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

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) 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.