Please Pass Me the Spider/Chicken

Several of these Activities could be used with either soccer/basketball/hockey

True False Tag 

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Partner the students, Line them facing partner, on center line in the gym.

One end of gym (i.e.. West) will be known as the TRUE side, other end of the gym (i.e.. East) will be known as the FALSE side.

Instructor will call out statements, which will be true or false and the students will need to decide if it is true or false.  If the statement is True, the students on the TRUE side run to the West end and try to cross the base line before the partner on the FALSE side touches them. If the True student gets to the line with out being touched, they get a point, if the False side touches the TRUE student before they get to the West line, the False student gets the point. (I don't do anything with the points, some kids want to know, some kids don't care, I don't stress keeping points.)  When I say statements that are FALSE, the False side runs to the East and the TRUE side tries to tag the False students before the FALSE student gets to their line.

Going the wrong directions! Some kids will go to the wrong side.  If I say a True statement, and the False student runs to the East, the True student gets the point, this encourages them to really listen and think things over before they act!

The Statements can be anything, I like to do this activity on the first day, so they can find out things about me, and my rule and expectations. I also do some that are just plain silly!   For example,  I would say: "In PE this year, we will NEVER do sit-ups!"  That would be FALSE.  I also say statements that some of the kids might not know the answers to, and will have to guess.

Extras: You may only tag your partner, and nobody else. Once you have decided to run to the West or East, you may not change your mind.  Get back to the line as soon as you get to the base line, or are tagged.

Locomotor License

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Students must have a general knowledge of personal/general space, and be able to move safely in gym. Students must also know basic locomotor skills, in addition to other non-locomotor skills.

Grade: K-2

Each student is given a spot on the floor, this is their personal space, no one else is allowed to be on their spot.  We use our hands/arms to make a circle around our bodies, this is also our personal space.  Then I walk around the gym walking in the general space.  I next have them move in the general space. 1-2 minutes

Now we are ready for the hoops (cars!) I tell each student that their spot is their parking garage, and when the music stops they must go back to the garage right away, when it is playing they can move in the general space, using the locomotor movement that I tell them.  The Hoop will be the car, it is their personal space, they are the only person in the car, and they don't want to touch anyone else, "crash".

The teacher is known as the Police Officer, or Traffic Cop, and will be looking for safe drivers!  Hand each student a Hoop, and have them follow the movement cues.  Here are some examples:

You can also create a license for each student, students not following directions receive a ticket (check mark on the license). Students with 3 check will have their license revoked and be sent to traffic school....time away from the game. Laminate the License and collect them at the end of class.

I have gotten a Transportation Bulletin board set that has 20+ vehicles on it that I hold up so they can see what the vehicles look like, fun visual!  They also have the word to go with the photo, so I can add a little spelling in to my class too, Principals love that!

BOBCAT Drivers License

Student Permit       Name: Bobbie Bobcat

Grade:_____         Height: Just Tall Enough     Weight: Just My Size

Address: 304 15th Ave. Brookings, SD 57006

Traffic Violations:      1:_____     2: _____     3: _____

Restrictions: NONE!  I know my locomotor and non-locomotor skills

Hoops and Bean Bags (One on One)

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Requires little space

One person starts off with the bean bag, when the music plays they try and toss it into their partners hoop.  The partner tries to block/catch the bag with out letting it land on/in the hoop.  Then, they throw the bag back at the partners hoop.  If the bag slides out of the hoop, it is not a point.  It must stay on or in to count as a point.  If it is too close to tell, rock-paper-scissors or re-do.  Remind kids if they throw too hard, it wont stay in the hoop.

 Rules1: feet can not be together in the front of the hoop, can be any way/place else in or/on the hoop; feet must stay on the floor (no kicking)  Rule 2: Knees can not touch the ground  Rule 3: Your behind can't be lower then your knees 

We play for about 1 min. turn off music and then give the bean bags  to one side, and I have the other side switch partners (the move one person to their left, last person moves to the other end of the line).  Switching partners often allows everyone a chance to have a little success and I find it stops arguing.  

Dice warm up

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I use some with 6 sides, and some with 12 sides

Pick someone to start: They get to take one of the dice and pick an activity.  Then they roll the dice. Whatever number it lands on is how many they do of the activity that was picked.  The person that is closest to the dice gets to pick the next activity and roll the dice.

 If they pick laps (jogging or power walk0 limit it to three laps, regardless of what they roll.  However, if they roll less than three, they can do what they rolled.

Or, have all the boys/girls roll, pick by rows, whatever works for you!

- some suggestions: bear hugs, crab push-ups, sit ups, push-ups, vertical jumps, jog, power walk, mountain climbers, line walkers, biker sit ups, boxer sit ups, crunches, bell jumps, jumping jacks, etc.

Locomotor Hello

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Scatter hoops in open area, Ask students to find a hoop and stand in it.  When the music starts the move in hoop any way they want. (30 seconds or so).  Explain that this is personal space.  They aren't able to touch any body else.  The area around the hoops is called General Space.

When the music starts now, you will move in the general space, avoiding the hoops.  Have them move in different locomotor (and non-locomotor) skills.  Remember not to touch anyone else in the general space.  When the music stops, move to the closest open hoop.

After a few times, challenge them to find a hoop by the time you count to "5" (or 3, etc.) after the music stops.  Finally, when the music stops, call out a number, and that is how many people must be in ONE hoop. (foot only).

If students are new, they can introduce them selves to each other, shake hands, tell favorite sport, what ever!

Crazy Cones

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Divide class in half, 1/2 of the students goal is to flip the cones upside down and the other 1/2 of the students goal is to flip the cones right-side up.  When the music plays, flip cones, when it stops, they go back to their spots.  Limit the number of time one student can touch a cone to 1-2 to avoid guarding/cheating.  

We play for 45 seconds to 1 min and then stop and count cones flipped in each way.  We switch teams often.   You can also have the students do locomotor skills between flipping cones.

Pins and Bean Bags

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Everyone gets one pin and one bean bag.  Each player places the pin on the floor in the playing area (I use about 1/2 a basketball court for 22 kids).  Students may guard their pin if the have a bean bag in their hand, they may only have one bean bag at a time.  The objective is to throw a bean bag at other peoples pins and knock them over.  You have to throw from your pin, and once you have thrown, you need to pick up another bean bag, so that you can guard your pin.  Remember, you have to have a bean bag to guard your pin.

If your pin gets knocked over, go to the side line and do 5 exercise (I have a list of activities that they can do to get back in) once the exercise are done, get back in the game.  I let them pick a new "spot" when they re-enter the game.  This is the only time they can move their pins. 

Variation at the end of class: Sometimes when we get down to the last 2-3 minutes of time, I do an "eliminator", once your pin is down, you are out.  Shrink the space down as students get out.  I only do 1 eliminator and it is the last thing we do. Kids love it, and it moves quick.

Crazy Football

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The rules of the game:

1. Split the class into 2 teams, one on each half of the court. 
2. If a ball hits you: you go to "jail" on the opposite side of the basketball court (If the ball hits you in the head you are not out )
3. If you are holding a ball and one is thrown at you, and you block it with the ball in your hand and do not catch it, you are out
4. Once the ball hits the ground or wall it is dead and cannot get you out.
5. If you are in "jail" you cannot get people out but you can throw balls back to your teammates.
6. To get your teammates out of "jail": your team throws a football and it must hit the basketball back-board at the opposite end of the gym (by your teams jail)
7. Footballs must NEVER be thrown at people.
8. Footballs cannot get people out.
9. If a regular ball is thrown and someone catches it, the thrower is out.
10. You cannot cross the center court line while throwing a regular ball.  You may go to the opposite ten-foot line to throw a football.
11. Start the game over right away once one team wins.  Sometimes I give all of the regular balls to the losing team (not the footballs, divide them evenly)
12. If a teams looks like they need help, I play with them, I don't ever go to jail and I switch teams if a ball hits me.

Line Tag

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I choose 2-3 students to be taggers. I give them a bean bag.  All students must walk on the lines of the gym.  I don't allow "passing"  when you meet another student on the same line as you. We call it a road block and someone will need to turn around.  If you get touched/tagged by the bean bag, the person who was the "tagger" passes the bean bag off to whomever they tagged.  Bean bags should be switching people often.  I have a "no tag back" rule (you can't tag the person that tagged you).

Doctor, Doctor

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• Split kids into two teams
• Two teams face each other, with the center line dividing the two teams
• Each team has a Doctor; the doctor holds the needle (pillow polo stick).  The object is to throw the nerf balls across the midline attempting to hit opposing players.  When hit by a germ (nerf ball), a player will sit on the floor and is frozen to that spot.  To be able to play again, the doctor must touch the patient with the needle.
• I pick the Doctor.  I tell the kids I am looking for someone who is really doing a good job of listening to be the next doctor.  Have them be the Doctor for a couple of minutes, this way there will be time for everyone to be the doctor.
• Doctors may NOT touch a ball.  If a doctor is hit, he or she must be frozen and you will need to pick another Doctor and play again.

Dare Ball

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• Divide the class into two teams.  One half will go to an orange Polly spot and the other half will be divided into one of the 3 throwing lines.  Once you have the 2 teams, give everyone on each team a number: 1, 2, or 3. This way when you switch, they will know which “running line” to go to.
• Each inning will consist of one team trying to score while the other team tries to get them out.  When 3 “outs” are called, the two teams switch positions to finish the last half of the inning.
• The fielding team is on a Polly spot.  They can move off the spot to get a ball but must be ON THEIR SPOT TO THROW!  If a runner is hit, it counts as an out.  Players on the fielding team can toss to other fielding players, but again, both must be on their spot to throw. Once there are 3 “outs” the fielding players go to the runners and the runners become fielders
• Runners: At the start of the inning, the first player in the line will throw the ball and then run in any direction to the opposite wall, touch the wall and run back to their row.  Once they get back to their row without being hit by the ball from the fielding team, they slap the hand of the next person in their row and to the end of their line.  They have just earned one run or point.  They may run and score again before the there are out is called.  If they are hit by the ball they are “out” and their run doesn’t count.
• The balls are only thrown once at the start of the inning, after the first throw, it is the job of the fielders to keep the balls moving (to get runners out).  One runner from each of the 3 running teams should be going all the time.
• I blow the whistle when there are 3 outs and yell “switch”.  Fielders go to runners and runners go to the field.

(X= ball)

(0= Polly spot)

                                                O2                   O3

1111 X                                    O1                   O3                               O1

2222 X                                                O1                   O2

                                                                                    O2

3333 X                                    O3                   O1

Feed Oscar

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             Stand mats on end, Velcro them together (Oscar’s Can) and stand them up inside the red circle in the gym

            Start with 2 kids inside Oscar’s Can (for little students, kindergarten, I put 3-4 in at a time, or I run out of time!)

            All the other kids will throw balls inside the can

            Kids may only have 2 BALLS in their hand at a time,

            Kids May NOT go inside the red circle, No “Dunking” 

            I play for about 30 seconds, and pick two new kids to put inside  

Deck of Cards Warm Up

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Pick someone to start: They get to pick an activity and then draw a card. (some days I have rows pick, or all boy/girls, etc.)

OPTION ONE:  Number of activity to do:
face card=20       Ace=10        4=14          7=17
10=10                  2=12             5=15          8=18
joker=2 laps         3=13             6=16          9=19

-Either way let them draw about 12-15 times
-They can repeat any activity.
- If they pick laps (jogging or power walks) limit it to three laps, regardless of what they draw

- Some suggestions: bear hugs, crab push-ups, sit ups, push-ups, vertical jumps, jog, power walks, mountain climbers, line walkers, biker sit ups, boxer sit ups, crunches, bell jumps, jumping jacks, etc.

OPTION TWO:
hearts=10        spade=15
club=10           diamond=25

-Either way let them draw about 12-15 times
-They can repeat any activity.
- If they pick laps (jogging or power walks) limit it to three laps, regardless of what they draw

- Some suggestions: bear hugs, crab push-ups, sit ups, push-ups, vertical jumps, jog, power walks, mountain climbers, line walkers, biker sit ups, boxer sit ups, crunches, bell jumps, jumping jacks, etc.

OPTION THREE:

Take all the guess work out of it: Black=10     Red=15

Face card=Jumping Jack  A=sit ups  2=Push ups  3=Mt. climbers  4=Bell Jumps  5=Vertical Jumps  6=Coordinators  7=crunches  8=Crab Push Ups  9=Lunges 10=Line Walker

Basketball Shoot Out!

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-Have everyone get a basketball

-When the music starts, they can shoot at any of the 6 hoops, every time they make a

basket, they come over to you and get a token out of the “treasure chest” and put

the token in the Frisbee.

-I usually sit on a chair and hold the treasure chest, so kids will only take ONE token

-After 2-3 minutes, stop the music and close the lid to the chest, NO MORE TOKENS

can be taken out.

-Have the kids come and sit around you and help them count the tokens from the Frisbee

-Put the tokens back into the chest and start the game again.

-I don’t let the kids dribble or shoot while we are counting.

Work on Math skills!  Count by 2's 5's etc.  Also, sometimes we count by color!  Have one student pick out a chip, what ever color it is, that color is worth 2 points instead of just one!

Skip Down

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Have everyone jump for about a minute, practicing...anyway they want,  (ideas below)   After the minute, they get 3 mistakes....

After mistake 1 they do (i.e..) 10 jumping jacks and then jump rope again

      Mistake 2 they do (i.e.) 10 more jumping jacks and get jumping rope again

      Finally after the 3rd mistake they do 5 push ups and they are eliminated

I stress HONESTY and If I catch them cheating, we talk about character

This will get you down to 1 last jump roper, our champ for the day!

It usually takes 2-3 minutes, depending on how "good" they are, I do easy jumps to start, so they can all have a chance, then get to the hard stuff when we are down to 3-4 kids.

If you have kids that struggle with jump ropers, I assign them a partner...the student that is struggling DOESN'T "count" their own mistake, they do the Jumping jacks and push ups when their partner makes a mistake...Don't assign them to the best jump roper, but someone average (it wouldn't be fair if they won)

Sometime we all pick a partner, they choose whose mistakes they are going to "count"  

Jump rope examples: forward, backward, cris-cross, doubles, Bell (Feet side to side) or alternate feet (jogger) one foot only etc. 

4 Corner Soccer

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Divide class into 2 Team; 1 in black jerseys and 1 in red (I have them find a partner, rock paper, scissors, and the winner gets red, loser gets black)

Have 2 red players start as goalies, diagonal from each other; and 2 black goalies diagonal from each other.   After about a minute, blow the whistle and stop them, they can switch goalies.

 Objective is to kick the balls into the other teams goal.  (I really don’t keep “score”)

 Penalties:

1.      Kicking a ball higher than their waist

2.      Using their hands (if NOT the goalie)

3.      Going into the goalie box (which is the blue sq. that the net is in) Only the goalie may be in the goalie box

*PENALTIES result in 5 Jumping Jacks, if they aren’t honest about the penalty, and I have to “catch” them, I have them do 10 Jumping Jacks

Charlie Wants a Home

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• Choose ONE player to be “Charlie” and have him or her stand in the center of the gym.  Have each of the other players go to a poly spot.
• Charlie doesn’t have to say “a home” right away, they may say a few other things first (i.e. a Barbie, a car, a book)
• When Charlie calls out “Charlie wants a new home,” Charlie will tag ONE person before they get to a new home (poly spot) and that person will be the new Charlie.
• I try and make sure that lots of kids get a chance to be “Charlie”

Hoop Warm Up

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Scatter hoops around playing area, one student in each hoop.  When the music starts, the students move around the area performing the following tasks: (also call out locomotor and non-locomotor skills, so they know how to move from hoop to hoop).

1. move around the area without touching any hoops  2. step inside as many hoops as possible with one foot  3. step inside as many hoops as possible with both feet at the same time (jump)  4. touch inside as many hoops as possible with one hand  5. Touch inside as many hoops as possible with two hands  6.  touch inside as many hoops as possible with one hand and one foot at the same time  7. touch inside as many hoops as possible with both feet and both hands at the same time  8. jump inside a hoop and lift it up and of your body, then place it back on the floor and go to another one  9. pick up a hoop, put it over your body, then drop it and run out of it to another one  10. do a coffee grinder (put one hand in center of hoop, run around hoop one time) and go to another  11. jump (two feet) in, out, in, out, then move to another hoop  12. do everything above with a partner  13. come up with your own way to moving around, in, or through the hoop  14. do everything above while dribbling a ball  15. right hand and left foot in a hoop  16. left hand and right foot in a hoop

Hot Potato

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With a partner, students stand facing each other, one of them has a bean bag.  When the music starts, the players toss the bean bag back and forth.  When the music stops, the player with out the bean bag moves in a locomotor movement (one that the teacher has assigned), the student with the bean bag follows them.  When the music continues, the players toss the bean bag back and forth again.  They should be in a new spot.  The object is not to get caught with the bean bag so that you can be the leader when it is time to move.  

Challenge them to get as many catches in a row as they can; under hand for younger students, over had for more advanced, set the distance that the bean bags can be thrown (younger kids stand "finger tips" away from each other).

Diamond Tag

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Assign 5-6 players to be "taggers", all other players are the "runners" and stand on the bases. When the music starts, the runners attempt to run clock wise (or counter clock wise) around the bases, keeping track of how many times they make it around without being tagged.  The taggers attempt to tag runners with the foam object (no throwing).  When tagged the two players switch roles and continue playing. there are no "tag backs".  

Students can run or walk to the next base.  Once you leave a base, you have to go to the next base.  No "puppy guarding" bases. And limit number of runners on a base to 2 (or 3).   Taggers can move in any direction.

I treat it more like "track" and handing off a baton rather than a "tagger".

Imaginary Running

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I take construction paper, and cut it in half, do not cut straight in half, make all different kinds of shapes, (circles/boxes/curves/etc.) Take each "half" and glue it to a solid piece of paper of  a different color.  The cut out piece becomes the "wall" and the solid part is the space around the wall.

I have a few rules: 1. the wall cannot hurt you/you can't hurt the wall  2. you can't go through the wall, you need to find an open space an use that to get over/under/around the wall  3. the wall is only paper thin and goes from one side of my gym to the other

I hold up the sheet with the picture of the "wall".  I have the students divided into two groups and lined up at one end of the gym, parallel to the "wall".  When I show them the picture, they have to look at it and figure out where the general space is around the wall (they will all "see" it differently, because it depends on their imagination).  Then the first group runs to the wall, goes over/under/through holes in the wall/between cracks/etc. in the wall, and then runs to the other end of the gym.  

The kids love it! And will run back and forth forever as long as I keep changing the wall.  You can hold the sheets sideways, upside down, what ever!  Change the wall from being the "wall" to the space that was around the wall, is now the "new wall"  Divide into smaller groups, kids don't need to run straight lines this way, they may need to go to the other side, where it is smaller or higher! Let them use their imaginations!

4 on 4 Baseball or Crazy Baseball

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Divide into teams of  3 or 4.  One team goes to the field the other is up to bat.  I have 6 teams playing, so I always have 3 batting teams and 3 fielding teams. Remind the kids, they are only playing their batters, don't worry about the other games going on beside you.  One fielding student needs to be at each base (if you have teams of 4, the fourth player starts at the pitching position, and after the ball is batted, covers home).  The batter pitches to them self, and then runs AROUND  ALL of the bases.  (I stress running around, because I use Polly-spots as bases and their isn't a lot of extra room.)  The runner runs around all the bases, everything is a home run.  They do not stop at any base. While the batter is running, the fielding team, gets the ball, throws it to first, then second, then third then home.  If the fielding team gets the ball "home" before the runner gets home, the batting team doesn't get a point/run.  If the runner gets "home" before the ball, the batting team earns a point/run.  If the ball is caught, it is not an out, it has to be thrown to the bases in order, every time.  After all 3 or 4 batters have batted one time, they go to the field, and the fielding team bats.  If your teams only have 3 players, have the first base player cover home, AFTER they throw the ball to second.

I let them play for about 5 minutes and then switch the teams, so they are playing other teams.  This game rewards great throws and catches, and gets them running and moving.  The batters only are waiting for 2-3 other batters, so they aren't in line forever and bat every inning.  Fielders always get the ball, and they all have to throw and catch.

I have also used HILI scoops to catch with for that unit!  Really a challenge!  Have them do all of the catching/throwing/"batting" with the scoops and see how they do!

State Standard: 1, 3

Each student has a bean bag, and throws their bean bag at everyone else's toes!  They can have a point each time they hit some ones toes!  I count any part of the shoe as a "toe".  But remember, watch out!  Everyone else is aiming at your toes, so keep moving! 

I switch often, everyone against everyone, one color of bean bag against another, boy against girls, Nike against Adidas, etc!  The more you switch, the more they will love it!  plus, they will need a break!  This game is a work out!

State Standard: 1, 2, 3

Put all the balls out into the playing area, the students job is to keep all of the balls moving!  Watch for balls that aren't going!  When the music is playing, get the balls going, when the music stops, see how many balls aren't going!  Challenge the kids to have all of the balls going when the music stops.  Stop the music every 45 seconds or so, and tell them how many ball you saw "not moving" and challenge them to have less next time (I also have them do a jumping jack for every ball not moving).  I have them catch their breath and go again!

Kicks that go higher than my hips are too high! I tell them it's a penalty and they owe 5 jumping jacks and then are back in the game.  

State Standard: 1, 3

Scatter numbered Polly spots all over playing area.

When the music plays, students will dribble ball in playing area, when the music stops, have them dribble to a spot.  Select a student to roll the dice, any one on the number rolled scores a point. Continue on with activity. Could also score the number of points as you rolled (i.e.. roll a 4, anyone on a 4 gets 4 points!)  Can also make rolls worth 2 points, 5 points, etc. good practice adding!

State Standard: 2

Start by picking up an imaginary ball, and have them hold it up in their hand.  We talk about same and opposite sides of the body.  When we hold a ball in our throwing hand, we put our opposite foot in front, to balance our body.  

Cue words: Overhand: Strong man/woman (hold ball up high, showing off your muscles) Toe (point our opposite toe forward) Ready Throw (release ball)

Cue words: Underhand: Way down low (hold ball down at side) Point your Toe (opposite foot forward) Ready Throw (release ball)

I have a hoop on the floor and a Polly spot with at koosh ball on it about 3-5 feet away.  Have the students throw the ball into the hoop and go get it.  I am able to go around and check throwing, using correct form, opposite foot. etc.

State Standard: 2

Put Students in groups of 3-4, keep groups as small as possible to limit wait time.   I place cones about 30' apart and have the students work on kicking the ball using the inside/outside of there foot, make sure to use both feet. Each group has their own set of cones.  Keep ball close to them, and under control. Each student should kick the ball down to the other cone, around it and dribble it back, allowing the next person to go.  Repeat 4-5 times  (I can fit 7 teams the length of my gym, so I have teams of 3, less wait time.)

Next place more cones (3-4 depending on space) between the other two cones.  Repeat the drill, but have students kick around the cones in a figure "8" fashion.  This will require more control.  Again, repeat 4-5 times.

Can follow up with "relay" races, just make sure teams are split up evenly.

State Standard: 1, 3

Each Student has a ball, work on kicking the ball under control, around the general space. Use inside and outside of foot.  When the music is playing kick the ball, stop when it stops.  Focus on stopping quickly, under control, with out use of hand.  

State Standard: 1, 3 

When music starts, partner #1 dribbles around the outside of the cones "track".  While partner #1 is dribbling, partners #2 and #3 are instep passing and 1 foot trapping in the center "pit".  When #1 returns, #2 dribbles around the track and #1 and #3 pass and trap. Repeat.  Change partners after a few minutes, to keep the game fresh.

Additional Drills that can be used in the "pit": 1 partner toss, the other head the ball, changing after 3 headings; outside of foot pass; continuous passing; dribble around partner and pass back.

State Standard: 1, 3

Each student has a ball, and is lined up at one end of the gym. They will dribble, under control when the music is playing (green light), towards the other end of the gym.  When the music stops (red light) they have to stop moving also.  You may have them stop the dribble on a red light, or have them continue to dribble, but may not move forward.  When the music starts again (green light) they my move forward again.  The first person to the other end of the gym gets a point. Repeat.

Variation: Have them continue back and forth, getting a "point" every time they get to one end of the gym.  The kids will get really spread out, and will be less obvious who is in "last" place.  Challenge everyone to get "X" number of points.

State Standard: 1, 3

Partners stand across from each other, (about 30' apart, closer for younger learners) with a pin between them.  On signal, partners take turns kicking the ball between the pins, back and forth to each other.  They may have a point each time the successfully kick the ball between a set of pins and do not knock any over. (Can also subtract a point if you knock over a pin) Then, have them knock over their own pin.  One point each time they knock it over, (Subtract a point if you knock over another teams pin, or that team gets the point!)  If you knock over the pin, you pick it up.

State Standard: 1, 3, 4

Each Group of 4 players has one pin standing in the middle of their group.  One player is designated as the guard and guards the pin from being knocked down.  The guard moves around the pin in an attempt to block any shot from the other players.  The other 3 players attempt to pass back and forth to each other to shoot and knock down the pin to score a point.  The player that shot and knocked the pin down scores a point and becomes the guard and play resumes.  Any player who is the guard when the "stop" signal is given scores a point ("stop" after a minute).  Players may only attempt and score points at their pin.

State Standard: 1, 3, 4

Divide class into four groups, one group will be the "pirates" (wear jerseys) the rest of the students will be the sailors.  The four corners are marked with tape and are called the "ships".  The object of the game is to see how many pieces of gold (balls) the pirates can shoot into one of the four "ships" before a two minute period is over.  Once a ball is hit into one of the four corners, it is placed in the "treasure chest".  Designate a player to move about getting the gold from the ships and placing it in the "treasure chest".  After two minutes, count the gold pieces.  The Sailors try to prevent the pirates from getting the gold into the ships.  Once a ball is in a ship, a sailor cannot kick it out.  After the two minutes, the next group becomes pirates, pirates become sailors, and activity resumes.

State Standard: 1, 3, 4

Divide class into 2 teams, one on each half of the gym.  The goal is to send the balls past the other teams end line.  Scatter the balls around gym and shoot them past the other teams end line.  Both teams have a container at the opposite side of the gym.  Team "A" and team "B" each have 2 "collectors" whose job is to retrieve any balls that passes the line into the goal area.  They then place the ball in the container.  Players shooting balls may also act as goalies.  If the ball does not stay behind the line it is back in play.  When all the balls are shot behind the opposite lines, and collected, then the collectors count the balls.

Variation: Put Pins in the GOAL area and knock down the other teams pins.  No player may go behind the line to get the balls, except for 2 "shaggers" from each team.

Variation: Could add a "neutral" area in the middle that both "A" and "B" players could be in to make scoring easier.  Can also add a 'goal area' to wall behind the goal area and ball that hit that area score points also.

State Standard: 1, 3, 4

Divide class into 2 teams, and each team stands on their sideline.  Five players from each team go onto the court to start the game.  I start with the ball on the floor in the middle of the gym (if using more than one ball, have them all scattered)  The remaining sideline players are goalies.  Each team has unlimited passing between the sideline and the court. 

Court players cannot pick a ball up off the floor but my use their hands to catch a ball in the air or can convert it by lifting it with the feet and then catching it, only side lines players may pick a ball up off of the floor.  Court players could also kick the ball to a sideline player and have them pick it up and throw it back. Court players can kick the ball any teammate and if it is in the air, they can catch it with their hands.  Once the ball is in the hand, court players may only take 3 steps, then they need to pass, kick or shoot.  Goalies may not move with the ball in their hands.

The object of the game is to score points in the following ways: (Only court players may score!)      throwing the ball through the goalies on the other sideline and hitting the wall (1 point);  kicking the ball through the goalies on the other sideline and hitting the wall (3 points); by shooting the ball through your own basket (1 point). If a basket is scored, the ball is immediately given to the end goalie on the opposite team.

Players remain in the middle for 1-3 minutes and then go to the end of their sidelines, and the other end of their line goes to the court.

Variations: Have 3-4 balls going! 

State Standard: 1, 2

I put stations around my gym in a large circle.  I use just about anything that can be thrown!  Here are some of the things I use:

Volley Birds into a Deck Ring; Nerf balls into a basketball hoop; Koosh balls at a bowling pin; Koosh balls thrown in the air and catch; bean bags into a box;  Football in to a hoop (hang hoop from basketball hoop); Bean bags into a hoop; Speed ball (mesh equipment, with holes that balls can be thrown into); Bounce and catch ball; Bounce reactions balls and catch; Indoor Yard darts into hoop; HiLi scoops (throw and catch); throw ball through large circle matt.  I very stations from over to underhand throwing.

I like to have at least 12 stations, and groups of 2 (3 if you have to) have them do the throwing at each station for about a minute and then rotate to the new station.  I use this as a great chance to check for biomechanics of throwing.  Great time to check skills.  

I have some nets that I found for cheap that are used for "chipping" in golf that work great to catch light weight balls. 

State Standard: 1, 3

Ask students if they've seen  traffic light ...what colors are on the light?  What do each of the colors mean for cars?  Let students know that they will have have to "be like" cars today and remember that red=stop, green = go/fast speed, and yellow = slow speed.  Demonstrate each of the "speeds".  Hold up a ball and have students move the body part you call out with the speed represented by the color ball. Then, have the students move through general space using the speed you call out.  When you feel they have the concept down, and can safely move through general space, go on to the next part.

Explain that 6 students will have have one ball.  When the music starts, those students will keep holding onto the ball and touch someone with the ball.  When tagged, that student must then move at the speed associated with the color ball that tagged them. (Demo)  For example, if tagged with a yellow ball, the student will move in a slow speed.  If they are tagged with a red ball, they must "stop" and freeze until tagged by a yellow or green ball.  After playing about 30 seconds to a minute, switch the balls around to other students so everyone gets a chance to hold a ball and be a tagger

State Standard: 1, 3

Students will need to identify: various body parts (knees, elbows, hands, feet) and right and left sides, in addition to colors.

Hula Hoops are spread around gym, when the music plays students move in the gym in the locomotor skill instructed by the teacher. When the music stops, the instructor will either call out specific directions, such as: "Put your right hand in a green hula hoop," or "Stand with your left foot in a blue hula hoop." Or spin the color-coded spinner and then have the students place an assigned hand, foot , elbow, knee, etc. in the correct colored hoop.  When the music starts, move again in a different locomotor movement.

Could use cards with different colors on them and different body parts listed instead of spinners.  Also, have the kids pick cards, or spin!  Instead of using hula hoops, you could also use different colored Polly spots, or laminated construction paper.

State Standard: 1, 3, 4

Scatter cones on the gym floor and place a frog or ladybug card (or bean bag) under each cone.  Divide the class in half with one-half as frogs and one-half as ladybugs.  When the music plays, all students will move around the gym and look under the cones for a frog or a lady bug.  the object of the game is to get as many frogs or ladybugs (depending on the team the student is on) from under the cones and placed beside the cones before the music stops.  Students that are "frogs" try to take the ladybugs out from under the cones and students that are "ladybugs" try to take all of the frogs out from under the cones.

If a "ladybug" sees one of their cards next to a cone, they may place the cone back over it.  Once a student places a frog or ladybug outside or under a cone they must run to a different cone-only one person may be at one cone at a time. 

When the music stops, all student s must stop and freeze (I use "like a rocket").  Ask a student who is frozen quietly if they are a frog or ladybug.  If (s)he is a frog ask him/her to go around and place the cones back over all frogs.  Have  student who is  ladybug do the same thing.  Repeat.

You can count and keep score if you want to, I usually don't.  Also have the students use locomotor skills between cones, not just running.  I only allow my students to touch a cone one time and then they need to move on.  Our goal is to "touch them all".  Could also use colors under the cones, i.e.. red bean bags and green bean bags.

State Standard: 1, 2, 3

Cover correct throwing form, catching. and snapping prior to playing.

Line up the groups of 3 across one end of the gym.  (I use the end-line of the basketball court so that we can run and throw farther.)  In each groups one person starts as the Quarter Back (QB), one as the Receiver (R), and one as the Center (C).

The Center starts with the ball and snaps the ball to the Quarter Back (that is standing about 3-4 feet behind the Center) as soon as the Quarter Back says "HUT".  At this command, the Receiver runs straight out in front of the group.  The Quarter Back then throws the Receiver the ball.   I have my field divided into 3 zones.  The closest zone worth 1 point, the next worth 2 points and the zone farthest away is worth 3 points.  The Quarter Back and Receiver should decide which zone the Receiver should run to.  Each time the Receiver catches the ball it is worth "X" points, depending on which zone the ball is caught in.  I sometimes give points for touching the ball, even if they don't catch it, so it will encourage them to go after the ball.  

After the Receiver has they ball they RUN it back to the group and the Receiver becomes the new Center, the Center moves to Quarter Back and the Quarter Back becomes the new Receiver.  Play continues until one team has reach the point goal.  

Goals can be point totals of: 5, 15, 21, what ever works for your class.  Or, keep adding points and if the ball is not caught, loss your points!  Or add points the whole time, and add all of the groups grand total together at the end.

State Standard: 1,3

Played like regular softball/baseball, but instead of batting, the pitcher throws a football to the batter, the batter catches the ball and throws it anywhere in the field.  After throwing, the batter runs to first base, and/or advances on to other bases.

Field players try and catch the pass.  If they do, it is two points for the fielding team.  The batter/runner is NOT out if the ball is caught. The runner could get out if they throw or run the football to the base the runner is going to, as in softball/baseball.  To encourage best throws from the batter, they also get ONE point if the ball is caught.  Runners also earn points/runs by advancing to all of the bases, and when they touch home plate, they get a point/run for their team.

Variations:  Allow fielder to tag a runner while they are advancing to the next base.  

OR: Allow the field players to throw the ball at the runner (use rag balls) if the runner catches the ball, the runner gets the point, and can throw the ball again from where they are at when they catch the ball.  The "re-throw" would score the same way for the fielding team, assuming the fielding team catches the "re-throw".  If the runner touches the throw from the fielder, but does not catch it, they are out, and do not score any points.

When I play with Hi-Li Scoops, all of the throwing, catching, "batting" is done with the scoops.  I don't have a pitcher.

State Standard: 1, 3, 

Variations:
-Have boys pass to girls and girls pass to boys, require 3 passes before a score, have 5 people touch the ball before a score,  Have them play other teams every 3-4 minutes switch.

Basketball Style: rule as above, but shooting hoops instead of getting ball to end zone. Can chest or bounce pass.  Once tagged, can continue to dribble (for older students picking up dribble could result in a turn over) If a shot is missed it is a turn over, no rebounding.

State Standard:  1, 2, 3, 4

Divide class into groups of 3-4, and line them up at one end of the gym.  I use the volleyball court, one serving line is the starting line (line of scrimmage) The volleyball court can be easily divided into 3 zones, 1-2-3, each zone is "worth" that many points (i.e. zone 1=1 point, zone 2= 2 points and so on).  

The first person is the one that will run out and catch the pass, person number 2 will throw and person number 3 (& 4) counts the points.  Each team adds up the points every time they catch a ball in at zone.  I also allow a point  for "touching" the ball and not catching it.  I have the teams add up points until they get to "21".  When a team reaches 21 they sit down with their team and all play stops.  I have the teams start again at zero, but give them new goals.  The goals depend on how many points they scored last time, i.e. teams with 10 or fewer points, try for 10 this time, teams that got more than 10 points, but not 21, try for 15, and the team that reached 21, try for 25.   You can use any point system or point challenge that works.  Any time a team doesn't reach the point goal, move the point goal down so it is obtainable, and they have a chance to be successful.

State Standard: 3, 4

Draw out a football field on poster board to keep track of positions of ball.  Students pair up for 1 vs. 1 (or 2 vs. 2) games.  One team will be on defense while the other team is on offense.  The team on offense will roll the dice first and try to move the ball across opposite goal line according to the number rolled.  Play begins on the 20 yard line.  Players on one team take turns rolling the dice.  The number rolled determines how far the player may advance his/her marker:  (I use mini m & m's for markers)

Every time the marker moves 10 yards, the team gets a first down.  Each team continues until one team scores or loses the ball.  Could have the teams get 4 tries 'rolls'  to make a first down (move 10 yards), if they don't the other team gets the "ball" at their 20 yard line. Or, alternate rolls, have each start at the 20 yard line, and alternate turns, if you get an interception or fumble, move back to your 20.

Have students keep track of stats such as how many total yards their team moves, turnovers, and points.  Have students watch a football game and record how many plays and first downs happen in one quarter, etc.

State Standard: 1, 3, 4

Divide class into 4 even teams, play on two fields that are side by side (if possible).  A good length of the field is about 50 yards.  If you have uneven sides then have a person rotate in on every play so one will be sitting out only one play.  

To begin the game, rock-paper-scissors to see who gets the ball first.  

One team member starts with the ball (quarterback) and they get up to 4 chances to throw the ball to someone on their team and have them catch the ball.  When their team makes a catch, the student that caught the ball becomes the quarterback and they get 4 more chances.  IF the other team intercepts (catches) or knocks down the ball, it is not a turn-over, it just counts as one of the 4 chances (throws).

After 4 chances, if no one from the quarterbacks team catches the ball, the ball goes to the other team.  The other team takes possession of the ball right where the quarterback is at.   If the quarterbacks team score (gets the ball to the other end of the gym) the other team takes possession of the ball at that end of the gym.

Teams must have 4 Catches before they can score.  I don't allow guarding the quarterback, but they can guard (without touching) any other player.  When you are the quarterback you may not move your feet other than to adjust to throw.

-Alternative-    The team that has the ball has 4 DOWNS to bring the ball down the field over the end line.  Downs happen when the person with the ball is tagged or when the ball it is thrown to an other teammate and the ball is dropped.  Teams then line-up on each side of the ball and the ball is passed back to the quarter back and the game begins immediately.  The quarterback must be rotated until everyone has had a chance to be quarterback.  Anyone may tag the person with the ball.  

Upon scoring, the games begin with a kick or throw-off by the scoring team.  Interceptions are allowed and the team catching the ball starts at the place they intercepted it and it is from there that they get their four downs.  If a team does not score in four downs the ball is kicked or thrown off to the other team.  Encourage 4 short passes.

In addition to the 4 downs to speed things up you may give the teams a time limit as well.  that tends to quicken things up.  Give points for sportsmanship or take away for lack of.

State Standard: 1, 3, 4

Divide gym lengthwise into 4 zones (2 center zones and 2 end zones). Half the team is in their center zone (quarterbacks)  and the other half of the team is in their end zone (receivers).  The opposing team sets up the same way with the quarterback in their center zone and the receivers at the opposite end of the gym in their end zone.  Each team starts off with 3 balls. 

The object of the game is for the quarterbacks to complete as many passes to their receivers in the time allotted.  Each completion from the quarterbacks to the receiver is a touchdown.  teams must record their own scores.  Receivers must get the balls back to their own quarterbacks but no points are scored from their completions.  The opposing teams quarterbacks can try to intercept passes as long as they stay in their own zones.  Any quarterback can throw to any of their receivers.  Switch the receivers and quarterback periodically during play.

After the students understand the concept of the activity and are catching and receiving fairly easily, add a defender.  The defender must wear a Jersey and is allowed to move anywhere through the zones.  this activity works great in teaching the children to move to receive their passes to get away from the defense player.  The defender was also allowed to pick up balls to return to the quarterbacks.  Change this person periodically also.

Can use a regular ball instead of a football.

State Standard: 1, 3

Scatter 5 hoops around on the floor, and have a student start in each with a football. (You may need to add hoops/balls)  Give out 3 noodles for tagging.  At the start of the music, the taggers start to tag as many people as possible (people in the hoops cannot be tagged).  If you get tagged you are frozen.  Once frozen you must get the attention of someone in a hoop and have them throw you a football.  If the football is caught, you are un-frozen, and take the spot of the person in the hoop, that threw you the ball.  If you do NOT catch the ball you remain frozen until you catch a ball.  People that are not frozen, need to pick up the balls that are not caught, and give them back to the students in the hoops, because the students in the hoops may not leave the hoops until they are replaced.  You cannot be frozen if you have a football in your hands.

Stop every couple of minutes to switch taggers, also change the locomotor movements.

I would play this with lower grades, but use a koosh ball instead and have more hoops and balls since the throwing and catching isn't as controlled.

State Standard: 1, 3 , 4

Select 2 students to start with the noodles, they will be freezing people.  Two students will start with the spiders, the spiders will "thaw-out" frozen students and allow them to move again.  Spiders will be passes to someone who is frozen, so they will change hands often.  

If you are frozen, you must sit and say, "please pass me the spider" to a student with a spider.  The student with the spider will then pass it off.  Spiders should be moving to different people all the time so no one stays frozen for more than a few seconds.  If the spider is in your hands, you can not be frozen.  After about a minute, switch the students with the noodles.

Start the game by walking, and then change to different locomotor skills as the game progresses and they get the hang of it.

State Standard: 1, 3

Students will be spread out in the gym in personal space.  Explain to them that they will be moving around the gym, pretending to be "trick or treaters" (or scarecrows).  Review that the general space,  is space shared by everyone and that they must maintain their personal space and not bump into anyone.  Tell the students that you will be naming a Halloween costume (or fall activity) and they need to move around the gym as though they are that character.  For example, if the teacher says "bat", the students will move around the gym flapping their arms.  When the teacher says "BOO" all students must freeze and listen for the announcement of the next costume.  Allow students to use their imagination to think of several Fall related movements.

State Standard: 1, 3

2 Students will start as pumpkins and hold the balls.  Chose another person (s)  to be the witch (tagger with noodle).  All of the other students are trick or treaters.  the trick or treaters will move around the gym performing various locomotor movements (walk, skip, hop, etc.). The witch will move on a broomstick (galloping with two hands on the noodle).  If the witch tags a trick or treater they turn into a ghost and must stay where they are and move like a ghost (sway).  The pumpkins, also performing locomotor movements must move around and un-tag the ghosts so they can become trick or treaters again.  Change role after 30-45 sec. of play.

State Standard: 1, 2

I put stations around my gym in a large circle.  I use just about anything that can be thrown!  Here are some of the things I use:

Feed Frank: Big green poster of Frankenstein, with the mouth cut out to throw noodle slices into; Bowling for Ghost: Ghost slip covers over bowling pins, throw a ball at them and knock them down; Rat Soup: Throw plastic rats into a black plastic container;  Witches Broom: Little brooms, and push hockey pucks around cones; 2 Monster Catch: Throw and catch monster balls; Monster Bounce: but a monster bean bag on a rubber ball and drop the rubber ball, monster will bounce up, you catch it; Monster launcher: monster ball on a wooden launcher and launch them, and catch; Monster ball Toss: toss and catch with HiLi scoop; Skeleton: put body together; 

(Also add ring toss and koosh balls and paddles. I have some nets that I found for cheap that are used for "chipping" in golf that work great to catch light weight balls)

I like to have at least 12 stations, and groups of 2 (3 if you have to) have them do the throwing/catching at each station for about a minute and then rotate to the new station.  I use this as a great chance to check for biomechanics of throwing.  Great time to check skills.  . 

State Standard: 2, 4

Set hoops out one the gym floor about 5-15 feet apart.  The hoops should be set in rows with 2 hoops across from each other.  Place a different type of ball in each pair of hoops.  One student goes into each hoop, and on the signal, students throw and catch with the person across from them counting the total number of catches.  Every 15 seconds (can be longer) stop the music, and rotate the students to a new hoop.

To continue to challenge students: move hoops farther apart, require overhand throws, make 100 catches before the end of the activity.

State Standard: 2, 3, 4

Divide class into groups of 3 (quarterback, receiver, and defender).  Each group will need two on offense and one of defense.  Set out three cones, each 10 yards apart (10 yards=30 feet = half the volleyball court)  Starting at the first cone,  have the offense place the ball on a bean bag which represents the line of scrimmage.  From there, the offense runs their play that they made up with the receiver running to an open space.  The quarter back throws the ball to the receiver once they are in an open space.  If caught the receiver places the ball at the spot where they caught the ball.  They now move the bean bag up to where the receiver caught the ball.  If the bean bag is past the first cone on the field, they get another first down or four more tries.  If the bean bag is not to the first cone, it becomes second down and so on.

If the pass is not caught, the bean bag doesn't get to be moved up and the ball comes back to the line of scrimmage  for the next down, or try from the same place.  I explain to the students that they get four downs (or tries) to get the ball to the next cone. If the Defense intercepts the ball, the Offense gets the ball back, but it counts towards one of their downs/tries.

If they do not get the ball to the next cone by completing the passes in four tries or if the defender intercepts the ball, the defender and one offensive players then become the offense and start from the first cone again.  Have children rotate positions so that everyone gets to play all three positions.  (See Three Person Continuous Football)  A touch down is scored if the offense moves the ball past the last of the three cones.

State Standard: 1, 2, 3

Assign partners, one will "throw" and the other will "toss".  The throwing partner overhand throws a yarn ball at a target ball (bean bag) that the tosser has thrown.  Students stand side by side facing the wall, which should be 10-15 feet away from them.  For safety reasons there should be plenty of space between groups.

The activity begins when the tosser says "ready, set, go".  On go, the tosser tosses the ball gently up toward the wall.  At this time , the throwing partner stands in the ready position to overhand throw the yarn ball.  When the target ball reaches its highest point, the throwing partner steps, and throws the bean bag trying to hit the target ball.  Students switch jobs after each throw.

State Standard: 1, 2, 3

Cover balls with fabric so they look like "ghosts" and set up volleyball net, high enough so that a correctly thrown overhand ball will go over it.  

Divide the class into two teams, one on each side of the net.  Explain that they must stay in their house (on their side of the net) during the game.  Tell the class that they are all Ghostbusters and their job is to get rid of all the ghosts in their haunted house.  They will get rid of the ghosts by throwing them into the other haunted house, over the net, using the overhand throw.  However, when the music stops, they must freeze and stop throwing ghosts.  Count the ghost to see who wins (optional). Divide the ghosts up and start again.

Check for: opposite foot in front, trunk rotation, shift of weight, elbow leads, snap wrist and follow-through.

State Standard: 1, 3

Divide class into 5-8 teams (depending on size of class, 3 per team).  Assign a team to each large cone, cones should be around the outside of the gym, in a circle. Tape a Turkey to each cone.  Scatter Small cones inside the circle and place a feather under each cone.

Tell the students they are going on a Turkey trot.  The objective of the Trot is to find feathers in the playing area and bring them back to their team to "feather" their turkey.  One person from each team will go into the field at a time.  they will choose a cone.  The cone they touch will be the one they have to pick up.  If there is a feather underneath, they will pick it up, take it back to their Turkey, "high five" the next person in line, and go to the end of the line.  then it is the next person's turn to go into the playing area. If a feather is not found under the cone, the student simply returns to his/her team and lets the next person go.  Continue until all the feathers are gone.

I make the teams different colors (red, brown, tan, yellow, orange, green, purple) so I have a Turkey of each color, and 5 feathers of each color, so they are looking for a feather that is the same color as their Turkey.

State Standard: 1, 3

Scatter hula hoops out in the playing area.  Place a different letter in each hoop from one set, place the other alphabet set in the basket (to be drawn out by students).  Student will begin moving around the general space using locomotor movements which the teacher calls out.  When the music plays, they move, when it stops, the students find a hoop.  The teacher then chooses a student to come over and choose a letter from the basket;  the student calls out the letter.  The student (s) standing in that hoop all receive a "turkey point".  That hoop and alphabet set is then picked up and not used again.   Repeat the activity using different locomotor skills and new letters.  Continue until down to 2-3 letter and then add the letter back to the game, and play again.

State Standard: 1

Choose students to be turkey taggers, they hold the stuffed turkeys.  Choose 2-3 others to use the noodles (helping hands).  The rest of the class are moving around the room using locomotor movements.  When a student is tagged, they must squat down, flap their arms like wings and gobble (optional).  A student with a noodle or helping hand, helps them stand up.  The students may join back into the game.  After 1-2 minutes, switch turkeys, noodles, and locomotor skills.  Repeat.

State Standard: 1, 2, 3 

Select 4 student to use the noodles, these students will be the pilgrims.  Assign a locomotor skill, and when the music starts the Pilgrims tag the other students.  If a student is tagged, they must leave the game and go "stuff the turkey" for dinner.  The turkey (box with turkey picture) will be set up on the outside of the playing area with the 8 poly spots around it, and a ball on each spot.  Once a student is tagged, they go to the turkey box, pick up a ball and throw it into the "turkey".   Once they make it in the box, they get it back out and replace it on the poly spot and return to the game.  After 1-2 minutes choose new "pilgrims".

State Standard: 2, 3

Assign partners, one partner with the ball and the other on a line 5' away.  Each time the pair catches 10 in a row they may move back to the next set of lines, 5 more feet away. If they drop the ball, start over at zero, and move back to the starting line.

Sometime I time them with each partner (1 1/2 minutes) to go for the "world record".  Switch partners every 1 1/2 minute to keep the game fresh and to avoid problems.

Alternative, on drops they only have to move back 5' and not to the beginning. (4th -5th grade: allows them to throw farther)

State Standard: 1, 2, 3

Divide class into 2 teams, place folding mats up on ends between to team.  Scatter balls on both sides of playing area.  Mat stands as a "fence".  On signal, players may pick up one ball at a time and throw overhand over the fence.  Players attempt to throw as many balls over the fence as possible in the time limit.  

Count the ball on each side of the fence. The team having the least is the winner.

State Standard: 1, 2, 3

Divide class into 2 groups; one group one each half of the gym.  Each area has a snow fort (mats) and 10-15 snowmen (bowling pins) scattered in front of each fort.  The object is for each team to throw "snowballs" and try to knock down the other team's snowmen.  Players may leave the fort to get a ball but must throw from back on their fort.  Play until one team knocks down all of the other team's snowmen, or 2-4 minutes. 

Move forts back or forth in playing area depending on the throwing ability of the group.  All snowmen should be placed in front of the forts.

State Standard: 1, 2, 3

Line up students in a double line about 10-15 feet apart, facing their partners.  Place a poly spot between them.  Objective is to throw the ball and have it hit the spot.

Each of these 5x's and then continue to next, can also switch partners if you would like: Start by having the students standing and throw; then Jump up and throw while in the air; 3 steps and throw; 3 steps jump and throw.  (Even with the steps, they should still be 10-15' from the poly spot.)  Increase distance as skill improves.

State Standard: 2, 4

One partner stands near the wall and tosses the nerf ball into the air.  the other partner throw his/her koosh ball attempting to hit the tossed ball. Alternate who throw which ball, about every 5 tosses.  Need to focus on team work.

State Standard: 1, 2, 3, 

Have 4 students practice running without a ball in each square while avoiding each other.  Partner up players in each square and add a ball.  Each set of partners moves about in their square attempting to complete 5 consecutive passes between each other.  If 5 passes are completed, they score 1 points and the other team gets the ball.  If the ball is dropped, intercepted or 5 passes completed, the ball goes to the other team.  After one team has made 3 points, move to another square (Or after 2 minutes).   Continue to switch groups and partners.

State Standard: 1, 2, 3, 5

In groups of 5, chose 1 to be a goalie, they will stand in the middle of the square and guard the pin, the remaining 4 players will stand, one on each side of the square.  The objective is to pass the ball to each other until one player has a clear shot at the goal...the pin in the middle.  The goalie moves around inside the square attempting to protect the goal by blocking or catching any attempt the outside players make to throw and hit the goal (pin).  Outside players each earn a point if the goal is hit.  Play for a designated time (2-3 minutes)  and rotate positions so all players have an opportunity to play goalie.  

Could also have the player that hit the pin down, replace the goalie.

State Standard: 2, 3

Set up two cones 10-15 feet apart next to a wall and a  restraining line about 15-20' from the wall.  Take turns throwing at the wall behind/between the cones.  Add a goalie to spot the throw.  Add a bounce (restraining line about 15' away).  Regular throw, move restraining line back to 25'.  When a player gets the ball past the goalie, that player then becomes the goalie.

State Standard: 1, 3

Give 3 students noodles, they will be "elf" taggers.  When a student gets tagged they freeze and put their thumbs on their head and spread their fingers out like antlers.  In order to be unfrozen free runners approach the frozen players from the Front and give the frozen (Reindeer) player a high "ten" and rejoin the activity.

I play Music while they move using different locomotor/movement skills.  When the music stops (30-45 seconds) I switch taggers.  I usually focus on a winter theme, more than "Christmas".  And talk briefly about animals that make us think of winter, penguins, polar bears, reindeer, etc.

State Standard: 1, 2, 3

Place pin (near wall works best) about 15' from throwing line.  Players line up and player 1 takes a turn trying to throw the ball at the pin.  If the pin is knocked down, that team scores a point, and whoever knocked it down, runs and picks it up. While player 1 is setting up the pin, player 3 goes and gets the ball and runs it back to player 2.  Play continues and the players switch "positions, #2 becoming #1 and so on.  Repeat until one team has 5 points, change teams and play again.

For Grades K-2, have them throw underhand and I don't  switch teams.

State Standard: 1, 3

2-3 Students are selected to have the Noodles. They will be the "Grinch".  2-3 students will have the Feather Dusters, they will "dust" off Frozen students, so they can move again. All of the other student are Santa, and move in locomotor skills around the playing area. 

 If you are touched by a Grinch, you are frozen, stand with your hands up (stuck in a chimney) until a Chimney sweep (feather duster) cleans you off and then you can move again.  Switch  Grinch and Sweeps often so everyone gets a turn.

State Standard: 1, 3

Scooters are placed up side down at one end of the gym.  Put poly spots down so each scooter (Reindeer)  has a spot (barn).  Place the Bean Bags (Reindeer Food) at the other end of the gym, spread out.  Choose two students to use scooters that are in the middle of the gym, and the two noodles.  These two will be the Grinches. All of the other students are divided between the scooters (groups of 2-3 is best).  Set up in relay style.

When the music starts the first Reindeer on each team lays on their stomach and tries to get to the North Pole (other end of the gym) for Food.  If they make it to a bean bag, they are safe and go back to their team, and the next student (reindeer) goes.  If they are touched by the noodle (grinch) they go back to their team and the next reindeer goes.  After a few minutes, stop the music, count food, and switch the grinches.

State Standard: 1, 2, 3, 4

Players attempt to score goals by passing, dribbling and throwing into the goalie area.  All active players (those not on the sidelines) MUST touch the ball or catch it before a throw on goal is attempted.  Players may take only 3 steps before dribbling, passing or attempting to throw at goal.  Active players may pass to the sideline as an outlet pass.  The thrower must throw BEFORE the restraining line, but may fall into the goalie area once the throw is made.  Goalies may catch or deflect the ball with any part of their body.  Sideline players may not throw for a goal. A loose ball may be picked up by either team. Rotate sideline and field players every 2-3 minutes.

I play on a basketball court, the lane is the goalie area and I tape a large rectangle behind the lane on the wall to use as the target 9goal), or sometime I put 2 bowling pins in the lane that they try and knock over.  Instead of requiring everyone to "touch" the ball before score, we have the rule, you can't throw back to who threw to you and must pass 4 times before scoring. 

Passing: 1. If the other team intercepts the ball, they get it.  2. If the other team knocks the ball down, it is a re-throw.  3. If the throwing team drops the catch without interference from the other team it is a turn over.

State Standard: 1, 3

2 equal teams, (I play 2 half court games, length wise in my gym.  This allows for more activity.) Place bases, one on each end; use tape to make a square around the bases so the bases are inside a box drawn on the floor.  This will be the area the goalie can be in.  Each team will have one goalie, they may wear the jersey and protect the base.

In every game, the ball must be moved up and down the court by running and passing.  there is no bodily contact allowed at any time, ever.  A goal is scored when the ball is touched/thrown to the goal pad (base) by an offensive player.  A player with the ball may take only 3 STEPS.  When stopped, the ball can only be held for 3 SECONDS.  It must be then passed or lost to the closest player on the opposing team.  Any ball in the air is a free ball.  A goalie can never go out of the goal box.

Use additional balls to increase activity level.

Passing: 1. If the other team intercepts the ball, they get it.  2. If the other team knocks the ball down, it is a re-throw.  3. If the throwing team drops the catch without interference from the other team it is a turn over.

State Standard: 1, 2, 3, 4

Divide class into 2 teams. Center line in gym divides each team's side.  The object of the game is to be the first team to knock the opponents pins down by throwing the balls at the pins (Pins are lined up at the opposite end of the gym, 5 on each side).  Players may run anywhere in the gym.  However, if a player crosses the center line they are at risk for being tagged.  If  tagged the player goes to the jail, (mat on the other teams side of the gym).  To get out of jail, a tagged player must catch an aerial ball from one of their team mates.  This ball must be thrown from players own side. The player must catch the thrown ball with at least one foot touching the mat.  If a player in jail catches a ball, they get free backs but must return to their starting side.  The caught ball should be left as a token on the opponents side.  If you never cross the center line, you never have to "go to jail".  Balls are NEVER thrown at people, they are only thrown at the pins.

Players do not need to cross the line to knock over a pin, but they may if they want to take a risk.  One person at a time may guard a pin, but they must remain standing.  When players are going into and out of "jail" I have them raise their hand, so others know where they are going.  While in jail, players cannot throw balls at the pins.

State Standard: 1, 3, 4

Shake; Lift; Lift and walk in; walk in circle; Mountain/Mushroom (lift and tuck down edges); tent (lift, tuck inside); Popcorn (shake with balls); Wave (lift and let go, run to walls); Color Switch (lift and switch colors); Shark (2-3 taggers under); 

Hold: the chute with both hands and roll the edge toward the center 2-3 times so that  you get a better grip. If the chute has handles, place two hands on the handle.  

Grips: 1. Overhand grip: grip the edge of the chute with the palms facing down  2. Underhand grip: grip the edge of the chute with palms up  3. Cross-over grip: cross the arms and grip the edge of the chute over handed  4. Alternating grip: overhand grip with one hand and underhand with other

Ripples: Shake gently       Waves: Shake harder

Merry-Go-Round: (One hand on the chute)  1.  Right hand: walk forward CW; quickly, backwards, parachute up and down   2. Left hand: Jog CCW; Skip, gallop, hop, side-step, jump; change directions

State Standard: 1, 3, 4

Inflation: held the canopy at waist level using the overhand grip.  On the signal "ready-down" squat and hold parachute to the floor.  On signal "1,2, Lift" stand and thrust arms overhead to allow as much air under the chute as possible.  When the center of the canopy touched the floor, repeat, and try to get an even better inflation.

Tenting: Inflate parachute; then on the signal "in -1-2-3" walk forward three steps.  As the chute settles, on signal "out-1-2-3 walk backwards three steps.

Tent Run: players, inflate the chute as for Tenting, quickly let go of the chute with your right hands, and then run CCW around it.  Challenge players to return to their starting positions before the chute touches the floor.  Try to skip instead of run.

Mushroom: Inflate chute; then quickly pull the edge to floor to seal in the escaping air and make a mushroom shape.  Continue to hold the edges down until canopy settles to floor.  Try walking forward three steps before sealing parachute to the floor.

Igloo: Hold the parachute using the cross-over grip, inflate it and walk forward three steps.  On signal "turn" quickly turn and duck under the parachute.  Re-grasp the inside edge, kneel or sit and seal edge to floor.  Return to the outside and try again. (1-2-Lift-Turn-Down)

Peek-a-boo Igloo: can you make an Igloo and seal it to the floor, leaving only your heads outside?  Show me how you can make an Igloo, seal it to the floor, and then lie on your backs and poke only your feet outside.

Igloo Crawl: Number off 1-2-1-2, around the chute.  Listen to the number I call. If it is your number, then crawl carefully under the chute across to the other side.

Fly Away: Inflate the chute until it is totally inflated; then on signal "fly away" everyone let go at the same time.  The chute should remain in the air for a few seconds before it settles down on top of you, but don't move off your spot

Sunflower: Inflate the parachute.  Now quickly lower it to the floor and kneel on the outside edge to seal in the air.  Raise arms sideways, join hands and on the signal "in" lean forward; on signal "out" lean backward.  Pretend to be a sunflower closing and opening.

State Standard: 1, 3, 4

Number Chase: count off by four's around the chute.  Remember your number. Begin by gripping the seam in the right hand and jogging in a CW direction.  Listen to the number I call out.  If your number is called, immediately release your grip on the chute and run forward to ward the next vacated place. (do not run under)

Number Race: Divide into two equal teams and have each team number off 1-2-3,etc.  Position each team round one half of the parachute.  On signal, inflate the chute and listen carefully to the number I call. the player on each team whose number is called, run as carefully and quickly as you can in a CCW direction around the outside of the chute.  Can you return to your place before the center of the chute touches the floor?

Number Exchange: Number off players by five as they stand around the chute.  On signal, inflate the chute.  As it fills with air, I will call out a number.  Everyone with that number, leave your place on the chute; move under the chute to another open place before the chute touches you. watch out for collisions. (could also be done with colors of the chute)

Task for Number Call: Call a number and have the students perform locomotor skills such as skip, jump, hop, slide, gallop, run or walk under the parachute.  -or- call a number and have the children do an animal walk (crab, bear, gorilla, frog, kangaroo, etc) under the chute.

Bean Bag Grab: Call a number and have the students grab a bean bag from under the parachute and return to their spot.

State Standard: 1, 3, 4

Choose two players to be the sharks, who position themselves under the middle of the chute on all fours.  On signal "go" standing players, shade the chute gently to create waves while the sharks swim around under the chute.  Sharks gently grab the leg of a parachute player and pull that player under the chute.  The two players change roles  and repeat the game until everyone has been a shark.

State Standard: 1, 3, 4

Select six to eight students to be the "mice". On signal "inflate" chute players inflate the chute.  Mice, try to run under the chute, across and out the other side, before the chute players can trap you.  Chute players, wait patiently until you hear the signal "trap" before sealing the chute to the floor.  The trapped mice must join the chute players.  The game continues until there is one mouse left.  Six new mice are chosen and the game begins again.  Be careful to watch were you are going.

State Standard: 1, 3, 4

Two equal teams with each team facing the other.  Assign each team a different colored ball and roll the balls onto the chute.  On signal "play" each team tries to shake their ball into the center pocket and keep the other team from putting its ball through the center.  Score one point each time your team puts the ball in the hole. (my parachute has a mesh center, score a point for touching that)

State Standard: 1, 3, 4

Number off the students 1, 2, 1, 2...around the chute.  Inflate the parachute, using your overhand grip.  Then everyone walk three steps forward.  Now number one's quickly turn, re-grasp the chute on the inside edge, and kneel down.  Holding the edge of the chute against the floor while the number two's seal the chute to the floor on the outside.  Stay in this position for a ten-second count; then quickly, but carefully, stand up, holding the chute in starting position.  Repeat, reversing roles.

State Standard: 1, 3, 4

Two even groups who stand on opposite sides of the chute facing each other.  When I throw the volleyball into the center of the chute, try to shake it off the chute to touch the floor on the opponent's side of the chute.  Score one point each time.

State Standard: 1, 3, 4

Place a nerf ball on chute.  Raise and lower the chute to roll the ball in a large circle around the parachute.  Try to keep the ball circling around the outer edge of the chute.  How many times can you roll the ball past the same spot?

State Standard: 1, 3, 4

Roll the chute into a large rope and tie three jump ropes around it. Form tow teams and position them on either side of the parachute.  Try to pull the other team across the floor.

State Standard: 1, 3, 4

Hold the edge of the chute with your left hand using the overhand grip, and hold a basketball in your right hand.  On signal "dribble" walk forward, slowly dribbling the ball; then gradually increase speed to a run, continuing to dribble.  Slow to a walk again.  On signal "change", change hands and dribble in the opposite direction.

State Standard: 1, 3, 4

Place blue, red, green and yellow bean bags under the chute (or what ever colors match your chute). When a color is called that they're holding on to, they run under to get that color bean bag and return before they are trapped.

Inflate chute, run under and grab one bean bag that matches your color and put it on the floor behind you, outside of the chute.  Take turns calling each color.  After each student has 2-3 bean bags, start "putting them back" one at a time.

State Standard: 1, 3, 4

Place a bean bag on top of the chute.  After a certain time, stop the waves and see what color the bag last landed on.  Score one point against that color each time.  Variation: place a jump rope on the chute: score one point against the color that permits the rope to jump off the chute.  They may try to catch the snake's tail to save their team.

State Standard: 1, 3, 4

Put scooters under  the chute to equal the number of a color on the chute.  Call out one color at a time to get on a scooter and try to get out safely before trapped.

State Standard: 1, 3, 4

Lift chute over head and trap and kneel on chute color: a color is called and those students try to climb the mountain and touch the middle.

State Standard: 1, 3, 4

Lift chute overhead and trap and sit inside on the chute.  Call a color who will escape the tent, run around the circle one time (looking for a bear) and reenter the tent.

State Standard: 1, 3, 4

Place many balls on the chute.  Have 1/2 of the students holding the parachute and the other half around it.  the group holding the chute tries to flip the balls off while the outside group tries to catch the balls.  The holding team receives a point for each ball that is on the floor when the time is up, and the outside group receives a point for each ball on the chute.

-OR- Number students of 1-2-1-2, etc. Have them all lift the parachute, using the cue: "1, 2, Lift" and they all lift it together.  After about 2-3 seconds, Tell the students "DOWN" and have them all bring the chute down together.  See what happens to the balls.  If some fall off it is okay.  Take turns have in students "1" or "2" get the balls and put them back on the chute.  I only let each student get one ball.  Might not have to "put up" every time, if the "lift" isn't good, not a lot of balls will fall off.

State Standard: 1, 3, 4

Ocean Waves: On signal 'ocean waves' slowly shake the parachute up and down; then shake a little faster...and faster...and stronger. Then make gentle waves. Repeat while kneeling.

Row Boat: Sit with your legs outstretched under the chute.  Hold the edge using the overhand grip with arms bent and the chute taut as you pull it to your chest.  On signal 'row' players on one side, reach forward to touch toes, while students on the other side lean backwards.  Return to the starting position, pulling your arms backwards in a rowing motion, keeping the chute taut as you do.

Firefighter's Pull: Holding the chute using the underhand grip, step one leg forward, plant both feet firmly, lean back, and straighten your arms.  On signal, "1, 2, 3-Pull" Pull the chute toward you without moving your feet or jerking the chute.  Pull as hard as you can for ten seconds.  Change to the overhand grip, kneel and repeat; then sit and repeat.

Crab-Walk: In crab-walk position, grip the chute with your right hand in the underhand grip.  On signal, "1, 2, 3-Pull" crab-walk away from the middle, pulling the chute with your; then change hands and crab-walk in the opposite direction.

Wild Horse Pull: Turn your back to the parachute and hold it using the overhand grip.  Plant your feet firmly with one foot forward and the other back.  On signal 'pull' lean away from the chute, pulling as hard as you can for ten seconds.  Repeat in the kneeling position.

Forward Straddle Jumps: on Signal "jump" jump one foot forward and the other back.  Jump again landing with opposite leg forward. Repeat.

Jumping Jacks: Turn left side to the parachute and hold the edge in your left hand at the waist, using the overhand grip.  On the signal "apart" jump the legs apart and raise both arms overhead.  On the signal "together" jump the legs together and lower the arms.  Repeat holding the chute with the right hand.

Ball Shake:  How many times can you make the beach ball bounce up into the air? Playground ball, whiffle ball, tennis ball, etc?

Popcorn: How long will it take to "pop" all the popcorn (bean bags) off the chute?

Critter Shake: How many times can you make the "critters" (stuffed animals or animal bean bags) bounce into the air?

State Standard: 1, 3, 4

Toe Touches: sit with feet extended under the parachute and the chute held taut with a two-hand grip, drawn up to the chin.  Bend forward, and touch the grip to the toes. Return to stretched parachute.

Curl-Ups: extend the body under the parachute in curl-up position, so the stretched parachute comes up to the chin when held taut.  Perform curl-ups, each time returning to the tight parachute.

Dorsal Lifts: lie prone, head toward the parachute, and feet pointed back away from it.  Grip the chute and slide backward until there is some tension on the chute.  Raise the chute off the ground by a vigorous lift of the arms, with the head and chest off the ground. Repeat.

V-Sit: Lie in a position similar to that for dorsal lifts, but supine.  Do a v-sit by raising both the upper and lower parts of the body simultaneously to form a V position. Knees should be kept straight.

Modified V-Sit: Lie on your back with your head to the chute.  Reach arms overhead and hold the edge using the underhand grip.  Pull the parachute tight.  At the same time raise the chest and lift the bent legs.  Hold the legs off the floor for ten seconds and relax. Repeat

Backward Pulls: backward pulls are made facing the parachute and pulling back, away from its center.  Pulls can be made from sitting, kneeling or standing positions.

Hip walk and scooter: begin with the parachute taut. Move forward with scooter (while sitting, pull seat toward heels) and the hop (while sitting, alternate one leg forward, then the other) walk. Move back to place with the same movement until the chute is taut again.

Running in place: students can run in place while holding the chute at different levels.  Football patter for short periods of time

Isometrics: Hold the chute taut at shoulder level and try to stretch it for 10 seconds.

Sprinters: Inflate the parachute and form a mushroom by sealing the edges tightly to the floor.  Hold the edge in the front-support position; alternately extend and bend legs ten times before the canopy touches the floor; then relax.

Carousel: Jog around the chute holding it with the left hand only. Raise and lower the chute as you jog in time with the music. Others: forward and backward walking, skipping, hopping, side-stepping, cross-over stepping, jumping jacks, side kicks, step kicks, straddle jumps

Modified Squat Thrusts: Inflate the chute, form a mushroom, and seal the edges to the floor.  Squat down and take your weight on your hands on the edge of the chute, on the count of "one" extend your legs straight back; on the count of "two" return to the squat position; on "one" thrust the legs back again.  Continue to the count of "one-two". Do five sets of squat thrusts.

Sky-High Pulls: Stand with feet shoulder width apart and hold parachute at waist level using overhand grip.  On signal "1, 2, 3-up" slowly raise the chute until your arms are straight overhead.  Then without moving your feet, use your arms and shoulders and pull back, holding the chute tight for ten seconds.  Repeat using the underhand grip.

Elevator: On signal "elevator up" pull the parachute tight and slowly raise the chute high overhead keeping it tightly stretched. On signal "elevator down" slowly lower the chute to the starting position.  Hold the parachute at different level: eyes, thighs, knees, ankles.

Side Stretches: Kneel and turn left side to the chute.  Hold the edge with the left hand.  Now extend the right leg to the side, rest the right hand on the right thigh, and support the weight on the left knee.  On signal, pull the chute toward the right side for ten seconds.  Relax and change sides.

State Standard: 1, 3

Jog laps while: 1.tossing on whistle 2.tossing continuously 3. if you have the ball: jog on the whistle toss the ball to someone without a ball, you freeze and they jog   4. Opposite, have the ball, freeze; no ball, jog.

Toss and catch: each set of 5 step back one, once to opposite end of the gym, step forward each set of 5

State Standard: 1, 3

Students are in groups of 3 at one end of the gym.  Hula hoops are scattered around the gym. Hula hoops have a piece of paper in them with a number on the paper.  Groups take turns throwing throwing the ball/bean bag and try to get it to land in a hoop.  If it lands in the hoop, that team gets that number of points. After you throw, you go and get the bean bag and hand it off the the next person in your team.  Don't forget to keep adding your points!

Play to 21, or for a time limit.  Also switch team, or switch points each team is playing for, teams that don't throw as well, play for lesser points, etc. Continue to work on Math skills, by using dice with "+" and "-" signs to roll between throw.  Give them paper and pencil to help with adding/subtracting score. (Can't have a negative score, zero would be as low as I go)

State Standard: 2

Divide class into groups of 2-3.  Each group stands at their cone and have a ball.  When the music starts, the game begins. The object of the activity is to knock down the bowling pin.  Each time the pin is knocked down, the team gets 1 point. If you knock over the pin, you go set it up while one person on the team retrieves the ball.  The retriever becomes the next bowler.  Take turns.

State Standard: 1, 3, 

Each child is in their personal space with a ribbon stick,  start by "drawing" the letters of the alphabet, they may pick upper or lower case.  I usually don't tell them which, unless they ask, in which case, I let them pick the first time.  Then do upper and lower.  Add body movement to each letter.  Variations: Spell words, their name, or letters in any order, connect the words when you "draw" the alphabet; Put effort movement into the "drawing" of each letter, do does the letter feel or sound to you?  Show me.   Move around in general space to make letters, shapes, numbers etc.

State Standard: 1, 3

Play lively music and allow children to express the rhythms through dance with the ribbons:

1. Making Rainbows (have children lay on the floor and pretend to be asleep. Recite the following rhyme: "Rain, Rain, go away. Com again another day. So that we can run and play.  When the thunder claps, the clouds will clear and pretty rainbows will appear."  At this, clap your hand  and have the children jump up and run slowly, holding their ribbons high over their heads, throughout the movement space.  Repeat this activity using various locomotor skills.

2. Moving to the Music: Create a CD with different genres with a variety of tempos.  Ask the children to move to the beat/tempo.

3. Cloud Hopping: Set up the gym as follows: Spread out hula hoops or poly spots throughout the available space. They should be far enough apart that your students will not be able to walk from one hoop/spot to the next.  but will instead have to jump.  Give each student a ribbon. Explain that the children are going to be rainbows that will soar across the sky.  To do this, they will have to jump across the clouds (hoop/spot).  Have children select a cloud to start from.  As children jump from cloud to cloud ask that they wave their ribbons as desired.

4. Others: Make a river in front of you (drag ribbon on floor) Make a rainbow (over head)  Make waves (shake) Pull out a fish (put ribbon out in front of you and lean back)  Make a tornado (spin) Be a horse (use ribbon for tail and gallop) Make a bird (wings that flap)  *Only suggestions!  Allow the children to be creative!

State Standard: 1, 4

Choose a 2 students to start as Spiders (taggers) give them each a noodle and stand in the middle of the gym.  The remaining students (flies or runners) line up at one end of they gym.  Make sure students are spread out. The spiders start by saying "we are the spiders", the flies respond, "we are the Flies!"  The spiders return, "we're gonna catch you"; the flies say, "just you try".

At this, the flies move toward the opposite end of the gym (using a locomotor movement the teacher has called) and they not to get tagged by a spider.  If a fly gets tagged, they take a noodle and join the spiders.  When only a few flies remain, they become the new spiders and the starts over. 

State Standard: 1, 3, 4

Partners seated cross legged facing each other, scattered.  A bean bag is placed directly in the center between the partners.  If you have an odd number of students have them form a triangle and place the bean bag in the center.  When the teacher calls out "ready," students place their hands on their thighs.  When the teacher calls out "right", "left", or "both" the students react quickly by reaching for the bean  bag with their right hand, left hand or both hands before their partner.  (put their hand on top of the bag) Repeat.  Switch partners often.

State Standard: 1, 3, 4

Scatter hoops around gym, and but at least to balls in each hoop.  Use a variety of balls, bean bags, etc.  Each student stands beside their "coconut tree" and when the music begins, students go to another coconut tree, gets a coconut and brings it back to their "tree".  Only ONE coconut can be taken at a time, and students must return it to their tree before they can get another one.  Students cannot guard their hoop nor can they take from the same hoop twice.  See how many coconuts students can gather before the music stops.  Start and stop the activity often.  Add locomotor skills movement between trees.

State Standard: 1, 5

Place students in a Double Circle facing each other. Put the Earth Ball in between the two circles. Instruct the students not to move their feet.  They will move the ball around the circle.  Time it to see how many "orbits"  you can get in 1 minute, 2 minutes, etc.

State Standard: 1, 3, 

Put one cone in the middle of the gym and attach the picture of the space ship/alien to it.  Place the other 9 cones out around the gym in orbit, placing one planet picture on each cone (make sure they are in order).

Choose 2-3 students to be Aliens (taggers)  when the music starts, have the Aliens try and touch the students.  Students (Astronauts) move around the gym from planet to planet.  When they are on a  planet they are "safe"  but may only stay on a planet for the count of 3, I have them say the name of the planet when they count (ie. Earth 1,  Earth 2, Earth 3)  Once the 3 seconds are up, they must go to a new planet.

If an Astronauts is touched by and Alien, they must go to the space ship in the middle of the gym.  An Astronaut that is not "tagged" gives them a high "ten" and says "BEAM ME UP" and they are both free to roam the galaxy again!

Switch Aliens often!

State Standard: 1, 5

Place students in a Double Circle facing each other. Put the Earth Ball in between the two circles. Instruct the students not to move their feet.  They will move the ball around the circle. Choose 1-2 player to be in the "orbit".  First, try not to touch them with the Earth Ball. Then try to touch them with the Earth Ball.  Switch the Runners.

State Standard: 1, 5

Place students in 2 parallel lines, facing each other with the Earth Ball between the lines.  Move the Earth Ball to the other end of the gym with only hands.  Students at the end of the line will need to run to the front of the line to keep the ball moving.

State Standard: 1, 5

Students lay on the floor with every-other-way, so one students head is by the next students feet. Place the Earth Ball on top of the students.  Just using their legs, move the Earth Ball to the other end of the gym.  Students at the end of the line will need to run to the front of the line to keep the ball moving.

State Standard: 1, 3, 

Divide class into two groups, each team line up behind its starting line (each on one side of the gym).  The objective is to throw the smaller balls at the Earth Ball and hit it so that is moves past the other teams goal line.   
I use the volleyball court line, serving line (throw from); Mid-court line (place the Earth Ball here to start) and the 10' Attack line (goal line).  One balls have been thrown, players may leave the restraining areas (serving line) to retrieve balls on their halves of the gym, but they must return to the restraining areas to throw.  When a team moves the ball across the goal line, it scores 1 point.

State Standard: 1, 4

Scatter poly spots and bean bags around the area.  Poly spots represent moon craters and bean bags represent moon rocks.  The teacher begins the lesson reading the book "The Berenstain Bears on the Moon."  Then students begin the activity portion of the lesson by sitting on a scooter on the side of the room.  Integrating the details of the book into this, explain who they are going to fly to the moon in the rocket ship.  Have the class count down to blast-off and ride their rocket to the moon. When they arrive, their rocket becomes a moon-mobile.  Ask them to ride in all different directions and pathways around the moon avoiding the craters and rocks.  next, have the part their moon-mobile and step out for a walk on the moon.  You can have them walk slowly, explaining the concept of no gravity as well.  Finally, they can collect moon rocks and balance them on different body parts as they walk.  Other balancing equipment can be used to increase difficulty.

State Standard: 1, 3, 4, 5

Set Up:  Around the out side of the gym I placed the equipment, and between the "stations" I put floor mats down so the students had a "snowy" path to follow to the next station.  I didn't time them, I allowed them to move from one spot to the next as they were ready.  Some students made it 6+ times around, and some only 2-3.  (I only limited the time on the scooter to keep the students moving.)

Before the students came, I turned off most of the lights, and turned on some flash lights to represent the Northern Lights or 24 hours of Darkness.  The students loved it!

First the students went out the Igloo (small tunnel to crawl through) and then to a snowy path (floor mats).  This path lead to a cave they needed to explore (mat ring) the cave lead them to a snowy path (floor mats) in an open field.  This was a good spot for sledding (scooters) around the Artic Circle and the North Pole (cones with a post in the middle).  We had to limit ourselves to one trip around the Artic Circle and North Pole.  Because we found another snowy path! (floor mat) However, this path was made by a POLAR BEAR!  (we Bear Crawled down this path) The path lead us to a Mountain (incline wedge, laid flat on the floor).  After we climbed the mountain, we went to another snowy path.  And at the end of the path we found Penguins (bowling pins)!  Now, we know penguins are NOT found in the Artic, so we needed to send them back home! (Hit the pins with koosh balls).  After getting ride of  the pesky penguins, we followed the next snowy path (floor mat) to an Icy Bridge (low balance beam, with a mat under it) and at the end of the bridge was another Carve (Round mat) that lead us back to our Igloo, where we made some hot chocolate (throw white balls into baskets).  And then, we repeat the adventure! 

State Standard: 1, 3, 4

I start with teaching a basic 1-2-3-4 beat or rhythm.  Have the students clap it out, then tap it out.  I then change the 1-2-3-4 count to skinny-skinny-wide-wide (referring to the distance one rope is from the other).

Inside, Outside: Begin with R foot closest to the bands.  Counts 1 & 2 are between the bands.  Counts 3 & 4 are outside the bands in a straddle position or on opposite sides.  The pattern is RL (between the bands RL (outside the bands, wide stance).

Basic Steps: Start with the R foot closest to the bands.  Hop RL between the bands, then hop on R 2x's outside the bands.  Move between the bands LR and exit to the L by hopping on the  L foot 2x's.  The pattern is RL RR LR LL.

Jump In, Jump Out: Begin in a straddle position with feet outside the bands.  On counts 1 & 2, double jump feet together between the bands. On counts 3 & 4, double jump outside the bands.  Depending on the student's ability level, they can perform 1/2 turns and 360's.

Side by Side: Dancer begins with right foot closest to the bands.  On counts 1 & 2, double jump between the open bands.  On counts 3 & 4, double jump outside the bands, moving sideways to the right.  On counts 5 & 6, double jump back to the center (in between the bands) and on counts 7 & 8, jump outside the bands, moving sideways to the left and to the beginning position.

High 5: Two dancers face each other the same side of the bands.  On counts 1 & 2 (between the bands) dancers slap their thighs.  On counts 3 & 4 (outside the bands) dancers high five (clap partners hands 2x's).

Rhythm Sticks: All activities can be performed using the rhythm sticks for added "beat" awareness.  Both the dancers and the enders can hit the sticks together to create an auditory rhythm. Hint: the sticks should be hit in a 4/4 count which is the same as the hopping and the jumping pattern.

Face Off: Dancer begins facing one of the enders at an arm's length distance.  On counts 1 & 2, double jump between the open bands while slapping your own thighs.  On counts 3 & 4, double jump on the outside of the closed bands while giving ender a "high five".

Centipede: Perform the basic step in a line of 4 holding person's shoulders in front of you.  Start with one dancer, then add another until 4 are dancing as one.

Home Base: Place tow sets (pairs) of bands in a cross formation.  Up to four dancers are positioned inside each pair of bands (near the enders).  Designate a leader for the enders and the dance team.  This helps in keeping the beat and in deciding what routine is going to be performed.  Basic Step: (same as above) Simply establish dancer's home base (rope to start with) and begin with the R foot closest to the bands.

Visiting the Neighbors: Place tow sets (pairs) of bands in a cross formation.  Up to four dancers are positioned inside each pair of bands (near the enders).  Dancers begin to the right of their home.  On counts 1 & 2, they hop between the bands, RL, then exit to the R, RL.  They then hop between the next set of bands RL and continue to exit to the R, moving in and out of bands until reaching their home base.

Jaws: Place tow sets (pairs) of bands in a cross formation. When the enders move to a straddle position, a large square is created in the center.  Dancers all start in one area in a single file line.  The first dancer steps inside "Jaw's Mouth" on counts 1 & 2 and exits by continuing to move forward and to the next open area.  Continue in this fashion until all four areas have been used.

Box Cars: Begin with enders from as little as 2-3 sets of bands to form a single line line a train.  The players at the very ends are designated as the leaders and will start and stop the group.  This is a highly cooperative activity in that all the enders are linked.   The enders in the middle are linked with two sets of bands.  One set is attached to the person in front of them and one set is attached to the person behind them.  As the students become more skilled at this rhythmic activity, add more "box cars".  Dancers can enter any "box car" and begin moving in the 4/4 count hopping or jumping pattern.  CENTIPEDE is a super fun activity for all dancers to perform in each "box car".

State Standard: 1, 3, 4

Each pair of students have a scooter, (or if enough scooter, each have their own).  Have students start  at one end of the gym and ride the scooters around the cones (which are placed all over the gym)  I put arrows around on the floor so they can see the path to take.  Have them see how many laps they can make in a given time.  Or time one lap and see who can be quick and safe!

Also can add half-hula-hoops stuck into cones so that they have things to go under.  All lots of different challenges.

State Standard: 1

Divide class into groups of 3-4.  Place winter clothing at one end of they gym.  Students line up at the other end of the gym.  On the signal, the first student runs to the other end of they gym and gets one piece of winter/artic gear and puts it on.  Then runs back to their team and "hands" it off to the next runner.  Continue in this fashion until all of the gear is picked up and back at the start line.  The last student should be wearing all of the artic gear!

State Standard: 1, 2, 3

Hands:

• Interlock           Looks like your praying with fingers intertwined
• Overlap            One hand on top of other, thumbs side by side

Body: Loaded Position:

 Low, knees bent, shoulders over feet, right foot in front, arms extended out

 Back is straight

Contact:

Contact is made with the forearms not the thumbs or bicep

Contact is made when body is in loaded position

Progression:

• Toss (throw) to partner who is on knee; Partner on knee will catch the ball with arms extended (10X’s)
• **Toss should be with 2 hands and under control (rainbow)
• Toss to partner on knee and pass back (10X’s)
• Switch and repeat
• Standing
• Toss to partner who is standing they will catch the ball with arms extended (10X’s)
• Toss to partner who is standing and pass back (10X’s)
• Switch and repeat
• Pass Continuously back and forth UNDER CONTROL
• Start each time with a toss to your partner
• May touch floor after each pass
• Count how many passes you make

 Activities:

• Cooperative Wall Volley
• Groups of 3-4 and one ball
• Pass ball against a wall, then go to the end of the line
• The next person must pass the ball back to the wall after the ball bounces ONCE on the floor
• Then eliminate the bounce
• Continuous Passing
• Groups of 3-4 and one ball
• 2 lines facing each other and pass and run to opposite line

Cue Words: Contact in LOW Zone, Back Flat, Move to target, “I"

1. Start this progression on the floor, with a partner.  One person (passer) sits with the right knee down on the floor, and left foot flat on the floor.   Belly Button pointing down allowing the back to be FLAT, arms extended out, but not together, eyes on the ball. The other partner (tosser) stands about 5-7’ away from passer and does a nice easy “rainbow” toss to the passer. 
2. The passer CATCHES the ball 20-40 times before they actually pass the ball.  Don’t forget to switch after each step, allowing both players to be the passer.  First catch on knee, then pass from knee, then catch standing, and pass standing. Again, doing each 20-40 times.
3. Hands: DO NOT allow them to Interlock (pray) or One Fist and Wrap, they allow for too many errors and uncontrolled passes.  I want both hands flat (Over lapping), one on top of other, and thumbs folded over (together), if you aren’t sure what this looks like, or why I prefer this, please Ask.  Thumbs should be pointed down to make a nice PLATFORM for the ball to contact.  Contact with the arms should be made just above the wrists and below the elbows on the forearms.
4. LOOK the ball into the platform and back at the target.
5. Move both feet to the ball, if one foot goes the other must move also, Call the ball, Say “I”
6. Contact with ball should be made in LOW Zone,  as low as you can be and still be balanced, do NOT stand up to get the ball.  (About knee level)
7. Corrections to watch for:  Contact standing up, Contact too high on arms (Move feet back to correct), Contact too low/on thumbs (Move feet forward to correct).

State Standard: 1, 2, 3

1: Lift: Lift ball above head, lift should be done with no-hitting hand, Lift no higher

than 1 ft. above reach

2: Step: 1 small step with opposite foot

3: High 5: Contact made with a tight, open hand at the highest point of reach, LOOK

at the ball while lifting and contact

4: Follow Throw: Natural drop of hitting arm down to body

Progression:

-         Lift and Land

-         Lift the ball in the air while standing a little more than arms length from wall

-         Check for path of ball, straight up and down, not away from wall, or hit wall, or side to side

-         Check for height of lift, not higher than roughly 1 ft. above arm reach

-         Landing point, after lift and step (With opposite foot) ball should land beside the “stepping” foot and in front of the planted foot.

-         Lift and High 5

-         Lift ball and give it a high 5 against the wall.

-         If done correctly, server should “catch” the ball against the wall

-         Check for Path of ball, as above

-         Check for contact with the ball at the height of the arm reach

-         Check for contact with hand, solid and open

-         SERVE

-         Perform serve at the net using skills above

-         Start at the 10 ft. line and work your way back, move back only after 5-10 successful serves, (contact and lift correct, not necessarily over the net)

-         Check for Lift being out of control.  Usually this is the biggest problem, Ball too far out in front or behind hitting arm.  Few will be side to side

-         Check for open, hard hand

-         Check for height of contact

-         Limit Number of steps (One is all that is needed

Serving:

CUE words: LIFT-LOOK-HIGH 5- FINISH

Stress: Hustle to the serving line, then make eye contact with your coach, then take your time serving, and finally HUSTLE to BASE!

I start teaching serving by working on the LIFT first, at a wall: (Right handed server)

1. Stand facing the wall, and reach as high as you can, look for a visual point about 1-2 feet higher than your reach, that is about the maximum height the ball should be lifted  to.  Lift ball with non-hitting hand (don’t use the word toss if at all possible, I want them to feel as if they are putting an expensive item on a shelf)

2. Stand a little more than arms reach away from the wall, this will help you to check path of the lift, not too far out in front of the body (hitting the wall) and not behind the body.  Lift with non-hitting hand.  If you were to lift the ball, and let it drop, it should land in front of your body, in front of your right foot, and to the right of the left foot.

3. Lifting the ball at the wall allows you to check height and control of lift.  I have them lift and drop 20-40 times before ever making contact.

4. Feet: Left foot slightly in front, the direction the left foot and the hips are pointing is going to be the direction the ball travels.  Right foot (hitting side) should be pointed out at a slight angle.

5. LOOK!  First mistake serving, I feel is a bad Lift, the second is Failure to LOOK at the ball, we start focusing at a spot on the court, or what ever!

6. HIGH 5: This is the contact, solid contact with the ball!  Give the ball a high 5, extend the reach, contact with heal of hand and wrap fingers around.  I also do this at the wall!  But beware!  If they do not have a good toss, or make solid contact, the ball will bounce off the wall! After contact, Hold, Body should be extended at contact, from right toe on the ground, to right hand on the ball

 7. FINISH:  After these elements have been done at the wall, start them at the 10’ line and repeat the elements.  FINISH is the only part that can not be done at the wall.  By finish, have them finish the swing with their arm, and lower body, then HUSTLE to base!  

State Standard: 1, 3, 4

Divide the students into 2 teams, each team having half of the playing area; one team wears jerseys.  Place 6 bean bags on the back line of each side.  Players try to sneak over to the other teams side and steal their bean bags.  Players who carry one bean bag back to their side add it to their teams pile of bean bags.  A player who is tagged on the opponents' side of the gym must go to Jumping Jack Jail (a circle I have on the side of my gym).  Once in jail they do 5 jumping jacks and return to the activity.

Variations: Can place bean bags inside basketball lane and have that be the "goalie area"  you may not be in your own teams goal area. -OR-  Assign each team their own jail and a teammate may rescue a prisoner by going into jail, taking the prisoner's hand, and running the prisoner back to their side of the playing area.  If the rescuer and prisoner are tagged, they both become prisoners.  Only one prisoner may be rescued at a time.

State Standard: 1, 3

Spread the poly spots around playing area (rectangle).  One side of the rectangle will have the 2 hula hoops (empty chocolate boxes) opposite that will be the other hula hoop (One as Cupids Base, the other two for the taggers). The third side will have all the bean bags and the side opposite that will have all of the students.  Choose two students to start in a hula hoop as the "Huggers" and the "Kissers" (Hershey's chocolate kisses).  These two will wear the jerseys.   Then select one student to be "Cupid" and have them stand in a hula hoop.

The object of the game is to see how fast the class can rescue the class can rescue the valentines (bean bags) by avoiding the taggers (Hugs & Kisses).  Start the game by having the students WALK first, add various locomotor movements later.  You may want to limit running for safety reasons for this game.

If a student is tagged by a hugger or kisser they must go to the empty chocolate box (hula hoops) and if they had a valentine (bean bag) they must return it to the pile of bean bags.  The student may rejoin the game once they are tagged back in by cupid. The only "Safe" zones in this game are the poly spots/bases.  The student may only be on a base for 10 seconds or less and may only use one base fore each trip (down and back). Therefore, students may not base hop (go from one base to another and so on).  Only one student per base is allowed.  Also, the taggers cannot "guard" the bases and Cupid may not use the bases as a safety zone.

The game continues until: 1) All of the valentines (bean bags) are rescued or 2) Cupid gets tagged outside of the safety zone (hula hoop).  Don't forget to switch Cupid and the taggers often.

State Standard: 1, 3

Select 2 students to be Cupid, they will use the noodles (arrows) to freeze students with "love".  While students are "frozen" they should do an exercise that they can do in place (ie. Jumping Jacks) so that they can get their heart warmed up and "un-frozen".  Select 2 other students START with the balls (hearts).  The hearts are passes around to students that are frozen, so that they can move around the gym again.  The hearts should keep moving from student to student not stay with anyone for too long.  Switch "cupid" often.  Have the students move in different locomotor skills.

Variation:  Make a large heart shape on the gym floor using poly spot; make the heart in a corner so it will be out of the way. Instead of using the hearts, have the students go to the "heart" on the floor once they are tagged, then do 10 jumping jacks to "warm" your heart back up!  (Switch the exercise often, or allow the students to pick what exercise they do 10 of.

State Standard: 1, 2, 3, 

State Standard: 1, 3, 4, 5

I have enough equipment out so that everyone can be doing "something".  I have the gym set up so that they can move at their own pace, some will go around several times, others may go slower.  No "cutting" in line, but you can pass at different points.  It is a continuous station.  I also made an Olympic Flag to hang in the gym.  Have everyone assigned to start at a different place to get things started, however I do have everyone start with a torch run. 

Several Stations can be timed or scored: I have marker boards at the stations so that the athletes can post scores or times (optional)

Stations: (not necessarily in order)

Light the Olympic Torch: Torch Run, use ribbon sticks, each participant runs 3 laps around the "stadium" with the Olympic Torch (ribbon stick) (Can time laps)

Biathlon: Ski with paper plates on your feet (shuffle your feet with plate on the floor).  I have cones out and around the gym, they must move around the biathlon course with a bean bag in their hand, at the half way point in the race, they will see a target, they need to throw the bean bag at the target, retrieve the bean bag, and ski back to the start. (Can time even, and write down time and where the bean bag hit the target)

Olympic Rings: First person stands with one hula hoop in their hand, they must pass the hoop to the next person in line (who is holding the first persons hand), by putting their body inside/through the ring; the ring can't touch the ground. (Optional: The last person must stay until someone else joins their hand and pass along the ring.)

Skating: Pairs Figure Skating: with a partner link arms and skate on paper plates.  Skaters must stay linked (hands or elbows) and must skate a 30 second "program".

Curling: Shuffle board sticks, and spider balls, stand at start line and try to push spider ball on to shuffle board.  Three attempts each to get high score.  Post highest number spider ball lands on.

Slalom Course: Place Moguls or hoops/mini cones (8-10 cones) in a zigzag fashion.  Skiers must jump (feet together) over cones.  (Post time)

Hockey Goal: Start with Hockey stick and bean bag, must dribble around cones to reach goal line, once at goal line shoot for a goal (shoot bean bag into net).  Post time required to dribble and shoot

Skiing: One skier on a scooter, use plungers to move scooter around course that has been marked out

Skier: While jumping rope do 15 bell jump. Post time

Cross Country Ski: I have Foam Rectangles that are about 3 feet long and 2-3" thick,  I tie jump ropes around them and athletes "ski" around the course that is marked out.  Post time

Speed Skating around Oval: Mark out an oval with floor tape, using paper plates, see how long it takes to ski "x" times around.  Post time

Ski Jump: Free-Style:  Use a mat Wedge, lay it flat, I allow students to run up wedge and "jump off" and perform a free-style jump. Finish by landing on a floor mat.  (My wedge is only about 2 feet off the ground) And they must land on the floor mat, or they are disqualified.

Luge: 2 scooters with one floor mat folded and on top, connecting the two scooters.  One person rides while a partner pushes Luge to the end, and then switch, pushing the luge back to the start.  Post time

Bob Sleigh: (2 man) 2 scooters, one person on each.  They must hook themselves together and move through the course. Post time

Skeleton: 2 scooter with one person on both.  Athlete lays on their stomach on scooters and uses hands to get through course.  Post time

Speed Skating: slide trainer and slide side to side.  Post times

Olympic Symbolism: (make posters and hand in the gym)

Olympic Creed: "The most significant thing in the Olympic games is not to win but to take part.  Just as the most important thing in life is not the triumph but the struggle.  The essential thing is not to have conquered but to have fought well."

Olympic Oath: In the name of all competitors, I promise that we shall take part in these Olympic Games, respecting and abiding by the rules which govern them, in the true spirit of sportsmanship, for the honor of our teams.

Olympic Rings: The five interlocked  rings represent the five continents of the world.  In every flag of the world there can be found at least one color of the colored rings.  The colors of the rings from left to right are blue, yellow, black, green, and red.  Whether the rings are in different colors or are in the same color, they are the official Olympic symbol and the exclusive property of the International Olympic Committee (IOC) according to Rule 6 of the IOC Charter.

Olympic Motto: "Citius, Altius, Fortius" expresses the aspirations of the Olympic movement.  Loosely translated, these Latin words mean "Swifter, Higher, Stronger."

Olympic Torch and Flame: The torch is usually carried hand-to-hand by relays of runners from the original site of the Olympic Games at Olympia, Greece, to the main stadium of the Games.  As a symbol of peace among peoples, the flame represents the basic spiritual significance of the Olympic movement.

Olympic Flag: The Olympic Flag,  which appeared in Olympic competition for the fi9rst at Antwerp in 1920, has a white background with no boarder.  In the center are placed five interlocked rings whose colors are blue, yellow, black, green and red.

Doves: A symbol of peace, the doves are released at the opening ceremony to remind all peoples that the Olympic Games are held in an atmosphere of peace. (I use the Doves for discipline...I had 4...hanging in the gym, if something un-peaceful happened, I took down a Dove)

State Standard: 1, 3

Place 32 deck rings on the center circle of the gym, repeating green, yellow, red, blue.  Place one snowball (whiffle ball) in each of the deck rings. (each color will have 8 balls)  Place the 4 colored whiffle balls inside the circle, one for each color.  Divide class into 4 groups, each group is in a corner of the gym with a colored hula hoop (green, yellow, red, blue).  One group starts as the taggers inside the middle of the rectangle area of the gym. (Can give taggers noodles to tag with)

On go, the teams try to steal the snowballs that are in the same colored deck rings as their hula hoop and bring them back to their hoop.  After all 8 snowballs have been captured by a team, they must get the colored snowball (whiffle ball) that is sitting in a deck ring inside the circle of snowballs (one red, yellow, blue, green).

If tagged they have to go and stand in their hula hoop until a teammate high-fives them; if they had a snowball in their hand when tagged, the snowball is returned to the correct colored deck ring. 

Time the activity and let each colored team be the taggers once (about 5 minutes each)

State Standard: 1, 3

Tell the students that they will be Turkeys or Farmers, and both are very hungry!  Select 5 students to be Farmers.  They will wear a Bib (Jersey) so the Turkeys know who they are.  The rest of the students are Turkeys, and the game will start with them inside the Turkey Pen (large area marked by cones).  It is the job of the Farmers to protect the Turkey Feed (bean bags) in hoops in four corners of the gym.  The Turkeys are hungry, so they are going to attempt to leave the Turkey Pen, steal some turkey feed, and make it back to the pen without getting tagged by the Farmer.  Farmers are not allowed to enter the Turkey Pen.  If the Farmers tag a Turkey, the Turkey must go to the dinner table and stand on a place mat (carpet squares around the outside of the playing area).  To escape the Dinner Table, the Turkey must jump up and down and say "gobble, gobble, gobble" until another Turkey sneaks out of the pen, grabs them, and takes them back to the pen.  The game ends when all the Turkey feed has been stolen or 1-2 minutes to switch Farmers.

I give the 5 farmers noodles so tagging is safer.

State Standard: 1, 3

Set up area: use cones to form a large rectangle in the middle of the playing area.  This is the haunted house.  Scatter the bean bags (pumpkins) inside the haunted house.  Outside the haunted house, in all four corners, place the Trick or treat bags (hula hoops).  

Explain to students that this game requires them to use their tagging skills.  Four taggers are in the haunted house.  These are the ghosts and goblins (wear jerseys).  Ghosts and goblins can only move throughout the haunted house.  Everyone else is a "trick or treater", they move by locomotor skill around the outside of the haunted house while the music is playing (move everywhere, not just around the house).  when the music stops, trick or treaters enter the haunted house and try to grab a pumpkin.  If a trick or treater successfully grabs a pumpkin without getting tagged by a ghost or goblin, they then place the pumpkin in trick or treat bag (hoop).  

If a trick or treater does get tagged by a ghost or goblin, they are stuck in the haunted house.  They must freeze until a trick or treater that is not tagged touches them (or have them do 10 jumping jacks)

Once the music comes back on, all of the unstuck trick or treaters must leave the haunted house. Those that are stuck stay this way until the music once more stops, and the trick or treaters once again come into the haunted house.  When all the pumpkins are in the trick or treat bags, the game is over.  Switch Ghosts and goblins.

State Standard: 1, 3

Pumpkin Patch One: Orange pumpkin cut-outs with jump rope skills and the number of repetitions written on them, about twice the number as students in the class. (double bounce, single bounce, 1 foot, backwards, straddle jump, skier jumps, stride jumps, single side swing, double side swing, and bell jump)

Place a large hoop in the center of the activity area for the pumpkin patch.  Place the pumpkins face down inside of the hoop.  Each student should have a jump rope.  As the students enter the gym hand them a pumpkin card that contains a jump rope skill and the number of repetitions the student should complete.  Have them complete their card and as many others as time allows. Placing "used" cards back into the pumpkin patch

Pumpkin Patch Two: Turn out the gym lights and leave one section on provide enough light so that I can still see my students. It is important that you have enough light for students to see and that you can see all students. Your first priority is safety. Equipment: 26 cones, one rubber snake, 5 plastic rats, 5 spiders, 5 ghosts, 5 lizards, 5 small pumpkins and five hula hoops. Five flash lights. (also extra flash lights around the gym would be great)

Set up cones with four rows of 5 cones and one row of 6 cones. Spread them out evenly. The teacher hides the plastic items (rats, ghosts, etc.) under the cones before the kids come in to class.  When the students arrive, number your class 1 - 5. Have the number ones look for lizards, two's look for rats, and so on for the remaining numbers. Have the teams line up behind the appropriate hula hoop and have the first person in line pick up the flash light.

The object of the activity is to be the first team to find all five of their specific objects (e.g., team one is looking for lizards, etc.). The students will go one at a time WALKING to the cones and will choose one cone to look under. If their object is not under the cone they choose then they must go back to their line and give the next person in line the flash light. When they find the item they are looking for they pick it and take it back to their hoop.  The team who gets all five of their objects shouts out the words PUMPKIN PATCH.

The one twist that I add to the game is the rubber snake. If a student picks the cone with the snake they must pick it up and shout Snake Bite. Everyone on their team must perform 10 push ups or crunches before they can get back in the game. 

State Standard: 1, 2, 3

Review proper form for throwing (strong-man-toe-point-ready-throw).  Step with opposite foot.  Set up 5 cones on opposite sides of gym.  Set a mini plastic pumpkin on top of each cone.  Divide the students into two teams.  Each team has to stay on their side (can't cross half court line).  The object of the game is to try to throw the gall to the opposing team's side and knock the pumpkin off the cone.  Once you throw your ball you may not cross over to the opposing team's side to retrieve it, pick up a different one that is on your side.  If a pumpkin gets knocked over tell the students they have to put it under the cone (OUT OF SIGHT).  The game is over when a team has no pumpkins in sight.

Start the game by reciting the poem: "Five Little Pumpkins Sitting on a Gate"  
Five little pumpkins sitting on a gate. 
The first one said, "Oh, my it's getting late." 
The second one said, "There are witches in the air!" 
The third one said, "I don't care." The fourth one said, " 
Let's run and run and run." 
The fifth one said, "I'm ready for some fun."
OOOOOOO went the wind and OUT! went the lights.
And five little pumpkins rolled out of sight!

As soon as the poem is over, start throwing the balls!

State Standard: 1, 3

Students begin by standing in personal space with teacher in the middle.  Students may not move until they hear the jingle bells.  The teacher calls out a locomotor skill and begins jingling the bells, signaling them to start.  Students continue performing that skill until the jingle bells stop.  At that time they are to Freeze while the teacher calls out a holiday/seasonal object and holds up the picture.  Students then demonstrate body awareness by moving their bodies into the shape of that object, either on the floor or in any safe position.  Continue the warm up calling out the various locomotor skills and seasonal objects.

State Standard: 1, 3

Out side the playing area, place the basket with valentine's day cards inside.  Then select 2-4 students to hold the red balls, they are the taggers.  Ask student to walk first and then change to different locomotor skills.  If a student gets tagged by a person with the red ball, they must assume the shape of a heart, hold hands above head.  To get back in the game a student who is free runs to the basket, gets a Valentines Day card and reads it to the frozen person.  Once it is read the person who read it puts it back in the basket.  The frozen person is now free.  Switch taggers often.

State Standard: 1, 3

Students are divided into six groups.  On the teachers signal, students work together to assemble the "broken hear" puzzle that is scattered on the floor.  Once the heart puzzle is put together students read and complete the physical task. Tasks may include: 10 push ups, hop on on e foot 15 times, etc.

Once all groups have completed their puzzle and task, teacher gives signal to rotate to new heart, make sure students have 'broken' the heart before they leave their station. 

Can be done for any season, ghosts, pumpkins, snowmen, turkey, shamrocks, etc.

State Standard: 1, 2, 3, 4

Holding Scarf: Grab the middle of the scarf with thumb, index and middle finger (Jelly Fish)

Throw and Catch: Hold scarf (Jelly Fish), lift arm as high as you can reach and just before you reach your highest point, gently flick your wrist and release the scarf into the air.  Let the scarf float down and catch it at waist level.  Use right and left hand/same hand throw and catch/ alternate hands. Cues: Lift and Catch

One Scarf Throw and Catch: Hold scarf (Jelly Fish) in one hand, bring your arm across your body and release it at the highest point, flick your wrist.  Let the scarf float down and catch it with opposite hand. Repeat.  Cues: Lift and Catch

Two Scarf Throw and Catch: Hold the scarves (jelly fish), one in each hand.  Lift your right hand across your body and release the scarf on the left side of your body. Lift your Left arm across your body and release the scarf on your right side.  Your arms have made an X pattern.  Catch the scarves at waist level  First catch with left hand then right hand.  Cues: Right Hand-Left Hand- Catch -Catch.  Repeat. 

HOLDING Three Scarves: Make a Jelly Fish with the First scarf.  Place it in your hand and wrap your little finger and ring finger around the scarf.  Do not stick the scarf in between fingers.  Grab the second scarf, in Jelly fish position, with thumb, index and middle fingers of the same hand.  Grab the Third scarf (jelly fish) with your other hand.  Place it between thumb and middle finger.

Three scarves, One Throw: Hold the scarves in jelly fish position.  Lift and release the scarf that is held by the thumb, index and middle finger in the hand that has two scarves.  Lift and release it on the opposite side.  Let it drop the ground

Three scarves, Two Throws: Hold the scarves in Jelly fish position, lift and release the #1 scarf (front scarf).  Then, lift the scarf from the other hand, #2 and release it on the other side of the body.  Remember to reach under the first throw when reaching across.  Let both scarves fall to the ground.  The scarves should land on the opposite sides of the body.  Cues: Right and Left or One and Two (or colors of scarves).

Three Scarves, Three Throws: Hold the scarves in Jelly fish position.  Lift and release the front scarf from the hand which has 2 scarves in it, #1.  Then, lift the scarf from the opposite hand, #2 and release it on the opposite side.  Lift and release the remaining scarf on the same side as the first scarf, #3.  Let all 3 fall to the ground. Cues: Right and Left or One and Two

Three Scarves, Three Throws, Three Catches: Lift and release One, lift and release 2, Catch One, lift and release 3, Catch Two, Catch 3.  Cues: Right-Left-Right, Lift-Lift-Catch-Lift-Catch

By Self: Lift and Catch are great Cue words. Then Partner Juggling, Lift and Switch are the words I use with 2 and a partner; with a partner and 4 scarves we say: Lift, Switch and Catch

State Standard: 1, 2, 5

Basic rules: 1. Don't touch 2 stacks at once; 2. Hold by side, not by top; 3. Right handed, move from left to right; 4. 1st stack you put up is the first stack you take down; 5. Start with hands Pancake (flat) not spiders (palms off table); 6. Don't Slam cups down; 7. Don't cross over cups or arms.

First stack 3 cups, alternate Right-Left-Right; Then stack 3-3-3; Race 3-3-3 against partners or groups

6 Stacks: Pick up 3 with one hand and 2 with other hand, leaving one cup for the base then alternate for stacking.

Stack 3-6-3;  then 6-6; Challenge for the students to do 3-6-3-6-6

Finally work on 1-10-1 

State Standard: 1, 3, 5

have the children find a personal space and sit down.  I tell them that I am going to read a story about a smart snake that can make every letter of the alphabet with his body.  I ask them if they think they can make every letter with their bodies.  The story is called My Snake, each time he makes a letter, first listen as I read. (Read Story, The snake twists and turns into letters.) Next,  I want you to try and make the same letter as he does.  This time while I read, the students make the letters. 

State Standard: 1, 3, 5

Start with Children around you, and read the story or read the modified version:

Golly is the best yawner in the whole country!  He wins blue ribbon at the fair.  (I yawn really big).  When he yawns he can swallow, whole houses, buildings as big as your school.  (yawn again) Unfortunately Golly doesn't cover his mouth when he yawns and so, 

I don't know how I don't know why, but Golly swallowed down a little black fly.  Now the fly is buzzing round and round, can you buzz like a fly around the gym and then come back to me (a signal for coming back, beat a drum, turn off music, etc. would be good)

Golly is in real trouble, that fly is driving him crazy, so he thinks to himself, what do I know that catches flies?  Do you know anything that catches flies?  Golly opened wide, he opened wider and he swallowed down a long legged, prickly spider.  Can you act like a long legged spider and move around the gym like a spider would? 

Now Golly had a real mess going on, the spider was tickling, tickling and the fly was buzzing around and round.  What do we know that catches spiders?  The strangest thing I ever heard, but Golly Swallowed down a red winged bird.  Can you flap your wings and fly around the gym and come back to me?

Now Golly had a real mess, the bird was flapping, the spider was tickling and the fly was buzzing round and round.  What was Golly going to do?  he was feeling so terrible.  Can you imagine that, Golly swallowed down a big old yellow cat.  Can you act like a cat and move around the gym and come back to me?

Now Golly had a real mess and he thought and thought really hard and he said, what do I know that catches cats, yes you are right, that Golly, he acted like a real big hog and swallowed down the neighbors dog. Can you run around the gym like you think a dog might run and come back to me.

Now that Golly was full, his stomach was as big as the good-year blimp, he had a dog which was barking (ruff, ruff) a cat that was meowing (meow, meow) a bird that was flapping (arms flapping) a spider that was tickling (tickle a few tummies) and a fly that was buzzing round and round (buzz a few ears).  Now what do you think Golly might do? (No, not that, oh I don't think so, well) I'm going to tell you a secret ok, lean in so as everyone can't hear.  Golly he took a huge, 1st prize kinda breath, as big as a cloud and as loud as a plane and he yelled (whisper this part and then yell) If you don't all get out of here, I'm going to swallow a grizzly bear (then growl and chase children).  

Word are not exact!  Thanks Joanna Cole and Sue Wyman!

State Standard: 1, 3

Dr. Seuss' Birthday is March 2nd.  I use this as part of our Read Across America Day.

My Many Colored Days by Dr. Seuss; I start by reading the book. Then I divide the class into 10 different groups and explain each station.  After explaining each station, have the students rotate around the stations, staying at each for 45 seconds to 1 minute, depending on class period length.  I have  made tags out of colored construction paper to match the color at each station, I have chosen equipment that matches each station as well.  Here are my stations:

Those bold BLUE days I like to ride, Across on a scooter, watch me glide! (Blue scooters)

Those bright RED days I play with a bean bag, Toss it, Catch it, wave it like a flag! (Red bean bags, or Change to red Ribbon sticks)

GREEN days aren't so bad, I launch a bean bag, and don't get mad! (Wooden launch boards, with green bean bags)

ORANGE can be a lot of fun, Back and forth, I will run! (Run around orange cones)

BLACK days make me sad, Watch me jump rope, I'm good, not bad! (Jump rope with a black rope)

PURPLE days are best of all, I get to shoot at a hoop that is small. (Purple rubber ball into to mini basketball hoop)

On the days that are so PINK, I wave my scarf, it's fun don't you think? (Juggle pink scarves)

On my YELLOW days I have a ball,  We toss and catch with a scoop, that's all! (Yellow scoops and a yellow ball)

BROWN days make me grin, Watch this hoop, I can make it spin! (Brown hoop, spin it)

RAINBOW is that mixed up day, Watch me balance, watch me play! (walk heal to toe on a multi colored balance beam)

State Standard: 1, 3

Dr. Seuss' Birthday is March 2nd.  I use this as part of our Read Across America Day.

 After explaining each station, have the students rotate around the stations, staying at each for 45 seconds to 1 minute, depending on class period length. Here are my stations: (Stations are named/themed after Dr. Seuss Books)

Hop On Pop: Floor mats and Hip-pity-Hop Balls

The Cat in the Hat: Playground balls and basketball hoop. Throw the cat (ball) into the hat (hoop)

If I Ran the Circus: ring toss, throw rings onto a peg board

Dr. Seuss's ABC or Shape of Me and Other Stuff: Jump ropes and cards with letters, numbers and shapes.  Have them make the shapes/letters/numbers with the rope, or with their own bodies

Green Eggs and Ham: Green Scoops and plastic eggs, toss and catch

I Am Not Going to Get Up Today: Do sit ups on a floor mat, say, "I am not going to get up today" every time the student sits up, and them lay back down.

One Fish, Two Fish, Red Fish, Blue Fish: Ribbon sticks with fish paper clipped to them.  Have exercise on the back of the fish, or numbers on them.  Have each fish represent an exercise that they are to do.

There's a Wocket in My Pocket: Bean bags into a Catching board (my board has "pocket" that catch the ball (wocket) if thrown in the right spot.

The Cat in the Hat Comes Back: Play ground ball and a basketball hoop, throw the cat (ball) into the hat (hoop) But this time, throw BACKWARDS!

Oh the Places You'll Go: Scooters around cones

The Foot Book: Balance on balance beam, walk heal to toe

State Standard: 1, 3, 4

State Standard: 1, 2, 3

Give all students a ball. Assign 3-4 students to be taggers.  These taggers, while still dribbling a ball themselves, move throughout the area trying to tag other students who are also dribbling a ball.  Players who are tagged hold their ball above their head, or do any ball handling drill they can do in place.  Players who are not tagged can touch them allowing them to join in again (or I have them move the ball 10 X's around their body, and join in again, or do any specific skill and join again).

Choose new taggers often.  Also, if you lose control of your dribble, you have to do the "frozen" activity, even if you are a tagger!

State Standard: 1, 3

Assign each student a partner, when music plays, have students move (can use locomotor skills) around the general space.  When music stops, find their partner and make the shape/letter/number with the partner that is shown on the card the teacher is holding.  Shape/letter/number can be also drawn on a marker board.

State Standard: 1, 2, 3

Give each student a ball, I use rubber play ground balls, they bounce easily and are softer than real basketballs.  When the music plays, have students shoot hoops (I have 6 hoops for about 20 students).  If they make a basket, they come to me and take a token out of my "treasure chest" and put it in an upside-down Frisbee.  After 1-2 minutes, I stop the music and have the students gather around me to help count the tokens.

Variations: count by 2, 3, 5 etc.  I also sometimes have one student pick out an bonus token, what ever color it is, that color token is worth more points then the other colored tokens.  For St. Patrick's Day I use green tokens and a black "pot-of-gold" to put the tokens in.

I have to watch to treasure chest other wise students take out more than on token at a time.

State Standard: 1, 2, 3, 4, 5

Divide students into groups of 4-6, in circle formation; each group has one ball and one basketball hoop.  When the music starts, they will bounce (and/or chest pass) to someone else in their group.  When the music stops, the person with the ball goes to the free throw line and shoots.  They keep shooting until they make a basket, after the first shot, that player can move as close as they want.  Once that basket is made the next player shoots, again from the free-throw line and repeat until everyone has made a basket.

Or shoot for a time, i.e.. one minute and see how many made baskets each group gets.  Another option would be to have everyone shoot one time and see how many baskets each team makes.

Can use playground balls for safety with younger students.  Move the starting line up for weaker students, or lower the hoop.

State Standard: 1, 3, 

Read to the class the Marvin K. Mooney book. After reading the book, tell the class that they will use the scooters to imitate some of the ways Marvin K. traveled and that a special emphasis will be placed on traveling safely.

State Standard: 1, 3

Each student sits on a scooter, normal basketball rules apply (can play with or without dribble). Divide class into 2 team. (we play with four teams, 2 half court games).  Split players from each team up into front court and back court players so they don't have to scoot so far.  Pass ball to teammates and try to score.

Lowering hoops is helpful. As mentioned in equipment, sometimes it is better to use a playground ball, softer and bounces easier.

State Standard: 1, 3

Place hula-hoops on floor for a starting points (have them numbered 1-9 or how ever many 'holes' you have, this will depend on the size of your playing area and class).  Have a predetermined number at each net to identify how many shots they should take at each basket, the Par.  This number should be also on the hula-hoops.

As in golf, they want to shoot as FEW of times as possible, or less then Par if possible.  The farther away the shot, or more difficult the shot, make the Par, higher.  The first shot must start at the hula-hoop, after the first shot, they shoot from where ever they get the rebound (this could be farther away!)  Count the number of shots it takes to make the shot.

Sample: Lay up should take only 1 shot, so Par = 1; Three point shot might take 4 shot, so Par = 4 and so on.  See what works for your students

Here is a sample score card:  I have these printed out and have the students keep track of the score.  Working with a partner is also helpful and cuts down on the number of balls and hoops needed.  Don't start the kids at the same spot, put each group at a different 'hole'. 

State Standard: 1, 3

Have students stand a set distance (5-7 ft) away from partner. Have them bounce or chest pass back and forth.  When the music stops, the partner with the ball, gets a point (or partner with out ball, change it up).

Copy Cat Hot Potato: Have students stand across from partner, and the first partner does a skill, the 2nd person copies the skill,  when the music stops, the person with the ball is the new copy cat leader. Skills can be: dribbling with one hand or other, dribble a set number of times, toss and catch a number of times, monkey dribble, go around one leg or waist, etc.

State Standard: 1, 3, 4, 5

Begin Olympic Field Day by going through the same procedures that Olympic athletes do.  Start with the Parade of Athletes, come down to the gym carrying the flag of their country (team flag/color of team), while music "Summon the Heroes" plays.  Then opening ceremony:
1. Principal declares the Games open
2. Discussion of the torch lighting followed by the torch being run in by chosen students
3. The lighting of the torch
4. Raise Olympic flag to the "Olympic Hymn"
5. Student Readers read cards about various highlights of the ancient Olympics
6. Administer the Olympic Oath
7. Release the (paper) Doves
8. "Let the Games Begin"
Student then follow their teachers to their assigned events:
Hurdles (foam); Olympic torch relay (Toga and torch); Discus Throw (Frisbee); Shot Put (softball throw); Basketball (count how many shots made in a time at a given distance); Olympic Rings (time how long it takes the class to pass 5 hoops down their class line of joined hands); Travel to Host City (ride scooters around course); 50 Yard Dash (time)

Students move around to all of the stations, teachers carry score sheets to record times/distances in events.

After everyone has participated in all events, the closing ceremonies starts:
1. Students enter and sit by their country flag
2. Raise Greek flag to Greek anthem
3. Give out awards
4. Call upon all Student to assemble in 200_ to celebrate the next Olympic games 2008=29th Olympiad
5. Music "Olympic Spirit" as the Olympic flag is carried out
6. Dismissal

State Standard: 1, 3

Start out with the children on an "island". This can be a mat, carpet or taped off area.  Each child receives and egg ad is told that the Easter Bunny (or Robin for Spring) needs help delivering them to the island across the gym.  Also made from a mat, etc.  Tell the children that they must follow the Bunny trial to deliver the egg.  The Bunny Trial is an obstacle course that may contain as many or as few stations as your students can handle.  You man want to include some of the following: hopping through a line of hoops, following different shaped pathways made from cutout footprints, pathways made by floor tape (curve, straight, zigzag).  Ask the children to perform certain parts of the course while skipping, crawling, tip-toeing, backwards, etc.  The path should end at the island at the other end of the gym where the egg is put in the basket.  Have students repeat this with the remaining eggs.

State Standard: 1, 3

Each student stands inside a hula hoop.  All hoops are scattered around playing area.  When music starts, students shuffle feet inside of the hoop to make it move.  When two hoops collide, players exchange hoop.

Variation:
Teacher holds up a color corresponds with a color of a hoop. Players score a point if they are standing in the selected hoop color.

State Standard: 1, 2, 3

Line up teams at one end of the gym, have each group start at their cone.  Hoops are scattered around the gym, different distances away from the cones.  On the signal, the first player in each group tosses their bean bag trying to land it inside a hoop.  If the bean bag lands in a hoop, the thrower runs and picks up the bean bag and hoop and places the hoop over their cone.  The next player takes a turn.  Play continues until all the hoops are gathered.  One point can be awarded for each hula hoop gathered.

State Standard: 1, 3

Hoops are scattered around gym floor.  Designate one color to be "it".  On the signal, all players begin moving around the room shuffling their feet inside of  their hoop.  Players who are "it" move in their hoops and attempt to touch another player's hoop with their "poisonous" hoop.  These two players then change hoops.  Play for a designated amount of time.  When time is up, any player not in a "poisonous" hoop, scores 1 point.  Repeat.

State Standard: 1, 3

Designate half of group as rollers and half as drivers.  the drives hold their ring with two hands like a steering wheel and attempt to drive out of the way of the rolling rings (wheels).  The rollers roll their ring (wheels) attempting to touch a driver on the foot. If a rolling ring touches a driver, the driver becomes a roller and the roller becomes a driver.  After a designated time, stop the game and award 1 point for each player that is a driver.  Repeat.

State Standard: 1, 3,