k290 Final

CREATED BY CLAIRE MCDANIEL TO FULFILL THE REQUIREMENTS FOR K290: MOVEMENT FOR
ELEMENTARY AND PRESCHOOL CHILDREN.
CLAIRE MCDANIEL
INDIANA UNIVERSITY BLOOMINGTON
FALL 2018
Physical Education and Physical Activities

for Classroom Teachers
Grades K-1
Gifted to Monroe County YMCA Energize Program and Fairview Elementary School of Monroe County
Community Schools in Bloomington, IN
TABLE OF CONTENTS
Physical Education Activities
1. Zookeeper
2. Hail Storm
3. Musical Hoops
4. On the Lines Off the Lines
5. Smaug’s Jewels
Physical Activities for Limited Space

1. Rollerball
2. Snowflakes
3. Musical Shapes in Personal Space
4. Hoops of Fitness
5. The Number Game
Classroom Brain Energizers

1. Jump Skip Counting
2. Animal Instincts
3. What’s Your Name?
4. Pass It On
5. Hangman
6. Hot Potato
7. The Movement Poem
8. As If
9. Over, Under, Around and Through
10.12 Days of Fitness
Dear Kindergarten and First Grade Teachers at Fairview Elementary,
Hello, my name is Claire McDaniel and I am a sophomore at Indiana University. I am not

sure if I will end up getting my degree in Elementary Education or Social Work, but at the
moment I am taking classes for the Elementary Education degree, including K290. I am
originally from Hammond, IN (Northwest IN), and I would love to move back closer to home
when I graduate and work in an urban area. I grew up in a very diverse area so I really love
working with all kinds of people. I know that whatever my career will be, it will be fulfilling,
and I will make a difference in the lives of others.
But for now, while I am in this class, SPH-K 290 (Movement Experiences for Preschool
and Elementary Experiences) I was asked to create a resource I could use if I become a teacher,
and we decided to share our resources with actual teachers as well. Research shows that children
are much more engaged in class when they have physical movement throughout the day.
Physical activity also decreases the risk of obesity in children and helps them build and maintain
healthy bones. But the benefits don’t stop there, physical activity also aids in stress management
and promotes psychological well-being, to name a few. All around, physical activity and exercise
benefits children, and my hope is that this resource will help you get your students up and
moving in a fun and successful way.
As you explore through this project, you will find that all of the activities included are
really fun, and very few of them need any equipment to teach (if they do need equipment, simple
substitutions can be found). There are five physical education lesson ideas, five physical activity
ideas, and ten brain energizers included in this project. This project is a resource that
encompasses all kinds of different activities that get children up and moving. I hope you have a
great rest of the year with your students and that you are able to use this resource to assist you in
making your classroom and your students more active.
Best,
Claire McDaniel
Physical Education Lessons
ACTIVITY TITLE: Zookeeper

TEACHER: Claire McDaniel
TYPE: Physical Education Game
TARGET AUDIENCE: DL 1, Grades K-2
EQUIPMENT: 2 mats and some pennies
OBJECTIVES:
Psychomotor:
 Performs locomotor skills (hopping, galloping, running, sliding, skipping) while
maintaining balance (S1.E1.K)
Cognitive:
 Travels in general space with different speeds. (S2.E3.K)
 Understands and acknowledges different types of animals and how they move.
Affective:
 Acknowledges responsibility for behavior when prompted (S4.E2.K)
 Follows directions in group settings (S4.E1.K)
ORGANIZATION OF STUDENTS: Group of students on one mat with the other group of
students on opposing mat with one student in the center.
ACTIVITY SET UP:
INSTRUCTIONS:
 Object is for students to use locomotor skills to flee from the zookeeper, while also
learning about different kinds of animals.
 Organization of equipment and students:
o Two mats in opposite corners with students (zoo animals) standing on them.
o One student (zookeeper) standing in center of playing area between the two mats
 Anticipatory Set:
o Raise your hand if you have ever been to the zoo …
o Can you all tell me what kinds of animals are in the zoo…
o Today we are going to play a game where we pretend that we are animals in a zoo
and the zookeeper is trying to catch us
 Directions:
o Students will already be in two groups from toe-to-toe with rock, paper, scissors
(Two Groups).
o Teacher will put the groups on mats and select a zookeeper
o Students will be told what animal they are imitating

o On the count of 3, all “animals” will be let loose, and the zookeeper is trying to
get them back into their cages
o If the “animal” is tagged he/she must return to their cage for 5 seconds before
they can escape again.
o When the round is over, a new zookeeper will be selected, and other students will
have a chance to pick what zoo animal they would like to imitate
o Add variations…
 Demonstration:
o Teacher picks a student to be the zookeeper, while he/she goes to the cage.
o Teacher imitates an animal and escapes, while the zookeeper tries to catch her
o If/when teacher gets caught she returns to the cage for 5 seconds
o Teacher has the whole class try it with a “practice” round
 Variations
o Have students all be the same animal at first
o Have different groups off students be different animals (multiple forms of
movement going on)
o Have multiple zookeepers to make “escaping” harder
TEACHING TIPS/MODIFICATIONS:
 Allow students to be creative with what animal they want to pretend to be.
 Play music so students know when they have escaped, and stop music to signal the end of
the round
SAFETY:
 Keep eyes open to avoid collisions with other students
 Encourage students to be cognizant of their surroundings
 Keep mats away from walls to avoid running into walls
RESOURCE: “Zookeeper” found at https://physedgames.com/zookeepers/#more-715
ACTIVITY TITLE: Hail Storm

EQUIPMENT: one softball sized soft ball for each student, one large trash cane, small cones or
poly-dots
OBJECTIVES:
Psychomotor Skills:
 hops, gallops, jogs, and slides using a mature pattern (S1.E1.1)
 throws underhand with opposite foot forward (S2.E13.K)
Cognitive Skills:
 Travels in general space with different speeds (S2.E3.K)
 Participates actively in physical education class (S3.E2.K)
Affective Skills:
 Describes positive feelings that result from participating in physical activities
(S5.E3.1a)
 Works independently with others in a variety of classroom environments (e.g.,
small and large groups. (S4.E4.1)
ORGANIZATION OF STUDENTS: scattered throughout the gym with the “cloud” center in
the middle (cones/poly dots on borders with trash can In center)
ACTIVITY SET UP: = students
INSTRUCTIONS:
 Object of this game is to…
o Practice overhand and underhand throws

o Make a cloud area in center of gym using the cones or dots as borders. Place the
trash can in the center. Have students scattered around the gym.
o Ask the students, “Have you ever experienced a hail or rain storm
o Explain to the students that we will be playing a game where we must return all
the rain/hail back to the clouds.
 Directions:
o Students will be scattered around the gym with the balls scattered as well.
o Students will collect a ball (raindrop) and try and put it back in the clouds, but
they cannot go past the cone border.
 They must throw the ball.
o Only the teacher can enter the cloud area and throw our raindrops that didn’t
make it into the trash can.
o If there are a lot of rain drops in the cloud area, the teacher can yell out “STORM”
and students may enter the cloud area only to grab a raindrop and go back into the
sky (rest of the gym)
o The students will work on different types of throwing and practice their aiming as
the game goes on and variations are added.
 Demonstration:
o Teacher will grab a rain drop
o She will demonstrate throwing it into the cloud.
o If she makes it she will go and find another rain drop
o If she doesn’t make it, she will grab her ball and try again from a different
position in the sly/gym
 Variations
o Have students underhand throw to begin with
o Have students overhand throw
o Create different clouds (trash cans) for students to aim the raindrops into.
 Clearly mark the border students must not pass
 Play rain music to emphasize the game
 Allow students the freedom to throw from wherever as long as they are aiming at the
cloud center and practicing safe throwing skills.
SAFETY:
 Students should keep eyes and ears open to avoid running into other students.
 Students should be cognizant of their surroundings
 Emphasize safe throwing
RESOURCE: “Hail Storm” found at

https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=133385#.XATtQ6fMyfU
ACTIVITY TITLE: Musical Hoops

EQUIPMENT: hoola-hoops, one (or almost one) per student
OBJECTIVES:
Psychomotor Skills:
 Maintains stillness on different bases of support with different body shapes
(S1.E7.1)
Cognitive Skills:
 Accepts personal responsibility by using equipment and space appropriately
(S4.E1.1)
 Follows rules and parameters of learning environment (S4.E2.1)
Affective Skills:
(S5.E3.1a)
ORGANIZATION OF STUDENTS: scattered throughout the gym

INSTRUCTIONS:
o Have students use locomotor and balance skills to move around the gym while the
music is playing using different forms of movements, then when the music stops
they will find the hoop closest to them, get in it, and stay there in a balanced
position.

o Hoola-hoops and children scattered throughout the gym
 can use basketball court as boundaries
o Ask the students, “Have you all ever played musical chairs?”
o Ask the students, “What did you all like about musical chairs?”
o Explain that we will be playing a larger scale, more fun, version of this game
 Directions:
o After the anticipatory set have students spread out across the gym around the
hoola-hoops
o The teacher will explain that on her command (when the music starts), students
will begin to move around the court, avoiding the hoops.
o On the next command (when the music stops), students must race to the closest
hoop next to them, in a balanced position (e.g. on one foot or another variation of
a balance pose)
o These steps repeat, adding a different variation each time.
o If the students don’t get in a hoola-hoop by chance they will complete a small
exercise (5 jumping jacks) and then continue playing in the next round.
 Demonstration:
o Teacher has students spread out across the gym
o She then will turn on the music and walk around
o She will have the music stop, and she will demonstrate entering a hoop as fast as
she can in a balanced position
o She will have students perform a practice run to ensure their understanding of the
game.
 Variations
o Use running, jumping, galloping, walking.
o Play several rounds and have students use specific locomotor skills (rather than
just what they want at first)
o As the game goes on take away hoops to increase the difficulty of game (multiple
students can be in a single hoop)
o Incorporate an academic component (i.e. have the students solve an
addition/subtraction problem if there are multiple people in a hoop and the person
who solves it faster stays and the child who doesn’t has to do an exercise.)
 Allow students the creative freedom to pick the music they want to listen to
 Have enough hoops or multiple people in one hoop, so no one is disqualified or “left out”
a. This also ensures that students remain active throughout the game.
 Encourage students to be active and have fun while playing the game.
SAFETY:
 Use basketball court borders to avoid having students running into the wall.
RESOURCE: “Musical Hoops” found at https://thephysicaleducator.com/game/musical-hoops/
ACTIVITY TITLE: On the Lines Off the Lines

EQUIPMENT: pinnies to signify “ghosts”
OBJECTIVES:
Psychomotor Skills:

Cognitive Skills:
 Travels in general space with different speeds S2.E3.K)
Affective Skills:
(S5.E3.1a)
ORGANIZATION OF STUDENTS: scattered throughout the gym
INSTRUCTIONS:
o Have students use locomotor skills to move around the gym using different
patterns and different spaces.
o Students scattered around the gym
 Use gym lines for game

o Ask the students, “Have you all ever played Pac-man?”
o Explain to the students that this game is similar to Pac-man in the sense that Pac-
man moves on the lines
o Explain that we will be playing a larger scale, more fun, version of this game
 Directions:
o After the anticipatory set have students spread out across the gym.
o The teacher will call out “on the lines” or “off the lines”
o If the teacher calls out “on the lines,” the students must move around the playing
area while attempting to stay on the gym floor lines
o If the teacher calls out “off the lines,” students must move around the playing area
while attempting to stay off the lines.
o The catch: while students are moving on the lines, there will be ghosts that can tag
them (like in Pac-man).
o Tagged students will stand still while completing an exercise of the teacher’s
choice until the next round starts.
o Teacher can request students to move using different locomotor patterns to help
students with their fundamental skills as the game goes on.
 Demonstration:
o Teacher has students spread out across the gym
o She then will then demonstrate walking on the lines/off the lines with different
locomotor skills
o She will have one student assist her in showing the ghost while on the lines
tagging her.
game.
 Variations
o Play several rounds and have students use specific locomotor skills (rather than
just what they want at first)
o As the game goes on add more “ghosts” to increase the difficulty of game
 Allow students the creative freedom to pick the music they want to listen to
 Have students pick their exercise if they are tagged.
a. This also ensures that students remain active throughout the game.
 Encourage students to be active and have fun while playing the game.
SAFETY:
RESOURCE: “On the Lines Off the Lines” found at https://thephysicaleducator.com/game/on-

lines-off-lines/
ACTIVITY TITLE: Smaug’s Jewels

EQUIPMENT: cones, pinnies, noodles
OBJECTIVES:
Psychomotor Skills:
Cognitive Skills:
 Travels in general space with different speeds (S2.E3.K)
 Participates actively in physical education class (S3.E2.K)
Affective Skills:
(S5.E3.1a)
ORGANIZATION OF STUDENTS: in a circle surround the cones (1 cone per student)
INSTRUCTIONS:
o Have students use teamwork skills to capture the jewels

o Students around the circle, on at each cone
o Ask the students, “Have you ever been protective over something?”
o Explain to the students that this game will consist of a dragon trying to protect
his/her possessions white other people are trying to steal it.
 Directions:
o After the anticipatory set have students create a circle with cones and place a soft
object (pool noodle) in the middle (it’s the jewel.”)
o Place one player at each cone, which will be there base.
o Number off the students 1-3 (this will form the teams).
o One player will be selected as a Smaug (a dragon).
o Call out a team’s number.
o The players on that team must work together to try to steal Smaug’s Jewel and get
back to their base without being tagged.
o If a player is tagged than their teams turn is over
o If a team is successful or if Smaug is successfully guarding his jewel, select a new
student to be Smaug.
 Demonstration:
o Teacher will form the circular perimeter.
o She then will then select a team to demonstrate with her.
o She will have on of the students stand in the center and be Smaug.
o She and the other student will try to get the jewel without being tagged.
o She will have Smaug tag her to show that the teams turn is over once one person
has been tagged.
game.
 Variations
o Use running, jumping, galloping, walking.
o Have multiple Smaug’s as the game progresses
 Individual play: if a player is tagged by Smaug they are frozen, if all players become
frozen then Smaug wins.
 Make multiple circles to allow for more playing time among students.
SAFETY:
RESOURCE: “Smaug’s Jewels” found at https://thephysicaleducator.com/game/smaug-jewel/
Physical Activity Lessons
PHYSICAL ACTIVITY GAME TITLE: Rollerball

TARGET AUDIENCE: DL 1 (Kindergarten-2nd Grade)
EQUIPMENT: 1-2 balls
OBJECTIVES:
(S1.E1.K or 1.1.2.A) Performs locomotor skills (hopping, galloping, running, sliding, skipping)
while maintain balance
 (S2.E1.Ka or 1.2.1.A) Differentiates between movement in personal and general space

 (S3.E1.K or 1.3.1.A) Identifies active-play opportunities outside of physical education
class
ORGANIZATION OF STUDENTS: Two teams, one on each side of the court if permitted or
just on opposite sides of whatever area is available
INSTRUCTIONS:
 Object of this physical activity game is to roll the ball across the opposite end line.
 Split the students into two teams.
 Have a line on each side that signifies the “goal.”
 Each team will spread out on their half of the court or gym
 The team will roll the ball and try to get the ball across the line that the other team is
guarding.
 If the ball makes it across the line the team is awarded a point.
 Each player has 10 seconds to do something with the ball (either rolling it across the
court or rolling it to another teammate.
 If the ball goes out of bounds the student closest to the ball with retrieve the ball and roll
it to another team member so the game can continue.
 Students are permitted to move around with the ball (i.e. they don’t have to stay in the
same position once the ball is rolled to them.
 Emphasize teamwork in passing ball to each other
 Emphasize that the ball must be rolled and not thrown
 Add another ball to the game when students are comfortable.
 Add cones outside the lines, and if the cone is hit by a ball, an extra point can be awarded
to the team.
SAFETY:
 Open space so students are safe
 Soft ball to pass around in case accidental throwing occurs
 Remind students to gently roll the ball so that their teammates/classmates do not get hurt.
RESOURCE: “Rollerball” found at https://physedgames.com/rollerball/
PHYSICAL ACTIVITY GAME TITLE: Snowflakes

EQUIPMENT: pinnies to signify taggers
OBJECTIVES:
 (S1.E1.K or 1.1.2.A) Performs locomotor skills (hopping, galloping, running, sliding,
skipping) while maintain balance
class
ORGANIZATION OF STUDENTS: students spread out around whatever space is permitted
INSTRUCTIONS:
 Object of this physical activity game is to use different locomotor skills to get away from
the tagger
 Have students spread out across whatever space is permitted
 Pick on tagger and one person, the “sun” who will go around and “unfreeze” people and
let them back in the game.
 The tagger (could wear a pinnie or have a pool noodle to let the other students know who
the tagger is) will tag people.
 The students who are tagged with stand in the shape of a star (legs and arms spread out)
 The “sun” (also could wear a different color pinnie or have a different color noodle so
students know who they are) will go around and unfreeze students who have turned into
snowflakes.
 The game will continue and variations can be added.
 Add more taggers as the game progresses
 Have “safe zones” where students can go for 10-15 seconds to avoid being tagged
 Allow the taggers and the “sun” to wear something (a pinnie) or have an item that allows
other students to know who they are.
 Change taggers and the person who is the “sun” to allow for fair and equal play amongst
the students.
SAFETY:
 Remind students to keep their eyes open so they don’t run into their classmates or other
objects in the play space
 Remind students about gentle tagging so no one is hurt or pushed.
RESOURCE: “Snowflakes” found at https://physedgames.com/snowflakes-2/
PHYSICAL ACTIVITY GAME TITLE: Musical Shapes in Personal Space

EQUIPMENT: none
OBJECTIVES:
class
ORGANIZATION OF STUDENTS: students spread out around whatever space is permitted
INSTRUCTIONS:
 Object of this physical activity game is to demonstrate an understanding of moving in a
general space and working with classmates
 Have students spread out across whatever space is permitted
 When the music is turned on, the students begin to perform a locomotor skill throughout
the space.
o Skipping, jumping, hopping, galloping, leaping, sliding, jogging
 When the music stops, the teacher will call out a shape
o Triangle, letter A, number 4, a line, number 7, etc.
 The students must get in a group of two or three and make the shape the teacher has
called out
o Give the students 10-15 seconds to do so.
 After the shape has been completed the teacher will signal for the students to spread out
again.
 Students will then perform a different locomotor skill until the music is stopped and they
have to make the next shape the teacher calls out.
 The game will continue for as long as time permits.
 Call out more complex shapes and have students work in bigger groups (4-5 students) to
make the shape.
 Allow students the opportunity to pick the shapes that are being called out.
 Play music and have students pick appropriate music that they want to create a good time
for all.
SAFETY:
 Remind students to keep their eyes open so they don’t run into their while trying to make
shapes
 Remind students about gentle tagging so no one is hurt or pushed.
RESOURCE: “Musical Shapes in Personal Space” found at

https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9036#.XATMgKfMx0s
PHYSICAL ACTIVITY GAME TITLE: Hoops of Fitness

EQUIPMENT: one ball or beanbag to toss between each pair of students
OBJECTIVES:
class
 S2.E3.K Travels in general space with different speeds
 S1.E13.K Throws underhand with opposite food forward
ORGANIZATION OF STUDENTS: students in two lines in front of the center line
INSTRUCTIONS:
 Object of this physical activity game is to have students demonstrate throwing/catching
skills while working with a partner.
 Have students in two lines with the center line in the middle.
 Have a soft object that can be tossed between the students (student directly in front of
them is their partner to begin)
 On the start signal the students will pick up the piece of equipment that is in front of them
and will toss it back and forth between their partner
 On the stop signal, the students will freeze, and place their equipment back in the center
of them.
 The teacher will then give a traveling instruction, “gallop clockwise,” when the teacher
says “travel” the students will move as instructed.
 On the next stop signal the students will freeze again and be paired up with a new partner
whom they will throw and catch back and forth with.
 Continue the game using different “traveling” skills each time.
 Have students work on different types of throwing (underhand/overhand)
 Play music as the start signal, and stop the music to signify “freezing”
 Have students pick the way they want to travel around the lines to find their new partner.
SAFETY:
 Emphasize safe throwing.
 Remind students to watch with their eyes when they are catching and moving around the
line to find a new partner.
RESOURCE: “Hoops of Fitness” found at https://openphysed.org/wp-

content/uploads/2017/10/E-07-LimitedEquipment-CF-02-12HoopsOfFitness.pdf
PHYSICAL ACTIVITY GAME TITLE: The Number Game

EQUIPMENT: none
OBJECTIVES:
class
ORGANIZATION OF STUDENTS: students spread out across the space permitted
INSTRUCTIONS:
 Object of this physical activity game is to have students use locomotor skills and number
skills to make groups of the number called out by the teacher
 Have students use locomotor skills to move around the space for 20-30 seconds.
 The teacher will the call out a number (i.e. 5).
 The students must quickly form groups of 5.
 Any players who don’t form groups of 5 must perform 5 jumping jacks or another
exercise
 Keep playing and adding variations.
 Play music to make the game more fun.
 Have students pick the exercise they want to complete.
 Have students perform an activity with their group (i.e. whole group has to do 5 squats)
 Pick a student to call out the group size each round
SAFETY:
 Emphasize safe movement throughout the gym.
 Remind students to watch with their eyes when they are catching and moving around the
line to find a new group.
RESOURCE: “The Number Game” found at https://physedgames.com/the-number-game/
Brain Energizers
ACTIVITY TITLE: JUMP SKIP COUNTING

TYPE: BRAIN ENERGIZER
TARGET AUDIENCE: DL 1 (KINDERGARTEN-2ND GRADE)
EQUIPMENT: NONE
OBJECTIVES:
Psychomotor/Fundamentals: hopping, jumping
Affective/Social: teamwork while counting
Cognitive/Academic: number counting, math
ORGANIZATION OF STUDENTS: students spread out or simply next to their desks
INSTRUCTIONS:
 Object of this brain break is to jump/hop while counting numbers and keeping rhythm.
 Have students stand up next to their desks or in an open area in the classroom.
 Have students raise their hands and call out a number (1-10)
 Call on another student and have them call out a number (1-10)
 Explain to the students to add those numbers together by using their bodies to jump as
they count.
 Add on variations to make it more difficult
 Repeat the process for 3-5 minutes.
 Emphasize safety
 Use the same concept but for multiplication or division
 Have students do other movements besides just jumping/hopping
 Play music to encourage the students to be active
 Do this activity in a gym to allow for more space for students to move around.
 Encourage fast-pace activity to get students heart rate up.
SAFETY:
RESOURCE: “Jump Skip Counting found” at https://minds-in-bloom.com/20-three-minute-

brain-breaks/
ACTIVITY TITLE: ANIMAL INSTINCTS

EQUIPMENT: NONE
OBJECTIVES:
Psychomotor/Fundamentals: stretching, hopping, leaping, walking, galloping
 Some more psychomotor skills may be used depending on what animals’ students
choose to call out.
Affective/Social: working with others, being the “leader”
Cognitive/Academic: animal recognition
ORGANIZATION OF STUDENTS: students spread out or simply next to their desks
INSTRUCTIONS:
 Object of this brain break is to mimic animal movements and noises while learning about
different animals.
 Have students stand up next to their desks or in an open area in the classroom.
 Have one child come to the front and call out the name of an animal
 Other students will then mimic that animal with movements and noises
o Continue for amount of time desired.
 Then have another student come to the front of the class and call out the next animal for
students to mimic
 Continue this for 3-5 minutes
 Emphasize safety
 Have two different groups, so more students can be the “leader:
SAFETY:
 Warn students about movements that animals might to and encourage them to only
complete movements they feel safe and comfortable with.
RESOURCE: “Animal Instincts” found at http://www.heart.org/idc/groups/heart-

public/@wcm/@fc/documents/downloadable/ucm_455767.pdf
ACTIVITY TITLE: What’s Your Name?


EQUIPMENT: NONE
OBJECTIVES:
Psychomotor/Fundamentals: jumping, squatting, stretching, skipping, etc.
Affective/Social: N/A
Cognitive/Academic: word spelling
ORGANIZATION OF STUDENTS: spread out around the room.
INSTRUCTIONS:
 Object is to perform a set of activities that are listed out for you according to how your
name is spelt
 Have students spread out around the room
 On the board have each letter of the alphabet associated with a specific exercise
o A: Do 10 jumping jacks
o B: Do 5 squats
o C: Run in place for 30 seconds
o D: Do 5 pushups
o E: etc.
 Have the students continue performing each activity until they have completed spelling
their name
 Have a paper that says which exercises they are doing in which order for kids who
struggle with spelling their name
 Have students pick what exercises they want to do.
SAFETY:
 Emphasize keeping eyes and ears open so students don’t run into each other as they are
performing various exercises.
RESOURCE: “What’s Your Name?” found at

https://www.pinterest.com/pin/316729786278414359/
ACTIVITY TITLE: Pass It On

EQUIPMENT: deck of Uno cards
OBJECTIVES:
Psychomotor/Fundamentals: jumping, squatting, stretching, skipping
Affective/Social: working together to pass cards
Cognitive/Academic: associating numbers/colors to a task
ORGANIZATION OF STUDENTS: a circle around the room
INSTRUCTIONS:
 Object is to perform an activity that corresponds to the number/color on the Uno card
 Have students form a circle around the room
 On the board have it labeled as to which color is doing what
o Blue: jumping
o Red: squatting
o Green: skipping
o Yellow: lunging
o Wild/Other Cards: your choice
 Pass out a card to each student and have them perform the activity on the card for 10-15
seconds or the same amount of times as the number on the card
 Yell out “pass it on” then the students pass their card to the next person and they perform
the activity that corresponds to what’s on the board
 Add on variations to make it more difficult
 Repeat the process for 3-5 minutes.
 Teach colors in Spanish/other foreign language
 Incorporate a math component such as adding and subtracting with the numbers on the
cards.
 Have students pick what movements they want to do.
SAFETY:
 Emphasize gently passing the cards to ensure no one is injured.
RESOURCE: “Pass it On” found at https://austinisdselblog.com/2013/03/27/brain-break-

wednesday-pass-it-on-uno-style/
ACTIVITY TITLE: HANGMAN

EQUIPMENT: none
OBJECTIVES:
Psychomotor/Fundamentals: jumping, stretching
Affective/Social: teamwork
Cognitive/Academic: spelling, making educated guesses
ORGANIZATION OF STUDENTS: have students scattered around the room or next to their
desks facing the board
INSTRUCTIONS:
 Object is to have students play hangman with an active component
 The game is completed like regular hangman, except students have to buy vowels by
performing different movements
o A= high knees
o E= sit ups
o I=lunges
o O= squats
o U= twists
o Y= mountain climbers
 Have a set movement for consonants like 3 jumps to make students even more active
 Have students pick their exercises as a class
SAFETY:
RESOURCE: “Hangman” found at http://www.activeacademics.org/?pid=9&lessonid=731
ACTIVITY TITLE: HOT POTATO

EQUIPMENT: 4-5 soft balls
OBJECTIVES:
Psychomotor/Fundamentals: passing, stretching, and your choice of other activities
performed
Affective/Social: working with others to pass the ball
Cognitive/Academic: N/A
ORGANIZATION OF STUDENTS: spit students into groups of 5-6 and have them stand in a
circle
INSTRUCTIONS:
 Object to pass the ball around the circle and not be the one holding it when the teacher
says “hot potato”
 Have students stand in their circles with their group
 When the teacher says go, students can begin passing the ball around the circle
 When the teacher yells out “Hot Potato” the people holding the ball with leave the circle
and perform an activity
 They will return to their group during the next game
 Activities can include:]
o Jumping on one foot
o Sit ups
o Jumping Jacks
o Burpees
o Push-ups
 You could have students sit in a circle and hand the ball to the next person rather than
passing it
 Have students pick what exercises they want to do.
SAFETY:
 Emphasize gently passing the balls to ensure no one is injured.
RESOURCE: “Hot Potato” found at

https://wvde.state.wv.us/healthyschools/documents/resource_guide_interactiveFinal.pdf
ACTIVITY TITLE: THE MOVEMENT POEM

EQUIPMENT: none
OBJECTIVES:
Psychomotor/Fundamentals: jumping, stretching
Affective/Social: working together
Cognitive/Academic: listening to and following directions
desks
INSTRUCTIONS:
 Object is to have students listen to the poem and have them complete the
movements/activities the poem says to do
 Read the poem:
o Jump to the right and stand if you please, touch your elbows and now your knees.
o Touch both heels, now your nose, hands on your hips, now your toes.
o Hand on shoulders, and on your shoes, turn to the left and read the news.
o Hands on heads, also on hair, hands on hips, now in the air.
o Touch your face, now your feet, clap your hands and take your seat.
 You could have students act out a more complex poem
 Have a lesson and write the poem that you will act out together
SAFETY:
RESOURCE: “The Movement Poem” found at

http://www.activeacademics.org/?pid=9&lessonid=363
ACTIVITY TITLE: AS IF
TYPE: BRAINT ENERGIZER
EQUIPMENT: NONE
OBJECTIVES:
Psychomotor/Fundamentals: Jogging, Walking, Jumping
Cognitive/Academic: reaction to different situations, differentiating serious situations vs.
not serious situations
ORGANIZATION OF STUDENTS: Students standing at their desks
INSTRUCTIONS:
 Object of this brain break is to have students act out scenarios where they would have to
run, jump, or walk
 Have students stand up and check for space
 Call out a sentence and have students act out each sentence for 20-30 seconds, then
switch to the next scenario and so on.
o Run in place as if a scary spider was crawling towards you
o March in place as if you were playing an instrument in the marching band
o Shake your body as if you were a wet dog trying to get dry
o Jump in place as if you were popcorn popping
o Find a partner and act like a tree as if it were swaying in the wind
o Run as if someone is chasing you
o Stretch your arms as if you are reaching for something on a high shelf
o Move your body as if you were climbing a tree
 Allow students to create “as if” sentences to act out
 Have students come up with actions to perform in a concept map (more
cognitive/academic)
 Encourage children to march faster to challenge themselves when performing each
task/try variation (i.e. running vs. jogging)
 Try this activity in a bigger area with props to make it more realistic for children
SAFETY:
 Have students be aware of their surroundings
 Have students keep their eyes and ears open and watch for other students who are
performing the activities alongside them.
RESOURCE: 2015 North Carolina, Kindergarten-5th Grade Classroom Energizers
ACTIVITY TITLE: OVER, UNDER, AROUND AND THROUGH

EQUIPMENT: none
OBJECTIVES:
Psychomotor/Fundamentals: jumping, stretching, walking, jumping
Affective/Social: teamwork, following the leader
Cognitive/Academic: acting out situations
desks
INSTRUCTIONS:
 Object is to have students act out scenarios where they are going over, under, around, or
through
 Teacher will decide on patterns where students can go over, under, around, and through
imaginary or real objects
 Lead the line of students following the pattern for 15-30 seconds each.
o Over a sea of stick peanut butter
o Under a cherry tree
o Around a skyscraper
o Through an elephant’s legs
o Over the sea
o Through the Amazon Rain Forest
o Around a sleeping baby
o Through a dark cave
o Under a big dog
o Over Mt. Everest
 Have students pick out their over, under, around, and through exercises
 Have students be the leaders
 Encourage them to act out the situations as if they were real.
SAFETY:
 Remind students not to act out anything in a way that could potentially hurt them
ACTIVITY TITLE: 12 DAYS OF FITNESS

EQUIPMENT: music (12 Days of Christmas)
OBJECTIVES:
Psychomotor/Fundamentals: jumping, stretching, walking, jumping
Cognitive/Academic: N/A
desks
INSTRUCTIONS:
 Object is to have complete various physical activities
 Students with act out the following fitness song
 “On the first day of fitness, my trainer gave to me”
o 12 jumping jacks
o 11 high knees
o 10 side stretches
o 9 sit ups
o 8 toe touches
o 7 Russian twists
o 6 push ups
o 5 jogs in place
o 4 squats
o 3 high jumps
o 2 butt kicks
o 1 plank
 Have students pick out their exercise for each number/day
 Write the activates on a poster or the board to make it easier to follow along
 You can continue for the whole song or make it a shorter activity by just doing what is
written above.
SAFETY:
 Remind students to keep their eyes and ears open to avoid running into or hurting other
students.

k290 Final

Enviado por

Dados do documento

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

k290 Final

Enviado por

Direitos autorais:

Formatos disponíveis

CREATED BY CLAIRE MCDANIEL TO FULFILL THE REQUIREMENTS FOR K290: MOVEMENT FOR

ELEMENTARY AND PRESCHOOL CHILDREN.

Physical Education and Physical Activities

Physical Activities for Limited Space

Classroom Brain Energizers

Dear Kindergarten and First Grade Teachers at Fairview Elementary,

Hello, my name is Claire McDaniel and I am a sophomore at Indiana University. I am not

Physical Education Lessons

ACTIVITY TITLE: Zookeeper

o Students will be told what animal they are imitating

RESOURCE: “Zookeeper” found at https://physedgames.com/zookeepers/#more-715

ACTIVITY TITLE: Hail Storm

ACTIVITY SET UP: = students

 Organization of equipment and students:

RESOURCE: “Hail Storm” found at

ACTIVITY TITLE: Musical Hoops

ORGANIZATION OF STUDENTS: scattered throughout the gym

 Organization of equipment and students:

RESOURCE: “Musical Hoops” found at https://thephysicaleducator.com/game/musical-hoops/

ACTIVITY TITLE: On the Lines Off the Lines

 hops, gallops, jogs, and slides using a mature pattern (S1.E1.1)

ORGANIZATION OF STUDENTS: scattered throughout the gym

ACTIVITY SET UP: = students

 Use gym lines for game

RESOURCE: “On the Lines Off the Lines” found at https://thephysicaleducator.com/game/on-

ACTIVITY TITLE: Smaug’s Jewels

ORGANIZATION OF STUDENTS: in a circle surround the cones (1 cone per student)

ACTIVITY SET UP: = students

 Organization of equipment and students:

RESOURCE: “Smaug’s Jewels” found at https://thephysicaleducator.com/game/smaug-jewel/

Physical Activity Lessons

PHYSICAL ACTIVITY GAME TITLE: Rollerball

 (S2.E1.Ka or 1.2.1.A) Differentiates between movement in personal and general space

RESOURCE: “Rollerball” found at https://physedgames.com/rollerball/

PHYSICAL ACTIVITY GAME TITLE: Snowflakes

ORGANIZATION OF STUDENTS: students spread out around whatever space is permitted

RESOURCE: “Snowflakes” found at https://physedgames.com/snowflakes-2/

PHYSICAL ACTIVITY GAME TITLE: Musical Shapes in Personal Space

ORGANIZATION OF STUDENTS: students spread out around whatever space is permitted

RESOURCE: “Musical Shapes in Personal Space” found at

PHYSICAL ACTIVITY GAME TITLE: Hoops of Fitness

ORGANIZATION OF STUDENTS: students in two lines in front of the center line

RESOURCE: “Hoops of Fitness” found at https://openphysed.org/wp-

PHYSICAL ACTIVITY GAME TITLE: The Number Game

TARGET AUDIENCE: DL 1 (Kindergarten-2nd Grade)

ORGANIZATION OF STUDENTS: students spread out across the space permitted

RESOURCE: “The Number Game” found at https://physedgames.com/the-number-game/

ACTIVITY TITLE: JUMP SKIP COUNTING

ORGANIZATION OF STUDENTS: students spread out or simply next to their desks

RESOURCE: “Jump Skip Counting found” at https://minds-in-bloom.com/20-three-minute-

ACTIVITY TITLE: ANIMAL INSTINCTS

ORGANIZATION OF STUDENTS: students spread out or simply next to their desks

RESOURCE: “Animal Instincts” found at http://www.heart.org/idc/groups/heart-

ACTIVITY TITLE: What’s Your Name?

TYPE: BRAIN ENERGIZER

ORGANIZATION OF STUDENTS: spread out around the room.

RESOURCE: “What’s Your Name?” found at

ACTIVITY TITLE: Pass It On

ORGANIZATION OF STUDENTS: a circle around the room

RESOURCE: “Pass it On” found at https://austinisdselblog.com/2013/03/27/brain-break-

ACTIVITY TITLE: HANGMAN

TYPE: BRAIN ENERGIZER

RESOURCE: “Hangman” found at http://www.activeacademics.org/?pid=9&lessonid=731