By: Erlanda Romilus: Running Head: BOOKLET OF GAMES

BOOOKLET OF GAMES
Running head: BOOKLET OF GAMES
By: Erlanda Romilus

Table of Contents
Title
Page
BOOKLET OF GAMES
Table of Contents
2
Cont..3
Cont..4
Indoor
Activities..5
Match the
Diagram....6
Cont..7
My Physical Activity
Journal............................................................................................................8
Cont..9
Opposite Hand...... 10
Cont..11
Multiplication
Flipbook..12
Cont..13
Where Did the Snow Go?
...14
Cont...15
Hokey Pokey with
Shape..16
Cont..17
Word Play Fun Not Your Ordinary Literary
Masterpiece
18
Cont...19
Cont20
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Aquatic Wildlife and

Pollution..21
Cont22
Cont ..23
Math Dance 24
Cont..25
Scooter Shopping Spree..26
Summer Safety
Safari..27
Cont ..................................................................................................................
......28
Balloon Lesson
Plan..29
Subtraction
Race..30
Cont ..
...31
Cloudy with a Chance of
Meatballs...32
Cont..33
Cont .
34
Math
Scramble..35
Build Classroom Community and Enhance Self-.
...36
Cont..37
Cont ..38
Three Truths and a Fib..39
Cont..40
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Nog-jectives
.41
Sequencing
Lesson...............................................................................................................
....................42
Cont43
Cont44
Outdoor
Activities..46
Dodge Ball War..47
Cont.48
Music Tag ..49
Scooter Shopping Spree.50
Cont ..51
Cont.52
Goal Clock..53
Cont.54
Math Tag 55
Cont..56
Scooter
Basketball57
Moving Like a Wave ..58
Cont.59
Opposite Hand
..60
Cont 61
Tailball..62
Cont 62
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Horsing around with

verbs..64
Cont 65
Throw and Catch Math Integration
..66
Cont .67
Cont..68
Ultimate Frisbee ......69
Fitness
Tag..70
Jumping Jack Spelling
Bee...71
Aquatic Wildlife and Pollution
Cont..7
2
Cont...73
Cont..74
Math
Dance.75
Cont..76
Balloon Lesson Plan
Cont
77
Bob the Builder
..78
Alfonso Ball
..79
Soccer Tunnel
Tag..80
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Cont ..81
Indoor
Activity
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Title of Activity: Match the Diagram
Indoor or Outdoor: Indoor
Standards Addressed: Students demonstrate competency in motor skills and movement

patterns needed to perform a variety of physical activities.
Objectives or Learning Outcomes:

Students identify and perform the eight basic locomotors movement.
Students identify and perform various pathways.
Students use different speeds and levels.
Materials: A sheet of paper and pencil for each child
Amount of Time Needed: 30 minutes
Developmental Skills Addressed: Asking children to draw a pathway and then execute it
may involve the following:
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Physical: Basic locomotor skills: movement that take children from one space to another
Walking: transferring of weight from one foot to the other with one foot always in contact
with the ground.
Running: transferring of weight from one foot to the other with momentary loss of
contact with the ground by both feet while moving.
Jumping: springing evenly into the air from both feet and landing on both feet while
moving.
Hopping: going into the air and back to the ground on the same foot.
Skipping: performing a step-hop on one foot, following by a step-hop on the other foot.
Leaping: taking off on one foot and landing on the other foot, using on elongated running
step with flight.
Sliding: moving sideways with the same foot leading.
Galloping: moving forward with the same foot leading
Pathways: direction traveled ( direct) (zigzag)
Speed: rate at which the student travels, fast, intermediate, slow
Levels: position of height of the body. High-on tiptoes, Regular- normal walking position,
Medium- half squat position, Low- full squat position.
Attention-Getter: Give each child a pencil and a sheet of paper. Tell children to draw a
pathway (curved, zigzag, straight, etc.) and include several locomotor skills, and speed while
they travel their pathway. Scatter children around the room and ask them to perform their
drawing. Remind them to be careful of obstacles and not to bump into each other. Pathways
should be more intricate and motor patterns more difficult for students in higher grades.
Assessment: Observe the match between the drawing and the performance. Ask student to
discuss how the executed their drawing and performance. Review the terms listed in the lesson
content section.
Success for All: If an individual student will not be successful because of motor is deficits,
have a student helper or paraprofessional assist that student. A classmate might serve as a helper
if he or she is mature enough to handle the assignment.
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Title of Activity: My Physical Activity Journal
Standards Addressed: Students value physical activity for health, enjoyment, challenge,
self-expression, and/ or social instruction
Objectives or Learning Outcomes: (K-2 students will need assistance from their parents
or other caregiver)
Students identify the amount of time per day spent on physical activity
Students describe their feeling and attitudes towards physical activity each day.
Students increase their daily physical activity by the end of the week.
Materials: copies of the activity journal, which will be hand out to each child.
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Amount of Time Needed: Weekly tracker

Developmental Skills Addressed Asking students to keep a week long physical activity
journal helps them do the following.
Physical: Pick a sport to do for a week
Cognitive: Become aware of the time they spend being sedentary versus being active. Design a
plan to incorporate more physical activity into their day.
Social/Emotional: Discover feeling associated with physical activity.
Attention-Getter: Have you ever feel tired during the week and dont know what you did to
get you tired? Well today we are going to start an Activity Journal and see why?
Procedure: (step by step)
Provide a copy of the Activity Journal to each students

Ask students to log entry every day for one week
Challenge students to increase their daily physical activity by the end of the week.
Student in grade K-2 need assistance from parents or by the teacher turning free time.
Assessment: Ask student to share their physical activity journals and their feelings about
engaging in physical activity, and ask how they felt throughout the week. Was the student more
tired or did they felt energized?
Success for All: Parental assistance can be giving to any student who needs it.
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Activity: Opposite Hand

Duration: 30 Minutes
Objective:
Students will be able to identify the difficulties experienced in throwing with their
nondominant hand.
Students will describe the cooperation necessary to participate in physical activity with
people of different abilities
Educational Standards:
NASPE: Students exhibit responsible personal and social behavior that respects self and others
in physical activity settings.
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Subject Areas Included:

Physical Education throwing and catching skills
This Activity Promotes:

Physical Development- Students work on throwing with their nondominant hand
Cognitive Development- Students describe how they felt about throwing with nondominant
hand. They must relate both what happened physically and how they felt about it and put it into
words.
Social/Emotional Development- Students throwing with their nondominant hand
experience the physical challenges of children with lesser abilities or disabilities.
Materials and Steps to Prepare for Activity:

Foam balls (one for every two people)
Index cards (for students to write on)
Procedure:
Pair students and space far enough apart to throw back and forth to each other
Give a foam ball to each pair of students
Explain to students that throwing with their nondominant hand helps them experience the
physical challenges of children with lesser abilities and disabilities
Using foam balls, ask students to toss back and forth to each other, throwing first with
their dominant hand and then with their nondominant hand.
Allow students to throw 15 to 20 times each way.
Assessment: Ask students to write a paragraph describing how they felt

about
throwing with their nondominant hand. Were they accurate in their throwing? Did
it feel awkward? Ask them to relate these feelings to the feelings of students with
disabilities. Have them share their written work with the class.
Follow-up:
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Remediation- Students unable to throw may be assisted by the teacher or other classroom
helper. Stand behind the student, grasp his or her hand (the one with the ball in it), and perform
the throwing motion with the student.
Title of Activity: Multiplication Flipbook
Standards Addressed: In this lesson, students will make a flipbook of multiplication

strategies that they can use throughout the year as they strengthen multiplication fluency and
problem solving skills.
CCSS.Math.Content.3.OA.A.1 Interpret products of whole numbers
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Objectives or Learning Outcomes: Students will define product as the result of

multiplication. Students will interpret and explain products as the number of objects in groups of
objects.
Materials:
A Hotchalk.com Problem Solving Sheet for each student
Prepare flipbooks for each student by putting together five pieces of paper and folding
them over so that it creates a small book. Staple the center to hold the flip books
together.
Provide students with colored pencils and other drawing materials.
Amount of Time Needed: Multiplication Warm Up (10 minutes)

Tell students that, in math, we use words to describe specific things. In addition, when we add
two numbers, the answer is the sum. In multiplication, when we multiply two numbers, we call
the result the product.
Remind students that they have already started learning multiplication. One way to practice
multiplication is by skip counting. Tell students that you are going to call a game called
Product. Go through key fact families (i.e. 3, 4, 6, 7, 8, 9, 11, 12). The first student starts
counting. The next player continues counting. When a player gets to a multiple of that number,
they call product (i.e. for the 3s times table, 1, 2, product, 4, 5, product). If a player forgets to
say product or says is at the wrong time he or she is out. Play a few rounds that hit important
multiplication tables (for 2nd grade this might be 3, 4, and 6, for 3rd grade this is likely 7 and 8).
This game can be played whole group or in small groups.
Mini-Lesson: Multiplication Strategies (10 minutes)
Tell students that today we are going to practice different ways to show multiplication and we are
going to make a flipbook that we can use as a mathematics resource throughout the year. Review
five ways to show multiplication problems:
Draw a picture
Show the problem in an array, a set that shows equal groups in rows and columns
Show the problem in a grid
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Write the problem and use skip counting

Write the problem and use repeated addition
Model how to show each one using the multiplication problems 34 and 78. Then, have
students work in pairs to complete the representations for the problems 59 and 47.
After students are finished, have them share out and reflect:
Which method was easiest for you?
When might you use each method? (For example, solving a word problem, solving a mental
math problem, explaining your thinking.)
Make a Flipbook (20 minutes) Pass out flipbooks to each student. Provide each student
with five problems that they must incorporate into their flipbook. Differentiate the student
experience, and ensure student independent understanding by differentiating the problems that
each student has to use.
Math Problem Solving (10 minutes) once students have completed their flipbooks, tell
students that they are going to practice using their flipbooks to problem solve. Post a
multiplication story problem on the board. Then, have students work independently for two
minutes to solve the problem. After students have finished the problem, have a few students
share how they solved it. Identify which strategies each used. If students finish early, they can
complete another problem.
Attention-Getter: Tell students that throughout the year, we are going to be solving
multiplication story problems, and we will use all the strategies throughout the year
Title of Activity: Where Did the Snow Go?

Subjects/skills addressed: Science, Math
Standards Addressed: Students will change the density of powdered sugar by adding a
liquid. They will use the changed sugar to decorate a snowflake cookie
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Objectives or Learning Outcomes: Students will change the density of powdered sugar
by adding a liquid. They will use the changed sugar to decorate a snowflake cookie.
Materials:
2 pounds powdered sugar

Milk (2 TBSP per demonstration)
Prebaked sugar cookies
Colored granulated sugar
Vanilla and butter (optional)
Set of measuring cups and spoons
Spoon and spreading knife
Parchment paper
Attached photo to accompany instructions
Words to know: measure, density, more, less

Amount of Time Needed: 45-60 minutes
Attention-Getter: Ask: How do you think snow melts? What happens when it melts? Today
we are making snow and baking.

Explain that when snow melts, the density (how much space it fills) changes. The students will
see how this is done by dissolving powdered sugar.
1. Direct a student to fill a measuring cup with powdered sugar, making sure that the sugar is not
packed into the cup. Level the top with the handle of the spoon.
Ask: Is the cup full of sugar? Let's see if we can change that.
2. Direct a student to pour 1 teaspoon of milk into the center of the cup of sugar.
Ask: What is happening to the powdered sugar?
3. Direct another student to add a second spoon of milk. A third, etc. Observe what happens to
the sugar. Use no more than a total of 6 teaspoons.
Ask: Why does it look like there is less sugar in the cup? Where did it go?
4. Repeat steps 2 and 3.
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5. Stir the contents of the cup into a bowl, adding 2 teaspoons of vanilla to flavor.*
6. Create snowflakes that are 1.75" in diameter from the parchment paper.
7. Cover the cookies with the powdered sugar icing.
8. Place the parchment snowflake on top of the cookie and sprinkle generously with colored
sugar, tapping off the extra before removing the snowflake pattern. A clean pin helps remove the
parchment snowflakes from the icing.
Assessment: When liquid is added to powdered sugar, the sugar dissolves into the liquid,
increasing the density of the sugar. The amount of air between the particles of sugar is reduced,
causing the sugar to take up less room in the cup. This is similar to how the density of snow is
changed when it melts. The air between the snowflakes is reduced as the snow becomes a liquid.
Snowy fact: If a snowstorm produces a light fluffy snow, then it is possible for 10 inches of snow
to melt into merely 1 inch of water.
*Hint: After completing the demonstration the class can create buttercream icing that may taste
better than the plain powdered sugar and milk mixture
Title of Activity: Hokey Pokey with Shapes
Standards Addressed: Understand that shapes in different categories (e.g., rhombuses,

rectangles, and others) may share attributes (e.g., having four sides), and that the shared
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attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles,
and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not
belong to any of these subcategories.
Objectives or Learning Outcomes: Have the precut shapes of felt on the floor in front of
each child. Explain to the kids that youre going to teach them a new song and when they hear a
certain shape they need to find the shape in their pile and hold up and do the actions in the song!!
Materials: cut out shapes with different colored felt pieces. For instances orange circles. Make
enough felt shapes for every child in your class. Try to at least use the major shapes such as
triangle, circle, rectangle, square and oval. Other suggestions are diamonds, semicircle and
hexagons for more challenges.

Developmental Skills Addressed:
Physical:
Cognitive:
Social/Emotional:
Attention-Getter: Today we are going to dance with shapes

Song: Sing to the Hokey Pokey Song
Put your circle in, put your circle out put your circle in and you shake it all about,
You do the Hokey Pokey and you turn yourself around, thats what its all about.
Put your rectangle in your rectangle out, put your rectangle in and you shake it all about,
You do the Hokey Pokey and you turn yourself around, thats whats its all about.
Put your triangle in put your triangle out put your triangle in and you shake it all about,
You do the Hokey Pokey and you turn yourself around, thats whats its all about.
The kids love it and they really learn their shapes quickly by doing it to music!!
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Assessment: Student learn the shapes and be quizzed on at the end of the week.
Title of Activity: Word Play Fun Not youre Ordinary Literary Masterpiece
Grade: 5th
Standards Addressed: Students understand, make inferences and draw conclusions about
how an authors sensory language creates imagery in literary text and provide evidence from text
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to support their understanding. Students are expected to identify the authors use of similes and
metaphors to produce imagery.
Students interactively explore the mystery genre in order to become more familiar with various
forms of word play (similes, metaphors, puns, hyperbole, personification, and alliteration) as
evidenced in Bruce Hales The Hamster of the Baskervilles, a fun chapter book for reluctant
readers.

The students orally read two-to-three chapters daily until the class has read the entire
book.
The students select two different examples of word play each day, writing them in their
Response Journals, noting the name of the word play, and making up a complete and
logical sentence using words or phrases associated with the word play form.
The students create an original story of their own in their Writing Notebooks using a
different genre format (example cartoon, essay, poem, song, news announcement,
advertisement, joke book) and several learned forms of word play, adhering to good taste.
If they finish their work early, they may voluntarily illustrate their creation.
Students who wish to share their tales may do so when they are ready.
The teacher will grade these stories, and students may wish to add their creations to their
Best Writing Notebooks.
By the third week, the students select two creative exercises, graded unless otherwise
noted (see Independent Practice).
Materials: Computers/printers/blank CDs for each student, pencils, pens, colored pencils, lined
paper, Students Response Journals, Students Writing Notebooks, 1 copy of The Hamster of the
Baskervilles for each student (Scholastic?), a library copy of The Hound of the Baskervilles by
Sir Arthur Conan Doyle, teacher-prepared laminated genre cards (6 forms of word play with
definitions on back), teacher-prepared Web Quest (10 queries) based upon Doyles Hound of the
Baskervilles (attached below), and teacher-prepared Curriculum Page (see Internet Resources)
Amount of Time Needed: Three week

The student researches and studies book, video-audio sources, or Internet sites regarding real
hamsters and their habits, characteristics, and habitats, taking notes, then writing 3-5 paragraphs,
employing an effective beginning and a logical ending.
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The student completes the teacher-prepared WebQuest based upon Doyles Hound of the
Baskervilles (10 queries) and locates two forms of word play used in Doyles Detective Sherlock
Holmes work. The student consults the Teacher Curriculum Page (Doyles website) or peruses
the library copy of the work in order to find the correct answers.
The student describes in their own words what a real private eye does, listing characteristics
needed to be an effective P.I. Challenge: Do you think a real P.I. has to spend lots of time
researching and writing about their findings? Alternatively, do you think they mainly sit in cars
watching for criminals, pound pavement searching for clients, and use wiretaps to find the
answers to their cases? Justify your personal opinion. (This activity is not graded since it is
opinionated).
The student studies the characteristics of birds of prey, like buzzards. (Do you think buzzards
have good breath?). The student draws a buzzard or a caricature of a buzzard. (The student may
select another bird of prey).
The student designs a dirty, rotten stinker tattoo (referred to on page 36 of The Hamster of the
Baskervilles by Hale). It may be in color or in black-and-white. Remember to name the tattoo.
The student accesses the Internet to locate true information about an animal-of-their-choice:
tarantula, gecko, turtle, chameleon, rat, mouse, frog, tree frog (Popper in story), poison dart frog,
beaver, mole, ferret, dog (Rynne Tintin, a character in the story). Then the student writes a poem
about their chosen animal -or- picks one animal and describes why it is their favorite pet,
illustrating it.
Student fills out a 2-page fill-in-the-blanks graphic-type organizer The Hound of the Baskervilles
Detective Log
Assessment: The students take turns reading the chapters in tandem daily during school
hours. They follow the general plot line as well as noting their favorite forms of word play
employed throughout the story line.
Each student learns the difference between the six types of word play:
Similes, metaphors, puns, hyperbole, personification, and alliteration.
The teacher wishes the students to remember word play devices and specific examples of them
throughout their academic life.
Follow-up: Enrichment/Remediation: The students who volunteer their two favorite

word-play forms during class shared-reading time may earn up to two Participation Points
daily. Raise your hand politely when sharing this information. (Participants must note the name
of each word play form and show the class an example of its use in the story line).
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Title of Activity: Aquatic Wildlife and Pollution
22
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Standards Addressed: II.1.4. Develop an awareness and sensitivity to the natural world.
III.5.2. Explain common patterns of interdependence and interrelationships of living things.

1. Students will draw pictures of healthy and hazardous marine and freshwater environments.
2. Students will describe the effects of the pollution of plastics on wildlife.
3. Students will notice the large amount of plastic litter in their immediate surroundings
Materials: Pictures of several types of wildlife (water and land)

Markers, crayons, pencils, colored pencils
Paper
Garbage bag full of several types of plastic garbage
Chart to show litter found outside, which is dangerous, etc.
Four extra garbage bags (empty)
Book: One Less Fish
Amount of Time Needed: 2 days

Day 1
ENGAGE
(10 Minutes)
Classification, Communicating: I will give students ten to fifteen photographs of several types of
wildlife. I will let them work as a group of approximately four to five students. I will tell them to
classify the pictures in any way that they can. Then, as a complete group we will look at how the
students sorted the pictures and what pictures lie in each group. I will have each group explain
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how they chose to classify the pictures. We will also discuss what a good environment would be
for these animals and what would be harmful.
EXPLORE
(20 minutes)
Hypothesizing, Classifying: I will tell students that today we will discussing aquatic wildlife. I
will hand over to them, in the two groups that they were in for the previous activity, two garbage
bags full of plastic items. I will ask students to take out and examine all objects. Then, I will
have them discuss, in their groups, how these objects relate to aquatic wildlife. After hearing
their responses I will instruct students to sort their plastic materials into three groups looking at
how animals would perceive the plastics: Very likely to be considered food, somewhat likely to
be considered food, not likely to be considered food.
Communicating: I will ask the students questions about what they are thinking in regards to the
groupings: Why would you think that? Well, what kind of animal would eat that? Do you know
what effect it would have on the animal? What causes these plastics to get there?
EXPLANATION
(15 minutes)
Predicting: To explain the dangers of wildlife to the students I will read them a story titled, One
Less Fish. As I go through the story I will ask students questions to make sure they are
understanding all of the material and paying attention. The book does not directly address
polluting the oceans or other water environments. Therefore, I will be asking students questions
that lead them to the answers that I am looking for.
After reading the story I will have students fill in part of their chart that we will complete the
next time I am there. I will have them predict how many of each type of plastic they think they
would find on their playground.
Day 2
ELABORATE
(30 minutes)
For this part of the lesson I will take the students outside. After they are dressed appropriately I
will take them outside. We will start standing in a circle. I will start by reviewing what the
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students learned the first day. We will talk about the book that we ended with last time. Then I
will give students more information about how plastics harm the wildlife. I will tell them:
Many fishermen lose plastic netting into the ocean. Aquatic wildlife swims into it and have no
chance for survival once in the net.
Leatherback turtles mistake plastic bags for jellyfish.
Plastics have been found in the stomachs of whales, dolphins, fish, and birds.
Observing: I will put students into groups of two or three. I will tell them that their mission is to
stay on the playground, but to find items that would be dangerous to aquatic wildlife,
concentrating closely on plastics. They will have five minutes.
Classifying, Communicating: After five minutes has passed we will move indoors. I will have all
students dump out their garbage bags. We will then sort the items into the same three piles as we
had before. If students have any items that are not plastic I will ask to explain how they think that
the items are dangerous to aquatic wildlife.
Measuring: With the items that we find outside students will fill in a chart showing how much of
each item they found and see if it is higher or lower than their prediction. I will ask them if they
were surprised about what they found and how they think it got there.
Assessment: For the remainder of the time I will ask students to do several things. I will give
them an 8.5in x 11 in. sheet of paper that has been folded in half. On one half I will ask them to
draw a picture of what a healthy environment would be for aquatic wildlife. On the other half
they will draw a hazardous environment. Then, on the back I want them to write down one small
thing they think that they could do to help save our aquatic wildlife. I also want them to write
down what causes the plastic pollution in the water and what is the effect of it.
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Activity: Math Dance

Duration: 30 minutes
Objective: Students will be able to identify obtuse, acute, straight and right angles
Standards Addressed:
Math- MA.4.4 2000 Geometry-Students show an understanding of plane and solid geometric
objects and use this knowledge to show relationships and solve problems.
NASPE #2- Demonstrates understanding of movement concepts, principals, strategies, and
tactics as they apply to the learning and performance of physical activities.

Physical Development- Students will be dancing and making up dances.
Cognitive Development- Students will be reviewing geometry angle concepts.
Social/Emotional Development- Students will work together to create dances
.
A poster with the word "Obtuse," along with a picture depicting an obtuse angle
A second poster with the word "Acute," along with a picture depicting an acute angle
A third poster with the word "Straight," along with a picture depicting a straight angle
A fourth poster with the word "Right," along with a picture depicting a right angle
A fifth poster with the lyrics to the song (explained below)

Begin the class by discussing the pictures on each poster and the characteristics of each
picture. Review the song that was learned in the math class about angles.
1. Acute, obtuse, straight and right I measure your opening, not your height.
2. Obtuse, you are a gigantic thing. More than 90 degrees you swing.
3. Acute, you are really small. Less than 90 degrees you fall.
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5.
6.
7.
Straight, you are open all the way.180 degrees you stay.
Right, you are like the t in test, 90 degrees, no more, no less
Acute, obtuse, straight and right I measure your opening, not your height.
Divide the class into small groups of 3-4 students.
Each group will create a dance to go along with the song. The dance moves should look
like lines, rays and angles.
Students should be given five minutes to create the dance and five minutes to practice the
dance. Everyone will perform the dance at the same time while the class sings the song
together.
Assessment: Have the class demonstrate what an obtuse, acute, and straight and right angle
looks like and write out the meaning of each term.
Success for All: The teacher will help students struggling with dance movements.
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Title of Activity: Scooter Shopping Spree
Indoor or Outdoor: Indoors
Standards Addressed: 4.2.a. Plants: The Ultimate Energy Resource

Description: Plants are the primary source of matter and energy entering most food chains.
Objectives or Learning Outcomes: Students will work on various muscle groups while
shopping for foods to place in the appropriate food pyramid groups
Materials:
6 scooters
Food model pictures (I use the ones from Dairy Council that have the food label
on the back but you could use anything with the picture of the food)
Basket or bag
Paper and pencils
Food pyramid form
Attention-Getter: Class today we are going shopping!

1. Students are divided into 6 teams with each student having a pencil, paper, and food pyramid
form.
2. Each member rides on the scooter to the store (the basket or bag) to select foods. They
can only select one item at a time.
3. When they bring the food back to their group, each member records on their paper
which food group the item belongs. Students continue to take turns shopping for 20 minutes.
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4. At the end of the time, the students check their food groups with the other students in
their group.
Title of Activity: Summer Safety Safari

Standards Addressed: Students will comprehend concepts related to health promotion and
disease prevention.
Students will demonstrate the ability to use goal-setting and decision-making skills that enhance
health.
Students will demonstrate the ability to advocate for personal, family and community health.
Objectives or Learning Outcomes: First grade students will demonstrate their
understanding of summer safety by creating guidelines for Summer Safety posters.
Materials: Various art materials
Teacher created hazard and safety precaution sheet
Cognitive: Students will become aware of their responsibility for personal injury protection
and safety.
Attention-Getter: As a class, we will brainstorm a list of summer activities.
The students will determine which activities can be categorized together.
Swimming, sun exposure, camping, insects, bike safety, riding in a car, playing at a park, sports,
heat, severe weather, etc.
Each table will be given one of the categories to determine the hazards of that particular activity.
The students will record the hazards on the sheet provided.
The students will come together as a group to share their hazards.
Application:
Each table will address their individual hazards and develop safety precautions for each one of
them.
The students will record the generated safety precautions on the sheet provided.
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Check for Understanding:

Each group will incorporate their ideas into a poster.
Closure:
The students will present their posters to the class for discussion.
Posters will be displayed in the halls the last 2 weeks of school.
Each group of students could work cooperatively with a parent on the computer to create a
summer safety brochure to take home over the summer.
Students could work together to create a short skit and/or puppet show demonstrating some of
the safety precautions.
Assessment:
Students will identify personal health and safety needs.
Students will describe the relationships between personal health behaviors and individual
well-being,
Students will develop injury prevention and management strategies for personal health
Follow-up: Enrichment/Remediation
Most buildings do a field day of sorts near the end of the year, so why not build the activities
around the summer safety theme?
Each station of the relay type course could represent a summer activity.
Students would have to perform some sort of safety activity relevant to that station, Example:
Swimming: Apply sunscreen and find a buddy.
Camping: Put dirt on the campfire and tuck jeans into socks for hiking.
Parents usually turn out to bring snacks and cheer the kids on so they would be getting the
messages too.
Administrators would like it because instruction is still being given.
Everyone is a winner because each is exposed to safety awareness!
Title of Activity: Balloon Lesson Plan
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Before Class
Objectives:
TSW practice hand and eye coordination while working in different sized groups.
TSW practice balance and posture while moving at different speeds.
Preparation:
Blow up balloons, make sure that the gym is empty of all equipment that the student might run
into, or what the balloons might pop on.
Materials: balloons, one for each student, depending on the size of the class, beanbags (for
warm-up).
During Class
Introduction:
The students will play a game of Enchanted Castle. The rules: every student is a prince or
princess, with a crown, (the beanbag). The students are to move around the playing area in
different ways while balancing the beanbag on their head. If their crown falls off their head,
the student is frozen until another student helps them by placing the beanbag back on their head
(5 min).
Skill Development: The students will put the beanbags away in a box near the supply room,
and the balloons will be brought out. The students will be asked to keep the balloons in the air
for as long as possible the students should be separated to avoid accidents. (Variation: add a
penny or drops or water to each balloon so that they drop faster. Beach balls could also be used
instead of balloons)
Cool-Down: Have the students line up to get ready for lunch (walking only), the classroom
leader will hold the door open for the rest of class
After Class Evaluation: Evaluation will be based on participation and group work.
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Title of Activity: Subtraction Race
Standards Addressed: N.S. 1.1: Count, read, and write whole numbers to 100.
N.S. 2.6: Solve addition and subtraction problems with one-and two-digit numbers (e.g., 5 + 58 =
__).
N.S. 2.7: Find the sum of three one-digit numbers.
Objectives or Learning Outcomes: Through a game promoting physical activity, students

will practice subtracting numbers with a difference between 1 and 10.
Materials:
Two boxes
Index cards with a number, 1-10, written on each (two sets)
At least 10 subtraction questions with answers between 1 and 10
Wide-open space, preferably on the grass
Small white board and markers

Physical:
Cognitive:
Social/Emotional:
Attention-Getter: Today we are going to practice what we have learned about solving
subtraction problems while exercising our bodies as well.
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Take students out the gym or a large area and perform some simple stretches. This will warm up
their bodies.
Give students a few subtraction problems to work in the heads. This will warm up their minds.
Check for understanding: Ask students to show the answers to the subtraction problems given by
holding up the corresponding number of fingers.
Explain to the students how to play the game:
Students will be divided into two teams.
Each team will make a line facing their box (placed a reasonable distance away).
The first student in each line will place their attention on the teacher.
The teacher will read a subtraction problem to the students who, upon hearing the question, must
run down to their box, locate the index card with the correct answer on it, and return to the
teacher in the quickest amount of time.
The first student back, with the correct answer, scores one point for their team.
The team with the most points at the end of the game receives a big round of applause.
Read the first subtraction problem to the first set of racers. When they return, check their answer
cards they have brought back and determine which group receives the point.
Continue until all of the students have had a turn
Assessment: Ask students to tell their neighbor what 8-6, 8-7 and 8-5 equals (supplying each
question at a time). Provide other review problems if needed. Remind children how to perform
the counting back method of subtraction
Follow-up: Enrichment/Remediation:
Ask one of the students to explain the game to the others.
Ask the students to suggest things that should be kept in mind when playing this game (good
sportsmanship, trying your best, being a supportive team member, etc).
Ask the students if they have any questions.
Divide them into teams based on classroom seating chart groups.
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Title of Activity: Cloudy with a Chance of Meatballs
Standards Addressed: A Compare/Contrast lesson where students use the book Cloudy
with a Chance of Meatballs by Judi Barrett to practice the use of clear and precise language to
demonstrate comprehension
Objectives or Learning Outcomes: Students will be able to demonstrate understanding of

the compare and contrast strategy in modern fantasy through the story Cloudy With a Chance of
Meatballs by Judi Barrett
Materials:
Cloudy with a Chance of Meatballs, by Judi Barrett

markers
large easel pad
watch out for wacky weather bulletin board pattern sheets
umbrella coloring sheets
crayons
pencils
large oak tag umbrella cut out
real umbrella
Amount of Time Needed: 1 day

Physical:
Cognitive: During science the children will learn about health and nutrition. They will reflect
on their own lives, what they eat, and what they do to stay healthy
Social/Emotional:
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Attention-Getter: Pre-requisite Knowledge Students will know the four seasons and
should be familiar with the concepts of weather that includes clouds, rain, snow, wind, storms,
and tornadoes. Students must also be able to recognize the foods referred to in the story and
reviewed if necessary.
Procedure: (step by step) Students will gather together for the instruction and reading of
Cloudy with a Chance of Meatballs.
Teacher will display visuals and chart paper.
Questions will be asked periodically during the reading regarding the weather in the town of
Chewandswallow.
Before the students are asked to brainstorm compare and contrast between Chewandswallow and
a real town, a mini-lesson discussing the concept of compare and contrast will be taught using a
chart.
Explain the students that we will now list all of the characteristics that are the same about the
towns and all the characteristics that are different.
The teacher will call on volunteers to share their ideas with the class. As the students provide
responses, the teacher will write them in the appropriate spaces on the chart.
Give every student a copy of the bulletin board pattern and have each child write about an
imaginary town where odd things rained down from the sky.
Students who finish early will get an umbrella coloring page to complete
Assessment: Students responses to the book that was read aloud in class. Observation of
students expression of ideas comparing and contrasting two towns. Students written response
to the bulletin board pattern page. Also, assess childrens ability to correctly identify and label
illustrations and sentences as fantasy or realism.
Follow-up: Enrichment/Remediation:
Temperature Comparison
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Have the students read the thermometer at the same time every day for the next two weeks and
record the temperature on a sheet of paper. At the end of two weeks have the students help you
plot the readings on a graph. Discuss the graph and determine which days had the highest and
lowest readings. Discuss any trends in the temperature and the possible reasons for them. For
example, you might notice that its getting warmer or colder as the days progress.
Keep a Record
Students can keep a running record of what they ate for the school week. When completed, each
student can create their own journal. The journals can be illustrated with the different foods and
shared with partners.
Questions for further discussion

Students can discuss and write about problems which may have occurred as a result of no
sanitation, oversized food, rotting food, etc.
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Title Ultimate Frisbee

Primary Subject Health / Physical Education
Grade Level 6-8
This game is great for rainy days in the gym.
Objective: Students try to advance the Frisbee past the end line of the basketball court by
throwing it to their teammates.
Start with two teams (approximately 12 on a team) at either end of the gymnasium. The team
members will throw the Frisbee to their team members with the goal of getting the Frisbee down
the court and across the baseline of the gym. As the game advances, team members will scatter
all over the floor (some will stay back to guard their goal, and some will be on the offense trying
to make goals). Each time the Frisbee crosses the baseline (the Frisbee has to be thrown across
the baseline to score) the scoring team gets one point. The person throwing the Frisbee cannot be
guarded, but the rest of his teammates can.
If the Frisbee is dropped, the defense gets to take over possession.
Advantage of this lesson plan is that students are constantly involved and active participants.
You can set time limits on how long one team has to keep possession of the Frisbee (example 3
seconds or 5 seconds).
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Title of Activity: Math Scramble
Standards Addressed: Good math skill building game for the proficiency test, working on
teamwork. Kids actually get a good workout
Objectives or Learning Outcomes: Students will use math skills and teamwork to solve
math problems.
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Materials: index cards with a number 0-9 on each, and several plus, minus, division,
multiplication signs.
Amount of Time Needed: 3o minutes

Physical:
Cognitive:
Social/Emotional:
Attention-Getter:
Procedure: (step by step) Each student gets a card with a number on it. On command,
teacher calls out a sum of a math problem. Students find others to figure with their number in
that math problem. Plus, minus, division and multiplication signs are in front of the room, and
students can get the ones they need to answer the problem. Students arrange themselves in order
to form the correct problem. Teacher chooses the problem that was the most difficult to arrange,
or the one that uses the most students. After a few rounds, students can exchange their numbers.
Add other variations to change the game.
Assessment: Introduce the concept of fraction addition and subtraction, and teach the students
how to use the greatest common factor, and how to simplify.
Use pie charts to help the students understand how fractions work.
Give a few more examples.
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Go over what weve learned about addition, subtraction, using the greatest common factor, and
simplifying. Ask the students if they have any questions, and assign their homework.
Title of Activity: Build Classroom Community and Enhance Self-esteem
Indoor or Outdoor
Standards Addressed: NC Comprehensive School Counseling Standard Course of Study

and Guidance Curriculum
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Objectives or Learning Outcomes: Develop a positive attitude toward self as a unique

and worthy person. 7.07 Demonstrate cooperative behavior in groups. 7.12 Demonstrate how to
communicate.
Materials: none
Amount of Time Needed:

Physical:
Cognitive: Students display understanding by their participation in discussion, and
complimenting classmates in other situations.
Social/Emotional: To allow students to gain feedback about their strengths from their peers;
to help students learn to express positive feelings for their peers; and to help students learn to
accept compliments.
Attention-Getter: Discuss uniqueness, that each student has special gifts, talents, and abilities
which make them special. Discuss the importance of showing appreciation for others, and how
that contributes to making their classroom a more pleasant place

This is played like the game 7 up which many teachers may be familiar with. Select 5
volunteers to stand up. Ask other students to put their heads down, close their eyes, and put their
thumbs up. Ask questions from the list which follows, having each volunteer select a student
who displays the quality asked for. The volunteers quietly tiptoe and gently touch the thumb of
the chosen student. Students then guess who picked them, taking their place as a volunteer if they
guess correctly. You may have to remind students that they dont have to be best friends with
someone to recognize their good qualities, and encourage them to really think about who in their
class displays the given qualities.
You may adapt this list, depending on the age and special interests or abilities of your students:
1. Go to a student who is kind to others.
2. Go to a student who shares with you.
3. Go to a student who has a good sense of humor (or makes you laugh.)
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4. Go to a student who works hard in school.

5. Go to a student who is friendly (or plays with you.)
6. Go to a student you could trust with a secret.
7. Go to a student you would like to know better.
8. Go to a student who is a good listener.
9. Go to a student who is a good athlete (or a fast runner.)
10. Go to a student who makes you feel special.
11. Go to a student who is a good artist.
12. Go to a student who never teases others.
13. Go to a person who shares with you.
14. Go to a person who is helpful.
15. Go to a person who you would like to say thank you to (or Im sorry, etc.)
16. Go to a person who smiles a lot.
You get the idea. Create your own!
Assessment: Ask the students to think about how it makes them feel to hear the positive
qualities others see in them, and encourage them to think of ways to pass it on by
complimenting and encouraging their classmates
Discuss how students felt if they were chosen, or not chosen, and how it made them feel to
choose others. Students may want to ask questions of those who chose them. You might also
discuss why some students were picked more often -most students will make the connection that
by displaying qualities such as helpfulness, sharing, responsibility, or friendliness they become
more popular.
Title of Activity: Three Truths and a Fib
Standards Addressed: CCSS.ELA-LITERACY.SL.4.3
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Identify the reasons and evidence a speaker provides to support particular points.
CCSS.ELA-LITERACY.SL.5.1.D
Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
Objectives or Learning Outcomes: This is an activity can be used for the first day of
school, for many of us, the first day of school is a little stressful. Teach students with emotional
and/or behavioral disorders and this lesson always gets their attention! (This activity can be used
with regular education elementary-secondary students.)
Materials: Index cards, pen, paper

Physical:
Cognitive: the students can ask questions about the truths, and it gives the reader a perfect
opportunity to talk about themselves.
Social/Emotional: interact with classmates
Attention-Getter: First, start out by stating that you dont allow lying in your class, but today
you will make an exception for minor fibs.

Each student is given an index card and instructed to write down 3 things that are true about
them, and one that is false, or a fib. They can write anything they want, but encourage them to
brainstorm ideas that may be tricky for others to figure out.
Next, have each student read his or her list to the class. Some students will have a hard time
getting through their lists without laughingespecially in the elementary grades. But, this is why
it is such fun.
Call out #s 1-4, and have students raise their hands to vote on which number they think was the
fib.
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I usually do my card as an example before the students start so they can fully understand the
idea:
1. I fainted once after falling of my mountain bike because I scraped my knee.
2. I am terrified of clowns.
3. I bungee jumped off the Golden Gate Bridge.
4. I once ran 18 miles straight.
The fib is number 3 because, I am also afraid of heights. Then the students can ask questions
about the truths, and it gives the reader a perfect opportunity to talk about themselves.
I hope this works as well for you as it has for me.
Assessment: See if the student can remember 5 classmates lies.
Title of Activity: Nog-jectives
Standards Addressed: CCS.L.2.1e Use adjectives and adverbs, and choose between them
depending on what is to be modified.
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CCS.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general
and their functions in particular sentences.
Objectives or Learning Outcomes: Students will: be able to define adjective and

understand its function as a part of speech correctly use 5 adjectives in a descriptive paragraph
design a nog with 5 distinct physical characteristics score 80% or better on 2 levels of
JogNog Adjectives game
Materials: Nog template

White lined paper
Coloring tools
Whiteboards and Expo markers (for game)
Procedure: (step by step) Students design their nogs, giving them distinct physical
characteristics including
facial features, clothing and accessories (previous nights homework)
Students write a 3-5 sentence paragraph on white-lined paper describing the
characteristics of
their nogs using descriptive adjectives. (My nog is wearing a fluffy pink hat.)
Students
highlight or underline 5 adjectives in their paragraphs (previous
nights homework)
Students pin
their designed nogs to the bulletin board and take turns reading their 5
adjectives. Classmates must guess
which nog is theirs based upon the descriptiveness of their
adjectives. (25 minutes)
To play JogNog, go to JogNog.com and click on the Class tab. Enter the code mentioned
above to join a class and play for FREE.
Project JogNog game Adjectives or
Adjectives and Adverbs up on the Smartboard
Play each level of the game, reading questions and answers aloud for students. (25
minutes)
Do a slate assessmenthave students record their answers (1, 2, 3, 4) on a whiteboard

tally incorrect answers of students (using a class list) for scoring
purposes
Assessment: Collect paragraphs for assessment

JogNog game with slate assessment
and
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Title of Activity: Sequencing Lesson
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Standards Addressed: 3-6.3 Organize information by classifying or sequencing
Objectives or Learning Outcomes: The students will sequence six events that occur in a
fiction story with 100% accuracy. Technology objective: The students will use drag and drop to
sequence images and words in the correct order.
Behavioral Objective: The students will sit quietly in their desks or on the carpet sitting cross
legged with their eyes on the Smartboard while discussing sequencing events, while listening to
and watching the story, and while given directions. The students will work on their activities
quietly at the computer, and work on their practice sheets quietly and
Materials: Smartboard, chart paper, Romall at the Beach story online, Sequencing activity
on Word, Sequencing worksheets

Cognitive: The students will know how to put things in order and understand what a sequence
is.
Attention-Getter: Ask the students things what they like to do at the beach and what they like
to bring with them to the beach. Then, ask students how they would pack for the beach and what
things they would bring with them. Write a list of these things on the Smartboard or chart paper.
Prerequisite Skills: The students will know how to put things in order and understand what a
sequence is.
Procedure: (step by step) After creating a list of things that students like to bring to the
beach with them, have the students help make a step by step sequence of how they would pack
for the beach. Create a list on chart paper of how you would pack for the beach, putting the steps
in order. For example,
I take out my suitcase.
I pack my bathing suit.
I fold up my clothes and put them in my suitcase.
I zip up my suitcase.
I pack up my beach toys in a beach bag.
I put my bags in the trunk of the car.
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Ask the students questions such as, Why couldnt I put my bags in the trunk first? Why do
you have to fold up your clothes before you put them in your suitcase?
Then, ask if some things could be changed around, such as packing your toothbrush before your
bathing suit. Some things can be done in different orders, and other things cannot. Then, discuss
what sorts of things have to be done in a sequence and what sorts of things dont have to be done
in a sequence.
Tell the students we are now going to listen to a story, and then discuss the sequence of events
that happen in the story.
Assessment: Show the students the activity from Microsoft Word that they will complete on
their computers. The activity shows snapshots of events in the story with text from the story. The
students will put these events in order by the way they happened in the story by using drag and
drop. Model how to drag and drop the pictures and text boxes. If each student has an individual
computer, everyone will be able to look on their own computers at the activity and complete at
the same time. If there are a limited number of computers, students that are not working on the
computer will complete a practice sequencing worksheet. On the worksheet, students will read a
short fiction story and cut and paste pictures to go in the correct order according to the story.
Follow-up: Enrichment/Remediation: For students that have difficulty reading, they may
use Word Q to read the words that they do not know. If some students are unable to use the
computer, they will cut and paste the events and put them in order on a printed out sheet. Some
students may only sort the pictures if they have a lot of difficulty reading. If students finish early,
they will listen to books on tape or read, and practice sequencing events from the story verbally
with a partner
Evaluation: Students will print out their sequenced sheet. The students will drag and drop
pictures and text boxes in the correct order with 100% accuracy. Some students may only sort
pictures with 100% accuracy according to disability.
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BOOKLET OF GAMES
Outdoor
Activity
Title: Dodge-ball war

Primary Subject: Health / Physical Education
Secondary Subject : Social Studies
Grade Level: 4/5
This activity works well when studying Revolutionary War or the Civil War.
Materials: 8-10 medium sized balls
50
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Indoor or Outdoor: Outdoors ( Gym)
Before beginning:
1. Divide the class into two teams sending the teams to opposite ends of the gym.
2. Place the balls in the circle at the middle of the gym. Explain that these are hand grenades.
Youve got to+++++++++++++ throw them; you cant keep them long.
3. Students then choose one person on each team to be their Doctor.
Job of the Doctor:

1. The doctor must drag wounded soldiers to the hospital after they are hit.
2. Do not, under any circumstances, allow yourself to be hit.
Job of the Soldiers:

1. Hitting the doctor is your goal. If you hit the doctor, you win the game.
2. Guard your doctor. If he/she is hit, you lose.
Rules:
1. When the whistle is blown, all soldiers run for the balls.
2. Soldiers try to wound the soldiers on the other team by hitting them with the hand grenades
(balls)
3. If you are hit, you must immediately fall to the ground. You are wounded and must wait for
the doctor.
4. If you throw the ball and someone catches it, you are down.
5. Doctor drags as many wounded soldiers to the back line as he/she can. He/she must not be hit.
6. Once a soldier is on the back line, he/she must sit for 1 minute and then they may return to the
game.
7. Game is over when doctor on one team is hit. (If doctor is hit, theres no one to take care of the
soldiers and eventually all would fall)
The kids love this game! They take protecting their doctor very seriously.
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Title of Activity: Music Tag
Indoor or Outdoor: Outdoor
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Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing
their own clearly.
Materials: You will need a large space to play; in warm weather I like to use a grassy area
outside.
Attention-Getter: Today we are playing tag
Procedure: (step by step) Its a game of tag, with one or two people being it.
The teacher calls an instrument family (brass, percussion, woodwind, or string) and says go. The
person who is it has to tag someone, and that person then becomes it. Heres the music part:
In order to be safe and not be tagged, a student must say the name of an instrument from the
category called and then sit down. For example, if I call woodwinds and say go, you would have
to say clarinet or flute (or another woodwind instrument) and then sit down so you dont get
tagged. Then, jump back up and join the game again. You cannot stay seated for more than 5
seconds. When the teacher calls a new family, you must say an instrument from that family and
sit down to be safe.
Assessment: This game will also work with other music facts, like note values or composers.
Title of Activity: Scooter Shopping Spree
Indoor or Outdoor: outdoors
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Standards Addressed: 4.2.a. Plants: The Ultimate Energy Resource

Description: Plants are the primary source of matter and energy entering most food chains.
Objectives or Learning Outcomes: Students will work on various muscle groups while
shopping for foods to place in the appropriate food pyramid groups
Materials:
6 scooters
Food model pictures (I use the ones from Dairy Council that have the food label
on the back but you could use anything with the picture of the food)
Basket or bag
Paper and pencils
Food pyramid form
Attention-Getter: Class today we are going shopping!

1. Students are divided into 6 teams with each student having a pencil, paper, and food pyramid
form.
2. Each member rides on the scooter to the store (the basket or bag) to select foods. They
can only select one item at a time.
3. When they bring the food back to their group, each member records on their paper
which food group the item belongs. Students continue to take turns shopping for 20 minutes.
4. At the end of the time, the students check their food groups with the other students in
their group.
Title of Activity: Summer Safety Safari
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Standards Addressed: Students will comprehend concepts related to health promotion and
disease prevention.
Students will demonstrate the ability to use goal-setting and decision-making skills that enhance
health.
Students will demonstrate the ability to advocate for personal, family and community health.
Objectives or Learning Outcomes: First grade students will demonstrate their
understanding of summer safety by creating guidelines for Summer Safety posters.
Materials: Various art materials
Teacher created hazard and safety precaution sheet
Cognitive: Students will become aware of their responsibility for personal injury protection
and safety.
Attention-Getter: As a class, we will brainstorm a list of summer activities.
The students will determine which activities can be categorized together.
Swimming, sun exposure, camping, insects, bike safety, riding in a car, playing at a park, sports,
heat, severe weather, etc.
Each table will be given one of the categories to determine the hazards of that particular activity.
The students will record the hazards on the sheet provided.
The students will come together as a group to share their hazards.
Application:
Each table will address their individual hazards and develop safety precautions for each one of
them.
The students will record the generated safety precautions on the sheet provided.
Check for Understanding:
Each group will incorporate their ideas into a poster.
Closure:
The students will present their posters to the class for discussion.
Posters will be displayed in the halls the last 2 weeks of school.
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Each group of students could work cooperatively with a parent on the computer to create a
summer safety brochure to take home over the summer.
Students could work together to create a short skit and/or puppet show demonstrating some of
the safety precautions.
Assessment:
Students will identify personal health and safety needs.
Students will describe the relationships between personal health behaviors and individual
well-being,
Students will develop injury prevention and management strategies for personal health
Most buildings do a field day of sorts near the end of the year, so why not build the activities
around the summer safety theme?
Each station of the relay type course could represent a summer activity.
Students would have to perform some sort of safety activity relevant to that station, Example:
Swimming: Apply sunscreen and find a buddy.
Camping: Put dirt on the campfire and tuck jeans into socks for hiking.
Parents usually turn out to bring snacks and cheer the kids on so they would be getting the
messages too.
Administrators would like it because instruction is still being given.
Everyone is a winner because each is exposed to safety awareness!
Title of Activity: Goal Clock
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Standards Addressed: Health Education 11A explain the importance of seeking guidance
from parents and other trusted adults in making healthy decisions and solving problems
Health Education 11B explain the advantages of setting short and long-term goals.
Health Education 11C describe the importance of parental guidance and other trusted adults in
goal setting
Objectives or Learning Outcomes: By the end of the lesson, the student will have drawn
at least three goals for each section of their clocks.
By the end of the lesson, the student will be able to recognize what a goal is.
By the end of the lesson, the student will have established at least three goals.
Materials: Paper plates. Markers, colored pencils, or crayons. Ruler
Amount of Time Needed:

Physical:
Cognitive:
Social/Emotional:
Attention-Getter: Introduction to lesson:

Have the students clear their desks.
Ask questions about what they know about goals like
What is a goal?
What is the difference between a short term goal and a long term goal? Give me examples.
Why do people set goals?
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Procedure: (step by step) Pull out your example of the paper plate.
Explain what your goals are and how youre going to reach them
It is supposed to look like a clock
Hours 12 3 is the rest of the school year (ex. 4th)
Hours 3 6 is the next school year (ex. 5th)
Hours 6 9 is the school year after next (ex. 6th)
Hours 9 12 is the school year after that (ex. 7th)
Have them use a ruler to draw a line through the middle of the plate hotdog style and
hamburger style.
The students are supposed to draw at least three goals for each section of the clock.
Have them write a brief summary of their goals for each section.
Have the students color their clocks.
Walk around and make sure all of the students know what to do.
When they are done with their clocks, have them clean up their area.
Ask for volunteers to share their plate with the class.
Follow-up: Enrichment/Remediation: Have the students share their plates and them hang
them on the wall as classroom decoration. At the end of the year, see if they have reached their
goals.
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Title of Activity: Math Tag
Standards Addressed: Explore and experience locomotor motor movements

101-Develop and apply problem-solving approaches to investigate, and understand
mathematical content.
Objectives or Learning Outcomes: Students will run around in the designated areas.
When the teacher blows the whistle and says a number, the students must form clusters of the
number desired. Those students who end up without groups/partners sit out the next round.
Materials: Whistle, cones (optional), a really loud voice because the kids can get crazy.
Amount of Time Needed: 60 Minutes

Physical:
Cognitive:
Social/Emotional:
Attention-Getter: Lets play tag using math.
Procedure: (step by step) Have students sit on the ground and listen to instructions. Ask
them a few simple math problems to get their minds on the right track.
Make sure the students are aware of the boundary areas. If played in a gym, lines already on the
floor could be used. If outside, cones or landmarks could be used as boundaries as well.
Stand in the middle of the designated area and tell the students to being running around. When
desired, blow the whistle (which is the signal for the students to freeze) and then either yell out a
number or a simply computable math problem.
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The students will either have to get into groups of the number or compute the problem in their
heads to decipher how many students they should have in a group.
To make sure everyone gets to participate in the beginning, make sure to say numbers and
problems which will be able to include the entire class.
When ready, an elimination process can be started
Assessment: You can assess the students ability to follow instructions by whether or not they
pay attention to the boundaries set. You can also assess the students simple comprehension of
math facts by whether or not they make the effort to participate or just automatically get out
because they do not want to figure out the computations.
Follow-up: Enrichment/Remediation The teacher will say, Now you have all learned
that math really can be fun (Assuming most students are not quite so enthusiastic about the
subject).
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Title of Activity: Scooter Basketball

Grade Level 3-5
Equipment:
Scooters for whole class
1 Beach ball
2 Hula-hoops
4 Mobile poles
5Cones to mark out of bounds
Procedure: (step by step): There will be two teams of equal number. It does not matter
how many students play at a time, preferably everyone. The court is set up indoors. The court
can be has wide as needed and as long as desired. Students are to stay on their scooters at all
times. If the ball goes out of bounds, then they can come off and retrieve the ball. The game is
played by two teams of equal number. The court is set up with a hula-hoop taped in between two
mobile poles, with the opening of the hoop running parallel with the poles. The hoops are to be
positioned in the center of the baseline on both sides of the court (out of bounds). The game will
start with the toss up of a beach ball by the physical educator, simulating a tip-off in a real
basketball game. Students on offense are to pass the ball as much as possible to send the ball
down into their half and ultimately score by throwing the ball through the hoop for one point.
Once a team scores, the opposite team will gain possession in their defensive half. The defense is
not allowed to slap the ball out of another players hands. The defense, or anyone, is not allowed
to push a player off of their scooter. The defense is allowed to pick up a loose ball and block
passes and shots. If a ball goes out of bounds, then the ball will be deemed to the opposite team
that touched the ball last before it went out of bounds. If at any time a player intentionally picks
their rear off of the scooter, their team gets warned the first time. The second time, their team
loses possession of the ball, if they have possession, or they lose a point. The game will consist
of two equally timed halves, if possible. The team with the most points at the end of the game
wins.
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Title of Activity: Moving Like Waves
Standards Addressed: Students will learn the concepts of rhythm and melody
Objectives or Learning Outcomes: Students will:

Describe melodic contours. (AL Music 2.18)
Respond to a melody through movement. (AL Music 2.19)
Related Arts Objectives: Students will: Demonstrate proper body alignment (AL Dance 1.1)
Demonstrate moving in different directions using various locomotor movements (AL Dance 1.2
Demonstrate laterality. (AL Dance 1.3)
Define and move in personal and general space. (AL Dance 1.7)
Other Curricular Objectives: Students will:
Recognize shapes and patterns in nature and in things people make (Al Science 2.7)
Key Terms/Vocabulary: Rhythm, Melody
Materials:
Amount of Time Needed: 30 Minutes
Attention-Getter: Have you ever been to the beach. Did you see the ocean?
How did the ocean move? Did you ever want to move like the ocean? Today
we are going to do just that, because I found a song that helps you move like
a wave.

1. Pass out wave bottles. Does everyone remember how waves move? If you dont, just swish
your wave bottle gently from side to side.
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2. Play Wipe Out (It is suggested for certain classes that the opening laughter be skipped. Use
your own discretion) how does the melody of the song move? Up and down. Thats right. Sort of
like a wave. Now lets move LIKE WAVES. BE careful. Polite waves dont crash into one
another, but they can move in any direction the sea takes them. Notice the rhythm of the song.
The beat hits hard on certain notes. Try to move your wave to the rhythm also, so your main
movements happen on that beat.
3: Direct the class to move in angular motions, like waves. Tell them to move up and down with
the melody. At the drum solos, its Low Tide, so the waves are very small and dont move
much, but they still move the same way.
Assessment: Students will have demonstrated melodic contours and proper body alignment,
as well as moving laterally and in general space by dancing like waves.
Music : Students will demonstrate further understanding of the waves and the ocean by moving
and singing to Sea Cruise, by Frankie Ford, and Come Go with Me, by the Del Vikings
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Activity: Opposite Hand

Duration: 30 Minutes
Objective:
Students will be able to identify the difficulties experienced in throwing with their
nondominant hand.
Students will describe the cooperation necessary to participate in physical activity with
people of different abilities
NASPE: Students exhibit responsible personal and social behavior that respects self and others
in physical activity settings.

Physical Education throwing and catching skills

Physical Development- Students work on throwing with their nondominant hand
Cognitive Development- Students describe how they felt about throwing with nondominant
hand. They must relate both what happened physically and how they felt about it and put it into
words.
Social/Emotional Development- Students throwing with their nondominant hand
experience the physical challenges of children with lesser abilities or disabilities.

Foam balls (one for every two people)
Index cards (for students to write on)
Procedure:
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Pair students and space far enough apart to throw back and forth to each other
Give a foam ball to each pair of students
Explain to students that throwing with their nondominant hand helps them experience the
physical challenges of children with lesser abilities and disabilities
Using foam balls, ask students to toss back and forth to each other, throwing first with
their dominant hand and then with their nondominant hand.
Allow students to throw 15 to 20 times each way.
Assessment: Ask students to write a paragraph describing how they felt

about
throwing with their nondominant hand. Were they accurate in their throwing? Did
it feel awkward? Ask them to relate these feelings to the feelings of students with
disabilities. Have them share their written work with the class.
Follow-up:
Remediation- Students unable to throw may be assisted by the teacher or other classroom
helper. Stand behind the student, grasp his or her hand (the one with the ball in it), and perform
the throwing motion with the student.
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Title of Activity: Tailball
Objectives or Learning Outcomes: students try scoring goals by throwing a tennis ball
(with an attached tail) through a basketball ring.
Materials: none
Procedure: (step by step) This game is played on a basketball court and can be played
both indoors and outdoors.
Divide the class into 2 teams.
Toss the ball up in the center like in basketball.
Team members pass the tail-ball to other members of their team and try to score a goal by
throwing the tail-ball.
The tail-ball can be caught by catching the tennis ball itself, but it can only be thrown by using
the tail.
The exception for this is if a student is trying to shoot a goal.
If the ball is dropped or hits the ground then it is handed to the opposition.
There is no running with the tail-ball.
You could also:
a) Set time limits on how long one team has to keep possession of the tail-ball (example 3
seconds or 5 seconds).
b) Set a minimum number of passes between team mates before a goal is scored
c) Divide court into halves restrict students to their half.
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Follow-up: Enrichment/Remediation [The tail-ball is made by tying a 30 cm (1 foot)

long ribbon to a washer which is then inserted through a small incision made into a tennis ball
Activity: Horsing Around with Verbs
Objective:
NASPE #1- Students demonstrate competency in motor skills and movement patterns needed to
perform a variety of activities.
Language ArtsSubject Areas Included:
Physical Education- locomotor skills
Physical Development- The students will perform locomotor skills.
Social/Emotional Development- Students will work in groups.
Creative Development- The students will play pretend
Laminated station signs with sentences, as explained in the description.
Signs (1-10) posted around the gymnasium.
Post the pictures of what the previous station is looking for: a ball, eggs, stable, etc.
Presentation of Activity:
Hook: We are going to do some acting today.
Procedure:
1. Arrange the class into small groups of 2-3 students. Start each group off at a different
station to allow appropriate spacing between groups. Try to spread the numbers out so the
next number is across the gym, allowing more movement between stations.
2. Station 1: The dog was running after the ball. The ball is at Station 2 so pretend you are a
dog on your hands and feet while performing the verb to get there.
3. Station 2: The bunny was hopping around the field to find his colorful eggs. The different
color eggs are at Station 3 so pretend you are the bunny and perform the verb to get there.
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4. Station 3: The horse was galloping to his stable because of the rain; he did not want to get
wet. His stable is over at Station 4 so pretend you are the horse who does not want to get
wet and perform the verb to get there.
5. Station 4: The student was skipping home after school on the sidewalk because he was
hungry. His apple is over at Station 5 so perform the verb to get there.
6. Station 5: The bird was flying around because he couldn't find his keys to enter his birds
nest. The bird's keys are at Station 6 so perform the verb to get there to help.
7. Station 6: The mice were dodging traps in order to find the yummy cheese. The delicious
cheese is at Station 7 so perform the verb five times before you reach the cheese.
8. Station 7: The mice were fleeing from the cat because of the stolen cheese. When you
perform the verb to get to Station 8 you will be safe from the cat with a bucket of water.
9. Station 8: The big Frankenstein was alive and he was transferring weight from one foot to
the other with his arms straight out. Perform the verb to get to Station 9 where you will
find the doctor for Frankenstein.
10. Station 9: The monkeys were chasing the bananas with their arms waving in the air.
Perform the verb and get those bananas at Station 10.
11. Station 10: The small fish are twisting their bodies back and forth in order to swim to the
food. Make a fish face and put your arms together in front of you like you are swimming.
Don't forget to perform the verb with your body to get to Station 1.
Assessment (formal): Assess locomotor skills using an appropriate rubric. Assess verb
recognition through observation of student movements between stations.
Follow-up:
Remediation- In each sentence you can give some sort of hint to the verb such as underlining it
or making it a different color. You can also change the second part of the sentence and write:
Station 1 -- The dog was running after the ball. The ball is at Station 2 so pretend you are a dog
and RUN on your hands and feet to get there.
Enrichment- Have students create their own scenarios.Activity: Throw and Catch Math
Integration
Objective: Students will demonstrate catching and throwing skills and practice computation
through addition.
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NASPE #1- Students demonstrate competency in motor skills and movement patterns needed to
perform a variety of activities.
Math- MA.1.2 2000 - Computation - Students demonstrate the meaning of addition and
subtraction and use these operations to solve problems.
Math- computation
Physical Education- catching and throwing skills

Physical Development- Students will work on locomotor and nonlocomotr skills.
Cognitive Development- Students will do computations.
Social/Emotional Development- Students will work in groups of three.
Yarn balls or any soft ball
Presentation of Activity:
Hook: We are going to practice catching and throwing today!
Procedure:
1. Students are placed in groups of three in the general space, standing approximately 5-7
feet apart. Two students will throw and catch, while the third student will record the total
points accumulated, by the team of three, during each trial.
2. Warm-up/practice with underhand and overhand throwing techniques.
3. The first throw to start can be an underhand toss with the emphasis being on catching
with two hands.
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4. Once completed, students will take two steps back to begin the activity. If the group can
throw and catch the ball successfully, they will receive points. For example, if a throw is
made and the partner catches it inside the trunk area, they get two points and if the catch
is made in any other place, they get one point. If a student drops the ball, four points are
deducted from the team score.
5. If and when the team gets to 21, students will step back once again two more steps.
Students continue the process of trying to get 21 additional points for a total of 42 points.
During the throwing and catching session, if the catcher has to move out of his standing
position (more than a pivot), students must deduct 10 points from their score.
6. The teacher should rotate the students every three minutes with the "new" thrower and catcher
taking a few practice throws before continuing the activity. (They should continue with the
previous score, with the goal of getting as many team points as possible. (There will be a
different recorder every three minutes.)
Assessment: Have a formal recording sheet for the recorder.
Follow-up:
Remediation- This lesson idea can be adapted by decreasing the distance, changing the type of
throw and/or the type of object that is thrown.
Enrichment- Have students stand farther apart during the catching a throwing.
Game Title Ultimate Frisbee

Grade Level 6-8
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This game is great for rainy days in the gym.
Objective or Learning Outcomes:: Students try to advance the Frisbee past the end line of
the basketball court by throwing it to their teammates.

Start with two teams (approximately 12 on a team) at either end of the gymnasium. The team
members will throw the Frisbee to their team members with the goal of getting the Frisbee down
the court and across the baseline of the gym. As the game advances, team members will scatter
all over the floor (some will stay back to guard their goal, and some will be on the offense trying
to make goals). Each time the Frisbee crosses the baseline (the Frisbee has to be thrown across
the baseline to score) the scoring team gets one point. The person throwing the Frisbee cannot be
guarded, but the rest of his teammates can.
If the Frisbee is dropped, the defense gets to take over possession.
Advantage of this lesson plan is that students are constantly involved and active participants.
Assessment: You can set time limits on how long one team has to keep possession of the
Frisbee (example 3 seconds or 5 seconds).
Game Title Fitness Tag

Grade Level 1-3
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Materials: Cones
Set up: Separate the gym into four sections using different colored cones. Each section will be a
different exercise zone.
Zone One (red cones ): Each child performs twenty jumping jacks in order to pass through this
zone.
Zone Two (blue cones): Each child hops on one leg back and forth over a line twenty times.
Zone Three (yellow cones): Each child hops over a ladder of lines on the floor.
Zone Four (green cones): Each child performs X jumps with both feet before passing through
this zone.
Have a sign at each zone with a picture demonstrating the action.
Assessment: Add different exercises after the appropriate lessons are taught in class.
Objective:
Each child chases their partner around the gym in order to tag them as it. If they run into a
zone, they need to do the zones exercise before they are allowed to run away from their chaser.
While one child is in one zone, it is possible for their chaser to be in a different zone.
Fitness Tag should be used as a quick and fun warm-up or even a cool-down exercise.
Game Title Jumping Jack Spelling Bee

Primary Subject Language Arts
Secondary Subjects Health / Physical Education
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Grade Level 1-6

Standards: CCSS.ELA-LITERACY.L.4.1
Demonstrate command of the conventions of Standard English grammar and usage when writing
or speaking. CCSS.ELA-LITERACY.L.4.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Instead of assigning that boring old way of writing the spelling words however many times
each, why not do a little physical activity?
Write the spelling list as usual and have the students copy them down.
On the first day of the bee, the students may look at their spelling lists. Every day after that they
may not look. (Thats cheating!)
What you do is, instead of writing the words, the students are going to spell them aloud while
doing jumping jacks.
You can choose to make it a game by elimination or not.
If you do a game, then the students must sit down if they misspell a word. (This also works on
their honesty skills.)
I find that this is a great way to get the students to release some of that built-up energy and they
also have a fun way to do their spelling review
Title of Activity: Aquatic Wildlife and Pollution
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Indoor or Outdoor: outdoor
Standards Addressed: II.1.4. Develop an awareness and sensitivity to the natural world.
III.5.2. Explain common patterns of interdependence and interrelationships of living things.

1. Students will draw pictures of healthy and hazardous marine and freshwater environments.
2. Students will describe the effects of the pollution of plastics on wildlife.
3. Students will notice the large amount of plastic litter in their immediate surroundings
Materials: Pictures of several types of wildlife (water and land)

Markers, crayons, pencils, colored pencils
Paper
Garbage bag full of several types of plastic garbage
Chart to show litter found outside, which is dangerous, etc.
Four extra garbage bags (empty)
Book: One Less Fish
Amount of Time Needed: 2 days

Day 1
ENGAGE
(10 Minutes)
Classification, Communicating: I will give students ten to fifteen photographs of several types of
wildlife. I will let them work as a group of approximately four to five students. I will tell them to
classify the pictures in any way that they can. Then, as a complete group we will look at how the
students sorted the pictures and what pictures lie in each group. I will have each group explain
how they chose to classify the pictures. We will also discuss what a good environment would be
for these animals and what would be harmful.
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EXPLORE
(20 minutes)
Hypothesizing, Classifying: I will tell students that today we will discussing aquatic wildlife. I
will hand over to them, in the two groups that they were in for the previous activity, two garbage
bags full of plastic items. I will ask students to take out and examine all objects. Then, I will
have them discuss, in their groups, how these objects relate to aquatic wildlife. After hearing
their responses I will instruct students to sort their plastic materials into three groups looking at
how animals would perceive the plastics: Very likely to be considered food, somewhat likely to
be considered food, not likely to be considered food.
Communicating: I will ask the students questions about what they are thinking in regards to the
groupings: Why would you think that? Well, what kind of animal would eat that? Do you know
what effect it would have on the animal? What causes these plastics to get there?
EXPLANATION
(15 minutes)
Predicting: To explain the dangers of wildlife to the students I will read them a story titled, One
Less Fish. As I go through the story I will ask students questions to make sure they are
understanding all of the material and paying attention. The book does not directly address
polluting the oceans or other water environments. Therefore, I will be asking students questions
that lead them to the answers that I am looking for.
After reading the story I will have students fill in part of their chart that we will complete the
next time I am there. I will have them predict how many of each type of plastic they think they
would find on their playground.
Day 2
ELABORATE
(30 minutes)
For this part of the lesson I will take the students outside. After they are dressed appropriately I
will take them outside. We will start standing in a circle. I will start by reviewing what the
students learned the first day. We will talk about the book that we ended with last time. Then I
will give students more information about how plastics harm the wildlife. I will tell them:
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Many fishermen lose plastic netting into the ocean. Aquatic wildlife swims into it and have no
chance for survival once in the net.
Leatherback turtles mistake plastic bags for jellyfish.
Plastics have been found in the stomachs of whales, dolphins, fish, and birds.
Observing: I will put students into groups of two or three. I will tell them that their mission is to
stay on the playground, but to find items that would be dangerous to aquatic wildlife,
concentrating closely on plastics. They will have five minutes.
Classifying, Communicating: After five minutes has passed we will move indoors. I will have all
students dump out their garbage bags. We will then sort the items into the same three piles as we
had before. If students have any items that are not plastic I will ask to explain how they think that
the items are dangerous to aquatic wildlife.
Measuring: With the items that we find outside students will fill in a chart showing how much of
each item they found and see if it is higher or lower than their prediction. I will ask them if they
were surprised about what they found and how they think it got there.
Assessment: For the remainder of the time I will ask students to do several things. I will give
them an 8.5in x 11 in. sheet of paper that has been folded in half. On one half I will ask them to
draw a picture of what a healthy environment would be for aquatic wildlife. On the other half
they will draw a hazardous environment. Then, on the back I want them to write down one small
thing they think that they could do to help save our aquatic wildlife. I also want them to write
down what causes the plastic pollution in the water and what is the effect of it.
Activity: Math Dance

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Objective: Students will be able to identify obtuse, acute, straight and right angles
Math- MA.4.4 2000 Geometry-Students show an understanding of plane and solid geometric
objects and use this knowledge to show relationships and solve problems.
NASPE #2- Demonstrates understanding of movement concepts, principals, strategies, and
tactics as they apply to the learning and performance of physical activities.

Physical Development- Students will be dancing and making up dances.
Cognitive Development- Students will be reviewing geometry angle concepts.
Social/Emotional Development- Students will work together to create dances
.
A poster with the word "Obtuse," along with a picture depicting an obtuse angle
A second poster with the word "Acute," along with a picture depicting an acute angle
A third poster with the word "Straight," along with a picture depicting a straight angle
A fourth poster with the word "Right," along with a picture depicting a right angle
A fifth poster with the lyrics to the song (explained below)

Begin the class by discussing the pictures on each poster and the characteristics of each
picture. Review the song that was learned in the math class about angles.
9. Obtuse, you are a gigantic thing. More than 90 degrees you swing.
10. Acute, you are really small. Less than 90 degrees you fall.
12. Straight, you are open all the way.180 degrees you stay.
13. Right, you are like the t in test, 90 degrees, no more, no less
Divide the class into small groups of 3-4 students.
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Each group will create a dance to go along with the song. The dance moves should look
like lines, rays and angles.
Students should be given five minutes to create the dance and five minutes to practice the
dance. Everyone will perform the dance at the same time while the class sings the song
together.
Assessment: Have the class demonstrate what an obtuse, acute, and straight and right angle
looks like and write out the meaning of each term.
Success for All: The teacher will help students struggling with dance movements.
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Title of Activity: Balloon Lesson Plan

Before Class
Objectives:
TSW practice hand and eye coordination while working in different sized groups.
TSW practice balance and posture while moving at different speeds.
Preparation:
Blow up balloons, make sure that the gym is empty of all equipment that the student might run
into, or what the balloons might pop on.
Materials: balloons, one for each student, depending on the size of the class, beanbags (for
warm-up).
During Class
Introduction:
The students will play a game of Enchanted Castle. The rules: every student is a prince or
princess, with a crown, (the beanbag). The students are to move around the playing area in
different ways while balancing the beanbag on their head. If their crown falls off their head,
the student is frozen until another student helps them by placing the beanbag back on their head
(5 min).
Skill Development: The students will put the beanbags away in a box near the supply room,
and the balloons will be brought out. The students will be asked to keep the balloons in the air
for as long as possible the students should be separated to avoid accidents. (Variation: add a
penny or drops or water to each balloon so that they drop faster. Beach balls could also be used
instead of balloons)
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Cool-Down: Have the students line up to get ready for lunch (walking only), the classroom
leader will hold the door open for the rest of class
Game Title Bob the Builder Warm-up Activity

Secondary Subjects Math
Grade Level PK 2
Warm-up activity with math integration and cardiovascular workout.
Standards:
80
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NYS Standard 1 Personal Health and Fitness

Materials:
Cones
CD player
CD with Bob the Builder music

Cones are placed randomly around the playing area of the gym.
Two teams are formed. One team is called Bob the Builder, the other team is named the
Bulldozers.
When the music starts, the Bulldozers knock down as many cones as they can using only their
open hand (no kicking). At the same time, the Bob the Builders have to pick up the cones that are
being knocked down. Students may not kick the cones and students also have to stop when the
music stops or their team is penalized.
When the music stops, they must stop playing and return to their group. Whichever team has the
most cones up or down wins.
The teams then change positions and we do it again.
Math Connection:
Before we actually count the cones, we ask the students to estimate or guess which team won.
Are there more up? (Bobs will win). Are there more down? (Bulldozers win).
After they have made their estimates, we count the actually number of cones up or down and find
the winner.
Game title Alfonso Ball

Primary Subjects Health / Physical Education
Grade Level 4-5
Standards: CCSS.ELA-LITERACY.SL.2.1.B
Build on others' talk in conversations by linking their comments to the remarks of others.
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The goal of the game is to score the most runs. The game is designed to be a fitness activity. It
takes the place of running around the gym. It is a great activity for rainy days or colder weather.
The game is played with a tennis racquet and a small gator skin ball.
Rules of the game:

1. Hitter stands at the baseline of the basketball court and hits the ball with the tennis racquet.
2. The defense must be outside of the three-point line and cannot enter inside of it until the ball is
hit.
3. The pitcher must make a fair underhand pitch. (The game is designed so that the hitter has a
lesser chance of getting out, however if they swing and miss and the pitch was fair they are out)
4. There are no foul balls in the game so the hitter can hit the ball backwards if they want. The
defense has no catcher. (No one can be inside of the three-point line or behind the baseline until
the ball is hit.)
5. At the beginning of the game all of the players on offense can run when the ball is hit. If you
have a class of 40, then 20 may be running at the same time. (Stampede!) (It is a good idea to
keep 2 or 3 hitters back in case they are needed.)
6. The bases are the out of bounds area behind both baskets. There is no baseline. The students
run from one end of the gym to the other trying to avoid being hit with the ball. The runners do
not have to run when the ball is hit. They run at their discretion. Runners can steal bases when
the pitcher has the ball. The pitcher can fake a pitch and try to get runners stealing out. (Runners
therefore can lead off.)
7. Three outs are given and are awarded when a hit ball is caught in the air or a runner is hit with
the ball below the waist (unless they are in the act of dodging the ball by ducking or jumping.)
8. A run is scored when a runner makes it successfully down and back without being hit with the
ball. The runners stay on base the entire time and they can hit when they get an opportunity. This
keeps everyone involved and they play hard. Typical scores are in the 70s or 80s for high school
play.
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Title of Activity: Soccer Tunnel Tag

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Grade Level 2-6

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing
their own clearly.
CCSS.ELA-LITERACY.SL.2.1.B
Build on others' talk in conversations by linking their comments to the remarks of others.
Objectives or Learning Outcomes: This activity should be done with students who have
learned how to dribble and kick and helps students work on these skills as well as chasing,
fleeing, and basic locomotor skills.
Materials: Soccer goal, Soccer ball,
Amount of Time Needed: 45minutes

Break the class into groups of approximately 8 students and give each group a soccer ball. Set up
one goal against the wall in a gym (or outside in its place on a soccer field) and put a long piece
of tape down on the ground horizontal to the goal at a distance that will be challenging, but
possible for students to kick into.
Have each group line up and designate the first student in line the leader and the last student the
kicker. The group must follow the leader running, skipping, galloping, etc. around the gym. The
kicker has the soccer ball and must chase the line while dribbling the ball until he gets directly
behind the line and is in a position where he is capable of kicking the ball through all their legs.
He then must yell Freeze and all the other group members have to freeze and spread their legs.
The kicker then attempts to kick the ball through all group members legs. After the ball is
kicked, the kicker joins the end of the line. The leader must then chase after the ball, gain control
of it, and then dribble up to the line in front of the goal and try to score. The leader retrieves the
ball from the goal and then becomes the kicker. During this process, the student who was in line
behind the leader becomes the new leader and moves throughout the gym. The activity should
continue until each student gets to be kicker and leader at least twice.
BOOKLET OF GAMES
Assessment: play soccer for fun at first then have a mini game, for a free homework pass.
The teacher should enforce good kicking and dribbling form.
85

By: Erlanda Romilus: Running Head: BOOKLET OF GAMES

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By: Erlanda Romilus: Running Head: BOOKLET OF GAMES

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BOOOKLET OF GAMES

Running head: BOOKLET OF GAMES

By: Erlanda Romilus

Aquatic Wildlife and

Horsing around with

Title of Activity: Match the Diagram

Indoor or Outdoor: Indoor

Standards Addressed: Students demonstrate competency in motor skills and movement

Objectives or Learning Outcomes:

Materials: A sheet of paper and pencil for each child

Amount of Time Needed: 30 minutes

Title of Activity: My Physical Activity Journal

Indoor or Outdoor: Indoor

Amount of Time Needed: Weekly tracker

Procedure: (step by step)

Provide a copy of the Activity Journal to each students

Activity: Opposite Hand

Subject Areas Included:

This Activity Promotes:

Materials and Steps to Prepare for Activity:

Assessment: Ask students to write a paragraph describing how they felt

Title of Activity: Multiplication Flipbook

Indoor or Outdoor: Indoor

Standards Addressed: In this lesson, students will make a flipbook of multiplication

Objectives or Learning Outcomes: Students will define product as the result of

Amount of Time Needed: Multiplication Warm Up (10 minutes)

Write the problem and use skip counting

Indoor or Outdoor: Indoor

2 pounds powdered sugar

Words to know: measure, density, more, less

Procedure: (step by step)

Title of Activity: Hokey Pokey with Shapes

Indoor or Outdoor: Indoor

Standards Addressed: Understand that shapes in different categories (e.g., rhombuses,

Amount of Time Needed: 45 minutes

Attention-Getter: Today we are going to dance with shapes

Procedure: (step by step)

Objectives or Learning Outcomes:

Amount of Time Needed: Three week

Procedure: (step by step)

Follow-up: Enrichment/Remediation: The students who volunteer their two favorite

Title of Activity: Aquatic Wildlife and Pollution

Indoor or Outdoor: Indoor

Objectives or Learning Outcomes:

Materials: Pictures of several types of wildlife (water and land)

Amount of Time Needed: 2 days

Procedure: (step by step)

Activity: Math Dance

This Activity Promotes:

Procedure: (step by step)

Title of Activity: Scooter Shopping Spree

Indoor or Outdoor: Indoors

Standards Addressed: 4.2.a. Plants: The Ultimate Energy Resource

Attention-Getter: Class today we are going shopping!

Procedure: (step by step)

Title of Activity: Summer Safety Safari

Indoor or Outdoor: Indoors

Check for Understanding:

Title of Activity: Balloon Lesson Plan

Title of Activity: Subtraction Race

Indoor or Outdoor: Indoor

Objectives or Learning Outcomes: Through a game promoting physical activity, students

Amount of Time Needed: 45 minutes