This document provides a weekly physical activity schedule for a 3rd grade classroom. It includes a daily schedule with different activities each day of the week, totaling 100 minutes of physical education (PE). Two of the activities are described in more detail: Rock, Paper, Scissors and Alaskan Kickball. The Rock, Paper, Scissors activity involves students pairing up and playing the hand game while performing movements. Alaskan Kickball combines elements of kickball and relay passing. The schedule is designed to keep students actively moving and engage a variety of skills while promoting teamwork and sportsmanship.
This document provides a weekly physical activity schedule for a 3rd grade classroom. It includes a daily schedule with different activities each day of the week, totaling 100 minutes of physical education (PE). Two of the activities are described in more detail: Rock, Paper, Scissors and Alaskan Kickball. The Rock, Paper, Scissors activity involves students pairing up and playing the hand game while performing movements. Alaskan Kickball combines elements of kickball and relay passing. The schedule is designed to keep students actively moving and engage a variety of skills while promoting teamwork and sportsmanship.
This document provides a weekly physical activity schedule for a 3rd grade classroom. It includes a daily schedule with different activities each day of the week, totaling 100 minutes of physical education (PE). Two of the activities are described in more detail: Rock, Paper, Scissors and Alaskan Kickball. The Rock, Paper, Scissors activity involves students pairing up and playing the hand game while performing movements. Alaskan Kickball combines elements of kickball and relay passing. The schedule is designed to keep students actively moving and engage a variety of skills while promoting teamwork and sportsmanship.
This document provides a weekly physical activity schedule for a 3rd grade classroom. It includes a daily schedule with different activities each day of the week, totaling 100 minutes of physical education (PE). Two of the activities are described in more detail: Rock, Paper, Scissors and Alaskan Kickball. The Rock, Paper, Scissors activity involves students pairing up and playing the hand game while performing movements. Alaskan Kickball combines elements of kickball and relay passing. The schedule is designed to keep students actively moving and engage a variety of skills while promoting teamwork and sportsmanship.
Specific PE Activities: Lesson/Activity #1 Lesson/Activity #1: Rock, Paper, Scissors by Katelin Havlik Activity Name and Rock, Paper, Scissors (physical edition) is a variation of the classic hand game. In this version, students pair up with a Description buddy that is pre-assigned by the teacher before the start of the activity. The pairs are evenly divided amongst 4 corners on a basketball court. When the whistle blows, students will play their partner in a game of rock, paper, scissors, but they have to do the movement that corresponds to each of the three options. For rock, students squat down into a ball. For paper, students jump into an X shape or star. For scissors, students put their hands on their hips and outstretch their legs with one leg in front of the other. The winner of the round will run to another corner to find a new partner while the student who didn’t win will cheer the winner on and run with them to new corners. The activity will go until there is only one winner left. CA PE Grade, Standard, 3.7 Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical & Specific Skill(s) activity. Duration of Activity 20 minutes
Time of Day/Where in This activity will be played on Wednesday afternoon from 2:00-2:20 pm right before the students go home for the the Daily Schedule day.
Directions 1. Assign the class into pairs.
2. Have the pairs gather in any of the four corners on a basketball court. (about 3 to 4 pairs per corner) 3. Demonstrate the different movements corresponding to rock, paper, or scissors (squat into a ball, star jump, and one leg in front of the other respectively). Have the students repeat the movements back. 4. Ask for a volunteer to help demonstrate a round. Jump up and down three times while saying, “rock, paper, scissors,” on “shoot” the teacher and volunteer jump into their pose. Rock beats scissors, scissors beat paper, and paper beats rock. 5. Explain how the winner will run to a new corner to find another partner while the person who didn’t win will follow their original partner and cheer them on. 6. Ask for another volunteer to battle the winning partner. Explain how everyone who does not win now becomes the winner’s cheer squad to root them on. 7. Tell the students that the game will end when there is only one winner left. Resources/Equipment This activity does not require any resources or equipment, just a good supportive attitude! I am using a basketball court as an easy visual for four different spots students will start in, but the four areas can be any landmarks, visuals, or pieces of equipment. Accommodations Since this activity involves running and jumping movements, accommodations could include fast-walking and doing the rock, paper, scissors movements without jumping up and down. Assessment/Feedback Students will be assessed on their sportsmanship and ability to follow directions. Feedback that I would give the students may include: “I love how [student’s name] is being such a great team player and cheering on their partner!” or “Remember to follow your partner/squad to every corner!” I would also tell students before the start of the game how I expect to see everyone showing good sportsmanship and cheering on their classmates. I would remind them that the consequence of not being kind to others is that they would not be able to participate in the activity any longer. I would explain to the students that another aspect of good sportsmanship is not cheating. I should see very clear movements that indicate whether the student is a rock, paper, or scissors. If I notice that a student is purposely trying to be in-between movements or is purposely delaying their movement until they know what their partner is, I will give them one warning to fix it and the second time the student will be asked to not participate for the remainder of the game. After the end of each game/round, any student sitting out will have the opportunity to rejoin and show me that they have fixed their previous actions. Benefits of Activity The benefits of the activity is that students learn how to support one another even if they do not win. This promotes team-building, healthy competition, and sportsmanship. This activity is also beneficial for students because it teaches them different and fun ways to move their body that sustains continuous movement for certain periods of time. Another benefit is that all students are actively participating the entire length of the game. Whether students are directly playing Rock, Paper, Scissors, cheering on their classmates, or running to challenge another friend, all bodies are moving and grooving the entire time which is the main goal for P.E. Optional An optional interdisciplinary connection would change the words Rock, Paper, Scissors to plants and animals in a Interdisciplinary food chain such as Decomposer, Producer, Consumer to connect to science. Students could even help come up with Connection the simple movements that would correspond to the new words. This activity would help students understand the cycle that is the food web. Reflection After completing this assignment, I realized how simple it is to create an effective P.E. schedule. I feel like sometimes teachers may think that P.E. has to be elaborate games with several kinds of equipment, when in reality, it doesn’t have to be that way at all. My partner and I were talking about how it is hard for us student teachers to get access to equipment since they are usually locked up, but we found it rather easy to come up with activities that require no equipment at all! The activities also target a wide variety of skills such as agility, mobility, flexibility, and team-work. I have had the opportunity to teach my 3rd grade students the Rock, Paper, Scissors activity while we were indoors during a rainy day. Students enjoyed the activity very much and all of them showed great sportsmanship by cheering on others and they all followed the game directions. Unfortunately, since the students were inside, they were not able to run to different corners, but they did have enough space to perform the rock, paper, scissors movements. The students had such a blast that I had to pause the game a few times because they were getting too loud with excitement. They still ask if they can play the outside version during P.E. every week which I plan to do with them soon! I am happy with how much joy this activity brought the students and they didn’t even realize they were learning how to move their bodies in fun ways while also learning how to be team-players. I plan to use this activity as well as the other activities in the schedule in my future classroom because I believe that all of them are effective and easy P.E. activities for both students and teachers.
Lesson/Activity #2 Lesson/Activity #2: Alaskan Kickball by: Briana Friddle Activity Name and Alaskan Kickball - There are two teams. One team lines up and the other team is in the outfield. The first member at Description the front of the line in team one kicks the ball. Once they kick the ball, they begin running in circles around the members of their team who are lined up. The players in the outfield catch the ball. When the ball is caught, the rest of the team in the outfield lines up behind the person with the ball. They then need to pass it to each player behind them overhead. If they drop the ball they need to start over. They need to pass it to every player until it reaches the end of their line. The kicker for the other team keeps running until the second team passes it to every player. However many laps they do is how many points they receive for that round. They repeat this until each player in the team has gone. Then, they switch team roles. CA PE Grade, Standard, Body Composition 3.7 Sustain continuous movement for increasing periods of time while participating in moderate & Specific Skill(s) to vigorous physical activity.
Duration of Activity 20 minutes
Time of Day/Where in 2:00-2:20 pm
the Daily Schedule
Directions Introduction: (2 minutes)
1. To begin the lesson, I will explain the rules to all students if any of them have not played before. 2. I will then split up the teams.
WARM-UP: (5 minutes) 1. Prior to beginning the main activity, students will engage in a warm-up activity. Students will be led through a series of stretches to warm up before the game: touch their toes, cross the arm, over the head tricep stretch, flamingo. As the students are stretching they will be informed of the rules: do not trip others when running, play fairly, participate always, do your best, have fun, and have good sportsmanship.
Main Activity (10 minutes)
1. Now that students are split into two teams. The game will begin. Each team will play until the running team reaches 40 points. Then, they will switch. This allows for each team to have a chance as both the kicker and in the outfield for approximately 5 minutes each. 2. During the activity, I will be throwing the ball to the kicker and once they kick I will be monitoring both teams: ensuring everyone is participating and playing fairly. I will be able to informally assess their performance, as well as determine if they are understanding the objectives of Alaskan kickball.
Closure: (3 minutes) 1. To bring the lesson to a close I will bring the whole class together in a circle. Students will engage in a final roll-down stretch to cool them down. 2. While we are doing this, I will ask students to share the strategy that their teams used. I will ask them what they might do differently next time. Resources/Equipment Resources and equipment required for this activity is a ball. Preferably a kickball. Additionally, this game should be played on a field. Accommodations This activity does require running, so an accommodation would be for students to walk around their team instead and each lap they do will be doubled to accommodate walking instead of running. This game also requires students to pass the ball behind them. If students are not able to reach above their head, they can be the person at the end of the line and simply grab it from the second to last person without reaching over their head. Assessment/Feedback Students will be assessed on their teamwork skills, and feedback that could potentially be given to students are things such as, “Those of you waiting to kick the ball might want to stand in a straight line and close together so your teammate does not need to run in such large circles.” Or asking the students a series of questions about the strategy they chose: How did you team decide to pass the ball to one another? Did you have a strategy that helped you? Students will also be assessed on their participation. If students are not attempting to run around their team, pass the ball to each other, or kick the ball, I will be able to assess that they are not yet able to participate. Benefits of Activity The benefits of this activity is that it promotes “continuous movement for increasing periods of time,” as mentioned in the standard 3.7. In addition, it requires students to work together as a team, and communicate strategies for passing the ball. It also requires students to practice number sequence skills as they must count the number of laps their team member makes as they run around their team. This activity promotes levels of teamwork, communication, physical exercise, and coordination, which makes this PE activity beneficial for third graders. Optional An optional interdisciplinary connection would be to have students include math in this activity. For example, the Interdisciplinary number of laps the team member does around their team, you could tell the class that they need to multiply that Connection number by 7 every time to calculate the number of points. This cross cutting interdisciplinary connection will allow students to incorporate math connections in physical education activities. Reflection Reflecting on the PE Weekly Activity Schedule, I was able to observe how simple yet effective some activities for PE can be. For example, you can do something articulate such as Alaskan Kickball, or you can simply instruct students through a series of yoga flows. Additionally, I learned how accommodations may need to be made for some students. This was something I had not considered because at my current placement we do not have students who have a physical limitation. Therefore, this informed me of that very important consideration as well. It also taught me how we can use interdisciplinary connections within physical education - I am a fan of this (yay math!). I was fortunate enough to actually lead my 3rd grade students through a game of Alaskan Kickball. It was with my class and another 3rd grade class on campus. The students were very engaged and participating to their full ability. I was surprised to find that they became so competitive towards the number of points. This is an activity I see myself incorporating in my future class one day. Additionally, I think the plan Katelin and I created is a very effective schedule and one I plan to foster in my future classroom routine.
