Grade 1 Health Alaska Standards

Demonstrate respect for self and others during physical activities (e.g., taking turns, appropriate etiquette, cooperation).

Participate cooperatively in a variety of group settings (e.g., partners, small groups, large groups) without interfering or excluding others.

Discuss the benefits of fitness (e.g., being fit allows me to ride my bike, why it is fun to move).

Dribble with short-handled and long-handled implements while stationary and moving.

Identify appropriate physical activities for recess and outside of school.

Throw or roll with force and accuracy a variety of objects.

Identify reasons for rules and procedures during physical activities (e.g., safety, equipment, directions).

Utilize age-appropriate stretching techniques to increase flexibility.

Apply fitness concepts to achieve and maintain a health-enhancing level of personal fitness.

Exhibit personal and social behavior that respects self and others in physical activity settings.

Catch a variety of objects.

Exhibit verbal and non-verbal indicators of enjoyment (e.g., cheering, smiling, giving high five)

Continue to participate when not successful on first try.

Explain ways the body responds to physical activity (e.g., sweating, increased heart rate, increased breathing).

Jump and land in various combinations.

Participate regularly in physical activity.

Repeatedly jump a turned rope.

Strike a moving object using short and long handled implements.

Move with effort, time, force, and flow.

Step forward with opposite foot during throw.

Explain the importance of a wide base of support in balance activities.

Apply established class rules, procedures, and safe practices.

Identify when to begin the kicking motion when kicking a slowly rolling ball.

Move in a variety of pathways (e.g. straight, curve, zig-zag).

Understand and demonstrate the importance of a proper warm-up prior to physical activity.

Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Dribble with hands and feet.

Celebrate personal successes and achievements as well as those of others.

Discuss the benefits of healthy food and beverage choices.

Perform various forms of loco-motor movement such as walk, run, slide, gallop, jump, hop, leap, and skip.

Attempt to perform new movement skills and activities.

Strike a stationary object using hands or feet with force and accuracy.

Perform a variety of non-loco-motor skills such as balancing, bending, stretching, rocking, curling, twisting, turning, pushing, pulling, swinging, swaying.

Encourage others by using verbal and nonverbal communication.

Describe appropriate reactions to threatening and/or emergency situations common to physical activity settings (e.g., bear or moose on playground).

Demonstrate activities that develop muscular strength and endurance (e.g., climbing, weight bearing).

Demonstrate competency in motor and movement skills needed to perform a variety of physical activities.

Strike a moving object using hands and feet.

Name physical activities that are enjoyable.

Demonstrate balance on the ground and on objects, using bases of support other than both feet.

Participate in physical activity outside of physical education class.

Attempt new activities.

Perform a body roll (e.g., log roll, egg roll, shoulder roll, forward roll) followed by a weight transfer.

Understand the importance of dressing appropriately for outdoor physical activity (e.g., layering clothing during winter, sunglasses, sunscreen).

Define open space.

Try new movements and skills willingly.

Perform to music a grade-level appropriate individual or partner dance that utilizes three different patterns.

Volley a variety of objects using various body parts.

Identify opportunities to use underhand and overhand movement (throw) patterns.

Accommodate individual differences. (e.g,. ability levels, gender, ethnicity, disability among people, and physical activities of a variety of actions, culture, and ethnic origins).

Strike a stationary object using a variety of short-handled and long-handled implements.

Explain the purpose of using a side orientation when striking a ball from a batting tee.

Identify feelings resulting from challenges, successes, and failures in physical activity (i.e., happy, scared, angry, sad).

Select appropriate safety equipment for specific physical activities (e.g., bike helmet, personal floating device).

Apply movement concepts to the learning and performance of physical activities.

communicate effectively within relationships;

understand how personal relationships, including those with family, friends, and co-workers, impact personal well-being.

develop an awareness of how personal life roles are affected by and contribute to the well-being of families, communities, and cultures;

understand and identify the causes, preventions, and treatments for diseases, disorders, injuries, and addictions;

recognize patterns of abuse directed at self or others and understand how to break these patterns;

identify and evaluate the roles and influences of public and private organizations that contribute to the well-being of communities;

A student who meets the content standard should:

make responsible decisions as a member of a family or community;

understand how attitude and behavior affect the well-being of self and others; and

take responsible actions to create safe and healthy environments;

assess the effects of culture, heritage, and traditions on well-being.

A student who meets the content standard should:

demonstrate an ability to make responsible decisions by discriminating among risks and by identifying consequences;

A student should be able to acquire a core knowledge related to well-being.

evaluate how similarities and differences among individuals contribute to relationships;

assess the effects of culture, heritage, and traditions on personal well-being;

understand the ongoing life changes throughout the life span and healthful responses to these changes.

describe how public policy affects the well-being of families and communities;

understand the physical and behavioral characteristics of human sexual development and maturity; and

evaluate what is viewed, read, and heard for its effect on personal well-being; and

A student who meets the content standard should:

understand how the human body is affected by behaviors related to eating habits, physical fitness, personal hygiene, harmful substances, safety, and environmental conditions;

A student should be able to contribute to the well-being of families and communities.

A student should be able to demonstrate responsibility for the student's well-being.

use knowledge and skills related to physical fitness, consumer health, independent living, and career choices to contribute to well-being;

A student should understand how well-being is affected by relationships with others.

resolve conflicts responsibly;

use various methods of communication to promote community well-being.

understand that a person's well-being is the integration of health knowledge, attitudes, and behaviors;

demonstrate a variety of communication skills that contribute to well-being;

A student who meets the content standard should:

describe how volunteer service at all ages can enhance community well-being; and

use knowledge and skills to promote the well-being of the family;

understand how respect for the rights of self and others contributes to relationships;