ALEX Resources

   View Standards     Standard(s): [PE] (0) 27 :

K-4.3) Share equipment and space with peers.

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

[PE] (0) 29 :

K-5.1) Acknowledge that physical activity is important for good health.

APE accommodation suggestions: peer assistance and modeling

[PE] (0) 30 :

K-5.2) Acknowledge that physical activities require varying degrees of challenge and difficulty.

APE accommodation suggestions: peer assistance and modeling

[PE] (1) 27 :

1-4.3) Work in a variety of class environments with moderate 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] (1) 29 :

1-5.1) Identify physical activity as a component of good health.

APE accommodation suggestions: peer assistance and modeling

[PE] (1) 30 :

1-5.2) Explain that continued practice in physical activities can lead to success.

APE accommodation suggestions: peer assistance and modeling

[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] (2) 29 :

2-5.1) Describe the relationship between physical activity and good health.

APE accommodation suggestions: peer assistance and modeling

[PE] (2) 30 :

2-5.2) Identify physical activities that build confidence and activities that are challenging.

APE accommodation suggestions: peer assistance and modeling

This learning activity is a fitness activity utilizing a parachute. Students will have the opportunity to recognize components of health related physical fitness while working together with their classmates. 

A video of this learning activity is included in this resource. 

   View Standards     Standard(s): [PE] (0) 19 :

K-2.2) Travel by:

•   Using various pathways.

•   Demonstrating various levels.

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

[PE] (0) 20 :

K-2.3) Travel:

•   In general space with varying speeds.

•   Attempting directionality concepts.

Examples: left, right, up, down, over, under

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

[PE] (0) 27 :

K-4.3) Share equipment and space with peers.

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

[PE] (1) 18 :

1-2.1) Demonstrate moving in personal and general space while maintaining self-control, in response to designated class expectations.

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

[PE] (1) 23 :

1-3.2) Actively engage in physical education class.

[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] (1) 27 :

1-4.3) Work in a variety of class environments with moderate 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] (2) 18 :

2-2.1) Apply the concept of personal and general space during class activities.

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

[PE] (2) 19 :

2-2.2) Integrate shapes, levels, and pathways into simple movement sequences.

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

[PE] (2) 23 :

2-3.2) Actively engage in physical education class in response to instruction and practice.

[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] (2) 32 :

2-5.4) Describe the positive social interactions that come when engaging with others in physical activity.

APE accommodation suggestions: peer assistance and modeling

This is a chasing and tagging game where students are focused on practicing being kind to others. Additionally, students will work on spatial awareness, balance, and moving using different types of pathways. 

   View Standards     Standard(s): [PE] (0) 1 :

K-1.1) Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.

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)

[PE] (0) 3 :

K-1.3) Perform jumping and landing actions.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (0) 8 :

K-1.8) Attempt underhand and overhand throw.

APE accommodation suggestions: Provide a variety of sizes, shapes, textures, and inflation levels of objects to make throwing more successful; use ball launchers

[PE] (0) 27 :

K-4.3) Share equipment and space with peers.

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

[PE] (1) 1 :

1-1.1) Demonstrate correct form for hopping, galloping, and sliding.

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)

[PE] (1) 3 :

1-1.3) Perform jumping and landing actions with balance.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (1) 8 :

1-1.8) Throw underhand and overhand with hand/foot opposition.

APE accommodation suggestions: Provide a variety of sizes, shapes, textures, and inflation levels of objects to make throwing more successful; use ball launchers

[PE] (1) 9 :

1-1.9) Catch various sizes of soft objects from a self-toss before they hit the ground.

APE accommodation suggestions: Decrease distance ball is tossed, rolled, or bounced; provide students the opportunity to catch an object using a bucket or basket. Good objects to use for catching: stuffed animal, beach ball, scarf, deflated ball, foam ball, fleece ball, balloon (be aware of latex allergies)

[PE] (1) 20 :

1-2.3) Demonstrate the difference between strong and light force.

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

[PE] (2) 1 :

2-1.1) Demonstrate correct form for skipping.

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)

[PE] (2) 3 :

2-1.3) Use a variety of one-and two-footed take-offs and landings.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (2) 5 :

2-1.5) Balance on different bases of support, combining levels and shapes.

APE accommodation suggestions: Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment

[PE] (2) 9 :

2-1.9) Catch a self-tossed or well-thrown object with hands, not trapping or cradling against the body.

APE accommodation suggestions: Decrease distance ball is tossed, rolled, or bounced; provide students the opportunity to catch an object using a bucket or basket. Good objects to use for catching: stuffed animal, beach ball, scarf, deflated ball, foam ball, fleece ball, balloon (be aware of latex allergies)

[PE] (2) 23 :

2-3.2) Actively engage in physical education class in response to instruction and practice.

A cooperative game for students that incorporates the seasons (science) and activity. The following link is also needed for the task cards for this activity:

https://openphysed.org/wp-content/uploads/2019/01/PC-01-06-SpaceScienceConnection-ChangeSeasonTaskCard.pdf

Locomotor, balance, and throwing skills are utilized on these cards.

• Skill: I will follow movement pathways and patterns.
• Cognitive: I will discuss how the sun’s position relative to the
  Earth affects our patterns of daylight and temperature.
• Fitness: I will stay actively engaged during the activity.
• Personal & Social Responsibility: I will share equipment and
  space with classmates.

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

   View Standards     Standard(s): [PE] (0) 14 :

K-1.14) Independently volley a lightweight object with varying body parts.

Examples: balloon, beach ball, foam ball

APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

[PE] (0) 27 :

K-4.3) Share equipment and space with peers.

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

[PE] (1) 14 :

1-1.14) Independently volley a lightweight object upward with consecutive hits.

APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

[PE] (1) 18 :

1-2.1) Demonstrate moving in personal and general space while maintaining self-control, in response to designated class expectations.

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

[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) 14 :

2-1.14) Demonstrate volleying lightweight objects with partner.

APE accommodation suggestions: Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

[PE] (2) 18 :

2-2.1) Apply the concept of personal and general space during class activities.

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

This resource provides a way to practice striking/volleying skills in a group setting.

Skill: I will strike the balloon upward using a paddle.

Cognitive: I will talk about differences between self and shared space.

Fitness: I will actively engage and work to improve my skill with a paddle.

Personal & Social Responsibility: I will safely move throughout shared space, respecting the personal safety of my classmates.

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