Scooters/Roller Racer


 

Scooters/Roller Racers
 

State Standard: 1, 3

Equipment:  One Scooter/Roller Racer per student.  Grade: K-2
Purpose of Event: Locomotor Movements. Manipulatives and Control
Organization:

Form equal teams of four to five player.  Have each team sitting in a single-file formation at the mid-court of the gym.  The first person in each line has a scooter. On signal “go” each player in turn performs the following tasks as they move toward a cone marker on the opposite end of the gym.  Each player moves around the cone marker and back to his/her team. As the player returns he/she then hands off the scooter and the next player in line takes his/her turn. The original player then moves to the back of the line.

Scooters:

  1. Safety:
  • Do not stand on them or crash them into each other.
  • Watch your fingers and clothing.
  1. Performance Tasks:
  • Two hands, one knee relay: Place two hands and one knee on the scooter and push forward with you free foot.
  • Kneeling relay: Kneel on your scooter and move forward with your hands only.
  • Stomach relay: Lie on your stomach and use a swimming motion to propel yourself.
  • Seat and Feet Relay: Sit on your seat and move using both your hands and feet.
  • Back Relay: Lay on your back and move using your feet.  Be careful of your hair.
  • Two Hand Relay: Place both hands on the scooter board and move using your two feet.  Be sure to hand off the scooter.
  1.  Indy 500: Divide students into groups of 3 with 2 scooters per group.  Use cones to make an oval track in your gym. Each group has a car name.  The driver sits one scooter with his/her feet on the other, the student who is the motor pushes, and the third student is the pit crew.  The teacher is in the middle and records the laps. When a car has made a lap the pit person runs to the middle and tells the teacher their car name, the teacher will write down a lap for that group.  The group takes turns at the different positions and continues the race. At the end of the class period the group with the most laps is the hot wheels winner.

ROLLER RACERS

EQUIPMENT:  One roller racer per squad and cone markers

ACTIVITY: (15-18 min.)

Organization: same as the scooters, except the course is one lap around the gym.  You may set up scones to make the track.

Roller Racers:

  • The roller racers can only be propelled in one way.  To move the racers, the students must move their hands in a side-to-side fashion.  Have the students take turns riding the racers. Have the students ride laps around the gym.  Too add excitement we name this activity the “Roller Racer 500.”
Concerns:  Must be able to move in general space safely and while on the scooters/roller racers. 
This idea is from:  myself

 

Turkey Feathers


 

Turkey Feathers
 

State Standard: 1, 2, & 4

Equipment: Several Scooters (different colors: 4 sets), Several Pool Noodles, Several Scarves (4 sets), and Cones Grade: K-5
Purpose of Event: Teamwork, Cardiovascular Endurance, and Strategy. 
Time: 15-20 minutes
Description:
For K-2  I call out a turkey (scooter) color to be “it”. The taggers get to pull other turkeys’ feathers (scarves) and place them in the turkey pen (bucket inside cones) in the middle. Turkeys must enter the turkey pen and do an exercise before they earn their turkey tail feather back. Change tagger color after a few minutes. 

 
3-5 It is a modified Capture the Flag. I called it Capture the Feather. 4 teams. Each team has to try and pull the other turkey’s feathers off their tail. If their feather gets pulled (2 ways to play here) they go to the turkey pen and do an exercise to get back in the game. Or you can have them stay there until one of their teammates saves them.

 

Concerns: Students running into one another when they are taking their lap around the mats. 
This idea is from: Michele Morgan Ragsdale

 


 

Scooter Soccer


 

Scooter Soccer
 

State Standard: 1, 2, & 4

Equipment:  2 large Exercise Balls, Several Scooters, Colored Jersey’s, and cones.  Grade: 3-5
Purpose of Event: Practice the skills of soccer (kicking, passing, and teamwork) in a modified scooter activity. 
Time: 15-20 minutes
Organization: 

Split students into four equal teams. I have a double gym (which helps). Put the curtain down to split the gym into two separte courts. Give each student a scooter.

Description:
The will be two teams playing each other on one side of the gym while the other two teams will be playing on their court (other side of gym). Each team member has a scooter. The students objective is to kick the ball (Fitness Balls) against the mat on each end to score points. After a couple minutes switch teams. I do not have any goalies in this game. All students are scorers and defenders. Students are NOT allowed to use their hands at any point. 

Rules:

The players can only use their feet to kick the ball. If they use their hands the ball is awarded to the other team and that player has to sit in the penalty box. Students MUST stay on their scooter (bottoms). If student is chronically falling of their scooter they will be sent to the penalty box (designated area in the gym) for a few minutes. 

Concerns: Students falling of their scooters. Scooters being run into one another (pinching fingers) and making sure the ball does not hit anyone. 
This idea is from: I have seen many versions of this game, but I have modified it for my students and the space I have. 

 

Space Ship Tag


Space Ship Tag
 

State Standard: 1, 2, & 4

Equipment:   9 planets (picture) 10 cones, Alien/space ship (picture)2-3 foam noodles (tagging), music (star wars theme would be great!) Grade: K-2
Purpose of Event: Movement in general space, learning planet names and locations
Time: 10-15 minutes
Description: 

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

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

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

Switch Aliens often!

Concerns: Moving safe in general space, tag safely. I use pool noodles as tag sticks. 
This idea is from: 

Hula Hoop Twister


Hula Hoop Twister
 

State Standard: 1, 2, & 4

Equipment:  Colored Hula Hoops, Colored Spinner, Music Grade: K-2
Purpose of Event: Movement, knowledge of body parts and location, colors, right/left side orientation. Locomotor skills
Time: 15-20 minutes
Description: 

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

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

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

Concerns: Don’t step on the hoops, they may slide on the floor; will have several kids in one hoop, so remind them to be careful of personal space.
This idea is from: Amy Clayton, Oradell, NJ from www.pecentral.com. 

 

Alien Spaceships



Alien Spaceships

State Standard: 1, 2, & 4

Equipment: Cageball, Exercise (stability) Ball , Poly Spots, & gator skin balls. Grade: K-3 
Purpose of Event: Throwing at a moving target, running, teamwork, & manipulation.
Time: 15-20 minutes
Organization:  Divide the class into two teams and have them line up on each side of the gym (horizontally). Spread out the cones on each side of the gym. This will act as the boundary line where the students are “safe” from the aliens.

Alien Spaceships: Start the game with several stability balls (SLIMO-Ball). Explain to the students the stability balls are the alien spaceships and the two teams must try and throw the gator-skin balls (asteroids) at the alien spaceships, forcing it the the teams side.  The two teams are trying make the alien spaceship roll over to the other teams side. No student is allowed to touch the alien spaceship otherwise they are captured by the alien. If a student comes into contact with an alien spaceship they must perform an exercise (i.e., mule kicks, ski-jumps, mountain climbers, & bell jumps) to get back in the game. 

Variations: Instead of having the students throw the asteroids they could roll it (bowling skills) and/or use some type of long-handled implement. 

Concerns: Move safely around the gym. Make sure students are NOT throwing the balls at each other!!!
This idea is from: My take on the @CoachPirillo activity: Space Invaders. 

 


Crazy Baseball


 

Crazy Baseball
 

State Standard: 1, 2, 3, & 4

Equipment: 1 bat/racquet, ball set of bases for each pair of teams (I have enough room to have 3 games going on at once, so I need 3 of everything, my gym is about 70′ X 40″) I use Polly-spots for bases and Koosh balls/paddles
Grade: 3-8
Purpose of Event: Work on baseball/softball skills, Throwing, striking, catching, running with minimal standing around
Time: 15-20 minutes
Description:

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

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

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

Concerns: Don’t throw the bat!  Make sure to have space between each field.  Don’t let teams purposely interfere with other games. Use soft balls, lots of action!
This idea is from: SHAPE America 2018 National Convention: Nashville, TN

 

Wands


WANDS

State Standard: 1, & 4

Equipment: One Wand per Student (golf club holders cut in half). 
Grade:  K-2
Purpose of Event:  Manipulation and Balancing
Time: 20-25 minutes
Organization: Have each student get a wand and return to his/her home space.  Discuss the importance of safety when handling a wand. Remind students to hold the wand quiet when the whistle blows to change activities.

WANDS:

Wand Signals: Place your wand on the floor.

  1. Can you show me how you can leap over ten different wands, then return to your wand?
  2. Can you make a bridge over your wand?
  3. Can you ski jump over you wand?  Be careful not to touch the wand.
  4. Can you straddle your wand, jump, do a 90-degree turn, and straddle the wand facing the other direction

Wand Balancing: How many different ways can you balance your wand.

  1. Can you balance the wand on your hand, palm, back of hand, finger, nose, knee, and foot?
  2. Can you walk or sit down while balancing your wand.
  3. Can you balance your wand on your foot and then flip it up and catch it?

Thread the Needle: Can you hold your wand horizontally in front of your knees, step over the wand, and then back over it again without touching the wand with your feet?

  1. Falling Wand: Can you stand your wand upright in front of you, let the wand go, spin in a circle and catch the wand before it hits the ground?
  2. Dropping the Wand: Can you Hold your wand at the bottom with your strong hand, let it go, now catch the top of the wand before it hits the ground?
  3. Wand Catch: Can you stand your wand on one end and hold it in place with one finger?  Now, kick over the wand and catch the wand with your finger.
  4. Twist Under: Grasp a standing wand in front of you.  Can you twist under and around the arm without letting go of the wand or touching the ground?

Partner Stunts:

  1. Partner Change: Partners face each other a short distance apart, each with their wands balancing on the ground upright.  On signal, partners run to catch each other’s wand before it touches the ground.
  2. Wand reaction: One partner holds the wand horizontally.  The other partner places their hand directly above the wand, palm down.  When the wand is dropped, the person with his hand over the wand has to react and catch the wand before it hits the ground.
  3. Partner Carry: Partners face each other and place one end of the wand against their forehead.  By applying pressure to the wand, they move around the area without letting it drop.
Concerns:  Move carefully in personal space with Wands.
This idea is from: Myself as well as ideas from Pete Charrette and Kevin Tiller (seen below).