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Pre-Kindergarten PE Units

Unit Plan 36 (PreK PE): Celebration of Movement

PreK students celebrate movement through favorite games that promote joy, active participation, and healthy habits, helping them recognize that physical activity keeps their bodies strong and energized.

Dr. Michael Kester-Haynes

• 10 min read
Unit Plan 36 (PreK PE): Celebration of Movement

Focus: Help children recognize that physical activity is fun and important through a joyful class-favorite games festival that celebrates movement, participation, and healthy body feelings.

Grade Level: PreK

Subject Area: Physical Education (Enjoyment of Play • Healthy Movement • Favorite Activities)

Total Unit Duration: 2 core sessions + 2 optional sessions (1–2 weeks), 20–30 minutes per session

I. Introduction

PreK students finish the year by celebrating how much they have grown as movers, players, and active participants in PE. At this age, children benefit from revisiting favorite games and connecting those experiences to simple healthy-body ideas such as feeling strong, warm, and energized during movement. This unit uses a group dance warm-up as the warm-up and then moves into a class favorite games festival, where children replay a few well-loved activities from earlier units. The goal is to help children enjoy movement, recognize that physical activity helps the body, and leave PE feeling proud, happy, and excited about active play.

Essential Questions

  • Why is movement fun in PE?
  • How does physical activity help my body?
  • What games do I enjoy the most?
  • How can I show happy, active participation during class games?

II. Objectives and Standards

Learning Objectives — Students will be able to:

  1. Show enjoyment during favorite movement games and activities.
  2. Recognize that physical activity helps the body stay strong and healthy.
  3. Participate actively in class-favorite games with repeated effort and joy.
  4. Share simple ideas about why movement feels fun and important.

Standards Alignment — PreK (SHAPE America-based custom)

  • PE:S5.PKa Show enjoyment when participating in movement and play.
    • Example: Children smile and laugh during active games.
  • PE:S3.PKb Recognize that physical activity helps the body stay strong and healthy.
    • Example: Children talk about how their heart beats faster after running.

Success Criteria — Student Language

  • I can have fun while I move.
  • I can play my favorite games in PE.
  • I can notice that activity helps my body.
  • I can show happy, active participation.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

  • General Equipment
    • Cones to mark boundaries, game zones, and walking paths between activities.
    • Floor spots or poly spots for home spots and gathering places.
    • Whistle and/or visual stop signal.
    • Picture cards or posters showing move, play, heart, healthy, fun, dance, and favorite.
  • Warm-Up Equipment
    • Open space with enough room for whole-group dance movement.
    • Music source for a simple group dance warm-up.
    • Optional visual cue cards for clap, step, freeze, turn, and smile.
  • Activity/Game Equipment
    • Materials for 3–4 class-favorite games from earlier units, such as:
      • scarves or music for a dance/freeze game,
      • beanbags or soft objects for a tossing or cleanup game,
      • hoops, spots, or flat ropes for jumping activities,
      • soft balls, pins, or cone goals for ball play,
      • cones for pathway or movement games.
    • Voting visuals such as picture cards, colored spots, or simple hand-vote prompts.
    • Optional themed visuals such as movement celebration, favorite games day, healthy play zone, or fun festival stations to make the lesson inviting for PreK students.
  • Reflection & Assessment Tools
    • Teacher checklist for enjoyment, active participation, body-awareness language, and safe movement.
    • Quick reflection prompts, thumbs-up/sideways/down checks, or smiley-face cards.
    • Optional anchor chart with cues such as movement is fun, my body feels strong, my heart works when I move, and favorite games help me stay active.

Preparation

  • Select 3–4 favorite games children already know well and can enter quickly with minimal reteaching.
  • Set up activity spaces with enough room between games for safe movement.
  • Prepare simple visual voting tools so children can help choose favorite activities.
  • Plan short body-check moments where children notice breathing, warmth, or heartbeat after active games.
  • Keep the festival playful and success-friendly so the focus stays on celebration, enjoyment, and healthy movement.

Common Misconceptions to Surface

  • “Celebration day means there are no rules.” → Favorite games still use safe movement and teacher cues.
  • “If a game is fun, it is not helping my body.” → Fun movement can also help the body stay strong and healthy.
  • “Exercise only counts if it feels hard.” → Active games, dancing, running, and jumping all help the body.
  • “My favorite game is the only good one.” → Children can enjoy many kinds of movement and still have favorites.

Key Terms (highlight in lessons) fun, play, move, favorite, healthy, strong, heart, active, dance, game

IV. Lesson Procedure

(Each lesson follows: Launch → Warm-up → Activity/Game → Reflect. Timing for a 20–30 minute block.)

Session 1 — Celebrating Favorite Games and Joyful Movement

  • Launch (3–4 min)
    • Children begin on home spots facing the teacher.
    • Teacher explains that today is a celebration of movement where the class will revisit favorite PE games.
    • Briefly preview the game choices with pictures or quick demonstrations.
    • Review one important safety reminder: even favorite games use safe bodies, listening ears, and enough space.
  • Warm-up (5–6 min) — Group Dance Warm-Up
    • Equipment: Open space, music source, optional cue cards.
    • Set-Up:
      • Children stand on home spots or in personal space.
      • Teacher stands where all children can clearly see the dance cues.
    • Procedure:
      • Teacher leads a simple whole-group dance using repeated movements such as:
        • clap,
        • step side to side,
        • turn,
        • freeze,
        • reach high,
        • smile and move again.
      • Children follow along to the music and begin the lesson with joyful movement.
      • Teacher may pause for a quick body check by asking children if they feel warm or ready to move more.
    • Rules:
      • The warm-up is played by following the teacher’s dance cue safely.
      • Children must keep enough room from others and freeze when the music stops.
      • Everyone uses happy, safe movement in their own space.
  • Activity/Game (10–12 min) — Class Favorite Games Festival
    • Equipment: Materials for 3–4 favorite games, voting visuals.
    • Set-Up:
      • Show 3–4 familiar game choices, such as:
        • Freeze Dance or scarf dance,
        • Clean the Yard or another tossing game,
        • Jumping Station or hoop/rope challenge,
        • Ball Game such as rolling to a target or kicking to a goal.
      • Children gather where they can see the game-choice visuals.
      • Each game is already set up in its own zone.
    • Procedure:
      • Teacher reviews each game with a quick reminder of how it works.
      • Children vote for one favorite game to play first.
      • The class plays that game for a short round, then pauses for a quick body check:
        • hand on chest,
        • notice breathing,
        • notice warmth.
      • Teacher reinforces simple healthy-body ideas such as:
        • “Your body is working.”
        • “Movement helps us stay strong.”
        • “Your heart may beat faster when you play.”
      • If time allows, the class votes again and plays a second favorite game.
    • Rules:
      • The festival is played by listening during the vote and then following the rules of the chosen game.
      • Children must stay in the correct activity area and walk safely during transitions.
      • Everyone uses safe bodies, kind behavior, and positive participation.
      • Favorite-game time is for joyful movement and healthy play, not rushing or roughness.
  • Reflect (2–3 min)
    • Prompt: “Which favorite game made your body feel happy and strong today?”

Session 2 — Recognizing That Active Play Helps the Body

  • Launch (3–4 min)
    • Review the favorite games from Session 1.
    • Ask children which game made them smile and which one made their body work the most.
    • Explain that today they will play again and think even more about how movement helps the body.
  • Warm-up (5–6 min) — Group Dance Warm-Up with Body Checks
    • Equipment: Open space, music source, optional cue cards.
    • Set-Up:
      • Use the same home-spot or personal-space setup as Session 1.
    • Procedure:
      • Teacher leads another short dance warm-up using familiar movements such as:
        • clap,
        • step,
        • sway,
        • freeze,
        • stretch high,
        • step and turn.
      • Partway through the warm-up, teacher pauses for a simple body check:
        • “Touch your chest.”
        • “Take one breath.”
        • “Do you feel warm?”
      • This helps children connect joyful movement with healthy body responses.
    • Rules:
      • The warm-up is played by following the teacher’s dance cues safely.
      • Children must keep enough room from others and stop on signal.
      • Everyone uses calm, happy movement and quiet body-check moments.
  • Activity/Game (10–12 min) — Favorite Games Festival: Healthy Body Edition
    • Equipment: Same favorite-game materials and voting visuals from Session 1.
    • Set-Up:
      • Use the same 3–4 favorite activity choices in clearly marked zones.
      • Children gather for a class vote, then move to the chosen game area.
    • Procedure:
      • Children vote again for favorite games.
      • The class plays one favorite game, pauses for a brief body check, and then may play a second favorite if time allows.
      • Teacher uses simple healthy-body language such as:
        • “Active play helps the body.”
        • “Your heart works when you move.”
        • “Running and dancing help your body stay strong.”
      • Children begin connecting the idea that favorite games are not only fun, but also important for healthy movement.
      • Teacher encourages children to say or show what they liked and how their body felt.
    • Rules:
      • The festival is played by voting respectfully and then following the rules of the chosen games.
      • Children must stay in the correct game area and move safely during transitions.
      • Everyone participates positively, listens for stop signals, and uses safe bodies.
      • Children freeze and listen during body-check times.
  • Reflect (2–3 min)
    • Prompt: “How did movement help your body today?”

Optional Session 3 — Favorite Activity Stations

  • Launch (3–4 min)
    • Review that children can enjoy favorite games and notice how activity helps the body.
    • Explain that today they will revisit a few favorite activities in a station format.
  • Warm-up (5–6 min) — Dance and Move Review
    • Equipment: Open space, music source, optional cue cards.
    • Set-Up:
      • Use the same warm-up area from earlier sessions.
    • Procedure:
      • Teacher leads favorite dance and movement cues from Sessions 1 and 2.
      • Children continue warming up with joyful movement and simple body awareness.
    • Rules:
      • The warm-up is played by following the teacher’s movement safely.
      • Children must keep enough room and freeze on cue.
      • Everyone uses happy, safe movement.
  • Activity/Game (10–12 min) — Favorite Activity Stations
    • Equipment: Same familiar game materials.
    • Set-Up:
      • Create 3–4 short stations featuring class-favorite activities.
      • Children begin in small groups at assigned stations.
    • Procedure:
      • Children try each station for a short round.
      • Between stations, teacher may ask quick body-awareness questions such as:
        • “Is your breathing faster?”
        • “Do you feel warm?”
        • “Does your body feel strong?”
      • This gives children another way to connect favorite movement with healthy play.
    • Rules:
      • The stations are played by following the activity rules in the correct station area.
      • Children must walk during rotations and freeze on signal.
      • Everyone uses safe bodies and positive effort.
  • Reflect (2–3 min)
    • Prompt: “Which activity helped your body feel the most active today?”

Optional Session 4 — Movement Celebration Choices

  • Launch (3–4 min)
    • Review that children can enjoy movement and understand that activity helps the body.
    • Explain that today they will use one more round of favorite movement choices to celebrate what they have learned.
  • Warm-up (5–6 min) — Whole-Group Dance and Freeze
    • Equipment: Open space, music source.
    • Set-Up:
      • Children stand on home spots or in personal space.
    • Procedure:
      • Teacher leads a short warm-up with:
        • dance,
        • clap,
        • freeze,
        • sway,
        • stretch,
        • freeze again.
      • This keeps the warm-up tied to joyful movement and celebration.
    • Rules:
      • The warm-up is played by following the teacher’s movement safely.
      • Children must keep enough room and stop on cue.
      • Everyone uses calm, happy bodies.
  • Activity/Game (10–12 min) — Movement Celebration Choices
    • Equipment: Same familiar activity materials and voting visuals.
    • Set-Up:
      • Set up 2–3 favorite games that the class has already enjoyed.
      • Prepare a simple vote-and-play sequence.
    • Procedure:
      • Children vote for a favorite activity.
      • The class plays the chosen activity for a short round, then may try another favorite if time allows.
      • Teacher invites children to notice how their body feels after moving and to share simple ideas such as:
        • “My body feels warm.”
        • “My heart beats faster.”
        • “I like moving because it is fun.”
      • This provides one more clear celebration of both enjoyment and healthy movement without introducing unnecessary complexity.
    • Rules:
      • The activity is played by voting respectfully and following the rules of the selected games.
      • Children must stay in the correct activity area and use safe movement.
      • Everyone listens for stop signals and uses kind, active participation.
  • Reflect (2–3 min)
    • Prompt: “What did you learn about fun movement and healthy bodies in PE?”

V. Differentiation and Accommodations

Advanced Learners

  • Encourage children to describe both what activity they liked and how their body felt afterward.
  • Let children help point to favorite-game visuals during the vote.
  • Invite children to model one favorite movement after teacher approval.

Targeted Support

  • Keep activity choices simple, familiar, and highly visual.
  • Use repeated phrases such as favorite, fun, heart, strong body, and healthy movement.
  • Begin with just 2–3 activity choices before adding more if needed.
  • Keep children near the teacher for extra modeling and reassurance.

Multilingual Learners

  • Use picture cards for favorite, fun, move, heart, healthy, and dance.
  • Demonstrate each activity clearly before children vote or begin.
  • Place children near supportive classmates who model routines well.
  • Accept pointing, gesture, or body-check actions during reflection instead of full verbal explanation.

IEP/504 & Accessibility

  • Modify activity complexity, movement distance, or number of choices as needed.
  • Offer seated, standing, or simplified versions of specific activity options when appropriate.
  • Keep boundaries, game zones, and visuals highly visible and predictable.
  • Provide extra adult or peer support for choosing, transitioning, and understanding body-check routines if needed.

VI. Assessment and Evaluation

Formative Checks (daily)

  • Session 1 — Children begin showing enjoyment during favorite games and noticing that active play makes the body work.
  • Session 2 — Children improve their ability to connect favorite movement with healthy body responses such as feeling warm or breathing faster.
  • Optional Session 3 — Children reinforce enjoyment and body awareness through a favorite-activity station format.
  • Optional Session 4 — Children demonstrate stronger understanding that movement is fun and important through one more choice-based celebration.

Summative — Celebration of Movement Checklist (0–2 per criterion, total 10)

  1. Showing Enjoyment During Movement and Play (PE:S5.PKa)
  • 2: Consistently shows enjoyment with smiles, laughter, or happy participation during favorite games.
  • 1: Usually shows enjoyment but may be inconsistent at times.
  • 0: Rarely shows enjoyment during movement and play.
  1. Recognizing That Physical Activity Helps the Body (PE:S3.PKb)
  • 2: Consistently shows understanding that physical activity helps the body stay strong and healthy.
  • 1: Shows some understanding but needs occasional reminders or support.
  • 0: Rarely shows understanding of how movement helps the body.
  1. Noticing Simple Body Changes After Activity
  • 2: Consistently notices simple body changes such as faster heartbeat, faster breathing, or feeling warm after movement.
  • 1: Usually notices body changes but may need occasional reminders.
  • 0: Frequently struggles to notice or respond to body-check cues.
  1. Following Game and Safety Routines
  • 2: Consistently follows voting directions, game boundaries, stop signals, and safety expectations.
  • 1: Usually follows routines but may need occasional reminders.
  • 0: Frequently needs repeated reminders about routines or safety.
  1. Participation and Positive Engagement
  • 2: Participates actively and positively during favorite-game activities.
  • 1: Usually participates but may hesitate or need support.
  • 0: Frequently needs repeated encouragement to join activities.

Feedback Protocol (TAG)

  • Tell one strength (e.g., “You did a great job showing happy energy during the games and noticing how movement helped your body today.”).
  • Ask one question (e.g., “Which game felt the most fun and healthy for your body?”).
  • Give one suggestion (e.g., “Next time, try noticing your breathing or heartbeat right after a favorite game so you can learn even more about how movement helps your body.”).

VII. Reflection and Extension

Reflection Prompts

  • Which game was your favorite today?
  • How did your body feel after you moved?
  • What made movement fun for you?
  • What did you learn about activity and healthy bodies in PE?

Extensions

  • Favorite Game Replay: Bring back one class-favorite game later as a warm-up or transition activity.
  • Body Check Review: Reuse simple hand-on-heart and breathing checks in future PreK PE lessons.
  • Healthy Movement Share: Invite children to point to or tell one thing movement did for their body.

Standards Trace — When Each Standard Is Addressed

  • PE:S5.PKa — Sessions 1–2, reinforced in Optional Sessions 3–4 (showing enjoyment, smiles, laughter, and positive participation during favorite games and movement activities).
  • PE:S3.PKb — Sessions 1–2, reinforced in Optional Sessions 3–4 (recognizing that physical activity helps the body stay strong and healthy by noticing warmth, breathing, and heartbeat after active play).

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