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
checklist
Materials:
Skipping ropes
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:
Yes, let’s!
Independent Practice:
1.
2.
3.
4.
Assessment
Safety: Get your own personal space
so you do not hit anybody while you
a jumping rope.
Rope Length- To make sure the rope
is the right length, stand on it with
your feet together and the rope
should go up to your arm pits.
A. If the rope is too long tie
knots in it.
How to turn the rope
A. Start with rope behind your
feet
B. Keep your elbows in, at
waist level, with your arms
at about a 90-degree angle,
held to the side and slightly
forward.
C. Use your wrist and forearms
to turn the rope in a circle,
not your shoulders.
How to jump
A. Jump on the balls of your
feet with a soft landing, do
not land flat footed.
B. Keep your knees bent, your
feet close.
C. Jump only one-two inches

off the ground. Don’t need
to jump really high.
Activities (Move along faster with the 1st
graders)
1. Have the students hold the rope to
their sides in the proper position and
have them jump back and forth over
the rope that is stationary.
2. Hold the rope in one hand and swing
it around slowly in the proper
position that you would hold it. Have
them practice swinging with one
hand then the other, and after they
get the hang of it have them practice
jumping like they had to jump over
the rope. Have them pretend they
have a rope in the other hand as
well.
3. Have the students turn the rope
slowly and catch it with the front of
their feet, step over the rope and do
it again.
Have the students work on jumping rope
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:








Day 2
Students will
A1–1 perform
locomotor
skills through a
variety of activities
A1–10 demonstrate
body
and space awareness
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:
Skipping ropes
Transitions:
Red Light, Green Light
Anticipatory set:
Review different walks and go into centers to explore
movements.
checklist
when performing
space awareness
games
A1–11 demonstrate
an
understanding of
basic rules and fair
play for simple
games
A1–13 demonstrate
the basic
skills of running,
jumping, throwing
in
a variety of
environments and
using various
equipment; e.g.,
skipping ropes
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
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






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:
1. Perform basic jump roping
2. Teach how to do the bell and
skier
3. Teach how to do a cross over.
Teach how to run and jump rope.
Closure:
What Time is it Mr. Wolf?
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
A1–13 demonstrate
the basic
skills of running,
jumping, throwing
in
a variety of
environments and
using various
equipment; e.g.,
skipping ropes
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
Transitions Cool Down-Letters Teacher calls out a
letter and children make their bodies into that shape.
Line up and get a drink
Materials:
Skipping ropes
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:
1. Introduce each classes routine
and what they will be doing
Work on skills that they need for their
routine.
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
checklist
D1–7 try a
challenging
movement
experience
based on personal
abilities
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
A1–13 demonstrate
the basic
skills of running,
jumping, throwing
in
a variety of
environments and
using various
equipment; e.g.,
skipping ropes
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
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.
Line up and get a drink
Materials:
Skipping ropes
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 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: Skipping centers
Con’t
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
checklist
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
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
A1–13 demonstrate
the basic
skills of running,
jumping, throwing
in
a variety of
environments and
using various
equipment; e.g.,
skipping ropes
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
Line up and get a drink
Materials:
Skipping ropes
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.
Independent Practice: Skipping centers
checklist
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
Con’t
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
space awareness
games
A1–11 demonstrate
an
understanding of
basic rules and fair
play for simple
games
A1–13 demonstrate
the basic
skills of running,
jumping, throwing
in
a variety of
environments and
Line up and get a drink
Materials:
Skipping ropes
Transitions:
Alligator, Alligator
Anticipatory set:
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.
checklist
using various
equipment; e.g.,
skipping ropes
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.
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
A1–13 demonstrate
the basic
skills of running,
Independent Practice: Skipping centers
Con’t
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:






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:
Skipping ropes
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
checklist
Day 7
jumping, throwing
in
a variety of
environments and
using various
equipment; e.g.,
skipping ropes
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.
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
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 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: Skipping centers
Con’t
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-the-Mud those
tagged/caught by Daleks have to freeze, but players
can only be released if touched by a player who is a
‘Dr Who’.
Transitions Cool Down- Graveyard
Line up and get a drink
Materials:
Skipping ropes
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
checklist
A1–13 demonstrate
the basic
skills of running,
jumping, throwing
in
a variety of
environments and
using various
equipment; e.g.,
skipping ropes
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
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 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: Skipping centers
Con’t
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
Line up and get a drink
Materials:
checklist
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
A1–13 demonstrate
the basic
skills of running,
jumping, throwing
in
a variety of
environments and
using various
equipment; e.g.,
skipping ropes
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
Skipping ropes
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 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: Skipping centers
Show routine
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.








Transitions Cool Down-Pasta PE-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;
based on personal
abilities.
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
A1–13 demonstrate
the basic
skills of running,
jumping, throwing
in
a variety of
environments and
using various
equipment; e.g.,
skipping ropes
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

ravioli - stand back to back with a partner.
Line up and get a drink
Materials:
Skipping ropes
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 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:
Skipping centers
Share routines
checklist
and simple
explanations
D1–7 try a
challenging
movement
experience
based on personal
abilities
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
A1–13 demonstrate
the basic
Line up and get a drink
Materials:
Skipping ropes
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


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
checklist
skills of running,
jumping, throwing
in
a variety of
environments and
using various
equipment; e.g.,
skipping ropes
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
Assessment:
Sportsmanship 30%
Skill Development 50%
Safety 20%

duck under the arms of
one person and take their place
person displaced is now being chased
Independent Practice:
Skipping centers

routines
Closure:
Red, Light, Green Light
Transitions Line up and get a drink