| DWIGHT'S
TEACHING PHILOSOPHY
 As
with a lot of school systems throughout the nation; demands placed
upon accountability, testing, and technology have pushed systems to
cut or cutback on physical education. Our system is no different. This
is a sad fact of life. My hope is that the nation will wake up and
realize, as John F Kennedy once said, "Our growing softness,
our increasing lack of physical fitness, is a menace to our security."
My lesson
plans are taken from our state's Standards of Learning Guidelines.
Fortunately they are broad and allow us to use the Project Fit Curriculum.
Two of the best ideas that I have gained from this curriculum came during
the in-service provided by Mr. Steven Cox. The first is a game called
"Picking up Bones" which allows me to integrate the science/health
curriculum into my lessons. I also have incorporated the "Yogurt" cup
technique into my teaching. Both these lesson have truly enhanced my
gym classes. I have found that the students have grown to expect the
PFA equipment to be a large part of the physical education class. The
following are a few of my favorite activities used in the gymnasium and
on the PFA equipment.
While I am most appreciative of the nomination for All Star Teacher of
the Year, I already have the most prized award waiting for me when I
finish this race here on earth. Until then I bask in the knowledge that
I spend my days making a difference in the lives of children.
I am reminded of a sign I saw the other day that
read, "I only go through childhood once, so let’s make it
a good trip." In
closing, I would like to once again say thank you for all you have given
to the students and community of Weber City Elementary School. Thank
you for helping us give the children a "good trip" through
childhood.
Kids Just Want to Have Fun!
The theme I have developed for my students is "Kids just
want to have fun." To help with accomplishing this goal I also
work on the following skills: cardiovascular endurance, muscle strength,
speed, flexibility, team skills, and social skills.
The first thing I do before going over any game is go over the safety
aspect of playing the game. Some of our games are being oriented toward
areas that help reinforce in academic areas.
ACTIVITIES
The following are
a list of the games that I implement in my classes:
Hot Shot
Spelling / Scrabble
Equipment: Alphabet cards (several sets)
Procedure: Scatter the cards upside down in the
warm-up area. Divide the class into equal groups, if possible. Groups
must decide what piece of equipment they are going to use. They must
use a different piece each time.
All are outside playing area. On the command "Go" the
students run to the equipment. We do a set number of exercises for each
station. After completing the station; the students run over and pick
up a card; they run back to the assigned area; tag a teammate and that
person does the same task.
A time limit can be set. The team that spells the most words with the
cards is the winner. There are many variations with this game.
Hula-Hoop Rescue / Fire Fighters
Rescue
Equipment: Hula Hoops
Procedure: Divide class into teams of eight. Two teams will play each
other. This game may be used to explain Fire Safety and what to do
if this situation occurred.
Seven students take their place on the different stations. The eighth
student is outside the area with a Hula Hoop. On the signal the student
with the Hula Hoop runs to a station, they get the person to be rescued,
and they run together in the hoop to the safe area (the starting point).
Next, the person that was rescued runs and tries to rescue another
person. The game continues until all the students are rescued. In this
game it is very important to try to rescue all teammates they may be
holding or hanging on the hardest station.
Math Quest / Blitz
Equipment: pencil, paper, playing cards (the Jack/Queen/King
counts 10 points, the Ace counts as 1 or 11 and all other cards are face
value)
Procedure: Divide the class into equal groups or as close as possible.
Give out the math problem, depending on the grade as to the degree
of difficulty. For example: say 54 divided by 9 plus 12 equals? Give
groups a certain amount of time to solve the problem. Do not give
out the answer. On signal the first student runs to the station,
does that exercise, runs over to pick up a playing card (they are
face down) and runs back to tag a teammate. The teammate runs to
a different station, collects a card and does the same procedure.
The first team to get the correct answer wins. Cards must equal the
answer. If not, they must take the card back and the game continues.
If the game goes more than one round, the students must go to a different
station each time.
States and Capitals
Equipment: paper plates
Optional equipment: milk crate, small trashcan, beanie babies, tennis
ball, etc.
Procedure: Label the states and capitals on the plates and scatter
them around the area. Divide the class into equal groups if possible.
On the signal the students will run to the different stations (there
cannot be two students at one station), collect a state or capital,
and run back to tag a teammate. The team with the most matches wins.
If playing this game inside we put a milk crate and a trashcan in the
center of the floor. Scatter the plates with the states and capitals
all around the gym. Give one beanie baby or stuffed animal per team.
The players run and straddle a state or capital, toss the beanie baby
at the milk crate, if the beanie baby goes in that person collects
a state or capital and returns to their team. If they miss they do
not collect a state or capital. This game is great for a rainy day
activity.
Pickin-up Bones
Equipment: felt board, skeleton bones labeled (made from paper and laminated
with Velcro on the back) we have six complete sets in different colors.
Procedure: Divide students into
six groups. The students have a task to complete for example: to climb
the rock wall. After the task is completed they will collect a bone and
place it on the felt board. The first group to collect all the bones
and put them in the correct order on the felt board wins. This game is
one of my student's favorite activities.
We use this game on Project Fit Stations, tennis courts and in the gym.
Regardless if we are doing cardio, arm and shoulder workouts this game
does it all.
(A picture of this game is provided.)
Las Vegas Relay
Equipment: dice, cards
Procedure: Divide the students into groups. There are six stations
in this game. Each station uses one die if there are 12 or fewer
stations use two dice. If playing inside or on the playground place
the dice any distance from the teams. Place the numbered cards any
distance from the dice. The first player runs and rolls the die,
they run to that number station (for example: if they roll a six
they go to station six), after completing that task they pick up
the number of cards for that station (if it is station six they pick
up six cards), and they tag a teammate. The team with the most cards
wins. This game can involve a lot of running. We use this activity
in our Project Fit Stations.
Lily Pad Race
Equipment: Hula hoops
Procedure: Divide the students into two groups (frogs and lily pads).
Give a hula-hoop to the lily pads. The frogs have to jump from lily
pad to lily pad until they reach the end of the field or court.
If the frogs step out of the lily pad (hula hoop) they must start
over.
This is a great game if you have a large playing area. Many variations
can be made to this game.
Flippin Burgers
Equipment: noodle doodle (swimming pool noodles) and burger (a small
slice of the swimming pool noodle)
Procedure: Everyone has a noodle
and a burger. The noodles and the burgers are placed on the back of each
student's hand. Their arm must be
held out straight. Object of the game is for the students to take the
large noodle and knock off each burger (smaller noodle). If a student's
burger is knocked off they must start over. The first person to cross
the finish line with their burger and noodle is the winner.
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