Grade 4 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.

Roll or throw underhand using a mature pattern in non-dynamic environments with different sizes and types of objects.

Throw overhand using a mature pattern with accuracy in nondynamic environments.

Throw overhand to a moving partner with reasonable accuracy.

traveling and throwing overhand in a teacher- or studentdesigned smallsided practice task environment.

Throw backhand, demonstrating three of the five critical elements of a mature pattern, in non-dynamic environments.

Pass to a moving partner with reasonable accuracy in a nondynamic environment.

Catch a thrown object above the head, at chest or waist level, and below the waist using a mature pattern in a non-dynamic environment.

Combine traveling and catching in a teacher- or studentdesigned smallsided practice task environment.

Dribble in selfspace with both the preferred and nonpreferred hand using a mature pattern.

Dribble in general space with control of ball and body while increasing and decreasing speed in teacher- or studentdesigned smallsided practice task environment.

Dribble with hands in combination with other skills (e.g., passing, receiving, shooting).

Kick along the ground and in the air and punt using mature patterns in practice task environments.

Dribble an object in general space with control of object and body while increasing and decreasing speed and changing directions.

Dribble an object in combination with other skills (e.g., passing, receiving, shooting).

Pass and receive an object with the insides of the feet to and from a moving partner in a non-dynamic environment.

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

Volley underhand using a mature pattern during practice tasks, demonstrating a mature pattern.

Volley an object with a two-hand overhead pattern, sending it upward, demonstrating three of the five critical elements of a mature pattern during practice tasks.

Leap using a mature pattern.

Demonstrate pacing with teacher direction.

Demonstrate spring and step take-offs and landings specific to gymnastics.

Strike an object with a shorthandled implement, demonstrating a mature pattern.

Strike an object with a shorthandled implement alternating hits with a partner over a low net or against a wall.

Strike an object with a long-handled implement (e.g., hockey stick, golf club, bat), demonstrating three of the five critical elements of a mature pattern for the implement in practice tasks (e.g., grip, stance, body orientation, swing plane and follow-through).

Create and perform a jump rope routine with either a short or long rope.

Demonstrate at least four 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.

Combine locomotor movement patterns and dance steps/rhythm to create and perform an original dance.

Combine traveling with manipulative skills of dribbling, throwing, catching and striking in teacher- or student-designed small-sided practice tasks.

Transfer weight from feet to hands for momentary weight support.

Transition into and out of a roll as part of a gymnastics sequence.

Balance on different bases of support on apparatus, demonstrating levels and shapes (e.g., balance beam, dome cones, stepping stones, balance ball, aerobic step benches, skate boards, saturn balls, pogo sticks, stilts).

Move into and out of balances on an apparatus 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 with a partner.

Combine traveling with balance and weight transfers to create a gymnastics sequence with and without equipment or an apparatus.

Apply the concept of open spaces to combination skills involving traveling (e.g., dribbling and traveling).

Apply the concept of closing spaces in small-sided practice tasks.

Dribble in general space with changes in direction and speed.

Combine movement concepts with skills in small-sided practice tasks, gymnastics, and dance environments.

Apply the movement concepts of speed, endurance, and pacing for running.

Apply the concepts of direction and force when striking an object (e.g., hands, short-handled implement), sending it toward a designated target.

Apply basic offensive and defensive strategies and tactics while recognizing and demonstrating appropriate manipulative skills in practice tasks of invasion/fielding, net/wall, target, and fielding/striking activities.

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

Identify factors that motivate or deter daily participation in physical activity.

Identify target heart rate zone for moderate-tovigorous intensity activities (60%-80%).

Categorizes cardiorespiratory endurance as one component of health-related fitness.

Identify which exercise (or fitness assessment) corresponds with measuring muscular strength and endurance.

Categorize muscular strength and endurance as one component of health-related fitness.

Explain why a particular stretch is appropriate preparation for a specific physical activity.

Identify flexibility as a component of health-related fitness.

Describe the effect of sustained physical activity and the body’s ability to burn calories (energy in=energy out).

Identify body composition as a component of healthrelated fitness.

Identify the components of skill-related fitness.

Apply knowledge of physical activity and fitness as listed above to understand and demonstrate the connections between Health Related Fitness components and various fitness activities.

Complete fitness assessments (pre and post).

Identify areas of needed remediation from personal assessment with teacher guidance.

Identify strategies for progress in areas for remediation.

Discuss the importance of proper hydration.

Apply safety practices with peers and equipment in a variety of physical activity settings.

Apply the procedures and protocols in the learning environment.

Praise the performance of others.

Create and implement an action plan towards meeting a goal.

Independently adapt performance based on peer feedback. (WSELC 17)

Identify basic conflict resolution strategies for resolving conflict constructively/ civilly.

Evaluate possible choices and the consequences of those choices with teacher guidance.

Discuss the relationship between physical activity and well-being.

Identify strategies to persist and maintain motivation when challenged. (WSELC 11)

Describe and compare the positive social interaction and the feeling of personal enjoyment when engaged in partner and small-group physical activities.