Access Physical Education Grade 4 (#7715040) 

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Course Standards

Name Description
PE.4.C.2.1: Understand the importance of purposeful movement in a variety of movement settings.
Some examples of purposeful movement are timing, flow, rhythm, sequencing and transfer of weight.
PE.4.C.2.2: Understand the importance of safety rules and procedures in all physical activities, especially those that are high risk.
An example of a safety procedure is having students stand a safe distance away from a student swinging a golf club during striking activities.
PE.4.C.2.3: Use technology to gather information about performance.
Some examples of technology are pedometers, accelerometers, heart-rate monitors, videos, websites and spreadsheets.
PE.4.C.2.4: Understand the importance of protecting parts of the body from the harmful rays of the sun.
Some examples are sunscreen and protective clothing.
PE.4.C.2.5: Detect errors in personal movement patterns.
An example of a way to detect errors in personal movement patterns is through the use of videotaping.
PE.4.C.2.6: Compare and discuss skills/sports that use similar movement patterns.
Some examples are volleyball and tennis serve, surfing and skate boarding.
PE.4.C.2.7: Identify proper warm-up and cool-down techniques and the reasons for using them.
An example of a warm-up technique for sprinting is stretching the hamstring muscles in order to prevent injury.
PE.4.C.2.8: Identify the importance of hydration before, during and after physical activity.
An example of the importance of hydration is to prevent heat-related illnesses.
PE.4.C.2.9: Identify basic offensive and defensive tactics for modified invasion and net activities.
An example of an offensive tactic in tennis is hitting the ball away from the opponent.
PE.4.L.3.1: Identify a moderate physical activity.
PE.4.L.3.2: Identify a vigorous physical activity.
PE.4.L.3.3: Identify opportunities for involvement in physical activities during the school day.
PE.4.L.3.4: Identify opportunities for involvement in physical activities after the school day.
PE.4.L.3.5: Implement at least one lifestyle behavior to increase physical activity.
PE.4.L.3.6: Discuss the importance of wearing a bicycle helmet.
PE.4.L.4.1: Identify the muscles being strengthened during the performance of specific activities.
PE.4.L.4.2: Identify several activities related to each component of physical fitness.
PE.4.L.4.3: Maintain heart rate within the target heart rate zone for a specified length of time during an aerobic activity.
PE.4.L.4.4: Identify ways to participate in selected physical activities for the purpose of improving physical fitness.
PE.4.L.4.5: Identify ways to participate in formal and informal physical fitness assessment.
PE.4.L.4.6: Identify how specific stretches increase flexibility and reduce the chance of injury.
PE.4.L.4.7: Understand appropriate serving size.
PE.4.L.4.8: Explain the principles of physical fitness.
PE.4.L.4.9: Develop short- and long-term fitness goals.
PE.4.L.4.10: Describe ways that technology can assist in the pursuit of physical fitness.
PE.4.M.1.1: Apply movement concepts to the performance of locomotor skills in a variety of movement settings.
Some examples of movement settings are sequences, dances and games. Some examples of movement concepts are directions, effort and relationships.
PE.4.M.1.2: Strike a moving object using body parts so that the object travels in the intended direction at the desired height.
Some examples of activities to apply this are volleying, kicking and punting.
PE.4.M.1.3: Strike an object continuously using a paddle/racquet demonstrating correct technique of a forehand pattern.
Some examples of ways to strike continuously are against a wall and a partner-fed toss.
PE.4.M.1.4: Strike moving and/or stationary objects with long-handled implements using correct technique so the objects travel in the intended direction.
Some examples of long-handled implements are golf clubs, bats and hockey sticks.
PE.4.M.1.5: Dribble and pass to a moving partner.
PE.4.M.1.6: Perform a variety of swim strokes.
Some examples of swim strokes are front crawl, backstroke, elementary back stroke and modified breaststroke.
PE.4.M.1.7: Move in different directions to catch objects of different sizes and weights thrown by a stationary partner from varying distances.
PE.4.M.1.8: Throw balls of various sizes and weights to a stationary partner from varying distances using a correct overhand motion.
PE.4.M.1.9: Perform a teacher-designed sequence, with or without manipulatives, while demonstrating balance, coordination, clear shapes, purposeful movements and smooth transitions.
Some examples of sequences are rhythm, movement and dance. Some examples of manipulatives are tinikling poles, lummi sticks and jump ropes.
PE.4.M.1.10: Perform two or more dances accurately.
Some examples of dances are line, square, contra, folk, step and social.
PE.4.M.1.11: Perform a self-designed gymnastics sequence consisting of clear beginning and ending balances and three different movement elements with correct technique and smooth transitions.
Some examples of movement elements are balances, rolling actions, changes in speed/ direction and skills requiring weight on hands.
PE.4.M.1.12: Run and hurdle a succession of low- to medium-level obstacles.
PE.4.R.5.1: Discuss the influence of individual differences on participation in physical activities.
PE.4.R.5.2: List ways to encourage others while refraining from insulting/negative statements.
PE.4.R.5.3: Demonstrate respect and caring for students with disabilities through verbal and non-verbal encouragement and assistance.
PE.4.R.6.1: Discuss how physical activity can be a positive opportunity for social and group interaction.
PE.4.R.6.2: Describe the connection between skill competence and enjoyment of physical activity.
PE.4.R.6.3: Discuss ways to celebrate one's own physical accomplishments while displaying sportsmanship.
HE.4.B.3.3: Examine resources from home, school and community that provide valid health information.
Internet; reputable websites, media; television, radio, brochures, books; professional interview;, and hospitals.
HE.4.C.1.2: Identify examples of mental/emotional, physical, and social health.
Expressing appropriate feelings, treating others with respect, and participating in a daily physical activity.
HE.4.C.2.6: Explain how technology influences personal thoughts, feelings, and health behaviors.
Cyber-bullying, habitual gaming, violent video games, and seat-belt alarm.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
LAFS.K12.L.3.4 (Archived Standard): Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
MAFS.4.G.1.3 (Archived Standard): Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

General Course Information and Notes


Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

The purpose of this course is to enable students with disabilities to develop awareness and appreciation of the visual and performing arts. Art instruction includes experimenting with a variety of concepts and ideas in art while using materials correctly and safely to convey personal interests. Students learn to use accurate art vocabulary during the creative process to describe and talk about their work. Observation skills, prior knowledge and art criticism skills are employed to reflect on and interpret works of art. During the creative process, students use accurate art terms and procedures, as well as time-management and collaborative skills.

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: {{AzureStorageLink}}/uploads/docs/standards/eld/la.pdf.

For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at

General Information

Course Number: 7715040 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS PE GRADE 4
Course Attributes:
  • Class Size Core Required
Course Status: Course Approved

Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Physical Education (Elementary and Secondary Grades K-12)
Physical Education (Grades K-8)
Physical Education (Grades K-8) Plus Adaptive Physical Education Endorsement

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