Greet students at the door and ask them to proceed to team positions. Say to students:  Today we are going to continue to use many of the skills you have learned and practiced in Physical Education throughout the year! Remember that this is a great time to show what you know and how

Warm Up Equipment/Set-Up Upbeat music Music delivery system Two foam tagging tools Various age-appropriate object control (foot dribbling/kicking) manipulatives 10-15 cones Cone off or designate an approx. 30 ft long by 8-10 ft. for practice adjacent to the main activity area. Variety of age-appropriate object control (lower body) items placed within this practice

Grade Level Outcomes Psychomotor Cognitive Affective S1.E1-E6.2 S1.E7-E12.2 S1.E13-E26.2 S3.E2.2 S5.E2.2 Explore age-appropriate FUN-damentals of movement Engages actively in physical education class in response to instruction and practice. Compares physical activities that bring confidence and challenge. Locomotors Balance Object Control

Equipment Set-Up Skill Development Equipment/Set-up Color cone to represent each team. Five 4-6" foam balls Five wall targets Upbeat music Music delivery system Place team color cones approx. 5 ft apart on designated start line. Place equipment for the first challenge next to the team’s starting color cone, place equipment for the second

Equipment Set-Up Purposeful PLAY Equipment/Set-up Equipment varies based on skill challenge stations chosen. Set various equipment in a 6-station format. Students begin with their teammates at the assigned skill challenge station. Challenge Time: Skill Stations This purposeful play allows students to explore appropriate fundamentals of locomotors, balance, and object control in various

Equipment Set-Up Warm-Up Upbeat Music Music delivery system Two foam tagging tools Various age-appropriate object control (foot dribbling/kicking) manipulatives 10-15 cones Cone off or designate an approx. 30 ft long by 8-10 ft. for practice adjacent to the main activity area. Variety of age-appropriate object control (lower body) items placed within this practice area.

Walk and Create Your Own Stretch Series Procedure: Ask students to continue walking until they have completed two walking laps around the activity area. Then ask them to stop and try to think of three poses/stretches they could do to create their own nature stretch series. Share that it can be a pose/stretch

When students are lined up, quiet, and showing body control: Check for Understanding: Call on 3-5 students to answer/demonstrate: Rate your cooperation with your teammates today. (Thumbs up, thumb sideways, thumbs down) What is the reason you rated yourself that way? (Call on students to share) Which skill challenge station did you feel

Greet students at the door and ask them to proceed to team positions. Say to students:  Today we are going to continue to use many of the skills you have learned and practiced in Physical Education throughout the year! Remember that this is a great time to show what you know and how

Warm Up Equipment/Set-Up Upbeat music Music delivery system Two foam tagging tools Various age-appropriate toss/catch and roll/receive items. 10-15 cones Cone off or designate an approx. 30 ft long by 8-10 ft. for practice adjacent to the main activity area. Variety of age-appropriate balls for hand dribbling placed within this practice area. Students

Grade Level Outcomes Psychomotor Cognitive Affective S1.E1-E6.2 S1.E7-E12.2 S1.E13-E26.2 S3.E2.2 S5.E2.2 Explore age-appropriate FUN-damentals of movement Engages actively in physical education class in response to instruction and practice. Compares physical activities that bring confidence and challenge. Locomotors Balance Object Control

Equipment Set-Up Skill Development Equipment/Set-up Color cone to represent each team. Five 4-6" foam balls Five bowling pins Upbeat music Music delivery system Place team color cones approx. 5 ft apart on designated start line. Place equipment for the first challenge next to the team’s starting color cone, place equipment for the second

Equipment Set-Up Purposeful PLAY Equipment/Set-up Equipment varies based on skill challenge stations chosen. Set various equipment in a 6-station format. Students begin with their teammates at the assigned skill challenge station. Challenge Time: Skill Stations This purposeful play allows students to explore appropriate fundamentals of locomotors, balance, and object control in various

Equipment Set-Up Warm-Up Upbeat Music Music delivery system Two foam tagging tools Various age-appropriate toss/catch and roll/receive items 10-15 cones Cone off or designate an approx. 30 ft long by 8-10 ft. for practice adjacent to the main activity area. Variety of age-appropriate balls for hand dribbling placed within this practice area. Students begin

Walk and Create Your Own Stretch Series Procedure: Ask students to continue walking until they have completed two walking laps around the activity area. Then ask them to stop and try to think of three poses/stretches they could do to create their own nature stretch series. Share that it can be a pose/stretch

When students are lined up, quiet, and showing body control. Check for Understanding: Call on 3-5 students to answer/demonstrate: What was a skill they used to show best effort or cooperation today? What did their team improve on today in their relay from last week’s relay attempts? Which skill challenge did they have

Greet students at the door and ask them to proceed to team positions. Say to students:  Welcome to PE. We are going to continue to use many of our skills to move and cooperate today! Remember that this is a great time to show what you know and how well you know it!

Warm-Up Equipment/Set-Up Upbeat music Music delivery system Two foam tagging tools Designate or cone off a 10 ft. long by 3-4 ft. wide area for practice. Students begin in team positions (Indoors) or designated start spot (Outdoors). Time to Use Your Skills Tag (Balance Skill Review) This activity directs students to recall

Equipment Set-Up Skill Development Equipment/Set-up Color cone to represent each team. Upbeat music Music delivery system Other equipment based on challenges chosen from lesson list Place team color cones approx. 5 ft. apart on designated start line. Place equipment for the first challenge next to the team’s starting color cone, place equipment for

Equipment Set-Up Purposeful PLAY Equipment/Set-up Equipment varies based on challenges chosen from lesson list Students begin with their teams, spread out in designated activity space Can You Cooperate? (Team Cooperation Challenges) This activity uses previously learned fundamental skills in a variety of cooperative challenges. Students work together in teams to communicate and

Equipment Set-Up Warm-Up Upbeat Music Music delivery system Two foam tagging tools Designate or cone off a 10 ft. long by 3-4ft. wide area for practice. Students begin in team positions (Indoors) or designated start spot (Outdoors).  Skill Practice: Color cone to represent each team Upbeat music Music delivery system Other equipment based on

Nature Walk and Stretch Series Procedure: Ask students to begin walking and thinking of one of the favorite places they like to go in nature. Ask them to stop and say the name of the place out loud. Then ask them to stop and complete a nature stretch series with you. Mountain pose

When students are lined up, quiet, and showing body control: Check for Understanding: Call on 3-5 students to answer/demonstrate: What was a skill they used well in the relay race today? What was one thing their team needed to improve on to do better in the race? Which team challenge was the most

Greet students at the door and ask them to proceed to team positions. Say to students:  Today is going to be an exciting time to use many of the skills you have learned and practiced in Physical Education throughout the year! You have learned and used so many different skills, and it's going

Warm Up Equipment/Set-Up Upbeat music Music delivery system Two foam tagging tools Designate or cone off a 30 ft. long by 3-4 ft. wide area for practice. Students begin in team positions if indoors or designated start spot if outdoors. Time to Use Your Skills Tag (Locomotor Skill Review) This activity directs

Grade Level Outcomes Psychomotor Cognitive Affective S1.E1-E6.2 S1.E7-E12.2 S1.E13-E26.2 S3.E2.2 S5.E2.2 Explore age-appropriate FUN-damentals of movement Engages actively in physical education class in response to instruction and practice. Compares physical activities that bring confidence and challenge. Locomotors Balance Object Control

Equipment Set-Up Skill Development Equipment/Set-up Color cone to represent each team. 5 track batons or dowles/short foam noodles Upbeat music Music delivery system Place team color cones approx. 5 ft. apart on designated start line. Place team baton/dowel on start line next to cone. Students line up in team order behind their team

Equipment Set-Up Purposeful PLAY Equipment/Set-up 10-15 Large/Lightweight Balls 10-15 Sacks/Exercise band circles Students begin standing next to a partner, spread out in designated activity space. Can You Cooperate? (Partner Body/Balance/Cooperation Challenges) This activity uses previously learned fundamental skills in a variety of cooperative challenges. Students work together in pairs to communicate and

Equipment Set-Up Warm Up Upbeat Music Music delivery system Two foam tagging tools Designate or cone off a 30 ft long by 3-4 ft. wide area for practice. Students begin in team positions if indoors or designated start spot if outdoors. Skill Practice: Color cone to represent each team 5 track batons or dowels/short

Nature Walk and Stretch Series Procedure: Ask students to begin walking and thinking of one of the favorite things they like to do outside/in nature. Ask them to stop and show a motion from that favorite thing (possibly casting a fishing pole, swimming, holding the leash of a dog etc.) Then ask them

When students are lined up, quiet, and showing body control: Check for Understanding: Call on 3-5 students to answer/demonstrate: What was a skill they used well in the relay race today? What was one thing their team needed to improve on to do better in the race? Which partner challenge was the most

Equipment Set-Up Skill Development Equipment/Set-up Student teams list (4-6 students on a team) Students begin at center circle. This skill development section focuses on PE classroom protocols, team building, and safe moving. Prepare: Remind students that playing is a part of PE, but that when we play in PE, we are doing

Equipment Set-Up Skill Development Equipment/Set-up Upbeat music Music delivery system Two soft tagging implements or two vests/pinnies Students begin on a sideline. Taggers begin in center Endline to Endline Team Tag This activity combines using common age-appropriate locomotor skills with familiarizing students to the various areas of the activity space (e.g., the

Stretch and Breathe Procedure: Instruct students to stand tall and strong on the center circle and take two big steps back. Show them how to reach their arms high to the sky like branches of a tree. Have students stretch high and wide with you. Hold each stretch for 30 counts. Instruct students

Equipment Set-Up Purposeful PLAY Equipment/Set-up Upbeat music Music delivery system Selection of soft age-appropriate equipment (More than enough foam balls, noodles, hoops/tunnels, nylon scarves, etc. for each student) Set-up can occur before class begins. Distribute equipment across five to six stations around the perimeter of the activity space.  Practice and PLAY, Go and

Equipment Set-Up Warm Up Upbeat Music Music delivery system None needed. Skill Development: *Skill Development focuses on what to do at the Purposeful PLAY stations so, equipment and set-up are the same as outlined in the Purposeful PLAY section. Purposeful PLAY Upbeat music Music delivery system Selection of soft age-appropriate equipment (More than enough foam

Greet students at the entrance and ask them to proceed to team positions (tape, chalk, cones, etc.). Say to students: It’s great to see you all again. I had fun teaching you about how to move the ball with your feet during our last PE time. Lesson Focus: Ball Control Skills with Feet

Warm Up Equipment/Set-Up Music Music delivery system 5 hurdles at various heights 5 hoops in holders standing upright (or other teaching tool that allows students to practice going around/through) Students start in team positions facing the teacher. Postion hurdles/hoops spread out through activity space as obstacles for students to practice going over/under/around/through. Warm

Grade Level Outcomes Psychomotor Cognitive Affective S1.E18.2 S3.E3.2b S2.E2.2 S4.E4.2 Dribbles with the feet in general space with control of ball and body. Identifies physical activities that contribute to fitness. Combines shapes/levels/pathways. Works independently with others in partner settings.

Equipment Set-Up Skill Development Equipment/Set-up TLP poster for Foot Dribble 30 space spots (one per student pair plus 15 additional) 4 to 6-inch balls (one per student) Position one space spot in front of each student in their team position and a ball on each space spot. Skill Development: Foot Dribble This

Equipment Set-Up Purposeful PLAY Equipment/Set-up Music (nature-inspired) Music delivery system 5 Jump ropes 5 dense foam 4 to 6-inch balls One foam tagging implement Cones Set out jump ropes to make lava lanes and spread out the balls to represent river rocks. Use cones to create a 5 by 20-foot area at the

Equipment Set-Up Warm-Up Upbeat music Music Delivery System Two foam tagging tools Various age-appropriate object control (foot dribbling/kicking) manipulatives 10-15 cones Cone off or designate an approx. 30 ft long by 8-10 ft. for practice adjacent to the main activity area. Variety of age-appropriate object control (lower body) items placed within this practice area.

Cool-Down: Walk Together, Work Together Procedure: Ask students to walk in pairs for this activity called, Walk Together, Work Together, interlocking one arm with each other, throughout the activity space for 30 counts. Tell students that if you tap them, they should stop with their partner, turn to face each other, reach high

When students are lined up, quiet, and showing body control: Check for Understanding: Call on 3-5 students to answer/demonstrate: What are some things we could do to help make our heart, beat faster, to help our heart become stronger? Which foot do we usually want to use to dribble the ball? What type

Greet students at the door and ask them to proceed to team positions (tape, chalk, cones, etc.). Lesson Focus: Ball Control Skills with Feet Say to Students: Which part of our body have we been using to control a ball. (Our hands) What are some of the skills you used to control the

Warm Up Equipment/Set-Up Music Music delivery system Foam balls (one per student) Students start in team positions facing the teacher. Fitness Focus: Wide Stance, Fast Feet on the Floor (Stutter Step) Say to students: It's wonderful to see that so many of you are ready to move to get stronger. In our

GradeLevelOutcomesPsychomotorCognitiveAffectiveS1.E21.2S3.E3.2bS2.E2.2S4.E4.2Uses a continuous approach and kicks a moving ball, demonstrating 3 of the 5 elements of a mature pattern.Identifies physical activities that contribute to fitness.Combines shapes/levels/pathways.Works independently with others in partner settings.

Equipment Set-Up Skill Development Equipment/Set-up TLP poster for Instep Kick 15 Space spots 14 Mini cones 15 Dense foam 4 to 6-inch balls Place space spots in a line across the gym approximately 20 feet away from the wall and 3 to 5 feet from each other. Half of the students begin standing

Equipment Set-Up Purposeful PLAY Equipment/Set-up Music (nature-inspired) Music delivery system 5 Jump ropes 5 dense foam 4 to 6-inch balls Safe tagging implement 5-10 cones Place jump ropes set out to make lava lanes, and five larger balls spread out to represent boulders. Cone off an 8 to 10-foot wide area at the

Equipment Set-Up Warm-Up Music Music delivery system Foam balls (one per student) Students start in team positions facing the teacher. Skill Practice: TLP poster for Instep Kick 15 space spots 14 mini cones 15 dense foam 4 to 6-inch balls Place space spots in a line across the gym approximately 20 feet away from

Cool-Down: Walk Together, Work Together Procedure: Ask students to walk in pairs for this activity called, Walk Together, Work Together, interlocking one arm with each other, throughout the activity space for 30 counts. Ask them to stop, turn to face each other and reach high to the sky, touching their fingers together at

When students are lined up, quiet, and showing body control:Check for Understanding:Call on 3-5 students to answer/demonstrate:What are some things we could do to help make our heart, beat faster, to help our heart become stronger?Which foot do we usually want to use to kick the ball?Which part of the foot is the instep?How

Equipment Set-Up Skill Development Equipment/Set-up TLP poster for Foot Dribble 30 space spots (one per student pair plus 15 additional) 4 to 6-inch balls (one per student) Position one space spot in front of each student in their team position and a ball on each space spot. Skill Development: Foot Dribble This