Access Physical Education Grade 5 (#7715045) 

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Course Standards

Name Description
PE.5.C.2.1: Apply purposeful movement to a variety of movement settings to include designing and performing movement routines.
Some examples of purposeful movement are timing, flow, rhythm, sequencing and transfer of weight.
PE.5.C.2.2: Design or modify a game incorporating skills, rules and strategies.
PE.5.C.2.3: Apply feedback gathered from the use of technology to assess and enhance performance.
Some examples of technology are pedometers, accelerometers, heart-rate monitors, videos, websites and spreadsheets.
PE.5.C.2.4: Identify the different types of basic water- rescue techniques, using various types of items.
An example of a water-rescue technique is to reach out to the victim with a pole and pull him/her to safety.
PE.5.C.2.5: Detect, analyze and correct errors in personal movement patterns.
PE.5.C.2.6: Compare and contrast skills/sports that use similar movement patterns and concepts.
Some examples are volleyball and tennis serve, surfing and skate boarding.
PE.5.C.2.7: Identify basic practice and conditioning principles that enhance performance.
An example of a conditioning principle that would enhance performance is running with weight resistance to improve speed.
PE.5.C.2.8: Categorize basic offensive and defensive tactics for modified invasion and net activities.
An example of an offensive tactic in basketball is keeping your body between the ball and the defender.
PE.5.L.3.1: Identify a moderate physical activity.
PE.5.L.3.2: Identify a vigorous physical activity.
PE.5.L.3.3: Identify opportunities for involvement in physical activities during the school day.
PE.5.L.3.4: Identify opportunities for involvement in physical activities after the school day.

PE.5.L.3.5: Formulate a plan to increase the amount of time spent in physical activity.

PE.5.L.3.6: Discuss lifestyle behaviors that can be made to increase physical activity.
PE.5.L.3.7: Use technology to enhance regular participation in physical activities.
PE.5.L.3.8: Discuss the importance of being visible, being predictable and communicating when cycling.
PE.5.L.4.1: Differentiate between muscular strength and muscular endurance.
PE.5.L.4.2: Identify activities that develop and maintain each component of physical fitness.
PE.5.L.4.3: Identify that an increase in heart rate intensity is necessary to enhance cardiorespiratory endurance.
PE.5.L.4.4: Analyze one's own physical fitness assessment results and develop strategies to enhance performance.
PE.5.L.4.5: Select proper stretching exercises to increase flexibility and reduce the chance of injury.
PE.5.L.4.6: Plan a menu for a balanced meal.
PE.5.L.4.7: Apply the principles of physical fitness to exercise.
PE.5.L.4.8: Evaluate progress toward short- and long-term fitness goals.
PE.5.L.4.9: Explain how technology can assist in the pursuit of physical fitness.
PE.5.M.1.1: Apply locomotor skills in a variety of movement settings, while applying the appropriate movement concepts as the situation demands.
Some examples of movement settings are sequences, dances and games. Some examples of movement concepts are directions, effort and relationships.
PE.5.M.1.2: Approach and strike a moving object with body parts so that the object travels in the intended direction at the desired height using correct technique.
Some examples of activities to apply this are volleying, kicking and punting.
PE.5.M.1.3: Strike an object continuously with a partner using a paddle/racquet demonstrating correct technique of a forehand pattern.
PE.5.M.1.4: Strike moving and/or stationary objects with long-handled implements so the objects travel in the intended direction at the desired height using correct technique.
Some examples of long-handled implements are golf clubs, bats and hockey sticks.
PE.5.M.1.5: Apply dribbling skills in modified games, focusing on offensive strategies.
Some examples of offensive strategies are fakes, stopping and starting, changing directions and changing speeds.
PE.5.M.1.6: Demonstrate proficiency in one or more swim strokes.
Some examples of swim strokes are front crawl, backstroke, breaststroke, sidestroke and butterfly.
PE.5.M.1.7: Catch a variety of objects while traveling and being defended.
PE.5.M.1.8: Throw a leading pass overhand to a moving partner using a variety of objects.
PE.5.M.1.9: Perform a self-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.5.M.1.10: Perform a variety of dances accurately.
Some examples of dances are line, square, contra, folk, step and social.
PE.5.M.1.11: Perform a self-designed gymnastics sequence consisting of clear beginning and ending balances and four 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.5.R.5.1: Describe a benefit of working productively with a partner to improve performance.
PE.5.R.5.2: Describe ways to utilize equipment safely during physical activities.
PE.5.R.5.3: Describe the influence of individual differences on participation in physical activities.
PE.5.R.6.1: Describe how participation in physical activity is a source of self-expression and meaning.
PE.5.R.6.2: Explain the benefits of physical activity.
PE.5.R.6.3: Explain ways to celebrate one's own physical accomplishments while displaying sportsmanship.
HE.5.B.5.4: Select a healthy option when making decisions for yourself and/or others.
Report bullying, resolve conflicts, and use safety equipment.
HE.5.C.1.3: Explain ways a safe, healthy home and school environment promote personal health.
Smoke-free environment, clean/orderly environment, behavior rules, and availability of fresh produce.
HE.5.C.1.6: Recognize how appropriate health care can promote personal health.
Having immunizations, using medication appropriately, and seeking grief/loss counseling.
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.5.G.2.3 (Archived Standard): Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

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: 7715045 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS PE GRADE 5
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 (Grades K-8)
Physical Education (Elementary and Secondary Grades K-12)
Physical Education (Grades K-8) Plus Adaptive Physical Education Endorsement

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