Pick and Play

8/4/2019 Pick and Play

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Growing Healthy Kids

Pick & Play for K-2

This packet provides K-2nd

grade teachers with ideas to incorporate physical activity in

your classroom and outdoors for recess. Providing kids with the opportunity to move around

will increase their focus, may decrease behavior problems, and prepare them for the next

teaching lesson.

This packet includes the following:

1) Classroom set-ups to increase space for physical activity2) Indoor activities

o For small areas such as classrooms3) Large area activities

o These can be played in large indoor areas or outdoors4) Activity log - to report which activities work best for your class

Tips to increase physical activity at recess:

Instead of taking away recess as a punishment, have the student walk the parameter ofthe playground. This way, they are still receiving physical activity, but are unable to

engage in the activities their friends are playing.

Encourage the students through verbal reinforcement. This will increase theirconfidence and they will be more likely to continue the activity they are doing.

Get involved! Students enjoy seeing their teacher engage in recess games/activities.o Referee a game, play the game with them, or twirl the jump rope. You will

notice more children being physically active.

**The majority of the activities in the packet require little to no equipment, just Pick & Play!

Please contact Sara Wolfe if you have any questions.

Sara Wolfe MS, ACSM-HFS

University of Nebraska-Lincoln Extension Educator

[email protected]

402-472-3789
mailto:[email protected]:[email protected]:[email protected]


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Table of Contents

Classroom Set-ups .. 6

Indoor Activities .9

Activities for Basic Skills 12Alligator Crawl 13

Sliding 14

Lower Flexibility Activities ..15

Upper Body Challenge .. 16

Upper Body Flexibility Movements ..17

Stretching 18

Rabbit Jump ..18

Kangaroo Jump 19

Frog Jump 19

Inch Worm 20

Elephant Walk . 20

Jump Roping .21

Classroom-based Activities22

Do As I Say . 23

Bubbles 24

One Behind 25

Simon Says .25

Do This, Do That 26

High, Medium, Low . 26

OMalley Says ..27

Frozen Balance 27Rock/Paper/Scissors 28

Teacher Leader .. 29

Animal Signs . 30

Switch-A-Rooski . 31

Over, Under, Around & Through 32

As If . 33

Wiggles 34

Space Jams 35

Hit the Deck ..36

Go Bananas .. 37Morning Routine .. 38

Air Writing . 39

Come With Me .. 40

Shuffle Foot .. 40

Pass it OnUNO Style .. 41

Sports Galore .. 42

Movement Mystery 43


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Pigs Fly . 43

Circle Buzz . 44

Crows & Cranes . 44

Partner Mixer ..45

Pop Up ..45

Paper Ball 46Volley Relay .. 46

High Low Jackpot ..47

Group Orienteering . 47

Dandy Dice 48

Color Hunt . 48

Marching Mixer . 49

How Many Shapes Can We Make?...50

Number Hop 50

5 Alive .. 51

Geometric Space Jam 51

Money Exercise . 52

Active Weather . 53

Word Jump .. 53

ABC 54

Whats My Name Ball Game 54

12 Days of Fitness 55

Large Area Activities .56

(indoor or outdoor)

Crazy Crows .57

Sneak Attack.57Help Me Tag 58

Midnight . 58

Everybodys It ..59

Pretend 59

Boundaries 60

Red Light Green Light 60

Quack Quack 61

Roller Ball .. 61

Swap Sides 62

Flippers & Flappers . 62Musical Ball Pass .. 63

Where Did You Go? 63

Pirates Loot . 64

Pilots . 64

Squirrels . 65

Tadpole Relay . 66

Amoeba Tag . 66


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Odds & Evens ..67

Division Tag .. 67

Mouse Trap ..68

Circle Tag 68

Flag Grab 69

Map a Trail 70Fire in the Woods .70

Right Left 71

Guard the Treasure .72

Walking Cards . 72

Nouns & Verbs 73

Duck, Duck, Goose .. 74

Loose Caboose 75

Finger Fencing .76

Activity Log ..77

References 78


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Classroom Set-ups


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BASIC SKILLS


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Alligator CrawlWhat equipment do you need? NONE

Working Skill: Animal Movements

Lie on your stomach with your arms bent and knees foldedunder

Move right arm and right knee together, then left arm andleft knee together

Keep the feet and hands close to the body, like an alligatorSafety Tip: Do the activity on a soft, clean surface.


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Sliding

What equipment do you need? NONE

Working Skill: Locomotor

SignalsoMove sidewaysoChoose a leader footoMove in the pattern of feet together, feet apart, feet

together, etc.

oStay low to the ground and on your toesTeaching Examples:

oSlide and point toes in the direction you are goingoMake different letters or numbers when slidingoSpell your nameoSlide with one foot 5 times and then slide with the

other foot


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Lower Body Flexibility Activities


Working Skill: Fitness

Lower body flexibility exercises:

Sit on the floor with your legs straightout in front of you. Sit up nice and tall

and gently lean forward and reach for your toes. This will

stretch your hamstring.Sit with your legs split, in a V. Sit up nice and tall, and

gently lean forward reaching over each leg towards your

toes then repeat with the other leg. This will stretch your

hamstring.

Sit with the soles of your shoes touching one another. Yourlegs should look like a diamond. Lean gently toward yourtoes. This will stretch your groin.

Push against a wall and move your feet away from the wallkeeping your heal on the ground. This will stretch your

calf.

Lie on your back as if you were going to make a snowangel. Raise one leg straight up into the air and lower itslowly down onto the other side of your body. This will

stretch your lower back, hamstring, and buttocks.


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Upper Body Challenges



Upper body exercises:

Hold your body up with your arms in a push-up positionoThis can also be done from the knees

Wave to a friend, move from side to side, shake a friendshand, and scratch your back.

Create an imaginary line (or taped line) and move in aforward forward, back back, pattern over the line and

repeat.

Then deflate by moving your body slowly towards thefloor in any way you can. Repeat this movement.


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Upper Body Flexibility Movements



Fun upper body flexibility exercises:

Make small and large arm circles, forward andbackward, while standing up.

Bend your knees and hug yourself so you aretouching your shoulder blades. Twist from side

to side.

Raise one hand up and give yourself a pat onthe back, use your other hand to try and grab

the hand patting your back.


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Stretching


Working Skill: Non-Locomotor

How?

Move the body part being stretched smoothly and slowlyUse these prompts:

oStretch two different body parts while sitting downoSee how many body parts you can stretch at onceoWhats the easiest body part to stretch? Whats the

hardest body part to stretch?

oCan you stretch 4 body parts at one time?oStretch slowly then snap back (gently)

Rabbit JumpWhat equipment do you need? NONE


Start in a crouch position with your handsand feet on the floor.

Reach your hands forward then bring your feet to yourhands by performing a short jump. Just like a rabbit.

Tip: Encourage the students to act like a rabbit and talk

about the difference between a rabbit jump and a frog jump.


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Kangaroo Jump



Feet together and knees bent.Hold hands together by chest with palms down,

and elbows close together and near the stomach.

Move forward around the classroom with smalljumps like a kangaroo

Frog Jump



Get in a squatting position and place bothhands in front of your feet.

Keeping the arms straight and down, jump up and down,softly landing in the starting position each time.

Jump moving forward and sideways, imitating a frog.


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Inch Worm



Start by squatting with hands and feet on the floor, andyour seat high in the air.

Slowly walk your feet to your hands.Walk your hands away from your feet.Continue doing this action, just like a worm

Safety Tip: Use a soft, clean floor

Elephant Walk



Form an elephant trunk by standing, bend forward at the waistwith your hands clasped together.

Walk slowly swinging your trunk side to side and legs straight withonly a slight bend in the knee.

You can pretend to splash water on your head with the trunk orshake your head from side to side like an elephant.


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Jump Roping

What equipment do you need? One jump rope per student

-Jump ropes should be the correct length (when the child stands in the

middle of the rope, it should reach their armpits)


Let the students practice turning the rope andcatching/stopping it with their toes.

Have the students hold the rope in front of their bodies sothe rope is in front of their feet and have them jump over

and back many times.

Having the students hold both handles in one hand, havethem twirl the rope and each time they hear it hit the

ground they must jump.

Now have them jump normally.They should jump in a rhythm and if

some students are slower have

them do a rebound bounce

between jumps.


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Classroom-Based Activities


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Do This, Do That


Choose a leader to do different movements,each of the movements should be preceded by

saying dothis or Do that

Students should copy the movement onlyif they are precededwith the phrase Do this. If the directions are Do that, no one

should move.

Students who copy a movement when Do that is said or given apoint.

Students should try to complete the game with the fewestnumber of points possible

Have the leader give commands quickly

High Medium LowWhat equipment do you need? Music


Students move around the room in personal space.The teacher calls out instructions that require the students to

move at different speeds and levels.

oExamples: Walk at a medium level Jump quickly at a low level Skip at a high level and slow speed Gallop with a partner at a medium speed


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OMalley Says


Select a leader to stand in the front of the classroom. Thegame starts with the leader calling out military

commands, such as right face, left face, about

face (turn around), attention, and at ease.

Students follow the commands onlywhen the commandbegins with OMalley says A student who moves at

the wrong time should receive a point.

The commands should be given quickly in a drillsergeant fashion.

Students want to have the least amount of pointsTIP: You can also use terms related to sports or motions that are

nonmilitary

Frozen Balance



Have the students stand behind their desks, they should first beinstructed to balance in a specific position, for example, on two

knees, on one foot and one hand, on one knee and one hand, on

their bottom, or a knee on a chair and a hand on a desk.

The teacher should instruct them to slowly melt to the groundThe students are then asked to freeze in a specific balanceAgain, have the students melt to the ground


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Rock/Paper/Scissors


The original game of rock/paper/scissors requires the players todo 2 fist pounds in their hand and then show rock, paper, or

scissors. To make the game active, students should jump in place

twice and then show their selection by using their body:

o Rock = feet togethero Paper = feet in a straddle positiono Scissors = feet in a lunge position

Before playing the game, practice with the students jump, jump,show using the positions described above

Remind the students that rock beats scissors, paper beats rock,and scissors beats paper

The game should start with the students moving around theroom. When you say stop, they must find a partner and play the

best 2 out of 3 games. As soon as they finish, they should find

another opponent.


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Teacher Leader

What equipment do you need? Music (CD or tape player)

Working Skill: Fitness, Locomotor

Start the music and have the class walk around the room (safely)After approximately 30 seconds, the music stops and the students

should freeze.

The teacher should then lead the group in an abdominal exercisefor 30 seconds. The students should be encouraged to do as many

as possible.

After 30 seconds the music should start again and the teachershould instruct the students to do a locomotor movement

o Example: skippingThis process should continue for 7 to 8 minutes alternating

between locomotor movements (cardiovascular activity),

abdominal exercises, upper body strength exercises, and/orflexibility for every 30 seconds.

TIP: A premade tape or CD that alternates between 30 seconds of

music and 30 seconds of silence allows the teacher to participate in the

activity


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Wiggles


Students stand at their desksHave the students jog in place while doing

these activities:

o On the teachers signal, wiggle fingerso Then fingers and wristso Then fingers, wrists, and forearmso Then fingers, wrists, forearms, and elbowso Then fingers, wrists, forearms, elbows, and shoulderso Then fingers, wrists, forearms, elbows, shoulders & rib cageo Then fingers, wrists, forearms, elbows, shoulders, rib cage, &

hips

o Then, fingers, wrists, forearms, elbows, shoulders, rib cage,hips, & knees

o Then fingers, wrists, forearms, elbows, shoulders, rib cage,hips knees & head

Students may also start with the toes and work their way up (toes,knees, hips, etc.)

Repeat the activity without jogging to cool down their bodies.


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Space Jam


Students stand at their desksAs the teacher reads the story below, the class

identifies each verb or action word.

o The teacher should pause during the reading while the classacts out each of the verbs for 15-20 seconds at their desks.

Hello, my name is Zippy and I live on a space station. Today, I will lead you on a tour through

space. First, we need to put on your moon boots. They will allow us to walk through space.

The first stop will be Mercury, the closest planet to the sun. Mercury is very hot so, OUCH, be

careful and step quickly so your feet do not get burned. Mercury also has many craters. On

the count of 3, lets jump into a crater and see what we find. 1-2-3, JUMP! Climb out of the

crater so we can march to Venus. Venus is the second planet from the sun. This plant has very

strong winds and volcanoes. See if you can walk through the wind wouthout blowing over. A

lot of the surface of Venus is covered with lava, and here comes some RUN! The next stop is

earth, the third planet from the sun. Seventy-one percent of the Earths surface is water, so

hop in and start swimming. See if you can do the front crawl and the backstroke. Our next

stop will be Mars. Mars is known as the red planet. The largest mountain in space, Olympic

Mons, is located on mars. See if you can climb to the top! Jupiter is the fifth planet from the

sun. It is made up of mostly gas and you can see clouds when you look at this planet. Find a

cloud and see if you can float on it. Our next stop is Saturn, the sixth planet from the sun. it

has a rocky core and there are areas of ice throughout the planet. There are also rings of gases

around Saturn. WHOA, there is a huge piece of ice, be careful and slide across it. Hop on one

of the rings surrounding Saturn and spin around in circles. Uranus is our next stop. It has a

small rocky core. Can everyone tiptoe across Uranus watchingout for the ice? Next, lets visit

Neptune. Neptune has four rings and large storms with fast winds. It also has 13 moons.

Quick, duck! Here comes a moon, move to the left so you do not get hit. Pluto is our next

stop. It is the smallest planet and is furthest from the sun. it is a cold planet because it is

furthest from the sun. Shiver and rub your hands together to stay warm. This ends our tour of

space. Grab a partner and hop back to the space station.


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Hit the Deck

What equipment do you need? 1 deck of cards

The students stand next to their desksThe teacher places a deck of cards in the front

of the class

Choose one student to draw a card and have the class do thecorresponding activity with each card:

o Heart: touch elbow to knee or crunches for 20 secondso Diamond: jog in place or march in place for 20 secondso Club: modified push-up (knees or wall) for 20 secondso Spade: jumping jacks for 20 seconds

TIP: Choose 3 or 4 cards from each suit instead of the entire deck to

save time.


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Air Writing


Students stand at desks or in small groupsStudents start moving in place or around the room:

o Jumpingo Marchingo Hoppingo Twisting

The teacher then calls out a letter, number,word or shape and students stop the activity and draw the given

command with their arm, hand, leg, elbow, knee or any

combination of body parts until the teacher says another activity

Students continue with the new activity until the teacher changesthe letter, number, word or shape


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Come with Me


The students begin by walking around the room and the teacherchooses a leader.

The leader will then call out Come with me!The class then falls in a line behind the leader and copies their

movements.

After a set amount of time, the leader calls out By yourself! andthe class scatters and does movements individually.

Choose a different leader and go again.

Shuffle Foot


Each student should choose a partner. The partners must decidewho will be Same and who will be Different

Partners will stand about 3 feet apart and jump in place 10 times.On the tenth jump, each of the partners will put a foot forward.

If the feet are the same (right foot & right foot) then the Sameperson gets a point. If they are different (right foot & left foot)

then the Different person gets a point.

Choose a select number of points that the players will go to. Thefirst one to the set number wins.


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Sports Galore


Students begin by standing at their desks.Call out different sports skills for the students to mimic for 30

seconds each:

o Shooting a jump shoto Running through tireso Batting a baseballo Serving a tennis ballo Downhill skiingo Spiking a volleyballo Swinging a golf clubo Throwing a footballo Juggling a soccer ballo Shooting an arrowo Shooting a hockey pucko Swimming underwatero Fielding a ground ball & throwing it to 1st baseo Dunking a basketball

TIP: The teacher may also integrate skills into word problems and have

the students repeat the number called out:

-If Juan made 5 jump shots and 2 went in the basket, how many did he

miss? (3)

-If Briana hit 2 homeruns, how many bases would she have to touch (8

bases)


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Movement Mystery

What equipment do you need? Pictures of people and/or animals in

motion


The teacher holds up pictures to the class without looking at it.The students will then move like the person or animal in the

picture.

o Example: If its a crab, the students will movearound like a crab.

The teacher will then guess what the picture is based onthe students movements.

TIP:The images can be drawn or illustrated, or they can be photos.

Students could help create the pictures.

Pigs Fly



A leader stands at the front of the classroomand calls out an animal and a movement.

o Example: Rabbits swim Pigs fly, Dogswalk

When the leader calls out a correct example of an animal and amovement, the class should perform this movement.o Example: Dogs walk the children should imitate the

walking dog on their hands and feet

TIP: Keep the sessions short so that each child is able to lead the class.

Suggest some animal movements to start the game.


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Circle BuzzWhat equipment do you need? One to two medium-sized balls

(playground balls, beach balls, etc.), & a clockThe class stands in a circle facing the middle; one student should

be designated the student first in the circle line

A ball is passed around the circle with each student touching theball, all while the students are jogging or marching in place

Each time the first person receives the ball they count out thenumber of times the ball has moved around the circle.

The teacher counts the number of times the ball buzzes aroundthe circle 5 times. The class should be challenged to move it faster

Crows & Cranes


Two teams face each other 3 feet apart.Making sure there is space behind them. One team is called

the Crows and one team is called the Cranes.

When the teacher yells Crows, that team takes 3 steps back.At the same time, the Cranes attempt to tag the Crow member

directly across from them. If they are tagged before taking their 3

steps, they are to join the other team.

The teams move back to the original starting position and playagain as the teacher calls out Crows or CranesTIP:The teacher can occasionally say random words similar to the team

names to trick the students. Students should only move if their team

name is called.


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Partner Mixer


Students walk around the classroom in a random fashion.The teacher stops the student with a designated signal (example:

freeze, stop, red light).

Once the students are frozen, the teacher calls out toe-to-toe!Students should then find a nearby partner and stand toe-to-toe

with them.

Students that do not have a partner should go to the designatedarea in the classroom for those who do not have partners.

Repeat the process. Students should find a different partner eachtime.

TIP: This can be used at the beginning of the school year so the

students can get to know one another. This can also be a quick way to

determine partners for games or activities.

Pop Up


Students choose a partnerOne partner squats while the other walks around the classAs they walk they try to circle around as many other

squatting students as possible

When students that are squatting have been circled 3 times, thepop up and return to a squat position

Signal to reverse roles when necessary


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Paper Ball

What equipment do you need? One piece of paper for each student

Students must find a creative way to wad the piece of paper intothe smallest ball possible.

The students are then asked to do the following:o Toss the ball up to the level of their heads and catch it with

two hands.

Then catch it with one hando Toss the ball up with one hand and catch it with the othero Toss the ball up high without it touching the ceiling, and

then catch it.

o Bounce it off their foot and catch it.o Bounce the ball off their knee and catch it

Work with partners after completing the above tasksto come up with creative tricks.

Volley Relay

What equipment do you need? One balloon per team

Divide the students into two or three equal teams and have themgather near a wall

Each team is given a balloon and challenged to be the firstteam to get their balloon to touch the opposite wall.

All of the team members must touch the ball at least 2times using their hands, the balloon should never stop moving.

If the balloon hits the ground, the team must start again


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5 Alive

What equipment do you need? Yarn balls/newspaper balls, paper

chart, marker.

Students should form a circle or stand by their desks.The teacher will demonstrate counting from 0-10 and 0-20 (can

use a chart with number written on it if you prefer).

Students repeat counting after the teacher.Teacher/students will count while throwing yarn ball up for each

count. Example: 5, toss yarn ball 5 times in the air and count out

loud 1/2/3/4/5. 10, toss yarn ball 10 times in the air and count

out loud 1-10.

Geometric Space Jam

What equipment do you need? Examples of

circles/squares/rectangles/triangles

Student will begin by moving in place by their desks: hopping,jumping, marching, twisting, turning, shaking, bending, running,

etc.

The teacher should call out a shape (circle, square, rectangle,triangle) and students will stop moving.

Students will draw the shape in the air using their hand and giveexamples of items that have that shape.

The teacher will call out a new movement to do beside their deskuntil the next shape is called out.


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Money Exercise

What equipment do you need? Coins and large

pictures of the coins being used.

Have each student get a coin.For each coin handed out, write on the board a movement

(penny- raise the roof, dime- run in place, etc.) that corresponds

with each coin (use the large pictures).

Ask each student to identify their coin and then have them do themovement that corresponds with it.

Next, have the students find a partner with a different coin andhave them add the value of the 2 coins. Have each student do the

exercise that corresponds to their partners coin.

Trade for another coin and continue the activity.


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ABC

What equipment do you need? NONE (just the alphabet)

Students stand up next to their seat ready to start the alphabet.Teacher begins the alphabet (A, B, C, etc.)Students hold their arms above their head and say A, and then

bring their arms down in front of them and say the sound (aaaaa).

Repeat 3 times.

Students will go through Z doing this.

Whats My Name Ball Game

What equipment do you need? Yarn balls

Students sit at their desks.One by one they stand up and say their first name and the letter it

begins with.

Teacher will begin with one yarn ballStudents will remain standing while tossing the yarn ball to

another student (saying the students first name and letter it

begins with)Teacher passes out a yarn ball to all students.Teacher will choose a student and everyone will spell their name

while tossing the yarn ball in the air.


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12 Days of Fitness

What equipment do you need? Music (12 days of Christmas

instrumental version)

Students will act out the following routine:o On the first day of fitness, my trainer showed to me

12 jumping jacks 11 raise the roofs 10 knee lifts 9 side stretches 8 jogs in place 7 giant punches 6 kicks 5 side twists 4 jumping ropes 3 muscle pumps 2 scissors (feet apart and criss cross in front and back) 1 stork stand (balance on one foot)


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Large Area Activities

(may play indoors or outdoors)


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Crazy Crows

What equipment do you need? None

Two teams stand in parallel lines approximately 3 feet apart.Create a goal line approximately 10 feet behind each team.One team is the Crows and one team is the CranesWhen the teacher says Crows the Crows chase the Cranes to the

goal line. If the teacher says Cranes the Cranes chase the Crows

to the goal line.

Those who are tagged before crossing the goal line areto join the other team.

Teams return to their starting lines and paly continuesIf the teacher says a word other than Crows or Cranes and the

students move off the starting line, they must join the other team.

Sneak Attack


Two teams stand in parallel lines approximately 40 feet apart.One team is the attackers and they turn their back to the other

team who are the sneakers

On signal, the sneakers move toward the attackersWhen the teacher yells, Sneak attack, the attackers turn around

and try to tag a member of the sneakers before they reach the

starting point. If they are tagged, they must move to the other

team

Reverse roles for the teams after a number of times


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Everybodys It


Students are scattered about the teaching areaThe object of the game is to tag as many students as possible

without getting tagged

Students can avoid getting tagged by:o Skunk tag holding their nose for 3 secondso Stork tag - standing on one footo Muscle tag touching a designated muscle and saying itsnameo Toe-to-toe tag finding a partner and standing toe to toe

TIP: You can also require students to do 10 jumping jacks or 10

crunches in order to be untagged. If shoving becomes an issue, have

the students use the back of their hand

Pretend


Students should move about the room randomly doing differentlocomoter movements

While moving, the teacher gives instructions for pretending:o your arms are full of leado you have balloons on your legso you are freezing coldo you are in watero your legs are wood


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Boundaries

What equipment do you need? Cones or other markers

The class starts out on the boundary line (a real line or linebetween two markers)

Students are then told to walk slowly from oneboundary marker to the next

o Remind students to stay on the line or to the rightof it when moving.

o Have students do different movements such as skipping orwaving their arms while they walk

Red Light Green LightWhat equipment do you need? NONE

The class stands in a straight line with one student (the trafficofficer) standing approximately 15-20 feet in front of them.

The traffic officer begins the game by saying, Green light.The students will then move forward towards an imaginaryline that is even with the traffic officer.

When the traffic officer says red light, the students muststop. If students take additional steps after red light, they

must go back to the starting line.

The traffic officer continues saying red light and green lightuntil a student crosses over the imaginary line. That student then

becomes the new traffic officer.The traffic officer also may trick the class by saying red light two

times in a row.


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Swap Sides


Two teams stand in parallel lines approximately 10 feet fromone another.

The teacher says, Change sides walking, and studentsshould then walk from their line to the other line.

The team that has their members on the opposite side thefastest without touching anyone receives a point. The

object of the game is to teach the students to move without

touching others.

TIP: When children are more skilled you can challenge them to skip and

change lines or jump etc.

Flippers and Floppers

What equipment do you need? 1 Frisbee or paper plate per student

Have each student get a disk and practice tossing and catching iton their own.

To begin the game, half of the class will place their disks on theground right side up (this will be the Flippers) and the other half

should place them upside down (the Floppers).

On signal, the Flippers try to get all the disks right side up and theFloppers try to get all the disks upside down.

TIP: You can have them use only their right hand or only their left hand

or having them use their feet or elbows to flip the disks over.


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Flag Grab

What equipment do you need? 6 to 8 handkerchiefs, scarves, or

bandanas

Divide the activity area in half with oneteam in each half.

Each team receives 3 or 4 flags to place ontheir half or the activity area.

The object of the game is to grab the otherteams flags and return them to the other side safely.

To protect the flags, players can tag and freeze opponents in theirterritory. If the person was tagged while holding the flag, they

must place it where they are.

To unfreeze teammates, they must reach them without gettingtagged and may return them to their side by holding hands (they

cannot be tagged if holding hands). But may not carry a flag with

them.

Players may not stand next to flags to defend them. They mustmove around.


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Guard the Treasure

What equipment do you need? 1 cone & 1 beanbag per group of 4 to 5

students

In groups of 4 or 5, one student guards thebeanbag setting on top of the cone.

The other 4 students make a circle around the coneand attempt to grab the beanbag without getting

tagged by the guard.

The first student to grab the beanbag without getting tagged isthe new guard.

If tagged in the act of grabbing the beanbag, they must return thebeanbag to the cone and play continues.

Walking Cards

What equipment do you need? 3 or 4 decks of playing cards

Find a trail, track or area round the school grounds towalk alone or with a partner.

The teacher stands at the starting line and gives eachstudent a card every time they pass.

At the end of the time provided for them to walk they add up thepoints they have (face cards = 10 points; aces = 11 points)

Winners are determined by students with the most points orhighest average (points divided by number of cards)

TIP: using the highest average instead of points allows students who do

not accumulate many laps to experience success.


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Nouns & Verbs


Two teams (nouns & verbs) stand in parallel lines approximately 3feet apart.

A goal line is created 10 feet behind them.When the teacher says nouns the nouns chase the verbs to the

goal line. If a verb is tagged by a noun, the verb joins the nouns

and vice versa.

Teams quickly go to their starting lines and play continues.When students understand the game, the teacher can call out

words that are nouns or verbs. Students then have to identify

what category the word falls under and flee accordingly.

o Example: if the teacher says walk, the verbs chase thenouns.


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Duck, Duck, Goose


Partners face each other with their feet on an imaginary line.Goal lines are created 10 feet behind each line of students.One partner starts by saying duck, and then the other

partner says duck. After both say duck at least once,

either partner can say goose rather than duck.

The person that says goose runs toward their goalline which is behind them. The other partner then

attempts to tag the goose before they reach the goal line.

If the goose reaches their goal line without getting tagged, theyget a point.

Partners then return to the starting point and play again.


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Loose Caboose


Teams of 5 to 6 students stand in a single file line with their handson each others shoulders of the person directly in front of them

(forming a train)

One team is chosen as the loose cabooses and willparticipate as individuals instead of as a team.

The train teams begin jogging around attempting toavoid the loose cabooses.

After the trains get started, each of the loose caboose attempts tolatch on to a train by putting their hands on the shoulders of the

last person in the train.

If a caboose is successful or if the train break while trying to avoidthe caboose, the first person in line becomes the caboose.

TIP:If a caboose is having problems attaching to the train, yell trainsstop! to result in new cabooses.


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Finger Fencing


Students begin by standing in pairs facing one anotherThis activity consists of approximately 5 second bouts. Partners

take turns counting out loud.

Partners face one another and stand on one foot.On signal they hook index fingers with their right hands and try to

push or pull their partner off-balance.

If one of the partners becomes off balance and touches theground with the opposite foot, the other partner receives a point.

If both partners lose their balance then there is no score.If no one scores after the 5 second bout, it is a draw.Repeat using the left hand.


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References

Active Academics website. Learning on the Move. Retrieved July 6, 2011 from

www.activeacademics.org

Katz, David L. Activity Bursts in the Classroom: ABC for Fitness. Retrieved May 31, 2011fromwww.davidkatzmd.com/abcforfitness.aspx

Pangrazi, R., Beighle, A., & Pangrazi, D. (2009). Activity Cards. Promoting Physical Activity &

Health in the Classroom. San Francisco: Pearson Education, Inc.

East Carolina University. Energizers. Retrieved June 3, 2011 fromwww.ecu.edu/cs-

hhp/exss/upload/Energizers_for_Grades_K_2.pdf.
http://www.activeacademics.org/http://www.activeacademics.org/http://www.davidkatzmd.com/abcforfitness.aspxhttp://www.davidkatzmd.com/abcforfitness.aspxhttp://www.davidkatzmd.com/abcforfitness.aspxhttp://www.ecu.edu/cs-hhp/exss/upload/Energizers_for_Grades_K_2.pdfhttp://www.ecu.edu/cs-hhp/exss/upload/Energizers_for_Grades_K_2.pdfhttp://www.ecu.edu/cs-hhp/exss/upload/Energizers_for_Grades_K_2.pdfhttp://www.ecu.edu/cs-hhp/exss/upload/Energizers_for_Grades_K_2.pdfhttp://www.ecu.edu/cs-hhp/exss/upload/Energizers_for_Grades_K_2.pdfhttp://www.ecu.edu/cs-hhp/exss/upload/Energizers_for_Grades_K_2.pdfhttp://www.davidkatzmd.com/abcforfitness.aspxhttp://www.activeacademics.org/

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