Unit Plan 17 (Grade 4 PE): Scooter Games & Safety Skills

Focus: Build safe body positioning, controlled steering, and strong scooter safety habits while helping students follow procedures and boundaries without repeated reminders.

Grade Level: 4

Subject Area: Physical Education (Scooter Movement • Safety & Control • Responsibility & Procedures)

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 develop balance, control, and responsibility while moving in shared space. In this unit, students begin with a scooter safety review and slow controlled laps in lanes so they can practice proper body position, careful steering, and safe starts and stops. They then apply those skills in Scooter Relays and Scooter “Capture the Cones”, staying inside marked zones and following clear movement rules. Throughout the unit, students focus on keeping their bodies balanced, steering with control, respecting boundaries, and showing that they can use equipment safely and responsibly without frequent reminders.

Essential Questions

• How can I stay balanced and in control while riding or moving on a scooter?
• Why are safety rules especially important during scooter activities?
• How can I steer and stop safely while staying aware of other people around me?
• What does it look like to be responsible with equipment and procedures during PE?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Move on scooters with improving control while changing direction, starting, and stopping in structured activities.
2. Demonstrate balance, stability, and body control while seated, kneeling, or otherwise using teacher-approved scooter positions.
3. Follow scooter rules, boundaries, and safety procedures consistently during practice and game play.
4. Show responsibility by using scooters correctly, staying on task, and helping with setup and cleanup.

Standards Alignment — 4th Grade (SHAPE America-based custom)

• PE:S1.4a – Locomotor Skills in Dynamic Games Perform locomotor skills (run, hop, jump, leap, slide, gallop, skip) with control and efficiency while changing speed and direction in game situations.
  • Example: Students use controlled sprinting, stopping, and quick changes of direction during tag, invasion games, or chasing/fleeing activities.
• PE:S1.4b – Balance, Stability, and Body Control Demonstrate static and dynamic balance and stability on a variety of surfaces and while transitioning between movements.
  • Example: Students walk forward and backward on a low beam, then step immediately into a single-leg balance or controlled jump.
• PE:S4.4a – Consistent Rule-Following & Safety Consistently follow game rules, class procedures, and equipment safety guidelines without frequent reminders.
  • Example: Students wait for the teacher’s signal to begin, respect boundaries, and use sticks, balls, and scooters safely.
• PE:S4.4e – Responsibility, Effort, and Self-Direction Take responsibility for effort, behavior, and equipment (setting up, cleaning up, staying on task) and work productively without constant teacher direction.
  • Example: Students transition quickly between stations, take care of equipment, and persist with challenging tasks without giving up.

Success Criteria — Student Language

• I can move on a scooter with better balance and control.
• I can steer, slow down, and stop safely in my own lane or zone.
• I can follow scooter rules and boundaries without needing many reminders.
• I can use equipment responsibly and stay on task during the whole lesson.