Be an MVP! - Jim DeLine

Transcription

Be an M.V.P.!
Move and stay active • Value healthy eating • Practice healthy habits
Jim DeLine
Austin Independent School District
Highland Park Elementary School
512.803.3719 (cell)
512.841.1826 (gym)
[email protected]
www.gym-solutions.com
WORKSHOP HANDOUT
Arkansas Association for
Health, Physical Education, Recreation, & Dance
Little Rock, AR • November 17, 2011
Jim DeLine • 512.803.3719 • [email protected] • www.gym-solutions.com
Table of Contents
General Stuff
Who Is This Guy? .................................................................................................. 3
What You Got Yourself Info (Workshop Description & Outcomes) ....................... 4
Thanks For What You Do ...................................................................................... 5
Getting Started – Warm-ups & Ice Breakers ........................................6
Bean Bags, Hoops, & Oodles of Noodles
Bean Bag Games ................................................................................................... 7
Hula Hoop Games ................................................................................................. 8
Oodles of Noodles ................................................................................................ 9
Moving The Masses
Large Group Tag & Chase Games .......................................................................... 10
Large Group 2-Line Games.................................................................................... 11
Small Group Games .............................................................................................. 13
Partner, May I? ..................................................................................................... 14
I’d Rather Chew Alumimium Foil Than Teach Rhythms
Line Dance ............................................................................................................ 15
Scatter Square Dance ........................................................................................... 16
Group Rhythms .................................................................................................... 17
Movement Stories ................................................................................................ 18
Location, Location, Location – Instructional Formats
Grid Station Games ............................................................................................... 19
Caterpillar Relays .................................................................................................. 20
Line Races ............................................................................................................. 21
Shuffles................................................................................................................. 22
Station Relays ....................................................................................................... 22
BAM! (Brain And Movement) Actvities
Sports ................................................................................................................... 24
Social Studies ........................................................................................................ 25
Math Signs ............................................................................................................ 27
Language Arts ....................................................................................................... 28
ArkAHPERD (November 2011)
pg. 2
© GYM Solutions 2011
Who Is This Guy?
pg. 3
Workshop Description
This workshop provides physical education specialists and coaches with a variety of unique
and developmentally appropriate content, unique instructional formats, and fitness activities
which are specifically designed to maximize skill development,
increase activity time, increase functional fitness, and integrate core
academic content.
Instructionally, we specifically address how to craft instruction and
deliver content which meets the needs of all learners and identify
instructional best practices which directly impact a positive and fun
learning environment.
Academically, the BAM! Activities (Brain And Movement)
integrations provide kinesthetic opportunities to integrate core
academic content (social studies, math, language arts and science)
into a physical activity environment and subsequently provide
students with additional opportunities to fortify better cognition,
understanding, and retention.
But most of all, we have fun!
Workshop Outcomes
Today we will:
• Employ instructional strategies to include all children, optimize skill
competency, facilitate learning, and enhance fitness.
 Craft meaningful instruction, deliver lessons which are developmentally
appropriate, and utilize instructional best practices to create a positive
learning environment.
 Devise learning opportunities in physical activity environments which enrich and
support core academic content (language arts, math, science and social studies).
 Provide opportunities for youth to have tons of fun, feel great about
themselves, and use their newly acquired skills to be healthy each day for a
lifetime.
pg. 4
Thanks For What You Do
My Fellow Parents & Educators,
First and foremost, I am a Dad. This is the generation of my own children. And,
here is just a small bit of what really concerns me:

Employer-sponsored health insurance will climb to a projected $8,008 this
year from $3,634 in 2002. That amounts to an additional $84 a week from
household budgets for health care. (2001 Milliman Medical Index)
http://publications.milliman.com/periodicals/mmi/pdfs/milliman-medical-index-2011.pdf

75% of young Americans are not fit enough to serve in the military.
(AOL News. 3-Nov-09) http://www.aolnews.com/2009/11/03/70-percent-of-youngamericans-are-unfit-for-military-duty/

1 out of 3 children are projected to have diabetes by the year 2040.
(Henry J. Kaiser Family Foundation) http://www.cdc.gov/chronicdisease/resources/publications/AAG/ddt.htm
Next (and not far behind) thanks for what you do. I don’t have to tell you teaching is hard work. I am
blessed to work alongside so many passionate and dedicated colleagues. I suspect the above statistics are
not a surprise to you. No doubt you have been an advocate of health and wellness long before you donned
your first whistle and taught your first class. Each and every day you see the impact of unhealthy lifestyles
upon our young people. And, each and every day, you do something about it. Despite the rigors of your
job, you continue to roll up your sleeves and do what it takes. I can’t thank you enough for that.
Nevertheless, the statistics above scare me. I am troubled that this is the legacy we are leaving for our
kids. As an educator of 25 years, I ask myself constantly, “If not me – then who? If not now – then when?”
Things must change. Our children depend on it.
Sadly, kids are simply not as active as they should be. As a youth, my mom told me to be home, “when
the lights came on!” The statistical surge in childhood obesity is indeed alarming. Yet, childhood obesity is
a byproduct of a much larger systemic issue; kids aren’t moving their bodies. For many reasons – changing
family structures, perceptions regarding the safety of children going outside alone, an emerging social
acceptance that devalues physical activity, an educational system which prioritizes standardized testing –
the opportunities for kids to be physically active have been slowly engineered out of their lives. The
sandlot is now the parking lot, and the playing field of green is now the Nintendo screen.
So I’m taking a stand. To me it means I demand we no longer deny children their fundamental right to be
active on a regular basis. I will work to re-engineer opportunities for children to be physically active in their
daily lives. I will teach classroom teachers how to weave in a bit of activity throughout their academic day.
It means working with parents to help discover movement opportunities at home. It means empowering
administrators to set forth district and campus policy that supports health and wellness. It means teaching
children to value active use of their spare time when they at home. Most importantly, it means reflecting
even more so on the importance of what I do and the methods by which I teach.
Thanks for being part of the solution. Thank you for putting on the hard hat and rolling up your sleeves.
I’m just here to get the ball rolling…..it is up to you to continue to think outside it!
Most Humbly & Actively Yours,
pg. 5
Getting Started – Warm-ups & Ice Breakers
Live Right Wrap
Group Activity. Students are scattered. As you prepare the pledge below, first say the words
and follow with the action. The students then chorally respond both the “say” and the “action”.
Add the steps one by one, then two by two, and finally challenge your students to repeat the
entire Live Right Wrap without stopping.
1.
2.
3.
4.
5.
6.
7.
8.
9.
SAY
and
DO!
“Eat Right” ............................................... Slap stomach twice
“Be Fit” ..................................................... Touch collar bones-make fists
“Work Hard”............................................. Pump up imaginary weights
“Never Quit” ............................................. Scissor arms
“Take Care of My Mind”............................ Point twice to head (both hands)
“Take Care of My Body” ............................ Hug self
“Be Strong”............................................... Double biceps pose
“And Heart Healthy” ................................. Cover heart with both hands
“UGH!!!”................................................... Freeze in a most muscular pose
Hey, Hey & Howdy
Group Activity. On cue, students mingle and shake hands. They say, “Hey” to the first person they
greet. They say “Hey” to the second person they greet. And they say, “Howdy” to the third person
they greet. If the third person they greet also says “Howdy,” both put their arms high in the air,
turn around and yell, “Wheeeeeeee!” Repeat the sequence of Hey, Hey, Howdy.
Hamster Dance
YouTube: http://www.youtube.com/watch?v=2mmJ7VDIp0s
Music: The Hamsterdance Song
This activity is part of our everyday routine. The first time we did this, I told the following social story:
“My favorite book as a boy was Ralph and the Motorcycle by Beverly Cleary. Ralph is a mouse who
lives in a rundown hotel. A young boy about 9 years old, named Keith, comes to stay in the hotel. The two
becomes friends. Keith has a toy motorcycle and Ralph learns to ride it by making motorcycle sounds with
his mouth. Keith even made Ralph a helmet out of a ping pong ball so that he would always be safe when
he rode.”
“I loved the book so much I wanted my own mouse for my birthday. My mother, by mistake, bought a
hamster instead. By the time I figured this out, it was too late and the pet store would not take the
hamster back. I was so sad I cried and cried because I wanted a mouse – not a hamster. To make me feel
better, Mom bought me a small toy motorcycle, much like the one in the book.”
“Well, the hamster hated that motorcycle, because I would grab him out of the cage and plop him on
the seat and drive him around real fast. My pet cat would stop and stare at us hoping I would leave the
hamster alone for just a second so he could gobble him up. The hamster couldn’t stand it anymore. He
started exercising so he would get strong enough to break out of that cage. I would see the Hamster doing
sit-ups, push-ups, and stretches everyday so he could bust out.”
“Which he did. And, he even took my motorcycle and helmet. Boys and girls this activity is about that
brave hamster.”
pg. 6
Bean Bags, Hoops & Oodles of Noodles
BEAN BAG GAMES
What’s For Lunch?
Group Activity. Create an activity area adequate for a tag game. Each student will need a beanbag
(blue, green, red or yellow).
Students travel throughout the activity area (skipping, galloping, jogging, etc). Students find another
student and each tosses their beanbag to the other. The objective is to try and make as many tosses
with other students as possible.
On the stop signal, each student stops, drops their beanbag and “shows” what they have for lunch.
Those with Green GO food beanbags dance in place. Those with yellow SLOW food beanbags “work
off” the food by doing a stretch of their choice. Those with red WHOA food beanbags “work off” the
food by doing jumping jacks. Those with blue Food Fat beanbags “work off” their meal by jogging in
place. Each student shows for 10-15 seconds and the game resumes.
Twist & Turn, Bend & Stretch
Partner Activity. One beanbag per pair.
Task #1 – pairs stand back-to-back. On signal, student with the beanbag turns to one side and hands
the beanbag to their partner. The partner takes the beanbag and quickly twists to the other side to
hand the beanbag back. Challenge pairs to see how many they can do in 30 seconds.
Task #2 – one person stretches above the shoulder to hand the beanbag to their partner. Partner
takes beanbag and bends down low around the knees to hand the beanbag back. Now Try This: sound
a signal and partners have to pass in the opposite direction.
Grab the GO!
Partner Activity. Pairs facing each other in push-up position 2 feet apart. One bean bag per pair.
Most of us could use another serving of fruits and vegetables. The object is to grab the Go Food (your
beanbag) is to take that serving before your partner does!
Start the music and assign different tasks (snap fingers to the beat of the music, touch palms to floor
in rhythm with the beat of the music, etc.). When the music stops, try and grab the beanbag before
your partner!
Partner Target Toss
Partner Activity. One poly spot and beanbag per pair. Students face each other 5-8 feet apart.
One puts poly spot on the floor at his her feet other student has the beanbag. On signal, beanbag
student tosses at the poly spot. Score one point if bag touches spot, score 3 if bag is on the spot
entirely. Poly spot student picks up beanbag, immediately switches places with partner and toss again.
Objective is to see how many points each pair can accumulate in designated time.
pg. 7
Happy Feet
Partner Activity. Pairs and stand 3-5 yards apart. One student is the dodger, the other the thrower.
The dodger puts their beanbag on the ground (this will mark the dodger spot and never gets picked
up). The objective is for the thrower to try and hit the dodger on the feet with the beanbag. Partners
trade places after each throw (remember that the one beanbag stays on the ground and is used only
for the purpose of marking the dodging spot).
Hot Feet
Group Activity. Create an area large enough for a tag game and fast movement.
Each student has a juggling scarf, plastic grocery bag, or bean bag. Objective is to throw your
object and hit someone else’s feet while trying to dodge throws at your own feet. If hit on the
foot (or below the knee), players must stop and do 5 jumping jacks before resuming play.
To discourage students throwing as hard as they can, impose a rule if a student throws their
object so hard it slides out of bounds, they have to do 5 jumping jacks before joining the game.
HULA HOOPS
Houdini Hoops
Small Group Game (4-8 per group). One hula-hoop per group.
The group joins hands. Place the hoop on the wrist of one student (it hangs like a large bracelet).
The objective of the game is to “pass” the hoop around the circle as quickly as possible while not
letting go of hands. On cue students move the hoop around the circle (right or left) by stepping
and ducking through the hoop. Remember don’t let go of hands, work together, bend twist and
turn as needed.
Challenges:
 How quickly can your group pass your hoop around your circle two times?
 How many times can your group move the hoop around the circle in one minute?
 Combine 2 groups. New group will have 2 (or 3) hoops to move around your circle.
 Start one hoop in one direction and another hoop in the other direction. Kids have to
figure out how to cross them through when they intersect around the circle.
Over-Under-Around-Through
Small Group Activity. Groups of three, one hoop or two scarves per group. Two players face
each other and hold hoop or scarves parallel.
Call out a specific movement sequence for the third player to accomplish as quickly as
possible. For instance; over, under, around, through. The player will go over the
scarves/hoop, under the scarves/hoop, circle around both holders, and through the middle of
the scarves/hoop. Mix the sequence up and do some several in a row. Time each attempt as
an incentive to go faster. Switch positions frequently.
pg. 8
OODLES OF NOODLES
Blast Off
Students work in pairs. Each student has a noodle. Pairs start 3-4 feet apart.
Start with one noodle. One student will “launch” the noodle to the other. To launch, hold the
noodle in one hand and strike the end of the noodle with the other. Score points for catching and
vary the distance. Once they get the hang of it, challenge each partner to launch the noodle to their
partner at the same time.
Flipping Burgers
Large group game. Each student has a noodle and a beanbag. .
Designate an activity area suitable for a tag game. Stress safety, i.e., noodles that are swung too
hard or by the head will be removed from the game.
Each student places the bean bag on the back of their hand; they hold the noodle in the other hand.
Students attempt to use the noodle to knock the “burger” (bean bag) off the hand of other students.
If the bean bag gets knocked off, the student leaves the area and completes a fitness re-entry task
(10 push-ups, curl-ups, jumping jacks, etc.). They re-enter the game when the task is complete.
Leaning Tower of Noodles
Students work in pairs. Each student has a noodle. Pairs start 3-4 feet apart.
Each partner will place their noodles on the floor like a tower with their hand on top. On their signal
of, “go” each partner releases their noodle and attempts to catch their partner’s noodle before it
falls to the ground. If successful, they will each take a step further apart and try it again. If they are
unsuccessful, they may try again from the same distance.
For safety, do not allow students to dive to catch noodles, and stress they should communicate to
determine who is going to pass where (so they don’t pass on the same side and bump noggins).
Toe Fencing
Students work in pairs. Each student has a noodle.
One end of noodle must slide along the floor at all times. Partners begin by crossing noodles to
make an ‘X’ and tap noodles together 3 times. Objective is to touch partner’s toes with the noodles.
Parry, block and lunge are all encouraged!
For safety, require that the noodle must stay below the knees at all times. Discourage students from
chasing one another.
Challenge – play in groups of three; play on one foot only; play in push-up position.
pg. 9
Moving The Masses
LARGE GROUP (TAG & CHASE GAMES)
Gold Medal Rock Paper Scissors
Group Activity. Create 3-zones, Gold Medal, Silver Medal, and Bronze Medal.
Objective is to reach the Gold Medal Zone as often as possible. Play Rock-Paper-Scissors with a
partner. Winner moves up one zone – loser moves back one zone. Those that win in Gold zone stay
in Gold zone. Those that lose in Bronze zone stay in Bronze zone. Variation: Battery Powered –
students must keep feet moving at all times.
Busy Bee – Look At Me
Circle Game. Students have a partner. Partner A forms an outside circle. Partner B forms an inside
circle facing their outside circle partner (Partner B has back to the center).
You are the “Busy Bee” and start in the middle of the circle (or if the class size is an odd number,
select a student to do so). Busy Bee begins making a movement. The outside circle mimics the
movement. The inside circle cannot turn around to look at the Busy Bee, their eyes must remain on
their outside circle partner and copy the movement their partner is making.
After a few seconds, yell “Busy Bee Look At Me!” The outside circle does not move. Each inside
circle partner must find a new partner (cannot find a partner to the immediate left or right). The
Busy Bee also looks for a partner. Student left out becomes the new Busy Bee.
Go Get’em Tag
Groups of three. Large Activity space suitable for tagging.
Player #1 stands on the sideline with a specific task to do, i.e., stretch, dribble a ball, jump rope, etc.
Player #2 attempts to tag #3. When tagged, #3 goes to the sideline, tells #1, “Go Get’em” and
begins the sideline task. Player #3 now attempts to tag #2.
Predator & Prey
Partner Activity. One basketball per pair.
Student with the ball is the “predator,” student without the ball is the “prey.” Predator objective is
to shadow their prey and stay as close as possible. Prey objective is to elude and escape their
predator. Predator starts with basketball.
On signal, prey begins fleeing; predator wraps the ball around his/her waist 10 times and dribbles
throughout area in search of their prey. Should predator lose control of the dribble, or either
predator/prey touch another student – they must do 5 jumping jacks before resuming activity. On
stop signal, both freeze immediately and face one another. Prey stands with feet together and
cannot not move feet. Predator may take one step, and attempt to tag prey with the ball held in
both hands.
pg. 10
LARGE GROUP (2-LINE GAMES)
Huddle Up
2-Line Game (create two parallel lines 15-20 yards apart).
Scatter a bunch of cones in the space between the two lines. Students work in pairs – one starts as
offense, the other starts as defense. Distribute a football (or other ball) per pair. Defensive team
stands on one line. Offensive players start with a football and huddle up on other line. Designate
one student to be a quarterback.
Quarterback calls a “wellness play”, e.g. brush your teeth. Offense players breaks the huddle, run
to their partner and pantomime (without speaking) the play. When their partner guesses the play
correctly, offensive players hand off the football. The new offensive player sprints to huddle (dodge
and fake the cones!).
Other wellness plays to call: drink lots of water, wear a helmet, get plenty of sleep, use the
crosswalk, exercise at home, ride a bike, walk the dog, dance, skate, swim, etc.
Fast Break
2-Line Activity (create two parallel lines 15-20 yards apart).
Students work in groups of 3. Each group needs 2 hula hoops and a basketball. Place one hoop on one
line and the 2nd hoop across on the other line.
The objective is to pass the ball down the court and score “shoot” the ball into the hoop. Starting at
one hoop, players pass to teammates toward other hoop. A player cannot run with the ball, i.e., s/he
must stop and pivot.
One point if ball is “shot” into hoop (or use wall target). After shooting at one hoop, immediately start
fast break toward other hoop. How many points can your group score in 60 seconds? Rules: (1) must
make at least 3 passes; (2) only one shot at the hoop; (3) cannot run with ball; (4) same player may not
shoot twice in a row.
Meet Me In The Middle (Basketball)
2-Line Activity (create two parallel lines 15-20 yards apart). Students in pairs; basketball per pair.
Partner with ball always dribbles to the center. Pairs have 15 seconds to meet in the middle,
perform a task and return to their respective lines. To structure activity so that partners take turns
dribbling, first task is 3 back to back ball handling passes (turn and hand ball to partner).
On second trip to middle, repeat first task and add a second. On third trip repeat first two tasks
then add the third, etc. Tasks to add in the middle are 2 chest passes, 2 bounce passes, 2 overhead
passes, 2 jump shots, etc.
Additional variation – this can be done with any type of ball. Or, without equipment, i.e., merely
travel to the middle and complete movement challenges.
pg. 11
Partner Passing Tag
2-Line Activity (create two parallel lines 15-20 yards apart). Students in pairs. Basketball per pair
(or other throwing (Frisbee, foam ball, etc.
Instruct students to move to the middle and face each other 3-4 yards apart. Pairs begin tossing
the item back and forth. On the teacher signal (whistle, drum, etc.) the student with the ball turns
and dribbles back to their line. The student without the ball chases his/her partner and attempts to
tag before partner reaches s/he has dribbled to their home line.
Nutrition Challenge – call a series of 8-10 Go foods, then call out a Whoa food (pizza, ice cream,
candy, etc.). The Whoa food is the chase and flee signal.
Sneak & Swim
2-Line Activity (create two parallel lines 15-20 yards apart). Students work in pairs.
One partner is the eagle and begins on one line; partner is the mouse directly across on the other
line. Mice sneak toward their eagle. On verbal signal, “Fly Eagles Fly,” eagles try to tag their mouse
partner before s/he returns back to their line.
Change roles – eagles become minnows, mice become sharks. Minnows swim toward sharks. On
verbal signal, “Swim Sharks Swim,” sharks try to tag minnow partner before s/he reaches their line.
Variation: have students dribble a basketball when they are the mice or the minnow.
Story Line
2-Line Activity (create two parallel lines 15-20 yards apart). Students work in pairs.
One partner begins on one line; their partner is directly across on the other line. The objective is for
each pair to sequence a story. Select a popular and easy to tell children’s story, i.e., Three Little
Pigs, Red Riding Hood, Goldilocks and the Three Bears. Designate one line as the Storytellers.
Designate the other line as the Active Listeners. On signal, both Storytellers and Active Listeners
travel to the middle. Storytellers begin telling the story. Active Listeners jog in place while they are
listening to the story. Give a change signal (new chapter), both groups immediately run back to
their respective line and quickly return to the middle.
Upon returning to the middle, they resume the story, except this time the roles are reversed. The
new Storytellers must resume the story from the point at which their partner stopped when the
change chapter signal was given. Repeat this and even number of times (4-6) so that both partners
can add to the story equitably.
Another Idea – have the partners come up with their own story prompt. In language arts classes
this is called an expository writing prompt, and principals will love the face that you are working to
integrate language arts into a movement setting.
pg. 12
SMALL GROUP GAMES
Donkey Tail
Small Group Game (2 teams of 3 players). One foam Gatorskin ball per group.
Team 1 form a triangle 3-5 yards from point to point. Team 2 stands positions in the middle of the
triangle in single file line and hand placed on the shoulders of the person in front. Team 1 objective is to
throw and hit (below the waist) the last person in the Team 2 line. Team 1 strategies: pass the ball
quickly, use fakes, and take open shots quickly. Team 1 players cannot move their feet when they have
the ball.
Team 2 objective is to protect the last person in their line. Team 2 strategies: rotate so the first person in
line is always facing the ball, first person keeps hands up to block the ball, and communicate with each
other. Team 2 players cannot take hands off of the shoulders of the player in front of them.
Play a game to three points. Team 1 scores a point for a successful hit. Team 2 scores a point if they
dodge a Team 1 attempt to hit them.
Mission Impossible
Small Group Activity. Use groups of 4-5. Designate on student the Scientist, the others are Robots.
Robots are only capable of (1) walking, and; (2) walking in a straight line. This is important. When Robots
run into a wall they must jog in place. A Robot that jogs in place too long will “overheat” and “combust.”
On signal, all Robots begin walking in different directions. The objective is for the Scientist to run from
Robot to Robot (in their group only) and turn them in a new direction. After a minute or so, change
Scientists – this is hard work!
Additional variations:
1. Place additional obstacles on the floor, i.e., hoops, jump ropes cones, etc.
2. BoogieBots – Robots have to dance in place when stuck instead of jog.
Shadow Ball
Small Group Activity. Work well in pairs or small groups of 3-4. A great activity to integrate
social studies.
Shadow Ball was a routine developed by the Negro League Baseball teams of the 1930-40’s.
Often depleted of basic equipment, i.e., enough baseballs and bats for pre-game warm up,
players would warm up using an imaginary baseball.
Throwing, catching and batting was all done with a “shadow ball.” The routine became so
entertaining; it became a regular pre-game ritual at most Negro league baseball games. It is now
the opening and trademark pre-game warm-up of the Harlem Globetrotters.
Have students shadow ball their favorite sport. Play Sweet Georgia Brown. Every 30-60 seconds
call out a new sport for them to shadow ball.
pg. 13
Shoot 11
Small Group Activity. Use groups of 4-5. The objective is to score 11 points.
Youngsters use only one hand. On the count of three each group member displays any number of
fingers (0-5). The group wins if the collective sum of all hands equals 11. Winning groups yell,
“Jackpot!” and cheer excessively before playing again. If the sum does not equal 11, the entire group
does that number of jumping jacks.
Three Person Cooperative Kickball
Groups of 3. One ball and cone per group.
The objective is to see how many points your team of three can score in one minute. Groups
do this by kicking with accuracy and scoring points for balls caught on the fly or fielded on the
ground.
Kicker stands by the cone. Pitcher stands 8-10 paces away. Fielder stands behind the Pitcher.
Pitcher rolls the ball to Kicker. Kicker tries to kick the ball right to the Fielder. Score as follows:
15 points – ball caught in the air by the Fielder
10 points – ball caught in the air by the Pitcher
5 points – ball fielded on the ground by either Fielder or Kicker.
Each player rotates immediately after the ball is fielded; Kicker to Fielder, Fielder to Pitcher,
Pitcher to Kicker. Remind groups:
1. the quicker team members rotate to their new position, the more points they can score.
2. trying to kick the ball accurately will help them score points.
Challenge – Double Up! If the kicker yells, “Double Up,” she/he is kicking the ball with their
non-dominant foot. As a result all points count double.
PARTNER, MAY I?
Mirror, Mirror
Partner Activity. One player is designated “BEAUTIFUL” the other “GOOD LOOKING.”
Assign BEAUTIFUL’s to be Different; GOOD LOOKING’s to be Same. Begin by facing one another and
jumping together three times while chanting, “Mirror, Mirror on the wall.” On the word “wall”, each
player lands with one foot forward in a scissor position.
BEAUTIFUL’s win if both players land with a different foot forward, i.e., right foot forward of one
player and left foot forward of the other player.
GOOD LOOKING’s win if both players land with the same foot forward, i.e., right OR left feet forward
of both players.
The loser must run around the winner once while loudly complimenting the winner’s beauty, i.e
“You’re Beautiful! You’re Beautiful….!” Or, “You’re Good Looking…..!”
pg. 14
MÚK
Partner Activity. Each partner has a basketball.
MÚK is a native Eskimo word that means “silence.” Pairs face each other 2-3 feet apart. Both dribble
simultaneously while staring into each other's eyes. Teacher calls out challenges, i.e., "dribble low,
cross over, stand on one foot, touch knee," etc.
Challenge is over when one player breaks eye contact, loses dribble, or is the first to smile smiles.
Player who lost challenge dribbles around partner twice and then begins another game.
Jumping Jack Flash
Partner Activity. A great game for reinforcing math fact families.
Students work in pairs. Each player begins with one hand hidden behind their back. To play,
players count together, “One, two, three!” On three, each player shows their “hand” revealing a
number of fingers 1 through 5 (a fist or zero is not allowed).
The first player to call out the correct sum of the combined fingers is the winner and scores that
many points – the other player scores one point. For example, Player A shows 3 fingers and Player
B shows 4 fingers. Player A calls out, “Seven!” Player A scores 7 points and Player B scores 1 point.
Before playing each subsequent round, the player who correctly calculated the sum must do that
many jumping jacks while the other player jogs in a circle around him/her. Using the above
example, Player A must do 7 jumping jacks and Player B jogs in a circle around Player A. Play to 100
or until someone gets too tired.
I’d Rather Chew Aluminum Foil than Teach Rhythms
LINE DANCE
5, 6, 7, 8 Toe-to-Toe
Group Dance. Music is titled 5, 6, 7, 8 by the British pop group Steps (available on iTunes). Use the
jigsaw method to teach the four parts of the dance.
1. Find a toe-to-toe partner. Talk about where you are in the birth order of your family.
Part I Dance – grapevine right 4 counts, grapevine left 4 counts.
2. Find an elbow-to-elbow partner. Talk about your favorite food.
Part 2 Dance – slide forward right foot 2 counts; slide forward left foot 4 counts.
3. Find a hip-to-hip partner. Talk about your favorite physical activity.
Part 3 Dance – pat thighs 2x; pat hips 2x; clap 2x; raise the roof 2x.
4. Find a shoulder-to-shoulder partner. Talk about what you want.
Part 4 Dance – walk backward 4 counts; jump, “5, 6, 7, 8!”
pg. 15
SCATTER SQUARE DANCE
Lonesome Trail Hoedown – Giddy Up!
Group Dance. You will need some upbeat country or western music. Create a large enough space
to accommodate general movement. This is essentially a squatter square dance. The key term is
“Giddy-up!” This is the call to gallop anywhere within the activity area. Every 5-8 seconds, call
another task to perform. Alternate 2-3 tasks and then have all “Giddy-up” again. There are three
different “formations”, e.g., singles, partners, and fours. Calls include (but really make up your
own as well):
Singles (by yourself):
 Dust Your Chaps – keep time to the music and pat your thighs.
 Turn One Alone – turn around in place.
 Snake in my Boot – stomp 1 foot in place and clap hands.
 Lasso – stomp 1 foot in place and circle one hand overhead.
 Tumble Weed – sit and spin on the floor.
 Pony Express – double time.
 Dust Devil – spin around while walking.
 Trail Ride – call one student’s name; the others follow behind that person and place
their hands on the hips of those in front.
Partners (quickly find someone and…):
 Honor Your Partner – face your partner and bow.
 Circle Up Two – join hands with another and move in a circle (skip, gallop, etc.).
 Promenade – stand side-by-side, right hands together, left hands together, travel around.
 Elbow Turn – hook elbows and turn in a circle.
 Allemande Left/Right – join left or right hands and walk in a circle.
 London Bridge – one pair form an arch with hands held high in the air. All others pair
up with someone and go under the arch.
 Horse & Jockey – one partner stands behind partner and places hands on the
shoulders, both gallop together.
 Do-Sa-Do – face partner and pass right shoulder to right shoulder walking forward. Move
back to starting position by walking backward passing at the left shoulder. Don’t bump butts.
Fours (quickly find three others and…):
 Circle Up Two – join hands in a circle with all (skip, gallop, etc.).
 Right/Let Hand Star – place right or left hand in the center of the circle and walk in a
circle.
 Mountaineer Loop – form a circle of four. One pair forms an arch. The other pair
goes under the arch, drops hands with their partner and travels around the arch
couple and back to their place. The arch couple turns under their own arms and all
join back into a circle of four.
pg. 16
GROUP RHYTHMS
Sit Down, Stand Up Sing A-long
Group Activity. Good game for K-2 to help with phonemic awareness (letter sounds).
Divide class into two groups. One group sings the song My Bonnie Lies Over The Ocean. On
each /b/ sound, the other group alternate standing up or sitting down.
Another Idea: read the nursery rhyme Peter Piper. Students sit down or stand up on the
/p/ sound. Really, any tongue twister will do…Sally Sells Seashells by the Seashore.
Gitchie-gitchie-goo & A-rah-ta-ta
Group Activity. Work in a circle – at least four per circle, no maximum.
Teach and practice the following lyrics and corresponding movements:
Verse 1 (sing 2 times):
A-rah-ta-ta (pat knees three times)
A-rah-ta-ta (pat knees three times)
Gitchie-gitchie-goo (one hand scratches top of head while other hand scratches chin)
And a-rah-ta-ta (pat knees three times)
Verse 2 (sing 2 times):
Awaaaay (sway up high to one side)
Awaaaay (sway down low to other side)
Gitchie-gitchie-goo (one hand scratches top of head while other hand scratches chin)
And a-rah-ta-ta (pat knees three times)
Now sing the song again but with the following two changes:
1. A-rah-ta-ta pat the knees of the person to your immediate right, and;
2. Gitchie-gitchie-goo one hand scratches top of head while other hand scratches chin of the
person to your immediate left.
Good Luck.
Card Chorography
Small Group Activity. Use the CATCH Dance Cards or create some dance moves on 5 x 7” index
cards. Have the students help you (after all – they are the ones with the moves!). Suggestion –
create a hard copy of the cards on 8½x11 paper first. Two cards per sheet. That way you can
copy them multiple times – especially helpful for large classes. The more cards the better.
Create an area large enough for a tag game. Place the cards in the center of the activity area.
Divide students into groups of 3-4, and arrange each group around the perimeter. Each group
will create a movement routine/dance using a variety of movements selected at random from
the cards in the middle.
Start the music – one student from each group travels to the card pile, randomly selects a card,
and returns to their group. Together, the group practices the move on the card a few times.
pg. 17
Then, the second student travels to the cards, selects a card, returns and repeats the process.
Continue until all group members have selected a card and the group has practiced all moves.
Now give the groups a few minutes to create a routine. They can arrange the moves in any order
they wish. To perform, ask half of the group to demonstrate while the other half watches – then
repeat! Use a foam noodle and “conduct,” i.e., stand in the middle of the gym and point to who
you want to perform. After 10 seconds, point to another group.
MOVEMENT STORIES
Pizza, Pizza
Group Activity. One large circle – or students scattered.
Music – faced paced Italian Tarantella (Christy Lane’s Multicultural Folk Dance Vol. 2 works
great). This a movement story about making pizza. Tell students as a youngster you were once
a pizza maker, but now that you are a bit elderly you have forgotten the procedure. Ask them
to help you remember what needs to be done to make a pizza.




put on an apron
wash your hands
make the dough
knead the dough




roll out the dough
toss the dough
put on the sauce
sprinkle the cheese




cut the vegetables
throw on the ingredients
put it in the oven
cut the slices
Now that you have your list, start the music and call out a task. Perform the task for 8-16 beats and
change the task. The students like it when you holler, “What comes next?”
Or, I often add to the story that the pizzeria was owned by a mean man we called, Mr. Cuckoo. We
called him this because he would stick his face in the kitchen through a small shuttered window
and yell at us, “I need a pepperoni pizza and I need it RIGHT NOW!” We called him Mr. Cuckoo
because when he stuck his head through the shuttered window he looked just like a coukoo clock.
Our answer back was always the same, “Okay! Okay! Okay!” But every couple of minutes, Mr.
Cuckoo would stick his head in the kitchen and holler at us again. The kids like it when you act as
Mr. Cuckoo and holler, ““I need a pepperoni pizza and I need it RIGHT NOW!” Of course they
should holler back, “Okay! Okay! Okay!”
Other Ideas For Movement Stories:
Movement Theme
Story
On the Lonesome Trail Cowboys/Cowgirls riding the open
range; roping cows; dusting chaps, etc.
Hit The High Seas
Pirates/Sailors on the high seas;
swabbing decks, hoisting sails, etc.
Vamos a la Playa
A trip to the beach; packing the beach
bag; jumping waves; feeding birds, etc.
The Big Safari
A trip to Africa; riding the jeep; seeing
the animals; taking pictures; etc.
pg. 18
Music (fast paced beat/rhythm)
Country
Irish Jig
Meringue or Samba
African Dance
Location, Location, Location – Instructional Formats
GRID STATION GAMES
Grids are small activity areas approximately 10’ x 10’. They can be used for small sided games
or as stations. Typically, 4-6 students are assigned to each grid. The size of the grid and the
number of students per grid will vary with the size of the instructional area available and the
number of students per class.
Note: References to “manipulative” can be a SandBell, basketball, bean bag, medicine ball, etc.
Important to make certain the manipulative is appropriate for the age and grade level of the group.
Kindergartners slugging around an eight pound medicine ball would be a bad idea, and 8th graders
might get a wee bored with a bean bag.
Give & Go
(1)
(2)
(3)
(4)
(5)
Students work in groups of 4; one manipulative per group.
Student with the manipulative must establish a pivot foot and cannot move.
The other students move randomly around the grid space.
Student with the manipulative can only pass to a player that is moving to open space.
How many passes can your group make in 30 seconds? 60 seconds?
Not Me
(1) Students work in groups of 4; one manipulative per group.
(2) Teammates pass the manipulative while music is one.
(3) When music stops, student with manipulative is “it” and attempts to tag one of the other
teammates.
(4) All students must stay within the grid boundaries.
(5) When tagged the "it" gives the manipulative to the tagged student who becomes the new “it.”
(6) Continue the tag game until the music resumes. Instruct students to begin passing to one
another when they hear music.
Grid Pass Tag
(1)
(2)
(3)
(4)
Students work in groups of 4; one manipulative per group.
One student is the “Hound,” all others are “Foxes.”
The Hound attempts to elude the tag of the Foxes.
The Foxes pass the manipulative to one another and must tag the Hound with the manipulative held
in two hands.
(5) The Fox with the manipulative cannot run, i.e., must establish a pivot foot.
(6) Foxes without the manipulative move into a position near enough to the Hound to receive a pass.
(7) The key is for the Foxes to pass quickly and move as soon as they pass the manipulative (Give & Go).
Dash & Bash
(1)
(2)
(3)
(4)
(5)
Students work in groups of 4; two manipulatives per group; poly spot per student.
Each student stands in a corner of the grid on a poly spot
One student starts with a manipulative. The 2nd manipulative is placed in the center of the grid.
When the music starts, students pass the manipulative to each other.
When the music stops, the student with the manipulative runs to the middle, retrieves the second
manipulative, and slams both manipulatives in their corner o their poly spot.
(6) First group to slam both manipulatives wins a point.
pg. 19
CATERPILLAR RELAYS
A Caterpillar Relay requires a group of 3-4 students to complete a task that begins on one
line and finishes on a parallel line 15-30 yards away. Students stand side-by-side or in
single file line. The first student in line completes the task and then quickly moves to the
end of the line. Subsequently, as each student completes the task, they too, move to the
end of the line until the entire group has “Caterpillared” to the second line.
Fire Brigade
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
Groups of 3-4. Each group needs 2 hula hoops and 3-4 SandBells.
Place one hoop on one line and the 2nd hoop across on the other line.
Put the SandBells in one hoop (this hoop is the firehouse). Students are firefighters.
On signal, group lines up facing the hoop with the SandBells.
First person in line hands one SandBell over head to the teammate behind and immediately
moves to the end of the line.
Next person repeats this process and so on.
When the group arrives at the 2nd hoop, place the SandBell inside the hoop, sprint back to
firehouse, retrieve another SandBell and repeat.
Play until all SandBells are removed from firehouse and placed inside the 2nd hoop.
Side Slam variation – students stand side-by-side. Instead of passing the SandBell overhead,
instruct students to slam the SandBell at the feet of the next person.
Coal Mine
(1) Groups of 3-4; each person with a SandBell.
(2) First, have students stand side-by-side. Then, have them get in push-up position and make a
bridge. Each student has their SandBells on the ground by their hands.
(3) First person in line pushes their SandBell through the “coal mine,” i.e., crawls on their
stomach under the other students.
(4) When the exit the coal mine, quickly get in a push-up position.
(5) Repeat until a certain distance is covered, or until each student has traveled 3 times.
Picket Fence
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
Groups of 3-4. Each group needs 2 hula hoops and 3-4 SandBells.
Place one hoop on one line and the 2nd hoop across on the other line.
Put the SandBells in one hoop; groups start at this hoop.
The group lines up side-by-side alternating the direction they face, i.e., the first student
faces in one direction the next student faces in the other direction.
First person in line hands one SandBell to the teammate next to him/her and runs to the end
of the line. The must position them self in the opposite direction of the person they are
standing next to.
Next person repeats this process and so on.
The group places the SandBell in the 2nd hoop upon arrive and sprint back to the 1st hoop to
retrieve another SandBell.
Repeat until all SandBells are removed from the 1st hoop and placed inside the 2nd hoop.
pg. 20
LINE RACES
Line Races require students to race from a starting line to a finish line and complete a variety
of tasks at certain points along the way. The distance between lines can vary depending on
age of the students, size of the activity area, number of students, etc. Each student needs a
SandBell. Depending on the number of SandBells you have, 8-12 kids can race at a time.
Slam Line Race
Line 1 – Bam Slam (6x)
Line 2 – Wood Chop Slam (6x)
Line 3 – Granny Toss Slam (6x)
Line 4 – Slam & Surf (6x)
Hot Hands Line Race
Line 1 – Waist Wrap (5x)
Line 2 – Spider Catch (5x)
Line 3 – Pizza Pat (10x)
Line 4 – Around the Clock (5x)
Push-up Line Race
Line 1 – Scrub the Deck (10x)
Line 2 – Flips (10x)
Line 3 – Order Up (10x)
Line 4 – Push-up Slam (10x {5x each hand})
Fancy Feet Line Race
Line 1 – Scissors (10x)
Line 2 – Straddle On (10x)
Line 3 – Slalom (10x)
Line 4 – Hot Potato (10x)
Partner Line Race
Line 1 – Twist & Turn (10x)
Line 2 – Bend & Stretch (10x)
Line 3 – Partner Granny Toss (10x – 5x each)
Line 4 – Pound It (10x – 5x each)
Abs Line Race
Line 1 – Draw Bridge (5x)
Line 2 – There She Blows (5x)
Line 3 – Stinky Cheese (5x)
Line 4 – Squeeze Please (5x)
pg. 21
SHUFFLES
Setup:
1. To Shuffle, first designate an activity area suitable for the class to move without bumping into
others.
2. The concept of a Shuffle is to move about the activity area and exchange an instructional aide
with other students (e.g., a playing card, a state card, a dance card, a nutrition card, a colored
ball, etc.).
3. Explain to the students they earn a point each time they exchange a card. Challenge them to
earn as many points as possible.
4. The tendency will be to walk and shuffle, therefore, increase activity by requiring 5 jumping
jacks or run to touch a perimeter line after each exchange.
5. On the stop signal, students will have a different card(s) then they one they begun with. They
perform tasks and exercises in accordance to the card they have in hand.
Tasks (just a few ideas):
 Nutrition Cards – jog if you have a red Whoa food card; stretch if you have a yellow Slow
food card and dance if you have a green Go food card.
 State Cards – do 5 jumping jacks for each vowel (consonant, syllable, etc.) in the state name.
 Dance Cards – perform your dance step.
 Playing cards – flexibility task for red cards, strength tasks for black cards.
Managing With Music:
Music intervals cue students when to begin traveling and shuffling. During silence intervals,
students perform tasks in accordance with the card they have.
STATION RELAYS
Setup:
1. Students work in groups of three. Designate 2 parallel lines 15-20 yards apart.
2. Student #1 is stationed on one side of the activity area. Student #2 is stationed on the other
side. It helps to use cones or spot markers to designate where #1 and #2 should be
positioned.
3. Student #3 begins as the “traveler,” and is stationed in the middle between #1 and #2.
Movement Rotation:
1. This is essentially a 3-person weave drill. Travelers (student #3) move to student #1 and
exchange places→ student #1 travels across to exchanges places with student #2 → student
#2 travels across and exchanges places with student #3 → student #3 travels across and again
changes places with student #1, etc.
2. Once students get the hang of the movement rotation, give the Traveler (student #3) a piece
of equipment to use as they move across. After exchanging equipment, students not
traveling perform an exercise (jumping jacks, stretch), or use a piece of equipment (jump
rope, beanbag, hula hoop) while they are waiting. They merely exchange their equipment
with the traveler once the traveler arrives at their cone.
pg. 22
BAM! (Brain And Movement) Activities
SPORTS
pg. 23
SOCIAL STUDIES
Alice Coachman
In London in 1948, Alice Coachman
became the first African American to
win a gold medal, when she won the
high jump competition. She was also
the only female American athlete to
win a medal of any kind at these
Olympics.
A fine sprinter as well as a superb
high jumper, there's little doubt she
would have won more medals had
the 1940 and 1944 games taken
place. During the war years no
international competitions had taken
place, but Alice held the national US
championship from 1939 to 1948.
Jackie Robinson
In 1945, Jackie played one season in the
Negro Baseball League, traveling all over
the Midwest with the Kansas City
Monarchs. In 1947, Brooklyn Dodgers
president Branch Rickey approached Jackie
about joining the Brooklyn Dodgers. The
Major Leagues had not had an AfricanAmerican player since 1889, when baseball
became segregated. When Jackie first
donned a Brooklyn Dodger uniform, he
pioneered the integration of professional
athletics in America. By breaking the color
barrier in baseball, the nation's preeminent
sport, he courageously challenged the
deeply rooted custom of racial segregation
in both the North and the South. At the
end of Robinson's rookie season with the
Brooklyn Dodgers, he had become National
League Rookie of the Year. Jackie was
eventually inducted into the Baseball Hall
of Fame in 1962.
pg. 24
Jesse Owens
For most athletes, Jesse Owens'
performance one spring afternoon in 1935
would be the accomplishment of a lifetime.
In 45 minutes, he established three world
records and tied another. Owens' story is
one of a high-profile sports star making a
statement that transcended athletics,
spilling over into the world of global politics.
Berlin, on the verge of World War II, was
bristling with Nazism, red-and-black
swastikas flying everywhere. This was the
background for the 1936 Olympics. When
Owens finished competing, the AfricanAmerican son of a sharecropper and the
grandson of slaves had single-handedly
crushed Hitler's myth of Aryan supremacy.
He gave four virtuoso performances,
winning gold medals in the 100- and 200meter dashes, the long jump and on
America's 4x100 relay team.
Wilma Rudolph
In the 1960 Summer Olympics in Rome she
became the first American woman to win
three gold medals in track and field during
a single Olympic Games. A track and field
champion, she elevated women's track to a
major presence in the United States. She is
also regarded as a civil rights and women's
rights pioneer.
The powerful sprinter emerged from the
1960 Rome Olympics as "The Tornado," the
fastest woman on earth. The Italians
nicknamed her "La Gazzella Negra" (the
Black Gazelle); to the French she was "La
Perle Noire" (The Black Pearl).
pg. 25
MATH SIGNS
Plus
(Sum)
Subtract
(Difference)
Multiply
(Quotient)
Divide
(Dividend)
+ x ÷
pg. 26
LANGUAGE ARTS
METAPHOR
a type of figurative language that compares two
things without using the words like or as
IDIOM
a phrase used to express an idea
that should not be taken literally
ANALOGY
a comparison of two things
FORESHADOW
hints given to the reader about
what may happen later in the story
pg. 27

Be an MVP! - Jim DeLine

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