Set Create medium (20X20 paces) activity area Place a Locomotor Skill Card (facing out) at each corner.

ACTIVITY 4 corners Ready 4 cones (for boundaries) 4 Locomotor Skill Cards (SPARKfamily.org) Animal Walk Skill Cards (SPARKfamily.org) Set Create medium (20X20 paces) activity area Place a Locomotor Skill Card (facing out) at each corner. GO! 1. Our is called 4 Corners. 2. On my signal, walk clockwise (point) around the perimeter. When you reach the 1 st corner, read the Skill Card. It will tell you how to move to the next corner. (Demonstrate moving around the whole area. Have students repeat aloud each of the movements as you say them.) 3. Each time you arrive at a new corner, read the card to learn your next movement. 4. Work on moving well, not fast; and continue until the stop signal. 5. (Continue for 3-5 minutes.) 6. Wrap It Up Who can name a locomotor skill? Do you use locomotor skills in activities and sports? Who will name a sport and the locomotor skill from that sport? GRADES K-2 21

Animal Walks This time we ll do animal walks that will change at each corner (Use Animal Walk Skill Cards such as Crab Walk, Bear Walk, Frog Jump, 3-Legged Dog, etc. from SPARKfamily.org). Levels, Pathways, and Tempos I will call a locomotor skill to do around the whole area. At each corner, change the level, pathway, or tempo according to the Skill Card on that corner. (Use Level, Pathway, and Tempo Skill Cards from SPARKfamily.org). Could you set up a 4-corner activity in your yard or at the park? Wouldn t it be fun to create your own movement cards? #1, 2 Spatial awareness, locomotor skills #3, 4 Cardiovascular endurance #6 Participates, appreciates, enjoys movement TONY S TIPS Use a combination of light, moderate, and vigorous activities for the corners. Pair a challenged child with an advanced learner. NOTES 22

ACTIVITY locomotor grab bag Ready 4 cones (for boundaries) 1 spot marker per group of 3 (for home base) 1 hoop or paper bag (to make a grab bag) Locomotor Grab Bag Cards (SPARKfamily.org) Set Create large (40X40 paces) activity area. Place spot markers along the perimeter to create home bases (1 per group of 3). Place Grab Bag Cards face down in a grab bag (hoop or paper bag) in the center of the area. Create groups of 3s; send each group to a home base. GRADES K-2 GO! 1. Our is called Locomotor Grab Bag. 2. The object is for your group to complete as many locomotor grab bag activities as possible in the time allowed. 3. On my signal, send 1 group member to the grab bag to select a card, read it, then replace it face down. 4. Run back to your group, and describe the challenge from the card. Complete the challenge together. 5. When finished, return to your home base. 6. Next round, a 2 nd group member runs to the grab bag for another challenge. 7. If you select a challenge you have already done, repeat it or choose another. 8. Continue with the 3 rd group member, and repeat until the signal. 9. Wrap It Up (Discuss even and uneven beats in locomotor skills.) Let s compare the beat (cadence) of jogging and skipping. Skipping and galloping? Galloping and leaping? 23

Create Your Own (Create Grab Bag Cards that incorporate student suggestions. Increase challenges as students become more proficient. Consider the unique needs of your students.) Help your family create an activity bag. What would you want to include in the bag? Have it ready to take on an outing, and be the one in your family that gets everyone moving! #1, 2 Spatial awareness, locomotor skills #3, 4 Cardiovascular endurance #5, 6 Participates, appreciates, enjoys movement, cooperates in small group activities PAULA S POINTERS Constantly monitor students in all directions. Pair non-readers with readers, or read cards aloud to those unable to read. Vocabulary Cadence, beat NOTES 24

ACTIVITY snakes and lizards Ready 4 cones (for boundaries) 1 spot marker per 2 students 1 tiny object that can be hidden in student s hand (button, rock, pompon, etc.) per 2 students Music and player (optional) Set Create large (30X30 paces) activity area. Scatter spot markers (rocks) within area. Pair students; divide pairs into Snakes and Lizards. Give each Snake an object and have each stand on a rock (spot). Scatter Lizards around the perimeter. GRADES K-2 GO! 1. Our is called Snakes and Lizards. 2. I ll say different ways for our Lizards to move around our perimeter. 3. Snakes, stay on your rock and perform a balance I call. 4. Lizards, on the stop signal, approach your Snake partner, and guess which hand holds the object. 5. If you guess correctly, switch roles with your Snake partner. 6. If you guess incorrectly, go back to the perimeter and keep moving until the next stop signal. 7. (Sample locomotor skills and balances: skip/stand on 1 foot, side-slide/stand on the other foot, gallop/stand on tip-toes, jog/balance on 1 foot and 1 hand, fast walk/ balance on 1 knee, etc.) 8. Wrap It Up Snakes and lizards live in the desert, where it is hot. Why is it important to drink water during and after physical activity especially when it s hot? The K in SPARK stands for Keep H 2 O the Way to Go. H 2 O is the chemical symbol for water. Water makes our bodies happy. Sugary soft drinks are not a healthy choice. 19

Any Snake This time you are not in pairs. On my signal, approach any Snake and guess which hand holds the object. Switch roles with that Snake if you guess correctly (just 1 guess per round). Right or Wrong If you guess correctly, before you switch roles, both do 3 jumping jacks. If you guess incorrectly, both do 3 curl-ups. Language Arts (Read Lizard s Home by George Shannon. In this story, the snake tries to double-cross the lizard that outsmarted him. Discuss demonstrating respect for self and others; acceptable responses to challenges, successes and failures, and the characteristics of sharing.) #1, 2 Spatial awareness, locomotor skills, balance #3, 4 Cardiovascular endurance PAULA S POINTERS Teach and remind students to pace themselves as they move around the perimeter. NOTES #5, 6 Participates, appreciates, enjoys movement, cooperates in small group activities 20

ACTIVITY PERIMETER MOVE Ready... 4 cones (for boundaries) Music and player (optional) Set... Create a medium (20X20 paces) activity area. GO! 1. The object of Perimeter Move is to warm up large muscle groups using a variety of locomotor skills. 2. Move clockwise around the 4 cones. 3. Passing is allowed only on the outside (farthest from the center of the activity area). 4. Change your locomotor skill on my call. (Build from low to moderate to vigorous locomotor skills, such as walk, power walk, jog, gallop, skip, slide, and leap.) CHALLENGES How many cones can you pass before we stop? Can you give someone an encouraging remark as you pass them? GRADES 3-6 CUES Pass only on the outside. This is not a race! Listen to your body cues, and pace yourself accordingly. 5

Sequence (Create your own sequences using a variety of locomotor skills and numbers. For example, 4 steps walking, 4 steps skipping, 4 steps sliding, repeat.) I ll call movement sequences for you to move in. Animal Walks I ll call various animal walks. Change on my call. (E.g., Crab Walk, Bear Walk, Frog Jump, 3-Legged Dog, etc. Helps build strength in the upper body. Found in Fitness Circuit Skill Cards.) Math (Area and Perimeter) The perimeter of a figure is the distance around the outside. The area of a figure measures the size of the region enclosed by the figure. Area is calculated by measuring the length and width and then multiplying the 2 numbers. (Have students use their own pace distance to measure perimeter and area. They can express the figures in terms of perimeter paces and square unit paces.) #1, 2 Locomotor skills, spatial awareness #3, 4 Cardiovascular endurance, upper-body strength #4 Understanding warm-up concepts #6 Accepting challenges PAULA S POINTERS Use fun music to motivate students. Walk in the opposite direction of your students, and give them highfives, feedback and encouraging remarks as you go by. NOTES 6

ACTIVITY MINGLE, MINGLE Ready... 4 cones (for boundaries) Music and player (optional) Set... Create a medium (20X20 paces) activity area. GO! 1. The object of Mingle, Mingle is to move throughout the activity area without touching others. 2. As you enter the activity area, move continuously according to my prompts. 3. Look for open space and stay away from others. 4. (Start with low to moderate locomotor skills, such as walking and jogging; then build to more vigorous movements such as galloping, skipping, sliding, etc.) 5. When you approach someone, give a false move with your head, and step to fake them out. 6. (Change the locomotor every 20 seconds or so.) CHALLENGES On stop signal, can you slowly move your arms like a helicopter without touching anyone? CUES Keep moving and look for open space. GRADES 3-6 Stay away from others. Cover as much ground as you can. 7

Pathways and Directions (Add various pathways - straight, curved, diagonal, zigzag; levels - low, medium, high; directions - forward, backward, sideways; and effort - fast, slow.) Add a Tossable (Need 5-7 fun tossables.) If I see you moving and your are in open space, I ll throw a tossable to you. Catch it; then throw it to another student also moving and in open space. I ll add 1 object at a time until there are 5-7 being tossed safely. Mingle with your friends. Mingle with your classmates. Mingle at a birthday party. But NEVER mingle with strangers. Instead, RUN-YELL- TELL. RUN if a stranger approaches you. YELL for help, and holler as loud as you can that a stranger is bothering you. And always TELL an adult you trust. #1, 2 Locomotor skills, spatial awareness, dodging #3, 4 Cardiovascular endurance, upper-body strength #4 Understanding warm-up concepts #5 Cooperation TONY S TIPS Note the similarity to offense in many sports; moving to find open space. Ask students: In which sports would you do this? Why? NOTES #6 Accepting challenges 8

ACTIVITY OFFENSE/DEFENSE Ready... 4 cones (for boundaries) Music and player (optional) Set... Create a large (30X30 paces) activity area. GRADES 3-6 GO! 1. The object of Offense/Defense is to warm up major muscle groups using various locomotor skills, leading, and following. 2. As you enter the activity area, find a partner. One of you is Offense, the other Defense. 3. On signal, Offense moves doing the locomotor skill I call. Defense shadows their Offense partner 1 arm s length behind. 4. Offense, try to lose your Defense. Defense, try to stay with your Offense. 5. Stop quickly on signal (give every 15-20 seconds). If Defense can reach and touch the Offense, Defense scores a point for good, close shadowing. 6. If too far to be touched, Offense scores a point for moving quickly and getting away. 7. On each stop, switch roles with your partner. 8. (Change locomotor skills each round, building from slow to faster.) CHALLENGES Offense, can you get away from your Defense? Defense, can you stay within arm s distance of your partner? CUES Offense, look for open space! Stay away from others. Change directions quickly. Defense, stick close to your partner. 13

Pedometer (1 student per pair wears a pedometer. Change the focus of the activity so pairs work together to increase number of steps each round of play. Clear the pedometer when roles are switched.) Follow that Flag (All wear flag belts with single or double flags in back.) On the stop signal, Defenders reach to try to pull your partner s flag. Stick and Stretch After each round, Offense turns and leads Defense in a stretch. Sit with a partner and reflect on the following: Who do you know that is a good leader? (It could be the captain of a team you are on, a famous person, a teacher, a parent, etc.) Discuss (or write) what makes this person a good leader (i.e., characteristics and skills they have). Do you have these skills? Why is it important to develop good leadership skills? #1, 2 Locomotor skills, spatial awareness #2, 6 Offensive, defensive strategies #3, 4 Cardiovascular endurance #4 Understanding warm up concepts #5 Cooperation #6 Accepting challenges PAULA S POINTERS Ask students, What sports do you know of where this is used? To ensure students stay at the designated pace, ask partners to rate each other after each round. Say, If your partner is following the rules, give a thumbs up. If not, give a thumbs down. Gauge from their answers if you need to intervene. NOTES 14

ACTIVITY MEET ME IN THE MIDDLE Ready... 6 cones (for boundaries) Music and player (optional) Suggestion: Let s Get Ready to Rumble by Michael Buffer on Jock Jams Vol. 1 Set... Create a large (30X30 paces) activity area with 2 cones forming a midline. GRADES 3-6 GO! 1. The object of Meet Me in the Middle is to warm up major muscle groups and cooperate with a partner. 2. As you enter the activity area, find a partner. Move to stand on the opposite endline from your partner. 3. On signal, jog to meet your partner in the middle, do the task I call, then return to your original line. 4. Each time you meet in the middle, I will add a new task to the old tasks. Do the first task first, then add the 2nd, the 3rd, and so on, until you ve sequenced them all. 5. (Below is an example:) High-five R hands High-five L hands Jump and turn 360 Jumping high-ten Elbow turn R and L Do sa do Create your own (Add 1-4-Fun) CHALLENGES How many tasks can you sequence without forgetting any? Can you add your own twist to the tasks? CUES Keep adding on to the first task. Work with your partner to remember the tasks in order. Be gentle with your partner. 19

More Aerobic (Spread cones farther apart to increase aerobic fitness.) Kids Call (Call individual students to give a new task for each round.) Pair Creation You and your partner create your own tasks each round. This will be your own original Pair Creation. Math (Finding the Middle) - I ll call a number between 1 and 100. When you meet your partner in the middle, both say the number that is half of that number (or the middle). For example, I call 68, you and your partner call 34 before you start your moves. #1, 2 Locomotor, nonlocomotor skills #3, 4 Cardiovascular endurance, upper-body strength #4 Understanding warm-up concepts PAULA S POINTERS Use rowdy, stadium-type music to motivate students. Allow faster students to meet partner past halfway. NOTES #5 Cooperation #6 Accepting challenges 20

ACTIVITY TAG TEAM TRAVELING Ready... 4 cones (for boundaries) 1 spot marker per pair 1 piece of equipment per pair (use equipment you would already be using for your Spotlight on Skills Activity. (E.g., If teaching basketball skills, place 1 basketball at each spot.) Set... Create a large (30X30 paces) activity area. Scatter spot markers around perimeter to create 1 home base per pair. Place a piece of equipment at each spot. GRADES 3-6 GO! 1. The object of Tag Team Traveling is to warm up the large muscle groups and to practice various skills to prepare for the activity to follow. 2. As you arrive at the activity area, find a partner and move to a spot around the perimeter. 3. One of you begins as the all around mover and the other begins as the home base. 4. On signal, all around partner moves clockwise around the perimeter following my prompt. Home base partner stays and practices a skill. (See below.) 5. (Sample all around movements include power walk, jog, gallop, skip, slide, leap, jump rope, etc.) 6. Sample home base movements include: Beanbag: Toss and catch 1-handed; figure-8 around legs; kick up from foot to hands; toss to self under leg; toss to self behind back; toss, clap, catch; etc. Basketball: Ball-handling drills (See Basketball Skill Cards). Stunts and Tumbling: Various balances and stunts (See Stunts and Tumbling Skill Cards). Fitness: Various fitness exercises (See Fitness Circuit Skill Cards). CHALLENGES How many dribbles, catches, volleys, etc. can you do before your partner finishes their loop? Instead of a high-five, what could you and your partner do to tag team? CUES All around movers, give your partner a high-five when you finish your loop. When you have both finished 1, you are ready for the next task. It s not a race. Show your best form throughout. 15

Pedometer (Need 1 pedometer per pair.) Wear the pedometer while you travel all around. Give the pedometer to your partner when you high-five each other. See how many steps you and your partner total for all of your travels. Add 1-4-Fun When moving all around, choose your own way to travel around the perimeter. Home Base Your Way (Provide a variety of equipment, and allow pairs to choose what they would like to work on.) The U.S. Fire Association for Kids (www.usfa.fema.gov/ kids/flash.shtm) is dedicated to teaching kids about fire safety. Learn how to check smoke detectors, how to prevent fires and how to safely escape from a fire. One important point is to have a home base outside for all to gather. Does your family have a fire plan? A home base? Talk it over tonight! #1, 2 Locomotor skills, various manipulative skills #3, 4 Cardiovascular endurance #4 Understanding warm-up concepts #5 Cooperation #6 Accepting challenges TONY S TIPS If limited equipment or large class size, play in 4s. The 2 home base partners share equipment in appropriate activities, such as passing, and the 2 all around partners move around the perimeter together. NOTES 16

COOPERATIVE GROUPS Prep None Set Create cooperative groups of 5-7 students. Each group needs a Roll-taker and a Back-up Roll-taker in case of absence. Group 1 RT BU Group 5 RT BU Group 2 RT BU Group 6 RT BU RT = ROLL-TAKER Group 3 RT BU Group 7 RT BU Group 4 RT BU Group 8 RT BU BU = BACK-UP ROLL-TAKER Use the same activity area as for the rest of the lesson. Teach 1. In Cooperative Groups, I will take attendance using Roll-takers in cooperative groups. 2. As you arrive, join your group to complete the warm-up for the lesson. (Use an from the instructional unit, or another warm-up you have created.) 3. I will circulate from group to group, checking with the Roll-taker and recording absences, etc. 4. When all students are accounted for, we will continue with the lesson. EXTENSIONS 1 - Pedometer (Need 1 pedometer per student.) Wear a pedometer while warming-up. How many steps did you get? 2 - Heart Rate Check First, take your heart rate before you warm up. Then, immediately after the stop signal, find your heart rate to see if you were in your Target HR Zone. (See Gotta Have Heart in the Fitness Section, page 11 for details.) #5, 6 Social interaction, cooperation MIDDLE SCHOOL 2

POPSICLE STICKS Prep 1 popsicle stick per student. Write names of students on both sides of sticks. (To differentiate between classes, use a different color stick/ permanent marker, or use colored rubber bands when bunching sticks.) Box to collect sticks Sticks Leftover Set Use the same activity area as for the rest of the lesson. Teacher with box Spread sticks on ground covering a 10'X10' area. Teach 1. In Popsicle Sticks, I will take attendance using a system with popsicle sticks. 2. As you arrive, find the stick with your name and begin walking the perimeter. 3. When I arrive, bring your stick to the roll-call box. 4. Those sticks not collected show me who is absent. Close-up of Stick Student Name EXTENSIONS 1 - Pedometer (Need 1 pedometer per student.) Wear a pedometer while moving around the perimeter. How many steps did you get? 2 - Have a Ball (Need 1 ball per student.) Dribble a ball while moving around the perimeter. Could be soccer or basketball-style. #3, 4 Aerobic capacity #5, 6 Cooperation, enjoyment MIDDLE SCHOOL 6

PEDOMETER CHECK Prep 1 pedometer per student Storage system to hold pedometers (box, rack, hanging sleeve, etc.) Number pedometers (to coordinate with roll-call numbers and corresponding spaces in storage system) Pedometers Set Use the same activity area as for the rest of the lesson. Place pedometers in easy-access location. Teach 1. In Pedometer Check, I will take attendance as you move wearing a pedometer. 2. As you arrive, take your numbered pedometer from the rack and put it on. 3. Begin designated activity. (Use an from the Instructional Unit.) 4. Those pedometers not taken show me who is absent. 5. Continue activity until you have reached 500 steps or the signal, whichever comes first. MIDDLE SCHOOL EXTENSIONS 1 - Buddy Up After putting on your pedometer, find a partner and begin warming up with X (use a partner from the Instructional Unit.) Continue until you and your partner s total steps reach 1000 or the signal, whichever comes first. 2 - Small Group After putting on your pedometer, form a group of 3-5 and begin warming up with X (use a small group from the Instructional Unit.) Continue until your group s total steps reach 1,500 (for 3), 2,000 (for 4), or 2,500 (for 5), or the signal, whichever comes first. #3, 4 Aerobic capacity #5, 6 Cooperation, enjoyment 9