Game of Low-Organization - Chuck the Chicken

Students love to play this game and often request it as a warm- up activity. There is lots of
running which gets students heart rates up without them even realizing it. Students are
actively engaged throughout this activity. This GLO also serves as a great team building
activity. Students often create strategies as a team, show leadership and cheer on their
teammates.

Equipment: 1 rubber chicken (could also use a ball, bean bag etc.)
Chuck the Chicken
1. Split students into two teams
2. Team A starts off with possession of the rubber chicken. They form a line and pass the
chicken - over/under from the front to the back of the line.
3. At the same time, Team B starts off by scrunching themselves into the smallest human
'knot' possible, all except for one player on the team. This player needs to run around his/her
teams human knot. For each full lap around the team earns one point.
4. When the chicken reaches the back of the line of Team A, the person at the back of the line
yells "CHUCK THE CHICKEN!" as loud as they can and throws the chicken as far away as
possible. (Teams should be developing strategy and learning to throw to open space)
5. Team A then immediately forms into a clump and one person starts to run laps around the
clump, earning Team A points.
6. Team B then runs for the chicken and forms a line and students begin the over/under
pattern.
7. This process repeats until the teacher directs students to stop.

Grade 9 GLO - Frisbee Air Hockey

This game is so much fun! Students love it and it doesn't require very much equipment. This
game should be played in a single gym.
Curriculum Expectations:
Physical Activity
- demonstrate personal competence in applying movement skills and principles
- use and combine movement skills in a variety of physical activities
- demonstrate understanding of the importance of movement principles in performing isolated
or combined movement skills
- explain appropriate strategies or tactics that enhance performance in specific situations and
conditions.
Active Living
- participate regularly in a balanced instructional program that includes a wide variety of
enjoyable physical activities that encourage lifelong participation
Equipment:
- scooters (one for each student)
- pinnies (one for each student)
- Frisbee
- 2 wooden pins
Object of the Game:
- frisbee is glided across the floor (similar to the disc in air hockey) when passing or shooting
- on scooters and working in teams, students try to knock over the opposing team's wooden
pin with the frisbee
- one point is awarded if the team knocks over the pin
Rules/Strategies:
- no one is allowed in the crease (basketball key) except for the goalie
- there is a change of possession if a student falls off their scooter
- a point is awarded to the opposing team, if the goalie accidently knocks over their own
wooden pin
- students must only use their hands when playing the frisbee
- frisbee cannot be picked up/thrown
Safety Considerations:
- see OPHEA guidelines regarding proper use of scooters
- no physical contact

Course: PPL 300 (Grade 11 Healthy Active Living Education)

Specific Expectations: (Ministry of Education and Training, The Ontario Curriculum)
- Participate regularly in physical activity, using community and school facilities and
choosing from a wide variety of activities
- Demonstrate the development of movement skills in a variety of physical activities
- Apply the specific rules and guidelines for participation in recreational and sports
activities, including team, group, dual, and individual activities
- Use strategies and tactics to enhance their performance in specific situations and conditions
- Apply appropriate guidelines and procedures for safe participation in physical
activity
During the GLO (Games of Low Organization) Unit in the Grade 11 PPL 300 course, students
complete a GLO assignment. GLO's are games that utilize minimal equipment, can be played
in various environments, accommodate large numbers of participants, are safe, fun and
engage students to be physically active. For this assignment, students are required to submit
a written game that must include the following components: Name of Game, Objective,
Equipment, Environment, Initial Rules, 3 Modifications, Safety and Originality.
When I introduce this unit to the class, I always choose a game to demonstrate the overall
expectations of the assignment to the students. When students hear, see and play the game,
they have a better understanding when it is time to transfer their ideas to paper. The game I
have chosen to share is called "Hooksy Ball" and is a GLO that the students ask to play again
and again throughout the semester. It is very successful for the following reasons:

- It allows for a large number of students to play

- Challenges students to strategize while running the bases
- Minimal rules for students to remember
- Utilizes running, throwing, kicking and catching
- Encourages students to work as a team
- Regardless of the class size, each student is accountable for one job (Replacing the ball back
on the Frisbee when in the field)
- Students must comply with the safety rules: No sliding, ball thrown below the shoulders
The Ministry of Education. (2000). The Ontario Curriculum Grades 11 and 12 Health and
Physical Education. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/secondary/...
(rest of url hidden)
Please see the following attachment below for a full description of the GLO.

HOOKSY BALL
OBJECTIVE: The objective of this game is to score as many runs for your team as
possible before the other team makes 3 outs. The team who has the highest number of
runs at the end of the game is considered to be the winning team.
ENVIRONMENT: - Large Gymnasium
- Field
EQUIPMENT: -1 Large Elephant Skin Ball
- 4 Bases (Coloured Tape X)
- Soft Frisbee disc
RULES:
Teams:
1) Ask students to choose a partner and then to form a horizontal line. One partner
in front and the other behind.
2) The line standing in front is the batting team and the line standing behind
becomes the fielding team or vice versa.
3) ***Students must remember who their partner is because this is vital later in the
rules. ***
Diagram of Playing Field:
+ (Batter)

Bases
Direction to Run

Ball

Fielders

+++++++ (Batting Team)

Frisbee Disc

GLO Pip Squeak Charlie

Fitness Category: Cardiovascular

Grade Level: Gr. 9 PPL1O (Any grade or

class?)

Curriculum Expectation:
Strand: Active Living
Overall Expectation:
- participate regularly in a balanced instructional program that includes a wide
variety of enjoyable fitness activities that encourage lifelong participation
Specific Expectation:
- participate regularly in physical activities, choosing a wide range of activities
(e.g., individual, small and large-group, outdoor, and aquatic activities)
Equipment:
- mats
- beanbags (one less than the number of groups there are)
Rules:
-

Divide your class into groups of three people

Each group lines up around a circle (like a sun with the rays being the group lines)
Place mats in the centre of the circle and put the bean bags on top
Each person in the group needs to give themselves a name- either pip squeak
or Charlie and crouch in their line
When ready, teacher will call a name, such as Charlie
All the Charlies will stand up and run around the outside of the circle and back to
their group. When they get back to their group they leap frog over their groups
back and grabs a bean bag from the middle
The last person to the middle (who does not get a bean bag) gets a strike for
their team
Teacher can assign a strike as being some form of fitness punishment such as
ten push-ups if your team gets a strike. Or teacher can say the first team to three
strikes it out
Game continues with the teacher calling the different names so the Pips and
Squeaks get a run or two.

Safety
- Leap frog this can be a safety concern so another option is going through their
teammates legs (crawling on the floor) which again may be a safety concern for
another reason. Another idea is to simply run by and high five their team before
going to the middle
- Must have mats in the middle because students are going to be moving at a fast
pace, mats in the middle will prevent injury
- Cautions just like in dodgeball students are asked to aim below the shoulders, in
this game students are asked to take caution when jumping into the middle to grab

a bean bag, When playing with senior students they often become more
competitive and in some cases will dive into the middle. To prevent this from
happening, caution students.
Modifications:
- Equipment can be modified does not need to be bean bags. Other ideas are
scarves, soft pucks, etc.
- Playing area can be modified this game can be played in a secure area such as a
gym or in a open giant field
- Number of players if you need to have more people on each team you can
change the game to the pizza game and the names can be toppings

This activity is a great GLO because not only does it involve cardiovascular
fitness but everyone is engaged. Each turn is short and so the game moves very quickly.
Students are on their toes about which name is going to be called next and so their
anticipation is priceless! There is limited set up that goes along with this game so it is
quick to organize and play.

Module 2 Drop Box Assignment

Planning Activities GLO
CHIPOTLE
PPL1O - Curriculum Expectations:
-

use and combine movement skills in a variety of physical activities

demonstrate understanding of specific rules and guidelines for participation in
recreation and sport including team, group, dual, and individual activities
explain appropriate strategies or tactics that enhance performance in specific
situations and conditions
participate regularly in physical activities, choosing a wide range of activities
demonstrate positive, responsible personal and social behaviour in physical
activity setting

EQUIPMENT:
-

4 hoops
8 gator balls (2 per team)
12 bowling pin (3 per team)

HOW TO PLAY CHIPOTLE:

1. Form 4 groups with each placed into a corner of the gym which will serve as that
teams home corner.
2. Each team must strategically place 3 bowling pins inside their hoop.
3. Each team starts off with 2 gator skin balls, but after the game starts, they may use
any of the 8 balls.
4. Teams will travel into the other teams home corners and attempt to knock over
their bowling pins.
5. In order to advance the ball throughout the game, players must move to an open
space and receive passes as there is no running with the balls.
6. If a ball is intercepted or a pass is dropped, the ball is awarded to the team whose
corner the ball lies in.
7. Once a teams bowling pins are all knocked down, they may rejoin the game by
retrieving any ball and passing it over/under throughout the entire team. Bowling
pins are then reset and the game continues.
VARIATIONS:
-

advance the ball by using different skills (e.g. kicking, using a hockey stick)
dribble the ball and allow unlimited steps as long as the player is dribbling

ADAPTATIONS:
-

playing area can be downsized to simplify the task

more pins can be added to extend the task
put a limit on the number of passes allowed before a shot can be taken to extend
the task
increase or decrease the size of the target in the hoop

www.playsport.net

Grade 4
Specifi c Expectations
Fundamental Movement Skills
Locomotion/Travelling Skills
combine locomotion/travelling skills in repeatable sequences,
incorporating a variety of speeds and levels (e.g., in novelty dances, cooperative games);
Stability Skills
balance safely in a variety of static positions
Active Participation
Physical Activity
participate vigorously in all aspects of the program (e.g., lead-up games,
creative
dance)
Physical Fitness
improve their fitness levels by participating in sustained moderate to
vigorous physical activity (e.g., line dancing) for a minimum of twenty
minutes each day, including appropriate warm-up and cool-down
procedures

Equipment:
- 1 large size ball (soccer ball)
How to play:
Every student pairs up with a partner. Each partner set gets a number (no partner sets
have the same number). For example, if there are 20 people in the group, and 10 pairs,
each pair is numbered 1-10. One pair is chosen to start the game. With everybody
standing in the middle of the playing area, the beginning partners will throw the ball in
the air directly vertical and yell a number from 1-10 (not their own number). At this
point, every pair will run away from the ball as fast as they can, holding hands. The
partners whos numbers were called must retrieve the ball as quickly as possible and yell
dud once they have the ball in their possession. Once dud is yelled, everyone must stop
where they are. The partners with the ball roll the ball towards the closest partners
attempting to hit them. If the ball touches either one of the two partners (they cant
move), that pair has a letter D. At this time, everyone walks back to the center of the
playing area, and the process starts over again; this time the pair with the D throws the
ball up in the air and calls out a new number. The object of the game is to run away from
the ball fast enough (provided your number has not been called) so that you dont get a
letter from being hit with the ball. Once a pair has spelt DUD, the game is over.

Course: PPL30 (can be used at many grades levels)

Specific Expectations: (Ministry of Education and Training, The Ontario Curriculum)
- Participate regularly in physical activity, using community and school facilities and
choosing from a wide variety of activities
- Demonstrate the development of movement skills in a variety of physical activities
- Apply the specific rules and guidelines for participation in recreational and sports
activities, including team, group, dual, and individual activities
- Use strategies and tactics to enhance their performance in specific situations and conditions
- Apply appropriate guidelines and procedures for safe participation in physical
activity
The PPL3O course has an entire unit dedicated to GLOs (Games of Low Organization). They
participate in a number of activities and then are put into groups, given an outline and required to
develop a GLO of their own. They are reminded that GLOs are games that can be played in a
number of areas, are easy to adapt, fun, safe, keep most if not the entire class active (large or
small numbers). The day their assignment is to be presented they hand in a written portion that
covers off the Name, Equipment, Rules, how it is set up, what happens (so basics of play) and
supervision etc. Then during the game they are required to watch, ensure rules are being
followed and if necessary (normally) adjust the rules/game play for safety, to make the game
longer or shorter, or more/less difficult.
One of the games that came out of this a few years ago is an adapted version of Brigade, it has
since then been further adapted a number of times but I will be sharing the basic form. Some of
the important characteristics of this game are that it allows for either a large or small class,
although designed to play in the gym can be adapted for outdoor use, rules arent too
complicated, requires running and hiding and helps them develop teamwork skills. It is also a
game that is great to use at almost any age from little ones right on up as you just adjust the time
limits.
Brigade Equipment:
- 6 large mats (or similar objects to create obstacles to hid behind)
- 20-30 (or more if larger group) bean bags or similar object
- 4-10 rubber chickens
- other items may be used to create the obstacles to hide behind (for example a bench to drape
the mat over to create a low obstacle to increase difficulty)
Game Play:
- class or group is divided into two equal teams- Both teams start at one end of the
gym/space
- The 6 mats are set up so that as the teams progress across the
space they can hide behind them (they should be set up so some are easier to hide behind, some
more difficult, some can hide many, some only a few etc. They should also be spaced out to keep
a balance in the game, if it becomes too easy, adjust)

- The bean bags and chickens are laid out across the far end
- Also at the far end is one student, the caller they should be behind the basketball baseline if
using a large basketball court or behind the safe line where the bean bags are
- They begin by counting to 3 (or 5 as required to ensure success), they must face away from
their classmates while calling
- while the caller counts the rest of the class (both teams) move forward on the area of play and
make sure they are hidden before the caller turns back around.
- if the caller sees and can identify correctly anyone when they turn around the identified person
must return to the start line (if they have a bean bag etc they must put it back at the other end
and then go back to the start). If the caller only can see its a girl and she has blonde hair, not
good enough they must be able to call her name.
- the caller may move side to side to try and see hidden students (create a limit if you are using
a basketball court, the baseline makes a great safe line and the sidelines make a great end of
where the caller can walk too)
- once a player makes it past the safe line before being caught they pick up either a bean bag (1
point) or a chicken (5 points) to bring back to their team at the far end
- They can be caught while running back, so they must hide in the same manner on the way
back
- The game is over once all the bean bags and chickens are at the start end
- The points are tallied up and the team with the most winsYou may change the caller during the
game so they get to be active as well.
Rules/Strategies:
-the bean bag/chicken may not be thrown between players, only the player who picked it up at the
far end can bring it to the bucket for points
- The caller may only turn around after counting to the full number
- The caller may not change speeds etc (unless you create this as an adaptation
Safety Considerations:
- no physical contact
- Reminder for heads up running, paying attention and focused
- Teacher to supervise at all times for safety
Adaptations:You can also play it so that rather than putting all the objects at one end you can hide
them behind the mats and some at the end. You can also have specific requirements (like each
team must be 5 blue bean bags, 5 yellow, 2 chickens, 3 red pinnies etc).

Module 2 Drop Box Assignment: Planning Activities

GLO: 4 Corner Pin Ball
Grade Level: PPL 1O
Specific Curriculum Expectations:
Physical Activity:
- use and combine movement skills in a variety of physical activities;
- demonstrate understanding of specific rules and guidelines for participation in
recreation and sport including team, group, dual, and individual activities
Active Living:
- participate regularly in physical activities, choosing a wide range of activities
- apply guidelines and procedures related to safe participation in physical activity
- maintain or improve personal fitness levels by participating in vigorous physical
activities for sustained periods of time
Equipment:
4 volleyballs, 4 large pylons, 4 elephant skin balls, 10-15 small pylons, 4 pinnies
Description/Rules of the Game:
- I typically use half of the gym to play this game and I use the folding wall in our
gym to enclose the half of the gym I am using.
- divide the gym into 4 relatively equal quadrants using the small pylons as interior
boundary lines while the gym walls provide exterior boundaries
- place a large pylon at each corner of the gym (bring it out from the wall
approximately 1 to 1.5 metres) and set a volleyball on top of each large pylon
- divide the class into 4 equal teams
- each team designates one player to be the goalie, and each goalie wears a pinnie
- the goalies job is to protect the pin (volleyball on the pylon)
- each team starts with one elephant skin ball (there are 4 balls in play)
- team members are required to stay within their quadrant during the game
- the only way a team can move into another teams territory/quadrant is if they
knock down that teams pin
- the whole team is out when their pin is knocked down (even if it was that teams
own fault)
- individual players can be eliminated by hitting them with an elephant skin ball
below the shoulders
- when players/teams are out, they are to sit in an out of play zone, such as the
bleachers, and they cannot come back into the game until a new game begins
- goalies cannot be eliminated until they are the last player in their quadrant
- once the goalie is eliminated from a team, the opposing team(s) must still knock
down that teams pin before gaining possession of that teams territory
- the winning team is the one that still has players left standing after the other 3
teams are eliminated
- to begin a new game, I have all the teams rotate clockwise to the next quadrant

I also have each team designate a new goalie each game

depending on time, I usually try to play 4 games so each team has had a chance to
play in each quadrant and the overall winner is determined by the most games
won

Adaptations/Modifications:
- In the case of uneven teams, I would have teams with fewer players choose a
player to wear a pinnie. The pinnie serves as an extra life for that player if they
get hit. When hit the first time, the player would remove his or her pinnie. If that
player is hit a second time, he or she is out.
- Instead of using 4 balls (1 ball/team), you could use 8 balls (2 balls/team) or even
12 balls (3 balls/team). This makes the game go a lot faster, but also can make it
more chaotic
- Sometimes the game can drag on a little too long when you get down to the last
few players. To avoid having too much down time for the players sitting off, a
time limit could be set for each game. The team with the most players left
standing at the end of the time limit would be declared the winner
- The playing area could also be enlarged if needed (i.e. use full gym vs. half of a
gym)
Safety Considerations:
- players are to only be hit from shoulders and below
- also see the OPHEA safety guidelines (secondary curricular) for Dodge Ball
Games/Tag Games (p. 50, 51)

"Speedball"
This is a great warm up activity for most senior level classes. (PPL
30/PPL 40) The game is a combination of soccer, basketball and
handball and can be played on one half of a basketball court. I have
also used this with my rep basketball teams as it is easy to learn and
calls for teamwork, tactics and is a great fitness activity.
Curriculum Expectations:
- to participate in small and large group activities
- development of movement skills
- demonstrate personal competence in applying movement skills and
principles
- apply their knowledge of guidelines and strategies that can
enhance their participation
in recreational and sports activities
Safety Issues/Concerns:
- proper attire for physical activity (clothing, no jewelry)
- hockey nets are to be "zoned off"
Equipment:
Indoor Soccer Ball
cones
Pinnies

2 basketball nets

2 hockey nets

Dome

Set-up:
- two teams of equal players (usually 6-8) can have 2 games going at
once (cross court)
- boundaries include the outside perimeter of the basketball court, as
well as a semicircle
from the foul line to where the three point line meets the end line
behind the basket
Rules:
Because the game "borrows" skill sets from basketball, soccer and
handball, the rules for speedball are a combination of regulations from
all three sports. To provide a quick summary, they include:
- no contact
- when the ball is in play on the floor, no picking up or use of hands
(Soccer)
- when the ball is in play "above ground", the ball must be dribbled
(Basketball)
- when player picks up dribble, they are allowed 3 steps before they
must pass to a

teammate
- 2 points are rewarded for a basket, and 3 for a goal
- Games end when a set score is reached or a time limit is in place
Overview:
Speedball is a game that requires players to practice strategy as it
applies to team situations. A non-stop activity, speedball provides
students with the opportunity to practice a number of different skills
while participating in vigorous physical activity.
Teams compete to receive points based on whether they score a goal
(as in soccer), or a basket (as in basketball). What makes this game
so unique is that anytime the ball goes from hand to foot or vice versa,
the game changes. Players are not allowed to pick up the ball, or use
their hands at all unless it is kicked towards them, or they use their
feet to kick it up to themselves or a teammate. As described in the
rules above, points are rewarded based on how the ball is scored
basket (2) or net (3). It should be noted there are no goalies to
protect the net from being scored on as in soccer. Instead, each goal
is surrounded by cones marking out a "no boundary" area that can not
be entered by any player. Furthermore, the goals are actually set up
facing the wall, forcing players to ricochet the ball off the wall into the
net as the way in which they score.

Game of Low Organization

Fundamental Movement Skills-Grade 5
Locomotion/Travelling Skills- perform a combination of locomotion/travelling movements,
incorporating a variety of speeds, in relationship to objects or others (dodging or faking to
escape or deceive an opponent)
Active Participation- Grade 5
Physical Activity- participates vigorously in all aspects of the program.

Blitzkrieg
This is a game that I initially found in the OHPEA document; however I'm not sure what grade
I got it from. Blitzkrieg is another from of dodge ball, which children at the elementary level
absolutely love.
- Everybody starts out as being "it" and must be inside the red boundary rectangle/lines.
- There are several balls in bound (the more balls you have the more the students will be
moving around and will force them to pay more attention).
- If you get hit you must leave the playing area, which is located outside of the red
rectangle/lines.
- Outside of the red line, you must complete 15 push-ups, 20 sit-ups, OR 10 burpees.
- When they are finished one of those activities they must continue to watch what's going on
because the only way they can get back in the game is when the person who hit them gets hit
by another person and is sent out. Therefore, it is very important to know who hit you.
- As soon as the person who hit you gets hit, you are back in the game.
- If you unsure of who hit you, you must choose a person to watch and when they get hit you
are free to re-enter the game.
- If you hit someone and they don't see you, don't tell them as this is one of the game
strategies to stay in the game.
Rules
- Must hit below the waste.
- If someone throws a ball, and someone else catches it the person who threw it is out
- You can't use a ball to protect you from another ball hitting you.
- You can only have one ball at a time in your hands.

Why I like this game...

I like this game because the kids are always moving around and completely engaged with
what's going on. They need to be aware of what's going on around them all the time. They are
required to use multiple physical education skills, such as dodging, sending, receiving, quick
locomotion, and manipulation skills. They are then required to take these skills and apply to
them the game/activity situation.

GLO: Tournament of Champions

Grade: PPL 3O or PPL 4O
Overall Expectations:
Demonstrate personal competence in applying movement skills and principles
Demonstrate responsibility for their personal safety and the safety of others
Specific Expectations:
Demonstrate the development of movement skills in a variety of physical
activities
Apply the specific rules and guidelines for participation in recreational and
sports activities, including team, group, dual, and individual activities
Demonstrate behaviour that minimizes risk to themselves and others
Space Required:
Double-Gym
Time Allotment:
Full 75-Minute Period
Equipment Required:
4 floor hockey (or indoor soccer nets)
class set of pinnies (appropriate for 4 teams)
3 indoor soccer balls
8 gator balls
class set of hockey sticks
6 floor hockey balls
4 sets of floor hockey goalie equipment
Quick Set-Up:
1) Place a floor hockey net in each corner of the double-gym
2) Divide class into 4 teams and distribute team pinnies
3) Have remaining equipment centrally located and provide instructions from
there
Outline of Rules:
1) The tournament is organized into three periods of 15 minutes each
2) Each period consists of playing a different game:
Period 1: Game 1 Indoor Soccer
Period 2: Game 2 Handball
Period 3: Game 3 Floor Hockey
3) Each team is designated a corner of the gym where their own teams net

is located (teams decide who plays offense, defense and net)

Outline of Rules (Continued):
4) There are no out of bounds areas
5) Each team starts with 50 points and for each point that is scored on their
net the team loses a point (goalies are responsible for keeping track)
6) Players on offense try to score on the other three corners (which results
in those teams losing points) while each team tries to defend their own net
7) When the buzzer/whistle goes to signal the end of the period, students are
to return the balls (implements) back to the central equipment area
8) The next set of equipment is quickly distributed and students begin that
game upon instruction from the teacher
9) The point balance carries over from period to period and the team that
has the highest number of points left at the end of the tournament wins
10)If a team runs out of points before a winner is declared, they simply lay
their net face down to surrender and can then join into to try to put the
other teams out
Teaching Tips:
Remind students that they are not given points for the number of times that
they score on another teams net (it may take them a bit to adjust to this concept)
Using the score clock in the gym is an engaging way for students to see how
much time they have left
Provide very brief and basic rules for each game at the beginning of the
tournament (before distributing implements) keep it very simple
Refereeing is based on an honour-system and therefore the play never stops
Modifications/Adaptations:
As a guideline, traditional basic rules apply for each game (feel free to make
necessary modifications)
Modify the number of balls used in the game as necessary (add more or less
depending on the engagement of all students)
This game may be played with more than one class at a time
Scoring method can be adjusted (ex/ teams are awarded the points when they
score and the first team to 50 wins)
Duration of each period and games played can also be adjusted depending on
the circumstances
Safety Considerations:
Warn students about safety considerations for each game (ex/ no high sticking
or slashing in floor hockey)

 Remind students to pay attention at all times (as this is a very busy game)

GLO - Red Ball Blue Ball

Course:
Healthy Active Living Education, Grade 11, Open (PPL3O)
(but this can really be played in any of the PPL courses)
Expectations Met:
Generally, this GLO meets the expectations in the Active Living
strand:
Overall Expectations
participate regularly in a balanced instructional program that
includes a wide variety of enjoyable physical activities that encourage
lifelong participation;
demonstrate responsibility for their personal safety and the safety of
others.
Specific Expectations
Active Participation
participate regularly in physical activity, using community and school
facilities and choosing from a wide variety of activities, including
individual, small- and large-group, outdoor, and aquatics activities;
demonstrate positive, responsible personal and social behaviour in
physical activity settings (e.g., encouraging and helping others, striving
for personal bests, showing respect for others, demonstrating good
sportsmanship);
Physical Fitness
maintain or improve personal fitness levels by participating in
vigorous physical Active Living activities for sustained periods of time
(e.g., a minimum of two ten-minute time periods or one twenty-minute
time period four times per week);
Safety
apply appropriate guidelines and procedures for safe participation in
physical activity (e.g., using appropriate equipment and facilities,
wearing appropriate attire, meeting expectations regarding
supervision, understanding the importance of proper posture in
minimizing injury);
demonstrate behaviour that minimizes risk to themselves and others
(e.g., doing warm-ups, checking slope conditions before downhill
skiing);

This GLO also meets expectations in the Physical Activity strand:

Overall Expectation
demonstrate personal competence in applying movement skills and
principles;
apply their knowledge of guidelines and strategies that can enhance
their participation in
recreational and sports activities.
Specific Expectation
demonstrate the development of movement skills in a variety of
physical activities (e.g., performing such skills as an overhead serve in
volleyball, a parallel turn in downhill skiing, or a j-stroke in canoeing);
apply the specific rules and guidelines for participation in recreational
and sports activities, including team, group, dual, and individual
activities (e.g., yellow card infractions in soccer, appropriate breathing
patterns in weight training, strategies for effective performance in
tennis);
use ethical strategies and tactics to enhance their performance in
specific situations and conditions (e.g., using a high underhand serve
in beach volleyball to take advantage of wind and sun conditions);

Equipment Required:
Red ball(s) and blue balls.
The number of each colour varies & depends on the number of
students playing.
EG: 1 class - 1 red and 2 blue balls
2 classes - 2 red and 3 blue balls
Teachers can change the number of each colour as they see fit.
Object of the Game:
Be the last team with at least one player still standing.
Number of Students/Teams:
This game works best when there are more students, ideally by
combining classes (EG: combine PPL30F with PPL30M, or combine
PPL30 with PPL40).
The class(es) should be split up into teams. Again, the number of
teams depends on the number of students playing, and the teacher
can decide as they see fit. Ideally, the game works best with at
least 3 teams.
The number of students/teams will ultimately be decided
appropriately by the teacher with regards to space available.
Starting Positions:
Teams are placed together at the corners of the room to start.
All balls are put in the centre of the gym.
Play starts at the sound of a whistle.
Once the balls are retrieved from the center, they (the balls) must
touch the players respective corner before being thrown at an
opposing player. This can be done by either throwing the ball at the
corner or running to the corner and touching it.
Rules:
The game is similar to dodge-ball in that you try to hit the players
on the other team(s) with the balls, but with more exciting twists.
Hits must be made at the shoulders or below. Anytime a thrown
ball hits any part of a players head, the ball is dead and that player
remains in the game.
There are no boundaries. Players can run anywhere in the gym.
If a player is holding a BLUE ball, they cannot run more than 2 steps
with it before passing it (like in basketball, of course). If a player is
holding a RED ball, they can run with it as far as they want, or they
can pass it to someone.
If a player is hit with a ball (either colour) then they sit down on the
floor where they are.

If a player catches a live ball (either colour), the thrower is out and
must sit down on the floor.
If a player holding a RED ball touches one of their team mates who
is sitting on the floor, that team mate can stand up and resume
play.
If a player is hit by a ball (either colour) while they are holding a
RED ball, then their entire team is out of the game entirely!
A player may defend himself by using another ball. However, a
player must sit down on the floor if, when defending with a ball, the
live ball touches any part of that player or the ball is dropped.

Safety Considerations:
The same OPHEA safety guidelines (secondary curricular, pg. 50,
51) for dodge-ball would apply to this game:
The teacher should also make students aware of the hazards of the
students sitting on the floor as potential obstacles.
Reference:
OPHEA, The Ontario Physical Education Safety Guidelines, Secondary
Curricular Guidelines, Module 1 (2008)

GLO - Red Ball Blue Ball

Course:
Healthy Active Living Education, Grade 11, Open (PPL3O)
(but this can really be played in any of the PPL courses)
Expectations Met:
Generally, this GLO meets the expectations in the Active Living
strand:
Overall Expectations
participate regularly in a balanced instructional program that
includes a wide variety of enjoyable physical activities that encourage
lifelong participation;
demonstrate responsibility for their personal safety and the safety of
others.
Specific Expectations
Active Participation
participate regularly in physical activity, using community and school
facilities and choosing from a wide variety of activities, including
individual, small- and large-group, outdoor, and aquatics activities;
demonstrate positive, responsible personal and social behaviour in
physical activity settings (e.g., encouraging and helping others, striving
for personal bests, showing respect for others, demonstrating good
sportsmanship);
Physical Fitness
maintain or improve personal fitness levels by participating in
vigorous physical Active Living activities for sustained periods of time
(e.g., a minimum of two ten-minute time periods or one twenty-minute
time period four times per week);
Safety
apply appropriate guidelines and procedures for safe participation in
physical activity (e.g., using appropriate equipment and facilities,
wearing appropriate attire, meeting expectations regarding
supervision, understanding the importance of proper posture in
minimizing injury);
demonstrate behaviour that minimizes risk to themselves and others
(e.g., doing warm-ups, checking slope conditions before downhill
skiing);
This GLO also meets expectations in the Physical Activity strand:

Overall Expectation
demonstrate personal competence in applying movement skills and
principles;
apply their knowledge of guidelines and strategies that can enhance
their participation in
recreational and sports activities.
Specific Expectation
demonstrate the development of movement skills in a variety of
physical activities (e.g., performing such skills as an overhead serve in
volleyball, a parallel turn in downhill skiing, or a j-stroke in canoeing);
apply the specific rules and guidelines for participation in recreational
and sports activities, including team, group, dual, and individual
activities (e.g., yellow card infractions in soccer, appropriate breathing
patterns in weight training, strategies for effective performance in
tennis);
use ethical strategies and tactics to enhance their performance in
specific situations and conditions (e.g., using a high underhand serve
in beach volleyball to take advantage of wind and sun conditions);

Equipment Required:
Red ball(s) and blue balls.
The number of each colour varies & depends on the number of
students playing.
EG: 1 class - 1 red and 2 blue balls
2 classes - 2 red and 3 blue balls
Teachers can change the number of each colour as they see fit.
Object of the Game:
Be the last team with at least one player still standing.
Number of Students/Teams:
This game works best when there are more students, ideally by
combining classes (EG: combine PPL30F with PPL30M, or combine
PPL30 with PPL40).
The class(es) should be split up into teams. Again, the number of
teams depends on the number of students playing, and the teacher
can decide as they see fit. Ideally, the game works best with at
least 3 teams.
The number of students/teams will ultimately be decided
appropriately by the teacher with regards to space available.
Starting Positions:
Teams are placed together at the corners of the room to start.
All balls are put in the centre of the gym.
Play starts at the sound of a whistle.
Once the balls are retrieved from the center, they (the balls) must
touch the players respective corner before being thrown at an
opposing player. This can be done by either throwing the ball at the
corner or running to the corner and touching it.
Rules:
The game is similar to dodge-ball in that you try to hit the players
on the other team(s) with the balls, but with more exciting twists.
Hits must be made at the shoulders or below. Anytime a thrown
ball hits any part of a players head, the ball is dead and that player
remains in the game.
There are no boundaries. Players can run anywhere in the gym.
If a player is holding a BLUE ball, they cannot run more than 2 steps
with it before passing it (like in basketball, of course). If a player is
holding a RED ball, they can run with it as far as they want, or they
can pass it to someone.
If a player is hit with a ball (either colour) then they sit down on the
floor where they are.

If a player catches a live ball (either colour), the thrower is out and
must sit down on the floor.
If a player holding a RED ball touches one of their team mates who
is sitting on the floor, that team mate can stand up and resume
play.
If a player is hit by a ball (either colour) while they are holding a
RED ball, then their entire team is out of the game entirely!
A player may defend himself by using another ball. However, a
player must sit down on the floor if, when defending with a ball, the
live ball touches any part of that player or the ball is dropped.

Safety Considerations:
The same OPHEA safety guidelines (secondary curricular, pg. 50,
51) for dodge-ball would apply to this game:
The teacher should also make students aware of the hazards of the
students sitting on the floor as potential obstacles.
Reference:
OPHEA, The Ontario Physical Education Safety Guidelines, Secondary
Curricular Guidelines, Module 1 (2008)

Name: Four Corner Capture the Flag

Course: PPL 30
Curriculum Expectations:
- Demonstrate personal competence in applying movement skills and principles.
- Apply their knowledge of guidelines and strategies that can enhance their participation in
recreational and sports activities.
-participate regularly in a balanced intructional program that includes a wide variety of
enjoyable physical activities that encourage lifelong participation.
- demonstrate responsibility for their personal safety and the safety of others.
Equipment:
4 Hula hoops
12 bean bags (could also use tennis balls, etc)
8 dodge balls
4 frisbees
Double gym works best but can be run outside
Game:
1) Divide the class equally into four teams
2) Have each team place the hula hoop on the floor with three bean bags inside somewhere in
their 'quarter' of the gym
3) Place the 8 dodgeballs within the basketball court centre circle. This is a 'safe zone'.
4) Give each team one frisbee that can not be stolen from their quarter.
5) The object of the game is to protect the bean bags in your hula hoop (using dodgeballs)
while trying to steal the other three teams' bean bags.
6) Have all players start the game at the far wall in their quarter. On the whistle, players will
try to grab as many dodgeballs as possible for their team to start the game off with. Players
are safe within their quarter of the gym and inside the centre circle.
7) If a player goes into an opposing team's quarter to try to steal a bean bag from an
opposing team, they may be hit with a dodgeball. At this point they are 'out' and need to sit
down where they were hit. If they manage to steal a bean bag and bring it back to their

quarter without being hit, the bean bag gets added to their hula hoop and stays there until
another team steals it from them.
8) Each team will have one frisbee to use which can not be stolen. If a teammate is 'out' in an
opposing team's quarter, the frisbee needs to be run to and handed off to the person who is
out. The person with the frisbee may then walk back safely to their side. The player who
handed off the frisbee, however, is still able to be hit with a dodgeball.
9) The game ends when one team has all the bean bags in their hula hoop or you can time the
games at which point the team with the most bean bags in their home hula hoop wins.
This is a great strategy game that can get quite competitive. I find students of all ages really
enjoy this one as they get to work together as a team to out-smart other teams. It also
incorporates dodgeball which most students seem to enjoy.

GLO: Bench Ball

This game is fun and serves as a great way to involve each and every student where
very little skill is required. It requires team work and peer initiated encouragement
and students often request multiple rounds!
Grade 9 HPE Curriculum Expectations:
Physical Activity
Overall: demonstrate knowledge of guidelines and strategies that enhance
participation in recreation and sport activities.
Specific: (Movement skills and Principles) use and combine movement skills in a
variety of physical activities (e.g., Apply locomotion/travelling, manipulation and
stability skills to a specific activity).
Equipment:
1. Two long benches.
2. Approximately 10 large, foam, nerf balls
3. 2 belts/pinnies
4. One Single Gym
The Game:
1.

Divide the class into two teams.

2.
Select one student on each team to be the official catcher and provide them
with a pinnie or belt for identification.
3.
Place one long bench horizontally at either end of the gym, using the center
floor line as the only dividing boundary.
4.
Assign each team to opposite sides of the gym and send the official catchers
to stand in the center of the bench on the opposing side.
5.
The objective is for each team to get all of their team members onto the
bench where their official catcher stands. They can only do this by completing a
pass, from the side of the gym that they are on, cannot pass center line, to their
official catcher.
6.
Only when a team member completes a pass to their catcher, they may join
their catcher on the bench on the opposite side of the gym in order to help by
becoming a catcher as well.

7.
If any of the additional catchers, not the official catcher, should step off of the
bench in the process, they must return to their original side and again, complete a
pass.
8.
Opposing team members may try to block passes in order to prevent their
opponents from completing passes but will eventually also have to join their team on
the bench in order to win the game.
9.

The first team with all members standing on the bench wins!!!

The Game is Called Bombs Away:

Location: Gym, The whole gym is used for this activity. The court is split into 2 courts divided
by the half court line used in basketball. Two teams are divided evenly team one on court 1
and one team on court 2.
Materials: The material that are used are elephant balls (usually 5 or 6 work best but more
can be used depending on the class size).
Rules of Play: All balls are placed along the center half court line prior to play. Each team has
to be at each end of the gym touching the walls prior to play. On the whistle each team can
race up to take possession of the balls on their side. No players can cross the center line
during play. The players try to throw a ball and hit opposing players below the head. If you are
hit by a ball you have to sit on the side or on the stage (whatever is available). The object of
the game is to try and have no players remaining on the opposing side. Here is the interesting
part. If you choose you can try to get the ball in either of the side basketball nets (on the
opposing side) or hit the far backboard with the ball. If either of theses things happen all the
players that were out can now join back into the game. The game continues until time runs
our or all players are out on the opposing team.
This is a great games that the students love at our school. We usually save this game for a
treat on Friday fun day. Try it and modify the rules according to the class. (try just one net or
just the end backboard to mix it up). Enjoy!

GLO: WAR
Course: Healthy Active Living Education, Grade 9, Open (PPL1O)
(could be played in any year all high school students love it!)
Overall Expectations (Physical Activity):
Demonstrate knowledge of guidelines and strategies that enhance
participation in recreation and sport activities.
Specific Expectations (Physical Activity):
Use and combine movement skills in a variety of physical activities.
Demonstrate understanding of the importance of movement principles
in performing isolated or combined movement skills.
Equipment:
10 small gator balls
gym mats
2 long benches
gym clothes (running shoes, shorts, t-shirt)
Rules/Object of the Game:
teacher divides class into two teams
each team will be distributed gym mats for hide-out & gator balls to
throw
2 benches will be placed in the middle of the gym, dividing up the
boundary area in between the two teams
the teacher will allow 2 mins before the game starts for each team to
build their hide-out, using the gym mats
the object of the game is to have the last player standing on your team
the game begins with an equal amount of players on each side
the game begins like the original dodgeball (trying to hit your opponents
below the waist with the ball)
once a player has been hit, they go sit on the bench (between the two
teams) and another player from their team needs to pass the ball back
and forth to them 5 times (then they may rejoin their team)
players are limited to holding onto the ball for 5 secs (if longer, see
above point)
5 mins into the game, the teacher will yell WAR and each team may
cross into the other teams territory and try and destroy their hide-out
and steal their mats
once the teacher blows the whistle 1 min later, each team returns to
their own side and continues the game, but is not allowed to rebuild
their hide-out

the teacher may repeat the War part as many times as desired
the game is finished when there is only one person left standing
see appendix for game set-up

Strategies:
the teams should place the mats on their side for protection from the
opposite team
encourage students to think of creative strategies to knock down their
opponents hide-out, or how to protect their own hide-out when its
War
Modifications/Adaptations:
the game is already an adaptation of dodgeball
the instructor may add or take away elements of the game depending
on the players skill level
Safety Considerations:
dodgeball OPHEA safety guidelines Secondary Curricular (pg. 50, 51)
ensure equipment is safe (no holes in mats, students are aware of the
benches and their surroundings)

Appendix

Team 1

XXX
XXX
XXX

BENCH

BENCH

Team 2
XXX
XXX
XXX

XXX ~ possible hide out set-up with mats

Balloon Wars

GLO Category: Team Building: Focus Communication & Cooperation

Purpose:

A team building low organizational game used for improving

communication skills, developing group cooperation, generating evasion strategies and
improving spatial awareness.
Curriculum Expectations Met Through Participation (PPL10):

Use and combine movement skills in a variety of physical activities

Demonstrate understanding of specific rules and guidelines for participation

in recreation and sport

Explain appropriate strategies or tactics that enhance performance in specific

situations and conditions

Participate regularly in physical activities, choosing a wide range of activities

Demonstrate positive, responsible personal and social behaviour

Maintain or improve personal fitness levels by participating in vigorous physical

activities

Apply guidelines and procedures related to safe participation in physical activity

Demonstrate behaviour that minimizes risk to themselves and others

Materials:

4 different coloured balloons (4 balloons/student/game)

Ribbon or string

Large playing area (gymnasium/outdoors)

Activity:

Divide the class into 4 even teams.

Give each team a package of balloons of the same colour.

Each member must blow their own balloons up and tie them into 2 bundles of 2
balloons. Each player must then attach each bundle onto his/her ankles.

For safety reasons, make sure the attachment strings are long enough to prevent
students from jumping on each others feet.

Choose two teams to start the balloon war. The objective of the game is to come
up with a team strategy to minimize the popping of the teams balloons while
stomping on the opposing teams balloons, eliminating them from the competition.

After one team has been eliminated, the winning team steps behind the sideline
and counts their balloons while preparing/revising a strategy for the showdown
competition.

The next team battle takes place.

The two winning teams battle it out in a showdown to determine the victor of
balloon wars. The teams may only use their remaining balloons from the first
competition but can strategically relocate the balloons to apply new defensive
strategies.

Variations:

Insert a time limit to increase intensity of the game.

Include a random popper (odd person in class) who has no balloons but can pop
either teams balloons. By including a random popper it forces students to change
their strategies, and develops further group cooperation skills.

Play using more balloons to lengthen the game duration.

Play a second/third time to see evolution of offensive and defensive strategies.

The students in my grade nine class had a ball with this activity. They loved the interaction,
teamwork, co-ordination and problem solving of the game. This GLO can be used with creative
themes like Survivor Challenge.
PPL10 curriculum expectations that this GLO would meet are:
Physical Activity Strand (pg 8)
- Use and combine movement skills in a variety of physical activities.
- Explain appropriate strategies or tactics that enhance performance in specific situations and
conditions.
Active Living Strand (pg 9)
- Participate regularly in physical activities, choosing from a wide variety of activities.
Living Skills Strand (pg 11)
- Use appropriate social skills when working collaboratively with others.
- Contribute to the success of the group verbally and non verbally.
- Explain the benefits and disadvantages of working with others.
The above expectations were taken from The Ontario Curriculum Grades 9 and 10 Health and
Physical Education, 1999.
The Human Knot
Objective: To provide students with a fun game with the focus placed on group communication
and teamwork.
Duration: 10-20minutes
Group Composition: Approximately 5-10 people per group
Group will start by forming a circle
Equipment: None
Procedure: Each group first forms a circle. Next, each member of the group then joins hands
with two people other than the people standing beside them. The group then must work
together to untangle themselves without letting go of each other's hands. Once a group is
finished, ask the group to go and help the other groups to untangle.
Variations: Smaller or larger groups
Time limits

Debriefing: Ask students questions about leadership and problem solving i.e. who took
charge? Did you try many solutions or just one? How long did it take to figure it out? What are
the benefits and disadvantages to working with other students?

Title: GLO - Running the Gauntlet

Mark Read

Grade Level: I used it with my grade 6 students, but it can be used for any grade. (I played
this in University, and we LOVED it!)
Curriculum Expectations:
Movement Skills
-throw an object overhand or side arm, using the dominant hand, to a target or a partner for
distance and accuracy.
- perform locomotion/travelling and stability skills in combination
Active Participation
- participate vigorously in all aspects of the program
-improve their personal fitness levels by participating in vigorous physical activities for
sustained periods of time, including appropriate warm-up and cool-down procedures
-follow the rules of fair play in games and activities, and support the efforts of peers to
improve their skills
Equipment:
- 10-15 Dodge Balls (Depending on space, if you have the use of a double gym for one class,
use more. If you only have half the gym, use less)
- 12 pylons
Activity Description: This game is a variation of dodge ball.
1. Divide your class into 5 squads (if you don't already have them in squads for attendance).
2. There are 5 different sections where squads will begin this activity. The circle in the middle
of the gym (use markings), is where the dodge balls will be. Using three pylons in each corner
of the gym, mark off a space that would be large enough to fit 5 students. These will comprise
the 4 safe sections where people can run to and be safe from being hit.
3. Assign the squads to the 5 different sections. (Keep track of where you send each squad, as
you'll need to rotate once you've finished one game. To keep it fair, let every squad have a
turn in the middle.)
4. On your whistle, students must move from the "safe" sections in a clock wise motion to the
next "safe" section. The gauntlet is the path in between. While students are running to the

next gauntlet, the students in the center circle are using the dodge balls and throwing them
below waist to hit the students and get them to join them in the center.
5. Students running the gauntlet MUST dodge the balls. Once hit, they join the center circle.
6. Students may only move 1 safe section at a time, and must wait for the whistle.
7. The game ends once all students have been hit, and then the teacher rotates the squads
through.
Safety Considerations: (from OPHEA Elementary Guidelines)
1. Rules for contact with the ball must be in place (e.g., below the waist)
2. Students who are targets must remain upright
3. Safe zones must be clearly delineated at a safe distance from walls, stages, obstacles.

Title: GLO Ladders and Scooter Board Polo

Mark Read

Rationale:
I find the ladders game to be a quick and easy warm-up that includes everyone, has students
make some decisions based on their fitness level and really helps me separate a class into 2
fairly even teams for an activity to follow. The students love it and I have used it from K-9 and
each grade level asks for this as a quick warm-up game.
As a former water polo player, I thought up this game while trying to find a game that had a
lot of students playing at the same time, took the advantage away from some of the strongest
athletes (by putting everyone on scooter boards and only allowing students to catch and throw
with 1 hand), and was fun. Over the years, I have tweaked it to work for various grade levels
(usually J/I but I did use it with a really good grade 3 class one year) and it continues to be a
favourite with many of my students.
Ladders Warm-up and Scooter-board Polo GLO
Warm-up Game: Ladders
Equipment: none
Set up and Instructions:
students partner up with someone of similar size and speed (can be random or teacher
directed - I have found that students are pretty good about pairing off in a fair manner)
using a long vertical line on the gym floor (could also be outside) students sit on the floor
facing each other with their feet together - feet lined up along a straight line
number off each pair and remind students to remember their numbers
when I call a number, students run over each other's legs (through the middle first and then
around the outside except for the last pair which runs outside first and then through the
ladder) to the end of the ladder before students split and run back on their respective sides to
the beginning of the ladder and back through to their own spot
it is a race but I don't keep score or make a big deal of who wins
I make sure each pair has gone once and then go through again
once the students understand the game, I call numbers very quickly together allowing 2
groups to be on the course at the same time but from different ends of the ladder so they
don't interfere with each other
I use this game to move into 2 evenly divided teams - left side of ladder becomes one team
and right side becomes the other
Safety Considerations:
students need to keep their legs flat on the ground so as not to trip anyone as they run over
students need to sit up with their hands beside their bottoms so their hands do not get
stepped on
be sure there is enough room at either end of the ladder so students do not hit anything
be sure students are spaced far enough apart so they don't step on each other's legs
GLO: Scooter-board Polo

Equipment:
4 pylons for nets (set up on endlines about the width of the basketball key)
12-14 scooter boards
an elephant skin ball
Pinnies for one team
Set-up and Instructions:
I only play this game once students are familiar with how to safely use scooterboards - sitting
on the boards and must hold on with one hand
6 students playing out on each team plus one goalie
no players (offence or defence) are allowed in the crease - the basketball key - at anytime
except for the goalie
goalie is the only player allowed to catch or throw the ball with 2 hands at a time
all other players must throw and catch with only one hand - they can switch to their other
hand but only 1 hand on the ball at a time
the boundaries are the entire gym - the only exception is near the benches of the teams
(waiting to get on)
there is to be no intentional body contact however reaching for loose ball causing incidental
contact is okay at my discretion
if the ball is caught or thrown with 2 hands or intentional contact, the other team gets a free
pass
To begin - all players line up at their own end line on the outsides of their own net - when I
blow the whistle, I roll the ball gently along the centre line and teams race to gain possession
teams must pass a minimum of 3 times before they can shoot on the net
after each goal, players go back to the endline for another scoot-off for possession
I switch up the lines every 3-5 minutes depending on stops in play
Safety Considerations:
try to set up benches for other players waiting to get on as far to the side as possible or sitting
on the stage (if facility has one) to be out of the way of the game
because students can only catch and throw with 1 hand, students are encouraged to keep
their other hand on the scooter board to help them stay on the board and move around more
safely
According to the OPHEA safety guidelines the following must be followed:
shoes must be worn and long hair tied back
There must be room for students to move and stop safely without running into things or
people
Games must be based on skills that are taught
Skills must be taught in a logical progression
Scooter to scooter intentional contact must be discouraged

Game: Traffic Jam!

Grade: Grade 1

Expectations:

Travel in a variety of ways (e.g. leap, gallop) in different directions in response to

signals (e.g. stop or go signals)
Travel in a variety of ways using different pathways
Demonstrate basic static balances without equipment

How it's played:

-Jordan

Prior to starting, 2 students are selected to be the "rusty nails" and 2 students are
selected to be the "mechanics"
Students are also reminded (or taught, initially) the meaning of the red, yellow, and
green lights on a stoplight. When they hear the teacher shout "red!" they must stop on
the spot. When they hear "yellow!" they must slow down to a tip-toe and be very
cautious. When they hear "green!" they are free to move around the gym.
Students are also reminded to "drive" safely - keep your eyes up and don't run.
The job of the rusty nails is to cause accidents. They do so by touching a player on the
shoulder. This player has subsequently experienced a "flat tire" and must stand
balanced on one leg.
The job of the mechanics is to go around the gym, repairing all of the flat tires that
the rusty mails have caused. They do so by using their hands to place the damaged
"car's" foot back on the ground. They must also say "there ya go Sir/Ma'am" to their
thankful customer.
Before the game starts, I have all of the students line up behind one of the baselines. I
call this the "garage". Before I give them the green light to begin the game, I let them
all rev up their engines. This is quite hilarious to witness.
During game play, I will periodically shout out traffic signals (i.e. red, green, yellow)
for the students to obey. Anyone who willingly disobeys the traffic rules comes to sit
with the teacher (jail) for a period of time.
After a while I will select 2 new rusty nails and 2 new mechanics. 6 year olds could
literally play this FOREVER!!!