spark newâ€™s for elementary physical educators

SPARK NEW’s for Elementary Physical

Educators

Presented By: SPARK Trainer, Joan Gillem

Ready...• Expectation Cards (page 7-12)

• Social Skills T-Chart (create using large sheet ofpaper)

• Copies of the Parent Letter (page 14-15 andSPARKfamily.org)

• 4 cones (for boundaries)

• 5 foam balls

• 5 other tossables (vary shapes, sizes and weights)

• 5 beanbags

• 1 bat

• 1 hockey stick

• Music and player

• Name tags; 1/student (use if you and/or students don’t know each other’s names)

Set...• Students sit in bleachers or in classroom (1st part of lesson).

• Create a medium (20X20 paces) activity area (for 2nd part).

GO!1. Introduce SPARK PE

Physical education is essential for every BODY. We will have SPARK PE on_________________ (State days and times.).

2. Instruct SPARK PE Class ExpectationsWhat are the benefits of physical activity? (After hearing student input, supplementwith the following:)

• Reduces stress, increases muscular strength and endurance, strengthenscardiovascular system and bone density, defends against heart disease, Type 2diabetes, and some forms of cancer.

• Improves participation in lifetime sports and recreation (learn new sports,continue playing forever).

• Provides opportunities to work with others, make new friends and have fun.• Increases energy levels, alertness and productivity.• Helps people respond better to emergencies.• Assists in weight control.• Helps people look and feel better about themselves (increases self-confidence,

self-esteem, and self-image).3

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INTRODUCTIONORIENTATION TO

SPARK PE

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3. Instruct SPARK PE Class ExpectationsPhysical education is a class, like social studies or math. I expect your behavior to bethe same in PE as it is in our classroom.

• PE is not free play or recess.• PE is not athletic competition.• PE is organized instruction to help improve the fitness and skills of everyone.

Most of all, it’s active and fun!• PE will be graded. (Discuss your grading criteria here.)

(Show the Expectation Cards, and lead an interactive discussion about yourbehavioral goals for students, and consequences for inappropriate actions.)

4. Explain SPARK PE Requirements•When we meet for PE, you need to be ready. Wear comfortable clothes and

athletic shoes. • If unable to participate, you must bring a note from home. •At the end of today’s lesson, you will receive a letter to take home to your

parents. It tells them when PE will be scheduled, so they can help you to beprepared.

5. Teach the First Social SkillThe social skill we will focus on this semester is __________________________.(See SPARKfamily.org under Overview for a suggested schedule of social skills for3rd-6th grades and suggestions for teaching them.)

6. Transition to Activity Area(Establish/practice protocols; e.g., lining up, moving to activity area, etc.)•This is where we will meet for SPARK PE.

7. Name Game•How quickly can we create a large circle? •The object of our game is to learn each others’ names. We’ll also practice safety

and courtesy.•We’ll go around the circle (point). On your turn, step forward, say your name,

and “act out” your favorite sport or activity.•After you say your name, everyone in the group says your name and does the

sport move you did. Let’s practice; I’ll go first. (Go around circle 1X)•Now we’re ready to share equipment. Here’s a foam ball. Say someone’s name;

make sure you have her/his attention. If you do, roll the ball to that person.•The person receiving the ball says, “Thank you, ________, and the passer says,

“You’re welcome.”•When you show you can give/receive objects safely, I’ll add more to our game

(continue adding balls = Roll. Introduce beanbags = Toss. Introduce bat or hockeystick = Walk outside of circle and hand off. Introduce baton = Jog slowly andhand off).

INTRODUCTIONORIENTATION TO

SPARK PE

INTRODUCTION

•Let’s see how many names we learned. (If wearing name tags, have studentscover them.)

•We’ll go back around the circle, and this time, instead of saying your name, stepforward, and the group says your name and tries to remember your favoriteactivity.

8. Cool-Down/Closure•Let’s stretch together and discuss what we learned. Who will share (e.g., names,

always get someone’s attention before passing, look to pass to everyone, how tohandle equipment safely, to be courteous)?

•Coming in for cool-down and closure is a routine we’ll do at the end of eachclass.

9. Distribute Parent Letters10.Transition to Classroom

•(Establish/practice protocols; e.g., lining up, moving back to classroom, etc.)•This is how we leave SPARK PE.

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SPARK PELESSO

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LINE DANCE

Ready...• Music: “5-6-7-8” (SPARK 3-6 Music CD, #7)

• Music player

• 4 cones (for boundaries)

Set...• Create large (30X30 paces) activity area.

• Scatter students in area.

• 5-6-7-8 Prompt Page (SPARKfamily.org).

GO!1. The object is to perform a line dance using an “add-

on” format.

2. On music, move throughout our area. When the musicstops, find a partner.

3. This is your “Jumping” partner. Together, jump 4X andsay “5,6,7,8” (4 counts).

4. On music, leave your partner, and move again. Whenmusic stops, find a new partner.

5. This is your “Grapevine” partner. Grapevine step R(step R, L behind, R, touch L) then Grapevine step L(step L, R behind, L, touch R) (8 counts).

6. Move on the music. When it stops, find a 3rd partner.

7. This is your “Skating” partner. Together, skate slowlyby sliding R foot forward, then L foot forward, R footforward, L foot forward (8 counts).

8. Move on the music. When it stops, find a 4th partner.

9. This is your “Hip” partner. Touch your R hip with Rhand, L hip with L hand, R glute, L glute, clap 2X,“Raise the Roof” (push hands from shoulders to sky)2X (8 counts).

10. Move on the music. When it stops, find a 5th partner.

11. This is your “Back-walking” partner. Together,backward-walk 4 steps, counting “1,2,3,4” (4 counts).

12. Now, we’ll play the music, and combine all the steps.The music has a prelude, then on cue, “5,6,7,8,” beginjumping. 15

CUES

Find partners quickly.

Move to the beat.

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STANDARDS ADDRESSED

DANCE

#1, 2 Perform line dance

#6 Cardiovascular fitness

#3, 4, 6 Participates,appreciates, enjoys rhythmicmovements

Your State (Write in here)

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Teach this activity tosomeone at home (yoursister, brother, mom, dad,aunt, uncle). Choose yourfavorite music. One of youstops the music when it’stime to work with yourpartner. You won’t have anew partner each time, buttake turns inventing a newstep. Each time you meet,repeat the steps you havedone before adding another.

Jumping JacksSubstitute 2 jumping jacks for 4 jumps.

Super Fitness Change steps to the following: 2 jumping jacks; 2,3-step turns; 2 burpees; 8 skier jumps; and 2reverse lunges.

Your Twist To any of the above variations, add your owntwist to the dance on direction changes.

TONY’S TIPS• When all students do the dance

together, provide cues 1-2 beatsbefore each move.

• Make copies of the 5-6-7-8 PromptPage, and allow students to workindependently with the directionsin hand.

NOTES

HOUDINI HOOPSACTIVITY

Ready...• 2 hoops per 5 students

Set...• Create circles of 5, hands joined, scattered

within boundaries.

• 2 hoops near each group.

GO!1. The object of the game is to see how fast

your group can pass a hoop around the circlewithout letting go of your hands.

2. I will place a hoop over 2 students’ joined wrists, so itdangles like a bracelet.

3. On signal, move the hoop around your circle bystepping and ducking through it. Remember, keep yourhands joined at all times.

4. Once successful, add a 2nd hoop.

CHALLENGES

CUES

Bend, twist, turn! Talk toeach other and worktogether!

Try not to use yourindividual fingers.

How many times can yourgroup move the hooparound your circle in 1minute?

How quickly can yourgroup pass your hooparound your circle 2 times?

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STANDARDS ADDRESSED

NASPE

#1 Body awareness

#2 Problem-solving

#5, 6 Cooperation andteamwork


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Ask your parents if theyremember Harry Houdini.Maybe not, since he died in1926, but most likely, they’veheard of him. ConsideredAmerica’s most talentedmagician, Houdini wasfamous for his escape tricks.He was born exactly 26years before the turn of the20th century, and died onHalloween exactly 26 yearsafter the turn of the 20thcentury. He was 52 when hedied - the exact number ofcards in a standard deck.

Switcheroo When you hear “Switcheroo!” move the hoop(s)in the opposite direction.

Criss-Cross Move 2 hoops in opposite directions. When thehoops criss-cross, figure out a way to get 1 to passthrough the other – no hands (yes, the hoops cando this).

Caterpillar 5-6 students in a line – 2 hoops. As the hoopclears the first student in line, they let go and runto other end and joins hands with the last studentin line. The line moves from 1 point to another.

TONY’S TIPS

• Allow students to choose groupsand whose hand they hold.

NOTES

ASA

PACTIVITY

CUES

Ready...• 4 cones (for boundaries)

• 4 Corners Task Cards (SPARKfamily.org)

Set...• Create a medium (20X20 paces) activity area.

• Place a 4 Corners Task Card at each corner.

GO!1. The object of 4 Corners is to warm up the large muscle

groups, using a variety of locomotor skills.

2. As you enter the activity area, move clockwise aroundthe perimeter.

3. When you reach the first corner, read the Task Cardand do the #1 locomotor skill from that corner untilyou reach the next corner.

4. Continue to do the #1 skill at each corner until youreturn to your original corner. Next time around, dothe #2 skill.

5. Each time you reach a new corner, start a newmovement. If you finish all of them before the stopsignal, begin again at #1.

6. (Continue for 3-5 minutes.) Stay on Skill #1 for all 4corners, then change to #2.

Work on quality, not speed.

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CHALLENGESHow many corners can youvisit before the stop signal?

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STANDARDS ADDRESSED

NASPE

#1, 2 Locomotor skills, spatialawareness

#3, 4 Cardiovascularendurance, upper-bodystrength

#4 Understanding warm-upconcepts

#6 Accepting challenges


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How would you like to be in4 places at once? Well, if youare at the Four Corners ofthe United States, you can!Four Corners is whereArizona, New Mexico, Utahand Colorado come togetherin 1 location. You can puteach of your hands and feetin 4 states at the same time!

Animal Walks (Create your own 4 Corners Task Cards thatinclude animal walks. For example, Crab Walk,Bear Walk, Frog Jump, 3-Legged Dog, etc. Helpsbuild strength in upper body.) See Fitness CircuitSkill Cards (Animal Tracks) for ideas.

Create Your Own (Make your own 4 Corners Task Cards using avariety of skills your students enjoy. For example,rope jumping, dribbling, tossing and catching, etc.)

Kid Creation(Have your students create their own version ofthe 4 Corners Task Cards.)

PAULA’S POINTERS

• Place corners farther apart asstudents become more fit.

• Can be done in limited space witha variety of skills at each corner.

NOTES

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ASA

PACTIvITY SNAkES AND LIzArDS

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Ready• 4 cones (for boundaries)

• 1 spot marker per 2 students

• 1 tiny object that can be hidden in student’s hand (button, rock, pompon, etc.) per 2 students

• Music and player (optional)

Set• Create large (30X30 paces) activity area.

• Scatter spot markers (rocks) within area.

• Pair students; divide pairs into Snakes and Lizards.

• Give each Snake an object and have each stand on a “rock” (spot).

• Scatter Lizards around the perimeter.

GO!1. Our ASAP is called Snakes and Lizards.

2. I’ll say different ways for our Lizards to move around our perimeter.

3. Snakes, stay on your rock and perform a balance I call.

4. Lizards, on the stop signal, approach your Snake partner, and guess which hand holds the object.

5. If you guess correctly, switch roles with your Snake partner.

6. If you guess incorrectly, go back to the perimeter and keep moving until the next stop signal.

7. (Sample locomotor skills and balances: skip/stand on 1 foot, side-slide/stand on the other foot, gallop/stand on tip-toes, jog/balance on 1 foot and 1 hand, fast walk/balance on 1 knee, etc.)

8. Wrap It Up• Snakes and lizards live in the desert, where it is hot. Why is it important to drink

water during and after physical activity – especially when it’s hot?

• The K in SPARK stands for “Keep H2O the Way to Go.” H2O is the chemical symbol for water.

• Water makes our bodies happy. Sugary soft drinks are not a healthy choice.

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Any Snake This time you are not in pairs. On my signal,

approach any Snake and guess which hand holds the object. Switch roles with that Snake if you guess correctly (just 1 guess per round).

Right or Wrong If you guess correctly, before you switch roles, both

do 3 jumping jacks. If you guess incorrectly, both do 3 curl-ups.

STANDARDS ADDRESSED

NASPE

#1, 2 Spatial awareness, locomotor skills, balance

#3, 4 Cardiovascular endurance

#5, 6 Participates, appreciates, enjoys movement, cooperates in small group activities


PAULA’S POINTERS• Teach and remind students to pace

themselves as they move around the perimeter.

NOTES

Language Arts(Read Lizard’s Home by George Shannon. In this story, the snake tries to double-cross the lizard that outsmarted him. Discuss demonstrating respect for self and others; acceptable responses to challenges, successes and failures, and the characteristics of sharing.)

ASA

PACTIVITY

CUES


• Music and player (optional)

Set...• Create a large (30X30 paces) activity area.

GO!1. The object of Offense/Defense is to warm up

major muscle groups using various locomotorskills, leading, and following.

2. As you enter the activity area, find a partner. One ofyou is Offense, the other Defense.

3. On signal, Offense moves doing the locomotor skill Icall. Defense shadows their Offense partner 1 arm’slength behind.

4. Offense, try to lose your Defense. Defense, try to staywith your Offense.

5. Stop quickly on signal (give every 15-20 seconds). IfDefense can reach and touch the Offense, Defensescores a point for good, close shadowing.

6. If too far to be touched, Offense scores a point formoving quickly and getting away.

7. On each stop, switch roles with your partner.

8. (Change locomotor skills each round, building fromslow to faster.)

Offense, look for openspace! Stay away fromothers. Change directionsquickly.

Defense, stick close to yourpartner.

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CHALLENGESOffense, can you get awayfrom your Defense?

Defense, can you staywithin arm’s distance ofyour partner?

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STANDARDS ADDRESSED

NASPE

#1, 2 Locomotor skills, spatialawareness

#2, 6 Offensive, defensivestrategies

#3, 4 Cardiovascularendurance

#4 Understanding warm upconcepts

#5 Cooperation



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Sit with a partner and reflecton the following: Who doyou know that is a goodleader? (It could be thecaptain of a team you areon, a famous person, ateacher, a parent, etc.)Discuss (or write) whatmakes this person a goodleader (i.e., characteristicsand skills they have). Do youhave these skills? Why is itimportant to develop goodleadership skills?

Pedometer (1 student per pair wears a pedometer. Change thefocus of the activity so pairs work together toincrease number of steps each round of play. Clearthe pedometer when roles are switched.)

Follow that Flag (All wear flag belts with single or double flags inback.) On the stop signal, Defenders reach to tryto pull your partner’s flag.

Stick and StretchAfter each round, Offense turns and leads Defensein a stretch.

PAULA’S POINTERS• Ask students, “What sports do you

know of where this is used?”

• To ensure students stay at thedesignated pace, ask partners torate each other after each round.Say, “If your partner is followingthe rules, give a thumbs up. If not,give a thumbs down.” Gauge fromtheir answers if you need tointervene.

NOTES

ASA

PMEET ME IN THE MIDDLEACTIVITY

CHALLENGES


• Music and player (optional) Suggestion: Let’sGet Ready to Rumble by Michael Buffer onJock Jams Vol. 1

Set...• Create a large (30X30 paces) activity area

with 2 cones forming a midline.

GO!1. The object of Meet Me in the Middle is to warm up

major muscle groups and cooperate with a partner.

2. As you enter the activity area, find a partner. Move tostand on the opposite endline from your partner.

3. On signal, jog to meet your partner in the middle, dothe task I call, then return to your original line.

4. Each time you meet in the middle, I will add a newtask to the old tasks. Do the first task first, then add the2nd, the 3rd, and so on, until you’ve sequenced themall.

5. (Below is an example:)•High-five R hands•High-five L hands•Jump and turn 360°•Jumping high-ten•Elbow turn R and L•Do sa do•Create your own (Add 1-4-Fun)

How many tasks can yousequence without forgettingany?

Can you add your owntwist to the tasks?

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CUESKeep adding on to the firsttask.

Work with your partner toremember the tasks inorder.

Be gentle with your partner.

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STANDARDS ADDRESSED

NASPE

#1, 2 Locomotor, non-locomotor skills

#3, 4 Cardiovascularendurance, upper-bodystrength

#4 Understanding warm-upconcepts

#5 Cooperation



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Math (Finding the Middle) -I’ll call a number between 1and 100. When you meetyour partner in the middle,both say the number that ishalf of that number (or themiddle). For example, I call68, you and your partnercall 34 before you start yourmoves.

More Aerobic (Spread cones farther apart to increase aerobicfitness.)

Kids Call(Call individual students to give a new task foreach round.)

Pair CreationYou and your partner create your own tasks eachround. This will be your own original “PairCreation.”

PAULA’S POINTERS

• Use rowdy, stadium-type music tomotivate students.

• Allow faster students to meetpartner past halfway.

NOTES

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FLEEINGCUES


• 1 fluffball/scarf per 5 students (to designate “Its”)

Set...• Create large (30X30 paces or greater) activity

area.

• Scatter students within boundaries.

• Identify 1 in 5 students as “It” with fluffball/scarf.

GO!1. The object of all tag games is to have fun chasing and

fleeing.

2. On “Go,” Fleers move inside the boundaries. Whenyou hear, “Basic Tag,” Chasers chase Fleers. Chasers, usethe fluffball/scarf to gently tag any Fleer.

3. When you tag a Fleer, call, “You’re It!” and drop thefluffball/scarf.

4. If tagged, pick up the fluffball/scarf, do 5 jumpingjacks, and then chase other Fleers.

5. Stepping out of bounds, is the same as being tagged.

6. (Change the locomotor skill often.)

Move with control, andlook for open space.

Use a gentle tag with thefluffball/scarf.

Use fakes, feints and changedirections to flee from theChasers.

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CHALLENGESHow long can you avoidbeing tagged?

Can you stay in theboundaries the wholegame?

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There are many factors thatcontribute to your overallhealth and wellness. Think ofthe Fantastic Four – the 4essentials to maintaining yourhealth.Physical Activity – 60 minutesa day.Nutrition – eat a variety offruits and vegetables, dairyand lean protein. Limit sodaand junk food intake. Drinklots of water. Rest – 8 hours of sleep. Live Tobacco Free

Safe Tag You can be safe from a Chaser by doing any ofthe following (or create your own):• Naming a fruit or vegetable (5-Servings Tag).• Getting on your back with your arms and legs

pointed up (Turtle Tag).• Standing back-to-back with anyone (Back-to-

Back Tag).• Standing in 1 of several hoops scattered

throughout (Hoop Tag).• Naming anything in a designated category, such

as: baseball teams, book or movie titles,physical activities, etc. Call out the category atthe beginning of the game. Repeats are notallowed (Category Tag).

Re-Entry Tag After being tagged move out of the boundariesand (name 1 of the following re-entry tasks orcreate your own):• Jump rope 10X (your own trick).• Catch a tossable 10 X.• Complete 10 push-ups (or curl-ups,

lunges, jumping jacks, etc.).• Spell a vocabulary word to the

teacher (have your list ready).• Show me (name a dance).• Complete a partner stunt with

someone else who was tagged.

TONY’S TIPS• Vary the size of the activity area.

Larger areas make it harder for theChasers.

• Designate more Chasers to increaseactivity by the Fleers.

• Change Chasers every 2-3 minutes.

NOTES

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ASA

PACTIvITY HIGH-FIvE TAG

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Ready• 4 cones (for boundaries)

• 1 fluffball (or similar soft object) per 5 students

Set• Create large (30X30 paces) activity area.

• Give 1 student in 5 a fluffball. These students are “It.”

• Scatter students within area.

GO!1. Our ASAP is called High-five Tag.

2. When you hear, “High-five tag,” students who are “It” (those with fluffballs) attempt to tag and freeze others by touching them with the fluffball.

3. If you are tagged, balance on 1 foot and put 1 hand in the air to be ready for a high-five.

4. If you are still fleeing, unfreeze someone by giving them a high-five.

5. (Change Its every minute or so.)

6. Wrap It Up• How did it feel to unfreeze your fellow classmates?

• What types of pathways did you use to avoid being tagged?

• The S in SPARK stands for “Select More Fruits and Vegetables.” Ask a parent to help you by buying a lot at the grocery store.

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Low-five Tag When tagged, freeze in an alligator (push-up)

position. Helpers give a “low-five” to unfreeze.

Fruits and veggies Tag If you name a fruit or vegetable when you are high-

fived, you unfreeze and continue playing.

STANDARDS ADDRESSED

NASPE

#1, 2 Spatial awareness, locomotor skills, chasing, fleeing

#3, 4 Cardiovascular endurance

#5, 6 Participates, appreciates, enjoys movement, cooperates in large group activities


PAULA’S POINTERS• Vary the locomotor skills with each

new set of “Its.”

• Remind students to tag gently with the fluffball on the shoulders and torso.

NOTES

Why is it important to eat fruits and vegetables every day? What types of fruits and vegetables do you like to eat? Encourage your family to choose a variety of fruits and vegetables at the grocery store.

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• Scatter students within boundaries.

GO!1. The object is to tag as many players as possible,

while avoiding being tagged.

2. On “Go,” you are all “It.” Move inside theboundaries. When you hear, “Hospital Tag,” try to tagothers, using a 2-finger tag.

3. If tagged, you have a “boo-boo.” Put a bandage (1hand) on it.

4. Keep trying to tag others, now with your other hand.

5. If tagged a 2nd time, put your other hand on the new“boo-boo.”

6. When you receive your 3rd tag, move outside theboundaries to our “hospital,” and complete a wellnesstask (pretend to wash hands, pretend to drink a glassof water, do an exercise, etc.) and re-enter the game.

Use a 2-finger tag.

Be honest! If tagged,acknowledge it.

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CHALLENGESHow many tags can youmake before you “lose”both your hands?

Be kind, and tag those with2 “boo-boos” to send themto the hospital for a quickrecovery.

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STANDARDS ADDRESSED

NASPE

#1, 2 Spatial and bodyawareness, chase, flee, dodge

#3, 4 Cardiovascularendurance, agility

#5, 6 Cooperation, acceptingchallenges


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Hopefully, you won’tencounter an emergencyoften, but when you do, theemergency number 911makes calling for help fastand easy. Whether you needthe fire department, anambulance or the police, call911. An operator called a“dispatcher” helps you. Theyask your name and theaddress where you are.Discuss with your parentswhen you should call 911,and practice giving thecorrect information. Youcould save a life!

Pick a Card (Identify 10-20 different re-entry tasks and writeeach on an index card. When players enter zone,they select top card and complete the task to re-enter game.)

MASH MASH stands for Mobile Army Surgical Hospital.I will designate 5 MASH workers to move in ourarea; each in their own hoop (ambulance).When you have been tagged for the 3rd time,jog in place and call, “MASH.” A MASH workerwill come and take you to the hospital. Holdonto their hoop, move to a boundary cone, letgo of the hoop, and jog 1 length of the area.When you arrive at the 2nd cone, re-enter thegame. (Add more MASH units if needed.)

TONY’S TIPS• If there are more than half of the

students in the hospital at anygiven time, shorten the re-entrytask.

• Change the locomotor movementoften (skipping, galloping, etc.).

• Change the re-entry task to allowstudents to practice whatever skillsthey are learning at the time (e.g.,basketball dribbling, volleyballpassing, footballthrowing/catching, etc.).

NOTES

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FLEEING

ROCK-PAPER-SCISSORSTAG

CUES

Ready...• 6 cones (for center and boundary lines)


• Place 1 cone on each sideline, at midfield.

• Pair students in partner face-off at midfield.

GO!1. The object is to return home without being

tagged.

2. On signal, play Rock-Paper-Scissors with your partner atthe midfield line. Hold 1 palm open. With the otherhand, pound your fist on your open hand and say, “1-2-3.” (Show your choice on 3.)

3. Choices are rock (fist), paper (open hand), or scissors(peace sign). Rules are: rock crushes scissors, scissorscuts paper, paper covers rock.

4. The victors are “It,” and Its chase your partnerstowards the opposite endline.

5. Chasers score a point if you tag your partner beforethey cross their endline. Fleers score a point if youcross your endline without being tagged.

6. Return to the midfield line quickly, and repeat thegame.

Tag your partner gentlywith a 2-finger tag.

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CHALLENGESHow many times can youtag your partner?

How quickly can you beready for the next round?

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STANDARDS ADDRESSED

NASPE





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Believe it or not, there is an“official” Rock-Paper-Scissororganization. The World RPSSociety claims they havebeen “serving decision makerssince 1918.” What will theythink of next?

Scattered Tag Start scattered anywhere in the activity area withyour partner. Play Rock-Paper-Scissors and thewinner is “It.” When you tag your partner, youscore a point. Immediately play another round.

Active Rock-Paper-Scissors Tag Same game, but Rock = low level, curl body tolook like a rock; Paper = stand tall on tiptoes, witharms fully extended; Scissors = stand with armsand legs in scissors position (one forward, oneback).

Eat Right Tag (Students in pairs; partner face-off at midfield line.)Half of you are the “Healthy” foods, and the otherhalf are the “Junk” foods. If I name a healthy food,the Healthy foods are “It,” and chase the Junkfood to their endline (and vice versa). Whentagged, join the other group. (Start with obviouslyhealthy or “junk” foods. Gradually become moresubtle to promote nutrition discussions.)

PAULA’S POINTERS• Use flag belts, and have students

pull each other’s flags instead oftagging.

• Encourage students to returnquickly to the midfield line to playagain.

• Rotate partners often.

• Extend the distance from midfieldline to endline to increase runningtime.

NOTES

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FLEEING

VIP TAG (A.K.A. TRIANGLE TAG)

CUES

Ready...• 1 cone per 4 students

Set...• Create groups of 4.

• 3 students join hands to form a triangle; 2 are“Bodyguards,” 1 is the “VIP.”

• The 4th student is the “Paparazzi” (pesteringcelebrity photographer) standing outside thetriangle.

• Place a cone in the center of each triangle.

GO!1. The object is for the Bodyguards to protect their VIP

from the Paparazzi.

2. On signal, Paparazzi attempts to tag the VIP by movingaround the outside of the triangle.

3. Bodyguards, protect your VIP by rotating and movingthem away from the Paparazzi. Keep the cone insideyour triangle.

4. Bodyguards and VIP must keep hands joined and stayon their feet; otherwise it counts as a tag.

5. Reaching through the triangle is not allowed.

6. We’ll switch roles on signal. (Switch VIP and Paparazzi,then turn the Bodyguards into the VIP and thePaparazzi, and, finally switch the last 2.)

Move your triangle by side-sliding.

Bodyguards, keep yourbacks to the Paparazzi.

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CHALLENGESHow many times can youtag the VIP during yourturn?

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Take a moment from yourvery busy day and think of aVery Important Person inyour life. Why are theyimportant to you? Whatmakes them special? Whenwas the last time you toldthem how you feel aboutthem? Now, instead of justthinking these thoughts,write your VIP a letter, ormake them a card. Let themknow just how importantthey are to you. You can restassured your feelings andthoughts will be cherished.

VIP in a Limo3 players form a line, holding onto the waist ofthe person in front. The front player is the LimoDriver, the middle player is the VIP’s PersonalAssistant, and the last player in the line is the VIP.The “Paparazzi” faces the front of the line andattempts to tag the VIP at the end of the line.

TONY’S TIPS• Watch for groups who evade the

chaser by moving the location ofthe group, rather than rotatingaround the cone to avoid the tag.

• If your class size isn’t divisible by4, place a 5th player in a group.They hold the shoulders of the VIP,and the Paparazzi may tag eitherone. Or you can try 2 Paparazzi,who join hands and try to tag theVIP.

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Ready...• 2 spot markers per group of 4 students

• 2 bowling pins (or substitute 2 lightweightcones) per group of 4 students.

• 1 utility ball per group of 4 students

Set...• Create 2 parallel lines of spot markers and

a third line of bowling pins.

• Lines are 5 paces apart, and spot markers ineach line 3 paces apart.

• The first line of spot markers is the start. 2students start here. The 2nd line of spotmarkers is the Bowlers' line. The 3rd line isfor the bowling pins (or 2 cones) andwhere the Ball Retriever stands.

GO!1. The object is to use underhand rolling skills to score as

many points as your group can before the signal.

2. On signal, the Bowler (at 2nd cone) rolls the balltoward pins/cones trying to knock them over. Bowlerruns after the ball and sets up pins/cones for nextBowler (if needed) and stands safely off to the side.

3. The Ball Retriever retrieves rolled ball, runs it to 2ndcone for the new Bowler, then continues to start line.

4. When you reach the front of the start line, run to bethe next Bowler.

5. Continue bowling, setting up pins, retrieving andrunning until signal.

6. Scoring: •Strike (both pins knocked down) = 10 points •Spare (1 pin knocked down) = 5 points

Bowlers, step forward withopposition, and release theball when pointing at thetarget.

Retrievers, move quickly tobring the ball to the nextBowler.

New Bowlers, move to thebowling line quickly.

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CHALLENGESHow quickly can yourgroup score 50 points?

How many points can yourgroup score before thesignal?

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#1, 2 Underhand rolling foraccuracy




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Vary the Scoring (Use trickier math skills by changing the scoring.For example, use 3 points for a strike and 2 pointsfor a spare.)

6-Pin Set up 6 pins (1 in front, 2 behind and 3 in backin a triangle). A strike = 10 points, but anythingless scores 1 point per pin.

1-Pin(Challenge students by using just 1 single pin. It’sall or none. They score 10 points for a knock-down.)

PAULA’S POINTERS• Although this can be done on

nearly any surface; the smootherthe surface, the better it is forbowling.

• Allow higher skilled students tochallenge themselves by backingup away from the pins; e.g., take 1step back each round.

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Language Arts (Idioms) - Anidiom is a figure of speech whosemeaning cannot be inferred fromits words. Do you check to see ifyou’re sprouting feathers whensomeone asks, “do you have allyour ducks in a row?” This idiomrefers to a game called Nine Pinsfrom England. To get “yourducks in a row,” all the pinsmust be set up correctly. Make alist of other idioms, and researchtheir origins. Come on; go theextra mile!

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Ready...• 1 spot marker per group of 4 (to create a home

base)

• 1 single die per group of 4

• 1 Roll the Dice Task Card (SPARKfamily.org) pergroup of 4

• 1 jump rope per student

• 1 tossable per group of 4

• 2 carpet squares/mat per group of 4 (for curl-ups)

• Music and player

Set...• Create a medium (20X20 paces) activity area.

• Place cones or spot markers around perimeter toform home bases for each group of 4.

• Create groups of 4; each at their own home base.

• Each foursome with 1 Roll the Dice Task Card, a singledie, 4 jump ropes, a tossable and a surface for curl-ups.

GO!1. The object is to increase all components of fitness by

completing challenges on the Roll the Dice Task Card.

2. The youngest member of your group rolls the die (onyour spot marker if the playing surface isn’t flat) first.Your entire group then completes the correspondingtask from the Roll the Dice Task Card.

3. Continue until signal.

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#3, 4 Improve health-relatedfitness

#5, 6 Accepting challenges,cooperation


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Next time you are playing agame using dice, ask the diceholder to “pass you thebones!” Although there issome debate, many considerdice to be the oldest form ofgaming known to man. Dicewere made from fruit pits,nut shells and pebbles. Theankle bones of sheep wereused by the Greeks andRomans. Eventually, dicewere made of animalknuckle bones. So, “roll thebones,” and good luck inyour game.

Create Your Own(Create your own Roll the Dice Task Cards usingequipment and facilities unique to your schoolsite.)

Pedometer (Need 1 pedometer per group of 4.) Multiply thenumber on the die by 10, and the wearer tries toget that number in steps before the next roll ofthe die. Rotate the pedometer wearer before eachroll. If the activity for the dice roll doesn’t get youyour steps, do that activity first; then lead yourgroup in something else that will!

PAULA’S POINTERS• Use fun music to motivate your

students.

• Announce to students that eachtime a group rolls a 6, you will doa (name exercise you will do, suchas push-up or jumping jack).

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Ready...• 1 tossable per group of 6 (offer many choices in

color, weight, size, density, shape, type, etc.)

• 4 spot markers per group of 6

• 3 pinnies per group of 6

Set...• Create a 10X10 pace grid for each group of 6.

• Students in groups of 3; 2 groups per grid; 1wearing pinnies.

• 1 tossable (group’s choice) per grid.

GO!1. The object is to make 3 catches in a row, each to a

different group member.

2. Pinnie group begins on Offense with the tossable.Defenders guard a member of the opposing group.

3. Incomplete passes (hit the ground, go out of bounds,intercepted) are picked up by the other group and theytry to make 3 catches.

4. Three catches in a row score 1 point, and the othergroup gets the tossable.

5. Principle of 3s is in effect: Take 3 steps with thetossable; Defense stays 3' away from Offense; passesmust travel at least 3'.

Offense, move to an openspace. Keep moving.Change directions often.

Defense, follow the personyou are covering. Keepyour hands up. Stay at least3' away from the Offense.

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CHALLENGESHow many times can yourgroup make 3 catches?

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#1, 2 Passing, catching, movingto open space

#2 Offensive and defensivestrategies


#5, 6 Cooperation, teamwork,accepting challenges


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Pedometer (1 student per group wears a pedometer. Changethe focus of the activity so groups reaching thedesignated number of steps before the game endsare awarded bonus points to their running total.)

New Tossable Choose a more challenging tossable, such as flyingdiscs, footballs and tennis balls.

No StepThe player with the tossable is allowed only topivot; no steps allowed.

Look for items around thehouse that are safe to throwand catch, like a rolled upsock, a paper plate, a ball,etc. Find a friend, and playcatch, using the differenttossables. See which is easiestto throw and catch.

TONY’S TIPS• Mix students of various skill and

fitness levels for this activity. Ithelps those who don’t “get it” tosee how to move to get open,how to cover an opponent, etc.

• Discuss strategies for Offense andDefense: moving to an openspace, faking, changing directionsquickly, using all of the space,hands up, covering an opponent,etc.

NOTES

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