Kindergarten students have learned about straight, curved, and zig-zag pathways. They have demonstrated their ability to travel in each pathways by practicing the movements on scooters and in games such as “Cars.” The students combined pathways as they tried to imitate the designs that were drawn on their “Movement Maps.” The students also worked on traveling with body parts in designated levels (low, medium, and high) and showed their ability to catch tennis balls and scarves at different locations around their body. The students have worked on gaining a better understanding of general space and personal space and used these skills in games such as “Builders and Bulldozers” and “Ghosts in the Graveyard.” Students learned the difference between a leap and a jump and practiced performing the movements over polyspots that were scattered throughout the gymnasium.
The students in the first grade have practiced making symmetrical and nonsymmetrical shapes in addition to playing “Tranformers;” a game that required them to turn into whatever object I held up or called out. Students played tag games such as “
Students in the second grade have worked to improve their soccer skills by playing games which focused on dribbling and passing skills. Students tried to dribble a soccer ball through an “evil forest” which had trees (students) that were attempting to steal the ball. Students tried to keep the ball close to their feet as they traveled at a speed that they were comfortable with. The students completed a series of stations which gave them a chance to try and improve their accuracy kicking a ball towards a goal from selected distances in addition to playing goalie. Students in the second grade participated in cooperative games which required them to work together with other classmates to achieve the same goal (such as linking up to a designated polyspot as fast as they could or running to give someone else a high-5).
Students in the third grade recently finished playing games of soccer. Students were divided into two teams and each given a number. Seven students had their numbers called out from each team and would play while the other students spread out along their teams sideline. The students on the sideline were still a major part of the game as each time the ball rolled across the line they were allowed to pick it up and do a throw-in. In addition to soccer, students in the third grade also improved their chasing, fleeing, and dodging skills by participating in “True and False Tag.” This game required the students to determine if the statement I read aloud was true or false and then move accordingly. The students also worked cooperatively to transport beach balls across the gymnasium as they went back to back with a partner in addition to completing a challenge that had them passing playground balls to teammates using only their feet.
The fourth grade students recently finished their soccer unit and have moved on to football. Students learned how to throw footballs and how their mechanics must change when throwing to students at different distances. The students learned how to properly carry a football when running with it and worked on improving their agility through challenges such as weaving in and out of a line of cones. The fourth grade students had to develop a strategy in addition to using some of the football skills that they learned as they participated in a game of “Capture the Football.” Similar to “Capture the Flag,” this is a territorial game that requires the students to try and take the football out of their opponent’s territory and throw it back to a teammate without having their flags pulled off of their belt. The students in the fourth grade have continued to work at improving their cardiorespiratory endurance by increasing the amount of time that they are able to jog for.