Independent warm-up and assessment

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I usually lead my 1st – 4th grades in a warm-up routine.  This week I wanted to see what my 3rd and 4th graders had learned; so I gave them more independence allowing me to observe and assess.

Before starting I set out 4 cones.  As the class arrived, I instructed them to go sit by a cone with no more than 7 people at a cone (adjust numbers as needed for class size).  I use this method a lot when I want to start them out in groups so this is easy and quick for my classes.  Here is the warm-up activity:

Make a big circle with each small group.

Decide who will go first.  That person demonstrates a stretch or muscle movement that can be done in place.  Everyone joins in on the stretch and the group members count out loud slowly to 15.

Move around the circle giving everyone a turn to be the leader.  Be thinking about what your stretch will be so no time is wasted.  No repeats allowed.

When you are finished, send a representative from your group to me for your next instruction.  I gave them a sequence of 3 cardio activities to finish up.

This gave me an opportunity to watch and see what stretches they used and even circle around and ask what muscle they were stretching.  Great for assessment and the students enjoyed the independence.  I had zero discipline issues and they worked hard.

For more ideas for using students as leaders, check out this post: Team captains


Aerobic Challenge

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I try to plan all my PE lessons so that my students are moving a lot and getting aerobic exercise while having fun.  Every once in a while, especially as they get older, I like to teach more pointedly about aerobic health.  I tried this lesson today with my 3rd and 4th grade and it went great!

Start with a warm-up that gives a lot of aerobic activity.  I used this game which my kids love.  I followed the warm-up by having the kids sit down and telling them that today we were going to do an aerobic challenge.  We talked about the word “aerobic” and what it means.  They knew that it meant some kind of exercise, but not that it was referring to exercise of the heart and lungs. We had a good mini discussion.  Then I gave them all a written aerobic challenge of about 10 activities. Instructions were to work on their own, to do the activities in a random order (to help space them out and share equipment), do exercises correctly, and to move clockwise for anything that asked them to move around the perimeter of the gym. I handed out the papers and let them work.  They worked really hard and had a great time.  I instructed them to pay attention to their heart and lungs working as well.

You can make-up your own aerobic challenge.  Mix in some fun activities that involve favorite equipment.  Here are some ideas:

jog around the perimeter of the gym 3 times

jump rope for 100 jumps

dribble a soccer ball (or deck ring) around the gym perimeter

toss and catch a yarn ball while moving around the perimeter

work on a trick with a hula hoop for 2 minutes

side slide around the gym

complete 35 jumping jacks

give 10 people a high five

hold a plank for 1 minute

grapevine around the perimeter 2 times

For fast finishers:  For fourth grade and up I gave them a piece of scratch paper and pencil.  They were told to write down their own exercise routine of 5 exercises that they could do at home.  I challenged them to do their routine every night.  If they had time, they could do their routine now.  For my third graders, I let them have free time with any equipment we had out (my fastest finishers had about 5 minutes of time left).

My students really dived into these activities and we had a fun and productive class.  Hopefully it will help them remember  the meaning of the word “aerobic”.


Mixing math and movement

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Math and movement are easily combined to make cross-curricular games that reinforce principles learned and give skill practice in a fun way.  A math movement game works best when a math concept has been taught, is mainly understood, and just needs some more practice time.  I sometimes reinforce what is being learned in the classroom by adding some math to PE class.  These types of games also work well in the classroom.

My 3rd graders have been learning about comparing fractions in class.  I used this game to reinforce the learning.

I made about 40 cards with numbers on them, including fractions.  I made sure to include equivalent numbers and fractions and have a good variety applicable to the skill level.  My cards went from 1-10 with numbers such as 1/2, 2/1, 3/4, 3/3, 3/1, 5 5/5, 6, 6 1/2, etc.  I spread the cards upside down all over the gym floor.  I told the students we were going to make a human number line.  They were to choose a card and then find their place on the line.  I designated one side of our center line as zero and one side as 10.  I gave some instruction as to moving if someone joined the line that was less than your card.  If they had a card that was equivalent to another card, they were to give that card to the first person and either find another card or help someone else.  There was lots of thinking and discussion as the students arranged their human number line.

Here are some points that make this work well:

*If a student is not sure where their number goes, pre-instruct them that they can work together and ask a friend.  I also tell them they can ask me.  That gives me a chance to do a little teaching if a child is not sure about their number.  I carried a whiteboard so I could draw a visual to help students understand a number.

*Leftover students who have given their card to an equivalent partner, helped me check the number line to see if it was correct.  We ended up with a little group checking the line and discussing problems.

*Your brightest students are going to naturally take on a leadership role, telling others where to fit in.  Let them do this to an extent.  They are learning from each other.  Step in and pause the situation if you want another student to stop and think about where he/she fits in the line.

Problems:

*Even though I tried to talk through it as I checked the number line for accuracy, not all students can see the final result.  In a classroom, I would solve this by having them line the numbers up on a board and then sit back down so all could see and participate at the end.

Adaptability:

This game can easily be adapted to fit any grade level.  Upper grades can include cards that have both fractions, decimals, negative numbers, etc.  Younger grades could have just whole numbers.  Fit your curriculum.


Noodles and Fitness

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Foam pool noodles are great for many games and activities.  They are also fun for mixing rhythm and movement.  Cut pool noodles in half to make them the right size for your students and try some of these cardio/rhythm activities.  These moves really get your heart rate up!

Jumping Jacks:  Think of a regular jumping jack.  When hands are down, tap the floor.  Then click noodles overhead.  Students can match the beat of a song with the taps.  They love making a loud noise as the noodle hits the floor.

Partner Click:  Tap both noodles on the floor, then click your right noodle with the right noodle of a partner facing you.  Tap both noodles again and follow by clicking left noodles with your partner.  Repeat.

Rainbow:  Tap both noodles on the floor to your right, then swoosh the noodles overhead and tap on the left.  This looks really cool if everyone does this together.

Encourage big  exaggerated movements for extra cardio work.  Play fun music and have students match the beat with the noodle taps.  We  Will Rock You is a great song for these moves.

Now add some strength moves and you will have a very physical class period.

Push ups:  Lay a noodle on the ground and get in push up position with the noodle under your chest.  Touch your chest to the noodle on the down part of the push up.

Leg lift:  Sit on the floor with legs straight out in front of you.  Hold the noodle in between your feet with about 6 inches of the noodle sticking out from the sole of your shoe.  Lean back into a V position.  Raise and lower legs just touching the noodle to the floor and your legs go down.

Lunges:  Set the noodle on the floor and take a big step forward.  Lunge down and touch the noodle with your knee.  Switch legs and repeat.

Superman:  Lay on your stomach on the floor.  Hold your arms straight out in front of you and hold a noodle in your hands.  Raise chest and legs off the floor.  While holding this position pass the noodle hand to hand going around your back and then across the front.

This lesson is guaranteed to get your students working hard in a fun way!  Warning:  you’ll work hard too — this lesson leaves me exhausted!


Create interest by adding a talent show to your lesson

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Do you want your students to deeply engage in a new skill?  Or want to encourage them to work harder and longer?  Try adding a “talent show” portion to your PE class.  I tried this last week with fun results.  I set out jump ropes and hula hoops in the gym.  I told my 3rd and 4th graders that I wanted them to become an expert at one trick.  They were to choose a piece of equipment and practice with it for about 18 minutes.  Their trick could be on their own or with a partner.  I saved about 10 minutes at the end of class for a “talent show”.  At talent show time I had them sit on the floor with hands off equipment.  We used the stage and had volunteers come up one or two at a time and show their trick.  Almost everyone volunteered.  We had some really fun and creative tricks!  The students loved showing their stuff and really worked hard during class time.  It also stopped the constant stream of kids trying to get me to come watch them during class.  You could try this with other types of equipment too.  Basketball dribbling tricks, tossing and catching tricks, etc.


Small space ideas

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Do any of you PE teachers out there ever get kicked out of your gym?  Or are you a classroom teacher looking for ways to get your class moving and release some energy.  We had an assembly at our school today.  Every time we have an assembly, I lose my gym and have to teach PE in the classroom.  Here is what I did today with my 3rd grade class when I found out last minute that I did not have a gym.

Warm-up game:

I set up 6 cones around the room and told the students to find a cone to sit next to (limit 5 people per cone).  I didn’t move any desks, just put them anywhere there was a few feet of space!  I told the groups to quickly decide who in their group would go first, then have that person stand up.  (one group couldn’t make the decision peacefully so I made it for them)  I had 6 groups so I put 6 dice on one of the desks.  The lead person from each group came to the desk and rolled a die then went back to their group and told them the number they had rolled.  I wrote an activity on the whiteboard (jumping jacks).  The group had to do the number of jumping jacks to match their die roll.  I have dice that number 1-20.  Once all groups were done, we repeated with  new students rolling the dice and a new activity on the board.  I mixed in some math such as multiply your number by 10 and hold a plank for that many seconds.  Repeat until everyone has had a turn to roll the dice.

Token Rock Paper Scissors:

After our warm-up game I had them return to their desks and told them I would give them something if they were sitting quietly (good way to calm them back down to listen to new instructions).  I passed out 3 small round marker tokens to each of them.  This is an easy game.  The students walk around and challenge each other to Rock Paper Scissors.  The loser has to give the winner one of his/her tokens.  If they run out of tokens, they come to me and I give them a task to earn a new one such as “do 25 jumping jacks”.  The game can go on as long as you allow it.  Then count tokens and declare a winner if wanted.

That’s it!  30 minutes of small space activity with little equipment needed.  My class loved both activities.  I’ve tried both of these activities with grades 1-5 and had great success.


Warm-up dance for Christmastime

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I am very insecure when it comes to teaching dances.  However, this particular dance is so cute and easy that even I can remember and teach it.  I used it as a warm-up activity because it gets your heart rate going and is simple to teach.

Use the song Trepak from the Nutcracker.  It is just over 2 minutes long.  Movement starts right at the first note.

one arm up in the air

2nd arm up in the air

Walk in a circle for 8 counts, ending facing front

Repeat 4 times

4 heel kicks on each foot (total 8 counts)

8 straight jumps

4 heel kicks on each foot

8 straight jumps

4 heel kicks per foot

2 heel kicks per foot

single heel kicks (total of 4 on each foot, going back and forth)

one arm up

2nd arm up

walk in a circle 8 counts

one arm up

2nd arm up

walk in a circle 32 counts (as the song ends, I have the students raise both hands and bow)

That’s it.  I go through each movement beforehand without telling them it is a dance.  Then just start the music and begin.  They immediately smile and get into it.  Repeat 2 times so they learn then do.  Kindergarten I did not count the heel kicks — just randomly kick.


Using stations/centers/rotations in PE class

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A popular day in my PE class is when we do “PE centers” (or rotation stations).  As many classroom teachers use centers as a way to teach small groups, the students are familiar with rotating through different stations and like seeing it in a PE setting.  And they love the variety.  I find it a good way to mix in favorites with something new or a skill I want to work on.

Here is an example of how I used centers this week with my first and second grade classes:

We have been working on the skill of dribbling a ball, as well as bouncing and catching.  I had taught lessons the previous 2 weeks focusing on these skills.  Today I began class by teaching them the game of straddle ball.  I let them play the game for about 5 minutes with the class divided into 3 groups.  While they were playing I set up 3 stations.  Our 3 centers were:

  1. Dribbling practice
  2. Straddle ball
  3. Shooting

For station one I threw down about 12 poly spots.  Students had to stand on a spot and dribble 10 times, then move to another spot and repeat.  When they hit 100 dribbles they come and give me a high five and then try to get to 200, etc.   We had played this game the week before so they were familiar with it and needed no explanation.  This was the station where I focused my time to help those that were still struggling with dribbling with one hand only.

Station 2 was just continuing the game I had just taught.  They were loving that game so it gave them more time to play, but also broke things up to keep it from getting too wild (as games often do if they go too long).

Station 3 was very informal.  I set up two small, portable, shorter hoops that I have in the same area and the standard level wall mount hoop.  I gave no formal instruction and just let them experiment.  My students are always begging to use my small hoops so it gave them that opportunity.

I played music and stopped it when it was time to rotate stations.  I was able to focus on the dribbling skill with a small number of students.  They always love it when we do centers.   I use them with all grade levels periodically with as few as 3 centers and as many as 12.  Usually it is a formal rotation as I’ve described, but I also sometimes let them choose and move through stations at their own pace.


Heart rate lesson plan

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My main goal in PE class is to keep the kids moving while they are with me.  In addition, I am trying to fit in some mini lessons this year that help my students gain an understanding of fitness and give them tools to pursue health and fitness on their own.  I keep them short and simple to minimize the time they have to sit and listen.  Today I taught a mini lesson on heart rate to my 3rd and 4th graders.  I went really well.  Here is an outline:

As students arrive I had them lie down on the gym floor and relax.  We call this “hawaii” in my class.  I timed them lying down for 2 minutes while I talked to them about relaxing each muscle, taking deep breaths, etc.  Then I had them sit up slowly and find the pulse in their neck.  I explained that the pulse would tell them how fast or slow their heart was beating.  Some had a hard time finding it, but hopefully that will improve with practice.

Once everyone had found their pulse, I timed them for 6 seconds while they silently counted beats and then had them multiply their number by 10 to find their heartbeats per minute.  I explained the concept of resting heart rate and what it meant.

Then we all stood up and did jumping jacks for one minute.  After the minute we took our heart rate again.  It was much easier to find this time.  We compared the numbers and talked about active heart rate and why we needed to get our hearts there.

I then had them lay down again for 1 minute.  Following that minute we took heart rates and compared numbers again. I talked to them about recovery and how healthy hearts could recover quickly.

This was about a 10 minute lesson.  I plan to follow up by having them take their heart rates more regularly in class now that they have been taught how.  I also talked with them about heart rate as being a way to tell if they were working hard enough (or too hard) during PE.  Hopefully it will be a valuable addition to our class time.


Warm-up circuits

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I have been doing more circuit work this year and the kids really like it.  Warm-up circuits are great because they give my students some autonomy (they choose where to start), are fast paced, and get everyone moving.  When my students enter on circuit day, they see 10-12 cones set up in a big circle.  They can choose where they start, but I give a limit to how many can be at one cone (usually 3-4 students per cone).  Each cone is labeled with an exercise. As students move around the circle they should be alternating between a stretch, a cardio exercise, and a strength exercise.  For example, calf stretch – jumping jacks – plank.  Once the students have chosen their beginning cone, I give a start signal.  Every 30 seconds I give the signal to move to the next cone.  Use a timer or music with interval breaks to keep consistency on the time.  I walk around and correct form as much as I can.  When students have gone all the way around the circle, warm-up is done!  My students look forward to circuit day and they always work hard.