In our kindergarten physical education program at Annandale Terrace Elementary School, we focus on helping children develop basic movement skills through fun and engaging activities. We understand that kids grow and learn at different rates, so our goal is to ensure every child makes steady progress in a supportive environment. 

Kindergarteners will learn:

• I can tell the teacher three class rules.

• I can follow class routines.

• I can show how to walk, jog, run, hop, gallop, and jump in my own space and around the gym with my class.  

• I can tell my teacher what a walk, jog, run, hop, gallop and jump are.

• I can show the teacher how to move forward, sideways and side-to-side.

• I can move slowly like a turtle and fast like a rabbit.
• I can toss a ball underhand to a target. 
• I can catch a ball/beanbag. 
• I can roll a ball to a target.  
• I can tell the teacher that bones and muscles help me move. 
• I can show movements in general and personal space. 
• I can bend and turn my body. I can stand on one foot. I can show how to push and pull.
• I can show the teacher how to move when I am small and tall.
• I can roll like a log/pencil or an egg.

• I can move in a straight, curved, and zigzag line.

• I can bounce and catch a ball.

• I can tell the teacher the heart is a muscle that pumps blood.
• I can tell the teacher that running makes my heart beat faster.
• I can tell the teacher that food gives the body energy.
• I can identify a picture of one fruit and one vegetable.
• I can match my movements to different music and sounds.
   
• I can dance to the beat in my own space, and as I move through the gym.
   
• I can bend, balance, push, pull, and turn my body to different music and sounds.
   
• I can jump over a rope.
   
• I can turn a rope and jump over it.
   
• I can keep a balloon in the air using my finger pads.
   
• I can share equipment and space with others.
   
• I can hit a ball with a paddle or a noodle.
   
• I can work kindly with others and follow the rules to play safely. 
   
• I can tell my teacher that I need to move every day to be healthy.
   
• I can tell the teacher that fruits and vegetables give me energy to move.
   
• I can walk and dribble a ball with the inside of my foot.
   
• I can kick a ball with the inside of my foot.
   
• I can tell the teacher that moving makes me stronger.
   
• I can tell a teacher one activity that I can do at home by myself, and one activity that I can do with others to keep me healthy.
  
  
   

In first grade at Annandale Terrace Elementary School, our physical education program focuses on refining students' basic movement skills and introducing more complex activities. Through fun games, dances, and gymnastics, children continue to improve their ability to move confidently and skillfully.

In first grade students will learn:

• I can follow directions.  I can follow rules.  I can stay on task.
• I can move safely in my personal space and general space without touching anyone or anything.
• I can help make the safety rules for physical education
• I can walk, jog, run, gallop, leap, skip, and slide in my own space and around the gym with my class.
• I can identify pictures of (or describe with words) walking, jogging, running, galloping, leaping, skipping, and sliding. 
• I can move in different directions.
• I can move in straight, zigzag and curvy lines.
• I can move slow, moderate and fast.
• I can toss and catch with a partner and by myself.
• I can underhand throw a ball/beanbag to a target.
• I can roll a ball underhand to a target.
• I can twist, curl, bend, and stretch my body. 
• I can balance on different body parts at different levels.
• I can do a log, pencil or egg roll.
• I can move forwards, backwards and/or sideways.
• I can do a mule/donkey kick.
• I can walk and bounce a ball using my finger pads.
• I can describe physical activity intensity levels 1-5.
• I can perform a physical activity for intensity levels 2-5.
• I can tell the teacher that my lungs bring oxygen into my body.
• I can tell the teacher that my lungs give oxygen to the heart, and the heart pumps the blood with oxygen through my body. 
• I can tell the teacher that my heart is a muscle and I need to exercise it to keep it strong and healthy.
• I can name an activity that makes my heart beat faster and makes me breathe faster.
• I can name the food groups and one food for each.
• I can match my movements to different music and sounds while dancing alone and with others.
• I can jump over a rope that I turn myself, more than once.
• I can jump over a rope that is turned for me.
• I can move my body over a stationary rope using different pathways, directions, and locomotor skills.
• I can keep a balloon in the air with my arm and hand.
• I can move and not touch anyone in my own space.
• I can cooperate with peers during activities.
• I can hit a balloon in the air with a paddle or noodle.
• I can hit a ball with a paddle.
• I can move and not touch anyone when moving with my class.
• I can use equipment safely with others and by myself.
• I can tell the teacher where my brain is.
• I can tell the teacher that muscles connect to bones to help me move in many ways.
• I can tell the teacher why my body needs water to work and to play.
• I can tell the teacher that food gives me energy to move and play. 
• I can dribble a ball with my foot while moving with my class.
• I can kick a ball with my foot to a target while the ball is moving and still.
• I can control my emotions during physical activities.
• I can name one activity that I can do at home by myself and with others to help me move and grow.
• I can play with everyone.
  
  
  
  
  
   

In second grade at Annandale Terrace Elementary School, our physical education program helps students focus on perfecting their movement skills through various fun activities instead of traditional games. Kids learn to recognize and use key parts of movements to improve their abilities. They start to mix different skills in activities like educational games, dance, and gymnastics.

In second grade, students will learn:

• I can take turns with others. I can share equipment and space with my class. 
• I can respect equipment and play safely by myself and with others. 
• I can show how to follow rules to be safe in class
• I can show how to jog, run, skip, gallop, slide, hop, jump and leap.
• I can use objects to show my understanding of over, under, around, in front of, behind and through. 
• I can go over, under, around, in front of, behind, and through objects while moving.
• I can describe why it is important when moving to not touch anyone or anything.
• I can stand with my side facing my target and step with my opposite foot when overhand throwing. 
• I can throw underhand and catch a ball thrown underhand with a partner or by myself. 
• I can underhand throw and roll a ball towards a target.
• I can tell the teacher that calcium helps my bones grow.
• I can show a routine that includes a balance, roll, transfer of weight, long jump and vertical jump.
• I can show where my quadriceps, biceps, abdominals, and heart are.
• I can name the muscles and describe how they help me balance.
• I can tell the teacher why flexibility is important.
• I can dribble a ball with my preferred hand and keep it under control while walking. 
• I can tell the teacher that my brain sends messages through my spinal cord to help me move.
• I can name three physical activities that make my heart beat faster and me breathe harder.
• I can tell the teacher that the heart and lungs make up the cardiorespiratory system.
• I can tell the teacher why muscular strength is important.
• I can tell the teacher why muscular endurance is important.
• I can list healthy drinks or food that provide my body with water.
• I can do a dance with my class that is teacher or student-led.
• I can jump rope forward and backwards with a short and long rope.
• I can tell the teacher why cardiorespiratory endurance is important.
• I can show three different activities that make my heart beat faster and me breathe harder.
• I can keep a ball in the air with my hands.
• I can tell the teacher that inclusion means you belong, you are accepted, and you have value.
• I can name healthy foods to eat between meals.
• I can strike a ball with a paddle or noodle. 
• I can strike a ball using hard and soft force off a tee with control.
• I can identify pictures of the skull, ribs, and spine.
• I can tell the teacher how fruits and vegetables give me energy for physical activities.
• I can tell the teacher what makes up body composition.
• I can name one activity to promote each component of fitness.
• I can tell the teacher what my body needs to grow and be healthy.
• I can kick a moving ball.
• I can dribble a ball with my foot with control while walking in open spaces.
• I can kick/pass a ball to a partner or target that is not moving. 
• I can describe why it is important to move to find my personal space and not touch anyone.
• I can name opportunities to be physically active inside and outside of school with others and by myself.
• I can name one physical activity I like doing with friends at home.
• I can name one group activity that is hard for me and show one way to help me get better at it.
• I can show how to resolve conflicts in PE.
   

In third grade at Annandale Terrace Elementary School, our physical education program focuses on skill development. Students learn to give and receive feedback to help each other improve. They refine, vary, and combine skills in more complex activities, such as educational games, dance, and gymnastics, becoming more confident and capable movers.

Students identify key parts of movements and use this understanding to enhance their skills. They gain knowledge about fitness, understanding how regular physical activity benefits their health and helps maintain energy balance. As they learn more about their bodies, including different structures and systems, they also practice safe behaviors, follow rules, and procedures independently.

Third graders will learn: 

• I can explain the importance of rules for activities.
• I can help develop rules and guidelines for appropriate behavior that supports a positive, safe, and inclusive environment.
• I can explain why it is important to cooperate with classmates to meet a goal.
• I can show how to work with my peers to achieve a goal.
• I can tell the difference between inclusive and non-inclusive activities/environments.
• I can list the parts of the cardiorespiratory system as the heart, lungs, and blood vessels.
• I can explain that the cardiorespiratory system delivers oxygen and other nutrients to the rest of the body.
• I can participate in four or more moderate to vigorous activities.
• I can identify my carotid and radial arteries for measuring heart rate
• I can explain cardiorespiratory as the ability of the heart and lungs to supply oxygen to muscles over long periods of physical activity.
• I can explain muscular strength as the ability to push or pull with its total force.
• I can explain muscular endurance as the ability of a muscle to repeat a movement many times or hold a position without stopping to rest.
• I can explain that flexibility is a muscle’s ability to move a joint through a full range of motion.
• I can explain that body composition is the relationship between fat-free mass and fat mass.
• I can throw and catch with a partner using overhand/underhand techniques.                                                                                                                   
• I can throw underhand and roll towards a target.
• I can use feedback from the teacher to do a skill better. 
• I can jump forward for distance and jump up for height using proper takeoff and landing form.
• I can show 4 skills in a row- balance, transfer of weight, travel, & change of direction.
• I can explain flexibility as a muscle’s ability to move a joint through a full range of motion.
• I can dribble a ball with my dominant/preferred hand while finding open spaces.
• I can explain that energy balance relates to good nutrition (energy in) and physical activity (energy out).
• I can create a healthy meal with one food from each food group (dairy, protein, fruit, vegetable, and grain).
• I can identify a healthy choice of hydration.
• I can calculate the amount of water needed by the body for someone who weighs ___ pounds.
• I can name/list the macronutrients.
• I can name/list foods that are beneficial before and after physical activity.
•  I can demonstrate a variety of dances. 
• I can create a dance with a variety of movements. 
• I can show four different jumps using either a short rope or long rope.
• I can use my hands or a short/long implement/noodle to hit and keep an object up in the air with good form.
• I can give a partner feedback to help them improve a skill.
• I can hit a ball off a tee controlling the force.
• I can create space from others while moving in lead-up games and activities.
• I can explain that body composition is the relationship between fat-free mass (bones, organs, and muscles) and fat mass.
• I can choose/select/identify pictures of hamstrings and triceps.
• I can identify pictures of the femur, tibia, fibula, humerus, radius and ulna.
• I can identify one physical activity to improve each component of health-related fitness: cardiorespiratory endurance, muscular strength/endurance, flexibility & body composition.
• I can demonstrate one activity for each component of fitness (cardiorespiratory endurance, muscular strength, muscular endurance and flexibility).
• I can kick a moving ball.
• I can dribble with control while walking to open spaces.
• I can kick/pass a ball to a partner or stationary target.
• I can participate in four or more moderate to vigorous activities.
• I can name the muscles and bones that I use during one activity.
• I can describe how group and individual physical activities can bring enjoyment to myself and to others.
   

In fourth grade at Annandale Terrace Elementary School, our physical education program helps students continuously improve their movement skills. They combine basic movements and manipulative skills in more complex activities and create sequences in dance and gymnastics.

Students learn to apply movement concepts, understand their bodies better, and use strategies in different activities. They also start fitness assessments, learning to interpret their results and set personal fitness goals.

Our program encourages good sportsmanship, integrity, and conflict-resolution skills. Students learn to follow rules and procedures properly, helping them grow into responsible and respectful individuals.

Fourth Graders will learn:

• I can explain ways to show teamwork to reach a group goal.
• I can show teamwork to reach a group goal.
• I can tell my teacher what etiquette means. 
• I can describe each health-related component of fitness (cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition).
• I can list three physical activities for each component.
• I can measure each health-related component of fitness.
• I can use my VA Wellness scores, and functional fitness challenges scores to understand my health-related fitness levels.
• I can create a SMART goal to improve or maintain one area of health-related fitness.
• I can define the FITT (frequency, intensity, time, type of exercise) principles. 
• I can use an overhand and underhand throw and catch with a partner while moving in a game or activity.
• I can overhand and underhand throw to a target that is far away in a game.
• I can catch a thrown ball during an activity.
• I can find my pulse on my neck and/or wrist.
• I can create and show a sequence with (four) skills in a row- balance, roll, weight transfer, and travel (leap, jump).
• I can identify deltoids and gluteal.
• I can explain the uses of salt and sugar and how it impacts my health.
• I can dribble with my dominant/preferred hand at different speeds while playing in a game.
• I can dribble with my non-dominant/non-preferred hand while walking in a game.
• I can identify the sternum, vertebrae, patella, and phalange.
• I can move into space eliminating open spaces for my opponents.
• I can define integrity.
• I can name two activities I can do at school to help me reach my SMART goal(s).
• I can name two activities I can do at home to help me reach my SMART goal(s).
• I can explain how moderate to vigorous activity is important for energy balance.
• I can create and perform a routine to music with a beginning, middle, and end that includes smooth transitions between shapes, levels, pathways, and locomotor patterns.
• I can create and perform a routine/challenge turning the rope by myself, long rope or using jump bands.
• I can calculate my resting and activity heart rate.
• I can use underhand volleying while in a game or activity.
• I can keep a ball in the air with my hands/arms. 
• I can name the bones and muscles used for underhand volleying.
• I can explain etiquette and show acceptable behaviors in volleying.
• I can show appropriate etiquette and apply the rules for a game/activity.
• I can hit a ball with both a bat/racquet and a paddle using force and control.
• I can identify reasons why physical activity improves how I feel and how physical activity helps my brain stay healthy.
• I can identify examples of each macronutrient (fat, protein, carbohydrates).
• I can name the bones and muscles used for (fitness activity). 
• I can use my post fitness scores to understand my fitness levels (use fitness chart & SMART goal from 1st quarter).
• I can explain why hydration is important.
• I can compare and contrast different drink choices.
• I can dribble and pass a ball while moving at different speeds. 
• I can make changes in my speed so I can do activities for long amounts of time.
• I can identify pictures of the heart, lungs, and blood vessels and explain what the cardiorespiratory system does for the body.
• I can describe how the cardiorespiratory system works together to circulate blood throughout the body.
• I can describe why it is important to have integrity in PE.
• I can list and show ways to positively resolve disagreements. 
• I can define what calories mean when it relates to food.
• I can match the calories per gram (4 or 9) to the correct macronutrient.
• I can calculate the calories per gram of macronutrients for a variety of foods.
• I can identify the portion sizes for each food category of MyPlate. 
   

In fifth grade at Annandale Terrace Elementary School, our physical education program helps students apply movement principles and understand their bodies to improve their performance, fitness, and game strategies. They become more skilled in physical activities, dance, and gymnastics, showing proficiency whether alone, with a partner, or in small groups.

Students learn to use resources to plan and enhance their personal fitness, promoting an active lifestyle. Our program also focuses on developing responsible personal and social behaviors, encouraging students to work safely and respectfully with others.

In fifth grade, students will learn: 

• I can create and show safety rules and responsibilities for one or more activities.
• I can describe and show how to be respectful in physical activity settings
• I can help create classroom activities where everyone feels included, accepted, and valued.
• I can determine how to improve my personal fitness using different tools to measure my heart rate and pedometer data to see how fast I accelerate.
• I can use guidelines (Virginia wellness related criterion-referenced fitness standards, Fitnessgram®, CDC guidelines) to understand my health-related fitness levels.
• I can explain the FITT Principle.
• I can calculate my resting, activity, and recovery heart rate during different physical activities.
• I can overhand throw and catch with a partner while moving.
• I can overhand throw and catch in a variety of different physical activity settings.
• I can use good form when overhand throwing to a target during activities.
• I can adjust my body and arm movements to throw a ball to a target with accuracy.
• I can describe the bones and muscles used in an overhand throw.
• I can create and perform a gymnastic sequence that combines three or more travels, rolls, balances, and other types of weight transfers, with smooth transitions and changes of direction, shape, speed and flow.
• I can identify parts of the muscular system.
• I can explain how my bones, muscles, and joints relate to my flexibility.
• I can create and show safety rules and responsibilities for gymnastics.
• I can dribble with my non-dominant and dominant hand during activities.
• I can use good form when hand dribbling in activities.
• I can explain why inclusion in PE is important.
• I can explain that the recommended daily allowance is a guideline of how much food and oils should be eaten daily.
• I can identify parts of the vascular system.
• I can explain that my heart rate increases when I participate in cardiorespiratory fitness activities.
• I can explain how fat, carbohydrates and protein are used in my body.
• I can create and perform a rhythm or dance sequence to music with a partner/group/by myself.
• I can create and perform a jump rope routine or challenge turning the rope myself, on a long rope, or using jump bands.
• I can perform multicultural and social dances.
• I can read food labels to include macronutrients, RDA, and portion size.
• I can volley a ball with a partner consecutively over a net or against a wall with proper force.
• I can describe and show respectful behavior in PE.
• I can strike a ball using short- or long-handled implements while moving.
• I can strike a ball using short- or long-handled implements with proper force, direction and accuracy during different physical activities.
• I can describe the bones and muscles used to strike a ball.
• I can show polite behavior for at least two activities in PE.
• I can name parts of the skeletal system. 
• I can use guidelines (Virginia wellness related criterion-referenced fitness standards, Fitnessgram®, CDC guidelines) to understand my health-related fitness levels.
• I can reassess my post fitness data.
• I can explain that I feel better and less stressed when I participate in physical activity.
• I can dribble and pass a soccer ball during activities.
• I can use good form when foot dribbling in activities.
• I can explain the purpose of vitamins and minerals.
• I can identify parts of the cardiorespiratory system. 
• I can explain the different RDA recommendations for children, teens, and adults.
• I can explain the recommendations for daily moderate to vigorous physical activity (MVPA).