Tandalay - All Out Play

Developmental Level II (Grades 3-5)
Unit Themes and Sample Calendar
Simply click on a unit to access the suggested weekly outline, then the day of the week for a detailed lesson plan.
Printable letter in English and Spanish for you to send home to parents about Tandalay All-Out-Play!
Please see below for our comprehensive list of Physical Education Standards listed by the unit in which they are introduced.

Color Key: Red = Traditional Sports; Green = Fitness; Purple = Non-Traditional; Orange = Dance and Gymnastics

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*Printable PDF file may differ from online units.

Grades 3-5 Focus Physical Education Standards / "Unpacked" 3-5 Focus Physical Education Standards / Unpacked 3-5 Physical Education Standards with Activities

Instructional teaching, practice activities, and assessment opportunities are provided for each of the Physical Education Standards listed below.

Focus Physical Education Standards for Grades 3 - 5

Student expectations, performance outcomes, Physical Education Standards, and benchmarks by the end of grade five.

Overarching Physical Education Standards

Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
The intent of this standard is development of the physical skills needed to enjoy participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on a daily basis. In the primary years, students develop maturity and versatility in the use of fundamental motor skills (e.g., running, skipping, throwing, striking) that are further refined, combined, and varied during the middle school years. These motor skills, now having evolved into specialized skills (e.g., specific dance step, chest pass, catching with a glove, or the use of a specific tactic), are used in increasingly complex movement environments through the middle school years. (NASPE)
Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
The intent of this standard is facilitation of learners' ability to use cognitive information to understand and enhance motor skill acquisition and performance. It enhances the ability to use the mind to control or direct one's performance. This includes, for example, increasing force production through the summation of forces, knowing the effects of anxiety on performance, and understanding the principle of specificity of training. Knowledge of these concepts and principles and of how to apply them enhances the likelihood of independent learning and therefore more regular and effective participation in physical activity. In the lower elementary grades, emphasis is placed on establishing a movement vocabulary and applying introductory concepts. Through the upper elementary and middle school years, an emphasis is placed on applying and generalizing these concepts to real-life physical activity situations. (NASPE)
Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
The intent of this standard is achievement of self-initiated behaviors that promote personal and group success in activity settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction. Key to this standard is developing respect for individual similarities and differences through positive interaction among participants in physical activity. Similarities and differences include characteristics of culture, ethnicity, motor performance, disabilities, physical characteristics (e.g., strength, size, shape), gender, age, race, and socioeconomic status. Achievement of this standard in the lower elementary grades begins with recognition of classroom rules, procedures, and safety. In the upper elementary levels, children learn to work independently, with a partner, and in small groups. Throughout elementary school, students begin to recognize individual similarities and differences and participate cooperatively in physical activity with persons of diverse characteristics and backgrounds. (NASPE)
Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
The intent of this standard is development of an awareness of the intrinsic values and benefits of participation in physical activity that provides personal meaning. Physical activity provides opportunities for self-expression and social interaction and can be enjoyable, challenging, and fun. These benefits develop self-confidence and promote a positive self-image, thereby enticing people to continue participation in activity throughout the life span. Elementary children derive pleasure from movement sensations and experience challenge and joy as they sense a growing competence in movement ability. At the middle school level, participation in physical activity provides important opportunities for challenge, social interaction, and group membership, as well as opportunities for continued personal growth in physical skills and their applied settings. As a result of these intrinsic benefits of participation, students will begin to actively pursue life-long physical activities that meet their own needs. (NASPE)
a) Participates regularly in physical activity and achieves and maintains a health-enhancing level of physical fitness, and b) demonstrates understanding of fitness principles and concepts.
a) The intent of this standard is establishment of patterns of regular participation in meaningful physical activity. This standard connects what is done in the physical education class with the lives of students outside of the classroom. Although participation within the physical education class is important, what the student does outside the physical education class is critical to developing an active, healthy lifestyle that has the potential to help prevent a variety of health problems among future generations of adults. Students make use of the skills and knowledge learned in physical education class as they engage in regular physical activity outside of the physical education class. They demonstrate effective self-management skills that enable them to participate in physical activity on a regular basis. Voluntary participation often develops from the initial enjoyment that is derived from the activity coupled with the requisite skills needed for participation. As students develop an awareness of the relationships between activity and its immediate and identifiable effects on the body, regular participation in physical activity enhances the physical and psychological health of the body, social opportunities and relationships, and quality of life. Students are more likely to participate if they have opportunities to develop interests that are personally meaningful to them. Young children learn to enjoy physical activity yet also learn that a certain level of personal commitment and earnest work is required to reap the benefits from their participation. They partake in developmentally appropriate activities that help them develop movement competence and should be encouraged to participate in moderate to vigorous physical activity and unstructured play. As students get older, the structure of activity tends to increase and the opportunities for participation in different types of activity increase outside of the physical education class. Attainment of this standard encourages participation commensurate with contemporary recommendations regarding the type of activity as well as the frequency, duration, and intensity of participation believed to support and sustain good health. (NASPE)

b) The intent of this standard is development of students’ knowledge, skills, and willingness to accept responsibility for personal fitness, leading to an active, healthy lifestyle. Students develop higher levels of basic fitness and physical competence as needed for many work situations and active leisure participation. Health-related fitness components include cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition. Expectations for improvement of students’ fitness levels should be established on a personal basis, taking into account variation in entry levels and the long-term goal of achieving health-related levels of fitness based on criterion-referenced Physical Education Standards. Students progress in their ability to participate in moderate to vigorous physical activities that address each component of health-related fitness. Moreover, students become more skilled in their ability to plan, perform, and monitor physical activities appropriate for developing physical fitness. For elementary children, the emphasis is on an awareness of fitness components and having fun while participating in health-enhancing activities that promote physical fitness. Middle school students gradually acquire a greater understanding of the fitness components, the ways each is developed and maintained, and the importance of each in overall fitness. (NASPE)

Focus Physical Education Standards for Locomotor and Manipulative Games

Motor skills and movement patterns:
1. Leap, leading with either foot (NASPE Benchmark for fourth grade).
2. Chase, flee, and move away from others in a constantly changing environment (CA 3-1.1).
3. While traveling, avoid or catch an individual or object (NASPE Benchmark for fourth grade).
4. Jump for distance using proper takeoff and landing form (NASPE Standard 1); Jump for distance, using proper takeoff and landing form (CA 5-1.3).
Recognize fundamental components and strategies used in simple games and activities (NASPE Benchmark for fourth grade).
Distinguish between compliance and non-compliance with game rules and fair play (NASPE Benchmark for fourth grade).
Interact with others by helping with their physical activity challenges (NASPE Standard 6).
Newsletter topic/written assessment: Fitness Concepts Explain why the body needs water before, during, and after physical activity (CA 4-4.5). Explain why dehydration impairs temperature regulation and physical and mental performance (CA 5-4.2).

Additional Physical Education Standards:

3-4.5 Explain that fluid needs are linked to energy expenditure.

3-5.3 List the benefits of following and the risks of not following safety procedures and rules associated with physical activity.

3-5.5 Demonstrate respect for individual differences in physical abilities.

5-4.6 Record water intake before, during, and after physical activity.

5-5.7 Accommodate individual differences in others’ physical abilities in small-group activities.

Focus Physical Education Standards for Fitness Fun I

Motor skills and movement patterns:
1. Hold for an increasing period of time basic stretches for hips, shoulders, hamstrings, quadriceps, triceps, biceps, back, and neck (CA 3-3.6).
2. Perform increasing numbers of each: abdominal curl-ups, oblique curl-ups on each side, modified push-ups or traditional push-ups with hands on a bench, forward lunges, side lunges, and triceps push-ups from a chair (CA 3-3.4).
3. Demonstrate basic stretches using proper alignment for hamstrings, quadriceps, hip flexors, triceps, back, shoulders, hip adductors, hip abductors, and calves (CA 4-3.6).
4. Set personal short-term goals for aerobic endurance, muscular strength and endurance, and flexibility and monitor progress by measuring and recording personal fitness scores. (CA 4-4.3)
Describe how heart rate is used to monitor exercise intensity (NASPE Standard 2).
Participate in selected activities that develop and maintain each component of physical fitness (NASPE Standard 4).
Choose to participate in group physical activities (NASPE Standard 6).
Newsletter topic/written assessment: Aerobic Capacity Explain that a stronger heart muscle can pump more blood with each beat (CA 3-4.9). Calculate personal heart rate per minute by recording heartbeats for ten-second intervals and 15-second intervals (CA 4-4.8). Identify the heart rate intensity (target heart-rate range) that is necessary to increase aerobic capacity (CA 5-4.8).

Additional Physical Education Standards

3-4.8 Describe and record the changes in heart rate before, during, and after physical activity.

3-5.4 Use appropriate cues for movement and positive words of encouragement while coaching others in physical activities.

4-4.3 Set personal short-term goals for aerobic endurance, muscular strength and endurance, and flexibility and monitor progress by measuring and recording personal fitness scores.

5-5.2 Work toward a long-term physical activity goal and record data on one’s progress.

Focus Physical Education Standards for Fabulous Football

Motor skills and movement patterns:
1. Transfer weight from the back leg to the front leg during any action that propels an object forward (NASPE Standard 2).
2. Punt a ball dropped from hands (CA 4-1.12) at a target (NASPE Standard 1; CA 5-1.8).
3. Throw and catch an object with a partner while both partners are moving (CA 4-1.6).
4. Throw a ball overhand to a partner 15 yards away using mature form (e.g., turns side to target, uses T-position [ball held close to and behind ear], rotate hips and chest toward target, twist, release, follow through across body). (NASPE Standard 1)
Accurately recognize the critical elements of a catch made by a fellow student and provide feedback to that student (NASPE Standard 2).
Take seriously the role of teaching an activity or skill to his or her team (NASPE Standard 5).
Include others in physical activities and respect individual differences in skill and motivation (CA 4-5.5).
Newsletter topic/written assessment: Muscular strength/endurance Explain why strengthening the major muscles can improve performance at work and play (CA 4-4.14). Explain the benefits of having strong arms, chest, and back muscles (CA 5-4.13).

Additional Physical Education Standards

3-1.9 Throw a ball, using the overhand movement pattern with increasing accuracy.

3-2.2 Explain and demonstrate the correct hand position when catching a ball above the head, below the waist, near the middle of the body, and away from the body.

3-2.3 Explain the difference between throwing to a stationary partner and throwing to a moving partner.

4-2.6 Distinguish between punting and kicking and describe the similarities and differences.

4-5.3 Accept responsibility for one’s own performance without blaming others.

5-2.3 Explain how to adjust body position to catch a ball thrown off-center.

Focus Physical Education Standards for Chutes and Ropes

Motor skills and movement patterns:
1. Sustain continuous movement for an increasing period of time, while participating in moderate to vigorous physical activities (NASPE Standard 3; CA 5-3.7).
2. Jump a self-turned rope (CA 4-1.4).
3. Enter, jump, and leave a turning, long rope (NASPE Standard 1; CA 5-1.4).
4. Choose to participate in activities that require high levels of cardiovascular conditioning (revised NASPE Standard 4).
Explain the personal consequences of poor cardiovascular conditioning on ability to perform various activities (revised NASPE Standard 4).
Enjoy the challenge of learning new jump rope skills and increased stamina (NASPE Standard 6).
Demonstrate responsibility and leadership by showing respect for equipment, following instructions, assisting teammates with equipment or skills, and through positive interactions with peers.
Newsletter topic/written assessment: Aerobic Capacity Explain why a strong heart is able to quickly return to its resting rate after exertion (CA 4-4.9). Measure and record heart rate before, during, and after vigorous physical activity (CA 5-4.11).

Additional Physical Education Standards

3-1.5 Jump continuously a forward-turning rope and a backward-turning rope.

3-5.1 Set a personal goal to improve a motor skill and work toward that goal in nonschool time.

3-5.2 Collect data and record progress toward mastery of a motor skill.

4-1.5 Jump a self-turned rope.

4-5.1 Set a personal goal to improve an area of health-related physical fitness and work toward that goal in nonschool time.

4-5.2 Collect data and record progress toward attainment of a personal fitness goal.

Focus Physical Education Standards for Cooperative Games

Motor skills and movement patterns:
1. Participate in appropriate warm-up and cool-down exercises for specific physical activities (CA 4-3.1).
2. Demonstrate warm-up and cool-down exercises (CA 3-3.1). Demonstrate how to warm up muscles and joints before running, jumping, kicking, throwing, and striking (CA 5-3.1; NASPE Standard 3).
3. Roll a ball for accuracy toward a target (CA 3-1.8).
4. Catch, while traveling, an object thrown by a stationary partner (CA 3-1.7).
Identify the key elements for increasing accuracy in rolling a ball and throwing a ball (CA 3-2.4).
Respond to winning and losing with dignity and respect (CA 4-5.4).
Choose to participate in group physical activities (NASPE Standard 5).
Newsletter topic/written assessment: Explain the purpose of warming-up before physical activity and cooling-down after physical activity (CA 3-4.3). Explain the purpose of warm-up and cool-down periods (CA 4-4.7). Explain the elements of warm-up and cool-down activities (CA 5-4.5).

Additional Physical Education Standards

3-4.12 Describe and demonstrate how to relieve a muscle cramp.

3-4.16 Differentiate the body’s ability to consume calories and burn fat during periods of inactivity and during long periods of moderate physical activity.

3-4.6 Discuss the need for oxygen and fuel to be available during ongoing muscle contraction so that heat and waste products are removed.

3-5.6 Work in pairs or small groups to achieve an agreed-upon goal.

Focus Physical Education Standards for Sizzling Soccer

Motor skills and movement patterns:
1. Foot dribble a ball and maintains control while traveling within a group (NASPE Benchmark for fourth grade).
2. Accurately demonstrate the difference in foot placement when kicking a stationary ball, a ball moving away, and a ball moving forward (NASPE Standard 2).
3. Dribble a ball and kick toward a goal while being guarded (NASPE Standard 1; CA 5-1.15).
4. Stop a kicked ball by trapping it with the foot while moving (NASPE Standard 1; CA 5-1.9).
Describe the difference in foot placement when kicking a stationary ball, a ball moving away, and a ball moving forward (NASPE Standard 2).
In preparation for a kicking on goal task, arrange soccer equipment safely in a manner appropriate to practice (NASPE Standard 5).
Explain that skill competency leads to enjoyment of movement and physical activity (NASPE Standard 6).
Newsletter topic/written assessment: Body Composition Explain the effect of regular, sustained physical activity on the body's ability to consume calories and burn fat for energy (CA 4-4.17). Explain why body weight is maintained when calorie intake is equal to calories expended (CA 5-4.15). Describe the short- and long-term benefits of maintaining body composition within the healthy fitness zone (CA 5-4.16).

Additional Physical Education Standards

3-1.11 Kick a ball to a stationary partner, using the inside of the foot.

3-1.14 Foot-dribble a ball continuously while traveling and changing direction.

3-2.5 Identify the differences between dribbling a ball (with the hand and the foot, separately) while moving forward and when changing direction.

4-1.10 Kick a ball to a moving partner, using the inside of the foot.

4-1.11 Kick a stationary ball from the ground into the air.

4-1.16 Keep a foot-dribbled ball away from a defensive partner.

4-1.19 Stop a kicked ball by trapping it with the foot while standing still.

Focus Physical Education Standards for Stunts, Tumbling & Movement

Motor skills and movement patterns:
1. Transfer weight from feet to hands, at fast and slow speeds using large extensions (e.g., mulekick, handstand, cartwheel). (NASPE Benchmark for fourth grade).
2. Develop and refine a gymnastics or creative dance sequence demonstrating smooth transitions (NASPE Standard 1) OR Design and perform a routine to music involving manipulation of an object (NASPE Standard 1; CA 5-1.19).
3. Perform simple small-group balance stunts by sharing the distribution of weight and base of support (NASPE Standard 1; CA 5-1.1).
4. Maintain appropriate body alignment during activity (e.g., lift, carry, push, pull). (NASPE Benchmark for fourth grade.)
Create and document a repeatable creative movement sequence that follows an 8-count phrase structure and includes both locomotor and non-locomotor movements, dance moves, sport moves, or gymnastics, with or without manipulation of an object.
Work cooperatively with a group to create a repeatable routine to music, with each group member contributing and teaching 8 counts.
Regularly encourage others and refrain from put-down statements (NASPE Standard 5).
Newsletter topic/written assessment: Muscular strength/endurance Name and locate the major muscles of the body (CA 3-4.10). Identify which muscles are used in performing muscular endurance activities (CA 3-4.10).

Additional Physical Education Standards

3-1.2 Perform an inverted balance (tripod) by evenly distributing weight on body parts.

3-1.3 Perform a forward roll.

3-1.4 Perform a straddle roll.

3-1.6 Balance while traveling and manipulating an object on a ground-level balance beam.

4-1.1 Perform simple balance stunts with a partner while sharing a common base of support.

Focus Physical Education Standards for Fitness Fun II

Motor skills and movement patterns:
1. Demonstrate good posture while lifting and carrying an object (NASPE Standard 1).
2. Maintain heart rate within the target heart rate zone for a specified length of time during an aerobic activity (NASPE Standard 4).
3. Engage in appropriate physical activity that results in the development of cardiorespiratory endurance (NASPE Standard 4).
4. Meet the age- and gender-specific health-related fitness Physical Education Standards defined by Fitnessgram (NASPE Standard 4) or the President's Challenge.
Maintain a physical activity log for a two- or three-day period documenting activity data (NASPE Standard 3).
Identify his or her strengths and weaknesses based upon the results of Fitnessgram testing (NASPE Standard 4).
Celebrate personal successes and achievements and those of others (NASPE Benchmark for fourth grade).
Newsletter topic/written assessment: Fitness Concepts List and define the components of physical fitness (CA 3-4.2). Explain the principles of physical fitness: frequency, intensity, time, and type (CA 4-4.2). Describe the principles of training and their application for each of the components of physical fitness: cardiovascular conditioning, muscular strength/endurance, flexibility (CA 5-4.7).

Additional Physical Education Standards

3-3.7 Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity.

3-3.8 Measure and record improvement in individual fitness activities.

3-4.1 Identify the body’s normal reactions to moderate to vigorous physical activity.

3-4.4 Recognize that the body will adapt to increased workloads.

4-3.8 Measure and record changes in aerobic capacity and muscular strength, using scientifically based health-related physical fitness assessments.

5-3.8 Assess health-related physical fitness by using a scientifically based health-related fitness assessment.

5-4.12 Explain how technology can assist in the pursuit of physical fitness.

Focus Physical Education Standards for Cooperativ Games and Flying Disks

Motor skills and movement patterns:
1. Throw a flying disc for distance, using the backhand movement pattern (CA 4-1.8). Throw a flying disc accurately at a target and to a partner, using the backhand movement pattern (CA 5-1.5).
2. Throw and catch an object underhand and overhand while avoiding an opponent (NASPE Standard 1; CA 5-1.6).
3. Change direction quickly to maintain spacing [defense] between two players (CA 4-1.2).
4. Change direction quickly to increase the spacing [offense] between two players (CA 4-1.3).
Design a new game incorporating at least two motor skills, rules, and strategies (NASPE Standard 2).
Design a game that is personally interesting or based on another culture or heritage, while appreciating others' games and/or cultures (NASPE Benchmarks for fourth grade); Appreciate physical games and activities reflecting diverse heritages (CA 5-5.8).
Contribute ideas and listens to the ideas of others in cooperative problem-solving activities (CA 5-5.5).
Newsletter topic/written assessment: Aerobic Capacity Determine the intensity of personal physical activity using the concept of perceived exertion (CA 4-4.11 and CA 5-4.9). Compare target heart rate and perceived exertion during physical activity (CA 5-4.10).

Additional Physical Education Standards

3-2.1 Describe how changing speed and changing direction can allow one person to move away from another.

4-1.4 Determine the spacing between offensive and defensive players based on the speed of the players.

4-1.9 Catch an object above the head, below the waist, and away from the body (CA 4-1.9).

4-2.1 Explain the difference between offense and defense.

5-5.6 Acknowledge orally the contributions and strengths of others.

Focus Physical Education Standards for Basketball Skills

Motor skills and movement patterns:
1. Hand dribbles a ball and maintains control while traveling within a group (NASPE Benchmark for fourth grade).
2. Dribble then pass a basketball to a moving receiver (NASPE Standard 1).
3. Dribble a ball while preventing another from stealing it (NASPE Standard 1; CA 5-1.14).
4. Pass a ball back and forth with a partner using a chest pass and bounce pass (NASPE Standard 1; CA 5-1.16).
Explain the importance of open space when playing sport-related games (NASPE Standard 2; CA 5-2.1).
Accept the teacher's decision regarding a personal rule infraction without displaying negative reactions toward others (NASPE Standard 5).
Engage positively with students of different and similar skill levels (NASPE Standard 6).
Newsletter topic/written assessment: Aerobic Capacity Describe the relationship of the heart, muscles, blood, and oxygen during physical activity (CA 3-4.7). Identify two characteristics of physical activity that build aerobic capacity (CA 4-4.10).

Additional Physical Education Standards

3-1.13 Hand-dribble a ball continuously while moving around obstacles.

3-2.5 Identify the differences between dribbling a ball (with the hand and the foot, separately) while moving forward and when changing direction.

4-1.17 Keep a hand-dribbled ball away from a defensive partner.

4-2.2 Describe ways to create more space between an offensive player and a defensive player.

4-2.7 Compare and contrast dribbling a ball without a defender and with a defender.

4-5.6 Accept an opponent’s outstanding skill, use of strategies, or ability to work effectively with teammates as a challenge in physical activities.

Focus Physical Education Standards for Paddle Play!

Motor skills and movement patterns:
1. Demonstrate key elements of a proper grip when holding a paddle or racket to perform the forehand strike (revised NASPE Standard 2).
2. Strike a dropped ball with a racket/paddle toward a target using the forehand movement pattern (NASPE Standard 1; CA 5-1.10).
3. Backhand hit a softly tossed ball with a paddle/racket (NASPE Standard 1; CA 5-1.11).
4. Develop a game that is personally interesting (NASPE Standard 6).
Identify the following phases for striking a ball: preparation, application of force, follow-through, and recovery (NASPE Standard 2; CA 5-2.4).
Select and practice a skill on which improvement is needed (NASPE Standard 6).
Cooperate with all class members by taking turns and sharing equipment (NASPE Standard 5).
Newsletter topic/written assessment: Flexibility Explain why a particular stretch is appropriate preparation for a particular physical activity (CA 3-4.15). Explain the value of increased flexibility when participating in physical activity (CA 4-4.16).

Additional Physical Education Standards

3-1.12 Strike a ball continuously upward, using a paddle or racket.

4-1.13 Strike, with a paddle or racket, a lightweight object that has been tossed by a partner.

4-2.4 Describe the appropriate body orientation to strike a ball, using the forehand movement pattern.

4-2.8 Explain the differences in manipulating an object when using a long-handled implement and when using a short-handled implement.

5-1.12 Strike a tossed ball, with different implements, from a side orientation.

Focus Physical Education Standards for Batty for Baseball

Motor skills and movement patterns:
1. Throw overhand at increasingly smaller targets using proper follow through (CA 4-1.7).
2. Field a thrown ground ball (NASPE Standard 1; CA 5-1.7).
3. Strike a gently tossed ball with a bat, using a side orientation (NASPE Standard 1; CA 4-1.15; 5-1.12).
4. Catch a fly ball using mature form (e.g., have eyes on ball, move to position, reach with hands, catch with hands only rather than trapping the ball, bend elbows to pull ball into chest to absorb force). (NASPE Standard 1).
Describe essential elements of mature movement patterns (NASPE Benchmark for fourth grade).
Assess and takes responsibility for his or her own behavior problems without blaming others (NASPE Standard 5.
Appreciate differences and similarities in others' physical activity (NASPE Benchmark for fourth grade).
Newsletter topic/written assessment: Fitness Concepts Identify healthful choices for meals and snacks that help improve physical performance (CA 4-4.4). Record and analyze food consumption for one day and make a plan to replace foods with healthier choices and adjust quantities to enhance performance in physical activity (CA 5-4.1).

Additional Physical Education Standards

3-1.10 Throw and catch an object with a partner, increasing the distance from the partner and maintaining an accurate throw that can be easily caught.

4-1.18 Manipulate an object by using a long-handled implement.

4-1.9 Catch a fly ball above the head, below the waist, and away from the body.

4-4.6 Explain why the body uses a higher percentage of carbohydrates for fuel during high-intensity physical activity and a higher percentage of fat for fuel during low-intensity physical activity.

5-3.2 Plan a day of healthful balanced meals and snacks designed to enhance the performance of physical activities.

Focus Physical Education Standards for Rhythm and Dance

Motor skills and movement patterns:
1. Perform flexibility exercises that will stretch specific muscle areas for given physical activities (NASPE Standard 3; CA 5-3.6).
2. Perform a basic rhythm sequence to 4/4 time (revised NASPE Standard 1).
3. Develop patterns and combinations of movements into repeatable sequences (NASPE Benchmark for fourth grade).
4. Demonstrate correct patterns for a variety of dance movements (e.g., grapevine, cha cha, Charleston, polka, etc.) (Revised NASPE Standard 1.)
Describe healthful benefits that result from regular and appropriate participation in physical activity.
Demonstrate respect and caring for a less-abled peer through verbal and nonverbal encouragement and assistance (revised NASPE Standard 5).
Identify positive feelings associated with participation in physical activities (NASPE Standard 6).
Newsletter topic/written assessment: Muscular strength/endurance Define the terms folk dance, line dance, and circle dance (CA 3-2.6). Compare and contrast folk dances, line dances, and circle dances (CA 3-2.7).

Additional Physical Education Standards

3-1.15 Perform a line dance, a circle dance, and a folk dance with a partner.

4-1.21 Perform a series of basic dance steps.

4-1.22 Perform a routine to music that includes even and uneven locomotor patterns.

4-2.10 Design a routine to music that includes even and uneven locomotor patterns.

5-1.18 Design and perform a creative dance, combining locomotor patterns with intentional changes in speed and direction.

5-2.5 Design a routine to music, changing speed and direction while manipulating an object.

Focus Physical Education Standards for Volleyball Action

Motor skills and movement patterns:
1. Jump for height and land using mature form (e.g. stand, crouch with arms back and weight on toes, lift off with hands high, land on both feet) (NASPE Standard 1). Jump for height, using proper takeoff and landing form (CA 5-1.2)
2. Volley a tossed ball, using a forearm pass or a two-hand overhand pass, to an intended location (NASPE Standard 1; CA 5-1.17).
3. Serve a lightweight ball using the underhand movement pattern (NASPE Standard 1).
4. Demonstrate proper form and technique in slow motion or real time for the two-hand overhand pass (set) and for the forearm pass (bump).
Accurately recognize the critical elements of a forearm and overhead pass made by a fellow student and provide feedback to that student (NASPE Standard 2).
Explain how appropriate practice improves performance (NASPE Standard 2).
Enjoy feelings resulting from involvement in physical activity (NASPE Benchmark for fourth grade).
Newsletter topic/written assessment: Flexibility Identify flexibility exercises that are not safe for the joints and should be avoided (CA 3-4.14). Explain the benefits of stretching after warm-up activities (CA 5-4.14).

Additional Physical Education Standards

4-1.14 Serve a lightweight ball to a partner, using the underhand movement pattern.

4-1.20 Volley a tossed lightweight ball, using the forearm pass.

4-2.3 Describe the appropriate body orientation to serve a ball, using the underhand movement pattern.

4-2.5 Explain the similar movement elements of the underhand throw and the underhand volleyball serve.

4-2.9 Identify key body positions used for volleying a ball.

4-4.1 Identify the correct body alignment for performing lower-body stretches.

5-1.13 Serve a lightweight ball over a low net, using the underhand movement pattern.

Focus Physical Education Standards for Fitness Fun III

Motor skills and movement patterns:
1. Perform increasing numbers of each: abdominal curl-ups, oblique curl-ups on each side, modified push-ups or traditional push-ups, and triceps push-ups. (CA 4-3.4; NASPE Standard 3).
2. Hang by the hands from an overhead bar with the hips and knees each at a 90-degree angle (CA 4-3.5).
3. Run the equivalent of two laps (1/2 mile) around a regulation track without stopping (NASPE Standard 4).
4. Meet the age- and gender-specific health-related fitness Physical Education Standards defined by Fitnessgram [or President's Challenge] (NASPE Standard 4).
Identify physical and psychological benefits that result from long-term participation in physical activity (NASPE Standard 2).
Recognize that physiological responses to exercise are associated with their own levels of fitness (NASPE Standard 4).
Act in a safe and healthy manner when confronted with negative peer pressure during physical activity (CA 5-5.4).
Newsletter topic/written assessment: Fitness Concepts Develop and describe three short-term and three long-term fitness goals (CA 5-4.3). Examine personal results of a scientifically based health-related physical fitness assessment and identify one or more ways to improve performance in areas that do not meet minimum Physical Education Standards (CA 5-4.4).

Additional Physical Education Standards

4-3.9 Meet minimum requirements for health-related physical fitness, using scientifically based health-related physical fitness assessments.

4-4.12 Describe the difference between muscular strength and muscular endurance.

4-4.13 Explain why muscular endurance or muscular strength activities do not increase muscle mass in preadolescent children.

5-2.2 Explain the differences in applying and receiving force when jumping for height and distance.

5-3.4 Perform an increasing number of oblique curl-ups on each side.

5-3.5 Perform increasing numbers of triceps push-ups.

5-3.9 Meet age- and gender-specific fitness Physical Education Standards for aerobic capacity, muscular strength, flexibility, and body composition, using a scientifically based health-related fitness assessment.

5-5.1 Improve the level of performance on one component of health-related physical fitness and one identified motor skill by participating in fitness and skill development activities outside school.

Focus Physical Education Standards for Cooperative Games and Summer Fun!

Motor skills and movement patterns:
1. Climb a vertical pole or rope (CA 3-3.5).
2. Sustain continuous movement for increasing periods of time, while participating in moderate to vigorous physical activity (CA 4-3.7).
3. Demonstrate how to lift and carry objects correctly (CA 3-3.2).
4. Demonstrate the correct body position for pushing and pulling large objects (CA 4-3.2)
Defend the benefits of physical activity (NASPE Standard 6).
Distinguish between acts of physical courage and physically reckless acts and explain the key characteristics of each (CA 5-5.3).
Identify activities that contribute to personal feelings of joy (NASPE Benchmark for fourth grade).
Newsletter topic/written assessment: Fitness Concepts Describe the role of muscle strength and proper lifting in the prevention of back injuries (CA 3-4.13). Describe the correct form to push and pull heavy objects (CA 4-4.15).

Additional Physical Education Standards

3-3.3 Participate three to four days each week, for increasing periods of time, in continuous moderate to vigorous physical activities that require sustained movement of the large-muscle groups to increase breathing and heart rate.

4-3.3 Participate three to four days each week, for increasing periods of time, in continuous moderate to vigorous physical activities at the appropriate intensity to increase aerobic capacity. (unit 5??)

5-3.3 Participate three to four days each week, for increasing periods of time, in continuous moderate to vigorous physical activities at the appropriate intensity for increasing aerobic capacity.

Suggested Weeks	Unit Newsletters	Unit Themes, Outlines and Lesson Plans	Printable PDF File*	Unpacked Physical Education Standards by Unit Theme
1-2*	English \| Spanish	Locomotor & Manipulative Games Fluffilos, hoops, Tandanas		Physical Education Standards for Locomotor & Manipulative Games Fluffilos, hoops, Tandanas
3-4*	English \| Spanish	Fitness Fun Fitness & Movement cards, music, ropes, Fluffilos		Physical Education Standards for Fitness Fun Fitness & Movement cards, music, ropes, Fluffilos
5-6*	English \| Spanish	Fabulous Football Fluffilos or soft/easy-grip footballs, Tandanas (for flags), cones		Physical Education Standards for Fabulous Football Fluffilos or soft/easy-grip footballs, Tandanas (for flags), cones
7-8*	English \| Spanish	Chutes and Ropes parachutes, mini-Fluffilos, and jump ropes - long and short		Physical Education Standards for Chutes and Ropes parachutes, mini-Fluffilos, and jump ropes - long and short
9	N/A	Favorites, Review, or Assessment	N/A	Favorites, Review, or Assessment
10-11*	English \| Spanish	Cooperative Games Fluffilos, hoops, Tandanas		Physical Education Standards for Cooperative Games Fluffilos, hoops, Tandanas
12-13*	English \| Spanish	Sizzling Soccer Skills Soccer balls & cones		Physical Education Standards Sizzling Soccer Skills Soccer balls & cones
14-15*	English l Spanish	Stunts, Tumbling, and Movement mats or furniture pads...		Physical Education Standards for Stunts, Tumbling, and Movement mats or furniture pads...
16-17*	English \| Spanish	Fitness Fun II Fitness & Movement cards, music, ropes, Fluffilos		Physical Education Standards for Fitness Fun II Fitness & Movement cards, music, ropes, Fluffilos
18	N/A	Favorites, Review, or Assessment	N/A	Favorites, Review, or Assessment
19-20*	English \| Spanish	Cooperative Games and Flying Disks Fluffilos, hoops, Tandanas, Flying Disks		Physical Education Standards for Cooperative Games and Flying Disks Fluffilos, hoops, Tandanas, Flying Disks
21-22*	English \| Spanish	Basketball Blast! jr. size basketballs, basketball hoops		Physical Education Standards for Basketball Blast! Jr. size basketballs, basketball hoops
23-24*	English \| Spanish	Paddle Play paddles, mini-Fluffilos, balloons		Physical Education Standards for Paddle Play paddles, mini-Fluffilos, balloons
25-26*	English \| Spanish	Baseball Skills fat bats, wiffle balls, poly spots for bases		Physical Education Standards for Baseball Skills fat bats, wiffle balls, poly spots for bases
27	N/A	Favorites, Review, or Assessment	N/A	Favorites, Review, or Assessment
28-29*	English l Spanish	Rhythm, Dance, and Cultural Dance Movement cards and music		Physical Education Standards for Rhythm, Dance, and Cultural Dance Movement cards and music
30-31*	English \| Spanish	Volleyball Action no-sting volleyballs, beach balls or other lightweight play balls		Physical Education Standards for Volleyball Action no-sting volleyballs, beach balls or other lightweight play balls
32-33*	English \| Spanish	Fitness Fun III Fitness & Movement cards, music, ropes, Fluffilos		Physical Education Standards for Fitness Fun III Fitness & Movement cards, music, ropes, Fluffilos
34-35*	English \| Spanish	Group Games & Wet N' Wild Water Week Fluffilos, hoops, Tandanas, buckets, water-bomb balls		Physical Education Standards for Group Games & Wet N' Wild Water Week Fluffilos, hoops, Tandanas, buckets, water-bomb balls
36	N/A	Favorites, Review, or Assessment	N/A	Favorites, Review, or Assessment