ALEX Classroom Resources

   View Standards     Standard(s): [PE] (0) 5 :

K-1.5) Use different bases of support to maintain momentary stillness.

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

[PE] (0) 6 :

K-1.6) Attempt to create wide, narrow, curled, and twisted body shapes by curling and stretching.

APE accommodation suggestions: Hand over hand assistance and modeling

[PE] (0) 7 :

K-1.7) Attempt to transfer weight from one body part to another:

a. In self-space.

Examples: three body parts to two body parts, crab walk position to plank position

b. By rolling sideways in multiple body shapes.

Examples: log roll, egg roll, pencil roll

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (1) 5 :

1-1.5) Maintain stillness on different bases of support with different body shapes.

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

[PE] (1) 6 :

1-1.6) Create wide, narrow, curled, and twisted body shapes by curling and stretching.

APE accommodation suggestions: Hand over hand assistance and modeling

[PE] (1) 7 :

1-1.7) Transfer weight from one body part to another in self-space with both narrow and curled body shapes

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[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) 6 :

2-1.6) ADifferentiate among twisting, curling, bending, and stretching actions.

APE accommodation suggestions: Hand over hand assistance and modeling

[PE] (2) 7 :

2-1.7) Transition weight from various bases of support by:

•   Transferring weight from feet to different body parts while maintaining balance.

•   Rolling in different directions with both a narrow and curled body shape.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (3) 5 :

3-1.5) Balance on different bases of support, demonstrating muscular tension and extensions of body parts.

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

[PE] (3) 6 :

3-1.6) Move into and out of curling, twisting, and stretching positions.

APE accommodation suggestions: Hand over hand assistance and modeling

[PE] (3) 7 :

3-1.7) Transfer weight from feet to hands for momentary weight support both individually and in various partner stunts and counter balance.

Examples: tripod balance, headstand, back to back, wheelbarrow, toe to toe stand

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (4) 5 :

4-1.5) Balance on different bases of support in multiple levels and shapes while utilizing a variety of equipment.

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

[PE] (4) 6 :

4-1.6) Create sequences using curling, twisting, and stretching actions.

APE accommodation suggestions: Hand over hand assistance and modeling

[PE] (4) 7 :

4-1.7) Combine traveling with balance and weight transfers to create a sequence with or without equipment.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (5) 5 :

5-1.5) Combine balance and transferring weight in a sequence or dance with a partner.

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

[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] (5) 7 :

5-1.7) Transfer weight in movement patterns by combining actions and balances to create a sequence with a partner, with or without equipment.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

This website identifiies 4 technology based resources that a teacher could use to enhance their gymnastics unit. 

   View Standards     Standard(s): [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) 7 :

K-1.7) Attempt to transfer weight from one body part to another:

a. In self-space.

Examples: three body parts to two body parts, crab walk position to plank position

b. By rolling sideways in multiple body shapes.

Examples: log roll, egg roll, pencil roll

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[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) 7 :

1-1.7) Transfer weight from one body part to another in self-space with both narrow and curled body shapes

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[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) 7 :

2-1.7) Transition weight from various bases of support by:

•   Transferring weight from feet to different body parts while maintaining balance.

•   Rolling in different directions with both a narrow and curled body shape.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[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] (3) 30 :

3-5.2) Explain the challenge that comes from learning a new physical activity.

APE accommodation suggestions: peer assistance and modeling

[PE] (4) 3 :

4-1.3) Combine jumping and landing patterns with locomotor and manipulative skills.

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

Examples: mini trampoline, rope on floor, peer assistance

[PE] (4) 7 :

4-1.7) Combine traveling with balance and weight transfers to create a sequence with or without equipment.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (5) 7 :

5-1.7) Transfer weight in movement patterns by combining actions and balances to create a sequence with a partner, with or without equipment.

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

Teaching parkour is a great way to get students active with their surroundings inside or outside, and to get them excited about taking safe risks and enjoying movement. 

   View Standards     Standard(s): [PE] (0) 6 :

K-1.6) Attempt to create wide, narrow, curled, and twisted body shapes by curling and stretching.

APE accommodation suggestions: Hand over hand assistance and modeling

[PE] (0) 7 :

K-1.7) Attempt to transfer weight from one body part to another:

a. In self-space.

Examples: three body parts to two body parts, crab walk position to plank position

b. By rolling sideways in multiple body shapes.

Examples: log roll, egg roll, pencil roll

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

In this activity, students will be moving in general space and stay within their own personal space. Students will obtain a carpet square and place it where they have personal space. The space must be large enough that it does not interfere with other students (as large as an elephant). First students will put their foot on a carpet square and see how far they can reach that foot in all directions. Second students will place their hand on the carpet square and see how far they can reach in all directions. Students will then sit on the carpet square and move their arms in different ways. Students will try circles with their arms. They will reach high and low and reach from a kneeling position. Students will then try to become the shape that the teacher calls out. Students will become letters and numbers that the teacher calls out. Students can also make a shape and the other students can copy this shape. 

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

   View Standards     Standard(s): [PE] (0) 6 :

K-1.6) Attempt to create wide, narrow, curled, and twisted body shapes by curling and stretching.

APE accommodation suggestions: Hand over hand assistance and modeling

[PE] (0) 7 :

K-1.7) Attempt to transfer weight from one body part to another:

a. In self-space.

Examples: three body parts to two body parts, crab walk position to plank position

b. By rolling sideways in multiple body shapes.

Examples: log roll, egg roll, pencil roll

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

[PE] (1) 6 :

1-1.6) Create wide, narrow, curled, and twisted body shapes by curling and stretching.

APE accommodation suggestions: Hand over hand assistance and modeling

[PE] (1) 7 :

1-1.7) Transfer weight from one body part to another in self-space with both narrow and curled body shapes

APE accommodation suggestions: Rolling - hand over hand assistance; peer assistance and modeling

In this video, students have fun in fitness as they follow along with their teacher to perform various exercises and stretches found in the different seasons. Doing activities like playing baseball and cross-country skiing, students learn about the varying seasons and a variety of seasonal physical activities. This lesson focuses primarily on psychomotor skills.

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