Grade 3 PE Vermont Standards

Demonstrating cooperation by adjusting skills to ensure success of partner(s).

Demonstrating respect for the ideas of others, attempting to compromise and communicate appropriately.

Demonstrating a willingness to work with individuals of different gender, race, body type, and varying abilities.

Speaking at an appropriate time and in an appropriate manner.

Staying on task while working with partner(s) or in a small group.

Demonstrating responsibility for practicing fair play by using socially appropriate behavior and accepting decisions of the person in charge.

Demonstrating responsibility for applying an awareness of personal and group safety.

Social Interaction

Practicing personal and group safety by applying class rules, procedures, and safe practices.

Continuing to work with a partner when initially unsuccessful.

Selecting a challenging but attainable physical activity goal.

Identifying personal strengths and weaknesses.

Affective Qualities

Identifying a wider range of activities and benefits associated with the four health-related fitness components.

Identifying additional physiological effects of the different levels of exercise (e.g., increased perspiration and body temperature).

Defining, applying and assessing, the four health-related fitness components (e.g., introduction of Fitnessgram or other national accredited fitness testing).

Physical Fitness

Demonstrating the fundamentals of the elementary backstroke, treading water, and safe diving from the side of the pool in deep water.

Demonstrating a coordinated front and back crawl.

Demonstrating the Level III Skill requirements of the American Red Cross Swimming Standards.

Demonstrating progress toward mature form by performing two critical elements of basic skills used in leadups and other activities.

Combining quality of movement concepts (balance, force, and time) in solving movement challenges (e.g., a gymnastics routine).

Demonstrating smooth transitions between sequential motor skills (e.g., smoothly running into a jump).

Combining up to three movements with or without equipment (e.g., a repeating rope jump routine).

Developing a movement sequence that incorporates a change in tempo.

Incorporating a variety of equipment with rhythmic movements and patterns (e.g., balls, ribbons, sticks, parachute).

Demonstrating contrast between fast, medium, and slow movement.

Controlling force of personal movement and while moving objects (e.g., dribbling while moving).

Selecting an appropriate force for the task (e.g., passing).

Demonstrating an understanding of how the body creates and absorbs force.

Balancing with control on a variety of pieces of equipment (e.g., large apparatus, skates, stilts). b. Demonstrating an understanding of static and dynamic balance.

Applying space concepts in simple games and other activities (e.g., closes space to opponents).

Moving with others (e.g., do-si-do).

Solving more complex movement challenges (e.g., moving in general space changing direction and pathways).

Demonstrating competency in the mature form of a leap, alternating the leading foot.

Demonstrating an awareness of the relationship of body parts (e.g., unison, opposition, in sequence).

Identifying basic muscle groups, and their movements (e.g., biceps, triceps).

Identifying body parts and their actions when describing a movement (e.g., When I land from a jump I need to flex my knees).

Adjusting movement to work successfully with a partner.

Selecting an appropriate piece of equipment to be challenged yet successful at a task.

Solving increasingly complex challenges involving several movement concepts.

Solving simple movement challenges in a group (3 - 4 people).

Knowledge/Motor Skills

Students will apply problem-solving skills in movement-related activities by…

Students promote individual success and self-confidence by…

Students show safe behavior for self and others by…

Students show appropriate social interactions by…

Students will show an understanding of body awareness concepts by…

Students show an understanding of space concepts by…

FLOW Students show an understanding of movement concepts, and applying movement concepts to psycho-motor skills by…

TIME Students show an understanding of movement concepts, and apply them to psycho-motor skills by…

FORCE / ENERGY Students show an understanding of movement concepts and apply them to psycho-motor skills by…

BALANCE Students show an understanding of quality of movement concepts and apply them to psycho-motor skills by…

Students will demonstrate competency in a variety of skills used in dance, gymnastics, sports, and other physical activities by…

Students will show competency in aquatic activities and water survival skills when facilities allow by…

Students show knowledge of four health-related fitness components (cardio-respiratory endurance, flexibility, muscular strength and endurance, and body composition) and identifies a variety of activities to develop each component by…

Students show awareness of personal responsibility for individual wellness by….