The Power of
Possibilities
1. Yesterday,
Today, &
Tomorrow
2. We Can
Change the
World
3. I Can Change
the World
Theme 4: The Power of Possibilities
36 Days
Units 1-3 Summary
Physical Education Kindergarten Connections – Click on the links below
Units
1. Yesterday, Today and Tomorrow
Flexibility-Fitness Concepts
Flexibility-Movement Concepts
2. We Can Change the World
Aerobic Fitness-Social Psychological Concepts
Muscular Strength/Muscular Endurance-Social
Psychological Concepts
3. I Can Change the World
3. I Can Change the World
Aerobic Fitness-Social Psychological Concepts
Muscular Strength/Muscular Endurance-Social Psychological
Concepts
Flexibility-Social Psychological Concepts
Flexibility-Social Psychological Concepts
Elementary Physical Education
Kindergarten
Course Navigation
Rationale
Implementation Instructions
Scope and Sequence
Assessment Expectations
National/State Standards:
National Physical Education Standards and Maryland State Physical Education Standards and
Maryland College and Career-Ready Standards
Unit Navigation – Kindergarten
AEROBIC FITNESS
MUSCULAR STRENGTH AND
MUSCULAR ENDURANCE
FLEXIBILITY
Hyperlinks to
Locomotor
Aerobic
Spatial
Social
Aerobic
and NonMovement
Fitness
Teacher
Fitness
Awareness
Psychological
Fitness
Locomotor
Concepts
Concepts
Feedback
Concepts
Concepts
Concepts
Concepts
Concepts
Suggested Number of Days:
5-6 Aerobic Fitness Lessons each Marking Period
(A total of 20-24 lessons a year including All Maryland State Physical Education Standards)
Aerobic Fitness Overview:
The Kindergarten Aerobic fitness unit will provide experiences that allow students to explore the heart and lungs and how the body
reacts to exercise. Basic movement and spatial awareness will be emphasized in order for safe movement in authentic situations.
Standards for Unit - Maryland State Physical Education Standards:
 Standard I - Skillfulness - Students will demonstrate the ability to enhance their performance of a variety of physical skills by
developing fundamental movement skills, creating original skill combinations, combining skills effectively in skill themes,
and applying skills.
 Standard ll - Biomechanical Principles - Students will demonstrate an ability to use the principles of biomechanics to
generate and control force to improve their movement effectiveness and safety




Standard lll - Motor Learning Principles - Students will demonstrate the ability to use motor skill principles to learn and
develop proficiency through frequent practice opportunities in which skills are repeatedly performed correctly in a variety of
situations.
Standard lV - Exercise Physiology - Students will demonstrate the ability to use scientific principles to design and participate
in a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and
physical performance in a variety of academic, recreational, and life tasks.
Standard V - Physical Activity - Students will demonstrate the ability to use the principles of exercise physiology, social
psychology, and biomechanics to design and adhere to a regular, personalized, purposeful program of physical activity
consistent with their health, performance, and fitness goals in order to gain health and cognitive/academic benefits.
Standard Vl - Social Psychological Principles - Students will demonstrate the ability to use skills essential for developing
self-efficacy, fostering a sense of community, and working effectively with others in physical activity settings.
National Standards for K-12 Physical Education:
 Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
 Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to
movement and performance.
 Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness.
 Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and
others.
 Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.
Maryland College and Career-Ready Standards:
All items in red refer to a correlation between the Maryland College and Career-Ready Standards (MCCRS) and the lessons,
activities, and lesson assessments.
 MCCRS ELA RI4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
 MCCRS ELA W2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
 MCCRS MATH K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of
these objects using terms such as above, below, beside, in front of, behind, and next to.
Indicators for Unit: Indicators are stated behind each Desired Student Learning Outcome.
Vertical Alignment:
Prior to entering Kindergarten the students will be able to:
 Demonstrate the following locomotor skills: walking, jogging, running, galloping, hopping, and jumping.
 Distinguish between general and self-space.
Grade specific skills are listed at two locations on the Elementary Physical Education Vertical Alignment Flow Map. Each
standard link includes indicators and student outcomes with sequential skill instruction. The Benchmark Skills Chart shows
when a skill should be introduced, practiced, and mastered.
Future instruction in First grade will include increased time in cardio-respiratory endurance and proficient movement in
fundamental skills.
Essential Question:
In what ways do aerobic fitness activities show how your body reacts to exercise?
Examples of Lesson Specific Essential Questions for Kindergarten Aerobic Fitness
Globalization / Relevance
There are natural connections in this unit to multiple disciplines. In terms of:
• Arts & Creativity (A/C), Dance (DANCE) and Music (MUSIC) support motor learning by
incorporating visual, auditory and kinesthetic connections.
• Health and Wellness (H/W) provide extensions and clarifications to the benefits of fitness and an
active life style.
The Big Idea –
• Language Arts (ELA) skills in physical activities will refine skills for reading informational text and
Increasing the efficiency of
building vocabulary.
the heart and lungs.
• Mathematical (MATH) concepts will be used in counting, scoring and predicting physical
performance.
• Scientific (SCI) laws and theories in physical activities will improve performance and accuracy.
• Social Studies (SS) links integrate social behaviors from the past to present.
• Technology (TECH) provides motivation and visual support to health and physical activity
lessons.
Connections to Kindergarten Curriculum Themes:
 Spatial Awareness Concepts and Social Psychological Concepts connect to Theme 1 Unit 1 – The Power of Me
 Locomotor and Non-Locomotor Concepts and Movement Concepts connect to Theme 2 Unit 2 – We Move
 Fitness Concepts connects to Theme 1 Unit 3 - I Need
Exploration questions are listed in the appropriate links.
Background Support and Resources for Teachers:
 Colvin, A. Vonnie, N. Markos, P. Walker, (2000) Teaching the Nuts and Bolts of Physical Education, Human Kinetics*
 Hopple, Christine J., (2005) Elementary Physical Education Teaching & Assessment, A Practical Guide, Second Edition,
Human Kinetics*
 Hopple, Christine J., (1995) Teaching for Outcomes in Elementary Physical Education, A Guide for Curriculum and
Assessment, First Edition, Human Kinetics*
 Lambdin, Dolly, Charles B. Corbin, Guy C. LeMasurier, Meg Greiner, (2010) Fitness For Life, Classroom Guide
Kindergarten, Human Kinetics


Landy, Joanne, Maxwell J. Landy, (1992) Ready-To-Use P.E. Activities: For Grades K-2, Parker Publishing Company*
Marcus, Deborah, (2014) Hearing Impairment, Visual Impairment, Autism and Students who use Wheelchairs
 Maryland State Department of Education, A Guide for Serving Students with Disabilities in Physical Education , 2009
 McCall Rene’e, Diane H. Craft (2000) Moving With A Purpose, Developing Programs for Preschoolers of All Abilities,
Human Kinetics
(* These texts can be located in the Elementary Physical Education Lending Libraries. Your specific book loan center can be
found on Blackboard> Physical Education> Elementary Physical Education> Curriculum Book Loan Centers.)
Desired Student Learning
Outcomes
Aerobic Fitness Concepts
Learning Outcome:
Demonstrate activities that
improve aerobic capacity/
cardio respiratory fitness.
(MSC 5.A.1.a.)
With prompting and support,
ask and answer questions
about unknown words in a text.
Instructional Delivery and Resources
Essential Question:
Can you explain what your heart is and what your heart rate is?
Define Aerobic Fitness and Heart Rate when introducing the
unit and reinforce each lesson.
Heart Rate is defined as heartbeats during a specified time: the
number of heartbeats occurring within a specified length of time.
Maryland State Curriculum Physical Education Glossary
Lesson Seed - Red Light, Green Light
Physical Best Activity Guide, Elementary Level, pgs. 23-24
Description of Activity-Students will understand the heart, lungs
Vocabulary:
and muscles work together when performing aerobic activities.
aerobic, heart rate, heartbeats,
Activity cards are included on the text CD ROM. Inclusion tips
time, heart, lungs, muscles,
and teaching hints are listed in the lesson.
safety
Option #1: Teachers will limit the duration and intensity of
exercise for individuals with impaired cardiac function. Instructors
Critical Content and Skills:
will maintain close contact with the parent for individuals with
heart beats before and after
impaired cardiac function. It is imperative that every instructor
play, movement strengthens the recognize the cardiovascular training limitations of individuals
heart
with heart disease.
Option #2: Students may be able to use a word wall to help
Can Know Content and Skills: identify key terms.
movement changes heart rate
Option #3: Students may be able to use picture cards to help
understand how the heart, lungs and muscles work together.
Option #4: Students may use a smart notebook activity that
relates to how the heart, lungs and muscles work together.
Ongoing Sample
Assessments
Pre-Assessment – Discuss
with students “What do you
know about the heart?”
Formative Assessment –
Teacher will use
observation, Individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment Red Light, Green Light
Physical Best Activity Guide,
Elementary Level, pg. 24
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
(MCCRS ELA RI4) (DI – Content and Process)
(UDL – Representation 1.1 and 2.1)
Aerobic Fitness Concepts
Learning Outcome:
Essential Question:
Can you explain what your heart is and what your heart rate is?
Use verbal and visual cues to
improve skill performance.
(MSC 3.B.1.a.)
Define Aerobic Fitness and Heart Rate when introducing the
unit and reinforce each lesson.
Heart Rate is defined as heartbeats during a specified time: the
number of heartbeats occurring within a specified length of time.
Maryland State Curriculum Physical Education Glossary
With prompting and support,
ask and answer questions
about unknown words in a text.
Lesson Seed - On Your Spot, Get Set, Go!
Physical Best Activity Guide, Elementary Level, pgs. 34-36
Vocabulary:
Description of Activity-Students will understand the importance of
aerobic, heart beats, heart rate, warming up before an activity and cooling down after an activity.
warm up, cool down,
Locomotor and warm-up cards are included on the text CD ROM.
locomotor, safety
Inclusion tips and teaching hints are listed in the lesson.
Option #1: Students may use the word wall to help identify key
Critical Content and Skills:
terms.
movement strengthens the
Option #2: The teacher will provide alternatives for rate, timing,
heart, warm-ups
speed and range of motion to interact.
Option #3: The students may give examples of connections to
Can Know Content and Skills: background knowledge of warming up and cooling down after
heart rate as related to warmand before an activity.
ups and cool downs
(MCCRS ELA RI4) (DI – Process)
(UDL – Representation 1.1 and 2.1)
Pre-Assessment – Discuss
with students “What do you
know about the heart and
heart rate?”
Formative Assessment –
Teacher will use
observation, Individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment On Your Spot, Get Set, Go!
Physical Best Activity Guide,
Elementary Level,
pgs. 34-36
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Return to Unit Navigation
Locomotor and NonLocomotor Concepts
Learning Outcome:
Demonstrate locomotor skills
including walking, jogging,
running, galloping, hopping,
and jumping.
Essential Question:
Can you demonstrate how to move in different ways?
Locomotor Skills are the skills that move the body from one
place to another (walking, running, galloping, jumping, hopping,
sliding, leaping, and skipping).
Maryland State Curriculum Physical Education Glossary
Pre-Assessment – Teacher
will use observation of
student movement during
review of previously
presented skills.
Formative Assessment –
Teacher will use
(MSC 1.A.1.a.)
Walking
Demonstrate fundamental
movement skills and skill
themes using teacher cues for
skill improvement.
(MSC 3.A.1.b.)
Walking cues:
 place one foot in front of other foot
 repeat foot placement
 no flight occurs
Lesson Seed - Ideas for Lesson Development – Walk
Elementary Physical Education Teaching & Assessment,
2nd edition, pg. 147
Description of Activity – Students will walk to the different
rhythms
and sounds.
Critical Content and Skills:
Option #1: The teacher will illustrate this through multiple media,
locomotor skills, sound cues
use movement/dance.
Option #2: The teacher may provide feedback that is frequent,
Can Know Content and Skills: timely and specific.
rhythmic movement
Option #3: The teacher will provide alternatives for rate, timing,
speed and range of motion to interact.
(MUSIC 1.A.3.b.) (A/C - Dance Standard 1.A.1.a.) (SCI 1.C.1.b.)
(DI – Content) (UDL – Representation 2.3)
Vocabulary:
locomotor, walk , run, jump,
hop, slide, leap, skip, rhythm,
safety
observation, Individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment –
Locomotor Assessment
Sheet - PE Central
Use Cue Check List and
insert lesson appropriate
cues.
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 – We Move Exploration Questions
Locomotor and NonLocomotor Concepts
Learning Outcome:
Demonstrate locomotor skills
including walking, jogging,
running, galloping, hopping,
and jumping.
(MSC 1.A.1.a.)
Demonstrate fundamental
movement skills and skill
Essential Question:
Can you demonstrate how to move in different ways?
Locomotor Skills are the skills that move the body from one
place to another (walking, running, galloping, jumping, hopping,
sliding, leaping, and skipping).
Maryland State Curriculum Physical Education Glossary
Lesson Seed - Exploring Walking Movements
Ready –To-Use P.E. Activities for Grades K-2, pg. 53
Description of Activity – Students will explore walks using
changes in directions, pathways, levels and speeds.
Pre-Assessment – Teacher
will use observation of
student movement during
review of previously
presented skills.
Formative Assessment –
Teacher will use
observation, Individual or
group conference and
reteaching or lesson
extensions.
themes using teacher cues for
skill improvement.
(MSC 3.A.1.b.)
Vocabulary:
locomotor, walk , direction,
pathway, level, speed, safety
Critical Content and Skills:
walking skills with direction,
levels, pathways and speed
changes, safety
Option #1: The teacher will illustrate this through multiple media,
use movement/dance.
Option #2: The teacher may provide feedback in which students
demonstrate the correct and incorrect way of exploring walking in
different directions, pathways, levels and speeds.
Option #3: The teacher will provide alternatives for rate, timing,
speed and range of motion to interact.
(A/C - Dance Standard 1.A.1.a.) (SCI 1.C.1.b.)
(DI – Process and Product) (UDL – Action and Expression 4.1)
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 – We Move Exploration Questions
Summative Assessment –
Locomotor Assessment
Sheet - PE Central
Use Cue Check List and
insert lesson appropriate
cues.
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Can Know Content and Skills:
creative movement
Locomotor and NonLocomotor Concepts
Learning Outcome:
Demonstrate locomotor skills
including walking, jogging,
running, galloping, hopping,
and jumping.
(MSC 1.A.1.a.)
Demonstrate fundamental
movement skills and skill
themes using teacher cues for
skill improvement.
(MSC 3.A.1.b.)
Vocabulary:
locomotor, run, ball of foot,
opposite, direction, level,
pathway, speed, safety
Essential Question:
Can you demonstrate how to move using running cues?
Locomotor Skills are the skills that move the body from one
place to another (walking, running, galloping, jumping, hopping,
sliding, leaping, and skipping).
Maryland State Curriculum Physical Education Glossary
Running
Running cues:
 ball of foot touches first
 arms move opposite of legs
Teaching the Nuts and Bolts of Physical Education, 2nd Edition,
pg. 2
Movement and skill cues will be posted to reinforce cognitive and
motor learning.
Lesson Seed - Exploring Running Movements
Ready –To-Use P.E. Activities for Grades K-2, p. 54
Pre-Assessment – Teacher
will use observation of
student movement during
review of previously
presented skills.
Formative Assessment –
Teacher will use
observation, Individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment Cue Checklist
Teaching the Nuts and Bolts
of Physical Education,
2nd Edition,
CD-ROM Chapter 2,
pgs. 12-13
Description of Activity – Students will explore runs using changes
in directions, pathways, levels and speeds.
Option #1: The teacher will illustrate this through multiple media,
use movement/dance.
Option #2: The teacher may provide feedback in which students
Can Know Content and Skills: demonstrate the correct and incorrect way of exploring running in
combinations of movement
different directions, pathways, levels and speeds.
patterns
Option #3: The teacher will provide alternatives for rate, timing,
speed and range of motion to interact.
(A/C - Dance Standard 1.A.1.a.) (SCI 1.C.1.b.)
(DI – Process and Product) (UDL – Action and Expression 4.1)
Critical Content and Skills:
running with change of
directions, levels, pathways and
speed, safety
Summative Assessment Running Assessment
PE METRICS, pgs. 41-43
(Video Assessment)
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 – We Move Exploration Questions
Locomotor and NonLocomotor Concepts
Learning Outcome:
Demonstrate locomotor skills
including walking, jogging,
running, galloping, hopping,
and jumping.
(MSC 1.A.1.a.)
Demonstrate fundamental
movement skills and skill
themes using teacher cues for
skill improvement.
(MSC 3.A.1.b.)
Essential Question:
Can you say and show the cues to galloping?
Locomotor Skills are the skills that move the body from one
place to another (walking, running, galloping, jumping, hopping,
sliding, leaping, and skipping).
Maryland State Curriculum Physical Education Glossary
Galloping
Galloping cues:
 toe-to-heel
 one foot always chases the other
Elementary Physical Education Teaching & Assessment,
2nd edition, pg. 147
Movement and skill cues will be posted to reinforce cognitive and
motor learning.
Vocabulary:
locomotor, gallop, toe-to-heel,
direction, pathway, level, speed, Lesson Seed - Exploring Skipping, Galloping, and Side-Stepping
safety
Ready –To-Use P.E. Activities for Grades K-2, pg. 58
Description of Activity – Students will explore gallops using
Critical Content and Skills:
changes in directions, pathways, levels and speeds.
Pre-Assessment – Teacher
will use observation
checklist from previous
lesson.
Formative Assessment –
Retell – Student will retell
the cues or rubric to the skill
or lesson.
Summative Assessment –
Cue Checklist
Teaching the Nuts and Bolts
of Physical Education,
2nd Edition, CD-ROM
Chapter 2, pgs. 31-32
Summative Assessment –
Gallop Rubric
Maryland State Physical
Education
galloping with change of
directions, levels, pathways and
speed, safety
Option #1: Students may use a gallop SMART Notebook activity
that relates to the mature form of the gallop.
Option #2: The teacher may provide feedback in which students
demonstrate the correct and incorrect way of exploring galloping
Can Know Content and Skills: in different directions, pathways, levels and speeds.
combinations of movement
Option #3: Students may use peer mentors/ models
patterns
demonstrating the galloping changes in directions, pathways,
levels and speeds.
(A/C - Dance Standard 1.A.1.a.) (SCI 1.C.1.b.)
(DI – Process and Product) (UDL – Action and Expression 4.1)
Locomotor and NonLocomotor Concepts
Learning Outcome:
Demonstrate locomotor skills
including walking, jogging,
running, galloping, hopping,
and jumping.
(MSC 1.A.1.a.)
Demonstrate fundamental
movement skills and skill
themes using teacher cues for
skill improvement.
(MSC 3.A.1.b.)
Vocabulary:
locomotor, jump, bend, swing,
softly, land, direction, pathway,
level, speed, safety
Critical Content and Skills:
Curriculum Sample
Assessment,
Objective 1.A.1.a.
Use Cue Check List and
insert lesson appropriate
cues.
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 – We Move Exploration Questions
Return to Aerobic Fitness
Essential Question:
Can you say and show the cues to jumping?
Pre-Assessment – Teacher
will use observation
checklist from previous
lesson.
Locomotor Skills are the skills that move the body from one
place to another (walking, running, galloping, jumping, hopping,
sliding, leaping, and skipping).
Maryland State Curriculum Physical Education Glossary
Jumping
Jumping cues:
 knees bent
 arms back
 swing arms up
 feet lift,
 land softly on two feet
Teaching the Nuts and Bolts of Physical Education, 2nd Edition,
pgs. 6-7
Movement and skill cues will be posted to reinforce cognitive and
motor learning.
Lesson Seed - Exploring Jumping and Hopping
Ready –To-Use P.E. Activities for Grades K-2, pg. 56
Formative Assessment –
Retell – Student will retell
the cues or rubric to the skill
or lesson.
Summative Assessment –
Cue Checklist
Teaching the Nuts and Bolts
of Physical Education
2nd Edition, CD-ROM
Chapter 2, pgs. 22-23
Summative Assessment Jumping and Landing
Self -Assessment
Muscular Strength Resource
Library
jumping with change of
directions, levels, pathways and
speed, safety
Description of Activity - Students will explore jumping using
changes in directions, pathways, levels and speeds.
Instructional Resource- The teacher may use a Jumping SMART
Notebook as a visual aid.
Can Know Content and Skills: Option #1: Students may use the word wall to help identify key
combinations of movement
terms associated with the mature form of a jump.
patterns
Option #2: The teacher may provide feedback in which students
demonstrate the correct and incorrect way of exploring jumping
in different directions, pathways, levels and speeds.
Option #3: Students may use peer mentors/ models
demonstrating the galloping changes in directions, pathways,
levels and speeds.
(A/C - Dance Standard 1.A.1.a.) (SCI 1.C.1.b.)
(DI – Process and Product) (UDL – Action and Expression 4.1)
Return to Aerobic Fitness
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 – We Move Exploration Questions
Locomotor and NonLocomotor Concepts
Learning Outcome:
Demonstrate locomotor skills
including walking, jogging,
running, galloping, hopping,
and jumping.
(MSC 1.A.1.a.)
Demonstrate fundamental
movement skills and skill
themes using teacher cues for
skill improvement.
(MSC 3.A.1.b.)
Describe objects in the
environment using names of
shapes, and describe the
Essential Question:
Can you say and show the cues to jumping?
Locomotor Skills are the skills that move the body from one
place to another (walking, running, galloping, jumping, hopping,
sliding, leaping, and skipping).
Maryland State Curriculum Physical Education Glossary
Jumping
Jumping cues:
 knees bent
 arms back
 swing arms up
 feet lift,
 land softly on two feet
Teaching the Nuts and Bolts of Physical Education, 2nd Edition,
pgs. 6-7
Pre-Assessment – Teacher
will use observation
checklist from previous
lesson.
Formative Assessment –
Retell – Student will retell
the cues or rubric to the skill
or lesson.
Summative Assessment Cue Checklist
Teaching the Nuts and Bolts
of Physical Education,
2nd Edition, CD-ROM
Chapter 2, pgs. 22-23
Summative Assessment Jumping and Landing
relative positions of these
objects using terms such as
above, below, beside, in front
of, behind, and next to.
Movement and skill cues will be posted to reinforce cognitive and
motor learning.
Lesson Seed- Short Ropes - Aerobic Fitness Resource Library
Description of Activity - Review spatial concepts by having each
Vocabulary:
student get a rope and find their personal space away from
locomotor, jump, bend, swing,
others. Students can create and describe basic shapes with a
softly, land, jump rope, safety,
rope on the floor and combine with locomotor, non-locomotor
basic shape, number, letter,
movements and balances. Drawings and posters of these
safety
shapes can be used to help students. Students can create rope
letters, shapes or numbers on the floor with the jump rope.
Critical Content and Skills:
Students can move around the floor rope using locomotor skills.
jumping with change of
Review basic jumping skills (forward jumps, backward jumps,
directions, levels, pathways and side to side jumps) practicing with a rope on the floor, no turning
speed, safety
needed.
Use Heart resources from the American Heart Association.
Can Know Content and Skills: Instructional Resource- The teacher may use a Jumping SMART
combinations of timed
Notebook as a visual aid.
movement patterns
Option #1: Students may use the word wall to help identify key
terms associated with the mature form of a jump.
Option #2: Students may use visual diagrams that provide
pictures of the progression in jumping rope.
Option #3: The teacher may provide feedback in which students
demonstrate the correct and incorrect way of exploring jumping
in different directions, pathways, levels and speeds.
(MCCRS MATH K.G.1) (A/C Dance Standard 1.A.1.a.)
(SCI 1.C.1.b.) (DI – Process and Product)
(UDL – Representation 3.2 and Action and Expression 4.1)
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 – We Move Exploration Questions
Self- Assessment
Muscular Strength Resource
Library
Summative Assessment Horizontal Jump Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 1.A.1.a.
Use Cue Check List and
insert lesson appropriate
cues.
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Locomotor and NonLocomotor Concepts
Learning Outcome:
Demonstrate locomotor skills
including walking, jogging,
running, galloping, hopping,
and jumping.
(MSC 1.A.1.a.)
Demonstrate fundamental
movement skills and skill
themes using teacher cues for
skill improvement.
(MSC 3.A.1.b.)
Vocabulary:
locomotor, hop, push-off, land,
balance, direction, pathways,
level, speed
Essential Question:
Can you say and demonstrate the cues to hopping?
Locomotor Skills are the skills that move the body from one
place to another (walking, running, galloping, jumping, hopping,
sliding, leaping, and skipping).
Maryland State Curriculum Physical Education Glossary
Hopping
Hopping cues:
 stand on one foot
 push-off with foot
 land with balance
Elementary Physical Education Teaching & Assessment,
2nd edition, pg. 147
Movement and skill cues will be posted to reinforce cognitive and
motor learning.
Lesson Seed - Exploring Jumping and Hopping
Ready –To-Use P.E. Activities for Grades K-2, pg. 56
Critical Content and Skills:
Description of Activity - Students will explore jumping using
hopping with change of
changes in directions, pathways, levels and speeds.
directions, levels, pathways and Instructional Resource- The teacher may use a Hopping SMART
speed, safety
Notebook as a visual aid.
Option #1: The teacher may provide feedback in which students
Can Know Content and Skills: demonstrate the correct and incorrect way of exploring jumping
combinations of movement
and hopping in different directions, pathways, levels and speeds.
patterns
Option #2: The teacher may provide feedback that is frequent,
timely and specific
Option #3: Students may use peer mentors/ models
demonstrating the jump and hop changing directions, pathways,
levels and speeds.
(A/C - Dance Standard 1.A.1.a) (SCI 1.C.1.b.)
(DI – Process and Product) (UDL – Action and Expression 4.1)
Pre-Assessment – Teacher
will use observation
checklist from previous
lesson.
Formative Assessment –
Retell – Student will retell
the cues or rubric to the skill
or lesson.
Summative Assessment Hopping Assessment
PE METRICS, pgs. 38-40
(Video Assessment
Recommended)
Assessment –
Hop Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 1.A.1.a.
Use Cue Check List and
insert lesson appropriate
cues.
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Locomotor and NonLocomotor Concepts
Learning Outcome:
Demonstrate locomotor skills
including walking, jogging,
running, galloping, hopping,
and jumping.
(MSC 1.A.1.a.)
Demonstrate fundamental
movement skills and skill
themes using teacher cues for
skill improvement.
(MSC 3.A.1.b.)
Vocabulary:
locomotor, slide, chin, shoulder,
step-together, equipment
Essential Question:
Can you demonstrate and say the cues to sliding?
Locomotor Skills are the skills that move the body from one
place to another (walking, running, galloping, jumping, hopping,
sliding, leaping, and skipping).
Maryland State Curriculum Physical Education Glossary
Pre-Assessment – Discuss
with students “What do you
know about sliding?”
Formative Assessment –
Choral Response –
Students will verbally review
and show cues to the skill.
Sliding
Sliding cues:
 chin over shoulder
 step-together
 step-together
Teaching the Nuts and Bolts of Physical Education,
2nd Edition, pgs.12-13
Movement and skill cues will be posted to reinforce cognitive and
motor learning.
Lesson Seed - Sliding, Crawling and Creeping
Ready –To-Use P.E. Activities for Grades K-2, pg. 59
Description of Activity – Students will practice sliding movement
around equipment.
Option #1: Students may use peer mentors/ models
demonstrating sliding by changing directions, pathways, levels
Can Know Content and Skills: and speeds.
combinations of movement
Option #2: The teacher may provide feedback that is frequent,
patterns
timely and specific.
Option #3: Teacher will provide students with opportunities to
respond and the ability to assess skills associated with the slide.
(A/C Dance Standard 1.A.1.a.) (SCI 1.C.1.b.)
(DI – Process and Product) (UDL – Action and Expression 4.1)
Critical Content and Skills:
sliding with change of
directions, levels, pathways and
speed, safety
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 – We Move Exploration Questions
Summative Assessment –
Cue Checklist
Teaching the Nuts and Bolts
of Physical Education,
2nd Edition, CD-ROM,
Chapter 2, pgs. 35-36
Summative Assessment Sliding Assessment
PE METRICS, pgs. 44-46
(Video Assessment
Recommended)
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Locomotor and NonLocomotor Concepts
Learning Outcome:
Demonstrate locomotor skills
including walking, jogging,
running, galloping, hopping,
and jumping.
(MSC 1.A.1.a.)
Demonstrate fundamental
movement skills and skill
themes using teacher cues for
skill improvement.
(MSC 3.A.1.b.)
Vocabulary:
locomotor, leap, takeoff, flight,
land, direction, pathway, level,
speed
Essential Question:
Can you say and demonstrate the cues to leaping?
Locomotor Skills are the skills that move the body from one
place to another (walking, running, galloping, jumping, hopping,
sliding, leaping, and skipping).
Maryland State Curriculum Physical Education Glossary
Pre-Assessment – Discuss
with students “What do you
know about sliding?”
Formative Assessment –
Choral Response –
Students will verbally review
and show cues to the skill.
Leaping
Leaping cues:
 run
 takeoff
 flight
 land and run
Teaching the Nuts and Bolts of Physical Education, 2nd Edition,
pgs.16-17
Movement and skill cues will be posted to reinforce cognitive and
motor learning.
Lesson Seed - Exploring Leaping Movements
Critical Content and Skills:
Ready –To-Use P.E. Activities for Grades K-2, pg. 55
leaping with change of
Description of Activity - Students will explore leaping using
directions, levels, pathways and changes in directions, pathways, levels and speeds.
speed, safety
Option #1: Teacher will provide students with opportunities to
respond and the ability to assess skills associated with the leap
Can Know Content and Skills: Option #2: The teacher may provide feedback that is frequent,
combinations of movement
timely and specific.
patterns
Option #3: Students may use peer mentors/ models
demonstrating leaping by changing directions, pathways, levels
and speeds.
(A/C - Dance Standard 1.A.1.a.) (SCI 1.C.1.b.)
(DI – Process and Product) (UDL – Action and Expression 4.1)
Summative Assessment –
Cue Checklist
Teaching the Nuts and Bolts
of Physical Education 2nd
Edition, CD-ROM,
Chapter 2, pgs. 44-45
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Locomotor and NonLocomotor Concepts
Learning Outcome:
Demonstrate locomotor skills
including walking, jogging,
running, galloping, hopping,
and jumping.
(MSC 1.A.1.a.)
Demonstrate fundamental
movement skills and skill
themes using teacher cues for
skill improvement.
(MSC 3.A.1.b)
Vocabulary:
locomotor, skip, step-hop, knee,
opposite, direction, pathway,
level, speed
Essential Question:
Can you say and show the cues to skipping?
Locomotor Skills are the skills that move the body from one
place to another (walking, running, galloping, jumping, hopping,
sliding, leaping, and skipping).
Maryland State Curriculum Physical Education Glossary
Pre-Assessment – Discuss
with students “What do you
know about sliding?”
Formative Assessment –
Choral Response –
Students will verbally review
and show cues to the skill.
Skipping
Skipping cues:
 step-hop
 step-hop
Elementary Physical Education Teaching and Assessment,
2nd edition, pg. 147
Movement and skill cues will be posted to reinforce cognitive and
motor learning.
Students can practice their skipping by holding a ball or an
imaginary beach ball. Each time that they step they need to
touch the ball with the opposite knee.
Critical Content and Skills:
skipping with change of
directions, levels, pathways and
speed, safety
Lesson Seed - Exploring Skipping, Galloping and Side-Stepping
Ready –To-Use P.E. Activities for Grades K-2, pg. 58
Description of Activity – Students will explore skipping using
changes in directions, pathways, levels and speeds.
Can Know Content and Skills: Option #1: Students may use peer mentors/ models
combinations of movement
demonstrating skipping by changing directions, pathways, levels
patterns
and speeds.
Option #2: The teacher may provide feedback that is frequent,
timely and specific.
Option #3: Students may use a smart notebook activity that
relates to the mature form of the skip.
(A/C - Dance Standard 1.A.1.a.) (SCI 1.C.1.b.)
(DI – Process and Product) (UDL – Action and Expression 4.1)
Kindergarten Curriculum Theme Connections:
Summative Assessment –
Cue Checklist
Teaching the Nuts and Bolts
of Physical Education,
2nd Edition, CD-ROM,
Chapter 2, pgs. 39-40
Summative Assessment Skipping Assessment
PE METRICS, pgs. 88-89
(Video Assessment
Recommended)
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Theme 2, Unit 2 – We Move Exploration Questions
Locomotor and NonLocomotor Concepts
Learning Outcome:
Demonstrate locomotor skills
including walking, jogging,
running, galloping, hopping,
and jumping.
(MSC 1.A.1.a.)
Demonstrate fundamental
movement skills and skill
themes using teacher cues for
skill improvement.
(MSC 3.A.1.b.)
Ask and answer questions to
help determine or clarify the
meaning of words and phrases
in a text.
Vocabulary:
locomotor, walk, run, gallop,
jump, hop, slide, leap, skip
Critical Content and Skills:
locomotor skills, stations, safety
Can Know Content and Skills:
Essential Question:
Can you demonstrate how to move in different ways?
Locomotor Skills are the skills that move the body from one
place to another (walking, running, galloping, jumping, hopping,
sliding, leaping, and skipping).
Maryland State Curriculum Physical Education Glossary
Lesson Seed- Locomotion Stations
Ready –To-Use P.E. Activities for Grades K-2, pg. 60
Description of Activity – Students explore different locomotor
movements in a variety of stations.
Option #1: The students may use the word wall to help identify
key terms in locomotor movements.
Option #2: The teacher may provide feedback that is frequent,
timely and specific.
Option #3: Students may use a smart notebook activity that
relates to the different locomotor movements.
(MCCRS ELA RI4) (SCI 1.C.1.b.) (DI – Process and Product)
(UDL – Action and Expression 4.1)
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 – We Move Exploration Questions
Pre-Assessment – Discuss
with students “What are the
different locomotor skills?”
Formative Assessment –
Teacher will use
observation, Individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment Teacher Checklist For
Locomotor Movements
Aerobic Fitness Resource
Library
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
combinations of movement
patterns
Locomotor and NonLocomotor Concepts
Learning Outcome:
Use verbal and visual cues to
improve skill performance.
(MSC 3.B.1.a.)
Ask and answer questions to
help determine or clarify the
meaning of words and phrases
in a text.
Vocabulary:
locomotor, walk, run, gallop,
jump, hop, slide, leap, skip
Critical Content and Skills:
locomotor skills, picture cues,
safety
Essential Question:
Can you explain and show the different locomotor skills?
Locomotor Skills are the skills that move the body from one
place to another (walking, running, galloping, jumping, hopping,
sliding, leaping, and skipping).
Maryland State Curriculum Physical Education Glossary
Lesson Seed - Locomotor Picture Cards
Aerobic Fitness Resource Library
Description of Activity –Students will use picture cards to cue
students to specific locomotor skills.
Option #1: Teachers will provide opportunities for practicing and
assessing different locomotor movements.
Option #2: The teacher may provide feedback that is frequent,
timely and specific
Option #3: Students may choose the degree of complexity or
difficulty in selecting a locomotor movement to demonstrate.
(MCCRS ELA RI4) (DI – Process and Product)
(UDL – Action and Expression 4.1)
Can Know Content and Skills:
combinations of movement
patterns
Locomotor and NonLocomotor Concepts
Learning Outcome:
Demonstrate non-locomotor
skills of bending, pulling,
stretching, twisting, turning,
pushing, and swinging.
(MSC 1.A.1.c.)
Pre-Assessment – Discuss
with students “What are the
different locomotor skills?”
Formative Assessment –
Teacher will use
observation, Individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment The students will use the
locomotor picture cards for
student demonstration and
motor skill identification.
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Essential Question:
Can you explain and show non-locomotor skills?
Introduce the term Non-Locomotor.
Non- Locomotor means movement in space that the body or its
parts can reach without traveling away from a starting position.
This includes bending, lifting, pulling, pushing, stretching,
swinging, twisting, and turning.
Maryland State Physical Education Curriculum Glossary
Pre-Assessment – Discuss
with students “What do you
think non-locomotor skills
are?”
Formative Assessment
Teacher will use
observation,
individual or group
Identify different body parts
and demonstrate a variety of
ways they can move.
(MSC 1.B.1.a.)
Vocabulary:
non-locomotor, travel, start
position, bend, lift, pull, push,
stretch, swing, twist, turn
Critical Content and Skills:
non-locomotor skills, safety
Lesson Seed - Exploring Non-Locomotor Actions
Ready-To-Use Activities for Grades K-2, pg. 68
Description of Activity – The non-locomotor actions of bending
and stretching are explored.
Option #1: Students may use a smart notebook activity that
relates to the different non locomotor movements.
Option #2: The teacher may provide feedback that is frequent,
timely and specific
Option #3: Students may use peer mentors/ models
demonstrating non-locomotor actions of bending and stretching
are explored.
(A/C - Dance Standard 1.A.1.a.) (DI – Process and Product)
(UDL – Representation 3.2)
Can Know Content and Skills:
combinations of movement
Kindergarten Curriculum Theme Connections:
patterns
Theme 2, Unit 2 – We Move Exploration Questions
conference and reteaching
or lesson extensions and
modifications.
Summative Assessment –
Non-locomotor Skills Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 1.A.1.c.
Use Cue Check List and
insert lesson appropriate
cues.
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Locomotor and NonLocomotor Concepts
Learning Outcome:
Demonstrate non-locomotor
skills of bending, pulling,
stretching, twisting, turning,
pushing, and swinging.
(MSC 1.A.1.c.)
Identify different body parts
and demonstrate a variety of
ways they can move.
(MSC 1.B.1.a.)
Vocabulary:
.
Essential Question:
Can you explain and show non-locomotor skills?
Introduce the term Non-Locomotor.
Non- Locomotor means movement in space that the body or its
parts can reach without traveling away from a starting position.
This includes bending, lifting, pulling, pushing, stretching,
swinging, twisting, and turning.
Maryland State Physical Education Curriculum Glossary
Lesson Seed - Twisting and Turning
Ready-To-Use Activities for Grades K-2, pg. 69
Description of Activity – Students will explore twisting and turning
actions in personal and general space.
Option #1: Teacher will provide opportunities for review and
practice.
Pre-Assessment – Discuss
with students “What are
twisting and turning
movements?”
Formative Assessment –
Teacher will use
observation, individual or
group conference and
reteaching, lesson
extensions or modifications.
Summative Assessment –
Non-locomotor Skills Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
non-locomotor, twist, turn,
personal space, general space
Critical Content and Skills:
non-locomotor skills, safety
Option #2: The teacher may provide feedback that is frequent,
timely and specific
Option #3: Teachers will provide opportunities for practicing and
assessing twisting and turning.
(A/C - Dance Standard 1.A.1.a) (DI – Process and Product)
(UDL – Representation 3.2)
Can Know Content and Skills:
combinations of movement
Kindergarten Curriculum Theme Connections:
patterns
Theme 2, Unit 2 – We Move Exploration Questions
Objective 1.A.1.c.
Use Cue Check List and
insert lesson appropriate
cues.
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Return to Unit Navigation
Spatial Awareness Concept
Learning Outcome:
Essential Question:
Can you compare personal space and general space?
Use general spatial awareness
and self-space awareness in
physical activity.
(MSC 1.A.1.b.)
Introduce the terms Personal Space and General Space.
Personal Space is the space immediately surrounding the
student. General Space is the area shared by the class. Spatial
Awareness cues may need to be specific to a movement activity
due to safety concerns.
Maryland State Curriculum Physical Education Glossary
Write informative/explanatory
texts to examine and convey
complex ideas and information
clearly and accurately through
the effective selection,
organization, and analysis of
content
Vocabulary:
personal space, general space,
thinking map, difference, spatial
awareness, safety
Critical Content and Skills:
personal space, general space,
safety
Lesson Seed - Class Thinking Map on General and Personal
Space
Thinking Maps: A Language for Learning, pgs. 103-105
Description of Activity – Students will create a class double
bubble map about personal and general space. Discuss the
difference between personal space and general space then
demonstrate the difference through spatial awareness games.
Option #1: The teacher will provide opportunities for practice
and assessing skills
Option #2: The teacher will provide feedback to emphasize
effort, improvement.
Option #3: The teacher may provide feedback that is frequent,
timely and specific.
(MCCRS ELA W2) (SS 1.C.1.c.) (DI – Product)
Pre-Assessment – Discuss
with students “What do you
know about personal and
general space?”
Formative Assessment Teacher will use
observation,
individual or group
conference and reteaching,
lesson extensions or
modifications.
Summative Assessment AACPS County Assessment
Spatial Awareness Checklist
Aerobic Fitness Resource
Library
Summative Assessment –
Safe Use of Space Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
(UDL – Representation 1.3)
Can Know Content and Skills:
writing skills for thinking map
Kindergarten Curriculum Theme Connections:
Theme 1, Unit 1 - I Am Exploration Questions
Theme 2, Unit 2 – We Move Exploration Questions
Objective 6.A.1.a.
Use Cue Check List and
insert lesson appropriate
cues.
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Spatial Awareness Concept
Learning Outcome:
Use general spatial awareness
and self-space awareness in
physical activity.
(MSC 1.A.1.b.)
Essential Question:
Can you compare personal space and general space and
demonstrate them?
Introduce the terms Personal Space and General Space.
Personal Space is the space immediately surrounding the
student. General Space is the area shared by the class. Spatial
Awareness cues may need to be specific to a movement activity
due to safety concerns.
Maryland State Curriculum Physical Education Glossary
Vocabulary:
personal space, general space,
spatial awareness, safety, body
parts, colors, hula hoop
Lesson Seed - Hula Hoop Twister - PE Central
Description of Activity-The students will demonstrate how the
Critical Content and Skills:
body moves in personal and general space. The student will
personal space, general space, identify different body parts and colors. Adaptive Ideas are
body parts, primary colors,
included in the lesson.
safety
Option #1: Teacher will provide opportunities for review and
practice.
Can Know Content and Skills: Option #2: The teacher may provide feedback that is frequent,
combinations of movement
timely and specific
patterns
Option #3: Students may use peer mentors/ models to
demonstrate how the body moves in personal and general
space.
(SS 1.C.1.b.) (DI – Process) (UDL – Representation 3.2)
Kindergarten Curriculum Theme Connections:
Pre-Assessment – Discuss
with students “What do you
know about personal and
general space?”
Formative Assessment
Teacher will use
observation,
individual or group
conference and reteaching,
lesson extensions or
modifications.
Summative Assessment AACPS County Assessment
Spatial Awareness Checklist
Aerobic Fitness Resource
Library
Summative Assessment Hula Hoop Twister
Assessment PE Central
Theme 1, Unit 1 - I Am Exploration Questions
Theme 2, Unit 2 - We Move Exploration Questions
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Spatial Awareness Concept
Learning Outcome:
Use general spatial awareness
and self-space awareness in
physical activity.
(MSC 1.A.1.b.)
Vocabulary:
personal space, general space,
spatial awareness, safety, walk,
bump, quick, spot
Essential Question:
Can you compare personal space and general space and
demonstrate them?
Introduce the terms Personal Space and General Space.
Personal Space is the space immediately surrounding the
student. General Space is the area shared by the class. Spatial
Awareness cues may need to be specific to a movement activity
due to safety concerns.
Maryland State Curriculum Physical Education Glossary
Lesson Seed - Magic Spots
Description of Activity – Students will walk around and away from
Critical Content and Skills:
poly spot without bumping into others. Students will return quickly
personal space, general space, to a spot or the student’s spot on a cue from the instructor.
cues, safety
Safe movement in general space will be emphasized.
Option #1: Students may use the word wall to help identify key
Can Know Content and Skills: terms.
combinations of locomotor
Option #2: The teacher may provide feedback that is frequent,
movement patterns
timely and specific.
Option #3: Students may use peer mentors/ models to
demonstrate how the body moves in personal and general space
(SS 1.C.1.b.) (DI – Process) ( UDL – Representation 3.2)
Kindergarten Curriculum Theme Connections:
Theme 1, Unit 1 - I Am Exploration Questions
Theme 2, Unit 2 - We Move Exploration Questions
Pre-Assessment – Discuss
with students “What do you
know about personal and
general space?”
Formative Assessment
Teacher will use
observation,
individual or group
conference and reteaching,
lesson extensions or
modifications.
Assessment AACPS County Assessment
Spatial Awareness Checklist
Aerobic Fitness Resource
Library
Assessment –
Safe Use of Space Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 6.A.1.a.
Use Cue Check List and
insert lesson appropriate
cues.
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Return to Unit Navigation
Movement Concepts
Learning Outcome:
Essential Question:
Can you explain balance and why it is important?
Display how lowering the
body’s center of gravity and
widening the base of support
will help to stop the body safely
and under control.
(MSC 2.A.1.d.)
Discuss and demonstrate how bending your knees and making
your stance wider gives more stability and control.
Pre-Assessment – Discuss
with students “What do you
know about balance and
base of support?”
Formative Assessment –
Lesson Seed - Ideas for Lesson Development – Base of Support Teacher will use
Elementary Physical Education Teaching and Assessment,
observation, individual or
2nd edition, pg. 176
group conference and
Description of Activity – Students will explore individual and
reteaching, lesson
Vocabulary:
partner balances.
extensions or modifications.
stance, bend, stability, control,
Option #1: The teacher will provide feedback to emphasize
safety, individual balance,
effort, improvement.
Summative Assessment partner balance
Option #2: The teacher may provide feedback that is frequent,
Balance Assessment
timely and specific
PE Central
Critical Content and Skills:
Option #3: Teachers will provide opportunities for practicing and Use Cue Check List and
balances, base of support,
assessing balancing
insert lesson appropriate
safety
(SS 2.C.1.a.) (DI – Process and Product)
cues.
(UDL – Action and Expression 4.1)
Can Know Content and Skills:
Pre-Assessment, Formative
creative individual and partner
Assessment and Summative
balances
Assessment Strategies
Return to Aerobic Fitness
Movement Concepts
Learning Outcome:
Essential Question:
Can you explain what a pathway is?
Pre-Assessment – Discuss
with students “What do you
know about pathways?”
Use general spatial awareness
and self-space awareness in
physical activity.
(MSC 1.A.1.b.)
Introduce Pathways movement in straight, curved and zigzag
patterns. Demonstrate these pathways while traveling in general
space. Posters will visually assist students in understanding this
concept.
Describe objects in the
environment using names of
shapes, and describe the
relative positions of these
objects using terms such as
above, below, beside, in front
of,
behind, and next to.
Pathway Activities
Vocabulary:
pathway, straight, curve,
zigzag, general space, specific,
creative
Critical Content and Skills:
locomotor skills, pathways,
shapes, directions, safety
Lesson Seed- Ideas for Lesson Development for Pathways
Elementary Physical Education Teaching and Assessment,
2nd edition, pg. 119
Description of Activity – Students will be introduced to a variety of
activities using specific and creative pathways using shapes and
directional terms.
Option #1: The students may use the word wall to help identify
key terms.
Option #2: The teacher may provide feedback that is frequent,
timely and specific
Option #3: The students may use peer mentors/ models
demonstrating creative pathways using shapes and directional
terms.
(MCCRS MATH K.G.1) (A/C – Visual Arts 1.A.1.a.) (DI –
Process) (UDL – Representation 3.2)
Formative Assessment
Teacher will use
observation,
individual or group
conference and reteaching,
lesson extensions or
modifications.
Summative Assessment Pathway Assessment
PE Central
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Can Know Content and Skills: Kindergarten Curriculum Theme Connections:
combinations of creative
Theme 2, Unit 2 – We Move Exploration Questions
movement patterns
Movement Concepts
Learning Outcome:
Essential Question:
Can demonstrate how to move at different speeds?
Demonstrate a variety of
locomotor skills using various
speeds.
(MSC 1.A.1.d.)
Introduce the three Speeds that students can use while
participating in aerobic fitness activities. Give examples, such as,
slow like a turtle, medium like a walk, fast like an airplane.
Vocabulary:
Lesson Seed - Fast, Medium and Slow
Description of Activity - Discuss and demonstrate fast, medium
and slow speeds using locomotor movements. Students will use
Pre-Assessment – Discuss
with students “What do you
know about slow, medium
and fast speeds?”
Formative Assessment
Teacher will use
observation,
individual or group
conference and reteaching
speed, aerobic fitness, slow,
medium, fast, locomotor
movement, rhythm, sound,
safety
locomotor skills and move using the three different speeds. A
rhythm instrument may be used to relate speed to sound.
Option #1: Teachers will provide opportunities for practicing and
assessing the three different speeds.
Option #2: The teacher may provide feedback that is frequent,
Critical Content and Skills:
timely and specific
locomotor skills, speed, safety
Option #3: Students may use peer mentors/ models
demonstrating the three different speeds.
Can Know Content and Skills: (MUSIC 1.A.3.b.) (DI – Process and Product)
patterns of movement speeds
(UDL – Representation 3.2)
Kindergarten Curriculum Theme Connections:
Theme 2,Unit 2 - We Move Exploration Questions
Movement Concepts
Learning Outcome:
Essential Question:
Can demonstrate how to move at different speeds?
Demonstrate a variety of
locomotor skills using various
speeds.
(MSC 1.A.1.d.)
Introduce the three Speeds that students can use while
participating in aerobic fitness activities. Give examples, such as,
slow like a turtle, medium like a walk, fast like an airplane.
Lesson Seed - BEEP BEEP! - PE Central
Description of Activity- This activity reinforces previously taught
skills including: speeds, general and personal space; body
control; and moving to a definite beat. Everyone will be moving in
the same direction around the gym. Adaptive modifications are
included.
Option #1: The teacher may provide examples that model right
Critical Content and Skills:
and wrong answers
locomotor skills, musical cues,
Option #2: The teacher may provide feedback that is frequent,
speed, safety
timely and specific.
Option #3: The teacher will provide learners with discretion- vary
Can Know Content and Skills: level of challenge.
patterns of movement speeds
(MUSIC 1.A.3.b.) (DI – Process) (UDL – Representation 3.2)
Vocabulary:
speeds, aerobic fitness, slow,
medium, fast, general space,
body control, beat,
safety
or lesson extensions.
Summative Assessment AACPS County Assessment
for Fast and Slow
Aerobic Fitness Resource
Library
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Pre-Assessment – Discuss
with students “What do you
know about slow, medium
and fast speeds?”
Formative Assessment
Teacher will use
observation,
individual or group
conference and reteaching,
lesson extensions or
modifications.
Summative Assessment –
BEEP BEEP! - PE Central
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Movement Concepts
Learning Outcome:
Demonstrate spatial concepts
of big, small, tall, and short in a
variety of movement patterns.
(MSC 1.B.1.b.)
Essential Question:
Can you demonstrate how to make your body big, tall, small and
short?
Introduce and explain the concepts of big, tall, small and short
using the body.
Lesson Seed - Big, Tall, Small, and Short
Vocabulary:
Description of Activity – Students will use locomotor movements
big, tall, small, short, locomotor to move in tall, short, big and small shapes.
movement, shapes, safety
Option #1: The teacher may pre- teach concepts through
demonstrations/models
Critical Content and Skills:
Option #2: The teacher will provide opportunities for practice and
locomotor skills, levels, shapes, assessing skills
safety
Option #3: The teacher may provide feedback that is frequent,
timely and specific.
Can Know Content and Skills: (A/C – Visual Arts 1.A.1.b.) (DI – Process)
patterns of movement shapes
(UDL – Representation 3.2) (UDL – Action and Expression 4.0)
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Pre-Assessment – Discuss
with students “What do you
know about big, tall, small
and short body shapes?”
Formative Assessment Retell –
Student will retell the cues
or
rubric to the skill or lesson.
Summative Assessment AACPS County Assessment
Spatial Concepts Small, Big,
Tall and Short
Aerobic Fitness Resource
Library
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Movement Concepts
Learning Outcome:
Demonstrate spatial concepts
of big, small, tall, and short in a
variety of movement patterns.
(MSC 1.B.1.b.)
Essential Question:
Can you demonstrate how to make your body big, tall, small and
short?
Introduce and explain the concepts of big, tall, small and short
using the body.
Lesson Seed - Big, Tall, Small and Short
Elementary Physical Education Teaching and Assessment,
2nd edition, pg. 123
Description of Activity – Students will participate in a variety of
activities that use locomotor skills and change of levels.
Critical Content and Skills:
Option #1: The teacher will provide alternatives for rate, timing,
locomotor skills, levels, shapes, speed and range of motion to interact.
safety
Option #2: The teacher will provide opportunities for practice and
assessing skills
Can Know Content and Skills: Option #3: The teacher may provide feedback that is frequent,
patterns of movement shapes
timely and specific
(A/C – Visual Arts 1.A.1.b.) (DI – Process)
(UDL – Representation 3.2) (UDL – Action and Expression 4.0)
Vocabulary:
big, tall, small, short, locomotor
skill, change of levels, safety
Pre-Assessment – Discuss
with students “What do you
know about big, tall, small
and short body shapes?”
Formative Assessment Retell –
Student will retell the cues
or
rubric to the skill or lesson.
Summative Assessment –
Students will demonstrate
the correct size when the
teacher gives the name.
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate moving at high, middle and low levels?
Demonstrate spatial concepts
of big, small, tall, and short in a
variety of movement patterns.
(MSC 1.B.1.b.)
Introduce and explain the concepts of levels using the body. Use
and demonstrate the terms high, middle and low levels.
Vocabulary:
levels, high, middle, low,
locomotor skills, safety
Lesson Seed - What’s your Level?
Elementary Physical Education Teaching and Assessment,
2nd edition, pg. 116
Description of Activity – Students will explore a variety of
activities using locomotor skills on different levels.
Pre-Assessment – Discuss
with students “What do you
know about high, middle and
low levels?”
Formative Assessment Retell –
Student will retell the cues
or
rubric to the skill or lesson.
Summative Assessment –
Critical Content and Skills:
locomotor skills, levels, shapes,
safety
Option #1: Students may use peer mentors/ models
demonstrating different locomotor movements on different levels.
Option #2: The teacher may provide feedback that is frequent,
timely and specific.
Can Know Content and Skills: Option #3: Students may choose the degree of complexity or
patterns of movement shapes
difficulty in selecting a locomotor movement/ level to
demonstrate.
(DI – Process) (UDL – Representation 3.2)
(UDL – Action and Expression 4.0)
What’s your Level?
Elementary Physical
Education Teaching and
Assessment, 2nd edition,
pg. 116
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to make shapes using your body?
Use the body to show a variety
of different shapes such as:
curved, narrow, and wide.
(MSC 1.B.1.c.)
Introduce and explain different shapes using parts of the body.
Demonstrate examples, such as, round like a ball, straight like a
pencil and twisted like a spaghetti noodle.
Describe objects in the
environment using names of
shapes, and describe the
relative positions of these
objects using terms such as
above, below, beside, in front
of,
behind, and next to.
Vocabulary:
shapes, round, straight, twisted,
personal space, general space,
safety
Lesson Seed - Exploring Body Shapes
Ready-To-Use Activities for Grades K-2, pg. 63
Description of Activity – Students explore different body shapes
in
personal space and general space using different levels.
Option #1: The student may participate and create cooperative
learning groups.
Option #2: The teacher may provide feedback that is frequent,
timely and specific.
Option #3: The teacher may provide the student with discretionvary level of challenge.
(MCCRS MATH K.G.1) (A/C – Visual Arts 1.A.1.b.) (DI –
Process) (UDL – Representation 3.2) (UDL – Action and
Expression 4.0)
Pre-Assessment – Discuss
with students “What do you
know about making shapes
using your body?”
Formative Assessment
Teacher will use
observation,
individual or group
conference and reteaching,
lesson extensions or
modifications.
Summative Assessment –
Ask Me Sheet
PE Central
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Critical Content and Skills:
locomotor skills, levels, shapes,
safety
Can Know Content and Skills:
patterns of movement shapes
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to make shapes using your body?
Use the body to show a variety
of different shapes such as:
curved, narrow, and wide.
(MSC 1.B.1.c.)
Introduce and explain different shapes using parts of the body.
Demonstrate examples, such as, round like a ball, straight like a
pencil and twisted like a spaghetti noodle.
Describe objects in the
environment using names of
shapes, and describe the
relative positions of these
objects using terms such as
above, below, beside, in front
of,
behind, and next to.
Vocabulary:
shapes, round, straight, twisted,
beat, locomotor movements,
safety
Critical Content and Skills:
locomotor skills, levels, shapes,
musical cues, safety
Can Know Content and Skills:
patterns of movement shapes
Lesson Seed - Drum Activity with Animal and Object Shapes
Description of Activity- Students will move to the beat of the drum
while performing locomotor activities. Allow students to imagine
they are different animals and objects. Ask students for
suggestions of animals and ask how they move and what shape
they take as they move.
Option #1: The students may role play the activity.
Option #2: The teacher may provide feedback that is frequent,
timely and specific.
Option #3: The students may give peer feedback.
(MCCRS MATH K.G.1) (MUSIC 1.A.3.b.) (SCI 3.A.2.c.)
(DI – Process) (UDL – Representation 3.2)
(UDL – Action and Expression 4.0)
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Pre-Assessment – Discuss
with students “What do you
know about making shapes
using your body?”
Formative Assessment
Teacher will use
observation,
individual or group
conference and reteaching,
lesson extensions or
modifications.
Summative Assessment –
Ask Me Sheet
PE Central
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to make shapes using your body?
Use the body to show a variety
of different shapes such as:
curved, narrow, and wide.
(MSC 1.B.1.c.)
Introduce and explain different shapes using parts of the body.
Demonstrate examples, such as, round like a ball, straight like a
pencil and twisted like a spaghetti noodle.
Describe objects in the
environment using names of
shapes, and describe the
relative positions of these
objects using terms such as
above, below, beside, in front
of,
behind, and next to.
Vocabulary:
shapes, round, straight, twisted,
general space, cues, safety
Lesson Seed - Body Shape Fun – PE Central
Description of Activity – Students will move in general space until
a musical cue is given to change body shape.
Option #1: The teacher may vary level of sensory stimulation
(noise, number of kids, space)
Option #2: The teacher may provide feedback that is frequent,
timely and specific
Option #3: Provide learners with discretion- vary level of
challenge.
(MCCRS MATH K.G.1) (MUSIC 1.A.3.b.) (DI – Process)
(UDL – Representation 3.2) (UDL – Action and Expression 4.0)
Critical Content and Skills:
locomotor skills, levels, shapes,
musical cues, safety
Pre-Assessment – Discuss
with students “What do you
know about making shapes
using your body?”
Formative Assessment –
Teacher will use
observation,
individual or group
conference and reteaching,
lesson extensions or
modifications.
Summative Assessment –
Body Shape Fun
PE Central
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Can Know Content and Skills:
patterns of movement shapes
Movement Concepts
Learning Outcome:
Demonstrate transferring
weight between different body
parts.
(MSC 1.C.1.f.)
Vocabulary:
Essential Question:
Can you demonstrate how to keep balance while moving like
different animals?
Discuss and demonstrate weight transfer of the body parts while
performing locomotor movements. Explain how we transfer
weight without thinking while performing everyday activities like
walking, running and biking.
Pre-Assessment – Discuss
with students “What do you
know about keeping balance
while moving?”
Formative Assessment
Teacher will use
observation,
individual or group
weight transfer, locomotor
movements, balance, safety
Lesson Seed - Weight Transfer
Description of Activity – Students will show a variety of animal
walks and explore how balance changes with a transfer of
Critical Content and Skills:
weight.
locomotor skills, balance,
Option #1: The students may role play the activity.
transfer of weight, safety
Option #2: The teacher may provide feedback that is frequent,
timely and specific.
Can Know Content and Skills: Option #3: The students may increase the length of on-task
creative walks and balances
behavior.
Adapted Physical Education – Balancing
(DI – Process and Product) (UDL – Representation 3.2)
(UDL – Action and Expression 4.0)
conference and reteaching
or lesson extensions and
modifications.
Summative Assessment –
Balance Assessment
PE Central
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Movement Concepts
Learning Outcome:
Essential Question:
Can you explain how to change directions?
Show how to move a body
forwards, backwards and
sideways in open space.
(MSC 2.A.1.b.)
Discuss and demonstrate changing directions while performing
locomotor movements. Have students explore moving forwards,
backwards and sideways using a variety of locomotor skills.
Describe objects in the
environment using names of
shapes, and describe the
relative positions of these
objects using terms such as
above, below, beside, in front
of,
behind, and next to.
Vocabulary:
change direction, locomotor
movements, forward, backward,
sideways, rhythm, safety
Critical Content and Skills:
Lesson Seed - Directions Boogie - PE Central
Description of Activity- The purpose of this activity is to integrate
the concept of directions with moving to a rhythm. Adaptive
modifications are included.
Option #1: The teacher will illustrate this through multiple media,
use movement/dance.
Option #2: The teacher may provide feedback that is frequent,
timely and specific
Option #3: The teacher will provide opportunities for practice and
assessing skills.
(MCCRS MATH K.G.1) (MUSIC 1.A.3.b.) (DI – Process)
(UDL – Representation 3.2) (UDL – Action and Expression 4.1)
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Pre-Assessment – Discuss
with students “What do you
know about directions?”
Formative Assessment
Teacher will use
observation,
individual or group
conference and reteaching
or lesson extension or
modifications.
Summative Assessment –
Directions Boogie
PE Central
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
locomotor skills, directions,
musical cues, safety
Can Know Content and Skills:
patterns of locomotor
movements
Movement Concepts
Essential Question:
Learning Outcome:
Can you explain how to change directions?
Show how to move a body
forwards, backwards and
sideways in open space.
(MSC 2.A.1.b.)
Describe objects in the
environment using names of
shapes, and describe the
relative positions of these
objects using terms such as
above, below, beside, in front
of,
behind, and next to.
Vocabulary:
change direction, locomotor
movements, forward, backward,
sideways, combine, pathways,
safety
Critical Content and Skills:
locomotor skills, directions,
pathways, safety
Can Know Content and Skills:
patterns of locomotor
movements
Discuss and demonstrate changing directions while performing
locomotor movements. Have students explore moving forwards,
backwards and sideways using a variety of locomotor skills.
Lesson Seed - Directions and Pathways
Ready-To-Use P.E. Activities for Grades K-2, pg. 50
Description of Activity – Students will explore various ways of
combining directions and pathways.
Option #1: Students may use peer mentors/ models
demonstrating moving forwards, backwards and sideways using
a variety of locomotor skills.
Option #2: The teacher may provide the student with discretionvary level of challenge.
Option #3: The teacher may provide feedback that is frequent,
timely and specific.
(MCCRS MATH K.G.1) (A/C – Visual Arts 1.A.2.b.) (DI –
Process) (UDL – Representation 3.2) (UDL – Action and
Expression 4.1)
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Pre-Assessment – Discuss
with students “What do you
know about directions?”
Formative Assessment
Teacher will use
observation,
individual or group
conference and reteaching
or lesson extensions or
modifications.
Summative Assessment –
Coloring Pathways
PE Central
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Movement Concepts
Learning Outcome:
Show basic motor skills using
imitation, as a means for motor
skill improvement.
(MSC 3.A.1.a.)
Vocabulary:
mirroring, locomotor, nonlocomotor, partner, leader,
follower, safety
Critical Content and Skills:
locomotor skills, non-locomotor
skills, mirroring skills,
cooperation, safety
Essential Question:
Can you demonstrate my movements or a partner’s movements
like you are looking in a mirror?
Discuss and demonstrate mirroring activities using locomotor and
non-locomotor skills.
Lesson Seed - Mirror Game
Description of Activity-The students will work with partners using
locomotor and non-locomotor movements. One partner will be
the leader and the follower will mirror the leader’s movements.
Option #1: The students may give peer feedback.
Option #2: The teacher may provide feedback that is frequent,
timely and specific
Option #3: The teachers will provide students with discretionvary level of challenge.
(SCI 1.C.1.b.) (DI – Product) (UDL – Representation 3.2)
(UDL – Action and Expression 4.1)
Can Know Content and Skills:
creative patterns of locomotor
movements
Movement Concepts
Learning Outcome:
Show basic motor skills using
imitation, as a means for motor
skill improvement.
(MSC 3.A.1.a.)
Vocabulary:
mirroring, locomotor, nonlocomotor, partner, poses,
safety
Critical Content and Skills:
Pre-Assessment – Discuss
with students “What do you
know about mirroring
movements?”
Formative Assessment Peer conferencing will use
the skill cues or lesson
rubric.
Summative Assessment –
As an exit activity, ask
students to mirror your
activities as they get in line.
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Essential Question:
Can you demonstrate my movements or a partner’s movements
like you are looking in a mirror?
Discuss and demonstrate mirroring activities using locomotor and
non-locomotor skills.
Lesson Seed - Shadow Matching – PE Central
Description of Activity – Students will work in partners to match
their poses to their partner’s poses.
Option #1: The students may give peer feedback.
Option #2: The teacher may provide feedback that is frequent,
timely and specific.
Option #3: The students may role play the activity.
(SCI 1.C.1.d.) (DI – Product) (UDL – Representation 3.2)
Pre-Assessment – Discuss
with students “What do
you know about mirroring
movements?”
Formative Assessment –
Peer conferencing will use
the skill cues or lesson
rubric.
Summative Assessment –
Shadow Matching
PE Central
locomotor skills, non-locomotor
skills, mirroring skills,
cooperation, safety
(UDL – Action and Expression 4.1)
Can Know Content and Skills:
creative patterns of locomotor
movements
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Return to Unit Navigation
Fitness Concepts Learning
Outcome:
Essential Question:
Can you explain what happens to your body during exercise?
Demonstrate how exercise
affects the body.
(MSC 4.A.1.a.)
Discuss with students how exercise affects the body.
Lesson Seed - Animal Locomotion
Physical Best Activity Guide, Elementary Level, pgs. 43-44
Ask and answer questions to
Description of Activity - Students will understand that the heart,
help determine or clarify the
lungs and muscles work together when performing aerobic
meaning of words and phrases
activities. Animal Locomotion Task cards are included on the
in a text.
text CD-ROM. Inclusion tips and teaching hints are listed in the
lesson.
Vocabulary:
Option #1: The students may role play the activity.
exercise, heart, lungs, muscles, Option #2: The teacher may provide students with opportunities
aerobic activity, safety
for review and practice.
Option #3: The teacher may provide feedback that emphasizes
Critical Content and Skills:
effort, improvement.
locomotor skills, task cards,
(MCCRS ELA RI4) (SCI 1.C.1.b.) (DI – Process and Product)
heart and muscle interaction
(UDL Representation 1.2) (UDL - Action and Expression 4.1)
during exercise, safety
Kindergarten Curriculum Theme Connections:
Can Know Content and Skills: Theme 1, Unit 3 - I Need Exploration Questions
different ways to exercise
Pre-Assessment – Discuss
with students “What
happens to your body during
exercise?”
Formative Assessment –
Teacher will use
observation, individual or
group conference and
reteaching, lesson
extensions or modifications.
Summative Assessment Animal Locomotion
Physical Best Activity Guide,
Elementary Level pgs. 43-44
Summative Assessment –
How Exercise Affects the
Body Rubric
Maryland State Physical
Education Physical
Education Curriculum
Sample Assessments,
Objective 4.A.1.a.
Use Cue Check List and
insert lesson appropriate
cues.
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Fitness Concepts Learning
Outcome:
Essential Question:
Can you explain what happens to your body during exercise?
List and demonstrate activities
that promote a healthy active
lifestyle.
(MSC 4.C.1.a)
Discuss and list ways to increase your heart rate through play.
Name activities that can be performed indoors or outdoors with
family and friends that promote healthy lifestyles.
Write informative/explanatory
texts to examine and convey
complex ideas and information
clearly and accurately through
the effective selection,
organization, and analysis of
content.
Vocabulary:
increase heart rate, healthy
lifestyle, thinking map, safety
Critical Content and Skills:
healthy habits, increase in heart
rate
Lesson Seed - Class Circle Thinking Map
Thinking Maps: A Language for Learning, pgs. 97-99
Description of Activity – Students will create a class circle
thinking
map to list or draw pictures of activities that students do to
improve their health.
Option #1: The students may demonstrate a live circle map of
activities that students do to improve their health.
Option #2: Students may use a smart notebook activity that
relates to how physical activity improves the heart.
Option #3: The teacher may highlight or emphasize key
elements in a diagram of the heart.
(MCCRS ELA W2) (DI - Process and Product)
(UDL – Engagement 7.1)
Pre-Assessment – Discuss
with students “What
happens to your body during
exercise?”
Formative Assessment –
Teacher will use
observation, individual or
group conference and
reteaching, lesson
extensions or modifications.
Summative Assessment Favorite Activity Drawing
PE Central
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Kindergarten Curriculum Theme Connections:
Theme 1, Unit 3 - I Need Exploration Questions
Return to Unit Navigation
Essential Question:
Can you explain and model safety rules that are needed during
activity?
Pre-Assessment – Discuss
with students “What rules do
Can Know Content and Skills:
use of thinking map, writing
skills
Social Psychological
Concepts Learning Outcome:
Demonstrate safety in physical
activity settings.
(MSC 6.A.1.a.)
Vocabulary:
rule, routine, safety,
consequence, thinking map
Allow students to explain rules and routines needed to be safe
while participating in locomotor games and activities. These rules
can include recess and playground safety. Allow students to
explain the school rules and the consequences if safety rules are
not followed during physical education class.
Lesson Seed - Class Circle Thinking Map
Thinking Maps: A Language for Learning, pgs. 97-99
Critical Content and Skills:
Description of Activity – Students will create a class circle
safety rules and procedures
thinking
map to show what rules need to be followed to provide a safe
Can Know Content and Skills: activity class, recess, or playground time.
use of thinking map, writing
Option #1: Students may create a live circle map relating to
skills
classroom rules, expectation and routines.
Option #2: The teacher may provide feedback that is frequent,
timely and specific.
Option #3: The teacher may provide the students opportunities
to review and practice rules and routines.
(SS 1.A.1.a.) (DI – Process) (UDL – Representation 3.2)
(UDL – Engagement 7.3)
we need to be safe during
activity?”
Formative Assessment –
Teacher will use
observation, individual or
group conference and
reteaching, lesson
extensions or modifications.
Summative Assessment –
Follow Directions for
Personal Safety Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 6.A.1.a.
Use Cue Check List and
insert lesson appropriate
cues.
Kindergarten Curriculum Theme Connections:
Theme 1, Unit 1 - I Am Exploration Questions
Theme 1, Unit 2 - I Belong Exploration Questions
Theme 1, Unit 3 - I Need Exploration Questions
Theme 2, Unit 2 - We Move Exploration Questions
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Social Psychological
Concepts Learning Outcome:
Essential Question:
Can you explain and model how to show kindness and respect?
Imitate socially acceptable
behaviors of cooperation,
respect, and responsibility to
interact positively with others.
(MSC 6.C.1.a.)
Discuss the characteristics of cooperation, respect and
responsibility in the physical education class setting. Express
positive behavior by using hand signals or positive comments
with students to show they have done a good job.
Pre-Assessment – Discuss
with students “How can we
play together and be kind to
others?”
Lesson Seed- Cooperation and Respect Practice
Vocabulary:
Return to Aerobic Fitness
Formative Assessment –
Retell – Student will retell
the cues or rubric to the skill
or lesson.
Description of Activity - Give students many opportunities to
practice handshakes, high fives, or other positive behaviors in
cooperative games and skill development activities.
Option #1: The teacher may provide the students opportunities
to review and practice rules and routines.
Option #2: The students may use real life situations for coping
Critical Content and Skills:
skills.
cooperation and positive
Option #3: The teachers may provide feedback that is
behaviors, safety
substantive and informative rather than comparative or
competitive.
Can Know Content and Skills: (SS 1.C.1.c.) (DI – Process and Product)
Cooperative behaviors will lead (UDL – Representation 3.2) (UDL – Engagement 7.3)
to a safer classroom and
playground.
Kindergarten Curriculum Theme Connections:
Theme 1, Unit 1 - I Am Exploration Questions
Theme 1, Unit 2 - I Belong Exploration Questions
Theme 1, Unit 3 - I Need Exploration Questions
Theme 2, Unit 2 - We Move Exploration Questions
Theme 4, Unit 2 – I Can Change the World
Summative Assessment –
Working Cooperatively with
Others Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 6.C.1.a
Use Cue Check List and
insert lesson appropriate
cues.
Social Psychological
Concepts Learning Outcome:
Essential Question:
Can you explain and model how to show kindness and respect?
Imitate socially acceptable
behaviors of cooperation,
respect, and responsibility to
interact positively with others.
(MSC 6.C.1.a.)
Discuss and demonstrate how to use emotions and expressions
to tell someone they did a good job of performing locomotor
movements during skill development activities.
Pre-Assessment – Discuss
with students “How can we
play together and be kind to
others?”
cooperation, respect,
responsibility, positive behavior,
positive comments, proper
handshake, proper high five,
safety
Vocabulary:
emotion, expression, positive
comment, safety
Critical Content and Skills:
Lesson Seed - Good Job Practice
Description of Activity - Give students many opportunities to
practice positive verbal comments in cooperative games and skill
development activities. Model examples for students on a daily
basis.
Option #1: The students may elevate frequency of self-reflection
and self-reinforcements.
Option #2: The students may have self- regulatory goals.
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Formative Assessment Retell – Student will retell
the cues or rubric to the skill
or lesson.
Summative Assessment Ways to Encourage
Someone
PE Central
cooperation and positive
behaviors, safety
Option #3: The teacher may provide positive behavior supports
such as respect tickets or PBIS acknowledgements.
(SS 2.C.1.a.) (DI – Process and Product)
Can Know Content and Skills: (UDL – Representation 3.2) (UDL – Engagement 7.3)
Cooperative behaviors will lead
to a safer classroom and
Kindergarten Curriculum Theme Connections:
playground.
Theme 1, Unit 1 - I Am Exploration Questions
Theme 1, Unit 2 - I Belong Exploration Questions
Theme 1, Unit 3 - I Need Exploration Questions
Theme 2, Unit 2 - We Move Exploration Questions
Theme 4, Unit 2 – I Can Change the World
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Social Psychological
Concepts Learning Outcome:
Essential Question:
Can you explain and model how to show kindness and respect?
Imitate socially acceptable
behaviors of cooperation,
respect, and responsibility to
interact positively with others.
(MSC 6.C.1.a.)
Discuss and demonstrate how to use emotions and expressions
to tell someone they did a good job of performing locomotor
movements during skill development activities.
Pre-Assessment – Discuss
with students “How can we
play together and be kind to
others?”
Lesson Seed - Positive Comment Walk-A-Long – PE Central
Description of Activity - Students walk in general space with
Vocabulary:
different partners giving them positive comments about their
general space, positive
behavior or performance.
comment, safety
Option #1: The students may give peer feedback.
Option #2: The teachers may offer solutions for students who
Critical Content and Skills:
are seeking emotional support.
cooperation and positive
Option #3: The students may elevate frequency of self-reflection
behaviors, safety
and self-reinforcements.
(SS 1.C.1.a.) (DI – Process and Product)
Can Know Content and Skills: (UDL – Representation 3.2) (UDL – Engagement 7.3)
Cooperative behaviors will lead
to a safer classroom and
Kindergarten Curriculum Theme Connections:
playground.
Theme 1, Unit 1 - I Am Exploration Questions
Theme 1, Unit 2 - I Belong Exploration Questions
Theme 1, Unit 3 - I Need Exploration Questions
Theme 2, Unit 1 - The Power of Us Exploration Questions
Theme 2, Unit 2 - We Move Exploration Questions
Return to Aerobic Fitness
Formative Assessment Retell – Student will retell
the cues or rubric to the skill
or lesson.
Summative Assessment –
Positive Comment
Walk-A-Long
PE Central
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Aerobic Fitness
Theme 4, Unit 2 – I Can Change the World
Teacher Feedback:
Contribute feedback, questions, or comments by clicking this link.
Return to Unit Navigation
Student Reflection:
1. Why is it important for you to be aerobically fit to participate in movement activities? How did this unit help me answer
this question?
2. What did I find most interesting in this unit? What was new to me?
3. In what ways did I make interdisciplinary connections? How did this unit help me see how other topics/ideas/subjects fit together?
4. How did this unit challenge me? What skills, readings, or activities challenged me the most?
5. What would I like to know more about?
Teacher Reflection:
1. How successful was I with teaching this content and skills? How do I know this (what data do I have)?
2. What challenges did I have?
3. What do I believe my students will internalize from this unit?
4. Were my students successful in making inter and intra-disciplinary connections? How do I know this?
5. What might I do differently next year?
Unit Navigation – Kindergarten
MUSCULAR STRENGTH AND
MUSCULAR ENDURANCE
AEROBIC FITNESS
Hyperlinks to
Muscular
Strength and
Muscular
Endurance
Concepts
Muscular
Strength and
Muscular
Endurance
Concept
Locomotor
and NonLocomotor
Concepts
Spatial
Awareness
Concepts
Movement
Concepts
FLEXIBILITY
Fitness
Concepts
Social
Psychological
Concepts
Teacher
Feedback
Suggested Number of Days:
5-6 Muscular Strength and Muscular Endurance Lessons each Marking Period
(A total of 20-24 lessons a year including All Maryland State Physical Education Standards)
Muscular Strength and Muscular Endurance Overview:
The Kindergarten muscular strength and muscular endurance unit will provide experiences that permit students to explore how the
muscles can move their body and manipulate objects through guided practice. Emphasis will be placed on students learning to
recognize personal goals and practicing toward achievement.
Standards for Unit - Maryland State Physical Education Standards:
 Standard I - Skillfulness - Students will demonstrate the ability to enhance their performance of a variety of physical skills by
developing fundamental movement skills, creating original skill combinations, combining skills effectively in skill themes, and
applying skills.
 Standard ll - Biomechanical Principles - Students will demonstrate an ability to use the principles of biomechanics to
generate and control force to improve their movement effectiveness and safety.
 Standard lll - Motor Learning Principles - Students will demonstrate the ability to use motor skill principles to learn and
develop proficiency through frequent practice opportunities in which skills are repeatedly performed correctly in a variety of
situations.
 Standard lV - Exercise Physiology - Students will demonstrate the ability to use scientific principles to design and participate
in a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and
physical performance in a variety of academic, recreational, and life tasks.
 Standard V - Physical Activity - Students will demonstrate the ability to use the principles of exercise physiology, social
psychology, and biomechanics to design and adhere to a regular, personalized, purposeful program of physical activity
consistent with their health, performance, and fitness goals in order to gain health and cognitive/academic benefits.
 Standard Vl - Social Psychological Principles - Students will demonstrate the ability to use skills essential for developing
self-efficacy, fostering a sense of community, and working effectively with others in physical activity settings.
National Standards for K-12 Physical Education:
 Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
 Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to
movement and performance.
 Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness.
 Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and
others.
 Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.
Maryland College and Career-Ready Standards:
All items in red refer to a correlation between the Maryland College and Career-Ready Standards (MCCRS) and the lessons,
activities, and lesson assessments.
 MCCRS ELA RI1 With prompting and support, ask and answer questions about key details in a text.
 MCCRS ELA RI4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
 MCCRS ELA SL1 Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with
peers and adults in small and larger groups.
 MCCRS ELA SL1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time
about the topics and texts under discussion).
 MCCRS MATH K.CC.1 Count to 100 by ones and by tens.
Indicators for Unit: Indicators are stated following each Desired Student Learning Outcome.
Vertical Alignment
Prior to entering Kindergarten the students will be able to:
 Show skills necessary for starting school.
 Come prepared for active participation by wearing the proper attire for Physical Education class.
Grade specific skills are listed at two locations on the Elementary Physical Education Vertical Alignment Flow Map. Each
standard link includes indicators and student outcomes with sequential skill instruction. The Benchmark Skills Chart shows
when a skill should be introduced, practiced, and mastered.
Future instruction in First grade will include an introduction to health-related fitness components and the practice of strength and
coordination activities.
Essential Question
How is your knowledge of muscular strength and muscular endurance able to assist you in developing a plan for practicing for
improvement?
Examples of Lesson Specific Essential Questions for Kindergarten Muscular Strength and Muscular Endurance
Globalization / Relevance
There are natural connections in this unit to multiple disciplines. In terms of:
• Arts & Creativity (A/C), Dance (DANCE) and Music (MUSIC) support motor learning by
The Big Idea
incorporating visual, auditory and kinesthetic connections.
Understanding how forces • Health and Wellness (H/W) provide extensions and clarifications to the benefits of fitness and an
and power makes the body
active life style.
and objects move.
• Language Arts (ELA) skills in physical activities will refine skills for reading informational text and
building vocabulary.
• Mathematical (MATH) concepts will be used in counting, scoring and predicting physical
performance.
• Scientific (SCI) laws and theories in physical activities will improve performance and accuracy.
•
•
Social Studies (SS) links integrate social behaviors from the past to present.
Technology (TECH) provides motivation and visual support to health and physical activity lessons.
Connections to Kindergarten Curriculum Themes:
 Spatial Awareness Concepts and Social Psychological Concepts connect to Theme 1 Unit 1 - The Power of Me
 Locomotor and Non-Locomotor Concepts and Movement Concepts connect to Theme 2 Unit 2 - We Move
 Fitness Concepts connects to Theme 1 Unit 3 - I Need
The exploration questions are listed in the appropriate links.
Background Support and Resources for Teachers:
 Carline, Sally, (2011) Lesson Plans for Creative Dance, Human Kinetics.
 Hopple, Christine J., (2005) Elementary Physical Education Teaching & Assessment, A Practical Guide, Second Edition,
Human Kinetics*
 Hopple, Christine J., (1995) Teaching for Outcomes in Elementary Physical Education, A Guide for Curriculum and
Assessment, First Edition, Human Kinetics*
 Lambdin, Dolly, Charles B. Corbin, Guy C. LeMasurier, Meg Greiner, (2010) Fitness For Life, Classroom Guide
Kindergarten, Human Kinetics
 Landy, Joanne, Maxwell J. Landy, (1992) Ready-To-Use P.E. Activities: For Grades K-2, Parker Publishing Company*
 Marcus, Deborah, (2014) Hearing Impairment, Visual Impairment, Autism and Students who use Wheelchairs
 Maryland State Department of Education, A Guide for Serving Students with Disabilities in Physical Education, 2009
 McCall Rene’e, Diane H. Craft (2000) Moving With a Purpose, Developing Programs for Preschoolers of All Abilities,
Human Kinetics
 Mitchell, Debby, (2012) Learning Through Movement and Music, Human Kinetics
(* These texts can be located in the Elementary Physical Education Lending Libraries. Your specific book loan center can be
found on Blackboard> Physical Education> Elementary Physical Education> Curriculum Book Loan Centers.)
Desired Student
Learning Outcomes
Muscular Strength and
Muscular Endurance
Learning Outcome:
Demonstrate activities
that improve muscular
strength through play.
(MSC 5.B.1.a.)
Instructional Delivery and Resources
Essential Question:
Can you explain what it means to be strong?
Introduce the terms Muscular Endurance as the ability to move your
body or an object repeatedly without getting tired and Muscular Strength
as the ability to move your body or an object as hard as you can one
time. Define Muscular Strength and Muscular Endurance when
introducing each lesson and reinforce these terms throughout the school
year.
MSDE Physical Education Curriculum Vocabulary
Ongoing Sample
Assessments
Pre-Assessment – Discuss
with students “What do you
know about being strong?”
Formative Assessment –
Peer conferencing will use
the skill cues or lesson
rubric.
Summative Assessment -
Demonstrate how
exercise affects the
body.
(MSC 4.A.1.a.)
Vocabulary:
muscular, strength,
endurance, safety
Critical Content and
Skills:
muscular strength,
endurance, safety,
cooperation with peers
Lesson Seed - Statue, Statue
Physical Best Activity Guide, Elementary Level, pgs. 79-80
Description of Activity – Students will explore the concept of muscular
strength and muscular endurance as it relates to activity. Students will be
involved in a peer cooperative activity. This lesson has teaching hints and
inclusion tips listed for additional instructional resources.
Option #1: The teacher may vary level of sensory stimulation (noise,
number of kids, space).
Option #2: The teacher may create cooperative learning groups.
Option #3: The students may give peer feedback.
(SCI 1.C.1.b.) (SS 1.A.1.b.) (DI – Content, Process, and Product)
(UDL – Representation 2.1)
Statue, Statue Assessment
Physical Best Activity
Guide,
Elementary Level, pg. 79
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Can Know Content
and Skills:
Cooperative behaviors
will lead to a safer
classroom and
playground.
Muscular Strength and
Muscular Endurance
Learning Outcome:
Demonstrate how
exercise affects the
body.
(MSC 4.A.1.a.)
Demonstrate activities
that improve muscular
strength through play.
(MSC 5.B.1.a.)
Essential Question:
Can you explain and show what it means to be strong?
Pre-Assessment – Discuss
with students “What do you
know about being strong?”
Introduce the terms Muscular Endurance as the ability to move your
body or an object repeatedly without getting tired and Muscular Strength
as the ability to move your body or an object as hard as you can one
time. Define Muscular Strength and Muscular Endurance when
introducing each lesson and reinforce these terms throughout the school
year.
MSDE Physical Education Curriculum Vocabulary
Formative Assessment –
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions.
Lesson Seed - Talk to the Animals
Physical Best Activity Guide, Elementary Level, pgs. 70-71
Summative Assessment Talk to the Animals
Assessment
Physical Best Activity Guide
Description of Activity – Students will identify benefits of muscular
strength and endurance and how they play a role in developing strong,
healthy bones by moving like animals pictured on Animal Cards.
Teaching hints and inclusion tips are listed in the lesson.
Option #1: The teacher may vary level of sensory stimulation (noise,
number of kids, space)
Option #2: The students may have self- regulatory goals.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(MCCRS ELA RI1) (SCI 1.C.1.b.) (DI – Process and Product)
(UDL – Representation 3.2)
Elementary Level, pg. 71
Locomotor and NonLocomotor Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to walk, gallop, jog and jump to strengthen
your muscles?
Pre-Assessment – Discuss
with students “What do you
know about being strong?”
Demonstrate activities
that improve muscular
strength through play.
(MSC 5.B.1.a.)
Define Muscular Strength and Muscular Endurance when introducing
each lesson and reinforce these terms throughout the school year.
MSDE Physical Education Curriculum Vocabulary
Formative Assessment –
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions.
With prompting and
support, ask and answer
questions about key
details in a text.
Vocabulary:
muscular endurance,
muscular strength,
strong healthy bone,
safety
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Return to Unit Navigation
Critical Content and
Skills:
muscular strength,
endurance, safety,
animal movements
Can Know Content
and Skills:
Exercise helps to
develop strong bones.
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a)
Lesson Seed - Walk, Run, Jump, Hop, Gallop, Slide, Leap
Elementary Physical Education Teaching and Assessment,
2nd edition, pgs. 146-147
Description of Activity – Students will practice locomotor skills in a variety Summative Assessment –
of activities. The activities include traveling to music, changing directions, Students will create a class
and jumping over obstacles. Teaching cues are included in this lesson.
flow map for one of the
Vocabulary:
muscular strength,
muscular endurance,
locomotor skill, rhythm,
change direction, jump
over obstacle, safety
Locomotor skill movement cues are located in the Kindergarten Aerobic
Fitness section of this curriculum document.
Option #1: Students may use peer mentors/ models demonstrating
locomotor skills in a variety of activities.
Option #2: The teacher will provide alternatives for rate, timing, speed
and range of motion to interact.
Option #3: The teacher may provide the student with discretion- vary
level of challenge.
(SS 1.A.1.b.) (MUSIC 1.A.3.a.) (DI – Process and Product)
(UDL – Representation 3.3)
locomotor skills and list the
cues to that specific skill.
Thinking Maps: A Language
for Learning,
pgs. 112-114
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Return to MSME
Locomotor and NonLocomotor Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to walk, gallop, jog and jump to strengthen
your muscles?
Pre-Assessment – Discuss
with students “What do you
know about being strong?”
Demonstrate activities
that improve muscular
strength through play.
(MSC 5.B.1.a.)
Define Muscular Strength and Muscular Endurance when introducing
each lesson and reinforce these terms throughout the school year.
MSDE Physical Education Curriculum Vocabulary
Formative Assessment –
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions.
Critical Content and
Skills:
strength, endurance,
locomotor skill, rhythm,
change direction, safety
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Can Know Content
and Skills:
refined locomotor skills
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Count to 100 by ones
and by tens.
Vocabulary:
Lesson Seed - Dice and Cones and Locomotor Roll - PE Central
Description of Activity - Practice locomotor movements moving in general
space using dice and math skills. An inclusion tip is included in these
activities.
Locomotor skill movement cues are located in the Kindergarten Aerobic
Fitness section of this curriculum document.
Option #1: The teacher may create cooperative learning groups.
Option #2: The students may give peer feedback.
Option #3: The teachers will provide students with discretion- vary level
of challenge.
(MCCRS MATH K.CC.1) (SS 1.A.1.b.) (DI – Content, Process and
Product) (UDL – Representation 3.2)
Summative Assessment –
Dice and Cones –
PE Central
Summative Assessment –
Locomotor Roll - PE Central
Pre-Assessment, Formative
Assessment and
muscular strength,
muscular endurance,
locomotor movements,
general space, safety
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Summative Assessment
Strategies
Return to MSME
Critical Content and
Skills:
strength, endurance,
locomotor skill, change
direction, safety
Can Know Content
and Skills:
refined locomotor skills
Locomotor and NonLocomotor Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to walk, gallop, jog and jump to strengthen
your muscles?
Pre-Assessment – Discuss
with students “What do you
know about being strong?”
Demonstrate activities
that improve muscular
strength through play.
(MSC 5.B.1.a.)
Define Muscular Strength and Muscular Endurance when introducing
each lesson and reinforce these terms throughout the school year.
MSDE Physical Education Curriculum Vocabulary
Formative Assessment –
Teacher will use
observation, Individual or
group conference and
reteaching or lesson
extensions.
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Vocabulary:
muscular strength,
muscular endurance,
locomotor skill, safety
Critical Content and
Skills:
Lesson Seed - Locomotor Locomotion - PE Central
Description of Activity - Students will practice and reinforce locomotor
skills while playing this game. Students will look for others who are
moving correctly and hand a ball to those students. Inclusion tips are
located in this lesson activity.
Locomotor skill movement cues are located in the Kindergarten Aerobic
Fitness section of this curriculum document.
Option #1: Students may use peer mentors/ models to demonstrate how
the body moves in personal and general space.
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: Students may use peer mentors/ models demonstrating
locomotor skills in a variety of activities.
(SS 1.A.1.b.) (DI – Process and Product) (UDL – Representation 3.2)
Summative Assessment –
Locomotor Locomotion
PE Central
Use the Cue Check List
and insert appropriate cues.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
strength, endurance,
locomotor skill, change
direction, safety
Return to MSME
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Can Know Content
and Skills:
refined locomotor skills,
peer feedback
Locomotor and NonLocomotor Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to walk, gallop, jog and jump to strengthen
your muscles?
Demonstrate activities
that improve muscular
strength through play.
(MSC 5.B.1.a.)
Define Muscular Strength and Muscular Endurance when introducing
each lesson and reinforce these terms throughout the school year.
MSDE Physical Education Curriculum Vocabulary
Lesson Seed - Locomotor Go-Fish - PE Central
Description of Activity – Students will be given locomotor skills by the
cards that are drawn from a Go-Fish stack. Locomotor cues should be
reinforced as this game is played.
Locomotor skill movement cues are located in the Kindergarten Aerobic
Fitness section of this curriculum document.
Option #1: Students may use peer mentors/ models demonstrating
With prompting and
locomotor skills in a variety of activities.
support, ask and answer Option #2: The teacher may provide feedback that is frequent, timely
questions about key
and specific.
details in a text.
Option #3: The teachers will provide opportunities for practicing and
assessing different locomotor movements.
Vocabulary:
(MCCRS ELA RI1) (SCI 1.C.1.b.) (DI – Process and Product)
muscular strength,
(UDL – Representation 3.2)
muscular endurance,
locomotor movements,
Kindergarten Curriculum Theme Connections:
safety
Theme 2, Unit 2 - We Move Exploration Questions
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Critical Content and
Skills:
Pre-Assessment – Discuss
with students “What do you
know about being strong
and about endurance?”
Formative Assessment –
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment –
Students will create a tree
thinking map for to show
which movements were
muscular endurance and
which were muscular
strength.
Thinking Maps:
A Language for Learning,
pgs. 106-108
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
strength, endurance,
locomotor skill, change
direction, safety
Return to MSME
Can Know Content
and Skills:
refined locomotor skills
Locomotor and NonLocomotor Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to walk, gallop, jog and jump to strengthen
your muscles?
Demonstrate activities
that improve muscular
strength through play.
(MSC 5.B.1.a.)
Define Muscular Strength and Muscular Endurance when introducing
each lesson and reinforce these terms throughout the school year.
MSDE Physical Education Curriculum Vocabulary
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Vocabulary:
muscular strength,
muscular endurance,
general space, safety
Critical Content and
Skills:
strength, endurance,
locomotor skill, change
direction, general and
personal space, safety
Can Know Content
and Skills:
Lesson Seed - Locomotor License - PE Central
Description of Activity – Students will use general space to practice
locomotor skills in a game that gives the students an opportunity to gain
licenses for doing a movement correctly and to lose a license if a
movement is not done correctly. Teaching variations and inclusion tips
are included in this lesson.
Locomotor skill movement cues are located in the Kindergarten Aerobic
Fitness section of this curriculum document.
Option #1: Students may use peer mentors/ models demonstrating
locomotor skills in a variety of activities.
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may give peer feedback.
(SCI 1.C.1.b.) (SS 1.A.1.a.) (DI – Process and Product)
(UDL – Representation 3.1)
Pre-Assessment – Discuss
with students “What
movements can you do for
a long time?”
Formative Assessment –
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment Locomotor License
PE Central
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Return to Unit Navigation
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
refined locomotor skills
peer feedback
Spatial Awareness
Learning Outcome:
Essential Question:
Can you differentiate between personal and general space?
Use personal space
and general space
safely in a physical
activity setting to avoid
injury.
(MSC 6.A.1.a.)
Discuss the reason for rules and how rules are specific for physical
education classes. Introduce the terms personal space as the space
around you and general space as the space that is beyond that area.
Participate in
collaborative
conversations with
diverse partners about
Kindergarten topics and
texts with peers and
adults in small and
larger groups.
Vocabulary:
personal space, general
space, boundary,
boundary line, safety
Critical Content and
Skills:
locomotor skill, change
direction, general and
personal space, safety
Can Know Content
and Skills:
refined locomotor skills
Lesson Seed – Exploring Personal/General Space and Identifying
Boundaries
Ready-to-Use P.E. Activities for Grades K- 2, pgs. 46-47
Description of Activities – Students will be introduced to personal space,
general space and boundary lines in a variety of activities and games.
Option #1: The teacher will provide feedback to emphasize effort,
improvement.
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The teacher will provide opportunities for practice and
assessing skills.
(MCCRS ELA SL1) (SS 1.A.1.a.) (DI – Process and Product)
(UDL – Representation 3.1) (UDL – Engagement 7.3)
Kindergarten Curriculum Theme Connections:
Theme 1,Unit 1 - I Am Exploration Questions
Theme 2,Unit 2 - We Move Exploration Questions
Pre-Assessment – Discuss
with students “What do you
know about personal space
and general space?”
Formative Assessment –
Peer conferencing will use
the skill cues or lesson
rubric.
Summative Assessment –
Safe Use of Space Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 6.A.1.a.
Use the Cue Check List and
insert appropriate cues.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Spatial Awareness
Learning Outcome:
Essential Question:
Can you differentiate between personal and general space?
Use personal space
and general space
safely in a physical
activity setting to avoid
injury.
(MSC 6.A.1.a.)
Discuss the reason for rules and how rules are specific for physical
education classes. Introduce the terms personal space as the space
around you and general space as the space that is beyond that area.
Participate in
collaborative
conversations with
diverse partners about
Kindergarten topics and
texts with peers and
adults in small and
larger groups.
Vocabulary:
personal space, general
space, signal, hula
hoop, safety
Critical Content and
Skills:
locomotor skill, change
direction, general and
personal space, safety
Lesson Seed - Ideas for Lesson Development - Rules for Safety
Elementary Physical Education Teaching and Assessment 2nd edition,
pgs. 98-99
Description of Activity – Students will be introduced to signals for quiet,
stopping, going, safety alert, self-space and general space. Hula hoops
can be used to practice movement without entering another student’s
personal space.
Option #1: Teacher will provide opportunities for review and practice.
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: Students may use peer mentors/ models to demonstrate how
the body moves in personal and general space.
(MCCRS ELA SL1) (SS 1.A.1.a.) (DI – Process and Product)
(UDL – Representation 3.1) (UDL – Engagement 7.3)
Kindergarten Curriculum Theme Connections:
Theme 1, Unit 1 - I Am Exploration Questions
Theme 2, Unit 2 - We Move Exploration Questions
Pre-Assessment – Discuss
with students “What do you
know about personal space
and general space?”
Formative Assessment –
Peer conferencing will use
the skill cues or lesson
rubric.
Summative Assessment –
Safe Use of Space Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 6.A.1.a.
Use the Cue Check List and
insert appropriate cues.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Return to Unit Navigation
Can Know Content
and Skills:
refined locomotor skills
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to move your muscles in different ways?
Pre-Assessment – Discuss
with students “What do you
Demonstrate activities
that improve muscular
strength through play.
(MSC 5.B.1.a.)
Ask and answer
questions to help
determine or clarify the
meaning of words and
phrases in a text.
Vocabulary:
muscles, strength,
endurance, specific
exercise, muscle group,
safety
Critical Content and
Skills:
muscular strength,
muscular endurance,
muscle groups, safety
Discuss with students how muscles are an important part of the body and
you can achieve muscular strength and endurance in many different
ways.
Lesson Seed - Muscle Trek - Physical Best Activity Guide,
Elementary Level, pgs. 88-89
Description of Activity – Through a group exploration activity, students will
learn that specific exercises train specific muscle groups. Muscle Trek
Planet Signs are located on the text CD ROM.
The lesson includes teaching hints and inclusion tips.
Option #1: The teacher will provide opportunities for practice and
assessing skills
Option #2: The teacher will provide feedback to emphasize effort,
improvement.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(MCCRS ELA RI4) (SCI 1.C.1.b.) (DI – Content, Process, and Product)
(UDL – Representation 3.2)
know about the muscles in
your body?”
Formative Assessment –
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment Muscle Trek Assessment
Physical Best Activity Guide
Elementary Level, pg. 89
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Can Know Content
and Skills:
specific muscle names
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to move your muscles in different ways?
Demonstrate activities
that improve muscular
strength through play.
(MSC 5.B.1.a.)
Discuss with students how muscles are an important part of the body and
you can achieve muscular strength and endurance in many different
ways.
Vocabulary:
Lesson Seed - 10 Minute Workout 1, 2, 3, 4, and 5
Ready-to-Use P.E. Activities for Grades K-2, pgs. 35-39
Pre-Assessment – Discuss
with students “What do you
know about the muscles in
your body?”
Formative Assessment –
Teacher will use
observation, individual or
group conference and
muscles, strength,
endurance, workout,
major muscle group,
safety
Critical Content and
Skills:
muscular strength,
muscular endurance,
muscle groups, safety
Description of Activity – Students will be active in workouts that
strengthen and stretch major muscle groups.
Option #1: The teacher may vary level of sensory stimulation (noise,
number of kids, space)
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may have self- regulatory goals.
(SCI 1.C.1.b.) (DI – Content, Process, and Product)
(UDL – Representation 3.2)
Can Know Content
and Skills:
specific muscle names
reteaching or lesson
extensions.
Summative Assessment –
Students will create a class
circle map that shows the
muscle areas that were
strengthened during class
today.
Thinking Maps:
A Language for Learning,
pgs. 97-99
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Movement Concepts
Learning Outcome:
Essential Question:
Can you show how to make a ball roll in different ways?
Demonstrate rolling a
ball at an object.
(MSC 1.C.1.a.)
Catching and Throwing Skills
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a)
Follow agreed-upon
rules for discussions
(e.g., listening to others
with care, speaking one
Introduce students to ball skills by having them carry and roll a ball in a
variety of situations. Model the skills with and without balls to check form
and reinforce movement cues. Provide opportunities for students to
imitate movements.
Pre-Assessment – Teacher
will use observation of
student movement during
review of previously
presented skills.
Formative Assessment –
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions.
Lesson Seed - Ball Familiarization and Rolling Around Body Parts
Ready-to-Use P.E. Activities for Grades K- 2, pgs. 176-177
Description of Activity – Students will explore different ways of handling
the ball in general and personal space. Students will manipulate their ball Summative Assessment –
using hand and finger control around a body part.
Students will create a
Option #1: Students may use peer mentors/ models demonstrating
locomotor skills in a variety of activities.
at a time about the
topics and texts under
discussion).
Vocabulary:
roll, carry, general
space, personal space,
hand control, finger
control, safety
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may give peer feedback.
Adapted Physical Education - Throwing & Catching
(MCCRS ELA SL1.a) (SCI 1.C.1.b.) (DI – Process and Product)
(UDL – Representation 3.1)
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Critical Content and
Skills:
ball skills, control, safety
class circle map that will
show the different body
parts and ball moves
that they explored in class.
Thinking Maps –
A Language for Learning,
pgs. 97-99
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Can Know Content
and Skills:
speed relates to control
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to roll a ball and catch a rolled ball?
Demonstrate rolling a
ball at an object.
(MSC 1.C.1.a.)
Catching and Throwing Skills
Use verbal and visual
cues to improve skill
performance.
(MSC 3.B.1.a.)
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Introduce students to ball skills by having them roll a ball in a variety of
situations. Model the skills with and without balls to check form and
reinforce movement cues. Provide opportunities for students to imitate
movements.
Underhand throw cues:
 ball low
 arm back
 step
 release
 follow through
Teaching the Nuts and Bolts of Physical Education, 2nd edition, pg. 22.
Movement and skill cues will be posted to reinforce cognitive and motor
learning.
Pre-Assessment – Teacher
will use observation of
student movement during
review of previously
presented skills.
Formative Assessment –
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment Underhand Throw
PE METRICS, pgs. 53-55
(Video Assessment
Recommended)
Follow agreed-upon
rules for discussions
(e.g., listening to others
with care, speaking one
at a time about the
topics and texts under
discussion).
Vocabulary:
roll, control, underhand
throw, release, follow
through, general space,
safety
Lesson Seed - Rolling and Fielding - Two Hands
Ready- To-Use P.E. Activities for Grades K- 2, pg. 177
Description of Activity - Students will discover how to properly roll and
field a ball, individually in general space and at a wall.
Option #1: The teacher will provide opportunities for practice and
assessing skills
Option #2: The teacher will provide feedback to emphasize effort,
improvement.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
Adapted Physical Education - Throwing & Catching
(MCCRS ELA SL1.a) (SCI 1.C.1.b.) (DI – Process and Product)
(UDL – Representation 3.1)
Critical Content and
Skills:
ball skills, control, safety
Can Know Content
and Skills:
speed relates to control
Movement Concepts
Learning Outcome:
Demonstrate throwing
objects using an
underhand and
overhand throwing
pattern.
(MSC 1.C.1.d.)
Use verbal and visual
cues to improve skill
performance.
(MSC 3.B.1.a.)
Summative Assessment Underhand Roll Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 1.C.1.a.
Use the Cue Check List and
insert appropriate cues.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Essential Question:
Can you demonstrate how to toss and catch a beanbag?
Catching and Throwing Skills
Introduce students to underhand throwing skills by modeling the skills
with and without balls to check form and emphasize movement cues.
Provide opportunities for students to imitate movements.
Underhand throw cues:
 ball low
 arm back
 step
 release
 follow through
Teaching the Nuts and Bolts of Physical Education, 2nd edition, pg. 22.
Pre-Assessment – Teacher
will use observation
checklist from previous
lesson.
Formative Assessment –
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment –
Underhand Throw Rubric
Maryland State Physical
Education Curriculum
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Follow agreed-upon
rules for discussions
(e.g., listening to others
with care, speaking one
at a time about the
topics and texts under
discussion).
Vocabulary:
underhand throw,
modeling, cues, low,
back, step, release,
follow through, beanbag,
self, target, safety
Movement and skill cues will be posted to reinforce cognitive and motor
learning.
Lesson Seed - One-Handed Underhand Throwing and Target Throwing
Ready- To-Use P.E. Activities for Grades K- 2, pgs. 184 and 186
Description of Activity - Students review underhand throw and catch with
beanbag and then proceed using a ball to themselves and progressing to
a
wall. Students will work in pairs to practice correct throwing techniques
using low and high targets.
Option #1: Students may use peer mentors/ models demonstrating
locomotor skills in a variety of activities.
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may give peer feedback.
Adapted Physical Education - Throwing & Catching
(MCCRS ELA SL1.a) (SCI 1.C.1.b.) (SCI 5.A.2.a.)
(DI – Process and Product) (UDL – Representation 3.1)
Sample Assessment,
Objective 1.C.1.d.
Use the Cue Check List and
insert appropriate cues.
Summative Assessment Underhand Throw
PE METRICS, pgs. 53-55
(Video Assessment
Recommended)
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Critical Content and
Skills:
underhand throw cues,
control, safety
Can Know Content
and Skills:
speed relates to control
Movement Concepts
Learning Outcome:
Demonstrate throwing
objects using an
underhand and
Essential Question:
Can you demonstrate how to toss a beanbag using the underhand throw
cues?
Pre-Assessment – Teacher
will use observation
checklist from previous
lesson.
Catching and Throwing Skills
Formative Assessment Peer conferencing will use
overhand throwing
pattern.
(MSC 1.C.1.d.)
Introduce students to underhand throwing skills by modeling the skills
with and without balls to check form and reinforce movement cues.
Provide opportunities for students to imitate movements.
Use verbal and visual
cues to improve skill
performance.
(MSC 3.B.1.a.)
Underhand throw cues:
 ball low
 arm back
 step
 release
 follow through
Teaching the Nuts and Bolts of Physical Education, 2nd edition, pg. 22.
Movement and skill cues will be posted to reinforce cognitive and motor
learning.
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Vocabulary:
underhand throw,
modeling, form, cues,
target, cooperatively,
safety
Critical Content and
Skills:
underhand throw cues,
control, safety
Can Know Content
and Skills:
speed relates to control
and accuracy
Lesson Seed - Beanbag Tic-Tac-Toe - PE Central
Description of Activity - Students will practice the skills of underhand
throwing using tic-tac-toe targets. Students will work cooperatively in
small
groups and try to land three bean bags in a row.
Option #1: The teacher will provide opportunities for practice and
assessing skills
Option #2: The teacher will provide feedback to emphasize effort,
improvement.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
Adapted Physical Education - Throwing & Catching
(SCI 1.C.1.b.) (SCI 5.A.2.a.) (DI – Process and Product)
(UDL – Representation 3.2)
the skill cues or lesson
rubric.
Summative Assessment –
Beanbag Tic-Tac-Toe
PE Central
Summative Assessment –
Underhand Throw Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 1.C.1.d.
Use the Cue Check List and
Insert appropriate cues.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to toss and catch a beanbag?
Demonstrate throwing
objects using an
underhand and
overhand throwing
pattern.
(MSC 1.C.1.d.)
Catching and Throwing Skills
Use verbal and visual
cues to improve skill
performance.
(MSC 3.B.1.a.)
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Vocabulary:
underhand throw,
modeling, form, cues,
actions, safety
Critical Content and
Skills:
underhand throw cues,
control, safety
Can Know Content
and Skills:
speed relates to control
and accuracy
Pre-Assessment – Teacher
will use observation
checklist from previous
lesson.
Introduce students to underhand throwing skills by modeling the skills
with and without balls to check form and emphasize movement cues.
Provide opportunities for students to imitate movements.
Formative Assessment –
Peer conferencing will use
the skill cues or lesson
rubric.
Underhand throw cues:
 ball low
 arm back
 step
 release
 follow through
Teaching the Nuts and Bolts of Physical Education, 2nd edition, pg. 22.
Movement and skill cues will be posted to reinforce cognitive and motor
learning.
Summative Assessment –
Underhand Throw Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 1.C.1.d.
Use the Cue Check List and
insert appropriate cues.
Lesson Seed - The Adventures of Mr. Toss - PE Central
Description of Activity – Students will listen and follow the actions to the
story about Mr. Toss. This activity has teacher tips and a copy of the
story.
Option #1: The students may role play the activity.
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may give peer feedback.
Adapted Physical Education - Throwing & Catching
(SCI 1.C.1.b.) (SCI 5.A.2.a.) (DI – Process and Product)
(UDL – Representation 3.2)
Summative Assessment –
The Adventures of Mr. Toss
PE Central
Summative Assessment Underhand Throw
PE METRICS, pgs. 53-55
(Video Assessment
Recommended)
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Movement Concepts
Learning Outcome:
Demonstrate throwing
objects using an
underhand and
overhand throwing
pattern.
(MSC 1.C.1.d.)
Use verbal and visual
cues to improve skill
performance.
(MSC 3.B.1.a.)
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Vocabulary:
underhand throw,
modeling, form, cues,
release, follow through,
opposite, safety
Critical Content and
Skills:
underhand throw cues,
control, safety
Can Know Content
and Skills:
speed relates to control
and accuracy
Essential Question:
Can you say the cues to an underhand throw and demonstrate the
cues?
Pre-Assessment – Teacher
will use observation
checklist from previous
lesson.
Catching and Throwing Skills
Introduce students to underhand throwing skills by modeling the skills
with and without balls to check form and reinforce movement cues.
Provide opportunities for students to imitate movements.
Underhand throw cues:
 ball low
 arm back
 step
 release
 follow through
Teaching the Nuts and Bolts of Physical Education, 2nd edition, pg. 22.
Movement and skill cues will be posted to reinforce cognitive and motor
learning.
Lesson Seed- Stepping With the Opposite Foot - PE Central
Description of Activity – This activity is a teaching tool to help young
students understand what foot leads when throwing.
Option #1: Students may use peer mentors/ models demonstrating
locomotor skills in a variety of activities.
Option #2: The students may give peer feedback.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
Adapted Physical Education - Throwing & Catching
(SCI 1.C.1.b.) (SCI 5.A.2.a.) (DI – Process and Product)
(UDL – Representation 3.2)
Formative Assessment –
Peer conferencing will use
the skill cues or lesson
rubric.
Summative Assessment –
Students will show which
foot is their stepping foot
during an underhand or
overhand throw by
modeling these moves.
This can be used as an exit
ticket.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Movement Concepts
Learning Outcome:
Essential Question:
Can you say the cues to an overhand throw and demonstrate the cues?
Demonstrate throwing
objects using an
underhand and
overhand throwing
pattern.
(MSC 1.C.1.d.)
Catching and Throwing Skills
Use verbal and visual
cues to improve skill
performance.
(MSC 3.B.1.a.)
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Follow agreed-upon
rules for discussions
(e.g., listening to others
with care, speaking one
at a time about the
topics and texts under
discussion).
Vocabulary:
overhand throw,
modeling, form, cues, T,
step, follow through,
beanbag, small ball,
aim, target, distance,
safety
Introduce students to overhand throwing skills by modeling the skill with
and without a ball to emphasize form and reinforce movement cues.
Provide opportunities for students to imitate movements.
Overhand throw cues:
 ready
 T
 step and throw
 follow through
Teaching the Nuts and Bolts of Physical Education, 2nd edition, pg. 24.
Movement and skill cues will be posted to reinforce cognitive and motor
learning.
Lesson Seed - One-Hand Overhand Throw and Target Throwing and
Catching
Ready- To-Use P.E. Activities for Grades K- 2, pg. 187
Description of Activity - Students will mime the cues and then practice
skill using bean bags and small balls. Students will have opportunities to
work with partners, aim to a target and throw for distance.
Option #1: Students may use peer mentors/ models demonstrating
locomotor skills in a variety of activities.
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may give peer feedback.
Adapted Physical Education - Throwing& Catching
(MCCRS ELA SL1.a) (SCI 1.C.1.b.) (SCI 5.A.2.a.)
(DI – Process and Product) (UDL – Representation 3.2)
Pre-Assessment – Teacher
will use observation
checklist from previous
lesson.
Formative Assessment –
Teacher will use
observation, Individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment –
Students will create a class
flow map that will show the
sequence of cues for an
overhand throw.
Thinking Maps –
A Language for Learning,
pgs. 112-114
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Critical Content and
Skills:
overhand throw cues,
control, safety
Can Know Content
and Skills:
speed relates to control,
accuracy and distance
Movement Concepts
Learning Outcome:
Essential Question:
Can you explain the cues to catching a ball and demonstrate the cues?
Demonstrate catching a Catching and Throwing Skills
self-bounced ball.
(MSC 1.C.1.c.)
Introduce students to catching skills by modeling the skill with and without
a ball to emphasizing form and reinforcing movement cues. Provide
Use verbal and visual
opportunities for students to imitate movements. Provide soft equipment
cues to improve skill
for beginning catching skills.
performance.
(MSC 3.B.1.a.)
Catching cues:
 ready position
Show basic motor skills,
 step and reach
using imitation, as a
 fingers up(high catch) or fingers down (low catch)
means for motor skill
 catch and give
improvement.
Teaching the Nuts and Bolts of Physical Education, 2nd edition,
(MSC 3.A.1.a.)
pgs. 22 and 24.
Movement and skill cues will be posted to reinforce cognitive and motor
Follow agreed-upon
learning.
rules for discussions
(e.g., listening to others Lesson Seed - Two-Handed Bouncing and Catching Tasks
with care, speaking one Ready- To-Use P.E. Activities for Grades K- 2, pg. 189
at a time about the
Description of Activity - Students will explore two-handed bounces and
topics and texts under
catches with challenging tasks.
discussion).
Option #1: The teacher may vary level of sensory stimulation (noise,
number of kids, space)
Vocabulary:
Pre-Assessment – Teacher
will use observation
checklist from previous
lesson.
Formative Assessment –
Teacher will use
observation, Individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment –
Underhand Catch
PE METRICS, pgs. 50-52
(Video Assessment
Recommended)
Summative Assessment –
Catch a Self-Bounced
Ball Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 1.C.1.c.
Use the Cue Check List and
insert appropriate cues.
catching, modeling,
form, cues, ready
position, step and reach,
fingers up/down, catch,
give, two hand bounce
and catch, safety
Option #2: The teacher may provide feedback that is frequent, timely
and specific
Option #3: The students may have self- regulatory goals.
Adapted Physical Education - Throwing & Catching
(MCCRS ELA SL1.a) (SCI 1.C.1.b.) (SCI 5.A.2.a.)
(DI – Process and Product) (UDL – Representation 3.2)
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Critical Content and
Skills:
catching cues, control,
safety
Can Know Content
and Skills:
quick hand positioning
Movement Concepts
Learning Outcome:
Essential Question:
Can you explain the cues to catching a ball and demonstrate the cues?
Demonstrate catching a Catching and Throwing Skills
self-bounced ball.
(MSC 1.C.1.c.)
Introduce students to catching skills by modeling the skill with and without
a ball to emphasizing form and reinforcing movement cues. Provide
Use verbal and visual
opportunities for students to imitate movements. Provide soft equipment
cues to improve skill
for beginning catching skills.
performance.
(MSC 3.B.1.a.)
Catching cues:
 ready position
Follow agreed-upon
 step and reach
rules for discussions
 fingers up(high catch) or fingers down (low catch)
(e.g., listening to others
 catch and give
with care, speaking one Teaching the Nuts and Bolts of Physical Education, 2nd edition,
at a time about the
pgs. 22 and 24.
topics and texts under
Movement and skill cues will be posted to reinforce cognitive and motor
discussion).
learning.
Vocabulary:
Lesson Seed - Catching Animals - PE Central
Pre-Assessment – Teacher
will use observation
checklist from previous
lesson.
Formative Assessment –
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment –
Underhand Catch
PE METRICS, pgs. 50-52
(Video Assessment
Recommended)
Summative Assessment –
Catch a Self-Bounced Ball
Rubric
catching, modeling,
form, cues, ready
position, step and reach,
fingers up/down, catch,
give partner feedback,
safety
Critical Content and
Skills:
catching cues, control,
safety, peer cooperation
Description of Activity - Students will practice the skill of catching with a
partner while giving feedback when correct cues are demonstrated.
An inclusion tip is located at the end of the activity
Option #1: The teacher will provide feedback to emphasize effort,
improvement.
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The teacher will provide opportunities for practice and
assessing skills.
Adapted Physical Education - Throwing & Catching
(MCCRS ELA SL1.a) (SCI 1.C.1.b.) (SCI 5.A.2.a.)
(DI – Process and Product) (UDL – Representation 3.2)
Can Know Content
and Skills:
quick hand positioning,
feedback encourages
proficiency
Movement Concepts
Learning Outcome:
Demonstrate striking a
lightweight object with
different body parts.
(MSC 1.C.1.)
Show how an object’s
motion can be changed
such as: speeding up
from a standstill, slowing
down to a stop, going
faster, and going slower.
(MSC 2.A.1.c.)
Follow agreed-upon
rules for discussions
(e.g., listening to others
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 1.C.1.c.
Use the Cue Check List and
insert appropriate cues.
Summative Assessment –
Catching Animals –
PE Central
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Essential Question:
Can you show how to strike a ball or balloon with your hand or with a
paddle?
Pre-Assessment – Discuss
with students “What do you
know about striking with
your hand?”
Striking Skills
Introduce students to striking skills by modeling the skill with or without a
balloon to emphasize form and reinforce movement patterns. Provided
opportunities for students to imitate movements.
Lesson Seed - Balloon Play and Balloon Challenges
Ready- To-Use P.E. Activities for Grades K- 2, pgs. 174-175
Description of Activity - Students will strike a balloon with various body
parts. Students will be guided through a series of challenges using
different body parts to strike a balloon.
Option #1: The teacher may provide examples that model right and
wrong answers.
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Formative Assessment –
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment –
Students will create a
double bubble thinking map
that will show what happens
when the balloon is struck
hard and when it is struck
easily.
with care, speaking one
at a time about the
topics and texts under
discussion).
Option #3: Provide learners with discretion- vary level of challenge.
Adapted Physical Education – Striking
(MCCRS ELA SL1.a) (SCI 1.C.1.b.) (SCI 5.A.2.b.)
(DI – Process and Product) (UDL – Representation 3.2)
Thinking Maps –
A Language for Learning,
pgs. 112-114
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Vocabulary:
strike, balloon, form,
movement pattern, body
part, safety
Return to MSME
Critical Content and
Skills:
striking skills, body
parts, control, safety
Can Know Content
and Skills:
focus on spacing and
objects
Movement Concepts
Learning Outcome:
Essential Question:
Can you show how to kick a ball?
Demonstrate striking a
lightweight object with
different body parts.
(MSC 1.C.1.a.)
Kicking Skills
Use verbal and visual
cues to improve skill
performance.
(MSC 3.B.1.a.)
When using an instep kick, use the cues:
 step
 kick with laces
 follow through
When presenting dribbling skills, use the cues:
 inside of feet
 little pushes
Elementary Physical Education Teaching and Assessment, pg. 192
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
Introduce students to kicking and dribbling skills by modeling the skill with
and without a ball. This emphasizes form and movement cues.
Pre-Assessment – Discuss
with students “What do you
know about striking with
your foot?”
Formative Assessment –
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment –
Kick a Stationary Ball with a
Moving Approach
Maryland State Physical
Education Curriculum
(MSC 3.A.1.a.)
Vocabulary:
kick, dribble, modeling,
form, cues, instep,
laces, follow through,
inside of feet, push,
target, obstacles, safety
Critical Content and
Skills:
kicking skills, body
parts, control, safety
Can Know Content
and Skills:
focus on spacing and
objects
Movement and skill cues will be posted to reinforce cognitive and motor
learning.
Lesson Seed - Kicking Skills Station Work
Ready- To-Use P.E. Activities for Grades K- 2, pg.198
Description of Activity - Students will move from station to station
practicing kicking and dribbling skills. Objects are used as a target and
others are used for obstacles to move around.
Option #1: The teacher will provide opportunities for practice and
assessing skills
Option #2: The teacher will provide feedback to emphasize effort,
improvement.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
Adapted Physical Education – Kicking & Dribbling
(SCI 1.C.1.b.) (SCI 5.A.2.b.) (SS 1.A.1.b.) (DI – Process and Product)
(UDL – Representation 3.2)
Sample Assessment,
Objective 1.C.1.b.
Use the Cue Check List and
insert appropriate cues.
Summative Assessment –
Dribbling Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 1.C.1.b.
Use the Cue Check List and
insert appropriate cues.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Movement Concepts
Learning Outcome:
Essential Question:
Can you explain and demonstrate how to use a parachute?
Demonstrate activities
that improve muscular
strength through play.
(MSC 5.B.1.a.)
Parachute Activities
Identify and perform
physical activities that
are fun, enjoyable, and
promote fitness.
(MSC 4.F.1.a.)
Vocabulary:
Discuss with students how muscles are an important part of the body and
you can achieve muscular strength and endurance in many different
ways.
Lesson Seed - Introducing Parachutes, Inflation Fun, and Parachute
Muscle-Builders
Ready-to-Use P.E. Activities for Grades K-2, pgs. 225-227
Description of Activity - Students will use cooperation as they learn safety
guidelines, various grips, and develop arm strength. Inflation and
deflation will be discussed. Students will use the parachute in a variety of
ways.
Pre-Assessment – Discuss
with students “What do you
know about using the
parachute?”
Formative Assessment –
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment –
As an exit ticket, students
will show the correct grip for
the parachute and what
parachute, muscles,
strength, endurance,
cooperation, grip, arm
strength, inflation,
deflation, safety
Critical Content and
Skills:
parachute rules, grips,
arm strength, safety
Option #1: The teacher may vary level of sensory stimulation (noise,
number of kids, space)
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may have self- regulatory goals.
(SCI 1.C.1.b.) (SCI 5.A.2.b.) (SS 1.A.1.b.) (DI – Process and Product)
(UDL – Representation 3.2)
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
their hands and body
moves were when the
parachute was inflated and
deflated.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Can Know Content
and Skills:
Working together gives
better parachute
movement.
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to jump a rope that is on the ground?
Demonstrate activities
that improve muscular
strength through play.
(MSC 5.B.1.a.)
Rope Jumping Skills
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Vocabulary:
jump rope, vertical jump,
over, around, safety
Critical Content and
Skills:
Introduce students to jump ropes by discussing and demonstrating safety
procedures.
Extensive rope jumping activities and jumping cues are listed in the
Kindergarten Aerobic Fitness section of this curriculum document.
Lesson Seed - Short Rope Safety and Straight Rope Patterns
Ready-to-Use P.E. Activities for Grades K- 2, pgs. 209 -210
Description of Activity – Students will discuss and demonstrate safety
using short ropes. Students will do locomotor skills including vertical
jumps over and around a straight floor rope.
Option #1: The students may have self- regulatory goals.
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may give peer feedback.
Adapted Physical Education – Jumping
Pre-Assessment – Discuss
with students “What do you
know about using jump
ropes?”
Formative Assessment –
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment –
Students will create a class
circle map that will show the
different moves that they
explored using a short jump
rope.
Thinking Maps –
locomotor skills, vertical
jumps, safety
(SCI 5.A.2.b.) (SS 1.A.1.b.) (DI – Process and Product)
(UDL – Representation 3.2)
Can Know Content
and Skills:
smooth rhythm in a
jumping sequence
A Language for Learning,
pgs. 97-99
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to jump a turning rope?
Demonstrate activities
that improve muscular
strength through play.
(MSC 5.B.1.a.)
Rope Jumping Skills
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Vocabulary:
jump rope, jump, leap,
patterns, grip, safety
Critical Content and
Skills:
locomotor skills, vertical
jumps, safety
Can Know Content
and Skills:
smooth rhythm in a
jumping sequence
Introduce students to jump ropes by discussing and demonstrating safety
procedures.
Extensive rope jumping activities and jumping cues are listed in the
Kindergarten Aerobic Fitness section of this curriculum document.
Lesson Seed - Introducing Long Ropes
Ready-to-Use P.E. Activities for Grades K- 2, pg. 214
Description of Activity – Students will discuss and demonstrate safety
using long jump ropes.
Students will do jumps and leaps while the rope moves in different
patterns (waves, snake, and bells).
Option #1: Students may use peer mentors/ models demonstrating
locomotor skills in a variety of activities.
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may give peer feedback.
Adapted Physical Education – Jumping
(SCI 5.A.2.b.) (SS 1.A.1.b.) (DI – Process and Product)
(UDL – Representation 3.2)
Pre-Assessment – Teacher
will use observation of
student movement
during review of previously
presented skills.
Formative Assessment –
Peer conferencing will use
the skill cues or lesson
rubric.
Summative Assessment –
Students will create a class
circle map that will show
the different moves and
safety rules that were used
in this activity.
Thinking Maps –
A Language for Learning,
pgs. 97-99
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Movement Concepts
Learning Outcome:
Essential Question:
Can you explain how to keep your balance while using scooters?
Demonstrate activities
that improve muscular
strength through play.
(MSC 5.B.1.a.)
Scooter Skills
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Lesson Seed- Introduction to Scooters –
Ready-to-Use P.E. Activities for Grades K- 2, pg. 231
Description of Activity – Students will practice using various body parts
to move around and through a designated area using gym scooters.
Option #1: The teacher may vary level of sensory stimulation (noise,
number of kids, space).
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may have self- regulatory goals.
(SCI 5.A.2.b.) (SS 1.A.1.b.) (DI – Process and Product)
(UDL – Representation 3.2)
Vocabulary:
scooter, balance,
grip/hold, body parts,
safety
Critical Content and
Skills:
scooter skills, balance,
safety
Introduce students to gym scooters by discussing and demonstrating
safety procedures and balance tips.
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Can Know Content
and Skills:
agility on a scooter
Pre-Assessment – Discuss
with students “What do you
know about using
scooters?”
Formative Assessment –
Peer conferencing will use
the skill cues or lesson
rubric.
Summative Assessment –
Safe Use of Space Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 6.A.1.a
Use the Cue Check List and
insert appropriate cues.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Movement Concepts
Learning Outcome:
Essential Question:
Can you explain how to keep your balance while using scooters?
Demonstrate activities
that improve muscular
strength through play.
Scooter Skills
Pre-Assessment – Discuss
with students “What do you
know about using
scooters?”
(MSC 5.B.1.a.)
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Vocabulary:
scooter, balance,
cooperatively, grip/hold,
safety
Critical Content and
Skills:
scooter skills, balance,
safety
Introduce students to gym scooters by discussing and demonstrating
safety procedures and balance tips.
Lesson Seed - Scootermania - PE Central
Description of Activity – Students will work cooperatively in a task that
uses scooter balance skills.
Discuss with students how important cooperation is to success in this
activity.
Option #1: The teacher may vary level of sensory stimulation (noise,
number of kids, space).
Option #2: The students may have self- regulatory goals.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(SCI 5.A.2.b.) (SS 1.A.1.b.) (DI – Process and Product)
(UDL – Representation 3.2)
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Can Know Content
and Skills:
agility on a scooter
Formative Assessment –
Peer conferencing will use
the skill cues or lesson
rubric.
Summative Assessment Working Cooperatively with
Others Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 6.C.1.a
Use the Cue Check List and
insert appropriate cues.
Summative Assessment Scootermania - PE Central
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Movement Concepts
Learning Outcome:
Demonstrate activities
that improve muscular
strength through play.
(MSC 5.B.1.a.)
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
Essential Question:
Can you explain how to move and keep your balance while using
scooters?
Pre-Assessment – Discuss
with students “What do you
know about using
scooters?”
Scooter Skills
Introduce students to gym scooters by discussing and demonstrating
safety procedures and balance tips.
Thematic Lesson Seed - Winter Wonderland
Muscular Strength and Endurance Library
Description of Activity - Station work using scooters, climbing equipment,
Formative Assessment –
Peer conferencing will use
the skill cues or lesson
rubric.
Summative AssessmentWinter Wonderland –
(MSC 3.A.1.a.)
Vocabulary:
scooter, balance,
grip/hold, equipment
use, safety
Critical Content and
Skills:
scooter skills, balance,
safety
Can Know Content
and Skills:
agility on a scooter
balance equipment and much more, while participating in winter activities.
The entire gym is “transformed” into a giant mountain resort. Inclusion
tips
are listed. Station descriptions are given as examples.
Option #1: The students may give peer feedback.
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may have self- regulatory goals.
(SCI 5.A.2.b.) (SS 1.A.1.b.) (DI – Process and Product)
(UDL – Representation 3.2)
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Muscular Strength and
Endurance Library
Summative Assessment –
Students will create a class
tree map that shows which
station uses muscular
strength, flexibility, aerobic
fitness, and muscular
endurance.
Thinking Maps –
A Language for Learning,
pgs. 106-108
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Movement Concepts
Learning Outcome:
Demonstrate activities
that improve muscular
strength through play.
(MSC 5.B.1.a.)
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Vocabulary:
Essential Question:
Can you explain how to keep your balance and move while using a
climbing wall?
Pre-Assessment – Discuss
with students “What do you
know about using the
climbing wall?”
Climbing Wall
Climbing Wall Guidelines – Teacher Resource
Introduce students to the climbing wall by discussing and demonstrating
safety procedures and balance tips. Movement and skill cues will be
posted to reinforce cognitive and motor learning.
Lesson Seed - Climbing Wall – Introduce safety rules and basic skills
with balances.
Description of Activity - Introduce 4-point balance and introduce 3-point
hold and switch. One student per panel moves one hand or one foot to a
new hold from a stationary position. Climb across two panels and climb
Formative Assessment –
Teacher will use
observation, Individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment –
Students will create a class
circle map that will show the
climbing wall, balance,
grips, 4 point balance, 3
point balance, panel,
climb vs. swing, rotate,
safety
Critical Content and
Skills:
climbing wall rules and
procedures, control,
balance, grips, 4 point
balance, 3 point
balance, panel, climb
vs. swing, rotate, safety
down. Return to same line. Rotate all lines to repeat on new 2-panel
section. Keep repeating to let students experience the entire wall.
Option #1: The teacher will provide opportunities for practice and
assessing skills.
Option #2: The teacher will provide feedback to emphasize effort,
improvement.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(SCI 5.A.2.b.) (SS 1.A.1.b.) (DI – Process and Product)
(UDL – Representation 3.2)
rules that kept students
safe on the climbing wall.
Thinking Maps –
A Language for Learning,
pgs. 97-99
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Return to Unit Navigation
Can Know Content
and Skills:
hand and foot
placement for balanced
movement
Fitness Concepts
Learning Outcome:
Essential Question:
Can you describe what it means to be strong?
List and demonstrate
activities that promote
fitness for a healthy
lifestyle.
(MSC 4.C.1.a.)
Define Muscular Strength and Muscular Endurance when introducing
each lesson and reinforce these terms throughout the school year.
MSDE Physical Education Curriculum Vocabulary
Follow agreed-upon
rules for discussions
(e.g., listening to others
with care, speaking one
at a time about the
topics and texts under
discussion).
Lesson Seed - Class Discussion and Tree Thinking Map
Thinking Maps: A Language for Learning, pgs. 106-108
Description of Activity - Discuss with students their favorite activities and
create a tree map listing the three favorite class activities. Students go to
their personal space and show movements of their favorite physical
activity or sport.
Option #1: The teacher may vary level of sensory stimulation (noise,
number of kids, space)
Option #2: The students may role- play the activity.
Pre-Assessment – Discuss
with students “What do you
know about strength and
about endurance?”
Formative Assessment –
Students will draw a picture
of themselves doing their
favorite activity or sport.
Summative Assessment How Exercise Affects the
Body Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Vocabulary:
muscular strength,
muscular endurance,
favorite, thinking map,
personal space, activity
vs. sport, safety
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(MCCRS ELA SL1.a) (DI – Process and Product)
(UDL – Representation 3.2)
Kindergarten Curriculum Theme Connections:
Theme 1, Unit 3 - I Need Exploration Questions
Theme 2, Unit 2 - We Move Exploration Questions
Critical Content and
Skills:
muscular strength,
muscular endurance,
favorite, personal space,
activity vs. sport
Objective 4.A.1.a.
Use the Cue Check List and
insert appropriate cues.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Can Know Content
and Skills:
reading and writing skills
on thinking map
Fitness Concepts
Learning Outcome:
Specify the physical
benefits of exercise.
(MSC 4.D.1.a.)
Vocabulary:
muscular strength,
muscular endurance,
benefits, develop,
strong bones, strong
muscles, safety
Critical Content and
Skills:
Essential Question:
Can you describe what it means to be strong and what it means to have
endurance?
Define Muscular Strength and Muscular Endurance when introducing
each lesson and reinforce these terms throughout the school year.
MSDE Physical Education Curriculum Vocabulary
Lesson Seed - Talk to the Animals
Physical Best Activity Guide Elementary Level, pgs. 70-71
Description of Activity – Students will identify several benefits related to
muscular strength and muscular endurance and learn how they play a
role in developing strong bones and muscles by moving like animals.
Teaching hints and inclusion tips are listed in the lesson.
Option #1: The teacher may vary level of sensory stimulation (noise,
number of kids, space)
Option #2: The students may have self- regulatory goals.
Pre-Assessment – Discuss
with students “What do you
know about strength and
about endurance?”
Formative Assessment –
Teacher will use
observation, Individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment How Exercise Affects the
Body Rubric
muscular strength,
muscular endurance,
benefits to health, safety
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(SCI 1.E.1.b.) (DI – Process and Product) (UDL – Representation 3.2)
Can Know Content
and Skills:
specific names to bones
and muscles
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 4.A.1.a.
Use the Cue Check List and
insert appropriate cues.
Summative Assessment–
Talk to the Animals
Physical Best Activity Guide
Elementary Level, pg. 71
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Fitness Concepts
Learning Outcome:
Essential Question:
Can you give examples of nutritious foods?
Identify nutritious foods
that fuel the body for
activity such as fruits
and vegetables.
(MSC 4.E.1.a.)
Discuss with students what nutritious foods are and give examples.
Explain to students that nutritious foods help to keep you healthy and
prevent disease.
Vocabulary:
nutritious, health, fuel,
disease, prevent, fruit,
vegetable, identify,
safety
Critical Content and
Skills:
Lesson Seed - Nutrition Hunt
Physical Best Activity Guide, Elementary Level, pg. 142
Description of Activity - Students bring fruit, vegetables and other food
pictures to identify food groups with the pyramid/my plate (My Plate ). A
food guide pyramid is located on the text CD ROM.
Teaching hints and inclusion tips are listed in this lesson.
Option #1: The teacher will provide opportunities for practice and
assessing skills
Option #2: The teacher will provide feedback to emphasize effort,
improvement.
Pre-Assessment – Discuss
with students “What do you
know about nutritious
food?”
Formative Assessment –
Peer conferencing will use
the skill cues or lesson
rubric.
Summative Assessment Nutrition Hunt
Physical Best Activity
Guide, Elementary Level,
pg. 142
Pre-Assessment, Formative
Assessment and
nutritious and healthy
Option #3: The teacher may provide feedback that is frequent, timely
foods, identify different
and specific.
foods into groups, safety (H/W 6.E.1.a.) (SCI 1.E.1.b.) (DI – Process and Product)
(UDL – Representation 3.2)
Can Know Content
and Skills:
Kindergarten Curriculum Theme Connections:
variety of food within a
Theme 1, Unit 3 - I Need Exploration Questions
food group
Summative Assessment
Strategies
Fitness Concepts
Learning Outcome:
Essential Question:
Can you give examples of nutritious foods?
Identify nutritious foods
that fuel the body for
activity such as fruits
and vegetables.
(MSC 4.E.1.a.)
Discuss with students what nutritious foods are and give examples.
Explain to students that nutritious foods help to keep you healthy and
prevent disease.
Pre-Assessment – Discuss
with students “What do you
know about nutritious
food?”
Vocabulary:
nutritious, health,
disease, prevent, good
food, junk food,
locomotor movement,
safety
Critical Content and
Skills:
nutritious and healthy
foods, identify different
foods into groups, safety
Can Know Content
and Skills:
variety of food within a
food group
Lesson Seed - Eating Right is Part of Being Healthy
Elementary Physical Education Teaching and Assessment,
2nd edition, pg. 272
Description of Activity - Use locomotor movements to placing good food
and junk food pictures in a box or container.
Option #1: Students may use peer mentors/ models demonstrating
locomotor skills in a variety of activities.
Option #2: The teacher will provide alternatives for rate, timing, speed
and range of motion to interact.
Option #3: The teacher may provide the student with discretion- vary
level of challenge.
(H/W 6.E.1.a.) (SCI 1.E.1.b.) (DI – Process and Product)
(UDL – Representation 3.2)
Kindergarten Curriculum Theme Connections:
Theme 1,Unit 3 - I Need Exploration Questions
Return to MSME
Formative Assessment –
Peer conferencing will use
the skill cues or lesson
rubric.
Summative Assessment –
Think, Pair, and Share Students will think about
what nutritious food they
like the best. They will
discuss this with a partner.
The class will share these
foods on a circle map.
Thinking Maps –
A Language for Learning,
pgs. 97-99
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Fitness Concepts
Learning Outcome:
Essential Question:
Can you give examples of nutritious foods?
Identify nutritious foods
that fuel the body for
activity such as fruits
and vegetables.
(MSC 4.E.1.a.)
Discuss with students what nutritious foods are and give examples.
Explain to students that nutritious foods help to keep you healthy and
prevent disease.
Lesson Seed - Fishing for Good Nutrition - PE Central
Description of Activity - Students fish for specific food groups, My Plate.
Vocabulary:
Pictures of food are placed on cards with paper clips. The students use a
nutritious, healthy,
string with a magnet to collect cards and group them by food groups.
disease, prevent, safety Option #1:The teacher will provide opportunities for practice and
assessing skills
Critical Content and
Option #2: The teacher will provide feedback to emphasize effort,
Skills:
improvement.
nutritious and healthy
Option #3: The teacher may provide feedback that is frequent, timely
foods, identify different
and specific.
foods into groups, safety (H/W 6.E.1.a.) (SCI 1.E.1.b.) (DI – Process and Product)
(UDL – Representation 3.2)
Can Know Content
and Skills:
Kindergarten Curriculum Theme Connections:
variety of food within a
Theme 1, Unit 3 - I Need Exploration Questions
food group
Pre-Assessment – Discuss
with students “What do you
know about nutritious
food?”
Formative Assessment –
Peer conferencing will use
the skill cues or lesson
rubric.
Summative Assessment –
Students will create a class
tree map to show food
groups and the foods that
belong to each group.
Thinking Maps –
A Language for Learning,
pgs. 106-108
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Return to Unit Navigation
Social Psychological
Concepts Learning
Outcome:
Use personal space
and general space
safely in a physical
activity setting to avoid
injury.
(MSC 6.A.1.a.)
Vocabulary:
rules, specific, signals,
personal space, general
space, safety
Critical Content and
Skills:
rules, signals, general
and self-space,
cooperation and positive
behaviors, safety
Can Know Content
and Skills:
Safe classroom and
playground behaviors
will lead to a more
cooperative
atmosphere.
Social Psychological
Concepts Learning
Outcome:
Imitate socially
acceptable behaviors of
Essential Question:
Can you model safety rules that we need during activity?
Discuss the reason for rules and how rules are specific for physical
education classes.
Lesson Seed - Ideas for Lesson Development - Rules for Safety
Elementary Physical Education Teaching and Assessment 2nd edition,
pgs. 98-99
Description of Activity – Students will be introduced to signals for quiet,
stopping, going, safety alert, self-space and general space.
Option #1: The teacher will provide opportunities for practice and
assessing skills
Option #2: The teacher will provide feedback to emphasize effort,
improvement.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(SS 1.A.1.a.) (H/W 5.A.1.a.) (DI – Process and Product)
(UDL – Engagement 7.3)
Kindergarten Curriculum Theme Connections:
Theme 1, Unit 1 - I Am Exploration Questions
Theme 1, Unit 2 - I Belong Exploration Questions
Theme 1, Unit 3 - I Need Exploration Questions
Theme 2, Unit 2 - We Move Exploration Questions
Essential Question:
Can you explain what respect is and tell how to show it?
Discuss the concept of cooperation and respect for others. Remind
students that cooperating involves working with together and helping
Pre-Assessment – Discuss
with students “What do you
know about safe spacing in
games?”
Formative Assessment –
Peer conferencing will use
the skill cues or lesson
rubric.
Summative Assessment –
Safe Use of Space Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 6.A.1.a.
Use the Cue Check List and
insert appropriate cues.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to MSME
Pre-Assessment – Discuss
with students “What do you
know about respect?”
Formative Assessment –
Peer conferencing will use
cooperation, respect,
and responsibility to
interact positively with
others.
(MSC 6.C.1.a.)
others. Give examples of positive interaction that students should see
during physical education classes.
the skill cues or lesson
rubric.
Critical Content and
Skills:
rules, signals, general
and self-space,
cooperation and positive
behaviors, safety
Lesson Seed - Ideas for Lesson Development - Cooperating with others
Elementary Physical Education Teaching and Assessment, 2 nd edition,
pg. 97
Description of Activity – Student will discuss the concept of cooperation.
Use activities, such as a parachute activity, to help to demonstrate how
everyone must work together.
Option #1: The teacher will provide opportunities for practice and
assessing skills
Option #2: The teacher will provide feedback to emphasize effort,
improvement.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(SCI 1.C.1.d.) (SS 1.C.1.c.) (SS 2.C.1.a.) (DI – Process and Product)
(UDL – Engagement 8.3)
Summative Assessment –
Working Cooperatively with
Others Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 6.C.1.a.
Use the Cue Check List and
insert appropriate cues.
Can Know Content
and Skills:
Cooperation and
positive behaviors will
lead to a safe learning
environment.
Kindergarten Curriculum Theme Connections:
Theme 1, Unit 1 - I Am Exploration Questions
Theme 1, Unit 2 - I Belong Exploration Questions
Theme 1, Unit 3 - I Need Exploration Questions
Theme 2, Unit 2 - We Move Exploration Questions
Theme 4, Unit 2 – I Can Change the World
Return to MSME
Social Psychological
Concepts Learning
Outcome:
Essential Question:
Can you explain what cooperation and respect are and show them in
game play?
Pre-Assessment – Discuss
with students “What do you
know about bring respectful
when playing games?”
Imitate socially
acceptable behaviors of
cooperation, respect,
and responsibility to
interact positively with
others.
(MSC 6.C.1.a.)
Discuss the concept of cooperation and respect for others. Remind
students that cooperating involves working with together and helping
others. Give examples of positive interaction that students should see
during physical education classes.
Vocabulary:
cooperation, respect,
positive, work together,
safety
Lesson Seed - Monsters, Inc. - PE Central
Description of Activity – Students will use hula hoops as their safe space.
As the music plays, students practice specific locomotor skills. When the
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Formative Assessment –
Peer conferencing will use
the skill cues or lesson
rubric.
Summative AssessmentMonsters, Inc.
Vocabulary:
cooperation, respect,
positive interaction,
hula hoop, locomotor
movements, quickly,
share, safety
Critical Content and
Skills:
rules, signals, general
and self-space,
cooperation and positive
behaviors, safety
Can Know Content
and Skills:
Cooperation and
positive behaviors will
lead to a safe learning
environment.
music stops, they must quickly go to a hula hoop to be safe. Students
show how to share space and move safely. Inclusion ideas and teaching
tips are included in the lesson.
Option #1: The teacher will provide opportunities for practice and
assessing skills
Option #2: The teacher will provide feedback to emphasize effort,
improvement.
Option #3: The teacher may provide feedback that is frequent, timely and
specific.
(SCI 1.C.1.d.) (SS 1.C.1.c.) (SS 2.C.1.a.) (MUSIC 1.A.3.a.)
(DI – Process and Product) (UDL – Engagement 8.3)
PE Central
Kindergarten Curriculum Theme Connections:
Theme 1, Unit 1 - I Am Exploration Questions
Theme 1, Unit 2 - I Belong Exploration Questions
Theme 1, Unit 3 - I Need Exploration Questions
Theme 2, Unit 2 - We Move Exploration Questions
Theme 4, Unit 2 – I Can Change the World
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Teacher Feedback:
Contribute feedback, questions, or comments by clicking this link.
Summative Assessment –
Working Cooperatively with
Others Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 6.C.1.a.
Use the Cue Check List and
insert appropriate cues.
Return to MSME
Return to Unit Navigation
Student Reflection:
1. Why is it important for you to be strong enough to participate in basic movement activities? How did this unit help me answer
this question?
2. What did I find most interesting in this unit? What was new to me?
3. In what ways did I make interdisciplinary connections? How did this unit help me see how other topics/ideas/subjects fit together?
4. How did this unit challenge me? What skills, readings, or activities challenged me the most?
5. What would I like to know more about?
Teacher Reflection:
1. How successful was I with teaching this content and skills? How do I know this (what data do I have)?
2. What challenges did I have?
3. What do I believe my students will internalize from this unit?
4. Were my students successful in making inter and intra-disciplinary connections? How do I know this?
5. What might I do differently next year?
Unit Navigation - Kindergarten
MUSCULAR STRENGTH AND
MUSCULAR ENDURANCE
AEROBIC FITNESS
Hyperlinks to
each of the
Flexibility
Concept
Flexibility
Concepts
Locomotor
and NonLocomotor
Concepts
Spatial
Awareness
Concepts
Movement
Concepts
FLEXIBILITY
Fitness
Concepts
Social
Psychological
Concepts
Teacher
Feedback
Suggested Number of Days
5-6 Flexibility Lessons each Marking Period
(A total of 20-24 lessons a year including All Maryland State Physical Education Standards)
Flexibility Overview:
The Kindergarten flexibility unit will provide experiences that enable students to explore bending and stretching their bodies to
external stimuli in authentic situations.
Standards for Unit - Maryland State Physical Education Standards:
 Standard I - Skillfulness - Students will demonstrate the ability to enhance their performance of a variety of physical skills by
developing fundamental movement skills, creating original skill combinations, combining skills effectively in skill themes, and
applying skills.
 Standard ll - Biomechanical Principles - Students will demonstrate an ability to use the principles of biomechanics to
generate and control force to improve their movement effectiveness and safety.
 Standard lll - Motor Learning Principles - Students will demonstrate the ability to use motor skill principles to learn and
develop proficiency through frequent practice opportunities in which skills are repeatedly performed correctly in a variety of
situations.



Standard lV - Exercise Physiology - Students will demonstrate the ability to use scientific principles to design and participate
in a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and
physical performance in a variety of academic, recreational, and life tasks.
Standard V - Physical Activity - Students will demonstrate the ability to use the principles of exercise physiology, social
psychology, and biomechanics to design and adhere to a regular, personalized, purposeful program of physical activity
consistent with their health, performance, and fitness goals in order to gain health and cognitive/academic benefits.
Standard Vl - Social Psychological Principles - Students will demonstrate the ability to use skills essential for developing
self-efficacy, fostering a sense of community, and working effectively with others in physical activity settings.
National Standards for K-12 Physical Education:
 Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
 Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to
movement and performance.
 Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness.
 Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and
others.
 Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.
Maryland College and Career-Ready Standards:
All items in red refer to a correlation between the Maryland College and Career-Ready Standards (MCCRS) and the lessons,
activities, and lesson assessments.
 MCCRS ELA RI4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
 MCCRS ELA SL1 Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with
peers and adults in small and larger groups.
 MCCRS ELA SL1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time
about the topics and texts under discussion).
 MCCRS ELA W2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
 MCCRS MATH K.CC.1 Count to 100 by ones and by tens.
Indicators for Unit
Indicators are stated following each Desired Student Learning Outcome.
Vertical Alignment
Prior to entering Kindergarten the students will be able to:
 Show skills necessary for starting school.
 Practice independently or in a group.
Grade specific skills are listed at two locations on the Elementary Physical Education Vertical Alignment Flow Map. Each
standard link includes indicators and student outcomes with sequential skill instruction. The Benchmark Skills Chart shows
when a skill should be introduced, practiced, and mastered.
Future instruction in First grade will include an introduction to balance, weight transfer and body part recognition.
Essential Question
How can flexibility help you to discover creative ways to bend and stretch your body?
Examples of Lesson Specific Essential Questions for Flexibility
Globalization / Relevance
There are natural connections in this unit to multiple disciplines. In terms of:
• Arts & Creativity (A/C), Dance (DANCE) and Music (MUSIC) support motor learning by
incorporating visual, auditory and kinesthetic connections.
• Health and Wellness (H/W) provide extensions and clarifications to the benefits of fitness and an
The Big Idea
active life style.
Stretching the limits of your • Language Arts (ELA) skills in physical activities will refine skills for reading informational text and
muscles
building vocabulary.
• Mathematical (MATH) concepts will be used in counting, scoring and predicting physical
performance.
• Scientific (SCI) laws and theories in physical activities will improve performance and accuracy.
• Social Studies (SS) links integrate social behaviors from the past to present.
• Technology (TECH) provides motivation and visual support to health and physical activity lessons.
Connections to Kindergarten Curriculum Themes:
 Spatial Awareness Concepts and Social Psychological Concepts connect to Theme 1 Unit 1- The Power of Me
 Locomotor and Non-Locomotor Concepts and Movement Concepts connect to Theme 2 Unit 2- We Move
 Fitness Concepts connects to Theme 1 Unit 3- I Need
The exploration questions are listed in the appropriate links.
Background Support and Resources for Teachers:
 Hopple, Christine J., (2005) Elementary Physical Education Teaching & Assessment, A Practical Guide, Second Edition,
Human Kinetics*
 Hopple, Christine J., (1995) Teaching for Outcomes in Elementary Physical Education, A Guide for Curriculum and
Assessment, First Edition, Human Kinetics*
 Lambdin, Dolly, Charles B. Corbin, Guy C. LeMasurier, Meg Greiner, (2010) Fitness For Life, Classroom Guide
Kindergarten, Human Kinetics
 Landy, Joanne, Maxwell J. Landy, (1992) Ready-To-Use P.E. Activities: For Grades K-2, Parker Publishing Company*
 Marcus, Deborah, (2014) Hearing Impairment, Visual Impairment, Autism and Students who use Wheelchairs
 Maryland State Department of Education, A Guide for Serving Students with Disabilities in Physical Education , 2009
 McCall Rene’e, Diane H. Craft (2000) Moving With A Purpose, Developing Programs for Preschoolers of All Abilities,
Human Kinetics.
(* These texts can be located in the Elementary Physical Education Lending Libraries. Your specific book loan center can be
found
on Blackboard> Physical Education> Elementary Physical Education> Curriculum Book Loan Centers.)
Desired Student
Learning Outcomes
Flexibility Concepts
Learning Outcome:
Essential Question:
Can you explain flexibility?
Demonstrate activities
that improve flexibility
through play.
(MSC 4.D.1.a.)
Introduce the term Flexibility as the elasticity of muscles and connective
tissue, which determines the range of motion of the joint. Students can
identify Flexibility as the ability to bend, to twist, and to stretch.
MSDE Physical Education Curriculum Vocabulary
Identify and perform
physical activities that
are fun, enjoyable, and
promote fitness.
(MSC 4.F.1.a.)
Lesson Seed - Human Alphabet Stretch
Physical Best Activity Guide, Elementary Level, pgs. 104-105
Description of Activity – Students will be given an opportunity to stretch in
the shape of the letters in the alphabet. Inclusion tips and teaching hints
are in listed in the lesson plan.
Option #1: The teacher may vary level of sensory stimulation (noise,
number of kids, space)
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may have self- regulatory goals.
Adapted Physical Education – Flexibility
(MCCRS ELA W2) (A/C Dance 1.A.1.b.) (DI – Process and Product)
Write
informative/explanatory
texts to examine and
convey complex ideas
and information clearly
and accurately through
Instructional Delivery and Resources
Ongoing Sample
Assessments
Pre-Assessment – Discuss
with students “What do you
know about flexibility?”
Formative Assessment –
Peer conferencing will use
the skill cues or lesson
rubric.
Summative Assessment –
Human Alphabet Stretch –
Physical Best Activity Guide,
Elementary Level,
pg. 105
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Flexibility
the effective selection,
organization, and
analysis of content.
(UDL – Representation 3.1)
Vocabulary:
flexibility, elasticity,
range of motion, bend,
twist, stretch, alphabet,
safety
Critical Content and
Skills:
flexibility in activities,
safety
Can Know Content
and Skills:
benefits of flexibility
exercises
Flexibility Concepts
Learning Outcome:
Demonstrate activities
that improve flexibility
through play.
(MSC 4.D.1.a.)
Identify and perform
physical activities that
are fun, enjoyable, and
promote fitness.
(MSC 4.F.1.a.)
Ask and answer
questions to help
determine or clarify the
Essential Question:
Can you explain flexibility and show stretching, bending and twisting
movements?
Pre-Assessment – Discuss
with students “What do you
know about flexibility?”
Introduce the term Flexibility as the elasticity of muscles and connective
tissue, which determines the range of motion of the joint. Students can
identify Flexibility as the ability to bend, to twist, and to stretch.
MSDE Physical Education Curriculum Vocabulary
Formative Assessment –
Teacher will use observation,
individual or group
conference and reteaching
or lesson extensions and
modifications.
Lesson Seed - Flexibility Activity Picture Chart
Physical Best Activity Guide, Elementary Level, pgs. 116-117
Description of Activity – Students will understand and participate in
stretching activities.
Option #1: Teachers will provide opportunities for practicing and
assessing different locomotor movements.
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Summative Assessment –
Flexibility Activity Picture
Chart
Physical Best Activity Guide,
Elementary Level,
pg. 117
meaning of words and
phrases in a text
Vocabulary:
flexibility, elasticity,
range of motion, bend,
twist, stretch, safety
Option #3: Students may use peer mentors/ models demonstrating
locomotor skills in a variety of activities.
Adapted Physical Education – Flexibility
(MCCRS ELA RI4) (A/C Dance 1.A.1.b.) (DI – Process and Product)
(UDL – Representation 2.1)
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Flexibility
Critical Content and
Skills:
flexibility in activities,
safety
Can Know Content
and Skills:
benefits of flexibility
exercises
Flexibility Concepts
Learning Outcome:
Demonstrate activities
that improve flexibility
through play.
(MSC 4.D.1.a.)
Identify and perform
physical activities that
are fun, enjoyable, and
promote fitness.
(MSC 4.F.1.a.)
Vocabulary –
flexibility, elasticity,
range of motion, bend,
twist, stretch, warm-up,
cool-down, safety
Essential Question:
Can you explain flexibility and show stretching, bending and twisting
movements?
Introduce the term Flexibility as the elasticity of muscles and connective
tissue, which determines the range of motion of the joint. Students can
identify Flexibility as the ability to bend, to twist, and to stretch.
MSDE Physical Education Curriculum Vocabulary
Lesson Seed - Bend, Stretch, and Move with Ease
Physical Best Activity Guide, Elementary Level, pgs. 112-113
Description of Activity – Students will identify stretching as an important
part of a proper warm-up and cool-down. Teaching hints and inclusion
tips are listed in the lesson.
Option #1: The teacher will provide opportunities for practice and
assessing skills.
Option #2: The teacher may pre- teach concepts through
demonstrations/models.
Pre-Assessment –
Discuss with students
“What do you know about
flexibility?”
Formative Assessment –
Teacher will use observation,
individual or group
conference and reteaching
or lesson extensions and
modifications.
Summative Assessment–
Bend, Stretch, and Move
with Ease –
Physical Best Activity Guide,
Elementary Level,
pg. 113
Critical Content and
Skills:
flexibility in activities,
safety
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
Adapted Physical Education – Flexibility
(A/C Dance 1.A.1.b.) (DI – Process and Product)
(UDL – Representation 2.1)
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Essential Question:
Can you explain flexibility and show stretching, bending and twisting
movements?
Pre-Assessment – Discuss
with students “What do you
know about flexibility?”
Introduce the term Flexibility as the elasticity of muscles and connective
tissue, which determines the range of motion of the joint. Students can
identify Flexibility as the ability to bend, to twist, and to stretch.
MSDE Physical Education Curriculum Vocabulary
Formative Assessment –
Teacher will use observation,
individual or group
conference and reteaching
or lesson extensionsmodifications.
Return to Flexibility
Can Know Content
and Skills:
benefits of flexibility
exercises
Flexibility Concepts
Learning Outcome:
Demonstrate activities
that improve flexibility
through play.
(MSC 4.D.1.a.)
Specify the physical
benefits of exercise.
(MSC 4.D.1.a.)
Participate in
collaborative
conversations with
diverse partners about
Kindergarten topics and
texts with peers and
adults in small and
larger groups.
Lesson Seed- Flexibility Health Benefits Poster
Physical Best Activity Guide, Elementary Level, pgs. 108-109
Description of Activity – Students will discuss the term Flexibility and
review the Flexibility Benefits Poster.
Option #1: The teacher may vary level of sensory stimulation (noise,
number of kids, space)
Option #2: The students may have self- regulatory goals.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
Adapted Physical Education – Flexibility
(MCCRS ELA SL1) (DI – Process) (UDL – Representation 2.1)
Summative Assessment –
Students will create a picture
that shows a stretch done in
class today.
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Flexibility
Vocabulary:
flexibility, elasticity,
range of motion, bend,
twist, stretch, benefits,
safety
Critical Content and
Skills:
flexibility in activities,
safety
Can Know Content
and Skills:
benefits of flexibility
exercises
Flexibility Concepts
Learning Outcome:
Demonstrate activities
that improve flexibility
through play.
(MSC 4.D.1.a.)
Demonstrate activities
that improve flexibility
through play.
(MSC 5.C.1.a.)
Count to 100 by ones
and by tens.
Vocabulary:
flexibility, elasticity,
range of motion, bend,
twist, stretch, bounce,
second, safety
Critical Content and
Skills:
flexibility in activities,
safety
Essential Question:
Can you explain flexibility and show stretching, bending and twisting
movements?
Pre-Assessment – Discuss
with students “What do you
know about flexibility?”
Introduce the term Flexibility as the elasticity of muscles and connective
tissue, which determines the range of motion of the joint. Students can
identify Flexibility as the ability to bend, to twist, and to stretch.
MSDE Physical Education Curriculum Vocabulary
Formative Assessment –
Choral Response – Students will
verbally review and show
cues to the skill.
Lesson Seed - At Least 10 Alligator Stretches
Physical Best Activity Guide, Elementary Level, pgs. 120-121
Description of Activity – Students will demonstrate an understanding that to
stretch safely they must not bounce. They must hold stretches for 10
seconds or longer to improve or maintain flexibility.
Inclusion tips and teaching hints are listed in the lesson plan.
Option #1: The teacher may vary level of sensory stimulation (noise,
number of kids, space)
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may have self- regulatory goals.
(MCCRS MATH K.CC.1) (DI – Product) (UDL – Representation 3.1)
Summative Assessment –
At Least 10 Alligator
Stretches
Physical Best Activity Guide,
Elementary Level,
pg. 121
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Flexibility
Return to Unit Navigation
Can Know Content
and Skills:
benefits of flexibility
exercises
Locomotor and NonLocomotor Concepts
Learning Outcome:
Essential Question:
Can you demonstrate locomotor movement to musical cues?
Pre-Assessment –
Discuss with students
“What are locomotor skills?”
Rhythms and Dance
Demonstrate locomotor
skills including walking,
jogging, running,
galloping, hopping, and
jumping.
(MCS 1.A.1.a.)
Vocabulary:
locomotor, walk,
direction, pathways,
speeds, foot parts,
rhythm, safety
Critical Content and
Skills:
locomotor skills, rhythm
cues, directions, speed,
pathways, safety
Can Know Content
and Skills:
creative locomotor
sequences
Introduce the term Locomotor Skills as moving the total body to get
from one place to another using a walk, run, hop, jump, leap, gallop, or
slide on in a combination of these movements.
MSDE Physical Education Curriculum Vocabulary
Formative Assessment –
Teacher will use observation,
individual or group
conference and reteaching
or lesson extensions and
modifications.
Lesson Seed - Exploring Walking Movements
Ready-to-Use P.E. Activities for Grades K-2, pg. 53
Description of Activity – Students will explore different ways to walk using
directions, pathways, speeds and different foot parts. A rhythm drum is
used to guide student movement.
Option #1: The students may role play the activity.
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may give peer feedback.
(A/C Dance 1.A.1.a.) (MUSIC 1.A.3.a.) (DI – Product)
(UDL – Action and Expression 4.1)
Summative Assessment –
Create an instructional
rubric that includes: moving
to the beat, following
directions, and participating
fully in the activity.
Use Cue Check List and
insert lesson appropriate
cues.
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Flexibility
Locomotor and NonLocomotor Concepts
Learning Outcome:
Essential Question:
Can you demonstrate non-locomotor movement to musical cues?
Pre-Assessment – Discuss
with students “What are
non-locomotor skills?”
Rhythms and Dance
Demonstrate nonlocomotor skills of
bending, pulling,
stretching, twisting,
pushing, and swinging.
(MSC 1.A.1.c.)
Demonstrate activities
that improve flexibility
through play.
(MSC 5.C.1.a.)
Vocabulary:
non-locomotor, bend,
twist, stretch, rhythm,
cues, safety
Critical Content and
Skills:
non-locomotor skills,
rhythm cues, safety
Can Know Content
and Skills:
creative sequences
Introduce the term Non-locomotor Skills as movement in the space that
the body or its parts can reach without traveling away from a starting
position.
MSDE Physical Education Curriculum Vocabulary
Lesson Seed - Exploring Non-Locomotor Actions
Ready-to-Use P.E. Activities for Grades K-2, pg. 68
Description of Activity – Students will explore different ways to bend,
stretch and twist. A rhythm drum or other musical cues is used to guide
student movement.
Option #1: The teacher will provide opportunities for practice and
assessing skills
Option #2: The teacher will provide feedback to emphasize effort,
improvement.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(A/C Dance 1.A.1.a.) (MUSIC 1.A.3.a.) (DI – Product)
(UDL – Action and Expression 4.1)
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Formative Assessment –
Teacher will use
observation, Individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment –
Non-locomotor Skills Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 1.A.1.c.
Use Cue Check List insert
lesson appropriate cues.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to Flexibility
Return to Unit Navigation
Spatial Concepts
Learning Outcome:
Essential Question:
Can you explain personal space and general space?
Use general spatial
awareness and selfspace awareness in
physical activity.
(MSC 1.A.1.b.)
Rhythm, Dance, and Tumbling
Vocabulary:
space, general space,
personal space, travel,
body part, safety
Lesson Seed - Exploring Personal and General Space
Ready-to-Use P.E. Activities for Grades K-2, pg. 47
Description of Activity – Students will explore movement in general space
and personal space using different body parts. A rhythm drum or other
musical cues will be used to guide student movement.
Option #1: The teacher may create cooperative learning groups.
Option #2: The students may give peer feedback
Option #3: The teachers will provide students with discretion- vary level
of
challenge.
(SS 1.A.1.b.) (A/C Dance 1.A.1.b.) (DI – Product)
(UDL – Representation 3.2)
Critical Content and
Skills:
locomotor skills,
personal space, general
space, safety
Can Know Content
and Skills:
extend personal space
when increasing speed
Introduce the term Space. Discuss with your students that General
Space is the space that you travel in and Personal Space is the space
that is around each individual and is reserved for them.
Kindergarten Curriculum Theme Connections:
Theme 1, Unit 1 - I Am Exploration Questions
Theme 2, Unit 2 - We Move Exploration Questions
Pre-Assessment – Students
will do a KWL discussion on
lesson topic.
Formative Assessment –
Students will create a
double bubble thinking map
that will have one bubble
show movements that can
be done in general space
and the other bubble show
movements that can only
be done in personal space.
Thinking Maps:
A Language for Learning:
pgs. 103-105
Summative AssessmentAACPS County
Assessment Spatial
Awareness Checklist
Aerobic Fitness Resource
Library
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to Flexibility
Spatial Concepts
Learning Outcome:
Essential Question:
Can you demonstrate personal space and general space?
Use general spatial
awareness and selfspace awareness in
physical activity.
(MSC 1.A.1.b.)
Rhythms and Dance
Vocabulary:
locomotor, walk,
shapes, levels, rhythm,
safety
Lesson Seed - Body Shape Fun – PE Central
Description of Activity – Students will move to in general space without
entering another student’s personal space as they change shapes and
levels. A rhythm drum or other musical cues will be used to guide student
movement.
Option #1: Students may use peer mentors/ models demonstrating
locomotor skills in a variety of activities.
Option #2: The teacher will provide alternatives for rate, timing, speed
and range of motion to interact.
Option #3: The teacher may provide the student with discretion- vary
level of challenge.
(SS 1.A.1.b.) (A/C Dance 1.A.1.b.) (DI – Product)
(UDL – Representation 2.1)
Critical Content and
Skills:
locomotor skills,
personal space, general
space, safety
Can Know Content
and Skills:
extend personal space
when increasing speed
Formative Assessment –
Introduce the concepts of Space. Discuss with your students that
Retell – Student will retell
General Space is the space that you travel in and Personal Space is the the cues or rubric to the skill
space that is around each individual and is reserved for them.
or lesson.
Summative Assessment –
Body Shape Fun
PE Central
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to Flexibility
Return to Unit Navigation
Kindergarten Curriculum Theme Connections:
Theme 1, Unit 1 - I Am Exploration Questions
Theme 2, Unit 2- We Move Exploration Questions
Movement Concepts
Learning Outcome:
Essential Question:
Can you explain speed and demonstrate different speeds?
Show how a body
moves fast and slow.
(MSC 2.A.1.a.)
Rhythms and Dance
Vocabulary:
speed, fast, slow,
medium, body parts,
Pre-Assessment – Students
will do a KWL discussion on
lesson topic.
Introduce the term Speed as how fast the body can move. Discuss
speed using animal examples (like fast like a rabbit and slow like a turtle).
The instructor can use pictures to discuss when to move fast and when to
move slow. Students can explore using body parts at different speeds.
MSDE Physical Education Curriculum Vocabulary
Pre-Assessment – Discuss
with students “What do you
know about moving at
different speeds?”
Formative Assessment –
Teacher will use
observation, Individual or
group conference and
locomotor movements,
cues, safety
Critical Content and
Skills:
locomotor skills, speed,
safety
Can Know Content
and Skills:
extend personal space
when increasing speed
Lesson Seed - Beep Beep Activity - PE Central
Description of Activity – Students will use a variety of locomotor
movements to the song, Beep, Beep. The song will give musical cues to
change locomotor movements and change of speeds.
Option #1: The teacher will provide opportunities for practice and
assessing skills
Option #2: The teacher will provide feedback to emphasize effort,
improvement.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(MUSIC 1.A.3.b.) (A/C Dance 1.A.2.b.) (DI – Product)
(UDL – Representation 3.2)
reteaching or lesson
extensions.
Summative Assessment –
Beep Beep Activity –
PE Central
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to Flexibility
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to change your body into different shapes?
Use the body to show a
variety of different
shapes such as: curved,
narrow, and wide.
(MSC 1.B.1.c.)
Rhythms and Dance
Vocabulary:
body shapes, nonlocomotor movements,
general space, levels,
safety
Critical Content and
Skills:
locomotor skills,
personal space, general
Introduce the ability to change the body into different Shapes using nonlocomotor skills.
Lesson Seed - Body Shape Fun – PE Central
Description of Activity – Students will move to in general space without
entering another student’s personal space as they change shapes and
levels.
Option #1: The teacher may provide examples that model right and
wrong answers.
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: Provide learners with discretion- vary level of challenge.
(SS 1.A.1.b.) (A/C Dance 1.A.1.b.) (DI – Product)
(UDL – Representation 2.1)
Pre-Assessment – Discuss
with students “What do you
know about moving into
different shapes?”
Formative Assessment –
Teacher will use
observation, Individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment –
Body Shape Fun –
PE Central
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
space, shapes, levels,
safety
Return to Flexibility
Can Know Content
and Skills:
extend personal space
when increasing body
shape
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to skip, gallop, run and bounce to music?
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Rhythms and Dance
Use verbal and visual
cues to improve skill
performance.
(MSC 3.B.1.a.)
Lesson Seed - Introductory Activities for Ages 5-7
Lesson Plans for Creative Dance, pgs. 18-20
Description of Activity – Students will be introduced to rhythmic use of
skip, gallop, run and bounce.
Teaching strategies are included.
Option #1: Teachers will provide opportunities for practicing and
assessing different locomotor movements.
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: Students may use peer mentors/ models demonstrating
locomotor skills in a variety of activities.
(A/C Dance 1.A.1.b.) (DI – Process and Product)
(UDL – Representation 3.1 and 3.2)
Vocabulary:
rhythm, skip, gallop, run,
bounce, cues, safety
Critical Content and
Skills:
rhythm, skip, gallop, run,
bounce, cues, safety
Can Know Content
and Skills:
creative combinations of
movement skills
Pre-Assessment –
Teacher will use observation
of student movement
during review of previously
presented skills.
Rhythms and Dance Instructional Tips
Rhythm and Dance Resources
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Formative Assessment –
Teacher will use observation,
individual or group
conference and reteaching
or lesson extensions.
Summative Assessment –
Dance Rubric
Lesson Plans for
Creative Dance, pg. 11
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Flexibility
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to skip and gallop to musical cues?
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Rhythms and Dance
Use verbal and visual
cues to improve skill
performance.
(MSC 3.B.1.a.)
Lesson Seed - Dances for Ages 5-7
Lesson Plans for Creative Dance, pgs. 95-111
Description of Activity – Students will use skipping and galloping
movements in the following dances: When I Get to the Fairgrounds,
Snowstorm, Pattern to Cure a Headache, and Peter Pan and His
Shadow. Teaching progressions are listed.
Option #1: The teacher will illustrate this through multiple media, use
movement/dance.
Option #2: The teacher will provide alternatives for rate, timing, speed
and range of motion to interact.
Option #3: The students may give examples of connections to
background knowledge of warming up and cooling down after and before
an activity.
(A/C Dance 1.A.1.b.) (DI – Process and Product)
(UDL – Representation 3.1 and 3.2)
Vocabulary:
rhythm, skip, gallop,
cues, safety
Critical Content and
Skills:
rhythm, skip, gallop,
cues, safety
Can Know Content
and Skills:
creative combinations of
movement skills
Pre-Assessment –
Teacher will use observation
of student movement
during review of previously
presented skills.
Rhythms and Dance Instructional Tips
Rhythm and Dance Resources
Formative Assessment –
Teacher will use observation,
individual or group
conference and reteaching
or lesson extensions.
Summative Assessment –
Dance Rubric
Lesson Plans for Creative
Dance, pg. 11
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Flexibility
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Movement Concepts
Learning Outcome:
Essential Question:
Can you model the teacher’s or a leader’s movements to music?
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Rhythms and Dance
Rhythms and Dance Instructional Tips
Rhythm and Dance Resources
Pre-Assessment – Teacher
will use observation
checklist from previous
lesson.
Formative Assessment Teacher will use
observation, individual or
group conference and
Use verbal and visual
cues to improve skill
performance.
(MSC 3.B.1.a.)
Introduce Individual Rhythmic Activities and have students follow your
movements as you give instructional cues.
Lesson Seed - Individual Dances and Rhythms
Description of Activity – Students will use locomotor skills and nonDemonstrate activities
locomotor movements in activities with music. The following rhythms are
that improve flexibility
recommended: Disney’s Mousercise, Freeze Dance, YMCA, Hand Jive,
through play.
Loopty Loo, Limbo, Macarena, Shoo Fly, and 5 Little Monkeys.
(MSC 5.C.1.a.)
Option #1: The teacher will provide opportunities for practice and
assessing skills
Vocabulary:
Option #2: The teacher will provide feedback to emphasize effort,
rhythm, cues, locomotor, improvement.
non-locomotor, safety
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
Critical Content and
(A/C Dance 2.A.1.b.) (MUSIC 2.A.2.b.) (DI – Process and Product)
Skills:
(UDL – Representation 3.2)
rhythm, locomotor, nonlocomotor, cues, safety Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Can Know Content
Theme 4, Unit 1 – Yesterday, Tomorrow, and Tomorrow
and Skills:
movement without cues
Movement Concepts
Learning Outcome:
Essential Question:
Can you show how to move with a partner to music?
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Rhythms and Dance
Use verbal and visual
cues to improve skill
performance.
(MSC 3.B.1.a.)
Introduce Group and Partner Rhythms and Dances and have students
follow your movements as you give instructional cues.
Rhythms and Dance Instructional Tips
Rhythm and Dance Resources
Lesson Seed - Partner and Group Dances and Rhythms
Description of Activity – Students will use locomotor skills and
reteaching or lesson
extensions and
modifications.
Summative Assessment –
As a class create a circle
map that shows the
steps, cues, and
movements that were
done in one of the dances
taught in class.
Thinking Maps:
A Language for Learning,
pgs. 97-99
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to Flexibility
Pre-Assessment – Discuss
with students “How can we
move with a partner to
music?”
Formative Assessment –
Retell –Student will retell
the
partner moves that they did.
Summative Assessment –
Students will sit with a
partner and share which
body parts were stretched
Demonstrate activities
that improve flexibility
through play.
(MSC 5.C.1.a.)
non-locomotor movements in activities with music.
today. As students
The following rhythms are recommended:
leave class, the partners
Hokey Pokey, Chicken Dance, Bunny Hop, Mexican Hat Dance,
will
Conga and Dueling Banjos Routine - PE Universe.com
tell one of the body parts.
Option #1: The teacher may vary level of sensory stimulation (noise, number of
Vocabulary:
kids, space)
Pre-Assessment, Formative
rhythm, cues, locomotor, Option #2: The teacher may provide feedback that is frequent, timely
Assessment and
non-locomotor, safety
and specific.
Summative Assessment
Option #3: The students may have self- regulatory goals.
Strategies
Critical Content and
(A/C Dance 2.A.1.b.) (MUSIC 2.A.2.b.) (DI – Process and Product)
Skills:
(UDL – Representation 3.2)
Return to Flexibility
rhythm, locomotor, nonlocomotor, cues, safety Kindergarten Curriculum Theme Connections:
Theme 4, Unit 1 – Yesterday, Tomorrow, and Tomorrow
Can Know Content
and Skills:
movement without cues
Movement Concepts
Learning Outcome:
Essential Question:
Can you explain how to use the parachute?
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Rhythms Activities with the Parachute
Use verbal and visual
cues to improve skill
performance.
(MSC 3.B.1.a.)
Demonstrate activities
that improve flexibility
through play.
(MSC 5.C.1.a.)
Introduce Parachute Activities including proper procedures and safety
tips specific to these activities.
Lesson Seed - Rhythmic Parachute Activities
Ready-to-Use P.E. Activities for Grades K-2, pg. 230
Description of Activity – Students will use motor skills (walking, jogging,
galloping, hopping and jumping) and non-locomotor skills (shaking and
waving) while holding the parachute. Use musical cues for a change in
movements.
This parachute activity can be used with a variety of rhythms and songs
including Pop Goes the Weasel.
Option #1: The teacher will provide opportunities for practice and
assessing skills.
Pre-Assessment – Discuss
with students “What do you
know about using the
parachute?”
Formative Assessment –
Retell – Student will retell
the parachute moves that
were done.
Summative Assessment –
Students will create a circle
map that shows the
movements that were done
in class today.
Thinking Maps:
A Language for Learning,
pgs. 97-99
Vocabulary:
rhythm, parachute,
locomotor, nonlocomotor, cues, safety
Critical Content and
Skills:
rhythm, parachute
locomotor, nonlocomotor, cues, safety
Option #2: The teacher may pre- teach concepts through
demonstrations/models.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(A/C Dance 1.A.2.a.) (MUSIC 1.A.3.b.) (DI – Process and Product)
(UDL – Representation 3.2)
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to Flexibility
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Can Know Content
and Skills:
use of non-verbal cues
Movement Concepts
Learning Outcome:
Essential Question:
Can you show different movements using the rhythm sticks?
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Rhythm Activities with Rhythm Sticks
Use verbal and visual
cues to improve skill
performance.
(MSC 3.B.1.a.)
Lesson Seed - Rhythm Sticks
Ready-to-Use P.E. Activities for Grades K-2, pg. 102
Description of Activity – Students will explore a variety of tapping patterns
using rhythm sticks. The activities will include listening and following
activities, following a set rhythm, locomotor movements while tapping,
partner rhythms, and create a pattern.
Option #1: The teacher will provide opportunities for practice and
assessing skills
Option #2: The teacher will provide feedback to emphasize effort,
improvement.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(A/C Dance 1.A.2.a.) (MUSIC 1.A.3.b.) (DI – Process and Product)
Demonstrate activities
that improve flexibility
through play.
(MSC 5.C.1.a.)
Vocabulary:
Introduce Rhythm Stick Activities including proper procedures and safety
tips specific to these activities. Rhythm sticks have a unique cultural
background that should be taught.
Pre-Assessment – Discuss
with students “What do you
know about using the
rhythm sticks?”
Formative Assessment
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions and
modifications.
Summative Assessment –
Students will create a circle
map that shows the
movements that were done
in class today.
Thinking Maps:
A Language for Learning,
pgs. 97- 99
rhythm, tap, pattern,
locomotor movements,
partner, safety
(UDL – Representation 3.2)
Critical Content and
Skills:
rhythm, rhythm sticks,
locomotor, nonlocomotor, cues, safety
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to Flexibility
Can Know Content
and Skills:
creative movement
patterns
Movement Concepts
Learning Outcome:
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Use verbal and visual
cues to improve skill
performance.
(MSC 3.B.1.a.)
Demonstrate activities
that improve flexibility
through play.
(MSC 5.C.1.a.)
Vocabulary:
rhythm, scarf, ribbon,
streamer, alphabet,
Essential Question:
Can you demonstrate how to move scarves, ribbons or streamers to
musical cues?
Pre-Assessment – Discuss
with students “What do you
know about using scarves,
ribbons or streamers?”
Rhythm Activities with Scarves, Ribbons, and Streamers
Introduce these activities including proper procedures and safety tips
specific to these activities.
Lesson Seed - Dancing Scarves and Dancing Ribbons
Ready-to-Use P.E. Activities for Grades K-2, pg. 101
Description of Activity – Students will explore a variety of movement
using
scarves, ribbons, or streamers. The activities will include creating
alphabet letters and shapes with the scarves. Students will also use
locomotor movement while manipulating scarves, mirroring partner
moves and creating a movement pattern.
Option #1: The teacher may vary level of sensory stimulation
(noise, number of kids, space)
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may have self- regulatory goals.
Formative Assessment
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions and
modifications.
Summative Assessment –
Students will create
a circle map that shows the
movements that were done
in class today.
Thinking Maps:
A Language for Learning,
pgs. 97- 99
shape, locomotor
movement, partner,
safety
Critical Content and
Skills:
rhythm, locomotor, nonlocomotor, cues, safety,
cooperation
(A/C Dance 1.A.2.a.) (MUSIC 1.A.3.b.) (DI – Process and Product)
(UDL – Representation 3.2)
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to Flexibility
Can Know Content
and Skills:
creative movement
sequences with partner
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to balance in one place?
Demonstrate balance
on a variety of body
parts.
(MSC 1.C.1.e.)
Beginning Tumbling Lead-up Skills
Tumbling Instructional Guidelines
Important Tumbling Information
Demonstrate static and
dynamic balance.
(MSC 2.B.1.a.)
Demonstrate activities
that improve flexibility
through play.
(MSC 5.C.1.a.)
Vocabulary:
tumble, base, support,
static balance,
stationary balance,
stable, safety
All students with Down Syndrome age 3 and over should be examined by
a physician to identify the presence of Atlantoaxial Instability before
beginning any tumbling activity. Modify activities involving forward and
backward bending of the neck.
Discuss base of support and introduce Static Balance activities.
MSDE Physical Education Curriculum Vocabulary
Pre-Assessment – Discuss
with students “What do you
know about Static
Balance?”
Formative Assessment
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment Balance Assessment
PE Central
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Lesson Seed - Exploring Static Balances
Ready-to-Use P.E. Activities for Grades K-2, pg. 65
Description of Activity – Students will explore stationary or static balances
on different bases, and discover which bases of support create move
Return to Flexibility
stable bases.
Critical Content and
Skills:
balance, base of
support, cues, safety
Can Know Content
and Skills:
creative balance
sequences
Option #1: The teacher may vary level of sensory stimulation
(noise, number of kids, space)
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may have self- regulatory goals.
(A/C Dance 1.A.2.b.) (SCI 5.0) (DI – Process and Product)
(UDL – Representation 2.1)
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to balance while moving?
Show the ability to
balance on one or more
body parts.
(MSC 2.B.1.b.)
Beginning Tumbling Lead-up Skills
Tumbling Instructional Guidelines
Important Tumbling Information
Demonstrate static and
dynamic balance.
(MSC 2.B.1.a.)
Demonstrate activities
that improve flexibility
through play.
(MSC 5.C.1.a.)
Vocabulary:
tumble, base, support,
dynamic balance, travel,
transfer weight, safety
Critical Content and
Skills:
balance, base of
support, cues, safety
All students with Down Syndrome age 3 and over should be examined by
a physician to identify the presence of Atlantoaxial Instability before
beginning any tumbling activity. Modify activities involving forward and
backward bending of the neck.
Discuss base of support and introduce Dynamic Balance activities.
MSDE Physical Education Curriculum Vocabulary
Lesson Seed - Exploring Dynamic Balances
Ready-to-Use P.E. Activities for Grades K-2, pg. 66
Description of Activities – Students will explore dynamic balances or
travel
in a balanced position by transferring weight from one body part to
another.
Option #1: Students may use peer mentors/ models demonstrating
locomotor skills in a variety of activities.
Pre-Assessment – Discuss
with students “What do you
know about Dynamic
Balance?”
Formative Assessment
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions and
modifications.
Summative Assessment Balance Assessment
PE Central
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to Flexibility
Can Know Content
and Skills:
creative balance
sequences while moving
Movement Concepts
Learning Outcome:
Display how lowering
the body’s center of
gravity and widening the
base of support will help
to stop the body safely
and under control.
(MSC 2.A.1.d.)
Demonstrate activities
that improve flexibility
through play.
(MSC 5.C.1.a.)
Vocabulary:
tumble, transfer weight,
support, balance, safety
Critical Content and
Skills:
balance, base of
support, cues, safety
Can Know Content
and Skills:
creative balance
sequences
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may give peer feedback.
(A/C Dance 1.A.2.b.) (SCI 5.0) (DI – Process and Product)
(UDL – Representation 2.1)
Essential Question:
Can you demonstrate how to balance while making bridges with your
body?
Beginning Tumbling Lead-up Skills
Tumbling Instructional Guidelines
Important Tumbling Information
All students with Down Syndrome age 3 and over should be examined by
a physician to identify the presence of Atlantoaxial Instability before
beginning any tumbling activity. Modify activities involving forward and
backward bending of the neck.
Introduce body parts with an emphasis on transfer of weight.
Lesson Seed - Building Bridges
Ready-to-Use P.E. Activities for Grades K-2, pg. 109
Description of Activities - Students will explore supporting and balancing
while moving and standing.
Option #1: Students may use peer mentors/ models demonstrating
supporting and balancing while moving and standing. .
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may give peer feedback.
(A/C Dance 1.A.2.b.) (SCI 5.0) (DI – Process and Product)
(UDL – Representation 2.1)
Pre-Assessment – Teacher
will use observation of
student movement
during review of previously
presented skills.
Formative Assessment
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions and
modifications.
Summative Assessment –
Students will self-assess
using this rubric:
1. Falling often
2. Falling while doing some
bridges
3. Being balanced on all
bridges.
Use Cue Check List insert
lesson appropriate cues.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to Flexibility
Movement Concepts
Learning Outcome:
Show basic motor skills,
using imitation, as a
means for motor skill
improvement.
(MSC 3.A.1.a.)
Use verbal and visual
cues to improve skill
performance.
(MSC 3.B.1.a.)
Demonstrate activities
that improve flexibility
through play.
(MSC 5.C.1.a.)
Vocabulary:
tumble, walk, animal
names, safety
Critical Content and
Skills:
motor skills, balance,
base of support, cues,
safety
Can Know Content
and Skills:
creative movement
sequences
Essential Question:
Pre-Assessment – Teacher
Can you demonstrate how to balance while moving like different animals? will use observation of
student movement
Beginning Tumbling Lead-up Skills
during review of previously
presented skills.
Tumbling Instructional Guidelines
Formative Assessment
Important Tumbling Information
Teacher will use
observation, individual or
group conference and
All students with Down Syndrome age 3 and over should be examined by reteaching or lesson
a physician to identify the presence of Atlantoaxial Instability before
extensions and
beginning any tumbling activity. Modify activities involving forward and
modifications.
backward bending of the neck.
Summative Assessment
Introduce Beginning Tumbling Lead-up Skills by including proper
Animal Walks –
procedures and safety tips specific to these activities.
Physical Best Activity
Guide,
Lesson Seed - Animal Walks
Elementary Level,
Physical Best Activity Guide, Elementary Level, pg. 43
pg. 43
Description of Activity – Students will use Animal Locomotion Task Cards
to move as pictured animals. Students will be moving like crabs, bears,
Pre-Assessment, Formative
seals, frogs, puppies, and elephants. During the lesson students may
Assessment and
suggest animal walks that they would like to do or create their own animal
Summative Assessment
walk.
Strategies
Instructional resource - Blackboard - EPEC’10 Animal Walk Picture File
Option #1: The teacher will provide opportunities for practice and
Return to Flexibility
assessing skills.
Option #2: The teacher may pre- teach concepts through
demonstrations/models.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(SCI 5.0) (DI – Process and Product) (UDL – Action and Expression 4.1)
Kindergarten Curriculum Theme Connections:
Theme 2, Unit 2 - We Move Exploration Questions
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to balance while doing challenge stunts?
Demonstrate balance
on a variety of body
parts.
(MSC 1.C.1.e.)
Beginning Tumbling Lead-up Skills using Individual Static Balances
Tumbling Instructional Guidelines
Important Tumbling Information
Demonstrate static and
dynamic balance.
(MSC 2.B.1.a.)
Show the ability to
balance on one or more
body parts.
(MSC 2.B.1.b.)
Vocabulary:
tumble, static balance,
poses, safety
Critical Content and
Skills:
balance, base of
support, cues, safety
Can Know Content
and Skills:
creative balances
All students with Down Syndrome age 3 and over should be examined by
a physician to identify the presence of Atlantoaxial Instability before
beginning any tumbling activity. Modify activities involving forward and
backward bending of the neck.
Introduce Beginning Tumbling Lead-up Skills and Balances by including
proper procedures and safety tips specific to these activities.
Lesson Seed - Balancing Challenges
Ready-to-Use P.E. Activities for Grades K-2, pg. 108
Description of Activity – Students will explore static balances after
performing the airplane, stork stand and various leg lift balances.
Teacher resource - Blackboard - EPEC’10 Static Balance Poses File
Option #1: The teacher will provide opportunities for practice and
assessing skills.
Option #2: The teacher may pre- teach concepts through
demonstrations/models.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(SCI 1.C.1.b.) (DI – Process and Product) (UDL – Representation 3.1)
Pre-Assessment – Discuss
with students “What do you
know about Static
Balance?”
Formative Assessment
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions and
modifications.
Summative Assessment Balance Assessment
PE Central
Summative Assessment –
Students will self-assess
using this rubric:
1. Falling often
2. Falling while doing some
bridges
3. Being balanced on all
bridges.
Use Cue Check List insert
lesson appropriate cues.
Summative Assessment –
Students will be able to
demonstrate their
favorite balance with
control.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to Flexibility
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to balance while doing challenge stunts?
Demonstrate balance
on a variety of body
parts.
(MSC 1.C.1.e.)
Beginning Tumbling Lead-up Skills using Individual Dynamic Balances
Tumbling Instructional Guidelines
Important Tumbling Information
Demonstrate static and
dynamic balance.
(MSC 2.B.1.a.)
Show the ability to
balance on one or more
body parts.
(MSC 2.B.1.b.)
Vocabulary:
tumble, balance,
support, stunt, safety
Critical Content and
Skills:
balance, base of
support, cues, safety
All students with Down Syndrome age 3 and over should be examined by
a physician to identify the presence of Atlantoaxial Instability before
beginning any tumbling activity. Modify activities involving forward and
backward bending of the neck.
Introduce Beginning Tumbling Lead-up Skills and Balances by including
proper procedures and safety tips specific to these activities.
Lesson Seed - Supports on the Hands
Ready-to-Use P.E. Activities for Grades K-2, pg. 113
Description of Activity – Students will use balance and support while
moving through a variety of stunts including: coffee grinder, the compass,
and circle hand walk.
Option #1: The teacher will provide opportunities for practice and
assessing skills.
Pre-Assessment – Discuss
with students “What do you
know about Dynamic
Balance?”
Formative Assessment
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions.
Summative Assessment Balance Assessment
PE Central
Summative Assessment –
Students will be able to
demonstrate their favorite
balance with control.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Can Know Content
and Skills:
combination of
movement patterns or
skills
Option #2: The teacher may pre- teach concepts through
demonstrations/models.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(SCI 1.C.1.b.) (DI – Process and Product) (UDL – Representation 3.1)
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to balance with a partner?
Demonstrate balance
on a variety of body
parts.
(MSC 1.C.1.e.)
Beginning Tumbling Lead-up Skills using Partner Balances
Tumbling Instructional Guidelines
Important Tumbling Information
Demonstrate static and
dynamic balance.
(MSC 2.B.1.a.)
Show the ability to
balance on one or more
body parts.
(MSC 2.B.1.b.)
Vocabulary:
tumble, support,
balance, cooperation,
partner, safety
Critical Content and
Skills:
balance, base of
support, cues, safety,
cooperation
Can Know Content
and Skills:
All students with Down Syndrome age 3 and over should be examined by
a physician to identify the presence of Atlantoaxial Instability before
beginning any tumbling activity. Modify activities involving forward and
backward bending of the neck.
Introduce Beginning Tumbling Lead-up Skills and Balances by including
proper procedures and safety tips specific to these activities.
Lesson Seed - Partner Supports
Ready-to-Use P.E. Activities for Grades K-2, pg. 114
Description of Activity – Students will explore supporting and balancing
positions while cooperating with a partner.
Option #1: The teacher will provide opportunities for practice and
assessing skills.
Option #2: The teacher may pre- teach concepts through
demonstrations/models.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(SCI 1.C.1.d.) (DI – Process and Product) (UDL – Representation 3.1)
Return to Flexibility
Pre-Assessment – Students
will do a KWL discussion on
lesson topic.
Formative Assessment Teacher will use
observation, individual or
group conference and
reteaching or
lesson extensions and
modifications.
Summative Assessment –
Working Cooperatively with
Others Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 6.C.1.a.
Use Cue Check List insert
lesson appropriate cues.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to Flexibility
creative partner
balances
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to rock side to side and forward to backward?
Use verbal and visual
cues to improve skill
performance.
(MSC 3.B.1.a.)
Beginning Tumbling Skills
Tumbling Instructional Guidelines
Important Tumbling Information
Demonstrate
transferring weight
between different body
parts.
(MSC 1.C.1.f.)
All students with Down Syndrome age 3 and over should be examined by
a physician to identify the presence of Atlantoaxial Instability before
beginning any tumbling activity. Modify activities involving forward and
backward bending of the neck.
Follow agreed-upon
rules for discussions
(e.g., listening to others
with care, speaking one
at a time about the
topics and texts under
discussion).
Introduce Beginning Tumbling Skills by including proper procedures and
safety tips specific to these activities.
Vocabulary:
tumble, transfer of
weight, rocking motion,
reversal, safety
Lesson Seed - Introduction to Rocking
Ready-to-Use P.E. Activities for Grades K-2, pg. 115
Description of Activity – Students will explore rocking motions. This will
involve the transfer of weight onto body parts and the reversal of the
weight support. Some of the rocking moves are the rocking chair, the
tangle foot, and the reach and roll.
Critical Content and
Skills:
Pre-Assessment – Teacher
will use observation of
student movement
during review of previously
presented skills.
All transfers of weight from feet to other body parts must be presented
with
differentiated instruction and developmentally appropriate practice tasks
for individual learners.
Pre-Assessment –
Discuss with
students “What rocking
moves can you do?”
Formative Assessment
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions and
modifications.
Summative Assessment –
Students will name the
rocking move that they liked
the best and demonstrate it.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
rocking, weight transfer,
cues, safety
Option #1: The teacher will provide opportunities for practice and
assessing skills.
Option #2: The teacher may pre- teach concepts through
demonstrations/models.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(MCCRS ELA SL1.a) (SS 1.A.1.b.) (ELA 6.A.2.d.) (DI – Product)
(UDL – Representation 3.1)
Return to Flexibility
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate how to roll like a pencil and like a ball?
Pre-Assessment – Discuss
with students “What rolling
moves can you do?”
Use verbal and visual
cues to improve skill
performance.
(MSC 3.B.1.a.)
Beginning Tumbling Skills
Can Know Content
and Skills:
Weight transfer can be
reversed.
Tumbling Instructional Guidelines
Important Tumbling Information
Demonstrate
transferring weight
between different body
parts.
(MSC 1.C.1.f.)
All students with Down Syndrome age 3 and over should be examined by
a physician to identify the presence of Atlantoaxial Instability before
beginning any tumbling activity. Modify activities involving forward and
backward bending of the neck.
Follow agreed-upon
rules for discussions
(e.g., listening to others
with care, speaking one
at a time about the
topics and texts under
discussion).
Introduce Beginning Tumbling Skills by including proper procedures and
safety tips specific to these activities.
Vocabulary:
tumble, transfer of
weight, rotate, axes,
sequence, safety
Lesson Seed - Introduction to Rolling
Ready-to-Use P.E. Activities for Grades K-2, pg. 116
Description of Activity – Students will be introduced to a variety of
rotational moves around the body axes. Log rolls, egg rolls and creative
sequence building is included in this activity.
All transfers of weight from feet to other body parts must be presented
with
differentiated instruction and developmentally appropriate practice tasks
for individual learners.
Formative Assessment
Teacher will use
observation, individual or
group conference and
reteaching or lesson
extensions and
modifications.
Summative Assessment –
Student will create
a sequence that includes a
rolling, a rocking, and a
balance move.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to Flexibility
Critical Content and
Skills:
rolling, weight transfer,
cues, safety
Can Know Content
and Skills:
Weight transfer can be
reversed.
Option #1: The teacher will provide opportunities for practice and
assessing skills.
Option #2: The teacher may pre-teach concepts through
demonstrations/models.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(MCCRS ELA SL1.a) (SS 1.A.1.b.) (ELA 6.A.2.d.)
(DI – Process and Product) (UDL – Representation 3.2)
Movement Concepts
Learning Outcome:
Essential Question:
Can you say the cues to a forward roll and demonstrate the cues?
Use verbal and visual
cues to improve skill
performance.
(MSC 3.B.1.a.)
Beginning Tumbling Skills
Tumbling Instructional Guidelines
Important Tumbling Information
Demonstrate
transferring weight
between different body
parts.
(MSC 1.C.1.f.)
Follow agreed-upon
rules for discussions
(e.g., listening to others
with care, speaking one
at a time about the
topics and texts under
discussion).
Vocabulary:
tumble, spotter, transfer
of weight, forward, cues,
squat, tuck, roll, safety
All students with Down Syndrome age 3 and over should be examined by
a physician to identify the presence of Atlantoaxial Instability before
beginning any tumbling activity. Modify activities involving forward and
backward bending of the neck.
Introduce Beginning Tumbling Skills by including proper procedures and
safety tips specific to these activities. The incline wedge mat is a helpful
tool but not a substitute for close instructional supervision or spotting.
All transfers of weight from feet to other body parts must be presented
with
differentiated instruction and developmentally appropriate practice tasks
for individual learners.
Pre-Assessment – Teacher
will use observation
checklist from previous
lesson.
Formative Assessment –
Retell – Student will retell
the cues or rubric to
the skill or lesson.
Summative Assessment –
Students will demonstrate
the cue words (squat,
tuck, and roll). A skill
checklist should be used to
monitor skill development.
(Video Assessment
Recommended)
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Lesson Seed - Lead-ups to the Forward Roll and Forward Roll Variations
Ready-to-Use P.E. Activities for Grades K-2, pgs. 119-120.
Return to Flexibility
Description of Activity – Students will progress through steps to a forward
Critical Content and
Skills:
rolling, forward, weight
transfer, cues, safety
Can Know Content
and Skills:
Variations can be done
to provide for different
skill levels.
roll (cues – squat, tuck, and roll). Movement and skill cues will be posted
to reinforce cognitive and motor learning.
Variations are presented to provide for different skill levels and abilities.
Option #1: Students may use peer mentors/ models demonstrating
progress through steps to a forward
roll (cues – squat, tuck, and roll).
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may give peer feedback.
(MCCRS ELA SL1.a) (SS 1.A.1.b.) (DI – Process and Product)
(UDL – Representation 3.2)
Movement Concepts
Learning Outcome:
Essential Question:
Can you show how to jump and land safely?
Display how lowering
the body’s center of
gravity and widening the
base of support will help
to stop the body safely
and under control.
(MSC 2.A.1.d.)
Beginning Tumbling Skills – Jumping and Landing
Follow agreed-upon
rules for discussions
(e.g., listening to others
with care, speaking one
at a time about the
topics and texts under
discussion).
Vocabulary:
tumble, jump, land,
lower hips, widen feet,
control, safety
Pre-Assessment – Teacher
will use observation and
assessments of student
movement during review of
previously presented skills.
Tumbling Instructional Guidelines
Important Tumbling Information
All students with Down Syndrome age 3 and over should be examined by
a physician to identify the presence of Atlantoaxial Instability before
beginning any tumbling activity. Modify activities involving forward and
backward bending of the neck.
Introduce Beginning Tumbling Skills by including proper procedures and
safety tips specific to these activities.
Discuss with students the mechanics of jumping and landing safely.
Emphasize how lowering the hips and widening their feet will help to stop
safely with control.
Lesson Seed- Springing and Landing Stunts
Ready-to-Use P.E. Activities for Grades K-2, pg. 126
Description of Activity – Students will explore a variety of jumping moves
which provide practice to landing safely.
Formative Assessment –
Fist of Five –
Students will show the
number of safe landings
that they can do.
Summative Assessment –
As an exit ticket, students
will give a hand signal
(thumbs up, thumbs
down) if they were able to
land safely using the cues
given during class.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Critical Content and
Skills:
jumping, landing,
balance, cues, safety
Can Know Content
and Skills:
landing without verbal
cues
Option #1: The teacher may vary level of sensory stimulation (noise, number
Return
of
to Flexibility
kids, space)
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may have self- regulatory goals.
(MCCRS ELA SL1.a) (SS 1.A.1.b.) (DI – Process and Product)
(UDL – Representation 3.1)
Movement Concepts
Learning Outcome:
Essential Question:
Can you demonstrate your favorite yoga pose?
Identify and show
activities for flexibility.
(MSC 5.C.1.a.)
Yoga
Demonstrate activities
that improve flexibility
through play.
(MSC 5.C.1.a.)
Follow agreed-upon
rules for discussions
(e.g., listening to others
with care, speaking one
at a time about the
topics and texts under
discussion).
Vocabulary:
yoga, poses, correct
form, position, safety
Critical Content and
Skills:
Yoga poses, cues,
safety
Introduce beginning Yoga by including proper procedures and safety tips
specific to these activities.
The instructor will model a variety of poses and explain the benefits that
yoga supplies. The prime goal of Yoga is to replicate the proper pose
using the correct form.
Lesson Seed - Beginning Yoga Poses
Physical Best Activity Guide, Elementary Level, pgs. 108-109.
Description of Activity – Students will use activity picture cards and cues
to move through Yoga positions. Inclusion tips and teaching hints are
listed in this lesson.
Option #1: The teacher may vary level of sensory stimulation (noise,
number of kids, space)
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may have self- regulatory goals.
(MCCRS ELA SL1.a) (SS 1.A.1.b.) (DI – Process and Product)
(UDL – Representation 3.1)
Pre-Assessment –
Discuss with students
“What do you know about
Yoga?”
Formative Assessment –
Teacher will use observation,
individual or group
conference and reteaching
or lesson extensions and
modifications.
Summative Assessment –
Beginning Yoga Poses
Physical Best Activity Guide,
Elementary Level, pg. 109
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Flexibility
Return to Unit Navigation
Can Know Content
and Skills:
Variations can be done
to provide for different
skill levels.
Fitness Concepts
Learning Outcome:
Essential Question:
Can you explain flexibility and how it helps you to be healthy?
Demonstrate how
exercise affects the
body.
(MSC 4.A.1.a.)
Discuss with students how practice will improve performance and
personal flexibility.
Follow agreed-upon
rules for discussions
(e.g., listening to others
with care, speaking one
at a time about the
topics and texts under
discussion).
Vocabulary:
practice, performance,
personal flexibility,
benefits, safety
Critical Content and
Skills:
flexibility, health
Can Know Content
and Skills:
Lesson Seed - Flexibility Health Benefits Poster
Physical Best Activity Guide, Elementary Level, pgs. 108-109
Description of Activity – Students will discuss the term Flexibility and
review the Flexibility Benefits Poster.
Resource - Kid site This site gives information and activities on how the
body works.
Option #1: The teacher will provide opportunities for practice and
assessing skills
Option #2: The teacher will provide feedback to emphasize effort,
improvement.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(MCCRS ELA SL1.a) (TECH) (DI – Process) (UDL – Representation 3.1)
Kindergarten Curriculum Theme Connections:
Theme 1, Unit 3 - I Need Exploration Questions
Pre-Assessment – Discuss
with students “What do you
know about flexibility and
how it helps you to be
healthy?”
Formative Assessment –
Teacher will use
observation, Individual or
group conference and
reteaching or lesson
extensions.
Assessment –
How Exercise Affects the
Body Rubric
Maryland State Physical
Education Physical
Education Curriculum
Sample Assessments,
Objective 4.A.1.a.
Use Cue Check List insert
lesson appropriate cues.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Flexibility can improve
performance.
Return to Flexibility
Fitness Concepts
Learning Outcome:
Essential Question:
Why is it important to eat healthy foods?
Identify foods that fuel
the body for activity
such as fruits and
vegetables.
(MSC 4.E.1.a.)
Discuss with your students what makes an efficient food.
Pre-Assessment –
Discuss with students
“Why is it important to eat
healthy foods?”
Formative Assessment –
Retell –
Student will retell the cues
or rubric to the skill or lesson.
Critical Content and
Skills:
efficient food, healthy
foods, dance cues,
safety
Lesson Seed - Little Bird Growing Dance
Physical Best Activity Guide, Elementary Level, pgs. 140-141
Description of Activity – Students will learn that it is fun and healthy to
participate in creative dance. They will relate the need for healthy food to
growth and development of themselves and of animals.
Inclusion tips are listed in the lesson.
Option #1: The teacher may vary level of sensory stimulation (noise,
number of kids, space)
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may have self- regulatory goals.
(SCI 3.A.2.c.) (A/C Dance 1.A.1.b.) (DI – Process and Product)
(UDL – Representation 3.1)
Can Know Content
and Skills:
Healthy foods help
student learn.
Kindergarten Curriculum Theme Connections:
Theme 1, Unit 3 - I Need Exploration Questions
Theme 2, Unit 2 - We Move Exploration Questions
Theme 4, Unit 1 – Yesterday, Today, Tomorrow
Return to Flexibility
Fitness Concepts
Learning Outcome:
Essential Question:
Can you give examples of healthy foods?
Identify foods that fuel
the body for activity
such as fruits and
vegetables.
(MSC 4.E.1.a.)
Discuss with your students what makes a healthy food.
Pre-Assessment –
Discuss with students
“What foods are healthier
for you than others?”
Lesson Seed - Healthy Food Choices – Smartboard Exchange
Description of Activity – Students will be introduced to the different food
groups and will have an opportunity to do a Smartboard activity that puts
the food into their groups.
Formative Assessment –
Retell –
Student will retell the cues or
outcome to the lesson.
Vocabulary:
efficient, healthy, fuel,
creative, safety
Summative Assessment –
Little Bird Growing Dance
Physical Best Activity Guide,
Elementary Level, pg. 141
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Follow agreed-upon
rules for discussions
(e.g., listening to others
with care, speaking one
at a time about the
topics and texts under
discussion).
Option #1: The teacher may vary level of sensory stimulation (noise,
number of kids, space)
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Option #3: The students may have self- regulatory goals.
(MCCRS ELA SL1.a) (TECH) (DI – Process and Product)
(UDL – Representation 3.2)
Summative Assessment –
Healthy Food Choices –
Smartboard Exchange
Vocabulary:
efficient, food groups
Kindergarten Curriculum Theme Connections:
Theme 1, Unit 3 - I Need Exploration Questions
Return to Flexibility
Fitness Concepts
Learning Outcome:
Essential Question:
Can you give examples of healthy foods?
Identify foods that fuel
the body for activity
such as fruits and
vegetables.
(MSC 4.E.1.a.)
Discuss with your students what makes an efficient food.
Pre-Assessment –
Discuss with students
“What foods are healthier
for you than others?”
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Critical Content and
Skills:
efficient food, healthy
foods, dance cues,
safety
Can Know Content
and Skills:
Healthy foods help
student learn.
Safety
Follow agreed-upon
rules for discussions
(e.g., listening to others
with care, speaking one
at a time about the
Lesson Seed - Coach Potato Activity – PE Central
Description of Activity – Students will discuss healthy food. They will be
involved in a chase and flee game where pieces of plastic food will be
collected and when tagged they need to go to the fridge to get healthy
food.
Option #1: Students may use peer mentors/ models demonstrating
supporting and balancing while moving and standing. .
Option #2: The teacher may provide feedback that is frequent, timely
and specific.
Formative Assessment –
Teacher will use observation,
individual or group
conference and reteaching
or lesson extensions and
modifications.
Summative Assessment –
Coach Potato Activity -
topics and texts under
discussion).
Vocabulary:
efficient, healthy, chase,
flee, tagging, safety
Option #3: The students may give peer feedback.
(MCCRS ELA SL1.a) (SS 1.A.1.b.) (DI – Process and Product)
(UDL – Representation 3.2)
Kindergarten Curriculum Theme Connections:
Theme 1, Unit 3 - I Need Exploration Questions
Theme 2, Unit 2 - We Move Exploration Questions
Critical Content and
Skills:
healthy foods, dance
cues, safety
PE Central
Pre-Assessment, Formative
Assessment and Summative
Assessment Strategies
Return to Flexibility
Return to Unit Navigation
Can Know Content
and Skills:
Healthy foods help
student learn.
Social Psychological
Concepts Learning
Outcome:
Demonstrate safety in
physical education
settings.
(MSC 6.A.1.a.)
Essential Question:
Can you explain what rules are needed for a safe class?
Discuss and demonstrate the safety rules and procedures that are used
in flexibility activities.
Lesson Seed - Think, Pair, and Share
Description of Activity - Students will discuss safety in physical education
class with a partner. Students will share their safety rule with the class
Vocabulary:
and act out the safety rule and the safe behaviors.
flexibility, think, pair,
Option #1: The teacher will provide opportunities for practice and
share, partner,
assessing skills
procedures, rules, safety Option #2: The teacher will provide feedback to emphasize effort,
improvement.
Critical Content and
Option #3: The teacher may provide feedback that is frequent, timely
Skills:
and specific.
rules, signals, general
(A/C Theatre 1.A.1.a.) (DI – Process and Product)
and self-space,
(UDL – Action and Expression 4.1)
cooperation and positive
behaviors, safety
Kindergarten Curriculum Theme Connections:
Pre-Assessment – Discuss
with students “What safety
rules are needed for class?”
Formative Assessment –
Thumbs Up-Thumbs Down
Students will signal
answers to questions about
skills by signaling thumbs
up to agree and thumbs
down to disagree.
Summative Assessment –
Follow Directions for
Personal Safety Rubric
Maryland State Physical
Education Curriculum
Sample Assessments,
Objective 6.A.1.a.
Can Know Content
and Skills:
Safe behaviors will lead
to a more cooperative
learning environment.
Theme 1, Unit 1- I Am Exploration Questions
Theme 1, Unit 2 - I Belong Exploration Questions
Theme 1, Unit 3 - I Need Exploration Questions
Theme 2, Unit 2 - We Move Exploration Questions
Use Cue Check List and
insert lesson appropriate
cues.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Critical Content and
Skills:
rules, safety
Return to Flexibility
Can Know Content
and Skills:
safety promotes
cooperation
Social Psychological
Concepts Learning
Outcome:
Use personal and
general space safely to
avoid injury.
(MSC 6.A.1.a.)
Vocabulary:
personal space, general
space, spacing, safety
Critical Content and
Skills:
rules, signals, general
and self-space,
cooperation and positive
behaviors, safety
Essential Question:
Can you compare general space and personal space?
Discuss personal and general space. Include in the discussion
demonstrations and examples of correct spacing.
Lesson Seed - Exploring Personal and General Space
Ready-to-Use P.E. Activities for Grades K-2, pg. 46
Description of Activity – Students will find their own space and be
involved with moving games that reinforce personal space and general
space.
Option #1: The teacher will provide opportunities for practice and
assessing skills
Option #2: The teacher will provide feedback to emphasize effort,
improvement.
Option #3: The teacher may provide feedback that is frequent, timely
and specific.
(SS 1.A.1.a.) (A/C Dance 3.A.3.a.) (DI – Process and Product)
(UDL – Representation 3.2)
Kindergarten Curriculum Theme Connections:
Pre-Assessment – Discuss
with students “What is
general space and personal
space?”
Formative Assessment –
Student will respond with
signal cards to questions
about skills or cues.
Summative Assessment –
Safe Use of Space Rubric
Maryland State Physical
Education Curriculum
Sample Assessment,
Objective 6.A.1.a.
Use Cue Check List and
insert lesson appropriate
cues.
Can Know Content
and Skills:
Cooperation and
positive behaviors will
lead to a safe learning
environment.
Theme 1, Unit 1 - I Am Exploration Questions
Theme 1, Unit 2 - I Belong Exploration Questions
Theme 1, Unit 3 - I Need Exploration Questions
Theme 2, Unit 2 - We Move Exploration Questions
Social Psychological
Concepts Learning
Outcome:
Essential Question:
Can you explain respect and show how it is used in game situations?
Imitate socially
acceptable behaviors of
cooperation, respect,
and responsibility to
interact positively with
others.
(MSC 6.C.1.a.)
Vocabulary:
cooperation, respect,
responsibility, partner,
encourage, safety
Critical Content and
Skills:
cooperation and positive
behaviors, safety
Can Know Content
and Skills:
Cooperation and
positive behaviors will
lead to a safe learning
environment.
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to Flexibility
Pre-Assessment – Discuss
with students “What is
respect and how do we use
Discuss with your students what skills are used to work cooperatively with it in games?”
other students. Give demonstrations and examples of positive
interactions.
Formative Assessment –
Ask students to share class observations of respect, cooperation, and
Peer conferencing will use
responsibility.
the skill cues or lesson
rubric.
Lesson Seed - Ways to Encourage Someone – PE Central
Description of Activity – Students will work with partners to circle the
Summative Assessment –
pictures that show ways to encourage someone.
Working Cooperatively with
Option #1: The teacher will provide opportunities for practice and
Others Rubric
assessing skills
Maryland State Physical
Option #2: The teacher will provide feedback to emphasize effort,
Education Curriculum
improvement.
Sample Assessment,
Option #3: The teacher may provide feedback that is frequent, timely
Objective 6.C.1.a.
and specific.
Use Cue Check List insert
(SCI 1.C.1.d.) (DI – Process and Product) (UDL – Engagement 8.3)
lesson appropriate cues.
Kindergarten Curriculum Theme Connections:
Theme 1, Unit 1 - I Am Exploration Questions
Theme 1, Unit 2 - I Belong Exploration Questions
Theme 1, Unit 3 - I Need Exploration Questions
Theme 2, Unit 2 - We Move Exploration Questions
Theme 4, Unit 2 – I Can Change the World
Summative Assessment –
Ways to Encourage
Someone –
PE Central
Pre-Assessment, Formative
Assessment and
Summative Assessment
Strategies
Return to Flexibility
Teacher Feedback:
Contribute feedback, questions, or comments by clicking this link.
Return to Unit Navigation
Student Reflection:
1. Why is it important for you to be flexible enough to participate in basic movement activities? How did this unit help me answer
this question?
2. What did I find most interesting in this unit? What was new to me?
3. In what ways did I make interdisciplinary connections? How did this unit help me see how other topics/ideas/subjects fit together?
4. How did this unit challenge me? What skills, readings, or activities challenged me the most?
5. What would I like to know more about?
Teacher Reflection:
1. How successful was I with teaching this content and skills? How do I know this (what data do I have)?
2. What challenges did I have?
3. What do I believe my students will internalize from this unit?
4. Were my students successful in making inter and intra-disciplinary connections? How do I know this?
5. What might I do differently next year?