Grade 3 Health & PE

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade Three Health and Physical Education
Scope and Sequence

Students will be actively involved in learning experiences focused on:

Health Concepts
  • Hygiene
  • Nutrition (energy, food pyramid, snacks)
  • Human Growth and Development
  • Body Systems
  • Types of germs
  • Defense against germs
  • Communicable and non-communicable diseases
  • Pollution
  • Recycling
  • Causes of personal stress
Health Information, Services, and Products
  • Roles of school community members in the promotion of health 
  • Hospitals, fire departments, police stations, and York Community Services 
Health Promotion and Risk Reduction
  • Fire safety 
  • Playground safety 
  • Injury prevention 
  • Bully prevention
  • Internet Safety 
  • Personal body safety 
  • Basic care of human body systems 
Influences on Health
  • "Fit for Life" 
  • Mile Club
  • Responsive Classroom
  • Civil Rights Team 
  • Physical Education
Fitness assessments
  • Locomotive and manipulative skills
  • Agility and speed
Communication Skills
  • Responsive Classroom 
  • Health issues in the news or media 
 


YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: HEALTH & PE 
                        GRADE: 3                         

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 explain the relationship between healthy behaviors and personal health.
Describe the role of hygiene and nutrition in good health by:

List the different sections of the food pyramid.
Discuss how much food from each food group a person should eat each day.
Identify the function of snacks in the daily meal plan
Interpret food labels
(Physical education teacher)

Understand CDC recommendation for coughing and sneezing

Demonstrate hand washing
(Nurse)

Participate in responsive classroom discussion
(classroom teacher)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/ Student Conferences
  • Notifications
A.2. Dimensions of Health
Students identify examples of physical, mental, emotional, and social health during childhood.

A.3. Diseases/Other Health Problems
Students describe ways to detect and treat common childhood diseases and other health problems.
Identify diseases that are spread easily
cold/flu
hair lice

Discuss the ways to stop the spread  of germs, ways to keep the body strong and handwashing.

Observe CRES Broadcast Health sessions and Health beat.
           (Nurse)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/ Student Conferences
  • Notifications
A.4. Environment and Personal Health
Students describe ways a safe and healthy school and community environment can promote personal health.
Discuss types of pollution and their sources.

Describe the rules for dealing with garbage and trash.

Discuss and practice recycling.

Responsive Classroom Discussion
(classroom teacher)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Notifications
A.5. Growth and Development
Students identify the general characteristics of human growth and development.
Discuss the importance of each food group and the role it plays in physical development.
(Physical education teacher)

Understand the value of healthy sleep patterns.
Watch Health Beat.
(Nurse)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
  • Notifications
A.6. Basic Health Concepts
Students define basic health concepts related to family life; nutrition; personal health; safety and injury prevention; and tobacco; alcohol; and other drug use prevention.
NUTRITION:
Describe how the body must process food for energy.

List the different sections of the food pyramid.

Discuss how much food from each food group a person should eat each day, analyze food labels.
(physical education)

Describe the role of hygiene in good health.
(Nurse)

Understand personal body safety.
(School Counselor)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • 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 characteristics of valid health information, products, and services.
Discuss  and recognize trusting sources of health information  such as:
school nurse
school counselor
(classroom teachers)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Notifications
B.2. Locating Health Resources
Students locate resources from home, school, and the community that provide valid health information.
Identify and locate health resources within the home and school community such as:
nurse
school counselor
            principal
PE/health teacher
(classroom teacher)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Notifications
C. Health Promotion and Risk Reduction: Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
C.1. Healthy Practices and Behaviors:
Students demonstrate age-appropriate healthy practices and/or behaviors to maintain or improve personal health.
a. Design healthy menus.
Participate in classroom discussions. 

Identify requirements of a balanced meal.

Design a daily menu using appropriate foods from each food group.
(Physical education)
  • Class discussion
  • Partner worksheets
  • Menu design
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Notifications
b. Demonstrate basic care of the human body.
Discuss the basic care of:
heart and lungs
bones and muscles
(classroom teacher/physical education teacher)

Understand the importance of proper nutrition.
(physical education)

Explain importance of personal hygiene and risks associated with neglect.
(Nurse)
  • Conversations with Mr.
  • Bones
  • Student posters
  • Class discussion
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Notifications
C.2.Avoiding/Reducing Health Risks:
Students demonstrate a variety of behaviors to avoid or reduce personal health risks.
a. Demonstrate healthy and safe ways to recognize, deal with, or avoid threatening situations.
Demonstrate conflict resolution skills.

Demonstrate effective communication skills.

Explain bullying prevention strategies.

Responsive Classroom Discussion.
(classroom teacher/ school counselor)

Understand  dangers of second hand smoke.

Understand the risks of diets high in salt and fat.  (physical education teacher)
  • Class discu ssions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Notifications
b. Develop injury prevention and safety strategies for personal health.
Participate in:
Personal Body Safety
Fire Safety - fire prevention development.  "Stop, Drop & Roll " and escape route planning.
Poster contests
Playground safety
Injury prevention
Bus Safety - bus evacuation drills

Recognize bullying behaviors - negative impact of bullying, provide knowledge to intervene in low-key ways in school

Civil Rights Team activities on bully prevention

Bike safety video

Attend Schoolwide assembly on respect.
(classroom teacher/ school counselor/ nurse/physical education teacher)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Schoolwide assembly on respect
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Notifications
C.3. Self-Management
Students demonstrate strategies that  can be used to manage stress, anger, or grief.
Discuss strategies to manage stress and anger,Responsive Classroom Discussions (RCD)
(classroom  teacher/school counselor)
  • Classroom discussions
  • Student role play
  • Partner posters
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
D. Influences on Health: Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.
D.1. Influences on Healh Practices/Behaviors:
Students describe how a variety of factors influence personal health behaviors.
a. Describe how family, school and community influence and support personal health practices and behaviors.
Reinforce school safety rules.

Discuss role of a leader in school community.

Responsive Classroom Discussions.
(classroom teacher)
  • classroom discussions
  • Student role play  
  • Teacher observations
  • Teacher/SParent Conference
  • Report Cards
  • Student Conferences
b. Describe how peers and culture can influence health practices and behaviors.

c. Explain how media influences thoughts, feelings, and health behaviors.

D.2. Technology and Health: Students describe ways technology can influence personal health.
Interpret fitness reports.

Understand pedometers and health benefits.
(physical education teacher)
  • Classroom discussions
  • Student role play  
  • Teacher observations
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
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 effective verbal and non-verbal interpersonal communication skills to enhance health.
a. Demonstrate appropriate listening skills to enhance health.
Discuss and practice active listening skills.

Responsive Classroom Discussions.
(classroom teacher)

Participate in Citizenship Day activities

Demonstrate understanding of  Internet Safety guidelines



  • Classroom discussions
  • Student role play  
  • Teacher observations
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
b. Demonstrate effective verbal and non-verbal communication skills including assertiveness skills to enhance health.

c. Demonstrate how to ask for assistance to enhance personal health.

d. Demonstrate refusal skills to avoid or reduce health risks.

e. Demonstrate non-violent strategies to manage or resolve conflict.

E.2. Advocacy Skills:
Students encourage others to make positive health choices.
a. Express opinions about health issues.

b. Give accurate information about health issues.
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 apply decision-making steps to enhance health.
a. Identify health-related situations that might require a thoughtful decision.
Discuss and practice playing safely

Practice social behaviors, Responsive ClassroomDiscussions.
(classroom teacher/nurse/school counselor/physical education teacher)
  • Classroom discussions
  • Student role play  
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
b. List healthy options to health-related issues or problems and predict the potential outcomes of each option when making a health-related decision.

c. Choose a healthy option when making a decision.

d. Describe the outcome of a health-related decision.

F.2. Goal Setting:
Students utilize goal setting skills to implement a short-term personal health goal.
a. Set a short-term personal health goal.

b. Identify resources to assist in achieving the health goal.

c. Track progress toward achieving the goal.

F.3. Long-Tern Health Plan
No performance 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 a variety of movements that apply stability and force.
a. Demonstrate movements that change the center of gravity and line of gravity during dynamic balances.
Transition from a run into a jump in the vault and the long jump.

Transition from a run into a leap (ie. hurdles).
(physical education teacher)
  • Class discussions
  • Teacher observ ations
  • Student demonstration
  • Videos of student's performance
  • Peer observations
  • Parent Confere nce
  • Report Cards
  • Teacher/Student Conferences
b. Show how increasing speed and mass can change the force on an object.
Pass to a moving partner.

Kick to a moving partner.

Pass to a moving target.
(physical education teacher)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Videos of student's performance
  • Peer observations
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
c. Demonstrate how body position can be changed to absorb force and decrease risk for injury.
Pass to a moving partner.

Kick to a moving partner.

Pass to a moving target.
(physical education teacher)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Vi deos of student' s performance
  • Peer observations
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
G.2. Movement Skills:
Students demonstrate a variety of locomotor skills and manipulative skills.
a. Demonstrate correct technique for a variety of manipulative skills.
Perform running, skipping, hopping, galloping, leaping, and jumping with correct form.

Demonstrate curl-ups, jumping jacks and stretches with correct form.

Display correct form of chest and bounce passes.
(physical education teacher)

  • Teacher observations
  • Student demonstration
  • Videos of student's performance
  • Peer observations
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
b. Demonstrate locomotor skills and manipulative skills in combination using changes in direction, level, or pathway.
Demonstrate ability to dodge, pivot, and change direction of movement.

Create an individual floor exercise routine which encompasses five different moves.

Invent a game using three pieces of equipment (jump rope, hula hoop, playground ball, etc.).

Demonstrate ability to dodge, pivot, change direction of movement.
(physical education teacher)
  • Teacher observations
  • Student demonstration
  • Videos of student's performance
  • Peer observations
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
G.3. Skill Related Fitness Components:
Students identify the skill-related fitness components of balance, coordination, agility, and speed.

G.4. Skill Improvement:
Students describe why practice is important to skill improvement.
Explain why appropriate practice will improve performance.

Discuss how improved fitness levels enhance performance.
(physical education teacher)
  • Student teacher conference
  • Group presentations and discussions
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
H. Physical Fitness Activities and Knowledge: Students demonstrate and apply fitness concepts.
H.1. Fitness Assessment:
Students participate in multiple health-related fitness assessments (including a cardiovascular assessment) and reassess to observe changes over time.
Participate in cardiovascular assessment.

Particiate in sit and reach trunk lift flexibility tests.

Participate in curl-up and bent arm hang for muscle strength assessments.
(physical education teacher)
  • Teacher observations
  • Student demonstration
  • Videos of student's performance
  • Peer observations
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Fitness Reports
H.2. Health-Related Fitness Plan:
Students describe and give examples of the five health-related fitness components.
Participate in Physical Fitness Testing.

List the components of fitness (cardiovascular, muscular endurance, muscular strength and flexibility) and what activites improve each component.
(physical education teacher)
  • Teacher observati ons
  • Student demonstration
  • Videos of student's performance
  • Peer observations
  • Partner projects
  • Parent Conference
  • Report Cards
  • Teacher/Student Conference
  • Fitness Reprots
H.3. Fitness Activity:
Students participate in activities that address each of the five health-related fitness components including flexibility, cardiovascular endurance, muscular endurance, muscular strength, and body composition.
Discuss the difference between recess and a fitness workout.

Explain why regular exercise improves overall fitness.

Participate in cardiovascular endurance activities, muscle strength and flexibility activities and interpret the association of each activity with a component of fitness.
(physical education teacher)
  • Teacher observations
  • Student demonstration
  • Videos of student's performance
  • Peer observations
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
H.4. Physical Activity Benefits:
Students identify physical and mental benefits and bodily responses related to regular participation in physical activity.
Explain why the heart gets stronger when we exercise.

Explain why we need to have flexible muscles.

Relate how exercise can help with stress.
(physical education teacher)
  • Teacher observations
  • Student demonstration
  • Partner projects
  • Journal writting
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
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 cooperative skills while participating in physical activities.
a. Demonstrate active listening.
Listen to a partner's suggestions and comments during skill practices.

Share ideas appropriately. Display model sportsmanship.
(physical education teacher)
  • Teacher observations
  • Student demonstration
  • Class discussions
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
b. Get along with others.
List and demonstarte important communicating skills that make a group activity successful, such as:
Encouraging words (no put downs)
Respect
Listen to each other
Model good sportsmanship
Take turns
(physical education teacher)
  • Teacher observations
  • Student demonstration
  • Class discussions
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
c. Accept responsibility for personal behavior.
Listen to a partner's suggestions and comments during skill practices.

Share ideas appropriately.

Acknowledge personal behavior during and after activities.
(physical education teacher)
  • Teacher observations
  • Student demonstration
  • Class discussion
  • Peer and group activities
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
I.2. Responsible Behavior:
Students demonstrate safe behaviors and appropriate equipment use while participating in physical activities.
Follow all safety rules in all third grade activities.

Respect classmates and all equipment.
(physical education teacher)
  • Teacher observations
  • Student demonstration
  • Class discussion
  • Peer and group activities
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
I.3. Safety Rules and Rules of Play:
Students describe safety rules and rules of play for games/physical activities.
Discuss safety rules and playing rules before each activity.
(physical education teacher)
  • Teacher observations
  • Student demonstration
  • Class discussion
  • Partner and group discussions
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences

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.