Third Grade Benchmarks
Essential Standard: Apply competent motor skills and movement patterns needed to perform a variety of physical activities.
Clarifying Objectives (SCOS)
Benchmarks / Skills
Vocabulary
Methods
PE.3.MS.1.1
Put together a combination of 1 of 8 locomotor skills with 1 of 5 manipulative skills
Put together a combination of 1 of 8 locomotor skills with 1 of 5 manipulative skills
Locomotor Skills jump, hop, skip, leap, walk, gallop, slide, run/jog
Manipulative Skills catching, throwing, dribbling, striking, kicking
  • Continuous feedback
  • Immediate feedback while performing skills by peer or teacher
  • Visual and verbal cues
  • Teacher and peer demonstrations
  • Direct instruction (walk from one space in gym to another while dribbling a basketball)
PE.3.MS.1.2
Apply basic manipulative skills while moving/traveling
Apply 1 out of 5 manipulative skills while moving forward, backwards, left and right
Manipulative Skills catching, throwing, dribbling, striking, kicking
Pathways zig-zag, diagonal, curved, straight, direction
Tempo Fast, slow, levels, manipulative skills
  • Direct instruction (Walk and dribble a soccer ball in a zig zag pathway)
  • Individual, station or partner work
  • Allow students to advance their speed depending on skill level
  • Peer and teacher demonstration
PE.3.MS.1.3
Execute mature form when combining locomotor skills with changes in direction
Put together more than one of the 8 locomotor skills while maneuvering around obstacles going forward, backwards, left and right
Locomotor Skills jump, hop, skip, leap, walk, gallop, slide, run/jog
  • Modeling of the sequence with questioning.
  • Set up different objects for students to move around (walk/jog and dribble AROUND the cones, Walk/jog and dribble ball and trap on each colored spot.
  • Repeat various rolls
  • Begin routines of balance, roll and balance
  • Jump off a trapezoid or balancing block and “stick” land with 2 feet.
PE.3.MS.1.4
Use variations of different locomotor skills with rhythmic patterns and smooth transitions
Demonstrate rhythmic patterns/dance using different locomotor skills with a 4 or 8 count including smooth transitions
Pattern, flow, rhythm, beat/count, tempo, transitions
  • Rocker, jogger, skier, bell, double under, cross over, side swing, single bounce, double bounce, hop on one foot, straddle jump, backward jump
  • Demonstrate various jumps
  • Use technology to show a video/DVD on how to do different jumps.
  • Partner work and possibly pair an advanced student with a lower leveled student
  • Allow students to come up with a jump rope routine combining 2-3 skills without stopping the rope.

Third Grade
Essential Standard: Understand concepts, principles, strategies and tactics that apply to the learning and performance of movement.
Clarifying Objectives (SCOS)
Benchmarks / Skills
Vocabulary
Methods
PE.3.MC.2.1
Illustrate how practice, attention and effort are required to improve skills
Apply knowledge on how practice, a attention and effort improve skills
Practice, effort, attention, improvement
  • Student Journal Student records out of class practice (must practice 3 times a week for ten mini sessions)
  • Peer assessment
  • Cause and Effect
PE.3.MC.2.2
Integrate the essential elements of correct form for the 5 fundamental manipulative skills
Use correct techniques for dribbling, striking, throwing, catching and kicking in game-like situations.
Manipulative Skills catching, throwing, dribbling, striking, kicking
Opposition, weight transfer, follow through, trunk rotation, eyes on target

PE.3.MC.2.3
Evaluate individual skills using a rubric based on critical cues
Pair up and analyze each other’s skills and explain to them how to improve.
Opposition, weight transfer, follow through, trunk rotation, eyes on target

PE.3.MC.2.4
Illustrate a variety of activities that are associated with four or more of the health-related fitness components.
Distinguish which activities correlate to each component of health related fitness
Health-Related Fitness Components Cardiovascular endurance, muscular endurance, muscular strength, flexibility and body composition


Third Grade
Essential Standard: Understand the importance of achieving and maintaining a health-enhancing level of physical fitness.
Clarifying Objectives (SCOS)
Benchmarks / Skills
Vocabulary
Methods
PE.3.HF.3.1
Summarize four or more of the five health-related fitness assessments and the associated exercises.
Choose 4 out of 5 health related fitness assessments and explain physical activities that can enhance each performance
Health-Related Fitness Components Cardiovascular endurance, muscular endurance, muscular strength, flexibility and body composition
Fitness Assessments Curl-ups, pushups, trunk lift, sit and reach and pacer
  • Fitnessgram
  • Fitness stations
  • Visuals/posters
  • Activity log
  • Journal activities with homeroom teachers
  • Use of stopwatch
PE.3.HF.3.2
Identify enjoyable and challenging physical activities that one can do for increasing periods of time without stopping.
Create a list of identified physical activities which are challenging and enjoyable that can be done without stopping for increased periods of time.
Swimming, biking, hiking, dancing, aerobics, martial arts, WII Fit
  • Student survey
  • Community physical activity guest speakers
  • Flyers and emails home to increase awareness
  • Webpage devoted to community opportunities
  • Exploration of various games and activities
PE.3.HF.3.3
Implement moderate to vigorous physical activities that increase breathing and heart rate at least 4 to 7 times each week for increasing periods of time.
Implement an MVPA plan, which increases cardiovascular endurance 4-7 times a week.
Jogging, biking, jumping jacks, swimming
  • Aerobic exercise stations
  • Tag games
  • Jump rope stations
  • Student survey
  • Activity log
  • Community resources
  • Integrated into warm-up, motor skill unit, or cool down

Third Grade
Essential Standard: Use behavioral strategies that are responsible and enhance respect of self and others and value activity.
Clarifying Objectives (SCOS)
Benchmarks / Skills
Vocabulary
Methods
PE.3.PR.4.1
Use self-control to demonstrate personal responsibility and respect for self and others
Examine criteria necessary in demonstrating personal responsibility and respect for self and others. Students differentiate between positive and negative behaviors/comments.
Respect, positive behaviors, negative behaviors, self-responsibility

PE.3.PR.4.2
Use cooperation and communication skills to achieve common goals.
Identify skills necessary to cooperate/communicate effectively to achieve a common goal.
Rock/paper/scissors, birthday, alphabetical, problem solving area

PE.3.PR.4.3
Explain the importance of working productively with others.
Discuss and explain why positive behaviors/comments are important in working productively with others.
Cooperation, self-responsibility, positive behaviors