Grade 1 Health & PE

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
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Curriculum Brochures
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Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade One Health and Physical Education
Scope and Sequence



Students will be actively involved in learning experiences focused on:

Health Concepts:
  • Three components of good health (mental, physical, and emotional) 
  • Germs, bacteria, viruses, hygiene, and soap 
  • Health Information, Services, and Products
  • The role of health workers and hospitals in keeping people healthy 
  • Health Promotion and Risk Reduction
  • Hand washing, dental health 
  • The Food Guide Pyramid
  • Bus Safety
  • Fire Safety
  • Personal Body Safety
  • Stress management 
Communication Skills:
  • "I" messages 
  • Responsive Classroom 
  • Verbal and non-verbal communication 
Regularly scheduled physical education activities:
  • Physical fitness
  • Motor skills development
  • Responsible personal and social behavior in the physical education setting


YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: HEALTH & PE GRADE: 1                    

Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. Health Concepts: Students comprehend concepts related to health promotion and disease prevention to enhance health .
A .1. Healthy Behaviors and Personal Health
Students recognize that healthy behaviors impact personal health.

A.2. Dimensions of Health
Students recognize that there are multiple dimensions of health.
Discuss ways to promote 3 Components of good health (mental physical, emotional):
• Healthy body
• Healthy mind
• Getting along with others (health team)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences  
  • Progress Report Notifications
A.3. Diseases/Other Health Problems
Students describe the transmission and prevention of common childhood communicable diseases.
Describe ways in which germs enter the body.

List things to do to avoid getting or spreading an illness. (nurse)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • S tudent drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences  
  • Progress Report Notifications
A.4. Environment and Personal Health
Students describe ways a safe and healthy school environment can promote personal health.
A.5. Growth and Development
No performance indicator.
A.6. Basic Health Concepts
Students identify basic health terms related to family life, nutrition, personal health, saf ety and injury prevention, and tobacco, alcohol, and other drug use prevention.
Discuss:
• Germs
• Hygiene
• Bacteria
• Virus
• Soap (nurse)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences  
  • Progress Report Notifications
B. Health Information, Products and Services: Students demonstrate the ability to access valid health information, services,  and products to enhance health.
B.1. Validity of Resources
Students identify trusted adults and professionals who can help promote health.
Discuss the role of health workers and hospitals in keeping people healthy.

Health Helpers (PE teacher)
  • Clas s discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences  
  • Progress Report Notifications
B.2. Locating Health Resources
Students identify ways to locate school and community health helpers.
Participate in Health Helpers lesson. (PE)
C. Health Promotion and Risk Reduction: Students demonstrate te ability to practice health-enhancing behaviors and avoid or reduce health risks.
C.1. Healthy Practices and Behaviors:
Students demonstrate age-appropriate healthy practices to maintain or improve personal health.
a. Choose healthy foods.
Name foods in the 5 basic food groups.
 
Tell why all 5 basic food groups are needed for good health.

Identify the parts of the body used for eating and digestion. (PE teacher)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences  
  • Progress Report Notifications
b. Demonstrate personal hygiene skills, including hand-washing.
Describe why brushing and flossing are important to healthy teeth and gums.

Demonstrate proper hand washing.
Discuss germs. (nurse)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences  
  • Progress Report Notifications
C.2.Avoiding/Reducing Health Risks:
Students demonstrate behaviors to avoid or reduce health risks.
a. Demonstrate a variety of safety skills for different situations.
Participate in bus safety week, Fire Prevention, Personal Body Safety.
Discuss playground safety.

Participate in VES CARES program (health team)
  • Class discussions
  • Teacher observations
  • Student demonst ration
  • Student drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences  
  • Progress Report Notifications
b. Differentiate between safe and harmful substances found at home and at school.
c. Recognize basic signs, symbols and warning labels for health and safety.
C.3. Self-Management
Students demonstrate coping strategies to use when feeling too excited, anxious, upset, angry , or out of control.
Participate in Responsive Classroom activities. (classroom teacher)

Demonstrate Responsive Classroom strategies for coping with bullying incidents

Identify ways to manage stress: talking, resting, laughing, exercising, eating well, and deep breathing exercises. (counselor)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences  
  • Progress Report Notifications
D. Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to en hance health.
D.1. Influences on Healh Practices/Behaviors:
Students identify influences on personal health practices and behaviors.
a. Identify family influences on personal health practices and behaviors.

b. Identify what the school can do to support personal health practices and behaviors.

c. Describe how the media can influence health behaviors.

D.2. Technology and Health
No performance indicator.
D.3. Compound Effect of Risk Behavior
No performance indicator.
E. Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.
E.1. Interpersonal Communication Skills:
Students demonstrate healthy ways to communicate.
a. Demonstrate healthy ways to express needs, wants, and feelings.
Participate in Responsive Classroom activities and review "I" messages. (classroom teacher)
  • Class discussions
  • Teacher observations
  • Student demonstration
  •  Student drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences  
  • Progress Report Notifications
b. Distinguish between verbal and non-verbal communication.
Demonstrate differentiating verbal and non-verbal communication. (classroom teacher)
  • Class discussions
  • Teacher observations
  • Student demonstration S
  • tudent drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences  
  • Progress Report Notifications
c. Make requests to promote personal health.
d. Demonstrate listening skills to enhance health.
e. Demonstrate ways to respond to an unwanted, threatening, or dangerous situtation including telling a trusted adult if threatened or harmed.
Participate in Personal Body Safety lessons.
(counselor)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences  
  • Progress Report Notifications
E.2. Advocacy Skills:
Students encourage peers to make positive health choices.
F. Decision Making and Goal-Setting Skills: Students demonstrate the ability to make decisions and set goals to enhance health.
F.1. Decision Making:
Students identify situations where a  health related decision is needed.
a. Differentiate between situations when health-related decisions can appropriately be made by the individual and when assistance is needed.
F.2. Goal Setting:
Students identify a short-term personal health goal and take action toward achieving the goal.
F.3. Long Term Health Plan
No perfromance indicator.
G. Movement/Motor Skills and Knowledge: Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.
G.1. Stability and Force:
Students demonstrate positions that create stability and force.
a. Show how base of support changes during static balances.
Balance at different levels on different body parts.

Explore static and dynamic balance.

Demonstrate turning side to the target when getting into the ready position to throw.

Demonstrate intermediate non-locomotor skills (dodging, push-ups, and bent arm hang).
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences  
  • Progress Report Notifications
b. Demonstrate how body position can be adapted to pushing and pulling forces.
c. Demonstrate how to lift objects to prevent injuries.
G.2. Movement Skills:
Students demonstrate a variety of locomotor skills.
a. Demonstrate correct technique for a variety of locomotor skills.

Review other locomotor skills

Demonstrate intermediate non-locomotor skills (dodging, push-ups, and bent arm hang).
  • Class discussions
  • Teacher observations
  •  Student demonstration
  • Student drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences  
  • Progress Report Notifications
b. Demonstrate a locomotor skill applying changes in direction, level, and/or pathway.
Participate in Fairy Tale Ball Dance unit.

Engage in chasing and fleeing activities.
Participate in movement exploration with music.

Replicate sequence of gymnastics skills given by teacher.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences  
  • Progress Report Notifications
c. Demonstrate combinations of locomotor skills.
Walk and dribble a ball with 1 hand for 3 to 5 consecutive dribbles.

Tap a ball with feet 4 to 6 consecutive times while walking.

Demonstrate basic gymnastics stunts including: running into a jump, squatting into a turn on the high beam, and moving to music.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences  
  • Progress Report Notifications
G.3. Skill Related Fitness Components:
Students identify the skill-related fitness components of balance and coordination.
Participate in gymnastics unit.

G.4. Skill Improvement
No performance indicator.
H. Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.
H.1. Fitness Assessment
No performance indicator.
H.2. Health Related Fitness Plan:
Students identify components of health-related fitness.
Identify favorite physical activites and compare how bodies feel before, during and after the activity.

Recognize that different activities can benefit the body in various ways.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Progress Report Notifications
H.3. Fitness Activity:
Students participate in physical activities to introduce the health-related fitness components of flexibility, cardiovascular endurance, muscular endurance and muscular strength.
Engage in first grade chasing and fleeing activities.

Move to music.

Participate in moderate level aerobic and anaerobic activities.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Student journa ls
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Progress Report Notifications
H.4. Physical Activity Benefits:
Students identify the physical benefits and bodily responses related to physical activity.
List several physical adaptations to exercise, including sweating, faster heartbeat, and heavier breathing.

Compare the difference between resting and active heart rates.

Explain that the function of the heart is to pump blood to all parts of the body.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Progress Report Notifications
I. Personal and Social Skills and Knowledge: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.
I.1. Cooperative Skills:
Students demonstrate taking turns and sharing while participating in physical activities.
Demonstrate taking turns and sharing equipment appropriately with quidance.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Progress Report Notifications
I.2. Responsible Behavior:
Students follow procedures for safe behaviors, including maintaining appropriate personal space, while participating in physical activities.
Demonstrate using equipment appropriately and responsibly with quidance.

Knows the behavioral and equipment expectations of physical education class.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Progress Report Notifications
I.3. Safety Rules and Rules of Play:
Students identify safety rules and rule of play for games/physical activities.
Follow rules common to all physical activities.

Follow rules specfic to each activity.

List elements of good sportsmanship.

Discuss the importance of listening, following directions and trying your best.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Student journals
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferen ces
  • Progress Report Notifications

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.