Kindergarten 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

Kindergarten Health & Physical Education
Scope and Sequence


Students will be actively involved in learning experiences focused on:

Health Concepts:
  • Ways to promote good health 
  • Germs, bacteria, viruses, hygiene, and soap 
  • Health Promotion and Risk Reduction:
  • Proper hand washing
  • The importance of healthful foods
  • The food guide pyramid
  • Bus Safety 
  • Fire Safety 
Communication Skills:
  • Responsive Classroom
  • “I” messages 
  • Verbal and non-verbal communication
Regularly scheduled physical education activities:
  • Physical fitness
  • Motor skills developmentResponsible personal and social behavior in the physical education setting


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

Health Education Crosswalk
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.
Participate in Responsive Classroom activities. (classroom teacher)

Describe good habits used to maintain healthymind and body. (health team)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Progress Report Notifications
A.2. Dimensions of Health
Students recognize that there are multiple dimensions of health.
Describe good habits that promote healthy body and healthy mind. (health team)

Participate in Responsive Classroom activities. (classroom teacher)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • 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 how germs cause diseases. (nurse)

Identify items that when shared can transmit germs and spread disease. (nurse)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • 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.
Participate in CARES assemblies. (counselor)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Progress Report Notifications
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.
Identify how each term is related to basic health: germs, bacteria, virus, hygiene, and soap. (nurse)

Participate in Nutrition Month activities. (health team)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • 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.
Describe the role of school-based "Health Helpers." (classrooom teacher)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • 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.
Describe the role of school-based "Health Helpers." (classroom teacher)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Progress Report 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 to maintain or improve personal health.
a. Choose healthy foods.
Describe why foods are important to good health. 

Describe which parts of the body are used for eating and digestion.

Identify healthy snack options.

Identify the different parts of the food pyramid. (health team all)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Progress Report Notifications
b. Demonstrate personal hygiene skills, including handwashing.
Participate in handwashing lessons. (nurse)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • 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 safety training activities:
- Bus Safety
- Fire Safety
- Bike Safety
- Halloween Safety (health team all)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • 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 including the use of "I" messages. (classroom teacher)

Participate in social skills classes (counselor)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • 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 enhance health.
D.1. Influences on HealhPractices/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 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 healthy ways to communicate.
a. Demonstrate healthy ways to express needs, wants, and feelings.
Participate in Responsive Classroom activities, practice using "I" messages as a way to describe feelings. (classroom teacher)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Progress Report Notifications
b. Distinguish between verbal and non-verbal communication.
Produces appropriate verbal and non-verbal responses to prompt. (classroom teachers)
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Par ent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Progress Report Notifications
c. Make requests to promote personal health.
d. Demonstrate listening skills to enhance health.
Participate in social skills classes. (Counselor)
e. Demonstrate ways to respond to an unwanted, threatening, or dangerous situtation including telling a trusted adult if threatened or harmed.
Participate in CARES program. (Counselor)
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 that goal.
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 positions that create stability and force.
a. Show how base of support changes during static balances.
Demonstrate the ready position for tossing and catching, including facing the target when rolling, throwing and kicking.

Perform body positions of tuck, pike, layout and straddle.

Demonstrate beginning non-locomotor skills of turning, twisting, spinning, and squating.

Participate in parachute activities .
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Progress Report Notifications
b. Demonstrate how body positions 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.
Demonstrate locomotor skills of sliding, walking, jogging, running

Demonstrate ability to change speeds from a walk to a jog to a run.

Demonstrate beginning non-locomotor skills including turning, twisting, spinning and squatting.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Progress Report Notifications
b. Demonstrate a locomotor skill applying changes in direction, level, and/or pathway.
Develop locomotor skills in different pathways and levels.

Attempt 3 gymnastics stunts.

Participate in Square Dance unit.

Participate in chasing and fleeing activities.

Repeat patterns of movement modeled by teacher or peers.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Progress Report Notifications
c. Demonstrate combinations of locomotor skills.
Walk and dribble a ball with 2 hands.

Walk while tossing and catching a ball.

Demonstrate movement of various animal walks.

Transition from a walk to a run to a jump.

Perform exercises and simple dances to the rhythm of music.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • 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
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Progress Report Notifications
G.4. Skill Improvement
No performance indicator.
Catch an object from a self-toss.

Stop a rolling object with various body parts.

Strike a large ball with and without an implement.
Kick a stationary ball.

Kick a stationary ball while running forward.

Throw an object using overhand and underhand motion.

  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • Progress Report Notifications
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.
Recognize that exercise is good for the body.

Recognize that sports, dancing, games with movement and various other physical activities are all forms of exercise.

Discuss good exercise habits that promote healthy body and healthy mind.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • 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 chasing and fleeing activities.

Move to music.

Participate in low-level aerobic and anaerobic activities.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • 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.
Describe how the body feels after physical activity.

Recognize that the heart beats faster during physical activity.

Show knowledge of the size of the heart.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • 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.

Show that they can take turns appropriately with guidance.
Show that they can share equipment with guidance.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • 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.
Use equipment appropriately and responsibly with guidance.

Discuss expectations of PE.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • 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.
Know and follow the rules co mmon to all physical activities.

Listen to and follow rules of a specific physical activity.

Identify the elements of good sportsmanship, following directions and trying ones best.
  • Class discussions
  • Teacher observations
  • Student demonstration
  • Student drawings
  • Parent Conference
  • Report Cards
  • Teacher/Student Conferences
  • 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.