Physical Education Curriculum Framework Strand: Skilled Movementgrade Level 1

Physical Education Curriculum Framework Strand: Skilled Movementgrade Level 1

Physical Education Curriculum Framework Strand: Skilled MovementGrade Level 1

Demonstrate Locomotor, Non-Locomotor, And Manipulative Skills
Standard: 1.1 The student will demonstrate the correct critical elements (small, isolated parts of the whole skill or movement) of locomotor, non-locomotor, and manipulative skills.
a. Demonstrate critical elements used in the locomotor skills of walking, running, hopping, jumping and landing, galloping, leaping, skipping, and sliding.
b. Demonstrate critical elements used in non-locomotor skills (e.g., bending, pushing, pulling, stretching, turning, twisting, swinging, swaying, rocking, balancing, and rolling).
c. Demonstrate a minimum of two critical elements used in manipulative skills performed alone (e.g., toss and catch, dribble with hand in general space, dribble with foot, kick and strike with hand or equipment, throw underhand, and volley).
d. Demonstrate at least two critical elements for the manipulative skills of catching, throwing underhand, striking, dribbling, and kicking while moving.
Essential Knowledge and Skills / Indicators for Success/ Opportunities for Assessment / Understanding the Standard/Essential Understanding
The student will be able to:
  • Demonstrate movement skill in a variety of activities involving locomotor skills, nonlocomotor skills, and the manipulation of various objects.
  • Perform object control skills.
  • Demonstrate contrasts in spatial relationships and effort while traveling.
/ The student will demonstrate critical elements used in locomotor, non-locomotor, and manipulative skills.
The student will demonstrate skills for chasing, fleeing, and dodging to avoid or catch others.
The student will demonstrate at least two of the critical elements used in underhand throwing and catching with varying size and shapes of balls, kicking objects, striking with the handor with short handled implements (paddle), dribbling with hand and foot, and volleying.
The student will demonstrate ways to receive, retain, and send an object individually and with others.
Assessments: performance rubrics for skill elements (rubrics may be used for self, peer, and summative assessments) / The intent of this standard is to build on the basic movement skills explored in kindergarten.
Students begin to develop fundamental movement skills, and to acquire skills for movement that provide the foundation for enjoying activity. First grade students continue to develop basic body control and fundamental movement skills and can state key performance cues for basic movement patterns.
Locomotor skills may include walk, jog, run, gallop, skip, slide, jump, hop, leap
Nonlocomotor skills may include twisting, bending, swaying, stretching, turning, swinging, pushing, pulling, twisting, rocking , balancing, rolling
Manipulative skills may include toss and catch, dribble with hand in general space, dribble with foot, kick and strike with hand or equipment, throw underhand, and volley.
Demonstrate Movement Skills in Educational Gymnastics
Standard: 1.1 The student will demonstrate the correct critical elements (small, isolated parts of the whole skill or movement) of locomotor, non-locomotor, and manipulative skills.
e. Demonstrate simple educational gymnastic sequences that contain a variety of balance, roll, transfer of weight, and flight.
Essential Knowledge and Skills / Indicators for Success/ Opportunities for Assessment / Understanding the Standard/Essential Understanding
The student will be able to:
  • Perform basic educational gymnastics sequences including balance, roll, transfer of weight, and flight.
/ The student will perform a variety of rolling movements in a tuck position.
The student will demonstrate weight transfer from feet to hands with hips higher than the head.
The student will combine shapes, levels, directions, and pathways into simple educational gymnastics sequences either teacher created or student created.
The student will demonstrate balancing in symmetrical/asymmetrical shapes on various body parts and when walking on a line or low balance beam.
The student will demonstrate traveling safely through space by changing speeds, pathways, and directions.
Assessments: skill performance rubric; rubric to evaluate teacher or student created tumbling/gymnastics sequence / The intent of this standard is to build on the basic movement skills explored in kindergarten.
Students begin to develop fundamental movement skills, and to acquire skills for movement that provide the foundation for enjoying activity. First grade students continue to develop basic body control and fundamental movement skills and can state key performance cues for basic movement patterns.
Demonstrate Moving to a Rhythm
Standard: 1.1 The student will demonstrate the correct critical elements (small, isolated parts of the whole skill or movement) of locomotor, non-locomotor, and manipulative skills.
f. Demonstrate moving to a rhythm by keeping time to a simple beat, using a variety of locomotor and non-locomotor skills.
Essential Knowledge and Skills / Indicators for Success/ Opportunities for Assessment / Understanding the Standard/Essential Understanding
The student will be able to:
  • Demonstrate moving to a rhythm by performing teacher selected rhythmic activities.
/ The student will create and perform simple rhythmical activities such as creating movements to different emotions or “acting out” stories or poems.
The student will demonstrate traveling safely through space by changing speeds, pathways, and directions in response to a variety of rhythms.
The student will demonstrate basic jump rope skills.
Assessments: skill performance rubric, dance performance rubric for teacher selected sequence / The intent of this standard is to build on the basic movement skills explored in kindergarten. Students begin to develop fundamental movement skills, and to acquire skills for movement that provide the foundation for enjoying activity. First grade students continue to develop basic body control and fundamental movement skills and can state key performance cues for basic movement patterns.
Music for use with students should be pre-approved by the teacher for appropriate lyrics.
Creative dance for students can help develop critical thinking skills, body awareness, and social interaction.

Physical Education Curriculum Framework Strand: Movement Principles and ConceptsGrade Level 1

Apply Concepts To Locomotor, Non-Locomotor, And Manipulative Skills
Standard: 1.2 The student will demonstrate improvement in locomotor, non-locomotor, and manipulative skills while applying the movement concepts.
a. Demonstrate pathways, levels, tempo (speed), force, directions, and relationships when performing locomotor skills.
b. Demonstrate tempo (speed), levels, and flow when performing non-locomotor skills.
c. Demonstrate force, levels, and direction when performing manipulative skills.
Essential Knowledge and Skills / Indicators for Success/ Opportunities for Assessment / Understanding the Standard/Essential Understanding
The student will be able to:
  • Apply the movement concepts of direction, levels, pathways, force, and speed to locomotor skills, non-locomotor skills, and manipulative skills.
/ The student will demonstrate different pathways, moving at different speeds, using varied force, change of direction, and use of relationships of body parts in static and dynamic movement situations while engaged in locomotor skills.
The student will demonstrate moving at different speeds, changing levels, and use of flow (controlled body movements) while engaged in non-locomotor skills.
The student will demonstrate using varied force, changing levels, and change of direction in static and dynamic movement situations while engaged in manipulative skills.
The student will demonstrate relationships with others while moving by leading/following and mirroring/matching.
The student will demonstrate relationships between self and various obstacles and equipment that may include movingunder/over, on/off, in front/behind, near/away, around, and alongside.
Assessments: skill performance rubrics / The intent of the standard is to provide a wide variety of activities that will help apply and acquire locomotor, non- manipulative, and manipulative motor skills.
Locomotor skills include walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing, and sliding
Non- locomotor skills include turning, twisting, rolling, balancing, transferring weight, jumping, landing, stretching, curling and bending
Manipulative skills include throwing, catching, collecting, kicking, dribbling, volleying, striking with racket/paddles, and striking with long-handled implements.
Pathways may include – straight, sideways, zigzag, diagonal

Physical Education Curriculum Framework Strand: Personal FitnessGrade Level 1

Identify And Participate In Activities From Each Fitness Component
Standard: 1.3 The student will participate regularly in moderate-to-vigorous physical activities that cause increased heart and breathing rates.
Standard: 1.4 The student will identify changes in the body that occur during moderate-to-vigorous physical activity.
Essential Knowledge and Skills / Indicators for Success/ Opportunities for Assessment / Understanding the Standard/Essential Understanding
The student will be able to:
  • Identify moderate physical activities.
  • Identify vigorous physical activities.
  • Experience the changes to heart rate and breathing caused by sustained moderate or vigorous activity.
  • Identify what happens to the body during moderate and vigorous physical activities.
  • Explain why heart rate increases during moderate and vigorous physical activities.
  • Explain why breathing rate increases during moderate and vigorous physical activities.
/ The student will participate in health-related exercise and physical activities that require moderate to vigorouslevels of intensity to elevate heart rate, develop muscle strength, and increase flexibility.
The student will identify physical activities that result in moderate exertion and vigorous exertion.
The student will explain that the heart is a muscle and needs to be exercised in order to become strong and stayhealthy.
The student will relate increased activity exertion to increased heart rate and breathing rate.
The student will explain that moderate and vigorous activity are needed to strengthen the heart and lungs.
Assessments: cognitive assessment for concepts and knowledge / The students should understand the difference between moderate and vigorous physical activities. Students should also understand what changes take place in their bodies during moderate and vigorous physical activities.
Health-related components of fitness include cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition

Physical Education Curriculum Framework Strand: Responsible BehaviorsGrade Level 1

Exhibit Cooperative, Respectful, And Safe Behaviors During Activity
Standard: 1.5 The student will demonstrate, with little or no adult intervention, safe and cooperative behaviors in physical activity settings.
a. Work cooperatively with peers for short periods of time.
b. Incorporate safety rules learned in physical education.
Essential Knowledge and Skills / Indicators for Success/ Opportunities for Assessment / Understanding the Standard/Essential Understanding
The student will be able to:
  • Demonstrate safe and cooperative behaviors.
  • Work independently for short periods.
  • Participate inappropriate skill-building activities to develop new skills.
/ The student will demonstrate, in physical activity settings, cooperative, respectful, and safe behavior.
The student will demonstrate ability to work productively and cooperatively with peers during practice of skills and/or during physical activity.
The student will demonstrate ability to work independently and on-task during physical education activities.
The student will demonstrate safety rules for classroom safety and activity-specific safety.
Assessments: performance rubric for application of skills; cognitive assessment for cooperative skills set / The intent of the standard is to provide an opportunity to apply safe and cooperative behaviors during new activities and skills.
Safe is defined as not apt to cause harm, injury, or danger.
Cooperative is defined as:
· following rules;
· encouraging others;
· complimenting others;
· controlling temper;
· wanting everyone to play well and succeed;
· working together toward a common goal;
· helping less skilled classmates;
· playing under control;
· sharing; and
· showing concern for classmates’ feelings.

Physical Education Curriculum Framework Strand: Physically Active LifestyleGrade Level 1

Identify Opportunities To Participate In Activity Outside Of School
Standard: 1.6 The student will participate regularly in physical activities that require physical exertion and skill.
Essential Knowledge and Skills / Indicators for Success/ Opportunities for Assessment / Understanding the Standard/Essential Understanding
The student will be able to:
  • Identify physical activities that require exertion and skill.
  • Participate in a variety of activities that require physical exertion and skill.
  • Compare and contrast activities that require physical exertion and skill with those activities that do not require exertion and skill.
/ The student will name at least two activities that require exertion and skill (ex. running and basketball).
The student will name at least two activities and that do not require exertion and skill (ex. watching television and talking on the phone).
The student will identify opportunities for participating in physical activities outside ofthe school day.
The student will identify safe places to participate in physical activity within the community, with family members, andfriends.
Assessments: cognitive assessment for skills and knowledge / The intent of the standard is to explore ways students can participate regularly in physical activities that require exertion and skill.

Physical Education Grade 1

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