Grade 4 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 Four Health and Physical Education
Scope and Sequence

Students will be actively involved in learning experiences focused on:

Health Concepts
  • Good health behaviors (check-ups, posture, rest, personal responsibility) 
  • Nutrition (nutrients, food groups, balanced diets, labels, food storage and preparation)
  • Components of good health (physical, emotional, social)
  • Ways that diseases spread and how to prevent communicable disease.
  • How the body defends itself against disease 
  • Hand washing 
  • Effects of pollution 
  • Recycling 
  • Causes of personal stress 
Health Promotion and Risk Reduction
  • Fire Safety 
  • DARE- Refusal Skills
  • Internet Safety
  • Anti-Bullying
  • Safety rules for home
Influences on Health
  • "Fit for Life"
  • Mile Club
  • Leadership Team
  • Civil Rights Team
  • Communication Skills
  • Responsive Classroom 
  • Health issues in the news or media 
  • Decision Making and Goal Setting
  • Conflict resolution 
  • Goal setting strategies
Physical Education
  • Fitness assessments
  • Movements with change in direction and force 
  • Striking skills
  • Techniques for skill improvement

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: HEALTH & PE 
                   GRADE: 4                    

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 H ealth:
Students explain the relationship between healthy behaviors and personal health.
Identify good health/nutrition behaviors:
  • Check-ups
  • Rest
  • Posture
  • Personal Responsibility for own health
(Nurse)

  • Discuss 3 parts of health
     physical, social, mental
  • Set health goals
(Physical Education Teacher)

Participate in Responsive classroom activities
(Classroom Teachers)

Participate in "BIG 6" lessons
(Librarian)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
  • Notifications
A.2. Dimensions of Health:
Students identify examples of physical, mental, emotional, and social health during childhood.
Identify and discuss the components of good health:
  • Physical
  • Emotional
  • Social
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
A.3. Diseases/Other Health Problems:
Students describe ways to detect and treat common childhood diseases and other health problems.
Identify some ways that disease spreads.

Explain ways the body defends itself against disease.

Explain ways to prevent the spread of communicable diseases.

Practice handwashing.

Participate in CRES Broadcast Team Health Beat sessions.  (Nurse)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
A.4. Environment and Personal Health
Students describe ways a safe and healthy school and community environment can promote personal health.
Explain why earth's natural resources need to be protected and ways this can be done.

Discuss and practice recycling.
(Classroom Teacher)

Identify effects of different types of pollution on health.

Discuss sound decibels and noise pollution.
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
A.5. Growth and Development:
Students identify the general characteristics of human growth and development.
Identify good health/nutrition behaviors:
  • Check-ups
  • Rest
  • Posture
  • Personal responsibility for own health  (Nurse)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
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.
Identify good health/nutrition behaviors:
  • Check-ups
  • Rest
  • Posture
  • Personal responsibility for own health
  • Discuss importance balanced diet.
  • Discuss dangers of second hand smoke
(Nurse/Physical Eduction Teacher)

Participate in drug prevention program through D.A.R.E.
(D.A.R.E. Officer/School Counselor)

Participate in Responsive classroom activities
(Classroom Teacher)

Demonstrate Internet Safety practices


  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
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:
physicians
police /fire
parents
teachers
school nurse
school counselor
principal

Discuss validity of commercials and advertisements
(Physical education teacher)
  • Class discussions
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
B.2. Locating Health Resources:
Students locate resources from home, school, and the community that provide valid health information.
Discuss community health services outside of school

Identify emergency numbers and contacts

Explain help provided by York community health services
(Physcal Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
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 the "BIG 6" lessons
(Librarians)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
b. Demonstrate basic care of the human body.
Express personal hygiene knowledge.
(Nurse)
  • Class discussions
  • Students demonstrations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
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.
Participate in refusal skills training such as:
Responsive Classroom Discussions, Internet Safety, Anti-Bullying
(Classroom Teacher/School Counselor/D.A.R.E. Officer)
  • Class discussions
  • Teacher observations
  • Parent Conferences
  • Teacher/Student Conferences
b. Develop injury prevention and safety strategies for personal health.
Discuss ways to stretch after exercise.
(Physical Education Teacher)

Identify safety rules to follow when home alone.
(D.A.R.E. Officer)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
C.3. Self-Management:
Students demonstrate strategies that can be used to manage stress, anger, or grief.
Attend stress management and conflict resolution assembly.

Participate in Responsive Classroom Discussions.
(Classroom Teacher/School Counselor)
  • Class discussions
  • Teacher observations
  • Student drawings
  • Parent Conferences
  • 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 Health 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.
Discuss media influences
(Physical Education Teacher)

  • Class discussions
  • Teacher observations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
b. Describe how peers and culture can influence health practices and behaviors.
Discuss peer pressure and influences that change health.
(School Counselor)
  • Class discussions
  • Teacher observations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
c. Explain how media influences thoughts, feelings, and health behaviors.
Discuss the ways media can change our thoughts or views on health topics both positive and negative
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
D.2. Technology and Health: Students describe ways technology can influence personal health.
Participate in "Fit for Life" in the PE curriculum.

Participate in on line Jump Rope For Heart donation accounts.
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
D.3. Compound Effect of Risky 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.
Participate in Responsive Classroom.
(Classroom Teacher)


  • Class discussions
  • Teacher observations
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
b. Demonstrate effective verbal and non-verbal communication skills including assertiveness skills to enhance health.
Participate in Responsive Classroom.  

Discuss civil rights assemblies.
(Classroom Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
c. Demonstrate how to ask for assistance to enhance personal health.
Participate in Responsive Classroom

Discuss people at CRES that could help you with social mental and physical health
(Classroom Teacher/Physical Education Teacher)

  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
d. Demonstrate refusal skills to avoid or reduce health risks.
Participate in Responsive classroom activities
(Classroom Teacher)
  • Class discussions
  • Teacher observations
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
e. Demonstrate non-violent strategies to manage or resolve conflict.
Participate in Responsive Classroom activities.
(Classroom Teacher)
  • Class discussions
  • Teacher observations
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
E.2. Advocacy Skills:
Students encourage others to make positive health choices.
a. Express opinions about health issues.
Discuss health issues in news/media.

Explain Weekly Reader articles and current events
(Classroom Teacher)
  • Class discussions
  • Teacher observations
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
b. Give accurate information about health issues.
Participate in broadcast shows in health beat
(Nurse)

Interpret fitness reports Design health info posters  
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
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.
Use conflict resolution skills with friends and classmates.
(Classroom Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Parent Conferences
  • 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.
Use conflict resolution skills with friends and classmates
Explain consequences of health actions
(Classroom Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
c. Choose a healthy option when making a decision.
Participate in "Fit for Life" program
Discuss healthy choices with your body.
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
d. Describe the outcome of a health-related decision.
Explain benefits and consequences of various health choices
(Nurse/Physical Education Teacher/Classroom Teacher/School Counselor)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
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.
Explain 2 health related goals for the school year

Discuss long and short term health goal
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
b. Identify resources to assist in achieving the health goal.
Discuss resources needed to achieve health goals and where to find these resources
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
c. Track progress toward achieving the goal.
Explain personal health goal set in September every 3 months

Participate in retesting of fitness reports in spring
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Student drawings
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
F.3. Long Term 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.
Dribble, run and shoot a ball.

Dribble with feet while running and kick a ball.

Move into position and volley.

Squat into position and bump a volleyball. (Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
b. Show how increasing speed and mass can change the force on an object.
Pass to a partner with a defender.

Kick past a defender to an intended target.

Defend a target against an opponent.

Perform 4th grade chasing and fleeing activities.
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
c. Demonstrate how body position can be changed to absorb force and decrease risk for injury.
Demonstrate "giving" when landing a vault or long jump

Perform 4th grade chasing and fleeing activities with dodging.
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Parent Conferences
  • 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 jogging, dodging, sliding, and grapevine step with correct form.

Demonstrate push-ups, pivot, and flexed-arm hang with correct form.
Demonstrate 2 foot take off on a vault.

Demonstrate a step hop in a lay up shot
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
b. Demonstrate locomotor skills and  manipulative skills in combination using changes in direction, level, or pathway.
Create an individual or partner floor exercise routine which encompasses at least five different moves.

Create a basic balance beam routine encompassing a squat, turn, dip walk and other basic moves.

Invent a game with a partner using three pieces of equipment (jump rope, hula hoop, playground ball, etc.).
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
G.3. Skill Related Fitness:
Students identify the skill-related fitness components of balance, coordination, agility, and speed.
Participate in obstacle courses.

Explain concepts of simple machines with pulleys and levers in station work.

Explain the importance of pacing and varying speed in motor skills
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
G.4. Skill Improvement:
Students describe why practice is important to skill improvement.
Demonstrate proper techniques in practice to improve performance.

Discuss how improvements within the various components of fitness will enhance performance.
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Parent Conferences
  • 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.

Participate in sit and reach and trunk lift flexibility tests.

Participate in curl-up and bent arm hang for muscle strength assessments.
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
H.2. Health-Related Fitness Plan:
Students describe and give examples of the five health-related fitness components.
Participate in physical fitness testing.

Categorize activities into the various components of fitness (cardiovascular, muscular endurance, muscular strength and flexibility).

Categorize anaerobic and aerobic exercises.

Engage in conversations with PE buddies to explain fitness report results
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
H.3. Fitness Activity:
Students participate in physical activities that address each of the five health-related fitness components including flexibility, cardiovascular endurance, muscular endurance, muscular strength and body composition.
Communicate frequency of aerobic activity needed to maintain cardiovascular fitness.

Provide examples of complete and effective fitness programs.

Engage in activities identifying all 5 components
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Parent Conferences
  • 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 how cardiovascular fitness benefits everyday life.

Explain how flexibility and muscle strength benefit everyday life.

Describe ways your body changes from exercise
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Students posters
  • Parent Conferences
  • 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.
Give partner corrective criticism in a respectful manner.

Participate in group problem solving activities
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
b. Get along with others.
Explain why communication skills are important to group performance.

Demonstrate group communication skills that facilitate completion of a group challenge.
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
c. Accept responsibility for personal behavior.
Participate in refusal skills.

Give partner corrective criticism in a respectful manner.

Evaluate personal performance
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Parent Conferences
  • 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 4th grade activities.

Discuss safety rules before each activity
(Physical Education Teacher)
  • Class discussions
  • Teacher observations
  • Students demonstrations
  • Parent Conferences
  • Report Cards
  • Teacher/Student Conferences
I.3. Safety Rules and Rules of Play: Students describe safety rules rules of play for games/physical activities.
Explain safety rules and directions of activities to a classmate
(Physical Education Teacher)
  •  Class discussions
  • Teacher observations
  • Students demonstrations
  • 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.