Loudoun County Public Schools Curriculum Mapping
TIMEFRAME:
September
HEALTH & FITNESS ACADEMIC
CONTENT
Academic concepts that students will learn
ESSENTIAL
QUESTIONS
CONTENT
SKILLS/
ACTIVITIES
ASSESSMENT
STANDARDS
Grade Level: 4th
Length of Time: Yearlong
FITNESS
MOTOR SKILLS
Activities that intentionally improve the
fitness of students
Physical activities to teach movement
patterns
SOCIAL, EMOTIONAL & SAFETY
What is fitness?
What does it mean to be fit?
Why are fitness measurements important to
fitness planning?
Why are motor skills important for participating
in games?
What are the benefits of working with a team?
Five components of Fitness (Five For Life
Basic (5FL-B) pp.1.1-1.13)
Pre-Fitness Measurements, 5FL-B pp.
4.131-4.142
Pre-Fitness Measurements (protocol from
Fitnessgram Manual)
Cooperative Games
Classroom Protocol
Sportsmanship
Five components of Fitness (Five For Life
Basic (5FL-B) pp.1.1-1.13):
 Introduction of Five Components of Fitness:
o Student introduction (5FL-B) p. 1.4
o Vocabulary and definitions (5FL-B) p.
1.5
 Cardiorespiratory Endurance:
o Cardiorespiratory Endurance Activity
(5FL-B) p. 1.6
 Muscular Strength and Endurance:
o Muscular Strength and Endurance
Activity (5FL-B) p. 1.7
 Flexibility:
o Flexibility Activity (5FL-B) p. 1.8
o Body Composition:
o Body Composition Explanation (5FL-B)
p. 1.9
Pre-Fitness Measurements, 5FL-B pp. 4.964.109:
Pre-Fitness Measurement (protocol from
Fitnessgram Manual)
 Curl ups pp. 42-44
 PACER pp. 28-32
 Sit and reach pp. 53-55
 Push-ups pp. 48-49
 Trunk Lift pp. 45-47
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap
Non-Locomotor Skills: Push\Pull
Manipulative Skills: Jump Rope, throwing
Team Sports:
 Cooperative Games
Lifetime Activities:
Swedish gym / recess safety
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap

Skills and Drills: Mirror movements,
relays, follow the leader

Low Organized Games: locomotor tag
Formative:
 Five Components of Fitness reflective
questions (5FL-B) pp. 1.6-1.9
Summative:
 Five Components of Fitness Pre/Post
Assessment (5FL-B) pp. 1.10-1.11
4.3 The student will correlate regular participation
in physical education with various components of
fitness and improvement in fitness and skill
development.
Formative:
 Fitnessgram Pre-Fitness
Measurements
Revised 2/7/2012
4.3 The student will correlate regular
participation in physical education with various
components of fitness and improvement in
fitness and skill development.
Non-Locomotor Skills: Push\Pull

Fitness Testing – push-ups, cadence
curl-ups
Manipulative Skills:
Jump Rope

Skills and Drills: Warm-ups, fitness
stations
Throwing

Skills and Drills: throw to target, throw
with a partner

Low organized games
Team Sports:
Cooperative Games
Lifetime Activities:
Swedish gym / recess safety protocol
Formative:
 Teacher Observation
 Rubric (TBD) – coincide with skills
taught
4.1 The student will refine movement skills and
demonstrate the ability to combine them in
increasingly complex movement activities.
4.2 The student will understand and apply
Cooperative Games:
Classroom Protocol:
 Class rules/expectations
 Safety procedures
Sportsmanship:
 Fair Play
 Cooperation
 Respect of Self and Others
Formative
 Reflection – check for understanding
4.4 The student will demonstrate positive
interactions with others in cooperative and
competitive physical activities.
4.5 The student will identify opportunities to
Loudoun County Public Schools Curriculum Mapping
Grade Level: 4th
4.5 The student will identify opportunities to
participate in regular physical activity at school, at
home, and in the community.
LCPS
Benchmarks
4.3 (a) Identify the components of health-related
fitness.
4.5 The student will identify opportunities to
participate in regular physical activity at school, at
home, and in the community.
4.3 (a) Identify the components of healthrelated fitness.
EQUIPMENT/
RESOURCES
CD Player
Functional Equipment
Five For Life Basic Manual
5FL-B Resource CD
Fitnessgram Manual
Virginia Wellness Standards
Loudoun Vision (blackboard)
Fitnessgram – Test Admin Manual

PACER chart pp. 91-94

Class score sheets p. 99
*Alternative test- for students who do not
pass the equivalent in upper body strength
or flexibility:

Modified Pull-ups (pp. 49-50)

Shoulder Stretch (pp. 55-56)
NOTES:
Revised 2/7/2012
Length of Time: Yearlong
movement concepts and principles in complex
motor skills.
participate in regular physical activity at school,
at home, and in the community.
4.1 (a) Demonstrate proficiency in specialized
locomotor, nonlocomotor, and manipulative
skill combinations in game and modified sports
activities.
4.2 (a) Recall and demonstrate movement
principles and concepts for selected motor
patterns in combination skills.
4.2 (b) Apply movement principles and
concepts to basic game strategies.
District Developed Materials (TBD)
LCPS Playground Safety Guide (Blackboard)
4.4 (a) Work productively and respectfully with
others in achieving a common group goal.
4.4 (b) Work toward positive solutions in
resolving disagreements.
4.4 (c) Demonstrate appropriate etiquette and
application of rules and procedures.
Functional Equipment,
Loudoun Vision (blackboard)
Loudoun County Public Schools Curriculum Mapping
TIMEFRAME:
October
HEALTH & FITNESS ACADEMIC
CONTENT
Academic concepts that students will learn
Grade Level: 4th
Length of Time: Yearlong
FITNESS
MOTOR SKILLS
Activities that intentionally improve the
fitness of students
Physical activities to teach movement
patterns
SOCIAL, EMOTIONAL & SAFETY
ESSENTIAL
QUESTIONS
CONTENT
How do intensity levels help my heart?
How can I use goal setting to improve fitness?
How can playing games improve my heart
health?
How can I move safely throughout the
gymnasium?
Intensity Levels (5FL-B) DVD and Resource
CD
Cardiorespiratory Endurance (Heart Health 45), 5FL-B pp. 1.24-1.39
Goal Setting, (5FL-B) pp. 4.110-4.122
Pedometers (5 FL-B) pp. 4.69-4.82
Sportsmanship
SKILLS/
ACTIVITIES
Intensity Levels (5FL-B) – DVD
Goal Setting, (5FL-B) pp. 4.110-4.122:

Heart Health Pyramid, (5FL-B) pp. 4.60 Review pre-test fitness scores and set
4.62
attainable goals for next testing session,
(5FL-B) p. 4.115-4.119
 Activity Diamond Intensity Levels (5FL-B)
Pedometers (5 FL-B) pp. 4.69-4.82
Cardiorespiratory Endurance (Heart Health 45) (5FL-B) pp. 1.24-1.39:

Starting With A Pedometer (5FL-B) p.
4.74
 Heart Health 2-5 minute Run, (5FL-B) p. 1.30

Step Into Fitness Pedometer Challenge
 Risk Factor Four Square, (5FL-B) p. 1.31
(5FL-B) pp. 4.75-4.76
 Oxygen Transport, (5FL-B) pp.1.32

Step Into Fitness Log and Graphing
 Respiratory Relay, (5FL-B) pp. 1.35-1.36
Activity (5FL-B) pp. 4.77-4.79
 Capture the Oxygen, (5FL-B) p. 1.35
Formative:
 Goal Setting Self Assessment (5FL-B) p.
4.104
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing
Non-Locomotor Skills: Push\Pull
Manipulative Skills: Jump Rope, Dribbling
(Hand/Foot), Kicking, Throwing
(Underhand/Overhand), Catching
Combination Skills: passing while moving
Team & Individual Sports/Skills
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing

Skills and Drills: Mirror movements,
relays, follow the leader

Low Organized Games: locomotor tag
Non-Locomotor Skills: Push\Pulll

Fitness Testing – push-ups, cadence
curl-ups
Manipulative Skills: Jump Rope, Dribbling
(Hand/Foot), Kicking, Throwing
(Underhand/Overhand), Catching

Skills and Drills

Low organized games
Combinations Skills:

Skills and Drills

Modified games and activities
Team & Individual Sports/Skills:
 Cooperative games
 Modified Soccer Games
 Modified Football Games
Formative:
 Teacher Observation
 Rubric (TBD) – coincide with skills taught
4.2 The student will understand and apply
movement concepts and principles in complex
motor skills.
4.3 The student will correlate regular
4.1 The student will refine movement skills and
demonstrate the ability to combine them in
increasingly complex movement activities.
4.2 The student will understand and apply
4.4 The student will demonstrate positive
interactions with others in cooperative and
competitive physical activities.
4.5 The student will identify opportunities to
ASSESSMENT
STANDARDS
Formative:
 Heart Health reflective questions (5FL-B) pp.
1.24-1.39
 Intensity Level reflective questions (5FL-B)
pp. 4.51-4.81
Summative:
 Heart Health assessment (5FL-B) p. 1.38
4.2 The student will understand and apply
movement concepts and principles in complex
motor skills.
4.3 The student will correlate regular participation
Revised 2/7/2012
Sportsmanship:
 Fair play
 Cooperation
 Respect of self and others
Formative:
 Reflection-Check for understanding
Loudoun County Public Schools Curriculum Mapping
LCPS
Benchmarks
EQUIPMENT/
RESOURCES
Grade Level: 4th
Length of Time: Yearlong
in physical education with various components of
fitness and improvement in fitness and skill
development.
4.5 The student will identify opportunities to
participate in regular physical activity at school, at
home, and in the community.
4.2 (c) Use movement principles to improve
personal performance and provide feedback to
others.
4.2 (d) Use feedback, including available
technology, to improve performance.
4.3 (a) Identify the components of health-related
fitness.
4.3 (b) Apply data from a standardized healthrelated fitness assessment to determine personal
fitness goals.
participation in physical education with various
components of fitness and improvement in
fitness and skill development.
movement concepts and principles in complex
motor skills.
participate in regular physical activity at school,
at home, and in the community.
4.2 (c) Use movement principles to improve
personal performance and provide feedback to
others.
4.2 (d) Use feedback, including available
technology, to improve performance.
4.3 (a) Identify the components of healthrelated fitness.
4.3 (b) Apply data from a standardized healthrelated fitness assessment to determine
personal fitness goals.
4.1 (a) Demonstrate proficiency in specialized
locomotor, nonlocomotor, and manipulative
skill combinations in game and modified sports
activities.
4.1 (c) Perform smooth flowing sequences that
combine four or more of the following
movements: traveling, balancing, rolling, and
other types of weight transfer.
4.2 (a) Recall and demonstrate movement
principles and concepts for selected motor
patterns in combination skills.
4.2 (b) Apply movement principles and
concepts to basic game strategies.
4.2 (c) Use movement principles to improve
personal performance and provide feedback to
others.
4.2 (d) Use feedback, including available
technology, to improve performance.
4.4 (a) Work productively and respectfully with
others in achieving a common group goal.
4.4 (b) Work toward positive solutions in
resolving disagreements.
4.4 (c) Demonstrate appropriate etiquette and
application of rules and procedures.
5FL-B Manual
Functional Equipment
Intensity Level DVD
5FL-B Resource CD
5FL-B Manual
Functional Equipment
5FL-B Manual
Functional Equipment
Misc. Equipment
NOTES:
Revised 2/7/2012
Loudoun County Public Schools Curriculum Mapping
TIMEFRAME:
November
HEALTH & FITNESS ACADEMIC
CONTENT
Academic concepts that students will learn
ESSENTIAL
QUESTIONS
CONTENT
SKILLS/
ACTIVITIES
ASSESSMENT
Grade Level: 4th
Length of Time: Yearlong
FITNESS
MOTOR SKILLS
Activities that intentionally improve the
fitness of students
Physical activities to teach movement
patterns
SOCIAL, EMOTIONAL & SAFETY
How can I get stronger?
Why is flexibility important?
Can fat be good for me? Why or why not?
What is circuit training?
How can playing sports improve my fitness?
How can throwing and catching improve my
flexibility?
How can I safely participate in PE activities?
Muscular Strength and Endurance (5FL-B)
pp. 1.50-1.64
Flexibility (5FL-B) pp. 1.65-1.78
Body Composition (5FL-B) pp. 1.88-1.101
Circuit Training (5FL-B) pp. 4.1-4.50
Functional Fitness Equipment (5FL-B)
pp. 4.18-4.50
Sportsmanship
Muscular Strength and Endurance (5FL-B)
pp. 1.50-1.64
 Muscle Fitness (5FL-B) pp. 1.50-1.64
o Student Intro (5FL-B) p. 1.53
o Vocabulary (5FL-B) p. 1.54
o Muscle Check-Up (5FL-B) pp. 1.551.57
o Curl-Up Check (5FL-B) pp. 1.58-1.59
o Muscular Strength and Endurance Tag
(5FL-B) p. 1.60
Flexibility (5FL-B) pp. 1.65-1.78
 Stretch Bend Twist (5FL-B) pp. 1.65-1.78
o Student Intro (5FL-B) p. 1.67
o Vocabulary (5FL-B) p. 1.68
o All-Star Stretches (5FL-B) pp. 1.69-1.74
Body Composition (5FL-B) pp. 1.88-1.101
 Body Composition (5FL-B) pp. 1.88-1.101
o Student Intro (5FL-B) p. 1.91
o Vocabulary (5FL-B) p. 1.92
o Healthy Body Balance Card Game
(5FL-B) pp. 1.93-1.94
o Muscle Snatchers (5FL-B) p. 1.95
o Energy In Energy Out (5FL-B) p. 1.96
o Balance the Fat Game (5FL-B) p. 1.97
Formative:

Muscular Strength and Endurance
reflective questions (5FL-B) pp. 1.501.64

Flexibility reflective questions (5FL-B)
Circuit Training (5FL-B) p. 4.1-4.50
 Teacher/Student Intro (5FL-B) pp. 4.4-4.5
 Modified Whole Class Functional
Equipment Workout (5FL-B) p. 4.7
 Circuit Suggestions
o 5FL circuit 1, 2, or 3 (5FL-B) pp. 4.84.13
Functional Fitness Equipment (5FL-B)
pp. 4.18-4.50
 Detailed Instruction of Exercises (5FL-B)
pp. 4.18-4.50
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing
Non-Locomotor Skills: Twist, push/pull,
bend, stretch, turn, rock, balance
Manipulative Skills: Throwing
(Underhand/Overhand), catching, kicking,
underhand roll, circuit training exercises
Combinations Skills: passing while moving
Team & Individual Sports/Skills
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing

Skills and Drills: Mirror movements,
relays, follow the leader

Low Organized Games: locomotor tag
Non-Locomotor Skills: Twist, push/pull,
bend, stretch, turn, rock, balance

Circuit training activities
Manipulative Skills: Throwing
(Underhand/Overhand), catching, kicking,
underhand roll, circuit training exercises

Skills and Drills

Low organized games
Combinations Skills:

Skills and Drills

Modified games and activities
Team & Individual Sports/Skills:
 Modified Soccer
 Modified Football
 Modified Bowling
Formative:

Teacher Observation

Peer Assessment
Formative:

Teacher Observation

Rubric (TBD) – coincide with skills taught
Formative:
 Reflection-Check for understanding
Revised 2/7/2012
Sportsmanship:
 Fair Play
 Cooperation
 Respect of Self and Others
Loudoun County Public Schools Curriculum Mapping

STANDARDS
LCPS
Benchmarks
EQUIPMENT/
RESOURCES
Grade Level: 4th
pp. 1.65-1.78
Body Composition reflective questions
(5FL-B) pp. 1.88-1.101
4.2 The student will understand and apply
movement concepts and principles in complex
motor skills.
4.3 The student will correlate regular participation
in physical activity with various components of
fitness and improvement in fitness and skill
development.
4.5 The student will identify opportunities to
participate in regular physical activity at school, at
home, and in the community.
4.2 The student will understand and apply
movement concepts and principles in complex
motor skills.
4.3 (a) Identify the components of health-related
fitness (e.g., aerobic capacity, muscular strength
and endurance, flexibility, body composition).
4.5 The student will identify opportunities to
participate in regular physical activity at school, at
home, and in the community.
4.2 The student will understand and apply
movement concepts and principles in complex
motor skills.
4.3 The student will correlate regular
participation in physical activity with various
components of fitness and improvement in
fitness and skill development.
4.5 The student will identify opportunities to
participate in regular physical activity at
school, at home, and in the community.
4.2 (c) Use movement principles to improve
personal performance and provide feedback to
others.
4.3 The student will correlate regular
participation in physical activity with various
components of fitness and improvement in
fitness and skill development.
4.5 The student will identify opportunities to
participate in regular physical activity at
school, at home, and in the community.
5FL-B Manual
Functional Equipment
5FL-B Resource CD
5FL-B Manual
Functional Equipment
NOTES:
Revised 2/7/2012
Length of Time: Yearlong
4.1 The student will refine movement skills and
demonstrate the ability to combine them in
increasingly complex movement activities.
4.2 The student will understand and apply
movement concepts and principles in complex
motor skills.
4.4 The student will demonstrate positive
interactions with others in cooperative and
competitive physical activities.
4.1 (a) Demonstrate proficiency in specialized
locomotor, non-locomotor, and manipulative
skill combinations in game and modified sports
activities (e.g., throw to a partner while he/she
runs to catch, dribble and pass soccer
ball/basketball to a moving receiver, catch
thrown objects, continuously strike a ball
against a backboard or wall with an
implement).
4.1(c) Perform smooth flowing sequences that
combine four or more of the following
movements: traveling, balancing, rolling, and
other types of weight transfer.
4.2 (a) Recall and demonstrate movement
principles and concepts for selected motor
patterns and combination skills (e.g.,
trajectory, force, speed).
4.2 (b) Apply movement principles and
concepts to basic game strategies.
5FL-B Manual
Functional Equipment
4.4 (a) Work productively and respectfully with
others in achieving a common group goal.
4.4 (c) Demonstrate appropriate etiquette and
application of rules and procedures.
Loudoun County Public Schools Curriculum Mapping
TIMEFRAME:
December
HEALTH & FITNESS ACADEMIC
CONTENT
Academic concepts that students will learn
ESSENTIAL
QUESTIONS
CONTENT
SKILLS/
ACTIVITIES
Grade Level: 4th
Length of Time: Yearlong
FITNESS
MOTOR SKILLS
Activities that intentionally improve the
fitness of students
Physical activities to teach movement
patterns
SOCIAL, EMOTIONAL & SAFETY
What is the FITT Principle?
How can the FITT Principle help me reach my
fitness goals?
How can I benefit from circuit training?
How does balance help improve sports skills?
How does respecting others improve games?
FITT Principle – Quality Notebook

Cardiorespiratory Endurance and the
FITT Principle, Quality notebook (add
1.39-1.51 from (5FL-I) to quality
notebook)
Circuit Training (5FL-B) pp. 4.1-4.50
Sportsmanship
FITT Principle – Quality Notebook
 Cardiorespiratory Endurance (Pacer)
Circuit Training (5FL-B) p. 4.1-4.50:
 Circuit Suggestions
o 5FL circuit 1, 2, or 3 (5FL-B) pp. 4.84.13
 Detailed Instruction of Exercises (5FL-B)
pp. 4.18-4.50
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer
Manipulative Skills: underhand roll, circuit
training exercises, dribbling with hands,
shooting, passing
Combination Skills: dribbling while moving,
sequence of movements
Team & Individual Sports/Skills
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing

Skills and Drills: Mirror movements,
relays, follow the leader

Low Organized Games: locomotor tag
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer

Circuit training activities

Gymnastics activities
Manipulative Skills: underhand roll, circuit
training exercises, dribbling with hands,
shooting, passing

Skills and Drills

Low organized games
Combinations Skills:

Skills and Drills

Modified games and activities
Team & Individual Sports/Skills:
 Modified Bowling
 Educational Gymnastics
 Dance and Rhythmic Activity
 Modified Basketball
Revised 2/7/2012
Sportsmanship:
 Fair Play
 Cooperation
 Respect of Self and Others
Loudoun County Public Schools Curriculum Mapping
ASSESSMENT
STANDARDS
Formative:

Fitnessgram Pacer
Summative:

Cardiorespiratory Endurance and the
FITT Principle, Quality notebook (add
this to quality notebook from (5FL-I)
pp. 1.52-1.53)
4.3 The student will correlate regular participation
in physical activity with various components of
fitness and improvement in fitness and skill
development.
LCPS
Benchmarks
4.3 (c) Apply the FITT (Frequency, Intensity,
Time, Type) principle of training to implement
personal fitness goals.
EQUIPMENT/
RESOURCES
Quality Notebook
Functional Equipment
5FL-B Resource CD
NOTES:
Revised 2/7/2012
Grade Level: 4th
Length of Time: Yearlong
Formative:

Teacher Observation

Peer Assessment
Formative:

Teacher Observation

Rubric (TBD) – coincide with skills taught
Formative:
 Reflection - Check for understanding
4.2 The student will understand and apply
movement concepts and principles in complex
motor skills.
4.3 The student will correlate regular
participation in physical activity with various
components of fitness and improvement in
fitness and skill development.
4.5
4.2 (c) Use movement principles to improve
personal performance and provide feedback to
others.
The student will correlate regular participation
in physical activity with various components of
fitness and improvement in fitness and skill
development.
4.5 The student will identify opportunities to
participate in regular physical activity at
school, at home, and in the community.
4.1 The student will refine movement skills and
demonstrate the ability to combine them in
increasingly complex movement activities.
4.5 The student will identify opportunities to
participate in regular physical activity at
school, at home, and in the community.
4.4 The student will demonstrate positive
interactions with others in cooperative and
competitive physical activities.
4.1 (b) Demonstrate moving to a rhythm (e.g.,
perform a variety of educational dances with
different international and regional American
formations; create educational dances with
apparent beginning, middle, and end,
combining shapes, levels, pathways, and
locomotor patterns).
4.1 (c) Perform smooth flowing sequences that
combine four or more of the following
movements: traveling, balancing, rolling, and
other types of weight transfer.
4.5 The student will identify opportunities to
participate in regular physical activity at
school, at home, and in the community.
5FL-B Manual
Functional Equipment
4.4 (a) Work productively and respectfully with
others in achieving a common group goal.
4.4 (b) Work toward positive solutions in
resolving disagreements.
4.4 (c) Demonstrate appropriate etiquette and
application of rules and procedures.
5FL-B Manual
Functional Equipment
Loudoun County Public Schools Curriculum Mapping
TIMEFRAME:
January
HEALTH & FITNESS ACADEMIC
CONTENT
Academic concepts that students will learn
Grade Level: 4th
Length of Time: Yearlong
FITNESS
MOTOR SKILLS
Activities that intentionally improve the
fitness of students
Physical activities to teach movement
patterns
SOCIAL, EMOTIONAL & SAFETY
ESSENTIAL
QUESTIONS
What is healthy eating?
Why should I eat foods from each of the food
groups?
Why are fitness scores important to fitness
planning?
Why are non-locomotor skills important in
performing gymnastic skills?
How can equipment be used safely in team
sports?
CONTENT
Nutrition: Healthy Food, Healthy Balance
(5FL-B) pp. 2.1-2.15
Mid-Year Fitness Measurements
(5FL-B) pp. 4.96-4.109
Fitness Measurement (protocol from
Fitnessgram Manual)
Goal Setting, 5FL-B pp. 4.110-4.122
Sportsmanship
Nutrition: Healthy Food, Healthy Balance
(5FL-B) pp. 2.1-2.15
 Introduction (5FL-B) p. 2.4
 Vocabulary (5FL-B) p. 2.5
 Food Group Cube Warm-Up (5FL-B) 2.6
 Food Group Pyramid Game (5FL-B) pp. 2.72.9
 Calorie Burner (5FL-B) p. 2.10
 Calorie Counter (5FL-B) p. 2.11
 Food Identity (5FL-B) p. 2.12
 Musical Food Group (5FL-B) p. 2.13
Food Group Balance (5FL-B) p. 2.14
Mid-Year Fitness Measurements
(5FL-B) pp. 4.96-4.109
Fitness Measurement (protocol from
Fitnessgram Manual):
 Curl ups pp. 42-44
 PACER pp. 28-32
 Sit and reach pp. 53-55
 Push-ups pp. 48-49
 Trunk Lift pp. 45-47
Goal Setting, (5FL-B) pp. 4.110-4.122:
 Review mid-year fitness scores and set
attainable goals for next testing session,
(5FL-B) pp. 4.115-4.119
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer
Manipulative Skills: circuit training exercises,
dribbling with hands, striking with hands,
shooting, passing
Combination Skills: sequence of
movements, dribbling while moving
Team & Individual Sports/Skills
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing

Skills and Drills: Mirror movements,
relays, follow the leader

Low Organized Games: locomotor tag
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer

Circuit training activities

Gymnastics activities
Manipulative Skills: volleying, circuit training
exercises, dribbling with hands, striking with
hands, shooting, passing

Skills and Drills

Low organized games
Combination Skills:

Skills and Drills

Modified games and activities
Team & Individual Sports/Skills:
 Educational Gymnastics
 Dance and Rhythmic Activity
 Modified Volleyball
 Modified Basketball
SKILLS/
ACTIVITIES
Revised 2/7/2012
Sportsmanship:
 Fair Play
 Cooperation
 Respect of self and others
Loudoun County Public Schools Curriculum Mapping
ASSESSMENT
STANDARDS
LCPS
Benchmarks
Grade Level: 4th
Length of Time: Yearlong
Formative:

Healthy Food, Healthy Balance
reflective questions (5FL-B) pp. 2.12.15
Summative:

Food for Energy and Health PreAssessment (5FL-B) pp. 2.35-2.38
Add Hth Standard
Formative:

Mid-Year Fitness Measurements

Goal Setting
o Self Assessment (5FL-B) p.
4.104
Formative:

Teacher Observation

Rubric (TBD) – coincide with skills
taught
Formative:
 Reflection-Check for understanding
4.3 The student will correlate regular
participation in physical activity with various
components of fitness and improvement in
fitness and skill development.
4.4 The student will demonstrate positive
interactions with others in cooperative and
competitive
physical activities.
Add Hth Standard
4.3 (a) Identify the components of healthrelated fitness (e.g., aerobic capacity,
muscular strength and endurance, flexibility,
body composition).
4.1 The student will refine movement skills and
demonstrate the ability to combine them in
increasingly complex movement activities.
4.2 The student will understand and apply
movement concepts and principles in complex
motor skills.
4.5 The student will identify opportunities to
participate in regular physical activity at
school, at home, and in the community.
4.1 (a) Demonstrate proficiency in specialized
locomotor, non-locomotor, and manipulative
skill combinations in game and modified sports
activities (e.g., throw to a partner while he/she
runs to catch, dribble and pass soccer
ball/basketball to a moving receiver, catch
thrown objects, continuously strike a ball
against a backboard or wall with an
implement).
4.1 (b) Demonstrate moving to a rhythm (e.g.,
perform a variety of educational dances with
different international and regional American
formations; create educational dances with
apparent beginning, middle, and end,
combining shapes, levels, pathways, and
locomotor patterns).
4.1 (c) Perform smooth flowing sequences that
combine four or more of the following
movements: traveling, balancing, rolling, and
other types of weight transfer.
4.2 (a) Recall and demonstrate movement
principles and concepts for selected motor
patterns and combination skills (e.g.,
trajectory, force, speed).
4.2 (b) Apply movement principles and
concepts to basic game strategies.
4.5 The student will identify opportunities to
participate in regular physical activity at
school, at home, and in the community
Revised 2/7/2012
4.4 (a) Work productively and respectfully with
others in achieving a common group goal.
4.4 (b) Work toward positive solutions in
resolving disagreements.
4.4 (c) Demonstrate appropriate etiquette and
application of rules and procedures.
Loudoun County Public Schools Curriculum Mapping
EQUIPMENT/
RESOURCES
5FL-B Manual
Functional Equipment
5FL-B Resource CD
NOTES:
Revised 2/7/2012
Grade Level: 4th
Virginia Wellness Standards
Loudoun Vision (blackboard)
5FL-B Manual
Functional Equipment
Fitnessgram – Test Admin Manual
 PACER charts pp. 91-94
 Class score sheets p. 99
*Alternative test- for students who do not
pass the equivalent in upper body strength
or flexibility:

Modified Pull-ups (pp. 49-50)

Shoulder Stretch (pp. 55-56)
Length of Time: Yearlong
5FL-B Manual
Functional Equipment
Loudoun County Public Schools Curriculum Mapping
TIMEFRAME:
February
HEALTH & FITNESS ACADEMIC
CONTENT
Academic concepts that students will learn
ESSENTIAL
QUESTIONS
Grade Level: 4th
Length of Time: Yearlong
FITNESS
MOTOR SKILLS
Activities that intentionally improve the
fitness of students
Physical activities to teach movement
patterns
What are macronutrients?
What is the difference between muscular
strength and muscular endurance?
How are underhand throwing and underhand
striking a volleyball similar movements?
CONTENT
Nutrition: Food for Energy and Health (5FL-B)
pp. 2.16-2.38
Circuit Training (ongoing)
SKILLS/
ACTIVITIES
Nutrition: Food for Energy and Health (5FL-B)
pp. 2.16-2.38:
 Intro (5FL-B) pp. 2.19-2.20
 Vocabulary (5FL-B) p. 2.21
 Energy Cube Warm-Up (5FL-B) p. 2.22
 Energy Tag (5FL-B) pp. 2.23-2.24
 Energy Pin Down (5FL-B) p. 2.25
 Ultimate Energy Pin Down (5FL-B) p. 2.26
 Macronutrient Knowledge (5FL-B) pp. 2.272.30
Circuit Training (5FL-B) p. 4.1-4.50
 Teacher/Student Intro (5FL-B) pp. 4.4-4.5
 Modified Whole Class Functional
Equipment Workout (5FL-B) p. 4.7
 Circuit Suggestions
o 5FL circuit 1, 2, or 3 (5FL-B) pp. 4.84.13
Functional Fitness Equipment (5FL-B)
pp. 4.18-4.50
 Detailed Instruction of Exercises (5FL-B)
pp. 4.18-4.50
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer
Manipulative Skills: circuit training exercises,
dribbling with hands, shooting, passing,
striking with an implement, striking with hands,
jump rope (single rope, long, rope, double
Dutch)
Combination Skills: dribbling while moving,
dribbling puck while moving, passing while
moving, jog jump
Team & Individual Sports/Skills
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing

Skills and Drills: Mirror movements,
relays, follow the leader

Low Organized Games: locomotor tag
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer

Circuit training activities
Manipulative Skills: circuit training exercises,
dribbling with hands, shooting, passing,
striking with an implement, striking with hands,
jump rope (single rope, long, rope, double
Dutch)

Skills and Drills

Low organized games
Combination Skills:

Skills and Drills

Modified games and activities
Team & Individual Sports/Skills:

Modified Volleyball

Modified Basketball

Modified Striking Games

Jump Rope Skills
Revised 2/7/2012
SOCIAL, EMOTIONAL & SAFETY
What are the benefits of having good
sportsmanship during modified and team
games?
Sportsmanship
Sportsmanship:
 Fair Play
 Cooperation
 Respect of self and others
Loudoun County Public Schools Curriculum Mapping
ASSESSMENT
STANDARDS
LCPS
Benchmarks
Formative:

Food for Energy and Health reflective
questions (5FL-B) pp. 2.16-2.38
Summative:
 Food for Energy and Health Post
Assessment (5FL-B) pp. 2.35-2.38
Add Hth Standard
Add Hth Standard
Revised 2/7/2012
Grade Level: 4th
Length of Time: Yearlong
Formative:

Teacher Observation

Peer Assessment
Formative:

Teacher Observation

Rubric (TBD) – coincide with skills
taught
Formative:

Reflection-Check for understanding
4.2 The student will understand and apply
movement concepts and principles in complex
motor skills.
4.3 The student will correlate regular
participation in physical activity with various
components of fitness and improvement in
fitness and skill development.
4.5 The student will identify opportunities to
participate in regular physical activity at
school, at home, and in the community.
4.2 (c) Use movement principles to improve
personal performance and provide feedback to
others.
4.3 The student will correlate regular
participation in physical activity with various
components of fitness and improvement in
fitness and skill development.
4.5 The student will identify opportunities to
participate in regular physical activity at
school, at home, and in the community
4.1 The student will refine movement skills and
demonstrate the ability to combine them in
increasingly complex movement activities.
4.2 The student will understand and apply
movement concepts and principles in complex
motor skills.
4.5 The student will identify opportunities to
participate in regular physical activity at
school, at home, and in the community
4.4 The student will demonstrate positive
interactions with others in cooperative and
competitive physical activities.
4.1 (a) Demonstrate proficiency in specialized
locomotor, non-locomotor, and manipulative
skill combinations in game and modified sports
activities (e.g., throw to a partner while he/she
runs to catch, dribble and pass soccer
ball/basketball to a moving receiver, catch
thrown objects, continuously strike a ball
against a backboard or wall with an
implement).
4.1 (b) Demonstrate moving to a rhythm (e.g.,
perform a variety of educational dances with
different international and regional American
formations; create educational dances with
apparent beginning, middle, and end,
combining shapes, levels, pathways, and
locomotor patterns).
4.1 (c) Perform smooth flowing sequences that
combine four or more of the following
movements: traveling, balancing, rolling, and
other types of weight transfer.
4.2 (a) Recall and demonstrate movement
principles and concepts for selected motor
patterns and combination skills (e.g.,
trajectory, force, speed).
4.2 (b) Apply movement principles and
concepts to basic game strategies.
4.5 The student will identify opportunities to
participate in regular physical activity at
school, at home, and in the community
4.4 (a) Work productively and respectfully with
others in achieving a common group goal.
4.4 (b) Work toward positive solutions in
resolving disagreements.
4.4 (c) Demonstrate appropriate etiquette and
application of rules and procedures.
Loudoun County Public Schools Curriculum Mapping
EQUIPMENT/
RESOURCES
5FL-B Manual
Functional Equipment
5FL-B Resource CD
NOTES:
Revised 2/7/2012
Grade Level: 4th
5FL-B Manual
Functional Equipment
Length of Time: Yearlong
5FL-B Manual
Functional Equipment
Loudoun County Public Schools Curriculum Mapping
TIMEFRAME:
March
HEALTH & FITNESS ACADEMIC
CONTENT
Academic concepts that students will learn
ESSENTIAL
QUESTIONS
Grade Level: 4th
Length of Time: Yearlong
FITNESS
MOTOR SKILLS
Activities that intentionally improve the
fitness of students
Physical activities to teach movement
patterns
SOCIAL, EMOTIONAL & SAFETY
Why is it important for bones to be strong?
How can pedometers improve exercise habits?
What are the differences between jumping a
self-turned single rope vs. a long rope turned
by classmates.?
How does exercise improve your emotional
well-being?
CONTENT
Skeletal System: Bone Health (5FL-B)
pp. 3.1-3.14
Pedometers (5 FL-B) pp. 4.69-4.82
Sportsmanship
SKILLS/
ACTIVITIES
Skeletal System: Bone Health (5FL-B)
pp. 3.1-3.14:
 Bone Health Tag (5FL-B) p. 3.7
 Bone Building Relay (5FL-B) p. 3.8
Pedometers (5 FL-B) pp. 4.69-4.82

Starting With A Pedometer (5FL-B) p.
4.74

Step Into Fitness Pedometer Challenge
(5FL-B) pp. 4.75-4.76

Step Into Fitness Log and Graphing
Activity (5FL-B) pp. 4.77-4.79
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer
Manipulative Skills: circuit training exercises,
striking with an implement, striking with hands,
jump rope (single rope, long rope, double
Dutch)
Combination Skills: dribbling puck while
moving, jog jump
Team & Individual Sports/Skills
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing

Skills and Drills: Mirror movements,
relays, follow the leader

Low Organized Games: locomotor tag
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer

Circuit training activities
Manipulative Skills: circuit training exercises,
striking with an implement, striking with hands,
jump rope (single rope, long rope, double
Dutch)

Skills and Drills

Low organized games
Combination Skills:

Skills and Drills

Modified games and activities
Team & Individual Sports/Skills:

Modified Volleyball

Modified Striking Games

Jump Rope Skills

Four Square

Cupstacking
Revised 2/7/2012
Sportsmanship:
 Fair Play
 Cooperation
 Respect of self and others
Loudoun County Public Schools Curriculum Mapping
ASSESSMENT
STANDARDS
Formative:

Bone Health reflective questions (5FLB) pp. 3.1-3.8
Summative:

Bone Health Quiz (5FL-B) p. 3.9-3.10
and 3.13
Add Hth Standard
LCPS
Benchmarks
Add Hth Standard
EQUIPMENT/
RESOURCES
5FL-B Manual
Functional Equipment
5FL-B Resource CD
NOTES:
Revised 2/7/2012
Grade Level: 4th
Length of Time: Yearlong
Formative:

Teacher observation

Step Into Fitness (5FL-B) p. 4.80
Formative:

Teacher observation

Rubric (TBD) – coincide with skills
taught
Formative:
 Reflection-Check for understanding
4.3 The student will correlate regular
participation in physical activity with various
components of fitness and improvement in
fitness and skill development.
4.3 (a) Identify the components of healthrelated fitness (e.g., aerobic capacity,
muscular strength and endurance, flexibility,
body composition).
4.2 The student will understand and apply
movement concepts and principles in complex
motor skills.
4.4 The student will demonstrate positive
interactions with others in cooperative and
competitive
physical activities.
4.4 (a) Work productively and respectfully with
others in achieving a common group goal.
4.4 (b) Work toward positive solutions in
resolving disagreements.
4.4 (c) Demonstrate appropriate etiquette and
application of rules and procedures.
5FL-B Manual
Functional Equipment
5FL-B Manual
Functional Equipment
4.2 (c) Use movement principles to improve
personal performance and provide feedback to
others.
4.2 (d) Use feedback, including available
technology, to improve performance.
Loudoun County Public Schools Curriculum Mapping
TIMEFRAME:
April
HEALTH & FITNESS ACADEMIC
CONTENT
SKILLS/
ACTIVITIES
Length of Time: Yearlong
FITNESS
MOTOR SKILLS
Academic concepts that students will learn
Activities that intentionally improve the
fitness of students
Physical activities to teach movement
patterns
What do muscles do?
Why should I use a heart rate baton?
What non-locomotor skills are used when
striking with an implement?
Muscular System: Muscle Motion
(5FL-B) pp. 3.15-3.29
Heart Health Pyramid (5FL-B) pp. 4.51-4.68
Muscular System: Muscle Motion
(54L-B) pp. 3.15-3.29:
 The Notion of Muscle Motion (5FL-B) p. 3.21
 Muscle Tag (5FL-B) p. 3.22
 Build Your Muscles (5FL-B) p. 3.23
Heart Health Pyramid (5FL-B) pp. 4.51-4.68

Age-Adjusted Maximum and Training
Heart Rate Formulas (5FL-B) pp. 4.584.59

Heart Health Pyramid, (5FL-B) pp.4.60 –
4.62

Heart Health Pyramid Recording Log
(5FL-B) pp. 4.63-4.64
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer
Manipulative Skills: circuit training exercises,
striking with an implement, striking with hands,
throwing, catching
Combination Skills: dribbling with a puck,
catch a rolled ball while moving and throw it
back to a partner
Team & Individual Sports/Skills
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing

Skills and Drills: Mirror movements,
relays, follow the leader

Low Organized Games: locomotor tag
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer

Circuit training activities
Manipulative Skills: circuit training exercises,
striking with an implement, striking with hands,
throwing, catching

Skills and Drills

Low organized games
Combination Skills:

Skills and Drills

Modified games and activities
Team & Individual Sports/Skills:

Modified Striking Games

Four Square

Cup stacking

Modified Baseball/Softball
ESSENTIAL
QUESTIONS
CONTENT
Grade Level: 4th
Revised 2/7/2012
SOCIAL, EMOTIONAL & SAFETY
What safety procedures should be used when
playing striking games with equipment?
Sportsmanship
Sportsmanship:
 Fair Play
 Cooperation
 Respect of self and others
Loudoun County Public Schools Curriculum Mapping
ASSESSMENT
Grade Level: 4th
Length of Time: Yearlong
Formative:

Muscle Motion questions (5FL-B) pp.
3.15-3.23
Summative:

Muscle Motion quiz (5FL-B) pp. 3.243.25 and 3.28
4.3 The student will correlate regular participation
in physical activity with various components of
fitness and improvement in fitness and skill
development.
Formative:

Teacher Observation

Reflective Questions
Formative:

Teacher Observation

Rubric (TBD) – coincide with skills
taught
Formative:

Reflection-Check for understanding
4.3 The student will correlate regular
participation in physical activity with various
components of fitness and improvement in
fitness and skill development.
4.4 The student will demonstrate positive
interactions with others in cooperative and
competitive physical activities.
LCPS
Benchmarks
4.3 (a) Identify the components of health-related
fitness (e.g., aerobic capacity, muscular strength
and endurance, flexibility, body composition).
4.3 (b) Apply data from a standardized healthrelated fitness assessment to determine personal
fitness goals.
4.3 (a) Identify the components of healthrelated fitness (e.g., aerobic capacity,
muscular strength and endurance, flexibility,
body composition).
4.3 (b) Apply data from a standardized healthrelated fitness assessment to determine
personal fitness goals.
EQUIPMENT/
RESOURCES
5FL-B Manual
Functional Equipment
5FL-B Resource CD
5FL-B Manual
Functional Equipment
4.1 The student will refine movement skills and
demonstrate the ability to combine them in
increasingly complex movement activities.
4.2 The student will understand and apply
movement concepts and principles in complex
motor skills.
4.5 The student will identify opportunities to
participate in regular physical activity at
school, at home, and in the community.
4.1 (a) Demonstrate proficiency in specialized
locomotor, non-locomotor, and manipulative
skill combinations in game and modified sports
activities (e.g., throw to a partner while he/she
runs to catch, dribble and pass soccer
ball/basketball to a moving receiver, catch
thrown objects, continuously strike a ball
against a backboard or wall with an
implement).
4.1 (c) Perform smooth flowing sequences that
combine four or more of the following
movements: traveling, balancing, rolling, and
other types of weight transfer.
4.2 (a) Recall and demonstrate movement
principles and concepts for selected motor
patterns and combination skills (e.g.,
trajectory, force, speed).
4.2 (b) Apply movement principles and
concepts to basic game strategies.
4.5 The student will identify opportunities to
participate in regular physical activity at
school, at home, and in the community.
5FL-B Manual
Functional Equipment
STANDARDS
NOTES:
Revised 2/7/2012
4.4 (a) Work productively and respectfully with
others in achieving a common group goal.
4.4 (b) Work toward positive solutions in
resolving disagreements.
4.4 (c) Demonstrate appropriate etiquette and
application of rules and procedures.
Loudoun County Public Schools Curriculum Mapping
Grade Level: 4th
Length of Time: Yearlong
TIMEFRAME:
MAY
HEALTH & FITNESS ACADEMIC
CONTENT
ESSENTIAL
QUESTIONS
What are some activities that will directly improve
your cardiorespiratory endurance, muscular
strength and endurance, and flexibility?
How have you improved your fitness level?
What locomotor skills are used when playing
modified baseball/softball activities?
How do multicultural games provide an
awareness of others?
CONTENT
Review Five Components of Fitness Concepts
(5FL-B) pp.1.6-1.13):
End of Year Fitness Measurements
(5FL-B) pp. 4.96-4.109
Fitness Measurement (protocol from
Fitnessgram Manual)
Goal Setting, 5FL-B pp. 4.110-4.122
Sportsmanship
SKILLS/
ACTIVITIES
Five components of Fitness (Five For Life
Basic (5FL-B) pp.1.6-1.13):
 Cardiorespiratory Endurance:
o Cardiorespiratory Endurance Activity
(5FL-B) p. 1.6
 Muscular Strength and Endurance:
o Muscular Strength and Endurance
Activity (5FL-B) p. 1.7
 Flexibility:
o Flexibility Activity (5FL-B) p. 1.8
 Body Composition:
o Body Composition Explanation (5FLB) p. 1.9
End of Year Fitness Measurements
(5FL-B) pp. 4.96-4.109
Fitness Measurement (protocol from
Fitnessgram Manual):
 Curl ups pp. 42-44
 PACER pp. 28-32
 Sit and reach pp. 53-55
 Push-ups pp. 48-49
 Trunk Lift pp. 45-47
Goal Setting, (5FL-B) pp. 4.110-4.122:
Review end of year fitness scores and set
attainable goals for next testing year (5FL-B)
pp. 4.115-4.119
ASSESSMENT
Formative:

Five Components of Fitness reflective
questions (5FL-B) pp. 1.6-1.9
Formative:

End of Year Fitness Measurements

Goal Setting
o Self Assessment (5FLB) p. 4.104
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer
Manipulative Skills: circuit training activities,
striking with an implement, throwing, catching
Combination Skills: catch a rolled ball while
moving and throw it back to a partner, catching
while moving
Team & Individual Sports/Skills
Locomotor Skills: Skip, gallop, slide,
grapevine, run, walk, hop, jump, leap, dodging,
fleeing

Skills and Drills: Mirror movements,
relays, follow the leader

Low Organized Games: locomotor tag
Non-Locomotor Skills: Turn, twist, roll,
balance, stretch, jump and land, bend curl,
swing, sway, weight transfer

Circuit training activities
Manipulative Skills: circuit training activities,
striking with an implement, throwing, catching

Skills and Drills

Low organized games
Combination Skills:

Skills and Drills

Modified games and activities
Team & Individual Sports/Skills:

Modified Baseball/Softball

Field Day Prep-Games

Frisbee

Multicultural Games
Formative:

Teacher Observation

Rubric (TBD) – coincide with skills
taught
Academic concepts that students will learn
Revised 2/7/2012
FITNESS
MOTOR SKILLS
Activities that intentionally improve the
fitness of students
Physical activities to teach movement
patterns
SOCIAL, EMOTIONAL & SAFETY
Sportsmanship:
 Fair Play
 Cooperation
 Respect of self and others
Formative:

Reflection-Check for understanding
Loudoun County Public Schools Curriculum Mapping
Grade Level: 4th
STANDARDS
4.3 The student will correlate regular participation
in physical activity with various components of
fitness and improvement in fitness and skill
development.
4.5 The student will identify opportunities to
participate in regular physical activity at school, at
home, and in the community.
4.3 The student will correlate regular
participation in physical activity with various
components of fitness and improvement in
fitness and skill development.
LCPS
Benchmarks
4.3 (a) Identify the components of health-related
fitness (e.g., aerobic capacity, muscular strength
and endurance, flexibility, body composition).
4.5 The student will identify opportunities to
participate in regular physical activity at school, at
home, and in the community.
4.3 (a) Identify the components of healthrelated fitness (e.g., aerobic capacity,
muscular strength and endurance, flexibility,
body composition).
EQUIPMENT/
RESOURCES
5FL-B Manual
Functional Equipment
5FL-B Resource CD
5FL-B Manual
Functional Equipment
NOTES:
Revised 2/7/2012
*Alternative test- for students who do not
pass the equivalent in upper body strength
or flexibility:

Modified Pull-ups (pp. 49-50)

Shoulder Stretch (pp. 55-56)
Length of Time: Yearlong
4.1 The student will refine movement skills and
demonstrate the ability to combine them in
increasingly complex movement activities.
4.2 The student will understand and apply
movement concepts and principles in complex
motor skills.
4.5 The student will identify opportunities to
participate in regular physical activity at
school, at home, and in the community.
4.1 (a) Demonstrate proficiency in specialized
locomotor, non-locomotor, and manipulative
skill combinations in game and modified sports
activities (e.g., throw to a partner while he/she
runs to catch, dribble and pass soccer
ball/basketball to a moving receiver, catch
thrown objects, continuously strike a ball
against a backboard or wall with an
implement).
4.2 (a) Recall and demonstrate movement
principles and concepts for selected motor
patterns and combination skills (e.g.,
trajectory, force, speed).
4.2 (b) Apply movement principles and
concepts to basic game strategies.
4.5 The student will identify opportunities to
participate in regular physical activity at
school, at home, and in the community.
5FL-B Manual
Functional Equipment
4.4 The student will demonstrate positive
interactions with others in cooperative and
competitive physical activities.
4.4 (a) Work productively and respectfully with
others in achieving a common group goal.
4.4 (b) Work toward positive solutions in
resolving disagreements.
4.4 (c) Demonstrate appropriate etiquette and
application of rules and procedures.