Welcome to PE

Overview

In this first lesson of the “Move, Respect, Grow” unit, students learn the routines, safety expectations, space, and equipment they will use in physical education. Through simple name-and-movement games, students practice participating respectfully, recognizing that every person has dignity, and choosing movement options that help everyone feel safe and included.

Learning intentions

Students will be able to:

• Explain and demonstrate key PE safety and respect expectations.
• Move safely in general space while maintaining awareness of others.
• Participate in a name-and-movement game using an appropriate movement choice.
• Recognize that classmates may use different movement options and still participate fully.

Success criteria

• I can enter, move, stop, and exit safely.
• I can listen for the signal and follow directions.
• I can use names, respectful words, and safe personal space.
• I can choose a standing, seated, or low-impact movement that works for me.

Curriculum links

• Geometric Reasoning — transformations: students explore movement patterns that can include translations, rotations, and reflections.
• Geometric Reasoning — distance-preserving transformations: students notice that changing position or direction does not require changing the size or shape of a movement.
• The lesson also establishes inclusive participation, self-management, cooperation, and respect as foundations for the physical education unit.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and reflection. Gather students in a marked meeting area, display the opening welcome and community slides, introduce yourself, and offer a brief inclusive prayer or quiet reflection about dignity, gratitude, and caring for others; students may pray, reflect silently, or sit respectfully. Preview the visual schedule and explain that every student deserves a safe and respectful PE environment.

2. 5–15 min · Space, equipment, and expectations. Use the safety, space, and equipment slides to show the boundaries, meeting spot, stop signal, equipment locations, and movement pathways. Model “ready,” “freeze,” “walk,” and “return” behaviors, including how to carry, place, and leave equipment safely. Students practice each routine without equipment, responding to the signal and repeating key expectations: look, listen, move safely, respect space, and encourage others.

3. 15–20 min · Teacher modeling and movement choices. Demonstrate safe personal space, changing direction without bumping, and asking before entering someone’s space. Model one standing movement, one seated movement, and one low-impact option for each activity. Students mirror the teacher, then show a silent thumbs-up or hand signal to indicate which movement option they may choose today.

4. 20–30 min · Name-and-movement game: “My Name, My Move.” Open the first game instruction slide and arrange students in a large circle or spaced rows. One at a time, students say their name and demonstrate a safe movement for three seconds; the class repeats the name and movement once. Keep the pace moving, allow students to pass and return later, and offer seated or teacher-selected movements when needed. Emphasize that repeating a classmate’s movement is a way to listen and show respect, not to judge or imitate unkindly.

5. 30–35 min · Name-and-movement game: “Move and Meet.” Use the partner game and discussion prompt slides to have students walk safely in general space until the signal, then stop near a new partner without touching. Partners share names and each teach a simple movement; both partners perform each movement once. Students return to the meeting area when signaled. Briefly ask: “What helped everyone feel included?” and “How did we keep one another safe?”

6. 35–45 min · Cleanup and reflection. Display the cleanup and reflection slides and assign equipment-free cleanup jobs or small equipment teams. Students return items by walking, then sit in the meeting area. Lead a short reflection: “What is one safety expectation?” “How did you show respect?” and “What movement choice helped you participate?” Students give an exit response verbally, with a gesture, or by completing the PE welcome reflection sheet before lining up calmly.

Resources

• the Welcome to PE slide deck
• the PE welcome reflection sheet
• Visual schedule cards
• Cones or floor spots for boundaries and personal space
• One stop/start signal, such as a whistle, chime, or hand signal
• Optional soft equipment for demonstration
• Accessible seating or a stable chair
• Roster or name cards

Assessment

• Observe whether students stop safely, follow signals, maintain personal space, and return to the meeting area.
• During the games, note students’ use of names, respectful language, cooperation, and ability to select an appropriate movement option.
• Review the reflection sheet or oral/gesture responses for one safety expectation and one example of respect. Reteach any expectation that is not yet secure before the next lesson.

Differentiation

• Use visual schedule cards, gestures, concise repeated directions, teacher modeling, and peer modeling; demonstrate before asking students to begin.
• Offer standing, seated, walking, reduced-range, and low-impact alternatives. Students may pass, observe a round, or rejoin when ready.
• Pair students thoughtfully and provide sentence starters such as “My name is ___,” “My movement is ___,” and “I felt included when ___.”
• For students with sensory, mobility, communication, or attention needs, reduce crowding, provide a predictable location, preview transitions, and accept verbal, signed, pointed, or drawn responses. Reinforce that different ways of participating are equally valued.