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Mrs. Cleasby's Physical Education Class: Grades 3-5

Explore fun and fitness

WHAT ARE WE DOING IN PE?

This October, we are learning about the different health related fitness components as well as completing fitness testing!     

Check out this video about the benefits of exercise!

https://youtu.be/aE8HyN0zJcw

IN THE NEWS

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RULES AND EXPECTATIONS

 The following rules will be consistently and fairly enforced during P.E. class:

 1) Listen- Looks at the person talking and quietly listen to directions.

2) Follow Directions- Students are expected to follow the directions that the teacher gives in class.

3) Hustle and Try Hard- Students are expected to participate to the best of their ability in all P.E. activities.

4) Respect Others- Treat others in a way that you would like to be treated.

5) Use Equipment Properly- Students are expected to safely use the equipment in the manner for which it was designed.

The following consequences will be enforced during P.E. class:

  1) Warning/Reminder- student is verbally warned the first time to follow classroom rules

 2) Time Out- student returns to physical activity after a few minutes in time out. 

 3) Time Out- student stays in time out until the end of class

GRADING

Every student has the opportunity to earn 10 points for each P.E. class.  The 10 points are earned by participating in all class activities and exercises, exhibiting good behavior, and wearing the proper shoes and clothes for P.E.  Negative choices will result in point deductions.

PROPER SHOES/CLOTHING:

Every student is expected to have the proper shoes for PE (ie. tennis shoes).  Students not wearing the proper shoes will be asked to sit out of PE and they will receive 0 points for the day.  After 3 times without shoes, one of the PE teachers will call and remind the parents to make sure their child has the correct shoes on PE days.  Basically, each student has PE every third school day.(ie. if a student has PE on Monday, the next PE day is Thursday.)

Proper clothing would include cotton clothing that allows your child to perform the necessary actions in PE to be successful. (ie running, jumping, bending) The desired clothing is shorts and a t-shirt. Girls should avoid wearing dresses, skinny jeans, and skirts on PE days.  We will start going outside after fall break so warm clothing may be needed for students who have PE in the morning.

STUDENTS with ASTHMA:  Even though it is not a requirement of the district, students that have asthma are strongly encouraged to have an inhaler at the nurse's office in case they should have problems with their breathing during PE.  The nurse will store the inhaler in her office and the student would have access to the inhaler on an as needed basis. 

NH STANDARDS

Curriculum Guideline 1: Engages in a physically active lifestyle (psychomotor). 

Grades 3-5: The student will be able to:

  • Participate in daily physical activities that promote healthy lifestyles based on personal abilities and interests.

  • Discuss reasons for participating in physical activity.

  • Identify personal reasons for participating in physical activity (e.g. improvement through practice, enjoyment, social interaction, personal challenge).

  • Describe health benefits that result from regular and appropriate participation in physical activity. 

Curriculum Guideline 2: Achieves and maintains a health enhancing level of physical fitness (psychomotor). 

Grades 3-5: The student will be able to

  • Participate in daily health-enhancing physical activities.

  • Participate in formal physical fitness assessment.

  • Describe short and long term benefits of engaging in health-related fitness.

  • Use personal fitness assessment data to enhance his/her understanding of fitness.

  • Show improvement in all components of health-related fitness. Participate in aerobic, anaerobic, flexibility and muscular strength and endurance activities.

  • Identify health-related fitness components inherent in various activities. 

 

Curriculum Guideline 3Demonstrates competency in motor skills and movements patterns, proficiency in a few, and applies these skills and patterns in a variety of physical activities (psychomotor). 

Grades 3-5: The student will be able to:

  • Demonstrate developmentally mature patterns in a wide variety of locomotor, non-locomotor and manipulative skills.

  • Apply fundamental motor skills in a variety of physical activities, such as low organized games, rhythmic activities, fitness activities, tumbling and gymnastics.

  • Begin to combine fundamental motor skills to develop more complex motor skills.

  • Begin to use more complex motor skills in a variety of physical activities. 

Curriculum Guideline 4: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the development of motor skills and the learning and performance of physical activities (cognitive). 

Grades 3-5: The student will be able to:

  • Use a movement vocabulary when describing motor skill performance. b. Describe critical elements of fundamental motor skills and begin to identify the critical elements of more complex skills.

  • Explain the use of movement concepts during motor skill performance. d. Use feedback from teachers, peers, and other mediums (visual aids, computers, etc.) to improve motor skill performance and cognitive understanding.

  • Transfer concepts learned in other skills and games for performance of a new skill and game. 

Curriculum Guideline 5: Identifies that physical activity provides opportunities for health enhancement, enjoyment, challenge, self-expression and social interaction (cognitive). 

Grades 3-5: The student will be able to:

  • a. Identify the value of participation in physical activities.

  • b. Describe the benefits and challenges of working in a group. 

Curriculum Guideline 6: Exhibits responsible personal and social behavior that respects self and others in physical activity settings (affective). 

Grades 3-5: The student will be able to:

  • Describe responsible behavior in physical activity settings.

  • Work productively and respectfully with others to achieve a group goal.

  • Identify and follow safety rules for all activities.

  • Demonstrate responsible behavior in physical activity settings. e. Recognize and accept the existence of individual uniqueness in physical activity settings.

  • Display acceptance of others through verbal and non-verbal behaviors. e. Identify individual similarities and differences in physical activity settings.

  • Demonstrate a tolerance for individual differences. g. Resolve conflict in socially acceptable ways.