Exercise
Squat Lesson Plan for Elementary PE: Activities by Grade (K–3)
Build a K–3 PE lesson around Squat Challenge with grade-based goals, a short teaching sequence, inclusive stations, and simple observation checks.
A useful elementary squat lesson has a skill goal before it has a repetition goal. Children learn to find a balanced stance, bend through a comfortable range, and return to standing under control. Mr. J’s Squat Challenge supplies a shared musical cue; the teacher decides which sections suit the group.
This plan follows the practical structure of the Galloping lesson by grade: define the skill, model it, adapt the activity, then observe one clear outcome. These are suggested teaching options, not age-based fitness standards or a test that every student must pass.
Set up the lesson
Choose a flat, nonslip area and personal spots with room for arms to reach forward. Remove bags, loose equipment, and rolling chairs. Position the screen so students can preview without twisting while squatting. Teach first, then let the audio support an already understood movement.
Tell the class: “Today we are practicing a bend and stand. Your job is to move at a comfortable depth and speed. You may rest, watch, or use your agreed alternative.” Follow students’ support plans and activity restrictions. Stop for pain, dizziness, or feeling unwell and seek appropriate adult help.
Teach three cues
- Find your feet: Begin around shoulder width and adjust to a comfortable stance.
- Sit back a little: Bend hips and knees while keeping the whole foot grounded.
- Stand comfortably tall: Return without rushing or locking the knees forcefully.
Demonstrate from more than one angle. A student’s torso may lean forward naturally; do not teach “chest up” as a rigid vertical position. For a fuller explanation, use the step-by-step squat guide.
Kindergarten: explore a small bend and stand
Suggested goal: Try a comfortable movement while staying in a personal space.
Activity: Invisible chair. Ask students to imagine a chair behind them, make a small sitting motion, then stand. Model once, invite a few attempts, and pause. The pretend chair is a movement image, not an instruction to sink until they would actually be seated.
Use only a short chorus section after practice. Students can count aloud, point to a cue card, or watch before joining. Do not add the low hold or faster tempo just because those sections appear in the song.
Grade 1: connect the cues
Suggested goal: Link stance, a controlled bend, and a comfortable return.
Activity: Cue-card sequence. Show three cards for feet, sit back, and stand. Students order the cards, then follow the sequence at their own pace. Pause between movements so they can reset.
Ask, “Which cue helped you feel steady?” Accept pointing or demonstrating as an answer. The class is learning to notice a movement, not to judge who goes deepest.
Grade 2: notice pace
Suggested goal: Recognize the difference between a controlled movement and rushing.
Activity: Teacher-controlled tempo. Count a slow lowering phrase and allow an easy return. After a rest, ask students whether they need the same pace or a slower one. They may count rather than move.
Do not make the quick round a reward for skilled students. Choose it only when the teacher judges it appropriate, and keep slower movement available. Control matters more than matching the recording.
Grade 3: explain and choose
Suggested goal: Select a suitable version and explain a useful cue.
Activity: Movement choice card. Students choose a shallow squat, their usual comfortable squat, an approved alternative, or an observation role. They explain one choice: “I chose a smaller bend so my feet stayed grounded.”
Keep reflections private or voluntary. A student does not owe classmates an explanation of a disability, injury, or support need.
A short lesson sequence
- Prepare: Use gentle movement and check personal space.
- Model: Demonstrate one small repetition and name the three cues.
- Practice: Try a few repetitions with pauses and teacher feedback.
- Apply: Play a selected song section, with rests and alternatives available.
- Reflect: Identify a cue and describe when to pause or stop.
If using stations, include a cue-card station and a counting station rather than filling every rotation with more squats. Balance the lesson with rest and other appropriate movement. Squats should never be a consequence for behavior.
What to observe
Look for a stable starting position, a controlled direction change, comfortable breathing, and the ability to stop. Give one correction at a time: “Try a smaller bend” is more usable than a long list about hips, knees, feet, and head position.
Do not score children by depth, body shape, or total repetitions. If a student cannot find a comfortable version, stop that movement and follow their support plan rather than repeatedly correcting them in front of peers.
Frequently asked questions
How many repetitions belong in this lesson?
Use a few practice attempts with rests, then adjust to the group and individual needs. The song’s ten-count challenge is optional, not a class standard.
Can this be a station without an adult nearby?
Teach and supervise the activity according to school policy. A video is not a substitute for checking movement, space, and student needs.
What can non-squatting students do?
Count, arrange cue cards, identify the music’s pace, or use an individually approved movement. These roles still connect to the lesson objective.
Extend the lesson
Explore the counting and tempo activities, use form troubleshooting when a cue is unclear, or adapt the classroom squat brain break for a shorter setting.