Physical Education Grades 3-5 (Supplemental) - 1999-2000

BAYPORT-BLUE POINTUNIONFREESCHOOLDISTRICT 

BAYPORT,NEW YORK 

BoardofEducation 

NancyLetsch 

President 

RosemaryMartin 

VicePresident 

LisaM.Belz 

VirginiaE.Briefs 

CarolA.Cinelli 

LauraJankowski 

AndreaM.O’Neill 

JamesS.March 

Andrew1.Wittman,Jr. 

Superintendentof Schools 

RichardW.Curtis 

AssistantSuperintendentfor Curriculum,Instruction,and 

GeneralAdministration 

JoanE.Grazda 

AssistantSuperintendentfor Business 

DorleeseJ.Stewart 

PhysicalEducationK-5 

(Supplemental) 

Summer1999 

Writers 

RichardCampisi 

CathleenWall 

(Adopted1999-2000)

1.Warm Up 

II. Fitness 

1. Paper Plate Activity-,on the blackboard have a stop activity written (sit-ups,jumping 

jacks, etc.) and also a go activity (hop, skip, etc.) On paper plates have stops and go’swith 

numbers. If a student turns over a stop he/she performs the activity written on the board for 

the number of times that is on the plate. When he/she finishes the activity moves to the next 

plate. If a student turns over a go, he/she does the go activity in the number of steps that the 

is written (5 hops to next plate). Have more gos than stops. 

I. Foam Dice Workout (K-6)-using squad square formation. There are 3 large, foam dice; 1 

dice has the activity to be formed on it, the other 2 dice are numbers. Have students roll 

each and see what the activity is and how many they must perform. The teacher can say we 

will add, multiply, subtract, etc. the numbers that are rolled. 

LII.LESSON FOCUS: SIMPLE STUNTS AND MIMIETICS 

***usrng mats*** 

A. Mimetics- Animal Movements (K-2) 

1. Bear Walk 

2. Seal Crawl 

3. Elephant Walk 

4. Crane Stand 

5. Wet Cat 

6. Inch Worm 

**Have students in lines behind mats, they will take turns going across the mat, performing 

the activities. Stress proper technique and have students make the sounds. 

B. Stunts 

1.Rocking Chair- have students sit on the mat and pretend that they are a rocking 

chair, rocking back and forth 

2. Rocking Chair ToStand- have students add to last activity to rocking and then 

get up to a standing position. 

3. Heel Click- students will go down the mat and perform a heel click- trying to get 

in as many heel clicks as possible. 

4. Knee Spring- jump up, bringing knee up 

5. Hitch Kick- students perform hitch kick down mat

IV. Body Positions 

1. Tuck 

2. Pike 

3. Straddle 

6. Log Roll- students will lay down on the mat and roll the length of the matkeeping 

body totally straight. Arms will be straight, above head; legs straight. 

V. Balances 

1. V-sit 

2. Front scale 

3. Side scale 

4. Yoga- sit and stand 

VI. Activity Close 

7. Tangle- students will get into the tangle positions and get out of it. 

8. Single Leg Circles- this is a break dance move, have students try this. 

9. Stump Walk-students will walk on knees only, holding their feetbehind them. 

10.Swedish Fall- fall down, two hands out in front,one leg up 

11. Lever- using only arms to hold the body up- elbows into stomach 

1. Group Stunt Competition- students will compete by mats, what group can do the 

activities above the best. Teacher calls out what activity is to be done. 

VII. Did you know...? 

1.That when you exercise the skin gets twice as much blood, the muscles gets twelve times 

as much blood. The health benefits are amazing!

&zsJcskills: Voileyiag,striking 

INTRODUCTORY 

Striking balloonsin the air 

Striking theballoonforwardwithdifferentbodyparts 

Striking withan underhandpattern 

Striking the ball to thewall 

Striking a varietyof balls 

INTERMEDIATE 

Striking a ball noncontinuouslywithdifferentbodyparts 

Striking a ball upwardcontinuously 

Volleyingto a partner 

Volleyingunderhandand overhandto the wall 

Strikingovera lownet 

Striking a ball continuouslywithdifferentbodypacts 

Volleyingwiththefoot 

Volleyingwitha volleyball 

Strikingto thewall varyinglevels,force,bodyposition 

Playinghandballwith a partner 

Volleyingovera net 

Volleyingcontinuouslyto a partner 

Servingunderhandovera net 

ADVANCED 

Strikingwithdifferentbodyparts whiletraveling 

Servingoverhandoverthe net 

Strikingto a target 

Strikingdownwardwith force 

Playingagainstthewall 

Volleyingin a lineformation 

Playingmodifiedvolleyball

Ba c Skiils. Throwin&catching,rolling,sthking,dribblingandkicking. 

BEGINNERSKILLS 

Kickinga stationaryball froma stationaryposition 

Approaching a stationaryball andkicking 

Kickingarollingball froma stationaryposition 

Tappingtheball alongthegroundand movingwith it 

Striking a balldownand catchingit 

Strikingdown(dribbling)continuouslywithbothhands 

Dribblingwithone hand 

Dribblingatdifferentheights 

DribblingEndifferentpositionsaroundthebodywhilestationary 

Dribblingand traveling 

Throwingaballagainstthe wall 

Throwingata largetarget 

Catchinga rollingball 

Catchingfroma skilledthrower 

Striking a ballwithanopenhand 

!NTERMEDL4TESKILLS 

Kickingtotargets 

Kickingfordistance 

Kickingto a partner 

Tappingtheballalongtheground(SoccerDribble) 

Starting and stoppingwhilekickingtheball 

TravelingInpathways 

Dribblingaroundstationaryobstacles 

Changing directions: tap/dribble 

Performinga continuoustap/dribblewithchangeof direction 

Kickingtoa travelingpartner 

Dribblingand changingspeedand directions 

Throwingoverhand,underhand,and sidearm 

Bouncinga ball to selfand catchingit 

Throwingan objectto differentlevelsand catchingIt 

Throwingata stationarytarget 

Throwingunderhandto targets 

Throwingbackhandto a target 

Throwinga ball againsta wall and catchingtherebound 

Throwingftxdistance 

Throwingand catchingwitha partner 

Throwingand catchingovera net with a partner 

Al) VANCEDSKILLS 

Startingandstopping:changingdirectionsquicklywhiledribbling 

Dribblingand passingwitha partner 

Dribblingand passingin modifiedgamesituations 

Throwingand catchingwhiletraveling 

Throwingto makea partnermoveto catch 

Throwingfcxdistanceand accuracy 

Catchingtothrowquicklyto a partner 

Throwingwhilein theair 

Kickingata movingtarget

BASICSKILLS: 

Strikingstationaryormovingobjects,controllingforceand direction,passing. 

INTRODUCTORYSKILLS 

Striking a stationaryballon the floor(hockey) 

Striking fordistance(hockey) 

Striking a stationaryballon thefloor(hockey) 

Strikingtotargets(hockey) 

Striking offa battingtee(bats) 

Striking suspendedobjects(bats) 

Striking a ballon thefloorwhiletravelingslowly(hockey) 

Travelingslowlywhilestrikinga ball (hockey) 

INTERMEDIATESKILLS 

Traveling,stopping,and controllingtheball (hockey) 

Travelingwhilechangingspeedand direction(hockey) 

Travelingand strikingwhilechangingpathways(hockey) 

Traveling,striking,and changingpathwayswith a partner(hockey) 

Travelingand changingpathwaysand directions(hockey) 

TravelingIn differentpathways,directions,and speeds(hockey) 

Strikingtoa largestationarytarget(hockey) 

Striking in differentplacesaroundthebody(hockey) 

Strikingto a target - AroundThe World(hockey) 

Striking to a stationarypartner(hockey) 

Strikingstationaryobjects,varyingdistanceand force(hockey) 

Strikingto a partner,varyingdistanceand force(hockey) 

Striking a pitchedball (bats) 

Throwinga ball in theair and strikingit (bats) 

ADVANCEDSKILLS 

Hittingto openplaces(bats) 

Strikinga pitchedobject,varyingthe distance(bats) 

Batting, combiningforceand openspaces 

Striking and dodgingstationaryobjects(hockey) 

Directingtheair pathwayof the objectstruck(bats) 

Passing froma stationarypositionto a movingtarget (hockey) 

Passingand receivingon themove(hockey) 

Directingthepathway,distance,and speedof an object 

Playingmodifiedhockey 

playingmodifiedsoftball.

BASICSKILLS: 

Strikingstationaryormovingobjects,controlling forceand direction,balancing. 

INTRODUCTORYSKILLS 

Balancingobjectsonpaddles 

Strikinga balloonwitha Lightweight paddle 

Strikinga suspended ball 

Strikingaself-tossedobjectordroppedball 

Strikinga ballstraightupward 

INTERMEDIATESKILLS 

Strikingdownwardcontinuously 

Strikingupwardcontinuously 

Strikingaballupward& downwardformorethanonecontact 

Strikingaballupwardwith bothsidesofthepaddle 

Strikinganobjectinthedesire direction 

Varyingtheforceofthehit 

Strikingthroughatarget 

Strikingaball reboundingfromawall 

ADVANCEDSKILLS 

Hittingcooperativelyandcontinuouslywithapartner 

Strikingat differentpositionsInrelationto thebody 

Strikingtodifl it placesaroundapartner 

Strikingoverhead 

Strikingoverheadoveranet 

Playingmodifiedpaddlegames

!adhidaialBeaa BagACIIYWIS 

Holdbean bag highover headwithtwohands.Dropit—catch itjustbefore it hitstheflcxx. Doa 

knee bendas youcatchthe bag. 

Holdbean beg in oneband. Circlearm, throw bag into air, catchin the otherhand. Trythis 

circling arms backward,latercirclearms sideward. Try forward. 

Placeyoiwbeanbag on head. Liftheadbackwarduntil thebag fallsto thefloor. Benddo 

and pick upthebag.Dothis. 

a. Bendingknees 

b.Keepingkneesstraight 

Placebeanbag betweentheankles and kick it intotheair. Catchthebag. 

Standsidestrideposition. Holdbeanbag in onehand. Stretcharmssideward, keepthefeetin 

position. Dropthebagandcatchttwiththeotherhand.Usebodytwist. 

Stand sidestrideposition. Holdbeanbag in bothhands. Reachdownward,upward,backward. 

Dropthebagto thefloorbehindback. Keepkneesstraight and pickup thebag. 

Throwbaghighintoair. Dostuntsbeforecatchingit, such as, touchtoes,claphands,turn 

around,stampandclap. 

Standin sidestrideposition.Keephead straight Trunkbending,placebeanbag on floorbehind 

feet Stretchhigh,turnaroundwithajump. Pickup bagand etth tall, holdbag high. 

Slowbalancewaningonalineorbeam. Lifikneeshighandpassthebeanbagfrornonehandto 

theotherunderthe raisedknee. 

Crouch.Placebeanbagbetweenankles. Puthands on floor,domulekickandthrowbagover 

thehead. 

Stand on onefoot. Placebeanbag onthe raisedtoes.Movethefootin alldirectionswithout 

losingthebeanbag. 

Stand in sidestridepoeiticm.Beanbag held in right hand. Twistand bendtrunk to placebean 

bag on the floorbehindthe leftfoot Stretchtall. Send downand pickup b bag in lefthand. 

Skip slowlywhilebalancingthe beanbeg on theheed.Do a lowerouchjumpat intervalsof 3.. 

Lieon bedc,armsstretchedoutto side Holdthe beanbeg betweenthebeetknees.Lowerknees 

tothefloorsidewardand keepholdofthebag. Alternatelding to each sideof thebody. 

Squatwithhandsonthe floorin troutof the body.Placeone leg sidew d and the beenbageither 

on or underthe foot. Shiftthe leg back into positionunderthe body. Extendthe otherleg 

side d, 

thebody. 

similarto the frog . As the legsarechangedkickthebego to theoppositesideof 

Holdbeanbaginbothhands.Circlearmforwardand sidewardandaeroesthebody. Change 

fromonedirectiontoturning to another. Do thisby holdingonebag in eachhand(twobags). 

Circlearmsin oppositedirectionswithbig circlet

Partaer Bean RagAcifrities 

Standbackto backabout2.5 feetbetweenpartners.Standin a stridepositionand do notmm 

feet. Usingtrunkturning endtwisting. Passand catchbeanbagwithpartner. Bagfo1lo a 

figure8 path. 

Stand facing,bothin a strideposition.Stretcharmssidewerd,eachholdbeanbag in opposite 

hands. Bothtwistto left so thatright handsmaytakebeanbag frompartner. Twistand turn to 

right and exchangebag. Keeptuning and exchangingbag. 

Placebeanbag on floor.Pull and pushpartner,handsjoined, to makehimtouchbag witha foot. 

Partnersfaceeachother,stand in a strideabout6 feetapart.Thechildrenhavea beanbagwhich 

is heldin bothhands.Partnerstryto keepsametimein performingthefollowingmov nents: 

Bendforwardanddownward. 

Touchbeanbagto floorbetween. 

Swingarmsforwardandtossbagto partner. 

Catchbag. 

Stretchup high. 

Throwbag up. 

Clapownhands. 

Catchbag and repeat. 

Standbackto backin a side strideposition. One partnerholdsbag in his right hand. Bothturn 

to right and bag is handed(not thrown)toeachother. Thebag moveain figure8 aroundand 

betweenplayers. 

Lieonfloorwithright sidestouchingand right handsclasped.(Headto feetposition).Sit upand 

exchangebeanbagsfromeach other.

TeachingPhrases Usedin Crea4ngMovementQuestions: 

Canyou...? 

What wayscanyou...? 

Whocan...? 

Whatkindsof thingscometo mind...? 

Howwouldyou...? 

Howelse canyou..? 

Inhowmanyways...? 

Is it possible...? 

TeachingCuesfor MovementErploratlon: 

Seehowmanydifferentways.... 

Combinea... 

Seeif youcan... 

Showruea differentwayto.... 

Try changing... 

Determinethebestwayto... 

Inventa newway.... 

Try to find... 

Exploreotherwaysto.... 

Findanotherwayto.... 

Makebelieveyou.. 

Letspretendto.... 

WhenI saygo....

Identificationof RodyParts 

Thestudents will beableto identifythevariouspam of thehead: 

Eyes 

Teeth 

Cheeks 

Tongue 

Eyebrows 

Nose 

Jaw 

Chin 

Eyelash 

Lips 

Hair 

Mouth 

Ears 

Forehead 

Face 

Thestudentswill beableto identifythefollowingother bodypam: 

Neck 

Shoulders 

Chest 

Waist 

Stomach 

Legs 

Arms 

Back 

Spine 

UpperArm 

Elbow 

Forearm 

Wrist 

Fingers 

Thumb 

Hands 

Toes 

Feet 

Palms 

Back 

Hips 

Thighs 

Knees 

Ankles 

Toes 

Heels 

Feet

Divisionand DimensionSkills and Concepts 

Identification and demonstrationof divisionskills/concepts: 

Selfspace 

Sharedspace 

Generalspace 

Thestudents willident,:,5anddemonstratedimensionskills/concepts: 

Forward 

Backward 

Left 

Right 

Diagonally 

Up 

Down 

1-ligh 

Low 

Medium 

Large 

Small 

Vertical 

Hociwntal 

Straight 

Curved 

Zigzag 

Other self-spaceskillsand concepts: 

Changedirections 

Slow 

Fast 

Accelerating 

Decelerating 

Strong 

Firm 

Weak 

Explosive 

Smcc h 

Stopping 

Tense 

Relax

SpacialRelaJionshIpSkilWConcepts: 

Theswdents will beableto identjfyanddemonstratetherelationshipof selfto spaceandothers: 

Back 

Sides:right/left 

Top 

Bottom 

Near to 

Far from 

Meeting 

Parting 

Facing 

Sideto side 

Shadowing 

Mirronng 

Lea4ing 

Following 

Backto back 

Backto from 

Following 

ThesludenLiwWbeableto demonstratein relationtopeers: 

Tallerthan 

Shorterthan 

Lessthan 

Greaterthan 

Fasterthan 

Slowerthan 

Smallerthan 

Biggerthan

SkllUConcep:FeelingandExpressions 

Thestudentswill be ableto usetheir bodiesto showbowtheyfeel: 

sad might 

huge mad 

floppy clumsy 

friendly kind 

sly silly 

proud playful 

old gloomy 

evil greedy 

light heavy 

tired 

cute 

jolly 

small 

happy 

nervous 

tense 

angry 

frightened 

beautiful 

carefree curious 

fat daring 

bold brave 

crazy 

afraid 

droopy 

adventurous 

ugly hc* 

heroic nice 

wise soft 

moody worried 

shy 

fierce 

fearless lazy 

wicked bashful 

skinny timid

Non-LocomotiveMovemeivi SkilLsand Concepts 

Thesn dents will beableto usetheir bodiesto makedifferentshapes: 

round 

oval 

narrow 

stretched 

small 

tall 

short 

twisted 

triangle 

square 

thin 

pointed 

wide 

little 

angular 

big 

curved 

sharp 

circle 

rectangle 

loig 

tiny 

crooked 

gigantic 

straight 

Box 

Bend 

Twist 

Stretch 

Bridge 

Tunnel 

Rock

LocomotorSkills 

Hopping TeachingCues 

Takea stepforwardon onefootand thenperformahop onthatsamefoot. 

Stepforwardontheotherfootandperformahopjustlikeyoudid onthefirstfoot. 

Keepalternatingfeetdoingthissameprocedure. 

Armsare outtothesideforbalance. 

A skiphas an tmevenrhythm. 

GallopingTeachingCues 

Faceandmovein a forwarddirection. 

Choosea footto startwithandstepforwardwith it. 

Keepthat same leg in theleadduringthegallop. 

Thebacklegchasesthefrontlegbutdoesnot go aheadof it. 

Bendatthekneesand trytobe tight”on yourfeetas yougallop. 

Sliding TeachingCues 

Pointa shoulderor yoursideto a wallor target and movetowardsthe wallortarget. 

Yourbellybuttonshouldbepointingawayfromthewall. 

Takea stepsidewayswiththefootclosest tothewallyouaremovingto. 

Aftersteppingwiththisleadfootdrawtheotherfootto thisleadfoot. 

Continuechasingwithleadfootstayingin theleadatalltimes 

Stepfar andtry togetsomeheightafteryouhavethestepmastered. 

Leaping TeachingCues 

Take .off fromonefcx*and landontheoppositefoot. 

Extendarms,legs,andtoeswhileintheair. 

Trytoleapa longwaysasthatforcesthebodytoextend. 

Bendknee and hipforcushionedlanding. 

Other LocomotorMovementTeachingCues: 

Walk: Backstraight,armsswingingslightly,chinup,eyesforward,shortslowstrides. 

Run: Backslightlyforward,elbowsbait, headup,eyesforward,long-quickstrides. 

Dodge: Avoidanobstaclewithaquicksidestep,continuein thesamegeneraldirection. 

Jump: Usingtwo feet,bead knees,swingarms forwardtogether,evenrhythm. 

March: Liftknees,stompfeet,bendelbows,headstill,eyesforward,straightbeckandneck.

Individial Skills 

BasicSkiLls: Hand-EyeCoordination 

BodyAreness 

Balancethebeanbagon bodyparts Challengethestudentsto seehowmanybodypartstheycan 

balancethe beanbagon. 

Balancethe beanbag on bodyparts and. Walkin differentdirectionsand at different levels. 

YogaStandand Sit 

Havestudentscrossarms overchestandcrosslegsandsit downwiththebeanbag on 

their head. Challengestudentsto sitdownand standup withoutusingtheir hands while 

balancingthebeanbag. 

TossandCatch 

WhilesittIngdowntossthe beanbag in theairandcatchin ownspace. 

BeanBagShakeOff 

Studentsplacebeanbag on variouspartsofthe bodyand shake it off.Usearms,head, 

feet,stomach. 

TossandCatch 

Whilestandingpracticetossingthe beanbegandcatchingit atdifferentlevels(high, 

medium,low) 

Stretchand Catch 

Studentswsthebcenbagintheairandtrytocatchit-stretthup,tothesides 

,etc. 

CatchOffBase 

Standononeleg andtossandcatch. 

Catchata LowLevel 

Catchat lowlevel-studentstossthe beanbag andcatchit ata lowlevel. 

CatchatHighLevel 

Studentstoesthebeanbagandcatchitat a highlevel. 

CatchingChallesgea 

• TouchRw tc thebeanbagin theair,touchthefloorandcatchit 

FullTunCi-tossthebeanbagintheair,tun 

36Odegrecsandcatchit 

iumping Ja Catch-tossthebeanbagintheairdoajumpingjackandcatchit 

WorldRecord 

Studentsclassthebeanbagintheairandclaphandsasmanytimesaspossibleand 

catch.ChallengestudentstodotheIrpersonalbest

- RopeJumping !ndi’#ldual 

Makesmalljumps(justbigenoughto cleartherope) 

Landonbaitsoffeet 

Bendkneesslightly 

Startyourjump as soonas youseethe ropecomeoveryourhead 

Keepelbowscloseto y whileturningropewithyourist 

DoubleDutchRopeJumping 

Startbystandingneartheshoulderofoneoftheturners 

Watchthe ropethatis farthestfromyou. 

As it passesyournose,followit in and leapthe near ropeas it turnstowardyou 

Beginjumpingas soonas youland and entertheropes 

Movetothemiddleof theropesandfaceoneof theturnersasyoujump 

RopeJumping - OneLongRope 

Turners 

Turnropewithyourarms usingmediumtolargecircles.Don’tturnropewithvist. 

Watchjumpersfeetas youturn. 

Don’tgettoofarapart—some oftheropeshouldbedraggingthefloor. 

Jumpers Toenteraturningrope, standon thesideoftheropeso theropeis beingturnedtowardsyou. 

Enterbyfollowingtherope,and go tothecenterbetweentheturners. 

Faceoneoftheturners. 

Whilejumpingdon’tmovefromthecenterof the rope. 

Makesmalljumpsjust bigenoughto cleartherope,and landon ballsof feet. 

IndividualSkills 

Rebound Stowtime Fasttime 

Doubletime tripletime Alternatefoot 

Swingsteps 

Strider 

Toetouch(b) 

Crossingarms 

Side“swish” 

Locomotive movements 

Crosslegs 

Shufflestep 

Doubleturn 

Side-waysjumping 

Rockerstep 

Toetouch(s) 

Heel,toe 

Squatjump 

Turning 

Partner Skillar 

Creativeroutineswithmusic Faceto face 

Backto front Backto beck 

Sidetoside Longiump 

6”fromground:jumpbeckandforth Oceanwave 

Snakein thcgrass 

Frontdoor 

Jumpingin centerofrope 

Backdoor 

Turn aroundwhilejumping 

2 or morejump together 

2 LongRopes 

Locomotivemovements

1.Warm Up 

H. Fitness 

1.Hokey Pok pre-K ,K, 1) 

1. ElectricSlide (3-6)-Steps 

a. 3 side steps to the right, tap,clap 

b. 3 side steps to the left, tap,clap 

c. 3 steps back, left foot back,tap 

d. 2 shimmiesforward 

e. 2 shimmies backward 

f. 1/4turn to theright stomp 

g. repeat 

HI. Lesson Focus 

1.Patty Cake Polka- this is a partner circle dance forgrades2-3 

a. Heel, Toe 2x 

b. 4 slides to theright (if right foot on theinside,otherwiseleft) 

c. Repeat going theother way 

d. Right hand 3 slaps 

e. Lefthand 3 slaps 

£ Bothhands 3 slaps 

g. 3 knees slaps 

h. Swing your partner 

i. move to nextpartner in circle 

2. The Hora- this is a circleand line dance forgrades3-6 

- this dance is to the song HavaNagila 

a. Step lefton left foot 

b. Cross the right foot in back of left, weighton right foot 

c. Step left on the left foot and hop on it,swining theright foot forward 

ci. Step-hop on theright foot and swing left foot forward 

e. This same step is repeated over and over (side,behind, side, swing) 

3. Ten Pretty Girls- this is a line dance for grades 3-6 

a. Measures 1-2:starting with the weight on theright foot,touchthe left foot in 

front,swing the left foot to the left a

Focus: YOUNG CHILDREN pre-K,K, 1st 

I. Warm Up 

II. Fitness 

1. Busy Bee- Students fly and buzz around the gym pretending to bebees.Whenthe teacher 

calls out a command such as knee to knee, studentsmust find a partner and touch body 

part to body part. Use various body parts, students find various partners. Be creative. 

remember safety- no head touches. This is an activity that involves cooperation. 

2. Movement to words- Reachup high,touchthesky (reachwithbothhands up, stand on 

tiptoes); Bend down low, touch your toes (bendknees, get low);Stretch out wide, side to 

side (spread arms out). GuesswhatI am.Havestudents perform thesetasks with a partner. 

Then have one partner close eyes and guess whatlevel thepartner is at. 

1.Push up position- students get into the push uppositionoverpolyspots. Instead of doing 

a true push up they will wave their right hand, then left. Also shake right and left feet. 

Combinethehands and feet. 

2. Inchworm- students wilt again get intothepush up position. Now they will do inchworm 

over and around the polyspot.Hands only move, then feet only move, separate actions. 

3. Sit up position- students get into the sit up position on polyspot. Theywill notperform a 

real sit up, instead will wave feet, tap toes. They will also get into the bridge formation. 

4. V-sit-students will again get into the sit upposition (look like the letter V) Have the 

students pretendto go to bed, lay back.Then havethe students wake up, sit upto V 

position. Pull the covers up, reach down to toes, slowly pull thecoversup to chin as laying 

down. Can then push the covers off by sitting back up. 

*Al1of theseactivitiesworkon the students fitness in a funway. It also does not harm their backs 

IlL Lesson Focus- MOVEMENT TO SINGING SONGS 

1.Brush your teeth- using Raffi’ssong formusichavethe students pretendto brushtheir 

teeth.Use bothhands. Talk aboutimportanceof hygiene. (Raffi-Singablesongs forthe 

‘exy young MCAE-10073) 

2. Jack and Jill with movements- while sittingon the floorthestudents will recitethe 

wordsand makeup movements to go alongwith thewordsto the rhymeof Jackand Jill. 

3. Jump Jim Joe- firsttime do the dance alone, second time do the dance with a partner.

4. Bingo- class makes a big circle and walks clockwise singing the words to Bingo, switch 

to counterclockwise. With the upper grades (2-3) add a grand right and left. 

5. ABCSong-draw letters in the air, using self space. Make huge letters in general space. 

Have students use both their right and left hands. 

IV.Activity Close 

V. Concepts 

I. Jack Frost andJane Thaw- students are scattered and move to avoid being frozen 

(tagged) by Jack Frost, who carries a white streamerin one hand. Frozen children must 

remain immobile until thawed (touched) by Jane Thaw, identifiedby a different color 

streamer. More Jack Frosts and Jane Thaws move the game along. Similar to the game 

freezetag. 

1. Body Awareness 

2. Levels 

3. Work with partners 

4. Self space/general space 

5. Keeping a beat 

6. Matching movements and words 

7. Laterality

Lesson Focus: JUGGLING 

I. Ball Juggling 

1. The X (uses two balls) 

a. throw the ball as high as you can reach 

b. throw one ball at a time in an X shape 

2. Trouble Shooting 

a. start with the non-dominant hand 

b. throw-throw, catch-catch 

3. Three Bails 

a. start with the hand that has 2 balls in it 

b. use the same X pattern as with 2 balls 

c. throw all three no matter what 

4. Challenges 

a. stand still 

b. count throws, get up to 20 

c. siamese juggling- stand side by side with a partner, one uses only the right handother 

uses just the left. 

II. Scarf Juggling 

I. Hold the scarf in your “claw” 

2. Body catches- toss scarf & catch with head, stomach, etc. 

3. The #11- wave each scarf up & down, looks like the #11 

4. Circle Juggling- juggle the improper way, not X 

5. Toss 1 scarf pass other under leg, catch (other tricks) 

6. TheX-sameaswithballs 

7. Holding starting three 

8. Partner Juggle

Focus:YOUNG CHILDREN 

I. Warm up 

II. Fitness 

1.Pathways- use lines on the floor for students to use. Then use no lines for straight. 

curved, and zig zag pathways. Have students do the pathways in different directions and 

at different levels. 

I. Lion King Stations- Health Hopping to music from the soundtrack.There are 6 stations 

with different activities, connected by hoops. The students will hop between stations. 

When they get to the station they will do the activity for a timed amount. The student is 

working individually and working to improve their personal best. On posterboards draw 

characters from the movie with the activity written out (or can draw the activity). 

III. Leson Focus: BEAN BAG MANIPULATION 

HAND-EYE COORDINATION 

BODY AWARENESS 

1. Balance the bean bag on body parts. Challenge the studentsto see how many body parts 

they can balance the beanbag on-working on personal best 

2. Balance the bean bag on bodyparts and move. Walk in differentdirections and at 

different levels 

3. YogaStand and Sit- have students cross arms over chest and cross legs and sit down 

with the bean bag on their head. Challenge students to sit down and stand up without using 

their hands while balancing the bean bag. 

4. Toss and Catch- while sitting down toss the bean bag in the air and catch in own space: 

5. Bean Bag Shake Off- students place bean bag on various parts of the body and shake it 

off. Use arms, head, feet, stomach 

6. Toss and Catch-whilestanding practice tossing the bean bag and catching it at different 

levels (high, medium, low) 

7.Stretch and Catch- students tossthe bean bag in the air and stretch to catch it- stretch up, 

to the sides, etc.

8. Catchoff base 

9. Catch at low level- students toss the bean bag and catch it at a low level 

10. Catch at high level- students toss the bean bag and catch it at a high level 

11. Catching Challenges 

a. Touch Floor- toss the bean bag in the air, touch the floor and catch it 

b. Full Turn Catch- toss the bean bag in the air, turn 360 degrees and catch 

c. Jumping Jack Catch- toss the bean bag in the air do ajumping jack and catch 

12. WorldRecord- students class the bean bag in the air and clap hands as many times as 

possible and catch. Challenge students to do their personal best 

13. Win the big game- make the catch of a lifetime, win the championship game. Be the 

announcer. 


the set up: 

Bean Bag Game 

‘xx xx0 

/xx xx0 

/xx xxO 

/xx xxO 

Key 

Student get with a partner and go 

1=pin to either a pin or hoop. The object 

0= hoop 

is to knock the pin down with the 

x= student bean bag, or toss the bean bag into 

the hoop. Teacher will put a number 

on the chalkboard that indicates 

the number of steps back away from 

the pinlhoop they should be.

1.Warm Up 

1.Poly Spot Switch (2-6)- in groups of five. Four students set up in a square, one student is 

;rithe middle. Using non-verbal communication the studentswill attempt to switch spots. If 

the person in the middle takes their spot they become the new person in the middle. 

H. Fitness 

1. Mats and Partner- one mat per partner group 

a. students jog around their mat 6 times. 

b. students start on opposite sides of the mat and switch to the other side, where 

their partner is- competing to see who gets there first. 

c. play tag around the mat. 

d. do partner push ups using the mat 

e. students make up there own fitness activities and share with the class. 

III. Lesson Focus: TEAM GAMES 

**play in small groups of 3 on 3 or 5 on 5. 

**Whenever possible play outside 

1. Ultimate Frisbee 

3 on 3, with the rest of the class on sidelines. Studentscan pass to those on the sideline. 

More ideal to play in small groups, more students participate 

2. World Cup Soccer 

3 on 3, with the rest of the class being the goalkeepers.Have the goals clearly marked. 

Make sure that you have a safety line. Don’tplay this game until students have mastered 

basic soccer skills. 

3. Spàsketball 

3 on 3, with I goalkeeper per team, rest of class on the sidelines. When theball is on the 

floormust use soccer skills-dribbling, passing, shooting;when ball is in the air use 

basketball passes, shots-no dribbling (then becomes soccerbecause it touched the floor). 

The goalkeeper can only stop soccer shots, cannot contest basketball shots. Students 

maypass to others on the sideline, ideal to use this to change the skill from soccer to 

baskethall, etc. 

• Have the students be their own officials- they will be more honest and fair.

1. Warm Up 

II. Fitness 

1. Takea chance-this is a partner activity. Students will have a partner and go around to 

the task cards that are scattered around the gym. Each card has an activity for both students 

to do. Examples of activities would be: while doing the twist recite the alphabet, crab walk 

to half court, scooter activity, etc. This is an activity for students in grade 3 and up. 

I. Contrast Drills- students will have a partner and will work together. While one student is 

jumping rope the other is doing push ups or crunches. After 20 seconds the two will switch 

activities, they will switch 4 times. Students should be encouragingeach other and giving 

each other friendly feedback. 

HI. Lesson Focus: WAND ACTIVITIES 

-stress safety with the wands, grades K-3 plastic, 4-6 wood 

1. Traveling- while moving with the wand students will keep it on the floor, this avoids 

sword fights, hitting, etc. 

2. VerticalBalance-students will balance the wand in the palm of their hand vertically. 

3. Balance-students will attempt to balance the wand on variousbody parts. Students may 

also try to add locomotor movements. 

4. Problem Solve- have students figure out the movement principles for vertical balance 

5. Balance- students will balance the wand, do a full turn and catch 

6. Duck Under- students will let go of the wand and try to duck under it before it falls 

7. Wand Balance& Run Around Ii- students will let go of the wand and run around it 

beforeit falls to the ground 

8. Wand Stretching- students will incorporate the wandin simple stretches 

9. Jump Over- students can attempt to hold the wand in two hands andjump over it. This is 

a very difficult stunt and students can get hurt. Only if they want to do it. 

10.PartnerSpin- with a partner students will use one wand and holdonto it tightly. They 

will then spin around. Stress safety- do not let go of the wand.

II. Partner Exchange-using both wands, students will attempt to run to their partners 

without letting them fall. To increase the difficulty have the studentsmove back, to 

make it easier move them closer. 

12. Circle Exchange- the entire class will form a circle. They will try to move one space to 

the right and catch the wand without letting it fall to the ground. To make it more difficult, 

spread the circle out or challenge the students to move 2 spots over. 

13.Ring Toss & Catch- students with their partner will get one ring. They will put the ring 

on one of the wands and attempt to pass it back and forth to each other. This activity 

stimulates a lacrosse skill. 

14.Hockey Game- with a partner students will use the wand and the ring to simulate a 

hockey game. One student can be the goalie and the other shoots,passing, etc. 

15. Goalies Against The Wail- the students will shoot at the wall, at a designated “goal”. 

One partner is the goalie and attempts to block the shots. After 5 shots the studentswill 

switch positions. 

IV. Activity Close 

1.May Day- half of the students will be on one line, while the other half is on the opposite 

line. As a group one line will dribble down to the opposing linewith their wand and ring 

and then shoot on the other team. The team that is being shot at attempts to block all the 

rings. After the students shoot count how many rings got through. Now the other team will 

have the same opportunity. Count their rings, whoever had less in their goal wins. When the 

students shoot they must say “May Day!”. Stress safety and have a line that the teams must 

shoot behind from.

Focus: BALL HANDLING SKILLS 

(Dev. II, Review Ill) 

I. Warm Up 

II. Fitness 

1. Turtle Tag- When the student is tagged she must lay on back with her hands and feet in the air. 

like a turtle would look in its back. To get back into the game another student must come over and 

tag the student saying “Cowabunga dude” Stress fair play. 

1.Squad Square Fitness (4 stations) 

To themusic of”Taking care of business”, squads will do each activity for 30 seconds before 

rotating to the next station. 

a. Curl Ups- students in this station will do curl ups for 30 seconds. They will work to do 

their personal best, if not a crunch then a sit up or variation 

b. Step Ups- students will use the mats on the floor as a step box. They will simply step up 

(as in a step aerobics class), up-up, down-down for 30 seconds. 

c. Ski Jumps- using arms and legs students will pretend that they are downhill skiing. 

d. Alternate Hands Over Line- up, up, back, back with hands over the line 

[H. Lesson Focus: HAND-EYE COORDINATION & LATERALITY 

I. Transport ball under arm- whenever the students need to get a ball or move with it, they will 

place the ball under their ann. This prevents them from attempting to dribble all over the place or 

lose control of the ball 

2. Mummy Wrap- students will use the ball and wrap it all around their body. They can start at their 

head or their feet and work their way around the body. This is used for body awareness 

3. Figure 8 On The Floor- students will roll the ball around their legs, making a figure eight. Have 

the students do this in both directions. This is used for body awareness. 

4. Sit, Bounce,Catch- while students are sitting on the floor they will bounce and catch the ball in 

their own space 

5. Stand Toss, Catch Hand- placement experiment 

6. Toss and Catch- at high, medium, and low levels 

7. Rebound Off The Floor- students will bounce the ball off the floorand catch it like a rebound 

8. Hoop Target WithArms- students will circle the ball as many times as possible by grasping

hands together, forming a circle/hoop 

9. Catch Between Legs- students will toss the ball and catch it in between their legs 

10. Take BallForA Walk 

11.Bon z- visual tracking 

12.Back Of Neck And Catch-students will place the ball on the back of their neck, let it roll down, 

and then catch it. 

13.Dribble- with right and left hands around the body 

14.Dribble- around partners 

15.Partner Exchange- students are with a partner and see how many times they can exchange the 

ball in 15 seconds 

16.Partner Toss and Catch- at high, medium, and low levels 

17.Partner Circle- toss and catch 


1.Guard YourPin- with a partner students will worktogetherto keeptheirpin frombeing knocked 

down, while attempting to knock down everyoneelse’spins.Use 1 pin and 3-4 beanbags/sockballs 

per pair. This gamestresses teamwork

I. Warm Cp 

H. Fitness 

I. Hoop Travel 

a. Using different locomotor movements students will move through the maze of 

hoops without touching anyone else or anything. Teachercan call out what 

movement or students may choose. 

b. Students will stand in the color hoop that the teacher calls out 

c. Students will put body parts called by the teacher into the color hoop called. 

1.Hoop Stretching- students will perform various stretches in the hoops. 

2. Hoop Race- students will race around their hoop and see how many times they can go 

around in the allotted time 

3. Hoop Jump In & Out- students willjump in and out of the hoops 

4. Hoop Push Up- students will do push ups inside of the hoops 

5. Tell Time- when the teacher calls out a time the students will position their bodies to be 

that time on a clock 

III. Lesson Focus: HOOP ACTIVITIES 

1. How many different ways can you travel around your hoop? 

2. Show me different ways to cross over your hoop! 

3. Spin your hoop- while it is spinning how many times can you run around it? 

4. Poison Game- Students will try to drop the hoop over themselves without lettingit hit 

their body. They will begin on their knees and progress to a standing position 

5. Hoop Roll- in general space the students will roll the hoop around the gym, using both 

their right and left hands 

6. Walk the dog & call the dog- students will give their dog (hoop) a name. They will then 

toss the hoop out with a spin on it so that it will come back to them. While doing this the 

students will call out their dog’sname

7. Walkthe dog&jump over- students will toss the hoop out andjump over it before it 

fallsdown 

8. Walkthe dog & go through- while the hoop is on its way back to the student she will go 

through it without knocking the hoop over 

9. Walk the dog & kick the hoop up to your hand- students will toss the hoop out and on 

it’sway back will kick it up so that it comes into their hands 

10.Ring toss- with a partner students will toss the hoop back and forth to each other 

11.Electric Hoops- with a partner the students will put their hoops together and make it 

stand up. They will then take turns going through the hoops. The object is to not tàuch 

the hoops, or they will be “electrocuted”This activity works on the students body awareness 

12. Twister- in groups of three or more students will place their hoops together to form a 

twister board. One student will call out a body part and color (right foot in green hoop). The 

other students will attempt the stunts. 

13.Ring Pass- in groups of three or more students will hold hands in a circle with their 

hoops on an arm. The group must pass all the hoops around until they get their original one 

back. This game works on cooperation 

14.Puzzle/Maze Game- all the hoops are placed so that they are touching each other. The 

student will then pick one color that she can walk in. Now she must get across to the other 

side, by stepping only in that color hoop. 

15.Pond Crossing- alone, students must pick a color to get across the “pond” (hoops) using 

one color. Then with a partner students will get across the pond together, think of 

creative ways to get across. Students must pick one color.

Focus: K, 1,2 DEVELOPMENTAL LEVEL I 

I. Warm Up 

II. Fitness 

1.Body Rock (from kids in motion): while moving to the music, the students will shake 

various body parts. 

1.Animal Crackers- in a decorated box there are toy animals (figures). The teacher will 

pick out an animal and tell students about the animal, and let the students tell what they 

know. The students will then act like the animal, walking like they do, animals sounds, etc. 

The students will demonstrate their use of imagination and body movement, as well as 

different levels, speeds, and directions. 

III. Lesson Focus: BODY MANAGEENT, LATERALITY, DIRECTIONALITY, HAND- 

EYE & FOOT-EYE COORDINATION, AND FORCES 

I. Balloons (caution popping) 

a. Explore flight 

b. Contact right/left hand, palm, backhand, etc. 

c. Finger Juggling 

d. Contact Body Parts- head, knee, toes, etc. 

e. Cards for Visual Tracking 

f. Bat from kneeling position, sitting, and on back 

g. Volleyball-dig, set, serve 

h. Partner Batting 

i. Partner hoop and balloon 

2. Scarf Activities 

a. Running streamers 

b. Streamer shapes- circle, square, triangle, etc. 

c. Toss and catch- use both left and right hands


d. Cross body toss and catch- cross the midline 

e. Blow the scarf up 

f. Partner exchange 

g. Juggler and Coach- one student practicesjuggling while the other gives friendly 

feedback 

h. Sculpting Clay- one partner makes the other into something using the two scarves 

i. Scarf collectors 

1. Medic Tag- one or two students are “it” and attempt to tag the rest of the students. 

Whenever someone gets tag they must hold that body part (if tagged on knee must hold 

knee) until someone else comes and tags that part and makes it better.

L Warm Up 

1.Shark Attack- ingroupsof 4; 2 studentsholdbothhands-theyarethelifeguards.I of the 

otherstudentsis theswimmer,theotherI istheshark.The2 lifeguardsprotecttheswimmer 

bynotallowingthesharkto tag theswimmer.Theswimmerdodgesthetagsof theshark. 

ELFitness 

1.SquadSquare Formation-usingsquads,one leader. Theleaderhasexercisecardsthathas 

pictureanddescriptionof theexerciseto perform.Featureaerobicactivities.Theexercisesthat 

we usedwere squatthrusts,jumpingjacks, mountainclimb.Thentheentireclassbecomesa 

leaderbyleadinga staticstretch. 

IlL Lesson Focus- PA .RACffUTE ACTIVITIES 

*5 safety-don t runundertheparachute 

1.Informationabout theparachute- tellstudentsaboutheparachute, whatitisusedfor, 

madeof;etc. 

2. FOI4 Hold & Signals- thisiswhentheteacherexplainshowto holdontotheparachute and 

thesignalsthatwillbeusedforeachactivity.Thestudents needto holdontothehandlesif 

therearehandles,otherwisethestudentspickacolor.Thestudentsthenfoldtheparachute 

overandholdontothat.Signalto beginandstop. 

3. Ripples- studentsmakerippleswiththeparachuteusingjusttheirwrists.Emphasizejust 

usingthewristsandmakesmallripples. 

4. Waves-students makewaveswiththeparachuteusingtheirarms.Thesearebiggerthanthe 

ripples. 

5.Storm- students makea storm withtheparachuteusingtheirentirebody.Encourage 

studentsto makethisstormasbigas possible.Thisisa combinationoftheripplesand 

waves. 

6.Makeadond- studentspull theparachuteupovertheirheadsandthenbacktowaistlevel. 

7.Make a dosidwvdstq under-studentswillpulltheparachuteupovertheirheads,takea 

stepinsideandthenpullitdownto waistlevel. 

8.Makeamountain-studentspulltheparachuteupovertheirheadsashighastheycanand 

thenpullitdownto thefloor.Whentheparachute reachestheground the studentswillkneel 

ontheedgesto keeptheairontheinside.

9. HeadlessHo,wnen- studentspulltheparachute upoverheadandthenpulldownto floor. 

Oncetheparachute reachesthefloorthestudentswilllaydownontheirstomachsandthenput 

theirheadsinsidetheparachute. Theycanthenlookaroundat eachotherunderneaththe 

parachute. Studentsneedtoholdontotheparachute andkeepittightsothattheairdoesn’t 

escape. 

10.Igloo- studentspulltheparachuteupovertheirheadsthendownto theground.Theywill 

thengo insidethe“igloo”,bysittingontheinside,holdingtheparachutedownso thattheair 

doesn’tescape. 

11.Make soup- studentswillallstandaroundtheparachute, holdingontothehandlesor 

colors.Theywillstartoff withtipples,thenwaves,andfinalastorm.Tellthemthattheyare 

boilingthewater.Theteacherwillgo aroundaskingstudentswhattheywantto addtothe 

soup-usinghealthyingredients. Teacherwillthentossinthe ingredients,usingyarnballsand 

beanbags. 

12.Popami- studentswillmakepopcornusingbeanbags.Thestudentswillmakeripples, 

waves,andstormsto popthepopcorn.Havestudentsmakepoppingsounds. 

13.Jawc- onestudentisthesharkunderneaththeparachute, whileeveiyoneelseisholdingthe 

chuteatwaistlevel.Thesharkgoesaroundwithhandstogethermakingafinagainsthechute. 

Thesharkwillthengo aroundgrabbingotherslegs,theymustyell“ouch,hegotme”andthen 

becomesa sharktoo.Usethethemesongtojawswhiledoingthis,orhavestudentssingthe 

theme. 

14.Variousexercises-allstudentsholdingontothechute,skiparoundinacircle(clockwise 

direction). Studentscanalsojog run,walk,jump-makesurethatallstudentsgo inthesame 

directionanddothesamelocomotormovement. 

15.Moon Walking-a fewstudentsat a timewillwalkontheparachutewhiletheclassis 

makingripplesandwaves.Thismakesitharderforstudentsto balance.Makesurethatyou 

havestudentstakeofftheirshoes,so thattheydon’triptheparachute. 

16.Air Conditioning- fewstudentsat atimesitontheside,notholdingontothechute.The 

restofthestudentsbnngthe chuteup intheairandpulldownquickly,causingabreezeonthe 

sittingstudents. 

17.ROilchute- havestudentstaketheirpieceofthechuteandrollitup.Havestudentsrollit 

untiltheycometogetherinthemiddle,thenfoldto putaway.Makeit looklikea snake.

IV.ActivityClose:Salutethe Sun-YogaRoutine 

1.Greetings-handtogether 

2. Stretchingthebodyback-bringarmsupandoverhead,stretth 

3 Handat feet-don’tlockknees,benddownandstretchto feet.Trytotouchthefloor-no 

bouncing 

4. Equestrianpose-putrightfootinfrontof leftandholdthestretch. 

5.Mountain-putbothhandsandfeetonthefloor,backallthewayup. 

6. Greetings-in8 parts,haveeverythingonthefloorexceptforpelvisandhold. 

7. Cobrapose-toptorsoofbodyupwhilelegsonground 

8.Mountain- 

9. Equestrianpose-leftlegforward 

10.Handsbyfeet 

II.Stretchingthebodyback 

12.Greetings 

Repeatseveraltimes,asneeded 

Valuesof Yoga Routine 

1.Calmthemind 

2. Stretchthemuscles 

3. Improvecirculation 

4. Improveflexibility 

5.Restinthe deadstill 

After thought on parachutes 

LForfitness 

2. Upperbodystrength 

3. Stressleadership

LWarmUp 

1.Keepthebucketfull-teacherhasa bucketfullof balls’beanbags 

, etc. Theteacherwilltiy 

to throwallof theobjectsoutofthebucket.Thestudentsjobisto keep thebuckethil.They 

mustretrievetheobjectsandputthembackintothebucketbeforetheteachercanemptyit 

all.Thisgameis appropriateforgradesK-6 

IL Fitness 

Inthelessonfocus-strengthandcardiovascularendurance 

K-I designa minicourseforthemto go through 

[IL Lesson Focus:SCOOTERACTIVITIES 

**sb. 5 S41e3p** 

-keepngers fromunderthescooter 

-don’tstandonthescooter 

-keeppersonalspace 

-scootersarenotskateboards 

1. What Lcthe best (nwst effective) way to bawi forward? 

2. JThereshcv4dyou sit on the scOoter? 

3.Howfast canyon turn u, circles?dockwise’connter 

4. Try different swim sokes- how many canyou do? 

5.Swim Race- haveallthestudentslineupontheendline,havethem“swimacrossthepool” 

on theirscooters.If therearetoo manystudentshaveseparateheats. 

6. With apartueric it easier toputh orpuil him? 

7. FUsWF sil Race- thestudentsgetwithapaimerandlineupontheendline.Thepairmust 

decideiftheyaregomgto pushorpullandthenraceagainsthe restof theclassto otherside. 

8.Horce and Buggy Pidi- studentsgetwithapartner.Onestudentsitsonthescooter,while 

theotherputsa ropearoundhis/herwaist.Thepartneronthescooteristhebuggyandhasthe 

endsoftheropeüihis/herhands.Thepersonwiththeropearoundhis/herwaististheIixse. 

Thebuggywilltellthehorsetogo andpullhim/heraround. Thebuggymustusesignalsand 

footbrake.Thesignalsare:GiddyUp-go,Wooh-stop,Gee-turnright,Haa-turnleft

9.Horse wul Buggy Race- studentswiththeirpartnerswillbe a partofarelayteam.Eachpair 

mustgo throughonce. Whenthepairgetsto thefarconetheymustsv itch rolesfortheway 

back. 

LV.ActivityClose 

1 Scooter Ball- thisisavariationofbasketball.Studentsarewitha partnerandarepartof a 

team. 

a.Usealighterball(nerf) 

b.Onlythepersononthescootermaytouchtheball-thepushercannottouchtheball. 

c. Airpassesonly 

d. Whentheballtouchestheflooritgoesoverto theotherteam. 

e. No fullcourtpasses mustpasstheballbeforecrossingthemidcouit 

f. Switchpartnersonthescooteroften 

g. Gamestopswhenevera studentfallsoffthescooter 

Ii. Gendersharerule 

i. stressopenplay 

j.4thgradeandup

L Warm Up 

IL Fitness 

1.Shadow Shake-allthestudentshavea partner.One partner istheleader,theotheris the 

follower.Theleadertriesto shakethefollowerbyusingdifferentpathwaysandcuts.The 

follower’sgoalis to keepupwiththeleader.Whentheteachertellseveryoneto stopthe 

partners shouldmeasurehow close theyare.Measureinterms of 1,2, or 3 armslengthsaway. 

Thecloserthepartnersare,thebetterjob of thefollower.After2 timesthepartnerscan 

exchangeplaces. 

1.Balance: dynamicand static,agilitycirclejump 

power:rocketblast 

ilL LessonFocus: JUMP ROPES & RELATED ACTIVITIES 

- stressropesafetyto students 

- teachstudentshowto sizerope 

1.Rope Activities 

a. Pathways- havethestudents placetheropeon thefloorand form differentpathways 

withit (ex.zig zag).Havethestudentswalkthepathwayontherope.Havethemwalk 

thepathwayindifferentdirections. 

b.Shapes- havethe studentsusetheropeto formshapeson thefloor. 

c. Letters & WtmLc-havethe studentsspellout letters andwordsusingtherope 

2. Double Rtçe- havethe students doubletheropeandmoveit aroundtheirbodyfroma 

sittingpositioiL 

3. Rope Jump Sequence 

a. Make a “U”-havethe studentsmaketheletter “U”,byholdingtheropeinboth 

hands , touchingthefloor.Aftertheyformtheletter “U”,havethe studentsjumpoverit 

andback 

b. FUllthe “U”- havethe studentspullthe “U”to themandthenjump overitandback 

c. Swingover- havethe studentspullthe“U”to them,jumpoverit andthenswingit 

overtheirhead.Thenhavethemcontinuetojump 

4. Variations-havethestudentsperformvariationsandaddmovements

5.Do YourOwn Thing-givethestudentspracticetime to do whattheywant,intheirown 

spaceat theirown pace 

6. Activitieswith a partner 

a.Jump Together-students willget with a partner andfinda creativewaytojump 

together(studentscan stand sidebyside, facingeach other,etc.) 

b.CatchtheSnake-one student willshaketheropeonthefloor.Theotherstudent 

hasto catchit with theirrightandlefthands 

c.Jump theShot-onestudent spinstheropearoundontheground.Theotherstudent 

jumpsoverit. 

d.Jump the Brook-students willusebothoftheir ropesandset thema few feetapart, 

parallel to eachother.Students willthenattempttojumpoverthe“brook”,challenge 

studentsto seehowfaraparttheycanhavetheropesandstillmake itover.Students 

willjumpandleapoverthebrook Theycanmeasurethedistance bytheir ownbody 

height. 

7. VerticalJump- studentswillgetingroupsofthreeormore.Twopeoplewillholdtherope, 

whilethe othersattemptojumpoverit onebyone.Thepeopleholdingthe ropewillslowlybe 

movingthe rope up, challengingtheothers.Besureto stresssafetybeforedoingthis 

activity. 


1.hmg Jump Rqáng- groupsof4 

a. studentswillenter thefrontdoorandrapidfire 

b.studentswill enterbackdoorandrapidfire 

c.2jumperswill go intogetheranddesignamini routine.Ex.clap,halfturn,clap,exit

I. Warm Up 

II. Fitness 

I. Rushin’ Blues (by Hap Palmer) 

-wordsare in handout 

2. Clap the beatfor whole, 1/2,1/4,1/Snotesby squads 

-seemusic staff and notes 

3. Keep time with the music- row, row, row your boat by squads 

I. Sports Movements- mini aerobic routine 

ILLLesson Focus: RHYTHMIC ACTWITIES (K-3) 

1. BaIl Bounce (to music E-Z Records by Ruth Evans) 

a. have students bounce the ball to the beat of the music (3 different patterns) 

b. Using the third pattern students will get with a partner and make a routine of 

bouncing the ball to the beat 

2. Pop Goes The Weasel-students will get with a partner. One student will be the weasel, 

squatting down. The other student will go around this person, bouncing the ball. When 

the words say “Pop goes the weasel”, the student will pop up, the other student will toss the 

ball in the air. The student who was the weasel will catch the ball and bounce it around 

his/her partner, who is the new weasel. For grades 1-3. From All Purpose Folk Dances by 

Michael Herman 

3. Come Along- class forms a circle, every student puts a hand straight out behind their 

back. One student starts outside of the circle and goes around the outside of the circle 

grabbing students hands and telling them to “come along”. This is for grades 1-3,to the 

music of Irish Washer Woman. 

4. Hokey Pokey- for students in grades K-2 

5. The Bunny Hop- studentswill first do the dance alone, then in line, and then with a 

partner. 

Steps- 2 kicks to the right 

2 kicks to the left 

1jump forward 

I jump backward 

3 jumps forward

1.Warm Up 

1. Crazy 8- music ‘Don’trock the boat” by the Hughes Corporation 

a. Heel, Toe, Pivot 8 apart, 8 together 

b. Arm Circles 8 forward, 8 backward 

c. Jog in place 8 count 

d. Slow bend to floor (soft knees) 8 count 

e. Walk out to push up position 8 count 

f. Eight push ups (not for K-i) 

g. Walk back up 8 count 

h. Slowly uncurl to stand 8 count 

i. Shake right leg out 8 count 

j. Shake left leg out 8 count 

II. Fitness: Olympic Racewalk withpartner (2-6) 

I. Demonstrate racewalking, ask students for analysis of performance points 

a. heel-toe 

b. 1 foot on ground at all times 

c. swing hips and arms 

2. First students racewalk around track with partner 

3. Partners are on opposite sides of the track, try to tag the other. Teacher can call a 

switch in directions 

III. Lesson Focus: USE OF IMAGINATION AND DRAMA11C PLAY 

**ftj activity uses newspaper. Each child has one sheet of the newspaper-this is 

their work area 

I. Stress safety 

2. Picture a house that you know. What does it look like? 

3. What tools will you need to build this house? Have the students tell what tools 

will be needed in their tool belts, have them put them in. 

4. Build the house from ground up- hamm r in nails, saw wood, etc. 

5. Paint the house whatever color you would like. Make any other additions to this 

house that you want 

6. Sit inside of yourhouse and wave out the window at your neighbors, compliment 

their houses.

LV.Activity Close 

7. Pick a letter out of the paper. Now use your body to make that letter. 

8. Pick a number out of the paper. Use your body to make that number. 

9. Find a picture on the paper, go in front of the class and act it out-like charades. 

10. Isometric exercise using the paper 

Ii. Make the paper into a ball, practice tossing and catching to self in personal and 

general space. 

12.Group tossing goal- make a circle around a wastebasket. Students will choose a 

class goal as to the number of baskets that will be made. Then one at a 

time, toss the paper into the wastebasket. 

1.In squadshavestudentsact out inanimateobjects,eachstudentplaysa role.(Popcorn 

maker,car,etc.) 

2. ProfilePanelsforthe threelittlepigs,havetheclassact out thestory.

Chestpass 

Allpassesto movingtargetsBaseballpass 

Two-handoverheadpass Bouncepass Two-handoverheadpass 

Catchingabovethewaist Catchingwhilemoving Catchingbelowthewaist 

Dribblingwhitestanding Dribblingwhilemoving FigureeIghtdribble 

CrossoverDribbli Jumpstopdribble Pivoting 

One-handedset shot Fre, throwshot Leftylay-up 

Leftylay-up Jumpshot Hookshot 

Pivoting Fernt lng Stridestop 

Passing TeachingCues 

ChestPass 

BaseballPass 

Onefootahead.,spreadfingers,elbowsin,snapwnstsstepfoiward. 

Onehanded,overhead,weightshiftsfrombacktofront. 

OneHandedPushPass 

BouncePass 

Holdballwithtwohandspushballforwardwth one,ist snap. 

Snapwrists,Bounceballjust overhalfthedistanceto receiver. 

UnderhandPass 

Holdthebailtooneside,onefoottowardreceiver,stepwiththeleadfoot. 

Tn’ohandO’..en’,ead Pass 

Puttheballoverhead,snapthewrists‘andfingers,dovm d angleonpass. 

Si

CatchingTeaching Cues 

Presenta target Palmsup,fingersspread,handsatchestlevel. 

Moveto theball Preventaninterceptionof theball. 

Spread-fingers 

Catchtheballwithyourfingertips. 

Reachfortheball Armsbent,sotogiveslightlywhencatchingbait 

Givewiththeball Absorbtheforceofthepass. 

Dribbling 

Techniqueof bouncingtheball,usedtoadvancetheball,breaktothebasketorescape.. 

Dribbling Teaching Cues 

Shooting 

Pushtheballtothefloor,don’tslapat it. 

Pushtheballfowardwhenmoving. 

Eyesandheadup. 

Techniquesof puttingthebasketball intothebasket 

FreeThrowShotTeaching Cuss 

Besmooth. 

Be consistent. 

Shotisthesameasthesetshot.

One.HandedSet Shot Teaching Cues 

Lay-up Shots 

Ballonshoulder/eyelevel. 

Bodystraight 

Kneesbent(athleticstance) 

Shootinghandunderball 

Guidehandofftothesideoftheball 

Ballonthefingertips.slighttyabovethepalm 

Goodbodyposition-toesandshouldersfacingthebasket. 

Comfortable 

Grip-ballrestsonspreadfingers. 

Eyesup-Focusonthenm 

Wnstscocked-Baitrestsnexttotheear. 

ShooUnge1b in. 

Foll v through-Gainbackspinbyextendingarmupanddrophandtov ard floor. 

Shortshottakenwhengorngtothebasket. 

RIghty Lay-UpTeaching Cues 

Takeoffrightfoot. 

LeftyLay-UpTeaching Cues 

Carryballwithbothhandsearlyinshot. 

Shootballoff righthand’sfingertips. 

Layballofftherightcorneroftheboxwithlittlespin. 

Takeoff rightfoot. 

Carryballwithbothhandsearlyintheshot. 

Shootballoff thelefthand’sfingertips. 

Laytheballoff theleftcorneroftheboxonthebackboard

Jump Shot 

Defending 

Stopping 

Pivoting 

Ball Fakes 

Theshooterjumpsto gain morepowarandtogetoverthedefense. 

Theshotissameastheone-handedsetshot. 

Kneesbent. 

Handsup. 

Slidefromsidetoside. 

Don’tcrossyourfeetwhenmoving. 

Thejumpstopisthemosteffectivewaytostopwithorwithouttheball. 

Theplayer jumpsto a stopat highspeedandlands ona dime”witht feet. 

Holdtheballfirmlyinbothhands. 

Elbowsout. 

Turnononefoottoavoi defenders. 

TheleadfootmaystepInanydirection. 

Playerwiththeballpretends toshootorpasstheball. 

Useyoureyesandheadtosailthefake.

Lead-upActivities 

I. Barrelballbasketball. 

2. Sidelinebasketball. 

3. Number(team) basketball. 

4. Figure8 relays. 

5. Ball flagtag. 

6. Strideballrelays. 

7. Passorduckrelays. 

8. Over-n-over relays. 

9. Continuous passingrelay. 

10. Weaveballpassing. 

11. Timebomb. 

12. 10free throws. 

13. Dribble,pivotandpassrelay. 

14. Passing,catching,Pivotinganddribblingrelay. 

15. Circleballrelay. 

16. Aroundthertd. 

17. H-O-R-s-E,P-I-G, R-A-T,etc.. 

IS “21” 

19. Oneonone, t ont, threeonthree. 

20. Freethrowcontest. 

21. Oneminuteshootaround. 

22. Shufflednbblefortime. 

23. Ughtning

SylvanAvenuePhysicalEducation 

BasketballUnitAssessment 

STUDENTNAME 

Assignment Numbers 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 

I 

SKILLS,KNOWLEDGE& 

BEHAVIORS 

Dominant Dribble 

2 Non-DominantDribble 

3 JumpShot 

4 Layups 

5 Pivoting 

6 Defense 

7 ChestPass 

8 BouncePass 

9 OverheadPass 

10 Pivoting 

11 Knowledgeof SafetyRules 

12 Knowledgeof GameRules 

13 Fitness 

14 Effort 

15 Sportsmanship 

16 Improvement 

17Attitude 

18Attendance/Prepared 

. . .

Throwing Pitching Grippingthe ball 

Targetpitching Overhandthrow Sidearmthrow 

Underhandtoss Baserunning Catchingthrownbails 

Catchingfly balk CatchingGrounders Bunting 

Fieldingaposition 

SoftballSkill Teachii, Curs 

Overhandthrow 

Shortarm throw 

-Turn,step,throw 

-Moveyourbodyin the directionof the throw 

-Elbowup,leading 

-I-Landand bail high pasthead 

-Snapthe wristwhenreleasingthe ball 

-“throw”the hand towardthe targetwhenreleasingthe ball 

-Stepin the directionof the throwwiththe glovesidefoot 

-Concentrateon form 

-Entirethrowingact one smooth,continuousmotion 

-Extendarm all the y backbeforestartingthe throw(fullrange of motion) 

-Similarto overhandthrow 

-Ballraisedevenwiththe ear; elbowwellback 

-Throwtaken veryquickly 

-Extensionof the elbowand snapthe wrist 

-Thethrow is short and mustbe hurried 

-Timenot taken to get the bodyintopositionformaximumefficiency 

-Armswingsforwardin linewiththe body 

-Throwis usuallylimited 

-Goodthrowfor infielders

Catchinggroundballz 

Catchingfly baILs 

Pitching 

-Movequicklyintopositionto fieldtheball 

-Bodyand glovelowtogroundasballapproaches 

-Fieldballaheadoffeet 

-Turnglovesidetotargetandcometoerecthrowingpositionsimultaneously 

-Stepforwardtarget& throw 

-Bringballdirectlytothrowingpositiononfieldingfollowthrough 

-Staylowontheballsothatit doesnotgounderyourglove 

-Watchtheballallthewayintotheglove 

-Onceyouseetheballin yourglove,coveritwith yourthrowinghand 

-Fieldtheball& bringit directlytoyourthrowingshoulder 

-Think,field,turn& comeup,steptowardtarget,& throw 

-Feetinstaggerstride,glove-side footahead 

-Glove-side shoulder turnedtowardtarget 

-Moveslightlyindirectionoftargetasballiscaught 

-Catchballwithtwohandshigh,infrontofthrowingsideshoulder 

-Bringballtothrowingposition 

-Usefull overhandthrowto target 

-Besurethatyoumovequicklytothespotwheretheballisgoingtocomedos 

-Bewaitingfortheball,notdivingfor it 

-Ballspitchedlow, earlyrelease 

-Snapwristsastheball rollsoffthefingertips(addsmorepower) 

-Rotationof trunkandone stepforward 

-Forwardstepwill flattenthearcofthearm

BallMi 

-Gripthebatwithbothhandsclosetogether 

-Gripthebatfirmlyyetkeepit flexible 

-Finger spreadslightlyapart 

-Thumbsatthetopof eachhand 

-Adjustthegrip bycheckinguponthebat handle 

Stance 

-Standabouthip-widthapart and squaretotheplate 

-Standawayfromtheplateso thatthebattouchesthefarcorner 

-Standbackinthebatter’sbox,withthe frontfootevonwiththebackcornerof plate 

-Holdtheshoulderssquare& thearmscomfortablyback 

-Watchtheball 

ADDllca4onof force 

-Frontfootstepstowardthepitcher 

-Bodyweightshiftsforward 

-Strideis a smooth&deliberatestep,not a fastorjerky one 

-Ballshouldbemetjust in frontof theplate 

-Eyesmustrin onthe ballatalltimes 

Rofatioaof hod,wvdarr*s 

-Hipsand thest twn towardthepitcher 

-Extendthearms 

-Wristsshouldrotateor “break”in themiddleoftheswing 

-Playersshouldtryto hitthroughtheball

Followthrough 

-Wristscontinueto rotate 

-Armsswingacrossthebody 

-Hipstwist ftLllyaround 

Bun4ng 

Base Ruiiniag 

-Hitteris in a squarestancefacingthepitcher 

-Checkthegrip 

-Upperhandshouldgrip thetenet of thebat betweenthethumb&theforefinger 

-Bunterholdsthebat levelwiththeground 

-Raiseand lowerthebatbymovingupand downwiththelegs 

-Emphasizetryingtocatchtheballwiththebat 

Runningto 1stbase 

-Runouteveryhitattopspeed. 

-20 ft. fromplatebattertakesa quickglanceatoutfieldto seeif helshecan advance 

-Runnershouldrun beyondthebase 

-Slowdownonlyafterbaseis crossed 

Runniug basesbeyond1stbase 

-Lookfor and listento the basecoaches 

-Swingoutsideofthebase,angletosvardthe base,and touchtheinsidecornerofbase 

Sli&a 

-Beginto slideabout10feetfromthebase 

-Tuckoneleg underthe other 

-Leanbackandsitdown 

-Keq,armsheldcomfortablyupofftheground 

1

SOCCERSKELT4 

Dribbling Dribbling Inside-of-the-foot 

pass Outside-of-the-foot 

pass 

Longpass Trapping Foot trap Passing 

Passing Kickinggoals Goal keeping Place kicking 

Punting Volleying Heading Jockeying 

Dribbling 

Dribblingis movingthe ballto covergroundwitha seriesoftaps whilemaintainingpossession. 

It allowsa playerto changedirectionquicklyand to avoidopponents.The ballshouldbe kept 

closeto the playerforcontrolpurposes. 

Dribbling TeachiivgCues : 

Shooting 

Passing 

Keepthe headup in orderto seethe field. 

Moveon theballsof the feet. 

Contactthe ballwiththe inside,outside,or instepofthe foot. 

Keepthe ballnear the bodyso it can be controlled. 

Dribblethe ballwitha controlledtap. 

Scoringisthepurposeof the game. Playersshouldpracticeall ofthekickson themoveand 

stationaryto improvetheirshootingskills. Basictheory:“Shoothe ballwherethegoalieis not.” 

Passingis movingpossessionof theballfromone memberof a teamtoanother. Thepurposeof 

passingis to advancetheballtoa teammateso a teammemberwillbe in goodpositionto shoot 

on goal. The longpasscan alsogivetheteamwithpossessiona chanceto regroupwhenthey get 

intotroublebytheirgoal.

Passing TeachingCues 

Placethenon-kickingfootalongsidetheball. 

Headdownand eyesfocusedon the ball during contact. 

Spreadthearms forbalance. 

Followthroughwiththekickingleg in theintendeddirectionof theball. 

Makecontactwiththeoutsideorinsideof thefootratherthan withthetoe. 

Practicekickingwithboththeleftand rightfoot. 

Inside TheFootPass(Push Pass 

Theinsideofthefootpassis usedforaccuratepassingoverdistancesof upto 15yards. 

PushPass TeachingCues 

Keepthenon-kickingfootplacedweltup,alongsidetheball. 

As thekickingfootis drawnback,turnthetoe is out. 

Duringthekick,Keepthetoeturnedoutat a rightangletotheball. 

Thesoleis kept paralleltotheground. 

At contact,keepthekickingleg wellfor rd. 

KeepbothkneesshouldbesLightlybent 

Outsidethe FootPass (Flick Pass ) 

Thispasscanbeusedeffectivelywhilerunning, or forflickingtheball to theside. 

FlickPass Teachlr t Cues 

Keepthenon-kickingfootis placedmoreto thesideoftheballthan on a pushpass. 

Approachwiththekickingleg fromdirectlybehind. 

Keepthe kickingfootfullyextended. 

Contactwiththeballis ontheoutsideof the footbetweenlacesand sole.

TheLong Pass (ShoelaceKick ) 

Thelongpassisthepowerpass in soccer.Itis usedforkickingfordistanceor forpowerto kick 

itpasta goalie.Theballis approachedatanangletothelineof flightin a fullrunningstride. 

ShoelaceKick TeachingCues 

Pointthetoes downwhen strikingtheball. 

Keepthehead down. 

Focusyoureyesontheball. 

Makecontactwiththetop of thefootontheshoelaces. 

Ball Control(T,apning ) 

Learningto receivea ball and howto placeit intotheidealpositionformaking a passorshotis 

vital. In fact,one of thebestmeasuresof skilledplayersis howquicklytheycan king theball 

undercontrolwith eitherthefeet,legs,ortorso.Advancedplayersare ableto achievethisin one 

smoothmovement,with onetouchoftheball. 

TrappingTeachingCues 

Presenta largesurfacetotheball. 

Useyourbodyasa shock-absorber 

Movein linewiththepathof theball. 

Read tomeettheballand givewiththecontact 

Keeptheeyesontheball. 

Inside-of-the-FootTrap 

This is themostcommonmethodofcontrol,and usedwhentheballis eitherroilingalongthe 

groundor bouncingup toknee height.Thefullsurfaceof thefoot,fromheelto toe,shouldbe 

presentedperpendicularto theball.

Chest and Thiih Traps 

Thechesttraprequiresthat thechestbesquarewiththe directionof the ball On contact,the 

chestandwaistare drawnback,causinga forwardbodylean.Thiswillcausethe ballto drop 

directlyto thegroundin frontof theplayer. 

Thethightraprequiresthattheplayerturnher bodysidewaystotheflightof theball.Theball 

is contactedwiththe insideof thethigh. Thethighabsorbsthe forceof theball. 

Soleof theFootTrap 

Headrn 

The playerusesthe bottomof his orher footto stopthe ball. Beginners,have a hard tune using 

thistrap,becausetheball can roll easilyunderthefoot. 

Headingis a techniquein whichthedirectionof flight of theballis changedwhenit hits the 

head. Itis especiallya goodtechniqueforscoringgoalsoffofcornerkicksand crossesfrom the 

wing. 

Heading TeachingCats 

Joc*ewa 

Keepyoureyeson the ball until themomentof impact 

The pointof contactis the top of the foreheadat thehairline. 

Bendyourknees 

Pushyourupper-bodyforwardabruptlyat impact,drivingtheforeheadat theball. 

Knowingwhento and whennotto stopan offensiveplayeris oneofthemostdifficultskills to 

learn. Missingon an attemptmaymeanthat an attackerbreaksthroughwith a freeshoton goal. 

Jockeyingis stayingcloseenoughto the playerwithball so he or she doesnotbreakfree. At 

leastuntil defensivesupportarrives.

Jockeying Teachl,vtCue, : 

Goalkeepiny 

Staywithin2-3 feetof theoffensivepIay . 

Keepyoureyesontheball,not theoffensiveplayer. 

Bendyourkneesforagility. 

Goalkeepinginvolvesstoppingshotsbycatching, stopping,or otherwisedeflectingtheball. 

Itis importantthatgoaliespracticestoppinglowrollingand airborneshotson net. 

Goalkeepin2TeachingCues : 

Purning 

For low-rollingshots: Get downon oneknee,withyour body behindthe ball. 

Catchtheballwithbothhands,fingerspointingtowardthe ground. 

For shotsabovewaist: Yourthumbsshouldbeturnedinward. 

Yourarms shouldreachto meettheballand guide ittothebelly. 

Usedbythegoalkeeperonl thepunt can be stationaryor can be done on therun.Thepurpose 

of thepuntisto cleartheballoutof thedefensivearea. 

Punhin2Teachlig Cue 

Holdtheballin bothhands at waist heightin frontof thebodyand dire.*lyoverthe kickingleg. 

Yourkickingfoetis forward. 

Takea shortstepwiththekickingfoot,followedbya fullstepontheotherfoot Withthe knee 

bentand thetoeextended,thekickingfootswings

Throw -I it s 

Thethrow-inis theonlytimetheballcanbetouchedby a playershands.Thethrow-inis 

performedwhentheballtravelsout of theplayingareaalongone ofthesidelines.A throw-in 

mustbeperformedcorrectlyortheresultis a turnoverto theotherteam. Thethrowercannot 

playtheballuntilit has beentouchedbyanotherplayeronthefield. Thethrow-infromoutof 

boundsmaybeexecutedfroma standingorrunningposition. 

Throw-tn Teachii,tCues 

Keepbothhandson the ball 

Releasefromoverthe throwe?shead. 

Youmust fce the field. 

Youmaynot stepontothe fielduntil the throwis released. 

Keepbothfeetcontactwiththe grounduntil theball is released. 

Dragyourback foot 

Followthrough withbothhandspointingtowardthetarget. 

Usebotharms equally.

—- 

Gnppingandcarrying Controlleddribble Loosedribble Defense 

Parsing Dodging Face-off Goalkeeping 

Driving Jab shol Wristshot 

GriDDingand Carrying the Stick 

Dribbling 

Thehockeystickshouldbe held with bothhandsandcarriedas lowto thegroundas possible. 

Thebasicgrip puts thelefthandatthetopof thestickandtherighthand6 to 12 inchesbelow 

theleft. Theplayershouldlearnto carrythestickto the rightofthebody,withthebladecloseto 

theground,whilerunning.Toensureaccuracyas wellas safety,the stickmustnot be swung 

abovewaistheight. 

Dribblingis usedto moveandcontroltheballwithou theaidofteammates.Playersshouldbe 

taughto lookfora passfirstandthendribbleif thereis noinanediateopportunityto nke a 

pass. 

Forehand Pass 

The forehandpass is a short pass that usuallyoccursfromthedribble.ftshouldbe taughtbefore 

driving,becausethequickhit requiresaccuracyratherthandistance.Theplayerspreadsthefeet 

withtoes pointedslightly forwardwhenstriking.Approachtheballwiththe stick heldlowand 

bringthe stickstraightback, in linewiththe intendeddirectionof the hit Thehandsshouldbe 

thesamedistanceapart as in the carryingposition,andthe stickshouldbe liftedno higherthan 

waistleveL A short follow-throughoccursaftercontact. 

Passing TeacM’qC 

1.Approachthepuckwiththeside&cingthe directionof thepass. 

2. Keeptheheaddownand eyeson the puck. 

3. Keepthe stick belowwaistlevelat all times. 

4. Transferweightfromtherearto the frontfoot. 

5. Drivethe stickthroughthepuck.

Driving 

FidduiR 

Drivingis usedto hitthe ball moderateto longdistancesandto shootatthegoaLftdiffersfrom 

otherpassesinthatthehandsarebroughttogethermoretowardthe endof the stick. This gives 

the leveragenecessaryto applygreaterforceto theball and resultsinmorespeedand greater 

distance.Theswingand hit are similarto thequick hit. Stickcontrolshouldbestressedso that 

wildswingingdoesnotoccur. 

Fieldingis stoppingtheballandcontrollingit. 

Fielding Teachi , Cues 

Loose Dribble 

1. Allowthepuckto hitthestickand then “give”to makea softreception. 

2.. Keepthehandsrelaxedandapart onthestick. 

Inloosedribbling, theballis pushed 10to 15 feetin frontof the player. Theplayerthen runs to 

the balland givesit anotherpush,towardstheopposinggoal. 

Controlled Dribble 

DodRlnR 

Face-Off 

Thecontrolleddribbleis tappingtheballback and forthwhilemovinginthedirectionof choice 

Dodgingis a wayof evadinga defenderand maintainingcontrolof theball.Theplay dribbles 

the balldirectlyat the opponent At thelastsecond,the ball is pushedto one sideand regained. 

The face-offis usedat the start of thegame,aftera goal,or whenthe ballis stoppedfromfurther 

play by opposingplayers.The face-offis takenbytwo players,withthe eachteamon theirside 

of theball. 

GoalKeeping 

Thegoaliemaykickthe ball, orstopit withanypart of thebody.Thegoalkeeperis standingin 

frontof thegoalline. Thegoalieshouldalsobe wearingcorrectequipment

Infraction.sand Penallies 

Catchingorcanyingthebail- PENALTY.Lossof Possession.Opposingteamtakes overat 

centerline. 

PenaJlyShot 

Throwingthe ball - Noone n throwthe ballexceptthe Goalie.Penalty.Lossof Possession. 

Onefreeshotwithonlythegoalieondefrnseis madeforthefollowing: 

Kneeing Charging Tripping RackingwithStick 

Slashing Rough Play High Sticking Falling on Ball Elbowing 

Interference Holding Cross Checking ThrowingSlick Hooking 

A regularpenaltyconsistsof a singlefreeshotbya playeron goal froma distancestartinghis 

approachno lessthan20 feetin frontof the goalwiththe Goaliedefending. No reboundsare 

allowed. 

BodyConlac 

Unintentionalbodycontactis allowedif the playeris goingfoi the ball. Intentionalblockswill 

drawa penalty. 

MLcuseof Sticks 

FlRhting 

Play 4tea 

Teams 

Throwingthestick,useof a stickas a weapon,orhighstickingshouldhe stoppedimmediately 

byawardinga penaltyshot. The studentshouldbe removedfromthe game. 

Fightsare prohibited.Playersshouldbe suspendedfromthegame. 

Thisdependson the arenavailable. Idealsize is 100feetby 50 f Thelengthshouldbe twice 

the width.A lineor othermarkershouldhe usedto showthecentering 

Itis recommendedthateitherfiveorsix playersperteambe used.Theseconsistof a center,two 

wings,two def nsive players,anda goalie.

Underhandserve Overhandpass Simplereturns Forearmpass 

Overhandserve Setup Spike Blocking 

Serving 

Theserveis usedto start play.The underhandserveandtheoverhandsave are thetwotypesof serves. 

The underhandserveis easier forelementarystudentsto pick up then theoverhandserve. 

Underhand(RIf hi Handed)Serve TeachingCues 

Set-up 

Motion 

Contact 

Standfacingthen ith theleft footforwardand theweighton theright foot. 

Holdtheball inthelefthandwiththeleftarmacrossand a littlein frontof thebody. 

Holdtheballwithyourfingersspreadapart. 

Lineuptheball witha straightforwardswingof therighthand. 

Stepforwardwiththeleftfoot,transferringtheweightto thefrontfoot. 

Bringtheright arm backatthesametime. 

Swingtherighthandforward. 

Keeptheeyesonthe ball. 

littheballjustbelowthe centeroftheballwithan openhand or fist 

Follow-through.

Overhand (Right-Handed) Serve TeachingCues 

Passii, 

Setup 

Motion 

Contact 

Standwiththeleftfootin frontand theleftsideof thebody. 

Theweightis on both feet. 

Holdthe ball in the lefthand directlyin frontof theface. 

Tosstheballstraightup(3-5 feet) 

Shiftweighttothebackfoot. 

Swingright openhandbehindneck. 

Hitthe ballci the waydownwith an openhand. 

Hittheballabovethe right shoulder. 

Shiftweightto frontfoot. 

Followthrough. 

Thereare four maintypesof passes:Theset,theoverhandpass,dig passand theforearmpass. 

Elementarystudentstendto usetheoverhandpassthemajorityof thetimebecauseit is somewhatof a 

protectivereflexaction. Alltypesof passesshouldbetaughton theelementaryschoollevel. 

OverhandPm TeachingCues 

Senç 

Moveunderneaththeballand control it withyourfingertips. 

Keepyourkneesbent. 

“Cupyourfingers”. 

Keepyourhandsheadhigh. 

Elbowsout.

Contact 

Forearm Pass 

Setup 

Contact 

Hit theballatoraboveyelevel. 

[-litthebaLlwithyourfingers. 

Straightenlegs. 

FoUowThrough. 

Movetothespotwheretheball isgoingto land. 

Leanforward. 

Keepur backstraight 

Squatdown(likeyoursitting in a chair). 

Feetshoulderwidthapart. 

Thumbstogether 

Lettheballhityourforearms. 

Redirectwitha slightpush. 

Dig Pass Teachia Cues (When all the failsJ 

Setup 

Context 

Advanced VolleyballSkills 

Getyourselfneartheapproachingball. 

Stickout cxiestraightarm towardstheball. 

Striketheball witha fistor the healofyourhand. 

Set Spike Block Jumpserve

Forwardpass Stance Centering Passreceiving Catching Punting 

Blocking Carryingtheball Dodging Running Handingoff 

Forwardt’ass 

Theopposingfootshouldpoint in the directionof thepasswiththebodyturnedsideways.The 

ballis raisedupand heldupoverthe shoulders.Theball is delivereddirectLyforwardwithan 

overhandmotionof thearmand withtheindexfingerpointingtowardthelineof flight. 

ForwardPassTeachingCues 

LateralPass 

Catching 

1.Turn thenon-throwingsidetowardthedirectionof thethrow. 

2. Grasptheball withthepadsof thefingers. 

3. Throwtheballwith anoverhandmotion. 

4. Steptowardthepassreceiver. 

5. Followthroughwiththearmafterreleasingtheball. 

Lateralpassingis a simpleunderhandtossof theballtoa teammate.Theballmustbetossed 

sidewardorbackwardto quali asa lateral.Itshouldbetossedwithan easymotion,and no 

attemptshouldbemadeto makeit spirallikea forwardpass 

In catching,the receivershouldkeepbotheyesontheballandcatchit in thehands witha slight 

give.As soonas the ball is caught, it shouldbetuckedintothecarryingposition.Thelittle 

fingersare togetherformostcatches

• 

Cinching TeachiiuiCaes . 

1.Keepeyesontheball. 

2. Thumbstogetherfor a high pass(aboveshoulderlevel). 

3. Thumbsapedforelowpass(belowshoulderlevel). 

4. Reachfortheball, give,and bringtheballto thebody. 

HandJn Off theBall 

Childrenenjoyworkingplayswheretheballis exchangedfromone playertoanother,as fora 

reverse.Ena reverse,the objectis to starttheplayin onedirectionand thengivetheballto 

anotherplayerheading intheoppositedirection.Theballcanbehandedbackwardorforward. 

Theplayerwiththeballalwaysmakestheexchangewiththeinsidehand,theonenear the 

receivingplayer.Theballis heldwithboth hands untilthereceiveris about6 feetaway.Theball 

thenis shiftedto thehand onthatside,withtheelbowbentpartiallyawayfran thebody.The 

receivercomestowardtheexchangeplayerwiththenear arm bentand carriedin frontof the 

chestthepalmdown.Theotherarmis carriedaboutwaistheight,withthepalmup.Astheball 

is handedoft(nottossed),thereceiverclampsdownon theballto secureit. 

As quicklyaspossible,thereceiverthen changesto a normalcarryingposition. 

A fakereverse,sometimescalleda bootleg,is madewhentheballcarrierpretendsto make 

theexchangebotkeepstheballinsteadand hidesit momentarilybehindoneleg. 

Carrying theBail 

Centering 

Thebajlshouldbecarriedwiththearmontheoutsideandtheendoftheballtuckedintothe 

notchformedbytheelbowand arm. Thefingersaddsupportforthe carry. 

Centeringinvolvestransferringtheball,on a signaL,tothequarterback.Enelementaryschool, 

theshot-gunformationis mostoftenused.Thisrequiressnappingtheballa fewyardsbackward

to thequarterback. A directsnap involvesplacingthe hands underthe buttocksof the centerThe 

ball is thcn lifted,rotateda quarterturn, and snappedinto the handsofthe quarterback. 

Thecenteringplayertakesa positionwiththefeetwell spreadand toespointedstraight 

ahead. Kneesare bentand closeenoughto theballto reachit witha slightstretch.Theright 

handtakesaboutthesamegripas is usedin passing.Theotherhandisonthesidenear the 

backof theballand merelyactsasa guide.Onsignalfromthequarterback, thecenterextends 

thearms backwardthroughthelegsand centerstheballtothequarterback. 

Centering TeachingCues : 

Stance 

1. Keeplegsspreadand toesstraightahead. 

2. Reachforwardfortheball. 

3. Snaptheballwiththe dominanthand. 

4. Guidetheball withthenon-dominanthand. 

Thethree-pointstanceis theoffensivestancemost generallyusedin FlagFootball.Thefeetare 

aboutshoulderwidthapart and thetoespointstraightahead,withthetoesof onefootevenwith 

theheelof theother.Thehandonthesideof thefootthat is backis usedforsupport,the 

knucklesrest ontheground.Theplayershouldtookstraightaheadandalwaystake thesame 

stance. 

Someplayerspre theparallelstance,in whichthefeet,insteadof beingin theheel-and-toe 

position,are linedup evenly,in thiscase,eitherhandcanbeplaceddowaforsupport.Some 

defensiveplayersliketouse a four-pointstance,as sho ii. Bothhandsare in contactwiththe 

ground.

Stance Teacbl,v,Cuej 

Blocking 

I. Bendtheknees;keepthebackparallelto the ground. 

2. Keepthemajorityof theweighton thelegs. 

3. Don’tlean forwardorbackward. 

InblockingforFlagFootball,theblockermust maintainbalanceandnot fallto theknees.The 

elbowaare out and thehands areheldnear thechest.Theblockshouldbemoreof anobstruction 

than a takeoutand shouldbe set withtheshoulderagainsttheopponentshoulderor upperbody. 

Makingcontactfronitherear in anydirectionnot only is a penalty but alsocan causeinjury. 

BlockingTeackiaRCues 

Punting 

I. Keepfeetspreadand kneesbent. 

2. Keepheadup. 

3. Stayin frontof thedefensiveplayer 

4. Moveyourfeetstayontheballsofthefeet. 

Thekickerstandswiththekickingfootslungforward.Thefingersare extendedin thedirection 

of thec.Theeyesshonldbeoutheballfromthetimeittscentereduntilittskicked,and 

thekickershouldactuallyseethefootkicktheball.Afterreceivingtheball thekickertakesa 

stpwiththekickingfootndthenasecondstepwiththeotherfoot.Thekickinglegisswung 

forwardand,at impact,theleg is straightenedto providemaxiniumforce.Thetoesare pointed, 

andthelongaxisoftheballmakescontactonthetopof the instep.Theleg shouldfollow 

throughwellafterthekickEmphasishouldbeplacedondroppingthe ball property.Beginners 

havea tendencyto throwit intheair,makingthepuntmoredifficult. 

C

Punting TeachingCues 

I. Dropthefootballdon’ttossit upward. 

2. Keeptheeyesfocuse ion theball. 

3.Kickupwardandthroughtheball. 

4. Contactheballontheoutersideof the instep

Rational For Teaching TeamHandball 

Team handball is an excellentacthityto teachon the elementaiy school level. Itis 

exciting,inexpensiveandincorporatesskillsthat aredevelopmentallyappropriate for 

primaiy gradephysicaleducation. 

Teamhandballutilizesmanyskillsthatare already familiarto students. Theseskills 

can be appliedto othersports such as basketball,soccer, baseballand speedball. The sport 

is a easy game to learn,combiningsoccer and basketballrules.Teachingteamhandballwill 

helpto promotethe totaldevelopmentof students in the physical,emotional, cognitiveand 

socialdomainsof learning. The sportis alsoadhereswell to TitleIX regulationsfor a 

co-ed teamsport. The sportcan easily be modified for almostallage levels. Itcan be 

playedindoorsor outdoors-on a courtof almost any size. it is not necessaryto use an 

officialteamhandball to play the game. (almost any soft bouncy ball willdo)

History of TeamHandball 

Team handball, also called“European Handball”, is an unfamiliarsportto most Americans. 

\Vhenpeoplehearthe name,they often get it confusedwith “handball”(a game where 

playersuse the palm of theirhandsto hit a racquetballagainst fourwalls in an enclosed 

area.). It is quitedifferent,and can be moreclosely comparedto teamsportssuch as 

basketballand soccer. 

Team handballis a game that datesback to the beginningof the 1900’s. Teamhandball 

gained popularityafterW.W.J.,and an eleven-personoutdoorversionof the game was 

includedin the 1936 Berlin Olympic games. Unfortunately, the outdoor versiondid not 

catchon. Itwas not untilthe 1972 Olympicsthat officialindoor team handball was’ 

reinstatedas an official Olympic sport The sport is beginningto catchon in the United 

States, withjunior national and Olympic hopefuls training in a trainingfacilityin Colorado 

andacrossthe country. Longisland, New York,is a particular hotbedfor Team Handball, 

withthreeLongIslanders participatingin therecentOlympic teamhandball competition. 

Tournaments and clinicshave taken root in New York,preparingathletesfor regional 

(Empire StateGames),nationaland international competitions. 

The UnitedStates TeamHandballFederation(USTHF) was founded in1959 and 

continuesto operated today.

Rules Of TeamHandball 

Theobjectof thegameis tothrow theballinto theopponentsgoaland todefendyour 

own. 

7 playersper team,sixcourtplayersand a goalie. (Easilymodifiedfor moreor less) 

The ballis moved by passing,dribblingor by carryingit for a maximumof threesteps. 

A stationaiyplayermaynot hold the ballfor morethen threeseconds. 

No one is permitted in thegoal areaexcept thegoalie. (An exceptionis madeonlywhen 

player lands in thegoal-areaaftertakinga shotwhilejumping.) 

The game is startedwitha throw-infrom center court,like a soccer kick off. 

Aftera goal is scored, the teamthatwas scoredagainst starts witha throw-inat center 

court. 

If the ballcrossesa sideline,a throw-inis awardedto theteamoppositethe player who 

touchedthe ball last. (theplayer throwing-in must have one foot on thesidelinewherethe 

ballcrossedthe line. 

Corner throws occurwhen the defending teamtouchesthe balllastand the bailtravelsover 

the goalline. (The cornerthrowermusthaveone foot on the cornerof theplayingarea.)

GOAlIE RULES 

If theoffensi team throws theball over thegoal line, thegoaliegets theball. 

Thegoaliemayleavethegoalareawithoutheball. 

Thegoaliemaynotre-enterthegoalareawiththeball. 

No courtplayer may pass to thegoalieif thegoalieis in thegoalarea. 

Thegoalpostsshouldbe 10feetapart.(conesand tapeworkwell.) 

J>70L4TIONS 

A freethrow is awarded atthespot where theviolation occurred. 

Penalty shotsare awardedwhenanoffensiveplayer hasa clearscoring 

opportunity inthegoalarea, and he orsheis fouled. 

Unsportsmanlike conductresults incautions,five minute penaltiesand ejection’s 

fromgame. 

Teams mustcompeteshorthandeduringthese typeof penalties.(likehockey)

Passing 

TeamHandball Skills 

ChestPass Bounce Pass OverheadPass BaseballPass Flip Pass(One handed) 

Dribbling 

Three-StepDribble 

Shooting 

Overhand shot 

Skipshot 

Post shot 

The player may take three steps before he or she dribbles,and take three more 

stepsafterhe or she stops dribbling. 

Allotherdribblingtechniquesare similarto basketball. 

Similarto a baseball throw, aim where thegoalieis not. 

Can be performed with a side-annor overhandthrow. Cue: Try to skip the ball 

atthegoalie’sfeet. 

The center, or post player, catchesthe ball with his or her backto the goal, turns 

quicklyand shoots as he or she is leaninggreatlyintothe goal area. (The shotis 

released before thepost player makescontactwiththe goal area.) 

Run &jwnp shot 

Defense 

The offensiveplayer takes three steps beforeleapingtowardsthe goal to shoot at 

thetop of his/her leap. 

Similarto basketballdefense 

(ELEMENTARY SAFETY MODIFICATION: NO CONTACD

Passing 

Dribbling 

Shootuig 

Assessment 

1. Have the studentsplaya modifiedgame whereno dribblingis taking 

place. (Teacherobservespassing, andshootingskills.) 

2. Have the studentstwo behindlinesfacingeach other. Thefirst passerin 

one line passestheballto the first personin the secondline, the ball 

travelsbackandfourthbetweenlineswhilethe studentsrotateto the back 

of the oppositeline aftereach one completesa pass. The teacheris able 

to assessallof the studentspassingskillsin a efficientway that also is fun 

andeducationalfor the students. 

1. Have studentsdribblethe lengthof the court,utilizingthe ‘threestep 

technique”. 

1. Havethe students practiceshootingon a goal withouta goaliefirst,and 

thenwitha goalie. Thiswillhelp to insure success and increase 

motivation. 

2. Pair moreskilledplayers withlesserskilledstudents in orderto encourage 

peerlearning. The teachercan assess, or peersand self assessmentcan be 

used with teacher-madechecklists.

WORDSOF IRE MONTH 

Honesty 

Respect 

Responsibility 

Compassion 

Self-Control 

Commitment 

Fairness 

MoralCourage 

Cooperation-May 

- September 

- October 

- November 

- December 

- January 

- February 

- March 

- April 

Hear1k d Character and CitizenshipEducationCommittee: 

JennySmucke, cbámanb Scan Bardall,DorisDodson,TamiGeib,RitaMcAllister, 

NormaMast,NancyMonheim. FayeShank,KaryShonk,AndyStoller,PastorRamsey 

Wallace,CindyWebster,PastorDennisWoodruffScottZachariu. 

HeartlandEducationCommunity, Inc., incollaboration th OrrvilleCitySchools 

HEARTLANDEDUCATIONCOMMUNITY.INC. OrrtflLL2it c1 uuLø

. 

Beingtruthfulandtrustworthy. 

RelatedWords : 

integrity 

sincerity 

genuineness 

Practical ADolications 

: 

HONESTY 

‘Never stealingsomeoneelse’spossessionsorideas(cheating). 

‘Tellingthetruth in spiteofwhatyouthinktheconsequenceswillbe. 

•Being consistentlytruthfWso thatotherscantrustyou. 

‘Helpingothersmaintainhoneststandards. 

‘Makingsureourmotivesareunselfish. 

‘Givingpraiseonlywhenit is smcere. 

‘Givingcriticismonlywhet iconatructive

Suggested Reading: 

Elementary: 

HONESTY 

Aesop,“TheBoyWhoCriedWolf, Aesop’sFables . VikingPress,1933. 

Alger,HonestAbe . 

Andersen,HansChristian,TheEmperor s NewClothes . E.M.HaleandCo., 1949. 

Berenstain,StanandJan,TheBerenstainBearsandtheTruth . RandomHouse,1983. 

Collodi,Carlo,Pinocchio . F. Watts, 1959. 

EsenweinandStockard,Geor2eWashintonandtheCherryTree . 

GrimmBrothers.TheFrogPrince . McGrawHill,1974. 

Jonson,Ben, “Tnnh, fromTheBookof Virtues . 

Maupassant,Guyde, The Pieceof Strinr LaFicelleJohnHuntingtonInstiuite , 1931. 

Tennyson,Alfred,LadyC1arePorterandCoates, 1884. 

Poems: 

“Belloc.Hilaire,“MatildaWhoToldLiesandWasBurnedto Death, fromTheBookof 

Virtues . 

Turner,Fli?abeth , “Rebec Afterthought, fromTheBook of Virm . 

JuniorHigh: 

Baldwin,James, TS,yOf *MIaa, 

TheBookofVirtuea . 

Barnum,PT. Tn* A4 ii The Book of Virtues . 

Ferris,Jen, WaIkh t Ro to Freedoiw A Star, AboutSojourna’TrUtILC*1O 

1rhOdI I933. 

Gray,Frances,GoodMornuqMITSI Dove.Mead , 1946,PocketBooks, I95 

North Sterling.braham i.çoJq om LopCabinto WhiteHe. RandomHoua 1956.

- 

V “‘- 

RESPECt 

Showingregardforthevalueofpersonsorthingsthroughconsiderationandappreciation. 


courtesy 

esteem 

honor 

graciousness 

Practical Applications 

: 

‘Followingrulesandhuctions evenbyparentsandelda 

•Realiringthat carelessorintentional injwyof another is unacceptable 

‘Using potentiallydangerousobjects(cars,macIth y guns rocks) OmlbI r 

•Understandingthe valueof objectsintermsof timeandener usedt.prothi ce andreplace 

them. 

‘Acceptingotherswithout1eelbigobligst 

,d to embraceallof theirktea 

‘Avoidingthoughtlessde nictio . of plm*and 

‘Usingnaxure/nanual 11 p t bisy ofhonanl a 

‘Believingthat c paso 

‘Avoiding. tabllitytothinkctw ‘. 

•Keepi i 

% 

; - 

- 

:i- 

- 

____ _____ 

•( 

.—. 

-.

.4 

Suggested R.eadin 

Elementary: 

- 4 : 

RESPK(T 

Bridwell,Norman,Clifford 1s Manners . Scholastic,1985. 

___________ 

MacLachian,Patricia,SarahPlainandTall . CornerstoneBooks,1985. 

Mathis,SharonBell,TheHundredPennyBox . VikingPress, 1975. 

Philip,Neil,PoemsfortheYoung . WorkmanPublishing 1992. TheWholeDutyof Children”by 

RobertLouisStevenson. 

Show,Pegeen,EatYourPeas.Louise . ChildrensPress,198S. 

Viorst,Judith,1(1WereIn Char2eof theWorldandOtherWorri AthMteu 198k. 

Junior High: 

Banks.LynneReid,TheIndianin the Cupboard Doubleday 198 . 

Naidø,, Bevedy,Journeytn Io’ u. J3 Lippico 19S - 

Peck,RobertNewton,A Div No Pt WouldDie . Knopt 1 

1. .4._•.. 

—. - — 

‘—- 

___

I 

RESPONSIBILITY 

Ableto be trustedordependedupontocarryoutdutiesin a timelyway. 

Related Words : 

accountable 

dependable 

trustworthy 

reliable 

Practical Apnlications 

: 

•Completinghomework. 

‘Completingworkaroundhomewithoutprompting. 

‘Beinghelpfulbeforeyouare asket 

‘Takingcareofpossessions. 

•Beingaccountable 

tofriendsandfamily. 

•Not makingexcuses.

SuggestedReading: 

Elementary: 

RESPONSIBILiTY 

Armstrong,WilliamHoward,Sounder . HarperandRow, 1969. 

Berenstain,, Jan and Stan,BerenstainBearsandtheSchoolScandalSheet . RandomHouse,1994. 

Day,A.lexandra,Frank& Ernest. Scholastic,Inc., 1988. 

Grifalconi,Ann. FlvawavGirl . Brown.1992. 

Roop,Peterand Connie,KeeptheLightsBurningAbbie . CaroirhodaBooks, 1995. 

Speare.ElizabethGeorge,Si2nof theBeaver . HoughtonMuffin,1983. 

JuniorHigh: 

Fox,Paula,One-EyedCat . BradburyPress, 1984. 

Hamilton.Virginia.Planetof JuniorBrown . MacMillan,1971. 

Harvey.Paul Aurandt,TheRestof theStorv . W.Morrow,1980.

COMPASSION 

Concernfor the well-beingof another,combinedwiththeinclinationto givesupport To show 

mercy. 


empathy 

kindness 

love 

caring 

brotherhood 


: 

•Givingto otherswhoare lessfbr uiaic. 

•Willingnessto shareanotherperson’spainorjoy. 

•Thinkingof anotherperson’sfingi 

•Willingnessto helpsomeonewhoisbeingtreateduafa rIy 

• Beingkindevenwhenoth s ue n. 

• Includingthosewhoareless kifl J mgroup activities.

Suggested Reading: 

Elementary: 

COMPASSION 

Aesop,TheLionandtheMouse . AesopFables,Doubleday,1979. 

Andersen,HansChristian,TheLittleMatchGirlHoughtonMffiui . 1968. 

Dickens.Charles,A ChristmasCaroLWeathervaneBooks, 1977. 

Goley,Elaine,LearntheValueof Giving . RourkeEnterprises,1989. 

Giinun,Grandmothe?sTable . GrinimsFairyTale. 

Huribut,,TheGoodSamaritan . 

Johnson.BeautyandtheBeast 

Poems: 

Dickinson.Emily.elf I CanStopOneHeartFrontBr king”. 

‘Kirdnessto Animal?,fromTheBookofVirtues . 

‘LittleThumbdina’.fromTheBookofVirtues . 

Junior High: 

Fast. Howard, AprilMornina Bantam 1961. 

Kipling.Rudyard,CaptainsCowaReous . Doubleday.1896. 

Vought,Cynthia.BuildingBlocks. . Axh um, I9$4 

Short Stories: Fm Th.I.fVbiu 

Greekmyt ’Echo 

Leonard,Tosd 

1as’ 

SDerjOanna ‘The Angelof the BattlefieW 

Poems: FromTI Both &Vim 

Dcldr’on, En y, If I C StopOneHeartFromBreaking. 

Lazanis,Emna, ‘TheNewColos j?.

___ 

Thecontrolofone’sactionsoremotions. 


self-discipline 

restraint 

temperance 

moderation 


: 

SELECONTROL 

•Seuingasidedineforhomework,inspiteofdistractions. 

•Not hittingback. 

•Controllingone’stemp 

•Avoidingparticipation in gossip , andunkindTlame.clllirig 

•Eating and thinkingwhatis good, noijuat whattapes goo& 

•Disagreeingwithoutar i’i 

•Not thIkiT 1g backto tniorp & 

•Doingthenghadii L: it I ____ã ss-, - 

arenotan*m 7 

V 

— j 

V 

V. 

V 

—: ._ 

V 

V 

—


Elementary: 

SELFCONTROL 

Aesop,“TheFox andthe Crow,”Aesop’sFables . VikingPress, 1993. 

Aesop,“Frogsand the Well,”Aesop’sFables . VikingPress, 1993. 

Aesop,“Fliesandthe HoneyPot,” Aesop’sFables . ‘TilcingPress,1993. 

Allard,Harry,MissNelsonis Missing TheLibrary,1983. 

Allard,Harry,MissNelsonis Back. . TheLibraiy,1983 . 

Apy,Deborah,Beautyandthe Beast , Holt, Rinehart,andWinston,198O 

Baldwin,James,“TheKingand}. Hawk, fromTheBook of VnTh 

Bunting.Eve, ClancVsCoat F Warne 1984 

Esies, Eleanor,The HundredDreue&Rarcourv,Bract 1944... 

Hawthorne,NathanieL.“TheGotd ToucW St. MsPpess 1 

“TheMagicThread,”fromTheBonkof Vlr” 

Poems: r..— 

Belloc.L._i -r 

BeUoc,Hilth 

1 

Field.Eugcn !I 

Richards, 

JuniorHigka i 

Hom “Thea 

Lanth , Mazy 

Tolstoy,Le “HowI Ai Need’ 

- 

‘4 ’ 

—- 

- . .-- - 

.. 

S. 

-‘ 

-

Bindingone’sselfto a courseofaction. 


perserverance 

loyalty 

faithfulness 

dedication 

Practical AnDlications 

: 

•Beingwillingto finishwhatwestart. 

COMMITMENT 

•Beingtrue to friendsandfamilyevenwhentheyare notaround. 

•Doingwhatwe saywe willdo. 

• Alwaysgivingourbesteffort. 

•Be*ngontime. 

•Keepingpromises.

SuggestedReading 

COMM FMENT 

Perserverance 

Baker,Rachel,TheFirstWomanDoctor:TheStoryof ElizabethBlackwell.M.D. , J.Messner, 

1944. 

Bulla,ClydeRobert,Benito . Crowell,1961. 

Felt,Sue,Rosa-Too-Little 

. Doubleday,1950. 

Peare,CatherineOwens,TheHelenKellerStory . Crowd, 1959. 

Breakthroughto theBigLeaaue:TheStoryof JackieRobinson . HarperandRow, 1965. 

Watson,NancyDingman,Tommy’sMommy’sFish . VikingPress, 1971. 

Loyafty: 

Burton,VirginiaLee, MikeMulliganandHis SteamShovel . Houghton -Mifflin, 

White,Dori,SarahandKatie . Harperand Row, 1972. 

White,E.B.Charlotte’sWeb . Harperand Row, 1970. 

Dedication.’ 

TheStoryof AlbertSchweitzerintheValueof Dedication(ValueTaleSeries) 

1939. 

Faithfulness: 

Brown,MyraBerry, BestFriends . GoldenGateJuniorBooks 1967. 

O Fitzgerald,JohnDenrüs TheGreatBrainReforms . DialPress,1973. 

Greene.Roberta,TwoandMeMakesThree . Coward-McCann1970. 

Tsuchiya.Yukio.FaithMElephants:A TrueStorvof Animals.People.andWar . Houghton 

Mifflin.1988. 

Junior High: 

Crane,Steven.The RedBadgeof Courage . Vintage,1990. 

Douglas,F., Narrativeof the Lifeof FredeiickDouRlas . HarvardV.Press , 1960. 

Lincoln,Abraham.“TheGyta Address”. 

Poems: FromTh.Bnth 1Virtu 

•y Mi tQs ’ 

“TheStory Scar ”. AmyCnise. 

“Can’t”EdgarGu .

MORALCOURAGE 

Ponal strengthandstabilitytodrawuponintimesof adversity.Beingabletomeeta challenge 

withoutgivingin to fear. 


bravery 

fearkssness 

firmness 

steadfastness 


: 

•Tellingthe truth in spiteof consequences. 

•Apologizingandadmittingmistakes,andacceptingthe consequences. 

•Resisbngthe temptationto do wrong. 

•Willingnessto replaceourwrongactionswiththerightones. 

•Followingthestrengthof convictionsin spiteofwhatour peersaredoing.

I 

Suggested Reading 

MORALCOURAGE 

Primary: 

Berenstain,StanandJan, TheBerensteinBearsandtheTruth . RandomHouse,1983. 

Blades,Ann,Maryof MIle18.TundraBooks, 1971. 

Crews,Donald.Shortcub . GreenwillowBooks, 1988. 

Polacco,Panicia,Pinkand Sri. PhilomelBooks, 1994. 

UpperElementary an&JuuiovHlgh? 

BooksaboutHelenKeller,firefighters. police,heroesof allkinds 

Anderson,H.C., The SnowOueen CandlewickPress, 1993. 

Bauer,MarianDane,OnMvHonor ClarionBooks, 1986. 

Bunting,Eve,JanetHammNeedsa Date for the Dance ClarionBooks, 1986. 

Byeis. Betsy,TroubleRiver. . Scholastic, 1969. 

Doney.Stef TheHavesBooliof Actsof Courage Penworthy,1986. 

Filipovic.Ziata,Ziata’sDiary-AChild’sLifeinSarajeivo . PenguinBooks.1994. 

G*ft.PatriciaR.The Giftof thePirateOueen . DellPublishing,1982. 

Hughes.Dean.Honestly.Mwo,a . Azhenemt,1982. 

Lowry.Lois,Nv ibcjt’hlk Hoiig}gcnMlffiuiiCo.,1989. 

McSwigan, Duuo . )942. 

Reeder.Carol,& ‘MMMilT”i . 1991. 

Thomas,Jane oughtonMifihinCo.. 1987. 

Vos, Ida, kjz Jb*ca3 i Co., 1991. 

Vos, Ida,nja J StillHougt on 

MIfflhICo., 1993.

FAIRNESS 

Beingjustto allparties.Followingtherules. 


justice 

GoldenRule 

impartiality 

objectivity 


: 

• Playingfairly and followingthe rulesat recessand in gymclas& 

• Treatingall peoplejustly.. 

• Being tolc nt of peopleof all ages,occupations,res, reigumsand those who 

havedisabilities. 

• Beingwillingto do, in ourfamily,whatis bestfor everyon - 

• Treating othersthe wayyouwantto be eated 

-- 

4—.-.

Suggested reading; 

Elementary: 

FAIRNESS 

Alexander,Martha,Move Over.Twerp . Dial Books,1981. 

Green,Jeffrey,BackyardBear . Scholastic, Inc., 1993. 

Reynolds,Phyllis, King of thePlayground 

. CollierMacMillan,1991. 

Rosenberg,Janet,Being Poor . Caroirhoda Books,1973. 

Schwartz,Amy, Camperof thaWeek . OrchardBooks,1991. 

Upper Elementaiy and Pouibly JU l.r Hig e. 

Books aboutAbraham Lincoln, Dr. Mtin LutherKIn&and 

DuttonChildren’s Books 1 1 RI1 Rook fPe 19 F 

Christian,MaryB1ow* , 1haLis kv cMil 

Curie,Jock, 

Dvgard,Thomas.L, 

Hahn , Mary 11, 

Hahn , Mary 

Sach , 

I,I e •—. I i; 

- 

_______ ___ 

Schole ____________ 

Smith, ____________ 

: 

-- 

- 

. 

4.-. 

i1 

-

COOPERATION 

Whentwo ormorepeopleworktogetherbycombiningtheirtalentsandabilitiesto reacha 

commongoal. Eachpersonshowsrespectfortheworthanddignityof theothersin theoup. 


unselfishness 

teamwork 

synergy 

sharedeffort 

collaboration 

Practical applications 

: 

•Followingteachers’and parents’instructions 

•Doing our sharewhenworkinginagroup. 

•Acceptingothersideasasworthy. 

•Not caringwhogetsthe creditas longasthejobisdonewell. 

‘Willingnessto drawstrengthfromeffortsof others. 

‘Beingwillingto listen . 

‘Beinghappyfor someonewhenhis/herworkis successful.


Elementazy: 

COOPERATION 

Berenstain,StanandJan,TroubleWithFnends . RandomHouse.1989. 

Berry,JoyWilt,Let’sTalkAboutBeinf Selfish . Children’s Press.1984. 

Cohen,Mirian,WillI HaveA Friend.MacMillan,1967. 

DeRegniersB TheWayPF SQmeth 1e ’Co-opse ”ate C1arioivBueks1988. 

McConnaughy,HollyPell,FavoritePoemsforChildren. . BarnesandNoble,1993. 

Oxenbury,Helen,TomandPiopoMakea Friend . AlladinBooks. 1989. 

JuniorHigh: 

Baudouy,MichelAime,Cooperation.MorethanCoura8à . BraceandWorld,1961. 

Frost,Robert,Mending Wa11. 

Jones,Adrienne,SailCalypso! . LittleBrown,1968.

TEACHERRESOURCELIST 

Bennett,WilliamJ.,TheBookof Virtues . Simonand Schuster,1993. 

Covey,StephenR.,TheSevenHabitsof HighlyEffectivePeop[e . Simonand Schuster.1989. 

Dosick,WayneD., GoldenRules:TheTen EthicalValuesParentsNeedto TeachTheirChildren , 

Harpers,1995. 

Eyre,LindaandRichard,TeachinaYourChildrenValues . Simonand Schuster,1993. 

Kilpatrick,William,Wolfe,GregoryandSuzanneM.,BooksThatBuildCharacter:A Guideto 

TeachiniYourChildMoralValuesThroughStories . Touchstone,1994. 

Kilpatrick.William,WhyJohnnyCan’tTellRightFromWrong SimonandSchuster,1992. 

Lickona,Thomas,EducatingforCharacter: HowOur SchoolsCanTeachRespectand 

Responsibility 

, BantamBooks. 1991. 

Lickona.Thomas,RaisingGoodChildren . BantamBooks.1983. 

Roseinond.John.SixPointPlanforRaisingHappy.HealthyChildren . AndrewsandMcMeeI, 

1947. 

Turecki.Stanley,TheDifficultChild . BantamBooks, 1985. 

Video: 

“YouCanChoose”.A seriesoften videosthat are availabeatthe HighSchoolGuidanceoffice..

100 WAYSTO PROMOTECHARACTEREDUCATION 

• 1. Hangpicturesofheroesandheroinesin hallsandclassrooms. 

• 2. Institutea studenttutoringprogram. 

3. Pron te serviceclubswithrealrnittio fortheschoolcominiunty. 

• 4. BeVigil2nt aboutpreventingandstoppingscapegoatingofonechildbyother 

• 5. Createrecognitionprogramsthatacbowledgesomethingbesidesacademic, 

athletic,or artistichie en 

• 6. Seriouslyandthoughthillygradestudentbehaviorandcontributiontothe 

coumiunity. 

• 7. createa codeof behaviorforyoorclassroom(andschool)towhichstudentsand 

• 8. Inviteparentstoobserveandcontributetoyo cIasanx 

9. Qioosea personalmoaoandabateitwithy su nts. 

• 10. P&’vhtuec(dzm 

th ”saudy11. 

.11. Sharea personalheroandtellthestud ts whybocrabsisyoorha 

• 12. Regularlyweaveintoyo discussionof stonesandhistoryandothersubjects 

aàing. “what’s*barigbsthingtodo?’andkllo upwitha icos*i 

13. Helpwidentsto seethatth. ’gxC 

Inst” ts isnueth vksnk succeu 

• 14. Treatethical15w lib ciberi lt tt 1 iwaes-gattbs eviderice, 

welnwr1, ’a4eclsk.E 

• 15. Sc- 1frtY Od ii ith1 

• 16. 

- - . 

tot vrip ct 

1.,• 

fixthenut te.chi. 

• 17. so(anykind inyotwclaiu - 

- 

• 18. — - . ,,l_ !1 .vdgu orobscenelangua bc ioeto ere on 

chooIproçss j 

• 19. Involvepata i smilbehaviorthroughnv- - - 

20. Wriae calLorvisitparentstopraiseth&child. 

• 21. Ma it clearthatstudentshaveamoralresponsibility toworkhatdinschool. 

- 

-

tOOWsysto Pos E4,xa 

• 22. Useethicalanguagewithfacultycolleagues . . “Ihavearesponsibility to ...,“ “the 

courageofherconvictionscausedherto ....,“ “myneglectledhimto ....“ 

• 23. Includethestudyof“localheroes”inyoursocialstudiesclasses. 

• 24. Instituteanhonorsystemfortest-takingandhomeworkassignments. 

• 25. Createacharity.Collectdonationsandhavethestudentsdecideontheir 

dislnbutlon. 

• 26. Reinforce themoralauthorityofparents, urgingstudents totaketheirmoral 

problems to theirparents.Discusswithstudentswhythisis sometimesdifficult 

• 27. Havesayingson th.’wallthatencow ge goodcharaCter,uchas,“do i’ wh v be 

a?eatperson starinow!” 

• 28. Sharestoriesof ethicalconflict,especiallyonesinvolvingstudentsin theirpresent 

setting. Don’thesitateto writeit andhavethemstniggjetoput theirviewson 

paper. 

29. Celebratebirthdaysof heroesand heroineswithobservanceand/ordiscussionof 

their ccomplishn nzs. 

• 30. Havestudentswritetheirownsayingsofsigni&anceanddisplayonwalls. 

• 31. Rewaxdstudpntsforbeingingin articlesaboutethicsandmoralIssues . Usethemin 

classdiscussion. 

• 32. Discusscampus“issuesof character” onaregularbasis(vni4a1hm 

etc.). 

. gooddeeds, 

• 33. Makeclassroomexpectationsclear andholdstudeivtsaccountableforthem. 

34. Sttivetobeconsistent indealingswithsmdentsavoidallowingpersonalfeelingsto 

interferewithfaim 

• 35. Admixmistakesandseeksocorrectthem.Expectandewagc studrnstodothe 

same. - 

• 36. Rendal &‘1 flnwe Story”everydaytobeginorendtheschoolday’. 

Qm .e stories m’s briefyetvalue-centered. 

37. Cor eikkalimplications whenestablishingclassroomandschoolpoliciesand 

piu e- Nr ai be ofwhatmessagestheysendto$md lft 

38. Explsintheseasons(oraparticular schoolorclassroompoiicy,actionordecision 

Helpstudentstounderstand“why,”notjust“what.” 

39. Havesstwlents discusstheethicalandcharacter-developing elementsofbeinga 

goodstudent. 

• 40. Teachyo studentsaboutcompetitionhelpingthe toseewheititis’valuablcand 

whenit is not.

7 ______________ 

100Way. Pr -. 

41. Talktoycors’udenisaboutwhyyou’rea teacher.Explainhowyouun&rstandthe 

responsibilityandimportanceofteaching. 

42. Letyoorstudentsknowaboutyour xwiity service.Tell themabout 

volunteering ins foodbankcoachingLittleLeagueorteachingreligionatyour 

templeorchurch. 

• 43. Teachstudentstoanalyzethendi& critically.Towhatextentdotheirnssages 

encouragelivinga lifeofcharacter? 

• 44. Bringrecenthighschoolgradu’tesbackto talkabouttheirsuccessfultransitionsto 

collegework orthemilitary.Askthemhowgoodmacalhabitshavehelpedin 

theiradusuneiL 

• 45. Invitelocaladultsin to talkaboutbowtheyhaveinte ated theconceptofchaxacter 

intotheiradnitlivea 

• 46. Helpreinforcestudents ’ empathy.Askthemquestionsli , “howwouldyoufeel 

if noo wouldpiaywithyouror “how wouldyoufeolif someonem1e funof 

becaus . theythougheiswanstrangeso ng7’ 

• 47. Whenconfliis ariseat school,teachv’vlentatheinçoimnceofi’espect , open. 

nb14 pdvsoy diinetic Donotallowoonvasa ns th arefueledby 

gossipor divespecL 

• 48. Overtlyteachtes Teachstnde s howto11 asrenthelytootherstudents 

and atfulit , and to avoidi.s.nupdngpecç 

• 49. RendanddiscussbIo aphles ofaccomplldiedndMduslLF smdrntsin upcr 

eeangthatenivIthial nay have(laws 

___ __ 

50. AssignoM— to us ia yo oust suchensenkis pakCdwithfreshmen, 

toshowtheinths 

• 51. 

____ forc,i1 a 

-‘c(Cias thein oCwerk atd andstriving 

• 52. —ito becomemane ____ 

Ibomdmeetingt. 

• 53. studentstoreiea éeV: 

r 

• 54. Enco ,_ ‘to volimteerforvo sea (lPre*aid 

eigibI tisvoi 

• 55. Teachstuden mWs k-you notes.Asai’ w nocesto 

peoplewhohav ds thcsghtMthingsforthestu4et . 

• 56. Giveste sfii ick whenevaluatis theiwerb .ousu to 

studentsthatyouare n’fringanefforttocommrnucustothemhowtheyu 

succeedingandhowtheycanimprove.

100Wi 7 Ppumos sc 

57. Haveolderstudentssponsorapot-lucksupper fortheirparents.Havestudents 

cook,decorate, saveandcleanup. 

58. Beginamonthly “gift-giving”fromyourclass.Havetheclassperformsome 

servicetotheschool,suchasdecoratingahallway. 

59. Worktogether asaclassorschool tocleanclassrco s orschoolgroundson a 

regularbasis. 

60. Demensniteyou respect forothereligionsandcultzm Talktostudents about 

themoralimperative toactjustlytowardothers. 

• 61. Standupforthe“underdog,” whenheorsheisbeingue ted unfairly.Usethisas 

a teachingmnt 

• 62. Havechildreninself-contained classrooms taketurnscaringfortheirclasspets, 

takingthemhomeonwekenda orholidays.Talkto themaboutheneedtocarefor 

otherliving‘ees . 

63. Stattorexpandaclassorschool recyclingprogram . Talkabout thegeneral 

principlesofcarefullyusingwhatyouhave,andnotwsanng. 

64. HIghlightcertainprogr inyourschool,suchu S.A.D.D.ortheNational 

HonorSociety, thatmeyalreadybee 1ti ing darac1er 

65. Havestudents vohimr ew tocleanuptheirC.-. _._.mty , WIthparen’al suppurt, 

ewage smdenti tobuildaci.ii.mhy play , pickuplin rakeleaves, 

growplants,paintawwai onthesideole bnil&4ina ciranupalocalbeach. 

66. Dustoff theschoolscng especially thenewest ones, 

thewcrdstalkaboutheirmeaning , andinchideisineveryschoolacdvity. 

(.1mg mtr Teachstudent,, 

67. If yourschooldoean’z have& !choo&song,sponsor som sonoleemesa(a 

stu’ 4e”ts towritson Asaschool wity talkaba*whatfrhv1 of j4 

shouldbeinclnd,41nthescho’ l ng 

68. En hasia andeach ofschool ,hi d1àb th. unv 11ance 

ofIecug i’gcerft ±51 41 andproperty Liow g1ng Jim 

• 69. 

70. 

students andituc N froanadis stateor 

id nn abouthó panpaWUv 

life‘q belike1Ivfng, th 

• 71. Usctheciculi tofrschcharacter. Forexançl inbm a ts cilia, have 

wIrnta ua cc c’rz’s pointofviewandwriteab • lady ntis 

questions re 1wring students to ”walk - 

insomeone eIas!ssboe.,f 

72. Usccons ivecriridim, , .tanp 1 byccrnp*tt i,1 .He stud dothew’

100Way, toPuows 

“‘- ‘— 

• 73. Emph ”e goodsportsmanship insports,gamesanddailyinteracdonwith 

others. 

• 74. Whenm2kingschoolpolicy,allowstudentsparticipationandresponsibilityinsome 

decisions.Havethemresearchthevariousramificationsofdifferentpoliciesand 

presenttheirfindingstotheadministratorsandfacultyfordiscussion. 

• 75. Collectinteresting,thoughtprovokingquotesworthyofreflection,discussion,and 

writing,suchas,“thetruthneverbecomesclearaslongasweassumethateach 

oneof us,individually, is thecenteroftheuniverse,”(ThoimsMerton).Ask 

studentstodothesame . 

• 76. Developalistof suggestedxe dings incharacterethrationthatteachersand 

administratorscanuseasresources. 

77 Developa schoolmotto. 

78. Instituteacharacterhonormll. 

• 79. Fosterthedevelopmentof students ’ self-esteembyprovidingopportunitiesfor 

genuineacademicandsocialchallengeandachleveinM 

• 80. Includein faculty/staffmeetingsandwork bops discussionsci ihoschool’s“moral 

dim tej” andthedesiredgoalsfirthemorallifeci thoschooL 

• 81. Developa “SchoolCodeofEthics. ” RefertoftInallschoolactivityandpolicy. 

Dissenmuteit toallschoolmembers . Displayftpiunth’e’idythoughoi*the 

bnilIing. 

• 82. Beginan“exchangenetwork”or“bulletinboard ” bywhichteachersand 

administratorscansharetheirown“100WaystoPromote(1sracirrEducation.” 

• 83. Includeanecdotesofcommendablestudentbehaviorintheschoolnewsletrer 

to 

parents. 

84. Startaschoolscrapboc&, withpbotos,nà 3 storiesandmeni&.billarlecting the 

school’shistoryandaccoajplithmentà 

. IncludeallchouI mbcn inamtnbuung 

toandmaintsiringt. collectiun.Sho it offto schoolv1’”s 

- 

• 85. Publicly r workandachievementsofthesclmol’s’unsunghemes-” 

tho ii repakmen , secretaries, cafeteriaworkersandvolunteers- who 

keeps niing evay day. 

86. Assf ____ IiThiuu ofhomeworkthat eP 1Tq!1ige pnd.ij 

whiletdilng theinçomtanceofself-disciplineandpais s in frauwg 

• 87. Designa schoolpledgethatstudentsreciteweekly.Incli itInschooldocuments , 

especiallythoseintendedforparents. 

• 88. Institutea dresscode , explainingitsroleinpromotinganedüc ’”1 envuonment 

conduciveto.learning.

105Ws s PNl... , 

_____ 

• 89. Usebomemomperiodsforacdvidesthatdevelopcommunityandcohesionai ng 

students,andasenseofattachmentotheirschool. 

• 90. Createopportuniaesforparentsandstudents toworktogether onaschoolproject 

for example,adance , symposium, dinner orfieldtrip. 

• 

91. BeanPnt ve tothephysicalappeaz ice of thebni1 1ing. Involveallschoolmembers 

inthesharedresponsibilityof generalcleanlinessandorder. 

• 92. SeekwaystoinvolvelocalbusinessesInthelifeofthescbuol,perhapsduough 

mnentoring opp flunide3 orpartnerships withstudentgroups. 

• 9• Establisha ncwccmerz’clubr newlyhiredpasmr el anden iiig sudents. 

• 94. Invitelocalemployersto talkto w’de ’ts aboutthe mpormance of goodmoral 

characterin the worldof work. 

95. HAveathletesandcoachescollaborateto developacodeofethicsforathletics. 

• 9& Sponsora publicfwi oncharactereducationinycor i’niity 

• 97. A.*eachschoolcpni’ 

oftheclub’snçti , 

” to tgxs alogosymbolizingacharacs aiz 

• 98. Providea bim thly occasionforteaches’s to pd witht colleaguesandstudy 

a textofliteranne,h1.i 7, philosophyorotha subjsosareada bess onethics. 

• 99. Developfar par a biblIo sphy ofbocIstheycanreadwiththà childrento 

cciivusaDoii abontgoodcharacta . 

100. Sponsoransfter’schoal zeidb g clubforstuden p withage-spcrvFiate literature 

focusedon endunngmorallessons , 

5 WU C”9I bY 0I theC5UIrr fortheMvanc 

This113 

University, 

with •_. — ea 

ra d ini 

-•.. meg at Bosms 

sora Ifyea - 1ot. 

abea d Cs mns wo. orsheQszc “tr ’ Net p’ ,caWthe Cmr , ii 617- 

353-4568 at wri sot Bo University Cen foitheAdvanc.m t d Ethics 605 

CeamcnwealthAv s 3cM& 

1994

MONTHLYTHEME: 

RESPECT 

WORDSOFTHEWEEK: 

RESPECT,RELIABILITY, 

POLIIENESS,WELCOMING 

From tb.Cbaractex Education Pro sns 

‘“y Sciwat 

13035 

655 -1325 

oft-f 

-

K&R*H - WHIZ 1 

Being Honest and Trustworthy 

To be honest means to tell the truth exactly like 

it is, and not exaggerating or changing it to make it 

sound different. Learn to realize the value of 

honesty. Get in the habit of always being lOOt 

honest, even when it is difficult. Honest people do 

not tell lies, they do not cheat or steal. Tou need 

to have a strong will power so that no matter bow easy 

it is to cheat, lie, or steal, you will be strong 

enough to say to yourself, I know tht. ir wrong. I 

will not do it. I will be honest.’ Iveryone respects 

and trusts people who are honest an trustworthy. If 

you want to feel goo about yourself an other 

people resp ct sn . truss you. thsa msk* u your ain 

you can, by gstting into the habiv oe .lvay telling 

th. truth exactly, never cheating, an& n.ver’ taking 

anything that ic not your. On. .- eL th. b. . thingsthat 

anyone can say about you is that.- yc.. az* alvay* 

honest.

XARC* WUX 2 

Being Dependable end Reliable 

If you have ever heard your parents, 

grandparents, teachers, or anyone e]s. say that you 

are dependable and reliable, you should feel very good 

about yourself. What they mean is that they have 

confidence in you and they trust you. You can be 

counted on to do what is expected of you. You can 

practice being dependable and reliable by doing what 

your parents vent you to do. To: ersaple, when you do 

your jobs at home or help your parents- without bing 

reminded, you are being reliable s* dependable. Your 

teachers and other students vii i thia of you as being 

dependable if you ar. coopsrativa They. caa count on 

you to do what is right, to treat other- kindly, and 

to get your school work done carefu ]ly in on tin.. 

You will fe.] very good about you..lf and- will have 

more self -coaf idsac. when you know tha your parents, 

your teacher., and your friende. respect,. end trust you 

because you are alvay- dspendsbi•..

To ie 

- 13X 3 

tJaing Only Good Language 

There are two ways to us. good language: using 

correct English and not using bad word.. Both of these 

are more important to you than you realize. The words 

you choose can indicate to others how you think, what 

kind of a psrson you are how you feel toward other 

people, how well-educated you are, how self-confident 

you are, how proud, how humble, and how honest you 

are. It is important, first of all that you know how 

to speak correctly-and clearly. That is why in every 

school in ths world and in all grades from 

kindergarten to college, students are taught their 

languags. Sometimes foreigners speak Inglish more as 

it should be spoken t’ people who have always lived 

here do. We shoul4 went to know ouz. gUak language 

and always try to speak correctly. Is gla& when yew 

parents or teachars correct you because. all your lif.i 

corn, people will judg. you by the yap you speak 

English. Besides losing respect by-. not- speaking 

correct *nqlis thereis. e seccn& ws - can hurt 

yourself an be offensi’v to there. en& that. i* by 

using ba or crude language. Peopl wb uie b.& 

language ax. not r.spectd. th.p axe 11. iature, 

and they hurt a. degrade thw•lvs . You be the kind 

of person who usee only goo lsnguags.r You ax. too 

important an eoo goo to let crude or vulgar word. 

con. from you.

MARCH - WEEX 4 

Tonic 

Making the Belt tlse of Your Time 

Our time is very precious, and the way we use it 

is very important. We’ll never get another chance to 

live today over again. We can live each hour and each 

minute just once. That is why we must make the very 

best use of every minute and hour of each day. You 

may have heard your parents or teacher. tell you not 

to waste time and not to procrastinate. To 

procrastinate means to put off doing things instead of 

doing it right away and getting the job accomplished. 

When you have homework to do or a job at hems, it is 

much easier in the long run to do it as soon a. you 

can and then enjoy all the free tim. you have left. 

When you keep putting off doing something it become. 

more of a burden to you and you usually waste a lot of 

time getting to it. A good way to. help yourself.get 

things done and to make the most of your time is to 

think each morning (1) What will I wish I would have 

done today, and (2) how will I wish I would have 

acted, and (3) how will I wish I would have treated 

others when the day is over. Remember, you have just 

one chance to live each day - so live it the very best 

way you can without wasting any precious minutes.

ContentArea: SCIENCE 

Name of,4ctivity: ThemBones 

Purpose ofAclivity: 

Toenablestudentsto learnthecorrectnamesof variousbonesin thehumanbodybyusing 

locomotorskills. 

GradeLevel: 2-5 

MaterialsNeeded: 

Patternsof bonesin thehumanskeleton,cutoutand anatomicalnameswrittenon them(one 

skeletonwill be need 1/group), A varietyof locomotorskillsand directionsfromwhichchildren 

can choose.(Seeexamplesbelow) 

Descriptionof the Activity/ Task: 

Arrangestudentsin singlefile lincsof no morethan four. Placea set of skeletonbonepatterns 

in frontof eachgroup at the far endof the playingarea. Instructeachgroupmemberto usea 

specificlocomotorskill (drawnfromthe stackat the frontof eachline,youmustdrawthe skill 

on top and movein thespecifiedmannerto get to the specifiedbonelistedon yoursheet)to move 

to the“pileof bones”to get thespecifiedpieceof theskeletonand thelabelrequiredand returnto 

the group.if someoneinyourgrouphas troubleidentifythe particularbone,onepersonfromthe 

groupmaygo and help out untilthe correctboneis found. Whenallof theboneshavebeen 

collected,groupmembersassemblethebonesaccordingto the arrangementin thehuman 

skeletonwiththelabelsbesideeachbone.whenyourgroup is completeyellout “We’vegot them 

BonesNandbe seateduntil everyoneis finished. 

ErampIev 

Jumpin a ng-zag path to theneckbones. 

Runsidewaysto pickuptherib cagebones. 

Doa grapevinesteptop upthemetatarsalbones. 

BearWalktopickupthehumerusbone. 

Spintopickupthemetatarsalbones 

Galloptopickuptheulna & radiusbones. 

Run in a curvedpathwayto pickupthetibiabone. 

Crawlto pickupthefemurbone. 

Movesidewaysat a lowlevelto pickupthefemurbone.

ContentArea SCIENCE 

Name ofActivity: Pulsating 

Purpose of Activity: 

Toshowstudentshowactivityand lackof activityhas an effecton a persons’heartrate. 



A clock,handout(forrecordingpurposes) and pencilforeachchild.CD/tapeplayer,and a 

varietyof musicthathas differenttempo(i.e., slow,relaxingmusicto lively,fastpacedtunes). 

Prerequisite Skills: 

Studentsneedinstructionand practicein taking and recordingtheirpulserate. 

Descriptionof the Activity 

Variations: 

Afterstudentsenter theactivityarea,havestudentssit intheirownpersonalspace.Reviewwith 

themhowtotake thereownheartlpulserate and then handoutwritingutensilsandthehandout. 

Havethemtaketheirpulseforten secondsas theyare sittingin a restingposition.Multiplythat 

numberby6 and then theyneedto recordtheir restingheartrate on thehandout (Studentscan 

eitherworkalonecnn pairsto recordtheirpulseratesonthehandout) Havestudentsput 

handoutandpencilin a safespaceon thesideof theactivityarea.Then ask thestudentsto walk 

aroundthegeneralspacefora whileto thepaceof socneslowsoothing music.Then,havethem 

stopto taketheir pulseand theyneedto recordtheresultsonthehandout Nexthavethe 

studentskiporjog aroundthegeneralspaceto thepaceofa slightlymoreup-tempopieceof 

music.Recordtheresultson thehandout.Then,havethestudentsmoveinthespaceas fastas 

possiblearoundthegeneralspaceto thepaceof veryenergeticand fastpieceof music.Aftera 

fewminutes stop,take the pulse,and recordon thehandout Nowit is timetoreversethe 

processofthe aboveexplanationand begin to lo thepulseusingslowerpacedmusic.Each 

timeusemusicthat correspondsto the desiredpacebyfirst 

Movingsam-quickly(i.e., hopping,jogging) fora fewminutes.Takepulseand record. 

Movingslowly(i.e., walking)throughactivityarea. Stop,takepulse,and recordon thehandout. 

Siftingdownandresting in personalspace.Take pulseandrecordon thehandout 

Forclc ure, discusstheresultswhileseated.Whydidwedothis? Whatdid this demonstrate?If 

youwantu canhavethemcomparetheirresultswitha friendorclasemate. 

Usedifferentlocomotorskills. 

Havethemdribblea ball as they do it 

Intheclas&ooun,havestudentscompilea classaverageforeachsectionontheworksheet. 

Useaerobicsinsteadof movingin generalspace.

ContentArea: Science 

Nameof Activity: InvertebrateDribbling 

PhysicalActivityContent: Dribblingwiththehands 

Purpose ofActivity: 

Topracticeproperdribblingskinsandtoworkon identifyinginvertebratesintothefourmajor 

types. 

SuggestedGrade Level: 3-5 

Prerequisites: 

Reviewthescienceunit in whichinvertebratesweretaughtand theproperwayto 

dribble(i.e., finger-pads,pushtheballdowngently,headup). 

MaterialsNeede& 

Largeindexcards,markers,varietyofbailsto bounce,examplesof theanimalsinthefourmajor 

typesof invertebrates. 


Variations: 

Searchforat leastfiveexamplesofthe fourmajortypesof invertebrates 

(mollusks,arthropods, 

echinoderrns, and annelids).Writethoseexampleson indexcards,makingone setforeach group 

of 34 students.Probablya goodideato laminatethese. Havestudentsbeginin smallgroupsof 3- 

4 inth& setfs atoneendofthegym. Spreadthecardsetsoutin frontofeachgroup at the 

oppositeendofthegym.Haveeachgroupselectthetypeofballtheypreferto dribble(i.e., 

playgroundball,smallersizedbasketball, etc.).Ontheteacherssignal, 1-2membersofeach 

groupdribbleto anindexcard,pickupthecard,anddribblebackto theirgroup.Thegroup 

sortsthe cardsbytypeof invertebratewhilethe other groupmemberstake their turndribblingto 

pickupthe remainingcards.whenall cardshavebeencollected,the groupscanputthemin 

alphabeticalorder. Whilethe studentsaredribblingthe teachercallsout variouslevelsand 

pathwaysforthe studentsto dribbleon.Studentscan dribblewith theright and lefthandsand in 

differentdirections.Alternativewaysto dribblecouldbewrittenon thebackofthe 

invertebratecards, if theteacherprefersnot to callthemout. 

Thegroupscouldalsosoil cardsbysyllables,clappingthemoi 

Studentscouldtossbeanbags,stretch,or hop to the indexcardexamples. 

The indexcardscouldhaveanyin xmation that can be sorted.For instance shapes,statesin the 

sameregion,and parts of speecharejust a fewother examplesof modificationsto this activity.

ContentAreL Science 

Nameof Activity: BoneDribbling 

Parpose ofActivity: To havestudentsrecognizethe bonesthat makeup the humanbody. 

SuggestedGradeLevel: 3rdandUp 


4/5 ballsthat studentscan bounce,conesto mark offa safeplayingarea, plasticskeleton,pictures 

of skeletonboneparts,blackboard. 

Descriptionof the Activity: 

Variation: 

Setout 4-6 setsof thelaminatedboneparts in a randomfashionin a specifiedareaon theplaying 

area.Createfourto sixsmallteamsofplayers,and giveeachplayera basketballor another 

bouncing-typeball.Ontheteacherssignal(i.e., Go),oneplayerfromeachteam dribblesforward 

toabone, andbouncestheballontopofittoclaim itfortheirteam. Afterdribblingonthe 

bone,a play canclaimit fortheirteam.Claimedbonescanbecarriedbacktotheteam.The 

nextplayerrepeatstheskill,as theteamattemptsto collectallofthebonesofthehumanbody. 

Thefirstteamtocollectthem all,and reassemblethem correctly,wins. 

Usesoccerballs,and dribblewiththefeet. 

Usehockeysticksand pucks,and dribblewith the hands.

ConieniArea. 

’ SPELLFNG 

Activity: SpellTag 

Purposeof Activity: Tohavestudentsworkon their spellingskills. 

SuggestedGradeLevel: 3rdand Up 

MaterialsNeeded: Conesto mark offa safeplayingarea 

Description: 

NOTE: 

Variation: 

Identify3 kidswhoareitM (i.e., givethema softballto carryor givethem pinniestowear). 

Therest of theclass is spreadout safelyingeneralspace.Childrenwillmoverandomlyaround 

theplayingareausing locomotorskillsthattheteacherpredetermines(start offwithwalking, 

then movetoskipping,etc.). 

On theteacherssignalthetaggersmovethroughtheareatryingto softlytagtheirclassmates. 

Whensomeoneis taggedthey sit down.Inorderforthemto getbackin thegamesomeonehas 

tocomeup to them and have them spelloneof the wordsonthespellinglistthatis beingused 

thatweekintheclassroom.Ifthefrozenstudentspellsthewordcorrectlytheyareunfrozen.Ifa 

wordis spelledwrongthecorrectspellingis givento thefrozenstudentand theyremainfrozen 

untilsomeoneelsecomesup and givesthema newwordto spell.(Onlyallowstudentsto go 

throughthistwice—altermisspellinga secondninehavethemjoinbackin thetaggame).Ifthe 

studentwhois tryingto unfreezethemis unsureif thewordwasspelledcorrectlytheycango 

checkthelistthatis postedin thegym. 

Thestudentwhois givingthewordandtheone spellingitcan’tbetaggedbytaggersduringfills 

timeperiod. 

Ifthewordis spelledwronghavestudentshelpoutthefrozenstudentso that theyget it correct.

ContentArea. READING 

Activity: AlphabetTag 

PurposeofActivity: Tohavestudentsworkon letterrecognition. 

SuggestedGradeLevel: 3rdand Up 

MaterialsNeeded: Conesto markoffa safeplayingarea. 

Descriptionof Activity 

Caudon 

Havethestudentsspreadout safelyin theplayingarea. ldentif i tw&threestudentsas “taggers” 

Whentheyaretagged,theyare to freezeunniediately.Theyare tothen makea letterwiththeir 

body.Togetunfro n a freerunner mustcomeup tothem and mustcorrectlyguesstheletter 

theirclassmatehas made. Studentsarenotallowedto makea letterthat has themlayonthe 

floor.Illegallettersare ‘IX ”, “I”,and “L”.Taggersarent allowedto tag classmatesduringthe 

guessingprocess 

Havestudentswalkingeneralspacebeforetryingto runand do thisactivity.As youseethem 

getmoreadeptat movingthroughspacethen youcan add moredifficultlocomotormovements 

likeskipping,sliding,andorskipping.

ConteniArea. LANGUAGE 

Activity: WordPlay 

PhysicalActivity Being Taught: Locomotorskills 

Purposeof Activity: 

Tohavestudents 

recognizethepartsof a sentencewhileworkingontheirlocomotorskills. 

SuggestedGradeLevel: 3-5 

MateriaLsNeeded: 

Indexcardswithdifferentnouns,verbs,and adjectiveson themto puttogetherto makecomplete 

sentences.Theverbsshouldbeactionwordsthatthestudentscandoasa group(i.e., twist,jump, 

bend).Createenoughwordsso thatsentencescaneasilybeformed. 


Variatio* 

Setout theindexcards,randomly,facedownin a specifiedarea withinthegym(on one end, 

side,or in themiddleof theplayingarea).Formsmallgroupsof 2 to 3 studentsand haveeach 

groupfindtheir ownpersonalspace,whichwillbeonthe oppositesideof the gymfromthe 

indexcards.Theynedtobeequidistanceawayfromtheindexcards 

Maywanttoputapoly 

spotor conenextto eachgroupto mark wheretheyare supposedtobe. 

On theteachessignal,onestudentfromeachteamwillwalk,crabwalk,hop,orwhatever 

locomotorskilltheteacherspecifies,tothepileof indexcardsandchooseone.Theywillthen 

returntotheirgroup,tagthehandof thenextteammatein lineand that teammatewillproceed 

tothepileof indexcards,using a specifiedlocomotorskill,choosea cardandreturntohislher 

group.Thegroupwillcontinuethisuntiltheycanmakea completesentenceoutof the chosen 

words.Oncea completedsentenceis madethegroupshouldstandandcallout“WordPlay”at 

whichtimetheyaretodotheactionof theverbintheirsentence.Ifmorethanoneverbornoun 

is chosenthenthestudentwhochosethat cardwillhanditoffto the nextteammatein line that 

teammatewillretwnthatcard and chooseoneforthemselves.Aftera specifiedamountoftime 

foreachteamtocemplete thesentence,theteacherwillgo aroundtoeachteamand askthanto 

readtheir sentenceout la id. The groupwillthenbe askedto recognizeeach part of the sentence, 

theverb,thenoun,etc. 

Therecouldbe specifictopicsassignedto thestudents,so that theresentenceis aboutthattopic. 

Iry to keepteamsrelativelynall if possible.That decreaseswaitingtime. Thecardscouldbe 

set faceup, sothatthe wordscan be read. Theteachercan specifyhowmanyof eachcomponent 

(i.e. verb,noun)theywouldlike in thesentence. Theteachercan ask themto makea compound 

sentence. The distancebetweenthe indexcardsand theteamspersonalspacecan be varied.

1 

ContentAren READfl4O 

Nameof Activity: TriviaTag 


Tohavestudentsworkon someof theirreadingskillswhilebeingactive. 

Grade Level: 3 - 


LamInated3 x $ indexcards(withquestionsand answers) forapproximately1/3ofyourclass, 

conestomarktheplayingarea. 


Teaching Tlps. 

I-landoutapproximatelyonethirdofyourclassalaminated3 x 5 indexcard(cutcornersoff of 

cardsforsafety)withaquestionandanswer.Theyarethechasersin thisag game.Havethe 

studentspreadoutin asafemannerin thegeneralspaceboundedbythecones.Ontheteachers 

signalthechasersaretomovethroughout thespacetryingtotag theotherswith their freehand. 

whena tagis made,bothplayer stop,and thechasereadsthequestionfrom thecardto the 

studentwhowastagged.Iftheansweris correctlygiventhen that personis free torun. If the 

personwhowastagged givesan incorrectanswerorNOans 

in 10seconds, theyare given 

the cardand they are nowthe chaser.The studentwhoaskedthequestionis free. Thereare no 

timeoutsandnotagbacksallowed. 

Have2 questionspercard,to allowthe chasingpersonthe choiceof whichoneto ask. 

Haveextracards readyin caseone ortwoare tooeasy. 

Remindstudentsto speakclearlyand comeuptotheteacherif anywordsare not understood. 

Thisactivityworksbestwhenyouintegratequestions fromthe student’scurrentarea’sof study, 

suchas Geography,Math,ColonialAmerica,Sports,Science,etc.

ConteaiArea. LanguageArts 

NameofActivity: Let’sSpell 

PhysicalActivity: 

Non-locomotorskillsof bending,stretchingand twistingorvariouslocomotorskills. 


Tocreatelettersand wordswithjumpropesto reinforcelanguageartsworkintheclassroom. 

Grade Level: K-2 


Asktheclassroomteacherwhatlettersorspellingwordstheyare workingoneachweek. 


Lettersand wordsthat can beviewedvia anoverheadprojector,postedontheclassroomwall,or 

onflashcards.Onejumpropeforeachstudent 


Havethestudentsget a singlejump ropeand movetotheir ownself-space.Showoneletterata 

timeon theoverhead(orpointout letteron thewallor use flashcards).Aftershowinga letter, 

havestudentsmakethatletterwiththeir bodyfirstand thenmakethat letterwiththejump rope. 

Activities that can be do,,e after making each letter Inclade: 

Variations: 

Jumptheropewhilerecitingthealphabetup totheletterbeingused(ex letter G”, ABCDEFG 

and Jumptherope 7 times) 

Ifajump ropeskill is knownthatstartswiththeletterhavethemperformthatjump ropeskiLl 

(ex:letteris “S”,jumptheropeslow,letteris “B”,jumptheropebackwards) 

Jumptheropewith a partnerand spellthewordstogether. 

Havethemmakelettersthat beginwithdifferentlocomotorskills,suchas “G”,then have 

studentsperformthat locomotorskillaroundor overtherope. 

Lateron, studentscan workin groupsof 2 or more.Showonewordata timeontheoverhead. 

Havethegroupsmakcthewcrdwiththejumpropes andthenwiththeirbodiesusetheadivities 

mentionedaboveor comeup withyourown. 

Giveeachgroupa dift ent wordfromanindexcardto makewith theirjumpropes.Then have 

thegroupsgo aroundand seeiftheycanreadtheothergroupswords. 

Formwordsusing holidaythemessuchas “Bunny”. 

Teachercango aroundtheroomand guessthelettersorwords.

ContentArea: LanguageArts 

Activity: Sentencesin Motion 

PhysicalActivityBeingTaught: LocomotorSkills 


Toteachthepartsof the sentence(thesentence,theperiod,thecomma,thequestionmark, 

exclamationpoint)whileusing locomotorskills. 


Prerequisstes: 

Reviewthe partsof the sentencebeingusedbyputtingwordphrases(seebelow)on a largeposter 

so all canreviewthemas needed. 

MateriaLsNeeded: A large activityarea(i.e.,playground) 

Descriptionof theActivity: 

Havestudentsfindtheir ownselfspacein theplayingarea.Theteacherbeginsbystressingthe 

locomotorskillthat thechildrenwill useand reviewingtheactionsthat accompanyeach Word 

Phrase(seebelow).Studentsbeginto movearoundtheplaygroundand stopon theteacher’s 

signal.Theteacherwillthen callouta wordphraseandthestudentswillhaveto dotheskill 

relatedtothat particularpunctuationphrase.Forexample,if running is thelocomotorskillbeing 

usedwhentheteachersaysSTOP,“questionmark”,thestudentsmustnowrunintheopposite 

direction. Reinforcetheideaof thisactivitybydiscussinghowthemovementsand thesentences 

relate.Eachmovementdemonstrateswhatyouwoulddowhenreadinga sentence.Wego when 

weare reading,wepausewhenwecometo a comma,westopata period,wehalt! whenwecome 

to an exclamationpointand whenthere is a questionmarkout voicesgo up insteadof down 

(henceweare doingtheoppositeof whatweusuallydo). 

WordPhrases (aisdtheirmeanlags): 

Variations: 

I. PeriodStop 

2. &clamationPoint = Jun*pStop 

3. QuestionMark = Movein the oppositedirectionor waytheywre moving. 

4. Comma= Pause and thencontinue. 

Afterstudentsarefamiliarwiththeendings(period,questionmark, etc..)havetheteacherread 

a wholesentenceandputthepunctuationin thesentenceas theymove.Example:“WhenI saw 

thatbigdog,boydidI runfast”!Studentsmovethroughouttheentiresentence,theywouldrun 

until“sawthat big dog”,pause(comma),run fast,jumpstop(exclamationpoint).Herethe 

studentsare reallymovingtothepunctuationusedinthesentence.

ContentArea: Spelling 

Activity: 


Locomotive“GoFish” 

Toreinforcespellingandthe8locomotorskillsof walking,running,jumping, hopping, 

skipping,sliding,galloping,andleaping. 

Grade Level: K-2 


Onesignwithonelocomotorskillwrittenonit, fora totalof 8 signs(seenotesbelow);one 

smallercardforeach letterusedto spellthelocomotormovements(forexample,onecardeach 

withan5, K,1,aridP fortheword“SKIP”),A totalof 33 cards(letters).8 conesforeachposter. 

Descriptionof the ActivityI Task: 

Notes: 

Settheeightcones,eachwithitsownlocomotormovementsign,aroundthegymin stations. 

Placeall33 lettersin the middleof thegymupsidedown. Thisgameis likethecardgame“go- 

fish”.Theobjectis foreachgroupto collectalltheletterswhichspellthelocomotormovement 

foundonthecardattheir station.Beforebeginningtheactivity,quicklyreviewall 8 locomotor 

movementswithstudents(for example,havea studentdemonstratea movementand seeif the 

groupcanidentif ’) Then dividetheclassinto8 groupsof2-3,and assigneachgroupto a station. 

Havestudentsdecidewhowillgo first, second,andthird.Onthesignal,thefirst, personin 

eachgroupgoestothe middleof thegymbyperformingthelocomotormovementhis/hergroup 

is tryingto spell. Whenin themiddleof thegym,thestudentpicksa card and takes it backto 

thegroup(studentsmaypickuponlyonecardwheninthemiddle).Iftheletteronthecard is a 

lettermakingupthewordattheirstation,theyplacetheletteronthesignand givethenext 

personin linea high-5. Thisnextpersonnowgoestothemiddleofthegym(againperforming 

theirspecificlocomotormovement),picksa letter,andbringsitbacktothegroup.Iftheletteris 

not onewhichis foundontheir sign,thenextstudentin linemaytake it backtothemiddle, 

placeit facedownonthefloor,andpickupa newlettertotakebacktothegroup.Whenthe 

wordis spelled,theentiregroupsitsdown.Thenthatgroupgetsa point(optional).Oncea team 

spellstheir word,thenextpersonin eachteamtakestheircardsbacktothemiddleand places 

themfacedownonthefloor.All groupsthenmoveclockwisetothenextstation. 

Tomakethelargesigns,usehalfof a largeposterboard,cutouttheletters, glueeachletteronto 

theposterboard,then laminatethesign. 

Beforebeginning,ask eachgrouphowmanypointstheythinktheycan get andchallengethem 

toreachthatgoal.

ii) 

ContentArea: SPELLING 

Activity: 

TraveLYourName 

Purpose of Activity: - 

Toworkonspellingwhilepracticingthedifferentpathwaysand locomotorskills. 

Grade Level: 1-5 

Materials Needed: 

Laminatedsheets(atleast8 x IL insize)withallthelettersofthealphabet (onelargeletterper 

sheet).Additional directionsoneachsheetsuchasmodeoftraveltonextletter,pathway,and or 

flow(boundor free)maybeincludeddependingonreadinglevelofthechildren, Tapeplayerand 

appropriate high energymusic. 


Vanadons. 

Tapelaminatedalphabet sheets tothewallsat variousplacesaroundthegym.whenthemusic 

begins,havethechildrenskip in a straightpathwaytothefirstletteroftheirname.Havethem 

touchtheletterandthen theyare totraveltothe nextletterusingthefbrmoftraveland pathway 

youhavespecifiedforthem(i.e.in thiscaseitwouldbe skippingand usinga straightpathway). 

ORite onthelaminatedletterswhatpathwayandlocomotormovementtheyaretousetoget 

tothenext letteroftheirname. Theycontinue thisuntil theyhavespelledtheirnameor the 

musicstops.Forchildrenwithveryshortnames(TimLee,e.g.),askthemtocontinuebyspelling 

a petsname,theschoolname,etc. Changethelocomotor 

patternand thepathwayand start 

againifyoulike. 

Forolderchildren(grades3-5),get spellinglistsfromtheclassoorn teacher.Putdifficultwords 

oncardsforthechildrentodrawfromandspellastheytravel.

) 

ConteivtArea. SPELL NO 

Activity: SpellSearch 

PurposeofActivity: 

GradeLevel: 2ndand Up 

Tohavestudentsworkontheir spellingskillsand wordrecognitionskills 

MaterialsNeeded: 6 hulahoopsand approximately35-40frisbeesor cardboardpieces. 

Descriptionof Activity: 

Variations: 

Askclassroomteachersin advancefora list oftheirupcomingspellingwords.Takean erasable 

marker(if using frisbees)orjust markonesideof a pieceof cardboardwithletters(one letteron 

eachpiece)and scatterthepieces/frisbeesaroundtheplayingarea. Divideclassinto6 equal 

teams(usually4-5 ona team)and havethemsit in squadformationbehinda hulahoopat one 

endof thegymnasium.Writeone ofthespellingwordsforthat gradelevelon theblackboardor 

on a largepieceof posterboardthat youcan holdup. On the teacherssignal,the 1stpersonfrom 

eachteamruns outand picksuponeof thefrisbees/cardboard. if theletteron thereversesidecan 

be usedto spelltheword,the studentrimsbackwith it and placesit in frontofthe hoop.The 

studenthen tags the nextperson’shandand heishedoesthe same.if a frisbeeicardcannotbeuse, 

it is returnedtothe samespotand that childrimsbackand tags the nextpersonshand. Theteam 

thatsuccessfullyspellsthe wordearnsa point.Thefirstteam to a certainnumberof pointswins. 

Usedifibrentlocomotormovements(i.e., skipping,sliding,grapevine,hopping,crabcrawL, 

bearwalk,etc.)to get to the frisbeeswiththeletteron it. Todownplaythe“winners”changethe 

teamsaftertwogames Toincorporatemathplacenumbersunderthefrisbeesorcardboard 

pieces Placea math problemon theboard(gradeappiopriate)and thestudentshavetoobtainthe 

correctanswerby addingtogethertheir cards/frisbees.

ConsentArea.’ MATH 

NameofActivity: MathCircuit 

ClassroomContentBeingTaught: Fitnessand MathIntegration 


- 

Todevelopfitnesslevelsand reinforcespecificsportsskillsw1 ile integratingbasicmath. 



Long/shortjump ropes,beachballs,hula hoops,beanbags,lollipoppaddles,rierftennisballs, 

Kushballs,gator skin foamballs,playgroundballs,yarnballs,foambat. 

Descriptionof theActivity 

Safety Tips: 

Setupthestations: 

(youwillneeda fairlylargeareaforthis) 

1)Numberofjumpsovera rope. 

2) Countto a numberwhilehulahooping. 

3) Throwbeanbagsintoa target. 

4) Volleyballoonswith lollipoppaddlesor bodyparts. 

5) Tossballsata target. 

6) Tossballunderhandintotrash can. 

7) Numberof soccerkickstoa wall(gatorskinlfoamballs). 

8) Numberofbasketballdribbles. 

9) Numberoftossesand catches.(kushoryarnbails), 

10)Hitbeachballsoffatee/cone. 

Make3 x 5 cardswithmath factsappropriateforgrade1.2level(2+3=?,1+3?, 5+4=?,etc.) 

Havethecardsateachstation.Thestudentsdrawthetopcard,solvethe problan and dothat 

manyskillsateachstation.Assigntwostudentsateachstation,allowthemtocompletethetask 

and go to the nextstation.Gothroughthecircuitas manytimesas possible. Modifyand add 

moreorlessstationsasneeded. 

Makesureyoushowthan howtodoall of thesebeforebeginning.Stresssafetyat eachstation.Have 

restraininglinesat each stationwhereappropriateso studentwhois waitingdoesnotgethurt duringthe 

completion of a task.

-j 

Content,lrea. MATH 

Nameof Activity: DribblingNumbers 


Tohavestudentsworkon theirnumberrecognitionskillsandtheirdribblingskills. 

Grade Level: 2ndand Up 


Ballsthatstudentscan successfullybounce,polyspotsor laminatedcardswithnumbersonthem. 

Descriptionof theActivity: 

Variations: 

Makeseveralsetsof 1-10(orhoweverhighyouwantto go) numberedpolyspots.Randomly 

spreadthesespotsthroughouttheplayingarea.Haveeachstudentget a ballto dribble.Havethe 

studentstandon a polyspot.On theteacherssignalhavethestudentsdribblethatmanytimes 

onthepolyspot.Aftertheydothattheirjobistofindthenextconsecutivenumber(i.e., if they 

startedat4 theyare tofinda 5, and dribblethatmanytimeson that number.Dependingon the 

skilllevelofyourstudentstheycan dribblewithtwohandsorwithone.whatyouare lookingfor 

is controlofthedribble.Makesuretheycan hitthespoteachtime.Iftheymisstheycan start 

againatthenumbertheymissedon. Studentscaneitherpickuptheballand carryitto thenext 

numberor youcanhavethemdribble. 

Putsimplemath equationsonthespotsand then theyhavetodribblethatmanytimeson the 

Havethemdribblearoundthespotthenumberof timesthatis listedon thespot. 

Havethemdribbletheballwiththeir feetinsteadof dribbling.Nowtheyhavetodribblearound 

thespotthenum of timeslistedonthespot.

ContentArea: MATH 

NameofActivity: MathTag 


GradeLevel: 3rdand Up 

Tohavestudentsworkon solvingarithmeticproblems. 

MaterialsNeeded: Conesto mark offa safeplayingarea 


Identify2/3 chasersbyhavingthemholda bailor weara piiinie.Havethe rest of the students 

finda goodselfspacein generalspace.On the teacherssignalhavethe chaserswalk(youcan 

try quickermovementssuchas skipping,walkingfast,and gallopingas soonas studentsare 

successful withwalking)and try to tag as manyofthe otherstudentsas possible. 

Uponbeingtagged,childrenfreezeand raisetheir hand and saythewords“Ineeda math 

problem”.Anotherstudentapproachesand givesthestudenta mathproblem.The person 

frozenmustanswertheproblemcorrectlybeforehelsheis unfrozen.Onlyonepersoncan givea 

frozenchild a mathproblemand the personwhois givingthe problemis neteligibleto be 

tagged. 

TeachiivgTips: 

It is goodto knowwhat kindof math problemsstudentshavebeenworkingon. 

Youmaywantto havestudentsusemorethanjust twonumbers- this makesthe studentthink a 

littlebit more.

1 

ContentArea: MATH 

Nameof Activity: BodyMath 

PhysicalActivityBeing Taught: 

Throwingatdifferentlevels,non-locomotorskillsof bending,stretchingandtwisting. 


Thisactivityis designedto teachchildrento solvesimplemathcomputations. Thestudentswill 

alsopracticetheirthrowingskills. 



Thestudentswillneedto reviewmathcomputations thatwillbe usedin theactivity. 


Eachgroupof threewill needonepair ofthrowingdie. 


Variations: 

Assignonepersonin eachgroupto throwthedieasspecified(underhand,overhand,dominant 

hand,non-dominanthand, etc.).Eachmemberin thegroupwillhaveto formthenumberthat 

appearson thediewiththeir body. Repeata fewtimeswhilealternatingthrowersand varying 

levels.Varietycan be addedin theletterformingbymakingthenumberswithjust the legs, 

arms,leftsideof body,orrightsideof body. Havethestudentsnowget in a newgroupofthree 

and throwthepairof dieas specifiedaboveindifferentways.Iftheteachertellsthe studentsto 

add,the studentsmustadd the numbersthrownand makethe ans r 

withtheir body. To add 

somevariety,the studentscan throwthe dice,get the answer(whetherby addingor subtracting, 

etc.)andcan,forexample,jump theanswer.(e.g., 7+l3 jumpsor3-2=1jumpingjacksor 

jumpingrope. 

Onegroup visitsanothergroupand theonegroupmakestheproblemwiththeir bodiesand the 

othergrouphas toanswertheproblem.Subtraction,multiplicationand divisioncan be usedalso.

Cbzssroon,Conient SocialStudies 

Descriptionof ActivityTask PresidentialRace 

Clasiroom Content: LocomotorSkills& Knowledgeregardingthe Electcx al College 

Purpose ofAclivisy: 

Tohelpyoungstersbetterunderstand,throughmovement,thewayin which candidatewinsan 

electoralraceand thenumberof votesnecessaryto winintheelectoral college. 

SuggestedGrade Level:5th 

MateriaLsNeeded: 

A cut out of eachstatewiththe numberof electoralvoteson theback,3 presidentialnametags, 

a large playingarea withclearlymarkedboundarieson eachend. 

Descriptionof the Activity I Task. 

Ask for 3 volunteersto be the presidentialcandidatesthat stand in the middleoftheplayingarea. 

Therest oftheclassis each assigneda state and instructedto line up (in a spreadoutmanner)at 

one endofthegin. Eachstatenametag has a numberunderthestatenamethat representsthe 

numberof electoralvotesthat statereceivesin an election.Whenthepresidentialcandidatesyell 

“theraceis on”thestateswilltry to move(havestudentshop, skip,jump, etc.)pastthe 

candidatestotheotherend ofthegymwithoutgettingtaggedby the candidates.Ifa stategets 

tagged,theybelongto the candidatewhotaggedhim/her.The statemustthen helpitscandidate 

capturemorestatesuntil all are captured. Eachcandidateand its groupof stateswillthen add up 

their electoralvotesto determinewhowillbe the nextU.S.resident.Afterwards,discusselectoral 

votes,populations,and theimportanceof each statesvote. 

Sample Qiestion.v 

Doesitreallymatterwhichstateeachcandidatewinsin the electoralrace? 

Howmanyvotesare necessaryto wintheelectoralcollege? 

Whowontheelection?

) 

ClassroomConteii SOCIALSTUDEES 

Activity: StateTag 

Purpose of Activity: Tohavestudentsworkon knowledgeof statecapitols. 

GradeLevel: 3rdand Up 

MaterialsNeeded Conesto mark offa safeplayingarea 

Descriptionoldie Activity: 

Variations: 

Childrenare in scatteredformationwithintheplayingarea. Identify chasersor“its.”Onthe 

teachers signal,thechaserspursuetheotherstudentstryingto tag them softly. (Havethe 

studentswalkto start the gameforsafety reasons.Thenyoucan havethan slide,grapevine, 

skip,etc.aftertheyare comfortable).whensomeoneis tagged,theymust freezeimmediately.To 

get unfrozenfreerunnersmust stand in frontof thefrozenplayers.Thefrozenstudentsaysthe 

nameof a stateand theunfrozenstudentmust saythenameofthe capitolofthat state.Ifthe 

answeris ong thentheycan keeptrying, try anotherstatename,or theycouldslideoverto 

anotherstudentwhois frozenand get helpfromthem.Duringtheguessingprocessthese 

studentscan notbetagged. 

Switchroles.Havethefreerunner saythe nameof thestateandhavethefrozenplayertryto 

guessthecapitol 

ChangeLocomotor movementsand chasersfrequently. 

Usestatestheyhavestudiedrecently.

ContentAreg. SocialStudies 

Nameof Activity: GeographyPinball 

PhysicalActivity: Strikingwith Implements 

Purposeof Activity: Toreviewthestates,capitals,and their characteristics. 

SuggestedGrade Level: 3-S 

Prereqwsites: Reviewthestates,capitalsand thecharacteristics(i.e., nationalmonuments, 

stateflower,bird,etc...)of eachstate. 

MateriaLsNeeded: One foamball,and smallAt leastfourcolorsof noodlesare needed. 


A U.S.map paintedon theground. 

Divideclassintofourevengroups.Bachgroupstandsononesideof a USMapwhichis painted 

on thecourt.Ifyouhavenomap,useany otherlinesto forma squareor rectangle. Thisactivity 

starts withoneplayerfran eachteaminthecenter.Thefourplayers“faceoff’ by touchingthe 

ballwiththenoodle,and on thesignal“Play!”attemptto strikethebailwiththenoodleacross 

anyteam’slineexcepthislherown.Playersonthe sidelinesare alsoholdingnoodlesand strike 

theball backto their team’scenterplayer 

Iftheballcrossesa team’sline, a pointis scoredagainstthat team.The point is erasediftheteam 

can verballydirectitscenterplayerto standon thestatecalledbytheteacher.Eachgroupof 

playersgets2-3 minutesofrunning timeto becenterplayers Fifteentotwentysecondsare 

allowedto findthestates.SidelinepIa s needto beremindedtostayintheir positions(bynot 

movingin frontofteammates)and to keepone footOFFthe map. 

Attheendoftheallottedtime,thepointsthatareaccumulatedby eachteamarekeptiftheteam 

canverballydirectdifferentplayerson theirteam tostandonthestatecalledbytheteacher(if 

theymade5 points,then 5 differentplayersmuststandonthe5 statestheteachercallsout)

Con entArea SocialStudies 

Activity: StrikingZone 

PhysicalActivity: Strikingwithbodyparts 

Purposeof Activity: Reviewthe statesand theircapitols 


Prerequisites: Studentsneedto havehad instructionaboutthe differentcapitolsof each state. 

MateriaLsNeedeth 

A smallball (fosmor tennis ball) foreachpair, paddlesto strikewithifyouchooseto, large 

scalemapsof theUnitedStatesto beplacedaroundthegymwalls.(Studentscan createthestates 

(large versions)that are placedaroundthegymwallin advanceofthe lessen.) 


Variations: 

Priorto studentsarrivingpostthe enlargedmaps aroundthe gymareathat the studentscreated 

in advance.Ran&xnlyassigna pair of studentsa map to workwith.Giveeachpair of students 

one smallballto usefor striking. On the teacherssignal, eachstudentwilluse their hand or a 

paddleto strikethebail in different waystowardsthewall (usethe right and thelefthandif not 

usingthepaddle).Whentheball hits a state,thestudentsareaskedto recitethecapitolof that 

state.Studentsarenotto hit theball continuously.Theyshouldcatchtheballaftertheyhitit. If 

theydonot knowthe capitolor thestate,their partner can helpthan. Eachstudentis to 

alter withthefrparftier.Theteah 

ercanspecifytohitthcballtoahighlevel;ortoatow 

lvel;totheright 

orotheleftwiththerighthand,lefthand,ba 

wards ,wtderabodypart; in 

thecenterof thestate orany bere allowingfordifferentpatternsof striking. This activity 

wouldwork wellas a stationduringa strikingunit. 

Studentscan useracquetswiththeright and lefthand 

The map can be ofa difl rent countryor continent. 

Fortheyoungerkids,theycanjust dorecognitionof thestate.

THINXBGIVING 

At this time of year a bit of History about the Iroquois Nation, 

since it occupied all of New York State is enjoyable for the 

children. Have class squad be the tribes--Senecas, Onondagas, 

Mohawks, etc. 

1. Tribe Competition - Combatives 

Value: Testing strength, balance, reaction time, speed. 

One brave from each tribe challenges a brave from another 

tribe. 

Chest Push - 2 students face each other across a line, place 

hands on shoulders of opponent. On signal, push to get both 

feet on opponent’s side of line. 

Toe Boxing -. 2 students face each other, hands behind back. 

On signal, each tries to tap the opponents toe before being 

tapped. 

Knee Taa - Same as Toe Boxing, only opponent tries to touch 

opponents knee before being touched. 

Chicken - 2 students, stand on one foot and hold the other 

foot with opponent’s hand (ie. right hand, left foot) keeping 

the other hand behind back. On signal, each tries to bump 

other student and cause him/her to put foot down. 

Tua-o-war - 2 students holding right hands, tries to pull the 

other one across a line. 

4 Square Tup-o-war - 2 long ropes tied together in middle. 

Four Indian clubs placed in a square 4—5 feet from end of 

ropes when laid on floor. 4 students hold an end of the rope. 

On signal, try to pull and knock over pin with foot or hand. 

2. Indian Dancing 

Value: Multi-cultural,rhythmic movement. 

Description: 

Two Rhythms: /1 II 1/ II If or 

I//I I//I I//I I//I 

Play both on drum and have children tap on floor showing 

strong and light taps.

qA 

Choose one rhythm and have children seated Indian style in a 

circle: 

a. move heads only to rhythm 

b. move heads and arms to rhythm 

c. move heads, arms, and shoulders to rhythm 

Encourage creativity. Have them close eyes and keep movement 

going. 

Standing - Keep movement going and add knees to rhythm. 

- Keep movement going and add feet to the rest, in 

self space. 

- Try moving in 1/2 circle in self space. 

Encourage to keep all patterns going. 

Using some patterns and rhythm, move in a circle — add sounds! 

(Bird and animal sounds, or chant.) 

3. Turkey Shoot 

Value: Throwing, dodging, hand-eye coordination, fair play. 

Equipment: Newspaper balls 

Formation: Two teams 

Description: Hunters, 1/2 class. Line up on lines 25 feet 

apart. One—half of class are turkeys. On signal the 

“turkeys” cross through the forest (between lines) while the 

hunters try to hit the turkeys with a ball. If hit, “dead 

turkey” may keep running through forest to the end of the 

line. Score a point for the turkey each run - or change after 

one run — how many turkeys each side shot. 

4. Turkey On A Rock 

Value: Throwing, dodging, eye—hand coordination, reaction 

time, fair play. 

Equipment: a paper turkey taped on a milk carton, one 

shuffleboard disc or deck tennis ring, bean bag or frisbie per 

child. 

Description: Place a turkey on a bench. The children toss or 

shoot on floor (shuffleboard) to see if they can knock the 

turkey off. After each unsuccessful throw, the thrower goes 

and stands beside their marker until someone knocks the turkey 

off. Then all pick up their marker and try to get back across 

the line without being caught by the successful thrower.

5. Thanksgiving Story Play 

Value: Dramatic play, memetics, imagination. - 

Equipment: None. 

Formation: Random, all asleep on floor; tell a story acting 

out each part. - 

Description: All Indian children; wake up in the morning; 

dress; go hunting — walk, crawl, slowly, quietly, stalk - 

shoot a buffalo. Carry back to village for Thanksgiving 

feast. 

6. Buffalo Hunt 

Value: Dramatic play, imagination,memory sequence. 


Formation: Circle, seated. 

Description: Teacher leads the hunt - We’re going on a 

Buffalo Hunt! (Same as lion hunt.) 

7. Thanksgiving Word Scramble 

Value: Spelling, group cooperation. 

Equipment: One sheet of paper with Thanksgiving related 

words. 

Formation: Small groups in circle. 

Description: On paper, use words for children to f-igureout, 

i.e., pilgrim, turkey, Indians, etc. (Same as Halloween word 

game.)

3O 4 

1. Christmas Wishes : 

CI STMAB 

Value: Dramatic play and use of imagination. 

-Equipment: None. 

Formation: Students sit in a semi-circle. 

Directions: Ask students to think of one thing they would 

like for Christmas. Each student must then act out their 

Christmas wish in front of the class. The first student to 

guess the wish may act out the next Christmas wish. An 

alternate way of doing this is to have groups of students 

select three or four group wishes to act out in front of the 

class. 

2. Jingle Bells : 

- 

Value: Rhythmic expression,memory sequence, and cooperation 

with a partner. 


Formation: Single circle with partners. 

Description: 

Singing: Dashing through the snow 4 steps in 

In a one horse, etc. 4 steps out 

Over the fields we go, etc. 8 slides to L 

Continue.... 4 Steps in 

4 steps out 

Chorus: 8 slides to R 

Jingle Bells, etc. face partner 

3 claps front 

3 claps back 

3 claps front 

clap partners 

hands once 

Oh, what fun it hook elbows and 

is to ride . . . etc. skipin circles 

Repeat chorus. 

3. Frosty the Snowman Relay : 

Value: Eye-hand coordination, imagination and body part 

identification. 

Equipment: Large sheets of blank paper, scotchtape,crayons.

Formation: Five to six students sit in a line facing a large 

sheet of blank paper taped to a wall. Students sit ten to• 

twelve feet from the paper. 

Description: Identify the parts of Frosty that each group 

will need to draw. For example,head, body, feet, hat, eyes, 

nose, etc. On -the signal to begin each member of the squad 

must draw one part of Frosty. Students take turns drawing 

until the snowman is complete. Recognition can be given for 

the fastest Frosty drawn, best picture, most original Frosty, 

etc. 

4. Decorate the Christmas Tree Contest : 

Value: Creativity, imagination,fine motor control, and fun. 

Equipment: Construction paper, scotchtape, ribbon, and 

tinsel. 

Formation: Groups of four or five students. 

Directions: Each group of studentswill,be given ten minutes 

to decorate their tree. One student in each group will be the 

tree. The other students in the group use the materials to 

make ornaments and decorate their tree. Recognition can be 

given for the loveliest Christmas tree, the most unusual 

Christmas tree, etc. 

5. The Woodsman in the Blizzard : 

Value: Use of auditory modality,teamwork,communication,and 

body awareness. 

Equipment: Plastic bowling pins and blindfolds. 

Formation: Students are lined up in groups of five or six 

across the edge of the gym floor. 

Description: Plastic bowling pins, equal to or greater than 

the number of students in class, are spread at random all over 

the gym floor. The pins representtrees in the forest. Each 

team sends a woodsman into the woods to bring back a tree. 

Each woodsman is blindfolded and can’t see in the blizzard. 

Each group of students must devise a set of “signals” to guide 

their woodsman forward, backward, right and left to find a 

tree and bring it back. Students take turns being the 

woodsman for their group. The game ends after ten minutes or 

when all trees have been cleared from the forest. The group 

with the most trees will be designatedmaster woodsmen. 

For safety make sure each woodsman is assigned a guide to walk 

along and prevent collisions. The guide and woodsman may not 

communicate.

1 

/0 

6. The Grinch Who Stole Christmas 

: 

Value: Reaction time, agility, and peripheral vision. 

Equipment: Beanbags. 

Formation: Four to five students form a circle with one 

student in the middle. 

Description: The student in the middle of the circle stands 

over the beanbag which represents Christmas. This student 

must guard Christmas and keep it from being stolen by Grinch 

helpers who are the students surrounding the guard. Any 

Grinch helper may try to steal Christmas. If the guard taps 

a Grinch helper, they are frozen on the spot. The Grinch who 

successfully steals Christmas is the next guard. 

7. The Twelve Days of Christmas 

: 

Value: Group cooperation, imagination. 

Equipment: 12 large sheets of blank paper, crayons. 

Formation: Students sit in one large circle divided into 

twelve equal segments. 

Description: Each group of students gets one piece of paper 

with one of the twelve days of Christmas written in the upper 

right corner. The papers are passed out in order around the 

circle from days one through twelve. Each group of students 

must then draw a picture representing their days of Christmas. 

When all pictures are complete students remain sitting in a 

large circle and sing the Twelve Days of Christmas. Each 

group of students will stand, hold their picture up and sing 

the part of the song their days and picture represents. 

The Twelve DaYs of Christmas 

1. Partridge in a Pear Tree 

2. Two Turtle Doves 

3. Three French Hens 

4. Four Calling Birds 

5. Five Golden Rings 

6. Six Geese a Laying 

7. Seven Swans a Swimming 

8. Eight Maids a Milking 

9. Nine Ladies Dancing 

10. Ten Lords a Leaping 

11. Eleven Pipers Piping 

12. Twelve Trumpeters Trumpeting

1. PulnDkinPass : 

Value: Team work, agility. 

HALLOWEEN 

Holiday Games 

NYSAHPERD Conference 1991 

Dr. Michael Knif fin 

Mrs. Phyllis McGinley 

Equipment: One ball or average size pumpkin per team. 

Formation: Teams of 4 to 6. 

Description: Each team in single file on end line of gym. 

First player passes ball over head to next player, next, next, 

until the end player receives ball. That player. calls 

“Halloween.” Team hits floor, last player runs over other 

team members to front and starts over. First team to have all 

players across opposite endline is winner. 

2. The Hand : 

Value: Running, dodging, quick change of direction, body 

control. 

Equipment: Ugly, hairy rubber hand. 

Formation: Three teams, named - witches, goblins, etc. 

Description: Teacher starts out as the “hand.” It calls out 

the groups from their caves in the three corners of the gym to 

follow him/her using various locomotor movements. When the 

“hand” calls “THE HAND” all must get to their cave without 

being tagged. Students tapped by the “hand” become “hand 

helpers.” Students must enter and exit their caves between 

markers. 

3. Charlie Brown’s Pumokin Patch : 

Value: Reaction time, stop and start, dodging, special 

awareness. 

Equipment: Four cones, Big Orange Cage Ball with Face, good 

record - “Haunted House” by Hap Palmer. 

Formation: Two teams.

1 —‘ 

Description: One team scatters inside pumpkin patch and sits 

like a pumpkin (Indian style). When the music starts, the• 

other team who is scattered around the patch skips around 

among the “pumpkins.” When the music stops they try to get 

out without being tagged. Pumpkins have to stay seated and 

can only reach to tag with hands. Those caught become 

pumpkins and find a place to sit. Three to four chances then 

change rolls. 

4. Scare Me : 

Value: Creative play, use of imagination,creating movement 

patterns. 


Formation: Partners. 

Description: Partners #1 swings #2 around (righthand joined) 

and on signal - “scare me” releases #2 and #2 makes the 

scariest face artdshape he/she can think of. Add sounds. 

Change roles and repeat. 

5. Race of the Halloween Creatures 

: 

Value: Speed, eye—hand coordination. 

Equipment: Four pictures of Halloween creatures (Bats, 

Skulls, Dracula, etc. — taped on wands), 8 cones, 4 wands. 

Formation: Four teams in relay formation. 

Description: On signal first person runs with wand and places 

in cone at other end of gym, runs back and tags second person 

who retrieves wand and give to next runner who repeats action 

until all have run. 

6. Halloween Word Scramble : 

Value: Spelling, group cooperation. 

Equipment: See attached word scramble paper. 

Formation: Four teams 

Description: Each team is given a sheet with words to 

complete. First team to complete task correctly wins. 

7. Creative Dance : 

Value: Dramatic play, strong and light movement, creative 

move patterns. 

Description: “Witches,Goblins, Ghosts, — Oh, Myt” is a chant 

that works well for creative and expressivedance - especially 

around a witches caidron!

1. Partner Bunny HoD : 

LASTER 

Value: Hopping, jumping, and rhythmic movement. 

Equipment: Bunny Hop tape and tape player. 

Formation: Students practice the steps to,this dance alone, 

then with a partner. 

Description: Partners face each other holding hands. Kick 

right 2x, kick left 2x, jump toward each other, jump back, and 

jump in a circle 3x at arms length. Repeat! Switch partners 

often. 

2. Easter Egg Hunt : 

Value: Exercise and fun. 

Equipment: Construction paper, scissors, scotchtape, and 

pens. 

Formation: Students are free to move around the entire gym 

alone or with a partner. 

Description: Cut Easter eggs from differentpieces of colored 

constructionpaper. Write different tasks on the back of each 

egg. Examples might include: Do 5 pushups, or Do 5 sit-ups, 

or Do 5 jumping jacks. Add tasks that are fun and even silly 

such as: yell out the names of the President and Vice 

President of the United States. Tape these eggs to the walls 

of the gym, bleachers, etc. Students gather as many eggs as 

possible in an allotted amount of time. Each task must be 

completed before another egg may-be.gathered.. The student 

with the most eggs wins. Students may work alone or with a 

partner. 

3. Mr. MacGregor’s Cabbaae Patch : 

Value: Reaction time. 

Equipment: Newspaper balls, foam balls, and four cones. 

Formation: Students surround the cabbage patch made up of 

newspaper balls spread out over the floor in a square area 

marked on four corners by cones. One student is Mr. MacGregor 

hoeing his.cabbagepatch. Students surroundingthe patch may 

sneak in and pick a cabbage and take it back to their 

designated home area. When Mr. MacGregoryells “my cabbages,” 

the rabbits run to a safety zone and Mr. MacGregor chases 

them. If a rabbit is tagged before reaching the safety zone 

he/she becomes Mr. MacGregor’s helper.

4. Jelly Bean Catch : 

Value: Hand-eye coordination. 

Equipment: Jelly beans and paper cups. 

Formation: Students work with a partner in scattered 

formation. 

Description: Students working in pairs toss and catch a jelly 

bean using paper cups. Underhand tosses work best. Students 

may increase or decrease the distance for tossing and 

catching. Consider the following: 

a. Jelly Bean Hockey — snap with fingers. 

b. Jelly Bean Bocce 

c. Jelly Bean Bowling 

Rule: Must not eat Jelly Beans. 

5. Dress For Easter Relay : 

/6 )4 

Value: Teamwork, body awareness, coordination and speed are 

important components of this activity. 

Equipment: Old hats, shirts, sweaters, and blazers of adult 

size should be used. Cones designate placement of teams. 

Formation: Four or more relay teams with each team divided 

and facing each other across the gym. 

Description: The first student for each team must put on a 

sweater, blazer, and hat; then relay this clothing to a 

teammate waiting in line at the other end of the gym. The 

first team to relay all clothing quickly and worn properly 

wins.

AGuide1 DailyFoodChoices 

theFoodGuidePyramid 

emphasizes foodsfromthe 

fivefoodgroupsshownin 

thethreelowersections 

ofthePyramid. 

Eachofthesefoodgroups 

rwovldes some,butnotall, 

ofthenutrients youneed. 

Foodsk onegroupcan’t 

replace thoseInanother. 

110onefoodgroupIsmore 

important t 

!orqoodt 

FOOD 

GUIDE 

PYRAMID Fats,Oils&Sweets 

USESPARINGLY 

Vegetable Group 

3-5SERVINGS 

Milk,Yogurt, 

&Cheese 

2-3 - 

KEY 

, O%. 

I.-- — IOW 

md odd d Jg w, k bids. 

•F 

aI’ 

(o 

d ) 

Meat,Poultry, Flsl ’r, 

DryBeans, Eggs, 

&NutsGroup 

2-3SERVINGS 

FruitGroup 

2-4SERVINGS 

ThePyramidisanoutline 

ofwhatoeateachday 

Ii’snota rigidprescription. 

butageneral guidethai 

letsyouchooseahealthful 

diethat’sright foryou.The 

Pyramid coilsforeatinga 

varietyoffoodstogethe 

nutrients youneedand 

atthesametimetheright 

amountofcalories tomain 

tainahealthyweight. 

Breoci, Cereal, 

Rice,&PastaGroup 

6-11SERVINGS

HowManyeavingsDoYouNeea’ 

TheFoodGuk1i umidshows arangeofservings foreach 

foodgroup. Thenumber ofservings thatareright bryoudepends 

onhowmanycalories youneed.Calories areawaytomeasure 

foodenergy. Thenergyourbodyneedsdepends onyourage, 

sexandsize. Italsodepends onhowactiveyouare. 

Ingeneral, dailyintake shouldbe: 

A 1,600calories formostwomenandolderadults; 

A 2,200calories forkids,teengirls,aclivewomenand 

mostmen;and 

A 2.800calories forteenboysandactivemen. 

WhatCounts 

asaSewing? 

Bread, Cereal, Rice 

&PastaGroup 

1slicebread 

I tortilla 

Y cupcookedrice,pasta 

orcereal 

1ounce ready-to-eal 

cereal 

hamburger roll,bagel or 

English muffin 

3-4plaincrackers (small) 

1pancake (4-inch) 

‘Acroissant (large) 

Vadou nutordanlsh 

(medkim) 

!/ . coke(average) 

2 cookies (medium) 

‘A pie(2-crust, 8) 

Vegetable Group 

‘/ cupchopped rawor 

cookedvegetables 

1cupraw, leafyvegetables 

¾cupvegetable juice 

V2 cupscalloped potatoes 

‘/ cu potatosalad 

10French fries 

Thosewithlower calorie neeu....,uldselect thelowernumber 

ofservings fromeachfoodgroup. Their dietshould include 

2servings ofmeat foratotalot5ounces. Thosewithoverage 

calorie needshouldselect themiddle number ofservings from 

eachfoodgroup. Theyshould include2servings ofmeatfora 

totalof6ounces. Thosewit higher calorieneedsshouldselect 

thehigher number ofservings fromeachfoodgroup. Their diet 

shouldinclude3servings ofmeat foratotalof7ounces. 

Also,pregnant orbreasifeeding women; feens; oryoung 

adultsuptoage24shouldselect 3servings ofmflk. 

FruitGroup 

AW.d hum1wIoo Ou . Pvm.Jt Urw iftl Gudwi dwIsI pS IIw 

US Ue XXITIO1 IVIO.*Sb. I* .iiu F+4IflNl fl 1Kt SIC ILe 

2h2. 

ft)OOMOOUSc 

sk .sy NAIK M OMRYWJNt 

I? 

1plecefruilormelon wedge 

¾cupfrilljuice 

‘Acupchopped, cookedor 

canned fruit 

V.cupdriedfruit 

Milk.Yogurt & 

Cheese Group 

1cupmilkoryogurt 

1Vtouncesnatural cheese 

2 ounces process cheese 

2 cupscottagecheese 

1‘Acupsicecreamor 

Icemilk 

1cupfrozenyogurt 

LeanMeatChoices 

BEEF 

RoundTip 

TopRound 

EyeofRound 

TopLoin 

Tenderloin 

Sirloin 

PORK 

Theamount ottoadthatcounts asoneserv. . isledbelow. 

- 

Ityoueatalarger portion itismorethanoneserving. Forexample, 

asliceofbreadisoneserving, soasandwich forlunchwould 

equal twoservings. 

Formixedloods. estimate thefoodgroupservings ofthemain 

ingredients. Forexample. alargepieceatsausage pizzawould 

count inthebreadgroup(crust), themilkgioup(cheese), the 

meatgroup(sausage) andthevegetable group(tomato sauce). 

Likewise, ahelpingofbeefste wouldcount inthemealgroup 

andthevegelable group. 

Meat,Poultry, Fish, 

DryBeans, Eggs& 

NutsGroup 

2’/zto3ounces cooked 

leanbeef,pork, lamb,veal, 

poultry orfish 

Count V2 cupcookedbeans 

or1eggor2tablespoons 

peanut butterorV.cupnuts 

as1ounceofmeal 

Tenderloin 

Boneless TopLoinChop 

Boneless Ham,Cured 

Center LoinChop 

Fats,Oils& 

Sweets 

usesparingly 

LAMB 

LoinChop 

Leg 

VEAL 

Cutlet 

L.oinChop

4/4 

IA 

H_- _ Si 

aD 

2A 

LI Ii _1J__ 

5A 

. 

1lU5CLE 

3D 

I 

I, 

S.D 

before running 

1 L K L) S 

1. 

2. 

3. 

muscle8 car.’ t push only 

— 

straIghtens arn at the elbow 

shrugs shoulders up and back 

boneø 

4. stomach muscles 

5. hamstrings — 

DOWN 

1. pectoralis major is on your — 

2. muscle on your rear 

3. the tendon attaches the muscle to this 

4. the biceps muscle — your arm at the elbow 

5. exercIse abdominals by doing these 

ANSWERS ARE AMONG THE FOLLOWING: 

bone, muscle, tendon, push, pull,up. down, 

front,back, chest, leg, bends, straightens. 

biceps, triceps• trapezius, abdominals, 

quadriceps, hamstrings, 

stretch, strain, sit —ups, 

pectoraliemajor, 

push—ups. effort. 

gluteus maximub. 

NA ME :_ 

GRADE: 

TEA’ H.K: 

Please circle your opinion about this. 

The assignment was: 

super easy___casy___OK 

-hard 6uPer 

K, Kern 

Physical 

ducatior 

ci 

hard

I. 

TOP TEN POTENTIALLY 

DANGEROUS EXERCISES 

C onditioning exercises are 

often usedfor a number of 

reasons, including the im 

provement of muscular strength 

and flexibility. There is often con 

fusion. however, as to which exer 

cises may contribute to fitness de 

BadExercise 

I. 

2. 

I 1 

JOPERD—Augwt 957 

Flgw’e I 

Figial 3 

Fgur. 5 

velopmenc and which exercises are 

actually potentially harmful to the 

body. Listed here are five exercises 

that are not recommended due to 

the injury hazards to the paruci 

pants. and five exercises that could 

potenàoiiybe injurious to a person, 

Exercises No Recommended 

Reason(s) 

rd 

head and kyphosis (hump 

back) by further stretching al 

ready elongated muscles and 

ligaments. It is also easy to lose 

balance and injure neck or 

back. (Mazzeo, 1985; Corbin & 

Lindsey, 1985). 

natural position—the angi is 

putting an abnormal stress 

load on the joint. May use 

strain in the groin and laxityof 

the medial Ligamentof the bent 

knee. Also puts stress on the 

cartilage of the bent knee 

(Corbin & Lindsey, 1985). 

toe . back 

ito activity of muscles that 

flex hip. (Mazzeo, 1985; 

Stokes. Moore, Moore, & 

Williams, 1981); Corbin & 


particularly to a person who al 

ready has problems with that spe 

cific part of the body. A brief de 

scription of the reason(s) each is 

considered harmful, and alterna 

tive exercises to accomplish the in 

tended fitness goal(s) are given. 

Alternative Exercises 

Flgur• 2 

(with or withouttowel) 

Flgur• 4 

es: Fe 

males—bend knees with legs 

spread,as this puts less stress 

on low back and accommo 

dates the female pelvis.

so 

4. Tcid w promotc )i 4. Doubk Le Lift perteit 4. Knee to Chest 

sion of low back. (Mazzeo, 

1985:Corbin & Lindsey.1985). 

Figure e 

5. DeepKnee Bends 

(past90) 

Figur. 8 

Bad Exercise 

6. Sit-Up with Hands Behind 

Neck 

FIgure 10 

7. StandingToe Touch 

Figil. 12 

5. Ma harm the knee joint by 

stretching the ligaments and 

irritating the synovial mem 

brane, particularly for anyone 

who has had anterior cruciate 

problems or cartilage removal. 

(Mazzeo. 1985;Stokes. Moore. 

Moore, & Williams.1981;Cor 

bin & Lindsey, 1985). 

ExercisesPotentially Injurious 

Reason(s) 

6. Pulls on neck which tends to 

put pressureon the cervical 

spine. (Corbin & Lindsey. 

1985). 

7. May overstress the muscles 

and ligamentsof the lumbar 

region. These are expecially 

hazardousfor a person with 

back problems.Will tend to 

cause problemsof compres 

sionto thesdaticnervewhich 

runsfrom the lowbackdown 

theentirelengthof thebackof 

each leg.d(Mazzeo. 1985; 

Stokes, Moore, Moore, & 

Williams, 1981; Corbin & 


5. Wall Seat 

FIgure 7 

Figure 9 

Alternative Exercise 

6. Hands on Chest 

Figure 11 

7. Sitting Stretches 

FIgure 13

Shin & QuadricepsStretch 8. Wherethe kneeis hvperflexed 8. UseOppositeHand and Foot 

1200or more may damagethe 

knt e b stressingthe cartilage 

or h stretchingthe Ligaments. 

(Corbin & Lindsey,1985). 

FIguri 14 

9. Neck Hypertension 

L 

Flgw. 10 

9. Tipping the head backward or 

forward during any exercise. 

suchasneckcircling, can pinch 

arteriesand nervesat the base 

of the skull and result in dizzi 

ness, severe compression of 

the disks in the neck, or ar 

thritis of the cervical spine 

area.(Mazzeo,1985;Corbin & 

Lindsey.1985). 

BallisticBallet Bar Stretches 10. Someexpertsbelieve whenthe 

extended leg is raised 90. or 

more andthetrunk isbentover 

the knee,it canleadto sciatica 

and pynformissyndrome,es 

pecially in theperson who has lim 

ited flexibility. (Corbin & 


When designing a safe, ade 

quate. and beneficial stretching 

program, one would use aa& 

stretching.Staticstretchingisasus 

tained stretchwhere one gently 

andslowlyreachesand thenholdsa 

position for a designatedtime. 

Staticstretching is highly recom 

mended for all stretching pi’o 

gramsas it providesfor a slow. 

gentlestretchaidingin tensionre 

duction of the muscles.Muscles 

shouldbe in a relaxed statewhile 

tching.Ballisticor bounce-type 

tchingproducesa contraction 

.r tensionwithin the muscles. It is 

for this reasonthat ballistic tech- 

JOPER.O—Augwt 1957 

Flgw’s iS 

niqueisnotused.Whenusingthe 

static stretch,theexerciseshouldbe 

done slowly and gently until a 

ughtoessis felt within the muscle. 

At no time shouldthere be pain 

involved. This tightnessposition is 

then held for 20-30 seconds.The 

exerciseis performed three-five 

times. 

References 

Corbln.C.B.. & Lindsey,R. (1985). 

Conceps of physicalfuness with Labora. 

tones. Dubuque, IA: Wm. C. Brown 

Publishers. 

Flgur• 15 

9. It can be done if done 

moderately or if neck is sup. 

ported during exercise. 

Flgur• 17 

10. Bent Leg Stretches 

Flgurs 19 

Mazzeo. K.S.(1985).Acommitment to 

fitness.Englewood.CO: Morton 

PublishingCompany. 

Stokes,R., Moore. A.. Moore. C.. & 

Williams, C. (1981).Fitness:the new 

nnw. Winston-Salem.NC: Hunter 

Textbooks. Inc. 

HelenM. Tiiusmermans isassislantpro 

fessor ofphysicaleducation,Blait P.E. 

Center,University of South Carolina, 

Columbia, SC 29208. Maliua Martin 

is athiesic trainerIcur,ici 

ium director, 

Bla# P.E. Center, University of South 

Carolina, Columbia,sc 29208.

FRONT 

VIEW 

FRONT 

VIEW 

NAME: GRADE: TEACHER: 

4 4 

BICEPS 

FRONT 

VIEW _TRICEPS 

— 

MUSCLE QUIZ 

LATISSIMUS DORSI 

_GLIUTEUS 

— 

— 

— 

ABDOMINALS 

HAMSTRINGS 

DELTOID 

VIEW _QUADRICEPS 

— 

TRAPEZIUS 

MAXIMUS 

PECTORALIS MAJOR 

_GASTROCNEMIUS 

SOLE US 

IL .IOPSOAS 

___TIBIA LIS ANTERIOR 

THIS WAS: (ctrcle your opinton below) 

* SUPER EASY EASY’ O.K. * HARD’ SUPER HARD’ 

BACK 

VIEW 

• BACK 

VIEW 

BACK VIEW 

K. Kern. 

Physical Educa 

BACK 

VIEW 

BACK 

VIEW

Wit/i a neff bailin pus/v-uposition : 

Ball taps 

Handball 

Ball throws 

Ball dribbles 

Roil around 

Chinjuggling 

Behindthe back 

Putthe ball in betweenhands - tap the ballwiththe right hand and return, leftand 

return, Movethe ballto other positions. 

Tap the ball backand-forthfromright to left - ball moves. 

Leanon leftarm, holdthe ball with the righthand in the air. Tossthe ball up, put right 

hand downand catchit with the left. 

Leanon one arm and bouncelcatch,or dribblewiththe otherhand. 

Weighton one arm, withthe other hand rollthe ball aroundthat arm,and returnto 

middle.changehandsand roll aroundthe otherarm. 

Ballin right hand-pick it up and put it underchin (right hand backto the ground). 

Removeit and put it backon the floorwiththe left. 

Ballin right hand - pick it up behindthe backand drop it on the otherside. Reverse.

Bail touches 

Picktheballupand touchtheforehead,backto thegroundand usetheotherhand. 

Push-upballtouches 

Elbowtouches 

Donkeys 

Doa push-upand touchyourchinto theball(orchest,orear, etc.). 

Theballstaysin betweenthehands on thefloor.Touchanelbowtotheball. 

Ballatthenavel-leanbackonstraightarms totouchtheforeheadtotheballcreating 

theeverpopular“donkeypush-up”. 

Diamondpush-up 

Ballunderthechest,handsin a diamondshapearoundtheball(thumbstogether,index 

fingerstogether).Doa push-upand touchthechesttotheball.

I. Warm Up and Fitness 

1.D ‘Hammerschiedsgellen- The Blacksmith ‘sApprentice Dance- 

The Steps 

a. using hands tap knees 

b. tap shoulders 

c. clap both hands 

d. right hand claps to partners’right 

e. left hand claps to partners’left 

f. clap both hands with partner 

Each partner does thisfour times then: 

2. Old Fashioned Methoda. 

star right for eight counts 

b. yell “HEY!” 

c. star left for eight counts 

d. repeat from beginning 

3. 90’s Versiona. 

roll hands to bottom (6x) 

b. roll hands to top (6x) 

c. clap hands at bottom (6x) 

d. clap hands at top (6x) 

e. start from the beginning again 

**W le one couple is doing one thing, the other is doing the opposite (one couple 

do a, other b) 

II. Lesson Focus: TINKLING from the Philippines & S.E. Asia 

1. Where is the Philippines located on map? 

2. Roles: Dancers and Strikers 

3. Progressions 

a. use lines on floor 

b. stationary poles 

c. moving poles 

d. use 3/4 waltz music, accent on first beat 

e. clap the beat on knees 

f. let strikers practice the beat with sticks 

g. try full step pattern

4. The Dance 

a. beat- close, tap, tap 

b. step variations- in, in, out, repeat 

c. step variations- straddle, in, in, repeat 

d. step variation- cross over, in, in, repeat 

III. Activity Close 

L Make up own routines with a partner/group. Can change the beat

Corpals 

CM-4Rpurl :z;’ 

W is’bones 

Phalanges 

AN seezj 

F 

FIbU IO 

(FI 6 Oc. tuñ 

Co1 Done 

Sicullsi . 

:S ,-iF 

Sternum 

Clavicle \ 

KL .V kQøi 

Scapula 

:A 

,‘c ie’ b.o f 

Radius 

Tibia 

ee u1 ’ 

Snir bone 

A 

— 

Mandible 

/ VAN ‘ b *e 

Humerus 

Rib •. 

I 

/ 

/ 

rr .,ri? 

I 

uns 

fVUHR,h b’.e 

$g srie bones 

\ Ilium 

(I-c e. 1P’n pDe e 

Femsw 

“vhc Th tg5 bone 

Meicianak 

(M ,h TAi-4R sub!z 

F’ bones 

Hundredsoãbonesmakeupyourskeleton.Someof the 

mO:oconesor 

shows herewth theircommonnames. 

lUM ni ,h 

Posello 

___ I toji ‘i’i uh kne.coç 

... 

Tarsals 

Ar s.h z} Ar.ke bones 

Phalanges 

fjP .AN e.z Toes

Focus: TAG ACTIVITIES 

I. Warm Up 

1. Walk Tag- play tag gamewhile walldng,no running 

2. Under the leg tag 

3. Ii tag- everyone is it, tryto tag others, while avoidingbeingtagged. 

Safety:walk through new game first, adjustto playingspace, fair play. 

II. Warm up (Valentine’s Day Activities) 

1.Heart to Heart- havecandyheartswithsayingson them.Splitthe class intotwo groups, 

give all studentscandy. When everyone hasa heartthestudents must calloutwhatthe 

candy says (loverboy, etc) to find theirpartner. Partners will thenjog to the song “Achy 

BreakyHeart”.Whilejoggingwith new friend talk andenjoy.Tell students to pace 

themselvesand use thisas a stressreliever.Walk I lap as a cool down 

2. Puzzle-while the studentswere jogging theteacherwill havehandedthema pieceof a 

puzzle.The students mustget togetherandputthepuzzletogether. 

HI. Lesson Focus: TAG GAMES 

1.Midnight- a safetylineis establishedabout40 feet froma den in whichone student,the 

fox, is standing.Theotherstudents(chickens)standbehindthesafety line and ask, 

“Please,Mr.Fox, what time is it?”The fox will answerby giving a time,whateverthetime 

is thestudentswill take thatmanysteps forward (8 o’clock,8 steps forward).When thefox 

saysthatit is midnight he will chase all thechickens.Thechickensmustrunto thesafety 

line.Whoevergets caughtbecomes the fox’shelper.(forI( ,1) 

2. Spidersand flies- in a circleon the floorthe spideris in themiddle.The otherstudents 

are the flies around thecircle-they will walkaround thespiderpretendingto be flies.They 

mustkeep their feet on the line. The spiderwill thenjump upandchase the flies. Thisis 

whenthe flies can move theirfeet off thecircle.They look to runto thesafearea. Any fly 

who is caughtbecomes a spiderin the middle.Theobjectis to tag as many flies as possible. 

This is a game forreactiontime and agility.(for2-3)

IV. Class Close 

3. Crows and Cranes- teacher will divide the class into crows and cranes. All of the 

crows will stand on one line, while the cranes are on the other line facing each other. 

When the teacher calls out cranes, all the cranes will run to their safety area. The 

crows will be chasing them. Any crane tagged by a crow then becomes a crow. This 

game makes students listen, auditory. Stress fair play and honesty. 

4. Skip Tag- a simple game of tag, instead of running, studentswill skip. (for 1-6) 

5. Link Tag- students all have a partner and stand with arms linked. There will be 

two students who are not linked. One of these students is “it”and is chasing the 

other student. The other student can avoid being tagged by linking arms with 

someone. The partner of the student that she links with is now being chased. This 

game is cognitive, includes reaction time, and agility. 

The RespiratoryRap 

-KathyCarroll 

Well you breathit out 

And you breathit in 

And the respiratorysystem 

is aboutto begin 

To the lungs,to the heart 

And to the cell- 

The oxygen keepsour body well 

Up, up and out the nose 

That’swherethecarbondioxide goes 

**Havethe students learnthis poem and do a littledanceto it**

“LEGPULLS” 

MUSCLES:Hamstrings 

Havepartnerstandandfaceeachother.PartnerA placeshis orher righthandon theleft 

shoulderof partner B. PartnerBgraspsA’srightankleand calf and graduallyraisesA’sright 

leg. PartnerA’sleg mustbeheldstraight.RaiseuntilA saysstop,then hold.Switchsides. 

“PAPERDOLLS” 

MUSCLES:Lateral muscles 

Partnersstandsidebyside,legsoneand a halftimesshoulderapart. Holdtheinsidehands 

together,raisetheoutsidehandsabovetheheadandhold.Onepartner leanstotheleftwhilethe 

“AIRPLANES” 

otherpartnerleansto theright.Nowstretchtotheoppositesideandhold. 

MUSCLES:Lateral musclesof the thighs 

Partnersstandbackto back.Theyshouldraisetheirarmstothesides,clasptheir handstogether, 

andplacetheirlegsone and halftimesshoulderwidthapart.Thenbothpartnersleantooneside 

and hold.Repeatontheotherside. 

“THE DOORWAY” 


Partnersstandsidebyside,placetheir insidehandsoneachother’sshoulder,opentheirlegsas 

wideaspossible,and holda straddleposition. 

“ROCKTHEBOAT” 


Partnerssit facingeachotherwith legsstretchedas wideaspossibleand feettouching.Partners 

joinhands.Partnerscircletotheleftslowly, thenrepeatto theright.

“DOUBLETROUBLE” 

MUSCLES:AbdominalandTriceps 

One partnerassumes abent-kneesit-upposition.Theotherassumesa push-u position,placing 

handsonhispartner’s feet.Asonepartnerdoescurt-ups,theotherpushups.Switchroles. 

MUSCLES: Abdominal 

Sitonthefloorwithyourpartner-back-to-back,upperbackspressedtogetherandarms 

interlocked.Fromthispositionbothof youareto raiseyourlegsoffthefloor.Keepyourbacks 

straightand abdomenstightandholdlegs ata 45 degreeangle.Hold. 

“CAUGHTIN A WEB” 

MUSCLES:Deltoids, Biceps,and Triceps 

PartnerA standswitharmsbyhisside. PartnerB hold’sA’swristsand suppliesresistance. 

PartnerA then graduallyraiseshisarms to shoulderheight,workingagainstB’sresistance.One 

partneryells“switch”everyfewsecondsso A and B mustreverseroles. 

“PATTY-CAKES” 

MUSCLES:Bicepsandforearms 

PartnerA standswitharmsat sides, elbowsbentata 90 degreeangle, palmsfacingupward. 

PartnerB facesPartnerA andassumesan identicalpositionwithpalmsfacingdo iiward and 

placed in handsof PartnerA. PartnerA curlsforearmsupwardand PartnerBresistsslightly.

“PARTNERBICYCLEPUMPS” 

MUSCLES:Quadriceps 

“SEESAWS” 

Partnersassumea sittingpositiononthe floorandfaceoneanother, solesandheelsof their feet 

touching.Partnersnowbicyclepump,keepingtheir feetincontactwithoneanother. 

MUSCLES:Abdominal 

Partnersassumesittingpositionandfaceoneanother.Thepartners’legsare interlockedand 

theyholdhands.As onepartnercurlsupward,theothercurlsdownward.Alternate. 

“ON VACATION” 

MUSCLES:Deltoidsand Triceps 

Askall participantsto standwith a partnerandapproximately theirownsizeand weight;On 

signalonepartnerbeginstodowallpush-upswhiletheother leansagainsthispartnerbackto 

back.Oneis doingthework,theother enjoysa freerideand providesresistance.Onsignal 

theymustswitchpositions,butin sodoingthey mustalwayskeeptheirbackstogether. 

“ROCKtNGCHAIR” 


Partnerssitonthefloorfcing each other,bendtheknees,and sitoneachother’stoes.As one 

partnerrocksback,he orsheliftstheseat of theotherpartnerwithhis or her toes.Alternate. 

“RUSSIANKICKS” 


Partnersstandfacingeachotherand holdhands,thenleanbackand adopta crouchedposition 

withthelegsbentalmost90 degrees.Onsignalbothkicktheirright legsuptotheright,then 

returntotheground,kicktheirlegsto theleftandreturnthem.

“COCKROACHES” 

MUSCLES: Shoulders,chest,andbiceps 

“CURLUPS” 

Lieonyourstomachwithlegstogether.Positionhandsso thumbstouchtheoutsideedgesofyour 

shouldersandfingerspointstraightahead. Keepingkneeson thefloorand feetelevated,push 

upperbodyofftheflooruntilarmsarecompletelyextended. 


Lieflatonyourbackwithlowerbacktouchingthe floorandlegs bent.Curl theheadandupper 

partof thebodyupwardand forwardto abouta 45 degreeangle.Atthesametimecontracthe 

abdominalmuscles.Returnslowlyto thestartingposition.Becertainthebackis curledupso 

thatthelowerbackis not aggravated.Placearmsacrossthechestoronthethighs. 

“ROCKINGCHAIR” 


“IA WSJUMPS” 

Sitonthefloorwithkneesbentand hands foldedacrossthechestor on theankles.Slowlylower 

theupperbodyto a 45 degreeangle. Holdthepositionand return. 

MUSCLES:Calves 

“TOLLBOTH” 

Standwithfeettogeth and hands on thehips.Hopoff thegroundso that feetare spreadabout 

threefeetapart. Thenreturnto startingposition. 

MUSCLES:Quadnceps 

Lieontherightside,legsextended,head supportedby theright arm. Raisebothlegstogether 

as high as possible.,then lowertothestartingposition.Repeaton oppositeside.

“LAZYMANSEA T” 


Partnerstandbackto backwiththeirarmslocked.Bothpartnersgraduallymovethefeet 

forward, leaningagainsteachotheruntiltheyareinsittingposition. Then,withoutloosening 

theirgrips,theyagainpressagainsteachother’sbackstoraiseuptothestartingposition. 

“DRAWBRIDGE” 


“THE DRAG” 

Partnerstandfacingeachother,toetotoe,withhandsjoined.Withoutmoving, thefeetor 

looseningtheirgrips,partnersitdownsothatthethighsareparallel tothefloor,thenraiseup 

againtoreturntothestartingposition. 

MUSCLES:Bicepsand Deltoids 

Partnerstandbacktoback,bendoveratthewaist,reachbetweenthelegsandclasponehand 

withthepartner’shand.Eachattemptstopullpartneroveravictorylineortothewallonhisor 

hersideoftheplayingarea. 

“HALF-SQUATS” 


Partnerstandfacingeachotherandholdhands,thenleanawayfromeachothersothatif they 

letgotheywillfall.Onsignalbothpartnersbendtheirkneesuntil theyareparallel tothefloor. 

Thenreturntostandingposition.

In Crab (walk) position 

Crab roll-unders 

Crab touches 

Handball in crab position roll the ball underyourbodyfromright hand to lefthand. 

Touchthe ball underthe bodywithalternatinghands. 

Crab roll over touch 

Crab lift overs 

Crab throws 

Placetheballto theoutsideof one of the hands.Rollover(weighton one arm) and 

touchthe ballwith thefar hand. (Doten and switchsides.) 

Placethe ball underthelowerback.Picktheballupwithone hand, reach overthe top 

ofthe bodyand placethe ball backunderthe body. 

Throwwithright, catchwith left

“THE C4N OPENER” 

MUSCLES:GLUTEUSMAX 

“THE ELVIS” 

Lieonyourbackwith legsbent. Holdtheright kneewithbothhandsandpullthekneetoward 

yourchest.I-bidandrepeatwith leftknee. 

MUSCLES:CALF MUSCLESANDACHILLES TENDON 

Standwithyourright legforwardandyourleftlegback.Keepyourleftlegstraightandbend 

theright leg.Keepbothfeetpointedstraightahead.Leanforward,keepingtheheelofyourfoot 

ontheground.Holdandrepeatonotherleg. 

“BUTTERFLIES” 

MUSCLES:Groin 

Sitonthefloor andplaceyourheelstogether.Grasptheinnersidesofyouranklesandpull your 

feettowardthegroin. Pushyourkneestowardthefloor,usingyourelbows.Holdandstraighten 

legs. 

“PUSH UPS” 

MUSCLES:Shoidders,Chest,and Biceps 

Liefloedownonthefloorwithyourfeettogetherandyourarmshandsbeneathyourshoulders. 

Keepingthebodystraight,extendthearmsfully, thenreturnto thestartingposition. 

“BALLERINAS& PENGUINS” 

MUSCLES:Calf muscles 

Walk erectontheheelswithgoodbodyposture.(Penguins) 

Walkerectonthetoeswithgoodbodyposture.Followedbywalkingonheels.(Ballerinas)

Whocan showme an exercisedone in a sittingposition? 

Can youkeepyourfeetverystill andexerciseonlyyourupperbody? 

Howwouldyoumoveyourbody if youheardyourfavoritesong? 

Let’sseeanexercisethathasyoustretchinguponyourtoes? 

Showmeanexercisethatmakesyourheartpumpfaster? 

Whocan performanexercisewhilebalancingononefoot? 

Seeifyoucanperformanexercisewhilereachingforthesky. 

Showmeanexercisein whichyourbodyis at lowlevel. 

Canyouperformanexercisewhilebendingatyourwaist? 

Let’sseeanexerciseinvolvingbothhandsandfeet. 

Whocanperformanexerciseinvolvingbothhandsand feet. 

Showmeanexerciseusingonlyyourarms andshoulders. 

Showmeanexerciseinvolvingtwisting? 

Howwouldyouexercisewhilemovingyourbodyfromsideto side? 

Canyouperformthemovementsusedin yourFavoritesportingevent? 

Whocan curltheirfingerstomakea tightgrip?Trycurlingandstretchingyourtoes. 

Whocancurltheirbodyintoa tinyshape? 

Canyoumakeyourbodyintoa curledshapewhilelyingonthefloor? 

Canyouchangeyourbodyfroma curledshapeto a pretzelshape? 

Let’send this activitybyhavingyoushowmea SUPERSTRETCH!

ProjectAdventureAlphabet(tobepostedaroundgym) 

Attitude 

Brainstorming 

Cooperation 

Determination 

Effort 

Fn 

Good times 

Humor 

Initiative 

Just do it 

Kindness 

Leadership 

Motivation 

N0 putdowns 

Openness 

Problemsolving 

Quiet 

Risk 

Selfconfidence 

Trust 

Understanding 

PerserVere 

Working together 

eXcellence 

empathY 

amaZing

FullValueContract 

Thisis animportantdocumento develop,maintain,andenhancethe 

constructive,andmeaningful interactionof alltheindividualsandgroupsthat 

participatein ProjectAdventure.Thiswillestablisha workingagreement 

betweenallthoseparticipatingregardinggroundrules. Thisagreement isthe 

foundationfora safe,productive,positive,andworthwhilelearningexperience. 

All studentsshouldsignthisagreementonthefirstdayof class. 

I agreeto fullyhonorthefollowingsixprovisionsoftheFullValue 

Contract: 

1. I willbealertandawareof individualandgroupsafetyat alltimes 

(handspottingwhennecessary). 

2. I willdemonstrateresponsiblebehavior,a cooperativeattitude,and 

mutualrespect. 

3. I willworkcooperatively.. .strivingto achieveindividualandgroupgoals. 

4. I willagreeto shareideasopenlyandgivebothpositiveandnegative 

feedbackina constructive, 

respectfulmanner. 

5. I willagreeto helpchangeinappropriatebehaviorwheneverand 

wherevernecessary. 

6. I willagreen.Q.t to putanyonedown. 

Bysigningthiscontract,I takefull responsibilityfortheprovisionsthereinandI 

do herebyinitiatethisagreementwithmysignature. 

Thefullvaluecontractwillbepostedinthegymandlockerroom.Onthefirst 

dayof theunittheinstructorwillgooverandexplainthiscontracto thestudents. 

Studentsingrades3-6willbehandeda copyandaskedto signit. Itwillbe 

explainedthatfor anyinfractions, thestudentswillhavea timeout. With 

continuedinfractionswillcomewrittenassignmentsandlettershome.

Descriptionofactivities 

HogCall: Thisis anicebreakeractivity.Allstudentswillbein a clumpandthe 

instructorwilltella quickstoryabouta pigromance.“Therewasa pigfromArkansas, 

RayZorbackwhowasgoingsteadywithS000EEE! Sheleftfora summercampand 

neverreturned.Raywasverydepressedandeverydaywouldgooutintothewheatfield 

to expresshislovefor herbycallinghername,hopingthatonedayshewouldreturnto 

him.” NowhaveallthestudentshelpRaycallforhislovebycallingS000EEE! 

Studentswillrockbackandforth,cuppingtheirhandsandcallingS000EEE! asloudas 

theycan. 

Toss-A-NameGame: Theclasswillbeina circleformation.Theinstructorhasa ballin 

his/herhadandsaysnamewithanappropriateadjective(CoolCoach)thenpassthe 

ballto anotherpersoninthecircle.Theballis passedaroundto everyoneinthecircle 

andeveryonestatestheirname.Nowthateveryonehassaidtheirname,thenextstep 

is to rememberthenames.Theinstructorwillagainsayhis/hername,thenextperson 

willsaytheinstructorsnameplushis/hername(withadjectives), thethirdpersonwillsay 

instructorsname,2ndpersonsname,andhis/hername.Thisgoesonuntilthegroup 

hasmasteredthenamesofthecircle. Nextcancalloutsomeone’snameandtossthem 

theball,thereceiversaysthankyou(nameof tosser)andcontinues.Tomakethismore 

challengingaddmoreballs. 

GroupJuggle: Thisis a continuationofthegameabove.Geta patterndownby 

passingoneballaroundthecircle,eachstudentossingto someoneacrossfromthem 

(notnextto),eachstudentmusttouchtheball. Oncethepatternhasdevelopedadd 

anotherballortwo. Whena mistakeoccurs,simplystartover. 

EverybodyIt Tag: Allthestudentsare“it”, whentaggedstudentmustsitdownwhere 

theyare. Iftwopeopletagatsametime,bothareout. Variation:studentswhoareout 

canstilltagthosein,butcannotmove. 

BirthdayLineUp: Allthestudentslinethemselvesupin birthdayorder,without 

speaking.TheinstructorcangivedirectionbydesignatingDec.31 andJan.1. Afterall 

studentsarelinedupcheckto seethattheyareinthecorrectorder. Findsame 

birthdays,holidays,etc. LockerComboLineUp: Studentswilllineupbythelast 

numberoftheirlockercombination(gymcombo)withoutspeaking. 

FindYourPartner Studentswillgetwitha partner.andpicka codeword,suchas 

Basketball.Onestudentisbasket,theotheris ball.Thestudentsgotooppositesides 

of thegymandblindfoldthemselves(orcloseeyes)andspinaroundthreetimes.They 

willwalkwiththeirsafetybumpersupwhilecallingouttheirpartnershalfoftheworduntil 

theyfindtheirpartner. 

WarpSpeed:Havethestudentsestablisha toss/catchpattern,timethemrunning 

throughit. Challengethestudentsto reducethetimebyworkingtogetherasatteam.

Givethestudentstimeto brainstormideas.Rules:onepersoncantouchtheballat a 

time,keepthesamesequence,firstpersonto touchmustbelastpersonto touch. 

Challengethestudentsto keeploweringtheirscore. 

AerobicWalkTag: Studentsarewitha partner,it isonepartneragainsttheother. 

Lookdeepintoyourpartnerseyesandsay“YouareIt!” Thepartnerthatsaysit quicker 

walksaway,theothertakes5 secondsthenwalkstotagtheirpartner-walkingonly! If 

youaretaggedyouareit--onlychasingyourpartner. 

Beatthe Clock: Studentswillbesittingina circleholdinghands.Theinstructorplaces 

twomarkersdown,oneatthe12:00,otherat6:00. Thestudentsmuststandupand 

racearoundtheclockandsitbackdownasfastastheycan(teacherwilltimethem). 

Thegroupcannotletgoof hands,if theydoit is a 15sec.penalty.Challengethe 

studentsto goasfastastheycan. Varythegamebychangingdirections,2xaround, 

etc. 

AdirondackJackandJill: Allthestudentsarestandingin a circle,withonestudentin 

themiddle.Allthestudentsgeta playingcardandplaceit onthegroundinfrontof 

them. Onecardor baseinthemiddleof thecircle.Thepersoninthemiddlemakesa 

statement,suchas“AdirondackJillsaysthatallstudentsin Mr.Fox’sclassrunaround 

thecircleonce”.Anystudentinthatclassthenrunsaroundthecircleandtouchesthe 

basein themiddlebeforefindinga newplaceto stand.Thestudentleftwithouta card 

becomesthenewcallerandmakesupa statement. 

Twizzle: Terminology:Go-walkinthedirectionthatyouarefacing;Stop-stopand 

freeze;Turn-makea halfturn(180degrees)andfreeze;Jump-jumpintheair,makea 

halfturn,landandfreeze;Twizzle-jump,makea fullturn(360degrees),landandfreeze. 

Thisis a Simonsaysgame,studentswillperformthecommandtheinstructorcalls. 

Whena studentgetsouthe/shebecomesa co-referee.Theinstructorshouldwriteout 

theterminologyandallowthestudentsto practicefora fewroundsthenplaycompetition 

elimination. 

Peopleto People:All thestudentswillhavea partner,onestudentdoesnot,he/sheis 

thecaller.Thecallerwillcalloutvariouschallengesto partners,suchaselbowto elbow. 

Partnersmustthenputtheirelbowstogether.Thecallermayuseanybodypart,using 

appropriateterms.Whenthecallerisreadyto changehe/shewillcallout“Peopleto 

People”.Whenthiscommandisheardallstudentsarelookingfora newpartner, 

includingthecaller.Thepersonwithouta partnerbecomesthenewcaller. 

RowBoat Studentswillsitonthefloorfacingtheirpartnerwiththesolesoftheirfeet 

touching(kneesstraight).Theywillreachforwardandholdtheirpartnershandand 

simulatea rowingmotion.Onepartnerleansbackwhiletheotherleans, forward.Have 

thestudentssing“Row,Row,Rowyourboat”. 

DuoStretch: Studentswillfinda partnerthatisabouttheirsizeandlinkelbows,backto 

back. Onepartnerleansforwardandgentlyliftstheotherontohis/herback.Person 

gentlystretcheshislherlowerbackbyrelaxing.Anystudentswithbackproblemshould 

notparticipate.

DuoGetUp: Studentwillsitonthegroundwiththeirpartner.Usingeachotherfor 

supportthepairwillattempto standuptogether.Challengestudentstogetbackdown, 

usevariouspositions:backto back,facingeachother,etc. 

GroupGetUp:Addpartnerstogetherandstudentswilluseoneanotherforsupporto 

get upasa group. 

AhSot: Allstudentaresittingina circle. Person#1startstheactionbysharplyplacing 

a flathandoverhis/herheadloudlyyelling“MMH’” Thispersonhashis/herfingers 

pointingat eitherpersonto therightor left,thisis person#2. #2respondsbyplacinga 

flathandunderhis/herchinandloudlyyelling“AH!”. Dependingonwhichwaythe 

fingersarepointing#2eitherpassestheactionbackto#1or to#3.Thelastpersonthen 

pointsacrossthecircleto a newpersonandsays“SO!”Thispersonstartsalloverwith 

“MMHr’.Whensomeonemakesa mistake,he/shebecomesa hecklerontheoutsideof 

thecircle. The hecklersjob isto messupthepeoplestillplayingbyconfusingthem. 

DizzyIzzyTag: SameasAerobicWalkTag,excepthatthepersonwhois“it”mustspin 

aroundthreetimesinsteadof countingto 5. 

Rocks,Scissors,Paper:Twoteamsarelinedupinthemiddleof thegym,withtwo 

safetyzonesestablishedat eitherend. Eachteamhuddlesupandchoosesa symbol 

(Rock-closedfist,bluntsthescissors,whichcutsthepaper,whichcoverstherock)with 

twobackupsinthecaseof a tie. Allwilllineupinthemiddle,onefootbackfromthe 

centerline. TheinstructorwillshoutoutUI.2,3shoot!”andbothteamssimultaneously 

revealtheirsign(allteammembermustusethesamesign).Whicheverteamshootsthe 

morepowerfulsignchasestheotherteambackto theirsafetyline Iftaggedbefore 

reachingthesafetylinetheybecomea memberoftheotherteam. Theobjectis to have 

all theplayerswinduponthesameteam. 

Impulse: Allthestudentswillbein a circleholdinghands.Theinstructorbeginsby 

squeezingthehandofthepersonto therightor left. Theimpulseis a messageforthe 

personto squeezethenextperson’shand,etc. Theobjectisto movetheimpulse 

aroundthecircleasquicklyaspossible,onlygiveanimpulseafteryoureceiveone. Can 

do otherimpulse suchasscreams,oohs,aahh,laugh,etc.(alsoplaytelephone,relate 

to gossip) 

WizBang:Allthestudentsarestandingina circle,theinstructorbeginsbypassingan 

invisibleobjectfromhis/herhand.Canwiztheobjecttotheothersidebypretendingto 

hit it outof yourhand.Ifyouwizto therighttheycaneitherwizit to therightor say 

bang,whichwouldreversetheorder.Theotheroptionisto throwtheobjectacrossthe 

circle. 

HeadsandTailsTag:Allthestudentsaregatheredaroundtheinstructor,whowilltoss 

a coinintotheair. Thestudentswillthenchooseto behead(placehandsonhead)or 

tails(handsonrearend)whilethecoinis in theair. Ifthecoinlandswiththeheads 

showingalltheheadsareit andchasethetails(orvice-versa).Studentsmustkeep 

theirhandsontheirheadsor rearswhitetheyarerunning.Whenyouaretaggedyou 

witherbecomea memberof theotherteamandhelpchaseor linkarmswiththeperson 

thattaggedyou.

Guts Frisbee: Dividetheclassintotwoteams,playersscatteredontheirsideof the 

playingfield,somelinedupat deadzoneedge.‘Theobjectis to throwtheFrisbee 

acrossthedeadzonesothatit landsontheotherteamsside—if thisisdoneyouscorea 

point. It doesn’tcountif theFrisbeelandsin thedeadzoneor outof bounds.Theother 

teampercentsscoringbycatchingorknockingtheFrisbeeoutof bounds.Namecomes 

fromthoseplayerswhohavethegutsto standontheedgeof thedeadzoneandcatch 

hardthrowsfromtheotherteamwhilechantingNyah-Nah-Nah-Boo 

Boo! Playersmay 

enterthedeadzoneto pickupFrisbeesbutmustreturnto’theirsidebeforethrowing. 

Decidethepointsto bescoredanddesignate2 scorekeepers. 

UltimateFrisbee: Thegoalisto tosstheFrisbeeacrosstheendlineandhavea 

teammatecatchit (overthegoalline),thisis a point. Playersmaynottakeanysteps 

whilein possessionof theFrisbee,defensecannotgrabtheFrisbeeoutoftheirhands, 

onlycatchit or knockit down. Frisbeesthatlandonthegroundarea possession 

change.Playis continuousaftera score. 

Frisalevio: A sectionmarkedoffinthemiddlefora “jail” Theobjectofthegameisfor 

theFrisbeeteamto captureandjailallthemembersoftherunawayteam.Dividethe 

studentsintotwoteams,theFrisbeeteamandtherunaways.TheFrisbeeteamhas 

controlof alltheFrisbees,theyaretryingto captureandjail therunaways.Todothis 

theFrisbeeteammustthrowandhita runawaywitha Frisbee(belowthewaist). 

Capturedrunawaysplacetheirhandsontheirheadsandwalkdirectlytojail. The 

•runawayscanfreetheirjailedteammatesbyrunningthroughthejail spaceyelling 

“Frisalevio,Frisalevio,Frisalevio”withoutbeingcaptures.If thisis done,alljailed 

membersarefreed. Besureto switchteams. 

ToeTouché: Studentsarewitha partner,facingeachotherandholdinghands, 

Studentswilltryto gentlytaponefootandthentheotherof theirpartnersinthisgameof 

footsie.Studentsmustyell“touché’eachtimetheytrytotaptheirpartnersfoot, 

otherwisea successfultapis negated.thestudenthattapsbothof his/herpartnersfeet 

isthewinner. 

Asteroids: Eachstudenthasa softthrowableobject,oninstructor’signalallthe 

studentswilltosstheobjectintotheairas highastheycan. Thestudentsthentryto 

catchanotherperson’sobjector pickit upfromtheground,buttheycannotcatchtheir 

own. Thenthrowtheobjectat someone,tryingto hitthemwhileavoidingbeinghit. If 

yougethityouareout. Playuntilonepersonis leftstanding.Youcancollectasmany 

weaponsasyouwant,mustdropthemwhenyouarehit,cannotcatcha thrownweapon. 

Yurt Circle: Largegroupcircle,everyotherpersonfacingout,solidforearmgripis 

maintained.Asrigidasthosefacingin lean,whilethosefacingoutleanout—thegroup 

willcounterbalanceeachotherandremainstandingbysupportingeachother.Story: 

TheYurtsaretinypeoplewhoeverymorningperforma ritualceremonytosaythanksto 

theircreator.Canalsohaveallfacingin or allout.

Uno-Dos-Tres:Twoteamsthatarescattered.Keepawaygame,objectisto keepthe 

flyingringawayfromtheotherteamandscorepoints.Toscore,a teammusttossand 

catcha flyingringthreetimesconsecutively.A legalcatchiswhenyoustickyourarm 

throughthecenterofthering. Whenthefirstpersoncatchestheringhe/sheyells“uno”, 

second“dos ”, third“tres”. Havea limitontimeor thefirstteamto scorea certain 

numberof points.Iftheringtouchesthegroundit isa changeof possession. 

HaveYou Ever: Allstudentssittingina circle,kneetoknee,eachsittingona beanbag. 

Instructorsitsinthemiddleandbeginswitha question‘Haveyoueverdrovea go-kart?” 

all thosestudentswhointernallyansweryes(onhonor)mustmoveto sitin a newspot 

(includingquestioner).Whoeveris leftasksthenextquestion.Censorthequestionsto 

makesurethattheyareappropriate.Thisis a greatwaytogetto knowoneanother, 

canalsoaskstudentsto tellaboutit if it is interesting—stress honesty. 

Flip MeTheBirdTag: Choose5 studentsto be“it”,theywearpinnies.The“its”are 

chasingeveryoneelse,tryingtotagthemif youaretaggedyouarenow“it”andwearthe 

pinnie.Thestudentsbeingchasedaretossingaroundafewrubberchickens,if youare 

holdinga chickenyoucannotbetaggedbythe“its”. ThenonIts” shouldaskforthe 

chickenbyshouting“Flipmethebird”. StudentsCannot runaroundwiththechicken, 

mustpassit aroundto sharethewealth. 

RumperBumper Allthestudentsarewitha partner,sittingonthegroundfacingeach 

other. Mustslipyourtoesunderyourpartnersrearend(nowyouaresittingonyour 

partnersfeet),kneesarebent,nowigglingtoes!Holdontopartnersshouldersandstart 

to rockupanddown,backandforthwhilesimultaneouslymovinginonedirectionasa 

singleunit. Allowstudentsto practicetime,thenhavea race. 

Butts Up: Studentsarewitha partner,sittingonthegroundfacingeachother. Place 

bottomof feetagainstpartners,placehandsonthegroundbehindyouforbalanceand 

support.Pushagainstyourpartnersfeetuntilbothofyourrearendsareofftheground. 

CircleSit: Allstudentsarestandingina circlefacingthesamedirection,verycloseto 

eachother. Havestudentsrubtheshouldersof thepersoninfrontofthe,whenall 

studentsarequietexplainthattheyaregoingto doa stunt.Theyaregoingto sitdown 

onthelapofthepersonbehindthem.Allstudentsneedto beveryclosetogetherandsit 

at thesametime. Oncethestudentsnavemasteredthesittinghavethemattempto 

walkforward,instructorcallingoutfeet:left,right,left. 

Frantic:allthestudentsarein thegym,doorsclosed.Terminology:Frantic-nameof 

thegame;Hectic-stationaryball;Berserk-a screambytherefereewhenseesa hectic; 

Frenzy-6berserksconstitutea frenzyattheendof thegame;Logic-unintentionally 

lodgedball,playershave5 sec.to maketheballa rapidnugget-otherwise becomesa 

hectic; Illogical-purposefullylodgedor hiddenball,whenseenbya refereeit isan 

automaticberserk.Theobjectisto seehowlongthestudentscankeeptheballs 

moving.Playersmaynotusetheirhandsto keeptheballsmoving,becreative(notjust

feet). Anykickedballabovethewaistisanautomaticberserk.2 or 3 studentsarethe 

refs. instructorstartsbythrowingout10bafls,thenanotheroneevery5 sec. Usinga 

stopwatchseehowlongthestudentskeeptheballmoving. 

BuffaloBillTag: 4 or 5 studentsare“it”, theirjobisto tagas manypeopleaspossible. 

Ifyouaretaggedbyan“it” youlayinthedeadBuffaloposition,onbackwithall4 limbs 

intheair. YoustaylikethatuntilyouarefreedbyanaliveBuffalowhomustrunaround 

you,touchallfourof yourhoovesandshouts“BuffaloBill:1,2,3You’refree” 

Knots: Studentsgetintoa groupof evennumbers(approximately8 students),huddle 

dosetogether.Thestudentsreachtheirrighthandacrossthecircleandgrabthehand 

of someoneacrossfromthemhem,thenwithlefthand--donottakehandof personnext 

to you. Objectis to nowuntanglethemselveswithoutlettinggoof hands. 

ElbowTag: Allstudentsarelinkedwiththeirpartner(orgroupof 3)at theelbow.There 

is onepersonwhois it “it” he/sheischasingtheotherperson.Thenon-itis running 

awayfromtheit, cangetawaybylinkingelbowswithanygroup.Thelinkrequiresthe 

personontheendto leaveandthe“it” isnowchasingthisnewperson. 

StuckIn TheMud:Taggamewhereallthestudentshavea partner—need 

tobe 

separatedfromthisperson.Thereisone“it” whodoesn’thavea partner.Thispersonis 

chasingeveryone.Whoeverit taggedgets“stuckinthemud”,placeshandsonhead 

andspreadslegs. Theirpartnermustgoundertheirlegstofreethem. Theyareboth 

thenfreed,theonlypersonthatcanfreesomeoneistheirpartner,If botharetagged 

theywillfaceeachotheranddo 10jumpingjacksandarethenbackinthegame.

References 

1. “Bagof Tricks”,a newsletterfromRohnke 

KarlRohnke 

P.O.Box69 

Hamilton,Massachusetts09136 

2. Fluegelman,A. (Ed.). (1976).Thenewgamesbook . NewYork:Dolphin 

Book/Doubleday. 

3. Fluegelman,A. (Ed.). (1981).Morenewgamesbook . NewYork:Doplhin 

book/Doubleday. 

4. Fuchs,1., Steele,T.,Quinn,T. (1992).PAMadness:A teacher s guideto 

theprojectadventurephilosophyat SUNYCortland . Freeville,N.Y.:T.D. 

Enterprises. 

5. Orlick,T. (1980).Cooperativesportsandgamesbook . NewYork: 

PantheonBooks. 

6. Orlick,T. (1982).Thesecondcooperativesportsandgamesbook . New 

York: PantheonBooks. 

7. ProjectAdventureWorkshops: 

WriteProjectAdventure 

P.O.Box100 

Hamilton,Massachusetts09136 

8. Rohnke,K. (1984).Silverbullets . Hamilton,MA:ProjectAdventure. 

9. Rohnke,K. (1988).Thebottomlessbag . Hamilton,MA: ProjectAdventure. 

10. Rohnke,K. (1989).CowstailsandcobrasII . Hamilton,MA: Project 

Adventure. 

11. Rohnke,K. (1991).Bottomlessbaggie . Hamilton,MA: ProjectAdventure 

12. Weinstein,M.& Goodman,J. (1980).Playfair: everybody’sguideto 

noncompetitiveplay . SanLuisObispo,CA. ImpactPublishers.

FullValueContract 

Thisis animportantdocumento develop,maintain,andenhancethe 

constructive,andmeaningful interactionof alltheindividualsandgroupsthat 

participatein ProjectAdventure.Thiswillestablishaworkingagreement 

betweenallthoseparticipatingregardin groundrules.Thisagreementisthe 

foundationfora safe,productive,positive,andworthwhilelearningexperience. 

Allstudentsshouldsignthisagreementonthefirstdayof class. 

I agreeto fullyhonorthefollowingsixprovisionsoftheFullValue 

Contract: 

1. I willbealertandawareof individualandgroupsafetyat alltimes 

(handspottingwhennecessary). 

2. I willdemonstrateresponsiblebehavior,a cooperativeattitude,and 

mutualrespect. 

3. I willworkcooperatively., strivingto achieveindividualandgroupgoals. 

4. I willagreeto shareideasopenlyandgivebothpositiveandnegative 

feedbackin a constructive,respectfulmanner. 

5. I wiUagreeto helpchangeinappropriatebehaviorwheneverand 

wherevernecessary. 

6. I willagreefl. to putanyonedown. 

Bysigningthiscontract,I takefullresponsibilityfortheprovisionsthereinandI 

doherebyinitiatethisagreementwithmysignature. 

Name Date

EARLYAMERICANGAMES 

Ofcourse,theearlysettlersof Americabroughthesegamesandothers,oratleasttheir 

concepts,acrosstheoceanwiththem.However, therigorsof caMngouta hardscrabble 

existenceinthenewworldleftlittletimeforleisure.Religiouscruplesplayedtheirpart,too. 

ThePuritansdenouncedanyformof ‘paganmerriment:’Afterall,theyevenhadopposedthe 

celebrationofChristmas.Themagistratesfrownedonwhattheytermedthe“Sportsofthe 

Innyard:’Theypassedspecificlawsagainstgaming,vieweddiceas“instrumentsofthedevil;’ 

anddeemedcardsas“thedevil’spicturebooks.”Oneofseveralgamestheyoutlawedwasthat 

of NinePins,a bowlinggamewiththepinsplacedintheformationof adiamond.Ourcrafty 

forebearscircumvented therulingbymerelyaddinga pin,placingthemintheshapeof a triangle 

andthencallingthegameTenPins,whichis bowlingasweknowittoday. 

TheDutchof NewAmsterdamenjoyedmoreleniencyintheirlivesandplayedskittles, 

anotherformof bowling.Skittleswasplayedonanindooralleyintheirtaverns.Theyalso 

amusedthemselveswith ick-Tack,a gamegreatlyresemblingback-gammon, andTrock,a 

typeof indoorcroquetplayedona table. 

Southerncolonists,ontheotherhand,foundmoretimeforrelaxation,nodoubtbecause 

ofthekinderclimate,andgreatlyindulgedinhorseracing,gambling,andcardplaying.Artifacts 

excavatedinJamestown,Virginia,includedivoryftagmentsof diceandchessmen,andmanyof 

Jamestown’s17thcenturyfireplacetilesof DutchDeiftshowquaintpicturesofchildrenplaying 

skittles,spinningtops,andenjoyingotherdiversions. 

Bytheearly1700’s,BenFranklinrecordedgamesandtoysasbeingadvertisedandsold 

in Boston.Franklinalsobelievedthat“gameslubricatethebodyaridthemind.”Yet never 

endingchoresinourearlywork-orientedculturefoundtheaverageAmericanfamilycombining 

itspleasureswithworkacti 

’ities thatinvolvedgroupeffort,suchaslogrollings,cornhusking 

parties,quittingbees,andbarnraising’s. Exceptinaffluenthomeswithhouseservants, taking 

thetimeto playa gameforthesheerpleasureof it,wasaninfrequentoccurrence. 

Dens,L. (1991).Warn,ari’sAnticueAmericanGames . WallaceHomestedBookCo.

Focus: LOW ORGANIZED GAMES 

I. Warm Up 

II. Fitness 

I. Fire, Thunder, Lightning, Snakes- each side of the gym (lined) is either fire, thunder, 

lightning. Whatever one the teacher calls the students need to run to that side 

line. When snakes is called must get down like a snake. 

1. “New Way To Walk” (Sesame Street Cassette) 

Students have a partner and take turns being a leader and a follower. The leader will find 

new and creative ways to walk, while the followerwill do whatever the leader does. The 

students will use different pathways, levels, and speeds. Stress leadership and followship, 

taking turns. This is done to music. 

III. Lesson Focus: LOW ORGANIZED GAMES 

1. Fire Chief- all the squads are given a number and all line up on the baseline of the 

basketball court (spread out). One student will be off the line and act as the fire chief. 

The chief will call out an engine number, which is the squad. The group must run down and 

put out the fire on the other end of the court and get back into the line. The fire chief can 

call a general alarm, which is when all the engines are needed to put the fire out. To add 

more cognitive skills use cards. On the cards have the squad numbers written out, a math 

problem, etc. Can also make it a competition by timing how quickly the engines put the fire 

out. This game works on speed. 

2. Forest Ranger- half of the children form a circle and face the center, these are the trees. 

The other half of the children are forest rangers and stand behind the trees. An extra 

child, the forest lookout, is in the center. The lookout starts the game by calling “Fire in the 

forest. Run, run, run!” Immediately, the forestrangers run around the outside of the circle 

to the right. After a few moments, the lookout steps in front of one of the trees. This is the 

signal for each of the rangers to step in front of a tree. One player is left out and becomes 

the new lookout. The trees become rangers and the rangers become trees. After each round, 

the circle must be moved back. This game works on reaction time, space awareness 

cooperation. 

3. Squirrels in trees: A number of trees are formedby two players facing each other and 

holding hands or putting hands on each other’sshoulders. A squirrel is in the center of each 

tree, and one or two extra squirrels are outside. A signal to change is given. All squirrels 

move out of their tree to another tree, and the extra players try to find a free tree. Only the 

squirrel is allowed in a tree. As a system of rotation,when each squirrel moves into a tree, 

he can change places with one of the players formingthe tree. The rotation is important so

that all the students are active. 

4. Mouse Trap: Half of the students form a circle with hands joined and face the center, this 

is the trap. The other students are on the outside of the circle, these are the mice. Three 

signals are given for the game. These can be words or other signals. On the first signal, the 

mice skip around the outside of the circle, playinghappily. On the second signal, the trap is 

opened. (players in the circle raise their joined hands)This is when the mice can run in and 

out of the circle. On the third signal, the trapshuts. (players in the circle drop their hands) 

All mice caught in the circle are now a part of the circle. This game works on teamwork and 

body awareness 


I. Walk through the land of the giants: The studentsform one big circle, with one student 

in the middle. This student is the leader through the land of the giants. The leader walks 

around the inside of the circle and chooses people to walk with her. The leader uses her 

imagination, stopping her feet pretending to hear the giants, tip toeing around, etc. When 

the leader says that the giants are coming the studentsmust race back to their original spot 

in the circle. The first student back becomes the new leader. 

VI. Considerall gamesas: 

a. 1st choice- all students participate 

b. 2nd choice- half of students participate 

c. 3rd choice- few students participate 

d. Try to include cognitive material to each lesson 

e. Work on your teaching voice (loudness and enthusiasm) 

£ Beyond games, what is the lesson really about? 

VLLTime out 

a. theareashouldbe out of theway 

b. use a time glass or stop clock to time 

c. alwaysget one warningfirst 

d. after thetime out ask the studentwhatthey learned, explaintheruleand 

why it is necessary

GamesHeritage 

Dominoes (AncientChine) 

Jack StrewsiPickUp Sticks (AncientChina) 

HideandSeek(AncientCreeks) 

DreidelTops(MidevilGermany) 

DroptheHandkerchief(AncientGreeks) 

LeapFrog(MiddleAges) 

LondonBridges(MiddleAges) 

ping AroundA Posey(17thCentuiy,England) 

MotherMayI? (18thCentwy,England) 

RunningBases (isoo.s,NYC) 

Stickbell (18thCenturyEngland) 

Stoopbelt’CurbBall (18thCentury) 

CaptureTheFlag (iGoo.sAmericanColonies) 

Johnnyon ThePony(Boys)(17thCentury,Europe) 

GarbagePail Baske(all (1891,Springfield,Mass.) 

Frisbee(1827, YaleUniversity) 

Handball (AncientCeltics) 

Dcdgeball (AncientGreece) 

KeepAway (18C%)s, England) 

Box Ba/LIFourSquare(20thCentury) 

c

— 

FORHEALTH, 

NEWYORKSTATEASSOCIATION 

PHYSICAL EDUCATION, RECREATION ANDDANCE, INC . 

PHYSICAL EDUCATiON 

GOALS 2000 

GRANT 

HEP MER 

91 FIDDLERSLANE.LATHAM,NEWYORK 12110 GrosBoulevard.Herl(jrner.NewYofl 13350.1499 

TELEPHONE(518) 785•7699 Phone(315)867•2000 

To: SUPERINTENDENTS 

From: HERKIMERCOUNTYBOCESANDNYSAHPERD 

RE: PHYSICALEDUCATIONBROCHURESFORPARENTS 

Phycical education playsan importantrole in the 

development of everychild. Educatorsknowthis and so mustparents. 

COOPERATIVEEDUCATIONALSERV)CES 

In this regard,pleasefindencloseda templatefor an informationalbrochure 

for youruse—pleaseforwardit to yourdirector/departmentof physical 

education.Thisbrochure has beenpreparedby the NewYorkState 

Associationfor Health,PhysicalEducation,Recreation,and Dance(NYS 

ARPERD)in collaborationwiththeHerkimerCountyBOCESand the NYS 

EducationDepartment. 

This pamphletshouldbe used as promotionalsupportfor yourphysical 

educationprogram,gradesK—12.Allyou needto do is to add your school 

name or logoto the top of the frontpanel,copy the templateback-to-back, 

then fold and distributeit to parents. 

This brochuremakesan impressivepiecefor variouseventsand meetings, 

including:ParentBack-to-Schoolnights,PTAmeetings,Boardof Education 

presentations,FamilyFun Nights,gradelevelmeetings,venuesfor new 

prospectiveparentsand students,communitygatherings,orientation 

programs,and professionalsharingwithdepartmentswithinyourown 

schooldistrict. 

All this is nowyoursfor the cost of a pieceof paper.This brochurebecomes 

a personalizeadvertisementfor yourphysicaleducationprogramand your 

district.Weencourageyou to take advantageof this serviceto help promote 

the importanceof qualityphysicaleducationin yourschools. 

THESEMATERIALSHAVEBEENDEVELOPEDANDSUPPORTEDBYA GOALS 

2000 GRAN TOThEHERICIMERCOUNTYBOCES.

Qualityphysicaleducation 

programsprovide: 

A Challcl) !ilI) ;ind IIlnov:lti ( 

aCtiVitfl. 1(11slii ’ t,,ic IiitIi 

prl)t1u)I PI ’1i c. litel iiig 

lit’atthy ;,llitiii I ;it I Ili;ivu rs. 

‘A br tII Ienis 1’ 

(lcv(lup skill etaIr4t I IllW\s 

snch as: 

• h;il;iuct’ 

• I4H)r( II,hllil )I1 

• ij tlity 

• 

speed 

* ( )1porIii Iiilics kir students li 

develop aii l nuajnt;i,n 

Ilivsical Iii Ilc s. inutin Ii ,i 

• c:irdiort’spirakwyerst,iri,,ce 

• IIt’ ih,luIy ;lI1 I ,iu,stte sbirii,11u 

• ‘n luirance 

‘AOppuirluiiiilies to I. :IF iI 

V 5I\Ill S ;,ml I ledge 

I) ;i \Vi(IC 1iII ’C 4)1‘)l )t IS 11 1(I 

Ittet III1C ;icl I’ ii IC’ -’ 

‘ ( )p iurltiiuilit’” 

. 14)1 \IIIIl(IlI\ Iii 

1I( chip )(‘f ‘.t ’ii.il li iii’’ 

‘kilts, ti)(l ) hlip: 

•,. 11 ).) I I 

4 )I’I .IIII )I) 

• t4’lI.Il ’’ i% u II’II 

• IItI’SI 

• II )il)IIlliiiI( II 1)411 

• lii ‘uit’ I\ .111(1IlII i’’’’ 

• (II’(ISIOII tiiikiii ’ 

• ) )l)l(’II ) ‘I i II! 

APhysically Educated 

Person 

the National Association br Sport and 

I‘hysicat Iuhicat urn (N ASI’I) defines a 

1”hysically educated person as someone who: 

* Has Icarned the skills necessaryto perform 

a variety of physical activilics: 

* Is physically II I: 

* Participates rcgularly in physical activity: 

* Knows (hc implications of and the benefits 

from ,nvolvcmcnt in physical activities: 

and 

* Values physical activity and its 

contribution to a healthy lifestyle. 

Isyourchildaphysically educated 

person?Areyou? 

@1998 

I)evcli liv IlielIt’ ( .ilIiuIy lt( )( ‘I: 

ii T) 4) I III I’ 

IiIr -‘,,‘, ,. it4,. .i I,) 

F. 

Physical 

Educator 

&Parents: 

AW

Physical Education Grades 3-5 (Supplemental) - 1999-2000

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