Third grade standards - health & fitness

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Third Grade Standards - Health & 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) Applies locomotor, non-locomotor, manipulative, balance, and rhythmic skills in traditional and non-traditional activities that contribute to movement proficiency.
      • Demonstrates mature patterns and smooth transitions between movement skills.
      • Demonstrates motor skill combinations in a variety of increasingly complex movement activities.
      • Demonstrates a variety of balance and control skills in increasingly complex movement activities.
      • Demonstrates manipulative skills with stationary targets.
      • Demonstrates manipulative skills while moving/traveling.
      • Demonstrates complex movement sequences using various rhythms.
    • (1.1.5) Applies movement concepts.
      • Applies movement concepts in dynamic and cooperative situations.
      • Applies movement concepts to basic game strategies of offense and defense.
      • Shows a variety of dances that include various movement concepts.
  • (1.2) Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities.
    • (1.2.1) Applies safety rules and procedures in a variety of physical activities necessary to maintain a safe-learning environment.
      • Applies rules, procedures, and proper use of equipment.
    • (1.2.2) Applies social skills necessary for effective participation in physical activities.
      • Demonstrates cooperation in small and large group activities.
      • Participates in group discussions related to etiquette, rules, and procedures.
    • (1.2.3) Understands strategies necessary for effective participation in physical activities.
      • Understands basic strategies in games and 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) Applies components of health-related fitness.
      • Classifies daily activities that require each of the different components of health-related fitness.
      • Classifies a variety of physical activities into their appropriate places on the Activity Pyramid.
      • Classifies fitness assessments to corresponding components of health-related fitness.
      • Demonstrates proper technique in health-related fitness assessments.
  • (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) Applies components of skill-related fitness.
      • Applies components of skill-related fitness to improve performance in a variety of activities.
      • Relates components of skill-related fitness to daily activities.
  • (1.5) Understands relationship of nutrition and food nutrients to body composition and physical performance.
    • (1.5.1) Understands how the body’s function and composition are affected by food consumption.
      • Classifies which nutrients belong to each food group.
      • Understands relationship between caloric intake and expenditure.
      • Understands the importance of reading food labels.
      • Explains how food provides nutrition and energy (carbohydrates, protein, and fat).
    • (1.5.2) Applies information from dietary evaluation and self-assessment in order to improve performance.
      • Classifies information in a food journal.

(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.
      • Gives examples of each dimension of health.
      • Explains personal responsibility for practicing healthy life choices.
      • Gives examples of responsible personal health behaviors.
  • (2.2) Understands stages of growth and development.
    • (2.2.1) Understands the structure and function of body systems.
      • Describes connections between muscular and skeletal systems.
      • Describes major muscles and their role in movement.
      • Describes major bones and their role in movement.
  • (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 virus and bacteria.
      • Explains function of immune system.
    • (2.3.2) Understands how to prevent or reduce the risks of non-communicable disease.
      • Explains differences between communicable and non-communicable diseases.
  • (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 ways to stay safe from strangers or internet.
      • Describes ways to identify a gang.
      • Describes appropriate responses when dealing with harassment, bullying, intimidation, and abuse.
    • (2.4.2) Understands emergency situations and demonstrates skills to respond appropriately and safely.
      • Describes safety rules to follow in case of a disaster.
      • Describes how to find appropriate phone numbers in emergency situation.
    • (2.4.3) Understands positive and negative effects of stress and stress management techniques.
      • Explains how bodies react to stress.
      • Explains steps to managing stress.
    • (2.4.5) Understands issues and risks related to drug use and abuse.
    • Describes ways smoking and second-hand smoke harm health.
    • Explains how drug abuse can affect family and friends.

(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 to adjust to family changes in healthful ways.
    • (3.1.2) Understands the effects of environmental and external factors on personal, family, and community health.
      • Understands how positive health behaviors contribute to a healthy environment.
  • (3.2) Evaluates health and fitness information.
    • (3.2.1) Analyzes reliable sources of health and fitness information.
      • Points out ways to get health and fitness information.
    • (3.2.2) Analyzes health and fitness messages in the media.
      • Compares and contrasts health and fitness information.
  • (3.3) Evaluates the impact of social skills on health.
    • (3.3.1) Understands necessary social skills to promote health and safety.
      • Gives examples of how friends can help each other make responsible decisions.
      • Describes respectful ways to communicate.
  • (3.4) Understands the impact of emotions on health.
    • (3.4.1) Understands emotions and how they affect self and others.
      • Discusses strategies to deal with different emotions.
      • Discusses unhealthy attitudes can lead to bullying.
  • (3.5) Applies decision-making skills related to the promotion of health.
    • (3.5.1) Applies decision-making skills.
      • Describes steps for conflict resolution.

(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.
      • Gives examples of age-appropriate activities and corresponding components of health-related fitness.
      • Gives examples of lifetime activities.
  • (4.2) Develops and monitors a health and fitness plan.
    • (4.2.1) Applies goals for improving health and fitness practices.
      • Uses a basic fitness log, portfolio, or journal to record physical activity.
      • Discovers personal health behaviors and sets a goal for changing behavior.