Kindergarten Learning Experiences Elementary School Services


Physical Health Growth and Development



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Physical Health

Growth and Development

1.1: By the end of grade 5, students will name the external and internal parts of the body and body systems (nervous, muscular, skeletal, circulatory, respiratory, digestive, endocrine, and excretory systems).


Children can sing songs/play games that identify body parts or that ask children to move specific parts of their bodies (e.g., “Simon Says” or “Hokey Pokey”).

Children can listen to sounds in the body using a stethoscope, label body parts of a model, or identify sense organs on themselves or a model.

Children can read/listen to a book that focuses on part of the body (e.g., Dem Bones by Bob Barner, The Skeleton Inside You by Philip Balestrino, Knuffle Bunny by Mo Willems).

1.2: By the end of grade 5, students will identify behaviors and environmental factors that influence functioning of body systems.


Children can discuss how temperature and weather affect their bodies (e.g., shivering, goose bumps).

Children can describe how physical activity affects their bodies (e.g., slow or heavy breathing after running or walking).

1.3: By the end of grade 5, students will identify appropriate accommodations and aids for people with physical disabilities.



Kindergarten children will recognize some devices and aids for people with disabilities.

Children can read/listen to stories that include children with disabilities (e.g., Smile From Audy by Nan Holcomb, We Can Do It! by Laura Dwight, Friends in the Park by Rochelle Bunnett), and have access to games and puzzles about disabilities or to dolls that represent people with disabilities.

Children can illustrate the effects of limited physical or visual abilities (e.g., throw a ball with one arm behind the back; one child assists another who wears a blindfold; one child sits in a wheelchair as another pushes her), and talk about challenges they experienced.

Physical Activity and Fitness

2.1: By the end of grade 5, students will apply movement concepts including direction, balance, level (high, low), pathway (straight, curve, zigzag), range (expansive, narrow), and force absorption (rigid, with bent knees) to extend versatility and improve physical performance.



Kindergarten children will demonstrate or identify movement concepts, including direction, balance, level, pathway, range, and force absorption.

Children can explore movement and balance in structured and unstructured settings, indoors and outdoors, and can use both sides of the body to develop bilateral coordination (e.g., jumping with both feet, lifting with both arms, bouncing a ball using two hands).

Children can practice alternating left and right sides of the body as they climb steps/ladders or pedal a tricycle/bicycle, or by bouncing a ball using one hand and then switching hands.

Connections: Movement concepts are also addressed by Dance standards 1.1–1.3 of The Arts (chapter 6).




2.2: By the end of grade 5, students will use a variety of manipulative (throwing, catching, striking), locomotor (walking, running, skipping, hopping, galloping, sliding, jumping, leaping), and non-locomotor (twisting, balancing, extending) skills as individuals and in teams.



Kindergarten children will use a variety of fine motor (finger and hand) skills, including strength, flexibility, dexterity, grasp, control, and eye-hand coordination.

Children can build upper body strength in various ways (e.g., support body weight with both arms; use arms to pull/push body upwards by doing pushups, bear-, crab-, and seal-walks).

Children can pour water/sand between containers; carry objects at arms’ length; draw/write on vertical surfaces (easel, wallboard); make large circles with scarves; and use equipment that requires use of arms (Irish mail, Whirl-O-Wheel, scooter board).

Children can build sensory/motor integration by playing with sand and water, manipulating play dough or clay, finger painting, and exploring various textures.

Children can develop eye/hand coordination, visual perception, and visual-motor skills by doing lacing cards, by using a marble roll track, or by working with pattern cards for pegs, parquetry blocks, sewing, beading, or weaving.

Children can practice finger dexterity by making necklaces, buttoning, zipping, and snapping fasteners.

2.3: By the end of grade 5, students will perform rhythm routines, including dancing, to demonstrate fundamental movement skills.



Kindergarten children will demonstrate fundamental movement skills in response to various tempos, beats, and forces.

Children can use various movements (e.g., walking, marching, running, hopping, jumping, galloping, sliding) and creative expression to respond to music (e.g., “Limbo,” “Animal Rock,” Carnival of the Animals by Saint-Saens) or to beats/rhythms provided by drums, tambourine, or other rhythm instruments.

Children can move in various ways with strong/soft movements (e.g., walk or tiptoe lightly to soft music; march to music by John Philip Sousa), using props/accessories (e.g., scarves, streamers, ribbons, balls, hoops).

Connections: Dance as expression is also addressed in Dance standard 3.1 of The Arts (chapter 6).




2.5: By the end of grade 5, students will explain the benefits of physical fitness to good health and increased active lifestyle.


Children can describe verbally or through representations (e.g., drawings) some of the benefits of physical fitness to good health.

Children can describe a favorite activity and how it makes them feel stronger, faster, and/or healthier.

2.6: By the end of grade 5, students will identify the major behaviors that contribute to wellness (exercise, nutrition, hygiene, rest, and recreation, refraining from using tobacco, alcohol, and other substances).


Children can create a timeline, chart, or pantomime of their daily activities and routines, then identify those that relate to wellness.

Children can describe the importance of rest, sleep, and exercise to overall health by brainstorming how they feel or behave after lack of sleep or exercise.


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