Grade 3 PE Vermont Standards

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

Speaking at an appropriate time and in an appropriate manner.

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

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

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

Knowledge/Motor Skills

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

Solving increasingly complex challenges involving several movement concepts.

Selecting a challenging but attainable physical activity goal.

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

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

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

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

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

Affective Qualities

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

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

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.

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

Physical Fitness

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

Developing a movement sequence that incorporates a change in tempo.

Adjusting movement to work successfully with a partner.

Social Interaction

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

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

Continuing to work with a partner when initially unsuccessful.

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).

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

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

Demonstrating a coordinated front and back crawl.

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

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

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

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

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

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

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

Identifying personal strengths and weaknesses.

Demonstrating contrast between fast, medium, and slow movement.

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

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

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….