Physical Education - Grade 4   (#5015060)


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Course Number: 5015060 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 4
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 4, PHYSICAL EDUCATION 4
Grade Level(s): 4 Grade Level(s) Version: 4

Course Standards

Name Description
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 symmetry.
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
Some examples are sunscreen and protective clothing.
PE.4.C.2.5: Detect errors in personal movement patterns.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.
Remarks/Examples:
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.


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