Untitled lesson

2024-2025 Planning Guide
Physical Education – Grade 3 - 5
Cycle 1, Unit 1

Planning Guide User Information

Unit 1: Rules, Safety, Locomotor and
Non-Locomotor Skills

Time Allocations

Unit 1

22 lessons (45 minutes each)
11 lessons (90 minutes each)

Suggested Pacing:
Aug. 12 - Sept. 20

Unit Overview

Unit 1: Rules and Safety: In this unit, students will apply rules and safety procedures to movement, physical activity and
health, and social development. Students will enhance mobility skills through a range of motor activities involving the
entire body. Students will exhibit the ability to follow rules and respect others. Students will demonstrate how their actions
can impact others and their surroundings.
● Students will recognize and demonstrate rules and safety procedures to individual and group motor development to

produce a secure play environment.

● Students will describe rules and safety procedures that promote physical activity, proper nutrition, and rest.
● Students will follow the rules and safety procedures that are integral to appropriate interaction among peers and adults.

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

Lesson #1: Orientation and Class Management
PE.3.6C Explain and follow rules, procedures, and safe practices during games and activities.
PE.3.11A Select proper attire and safety equipment that promote safe participation and prevent injury in a variety of
physical activities.
PE.3.12A Explain that personal actions have consequences for self and others.
PE.3.12B Demonstrate respect for differences and similarities in abilities of self and others.
PE.3.12C Explain and demonstrate self-management skills to control personal impulses and emotions.
PE.3.13A Demonstrate respect and cooperation through words and actions during various group activities.
PE.3.13B Identify the feelings of others.
PE.4.6C Exhibit appropriate sporting behavior during independent games and activities.
PE.4.11A Work independently to select proper attire and safety equipment that promote safe participation and prevent
injury in dynamic activities and lead-up games.
PE.4.12A Accept and take responsibility for personal actions that affect self and others.
PE.4.12B Demonstrate respect for differences and similarities in abilities of self and others.
PE.4.12C Demonstrate self-management skills to control personal impulses and emotions during dynamic activities and
lead-up games.
PE.4.13A Discuss ways to resolve conflict in socially acceptable ways and respond to winning and losing with dignity
and understanding.
PE.4.13C Demonstrate respect for the feelings of others.
PE.5.6C Engage appropriately in physical activity, sporting behavior, and game etiquette without teacher cue.
PE.5.11A Describe and select proper attire and safety equipment that promote safe participation and prevent injury in
dynamic activities and games.
PE.5.12A Accept and take responsibility for personal actions that affect self and others during dynamic activities and
lead-up games.
PE.5.12B Accept responsibility and demonstrate respect for differences and similarities in abilities of self and others
during dynamic activities and lead-up games.

GLOBAL GRADUATE

- State Process Standard

- Aligned to Upcoming State Readiness Standard

Ⓡ - State Readiness Standard
Ⓢ - State Supporting Standard

© Houston ISD Curriculum

2024-2025

Page 1 of 13

2024-2025 Planning Guide
Physical Education – Grade 3 - 5
Cycle 1, Unit 1

PE.5.12C Apply self-management skills to demonstrate self-control of impulses and emotions during dynamic activities
and lead-up games.
PE.5.13A Explain the importance of and demonstrate how to resolve conflict in socially acceptable ways and respond to
winning and losing with dignity and understanding.
PE.5.13B Identify and describe effective communication to enhance healthy interactions while settling disagreements.
Lesson #2-4: Locomotor and Non-Locomotor Skills
PE.3.1A Demonstrate correct technique while hopping, galloping, running, sliding, skipping, and leaping.
PE.3.1B Demonstrate correct jumping and landing technique from different heights.
PE.3.1C Demonstrate intermediate balancing to include equipment, cross lateralization using a variety of coordination
skills, and sequencing of three skills with repetition.
PE.3.1D Spin and roll with control at different levels, speeds, and positions with manipulatives.
PE.3.2A Demonstrate moving in and out of a balanced position with control during dynamic activities.
PE.3.2B Combine bending, stretching, twisting, curling, pushing, pulling, and swaying in a variety of activities.
PE.3.4A Demonstrate locomotor, non-locomotor, and manipulative skills safely in personal and open space.
PE.3.4B Combine pathways and levels into various movement patterns in a wide variety of physical activities.
PE.3.4C Combine speed, direction, and force as directed by teacher.
PE.3.11B Exhibit correct safety precautions, including pedestrian, water, sun, cycling, skating, and scooter safety.
PE.4.1A Demonstrate and apply correct technique in a variety of locomotor skills during dynamic activities.
PE.4.1B Demonstrate correct jumping and landing technique while performing a long jump and a full turn jump.
PE.4.1C Demonstrate intermediate balancing to include equipment, cross lateralization using a variety of coordination
skills, and sequencing of four skills with repetition.
PE.4.1D Spin and roll with control at different levels, speeds, and positions with manipulatives.
PE.4.2A Transfer body weight over, under, and on equipment with good control.
PE.4.2B Move into and out of various combinations of bending, stretching, twisting, curling, pushing, pulling, and
swaying in a variety of activities.
PE.4.4A Demonstrate the appropriate use of open space and closing space during dynamic activities.
PE.4.4B Demonstrate appropriate use of pathways and levels during dynamic activities and lead- up games.
PE.4.4C Apply speed, direction, and force during dynamic activities and lead-up games.
PE.4.11B Apply correct safety precautions, including pedestrian, water, sun, cycling, skating, and scooter safety.
PE.5.1A Demonstrate and apply correct technique in a variety of locomotor skills and combinations during lead-up
activities.
PE.5.1B Demonstrate correct jumping and landing technique while performing a long jump and a full turn jump in both
directions.
PE.5.1C Demonstrate advanced balancing to include equipment, cross lateralization during increasingly complex
movements, and sequencing of four or more skills with repetition.
PE.5.2A Maintain balance and transfer body weight with control during dynamic activities and lead-up games.
PE.5.2B Practice bending, stretching, twisting, and curling while maintaining balance.
PE.5.4A Demonstrate the appropriate use of open space and closing space in small groups during dynamic activities
and lead-up games.
PE.5.4B Apply appropriate use of pathways and levels in small groups during dynamic activities and lead-up games.
PE.5.4C Apply speed, direction, and force with a short-handled implement during dynamic activities and lead-up games.
PE.5.11B Demonstrate correct safety precautions, including water, sun, cycling, skating.
Lesson #5-6: Cooperative Games and Team Building Activities
PE.3.12A Explain that personal actions have consequences for self and others.
PE.3.12B Demonstrate respect for differences and similarities in abilities of self and others.
PE.3.12C Explain and demonstrate self-management skills to control personal impulses and emotions.

GLOBAL GRADUATE

- State Process Standard

- Aligned to Upcoming State Readiness Standard

Ⓡ - State Readiness Standard
Ⓢ - State Supporting Standard

© Houston ISD Curriculum

2024-2025

Page 2 of 13

2024-2025 Planning Guide
Physical Education – Grade 3 - 5
Cycle 1, Unit 1

PE.3.13A Demonstrate respect and cooperation through words and actions during various group activities.
PE.3.13B Identify the feelings of others.
PE.3.14A Explain how practicing challenging physical activities can build confidence and minimize frustration when
learning a variety of new skills.
PE.3.15A Explain how practicing challenging physical activities can build confidence and minimize frustration when
learning a variety of new skills.
PE.3.16B Select and participate in physical activity for personal enjoyment.
PE.4.12A Accept and take responsibility for personal actions that affect self and others.
PE.4.12B Demonstrate respect for differences and similarities in abilities of self and others.
PE.4.12C Demonstrate self-management skills to control personal impulses and emotions during dynamic activities and
lead-up games.
PE.4.13A Discuss ways to resolve conflict in socially acceptable ways and respond to winning and losing with dignity
and understanding.
PE.4.13B Identify effective communication to enhance healthy interactions while settling disagreements.
PE.4.14A Identify ways to accept individual challenges and use self-management skills to persevere in a positive
manner when learning a variety of new skills.
PE.4.15A Listen respectfully to make appropriate changes in performance based on feedback from teacher and peers.
PE.4.16B Participate in a variety of physical activities in the school and community for personal enjoyment.
PE.5.12A Accept and take responsibility for personal actions that affect self and others during dynamic activities and
lead-up games.
PE.5.12B Accept responsibility and demonstrate respect for differences and similarities in abilities of self and others
during dynamic activities and lead-up games.
PE.5.12C Apply self-management skills to demonstrate self-control of impulses and emotions during dynamic activities
and lead-up games.
PE.5.13A Apply self-management skills to demonstrate self-control of impulses and emotions during dynamic activities
and lead-up games.
PE.5.13B Identify and describe effective communication to enhance healthy interactions while settling disagreements.
PE.5.14A Discuss the importance of accepting individual challenges and use self-management skills to persevere in a
positive manner during dynamic activities and lead-up games.
PE.5.15A Apply appropriate changes to performance based on feedback from peers.
PE.5.16B Analyze the level of personal enjoyment in a variety of activities in the school and community.

� English Language Proficiency Standards (ELPS)

Texas English Language Proficiency Assessment System (TELPAS)

Social Emotional Learning Competencies (SEL)

● self- awareness
● social awareness

● responsible decision-making
● self-management

● relationship skills

Key Concepts

● preparedness
● body awareness

● motor development

● spatial awareness
● precaution

Key Skills

GLOBAL GRADUATE

- State Process Standard

- Aligned to Upcoming State Readiness Standard

Ⓡ - State Readiness Standard
Ⓢ - State Supporting Standard

© Houston ISD Curriculum

2024-2025

Page 3 of 13

2024-2025 Planning Guide
Physical Education – Grade 3 - 5
Cycle 1, Unit 1

● attention
●

● etiquette

● listening

Academic Vocabulary

● consequences
● locomotor
● non-locomotor

● precaution
● prevention
● procedure

● safety
● traffic

Essential Understandings/Guiding Questions

Body awareness promotes safe movement when traveling.

1. How does body awareness enhance balance?
2. Why is it important to understand awareness in games?

Physical education incorporates rules in every aspect of playtime to promote an understanding of safety.

1. How can rules enhance the enjoyment of playtime?
2. Why is it important to observe boundaries?

Safety practices in social development include respect for self and others.

1. How do we show respect for ourselves and others in a gaming situation?
2. Why is respect for individual differences so important?

Assessment Connections

Performance Task: (National Physical Education Standards for K–12) Standards 1-5

Grade-Level Outcomes for K–12 Physical Education
● Leaps using a mature pattern. (S1.E1.3)
● Travels showing differentiation between sprinting and running. (S1.E2.3)
● Performs a sequence of locomotor skills, transitioning from one skill to another smoothly and without hesitation.

(S1.E6.3)

● Recognizes the concept of open spaces in a movement context. (S2.E1.3)
● Recognizes locomotor skills specific to a wide variety of physical activities. (S2.E2.3)
● Identifies physical activity benefits as a way to become healthier. (S3.E1.3b)
● Engages in the activities of physical education class without teacher prompting. (S3.E2.3)
● Recognizes the importance of warm-up and cool-down relative to vigorous physical activity. (S3.E4.3)
● Works cooperatively with others. (S4.E4.3a)
● Recognizes the role of rules and etiquette in physical activity with peers. (S4.E5.3)
● Reflects on reasons for enjoying selected physical activities. (S5.E3.3)
● Runs for distance using a mature pattern. (S1. E2.4)
● Applies the concept of closing spaces in small-sided practice tasks. (S2. E1.4b)
● Applies the movement concepts of speed, endurance, and pacing for running. (S2. E3.4a)
● Actively engages in the activities of physical education class, both teacher-directed and independent. (S3. E2.4)
● Engages actively in the activities of physical education class, both teacher-directed and independent. (S3. E2.4)
● Identifies the components of health-related fitness. (S3. E3.4)
● Reflects on personal social behavior in physical activity. (S4. E2.4)
● Exhibits etiquette and adherence to rules in a variety of physical activities. (S4. E5.4)
● Works safely with peers and equipment in physical activity settings. (S4. E6.4)
● Examines the health benefits of participating in physical activity. (S5. E1.4)

GLOBAL GRADUATE

- State Process Standard

- Aligned to Upcoming State Readiness Standard

Ⓡ - State Readiness Standard
Ⓢ - State Supporting Standard

© Houston ISD Curriculum

2024-2025

Page 4 of 13

2024-2025 Planning Guide
Physical Education – Grade 3 - 5
Cycle 1, Unit 1

● Describes and compares the positive social interactions when engaged in partner, small-group and large-group

physical activities. (S5E4.4)

● Identifies the need for warm-up and cool-down relative to various physical activities. (S3.E4.5)
● Applies safety principles with age-appropriate physical activities. (S4.E6.5)
● Analyzes different physical activities for enjoyment and challenge, identifying reasons for a positive or negative

response. (S5.E3.5)

● Expresses (via written essay, visual art creative dance) the enjoyment and/or challenge of participating in a favorite

physical activity. (S5.E2.5)

Teachers are encouraged to use various assessment strategies, including alternative-type, to determine student growth,
content mastery, and skill acquisition. Review the Assessment/Evaluation Descriptions document to determine
appropriate assessment tools. See supporting resources for additional assessment tools and templates.

Formative Assessment – Locomotor Skills - Student Self Assessments (Folder)

Summative Assessment – Teacher Checklists - Skills Assessment (Folder)

Instructional Considerations

Prerequisites and/or Background Knowledge for Students
Rules and Safety in Movement is a combination of TEKS objectives that bundles the following:
● the introduction to rules and safety
● awareness of personal/general space
● body control/balance

Each component works together to inform the other. For example, rules and safety is crucial to the management and
discipline that is needed to develop an awareness of personal/general space. Awareness of personal/general space
informs body control and balance. First-grade students have been introduced to the rules and safety of physical education
and are also developing a repertoire of movement concepts that incorporate personal/general space as well as body
control and balance. Sample activities found in Instructional Strategies below will support student understanding of
targeted concepts.

Background Knowledge for Teacher
Physical Education must cover many objectives within a very limited timeframe. Classroom management is the key to
effective instruction and is supported by the rules and safety procedures that you define for your class. Without classroom
management, students are left to feel insecure about their surroundings, and will not function optimally as students.

●Teachers may use the Physical Education & Health Year at a Glance 23-24 to organize activities for the six or for
the year. Teachers should take an inventory of their equipment to determine what activities to plan for.

●This document provides information on Critical Elements for Skills-Building for basic skills that students should
know for participating in small or large game activities.

●Universal Design Learning Guidelines by CAST is a framework to improve and optimize teaching and learning for
all learners. This framework is designed to engage students in meaningful learning activities using a variety of
strategies.

●Exemplar Lesson: Cycle 1: Balance and Skipping - Teachers can use this as a sample lesson plan template.

GLOBAL GRADUATE

- State Process Standard

- Aligned to Upcoming State Readiness Standard

Ⓡ - State Readiness Standard
Ⓢ - State Supporting Standard

© Houston ISD Curriculum

2024-2025

Page 5 of 13

2024-2025 Planning Guide
Physical Education – Grade 3 - 5
Cycle 1, Unit 1

Instructional Accommodations for Diverse Learners
Students with physical limitations may participate according to their range of motion. They are to be included in all lecture
activities. Learning disabled students may participate fully with adjustments that will follow their IEP for their limitation i.e.
reading, listening, vision, and physical ability. Special populations such as wheelchair students, hearing, speech and
vision impaired will be assisted by their aides, during class activities.

●Potential Modifications and Adaptations for Locomotor Skills

Rules and Safety for Physical Education
Rules and safety in physical education should be practiced regularly since physical activity is the objective of physical
education. Students must be aware of their expected behaviors and how to apply those expectations to the physical
education environment. Failure to follow safety precautions in physical education can lead to injury or even death.
Training students on how to behave, how to respond to teacher signals, interact with peers, and how to handle equipment
are the building blocks to a safe physical education environment.

The following are suggested strategies to consider when teaching physical education:
● Provide opportunities for students to journal to track personal fitness levels.
● Set up ground rules to assist with classroom management.
● Present a positive environment by displaying thought-provoking posters related to fitness.
● Establish and apply rules and procedures that are designed for safe participation during physical activity.
● Practice transitioning procedures: classroom, outdoors, and fire drill.
● Demonstrate sensitivity when recording personal information, such as height, weight, or BMI publicly in class.
● Facilitate proper stretching techniques and running/jogging form.
● Utilize a daily exercise routine, inclusive of cardiovascular fitness, muscular strength and endurance and flexibility.
● Provide opportunities for students to hydrate during activity.
● Provide opportunities for students to cool down after activity.
● Keep a record of any students with health concerns from a doctor on file and with the school nurse.

Using Stations in your Physical Education Class
Stations are a great way to teach and implement multiple activities or exercises while keeping students actively engaged.
Using stations in Physical Education class is an alternative to whole-group instruction. To implement, you create three or
more stations where a different activity is to be done at each station. Divide the class equally among the stations. Each
group is given an allotted amount of time at each station. When the allotted amount of time has expired, the groups rotate
to the next station and begin that exercise. If an exercise or activity is finished before time is up, then students simply
repeat the activity. Use music during the station sessions, as well as a cue for moving students from station to station.

Instant Activities
Instant activities are activities that students will do upon arrival to class. Let’s face it, students have been sitting in class all
day. The last thing they need to be doing is sitting in your gym waiting for all the other students to arrive or for you to get
situated and take roll. You only have 45–90 minutes per day to teach and get these kids moving/active!! Whether you
know it or not, every minute of Physical Education class time counts. Below are samples of instant activities.

●Rock-Paper-Scissors : Divide the gym into two halves. Students play a game of rock-paper-scissors with a
partner. They play rock by jumping four times, landing with feet together, and arms to their side. To play paper,
jump four times landing with feet apart and arms to the side. Scissors are played by jumping four times, landing
with feet spread apart front to back. If they win the round, they move to the right side of the gym. If they lose a
round, they stay or move back to the left side of the gym. Students should rotate partners for each round.

GLOBAL GRADUATE

- State Process Standard

- Aligned to Upcoming State Readiness Standard

Ⓡ - State Readiness Standard
Ⓢ - State Supporting Standard

© Houston ISD Curriculum

2024-2025

Page 6 of 13

2024-2025 Planning Guide
Physical Education – Grade 3 - 5
Cycle 1, Unit 1

●Give and Grab: Students partner up and face each other in a push-up position. One partner has two
beanbags—one beside each hand. They will pass each bag, one at a time, to their partner, who in turn will pass it
back (for a total of five passes each).

Teachers should be familiar with the National Standards for Physical Education to ensure that program planning will
develop physically literate students:
Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement
patterns.
Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to
movement and performance.
Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a
health-enhancing level of physical activity and fitness.
Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and
others.
Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge,
self-expression, and/or social interaction.

Suggested Instructional Schedule
*Review the chart below for suggested instructional times that are flexible, relative, and fluid based on length of class
period (45–90 min.)

Making Connections (MCN) – Engage, Connect, Explore - (Warm-Up Instant Activity)
* 10 - 15 min.
●Instant Activity/ Warm-up Activities appropriate for classroom setting/gymnasium setting

●Varied Fitness Focus/Warm-up for each day in the gymnasium

●Expectations and stated objective

●Language Objective

Content Acquisition (CAQ) – INM, Directions, Explain Fitness Activity:
* 10 - 20 min.
●Active participation for ALL/MVPA (moderate to vigorous physical activity)

●General knowledge (rules, strategy, technique, social behavior & procedures)

●Personal physical fitness knowledge, skill, & assessment

●Fitness/Wellness activities

●Integration of technology (I-touch, heart rate monitors, and pedometer)

Modeling and Practice (MAP) – Demonstration, Guided Practice, and Feedback (Skill
Development and Lead Up Game) – * 10 - 20 min.
●Movement skill development/practice (physiological & biomechanical)

●Cooperative activities (small or whole group)

●Health topics associated with personal fitness (activity-based and knowledge-based)

Application (APP) – Independent Practice, Scenario-based Applications, and Feedback
(Skill Development and Lead Up Game)
●Active participation for ALL students including hands on instruction

●Digital photo stories, trading cards, Google apps and other technical software will be used
to enhance student products and integrate technology into content

●Opportunities for listening, speaking, reading, and writing

Demonstration of Learning (DOL) – Assess, Evaluate (Skill Development and Lead Up
Game) *5-10 min

GLOBAL GRADUATE

- State Process Standard

- Aligned to Upcoming State Readiness Standard

Ⓡ - State Readiness Standard
Ⓢ - State Supporting Standard

© Houston ISD Curriculum

2024-2025

Page 7 of 13

2024-2025 Planning Guide
Physical Education – Grade 3 - 5
Cycle 1, Unit 1

●Student Demonstration of Learning

●Assessment/Review/Clarification/Transfer

Cool Down/SEL/Closure/Q&A
●Cool-down appropriate for gymnasium setting or outdoor setting

The following links provide samples of rules, Texas Standards for Physical Education, and how to properly signal students
to effectively follow your lead. You can use these resources to help guide you in those areas.
●Sample Classroom Rules That Are Comprehensive, Positive, and Clear

●Texas Physical Education Standards

●Physical Education Cues

Inclement Weather and Environmental Conditions
Exposure to extreme heat or cold conditions may cause serious illness or be harmful to students. Therefore, careful
consideration should be given to weather conditions whenever classes are held outside. Good judgment must be used
when temperatures are above 95 degrees or below 35 degrees. Additionally, special precautions should be taken
whenever the smog and ozone levels are extremely high. (Refer to School Guidelines). During the months of August
through October, the heat temperatures can create a crisis situation for students with health conditions such as asthma
and other upper-respiratory ailments. Pay attention to scheduled pesticides and lawn service that may alter the air quality.
Teachers should be familiar with the following weather alert in order to appropriately plan and organize classroom
activities.

Ozone Alerts: Texas Commission on Environmental Quality: Teachers can sign up to receive daily Air Quality and/or
Ozone Action DAY email alerts.

Safety Tips
Hot Weather
● Encourage students to wear hats and use sunscreen.
● Reduce the physically demanding activity.
● Reduce the exposure time to sun and heat.

Cold Weather
● Encourage students to dress in layers on cold days. Once the body is properly warmed up, a layer can be taken off.
● Increase warm-up time with proper stretching to prepare muscles for the specific activity.
● Remind students to hydrate even though they may not feel thirsty after exercise and activity.

Instructional Strategies/Activities

Instructional strategies and activities for physical education should be engaging, creative, interactive, and should provide
opportunities for students to participate in moderate to vigorous physical activity. Although literacy development can be
supported through health and fitness-related concepts, it is most important that instructional strategies target the selected
physical activity. The following are sample instructional strategies that can be used in physical education.

Prior to instruction, be sure to introduce these skills in support of motor instruction. Depending on grade level and unit of
instruction, you may be introducing, reviewing, or assessing these skills.

Activity: “Rockin’ Robin” modified lesson below
Equipment/Materials Needed: tumbling mats, “Rockin’ Robin” the song, pictures of people performing motor skills,
CATCH activity cards

GLOBAL GRADUATE

- State Process Standard

- Aligned to Upcoming State Readiness Standard

Ⓡ - State Readiness Standard
Ⓢ - State Supporting Standard

© Houston ISD Curriculum

2024-2025

Page 8 of 13

2024-2025 Planning Guide
Physical Education – Grade 3 - 5
Cycle 1, Unit 1

Objective: This activity will promote student awareness of safety.
Student Guided/Independent Activity
● Space the mats within the boundaries (for example, the basketball boundary lines) set for physical activity, with enough

space between them for safe movement.

● At one end of each mat, place a laminated picture of different skills students have previously been taught.
● Examples include skills such as the forward rocker, bunny jump, frog jump, forward roll, egg roll, log roll, pencil

roll, backward roll, mule kick, and backward rocker.

● Explain to the class that when the music plays, they are to travel through general space all around the boundary area

(without touching the mats) by skipping (galloping, etc.).

● When the music stops, they are to get into groups of no more than three behind each mat.
● Then they are to read the card and perform the skill one person at a time on the mat.
● Allow enough time for the students to do each skill once or twice before starting the music again.
● Also, encourage students to go to a different mat each time as well as being a new group each time.
● While students are performing skills at the different mats, observe to check for correct execution and safety.

Activity: “Take It Home” modified lesson from PE Central
Equipment/Materials Needed: bean bags, rubber rings or any safe equipment that can be easily grasped (need 30 or
more objects); jump ropes; hoop; pinnies
Objective: This activity will promote chasing, fleeing, and dodging skills

Student Guided/Independent Activity
● Equipment is scattered behind safety lines (or mark area with cones) along two sides of the playing area.
● Two taggers (wearing pinnies) are chosen to begin protecting the objects from being “taken” by the non-taggers.
● At the “go” signal, non-taggers (who are standing at “home” behind safety lines or cones along the other two sides of

the area) try to retrieve one object at a time from behind the safety lines and take it back “home” without getting tagged
by the taggers (who can go anywhere in the general space).

● Non-taggers are “safe” any time they cross into the “home” area and thus cannot be tagged by the taggers.
● If tagged, a non-tagger becomes a “tagger” (if the non-tagger had a piece of equipment in his/her hand when tagged,

he/she puts it back where it originally was, and then gets a pinnie to put on).

● Students should work together to either get “non-taggers” tagged, or to retrieve the equipment.
● Start a new game when only a few non-taggers remain, or when all the equipment has been “taken” to the “home” area.

Activity: Walk Across…
● Track students’ steps either in Physical Education class or throughout the day steps as part of a school-walking

program.

● Have students collaborate to set a goal destination and include challenges for students to learn more about their

chosen location.

● This can incorporate library skills, computer/internet searching, and social studies.

Activity: Hula Hoop Car Road Trip modified lesson from PE Central
Materials Needed: One hula hoop per child
Objective: Students will use cooperative, respectful, and safe behaviors while maintaining good personal space. Students
will cognitively recall actions associated with specific “road terms.” Students will keep their heart rate up through active
participation throughout the activity.

Student Guided/Independent Activity

GLOBAL GRADUATE

- State Process Standard

- Aligned to Upcoming State Readiness Standard

Ⓡ - State Readiness Standard
Ⓢ - State Supporting Standard

© Houston ISD Curriculum

2024-2025

Page 9 of 13

2024-2025 Planning Guide
Physical Education – Grade 3 - 5
Cycle 1, Unit 1

Each student will hold a hula hoop around her/his waist, keeping the hoop horizontal to the ground throughout the activity.
The hula hoop is her/his car and will be used to travel around the gym. (The hula hoop helps each student stay in her/his
personal space.) Students need to avoid bumping into the hoops of other children.

While the students are traveling throughout general space, the teacher will call out “road terms.” When students hear a
“road term” they perform the activity assigned to that specific term. Begin with only a few terms. As children learn the
associated actions, more terms can be introduced. Some possible terms and their associated actions are as follows:
1. Speed Limit 30: Walk
2. Bumpy Road: Skip
3. Flat Tire: Hop
4. Stuck in the Mud: Jog in place
5. Interstate: Jog in general space
6. Rain: Drop the hula hoop and move arms up and down while making the sound of windshield wipers
7. Radio: Drop the hula hoop and turn on the radio. then sing a tune and dance inside the hoop
8. Sunshine: Reach into the glove compartment to pull out cool shades. put them on using the “John Travolta” fingers in a

“V” shape moving over the eyes

9. School Crossing: Walk very slowly
10.Muddy Road: Slide in the mud by sliding feet and moving hips
1. Spinning a Doughnut: Spin hula hoop around waist or other body part
2. Out of Gas: Drop hoop and sit pretzel style inside hoop

Assessment Ideas
Teacher observation using a rubric covering: (1) ability to maintain personal space, (2) cooperative, respectful, and safe
behaviors, and (3) ability to recall action associated with each term. Increased heart rate can be assessed through
students feeling their pulse quickly during and after the activity.

Activity: “Corner Tag” modified from PE Central lesson
Equipment/Materials Needed: Eight hula hoops, four foam balls, pinnies for four different teams, cones.
Objective: To promote moderate to vigorous physical activity

Student Guided/Independent Activity
● Set up cones so that the playing area is divided into four different areas.
● Divide students into four different groups.
● Give each team a foam ball to place in a hula hoop in one of the four corners of the gym.
● Each team also has a hula hoop placed nearby on the sidelines as a place for tagged players.
● On the “go” signal students try to steal the other three team’s balls and bring them back to their own hula hoop.
● When a student is in another team’s territory (quarter of the playing area), they can be tagged by any member of that

team and sent to that team’s side hula hoop for tagged players.

● Students are safe inside the hula hoop.
● Students can get free again by having another member of their own team go to the hula hoop and, taking their hand,

move back to their territory.

● They must go back to their territory first before returning to the game.
● Challenge teams to get all four balls in their hula hoop.

Activity: “Ocean Rescue” modified lesson from PE Central

GLOBAL GRADUATE

- State Process Standard

- Aligned to Upcoming State Readiness Standard

Ⓡ - State Readiness Standard
Ⓢ - State Supporting Standard

© Houston ISD Curriculum

2024-2025

Page 10 of 13

2024-2025 Planning Guide
Physical Education – Grade 3 - 5
Cycle 1, Unit 1

Equipment/Materials Needed: poly spots or hula hoops, fleece balls, soft balls, and cones
Objective: To provide students practice trials for throwing and catching using key motor skills to enact smooth transitions
from one skill to the next.

Student Guided/Independent Activity
● The class is divided into two groups. One group is selected to be the “sailors” and is instructed to spread out within the

playing area. The “sailors” are then to find a hoop or poly spot in which to stand and assume the catching position
(hands up at chest level, fingers pointing up). The other half of the students in the class are “rescuers” and are
distributed equally along the throwing line.

● The teacher then provides an introductory story about sailors who are floating out on the sea and are in need of rescue.

The poly spot/hoop is designated as the “flotation device” for the “sailors” and a fleece/softball is designated as a “life
ring” that the “rescuers” are to throw to the “sailors” from a rescue ship (line on the gym floor).

● On a signal from the teacher, the “rescuers” begin throwing their “life rings” (fleece or softballs) using an overhand throw

to attempt to rescue the “sailors.” “Sailors” must catch the “life rings” while standing in a hula hoop or on a poly spot.
When a “sailor” catches a ball the “rescuer” simulates pulling the “sailor” to the ship. The sailors then join the rescuers
by throwing to the remaining sailors. If the throw is not caught the “rescuers” must retrieve and continue throwing from
behind the throwing line. Play continues until all “sailors” are rescued or use a time limit. Students then switch roles
from “sailor” to “rescuer” and the activity can be repeated.

Variations
For younger students, you could focus on the underhand throw and use a large softball.

Assessment Ideas
The teacher can utilize a checklist containing key teaching cues for appropriate skill performance of the overhand throw
and for catching skills. During the activity, they can observe students for proficiency in throwing and catching techniques.

Adaptations for Students with Disabilities
To modify the activity for inclusion of students with disabilities, the throwing line distance can be modified or the utilization
of a bounce rule can be implemented.

Activity: “The Bus”
Equipment/Materials Needed: One or more large (high jump size) mats
Purpose of Activity: To help students cooperate when completing physical challenges.

Student Guided/Independent Activity
● Let students know they will need to be cooperating together in order to complete the day’s activities. Their purpose will

be to work together in order to move a large mat around the gymnasium (or teaching area). Discuss what it means to
cooperate: working together nicely, looking out for others, helping others, talking nicely with others.

● Remind students that there are some important safety concerns involved with this activity. They especially need to

remember that they are to move at the same speed as everyone else in their group. If they go too fast, they can cause
other people—and the mat—to fall, and people might get hurt. They need to think of others and not “horse play,” as
others again can get hurt. Also, remind them they need to lift and put the mat down together. Suggest that each group
designate one person as the “captain,” who leads (by counting) when the mat should be picked up and put down.

● Divide students into groups around each mat (try not to have too many at one mat, for safety reasons; perhaps half the

group at one mat). Present the following challenges (mats are on the ground when you explain all challenges) and have

GLOBAL GRADUATE

- State Process Standard

- Aligned to Upcoming State Readiness Standard

Ⓡ - State Readiness Standard
Ⓢ - State Supporting Standard

© Houston ISD Curriculum

2024-2025

Page 11 of 13

2024-2025 Planning Guide
Physical Education – Grade 3 - 5
Cycle 1, Unit 1

students try them after you’ve finished explaining each, answering any questions as needed. If needed, stop the activity
and discuss the kinds of behaviors that are helpful—and hurtful—to a group working together.

Challenge 1 Lifting the Mat: Students lift the mat together, then bring it back down to the floor (quietly) at the same time.
You may decide to verbally “count” to cue students to lift it the first time, and then allow the “captain” to count after that.
Remind students to lift it only to a point where they are able to see over the mat.
Challenge 2 The Drop: Students lift the mat. At your signal, they drop it at the same time. Remind them to move
backward out of the way when they drop it! If they all do it at the same time, it will make a big boom! (Not necessarily fun
for you to hear it, but the kids will love it!) Again, you may want to verbally count for them to do it the first time, then allow
the captain to give the cues to drop it after that.
Challenge 3 The Drive Around: Students lift the mat and walk around the gym while holding it up (again, not higher than
they can see over it). Give students direction to turn: straight, turn left, turn right, U-turn, backward, etc.
Challenge 4 The Pick Up: Have a few students spread around the gym. A group with a mat comes over to “pick up” each
child. The group must drop the mat, the student lays on the mat, and the group up must pick the mat back up. Stress the
safety! It is important that the student on the mat lies without moving, and that the group brings the mat to the floor safely
without dropping it. Be sure not to pick up more than two students at a time.
Challenge 5 The 360: Students turn the mat 360 clockwise, then counterclockwise.
Challenge 6 The Tow Truck: While half the class lifts the mat up, the other half goes under the mat on the hands and
knees, all facing the same direction. The mat is gently brought down onto the student’s backs, who then must move the
mat to the “garage” (sideline) without dropping it.
When done, review the types of behaviors which were positively used to cooperate.

Variations
Smaller mats may be used with a lesser number of students. Stress the safety aspect to students. Don’t hesitate to stop a
group which is having difficulty cooperating.

Assessment Ideas
Ask students to complete a small sheet detailing how their group worked together by coloring in the “smile” face for
“good”; “so-so” face for “OK”; “frowny” face for “not so good”. Have them write at least one reason for their rating.

Resources

Adopted Instructional Materials
Quaver Health and PE is a Houston ISD district approved
resource to promote wellness and movement with our
engaging, standards-aligned K-5 Health and PE curriculum.

Supporting Resources
● The 5E Instructional Model Explained: A Framework for

Inquiry-Based Learning

● Assessment/Evaluation Descriptions
● Differentiated Instructional Strategies
● T-TESS Teacher Toolkit
● Madeline Hunter Lesson Plan Format (Explanation)
● Sample Classroom Rules That are Comprehensive,

Positive, and Clear

Online Resources Con’t
● SHAPE America
● SHAPE America Teacher Tool Box
● SPARK PE
● Special Olympics Texas
● Sunwise: A free environmental and health education

program to teach K–8 children about sun safety, UV
radiation, and stratospheric ozone.

● TAHPERD Texas Professional Organization

Digital Resources and APPS see Canvas for additional
resources.
● Brain Pop -Brain Pop is a group of educational websites

with over 1,000 short, animated movies for students in

GLOBAL GRADUATE

- State Process Standard

- Aligned to Upcoming State Readiness Standard

Ⓡ - State Readiness Standard
Ⓢ - State Supporting Standard

© Houston ISD Curriculum

2024-2025

Page 12 of 13

2024-2025 Planning Guide
Physical Education – Grade 3 - 5
Cycle 1, Unit 1

● Teaching Cues for the PE Central Skills Challenge

Online Resources
● Adaptations for Specific Activities PE Central adaptations

that may support lessons.

● American Heart Association
● Billion Mile Race – Log the number of miles, set goals and

track student progress.

● CDC- Youth Risk Behavior Data
● Comprehensive

School

Physical

Activity

Program

(CSPAP)

● Cooper Institute
● Drumfit
● Fueluptoplay60
● GoNoodle.com: Videos that activate kids’ bodies and

brains

● Grade-Level Outcomes for K-12 Physical Education
● Gopher Dynamic PE Online Lessons
● Healthy People 2030
● It’s Time Texas
● Mental Health America
● MyHealthyZone – Web-based Fitness Reporting System

w/ with Teacher Resources

● NASCO Education - Lesson plan resource
● NFL Play 60
● OPEN- Online Physical Education Network: Curriculum

resources

● Ozone

Alerts:Texas

Commission

onEnvironmental

Quality

● PE Central
● pelinks4u
● Physical & Health America

grades K-12, together with quizzes and related materials.

● Class Dojo - simple way to build an amazing classroom

community.

● Flip - 10 min max time on videos; can import YouTube

videos, Teacher recorded instructions, Student response,
teacher feedback.

● Google Classroom - streamlines assignments, boosts

collaboration, and fosters seamless communication to
make teaching more productive and meaningful.

● KAHOOT! - Create, play and share fun learning games for

any subject, for all ages, for free!

● Marathon Kids - A free cloud-based platform for coaches

to track physical activity effort and measure progress of
goals.

● Padlet - collaboration site
● Peardeck – platform to make presentation interactive
● Plickers - a powerfully simple tool that lets teachers collect

real-time formative assessment data without the need for
student devices.

● Quizlet - Interactive games, study modes and practice

tests make learning fun and effective.

● Quizziz - Find and create free gamified quizzes and

interactive lessons to engage any learner.

● Teacher Healthier - provides educators with FREE access

to nutrition and physical activity lessons through their
smartphone or tablet! Powered by It’s Time Texas.

● Team Shake App - provides a technological and

environmentally friendly way to choose teams for board
games, sporting events, tournaments, school projects or
anytime groups are required.

● Vocabulary.com - Combines the world’s smartest

dictionary with an adaptive learning game that will have
students mastering new words.

● Wordle Cloud Maker - Generates “word clouds” from text

provided.

GLOBAL GRADUATE

- State Process Standard

- Aligned to Upcoming State Readiness Standard

Ⓡ - State Readiness Standard
Ⓢ - State Supporting Standard

© Houston ISD Curriculum

2024-2025

Page 13 of 13