ALEX Classroom Resources

   View Standards     Standard(s): [PE] (2) 8 :

2-1.8) Throw underhand and overhand, demonstrating correct form 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] (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) 20 :

2-2.3) Recognize and adjust exertion of force on an object required during an activity.

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

[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] (3) 8 :

3-1.8) Throw underhand and overhand to a partner or target with accuracy.

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

[PE] (3) 9 :

3-1.9) Catch a ball thrown by a partner, demonstrating correct form.

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] (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] (3) 27 :

3-4.3) Acknowledge others' success in movement performance and praise their efforts.

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

[PE] (4) 8 :

4-1.8) Throw underhand and overhand to a partner or target for accuracy and distance.

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

[PE] (4) 9 :

4-1.9) Catch a ball, thrown at varying levels and distances by a partner, with correct form.

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] (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) 8 :

5-1.8) Throw underhand and overhand using correct form in dynamic environments.

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

[PE] (5) 9 :

5-1.9) Catch with correct form in dynamic individual, partner, and small group activities.

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] (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.

[PE] (5) 27 :

5-4.3) Actively involve others of all skill levels and abilities into physical activities and group projects.

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

In this activity, students are in circle formation, facing in. Each stands in a wide straddle stance with the side of the foot against the neighbor's. The hands are on the knees. Two balls are used. The object of the game is to roll one of the balls between the legs of another player before he can get his hands down to stop the ball. Each time a ball goes between the legs of an individual, a point is scored. The players having the fewest points scored against them are the winners. Keep the circles small so students have more opportunities to handle the ball. Players must catch and roll the ball, rather than batting it. Children must keep their hands on their knees until a ball is rolled at them.

   View Standards     Standard(s): [PE] (3) 17 :

3-1.17) Jump rope using intermediate skills for both long and short ropes.

Examples: a variety of tricks, running in and out of long rope

APE accommodation suggestions: Place rope on ground, step over self-turned rope, provide verbal prompting.

[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] (3) 26 :

3-4.2) Listen respectfully to receive feedback from peers and adults.

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

[PE] (3) 27 :

3-4.3) Acknowledge others' success in movement performance and praise their efforts.

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

[PE] (4) 17 :

4-1.17) Create and perform a jump rope sequence combining a variety of skills, using either a short or long rope.

APE accommodation suggestions: Place rope on ground, step over self-turned rope, provide verbal prompting.

[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] (4) 26 :

4-4.2) Give informative feedback respectfully to peers.

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

[PE] (5) 17 :

5-1.17) Create and perform a jump rope sequence combining a variety of skills with a partner, using either a short or long rope.

APE accommodation suggestions: Place rope on ground, step over self-turned rope, provide verbal prompting.

[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] (5) 26 :

5-4.2) Appropriately respond to and implement specific informative feedback from the teacher and peers.

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

In this activity, students will be mirroring a partner while practicing their jump rope skills. Students will change partners throughout the lesson. A component of this lesson is the focus on being a good partner, giving appropriate feedback, and discussing the positive traits of a partner. As an extension, this activity includes a pedometer activity. 

   View Standards     Standard(s): [PE] (3) 8 :

3-1.8) Throw underhand and overhand to a partner or target with accuracy.

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

[PE] (3) 9 :

3-1.9) Catch a ball thrown by a partner, demonstrating correct form.

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] (3) 26 :

3-4.2) Listen respectfully to receive feedback from peers and adults.

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

[PE] (3) 27 :

3-4.3) Acknowledge others' success in movement performance and praise their efforts.

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

[PE] (4) 8 :

4-1.8) Throw underhand and overhand to a partner or target for accuracy and distance.

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

[PE] (4) 9 :

4-1.9) Catch a ball, thrown at varying levels and distances by a partner, with correct form.

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] (4) 26 :

4-4.2) Give informative feedback respectfully to peers.

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

[PE] (4) 27 :

4-4.3) Invite players of all skill levels into the physical activity.

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

[PE] (5) 8 :

5-1.8) Throw underhand and overhand using correct form in dynamic environments.

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

[PE] (5) 9 :

5-1.9) Catch with correct form in dynamic individual, partner, and small group activities.

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] (5) 26 :

5-4.2) Appropriately respond to and implement specific informative feedback from the teacher and peers.

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

[PE] (5) 27 :

5-4.3) Actively involve others of all skill levels and abilities into physical activities and group projects.

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

This is a throwing and catching activity with a focus on teamwork and cooperation. The object is to cooperate with others in the group by passing a tossable object in sequence. This activity could be a part of a cooperative unit or part of a throwing and catching unit. 

   View Standards     Standard(s): [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] (2) 28 :

2-4.4) Develop effective coping skills for dealing with problems.

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

[PE] (3) 27 :

3-4.3) Acknowledge others' success in movement performance and praise their efforts.

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

[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) 27 :

4-4.3) Invite players of all skill levels into the physical activity.

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

[PE] (5) 27 :

5-4.3) Actively involve others of all skill levels and abilities into physical activities and group projects.

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

This resource is 9 printables that can be used to explain hula hut team challenges. These activities can be used to practice teamwork, communication, and cooperation. These printables can be used in a station-style format or displayed digitally to explain before students participate. 

   View Standards     Standard(s): [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

[PE] (3) 26 :

3-4.2) Listen respectfully to receive feedback from peers and adults.

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

[PE] (3) 27 :

3-4.3) Acknowledge others' success in movement performance and praise their efforts.

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

[PE] (3) 32 :

3-5.4) Identify and compare the positive social interactions when engaging in partner, small-group, and large-group physical activities.

APE accommodation suggestions: peer assistance and modeling

[PE] (4) 27 :

4-4.3) Invite players of all skill levels into the physical activity.

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

This learning activity will help students understand the concept of inclusion and that everyone belongs no matter the situation. It can be used during a lesson on positive social interactions when engaging in physical activity.

   View Standards     Standard(s): [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] (3) 26 :

3-4.2) Listen respectfully to receive feedback from peers and adults.

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

[PE] (3) 27 :

3-4.3) Acknowledge others' success in movement performance and praise their efforts.

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] (4) 26 :

4-4.2) Give informative feedback respectfully to peers.

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

[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] (5) 26 :

5-4.2) Appropriately respond to and implement specific informative feedback from the teacher and peers.

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

This learning activity resource is the blog site from a commercial equipment website; however, this is a free resource. This learning activity utilizes cooperation and teamwork. Variations are included with multiple pictures and videos.

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