ALEX Classroom Resources

   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] (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

[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] (6) 19 :

6-2.8) Vary application of movement concepts during physical activity.

Examples: force, time, space flow

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

[PE] (6) 35 :

6-4.5) Cooperate with a small group of classmates during a variety of physical activities.

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

[PE] (7) 19 :

7-2.8) Describe and apply mechanical advantage(s) for a variety of movement patterns.

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

[PE] (8) 19 :

8-2.8) Identify and apply Newton's laws of motion to various physical activities.

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

Many teachers don’t know where to begin with PE activities and what needs to be covered. For healthy physical bodies, agility, balance, and coordination (ABC’s) are three fundamental abilities that need to be developed. These activities include cooperative skills where students must work and engage with other students.

This resource includes activity ideas using graphics and video links. This resource includes a link to purchase more activities, however, this site is free and includes many valuable learning activities. 

   View Standards     Standard(s): [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) 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) 12 :

6-2.1) Demonstrate a basic knowledge of the rules and regulations for a variety of games and activities.

Examples: modified game play, formative and summative assessments

APE accommodation suggestions: Make accommodations in the areas of rules, sporting behavior, and safety for the student to participate in the activity.

[PE] (6) 13 :

6-2.2) Identify appropriate sporting behavior and etiquette related to a variety of games and activities.

Examples: quiet during tennis rally, dealing with confrontational opponents

APE accommodation suggestions: Make accommodations in the areas of rules, sporting behavior, and safety for the student to participate in the activity.

[PE] (6) 35 :

6-4.5) Cooperate with a small group of classmates during a variety of physical activities.

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

[PE] (6) 36 :

6-4.6) Identify the rules and etiquette for a variety of physical activities, fitness exercises, and games.

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

[PE] (7) 12 :

7-2.1) Use the rules and regulations of a variety of activities and demonstrate a basic knowledge regarding techniques and strategies related to those activities.

APE accommodation suggestions: Make accommodations in the areas of rules, sporting behavior, and safety for the student to participate in the activity.

[PE] (7) 13 :

7-2.2) Demonstrate appropriate sporting behavior and etiquette related to a variety of games and activities.

Example: shaking hands at end of activity

APE accommodation suggestions: Make accommodations in the areas of rules, sporting behavior, and safety for the student to participate in the activity.

[PE] (7) 36 :

7-4.6) Demonstrate knowledge of rules and etiquette for a variety of physical activities, fitness exercises, and games.

Examples: self-officiating, equipment management, re-racking weights

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

[PE] (7) 38 :

7-5.1) Classify different types of physical activities and describe how each exerts a positive effect on mental, emotional, and physical health.

APE accommodation suggestions: peer assistance and modeling

[PE] (7) 41 :

7-5.4) Demonstrate appropriate social interaction during activities and games.

Examples: helping and encouraging others, avoiding trash talk, providing support to classmates

APE accommodation suggestions: peer assistance and modeling

[PE] (8) 19 :

8-2.8) Identify and apply Newton's laws of motion to various physical activities.

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

Bowler’s Ed is a fun, progressive, and innovative approach to promoting a healthy and active lifestyle while teaching a lifetime sport to children at an early age. The FREE Bowler’s Ed curriculum is approved by the National Association for Sport and Physical Education (NASPE), certified by the United States Bowling Congress (USBC), and recognized by the Bowling Proprietors Association of America (BPAA). Educators are provided the appropriate tools to be successful whether an experienced bowler or teaching it for the first time.

   View Standards     Standard(s): [PE] (6) 35 :

6-4.5) Cooperate with a small group of classmates during a variety of physical activities.

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

[PE] (7) 31 :

7-4.1) Apply responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors, and supporting classmates.

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

[PE] (7) 34 :

7-4.4) Demonstrate cooperation skills by establishing rules and guidelines for resolving conflicts.

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

[PE] BK2 (9-12) 22 :

BK-4.3) Accept others' ideas, cultural diversity, and body types by engaging in cooperative and collaborative movement projects.

APE accommodation suggestions: verbally prompting and redirecting; peer assistance to model proper personal and social behaviors

PA Pathways is a team activity focusing on how well a team learns from their successes and failures as each future move is based on what has been done in the past. Participants must cross a maze made up of squares --but there’s only one correct pathway to follow from start to finish! Multiple variations allow you to adjust the challenges for different levels and abilities.

   View Standards     Standard(s): [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

[PE] (6) 33 :

6-4.3) Develop personal responsibility by accepting feedback to improve performance.

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

[PE] (6) 35 :

6-4.5) Cooperate with a small group of classmates during a variety of physical activities.

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

[PE] (7) 31 :

7-4.1) Apply responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors, and supporting classmates.

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

[PE] (7) 35 :

7-4.5) Problem-solve with a small group of classmates during a variety of activities and game play.

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

[PE] (7) 36 :

7-4.6) Demonstrate knowledge of rules and etiquette for a variety of physical activities, fitness exercises, and games.

Examples: self-officiating, equipment management, re-racking weights

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

[PE] (8) 31 :

8-4.1) Demonstrate appropriate methods of conflict resolution and respond in personally and socially responsible ways.

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

[PE] (8) 33 :

8-4.3) Create an encouraging classroom environment by providing constructive feedback to peers without prompting from the teacher.

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

[PE] (8) 36 :

8-4.6) Apply rules and etiquette for a variety of physical activities, fitness exercises, and games.

Examples: creating dance routines within a given set of parameters, officiating modified games

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

This assessment will help the teacher assess students' personal and social behavior during a gameplay unit. Make sure to go over the rubric sheet with the students so they understand what you are expecting in terms of their behavior.

   View Standards     Standard(s): [PE] (6) 34 :

6-4.4) Accept differences among classmates by providing encouragement and positive feedback.

Example: physical development, maturation, varying skill levels

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

[PE] (6) 35 :

6-4.5) Cooperate with a small group of classmates during a variety of physical activities.

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

[PE] (7) 31 :

7-4.1) Apply responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors, and supporting classmates.

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

[PE] (7) 39 :

7-5.2) Formulate positive strategies when faced with a group challenge.

Examples: offering suggestions or assistance, leading or following others and providing possible solutions

APE accommodation suggestions: peer assistance and modeling

[PE] (8) 35 :

8-4.5) Collaborate with classmates on problem-solving initiatives during large-group activities and game play.

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

This game would be perfect for a short class or for a warm-up game. It promotes teamwork, effort, and strategy. Students may become motivated because it's a competition. You can keep a scoreboard in the gym if you play it in the future and even use it as a whole class challenge to get a certain amount with a time limit so everyone is working together. Don't forget to encourage students as they are running, jogging, or walking.

   View Standards     Standard(s): [PE] (6) 32 :

6-4.2) Identify and use appropriate strategies to self-evaluate positive behaviors.

Examples: positive self-talk, "I can" statements

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

[PE] (6) 33 :

6-4.3) Develop personal responsibility by accepting feedback to improve performance.

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

[PE] (6) 34 :

6-4.4) Accept differences among classmates by providing encouragement and positive feedback.

Example: physical development, maturation, varying skill levels

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

[PE] (6) 35 :

6-4.5) Cooperate with a small group of classmates during a variety of physical activities.

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

[PE] (6) 39 :

6-5.2) Acknowledge individual challenges in order to handle them in a positive way.

Examples: extending effort, asking for help or feedback, modifying the tasks

APE accommodation suggestions: peer assistance and modeling

[PE] (6) 41 :

6-5.4) Identify strategies for respecting self and others through activities and games.

Examples: following the rules, encouraging others, playing in the spirit of the game or activity

APE accommodation suggestions: peer assistance and modeling

[PE] (7) 31 :

7-4.1) Apply responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors, and supporting classmates.

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

[PE] (7) 39 :

7-5.2) Formulate positive strategies when faced with a group challenge.

Examples: offering suggestions or assistance, leading or following others and providing possible solutions

APE accommodation suggestions: peer assistance and modeling

[PE] (7) 40 :

7-5.3) Assess the relationship between self-expression and lifelong enjoyment through physical activity.

APE accommodation suggestions: peer assistance and modeling

[PE] (8) 31 :

8-4.1) Demonstrate appropriate methods of conflict resolution and respond in personally and socially responsible ways.

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

[PE] (8) 41 :

8-5.4) Exhibit self-respect when asking for help or helping others in various physical activities without prompting.

APE accommodation suggestions: peer assistance and modeling

Believe in You® is an episodic series designed to educate students and staff about the incredible power of believing in yourself, despite the challenges and trials that life may present. Hosted by Kevin Atlas, and starring personalities from around the country who have overcome personal challenges to accomplish the extraordinary.

   View Standards     Standard(s): [PE] (6) 2 :

6-1.2) Throw using the proper form for distance or power appropriate to the practice task.

Examples: bocce, horseshoes, baseball, softball

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

[PE] (6) 3 :

6-1.3) Catch using the proper form from a variety of trajectories using various objects and tasks.

APE accommodation suggestions: Decrease distance ball is tossed, rolled or bounced; provide students the opportunity to catch an object using a bucket or a 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] (6) 5 :

6-1.5) Utilize a variety of offensive skills to create open space during practice tasks without defensive pressure.

Examples: pivots, fakes, give and go, jab steps, hitting to an open space

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (6) 8 :

6-1.8) Demonstrate defensive readiness and movement in all directions while maintaining correct position.

Examples: weight on balls of feet, arms extended and eyes on midsection of the offensive player

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (6) 12 :

6-2.1) Demonstrate a basic knowledge of the rules and regulations for a variety of games and activities.

Examples: modified game play, formative and summative assessments

APE accommodation suggestions: Make accommodations in the areas of rules, sporting behavior, and safety for the student to participate in the activity.

[PE] (6) 15 :

6-2.4) Identify offensive and defensive tactics to create or reduce open space in a variety of activities.

Examples: running in various directions or paces, reducing the angle in the space

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

[PE] (6) 17 :

6-2.6) Identify the skills or strategies necessary to score.

Examples: open spaces, spreading the field, passing to create space

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

[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

[PE] (6) 35 :

6-4.5) Cooperate with a small group of classmates during a variety of physical activities.

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

[PE] (7) 2 :

7-1.2) Throw using the proper form for distance or power appropriate to the activity in a dynamic environment.

Examples: throwing to a moving receiver, give and go passing

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

[PE] (7) 3 :

7-1.3) Catch using the proper form from a variety of trajectories using different objects in small-sided game play.

APE accommodation suggestions: Decrease distance ball is tossed, rolled or bounced; provide students the opportunity to catch an object using a bucket or a 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] (7) 4 :

7-1.4) Pass and receive using hands and feet in combination with locomotor patterns, change of direction, and/or speed, with proficiency.

Examples: passing and receiving while moving in basketball, ultimate Frisbee, speedball, soccer

APE accommodation suggestions: Use a larger ball or slightly deflated ball.

[PE] (7) 5 :

7-1.5) Perform a variety of offensive skills with defensive pressure.

Examples: pivots, fakes, give and go, jab steps, hitting to an open space

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (7) 8 :

7-1.8) Differentiate among various defensive strategies utilized in a variety of sports.

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (7) 12 :

7-2.1) Use the rules and regulations of a variety of activities and demonstrate a basic knowledge regarding techniques and strategies related to those activities.

APE accommodation suggestions: Make accommodations in the areas of rules, sporting behavior, and safety for the student to participate in the activity.

[PE] (7) 15 :

7-2.4) Execute a variety of offensive and defensive tactics to create open space.

Examples: move to open space without the ball, use a variety of passes, pivots, and fakes; give and go.

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

[PE] (7) 17 :

7-2.6) Demonstrate the skills or strategies necessary to score under pressure.

Examples: obstacles, defensive pressure, time limits

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

[PE] (7) 31 :

7-4.1) Apply responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors, and supporting classmates.

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

[PE] (8) 2 :

8-1.2) Throw using the proper form for distance or power appropriate to the activity during small-sided game play.

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

[PE] (8) 3 :

8-1.3) Catch using an implement in a dynamic environment or modified game play.

Examples: lacrosse stick, glove

APE accommodation suggestions: Decrease distance ball is tossed, rolled or bounced; provide students the opportunity to catch an object using a bucket or a 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] (8) 4 :

8-1.4) Pass and receive using an implement in combination with locomotor patterns, change of direction, speed and/or level, with proficiency.

Examples: lacrosse or hockey (floor, field, ice)

APE accommodation suggestions: Use a larger ball or slightly deflated ball.

[PE] (8) 5 :

8-1.5) Execute a variety of offensive skills during modified game play.

Examples: pivots, fakes, give and go, jab steps, hitting to an open space

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (8) 8 :

8-1.8) Utilize appropriate defensive strategies during modified game play.

APE accommodation suggestions: Peer assistance; verbal cues; modeling

[PE] (8) 12 :

8-2.1) Apply the rules, techniques, and strategies for a variety of games and activities to play a modified game.

APE accommodation suggestions: Make accommodations in the areas of rules, sporting behavior, and safety for the student to participate in the activity.

[PE] (8) 15 :

8-2.4) Open and close space during modified game play by combining locomotor movements with movement concepts.

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

[PE] (8) 17 :

8-2.6) Apply the skills or strategies necessary to score in modified game play.

APE accommodation suggestions: hand over hand; hand to hand; verbal prompting; directional poly spots

This is a modified football game created for indoor play.  Students will use the skills and rules taught previously in the football unit to participate in the game. 

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

   View Standards     Standard(s): [PE] (6) 35 :

6-4.5) Cooperate with a small group of classmates during a variety of physical activities.

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

RPS (rock, paper, scissors) Victory Lap is a dynamic warm-up. The object of RPS Victory Lap is to do as many victory laps as you can during a 5-minute warm-up. This is a great cooperative game as students will play with a variety of partners during this activity. On the start signal, students will find any partner and play a game of RPS. The winner of the game will jog to a cone, read the first warm-up task, and then perform that task to the next card. Repeat until the student completes a lap and then re-enter the game and find a new partner. If a student does not win a round of RPS, he/she should quickly find a new partner and try again.

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

   View Standards     Standard(s): [PE] (6) 21 :

6-3.2) Participate in a variety of moderate to vigorous activities.

APE accommodation suggestions: Visual aids and cues

[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

[PE] (6) 35 :

6-4.5) Cooperate with a small group of classmates during a variety of physical activities.

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

[PE] (7) 26 :

7-3.7) Employ a variety of appropriate dynamic and static stretching techniques engaging all major muscle groups.

APE accommodation suggestions: Visual aids and cues

[PE] (7) 35 :

7-4.5) Problem-solve with a small group of classmates during a variety of activities and game play.

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

[PE] (8) 35 :

8-4.5) Collaborate with classmates on problem-solving initiatives during large-group activities and game play.

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

Students will participate in a workout consisting of a warm-up, a workout, and a cool down. During the Fitness Monopoly activity, the students will demonstrate their understanding of the importance and benefits of a good workout by answering questions correctly.

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

   View Standards     Standard(s): [PE] (6) 34 :

6-4.4) Accept differences among classmates by providing encouragement and positive feedback.

Example: physical development, maturation, varying skill levels

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

[PE] (6) 35 :

6-4.5) Cooperate with a small group of classmates during a variety of physical activities.

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

[PE] (6) 41 :

6-5.4) Identify strategies for respecting self and others through activities and games.

Examples: following the rules, encouraging others, playing in the spirit of the game or activity

APE accommodation suggestions: peer assistance and modeling

[PE] (7) 31 :

7-4.1) Apply responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors, and supporting classmates.

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

[PE] (7) 34 :

7-4.4) Demonstrate cooperation skills by establishing rules and guidelines for resolving conflicts.

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

[PE] (7) 35 :

7-4.5) Problem-solve with a small group of classmates during a variety of activities and game play.

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

[PE] (7) 39 :

7-5.2) Formulate positive strategies when faced with a group challenge.

Examples: offering suggestions or assistance, leading or following others and providing possible solutions

APE accommodation suggestions: peer assistance and modeling

[PE] (7) 41 :

7-5.4) Demonstrate appropriate social interaction during activities and games.

Examples: helping and encouraging others, avoiding trash talk, providing support to classmates

APE accommodation suggestions: peer assistance and modeling

[PE] (8) 31 :

8-4.1) Demonstrate appropriate methods of conflict resolution and respond in personally and socially responsible ways.

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

[PE] (8) 39 :

8-5.2) Apply recently learned strategies to develop a plan of action and make appropriate decisions based on those concepts when faced with an individual challenge.

APE accommodation suggestions: peer assistance and modeling

[PE] (8) 41 :

8-5.4) Exhibit self-respect when asking for help or helping others in various physical activities without prompting.

APE accommodation suggestions: peer assistance and modeling

The purpose of this activity is to work together as a team, show positive sporting behavior, and figure out solutions to the problems presented. Students will have to cross an imaginary river as a team without touching it.

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

   View Standards     Standard(s): [PE] (6) 32 :

6-4.2) Identify and use appropriate strategies to self-evaluate positive behaviors.

Examples: positive self-talk, "I can" statements

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

[PE] (6) 34 :

6-4.4) Accept differences among classmates by providing encouragement and positive feedback.

Example: physical development, maturation, varying skill levels

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

[PE] (6) 35 :

6-4.5) Cooperate with a small group of classmates during a variety of physical activities.

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

[PE] (6) 39 :

6-5.2) Acknowledge individual challenges in order to handle them in a positive way.

Examples: extending effort, asking for help or feedback, modifying the tasks

APE accommodation suggestions: peer assistance and modeling

[PE] (7) 31 :

7-4.1) Apply responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors, and supporting classmates.

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

[PE] (7) 34 :

7-4.4) Demonstrate cooperation skills by establishing rules and guidelines for resolving conflicts.

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

[PE] (7) 35 :

7-4.5) Problem-solve with a small group of classmates during a variety of activities and game play.

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

[PE] (7) 39 :

7-5.2) Formulate positive strategies when faced with a group challenge.

Examples: offering suggestions or assistance, leading or following others and providing possible solutions

APE accommodation suggestions: peer assistance and modeling

[PE] (8) 31 :

8-4.1) Demonstrate appropriate methods of conflict resolution and respond in personally and socially responsible ways.

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

[PE] (8) 32 :

8-4.2) Use effective self-monitoring skills to incorporate opportunities for physical literacy.

Examples: appropriate responses, responsible attitudes, working with others to accomplish a task

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

[PE] (8) 35 :

8-4.5) Collaborate with classmates on problem-solving initiatives during large-group activities and game play.

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

[PE] (8) 39 :

8-5.2) Apply recently learned strategies to develop a plan of action and make appropriate decisions based on those concepts when faced with an individual challenge.

APE accommodation suggestions: peer assistance and modeling

Toxic Waste is a standards-based cooperation game that focuses on teamwork, synchronization, and communication. It can be played in a gym or outdoors. The goal of the game is the get the Toxic Waste (a foam ball) from one end of the gym to the other, without touching the ball of the Ringette ring (students must, therefore, use skipping ropes).

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