Space and Movement Unit Plan
Time
Frame
Day 1
Outcomes
Students will
A1–1 perform locomotor
skills through a
variety of activities
A1–10 demonstrate body
and space awareness
when performing
space awareness
games
A1–11 demonstrate an
understanding of
basic rules and fair
play for simple
games
B1–3 experience and
improve continued
frequency of
involvement in
cardio-respiratory
activities
C1–4 identify different
roles
in a variety of
physical activities
C1–5 display a
willingness
to play cooperatively
with others in large
and small groups
C1–3 identify and
demonstrate etiquette
and fair play
D1–3 show a willingness
to
listen to directions
and simple
explanations
D1–7 try a challenging
movement experience
based on personal
abilities
Activity
Materials:
basketballs, nets, cones, hula hoops
Transitions:
Students will find a spot inside the designated
area in their own personal space. When the
teacher says "go," the students will walk, skip,
or hop according to what teacher says.
Throughout this activity, the teacher also calls
out "FREEZE" and "MELT" to check
students' understanding of the rules and
personal space.
Stop and Go Whistle Game
Statues
Anticipatory set:
Everbody’s It Tag
Guided Practice:
Review Different Walks/Animals-Bubble
Map
Line Walks
Yes, let’s!
Independent Practice:
Sharks and Minnows
The group starts out on one side of the field or
room with one person in the middle of the
room.
The person in the middle will call out sharks
(boys) or minnows (girls). He will then
specify how he wants them to cross the room
(running, backwards, hop on one foot etc…).
It will then chase in the same manner that he
called out. If one of the sharks or minnows are
tagged they sit right where they were tagged
and become seaweed.
This seaweed has to stay on their backsides,
but they can tag other that are crossing as long
as they are sitting. If tagged by seaweed the
participants become seaweed as well.
Tortoise Tag
Assessment
checklist
One person is "it." Every other player tries to
avoid being tagged. If they get tagged, they
become frozen until they are tagged by
another player. To avoid being tagged, players
can lay down on their backs with their hands
and feet in the air (like a tortoise who has
rolled over on its back) Players are only safe
in this pose for 10 seconds.
Closure:
Poison Tag ("It" keeps his/her hand on the
spot where tagged.)
Transitions
Cool Down- This is an easy warm-up
involving no equipment. Say the name of a
Mr. Man and children have to move like him.
The ones I use are:
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Day 2
Students will
A1–1 perform locomotor
skills through a
variety of activities
A1–10 demonstrate body
and space awareness
when performing
space awareness
games
A1–11 demonstrate an
understanding of
basic rules and fair
play for simple
games
B1–3 experience and
improve continued
frequency of
involvement in
cardio-respiratory
activities
C1–4 identify different
roles
in a variety of
physical activities
Mr. Slow - move slowly.
Mr. Rush - move fast.
Mr. Jelly - shake your whole body.
Mr. Muddle - walk backwards.
Mr. Bounce - bounce!
Mr. Small - crouch and move.
Mr. Strong - move flexing your
muscles.
Mr. Tall - stretch up and move (good
for stretching once the children's
hearts are racing.)
Line up and get a drink
Materials:
basketballs, nets, cones, hula hoops
Transitions:
Red Light, Green Light
Anticipatory set:
Review different walks and go into centers to
explore movements.
Guided Practice:
T briefly reviews movement commands that
will be used in each class:"GO"--STS may
begin moving, always walking unless the T
specifies otherwise"FREEZE"--STS will stop
whatever they are doing, wherever they are,
hold their equipment if they have any, and
focus their eyes and ears on the teacher
"MELT"--STS will sit down where they are
pretzel style, put their equipment in their lap if
they have any, and put their hands on their
knees, focus their eyes and ears on the T
checklist
C1–5 display a
willingness
to play cooperatively
with others in large
and small groups
C1–3 identify and
demonstrate etiquette
and fair play
D1–3 show a willingness
to
listen to directions
and simple
explanations
D1–7 try a challenging
movement experience
based on personal
abilities
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Cones set up for boundaries, on T's
GO command STS spread out in
activity area
When music begins, STS are to move
around the activity area like different
animals
T selects one S to choose animal, all
STS move around the area like that
animal
When music stops and on FREEZE
command, STS stop moving
T selects another S to choose animal,
STS begin moving when music
begins and on T's GO command
During activity, T has STS move
forward like animal, backward like
animal to review directions learned
in the previous class
Dodging in general space:
The teacher will divide students into two
groups by counting 1, 2, 1, 2, and so on. After
teacher is finished counting, all of the number
one's will go to one end and the number two's
will go to the other. On the teacher's
command, the students will try to (walk, skip,
hop) from one end to the other without
bumping into any other students and always
staying in their own personal space.
Independent Practice:
Tree tag
Set up hoola hoops throughout a certain
boundary (make sure they are just about arms
width apart from each other). Students stand
inside of the hoola hoops and try to tag the
other students moving in between them with
their "branches" (arms). Once a tagger tags
another person, they have to yell "You're a
tree!" and they switch places. The tagger then
moves in between the hoola hoops and the
person who was tagged now acts as a tree and
goes into the hoola hoop.
Foot to Foot tag
Just like regular frozen tag but players are safe
from being tagged if two people lie on their
backs and put the soles of their feet together.
Day 3
Students will
A1–1 perform locomotor
skills through a
variety of activities
A1–10 demonstrate body
and space awareness
when performing
space awareness
games
A1–11 demonstrate an
understanding of
basic rules and fair
play for simple
games
B1–3 experience and
improve continued
frequency of
involvement in
cardio-respiratory
activities
C1–4 identify different
roles
in a variety of
physical activities
C1–5 display a
willingness
to play cooperatively
with others in large
and small groups
C1–3 identify and
demonstrate etiquette
and fair play
D1–3 show a willingness
to
listen to directions
and simple
explanations
D1–7 try a challenging
movement experience
based on personal
abilities
Closure:
What Time is it Mr. Wolf?
Transitions Cool Down-Letters Teacher calls
out a letter and children make their bodies
into that shape.
Line up and get a drink
Materials:
basketballs, nets, cones, hula hoops
Transitions:
What Time is it Mr. Wolf?
Anticipatory set:
Review different walks and go into centers to
explore movements.
Guided Practice:
All students start in a self space holding three
fingers, (which signify points). The teacher
will select one or two taggers. When the
teacher says "go", the taggers will attempt to
tag the rest of the class. If a student is tagged,
bumps into another student, falls down, or
goes outside of the boundaries, then the
student loses a point (finger). When each
student loses all three fingers (points), they
become a helper tree. Helper trees are frozen
on the spot, but can still move their arms
(branches) to help tag.
If another student is touched by a helper tree,
that student loses a point, so, as the game
progresses, the difficulty increases and
students must watch for the taggers AND they
must be aware of the helper trees.
The students must be honest about when they
fall, get bumped, or are tagged and they are
responsible for keeping up with this. As the
students gain skill and knowledge, the use of
strategies can be introduced, i.e., how can a
tagger use the helper trees most effectively?
Each game will last about 2-4 min, at which a
new game will be started and new taggers will
be selected.
Independent Practice:
Shark and Octopus Tag
Everyone begins the game as an octopus and
stands on one side of the playing field. One
person is chosen to be a shark and they will
stand in the middle of the playing field. Play
begins when the shark calls out, "Octopus,
checklist
Octopus, swim in my ocean!" All players
must run across the playing field trying to get
to the other side without getting tagged by the
shark. Anyone who is tagged must sit down
where they are tagged. They now become the
shark's helpers. When the shark calls out
"Octopus, Octopus, swim in my ocean!"
again, the players will try to run back to the
other side. Anyone who runs within arms
reach of the sitting players and gets tagged
must sit down. The game continues until there
is only one person left.
Closure:
Stuck in the Mud
Works like stuck-in-the-mud. but backwards.
Everyone starts of being stuck with one
person who is 'it' and free to move around.
Each person he/she tags is then free to move but their job is to then hang onto the person
who is 'it' and try to slow them down. As more
people get released more hang onto the tagger
until he/she can no longer move. At this point
they give up and call out the name of a new
person to be 'it'. Everyone spreads out and the
game starts again.
Transitions Cool Down- Have the children
stand in a large circle. Then ask the children if
they know where their head is. After they all
say yes, then repeat the step asking if they
know where their shoulders knees and toes
are. After doing this and they are familar with
the parts of the body begin to sing the song...
Head shoulders knees and toes knees and
toes... (as you sing the words they touch that
part of their body). This is a great way to
stretch out and this gives them an
understanding of their body.
Day 4
Students will
A1–1 perform locomotor
skills through a
variety of activities
A1–10 demonstrate body
and space awareness
when performing
space awareness
games
A1–11 demonstrate an
understanding of
basic rules and fair
play for simple
games
B1–3 experience and
Line up and get a drink
Materials:
basketballs, nets, cones, hula hoops
Transitions:
Ollie, Ollie Octopus
Anticipatory set:
Review different walks and go into centers to
explore movements.
Guided Practice:
All students will start in their own personal
space. Teacher will select two students to be
taggers. When the "go" signal is given
(Ready, Set, Go), the two students with the
pinnies on will try and tag the others. If the
student is tagged, the student must do 3
checklist
improve continued
frequency of
involvement in
cardio-respiratory
activities
C1–4 identify different
roles
in a variety of
physical activities
C1–5 display a
willingness
to play cooperatively
with others in large
and small groups
C1–3 identify and
demonstrate etiquette
and fair play
D1–3 show a willingness
to
listen to directions
and simple
explanations
D1–7 try a challenging
movement experience
based on personal
abilities
jumping jacks to be un-frozen. Will do 2-3
times with different taggers each time.
The students must be careful not to bump into
each and always stay in their own personal
space.
Each game will last 1-2 minutes at which time
new taggers will be selected.
Race Car Game
Using hoola hoops students race around the
gym with their cars. Then they play line tag
with their cars.
Independent Practice:
Car Lot
Pick a category for Car Lot (i.e. fruit, cars,
candy, etc.). Once the category has been
picked, select two students to be "it" and send
them to the middle of the playing area.
All the rest of the students line up at one end
of the playing field. Once lined up, the
campers that are "it" yell out 3 items within
the category. The campers independently
choose one of the 3 items to "be." When the
"it" people call out one of the 3 choices,
everyone who picked that choice runs to the
other end of the playing field trying to avoid
being tagged by one of the "it" people.
If tagged, that camper must sit down right
when they are tagged. When sitting down, the
camper may tag someone. If someone is
tagged by a sitting down person, the person
sitting down may get back up and play the
game.
Closure:
Dog and Bone
Pick an object to be the bone, something soft
like a ball, balloon, coit or soft toy
Divide into two equal sized teams and get
each team to secretly allocate each team
member a number. It is important that
members of each team do not know who has
the same number as themselves on the
opposite team.
Groups line up at opposite ends of the room or
playing area/pitch being used. The bone is
placed equidistant between the teams and the
referee calls out a number.
The person with that number from each team
then has to run out, grab the bone and return it
to their side gaining a point. However, if you
are carrying the bone the other person is then
free to try and tag you. If they succeed in
tagging you they get the point.
Various tactics evolve: If one person is much
faster or alert than the other they might grab
the bone and run back before the other can
move. If both arrive together they might circle
waiting for the other person to touch the bone
first. Alternatively another member of the
team might feint slowly forwards to trick the
opposition into a run allowing their member to
perform a surprise tag.
After a few goes, once the opposition numbers
are known the referee might try calling 2 or
more numbers together, or performing some
mental arithmetic such as root 16 + 2.
Alternative :Play as Dog and Bone above, but players who
are tagged have to drop the bone where they
are. Neither player can tag each other until
one has picked it up again. First player back to
their team with the bone wins.
Transitions Cool Down-This is a fun warm
up activity. Tell the children to copy all your
actions.
Pretend you are asleep and suddenly wake up
and are late for school. Everything you do is
done on the spot but in a hurry. Brush your
teeth, wash your face, put your clothes on run
downstairs, run back up (forgot to put trousers
/ skirt on) back down stairs, eat breakfast, pick
up your bag, open front door, shut door, run
down the street, jump over a hedge, look both
ways, cross the road etc.
Finally arrive at school slowing down panting
and puffing then suddenly stop at the closed
gates.
Its Saturday!!
You must provide a running commentary
whilst doing the actions and you can make it
as fun as you like with as many actions as
necessary to warm up the children. It is a fun
and easy to follow pulse-raiser.
Day 5
Students will
A1–1 perform locomotor
skills through a
variety of activities
A1–10 demonstrate body
and space awareness
when performing
space awareness
games
A1–11 demonstrate an
understanding of
basic rules and fair
play for simple
games
B1–3 experience and
improve continued
frequency of
involvement in
cardio-respiratory
activities
C1–4 identify different
roles
in a variety of
physical activities
C1–5 display a
willingness
to play cooperatively
with others in large
and small groups
C1–3 identify and
demonstrate etiquette
and fair play
D1–3 show a willingness
to
listen to directions
and simple
explanations
D1–7 try a challenging
movement experience
based on personal
abilities
Line up and get a drink
Materials:
basketballs, nets, cones, hula hoops
Transitions:
Fainting Goat Tag
One person is chosen as the Shepard.
Whoever the Shepard touches becomes the
new Shepard.
The "goats" can fall to the ground to avoid
being tagged for up to 10 seconds. As long as
they are on the ground, they are safe. The goat
can't fall to the ground unless the Shepard is
10 feet away or closer.
Anticipatory set:
Review different walks and go into centers to
explore movements.
Guided Practice:
Ghosts and Goblins
The game starts with one student as the
"Goblin". The remaining group members
(Little Ghosts) are lined up at the other end of
the gym. On a signal, the Goblin (with back
turned) begins to say, " Little Ghost are you
here?"
The students lined up at the the other end of
the gym begin to shuffle walk toward the
"Goblin". After calling to the "ghost" several
times, the "goblin" yells "Little Ghost here I
come," and then turns around and chases the
"ghosts" back to the end in which they started.
Along the way tagging any "ghosts". Those
tagged will in turn sit out. The last "ghost"
remaining will be the winner.
Game Variations:
* Choose several children to be "Goblins".
* "Ghost" captured by the " Goblins" may be
set free by other "ghosts"
* Use different locomotor skills instead of the
shuffle walk.
checklist
Independent Practice:
Dr Octopus
Choose an "It" to be your octopus.
Then choose a doctor.
When you say, "Go," the students run from
one side of the field or court to the other. If
they are tagged by the octopus they sit down
are are out until tagged by the doctor.
The game ends when everyone is tagged,
including the doctor. The last person to be
tagged is the new octopus.
Closure:
Fizz, Buzz
Normal game of tag in which there are two
home bases used one of which is named 'Fizz'
and the other 'Buzz'. Each base holds only one
player at a time and other players have to call
out 'Fizz' or 'Buzz' respectively in order to
take advantage of the sanctuary of that base, at
least until they are buzzed off by the next
player!
Transitions Cool Down-Place enough small
flexi cones on the floor so that there are at
least one for each child. Half of them need to
be placed on the floor in the normal way, and
half upside down. This creates the cups and
saucers.
Divide the class in two, depending on whether
they are a cup or saucer and they have to turn
the flexi cones over for their team. The team
with the most cones turned over within a set
time, e.g. 30 seconds, wins.
The game can be repeated by lengthening the
time, travelling in a specific way e.g. hopping,
or having an uneven split of cones to start
with
Day 5
Students will
A1–1 perform locomotor
skills through a
variety of activities
A1–10 demonstrate body
and space awareness
when performing
Line up and get a drink
Materials:
basketballs, nets, cones, hula hoops
Transitions:
Alligator, Alligator
Anticipatory set:
checklist
space awareness
games
A1–11 demonstrate an
understanding of
basic rules and fair
play for simple
games
B1–3 experience and
improve continued
frequency of
involvement in
cardio-respiratory
activities
C1–4 identify different
roles
in a variety of
physical activities
C1–5 display a
willingness
to play cooperatively
with others in large
and small groups
C1–3 identify and
demonstrate etiquette
and fair play
D1–3 show a willingness
to
listen to directions
and simple
explanations
D1–7 try a challenging
movement experience
based on personal
abilities.
Review different walks and go into centers to
explore movements.
Guided Practice:
Equipment needed: as many cones as you
have or want to set up. For this activity the
teacher divides the class in half or two teams.
Team #1 will be the builders
Their job is to move around the gym in what
ever manner the teacher says and pick up the
cones. Team #2 will be the bulldozers
Their job is to move around the gym in what
ever manner the teacher says and knock down
(tip over) the cones. Teacher has the students
start on opposite ends of the gym and let them
go. After a few minutes stop them and switch
roles. Some ways to vary this is by using
different movements and to play music while
they are going.
Independent Practice:
Dead Ant
A tag game that will wear your kids out!!
Make really big boundaries.
One person is "it." This person has to chase
the others. When he tags someone, that person
must lay down with both hands and feet
sticking straight up, like a dead ant (because
everyone knows that's what dead ants look
like). In order for the dead ant to come alive,
four people must tag one limb each.
Once someone has been a dead ant three times
(this is on the honor system), they are now
"it". It's always possible to have multiple
people being "it" and makes it crazier when
you don't know who to run from!
Closure:
Hen Pecked!
Basket or suitable container with a number of
differently coloured balls or objects (some
colours can be the same), one for each player.
One player becomes the hen and leaves the
room while all the other players remove an
egg from the basket. When the hen comes
back into the room they go to the players and
call out a colour. All those holding eggs of
that colour have to return the eggs to the
basket without being 'tagged' by the hen.
Players can attempt to throw the eggs into the
basket, but any misses must be picked up by
the player. Anybody tagged is out of the
game. Last person to be caught wins.
Transitions Cool Down-Children respond to
the following video controls, using the
appropriate actions:
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Day 6
Students will
A1–1 perform locomotor
skills through a
variety of activities
A1–10 demonstrate body
and space awareness
when performing
space awareness
games
A1–11 demonstrate an
understanding of
basic rules and fair
play for simple
games
B1–3 experience and
improve continued
frequency of
involvement in
cardio-respiratory
activities
C1–4 identify different
roles
in a variety of
physical activities
C1–5 display a
willingness
to play cooperatively
with others in large
and small groups
C1–3 identify and
demonstrate etiquette
and fair play
D1–3 show a willingness
to
listen to directions
and simple
explanations
D1–7 try a challenging
movement experience
based on personal
Play - walk around
Rewind - run / walk backwards
Fast Forward - run
Pause - jump on the spot
Stop – stop
Eject-Jump
Line up and get a drink
Materials:
basketballs, nets, cones, hula hoops
Transitions:
Pac Man Tag
A modenized version of a familiar tag game,
this is a large group activity.
Objective:
Pac-men try to eliminate the Ghosts by
tagging them.
How to play the game:
1. 3 students put on colored shirts or vest.
2. Students must walk on lines on the floor.
Cannot get of line.
3.When student is tag they sit down on the
line. They become a road block. No one can
go around them except Pac-Man.
After everyone is tagged have 3 other students
become the Pac-Men.
Anticipatory set:
Review different walks and go into centers to
explore movements.
Guided Practice:
Spongebob 4 corner fun
To begin the lesson, show the students each of
the corners and the pictures on them. Let them
know how that when the music starts they will
be moving around the gym in their own space
using a specific movement that will be called
out by the teacher. When the music stops, they
are to safely move to one of the four corners
and wait there for a second while you roll a
die that has the pictures on the wall on it. the
teacher then yells out which cartoon character
has come up and the students standing under
that character will get to decide which way
checklist
abilities.
they would like to move around the gym next
when the music begins. (Run, skip, jump, etc.)
If students grasp all of the movements and are
performing them correctly, then you can add
pathways, direction, levels, etc.
Independent Practice:
Closure:
Dr. Who
A version of Stuck-in-the-Mud. 1 or 2 players
are selected as Daleks (the catchers) and 1 or
2 are Dr Who’s. As with stuck Stuck-in-theMud those tagged/caught by Daleks have to
freeze, but players can only be released if
touched by a player who is a ‘Dr Who’.
Day 7
Students will
A1–1 perform locomotor
skills through a
variety of activities
A1–10 demonstrate body
and space awareness
when performing
space awareness
games
A1–11 demonstrate an
understanding of
basic rules and fair
play for simple
games
B1–3 experience and
improve continued
frequency of
involvement in
cardio-respiratory
activities
C1–4 identify different
roles
in a variety of
physical activities
C1–5 display a
willingness
to play cooperatively
with others in large
and small groups
C1–3 identify and
demonstrate etiquette
and fair play
D1–3 show a willingness
to
Transitions Cool Down- Graveyard
Line up and get a drink
Materials:
basketballs, nets, cones, hula hoops
Transitions:
3-4 stuffed vegetables (look in local
department stores).
3-4 old softee balls. (Junk food).
Choose 3-4 students to be vegetables and 3-4
students to be junk food. On the
signal students run from junk food. If you are
tagged by junk food then you
are out of energy and sit on the ground with
your hand up waiting for a
vegetable to tag your hand getting you back in
the game. Choose new
vegetables and junk food every 3-4 minutes.
You can modify the game adding
fruit and chicken (protein).
Anticipatory set:
Review different walks and go into centers to
explore movements.
Guided Practice:
Hocus Pocus!
Divide students into two lines. Have them line
up on one side of the gym where there is a
cauldron (large bucket) between the lines.
Have the first person in each line (with tongs,
which are their magic wands) run over to the
opposite side of the gym where scarves are
scattered on the ground. The students pick up
a scarf with the tongs and run back over to the
checklist
listen to directions
and simple
explanations
D1–7 try a challenging
movement experience
based on personal
abilities
cauldron, drop the scarf in and give the next
student in line the tongs. When all students
have placed a scarf in the cauldron, they all
yell Hocus Pocus! This will help the students
work on their fine motor skills. To make any
modifications you could also have them hop,
skip, etc. to the cauldron.
Independent Practice:
Pirate Ball is na extremely fast-paced running
and dodging activity.
Equipment Needed: 9 cones, 8 hula hoops( 2
hoops of each color), flag football belts, 4
green balls, 4 red balls, 4 yellow balls, and 4
blue balls, blue, red, yellow, and green
pinnies.
Game Set-up: This game is much like the
game of "Capture the Flag". The
students(pirates) are divided into four groups
on a large playing field marked by cones(one
large square divided in 4 equal smaller
squares). Every player has a flag football belt.
The four teams are placed in their home
territory--blue, red, green, or yellow(there
should be two hula hoops of that color in the
outside corner of their home territory). One of
those hula hoops is the treasure chest
consisting of four different colored utility
balls(or other suitable items). The other hula
hoop is the jail area.
How to Play:
The game has few simple rules to follow-1.) Each group has a treasure chest with a
blue, red, yellow, and green ball. The object of
the game is to get your group's colored balls
from the other three groups by crossing over
the restraining lines, grabbing the ball, and
taking it back to your home territory with out
getting a flag pulled. Each team will try to get
all four of its colored balls to win. The ball
must be carried across the line and it may not
be thrown. If a player runs through another
territory after grabbing a ball and s/he is
tagged the tagging team keeps the ball. The
ball does not go back to the original territory.
2.) If a player gets his/her belt pulled, he/she
must go to the waiting area(Jail) where the
belt was pulled. In order to get out of jail, a
fellow teammate has to safely reach the jail
without getting his/her flag pulled by the
opponent. The player in jail gets "freebacks"
however the fellow teammate is still eligible
to have a flag pulled.
3.) Students may not guard the treasure chests
or the jails.
Closure:
Tag tail
Each team goes to their ‘pen’ and nominates
one of their team to be the catcher, all the
other players have a piece of string or rope as
tail which they tuck loosely into their clothing.
Players are then released from their pens and
catchers have to snatch as many tails as
possible in a given time. Players who loose a
tail have to go back to their pens from which
they may be released if they are given another
tail by their own team catcher. After a time
stop and count to see which team has the most
tails, including those that the catcher has.
Transitions Cool down-Commando-Split the
class into two / three teams. Their aim is to
reach the opposite side of the hall.
Each team stands in a line at one side of the
hall with their legs spread apart. The person at
the back then crawls underneath all of the
pairs of legs and then becomes the person at
the front. Once they have reached the front of
the line, the child then has to shout next, so
the person at the back knows when to start.
Slow but surely the line starts to move
forward!
Day 8
Students will
A1–1 perform locomotor
skills through a
variety of activities
A1–10 demonstrate body
and space awareness
when performing
space awareness
games
A1–11 demonstrate an
understanding of
basic rules and fair
play for simple
games
B1–3 experience and
Line up and get a drink
Materials:
basketballs, nets, cones, hula hoops
Transitions:
Ostrich Tag (To be safe from "It" use ostrich
position - right arm under left knee standing
on one leg)
Anticipatory set:
Review different walks and go into centers to
explore movements.
Guided Practice:
Cookie Monster - The students will be split
into five groups. The groups will then decide
what cookie they want to be, for example, an
Oreo, Chocolate Chip, Oatmeal, Sugar
checklist
improve continued
frequency of
involvement in
cardio-respiratory
activities
C1–4 identify different
roles
in a variety of
physical activities
C1–5 display a
willingness
to play cooperatively
with others in large
and small groups
C1–3 identify and
demonstrate etiquette
and fair play
D1–3 show a willingness
to
listen to directions
and simple
explanations
D1–7 try a challenging
movement experience
based on personal
abilities.
Cookie, Peanut Butter Cookie, and M & M
Cookie. There will be three cookie monsters,
which will switch each round, trying to tag all
the cookies. Students who make it past the
cookie monsters to the jar will be picked to be
the new cookie monster in the next round. The
round will end after all cookies have been
called out and all students have had a turn. All
students who are tagged go to the cookie jar,
after the round is over they leave the cookie
jar.
Independent Practice:
Teacher can explain that all the students are
going to be minnows (little fish found in
shallow water). Minnows are going to try to
swim through the "net". The "net" will be a
designated area between two lines in the
middle of the gym.
Teacher will pick two students to be the "net"
to begin the game. The minnows will line up
against one wall of the gym and try to reach
the other side of the gym performing a
designated locomotor movement. The students
that are the "net" will try to tag the minnows
when they are within the "net zone" of the
gym. If a minnow gets tagged by the net, they
become part of the net too!
To make sure the main focus of the game
remains dodging, any student who is part of
the net cannot move (both feet are stuck in the
mud!!!), therefore other students are dodging
them. The students who are part of the "net"
can only tag the minnows by stretching out
their arms. The minnows who are
unsuccessfully dodging the net will get
caught.
Closure:
Through the Woods
Similar to Mr. Wolf, but the catcher calls out a
way of moving such as hopping, skipping,
running, walking slowly, walking backwards,
etc. Both players and catcher then must move
only in this way for that round. The catcher
replies with the use of the groups name
appended to the sentence "<group's name>
through the woods" to announce that players
have to run.
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Transitions Cool Down-Pasta PE-
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Day 9
Students will
A1–1 perform locomotor
skills through a
variety of activities
A1–10 demonstrate body
and space awareness
when performing
space awareness
games
A1–11 demonstrate an
understanding of
basic rules and fair
play for simple
games
B1–3 experience and
improve continued
frequency of
involvement in
cardio-respiratory
activities
C1–4 identify different
roles
in a variety of
physical activities
C1–5 display a
willingness
to play cooperatively
with others in large
and small groups
C1–3 identify and
demonstrate etiquette
and fair play
D1–3 show a willingness
to
listen to directions
spaghetti - walk round the room tall
and thin arms pointed together;
tagliatelli - walk round the room
arms pointed side by side;
pasta twist - walk round the hall
turning round and round;
pasta bow - walk round with legs and
arms apart, bow shaped;
lasagne - lie flat on the floor;
macaroni-make a circle with arms;
pasta shapes - make a 2D shape in
small groups holding hands;
spaghetti hoops - make a 'hoop' in a
small group holding hands;
canneloni - roll on the floor;
ravioli - stand back to back with a
partner.
Line up and get a drink
Materials:
basketballs, nets, cones, hula hoops
Transitions:
Freight Train Tag (Three players in a single
file, clasping hands around waist of the other
person forming engine, car and caboose. "It"
tries to tag a caboose while the train runs,
twists and turns. When "It"succeeds, the
engine becomes "It".)
Anticipatory set:
Review different walks and go into centers to
explore movements.
Guided Practice:
Airplane Game
Begin by telling the children that they will be
flying around the country today. Tell the
children how important it is for airplanes to
avoid other airplanes because of how they
must safely reach their destinations.
Tell the children that they will become
airplanes today and will pretend to fly
different places around the world. They are to
extend their arms out and walk or run about
freely in the open space while avoiding the
other planes.
Tell the children how airplanes need gas to be
able to fly to different places and that the
farther places are away the more gas they
need. Next show the kids how to pump gas
into their airplanes. They must do a pushup
checklist
and simple
explanations
D1–7 try a challenging
movement experience
based on personal
abilities
for every gallon of gas that it takes to go
places.
Choose the children's first imaginary
destination which should be somewhat nearby
such as a nearby amusement park or toy store.
Inform them of how many gallons of gas it
will take for them to get there. Start with only
like three gallons of gas and, for every
destination which is farther, increase how
much gas it will take. Set the children off and
moving by saying "take off." Once the
children have moved about for awhile
pretending to fly, tell them to "come in for a
landing." Choose next imaginary destination.
Independent Practice:
Fox and Rabbit
Everybody partners up and as a pair link
hands to form "the hole". One of the sets of
partners is chosen to become "it" one of them
becoming the "fox" and the other the "rabbit".
The fox has to catch the rabbit and if they do
the roles reverse so that the fox now becomes
the rabbit and the rabbit the fox. However the
rabbit can jump into holes and be safe (pairs
can either be sitting down or standing up, if
the latter the rabbit will have to 'come up'
between the partners linked arms as opposed
to jumping in between pairs that are sitting
down. Whomever the rabbit's back is to
becomes the rabbit and the one who went into
the hole now becomes part of the hole.
Closure:
Hoppity
Played as Duck, Duck, Goose described
above, but players have to hop around the
circle rather than run.
Transitions Cool Down- Quarterdeck
Run to a wall / line on the left side of the area.
Main Deck
Run back and form the original line in front of the teacher
(children do not have to be in the same order).
Man the Lifeboats
Run to a wall / line on the right side of the area.
OR call out a number (e.g. 6) and the children have to get
into groups of six and "row" their lifeboat.
OR find a partner, sit on the floor facing each other,
holding hands and rocking backwards and forwards (as in
"row, row, row your boat").
Scrub the Decks
Children crouch down and pretend to clean the floor with
their hands.
Climb the Rigging
Children pretend to climb a rope ladder.
Captain's Coming
Children salute and shout out "Aye Aye Captain"
Admiral's Coming
Children stop and salute (like captain's coming) but must
continue to stand to attention until the instruction
'Admiral's gone' - giving opportunities for catching
children out!
Three children pair up, 2 joining hands to make a ship and
the 3rd in the middle with his hand above his eyes looking
overboard for the fallen sailor. Anyone alone is out.
OR Children jump as if going over the side and then sink
down holding nose with one hand and raising other hand
in air as if going under water.
OR Children pretend to jump into the water, grab a
partner and then swim back to the ship
OR children join into groups of three sitting on the floor
one behind another making rowing actions. If done as a
game the children not in a group are out of the game.
OR children jump in the air and land as if jumping over
the side of the ship.
OR piggy back a partner.
OR children have to find a partner and lift them up. Any
children on their own are out.
OR children have to find a partner and hold on to them. If
any child does not have a partner, they are out.
OR children pretend to fall over the side of the ship and
swim for their lives!
OR children shout "Splash!" and put their hands above
their eyes to peer into the "sea".
OR children on their backs waving legs and arms in air as
they drown.
Walk the Plank
Children have to walk in a perfect straight line one foot
exactly in front of the other with arms outstretched to the
sides (children could also walk along benches).
Boom Coming Over
Teacher makes action of boom moving across deck.
Children must duck down to avoid.
The children curl into a ball on the floor
Captain's Wife
Everyone curtseys (boys think this is hilarious!).
Captain's daughter
Children pose like a model (one hand on hip. the other
outstretched and slightly bent) and say "Oooooooooooh!"
or make a wolf whistle (if your ears can stand it!)
OR Children wiggle hips and blow a kiss.
Submarines
Children lie on floor with one leg raised like a periscope
Shark Attack
Crouch with bent arm forming fin of shark
OR Lie on back with arm in the air.
Fire the Cannon
Children run in to pairs and pretend to light the cannon,
shout "boom!" and jump in the air.
Hit the Deck
Children lie down on their stomachs as quickly as
possible.
Crow's Nest
Children stand on one leg which becomes the mast, the
other foot rests on that knee to become the crows nest and
their torso is the pirate looking out to sea, hand above
eyes!!!
OR Have students run to the Jump Ball or Face Off circle
in the middle of the gym.. the last student into the circle is
out.
OR Children peer into the distance and shout "land ahoy!"
Rats on board
Children sit on the floor, hugging their knees, whilst feet
are raised off floor.
Bombs overhead
The children crouch and cover their head for 'protection'.
They are not able to get up until 'All clear' is called.
Anyone who gets up or moves before the 'all clear' is out.
Crouch on floor with hands over head
Rowboats
Pair up facing each other, soles of feet touching and join
hands then rock backwards and forwards in rowing
motion
Port
Run to left-hand side of hall
Starboard
Run to right-hand side of hall
Bow
Run to front of hall
Stern
Run to back of hall
Sharks
Sit with feet off floor, hugging knees OR get back on to
the ship (reform line)
North / South / East / West
Children all run in appropriate direction
Last One in the Dinner Line
Children all line up in a very straight line
Compass Point
Children all gather in centre of the room
Three Men in a Lifeboat
Children get into groups of three.
Pieces of Eight
Run around and pretend to catch a parrot.
Flap arms and shout "pieces of eight".
Mutiny
Find a partner and sword fight. Run around the room
sword fighting everyone.
Stormy Weather
Rock from side to side.
Up on Deck!
Children have to jump on to benches. The last person left
with their feet on the floor is out!
"Land AHoi"
with a direction
The children walk in the direction called with hand's
cupped just above their eyebrow's (looking for the land
ahead).
"Land AHoi"
with no direction
Here the children decide, which direction they want to
take!
Bombs Overhead
Teacher calls out 'bombs overhead' and throws 3 soft
sponge balls at the children. Children are required to
dodge the 'bombs.' If the children unfortunately get hit by
a ball they are out of the game.
Day 10
Students will
A1–1 perform locomotor
skills through a
variety of activities
A1–10 demonstrate body
and space awareness
when performing
space awareness
games
A1–11 demonstrate an
understanding of
basic rules and fair
play for simple
games
B1–3 experience and
improve continued
frequency of
involvement in
cardio-respiratory
activities
C1–4 identify different
roles
in a variety of
physical activities
C1–5 display a
willingness
to play cooperatively
with others in large
and small groups
C1–3 identify and
demonstrate etiquette
and fair play
Line up and get a drink
Materials:
basketballs, nets, cones, hula hoops
Transitions:
Poison Tag ("It" keeps his/her hand on the
spot where tagged.)
Anticipatory set:
Review different walks and go into centers to
explore movements.
Guided Practice:
Fox and Squirrel
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similar to elbow tag, except pairs
face each other making bridge with
arms in the air (hands touching)
in order for the person to be safe,
he/she must duck under the arms of
one person and take their place
person displaced is now being chased
Independent Practice:
Octopus tag
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as above, but if tagged that person
sits where he/she got tagged and
attempts to wave arms to tag runners
going by
if successful in tagging someone
checklist
D1–3 show a willingness
to
listen to directions
and simple
explanations
D1–7 try a challenging
movement experience
based on personal
abilities

from seated position, switch
positions
octopus players not allowed to slide
around on bottoms!
British Bulldog
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one person is it, standing in middle of
gym (designated start area for
each round)
rest of class is lined up along one
wall
"IT" calls "British Bulldog", at which
point entire class attempts to
safely run to other side of gym
if tagged by IT, they help IT for
further rounds
IT and those tagged must always start
each round in designated area
be sure to set boundaries so students
slow down before the wall!
continue until all students are tagged
Closure:
Red, Light, Green Light
Transitions Line up and get a drink
Assessment:
Sportsmanship 30%
Skill Development 50%
Safety 20%