Instructionbreadcrumb separatorKindergarten


Curriculum Maps & Unit Plans

Instruction organized around common Student Learning Outcomes (SLOs), standards or themes.

Lesson Plans & Learning Progressions

Plans and/or strategies for engaging students with content to achieve the Student Learning Outcome (SLO).


Formative & Summative Assessment Tools

Tools to collect evidence of what students know and are able to do.

Management Strategies

Maximize time students are engaged with content or participating in MVPA to help manage time, transitions and more!


Warm-Up, Cool-Down, Activity Breaks and MVPA Opportunities

Activities to engage students in Moderate to Vigorous Physical Activity (MVPA).

Misc Gems



Kindergarten is a time for students to build their fundamental movement skills.  They are curious and anxious to learn with their body.  As well as developing locomotor and nonlocomotor skills, instruction also includes concepts of color, shape, texture and space.  Kindergarteners benefit from clear expectations and focusing on what they can do. 


Standard 1:  Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.

Students learn to move through space using multiple movement patterns and pathways in relation to objects and at varied speeds.  Kindergarteners develop locomotor and nonlocomotor skills and begin to learn object manipulation.

Standard 2:  Students demonstrate knowledge of movement concepts, principles and strategies that apply to the learning and performance of physical activities.

Students develop vocabulary around movement, skills, relationships, space body parts and elements of balance.  They can begin to describe techniques for object manipulation skills.

Standard 3:  Students assess and maintain a level of physical fitness to improve health and performance.

Students participate in physical activity for increasing periods of time.  They develop muscular strength and endurance using playground equipment ad begin to understand fundamentals of stretching.

Standard 4:  Students demonstrate knowledge of physical fitness concepts, principles and strategies to improve health and performance.

Students are able to identify the parts of the body and understand the role that different parts of the body play in physical activity.

Standard 5:  Students demonstrate and utilize knowledge of psychological and sociological concepts, principles and strategies that apply to the learning and performance of physical activity.

Students begin to associate physical activity with positive feelings.  As well, they learn to share and alternate roles of being a leader and follower.

Relevant Links

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