Provided by Total Sporting Solutions

Transcription

1 Poison Ball Ages: 2 ½ -6 years Class Size: Facility: Large Classroom/Gym Skills: Control and coordination. Aim: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities light weight balls, 1 large punching balloon, 1 beach ball (optional), 20 cones, stretch bands, music Students will be able to develop form when attempting to aim and throw at an object. Use cones to mark off a circle or a straight line facing a wall. The teacher will use a light weight ball to throw at the large balloon target in the center of circle or near the center of the wall. The teacher will point non-throwing hand at the target with body and feet parallel and perpendicular to the object. The teacher will hold the ball in hand by ear. The teacher will step forward with foot opposite of throwing hand, throw the ball forward at the target and follow through the throw bringing the arm across body so hand ends near opposite hip. The teacher will emphasize throwing softly at first and then hard when gaining aiming control. Students will individually practice the teacher s demonstration and throw the light weight balls at the target. Students will play poison ball. The teacher will mark off two parallel lines with cones (five paces between the two cone lines) and divide the class into two teams. The teams will face each other standing behind their cones with equal amounts of light weight balls behind each team. The teacher will explain the center section between the cones is the poison zone. Only the teacher may enter the poison zone, students may not. The teacher will introduce the large punching balloon as the poison ball and place it in the poison zone. The teacher will explain that the students will throw the light weight balls at the poison ball with the objective of hitting it so it crosses the opposing team s line to score points. Teams may not retrieve balls that are in the poison zone, the teacher will toss any balls stuck in the poison zone back to teams. Teams may not touch the poison ball with any parts of their body. Award points and add rounds to game. Use a beach ball instead of poison ball for younger ages. Place large balls on cones and have the students throw light weight to hit and knock the large balls off the cones. Align the entire class behind a line of cones facing a wall and play throwing the light weight balls at the poison ball to score points. Make the poison zone larger or smaller, use less balls. How many times can the students successfully hit the target? Was it easier to aim and hit the target when throwing soft or hard? Was it easier to stand in one spot or move to hit the target?

2 Scarf Juggling Ages: 1 ½ -6 years Class Size: 5-25 Facility: Classroom / Gym Skills: Eye / Hand coordination. Aim: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. 2 scarves per student, stretch bands, music Students will use eye and hand coordination to understand the function of practice. The teacher will make a circle using mats and have each child stand on a mat. The teacher will discuss with the students the meaning of practice. The teacher will demonstrate waving the scarves in the air like a rainbow, side to side, around the body, around the legs, etc. The teacher will demonstrate several different tosses and catches while keeping feet firmly on the mat. The teacher will toss the scarf into the air and catch it (high and low) with the same hand, toss and clap # times, with other hand, back of hand, leg, head, foot, back, and hand to hand (high and low). As the teacher demonstrates a new task the students will be given 1-2 minutes to practice each task. Students will have two scarves. Instruct the students to hold one scarf in each hand and toss the scarf in the air with the right hand. Pass the other scarf in the left hand across to the right hand and catch the scarf in the air with the left hand, or vice versa. Ask the students to repeat and try to juggle faster. Instruct the students to hold one scarf in each hand then toss one scarf in the air across his/her body and then the other, catching the scarves in opposite hands. Ask the students to repeat and try to juggle faster. Arrange students in pairs and have them practice tossing one then two scarves to each other. Allow students to move around the room. The teacher may toss scarves for students to catch. Allow students to toss scarves in the air for others to catch. Ask the students to individually demonstrate their favorite (most successful) toss and catch or juggle. Which was easier? Which was harder? What happens when we practice?

3 Dice Fitness Ages: 2 ½ -6 years Class Size: 5-25 Facility: Classroom / Gym Skills: Physical activity: Balance and strength Aim: Participates regularly in physical activity. 2 Large die, fitness cards, stretch bands, music Students will recognize changes in the body when doing physical activities. The teacher will arrange the students in a circle. The teacher will talk to the students about fitness and exercises. The teacher will discuss what happens to the body during physical exercise such as breathing, heart rate and sweating. The teacher will review the fitness cards with the students. The teacher will demonstrate the task on the fitness card and the students will repeat the task. Each student will get a turn to roll the die and pick a fitness card. All students will do the task on the card the # of times according to the number rolled on the die. Play music during the game. Allow students to pick the fitness activity and count along. Allow students to demonstrate their favorite fitness card activity. Allow students to make up their own fitness activity. What activity made the student(s) breathe harder? What activity made the student(s) stretch muscles? What activity increased the student(s) heart rate? What activities at home can the students do for exercise and fitness?

4 Gymnastics Ages: 1 ½ -6 years Class Size: 5-25 Facility: Classroom / Gym Skills: Physical activity : Balance and strength Aims: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Large mat, large wedge matt, tunnel, balance beams, 8balance pods, 2 noodles, stretch bands, music Students will be able to describe and demonstrate balance and coordination. The teacher will arrange mats in a circle and have each student stand on a mat. The teacher will talk to the students about balance and describe scenarios in which we use it. The teacher will demonstrate several balancing positions (stand on tippy toes, heels, squatting, standing on one foot, etc) without moving from a spot. As the teacher demonstrates a new balance task the students will be given 30 seconds to practice. The students will complete a gymnastics obstacle course with different balance levels. The teacher will show the students how to go through the obstacle course. The teacher will play music during the activity. The students will start by walking up the large wedge. The teacher will assist students as they jump off the highest point of the wedge onto the flat mat. Then thestudents will have to move across the balance beam. Next the students will crawl through the tunnel. Finally the students will jump from one balance podto another back to the starting point. The teacher will flip over the large wedge so the highest point of the wedge is closest to the student. The teacher will place and hold 2 noodles at the top of the wedge. The student will lean over the noodles and lay chest on the noodles. The teacher will guide the student as he/she rolls down the wedge. After all the students complete a round of the obstacle course, the teacher may instruct new tasks. Large wedge - roll sideways down the wedge with arms extended over the head or crawl down the wedge - walk up the wedge jump from the highest point and turn body in mid air - assist students as they do a forward roll down the wedge (support the neck) Balance beam crawl, hop, leap, balance on one foot, etc. Balance pods- hop from mat to mat on one foot Self assessment. How were students able to achieve balance for different obstacles? What was the easiest and hardest? What happened when students did not try to balance?

5 Hoop Fitness Ages: 1 ½ -6 years Class Size: 5-25 Facility: Classroom / Gym Skills: Physical activity: Balance and strength Aim: Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. 1 hula hoop per student, stretch bands, music Student will listen to and follow directions to complete a physical task. The teacher will scatter hula hoops around the room. The teacher will demonstrate how to listen and complete a direction. The teacher will play music and move freely around the room avoiding the hula hoops. The teacher will explain that when the music stops to find a hula hoop and stand in it. The students will follow the teacher s demonstration to play hoop fitness. The teacher will call out different movement commands (walk, skip, hop, etc.) students must perform until the music stops. The teacher will take away a hula hoop each round. Students must share hula hoops. Call out the color of the hula hoops students must stand in, move to, or exit. Call out the # of students that must stand in one hula hoop. Students must find their own hula hoop those who cannot find their own hula hoop must perform an exercise task such as three jumping jacks before continuing to the next round. Did the students have the appropriate response when the music stopped? Can students identify personal space when sharing or in an individual hoop? Did the students demonstrate good sharing behaviors?

6 Skating Ages: 2 ½ -6 years Class Size: 5-25 Facility: Classroom / Gym Skills: Physical activity : Balance and strength Aim: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction 1 felt square for each student, 1 pair of socks for each student, stretch bands, music Students will slide while exhibiting body control and balance. The teacher will arrange the students into a circle. The teacher will demonstrate how touse the feet to skate across a hard surface. The teacher will put one foot forward onto one felt square and lean body weight on that foot. Using the back foot to push forward the teacher will slide across the floor. The teacher will stress the pushing motion and explain the difference between sliding and running. The students will each get one felt square and follow the teacher s demonstration to slide across the floor. The teacher will give the students sock to put over shoes to make skates. To demonstrate how slippery the socks are, students will start in a crawl position and shuffle feet then turn over to belly up position and shuffle feet. The students will stand up. They may not run but may slide around the room. Play music. Students may practice different sliding commands from the teacher (backwards, spinning, slow or fast sliding, etc.). Use felt squares on their knees or socks on their hands to pull or push and move body. Use only one sock skate to avoid falling. Have students create a showcase of different movements using sock skates. Carpet surfaces, use one laminated cardboard skate per student. Time Allotted: 5minutes Were the students able to balance when sliding? Ask the students what happened when they did not try to balance. How did they balance when sliding?

7 Builders and Bulldozers Ages: 1 ½ -6 years Class Size: 5-25 Facility: Classroom / Gym Skills: Physical activity: Balance and strength Aim: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities tall cones, 25 small plastic balls, 25 noodles, stretch bands, music Students will understand different instructions, rules and roles in physical activity. The teacher will arrange the students into a circle to demonstrate using the noodles to push over the cones. The teacher will how the bulldozers will hold the noodle horizontal at cone height to push over the cones. The teacher will demonstrate how Builders will hold the noodle by the ends bending it in half and using the ends to pull the cones back up into a standing. The students will each get a noodle time to practice knocking over cones and picking them up using the noodles. The teacher will equally divide the students into teams of builders and bulldozers. Using the noodles, bulldozers must knock over the cones while builders set up the cones. Play game for three minutes then switch teams. Build up rounds allowing more or less time each round. Play music during the activity. Have all students be bulldozers and play until all cones are knocked over. Switch to all students being Builders. Play the game to music. The teacher will stop the music and award points to the most successful team. Divide the class into three teams of which only one team are bulldozers. Self assessment. How many cones did the student knock down or pick up? What were the differences between the jobs of the builders and the bulldozers? What did you do to help your team?

8 Noodle Strength Ages: 1 ½ -6 years Class Size: 5-25 Facility: Classroom / Gym Skills: Strength, coordination and muscle control Aim: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 25 noodles, 25 small plastic balls, stretch bands, music Students will demonstrate strength and balance with a noodle and ball. The teacher will arrange the students into a circle to demonstrate balance and strength using the noodles. The teacher will balance the noodle on hand, vertical on hand thigh, between the knees and walking, under chin, etc. The teacher will demonstrate strength by holding the noodle at both ends and bending the noodle. Repeat the bending action and gradually moving hands closer to the middle of the noodle. Let the noodle pop up into the air. The students will each get a noodle and repeat the balance and strength tasks as the teacher commands. The students will hold the noodles at the ends and squeeze them in half. Students will try to pick up balls and secure the balls in the bend of the noodles. Students will use the ends of the noodles to poke and knock out the balls away from other students. Students will play the game to music. When the music stops, students that do not have a ball must do five jumping jacks. The teacher will try to poke and knock out the balls from students. Divide the students into two teams, one team squeezes the noodles to hold balls and the other team uses ends to knock out balls. Divide the students into four teams to play steal the bacon and use hula hoops as designated bases for each team. Self Assessment. Where the students able to balance the ball between the noodle? Did the students use the appropriate strength to contain the ball or knock the ball away from an opponent?

9 Noodle Hockey Ages: 1 ½ -6 years Class Size: 5-25 Facility: Classroom / Gym Skills : Eye hand coordination. Aim: Participates regularly in physical activity. 1 noodle for each student, 1 ball for each student, cones, 2 goals, stretch bands, music The students will use different pushing and striking movements to move a ball using a noodle. The teacher will demonstrate how to move and strike a ball on the floor with a noodle. The teacher will give each student a noodle. The teacher will show the students how to correctly hold the noodle. Hold the noodle with both hands. Place one hand on the top of the noodle, with the thumb pointing down. Place your other hand half way down the noodle, with the thumb pointing down. Allow the students to demonstrate this technique. The teacher will demonstrate how to move the ball under control with a pushing motion (side to side, forward and backward). Then the teacher will demonstrate how to strike the ball with a swinging motion. After the teacher demonstrates a technique the student will have 2 minutes to practice. The students will practice pushing the ball around an area. The students will try to keep control of the ball. Then the students will practice striking a ball with the noodle. Make a large grid (20 x 20 ft.) and divide the class into two teams on opposite sides of the grid. Place a Pugg or two cones on the two opposite sides of the grid for goals. The teacher will collect and keep all the balls. Give the students on each team a number (i.e. 1 10) or use names. The teacher will toss two balls into the grid and call out a number (or the name a studentfrom each team). The two students will run into the grid to collect a ball with the noodle, control it, move it and shoot at the goal. After the students score they will return to their team. Repeat calling out a different number. Have teams stand behind the same starting line facing one Pugg or cone goal positioned on the opposite side of the grid. Toss one or two balls in the direction of the goal and call out a number or two students. The students will try to score in the same net. Toss out only one ball for students to compete. Call out more than one number for students to compete. What happens when you practice? How did you strike the ball keep it close or make it go far? How did you hold the noodle?

10 Volleyball Ages: 3-6 years Class Size: 5-25 Facility: Classroom / Gym Skills : Eye hand coordination. Aim: Participates regularly in physical activity. 1 balloon for each student, ribbon, tape, music, stretch bands The students will demonstrate different ways of striking a balloon to keep it in the air. The teacher will demonstrate the different ways to strike the balloon with an open hand to keep it in the air. Start by tossing the balloon in the air over the head and strike the balloon overhand to keep it in the air. Next toss the balloon in the air head height and strike the balloon underhand to keep it in the air. Lastly toss the balloon in the air head height and strike the balloon in a forward motion to make the balloon move forward. Move forward with the balloon and keep striking it. The students will be given two minutes to practice after each striking demonstration shown by the teacher. The students will be given five minutes to use a combination of different striking motion to keep the balloon in the air. Ask the students to count how many times they can strike the balloon and keep it in the air. The students will continue to practice. Use a ribbon and tape to create volleyballnet. Divide the students into two teams (three to four students per team) on opposite sides of the ribbon. Give one balloon to a team. Start with one student striking the balloon so it goes over the ribbon. The other team may strike the balloon multiple times to get it back over the ribbon. Remind students they may not catch the balloon. Continue to play as a volleyball game. Students can try to strike the balloon over the ribbon to the teacher. Students can try to strike the balloon over the ribbon to a partner. Smaller teams. How should you strike the balloon when it is below waist height? How should you strike the balloon above the head? How should you strike the balloon to make it move forward? How many times could you strike the balloon and keep it in the air?

11 Yoga Ages: 3-6 years Class Size: 5-25 Facility: Classroom / Gym Skills: Physical activity: Balance and strength Aim: Exhibits responsible personal and social behavior that respects self and others. 1 yoga mat for each student, music Students will know/describe balance and how to control their body during yoga. None Time Allotted: 30 minutes Turn the lights down low. Students will find a mat, take off shoes and sit crisscross. The teacher will talk to the students about yoga. Yoga means union. It is a union between mind and body. A handshake is union. A hug is a union. Our mind and body are going to give each other a little hug. Have the students hug themselves. Progression 1: Yoga / Breathing The teacher will talk the students through a yoga lesson. The students will listen and demonstratewhat the teacher is telling them to do. Can you take a deep breath in through your mouth? Can you hold that breathe for 5 seconds Can you hold it for 10 seconds, 20 seconds? Can you breathe in through nose out through nose, in through nose out through mouth in through mouth out through nose? Can you make winters breathe (in through nose, out through mouth (HAAAAA into hands)? Is it warm? Can you get it warmer? Try summers breath (in through nose, fold the tongue into a straw and breath air in out through mouth). Can you make it colder? Progression 2: Paint the Sky The students will listen to the teacher and demonstrate the teacher s directions. Close your eyes and imagine there is a can of paint in front of you, any color. Dip your paint brush (use one hand) in the paint and paint the sky. Leave no spots uncovered. Take the other hand pick another color and repaint the sky a new color. Now try with both. Quick erase the sky back to normal! Progression 3: Rocket Ships The students will listen to the teacher and demonstrate the teacher s directions. Stand up with feet together toes facing me. Imagine you are a rocket ship. Rub your hands together in front of your belly as fast as you can to warm up your engine. Hold your breath as you rub your hands together. When you cannot hold your breath any longer breathe out and explode your hands out to the side of your body, moving hands up above the head and clap when you hands reach together. Breathe in, press your hands together above your head and bring them down past your face and back to your belly. Hold your breath and rub your hands fast until they are warm again. Repeat 5 times. Last time have them explode and slowly fly around room. Give them 10 seconds to find their mat again and sit crisscross. Progression 4: Poses The students will listen to the teacher and repeat the teacher s directions. Talk about balance and the ability to stay in one spot for a length of time. Explain that the students will work on balance with the next few poses.

12 Cat Pose: Start on hands and knees with back arched. Look at your belly, inhale and hold breathe. Then exhale an extended meow sound while looking up at the sky. Can you hold each cat pose for 10 seconds? Repeat 5 times. Dog Pose: Start with feet shoulder width apart bend at hips and lay hands flat on the floor. Look at belly, inhale (down dog) and hold breathe. Then exhale an extended howl sound and dip the hips down to floor (up dog). Can you hold each dog pose for 10 seconds? Repeat 5x. Snake Pose: Start by laying belly down on the mat, clamp hands behind the back and turn head to one side. Inhale and hold breathe. Then lift head up w/out using arms and exhale an extended SSSsss sound). Can you hold each snake pose for 10 seconds?repeat 5 times. Lion Pose: Start by sitting on knees. Make two fists hold them up in front of shoulders. Scrunch up nose, squint eyes, inhale through nose and hold breathe. Then in one motion sit up on your knees, stretch hands wide, open eyes wide, stick tongue out far and exhale an extended BLAAAAAAHHH sound. Can you hold each lion pose for 10 seconds?repeat 5 times. Progression 5: Balloon Breathe / Magic Carpet The students will listen to the teacher and demonstrate the teacher s directions. Start by laying backside down on the mat and close eyes. Place hands gently on belly and feel stomach move as breaths going in and out. This activity will test how well students can control their body from movement. Concentrate on being very still and absolutely silent. Breathe in and out. Pretend the mat is a magic carpet that is gently lifting you up high in the air. The magic carpet will go anywhere in the world (i.e. in the sky, under water, in a volcano, outer space). Lay in silence for 3 minutes and imagine your journey. At the end of 3 minutes whoever was still will get to share with the class where they went on their magic journey. None Ask the student individually to hold a pose of their choice for 10 seconds (their choice). Ask the students to give a thumbs up if they were able to be still during the magic carpet ride. Ask the students to describe balance?

13 Cup Catch Ages: 1 ½ -6 years Class Size: 5-25 Facility: Classroom/Gym Skills: Control and Coordination Aim: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. 1 cup for each student, 1 ball for each student, music, stretch bands The students will demonstrate different ways to toss and catch a ball with a cup. The teacher will arrange the students into a circle. The teacher will discuss with the students the meaning of practice. The teacher will demonstrate different ways to toss and catch the ball and the students will get one minute to practice each task. Give each student a cup and a ball. The teacher and students will start by sitting crisscross with the cups placed between the legs. Hold up the ball and drop it into the cup. Repeat the task holding the ball up higher each time. Place the ball under the chin, squeeze and hold it there with no hands. Drop the ball into the cup and repeat. Stand up and drop the ball into the cup. Start by dropping the ball at knee height then higher each time. Use different body parts such as chin, knees, wrists, and arms to hold the ball and drop it into the cup. Hold the cup in one hand and the ball in the other. Toss the ball into the air and catch in the cup. Try not to move the feet. Practice tossing the ball higher each time. Hold the cup with two hands and place the ball in the cup. Swing the cup up toward the ceiling to toss the ball out of the cup. Catch the ball in the cup. Practice tossing the ball higher each time. Hold the cup with one hand and place the ball in the cup. The students will move to an open space. Hold the cup by the hips and swing the cup away from the body so the ball is tossed into an open space. Put the ball in the cup and toss it into an open space without using hands. Use the cup to scoop up the ball. Repeat and practice tossing the ball. As the teacher demonstrates a new task the students will be given one minute to practice. In partners have the students stand a few feet apart from each other. The students will practice tossing and catching the ball to each other. One student starts by throwing the ball to the other student who will catch it in the cup. Practice tossing the ball in different ways such as high and low. Partners may count the number of successful tosses and catches and try to beat their best record. Have the students toss the ball out of the cup, find a new ball, scoop it up, toss it out of the cup and repeat. In partners have the student sit a few feet apart, rollthe ball to each other and scoop the ball up using the cup. Practice tossing the balls with the cup and not using hands. What were the ways we tossed or dropped the ball? Which was the easiest? Or hardest? Have the students demonstrate their favorite ways of tossing and catching the ball.

14 Net Catch Ages: 1 ½ -6 years Class Size: 5-25 Facility: Classroom PDE Standard : Eye hand coordination. NASPE Standard 3: Participates regularly in physical activity. 1 net for each student, 1 ball for each student, flowers, mesh netting, stretch bands, music The students will know and demonstrate different ways of catching a ball with a net. The teacher will explain what it means to practice. The teacher will demonstrate several different ways to catch the ball with the net. First catch a ball by dropping it into net. Then repeat by putting hand up higher each time and drop the ball into the net. Next keep the ball close to the body gently toss it into the air and catch it in the net. Toss the ball higher and higher each time. Toss and catch the ball in the net underhand, overhead, high and low. As the teacher demonstrates a new task the students will be given two minutes to practice. In pairs students can toss the ball to each other and catch the balls in the net. Toss and catch the ball in the net underhand, overhead, high, low, close and far. Use other materials such as loose flower pedals or mesh netting. The teacher can toss the balls or materials in the air for the students to catch. Give the students a time limit to beat their best score of tossing and catching to each other. Self Assessment. What were the different ways to toss and catch the ball? Which was easier and harder?

15 Scooters Ages: 1 ½ -6 years Class Size: 5-25 Facility: Classroom / Gym Skills : Control and coordination. Aim: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction 12 scooters, 12 cones, 24 bean bags, stretch bans, music The students will use different body parts and muscles to move the scooters. The teacher will divide the students into six lines behind a starting line. A cone will be placed in front of each team along with a scooter. Another cone will be placed across from each scooter at the other end of the classroom. The teacher will demonstrate different ways to move on the scooter such as sitting and using the feet to pull forward, sitting and using the feet to push in a backward movement, sitting on the knees using hands to pull forward and lying flat on the stomach and using hands and feet to push forward. The students will take turns to practice the different ways to move on the scooter after each demonstration by the teacher. The teacher will instruct the teams move the scooters different ways (i.e. sitting and using the feet to pull forward). The students will take turns in a relay and scoot to the cone on the opposite side of the room and return back to their team s line. After each line completed the task the teacher will tell the students a different way to move on the scooter and repeat the relay. For younger ages only allow the students to move around stomach down on the scooter and push with feet.do not let them sit upright on the scooter (to avoid injury from falling). Students can combine different ways to move on the scooter to accomplish a personal best time. Place bean bags at the opposite side of the room. The students will collect the bean bags one at a time in a relay race. Self assessment. What were the different positions we moved on the scooters? What were the different body parts we used to move the scooters? Which was your favorite? Which was the fastest, easiest, hardest?

16 Kicking Ages: 1 ½ -6 years Class Size: 5-25 Facility: Classroom Skills: Physical activity: Balance and strength Aim: Participates regularly in physical activity. 30 balls, cones, music, stretch bands The students will demonstrate the ability to kick a ball with different levels of strength. Arrange students in a line so all the students can see the teacher. The teacher will demonstrate the different ways to kick the ball. Place non-kicking foot aside the ball with the inside of the foot facing the ball. Point the nonkicking foot to determine the direction of the ball. Swing the kicking foot and strike the ball. The teacher will explain how to kick a short distance (soft kick) and a long distance (hard kick). The students will be given three minutes to practice after each different demonstration shown by the teacher. If a wall is available the students will kick the balls against the wall and try to not let the ball stop. The students will have five minutes to practice and count of how many times they can kick the ball without it stopping. Students will try to beat their personal best record. The teacher will divide the class into two teams. Teams stay on opposite sides of a center line which will be their yard. Teams must keep their yard clean of balls by kicking their balls and any other ball that come into their yard back to the other team's yard. The game will play for three minutes and the teacher will count the balls in each team s yard. Award points to the team with the least number of balls. Repeat rounds. Use large inflatable soccer balls or large beach balls. Play students versus teachers. Add more balls or take away balls. Play the game 1v1 or 2v2, tournament style. Self assessment.how did we direct our kick? What happened when we kicked the ball hard or soft?

17 Bean Bag Balance Ages: 1 ½ -6 years Class Size: 5-25 Facility: Classroom / Gym Skills: Physical activity : Balance and strength Aim: Exhibits responsible personal and social behavior that respects self and others in physical activity settings 25 bean bags, music, stretch bands The students will be able to balance bean bags on different body parts while in motion. Arrange the students to sit in a circle. The teacher will talk about what it means to balance. The teacher will give each student a bean bag. The teacher will demonstrate different ways to balance a bean bag. After each demonstration by the teacher the students will be given two minutes to practice the task. The teacher will ask the students to place the bean bag on their head and try to keep it steady. Drop it into hands by bending the head down. Repeat. Balance the bean bag when standing up from a sitting position. Repeat. Have the students walk slowly around the area. Next, challenge students to walk in a variety of ways such as fast, slow, on tiptoe, with knees bent, crawl, and backward while trying to keep the beanbag balanced. Balance the beanbag on one foot and the knee. The students will practice each new balancing task for one minute after the teacher s demonstration. The students will play a balancing and cooperation game. The teacher will play music and instruct the students to move in a variety of manners such as fast, slow, on tiptoe, with knees bent, crawl, and backward while still keeping the beanbag on their head. If a beanbag falls off of a student s head, that student must freeze until another student picks up the dropped beanbag and places it back on that students head. If the helper s beanbag drops, the helper becomes frozen and must wait until another student helps. Encourage students to move around unoccupied spaces. The teacher will randomly stop the music and students who are frozen must do three jumping jacks. Allow students to balance the bean bag on different parts of the body such as hand, arm, back (crawling position), foot Allow the students to unfreeze each other by tapping the frozen person on the shoulder. Add more than one bean bag on the students head. Self assessment. Which body parts were easy to balance the bean bag? Or Harder? How did we balance the bean bag when in motion?

18 Parachute 1 Ages: 1 ½ -6 years Class Size: 5-25 Facility: Large classroom / Gym Skills: Control and coordination Aim: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Large parachute, small plastic balls, music, stretch bands The students will learn team work and cooperation skills to play parachute games. The teacher will talk to the students about following directions and cooperation. The teacher will emphasize that the students will need to listen to instructions and cooperate in order to be successful. This activity will require a team effort. The teacher will spread the parachute out in a large space. The teacher will assign the students to sit by a parachute handle and hold it. The teacher will lead the class through a variety of parachute play games. Waves: The students will begin by sitting around the parachute and shaking the handles when the teacher says go. On the teacher s stops command the students must freeze and stop shaking the parachute. The teacher will instruct the students to make small, large, fast or slow waves with the parachute. Hot Potato: The teacher will instruct the students to stand up and shake the parachute and stop, repeating several times. The teacher will toss several small balls into the middle of the parachute. The students will lightly shake the parachute and watch how the balls move. On the teacher s command the students will shake the parachute and try to pop the balls off of the parachute. Continue until all the balls have popped off the parachute. Repeat. Add bean bags in place of the balls to make it harder. Allow two students to go under the parachute to try to hit the balls or bean bags. The students will follow the teacher s instructions, work together and exhibit cooperation to play parachute games. The students will play a game of mouse trap. The teacher will pick one or two students to be cats and one or two to be mice. The mice will go under the parachute. The rest of the class will help hide the mice by shaking the parachute. The cats will crawl on top of the parachute and try to find the mice by tapping the mice. After thirty seconds have the students switch roles. Allow each students to have an opportunity to be a cat and a mouse. Allow students time to crawl on top of the parachute and crawl under the parachute. Increase or decrease the times limit. Increase or decrease the number of cats or mice. Ask the students if the mice should stand tall or crawl low under the parachute to hide from the cats. Should the mice stay in one place or move under the parachute? Where were strategies the mice would use to not get found by the cats?

19 Parachute 2 Ages: 1 ½ -6 years Class Size: 5-25 Facility: Classroom Skills: Control and coordination Aim: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Large parachute, music, stretch bands The students will learn team work and cooperation skills to play parachute games. The teacher will talk to the students about following directions and cooperation. The teacher will emphasize that the students will need to listen to instructions and cooperate in order to be successful. This activity will require a team effort. The teacher will spread the parachute out in a large space. The teacher will assign the students to sit by a parachute handle and hold it. The teacher will lead the class through a variety of parachute play games. Play music during the activity. Waves: The students will begin by sitting around the parachute and shaking the handles when the teacher says go. On the teacher s stops command the students must freeze and stop shaking the parachute. The teacher will instruct the students to make small, large, fast or slow waves with the parachute. Bubble Pop: The teacher will inform the students that it will take class cooperation to make a bubble with the parachute. The students will start by standing and holding the parachute down on the ground. The teacher will explain the following steps prior to the class participating in making the bubble. The teacher will count; one, two, three and the students will lift the parachute high over their heads. Once the parachute it high in the air, the teacher will say down and the students will quickly pull the parachute down to the ground and put their knees on it to trap the air inside. After this brief explanation the students will use teams work and follow the teacher s direction to create the bubble. Repeat making the bubble several times. Bubble Pop: The teacher will ask each student to identify the color of the parachute they are holding. The teacher will explain the class will create a bubble and the teacher will call out a color (i.e. blue). Students on that color (blue) will let go of the parachute and crawl up the bubble to pop it. Repeat calling different parachute colors. Inside the Bubble: The teacher will explain the students will sit inside the bubble.. The teacher will count; one, two, three and the students will lift the parachute high over their heads. Once the parachute it high in the air, the teacher will say down and the students will quickly pull the parachute behind their bodies and sit on it. The students will now be inside the parachute. The teacher will stress that the students must sit and hold the parachute down so the air does not escape or else the bubble will deflate. Repeat sitting in the bubble several times. Once inside the bubble ask the students to scoot toward the center keeping the parachute under their bodies. The parachute bubble will get taller. One at a time allow students the opportunity to jump and try to touch the highest point of the parachute. The students will follow the teacher s instructions, work together and exhibit cooperation to play parachute games. The students will play a game of sharks and surfers. The teacher will pick two sharks and two lifeguards. The rest of the students will be surfers and sit with their legs under the parachute. The surfers will start the game by shaking the parachute. The sharks will crawl around under the parachute to find a surfer. Sharks will try to pull the

20 surfers by the legs under the parachute. If the shark is successful that surfer will now become a shark. The lifeguards will patrol around the parachute looking for surfers in trouble. If the lifeguard sees a surfer going under the parachute, the lifeguard will grab the surfer s arms and yell safe. The shark will let go of the surfer s legs and look for a new surfer. Play until there are only a few surviving surfers. Repeat the game and switch roles. Allow students surfers to start in a supine position to avoid injury. Use smaller parachute and have teachers assist in all activities, allow students to go under the parachute only. Add more or less sharks or lifeguards. Add time limits to the game. Ask students to describe the different roles of players. Why were these roles different and important to the game. How did the student cooperate to make the game successful.

21 Bean Bag Toss Ages: 2-6 years Class Size: 5-25 Facility: Classroom / Gym Skills : Control and coordination Aim: Exhibits responsible personal and social behavior that respects self and others in physical activity settings As many multi colored bean bags as possible (orange, green, yellow, blue), 16 hula hoops (4 orange, 4 green, 4 yellow, 4 blue), music, stretch bands The students will be able to develop form when attempting to aim and throw at The teacher will demonstrate how to toss a bean bag underhand to land in a target area. The teacher will show the students how to aim, point the toes at the target, square hips toward the target, draw the arm back and release in a forward motion.the teacher will talk about strength and accuracy of tossing the bean bag. The students will each get five bean bags and five minutes to practice tossing the bean bags at a hula hoop target. The teacher will place the bean bag targets (two of each color hula hoops; red, green, yellow, and blue) about ten feet from the starting line. The teacher will then place the remaining hula hoops (two of each color) behind the starting line. The teacher will scatter all the bean bagsbehind the starting line hula hoops. The teacher will call out a color and the students will find one bean bag of that color, stand in that color hula hoop and toss the bean bag into the corresponding color target hoop. Allow students to toss the bean bags into any target hula hoop. Move target hula hoops closer or farther away. Rearrange targets in a informal pattern. The teacher will observe to see how well the students recognize the colors being called out. The teacher will also observe and reinforce the correct technique in performing the underhand toss

22 Scoops Ages: 1 ½ -6 years Class Size: 5-25 Facility: Classroom / Gym Skills: Eye hand coordination. Aim: Participates regularly in physical activity. 1 scoop for each student, 1 ball for each student, 5 extra balls (optional), music, stretch bands The students will demonstrate different ways to toss and catch a ball with a scoop. The teacher will arrange the students into a circle. The teacher will discuss with the students the meaning of practice. The teacher will demonstrate different ways to toss and catch the ball. The students will get one minute to practice each task. Give each student a scoop and a ball. The teacher will explain how to catch the ball when it is waist height by holding the scoop underhanded (scoop side facing the ceiling). Hold the ball in one hand and the scoop (waist height) in the other. Raise the ball to chin height and drop it into the scoop. Repeat the task holding the ball up higher each time. Progress to tossing the ball (higher each time) and catching the ball in the scoop. Practice tossing the ball higher each time. The teacher will explain how to hold the scoop (overhand) when it is above raised above the elbow. Place the ball in the scoop and hold it upright above the shoulder. Slightlybend the wrist back and practice twisting the wrist side to side while keeping the ball in the scoop. Take the ball out of the scoop, toss it into the air and catch it overhand with the scoop. Repeat the task tossing the ball higher and higher each time. Toss the ball out of the scoop (underhand) into an open area and use the scoop to collect the ball. Repeat for two minutes. Toss the ball out of the scoop (overhand) into an open area and use the scoop to collect the ball. Repeat for two minutes As the teacher demonstrates a new task the students will be given one minute to practice. In partners have the students stand a few feet apart from each other. The students will practice tossing and catching the ball to each other. One student starts by throwing the ball to the other student who will catch it with the scoop. Repeat. Practice tossing the ball in different ways such as high and low. Partners may count the number of successful tosses and catches and try to beat their best record. Have the students toss the ball out of the scoop, find a new ball, scoop it up, toss it and repeat. Play to music. Toss the ball with hands or with the scoops. Give the students a time limit to beat their best score of tossing and catching to each other.

23 Ribbon Sticks Ages: 1 ½ -6 years Class Size: 5-25 Facility: Classroom / Gym Skills: Control and coordination Aim:Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. 1 ribbon stick for each student, music, stretch bands The students will learn about straight, curved, and zigzag pathways. The teacher will arrange the students into a circle using the poly spots. The teacher will talk to the students about personal space and why they must not get into another student s space. Give each student a ribbon stick. The teacher will demonstrate a task and the students will be given about a minute to practice. Play music. The teacher will demonstrate how to hold the stick, tightly at the end and demonstrate the following motions: Wipers Extend the arm out and hold the stick high overhead. Repeat a left to right rainbow movement over the body that resembles the motion of windshield wipers. Try this movement holding the stick at shoulder, hip (bend elbow) and knee height. Sweeps Extend the arm out and move the ribbon side to side along the floor in front of the body in a sweeping movement. Try long slow and short fast movements. Circles Extend the arm out in front of the body and move arm and hand in large circular motions. Try this movement over the head, at the side of the body and by the feet like a lasso. Fishing Hold the stick over the shoulder (ribbon behind the body) and swing the stick forward casting the ribbon out in front of the body. Repeat this movement making a giant curved pathway above the head resembling casting a fishing rod. Whip Similar to the fishing movement except the starting position is by the side of the waist. Zigzags Start with the ribbon on the floor. Use long extended arm movements side to side while gradually moving up the body and over the head to create a zigzag movement. Do the same movement back down to the ground. Try using only the wrist and fast movement to create zigzags. Try large and small zigzags side to side. Snakes Use the zigzags movement on the floor to make the ribbon look like a snake. Allow the students to move backwards to make the snake move. As the teacher demonstrates a new task the students will be given one minute to practice. Students will do the movements using the right hand and then the left hand. Ask the students to write out the alphabet, their names or draw shapes in the air with the ribbon sticks. Ask the students to create a routine using a combination of different movements. Play music and allow the students to move freely around the room. Allow two students at a time thirty seconds to show case their routine to the entire class Students will mirror the teacher s movements. Create new movements such as a figure eight. In partners have the students mirror each other s movements. Self assessment. What were the different pathways and movements we created with the ribbon sticks?

24 Aerobics Ages: 1 ½ -6 years Class Size: 5-25 Facility: Classroom / Gym Skills : Control and coordination Aim: Achieves and maintains a health-enhancing level of physical fitness. 1 mat for each student, stretch bands, music The students will understand aerobic exercises and the effects on the body. The teacher will guide the students through an aerobics activity. The teacher will inform the students that they will be doing an exercise called aerobics, which involves a lot of energy and good listening skills. The teacher will distribute the mats around the room and ask each student find a mat and stand behind it. The teacher will discuss with the students the importance and effects of exercising. The teacher will explain such terms as endurance and stamina. The teacher will guide the students through the following aerobic activities (approximately 30 seconds to one minute for each task): March in place behind the mat. Emphasize high with the knees. March in place on top of the mat. Start by marching behind the mat, then on top, then over the mat. Reverse and repeat. March behind the mat, step onto the mat and kick one foot up. March behind the mat, step onto the mat and kick the other foot up. March behind the mat, step onto the mat and kick one foot up two times. March behind the mat, step onto the mat and kick the other foot up two times. March behind the mat, step onto the mat and kick one foot up three times. March behind the mat, step onto the mat and kick the other foot up three times. March aside of the mat, step onto the mat and kick one foot out to the side. March aside of the mat, step onto the mat and kick the other foot out to the side. March behind the mat and hop onto the mat. March behind the mat, hop onto the mat and hop in front of the mat. Turn, reverse and repeat. March in place behind the mat, step onto the mat and punch one fist forward. March in place behind the mat, step onto the mat and punch the other fist forward. Practice jumping jacks behind the mat. Stand straight like a pencil with feet together and arms stretched down the side of the body. Jump to spread feet apart while stretching the arms over the head until the hands touch. Jump to bring feet back together while moving the arms back down the side of the body. Do a set of 10 jumping jacks while counting out loud together. March for ten seconds while counting out loud and do a set of five jumping jacks while counting out loud. Do small quick steps and add a twirl. Start with feet together and march up on mat, place feet wide on mat then come back down with feet together (incorporate arm movements if possible). To do a pushup get on hands and knees behind the mat, bend elbows to lower the face to the mat and use the arms to push back up. Repeat five times. To do a sit up lay on back with feet up in the air, straighten arms and try to touch toes. To do a squat keep feet shoulder length apart, stretch arms out for balance, and squat down. Repeat ten times.