Daily Vigorous Physical Activity: Limited Space and Outdoor Activities
Game
1 of 2
Curriculum
Connection
Equipment
Description
Get Down
Fundamental
Movement
Skills Locomotion
stability
None (music
optional)
Students walk quickly around the space. When the teacher calls out “get down,” the
students work to put their stomach on the ground, and then get back up and continue
walking as quickly as they can. Challenge the students to get up very quickly. For variety,
choose students to identify different ways of moving (hopping, skipping, backwards) or in
different pathways.
Another variation: Instead of calling out “Get Down”, reinforce concepts learned in class
and have students “get down” when they hear key words. E.g., call out cities and students
“get down” when they hear a capital, call out numbers and students “get down” when they
hear a multiple of three, call out words and students “get down” when they hear a word
with an “e” in it, call out people’s names and the students “get down” when they hear a
prime minister’s name.
Triangle Tag
Active
Participation
– Physical
Fitness
none
Working in groups of four, three students join hands and one person is outside of the
circle. The person outside is "It." They designate one person in the “triangle” to chase. As
they try to tag that person, the other two people in the triangle try to protect him/her.
The group can move in any way to protect/tag the player.
Action Spelling
Active
Participation
– Physical
Activity
FMS –
locomotion
List of
actions for
vowels
Students spell vocabulary words out loud as a class. Each time they say a vowel, all
students do an action:
A- lunge jump – each side
E- 2 stride jumps
I – reach up then touch the floor
O – knee lift – each leg
U – jump on spot- 5 times
Source:
Ontario HPE
Curriculum
Support Junior
Appendix B
Ontario HPE
Curriculum Support:
Int. Appendix B
Source:
Ontario HPE
Curriculum Support:
Grade 4 Unit 10
Sub-task #2
2 of 2
Elvis Tag
Source:
Ontario HPE
Curriculum
Support Grade 3
Unit 7 Sub-task
#1
Curly Larry
and Mo
Source:
Ontario HPE
Curriculum
Support Grade 3
Unit 7 Sub-task
#1
Body Shapes
Source:
Ontario HPE
Curriculum
Support Grade
8 Unit 11 Subtask #6 & C
3 of 2
Active
Participation –
Physical Fitness
FMS – locomotion
Tag
markers
Four students are chosen to be the “Its.” The rest of the students move around the
space trying to avoid being tagged by the “Its.” If students are caught they freeze in
place, with one hand up. Frozen players can return to the game when an unfrozen
player gives them a high five. When “frozen” students have been helped they do a
little hip wiggle and say (in their best Elvis voice) “ah thank you, ah thank you very
much.” The students may not be tagged while they are helping someone else or while
they are thanking someone. Rotate taggers often.
Active
Participation –
Physical Activity
FMS – stability
None
Divide students into groups of three. Students sit outside of a large rectangular playing
space (e.g., the outer volleyball court lines in the gymnasium). Use pylons to indicate the
four corners. In their groups of three, the students decide who is Curly, who is Larry and
who is Mo. On the signal, one of the names is called, e.g., Mo. All the students who are Mo
run in a clockwise direction around the outside of the rectangular space, back towards the
rest of their group, who in the meantime have made a bridge with their legs or arms. The
Mo's crawl underneath their groups’ bridges and come together in the middle of the playing
space. The Mo’s quickly construct a group pose. Repeat several times calling all the
names.
FMS – stability
Grade 8
Unit 11
Appendix B
Music –
strong
beat. Cards
or wall sign
•
Students work in pairs, using the Body Shapes in Unit 11 Appendix C. Post Body
Shape on the wall or give one of the partners the Body Shape signs. Students
choose shapes together and stretch their bodies to imitate it. Students put
together a series of three or four shapes with their partners. Students hold each
shape for 5-10 seconds.