|MAFS.1.OA.3.5:|| Relate counting to addition and subtraction (e.g., by counting on 2 to
|LAFS.K12.L.3.4:|| Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.|
|HE.1.C.1.3:|| Describe ways to prevent common communicable diseases.|
Washing hands, covering mouth to cough and sneeze, get immunized, and do not share food or utensils.
|HE.1.P.8.1:|| Encourage others to make positive health choices.|
Use sunscreen, cross the street at marked areas, and select healthy foods.
|HE.1.B.5.2:|| Identify healthy options to health-related issues or problems.|
Wearing bike helmet, using age- appropriate restraints, and reporting danger.
|PE.1.M.1.1:|| Travel using various locomotor skills while changing directions, pathways and speeds.|
|PE.1.M.1.2:|| Strike an object upward using body parts.|
An example is using different body parts to strike a balloon or beach ball upward.
|PE.1.M.1.3:|| Strike a lightweight object upward continuously using a paddle/racket.|
|PE.1.M.1.4:|| Strike a stationary object a short distance using a modified, long-handled implement so that the object travels in the intended direction.|
Some examples of modified, developmentally- appropriate, long-handled implements are bats, hockey sticks and golf clubs.
|PE.1.M.1.5:|| Dribble an object with hands or feet while demonstrating control in general space.|
|PE.1.M.1.6:|| Demonstrate a variety of basic water skills.|
Some examples of basic water skills are prone float and recover, back float with assistance and move forward and backward with assistance.
|PE.1.M.1.7:|| Move in different directions to catch a variety of self-tossed objects.|
|PE.1.M.1.8:|| Demonstrate an underhand-throwing motion for accuracy using correct technique.|
|PE.1.M.1.9:|| Demonstrate an overhand-throwing motion for distance using correct technique.|
|PE.1.M.1.10:|| Perform a self-designed creative movement/dance sequence with a clear beginning balance, use of one movement and a different and clear ending shape.|
|PE.1.M.1.11:|| Demonstrate a sequence of a balance, a roll and a different balance.|
|PE.1.M.1.12:|| Demonstrate the ability to take weight onto hands.|
Some developmentally appropriate examples are donkey kicks and hand stands.
|PE.1.M.1.13:|| Chase, flee and dodge to avoid or catch others.|
|PE.1.M.1.14:|| Use a variety of takeoff and landing patterns to jump, hop and leap safely in relation to various types of equipment.|
Some examples of equipment are hoops, stationary ropes and boxes.
|PE.1.C.2.1:|| Identify the critical elements of locomotor skills.|
Some examples of critical elements of locomotor skills are step-hop for skipping and use of one foot for hopping.
|PE.1.C.2.2:|| Identify safety rules and procedures for teacher-selected physical activities.|
An example of a safety procedure is having students stand a safe distance away from a student swinging a bat during striking activities.
|PE.1.C.2.3:|| Identify technology that can be utilized to enhance physical activity.|
Some examples of developmentally-appropriate technology for students to identify are stop watches, pedometers and scales.
|PE.1.C.2.4:|| Identify the rules for safe water activities, and recognize the importance of having a lifeguard near water or in a swimming facility.|
An example of a rule for safe water activity would be the use of a life jacket.
|PE.1.C.2.5:|| Recognize the importance of practicing to improve performance.|
An example is initially getting two out of five bean bags into a hoop while performing an underhand toss, then improving to four out of five due to practicing.
|PE.1.C.2.6:|| Use skill cues to improve performance.|
Some examples of skill cues are palm up for an underhand throw and keep ball close to body when dribbling.
|PE.1.C.2.7:|| Identify dominant hand/foot for use with throwing/dribbling/striking/kicking skills.|
A dominant hand/foot is the one selected by the student that feels most natural for throwing/dribbling/striking/kicking patterns.
|PE.1.C.2.8:|| Identify movement concepts.|
Some examples of movement concepts are directions, pathways and levels.
|PE.1.C.2.9:|| Name examples of warm-up and cool-down exercises.|
An example of a warm-up exercise is an activity that gets your blood flowing. An example of a cool-down exercise is one that slows your heart rate.
|PE.1.L.3.1:|| Identify a moderate physical activity.|
|PE.1.L.3.2:|| Identify a vigorous physical activity.|
|PE.1.L.3.3:|| Identify opportunities for involvement in physical activities during the school day.|
|PE.1.L.3.4:|| Identify opportunities for involvement in physical activities after the school day.|
|PE.1.L.3.5:|| Set physical-activity goals.|
|PE.1.L.3.6:|| Identify the health benefits of physical activity.|
|PE.1.L.3.7:|| Identify edges, pedestrians, vehicles and traffic.|
|PE.1.L.4.1:|| Identify a benefit of strengthening muscles.|
|PE.1.L.4.2:|| Identify the components of health-related physical fitness.|
|PE.1.L.4.3:|| Identify the changes in heart rate before, during and after physical activity.|
|PE.1.L.4.4:|| Identify the difference in the activity of the heart during rest and while physically active.|
|PE.1.L.4.5:|| Discuss the physiological signs of physical activity.|
|PE.1.L.4.6:|| Identify how to properly flex and extend body parts to promote flexibility.|
|PE.1.L.4.7:|| Identify the food groups.|
|PE.1.R.5.1:|| List a benefit resulting from cooperation and sharing during physical activity.|
|PE.1.R.5.2:|| Use physical-activity space safely and properly.|
|PE.1.R.5.3:|| Demonstrate consideration of others while participating in physical activity.|
|PE.1.R.6.1:|| Identify physical-activity preferences.|
|PE.1.R.6.2:|| Identify feelings resulting from participation in physical activity.|
|PE.1.R.6.3:|| Identify the benefits of learning new movement skills.|