Sean Pinckard
British Games
Name/Title: Chronological Tables of English History
Purpose of Activity: To teach children the history and chronology of their country.
Suggested Grade Level: Early Grade School
Materials Needed: 40 pieces cut with wavy lines.
Description of Idea: Child lays out all 40 tiles out on a flat surface. Child puts all the pieces together in the right order of the British Monarchs and they can’t do it wrong because the pieces fit together a certain way.
Variations: The shapes of pieces varied greatly between each set, There were also games for other aspects of British history like the counties of the UK or the colonies.
Adaptations for Students with Disabilities: I don’t believe there are any but you could maybe make the puzzle pieces bumped with brail.
Assessment Ideas: Quiz the child on the order of monarchs after he is done with the puzzle to see how much he really learned.
Reference: http://www.vam.ac.uk/moc/collections/games/chronological_tables/index.html
Name/Title: Conkers
Purpose of Activity: To teach children the properties of inertia through example.
Suggested Grade Level: Mid-Late Grade School
Materials Needed: A needle, 2 strings, and 2 horse chestnuts
Description of Idea: Wait until the autumn when the chestnut shells drop and then pick a good chestnut off the ground. Use the needle to thread through the chestnut, more than likely ask one of the parents to do it. Have one kid hang there “conker” still while the other kid holds there string and then pull the “conker” back to strike. The game goes until one “conker” is fully destroyed.
Variations: Nowadays they have hard rubber pre made conkers.
Adaptations for Students with Disabilities: Kids in wheelchairs can play but their opponent is limited with how high he makes the kid in the wheelchair hang his conker.
Assessment Ideas: As the kids to explain what happened when they would hit the other “conker” from a different angle and different level of power.
Reference: http://www.woodlands-junior.kent.sch.uk/customs/conkers.html
Name/Title: Spellmaster
Purpose of Activity: To teach children how to spell various words including their name.
Suggested Grade Level: Pre-Grade School
Materials Needed: Alphabet Blocks
Description of Idea: Challenge the child to spell words out with the blocks, how he thinks they are spelled. Correcting them very calmly, don’t get frustrated, ask them if they are sure.
Variations: Spanish or French Alphabet blocks
Adaptations for Students with Disabilities: Brail Blocks
Assessment Ideas: Quiz them over some of the words and ask them to spell their name.
Reference: http://www.vam.ac.uk/moc/collections/toys/alphabet_blocks/index.html
Name/Title: Noah’s Ark
Purpose of Activity: To teach a child either the story as depicted in the bible of Noah, or in a more secular purpose to teach a child about all the different animals.
Suggested Grade Level: Pre-Early Grade School
Materials Needed: Noah’s Ark kit, or 2 figurines of a bunch of different animals
Description of Idea: Ask the child to identify each of the individual animals, correcting him calmly again if he is a little off and then tell him the story of Noah’s Ark while acting it out and then take it apart and ask him to recite it himself.
Variations: Just getting a bunch of animal figurines instead of an ark for entirely secular education.
Adaptations for Students with Disabilities: Teach the child how each different animal feels to a blind child.
Assessment Ideas: Afterwards pick up a random animal and quiz them on the name of it and continue with more until he can identify them all, and/or ask them to recite the story of Noah’s Ark.
Reference: http://www.vam.ac.uk/moc/collections/toys/ark/index.html
Name/Title: Football
Purpose of Activity: To teach children the value of teamwork.
Suggested Grade Level: Mid-Late Grade School and Secondary School
Materials Needed: Football, Makeshift nets, cones
Description of Idea: Split the children in half, the objective of the game is to kick the football in to the opponent’s goal.
Variations: The Goals don’t need to be nets they could be cones, smaller teams.
Adaptations for Students with Disabilities: Make the players wear things that beep differently depending upon team, Make the ball beep differently as well as both goals so that blind children could play as well.
Assessment Ideas: There really is no way to assess teamwork.
Reference: http://www.woodlands-junior.kent.sch.uk/customs/questions/sport.html
Name/Title: Chronological Tables of English History
Purpose of Activity: To teach children the history and chronology of their country.
Suggested Grade Level: Early Grade School
Materials Needed: 40 pieces cut with wavy lines.
Description of Idea: Child lays out all 40 tiles out on a flat surface. Child puts all the pieces together in the right order of the British Monarchs and they can’t do it wrong because the pieces fit together a certain way.
Variations: The shapes of pieces varied greatly between each set, There were also games for other aspects of British history like the counties of the UK or the colonies.
Adaptations for Students with Disabilities: I don’t believe there are any but you could maybe make the puzzle pieces bumped with brail.
Assessment Ideas: Quiz the child on the order of monarchs after he is done with the puzzle to see how much he really learned.
Reference: http://www.vam.ac.uk/moc/collections/games/chronological_tables/index.html
Name/Title: Conkers
Purpose of Activity: To teach children the properties of inertia through example.
Suggested Grade Level: Mid-Late Grade School
Materials Needed: A needle, 2 strings, and 2 horse chestnuts
Description of Idea: Wait until the autumn when the chestnut shells drop and then pick a good chestnut off the ground. Use the needle to thread through the chestnut, more than likely ask one of the parents to do it. Have one kid hang there “conker” still while the other kid holds there string and then pull the “conker” back to strike. The game goes until one “conker” is fully destroyed.
Variations: Nowadays they have hard rubber pre made conkers.
Adaptations for Students with Disabilities: Kids in wheelchairs can play but their opponent is limited with how high he makes the kid in the wheelchair hang his conker.
Assessment Ideas: As the kids to explain what happened when they would hit the other “conker” from a different angle and different level of power.
Reference: http://www.woodlands-junior.kent.sch.uk/customs/conkers.html
Name/Title: Spellmaster
Purpose of Activity: To teach children how to spell various words including their name.
Suggested Grade Level: Pre-Grade School
Materials Needed: Alphabet Blocks
Description of Idea: Challenge the child to spell words out with the blocks, how he thinks they are spelled. Correcting them very calmly, don’t get frustrated, ask them if they are sure.
Variations: Spanish or French Alphabet blocks
Adaptations for Students with Disabilities: Brail Blocks
Assessment Ideas: Quiz them over some of the words and ask them to spell their name.
Reference: http://www.vam.ac.uk/moc/collections/toys/alphabet_blocks/index.html
Name/Title: Noah’s Ark
Purpose of Activity: To teach a child either the story as depicted in the bible of Noah, or in a more secular purpose to teach a child about all the different animals.
Suggested Grade Level: Pre-Early Grade School
Materials Needed: Noah’s Ark kit, or 2 figurines of a bunch of different animals
Description of Idea: Ask the child to identify each of the individual animals, correcting him calmly again if he is a little off and then tell him the story of Noah’s Ark while acting it out and then take it apart and ask him to recite it himself.
Variations: Just getting a bunch of animal figurines instead of an ark for entirely secular education.
Adaptations for Students with Disabilities: Teach the child how each different animal feels to a blind child.
Assessment Ideas: Afterwards pick up a random animal and quiz them on the name of it and continue with more until he can identify them all, and/or ask them to recite the story of Noah’s Ark.
Reference: http://www.vam.ac.uk/moc/collections/toys/ark/index.html
Name/Title: Football
Purpose of Activity: To teach children the value of teamwork.
Suggested Grade Level: Mid-Late Grade School and Secondary School
Materials Needed: Football, Makeshift nets, cones
Description of Idea: Split the children in half, the objective of the game is to kick the football in to the opponent’s goal.
Variations: The Goals don’t need to be nets they could be cones, smaller teams.
Adaptations for Students with Disabilities: Make the players wear things that beep differently depending upon team, Make the ball beep differently as well as both goals so that blind children could play as well.
Assessment Ideas: There really is no way to assess teamwork.
Reference: http://www.woodlands-junior.kent.sch.uk/customs/questions/sport.html
Lauren Lyons
Name/Title:
Snap
Purpose of Activity:
To enhance children’s cognition skills,.
Suggested Grade Level:
5th Grade
Materials Needed:
Snap Game Cards
Description of Idea
Snap cards are arranged in groups, like Happy Families, but each card in the group bears the same picture. One player deals out the cards, one at a time and face down. Each player puts his cards in a pile face down in front of him and the players are not allowed to look at their cards. The dealer or the player to his left turns over the top card of his pile, the next player does likewise and so on around the players until the cards on the top of any two face-up piles are the same. The first player to shout “snap” collects both piles and adds them face down to the bottom of his pile. Play then continues passing to the left of the last player to turn over. If two players shout “Snap” together, the matching cards are put face up in a pool in the centre. This pool is won by the first player to shout “Snap Pool” when the top card of any players’ pile matches the top card in the pool. When a player runs out of face down cards he simply turns over his face up cards when it is his next turn. The object of the game is to win all the cards (V & A Museum of Childhood).
Variations:
Versions of this game include Speed Snap where players still turn their cards up at one time, but all the players do so together. Easy snap is suitable for very young children. Instead of having individual face up piles, each player plays his cards into a central face up pile. Players shout “Snap” when the top two cards are the same (V&A Museum of Childhood).
Adaptations for Students with Disabilities:
Children with special needs can play this game as well. If a child has developmental delays, the child can work with a partner or in a smaller groups.
Assessment Ideas:
After the children have been playing the game, watch the children to see if they are following the rules of the game. Then ask them to tell you how the game is played.
Reference:
http://www.vam.ac.uk/moc/collections/games/snap/index.html
Name/Title:
Cricket
Purpose of Activity:
To strengthen Muscles
Suggested Grade Level:
3rd Grade
Materials Needed:
15-20 Balls
4-6 Blue/ Wood Bats
6 Blue Kwik Cricket Stumps
8 Cones
Hoops
1 Whistle
Bucket
Description of Idea
Cricket is played with two teams of eleven players, with two umpires (referees) on an oval shaped field. The size of the field varies, but generally has a diameter of around 350 yards. A cricket bat is oblong shaped with a narrow handle. A full-sized bat is around 3 feet in length. A cricket ball is made up of cork and covered with leather, and is then stitched up. A ball weighs around 5 ounces. In the middle of the field is what is known as a pitch. A pitch is a hard, flat strip of dry ground around 22 yards long. 22 yards is an old imperial measure called a chain. Two batsman are at a pitch at a time. One team bats, trying to score as many runs as possible while the other team bowls and fields, trying to dismiss the batsman thus limits the runs scored by the batting team. A run is scored by the striking batsman hitting the ball with his bat, running to the opposite end of the pitch and touching the crease there without being dismissed. The teams switch between batting and fielding at the end of innings (How to Play Cricket, Cricket America, Wikipedia).
Variations:
This game is similar to American baseball.
Adaptations for Students with Disabilities:
Introduce the game of cricket to the student with disabilities before the other students, and go over the rules of the game, and maybe show videos of how it is played. That way the student can fell more comfortable, also let the student hit the ball a few times and introduce him to the equipment.
Assessment:
After the children are done playing the game, have the child tell you verbally what muscles were used during the game.
Reference:
http://www.howtoplaycricket.org/
http://www.cricketamerica.com/pdf/1_HowtoTeachCricket.pdf
http://en.wikipedia.org/wiki/Cricket
Name/Title:
Football
Purpose of Activity:
To help strengthen the muscles.
Suggested Grade Level:
Pre-K- 5th Grade
Materials Needed:
Football
2 Goals
Description of Idea
Football is played between two teams of eleven players each on a rectangular field. There is a goalie on each side of the field in front of the goal. The object of the game is to get the football in the opponents goal. The players can not use their hands during the game.
Variations:
There is beach football, association football, and street football.
Adaptations for Students with Disabilities:
Introduce the game of football to the student with special needs before introducing it to the class. Let the student kick the ball and play with it on the field before playing with the class.
Assessment:
Have the students tell you what muscles were used during the game.
Reference:
http://www.ehow.com/how_2039207_play-football.html
Name/Title:
Jump Rope
Purpose of Activity:
To help social skills.
Suggested Grade Level:
Pre-K- 5th Grade
Materials Needed:
Jump Rope
Description of Idea
The children can play many styles of jump rope with different rhymes. Two children hold the rope then there is a student in the middle playing as well.
Variations:
There are different rhymes for the games.
Adaptations for Students with Disabilities:
Children with disabilities can still play this game. The student can hold the rope and sing the songs.
Assessment:
Have the children tell you verbally the nursery rhyme that they sang.
Reference:
www.wikipedia.com
Name/Title:
Kick the Can
Purpose of Activity:
To enhance children’s social skills, and help them with gross motor movements.
Suggested Grade Level:
5th Grade
Materials Needed:
Metal Can ( Paint Can, or Metal Bucket)
Description of Idea
Kick the Can is a game that is similar to hide and seek. It is played outdoors with few or a dozen people. One person or a team of people is designated as “It” and the metal can is placed in an open space. The other players run off and hide while “it” covers his or her eyes and counts to a previously undecided number. “It” then tries to find and tag each of the players. Any player who is tagged and touched is sent to the holding pen (jail) this where the captured usually to congregate, this is generally in plain sight of the can. Any player who has not been caught can “kick the can” If they do this without being caught then one of the players who is captured gets out. This keeps going until there are no other players in jail. The new “it” is usually the person who was in the jail the longest.
Variations:
In some variations of the game “it” just has to call out the persons name and the hiding place with having to tag them. In another variation “it” must jump over the can after saying the players name and location. In 1970s Warringtion, England, this game was called kick-can-a-lerky. In Yorkshire in the 1970s it was “Tin can lurgy (2011, Wikipedia).”
Adaptations for Students with Disabilities:
Children with special needs can play this game as well. The teacher can pair the student with special needs with a buddy to tell them when to run or to hide.
Assessment Ideas:
After playing the game ask the students the type of gross motor movements they used during the game such as when they were running so they could tag a player, or run from the tagger.
Reference:
http://en.wikipedia.org/wiki/Kick_the_can
Snap
Purpose of Activity:
To enhance children’s cognition skills,.
Suggested Grade Level:
5th Grade
Materials Needed:
Snap Game Cards
Description of Idea
Snap cards are arranged in groups, like Happy Families, but each card in the group bears the same picture. One player deals out the cards, one at a time and face down. Each player puts his cards in a pile face down in front of him and the players are not allowed to look at their cards. The dealer or the player to his left turns over the top card of his pile, the next player does likewise and so on around the players until the cards on the top of any two face-up piles are the same. The first player to shout “snap” collects both piles and adds them face down to the bottom of his pile. Play then continues passing to the left of the last player to turn over. If two players shout “Snap” together, the matching cards are put face up in a pool in the centre. This pool is won by the first player to shout “Snap Pool” when the top card of any players’ pile matches the top card in the pool. When a player runs out of face down cards he simply turns over his face up cards when it is his next turn. The object of the game is to win all the cards (V & A Museum of Childhood).
Variations:
Versions of this game include Speed Snap where players still turn their cards up at one time, but all the players do so together. Easy snap is suitable for very young children. Instead of having individual face up piles, each player plays his cards into a central face up pile. Players shout “Snap” when the top two cards are the same (V&A Museum of Childhood).
Adaptations for Students with Disabilities:
Children with special needs can play this game as well. If a child has developmental delays, the child can work with a partner or in a smaller groups.
Assessment Ideas:
After the children have been playing the game, watch the children to see if they are following the rules of the game. Then ask them to tell you how the game is played.
Reference:
http://www.vam.ac.uk/moc/collections/games/snap/index.html
Name/Title:
Cricket
Purpose of Activity:
To strengthen Muscles
Suggested Grade Level:
3rd Grade
Materials Needed:
15-20 Balls
4-6 Blue/ Wood Bats
6 Blue Kwik Cricket Stumps
8 Cones
Hoops
1 Whistle
Bucket
Description of Idea
Cricket is played with two teams of eleven players, with two umpires (referees) on an oval shaped field. The size of the field varies, but generally has a diameter of around 350 yards. A cricket bat is oblong shaped with a narrow handle. A full-sized bat is around 3 feet in length. A cricket ball is made up of cork and covered with leather, and is then stitched up. A ball weighs around 5 ounces. In the middle of the field is what is known as a pitch. A pitch is a hard, flat strip of dry ground around 22 yards long. 22 yards is an old imperial measure called a chain. Two batsman are at a pitch at a time. One team bats, trying to score as many runs as possible while the other team bowls and fields, trying to dismiss the batsman thus limits the runs scored by the batting team. A run is scored by the striking batsman hitting the ball with his bat, running to the opposite end of the pitch and touching the crease there without being dismissed. The teams switch between batting and fielding at the end of innings (How to Play Cricket, Cricket America, Wikipedia).
Variations:
This game is similar to American baseball.
Adaptations for Students with Disabilities:
Introduce the game of cricket to the student with disabilities before the other students, and go over the rules of the game, and maybe show videos of how it is played. That way the student can fell more comfortable, also let the student hit the ball a few times and introduce him to the equipment.
Assessment:
After the children are done playing the game, have the child tell you verbally what muscles were used during the game.
Reference:
http://www.howtoplaycricket.org/
http://www.cricketamerica.com/pdf/1_HowtoTeachCricket.pdf
http://en.wikipedia.org/wiki/Cricket
Name/Title:
Football
Purpose of Activity:
To help strengthen the muscles.
Suggested Grade Level:
Pre-K- 5th Grade
Materials Needed:
Football
2 Goals
Description of Idea
Football is played between two teams of eleven players each on a rectangular field. There is a goalie on each side of the field in front of the goal. The object of the game is to get the football in the opponents goal. The players can not use their hands during the game.
Variations:
There is beach football, association football, and street football.
Adaptations for Students with Disabilities:
Introduce the game of football to the student with special needs before introducing it to the class. Let the student kick the ball and play with it on the field before playing with the class.
Assessment:
Have the students tell you what muscles were used during the game.
Reference:
http://www.ehow.com/how_2039207_play-football.html
Name/Title:
Jump Rope
Purpose of Activity:
To help social skills.
Suggested Grade Level:
Pre-K- 5th Grade
Materials Needed:
Jump Rope
Description of Idea
The children can play many styles of jump rope with different rhymes. Two children hold the rope then there is a student in the middle playing as well.
Variations:
There are different rhymes for the games.
Adaptations for Students with Disabilities:
Children with disabilities can still play this game. The student can hold the rope and sing the songs.
Assessment:
Have the children tell you verbally the nursery rhyme that they sang.
Reference:
www.wikipedia.com
Name/Title:
Kick the Can
Purpose of Activity:
To enhance children’s social skills, and help them with gross motor movements.
Suggested Grade Level:
5th Grade
Materials Needed:
Metal Can ( Paint Can, or Metal Bucket)
Description of Idea
Kick the Can is a game that is similar to hide and seek. It is played outdoors with few or a dozen people. One person or a team of people is designated as “It” and the metal can is placed in an open space. The other players run off and hide while “it” covers his or her eyes and counts to a previously undecided number. “It” then tries to find and tag each of the players. Any player who is tagged and touched is sent to the holding pen (jail) this where the captured usually to congregate, this is generally in plain sight of the can. Any player who has not been caught can “kick the can” If they do this without being caught then one of the players who is captured gets out. This keeps going until there are no other players in jail. The new “it” is usually the person who was in the jail the longest.
Variations:
In some variations of the game “it” just has to call out the persons name and the hiding place with having to tag them. In another variation “it” must jump over the can after saying the players name and location. In 1970s Warringtion, England, this game was called kick-can-a-lerky. In Yorkshire in the 1970s it was “Tin can lurgy (2011, Wikipedia).”
Adaptations for Students with Disabilities:
Children with special needs can play this game as well. The teacher can pair the student with special needs with a buddy to tell them when to run or to hide.
Assessment Ideas:
After playing the game ask the students the type of gross motor movements they used during the game such as when they were running so they could tag a player, or run from the tagger.
Reference:
http://en.wikipedia.org/wiki/Kick_the_can
Janaye Asher
Name/Title: Conker
Purpose of Activity: to occupy a child’s free time. Could enhance hand eye coordination and reaction time.
Suggested Grade Level: grade school
Materials Needed: conker (horse chestnut), string (about 25cm), something to make a whole in the conker
Description of Idea
Each player has a conker hanging from a sting. Each player will then take turns hitter one anothers conker. The player who is not trying to hit the conker first lets his conker hang straight down as still as it can be. The other player, the one trying to hit their opponents conker, wraps the string around their and and pulls back on their conker as if he was going to sling shot the conker. He then releases the conker aiming to hit the opponents conker.all together the player will have three chances to hit the opponents conker. If the sting happens get tangled then the goal is for either player to yell out “Strings”. The first person to yell this out will then get a bonus shot. Another way to get a bonus shot would be to hit the conker and that conker completing a circle motion. If the conker happens to fall out of the opponent’s hand (which is what you want to happen) then the player that made the conker fall shouts “stamps”. This means he gets to stomp on the conker and destroy it. The goal for the player whose conker dropped is to say “no stamps”, this indicates that the opposite player is not allowed to destroy it and the game continues until one of the conkers is destroyed.
Variations: use smaller or larger horse chestnuts
Adaptations for Students with Disabilities: for children in wheelchairs instead of stomping then they could have a rock and smash it on a table instead of stomping the conker when stamps is shouted.
Assessment Ideas:test the childs reaction time before and after playing the game
Reference
Barrow, Mandy. (2010). Project Britain. British Life & Culture. Retrieved from http://www.woodlands-junior.kent.sch.uk/customs/conkers.html
Name/Title: British bulldog
Purpose of Activity: burn of some energy
Suggested Grade Level: grade school
Materials Needed: a large open area, long pieces of material (optional)
Description of Idea
This game is meant for a larger group of kids. Depending on how many are playing one or more of the children are chosen to be the bulldog. The bulldog will them be placed in the middle of the large open area and their goal is to tag as many of the other players as possible. The goal of all the other players that are not the bulldog is to get to the opposite side of the playing ground without being tagged. Once you are tagged you are automatically considered a bulldog and must begin tagging other people as well. The winner of the game is the child who gets to the other side without becoming a bulldog.
Variations: pieces of long cloth can be tucked into the child’s waistband. This way instead of tagging the child the pieces of material can be removed. This can help eliminate any unnecessary roughness.
Adaptations for Students with Disabilities: the game could be played from a wheelchair and the pieces of cloth could be attached to the wheelchair and removed to signify them being tagged.
Assessment Ideas: a noticeable difference in the child’s energy level should be obvious. All the running around back and forth takes a lot of energy.
Reference
Kid’s party games. Retrieved from http://www.goodtoknow.co.uk/family/galleries
Name/Title: Queenie, Queenie
Purpose of Activity: occupy free time, having kids working on being truthful
Suggested Grade Level: grade school
Materials Needed: ball
Description of Idea
A person out of the group of kids is picked to be the "Queenie." That person turns her back to everyone else. The "Queenie" then throws the ball over her/his shoulder and one of the other players needs to catch it or pick it up. They then put the ball behind there back. Everyone else also puts their hands behind their back, except the "Queenie." This is to try and fool the “Queenie.” The "Queenie" then turns around and everyone shouts:
"Queenie, Queenie who's got the ball?
Are they short, or are they tall?
Are they hairy, or are they bald?
You don't know because you don't have the ball!"
The “Queenie” then trys and guess who has the ball behind their back . The goal is for the person to be identified by the “Queenie”, then they would switch roles and become the “Queenie”. If the person with the ball lies about having it they automatically loose, same goes for the “Queenie” if they peak as the ball is being picked up.
Variations: one could make up a different chant or use a different object besides a ball.
Adaptations for Students with Disabilities: anyone that can put their hands behind their back can play
Assessment Ideas: see that the kid occupied his/her time during the game, assess which child lies and which ones tell the truth
Reference Playground Games for Kids.Wooklands Junior School. Retrieved from http://www.woodlands-junior.kent.sch.uk/studentssite/playgroundgames.htm
Name/Title: ring around London
Purpose of Activity: cooperation skills
Suggested Grade Level: grade 3 and up
Materials Needed: plastic hoop ring
Description of Idea
Have the children get in a circle and hold hands without letting go. Have the ring places in one spot around the circle and try and have the ring go through every person and end where it started. While the ring is going around the circle, have the kids chant “ring around London, don’t fall on your bumyon”
Variations: change the amount of rings or add more rings to the group
Adaptations for Students with Disabilities: for all students, if there are wheelchairs involved then hands wouldn’t be able to be locked, instead the children could pass the ring around as fast as possible several times with more than one ring
Assessment Ideas:assess how the kids work with one another. are they good with teamwork.
Reference Henkel, Steven. (2001). Loop Da Hoop. Retrieved from http://pecentral.com/lessonideas/ViewLesson.asp?ID=665
Name/Title: British Bus
Purpose of Activity: to learn how to work the bus system to prepare the child for using the bus
Suggested Grade Level: gradeschool
Materials Needed: bus map, bus pass, notecards
Description of Idea
Write down the local bus stops on notecards. Show the child in what order the stops go and what stops they will be stopping at for the important spots such as school, home, or the store. Once they understand what order the stops go mix up the cards and have them put the cards in order and show you which ones they will be stopping at. The goal of the game is to have them understand what stops they will be passing by and have alternative routes in case something happens. The bus pass is to familiarize them to what it looks like and also act as the bus going from stop to stop.
Variations: the routes can be lengthened or shortened depending on the memory or the child. More stops can also be added as they continue to learn
Adaptations for Students with Disabilities: this game is for all kids, depending on their level of comprehension
Assessment Ideas: have the child repeat the bus route to you. If they understand where they are going and what stops they can get off and on the bus at then they have understood the purpose of the game.
Reference
Purpose of Activity: to occupy a child’s free time. Could enhance hand eye coordination and reaction time.
Suggested Grade Level: grade school
Materials Needed: conker (horse chestnut), string (about 25cm), something to make a whole in the conker
Description of Idea
Each player has a conker hanging from a sting. Each player will then take turns hitter one anothers conker. The player who is not trying to hit the conker first lets his conker hang straight down as still as it can be. The other player, the one trying to hit their opponents conker, wraps the string around their and and pulls back on their conker as if he was going to sling shot the conker. He then releases the conker aiming to hit the opponents conker.all together the player will have three chances to hit the opponents conker. If the sting happens get tangled then the goal is for either player to yell out “Strings”. The first person to yell this out will then get a bonus shot. Another way to get a bonus shot would be to hit the conker and that conker completing a circle motion. If the conker happens to fall out of the opponent’s hand (which is what you want to happen) then the player that made the conker fall shouts “stamps”. This means he gets to stomp on the conker and destroy it. The goal for the player whose conker dropped is to say “no stamps”, this indicates that the opposite player is not allowed to destroy it and the game continues until one of the conkers is destroyed.
Variations: use smaller or larger horse chestnuts
Adaptations for Students with Disabilities: for children in wheelchairs instead of stomping then they could have a rock and smash it on a table instead of stomping the conker when stamps is shouted.
Assessment Ideas:test the childs reaction time before and after playing the game
Reference
Barrow, Mandy. (2010). Project Britain. British Life & Culture. Retrieved from http://www.woodlands-junior.kent.sch.uk/customs/conkers.html
Name/Title: British bulldog
Purpose of Activity: burn of some energy
Suggested Grade Level: grade school
Materials Needed: a large open area, long pieces of material (optional)
Description of Idea
This game is meant for a larger group of kids. Depending on how many are playing one or more of the children are chosen to be the bulldog. The bulldog will them be placed in the middle of the large open area and their goal is to tag as many of the other players as possible. The goal of all the other players that are not the bulldog is to get to the opposite side of the playing ground without being tagged. Once you are tagged you are automatically considered a bulldog and must begin tagging other people as well. The winner of the game is the child who gets to the other side without becoming a bulldog.
Variations: pieces of long cloth can be tucked into the child’s waistband. This way instead of tagging the child the pieces of material can be removed. This can help eliminate any unnecessary roughness.
Adaptations for Students with Disabilities: the game could be played from a wheelchair and the pieces of cloth could be attached to the wheelchair and removed to signify them being tagged.
Assessment Ideas: a noticeable difference in the child’s energy level should be obvious. All the running around back and forth takes a lot of energy.
Reference
Kid’s party games. Retrieved from http://www.goodtoknow.co.uk/family/galleries
Name/Title: Queenie, Queenie
Purpose of Activity: occupy free time, having kids working on being truthful
Suggested Grade Level: grade school
Materials Needed: ball
Description of Idea
A person out of the group of kids is picked to be the "Queenie." That person turns her back to everyone else. The "Queenie" then throws the ball over her/his shoulder and one of the other players needs to catch it or pick it up. They then put the ball behind there back. Everyone else also puts their hands behind their back, except the "Queenie." This is to try and fool the “Queenie.” The "Queenie" then turns around and everyone shouts:
"Queenie, Queenie who's got the ball?
Are they short, or are they tall?
Are they hairy, or are they bald?
You don't know because you don't have the ball!"
The “Queenie” then trys and guess who has the ball behind their back . The goal is for the person to be identified by the “Queenie”, then they would switch roles and become the “Queenie”. If the person with the ball lies about having it they automatically loose, same goes for the “Queenie” if they peak as the ball is being picked up.
Variations: one could make up a different chant or use a different object besides a ball.
Adaptations for Students with Disabilities: anyone that can put their hands behind their back can play
Assessment Ideas: see that the kid occupied his/her time during the game, assess which child lies and which ones tell the truth
Reference Playground Games for Kids.Wooklands Junior School. Retrieved from http://www.woodlands-junior.kent.sch.uk/studentssite/playgroundgames.htm
Name/Title: ring around London
Purpose of Activity: cooperation skills
Suggested Grade Level: grade 3 and up
Materials Needed: plastic hoop ring
Description of Idea
Have the children get in a circle and hold hands without letting go. Have the ring places in one spot around the circle and try and have the ring go through every person and end where it started. While the ring is going around the circle, have the kids chant “ring around London, don’t fall on your bumyon”
Variations: change the amount of rings or add more rings to the group
Adaptations for Students with Disabilities: for all students, if there are wheelchairs involved then hands wouldn’t be able to be locked, instead the children could pass the ring around as fast as possible several times with more than one ring
Assessment Ideas:assess how the kids work with one another. are they good with teamwork.
Reference Henkel, Steven. (2001). Loop Da Hoop. Retrieved from http://pecentral.com/lessonideas/ViewLesson.asp?ID=665
Name/Title: British Bus
Purpose of Activity: to learn how to work the bus system to prepare the child for using the bus
Suggested Grade Level: gradeschool
Materials Needed: bus map, bus pass, notecards
Description of Idea
Write down the local bus stops on notecards. Show the child in what order the stops go and what stops they will be stopping at for the important spots such as school, home, or the store. Once they understand what order the stops go mix up the cards and have them put the cards in order and show you which ones they will be stopping at. The goal of the game is to have them understand what stops they will be passing by and have alternative routes in case something happens. The bus pass is to familiarize them to what it looks like and also act as the bus going from stop to stop.
Variations: the routes can be lengthened or shortened depending on the memory or the child. More stops can also be added as they continue to learn
Adaptations for Students with Disabilities: this game is for all kids, depending on their level of comprehension
Assessment Ideas: have the child repeat the bus route to you. If they understand where they are going and what stops they can get off and on the bus at then they have understood the purpose of the game.
Reference
Chelsey Laurito
Name/Title: Queenie Queenie
Purpose of Activity: The purpose of this activity is to teach eye-hand coordination and teamwork.
Suggested Grade Level: second to six grade
Materials Needed: This game does not need a lot of materials. All is needed is a group of kids, a ball, and enough space of land to run around.
Description of Idea
One person is the leader of the game called Queenie Queenie. Everyone else is standing behind Queenie. Queenie takes the ball and throws it over his/her shoulder and another player will pick it up and hides it behind their back along with everyone else’s arms being behind there to confuse Queenie. When he/she turns around everyone starts singing the song
"Queenie, Queenie who's got the ball?
Are they short, or are they tall?
Are they hairy, or are they bald?
You don't know because you don't have the ball!"
Queenie must guess who has the ball, and if the person with the ball confused he/she enough so they are picked last, they become the next leader!
Variations: There are different songs one can use to play this game for when the group sings to Queenie.
Adaptations for Students with Disabilities: This game could be played with physical disabilities in wheelchairs. All that would be needed would be to have enough time to pick up the small ball and hide it. For the visually impaired, it may be a little hard to play. If there was a visually impaired person and someone who can see clearly, the person who has vision could pick up the ball and give it to the handicapped to hide.
Assessment Ideas: At the end of the game, have the kids discuss their strategy of working through the game. Also, to test hand coordination, have them throw the ball back and forth.
Reference
http://www.woodlands-junior.kent.sch.uk/studentssite/playgroundgames.htm
Name/Title: Oranges and Lemons
Purpose of Activity: The purpose of this activity is to strategize against other players to pick the strongest team. When the teams are made, strength and teamwork must be used to win the tug of war battle.
Suggested Grade Level: 5 to 8 grade
Materials Needed: All you need is a group of kids, and a big amount of space to play in.
Description of Idea
Two leaders are chosen in the group of kids. The leaders decide secretly who is a lemon and who is an orange. While everyone sings the orange and lemon song, kids take one by one go through an arch that is made by the leaders. At the end of the song, the arch falls and the person stuck in it picks a team to be on. At the end, they have a tug of war contest between the lemons and oranges.
The song
Oranges and lemons,
Say the bells of St. Clement's.
You owe me five farthings,
Say the bells of St. Martin's.
When will you pay me?
Say the bells of Old Bailey.
When I grow rich,
Say the bells of Shoreditch.
When will that be?
Say the bells of Stepney.
I'm sure I don't know,
Says the great bell at Bow.
Here comes a candle to light you to bed,
Here comes a chopper to chop off your head
Chip chop chip chop the last man's head
(The arch comes down tapping one player)
Variations: similar versions of the game is played such as London bridge is falling down.
Adaptations for Students with Disabilities: This game can be played by anyone, except for the tug of war part. It may be difficult for physical disability kids to participate so they can be the judge of who wins during that part and a motivational aspect on the team.
Assessment Ideas: At the end, ask the kids how they strategized when choosing teams. Also, quiz them on what it took to pull the rope and discuss how one can strengthen their self.
Reference: http://www.woodlands-junior.kent.sch.uk/studentssite/playgroundgames.htm
Name/Title: Tiggy Scarecrow
Purpose of Activity: To strengthen speed, and agility.
Suggested Grade Level: first grade through 6th grade
Materials Needed: An open space and a big group of kids.
Description of Idea
This activity can involve several people. First the group of kids is split up into two groups. The one group chases the other groups and scream TIGGY SCARECROW when they catch someone. The caught person must stand still with their arms out like a scarecrow unless a teammate runs under their arms and tags them to free them. This goes on until the whole team is caught, then roles are switched.
Variations: This game is a form of tag, which has been played with different versions such as having a base for safety and the position one stands in.
Adaptations for Students with Disabilities: Certain disabilities may not be able to play this game because of its physical activeness, but others can such as visually impaired. People can lead them threw the course to get to the other side making it a partner work.
Assessment Ideas: Test their speed by timing running activites and talk about getting in shape by means of running, walking, jogging. Also discuss healthy diets.
Reference: http://www.bl.uk/learning/langlit/playground/browseadultview.html#cm=Videos&gm=Running&id=120550&id2=121299
Name/Title: Walley
Purpose of Activity: The purpose of this activity is to work with eye-foot coordination and skills.
Suggested Grade Level: Grades 5 and up to adult
Materials Needed: The materials needed are a wall, a soccer ball and a room that will space.
Description of Idea
Boundaries are set up at the beginning of the game. With the soccer ball, one must kick it against the wall and if one goes out of the boundaries, you are out. If you miss the wall, you are out.
Variations: Another version played in America is called Wallball.
Adaptations for Students with Disabilities: One must use all their senses to play with this game. If one does not have eye sight, they must listen for the ball to bounce off the wall but will have no problem kicking the ball if told where. If they have hearing problems, they can see the ball. For physical disabilities, this may not be a game to play.
Assessment Ideas: Discuss health and fitness skills. Make them do a training plan on what one would need to do to become real good at wallball/Walley.
Reference: http://www.uepengland.com/bbs/index.php/topic/15408-traditional-english-playground-games/
Name/Title: Sardines
Purpose of Activity: purpose of this activity is to learn how to use all senses when doing an activity.
Suggested Grade Level: 3rd grade to 8th grade.
Materials Needed: Large group, and space to hide.
Description of Idea
One person hides and everyone seeks for the person hiding. When one finds that person, they must hide too. Last person to find everyone loses.
Variations: This game is played in several ways such as hide and seek and jailbreak.
Adaptations for Students with Disabilities: Anyone can play this regardless of the disability.
Assessment Ideas: Discuss the skills needed to play this game compared to a physical active game. Ask questions like how does both benefit you?
Reference: http://www.uepengland.com/bbs/index.php/topic/15408-traditional-english-playground-games/
Purpose of Activity: The purpose of this activity is to teach eye-hand coordination and teamwork.
Suggested Grade Level: second to six grade
Materials Needed: This game does not need a lot of materials. All is needed is a group of kids, a ball, and enough space of land to run around.
Description of Idea
One person is the leader of the game called Queenie Queenie. Everyone else is standing behind Queenie. Queenie takes the ball and throws it over his/her shoulder and another player will pick it up and hides it behind their back along with everyone else’s arms being behind there to confuse Queenie. When he/she turns around everyone starts singing the song
"Queenie, Queenie who's got the ball?
Are they short, or are they tall?
Are they hairy, or are they bald?
You don't know because you don't have the ball!"
Queenie must guess who has the ball, and if the person with the ball confused he/she enough so they are picked last, they become the next leader!
Variations: There are different songs one can use to play this game for when the group sings to Queenie.
Adaptations for Students with Disabilities: This game could be played with physical disabilities in wheelchairs. All that would be needed would be to have enough time to pick up the small ball and hide it. For the visually impaired, it may be a little hard to play. If there was a visually impaired person and someone who can see clearly, the person who has vision could pick up the ball and give it to the handicapped to hide.
Assessment Ideas: At the end of the game, have the kids discuss their strategy of working through the game. Also, to test hand coordination, have them throw the ball back and forth.
Reference
http://www.woodlands-junior.kent.sch.uk/studentssite/playgroundgames.htm
Name/Title: Oranges and Lemons
Purpose of Activity: The purpose of this activity is to strategize against other players to pick the strongest team. When the teams are made, strength and teamwork must be used to win the tug of war battle.
Suggested Grade Level: 5 to 8 grade
Materials Needed: All you need is a group of kids, and a big amount of space to play in.
Description of Idea
Two leaders are chosen in the group of kids. The leaders decide secretly who is a lemon and who is an orange. While everyone sings the orange and lemon song, kids take one by one go through an arch that is made by the leaders. At the end of the song, the arch falls and the person stuck in it picks a team to be on. At the end, they have a tug of war contest between the lemons and oranges.
The song
Oranges and lemons,
Say the bells of St. Clement's.
You owe me five farthings,
Say the bells of St. Martin's.
When will you pay me?
Say the bells of Old Bailey.
When I grow rich,
Say the bells of Shoreditch.
When will that be?
Say the bells of Stepney.
I'm sure I don't know,
Says the great bell at Bow.
Here comes a candle to light you to bed,
Here comes a chopper to chop off your head
Chip chop chip chop the last man's head
(The arch comes down tapping one player)
Variations: similar versions of the game is played such as London bridge is falling down.
Adaptations for Students with Disabilities: This game can be played by anyone, except for the tug of war part. It may be difficult for physical disability kids to participate so they can be the judge of who wins during that part and a motivational aspect on the team.
Assessment Ideas: At the end, ask the kids how they strategized when choosing teams. Also, quiz them on what it took to pull the rope and discuss how one can strengthen their self.
Reference: http://www.woodlands-junior.kent.sch.uk/studentssite/playgroundgames.htm
Name/Title: Tiggy Scarecrow
Purpose of Activity: To strengthen speed, and agility.
Suggested Grade Level: first grade through 6th grade
Materials Needed: An open space and a big group of kids.
Description of Idea
This activity can involve several people. First the group of kids is split up into two groups. The one group chases the other groups and scream TIGGY SCARECROW when they catch someone. The caught person must stand still with their arms out like a scarecrow unless a teammate runs under their arms and tags them to free them. This goes on until the whole team is caught, then roles are switched.
Variations: This game is a form of tag, which has been played with different versions such as having a base for safety and the position one stands in.
Adaptations for Students with Disabilities: Certain disabilities may not be able to play this game because of its physical activeness, but others can such as visually impaired. People can lead them threw the course to get to the other side making it a partner work.
Assessment Ideas: Test their speed by timing running activites and talk about getting in shape by means of running, walking, jogging. Also discuss healthy diets.
Reference: http://www.bl.uk/learning/langlit/playground/browseadultview.html#cm=Videos&gm=Running&id=120550&id2=121299
Name/Title: Walley
Purpose of Activity: The purpose of this activity is to work with eye-foot coordination and skills.
Suggested Grade Level: Grades 5 and up to adult
Materials Needed: The materials needed are a wall, a soccer ball and a room that will space.
Description of Idea
Boundaries are set up at the beginning of the game. With the soccer ball, one must kick it against the wall and if one goes out of the boundaries, you are out. If you miss the wall, you are out.
Variations: Another version played in America is called Wallball.
Adaptations for Students with Disabilities: One must use all their senses to play with this game. If one does not have eye sight, they must listen for the ball to bounce off the wall but will have no problem kicking the ball if told where. If they have hearing problems, they can see the ball. For physical disabilities, this may not be a game to play.
Assessment Ideas: Discuss health and fitness skills. Make them do a training plan on what one would need to do to become real good at wallball/Walley.
Reference: http://www.uepengland.com/bbs/index.php/topic/15408-traditional-english-playground-games/
Name/Title: Sardines
Purpose of Activity: purpose of this activity is to learn how to use all senses when doing an activity.
Suggested Grade Level: 3rd grade to 8th grade.
Materials Needed: Large group, and space to hide.
Description of Idea
One person hides and everyone seeks for the person hiding. When one finds that person, they must hide too. Last person to find everyone loses.
Variations: This game is played in several ways such as hide and seek and jailbreak.
Adaptations for Students with Disabilities: Anyone can play this regardless of the disability.
Assessment Ideas: Discuss the skills needed to play this game compared to a physical active game. Ask questions like how does both benefit you?
Reference: http://www.uepengland.com/bbs/index.php/topic/15408-traditional-english-playground-games/
Rose Sheridan
Name: Jenga
Purpose of Activity: Hand-eye coordination, strategy, fine motor skills
Suggested Grade Level: Kindergarten and up
Materials Needed: 54 wooden blocks. Each block is three times as long as it is wide, and is slightly smaller in height than in depth.
Description of Idea: The blocks are stacked in a tower and each storey consists of three blocks. Each alternate storey is laid in a crosswise direction. There are 18 storeys in a Jenga tower.
Variations: 3 different colored blocks, a spinner with the 3 colors on it. Spin when your turn. Pull out that color block.
Adaptations for Students with Disabilities: make it lower and wider so that it is more stable
Assessment Ideas:
Reference: http://www.vam.ac.uk/moc/collections/games/jenga/index.html
Name: Drop Handkerchief
Purpose of Activity: stamina, decision making
Suggested Grade Level: Pre-K and up
Materials Needed: Handkerchief
Description of Idea: Everyone sits in a circle. One person walks around the outside of the circle holding a handkerchief (or hand towel). The person holding the towel drops it behind anyone in the circle and then runs around the circle chased by the person the towel was dropped behind. The person who dropped the towel tries to get back to sit down where the person chasing them got up. If they get back to the seat before getting caught the person who was chasing them starts walking around the circle with the towel.
Variations:
Adaptations for Students with Disabilities:
Assessment Ideas:
Reference: http://www.ehow.com/how_2338002_play-drop-handkerchief.html
Name: Spingoal (made up)
Purpose of Activity: gross motor skills, spatial relations
Suggested Grade Level: 3rd and up
Materials Needed: spinning top, chalk/string for ring
Description of Idea: Toss spinning top towards ring trying to keep it inside. The top that makes it closer to the center wins.
Variations: different size rings
Adaptations for Students with Disabilities: a separate circle so that other tops wouldn’t bump theirs out.
Assessment Ideas:
Reference: the game marbles
Name: Barley Break
Purpose of Activity: stamina, teamwork, gross motor skills
Suggested Grade Level: 3rd grade
Materials Needed: large open area and objects to mark the 3 sections
Description of Idea: A long, narrow strip of ground is needed for this game, divided into three spaces measuring from ten to fifty feet square. The central one of these three spaces is called the barley field. In each of the three stands a couple of players (or more, as hereinafter described). The couple in the center is obliged to link arms; therefore the center place is the most difficult and considered disadvantageous. The couples in the other spaces advance, singly or together, into the barley field, trampling the barley by dancing around the field as much as they can without being caught. These couples need not link arms. When one of these is caught, he must remain inactive in the barley field until his partner is also caught. The couple owning the barley field may not step beyond its limits, nor may the couple being sought take refuge in the field opposite to their own. When the two are caught, they become warders of the barley field, changing places with the previous couple, and any others who have been caught return to their own fields. The game is made interesting by not confining the effort to catching two members of the same couple in succession. Both couples in the adjoining fields should venture far into the barley, taunting the couple who have linked arms by calling “Barley break!” These, in turn, will assist their object by making feints at catching one player and turning suddenly in the opposite direction for another.
Variations: The number of players may be increased by putting three couples in the center (barley field) and two or three couples at each end.
Adaptations for Students with Disabilities:
Assessment Ideas:
Reference: http://www.child-games.net/309/barley-break/
Name: Conkers
Purpose of Activity: spatial relations, hand-eye coordination, reaction time
Suggested Grade Level: 5th and up, possibility of getting hurt
Materials Needed: the seed of the horse chestnut tree, strong piece of string about 25cm long, something to pierce a hole through the seed.
Description of Idea: Conkers is played using two horse chestnuts hung by string which is threaded through the center. One player holds their conker by the string after wrapping the string around their hand to keep a firm grip. The other player wraps their hand with their string and holds their conker in their other hand. They then swing their conker at the first players conker. Releasing the conker he swings it down by the string held in the other hand and tries to hit his opponents conker (yours) with it. If a player misses hitting his/her opponents conker they are allowed up to two further goes. If the strings tangle, the first player to call "strings" gets an extra shot. If a player hits his/her opponents conker in such a way that it completes a whole circle after being hit - known as ‘round the world’ – the player gets another go. If a player drops his conker, or it is knocked out of his hand the other player can shout 'stamps' and jump on it; but should its owner first cry 'no stamps' then the conker, hopefully, remains intact. The game goes on in turns until one or other of the two conkers is completely destroyed.
Variations: grab other’s conker after being dropped instead of stomping. Say “no grab” to make them stop.
Adaptations for Students with Disabilities:
Assessment Ideas:
Reference: http://www.woodlands-junior.kent.sch.uk/customs/conkers.html
Purpose of Activity: Hand-eye coordination, strategy, fine motor skills
Suggested Grade Level: Kindergarten and up
Materials Needed: 54 wooden blocks. Each block is three times as long as it is wide, and is slightly smaller in height than in depth.
Description of Idea: The blocks are stacked in a tower and each storey consists of three blocks. Each alternate storey is laid in a crosswise direction. There are 18 storeys in a Jenga tower.
Variations: 3 different colored blocks, a spinner with the 3 colors on it. Spin when your turn. Pull out that color block.
Adaptations for Students with Disabilities: make it lower and wider so that it is more stable
Assessment Ideas:
Reference: http://www.vam.ac.uk/moc/collections/games/jenga/index.html
Name: Drop Handkerchief
Purpose of Activity: stamina, decision making
Suggested Grade Level: Pre-K and up
Materials Needed: Handkerchief
Description of Idea: Everyone sits in a circle. One person walks around the outside of the circle holding a handkerchief (or hand towel). The person holding the towel drops it behind anyone in the circle and then runs around the circle chased by the person the towel was dropped behind. The person who dropped the towel tries to get back to sit down where the person chasing them got up. If they get back to the seat before getting caught the person who was chasing them starts walking around the circle with the towel.
Variations:
Adaptations for Students with Disabilities:
Assessment Ideas:
Reference: http://www.ehow.com/how_2338002_play-drop-handkerchief.html
Name: Spingoal (made up)
Purpose of Activity: gross motor skills, spatial relations
Suggested Grade Level: 3rd and up
Materials Needed: spinning top, chalk/string for ring
Description of Idea: Toss spinning top towards ring trying to keep it inside. The top that makes it closer to the center wins.
Variations: different size rings
Adaptations for Students with Disabilities: a separate circle so that other tops wouldn’t bump theirs out.
Assessment Ideas:
Reference: the game marbles
Name: Barley Break
Purpose of Activity: stamina, teamwork, gross motor skills
Suggested Grade Level: 3rd grade
Materials Needed: large open area and objects to mark the 3 sections
Description of Idea: A long, narrow strip of ground is needed for this game, divided into three spaces measuring from ten to fifty feet square. The central one of these three spaces is called the barley field. In each of the three stands a couple of players (or more, as hereinafter described). The couple in the center is obliged to link arms; therefore the center place is the most difficult and considered disadvantageous. The couples in the other spaces advance, singly or together, into the barley field, trampling the barley by dancing around the field as much as they can without being caught. These couples need not link arms. When one of these is caught, he must remain inactive in the barley field until his partner is also caught. The couple owning the barley field may not step beyond its limits, nor may the couple being sought take refuge in the field opposite to their own. When the two are caught, they become warders of the barley field, changing places with the previous couple, and any others who have been caught return to their own fields. The game is made interesting by not confining the effort to catching two members of the same couple in succession. Both couples in the adjoining fields should venture far into the barley, taunting the couple who have linked arms by calling “Barley break!” These, in turn, will assist their object by making feints at catching one player and turning suddenly in the opposite direction for another.
Variations: The number of players may be increased by putting three couples in the center (barley field) and two or three couples at each end.
Adaptations for Students with Disabilities:
Assessment Ideas:
Reference: http://www.child-games.net/309/barley-break/
Name: Conkers
Purpose of Activity: spatial relations, hand-eye coordination, reaction time
Suggested Grade Level: 5th and up, possibility of getting hurt
Materials Needed: the seed of the horse chestnut tree, strong piece of string about 25cm long, something to pierce a hole through the seed.
Description of Idea: Conkers is played using two horse chestnuts hung by string which is threaded through the center. One player holds their conker by the string after wrapping the string around their hand to keep a firm grip. The other player wraps their hand with their string and holds their conker in their other hand. They then swing their conker at the first players conker. Releasing the conker he swings it down by the string held in the other hand and tries to hit his opponents conker (yours) with it. If a player misses hitting his/her opponents conker they are allowed up to two further goes. If the strings tangle, the first player to call "strings" gets an extra shot. If a player hits his/her opponents conker in such a way that it completes a whole circle after being hit - known as ‘round the world’ – the player gets another go. If a player drops his conker, or it is knocked out of his hand the other player can shout 'stamps' and jump on it; but should its owner first cry 'no stamps' then the conker, hopefully, remains intact. The game goes on in turns until one or other of the two conkers is completely destroyed.
Variations: grab other’s conker after being dropped instead of stomping. Say “no grab” to make them stop.
Adaptations for Students with Disabilities:
Assessment Ideas:
Reference: http://www.woodlands-junior.kent.sch.uk/customs/conkers.html
Terrance Lewis
Name/Title: Lateral Pass for Points
Purpose of Activity: To teach students offensive and defensive strategies in rugby and work on passing, catching, and defending.
Suggested Grade Level: 7-8
Materials Needed: Pinnies and 3 Rugby footballs, 12 cones to mark field
Description of Idea:
Divide a standard field from sideline to sideline into 4 sections each approximately 10-15 yards long. Make them wide enough to accommodate the team sizes. Two teams will play on one of these fields, so if you want 4 teams you will need to make 2 fields, or 6 teams needs 3 fields, etc. You should have no fewer than 5 on a team. Differentiate the 2 teams using pennies or the like.
One team starts as the offense, the other as defense. The object is for the offense to complete lateral passes to players trailing beside them for points. The offense gets as many lateral passes until the defense has tagged the person with the rugby ball 4 times. Any incomplete, interceptions, or deflections will turn the ball over to the defense. Designate the line of cones marking the "inside" of the first zone. EVERY down will start from the first zone, again, regardless of what happens. The other end of this first zone is just to mark out-of-bounds. The second, third, and fourth zones are worth 1, 2 and 3 points respectively. A lateral pass to a teammate completed in one of these zones receives that many points. An incompletion is worth 0 points, and an interception is worth 1 point for the defending. Remind them to keep track of total points.
Variations: With smaller teams we would use less amounts of the field. 5-10 yards long
Adaptations for Students with Disabilities: Any student can participate. Students that are in wheel chairs will be allowed to shuffle pass each time they are handed but once every possession.
Assessment Ideas: Make sure that each team is correctly keeping score. Look for correct and accurate lateral passes to players trailing behind.
Reference: http://pecentral.com/lessonideas/ViewLesson.asp?ID=3607
Name/Title: Badminton Golf
Purpose of Activity: To have students work on their badminton serve by having them hit the shuttle (birdie) into a hula hoop that is varying distances away from the server. This works as a great game where there are a large amount of students in a limited amount of gym space.
Suggested Grade Level: All Levels
Materials Needed: 9 hula hoops act as the 'hole' for each of 9 golf holes. 18 small cones.
Description of Idea:
Each group member will ‘tee off’ their own birdie from the tee box for each hole (marked by a pylon). To tee off, players must hit an underhand badminton serve. After each group member has teed off, players will go to their birdie, and try to hit it into the hoop from their new spot. When retrieving the bird from the new spot, players will walk up to the bird, stand with their feet on either side of it, pick it up, and hit it from there. When hitting the bird into the hoop, the bird must stay inside the hoop for it to count. If it bounces out, the player has to hit it from the new spot. When all players have completed a hole, then the group can move on.
Variations: Bigger hula hoops
Adaptations for Students with Disabilities: Disabled students are allowed to move up by 2 steps closer to the hula hoop.
Assessment Ideas: The teacher can simply stand at one tee box, and quickly assess each students serve because each student must complete each hole.
Reference: http://pecentral.com/lessonideas/ViewLesson.asp?ID=9289
Name/Title: Soccer Pass Croquet
Purpose of Activity: To allow students the opportunity to develop a controlled inside of the foot pass.
Suggested Grade Level: 3-5
Materials Needed:10 foam pool noodles, 20 one foot lengths of quarter inch wooden dowels- two per noodle, 20 cones, 10 soccer balls
Description of Idea: Create a giant sized croquet course (outdoors): To create the wickets, insert a dowel in the ground. Slip noodle over the dowel. Insert a second dowel two to three feet away from the first. Pull the noodle down in an arc and slip over second dowel. Set up a course based on the abilities of your students, using the simplest configurations for beginners. Have the course end in front of a goal (2 cones). Attach numbered signs to the noodles to designate order. Divide the students into pairs. Explain to them that they will have to pass their ball through each of the wickets using the inside of the foot pass. Student A passes to student B. Student A then runs to the other side of the wicket to receive the pass from student B. When the students get the ball through the last wicket, they each get a shot at the goal. In order to minimize wait time, have the students start at different wickets. For example, partners A and B start at #4 and continue in order through #5, #6, etc.. Partners C and D might start at wicket #5 then continue sequentially through the rest. After shooting the goals, have the students return to wicket #1 and start again. The staggered start should allow all students to start at #1 without too much waiting, on subsequent times through the course.
Variations: Pass the ball to the partner while the partner is on the run.
Adaptations for Students with Disabilities: This game is accessible to all. Students unable to kick the ball may roll it through the wickets.
Assessment Ideas: Making sure each student can perform the kick on the inside of their foot. Look to see if the student can pass the ball with accuracy.
Reference: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4606
Name/Title: Paddle Tennis
Purpose of Activity: To allow students to gain control of the ball, practice hand-eye coordination and teach students how to move around to the ball.
Suggested Grade Level: All levels
Materials Needed: Tennis rackets (or paddles of some sort), 2 tennis balls for each pair of students, build 4-6 mini tennis court areas in the gym or outside where a net can be put up about three feet high.
Description of Idea: There may be 4 students to a court; each pair gets half of the court on each side of the net.
1. Each pair of students stands on the SERVICE line on opposite sides of the net.
2. One player has the tennis ball, drops it in front and taps the ball over the net to the other side. The ball must land in the boundaries in order to be considered good.
Rules:
1. Ball is only allowed to bounce once.
2. The person starting the point must drop the ball, let it bounce once and then tap it over the net.
3. After the point begins students must let the ball bounce ONCE before tapping it over.
4. This pattern of play continues until someone hits the ball out of bounds, ball bounces twice, or the ball falls into the net.
Variations: You can have the students start serving closer to the net and move back once they get the idea of the game. To up the difficulty, play a doubles version, have 2 students on one side and two on the opposite side using all 4 service boxes. The game begins the same way but instead the partners take turns hitting the ball over the net. Remember to let the ball bounce once before hitting it over.
Adaptations for Students with Disabilities: You may use a bigger ball, such as beach balls, so it’s easier to see and hit.
Assessment Ideas: Observe and assess that the students lets the ball hit once before making contact, make sure contact point is in the right spot, hand eye coordination, sportsmanship, and movement around the court.
Reference: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8501
Name/Title: Wildcat Ball
Purpose of Activity: Pass the ball with your hands and feet
Suggested Grade Level: All Levels
Materials Needed: 1 football, 2 indoor football goals, 2 basketball hoops. All inside the gymnasium, pennies
Description of Idea: Two teams are selected before the activity starts. This activity starts with a jump ball at center court. Students can pass the ball using basketball style passes (chest & overhead). Students, who have possession, may not run with the ball however they may pivot on one foot. If at any time the ball touches the ground it must be played using soccer dribbling, passing, and shooting. After the ball touches the ground the only way it can be played with the hands again is if it is kicked off the wall or caught in the air. Students are trying to advance the ball toward the opposing team's goals and shoot a basket or kick a goal.
Only 1 goalie is allowed per goal. A basket is worth 1 point, a soccer goal is worth 1 point, a throw into the soccer goal is worth 1 point, a kick into the basket is worth 1 point. The ball is playable off the walls and ceiling. Students must be one-arm length away from the player that is holding the ball in their hands to allow room for a throw or pass. Jump balls whenever there are two or more persons grabbing a ball. Traveling is called if a person moves further than a pivot while holding the ball then which they have to drop the ball to let the other team have possession. After each goal a jump ball resumes the game in the center.
Variations: For bigger classes, 2 wildcat ball games can be played on the 2 halves of the court.
Adaptations for Students with Disabilities: When the disabled child receives the ball they are allowed to take 3 steps then have to pass the ball off to their teammate.
Assessment Ideas: Students understand rules of passing with the hands by avoiding bounce passes. Students understand rules by using the wall to kick the ball up into their hands. Students communicate during passing. Fair sportsmanship
Reference: My high school( Clarksville High School)
Purpose of Activity: To teach students offensive and defensive strategies in rugby and work on passing, catching, and defending.
Suggested Grade Level: 7-8
Materials Needed: Pinnies and 3 Rugby footballs, 12 cones to mark field
Description of Idea:
Divide a standard field from sideline to sideline into 4 sections each approximately 10-15 yards long. Make them wide enough to accommodate the team sizes. Two teams will play on one of these fields, so if you want 4 teams you will need to make 2 fields, or 6 teams needs 3 fields, etc. You should have no fewer than 5 on a team. Differentiate the 2 teams using pennies or the like.
One team starts as the offense, the other as defense. The object is for the offense to complete lateral passes to players trailing beside them for points. The offense gets as many lateral passes until the defense has tagged the person with the rugby ball 4 times. Any incomplete, interceptions, or deflections will turn the ball over to the defense. Designate the line of cones marking the "inside" of the first zone. EVERY down will start from the first zone, again, regardless of what happens. The other end of this first zone is just to mark out-of-bounds. The second, third, and fourth zones are worth 1, 2 and 3 points respectively. A lateral pass to a teammate completed in one of these zones receives that many points. An incompletion is worth 0 points, and an interception is worth 1 point for the defending. Remind them to keep track of total points.
Variations: With smaller teams we would use less amounts of the field. 5-10 yards long
Adaptations for Students with Disabilities: Any student can participate. Students that are in wheel chairs will be allowed to shuffle pass each time they are handed but once every possession.
Assessment Ideas: Make sure that each team is correctly keeping score. Look for correct and accurate lateral passes to players trailing behind.
Reference: http://pecentral.com/lessonideas/ViewLesson.asp?ID=3607
Name/Title: Badminton Golf
Purpose of Activity: To have students work on their badminton serve by having them hit the shuttle (birdie) into a hula hoop that is varying distances away from the server. This works as a great game where there are a large amount of students in a limited amount of gym space.
Suggested Grade Level: All Levels
Materials Needed: 9 hula hoops act as the 'hole' for each of 9 golf holes. 18 small cones.
Description of Idea:
Each group member will ‘tee off’ their own birdie from the tee box for each hole (marked by a pylon). To tee off, players must hit an underhand badminton serve. After each group member has teed off, players will go to their birdie, and try to hit it into the hoop from their new spot. When retrieving the bird from the new spot, players will walk up to the bird, stand with their feet on either side of it, pick it up, and hit it from there. When hitting the bird into the hoop, the bird must stay inside the hoop for it to count. If it bounces out, the player has to hit it from the new spot. When all players have completed a hole, then the group can move on.
Variations: Bigger hula hoops
Adaptations for Students with Disabilities: Disabled students are allowed to move up by 2 steps closer to the hula hoop.
Assessment Ideas: The teacher can simply stand at one tee box, and quickly assess each students serve because each student must complete each hole.
Reference: http://pecentral.com/lessonideas/ViewLesson.asp?ID=9289
Name/Title: Soccer Pass Croquet
Purpose of Activity: To allow students the opportunity to develop a controlled inside of the foot pass.
Suggested Grade Level: 3-5
Materials Needed:10 foam pool noodles, 20 one foot lengths of quarter inch wooden dowels- two per noodle, 20 cones, 10 soccer balls
Description of Idea: Create a giant sized croquet course (outdoors): To create the wickets, insert a dowel in the ground. Slip noodle over the dowel. Insert a second dowel two to three feet away from the first. Pull the noodle down in an arc and slip over second dowel. Set up a course based on the abilities of your students, using the simplest configurations for beginners. Have the course end in front of a goal (2 cones). Attach numbered signs to the noodles to designate order. Divide the students into pairs. Explain to them that they will have to pass their ball through each of the wickets using the inside of the foot pass. Student A passes to student B. Student A then runs to the other side of the wicket to receive the pass from student B. When the students get the ball through the last wicket, they each get a shot at the goal. In order to minimize wait time, have the students start at different wickets. For example, partners A and B start at #4 and continue in order through #5, #6, etc.. Partners C and D might start at wicket #5 then continue sequentially through the rest. After shooting the goals, have the students return to wicket #1 and start again. The staggered start should allow all students to start at #1 without too much waiting, on subsequent times through the course.
Variations: Pass the ball to the partner while the partner is on the run.
Adaptations for Students with Disabilities: This game is accessible to all. Students unable to kick the ball may roll it through the wickets.
Assessment Ideas: Making sure each student can perform the kick on the inside of their foot. Look to see if the student can pass the ball with accuracy.
Reference: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4606
Name/Title: Paddle Tennis
Purpose of Activity: To allow students to gain control of the ball, practice hand-eye coordination and teach students how to move around to the ball.
Suggested Grade Level: All levels
Materials Needed: Tennis rackets (or paddles of some sort), 2 tennis balls for each pair of students, build 4-6 mini tennis court areas in the gym or outside where a net can be put up about three feet high.
Description of Idea: There may be 4 students to a court; each pair gets half of the court on each side of the net.
1. Each pair of students stands on the SERVICE line on opposite sides of the net.
2. One player has the tennis ball, drops it in front and taps the ball over the net to the other side. The ball must land in the boundaries in order to be considered good.
Rules:
1. Ball is only allowed to bounce once.
2. The person starting the point must drop the ball, let it bounce once and then tap it over the net.
3. After the point begins students must let the ball bounce ONCE before tapping it over.
4. This pattern of play continues until someone hits the ball out of bounds, ball bounces twice, or the ball falls into the net.
Variations: You can have the students start serving closer to the net and move back once they get the idea of the game. To up the difficulty, play a doubles version, have 2 students on one side and two on the opposite side using all 4 service boxes. The game begins the same way but instead the partners take turns hitting the ball over the net. Remember to let the ball bounce once before hitting it over.
Adaptations for Students with Disabilities: You may use a bigger ball, such as beach balls, so it’s easier to see and hit.
Assessment Ideas: Observe and assess that the students lets the ball hit once before making contact, make sure contact point is in the right spot, hand eye coordination, sportsmanship, and movement around the court.
Reference: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8501
Name/Title: Wildcat Ball
Purpose of Activity: Pass the ball with your hands and feet
Suggested Grade Level: All Levels
Materials Needed: 1 football, 2 indoor football goals, 2 basketball hoops. All inside the gymnasium, pennies
Description of Idea: Two teams are selected before the activity starts. This activity starts with a jump ball at center court. Students can pass the ball using basketball style passes (chest & overhead). Students, who have possession, may not run with the ball however they may pivot on one foot. If at any time the ball touches the ground it must be played using soccer dribbling, passing, and shooting. After the ball touches the ground the only way it can be played with the hands again is if it is kicked off the wall or caught in the air. Students are trying to advance the ball toward the opposing team's goals and shoot a basket or kick a goal.
Only 1 goalie is allowed per goal. A basket is worth 1 point, a soccer goal is worth 1 point, a throw into the soccer goal is worth 1 point, a kick into the basket is worth 1 point. The ball is playable off the walls and ceiling. Students must be one-arm length away from the player that is holding the ball in their hands to allow room for a throw or pass. Jump balls whenever there are two or more persons grabbing a ball. Traveling is called if a person moves further than a pivot while holding the ball then which they have to drop the ball to let the other team have possession. After each goal a jump ball resumes the game in the center.
Variations: For bigger classes, 2 wildcat ball games can be played on the 2 halves of the court.
Adaptations for Students with Disabilities: When the disabled child receives the ball they are allowed to take 3 steps then have to pass the ball off to their teammate.
Assessment Ideas: Students understand rules of passing with the hands by avoiding bounce passes. Students understand rules by using the wall to kick the ball up into their hands. Students communicate during passing. Fair sportsmanship
Reference: My high school( Clarksville High School)
Karen Montero
Name/Title: Queenie Queenie
Purpose of Activity: The purpose of this activity is to teach eye-hand coordination and teamwork.
Suggested Grade Level: second to six grade
Materials Needed: This game does not need a lot of materials. All is needed is a group of kids, a ball, and enough space of land to run around.
Description of Idea
One person is the leader of the game called Queenie Queenie. Everyone else is standing behind Queenie. Queenie takes the ball and throws it over his/her shoulder and another player will pick it up and hides it behind their back along with everyone else’s arms being behind there to confuse Queenie. When he/she turns around everyone starts singing the song
"Queenie, Queenie who's got the ball?
Are they short, or are they tall?
Are they hairy, or are they bald?
You don't know because you don't have the ball!"
Queenie must guess who has the ball, and if the person with the ball confused he/she enough so they are picked last, they become the next leader!
Variations: There are different songs one can use to play this game for when the group sings to Queenie.
Adaptations for Students with Disabilities: This game could be played with physical disabilities in wheelchairs. All that would be needed would be to have enough time to pick up the small ball and hide it. For the visually impaired, it may be a little hard to play. If there was a visually impaired person and someone who can see clearly, the person who has vision could pick up the ball and give it to the handicapped to hide.
Assessment Ideas: At the end of the game, have the kids discuss their strategy of working through the game. Also, to test hand coordination, have them throw the ball back and forth.
Reference
http://www.woodlands-junior.kent.sch.uk/studentssite/playgroundgames.htm
Name/Title: Oranges and Lemons
Purpose of Activity: The purpose of this activity is to strategize against other players to pick the strongest team. When the teams are made, strength and teamwork must be used to win the tug of war battle.
Suggested Grade Level: 5 to 8 grade
Materials Needed: All you need is a group of kids, and a big amount of space to play in.
Description of Idea
Two leaders are chosen in the group of kids. The leaders decide secretly who is a lemon and who is an orange. While everyone sings the orange and lemon song, kids take one by one go through an arch that is made by the leaders. At the end of the song, the arch falls and the person stuck in it picks a team to be on. At the end, they have a tug of war contest between the lemons and oranges.
The song
Oranges and lemons,
Say the bells of St. Clement's.
You owe me five farthings,
Say the bells of St. Martin's.
When will you pay me?
Say the bells of Old Bailey.
When I grow rich,
Say the bells of Shoreditch.
When will that be?
Say the bells of Stepney.
I'm sure I don't know,
Says the great bell at Bow.
Here comes a candle to light you to bed,
Here comes a chopper to chop off your head
Chip chop chip chop the last man's head
(The arch comes down tapping one player)
Variations: similar versions of the game is played such as London bridge is falling down.
Adaptations for Students with Disabilities: This game can be played by anyone, except for the tug of war part. It may be difficult for physical disability kids to participate so they can be the judge of who wins during that part and a motivational aspect on the team.
Assessment Ideas: At the end, ask the kids how they strategized when choosing teams. Also, quiz them on what it took to pull the rope and discuss how one can strengthen their self.
Reference: http://www.woodlands-junior.kent.sch.uk/studentssite/playgroundgames.htm
Name/Title: Tiggy Scarecrow
Purpose of Activity: To strengthen speed, and agility.
Suggested Grade Level: first grade through 6th grade
Materials Needed: An open space and a big group of kids.
Description of Idea
This activity can involve several people. First the group of kids is split up into two groups. The one group chases the other groups and scream TIGGY SCARECROW when they catch someone. The caught person must stand still with their arms out like a scarecrow unless a teammate runs under their arms and tags them to free them. This goes on until the whole team is caught, then roles are switched.
Variations: This game is a form of tag, which has been played with different versions such as having a base for safety and the position one stands in.
Adaptations for Students with Disabilities: Certain disabilities may not be able to play this game because of its physical activeness, but others can such as visually impaired. People can lead them threw the course to get to the other side making it a partner work.
Assessment Ideas: Test their speed by timing running activites and talk about getting in shape by means of running, walking, jogging. Also discuss healthy diets.
Reference: http://www.bl.uk/learning/langlit/playground/browseadultview.html#cm=Videos&gm=Running&id=120550&id2=121299
Name/Title: Walley
Purpose of Activity: The purpose of this activity is to work with eye-foot coordination and skills.
Suggested Grade Level: Grades 5 and up to adult
Materials Needed: The materials needed are a wall, a soccer ball and a room that will space.
Description of Idea
Boundaries are set up at the beginning of the game. With the soccer ball, one must kick it against the wall and if one goes out of the boundaries, you are out. If you miss the wall, you are out.
Variations: Another version played in America is called Wallball.
Adaptations for Students with Disabilities: One must use all their senses to play with this game. If one does not have eye sight, they must listen for the ball to bounce off the wall but will have no problem kicking the ball if told where. If they have hearing problems, they can see the ball. For physical disabilities, this may not be a game to play.
Assessment Ideas: Discuss health and fitness skills. Make them do a training plan on what one would need to do to become real good at wallball/Walley.
Reference: http://www.uepengland.com/bbs/index.php/topic/15408-traditional-english-playground-games/
Name/Title: Sardines
Purpose of Activity: purpose of this activity is to learn how to use all senses when doing an activity.
Suggested Grade Level: 3rd grade to 8th grade.
Materials Needed: Large group, and space to hide.
Description of Idea
One person hides and everyone seeks for the person hiding. When one finds that person, they must hide too. Last person to find everyone loses.
Variations: This game is played in several ways such as hide and seek and jailbreak.
Adaptations for Students with Disabilities: Anyone can play this regardless of the disability.
Assessment Ideas: Discuss the skills needed to play this game compared to a physical active game. Ask questions like how does both benefit you?
Reference: http://www.uepengland.com/bbs/index.php/topic/15408-traditional-english-playground-games/
Purpose of Activity: The purpose of this activity is to teach eye-hand coordination and teamwork.
Suggested Grade Level: second to six grade
Materials Needed: This game does not need a lot of materials. All is needed is a group of kids, a ball, and enough space of land to run around.
Description of Idea
One person is the leader of the game called Queenie Queenie. Everyone else is standing behind Queenie. Queenie takes the ball and throws it over his/her shoulder and another player will pick it up and hides it behind their back along with everyone else’s arms being behind there to confuse Queenie. When he/she turns around everyone starts singing the song
"Queenie, Queenie who's got the ball?
Are they short, or are they tall?
Are they hairy, or are they bald?
You don't know because you don't have the ball!"
Queenie must guess who has the ball, and if the person with the ball confused he/she enough so they are picked last, they become the next leader!
Variations: There are different songs one can use to play this game for when the group sings to Queenie.
Adaptations for Students with Disabilities: This game could be played with physical disabilities in wheelchairs. All that would be needed would be to have enough time to pick up the small ball and hide it. For the visually impaired, it may be a little hard to play. If there was a visually impaired person and someone who can see clearly, the person who has vision could pick up the ball and give it to the handicapped to hide.
Assessment Ideas: At the end of the game, have the kids discuss their strategy of working through the game. Also, to test hand coordination, have them throw the ball back and forth.
Reference
http://www.woodlands-junior.kent.sch.uk/studentssite/playgroundgames.htm
Name/Title: Oranges and Lemons
Purpose of Activity: The purpose of this activity is to strategize against other players to pick the strongest team. When the teams are made, strength and teamwork must be used to win the tug of war battle.
Suggested Grade Level: 5 to 8 grade
Materials Needed: All you need is a group of kids, and a big amount of space to play in.
Description of Idea
Two leaders are chosen in the group of kids. The leaders decide secretly who is a lemon and who is an orange. While everyone sings the orange and lemon song, kids take one by one go through an arch that is made by the leaders. At the end of the song, the arch falls and the person stuck in it picks a team to be on. At the end, they have a tug of war contest between the lemons and oranges.
The song
Oranges and lemons,
Say the bells of St. Clement's.
You owe me five farthings,
Say the bells of St. Martin's.
When will you pay me?
Say the bells of Old Bailey.
When I grow rich,
Say the bells of Shoreditch.
When will that be?
Say the bells of Stepney.
I'm sure I don't know,
Says the great bell at Bow.
Here comes a candle to light you to bed,
Here comes a chopper to chop off your head
Chip chop chip chop the last man's head
(The arch comes down tapping one player)
Variations: similar versions of the game is played such as London bridge is falling down.
Adaptations for Students with Disabilities: This game can be played by anyone, except for the tug of war part. It may be difficult for physical disability kids to participate so they can be the judge of who wins during that part and a motivational aspect on the team.
Assessment Ideas: At the end, ask the kids how they strategized when choosing teams. Also, quiz them on what it took to pull the rope and discuss how one can strengthen their self.
Reference: http://www.woodlands-junior.kent.sch.uk/studentssite/playgroundgames.htm
Name/Title: Tiggy Scarecrow
Purpose of Activity: To strengthen speed, and agility.
Suggested Grade Level: first grade through 6th grade
Materials Needed: An open space and a big group of kids.
Description of Idea
This activity can involve several people. First the group of kids is split up into two groups. The one group chases the other groups and scream TIGGY SCARECROW when they catch someone. The caught person must stand still with their arms out like a scarecrow unless a teammate runs under their arms and tags them to free them. This goes on until the whole team is caught, then roles are switched.
Variations: This game is a form of tag, which has been played with different versions such as having a base for safety and the position one stands in.
Adaptations for Students with Disabilities: Certain disabilities may not be able to play this game because of its physical activeness, but others can such as visually impaired. People can lead them threw the course to get to the other side making it a partner work.
Assessment Ideas: Test their speed by timing running activites and talk about getting in shape by means of running, walking, jogging. Also discuss healthy diets.
Reference: http://www.bl.uk/learning/langlit/playground/browseadultview.html#cm=Videos&gm=Running&id=120550&id2=121299
Name/Title: Walley
Purpose of Activity: The purpose of this activity is to work with eye-foot coordination and skills.
Suggested Grade Level: Grades 5 and up to adult
Materials Needed: The materials needed are a wall, a soccer ball and a room that will space.
Description of Idea
Boundaries are set up at the beginning of the game. With the soccer ball, one must kick it against the wall and if one goes out of the boundaries, you are out. If you miss the wall, you are out.
Variations: Another version played in America is called Wallball.
Adaptations for Students with Disabilities: One must use all their senses to play with this game. If one does not have eye sight, they must listen for the ball to bounce off the wall but will have no problem kicking the ball if told where. If they have hearing problems, they can see the ball. For physical disabilities, this may not be a game to play.
Assessment Ideas: Discuss health and fitness skills. Make them do a training plan on what one would need to do to become real good at wallball/Walley.
Reference: http://www.uepengland.com/bbs/index.php/topic/15408-traditional-english-playground-games/
Name/Title: Sardines
Purpose of Activity: purpose of this activity is to learn how to use all senses when doing an activity.
Suggested Grade Level: 3rd grade to 8th grade.
Materials Needed: Large group, and space to hide.
Description of Idea
One person hides and everyone seeks for the person hiding. When one finds that person, they must hide too. Last person to find everyone loses.
Variations: This game is played in several ways such as hide and seek and jailbreak.
Adaptations for Students with Disabilities: Anyone can play this regardless of the disability.
Assessment Ideas: Discuss the skills needed to play this game compared to a physical active game. Ask questions like how does both benefit you?
Reference: http://www.uepengland.com/bbs/index.php/topic/15408-traditional-english-playground-games/
Sandy Navarro
1. Name/Title: The Mansion of Bliss
Purpose of Activity: The idea of creating this game was to promote the progressive improvement of the juvenile mind and to deter them from ‘pursuing the dangerous paths of vice.’
Suggested Grade Level: Children
Materials Needed: Spinning die and booklet that gives a four line verse for each playing space.
Description of Ideas
This game is from the 19th century and it was mostly created for children to play a racing game. The game is played with a spinning die and a booklet that gives a four line verse for each playing space. This game was also intended for educational and entertaining purposes. The major topics covered by this game were geography, history, scie
nce, religion, and moral values. The first winner to reach the mansion in the center wins (Museum of Childhood, 2011).
Variations: Use another spinning die for another player.
Adaptations for Students with Disabilities: Anyone can play this game.
Assessment Ideas: The person who reaches the center first can receive a prize and you can ask the children to go back and review what they learned.
Reference: Museum of Childhood, 2011. Games. Retrieved from http://www.vam.ac.uk/moc/collections/games/index.html
2. Name/Title: Kings and Queens of England
Purpose of Activity: Educational purposes
Suggested Grade Level: Anyone and can be played within families.
Materials Needed: The cards that have pictures on them from kings and queens from England.
Description of Ideas
This is a card game that was created in the 20th century. Some kings that are painted in the cards are William I and Edward VII. The cards are divided into sets and it was mostly used for educational purposes (Museum of Childhood, 2011).
Variations: No variations.
Adaptations for students with Disabilities: Children and families can play this game. There is no special requirement of who can play.
Assessment Ideas: Who ever ends up with the cards at the end wins and you can go around asking the players to see if they remember the queens and kings.
Reference: Museum of Childhood, 2011. Games. Retrieved from http://www.vam.ac.uk/moc/collections/games/index.html
3. Name/Title: Spillikins
Purpose of Activity: For entertainment and have fun
Suggested grade level: Anyone can play this, the youth and older people
Materials Needed: Thin sticks and instructions
Description
of Idea
This game originated from China and is played all over the world. In the UK it is known as the pickup sticks and it is played by scattering a group of thin sticks out on a table so they are all mixed up in a pile. Players take turns picking them up, one-by-one, without moving any of the others. Players continue to pick up sticks until they disturb a different stick to the one they are trying to remove. Once all the sticks have been picked up, the scores are counted and the person with the highest is the winner (Museum of Childhood, 2011).
Variations: Need to use a lot of thin sticks to make it fun
Adaptations for students with Disabilities: This game can be played by anyone.
Assessment Ideas: The person who moves the sticks gets to make a funny move each time and you can see if the players concentrate better on not moving the sticks.
Reference: Museum of Childhood, 2011. Games. Retrieved from http://www.vam.ac.uk/moc/collections/games/index.html
4. Name/Title: Subbuteo
Purpose of Activity: For entertainment purposes .
Suggested grade level: For entertainment purposes, especially soccer fans.
Materials Needed: Figures, two goalies, ball, metal goals.
Description of Idea
This game was invented in England in 1947 by Peter Adolph. It was based on an earlier table football game from the 20s. The first Subbuteo set composed of cut-out cardboard figures with plastic bases, two goalies with bases and control rods, a plastic ball and two metal goals. A pitch was not provided; instead players were able to mark out their own on a blanket
with the chalk included in the pack (Museum of Childhood, 2011).
Variations: Use a set of 11 figures to create a whole team.
Adaptations for Students with Disabilities: Anyone can play this game, it is like playing soccer.
Assessment Ideas: Keep track of the score, so the person who wins with more goals receives a trophy and you can see if their skills at the game get better.
Reference: Museum of Childhood, 2011. Games. Retrieved from http://www.vam.ac.uk/moc/collections/games/index.html
5. Name/Title: Backgammo
Purpose of Activity: For entertainment.
Suggested grade level: Anyone of any age can play this game, but mostly the older.
Materials Needed: Playing board, dies, and playing instructions.
Description of Idea
This game was invented by a man named Qaflan in the 1920s. He designed the game board to have 24 points for the hours of a day, twelve points of each half-board for the months of the year and Zodiac signs, 30 pieces for the days of the month, two dice for the day and night, and seven spots on the opposite sides of a die to represent the days of the week, and planets of the solar system which were known at the time (Museum of Childhood, 2011).
Variations: Using a bigger board can make it more enjoyable and interesting.
Adaptations for Students with Disabilities: Anybody is able to play this game.
Assessment Ideas: The person who gets more dies into their side gets to make the rules for the next game.
Reference: Museum of Childhood, 2011. Games. Retrieved from http://www.vam.ac.uk/moc/collections/games/index.html.
Purpose of Activity: The idea of creating this game was to promote the progressive improvement of the juvenile mind and to deter them from ‘pursuing the dangerous paths of vice.’
Suggested Grade Level: Children
Materials Needed: Spinning die and booklet that gives a four line verse for each playing space.
Description of Ideas
This game is from the 19th century and it was mostly created for children to play a racing game. The game is played with a spinning die and a booklet that gives a four line verse for each playing space. This game was also intended for educational and entertaining purposes. The major topics covered by this game were geography, history, scie
nce, religion, and moral values. The first winner to reach the mansion in the center wins (Museum of Childhood, 2011).
Variations: Use another spinning die for another player.
Adaptations for Students with Disabilities: Anyone can play this game.
Assessment Ideas: The person who reaches the center first can receive a prize and you can ask the children to go back and review what they learned.
Reference: Museum of Childhood, 2011. Games. Retrieved from http://www.vam.ac.uk/moc/collections/games/index.html
2. Name/Title: Kings and Queens of England
Purpose of Activity: Educational purposes
Suggested Grade Level: Anyone and can be played within families.
Materials Needed: The cards that have pictures on them from kings and queens from England.
Description of Ideas
This is a card game that was created in the 20th century. Some kings that are painted in the cards are William I and Edward VII. The cards are divided into sets and it was mostly used for educational purposes (Museum of Childhood, 2011).
Variations: No variations.
Adaptations for students with Disabilities: Children and families can play this game. There is no special requirement of who can play.
Assessment Ideas: Who ever ends up with the cards at the end wins and you can go around asking the players to see if they remember the queens and kings.
Reference: Museum of Childhood, 2011. Games. Retrieved from http://www.vam.ac.uk/moc/collections/games/index.html
3. Name/Title: Spillikins
Purpose of Activity: For entertainment and have fun
Suggested grade level: Anyone can play this, the youth and older people
Materials Needed: Thin sticks and instructions
Description
of Idea
This game originated from China and is played all over the world. In the UK it is known as the pickup sticks and it is played by scattering a group of thin sticks out on a table so they are all mixed up in a pile. Players take turns picking them up, one-by-one, without moving any of the others. Players continue to pick up sticks until they disturb a different stick to the one they are trying to remove. Once all the sticks have been picked up, the scores are counted and the person with the highest is the winner (Museum of Childhood, 2011).
Variations: Need to use a lot of thin sticks to make it fun
Adaptations for students with Disabilities: This game can be played by anyone.
Assessment Ideas: The person who moves the sticks gets to make a funny move each time and you can see if the players concentrate better on not moving the sticks.
Reference: Museum of Childhood, 2011. Games. Retrieved from http://www.vam.ac.uk/moc/collections/games/index.html
4. Name/Title: Subbuteo
Purpose of Activity: For entertainment purposes .
Suggested grade level: For entertainment purposes, especially soccer fans.
Materials Needed: Figures, two goalies, ball, metal goals.
Description of Idea
This game was invented in England in 1947 by Peter Adolph. It was based on an earlier table football game from the 20s. The first Subbuteo set composed of cut-out cardboard figures with plastic bases, two goalies with bases and control rods, a plastic ball and two metal goals. A pitch was not provided; instead players were able to mark out their own on a blanket
with the chalk included in the pack (Museum of Childhood, 2011).
Variations: Use a set of 11 figures to create a whole team.
Adaptations for Students with Disabilities: Anyone can play this game, it is like playing soccer.
Assessment Ideas: Keep track of the score, so the person who wins with more goals receives a trophy and you can see if their skills at the game get better.
Reference: Museum of Childhood, 2011. Games. Retrieved from http://www.vam.ac.uk/moc/collections/games/index.html
5. Name/Title: Backgammo
Purpose of Activity: For entertainment.
Suggested grade level: Anyone of any age can play this game, but mostly the older.
Materials Needed: Playing board, dies, and playing instructions.
Description of Idea
This game was invented by a man named Qaflan in the 1920s. He designed the game board to have 24 points for the hours of a day, twelve points of each half-board for the months of the year and Zodiac signs, 30 pieces for the days of the month, two dice for the day and night, and seven spots on the opposite sides of a die to represent the days of the week, and planets of the solar system which were known at the time (Museum of Childhood, 2011).
Variations: Using a bigger board can make it more enjoyable and interesting.
Adaptations for Students with Disabilities: Anybody is able to play this game.
Assessment Ideas: The person who gets more dies into their side gets to make the rules for the next game.
Reference: Museum of Childhood, 2011. Games. Retrieved from http://www.vam.ac.uk/moc/collections/games/index.html.
Natalie Papini
Name of Activity: Captain Britain Fitness
Purpose of the Activity: The purpose of this activity is to help students associate exercises with the different health-related fitness components: cardiovascular fitness, flexibility and muscular strength/endurance.
Suggested Grade Level: K-2
Materials Needed: 3-6 vests
Description of Idea: Begin by telling the students how the Superheroes of the Universe have heard how the children on Earth watch too much TV, eat too much junk food and don't get enough exercise. They have decided to save the children by demonstrating how to get more exercise. The Superheroes are Kid Cardio, Mr. Flex and Miss Muscle. Choose three students to be the Superheroes. When the game starts, the Superheroes will try to tag the children from Earth in an effort to help them break away from the television. If a student is tagged by Kid Cardio (s) he must do an exercise for cardiovascular fitness before returning to the game. If a student is tagged by Mr. Flex that student must perform a stretch, and, when a student is tagged by Miss Muscle (s) he must do a strength exercise. The stretch exercise is a v-sit stretch, the strength exercise is five pushups, and the cardio exercise is to jog two laps.
Variations: Only focus on one of the three superheroes (i.e. - Strength, Stretch, or Cardiovascular) and have a number of different exercises for one of those when a child gets tagged.
Assessment Ideas: At the end of class, shout out a fitness component and see if the students can tell you an exercise that helps to improve the component. After you have played a few times, have the students choose their own appropriate exercise when they get tagged.
Adaptations for Students with Disabilities: Using different loco motor skills can help to slow the students down so that those with disabilities might have a chance to tag someone or get away from someone. You can do this easily with this activity by pretending that you are on a different planet and the inhabitants on that planet move differently.
Reference: http://pecentral.com/lessonideas/ViewLesson.asp?ID=5895 and http://www.internationalhero.co.uk/e/earlyuk.htm
Name of Activity: Fish and Chips
Purpose of the Activity: To practice listening skills, teamwork, and heart rate inducing activities.
Suggested Grade Level: Grades 3 and 4 (In the United Kingdom) Ages 8 or 9
Materials Needed: Stereo, C.D., or IPod
Description of Idea:
Kids will be divided up evenly as either a “Fish” or a “Chip.” Once these two teams have been established, the children will have to practice teamwork and their ability to listen to verbal cues and translate those cues into physical actions. The fish and chips will have to run, skip, or walk (whichever is directed) while music plays. Once the music stops, a “fish” and a “chip” must pair together. The last group to pair up will be eliminated, until one final pair is left standing.
Variations: Have younger aged participants only run, walk, or skip so as to avoid overwhelming them with too many directions. Also, have younger aged players wear a jersey to distinguish one team from the other (or, the fish from the chips). Older aged players should avoid this as this activity is geared towards teamwork and communication.
Assessment Ideas: Stop the music as varying intervals (meaning, one time only play the music for twenty seconds, another time a full minute and a half) to see that the children can quickly register what they hear and convert it to physical movement.
Adaptations for Students with Disabilities: Students with disabilities can still participate in this activity. I would first instruct them to stay near a child from the opposite team at all times to ensure when the music stops they can find someone to pair with. Students in a wheelchair can still maneuver their way through this activity.
Reference: My head
Name of Activity: British Badminton Golf
Purpose of the Activity: To have students work on their badminton serve by having them hit the shuttle into a hula hoop that is varying distances away from the server. This works as a great game where there are a large amount of students in a limited amount of gym space.
Suggested Grade Level: All
Materials Needed: Nine hula hoops that act as the 'hole' for each of nine golf holes and eighteen small cones are needed for this activity. One acts as the 'tee box,' and the other acts as the flag in each hole. Labels (numbered 1-9, and taped to accompanying pylons, one at tee box, one at hole)
Description of Idea: With your group, you will be playing 9 holes of ‘Badminton Golf.” The object of this game is to land the bird in the hoop in as few shots as possible. The group with the lowest total number of shots will win a group reward (group scores will be averaged if the groups are uneven).
How to play:
1. Each group member will ‘tee off’ their own birdie from the tee box for each hole (marked by a pylon)
2. To tee off, players must hit an underhand badminton serve. Overhand serves will be penalized by one stroke.
3. After each group member has teed off, players will go to their birdie, and try to hit it into the hoop from their new spot.
4. When retrieving the bird from the new spot, players will walk up to the bird, stand with their feet on either side of it, pick it up, and hit it from there. Players who move closer to the hoop will be penalized one stroke.
5. When hitting the bird into the hoop, the bird must stay inside the hoop for it to count. If it bounces out, the player has to hit it from the new spot.
6. Once all players in a group have completed the hole, that group will mark their score in the appropriate box. This is done by writing the number of strokes into the box for that hole. Make sure to mark your score on the next tee so that groups waiting to play can go ahead. When all players have completed a hole, then the group can move on.
Variations: For younger grades, balloon badminton might be a good start before this activity.
Assessment Ideas: Create a simple score card by making a 6 x 10 chart. The top of the chart indicates the hole number, and the names go down the left hand column. The bottom row can be used to total up scores. By looking at this chart, the teacher can see how many 'hole in ones' a student got, which can indicate the students ability to serve with accuracy. The teacher can simply stand at one tee box, and quickly assess each students serve because each student must complete each hole.
Adaptations for Students with Disabilities: Students with a disability can still attempt to hit the birdie into the hoop. If they find this task too challenging, those students can be the score keeper.
Reference: http://pecentral.com/lessonideas/ViewLesson.asp?ID=9289
Name of Activity: Quidditch (Harry Potter Style!)
Purpose of the Activity: The purpose of this activity is to work on the chasing and fleeing skills in a game that is similar to the one played in the movie/book.
Suggested Grade Level: Kids aged 8-11, Grades 5-6 in the United Kingdom
Materials Needed: One Nerf Soccer Ball (Quaffle), four to eight Gator Skin Balls (Bludger), one Bouncy ball or Z ball (Snitch), three to six Hula Hoops (goals), two different colored pinnies for each team/player, one different colored pinnie for the seeker on each team (they should stand out from their teammates)
Description of Idea: To begin the class I explain how in the movie, Harry and his classmates used brooms and flew high above the sky to play the game. We are going to bring the game down to earth. I would like to have used brooms in my game, however, I do not have them, and so we left them out. I believe that the addition of brooms would be a nice touch to the game.
1. To begin the game, players are assigned their positions.
a. Seeker-this is one to two people (depending upon your class size), who when the "Snitch" is released, tries to get it and score 150 points for their team.
b. Chaser-there are 3-4 Chasers per team. They are the players who use the "Quaffle" and throw it through one of the hoops and score 10 points for their team.
c. "Beater" (or taggers)-there are 3-4 Beaters per team. These are the players that use the Bludger and try to tag Chasers and the Seeker out. The Beaters play a defensive strategy.
2. The game begins with a Chaser from each team standing in the center circle (like a jump ball in basketball). The Quaffle (soccer ball) is tossed into the air and the center Chaser's try to hit the Quaffle to another player on their own team. They may not catch their own tip.
3. The Seeker and Beaters are positioned on their side of the playing area awaiting the tip.
4. The Chaser can continue to run with the Quaffle until tagged with a Bludger. Once tagged, they must stop moving and pass the Quaffle to another teammate.
5. Seekers and Beaters never handle the Quaffle, only Chasers. Chasers are the only players that can score 10 points for their team by throwing it through one of the 3 hoops (hanging from a basketball net/apparatus)at the end of their playing area (similar to a goal in football).
6. If the Quaffle is dropped, the other team gets possession. If a goal is scored, players return to the center for a new tip off.
7. At some point in the game, the referee (teacher) will release the Snitch. This is when the Seekers come into play. They are the only players that can go for the Snitch.
8. Beaters can try to stop the Seeker by tagging them with a Bludger. If a Seeker gets tagged must change positions and exchange their pinnie with a teammate.
9. The Snitch needs to be moving as much as possible. If it stops rolling or bouncing without being picked up it goes back to the referee.
10. The first team's Seeker to get the Snitch gets 20 points for their team (different from the book). The game continues until one team gets 150 points.
Variations: 1. Use one boy and one girl from each team to be the Seeker. When the referee releases the Snitch, the ref will call "boy! Or "girl!” This means that only the boy or girl Seeker may go after the Snitch.
2. Use only one set of hula hoops hanging at one end of your gym. Then the rule is that after a team takes a shot at the goal, if it's not made, the Quaffle must be passed back to midline before another shot can be taken at the goal.
3. Have one blocker be allowed in front of their goal.
4. Vary the type of Snitch thrown out onto the playing area. For example, one time throw the bouncy ball, the next time throw a Z ball.
5. Allow a chaser to take only 5 steps with the Quaffle. After 5 steps they must pass the ball to a teammate.6. Use brooms! The Quaffle must be passed around using a broom and sweep the ball into the goal!
Assessment Ideas: Because neither the book nor the movies explain all the rules, students should be given an opportunity to suggest modifications for improvement of the game. Allow time for debriefing during the game or immediately after.
Adaptations for Students with Disabilities: Students with disabilities can be the blocker that is stationary in front of the goal. If they do not wish to do so, they can be the scorekeeper.
Reference: http://pecentral.com/lessonideas/ViewLesson.asp?ID=2666
Name of Activity: British Invasion
Purpose of the Activity: To stimulate the intellectual development of the children by
involving conceptions of time and space (over, under, behind, in front of,
slow, fast.) As well as increasing their hand eye coordination via throwing and catching.
Suggested Grade Level: Grades through 4 (In the United Kingdom) up to ages 8 or 9
Materials Needed: Two goals are needed, as are one handball that can be easily thrown and caught by children around age eight.
Description of Idea: There are five players on the court with two offensive players, two defensive players, and one goalkeeper. It is illegal to keep the ball in a team's possession without making a recognizable attempt to attack and to try to score. In other words, a team cannot stall (free-throw awarded to the other team). The object of the game is to pass the ball to a teammate, and progressively keep passing the ball down the basketball court until an attempt to score (throwing the ball in the net of the opposing team) is made. There is a limit on the number of passes to be made before a point attempt (or, British invasion) happens (this limit is reliant upon the age of the players).
Variations: Allow the person with the ball three steps in any direction after catching it. This applies more pressure to the defensive side of the game, and speeds up the level of play.
Assessment Ideas: Have the children discuss game strategy. What invasion strategy worked, and what invasion strategy was not successful. Discuss the importance of teamwork and working together to invade the other team.
Adaptations for Students with Disabilities: Students who are immobile can be the stationary goalie while still maintaining and improving on hand eye coordination while attempting to block any invasions. If the student does not wish to do so, he or she may be the scorekeeper.
Reference: http://activities.eurohandball.com/hb4all/content/1MiniHB/EHFMinihandballBrochure_2.pdf
Purpose of the Activity: The purpose of this activity is to help students associate exercises with the different health-related fitness components: cardiovascular fitness, flexibility and muscular strength/endurance.
Suggested Grade Level: K-2
Materials Needed: 3-6 vests
Description of Idea: Begin by telling the students how the Superheroes of the Universe have heard how the children on Earth watch too much TV, eat too much junk food and don't get enough exercise. They have decided to save the children by demonstrating how to get more exercise. The Superheroes are Kid Cardio, Mr. Flex and Miss Muscle. Choose three students to be the Superheroes. When the game starts, the Superheroes will try to tag the children from Earth in an effort to help them break away from the television. If a student is tagged by Kid Cardio (s) he must do an exercise for cardiovascular fitness before returning to the game. If a student is tagged by Mr. Flex that student must perform a stretch, and, when a student is tagged by Miss Muscle (s) he must do a strength exercise. The stretch exercise is a v-sit stretch, the strength exercise is five pushups, and the cardio exercise is to jog two laps.
Variations: Only focus on one of the three superheroes (i.e. - Strength, Stretch, or Cardiovascular) and have a number of different exercises for one of those when a child gets tagged.
Assessment Ideas: At the end of class, shout out a fitness component and see if the students can tell you an exercise that helps to improve the component. After you have played a few times, have the students choose their own appropriate exercise when they get tagged.
Adaptations for Students with Disabilities: Using different loco motor skills can help to slow the students down so that those with disabilities might have a chance to tag someone or get away from someone. You can do this easily with this activity by pretending that you are on a different planet and the inhabitants on that planet move differently.
Reference: http://pecentral.com/lessonideas/ViewLesson.asp?ID=5895 and http://www.internationalhero.co.uk/e/earlyuk.htm
Name of Activity: Fish and Chips
Purpose of the Activity: To practice listening skills, teamwork, and heart rate inducing activities.
Suggested Grade Level: Grades 3 and 4 (In the United Kingdom) Ages 8 or 9
Materials Needed: Stereo, C.D., or IPod
Description of Idea:
Kids will be divided up evenly as either a “Fish” or a “Chip.” Once these two teams have been established, the children will have to practice teamwork and their ability to listen to verbal cues and translate those cues into physical actions. The fish and chips will have to run, skip, or walk (whichever is directed) while music plays. Once the music stops, a “fish” and a “chip” must pair together. The last group to pair up will be eliminated, until one final pair is left standing.
Variations: Have younger aged participants only run, walk, or skip so as to avoid overwhelming them with too many directions. Also, have younger aged players wear a jersey to distinguish one team from the other (or, the fish from the chips). Older aged players should avoid this as this activity is geared towards teamwork and communication.
Assessment Ideas: Stop the music as varying intervals (meaning, one time only play the music for twenty seconds, another time a full minute and a half) to see that the children can quickly register what they hear and convert it to physical movement.
Adaptations for Students with Disabilities: Students with disabilities can still participate in this activity. I would first instruct them to stay near a child from the opposite team at all times to ensure when the music stops they can find someone to pair with. Students in a wheelchair can still maneuver their way through this activity.
Reference: My head
Name of Activity: British Badminton Golf
Purpose of the Activity: To have students work on their badminton serve by having them hit the shuttle into a hula hoop that is varying distances away from the server. This works as a great game where there are a large amount of students in a limited amount of gym space.
Suggested Grade Level: All
Materials Needed: Nine hula hoops that act as the 'hole' for each of nine golf holes and eighteen small cones are needed for this activity. One acts as the 'tee box,' and the other acts as the flag in each hole. Labels (numbered 1-9, and taped to accompanying pylons, one at tee box, one at hole)
Description of Idea: With your group, you will be playing 9 holes of ‘Badminton Golf.” The object of this game is to land the bird in the hoop in as few shots as possible. The group with the lowest total number of shots will win a group reward (group scores will be averaged if the groups are uneven).
How to play:
1. Each group member will ‘tee off’ their own birdie from the tee box for each hole (marked by a pylon)
2. To tee off, players must hit an underhand badminton serve. Overhand serves will be penalized by one stroke.
3. After each group member has teed off, players will go to their birdie, and try to hit it into the hoop from their new spot.
4. When retrieving the bird from the new spot, players will walk up to the bird, stand with their feet on either side of it, pick it up, and hit it from there. Players who move closer to the hoop will be penalized one stroke.
5. When hitting the bird into the hoop, the bird must stay inside the hoop for it to count. If it bounces out, the player has to hit it from the new spot.
6. Once all players in a group have completed the hole, that group will mark their score in the appropriate box. This is done by writing the number of strokes into the box for that hole. Make sure to mark your score on the next tee so that groups waiting to play can go ahead. When all players have completed a hole, then the group can move on.
Variations: For younger grades, balloon badminton might be a good start before this activity.
Assessment Ideas: Create a simple score card by making a 6 x 10 chart. The top of the chart indicates the hole number, and the names go down the left hand column. The bottom row can be used to total up scores. By looking at this chart, the teacher can see how many 'hole in ones' a student got, which can indicate the students ability to serve with accuracy. The teacher can simply stand at one tee box, and quickly assess each students serve because each student must complete each hole.
Adaptations for Students with Disabilities: Students with a disability can still attempt to hit the birdie into the hoop. If they find this task too challenging, those students can be the score keeper.
Reference: http://pecentral.com/lessonideas/ViewLesson.asp?ID=9289
Name of Activity: Quidditch (Harry Potter Style!)
Purpose of the Activity: The purpose of this activity is to work on the chasing and fleeing skills in a game that is similar to the one played in the movie/book.
Suggested Grade Level: Kids aged 8-11, Grades 5-6 in the United Kingdom
Materials Needed: One Nerf Soccer Ball (Quaffle), four to eight Gator Skin Balls (Bludger), one Bouncy ball or Z ball (Snitch), three to six Hula Hoops (goals), two different colored pinnies for each team/player, one different colored pinnie for the seeker on each team (they should stand out from their teammates)
Description of Idea: To begin the class I explain how in the movie, Harry and his classmates used brooms and flew high above the sky to play the game. We are going to bring the game down to earth. I would like to have used brooms in my game, however, I do not have them, and so we left them out. I believe that the addition of brooms would be a nice touch to the game.
1. To begin the game, players are assigned their positions.
a. Seeker-this is one to two people (depending upon your class size), who when the "Snitch" is released, tries to get it and score 150 points for their team.
b. Chaser-there are 3-4 Chasers per team. They are the players who use the "Quaffle" and throw it through one of the hoops and score 10 points for their team.
c. "Beater" (or taggers)-there are 3-4 Beaters per team. These are the players that use the Bludger and try to tag Chasers and the Seeker out. The Beaters play a defensive strategy.
2. The game begins with a Chaser from each team standing in the center circle (like a jump ball in basketball). The Quaffle (soccer ball) is tossed into the air and the center Chaser's try to hit the Quaffle to another player on their own team. They may not catch their own tip.
3. The Seeker and Beaters are positioned on their side of the playing area awaiting the tip.
4. The Chaser can continue to run with the Quaffle until tagged with a Bludger. Once tagged, they must stop moving and pass the Quaffle to another teammate.
5. Seekers and Beaters never handle the Quaffle, only Chasers. Chasers are the only players that can score 10 points for their team by throwing it through one of the 3 hoops (hanging from a basketball net/apparatus)at the end of their playing area (similar to a goal in football).
6. If the Quaffle is dropped, the other team gets possession. If a goal is scored, players return to the center for a new tip off.
7. At some point in the game, the referee (teacher) will release the Snitch. This is when the Seekers come into play. They are the only players that can go for the Snitch.
8. Beaters can try to stop the Seeker by tagging them with a Bludger. If a Seeker gets tagged must change positions and exchange their pinnie with a teammate.
9. The Snitch needs to be moving as much as possible. If it stops rolling or bouncing without being picked up it goes back to the referee.
10. The first team's Seeker to get the Snitch gets 20 points for their team (different from the book). The game continues until one team gets 150 points.
Variations: 1. Use one boy and one girl from each team to be the Seeker. When the referee releases the Snitch, the ref will call "boy! Or "girl!” This means that only the boy or girl Seeker may go after the Snitch.
2. Use only one set of hula hoops hanging at one end of your gym. Then the rule is that after a team takes a shot at the goal, if it's not made, the Quaffle must be passed back to midline before another shot can be taken at the goal.
3. Have one blocker be allowed in front of their goal.
4. Vary the type of Snitch thrown out onto the playing area. For example, one time throw the bouncy ball, the next time throw a Z ball.
5. Allow a chaser to take only 5 steps with the Quaffle. After 5 steps they must pass the ball to a teammate.6. Use brooms! The Quaffle must be passed around using a broom and sweep the ball into the goal!
Assessment Ideas: Because neither the book nor the movies explain all the rules, students should be given an opportunity to suggest modifications for improvement of the game. Allow time for debriefing during the game or immediately after.
Adaptations for Students with Disabilities: Students with disabilities can be the blocker that is stationary in front of the goal. If they do not wish to do so, they can be the scorekeeper.
Reference: http://pecentral.com/lessonideas/ViewLesson.asp?ID=2666
Name of Activity: British Invasion
Purpose of the Activity: To stimulate the intellectual development of the children by
involving conceptions of time and space (over, under, behind, in front of,
slow, fast.) As well as increasing their hand eye coordination via throwing and catching.
Suggested Grade Level: Grades through 4 (In the United Kingdom) up to ages 8 or 9
Materials Needed: Two goals are needed, as are one handball that can be easily thrown and caught by children around age eight.
Description of Idea: There are five players on the court with two offensive players, two defensive players, and one goalkeeper. It is illegal to keep the ball in a team's possession without making a recognizable attempt to attack and to try to score. In other words, a team cannot stall (free-throw awarded to the other team). The object of the game is to pass the ball to a teammate, and progressively keep passing the ball down the basketball court until an attempt to score (throwing the ball in the net of the opposing team) is made. There is a limit on the number of passes to be made before a point attempt (or, British invasion) happens (this limit is reliant upon the age of the players).
Variations: Allow the person with the ball three steps in any direction after catching it. This applies more pressure to the defensive side of the game, and speeds up the level of play.
Assessment Ideas: Have the children discuss game strategy. What invasion strategy worked, and what invasion strategy was not successful. Discuss the importance of teamwork and working together to invade the other team.
Adaptations for Students with Disabilities: Students who are immobile can be the stationary goalie while still maintaining and improving on hand eye coordination while attempting to block any invasions. If the student does not wish to do so, he or she may be the scorekeeper.
Reference: http://activities.eurohandball.com/hb4all/content/1MiniHB/EHFMinihandballBrochure_2.pdf
Bruce Morgan
Name/Title: Game 1; History Circles
Purpose of Activity: To get the children up and moving while also reinforcing lessons of history of Britain during WWII.
Suggested Grade Level: 5th and 6th graders
Materials Needed: Music player (CD disc/ mp3/records), 8 chairs 4 facing back to back in opposite directions like a cake dance in the United States.
Description of Idea
The game begins with a group of 9 Students standing in the area of 8 chairs faced back to back like a cake dance chair set-up in the United States. Depending on how many students are in the class there may be many different session starting with groups of nine. The teacher begins to play music and the students walk circles around the chairs. At a desired point the teacher stops the music and all the student vie for an open seat. There is always one student left standing. That student is asked a British History of WWII question by the teacher. If the student gets the answer incorrect they are removed from the area and must write a short 2 paragraph essay on the event they were incorrect about. If they get the question correct, they then choose another student who has is seated to be asked a WWII question by the teacher.
If that student gets the question correct they then pick another sitting student to be asked a question and so on. This goes on until one student misses the question. A chair is removed and the game repeats until only 1 student is left. That student will be added to the very last session of History Circles with the other winners from the other rounds. Any ties are to be settled numerically like they settle ties during the CBS TV show “Big Brother.” At the end of the game all students will have lightly exercised by walking, listened and learned more about history than they knew before and the other students are all writing short 2 paragraph essays on British WWII History.
Variations: Many variations of history can be used as subject matter. It would parallel the history lessons that are being currently taught in the British School system at the time. If they are discussing the Anglo-Zulu War or any other war for Britain would be used.
Adaptations for Students with Disabilities: Student with disabilities would be given a bean or sand bag that they would be able to toss onto the chair that they were in front of when the music stopped playing. If the student was not able to achieve this level of activity then they could appoint another student to act as their walker but the answers for the question would have to come from only the student with the physical limitations.
Assessment Ideas: This exercise should combine some light physical movement and mental assessment pertaining to history of war.
Name/Title: Game 2; Pret-A-Manger Board Game
Purpose of Activity: Teach Children about the importance of good, healthy and organic food over bad, greasy and chemically injected or reserved foods.
Suggested Grade Levels: Students from First through Sixth Grades.
Materials Needed: This would be a pre-package board game that Pret-A-Manger would sponsor to reinforce their healthy and organic eating.
Description of Idea
All players start the game at 70 kilos which is an ideal weight for a healthy adult. The board has several different types of spots the student might land on. Some are healthy spots, some award the players for good exercise and nutrition and other spots add weight and force the players to miss rolls because they are hypothetically sick from poor nutrition and lack of exercise. Examples of these two different type of spots would be;
A. Today for lunch you decided to have a greasy serving of fish and chips and a large sugar filled soft drink and a piece of chocolate cake for dessert. Because of this poor eating decision you have gained a kilo of weight and are now so tired and drained from all the chemicals in the food you lose 1 turn.
B. Today you had a Pret-A-Manger prawn and avocado salad and a mineral water. You also passed on that sugar and cream filled dessert, as a result you have dropped half a kilo of weight and feel so good you need to jump ahead to the next free pass spot. ***Free pass spots are located liberally throughout the board and move the player closer to the final weight tabulation circle or winners circle***
Each student is given as part of the pre-packages game a add/drop column scratch pad they will use for addition and subtraction of kilos. The student roll dice and move their piece across the board landing on this positive and negative educational information pertaining to food, diet and exercise. The student who finished the board with the healthiest weight is declared the winner.
Variations: The game variations are based on the order of the roll of the dice but no major variations would be part of this pre-package game.
Adaptations for Students with Disabilities: Braille alphabet would be accessible for the vision impaired.
Assessment Ideas: Educationally based which the manufacture will provide educational advice that will last the players a lifetime and provide more long term benefits than an afternoon of exercise could provide.
Name/Title: Game 3; Losing kilos while gaining pounds.
Purpose of Activity: To educate children to the fact that exercising does not have to be expensive and good health is not based on economic status like we are led to believe. To further demonstrate that good physical fitness is based on good decision making and is obtainable by everyone.
Suggested Grade Level: 5th and 6th Graders
Materials Needed: Fitness manual which would be designed and printed by the British public school system. The school system would employ a team of fitness and nutrition experts in order to generate this booklet.
Description of Idea
Each student is given a booklet as they enter a public part. The booklet would have several exercise platforms to exercise different parts of the body. There are two parts of the booklet. Guide One are foods that would list categories for calories, sugar, carbohydrates, Trans, saturated fats and protein. When the students arrive at the park they would sit down and the teacher would tell them 2 meal plans. The first a good meal plan and second a bad meal plan. After they had located and noted the 5 categories listed above for both meal plans they would fill out the tear out and submit guide sheet for both meals.
Then they would look to Guide Two which is the exercise guide. This would list how many particular exercises are needed to burn 50 calories. They would locate public park equipment such as stairs, benches and public swimming pool they could use to perform various exercises. Using dips as an example; if 300 drips burn 50 calories the student could highlight a park bench that could be used to do the 300 dips in order to burn the 50 calories. In total, the student would create plans to burn the entire good meal and entire bad meal the teacher would issue them. This would allow them to see and understand how good food decision making affects the amount of needed exercise to burn off the calories. It will also highlight how park equipment can be used to perform these exercises instead of joining an expensive gym saving them pounds to purchase high quality foods with.
Variations: Would be different parts of the body that the class would concentrate on during that particular day at the park. One day they could learn how many stairs or how far they would have to run to burn off the needed calories. The next day they could use the same meal plan and use arm and chest exercises to learn how many push-ups or pull-ups or other upper body exercises are needed to burn the needed calories.
Adaptations for Students with Disabilities: Disabled students could still study and learn from the lesson plans and concentrate on exercising parts of their bodies that are not affected by their disabilities. Special direction could be provided by the fitness experts that have assembled the booklet for any student with limitation.
Assessment Ideas: Heavy doses of nutritional education and heavy periods of high activity exercise.
Name/Title: Game 4, Play it again Mate!
Purpose of Activity: To educate and highlight the Britain School children the influence that British Musicians and their music has played on the music scene worldwide.
Suggested Grade Level: 6th Graders
Materials Needed: Access for the teacher to a computer
Description of Idea
The students are divided into groups of two by their teacher. They then sit in groups either in their desks or on the floor. The teacher utilizes the internet in order to check the origin of bands if he/she is not familiar whether the named band was founded in Britain. The game is broken down into two sections. Section one; Students are required to name a British Band when their group turn comes around. There are 30 British bands to be named in section one or 15 by each group. If a groups turn arrives and they cannot name a British band the students in that group have to choose between doing two sets of 100 sit-ups or writing a 3 page paper on the history of a British band the teacher would appoint.
Section 2 moves to songs. All students are returned to their groups. The teacher which has logged the 30 bands mentioned in section one will start with the first band and students are then required to name 6 songs that the particular band has recorded or 3 per songs group. If band one in Section 1 band is the Beatles then 6 songs from Beatles would be the 1st to be named in Section 2 and so on. As students in section 2 incorrectly name a recording or fail to name one the students in that group have a choice of doing 20 push-ups or writing a one page paper on the band that they could not name a proper song for. After the students have gone through the 30 bands and named 6 songs from each band all remaining students in the groups that named more songs correctly are awarded 10 class bonus points toward their overall scores.
Variations: Instead of music the teacher could use famous poets, artists or any other British cultural influence to teach students about the importance that British Arts have had on the world.
Adaptations for Students with Disabilities: Students with disabilities do not have to sit on the floor and they are exempt from physical fitness portion but must write essays in the place of fitness requirements
Assessment Ideas: Allows students to understand and appreciate how important Britain Artists and their crafts have made on the world while providing them with a medium grade level of physical activity.
Name/Title: Game 5, Hills, Gills, Kings and Beans!
Purpose of Activity: Overall this would be a learning exercise that would allow student to physically see Geographical difference of the U.K., Animals types, locations, help understanding of Royalty and Monarchs’ which have formed the current systems of Government Structures and understand the vast Agriculture differences between the high and low lands of the United Kingdom. This game would be played after the teacher had covered a series of lesson plans in class and students would also be notified of the game and rules so they could study the previous evening to sharpen their shill and recall the learned information.
Suggested Grade Level: 3th to 6th grade.
Materials Needed: Detailed Wall map of the United Kingdom posted to a foam backing. Four sets of colored pins.
1. Brown Pins (Geographical)
2. Blue Pins (Marine Biology, fish)
3. Red Pins ( Kings, Monarchies)
4. Green Pins (Agriculture and land based animal locations)
Description of Idea
The teacher uses her roll call sheet as the queue list. As the teacher calls on a student in the queue the student must do two things.
1. Chose a color pin go to the map explain why they decided to choose that color and then place the pin on the map after the teacher has agreed that it belong and is a valid placement.
2. Explain to the class what importance or effect this placement has had or will continue to have on the people, land, sea or any other variable of the United Kingdom. Such as a Geographical pin placed in Wales area. The student could explain how many natural resources such as coal and iron ore are located there and how this coal and ore was essential to the Industrial Revolution in the late 1800’s which forever changes the quality of peoples’ lives in the U.K. and around the World.
Each student who cannot continue to place and explain their pin placement round after round would be removed from the game and the teacher would note which area and subject they were incorrect about. A written one page report along with an example of the item would be needed to be brought into class the next day for a show and tell refresher presentation students would be required to give. Example if a student said that Scotland was prime farmland to grow Agriculture an incorrect statement; then the next day they would turn in their one page report and also stand in front of the class with a picture of sheep grazing in the lust hills and explain that the land in Scotland is more adaptable for raising animals and not prime land for growing crops.
Variations: There are many variations already built into the framework of this game.
Adaptations for Students with Disabilities: Students with disabilities could have someone place the pin in the map for them.
Assessment Ideas: This is an exercise which allows the student to put the book knowledge they have been receiving into a visual and verbal demonstration so that they could not only reinforce and retain the information on a long-term basis but would also expose student to public speaking which can be hard for some types of personalities of the student body.
Purpose of Activity: To get the children up and moving while also reinforcing lessons of history of Britain during WWII.
Suggested Grade Level: 5th and 6th graders
Materials Needed: Music player (CD disc/ mp3/records), 8 chairs 4 facing back to back in opposite directions like a cake dance in the United States.
Description of Idea
The game begins with a group of 9 Students standing in the area of 8 chairs faced back to back like a cake dance chair set-up in the United States. Depending on how many students are in the class there may be many different session starting with groups of nine. The teacher begins to play music and the students walk circles around the chairs. At a desired point the teacher stops the music and all the student vie for an open seat. There is always one student left standing. That student is asked a British History of WWII question by the teacher. If the student gets the answer incorrect they are removed from the area and must write a short 2 paragraph essay on the event they were incorrect about. If they get the question correct, they then choose another student who has is seated to be asked a WWII question by the teacher.
If that student gets the question correct they then pick another sitting student to be asked a question and so on. This goes on until one student misses the question. A chair is removed and the game repeats until only 1 student is left. That student will be added to the very last session of History Circles with the other winners from the other rounds. Any ties are to be settled numerically like they settle ties during the CBS TV show “Big Brother.” At the end of the game all students will have lightly exercised by walking, listened and learned more about history than they knew before and the other students are all writing short 2 paragraph essays on British WWII History.
Variations: Many variations of history can be used as subject matter. It would parallel the history lessons that are being currently taught in the British School system at the time. If they are discussing the Anglo-Zulu War or any other war for Britain would be used.
Adaptations for Students with Disabilities: Student with disabilities would be given a bean or sand bag that they would be able to toss onto the chair that they were in front of when the music stopped playing. If the student was not able to achieve this level of activity then they could appoint another student to act as their walker but the answers for the question would have to come from only the student with the physical limitations.
Assessment Ideas: This exercise should combine some light physical movement and mental assessment pertaining to history of war.
Name/Title: Game 2; Pret-A-Manger Board Game
Purpose of Activity: Teach Children about the importance of good, healthy and organic food over bad, greasy and chemically injected or reserved foods.
Suggested Grade Levels: Students from First through Sixth Grades.
Materials Needed: This would be a pre-package board game that Pret-A-Manger would sponsor to reinforce their healthy and organic eating.
Description of Idea
All players start the game at 70 kilos which is an ideal weight for a healthy adult. The board has several different types of spots the student might land on. Some are healthy spots, some award the players for good exercise and nutrition and other spots add weight and force the players to miss rolls because they are hypothetically sick from poor nutrition and lack of exercise. Examples of these two different type of spots would be;
A. Today for lunch you decided to have a greasy serving of fish and chips and a large sugar filled soft drink and a piece of chocolate cake for dessert. Because of this poor eating decision you have gained a kilo of weight and are now so tired and drained from all the chemicals in the food you lose 1 turn.
B. Today you had a Pret-A-Manger prawn and avocado salad and a mineral water. You also passed on that sugar and cream filled dessert, as a result you have dropped half a kilo of weight and feel so good you need to jump ahead to the next free pass spot. ***Free pass spots are located liberally throughout the board and move the player closer to the final weight tabulation circle or winners circle***
Each student is given as part of the pre-packages game a add/drop column scratch pad they will use for addition and subtraction of kilos. The student roll dice and move their piece across the board landing on this positive and negative educational information pertaining to food, diet and exercise. The student who finished the board with the healthiest weight is declared the winner.
Variations: The game variations are based on the order of the roll of the dice but no major variations would be part of this pre-package game.
Adaptations for Students with Disabilities: Braille alphabet would be accessible for the vision impaired.
Assessment Ideas: Educationally based which the manufacture will provide educational advice that will last the players a lifetime and provide more long term benefits than an afternoon of exercise could provide.
Name/Title: Game 3; Losing kilos while gaining pounds.
Purpose of Activity: To educate children to the fact that exercising does not have to be expensive and good health is not based on economic status like we are led to believe. To further demonstrate that good physical fitness is based on good decision making and is obtainable by everyone.
Suggested Grade Level: 5th and 6th Graders
Materials Needed: Fitness manual which would be designed and printed by the British public school system. The school system would employ a team of fitness and nutrition experts in order to generate this booklet.
Description of Idea
Each student is given a booklet as they enter a public part. The booklet would have several exercise platforms to exercise different parts of the body. There are two parts of the booklet. Guide One are foods that would list categories for calories, sugar, carbohydrates, Trans, saturated fats and protein. When the students arrive at the park they would sit down and the teacher would tell them 2 meal plans. The first a good meal plan and second a bad meal plan. After they had located and noted the 5 categories listed above for both meal plans they would fill out the tear out and submit guide sheet for both meals.
Then they would look to Guide Two which is the exercise guide. This would list how many particular exercises are needed to burn 50 calories. They would locate public park equipment such as stairs, benches and public swimming pool they could use to perform various exercises. Using dips as an example; if 300 drips burn 50 calories the student could highlight a park bench that could be used to do the 300 dips in order to burn the 50 calories. In total, the student would create plans to burn the entire good meal and entire bad meal the teacher would issue them. This would allow them to see and understand how good food decision making affects the amount of needed exercise to burn off the calories. It will also highlight how park equipment can be used to perform these exercises instead of joining an expensive gym saving them pounds to purchase high quality foods with.
Variations: Would be different parts of the body that the class would concentrate on during that particular day at the park. One day they could learn how many stairs or how far they would have to run to burn off the needed calories. The next day they could use the same meal plan and use arm and chest exercises to learn how many push-ups or pull-ups or other upper body exercises are needed to burn the needed calories.
Adaptations for Students with Disabilities: Disabled students could still study and learn from the lesson plans and concentrate on exercising parts of their bodies that are not affected by their disabilities. Special direction could be provided by the fitness experts that have assembled the booklet for any student with limitation.
Assessment Ideas: Heavy doses of nutritional education and heavy periods of high activity exercise.
Name/Title: Game 4, Play it again Mate!
Purpose of Activity: To educate and highlight the Britain School children the influence that British Musicians and their music has played on the music scene worldwide.
Suggested Grade Level: 6th Graders
Materials Needed: Access for the teacher to a computer
Description of Idea
The students are divided into groups of two by their teacher. They then sit in groups either in their desks or on the floor. The teacher utilizes the internet in order to check the origin of bands if he/she is not familiar whether the named band was founded in Britain. The game is broken down into two sections. Section one; Students are required to name a British Band when their group turn comes around. There are 30 British bands to be named in section one or 15 by each group. If a groups turn arrives and they cannot name a British band the students in that group have to choose between doing two sets of 100 sit-ups or writing a 3 page paper on the history of a British band the teacher would appoint.
Section 2 moves to songs. All students are returned to their groups. The teacher which has logged the 30 bands mentioned in section one will start with the first band and students are then required to name 6 songs that the particular band has recorded or 3 per songs group. If band one in Section 1 band is the Beatles then 6 songs from Beatles would be the 1st to be named in Section 2 and so on. As students in section 2 incorrectly name a recording or fail to name one the students in that group have a choice of doing 20 push-ups or writing a one page paper on the band that they could not name a proper song for. After the students have gone through the 30 bands and named 6 songs from each band all remaining students in the groups that named more songs correctly are awarded 10 class bonus points toward their overall scores.
Variations: Instead of music the teacher could use famous poets, artists or any other British cultural influence to teach students about the importance that British Arts have had on the world.
Adaptations for Students with Disabilities: Students with disabilities do not have to sit on the floor and they are exempt from physical fitness portion but must write essays in the place of fitness requirements
Assessment Ideas: Allows students to understand and appreciate how important Britain Artists and their crafts have made on the world while providing them with a medium grade level of physical activity.
Name/Title: Game 5, Hills, Gills, Kings and Beans!
Purpose of Activity: Overall this would be a learning exercise that would allow student to physically see Geographical difference of the U.K., Animals types, locations, help understanding of Royalty and Monarchs’ which have formed the current systems of Government Structures and understand the vast Agriculture differences between the high and low lands of the United Kingdom. This game would be played after the teacher had covered a series of lesson plans in class and students would also be notified of the game and rules so they could study the previous evening to sharpen their shill and recall the learned information.
Suggested Grade Level: 3th to 6th grade.
Materials Needed: Detailed Wall map of the United Kingdom posted to a foam backing. Four sets of colored pins.
1. Brown Pins (Geographical)
2. Blue Pins (Marine Biology, fish)
3. Red Pins ( Kings, Monarchies)
4. Green Pins (Agriculture and land based animal locations)
Description of Idea
The teacher uses her roll call sheet as the queue list. As the teacher calls on a student in the queue the student must do two things.
1. Chose a color pin go to the map explain why they decided to choose that color and then place the pin on the map after the teacher has agreed that it belong and is a valid placement.
2. Explain to the class what importance or effect this placement has had or will continue to have on the people, land, sea or any other variable of the United Kingdom. Such as a Geographical pin placed in Wales area. The student could explain how many natural resources such as coal and iron ore are located there and how this coal and ore was essential to the Industrial Revolution in the late 1800’s which forever changes the quality of peoples’ lives in the U.K. and around the World.
Each student who cannot continue to place and explain their pin placement round after round would be removed from the game and the teacher would note which area and subject they were incorrect about. A written one page report along with an example of the item would be needed to be brought into class the next day for a show and tell refresher presentation students would be required to give. Example if a student said that Scotland was prime farmland to grow Agriculture an incorrect statement; then the next day they would turn in their one page report and also stand in front of the class with a picture of sheep grazing in the lust hills and explain that the land in Scotland is more adaptable for raising animals and not prime land for growing crops.
Variations: There are many variations already built into the framework of this game.
Adaptations for Students with Disabilities: Students with disabilities could have someone place the pin in the map for them.
Assessment Ideas: This is an exercise which allows the student to put the book knowledge they have been receiving into a visual and verbal demonstration so that they could not only reinforce and retain the information on a long-term basis but would also expose student to public speaking which can be hard for some types of personalities of the student body.
Laura Mulloy
Name/Title: Duck duck goose
Purpose of activity: All children sit in a circle except one who is designated the fox. The fox walks around the outside of the circle tapping each child on the shoulder or head saying "duck" for each person. At a point of the fox's choosing he shouts "goose" and taps the next child. Then he runs as quickly as he can around the circle. The "goose" then chases the fox in the same direction the fox is running. If the fox reaches the spot where the goose was sitting and sits down before he is tagged, he is "safe" and the goose becomes the new fox. If the goose tags the fox, the fox must go around the circle again, repeating the same thing.
Suggested grade level: K-12! (:
Materials needed: Nothing except for the bodies of the players
Variations: Instead of the fox continuing to be it if he does not catch the goose, he must go to the middle of the circle, also called the mushpot. The goose then becomes the fox. The player in the mushpot must remain in the center of the circle until another fox fails in chasing the goose and is relegated to the mushpot themself. Also, you may want to establish the rule that before the game is over, every student must be tagged fox. Not that you can’t tag the same person twice, just that everyone must be the goose at some point. This would make the game more fair and get every student up and moving. It would also prevent the same students being targeted to be the goose every time.
Assesment Ideas: The purpose of this game is to have a great time playing and get a little exercise. This game is another form of the old game “tag.” I think the anticipation of being tagged “it” as the goose adds some thrill and excitement and makes this traditional game so fun for all ages and why it has lasted this far as a popular child’s game. It is easy to learn how to play and once started, it may be hard to want to stop. As opposed to the purpose of gaining knowledge, the purpose of this game is to have fun with a group of people. Although you sit in a circle, if everyone is tagged goose once that will give everyone the chance to run around the circle and get some physical activity. With trying the variation and regular rules of the game, I think the children will learn the game very fast and learn two different ways to play. This game is known for its fun in simplicity and that’s what I think people of all ages like about it.
Adaptations for students with disabilities: This game may be more difficult for students with walking impairments. Since the game involves running in a chase, students with walking difficulties may have an unfair disadvantage in this game. I would never say that someone couldn’t play it would just be advised against, as hard as that is to say.
References: "Mailform - Party Games." Holiday Cook : Menu Ideas : Recipes. W.J. Rayment, Jan. 2011. Web. 04 Aug. 2011. <http://www.holidaycook.com/party-games/mailform.shtml>.
Name/Title: Leap Frog
Purpose of activity: One person starts. All other players form a line, kneeling on the ground and resting their heads on the ground, covered by their hands.
Have the chosen starting player place his or her hands on the back of the person at the back of the line. The player leaps over the player in front of them with their hands on the player’s back, spreading his or her legs apart and hopping like a frog. The player continues hopping until reaching the front of the line, kneeling and covering his or her head.
Suggested grade level: Preeschool + up
Materials needed: At least two players, you can play with as many payers as you’d lik. And make sure there is plenty of open space to play this game in. (or else..hazardous!..)
Variations: Call out “ribbit” when you jump to get some laughs.
Assesment Ideas: To teach the players that there are no winners or losers in this game. The point of this game is to have fun with other students and have some laughs. You could ask the students if they felt the need to “adapt” to the person leaping over them when they were acting as the frog on the ground.
Adaptations for students with disabilities: Students in wheelchairs, back or leg braces or casts are not advised to play.
References: Contributor, An EHow. "How to Play Leapfrog | EHow.com." EHow | How to Videos, Articles & More - Trusted Advice for the Curious Life | EHow.com. Demand Media, Inc., 2011. Web. 04 Aug. 2011. <http://www.ehow.com/how_13521_play-leapfrog.html>.
Name/Title: Keep Away, also sometimes called Monkey in the Middle
Purpose of activity: Draw a circle on the ground with something. A player outside the circle aims to throw the ball to another player outside the circle and tries to keep the person in the circle from getting the ball. When the person in the circle does catch the ball, they are no longer in the circle and the person who threw the caught ball replaces the one in the circle.
Suggested grade level: K-12 (even adults can have fun with this game!)
Variations: Playing with a larger area and the person who is it only has to touch the ball instead of catch it.
The ball must bounce at least once in the circle on a pass to prevent high lobbing passes which can give taller children an unfair advantage.
When the person who is it catches the ball, he must get outside the circle with the ball without getting tagged by the thrower to make them it.
The person outside the circle to last touch the ball becomes it instead of the last thrower. This is often used so that the person who failed to catch the ball is it instead of the thrower.
The person with the ball outside the circle cannot move until he or she throws it.
None of the people outside the circle can move around and must throw and catch from a constant position.
The people outside the circle must throw it within a certain amount of time, usually five seconds. This keeps the pace of the game high and prevents players from hogging the ball.
Playing with larger areas with multiple people being it and even multiple balls.
There isn't a circle.
Adaptations: If the student have any arm or leg disabilities, ie, arm in a cast. If the player cannot throw the ball or catch due to disabilities, they are no suggested to play.
References: "Keep Away." Wikipedia, the Free Encyclopedia. 17 June 2011. Web. 04 Aug. 2011. <http://en.wikipedia.org/wiki/Keep_Away>.
Name/Title: Skipping rope (British English) or jump rope (American English)
Purpose of activity: One or more players jump over a rope swung so that it passes under their feet and over their heads. This may consist of one participant turning and jumping the rope, or a minimum of three participants taking turns, two of whom turn the rope while one or more jumps. This is called long rope.
Suggested grade level: 2nd grade + up
Variations: Playing with two ropes going at the same time; this has been called double dutch
Adaptations: Students who cannot jump due to disabilities are not advised to play skipping rope.
References: "Skipping Rope." Wikipedia, the Free Encyclopedia. ERSO, 17 July 2011. Web. 04 Aug. 2011. <http://en.wikipedia.org/wiki/Jump_rope>.
Name/Title: Four Square
Purpose of activity: Four square is usually played with a rubber playground ball but can be played with other types of ball on a square court with four or more players. The object of four square is to eliminate one of the four players in order to advance to the highest position on the court, which is often called the "King's square". The ball is hit between players' squares until one players is eliminated.
Suggested grade level: 2nd grade + up
Variations: Instead of squares, you could use any shape you can draw with chalk or make with tape perhaps. Also, you could make the King’s spot different every time a new game starts.
Adaptations: Students who cannot throw/pass a ball are not advised to play. Students in wheelchairs who can move their arms can play they just might be at a slight disadvantage.
References: Sean. "Official Rules of Four Square | Squarefour.org." Squarefour.org | The Four Square League of Boston. 10 Sept. 2004. Web. 04 Aug. 2011. <http://www.squarefour.org/rules>.
Purpose of activity: All children sit in a circle except one who is designated the fox. The fox walks around the outside of the circle tapping each child on the shoulder or head saying "duck" for each person. At a point of the fox's choosing he shouts "goose" and taps the next child. Then he runs as quickly as he can around the circle. The "goose" then chases the fox in the same direction the fox is running. If the fox reaches the spot where the goose was sitting and sits down before he is tagged, he is "safe" and the goose becomes the new fox. If the goose tags the fox, the fox must go around the circle again, repeating the same thing.
Suggested grade level: K-12! (:
Materials needed: Nothing except for the bodies of the players
Variations: Instead of the fox continuing to be it if he does not catch the goose, he must go to the middle of the circle, also called the mushpot. The goose then becomes the fox. The player in the mushpot must remain in the center of the circle until another fox fails in chasing the goose and is relegated to the mushpot themself. Also, you may want to establish the rule that before the game is over, every student must be tagged fox. Not that you can’t tag the same person twice, just that everyone must be the goose at some point. This would make the game more fair and get every student up and moving. It would also prevent the same students being targeted to be the goose every time.
Assesment Ideas: The purpose of this game is to have a great time playing and get a little exercise. This game is another form of the old game “tag.” I think the anticipation of being tagged “it” as the goose adds some thrill and excitement and makes this traditional game so fun for all ages and why it has lasted this far as a popular child’s game. It is easy to learn how to play and once started, it may be hard to want to stop. As opposed to the purpose of gaining knowledge, the purpose of this game is to have fun with a group of people. Although you sit in a circle, if everyone is tagged goose once that will give everyone the chance to run around the circle and get some physical activity. With trying the variation and regular rules of the game, I think the children will learn the game very fast and learn two different ways to play. This game is known for its fun in simplicity and that’s what I think people of all ages like about it.
Adaptations for students with disabilities: This game may be more difficult for students with walking impairments. Since the game involves running in a chase, students with walking difficulties may have an unfair disadvantage in this game. I would never say that someone couldn’t play it would just be advised against, as hard as that is to say.
References: "Mailform - Party Games." Holiday Cook : Menu Ideas : Recipes. W.J. Rayment, Jan. 2011. Web. 04 Aug. 2011. <http://www.holidaycook.com/party-games/mailform.shtml>.
Name/Title: Leap Frog
Purpose of activity: One person starts. All other players form a line, kneeling on the ground and resting their heads on the ground, covered by their hands.
Have the chosen starting player place his or her hands on the back of the person at the back of the line. The player leaps over the player in front of them with their hands on the player’s back, spreading his or her legs apart and hopping like a frog. The player continues hopping until reaching the front of the line, kneeling and covering his or her head.
Suggested grade level: Preeschool + up
Materials needed: At least two players, you can play with as many payers as you’d lik. And make sure there is plenty of open space to play this game in. (or else..hazardous!..)
Variations: Call out “ribbit” when you jump to get some laughs.
Assesment Ideas: To teach the players that there are no winners or losers in this game. The point of this game is to have fun with other students and have some laughs. You could ask the students if they felt the need to “adapt” to the person leaping over them when they were acting as the frog on the ground.
Adaptations for students with disabilities: Students in wheelchairs, back or leg braces or casts are not advised to play.
References: Contributor, An EHow. "How to Play Leapfrog | EHow.com." EHow | How to Videos, Articles & More - Trusted Advice for the Curious Life | EHow.com. Demand Media, Inc., 2011. Web. 04 Aug. 2011. <http://www.ehow.com/how_13521_play-leapfrog.html>.
Name/Title: Keep Away, also sometimes called Monkey in the Middle
Purpose of activity: Draw a circle on the ground with something. A player outside the circle aims to throw the ball to another player outside the circle and tries to keep the person in the circle from getting the ball. When the person in the circle does catch the ball, they are no longer in the circle and the person who threw the caught ball replaces the one in the circle.
Suggested grade level: K-12 (even adults can have fun with this game!)
Variations: Playing with a larger area and the person who is it only has to touch the ball instead of catch it.
The ball must bounce at least once in the circle on a pass to prevent high lobbing passes which can give taller children an unfair advantage.
When the person who is it catches the ball, he must get outside the circle with the ball without getting tagged by the thrower to make them it.
The person outside the circle to last touch the ball becomes it instead of the last thrower. This is often used so that the person who failed to catch the ball is it instead of the thrower.
The person with the ball outside the circle cannot move until he or she throws it.
None of the people outside the circle can move around and must throw and catch from a constant position.
The people outside the circle must throw it within a certain amount of time, usually five seconds. This keeps the pace of the game high and prevents players from hogging the ball.
Playing with larger areas with multiple people being it and even multiple balls.
There isn't a circle.
Adaptations: If the student have any arm or leg disabilities, ie, arm in a cast. If the player cannot throw the ball or catch due to disabilities, they are no suggested to play.
References: "Keep Away." Wikipedia, the Free Encyclopedia. 17 June 2011. Web. 04 Aug. 2011. <http://en.wikipedia.org/wiki/Keep_Away>.
Name/Title: Skipping rope (British English) or jump rope (American English)
Purpose of activity: One or more players jump over a rope swung so that it passes under their feet and over their heads. This may consist of one participant turning and jumping the rope, or a minimum of three participants taking turns, two of whom turn the rope while one or more jumps. This is called long rope.
Suggested grade level: 2nd grade + up
Variations: Playing with two ropes going at the same time; this has been called double dutch
Adaptations: Students who cannot jump due to disabilities are not advised to play skipping rope.
References: "Skipping Rope." Wikipedia, the Free Encyclopedia. ERSO, 17 July 2011. Web. 04 Aug. 2011. <http://en.wikipedia.org/wiki/Jump_rope>.
Name/Title: Four Square
Purpose of activity: Four square is usually played with a rubber playground ball but can be played with other types of ball on a square court with four or more players. The object of four square is to eliminate one of the four players in order to advance to the highest position on the court, which is often called the "King's square". The ball is hit between players' squares until one players is eliminated.
Suggested grade level: 2nd grade + up
Variations: Instead of squares, you could use any shape you can draw with chalk or make with tape perhaps. Also, you could make the King’s spot different every time a new game starts.
Adaptations: Students who cannot throw/pass a ball are not advised to play. Students in wheelchairs who can move their arms can play they just might be at a slight disadvantage.
References: Sean. "Official Rules of Four Square | Squarefour.org." Squarefour.org | The Four Square League of Boston. 10 Sept. 2004. Web. 04 Aug. 2011. <http://www.squarefour.org/rules>.