Grade 3 Health Alaska standards Standards

Participate with others in a variety of competitive and non-competitive physical activities.

Participate in physical activities which will allow students to set and achieve individual and team goals.

Choose motivators (e.g., music, friends) that will enhance fun and enjoyment in a physical activity setting.

Develop self-confidence and a positive self-image in physical activity settings.

Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Acknowledge one's opponent or partner before, during, and after a physical activity or game and give positive feedback on the opponent's or partner's performance.

Analyze possible solutions to a movement problem in a cooperative physical activity and come to a consensus on the best solution.

Act in a safe and healthy manner when confronted with conflict during physical activity.

Contribute ideas and listen to the ideas of others in cooperative problem-solving physical activities.

Work productively with assigned or random groups without adult intervention.

Accommodate individual differences. (e.g. ability levels, gender, ethnicity, disability among people, and physical activities of a variety of actions, culture, and ethnic origins).

Encourage others by using verbal and nonverbal communication.

Recognize importance of individual responsibility in a group effort.

Form groups quickly when asked.

Demonstrate awareness and participate safely when involved in activity.

Exhibit personal and social behavior that respects self and others in physical activity settings.

Experience the protocols and mechanics of a nationally recognized fitness assessment tool (e.g. Fitnessgram or Brockport).

Maintain heart rate within the target heart rate zone for a specified length of time during an aerobic activity.

Explain how improved flexibility increases the ability to perform skills.

Choose to participate in activities to increase muscular strength and endurance.

Recognize that physiological responses to exercise are associated with their own levels of fitness.

Engage in appropriate physical activity that results in the development of cardiovascular endurance.

Measure, record, and compare the heart rate before, during, and after participation in physical activity of various levels of intensity.

Compare target heart rate and perceived exertion during physical activity.

Participate in selected activities that develop and maintain the health-related components of fitness: muscular strength, mouscular endurance, flexibility, body composition and cardiovascular endurance.

Apply fitness concepts to achieve and maintain a health-enhancing level of personal fitness.

Monitor his or her physical activity using a variety of tracking tools (e.g. fitness logs, pedometers).

Choose to participate in structured and purposeful activity.

Participate in local physical activity opportunities.

Consciously choose to participate in moderate to vigorous physical activity outside of physical education class on a regular basis.

Participate regularly in physical activity.

Demonstrate basic competence in game strategies and concepts.

Use specific feedback to improve performance.

Devise cooperative strategies to keep opponents from reaching a specified area, person or object.

Use a variety of spatial relationships with others in order to play or design a small-group game.

Use offensive and defensive skills to obtain and maintain possession of an object.

Select and practice a skill in which improvement is needed.

Apply movement concepts to the learning and performance of physical activities.

Volley a lightweight object repeatedly with a partner.

Throw and catch an object with a partner while both partners are moving.

Throw overhand a ball to a target with force and accuracy.

Strike an object with an underhand and a side orientation.

Strike an object with varying force, short and long distance, using forehand, and introducing backhand strokes.

Design and perform smooth, flowing sequences of stunts, tumbling, and rhythmic patterns that combine traveling, rolling, balancing, and transferring weight.

Design and perform a creative dance.

Kick and punt a ball at targets from varying distances.

Perform simple, small-group balance stunts by distributing weight and base of support.

Dribble an object with a hand, foot, and long-handled implement in personal and shared space.

Jump repeatedly a self-turned rope while performing different jumping skills.

Enter, jump, and exit a long (double) rope turned by others.

Demonstrate competency in motor and movement skills needed to perform a variety of physical activities.

use various methods of communication to promote community well-being.

describe how volunteer service at all ages can enhance community well-being; and

identify and evaluate the roles and influences of public and private organizations that contribute to the well-being of communities;

describe how public policy affects the well-being of families and communities;

take responsible actions to create safe and healthy environments;

make responsible decisions as a member of a family or community;

A student who meets the content standard should:

A student should be able to contribute to the well-being of families and communities.

assess the effects of culture, heritage, and traditions on well-being.

understand how attitude and behavior affect the well-being of self and others; and

understand how respect for the rights of self and others contributes to relationships;

evaluate how similarities and differences among individuals contribute to relationships;

communicate effectively within relationships;

resolve conflicts responsibly;

A student who meets the content standard should:

A student should understand how well-being is affected by relationships with others.

understand how personal relationships, including those with family, friends, and co-workers, impact personal well-being.

evaluate what is viewed, read, and heard for its effect on personal well-being; and

develop an awareness of how personal life roles are affected by and contribute to the well-being of families, communities, and cultures;

assess the effects of culture, heritage, and traditions on personal well-being;

demonstrate a variety of communication skills that contribute to well-being;

demonstrate an ability to make responsible decisions by discriminating among risks and by identifying consequences;

A student who meets the content standard should:

A student should be able to demonstrate responsibility for the student's well-being.

understand the ongoing life changes throughout the life span and healthful responses to these changes.

understand the physical and behavioral characteristics of human sexual development and maturity; and

use knowledge and skills related to physical fitness, consumer health, independent living, and career choices to contribute to well-being;

use knowledge and skills to promote the well-being of the family;

recognize patterns of abuse directed at self or others and understand how to break these patterns;

understand and identify the causes, preventions, and treatments for diseases, disorders, injuries, and addictions;

understand how the human body is affected by behaviors related to eating habits, physical fitness, personal hygiene, harmful substances, safety, and environmental conditions;

understand that a person's well-being is the integration of health knowledge, attitudes, and behaviors;

A student who meets the content standard should:

A student should be able to acquire a core knowledge related to well-being.