Cooperative or fitness based game that I saw in an Adventure Ed context that I’ve been working on as I have time. Each page has the number 1-40 randomly placed and sometimes rotated. Use this as a partner game where they compete against each other to find the next number, use it as a cooperative game in which one partner finds even numbers the other odd up to 40 OR down from 40. Print off several copies and have them count up to 40 running from page to page to find the next number (as fast as they can). I’m sure there are other ways to use them those are just the ideas I’ve had. I created 4 different pages, printed and laminated 3 of each, although to be honest after a little while of looking at the page you can miss a number even while looking right at it! Enjoy!
Some that has been in the works for a while is some alphabet cards that can be used for multiple games and activities. I plan to use them in partner and individual games spelling words and names. Collecting letters, shapes, or colours. I also plan on adding some stickers to the backs to further change how games can be played/scored. I plan on making another deck on different coloured card stock as well. Here is the process I went through, and it really didn’t take that long!
1st I found a free alphabet that I liked.
2nd I cut the letters out and glued them to come card stock. (I needed them to stay on the ground even if it gets windy outside)
3rd I cut them out and labeled the back as I plan on making a few decks.
4th I found a free shape page, added the Spanish word (I work in a very bilingual setting) and printed them in various colours.
5th I glued them on the back of the cards and laminated them to help preserve them.
I hope this post has given you some ideas about what you can do!
UPDATE: Just used these the other day and the students had a lot of fun!
A game I made up for my students to not only practice the underhand throw, but some communication/teamwork.
Basically they have to underhand throw beanbags from one “island” to a bucket on one of the opposing teams islands. The third island is where the beanbags start. There is only one path to/from the different islands and only one person may pass at a time. Students may also only transport one beanbag at a time. At the end of the time limit the team with the most beanbags in the opposing teams bucket wins. an image of the setup is attached above. It worked well with my classes (smaller) and could be adapted to larger classes.
I’m trying to start up a before school running program at my current school in the DR. Here are the resources I am currently developing. Promo poster, along with “badges” and “clubs” for distances run. All the distances are benchmarks or specific distances from my school.
By: Brandon Capaletti How To Keep Kids Motivated To Stay Active When your students come to physical education class, are they enthusiastic, or do they trudge in, fearing what impossible task they will be asked to perform? Motivating students in the physical education classroom is not necessarily easy, but it can be done! Here are some […]
When students conduct StoryCorps interviews, teachers say it can “reorganize the ions of a class.”
So I’ve been trying to find silhouetted images for a balancing checklist and I couldn’t seem to find what I need. So, I decided I was going to try and make them.
I ran across a program called “Silhouette Studio”. It’s a free download, and you can create lined images from any picture. Unfortunately it creates the files in only two formats that are practically unusable.
So what I’ve been doing is snipping the picture (screen shot) and saving it as another format and then going into Paint and adapting and changing the image to my needs.
It’s a little time consuming and I wish there was a different program that would make this process easier.
S1.E24.5 – Strikes an object consecutively, with a partner, using a short-handled implement, over a net or against a wall, in either a competitive or cooperative game environment.
italics are added by me
M – Student strikes an object consecutively (10 or more hits), with a partner, using a short-handled implement, over a net or against a wall, in either a competitive or cooperative game. The student also varies their shots.
P- Student strikes an object consecutively (minimum of 6 – 10 hits), with a partner, using a short-handled implement, over a net or against a wall, in either a competitive or cooperative game.
D – Student strikes an object consecutively (2 – 5 hits), with a partner, using a short-handled implement, over a net or against a wall, in either a competitive or cooperative game.
NI – Student cannot strike an object consecutively, with a partner, using a short-handled implement, over a net or against a wall, in either a competitive or cooperative game. Or Students gives no effort.
So I have recently started a new job teaching elementary PE prek2 to grade 5. In my student teaching I had a teacher who used baseball as a framework for classroom management using “Out” for stop, put equipment down, hands on knees and look at the teacher. She said “Coach” and all the students would come over and gather around her, and so on.
I have taken that idea, but I like soccer (and it’s big at my school) so I am going to use soccer as my framework.
“Timeout” – Stop equipment down, hands on knees and look at the teacher.
“Coach” – Come and sit around the teacher.
“Play” – Go and do the activity just described.
“Half time” – put equipment away and go get a water drink (I work in a hot country).
“Full time” – put equipment away and meet in the middle circle.
I am also planning on using the system of punishment soccer uses.
**Class reminders don’t count, they are general reminders to keep students on task when needed.
- A warning – go to student say “this is a warning”, and explain what you saw the student do OR what the student should be doing. You only get one warning.
- A Yellow Card – go to the student pull out a yellow card that has two questions on it. “What did I do?” and “What can I do differently next time?” For a Yellow Card the student must go sit in a designated area (THE “bench”) and when they can answer those questions they go to the teacher and answer them. Then they may continue with the activity.
- A Red Card – two Yellow Cards equals a red card and red cards are for very dangerous or disrespectful offences. For the red cards the student must go to the bench for 2-3 minutes. And/or for grades 2-5, the student must now write down the answers to the two questions before they may go to the teacher to return to the activity. The teacher has the discretion to require a redo if the first time was insufficient. The teacher may also require an apology depending on the situation.
Another facet of my new classroom management is the what to do when we disagree poster (not yet created!) that will show a few different ways to solve minor disagreements: Rock, Paper, Scissors for example.
Here’s to a new year, a fresh start, and trying new things.
Let me know what you think if you get the chance.