each of the following categories: aquatics; self-defense; dance;

     individual, dual, and team activities and sports; and outdoor pursuits.
•    Perform a variety of dances (folk, county, and social) with fluency and in time to accompaniment.
•    Use bio-mechanical concepts and principles to analyze and improve performance of self and others.
•    Discuss the importance of balance nutrition for maintaining a healthy life-style.
•    Design and implement a personal fitness program that relates to total wellness.
•    Participate in a variety of games, sport, and dance activities representing different cultural backgrounds.
•    Discuss the historical rules of games, sports, and dance in the cultural life of a population.
•    Acknowledge and respect stylistic differences in performance.

Grade Eleven/Twelve
Selecting Activities. Pursuit of Individual Excellence 
•    Excel and continue in an activity of choice, such as a sport, dance, gymnastics, or aquatics.
•    Demonstrate advanced competence in at least one activity from the curriculum.
•    Demonstrate some mastery of skills in games, sports, and dances and participate in intramural programs.
•    Comprehend correct elements of various movements, strategies, safety procedures, and basic rules.
•    Be able to design and execute a physical fitness program, recognizing that changes in life-style may progress over time from

     vigorous activities to mild exercise, including walking.
•    Show evidence of developing and maintaining physical fitness to achieve goal of healthy life-style.
•    Show evidence of a positive self-image.
•    Share in the responsibility of group action and problem solving as a member of a group or team.
•    Accept the way in which personal characteristics, performance styles, and activity preferences will change over the life cycle.


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