Unit Plan 17 (Grade 3 PE): Scooter Team Games

Focus: Build safe equipment use, reinforce rules and routines, and strengthen group responsibility through structured scooter-based team games.

Grade Level: 3

Subject Area: Physical Education (Scooter Safety • Team Games • Responsibility & Control)

Total Unit Duration: 1 core session + 2 optional sessions (1–3 weeks), 50–60 minutes per session

I. Introduction

Students explore scooter activities as a way to practice control, balance, teamwork, and responsibility in a highly structured movement environment. In this unit, students begin with a scooter safety talk and slow laps in lanes so they can learn how to sit or kneel safely, keep fingers away from wheels, and move at a controlled speed while staying in their assigned path. They then apply those expectations in Scooter Relays and Scooter Tag (with noodles) in marked lanes, where they must follow boundaries, listen for start-stop cues, and work responsibly with teammates. Throughout the unit, students focus on safe scooter use, balance and stability, on-task behavior, and understanding that team games only work well when everyone follows the rules.

Essential Questions

• How can I use a scooter safely in PE?
• What helps me stay balanced and in control while riding a scooter?
• Why are rules and boundaries especially important during scooter games?
• How does responsibility help a team activity run more smoothly?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Move with control through lanes and around simple pathways while using a scooter safely.
2. Demonstrate balance and stability while sitting, kneeling, starting, stopping, and turning on a scooter.
3. Follow scooter rules, routines, and equipment safety expectations consistently.
4. Show effort, responsibility, and on-task behavior during relays, tag games, transitions, and cleanup.

Standards Alignment — 3rd Grade (SHAPE America-based custom)

• PE:S1.3a – Locomotor Skills in Complex Pathways Perform locomotor skills (run, hop, jump, leap, slide, gallop, skip) with control, changing speed and direction in response to cues or game situations.
  • Example: Students navigate a cone course, adjusting speed and direction while avoiding others during a tag-style warm-up.
• PE:S1.3b – Balance & Stability (Static and Dynamic) Demonstrate balance and stability in static positions and while moving on different surfaces or low-level equipment.
  • Example: Students balance while walking across a low beam or line and hold single-leg poses for several seconds.
• PE:S4.3a – Rules, Routines, and Equipment Safety Consistently follow rules, procedures, and safety expectations, including proper use of equipment and respect for boundaries.
  • Example: Students wait for the signal to begin, stay within play zones, and handle equipment appropriately.
• PE:S4.3e – Effort, Responsibility, and On-Task Behavior Show consistent effort, stay on task, and take responsibility for participation (e.g., being prepared, returning equipment, helping with cleanup).
  • Example: Students quickly transition to new activities, continue trying challenging skills, and help collect equipment at the end of class.

Success Criteria — Student Language

• I can ride a scooter safely in my lane.
• I can keep my body balanced and under control on the scooter.
• I can follow scooter rules and safety routines.
• I can stay on task and help my group during games and cleanup.