ALEX Resources

   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

This resource is a learning activity teaching the Triangle Dance. An activity card and 3 instructional videos are included as part of this OPEN PhysEd Resource. This dance can be utilized as an instant activity or as part of a dance unit. 

   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) 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) 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) 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 Tinikling dance is a popular traditional dance of the Philippine Islands. It is an imitation of the Tinikling bird walking between grass stems, running over tree branches, and dodging bamboo traps set by the rice farmers.

   View Standards     Standard(s): [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] (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

The purpose of this activity is to incorporate math and anatomical concepts with fitness and rhythmic movement. This learning activity includes an embedded video with students demonstrating Drumming for Fitness and Learning activity.

   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] (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] (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

[PE] BK1 (9-12) 2 :

BK-1.2) Demonstrate competency in a form of dance.

Examples: line dance, square dance, ballroom, cultural and social occasions, or lyrical dance

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

[PE] BK2 (9-12) 4 :

BK-2.1) Explain and discuss the historical and cultural roles of games, sports, and dance.

APE accommodation suggestions: peer assistance and modeling

Students will learn a dance that is frequently performed in the Philippines, as well as the legend and history surrounding the dance. They will also be introduced to the history of this country, along with the country’s geography and languages.

   View Standards     Standard(s): [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] BK1 (9-12) 2 :

BK-1.2) Demonstrate competency in a form of dance.

Examples: line dance, square dance, ballroom, cultural and social occasions, or lyrical dance

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

[PE] BK2 (9-12) 4 :

BK-2.1) Explain and discuss the historical and cultural roles of games, sports, and dance.

APE accommodation suggestions: peer assistance and modeling

[PE] BK2 (9-12) 22 :

BK-4.3) Accept others' ideas, cultural diversity, and body types by engaging in cooperative and collaborative movement projects.

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

Students will learn the basic polka step, a polka dance combination, how to count from 1-10 in Czech, Polish, and German, the history of the polka dance, and the Oktoberfest celebrations.

   View Standards     Standard(s): [PE] (5) 3 :

5-1.3) Apply jumping and landing patterns with locomotor and manipulative skills in individual, partner, and small group activities.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance.

Examples: mini trampoline, rope on floor, peer assistance

[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.

Learning dance is ultimately a journey of self-expression. Perfecting every step is not what is important. Personal enjoyment, social engagement, and appreciation for all movement forms will ultimately keep dance as an important element of an individual’s physical literacy journey. Teach and reinforce skills and concepts while keeping the magic of movement alive.

   View Standards     Standard(s): [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] (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

[PE] BK1 (9-12) 2 :

BK-1.2) Demonstrate competency in a form of dance.

Examples: line dance, square dance, ballroom, cultural and social occasions, or lyrical dance

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

In this activity, students will build core strength with rhythm sticks. This activity can be performed with rhythm sticks, drum sticks, or even 1 pound weights. Each movement contributes to building core strength and the abdominals, quadriceps and gluteus maximum muscle groups.

   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.

   View Standards     Standard(s): [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) 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] (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

[PE] (8) 1 :

8-1.1) Create a movement sequence to music as an individual or in a group to display command of rhythm and timing.

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

Dance made easy for all. The object of the activity is to perform the choreography of the dance with a partner and keep up with the increasing tempo. Teachers: teach the movements using the activity card (free download) and there is even a YouTube tutorial.

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