Activity Plan HPEX 390
Group: Danyah Alwazir, Patricia Parker, Amanda Matthews
Class/Grade: 3rd grade Activity Focus: Non/Locomotor, Manipulative, Cooperation Date: 4/14/14
# of Students: 30
Location: Gym or Field (if weather permits)
Equipment: Water noodle pieces approximately the same length
Safety Concerns: Tripping, hitting with noodle, running into teammates if you have too much
momentum.
National Content Standards (NASPE, 2004)
1. Demonstrates competency in motor skills &
movement patterns needed to perform a variety of
physical activities.
2. Demonstrates understanding of movement concepts,
principles, strategies, & tactics as they apply to the
learning & performance of physical activities.
3. Participates regularly in physical activity.
4. Achieves & maintains a health-enhancing level of
physical fitness.
5. Exhibits responsible personal & social behavior that
respects self & others in physical activity settings.
6. Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
Virginia Standards of Learning – Math 3.10___
Measurment
3.10 The student will
a) measure the distance around a polygon in order to
determine perimeter; and
Virginia Standards of Learning – Health & Physical Ed.
Movement Principles and Concepts
3.2 The student will apply movement principles in
increasingly complex movement activities.
a) Apply the concept of relationships while moving
in space and using non-locomotor and
manipulative skills.
b) Apply the principles of relationships when
working with a partner while moving (e.g., passing
a ball in front of a moving partner).
Responsible Behaviors
3.4 The student will demonstrate an understanding of the
purpose for rules, procedures, etiquette, and respectful
behaviors while in various physical activity settings.
Demonstrate independence and good use of time
while engaging in physical activity.
Provide input into establishing rules and guidelines
for behavior in physical activity settings.
Work cooperatively with peers.
Behavioral Objectives:
Affective: Upon completion of the activity time the student will be able to enjoy learning through the
activity and with other students as measured by attitude and facial expressions.
Activity Plan HPEX 390
Psychomotor: Upon completion of the activity time the student will be able to perform non/locomotor,
manipulative skills measured by observing their movement.
Cognitive: Upon completion of the activity time the student will be able to build a polygon and
measure its perimeter as measured by the completion of the activity and their answer for the
measurement of the polygon.
Health Related Fitness: Upon completion of the activity time the student will be able to have enough
endurance to run across the gym and back as measured by their fatigue and breathing pattern at the end
of the activity.
Activity Plan:
 Begin by dividing class into 3 or 4 equal groups (depending on size of class).
 The groups will be at one end of the gym, and at the other there will be piles of water noodle
pieces (all piles have an equal amount of pieces and the ratio of noodle pieces to kids should
be 1:1).
 One person at a time from each group will run to the piles, pick up ONE noodle piece and run
back placing the noodle behind their group (DO NOT ABUSE THE NOODLE. Noodles are
not to be played with and will not be used until the end of the activity).
 After all team members have collected their noodle pieces the team will collaborate to build a
polygon assigned by the teacher, and will then measure the perimeter using the unit: one
noodle piece. (i.e. ‘our square has a perimeter of 8 noodle pieces”).
 Whichever team to have all members complete their relay and correctly assemble and measure
the perimeter of their polygon finishes first.
Modifications:
 If the unit of measurement (one noodle piece) is too simple, change it to inches. For
example tell students, “each noodle piece is 12 inches. What is the perimeter of your
polygon in inches?”
 Use a score sheet to track the students’ progress over a period of several weeks. How
much did they improve in attitude, movement (including speed, cardio endurance and
muscular endurance), math skills and cooperative skills.
Resources:
Discounts, S. (1996, January 1). Primary Sponsor. The Health and Physical Education Web site for Teachers/PE
Central. Retrieved April 14, 2014, from http://www.pecentral.org
Kovar, S. K. (2007). Elementary classroom teachers as movement educators (2nd ed.). Boston: McGraw-Hill.
Standards of Learning (SOL) & Testing. (2012, January 1). VDOE. Retrieved April 14, 2014, from
http://www.doe.virginia.gov/testing/index.shtml