Students in Kindergarten will be working towards the following report card standards over time as they develop the skills listed:

Reporting Standard 1: Demonstrates spatial awareness and knowledge of safety rules.

• I can run with my eyes facing up and forward.
• I can tag safely with my hand or a piece of equipment. 
• I can keep my body to myself during games.
• I can find space when needed.
• I can follow the rules of the game.
• I can show how to use various pieces of equipment safely.

Reporting Standard 2: Demonstrates control when performing motor skills 

• I can show how to grip an implement.
• I can throw a ball forward with overhand motion.
• I can use small touches on the ball with my feet when dribbling.
• I can dribble a ball in place.
• I can show how to hold a ball properly when rolling or bowling.
• I can show how to balance.

Reporting Standard 3: Participates in physical activity to improve or maintain health-related fitness.

• I can show how to make my heart beat faster with activity. 
• I can show how to tell if my heart is beating faster.
• I can tell that my body gets warmer when I am active.
• I can tell that my breathing gets faster when I am active.
• I can give an example of an exercise or activity that increases my heart rate.
• I can identify at least one healthy choice I can make in a day.

Students in 1st grade will be working towards the following report card standards over time as they develop the skills listed:

Reporting Standard 1: Demonstrates spatial awareness and knowledge of safety rules. 

• I can show how to safely change direction.
• I can keep my eyes forward during tag games.
• I can demonstrate my understanding of the rules of various games.
• I can stay within the boundaries of various activities.
• I can use safe movements while participating in a group activity.
• I can work cooperatively with another student to complete an assigned task. 

Reporting Standard 2: Demonstrates control when performing motor skills 

• I can show how to use both sides of the implement when handling.
• I can step with my opposite foot when throwing.
• I can use the inside and outside of my foot while dribbling a ball.
• I can dribble while moving. 
• I can show “ready” position when preparing to roll or bowl.
• I can show how to do a log roll.

Reporting Standard 3: Participates in physical activity to improve or maintain health-related fitness.

• I can stay physically active during class.
• I can identify how I am active outside of class.
• I can stay physically active in a group activity.
• I can explain how exercise changes my heart rate.
• I can identify at least two healthy choices I can make a day.
• I can show how to lower my heart rate gradually.

Students in 2nd grade will be working towards the following report card standards over time as they develop the skills listed:

Reporting Standard 1: Demonstrates spatial awareness and knowledge of safety rules. 

• I can show how to use an implement safely.
• I can control my body in a game.
• I can follow the rules independently.
• I can show sportsmanship during games.
• I can show how to communicate with others appropriately.
• I can show how I work cooperatively with others.

Reporting Standard 2: Demonstrates control when performing motor skills 

• I can show proper form when striking with an implement.
• I can point my opposite shoulder to my target when throwing.
• I can step next to the ball with my opposite foot while kicking.
• I can show balance when shooting a basketball.
• I can step with my opposite foot when rolling.
• I can show how to jump off a springboard.

Reporting Standard 3: Participates in physical activity to improve or maintain health-related fitness.

• I can explain endurance
• I can provide an example of an endurance-based activity 
• I can stay physically active in class.
• I can show proper push-up position.
• I can show how to pace myself during a 2-minute jog.
• I can identify some components of health-related fitness.

Students in 3rd grade will be working towards the following report card standards over time as they develop the skills listed:

Standard 1: Contributes positively to physical activities using various concepts, strategies, and tactics. 

• I can keep my body in the appropriate position for a game.
• I can demonstrate how to pass to an open teammate. 
• I can find open spaces during various games. 
• I can help myself and my teammates follow the rules of an activity. 
• I can make a plan with my teammate.
• I can use safe practices while participating in a group activity.

Reporting Standard 2: Demonstrates control when performing motor skills 

• I can pass accurately to a partner or teammate with an implement.
• I can catch a ball that is thrown to me.
• I can use the inside of my foot while kicking a ball.
• I can shoot with my hand behind the basketball.
• I can swing my arm next to my body when rolling.
• I can show how to do a forward roll to a standing position.

Reporting Standard 3: Participates in physical activity to improve or maintain health-related fitness

• I can demonstrate active participation during large class activities.
• I can identify two or more health-related fitness components. 
• I can identify what component of health-related fitness I need to improve.
• I can raise my heart rate gradually. 
• I can explain what heart rate is.
• I can describe the component of health-related fitness used in an assessment.

Students in 4th grade will be working towards the following report card standards over time as they develop the skills listed:

Standard 1: Contributes positively to physical activities using various concepts, strategies, and tactics. 

• I can develop a strategy with my teammates.
• I can be a supportive team member in various games and activities.
• I can demonstrate how to work with a partner or a group.
• I can apply strategies developed with teammates in various games.
• I can work cooperatively with a partner or small group to achieve a shared goal.
• I can effectively communicate with members of a group or team. 

Reporting Standard 2: Demonstrates control when performing motor skills 

• I can keep the puck or ball close when handling with an implement.
• I can catch a ball that is not thrown directly to me.  
• I can run and dribble with my feet while keeping a ball under control.
• I can shoot using the BEEF principle.
• I can show how to follow through when rolling a ball.
• I can show how to do a backwards roll. 

Reporting Standard 3: Participates in physical activity to improve or maintain health-related fitness

• I can demonstrate how to control my breathing during the recovery period.
• I can sustain the intensity level needed to improve my fitness level during physical activity. 
• I can identify the component of health-related fitness used in an activity.
• I show proper finger placement when checking my pulse manually.
• I can identify the benefits of exercise.
• I can monitor my heart rate before, during, and after exercise.

Students in 5th grade will be working towards the following report card standards over time as they develop the skills listed:

Standard 1: Contributes positively to physical activities using various concepts, strategies, and tactics. 

• I can help my team maintain possession by moving to open spaces in various games. 
• I can play a specific position in a game. 
• I can create an offensive game plan with my teammates.
• I can create a defensive game plan with my teammates.
• I can effectively communicate with my teammates to execute a game plan. 
• I can communicate with my team to adjust strategies and tactics when needed.

Reporting Standard 2: Demonstrates control when performing motor skills 

• I can make a pass to an open teammate using an implement
• I can show how to develop momentum while throwing.
• I can pass and shoot with my feet accurately in gamelike situations.
• I can consistently shoot while using the BEEF principle.
• I can show how to perform a 3-step approach while bowling.
• I can show how to perform a tumbling sequence.

Reporting Standard 3: Participates in physical activity to improve or maintain health-related fitness

• I can check my pulse manually. 
• I can demonstrate how to maintain an intensity level during exercise or physical activity.
• I can write a SMART goal that improves a specific component of health-related fitness.
• I can make a plan that improves a specific component of health-related fitness.
• I can match recognized health-related fitness assessments (Fitnessgram) to their corresponding components of fitness. 
• I can reflect on my heart rate data to determine areas of improvement.

Middle school students attend Physical Education classes every day in order to further develop their movement skills, teamwork, and physical fitness. During one quarter each year, middle school students join a Health class that incorporates physical activity but has a larger focus on nutrition, drug and alcohol awareness, personal and social responsibility, and self-management skills.

All P.E. classes in AHSD25 participate in the FitnessGram® assessment which measures health-related fitness for youth. The FitnessGram health-related fitness assessment offers multiple tests to measure aerobic capacity, muscular strength and endurance, and flexibility. The FitnessGram assessment provides a measure of good health as opposed to athletic ability. Students are assessed using the following test items:  

• One-Mile Run (Grades 3-8)
• Push-Up (Grades 3-8)
• Curl-Up (Grades 3-8)  
• Back-Saver Sit and Reach (Grades 3-8)

Note: Students in Kindergarten through 2nd grade may participate in these activities in order to practice the skills involved.

For more on the FitnessGram, visit our Assessment page.

Students in AHSD25 also engage in Health education programming provided by Candor Health Education. These Health programs provide students with developmentally appropriate information regarding their sexual health. The Candor Health Education website has links to more information on the various programs they offer, as well as additional parent resources. An overview of the programs taught by Candor Health Education in AHSD25 schools is below.

In 5th grade, students participate in the following:

• Substance Abuse Prevention - Foundations outlines different types of substances including alcohol, tobacco, marijuana, inhalants and medicines and their impact on the brain and body. Students will begin learning refusal and coping skills.

• Puberty I - Understanding Changes is presented in a unique female-only and male-only format for puberty education. This unit compares female and male reproductive anatomy and introduces the physiological changes that occur during adolescence. 

• Human Reproduction and Embryology teaches reproductive science. This unit starts with a brief review of puberty content then focuses on the homologous nature of the female and male anatomy. Candor Health Education provides students the scientific explanation of fertilization and what is needed to create new life. Additionally, this unit explores how the social emotional skills of negotiation and teamwork can be helpful in navigating the ups and downs of puberty and the increased independence and responsibility that comes with adolescence.

In 8th grade, students participate in Teen Sexual Health 1 which covers:

• Fundamentals of the male and female reproductive anatomy

• The social, emotional, mental, and physical development of adolescents

• Definitions of biological sex, gender identity, gender expression, and sexual orientation

• Discussion of abstinence being the safest and healthiest lifestyle choice 

• Body image, media influences, sexting, and healthy communication

• The negative consequences of risk-taking behaviors including teen pregnancy and sexually transmitted infections

Each year, a parent information night is hosted by the district for parents of 5th and 8th grade students to see all the materials that will be used during these programs. For more information, please contact the Middle School Physical Education Coordinator.