Physical Education - Grade 1   (#5015030)


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Course Number: 5015030 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: Physical Education > SubSubject: General >
Course Section: Grades PreK to 12 Education Courses Abbreviated Title: PHYSICAL EDUCATION 1
Course Length: Year (Y)
Course Status : Approved
Keywords: Grades PreK To 5 Education Courses, PreK-5, PreK To 5, Grades Pre K To 5 Education Courses, Pre K-5, Pre K To 5, Elementary, Physical Education, General, Physical, Adaptive, Physical Education - Grade 1, PHYSICAL EDUCATION 1
Grade Level(s): 1 Grade Level(s) Version: 1

Course Standards

Name Description
MAFS.1.OA.3.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
Some examples of equipment are hoops, stationary ropes and boxes.
PE.1.C.2.1: Identify the critical elements of locomotor skills.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
Some examples of movement concepts are directions, pathways and levels.
PE.1.C.2.9: Name examples of warm-up and cool-down exercises.
Remarks/Examples:
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.


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