LOCAL STANDARDS
Decatur Public Schools District 61
|
Grade K |
Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 |
Grade K At the end of Kindergarten, students should be able to:
|
Local Standard |
National Standard |
State Goal |
| Travel in forward and sideways directions using a variety of locomotor patterns. A |
1 |
19 |
| Walk and run using mature form. A |
1 |
19 |
| Toss a ball and catch it before it bounces twice. A |
1 |
19 |
| Kick a stationary ball using a smooth continuous running step. A |
1 |
19 |
| Maintain momentary stillness bearing weight on a variety of body parts. A |
1 |
19 |
| Identify and use a variety of relationships with objects. B |
2 |
19 |
| Establish a movement vocabulary such as personal space, level, and speeds. B |
2 |
19 |
| Participate in vigorous physical activity. C |
3 |
20 |
| Recognize that physical activity is good for personal being. C |
3 |
20 |
| Recognize his or her heart beating faster during physical activity. C |
4 |
20 |
| Respond to teacher signals. D |
5 |
21 |
| Demonstrate willingness to join in the activity. D |
6 |
21 |
| Demonstrate cooperation with others in group tasks. D |
6 |
21 |
| Enjoys participation alone and with others. D |
6 |
21 |
| Demonstrate safe actions during activities. D |
5 |
22 |
| Understand the concept of body systems and their functions. E | 6 |
23 |
| Recognize and practices good health habits. E | 3 |
23 |
| Demonstrate skills essential to avoid dangerous situations at school and home. E | 5 |
24 |
Grade 1 At the end of First Grade, students should be able to:
|
Local Standard |
National Standard |
State Goal |
| Travel in different pathways using a variety of locomotor patterns. A |
1 |
19 |
| Skip and gallop using mature form. A |
1 |
19 |
| Toss a ball and catch it before it touches the floor. A |
1 |
19 |
| Kick a moving ball using a smooth continuous running step. A |
1 |
19 |
| Maintain static and dynamic balance on a low beam. A |
1 |
19 |
| Identify and use a variety of relationships with objects. B |
2 |
19 |
| Establish a movement vocabulary such as personal space, space awareness, control, pathways, and distance. B |
2 |
19 |
| Participate in vigorous physical activity. C |
3 |
20 |
| Engage in vigorous physical activity outside the physical education class. C |
3 |
20 |
| Recognize his or her heart beating faster and breathing increases during physical activity. C |
4 |
20 |
| Respond to verbal cues. D |
5 |
21 |
| Demonstrate willingness to join in the activity. D |
6 |
21 |
| Demonstrate cooperation with others in group tasks. D |
6 |
21 |
| Express positive feelings about an activity. D |
6 |
21 |
| Demonstrate safe actions during activities. D |
5 |
22 |
| Understand the concept of body systems and their functions. E | 6 |
23 |
| Recognize and practices good health habits. E | 3 |
23 |
| Demonstrate skills essential to avoid dangerous situations at school and home. E | 5 |
24 |
Grade 2 At the end of Second Grade, students should be able to:
|
Local Standard |
National Standard |
State Goal |
| Demonstrate mature form in skipping, hopping, galloping, and sliding. A |
1 |
19 |
| Demonstrate motor patterns in combinations such as dribbling while running. A |
1 |
19 |
| Receive and send an object with a partner. A |
1 |
19 |
| Strike a ball repeatedly with a paddle. A |
1 |
19 |
| Demonstrate skills of fleeing, chasing, and dodging. A |
1 |
19 |
| Identify and use a variety of relationships with objects. B |
2 |
19 |
| Throw at a target using correct form. B |
2 |
19 |
| Participate in vigorous physical activity. C |
3 |
20 |
| Identify at least one activity associated with each component of health-related fitness. C |
3 |
20 |
| Distinguish between activities that are vigorous and those that are not. C |
4 |
20 |
| Sustain moderate to vigorous physical activity for 10 minutes. C |
4 |
20 |
| Apply rules, procedures, and safe practices with little or no reinforcement. D |
5 |
21 |
| Exhibit cooperative behavior such as taking turns, supportive comments, and assisting others. D |
5 |
21 |
| Resolve conflicts in a socially acceptable way. D |
6 |
21 |
| Demonstrate safe actions during activities. D |
5 |
22 |
| Understand the concept of body systems and their functions. E |
6 |
23 |
| Recognize and practice good health habits. E | 3 |
23 |
| Demonstrate skills essential to avoid dangerous situations at school and home. E | 5 |
24 |
Grade 3 At the end of Third Grade, students should be able to:
|
Local Standard |
National Standard |
State Goal |
| Demonstrate mature form in all locomotor and non-locomotor patterns. A |
1 |
19 |
| Demonstrate mature form with objects such as balls, jump ropes, hoops, and beanbags. A |
1 |
19 |
| Receive and send an object with a partner or in small groups. A |
1 |
19 |
| Demonstrate a gymnastic sequence. A |
1 |
19 |
| Participate in game activities using skills of fleeing, chasing, and dodging. A |
1 |
19 |
| Identify and use a variety of relationships with objects. B |
2 |
19 |
| Throw at a target using correct form. B |
2 |
19 |
| Participate in vigorous physical activity. C |
3 |
20 |
| Identify activities associated with each component of health-related fitness. C |
3 |
20 |
| Demonstrate an exercise routine using correct warm-up activities. C |
4 |
20 |
| Sustain moderate to vigorous physical activity for 10 minutes. C |
4 |
20 |
| Apply rules, procedures, and safe practices with little or no reinforcement. D |
5 |
21 |
| Exhibit cooperative behavior such as taking turns, supportive comments, and assisting others. D |
5 |
21 |
| Resolve conflicts in a socially acceptable way. D |
6 |
21 |
| Demonstrate safe actions during activities. D |
5 |
22 |
| Understand the concept of body systems and their functions. E | 6 |
23 |
| Identify and practice good health habits. E | 3 |
23 |
| Demonstrate skills essential to avoid dangerous situations at school and home. E | 5 |
24 |
Grade 4 At the end of Fourth Grade, students should be able to:
|
Local Standard |
National Standard |
State Goal |
| Demonstrate mature form in all locomotor and non-locomotor patterns. A |
1 |
19 |
| Throw, catch, strike, and kick using mature form. A |
1 |
19 |
| Demonstrate some specialized skills for team games and partners. A |
1 |
19 |
| Develop and refine an activity using sequence and smooth transitions. (Gymnastics, rope jumping, dance) A |
1 |
19 |
| Participate in a team game using combined movement skills. A |
1 |
19 |
| Use appropriate practice to improve performance. B |
2 |
19 |
| Analyze and identify critical elements needed in various movement skills. B |
2 |
19 |
| Describe personal, psychological and emotional benefits of participation in physical activities. C |
3 |
20 |
| Identify activities associated with each component of health-related fitness. C |
3 |
20 |
| Interpret the results and understand the importance of fitness testing. C |
4 |
20 |
| Sustain moderate to vigorous physical activity over 15 minutes. C |
4 |
20 |
| Apply rules, procedures, and safe practices with little or no reinforcement. D |
5 |
21 |
| Exhibit cooperative skills while working with a partner or in a small group. D |
5 |
21 |
| Recognize the attributes of other students. D |
6 |
21 |
| Demonstrate safe actions during activities. D |
5 |
22 |
| Understand how body systems work together. E | 6 |
23 |
| Identify and practice good health habits. E | 3 |
23 |
| Identify and communicate ideas about health-related issues. E | 3 |
24 |
Grade 5 At the end of Fifth Grade, students should be able to:
|
Local Standard |
National Standard |
State Goal |
| Demonstrate mature form in all locomotor, non-locomotor, and manipulative skills. A |
1 |
19 |
| Adapt and combine skills to meet the demands of complex situations. A |
1 |
19 |
| Throw a variety of objects using accuracy and force. A |
1 |
19 |
| Develop and refine an activity using sequence and smooth transitions. (Gymnastics, rope jumping, dance) A |
1 |
19 |
| Participate in a team game using combined movement skills A. |
1 |
19 |
| Identify practice and conditioning as ways to improve performance. B |
2 |
19 |
| Identify the basic strategies needed to improve performance. B |
2 |
19 |
| Describe personal, psychological and emotional benefits of participation in physical activities. C |
3 |
20 |
| Participate daily in some form of physical activity. C |
3 |
20 |
| Interpret the results and understand the importance of fitness testing. C |
4 |
20 |
| Sustain moderate to vigorous physical activity over 15 minutes. C |
4 |
20 |
| Assume responsibility for self. D |
5 |
21 |
| Exhibit cooperative skills while working with a partner or in a small group. D |
5 |
21 |
| Identify own personal strength and weaknesses in respect to physical ability. D |
6 |
21 |
| Use physical activity to express feeling and seek challenging experiences. D |
5 |
22 |
| Understand how body systems work together. E | 6 |
23 |
| Identify and practice good health habits. E | 3 |
23 |
| Identify and communicate ideas about health-related issues. E | 3 |
24 |
Grade 6 At the end of Sixth Grade, students should be able to:
|
Local Standard |
National Standard |
State Goal |
| Demonstrate mature form in all locomotor, non-locomotor, and manipulative skills. A |
1 |
19 |
| Adapt and combine skills to meet the demands of complex situations. A |
1 |
19 |
| Demonstrate the basic skills of selected sports. A |
1 |
19 |
| Develop and refine an activity using sequence and smooth transitions. (Gymnastics, rope jumping, dance) A |
1 |
19 |
| Participate in a team game using combined movement skills. A |
1 |
19 |
| Identify practice and conditioning as ways to improve performance. B |
2 |
19 |
| Identify the basic strategies needed to improve performance. B |
2 |
19 |
| Describe personal, psychological and emotional benefits of participation in physical activities. C |
3 |
20 |
| Participate daily in some form of physical activity. C |
3 |
20 |
| Interpret the results and understand the importance of fitness testing. C |
4 |
20 |
| Sustain moderate to vigorous physical activity over 15 minutes. C |
4 |
20 |
| Assume responsibility for self. D |
5 |
21 |
| Exhibit cooperative skills while working with a partner or in a small group. D |
5 |
21 |
| Identify own personal strength and weaknesses in respect to physical ability. D |
6 |
21 |
| Use physical activity to express feeling and seek challenging experiences. D |
5 |
22 |
| Understand how body systems work together. E | 6 |
23 |
| Identify and practice good health habits. E | 3 |
23 |
| Identify and communicate ideas about health-related issues. E | 3 |
24 |
Physical Education Standards By Grade Level 7 - 12
| Grade 7 | Grade 8 | Grade 9 | Grade 10 | Grade 11 | Grade 12 |
Grade 7 At the end of Seventh Grade students should be able to:
|
Local Standard |
National Standard |
State Goal |
| Demonstrates competence in modified versions of locomotor skills. A |
1 |
19 |
| Demonstrates competence in modified versions of manipulative skills. A |
1 |
19 |
| Demonstrates basic offensive and defensive strategies in team activities. A |
1 |
19 |
| Demonstrates competence to participate safely in an activity. A |
1 |
19 |
| Identify and distinguish between efficient and inefficient movement patterns. A |
1 |
19 |
| Select appropriate practice procedures to learn and master skills and movement patterns. B |
2 |
19 |
| Plan personal physical activity goals. C |
3 |
20 |
| Participate in an individualized physical activity program. C |
3 |
20 |
| Applies principles of practice and conditioning appropriately. C |
3 |
20 |
| Assess physiological indicators of exercise during and after physical activity. C |
4 |
20 |
| Understand and apply basic principles of training to improve physical fitness. C |
4 |
20 |
| Engages in physical activity at the target heart rate for a minimum of 20 minutes. C |
4 |
20 |
| Solves problems by analyzing causes and potential solutions. D |
5 |
21 |
| Plays within the rules of a game or activity. D |
5 |
21 |
| Makes choices based on the safety of self and others. D |
5 |
21 |
| Demonstrates cooperative skills during group physical activity. D |
6 |
21 |
| Recognize the social benefits of participation in physical activity. D |
5 |
21 |
Grade 8 At the end of Eighth Grade, students should be able to:
|
Local Standard |
National Standard |
State Goal |
| Demonstrate effective movement patterns in a variety of movement forms. A |
1 |
19 |
| Perform selected sport skills using correct form. A |
1 |
19 |
| Display safety procedures when participating in activities. A |
1 |
19 |
| Apply advanced movement and game strategies. A |
2 |
19 |
| Identify the characteristics of a highly skilled performance. A |
2 |
19 |
| Establish personal physical activity goals. B |
3 |
20 |
| Participate in an individualized physical activity program. B |
3 |
20 |
| Demonstrate an understanding of the value of an active lifestyle. B |
3 |
20 |
| Understand and apply basic principles of training to improve physical fitness. C |
4 |
20 |
| Accurately determines maximal heart rate, resting heart rate, and heart rate reserve. C |
4 |
20 |
| Participates in fitness-enhancing physical activities at school and outside of school. C |
4 |
20 |
| Recognize the influence of peer pressure. D |
5 |
21 |
| Solve problems by analyzing causes and potential solutions. D |
5 |
21 |
| Makes choices based on the safety of self and others. D |
5 |
21 |
| Exhibits appropriate self-control and good sportsmanship during activity. D |
5 |
21 |
| Demonstrates supportive behavior to a teammate or opponent. D |
5 |
21 |
| Identify behaviors that are supportive and inclusive in physical activity. D |
6 |
21 |
| Respects the physical performance limitations of self and others. D |
6 |
21 |
Grade 9 At the end of Ninth Grade, students should be able to:
|
Local Standard |
National Standard |
State Goal |
| Demonstrate some competence in an increasing number of complex movement forms. A |
1 |
19 |
| Understand the rules and strategies of a sport or activity and can apply them appropriately A |
1 |
19 |
| Demonstrate appropriate etiquette and ways of interacting with others on the team. A |
1 |
19 |
| Identify and apply characteristics of highly skilled performance. A |
2 |
19 |
| Design appropriate practice sessions to improve performance. A |
2 |
19 |
| Interpret information from fitness tests. B |
3 |
20 |
| Select physical activities based on personal interest, meaning, and fulfillment. B |
3 |
20 |
| Design a personal program to achieve and maintain health-related fitness goals. B |
4 |
20 |
| Provide a correct definition of physical fitness and cite appropriate fitness components. B |
4 |
20 |
| Recognize the value of sport and physical activity in understanding other students. C |
5 |
21 |
| Develop a personal philosophy concerning inclusive participation in physical activity. C |
6 |
21 |
| Use games to interact with others. C |
6 |
21 |
| Identify some popular games from various cultures. C |
6 |
21 |
| Contributes meaningfully to the achievement of a team. D |
5 |
21 |
| Recognizes that enjoyment and challenge as two of the reasons to participate in the activity. D |
5 |
21 |
| Pursue new activities both alone and with others. D |
6 |
21 |
Grade 10 At the end of Tenth Grade, students should be able to:
|
Local Standard |
National Standard |
State Goal |
| Demonstrate competency in more complex versions of movement forms. A |
1 |
19 |
| Demonstrate understanding of the rules and strategies of a sport or activity and apply them appropriately. A |
1 |
19 |
| Identify and apply characteristics of highly skilled performance. A |
2 |
19 |
| Develops appropriate practice procedures to improve skill and strategy of the activity. A |
2 |
19 |
| Accurately identifies the strengths and weakness of a performance. A |
2 |
19 |
| Locate and arrange opportunities for physical activity. B |
3 |
20 |
| Develop some sound strategies for incorporating physical activity into a comprehensive lifetime activity play. B |
3 |
20 |
| Seek and select health-enhancing activities based on personal interest, meaning, and fulfillment. B |
3 |
20 |
| Interpret information from a fitness test. B |
4 |
20 |
| Design a personal program to achieve and maintain health-related fitness goals. B |
4 |
20 |
| Discuss a minimum of two training principles appropriate for enhancing flexibility, strength, endurance, and cardio respiratory endurance. B |
4 |
20 |
| Apply safe practices, rules, procedures, and etiquette in all physical activity settings. C |
5 |
21 |
| Act independently of peer pressure. C |
5 |
21 |
| Resolve conflict in appropriate ways. C |
5 |
21 |
| Demonstrates an acceptance of the importance of rules and players following them. D |
5 |
22 |
| Recognize the importance of sport and physical activity in understanding multiculturalism. D |
6 |
22 |
| Contributes meaningfully to the achievement of a team D |
6 |
22 |
Grade 11 At the end of Eleventh Grade, Students should be able to:
|
Local Standard |
National Standard |
State Goal |
| Demonstrate proficiency in a few movement forms. A |
1 |
19 |
| Display appropriate etiquette and safety in the setting of an activity. A |
1 |
19 |
| Demonstrate an understanding of the rules and strategies of a sport of activity and can apply them correctly. A |
1 |
19 |
| Implement effective practice procedures for proficient performance in a few movement forms. A |
2 |
19 |
| Design a long-term plan for self-improvement in a movement activity. A |
2 |
19 |
| Understand pertinent scientifically based information regarding movement performance. A |
2 |
19 |
| Recognize and understand the significance of physical activity in the maintenance of a healthy lifestyle. B |
3 |
20 |
| Willingly participate in games, sport, dance, outdoor pursuits, and other physical activities. B |
3 |
20 |
| Feel the need to maintain and improve physical fitness, motor skills and, knowledge about physical activity. B |
3 |
20 |
| Design a personal fitness program that encompasses all components of fitness. B |
4 |
20 |
| Participate regularly in health-enhancing fitness activities independent of the state mandates. B |
4 |
20 |
| Use the results of fitness assessments to guide changes in personal program of physical activity. B |
4 |
20 |
| Initiate independent and responsible personal behavior in physical activity settings. C |
5 |
21 |
| Accept responsibility for taking a leadership role and willingly follow as appropriate in order to accomplish group goals. C |
5 |
21 |
| Recognize the influence of participation in physical activity on fostering appreciation of cultural, ethnic, gender, and physical activity. D |
6 |
22 |
| Develop strategies for including persons of diverse backgrounds and abilities in physical activity. D |
6 |
22 |
| Recognize that physical activity can provide opportunities for positive social interaction. D |
6 |
22 |
| Enjoy regular participation in physical activity. D |
6 |
22 |
Grade 12 At the end of Twelfth Grade, Students should be able to:
|
Local Standard |
National Standard |
State Goal |
| Demonstrate proficiency in a few movement forms. A |
1 |
19 |
| Demonstrate an understanding of the rules and strategies of a sport or activity and can apply them appropriately. A |
1 |
19 |
| Display appropriate etiquette and ways to interact with others in the physical activity. A |
1 |
19 |
| Display appropriate safety in the setting of the activity. A |
1 |
19 |
| Independently understand and apply advanced discipline- specific information. A |
2 |
19 |
| Understand pertinent scientifically based information regarding movement performance. A |
2 |
19 |
| Recognize elite levels of performance in a physical activity. A |
2 |
19 |
| Recognize the significance of physical activity in the maintenance of a healthy lifestyle. B |
3 |
20 |
| Recognize how and why adult patterns of participation change throughout their life. B |
3 |
20 |
| Assess, achieve, and maintain personal health-related fitness goals. B |
4 |
20 |
| Design a personal fitness program. B |
4 |
20 |
| Correctly identify barriers to regular exercise likely to be encountered following graduation from high school. B |
4 |
20 |
| Initiate responsible behavior, function independently, and positively influence behavior of others. C |
5 |
21 |
| Act as a neutralizer in avoiding conflict or as a mediator in settling conflicts. C |
5 |
21 |
| Accept responsibility for taking a leadership role and willingly follow as appropriate in order to accomplish group goals. C |
5 |
21 |
| Anticipate potentially dangerous consequences and outcomes of participation in physical activity. D |
5 |
21 |
| Recognize the importance of physical activity on fostering appreciation of cultural, ethnic, gender, and physical diversity. D |
6 |
22 |
| Recognize that physical activity can provide opportunities for positive social interaction. D |
6 |
22 |