Games for Infusing Literacy into Physical Education Grades K-5
Peter Cody – Adelphi University
Ellen Kowalski – Adelphi University
Mara Manson – Adelphi University
Tara Nelsen #4 School Lawrence Public Schools
Jessica Suppa – Adelphi University
Tristen DeSimone – Adelphi University
AAHPERD/SHAPE 2014
St. Louis, MO
Game/Activity: Fitness Bingo
Grade Level: Elementary/Middle School
Equipment: 1 Fitness Bingo sheet per student, 1 pen/pencil per student
Game/Activity Description: Students learn more about each other through conversation. They can see that by being physically active they can be social and work cooperatively in a group.
1-Teacher hands out the bingo sheet and pencils. Students try to get all the squares initialed by someone who has done what is written in the square.
b) Student can only ask a person about 1 square. Then they must find another person to ask.
c) Students can respond to as many people as possible, or whoever asks them.
*Could give a +1 to students who are able to fill the entire sheet.
** Variation= Create a class original Bingo sheet, where each student comes up with 1 square and writes it on the large board. Use this board at the end of the unit as a mini-quiz.
2- Gather the class back together after 10 minutes and review the answers to questions.
3- Closure: Were you surprised by any student’s response to a Bingo square? Are you interested in learning more about some of the topics covered in the activity?
Fitness Focus: Fitness knowledge
Literacy Concept: Social interaction through communication, Writing their answers on the bingo sheet, reading directions and listening.
Game/Activity: Gumby Pairs
Grade Level: Elementary/Middle School
Equipment: None
Game/Activity Description: Students teach each other basic stretch types, practice and build a stretching routine.
1- Put students in 5 groups first. They will review the definition of their “stretching type” and come up with examples to share with the rest of the class and write it on a separate poster.
Static stretching, active movement, passive movement, dynamic stretching and PNF (proprioceptive neuromuscular facilitation stretches. Then let each group present their stretches to the class.
2-PRACTICE THE STRETCHING MOVEMENTS:
Have pairs experiment with different movements.
Active- work individually, have partners practice active stretching arms, then legs.
Passive- have each pair perform a passive stretching movement that they think addresses specific muscle groups (partners do the same)
Dynamic- perform dynamic for arms, then their legs then other muscle groups. Example, high knees, butt kicks, etc.
PNF- Each partner do a PNF stretch with each other (make sure they are warmed up).
(**see additional resource document for poster ideas)
3-FINAL CHALLENGE:
Have students come up with a 1 minute stretching routine that involves 3 of the types of stretching movements. Remind them to use proper technique. Give 5-10 minutes for partners to practice and then either present as a performance or teach their routines to other groups.
4-Closure: Exit slip/Fitness journal
Have students answer “What are 3 types of stretches we have learned? (static, dynamic, PNF)” “Where can you perform these stretching routines?” “How often should you stretch?”
Fitness Focus: Flexibility.
Techniques for improving flexibility, activities that can be done at home, lifelong activity to be used in different settings.
Literacy Concept: Reading and writing
Use posters to display the definitions of the different types of stretching. Students will read the signs and work together to stretch effectively using teamwork. Students will also write down their routines, and their answers to the exit slip/journal.
Game/Activity: Muscle to Muscle (People to People)
Grade Level: Elementary/Middle School
Equipment: Poly spots
Game/Activity Description: Partners match muscles to muscles and stretch. Ask students “Where are your quadriceps, obliques... what am I asking you to identify (muscles)?” We will be identifying different muscles and work on stretching.
1)Beginning:
a) Students will do a stretching activity that involves partners identifying and pairing certain muscles. Remind them of the principles of effective stretching. (Raise body temperature before stretching, warm up and cool down, good technique, hold 15-60 seconds)
b)Pairs of body parts will be called out and partners are to connect to those components: ex- “hand to hand” “elbow to knee”
c) Explain... when the command is MUSCLE TO MUSCLE- partners separate and find new partners and wait for next command. Ex- head to back, shoulder to foot, knee to hand.. then a muscle to muscle. *encourage creativity
***MAKE A POSTER OF MAJOR MUSCLES OF BODY= optional review
2) Muscle Round: Play with specific muscles, hamstring to triceps, triceps to bicep, deltoid to elbow, quadriceps to knee, muscle to muscle. Oblique to hand, gastrocnemius to foot, trapezius to elbow...
Then have students reach for their partners and stretch during the commands.
3) Closure: What is a muscle? (Allows movement)What are important things to keep in mind about stretching? Name a major muscle group.
Fitness Focus: Flexibility, uses agility, balance and coordination
Literacy Concept: Identify various muscles. Writing/spelling assessment.
Create an assessment for students to fill in the blanks of the various muscle groups (spelling and writing).
Or have them label the muscle and write a stretch that can help that muscle.
Game/Activity: Hoop me Rhonda (aka Dolphin Golf)
Grade Level: Elementary/Middle School
Equipment: 1 hula hoop for every 2 students
Game/Activity Description: Put students in partners and give 1 hoop per group. Stand behind the starting line at the end of the gym. RELAY ACTIVITY
- Remind students of STAR GOALS-(Specific track-able achievable relevant goals). Have students set a goal and move as much as possible.
1) Partners will do a relay where they pass the hoop between each other as they move down the field.
2) Proper way to receive the hoop: arms raised above the head, hands clasped together and head tilted down. Successful pass= hoop lands over person’s head and arms- like a human ring toss. Hoop must drop below the belly button of the receiver before it is removed. Receiver must keep both feet planted on the ground.
3) If toss is not caught, hoop must return to last tossing point, receiver may move closer if necessary.
4) To start relay- 1 partner will enter play area while other remains behind start line with hoop. The hoop is tossed to receiving partner, who catches it in correct way. Once a successful toss is made, tosser runs up past the first catcher and waits to receive the hoop. (after a toss is made, partners switch roles).
5)** Provide a practice session before the relay to work on technique
6) GOAL: to see how many lengths of field can be covered by each team in a 4 minute period. Or make it an actual relay race. Have students make a STAR goal as to the number of times they will be able to get back and forth, and record after 3 trials. **4 fast paced rounds with short rest in between.
**Variation: Cross Country Hoop Me Rhonda- make distance longer to travel. Add in target heart rate testing before and after the relay round. Increase the number of players on a relay team.
Closure: Ask were you able to meet your STAR Goal? What fitness component did you work on? Was it hard to reach your goal? In your journal, write about any obstacles that could affect you reaching a fitness goal.
Fitness Focus: Cardiovascular, speed and coordination.
Literacy Concept: Writing. Students can reflect in their journals about achieving their STAR GOAL during the relay, and reflect on cardiovascular fitness.
Game/Activity: Donkey Rodeo/Relay
Grade Level: Elementary/Middle School
Equipment: 1 hula hoop per 2 people
Game/Activity Description: Partners attempt to throw a hoop over their partner’s legs as they do a “donkey kick.”
Tell students they will be doing a lassoing event-Donkey Hooping. We will work on getting a good upper body workout while racing to win the competition. Donkey Kicks must be done safely.
1)4 Poses (put on a poster) and let students practice:
a)Donkey Pose: both hands n ground, 1 leg pointed up in the air and held up.
b) 1 armed donkey pose: 1 hand on the ground, opposite leg in the air
c) Modified donkey kick: kick legs up 1 at a time in the air
d)* Only safe groups.. Donkey Kick: With 2 hands on the ground, kick both feet together in the air.
2)Divide the class in pairs and give each pair a hoop.
3) Challenge the students to throw the hoop over the legs of their partner as they do the Donkey Pose or 1-Armed Donkey pose.
Competition: Pairs will stand behind the start line and set a finish line at the other end of the gym. The game is played like Hoop Me Rhonda, 1 student from each pair runs forward, gets into their donkey pose, while their partner hoops their leg. If successful, the Donkey who was lassoed stays put, the thrower runs ahead and they change roles.
*If a hoop misses the donkey, the donkey stays in pose while the thrower tries again. The throwers can’t move any closer. Play continues until the team reaches the finish line. (If the donkey is not hooped, the hoop returns to the last tossing point.)
*Set the relay as a 4 minute round, and have pairs remember how many times they were able to get to the other side of the gym. Complete as many fast paced rounds with short rests.
Variation: Have students do as many donkey kicks in 1 minute as possible, do the donkey toss like a human ring toss.
Closure: Students write and reflect in their journals… were you able to hold your poses and Donkey kick? What muscles did you use in this activity? How would you rate your upper body strength? What can you do to improve?
Fitness Focus: Upper body strength, balance, coordination
Literacy Concept: Reading/writing. Students will reflect in their journals or on an exit slip with closure questions.
Game/Activity: Two Truths and a Trick (fitness knowledge)
Grade Level: Elementary/Middle School
Equipment: Flip chart paper per group of 3-4, 1 marker per group
Game/Activity Description: Students will learn about body composition and health related fitness.
Remind students:
Body composition refers to the tissues that make up your body. A typical person has 15-25% body fat and 75-85% lean body tissue (fat, muscles, bones, and organs.) The more active people are, the better chance they have of maintaining a body with an appropriate % of body fat with aerobic exercise as the best way to burn calories and reduce fat.
Muscle strength and endurance builds muscle mass (muscle cells burn more calories than fat).
Flexibility- allows body to engage in aerobic and muscular fitness with fewer injuries… and all factors help develop a healthy body composition.
Emphasize that different results are to be expected. Body Mass Index, based on height and weight is one way to check, but it is not definite. Ex- a person with a large muscle mass (muscle weights more than fat) will have a BMI for being overweight.
1)Divide class into groups of 3-4 students. Challenge each group to come up with 3 different but related statements regarding body composition and other health related fitness categories. Two TRUE STATEMENTS and 1 TRICK/FALSE
3)*** Students may need time to research depending on the level of instruction they have received throughout the unit.
4) Students will try to challenge the other groups and promote discussion. They will write down their statements on their own piece of paper.
5) Students will do a “gallery tour” of all of the lists as a whole class. At each list…Have the class vote on which 1 is the trick/false and then have the presenting group explain why. *Allow discussion at each chart and clarify information is needed.
Examples:
Body composition is mostly determined by genetics and is out of our control. (wrong because it does not talk about nutrition or exercise, and it is within our control).
Body composition can be calculated by a ratio of height and weight.
Achieving and maintaining a body mass index within a healthy range is something to be worked one every day.
b) Muscle strength is_____
Endurance is _____ and flexibility is ____(use body comp definition)= Trick
c) We stretch to the point of pain. We stretch for 10-30 seconds. We stretch for better flexibility, joint range and motion and blood flow to muscles.
d) Health related fitness components include agility, flexibility and muscular strength.
** Variations:
Turn the activity into a tag game. The teacher can use the true and false questions during the game by asking the class. Students can signal True or false with a hand raise or hands on head. After the students have a signal up, the teacher yells “GO” and those who were right have 3 seconds to tag someone who was wrong.
Or like “Crows and Cranes” (2 lines in the middle of the gym, one line is true and other line is false. When the answer is true- the true line turns around and runs to the wall, hoping not to be tagged by the FALSE line. If the answer is FALSE, the false people run to their wall and try to avoid being tagged.
**Simple cardio and unit review.
Fitness Focus: Body composition, Muscular Strength/endurance, flexibility
Literacy Concept: Students will be reading and writing. They write out their own group sheets and will be reading other examples throughout the gallery.
Game/Activity: Have you ever… Fitness Edition
Grade Level: Elementary/Middle School
Equipment: Poly spots for the class, but take one away from the circle.
Game/Activity Description: The students will use verbal communication and listening to complete the activity.
The class forms a circle and everyone stands on a poly spot while 1 person is in the middle of the circle. (Size of circle can be as large as teacher wants, preferably large so students are moving and working on some cardio.) The middle person asks “Have you ever… and must ask a fitness related question.” It should be something that the person in the middle has done before. EX= Have you ever ran a timed mile… have you ever… done yoga, rode a bike, lifted weights, done a stretching routine, read a nutrition label… etc.