Common Planner
K–12 Standards

Grade 5

Other Minnesota Physical Education sets

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

  • 1.

    Combine locomotor and manipulative skills in educational games, educational dance, and educational gymnastics.5.1.1.1

  • 2.

    Combine jumping and landing in the horizontal plane with locomotor and manipulative skills in educational games, educational dance, and educational gymnastics.5.1.1.2

  • 3.

    Combine jumping and landing in the vertical plane with locomotor and manipulative skills in educational games, educational dance, and educational gymnastics.5.1.1.3

  • 4.

    Combine and sequence locomotor and non-locomotor skills transitioning from one skill to another smoothly without hesitation, while maintaining rhythm in culturally relevant and creative dances.5.1.1.4

  • 1.

    Combine balance and weight transfer in an educational dance and educational gymnastics sequence.5.1.2.1

  • 2.

    Combine balance and weight transfer in an educational dance and educational gymnastics sequence.5.1.2.2

  • 3.

    Combine rolling with traveling and non-locomotor skills as part of an educational gymnastic sequence, with fluidity and balanced transition from one skill to the next.5.1.2.3

  • 4.

    Perform non-locomotor skills as part of an educational game, educational dance, or educational gymnastics sequence.5.1.2.4

  • 5.

    Combine balances, non-locomotor skills, locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, and flow) to perform an educational dance and an educational gymnastics sequence with a group.5.1.2.5

  • 1.

    Roll and throw underhand in small-sided games.5.1.3.1

  • 2.

    Throw overhand within a task that requires force for distance, using a maturing pattern in closed environments.5.1.3.2

  • 3.

    Throw overhand with accuracy in small-sided games.5.1.3.3

  • 4.

    Catch a thrown ball, above the head, at chest or waist level and below the waist, in small-sided games.5.1.3.4

  • 5.

    Dribble with the preferred or non-preferred hand in small-sided games.5.1.3.5

  • 6.

    Dribble with the feet in small-sided games.5.1.3.6

  • 7.

    Pass and receive a ball with the feet in small-sided games.5.1.3.7

  • 8.

    Dribble with hands or feet in combination with other skills while controlling the ball and the body in small-sided games.5.1.3.8

  • 9.

    Kick a moving ball along the ground and in the air in small-sided games.5.1.3.9

  • 10.

    Punt contacting the ball with shoelaces or top of the foot, sending it forward in practice tasks.5.1.3.10

  • 11.

    Volley underhand in small-sided games.5.1.3.11

  • 12.

    Volley using a two-hand overhead pattern in small-sided games.5.1.3.12

  • 13.

    Strike using a short-handled implement in small-sided games.5.1.3.13

  • 14.

    Strike using a long-handled implement in small-sided games.5.1.3.14

  • 15.

    Combine traveling with the manipulative skills of dribbling, throwing, catching and striking with accuracy small-sided games.5.1.3.15

  • 16.

    Combine jump rope skills to perform a routine using either a long or short rope, with a partner.5.1.3.16

  • 17.

    Skill met in Grade 4.5.1.3.17

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

  • 1.

    Apply the space awareness concepts of directions, pathways, levels and extensions in small-sided games and educational dance or educational gymnastics.5.2.1.1

  • 2.

    Apply the relationship awareness concepts in small-sided games and educational dance or educational gymnastics.5.2.1.2

  • 3.

    Apply the effort awareness concepts of speed, force and flow in small-sided games and educational dance or educational gymnastics.5.2.1.3

  • 4.

    Apply offensive and defensive tactics in small-sided invasion games.5.2.1.4

  • 5.

    Apply offensive and defensive tactics in small-sided net and wall games.5.2.1.5

  • 6.

    Apply distance and direction tactics in target games.5.2.1.6

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

  • 1.

    Chart and analyze personal participation in physical activity outside of physical education class for health benefits.5.3.1.1

  • 1.

    Actively participates in small-sided games without teacher prompting.5.3.2.1

  • 1.

    Apply the F.I.T.T. principle for cardiorespiratory fitness to personal behaviors and identify the need for warm-up and cool down when participating in these types of activities.5.3.3.1

  • 2.

    Apply the F.I.T.T. principle for muscular endurance, muscular strength, and flexibility to personal behaviors, and identify the need for warm-up and cool down when participating in these types of activities.5.3.3.2

  • 1.

    Analyze pre-and post-fitness assessment results, compare results to recommendations for good health and describe personal strategies to enhance fitness through physical activity participation.5.3.4.1

  • 1.

    Analyze the impact of food choices relative to physical activity and personal health.5.3.5.1

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

  • 1.

    Engage in physical activity while demonstrating responsible interpersonal behavior. For example: peer to peer, student to teacher, student to referee.5.4.1.1

  • 1.

    Give and receive corrective feedback respectfully to and from peers.5.4.2.1

  • 1.

    Work cooperatively and respectfully with classmates of all skill levels in small or large group activities.5.4.3.1

  • 1.

    Follow rules and etiquette in small-sided games, educational dance, and educational gymnastics5.4.4.1

  • 1.

    Move safely in small-sided games, educational dance, and educational gymnastics.5.4.5.1

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

  • 1.

    Analyze participation in physical activity and describe the personal impact it has on mental-emotional health, physical health, social health, and cognitive health.5.5.1.1

  • 1.

    Analyze physical activities based on personal levels of challenge and identify ways to overcome challenges to enhance enjoyment, confidence, and willingness to participate.5.5.2.1

  • 1.

    Analyze physical activities based on personal levels of enjoyment, and opportunities for social interaction and self-expression.5.5.3.1

Frequently asked questions

What grade levels do these standards cover?
Grade 5
When were these standards adopted?
2018
Where can I read the official document?
Minnesota K-12 Academic Standards Physical Education

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