Common Planner
K–12 Standards

Grade 1

Other Minnesota Physical Education sets

Demonstrates competency in a variety of motor skills and movement patterns.

  • 1.

    Hop, gallop, and slide using a maturing pattern.1.1.1.1

  • 2.

    Jump and land in the horizontal plane demonstrating two of the five critical elements, while taking off and landing with two feet.1.1.1.2

  • 3.

    Jump and land in the vertical plan demonstrating two of the five critical elements, while taking off and landing with two feet.1.1.1.3

  • 4.

    Combine locomotor and non-locomotor skills in educational dance while maintaining balance.1.1.1.4

  • 1.

    Maintain balance on different bases of support with different body shapes.1.1.2.1

  • 2.

    Transfer weight from one body part to another in personal space (self-space).1.1.2.2

  • 3.

    Roll forward or backward with a curled body shape. For example: rocker, egg roll.1.1.2.3

  • 4.

    Perform non-locomotor skills with the body in a variety of stationary positions. For example: different levels, shapes, sizes.1.1.2.4

  • 5.

    Developmentally appropriate and emerging benchmarks first appear in Grade 2.1.1.2.5

  • 1.

    Roll and throw underhand demonstrating two of the five critical elements of a maturing pattern.1.1.3.1

  • 2.

    Throw overhand with opposite foot forward.1.1.3.2

  • 3.

    Developmentally appropriate and emerging benchmarks first appear in Grade 3.1.1.3.3

  • 4.

    Catch a self-tossed ball adjusting hands and arms to the location of the ball.1.1.3.4

  • 5.

    Dribble with preferred hand while remaining in personal space (self-space).1.1.3.5

  • 6.

    Dribble with inside of the foot while remaining in personal space (self-space).1.1.3.6

  • 7.

    Pass with the feet to a stationary target, while maintaining balance.1.1.3.7

  • 8.

    Developmentally appropriate and emerging benchmarks first appear in Grade 4.1.1.3.8

  • 9.

    Kick a stationary ball demonstrating two of the five critical elements of a maturing pattern.1.1.3.9

  • 10.

    Developmentally appropriate and emerging benchmarks first appear in Grade 3.1.1.3.10

  • 11.

    Volley individually using various body parts making multiple contacts, while maintaining balance.1.1.3.11

  • 12.

    Developmentally appropriate and emerging benchmarks first appear in Grade 3.1.1.3.12

  • 13.

    Strike using a short-handled implement, while maintaining balance.1.1.3.13

  • 14.

    Developmentally appropriate and emerging benchmarks first appear in Grade 2.1.1.3.14

  • 15.

    Developmentally appropriate and emerging benchmarks first appear in Grade 4.1.1.3.15

  • 16.

    Consecutively jump forward or backward using a self-turned rope.1.1.3.16

  • 17.

    Consecutively jump a long rope with teacher-assisted turning.1.1.3.17

Apply knowledge of concepts, principles, strategies and tactics to movement and performance.

  • 1.

    Travel at different levels differentiating between movement in personal space (self-space) and general space. For example: low, middle, high.1.2.1.1

  • 2.

    Travel in different relationships to others and objects. For example: over, under, through, around, behind.1.2.1.2

  • 3.

    Travel using strong and light forces.1.2.1.3

  • 4.

    Developmentally appropriate and emerging benchmarks first appear in Grade 3.1.2.1.4

  • 5.

    Developmentally appropriate and emerging benchmarks first appear in Grade 3.1.2.1.5

  • 6.

    Developmentally appropriate and emerging benchmarks first appear in Grade 3.1.2.1.6

Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

  • 1.

    Identify basic benefits of being physically active outside of physical education class, both indoors and outdoors.1.3.1.1

  • 1.

    Actively participates in physical activities with minimal teacher prompting.1.3.2.1

  • 1.

    Identify the heart as a muscle that grows stronger with exercise, play and physical activity.1.3.3.1

  • 2.

    Describe the connection between muscles and one's ability to move.1.3.3.2

  • 1.

    Developmentally appropriate and emerging benchmarks first appear in Grade 3.1.3.4.1

  • 1.

    Differentiate between foods to eat often, foods to eat some of the time, and foods to eat in moderation.1.3.5.1

Exhibit responsible personal and social behavior that respects self and others.

  • 1.

    Follow class rules and protocols related to self, space and equipment with minimal teacher prompting.1.4.1.1

  • 1.

    Consistently use feedback from the teacher.1.4.2.1

  • 1.

    Work respectfully with a partner while sharing equipment and space.1.4.3.1

  • 1.

    Developmentally appropriate and emerging benchmarks first appear in Grade 3.1.4.4.1

  • 1.

    Move safely in general space with minimal reminders.1.4.5.1

Recognize the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

  • 1.

    Identify physical activities that can enhance good health.1.5.1.1

  • 1.

    Recognize that learning something new can be challenging, but practice and effort can lead to success.1.5.2.1

  • 1.

    Identify physical activities that can be played alone and with others that are personally enjoyable.1.5.3.1

Frequently asked questions

What grade levels do these standards cover?
Grade 1
When were these standards adopted?
2018
Where can I read the official document?
Minnesota K-12 Academic Standards Physical Education

Keep exploring

Keep exploring Physical Education standards

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