Berenstain: Bears on the Moon

Berenstain: Bears on the Moon

State Standard: 1, & 4

Equipment: Berenstain Bears on the Moon Book, scooters, poly spots, bean bags, balancing equipment (optional), music
Grade:  K-1
Purpose of Event:  Balance, body and space awareness
Time: 20-25 minutes
Scatter poly spots and bean bags around the area.  Poly spots represent moon craters and bean bags represent moon rocks.  The teacher begins the lesson reading the book “The Berenstain Bears on the Moon.”  Then students begin the activity portion of the lesson by sitting on a scooter on the side of the room.  Integrating the details of the book into this, explain who they are going to fly to the moon in the rocket ship.  Have the class count down to blast-off and ride their rocket to the moon. When they arrive, their rocket becomes a moon-mobile.  Ask them to ride in all different directions and pathways around the moon avoiding the craters and rocks.  next, have the part their moon-mobile and step out for a walk on the moon.  You can have them walk slowly, explaining the concept of no gravity as well.  Finally, they can collect moon rocks and balance them on different body parts as they walk.  Other balancing equipment can be used to increase difficulty.
Concerns:  Move carefully on Scooters and in personal space.
This idea is from: Melanie Jackson in Salisbury, MD ***thanks for this great game!

Winter Olympics: Stations

Winter Olympics: Stations

State Standard: 1, 3, & 4

Equipment: Ribbon sticks, scooters, paper plates, bean bags, target, hockey sticks, hockey nets, small hoops or mini cones, plungers, mats, jump ropes, marker boards/markers, stop watches, shuffle board sticks and spider balls, hula hoops, foam skis (2-3 ft long/2″ thick); Other equipment listed below
Grade: K-5 (might need to make some minor changes for the younger students)
Purpose of Event:  Experience the Olympics, cardiovascular, throwing, striking, aiming, running, strength.
Time: 20-25 minutes
Organization: We’ve tried to cover all 7 Olympic Sports and most of the 15 disciplines
I have enough equipment out so that everyone can be doing “something”. I have the gym set up so that they can move at their own pace, some will go around several times, others may go slower. No “cutting” in line, but you can pass at different points. It is a continuous station. I also made an Olympic Flag to hang in the gym. Have everyone assigned to start at a different place to get things started, however I do have everyone start with a torch run.Description:
Several Stations can be timed or scored: I have marker boards at the stations so that the athletes can post scores or times (optional).
Stations: (not necessarily in order)Light the Olympic Torch: Torch Run, use ribbon sticks, each participant runs 3 laps around the “stadium” with the Olympic Torch (ribbon stick) (Can time laps)Biathlon: Ski with paper plates on your feet (shuffle your feet with plate on the floor). I have cones out and around the gym, they must move around the biathlon course with a bean bag in their hand, at the half way point in the race, they will see a target, they need to throw the bean bag at the target, retrieve the bean bag, and ski back to the start. (Can time even, and write down time and where the bean bag hit the target)Olympic Rings: First person stands with one hula hoop in their hand, they must pass the hoop to the next person in line (who is holding the first persons hand), by putting their body inside/through the ring; the ring can’t touch the ground. (Optional: The last person must stay until someone else joins their hand and pass along the ring.)Skating: Pairs Figure Skating: with a partner link arms and skate on paper plates. Skaters must stay linked (hands or elbows) and must skate a 30 second “program”.Curling: Shuffle board sticks, and spider balls, stand at start line and try to push spider ball on to shuffle board. Three attempts each to get high score. Post highest number spider ball lands on.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Concerns:  Be cautious!  Lots of movement, be aware of the people around you!  And be careful of the scooters.
This idea is from: Some were ideas from Sharon Welch ==>; and other came from a WOW.
Tracy Nelson & Benda Berseth as well!!! 

Rudolph’s Treasure

Rudolph’s Treasure

State Standard: 1, 3, & 4

Equipment: 10 scooters, 2-3 colored jerseys, 10 medium cones, 4-6 large cones, 30-40 beanbags, & 2 laundry baskets
Grade: K-2
Purpose of Event: Team Strategy and Muscular Endurance
Time: 20-25 minutes
Place 10 scooters on one end of the gym evenly spaced out (Scooters should be upside down when they are not being used).  Place 2 scooters upside down in the middle of the gym, with a colored jersey on each scooter.  Place the medium cones on the sidelines of the gym leaving 10-12 feet between the cones and the sidewalls.  Place 4-6 large cones at the opposite end of the gym approximately 20 feet from the end wall.  Space all the cones out evenly.  Place the beanbag box at the opposite end of the gym and an empty box behind the starting area.  Pair students with a partner and have them sit behind a scooter. Choose two students to use the scooter in the middle.

The object of the activity is for the students (reindeer) to lie down on their tummies on the scooters (sleighs) and make it across the North Pole (the gym) to the opposite side of the gym to get one beanbag (treasure) without being tagged by the two taggers roaming in the middle of the gym (the Grinches).  The reindeer are safe while they are in the “barn” (at their start spot) and they are safe if they make it to the big cones (opposite side).  But once, they are in between the start area and the big cones, the two Grinches can try to tag them.  The Grinches are also moving around on their tummies and they are not allowed to get off their scooter.  If a student is tagged before making it to the treasure, they simply stand up, pick up their sleigh and walk to the sidelines (where the medium cones are placed) and then they give the scooter to the partner who then has a turn.

If the students make it to the treasure, they must return it to the “barn” without being tagged.  If they are tagged, they simply drop the beanbag where they were tagged and walk to the sidelines and return to their partner.  The partner, or any other student can then decide to try to make it all the way to the opposite end of the gym, or they can choose to rescue a dropped beanbag (treasure).  This is where strategy and teamwork come into place as one or more students can “sacrifice” themselves or distract the Grinch while others make it safely back.  

Concerns: Moving safely in the gym. Making sure students are tagging one another is safe manner.
This idea is from:


YouTube Embed Code Tutorial



Embed a video
  1. On a computer, go to the YouTube video you want to embed.
  2. Under the video, click Share .
  3. Click Embed.
  4. From the box that appears, copy the HTML code.
  5. Paste the code into your blog or website HTML.


Scooter Basketball

Scooter Basketball

State Standard: 1 & 3

Equipment: Scooter per student, basketball and 2 hoops (play ground ball would also be fine)
Grade: 3+ (possible 2nd)
Purpose of Event: Passing skills, and shooting skills, while moving on scooters
Time: 10-15 minutes

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

Lowering hoops is helpful. As mentioned in equipment, sometimes it is better to use a playground ball, softer and bounces easier. If you are unable to lower the hoops; I use garbage cans set on top of two mats as the basketball hoops.

Concerns: Moving safely on scooters! 
This idea is from: Seen the game from several Physed Teachers!


My Snake

My  Snake (Reading)

State Standard: 1, 3, 7 5

Equipment: My Snake from the book Something Big Has Been Here by Jack Prelutsky
Grade: K-1
Purpose of Event: Creative Movement Activity, body awareness and letter recognition, personal/general space.
Time: 10-15 minutes

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

This idea is from: Judy Fowler, at Thank you for a great idea! And Jack Prelutsky for a great book!


Volleyball: Passing Skills

Volleyball: Passing Skills

State Standard: 1, 3, 4, & 5

Equipment: Volleyball per pair of students
Grade: 3+
Purpose of Event: Learning correct passing form (volleyball).
Time: 10-15 minutes


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

Body: Loaded Position:

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

 Back is straight


Contact is made with the forearms not the thumbs or bicep

Contact is made when body is in loaded position


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


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

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

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


Artic Unit: Iditarod

Artic Unit: Idtarod

State Standard: 1, 3, 4, & 5

Equipment: Scooter for each pair of students (or each their own if enough scooters and space) Cones, Stop watch, Music, Floor arrows.
Grade: K-2
Purpose of Event: Cardiovascular, Arm strength, leg strength
Time: 10-15 minutes

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

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

Concerns: Be careful of fingers around the wheels, I only allow behinds on the scooters
This idea is from:


Touch Down

Touch Down

State Standard: 1, 3, & 4

Equipment:  Nerf Footballs/Rag ball (6+), 2 jerseys, 
Grade: 4+
Purpose of Event: Work on Throwing/Catching skills, defending a receiver
Time: 15-20 minutes

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

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

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

Can use a regular ball instead of a football.

Concerns: Be careful of where you are throwing the ball, and watch were you are going.
This idea is from:


Razzle Dazzle Football

Razzle Dazzle Football

State Standard: 1 & 3

Equipment: Cones for 2 fields, nerf football, jerseys 
Grade: 3+
Purpose of Event: Throwing, Catching, short passes, team strategies, ball movement
Time: 15-20 minutes

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

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

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

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

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

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

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

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

Concerns: Keep teams small to encourage lots of participation.
This idea is from: