Physical Education

GAMES

 

Please visit this site's Academics tab Science Section for the section Clever Critters to learn how I use the following games in a lesson.

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Traffic

Object to get all members of a team from one side of a designated area to the other side.  The teacher can determine the length of the designated area depending on students’ age and ability.  Format: Divide class in half to make 2 teams

Set Up: Team 1 stand shoulder width apart across one side of the designated area Team 2 does the same on the other end of the designated area

Objective: Get moving!

Teacher calls out cues to change movements:

• Red Light - stop moving

• Green Light - run

• Yellow Light - side shuffle

• Speed Bump - bunny hops

• Carpool - get a partner and run together holding hands

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Fishy Fishy Cross my Ocean

Set Up: Kids spread out across a designated area; there is a safety zone at each side of the field.

Objective: Last fish left is the winner.

• There are 5 sharks and the remaining kids are fish. The fish try to cross ocean when they hear “fishy, fishy cross my ocean” cued by the sharks.

• Sharks chase after fish and if a fish is caught, they becomes a shark. Fish can rest in safety zone after crossing until next command is communicated.

• Play for 5 – 10 minutes.

• If possible, have the sharks wear pinnies, so the fish know who to run from.

 

Alternatively if you are teaching habitats you could use this game for teaching Oceans or change to Fox and rabbits – Rabbits Rabbits Cross my Forest to teach the habitat of forests.  Students could choose predator and prey for other habitats.

 

The Thicket Game

The Thicket Game is a hide and seek type of game played with students being predator and prey.  The game simulates animals adapting to their environment. (Note, my students enjoyed the game so much they played at recess.  Grade 3-5)

 

Round 1

One student is the predator.  They stand blindfolded in the middle of a forest like area.  They count aloud to 15. The other students, the prey, try to “hide” behind trees or bushes or maybe lie flat.  The prey must always be able to see the predator.  (Helps from students going too far as well). 

Process: After counting to 15 the predator removes the blindfold.  They are allowed to squat, stand on tip toes or turn around.  They identify who they can see and that student(s) becomes a predator.

 

Round 2 All the predators, including the original predator, puts on a blindfold.  The original predator counts aloud to ten.  The remaining prey are to move closer, but still try to be safe and hidden.  Repeat the process from Round 1. Repeat until all prey are found. 

 

Discuss why was the last prey found last?  Did they successfully adapt to their environment in order not to be found too quickly?  What could have helped not being found first?  Did the colour of the clothing (fur) prolong or hinder survival.  Grade 3s how do plants help animals adapt to their environment? How do plants help animals survive in their habitat?

 

Muskox Maneuvers link here to Project Wildlife's instructions

It is a tag like game played with students being predator and prey.  The game simulates animals adapting to their environment and working together for the survival of the herd.  It’s an effective game to help teach social skills, getting along, helping others. 

 

Teacher tried instructions:

Set-Up: Wolves and Bulls will have coloured scarves, pinnies, tucked into the back of their pants or pocket.  Ideally, if in the budget flag football straps could be used.  These scarves or flag football straps represent the animals' tail.  Bulls should have coloured safety vests from an inexpensive store so everyone can tell who is the bull not the cow. Although cows are almost near the babies it still  is hard to tell especially in the beginning. 

   

To signal who is which animal I use coloured scarves or pinnies from the school’s PE department. Ideally you would have the an amount of students that could be divided by 4, such as 20.  So four rounds could be played and each student is one animal per round.   Teacher will have to make a decision of how many animals are in each round or each type of animal.  For example, 3 wolves, 6 bulls, 8 cows, and 8 calves.  I adjust numbers as per the amount of students or attitude of the students. 

 

Animals
Wolves - they can roam freely within the boundaries of the game.  Note: Boundaries are important to establish otherwise the wolves and bulls jus tend up running around and the other animals get left out.  Wolves have tails that the bulls will take off. 

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Bull - Must stay no more than three paces away from the cows and the babies.  Bulls are trying to get the wolves tai.

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Cows - Cows must stay with the babies.  They must not use their hands.  They must use their bodies to protect the babies from the incoming wolves.  

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Babies - The babies hold onto the cows waist and must move with the cow.  Wolves are trying to take their tail off.  

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Play

Begin the game with all the animals except the wolves grazing peacefully.  Wolves are on the edge of the boundary plotting how to get past the bulls into the circle of the cows to get the babies' tail.  When the cows notice the wolves cows make loud noises signaling all the babies to get into a cluster, cows form around them, and bulls begin to defend the herd from the on coming wolves as per the instructions on animals above.  Note I use a holu hoop for the cluster or a blue rope formed into a circle depending on the amount of students.  This visual boundary helps cows and babies stay in place.    

 

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Game ends:

Project Wild: The game is played until the end with students sitting out until the next game as opposed to sitting out and rejoining after each round.  This sitting out reduces the “herd” and thus simulates environments with decreased prey or predators.

Teacher: My students find Project Wild's method too long.  So when the round starts I put a two minute timer on and after two minutes that round it over.  Students then can be another animal in the next round.  Ideally you would have an amount of students that could be divided by 4, such as 20.  So four rounds could be played and each student is one animal per round.   

 

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Pre-Orienteering

I am new to this sport.  If you are not new please send an email and we can add your lessons here.  Let's grow this community of outdoor educators.  I know there is so much potential for this activity for Education: Outdoors.  It allows for cross curricular lessons of PE, Math, LA, Health, and Social Studies. 

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I took Hike Nova Scotia's course Navigation Maps and Compass.  It was offered through Outdoor Council of Canada.  This course does NOT make you qualified to take people (especially children) in the wild woods.  You will need more courses for those types of activities.  However for Education: Outdoors this course teaches the beginning steps appropriate for your students on your school grounds.  It will introduce them to this activity, have them outside, perhaps begin an interest in this sport, and perhaps instill environmental stewardship for their future self. 

 

Here are some lesson ideas I recommend for grade 4 and up or have the older grade partner with a younger grade.  Note I would do these lessons outside.  ​

Cardinal Directions' and Degrees

Have students learn what are the four major degrees that represent the cardinal directions.  North is 360 or 0, East is 90, South is 180, West is 270. 

Tip: this can be used in a Math lesson of reading a protractor or for critical thinkers relating this to reading an analog clock​

Tip: this lesson could be a quick five minute warm up to your larger PE lesson, repeating this lesson will help students learn

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​​​​​First few time: Have written on one piece of paper each the four major degree.  You could add the cardinal direction as well.  Tape these pieces of paper to the outside ring of a hula hoop (or other visual maker such as string shaped in a circle) appropriately.  North 360 at the top and East 90 where the 3 o'clock would be located on an analog clock, South 180 where the 6 on an analog clock would be, and West 270 where the 9 on an analog clock would be. 

 

Have one student (further called the Compass student) stand inside the now labelled hula hoop. The other students stand around the hula hoop in a circle.  The Compass student points to a student at any of the four of the major degrees representing the cardinal directions.  The student the Compass student is pointing at would say I am 360, etc. This should be repeated several times for future work.  

 

When students have knowledge of those four major degrees then the Compass student can point to other students and have the student tell about what degree they are at.  This brings in math outcomes of estimation.  For example, if the Compass student is pointing to a student just NE of N then the student should say the degree is about 40.  Students should know this because it would have to be between 360 and 90 due to the previous examples.  

 

This trains their map brain for future compass reading!  Explore is student make connection with this activity and reading an analog clock.  ​

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Drawing a Map

This lesson might be done over at least two classes and repeated.  This lesson could be co-taught with the social studies teacher to role model collaboration.  

 

Part A

Show the class a road map.  A topographical map can me used in advanced lessons.  Ask the students what do you notice about the map.  The key points would be odd shapes on the map, then have them notice these shapes can be deciphered using the legend on the map.  Is there a scale?  What does that mean?  Are there political or geographical lines?  Are there bodies of water?  Are the words?  What do the words label? 

 

Have several copies of maps.  Tourist offices might be able to give you a few copies.  If not, google maps you can view a map of your school and print that for students to use. Have students sit on their sit spots in small groups to look at the features of a map.  Return to the group to discuss any new findings.  

 

Part B

Have students sit on their sit spots with a clip board, paper, and pencil.  Have students draw an aerial map of of the school including buildings, trees, playground, court yard etc.  They can include a legend and a compass rose.

Extension: students could draw a map of their house to the school.

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Using a Map

Part A

Create a map of the school yard using Google Maps.  Give teams of two of three a copy of the map.  Teacher discusses the map with the class.  Teacher leads students to various points of the school yard on the map, such as the playground or court.  Assess if students are comfortable using the map to find certain features of the school yard.  If so proceed to Part B. 

 

Part B

Pre-work: without students place various markers (could be a flower pot, hula hoop, a pylon etc.) on the school yard for students to find.  Place a "code" on each marker that the students will need to record to signify they actually found the marker.  In orienteering the code would be a punch, but most teachers will not have these punches.  Therefore the code could be:

a wildlife (or other) stuffy or puppet under a flower pot or pylon, student would record or draw the animal

a Math question to solve or LA or Science new word attached to a hula hoop (this role models collaboration with the classroom teachers)

a numerical code or word to record

Label a map of the school yard with these markers.

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Have students in pairs or small groups use the map of the school to locate the various markers. Students will need a clip board, paper, and pencil to mark down the code located at the marker to signify they actually found the markers.

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Using a Compass

These lessons are not necessary and might only be appropriate for grade 6 and above.  You will best know your students.  

You will need a class set of compasses or enough that 2-3 students could share.  Note I advise taking a compass reading class to best teach your students.  Note: these lessons are designed for on school property NOT taking students into the deep woods.  

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Part I The Compass Components

Show the class a compass.  Ask the students what they notice.  Cardinal directions, numbers, and it moves!  

Explain you will set your bearing (angle) while looking on a map deciding where you want to end up and other times you will take a visual bearing by looking out and viewing your destination.  

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Have students simply get used to a compass.  Explain it is not a toy and should be used gently.  Remind students compasses are usually give a false reading if placed near a metal object.  Note: I don't think the declination is important at this level of compass reading.  You will know if your students can manage this additional step.  Away from the map add; back to the map subtract.  ​

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Part II Following a Bearing

Review the parts of a compass and the respect one needs to give it. 

 

Have students line up on the edge of the outdoor classroom, field, or court yard. Shoulder to shoulder an arms length apart.  

• Hold the compass level, and rotate the bezel ring until the specified bearing that you have chosen, such as such as 240 degrees, lines up with the direction-of-travel arrow.

• Turn the compass, not the bezel ring, until the orienting arrow lines up with the north end (usually red) of the magnetic needle.

• Follow the direction-of-travel arrow toward your destination.

• Periodically, recheck your bearing. Also, recheck your location on a map

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Each student should end up at the destination still in a line.  If they do not they were incorrect in following their bearing.  Repeat this activity until everyone is comfortable doing this task.  

 

Part III Take a Bearing

Review the parts of a compass and the respect one needs to give it. 

 

Taking a visual bearing

• Tell students the compass will only work if you are holding it flat and point the travel arrow toward your destination

• Rotate the bezel ring until the orienting arrow lines up with the magnetic needle. Be sure the north end of the needle (usually red) points to N, not S.

• Find where the degree markings around the bezel ring line up with the direction-of-travel arrow. That degree mark is your bearing

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Using a Map to Take a Bearing

Have students working in small groups choose a starting and ending point on a map.  You can create a map of the school yard through Google Maps.  

• Lay out the map on a flat surface, perhaps the court yard would be a good place to complete this task

• Have students mark their beginning and ending destinations with a dot

• Place the flat edge of the compass (the side parallel to the direction-of-travel arrow) along the line between the two points. Be sure the direction-of-travel arrow points toward your destination.

• Orient the map to north.

• Without moving the compass, rotate the bezel ring until the orienting arrow (indicated by N) and the orienting lines point northward on the map, as indicated by the map's north arrow or vertical lines.

• Turn the map and compass together until the magnetic needle lines up with the orienting arrow.

• Correct for east or west declination. (optional)

  • Rotate the bezel ring left or right using the direction and the number of degrees given on the map.

  • Do not rotate the compass itself. It's okay if the magnetic needle does not line up with the orienting arrow.

• Find where the degree markings around the bezel ring line up with the direction-of-travel arrow. That's the bearing to your destination.