|MAFS.4.G.1.3:|| Recognize a line of symmetry for a two-dimensional figure as a line
across the figure such that the figure can be folded along the line
into matching parts. Identify line-symmetric figures and draw lines of
|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.4.B.3.3:|| Examine resources from home, school and community that provide valid health information.|
Internet; reputable websites, media; television, radio, brochures, books; professional interview;, and hospitals.
|HE.4.C.1.2:|| Identify examples of mental/emotional, physical, and social health.|
Expressing appropriate feelings, treating others with respect, and participating in a daily physical activity.
|HE.4.C.2.6:|| Explain how technology influences personal thoughts, feelings, and health behaviors.|
Cyber-bullying, habitual gaming, violent video games, and seat-belt alarm.
|PE.4.M.1.1:|| Apply movement concepts to the performance of locomotor skills in a variety of movement settings.|
Some examples of movement settings are sequences, dances and games. Some examples of movement concepts are directions, effort and relationships.
|PE.4.M.1.2:|| Strike a moving object using body parts so that the object travels in the intended direction at the desired height.|
Some examples of activities to apply this are volleying, kicking and punting.
|PE.4.M.1.3:|| Strike an object continuously using a paddle/racquet demonstrating correct technique of a forehand pattern.|
Some examples of ways to strike continuously are against a wall and a partner-fed toss.
|PE.4.M.1.4:|| Strike moving and/or stationary objects with long-handled implements using correct technique so the objects travel in the intended direction.|
Some examples of long-handled implements are golf clubs, bats and hockey sticks.
|PE.4.M.1.5:|| Dribble and pass to a moving partner.|
|PE.4.M.1.6:|| Perform a variety of swim strokes.|
Some examples of swim strokes are front crawl, backstroke, elementary back stroke and modified breaststroke.
|PE.4.M.1.7:|| Move in different directions to catch objects of different sizes and weights thrown by a stationary partner from varying distances.|
|PE.4.M.1.8:|| Throw balls of various sizes and weights to a stationary partner from varying distances using a correct overhand motion.|
|PE.4.M.1.9:|| Perform a teacher-designed sequence, with or without manipulatives, while demonstrating balance, coordination, clear shapes, purposeful movements and smooth transitions.|
Some examples of sequences are rhythm, movement and dance. Some examples of manipulatives are tinikling poles, lummi sticks and jump ropes.
|PE.4.M.1.10:|| Perform two or more dances accurately.|
Some examples of dances are line, square, contra, folk, step and social.
|PE.4.M.1.11:|| Perform a self-designed gymnastics sequence consisting of clear beginning and ending balances and three different movement elements with correct technique and smooth transitions.|
Some examples of movement elements are balances, rolling actions, changes in speed/ direction and skills requiring weight on hands.
|PE.4.M.1.12:|| Run and hurdle a succession of low- to medium-level obstacles.|
|PE.4.C.2.1:|| Understand the importance of purposeful movement in a variety of movement settings.|
Some examples of purposeful movement are timing, flow, rhythm, sequencing and transfer of weight.
|PE.4.C.2.2:|| Understand the importance of safety rules and procedures in all physical activities, especially those that are high risk.|
An example of a safety procedure is having students stand a safe distance away from a student swinging a golf club during striking activities.
|PE.4.C.2.3:|| Use technology to gather information about performance.|
Some examples of technology are pedometers, accelerometers, heart-rate monitors, videos, websites and spreadsheets.
|PE.4.C.2.4:|| Understand the importance of protecting parts of the body from the harmful rays of the sun.|
Some examples are sunscreen and protective clothing.
|PE.4.C.2.5:|| Detect errors in personal movement patterns.|
An example of a way to detect errors in personal movement patterns is through the use of videotaping.
|PE.4.C.2.6:|| Compare and discuss skills/sports that use similar movement patterns.|
Some examples are volleyball and tennis serve, surfing and skate boarding.
|PE.4.C.2.7:|| Identify proper warm-up and cool-down techniques and the reasons for using them.|
An example of a warm-up technique for sprinting is stretching the hamstring muscles in order to prevent injury.
|PE.4.C.2.8:|| Identify the importance of hydration before, during and after physical activity.|
An example of the importance of hydration is to prevent heat-related illnesses.
|PE.4.C.2.9:|| Identify basic offensive and defensive tactics for modified invasion and net activities.|
An example of an offensive tactic in tennis is hitting the ball away from the opponent.
|PE.4.L.3.1:|| Identify a moderate physical activity.|
|PE.4.L.3.2:|| Identify a vigorous physical activity.|
|PE.4.L.3.3:|| Identify opportunities for involvement in physical activities during the school day.|
|PE.4.L.3.4:|| Identify opportunities for involvement in physical activities after the school day.|
|PE.4.L.3.5:|| Implement at least one lifestyle behavior to increase physical activity.|
|PE.4.L.3.6:|| Discuss the importance of wearing a bicycle helmet.|
|PE.4.L.4.1:|| Identify the muscles being strengthened during the performance of specific activities.|
|PE.4.L.4.2:|| Identify several activities related to each component of physical fitness.|
|PE.4.L.4.3:|| Maintain heart rate within the target heart rate zone for a specified length of time during an aerobic activity.|
|PE.4.L.4.4:|| Identify ways to participate in selected physical activities for the purpose of improving physical fitness.|
|PE.4.L.4.5:|| Identify ways to participate in formal and informal physical fitness assessment.|
|PE.4.L.4.6:|| Identify how specific stretches increase flexibility and reduce the chance of injury.|
|PE.4.L.4.7:|| Understand appropriate serving size.|
|PE.4.L.4.8:|| Explain the principles of physical fitness.|
|PE.4.L.4.9:|| Develop short- and long-term fitness goals.|
|PE.4.L.4.10:|| Describe ways that technology can assist in the pursuit of physical fitness.|
|PE.4.R.5.1:|| Discuss the influence of individual differences on participation in physical activities.|
|PE.4.R.5.2:|| List ways to encourage others while refraining from insulting/negative statements.|
|PE.4.R.5.3:|| Demonstrate respect and caring for students with disabilities through verbal and non-verbal encouragement and assistance.|
|PE.4.R.6.1:|| Discuss how physical activity can be a positive opportunity for social and group interaction.|
|PE.4.R.6.2:|| Describe the connection between skill competence and enjoyment of physical activity.|
|PE.4.R.6.3:|| Discuss ways to celebrate one's own physical accomplishments while displaying sportsmanship.|