ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [PE] (3) 31 :
3-5.3) Share the reasons for enjoying various physical activities.

APE accommodation suggestions: peer assistance and modeling

[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) 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) 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) 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) 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

[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

Subject: Physical Education (3 - 6)
Title: Walking Interviews
URL: https://www.dynamicpeasap.com/lesson-plan?walking-interviews
Description:

Students choose a partner. Each set of partners is given an index card with a series of questions. For this activity, students simply walk with their partner and interview them using the questions provided. Once all of the questions are asked, the partners switch roles using the questions on the backside of the card. 

This is a great cool-down 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) 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) 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) 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

Subject: Physical Education (3 - 5)
Title: Personal & Social Responsibility Station Task cards
URL: https://openphysed.org/wp-content/uploads/2015/10/P-02-06-PSR-StationCards.pdf
Description:

This resource is a collection of station cards designed to teach and reinforce social and personal responsibility. Teachers will need to print and then place these cards at the desired stations. 


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

[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) 32 :
4-5.4) Explain the social benefits gained from participating in physical activity at recess, in youth sports, or in other settings.

APE accommodation suggestions: peer assistance and modeling

[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) 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

Subject: Physical Education (3 - 5)
Title: Dice Stretch
URL: http://openphysed-wp-content.s3-us-west-2.amazonaws.com/wp-content/pdf/fitness-knowledge/I-03-03-FitKnow-Activities_06_DiceStretch.pdf?dl=0
Description:

This is a fitness activity focusing on cooling down and stretching after physical activity. 


   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

Subject: Physical Education (2 - 4)
Title: Cooperative Hoops
URL: https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=669#.XnzztTdKg1I
Description:

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] (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) 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

[HE] (2) 12 :
2.4.1) Demonstrate techniques of effective listening.

Examples: body language, eye contact

[HE] (2) 14 :
2.4.3) Demonstrate how to communicate with others with kindness and respect.

Subject: Physical Education (2 - 3), Health Education (2)
Title: Get Up & Go Play!: Sports Communication | KIDS Clubhouse Adventures
URL: https://aptv.pbslearningmedia.org/resource/69787387-9706-4f4a-85bb-062f3740afce/go-outside-and-play-sports-communication-iptv-kids-clubhouse/
Description:

This free video resource from PBS LearningMedia teaches students the importance of communicating while playing sports.  Playing outside makes kids happier, healthier and stronger! In this segment, Abby Brown visits a softball practice and discovers constant communication is a crucial part of working together as a team in order to succeed.

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


ALEX Classroom Resources: 5

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