EQUIPMENT:
OUTCOMES:
The student will:
NATIONAL STANDARDS: 1-5
INSTRUCTIONS:
All students are it. On signal, they try to tag each other. If they are tagged, they must freeze, but they are eligible to tag other students who pass near them. If two or more players tag each other simultaneously, they are both/all “frozen.”
TEACHING HINTS:
Get all students quickly involved in the activity. Restart the game often rather than waiting for all students to be tagged.
INSTRUCTIONS:
Three different “jackpots” (boxes) are filled with fitness exercises and activities are placed around the teaching area. One jackpot is filled with a variety of strength development activities written on small index cards. A second jackpot is filled with flexibility activities. The third jackpot contains aerobic activities. Students can work individually or with a partner. They begin at one of the jackpots of choice and randomly pick out an activity to perform. If with a partner, they take turns selecting the card from the box. The only stipulations are that they must rotate to a different box each time and cannot select an activity they previously performed. If they pick an activity they performed on a previous stop, they return it to the jackpot and select another.
Aerobic Jackpot
Strength Jackpot
Flexibility Jackpot
TEACHING HINTS:
Allow students to adjust the workload to their level. This implies resting if the rope jumping is too strenuous.
A music interval of 30 seconds signals the duration of fitness activity followed by 10 to 15 second interval used for selecting a new activity from a different jackpot.
Students are expected to perform as many repetitions as possible while the music is playing.
INSTRUCTIONS:
Ten checkpoints are set up over the entire school grounds or park area. Teachers develop a map of the area to be covered, and duplicate maps are made for all participants. Each participant uses a map and compass to find the checkpoints as quickly as possible. A compass is not necessary. As they begin, participants must quickly make decisions about the best route. Several master maps should be set out with the locations of the checkpoints. Participants copy the checkpoints from the master map onto their own maps. The time spent copying down the checkpoints can be included in the overall accumulated time.
TEACHING HINTS:
Each checkpoint should have a secret letter, word, or name that students must record on some type of card to show that they visited the checkpoint. In regulation meets, a coded punch with a number or letter is used at each control site. These punches are available from the Silva Company, but they are not a necessity. Checkpoints can be a boundary cone, an index card, an envelope, or something similar.
INSTRUCTIONS:
Discuss elements of the Point-to-Point Orienteering that may have been difficult.
Discuss what is necessary to make the Hula Hoop Pass game successful.
What muscles were used today:
When was the first orienteering meet held?
Cheer: Orienteering, yes!