ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [PE] (3) 31 :
3-5.3) Share the reasons for enjoying various physical activities.

APE accommodation suggestions: peer assistance and modeling

[PE] (3) 32 :
3-5.4) Identify and compare the positive social interactions when engaging in partner, small-group, and large-group physical activities.

APE accommodation suggestions: peer assistance and modeling

[PE] (4) 25 :
4-4.1) Exhibit safe and responsible behavior in partner and small group situations.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (4) 27 :
4-4.3) Invite players of all skill levels into the physical activity.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 25 :
5-4.1) Exhibit safe and responsible behavior in a variety of physical activity contexts, environments, and facilities.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 27 :
5-4.3) Actively involve others of all skill levels and abilities into physical activities and group projects.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (6) 26 :
6-3.7) Explain the role of warm-ups and cool-downs before and after physical activity and show correct techniques and methods of stretching.

Examples: dynamic and static stretching

APE accommodation suggestions: Visual aids and cues

Subject: Physical Education (3 - 6)
Title: Walking Interviews
URL: https://www.dynamicpeasap.com/lesson-plan?walking-interviews
Description:

Students choose a partner. Each set of partners is given an index card with a series of questions. For this activity, students simply walk with their partner and interview them using the questions provided. Once all of the questions are asked, the partners switch roles using the questions on the backside of the card. 

This is a great cool-down activity. 



   View Standards     Standard(s): [PE] (3) 17 :
3-1.17) Jump rope using intermediate skills for both long and short ropes.

Examples: a variety of tricks, running in and out of long rope

APE accommodation suggestions: Place rope on ground, step over self-turned rope, provide verbal prompting.

[PE] (3) 25 :
3-4.1) Display ability to work safely and independently for extended periods of time.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (3) 26 :
3-4.2) Listen respectfully to receive feedback from peers and adults.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (3) 27 :
3-4.3) Acknowledge others' success in movement performance and praise their efforts.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (4) 17 :
4-1.17) Create and perform a jump rope sequence combining a variety of skills, using either a short or long rope.

APE accommodation suggestions: Place rope on ground, step over self-turned rope, provide verbal prompting.

[PE] (4) 25 :
4-4.1) Exhibit safe and responsible behavior in partner and small group situations.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (4) 26 :
4-4.2) Give informative feedback respectfully to peers.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 17 :
5-1.17) Create and perform a jump rope sequence combining a variety of skills with a partner, using either a short or long rope.

APE accommodation suggestions: Place rope on ground, step over self-turned rope, provide verbal prompting.

[PE] (5) 25 :
5-4.1) Exhibit safe and responsible behavior in a variety of physical activity contexts, environments, and facilities.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 26 :
5-4.2) Appropriately respond to and implement specific informative feedback from the teacher and peers.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

Subject: Physical Education (3 - 5)
Title: Mirror, Mirror
URL: https://sparkpe.org/wp-content/uploads/SPARK_36_Mirror_Mirror_WEB.pdf
Description:

In this activity, students will be mirroring a partner while practicing their jump rope skills. Students will change partners throughout the lesson. A component of this lesson is the focus on being a good partner, giving appropriate feedback, and discussing the positive traits of a partner. As an extension, this activity includes a pedometer activity. 



   View Standards     Standard(s): [PE] (3) 25 :
3-4.1) Display ability to work safely and independently for extended periods of time.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (4) 25 :
4-4.1) Exhibit safe and responsible behavior in partner and small group situations.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 25 :
5-4.1) Exhibit safe and responsible behavior in a variety of physical activity contexts, environments, and facilities.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 26 :
5-4.2) Appropriately respond to and implement specific informative feedback from the teacher and peers.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (6) 19 :
6-2.8) Vary application of movement concepts during physical activity.

Examples: force, time, space flow

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

[PE] (6) 35 :
6-4.5) Cooperate with a small group of classmates during a variety of physical activities.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

[PE] (7) 19 :
7-2.8) Describe and apply mechanical advantage(s) for a variety of movement patterns.

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

[PE] (8) 19 :
8-2.8) Identify and apply Newton's laws of motion to various physical activities.

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

Subject: Physical Education (3 - 8)
Title: Agility, Balance, and Coordination Fundamentals Lesson
URL: https://primecoachingsport.wordpress.com/2019/06/15/agility-balance-co-ordination-fundamentals-lesson-grades-k-4/
Description:

Many teachers don’t know where to begin with PE activities and what needs to be covered. For healthy physical bodies, agility, balance, and coordination (ABC’s) are three fundamental abilities that need to be developed. These activities include cooperative skills where students must work and engage with other students.

This resource includes activity ideas using graphics and video links. This resource includes a link to purchase more activities, however, this site is free and includes many valuable learning activities. 



   View Standards     Standard(s): [PE] (3) 4 :
3-1.4) Perform teacher- selected and developmentally appropriate dance steps, movement patterns, and rhythmic activities.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

[PE] (3) 25 :
3-4.1) Display ability to work safely and independently for extended periods of time.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (4) 25 :
4-4.1) Exhibit safe and responsible behavior in partner and small group situations.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 4 :
5-1.4) Demonstrate rhythms and patterns that combine locomotor skills in both cultural and creative dances, alone and with a group.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

[PE] (5) 25 :
5-4.1) Exhibit safe and responsible behavior in a variety of physical activity contexts, environments, and facilities.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (6) 1 :
6-1.1) Recognize and identify correct rhythmic activities and sequences of steps for various dance forms.

Examples: folk, social, creative, line, world dance, hip-hop, stomp, haka

APE accommodation suggestions: slower music, poly spots and/or arrows on floor for direction, break the dance steps/ movements down into small parts, review/practice, peer assistance and modeling

Subject: Physical Education (3 - 6)
Title: Triangle Dance (Tutorial)
URL: https://www.youtube.com/watch?v=dNbhxzbeRYI&feature=youtu.be
Description:

This is a video resource on YouTube linked from the OpenPhysEd site. This can be used as a tutorial to teach students the Triangle Dance or for the teacher to become more familiar with the dance.



   View Standards     Standard(s): [PE] (3) 25 :
3-4.1) Display ability to work safely and independently for extended periods of time.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (3) 32 :
3-5.4) Identify and compare the positive social interactions when engaging in partner, small-group, and large-group physical activities.

APE accommodation suggestions: peer assistance and modeling

[PE] (4) 25 :
4-4.1) Exhibit safe and responsible behavior in partner and small group situations.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 25 :
5-4.1) Exhibit safe and responsible behavior in a variety of physical activity contexts, environments, and facilities.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

Subject: Physical Education (3 - 5)
Title: Personal & Social Responsibility Station Task cards
URL: https://openphysed.org/wp-content/uploads/2015/10/P-02-06-PSR-StationCards.pdf
Description:

This resource is a collection of station cards designed to teach and reinforce social and personal responsibility. Teachers will need to print and then place these cards at the desired stations. 



   View Standards     Standard(s): [PE] (0) 25 :
K-4.1) Follow directions, adhere to class procedures, use equipment properly, and accept responsibility for behavior, when prompted, to create a safe environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (1) 25 :
1-4.1) Acknowledge personal responsibility by using equipment and space safely and appropriately while following the rules and boundaries of the learning environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (2) 25 :
2-4.1) Practice skills with minimal teacher prompting and accept responsibility for behavior and performance actions to ensure a safe environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (3) 25 :
3-4.1) Display ability to work safely and independently for extended periods of time.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (4) 25 :
4-4.1) Exhibit safe and responsible behavior in partner and small group situations.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 25 :
5-4.1) Exhibit safe and responsible behavior in a variety of physical activity contexts, environments, and facilities.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

Subject: Physical Education (K - 5)
Title: Self-Assessment Quick-Check
URL: https://www.cbhpe.org/idea-tank/elementary-pe-idea-tank/self-assessment-quick-check
Description:

This resource is a collection of ideas for student self-assessment. 



   View Standards     Standard(s): [PE] (4) 25 :
4-4.1) Exhibit safe and responsible behavior in partner and small group situations.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (4) 26 :
4-4.2) Give informative feedback respectfully to peers.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 25 :
5-4.1) Exhibit safe and responsible behavior in a variety of physical activity contexts, environments, and facilities.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 26 :
5-4.2) Appropriately respond to and implement specific informative feedback from the teacher and peers.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

Subject: Physical Education (4 - 5)
Title: Cooperatives: Crack the Code
URL: https://www.cbhpe.org/idea-tank/elementary-pe-idea-tank/cooperatives-crack-the-code-ryan-ellis-cliff-roop
Description:

Crack the Code is a fun cooperative activity. Students will guide their blindfolded partner through a color-coded maze using verbal instructions. This resource includes a google slide file with visuals and instructions. One great aspect of this activity is the possibility to modify the game to meet the needs of the students. 



   View Standards     Standard(s): [PE] (4) 23 :
4-3.2) Actively engage in physical education class, both with teacher direction and independently.

[PE] (4) 25 :
4-4.1) Exhibit safe and responsible behavior in partner and small group situations.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 23 :
5-3.2) Actively engage in all components of physical education to the best of his/her ability.

[PE] (5) 25 :
5-4.1) Exhibit safe and responsible behavior in a variety of physical activity contexts, environments, and facilities.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (6) 31 :
6-4.1) Display personal responsibility by using appropriate etiquette, demonstrating respect for facilities, and exhibiting safe behaviors.

APE accommodation suggestions: Verbal prompting and redirecting; peer assistance to model proper personal and social behaviors

Subject: Physical Education (4 - 6)
Title: Field Day Ketchup Bottle Tag
URL: https://openphysed.org/wp-content/uploads/2018/05/E-03-03-WC4-FieldDay-Activity-KetchupBottleTag.pdf
Description:

This Field Day water activity allows students to work independently and together with their peers in a game setting. This activity is a Ketchup Bottle Tag. The object of the game is to tag other players by squirting them with your ketchup bottle. On the start signal, begin at a speed-walking pace. When your ketchup bottle is empty, move to a refill station, and hold plank position as long as you can while your teacher refills your bottle.

This alignment results from the ALEX Health/PE Course of Study Resource Alignment Summit.



   View Standards     Standard(s): [PE] (2) 27 :
2-4.3) Work in a variety of class environments with minimum supervision.

Examples: partner, small group, large group, whole class

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (3) 18 :
3-2.1) Demonstrate the concept of spatial awareness in a dynamic environment.

APE accommodation suggestions: Verbal prompting, redirection and/or modeling; use directional poly spots.

[PE] (3) 20 :
3-2.3) Demonstrate the concepts of speed, direction, and force with skills applicable to a wide variety of physical activities.

APE accommodation suggestions: Verbal prompting; use directional poly spots.

[PE] (4) 25 :
4-4.1) Exhibit safe and responsible behavior in partner and small group situations.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

Subject: Physical Education (2 - 4)
Title: Operation Cooperation
URL: https://drive.google.com/file/d/1wMbpO6-XO-iAKgwhmkahCo_KvlqiSIvh/view
Description:

This scooter board learning activity promotes cooperation, teamwork, and safe movement skills. This is also a great activity to reinforce math skills.

This alignment results from the ALEX Health/PE COS Resource Alignment Summit.



   View Standards     Standard(s): [PE] (3) 28 :
3-4.4) Use a decision-making and problem-solving model.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (4) 25 :
4-4.1) Exhibit safe and responsible behavior in partner and small group situations.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 27 :
5-4.3) Actively involve others of all skill levels and abilities into physical activities and group projects.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

Subject: Physical Education (3 - 5)
Title: Elementary Physical Education Cooperation Unit
URL: https://www.oercommons.org/courseware/lesson/28904/overview
Description:

This unit is presented as a series of cooperation, team building, and problem-solving learning tasks. Learning tasks should begin as partner to partner, and progress to small group, large group, and finally, whole class activities. Teachers are encouraged to select the learning tasks that best fit their teaching style and students’ needs.

This alignment results from the ALEX Health/PE COS Resource Alignment Summit.



   View Standards     Standard(s): [PE] (2) 23 :
2-3.2) Actively engage in physical education class in response to instruction and practice.

[PE] (2) 25 :
2-4.1) Practice skills with minimal teacher prompting and accept responsibility for behavior and performance actions to ensure a safe environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (2) 26 :
2-4.2) Appropriately respond to and implement specific feedback from the teacher.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (2) 27 :
2-4.3) Work in a variety of class environments with minimum supervision.

Examples: partner, small group, large group, whole class

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (4) 25 :
4-4.1) Exhibit safe and responsible behavior in partner and small group situations.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 1 :
5-1.1) Demonstrate correct form of locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

Subject: Physical Education (2 - 5)
Title: Deal or No Deal
URL: https://aptv.pbslearningmedia.org/resource/7452e89e-bad0-46f7-a183-6bbfda64998b/deal-or-no-deal/
Description:

In this exciting video for grades 2 through 5, students get to unite cognitive and psychomotor skills. Students pick a card with an exercise written on it such as 20 crunches. They then decide whether to take the deal by showing a thumbs-up or to decline the deal by showing a thumbs-down. Students may pass once and then must perform the exercise on the second card they select.

This alignment results from the ALEX Health/PE COS Resource Alignment Summit. 



   View Standards     Standard(s): [PE] (4) 25 :
4-4.1) Exhibit safe and responsible behavior in partner and small group situations.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (4) 26 :
4-4.2) Give informative feedback respectfully to peers.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 27 :
5-4.3) Actively involve others of all skill levels and abilities into physical activities and group projects.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

Subject: Physical Education (4 - 5)
Title: Trust Me
URL: https://www.teacher.org/lesson-plan/trust-me/
Description:

The learners will work on building trust while working together to complete a simple obstacle course.

This alignment results from the ALEX Health/PE COS Resource Alignment Summit.



   View Standards     Standard(s): [PE] (3) 25 :
3-4.1) Display ability to work safely and independently for extended periods of time.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (3) 26 :
3-4.2) Listen respectfully to receive feedback from peers and adults.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (3) 27 :
3-4.3) Acknowledge others' success in movement performance and praise their efforts.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (4) 25 :
4-4.1) Exhibit safe and responsible behavior in partner and small group situations.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (4) 26 :
4-4.2) Give informative feedback respectfully to peers.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 25 :
5-4.1) Exhibit safe and responsible behavior in a variety of physical activity contexts, environments, and facilities.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 26 :
5-4.2) Appropriately respond to and implement specific informative feedback from the teacher and peers.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

Subject: Physical Education (3 - 5)
Title: Hula Hut Activities
URL: https://www.ssww.com/blog/hula-hut-activities-for-physical-education/
Description:

This learning activity resource is the blog site from a commercial equipment website; however, this is a free resource. This learning activity utilizes cooperation and teamwork. Variations are included with multiple pictures and videos.

This alignment results from the ALEX Health/PE COS Resource Alignment Summit.



ALEX Classroom Resources: 13

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