Our PE Community

Overview

In this first lesson of Move, Respect, Belong, students learn how to move safely, respond to teacher signals, and participate as a respectful PE community. The lesson establishes routines that will support later skill development while connecting movement choices to Catholic values of kindness, respect, belonging, and stewardship.

Learning intentions

Students will be able to:

• Follow simple start, stop, freeze, and listening signals.
• Identify safe movement behaviors and explain why PE rules protect everyone.
• Demonstrate respectful behavior toward classmates, equipment, and the activity space.
• Follow the class entry, participation, and exit routines.

Success criteria

• I can stop, freeze, and listen when I hear or see the signal.
• I can move safely while watching where I am going.
• I can treat people, equipment, and our PE space with respect.
• I can leave the space calmly and follow the exit routine.

Curriculum links

• Florida physical education learning: safe participation, following rules and procedures, personal and social responsibility, and respectful cooperation.
• Florida B.E.S.T.-aligned learning behaviors: listening to directions, communicating ideas, explaining thinking, and applying classroom expectations in a real-world setting.
• Catholic school formation: practicing kindness, respect for each person, responsibility, and stewardship of shared resources.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and animal-walk warm-up. Teacher gathers students in a clearly marked personal space, demonstrates bear walks, bunny hops, penguin waddles, and giant steps, and reminds students to keep a safe distance. Students imitate each movement, moving forward only when space is clear; students may use an alternative seated or low-impact movement.

2. 5–10 min · Greeting, prayer, and names. Teacher leads a brief prayer or reflection about welcoming others, then greets students by name and invites each student to say their name with a simple movement. Students repeat classmates’ names when prompted and practice facing the speaker, listening, and responding kindly.

3. 10–20 min · Explore our PE community. Teacher uses the PE community introduction slides to introduce the boundaries of the PE space, equipment expectations, teacher signals, class roles, and the values of respect, kindness, and stewardship. Demonstrate “safe body,” “safe space,” and “safe equipment” behaviors; ask, “What might happen if we run without looking?” Students identify safe and unsafe choices, practice carrying and returning equipment only when directed, and explain how rules help everyone learn and belong.

4. 20–35 min · Practice signals and listening games. Teacher returns to the signal practice slides and teaches one signal at a time: start, stop, freeze, and listen. Lead short rounds of “Move and Freeze,” “Traffic Lights,” and “Follow the Leader,” pausing to notice safe spacing, eyes on the teacher, and quiet listening. Students move in different ways, freeze immediately on the signal, and show readiness by placing hands still, eyes toward the teacher, and voices quiet. Pre-K–K receive one-step directions with visual demonstrations; Grades 1–3 take turns modeling a routine and explaining why it keeps people safe.

5. 35–40 min · Safe exit routine. Teacher demonstrates the routine: freeze on signal, return equipment carefully, walk to the meeting spot, sit or stand in assigned space, and wait for dismissal. Students practice the routine once, then repeat it with a different piece of equipment or movement area. Reinforce that stewardship means leaving equipment and the space ready for the next group.

6. 40–45 min · Reflection and dismissal. Teacher displays the reflection and dismissal slides and asks, “Which signal helped you stay safe?” and “How did you show respect or kindness today?” Students share with a partner or volunteer one safe behavior and one community value they practiced, then complete the established dismissal routine calmly.

Resources

• the PE community introduction slides
• Cones or floor spots to mark boundaries and personal spaces
• A small selection of age-appropriate PE equipment
• Teacher whistle, chime, or visual stop signal
• Picture cards for start, stop, freeze, listen, and exit
• Clearly marked meeting spot
• Optional music for the warm-up
• Class roster or name cards
• Sanitizing supplies for shared equipment

Assessment

• During movement games, observe whether students stop, freeze, maintain safe space, watch where they are going, and respond to signals.
• Ask individual students to demonstrate a signal or identify one safe behavior; listen for explanations that connect rules with safety and belonging.
• During reflection, note whether each student can name one respectful, kind, or responsible action. Reteach routines immediately when needed.

Differentiation

• Provide a picture schedule, visual signal cards, demonstrations, repeated directions, and one-step instructions for Pre-K–K or students who need additional processing time.
• Seat students who benefit from a clear visual model near the teacher; use peer buddies for name practice, transitions, and equipment routines.
• Offer seated, stationary, walking, or low-impact versions of every movement. Allow students to respond by pointing, showing, repeating a phrase, or sharing with a partner.
• For Grades 1–3, invite students to model signals, lead a safe movement, or explain how a rule protects people and equipment. Use specific praise and private redirection to support attention, sensory, behavioral, or communication needs.