Fourth grade standards - health & fitness

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Fourth 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) 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 in group activities.
      • Demonstrates motor skill combinations in group activities.
      • Demonstrates manipulative skills using a variety of objects in group activities.
      • Demonstrates manipulative skills with stationary and moving targets in group activities.
      • Demonstrates manipulative skills while moving/traveling in group activities.
      • Organizes and demonstrates complex movement sequences using various rhythms.
    • (1.1.2) Analyzes movement concepts.
      • Integrates movement concepts in increasingly complex activities.
      • Compares and contrasts basic game strategies in increasingly complex activities.
      • Analyzes 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) Analyzes safety rules and procedures in a variety of physical activities necessary to maintain a safe-learning environment.
      • Points out role in maintaining a safe learning environment.
    • (1.2.2) Applies social skills necessary for effective participation in physical activities.
      • Demonstrates cooperation when working to achieve a common goal.
      • Demonstrates etiquette and application of rules.
    • (1.2.3) Applies strategies necessary for effective participation in physical activities.
      • Demonstrates 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) Analyzes components of health-related fitness.
      • Points out benefits of physical activity for the heart, lungs, and muscles.
      • Distinguishes the components of health-related fitness as they relate to the Activity Pyramid.
      • Infers how the FITT principle affects development of components of health-related fitness.
      • Infers how the components of health-related fitness and improved performance, in a variety of activities, are related.
      • Points out proper technique for 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.
      • Relates components of skill-related fitness in a variety of physical 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 nutrients found among food groups.
      • Explains how serving size impacts a healthy body.
      • Explains information found on a food label.
    • (1.5.2) Analyzes information from dietary evaluation and self-assessment in order to improve performance.
      • Analyzes a food journal for missing nutrients.

(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.
      • Describes wellness.
      • Explains how being well reduces health risks.
      • Explains ways to improve health and wellness.
  • (2.2) Understands stages of growth and development.
    • (2.2.1) Understands the structure and function of body systems.
      • Describes connections among body systems.
      • Explains habits for healthy growth and development.
      • Describes behaviors that will protect body systems.
    • (2.2.2) Understands how to maintain sexual health throughout life.
      • The Healthy Youth Act (RCW 28A.300.475) provides a framework for schools that choose to offer sexual health education as a component of their broader health curriculum. School districts that provide sexual health education must be in compliance with this GLE and be consistent with the 2005 Guidelines for Sexual Health and Disease Prevention.
    • (2.2.3) Understands hereditary factors that affect growth, development, and health.
      • Gives examples of hereditary factors that affect growth and development.
  • (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.
      • Explains how common childhood illnesses are treated.
      • Understands communicable disease.
    • (2.3.2) Understands how to prevent or reduce the risks of non-communicable disease.
      • Describes ways to reduce risks of non-communicable diseases.
      • Understands non-communicable disease.
  • (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.
      • Gives examples of different types of abuse.
      • 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.
      • Explains how to follow universal first aid precautions.
      • Describes basic first aid for cuts, scrapes, and nosebleeds.
    • (2.4.3) Understands positive and negative effects of stress and stress management techniques.
      • Explains healthful ways to manage stress on a daily basis.
      • Explains how attitude affects stress.
    • (2.4.5) Understands issues and risks related to drug use and abuse.
      • Describes harmful effects of caffeine, alcohol, and tobacco.
      • Gives examples of foods and drinks that contain caffeine.

(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 and cultural factors affect health.
      • Describes ways a family might influence the health of its members.
      • Describes how cultural factors affect health.
    • (3.1.2) Understands how environmental factors affect health.
      • Describes routes of exposure (breathing, ingesting, and dermal exposure).
  • (3.2) Evaluates health and fitness information.
    • (3.2.1) Analyzes reliable sources of health and fitness information.
      • Analyzes use of technology as a reliable source of health and fitness information.
    • (3.2.2) Analyzes health and fitness messages in the media.
      • Analyzes hidden messages in advertising.
  • (3.3) Evaluates the impact of social skills on health.
    • (3.3.1) Understands necessary social skills to promote health and safety.
      • Describes ways to maintain healthful friendships.
      • Describes the influence peers can have on character.
  • (3.4) Understands the impact of emotions on health.
    • (3.4.1) Applies a variety of emotional-response strategies.
      • Demonstrates appropriate emotional-response strategies.
      • Identifies put-downs.
  • (3.5) Applies decision-making skills related to the promotion of health.
    • (3.5.1) Applies decision-making skills.
      • Demonstrates 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) Applies daily health and fitness habits.
      • Classifies fitness performance assessments to each component of health-related physical fitness.
      • Discovers community programs, clubs, and organizations that provide opportunities for participation in physical activity.
  • (4.2) Develops and monitors a health and fitness plan.
    • (4.2.1) Applies goals for improving health and fitness practices.
      • Uses a fitness log, portfolio, or journal to record physical activity.
      • Implements a plan for participation in regular physical activities at home, school, or in the community.
      • Uses a personal health checklist to record personal health habits.
      • Discovers individual health behaviors and creates a health plan for improvement.