Elementary PE Brainbooster

Instructional Guide 2025-2026

Playworks/PE Brain Booster

Table of Contents

Topic

Page Number

General and CSD Information

1-3

Playworks/PE Scope and Sequence

5

Great Recess Framework Rubric

7-9

Equipment List

11

Suggestions from the Field

13

Terms Defined

15

Unit Overviews and Playworks/PE Lesson Plans

17-217

Core Game Choices

218-232

Optional Units

233-247

Playworks Resources

248-253

Movement and Fitness Concepts

254-257

Canyons School District 2025-2026 School Calendar (Revised) K-12

August

September

October

Aug 11-15 Teachers back to school

SMTWT F s SMTWT F S SMTWT F S

Aug 15 6th & 9th Grade Orientation - 1/2 Day Aug 18 First Day of School - Grades 1-12 Aug 20 First Day of School - Kindergarten

1 2

1 2 3 4 5 6

1 2 3 4

345678978910111213567891011 10 11 12 13 14 15 16 14 15 16 17 18 19 20 12 13 14 15 16 17 18 17 18 19 20 21 22 23 21 22 23 24 25 26 27 19 20 21 22 23 24 25

Sept 1 Labor Day

Sept. 22, 23 Parent/Teacher Conferences Elementary Schools Sept. 23, 24 Parent/Teacher Conferences Middle Schools Sept. 22, 24 Parent Teacher Conferences High School Sept 25 Early Out Day for all students

26 27 28 29 30 31

24 25 26 27 28 29 30 28 29 30

31

November

December

January

SMTWT F S SMTWT F S SMTWT F S

Sept 26 No Student Day (Compensatory Day) Sept 29 Teacher Professional Day - No Students

#

1

1 2 3 4 5 6

1 2 3

23456787891011121345678910 9 1011121314151415161718192011121314151617 16 17 18 19 20 21 22 21 22 23 24 25 26 27 18 19 20 21 22 23 24 #

Oct 22 End of 1st Quarter

Oct 23, 24 Fall Recess

Oct 27 Teacher Professional Day - No Students

23 24 25 26 27 28 29 28 29 30 31

25 26 27 28 29 30 31

Nov 26-28 Thanksgiving Recess

30

Dec 22-Jan 2 Winter Recess

February

March

April

Jan 15 End of 2nd Quarter Jan 16 Grading Day Grades K-12

SMTWT F S SMTWT F S SMTWT F S

12345671234567

1 2 3 4

Jan 19 Martin Luther King Jr. Day Recess Feb 12 Early Out Day for all students Feb 13 Teacher Professional Day - No Students

8 9 10 11 12 13 14 8 9 1011121314 5 6 7 8 9 1011 15 16 17 18 19 20 21 15 16 17 18 19 20 21 12 13 14 15 16 17 18 # 22 23 24 25 26 27 28 22 23 24 25 26 27 28 19 20 21 22 23 24 25

Feb 16 Presidents' Day Recess

29 30 31

26 27 28 29 30

Feb 23, 24 Parent Teacher Conferences High School Feb 24, 25 Parent/Teacher Conferences Elementary Schools Feb 23, 25 Parent/Teacher Conferences Middle Schools

May

S M T W T F S

Red A Day

Feb 26 Early Out Day for all students Feb 27 No Student Day (Compensatory Day)

1 2

Black

B Day

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Mar 20 End of 3rd Quarter

#

Mar 23 Teacher Professional Day - No Students

Note: School emergency closure days will be made up by scheduling remote learning day(s)

April 6-10 Spring Break Recess May 25 Memorial day Recess May 29 Last Day of School K-12 -Every Friday is an Early Out Day -This calendar is not for Brighton students

31

Revised 2025.03.27

2

CSD MTSS Framework

Click here for the Implementation Toolbox

Canyons MTSS framework specifies the critical elements of quality instruction, learning environment, and informed decision making, to support schools in the implementation of evidence-based classroom and system-wide practices so that each learner succeeds. By prioritizing a multi-tiered approach that provides instructional coherence and support intended to meet the needs and assets of the whole child, this framework serves as the foundation for achieving the important outcomes in the CSD Strategic Plan and realizing the District’s mission for every student to graduate college-and career ready.

Classroom Practices

Safe & Supportive Environment

High Quality Teaching & Learning

Data-based Decision Making

W I

S R

Classroom Behavior Essentials

Safety and Belonging

Instructional Design

Instructional Priorities

Assessment for Learning

Team Problem Solving

Schoolwide PBIS Social

Classroom Structure

Instructional Content Aligned to Utah Grade Level Standards Instructional Materials and Technology Aligned to CSD Policy Intentional Planning

Teacher Clarity Explicit Instruction Systematic Vocabulary Instruction Scaffolding Opportunities

Assessment System Effective Assessment Practices Best Practices in Grading

Tiered Teaming Structures

Relationships and Cultural Responsiveness Expectations, Rules, and Routines Student Engagement Acknowledge Appropriate Behavior Responding to Behavioral Errors

emotional Skill Development Restorative Practices Digital Citizenship Trauma

BLT PLC SST

Effective Teaming Practices Systematic Data Review Decision Making Protocols

to Respond Structured Classroom Discussion Feedback Cycle

Informed Practices

Tiered System of Supports & Educator Growth

Tiered System of Supports Increased opportunity and access to Tier 1 instruction for ALL learners Tier 2 Classroom Practices and School Systems Tier 3 Classroom Practices and School Systems Extended Learning Supports

Educator Growth Public Practice Professional Learning Instructional Coaching (coaching cycles, lesson study, walkthroughs, targeted observations) Canyons Teacher Effectiveness Support System (CTESS)

3

4

PE/Playworks Scope and Sequence Lesson Dates Unit K-2nd Lesson Unit 3rd-5th Prep Week August 18-22 First Week (PBIS Rotation) Lesson 1 August 25-29

Helping Hands Tag and Short Rope Activities Lesson 20 Catch and Pass Volleyball Lesson 21 January 26-30 Snake and Songs Lesson 21 Review: Bubbles, Booty Ball, Clean Your Room, or Catch and Pass Volleyball Lesson 22 February 2-6 Review: Short Jump Ropes, Long Jump Ropes, Hula Hoops Lesson 22 Optional Units Optional Lesson 1 Lesson 23 February 9-13 REVIEW WEEK Lesson 23 Optional Lesson 2 Lesson 24 February 16-20 Physical Activity and Wellness Pumpkin Face, Raisin Face and Animal Stretches Lesson 24 Physical Activity and Wellness Coach Choice: Tag and Animal Stretches Lesson 25 February 23-27 Band Aid Tag and Strength/Flexibility/Endurance Stations Lesson 25 Coach Choice: Tag and Strength/Flexibility/Endurance Stations Lesson 26 March 2-6 Yum, Yum, Yum and Color Tag Lesson 26 Dinner Dice and Color Tag Lesson 27 March 9-13 Shipwreck and Pledge Lesson 27 Shipwreck and Pledge Lesson 28 March 16-20 FLEX WEEK Lesson 28 FLEX WEEK Lesson 29 March 23-27 Kickball Pony Express and Kickball Switch Lesson 29 Kickball Pony Express and Kickball Switch Lesson 30 March 30- April 3 Misc. Units Drop the Cookie and Arena/Flag Tag Lesson 30 Chaos Ball or Ultimate Ball or Kickball Lesson 31 April 13- 17 Coach Choice: Tag and One Fish, Two Fish Lesson 31 Dance Lord of the Dance and Chinese Jump Rope Lesson 32 April 20-24 Partner Practice and Oh So Close! Lesson 32 Jump Rope Variations Lesson 33 April 27- May 1 Class Dances Lesson 33 Class Dances FLEX WEEKS Lesson 37 May 25- May 29 Lesson 37

Intro to PE and Recess Coach Choice: Circle Game and Everyone's It Tag Lesson 2 September 1-5 (Labor Day) Evolution and Switch Lesson 2 RSB Relay and Switch Coach Choice: Circle Game and Everyone's It Tag Lesson 1 Intro to PE and Recess Lesson 3 September 8-12 Red Light, Green Light and Hungry Fox Lesson 3 Switch and Short Rope Practice/Long Rope Games (Snake and Zero 1,2,3) Lesson 4 September 15-19 Watch Your Back Tag and RSB Review Game Lesson 4 Push Catch and 4 Square Lesson 5 September 22-26 Coach Choice: Tag and School-Based Core Game Lesson 5 Watch Your Back Tag and School-Based Core Game Lesson 6 September 29-October 3 Ball Toss Race and Hula Hoops Lesson 6 Review: 4 Square, Jump Rope (Short and Long), Core Game, Switch Lesson 7 October 6-10 Run If and Short Jump Rope Lesson 7 Coach Choice: Tag and Strength/Flexibility/Endurance Stations Lesson 8 October 13-17 Push Catch and Around the World (4 Square) Lesson 8 Soccer Partner Passing and Dribble Relay Lesson 9 October 20-24 (Fall Recess) Soccer Partner Passing and Scoring Practice Lesson 9 Partner Practice and Hot Spots Lesson 10 October 27- October 31 Sharks and Minnows and Dribble Relay Lesson 10 Warm Up and Soccer Smash Lesson 17 Lesson 18 January 5-9 Volleyball Magic Tag and Bubbles Lesson 18 Volleyball Lesson 11 November 3-7 I See, I See! and Soccer Smash Lesson 11 Review: Soccer 4 Square, Partner Passing, Three Line Soccer Lesson 12 November 10-14 Indoor Games Games based on space (classrooms and/or gym) Lesson 12 Indoor Games Games based on space (classrooms and/or gym) Lesson 13 November 17-21 Games based on space (classrooms and/or gym) Lesson 13 Games based on space (classrooms and/or gym) Lesson 14 Nov. 24-28 (Thanksgiving) Basketball Pacman Tag and Partner Passing Lesson 14 Basketball Dribble Relay and Dribble Tag Lesson 15 December 1-5 High Five Freeze Tag and Dribble Practice Lesson 15 Partner Passing and Wolves and Bunnies Lesson 16 December 8-12 Coach Choice: Tag and Recycle Ball Lesson 16 Around the World and Hot Spots Lesson 17

December 15-19 Review: Recycle Ball, Hot Spots, Dribble Station Passing/Setting Practice and Bubbles Lesson 19 January 12-16 Coach Choice: Tag and Clean Your Room Lesson 19 Booty Ball and Clean Your Room Lesson 20 January 19-23 Jump Rope

Review: Knock Out/Lightning, Three Line Basketball, Hot Spots, Dribble Tag

Lesson 34 May 4-May 8 Parachute Activities Lesson 34 Track and Field 50 Yard Dash and Long Jump Lesson 35 May 11- May 15 Obstacle Course Obstacle Course Lesson 35 Obstacle Course Obstacle Course Lesson 36 May 18- May 22 FLEX WEEKS Lesson 36

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SAFETY Student Interactions 1 2 3 4

SAFETY Adult Interaction 1 2 3 4 75:1 49:1

Playworks Great Recess Framework SAFETY Play Space & Equipment 1 2 3 4 Play Space Hazards The play space for recess is unsafe due to identified as "no play" zones Appropriate Play Space concerns concerns

space

manner

students

unsupervised

Almost all of communication (verbal or nonverbal) between students is positive and encouraging towards each other

The play space for recess has no safety concerns. It is clearly free of hazards and/or all unsafe areas are identified as "no play" zones

The play space for recess is appropriate in that there are no immediate safety concerns

The adult to student ratio is less than 35-1

All supervising adults arrive on time and there are no periods of time in which students are

All of the supervising adults are strategically positioned to view students in the recess play

There were no physical altercations between

Almost all of the equipment provided (90% or more) is being used as intended and in a safe

The play space for recess is well marked (cones, chalk, paint) and all game boundaries are clear

students

unsupervised

time, but a few come out late

instances of inappropriate use

Most of the communication (verbal and non verbal) between students is positive and encouraging towards each other

The play space for recess has few safety concerns. There are few hazardous areas but most are identified as "no play" zones

The play space for recess has many boundaries identified but a small portion of the play space does not have any game space marked

Most of the supervising adults (51-89%) are strategically positioned to view students in the recess play space, but some students are

Most of the equipment provided (51-89%) is being used appropriately but there are a few

The play space for recess is mostly appropriate in that there are very few immediate safety

The adult to student ratio is approximately 35

There were few physical altercations between

Most of the supervising adults (51-89%) arrive on

students

unsupervised

communication.

instances of inappropriate use

Communication between students is generally neutral in tone. OR, there is little negative communication and little positive

A few supervising adults (11-50%) arrive on time, but supervision is compromised because not enough adults are on the playground

The play space for recess is somewhat inappropriate and has some immediate safety

A few of the supervising adults (11-50%) are strategically positioned to view students in the recess play space, but many students are

The play space for recess has some safety concerns due to hazardous areas that aren't

Some of the equipment provided (11-50%) is being used appropriately but there are many

The play space for recess has a few boundaries identified but a large percentage of the play space does not have any game space marked

The adult to student ratio is approximately 50

There were some physical altercations between

Note: Strategic positioning means they are placed to see the entire playspace and observe all students.

manner

supervision

chalk, paint)

communication.

between students

immediate safety concerns

hazards (e.g. trip hazards, broken glass/sharp objects, hidden areas that cannot be seen by adults) that aren't identified as "no play" zones. There are significant safety concerns

No supervising adults are strategically positioned to view students in the recess play space (i.e., adults are all huddled together)

The play space for recess has no clearly identified boundaries for games (no cones,

There were several physical altercations

The adult to student ratio is more than 75:1

The play space for recess is inappropriate (too small, near open roads, etc.) and has many

There is evidence of negative communication between students with hardly any positive

Hardly any of the equipment provided (10% or less) is being used as intended and in a safe

No supervising adults arrive on time and there are periods of time in which there is no adult

Play Space Boundaries

Use

Communication

Altercations

Ratio

Supervision

Positioning

Equipment

Student

Physical

Adult-Student Adult

Adult

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Note: Fixed equipment includes play structures, basketball hoops, swings, etc. Non-fixed equipment includes jump ropes, soccer balls, basketballs, hula hoops, cones, etc. ENGAGEMENT Transitions 1 2 3 4 Transition to Recess Transition(s) to recess are chaotic and unorganized Transition(s) to recess lean toward chaotic but not completely disorganized Transition(s) to recess lean toward organized with only a few examples of unorganized behavior Transition(s) to recess are organized and smooth Transition from Recess Transition(s) from recess are chaotic and unorganized Transition(s) from recess lean toward chaotic but not completely disorganized Transition(s) from recess lean toward organized with only a few examples of unorganized behavior Transition(s) from recess are organized and smooth ENGAGEMENT Students and Adults 1 2 3 4 Rules: Adults No adults reinforce the rules which creates conflict A few adults (11-50%) reinforce the rules, but it is inconsistent Most adults (51-89%) consistently reinforce the rules All adults consistently reinforce the rules Rules: Students There were several disagreements about rules between students There were some disagreements about rules between students There were few disagreements about rules between students There were no disagreements about rules between students Student Physical Activity Hardly any students (less than 10%) are involved in physically active play Some students (11-50%) are involved in physically active play Many students (51-89%) are involved in physically active play Almost all students (90% or more) are involved in physically active play Adult Engagement No adults are playing games or engaged with students A few adults (11-50%) are playing games and/or are engaged with students Most adults (51-89%) are playing games and/or are engaged with students All adults are playing games and engaged with students

Playworks Great Recess Framework ENGAGEMENT Games & Equipment 1 2 3 4 Variety of Games are available during recess limited variety is variety are available during recess Inclusiveness of Games or less) 89%) or more)

A variety of recess equipment is available to support multiple games and activities.

Almost all games are inclusive to a variety of groups by gender, ability, race and/or age (90%

A variety of organized games and/or activities

or a diversity of interests.

Many of the games are inclusive to certain groups by gender, ability, race and/or age (51

A variety of recess equipment is available but not enough to support the number of students

A limited number of organized games and/or activities are available during recess, but there

A limited variety of equipment is available OR what is available isn’t accessible to students (ie basketball hoops with no basketballs, play structure is off limits to all students)

Some games are inclusive to certain groups by gender, ability, race and/or age (11-50%)

A limited number of organized games and/or activities are available during recess but there is

Hardly any games are inclusive to certain groups by gender, ability, race and/or age (10%

No equipment (fixed or not fixed) is available

Hardly any organized games and/or activities

Variety

Equipment

8

EMPOWERMENT Conflict Resolution 1 2 3 4

EMPOWERMENT Adult Behavior 1 2 3 4 Adult

Playworks Great Recess Framework EMPOWERMENT Play & Games 1 2 3 4 Level of Student Choice during recess play during recess play during recess during recess Game Initiation by students initiated by students Sustain Games by students out.

conflict was observed

sustained by students

All adults model positive culture (e.g. positive language, getting students involved, supporting conflict resolution skills, etc)

Almost all or all games (90% or more) are

Almost all or all games (90% or more) are

Students demonstrate strategies to resolve their conflict without adult intervention OR no

Students are free to choose activities to play

support was needed

Most adults (51-89%) model positive culture (e.g. positive language, getting students involved, supporting conflict resolution skills, etc)

Students have some free choice of activities to

Students demonstrate adequate strategies for resolving conflicts on their own, but some adult

adult support was needed

A few adults (11-50%) model positive culture (e.g. positive language, getting students involved, supporting conflict resolution skills, etc)

Students demonstrate a few strategies for resolving conflicts on their own, but a lot of

Some games (11-50%) are initiated by students Many games (51-89%) are initiated by students

Some games (11-50%) are sustained by students Many games (51-89%) are sustained by students

Students have limited free choice of activities to

resolving conflicts on their own

No adults model positive culture (e.g. positive language, getting students involved, supporting conflict resolution skills, etc)

Little to no games (less than 10%) are initiated

Little to no games (less than 10%) are sustained Note: Sustaining games means there is no adult influence on a student to continue a game. Adults can be playing but not sustaining the game. Games are stustained even if students move in and Students demonstrate hardly any strategies for

Students have no free choice of activities to play

Resolution

Modeling

Student Conflict

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PE Equipment List

● Cones - 30+ volcano cones and 8-10 tall cones ● Tape – custodian approved ● Boundary Lines – Large square (basketball court) and center circle recommended ● Poly Spots – One per student in largest class ● Chalk ● Long Jump Ropes – 5-10 16’ ● Short Jump Ropes – 30 of various lengths-6’, 7’, 8’, 9’ ● Balls: ○ 12-15 Rubber balls (4 Square, kickball, Wall Ball)– 10” and 13” ○ Basketballs – 1 per student or 1 per pair in class ○ Soccer Balls – 1 per pair in largest class ○ Footballs – 1 per pair in largest class ○ Softballs - I per pair ○ 5 Tennis or Racquet Balls ○ Beach balls and/or balloons – 1 per student ○ 10+ Gator Balls ○ 10+ Volleyballs ● Soccer goals – 1 set ● Chinese Jump Rope - 1 per 3 students ● Hula-Hoops – 1 per student or 1 per pair in class ● Beanbags/Fuzzy Balls - 30+ ● Pinnies/Jerseys – 1 per student, at least 2 colors for teams ● Flags – 1 set per student ● 5 Pool Noodles ● Music Source – Gym sound system, boom box, tailgater, etc. ● 2-5 Paddles, racquets or plastic bats ● Bowling Pins - 1+ set ● Balancing beam or step stools, or blocks for balancing ● 1 Soft/Silly Object - Rubber chicken, stuffed animal, etc. ● Gym mats – Blue, foldable ones ● Dice – 4+ based on group size ● Parachute ● Print outs – See Virtual Resources

Optional: ●

Scooters –1 per student

● ● ●

Tetherballs – 1 per pole outside Frisbees – 1 per pair in class Containers – 4+ for Frisbee Golf

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Suggestions from the Field

Use this form to document any notes you’d like to share to help improve the PE curriculum. Note equipment, games, strands/standards, edits, etc.

Lesson #

Suggestions

Submit virtual edits/suggestions below using the QR code:

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Terms Defined

Lesson Prep ● Theme: The unit that will be covered (Soccer, Basketball, etc.)

● Games and Activities: The two games or activities that will be taught

● I Can…: “I can…” statements are used to tell students what they will learn and do during the lesson. ○ Many “I can…” statements are based on the Utah Core Standard that is being taught

● Materials/Space Needed: The equipment and space/boundaries needed to teach the lesson

● Vocabulary: Words or phrases that need to be taught to support the students’ learning

Lesson Components ● Introduction: The Introduction is the consistent routine in which you welcome and introduce students to the gym. ● Two Games/Activities : The lesson will contain two games or activities that will support teaching and developing the skills needed to participate in physical activity. ● WrapUp : After both games and activities have been played, students will transition either back to Home Base or at the doors where they’ll be dismissed.

For more information, scan the QR code:

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PE/Playworks Unit Overview

K-2nd: Introduction to PE and Recess

Purpose

Introduce students to PE and Recess systems. Students will be able to successfully participate in PE and at recess by understanding the routines and expectations designed to create a safe and inclusive play environment.

PE Strands and Standards

Kinder

1.1: Perform hopping, galloping, running, sliding, skipping, jumping, and landing while maintaining balance. 1.9: Catch a large ball tossed by a skilled thrower. 1.10: Toss underhand with opposite foot forward. 1.16: Execute a single jump with a self-turned rope. 2.1: Differentiate between movement in personal space and general space. 2.2: Travel in three different pathways. 2.3: Travel in general space with different speeds. 4.1: Follow directions in a group setting (e.g., safe behaviors, following rules, taking turns) and recognize responsible behavior while following instruction with teacher prompts and minimal reminders. 4.2: Share equipment and space with others. 4.3: Understand established procedures for class activities. 1.1: Hop, gallop, jog, and slide, using a mature pattern. 1.5: Maintain stillness on different bases of support with a variety of body shapes. 1.9: Catch various sized balls when self-tossed or tossed by a skilled thrower. 1.10: Toss underhand, demonstrating two of the five critical elements of a well-developed pattern. 1.16: Jump forward or backward consecutively, using a self-turned rope. 2.3: Differentiate between fast and slow speeds in open space. 4.2: Follow rules and parameters of the learning environment. 4.5: Follow procedures for class activities. 4.6: Follow directions for safe participation and proper use of equipment without teacher reminders.

1st

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2nd

1.1: Skip, demonstrating a well-developed pattern. 1.2: Run, using a well-developed pattern while differentiating between jogging and running. 1.6: Balance using various levels and body shapes, with and without moving. 1.8: Catch a self-tossed or well-thrown large ball with hands, not trapping or cradling it against the body. 1.9: Toss underhand, demonstrating three of the five critical elements of a well-developed pattern. 2.1: Combine locomotor skills in general space. 2.3: Use time and force to gradually increase and decrease movement through space. 4.1: Accept personal responsibility for class protocol and demonstrate appropriate behavior and performance in class activities with minimal teacher prompting. 4.2: Work collaboratively in pairs and small groups. 4.3: Demonstrate safe and respectful behavior toward classmates and equipment during physical activity.

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PE/Playworks Unit Overview

3rd-5th: Introduction to PE and Recess

Purpose

Introduce students to PE and Recess systems. Students will be able to successfully participate in PE and at recess by understanding the routines and expectations designed to create a safe and inclusive play environment.

PE Strands and Standards

3rd

2.1: Recognize open space and how using it will gain advantage 2.2: Apply locomotor skills as they relate to a variety of activities. 2.4: Apply simple strategies and tactics in chasing activities. 2.5: Apply simple strategies in fleeing activities. 3.5: Recognize the importance of warm-up and cool-down. 3.14: Perform intermediate jump rope skills using long and short ropes. 4.2: Work independently for extended periods of time. 4.5: Recognize others’ success in movement performance. 4.7: Demonstrate understanding of safety, rules, and etiquette by working safely and cooperatively in physical activity settings. 1.18: Create and perform a jump rope routine with either a short or long rope. 2.2: Apply the movement concepts of speed, endurance, and pacing for running. 2.3: Combine movement concepts with skills in small group (3–5 students) activities and/or dance. 2.5: Apply simple offensive strategies and tactics in chasing and fleeing activities. 2.6: Apply simple defensive strategies/tactics in chasing and fleeing activities. 3.2: Actively engage in the activities of physical education class, both teach-directed and independent. 3.4: Demonstrate prescribed warm-up and cool-down relative to level of exercise. 4.4: Praise the movement performance of others both more and less skilled. 4.6: Exhibit etiquette and adherence to rules in a variety of physical activities. 1.2: Demonstrate a combination of locomotor and manipulative skills in a variety of small group activities. 1.4: Run various distances, demonstrating an understanding of pace for highest performance.

4th

5th

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1.9: Catch and throw a ball with accuracy in small group activities. 1.15: Create a jump rope routine with a partner, using either a short or long rope. 2.1: Combine spatial concepts with locomotor and non-locomotor movement in small group and dance activities. 2.2: Use movement strategies in small game situations. 2.4: Use basic offensive and defensive strategies and tactics in small group games. 3.1: Engage in a wide variety of physical activities. 3.4: Recognize the need for warm-up and cool-down relative to various physical activities. 4.3: Exhibit respect for self with appropriate behavior while engaging in physical activity. 4.4: Accept, recognize, and actively involve others with both higher and lower skill abilities into physical activities and group projects. 4.5: Apply safety principles while engaged in age-appropriate physical activities.

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PE/Playworks Brain Booster Lesson 1: K-2nd

Theme

Intro to PE and Recess

Games and Activities

Coach Choice: Circle Game and Everyone’s It Tag

I can… K: Follow directions the first time and understand class rules.

1st: Be responsible with space during activities and follow the routines during PE. 2nd: Be responsible by following classroom routine and practice PE/Playworks skills with just a few reminders from the teacher.

Materials/ Space Needed

Home Base (Baseline, Sideline or Circle with paint or cones to mark boundary)

Vocabulary Home Base: The area everybody meets to learn new games and debrief what you have learned in PE/Playworks. The coach asked the students to meet at Home Base to learn a new game. Responsible: Able to be trusted to do what is right or to do the things expected or required. A responsible student listens to directions the first time. Introduction

Begin class with a warm up procedure: ● Prepare students with daily expectations before entering the gym OR on Home Base. Quickly introduce yourself and let them know how much fun they’re going to have! ● Warm up procedure may include several laps around the gym, stretching routine, or another quick, movement based activity. ● Back at Home Base, review rules/expectations of the school and PE/Playworks with explicit examples when appropriate. How will we be safe/kind/responsible in PE today? ● Review any other specific reminders needed for the day. Before releasing for the first game, use a Sequence Touch: ● The object of this activity is for students to remember and tag all of the objects that you list off and return as quickly as possible to Home Base. ● List off several objects, such as “ the brick wall, a cone, and something blue ” or any combination that is available for students to safely tag in

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your gym. ● On your “Go Word”, students will safely run and tag each color or object and return to the Home Base. Make sure students understand how they will safely move between objects (head up, running/skipping safely, etc.). ● Before you say the “Go Word”, have them repeat the objects back to you. ● While students are going between objects, positively praise those who are following directions and encourage those who aren't. Once they return to Home Base, explain to students you will use a Sequence Touch between activities all year. ● Review boundaries where students will be playing the game (circle). ● Choose a circle game that helps students learn names and listen to instructions. Practice the chosen circle game ● Make sure students understand the rules of the game ● While playing, use natural pauses to teach or review expectations in class: ○ Bathroom/drink policy Coach Choice: Circle Game

Show How How to Play:

Practice andPlay

○ Go Word and Stop procedures ○ School rules related in games

Debrief

Return to Home Base and ask the following: ● How did you follow directions during this game? ● How were you responsible for your space during this game? ● Why is it important to follow our school rules?

Use a Sequence Touch to get students back to Home Base.

Everyone’s It Tag

Show How How to Play:

● Review the boundaries of where students can play tag (ideally big enough for safety and small enough for engagement) ● Because everyone will be “it” in this game, review how to tag safely with student volunteers ○ Using “butterfly fingers” and USA locations (Upper back, shoulders and arms) ● The object of the game is to see how many students you can tag. Nothing happens when someone is tagged–just continuous safe movement and tagging. ● Students will keep track of how many people they tag and when you freeze the game, ask who got over 10…20…etc. ● Before you reset the game with your “Go Word”, challenge them to

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beat their previous score.

Practice andPlay

Practice a quick round to see if they know the boundaries, how to tag safely, and if they understand adding up their tags. Play for a minute or two each round until it’s time to debrief and line up.

Debrief

Ask the following: ● How did you follow directions in this game? ● What school/PE rule did you practice today?

Use a Sequence Touch to get students back to Home Base or line up at the door.

WrapUp

Review Review I can… statements

Final Debrief: ● Why is it important to follow directions when playing games? ● What did you enjoy about these activities today? ● What will you play during recess?

End class with Closing Procedure.

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PE/Playworks Brain Booster Lesson 1: 3rd-5th

Theme

Intro to PE and Recess

Games and Activities

Coach Choice: Circle Game and Everyone’s It Tag

I can… 3rd: Be responsible for teacher-directed activities. 4th: Be responsible in independent activities.

5th: Be responsible/respectful with peers and adults during activities.

Materials/ Space Needed

Home Base (Baseline, Sideline or Circle with paint or cones to mark boundary)

Vocabulary Home Base: The area everybody meets to learn new games and debrief what you have learned in PE/Playworks. The coach asked the students to meet at home base to learn a new game. Responsible: Able to be trusted to do what is right or to do the things expected or required. A responsible student listens to directions the first time.

Introduction

Begin class with a warm up procedure: ● Prepare students with daily expectations before entering the gym OR on Home Base. Quickly introduce yourself and let them know how much fun they’re going to have! ● Warm up procedure may include several laps around the gym, stretching routine, or another quick, movement based activity. ● Back at Home Base, review rules/expectations of the school and PE/Playworks with explicit examples when appropriate. How will we be safe/kind/responsible in PE today? ● Review any other specific reminders needed for the day. Before releasing for the first game, use a Sequence Touch: ● The object of this activity is for students to remember and tag all of the objects that you list off and return as quickly as possible to Home Base. ● List off several objects, such as “ the brick wall, a cone, and something blue ” or any combination that is available for students to safely tag in your gym. ● On your “Go Word”, students will safely run and tag each color or object and return to the Home Base. Make sure students understand how they will safely move between objects (head up, running/skipping safely, etc.).

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● Before you say the “Go Word”, have them repeat the objects back to you. ● While students are going between objects, positively praise those who are following directions and encourage those who aren't. Once they return to Home Base, explain to students you will use a Sequence Touch between activities all year.

Coach Choice: Circle Game

Show How How to Play:

● Review boundaries where students will be playing the game (circle). ● Choose a circle game that helps students learn names and listen to instructions. Practice the chosen circle game ● Make sure students understand the rules of the game ● While playing, use natural pauses to teach or review expectations in class: ○ Bathroom/drink policy ○ Go Word and Stop procedures ○ School rules related games Return to Home Base and ask the following: ● How did you follow directions during this game? ● How were you responsible for your space during this game? ● Why is it important to follow our school rules? ● Review the boundaries of where students can play tag (ideally big enough for safety and small enough for engagement) ● Because everyone will be “it” in this game, review how to tag safely with student volunteers ○ Using “butterfly fingers” and USA locations (Upper back, shoulders and arms) ● The object of the game is to see how many students you can tag. Nothing happens when someone is tagged–just continuous safe movement and tagging. ● Students will keep track of how many people they tag and when you freeze the game, ask who got over 10…20…etc. ● Before you reset the game with your “Go Word”, challenge them to beat their previous score. ○ Modification: ■ Have students subtract from their total when they get tagged Use a Sequence Touch to get students back to Home Base. Everyone’s It Tag

Practice andPlay

Debrief

Show How How to Play:

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Practice andPlay

Practice a quick round to see if they know the boundaries, how to tag safely, and if they understand adding up their tags. Play for a minute or two each round until it’s time to debrief and line up. Ask the following: ● What PE/school rules did you practice during this game? Use a Sequence Touch to get students back to Home Base or line up at the door.

Debrief

WrapUp

Review Review I can… statements

Final Debrief: ● Why is it important to follow directions when playing games? ● What did you enjoy about these activities today? ● What will you play during recess?

End class with Closing Procedure.

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PE/Playworks Brain Booster Lesson 2: K-2nd

Theme

Intro to PE and Recess

Games and Activities

Evolution and Switch

I can… K: Move with different speeds and ways of movement safely. 1st: Show respect by following the rules during PE/Playworks.

2nd: Show safe and respectful behavior toward other students during PE/Playworks. Home Base (Baseline, Sideline or Circle with paint or cones to mark boundary) 4 Square Courts or Cone Courts (4 cones for corners, 1 cone in the middle)

Materials/ Space Needed

Vocabulary Movement: The act of moving or changing positions. We change our movements when we walk in the hall and run outside.

Respect: A polite way of treating or thinking about something or someone. We respect our friends by playing by the rules.

Introduction

Begin class with a warm up procedure: ● Prepare students with daily expectations before entering the gym OR on Home Base. Quickly introduce yourself and let them know how much fun they’re going to have! ● Warm up procedure may include several laps around the gym, stretching routine, or another quick, movement based activity. ● Back at Home Base, review rules/expectations of the school and PE/Playworks with explicit examples when appropriate. How will we be safe/kind/responsible in PE today? ● Review any other specific reminders needed for the day. Before releasing students for the first game, use a Sequence Touch to get them to the location you need them to be for the first activity.

Evolution

Show How How to Play:

● Review boundaries where students will be able to move around inside. ● Everyone begins as an egg, where students are bunched up in a ball,

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hopping around on their feet. ● Students match up with a partner and play Ro-Sham-Bo(RSB), also known as Rock, Paper, Scissors. ● The student who wins will evolve into a “chicken” and the less successful student will stay an egg. Each player will go find another student who looks like them (a chicken will play against another chicken, the egg will play another egg). ● *Modification: You can just teach eggs and chickens to begin with. Add the next two stages if students are successful with playing RSB and understanding the rules. ● If a student as a chicken wins, they will evolve into a dinosaur, whereas the less successful chicken will go back to being an egg. ● If a student as a dinosaur wins, they will evolve into a superhero, whereas the less successful dinosaur will go back to being a chicken. ● Students will continue playing each other as eggs, chickens, dinosaurs, and superheroes. While other stages have to play against the same stage, superheroes are able to fly around and play against anyone. If they are less successful, they remain a superhero while the other student evolves. ● Play until everyone is flying around a superhero! Practice RSB ● Review the three motions (paper, scissors, rock) and which sign beats which. ○ Paper beats rock, rock beats scissors, and scissors beats paper ● Teach “throw on bo”, so students reveal their choice at the same time. ● Have students practice against you. Have everyone freeze with their sign and go through the options. I threw paper. If you choose scissors, you win! If you chose rock, I win! If you chose paper, we tie and would goagain. ● You only need to win ONE time when playing RSB. Review stages (egg to chicken to dinosaur to superhero* ) Return to Home Base and ask the following: ● How did you move with different speeds in that game? ● How were you safe with your classmates while playing? ● Where can we play this game during recess? On your “Go Word”, have students meet you near the 4 Squares (or Cone Courts) for the next activity.

Practice andPlay

Debrief

Switch

Show How How to Play:

● Choose five students to help demonstrate this game. Four of the students will be on the outside corners of the square, one will be standing in line, waiting to come in. You will stand in the middle of the square to start the round.

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● Begin the round with your arm up in the air and make sure each of the four players are paying attention to you. ● Play begins when you drop your arm to your side and yell “Switch!”. Each player (including yourself) will find a new corner to stand in. ● Because there are only four spots and five players, the student who doesn’t get to a corner on time will go to the line and the next student waiting will join in the middle. ● If two students get to a corner at the same time, they will use RSB to figure out who gets to stay.

Practice andPlay

Assign students to the different courts and have them practice a few rounds.

Modify movement by allowing students in the middle to call out different movements, like “hop”, “skip” or “walk”. They can also choose animals before yelling “Switch!”, so all students move like that animal.

Debrief

Ask the following: ● How did we change our movements in this game? ● What did we do that was respectful in this game? ● Where can we play this game during recess? WrapUp

Review Review I can… statements

Final Debrief: ● How were we safe when we followed the rules in our game today? ● What did you enjoy about these activities today? ● What will you play during recess?

End class with Closing Procedure.

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PE/Playworks Brain Booster Lesson 2: 3rd-5th

Theme

Intro to PE and Recess

Games and Activities

Ro-Sham-Bo Relay and Switch

I can… 3rd: Show respect by following the rules and combine movement concepts. 4th: Show safe and respectful behavior towards other students in PE/Playworks and combine movement concepts. 5th: Be responsible/respectful with peers and adults during activities. Home Base (Baseline, Sideline or Circle with paint or cones to mark boundary) Semi-circle shape (Painted three point line or cones every several feet in an arc) 4 Square Courts or Cone Courts (4 cones for corners, 1 cone in the middle) Vocabulary Movement Concepts: Ideas about how and where our bodies move. I use different movement concepts when I run between corners in Switch. Materials/ Space Needed

*5th: Movement Strategies: Plans created to achieve a goal while moving. I use movement strategies to get to the corner first in Switch.

Introduction

Begin class with a warm up procedure: ● Prepare students with daily expectations before entering the gym OR on Home Base. Quickly introduce yourself and let them know how much fun they’re going to have! ● Warm up procedure may include several laps around the gym, stretching routine, or another quick, movement based activity. ● Back at Home Base, review rules/expectations of the school and

PE/Playworks with explicit examples when appropriate. ● Review any other specific reminders needed for the day.

Before releasing students for the first game, use a Sequence Touch to get them to the location you need them to be for the first activity.

Ro-Sham-Bo Relay

Show How How to Play:

● The game will be played on a semi-circle arc (painted line or cones) ● Two teams (each on the opposite sides of the arc) will line up in a single file line. ● The goal of the game is for each team to get one player to the other team's side. ● When you say the “Go Word”, one student from each team will begin walking (skipping, hopping, or running) along the arc, following the

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lines/cones. ● When the two players encounter each other, they will play Ro-Sham-Bo to see who will continue along the line. The less successful player will go back to the end of their line. ● The other team will send out another student to meet up against the successful student, playing RSB when they meet up. Again, the successful student will continue on the path towards the other team and the less successful student will return to the end of their line. ● The game continues until one player makes it all the way to the other side. The next round begins with the next two players at the front of the line on each team. Practice RSB ● Review the three motions (paper, scissors, rock) and which sign beats which. ○ Paper beats rock, rock beats scissors, and scissors beats paper ● Teach “throw on bo”, so students reveal their choice at the same time. ● Have students practice against you. Have everyone freeze with their sign and go through the options. I threw paper. If you choose scissors, you win! If you chose rock, I win! If you chose paper, we tie and would goagain. ● You only need to win ONE time when playing RSB. Do a practice round where students are walking to ensure safety as well as support students reacting to the outcome of RSB.

Practice andPlay

Debrief

Return to Home Base and ask the following: ● How did you move during this game?

● How were you safe towards others while playing? ● Where could you play this game during recess?

On your “Go Word”, have students meet you near the 4 Squares (or Cone Courts) for the next activity.

Switch

Show How How to Play:

● Choose five students to help demonstrate this game. Four of the students will be on the outside corners of the square, one will be standing in line, waiting to come in. You will stand in the middle of the square to start the round. ● Begin the round with your arm up in the air and make sure each of the four players are paying attention to you. ● Play begins when you drop your arm to your side and yell “Switch!”. Each player (including yourself) will find a new corner to stand in. ● Because there are only four spots and five players, the student who doesn’t get to a corner on time will go to the line and the next student waiting will join in the middle. ● If two students get to a corner at the same time, they will use RSB to

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figure out who gets to stay.

Practice andPlay

Assign students to the different courts and have them practice a few rounds.

Modify movement by allowing students in the middle to call out different movements, like “hop”, “skip” or “walk”. They can also choose animals before yelling “Switch!”, so all students move like that animal.

Debrief

Ask the following: ● How did we change our movements in this game? ● 5th: What strategies did you use to be successful? ● What did we do that was respectful in this game? ● Where can we play this game during recess? WrapUp

Review Review I can… statements

Final Debrief: ● Why is it important to be safe while playing games? ● How can we use different movements while playing games? ● What will you play during recess?

End class with Closing Procedure.

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PE/Playworks Brain Booster Lesson 3: K-2nd

Theme

Intro to PE and Recess

Games and Activities

Red Light, Green Light and Hungry Fox

I can…

K: Run and hop and keep my balance. 1st: Run and hop and maintain stillness. 2nd: Skip and run (jogging and running).

Materials/ Space Needed

Home Base (Baseline, Sideline or Circle with paint or cones to mark boundary) Large rectangle shape (Basketball court)

Vocabulary Balance: To maintain control over the body in a certain position. I kept my balance while standing on my two feet.

Stillness: To remain in a calm position, without movement. I looked like a statue with my stillness.

Jogging vs. Running: To run at a slow, steady pace vs. To move quickly. I decided to jog instead of run during Red Light, Green Light so I could freeze on time.

Introduction

Begin class with a warm up procedure: ●​ Prepare students with daily expectations before entering the gym OR on Home Base. ●​ Warm up procedure may include several laps around the gym, stretching routine, or another quick, movement based activity. ●​ Back at Home Base, review rules/expectations of the school and PE/Playworks with explicit examples when appropriate. How will we be safe/kind/responsible in PE today? ●​ Review any other specific reminders needed for the day. Before releasing students for the first game, use a Sequence Touch to get them to the location you need them to be for the first activity.