Infinity War (an invasion game for G1s - G5s)

I put this game together to demonstrate to the G5s and G4s that when you approach the concept of creating a game, having a theme is key, as in this case it helps to spark the imagination and create excitement.

The students are very excited about this game, and the news of it has spread like wildfire, with classes who have never played the game before coming in asking in they are playing the Thanos Game!

It's taken 2 days of PE to get to the version I'm playing at the moment. There has been a fair bit of trial and error, particularly around the number of Infinity Stones compared to the number of teams playing.

The Story

For those students who are old enough and have seen the Avengers, I tell them that they are agents working for Thanos, and it is there quest to collect all 6 Infinity Stones.

Interestingly, this leads onto students asking if they can create a mini dance/action when they have collected all 6 in order to replicate Thanos snapping his fingers.

With that in mind, I will put a more positive spin on the game, saying they are the Avengers and that they need to collect the Infinity Stones to keep them safe from Thanos.

Then they could choose which Avenger they would like to play... something like that.

The Set-up

It's a basic invasion/capture the flag type game.

I split the gym into 4 equal areas, each area has an Infinity Gauntlet or The Avengers Gauntlet (a hoops with coloured cones placed in it) placed at the end of each area (corner of the gym or basketball court).

The objective is to fill all 6 stone holders (cones) with the 6 Infinity Stones (dodgeballs).

I then place the 6 Infinity Stones in the center of the gym (where each team area touches). As luck would have it, Gopher manufacture the identical colours of dodgeballs to Infinity Stones! (according to the movies and not the comics).

I then divide the class into 4 teams.

The Rules

Teams can only handle 1 Infinity Stone at a time.
Infinity Stones can not be thrown, kicked or passed.
Teams can only tag others when they are in their own quarter of the gym (eg. Blues can tag anyone who isn't a blue in their own area).
When tagged the student takes a knee (if they have an Infinity Stone they hand the Stone back).
To be released a team member must get to the tagged member without being tagged themselves and hold their hand (wrist, shoulder etc.) for a free walk back to their quarter of the gym.
No one is allowed to stand in the hoop (gauntlet) to guard the stone(s).
One guard per hoop (gauntlet).

If a blue team member steals a stone from the green team but is tagged by a yellow when traveling through the yellow teams territory, the yellows keep the stone.

The Start

Each team selects 2 members from their team. The 2 selected team members for each team stand equal distance from the pile of Infinity Stones (baseline of the basketball court) which are placed in the center of the gym.

These runners can only collect 1 Infinity Stone at a time.

I call this the Infinity Scramble.

On a given signal the 2 players from each team rush out to grab an Infinity Stone (8 runners and 6 Infinity Stones).

As soon as the Infinity Scramble is over the game has started and all rules apply.

Conclusion

This is a fun game which the students can play at their own pace.
It's always good to remind the students if they have zero Infinity Stones, not to get upset and to carry on raiding others areas.

I'm still tweaking the game, so if anyone has any other info they would like to add or new variations I would love to hear from them.

Grade 1: Adventure Challenge!

A Brief Overview

This unit started out as a series of obstacle courses that the students had to work together to over come to move forward. As a whole class exercise the unit proves to be great for developing teamwork, communication and developing natural leadership skills.

At the start of the unit there were times when it could be a little frustrating watching a team get stuck on a problem that might of seemed obvious. Yet as they developed, and solved more problems and got over, under or around more obstacles, they were able to draw on these past experiences.

After a couple of lessons working as a whole class, developing their problem solving skills and finding their roles within the team, I step up the challenge by splitting them into two teams in order for them to be put under a new type of pressure: time!

Adding the concepts of competition and time to their problem solving skills really forced them into stepping up their teamwork, communication and problem solving skills. It also highlighted ethical concepts such as sportsmanship. 
 The next step in the unit was for them to demonstrate mastery. Could they as a team, design, build and test an obstacle course of their own. At times the designing and build proved to be a lot harder on their understanding of teamwork then ever before!!! For this I would split the class into two teams.

After testing their own designs, the students could then swap obstacle courses, race and give feedback to what they thought worked and maybe what they found difficult or easy.

KG also get involved with developing their problem solving skills

G1: Designing, Building, Testing and Racing on their obstacle courses

Essential Agreements 2015 - 2016

My classes came up with some fantastic Essential Agreements for this school year in PE. #essentialagreements #physed

 

Grade 1 and Grade 2 Striking & Fielding Ideas

G1: Inquiring into Teamwork through the Physical Education Learning Lens of Striking & Fielding (Kickball)

What Are Striking/Fielding Games?

Players on the batting team strike an object and attempt to run between two points before the fielding team can recuperate the object. Tactical Problems related to Striking and Fielding Games include striking the object, fielding the object, running the points.
Examples: Baseball, Softball, Cricket, Kickball

Scooters & Balls - Team Games (Grades KG - 1)

Click to enlarge!

G1 Relationships/Problem Solving Skills & Scooter Skills

This unit has seen us focus on developing our relationships and our problem solving skills.

 

This Unit is an excellent opportunity for the students of Grade 1 to work and develop their cooperation and collaboration skills, their understanding of roles within a team, space awareness and communication and language skills.

The unit started with the class having to complete basic obstetrical courses as one team. As we have progressed through the unit I have picked certain skills to focus on. 

An example of a the students specialising in a particular skill can be seen below:

During the unit the students discovered one of the best methods for traveling long distances across the floor has been the scooters. This lead to a lesson where we experimented with various methods of traveling short and long distances. We concluded with a short discussion on the best/preferred methods of travel and the pros, cons and safety considerations of using the scooters over a course.

After practicing our scooter skills we moved onto the roller racers (which I've called roller rockers... not sure why? lol) The roller races give the students a good upper-body workout whilst having fun. The riders move the handlebars side to side to propel themselves forward. I combined the racers with a bean bag toss into a net, just to add a competitive edge to the lesson and a bit of throwing and aiming practice. At the end of the lesson as a challenge the students got into partners to experiment to see if two of them could ride one roller racer... in the photo collage below top left are the only two boys that managed to achieve success and get themselves moving forward :)

Still working on our scooter skills with some more aiming and throwing development. It works something like this:  

Scooter Ball Scramble

The class is divided into four equal teams. Red, Yellow, Green and Blue. Each team has a corresponding net that they have to throw a ball into (the colour of the balls doesn't matter). The only way to travel is via scooter, be it a rocker racer or a connect-a-scooter. The balls are piled in the middle of the room with the teams corresponding net positioned far away from them.

The rules are simple. On the word GO, the teams have to rush forward, collect one ball (at a time) and race to the far end of the room, towards their designated goals. A mark on the floor indicates where they have to throw from. The more balls they get in the basket the more points their team gets.

Once all the balls have been taken from the center bucket the teams are allowed to steal from each other (again, one ball at a time). The game continues until the teacher shouts STOP!

Each teams ball totals are counted up.

Gymnastics - Grades 1-5 - Travelling & Jumping Gymnastics Skills Cards

Lacking resources I made my own gymnastics skill cards to help develop peer coaching

The cards are designed to accompany my G1 gymnastics class "Parts High & Parts Low"

The cards cover: Caterpillar Walk, Bunny-Hop, Cat Spring, Kicking Horses, Front Support and Back Support, Monkey Walk, Crab Walking, and a variety of jumping shapes that students can try and make in the air. 

The cards are adapted from the work of Val Sabin

Gymnastic Skills Cards - Travelling & Jumping

Gymnastics - Grade 1-5: The Five Basic Jumps

The Five Basic Jumps - The card is designed to be printed back to back
 Printable copies are available through this link: The Five Basic Jumps

G1 Gymnastics: Parts High & Parts Low

I have designed the six lesson plans to be printed back to back with the warm-up on one side and the floorwork on the other.

Adapted from the work of Val Sabin, I have rejigged them and adapted them for working in a G1 PE class.

Please click on this link for my six gymnastic lesson plans: G1 Gymnastic Lesson Plans

Day 1 @ PIE: Essential Agreements in Physical Education

The students get to record what they think is essential and important to their own and others learning in physical education. Once the responses have been agreed upon, we will make a list of the ideals that as a class/grade we will work with/towards this school year.