Jump repeatedly a self-turned rope while trying to initiate various movement patterns (e.g., one foot, two feet close together, two feet wide apart, alternating one foot then two feet, increasing and/or decreasing effort and the use of space).

Run and jump (one-foot take-off, two-foot landing) in sand, on mats, and/or on grass; record measured distances and compare results of personal performances over time.

Run and jump over slightly raised objects such as benches, mats, and high jump bars, varying take-off (e.g., one-foot, two-foot) and landing (e.g., one-foot, two-foot).

Demonstrate the ability to change directions, pathways, and body positions quickly and appropriately by participating in chasing, fleeing, and deking activities.

Identify adjustments needed to improve skillful performance in jumping and landing skills by viewing a demonstration (e.g., teacher, student) using correct performance cues language (e.g., swing the arms upward to get more lift; flex hips, knees, and ankles to absorb shock of landing) to improve performance.

Spring on and off raised objects (e.g., benches, steps) and vary position of body while in flight (in the air) and land in a stable position.

Balance objects (e.g., beanbags, balls) using different body parts (e.g., head, shoulder, hand, foot) while traveling alone and with a partner.

Design and demonstrate, with a partner, a variety of statues (balances) of different shapes, with one person bearing some or all of the weight of the partner, while focusing on being as stable as possible.

Design and demonstrate, with a partner, a variety of stable shapes that replicate 3-D objects/forms.

Create and perform a sequence of balances that demonstrate a given variety of bases of support (e.g., one foot, one foot and one hand) while remaining on a raised object (e.g., bench, low beam, crate), starting with a jump to a mount position and ending with a dismount landing in control on two feet.

Identify adjustments (e.g., lower the centre of gravity, free body parts need to be extended for stability) needed, using performance cues language, to improve performance in teacher and/or classmate demonstrated balances.

Apply movement vocabulary (e.g., hop, spin, deke, dodge, counter-clockwise) when involved in simple movement activities (e.g., obstacle course, tag games, movement sequences).

Respond physically and verbally to questions such as "How can we take up as much space as possible when standing in one spot?", "What does it mean to get into the open space?", and "How can we create space?".

Create and perform a sequence of at least five movements (balances, springs, rotations, landings) with smooth flow, and variations in traveling speed between movements, to cover a given space while manipulating one object (e.g., ball, rope, scarf).

Show an understanding of mirroring and matching movements of partners in stationary positions and while moving (e.g., follow-the-leader).

Move for a sustained period of time (building towards seven minutes) while participating in rhythmic activities such as running to the beat of a drum or dancing to music with a fast beat.

Perform simple rhythmic actions to songs using given criteria (e.g., move only arms and flow smoothly to the beat of the music; move in a forceful and jerky manner as you move throughout general space).

Imitate, copy, follow, mirror, and shadow dance steps and movements to form sequences and dances as selected by the teacher (e.g., square dance, hand jive).

Create patterns of movement to rhythms (e.g., slow, moderate, fast, three counts, four counts) heard in music from a variety of cultures.

Move rhythmically to established counted rhythms as used in various dances such as the square dance from various cultures, the Oklahoma Two Step from First Nations culture, and La Danse du Crochet from the Métis culture (Note: Physical participation in First Nations and Métis dances should occur after the spirit and intent of these dances have been taught in Arts Education through Outcome CH3.2).