First grade standards - health and fitness

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First Grade Standards - Health and Fitness 

These are from the Washington State Learning Standards


(1): The student acquires the knowledge and skills necessary to maintain an active life: Movement, physical fitness, and nutrition.

  • (1.1): Develops motor skills and movement concepts as developmentally appropriate.
    • (1.1.1) Demonstrates mature form in locomotor skills that contribute to movement proficiency.
      • Demonstrates critical elements used in locomotor skills: walk, jog, run, jump, hop, leap, gallop, slide, and skip.
      • Demonstrates locomotor skills in a variety of activities.
      • Demonstrates a variety of balance and control skills in locomotor activities.
    •  (1.1.2) Demonstrates mature form in non-locomotor skills that contribute to movement proficiency.
      • Demonstrates non-locomotor skills with a partner in a variety of activities: bend, twist, stretch, push, pull, turn, swing, sway, and rock.
      • Demonstrates static balance and dynamic balance using a variety of simple sequences.
    • (1.1.3) Demonstrates mature form in manipulative skills that contribute to movement proficiency.
      • Demonstrates critical elements used in the manipulative skills: roll, bounce, toss, throw, catch/receive, strike, kick, punt, and hand/foot dribble.
      • Demonstrates manipulative skills in a variety of activities alone and with a partner.
      • Demonstrates manipulative skills using implements in a variety of activities.
    • (1.1.4) Demonstrates balance and rhythmic movement skills in traditional and non-traditional activities.
      • Demonstrates static and dynamic balance skills found in educational gymnastics.
      • Demonstrates static and dynamic balance skills found in artistic gymnastics.
      • Demonstrates simple rhythmic patterns using locomotor and non-locomotor skills for self-expression.
    • (1.1.5) Understands movement concepts.
      • Understands concepts of personal space and general space while moving safely in a variety of partner activities.
      • Understands concepts of pathways while moving safely in a variety of partner activities.
      • Understands concepts of levels while moving safely in a variety of partner activities.
      • Understands concepts of direction while moving safely in a variety of partner activities.
      • Understands concepts of relationships while moving safely in a variety of partner activities.
      • Understands concepts of static and dynamic balance while moving safely in a variety of partner activities.
      • Recognizes concepts of effort while moving safely in a variety of partner activities.
  • (1.2) Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities.
    • (1.2.1) Understands safety rules and procedures in a variety of physical activities necessary to maintain a safe-learning environment.
      • Understands rules, procedures, and proper use of equipment.
      • Describes healthy choices related to rest, hydration, and proper clothing when participating in physical activity.
      • Describes safety rules related to participation in physical activity.
    • (1.2.2) Applies social skills necessary for effective participation in physical activities.
      • Demonstrates cooperative behaviors in physical activities.
    • (1.2.3) Recognizes strategies necessary for effective participation in physical activities.
      • Recognizes the concepts of offense and defense in a variety of individual, partner, and group activities.
  • (1.3) Understands the components of health-related fitness and interprets information from feedback, evaluation, and self-assessment in order to improve performance.
    • (1.3.1) Recognizes basic vocabulary and components of health-related fitness.
      • Recognizes moderate vs. vigorous physical activity.
      • Recognizes cardiorespiratory endurance.
      • Recognizes muscular strength.
      • Recognizes muscular endurance.
      • Recognizes flexibility.
  • (1.4) Understands the components of skill-related fitness and interprets information from feedback, evaluation, and self-assessment in order to improve performance.
    • (1.4.1) Recognizes basic vocabulary of the components of skill-related fitness. (Agility, balance, coordination, power, reaction time, and speed).
      • Recognizes agility.
      • Recognizes static and dynamic balance.
      • Recognizes coordination.
      • Recognizes power.
      • Recognizes reaction time.
      • Recognizes speed.
  • (1.5) Understands relationship of nutrition and food nutrients to body composition and physical performance.
    • (1.5.1) Understands how the body’s function is affected by food consumption.
      • Describes groups of the Food Guide Pyramid.
      • Understands that food provides energy for the body.

(2) The student acquires the knowledge and skills necessary to maintain a healthy life: Recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely.

  • (2.1) Understands foundations of health.
    • (2.1.1) Understands dimensions and indicators of health.
      • Discusses clues that indicate well and not well.
  • (2.2) Understands stages of growth and development.
    • (2.2.1) Recognizes the structure and function of body systems.
      • Recognizes the basic function of the muscular system.
      • Recognizes the basic function of heart and lungs.
      • Identifies parts of the five sensory organs and their basic function.
  • (2.3) Understands the concepts of prevention and control of disease.
    • (2.3.1) Understands how to prevent or reduce the risk of contracting a communicable disease.
      • Describes common illnesses, such as cold and flu, and their symptoms.
      • Recognizes methods of germ transmission.
      • Describes steps for communicating when not feeling well.
    • (2.3.2) Recognizes how to prevent or reduce the risks of non-communicable disease.
      • Defines allergies.
      • Identifies common allergens and allergy symptoms.
      • Identifies ways to minimize exposure to allergens.
  • (2.4) Acquires skills to live safely and reduce health risks.
    • (2.4.1) Understands abusive and risky situations and illustrates safe behaviors to prevent injury to self and others at home, school, and in the community.
      • Describes risky situations.
      • Explains an unwanted touch.
      • Explains how risky situations can be avoided in the home.
    • (2.4.2) Understands emergency situations and demonstrates skills to respond appropriately and safely.
      • Understands the difference between an emergency and non-emergency situation in which you might need help.
      • Explains and demonstrates how to call 911.
    • (2.4.3) Understands positive and negative effects of stress and stress-management techniques.
      • Describes ways to cope with and manage stress.
    • (2.4.5) Recognizes issues and risks related to drug use and abuse.
      • Defines the word drug.
      • Identifies various substances as drugs.


(3) The student analyzes and evaluates the impact of real-life influences on health.

  • (3.1) Understands how family, culture, and environmental factors affect personal health.
    • (3.1.1) Understands how family factors affect health.
      • Describes how various family members contribute to a family’s health habits.
      • Understands the relationship between a healthy family and personal health.
  • (3.2) Evaluates health and fitness information.
    • (3.2.1) Understands reliable sources of health and fitness information.
      • Gives examples of reliable sources of health and fitness information.
  • (3.3) Evaluates the impact of social skills on health.
    • (3.3.1) Understands that social skills are necessary to promote health and safety.
      • Describes benefits of having friends.
      • Describes the importance of respect in getting along with others.
      • Explains needs and wants in appropriate ways.
  • (3.4) Understands the impact of emotions on health.
    • (3.4.1) Understands emotions and how they affect self and others.
      • Gives examples of how the body/face shows different emotions.
  • (3.5) Applies decision-making skills related to the promotion of health.
    • (3.5.1) Understands decision-making skills.
      • Demonstrates steps for making responsible decisions.
      • Describes how to get help from a parent or trusted adult when made to feel uncomfortable or unsafe.

(4) The student effectively analyzes personal information to develop individualized health and fitness plans.

  • (4.1) Analyzes personal health and fitness information.
    • (4.1.1) Understands daily health and fitness habits.
      • Describes how daily activities can influence fitness and healthy living.