K-1 PHYSICAL EDUCATION CURRICULUM INTEGRATION ACTIVITIES

TABLE OF CONTENTSTagging GamesToss & Tag MidnightSharks Number TagFire Safety Tag Health Hearty TagVowel Catcher Quick TagBlob Tag Circle TagGlob TagGroup GamesBalance the Beanbag BarnyardCatch & Roll Money MadnessNumber Huddle Team Math Hook-upLoco-motor Beanbag Word Hunt Shape-up Throw & Run Challenge Tic Tac Toe Relay High Five Recall Poison Number Passing By Bingo Ball Card Math The Adventures of Mr. Toss Hula Hoop Fitness Line-up Behind Hungry SnakeQuick Fingers Math Jump Rope 100All Play Kickball Beanbag CaptureCapture Four Aerobic Toss Shape Exploration Kickball SoccerParachute ActivitiesRipples & Waves Inside the MountainMerry Go Round Number ChangeBattle Ball Peek-A-BooThe Umbrella The WavePopcorn Hot Air Balloon {Mushroom}Change Partners Hoop BallThe floating Cloud Beanbag DunkThe Mountain Sequence BallRhythmic ActivitiesTony Chestnut Virginia ReelMy Bonnie ArchesPatti Cake PolkaPlayground Safety SuggestionsGuidelines to Decrease Inappropriate Behavior

Tagging Games

Toss & Tag

Use age-appropriate objects for throwing and catching.

After introducing/reviewing the cue for throwing and catching to be focused on during this lesson (for ex. throwing: "follow through to your partner"; "twist your body"; catching: "give with your body"; "pull the ball in to your body"), students are arranged in a scattered formation with one ball for every two students (allow them to choose an object to throw).

As a musical selection is played or when the signal is given, the children proceed to throw and catch back and forth counting each throw. When the music stops, the person that is holding the ball must chase and try and tag the other until the music comes on again. When the music starts again, students begin to throw and catch again (you might allow--or require--students to quickly change the object with another pair). Observe students during the activity to see if they are using the cues introduced when throwing and catching; give feedback based upon their use of these cues.

Sharks

Place a number of hula-hoops around the playing area. Students are scattered throughout area and performing a specified loco-motor movement. When the teacher yells “shark” students must quickly find an island [hoop] to stand in. More than one student may stand in a hoop. As the game continues hoops will be removed. Students’ work cooperatively to ensure all students safety finds a hoop space. Remove only enough hoops to keep the game safe.

Variation: Choose one student to be the shark and he/she will try to tag others before they find an island. All students who are tagged also become sharks.

Fire Safety Tag

Begin by having a short discussion about fire safety practices (the importance of smoke detectors, having a plan to get out of the building/house, crawling under smoke, stop/drop/roll if clothes are on fire, etc). Choose 3 people to be the friendly firemen. Then choose 4 taggers--2 have a red ball (fire) and 2 have a blue ball (smoke). The taggers chase the students and say "Fire!" if they are tagging with the red ball and "Smoke!" if tagging with blue (the students being tagged may not always see what color they have been tagged by). If tagged by red/fire the student must stop and say stop, drop and roll. If tagged by blue/smoke, the student must stop and say crawl to safety. They do this until a "friendly fireperson" takes them to the safe area. Then, they are saved and can run again.

Vowel Catcher

Have the class stand on a line at one side of the playing area. Assign each student a vowel. Identify 2 taggers (they can wear a pinnie or hold a small foam ball) to stand in the center of the playing area.

The teacher calls out a word from the class spelling list. If a student’s vowel is contained in that word, they try to move across the playing area (preferably using locomotor movements such as skipping, sliding, galloping, walking, etc.) without being tagged. If the vowel runner gets tagged then they become a tagger so no one is eliminated. If the vowel runner crosses the line on other side without being tagged they continue to be vowel runner. Play again when there are only a few students left.

Blob Tag

Establish boundaries and choose one student to be it. The other students willspread out inside the boundaries. The student that is it will walk swiftly and tag another student. They join hands and try and tag others. The blob grows larger with each student tagged joining hands with the student who tagged them. Only the outside free hands of the blob can tag others. Students can not go between blob when trying to avoid being tagged. The game ends when one or two students have not been tagged.

Glob Tag

Have students spread out in the general space within the boundaries and then choose 2 students to be the “globs”. On the signal the remaining students try to avoid being tagged by either glob. If tagged they join hands with the glob and try and catch the other classmates. Once 6 students make up one glob they can split into 2 groups of 3. Play until only 2-3 students are left and choose them as your new globs.

Midnight

Establish two lines at the ends of the playing area. Select a student to be the fox and have him/her stand in front of one line and the rest of the students stand behind the other line. They call out, “What time is it Mr. Fox”?The Fox answers with a time. If the Fox says, “its five o’clock”, the students take five steps forward. Some will take large steps and others will take small steps. They ask the time again and take the designated steps forward. This continues until the Fox answers “Midnight”. When the Fox answers midnight they all run forward and try to get behind the end line before the Fox tags them. Those who are tagged become the helpers. The game continues until there is only one student left. The last student is the new Fox.

Number Tag

Students are given a number from 1-6. Boundaries are set. Have students line up on a line 25 feet from a group of small playground balls spread out in the playing area. The dice is rolled and the students’ with that number are “it” and run for the balls. The other students run from these students. If tagged [touched by the ball] that student must freeze and multiply their number by the number given by the teacher. After answering correctly they may play again.

Healthy Heart Tag

Purpose of Activity: To teach students five heart disease risk factors.

Prerequisites: Be able to travel using different locomotor skills. Have an understanding of space awareness, chasing, fleeing and dodging. Choose five students to be taggers. Each tagger represents one of the heart disease risk factors (lack of physical activity, poor nutrition, overweight, smoking, and stress).

Each tagger must tell the students they tag what risk factor they are so the students can perform an activity to return to the tag activity.If a student is tagged by:the "lack of physical activity", he/she must step out of bounds and jump rope 15 times.the "poor nutrition", he/she must step out and perform 5 jumping jacks while saying 1 healthy snack for each jumping jack.. ex. 1, 2, 3, apple etc.the "overweight" tagger, he/she must step out of bounds and run in place 10 times.. the "smoking" tagger, step out of bounds and yell "I won't smoke" 5 times. the "stress" tagger, step out of bounds and take five deep breaths.

Change taggers every 1 - 2 minutes. Also use various loco-motor skills for the students to travel. (i.e. begin by walking, second round - skip, gallop, etc.)

This activity can be introduced as part of an integrated health unit to help students learn about the risk factors for heart disease

Assessment Ideas: Before leaving class have the students name the heart disease risk factors oryou could have the students write them down for their home learning assignment.

Quick Tag

Everyone is it and tags any other student, when tagged they must freeze. As soon as there are 3 or 4 students who have not been tagged play again. This only takes about 30-45 seconds to have the majority of students tagged.

Circle Tag

Have students form groups of three and join hands. The fourth group

member will be outside the circle of three that are holding hands. He/She will be the chaser. Designate one person in the circle as the person that the chaser will try and tag. On the teachers signal the chaser will try and tag the designated person in the group. The group holding hands will work together to try and protect the tag gee. Place a cone or poly spot in the middle of your circle to circle around. Play for a designated amount of time and then witch roles.

Group Games

Balance the Beanbag

1. Students practice balancing a beanbag on various body parts while stationary, moving in general space and through an obstacle course.

2. Students take turns with a partner being the follower and the leader while traveling through general space and through an obstacle course.

Suggested obstacles while balancing the beanbag: 1. Jump rope - Students pretend that the jump ropes are tight ropes.2. Hula hoops - Students travel through hula hoops.3 Poly spots - Students jump from 1 spot to the next.4. Cones - Students jog between cones.5. Beanbag transfer-Students transfer a beanbag from one spot to another.

Catch and Roll

This game will allow students to practice skills and refine the skills of rolling and catching.

Divide the students into teams of 3 and give each team a ball and 2 cones. Each team will have 2 students at one cone and 1 at the other. The object of the game is for the first student in line to roll the ball to the student at the second cone and then run to the second cone. The student at the second cone will scoop up the ball and hand it to the next student in line and stand behind that student. This rotation continues for 1-2 minutes and then each team totals there number of catches.

Number Huddle

Students stand in a scattered formation. The teacher will roll foam dice. Students will form a huddle matching the number on the dice. If

dice are not available the teacher will clap his/her hands and students must form groups matching the number of claps.

Loco-motor Bean Bag

Each student starts with a bean bag in their hand (Four different colors are used. [i.e., red, blue, green, and yellow]). Each color represents a different loco-motor movement (i.e., blue=skip, green=gallop, red=hop, yellow=slide). For a visual cue, make signs that identify the loco-motor skill matched with the specific color. On the signal the students will begin their loco-motor movement, moving in general space while holding their bean bag. When the teacher says freeze the students stop, set the bean bag on the ground and find a different colored bean bag. The teacher repeats the directions and the activity begins again.

Shape Up

Place circle, stars, squares, etc. of different colors in the playing area. Students spread out in playing area and perform a specified loco-motor movement. On the teachers signal each student picks up a shape. The teacher will ask the students to find someone with the same shape, same color, same shape and color, different shape etc.

Tic Tac Toe Relay

Mathematics: Students understand vertical, horizontal, and diagonal, etc….Divide students into groups of 9. Set up hula hoops in tic tac toe formation. Have the 9 students stand between two cones about 6 feet from the hoops. Teacher calls out various formations such as: vertical, horizontal, 4 corners and diagonal. The first team to get in the stated formation is the winner. Repeat.

Poison Number

Divide class into equal teams and give each team a dice. Have students line-up side by side and one at a time will roll the dice.

Whatever number rolled, all students must perform a pre-determined exercise that many times. After each roll of the dice your team’s score is totaled. However, if you team member rolls the number one your score returns to Zero. The first team to total twenty or more is the winner.

Bingo Ball

Language Arts: SpellingDivide students into groups of 5-8. Each group will form a circle. One student will be given a ball. The teacher selects one of the classes spelling words. The object of the game is for each group to spell the word while passing the ball around the circle using one letter at a time. If the ball is dropped you return the ball to the start. The first team to spell the word correctly is the winner.

The Adventures of Mr. Toss

After students have had ample practice in underhand and overhand throwing to targets, to a partner, etc. explain you will be telling them a story. Explain that there is a "magic word" in this story, and they will have to listen closely to hear it. Have students get a partner and stand approximately 6-10 feet apart. All students should be close enough to the instructor to easily hear the story. Explain that each group will be given an object to toss. As the story is read, whenever the word "toss" is said, the student with the ball must toss it to his/her partner, remembering the correct way to toss and catch which they previously learned. They shouldn't worry about tossing fast, but using correct form.

Mr. Toss, The Amazing Fireman Mr. Toss was one of the best firemen. He and his fire-fighting dog, Spot, were the quickest team around. It was late during the quiet night and Mr. Toss had been tossing and turning all night while trying to sleep at the station. Suddenly Mr. Toss sprang up in his bed to the sound of the alarm that went,” Beep, Beep, Beep!" He immediately realized that someone was in danger and tossed his blankets onto the floor and popped out of bed. The only problem was that Mr. Toss had been particularly messy that week and he was tossing dirty socks and shirts around in piles in an attempt to find his fire-suit. After tossing and tossing clothes and trash into new and bigger piles of junk, he saw the sparkling yellow color of his favorite fire-suit, which he slipped on. He then, snatched his red hard-hat of his terribly cluttered dresser and tossed it on his head. Oh no! Where was his fire-dog, Spot? In a panic, he realized that he had probably covered Spot under a pile of junk that he had carelessly tossed just

seconds earlier. He knew his dog had a tendency to sleep through the alarm and so he, again, started tossing and tossing. He was in such a hurry at this time that he was tossing handfuls of banana peels and socks high into the air hoping to uncover Spot. Sure enough, Spot was sound asleep in pile of unmatched socks. Mr. Toss grabbed his dog, his boots that he would toss in the truck, and slid down the fireman pole which tossed him and his dog right into the driver's seat of the huge shiny red fire-engine.

Mr. Toss and Spot were surprised at how bumpy the ride was up to the fire. They tossed and tossed in their seats as they went over huge rocks through the mountains. The fire-engine came to a screeching halt at the top of a mountain when they saw the bright red crackling fire. Flames were being tossed about in one room of the huge dark mansion on the seventh floor. Mr. Toss immediately saw a little girl, trapped in a window of flames, who was tossing her favorite toys out the window so they wouldn't melt. "Little girl, please stop tossing your toys because it isn't safe!" Mr. Toss exclaimed. The little girl wouldn't listen. She just kept tossing and tossing her toys into a fluffy bush down below.

Mr. Toss decided that he would have to rescue the girl. Mr. Toss tossed his fire-dog the huge hose and told him to spray out the flames so he could save the little girl. Mr. Toss leaped into the flames, but he was running so fast that the sparking flames tossing about couldn't catch him. Mr. Toss tossed aside burning chairs and a table until he was able to snatch the scared little girl along with an armful of her toys. Mr. Toss took off his jacket and tossed it over the nervous little girl so she wouldn't breathe any of the thick black smoke. Mr. Toss tossed furniture out of the way as they went over shelves, through potted plants, and under tables. The girl and her toys tossed and tossed in Mr. Toss's arms as he ran down the six flights of stairs. When they came to the front door, they both took a gasp of fresh air with a great relief. Mr. Toss saw that his dog, Spot, had done a wonderful job, as usual, at tossing water all over the flames and putting them out. The fire-engine tossed Mr. Toss, Spot, and the little girl as they drove all the way to town. Later they took the girl back to her home and all was well. Mr. Toss and his fire-dog fulfilled their mission for the day.

Line Up Behind

Have students form groups of 5. Give each group an object. The object is passed around the circle until a signal to stop is given. Have the students

count out loud each time the object is passed to a different student. When the signal is given the student with the object freezes and everyone else lines up behind him/her. The first team to line up in a straight line is the winner.

Quick Fingers Math

Have the students select a partner and face one another with hands by their side. On the count of 3 each student will quickly raise one or two hands up and hold out as many fingers as they choose. Using addition or subtraction the first student to say the correct answer is the winner. The other student must perform a pre-determined exercise 5 times.

All Play Kickball

Before class, set up 2 fields of the following: 6 hula hoops at one end of a large, open playing area. Then, set up two parallel lines of cones at the other end of the playing area. The two baselines should be approximately 15 feet apart, with each cone on the first baseline having a counterpart on the second baseline. Students should have already had practice in using the shoelaces of the foot to kick the ball into the air as well as how to dribble using the insides of the feet. After reviewing these skills, explain and demonstrate the activity as follows: Each field will have six students lined-up at a cone on the first baseline with their ball on the ground. The other half of the class is scattered anywhere in the outfield. On your signal, students at the cones all kick their ball forward into the outfield. After they kick the ball they run to their cone on the second baseline and back again to the first. This scores one "run". They keep repeating going back and forth, scoring "runs", until the signal is given to stop. When the balls have been kicked into the outfield, each person finds one ball only to dribble using feet only to an open hula hoop. When each person has successfully kicked the ball into the hoop, this stops the running of the other team. At this time, the teacher can ask each person for their number of runs, and the whole team adds their runs together for a total. Students then switch roles, so those in the outfield now get to kick.

Capture 4

Place 25-30 beanbags or deck tennis rings in the center of the field. Place 8-10 hoops equal distance from the center. Line up three students behind

each hoop. The first student runs to the center and retrieves an object and places it in their hoop. The next student has the option of retrieving an object from the center or from another team’s hoop. Students may retrieve only one object at a time. The first team to place 4 objects in their hoop is the winner.

Shapes Exploration

Give each student a jump rope and have them go to a good self space in the playing area. Ask the students to make specific shapes with their ropes (i.e., circles, triangles, squares, rectangles).

Discuss the corners and sides and the lengths and widths of the shapes they made. Have the students jump in and out of their shapes exploring all the different jumping and landing patterns and at the same time they can explore all the sides and corners of their shapes. Have them jump over and around their shapes as many ways as they can.

Explore and learn about other shapes by having your students visit their classmates’ shapes. To do this have they travel throughout the work space and when they come to a shape they need to yell out what shape they have encountered and then they must move over the shape in a safe manner.

Have 3 students make one triangle, one square etc… using their three ropes, then ask 6 students to make a larger one, then 9, and then have the entire class make one big triangle, square etc…

Barnyard

This is a good way to divide into teams. Come up with as many animals as you want teams (If you want four teams, have four animals). If you have 40 students 40 cards will have a particular animal written on it (10 chicken cards, 10 cow cards, 10 donkey cards and 10 pig cards). Hand out cards randomly to the students and tell them not tell anyone their animal. When you give the signal, have them make the sound of their animal as loud as possible until they find their entire group. First group to totally find each other wins.

Money Madness

Have the students get into groups of three. Assign each group a hula hoop which has been placed around the outside of the playing area. This hula hoop will represent their checking account.

In the center of the gym there will be a bank that is represented by a bunch of different color bean bags spread out. Each color bean bag represents a

different amount of money (i.e. blue=1cent, yellow=2 cents, red=5 cents, and green=10 cents). When the teacher says "go", the students will move one per team performing designated loco-motor movements (gallop, skip, jump, hop) to retrieve one bean bag at a time to place in their checking account. Once they get the bean bag, they have to bring it back and place it in the hula hoop and the next student will go.

When all the bean bags are taken, the teams will add up the total amount of "money" in their checking account. They will then compare with the other group accounts. After this, one person from the group will place all their bean bags into the center and play again. Then, repeat the steps, performing a different loco-motor movement and trying to get a larger amount of "money". Make sure the bean bags are REALLY spread out to avoid collisions. Variation: Blind fold students and have them pick a bean bag with someone guiding them but not talking to them.

Team Math Hook UpDivide the class into 2 groups and assign them to two designated areas. When play begins students move into the play area performing a designated loco-motor movement (gallop, skip, jump, hop) or pathways (straight, curved, zigzag) until the teacher yells out a question such as 5+4. The students on each team will hook arms with that number of students on their team. Any student that is not needed for the hook up will return to their designated area. The first team to hook up correctly and have all others back to their designated area is

Word HuntStudents and cones are spread out in the court area. Various letters are placed under cones. The teacher says a word and students must perform a specific loco-motor movement and find the correct letter of that word under a cone. If the student finds a letter they keep it and try another cone, if it’s the wrong letter they put it back. This continues until someone finds all the letters to complete the word.

Throw and Run Challenge

Divide class into groups of 3. Each group will choose 4 cones and a ball to throw. The 4 cones need to be set down as if on a line approximately 20-30 feet apart. Two cones will be used for the throwers and two cones for the runner. The runner’s cones should be a few feet closer. On the signal the throwers begin to play catch, counting how many throws they make. Also at

the signal, the runner counts how many times he/she can run back and forth from cone to cone. After 30-40 seconds have students stop and compare scores and then rotate positions. High Five Recall

Partners face each other 15-20 ft. apart. Using a loco-motor movement students meet in the middle and give each other a high five and return to your line. The teacher then calls out a new loco-motor movement. The student must do previous movement and then new movement. This continues using various loco-motor movements and repeating all calls.

Passing By

Cones are scattered around the playing area. The challenge is using various loco-motor movements see how many different cones each student can touch in a set amount of time. Add poly spots and have students circle a cone and touch a poly spot. You may also divide the class into two groups. One group will be the tree cutters and will push the cones over while the other will be the tree planters and will set them back up. At the end of a specific amount of time see which group has the most cones up or down.

Card MathTake out the Kings, Queens and Jacks from a deck of playing cards. (You will have 40 cards left or make you own numbered 1-10 and give a card to each student and have the students spread out in general space. Explain that they must travel around the playing area by different means (walking, skipping, jogging) and in different pathways (straight, zig-zagged, curved) to a cue, such as music or a whistle. When the music stops or the whistle blows, the teacher will call out a number and a student must find 1or 2 other student(s) and add their 2 cards together to equal the number called out. (The number called should be from 2 to 20 so it's not too difficult. The Ace card equals one.)

Hula Hoop Fitness

Scatter hoops around activity area with fitness cards tapped to inside of each hoop. While music is playing, students will move around the area performing various loco-motor movements. When the music stops, or a signal to stop is given each student goes to a hoop and reads the fitness card. A student is selected to roll the dice. Whatever numbers come up the students will add or subtract the numbers on the dice, students will perform

the activity listed on the fitness card that number of times. Example: 5 + 4 = 9, student will perform 9 jumping jacks.

Before leaving their hoop, students will turn the card over, and begin loco-motor movement again. Some examples of fitness cards: scissor jumps, jumping jacks, run in place, jump in & out of hoop, hop on each foot, bell jump etc.

Hungry Snake

Balls, cones and other objects are scattered on the field or court. Students are divided into groups (snakes) and are in single file behind the leader (size of groups can be determined by the teacher). The leader is the snake's head, and last person is the tail; all other members are the body. The last student in line (the tail) has the ball bag.

Groups must travel around the field or court in single file holding onto the person in front of them by a shirt, shoulder, or hand. Each group must pick up as many items as possible within the time limit (30 sec - 120 sec).

Only the head of the snake can guide the body (group) and only the head can pick up the items (one at a time) and pass them back through the body of the snake (group). The items must be passed to each group member down the line (as in relay) to the tail where the items are collected in the snake's stomach (ball bag).

The method of passing the objects can be specifically designatedby the instructor to increase the difficulty level. For example: using left hand only, passing to the rear over the head, under the legs, etc...

Jump Rope 100

Students are divided into two teams. Each student needs a jump rope and each team a pair of dice. One student on each team rolls the dice. Once the dice are rolled each team adds the value of their dice together and performs that specific number of jumps. Another team member from each team rolls the dice and that specific number is performed. After each roll these numbers are added together and the first team to total exactly 100 is the winner. If you pass 100 you go back to the last number total and try again.

Beanbag Capture

Place 8-10 hula-hoops in a circle and place 6 beanbags in each hoop. Also place 15 beanbags in the center of the circle. Line up 3 students behind each hoop. On the signal all students will run to any hoop or to the middle and grab 1 beanbag and bring it back to their hoop. This will continue for 2-3 minutes. The team with the most beanbags in their hoop at the end of the time period is the winner.

Aerobic PassDivide the students into groups of three. Using a football or basketball each group has a catcher who stands 30’ from the thrower and the third student who stands behind the thrower. After the ball is thrown the thrower becomes the catcher the catcher runs and hands the ball to the next in line and he/she becomes the thrower. This rotation continues for a pre-determined amount of time. The group with the most catches is the winner.Kickball Soccer

For every 6-8 students - 1 soccer ball, 1 poly spot, 2 hula hoops, 20 bean bags to be used as counters and two cones for the goal. One team of 3-4 is up to bat and the other team of 3-4 is in the outfield. The first batter/kicker puts the soccer ball on the poly spot and kicks it anywhere in the field. Once the ball is kicked everyone on the batting/kicking team runs out and retrieves a bean bag from the hula-hoop placed 30-40 feet away and brings it back to the home hula-hoop. They continue running back and forth collecting bean bags until the fielding team makes an out. To make an out, the fielding team must kick the soccer ball through the mini-goal and yell "OUT". Each player on the fielding team must kick/pass the ball to a teammate before the goal is scored. No player may kick the ball two times in a row. After everyone bats, count up the bean bags, return them to the hula hoop and switch sides.

Basic Jump Rope Skills

Basic Jump (Single Bounce)Jump on both feet and land on balls of feet keeping feet together (repeat).

Skier1. If you’ve ever gone downhill skiing this will be easy. Jump side to side like you’re skiing.

Bell

1. Keep feet together and jump forward 6” and back as a bell clapper.

Front Straddle or Scissors1. Jump with one foot in front and the other in back

2. Jump and switch the positions of your feet.

Single Side Swing1. Put your hands together, while holding the handles, and swing the rope from one side of your body to the other.

2. Keep repeating step 1.

3. When you are ready, open your hands swing the rope down and jump

Side Straddle or Jumping Jacks

1. If you’ve ever done a jumping jack you’ll get this one.

2. Pretend you’re doing a jumping jack using only your feet.

Front Cross1. With the first turn of the rope jump a regular jump.

With the second turn of the rope cross your arms and jump through the loop that you made with the rope.

Double UnderFor this trick you will need to jump high and turn fast.

1. Start with a single bounce.

2. Jump high into the air and turn the rope as fast as you can.

3. If you do this right the rope should pass under you twice before you land.

X-to-Straddle1. Jump with your feet spread apart.

2. Jump and cross your legs.

3. Repeat steps 1 and 2.

Parachute Activities

“RIPPLES AND WAVES”

To make “ripples,” put the class into a circle around the parachute. Have the children grasp the edges firmly with both hands, palms down, and at waist level. Now, shake the parachute vigorously! (This is a good warm-up). To make “waves,” have half the class raise its end of the parachute while the other half of the class lowers its end of the parachute. Repeat with each half of the class doing just the opposite of what they did before.

“MERRY-GO-ROUND”

Have the children grasp the parachute with one hand and all face the same direction. On your signal, the class will go around in a circle using whatever form of locomotion you call out. On your next signal, the class will pivot in the opposite direction, re-grasp with the other hand, and continue.

BATTLE BALL”

Use the same formation as in “Ripples and Waves.” Divide the class into two teams such as the Greens and the Blues. Place one ball in the center of the parachute. On the signal “Go,” both teams try to shake and bounce the ball off the parachute on the other team’s side.

“THE UMBRELLA”

Begin with the parachute flat on the floor. The class is in the stoop position grasping the edges of the parachute. On the signal, everyone - without moving his or her feet - stand up pulling the parachute off the floor and raising their arms to full extension overhead. The parachute will billow overhead like a big umbrella. Keep the arms extended and do not let go or walk around toward the center. “POPCORN”

Follow the same procedures as in “Ripples and Waves.” Except that any number of bean bags or balls is thrown on top of the parachute. The balls/beanbags will look like popping popcorn. (This gives the arm and shoulders a good workout).

“CHANGE PARTNERS”

Number the class off into fours (1-2-3-4) and follow the instructions given for making the “umbrella.” When the parachute is in the full extension overhead, call any number from 1 to 4. The numbers called will change places with each other by running under the umbrella to their new positions. When the number(s) just called are in their new positions, repeat the same process again and call different numbers to change this time. Repeat until all the numbers have been called. Later, you can have the children do different loco-motor skills (skipping, jumping, hopping, etc.) as they change positions.

THE FLOATING CLOUD”

Follow the same procedures as in making an umbrella. When the students’ arms are in full extension and the parachute is in the full umbrella position, on your signal the class will turn loose at the same time and let the parachute glide to the ground.

“THE MOUNTAIN”

Have the students follow the same procedure for making an umbrella. When the parachute is in its peak position, have the children pull the edges of the parachute to the floor and place their knees on the edge of the chute and hold their arms in the air.

“INSIDE THE MOUNTAIN”

Follow the same procedure for making a mountain. When the chute is in its peak position, have the class pivot in place (turn halfway around facing the inside of the parachute), kneel down, and pull the parachute down in front of them. Keep the knees on the edge of the parachute to keep the air inside.

“NUMBER CHANGE”

Use the same procedure for making the “mountain.” When the children pull the parachute down in front of them, have them place their knees on the edge of the parachute. The children are numbered off 1-2-3-4. When a number is called, these children will change places by crawling under the parachute.

“PEEK-A-BOO”

Use the same procedure for making the “inside the mountain,” except the children will lie on their stomachs with their heads inside the parachute and their forearms on the edges. On the signal “Out,” everyone at the same time will poke their heads outside the parachute. On the signal “In,” they pull their heads back in. Another name for this is the giant turtle 1 shell and 30 heads.

“THE WAVE”

To make the wave go smoothly all around the circle is a real team effort in timing and staying alert. Begin with everyone holding on to the parachute and in a stoop position. On the signal “Begin,” an appointed student (A) stands with his or her arms straight overhead. The person (B) next to the appointed student begins his or her stand when (A) is halfway up. When (B) is standing tall, (A) should be halfway down and (C) should be halfway up. Continue this motion, person to person, all the way around the circle. This takes practice, but is a lot of fun.

“HOT AIR BALLOON” (Mushroom)

Use the same procedures as in the umbrella. As the students stand and raise their arms to full extension, they should all walk toward the center 4 to 5 steps. The parachute will billow up toward the ceiling like a big balloon. As the chute starts to deflate, they move back to their starting position.

“HOOP BALL”

Use the same formation as in “Ripples and Waves.” Divide the class into two teams. Each team will have a different color ball. Place a hula-hoop and each ball in the center of the parachute. On the signal “Go,” each team will try to shake the parachute and bounce their ball through the hula-hoop. Points may be awarded each time a teams ball goes through the hoop.

“BEAN BAG DUNK”

Have students stand around the parachute with a bean bag next to them and count off by fives. Inflate the chute and call one of the numbers. Those students must run into the center put their beanbags in a bucket and run back before the chute touches them.

“SEQUENCE BALL”

Have students grasp the parachute using an overhand grasp. Place 30 tennis balls numbered 1 - 30 on chute and shake it. When all balls are off the chute have each student get one ball and line-up in a sequential order. This may be timed.

Rhythmic Activities

Tony Chestnut

Teach students the song then have them stand and participate.Toe knee chest nut [touch head], nose [touch nose] I love you [hug yourself], toe knee nose, toe knee nose. Toe knee chest nut, nose I love you, that’s what toe knee nose. Toe knee, toe knee and his sister Eileen [lean left], and Eileen loves Neal [kneel] and Neal loves Pat [pat back], but Pat still loves Bob [move head up and down] and theirs Russell [wave arms side to side] and Skip [skip in place], this song is silly [act silly], but it’s hip[ point to hip]. How it ends just one man nose, and guess what? WHAT! Its toe knee chest nut. Repeat faster. [Every time you read toe, knee and chest you touch that body part].

My BonnieAcquaint students with the song My Bonnie. Discuss the letter “b” sound. Teacher and students will read the words to the song together listening closely to the “b” sound. The students will start the game in the standing position. When they sing a word that begins with the letter “b” sound they must sit down. The next “b” sound they hear they will stand up. Students will continue alternating sitting and standing every time they hear the “b” sound.My bonnie lies over the oceanMy bonnie lies over the sea

My bonnie lies over the oceanPlease bring back my bonnie to me.

Bring back, bring backOh, bring back my bonnie to me, to meBring back, bring backBring back my bonnie to me.

My bonnie lies over the oceanMy bonnie lies over the sea My bonnie lies over the oceanPlease bring back my bonnie to me.

Bring back, bring backOh, bring back my bonnie to me, to meBring back, bring backBring back my bonnie to me.

Patti Cake Polka

Circle of couples with the ladies facing the center of the circle.The men stand inside, directly in front of and facing the partner. Both hands

are joined with palms up for the men and palms down for the ladies.FOOTWORK: Opposite throughout dance, steps described is for the man.

HEEL, TOE, HEEL, TOE, SIDE, FOUR TIMES

The gentleman touches his left heel to the floor out to his left.The lady touches her right heel out to her right.Then each touches the toe to the floor next to his other foot.They then repeat the action.Next they both slide four steps sideward toward the man's left.

HEEL, TOE, HEEL, TOE, SIDE FOUR TIMES

They repeat the first section again, but use the other foot andSlide in the opposite direction, returning to the starting place.

Clap RIGHT, RIGHT, RIGHT; Clap LEFT, LEFT, LEFTClap both, both, both; Clap KNEE, KNEE, KNEE

Partners clap each others right hands three times, left hands three

timesBoth hands three times, and then slap their OWN knees three times

HOOK RIGHT ELBOWS AND GO ONCE AROUND

AND THEN JOIN BOTH HANDS READY TO START AGAIN.Partners hook right elbows (forearms angled downwards), and swing once around each other and then join both hands as in the beginning of the dance*. Repeat.

*NOTE: Advanced level.After every swing, each person moves to his/her own left and joins hands with the next person.

VIRGINIA REEL

FORMATION: Column of five or six couples {partners} facing across from each other. Boys are in one line with girls shoulders to music. The lines should be approximately six feet apart.

I. FORWARD AND BACK 

Walk fwd three steps and bow to partner;Walk three steps back to place

. 

II. ELBOW SWING 

Hooking right elbows with partner, walk 8 steps clockwise around partner;Hooking left elbows with partner, walk 8 steps counter clockwise around partner back to original position.

 

III.  DO-SI-DO 

Dropping hands, walk fwd, passing right shoulder with partner and, without turning, exchange places with partner;Walk backward passing left shoulder with partner, returning to original position.

 IV. HEAD COUPLE SASHAY DOWN AND BACK

 

Head couple joins hands straight across and moves down the center to the foot of the set with 8 Sashay steps;Head couple dances 8 sashay steps back up the set to end in original position.

 V. ELBOW-REEL DOWN AND SASHAY BACK

 Head couple starts a reel by swinging partner a full clockwise turn with the right elbow, dancing 4 Skip steps. Continuing on, head couple separates and each swings the next dancer in the opposite line with the left elbow, dancing 4 Skip steps.Repeat action with each dancer in line until head couples have reached the foot of the set.Joining hands straight across with partner, head couple move back up the center of the set with sashay steps, separating and ending in original Formation position.

 

VI. HEAD COUPLE CAST OFF AND FORM AN ARCH 

Head boy and girl turn to the outside of their respective lines and lead their lines to the foot of the set. Head couple joins both hands across and raises them to form an arch at the foot of the set. The second couple joins inside hands and leads the other couples under the arch sashaying to the head of the set to become the new head couple.

   Repeat entire dance from beginning until dancers are all

back to their original position. 

Arches

Have students make a single circle facing clockwise. Select 2 couples to join hands face each other and make an arch on the circle so students will have to walk through their arch. When music begins students will begin walking. When the music stops the students’ stop walking, arches drop and any student under the arch must go to the center of the circle, find a partner and make a new arch. Game continues until only a few students are left.

PLAYGORUND SAFETY SUGGESTIONS

All playing areas should be inspected daily to insure that they are free from broken glass, rocks or other safety hazards.

Allow for sufficient space between playing groups.

Do not permit students to retrieve balls, which may go into the street or other unsafe areas.

No eating or any kind should occur during activities.

In order to participate in any activity, proper footwear should be worn at all times.

Teach students to stay away from animals that wonder into the playing area.

Maintain constant eye contact with the group you are supervising.

Refrain from using a fence for a turning line in running activities.

Students must leave the field area during thunder, lighting or rain.

Students should go inside when lawn equipment is in operation.

The Teacher should be aware of any student with medical problems.

Teach students to terminate activities when a designated signal is given.

No contact activities are permitted.

Equipment should be used for intended purposes.

During activity time group students by skill level when appropriate for safety purposes.

Guidelines to Decrease Inappropriate Behavior

1. Desist- a verbal statement that tells a student to stop the inappropriate behavior

2. Time-out – remove from class activity for a specific amount of time

3. Planning time – One or two students resolving their conflict

4. Behavior Contract- Written agreement between teacher and student

5. Letter to parent – stating specific inappropriate behavior

6. Involving Administration – students final consequence as a last resort