ALEX Classroom Resources

   View Standards     Standard(s): [PE] (3) 23 :

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

[PE] (4) 31 :

4-5.3) Prioritize different physical activities based on enjoyment.

APE accommodation suggestions: peer assistance and modeling

[PE] (5) 23 :

5-3.2) Actively engage in all components of physical education to the best of his/her ability.

This is a free YouTube video from Phys.Ed.Review.  The video offers students a choice of three different fitness activities to perform for thirty seconds.  Students then take a short rest and choose between three more fitness activities. This cycle continues for five minutes to upbeat music.

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

   View Standards     Standard(s): [PE] (3) 23 :

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

[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) 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] (5) 24 :

5-3.3) Identify each component of the FITT Principle (frequency, intensity, time, and type).

Five or six fitness activities are arranged in the center (the pit) of a large circle outlined with marking spots (the race track). If desired, tumbling mats can be placed in the center of the race track to delineate the pit stop area. Students work with a partner and alternate running (or doing other locomotor movements) or rope jumping around the race track and going to the pit to perform a strength or flexibility exercise. A different exercise should be performed each time so students assure variety in their workout.

A demonstrative video is included in this resource. 

   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

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

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

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] (3) 23 :

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

[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) 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.

This activity is a quick warm-up created for 3-5 graders. The activity builds off previous knowledge of fitness concepts and skills such as jumping jacks, mountain climbers, burpees, etc.

   View Standards     Standard(s): [PE] (4) 23 :

4-3.2) Actively engage in physical education class, both with teacher direction and independently.

[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) 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) 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

This Field Day water activity allows students to work independently and together with their peers in a game setting. This activity is a Ketchup Bottle Tag. The object of the game is to tag other players by squirting them with your ketchup bottle. On the start signal, begin at a speed-walking pace. When your ketchup bottle is empty, move to a refill station, and hold plank position as long as you can while your teacher refills your bottle.

This alignment results from the ALEX Health/PE Course of Study 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

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.