Unit Plan 15 (Grade 3 PE): Personal Fitness & Healthy Habits

Focus: Help students recognize body responses to exercise, connect PE to healthy habits outside school, and understand how active choices support physical and emotional well-being.

Grade Level: 3

Subject Area: Physical Education (Personal Fitness • Healthy Habits • Body Awareness & Wellness)

Total Unit Duration: 1 core session + 2 optional sessions (1–3 weeks), 50–60 minutes per session

I. Introduction

Students explore how physical activity affects the body and how healthy habits outside school support fitness and overall wellness. In this unit, students begin with jog/walk intervals and simple heart-rate checks at the neck or wrist so they can notice how movement changes breathing, heartbeat, and energy level. They then participate in fitness stations focused on cardio, strength, and flexibility, while also taking part in short “What do you do at home?” conversations that help them connect school fitness to active habits beyond PE. Throughout the unit, students focus on staying active, recognizing how their body feels during exercise, and identifying healthy choices such as active play, limited screen time, and movement with family or friends.

Essential Questions

• How does my body feel during easier activity compared to harder activity?
• What healthy habits can help me stay active outside school?
• How does physical activity help my body and mind?
• Why is it important to keep moving and make active choices during the day?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Participate actively in fitness activities for most of class time.
2. Describe body responses such as faster heartbeat, heavier breathing, sweating, or tired muscles during activity.
3. Identify personal healthy activity habits such as active play, walking, biking, stretching, and limiting screen time.
4. Explain simple physical, mental, and social benefits of regular physical activity.

Standards Alignment — 3rd Grade (SHAPE America-based custom)

• PE:S3.3a – Participation in Moderate-to-Vigorous Activity Participate actively in moderate-to-vigorous physical activity for most of the PE class time.
  • Example: Students remain engaged in continuous movement activities such as running games, circuits, or relays with minimal idle time.
• PE:S3.3b – Recognizing Body Responses & Intensity Describe how their body responds to different levels of physical activity (heart rate, breathing, sweating, tiredness) and recognize signs of moderate vs vigorous effort.
  • Example: After a jogging vs sprinting activity, students compare how their breathing and heart rate feel during each.
• PE:S3.3d – Healthy Activity Habits Describe personal choices that support physical fitness, such as regular active play, limiting screen time, and choosing active options during free time.
  • Example: Students share examples like biking, playing tag, or walking a pet as healthy choices outside school.
• PE:S5.3b – Recognizing Health & Social Benefits Describe ways that physical activity helps their bodies and minds (e.g., stronger muscles, better health, more energy, stress relief, fun with friends).
  • Example: Students explain that being active helps them feel happier, sleep better, or play longer.

Success Criteria — Student Language

• I can stay active during fitness stations.
• I can describe how my heart, breathing, or muscles feel during exercise.
• I can name healthy activity habits I can do outside school.
• I can explain how physical activity helps my body and mind.