| UNINTERRUPTED
Purpose of Event: To help improve students'
cardiorespiratory fitness through continuous activity.
Prerequisites: Students need to know how to safely tag
and move around others in general space in a safe manner.
Suggest Grade Level: 1 - 5
Materials Needed: 200 plastic straws, 3-4 medium gator-skin
balls; 4-8 poly spots, hoops, or bases; a tub to hold the straws.
Description of Idea: Before class,
spread the bases out over the playing area. At the beginning of class,
explain to students so they will know they will be playing hard today,
and not only will this playing be fun, but it will also help their heart!
The object is to see if they can keep moving - either walking or running.
Explain the game as follows:
Choose three or four students to start the game as it.
They hold the balls and spread out in general space. All other students
start at one end of the gym or playing area. At the signal, students
run/jog to the opposite end of the area to get a straw (trying not to
get tagged), and then walk or jog back to the endline to begin
again. Students continue to get straws throughout the game. Students
may stop
on a base to keep from getting tagged; only one player may be on a base
at a time. If a student is tagged by one of the it,
that student gives one of their straws to the it,
and it gives
the tagging implement
to the student tagged. The old it then
walks or jogs to the endline to begin playing the game.
When the game is over, have students check their pulse
to see what their heart rate is. Discuss how continuous activity such
as they just played -- even if it has a break once
in a while -- is what their heart needs in order to be healthy.
Teaching Suggestions: You may
need to set a limit as to how long a student can be on a spot. Taggers
are not allowed to guard a base, waiting for
a student to move off. remind students of safety when moving, especially
toward the end line. If your school has heart rate monitors, use them
to show students how much their heart rate has increased due to the activity.
You can get a box of 1000 small plastic straws from your school cafeteria
for free or next to nothing!
Assessment ideas: If your school
has digi-walkers, these can be used to help assess how much students
have been moving.
FIRE AND
ICE
Purpose of Event: To engage students
in vigorous physical activity
Prerequisites: Students must have already learned
the concept of moving to open space and using good eyes.
Suggest Grade Level: 2 - 3
Materials Needed: 2 soft red balls and 3 soft blue
balls (4- to 5-inch Gator skin type
balls work great); upbeat music; a large open space with boundaries
marked
Description of Idea: Explain how the
game works as follows:
Three student have blue
balls (which
represent ice) and
two students have red balls (which
represent fire). Everyone else is free
and can run wherever they want. The game begins when the
music is turned on. The ice people try
to freeze the free
people by tagging
them with their blue ball.
When a student get tagged by an ice
person he/she becomes frozen (standing
still with both hands on head).
The fire people (who
cannot be tagged by the ice people)
try to then free all of their frozen teammates. They do
this by handing the fireball to a frozen
person. The person receiving the # must
say Thank
You. If he or
she doesn't, they stay frozen and the fire
person then goes to free someone else. If
the person does say Thank You, they
then take the ball and become a new fire
person; the person who unfroze
him or her becomes a free person. The fireballs
keep getting passed on and on, but the ice people stay ice
people until
you stop the music, which means the game is over.
When the game is over, have students check their pulse
to see what their heart rate is. Discuss how continuous activity such
as they just played -- even if it has a break once
in a while -- is what their heart needs in order to be healthy.
Teaching Suggestions: It is
important to make sure that each child has the opportunity to become
an ice person.
Assessment ideas: Can students
keep on playing without having to sit down and take a rest? If your school
has heart monitors, they can be used to help students to see how their
heart rate goes up when they are active and be challenged to keep their
heart rate at a high level during the class time.
RHYTHM & DANCE
Tammy Schilling 7 Gary martin (UNCG)
Kim Berg & Amanda Shoe (Guilford County Schools)
Farrah Forbed (Wake County Schools
Gettin Jiggy With It
Suggested Music: Will Smith's Gettin Jiggy with it
- Look cool for the intro to the song!
- Rock 2 steps to the right, 2 steps to the left > 4 sets
- Raise the roof 2 times to the right, 2 times to the left
> 4 sets
- Drive the car to the right, to the left > 4 sets
- Batman with right hand, with left hand, both hands, raise
the roof 4 counts
- Repeat and Get Jiggy with It!!
Train
A dance created by Cheryl Edwards and her students
Suggested
Music: C'mon Ride the Train
- Slide step to the right, pump right hand and
say Choo Choo
- Slide step to the left, pump left hand and say Choo Choo
- (repeat)
- 360° to the right, 360° to
the left (Repeat)
- Wash the windows, heels out, toes out, toes in, heels in (Repeat)
- Grapevine to the right, grapevine to the left (Repeat)
- Batman right hand, batman left hand
- Slide step 2 times to the left, kick foot in front, to the side,
to the back and feet together.
- Wait 8 counts and start again!!
Hand Jive
Suggested music: Space Jam,
We Like to Party, Can't Touch this, Outkast's Hey Ya!
- Pat legs 2 times, clap 2 times
- Scissor hands 2 times with right hand over
left and 2 times with left hand over right
- Hit fists together 2 times with right fist
on top and 2 times with let fist on top
- Right thumb over right shoulder 2 times, left
thumb over left shoulder 2 times (better known as the go
go)
- Right hand struts palm down, 2 times to the
right
- Left hand struts palm down, 2 times to the
left
- Right hand struts palm up, 2 times to the right
- Left hand struts palm up, 2 times to the left
- The go go
- The disco (right
pointer crosses and points down, left pointer crosses and points down)
- Pat legs 2 times, clap 2 times
- Place right hand on right hip, left hand on left hip
- Lasso jump twice and shout YEEHA
Repeat either hand jive as many times as you like. Change
the speed of the music to challenge students to keep the beat and keep
up!!! Make up your own movements and have some fun!
Cotton-Eyed Joe
- Heel, heel, toe, toe 1-4
- Heel, heel, toe, toe 5-8
- Grapevine right 1 clap
- Grape vine left 1 clap
- (Repeat)
- Two-step right left right
- Two-step left right left
- (Repeat)
- Turn and face your partner
- 2 hand swing your partner
- right elbow swing your partner
- Left elbow swing your partner
- Do-si-do your partner
- Make a bridge with your partner, other partners go through
Repeat the whole dance and have a knee patting good time!!!
Shrek Dance
Suggested music: All-star by Smash Mouth
Walk around into open space and find a personal space
Bend, look left, bend, look right, bend, look left, bend, look right
Grapevine to the right and clap, then to the left (Repeat)
360° to the right, 360° to the left (Repeat)
Shake it!!!! on Hey now you're an all-star
Pretend to play a sport on Get your game
on, go play!
Shake it!!!! on Hey
now you're an all-star
Act like a musician on Get your
show on, get paid
Skip to a new spot (change locomotor skill each time through)
Repeat and have a ball!!!!!
Twistin' the Night Away
Suggested music: Twistin' the night away by Rod
Stewart
Suggested Age Range: Grades
2-5
For K/1 - use counts of each, change can-can to simpler move
Grapevine right, left, right, left
360° turn right, left, right, left
Step together (1/2 time) - 2 right, 2 left (16 counts)
Can-Can dance - 2 right, 2 left, alternating (16 counts)
Repeat
Twisting on plates (chorus) 8 x 8 counts
Repeat
Twisting on plates (chorus) 9 x 8
Use plates as drums
Repeat (through Step-together)
Cha Cha Slide
Choreographer: Unknown
Description: 4 Wall fun Dance (with no step description)
Music: Cha Cha Slide Part 2 Casper
There are different versions
of this song, we have chosen this version because it's funky.
Note: there is no official step sheet in this dance, just follow what
the singer says and have FUN!
Steps described:
| Cha Cha |
This is a Box Step on the spot |
| Criss Cross |
Jump both feet out, cross right over left, jump feet out, jump
together |
| Charlie Brown 1 |
Rock forward on right foot, while kicking left foot back (repeat) |
| Hop 1 |
Hop forward on right foot |
| Hop 2 |
Hop forward on left foot |
| Stomp R & L |
Stomp foot forward, tapping heel to complete the count of 4 |
| Hands on Knees |
Put right hand on left knee, left hand on right knee, and wobble
knees changing hands |
| Slides |
Slide to the right and left (try putting in Snake Body rolls) |
| Move Left/Right |
left and right grapevines (try Rolling Grapevines) |
| Take it back |
Walk back for 4 counts (try Mashed Potato steps or Rolling Grapevine
Back) |
| Reverse |
Do the steps in reverse |
To end dance: About one minute
from the end of the track the singer will stop telling you what to do,
either fade out at this point or just go wild and do what you feel!
Everybody DANCE
Music: The Backstreet Boys' Everybody
Steps:
Step forward on right foot, turn to left 180°
Step on right foot, turn back to starting position
Jump and jump
Slide to the right
Jump and jump
Slide to the left
Scissor hands and step with foot (right side, left side, right side,
left side)
Kick butt - 4 counts (also known as butt kicks)right,
left, right, left
Shake from side to side with palms down to floor or in a muscle flex--right,
left, right, left - 4 counts
4 counts in a clockwise circle - just like a clock (12, 3, 6, 9)
Create your own dance using the steps you have learned
during the dance unit
Suggested music: Ludacris' Roll
Out or any other popular song the students will really get into!
Students will be divided into five separate groups at
random. Each student will be asked to select a card from the stack. (Each
card has a dance step written on it that the students have learned during
the dance unit.) The student must then be able to identify the name of
the step and perform to the group the actual step. Once all group members
have demonstrated their selected dance step, all steps of the group must
be put together as a whole new dance. The students can put the dance
steps in any order that they choose. Students will have the opportunity
to practice their new dance to the music and at the end of the class
will perform their dance to the entire class to the music by memory.
The teacher will have the dance cards in hand to see if all steps are
included.
Science Experiment P. E. Style
Grade:
3-5
Lesson Objective: To incorporate the knowledge the
students have learned from the recent Science Fair and reinforce
learning while being physically active. Students will also get the
chance to work together as a class towards a common goal.
 Lesson: Students will come into
the gym and perform their routine of four laps around the red square.
They will then have a seat on the floor and wait for directions. Students
will be told that we will be doing a science experiment today during
P.E. class, except it will be a science experiment P.E. Style. The
purpose of our experiment is to find out "Which object will
our class be able to score more points with today?" Students
will get a bean bag, a beach ball, and a hockey puck. Once students have
taken
a guess and
our hypothesis is recorded, I will get ready to record all data while
students get in two separate lines. The students will start from a starting
line and go down (two lines at a time), pick up a tennis racket, and
try to score with the first object by getting it into the laundry basket.
If they miss it or make it, they retrieve it and place it back in the
original spot. They run back, high five the next person in line and get
in the back of the opposite line. Students will get as many turns in
both lines as time permits. At the end of class, students will find out
the results of our experiment by hearing the data read aloud and will
then be able to see if our hypothesis was correct.
Beyond Physical Education Programming
Listed below you will find what I consider going "Beyond
Physical Education Programming." These are activities and programs that
I am affiliated with outside the Physical Education class that go beyond
the
physical education teacher job description:
- Jump Rope Club Advisor - 2002, 2003, 2004
- Jump Rope for Heart Coordinator - 2002, 2003, 2004
- Field Day Coordinator - 2001, 2002, 2003, 2004
- Elk's Lodge Hoop Shoot Challenge Coordinator - 2002, 2003,
2004
- Student Council Advisor - 2002, 2003, 2004
- Goodwill Fill the Truck Coordinator - 2002, 2003, 2004
- Chair of Physical Education Committee - 2001,
2002, 2003, 2004
- Leadership Team Committee - 2003, 2004
- American Diabetes School Walk - 2003
- PTA Program Presenter - 2002, 2003, 2004
- Achievement Night Presenter - 2003
- School Health Fair Presenter - 2003
- NCAAHPERD Convention Presenter - 2003
- AAHPERD Convention Presider and Presenter - 2004
- UNCG Clinical Faculty - 2003, 2004
Amanda Shoe’s
Teaching Philosophies
I believe I am a hard worker, a dedicated teacher, and
most importantly a positive role model for others to follow. I believe
in giving children
every opportunity to excel in life and to be fair, firm and consistent
in the process. Being fair, firm but consistent may sound like a difficult
task, but it one I do not take lightly. As an educator it is my philosophy
that each individual should be treated equally and that each individual
should be given the same opportunity as the next. My students understand
this and have come to respect that when they come into my classroom.
Because we are all on the same “playing field” and in the
same “position,” my students are ready and eager to achieve.
They know that I have faith in them to be successful and that I will
do what ever it takes to help them reach their goals.
The Project Fit America Program has taken my teaching
to the next level. I have taken ideas that were shared during the training
sessions and
ran with it. I went from semi-dull gym walls to a gym overflowing with
wall charts, motivational posters, and student accomplishments. I have
even started trickling things out into the hallway so that the students,
parents, and co-workers have knowledge of what is going on in Physical
Education classes with out ever stepping foot inside the gym. The Project
Fit America equipment has given our school the opportunity to come together
and encourages healthy active lifestyles to the broader school community
as well.
However I must say that all could not have been possible
with out all the support that I have been blessed with. The PFA trainers
really gave
me a jump-start and lead me into the right path of success. My principal
and other faculty members stay behind me 100% and are constantly telling
me what an important role I have at Lindley Elementary. My mentor teacher
always pushes me to “keep on learning” and to “never
forget the impact I will make on the children I come in contact with.” My
mentor serves as my yearly planning partner and someone I can count on
to roll ideas around with. The PTA at our school always helps by providing
volunteers, special incentives for the children who excel in physical
education and a mini grant to buy additional fitness awards. They even
stop by to say a few kind words or to just be part of the physical education
class. This reinforces what I tell the kids each day, “together
we can achieve more, but in order to achieve, everyone must do their
part.” I strive for my students to “be the best they can
be” in
my physical education classes and outside of them. |
