ALEX Resources

   View Standards     Standard(s): [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)

[PE] (4) 1 :

4-1.1) Apply 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)

[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.

This is an instant activity for classes to engage in full body warm up while gearing up for the main lesson for the day. The students will work independently using locomotor skills and various exercises while maintaining personal space. This is a super easy setup and no equipment is needed. The activity card can be displayed on a screen or printed to hang on the wall.

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

   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] (4) 1 :

4-1.1) Apply 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)

[PE] (4) 4 :

4-1.4) Combine locomotor movement patterns and dance steps to create and perform an original dance.

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) 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)

[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.

Rhythms should be taught like other sport skills. Avoid striving for perfection so students know it is acceptable to make mistakes. Teach a variety of dances rather than one or two in-depth in case some students find it difficult to master a specific dance. Make dances easy for students to learn by implementing the techniques found in this resource. 

This resource includes choreography for 6 folk dances. 

   View Standards     Standard(s): [ARTS] MUS (0) 15 :

15) Demonstrate how a specific music concept is used in music.

Example: Respond with purposeful movement to the steady beat of a piece of music.

[ARTS] MUS (1) 16 :

16) Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.

Example: Move in response to repeated phrases music and justify choices made.

[ARTS] MUS (2) 8 :

8) Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.

Example: Respond with purposeful movement to reflect the tonality of a piece of music.

[ARTS] MUS (3) 8 :

8) Demonstrate understanding of the structure in music selected for performance.

[ARTS] MUS (4) 8 :

8) Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.

Example: Perform music in the jazz style and identify syncopated rhythms.

[ARTS] MUS (5) 8 :

8) Demonstrate understanding of the formal and harmonic structure created by the elements of music in music selected for performance.

Example: Compose music in the jazz style and include syncopated rhythms.

[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] (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) 4 :

1-1.4) Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.

Examples: use rhythm sticks, scarves, ribbons while dancing or marching

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] (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] (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] (4) 1 :

4-1.1) Apply 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)

[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)

[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.

Students will use locomotor and non-locomotor movement to identify the form of "Trepak" from The Nutcracker by Pyotr Tchaikovsky.  They will identify the A section, B section, Interlude, and Coda.  Younger students will identify same and different.     

   View Standards     Standard(s): [PE] (3) 2 :

3-1.2) Travel showing differentiation in pacing when jogging and running.

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] (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) 19 :

3-2.2) Demonstrate shapes, levels, and pathways specific to a wide variety of physical activities.

APE accommodation suggestions: Verbal prompting; 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) 1 :

4-1.1) Apply 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)

[PE] (4) 2 :

4-1.2) Demonstrate correct pacing for distance running.

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] (4) 19 :

4-2.2) Combine movement concepts of pathways, shapes, and levels with skills in small group activities.

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

[PE] (4) 20 :

4-2.3) Combine concepts of speed, direction, and force with skills in small group activities.

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

[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)

[PE] (5) 18 :

5-2.1) Understand and apply spatial awareness skills in a game setting.

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

[PE] (5) 19 :

5-2.2) Execute combined movement concepts of pathways, shapes, and levels with skills in various physical activity settings.

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

[PE] (5) 20 :

5-2.3) Execute combined concepts of speed, direction, and force with skills in various physical activity settings.

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

Divide the class into small groups and appoint one member in each group to lead. Groups move around the area following any movement the leader does. On signal, another person in the group becomes the leader. The leader can use various types of locomotor movements and/or exercises.

This activity can be used to practice locomotor movements, to work on directionality and space awareness, and as a fitness warm-up activity. A demonstrative video is included in this resource. 

   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) 19 :

K-2.2) Travel by:

•   Using various pathways.

•   Demonstrating various levels.

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) 19 :

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

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

[PE] (3) 19 :

3-2.2) Demonstrate shapes, levels, and pathways specific to a wide variety of physical activities.

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

[PE] (4) 1 :

4-1.1) Apply 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)

[PE] (4) 19 :

4-2.2) Combine movement concepts of pathways, shapes, and levels with skills in small group activities.

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

[PE] (5) 19 :

5-2.2) Execute combined movement concepts of pathways, shapes, and levels with skills in various physical activity settings.

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

This learning activity is great for a warm-up activity, a chasing or fleeing activity, or an activity to practice specific locomotor skills. Additionally, because this game is designed so that students move along lines on the gym floor, this game can also be used to teach pathways and directionality. 

   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] (2) 2 :

2-1.2) Demonstrate correct form for jogging and running.

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] (4) 1 :

4-1.1) Apply 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)

Running is one of the simplest and most basic ways the human body is built to move—which is probably why it’s on almost every physical education teacher’s agenda, regardless of their students’ ages or grade levels. But just because running is fundamental doesn’t mean it has to be boring. Instead of heading out to the track to run laps, why not spice up the routine? Here are twelve fun running games for kids of all ages to try out during your next PE class!

   View Standards     Standard(s): [PE] (2) 2 :

2-1.2) Demonstrate correct form for jogging and running.

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] (3) 2 :

3-1.2) Travel showing differentiation in pacing when jogging and running.

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] (4) 1 :

4-1.1) Apply 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)

[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)

[PE] (5) 2 :

5-1.2) Apply appropriate form and pacing for running a variety of distances.

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)

Running — and sprinting in particular — is a fundamental skill that supports a multitude of other activities. When children know how to sprint properly, they are more likely to enjoy a wide range of sports and activities that emphasize this form of running.

   View Standards     Standard(s): [PE] (3) 1 :

3-1.1) Demonstrate correct form for leaping.

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] (3) 3 :

3-1.3) Use correct form for jumping and landing.

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

[PE] (4) 1 :

4-1.1) Apply 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)

[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)

The purpose of this activity is to reinforce fundamental motor skills (run, jump, hop, gallop, slide, leap and skip) and exercises-Watermelon Jack (jumping jacks), Cauliflower Power (push-ups), Raisin Bread (sit-ups), Crab-by Kick (crab kick), and Move n’ Milk (walking hands and feet).

   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] (4) 1 :

4-1.1) Apply 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)

[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)

[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.

The purpose of this activity is to develop rhythmic skills of students with a series of sequences and patterns to music and to incorporate the use of both sides of the brain. 

   View Standards     Standard(s): [PE] (4) 1 :

4-1.1) Apply 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)

[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) 6 :

5-1.6) Perform curling, twisting, and stretching actions with correct application in dance, individual, partner, and small group activities.

APE accommodation suggestions: Hand over hand assistance and modeling

[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

[PE] (7) 1 :

7-1.1) Demonstrate accurate rhythmic activities and sequences of steps for multiple 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

This dance was created with choreography that is meant to be fun and warm up the whole body. Teachers can use the Fist Pump Jump Jump Activity Card to teach the choreography of this dance and/or use the YouTube video. 

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