INNOVATIVE ACTIVITIES WORKSHEET



Games for Infusing Literacy into Physical Education Grades K-5

Peter Cody – Adelphi University

Ellen Kowalski – Adelphi University

Mara Manson – Adelphi University

Tara Nelsen #4 School Lawrence Public Schools

Jessica Suppa – Adelphi University

Tristen DeSimone – Adelphi University

AAHPERD/SHAPE 2014

St. Louis, MO

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Game/Activity: Fitness Bingo

Grade Level: Elementary/Middle School

Equipment: 1 Fitness Bingo sheet per student, 1 pen/pencil per student

Game/Activity Description: Students learn more about each other through conversation. They can see that by being physically active they can be social and work cooperatively in a group.

1-Teacher hands out the bingo sheet and pencils. Students try to get all the squares initialed by someone who has done what is written in the square.

b) Student can only ask a person about 1 square. Then they must find another person to ask.

c) Students can respond to as many people as possible, or whoever asks them.

*Could give a +1 to students who are able to fill the entire sheet.

** Variation= Create a class original Bingo sheet, where each student comes up with 1 square and writes it on the large board. Use this board at the end of the unit as a mini-quiz.

2- Gather the class back together after 10 minutes and review the answers to questions.

3- Closure: Were you surprised by any student’s response to a Bingo square? Are you interested in learning more about some of the topics covered in the activity?

Fitness Focus: Fitness knowledge

Literacy Concept: Social interaction through communication, Writing their answers on the bingo sheet, reading directions and listening.

Game/Activity: Gumby Pairs

Grade Level: Elementary/Middle School

Equipment: None

Game/Activity Description: Students teach each other basic stretch types, practice and build a stretching routine.

1- Put students in 5 groups first. They will review the definition of their “stretching type” and come up with examples to share with the rest of the class and write it on a separate poster.

Static stretching, active movement, passive movement, dynamic stretching and PNF (proprioceptive neuromuscular facilitation stretches. Then let each group present their stretches to the class.

2-PRACTICE THE STRETCHING MOVEMENTS:

Have pairs experiment with different movements.

Active- work individually, have partners practice active stretching arms, then legs.

Passive- have each pair perform a passive stretching movement that they think addresses specific muscle groups (partners do the same)

Dynamic- perform dynamic for arms, then their legs then other muscle groups. Example, high knees, butt kicks, etc.

PNF- Each partner do a PNF stretch with each other (make sure they are warmed up).

(**see additional resource document for poster ideas)

3-FINAL CHALLENGE:

Have students come up with a 1 minute stretching routine that involves 3 of the types of stretching movements. Remind them to use proper technique. Give 5-10 minutes for partners to practice and then either present as a performance or teach their routines to other groups.

4-Closure: Exit slip/Fitness journal

Have students answer “What are 3 types of stretches we have learned? (static, dynamic, PNF)” “Where can you perform these stretching routines?” “How often should you stretch?”

Fitness Focus: Flexibility.

Techniques for improving flexibility, activities that can be done at home, lifelong activity to be used in different settings.

Literacy Concept: Reading and writing

Use posters to display the definitions of the different types of stretching. Students will read the signs and work together to stretch effectively using teamwork. Students will also write down their routines, and their answers to the exit slip/journal.

Game/Activity: Muscle to Muscle (People to People)

Grade Level: Elementary/Middle School

Equipment: Poly spots

Game/Activity Description: Partners match muscles to muscles and stretch. Ask students “Where are your quadriceps, obliques... what am I asking you to identify (muscles)?” We will be identifying different muscles and work on stretching.

1)Beginning:

a) Students will do a stretching activity that involves partners identifying and pairing certain muscles. Remind them of the principles of effective stretching. (Raise body temperature before stretching, warm up and cool down, good technique, hold 15-60 seconds)

b)Pairs of body parts will be called out and partners are to connect to those components: ex- “hand to hand” “elbow to knee”

c) Explain... when the command is MUSCLE TO MUSCLE- partners separate and find new partners and wait for next command. Ex- head to back, shoulder to foot, knee to hand.. then a muscle to muscle. *encourage creativity

***MAKE A POSTER OF MAJOR MUSCLES OF BODY= optional review

2) Muscle Round: Play with specific muscles, hamstring to triceps, triceps to bicep, deltoid to elbow, quadriceps to knee, muscle to muscle. Oblique to hand, gastrocnemius to foot, trapezius to elbow...

Then have students reach for their partners and stretch during the commands.

3) Closure: What is a muscle? (Allows movement)What are important things to keep in mind about stretching? Name a major muscle group.

Fitness Focus: Flexibility, uses agility, balance and coordination

Literacy Concept: Identify various muscles. Writing/spelling assessment.

Create an assessment for students to fill in the blanks of the various muscle groups (spelling and writing).

Or have them label the muscle and write a stretch that can help that muscle.

Game/Activity: Hoop me Rhonda (aka Dolphin Golf)

Grade Level: Elementary/Middle School

Equipment: 1 hula hoop for every 2 students

Game/Activity Description: Put students in partners and give 1 hoop per group. Stand behind the starting line at the end of the gym. RELAY ACTIVITY

- Remind students of STAR GOALS-(Specific track-able achievable relevant goals). Have students set a goal and move as much as possible.

1) Partners will do a relay where they pass the hoop between each other as they move down the field.

2) Proper way to receive the hoop: arms raised above the head, hands clasped together and head tilted down. Successful pass= hoop lands over person’s head and arms- like a human ring toss. Hoop must drop below the belly button of the receiver before it is removed. Receiver must keep both feet planted on the ground.

3) If toss is not caught, hoop must return to last tossing point, receiver may move closer if necessary.

4) To start relay- 1 partner will enter play area while other remains behind start line with hoop. The hoop is tossed to receiving partner, who catches it in correct way. Once a successful toss is made, tosser runs up past the first catcher and waits to receive the hoop. (after a toss is made, partners switch roles).

5)** Provide a practice session before the relay to work on technique

6) GOAL: to see how many lengths of field can be covered by each team in a 4 minute period. Or make it an actual relay race. Have students make a STAR goal as to the number of times they will be able to get back and forth, and record after 3 trials. **4 fast paced rounds with short rest in between.

**Variation: Cross Country Hoop Me Rhonda- make distance longer to travel. Add in target heart rate testing before and after the relay round. Increase the number of players on a relay team.

Closure: Ask were you able to meet your STAR Goal? What fitness component did you work on? Was it hard to reach your goal? In your journal, write about any obstacles that could affect you reaching a fitness goal.

Fitness Focus: Cardiovascular, speed and coordination.

Literacy Concept: Writing. Students can reflect in their journals about achieving their STAR GOAL during the relay, and reflect on cardiovascular fitness.

Game/Activity: Donkey Rodeo/Relay

Grade Level: Elementary/Middle School

Equipment: 1 hula hoop per 2 people

Game/Activity Description: Partners attempt to throw a hoop over their partner’s legs as they do a “donkey kick.”

Tell students they will be doing a lassoing event-Donkey Hooping. We will work on getting a good upper body workout while racing to win the competition. Donkey Kicks must be done safely.

1)4 Poses (put on a poster) and let students practice:

a)Donkey Pose: both hands n ground, 1 leg pointed up in the air and held up.

b) 1 armed donkey pose: 1 hand on the ground, opposite leg in the air

c) Modified donkey kick: kick legs up 1 at a time in the air

d)* Only safe groups.. Donkey Kick: With 2 hands on the ground, kick both feet together in the air.

2)Divide the class in pairs and give each pair a hoop.

3) Challenge the students to throw the hoop over the legs of their partner as they do the Donkey Pose or 1-Armed Donkey pose.

Competition: Pairs will stand behind the start line and set a finish line at the other end of the gym. The game is played like Hoop Me Rhonda, 1 student from each pair runs forward, gets into their donkey pose, while their partner hoops their leg. If successful, the Donkey who was lassoed stays put, the thrower runs ahead and they change roles.

*If a hoop misses the donkey, the donkey stays in pose while the thrower tries again. The throwers can’t move any closer. Play continues until the team reaches the finish line. (If the donkey is not hooped, the hoop returns to the last tossing point.)

*Set the relay as a 4 minute round, and have pairs remember how many times they were able to get to the other side of the gym. Complete as many fast paced rounds with short rests.

Variation: Have students do as many donkey kicks in 1 minute as possible, do the donkey toss like a human ring toss.

Closure: Students write and reflect in their journals… were you able to hold your poses and Donkey kick? What muscles did you use in this activity? How would you rate your upper body strength? What can you do to improve?

Fitness Focus: Upper body strength, balance, coordination

Literacy Concept: Reading/writing. Students will reflect in their journals or on an exit slip with closure questions.

Game/Activity: Two Truths and a Trick (fitness knowledge)

Grade Level: Elementary/Middle School

Equipment: Flip chart paper per group of 3-4, 1 marker per group

Game/Activity Description: Students will learn about body composition and health related fitness.

Remind students:

Body composition refers to the tissues that make up your body. A typical person has 15-25% body fat and 75-85% lean body tissue (fat, muscles, bones, and organs.) The more active people are, the better chance they have of maintaining a body with an appropriate % of body fat with aerobic exercise as the best way to burn calories and reduce fat.

Muscle strength and endurance builds muscle mass (muscle cells burn more calories than fat).

Flexibility- allows body to engage in aerobic and muscular fitness with fewer injuries… and all factors help develop a healthy body composition.

Emphasize that different results are to be expected. Body Mass Index, based on height and weight is one way to check, but it is not definite. Ex- a person with a large muscle mass (muscle weights more than fat) will have a BMI for being overweight.

1)Divide class into groups of 3-4 students. Challenge each group to come up with 3 different but related statements regarding body composition and other health related fitness categories. Two TRUE STATEMENTS and 1 TRICK/FALSE

3)*** Students may need time to research depending on the level of instruction they have received throughout the unit.

4) Students will try to challenge the other groups and promote discussion. They will write down their statements on their own piece of paper.

5) Students will do a “gallery tour” of all of the lists as a whole class. At each list…Have the class vote on which 1 is the trick/false and then have the presenting group explain why. *Allow discussion at each chart and clarify information is needed.

Examples:

Body composition is mostly determined by genetics and is out of our control. (wrong because it does not talk about nutrition or exercise, and it is within our control).

Body composition can be calculated by a ratio of height and weight.

Achieving and maintaining a body mass index within a healthy range is something to be worked one every day.

b) Muscle strength is_____

Endurance is _____ and flexibility is ____(use body comp definition)= Trick

c) We stretch to the point of pain. We stretch for 10-30 seconds. We stretch for better flexibility, joint range and motion and blood flow to muscles.

d) Health related fitness components include agility, flexibility and muscular strength.

** Variations:

Turn the activity into a tag game. The teacher can use the true and false questions during the game by asking the class. Students can signal True or false with a hand raise or hands on head. After the students have a signal up, the teacher yells “GO” and those who were right have 3 seconds to tag someone who was wrong.

Or like “Crows and Cranes” (2 lines in the middle of the gym, one line is true and other line is false. When the answer is true- the true line turns around and runs to the wall, hoping not to be tagged by the FALSE line. If the answer is FALSE, the false people run to their wall and try to avoid being tagged.

**Simple cardio and unit review.

Fitness Focus: Body composition, Muscular Strength/endurance, flexibility

Literacy Concept: Students will be reading and writing. They write out their own group sheets and will be reading other examples throughout the gallery.

Game/Activity: Have you ever… Fitness Edition

Grade Level: Elementary/Middle School

Equipment: Poly spots for the class, but take one away from the circle.

Game/Activity Description: The students will use verbal communication and listening to complete the activity.

The class forms a circle and everyone stands on a poly spot while 1 person is in the middle of the circle. (Size of circle can be as large as teacher wants, preferably large so students are moving and working on some cardio.) The middle person asks “Have you ever… and must ask a fitness related question.” It should be something that the person in the middle has done before. EX= Have you ever ran a timed mile… have you ever… done yoga, rode a bike, lifted weights, done a stretching routine, read a nutrition label… etc.

*People that have done it must move to a new spot, and not one right next to them, the last person without a spot asks a new question.

Fitness Focus: Cardiovascular

Literacy Concept: Speaking and listening

Game/Activity: Frogger

Grade Level: Elementary/Middle School

Equipment:

Poly Spots (10)

Fleece Balls (15)

40 Feet of Boundary Rope or (use the painted area beneath a basketball hoop as a play area)

Stop Watch

Game/Activity Description:

One team, the Frogs, will attempt to cross the “pond” and that the other team, the Frog Hunters, will try to prevent them from doing so. The pond is rectangular area that was created during set-up. The Frog Hunters line up evenly along either long side of the rectangular area. Gather the frogs at one end (the Start). Dispense the fleece balls among the Frog Hunters. The Frogs may only cross the pond on lily pads (their poly spots), and that Frogs may only get from one lily pad to another by hopping with both feet. If a Frog misses a lily pad and steps in the pond, he or she must begin again from the start line. Any time that Frogs are in the air over the pond, and not on lily pads, they are exposed to being tagged out by the Frog Hunters. The Frog Hunters attempt to tag the Frogs by throwing the fleece balls at them. Fleece balls must be thrown at the Frogs below the neck, and must also be thrown from outside of the pond. Frog Hunters are not allowed in the pond, only along the long sides. If a ball is lost in the pond, it must remain there until the end of the round. Once a Frog crosses successfully, he or she runs to the start line and begins again. Do one- minute rounds and see how many Frogs can cross the pond. Switch roles, the Frog Hunters become Frogs and vice versa.

Fitness Focus:

Have students improve agility and throwing skills while getting a moderate cardiovascular workout. The skill areas include agility, balance, coordination, and reaction time. The fitness components include frequency and intensity.

Literacy Concept:

Each poly spot will have an index card taped to it, explaining a different locomotive movement they must perform to get to the next poly spot. For Example: The first poly spot says skipping, they must skip to get to the next poly spot where it might say hoping, and so on…

Game/Activity: Healthy House (aka Quick Line-Up)

Grade Level: Elementary/Middle School

Equipment: Large, open and obstacle – free play area

Game/Activity Description:

By asking the class to build a ‘house’ by making a square around them (dividing into four even teams) Remind them that in this case, a Healthy House is a square that has equal sides and 90 degree angles. Give each team a definition of one of the Health-related Fitness Components to read over. Tell each team to design or choose five exercises that impact their component of health- related fitness. The exercises must be able to be done while standing in a line. Once each group has created their exercises, ask them to form a square around again. Have each group demonstrate their ‘Wall of the House’ (their exercise) while the rest of the class practices them.

Fitness Focus:

To involve all students in a series of exercises that will improve a variety of health-related fitness components while working in a team setting. The fitness component is intensity.

Literacy Concept: The students must read their definitions of the Health – related Fitness Concepts. Throughout the entire activity students must verbally communicate with one another to come up with various exercises to build their homes according to the definition of health- related fitness concepts.

Game/Activity: Memory

Grade Level: Elementary/Middle School

Equipment:

2 sets of numbered sports, 1-30

A stopwatch

Game/Activity Description:

Each participant faces a partner on the opposing side of the centerline. The partners will be working together during this cardiovascular exercise to find spots that have the same numbers. When equivalent spots are on found of their respective sides, they are to be placed together on the centerline. The goal is to have all the numbers matched up as quickly as possible! Individuals must remain on their side of the line for the duration of the game. A participant may have more than one number turned over at a time. For example: if Angel and Renee are partners, Angel could turn over the number “4” and Renee turn over “10”. They yell to each other what their numbers are, and upon hearing that the numbers do not match, they place the spots down, numbers hidden, and move on to the next spots. Participants may not change the placement of any spots, unless a match has been found. Participants any assist other players verbally in locating spots, but may not give them to each other.

Fitness Focus:

For students to get a moderate cardiovascular workout while communicating with partners. The skill area is agility, reaction time, and speed. The fitness component includes intensity and time.

Literacy Concept: Students must verbally communicate and work together as a team to find matching numbers, using strategies and memorization with their partners.

Game/Activity: Cooperative Calorie Challenge

Grade Level: Elementary/Middle School

Equipment:

Large sheet of white paper per group of 5

1 Marker per group

Stopwatches

Chart of calories burned for basic activities, See Attached

Game/Activity Description:

Ask each small group to create a task for the whole class to do during a class period. Each task needs to incorporate a physical activity that will burn approximately 50 calories (e.g., jumping jacks). See Calories Burned Chart, Appendix, p.356 or Fitness Journal. Ask each group to write their tasks on the paper, and post the paper on the wall. For example, “Station One: Do 10 jumping jacks, run around the gym twice and do 15 sit ups. “ After each small group has created and written down their tasks, have each team tour the gym and read the posted tasks. Explain that the challenge will be for each team to burn the maximum number of calories over the course of 30 minutes (time is flexible). Individual calorie expenditures are added up to create the team score. Teams will give five minutes to plan. Will they decide and conquer, or will they travel as a team? Who will keep track of the calories? Remind the participants that they need to travel safely, which includes not exceeding a maximum heart rate zone.

Fitness Focus: This culminating activity will provide a review for many of the previous lessons. In this activity, students compete in small teams to burn the highest number of calories. They combine all skills and all FIT components.

Literacy Concept: Students will be writing down different tasks while placing them on the wall for the rest of the class to read. This activity includes both writing and reading.

Game/Activity: Endurance Machine (aka Machine)

Grade Level: Elementary/Middle School

Equipment: Assorted objects, balls or stuffed toys

Game/Activity Description:

1. Brainstorm a number of ways to pass an object from one student to another. Start with the obvious – from one hand to another, or lifting the object overhead. Begin creating multiple variations that can be performed fairly quickly. 2. Have the group practice a few of the moves by passing an object from one student to the next. 3. Up the ante by asking the group to create moves that will increase the level of muscular workout and involve a sense of style. For example: a. passing the object through the legs. B. Squatting and swiveling before handing off c. brushing the ground with the object before handing it off. D. Placing the object between the knees and squatting. BUILDING the MACINE 1. Ask two volunteers to step into the center, and begin repeating a specific passing motion. The first student picks up an object and passes it to the second student. 2. Each student joining the machine performs a different movement. 3. With large classes, divide into groups 10-12. The Machine In, Action 1. The machine needs to move to a specific rhythm, as determined by the group. 2. Encourage the group to play with the rhythm, faster…slower. 3. Give the machine time to practice, and then introduce the first object. 4. Allowing time for practice, ask the group to set a goal of how many objects the machine can process in three minutes, and how accurately it can be done.

Fitness Focus: The fitness focus is for students to synchronize with a rhythm while getting a moderate muscular endurance workout, using coordination, and reaction time.

Literacy Concept: The students will be working together before in their groups, while writing down what the

Game/Activity: Popsicle Push-Up

Grade Level: Elementary/Middle School

Equipment: None

Game/Activity Description: Divide the class into groups of four. Explain that the challenge will be for all four students to remain connected while only their hands touch the ground or floor. If appropriate, give students time to solve the challenge on their own, or simply explain the task to them directly. Basic Popsicle- The first student lies down on his or her stomach. The second lies down perpendicular to the first, with his or her shins/ankles placed over the lower back of the first student. The two attempt to do a push-up at the same time, keeping their bodies straight, like popsicle sticks. Alternate positions, and try again! Clover Leaf- Four person arrangement- As before, the first student lies down on his or her stomach. The second lies down perpendicular to the first, with shins/ankles placed over the lower back of the first student. The third follows suit by placing their ankles on the lower back of the last students who just did the same, forming the third side of a box (The legs of the people will form the box). Finally, the fourth student gets into position by placing his or her ankles on the lower back of the last student who just did the same. (This requires the first student to lift his or her legs so that the third student can weave their way to the first.) The first student then puts his or her legs onto the back of the fourth student. Confused yet? All four students should form an interlocking square, where each student is supporting the shins/ankles of another. Once ready, have the Clover’s attempt to do a simultaneous push-up. Some adjusting may be necessary! Challenge the Clovers to complete five push- ups in a row without dropping to the ground. For extra challenge, invite the Clover (s) to rotate clockwise, while in a push-up position. Vine Arrangement- for a culminating event, challenge the group to connect everyone together for a large group push up!

Fitness Focus: For individuals to accomplish several push-ups while working with others, agility, and power. Fitness component of Intensity.

Literacy Concept: The students must work together and communicate with one another to perform the activity successfully.

Game/Activity: Team Tag

Grade Level: Elementary/Middle School

Equipment: One Ball (Tennis, fleece, etc.) per team of 3-4 people. Balls must have some kind of distinctive marking so that they are identifiable by team.

Game/Activity Description: 1. Divide the class into groups of three or four. 2. Have students take their pulses to determine their starting heart rates (or assess where they are on the scale of exertion). Review as necessary. 3. Explain that the goals of Team Tag are threefold: Tag Members of other teams. Avoid being tagged yourself. Keep your own team alive and active as long as possible. 4. Explain that this final goal is the priority. 5. When tagged, one must go down on one knee. 6. Review, if necessary, what a safe tag looks like (gently, on the back only, etc.) 7. Each team has its own unique fleece ball, tennis ball or soft toss. If a team member is tagged out and doesn’t have possession of the team ball, it can be thrown to them from another team member in order to return to the game. 8. If a team member is tagged while in possession of their ball, they must hand it off to another teammate in order to reenter the game. 9. Catching and throwing skills are not critical. Fumbling is fine (possession is 10 tenths of this law). Balls may be rolled, bounced or tossed, but no one may interfere with the ball of another team. 10. After one minute of play, call a pause and have each student take his/her pulse and note how it has changed since the game started (or assess their rate of exertions). Allow time to strategize. 11. Continue play. Have the group pause once or twice more to take their pulses.

Fitness Focus: To elevate the heart rates and to understand how our bodies respond when our hear rates are elevated.

Agility, coordination, reaction time, and speed are all exercised in this activity.

Literacy Concept: Students must write on the wall different strategic plans when they get out to help their teammates.

Game/Activity: Run Away Runway

Grade Level: Elementary/Middle School

Equipment: 4 Hula Hoops, various large-sized costume clothing, 4 of each kind for a total of about 20-30 pieces. For example: 4 coats, 4 hats, 4 belts, 4 sweaters and so on. Alternatively, 20-30 pinnies may be used.

Game/Activity Description: 1. Explain that the challenge is to be the first team to empty its hoop of items by placing them in another group’s hoop. 2. The rules: a. In order for clothing to leave a hoop, it must be worn and must be worn in the appropriate way. For example, a belt must be fastened around the waist. Items may not be removed until the destination has been reached. B. Hoops may not be moved. C. Participants not actively transporting articles of clothing must keep contact with their home-base hoop. D. Multiple group members may be away from their home bases; however, only one item of clothing may be worn by any one person at a time. E. If an item falls off, the participant must return to the home hoop to put it on. F. Each member of a team must transport at least one piece of clothing. G. Participants may not impede the drop-off of an item. 3. Allow five minutes for groups to strategize.

4. Caution that participants will be running in many directions. Ask them to be careful to avoid collisions. 5. Conduct four timed rounds, allowing for an effective cardiovascular workout. AS an option, increase time and the number of items in play each time.

Fitness Focus: A moderate cardiovascular workout combined with some game strategy.

Literacy Concept: Students must read the list of items on the wall of which order they need to put them on, also speak with their partners to communicate and work together.

Game/Activity: Triped

Grade Level: Elementary/Middle School

Equipment:

Masking Tape, jump rope or Velcro to tie students legs together

2 Sets of numbered poly spots; Stop watches; paper and pencil for each group.

Game/Activity Description:

Teams send pairs into the competition area to touch numbered poly spots in order, while tied together at the leg. Teams will be working on their combined times, for how long it takes each of the pairs to touch each poly spot in order.

Fitness Focus:

Agility, balance, coordination, speed

Literacy Concept:

Writing and Reading

Game/Activity: Look up, Look Down, and Run

Grade Level: Elementary/Middle School

Equipment: 1 Poly Spot per group of 6

Game/Activity Description:

A Fast paced anaerobic activity in which students sprint from group to group after playing a quick elimination game.

Teams of about 6 students. One person is the caller. Once they say look down, all students look down. When the caller yells “look up”, everyone must have decided who they wanted to look at, and then look right at their face. If you make eye contact with that person, you are out and you both have to run to a new group quickly. If you didn’t make initial eye contact with a person, then you stay in that group.

Fitness Focus: Cardiovascular/ Speed

Literacy Concept: Speaking

Game/Activity: Jugglers on the Move

Grade Level: Elementary/Middle School

Equipment: 1 Poly Spot per person, two different colored fleece balls.

Game/Activity Description:

This is a fast-paced running and group coordination activity. Make 3 circles of about 10 students. Everyone will be standing on one poly spot. Everyone in the circle will then form a sequence. First you will use their names, and make sure everyone knows who is next in that sequence. From there, you will then have to say the person’s name, run towards them, high five that person, then that person moves toward the next person and does the same thing. You can then see how many times the sequence can be done in 3 or 4-minute rounds. Next you can have everyone start in a push up position, or on his or her backs, they will have to perform a sit up or a push up. Both the person saying the name, and the person whose name is said, should both be doing the exercise. They then come to a stand and high five and move on. This is all with the original sequence. Add 2 fleece balls in the center of the circle and once the person starts they pick up a fleece ball and run to their person. Then that person takes the ball, runs to the center, switches it with the other ball, and then goes to their partner, and the sequence continues.

Fitness Focus: Cardiovascular, speed, reaction time.

Literacy Concept: Speaking

Game/Activity: Chicken Baseball

Grade Level: Elementary/Middle School

Equipment: Rubber Chicken or foam ball

Game/Activity Description:

Split the class into teams of four to eight students and have an even number of teams. Two teams play against each other. One team is batting, the other is fielding. The team who is batting has the first person in line throw the rubber chicken anywhere in the gym. Once they throw the chicken, that person then has to run around the entire team as many times as they can. Every time they pass the front of the line, where they started, that counts as a run. The fielding team must retrieve the chicken and bring it back to their line, or the entire line goes towards the chicken. Once the chicken has been retrieved, the team must pass it down the line, over their head and then the next person through their legs, and follow that pattern (up and over, down and through).

Fitness Focus: Agility/ Cardiovascular system

Literacy Concept: Speaking

Game/Activity: Noodle Bonkers

Grade Level: Elementary/Middle School

Equipment: 6-10 Noodles, stopwatch, medium size inflated beach ball, pencil, work sheet

Game/Activity Description:

3v3 game of something similar to hockey. It is supposed to be a fast pace game with 2 minute bouts where the students are highly active for a full period of time. The students will take their resting heart rate and understand what resting heart rate is. From there, they will be instructed to take their heart rate right after their shift. And see what there heart rate is. I would incorporate a work sheet they would need to use to give them the heart rate calculation and be able to write down what it is. It will also help with understanding heart rate recovery. Basically, the class is split into two teams and go out into the playing area in shifts. They are to only use their noodles and work together 3v3 to get the beach ball to hit the other teams wall. Players who are not in the playing area, will be lined up on the side line, in order so the next shift is ready to go out.

Fitness Focus: Coordination, Agility, Cardiovascular system

Literacy Concept: Writing/ Reading

Game/Activity: Key Punch (The Calculator)

Grade Level: Elementary/Middle School

Equipment: 30 Poly Spots numbered 1-30, 90’ of rope or tape, stop watch

Game/Activity Description:

Object is to touch the poly spots in numerical order. Only one person is to be in the play area at a time. The poly spots will be spread out and you need to try and go as fast as possible. As soon as the person touches the last spot, and crosses the start line, the timer is stopped. Try and beat your time.

Fitness Focus: Cardiovascular

Literacy Concept: Reading

Game/Activity: Roll with it.

Grade Level: Elementary

Equipment: Colored Dice (Two colored); pinnies, hula hoops, cones, buckets (2); popsicles

Game/Activity Description:

ROLL WITH IT (K-5)

Objective: Students will practice and reinforce number recognition, number comparisons, and be able to recognize the differences between greater than, less than, more, less, high, low and equal to through the thrilling game of Roll with It. Equipment:

Ø Dice (30-40 or two different colored dice per hoop that is on the midline) Ø Hula Hoops (15-20 on the midline plus one in opposing corners. Note: remove a few hoops and dice for smaller classes, especially if it appears that some students are at hoops by themselves waiting for long periods of time)

Ø Two buckets with an equal amount of sticks (200+ sticks; the more the longer the game duration)

Ø Traffic cones (2) Ø Optional: jerseys or wristbands to distinguish each team

Procedure: Before classes arrive, place all but two hoops, side by side, on the midline with two different colored dice inside each hoop. Next, place one bucket of sticks at opposing corners along with one hoop in each of the two remaining corners of the gym. The object of the game is to win more stick than the opposing team. To Begin: Divide the class into two teams and send each team to opposite sides of the gym to sit down and await further instructions. On the signal “go,” each player will go meet at any of the center hoops to face-off against one of the opposing team’s players. Note: some players may have to wait a few seconds if all hoops are occupied. A “face-off” is when two players meet at a hoop with each player picking up a die and rolling the die inside the hoop to determine who has the highest number.

All players with the greater number will go and get one stick from their team’s bucket to be taken and placed inside their team’s hoop located in the other corner. The player with the lower of the two numbers rolled must go to a traffic cone and skip, jog, gallop, etc., one lap around the gym back to the that cone before being allowed to face off against another player. Note: make sure to leave the dice inside each hoop. Players who face off and roll the same number (equal to) are considered winners and get one stick from their team’s bucket. Teams will continue this process the entire class and the game is over and a team is declared the winners if the following situation occurs:

1. A team wins all of their sticks from their bucket.

2. One team has more sticks than the opposing team when the teacher stops the game after 10-20 minutes.

Clean up by performing a 10-second count down while students return the sticks to their team’s bucket before starting a new round.

Rules and Safety:

1. All players with the greater number get to go and get one stick from their team’s bucket to be taken and placed inside their team’s hoop located in the other corner.

2. Each player with the lower of the two numbers rolled must skip or jog one lap around the gym before being allowed to face off against another player.

3. Players must clearly drop their die and may not touch or alter the number in anyway once it is rolled.

4. Players who face off and roll the same number are considered winners and get one stick from the other team’s bucket.

5. The opposing team will be awarded an automatic win if any player is caught taking more than one stick at a time.

ROLL WITH IT (K-5)

Objective: Students will practice and reinforce number recognition, number comparisons, and be able to recognize the differences between greater than, less than, more, less, high, low and equal to through the thrilling game of Roll with It. Equipment:

Ø Dice (30-40 or two different colored dice per hoop that is on the midline) Ø Hula Hoops (15-20 on the midline plus one in opposing corners. Note: remove a few hoops and dice for smaller classes, especially if it appears that some students are at hoops by themselves waiting for long periods of time)

Ø Two buckets with an equal amount of sticks (200+ sticks; the more the longer the game duration)

Ø Traffic cones (2) Ø Optional: jerseys or wristbands to distinguish each team

Procedure: Before classes arrive, place all but two hoops, side by side, on the midline with two different colored dice inside each hoop. Next, place one bucket of sticks at opposing corners along with one hoop in each of the two remaining corners of the gym. The object of the game is to win more stick than the opposing team. To Begin: Divide the class into two teams and send each team to opposite sides of the gym to sit down and await further instructions. On the signal “go,” each player will go meet at any of the center hoops to face-off against one of the opposing team’s players. Note: some players may have to wait a few seconds if all hoops are occupied. A “face-off” is when two players meet at a hoop with each player picking up a die and rolling the die inside the hoop to determine who has the highest number.

All players with the greater number will go and get one stick from their team’s bucket to be taken and placed inside their team’s hoop located in the other corner. The player with the lower of the two numbers rolled must go to a traffic cone and skip, jog, gallop, etc., one lap around the gym back to the that cone before being allowed to face off against another player. Note: make sure to leave the dice inside each hoop. Players who face off and roll the same number (equal to) are considered winners and get one stick from their team’s bucket. Teams will continue this process the entire class and the game is over and a team is declared the winners if the following situation occurs:

1. A team wins all of their sticks from their bucket.

2. One team has more sticks than the opposing team when the teacher stops the game after 10-20 minutes.

Clean up by performing a 10-second count down while students return the sticks to their team’s bucket before starting a new round.

Rules and Safety:

1. All players with the greater number get to go and get one stick from their team’s bucket to be taken and placed inside their team’s hoop located in the other corner.

2. Each player with the lower of the two numbers rolled must skip or jog one lap around the gym before being allowed to face off against another player.

3. Players must clearly drop their die and may not touch or alter the number in anyway once it is rolled.

4. Players who face off and roll the same number are considered winners and get one stick from the other team’s bucket.

5. The opposing team will be awarded an automatic win if any player is caught taking more than one stick at a time.

Roll the Dice

Equipment: 6 cones, 1 die

Description: How to Play: Set up 6 cones and number each cone 1-6. Students start jogging around the cones when the music is playing. When the music stops the students are to sit by a cone. Roll a die. The number that comes up will perform a designated exercise. Change the locomotor skill every round.

Game/Activity: Dance: What Does the Fox Say?

Grade Level: Elementary

Equipment: Music and animal pictures

Choreographed by Lori Bifarella & Anthony Ianni

Music: “What does the Fox Say?” by Ylvis

Description: Students will learn the names of the animals on a farm and the sounds the animals make. Show the students the pictures of the animals and practice the sounds each one makes. Follow the directions/steps listed below for the dance. Teach the movements in small pieces.

Game/Activity Description:

Lyric Movement

Dog goes woof: Ears with hands on head (One bent)

Cat Goes Meow: Claw

Bird goes tweet: Back of hands together and wiggle fingers Mouse goes squeak: Squat low to floor

Cow goes Moo: Extend neck out/ push arms down and back

Frog goes Croak: Frog Jump 2X’s

Elephant goes Toot: One arm up other arm over eyes and sway up and down

Duck says Quack: Flap elbows

Fish goes Blub: Fingers spread out next to cheeks

Seal goes OW OW OW: Cross arms /palm clap

But there’s one sound That no one knows: Point one finger and ½ turn

What does the fox say? Jump half turn with arms out (Huh)

Ring-ding-ding-ding-dingeringeding! Two steps to the right, two steps to the left and two steps to the right

What the fox say? Jump facing front with open arms

Wa-pa-pa-pa-pa-pa-pow! Cross punch R-L uppercut to the right Repeat to the left- repeat to the right

What the fox say? Jump facing front with open arms

Hatee-hatee-hatee-ho! Reverse lawn mower down to the right up to the left- down to the right

What does the fox say? Jump facing front with open arms

Joff-tchoff-tchoffo-tchoffo-tchoff! Karate chops to the right- left- right

What the fox say? Arms out (huh)

Big blue eyes Side step touch to right

Pointy nose Side step touch to the left

Chasing mice Side step touch to right

and digging holes Side step touch to the left

Tiny paws Side step touch to right

Up the hill Side step touch to the left

Suddenly you’re standing still Stand Still

Your fur is red Swim- backstroke arm up freeze

So beautiful Swim back stroke other arm up freeze

Like an angel in disguise Both arms full circle back to top

But if you meet Swim- backstroke arm down to hips freeze

a friendly horse Swim back stroke other arm down to hips freeze

Will you communicate by (Freeze)

mo-o-o-o-orse? ROBOT move like a robot

How will you speak to that FREEZE

ho-o-o-o-orse? Gallop in place face right for 3 - left for 3- right for 3

What does the fox say? Jump facing front with open arms

Jacha-chacha-chacha-chow! Twist – with palm down waving arms low

What the fox say? Jump facing front with open arms

Fraka-kaka-kaka-kaka-kow! Running chicken 3- right- 3 left- 3 right

What the fox say? Jump facing front with open arms

A-hee-ahee ha-hee! Arms high in the sky and low to your toes

What the fox say? Jump facing front with open arms

A-oo-oo-oo-ooo! One hand on hip-Slowly point up to the moon and howl

Woo-oo-oo-ooo! Slowly raise second hand and point to the moon

What does the fox say? Hands on hips and look up

Fitness Focus: Students will demonstrate the ability to use basic walking steps in several body directions while demonstrating rhythmic accuracy with their steps. Students will state that dancing makes their heart go faster and is good exercise.

Literacy Concept:

• The ability to read and respond to the environment and to others in interaction

• The ability to use the body as an instrument of expression/ communication

• The ability to articulate/demonstrate knowledge, skills and understanding of health

The road to literacy truly runs through every classroom, whether it has desks and chairs, or merely lines on the floor.

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Game/Activity: One of the things is not like the other

Grade Level: Elementary

Equipment: 1 Poly Spot per person, two different colored fleece balls.

Game/Activity Description:

This activity can be used while you are waiting for the classroom teacher to pick up the children from physical education. Explain to students the concepts of same and different. Once the students understand the concept of same and different you can play this game. The teacher sings the song…. One of these things is not like the other…

Teacher picks 2 things that are similar and one that is different. Your choices/depend on the age of the students and prior knowledge and concepts you have taught.

If the student you call on gives the right answer he/she will ask the next question (supply the 3 things… 2 likes, one different….or with older children you can have 4 choices)

Examples:

- Red, yellow, ice cream

- Basketball, baseball, reading

- Flexibility, yoga, warrior pose, push-ups

- Bicep, quadriceps, triceps, foot

- Vanilla, chocolate, red

- Jump rope, dancing, sitting on the couch

-Sesame Street Lyrics

One of these things is not like the others,

One of these things just doesn't belong,

Can you tell which thing is not like the others

By the time I finish my song?

Did you guess which thing was not like the others?

Did you guess which thing just doesn't belong?

If you guessed this one is not like the others,

Then you're absolutely...right!

Literacy Concept: Social interaction through communication. Analyzing information, ability to differentiate, (same, like, something in common) creative and higher level thinking skills.

Game/Activity: Sports Around the Country

Created by Kevin Kriz, Adelphi University Student

Grade Level: Elementary

Equipment - 1 each per group:

- Sport teams list and clipboard

- Pencil

- Hoops or Cones

- Basketball

- Football

- Practice (indoor) Baseball

- Index cards

Game/Activity Description:

Groups of 6-8 students stand next to a cone/hoop situated around the perimeter of the gymnasium. In each hoop/next to each cone will be a basketball, a football, a baseball, pencil and a list of professional sport TEAMS, the SPORT they play and CITY/STATE. For example:

TEAMS SPORT CITY/STATE

1. Broncos Football

2. Red Socks Baseball

3. Heat Basketball

4. Cardinals Baseball

5. Celtics Basketball

6. Seahawks Football

In the middle of the gym set up a four cone square that have index cards placed faced down on the floor. On the “Go” signal one member from each team runs to the middle of the gymnasium, picks up an index card with a number, the city and state written on it and brings it back to their group. The group matches the number on the index card to the number on the list and fills in the city/state column. For example:

3. Miami, Florida

Using the sporting equipment which corresponds to the sport team the group quickly forms a circle and spells out loud the city/state that the team represents (Basketball = Bounce Pass, Baseball = Underhand Toss, Football= Overhand Toss). When completed a different member of the group runs to the middle and gets a different index card (keeping track of what numbers they need). Game continues till list is completed (which is as short or as you make it) or educator stops the game.

Variations:

a) Leave the sport column blank: students have dialogue as to the sport the team plays (e.g. Broncos - Football) and fill in the column in addition to the city and state.

b) For more of a challenge leave off the number on the index card: students have dialogue and fill in the city and state next to the correct team (e.g. Broncos – Denver, Colorado).

c) Add/change sports, e.g. Soccer, Hockey

Fitness Focus: Students to get a minor cardiovascular workout while running to pick up cards in the middle. The skill area is agility, speed, and coordination.

Literacy Concept: This activity includes writing, reading and possibly discourse. Students will be writing down different cities and states, groups spell out the name of the city and state while passing the ball around the circle.

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