Learning Module: GO BE GREAT!

Elementary Weeks 1-3

I will learn how physical activity
improves my overall health and
prevents disease.

I will learn how physical

activity improves my mental
health and my mood.

I will participate in activities

that I enjoy.

I will learn how to participate safely

in physical education activities in
different activity environments
(home and school).

Go Be Great is the first physical education learning module of the school year.
It is important because it will teach us:
• how to be safe while having fun in physical education class
• why it’s important to be physically active every day
• how to improve my physical and mental health with fun activities
Students and families:
During the first 3 weeks of this school year we will be working on a unit called Go Be Great!
During this unit we will talk about how physical education will work this year, how to keep
our friends and ourselves safe while we’re being physically active, and why being active is
important for our physical and mental health.
Keep this page in a safe place. It’s a checklist of everything that you will need to complete
during this 3-week Go Be Great experience! But, if there’s ever a time when you need a
copy of our learning materials, you can visit www.OPENPhysEd.org/penow to download
activity pages, assignments, and watch video demonstrations of the games and learning
activities that we’ll be using in physical education class.
Thank you for being physically active every day.
Go Be Great!

Physical Education Checklist Weeks 1–3

CHECK WEEK 1
Attend physical education class, have fun, and stay healthy and safe.

Complete Weekly Physical Activity Log (be active every day for 60 minutes).
WEEK 2
Attend physical education class, have fun, and stay healthy and safe.

Complete the Indoor Activity Map. Send it to your Physical Education teacher.

Complete Weekly Physical Activity Log (be active every day for 60 minutes).
WEEK 3
Attend physical education class, have fun, and stay healthy and safe.
Print the Go Be Great Choice Board and hang it on your wall.
It’s okay if you don’t want to print the choice board. You can draw your own poster version!

Complete Weekly Physical Activity Log (be active every day for 60 minutes)
 WEEK 1 STUDENT LEARNING OBJECTIVES
PHYSICAL EDUCATION OBJECTIVES:
• I will talk with classmates about why physical activity is good for our
health.
• I will enjoy being physically active.
SOCIAL AND EMOTIONAL OBJECTIVES:
• I will respect at least 6 to 12 feet of my classmates’ personal space.
• I will behave in ways that are trustworthy.

WELLNESS OBJECTIVES:
• I will be physically active every day for at least 60 minutes.
• I will respect at least 6 to 12 feet of personal space around classmates.
• I will look for a safe activity space at home that I can use every day.

CONTENT-SPECIFIC PRIORITY OUTCOMES

Physical Education Priority Outcomes:
VALUES PHYSICAL ACTIVITY: PERSONAL HEALTH
Students recognize the value of physical activity for physical, emotional, and
mental health.
• (3) Discusses the relationship between physical activity and good health.
• (4) Examines the health benefits of available physical activity options.
• (5) Compares the health benefits of available physical activity options.
Social and Emotional Learning Priority Outcomes:
SELF-MANAGEMENT: SAFETY
• (Elementary) Defines and applies strategies for impulse control as well as
emotional and behavioral regulation with consideration for self and others.
SOCIAL AWARENESS: SAFETY
• (Elementary) Recognizes and demonstrates respect for social and
ethical norms with consideration of self and others.
 WEEK 2 STUDENT LEARNING OBJECTIVES
PHYSICAL EDUCATION OBJECTIVES:
• I will participate in all physical education learning activities.
• I will enjoy being physically active.
SOCIAL AND EMOTIONAL OBJECTIVES:
• I will respect at least 6 to 12 feet of my classmates’ personal space.
• I will demonstrate enthusiasm while safely controlling my personal
behavior.

WELLNESS OBJECTIVES:
• I will be physically active every day for at least 60 minutes.
• I will respect 6 to 12 feet of personal space around classmates.
• I will draw a map of a safe physical activity space in my home.

CONTENT-SPECIFIC PRIORITY OUTCOMES

Physical Education Priority Outcomes:
VALUES PHYSICAL ACTIVITY: SOCIAL INTERACTION
Students recognize the value of physical activity for physical, emotional, and
mental health.
• (3) Describes positive social interactions that come with physical activity.
• (4) Describes and compares positive social interactions when engaged
in partner, small-group, and large-group physical activities.
• (5) Describes the social benefits gained from physical activity.
Social and Emotional Learning Priority Outcomes:
SELF-MANAGEMENT: SAFETY
• (Elementary) Defines and applies strategies for impulse control as well as
emotional and behavioral regulation with consideration for self and others.
SELF-AWARENESS: EMPOWERMENT
• (Elementary) Identifies personal thoughts and values that contribute to
confidence and optimism.
 WEEK 3 STUDENT LEARNING OBJECTIVES
PHYSICAL EDUCATION OBJECTIVES:
• I will discuss the ways that physical activity improves my health.
• I will enjoy physical activity outside of physical education class.
SOCIAL AND EMOTIONAL OBJECTIVES:
• I will respect at least 6 to 12 feet of my classmates’ personal space.
• I will demonstrate enthusiasm while safely controlling my personal
behavior.

WELLNESS OBJECTIVES:
• I will be physically active every day for at least 60 minutes.
• I will respect 6 to 12 feet of personal space around classmates.
• I will complete all tasks on my Go Be Great physical education checklist.

CONTENT-SPECIFIC PRIORITY OUTCOMES

Physical Education Priority Outcomes:
FITNESS KNOWLEDGE: PHYSICAL ACTIVITY KNOWLEDGE
Students demonstrate the knowledge and skills required to achieve and
maintain a health-enhancing level of personal fitness.
• (3) Identifies physical activity benefits as a way to improve health.
• (4) Analyzes different opportunities for participating in physical activity
outside physical education class for personal health benefits.
(5) Charts and analyzes physical activity outside physical education
class for personal fitness and health benefits.
Social and Emotional Learning Priority Outcomes:
SOCIAL AWARENESS: EMPOWERMENT
• (Elementary) Identifies and discusses the value of specific family, school,
and community resources and supports.
RELATIONSHIP SKILLS: EMPOWERMENT
• (Elementary) Applies constructive language to encourage self/others.
 WEEK 1
PERSONAL SPACE: The area around
a person where they feel safe. It feels
uncomfortable when someone enters
this space.
To keep everyone safe, we must
respect 6 feet of personal space.
30-Second Jump Routine: [YouTube]
We’re are going to do 3 types of
Jumping Jacks: Normal Jumps,
Mummy Jumps, and You-Jumps. The
music will play for 30 seconds and then
stop for 15 seconds. While the music
plays, pick 1 type of jumping jack and
jump for the full time. Rest when the
music stops. When it restarts, pick a
different jumping jack and start
jumping.
(Apple Music Interval Track)

WEEK 1 WEEK 1
TRUST: A good feeling you get when ENJOY: To have a fun time. We enjoy
you can rely on someone or something. playing physical activity games.
We trust that our teachers and HEALTH: Free from sickness and
classmates will behave in ways that injury. Feeling physical, mental, and
help to keep everyone safe. social well-being.
RPS Victory Dance: [YouTube] We enjoy physical activity and it helps
Stand at least 6’ from a partner. The to protect our health.
object of the game is to win a round of
Rock, Paper, Scissors, then do a Cone Flip Chaos: [YouTube]
victory dance to celebrate. You get 10 Try to flip the cone on its base. Land
seconds to do your dance, then play the cone for 1 point. Do 3 jumping jacks
another round. to earn 2 flips. You must jump before
you flip. (Teachers, you flip for the
Sports Charades: [YouTube] class. If students flip, use disinfectant
Stand at least 6’ from a partner or wipes on the cone after each flip.)
group. The object is to silently act out a
sport so that your partner or the group Bottle Flip Chaos [YouTube]
can guess what it is. Take turns acting. Play at home.
 WEEK 2
ENTHUSIASM: An important feeling
you get when you’re excited about a
goal and are motivated to work toward
that goal.
Mr. Walker is enthusiastic about being
the best teacher he can be.
YES or NO Body Language: [YouTube]
I’m going to ask you some yes or no
questions. If your answer is “YES” then
you’ll jog in place until I ask the next
question. If your answer is “NO” then
you’ll do jumping jacks until I ask the
next question. Let’s try!
Does 5 + 5 = 10? YES! (Jog in Place)
Does 2 + 2 = 7? NO! (Jumping Jacks)
-Is physical activity good for my health?
-Do zebras run on only 2 legs?
-Find more on the Y or N question card.

WEEK 2 WEEK 2
PERSONAL BEHAVIOR: The actions RESOURCE: The supplies,
of an individual person. opportunities, and support that a
person can use in order to do a job or
Ms. Wilder taught us to take live productively.
responsibility for our personal behavior.
Kendra can go to a park near her
Best Foot Forward: [YouTube] house to walk with her family. It’s a
Stand at least 6’ from a partner. The great resource that she can use to be
object is to score 10 points. You get 1 physically active.
point when your foot pattern matches
your pattern choice. Decide who is Favorite Song Workout: [YouTube]
“same” and who is “different”. Jump 3 Use the song 20 Second or More by
times and say, “1, 2, show!” Land with Doug E Fresh and Hip Hop Public Health
your feet together, or your feet apart. to get a fun workout. Listen to the song.
If your feet match your partner’s feet Jog in place during verses. Do jumping
(e.g. you both landed with feet jacks during the chorus. The chorus
together) it’s a match and “same” wins. says, “Wash your hands everybody...”
If one’s feet are together and one’s Listen again and choose 2 different
apart, then “different” wins. safe exercises. Create new workouts
with more of your favorite songs.
 WEEK 3
ENCOURAGEMENT: A feeling of
support, confidence, or hope.
The encouragement Ami felt came from
positive words her friends were saying.
TEACHER / STUDENT CHOICE
Choose 1 (or both) Warm-Up activity.
30-Second Jump Routine: [YouTube]
3 types of Jumping Jacks: Normal
Jumps, Mummy Jumps, and You-
Jumps. 30 sec. jump intervals. 15 sec
rest intervals. (Interval Music Link)
YES or NO Body Language: [YouTube]
Ask yes or no questions. If the
answer is “YES” then jog in place. If the
answer is “NO” then do jumping jacks.
-Find questions on the Yes or No Card.

WEEK 3 WEEK 3
WELLNESS: Good personal physical RESPECT: A feeling of honor for the
and mental health. feelings and rights of others.
Wellness is an important goal that We respect the health of our
Caleb’s family is working toward. classmates, so we wear our masks
while we’re together.
TEACHER / STUDENT CHOICE
Choose a Purposeful Practice activity. TEACHER / STUDENT CHOICE
Choose 1 (or both) Warm-Up activity.
Victory Dance RPS: [YouTube]
Dance if you win a round of RPS. Cone Flip Chaos: [YouTube]
Try to flip the cone on its base. Land
Sports Charades: [YouTube] the cone for 1 point. Do 3 jumping jacks
Silently act out a sport so that a to earn 2 flips.
partner or group can guess what it is.
Favorite Song Workout: [YouTube]
Best Foot Forward: [YouTube] Use the song 20 Second or More by
Jump 3X, “1, 2, show!” Land with feet Hip Hop Public Health. Jog in place
together, or feet apart. If all feet match: during verses. Do jumping jacks during
“same” wins. If all feet don’t match: the chorus.
“different” wins.
 [Week 1 Sample Script]
Brain & Body Warm-Ups
It’s week 1 of physical education class and we’re going to talk about 4 really important things
that will help make this year great for all of us.
The first thing is Personal Space. Personal Space is the area around a person where they feel
safe. It feels uncomfortable when someone enters another person’s personal space.
Because of COVID-19, our personal space is bigger this year and we have to be very respectful
of at least 6 feet of personal space. This will help everyone stay healthy and safe. So, while
we’re moving and are enjoying physical education activities, we will all be staying at least 6 to
12 feet away from our classmates and teachers.
The first part of our lesson helps us warm-up our brains and bodies while respecting everyone’s
personal space. You can do our warm-up activities in school or at home. There’s a Brain & Body
Warm-Up listed on this week’s movement menu with short instructions to help you remember
how to play.

Purposeful Practice
The second thing we need to talk about this week is Trust. Trust is a really good feeling you get
when you can rely on someone or something. You can trust your physical education teachers to
find really fun games that will help keep our minds and bodies healthy and strong.
It’s really important to have people in your life that you can trust, and also to be trustworthy for
the people around you. For example, your teachers and classmates need to trust that you’ll
respect at least 6 feet of personal space and wear your mask. We know this will help us all stay
safe and keep our families safe. We have to trust each other to do these important things.
Just like I promised, I have a couple of fun games that we can play. They’re also listed on this
week’s movement menu with short instructions to help you remember how to play at home.

Just for Fun (and health)

The final thing I want to talk about this week is why it’s important for us to be physically active
every day. The first reason is because moving our bodies is fun – we enjoy being physically
active. That enjoyment really helps our minds and our hearts stay healthy and ready to learn
and grow. Sometimes school and other things can be a little stressful. Physical activity helps us
control that stress and feel better.
The second reason that we need to be physically active every day is for our personal health.
Physical activity helps our bodies stay strong so we can do great things and work toward our
goals. It boosts our immune systems to help our bodies fight disease and stay healthy. If we’re
active every day then we’re less likely to get sick. And if we do get sick, we’ll get better faster.
This week look around your home for a place where you can safely be physically active. Find a
place clear of furniture or clutter that you might trip on or break. Next week you’ll draw a map of
your physical activity area.
The final section of our movement menu has an activity we can do just for fun and health. Let’s try!
 BRAIN & BODY WARM-UP
PERSONAL SPACE: The area around a
person where they feel safe. It feels
uncomfortable when someone enters this
space.
To keep everyone safe, we must respect 6 to
12 feet of personal space.

30-SECOND JUMP ROUTINE

• We’re are going to do 3 types of Jumping
Jacks: Normal Jumps, Mummy Jumps, and
You-Jumps.
• Watch the clock and jump for 30 seconds,
and then rest for 15 seconds.
• Pick 1 type of jumping jack and jump for the
full 30 seconds. Then rest.
• While you rest, pick a new type of jumping
jack. After 15 seconds of rest, jump again.
 BRAIN & BODY WARM-UP
ENTHUSIASM: An important feeling you get
when you’re excited about a goal and are
motivated to work toward that goal.
Mr. Walker is enthusiastic about being the best
teacher he can be.

YES OR NO BODY LANGUAGE

• I’m going to ask you some yes or no
questions.
• If your answer is “YES” then you’ll jog in
place until I ask the next question.
• If your answer is “NO” then you’ll do
jumping jacks until I ask the next question.
Let’s try!
- Does 5 + 5 = 10? YES! (Jog in Place)
- Does 2 + 2 = 7? NO! (Jumping Jacks)
- Is physical activity good for my health?
- Do zebras run on only 2 legs?
 PURPOSEFUL PRACTICE
TRUST: A good feeling you get when you can
rely on someone or something.
We trust that our teachers and classmates will
behave in ways that help to keep everyone
safe.

RPS VICTORY DANCE

• Stand at least 6 to 12 feet from a partner.
• The object of the game is to win a round of
Rock, Paper, Scissors, then do a victory
dance to celebrate.
• You get 10 seconds to do your dance, then
play another round.
 PURPOSEFUL PRACTICE
TRUST: A good feeling you get when you can
rely on someone or something.
We trust that our teachers and classmates will
behave in ways that help to keep everyone
safe.

SPORTS CHARADES
• Stand at least 6 to 12 feet from a partner or
group.
• The object is to silently act out a sport so
that your partner or the group can guess
what it is.
• Take turns acting.
 PURPOSEFUL PRACTICE
PERSONAL BEHAVIOR: The actions of an
individual person.
Ms. Wilder taught us to take responsibility for
our personal behavior.
BEST FOOT FORWARD
• Stand at least 6 to 12 feet from a partner.
• The object is to score 10 points. You get 1
point when your foot pattern matches your
pattern choice.
• Decide who is same and who is different.
• Jump 3 times and say, “1, 2, show!” Land
with your feed together, or your feet apart.
• If your feet match your partner’s feet (e.g.
you both landed with feet together) it’s a
match and “same” wins.
• If one’s feet are together and one’s apart,
then “different” wins.
 JUST FOR FUN (AND HEALTH)
ENJOY: To have a fun time.
We enjoy playing physical activity games.
HEALTH: Free from sickness and injury.
Feeling physical, mental, and social well-being.
We enjoy physical activity and it helps to protect
our health.

CONE FLIP CHAOS

• Try to flip the cone on its base.
• Land the cone for 1 point.
• Do 3 jumping jacks to earn 2 flips.
• You must jump before you flip.
Students, be sure to wipe the cone with a
disinfectant wipe before and after you take a
turn flipping.
 JUST FOR FUN (AND HEALTH)
RESOURCE: The supplies, opportunities, and
support that a person can use in order to do a
job or live productively.
Kendra can go to a park near her house to walk
with her family. It’s a great resource that she
can use to be physically active.

FAVORITE SONG WORKOUT

• Use the song 20 Seconds or More by
Doug E Fresh and Hip Hop Public Health to
get a fun workout.
• Play the song. Jog in place during verses.
Do jumping jacks during the chorus. The
chorus says, “Wash your hands
everybody...”
• Create new workouts with more of your
favorite songs.
 Question starters for your game of
YES or NO Body Language:

• Do you like to help make dinner for your family?

• Do you like to play sports?
• Do you like to dance?
• Do you like to listen to music?
• Do you like to create art?
• Do you have a pet?
• Do you like being physically active with friends and family?
• Do you like to eat fruit as a snack?
• Is sitting down watching a full day of videos good for you?
• Is drinking a lot of sugary drinks good for you?
• Do you like to take walks with your friends and family?
• Do you like to learn about things that are interesting to you?
• Is eating fruits and vegetables at every meal good for you?
• Is eating a bag of chips every day good for you?
 At Home Choice Board
Hang this choice board near your safe physical activity space.
Choose an activity, get active, and have fun!

Brain & Body Warm-Ups Purposeful Practice Just for Fun (and health)
30-Second
Jump Routine: Victory Dance Cone Flip Chaos:
3 types of Jumping Rock, Paper, Scissors: Try to flip the cone on
Jacks: Normal Jumps, Play a game of RPS its base. Land the cone
Mummy Jumps, and with a partner. Dance if for 1 point. Do 3
You-Jumps. 30 sec. you win a round of jumping jacks to earn 2
jump intervals. 15 sec. RPS. flips.
rest intervals.

YES or NO
Body Language: Favorite Song
Ask yes or no Workout:
questions. If the answer Use the song 20
Sports Charades:
is “YES” then jog in Seconds or More by
Silently act out a sport
place. If the answer is Doug E Fresh and
so that a partner or
“NO” then do jumping Hip Hop Public Health.
group can guess it.
jacks. Jog in place during
verses. Do jumping
Find questions on the jacks during the chorus.
Y or N Card.

Best Foot Forward:

Play 6 feel apart from
a partner. Jump 3X, “1,
2, show!” Land with feet
together, or feet apart.
If all feet match: “same”
BLANK SPACE wins. If all feet don’t BLANK SPACE
Create Your Own Activity Choice match: “different” wins. Create Your Own Activity Choice
 Important words for us to understand and use.

ENCOURAGEMENT /noun/ A feeling of support, confidence, or

hope.
The encouragement Ami felt came from positive words her friends
were saying.

ENJOY /verb/ To have a fun time.

We enjoy physical activity.

ENTHUSIASM /noun/ An important feeling you get when you’re

excited about a goal and are motivated to work toward that goal.
Mr. Walker is enthusiastic about being the best teacher he can
be.

HEALTH /noun/ Free from sickness and injury. Feeling physical,

mental, and social well-being.
Being physically active every day helps to protect our health.

PERSONAL BEHAVIOR /noun/ The actions of an individual

person.
Ms. Wilder taught us to take responsibility for our personal
behavior.

MORE à
 Important words for us to understand and use.

PERSONAL SPACE /noun/ The area around a person where

they feel safe. It feels uncomfortable when someone enters this
space.
To keep everyone safe, we must respect 6 feet of personal space.

RESOURCE /noun/ The supplies, opportunities, and support that

a person can use in order to do a job or live productively.
Kendra can go to a park near her house to walk with her family.
It’s a great resource that she can use to be physically active.

RESPECT /noun/ A feeling of honor for the feelings and rights of

others.
We have respect for the health of our classmates, so we wear our
masks while we’re together.

TRUST /noun/ A good feeling you get when you can rely on
someone or something.
We trust that our teachers and classmates will behave in ways
that help to keep everyone safe.

WELLNESS /noun/ Good personal physical and mental health.

Wellness is an important goal that Caleb’s family is working
toward.
 Physical Education Class Discussion Questions

Physical Activity & Personal Health

Question Set 1
1) What would you include on a list about physical activity?
2) How does physical activity affect your personal health?
3) What would happen to a person’s health if they were physically active every
day? What would happen to their health if they were never physically active?
4) Create a daily schedule that includes 60 minutes of physical activity.

Question Set 2
1) What are 3 physical activities that you really enjoy?
2) What do you need in order to participate in those activities? (Think about
equipment and space.)
3) How can you change those activities so you can do them at home or at
school?
4) Create a short conversation that you could have with a family member that
will help you ask them for help in participating in your favorite physical
activities.

Social & Emotional Health

Question Set 1
1) What does trustworthy mean?
2) How can you show your classmates and teachers that you’re trustworthy?
3) How is respecting personal space related to being trustworthy?

Question Set 2
1) What is enthusiasm?
2) What do you know about enthusiasm?
3) How would you describe someone who is enthusiastic?

Question Set 3
1) What is encouragement?
2) Can you make a list of encouraging things you can say to a friend?
3) How is encouragement related to a person’s enthusiasm?
Week 1
Give a thumb to give your answer.

• As a class, did we
respect each other’s
personal space?

• Did you as an
individual respect
the personal space
of your classmates?

• As a class, did we
help each other
enjoy our physical
activity choices?

• Did you enjoy being

physically active?

We can always get better! What can we do the next time we meet to improve?
Week 2
Give a thumb to give your answer.

• As a class, did we
control our
behavior?

• Did you as an
individual control
your behavior?

• As a class, did we
help each other
enjoy our physical
activity choices?

• Did you enjoy being

physically active?

We can always get better! What can we do the next time we meet to improve?
Week 3
Give a thumb to give your answer.

• As a class, did we
have meaningful and
respectful
discussions?

• Did you discuss

ways that physical
activity improves
your health?

• As a class, did we
respect each other’s
personal space?

• Did you as an
individual respect
the personal space
of your classmates?

We can always get better! What can we do the next time we meet to improve?
Name: Class: Date:
WEEK 1: Use this activity log to track your physical activity minutes.
Have an adult sign their initials next to each day that you complete 60 minutes.
Great Goal: Get 60 minutes (or more) of physical activity every day.
Initials Day Activity 1 Activity 2 Activity 3 Total
ABC Phys. Ed. Walk with
Sample Dance Challenge
Activities Family
15 minutes
60 mins
OK Day 30 Mins 15 Mins

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Physical Activity Fun-Meter

Rate your physical activity enjoyment for the week.

Circle if you had Circle if you had Circle if you had

TONS OF FUN SOME FUN SO-SO FUN
Check-In Chat
[Think – think some more – and then express yourself through writing, art, or with a selfie video.]
> If you had TONS OF FUN, what made your activity so fun? If you had SOME or SO-SO FUN,
what could have made the activity MORE fun?
Name: Class: Date:
WEEK 2: Use this activity log to track your physical activity minutes.
Have an adult sign their initials next to each day that you complete 60 minutes.
Great Goal: Get 60 minutes (or more) of physical activity every day.
Initials Day Activity 1 Activity 2 Activity 3 Total
ABC Phys. Ed. Walk with
Sample Dance Challenge
Activities Family
15 minutes
60 mins
OK Day 30 Mins 15 Mins

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Physical Activity Fun-Meter

Rate your physical activity enjoyment for the week.

Circle if you had Circle if you had Circle if you had

TONS OF FUN SOME FUN SO-SO FUN
Check-In Chat
[Think – think some more – and then express yourself through writing, art, or with a selfie video.]
> How did being physically active this week help you share some of your unique greatness?
Name: Class: Date:
WEEK 3: Use this activity log to track your physical activity minutes.
Have an adult sign their initials next to each day that you complete 60 minutes.
Great Goal: Get 60 minutes (or more) of physical activity every day.
Initials Day Activity 1 Activity 2 Activity 3 Total
ABC Phys. Ed. Walk with
Sample Dance Challenge
Activities Family
15 minutes
60 mins
OK Day 30 Mins 15 Mins

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Physical Activity Fun-Meter

Rate your physical activity enjoyment for the week.

Circle if you had Circle if you had Circle if you had

TONS OF FUN SOME FUN SO-SO FUN
Check-In Chat
[Think – think some more – and then express yourself through writing, art, or with a selfie video.]
> List all of the ways that being physically active made your week more positive and fun.
Universal Design for Learning (UDL) is a strategy for eliminating instructional and
environmental barriers for every member of a learning community in order to meet the
needs of all students across the continuum of physical, intellectual, and emotional
abilities.

The table below offers UDL adaptations and suggestions.

Equipment Rules Environment Instruction
• Use large, • Change rules to • Visually • Be flexible. Adjust
brightly colored reflect equity of mark/define as needed. One
organizational skill acquisition, space in activity size doesn’t fit all.
markers to help mobility, and area with visual • Establish
students maintain fitness level. markers like consistent,
safe distances • Vary movement cones, spot predictable
from their peers. expectations to markers, visual routines.
• Use different increase equity. signs/cues. • Be concise.
colored cones or For example, • Adjust lighting Speak slowly &
spots to identify a allow different (e.g., brighter or clearly with a well-
home base for locomotor lighter). defined beginning
each student. movements or • Visual pathways & end.
• Use spot markers the use of for travel using • Give 1-step vs
to create assistive spot markers, multiple-step
movement or equipment. floor markings, directions.
travel routes. • Adapt body wall markings, • Provide time for
positioning to and other visual students to
student needs. cues. process
For example, instruction.
modify the game • Give choice to
to play sitting, motivate students.
lying, or prone. • Provide multiple
forms of prompts
and cues —
kinesthetic, visual,
and auditory.

When UDL adaptations are not enough for accessing and developing equitable learning activities
and assessments, and you feel that you need to do more for individual students, reach out to
providers on the students’ IEP Teams. You can also reach out to your school’s curriculum
resource department in order to see how else you can modify instructional delivery to meet
students’ needs. Students who have an IEP or a 504 will oftentimes have specific modifications
and accommodations in their IEP based on individual needs.