PE Playworks Kindergarten

PE/Playworks Kindergarten 2024-2025

Kinder PE/Playworks Scope and Sequence

Lesson

Dates

Unit

Kinder

August 19-23 August 26-30

First Week (PBIS Rotation)

Prep Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 Lesson 16 Lesson 17 Lesson 18 Lesson 19 Lesson 20 Lesson 21 Lesson 22 Lesson 23 Lesson 24 Lesson 25 Lesson 26 Lesson 27 Lesson 28 Lesson 29 Lesson 30 Lesson 31 Lesson 32 Lesson 33 Lesson 34 Lesson 35 Lesson 36 Lesson 37

Coach Choice: Circle Game and Everyone's It Tag

September 2-6 (Labor Day)

Everyone's It Tag and Evolution

September 9-13 September 16-20 September 23-27

Evolution and Red Light, Green Light Red Light, Green Light and Hungry Fox Hungry Fox and Watch Your Back Tag Watch Your Back Tag and RSB Game

Intro to PE and Recess

September 30-October 4

October 7-11

Ball Toss Race and Hula Hoops

October 14-18(Fall Break)

Run If and Short Jump Rope

October 21-25

Coach Choice: Tag and School-Based Core Game Sharks and Minnows and Kicking/Scoring Practice

October 28- November 1

Soccer

November 4-8

Sharks and Minnows and Dribble Relay

November 11-15 November 18-22

Games based on space (classrooms and/or gym) Games based on space (classrooms and/or gym) Pacman Tag and Hand-Eye Coordination Practice

Indoor Games

Nov. 25-29 (Thanksgiving)

December 2-6

Basketball

Pacman Tag and Dribble Practice

December 9-13 December 16-20

Coach Choice: Tag and Review Basketball Game

Magic Tag and Bubbles

Volleyball

January 6-10

Coach Choice: Tag and Bubbles

January 13-17 January 20-24 January 27-31 February 3-7 February 10-14 February 17-21 February 24-28

Helping Hands Tag and Short Rope Activities

Jump Rope

Coach Choice: Tag and Long Rope Activities: Snake and Songs Review: Short Jump Ropes, Long Jump Ropes, Hula Hoops

REVIEW WEEK

Pumpkin Face, Raisin Face and Animal Stretches

Band Aid Tag and Stations

Physical Activity and Wellness

Yum, Yum, Yum and Color Tag

March 3-7

Shipwreck and Pledge

March 10-14 March 17-21 March 24-28

FLEX WEEK

Drop the Cookie and Arena/Flag Tag

Coach Choice: Tag and One Fish, Two Fish

March 31- April 4

Class Dances

Misc. Units

April 14- 18 April 21-25

Parachute Activities

Coach Choice

April 28- May 2

Class Choice

May 5-May 9

FLEX WEEK

May 12- May 16 May 19- May 23

Obstacle Course Obstacle Course

Obstacle Course

NO BRAIN BOOSTERS

May 26- May 30

PE/Playworks Brain Booster Lesson1: K

Theme

Intro to PE and Recess

Games and Activities

Coach Choice: Circle Game and Everyone’s It Tag

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

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 frst 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 specifc reminders needed for the day. Before releasing for the frst 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.). ● 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 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 “butterfy fngers” 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. 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. Use a Sequence Touch to get students back to Home Base. Everyone’s It Tag

Practice andPlay

Debrief

Show How How to Play:

Practice andPlay

Debrief

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

Remind students that they should always use butterfy fngers when tagging and be safe while playing all tag games. 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.

PE/Playworks Brain Booster Lesson2: K

Theme

Intro to PE and Recess

Games and Activities

Everyone’s It Tag and Evolution

I can… K: Move with different speeds and ways of movement safely.

Materials/ Space Needed

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

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 specifc reminders needed for the day. Before releasing students for the frst game, use a Sequence Touch to get them to the location you need them to be for the frst activity.

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 “butterfy fngers” 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. 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.

Practice andPlay

Debrief

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

Remind students that they should always use butterfy fngers when tagging and be safe while playing all tag games. Use a Sequence Touch to get students back to Home Base to learn the next 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, 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 fnd another student who looks like them (a chicken will play against another chicken, the egg will play another egg). ○ Modifcation: 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 fy around and play against anyone. If they are less successful, they remain a superhero while the other student evolves. ● Play until everyone is fying around a superhero!

Practice andPlay

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 is recommended. ● Chicken to dinosaur to superhero as needed.

Debrief

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 line up to leave class.

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.

PE/Playworks Brain Booster Lesson3: K

Theme

Intro to PE and Recess

Games and Activities

Evolution and Red Light, Green Light

I can… K: Run and hop and keep my balance.

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 keptmy 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 specifc reminders needed for the day. Before releasing students for the frst game, use a Sequence Touch to get them to the location you need them to be for the frst 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, 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 fnd another student who looks like them (a chicken will play against another chicken, the egg will play another egg). ● *Modifcation: 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 fy around and play against anyone. If they are less successful, they remain a superhero while the other student evolves. ● Play until everyone is fying 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

Red Light, Green Light

Show How How to Play:

● Review boundaries where students will be able to move inside. ● Students will begin on one endline, while you will stand either at half-court or on the other end line, facing your students. ● The object of the game is to reach you at the other endline. ● When you say “Green light”, everyone will move towards you. ● When you say “Red light”, everyone must immediately freeze. ● If students are still moving when you call our “Red light”, they must go back to their own endline. ● Start a new round once everyone has made it to your end line or when most players get there. Practice moving, freezing and balancing. ● Do a practice round where you only do two rounds of “Green/Red light”. Make sure students understand they must balance when they are frozen.

Practice andPlay

Debrief

Return to Home Base and ask the following: ● How did you move during that game? ● How were you safe with your classmates while playing? ● Where can we play this game during recess?

Transition students to line up.

WrapUp

Review Review I can… statements

Final Debrief: ● How did we use balance/stillness today? ● What did you enjoy about these activities today? ● What will you play during recess?

End class with Closing Procedure.

PE/Playworks Brain Booster Lesson4: K

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.

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 keptmy 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 specifc reminders needed for the day. Before releasing students for the frst game, use a Sequence Touch to get them to the location you need them to be for the frst activity.

Red Light, Green Light

Show How How to Play:

● Review boundaries where students will be able to move inside. ● Students will begin on one endline, while you will stand either at half-court or on the other end line, facing your students. ● The object of the game is to reach you at the other endline. ● When you say “Green light”, everyone will move towards you. ● When you say “Red light”, everyone must immediately freeze. ● If students are still moving when you call our “Red light”, they must go back to their own endline. ● Start a new round once everyone has made it to your end line or when most players get there. Practice moving, freezing and balancing. ● Do a practice round where you only do two rounds of “Green/Red light”. Make sure students understand they must balance when they are frozen.

Practice andPlay

Debrief

Return to Home Base and ask the following: ● How did you move during that game? ● How were you safe with your classmates while playing? ● Where can we play this game during recess?

Prepare students for the next activity.

Hungry Fox

Show How How to Play:

● Similar to “Red, Light, Green Light”, students will line up on the opposite endline as you. ● In this game, you will be “Hungry Fox”and your students will be bunnies. ● Each round will begin with the students calling out “What time is it, Hungry Fox?” You respond with a time of day. ● Whatever time you say, the bunnies will hop forward (two feet together) the number you called out and freeze. They will ask again “What time is it, Hungry Fox?” ● If you yell “Lunch time!”, they must run back to their end line before you tag them. Once tagged, those students will join you on your endline and they will help tag others when you say “Lunch time!” again. Review safe tagging ● Taggers must always use “butterfy fngers”, which are soft, futtering fngers that only tag on U.S.A. ○ Upper back ○ Shoulders ○ Arms ● Practice several rounds to check if students understand hopping,

Practice andPlay

counting, and how to run back safely.

Debrief

Ask the following: ● When did we use our balance during this game? ● How were we safe with each other? ● Where can we play this game during recess? WrapUp

Review Review I can… statements

Final Debrief: ● How did we use balance/stillness today?

● 2nd: When did you jog or run during our games? ● What did you enjoy about these activities today? ● What will you play during recess?

End class with Closing Procedure.

PE/Playworks Brain Booster Lesson5: K

Theme

Intro to PE and Recess

Games and Activities

Hungry Fox and Watch Your Back Tag

I can… K: Move in my space, an open space and change my speed.

Materials/ Space Needed

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

Vocabulary Space: An area or place. My personal space is the area close to my body.

Speed: The rate of motion. I changed my speed in the tag game when I skipped and then ran.

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. ● Review any other specifc reminders needed for the day.

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

Hungry Fox

Show How How to Play:

● Similar to “Red, Light, Green Light”, students will line up on the opposite endline as you. ● In this game, you will be “Hungry Fox”and your students will be bunnies. ● Each round will begin with the students calling out “What time is it, Hungry Fox?” You respond with a time of day. ● Whatever time you say, the bunnies will hop forward (two feet together) the number you called out and freeze. They will ask again “What time is

it, Hungry Fox?” ● If you yell “Lunch time!”, they must run back to their end line before you tag them. Once tagged, those students will join you on your endline and they will help tag others when you say “Lunch time!” again. Review safe tagging ● Taggers must always use “butterfy fngers”, which are soft, futtering fngers that only tag on U.S.A. ○ Upper back ○ Shoulders ○ Arms ● Practice several rounds to check if students understand hopping, counting, and how to run back safely.

Practice andPlay

Debrief

Ask the following: ● When did we use our balance during this game? ● How were we safe with each other? ● Where can we play this game during recess? Watch Your Back Tag

Show How How to Play:

● Remind students that this tag game will be played inside the large rectangle square. ● In this game, everyone is “it” and will be trying to tag each other while also trying not to get tagged. ● If tagged, the student must take a knee and keep track of their tagger. They can only stand back up if their own tagger gets tagged themselves. ● If students run outside of the boundaries, have them do fve movement based consequences (jumping jacks, push ups, sit ups, etc.) to get back into the game.

Practice andPlay

Choose three students to help model the rotation of getting tagged and getting back up.

While playing, pause the game and model what happens when two taggers tag at the same time(RSB). The winner gets to keep running while the less successful student takes a knee.

You can restart the game if students have been sitting too long.

Debrief

Ask the following:? ● Why do we play tag inside a large, open space? ● What movement (skipping, hopping, running, etc.) felt the best for you? ● Where can we play this game during recess?

WrapUp

Review Review I can… statements

Final Debrief: ● How were we safe while playing tag today? ● Why is RSB a good way to solve problems? ● What will you play during recess?

End class with Closing Procedure.

PE/Playworks Brain Booster Lesson6: K

Theme

Intro to PE and Recess

Games and Activities

Watch Your Back Tag and RSB Review Game

I can… K: Use ro-sham-bo to work with others.

Materials/ Space Needed

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

Vocabulary Ro-sham-bo: A game to help choose fairly between two people to settle a disagreement. We play ro-sham-bo when we can’t decide who got tagged frst.

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. ● Review any other specifc reminders needed for the day.

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

Watch Your Back Tag

Show How How to Play:

● Remind students that this tag game will be played inside the large rectangle square. ● In this game, everyone is “it” and will be trying to tag each other while also trying not to get tagged. ● If tagged, the student must take a knee and keep track of their tagger. They can only stand back up if their own tagger gets tagged themselves. ● If students run outside of the boundaries, have them do fve movement

based consequences (jumping jacks, push ups, sit ups, etc.) to get back into the game. Choose three students to help model the rotation of getting tagged and getting back up. While playing, pause the game and model what happens when two taggers tag at the same time(RSB). The winner gets to keep running while the less successful student takes a knee.

Practice andPlay

You can restart the game if students have been sitting too long.

Debrief

Ask the following:? ● Why do we play tag inside a large, open space? ● What movement (skipping, hopping, running, etc.) felt the best for you? ● Where can we play this game during recess?

Transition students to the next activity.

RSB Review Game

Show How Choose a game from the “RSB Review Game” list

Practice andPlay

Review RSB with your students and practice a round.

Play chosen activity and highlight the use of RSB.

Debrief

Ask the following: ● How did we use RSB during this game? ● Where else can you use RSB throughout the school day? WrapUp

Review Review I can… statements

Final Debrief: ● How were we safe while playing tag today? ● Why is RSB a good way to solve problems? ● What will you play during recess?

End class with Closing Procedure.

PE/Playworks Brain Booster Lesson7: K

Theme

Intro to PE and Recess

Games and Activities

Ball Toss Race and Hula Hoops

I can… K: Toss underhand with my opposite foot forward.

Materials/ Space Needed Home Base (Baseline, Sideline or Circle with paint or cones to mark boundary) One Gator Ball (or soft ball) Hula Hoops (1 per student or 1 per pair) Vocabulary Underhand: To swing your arm forward, palm up. I can toss the ball gently to my friend underhand.

Opposite: To be across from another. My left foot is on the opposite side of my body from my right hand.

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 specifc reminders needed for the day. Before releasing students for the frst game, use a Sequence Touch to get them to the location you need them to be for the frst activity.

Ball Toss Race

Show How How to Play:

● In this game, students will be standing in a circle, facing inwards towards each other. ● You will begin the game by throwing or rolling (depending on the skill level) the ball underhand to another student while saying their name. Explain that it’s important you remember who you toss/roll the ball to. ● Have students sit down once they’re received the ball so others know

who still needs to get the ball. ● Keep passing the ball around the circle until everyone gets a chance to catch it and roll it to someone else. ● When the last student gets it, have them toss it to you and restart the game. ● Without the ball, go in the same order that you just did, saying the names and pointing towards the person you sent the ball to. ● Once you have successfully done it as a group, add the ball and see if you can get the ball around without anyone dropping it. Practice the underhand motion ● Have students practice the underhand toss, bringing their arm forward, palm up, below their waist. ● Students should take a step forward with their opposite foot as well. ● Before you begin, do a “Quick Whip” of names in case students don’t know each other. If students are successful with the game, time them and challenge them to beat that time. Return to Home Base and ask the following: ● What’s something to remember when throwing underhand? ● What was challenging in this game? ● Each student (or pair) will receive one hula hoop and spread out across the gym. Make sure students are spaced out to safely use their hula hoop without interfering with another student. ● On your “Go Word”, students will attempt one of several hula hoop activities. ○ Waist Hula Hoop (Hoop spinning around the waist) ○ Waist Hoop on Knees(Hoop spinning around the waist while kneeling) ○ Hula Jumping (Jumping through the hoop like a jump rope) ○ Hula Hoop Skipping (Hoop spinning on one ankle while the other foot hops over it) Review each activity, highlighting tips and safety concerns. ● Freeze students when teaching a new activity, allowing time at the end for them to practice their favorites. Prepare students for the next activity. HulaHoops

Practice andPlay

Debrief

Show How How to Play:

Practice andPlay

Debrief

Ask the following: ● What was challenging about using the hula hoops? ● How were we safe with each other? ● Where can we play this game during recess?

WrapUp

Review Review I can… statements

Final Debrief: ● How do you throw something underhand? ● What did you enjoy about these activities today? ● What will you play during recess?

End class with Closing Procedure.

PE/Playworks Brain Booster Lesson8: K

Theme

Intro to PE and Recess

Games and Activities

Run If and Single Jump Rope

I can… K: Jump at least one time over a jump rope.

Materials/ Space Needed

Home Base (Baseline, Sideline or Circle with paint or cones to mark boundary) Large rectangle shape (Basketball court) Short Jump Ropes (1 per student or per pair)

Vocabulary Jump: To leap into the air. I jumped over the jump rope two times!

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. ● Review any other specifc reminders needed for the day.

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

Run If

Show How How to Play:

● The game will be played inside the large rectangle (basketball court). ● Starting on the endline, students will listen for your identifer for them to run. ● You will say “Run if…” and add anything that aligns with them. ○ …you have shoe laces. ○ …you are wearing the color blue. ○ …you like apples! ● Students will run safely to the other end line and wait until all of their classmates have joined them. Once all the students are at the other endline, you will turn around and begin again.

Practice andPlay

Practice with something all of the students would run for, like if they are students at your school.

Debrief

Return to Home Base and ask the following: ● What were some of the things we had in common? ● How did it feel moving around with everyone?

Prepare your students for the next activity.

Single Jump Rope

Show How How to Play:

● Each student will receive a short jump rope and fnd an empty space across the gym. ● Before beginning to jump, they must look around to make sure other students won’t get hit with their jump rope. ● Students will practice basic jump roping skills while staying in their own area. ● Use cones to mark where students can go to help spread them out. Review safety and basic concepts with jump ropes. ● Always look around before jumping. ● Holding the handles a few inches off to their sides, have the students start with the rope against their heels. ● Without jumping, they can practice swinging the rope over their head towards their toes. They should only be using their wrists and hands. ● They can step over the rope and continue practicing swinging the rope until they feel comfortable hopping over the rope with just their ankles and feet. ● Have them continue to practice the rhythm of swinging and jumping in time. ● Some students might need more support while others will have more developed skills. Encourage the latter to challenge themselves.

Practice andPlay

Debrief

Ask the following: ● What made this activity challenging? ● How did you increase your skills? ● Where can we play this game during recess? WrapUp

Review Review I can… statements

Final Debrief: ● How did it feel trying out a new skill today? ● What did you enjoy about these activities today? ● What will you play during recess? End class with Closing Procedure.

PE/Playworks Brain Booster Lesson9: K

Theme

Intro to PE and Recess

Games and Activities

Coach Choice: Tag and Review Core Game

I can… Based on chosen games (review previously used “I can…” statements)

Materials/ Space Needed

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

Vocabulary Based on age-appropriate vocabulary used in chosen games

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. ● Review any other specifc reminders needed for the day.

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

Coaches Choice: Tag

Show How Choose a tag game from the list of recommended tag games. ● Make sure it’s one that involves lots of continuous running.

Practice andPlay

Review safe tagging and movement ● Taggers must always use “butterfy fngers”, which are soft, futtering fngers that only tag on U.S.A. ○ Upper back ○ Shoulders ○ Arms ● No matter the locomotor skill (walking, galloping, leaping, etc.), review how students can move safely.

Debrief

Return to Home Base and ask the following: ● Check your pulse…what is your heart doing? ● What does our heart do when we exercise?

Prepare students for the next activity.

Core Game Review

Show How Choose a game from the “Core Game List” based on what is available and popular at your school.

Practice andPlay

Practice and play the Core Game

Debrief

Ask the following: ● Questions based on the Core Game ● Where can we play this game during recess? WrapUp

Review Review I can… statements

Final Debrief: ● What did you enjoy about these activities today? ● What will you play during recess?

End class with Closing Procedure.

PE/Playworks Brain Booster Lesson 10: K

Theme

Soccer

Games and Activities

Sharks and Minnows and Scoring Practice

I can… K: Kick a stationary ball.

Materials/ Space Needed Home Base (Baseline, Sideline or Circle with paint or cones to mark boundary) Soccer Balls Small soccer goals or Cones (1 goal per 4-6 students) Vocabulary Stationary: Not moving. I walked up to the stationary ball and kicked it into thegoal!

Kick: To hit a ball with a foot. I kicked a ball with my foot.

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 specifc reminders needed for the day. Before releasing students for the frst game, use a Sequence Touch to get them to the location you need them to be for the frst activity.

Sharks and Minnows

Show How How to Play:

● Begin the game with all students on the end line. You will begin as the “Shark” in the middle of the court and will call out commands. ● To begin the game, say “Fishy, fshy, come out to play!” and the students will begin walking out into the open space. ● The shark will yell “Shark attack!”, which means the students are allowed to run to the opposite side of the tag square while you try to tag.

● If tagged, the student can either turn into a shark and help tag with the main shark OR become “Seaweed/Octopus”and stand frozen in the spot they were tagged. They are allowed to tag any students who run close to them. Review safe tagging ● Taggers must always use “butterfy fngers”, which are soft, futtering fngers that only tag on U.S.A. ○ Upper back ○ Shoulders ○ Arms Review boundaries and set a consequence if students leave the tag square. ● Students become sharks or seaweed.

Practice andPlay

Do a practice round, reteaching any rule needed.

Debrief

Return to Home Base and ask the following: ● How did we practice respect during that game? ● How did it feel when we used butterfy fngers?

Prepare students for the next activity.

Scoring Practice

Show How How to Play:

● Review a controlled kick with the inside of the dominant foot to a target. ● You will break students up into groups of 4-6 students and have them line up behind a cone set up fve feet away from a goal (or two cones several feet apart) against a wall. ● Have the frst student place the ball on the ground by their cone and kick it into the goal. No matter if they make it or miss it, they will retrieve the ball and bring it back to the next student in line and go to the end of their own team's line. ● Students will continue kicking the ball one at a time until everyone has gone several times. ● Modifcation: ○ Students may offer to be goalies for the student that shoots after them. Choose several students to model standing in line by the cone as you take the frst shot at the goal. Review how to kick a ball with control towards the goal, how to retrieve the ball and get back in line.

Practice andPlay

Debrief

Ask the following: ● What was challenging about kicking the ball? ● How did it feel when you(or the ball) were/was moving? ● Where can we play this game during recess?

Transition students to Home Base or line up.

WrapUp

Review Review I can… statements

Final Debrief: ● How did we practice control with soccer today? ● What is important to remember when kicking the ball? ● What will you play during recess?

End class with Closing Procedure.

PE/Playworks Brain Booster Lesson 11: K

Theme

Soccer

Games and Activities

Sharks and Minnows and Dribble Relay

I can… K: Share equipment and space with others.

Materials/ Space Needed HomeBase Soccer Balls (1 per pair of students) Cones (1 per team of 4-6 students) Vocabulary Share: To give others a chance to do or use something. After my turn at dribbling the ball, I share it with my teammates.

Equipment: Things used for a particular activity. We use special equipment, like soccer balls, to play soccer games.

(Review) Dribble: To move along with repeated kicks. While tapping the ball with my foot and moving forward, I dribbled to the other side of the court.

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. ● Review any other specifc reminders needed for the day.

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

Sharks and Minnows

Show How How to Play:

● Begin the game with all students on the end line. You will begin as the “Shark” in the middle of the court and will call out commands. ● To begin the game, say “Fishy, fshy, come out to play!” and the

students will begin walking out into the open space. ● The shark will yell “Shark attack!”, which means the students are allowed to run to the opposite side of the tag square while you try to tag. ● If tagged, the student can either turn into a shark and help tag with the main shark OR become “Seaweed”and stand frozen in the spot they were tagged. They are allowed to tag any students who run close to them. Review safe tagging ● Taggers must always use “butterfy fngers”, which are soft, futtering fngers that only tag on U.S.A. ○ Upper back ○ Shoulders ○ Arms Review boundaries and set a consequence if students leave the tag square. ● Students become sharks or seaweed.

Practice andPlay

Do a practice round, reteaching any rule needed.

Debrief

Return to Home Base and ask the following: ● How did we practice respect during that game? ● How did it feel when we used butterfy fngers?

Prepare students for the next activity.

Dribble Relay

Show How How to Play:

● You will break students up into teams of 4-6 students and have them line up behind a tall cone at one endline. Each cone should be spread out about 10+ feet. ● Give the frst student in line a ball and tell them to wait until your “Go Word”. ● On the signal, the frst student will dribble the ball down to the other endline (or halfcourt based on skills), turn around, and dribble back to their team. ● Have them stop a few feet from their cone and pass the ball to the next student in line. ● Continue this rotation until all students get at least one turn. Review what a dribble is. ● Leaning slightly forward, tap the ball gently and continuously to maintain forward motion. ● Remind students that they must be in control and going in a straight line during the relay. ● If the relay feels like a race, students may disregard technique and lose control. Instead, have each team continue rotating through without an

Practice andPlay

“end” to the relay.

Debrief

Ask the following: ● How did you keep control over the ball? ● How did it feel when you(or the ball) were/was moving? ● Where can we play this game during recess? WrapUp

Review Review I can… statements

Final Debrief:

● Why do we share with others? ● What is important to remember when dribbling the ball? ● What will you play during recess?

End class with Closing Procedure.

PE/Playworks Brain Booster Lesson 12: K

Theme

Indoor Recess

Games and Activities

Based on recess choices

I can… Based on chosen games and activities

Materials/ Space Needed

N/A

Vocabulary Based on chosen games and activities

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 specifc reminders needed for the day. Before releasing students for the frst game, use a Sequence Touch to get them to the location you need them to be for the frst activity.

Activity 1

Show How Choose an activity based on:

● Games and activities based on space availability of school and recess team input: ○ Classroom games and activities ○ Gym activities ○ See “Indoor Recess Guide” for examples

Be sure to explicitly explain the purpose of the activity

Practice andPlay

Based on activity

Debrief

Based on activity

Activity 2

Show How Choose an activity based on:

● Games and activities based on space availability of school and recess team input: ○ Classroom games and activities ○ Gym activities ○ See “Indoor Recess Guide” for examples

Be sure to explicitly explain the purpose of the activity

● Based on activity

Practice andPlay

● Based on activity

Debrief

WrapUp

Review Review I can… statements

Final Debrief: ● Based on both Indoor Recess activities

End class with Closing Procedure.

PE/Playworks Brain Booster Lesson 13: K

Theme

Indoor Recess

Games and Activities

Based on recess choices

I can… Based on chosen games and activities

Materials/ Space Needed

N/A

Vocabulary Based on chosen games and activities

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 specifc reminders needed for the day. Before releasing students for the frst game, use a Sequence Touch to get them to the location you need them to be for the frst activity.

Activity 1

Show How Choose an activity based on:

● Games and activities based on space availability of school and recess team input: ○ Classroom games and activities ○ Gym activities ○ See “Indoor Recess Guide” for examples

Be sure to explicitly explain the purpose of the activity

Practice andPlay

Based on activity

Debrief

Based on activity

Activity 2

Show How Choose an activity based on:

● Games and activities based on space availability of school and recess team input: ○ Classroom games and activities ○ Gym activities ○ See “Indoor Recess Guide” for examples

Be sure to explicitly explain the purpose of the activity

● Based on activity

Practice andPlay

● Based on activity

Debrief

WrapUp

Review Review I can… statements

Final Debrief: ● Based on both Indoor Recess activities

End class with Closing Procedure.

PE/Playworks Brain Booster Lesson 14: K

Theme

Basketball

Games and Activities

Pacman Tag and Hand-Eye Coordination Practice

I can… K: Drop a ball and catch it before it bounces twice.

Materials/ Space Needed HomeBase Large rectangle boundary with half court line Basketball/Gator Balls (1 per student) 1-2 pennies/jerseys Vocabulary Coordination: Different things working together. To catch a ball, my hands and eyes have to work together. 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 specifc reminders needed for the day. Before releasing students for the frst game, use a Sequence Touch to get them to the location you need them to be for the frst activity. ● In this game, students are going to avoid being tagged by the tagger (Pacman) by running along the painted lines on the gym foor. ● One or two students will be chosen to be the taggers and are trying to tag every student to win while also staying on the lines. ● If a student gets tagged, they must sit down, creating a barrier. If students who are still up come across a barrier, they must turn around. ● Taggers are allowed to go around barriers. ● The game continues until the fnal student(s) are left. They will begin the PacmanTag Show How How to Play: Introduction