ALEX Resources

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Classroom Resources (10)


ALEX Classroom Resources  
   View Standards     Standard(s): [PE] (0) 23 :
K-3.2) Participate in physical education class.

[PE] (0) 24 :
K-3.3) Discover the connection between physical activity and change in heart rate and breathing.

[PE] (1) 23 :
1-3.2) Actively engage in physical education class.

[PE] (1) 24 :
1-3.3) Verbalize how active play and physical activity strengthen the heart muscle.

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

[PE] (2) 24 :
2-3.3) Identify physical activities that contribute to a high level of fitness and the importance of warm-up and cool-down related to vigorous physical activity.

[PE] (3) 24 :
3-3.3) Describe the components of health-related fitness (muscular strength, muscular endurance, flexibility and cardiovascular endurance).

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

[PE] (4) 24 :
4-3.3) Describe the difference between skill-related and health-related fitness.

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

[PE] (5) 24 :
5-3.3) Identify each component of the FITT Principle (frequency, intensity, time, and type).

[PE] (6) 21 :
6-3.2) Participate in a variety of moderate to vigorous activities.

APE accommodation suggestions: Visual aids and cues

[PE] (6) 24 :
6-3.5) Identify the components of health-related and skill-related fitness.

APE accommodation suggestions: Visual aids and cues

Subject: Physical Education (K - 6)
Title: Fitness Games
URL: https://physedgames.com/category/fitness/
Description:

This resource is a large collection of games and activities that are fitness focused. Most of these activities are geared towards cardio fitness.

This resource includes both written and visual descriptions. 



   View Standards     Standard(s): [PE] (5) 22 :
5-3.1) Compare and contrast fitness benefits of various physical activities.

APE accommodation suggestions: Verbal prompting and peer assistance to model correct physical education participation.

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

[PE] (6) 21 :
6-3.2) Participate in a variety of moderate to vigorous activities.

APE accommodation suggestions: Visual aids and cues

[PE] (6) 27 :
6-3.8) Recall each component of the FITT formula (frequency, intensity, time, type) for physical fitness.

APE accommodation suggestions: Visual aids and cues

[PE] (7) 24 :
7-3.5) Compare and contrast health-related and skill-related fitness activities.

Examples: aerobic/anaerobic exercise, power/strength, static/dynamic, reaction time

APE accommodation suggestions: Visual aids and cues

[PE] (7) 27 :
7-3.8) Apply FITT formula to components of health-related and skill-related fitness, using the overload principle.

APE accommodation suggestions: Visual aids and cues

[PE] (8) 21 :
8-3.2) Analyze the differences between moderate and vigorous activities.

APE accommodation suggestions: Visual aids and cues

[PE] (8) 24 :
8-3.5) Analyze the benefits of health-related and skill-related fitness components.

Examples: stress reduction, body composition, self-esteem, less anxiety

APE accommodation suggestions: Visual aids and cues

Subject: Physical Education (5 - 8)
Title: Aerobic Fitness
URL: https://www.dynamicpeasap.com/lesson-plan?aerobic-fitness
Description:

During this lesson, students will contrast the benefits of aerobic activities with the benefits of stretching activities. Students will challenge themselves to apply the overload principle for at least one aerobic activity. This resource also includes a video demonstrating this lesson. 



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

[PE] (6) 21 :
6-3.2) Participate in a variety of moderate to vigorous activities.

APE accommodation suggestions: Visual aids and cues

Subject: Physical Education (5 - 6)
Title: Fitness Orienteering
URL: https://www.dynamicpeasap.com/lesson-plan?fitness-orienteering
Description:

This is a fitness activity that promotes cooperation and teamwork. The goal is to complete the fitness orienteering stations, pick up a letter at each station, and return to the original starting point to unscramble "the secret word." Included in this resource are printable activity cards and an informative video. 



   View Standards     Standard(s): [PE] (6) 2 :
6-1.2) Throw using the proper form for distance or power appropriate to the practice task.

Examples: bocce, horseshoes, baseball, softball

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

[PE] (6) 4 :
6-1.4) Pass and receive in a stationary position, using hands and feet with proficiency.

Examples: passes in games of basketball, flag football, speedball, team handball, or soccer

APE accommodation suggestions: Use a larger ball or slightly deflated ball.

[PE] (6) 5 :
6-1.5) Utilize a variety of offensive skills to create open space during practice tasks without defensive pressure.

Examples: pivots, fakes, give and go, jab steps, hitting to an open space

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (6) 7 :
6-1.7) Shoot on a goal with accuracy and power in a stationary environment as appropriate to the activity.

Examples: hockey (floor, field, ice), lacrosse, basketball, soccer

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (6) 8 :
6-1.8) Demonstrate defensive readiness and movement in all directions while maintaining correct position.

Examples: weight on balls of feet, arms extended and eyes on midsection of the offensive player

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (6) 17 :
6-2.6) Identify the skills or strategies necessary to score.

Examples: open spaces, spreading the field, passing to create space

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

[PE] (6) 18 :
6-2.7) Identify the skills or strategies necessary to prevent the opponent from scoring.

Examples: pressure the ball, on and off ball defense

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

[PE] (6) 21 :
6-3.2) Participate in a variety of moderate to vigorous activities.

APE accommodation suggestions: Visual aids and cues

[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

[PE] (6) 32 :
6-4.2) Identify and use appropriate strategies to self-evaluate positive behaviors.

Examples: positive self-talk, "I can" statements

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

[PE] (6) 33 :
6-4.3) Develop personal responsibility by accepting feedback to improve performance.

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

Subject: Physical Education (6)
Title: Physical Education Unit Plan Team Handball
URL: http://personal.kent.edu/~akuban/website/standard5.2.htm
Description:

This resource includes seven lesson plans, including assessments, on the game of team handball. These lesson plans are geared to sixth graders. In addition to students learning the skills and the rules of the game, these plans are also geared towards the affective and social skills necessary when playing the game. 



   View Standards     Standard(s): [PE] (6) 21 :
6-3.2) Participate in a variety of moderate to vigorous activities.

APE accommodation suggestions: Visual aids and cues

Subject: Physical Education (6)
Title: Partner Fitness
URL: https://physedgames.com/partner-fitness/
Description:

In this fitness activity, players will have fun and get sweaty through a variety of exercises. Players must first choose a partner. 1 partner goes to an exercise to start while the other starts and the end line. On the “go” signal, half the players will be exercising for 45 seconds (or whatever time is chosen) while the other half is running back and forth from end line to end line. After 45 seconds yell “switch” and the partners switch roles. They will then cycle through the same format every 45 seconds until completing all 6 or 8 exercises. Take a break, get a drink of water, and go again!



   View Standards     Standard(s): [PE] (6) 21 :
6-3.2) Participate in a variety of moderate to vigorous activities.

APE accommodation suggestions: Visual aids and cues

[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

[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) 26 :
7-3.7) Employ a variety of appropriate dynamic and static stretching techniques engaging all major muscle groups.

APE accommodation suggestions: Visual aids and cues

[PE] (7) 35 :
7-4.5) Problem-solve with a small group of classmates during a variety of activities and game play.

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

[PE] (8) 35 :
8-4.5) Collaborate with classmates on problem-solving initiatives during large-group activities and game play.

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

Subject: Physical Education (6 - 8)
Title: Fitness Monopoly
URL: https://teachers.net/lessons/posts/3986.html
Description:

Students will participate in a workout consisting of a warm-up, a workout, and a cool down. During the Fitness Monopoly activity, the students will demonstrate their understanding of the importance and benefits of a good workout by answering questions correctly.

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



   View Standards     Standard(s): [PE] (6) 21 :
6-3.2) Participate in a variety of moderate to vigorous activities.

APE accommodation suggestions: Visual aids and cues

[PE] BK1 (9-12) 1 :
BK-1.1) Exhibit competency in activity-specific movement skills in one or more lifetime activities.

Examples: outdoor pursuits, individual-performance activities, net games, target games

APE accommodation suggestions: hand to hand; hand over hand; develop the rules to accommodate each student's needs; adapt equipment to meet students' needs.

[PE] BK1 (9-12) 3 :
BK-1.3) Exhibit competency in one or more specialized skills in health-related fitness activities.

Examples: stretching, walking, jogging

APE accommodation suggestions: Shorten distance; remove time restraints; remove cadence.

Subject: Physical Education (6 - 12)
Title: Creative Mode Fitness
URL: https://openphysed.org/curriculum_resources/creativemodefitness
Description:

Creative Mode Fitness is a fun and vigorously active way to teach students critical fitness concepts and basic fitness planning.

The main objective of this module is to teach students fundamental fitness concepts through fun and vigorously active learning activities. Students will produce safe and appropriate training routines in a group setting, as well as personal Tabata routines.

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] (3) 23 :
3-3.2) Actively engage in physical education class with little or no teacher redirection.

[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) 21 :
6-3.2) Participate in a variety of moderate to vigorous activities.

APE accommodation suggestions: Visual aids and cues

[PE] (8) 37 :
8-4.7) Independently use equipment appropriately and identify specific safety concerns to prevent injuries.

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

Subject: Physical Education (2 - 8)
Title: Roll and Go
URL: https://openphysed.org/wp-content/uploads/2015/10/IA-EV2-031-RollGo.pdf
Description:

This is a fantastic instant activity for classes to get a quick warm-up or workout in before the main lesson for the class. This activity can be set up for grades 2-12th by simply modifying the exercise cards. You may access the cards and activity plans in a Word or PDF format on the OpenPsyEd.org website in the Instant Activities to make it your own. Words on cards could be replaced with pictures for K-1 to be able to use the same activity.

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



   View Standards     Standard(s): [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] (6) 21 :
6-3.2) Participate in a variety of moderate to vigorous activities.

APE accommodation suggestions: Visual aids and cues

Subject: Physical Education (3 - 6)
Title: Fitness Uno
URL: https://aptv.pbslearningmedia.org/resource/26555642-f2b5-4879-9691-63e10c515577/uno-fitness-lesson-plan/
Description:

This lesson uses the popular card game, UNO. Students form small groups, and then take turns picking up cards and performing a specific exercise. Each card color has a designated exercise associated with it and the number on the card designates how many repetitions the student will perform of that activity. This lesson focuses on affective and psychomotor skills.

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



ALEX Classroom Resources: 9

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