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Kathie Immerman's
Teaching Philosophy and Lesson Plans

Dwight Lane

Toxic Waste Stuff
Loop-a-Hoop
Bubble Ball
Birthday Line/Height Order

Dungeon & Dragons
Star Wars
OTHER MATERIALS

Station Star Challenge Techniques & Testing Standards - Grades 2-6 (HTML)
PFA Class Fitness Scores (PDF)
Individual PFA Fitness Sheet (PDF)
Class Goal PFA Fitness Chart (PDF)


KATHIE'S TEACHING PHILOSOPHY

I believe that physical education provides a unique opportunity to contribute to the overall development and well being of every student. It is my opinion that teaching is a vehicle to help students develop lifetime skills and a strong knowledge base in a variety of content areas; one of the most important of those areas being fitness and wellness. It is my goal that students in my class are provided with a multitude of developmentally appropriate activities that include movement, fitness, sports, recreation/leisure activities and dance. As a physical education teacher I feel that by incorporating a variety of activities and including opportunities for my students to have some freedom in choosing activities, I will broaden their exposure and encourage them to develop a life long love of active participation.

In light of the many reports, including the Surgeon General's, that we hear about daily and the current condition of our nations lack of fitness and wellness, I feel it is even more necessary to guide my students through a comprehensive physical education program, that concentrates on fitness development. The Project Fit America Program, has assisted me, in continued development of that comprehensive program. I also feel PFA has provided me with the opportunities to offer my students valuable information that can be enjoyed for many years. I truly value a program like PFA which helps individuals create opportunities for students to continuously build on their abilities. I consider myself a life long learner. Through the PFA in-services and program materials and website I am able to keep current with my profession and give the best to my students. A very positive situation for all!

A quote that I came across a while ago has stuck with me especially since incorporating the PFA program into my lessons.

"Education has come a long way since early history. As teachers, the charge today is to
motivate students to improve their own status through positive self direction" - Unknown

This quote stays with me because I believe it touches on where we've been and where we need to go in physical education. It represents to me a mission as an educator and paves a path forward for myself and my students. I believe that path is illuminated very brightly with the use of the PFA program.

As a physical education teacher, I believe it is not my only job to educate students about the great benefits of fitness and physical education, but also to educate colleagues, parents and community members. Through extend programs, assemblies, parent and community newsletters and an occasional presentations, I try to share those benefits and develop a continuous learning environment for all. I believe I am an educator who is motivated to create a place where students will be inspired to be self motivated and challenged. By continuously challenging new ideas and incorporating programs like PFA, I believe that my students and myself will have a successful experience that will last a life time.

ICE-BREAKER ACTIVITIES

Printable PDF version

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Toxic Waste Stuff

Equipment: 12 to 24 inch beach ball/ balloon (Outdoor activity)

Objective: The participant will develop cooperative skills to achieve a group goal.

Objective: Through challenging group problem solving activities the participants will have the opportunity to discover the value of social interaction, self expression and the enjoyment of physical activity.

Group Goal: determine the duration of time in which the entire group can keep ball(s)/balloon(s) in air.

Problem: The beach ball/balloon is filled with toxic waste. If kept in the air long enough the toxic material will be absorbed and the environment will be cleaned.

Variations:

  • No one may touch the ball twice before someone touches once.
  • The ball must be touched a specific number of times of times.
  • The students have to move the ball from one location to another.

Instructor's role: To facilitate group problem solving strategies, check area
for safety, and monitor appropriateness and safety of skill attempted.

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Loop-A-Hoop

Equipment: 1 to 3 hula-hoops (Indoor/Outdoor activity)

Objective: The participant will develop cooperative skills to achieve a group goal.

Objective: Through challenging group problem solving activities the participants will have the opportunity to discover the value of social interaction, self expression and the enjoyment of physical activity. (C.S. 2.2, 2.3, 2.5, 2.6)

Group Goal: with hands join and all members forming a circle, the hula-hoop must be passed from one member to complete the circle.

Problem: The group will be asked to join hands. A hula-hoop will be placed between to members of the group. The group will pass the hoop around the circle; hands must be joined at all times.

Variations:

  • Add more hoops
  • Reverse direction of hoops
  • Time activity

Instructor's role: To facilitate group problem solving strategies, check area
for safety, and monitor appropriateness and safety of skill attempted.

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Bubble Ball

Equipment: 1 to 5 medium size balls (Indoor/Outdoor activity)

Objective: The participant will develop cooperative skills to achieve a group goal.

Objective: Through challenging group problem solving activities the participants will have the opportunity to discover the value of social interaction, self expression and the enjoyment of physical activity. (C.S. 2.2, 2.3, 2.5, 2.6)

Group Goal: to find the maximum number of balls that the group can lift and support at one time. All balls must be off ground.

Problem- The group will be given a ball and asked to use one hand and lift the ball off the ground. All members of the group must be touching the ball. Once the group is successful with one ball, additional balls can be added, one at a time.

Variations:

  • Keep adding balls
  • Have participants move and travel
  • Use other parts of the body

Instructor's role- To facilitate group problem solving strategies, check area
for safety, and monitor appropriateness and safety of skill attempted.

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Birthday Line/Height Order

Equipment: none (Indoor/Outdoor activity)

Objectivea: The participant will develop cooperative skills to achieve a group goal.

Objective: Through challenging group problem solving activities the participants will have the opportunity to discover the value of social interaction, self expression and the enjoyment of physical activity.

Group Goals: Without speaking the participants will arrange them selves in birthday/height order. (Group must develop another way in which to communicate.)

Problem: The group will be given a starting area for their line. The group will be told they may not speak and must arrange them selves in order according to months (days if necessary).

Variations:

  • Add other disabilities (visual impairment, physical challenges)
  • Height order without moving from birthday line (may speak for height order). Line order standing side by side without moving. (Solution person at one end gets as close to ground as they can. Next person a little higher and so forth and so on until the very last person on opposite end of line is on their tip toes.

Instructor's role: To facilitate group problem solving strategies, check area
for safety, and monitor appropriateness and safety of skill attempted.

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GAMES

Dungeon and Dragons (This is a take off of the original Capture the Flag game but played with 4 areas to increase activity). Grades 3-5 Dungeon and Dragons - PDF

Object of Game: To try and take the other teams flags. Once a team has 3 flags game is over. Add PFA Challenge-How many of your team mates will you are able to free.

Dungeon and Dragon Set UpEquipment:

  • 4 cones (Each team has cone to make flag area. Can put flag on cone but do not tuck in hole of cone)
  • 4 flags or pinnies (different color)
  • Area marked off with cones or lines to represent 4 different team areas (A team member can not be tagged in their team area, but they can be tagged in other team areas)
  • Possible to add up to 3 footballs/balls to each area.

Procedure:

  • Divide class into 4 equal teams-assign pinnie colors
  • On start of game players will try to get flag from other teams
  • If caught in another area must go to dungeon (Hoop) in that area
  • To be freed from dungeon must have one of your team members come and free you (single touch) (Encourage PFA Challenge-see below)
  • PFA Challenge- (Once a free player has made it to another dungeon) they may free more than one person from the dungeon, (teammates) taking the hand of two players caught and in the dungeon. All three players hold hands to PFA equipment area and perform designated tasks for the day. Once task is completed you return to your team. Because players are holding hands can not be retagged on way to PFA equipment.

Additional Challenges:

  • Footballs can be added and become like extra flags but can be used to get teammates out of other Dungeons. If a ball is thrown and a player catches it in a Dungeon they get to bring 1 other player (from their team) with them-Free walk back to team. If ball is dropped any free player can pick it up and pass to their team and place next to cone. If play with footballs must have 3 flags and 6 footballs to win. (This can be modified to fit different situations).
  • Challenging can be added- ask another person close to boundary line of another team if they would accept a challenge. If they accept, then face each other, place one foot toe to toe on boundary line, extend hand and lock wrist/not hands because someone can let go (need to demonstrate for safety). Count to 3 together then try and pull the person to your side. If player is pulled across line it is the same as being caught.
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Star Wars (Grades 1-2, Kindergarten with modification)  Star Wars - PDF

Star Wars GameMove on scooter (space ship) in space with out getting tagged, hit by a laser (rolling ball from outside space), Knock down asteroid, or fall off scooter or go on outer space. If any of the above happens then you must turn your space ship in at space station.

  • Students are assigned to a space station-color coded with scooters
  • 3-5 students at each space station are given a scooter (depending on class size)
  • Remaining students move in outer space and retrieve lasers (balls) then roll them into space and try to hit space ships.
  • Once a player's space ship has been damaged they must return their spaceship to the next available astronaut at the space
    station and ready themselves for training. Students check in at space station to take turn as astronaut. Students watch to see when there are only one or two astronauts left at the space station. There is very little time waiting at space stations. Sometimes there is no one there to take the spaceship, so it is parked and when the next available person is free they climb aboard.
  • An astronaut must go through training to get be able to get back into a spaceship. At the space station there will be the fitness activity for the day. Once the astronaut completes the training they are ready to return to space. (while they are waiting the can move throughout outer space and try to hit other spaceships.
  • If you knock down an asteroid, before moving your spaceship to the space station you need to set it back up.
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