Grade 5 Physical Education

The Physical Education program at ACS is guided by the SHAPE America standards. The standards define what students should know and be able to do as a result of a highly effective physical education program.

The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity. To pursue a lifetime of healthful physical activity, a physically literate individual*:

• Has learned the skills necessary to participate in a variety of physical activities.

• Knows the implications and the benefits of involvement in various types of physical activities.

• Participates regularly in physical activity.

• Is physically fit.

• Values physical activity and its contributions to a healthful lifestyle.

https://www.shapeamerica.org/standards/pe/upload/Grade-Level-Outcomes-for-K-12-Physical-Education.pdf

The five standards around which the grade level outcomes are developed are:

  • Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
  • Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
  • Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
  • Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
  • Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Grade 5 Physical Education Standards

Standard 1

  • Demonstrates mature patterns of locomotor skills in dynamic smallsided practice tasks, gymnastics and dance.
  • Combines locomotor and manipulative skills in a variety of small-sided practice tasks/games environments.
  • Combines traveling with manipulative skills for execution to a target (e.g., scoring in soccer, hockey and basketball).
  • Uses appropriate pacing for a variety of running distances.
  • Combines jumping and landing patterns with locomotor and manipulative skills in dance, gymnastics and small-sided practice tasks in games environments.
  • Combines locomotor skills in cultural as well as creative dances (self and group) with correct rhythm and pattern.
  • Combines balance and transferring weight in a gymnastics sequence or dance with a partner
  • Transfers weight in gymnastics and dance environments.
  • Performs curling, twisting and stretching actions with correct application in dance, gymnastics, small-sided practice tasks and games environments.
  • Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance with a group.
  • Combines actions, balances and weight transfers to create a gymnastics sequence with a partner on equipment or apparatus
  • Throws underhand using a mature pattern in non-dynamic environments (closed skills), with different sizes and types of objects.
  • Throws underhand to a large target with accuracy.
  • Throws overhand using a mature pattern in non-dynamic environments (closed skills), with different sizes and types of balls.
  • Throws overhand to a large target with accuracy.
  • Throws with accuracy, both partners moving.
  • Throws with reasonable accuracy in dynamic, small-sided practice tasks.
  • Catches a batted ball above the head, at chest or waist level, and along the ground using a mature pattern in a non-dynamic environment (closed skills).
  • Catches with accuracy, both partners moving.
  • Catches with reasonable accuracy in dynamic, small-sided practice tasks.
  • Combines hand dribbling with other skills during 1v1 practice tasks.
  • Combines foot dribbling with other skills in 1v1 practice tasks.
  • Passes with the feet using a mature pattern as both partners travel.
  • Receives a pass with the feet using a mature pattern as both partners travel.
  • Dribbles with hands or feet with mature patterns in a variety of small-sided game forms.
  • Demonstrates mature patterns in kicking and punting in small-sided practice task environments.
  • Volleys a ball using a two-hand pattern, ern, sending it upward to a target.
  • Strikes an object consecutively, with a partner, using a short-handled implement, over a net or against a wall, in either a competitive or cooperative game environment.
  • Strikes a pitched ball with a bat using a mature pattern.
  • Combines striking with a long implement (e.g., bat, hockey stick) with receiving and traveling skills in a small-sided game.
  • Combines manipulative skills and traveling for execution to a target (e.g., scoring in soccer, hockey and basketball).
  • Creates a jumprope routine with a partner, using either a short or long rope.

Standard 2

  • Combines spatial concepts with locomotor and non-locomotor movements for small groups in gymnastics, dance and games environments.
  • Combines movement concepts with skills in small-sided practice tasks in game environments, gymnastics and dance with self-direction.
  • Applies movement concepts to strategy in game situations.
  • Applies the concepts of direction and force to strike an object with a long-handled implement.
  • Analyzes movement situations and applies movement concepts (e.g., force, direction, speed, pathways, extensions) in small-sided practice tasks in game environments, dance and gymnastics.
  • Applies basic offensive and defensive strategies and tactics in invasion small-sided practice tasks.
  • Applies basic offensive and defensive strategies and tactics in net and wall small-sided practice tasks.
  • Recognizes the type of throw, volley or striking action needed for different games and sports situations. (

Standard 3

  • Charts and analyzes physical activity outside physical education class for fitness benefits of activities.
  • Engages actively in all of the activities of physical education.
  • Differentiates between skill-related and health-related fitness.
  • Identifies the need for warm-up and cool-down relative to various physical activities.
  • Analyzes results of fitness assessment (pre and post), comparing results to fitness components for good health.
  • Designs a fitness plan to address ways to use physical activity to enhance fitness.
  • Analyzes the impact of food choices relative to physical activity, youth sports and personal health.

Standard 4

  • Engages in physical activity with responsible interpersonal behavior (e.g., peer to peer, student to teacher, student to referee).
  • Participates with responsible personal behavior in a variety of physical activity contexts, environments and facilities.
  • Exhibits respect for self with appropriate behavior while engaging in physical activity.
  • Gives corrective feedback respectfully to peers.
  • Accepts, recognizes and actively involves others with both higher and lower skill abilities into physical activities and group projects.
  • Critiques the etiquette involved in rules of various game activities.
  • Applies safety principles with age-appropriate physical activities.

Standard 5

  • Compares the health benefits of participating in selected physical activities.
  • Expresses (via written essay, visual creative dance) the enjoyment and/or challenge of participating in a favorite physical activity.
  • Analyzes different physical activities for enjoyment and challenge, identifying reasons for a positive or negative response.
  • Describes the social benefits gained from participating in physical activity (e.g., recess, youth sport).

For the complete list of standards from Kindergarten through Grade 12, please click below:

Physical Education Units and Skills

Rules and Procedures

  • Explain why it is important to follow all designated rules
  • Explain what a good listener looks like
  • Explain why it is important to work together as a class or alongside classmates during various P.E. games/activities
  • Explain the four Core Values and how they relate to P.E.

Kicking

  • Demonstrate mature patterns in kicking and punting in small-sided practice task environments

Striking and Fielding

  • Effectively strike an object that is thrown to them with an implement (i.e., bat, racket).
  • Successfully catch and throw a ball to a partner with proper form (stepping with opposite foot, making an L w/ their throwing arm, and following-through)
  • Communicate with teammates and opponents during games of Argoball, and Powerball.

Invasion (Tag)

  • Apply basic offensive and defensive strategies/ tactics in invasion small-sided practice tasks

Creative Dance

  • Demonstrate various dances by following along to the beat and completing different dance moves to different songs
  • Work collectively with fellow classmates to create their own dance which they will demonstrate in front of the class

Throwing

  • Throw underhand using a mature pattern in non-dynamic environments (closed skills), with different sizes and types of objects
  • Throw underhand to a large target with accuracy
  • Throw overhand using a mature pattern in non-dynamic environments (closed skills), with different sizes and types of balls
  • Throw overhand to a large target with accuracy
  • Throw with accuracy, both partners moving
  • Throw with reasonable accuracy in dynamic, small-sided practice tasks
  • Catch with accuracy, both partners moving
  • Catch with reasonable accuracy in dynamic, small-sided practice tasks

Basketball

  • Demonstrate the mechanics of shooting
  • Demonstrate the mechanics of a layup
  • Dribble at a reasonable pace using both hands
  • Demonstrate 4 different passes
  • Recognize violations in their own play and that of their peers

Badminton

  • Perform the backhand, forehand, and serve
  • Hold the racket with the correct grip

Floor Hockey

  • Pass back and forth between teammates using both a forehanded pass and backhanded pass
  • Demonstrate how to remain in control of a ball/puck while moving throughout an obstacle course of cones
  • Effectively understand basic rules of hockey by playing 5 vs. 5 or 6 vs. 6 floor hockey games

Soccer Skills

  • Demonstrate a proper throw-in, goal-kick, and corner-kick
  • Demonstrate how to dribble under control using various parts of their feet
  • Demonstrate how to correctly trap the ball with various parts of their body

Scooters

  • Move on the scooter using their hands and feet
  • Move back and forth the width of the basketball court three times
  • Proper scooter movement form
  • Understand how to use a scooter properly
  • Apply the skills learned in this lesson to future activities
  • Treat the equipment with respect
  • Follow all safety rules

Volleyball

  • Bump and set the ball with control
  • Perform a successful underhand serve
  • Move on court, being able to cover the space they are responsible for
  • Play the game effectively following rules of the game

Jump Rope

  • Demonstrate a variety of jump-roping jumps
  • Choose an appropriately sized rope
  • Jump alone and in groups
  • Develop jump-rope patterns
  • Enter and exit an already twirling rope
  • Spin the jump rope for a jumper, adjusting height, width and speed
  • Design a three-part routine (individual, partner, group)

Frisbee

  • Throw frisbee with accuracy toward target
  • Toss to their partner using the backhand throw seven times in a row
  • Toss to their partner using the forehand three times in a row
  • Work together as a team during Frisbee Turnaround, which will allow them to use teamwork and various ways to catch and throw a Frisbee

Swimming

  • Perform appropriate buoyancy skills for prescribed times and distances
  • Travel for prescribed distances using a variety of competent strokes on their back (backstroke, elementary backstroke)
  • Travel for prescribed distances using a variety of competent strokes in their front (freestyle, breaststroke, butterfly, survival swimming)
  • Demonstrate at least two self-rescue skills
  • Perform a variety of assists