PE 340: Non-Rhythmic Physical Education

Elizabeth Revelo
Physical Activity Notebook

Cross-Curricular Activities
 1. Whats My Name

Activity: What's My Name

Subject: Language Arts

Category: Cross Curricular

Directions: Have your students get into groups and circle up. When you say "GO" one student

per group hops to the center of the circle and grab the first letter of the word they are going to

spell. The student that comes back will gently tag another person in the circle and that person

grabs the next letter and so on until all the names are finished. Each student will grab the letters

and hop them back to the pile. Repeat each step using different activities (skipping, hopping,

walking, running, arm circles)

Modifications:

1. Use a different name or spelling words

2. Use pictures to help students understand the words better, works well with animals and

transportation

3. Create a relay race: ask students to find a specific letter, have the first student from each line

skip (or a different activity) to find the letter and then return to their group. Change the activity

for each different student in line.

2. Slap Count

Category: Cross Curricular Activities

Activity: Slap Count Brain Break

Equipment: None

Directions: Students are in pairs for this activity. The partners face each other with their palms

facing up in front of them. The first person takes his/her right hand and nicely slaps the partner's
left hand while counting out "1". Then, the first person then takes his/her left hand and slaps the

partner's right hand while counting out "2". The partner then does the same thing, while

counting out "3" and "4", respectively. Counting by ones can help students get into a rhythm of

crossing over the midline while counting. Once students know what to do, then, the counting

can change where everyone starts at "1" for the first slap, but all the successive slaps follow with

adding "2" or "3" each time. This way, addition facts can be used. For example, if the first

number is "1" and students are to count by "2's", the next 3 slaps would be "3", "5", and then "7".

Modifications: Instead of starting at "1", the teacher can have students start at a higher number.

Students could also subtract by a certain number, even going into negative numbers for older

students. Another math alternative could be to use multiples, like doing the multiples of "5",

"10", or "3". For a language arts connection, spelling words can be spelled out letter by letter

with each hand slap. A science connection could be made by naming examples of animal

groups, bones, or muscles.

3. Rock, Paper, Math

Activity: Rock, Paper, Math

Subject: Math

Category: Cross Curricular

Equipment: None

Directions: Get with a partner, and play as if you're playing rock, paper, scissors. When you get

to the end where each person puts out what they want, the students will put any number 1-5. The

students will then add the two numbers together. The first person that gets the number right wins

and gets to move on.

Modification: Have the students multiply the two numbers together. Make a competition out of

it with the whole class.

4. Jump Rope Rhymes

Activity: Jump Rope Rhymes

Equipment: Jump Rope

Subject: Reading/Math

Directions: This will do best in a large space like a gym or outside and you will need a jump

rope. First, explain to the students jump ropes are to be turned slowly and not too fast. Start out

with a student holding one end of the jump rope with you holding the other end and then have

another student come in and join while you recite the rhyme. If it helps, have the students recite

the rhyme before everyone starts jumping so everyone knows the entire rhyme.

This physical activitys rhyme of choice was Cinderella for a slower one and for a faster one I

would suggest Skipping Feet to the tune of Jingle Bells.

Cinderella:

Cinderella, dressed in yellow

went upstairs to kiss a 'fella

made a mistake

and kissed a snake

how many doctors

did it take?

[count until someone messes up]

Skipping Feet: (to the tune of Jingle Bells)

Skipping feet, skipping feet,

Skipping feet all day.

Oh what fun it is to skip,

The whole day away. Hey!

Modification:

- To make the activity more challenging physically, have two students jump in the rope if

the jump rope is long enough or have another student jump in the middle of the rhyme

and start the rhyme over.

- To make your jump rope rhyme more challenging with counting, use the Cinderella

rhyme to challenge younger students to count to 100 or by 2s, 3s. For older students,

you can have them count by multiples of a number.

- For students with injuries or disabilities, they can clap their hands along to the rhyme to

learn how to keep the rhythm. If you want them to engage more of their body, have them

bop the upper portion of their body up and down so it mimics a jumping motion.

5. Key & Push

Activity: Math Brain Break

Equipment: White board / Projector

Directions: Make a key number 1-20. Each of the numbers will have a different exercise( push

ups, sit-ups, jumping jacks, etc.). Once you solve a question on the worksheet, you refer to the

key for the correct answer and corresponding exercise.

Modifications: More reps, in groups, partner.

6. Math Color By Numbers

Activity: Mathematic color by numbers

Directions: give your students a coloring sheet with math equations on it. The students then have

to solve each equation to get a number that corresponds with a certain color, when done solving

the equations they may use the use colors to color the worksheet.

Modifications: you can make the equations hard, instead of adding and subtracting, you can do

multiplication and division.

7. Toss N Spell

Subject: Spelling

Activity: Toss n' Spell

Directions: Students will get together in groups of six to eight depending on how big the class is.

The teacher will call out a spelling word, the person starting with the tennis ball will say the first

letter of the word and toss it to another person who will say the next letter after catching it and so

on until the whole word has been spelled. If someone says the wrong word they will be "out" so

they will step out of the circle to do a penalty such as 5 air squats, 5 jumping jacks and so on.

Modifications: Tossing with their non-dominant hands, standing on one leg, different challenges

depending on the skill levels of your class.

8. Write the Word

Activity: Write the Word

Equipment: None

Directions: Have students stand up at their desks. Go through the list of spelling words one at a

time, having the class write them out in the using different parts of their bodies. They would start

by using their index finger for the first word, elbow for the second word, knee for the third, toe

for the fourth, etc. As the words are spelled in the air, the class will also spell them all out loud

letter by letter.
Modifications:

You could use this to do math problems as well as spelling words.

The body parts being used could change in order to do the spelling in larger or smaller

spaces.

9. Punctuation Punch

Activity: Punctuation Game

Subject: Language Arts

Directions: The teacher will post the story on the overhead or write it out on the white board.

For each punctuation there is, the students will do some sort of exercise. For example: "Three

little monkeys, (8 jumping jacks) swinging in a tree... (5 squats)Teasing Mr. Alligator, (8

jumping jacks) can't catch me! (2 lunges) Along comes Mr. Alligator, (8 jumping jacks) quiet as

can be...(5 squats) and SNAPS that money right tout of that tree! (2 lunges) Two little monkeys,

(8 jumping jacks) swinging in a tree...(5 squats)Teasing Mr. Alligator, (8 jumping jacks) can't

catch me! (2 lunges) Along comes Mr. Alligator, (8 jumping jacks) quiet as can be...(5 squats)

and SNAPS that money right tout of that tree! (2 lunges) One little monkey, (8 jumping jacks)

swinging in a tree... (5 squats) Teasing Mr. Alligator, (8 jumping jacks) can't catch me! (lunges)

Along comes Mr. Alligator, (8 jumping jacks) quiet as can be...(5 squats) and SNAPS that

money right tout of that tree! (lunges)

Modifications: instead of starting at 3 monkeys you can start at 5. The story could be harder and

the exercise can be easier or harder depending on the student and age group.

10. Ball Toss

Activity: Mathematics Ball Toss

Equipment: Tennis balls (or anything you can toss back and forth)
Directions: Have the class find a partner. Next write a mathematics problem on the board and

have students answer the question by throwing the ball back and forth that many times. Once

everyone is done, call on a group to share their answer, and continue with more questions. If

someone drops a ball, pick it up and restart.

Modifications: Make the group who answered be the group who got done the fastest.

Go faster or slower.

Do harder or easier problems.

11. Chopsticks

Activity: Chopsticks

Subject: Math

Equipment: None

Directions: This is generally played with two people. The object of the game is to be the last

player left with a hand in the game. A hand is "dead" and has to be hidden behind the back when

all 5 fingers (or chopsticks) are extended. Play as follows:

Players each put one finger out and hold their hands in front of them. One person starts by using

one of his hands to touch any other person's hand. The person he touches adds up the number of

fingers involved (on this first go it would be two - one on each of the children's hands) and holds

that number of fingers out. Play then passes to the next child (move clockwise around the group,

if there are more than two children).

When it is your turn, if you have more than 1 finger extended on each hand, you can choose to

touch your own hands together rather than touch someone else's hand. If you do this, you add

together the number of fingers on both hands, then split that number between your two hands in a

different way. So, for example, if you had 4 fingers extended on your right hand and 2 on your
left hand, you might tap them together then split them so that you have 3 extended on each hand.

Obviously it is a good idea to do this if you have 4 fingers extended on one hand, because with

one more touch that hand could become "dead" and have to go out of the game. You can't do this

if you have 4 fingers extended on each hand, or 4 on one hand and 3 on the other, as you would

just be swapping your fingers around indefinitely.

Modifications:

If the students are old enough it can be played with three or four in a group

If students are struggling with the switching numbers between their own hands that rule rule can

be eliminated.

12. Count N Toss

Subject: Math

Activity: Count n' Toss

Equipment: Small Ball

Directions: Have the entire class make a circle around the room. Depending on what math facts

you are using that week, pick a number and have the students count by that number. One student

starts and then passes the ball to another student and they must say the next multiple of the

number. (For example, the teacher says count by 9's, so the first student says 9, passes the ball to

a second student, and that student should know that 18 comes next.) Once a student doesn't know

the multiple, you can pick another number to count by, or have their peers help them until the

class can get to the highest multiple of a number.

Modifications:

1.) Pick smaller or easier numbers to count by when working with younger students.

2.) Make smaller groups instead of creating a circle with the entire class.
3.) Make it a speed counting game by timing each player and making them pass the ball on

faster.

13. Spelling Tag

Activity: Spelling Tag

Subject: Language Arts

Equipment: Spelling/activity cards

Directions:

1. Prepare cards with words written on them and activities on the back. (Choose words that are

appropriate for the grade level)

2. Choose 2-3 students to be it.

-Students who are it may only gently tag their classmates.

-Students cannot push, trip, or grab their classmates.

3. Chose 2-3 students to be the spelling defrosters and give them a handful of cards.

-When a student has been tagged they freeze and call our for a spelling defroster

-The defroster as the frozen student to spell the word on the card.

-The frozen player gets 2 attempts to spell the word correctly

-If the spelling is correct, the frozen player returns to the game

-If the spelling is still incorrect, the spelling defroster must show the card so the frozen

player can see the correct spelling and then spells it out loud.

-Next the defroster then flips the care over to show the frozen student which activity to pre

from and how many times before returning to the game.

4. The rest of the students run away from the students that are it.

5. After 5 minutes choose 2-3 new its and spelling defrosters.

Modifications:

1. Create a sentence: In addition to spelling it out loud, ask your students to create and say a

sentence with the word theyre given to rejoin the game. If the student is hearing impaired, give

him/her a piece of paper and pencil to write a sentence.

2. Define the word: Have students define the word theyre given in addition to spelling it out

loud.

14. Action Words

Activity: Action Words

Subject: Language Arts

Directions: We will say different such and students will act them out. As example words can be:

-Explode

-Melt

-Splat

-Shrink

-Flutter

You then can discuss what those words mean and how they are adjectives which describe the

noun.

Modifications: Have students do this activity silently, have students do this in their desk, have a

theme to your words.

15. Spelling Basketball

Subject: Spelling

Activity: Spelling Basketball

Equipment: Small Foam Basketball, white boards, dry-erase markers, spelling list, and empty

waste basket

Directions: Students are split up into two equal teams. Students are asked to spell a word on

their white board. If they spell it right they get the change to shoot a basketball into the empty

waste basket. The teacher keeps track of how many points each team scores. once everyone is

done shooting, the teacher then give the students a new word to spell, and the process continues.

16. Do You Know Your Facts?

Subject: Science

Activity: Do You Know Your Facts?

Equipment: Bean bags, yarn balls, or wadded up paper of 4 different colors (red, green, yellow,

blue), large open area, chart and markers (optional)

Directions: First, you will have the set-up as students holding an object of one of the 4 colors.

Everyone is it; anyone can tag anyone else. If you are tagged by a person with a red object you

must go to the side and do 5 push-ups. If you are tagged by a person with a green object, you

must do 5 curl-ups. If you are tagged by a person with a blueobject, you must go to the teacher

and recite a fact about the subject of the day. If you are tagged by a person with a

Yellow object, you are frozen. To get unfrozen someone must come up to you and say, May I

help you? You reply, Will you unfreeze me?

Yes, I will. Thanks you. Youre welcome. The person is now back in the game.

Modifications: Change locomotor movements skipping, galloping, sliding, and jogging.

Change the subject of the game.

Students have to write a fact on a chart on the wall.

Change the exercises ex. jumping jacks, jumping 12 times, hop on 1 foot 10 times, etc.

17. Cone Crazy

Subject: Science

Activity: Cone Crazy

Equipment: 1 cone for every 2 students

Directions: First, the set up is cones are scattered everywhere throughout the area. Divide the

class into 2 groups: Seeds and Plants. On signal, all students begin moving throughout the

activity area, (jog, gallop, skip, hop, jump, slide, etc.) Seeds students move around play area

gently knocking over the cones, scattering the seeds, while Plants students simultaneously move

through the area setting the cones back up, or growing tall.

Switch roles after 2 -3 minutes.

Modifications:

- Change subject matter: Lumberjacks can cut down trees and knock down trees/cones

while Environmentalists set the trees/cones back up.

- Change locomotor movement.

18. Vocabulary Dribble

Subject: Science
Equipment: Large cards with names of subject area to be put on a far wall or on the ground.

You should have several cards of each name scattered all over the wall. Use basketballs,

playground balls, soccer balls (age and skill appropriate), etc.

Directions: Put names of subject area to be studied on a far wall, on the ground or taped to

cones. Students are on opposite line about 20-30 feet away. Call out a word pertaining to the

subject area. Student dribbles down and touches the word on the wall and dribbles back. Student

should look ahead while dribbling, not at the ball. This game can be played in pairs, or in relay

teams of 3 or 4. Teams can get points for correct answers.

Modifications:

Describe the word.

Describe the function of the word.

For advanced students, give a list of descriptions of the words/places they have to find on

the wall. They must work together as a team to get all correct.

Balls are not needed. This can be done as a running race.

Change the subject area.

Change the locomotor movement skipping, galloping, sliding, jogging

Instead of words, put up picture of organism and have students point to the appropriate

part.

19. Predator / Prey

Subject: Science

Activity: Predator / Prey

Equipment: Bean bags or small nerf balls to designate who are the predators.
Directions: The set up area should be an area with boundaries, large gym or blacktop sized area,

or set up space with cones. Two to three students are picked as predators. They have the bean

bags to designate them. The prey lines up at one end of the playing area. At the command of the

predators the prey will move across the space by skipping, galloping or sliding, to the opposite

end of the playing area without going outside the boundaries. When the prey is tagged, they sit

down at the point they were tagged. As soon as all the prey are on the opposite boundary, the

predators command them to cross again. (Ex. of commands - Swim to the other side, gallop

across the savannah, swim upstream, soar to the other trees, etc. depending on the type of

predators and prey). Continue until all students have been caught. If anyone goes outside the

boundaries, they are considered caught, and must sit down.

Modifications:

When tagged, they sit down cross legged, and wave their arms. They become babies (of

whatever predator they are). They cant move from their sitting position, but can touch a

prey going by and tag them.

For advanced classes - Prey do not have to go across the space on command. When the

game starts, they may move anywhere within the boundaries. The game continues until

all are tagged by the predators or the babies. When prey is tagged, they turn into seaweed

(fish die, drift to the bottom, remains fertilize the bottom of the ocean and more seaweed

grows kelp forest).

Science Mods:

Change the predator/prey to what is being studied:

Ex: Octopus/starfish; sea otter/oysters; Lions/Antelope; Bears/Salmon

20. Life Cycle of the Caterpillar

Subject: Science

Activity: Life Cycle of the Caterpillar

Equipment: None

Directions: First, you will need a large space to move in or a classroom free of debris.

Song: Three verses to the tune of Mary had a little lamb.

First Verse: Im a fuzzy caterpillar, caterpillar, caterpillar. Im a fuzzy caterpillar, about to

make a cocoon.

Movement: Inchworm movement across the floor/ground. Hands and feet are in push-up

position. With hands in one place, feet walk in to hands. Hands walk out away from feet. Repeat

several times.

Second Verse: Im wrapping up into a cocoon, a cocoon, a cocoon. Im wrapped up in a cocoon

about to spread my wings

Movement: Arms go out and student spins around with arms coming in closer and closer until

they feel all wrapped up. Then student stands very still.

Third Verse: Im a pretty butterfly, butterfly, butterfly. Im pretty butterfly about to fly away.

Movement: Students cracks out of the cocoon, dries wings, and then flies off. Students skip

around the room flapping their arms.

Modifications:

Change the words and movements to reflect other life cycles.