Grade 3 PE Wisconsin Standards

Self-expression, Social Interaction, and Enjoyment

Self-awareness and Self-management: Challenge and Growth Mindset

Health and Well-being

The student will recognize the value of physical activity for health, enjoyment, challenge, self-expression, and social interaction.

Decision-making

Relationship Skills: Conflict Resolution

Relationship Skills: Feedback

Self-management: Goal Setting

Social Awareness

Social Awareness: Procedures and Protocols

Safety

The student will exhibit responsible personal and social behavior that respects self and others.

Nutrition

Assessment and Program Planning

Knowledge Application

Fitness Knowledge: Skill-related Fitness

Fitness Knowledge: Body Composition

Fitness Knowledge: Flexibility

Fitness Knowledge: Muscular Strength and Endurance

Fitness Knowledge: Cardiorespiratory Endurance

Physical Activity Knowledge

The student will demonstrate the knowledge and skills to achieve a health-enhancing level of physical activity and fitness.

Aquatics: Safety

Movement Concepts: Strategy and Tactics

Movement Concepts: Speed, Direction, and Force

Movement Concepts: Pathways, Shapes, and Levels

Movement Concepts: Space

The student will apply knowledge of concepts, principles, strategies and tactics related to movement and performance.

Aquatics: Swim Skills

Outdoor Pursuits/ Adventure Activities

Jumping Rope

Manipulative Striking with Long-handled Implement

Manipulative Striking with Shorthandled Implement

Manipulative: Volley Overhead

Manipulative: Volley Underhand

Manipulative: Passing and Receiving (with feet)

Manipulative: Dribbling (with feet)

Manipulative: Kicking

Manipulative: Dribbling (with hands)

Manipulative: Catching

Manipulative: Passing (with hands)

Manipulative: Overhand Throw; Backhand Throw (disc)

Manipulative: Underhand Throw; Underhand Roll

Nonlocomotor (stability): Balance and Weight Transfer

Nonlocomotor (stability): Combinations

Nonlocomotor (stability): Curling and Stretching; Twisting and Bending

Nonlocomotor (stability): Balance

Nonlocomotor (stability): Weight Transfer and Rolling Actions

Locomotor: Combinations

Locomotor: Dance/ Rhythmic Activities

Locomotor: Jumping and Landing (horizontal and vertical planes)

Locomotor: Walk, Run, Hop, Leap, Slide, Gallop, Skip

The student will demonstrate competency in a variety of motor skills and movement patterns.

Leap using a mature pattern.

Roll or throw underhand using a mature pattern to a partner or target with reasonable accuracy.

Throw overhand, demonstrating four of the five critical elements of a mature pattern, in nondynamic environments for distance or force.

Catch a gently tossed hand-sized object from a partner, demonstrating four of the five critical elements of a mature pattern.

Dribble and travel in general space at slow to moderate jogging speed with control of ball and body.

Use a continuous running approach and intentionally perform a kick along the ground and a kick in the air, demonstrating four of the five critical elements of a mature pattern for each.

Use a continuous running approach to kick a stationary object for accuracy.

Dribble an object in general space at slow to moderate jogging speed, demonstrating four of the five critical elements of a mature pattern.

Pass and receive an object with the insides of the feet to and from a stationary partner, “giving” on reception before returning the pass.

Volley an object with an underhand or sidearm striking pattern, sending it forward over a net, to the wall or over a line to a partner while demonstrating four of the five critical elements of a mature pattern.

Jump and land in the horizontal and vertical planes using a mature pattern.

Strike an object with a short-handled implement, sending it forward over a low net or to a wall, demonstrating three of the five critical elements of a mature pattern.

Strike an object with a longhandled implement (e.g., hockey stick, bat, golf club), sending it forward, while using proper grip for the implement. Note: Use batting tee or object tossed by teacher.

Perform intermediate jump rope skills (e.g., a variety of tricks, running in and out of long rope) for both long and short ropes.

Demonstrate at least three critical skills needed to perform teacherdirected activity.

Demonstrate swim skills as described by the American Red Cross “Learn to Swim and Achieve” or any other nationally recognized swim program. Students may exhibit skills in any of the skill levels.

Perform teacherselected and developmentally appropriate dance steps/rhythm and movement patterns.

Perform a sequence of locomotor skills, transitioning from one skill to another smoothly and without hesitation in teacher- or student-designed small-sided practice tasks.

Transfer weight from feet to different body parts or bases of support for balance and rolling.

Balance on different bases of support, demonstrating muscular tension and extensions of free body parts.

Move into and out of gymnastics balances with curling, twisting, and stretching actions.

Combine locomotor skills, non-locomotor skills, and movement concepts (levels, shapes, extensions, pathways, force, time, and flow) to create and perform a dance.

Combine balance and weight transfers with movement concepts to create and perform a dance.

Recognize and create open space in various physical activities.

Recognize and perform locomotor skills specific to a wide variety of physical activities.

Combine movement concepts (e.g., direction, level, force, time) with skills as directed by the teacher.

Apply simple strategies and tactics in chasing activities.

Apply simple strategies and tactics in fleeing activities.

Understand and follow safety concepts as described by the American Red Cross for levels four and five.

Identify risks associated with physical inactivity.

Understand the physical activity recommendations for youth.

Uses the rate of Perceived Exertion (RPE) scale to distinguish between moderate and vigorous heart rate.

Identify where and how to find and count heart rate.

Define the concepts of muscular endurance and muscular strength and provide examples of physical activities that enhance these components.

Demonstrate warmup and cool-down activities that enhance muscle flexibility and recognize the value of increased flexibility when participating in physical activity.

Demonstrate the basic concept of body composition (eating well + being active = healthy body composition).

Apply knowledge of physical activity and fitness as listed above to evaluate (RPE, MVPA, heart rate) their engagement of the five components of fitness.

Demonstrate, with teacher guidance, the health-related fitness components.

Identify foods that are nutrient-dense.

Describe and demonstrate safe practices with peers and equipment in a variety of physical activity settings without teacher reminders. (WSELC 22)

Demonstrate positive behavior as established by procedures and protocols in the learning environment. (WSELC 21)

Demonstrate respect of individual differences without teacher guidance. (WSELC 14)

Identify simple goals for improvement of personal well-being. (WSELC 10)

Accept and implement specific feedback from peers to adapt performance with teacher guidance.

Identify and explain others perspectives during conflicts. (WSELC 19)

Identify possible choices and actions (positive and negative) to consider in a given situation with teacher guidance.

Recognize the value of balancing physical activity and well-being.

Persist toward reaching a goal despite setbacks with minimal teacher guidance. (WSELC 11)

Reflect on the reasons for enjoying selected physical activities.