1 - Hastings and Prince Edward District School Board

The Ontario Physical and Health Education Association (OPHEA) exists to positively influence the lifestyles of
Ontario’s children and youth through the provision of quality leadership, advocacy and resources in the area of physical
activity and health.
The Ontario Health and Physical Education Curriculum Support: Kindergarten to Grade 10 was created
to assist teachers with the implementation of The Ontario Curriculum: Health and Physical Education.
OPHEA wishes to acknowledge the contribution of many individuals, school boards, groups and organizations that
participated in the development and refinement of these curriculum support documents. For a complete list of
writers, contributors and partners please refer to page 36.
Financial support for the design and production of this project was provided by the Ontario Ministry of Health and
Long-Term Care, Community and Health Promotion Branch.
Every effort has been made to trace the owners of copyrighted material and to make due acknowledgement. If cases
have been identified where this has not been done, please notify OPHEA so appropriate corrective action can be
taken.
OPHEA, its representatives, and all program writers and contributors are not responsible for the implementation
of the materials and they shall not be liable for any damages, direct or indirect, special or consequential, which
result from the use of or misuse of or negligent use of the materials, including, without limiting the generality of
the foregoing, any damages arising from injury incurred by participants.
1185 Eglinton Avenue East, Suite 501
Toronto, Ontario M3C 3C6
Tel: (416) 426-7120
Fax: (416) 426-7373
Email: info@ophea.org
Web site: www.ophea.org
Copyright © 2000 The Ontario Physical and Health Education Association (OPHEA)
All rights reserved. No part of this program may be reproduced, stored in a retrieval system or transmitted in any form or by any means,
electronic or mechanical, including photocopying, without the prior written permission of OPHEA.
ISBN 0-921868-34-0
Health and Physical Education – Kindergarten
1
Heathy Living – Unit 1

Table of Contents
Health and Physical Education – Kindergarten
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Vision, Philosophy, Intent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Key Components of a Quality HPE Program . . . . . . . . . . . . . . . . . . . . . . 10
Creating a Positive Learning Environment . . . . . . . . . . . . . . . . . . . . . . . 11
Accommodations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Program Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Integrated Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Teaching and Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Daily Vigorous Physical Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Safe Stretching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Recommended Minimum Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Writers, Contributors and Partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Section Unit Title
Healthy Living 1 Healthy Eating 41
2 The Body 65
3 Hygiene 83
4 Injury Prevention 95
5 Personal Safety 113
6 Substance Use/Abuse 121
Indoor and Outdoor Activities 7 Introductory Activities/Routines 135
8 Theme Activities 149
9 Cooperative/Low Organizational Games 173
Movement Exploration 10 Travelling Skills 197
11 Travelling Activities 221
12 Stability 257
13 Jumping and Landing 271
Rhythmics 14 Creative Movement 287
15 Folk and Novelty Dances 315
Skill Building Activities 16 Rolling 343
17 Bouncing 357
18 Throwing and Catching 371
19 Kicking 397
20 Striking and Hitting 411
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Health and Physical Education – Kindergarten
Kindergarten Appendices
Appendix A Year Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427
Appendix B Assessment/Evaluation Samples . . . . . . . . . . . . . . . . . . . . . . . . . . 433
Appendix C Movement Skills and Principles . . . . . . . . . . . . . . . . . . . . . . . . . . 439
Appendix D Movement Exploration with Equipment . . . . . . . . . . . . . . . . . . . 447
Appendix E Safe Stretching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 452
Appendix F Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 462
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Preface
Curriculum Support Document
This curriculum support document was created to assist teachers with the implementation of expectations in the
Health and Physical Activity topic of the Personal and Social Development area. This resource provides teachers with
support in planning and implementing a quality physical education program.
Many of the Ministry expectations in all of the areas in the Kindergarten program can be met through the health and
physical activity lessons found in this document. Integrated learning is central to the Kindergarten program. Students
should be able to connect their learning in Health and Physical Education to other areas of the curriculum, to their
own lives, and to the world around them. Program opportunities should be an integration of the expectations as
opposed to isolated learning opportunities. For example, a class trip to the grocery store can develop mathematics,
literacy and social skills in addition to the specific expectation to “identify nutritious foods” of the Healthy Eating unit.
Teachers should refer to the Notes to Teachers in the unit overview and in specific lessons for suggestions for integrated
learning in the units.
Resource Development Partnership
The Ontario Physical and Health Education Association (OPHEA), in partnership with district school boards and
health departments from across Ontario, have made significant financial and “in kind” contributions to support the
development of this resource. Diverse writing teams and reviewing teams from across the province were assembled to
develop the resource. Teams included classroom teachers, subject specialists, Health and Physical Education consultants,
public health educators and representatives from both Public and Catholic School Boards.
OPHEA also wishes to acknowledge the following key organizations that have significantly contributed to the developmental
process through their provision of personnel, and program resources.
Centre for Addiction and Mental Health
Data Based Directions Inc.
Durham Catholic District School Board
Durham Region Health Department
Halton District School Board
Hamilton-Wentworth District School Board
Hastings and Prince Edward District School Board
London Catholic District School Board
Middlesex-London Health Unit
Thames Valley District School Board
Toronto Catholic District School Board
Toronto District School Board
Toronto Public Health
University of Western Ontario
Waterloo Region District School Board
York Region District School Board
Health and Physical Education – Kindergarten
1
Note: Several web sites and resources are listed in this
document. These sites and resources are listed as a
service to identify potentially useful ideas for teaching
and learning. The responsibility to evaluate these sites
and resources rests with the user.
Preface

Vision, Philosophy, Intent
The purpose of The Kindergarten Program, l998 is to help children broaden their base of
information, form concepts, acquire skills and positive attitudes to learning and to develop their
abilities and talents in a wide range of areas. Kindergarten should provide the foundation that children
need in order to be successfully prepared for the new Ontario curriculum for Grades 1 to 8.
The early learning experiences of children have a profound effect on their development. In the
K i n d e rg a rten years, children form the attitudes upon which their future learning is built. The learn i n g
experiences in the Kinderg a rten years provide the foundation for the growth of their reasoning, creative
thinking and learning of abstract concepts. It is important to develop all dimensions of the child
– intellectual, physical, social, emotional and creative – as all these dimensions are interrelated and
i n t e rconnected.
In the Kinderg a rten years, students will begin to develop attitudes towards activity and health that will
be the foundation for their future learning. Children need to establish positive attitudes and an appreciation
for lifelong participation in health-related physical activities. Young children need a variety of
enjoyable, stimulating and relevant learning opportunities that will help them develop the foundation
for future learning in health and physical education. The psychomotor development of children aged
t h ree to five years old is unique, for, during this time, there is an emergence of the fundamental
movement abilities that form the foundation for learning more complex skills in later years.
Kindergarten children arrive at school with different backgrounds and experiences and are at different
stages of physical, social and cognitive development. Consequently, Kindergarten programs must
provide a variety of learning opportunities and experiences. Teachers should plan developmentally
appropriate programs that allow children to achieve the learning expectations through activities that
emphasize the integrated nature of learning. Learning opportunities must build on the students' past
experiences and their acquired learning and be flexible enough to accommodate to the changing
needs, interests and circumstances as they emerge throughout the Kindergarten years.
Kindergarten Learning Expectations
Health and Physical Education – Kindergarten
The Kindergarten Program, 1998 contains expectations for all five areas of learning in
Kindergarten. These are:
Language;
Mathematics;
Science and Technology;
Personal and Social Development;
The Arts.
The Health and Physical Activity expectations are found in the area of Personal and Social
Development.
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Vision, Philosophy, Intent

Health and Physical Education – Kindergarten
Importance of Learning Through Play
The Kindergarten document describes the strong link between play and learning, and discusses the
importance of play in the Kindergarten program. Through play, children can learn and develop literacy,
social and problem-solving skills. They can explore their environment and become immersed in
activities in which they can learn about themselves and others. Children need to be able to explore
with their bodies and develop developmentally appropriate physical skills in a positive learning environment.
Play provides opportunities for learning in contexts where children are most receptive.
Through play and physical activities children can
• participate willingly in creative movement, dance and other daily physical activities;
• use different types of equipment and materials with ease;
• demonstrate balance, ease and flexibility in movement;
• demonstrate body and spatial awareness;
• identify and apply basic safety rules.
Teachers need to understand how children learn through play by observing and analyzing their play.
Teachers need to monitor the play activities for safety and appropriateness and also to assist and/or
extend the learning opportunities.
Play and physical activities can take place in a variety of settings, both indoors and outdoors, including
classrooms, hallways, gymnasiums, parks, community facilities and other appropriate spaces. In
planning the physical activity program, teachers should ensure the learning environment is comfortable
and safe.
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Vision, Philosophy, Intent

Health and Physical Education – Kindergarten
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Vision, Philosophy, Intent

Health and Physical Education – Kindergarten
5
Vision, Philosophy, Intent

Health and Physical Education – Kindergarten
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Vision, Philosophy, Intent

Assessment and Evaluation
Assessment is the systematic and ongoing process of collecting, describing and analyzing inform a t i o n
about student pro g ress and achievement in relation to the learning expectations. The assessment and
evaluation of children and programs are intended to improve learning and to ensure that pro g r a m s
a re effective.
Teachers must assess childre n ’s learning on an ongoing basis. Teachers must continually observ e ,
m o n i t o r, document and evaluate childre n ’s learning. Children in the first year of school are adjusting
to the school setting. Because of this, they must be given time in to demonstrate their learning. Many
influences may affect a child’s perf o rmance at one time including the time of day, the situation, the
type of questions asked, familiarity with the content and facility with the language of instru c t i o n .
K i n d e rg a rten teachers should assess children on an ongoing basis in the context of everyday activities
using a variety of methods.
Observation is the major strategy used in the Kindergarten program for assessment and evaluation
of student learning. Ongoing observation as children participate in activities can provide information
that can also be used to individualize instruction, identify special needs and communicate with
parents. Teachers can use observation in combination with an anecdotal record chart. They may use
other assessment tools such as checklists, videotapes and portfolios to assist in keeping track of
observations.
Hands-on student self-assessment and peer assessment may also be valuable. With assistance,
Kindergarten children can learn to reflect on their own activities and those of their classmates.
Peer and self-assessment strategies that are simple with clear criteria work best with Kindergarten
children. For example, after an activity, direct the children to: “Stand up if you are very hot. Sit
down if you are not hot.”
See Appendices for sample assessment tools.
Fostering a Culture of Assessment for Learning
Effective teaching and learning takes place when:
A) Teachers:
Health and Physical Education – Kindergarten
• determine a starting point for instruction through diagnostic assessment;
• anticipate program interventions or accommodations which may be required to meet
individual needs;
• ensure that students and parents understand the focus for learning and the achievement
expectations;
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Assessment and Evaluation

Health and Physical Education – Kindergarten
• provide multiple and varied opportunities for students to demonstrate their learning;
• make decisions about the effectiveness of instruction and program;
• determine student achievement based on the expectations stated in the Kindergarten document.
B) Students:
The Planning Cycle
• are an integral part of the assessment and evaluation process;
• assess their own performance and recognize where they are in relation to the curriculum
expectations;
• reflect on their own achievement and set their own goals;
• have multiple opportunities to practise the skills required;
• use self-evaluation, peer assessment and teacher feedback to understand and track their progress
in relation to the expectations; and understand how their achievements will be assessed.
The planning cycle (adapted from Curriculum Expectations for York Region Schools) can
be used as a guide to planning. Assessment may be diagnostic, formative or summative.
Communication/
Reporting
Summative
Assessment/
Evaluation
Plan Assessment
Curriculum
Expectations
Formative
Assessment/
Student Feedback
Assessment involves gathering evidence of learning:
• Diagnostic Assessment determines student attitudes, prior knowledge and/or skill level prior
to instruction. This will help to determine the nature of instruction. This is a form of assessment
not evaluation.
8
Plan
Teaching/Learning
Strategies
Possible Initial
Diagnostic
Assessment
Teaching/Learning
Strategies and
Student Practice
Assessment and Evaluation

• Formative Assessment supports student improvement by gathering information to provide
feedback and guidance. Information gathered is used to plan interventions to reinforce, consolidate
or enrich student learning. Use formative assessment to inform instruction and not as part of
a summative evaluation. On an ongoing basis, teachers, students and peers do formative assessment
in Health and Physical Education.
• Evaluation involves making a judgement about overall student performance for the purpose of
determining a grade to communicate results:
• Summative Evaluation occurs towards the end of the period of instruction. The purpose is to
measure students in an end performance or knowledge and to provide data for grading. Students
should have had ample opportunity to practise before being evaluated.
Assessment Resources
Amos, S. and S. Orchard, Getting Assessment Right: Health and Physical Education: Grades
1-8, Data Based Directions Inc., Barrie, 1998. www.databdirect.com
Wiggins, G., Educative Assessment: Designing Assessments to Inform and Improve
Students' Performance, Jossey-Bass, San Francisco, 1998.
Curriculum Expectations for York Region Schools – A Curriculum Framework, York
Region District School Board, Aurora, 1999.
Wiggins, G. and J. McTighe, Understanding by Design, ASCD, Virginia, 1998.
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Health and Physical Education – Kindergarten Assessment and Evaluation

Key Components of a Quality
Health and Physical Education Program
The Kindergarten program focuses on healthy active living for all students. In order to incorporate
this philosophy into a quality program, teachers need to address several key elements when planning
learning and assessment opportunities. The following statements summarize the essence of a
quality Health and Physical Education program.
• Skills and activities always relate back to curriculum expectations.
• Students have an opportunity for daily vigorous physical activity.
• The program includes a balance of developmentally appropriate opportunities for skill
development, movement education, games/sports and health-related activities
(e.g., self-improvement is a focus).
• Physical activities are planned and organized: recess or free play is not a substitute.
• Knowledge and skills are presented in a progression that is appropriate for the developmental
level of all students to ensure their safety and success.
• Students have opportunities to improve or maintain their fitness levels on an ongoing basis.
• The program is inclusive and preserves dignity and self-respect for all students.
• Activities are challenging and engage students to build a commitment to lead an active life.
• The program offers maximum participation in all activities and in a variety of contexts by using
all available resources and facilities (e.g., gymnasium, outdoors, classroom, hallways,
community facilities).
• Students are able to articulate why they are doing what they are doing.
• There are a variety of assessment strategies to provide a rich sampling of evidence
(e.g., formative and summative, self and peer).
(Adapted from Getting Assessment Right: Health and Physical Education: Grades 1-8)
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Health and Physical Education – Kindergarten Key Components

Creating A Positive
Learning Environment
Setting the Tone
Class management can be defined as “the ability of the teacher to organize the elements of the
learning environment and to maintain the appropriate behaviour of pupils. Physical education is
taught in a variety of settings (gymnasiums, outdoors, hallways, classrooms, recreation facilities,
etc.) and, as result, class management can be challenging. Poor class management results in a
decrease in the time students spend engaged in learning activities. The following strategies may be
used to help with class management to help maintain a positive learning environment.
• Engage in comprehensive teaching of rules and procedures in the first few weeks of your physical
education classes (getting to the gymnasium, change room procedures, fair play, etc.). See
Introductory Activities/Gymnasium Routines units.
• Teach and reinforce routines and rules. A knowledge and respect for rules and procedures in the
gymnasium and classroom play a vital role in the long-term success of the program.
• Establish routines to provide a positive and safer environment.
• Post rules and routines in the gymnasium/classroom.
• Use organizational tools such as course outlines, schedules and assignments to support the routines
and expectations of the program.
• Make expectations clear to your students and be consistent.
• Immediately redirect those students who stray off task.
• Avoid using physical exercise for discipline or students may quickly come to believe that physical
exercise is punishment.
• Outline the learning expectations for the day and unit to help students share the responsibility of
meeting the learning expectations.
Starting and Stopping
• Use start and stop signals with your students. Whistles can be effective if not overused. Start
signals are just as important as the stop signal. (“When I say go, you can go and get a ball from
the bin.” “GO!”) Remind students that by learning to respect the signals, their activity time will
increase.
• Use positive reinforcement when students are learning the starting and stopping routines.
• Use consistent key words or signals such as “begin” or “stop” or the school nickname
“When I say Giants you will…”
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Health and Physical Education – Kindergarten Creating a Positive Learning Environment

• Use an audio and visual signal (music stopping and hand up) where appropriate.
• Use creative signals (e.g., primary grades: use a tambourine) to help ensure that these routines
have a lasting effect.
Space Awareness and Safety
Outside
Equipment Room
• Teach students to understand and respect the concept of personal space.
• Give students, particularly primary children, opportunities to practise moving through larger
spaces without endangering themselves or others. Practise this in a game format to help prevent
collisions in the future.
• Use visual cues, such as lines on the floor, to help identify boundaries during activities.
• Class management is more challenging in the outdoors. Only take your class outside after they
have been taught the rules and procedures for physical education.
• Remember that your voice does not carry as well outdoors. Encourage the students to stand in
front of you and as close as possible. Try to direct your voice towards the students at the back of
the group.
• Ensure that students stand with their backs turned to the sun, and turned away from any other
distractions that may prevent them from being able to concentrate on the instructions.
• Be aware that it may not be appropriate for students to be seated for instructions (the grass may
be wet). Students could stand or rest on one knee.
• Be prepared to adapt your lesson to conditions on windy, hot, cold or wet days.
• Remind students of the importance of wearing hats and sunscreen.
• Select classroom equipment monitors to help organize and maintain equipment. Distribute this
responsibility equally between girls and boys.
• Enable student monitors to organize the equipment in advance to increase activity time.
• Designate several areas for equipment distribution and collection to avoid line-ups and crowding
for equipment.
• Encourage proper handling of equipment by students. (For example: Put equipment down and
keep it still when asked to stop and listen. Treat equipment with respect and care. Use the
equipment for its intended use.)
• Instruct monitors/students to collect/return equipment in an orderly fashion.
• Train senior students or designate staff members who are responsible for overall organization
and inventory in the school equipment room.
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Health and Physical Education – Kindergarten Creating a Positive Learning Environment

Changing for Physical Education
Students should be required to dress appropriately for physical education. Refer to your school
board’s safety policy for a regional directive. The Physical Education: Ontario Safety
Guidelines Elementary Curricular Guidelines (hereafter referred to as Ontario Safety
Guidelines) states that, “Running shoes are a minimum requirement. Shorts/sweatpants and
T-shirts are examples of appropriate clothing. Some ill-fitting clothing, scarves, jewelry, hard-soled
shoes and socks without shoes can inhibit movement and possibly cause injury during active
movement. Where cultural dress presents a safety concern, modifications must be made. Hanging
jewelry must not be worn. Jewelry which cannot be removed and which presents a safety concern,
e.g., Medic Alert ID, religious/cultural jewelry must be taped. Long hair must be secured so as not
to block vision.” Links can be made to concepts taught in healthy living (e.g., changing for Physical
Education supports good personal hygiene). (Ontario Safety Guidelines, page 6)
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Health and Physical Education – Kindergarten Creating a Positive Learning Environment

Accommodations
Safety
All students deserve a quality Health and Physical Education program that addresses their strengths
and needs. With input from support staff, teachers will ensure that program accommodations and
modifications are put in place to support students with special needs, so that they have the opportunity
to learn and perform to their full potential. When teachers are familiar with students' Individual
Education Plans, and teachers have good communication with students and their parents, teachers
will have a better understanding of how to meet special needs.
The safety of all students is paramount in planning in the Health and Physical Education program.
Planning accommodations and modifications to address the needs of some students is essential in
order to ensure their safety. Routines that are repeated and reinforced establish predictable
expectations and a clear, consistent environment for all students to be safe.
The Learning Environment
Health and Physical Education is an area where all students can shine. It is fundamental to provide
a learning environment where individuals can achieve their full potential. Students need to see
themselves reflected in the curriculum. An inclusive curriculum provides learning experiences that
foster an understanding of diversities and sensitivity to the interests, values and experiences of every
student.
Program delivery influences students' opportunities. A variety of teaching and learning strategies is
necessary to address different learning styles. Instructions presented in a clear manner, with gradual
steps and logical progressions, allow tasks to be easily managed. Distractions must be minimized
during instruction delivery. Information must be presented in steps, slowly and clearly. The following
are accommodations or adaptations that may assist students:
• Establish routines of hand signals, flags, colours and hand clapping;
• Provide physical, visual and auditory cues to address a variety of learning styles;
• Decrease the complexity of the task, rules or scoring system (e.g., allow kicking instead of
throwing);
• Adapt or modify equipment (e.g., use smaller, softer or lighter equipment);
• Identify methods of providing assistance (e.g., peers, teacher assistant, classroom volunteers,
senior students, parents);
• Provide opportunities for extension and more practice.
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Health and Physical Education – Kindergarten Accommodations

Health and Physical Education – Kindergarten
Adaptations can also be made to equipment to increase the opportunities for success.
See suggestions below:
Equipment Modification Effect for Student
Lighter balls/bats/racquets Reduces fear
Less effort required to attain success
Gives more time for response and to get into position
Easier to control
Requires less strength
Larger balls Increases success
Easier to manipulate
Can be dribbled along the floor by the front caster
of a wheelchair
Use of other objects (e.g., bean bags, Easier to grasp and catch
scarves, towels instead of balls) Will not roll when dropped
Travel more slowly
Balls with tails (e.g., ball in a sock) More catching surface – increases success
Slows the ball down
Under-inflate balls Easier to catch
Reduces fear
Rolls more slowly
Shorten handle (e.g., of bat, racquet) Simplifies eye-hand coordination
Increases opportunity for contact
Larger striking surface (e.g., oversize Fewer misses
tennis racquet) More successful contact
Larger target area (e.g., use whole Increased confidence
court or entire wall as target) More successful contacts with target
(Adapted from CAHPERD Journal, Spring 2000, Inclusive Physical Education: Ecological Instruction
Approaches and the Use of Adaptation and Modification by Donna Goodwin, University of Regina.)
The Social Environment
The social environment of the Health and Physical Education program is a rich learning enviro n m e n t
for all students. Interaction between all students is easy and natural in physical education, and for
some students, it is essential for their well-being and feeling of self-worth. Student grouping can be
o rganized in a variety of ways with an emphasis on safety and fun, not competition. Peer buddies will
also provide opportunities for interaction. A clear focus on participation and cooperation as well as
s e l f - i m p rovement, rather than competition between classmates will develop a cooperative and
enriching environment.
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Accommodations

Health Education
Other Resources
Health and Physical Education – Kindergarten
The Health and Physical Education program provides excellent opportunities for students to learn
about their own health issues. The situations faced by students individually and in group interactions
will be addressed in the body image and self-esteem components of the health curriculum. Effective
sexual health education (growth and development) recognizes and responds to the specific sexual
health needs of all students. It is important to use age and/or developmentally appropriate
information and opportunities to help students develop the skills needed for healthy interpersonal
relationships.
The diversity of student needs must be taken into account when planning for Health and Physical
Education. Refer to Moving to Inclusion (available from CAHPERD) and Adapt Program –
Competition for All (Special Olympics Resource) for more detailed information.
Teachers, parents and coaches can also access information on sport specific adaptations for children
with disabilities at www.readysetgo.org
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Accommodations

Program Planning
Health and Physical Education – Kindergarten
When planning physical education activities for Kindergarten students, teachers should ensure that
the play and movement activity environment is one in which children feel comfortable and safe, yet
is also stimulating enough to encourage learning, exploring and taking risks in their learning.
Regularly scheduled and appropriately designed movement experiences must be balanced with play
opportunities in order to give children the time to practise and develop their skills.
Learning opportunities should build on the children’s past experiences, prior learning and understanding,
differences in needs, interests and development. Health and physical activity learning
opportunities should be developmentally appropriate for the individual “total” development, fitness
level, skill level, body size and age of the students. Play and physical activities can be experienced
in a variety of settings, both indoors and outdoors (gymnasium, climbers, classroom, community
facilities and venues).
The following should be considered when planning the physical activity program:
• must include and engage all children (maximum participation in all activities for all students;
• children need a combination of play and planned movement experiences;
• teachers are guides/facilitators for learning (need for exploration, guided discovery and creative
problem-solving opportunities);
• need for developmentally appropriate movement learning experiences;
• children learn movement skills/patterns at different rates;
• encourage exploration which evolves into longer, more involved experiences and greater
perseverance with challenging tasks;
• planned, balanced activity program, which is part of the total program.
Using the Introductory Activities unit early in the school year will set the climate and establish procedures
and safety routines for the rest of the year. These lessons may need to be repeated occasionally
throughout the year (e.g., after holidays).
The lessons (sub-tasks) outlined in this document are designed to meet the instructional physical
activity expectations of the Kindergarten document. As outlined in the document, teachers may wish
to introduce additional expectations appropriate for their students. Play opportunities are vital.
Teachers should provide ample time for students to practise physical activity skills learned, in both
indoor and outdoor settings.
It is not intended that the units in this document be taught over a specific block of time. Learning
experiences for the Kindergarten child should be varied. Lessons from the units should be taught at
various points in the year. Children should be given the opportunity to repeat the movement patterns
17
Program Planning

many times throughout the year and practise the skills. A great variety of activity ideas are presented.
It is intended that lessons and activities be repeated for reinforcement.
Unit and Lesson Planning
The warm-up and cool-down are essential components of each lesson (sub-task). The warm-up
ensures that student can participate safely reducing the risk of injury while the cool-down provides
an opportunity for the heart rate to return to a resting state, and prepares the students to return to
class. (See Appendix E)
Knowledge and skills are taught in progression in order to ensure that skills are developed to their
full potential. Students require multiple opportunities to learn, in order to develop skills, reinforce
knowledge and demonstrate success. Expectations must be appropriate to the development level of
the students. In order to provide many learning opportunities, daily vigorous physical activity with
maximum participation in all activities is recommended. Teachers will need to be sensitive to the
needs of the students regarding healthy living topics. See Appendix A for samples of long-range
plans and a year at a glance. Teachers may adapt the schedules to accommodate specific needs.
In addition to the Appendices and Resources provided in this document, there are numerous community
organizations and resources available to teachers to complement this curriculum resource.
For additional information and support, contact your local health unit and community recreation
centres. Also, refer to the OPHEA website (www.ophea.net) which hosts the HPE Inventory, a database
of Health and Physical Education resources linked to the HPE curriculum.
The rich content of the Health and Physical Education curriculum provides many opportunities for
integration. Teachers are able to complement the curriculum with other topics of study.
Developing Long-Range Plans
A long-range plan ensures that all curriculum expectations from the Kindergarten policy document
will be addressed over the year. When planning for the full school year, give consideration to staff
expertise and experience, timetabling school facilities (frequency, availability, proximity), other
facilities available (classroom, hallways, etc.) budget, equipment, as well as the students’ background,
needs and interests.
This curriculum document is divided into lessons in five major areas:
• Health
• Indoor/Outdoor Activities
• Movement Exploration
• Rhythmic Activities
Health and Physical Education – Kindergarten
• Skill-Building (Basic Manipulatives) Activities
The health lessons are intended to provide one lesson (sub-task) per week over the school year.
Teachers may wish to teach several lessons together and repeat lessons throughout the year. The
expectations in these lessons should be integrated with other Kindergarten expectations. (See
Integration section)
18
Program Planning

Health and Physical Education – Kindergarten
The activity lesson plans are intended to provide physical activity for three instructional lessons per
week to meet the expectations of the curriculum. These lessons are intended to guide approximately
75 percent of the Physical Activity time. This program has many lessons that can be effectively done
in a classroom, hallway or outside.
Lessons should be repeated throughout the year in order to provide Kindergarten students with the
opportunity to practise and improve their movement skills. Kindergarten students are constantly
developing and changing, physically, socially and cognitively. They need to have many opportunities
to develop their skills and experience success, so that they can develop the self-confidence necessary
for further learning.
In addition to the sample activities outlined in this document, teachers may also include:
• novelty equipment activities;
• outdoor play opportunities; for example, using climbers, bicycles, playground equipment;
• daily vigorous physical activity and limited space activities;
• integration opportunities for movement;
• review of previous lessons and skills;
• special activities such as skating, swimming, hiking, playday events.
Each lesson in the physical activity section is based on a 20-30 minute time-frame, and includes a
warm-up, skill-building activity and cool-down. Extension activities are included in most lessons.
See the Resource section in Appendix F for additional useful resources. See the following chart on
Characteristics of 3 to 5 year olds and Descriptors of Learning when planning developmentally
appropriate experiences for children of Kindergarten age.
19
Program Planning

CHARACTERISTICS OF LEARNERS • 3 TO 5 YEAR-OLDS
CHARACTERISTICS WHAT THEY NEED
Problem-solving skills are beginning • set immediate, short-term concrete goals for selfto
develop gratification
• wide variety of open-ended challenges and activities
• concrete materials to manipulate
Relatively short attention span • change activity frequently while interest is still high
Memory is slowly developing • provide games and equipment that challenge
memory skills
• give clear, concise instructions
Egocentric • individual and partner activities that work on
sharing and taking turns
• have own equipment but learn to cooperate
Sensitive • avoid placing children in threatening situations
• encourage cooperation not competition
• positively reinforce desirable behaviour
Vivid imagination • use of games, songs, poems, etc., that stimulate
imagination
• activities that allow them to explore, imagine and
create with and without equipment
• time for activities that reflect the child’s ideas
Muscle mass is developing • daily physical activity
• opportunities for gross motor skills such as
walking/running, jumping, throwing, catching,
striking and hopping
• encourage movement in different ways, in a variety
of directions
• provide a safe environment to learn
Eye-hand coordination is developing • manipulate a variety of equipment with a limited
number of choices
• repetition is important to ensure success
Self-esteem is developing • positively reinforce desirable behaviour
• provide constant praise and encouragement
• ensure success of each child regardless of
ability level
20
Health and Physical Education – Kindergarten Program Planning

Descriptors of Learning in Physical Education
SKILLS
Early Primary Later Primary
The child: The child:
• is developing awareness of space; • demonstrates awareness of space;
• works individually; • works individually and independently;
• explores working with others; • works effectively in partner and small group activities;
• is developing large and small muscle • is refining large and small muscle control and
control and coordination; coordination;
• demonstrates various locomotor and • demonstrates proficiency in locomotor and
non-locomotor movements; non-locomotor movements;
• combines movements into • combines movements into complex sequences;
simple sequences;
• applies problem-solving skills; • applies problem-solving skills with greater fre q u e n c y ;
• moves to simple rhythms; • moves to a variety of rhythms;
• explores simple action words • expresses ideas and feeling through movement;
through movement;
• jumps and lands safely in a variety • develops sequences that incorporate jumps and
of ways; landings;
• rotates in a variety of ways; • rotates in sequences;
• balances using different body parts; • balances on different body parts in different shapes;
• explores movement skills with • uses movement skills with small/large apparatus;
small/large apparatus;
• is developing hand-eye coordination; • slides and rolls objects at a target with accuracy;
• explores non-traditional activities, • demonstrates hand-eye coordination using a variety
e.g., juggling, rhythmic gymnastics; of materials;
• e x p l o res activities in altern a t e • explores a wider variety of activities in
e n v i ro n m e n t s ; outdoor/indoor environments;
• experiences an awareness of • explores multicultural activities.
multicultural activities;
• recognizes personal space and
safety.
21
Health and Physical Education – Kindergarten Program Planning

Descriptors of Learning in Physical Education
KNOWLEDGE
Early Primary Later Primary
The child: The child:
• recognizes personal space and safety; • understands importance of safety in relation to others;
• recognizes appropriate behaviour; • practices appropriate behaviour and fair play;
• is developing an awareness that • understands inventive and established rules for
games have rules; games;
• shows awareness of personal health • shows greater awareness of personal health and
and fitness; fitness;
• recognizes basic movement vocabulary. • communicates movement vocabulary.
22
Health and Physical Education – Kindergarten Program Planning

Integrated Learning
Language
Many of the learning expectations in all areas of The Kindergarten Program, l998 can be
addressed through the lessons in this HPE curriculum resource. It is important that there be integrated
learning in the Kindergarten program so that students are able to connect their learning to
their own lives and the world around them. They should begin to see the relevance of knowledge
and skills in health and physical activity to other areas of the curriculum and their lives. The following
curriculum connections, which have been identified in the unit(s) in this resource, could be
further expanded.
Oral Communication
• listen and respond to others in a variety of contexts – Health and Physical Activity
• ask questions, express feelings and share ideas – Health
• use language to connect new experiences with what they already know – Health
• listen and respond orally to language patterns in stories and poems – Health
• demonstrate awareness of individual sounds and sound patterns in language – Health/Folk and
Novelty Dance/Creative Movement/Fitness Activities
Reading
• listen to stories, poems and non-fiction materials for enjoyment and information – all Health units
• respond appropriately to a variety of materials read aloud to them – all Health units
• demonstrate understanding of a story by making predictions – all Health units
• make connections between their own experiences and those of storybook characters –all Health
units
• identify most of the letters of the alphabet – Physical Activity Warm-Ups/Travelling
Writing
Health and Physical Education – Kindergarten
• print most of the letters of the alphabet, their own name and names of family members – Health
units
23
Integrated Learning

Mathematics
Understanding of Media Materials
• use a variety of media – Health units
• respond to media materials verbally and non-verbally – Health units
Number Sense and Numeration
• sort and classify objects into sets according to specific characteristics – The Body/Travelling
• recognize and write numerals from 1 to 10 – Warm-Ups/Travelling
Measurement
• use simple measurement terms correctly – The Body
• use some standard measuring devices appropriately – The Body
Spatial Sense and Geometry
• use language accurately to describe basic spatial relationships – The Body/Creative
Movement/Movement Exploration
• identify and sort three-dimensional objects – Manipulatives
• identify and sort two-dimensional shapes – Travelling
Patterning
• identify and reproduce simple patterns – Folk and Novelty Dance/Creative Movement
Data Management and Probability
• place some specific types of objects on concrete graphs and pictographs – The Body
• compare information on objects using two categories – The Body
Science and Technology
Health and Physical Education – Kindergarten
Exploration and Experimentation
• describe some differences between living and non-living things – Healthy Eating
24
Integrated Learning

Personal and Social Development
Health and Physical Education – Kindergarten
Self-Awareness and Self-Reliance
• recognize personal strengths and accomplishments – The Body/Physical Activities
• identify and talk about their own interests and preferences – The Body/Physical Activities
• express their own thoughts and share experiences – Health/Physical Activities
• adapt to new situations – Physical Activities
• demonstrate self-reliance – Physical Activities
• attempt new tasks willingly – Physical Activities
• demonstrate self-control by following classroom rules and routines in different contexts –
Physical Activities
Social Relationships
• act and talk in appropriate ways with peers and adults during activity periods – Physical Activities
• demonstrate considerations for others by helping them – Physical Activities
• share responsibility for planning classroom events and activities – Physical Activities/Healthy
Eating
• identify feelings and emotions – The Body
• use a variety of simple strategies to solve social problems – Personal Safety
• recognize in situations involving others, advances or suggestions that threaten their safety or
well-being – Personal Safety/Injury Prevention
Awareness of Surroundings
• express their feelings of wonder and curiousity about the world – The Body/Physical Activities
• describe different kinds of weather and the ways in which people adapt to the weather – Hygiene
• investigate and describe familiar geographical features in their area – Injury Prevention
• identify ways in which people use the nature environment – Injury Prevention/Physical Activities
• talk about time in relation to certain events or activities – Hygiene
• identify patterns and cycles in their daily lives – Hygiene/Injury Prevention
• identify some events that occur every year – The Body/Theme Activities
• identify people who help others in the community and describe what they do – Injury
Prevention/Personal Safety
25
Integrated Learning

The Arts
Creative Activity
Health and Physical Education – Kindergarten
• solve problems creatively – Creative Movement/Movement Exploration/Travelling
• perform in a group – Folk and Novelty Dance/Creative Movement
• use their creativity in movement, mime and dance activities – Creative Movement
Response to Art Works
• identify feelings evoked by art forms (e.g., music) – Creative Movement/Movement Exploration
• move in response to the tempo and mood of music – Fitness Activities/Folk and Novelty
Dance/Creative Movement
• show appreciation of folk songs and dances from various countries – Folk and Novelty Dance
Knowledge of Elements and Forms
• recall and repeat familiar songs, dance steps and rhymes – Theme Activities/Folk and Novelty
Dance/Creative Movement/Fitness Activities
• name different movements they can do – Travelling/Travelling Activities/Movement Exploration
• demonstrate understand of rhythmic patterns – Folk and Novelty Dance/Movement
Exploration/Creative Movement
26
Integrated Learning

Safety
It must be recognized that all physical activity involves an element of risk and there is an obligation
on the part of all participants to minimize that risk. Concern for safety should be an integral part of
curriculum planning and implementation. The primary responsibility for the care and safety of students
rests with the school districts and its employees. Schools must identify reasonably foreseeable
risks, and develop procedures to help prevent and minimize the risk of accidents and injuries.
Teachers should plan the HPE program with safety in mind, based on up-to-date information,
common sense observation and foresight.
Most school boards in Ontario have adopted the Ontario Safety Guidelines, produced in 1997.
The document was created in partnership by the Ontario Physical and Health Education Association
(OPHEA), The Ontario Association of Supervisors of Physical and Health Education (OASPHE),
Ontario School Board Insurance Exchange (OSBIE), Canadian Intramural Recreation Association
(CIRA) and Ontario Federation of Secondary Athletic Associations (OFSAA). Educators have a
responsibility to be aware of the contents of this document or their school board’s safety policy.
By implementing safe instructional practices (e.g., teaching progressions, age-appropriate activities,
safe use of facilities and equipment) in program planning and daily teaching, educators can reduce
risks and guard against accidents. Health and Physical Education programs should challenge the
innate desire of each child to explore, experiment and be creative. It should provide the child with
opportunities that enhance his or her self-confidence. It should provide a safe environment in which
children are physically active participants.
Shared Responsibility
Safety is a shared responsibility and students of all ages need to take some responsibility for their
own safety. Being aware of safety risks, using equipment for its intended purpose and wearing
appropriate footwear for active participation are ways in which students can contribute to their
safety in physical activity. Exercising in the outdoors presents safety issues for which students and
teachers need to take responsibility (e.g., wearing hats, sunglasses, and sunscreen). Safety is
addressed in the Overall Expectations of the Active Participation Strand in the Ontario curriculum
and is implied in all Specific Expectations. Students need to act in a safe and responsible manner to
ensure the safety of themselves and others.
A Safety Plan
Health and Physical Education – Kindergarten
Procedures need to be developed to ensure the highest possible level of safety, while allowing
students to engage in a broad range of challenging activities. To ensure the delivery of clear and
consistent safety messages, each school should implement a safety plan outlining the practices to be
27
Safety

followed for each activity. The safety plan should address equipment, clothing, facilities, special
rules, instructions and supervision (See Ontario Safety Guidelines or school board safety policy).
Occasional Teachers
Safety information needs to be made available for occasional teachers. Some physical activities (e.g.,
using scooters or paddle bats) pose a higher risk than other activities (e.g., working with balloons
or beanbags). Teachers should take this information into consideration and incorporate lower-risk
activities into lesson plans for occasional teachers. The occasional teacher must have students participate
in activities that are commensurate with his/her experience or qualifications. Teachers
should include safety guidelines or policy information with lesson plans. Teachers should ensure
that the occasional teacher is aware of the location of an administrator or contact teacher in case of
an emergency. The teacher should specify restrictions/modifications for students with health or
behavioural problems (adapted from the Ontario Safety Guidelines-Elementary Curricular
Guidelines, page 8).
28
Health and Physical Education – Kindergarten Safety

Teaching and Learning Strategies
Teachers need to be flexible in their planning and delivery of the Kindergarten program. The diverse
backgrounds of children will contribute to their variations in knowledge, skills and attitudes.
Teachers need to recognize each child’s uniqueness and adjust teaching strategies so that all students
can achieve the learning expectations. Teachers should refer to “The Creating a Learning
Environment” section in the Kindergarten document for ideas on the use of space, time and
resources to ensure a positive learning environment for the Kindergarten child.
In planning Teaching/Learning opportunities for the Kindergarten child, teachers should:
• provide hands-on relevant and stimulating activities and experiences;
• employ movement exploration, guided discovery, problem-solving and critical thinking strategies;
• use strategies that promote integrated learning;
• allow children to handle, explore and experiment with materials/equipment;
• include class, small-group and individual activities;
• strike a balance between teacher-initiated and child-initiated activities;
• consult with parents, caregivers, resource teachers, etc., to identify and seek ways to accommodate
the needs, interests, abilities and learning styles of all children in the class;
• provide frequent and meaningful opportunities to practise and develop movement skills.
Teaching and Learning Strategies for Health
In the Kindergarten program, young children begin to develop the knowledge, skills and attitudes
that will assist them in making positive life choices. The teacher provides the opportunities for the
students to demonstrate their learning through a wide variety of dynamic, authentic and relevant
instructional strategies that will meet the needs of all learners.
It is particularly important in the Kindergarten years to use rich, language-oriented activities and
resources that are relevant and meaningful to the lives of young children. In this way, the program
will provide ample opportunities for thinking, problem-solving and experimenting. Listening to stories
and other kinds of texts enables children to learn new words, extend their experiences and
helps them become familiar with pattern, rhythms and structure of language. Teachers should refer
to the resource section of the health units for suggested children’s literature.
Some teaching /learning strategies used in this document include:
• family involvement
• brainstorming
• learning centres
Health and Physical Education – Kindergarten
29
Teaching and Learning Strategies

• modelling
• direct teaching
• literature links
• role-playing
Teaching and Learning Strategies for Physical Activity
Teachers should endeavor to provide students with positive, successful experiences in a wide range
of physical activities. Appropriate competitive experiences should emphasize fun, success,
cooperation and self-fulfillment. Activities should meet the needs and interests of all students and
should be structured to enable maximum participation (e.g., minimize waiting for turns, provide
sufficient equipment, and choose appropriate activities). Students need opportunities to practise and
repeat activities to improve their skills. Vary teaching styles to assist students in becoming independent
learners.
Some of the common teaching strategies used in this document include:
• Command Style (e.g., “When I say go, you…”)
• Demonstration and Exploration (e.g., “Try this…” “What other ways can you…”)
• Discovery and Exploration (e.g., “How many ways can you…”)
• Guided Discovery (e.g., “Balance with three body parts touching the ground.”)
• Teaching by Task (e.g., “At each station, read the card, look at the picture and do the task.”
• Problem-Solving (e.g., “Move from the red line to the black line while keeping the ball away
from your partner.”)
Forming Groups
There are many ways to divide students into groups or teams. Avoid choosing two captains and
allowing them to “pick” the teams. Use different ways to divide the class into groups to provide variety
and to give students opportunities to work with different people.
Simple games can be used to divide classes into groups. For example:
Colours/Symbols
• Pin tags or labels on students using different colours or symbols. Students match their symbols
with others and form groups with students wearing the same symbol or colour.
Select a Partner
Health and Physical Education – Kindergarten
• If students choose their own partner, two teams can be created by either choosing several pairs
to form one team and other pairs to form the other team, or by splitting partners so that one
partner goes to one team and one partner goes to the other. If students are choosing their own
partner, designate an area to be the “lost and found” where anyone without a partner can go to
30
Teaching and Learning Strategies

find one. Challenge the class to make sure that the same people are not required to go to the
“lost and found” on a regular basis. If this is the case, the teacher should use other methods for
dividing the students into groups.
• Any method of forming partners will also serve as a method of dividing a class into two teams.
A/B Grouping
• Line A becomes one team, line B the other team
• Next time, count down the line - the first half of the pairs are one team, and the second half of
the pairs become the other team.
Back to Back
Have students stand back to back (or shoulder to shoulder, elbow to elbow) with another student as
quickly as possible. Change partners and body parts connecting. Goal is to emphasize rapid selection.
To make two teams, at any point, one partner sits, the other stands - those standing move to
one area, those sitting move to another.
Similarities
• Ask students to find a partner with the same shoes, the same color shirt, the same color eyes,
color hair, birthday in the same month, etc.
• Or, have students line up (use a line on the floor, field) and number the students off 1, 2, 1, 2….
(or orange/apple, sky/tree, red/blue, race car/jaguar, etc.)
Group Formations
Health and Physical Education – Kindergarten
Two important principles apply to the use of formations:
• Students should be aligned in such a way that all participants are able to view the leader (and
therefore the leader can view the participants). Be aware of the sun if outside. To support better
listening, stand so that the sun shines in the eyes of the teacher, not the students.
• Ensure adequate spacing so groups do not interfere with one another. Use formations that are
appropriate to activities.
31
Teaching and Learning Strategies

Daily Vigorous Physical Activity
A Kindergarten curriculum expectation states that children will “participate willingly in creative
movement, dance and other daily physical activities.” Kindergarten students need an opportunity to
be active and vigorous on a daily basis. The degree to which an activity is vigorous is directly related
to its ability to raise the heart rate and maintain this increase for a sustained period of time.
Vigorous physical activities are aerobic in nature, enhancing the health of the heart and lungs. The
amount of time required for vigorous activity is dependent on age and stage of development.
Supporting Research
Research has shown that children receiving a quality daily physical education program are not only
healthier, they also perform better academically. Studies suggest that students involved in daily vigorous
activity tend to perform as well as or better than their less active counterparts, even though
their academic curricular time is reduced. The Canadian Association for Health, Physical Education,
Recreation and Dance states, “On average, children watch over 26 hours of television a week, in
addition to sitting in school for 25 to 30 hours per week." By implementing the curriculum expectations
in the Kindergarten curriculum, it is hoped that these young children will start to develop a
personal commitment to healthy active living that will last throughout their lives.
Other Resources
Health and Physical Education – Kindergarten
Refer to OPHEA’s HPE Inventory to find more resources for daily vigorous activity. The inventory is a
database of resources directly linked to the Health and Physical Education Curriculum. Access the
inventory at www.ophea.net.
Good resources for limited space activities include:
Active Kids: Anytime Anyplace, Ontario Physical and Health Education Association (OPHEA),
Toronto, 1992. www.ophea.net
Apacki, Carol, Energize, Quest International, 1991.
No Room in the Gym, Canadian Association for Health, Physical Education, Recreation and
Dance, Gloucester, 1989 (613-748-5622).
32
Daily Vigorous Physical Activity

Safe Stretching
Health and Physical Education – Kindergarten
It is important that students do a warm-up prior to starting the lesson. A warm-up sets the tone for
the class and reduces the risk of injury during activity. To warm up, students should participate in
some low intensity aerobic activity using large muscles. This type of activity gradually increases the
heart rate and increases blood flow to the muscles. This can be followed by lightly stretching the
muscle groups to be used in the lesson or activity. Keep stretching to a minimum in the warm up to
avoid allowing the heart rate to drop. It is more important to move the joints through their range of
motion using exercises such as arm circles and flexing and extending the arms and legs during the
warm up.
Safe Stretching Appendix E for Kindergarten includes a section of age-appropriate warm up and
cool down activities. It provides four sections including "Warm-Up" activities to get the heart pumping
faster, “Full Body Stretches” for different parts of the body, an “Animal Walks” section describing
a variety of walks that could be used in numerous activities, and a “Cool-Down” section that
describes some quieter, slower activities, designed to bring the heart rate down and improve flexibility.
These appendices can be used to supplement and support specific activities in lessons.
Sample “Get Your Heart Pumping” activities for Grades K - 3:
• Rabbit jump: Students begin by walking, then jump around the gymnasium, once on two legs and
once on all fours.
• Jog and Toss: In pairs, students throw a soft ball back and forth while jogging around a soccer
area or relay route. Students increase speed gradually as they warm up.
After vigorous physical activity, a cool-down period of more gentle activity helps the body to return
to its normal resting state. Slow-moving activities and stretches will help the heart rate gradually
return to normal, normalize the blood flow to the muscles and improve flexibility. The cool-down
activities concentrate on unhurried, slow stretching. The muscles will be warm, so the risk of injury
while stretching is reduced. Stretches should include all the major muscle groups (starting with the
largest muscles first) and each stretch should be held without bouncing for 15 to 30 seconds. For
kindergarten and primary grades the stretching should be imaginative and creative. Students can
reach for the sky or pretend to be a tree that is growing. They can stretch their arms out as “wide as
a wall”. See the stretching descriptions and diagrams in the appendix for proper form reference for
stretching and additional warm-up/cool-down ideas. The cool-down also prepares students for the
transition back to class.
Sample cool-down activities to bring heart rate down for K – 3:
• Students become hummingbirds with their arms rotating in both directions.
• Skip and float: Students skip softly around the gymnasium. When teacher gives the signal, they
float to the floor like a leaf.
33
Safe Stretching

Health and Physical Education – Kindergarten
• Number one moves: Using their favorite step, students move in slow motion toward the
gymnasium doors.
The use of music is an excellent motivator for stretching and warm-up activities. Music can be
selected based on the atmosphere the teacher wishes to create. Upbeat music with a fast tempo can
be used in the warm up to motivate students to move quickly and with energy. Slower and quieter
music for the cool down can help create a calm and quiet mood. The use of music selected by students
(with guidelines) can make a significant positive impact on the atmosphere in the class.
34
Safe Stretching

Recommended Minimum
Equipment
When purchasing materials schools must consider the needs of the students, age-appropriateness of
equipment, safety, and long-term budget plans. The list below is comprehensive and schools can
work towards building a quality stock of equipment over time. It is important to provide sufficient
equipment so that all students will be engaged in activities. Care, maintenance, security and regular
inventories are all critical to maintaining a quality supply of equipment. Schools are encouraged to
identify a key staff person to take responsibility for the Physical Education equipment.
A fully-stocked first-aid kit should be readily accessible to the gymnasium. See school board safety
policy or Ontario Safety Guidelines for a comprehensive list of recommended contents.
All-Purpose
beanbags
skipping ropes
Health and Physical Education – Kindergarten
variety of balls (e.g., gator
skin, Nerf, Koosh, rubber,
tennis, sponge)
hoops
parachute
scooter boards
Frisbees
scoopball
plastic bowling
Velcro catching sets
pinnies
pylons
floor markers
Large Equipment
tumbling mats
benches
wall climber
trestle set
floor mats
wall mats
landing mat
tape/CD player
ball inflator and needles
timer (desk model)
35
Miscellaneous
rhythmic gymnastics ribbons
tape measures
stopwatches
megaphone
whistles
nylon or mesh bags
carts
storage bins
plastic pails
floor tape
file boxes
Recommended Minimum Equipment

Writers, Contributors and Partners
OPHEA gratefully acknowledges the contribution of many individuals, groups and organizations that participated
in the development and refinement of Ontario Health and Physical Education Curriculum Support:
Kindergarten to Grade 10.
Thanks to:
Myra Stephen, OPHEA, Provincial Curriculum Consultant
Jodie Lyn-Harrison, OPHEA, Projects Leader
Joanne Macrae, Editor
CURRICULUM ADVISORY COUNCIL
Debra Courville
Frank Gurney
Laura Hodgins
Dan Koenig
Susan Orchard
Cathy Portt
Ian Press
Kate Sharpe
Sari Simkins
Gail Stewart
Richard Ward
WRITERS
Kindergarten
Carol Rocks, Division Manager
Fabrian Ius
Linda MacDonald
Bev Mummery
Cheryl Shannon
Suzanne Sutcliffe
Primary: Fundamental Movement Skills / Active
Participation
Marg Thompson, Division Manager
Sue Amos
Marie Armstrong
Rhonda Daigneau
Peter Finch
Mary Kelly
Pam Roycroft
Health and Physical Education – Kindergarten
36
Junior: Fundamental Movement Skills / Active
Participation
Jan Murphy, Division Manager
Sue Amos
Alison Clandfield
Nancy Crawford
Dave Gillies
Cathy Hall
Mark Harper
Mary Pat Hayes
Mark Leslie
Steve Lipskie
Brenda Ramsay
Intermediate: Fundamental Movement Skills / Active
Participation
Debbie Sprentz, Division Manager
Bev Amaral
Sue Amos
Darlene Baker
Julie Lobsinger
Lara Paterson
Julie Roberts
Lee Anne Underwood
Elizabeth Watson-Morlog
Grades 1-8: Healthy Eating / Substance Use and Abuse
Gail Stewart, Division Manager
Karin Anderson
Loretta Bernard
Sharon Delurey
Phil Fitchett
Sarah Horner
Anna Marchetti Landry
Jane Paterson
Patricia Scott-Jeoffroy
Heather Sears-Hochfellner
Denise Vavaroutsos
Writers, Contributors and Partners

Grades 1-8: Growth and Development / Personal Safety
and Injury Prevention
Jayne McCullough, Division Manager
Mark Seaton, Division Manager
Lorea Boogerman
Janet Bracken
John Clements
Peter Cocurullo
Justine Deluca
Helene Diesbourg
Janice Graham
Don Hewey
Cathy Hird
Greg Jespersen
Judy Kwasnica
Sue Martin
Irene Mitchell
Susan Nicoletti
Barb Seaton
Paul Szorenyi
Mike Taylor
Lisa Trewin
Peter Valiquet
Flora Walker
Grades 9/10 Supplement
Dan Koenig, Division Manager
Richard Ward, Division Manager
Herwig Baldauf
Leslie Boldt
Mac Bury
Andy Cecchini
Dave Clipper
Doug Cronkite
Lauren Crosby
Kris Ewing
Rod Fuentes
Georgia Gallagher
Mary Helen Hartman-Hayes
Brian Hunt
Peter Hurley
Donna Lemon
Belinda Lyn
Barbara MacPherson
Daryl Mahler
Kit Pizzey
Brian Quistberg
Dale Roberts
Peg Sheahan
Marios Tenentes
Josephine Wong
Liane Woodley
Andrew Yap
Grade 10 Supplement
Gail Stewart, Division Manager
George Adams
Diane Buhler
Patricia Coburn
Debra Courville
Susan Crabtree
Jody Hamilton
Pauline King-Taylor
Health and Physical Education – Kindergarten
37
Dan Koenig
Carol Krieger
Sharon LaBonte-Jaques
Belinda Lyn
Mary-Anne McBean
Josie Paul-Mills
Carol Robertson
Pat Sanagan
Cindy Seligman
Helen Tunney
Denise Vavaroutes
Rose Walker
Terry Wollenzien
CONTRIBUTORS AND REVIEWERS
ACT Foundation
Association to Reduce Alcohol Promotion in Ontario
Canadian Intramural Recreation Association
Canadian Intramural Recreation Association of Ontario
Canadian Society for Exercise Physiology
Centre for Addiction and Mental Health
Data Based Directions Inc.
Durham Catholic District School Board
Durham Regional Health Department
Halton District School Board
Hamilton-Wentworth District School Board
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Division
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Writers, Contributors and Partners

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PARTNERSHIP BOARDS
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Health and Physical Education – Kindergarten
38
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Writers, Contributors and Partners

Healthy Living
UNIT 1 Personal Safety and Injury Prevention
Understanding of Concepts Recording Chart
Unit Title
1 Healthy Eating 41
2 The Body 65
3 Personal Hygiene 83
4 Injury Prevention 95
5 Personal Safety 113
6 Substance Use and Abuse 121
39
Health and Physical Education – Kindergarten Heathy Living

UNIT Healthy Eating
1
Assessment and Evaluation
Formative/Ongoing Assessment
– Teacher observation of students’ identification of healthy snacks using an anecdotal record.
– Teacher observation of students’ identification of nutritious foods by location in game using an
anecdotal record.
– Teacher observation of students' naming of one “everyday” snack.
Links to Prior Knowledge
Notes to Teacher
Duration 5 Sub-Tasks
Description
Students identify nutritious foods for snacks.
Sub-Task Title
Health and Physical Education – Kindergarten
1. Healthy Food Choices
2. Vegetables and Fruits
3. Healthy Snacks
4. Healthy Snacks and Brushing
5. Our Senses and Food
Teachers should do a diagnostic assessment at the beginning of the unit to determine students'
knowledge of healthy foods and snacks.
• Check allergies and product labels before doing any activities with food.
• Background Information provides reference material for the teacher.
• Action songs related to food can be found in the dance and creative movement resource section.
• Teachers should include healthy food choices from the different cultures represented in their
school and community.
• Teachers may also choose to assess other expectations from the Kindergarten curriculum in
this unit.
• Language
– Reading – use language patterns, e.g. word order
– Writing – prints most of the letters of the alphabet
OVERVIEW
41
Unit 1 – Overview
Healthy Living – Healthy Eating
1

Background Information
• Mathematics
– Number Sense and Numeration – count orally to 30 and use cardinal numbers during play
and daily classroom routines (e.g. identify first, second and their places in a race)
– Data Management and Probability – Compare information on objects, using two categories
(e.g. rough, smooth)
(Source: Discover Healthy Eating! A Teacher’s Resource for Grades 1-8, Region of Peel Health Department, Toronto Public
Health, York Region Health Services, Toronto, 2000.)
Canada’s Food Guide to Healthy Eating
In 1992, “Canada’s Food Guide” was redesigned and renamed “Canada’s Food Guide to Healthy
Eating” (“Food Guide”) to reflect the messages of the 1990 document Canada’s Guidelines for
Healthy Eating.
The names of the food groups are Grain Products, Vegetables and Fruits, Milk Products, and Meat
and Alternatives. The Food Guide consists of a rainbow with arcs of different lengths which guides
people four years of age and older in the selection of all foods, including such items as butter, oil
and candies. This approach to healthy eating is referred to as the “total diet approach.” This
approach supports good and the range of recommended servings allows for differences in the
amount of food needed by individuals.
The total diet approach recognizes that healthy eating is the sum of all food choices made over time.
It is the overall pattern of foods eaten, and not any one food, meal, or even a day’s meals, that determines
if an eating pattern is healthy.
The Food Guide uses the rainbow to show that just as different colours make a rainbow, different
food groups are the basis of a healthy eating pattern. The Food Guide gives direction on which foods
to emphasize and how to expand the range of food we eat, including more multicultural foods. All
four food groups are important but the amount needed from each group are different; the Food
Guide recommends more servings from the outer arcs.
Importance of Food to the Body
Children in kindergarten can begin to form an understanding of the relationship between healthy
eating and health. Healthy eating can be presented to show that the children can be healthy now,
stay healthy in the future, show respect for themselves (their bodies/minds) and share their eating
experiences with people whose eating habits are different but equally valuable.
The importance of food should be explained in simple terms. “Food gives you energy to learn, work
and play, it helps you grow and it keeps your body working.” Children can often relate to the need
for food when they think of how they feel when they don’t eat breakfast.
Children need to eat well because of their energy needs for growth, development and activity. Both
carbohydrate and fat are important sources of energy (calories) in foods. The Food Guide recommends
that we try to get more of our food energy from complex carbohydrates (starchy foods). That
is why there are more recommended number of servings of Grain Products and Vegetables and
Fruits, and legumes are promoted as a meat alternative.
42
Unit 1 – Overview
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating

Appendices
Resources
The Food Guide recommends that we choose lower-fat foods more often. However, during the childhood
years, food choices should not be eliminated or restricted because of the fat content. During
early adolescence, an energy intake adequate to sustain growth should be emphasized with a gradual
lowering of fat intake. Once linear growth has stopped, fat intake as currently recommended in
the Food Guide is appropriate. During childhood, learning to enjoy lower-fat milk products, leaner
meats, fish and poultry, and foods prepared with less fat helps set a pattern of healthy, life-long eating.
Be sure that children understand that some fat is necessary for good health. “Lower-fat food
more often” does not mean “No Fat.”
All children are different, lead different lives and have different energy needs. The amount of food
and the number of servings children need depends on their gender, their body size, how physically
active they are, and how fast they are growing. Although children’s energy needs tend to increase
through puberty, this increase is not steady. Children grow according to their own growth patterns.
As a general rule, if children eat according to their appetites and choose foods from the four
groups, over time they will get the nourishment they need.
Healthy Breakfasts
Breakfast is a very important meal, especially for young children. Over night the body has been
using its reserved nutrients and energy sources. By the time morning arrives, it is ready for new fuel
– breakfast. Without something to eat in the morning, the young child may be drowsy, irritable and
inattentive at school, inhibiting their learning.
A complete breakfast should include foods from at least three of the four foods groups: Grain
Products, Vegetables and Fruit and one from either the Milk Products or Meat and Alternatives food
groups.
Including a variety of different foods for breakfast helps to ensure that the body gets the nutrients
and energy that it needs. Foods served at breakfast do not have to be “traditional” breakfast foods
such as toast or cereal. All kinds of food can be eaten. For example, people from some cultures eat
soup, rice, fish, dahl, tortilla, leftover pizza or spaghetti for breakfast.
Breakfast does not have to be eaten as soon as a child wakes up, or even before the child leaves the
home. If breakfast can’t be eaten at home, eating a travelling breakfast or arriving early and eating
at school are also possibilities. Packing a healthy snack to eat during recess can also help a child
through the later part of the morning.
Unit 1 Appendix A Food Model Pictures
Unit 1 Appendix B Sample Letter
Unit 1 Appendix C Snack Calendar
Unit 1 Appendix D Tooth Brushing Chart
“Canada’s Food Guide to Healthy Eating” poster (24” high x 36” wide; colour);
Canada Communication, Group Publishing, Ottawa, ON K1A 0S9, Tel: (819) 956-4802,
Fax: (819) 994-1498, $11.18 (includes shipping and GST).
Unit 1 – Overview
43
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating
1

“Canada’s Food Guide to Healthy Eating” tearsheet. Available free through your local
health unit.
Dairy Farmers of Ontario resources (e.g. food model pictures, posters, snacking booklet);
Tel: (905) 821-8970, Fax: (905) 821-3160.
Discover Healthy Eating! A Teacher’s Resource for Grades 1-8, Region of Peel Health
Department, Toronto Public Health, York Region Health Services, Toronto, 2000.
http://www.city.toronto.on.ca/health
“Food Guide Facts: Background for Educators and Communicators,” available through your
local health unit; free.
The Hungry Caterpillar, by Eric Carle, Scholastic Books, Inc., New York, 1990.
“Snacking” poster, The Ontario Egg Producers Marketing Board, Tel: (905) 858-9790,
Fax: (905) 858-1589.
“Tummy Tango” (song), on Greg and Steve’s Kids in Motion tape.
“Using the Food Guide” booklet, available through your local health unit; free.
Books About Food for Younger Preschoolers
Potluck by Anne Shelby, Orchard Books, New York, 1991. A potluck where everyone brings their
favorite foods to eat. Children explore the alphabet through multicultural foods.
One Watermelon Seed by Celia Barker Lotteridge, Oxford University Press, Toronto, 1986. A
counting book that explores a variety of vegetables and fruits.
The Cake That Mack Ate by Rose Robart, Kids Can Press Ltd., Toronto, 1986. The origin of foods
to produce a cake is explored in this funny, well-illustrated book.
Growing Vegetable Soup by Lois Ehlert, Harcourt Brace & Co., New York, 1987. A book that
describes how a young child and a father grow a garden to produce vegetable soup.
Eating the Alphabet by Lois Ehlert. Harcourt Brace & Co., New York, 1989. With bold colours,
the author describes fruits or vegetables from A to Z.
The Very Hungry Caterpillar by Eric Carle, Philomel Books, New York, 1987. With bright and
bold pictures, this book tells the story of a very hungry caterpillar who eats his way through a wide
variety of foods. He then goes to sleep and wakes up as a beautiful butterfly.
Feast for 10 by Cathryn Falwell, Clarion Books, New York, 1993. This counting book takes a family
through the grocery store to buy food, cook it and serve it to a party of 10. The concepts of recycling
and multicultural foods are reinforced in this lovely story.
Nothing Else But Yams for Dinner! by Joan Buchanan, Black Moss Press, Windsor, 1988. Meet
Alice, a little girl who refuses to eat anything but yams for supper. When she goes on a big trip with
her family, she finds there are no yams available in Finland, China and Mexico. Fortunately, this
leads her to discovering other foods that taste just as good.
The Cow That Went Oink by Bernard Most, Harcourt Brace & Co., New York, 1990. Other farm
animals ridicule a cow that goes oink and a pig that goes moo until each teaches the other to say
the right sound.
44
Unit 1 – Overview
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating

Pancakes, Pancakes by Eric Carle, Scholastic Books, Inc., New York, 1990. Jack wakes up hungry
for an enormous pancake for breakfast. Before he can enjoy his pancake, though, he must first get
flour from the miller, an egg from the black hen, milk from the spotted cow and butter churned
from fresh cream.
Toni and the Tomato Soup by Mark Haddon, Harcourt Brace & Co., London, 1988. The only
thing finicky Toni really likes to eat is tomato soup. So imagine her delight when a genie from her
sneaker appears to grant her one wish. Suddenly, Toni gets much more than she hoped for – a
world swimming in tomato soup!
If You Give a Moose a Muffin by Laura Joffe Numeroff, Harper Collins, New York, 1991. Chaos
can ensue if you give a moose a muffin and start him on a cycle of urgent requests.
Pumpkin Time by Jan Andrews, Douglas & McIntyre, Toronto, 1990. The mother of three young
children turns into a pumpkin.
Thunder Cake by Patricia Polacco, Philomel Books, New York, 1990. A grandmother finds a way
to dispel her grandchild’s fear of thunderstorms. A recipe of the cake is included.
Frank and Zelda’s by Maryann Kovalski, Kids Can Press, Toronto, 1990. Frank and Zelda own a
small pizza shop. One day, a customer who can’t pay grants them a wish instead. And another, and
another. Until they wish they’d never got those wishes.
Pancakes for Breakfast by Tomie DePaola, Harcourt Brace Co., New York, 1978. A little old lady’s
attempts to have pancakes for breakfast are hindered by a scarcity of supplies and participation of
her pets.
The Doorbell Rang by Pat Hutchins, Mulberry Paperback Book, New York, 1986. Each time the
doorbell rings, there are more people who have come to share Ma’s wonderful cookies.
Books for Older Pre-Schoolers/School-Aged Children
Cloudy With a Chance of Meatballs by Judi Barrett, Macmillan Publishing Co., New York, 1978.
Imagine living in a country where all the food you need comes from the sky. This works well until
the weather takes a turn for the worse. This fantasy book is sure to tickle little funny bones everywhere.
The Milk Makers by Gail Gibbons, Macmillan Publishing Co., New York, 1985. Explains how cows
produce milk and how it is processed before delivered to stores.
How Pizza Came to Our Town by Dayal Kaur Khalsa, Tundra Books, Montreal, 1989. An Italian
visitor to a North American town bemoans the unavailability of pizza until some thoughtful girls
enable her to make some.
Make Me a Peanut Butter Sandwich and a Glass of Milk by Ken Robbins, Scholastic, 1991.
Text and hand-tinted photographs show how each part of a peanut butter sandwich and milk for
lunch is made from field, to store, to table.
How a Seed Grows by Helen J. Jordan, Harper Collins, New York, 1992. Uses observations of bean
seeds planted in eggshells to demonstrate the growth of seeds into plants.
Bread, Bread, Bread by Ann Morris, Lothrop, Lee & Shepard, New York, 1989. Learn about a variety
of breads from around the world.
45
Unit 1 – Overview
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating
1

Everyone Cooks Rice by Norah Dooley, Carolrhoda Books, Minneapolis, 1991. A child is sent to
find a younger brother at dinnertime and is introduced to a variety of cultures through encountering
the many different ways rice is prepared at the different households visited.
Strega Nona by Tomie DePaola, Simon & Schuster, New York, 1975. When Strega Nona leaves him
alone with her magic pasta pot, Big Anthony is determined to show the townspeople how it works.
Tony’s Bread by Tomie DePaola, G.P. Putnam’s Sons, New York, 1989. A baker loses his daughter
but gains a bakery in the grand city of Milano after meeting a determined nobleman and baking a
unique loaf of bread.
What’s On My Plate? by Ruth Belor, Macmillan Publishing Co., New York, 1990. Describes in simple
terms the origin of the common things we eat.
Extra Cheese Please! by Chris Peterson, Boyd Mills Press, Honesdale, 1994. When Annabelle gives
birth to her calf, she also begins to produce milk. The milk is then processed into cheese, and from
cheese, pizza is made. Photographs accompany the light, informative text.
Roses Sing on New Snow by Paul Yee, Douglas & McIntyre, Toronto, 1991. Maylin cooks in her
father’s restaurant, only he tells everyone that it is his two sons who do all the cooking. The secret is
kept until the governor of South China comes to the New World and wants to learn one of their
recipes.
Milk by Annabelle Dixon and Chris Fairlough, A & C Black, London, U.K., 1991.
Bread by Christine Butterworth, Hodder & Stoughton, Kent, U.K., 1990. This book explores different
types of breads, how they’re made and who eats them. A recipe for wholegrain bread is included.
Nutrition Resource Books
How to Get Your Kid to Eat…But Not Too Much by Ellyn Satter, Bull Publishing Co., Palo Alto,
California, 1987. A complete book that discusses the nutrition needs of children from birth to
adolescence. This book provides excellent tips on handling feeding problems.
The Picky Eater by Sharon E. McKay, Harper Collins, New York, 1993. Survival tips for parents of
fussy eaters. This book contains over 100 child-tested and approved recipes and loads of tips and
ideas for crafty cooking.
Well Beings by the Canadian Paediatric Society, Creative Premises Ltd., Toronto, 1992. This comprehensive
resource touches on a variety of issues and is aimed at Child Care Centres, as well as
family daycare homes.
Food To Grow On by Rena and Susan Mendelson, Harper Collins, Toronto, 1994. Nutrition from
conception through pregnancy, infancy and childhood based on Canada’s Food Guide to Healthy
Eating. Filled with vital facts and tips for parents with over 150 delicious recipes.
Teaching Children About Food by C. Berman and J. Fromer, Bull Publishing Co., Palo Alto,
California, 1991. This book discusses a basic scheme for nutrition education, the social aspects of
food, and provides lots of nutrition-related activity ideas for younger children.
46
Unit 1 – Overview
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating

UNIT 1 Healthy Eating
Sub-Task #1 Food Choices
Facility
Classroom or large space
Materials
Plastic foods
Dairy Farmers of Ontario food model cards
Pictures of foods
Description
Students play a game called “Snack Attack” to explore healthy foods for snacks..
Specific Area Learning Expectation
Health and Physical Activity Identifies nutritious food (e.g., healthy snacks)
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of students' naming of one “everyday”
snack.
Teaching Learning Strategies
1. In class discuss the concept of “everyday foods” and “sometimes foods." (See Background
Information in unit overview)
2. Warm-Up: Play Apples, Bananas, Grapes and Oranges. Discuss that fruits are “everyday”
foods. Give each student the name of a fruit. Coloured elastics on student's wrists matching the
colour of the fruit are helpful. Call one fruit name and a traveling command, such as “walk” and
all apples walk across the gymnasium or room. Change fruits and ways of travelling (walk, hop,
slide). Eventually all students will cross back and forth. Call two fruits so they are coming from
both directions. Remind students to move carefully without bumping into each other thereby
reinforcing spatial awareness concept.
3. Play “Snack Attack.”
• Determine boundaries for game and explain the rules.
• Remind students of stop and go signals.
• Students move around the play area trying to avoid being tagged by a student with a “sometimes”
snack choice card.
• Determine a safe zone, such as the line directly across from the Everyday Snack Zone as a place
where students can choose to go and be safe (not tagged) and have a short rest from running.
(Have students count to 30 before re-entering the game)
47
Unit 1 – Sub-Task #1
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating
1

Extension
Notes to Teacher
Snack Attack Setup
4. Give three or four students the pictures of “sometimes” choices for foods for the game (Unit 1
Appendix A). Place “everyday” foods along outer edge of one boundary (Everyday Snack Zone).
If tagged, the student runs to the Everyday Snack Zone, picks up a “everyday” snack and
revitalizes their body by jogging on the spot for a count of 30. Select different exercises and
change taggers frequently.
5. Students will try a variety of healthy snacks over a period of a month. Teachers should send a letter
to parents (Unit 1 Appendix B) at the beginning of the unit informing them of the Healthy
Eating unit and including a list of the healthy snacks that will be served in class over a month
period as part of the unit (Unit 1 Appendix C). Teachers may wish to ask parents to help with
supplying the healthy snacks.
• Select 10 common snacks that you might serve over a one month time period.
• Try to include healthy snacks from representative cultures in the classroom.
• Record the snack and a picture clue on a monthly chart.
• Assign each child a day in the month and let them choose the snack for that day.
• Students draw or write the snack on the calendar.
• Use all the pictures and create a caterpillar of fruits and vegetables in alphabetical order.
• Allergies - Children and adults alike need to be more aware and sensitive to food allergies. This
means always asking about food allergies before sharing food. The number of life-threatening
reactions to food allergies is increasing. These can happen anywhere – at home, in school or
recreational facilities, at camp and on field trips. Make sure your school has a policy for
handling these allergies and that you are familiar with it. Note student allergies and food
restrictions prior to serving food to students. Always read labels for product ingredients and the
warnings related to allergies. Send home letter to ascertain allergies (see Unit 1 Appendix B).
48
Unit 1 – Sub-Task #1
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating

Appendices
• Some schools may have formal snack programs to which this activity could be linked.
• Healthy Eating Snacks
• Pita stuffed with vegetables, sliced meat, cheese, salsa or hummus
• Milk and oatmeal cookies
• Yogurt or yogurt drink and granola
• Muffins with cheese and fruit
• Any fruit dipped in yogurt
• Vegetable sticks dipped in cottage cheese or tzatziki
• Celery sticks dipped in cottage cheese or peanut butter
• Peanut butter on crackers and fruit juice
• Cold pizza
• Crackers or bread sticks topped with cheese, peanut butter, hummus or baba ghanouj
• Peanut butter and banana rolled in a soft tortilla
• Yogurt mixed with plain cereal
• Popcorn sprinkled with parmesan cheese and juice
• Apple sauce with date cookies
• Bagel with peanut butter, cheese or tuna salad and juice
• Grilled vegetables (red pepper, eggplant) in a pita
• Quesadilla, eggroll, burrito or enchilada
Understanding “Everyday” and “Sometimes” Foods
• When asked about healthy eating, children tend to classify foods as “good” or “bad." This classification
will not help children develop a positive approach toward eating. Healthy eating is the
sum total of all food choices made over time. It is the overall pattern of foods eaten and not any
one food, meal or even a day’s meal that determines if an eating pattern is healthy.
• To help create a positive pattern of healthy eating, a secondary classification of foods as “everyday”
and “sometimes” foods can be used. Foods which are high in nutrients can be considered
“everyday foods” while “sometimes foods” are whose which are low in nutrients. There are some
“sometimes food” which we eat almost everyday. This is okay as long as we are eating lots of
“everyday foods." It is important to recognize that it is not a clear-cut process and differs for each
individual depending on their needs and eating habits. For example, there is a difference between
eating cookies everyday for lunch with a sandwich, piece of fruit and a glass of milk compared to
eating a lunch of potato chips, pop, and snack cake every day.
Unit 1 Appendix A Food Model Pictures
Unit 1 Appendix B Sample Letter
Unit 1 Appendix C Snack Calendar
49
Unit 1 – Sub-Task #1
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating
1

UNIT 1 Healthy Eating
Sub-Task #2 Vegetables and Fruits
Facility
Large space
Materials
Collect enough pictures of fruits and vegetables for a class set from grocery store flyers or
magazines or use Dairy Farmers Food Model Cards.
Mount vegetables on red, orange or yellow backing.
Mount fruit on green, blue, or purple backing.
Description
Students classify fruits and vegetables by playing the game “Snack Time” and recognize these
foods as healthy snack choices..
Specific Area Learning Expectation
Health and Physical Activity Identify nutritious foods (e.g., healthy snacks)
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/ Ongoing Assessment – Teacher observation of students’ identification of nutritious
foods by location in game using an anecdotal record.
• Formative/Ongoing Assessment – Teacher observation of students’ participation in physical
activities.
Teaching Learning Strategies
1. Students play the game “Snack Time.”
• Designate one side of the play area as the vegetable garden and the other the fruit orchard.
• Place picture cards of fruits and vegetables face down on the floor space. If outdoors, cards
could be sealed in plastic bags for protection.
• Instruct students to travel like various familiar animals (snake, bear, butterfly etc.).
• On signal, SNACK TIME, students pick up one card, look at the picture and decide which
location they should travel to, the vegetable garden or the fruit orchard.
2. Students each hold one card in their hands and form a line of all cards which are green
vegetables, red fruit, yellow fruit, etc.
3. In class, form a circle and each student places his/her card in either a vegetable or fruit pile.
(Teachers can easily find pictures of fruits and vegetables in grocery store advertisement pages.)
4. Students select their favourite fruit snack and favourite vegetable snack from the selections on
the cards.
50
Unit 1 – Sub-Task #2
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating

Notes to Teacher
Healthy Snacks
• Young children need snacks between meals to ensure that they get an adequate intake of the food
groups; they have high food needs because of their growth and activity demands. Fruits, vegetables
and yogurt dip, oatmeal cookies and milk, and crackers and cheese are great snacks.
Research indicates the most children do not meet the minimum five servings of Vegetables and
Fruits, so focusing on foods from this food group as well as the Grain Products group is recommended.
Snacks that include foods from two of the four groups should be encouraged.
• Be cautious of sweet sticky snacks because even a small amount of sugar eaten between meals
damages teeth. Snacks with molasses, syrup and dried fruits that stick to teeth should only be
provided if the children can brush their teeth shortly after eating.
• Some cultural groups are not accustomed to snacking. Some may only use fruits, while others
use sweet dessert type of foods for snacks. Snacking is a common practice in Canada and it can
be a very healthy behavior for small children if nutrient-rich foods are chosen.
51
Unit 1 – Sub-Task #2
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating
1

UNIT 1 Healthy Eating
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of students' identification of healthy snacks
using an anecdotal record.
Teaching Learning Strategies
Extension
Sub-Task #3 Healthy Snacks
Facility
Classroom
Materials
La rge precut construction paper circles or dinner plates; scissors, glue, writing materials, markers;
The Hungry Caterpillar by Eric Carle;
Precut pictures of fruit or vegetables. (Ask children to bring pictures, use flyers, magazines or
drawings of fruits and vegetables for this activity.)
Description
Students identify fruits and vegetables as part of healthy eating and an everyday choice for snacks
between meals.
Specific Area Learning Expectation
Health and Physical Activity Identify nutritious foods (e.g., healthy snacks)
1. Read the story The Hungry Caterpillar so that students are familiar with the language pattern
from the story.
• Discuss, identify and sort fruits and vegetables (real or pictures) into fruit and vegetable
categories.
• Each student selects a fruit or vegetable for the caterpillar.
• Student repeats the completed statement (see below) using the pattern from the story.
• Student points to appropriate section of the caterpillar as requested by the teacher
(e.g., point to the fourth day).
• Create one large caterpillar or several small group caterpillars (once circle per child) using
ordinal numbers rather than the days of the week.
• Students glue their picture onto the precut circle and copy the story pattern (fruit caterpillars
or vegetable caterpillars).
Pattern: On the first day he or she ate through one (fruit or vegetable) but he or she was still
hungry. On the second day… Continue the pattern until finished. Final circle: On the last day he
had a stomachache!
• Use all the pictures and create a caterpillar of fruits and vegetables in alphabetical order.
52
Unit 1 – Sub-Task #3
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating

UNIT 1 Healthy Eating
Sub-Task #4 Healthy Snacks and Brushing
Facility
Classroom
Materials
See-through plastic containers with lids (e.g., salad dressing bottles)
Pancake syrup, apple juice, plain popcorn, caramel corn, Rice Krispies, Rice Krispies
Squares
Safety mirrors
Two small objects or pieces of fruit to represent teeth
Description
Students discuss and compare the properties of apple juice and syrup and use this knowledge to
relate to how these items could affect their teeth in order to decide which one is a better snack
for their teeth.
Specific Area Learning Expectation
Health and Physical Activity Identify nutritious foods (e.g., healthy snacks)
Assessment Opportunities: Suggestions for Assessing Expectations
• Summative/Formal Assessment – Teacher assessment of weekly brushing chart.
• Formative/Ongoing Assessment – Teacher observation of students’ identification of
“sticky” substances.
Teaching Learning Strategies
1. Sticky/Not Sticky
• Fill one container 1/3 full with apple juice and another 1/3 full of pancake syrup.
• Allow students time to observe, manipulate and discuss contents of the containers during
activity time.
• Provide vocabulary if necessary, e.g. (Sticky/not sticky, moves slowly/quickly, shakes/doesn’t
shake, sticks to the sides of the container.)
• During group time, allow time for students to discuss their discoveries.
• Place an object or piece of fruit in each container to represent a tooth and discuss what they
notice happens to the fruit. Discuss the effects of these two substances on teeth. •Student
repeats the completed statement (see below) using the pattern from the story.
2. Provide a snack of two foods: one sticky and the second not sticky (e.g., Plain popcorn and
sticky popcorn). Students eat the snack and use a mirror to observe their teeth to see if the food
is stuck to their teeth.
3. Discuss with students the importance of caring for their teeth and proper brushing technique.
Provide students with a recording chart for weekly toothbrushing (Unit 1 Appendix D). Give a
certificate to students who brush every day for the week.
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Unit 1 – Sub-Task #4
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating
1

Notes to Teacher
Appendix
• Note student allergies and food restrictions prior to serving food to a class.
• Always read labels for product ingredients and the warnings related to allergies
(especially peanuts).
• Provide a healthy daily snack.
Unit 1 Appendix D: Tooth Brushing Chart
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Unit 1 – Sub-Task #4
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating

UNIT 1 Healthy Eating
Sub-Task #5 Our Senses and Food
Facility
Classroom
Materials
Rainbow made of construction paper, food model pictures, variety of foods with smell,
unfamiliar foods
Description
Students explore new and common foods by using their five senses (seeing, smelling, tasting,
touching and hearing).
Specific Area Learning Expectation
Health and Physical Activity Identify nutritious foods (e.g., healthy snacks)
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of students' exploration of foods through
their senses.
Teaching Learning Strategies
1. Sight – Using coloured construction paper, the teacher makes a rainbow and displays it.
Students glue food model pictures or self-drawn pictures onto the rainbow, arranging them
according to the colour. (See Sub-Task 1 and Background Information in overview). Discuss
the visual difference between the inside and the outside of various foods. Have students draw
the difference.
2. Smell – Put a variety of spices or foods such as lemon, ginger, garlic or cheese in small jars. Let
the students smell them and try to identify them. Discuss the students’ favourite food smells. Hide
a “smelly” food in a small confined area and blindfold a student and have him/her find it.
3. Taste – Discuss the “tastes” of holidays by the foods we associate with them, e.g. Thanksgiving,
Passover, New Years.
• If we switched the foods we normally eat on these occasions around, how would we feel? What if we
could not taste our food? What if every meal and snack tasted the same?
• Read the following story and ask the students to guess what event it describes. What day is it? Ask
student how they know. What are the food clues? How might the story be diff e re n t ?
• Kim thought this day would never arrive. Five of her closest friends would be arriving any minute.
When they arrive, they play games and munch on crunchy vegetables covered in tangy dip and
salty pretzels. While they play, they can smell the food cooking on the barbecue. They all sit down
to enjoy the juicy hamburgers, crispy roasted potatoes and tossed salad with juicy mango bits.
They finish their meal with a glass of cold, smooth milk. For dessert, they enjoy a sweet white
cake with delicious chocolate icing and vanilla ice cream. Before the friends leave, they re c e i v e
bags filled with treats. Inside, they find a colouring book, crayons, salty popcorn and cherry or
grape lollipops. (birthday part y )
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Unit 1 – Sub-Task #5
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating
1

Extension
Notes to Teacher
4. Touch - Place a vegetable (or other food) that a child may not be familiar with into a Mystery
Box. Children to put their hand into the box to feel the food. They smell it. Then they take it out
of the box and describe it. Let students taste some of the same food that has not been in the mystery
box and discuss their reactions to that food. Do not use nuts in this activity in order to avoid
a possible allergic reaction. To make a mystery box, cover a large, empty can or milk carton with
colourful pictures of food. Cut off the top portion of a sock and place it over the opening of the
can. Secure the sock along the edge of the can using glue or masking tape.
5. Sound – Discuss and imitate the sounds foods make when they are being prepared and eaten.
Preparation sound include: squeezing, cutting, boiling, popping, cracking, grating, beating and
sizzling. Eating sound include: crunching, chewing, swallowing, squishing and sucking.
• Display a variety of common and unusual foods, including foods from different cultures. Have the
students examine them. Ask the children to find the largest, smallest, coldest, warmest,
smoothest, roughest, heaviest, lightest, strongest smelling and the most unusual. Add any other
descriptors you wish to this list. Ask the children to name the foods and ask the class if they have
eaten any of them before.
• Drama activity – students imitate the sound or shape of a food. Other students try to guess the
type of food.
Refer to the following background information on senses prior to the lesson.
• Foods in a variety of colours add enjoyment to eating. Seeing contrasting colours on your plate
makes a meal more appealing.
• Smell is the sense we most take for granted. It helps us keep safe by helping us choose good
foods and avoid foods that have gone bad. Watch an animal as it investigates a new place. Which
sense does it use first? It samples the smells to decide on safety or danger (or edibles). We
should always remember that it is not safe to sniff strongly when smelling anything unknown.
Instead, watch how a chemist smells a sample. He will wave something over the surface to waft
just a small amount of odour and then sniff lightly to recognize the chemical causing it.
• Using our sense of taste makes us happy. We celebrate our holiday with foods that taste good to
us; some sweet, some salty, some sour or bitter. Mix these flavours together and our enjoyment
increases.
• Hearing the sounds of food when they are being prepared and eaten also adds interest to eating.
Feelings are aroused when you hear popcorn popping, a carrot crunching and a steak sizzling.
• Our sense of touch shows us the shape, size and “feel” of our world. We are kept safe when we
learn to avoid something hot, we are happy when we stroke a dog and we are sad when we cut
our finger.
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Unit 1 – Sub-Task #5
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Culture
• Canada is made up of people from all over the world so there are many food choices available.
For example, pizza and a variety of pasta dishes came from Italy, sausages and hamburgers from
Germany, stir-fry dishes from China, and pita bread sandwiches from Lebanon. People from different
ethnic backgrounds have traditionally based their food choices on what has grown in the
climates of their country of origin. For example, North Americans have traditionally built their
meal around wheat or corn, and Asians around rice. Colder countries, like Scotland, have relied
on heartier grains such as oats and barley. Special foods that people eat on holiday occasion are
also related to ethnic backgrounds.
• Children can learn about the differences in people’s eating habits, likes and dislikes and cultural
backgrounds. They can learn that people from different parts of the world can choose different,
but equally healthy, foods (e.g., bread, rice, tortillas, roti). Discussion about food in the classroom
should enable each child to feel individually involved by including foods that relate to their
own food habits.
• When discussing the food practices of multicultural groups, understanding value systems of the
cultural groups is required. Food habits are greatly influenced by the group’s values. The perception
of healthy foods differs from one cultural group to another. Because of family, culture, and
religious reasons, many children do not eat food from the four food groups, but still meet their
nutritional needs. It is important that you do not make the students feel that one value system
about food is superior to another.
When there is discussion about cultural foods
• Do not assume that students from a particular group have or have not adopted the food and
dietary practices of their new country. Ask students to share with the class their food practices
and current eating patterns of their family.
• By sharing food experiences, children can help establish trust among classmates.
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Unit 1 – Sub-Task #5
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating
1

Food Model Samples
58
Unit 1 - Appendix A
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating

Food Model Samples
59
Unit 1 - Appendix A
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating
1

Food Model Samples
60
Unit 1 - Appendix A
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating

UNIT 1 Healthy Eating
Dear Parent/Guardian:
61
TEACHER
This year we are going to be talking about healthy snacks in the Healthy Eating Section of the Health and Physical
Education Curriculum. These activities will cover some of the concepts of Canada’s Food Guide to Healthy Eating and
will help your child develop lifelong healthy habits.
Throughout the year, your child will also discover that it is important to select snacks from the Vegetables and Fruit food
groups. Research indicates that most children do not meet the minimum five servings of Vegetables and Fruits so focusing
on foods from this food group is recommended. As well, your child will learn ways to care for his or her teeth.
As part of this selection of the Curriculum we may use food samples. Please indicate on the attached form if your child
has any specific food restrictions; e.g. allergies or food intolerances. We would also like to know about any specific
food-related requirements your family has, for example vegetarianism or dietary religious practices. Tear off and return
the attached form with your child.
Please call me if you have any questions.
Sincerely
My child (name) __________________________ cannot eat the following foods:
(please print)
Reason (circle): allergy intolerance religion vegetarianism
Symptoms and Medical Help required:_______________________________________________________
Parent/Guardian signature:___________________________________ Date: _______________________
Unit 1 - Appendix B
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating
1

62
Unit 1 - Appendix C
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating

Brushing Log
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
My child has done a good job of brushing everyday for one week.
Parent's Signature
63
Unit 1 - Appendix D
Health and Physical Education – Kindergarten Healthy Living – Healthy Eating
1

UNIT The Body
2
Assessment and Evaluation
• A variety of assessment methods may be used in the unit. Some assessment strategies and tools
included are:
• Teacher observation of students’ ability to name body parts and functions during class
activities using an anecdotal record.
• Teacher observation of students’ ability to name the senses and their functions using an anecdotal
record chart.
Links to Prior Knowledge
Notes to Teacher
Duration 5 Sub-Tasks
Description
Students will name body parts and their function.
Sub-Task Title
Health and Physical Education – Kindergarten
1. My Body on the Outside
2. My Body on the Inside
3. My Senses
4. I am Unique
5. The Same, But Different
• Use a diagnostic assessment to identify students’ previous knowledge of body parts and functions.
• Teacher observation of student identification of major organs of the body.
• Check favourite books for songs with actions.
• This unit introduces the concept of the parts of the body that are on the outside (seen), and the
parts that are on the inside (unseen).
• Care of the body – links should be made to Hygiene and to Healthy Eating units to reinforce
the importance of looking after body on the outside (e.g., washing hands, bathing, brushing
teeth) and on the inside (get active, eat healthy foods and be smoke-free). It is important to
introduce these concepts early as 40 percent of Canadian children have one risk factor for
heart disease (reduced physical fitness).
• Inside body parts addressed in this unit: skeleton, muscles, heart, lungs.
OVERVIEW
65
Unit 2 – Overview
Healthy Living – The Body
2

Appendices
Resources
• For action songs and dances related to body parts, refer to the resource lists for Folk and Novelty
Dance/Creative Movement units.
• Teachers may also wish to address and assess other Kindergarten expectations in this unit:
– Language expectations – Reading expectations.
– Mathematics
• Spatial Sense and Geometry – Use language accurately to describe basic spatial relationships.
• Number Sense and Numeration – Sort and classify objects according to specific characteristics
and describe those characteristics.
– Personal and Social Development
• Awareness of Surroundings – Identify some events that occur every year, e.g., birthdays,
holidays.
• Self-Awareness and Self-Reliance – Recognize personal strengths and accomplishments.
Unit 2 Appendix A “My Body” Poems
Unit 2 Appendix B “I’m Me” Poems
Unit 2 Appendix C Senses Activity Chart
Unit 2 Appendix D Fingerprints
“Workout with Ticker” (Video), Stretch and Grow, Tel: 1-800-892-5742, Fax: 905-456-1153,
Smoke-Free Kit for Pre-schoolers, Canadian Cancer Society, Tel: 416-488-5402,
Fax: 416-488-2872
Music (“Song Title”, Recording Artist/Album Title)
“The Body Rock,” Kids in Motion.
“Let’s Paint a Picture,” Children of the Morning.
“Heart Smart Family Fun Pack,” Heart and Stroke Foundation (resource package)
“Free To Be You and Me,” Marlo Thomas and Friends (Video/Audio Tape).
Books
Gordon, Sol, Girls Are Girls And Boys Are Boys So What’s The Difference, Prometheus
Books, 1991.
Hickling, Meg, Speaking Of Sex – Are You Ready to Answer the Questions Your Kids Will
Ask, Northstone Pub. Inc., 1997.
Ratner, Marilyn and Susan Chamlin, Straight Talk – Sexuality Education for Parents and Kids
4-7, Penquin Books., 1987.
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Unit 2 – Overview
Health and Physical Education – Kindergarten Healthy Living – The Body

Wilson, Pamela M., When Sex Is The Subject – Attitude and Answers For Young Children,
Network Publications, 1991.
Children’s Books
Cole, Joanna, The Magic School Bus Inside the Human Body, Scholastic Trade, 1989
Cole, Joanna, How You Were Born, Mulberry Books, 1994.
Gordon, Sol and Judith, Did The Sun Shine Before You Were Born, Sex Education Primer,
Prometheus Books, 1992.
Harris, Robbie, Happy Birth Day, Candlewick Press, 1996.
Kalman, Bobby, My Busy Body, unknown, 1985
Martin, Bill Jr., Here are my Hands, unknown, 1987
Pearse, Dr. Patricia, and Edwina Riddell, See How You Grow, Barrons Juveniles, 1989
Stinson, Kathy, Bare Naked Book, Firefly Books, 1986.
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Unit 2 – Overview
Health and Physical Education – Kindergarten Healthy Living – The Body
2

UNIT 2 The Body
Assessment Opportunities: Suggestions for Assessing Expectations
• F o rmative/Ongoing Assessment – Teacher observation of students pointing to appropriate body part s .
Teaching Learning Strategies
Notes to Teacher
Appendix
Sub-Task #1 My Body on the Outside
Facility
Classroom
Materials
Puppet, poems, chart paper, tape player and music.
Description
Students will learn about the external parts of their body.
Specific Area Learning Expectation
Health and Physical Activity Name body parts and talk about their function
(e.g., eyes, teeth, ears, nose).
1. The teacher has students point to their own body parts as described in the poem – Body Parts
(Unit 2, Appendix A).
2 . If music isn’t available, teacher can give instructions asking students to use body part to do an action
(wiggle your nose, roll your hands, etc.).
3 . Teachers can use a body puppet to start the discussion about body parts. Brainstorm questions that
c h i l d ren want to have answered. Questions might include: Why do our teeth fall out? Why do our bones
b reak? Why do we have bones?
4 . On large poster paper, trace one student’s body. Have the class label the “outside” (seen) body parts.
5 . The teacher names a part of the body. Children do an action using that body part in order to discuss the
function of these parts (e.g., arms-wave, feet-run, head-nod, waist-turn). This could be done in the gymnasium
or the classroom, ending with movement of the total body.
• Use language accurately to describe basic spatial relationships (e.g., above/below, near/far,
in/out).
• Assessment: Observe students as you ask them to point to a part of their body which is
above/below another part of their body.
Unit 2 Appendix A: “My Body Poem”
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Unit 2 – Sub-Task #1
Health and Physical Education – Kindergarten Healthy Living – The Body

UNIT 2 The Body
Sub-Task #2 My Body on the Inside
Facility
Classroom
Materials
Model or poster or book illustration of a skeleton showing major bones of the body.
If available, x-rays from a medical centre to show bones
Poetry or stories, as well as books about the body
Stethoscope.
Description
Students learn about the major organs of the body.
Specific Area Learning Expectation
Health and Physical Activity Name body parts and talk about their function
(e.g., eyes, teeth, ears, nose).
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of student identification of major organs of
the body.
Teaching Learning Strategies
1. This lesson focuses on body parts that are inside (unseen), e.g., skeleton, heart, lungs, muscles.
Students name the major parts of the body and discuss how they function.
• Skeleton – Have students touch various parts of their skeleton and discover its purpose, for
example: Skeleton and bones support body (like walls support the roof); Touch their head and
discuss why it is hard (the skull protects the brain); Touch bones in legs – support the body;
Touch ribs – protect heart and lungs. Link to importance of safety equipment, e.g., wearing
bike helmets and doing activities safely.
• Muscles – Have students feel the muscles in their arms and legs. Muscles hold the skeleton
together and make movement possible. Have students perform various movements and identify
which muscles are moving.
• Heart – Have students perform two to three minutes of physical activity and then put their
hand on their heart and feel it pumping. (Heart pumps blood through the body; the heart beats
faster when you do activity; heart is size of fist; located in chest.) If a stethoscope is available,
have students listen to their heartbeat and breathing.
• Lungs – Have students breathe in and out deeply and watch how their chest expands. (Air
moves in and out of bodies – need oxygen to do movement). Have students blow up a balloon
or blow through a straw into water. If it’s winter, they can blow on a window pane in order to
see/feel/hear their breath.
2. Teachers can draw or place pictures of the major body organs on the body outline picture done
on previous lesson. (See Sub-Task #1)
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Unit 2 – Sub-Task #2
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2

Extension
Notes to Teacher
3. Point out that in the same way we need to look after the body on the outside, (e.g., washing
hands, bathing, brushing teeth (Hygiene Unit 3)) we also need to look after the body on the
inside. The way to take care of the heart, lungs and muscles is to get active, eat a healthy diet,
and be smoke-free.
• Play Simon Says to have students locate and identify the major body organs. For example: Simon
Says touch your skull; Simon Says touch where your heart is located; Simon Says touch a leg
muscle, Simon say touch an arm muscle, etc.
• Use models or pictures to demonstrate the concept of “inside and outside” body parts.
• Link this lesson to the Hygiene and Healthy Eating health units and to the activity units, particularly
the Fitness/Folk and Novelty Dance/Creative Movement units.
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UNIT 2 The Body
Sub-Task #3 Our Senses
Facility
Classroom
Materials
Provide materials at five stations for students to explore the five senses. Extensive materials needed.
Items for smelling, food to taste, items to touch, etc. Tape recorder, mirrors, musical
instruments, etc. Complete suggestions for materials are described in the Teacher Learning
Strategies section.
Description
Students will name body parts eyes, ears, mouth nose, and hands and explore and participate in
activities requiring them to use and name which of their five senses they are using.
Specific Area Learning Expectation
Health and Physical Activity Name body parts and talk about their function
(e.g., eyes, teeth, ears, nose).
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative / Ongoing Assessment – Teacher observation of students’ ability to name the senses
and their functions using an anecdotal record chart.
Teaching Learning Strategies
• The teacher sets up a different sense centre every one or two weeks. A recording chart can be
used at each centre, so a teacher or volunteer can record observations at each centre (see
Appendix C) stations: eyes, ears, mouths, nose, touch.
• Students take time to explore the centres. Teacher uses group time to discuss discoveries, ask
questions, explore the senses and to help students record their experiences on the recording
chart if desired.
Centre 1: Eyes
Students use objects to view through. Give children shatterproof mirrors. Ask them: What do you
see? Why do we have eyes? How are our eyes different? How are they the same? Provide optical illusions,
magnifying glasses, sunglasses, coloured plastic paddles (science section in order books),
microscope, swim goggles, kaleidoscopes, binoculars, flashlight, old camera, tubes and other
objects for children to view through.
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2

Extensions
Centre 2: Ears
Students use a variety of objects to hear different sounds and their own voices.
Set up with tape player to play sounds of common items in the home and photographs or pictures of
each one. (e.g., toilet flushing, toaster popping, radio, television, computer printer, alarm clock,
smoke detector alarm, washing machine, clothes dryer, patio doors sliding open, electric can opener),
Musical recording, Zounds of Sounds, It’s a Happy Feeling, bell, stethoscope, tuning fork, glass
bottles of water filled to various heights, spoons to strike the bottles, tubes, old watch, instruments,
such as jingle bells, xylophones, shakers made by filling plastic bottles with various contents (rice,
macaroni, marbles), and maracas, tape player to record their own voices. Fill two containers with
the same items, such as cotton balls, popcorn kernels, and pennies. (Empty black film canisters or
the plastic eggs sold at Easter work well.) Students shake and match the two containers that make
the same sound. Alternatively, they could match a container to the actual item that is inside it. Make
a telephone by tying two styrofoam cups together with 5 metres of string. Talk into one cup, while a
child puts the other cup to ear. Listen to “Shake, Shake, Shake,” (April and Susan, Join In). Staple
together paper plates filled with dried food and decorate. Use as a prop for the Macarena dance.
Students create an instrument that makes a sound (jug band style). Sounds can be made by striking,
plucking, strumming and blowing.
Centre 3: Tongue
Set up with small pieces of lemon, sour candy, potato chips, salted popcorn, seasonal sweet fruit,
fruit leathers or any other foods which provide sweet, sour or salty tastes. Students will classify
tastes by sweet, sour or salty. See Note to Teacher.
Centre 4: Nose
Students will smell various odours. Puncture a hole in empty black film canisters for easy smelling.
Fill them with items such as onion, cinnamon, pot-pourri, vinegar, vanilla extract, and coffee.
Compare odours: Discuss and record smells (pleasant, unpleasant, smells that make you hungry).
Discuss smells that warn you (smoke, skunk, cleaning supplies).
Centre 5: Touch
Students will experience a variety of different textures. Provide pieces of fabric and/or paper with
different textures, (sandpaper, glossy paper, corrugated paper) ice cubes or snow in the water table
(recycled mittens from lost and found), goop, (mix cornstarch and water at a 3 to 1 ratio), playdough,
(smooth and some with sand mixed into it), paint with sand and sparkles mixed into it,
sponges, and items made from different materials, such as wood, plastic and metal.
• Taste: Taste foods with different textures at snack time (crunchy crackers and vegetables,
smooth pudding, mushy banana, lumpy cottage cheese, chewy fruit leathers).
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Notes to Teacher
Appendix
• Smell: Spices such as cinnamon can be put in the paint, and you can also do fingerpainting with
powdered chocolate pudding mixed with water.
• Touch: As students explore touch add adjectives they use to an ongoing chart. Each day ask if
they can name other items with the same texture.
• Teachers need to have someone supervise the tasting station.
• Allergies to food and substances to be smelled should be checked prior to beginning these activities.
See Healthy Eating Unit- Lesson 3 Appendix, for letter to parents for Healthy Eating snacks.
• Check labels that may contain warnings, e.g., peanut allergies.
• This lesson could take 5 x 20-25 minutes in actual teaching time, but it can integrate other
expectations from the Kindergarten curriculum.
Unit 2 Appendix C: Sense Activity Chart
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2

UNIT 2 The Body
Sub-Task #4 I am Unique
Facility
Classroom
Materials
Poems (see Appendix B)
Optional: adding machine tape, flip chart paper, pre-cut face pieces
Description
Students will begin to understand that they are unique and that each person has unique qualities.
Specific Area Learning Expectation
Health and Physical Activity Name body parts and talk about their function
(e.g., eyes, teeth, ears, nose).
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/ Ongoing Assessment – Teacher observation of students’ ability to identify body parts
using an anecdotal record chart.
Teaching Learning Strategies
1. Teacher reads several poems that illustrate each student’s uniqueness. (Appendix B)
2. Teacher records the birthday of students and posts them in order of the date of the year on the
wall. Each day it is someone’s birthday, students can wear a birthday crown or button for the day.
Teacher could also use “Star for the day” on a child’s birthday. Put a picture of the birthday child
in the centre of a star and the teacher and/or students could write something they like about the
person in the points of the star.
3. Teacher will help students identify various body parts by using some or all of the following
activities.
• Foot: Students could trace their foot on a piece of paper and use the song “Five little piggies”
to identify their five toes. (This little piggy went to market, this little piggy stayed home, this
little piggy had roast beef and cabbage, and this little piggy had none, and this little piggy
skipped and sang all the way home.)
• Height: Teacher could cut a strip of tape or adding machine tape to record the height of each
student. Place on the wall. This could be redone several times throughout the year to record
how students have grown.
• Teeth: Explain that they have first and second teeth and that throughout the year there may
lose a tooth and grow a new one. Put a large tooth on the wall for each month and note the
names of students who lose teeth that month.
• Face: The teacher discusses face parts in relation to the face as a whole and provides mirrors
at the work centre. Using precut faces, and pictures with face parts, students make a face.
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Unit 2 – Sub-Task #4
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Extension
Appendix
Have a “Person of the Day.” Feature one child per day. Write a cooperative story about the child.
Have the child bring one special belonging from home to talk about. Each child tells one special
thing about the “Person of the Day.”
Unit 2 Appendix B: “I’m Me” Poems
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Unit 2 – Sub-Task #4
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2

UNIT 2 The Body
Sub-Task #5 The Same, But Different
Facility
Classroom
Materials
Storybook Being This Way with You, by W. Nikol-Lisa, or use other books that have pictures or
photographs of people and mirrors.
Graph paper.
Stamp pad for fingerprinting.
Description
Students will learn that they are similar but different from others.
Specific Area Learning Expectation
Health and Physical Activity Name body parts and talk about their function
(e.g., eyes, teeth, ears, nose).
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of students identifying body parts appropriately
in action verses.
Teaching Learning Strategies
1. Teachers can use the story or a grouping of students’ hair or eye colour to illustrate the concept
that various body parts are the same for everyone but also different. This concept can be used to
celebrate the differences between people. Read the story “Being This Way with You.” The story
is told in the form of a rhythmic chant using expressive and predictable patterns. Each student
puts his or her name on a piece of paper. The class groups the names under the different hair/
eye colours. Discuss the results and conclusions. The teacher could use other body parts to
illustrate the same concept and could graph the conclusion on a graph or pictograph.
2. Give each student a Smartie candy. Be aware of any allergies in the class. Ask students to hold the
Smartie in their mouth for ten seconds, then take it out. Discuss how we may have different skin
colours on the outside, but we are the same on the inside. This activity can lead to discussions
about how we all have the same body parts but are physically different.
3. Teacher distributes a blank page entitled “No one else’s fingerprints are just like mine” (Unit 2
Appendix D). Students will compare their fingerprints with others and see that everyone’s fingerprint
is unique.
• Students trace their hands on the sheet or use a printed sheet.
• Students dip their fingers in paint or washable stamp and place their prints on their sheet on
the appropriate fingers.
• Discuss how everyone is the same but different.
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Extensions
Appendix
• Create a collage of people who are the same but different.
• Play the song “Friends” by April and Susan on “Homefree.” The song tells about having friends
who have different skin colours, who speak different languages and who come from different
countries.
• Students make fingerprint animals and faces.
• Students do their handprint and include it with the following poem for a gift for
parents/guardians or as a bulletin board item.
Sometimes you get discouraged
Because I am so small
And always leave my fingerprints
On furniture and walls.
But everyday I’m growing up
Soon I’ll be so tall
And those little handprints
Will be hard to recall.
So here’s a special handprint
Just so you can say
This is how my fingers looked
When I placed them here today.
Unit 2 Appendix D: Fingerprints
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2

BODY PARTS
On my face I have a nose
And way down here I have 10 toes.
I have two eyes that I can blink,
I have a head to help me think.
Here’s my chin and very near,
I have a mouth with which I eat.
Here are arms to hold up high,
And here’s a hand to wave good-bye.
MY BODY – MY OWN
Everybody has a body of his or her very own,
To live in for a lifetime and to make a happy home.
Your body is a garden, but flowers won’t grow there
Instead you’re growing muscles, skin, bones and hair.
You need plenty of love and loving care--
Good times, good food, fresh air--
To grow up healthy, strong and free
And be the best that you can be.
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Unit 2 - Appendix A
Health and Physical Education – Kindergarten Healthy Living – The Body

ME
From my nose to my toes
From my chin to my shin
There is no one exactly like Me.
From here at my waist
To my beautiful face
There is no one exactly like Me.
Tho’ you search far and near
I know you will find
There is no one like Me,
I’m one of a kind.
J. E. Moore
WHO AM I?
Who am I?
I have two eyes
That sometimes cry.
There is so much
A child hears,
That is why
I have two ears.
I have a mouth
That helps me talk,
And two strong legs
On which to walk,
And that’s not all--
So don’t you see?
There is much more
That makes a Me.
79
Unit 2 - Appendix B
Health and Physical Education – Kindergarten Healthy Living – The Body
2

SENSES ACTIVITY CHART
TOUCH
SMELL
TASTE
HEAR
SEE
80
Unit 2 - Appendix C
Health and Physical Education – Kindergarten Healthy Living – The Body

NO ONE ELSE’S FINGERPRINTS ARE
JUST LIKE MINE!
81
Unit 2 - Appendix D
Health and Physical Education – Kindergarten Healthy Living – The Body
2

UNIT Personal Hygiene
3
Assessment and Evaluation
Links to Prior Knowledge
Notes to Teacher
Duration 5 Sub-Tasks
Description
Students discuss ways to practice personal hygiene.
Sub-Task Title
1. Washing My Skin
2. Germs
3. Care of the Teeth
4. Sleep and Rest
5. Suitable Clothing
– Formative/Ongoing Assessment – Teacher observation of students awareness of personal
hygiene practices.
Teacher should use a diagnostic assessment of the students’ previous knowledge of
hygiene practices.
• Gather magazines, videos and songs appropriate to each topic.
• Refer to background knowledge section prior to teaching the unit.
• Teachers may also choose to address and assess other expectations from the Kindergarten
document in this unit in addition to many Language expectations.
• Mathematics
– Data Management and Probability - Compare information on objects using two categories
e.g., clean, dirty
– Patterning - Identify and reproduce simple patterns
• Personal and Social Development – Awareness of Surroundings
– Talk about time in relation to certain events or activities e.g. meals, the school day,
classroom routines, bedtime
– Describe different kinds of weather and ways in which people adapt to the weather
(e.g. by wearing light clothing in summer, heating their houses in winter)
(Source: Discover Healthy Eating! A Teacher’s Resource for Grades 1-8, Region of Peel Health Department, Toronto Public
Health, York Region Health Services, Toronto, 2000.)
OVERVIEW
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Unit 3 – Overview
Health and Physical Education – Kindergarten
Healthy Living – Personal Hygiene
3

Appendices
Resources
Unit 3 Appendix A Brushing Your Teeth
Unit 3 Appendix B Healthy Habits
Cleanliness
The Mud Puddle, by Robert Munsch, Annick Press, 1999.
Mrs. Wishy Washy, by Joy Crowley, Philomel Books, 1999.
Dirty Feet, by Steven Kroll, Parents Magazine Press, 1980.
Pigsty, by Mark Teague, Scholastic Trade, 1994
William, Won’t You Wash Your Hands? Resource Booklet, Edited by Marilyn Nault,
Canadian Institute of Child Health, 1991. (CICH: Ottawa, Canada K1Y 1E5. Tel. 613-230-8838,
Fax 613-230-6654, Website: http://www.cich.ca/childdev.htm)
Sleep
Just Go to Bed, by Mercer Mayer. Golden Books Publishing Co. Inc., 1985.
Bedtime for Frances, by Russell Hoban, Harper and Row Publishers. 1995.
Mortimer, by Robert Munsch, Annick Press.1985.
Goodnight Moon, by Margaret Wise Brown, Harperfestival, 1991.
Germs
Germs Make Us Sick, by Melvin Berger, Harper Press, 1995.
Teeth
Going to the Dentist, by Helen Frost, Pebble Books, 1999.
Brushing Well, by Helen Frost, Pebble Books, 1999.
Food for Healthy Teeth, by Helen Frost, Pebble Books, 1999.
Your Teeth, by Helen Frost, Pebble Books, 1999.
84
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Health and Physical Education – Kindergarten Healthy Living – Personal Hygiene

UNIT 3 Personal Hygiene
Sub-Task #1 Washing My Skin
Facility
Classroom
Materials
Picture of a cat
Description
Students discuss what cleanliness is and what it looks like.
Specific Area Learning Expectation
Health and Physical Activity Practise appropriate personal hygiene
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation using an anecdotal record chart of students’
identification of appropriate personal hygiene practices.
Teaching Learning Strategies
Extension:
Notes to Teacher
1. Show a picture of a cat from a book or magazine. Discuss how cats are constantly washing themselves.
Discuss how pets feel if they and their cages are not cleaned pro p e r l y.
2. Discuss the need for body cleanliness including bathing and washing daily, washing hands before
eating, washing hands after using the toilet (feel good about self, decrease spread of germs, make
friends). Ask students how their skin feels after exercising (sweaty/perspiration).
3. Discuss the need for body cleanliness. (It prevents bacteria/viruses from spreading.) Discuss how you
clean your body:
• s h o w e r, bath
• wash hair
• clean fingern a i l s
• b rush teeth
• change outer and under clothes, socks
• wash hands
4. Ask students: What are some things you need to keep your body clean? Bring a sample of the following
or have students cut pictures out of a magazine. Students explain to a friend how the picture or object
is to be used and why:
• soap, shampoo
• t o o t h b ru s h / p a s t e
• c o m b
• b ru s h
• Children get a doll ready for school, e.g., wash it, brush hair, etc.
• Refer to resource section in unit overview for book selections on cleanliness.
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3

UNIT 3 Personal Hygiene
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ identification of appropriate
personal hygiene practices using an anecdotal record chart.
Teaching Learning Strategies
Notes to Teacher
Sub-Task #2 Germs
Facility
Classroom
Materials
Plastic spray bottle filled with water
Description
Students discuss the concept of germs and what they do.
Specific Area Learning Expectation
Health and Physical Activity Practise appropriate personal hygiene
1. Discuss that germs are everywhere – in the air and on things we touch. They are so small we
can’t see them and we sometimes forget they are there. Ask “What can germs do to us?”
(Make us ill/sick.)
2. Ask students: What can we do to get rid of germs or help stop spreading germs? Answers:
• wash hands/body
• wash cuts and scrapes with soap and water
• cover your mouth and nose when sneezing or coughing
• wipe your nose with tissue – put in garbage
• help clean kitchen, dishes, bedroom
• change clothes
• stay home when you’re sick
• don’t share anything you put in your mouth (food, drink, straws, water bottles, utensils)
3. Cover that Cough
• A quick demonstration of how germs can spread in a split second will remind young children
to cover their mouths and noses when they cough and sneeze.
• Fill a plastic spray bottle with water. Tell the children to imagine that the spray droplets that
come from the bottle are germs that people spread when they sneeze or cough. Pretend each
squeeze of the spray bottle is a sneeze. As you squeeze the sprayer, have children notice the
distance that the mist travels. Count the steps from the source to the furthest droplet.
• Discuss the precautions people should take to avoid infecting others.
• Reinforce this lesson by establishing classroom routines that involve handwashing.
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UNIT 3 Personal Hygiene
Sub-Task #3 Care of Teeth
Facility
Classroom
Materials
Toothbrush, toothpaste, mirror
Description
Students discuss the need to brush their teeth.
Specific Area Learning Expectation
Health and Physical Activity Practise appropriate personal hygiene
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation using an anecdotal record chart of students’
description of ways to care for their teeth
Teaching Learning Strategies
1. Ask each student to explore their own mouth by using their tongue to locate a new tooth in their
mouth. Have students pretend they have no teeth by placing their lips over their teeth. Could they
eat an apple? Can they talk very well? Do they look very nice?
2. Discuss why it is important to brush your teeth. (get rid of germs in mouth, fresh breath)
3. Ask students: What do you need to brush your teeth?
• toothbrush
• toothpaste
Demonstrate ways to brush teeth or ask Public Health dental staff to visit.
4. When do you need to brush your teeth?
• after breakfast
• before bedtime
5. Make a large tooth on poster paper. Record the name and date of students who lose their teeth
throughout the year. (Do this in Senior Kindergarten when the students lose their teeth.)
6. Students keep a record of how often/when they brush their teeth for a week time period (Unit 3
Appendix A).
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3

Notes to Teacher
(Source: Discover Healthy Eating! A Teacher’s Resource for Grades 1-8, Region of Peel Health Department, Toronto Public
Health, York Region Health Services, Toronto, 2000.)
Benefits of Oral Health
Optimal oral health is an integral part of total health. Healthy teeth and gums contribute in many
ways to our everyday lives. Emphasize that if teeth are cared for properly, they should last a lifetime!
Primary and Permanent Teeth
Explain the following: We get two sets of teeth, primary and permanent. The primary teeth consist of
20 teeth, 10 lower teeth and 16 upper teeth, and are also important for eating, talking, smiling and
self-esteem. The first permanent teeth that appear in the mouth are the 6-year molars. They come
in at the very back of the mouth, usually at five or six years of age. Permanent teeth are meant to last
a lifetime.
Toothbrushing
Toothbrushing is one of the most effective ways of removing plaque from all surfaces of the teeth. It
takes at least two minutes to properly brush teeth and gums. Teeth should be brushed twice a day,
once in the morning and once in the evening before bedtime. Supervision and assistance is required
for children up to six years of age. If toothbrushing is not possible during the day, rinsing the mouth
with water may help to prevent decay.
Brushing Methods
Give students some basic advice to help them develop proper brushing habits. There are many
toothbrushing methods available, depending on the dexterity and maturity of the student. The dental
professional evaluates the child’s skills and decides on the most suitable method. Student should
grasp the brush handle in the palm of the hand, close to the brush head so they can control it easily.
Encourage students to use the easiest motion that allows them to clean the most surface area of the
teeth, gums and tongue. Emphasize that children are to clean the “outsides” (surface of teeth
against cheek), the “insides” (surface of teeth against tongue) and the “tops” (chewing surfaces) of
the teeth. Emphasize they should clean the back teeth, not just the front teeth! A counting system
encourages thorough coverage and helps the students concentrate on brushing. They should count
five to ten strokes in each area.
Toothbrushing Tips
Do!
• Choose a brush with soft bristles.
• Use a youth-sized brush.
• Rinse your toothbrush after brushing and store it where bristles can dry.
• Replace your toothbrush when it is worn. A worn-out brush does not clean properly. The
Canadian Dental Association recommends replacing your toothbrush every three months, or after
infectious diseases.
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Appendix
Don’t!
• Share your toothbrush with anyone.
• Use your toothbrush for anything except brushing your teeth.
• Forget to brush, especially before going to bed.
Visit to the Dentist
Taking care of one’s teeth should be a partnership between the child and dental health
professionals. Always present the dental visit in a very positive way. Children should see the dentist
at least once a year for a check up. Some of the things the dental health team may do to help keep
children’s teeth healthy are:
• check their mouths to make sure teeth and gums are healthy
• teach proper methods for care of teeth and gums
• clean and polish teeth
• take x-rays, which are pictures that let the dentist check for cavities in teeth
• apply topical fluoride, if necessary
• apply dental sealants
• fill cavities to prevent decay from spreading deeper into the tooth
Tooth Safety
Encourage students to protect their teeth and mouths from injury.
• Wear safety gear such as helmets and mouth guards for playing sports.
• Be aware of others around you. Do not swing bats, kick balls, etc., when others are unaware or
within reach. Play safely!
• Always wear your seatbelt. Buckle up!
• Don’t use your teeth as tools for opening beverage bottles and don’t use them to holding things
like pencils or eyeglasses.
• Don’t push others at the water fountain or on playground equipment.
• Make sure your shoelaces or buckles are done up at all times. Don’t trip or fall!
• Know first aid if a tooth is knocked out.
What to do if a tooth is knocked out
1. If the tooth is dirty, rinse it gently under running water. Do not scrub it.
2. If it is a permanent tooth, try to gently insert it back in its socket. If this isn’t possible, simply
place the tooth in milk, or cool water.
3. Do not try to pull a primary tooth back in the socket. If it’s a primary tooth, or if you are not
sure, simply place it in milk, or cool water.
4. Take the child and the tooth to the dental office or hospital immediately!
Unit 3 Appendix A: Brushing Your Teeth
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3

UNIT 3 Personal Hygiene
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of students’ identification of appropriate
personal hygiene practices using an anecdotal record chart.
Teaching Learning Strategies
Extension
Notes to Teacher
Appendix
Sub-Task #4 Sleep and Rest
Facility
Classroom
Materials
Chart paper, markers.
Description
Students discuss why we need to sleep.
Specific Area Learning Expectation
Health and Physical Activity Practise appropriate personal hygiene
1. Discuss why sleep is important, e.g., helps growth, prevents illness, helps you to think, learn new
things. Ask, “What happens when you don’t get enough?” Discuss what is enough sleep (8-10
hours minimum).
2. Point out that when we sleep our brain is never completely at rest.
• Working in small groups, ask students to share a dream that they remember.
3. Students could complete a chart which consolidates all the hygiene practices of the previous lessons.
(Unit 3 Appendix B). Teachers could use blank columns for families to add practices they
want to reinforce.
• Introduce telling time as integration idea with Mathematics expectations, e.g., What time do you
go to bed? What time do you get up? How many hours did you sleep? Teachers could graph
number of hours of sleep for everyone in the class.
• See resource section in unit overview for books on sleep.
Unit 3 Appendix B: Healthy Habits
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UNIT 3 Personal Hygiene
Sub-Task #5 Suitable Clothing
Facility
Classroom
Materials
Magazines/catalogues, dolls, scissors, glue
Description
Students discuss what appropriate clothing is and when and why it should be worn.
Specific Area Learning Expectation
Health and Physical Activity Select clothing appropriate for the weather
Assessment
Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment- Teacher observation of students’ identification of appropriate
clothing for the weather.
Teaching Learning Strategies
1. Discuss with students the changing seasons. They think of words to describe each season.
As the seasons change, make the children aware of the clothing suitable for the weather:
a) in cold weather wear warm clothes: hats, mitts, boots, coats, scarves
(Remind children that in cold weather, a large percentage of body heat is lost through the
head. Stress the need for hats on very cold days.)
b) in hot weather, wear lightweight, loose fitting clothes: T-shirt, shorts, hat, sunglasses,
sunscreen
c) wear raincoats and boots on rainy days
d) wear sunscreen and a hat in summer, even on overcast days
2. Cut out pictures of clothes from a catalogue/magazine.
Students make a collage of clothes for a specific activity or kind of weather.
3. Children dress a doll or paper cut-out in clothing suitable for each season.
4. Children pretend to be walking against the wind, with the wind, in a rainstorm, on a cold winter’s
day, etc. Identify the kind of clothing suitable for the weather.
5. Discuss with the students the many purposes of shoes (e.g., main purpose is to support and
protect the feet). Why do we need a proper fit? Make a cooperative collage of shoes for
different activities.
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Extensions
Notes to Teacher
• Students draw clothes suitable for the four seasons.
• Students match clothes with different kinds of weather, e.g., cold (hat, coat, boots); raining
(raincoat, umbrella, boots)
• Repeat this lesson at different times of the year to accommodate changing seasons.
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Brushing your Teeth
Name _______________________________________________________________
Parent/Guardian Signature____________________________________________
DATE MORNING EVENING
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
93
Unit 3 - Appendix A
Health and Physical Education – Kindergarten Healthy Living – Personal Hygiene
3

Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Brushed
my
teeth
Healthy Habits
Changed
my clothes
& socks
Parent/Guardian Signature____________________________________________
Date ________________________________________________________________
94
Had a
bath/
shower
Combed/
brushed my
hair
To bed
on
time
Unit 3 - Appendix B
Health and Physical Education – Kindergarten Healthy Living – Personal Hygiene

UNIT Injury Prevention
4
Assessment and Evaluation
• A variety of assessment methods may be used in the unit. Some assessment strategies and tools
included are:
– Formative/Ongoing Assessment – Teacher observation of identification of safe and unsafe
situations.
– Formative/Ongoing Assessment – Self-assessment of identification of safe and unsafe situations.
Links to Prior Knowledge
Notes to Teacher
Duration 9 Sub-Tasks
OVERVIEW
Description
Students will explore safety in the classroom, playground, community and home.
Sub-Task Title
1. Responding to the Fire Alarm
2. Classroom and Playground Safety Rules
3. Learning About Traffic Signs
4. Following Traffic Light Signals
5. Crossing Streets Safely
6. Learning About Bus Safety Rules
7. Investigating Electrical Safety
8. Stop, Drop and Roll
9. Culminating Activity: Safety Mural
• The teacher should do an ongoing assessment of personal and social skills including following
safety rules and routines, attempting new tasks willingly, and consideration of others.
• Injury Prevention is an essential component of the Kindergarten curriculum. Knowledge at this
age may be limited, but the importance of teaching these skills is imperative.
• There are many service groups and agencies available to consult, or to make presentations in the
schools (e.g., police, fire, hydro representatives).
• Use books or videos appropriate to each topic to help convey the message.
• Teaching safety to students is an ongoing process, and review is important with changes in season
or when the need arises.
• Students need to have a role in establishing safety rules so the rules are relevant to them.
95
Unit 4 – Overview
Health and Physical Education – Kindergarten
Healthy Living – Injury Prevention
4

Appendix
Resources
• Teachers should focus on safety hazards in their community (e.g., rural setting, urban setting)
and use available resources to supplement the lessons in this unit.
• In this unit, teachers may choose to address and assess other expectations from the Kindergarten
document:
• Personal and Social Development – Awareness of Surroundings
– Identify ways in which people use the natural environment (relate to safety procedures).
– Identify people who help others in the community and describe what they do.
– Investigate and describe familiar geographical features in their area (e.g., ponds, fields,
woods, lakes) and discuss related safety procedures.
Unit 4 Appendix A: Traffic Signs
Children’s Books
Branley, Franklyn M., Flash, Crash, Rumble, and Roll, Harper Collins Canada, 1999.
Clark, Brenda & Bourgeois, Paulette, Franklin’s Bicycle Helmet, Kids Can Press, 2000.
Crews, Donald, School Bus, William Morrow & Company, Inc., 1993.
Kalman, Bobby, I Live in a City, Crabtree Publishing Company, 1986.
Kovalski, Mary Ann, Wheels on the Bus, Little, Brown & Company (Canada), Ltd., 1990.
Additional Resources
The following organizations/companies provide a variety of print and video resources for
injury prevention.
Canada Safety Council
1020 Thomas Spratt Pl.
Ottawa, ON K1G 5L5
Tel: 613-739-1535
Fax: 613-739-1566
website: www.safety-council.org
Links to Elmer the Safety Elephant’s website.
Resources available on motor vehicle, school bus and bike safety.
Canadian Automobile Association
416-221-4300
website: www.caa.ca
Pamphlets and posters available on road & car safety
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Canadian Institute of Child Health
384 Bank St., Suite 300
Ottawa, ON K2P 1Y4
Tel: 613-230-8838
Fax: 613-230-6650
website: www.cich.ca
e-mail: cich@cich.ca
Print and video re s o u rces available on bike safety including “How to Organize a Community Pro j e c t . ”
Stay Alert…Stay Safe
Tel:800-301-7277
website: www.sass.ca/cpfpage.htm
Information available on Kidestrians Cycle safety, Bike Rodeo Kit.
The Injury Prevention Coalition
Attn: Joanne Banfield
Sunnybrook & Women’s
2075 Bayview Ave., H259
Toronto, ON M4N 3M5
Tel: 416-480-5912
Fax: 416-480-6865
Resources available on injury prevention and children.
Ontario Ministry of Transportation
Distribution Centre
1201 Wilson Ave.
Downsview, ON M3M 1J8
Tel: 416-235-3473
Fax: 416-235-5068
Pamphlets, posters, safety resources available.
Ontario Safety League
5045 Orbitor Drive, Bldg 11, Suite 100
Mississauga, ON L4W 4Y4
Tel: 905-625-0556
Fax: 905-625-0677
Website: www.osl.org
e-mail: info@osl.org
Safety resources available.
Safe Kids Canada
Toronto’s Hospital for Sick Children
180 Dundas St. W.
Toronto, ON M5G 1Z8
Tel: 1-888-SAFE-TIPS (723-3847) or 416-813-6766
website: www.safekidscanada.ca
Teaching resources on safety issues have been developed.
97
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State Farm Insurance Company
Attn: Derek Fee, Public Relations
Tel: 416-290-4737
Fax: 416-290-4489
Resources include: Bike Rodeo Kit, Traffic Lights, Pedestrian, and 911 Emergency Safety Units.
The War Amps of Canada
Attn: Rob Larman
1 Maybrook Drive
Scarborough, ON M1V 5K9
Tel: 1-800-267-7487
Playsafe Program available
98
Unit 4 – Overview
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UNIT 4 Injury Prevention
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of student’s ability to react to fire alarm
and to follow safety rules as described in this lesson.
Teaching Learning Strategies
Extension
Notes to Teacher
Sub-Task #1 Responding to the Fire Alarm
Facility
Indoors/small space, outdoors/small space
Materials
Class list
Description
This lesson introduces students to fire drill procedures.
Specific Area Learning Expectation
Health and Physical Activity Identify and apply basic safety rules (e.g., rules
related to the school bus, traffic, electrical appliances)
1. Explain fire alarm and why a fire drill is practised, and discuss seriousness of this exercise.
2. Outline procedure to follow in case alarm sounds:
• Stop what you are doing and line up safely at the door.
• Teacher makes sure that windows and doors are closed, and takes attendance binder.
• Students follow the teacher to designated location in orderly fashion, and teacher takes
attendance.
• Stay with your class when outside.
• Return to room on signal.
3. Practise procedures.
• Have vice principal or principal visit class to talk about importance of fire drills.
• Have several adults available to help students safely out of the building during the first
practice session.
• Review school fire procedures.
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UNIT 4 Injury Prevention
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of discussion of safety rules.
• Summative Assessment – Teacher assessment of knowledge of rules from student contribution to
the Class Safety Book.
Teaching Learning Strategies
Extensions
Sub-Task #2 Classroom and Playground
Safety Rules
Facility
Indoors/small space; outdoors/large space
Materials
Chart paper, markers, construction paper, crayons
Description
This lesson focuses on the importance of following established safety rules in the classroom
and playground.
Specific Area Learning Expectation
Health and Physical Activity • Identify and apply basic safety rules (e.g., rules
related to the school bus, traffic, electrical appliances).
• Demonstrate understanding that adults make most
decisions regarding safety rules, and seek assistance
when needed (e.g., from parent, teacher).
1. Discuss why safety rules are important. Review the safety rules in the classroom. Write the safety
rules on chart paper. These might also include rules in the school, at the park/playground, and
when skateboarding, or riding a bike.
2. Tour the playground with the students and review specific safety rules.
• Discuss who made the rules for the playground.
• Why do adults make rules?
• What should you do if you or one of your friends needs help?
• What should you do if you find a needle? (Leave it alone, and tell an adult where to find it.)
3. Create a class book. Students choose and illustrate classroom and playground safety rules.
• Read books or poems about safety.
• Role-play safe behaviour.
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Notes to Teacher
• Invite the principal, or a community member to talk about safety with students.
• Review school fire procedures.
• Keep safety rules posted in the classroom for future reference.
• Review safety rules when there are changes in seasons and weather, and when specific incidents
or questions arise with regard to safety.
• Teachers may wish to have students investigate and describe familiar geographical features in
their area (e.g., ponds, fields, woods, lakes) in order to identify safe and unsafe situations in
variety of settings. (See Awareness of Surroundings Expectation.)
• For background information on common safety rules, teachers may refer to the resources listed
in the Unit Overview.
The following list is a sample of safety rules that could be adapted for your community:
Winter
• Watch for cars when roads are icy. Be careful if walking by a road.
• Toboggan in safe places away from traffic.
• Play hockey in a safe place away from traffic.
• Use targets for snowballs.
• Beware of icicles on buildings.
• Be cautious of thin ice on ponds, lakes. (Go with an adult and check first.)
• Keep long scarves tied and tucked inside your coat.
• Be careful on cold or icy playground equipment.
Spring
• Thawing rivers and ponds are dangerous. Stay away.
• Review bicycle safety.
• Review rollerblade/skateboard safety.
Summer
• Learn how to swim and never swim alone.
• Look before you jump or dive. Know the water.
• Wear sunscreen. Beware of sunburn.
• Wear lifejackets when boating.
Fall
• Halloween Safety
– Make sure you are able to see and be seen and move easily in your costume
– Be aware of strangers (refer to Block parent Program) and visit familiar homes only.
– Emphasize using make-up instead of masks.
– Have an adult check treats before you eat them.
• When playing in leaf piles, look before you jump.
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UNIT 4 Injury Prevention
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of student knowledge of traffic signs
during discussion.
Teaching Learning Strategies
Extensions
Sub-Task #3 Learning About Traffic Signs
Facility
Indoors/small space
Materials
Pictures, photos, and models of traffic signs (made or bought), chart size graph paper,
markers, worksheet, crayons
Description
Students will explore traffic signs and will discuss their importance.
Specific Area Learning Expectation
Health and Physical Activity Identify and apply basic safety rules (e.g., rules related
to the school bus, traffic, electrical appliances).
1. Discuss traffic signs and why they are important.
• Teacher asks: Can you think of any traffic signs that you have seen? Why are they important, and
how do they help keep people safe?
• Show pictures/photos or models of traffic signs and discuss the meaning of each.
2. Students colour traffic signs on worksheet to reinforce knowledge. (Unit 4 Appendix A).
Students group traffic signs according to their shapes.
3. Play traffic sign game. Students walk around classroom and respond to traffic signs as teacher
holds them up. Students can move in different ways around the room (like a speeding car, like a
convertible, like a bicycle).
• Read a book, or sing a song about traffic signs.
• Students make a book of traffic signs.
• Encourage dramatic play with roads/safety signs/cars.
• Place laminated red, yellow, and green circles in play area with tricycles; or designate some children
to be traffic officers.
• Go on a neighbourhood walk and take note of the signs.
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Notes to Teacher
Appendix
• Make safety posters to display on the bulletin boards.
Unit 4 Appendix A: Traffic Signs
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UNIT 4 Injury Prevention
Sub-Task #4 Following Traffic Light Signals
Facility
Indoors/small space; outdoors/large space
Materials
Picture or cut-out of traffic lights
Description
This lesson focuses on the importance of obeying traffic light signals.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of knowledge of signals during discussion.
• Formative/Ongoing Assessment – Teacher assessment of worksheet on traffic lights or the correct
colours used.
Teaching Learning Strategies
Extensions
Notes to Teacher
Appendix
Specific Area Learning Expectation
Health and Physical Activity Identify and apply basic safety rules (e.g., rules related
to the school bus, traffic, electrical appliances).
1. Show an example of a traffic light. Pictures from Sub-Task #3 could be used. Discuss why traffic
lights are important for students’ safety. Reinforce “Red” for stop, “Yellow” for wait, and “Green"
for go.
2. Play “Red Light, Green Light” during outdoor play. Teacher stands at one end of play area.
Students line up 15-20 metres away. Turn back to students and call out, “Green Light”; students
move forward. Call out “Red Light” and quickly turn around to face students. Students must stop
and freeze at this time. If student is caught moving, he or she has to return to the beginning.
Game continues until a student reaches the teacher.
• Dramatize traffic rules at play centre using toy cars and people.
• Invite a police officer to visit the classroom to discuss traffic safety.
• Can enlarge traffic sign (Unit 4 Appendix A) to use in discussion.
Unit 4 Appendix A: Traffic Signs
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UNIT 4 Injury Prevention
Sub-Task #5 Crossing Streets Safely
Facility
Indoors/small space; outdoors/large space
Materials
None
Description
Students will learn about crossing streets safely with the help of the school crossing guard.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of students as they discuss safety rules and
the role of the crossing guard.
• Formative/Ongoing Assessment – Teacher observation of students crossing streets using proper
safety rules.
• Summative Assessment – Self-assessment of students patting themselves on back if they crossed
the streets safely.
Teaching Learning Strategies
Extensions
Specific Area Learning Expectation
Health and Physical Activity Identify and apply basic safety rules (e.g., rules related
to the school bus, traffic, electrical appliances).
1. Discuss traffic safety rules (e.g., looking all ways before crossing) and the role of crossing
guards. Have students describe what identifies a crossing guard or student monitor.
2. Practise crossing streets safely in classroom or playground. Use tape or ropes to represent
streets and have students role-play crossing safely.
3. Visit a crossing guard to reinforce and practice safety rules.
• Lead the class on a community walk and look for traffic signs. Tally the number and type of
signs, and chart the results on a pictograph (Math expectation - place some specific objects on
concrete graphs and pictographs).
• With the class, compose a thank-you note to the crossing guard.
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Notes to Teacher
• Plan to have enough adult volunteers or senior students with you on the community walk so that
you can make sure the students cross safely.
• Repeat safety rules and practise them on every walk and field trip.
• Basic traffic safety rules:
– Look all ways before crossing street.
– Walk safely, do not run across street.
– Always obey the crossing guard.
– Cross only at corners, or designated crosswalks.
– Do not walk close to the curb.
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UNIT 4 Injury Prevention
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of students’ knowledge of bus safety rules.
• Formative/Ongoing Assessment – Self-assessment - students honk imaginary bus horn if they followed
the bus safety rules in lesson.
Teaching Learning Strategies
Extensions
Sub-Task #6 Learning About Bus Safety Rules
Facility
Indoors/small space
Materials
Songs – “Wheels On The Bus” or other related songs.
Description
Students will explore how to travel on a school bus safely and learn about the role of a bus driver.
Specific Area Learning Expectation
Health and Physical Activity Identify and apply basic safety rules (e.g., rules
related to the school bus, traffic, electrical appliances)
1. Discuss the things a bus driver must do as part of the job. How do bus drivers help us?
Discuss bus safety rules, and their importance.
2. Arrange students sitting in an imaginary bus. One student is the bus driver, and students role-play
appropriate behaviour on the school bus. Ask students:
• How are the rules on the bus different from the rules you might have in your family car? Why?
• Answer: On the bus students should not talk to the driver or make a lot of noise that could
distract the driver. There are more people on the bus, so it can get louder.
• Sing “The Wheels on the Bus” song or other related songs.
• Make a bulletin board display about the bus safety theme.
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Notes to Teacher
Bus safety rules:
• Sit in seats while bus is moving.
• Do not distract the driver.
• Wait until the bus stops completely before entering or exiting.
• Once students have left the bus, cross the road in front of the bus.
• Fasten your seat belt if the bus has seat belts.
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UNIT 4 Injury Prevention
Sub-Task #7 Investigating Electrical Safety
Facility
Indoors/small space
Materials
Chart paper, markers, magazine cut outs of electrical appliances or devices, construction paper,
glue, pictures of electrical appliances
Description
Students will investigate electrical safety at school and in their home.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of student knowledge of electricity
and safety.
• Formative/Ongoing Assessment – Self-assessment – students raising hands into air if they already
follow these rules at home.
Teaching Learning Strategies
Notes to Teacher
Specific Area Learning Expectation
Health and Physical Activity Identify and apply basic safety rules (e.g., rules related
to the school bus, traffic, electrical appliances).
1. Students brainstorm list of things at home and school that require electricity. Record on chart
paper. Compare to set of pictures of electrical appliances found in homes.
2. Students create list of safety rules related to electricity. Record on chart paper. Possible rules
might include:
• Do not touch electrical outlets.
• Find an adult to help you.
• Stay away from the electrical boxes.
3. Students create a collage of electrical devices using magazine or newspaper cut-outs.
• Contact local hydro company for more information or resources.
• Have an assortment of cut-outs available for students to sort through and pick out electrical
appliances and devices.
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UNIT 4 Injury Prevention
Sub-Task #8 Stop, Drop and Roll
Facility
Indoors/small space
Materials
Gymnasium mats
Description
Students will learn about the dangers of fires, and safety rules about fire.
Assessment Opportunities: Suggestions for Assessing Expectations
• Summative Assessment – Teacher observation of student’s ability to perform “stop, drop and
roll.”
Teaching Learning Strategies
Extensions
Notes to Teacher
Specific Area Learning Expectation
Health and Physical Activity Identify and apply basic safety rules (e.g., rules related
to the school bus, traffic, electrical appliances).
1. Students will brainstorm a list of sources of fire and record on a chart, e.g., matches, candles,
fireplace, campfires, barbecues.
2. Discuss the dangers of playing with fires, e.g., fire will spread, you could be burned, furniture or
the house could burn, forest fires, etc.
3. Explain purpose of “stop, drop and roll” is primarily to put out the fire and to reduce injury or
to prevent possible death.
4. Students practise “stop, drop and roll” on mats..
• Visit local fire department or invite firefighter into classroom.
• Brainstorm words that rhyme with “stop, drop and roll."
• Consider other places in the school where you may be when an actual fire alarm is sounded,
such as in the gymnasium for physical education. How would your fire drill procedures be modified?
Does the class need to be informed about modifications?
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UNIT 4 Injury Prevention
Sub-Task #9 Culminating Activity: Safety Mural
Facility
Indoors/small space
Materials
Mural paper, crayons, markers, paints
Description
Students create a mural that depicts the safety topics covered in the unit.
Assessment Opportunities: Suggestions for Assessing Expectations
• Summative Assessment – Teacher observation of knowledge of material through review discussion,
and contribution to mural.
Teaching Learning Strategies
Notes to Teacher
Specific Area Learning Expectation
Health and Physical Activity Identify and apply basic safety rules (e.g., rules related
to the school bus, traffic, electrical appliances).
1. Review safety topics (classroom, playground rules, traffic safety, crossing streets, bus, electrical
and fire safety).
2. Divide class into four or five groups and give each group a topic. As a class, brainstorm things
that might be included on a mural under each topic.
3. Have one group at a time work with a parent volunteer to create the mural.
• Creation of the mural may take place over a number of days.
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TRAFFIC SIGNS
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Unit 4 - Appendix A
Health and Physical Education – Kindergarten Healthy Living – Injury Prevention

UNIT Personal Safety
5
Assessment and Evaluation
• A variety of assessment methods may be used in the unit. Some assessment strategies and tools
included are:
– Formative/Ongoing Assessment – Teacher observation of safety in various surroundings.
– Formative/Ongoing Assessment – Student self-assessment of safety in various surroundings.
Links to Prior Knowledge
Notes to Teacher
Duration 3 Sub-Tasks
OVERVIEW
Description
Students will explore personal safety in the classroom, playground, community and home.
Sub-Task Title
1. Learning To Be Safe
2. Touching
3. Being Assertive. Asking for Help
• The teacher should do an ongoing assessment of personal and social skills including following
safety rules and routines, attempting new tasks willingly, and consideration of others.
• Personal Safety is an essential component of the Kindergarten Curriculum. Knowledge at this age
may be limited, but it is imperative to teach these skills.
• There are many service groups and agencies available to consult, or to make presentations in
the schools.
• Use books or videos appropriate to each topic to help convey the message. (See Resources.)
• Be aware of the Child Abuse Protocol (existing in each school) in the event that a student discloses
information about physical or sexual abuse.
• Teachers may also wish to address and assess other Kindergarten expectations in this unit. In
addition to expectations in Language, teachers could use the following:
Personal and Social Development – Social Relationships:
• Use a variety of simple strategies to solve social problems.
• In situations involving others, students should recognize advances or suggestions that
threaten their safety and well-being.
• Identify feelings and emotions and express them in acceptable ways.
Personal and Social Development – Awareness of Surroundings:
• Identify people who help others in the community, and describe what they do
(e.g., doctor, store clerk, firefighter, police officer, mail carrier).
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Healthy Living – Personal Safety
5

Background Information
Resources
Examine your school board’s protocol for handling disclosure. The protocol is necessary to
provide information on reporting, documentation and, most importantly, ways to support the child.
It is important to familiarize yourself with the protocol so you are prepared if a child should
disclose to you.
The following statements are appropriate and can be reassuring to the child:
• I am glad that you told me about this.
• I am sorry this happened to you.
• I believe you.
• What happened to you is not your fault.
• I’m going to do what I can to help you with this.
• It takes a lot of courage to talk about these things and I am going to do what I can to help you.
A child may ask that you not tell anyone about the disclosure. It is critical that you are honest with
the child, and tell the child that you are going to do what you can to help him/her. Explain that you
will talk only to caring people who will be able to make sure he/she is safe.
Children’s Books
Collins, Heather and Kathy Stinson, Bare Naked Book, Annick Press, 1986.
Berenstein, Stan and Jan Berenstein, Berenstein Bears Learn about Strangers, Random House
of Canada, l985.
Brady, Janeen and Oscar Underwood, Safety Kids Personal Safety, Brite Music, Inc.
Chlad, Dorothy, Strangers, Children's Press, 1982.
Atkinson, Lynne, Linda Keller, and Barbara Pawson, I Belong to Me, Whortleberry Books, 1986.
Other Resources
The following organizations/companies provide a variety of print and video resources regarding
children’s personal safety.
Block Parent Program of Canada
Tel: 1-800-563-2771
Web site: www.harbour.com/crimprev/Blockparents/Ontario/index.htm
Resources include: “The Secret Code” video, a safety song tape, and a teacher’s manual.
Central Agencies Sexual Abuse Treatment
Tel: 416-216-0278
Fax: 416-216-0280
Web site: www.casat.on.ca
e-mail: feedback@casat.on.ca
Information available on children and sexual abuse.
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The Child Abuse Council of Canada
75 MacNab St., Suite 203
Hamilton, ON L8P 3C1
Tel: 1-800-470-2111
Fax: 905-523-1877
e-mail: ccac@netaccess.on.ca
“Touching”, This video and teacher’s kit is about child abuse, relationships and problem solving.
For use with elementary students in JK to Grade 8.
Child Find Ontario
75 MacNab St., Suite 203
295 Robinson St., Suite 200
Oakville, ON L6J 1G7
Tel: 1-800-387-7962
Fax: 905-842-5383
Web site: www.childfind.ca/ontario
E-mail: childfind@spectranet.ca
Instructive materials and resources available to reinforce message of safety and prevention.
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5

UNIT 5 Personal Safety
Sub-Task #1 Learning To Be Safe
Facility
Indoors/small space
Materials
Book – “Little Red Riding Hood”
Description
Students will begin to recognize difficult situations involving people they know and
involving strangers.
Specific Area Learning Expectation
Social Relationships Recognize, in situations involving others, advances or
suggestions that threaten their safety or well-being
(e.g., inappropriate touching, invitations to
accompany strangers).
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of student knowledge about strangers.
Teaching Learning Strategies
1. Class discussion.
• Who is a stranger?
• What does a stranger look like? (Could be a man, woman, boy, girl, old, young, tall, small.)
• Explain to students that some strangers, but not all strangers, may try to hurt them.
• They may get help from strangers at times.
2. Problem-solve the following scenarios with the students; ask students what they could do in the
following scenarios, and who they could ask for help:
• A stranger tells you he lost his puppy and asks you to help find it.
• You get lost in the park.
• A stranger calls on the telephone and asks if your parents are home.
• A woman you don’t know tells you, “Your mom asked me to take you home.”
• A stranger offers you a ride in his car.
• A babysitter asks you to do something you think you should not do.
• Your cousin keeps grabbing your bottom.
3. End the lesson on a positive note, reinforcing that help is available.
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Extension
Notes to Teacher
• Read “Little Red Riding Hood.” Discuss how the wolf tried to disguise himself.
• Children need to know that most strangers are kind people who would not hurt them, but at the
same time they need to understand situations which might threaten their safety.
• Describe the “Block Parents” program if there is one in your neighbourhood.
• Be mindful of the fact that children experience most physical and sexual abuse from someone
they know and trust, and not from strangers.
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5

UNIT 5 Personal Safety
Sub-Task #2 Touching
Facility
Indoors/small space
Materials
Pictures, photos, or drawings of facial expressions
Description
Students explore touching that feels good, and touching that feels bad.
Specific Area Learning Expectation
Social Relationships Recognize, in situations involving others, advances or
suggestions that threaten their safety or well-being
(e.g., inappropriate touching, invitations to
accompany strangers).
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of class discussion on recognition of
personal safety.
Teaching Learning Strategies
1. Discuss feelings - angry, sad, happy, scared, surprised. Use pictures, photos, or drawings to
demonstrate facial expressions. Ask students what expression they would use in the following
situations?
• Your friend gives you a soft hug.
• Your sister breaks your favourite toy.
• Someone sneaks up behind you and says, “boo!”
• Your uncle gives you a hug that hurts.
2. Teacher helps students understand that there are parts of the body that everyone can see and that
some parts that are private. No one has the right to touch or hurt any body parts.
3. Discuss parts of the body, and use proper names for describing genitalia (penis, vagina). Explain
that their body belongs to them and no one has the right to touch them in places that are inappropriate,
or in a manner that makes them feel uncomfortable.
4. Teacher gives examples of touching we like and touching we don’t like.
• tickling is sometimes fun, sometimes it hurts.
• hugs that feel good, hugs that hurt
• a kiss on the cheek
• pulling down pants
• hitting in sensitive areas - boys/penis, girls/vagina
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Notes to Teacher
5. Explain that if someone tries to hurt them, that they need to say “NO”, then “GO” find an adult
they can trust (give examples), and “TELL” that person what happened. Keep “telling” until they
find someone who believes them and helps them.
• Inform parents that you will be talking about good, bad and confusing touches prior to
these lessons.
• Look for appropriate books or videos to help you with this topic. (See Resource list.)
• Key messages to share with students:
• Everyone has feelings.
• Everyone has a body that is theirs and theirs alone.
• Some parts of your body are private.
• Your body and your feelings belong to you.
• Different kinds of touches may give you different feelings.
• Some touches can be confusing.
• Someone might want you to keep a secret about touching.
• Trust your feelings.
• Say NO.
• There are people to talk to when you feel some touching is wrong.
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UNIT 5 Personal Safety
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation during class discussion of personal safety
situations.
Teaching Learning Strategies
Extension
Notes to Teacher
Sub-Task #3 Being Assertive. Asking for Help.
Facility
Indoors/small space
Materials
None
Description
Students will learn how to respond to unwanted touches, and whom to go to for help.
Specific Area Learning Expectation
Social Relationships • Demonstrate understanding that adults make most
decisions regarding safety rules, and seek assistance
when needed (e.g., from parent, teacher).
1. Review appropriate and inappropriate touches. (Sub-Task #2)
2. Discuss scenarios in which someone, either someone they know well, like a relative, or a
stranger, tries to touch them in ways they do not feel comfortable. Teach students to say “No!”,
then “Go!” and “Tell” someone they trust.
3. Students help make list of people they can go to for help.
4. Students draw a picture of a person who could help them. Make a bulletin board of
“helpful people.”
• Role-play responses to advances by relatives, strangers.
• See unit overview for additional resources.
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OVERVIEW
UNIT Substance Use/Abuse
6
Assessment and Evaluation
• A variety of assessment methods may be used in the unit. Some assessment strategies and tools
included are:
– Formative/Ongoing Assessment – Teacher observation student’s identification of substances
that are harmful to the body.
Links to Prior Knowledge
Notes to Teacher
Duration 3 Sub-Tasks
Description
Students will investigate substances that can be harmful to the body.
Sub-Task Title
1. Medicines
2. Proper Use of Medicines and Other Hazardous Products
3. Identifying Hazardous Product Symbols
• The teacher should do an ongoing assessment of personal and social skills including following
safety rules and routines, attempting new tasks willingly, and consideration of others.
• Some service groups and agencies are available to consult or to make presentations in the
schools (e.g., Centre for Addiction and Mental Health, the Police Department).
• Find books, videos, and songs appropriate to each topic and discuss with students.
• Teachers may wish to address and assess other expectations from the Kindergarten curriculum in
this unit:
Personal and Social Development – Awareness of Surroundings:
• Identify people who help others in the community and describe what they do (e.g., police
officer, doctor, etc.).
Personal and Social Development – Social Relationships:
• Identify feelings and emotions (e.g., anger, excitement) and express them in
acceptable ways.
• Use a variety of simple strategies to solve social problems (e.g., seek assistance from the
teacher; talk about possible solutions).
• Recognize, in situations involving others, advances or suggestions that threaten their safety
or well-being (e.g., inappropriate touching, invitations to accompany strangers).
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Healthy Living – Substance Use/Abuse
6

Appendices
Resources
Unit 6 Appendix A Symbols Are Everywhere
Unit 6 Appendix B Sample Letter to Parent/Guardian
Unit 6 Appendix C Hazardous Product Symbols
Berenstein, Stan and Jan Berenstein, The Bernstein Bears and the Drug-Free Zone, Random
House of Canada, 1993.
Berenstein, Stan and Jan Berenstein, The Berenstein Bears go to the Doctor, Random House
of Canada, 1993.
Brady, Janeen and Evan Twede, Safety Kids Play it Smart: Stay Safe from Drugs, Brite Music
Inc., l985.
Degan, Bruce and Johanna Cole, The Magic School Bus Inside the Human Body, Scholastic
Book Services, 1990.
Additional resources
The following organizations/companies provide a variety of print and video resources dealing with
the subject of substance use/abuse.
Centre for Addiction and Mental Health
33 Russell St.
Toronto, ON M5S 2S1
Marketing Department: 1-800-661-1111
Website: www.camh.net and http://sano.arf.org/curriculum.htm
Curriculum information on educating students about drug use and abuse, ready-to-use lesson plans.
Health Canada
Product Safety Program, Ontario Regional Office
2301 Midland Ave.
Scarborough, ON M1P 4R7
Tel: 416-973-4705
Fax: 416-973-1746
Website: www.hc-sc.gc.ca/psb
E-mail: Tor_Prodsafe@hc-sc.gc.ca
Educational material include kits, pamphlets, activity booklets, posters and videos on product safety.
Also produces booklet “Is Your Child Safe?"
Ontario Regional Poison Information Centre
Children's Hospital of Eastern Ontario
401 Smyth Rd.
Ottawa, ON K1H 8L1
Tel: 1-800-267-1373
Fax: 613-728-4862
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UNIT 6 Substance Use/Abuse
Sub-Task #1 Medicines
Facility
Indoors/small space
Materials
A variety of clean, empty medicine containers
Description
Students investigate various types of medicines, and the role of doctors and nurses.
Specific Area Learning Expectation
Health and Physical Activity Identify substances that are harmful to the body
(e.g., cleaning products, drugs).
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of student knowledge of medicines and
community helpers.
Teaching Learning Strategies
1. Discuss medicine. (Medicines are solids, liquids or sprays containing drugs.)
• What is it for? (To make you feel better if you are sick or help us stay well.)
• Who should give it to you? (parent/guardian, doctor, nurse or other adults, e.g., school
secretary, teacher, babysitter)
• What does it look like? List responses on board (e.g., tablet, capsule, liquid, ointment, inhaler)
• What does a doctor do? (Helps people when they are sick, writes prescriptions for medicines)
• What does a nurse do? (Helps the patient and the doctor)
• What does a pharmacist do? (Gives people medicines.)
• Where do doctors and nurses work? (hospital, clinic, doctor’s office, in the home, community,
senior citizens' residence)
• What should you do if you find a bottle of pills? (Leave them alone. Tell an adult where they are
so the adult can find them.)
• Can you use someone else’s medicine? Why not? What might happen if you did? (You could get
very sick/medicine is for the person the doctor gave it to only.)
2. Create a poster of “Medicine that help us” and “People who can help us.” Children
could cut out or paste precut advertisements that depict medicines, and medicines helping people.
Discuss the potential problems of using medicines incorrectly. These posters could be used
to add to the “helping people” bulletin board created in Unit 5, Sub-Task #3 (Personal Safety).
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6

Extension
Set up doctor’s office in drama centre.
Role-play situations involving the use of medicines:
• You are out for a walk in the park and find a bottle that has some pink candies in it. You think
one won’t hurt you.
• You have a cough. You know there is cough medicine in the bathroom. Your parents are not
home and you are thinking about taking some cough syrup. (It tastes good).
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UNIT 6 Substance Use/Abuse
Sub-Task #2 Proper Use of Medicines and
Other Hazardous Products
Facility
Indoors/small space
Materials
Magazine cut-outs of household products (harmless/harmful), paper, crayons
Description
This lesson focuses on identifying improper use of medicines and hazardous substances that are
found around the house or at school.
Specific Area Learning Expectation
Health and Physical Activity Identify substances that are harmful to the body
(e.g., cleaning products, drugs).
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of student knowledge of hazardous
products and the danger symbols
Teaching Learning Strategies
1. Discuss when medicines may be harmful. e.g., prescribed for someone else, not the correct
amount, medicine is not in its original container, taken for too short or too long a time period, is
out of date, allergic reaction.
2. Review medication rules for children. e.g., take from adult, take only the amount doctor or
grown-up says; don’t share your medicine; don’t take someone else’s medicine; tell someone if
you don’t feel well after taking a medicine.
3. Define what a symbol is. Show or hand out “Symbols are Everywhere." (Unit 6, Appendix A)
Tell the students that each picture represents a sign or message. Ask the students to identify what
each picture or symbol represents. (Symbols are signs with a message that use pictures instead
of words.)
4. Discuss hazardous products and why they are dangerous.
5. Show students a large variety of pictures including various foods and household products. Have
them determine which things keep their bodies healthy and which things could harm their bodies.
6. Students draw pictures of products found in the home that could be harmful.
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Health and Physical Education – Kindergarten Healthy Living – Substance Use/Abuse
6

Notes to Teacher
Appendices
• Link to home safety by sending home information on making the home safe from hazardous
products.
(See sample letter – Unit 6 Appendix B)
Unit 6 Appendix A: Symbols Are Everywhere
Unit 6 Appendix B: Sample Letter
126
Unit 6 – Sub-Task #2
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UNIT 6 Substance Use/Abuse
Sub-Task #3 Identifying Hazardous
Product Symbols
Facility
Indoors/small space
Materials
Paper for booklet, crayons, hazardous symbols sheet. (Appendix A)
Description
This lesson focuses on learning to identify hazardous product symbols that children may come
across in their homes or at school.
Specific Area Learning Expectation
Health and Physical Activity Identify substances that are harmful to the body
(e.g., cleaning products, drugs).
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of student knowledge of hazardous
product symbols.
Teaching Learning Strategies
1. Review some of the harmful products (Unit 6, Appendix A).
2. Show hazardous symbols (Unit 6, Appendix C) and describe their meaning.
3. Ask students if they have seen these symbols before? Where? Ask them to identify household
products they know that may have these symbols, for example:
• corrosive – bleach, toilet bowl cleaner, oven cleaner;
• explosive – spray paint, hair spray, bug spray;
• flammable – gasoline, paint remover;
• poison – glue, antifreeze, floor wax.
4. Students make a booklet of warning symbols.
• Poison symbol – Makes someone very sick if they eat, lick, breathe or drink it.
• Corrosive symbol – Can burn eyes or skin; can cause blisters; can burn throat and
stomach if swallowed.
• Flammable symbol – Can catch on fire quickly and cause burns.
• Explosive symbol – Can blow up or explode, especially under pressure.
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6

Extension
Notes to Teacher
Appendices
• Students can make own warning signs and create a bulletin board related to hazardous
product symbols.
• Many substances in the home and community are poisonous.
• Keep all products with hazard symbols out of the reach of children.
• Read labels and follow instructions carefully.
• Instruct children not to touch or smell any products having any of the four symbols.
• Poison – Symbol of a skull.
• Corrosive – Symbol of a bony hand with no skin.
• Flammable – Symbol is flames/fire.
• Explosive – Symbol is of exploding object.
• Suggested Rules for Hazardous Products:
• Ask a grown up you trust before eating or drinking anything you do not recognize or
are unsure of.
• Tell a grown-up if you find a poison.
• Never touch anything that has a danger or hazard sign on it.
• Never touch anything that you do not know or recognize.
Unit 6 Appendix A: Symbols Are Everywhere
Unit 6 Appendix C: Hazardous Product Symbols
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“SYMBOLS ARE EVERYWHERE”
129
Unit 6 - Appendix A
Health and Physical Education – Kindergarten Healthy Living – Substance Use/Abuse
6

UNIT 6 Substance Use/Abuse
Dear Parent/Guardian:
130
TEACHER
We are learning about hazardous products that can be found in the home and school. Here is some information that
you may find helpful.
If a child, or someone in your family, eats or drinks something hazardous, follow the following steps:
• Call 911 or the emergency number in your area.
• Have the bottle or container available to assist the phone operator
To prevent the above situation from ever happening, keep hazardous products out of reach of children, and ensure that
any bottles or jars are labeled with the appropriate danger symbols.
Thank you for helping to make your home a safe place.
Sincerely,
Unit 6 - Appendix B
Health and Physical Education – Kindergarten Healthy Living – Substance Use/Abuse

HAZARDOUS PRODUCT SYMBOLS
131
Unit 6 - Appendix C
Health and Physical Education – Kindergarten Healthy Living – Substance Use/Abuse
6

Physical Activity
UNIT 1 Personal Safety and Injury Prevention
Understanding of Concepts Recording Chart
Unit Title
7 Introductory Activities/
Classroom Routines 135
8 Theme Activities 149
9 Cooperative/
Low Organizational Activities 173
133
Health and Physical Education – Kindergarten Physical Activity

OVERVIEW
UNIT Introductory Activities/Classroom Routines
7
Assessment and Evaluation
• A variety of assessment methods may be used in this unit. Some assessment strategies and
tools are:
– Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate.
Use checklists and rubrics in Kindergarten Appendix B for indicators.
– Formative/Ongoing Assessment - Teacher observation of students’ spatial awareness skills.
Links to Prior Knowledge
Notes to Teacher
Duration 5 Sub-Tasks
Description
This unit is taught in September, during the students’ first encounters with the gymnasium. It
should be taught before any other physical activity lessons. Students will become familiar with
gymnasium or designated Physical Education area. Students will learn to follow Physical
Education rules and routines. Students will develop awareness of their own space. Students will
learn the language and terminology used in Physical Education class.
Sub-Task Title
1. Welcome to Physical Education Class
2. Finding Your Own Space
3. Space Awareness
4. Personal Space
5. Forming Circles, Lines and Partners
• It is the teacher’s responsibility to be aware of, and to follow the Ontario Elementary
Curricular Safety Guidelines or their school board’s safety policy. Please see overview page
on safety, and detailed information in safety guidelines.
• It is assumed in this unit that the students have no prior knowledge of a formalized Physical
Education class.
• It is important to ensure that playing area is safe (e.g., dry, level surface, free of obstacles with
defined boundaries) and to adapt activities to accommodate any student with special needs.
(e.g., medical conditions, behavioural/learning difficulties).
• Ensure that all other staff members, including supply teachers, are aware of any medical
conditions and emergency procedures if they occasionally teach your class.
135
Unit 7 – Overview
Health and Physical Education – Kindergarten
Physical Activity - Introductory Activities/Classroom Routines
7

Appendix
• Provide many opportunities for practice. Lessons and activities can be repeated to reinforce
concepts.
• Teachers may also wish to assess other expectations in the Kindergarten document during health
and physical activities.
Personal and Social Development:
• Demonstrate self-control by following classroom rules and routines in different contexts
in the school (Self-Awareness and Self-Reliance).
• Attempt new tasks willingly (Self-Awareness and Self-Reliance).
• Demonstrate consideration for others by helping them (Social Relationships).
• Act and talk in appropriate ways with peers and adults during activity periods
(Social Relationships).
Language:
• Listen and respond to others in a variety of contexts (oral communication).
• Follow simple directions and respond appropriately to familiar questions
(oral communication).
Unit 7 Appendix A Introductory Activities Checklist
136
Unit 7 – Overview
Health and Physical Education – Kindergarten Physical Activity - Introductory Activities/Classroom Routines

Unit 7 Introductory Activities/Classroom Routines
Sub-Task #1 Welcome to Physical Education Class
Facility
Indoors/Outdoors/Large Space
Materials
Hula hoops, or beanbags (one per student)
Description
Students are introduced to the concept of Physical Education class and the special rules and
routines that apply here. Students will learn to respond to “freeze” signal and they are introduced
to tuck and straight positions.
Specific Area Learning Expectation
Health and Physical Activity Demonstrate awareness of space.
Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of spatial awareness skills. Use checklists
and rubrics in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
Students are introduced to the word “gymnasium” and the short form “gym.” Discuss safety rules
to be followed in the gymnasium:
• Follow whistle or “freeze” signal (freeze signal = stop, look, listen).
• Wear running shoes and or appropriate gymnasium clothing.
• No food or gum or candy.
Students look for and point to major markings (e.g., basketball nets, doors, windows, clock,
phone, lines on the floor, fire alarm, exits, and bathrooms)
2. Skill Development/Application
• Scatter hula hoops or beanbags around the gymnasium. (See notes to teacher) Have each child
sit in, on or near a piece of equipment. This is their “own space.” Teach a “freeze” position,
i.e., the “motorcycle freeze" in which students stand with both feet on the floor, shoulder width
apart, knees slightly bent, and hands on imaginary handlebars. Have students move on spot and
freeze in response to the stop signal. Practise several times then have students walk carefully
around equipment and when stop signal is given, students return safely to their original spot.
Call students by name to return equipment. Students come back and sit in at circle.
137
Unit 7 – Sub-Task #1
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Extension
Notes to Teacher
• Students walk around the gymnasium safely. Teacher uses stop signal and students freeze.
Continue using other locomotor skills (skip, hop, slide, etc.). Remind students to freeze and be
silent as quickly as possible.
3. Cool-Down/Wrap-Up
• “Mirror, Mirror on the Wall”: Students copy or mirror movements made by teacher (e.g.,
stretching tall, tucking into a ball with feet on floor, making self into wide shapes, etc.)
• Play music, and have students dance. When the music stops, students freeze in motorcycle
position. Students can follow teacher’s movements.
• When introducing movement, especially indoors or in a small space, remind students to look
ahead and avoid collisions. Students should practise saying “Sorry, are you o.k.?” if they bump
someone. Remind students not to scream when they run. Running with a finger on their lips for a
few turns helps.
• As a signal to freeze, use a short blast on a whistle, the spoken command, “Freeze” or “3-2-1
Freeze,” a musical instrument or music starting and stopping. Practice with students in a variety
of ways so they learn to stop quickly and safely when they hear the signal.
138
Unit 7 – Sub-Task #1
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Unit 7 Introductory Activities/Classroom Routines
Sub-Task #2 Finding Your Own Space
Facility
Indoors/Outdoors/Large Space
Materials
None
Description
Students are introduced to the concept of their own space.
Specific Area Learning Expectation
Health and Physical Activity Demonstrate awareness of space.
Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
participation rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Student self-assessment by “Give yourself a pat on the back
if you found your own space,” and “Give yourself a clap if you moved this time and didn’t
bump anyone.”
Teaching Learning Strategies
1. Warm-Up
Begin in circle formation. Follow the teacher moving their joints through their range of motion
from head-to-toe, periodically practising “freezing” on a signal. Students move around the
gymnasium in a variety of ways and do two or three “freezes”; finish in a scatter formation.
2. Skill Development/Application
Scatter Formation: Introduce the term “your own space” meaning no people or
equipment/walls are within arms’ reach. Teacher moves around the space and asks for a verbal
response to “Are you in your own space”. Teacher asks, “What is good about the space Matthew
chose? (He’s not close to the wall, not close to others, he is not moving ...)
Space Awareness Game: Teacher calls out various markings and asks students to find them,
for example:
• Stand on a line (may need to point to the line and guide students to a line).
• Find a line and walk on it, then crawl, hop, slide on it.
• Put your hand/foot on a circle.
• Touch four walls and come back to the circle.
• Stand under the basketball nets/clock.
• Sit with your friends around the hopscotch game,
• Stand with your back against the fence.
139
Unit 7 – Sub-Task #2
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7

Extension
Notes to Teacher
3. Cool-Down/Wrap-Up
• Teacher leads a parade.
• Students follow teacher around lines of the gymnasium or other area using a variety of
movements, i.e. duck walk, walk tall, walk small.
• Children parade on lines experimenting with their own movements.
• Finish with parade ending at door.
• In Space Awareness Game, the teacher can vary the modes of travel (e.g., jumping, galloping,
moving sideways...). To encourage movement, teacher might draw attention to students who got
to the marking quickly, or safely.
• When students are getting into circle formation for the warm-up, they can form a circle by holding
hands, remind them to include everyone, and to gently hold hands, being careful not to hurt
the other students by pulling or swinging arms.
• The level of complexity can be increased by designating the colour of line to walk on, e.g., red
line, black line, etc.
140
Unit 7 – Sub-Task #2
Health and Physical Education – Kindergarten Physical Activity - Introductory Activities/Classroom Routines

Unit 7 Introductory Activities/Classroom Routines
Sub-Task #3 Space Awareness
Facility
Indoors/Outdoors/Large Space
Materials
Hula hoops (one per child), music
Description
Students will develop an understanding of their “own space” using a hula hoop to define their
boundaries. Students will also have the opportunity to explore movements with the hula hoops.
Specific Area Learning Expectation
Health and Physical Activity Demonstrate awareness of space.
Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of spatial awareness skills. Use checklist in
Kindergarten Appendix B.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• “Islands and Lakes” (See diagrams.): Hula hoops are scattered over playing area. While
music is played, students “swim” around the space (the lake) being careful not to step in the
hoops (islands). When the music stops, the students each find an island (hoop) and stand
inside a hula hoop. This is his or her own space.
Teacher asks students to:
• Stretch tall on your island.
• Fill as much space on your island as you can.
• Make different positions on your island in a tuck, a straddle, a straight body stretch.
• Lift up the island and stand underneath.
• Jump on, off, skip around the island.
2. Skill Development/Application
Finding Your Space:
• Students sit inside their hoops and look around to see where they are sitting in relation to other
thing (e.g., lines on floor, walls, other children).
• Teacher tells students to remember where their space/hoop is.
141
Unit 7 – Sub-Task #3
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7

Extension
Notes to Teacher
• On the teacher’s signal, students move as far away from their space as they can, until they hear
the freeze signal.
• Students are asked to point to their space/hoop.
• On the teacher’s signal, students return to their hoop and sit down.
• Students give themselves a clap if they found their space.
• After several practices, students simply return and sit in a hula hoop on the freeze signal.
• Repeat several times with students moving in different ways each time (skipping, hopping,
slow jog, baby steps, giant steps, fast slow).
Exploration of hula hoops:
• Teacher encourages students to use the hoop in many different ways (e.g., rolling, spinning,
twisting around body, jumping through, inside...) Remind students to work safely, to look for
empty space and to move into spaces.
3. Cool-Down/Wrap-Up
Cooperative Hula Hoops:
• Music is played as students move around the hoops, when the music stops each student gets
inside a hula hoop.
• Teacher removes a few hoops each time the music stops, so students must help each other to
fit all of the children into as few hoops as possible.
• Teacher continues to remove hoops until entire class fits into four or five hoops.
• Students use hoops as cars. Students hold the “steering wheel” in front of them and drive around
the playing area carefully. The teacher can hand out imaginary tickets to speeders or unsafe drivers.
On the freeze signal, students park their cars, put the hoops on the ground, and sit down
inside them.
• Remind students to be careful not to bump others with their hoop. Encourage them to keep the
hoop in their own space.
• This lesson lends itself nicely to integration with the mathematics program. Expectations in the
specific area of Spatial Sense and Geometry are addressed. Use language accurately to describe
basic spatial relationships (e.g., above/below, near/far, in/out).
• If teacher notices students moving close together, use stop signal and point out the available
empty space. Have students move into better space.
142
Unit 7 – Sub-Task #3
Health and Physical Education – Kindergarten Physical Activity - Introductory Activities/Classroom Routines

Unit 7 Introductory Activities/Classroom Routines
Sub-Task #4 Personal Space
Facility
Indoors/Outdoors/Large Space
Materials
Music Tape “Kids in Motion," from Can. Ed. Media, or any other music
Description
Students will learn to find their “own space” without physical boundaries (e.g., hula hoops, spot
markers placed on floor) to help them.
Specific Area Learning Expectation
Health and Physical Activity Demonstrate awareness of space.
Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Student self-assessment by “put your body in a pike position if
you found your own space.”
Teaching Learning Strategies
1. Warm-Up
Start in circle formation. On the teacher’s signal, students walk and sit down in their own space
by the count of ten. Children are asked to check their space, then look and see if all are in their
own space (arm’s distance from people, equipment and walls).
Students move in their own space doing exercises to increase heart rate (e.g., jogging on the
spot, jumping up and down, hopping, jumping jacks). Ask students if they can feel their heart
beating. Students can place their hands on their chest. Ask students if they are hot and if they are
breathing faster.
2. Skill Development/Application
Identify and Find Your Space (See Sub-Task #3. Repeat hula hoop activity but without hoops).
Students look at markings around them, for example, floors, walls, other students. On the
teacher’s signal, students move as far from their space as they can until they hear the freeze signal.
Students are asked to point to their space. On the teacher’s signal, students return to their
space. Students put their hands on their head if they found their own space. When in their space,
students can make different shapes with their bodies, (e.g., Pike, bending at the waist with
straight back; Tuck, curl up in a ball; Straddle, stand with legs apart.)
143
Unit 7 – Sub-Task #4
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7

Extension
Notes to Teacher
Defining Your Space:
• Students build a “glass” wall around their space.
• Stretch out arms to define walls.
• Touch the top of the space/bottom of the space.
• Jump over the wall.
• Run around their space keeping one hand on the glass house wall (clockwise/
counterclockwise).
• Jump back into the space.
• Students check to see if they are still in the same spot.
Freeze Game:
• Play the “freeze song," or another song. Students move around the space in response to
the music.
• When the music stops, students check their space and their freeze position. Ask students:
“Are you on your feet? Are you not moving? Are your eyes looking at the teacher? Are you
listening”?
• After each freeze the method of travel may also be varied (e.g., dancing, twisting, jumping,
jogging, galloping, sideways, backwards...) The teacher may choose the type of movement or
may ask students.
3. Cool-Down/Wrap-Up
• Students role-play the following scenario: Open door to glass house, climb up the stairs to the
bedroom, pull the covers down, get into bed, pull the covers over you, close your eyes and take
long, deep breaths
• If students are moving well in the space you may want to try having them dance or move with
a partner. Remind students not to pull their partner and to watch for other “partners” to avoid
collisions.
Allow time to repeat lessons to reinforce safe movement in the gymnasium.
144
Unit 7 – Sub-Task #4
Health and Physical Education – Kindergarten Physical Activity - Introductory Activities/Classroom Routines

Unit 7 Introductory Activities/Classroom Routines
Sub-Task #5 Forming Circles, Lines, and Partners
Facility
Indoors/Outdoors/Inside/Outside
Materials
None
Description
Students will practise forming lines and circles. Students will participate in cooperative activities
while they practise getting into partners. The focus is on “teamwork” and helping one another.
Specific Area Learning Expectation
Health and Physical Activity Demonstrate awareness of space.
Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate (cooperation
with others) Use rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Student self-assessment by “Give yourself a round of applause
(clap hands in a circle in front of your body) if you helped someone else today.”
Teaching Learning Strategies
1. Warm-Up
• “Making Pizzas”: Students are told that they will be working on cooperation and teamwork
today. Students hold hands to form a circle to make a “pizza.” Remind them to hold hands
gently, not to pull arms, and to include everyone.
• On the teacher’s signal, students make three sizes of pizza, small, medium, and large by carefully
moving closer together while in a circle formation. Students work to change the size of the
circle without “breaking” the circle. Repeat a few times until the students can form and change
the size of the circle with control.
2. Skill Development/Application
• People to People: B e f o re starting this game, tell students that it’s their job to include every o n e
in their activities by making each person feel welcome. Students will travel around the gymnasium
(walk, skip, hop) and when the teacher call “people to people," students will sit with a partner.
(Teacher can sit beside a student if there is an odd number. Play game several times and
encourage students to find new partners each time.)
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Unit 7 – Sub-Task #5
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7

Extension
Notes to Teacher
• Forming Lines: Tells students that when forming a line, they always look at the back of the
person’s head in front of them, and students always join at the back of the line. Ask three students
to stand and form a line, and ask, “Who is at the back of the line?” Ask a few students to
join the back of the line, one at a time, each time drawing attention to the new person at the
“back” of the line. Students practise forming lines without pushing and remembering to join
the back
of the line.
• Play Follow the Leader with the line around the gymnasium, leading students in curving,
straight, bumpy and zigzag lines. Choose five or six students to be leaders. In small groups,
students play Follow the Leader around the gymnasium. Stop groups and change leaders often.
• Variations: Teacher calls out different categories (hair colour, gender, shoe colour, colour of
clothing, pets, favourite foods) for example: Students who are wearing red make a line behind
Ahmed. Everyone else line up behind Rebecca. Students who have a sister line behind Jenny.
Everyone else line up behind Stephen.
• Line challenges: Challenge students to form lines as quickly as possible in different areas
of the gymnasium (e.g., along coloured lines, under the basketball net, facing the clock,
facing the teacher). Challenge students to make lines stretched out, tight together, facing
one direction, curved or straight.
3. Cool-Down/Wrap-Up
• Students return to circle formation, by practising to make a circle by holding hands. Students
sit down, take a few deep breaths, and give themselves a “round of applause” if they were helpful
to someone else today.
• When forming lines, teacher can tap shoulder of each student in line and count out loud
simultaneously.
• Once the children are in their line of “those wearing red” for example, the teacher asks each line
to form a circle by holding hands.
• When playing “People to People," the teacher could also call out “elbow to elbow” or “hip to
hip” or “back to back” or other body parts and students need to join with a partner and with the
named body part touching together.
• Initially when forming a class circle in a large space, it is easier to lead the class line into a circle
formation, then form a circle by holding hands.
• It is also helpful to make use of circle and line markings on the floor where possible.
• Encouraging students to be inclusive and role modeling positive language for them is
also important.
146
Unit 7 – Sub-Task #5
Health and Physical Education – Kindergarten Physical Activity - Introductory Activities/Classroom Routines

TEACHER
Unit 7 Introductory Activities/Classroom Routines
Introductory Activities Checklist
Rating
W = Working on It
✔ = Got It
Expectations
• Participate willingly in creative movement, dance, and other daily physical activities.
• Demonstrate awareness of space.
Names of Students Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
147
Unit 7 - Appendix A
Health and Physical Education – Kindergarten Physical Activity - Introductory Activities/Classroom Routines
7

UNIT Theme Activities
8
Duration 10 Sub-Tasks
Assessment and Evaluation
• A variety of assessment methods may be used in this unit. Some assessment strategies and
tools are:
– Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate,
their ability to demonstrate cooperation with others and show self-control. Use checklists and
rubrics in Kindergarten Appendix B for indicators.
– Formative/Ongoing Assessment - Student self-assessment of willingness to participate using a
variety of strategies.
Links to Prior Knowledge
• It is the teacher’s responsibility to be aware of, and to follow the Ontario Elementary
Curricular Safety Guidelines or their school board’s safety policy. Please see overview page
on safety, and detailed information in safety guidelines.
• Students need to continue to develop the skills of moving safely in their own space, stopping on a
signal, and making various formations (line, scatter, circle, partner).
• Spatial awareness is such an important concept to develop and there are many opportunities in
these lessons to reinforce the idea to move into space.
• Willingness to share, and to take turns is reinforced in most of these lessons.
• Know the safety rules of the gymnasium and equipment.
OVERVIEW
Description
Students are also introduced to activities related to specific seasonal or other themes.
Sub-Task Title
1. Fall Activities
2. Thanksgiving Activities
3. Fairy Tale Activities
4. Winter Fun
5. Valentine’s Day Activities
6. 100’s Day Activities
7. Sea Themes
8. Spring Orienteering
9. Occupation Activities
10. Summer is Here
149
Unit 8 – Overview
Health and Physical Education – Kindergarten
Physical Activity - Theme Activities
8

Notes to Teacher
Appendix
• Low organizational games and other activities can be modified to integrate with
classroom themes.
• Provide many opportunities for practise. Lessons and activities can be repeated to reinforce
concepts.
• Many expectations from other areas can be integrated with these theme lessons.
• Teachers may also wish to assess other expectations in the Kindergarten document during
health and physical activities, for example:
Personal and Social Development
• Demonstrate self-control by following classroom rules and routines in different contexts in the
school (Self-Awareness and Self-Reliance).
• Attempt new tasks willingly (Self-Awareness and Self-Reliance).
• Demonstrate consideration for others by helping them (Social Relationships).
• Act and talk in appropriate ways with peers and adults during activity periods
(Social Relationships).
Unit 8 Appendix A “Jigsaw Leaves” Template
150
Unit 8 – Overview
Health and Physical Education – Kindergarten Physical Activity - Theme Activities

Unit 8 Theme Activities
Sub-Task #1 Fall
Facility
Indoors/outdoors/large space
Materials
Beanbags, deck rings, foam balls, paper leaves, tape or CD player, upbeat music
Description
Students will participate in a number of activities related to a Fall theme.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing assessment - Teacher observation of students’ willingness to participate in
activities. Use rubrics in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Fall Hike: Students play follow the leader around the gymnasium dramatizing various actions
and fall themes that they might see on a hike. Students pretend to stretch before they walk,
walk up a hill, stretch to see the view, climb over logs, carefully walk over bridges and imitate
animals and objects they see (pumpkins, turkeys, maple trees).
2. Skill Development/Application
Jigsaw Leaves:
• Make several copies of leaves (Appendix A). Each leaf is divided into segments all labeled
with the same number. Teacher may wish to colour code the different leaves to make it easier
for students to find their groups. Cut these pieces out.
• Scatter pieces in the middle of the floor.
• Students move around the gymnasium to music. When the music stops, each student picks
up a jigsaw piece and finds others with the same number to make a leaf.
• Students return the leaves to the middle and repeat the activity. Students can move around
the gymnasium in different ways (hopping, jogging, skipping, sliding).
• Fall Clean-Up: Scatter beanbags, deck rings, foam balls, paper leaves, etc., at one end of the
gymnasium. Place 2-3 baskets or boxes at the end opposite the students. On signal, students
skip to other end and pick up one “leaf,” skip back and place it in one of the baskets. Continue
until all the leaves have been picked up.
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Extension
Notes to Teacher
Appendix
3. Cool-Down/Wrap-Up
• Maple Leaf Stretch: Students pretend to be a maple leaf falling gently from a tree, floating
through the air then resting quietly on the ground. Students estimate the number of “leaves” in
each basket. Count the contents.
• Repeat the Fall Clean-Up activity, challenging students to carry the leaves (objects) a different way
each time they pick one up to bring to the basket. They may use both hands, one hand, carry it
under an arm, balance it on a body part or carry it between their knees.
If available, this activity can be done with real leaves. Students can match different kinds of leaves.
Unit 8 Appendix A “Jigsaw Leaves” Template
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Unit 8 Theme Activities
Sub-Task #2 Thanksgiving
Facility
Indoors/outdoors/large space
Materials
Tape or CD player, music, 4 or 5 beanbags, 6 or 7 utility or soft balls
Description
Students will participate in a number of activities related to Thanksgiving.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
activities. Use rubrics in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Students move around the gymnasium as turkeys, chickens, or rabbits. Students may suggest
animals they see in the fall. Students practise stopping on a signal.
2. Skill Development/Application
• Turkey Trot: Students sit in circle formation. Divide class into four groups (i.e. turkeys, geese,
pigs, and rabbits). When their name is called, groups take turns trotting around the outside of
the circle then returning to their spot.
• Pass the Pumpkin: Play an ‘over/under’ game with students in lines of 5-6 passing a large
ball (the pumpkin) over their heads and between their legs, alternating after each person. The
student at the end of the line brings the ball to the front and it begins again.
3. Cool-Down/Wrap-Up
• Hot Potato: In circle formation, students pass a beanbag around the circle as music is played.
When the music stops, the student chooses two other students to join him/her in doing any
exercise they choose (jumping jacks, sky stretches, toe touches).
• Students do some full body stretches. (See Kindergarten Appendix E)
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Extension
Notes to Teacher
• In the Hot Potato Game, add four or five beanbags so more students have a chance to choose an
exercise when the music stops.
• Discuss types of food children have eaten, or plan to eat, at Thanksgiving.
• Remind students to move into spaces when running or skipping.
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Unit 8 Theme Activities
Sub-Task #3 Fairy Tale Themes
Facility
Indoors/Outdoors/Large Space
Materials
• One beanbag, three hats, gloves or pinnies, music, obstacle course objects (benches, mats,
boxes, balls, pylons
• A variety of fairy tale books
Description
The games in this lesson are active large group games, providing the students the opportunity
to work cooperatively in a whole group setting. The teacher can use this lesson to assess the
students’ ability to participate actively and cooperatively in large group situations.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of a student’s willingness to participate
participation in daily physical activities. Use rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
Fairy Tale Move: Students move from one side of the play area to the other, moving like fairy
tale and nursery rhyme characters. e.g., Red Riding Hood, Wolf, Jack and Jill, Seven Dwarfs, Little
Bo Peep’s Sheep, Lion King, Humpty Dumpty. Each time the students freeze, a different character
can be suggested. Students may choose their own characters.
2. Skill Development/Application
• Three Billy Goats Gruff: Read the story in class. Students pretend to be goats, moving across
a bridge (area on the floor or a bench) softly, heavily, loudly, quietly.
• Little Red Riding Hood: Teacher sets up an obstacle course with benches, ropes and beanbags
for students to move over, along and around. Students move through the course pre t e n d i n g
to be Little Red Riding Hood on her way to her Grandma’s house. After trying the course, students
can use the equipment and work in small groups to create their own path or obstacle
course for their small group.
• Little Miss Muffet: Three students are chosen to be Little Miss Muffets, and can wear a “bib”
or pinnie for identification. The rest of the class are spiders. If the spiders are caught they
freeze. Spiders that have not been caught can free the frozen spiders by crawling through their
legs. Teacher uses freeze signal periodically so students can catch their breath and new Miss
Muffets can be chosen.
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Extension
Notes to Teacher
3. Cool-Down/Wrap-Up
• The Giant’s Treasure: Students sit quietly in circle formation. Choose a student to be the
giant, who sits in the middle and guards the treasure, with a beanbag placed in front of
him/her. The giant is blindfolded. The teacher points to someone in the circle to creep in
and steal the giant’s treasure. The circle must remain very quiet. If the giant hears the thief,
he points at him. If he pointed in the right direction, the teacher chooses another thief. If
someone is successful in stealing the treasure, a new giant is chosen.
• Circle formation: Stretch briefly following the teacher through a general head to toe stretch.
(See Kindergarten Appendix E)
• In Fairy Tale Move Warm-up – Students can “freeze” in statues of their favourite characters.
Other students guess what characters they are imitating.
When playing tag games, ensure that students who are caught have an opportunity to return quickly
to the game. Change taggers frequently so all have opportunities in that role. Begin with having
students speed walk until they are moving quickly and in control.
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Unit 8 Theme Activities
Sub-Task #4 Winter
Facility
Outdoors/large space
Materials
Fresh snow, 20 large whiffle balls (plastic balls with holes)
Description
Students will participate in a number of activities related to a winter theme.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
activities. Use rubrics in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Self assessment of willingness to participate using thumbs
up/thumbs down rating.
Teaching Learning Strategies
1. Warm-Up
• Students warm up by playing Follow the Leader around the playground and through the snow.
See “Get your Heart Pumping” activities in Kindergarten Appendix E.
2. Skill Development/Application
• Whiffle Ball Hunt: Find a large area of fresh snow, and toss 20 large whiffle balls randomly
into the snow. Students work in partners or small groups and try to find as many of the whiffle
balls as possible. Students re t u rn the balls to a central place so that the activity can be re p e a t e d .
• Snowman Tag: Choose three or four students to be “freezers” and five or six students to be
“melters.” Ensure that there are enough melters so that students will be moving most of the
time. Identify freezers and melters by having them hold an object (ball, pinnie, hat) or by tying
a scarf around their waist. When touched by a freezer, students become a snowman and freeze
in place. Melters cannot be frozen and work to thaw snowmen as quickly as possible. Stop the
game frequently to change freezers and melters.
3. Cool-Down/Wrap-Up
• Make snow angels or snow sculptures in the snow.
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Extension
Notes to Teacher
• Use watered-down tempera paint to pour on snow and make paths, pictures and designs.
• Remind students to tag lightly and to follow rules of fair play.
• For Whiffle Ball Hunt, hide rubber chickens if available or other equipment as well as
whiffle balls.
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Unit 8 Theme Activities
Sub-Task #5 Valentines Theme Games
Facility
Inside/Outside/Large Space
Materials
Blindfold, music
Paper hearts cut in half, enough for each child to have a half,
8 large paper hearts, about the size of a Frisbee,
4 or 5 hats, gloves or pinnies.
Description
This lesson contains large group cooperative games. It provides an opportunity for children to
interact with their peers and participate in active games.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing assessment - Teacher observation of students willing to participate in daily
physical activities. Use rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing assessment - Student self-assessment of cooperative skills, making a heart
shape with their fingers if they helped someone today.
Teaching Learning Strategies
1. Warm-Up
Have a Heart:
• Each student is given half a heart. They move freely around the play area, when the teacher
signals, they find another person and join the two halves together to make a whole heart.
Scatter and try again with the students joining up with a different person each time.
• Students feel their heart by placing their hand on the centre of their chest. They then try to find
their partner’s heart. Students should ask before touching someone else. Discuss why the heart
is beating faster than before they started the game.
2. Skill Development/Application
• Hug Tag: Choose four or five children to be “it,” identified by wearing a pinnie, hat or glove.
They chase the other children who are safe when they are hugging one or two other people.
Students may choose to “hug” by linking elbows. If a player is tagged, s/he takes the hat, glove
or pinnie and becomes “it.”
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Extension
Notes to Teacher
• Heart Island: Several large hearts are spread around the floor. Children move around the
gymnasium to music. When the music stops the children try to place a finger on one of the
h e a rts. Each time the music re s t a rts, one or two of the hearts are removed. The game continues
until everyone has their finger on one heart. Encourage the children to use teamwork to try
and help each other fit on the heart. If this game is played outdoors, tape the hearts to some
Frisbees to give them some weight, and use a whistle to signal the “heart touch” instead of
music.
3. Cool-Down/Wrap-Up
• Self-Assessment: Students make a heart shape with their fingers if they helped someone
else today.
• Don’t Steal My Heart: Students sit quietly in circle formation. One student is chosen to sit
in the middle and guard the paper heart that is placed in front of him/her. The person in the
middle is blindfolded. The teacher points to someone in the circle to creep in and steal the
heart. The circle must remain very quiet. If the person in the middle hears the thief, s/he points
at the thief. If s/he pointed in the right direction, the teacher chooses another thief. If someone
is successful in stealing the heart, a new person is chosen to go in the middle.
• Partners take turns being the leader to do some stretches for arms, trunk, and legs. “A” begins
and “B” follows. Teacher helps students with stretching ideas and signals the change over for
“A” to follow “B”. See Safe Stretching ideas (Kindergarten Appendix E).
• The teacher can take this opportunity to focus more time on the heart. Students can feel their
heart beating faster after vigorous activity. They can discuss what activities work their heart
muscle and why it is important to exercise their heart.
Introduce the concept that the heart is an important muscle in the body. It is important to take care
of the heart exercising and making it beat faster.
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Unit 8 Theme Activities
Sub-Task #6 100’s Day
Facility
Indoors/Large Space
Materials
Chart paper, marker, balls.
Description
Students will participate in vigorous physical activity, targeting the major muscle groups. They will
count by 10s to 100, and do 100 exercises to celebrate “100’s Day”.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing assessment - Teacher observation of a student’s willing participation in daily
physical activities. Use rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Students jog on the spot for ten seconds, perform a warm up activity (e.g., arm swings, knee
lifts) for ten seconds and repeat four times. (100 seconds) Repeat this warm-up using different
activities (See Kindergarten Appendix E) and types of movement (hopping, cancan kicks, twists,
stretch and floor touch).
2. Skill Development/Application
Challenge the class to move together to do this series of exercises. When they have completed
them, they will have completed 100 exercises. Students should be trying to do exercises as well as
they can, not as quickly as they can. Teacher should call out the following activities.
• 10 jumping jacks
• Touch toes 10 times
• Bounce ball 10 times
• Hop on one foot 10 times
• Other foot 10 times
• 10 jumps over a line
• Move like 10 different animals
• 10 wall push ups
• Two more sets of 10, as suggested by the class.
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Extension
Notes to Teacher
3. Cool-Down/Wrap-Up
• Gather in the meeting area. Students look at the chart paper to see all the exercises they have
just done. They count aloud by 10s for each activity. Class gives themselves a round of applause
for doing 100 exercises!
• Students finish by doing some Cool-Down stretches. Students can make the shape of the
number 100 with their bodies, with their arms, with their fingers.
• Music with an upbeat tempo can be added for motivation.
100’s Day is the one-hundredth day of school in the school year. Students can predict in September
when they think that day will be. It usually falls around the first or second week of February.
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Unit 8 Theme Activities
Sub-Task #7 Sea Themes
Facility
Indoors/Outdoors/Large Space
Materials
Spot markers, picture books of sea, pieces of carpet or mouse pads (two per student), beachballs.
Description
This lesson uses large group activities to encourage students to move safely in a given space.
Sea themes are used for variety, or can be a means of integrating classroom programs.
Specific Area Learning Expectation
Health and Physical Activity • Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of willingness to participate. Use rubric in
Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of student’s spatial awareness. See checklists
in Kindergarten Appendix B.
Teaching Learning Strategies
• Demonstrate spatial awareness (eg. when riding toys,
climbing steps).
1. Warm-Up
• Show students pictures of the sea/sea creatures.
• Brainstorm sea creatures - move like various sea creatures (sharks, sea horses, crabs, snails,
eels ); “freeze” on signal.
• Teacher directs children to move like sea animals.
2. Skill Development/Application
• Octopus Game: Students stand at one end of the gymnasium except two “sea divers” who call
the swimmers to the other side. If tagged by a sea diver, the swimmers drop to the bottom of
the sea (floor) and become the arms of an octopus to help tag others. See notes to teacher for
additional teaching points.
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Extension
Notes to Teacher
• Shipwreck Game: The play area becomes a ship. Teacher calls out various commands and
students respond accordingly (Teacher may assist by pointing in the appropriate direction,
demonstrating response as it is called):
starboard - run to boundary on the right (before the wall)
port - run to the boundary on the left (before the wall)
bow - run to the front
stern - run to the back
captain’s coming - salute
scrub the deck - on all fours scrubbing action
torpedo - on stomach straight position
cannonball - seated tuck position
passenger overboard - straddle position with a partner (row the boat)
periscope up - lay on back with one leg raised
land ho - balance on one leg (stork stand) and look through a telescope)
3. Cool-Down/Wrap-Up
• Iceberg Relay: Two pieces of carpet or mouse pads (icebergs) per student. Students use
icebergs to step on to reach opposite side of the gymnasium.
• Beachball Activities: Have students form four circles, so they are working in small groups.
Students stand in circle with arms extended and pass a ball around the circle. Persons with the
ball calls out a student’s name before passing ball to them. As each child handles the ball, their
arms go down. (Arms were up to indicate who had not had a turn and also to be in a position to
receive the ball.) The ball is tossed until everyone has had a turn, then the pattern is repeated.
Octopus Game:
• Set up end lines, as opposed to using the walls for boundaries, to prevent students from running
into walls.
• When tagged, students stay seated in the spot they were caught.
• Students do not jump over other students.
• Remind students not to grab, but to tag lightly.
• Reinforce rules of fair play, i.e., do not argue when tagged.
Shipwreck Game:
• For safety reasons (students may be moving quickly and have difficulty stopping), avoid using
walls for starboard, port, stern, bow. Use lines in front of the wall.
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Unit 8 Theme Activities
Sub-Task #8 Spring Exploration
Facility
Outdoors/large space
Materials
6-8 hula hoops, 3-4 pinnies or balls.
Description
Students will participate in an introductory orienteering lesson during this Spring theme.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
activities. Use rubrics in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Follow the Leader: Lead students to starting point using different pathways and levels, and
vary the locomotor movement (See Kindergarten Appendix C).
• Spring Morning: In circle formation, students sing along and create actions to go with each
verse. Tune: ‘Here We Go Round the Mulberry Bush’
This is the way the bunny hops,
bunny hops, bunny hops.
This is the way the bunny hops
On a spring time morning.
This is the way the bluebird flies…
This is the way the little chick walks…
This is the way the little duck swims…
This is the way the little lamb runs…
This is the way the children play…
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Extension
Notes to Teacher
2. Skill Development/Application
Schoolyard Activity:
• Designate a different activity for different parts of the schoolyard.
• Climber - up and over climber
• Corners - bunny hop in each corner of the yard
• Field - zigzag run across the field
• Playground - touch each playground game painted on the tarmac
• Tour the yard trying all activities then the students return to a starting point. The teacher calls
out a part of the school yard and students run to do that activity that they tried on the tour, then
return to the teacher. Repeat.
Rabbit Hole Game:
• Choose three or four students to be foxes and designate boundaries for the game. Give the fox
a pinnie or ball to hold for identification. The other students are rabbits.
• Scatter hula hoops (rabbit holes) around the play area.
• The foxes chase the rabbits. Rabbits can try to hop or skip while they move around the play
area. The rabbits are safe if they are sitting in their rabbit hole (a hoop). Rabbits can share
rabbit holes. If caught, the rabbit stands still and makes bunny ears with hands.
• Any other rabbit can unfreeze a frozen rabbit by hopping around them. Stop the game
frequently to change foxes and also to declare all frozen rabbits “free” if they are not being
freed quickly by the other rabbits.
3. Cool-Down/Wrap-Up
• Bunny Hop back to doors of school. Two kicks out to the side with right foot. Two kicks out to
the side with left foot. Hop forward, hop back. Three hops forward.
• With Schoolyard Activity: Students can work in groups in different parts of the schoolyard.
Students can change areas every three or four minutes so they have a chance to try all areas.
They can make up their own activities to do in designated areas and can share those with the
class when the “tour” is repeated.
• Partner Follow the Leader: Students lead a partner on an exploration adventure around the
playground. Encourage the leader to move in different ways and to make some stops to try some
activities (e.g., go around the climber, use hopscotch painted on schoolyard, touch all bases on
ball diamond).
This lesson may also be useful in the fall when students are being introduced to the school yard.
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Unit 8 Theme Activities
Sub-Task #9 Occupations
Facility
Indoors/outdoors/large space
Materials
4-5 pylons, 4-5 spot markers, 4-5 envelopes
Description
Students will be introduced to several occupations and will participate in related games and
activities.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
checklists and rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• S p o rts Hero Fre e z e : Students move to music around the play area. When the music stops
(or a freeze signal is given), students freeze in a shape that imitates an athlete (skater, tennis
p l a y e r, dancer, hockey player, runner). Students may choose to move like that athlete when they
a re moving. When students are chosen, teacher or students may take a few moments to guess
some of the shapes before moving again. Encourage students to choose a diff e rent sport each
time they fre e z e .
2. Skill Development/Application
• Trading Places: Students brainstorm types of occupations (construction worker, traffic police
officer, farmer, baker, cook, professional baseball player). Choose four occupations with four
kinds of movement and designate four areas in the gymnasium. When an occupation is called,
students move to that area and do the action. Point to the area to help students remember
where to move to do the action.
• Fire Brigade: Form fire trucks by lining up students in small groups of five or six. Each group
is given a name, e.g. Fire Engine 1, 2, 3,… Place a pylon (the fire) 10 metres from the fire
station, where the trucks are parked. The fire trucks are lined up side by side in a designated
area identified by a spot marker. On teacher’s command, each truck leaves the station to put
out the fire. Students make fire engine sounds and mime hosing the fire. Teacher encourages
students not to “fall off truck,” and to work together to put out fire. Students return to the fire
station, through the back door and park in their designated area.
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Extension
Notes to Teacher
• Mail Carrier Relay: Give each relay team an envelope to run with as they take turns running
from one point to another, then tagging the next person in line.
3. Cool-Down/Wrap-Up
• Teacher calls out various occupations, and students make a statue depicting that occupation.
Encourage students to make their statues tall, small, wide, narrow.
• Students stay in fire truck groups. Teacher calls one engine at a time to form one line of
connected trucks. Play Follow the Leader to the exit.
• Guess My Job: Students move around the and on a signal, freeze in a shape representing an
occupation. Other students guess the occupation.
• Remind students to move carefully when they’re in the fire truck formation.
• Demonstrate how a relay works for mail carrier relay
• Spot markers for fire brigade can be pieces of clear plastic runner, non-slip floor cloth cut into
squares or mouse pads.
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Unit 8 Theme Activities
Sub-Task #10 Summer Themes
Facility
Outdoors/Large Space
Materials
None
Description
These are large group outdoor activities ideally done on a sunny day. The students will explore
movement with their shadow and participate in running games.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing assessment - Teacher observation of a students’ willingness to participate in
daily physical activities using the participation rubric/checklist. (Kindergarten Appendix B)
Teaching Learning Strategies
1. Warm-Up
• Shadow Stomp: Students work with a partner and try to step on each other's shadows.
Designate boundaries for students.
2. Skill Development/Application
• Insect Move: Students move around play area, pretending to be different insects (bees, dragonflies,
mosquitoes). Ask students how they can move differently for each of the different
insects.
• Hound and Rabbit: Children form groups of three in scatter formation. There are three extra
players, one hound and two rabbits. In the groups of three, two students become a tree by joining
their hands and stretching them up. The rabbit stands in the “hole” made by the trees. The
hound chases the free rabbit who may choose any tree to be safe. When the free rabbit ducks
into a tree, the rabbit already in that tree must leave, and be chased by the hound. Encourage
the rabbit go into trees that have not been used (so everyone gets a turn). Once the students
understand the game, two or three other hounds and rabbits can be designated so that more
students have an opportunity to move. Use a freeze signal to stop the game and change roles so
all students are active.
3. Cool-Down/Wrap-Up
• Students can trace each other’s shadows with their feet.
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Extension
Notes to Teacher
• Shadow Stretching: students experiment with their shadows and stretch following the
teacher’s cues:
– Make your shadow tall/small.
– Make your shadow wide/narrow.
– Bend your shadow side to side.
• Stand so that your shadow is in front of you/beside you/behind you.
• “I Spy” Game: In circle formation, students take turns observing outdoor objects. Clues can be
given by colours or initial sounds or letters.
Play Hound and Rabbit for short periods to reinforce moving safely around obstacles. Spend more
time with Insect Move so that all students have an opportunity to be active.
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“Jigsaw Leaves” Template
3
1
1 1
1 1
1
3 3
3
3
3
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4
4
4
4
4
4
8

Assessment and Evaluation
• A variety of assessment methods may be used in this unit. Some assessment strategies and
tools are:
– Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate,
their ability to demonstrate cooperation with others and show self control. Use checklists and
rubrics in Kindergarten Appendix B for indicators.
– Formative/Ongoing Assessment - Student self assessment of willingness to participate using a
variety of strategies.
Links to Prior Knowledge
OVERVIEW
UNIT Cooperative/Low Organizational Games
9
Duration 10 Sub-Tasks
Description
Students work in partners, small and large groups in activities and games that require little or
no equipment.
Sub-Task Title
1. Circle Games I
2. Circle Games II
3. Running Games
4. Parachute Games - Introductory
5. Parachute Games II
6. Parachute Games III
7. Cooperative Hoops
8. Working Cooperatively with Balloons
9. Cooperative Games I
10.Cooperative Games II
• It is the teacher’s responsibility to be aware of, and to follow the Ontario Elementary
Curricular Safety Guidelines or their school board’s safety policy. Please see overview page
on safety, and detailed information in safety guidelines.
• Students need to continue to develop the skill of moving safely in their own space, stopping on a
signal, and making various formations (line, scatter, circle, partner).
• Spatial awareness is an important concept to develop and these lessons help reinforce the idea of
moving into space.
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Health and Physical Education – Kindergarten
Physical Activity - Cooperative/Low Organizational Games
9

Notes to Teacher
• Low organizational games and other activities can be modified to integrate with
classroom themes.
• Provide many opportunities for practise. Lessons and activities can be repeated to reinforce
concepts.
• Many expectations from other areas can be integrated with these theme lessons.
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Unit 9 Cooperative/Low Organizational Games
Sub-Task #1 Circle Games I
Facility
Indoor/Outdoor/Large Space/Small Space
Materials
None
Description
Students participate in games and activities that take place in circle formation.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing assessment - Teacher observation of a student’s willingness participate in daily
physical activities. Use rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Stop and Freeze: Children move around space until music stops. When music stops, they
freeze in an interesting shape.
• Non-Elimination Simon Says: Teacher leads class through general stretch while playing a
Simon Says game. Those students who are tricked by “Simon,” choose their favourite jump
(tuck jump, jumping jacks, star jump), do three then continue with the game.
2. Skill Development/Application
• Fast Circles: Students practise moving in their own space, then come to form a circle as
quickly as possible. The teacher can give a signal to make a circle, then count out loud until
the circle is made. Students can try to “beat their record,” getting into a circle formation as
quickly as they can.
• Circle Weave: Choose students (students with yellow on their T-shirt, students with shoes with
laces, students who have a birthday in the summer) to weave in and out of the circle. Those
students move in and out between the students in the circle until they get back to their place.
Make sure all students get a turn to weave. For variety, students can move in different ways
(backwards, sliding, stretched tall) while weaving.
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Extension
Notes to Teacher
• Circle Run: Sitting in a circle, students are numbered 1, 2, 3, 4, 1, 2, 3, 4 …. To help them
remember, children make the number they are given with their fingers, and hold it in their lap.
Everyone points with their hand in a clockwise direction (the direction they will be running).
Then the teacher calls the numbers and students stand and point in the direction they will be
running. On the teacher’s signal, they run around the circle until teacher gives signal to stop
(30 seconds). Repeat with each number.
3. Cool-Down/Wrap-Up
• Who is the Leader?: One student is chosen to be the “detective” s/he leaves the circle and
hides her eyes while a leader is chosen. The leader leads the others doing small movements,
e.g., clap hands, tap shoulders, snap fingers, stomp feet etc...Once the leader has started, the
detective returns, and stands in the middle of the circle. The detective has three guesses to
figure out who is the leader. Encourage the leader to change the action often.
• With Circle Run, use different types of locomotor movements (galloping, skipping, hopping,
leaping).
• Circle games can provide a structure to help to reinforce group expectations when first working
in the gym.
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Unit 9 Cooperative/Low Organizational Games
Sub-Task #2 Circle Games II
Facility
Indoors/Outdoors/Large Space
Materials
One large utility ball
Enough small or light balls or beanbags for each student to have at least one
4 or 5 hoops
6 or 7 small pins or pylons.
Description
Students participate in games and activities that take place in circle formation.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing assessment - Teacher observation of a student’s willingness to participate in
daily physical activities. Use rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing assessment - Student self-assessment of cooperative skills giving themselves a
“clap” if they shared a ball with someone today.
Teaching Learning Strategies
1. Warm-Up
• Hokey Pokey. Students sing and perform actions. (See Unit 14 –Folk & Novelty Dance
Sub-Task #5.)
You put your one arm in.
You put your one arm out.
You put your one arm in
And you shake it all about.
You do the Hokey Pokey
And you turn yourself around.
That’s what it’s all about.
• Stretch from head to toe. Students suggest parts of the body that move in a circle
(head, arm, legs, waist). Rotate major joints, and muscles.
2. Skill Development/Application
• Circle Game: Students stand in circle formation and place a heavy ball in the middle of the
circle. The students on the outside of the circle roll or throw lighter balls at the big ball.
Students are trying to push the ball out of the circle. When the students succeed in moving
the ball, return it to the centre and try again.
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Extension
Notes to Teacher
• Bowling: Students cooperate to throw/roll at a ball at several pins inside a large area.
“Helpers” can set up pins while moving to avoid getting hit. After a few minutes of playing,
change positions so all students have turns throwing.
• Hoop Balance: Place a hoop (or two or three hoops) in the centre of the circle. All students
on the outside have a beanbag or ball. On a signal, students try to throw beanbag or roll ball so
that it stays in the hoop. Students can retrieve balls or beanbags and continue trying to get the
object in the hoop. This activity can be done in small groups with groups of five or six students
working in a small circle with their own hoop.
3. Cool-Down/Wrap-Up
• Circle formation, teacher leads students in small movements, e.g., clap hands, tap shoulders,
snap fingers, stomp feet etc. Each movement is repeated in counts of eight.
• Ring Around the Rosy: Students hold hands and walk in a circle singing:
Ring around the rosy.
Pocket full of posy.
Husha, husha, we all fall down.
• After students understand the activity, play any of the circle games in small groups to give more
students an opportunity to handle the equipment.
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Unit 9 Cooperative/Low Organizational Games
Sub-Task #3 Running Games
Facility
Indoors/Outdoors/Large Space
Materials
Four different coloured balls, four hula hoops, pylons
Description
This lesson contains active chase games. It provides the students an opportunity to work on
cardio-respiratory fitness, and spatial awareness skills.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing assessment - Teacher observation of a student’s willingness to participate in
daily physical activities. Use rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing assessment - Student self-assessment of spatial awareness skills, by giving
themselves a thumbs-up if they didn’t bump into anyone today.
Teaching Learning Strategies
1. Warm-Up
Here, There, Where: Teacher calls out:
• “Here” - Students run toward the teacher.
• “There” - Students run to where the teacher points.
• “Where” - Students hop on one foot.
• Scatter Formation: In their own space, students do a head-to-toe stretch following the
teacher. See Safe Stretching, Kindergarten Appendix E. Teacher may choose students to lead
a stretch for a particular body part.
2. Skill Development/Application
• Frog in the Sea: Children repeat, “Frog in the sea, can’t catch me,” while they skip freely
around the frogs who sits in the pond (hoops). Choose 3-4 students to be frogs. Frogs can leave
their ponds at any time and try to tag students. If they tag a student, that student becomes a frog,
and the frog becomes a runner. Give frogs a ball to hold so that they are easy to identify.
Designate a home with pylons or a line marking on the floor/ground for a safety zone for
students. They cannot be caught when in the safety zone. For safety reasons, do not use a wall.
Stop the game frequently to choose new students to be frogs.
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Extension
Notes to Teacher
• Birds in the Trees: Designate half of the students as trees, and the other half as birds. Trees
“freeze” in scatter position around the gymnasium and birds “fly” around the gymnasium, being
careful not to bump into trees. When teacher calls “Take a rest,” birds find a tree to rest with.
Birds then become trees and trees become birds.
3. Cool-Down/Wrap-Up
• Seated in circle formation, students give themselves a thumbs-up if they did not bump into
anyone today.
• Ball Chase: Students practise passing a ball around the circle from hand to hand. A second ball
that is different in some way (e.g., different colour or size) is added to the circle. The second
ball “chases” the first ball. Students may only give the ball to the person beside them, they can
not throw across the circle. They may pass it to the person on either side. As the students understand
the concept of the game, encourage them to switch the direction of the passes if they see
the other ball coming.
• For Frog in the Sea, the teacher may want to start with only one frog, until the students understand
the concept of the game. Assigning more than one frog allows more students to be active
and helps prevent all the children from crowding around one person.
• Birds and Trees: Instead of birds, students can pretend to be other forest creatures, e.g.,
squirrels, rabbits, deer.
• Reinforce boundaries when students are moving freely around the gymnasium or space. Students
should travel inside a line or at least a step away from the walls when moving.
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Unit 9 Cooperative/Low Organizational Games
Sub-Task #4 Introductory Parachute Activities
Facility
Indoors/Outdoors/Large Space
Materials
Parachute
Description
Students use a parachute in a number of activities and games.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing assessment - Teacher observation of a student’s willingness to participate in
daily physical activities. Use rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• If possible, spread the parachute out on the floor before the students enter. Gather students in a
meeting area in view of the parachute (e.g., a line on the floor). They look at the parachute
and identify the colours on it. If there are four colours, divide the class into four groups and
assign each group one colour. Students sit behind their colour around the perimeter of the
parachute. When all are placed, start warm-up activities.
• Students point clockwise around the circle. Teacher calls out a colour, those students holding
that colour stand up and speed walk clockwise around the parachute and return to their
original spot.
2. Skill Development/Application
• Students hold the parachute at their hips and stand up. Teach students “resting position” of the
parachute -with the parachute held quietly at hips with the center hole resting on the ground
(this allows the air to escape from beneath the parachute and new activities can be initiated
more easily).
Students make the following formations following the teacher’s instructions:
• R i p p l e s :Shake the parachute vigoro u s l y. Students can make ripples while jumping or hopping.
• Wa v e s : Slowly lift the parachute up and down. Use a full range of motion: “Down” is squatting
down, and “up” is arms fully extended.
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Extension
Notes to Teacher
• Umbrella or mushroom: Students start in squat position on their toes. On a group count of
three, students stand and extend their arms lifting the parachute overhead. Students bring the
parachute down to their toes and watch the air slowly come out of the parachute.
• Colour Call: The class lifts the parachute to make a “mushroom.” When the parachute is at
full height the teacher calls out a colour. All students holding that colour let go of the parachute
and run underneath where they shake hands with someone else under the parachute,
and quickly return to their spot before the parachute floats down. Remind students to keep
their eyes open and watch to avoid collisions under the parachute. Remind students holding
the parachute to let the parachute come down gently.
3. Cool-Down/Wrap-Up
• Make a “Tent/Igloo/Skydome”: Students lift the parachute up and on the teacher’s signal pull
the parachute down, around, and behind them and sit on it. Students watch the hole in the
“roof” of the parachute. When it touches the ground they come out of the parachute.
• Spread the parachute out on the floor and dismiss the class by colours.
• When going under the mushroom, students could do jumping jacks, tuck, or star jumps.
Use positive reinforcement for students who listen well and come out from under the parachute
when instructed.
• When making a “tent,” students can sing a song, tell a joke or chant while in the house.
• Instead of sitting on the parachute when making the “house,” students can lie on their stomachs
with just their heads under the parachute.
• An overhand or underhand grip can be used for holding the parachute.
• Reinforce the importance of listening and keeping the parachute still when listening for
instructions.
• A large blanket could be used instead of a parachute.
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Unit 9 Cooperative/Low Organizational Games
Sub-Task #5 Parachute Games II
Facility
Indoor/outdoors/large space
Materials
Parachute, 10-20 foam balls
Description
Students use a parachute in activities and games that promote cooperation.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment –Teacher observation using anecdotal notes describing the
student’s willingness to participate in physical activities. Use rubrics in Kindergarten Appendix B
for indicators.
• Formative/Ongoing Assessment - Self-assessment of willingness to participate using high five/low
five rating.
Teaching Learning Strategies
1. Warm-Up
• “Shake and Rattle”: Shake parachute with three levels of intensity: soft, medium, and hard.
(As directed by teacher.)
2. Skill Development/Application
• “Popcorn Machine”: Students make a “popcorn machine” by making balls jump on the
parachute. Place 10-20 foam balls on the parachute. The students shake it until the balls all fall
off. Choose three or four students to chase the balls and throw them back onto the parachute.
• “Switch-a-Roo”: Pair students up so that they have a partner directly opposite them on the
other side of the parachute. Students work together to lift the parachute as selected pairs
change places. Remind students to be careful not to bump into others when changing places,
under the parachute.
3. Cool-Down/Wrap-Up
• “Cool Shakings”: Students kneel on the ground while one group of students lay down
underneath the parachute. On signal, students shake the parachute to cool off the students
underneath. Repeat until everyone has had a chance to cool off.
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Extension
Notes to Teacher
• Stretching with the parachute: Students sit with their legs extended under the parachute. Divide
parachute into two halves; the students on one half of the parachute alternate stretching down
and touching their toes, then lay back and pulling the parachute along with them. The students
on the other half do the opposite to produce a teeter-totter action.
• “Parachute Fitness”: Students are put into groups using the colours of the parachute. When
their colour is called, students get up quickly and run around the outside of the parachute and
back to their spot.
• When playing “Switch-a-Roo,”designated pairs can do an activity (twirl, partner high five, partner
hug) under the parachute before changing places.
• An overhand or underhand grip can be used for holding the parachute.
• Develop a method of giving instructions to the students when the parachute is in their hands
e.g., “let the parachute rest” means hold onto the parachute at waist level, but keep it still.
• For “popcorn machine,” use other equipment to throw in the parachute, such as rubber
chickens, beanbags, beachballs.
• A large blanket could be used instead of a parachute.
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Unit 9 Cooperative/Low Organizational Games
Sub-Task #6 Parachute Games III
Facility
Indoors/outdoors/large space
Materials
Parachute, tape or CD player, quiet/soothing music
Description
Students use a parachute in games and activities that promote cooperation.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher anecdotal notes describing the student’s willingness to
participate in physical activity.
Teaching Learning Strategies
1. Warm-Up
“Shake and Rattle”
• Students shake parachute at three levels of intensity: Soft, medium, and high.
• Students shake parachute at different levels: high medium low.
• Students shake parachute at different speeds: fast, medium, slow.
2. Skill Development/Application
• Parachute Circle Fun: Students hold onto the parachute with their right hands so that everyone
is facing the same direction in the circle. Students walk forwards; backwards; skip; gallop;
skate; walk on toes; hop in circle while holding onto the parachute.
• The Wave: Students lift parachute above heads and use one hand to wave to classmates across
the circle.
• Wave Machine: Choose three or four students at a time to take off their shoes and crawl on
top of the parachute. Other students stand up and shake the parachute to make waves. Students
on top of the parachute crawl in the waves.
3. Cool-Down/Wrap-Up
• Relaxation: Students sit down and cover their legs with the parachute as the teacher leads
them through some stretches. Then students lie down and listen to quiet, soothing music.
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Extension
Notes to Teacher
• Make a ‘mushroom’ by lifting the parachute, crawling underneath and sitting on the edge
catching the air. Have selected students switch places when names are called.
Use a smaller parachute if available so it is easier for the students to lift the parachute for the
“mushroom” activity.
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Unit 9 Cooperative/Low Organizational Games
Sub-Task #7 Cooperative Hoops
Facility
Indoors/outdoors/large space
Materials
One hoop per student, music
Description
Students practice working cooperatively with hoops in a variety of activities.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubrics in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of students demonstrating consideration of
others. Use rubrics and checklists in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Students use space to explore hula hoops. (roll, twirl, spin)
2. Skill Development/Application
• “Musical Hoops”: Scatter hoops in play area. As music is played students skip, hop, gallop,
skate around hoops. When the music stops, each student finds a hoop to stand in. Gradually
take away hoops, until four to six hoops remain. Students share their space in the hoop with
others, so that no one is left out.
• In partners: Practice rolling hoop back and forth. Challenge partners to explore and make up
“tricks” or challenges with their hoops. Stop the class to give some partners a chance to show
their challenges.
• Spaceships: Students step inside hoop and hold it at waist level. They work together to move
slowly around the gymnasium in their spaceship. Remind students not to pull hoops as they
will bend.
3. Cool-Down/Wrap-Up
• Students park their space ship. Partners join hands and skip, jog, then walk slowly around the
other spaceships without touching them.
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Extension
Notes to Teacher
• Students do stretching exercises using hoops. e.g., legs in a straddle, stretch out to the side
while holding hoop; bend over stretch forward reaching with hoop; stretch up high, holding
the hoop with two hands.
• Put hula hoops together end to end in a sequence. Students line up and take turns hopping
through each one.
• Reinforce safety rules, such as: move in your own space, toss hoop into open space, keep eyes
open.
• Remind students to care for the equipment (hoops bend easily).
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Unit 9 Cooperative/Low Organizational Games
Sub-Task #8 Working Cooperatively
with Balloons
Facility
Indoors/large space
Materials
One or more balloons per student
Three or four large, clear garbage bags
Description
Students will explore using balloons in fun and cooperative ways.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of student’s willingness to participate.
Use rubrics in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Students work in personal space and use as many body parts as they can think of to keep the
balloon up in the air. Students can count the number of times they strike the balloon.
2. Skill Development/Application
• “Balloon Keep-Up”: In pairs, students keep the balloon in the air by taking turns hitting it.
• “Travelling Pairs”: Partners place a balloon between them and try to walk a short distance
without letting the balloon fall. Try using different parts of the body to hold the balloon.
• “Balloon Volleyball”: Place all the balloons in a large garbage bag (preferably clear) and tie
the bag shut. Arrange students in circle formation and throw the bag of balloons to each child
and have them hit it back with an overhand hit.
3. Cool-Down/Wrap-Up
Students stand in personal space and dramatize:
• Being a kernel of popcorn on the stove, heating up, and then popping.
• Growing into a tree from a seed.
• Beginning as a large balloon, and slowly shrinking as it loses air.
• An ice cube melting.
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Extension
Notes to Teacher
• Play “Balloon Keep-Up” using balloons in groups of three or four.
• Students could use beach balls instead of balloons. They are more difficult to handle than
balloons because they will travel more quickly.
• Make several bags of balloons for balloon volleyball so students can work in smaller groups and
have more opportunity to hit the ball.
• Use large, round balloons and have plenty of extra ones on hand.
• Reinforce idea of working in personal space.
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Unit 9 Cooperative/Low Organizational Games
Sub-Task #9 Cooperative Games I
Facility
Indoors/outdoors/large space
Materials
12 towels, 2 utility balls, 5-6 beanbags, 12 beachballs, 2 or 3 pinnies
Description
This lesson focuses on children working together in cooperative type games.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate.
Use rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Skip, hop, slide, walk backwards around area with a partner while holding hands. Students
practise freezing on a signal. Remind students to watch carefully where they are moving when
moving backwards.
2. Skill Development/Application
• “Beanbag Circle Pass”: In circle formation, students pass a beanbag around the circle.
Add two or three more beanbags. Pass one beanbag to the right, and one to the left. Students
work together to keep the beanbags moving as quickly as they can. This can also be done in
small groups.
• “Cooperative Towels”: Students hold onto a towel with a partner and send a beach ball into
the air. Students work to send the beach ball as high as they can. Students could also stand
away from the ball and try to launch the beach ball so that it hits the wall. Challenge students to
try to catch their beach ball in their towel.
• “High Five Tag”: Designate two or three students to be taggers. Identify taggers with a pinnie
or by holding a ball. Students move by speed walking. When tagged, students freeze in an
interesting shape. All other students work together to try to unfreeze frozen students as quickly
as possible. To unfreeze a frozen student, students give each other high fives. Stop the game
frequently to give many students an opportunity to be a tagger.
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Extension
Notes to Teacher
3. Cool-Down/Wrap-Up
• Cooperative Stretch: Students work together it a circle to do a cool-down stretch. Students
reach up high, to both sides, to the floor to touch the feet of the person beside them, to the
front. Students sit in a circle and stretch forward and lie back.
• With Cooperative Towels, if using large towels, students could do this activity in groups of four or
six. It will be more challenging for students to work together in a larger group.
• With Beanbag Circle Pass, other equipment such as beachballs, deck rings or scarves can
be used.
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Unit 9 Cooperative/Low Organizational Games
S u b - Task #10 Cooperative Games II
Facility
Indoors/Large Space
Materials
Upbeat music, beanbags (one per pair), foam Frisbees (one per pair)
Description
Students work together, practising sharing and working cooperatively.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance,
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing assessment - Teacher observation of a student’s willingness to participate in
daily physical activities. Use rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing assessment - Student self-assessment of cooperative skills giving his/her
partner a “High 5” if they helped each other today.
Teaching Learning Strategies
1. Warm-Up
• Students follow teacher as they move around play area. Va ry locomotor pattern as well as type of
movement, i.e., skipping, hopping, sliding in curves, zigzags, lines. Students can suggest intere s t i n g
ways of moving.
2. Skill Development/Application
• Students work with a partner experimenting with a variety of equipment.
• With beanbags and foam Frisbees, partners: slide, push, and toss objects to each other.
• Students identify ways they can help each other to catch the object, e.g., moving closer,
watching the object, tossing gently, holding arms out to receive the object.
• Students work with partner to explore and develop tricks and challenges with the beanbag and
Frisbee. Partners may develop balances, tricky throws or different ways of catching the object.
Allow students to show their tricks and challenges. Encourage students to try the tricks and
challenges that they observe others doing.
3. Cool-Down/Wrap-Up
• Self/Peer Assessment: Students give their partner a “High 5” if they helped each other today.
• Mirrors: Students face one another as if they are looking in a mirror. They take turns leading
slow stretching movements, and their partner follows as if they are the reflection in the mirror.
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Extension
Notes to Teacher
• Use other equipment (rings, a variety of balls) to share.
• Bean bags are easy to catch because of their weight.
• Foam Frisbees are safe to use but may be challenging to throw with accuracy because they are
very light.
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UNIT 1 Personal Safety and Injury Prevention
Movement Exploration
Understanding of Concepts Recording Chart
Unit Title
10 Travelling Skills 197
11 Travelling Activities 221
12 Stability 257
13 Jumping and Landing 271
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Health and Physical Education – Kindergarten Movement Exploration

UNIT Travelling Skills
1 0
Assessment and Evaluation
• A variety of assessment methods may be used in this unit. Some assessment strategies and
tools are:
– Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate.
Use checklists and rubrics in Kindergarten Appendix B for indicators.
– Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See checklist Unit 10 Appendix A and anecdotal recording chart Kindergarten Appendix B.
Links to Prior Knowledge
Notes to Teacher
Duration 10 Sub-Tasks
Description
Students will travel in different modes, patterns, levels, and directions.
Sub-Task Title
1. Travelling and Responding to Signals (Spatial Awareness)
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary
Curricular Safety Guidelines or their school board’s safety policy. Please see overview page
on safety, and detailed information in safety guidelines.
• Students need to continue to develop the skills of moving safely in their own space, stopping on a
signal, and making various formations (line, scatter, circle, partners).
• Know the safety rules of the play area.
OVERVIEW
2. Travelling and Responding to Signals and Changing Modes (Spatial Awareness)
3. Travelling On The Spot (Spatial Awareness)
4. Travelling With a Partner (Body Awareness)
5. Travelling Using Different Body Parts (Body Awareness)
6. Travelling in Patterns I (Spatial Awareness)
7. Travelling in Patterns II (Spatial Awareness)
8. Travelling in Patterns III (Spatial Awareness)
9. Travelling Using Benches (Body Awareness)
10. Travelling Along, Over and Under (Body Awareness)
• See Kindergarten Appendix C: Looking at Movement Skills for descriptions of different modes of
travelling.
• Provide many opportunities for practice. Lessons and activities can be repeated to reinforce
concepts.
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Appendices
• Teachers may also wish to assess other expectations in the Kindergarten document during health
and physical activities:
Personal and Social Development:
• Demonstrate self-control by following classroom rules and routines in different contexts in
the school (Self-Awareness and Self-Reliance).
• Attempt new tasks willingly (Self-Awareness and Self-Reliance).
• Demonstrate consideration for others by helping them (Social Relationships).
• Act and talk in appropriate ways with peers and adults during activity periods
(Social Relationships).
Unit 10 Appendix A: Travelling Skills - Teacher Assessment Checklist
Unit 10 Appendix B: Movement Patterns
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Unit 10 Travelling Skills
Sub-Task #1 Travelling and Responding to
Signals (Spatial Awareness)
Facility
Small space/large space/indoor/outdoor
Materials
Tambourine, variety of music
Description
Students travel in different ways and respond to signal.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• P a rticipate willingly in creative movement, dance and
other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of space awareness and travelling skills.
See Unit 10 Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Have students find their own spot to work. Students can perform a variety of movement skills,
(jumping jacks, hopping, jogging etc.) on the spot to warm up.
2. Skill Development/Application
• Students will travel in play area in different modes, (skip, jog, walk, hop, etc.) respecting each
other's personal space. Have students walk, run, side shuffle etc. and freeze on signal. Review
what stop/freeze looks like (body still and quiet).
• Same as above, but students stop and start responding to music. Use various types and tempos
of music so students can move in different ways to different music.
• Using a tambourine, the teacher will create various beat patterns, e.g., slow, fast, loud, soft, etc.
The teacher will instruct students to move as the tambourine sounds (i.e., to turn the music
beats into movements). When the tambourine stops, the students freeze.
3. Cool-Down/Wrap-Up
• Students pretend they are figure skaters and move around the gymnasium/space skating,
twirling, and leaping. The teacher can demonstrate examples of movements.
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Notes to Teacher
Appendix
• Use music to accompany skaters.
• Students will stretch their major muscle groups, (see Kindergarten Appendix E for stretches).
• Students can demonstrate their movement patterns to the tambourine sounds to their classmates.
• For variety, use a tambourine, instrumental music, a drum and shakers if available. Reinforce
stopping immediately when the music stops.
Unit 10 Appendix A Travelling Skills – Teacher Assessment Checklist
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Unit 10 Travelling Skills
Sub-Task #2 Travelling and Responding to Signal
and Changing Modes (Spatial
Awareness)
Facility
Small space/large space/indoor/outdoor
Materials
Tambourine of drum, music
Description
Students travel through play area and respond to signal by changing mode.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• P a rticipate willingly in creative movement, dance and
other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See Unit 10 Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Students line up at one end of the playing area. On signal, they run to a predetermined spot
and touch the floor/ground with their hand. They return to the starting point and stop. When
all the students have returned to the starting line, students will then run to the other side of the
playing space again.
• Repeat this activity several times, using different modes of travelling such as jumping, side
shuffle, hopping, etc.
2. Skill Development/Application
• Discuss with students what personal space is/looks like and remind them to respect each
others’ personal space, (the space where you cannot touch another person, or a piece of
equipment).
• Teacher will demonstrate the various modes of travelling, e.g., walking, jogging, hopping,
skipping. Students will practise each mode of travelling after the teacher demonstration.
• Students travel through the play area using the mode of travelling the teacher suggests. After
each signal, the teacher will suggest a different way to travel. Have students practise several
times using a variety of modes of travelling.
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Notes to Teacher
Appendix
• Students choose their own method of travelling after the signal has been given. Students might
skip, gallop, slide, walk, run, hop, duck walk or march.
• Students travel to the beat of a drum or tambourine. Students take turns creating the beat on
the drum or tambourine and other students follow the beat with their movement around the
gymnasium.
3. Cool-Down/Wrap-Up
• Students stretch to reach the ceiling, reach for the floor, reach to touch the walls. Have students
stretch to be narrow, wide, tall, short.
• Students line up in parade form. The students travel around the space, copying the travelling
mode of the leader. Change the parade leader often to allow many students to be the leader.
• Select students to give them an opportunity to show different ways of travelling.
Unit 10 Appendix A: Travelling Skills - Teacher Assessment Checklist
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Unit 10 Travelling Skills
Sub-Task #3 Travelling on the Spot
(Spatial Awareness)
Facility
Small space/large space/indoor/outdoor
Materials
Skipping ropes (one per student), one long rope, grab bag containing a variety of items
(see lesson)
Description
Students demonstrate different types of movement moving along, over and around a rope and
explore using creative movement.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in
movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See Unit 10 Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Students each have a skipping rope. In their own space, students jump back and forth over the
rope, jog around the rope, do animal walks around the rope, and balance by walking along
the rope.
• The teacher can provide challenges and the students can explore to discover more challenges
with the skipping rope.
2. Skill Development/Application
• Wiggle Worm: Two students hold the ends of a long rope and wiggle it gently back and forth.
Other students take turns jumping over the rope, trying not to let the rope touch their feet.
For more of a challenge, the rope can be wiggled faster or can be wiggled up and down close
to the ground. Students can work in small groups with shorter ropes, making their own
wiggle worms.
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Extension
Notes to Teacher
Appendix
• Jump the Brook: Place several skipping ropes in pairs around the gymnasium, varying the
distance the ropes lie apart. The students travel around the gymnasium, in different ways,
jumping over ropes (brooks) when they come to them. Students can choose to jump over
brooks at narrow parts or at wider parts. Encourage students to use a variety of ways to jump
over the brooks (leap, one foot, two feet)
• Grab Bag Exploration: The teacher keeps a variety of objects in a bag. As each object is
pulled out, the students move around the gymnasium pretending to be the object. Use objects
that will encourage movement in diff e rent ways (balloon, toy truck, any stuffed animal, spinning top,
yo-yo, spring, paper airplane)
3. Cool-Down/Wrap-Up
• Students stand in a circle and stretch up tall, then curl up small, then sway side to side, then
move like a tree in the wind, and then pretend to be a balloon with a slow leak.
• Use an imaginary grab bag for grab bag activity. Students pretend to pull an object out of the bag.
That student moves like the object that they pulled out.
• Students can share their movement ideas in small groups.
• Lines on the floor can be used for the Jump the Brook activity. Using skipping ropes allows the
“brook” to change dimensions.
• Experiment with different objects in the grab bag. Objects can be chosen to match seasonal
themes.
Unit 10 Appendix A: Travelling Skills – Teacher Assessment Checklist
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Unit 10 Travelling Skills
Sub-Task #4 Travelling with a Partner
(Body Awareness)
Facility
Large space/indoor/outdoor
Materials
Any foam equipment (pool noodles, foam racquets etc.), marching music
Description
With a partner, students travel through the play area in different ways.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in
movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Student self-assessment by “put your body in a pike position if
you found your own space.”
Teaching Learning Strategies
1. Warm-Up
• Balance and Freeze: Students travel safely around the space. Students freeze into a balanced
position after a signal is given. The teacher can suggest different ways of travelling after each
balance, (e.g., backward walking, hopping, sidestepping etc.) Students can also choose
different ways of moving.
2. Skill Development/Application
• Students work with a partner. On signal, the partners will travel through the play area while
holding hands
• Partners continue to hold hands and move through the playing area using a variety of modes of
travelling, e.g., skipping, jogging, hopping, backwards, sidestepping, jumping.
• P a rtner Follow the Leader – Students work with their partner with one person being a leader
and the partner following. Leader can move in diff e rent ways. Partners change roles on a signal.
• Students line up behind teacher who leads class around area as a “train.”
• Use soft foam equipment, one per student and change line into a marching parade. Students
pretend they are playing musical instruments.
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Extension
Notes to Teacher
3. Cool-Down/Wrap-Up
• Students stand in a circle and walk on spot, then do alternate forward kicks, then move like a
tree in the wind, then pretend they are a balloon with a slow leak.
• Students stretch major muscle groups while standing in their own spot (personal space). See
Kindergarten Appendix E for stretches.
• Partner Moves: Partners work together mirroring each others actions. One partner leads and
the other pretends to be looking in a mirror and follows all the actions.
• Assist students in forming partners by selecting partners in advance, or creating pairs for
students.
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Unit 10 Travelling Skills
Sub-Task #5 Travelling Using Different Body Parts
(Body Awareness)
Facility
Small space/large space/indoor/outdoor
Materials
Mats
Description
Students travel using different body parts.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in
movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation using an anecdotal recording chart
(Kindergarten Appendix B) of spatial awareness and travelling skills. See Unit 10 Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Line Walk: Students walk on the lines in the gymnasium balancing on different colours. The
teacher can give a signal for students to change directions, freeze or change to a different
colour of line. Students can move in different ways along the lines (forward, baby steps, slide
steps, step hop).
2. Skill Development/Application
• Spread mats out in a line across the gymnasium. Students travel from one end of the mats to
the other using various forms of movement.
• Ask the students: How many different ways can you travel safely across the mat? Ask students to
demonstrate different ways of moving.
• Suggest other ways – e.g., backwards like an inchworm, hopping sideways on two feet,
dancing, walking backwards on knees and hands, sidestepping on knees.
• Jump the River: Students move around the gymnasium in different ways. On a signal, students
try to jump over the mats, then freeze. Challenge students to try to jump over mats without getting
their “feet wet.” They may need to jump over a corner in order to do this. Students may be
able to jump across mats and get just one foot “wet.”
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Extension
Notes to Teacher
Appendix
• Bridges and Rivers: Designate half of the class to be bridges and half to be rivers. When the
teacher calls “bridges,” the students who are bridges make a bridge with their bodies in any
way they can. Students may stretch with hands and feet on the ground, may make a bridge with
their legs only or with their arms only. Students who are rivers move under as many bridges as
they can. When the teacher calls “rivers,” students who are rivers make river shapes with their
bodies. Students may stretch out and make long rivers, curl and make curvy rivers or stretch
and make wide rivers. Bridges jump over as many rivers as they can. Switch roles so students
all have a chance to be both a bridge and a river.
3. Cool-Down/Wrap-Up
• Students return to circle formation, by practising to make a circle by holding hands. Students
sit down, take a few deep breaths, and give themselves a “round of applause” if they were
helpful to someone else today.
• Students lie on the mats and stretch as long as possible, then crunch into a ball. With their eyes
closed, students breathe slowly and think about their participation.
• Students work together to help return the mats to the storage area.
• This activity can be done on a grass surface, after it has been checked for dangerous objects
such as broken glass, sticks, rocks etc.
• Reinforce safety with the Bridges and Rivers activity. Students should travel over rivers very
carefully.
Unit 10 Appendix A: Travelling Skills – Teacher Assessment Checklist
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Unit 10 Travelling Skills
Sub-Task #6 Travelling in Patterns I
(Spatial Awareness)
Facility
Small space/large space/indoor/outdoor
Materials
None
Description
Students travel along paths/lines in different modes.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• P a rticipate willingly in creative movement, dance and
other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See Unit 10 Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Freeze and Balance: Students will travel in space in a variety of ways (skipping, jumping,
hopping etc.). On a signal from the teacher, students will stop and balance in an interesting
position. Suggest that students stand in animal poses, or on different body parts, e.g., bottom
and feet, hands and toes, one knee, one foot and one hand, etc.
2. Skill Development/Application
Students travel in general space being careful not to bump into anyone else. On signal, students:
• follow lines on floor; or markings on pavement;
• walk on tip toes on line;
• hop on two feet while travelling along lines;
• hop on one foot on lines;
• skate on lines;
• make up own pattern and choose own method of travelling.
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Extension
Notes to Teacher
Appendix
In their personal space, students will:
• walk on spot;
• jog on spot;
• make funny body shapes;
• shake whole body;
• walk into circle;
• walk back out;
• skip in and out;
• walk in a circle/change directions.
• Onesies/Twosies: Designate two-thirds of the class to be “twosies.” Students work with a
partner, holding onto partners shoulders like a train. Partners move around the play area. One
third of the class are “onesies.” Onesies move around the play area on their own. Onesies try
to hold on to the back of a twosie. When they succeed, they call out “threesie!” (Ask students
how many people are now in the group.) When a “threesie” is formed, the first person in the
line breaks away and now becomes a onesie.
3. Cool-Down/Wrap-Up
Tight Body Exercise:
• Students make their whole body as tight as possible
• Students try to be as straight as a pencil and stay that way without bending.
• Students practise tightening then relaxing their bodies. Students can tighten one body part at a
time. Remind students to keep breathing even when their bodies are being held tight.
• Students walk backwards while travelling along lines in different ways.
• If there are no markings of any kind on the floor, use tape on floors, or chalk on pavement.
Make patterns on the floor for students to follow.
Unit 10 Appendix A: Travelling Skills – Teacher Assessment Checklist
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Unit 10 Travelling Skills
Sub-Task #7 Movement in Patterns II
(Spatial Awareness)
Facility
Large space/indoor/outdoor
Materials
Large shape cutouts of a circle, square, zigzag, line, curved line, straight line, staircase line
(Unit 10 Appendix B)
Description
Students travelling in different patterns, speeds, and directions.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in
movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See Unit 10 Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
Students move around the gymnasium at diff e rent speeds. When the teacher holds up three fingers,
they move quickly. When the teacher holds up two fingers, they move at a medium speed. When
the teacher holds up one finger, they move slowly. Students can practise freezing with their re g u l a r
freeze signal. Students may also freeze when the teacher holds up his/her hand with no fingers
raised. Challenge the students to pay attention to the finger signals with no verbal commands
being given.
2. Skill Development/Application
Teacher Parade:
• Set up markers/cones to form a circle, straight lines, or a zigzag pattern.
• Students will follow the teacher, travelling about the space in different patterns (circle, line,
zigzag, square), and in different modes, (skip, hop, jump, jog). Point out the different shapes
as students are travelling.
• Students can choose a different way of travelling and change their mode of travel each time the
signal is given.
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Extension
Notes to Teacher
Appendices
• Hold up the large shape cut-outs, one at a time. (See Unit 10 Appendix B.) The students travel
so that they create that shape with their movement pattern.
3. Cool-Down/Wrap-Up
• Students sit in circle formation and do some simple stretches (see Kindergarten Appendix E).
• Students tighten and relax body parts one at a time, e.g., just one arm, both arms, one leg, both
legs, face.
• Movement Shapes (Unit 10 Appendix B): Students use movement shapes to move different
body parts in those shapes. Students choose a shape and move their finger in that shape. Other
students can guess what shape they are making. Students can trace shapes using many body parts
(feet, head, nose, arm, legs).
• Cut out cards from Unit 10 Appendix B and laminate shapes to use with many different activities.
Unit 10 Appendix A: Travelling Skills – Teacher Assessment Checklist
Unit 10 Appendix B: Movement Patterns
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Unit 10 Travelling Skills
Sub-Task #8 Travelling in Patterns III (Spatial and
Body Awareness)
Facility
Large space/indoor/outdoor
Materials
Music or a drum
Description
Students travel in a variety of patterns.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in
movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See Unit 10 Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Students jog or walk to beat of the drum. When drum beat stops, students lay down on
stomachs as fast as they can. Repeat. Challenge the students to get up again and keep moving as
quickly as they can after they lie down.
2. Skill Development/Application
• Students sit in a scatter formation. Experiment with contraction and extension of hands and legs.
Expand to include entire body, e.g., lie on back, stretch as far as possible slowly, curl up quickly.
Students can work backwards as well, starting curled up and moving to a stretched position.
• Students move around and on a signal, change speed and direction.
• Students develop their own sequence using quick and slow movements and change of direction,
in their own space. Give students an example of a sequence that shows three or four different
ways of moving e.g., slow, fast, forward, sideways. Each time a signal is given (drumbeat), the
type of movement changes. Allow time for students to share their quick and slow routines with
a small group or with the rest of their class. Students could show their sequences half the class
at a time. Half the class shows while half the class watches, then the groups switch roles.
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Extension
Notes to Teacher
Appendix
3. Cool-Down/Wrap-Up
• In circle formation, students pretend they are puppets being pulled by strings. They can go
loose and limp, then tighten and stretch. Students stretch right up on toes, stretching arms and
whole body.
• Students change speed and direction of movement in response to music, hand clapping or the
beating of a drum.
• When students are beginning to develop their sequence, provide more direction. After students
understand the examples, give students an opportunity to change the sequences or create
their own.
Unit 10 Appendix A: Travelling Skills – Teacher Assessment Checklist
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Unit 10 Travelling Skills
Sub-Task #9 Travelling Using Benches
(Body Awareness)
Facility
Large space/indoor/outdoor
Materials
Four benches, mats, four to six hula-hoops
Description
Students travel along, step on top of, and climb over benches.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in
movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See Unit 10 Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Students jog slowly around the gymnasium. On a signal, students stop and perform a movement
exercise, (toe touch, star jump, wall jump). Alternatively, students can choose their own
movement exercise.
2. Skill Development/Application
• Set up four stations around the workspace and divide the group equally. Review and demonstrate
expectations and safety reminders for each station. Students work at their first station until a
signal is given. After the stop signal, students sit and point to their next station. When all students
a re re a d y, ask students to walk to their next station and begin working at the next station. Set up
benches so that mats are on both sides.
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Notes to Teacher
Appendix
• Station 1. Two benches. Students can walk forward or backward across them. Students
dismount safely at the end, (if required, they may help each other across the bench by
holding hands, 1 student on the floor, 1 on bench).
• Station 2. Four mats in a line. Students travel down the length of the mat using a variety
of travelling modes. Encourage students to move down the mat in a different way each time.
• Station 3. Two benches. Students place hands on bench and move down bench by jumping
from one side to the other. While keeping hands on bench, students can jump over bench
from side to side, or jump onto bench then jump off on the other side. Students travel down
one bench and back the other bench, then repeat.
• Station 4. Hula hoops. Students travel by jumping and hopping in and out of hoops as they
travel the length of the hoop path. Encourage students to jump in different ways (one foot,
other foot, two feet, skip hop).
3. Cool-Down/Wrap-Up
• Students work together to help return all equipment to the storage area. When standing in line,
students stretch by reaching for the ceiling, touching the floor, reaching left and reaching right.
• If a student needs help, teacher should hold his or her hand as s/he travels along the length of
the bench.
Unit 10 Appendix A: Travelling Skills – Teacher Assessment Checklist
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Unit 10 Travelling Skills
S u b - Task #10 Travelling Along, Over and Under
(Body Awareness)
Facility
Large space/indoor/outdoor
Materials
One or two benches
Several mats
Two to four markers/cones
Three or four skipping ropes
For hurdles: two to four chairs
One or two metre sticks/one or two pool noodles cut in half
Description
Students travel along, over and under various objects.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in
movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See Unit 10 Appendix A.
• Formative/Ongoing Assessment - Teacher observation of student’s willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Students move around the area moving like different animals. Teacher can designate
animal moves or students can choose animals to imitate. See Kindergarten Appendix E for
Animal Walks.
2. Skill Development/Application
• Set up four stations around the workspace and divide the group between the stations. Review
and demonstrate expectations and safety reminders for each station. Students work at each
station for 3 – 4 minutes then a signal is given for students to stop. Students will sit and point
to their next station. When all students are pointing to the correct spot, they will walk to the
next station and begin the next activity.
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Notes to Teacher
Appendix
• Station 1: Two benches with mats on both sides of the benches. Students walk backward,
forward or with one foot on and one foot off the bench. Students experiment with different
ways of moving along the benches.
• Station 2: Two to four chairs in a line on top of a mat. Students crawl underneath the
chairs, and then skip, hop and gallop around the chairs. Students experiment with different
ways of moving under and around.
• Station 3: Two to four hurdles (use a metre stick, skipping rope or pool noodles balanced
between two pylons) Students take turns jumping over the hurdles. Students experiment
with jumping different ways (two feet, one foot, standing jump, running jump).
• Station 4: Three to four skipping ropes lying on the ground. Students will jump back
and forth over the ropes. Distance between ropes should vary so students can choose their
level of challenge jumping over the ropes.
3. Cool-Down/Wrap-Up
• In circle formation students do the body shake. Shake one arm, the other, and then both.
Shake one leg, the other, then both legs. Shake head, hips and then the whole body.
• Hula hoops. Students travel by jumping and hopping in and out of hoops as they travel the length
of the hoop path. Encourage students to jump in different ways (one foot, other foot, two feet,
skip hop).
• Students sit in circle formation and do some simple stretches (see Kindergarten Appendix E).
• If a student needs help, teacher should hold his or her hand as s/he travels along the length of
the bench.
Unit 10 Appendix A: Travelling Skills – Teacher Assessment Checklist
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TEACHER
Unit 10 Travelling Skills
Travelling Assessment Checklist
Rating
W = Working on It
✔ = Got It
Expectations
• Demonstrate balance, ease, and flexibility in movement.
• Demonstrate spatial awareness.
• Participate willingly in creative movement, dance, and other daily physical activities.
Name of Students Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
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1 0

Movement Patterns
Expand shapes to use as signs for movement patterns
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Unit 10 - Appendix B
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OVERVIEW
UNIT Travelling Activities
1 1
Duration 15 Sub-Tasks
Description
Students will explore travelling in a variety of ways by participating in activities and games.
Sub-Task Title
1. Walking Relay
2. Travelling in Letters
3. Obstacle Course
4. Animal Travel
5. Moving Around and Over Pylons
6. Space Invaders
7. Leaping Frog/Hopping Rabbit/Running Deer
8. Station to Station
9. Are You Balanced?
10.Food Moves
11.Hula Hoops
12.Cross that Bridge
13.Driving Test
14.The Artful Dodger
15.Scooter Time
Assessment and Evaluation
• A variety of assessment methods may be used in this unit. Some assessment strategies and
tools are:
– Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate.
Use checklists and rubrics in Kindergarten Appendix B for indicators.
– Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See checklist Unit 11 Appendix A and anecdotal record chart Kindergarten Appendix B.
Links to Prior Knowledge
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary
Curricular Safety Guidelines or their school board’s safety policy. Please see overview page
on safety, and detailed information in safety guidelines.
• Students need to continue to develop the skills of moving safely in their own space, stopping on a
signal, and making various formations (line, scatter, circle, partners).
• Know the safety rules of the play area.
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Notes to Teacher
Appendices
• See Kindergarten Appendix C: Looking at Movement Skills for descriptions of different modes of
travelling.
• Provide many opportunities for practice. Lessons and activities can be repeated to reinforce
concepts.
• Teachers may also wish to assess other expectations in the Kindergarten document during health
and physical activities:
Personal and Social Development:
• Demonstrate self-control by following classroom rules and routines in different contexts in
the school (Self-Awareness and Self-Reliance).
• Attempt new tasks willingly (Self-Awareness and Self-Reliance).
• Demonstrate consideration for others by helping them (Social Relationships).
• Act and talk in appropriate ways with peers and adults during activity periods
(Social Relationships).
Mathematics:
• Sort and classify objects into sets according to specific characteristics.
• Recognize and write numerals from 1 to 10.
Unit 11 Appendix A Travelling Activities - Teacher Assessment Checklist
Unit 11 Appendix B Numbers and Letters
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Unit 11 Travelling Activities
Sub-Task #1 Walking Relay (Body Awareness)
Facility
Small space/large space/indoor/outdoor
Materials
8 – 10 pylons/one beanbag per student
Description
Students demonstrate ability to travel in various styles and directions.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation using an anecdotal record chart
(Kindergarten Appendix B) of spatial awareness and travelling skills. See Unit 11, Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. See
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
“Working With Beanbags”
• Ask students: “How many ways can you travel with a beanbag on your head?” Students may
walk on tiptoe, heels, backward, forward or use other body parts.
2. Skill Development/Application
• Relay: Organize students into five or six groups and line up into relay lines, behind a pylon.
Place the pylons 10 metres apart with one pylon as the start and one as the turnaround point.
At the signal, first student in each line walks to and from markers. On return, he/she gives the
next person in line a “High Five” and lines up at the end of the line to await another turn. The
person who received the “High Five” walks to and from the pylons. This is a continuous relay.
There are no winners, and it continues until teacher gives the stop signal. After stop signal, students
begin another mode of travel. e.g., skipping, sidestepping, jogging. Choose students to
demonstrate the mode of travel before beginning.
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Extension
Relay
Notes to Teacher
• Superman Game: Teach students how to stand in a Superman pose, hands on hips, feet
spread apart, looking slightly upward. On the “Go” signal, students will travel safely around
the gymnasium. When the freeze signal is given, students assume the Superman pose. Continue
with the game for several minutes, changing the method of travelling.
3. Cool-Down/Wrap-Up
Skip the Lines: Students skip around the gym trying not to touch any lines. Encourage students
to skip quickly, then to gradually slow down to a slow-motion skip then a walk.
• Students can perform the travelling skills in the relay or Superman game while balancing a beanbag
on their head or another body part.
• Superman Game: Ask students to brainstorm other current “Superheros” and freeze poses that
may go with them. Students will enjoy “striking a pose” from a current movie or TV program.
• Use one group to walk through the relay as a demonstration.
• Remind students to wait their turn and to go to the end of the line when their turn is over.
• Use small groups so the students have maximum activity.
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Unit 11 Travelling Activities
Sub-Task #2 Travelling in Letters
Facility
Small space/large space/indoor/outdoor
Materials
Marker cones (7 – 10 metres apart) (Unit 11 Appendix B)
Beanbags
Alphabet or number cards
Description
Students demonstrate their ability to quickly move from one point to another while exhibiting
various locomotor skills and participating in cooperative races.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation using an anecdotal record chart
(Kindergarten Appendix B) of spatial awareness and travelling skills. See Unit 11, Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. See
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Fancy Freeze: Students travel around the gym remembering to move safely in their own
space. On a signal the students stop and freeze in a specified position e.g., on one foot; touching
their head; touching their knee. The teacher can specify the freeze position as the students
begin to move, or can demonstrate the freeze position when the freeze signal is given. Repeat
with various freeze positions and with different travelling methods.
2. Skill Development/Application
• Letter/Number Walk: The teacher calls out a letter or a number or holds up a card showing
the letter/number (see Unit 11 Appendix B). Students walk in the gymnasium following the
path of the letter/number.
• How Many Hops? Students move around the gymnasium in a variety of ways. When the
teacher holds up a number card, the students hop that number of times in place, then continue
moving. Challenge students to pay attention so that they notice when a number card is held up
without the teacher giving an audio signal.
• The teacher distributes cards with letters or numbers to each student. (Unit 11 Appendix B)
Ensure that there are two copies of each letter or number distributed. The students move
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Extension
Notes to Teacher
around the room in different ways; e.g., skip, walk, hop. On a signal, the students find the
person with the same card, join hands with that person and they sit down together. Redistribute
the cards and start again.
3. Cool-Down/Wrap-Up
• Alphabet Soup: Students pretend they are the letters in a giant bowl of alphabet soup. The
teacher calls out a letter or holds up a card with a letter and the students make that shape with
their bodies. Encourage students to be creative and make the letters in different ways. Students
can make the shapes while standing up or lying down. They can use their whole bodies or just
arms, hands or fingers.
• The teacher leads the class in file formation in tracing a giant letter on the floor. When the
teacher reaches the end of the letter, everyone sits down. The whole letter should be outlined by
the children.
• The teacher could take a picture with a camera (from a height e.g., stage) and use the pictures
for letter recognition in the classroom.
• Use matching cards to reinforce learning in the classroom. Students could match colours, symbols
or shapes as well as numbers.
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Unit 11 Travelling Activities
Sub-Task #3 Obstacle Course (Body Awareness)
Facility
Large space/indoor/outdoor
Materials
Upbeat music
5 or 6 chairs
5 or 6 pylons
Benches (optional)
Description
Students demonstrate an ability to maneuver through an obstacle course using different modes of
transportation and different levels.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of spatial awareness and travelling skills.
See Unit 11 Appendix A and anecdotal recording chart in Kindergarten Appendix B.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Students move to music as they travel around the gym and freeze in high, medium and low
levels when the stop signal is given.
2. Skill Development/Application
• Get Up: Students skip to music. When the music stops, students lay down on their stomachs
as quickly as they can. When the music begins again, they get up quickly and travel in a
different way.
• Divide class into several small groups. Each line has an obstacle that students crawl under such
as a chair or a mat suspended on two chairs, placed 5 metres from the start position. Students
walk to the obstacle, crawl underneath it, continue walking to the pylon 5 m from the obstacle
and return. Students tag the next person in line and that person follows the obstacle course.
The students continue through the course continuously even after everyone has had a turn. On
a stop signal, designate a different way of moving through the course (backwards, sideways,
crouched low, twisting walk).
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Extension
Obstacle Course
Notes to Teacher
3. Cool-Down/Wrap-Up
• Right and Left: Orient students to the front of a designated area. Identify the right arm, leg
and side of the body and call out actions to do with the right side of the body. e.g., swing your
right leg, bend your right arm, lean to the right, shake your right hand. Students follow the
teacher. Repeat using the left side of the body. Call out actions that can the done on either side
of the body, e.g., turn head to right, point elbow to floor, turn back to right wall, put left foot to
left.
• Add a second or third obstacle to the obstacle course (e.g., bench, rope).
• Use small groups with relay type activities so that students have maximum opportunity for activity.
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Unit 11 Travelling Activities
Sub-Task #4 Animal Travel (Body Awareness)
Facility
Small space/large space/indoor/outdoor
Materials
Music, animal cards (Kindergarten Appendix E)
Description
Students travel through the play area displaying movements like different animals.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of spatial and travelling skills. See Unit 11
Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• The teacher leads students through a series of actions that move students joints through their
range of movement as they warm up e.g., march on spot, jump up and down, arm circles,
jumping jacks, skips in a small circle. (See Kindergarten Appendix E)
2. Skill Development/Application
• Animal Walks: Students travel around the gymnasium as various animals. e.g., frog, kangaroo,
bunny, tiger, butterfly, eagle duck. See suggestions for Animals Walks in Kindergarten Appendix
E. Encourage students to make the sound of the animal or to move silently.
• Transforming Animals: Place several animal cards (Kindergarten Appendix E) at one end
of the gymnasium. Students line up in small groups at the other end of the gymnasium. On a
signal, the first student runs across the gymnasium and picks up a card. He/she moves like that
animal back to his/her group. The next person in line moves like that animal back to the card
pile, returns the card and picks another card. Students continue transforming from animal to
animal as they change cards.
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Extension
Notes to Teacher
• Barnyard Animals: The teacher asks the students for names of three barnyard animals.
Whisper the name of a barnyard animal in the ear of each student. On a signal, the students
make the noise of the animal. The students try to find the other students in the class who are
making the same noise as they are making. When all animals are grouped, students move once
around the gymnasium in their barnyard animal group.
3. Cool-Down/Wrap-Up
• In line formation, students follow the teacher around the play area as a centipede. Explain that
a centipede is an insect that looks like it has 100 legs. There are two legs on each part of its
body. Challenge students to walk together with their legs stepping in sequence.
• Try Barnyard Animals activity using different themes to help students develop categories for
animals (e.g., forest animals, insects, birds, jungle animals, ocean animals)
• Remind students to move into open spaces when moving as animals.
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Unit 11 Travelling Activities
Sub-Task #5 Moving Around and Over Pylons
(Spatial Awareness)
Facility
Small space/large space/indoor/outdoor
Materials
15– 20 pylons
15-20 beanbags
Description
Remind students to move into open spaces when moving as animals.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of spatial awareness and travelling skills.
See Unit 11 Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Students move around the gym in a variety of ways: Students move forward in a low position.
Ask students to move backwards in a high position and to move sideways in an interesting way.
2. Skill Development/Application
• Scatter pylons around the gymnasium. Students skip, gallop, hop around the gymnasium safely
without touching pylons. On a signal, students touch the nearest pylon with foot until asked to
begin again. Encourage students to weave in and out of pylons, come close to pylons and other
people without touching them and to move in interesting pathways (curved, zigzag, forward and
back).
• Jump It: Scatter beanbags around the gymnasium with the pylons. Students continue moving
around the gymnasium but now must avoid pylons and beanbags. Challenge students to hop
over beanbags without touching them and to continue to move in interesting ways.
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Extension
Notes to Teacher
• Trading Places: The students balance all beanbags on top of the pylons. On a signal, students
work to move the beanbags so that the beanbags are underneath the pylons. Students cooperate
to move all beanbags as quickly as they can. When the teacher calls “pile them,” the students
move beanbags on top of the pylon. When the teacher calls, “hide them,” the students tuck the
beanbags under the pylons.
• Jump the River: Students move around the gymnasium in different ways. On a signal, students
try to jump over the mats, then freeze. Challenge students to try to jump over mats without getting
their “feet wet.” They may need to jump over a corner in order to do this. Students may be
able to jump across mats and get just one foot “wet.”
3. Cool-Down/Wrap-Up
• Students reach to the ceiling/sky, touch the floor/ground, reach sideways and take in three
deep breaths through the nose, breathing out through the mouth.
•Students help return equipment to the storage area.
• With Jump It activity, more instructions could be given. When students pass a pylon, they need
to change direction. When students jump over a beanbag, they need to change their speed of
movement.
• Caution students to move carefully and look behind them when walking backwards.
• When playing Trading Places, students will be looking down and up and moving. Remind
students to move carefully and be aware of others around them. Play this game in small groups
if students need more work with spatial awareness.
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Unit 11 Travelling Activities
Sub-Task #6 Space Invaders (Spatial Awareness)
Facility
Small space/large space/indoor/outdoor
Materials
None
Description
Students practise travelling safely around others and in open space.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See Unit 11 Appendix A.
• Formative/Ongoing Assessment - Teacher observation of student’s willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Space Invaders: Students travel through the play area and look for space to move into.
Remind students to stop on signal. On signal, students can vary the locomotor skill
(e.g., marching, moving like a robot, swooping like a bird.)
2. Skill Development/Application
• Bridges and Rivers: Divide the students in two groups, the bridges and the rivers. The rivers
find a spot in personal space and lay down on their stomachs. The bridges skip around gym
and when they come across a river, they can step over their legs. For safety, remind students to
jump over the river's legs, not at the head or torso level. Demonstrate and discuss why this is
important. After a minute, ask students to “freeze.” Instruct the bridges to make a bridge that
the rivers crawl under. Remind rivers to crawl low to the ground.
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Extension
Notes to Teacher
Bridges and Rivers
• Squirrels in Trees: Students work in groups of three. Two students are trees and hold hands
high together to make a tree shape. One student is a squirrel. Squirrels move freely around the
area, being careful not to bump into other squirrels or trees. When the teacher calls “Squirrels
in Trees,” each squirrel finds a tree to duck into. Squirrels trade places with one of the
students being a tree. The teacher calls “Squirrels in Trees” often to allow all students several
chances to be a squirrel. Encourage squirrels to work to find a tree as fast as they can after the
command is called.
3. Cool-Down/Wrap-Up
• Students lie on the floor stretching as tall as they can, as wide as they can and crunch into
a ball.
• Students roll their hands and feet in a circle. Encourage students to breathe deeply as they
stretch and relax.
Play a variation of Squirrels in Trees where one third of the class are trees and the other students
are squirrels. When the teacher calls “Squirrels in Trees”, the squirrels move to any tree and crouch
below it. The students who are trees hold their arms out for shelter. More students have an opportunity
to be active with this version of the activity.
• Ensure that students are spaced well apart at beginning of travelling activity and remind them to
look for space and move into it. On stop signal, point out if there is space that is not being used.
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Unit 11 Travelling Activities
Sub-Task #7 Leaping Frog/Hopping
Rabbit/Running Deer
(Body Aw a re n e s s )
Facility
Large space/indoor/outdoor
Materials
30 small pylons or floor markers
Description
Students travel as different animals.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See Unit 11 Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Freeze and Balance: Students will travel around the gymnasium, remembering to move safely.
On a signal, the students will stop and freeze in an interesting balance position. Challenge students
to freeze in a shape like an animal.
2. Skill Development/Application
• Divide the students into 6 equal groups. Students complete several continuous animal relays.
There are no winners. Students continue the relay until a signal is given to stop. When students
stop, then next type of movement is introduced. Set up five pylons in front of each group.
Students line up at one end of the play area.
• Frog Relay: The first student runs and frog-jumps over each of the pylons. Students frogjump
over all pylons, then run to the back of the line. Students continue frog jumping until
they are given a signal to stop.
• Rabbit Relay: Students move like hopping rabbits. Students hop around pylons while
holding their hands up to represent ears.
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Extension
Notes to Teacher
• Running Deer: Students gallop down one side of the pylons and gallop back on the other
side.
• Students can suggest different ways of moving for other relays, e.g., fly like an eagle, bear walk,
crawl like an inchworm.
3. Cool-Down/Wrap-Up
• Students imagine they are butterflies, which fly gently about the playing space. Students fly to
line up.
• Add other objects to relays so student need to move over and around move challenging objects.
Benches, chairs, balls and pylons could be used.
• Use the continuous relay to de-emphasize winning, so that students focus on participating, being
active and moving in different ways.
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Unit 11 Travelling Activities
Sub-Task #8 Station to Station (Body Awareness)
Facility
Large space/indoor/outdoor
Materials
12 hula hoops
16 pylons
6 skipping ropes
2 benches
Description
Students travel from station to station practicing different ways of moving.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See Unit 11 Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Students move around the gymnasium or space trying to move as far away from other students
and walls as possible. When the teacher calls out a body part and a number, (e.g., toes – four,
elbow – three, backs – two) students try to get into groups of that number with that body part
touching as quickly as possible. Encourage students to invite any students who are “left over” to
join their group.
2. Skill Development/Application
• Students are divided into four groups. Each group begins their activity at a diff e rent station.
(Place pylon to indicate where each station begins.) Demonstrate what to do at each station.
Each student begins their activity once the person in front of them has completed the task.
Students remain at their station until the stop signal is given. On signal, students sit down, point
to their next station, then rotate and sit at their new station. They begin the new activity after the
“GO” signal is given.
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Extension
Notes to Teacher
• Station 1: Place 12 hula hoops in a row. Students travel through the hoops a different way
each time.
• Station 2: Students take turns travelling in as many safe ways they can think of along a bench.
• Station 3: Lay several skipping ropes on the floor, students will jump over the ropes as many
different ways as they can.
• Station 4: Set up 6 – 8 pylons. Students zigzag around the pylons. Ask students, “How many
different ways can you think to move around the cones?”
3. Cool-Down/Wrap-Up
• Students walk along the lines on the floor while breathing deeply and stretching their arms
above their heads. The students help return all equipment to the storage area.
Additional stations to practise moving around and over could be added:
• Spot Hop: Students jump from one floor marker to another. Place floor markers varying
distances apart in a path along the floor.
• Line Dash: Students run to the first line on the floor and return to their starting point. They run
to the next line and return to the starting point. Students continue, running to a farther line each
time. For variety, students can change their way of moving as they run to each line.
• At the beginning of each rotation, briefly review what is expected. As students are working, point
out interesting ways of moving that the students are demonstrating.
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Unit 11 Travelling Activities
Sub-Task #9 Are You Balanced?
(Travelling and Balance)
Facility
Small space/large space/indoor/outdoor
Materials
None
Description
Students practise travelling in a manner which maintains balance while exhibiting various locomotor
skills.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See Unit 11 Appendix A.
• Formative/Ongoing Assessment - Teacher observation of student’s willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Hokey Pokey: Students stand in circle formation, sing “Hokey Pokey” and do the actions.
You put your one arm in
You put your one arm out
You put your one arm in and you shake it all about
You do the Hokey Pokey and you turn yourself around
That’s what it’s all about.
Repeat using: One hip, one elbow, one leg, head, and whole self.
2. Skill Development/Application
• Ti g h t rope Balance: Students move around space and use marked lines to perf o rm a tightro p e
balance walk. Demonstrate how to use arms like a circus perf o rmer uses a long pole. Challenge
students to jump, turn and change directions while staying on the line.
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Extension
Notes to Teacher
• F reeze, Change, Up, Down: Students practise moving around the space in diff e rent ways.
When the teacher calls out “change,” students continue moving but in a diff e rent dire c t i o n .
When the teacher calls “f re e z e,” the students freeze in place.
– Experiment with calling out “c h a n g e” and “f re e z e” frequently and with longer times
between commands.
– Add the command “u p.” When the teacher calls “up,” students jump as high as they can,
then continue moving.
– Mix up the commands, “f reeze, change and up” so students have to listen and re s p o n d
q u i c k l y. Add the command “down.” When the teacher calls “down,” the students quickly
sit on the ground, then get up again and continue moving. Challenge students to get up as
quickly as possible.
– Continue mixing up the four commands, calling them slowly and quickly.
• Move, Jump, Fre e z e : Student practise using some of the movements from the activity above to
put together a sequence of moving, jumping and freezing. Students may work alone or in pairs.
Students need to choose a way of moving, a jump and a pose to freeze in a balanced position.
Give students time to explore and chose their movements and position. Ask all students to show
their sequences together for practise, then have half of the class show at one time, then the other
half. Encourage students to watch each other and watch for new ideas. Give all students a
chance to do their sequence one more time after watching each other move.
3. Cool-Down/Wrap-Up
• Popcorn: In their own space, students lay down on floor and pretend they are kernels of corn
in an air popper. As the air popper heats up, students act like popcorn, starting to move, then
slowly getting up to jump. The teacher can indicate that the popper is getting cooler, and the
students slow their popping, until they are completely stopped.
• In the Tightrope Balance, students could perform a series of balances, moving from rope to rope.
Students can put on a “circus show” in small groups, sharing their series of balances.
• Continue practising moving and freezing throughout the year with students to reinforce stop signals
and listening skills.
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Unit 11 Travelling Activities
S u b - Task #10 Food Moves
Facility
Large space/indoor/outdoor
Materials
8 -10 hoops
30 or more beanbags
Description
Students use creative play to move in a variety of ways around the gymnasium. Students will have
an opportunity to work individually, in pairs and as a large group.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of space and travelling skills. See Unit 11
Appendix A.
• Formative/Ongoing Assessment - Teacher observation of student’s willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Peanut Butter and Jelly: Divide the class into two groups, whispering in students' ears and
telling them if they are peanut butter or jelly. On a signal, students move around the room in a
variety of ways. Remind students to move in their own space away from walls. Call out “sandwiches,”
and the students quickly find a partner. The students tell their partner their name:
Peanut Butter or Jelly. If both are peanut butter, or both are jelly, they shake hands and keep
moving, trying to find a new partner. If one is peanut butter and one is jelly, they hug to make a
peanut butter and jelly sandwich. Students may wish to link elbows instead of hugging. When all
sandwiches are made, students continue moving as individuals around the gymnasium.
2. Skill Development/Application
• Cookies: Scatter hoops around the play areas. Spread out beanbags at one end of the gym.
On a signal, students move from the other end of the gymnasium, pick up a beanbag and bring
it to a hoop. Students pretend the hoops are plain cookies and the beanbags are chocolate
chips. One by one, they add chips to the cookies. Once all the chips are in the cookies, students
can move chips around, making some cookies have more chips and some have less.
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Extension
Notes to Teacher
• Cookie Clean-Up: Students take beanbags out of the hoops. They now use beanbags as
brooms and use them to “clean up” the gymnasium after the cookie baking. Students move
beanbags around the hoops with their feet. Encourage students to try to move their beanbag
around each hoop, using their feet.
• Fruit Basket: Divide the class into four groups and give them names of fruit: bananas, apples,
grapes, oranges. Each group goes to a different corner. When the name of the fruit is called,
that fruit runs to the centre of the gymnasium and jumps up and down five times then returns
to their corner. If two fruits are called, the two groups trade places. If “Fruit Basket” is called,
all fruits go to the centre to do five jumps, then return to their corners. When trading corners,
remind students to keep their heads up and watch for other students. They will be travelling in
different directions.
3. Cool-Down/Wrap-Up
• Fruit Pie: Students in their fruit groups walk slowly around the gymnasium (mixing the pie).
Students then come to the centre and lie down near the centre circle. Students pretend they
have come into the pie and are getting ready to bake. When the pie begins to bake, students
wiggle their body parts (arms, legs, stomach, hands, shoulders) as they bubble and bake. As
the pie finishes baking, students stop bubbling and lie quietly to cool-down. Remind students
to take deep breaths as they relax.
• When hoops and beanbags are out for Cookies and Cookie Clean-Up, students could do an
activity trying to toss beanbags into the hoops. Students can start close to the hoops, and
gradually take one step back at a time, trying to throw the beanbag into the hoop.
• In many of these activities, students are bending and stretching and moving in different
directions. Remind students to look up, down and all around, always moving in their own space.
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Unit 11 Travelling Activities
S u b - Task #11 Fun with Hula Hoops (Body and
Spatial Awareness)
Facility
Large space/indoor/outdoor
Materials
One hula hoop per student, music
Description
students travel through the playing space safely using a hula hoop.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of space and travelling skills. See Unit 11
Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Students explore movement using hoops. Students might roll the hoop, jump in and out, twist
the hoop in front of their body, turn the hoop around a body part (waist, arm, leg), throw and
catch the hoop.
2. Skill Development/Application
• Musical Hoops: Spread hoops around general space. When music plays, students move
around hoops and are encouraged to move in interesting ways. When music stops, students
step into a hoop that is close. Encourage students to share hoops with others.
• Hula Hoop Hoopla: Give each student their own hula hoop and tell them to place it in their
own space on the floor. Students move, (e.g., dance, hop, jump), in the hula hoop when the
music is turned on, and freeze into a balanced position when the music is turned off.
• Twist It Path: Students work in small groups of four or five students. Students make a path
with the hoops that could involve the hoops lying down or being held up. Students take turns
moving in, over and through hoops to get through the path. When a student has moved
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Extension
Notes to Teacher
through the path, he/she takes his/her place at the end of the path, adding another hoop to the
path. The student at the front of the path now has a turn to move through the path. Students
may visit other groups to try out other hoop paths.
3. Cool-Down/Wrap-Up
• Place hula hoops in a long line. Students line up and step through each hoop in order and
return to front of lines.
Students travel around hula hoops in a variety of ways:
• One foot inside hoop, one foot outside
• Two hands inside hoop, two feet outside
• Two feet inside hoop, two hands outside
• Walk backwards around their hoop
• The cool-down stretches can be done inside the hoops. This helps clearly define individual space.
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Unit 11 Travelling Activities
S u b - Task #12 Cross That Bridge (Body Awareness)
Facility
Small space/large space/indoor/outdoor
Materials
None
Description
Students use their body to build bridges for others to travel under and over.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See Unit 11 Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Pizza: Divide the class into four groups and give them each the name of a pizza topping
(cheese, pepperoni, mushrooms, peppers). Each group goes to a different corner of the
gymnasium. Call two ingredients and those two ingredients move out of their corner to switch
places. When the teacher calls, “Pizza,” the students all switch corners. Caution students to
keep their heads up and watch for other students because they will be moving in different
directions. The teacher can designate different ways of moving (marching, sliding, spinning).
2. Skill Development/Application
Bridge Building: Ask students to build a bridge with their body:
• in a push-up position with hands and feet wide apart;
• in a push-up position with hands and feet close together;
• in a push-up position with their hips high up in the air (body curved up);
• on hands and knees;
• using one hand and one foot on the ground.
• Partners Bridge Building: Ask students to find a partner. One partner forms a bridge with
their hips high up in the air (body curved up), while the other finds different ways of getting
under. (e.g., slide, crawl, crabwalk, inchworm) Repeat four or five times. Alternate positions.
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Extension
Notes to Teacher
• Group Bridge Building: Partners stand up. As they are facing each other, have them hold
their partner’s hands with their arms extended up in the air to form a bridge. Form one long
line/bridge, with students standing shoulder to shoulder. The pair at the end travels through the
“covered bridge” and emerges at the other end. They join hands and form an extension to the
bridge, while the next two students at the other end travel through. Continue until all pairs have
travelled through.
• Snakes Under the Branches: Designate half of the students as snakes and half as branches.
Branches stand with their legs apart, or in a balance with both hands and feet on the ground.
Snakes tuck themselves under a branch. When the teacher calls out snakes, the snakes slither
under as many different branches as they can. When the teacher calls, “freeze,” the snakes
move under a branch to freeze. Students then switch roles and snakes become branches and
branches become snakes.
3. Cool-Down/Wrap-Up
• Colour Match: The teacher calls out a body part and a colour. Students must find a line or
something that is that colour and touch it with the body part called. (e.g., black – toe, yellow –
knee, red – finger) As students are cooling down, ask them to move in slow motion from task
to task.
• Divide the class in half. Half the students will work together, forming a bridge with hands
together in the air. The other students will travel about the space, in a variety of modes,
(skipping, jumping, etc.) and travel under each bridge as they come to it. Have students change
roles of being bridges or travelers after a few minutes.
• Encourage creativity with bridges. Students may make bridges standing up, lying down or with a
partner.
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Unit 11 Travelling Activities
S u b - Task #13 Driving Test (Spatial Awareness)
Facility
Large space/indoor/outdoor
Materials
One Frisbee per student
Three large pieces of paper (red, green and yellow)
Description
Students move through the play area pretending to drive cars/trucks/buses/motorcycles.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See Unit 11 Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Touch the Object: Students will travel around the playing space using a variety of modes
(hopping, backward walking, side shuffle etc.). Call out an object and the students travel to
touch the object, i.e., black line, fence, tree, mat.
2. Skill Development/Application
• Discuss with students the responsibilities of being a safe driver. Topics include: speed, dire c t i o n ,
respect for others space, proper technique for passing (looking over shoulder), what to do
when approaching “stop” sign (coming to a complete stop, looking in all directions before
p ro c e e d i n g ) .
• Give each student a Frisbee to be their steering wheel. On signal, students pretend they are
driving vehicles (cars/trucks/buses/motorcycles) by travelling across the floor. The teacher can
call out various commands for the students to follow.
• “Red Light”: Students stop moving.
• “Green Light”: Students continue.
• “Yellow Light”: Students jog on the spot.
• “Out of Gas”: Students pretend to fill up with gas by moving to the centre of the gym and
jumping on the spot.
• “Park”: Students drive to their own space, park their vehicle and sit down.
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Extension
Notes to Teacher
• Continue to play as above, only this time the teacher holds up large pieces of coloured construction
paper to let students know how to travel (red, green and yellow). This will encourage
students to watch for signals for travelling without verbal cues.
• Speedway: Students sit in a circle. Choose four types of cars and divide students so each has a
name of a car. Call out one type of a car at a time. When the student’s car is called, the student
stands up and runs around the outside of the circle. Remind students to run in the same
direction and be careful of cars around them. When the teacher calls “parking lot,” cars return
to their spots and the next type of car is called.
3. Cool-Down/Wrap-Up
• Have students imagine the are washing their car. They must stretch to be able to reach all sides
of the car. The car is parked so that they may wash it safely.
• Choose a student to hold up the coloured lights, (construction paper). Switch students every few
minutes.
• While seated, students could pretend to lean back to recline their seat and sit up again, move
their arms like windshield wipers, unroll the window, wave out of the sun roof, and extend their
legs to step on the gas and brake.
• Instead of Frisbees, student could use paper plates, hula hoops or pretend steering wheels.
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Unit 11 Travelling Activities
S u b - Task #14 The Artful Dodger (Spatial and Body
Awareness)
Facility
Large space/indoor/outdoor
Materials
Number cards (Unit 11 Appendix B)
10 – 15 softballs
8 – 10 pins or small pylons
Description
Students practise being aware of their space by moving around objects and avoiding objects.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See Unit 11 Appendix A.
• Formative/Ongoing Assessment - Teacher observation of student’s willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Las Vegas: Place number cards from Unit 11 Appendix B face down on the floor. Students
move around the gymnasium to lively music. When the music stops, call out an exercise
(e.g., star jumps, toe touches, jump and kick). Students pick up a card and do the exercise
the number of times shown on the card. When finished, students replace the card face down
and continue moving around the gymnasium.
2. Skill Development/Application
• Along the Line. Students roll a ball back and forth with a part n e r. Students work to try to ro l l
the ball to their part n e r, keeping the ball moving along a line on the floor.
• Hit the Pin: Students stand in a circle and roll balls at several pins set up in the centre of the
c i rcle. Students try to knock down pins with their balls. Choose three students to be helpers who
re-set up pins, and re t u rn balls that may bet stuck in the centre. Challenge helpers to work without
letting a ball touch them. Challenger rollers to try to hit pins and not to let their ball hit a
h e l p e r. Stop the game frequently to change roles so that all students have a chance to be a
h e l p e r.
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Extension
Notes to Teacher
3. Cool-Down/Wrap-Up
• Mirror: Students work with a part n e r. One student will be the leader and the other the follower.
Students copy the slow, stationary movements. After one or two minutes, the leader and the
follower switch roles.
• Students practise moving in zigzag; curved lines and straight lines.
• With Hit the Pin, remind students to roll the ball on the ground as they are rolling to their part n e r
or to the pin. Balls should stay on the ground. Divide the class into smaller groups for this activity
if the dodging is too difficult in the large group.
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Unit 11 Travelling Activities
S u b - Task #15 Scooter Time (Spatial Awareness)
Facility
Large space/indoor
Materials
Scooters (one per child)
20 pylons
Description
Students explore in play area using scooters.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See Unit 11 Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Force Fields: Student move around the room, pretending to have a force field surrounding
them. Their force field is just bigger than their bodies with their arms stretched out. Student
pretend that if their force field touches anyone or anything else, it bounces off and makes them
change direction. Students move around room carefully responding when their “force field”
touches other objects.
2. Skill Development/Application
• Explain safety precautions for scooters (See notes to teacher).
• Students walk to personal space with scooter board. In their space, students explore moving on
s c o o t e r s .
• Challenge students to move forw a rd, backward and sideways using feet while sitting on the
s c o o t e r. Challenge students to move those same ways while kneeling, while on their stomach and
while on their back.
• Scatter pylons around the playing space. Students travel around the space avoiding bumping into
pylons or each other.
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Extension
Notes to Teacher
3. Cool-Down/Wrap-Up
• Scooter Stretch: While lying with stomach on scooters, students stretch their bodies as long
as they can, then as wide as they can. When stretched wide, students use hands and feet on the
ground to slowly spin the scooters around. Lying with backs on their scooters, students try the
same exercises.
•Call scooters by colour to put scooters away.
• If there are not enough scooters for each child to have one, students can work in half of the
gymnasium on scooters while the other half of the class explores with other equipment (ropes
or beanbags) in the other half of the gymnasium. Avoid using balls so that balls do not roll into
the path of the scooters. Scooters can also be used for small groups in circuit activities.
Remind students about safe use of scooter board s :
• Hands are kept away from wheels (holding handles if available).
• Sit, kneel or lie on scooter boards (do not stand).
• Feet are used to stop movement by dragging feet on floor.
• Slow down and stop before approaching walls or other objects.
• Travel at safe speeds always watching where you are going.
• Begin using scooters by sitting, kneeling or lying on the scooter (not by running and
jumping on).
• Keep long hair tied back or tucked inside shirts so it is out of the way of the wheels.
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Unit 11 Travelling Activities
Travelling Assessment Checklist
Rating
W = Working on It
✔ = Got It
Expectations
253
TEACHER
• Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness
• Participate willingly in creative movement, dance and other daily physical activities.
Name of Students Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Unit 11 - Appendix A
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Number Template
Expand and use as shape cards for students.
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Unit 11 - Appendix B
Health and Physical Education – Kindergarten Movement Exploration - Travelling Activities

Letter Template
Expand and use as shape cards for students.
255
Unit 11 - Appendix B
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Letter Template
Expand and use as shape cards for students.
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Unit 11 - Appendix B
Health and Physical Education – Kindergarten Movement Exploration - Travelling Activities

UNIT Stability
1 2
Assessment and Evaluation
• A variety of assessment methods may be used in this unit. Some assessment strategies and
tools are:
– Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate.
Use checklists and rubrics in Kindergarten Appendix B for indicators.
– Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See checklist Unit 12 Appendix A and anecdotal recording chart Kindergarten Appendix B.
– Formative/Ongoing Assessment - Student self assessment of willingness to participate using a
variety of strategies.
Links to Prior Knowledge
Notes to Teacher
Duration 5 Sub-Tasks
Description
Sub-Task Title
1. Balancing in Interesting Shapes
2. Balancing using Benches
3. Balancing Through an Obstacle Course
4. Balance Stations
5. Balance Stations II
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary
Curricular Safety Guidelines or their school board’s safety policy. Please see overview page
on safety, and detailed information in safety guidelines.
• Students need to continue to develop the skills of moving safely in their own space, stopping on a
signal, and making various formations (line, scatter, circle, partners).
• Know the safety rules of the play area.
OVERVIEW
• Developing stability skills is important, not only in gymnastics, but in other movement skills as
well. The skills that are practised in these lessons should be reinforced throughout the year in
other activities. It should be noted that there is quite a range of ability of students to balance at
this age.
• Provide many opportunities for practice. Lessons and activities can be repeated to reinforce
concepts.
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Unit 12 – Overview
Health and Physical Education – Kindergarten
Movement Exploration - Stability
1 2

Appendix
• When using stations, it is recommended a routine is established, such as:
1.On signal, stop activity.
2.Put away equipment carefully.
3.Sit down with other members of group and listen.
4. Walk to the next station when group is called.
5.At end of final activity, students help put the equipment back.
• Use discretion when deciding whether or not to have children wear shoes. Usually wearing shoes
will create a safer environment, will protect students’ feet and provide grip. When using
gymnastics equipment students will have to be able to feel equipment and have better grip with
bare feet. As long as is clean and students are moving carefully, bare feet is recommended when
using climbers and other gymnastics equipment.
• Provide other opportunities for students to practise balance and stability throughout the year,
e.g., when entering the gymnasium, follow the lines on the floor, hold shapes when freezing, balance
in shapes during cool-down activities.
Unit 12 Appendix A : Stability Skills - Teacher Assessment Checklist
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Unit 12 – Overview
Health and Physical Education – Kindergarten Movement Exploration - Stability

Unit 12 Stability
Sub-Task #1 Balancing in Interesting Shapes
Facility
Indoors/outdoors/large space
Materials
Beanbags (one per student), mats (optional)
Description
Students will practise balancing in a variety of shapes, using different body parts and will work on
putting together a sequence of balances.
Specific Area Learning Expectation
Health and Physical Activity • Participate willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (in walking, running, jumping)
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate . Use
rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of students’ demonstration of balance, ease
and flexibility in movement. See Unit 12 Appendix A.
• Formative/Ongoing Assessment - Self-assessment of willingness to participate using stand/sit
rating (Stand up if you think you tried your hardest today.)
Teaching Learning Strategies
1. Warm-Up
• Students move carefully through the space while balancing a beanbag on various parts of
the body. Ask the students: How many different ways can you balance the beanbag? Ask the
students to show different ways of moving and balancing.
2. Skill Development/Application
• Students skip through space. On “stop” signal, students “freeze” in interesting shapes. Students
hold the shape for a number of seconds. Repeat using a variety of locomotor skills, e.g.,
hopping, galloping, walking, moving like a train. Have students stretch and freeze in high,
medium and low positions, as well as, tall, small, wide, narrow shapes.
• Name body parts and challenge students to balance with those parts touching the ground.
Choose a number of body parts and challenge students to balance with 5-4-3-2-1 body parts
touching the ground.
• In their own space, encourage students to choose different body parts and balance. Students
hold each balance for a count of 3 before changing their balance. Students attempt to move
from one balance to another smoothly.
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Extension
Notes to Teacher
Appendix
• Teacher and students decide on three or four balances and put them together in a sequence.
Practise.
3. Cool-Down/Wrap-Up
• “Red Light, Green Light”: Teacher stands at one end of the gymnasium. Students line up
against the opposite wall. Tu rn back to students and call out, “Green Light”; students move
f o rw a rd. After a moment or two call out, “Red Light” and quickly turn around. Students must
stop and freeze. When students freeze, challenge student to freeze in an interesting shape that
they might have used earlier in class. If they continue to move, the student takes a step backward s .
Game continues until a student reaches the teacher.
• Give students an opportunity to demonstrate their balance sequences for a small group or for the
whole class.
• Students need to be spaced out evenly; remind them to move into open space.
• Encourage students to count “1-2-3” out loud as they hold their balances.
• Look for smooth transitions from one balance to another.
• Define balance-stillness; frozen like a statue.
Unit 12 Appendix A: Stability Skills Teacher Checklist
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Unit 12 Stability
Sub-Task #2 Balancing Using Benches
Facility
Indoors/outdoors/large space
Materials
6-8 benches, variety of hoops, pylons and mats
Description
Students investigate various methods of travelling safely across benches.
Specific Area Learning Expectation
Health and Physical Activity • Participate willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (in walking, running, jumping)
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of students’ balance, ease and flexibility in
movement. See Unit 12 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• Students skip around the gymnasium, stepping up and over benches along their path.
• Stretching: Students sing “Head and Shoulders, Knees and Toes” and stretch while they touch
those body parts.
Head and shoulders knees and toes
Knees and toes
Knees and toes
Head and shoulders knees and toes
Eyes, ears, mouth and nose.
2. Skill Development/Application
• Bench Activities: Four students per bench. Students explore/discover different ways of moving
across a bench, taking turns moving across the length of a bench. After students have had an
opportunity to explore, encourage students to try walking forward; walking sideways; crawling;
like an inchworm, walking on knees, sliding on back.
• Select some students to demonstrate their movement ideas.
• While students are working on benches, set up an obstacle course by adding hoops, mats, and
lines marked by pylons that designate pathways. Students travel over, around, through and
across the course. At “freeze” signal, students freeze wherever they are on the obstacle course.
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Extension
Notes to Teacher
Appendix
3. Cool-Down/Wrap-Up
• “Simon Says”: Use different body parts for balance (i.e., Simon says, balance on three body
parts).
• Students can work in small groups on the obstacle course, leading their group through the
course in different ways.
Students need be aware of safety rules when using benches:
• In warm-up activity, make sure students are stepping up, and over bench – not jumping over the
benches.
• Two to three students on a bench at a time, others wait in line for their turn.
• Move carefully across the bench.
• When walking backwards on bench, another student walks alongside the bench and can hold
their partner’s hand if the partner wishes.
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Unit 12 Stability
Sub-Task #3 Balancing Through an Obstacle
Course
Facility
Indoors/outdoors/large space
Materials
Benches, mats, hoops, pylons, drum or tambourine
Description
Students practise balancing skills as they travel through an obstacle course.
Specific Area Learning Expectation
Health and Physical Activity • Participate willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (in walking, running, jumping)
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of students’ balance, ease and flexibility in
movement. See Unit 12 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• Line Balance: Students enter and follow the lines on the floor. On signal, students freeze.
Challenge students to walk only on one colour. Challenge students to jump from colour to
colour. Challenge students to get around other students they meet without falling off the line.
2. Skill Development/Application
• “Obstacle Course”
Set up as shown.
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Extension
Notes to Teacher
Appendix
• Students travel carefully through course. Students can begin in different areas of the course so
that there is not a line up in any area. Remind students to walk from one part of the course to
the other. Instruct students to move across bench in an interesting way; balance on different
body parts in each hoop and hold for three seconds each; log roll over the mat; jump and land
in each hoop
• “Five Off”: Students balance on a mat on five body parts. On the sound of the drum, students
remove one body part and hold for three seconds. Continue until students are balancing on
only one body part. Repeat this activity and encourage students to use different body parts and
different balances.
3. Cool-Down/Wrap-Up
• Students disassemble the obstacle course as directed by teacher.
• Students follow teacher in a balance sequence, moving quietly from one stable balance to
another. Encourage students to breathe deeply and hold their balances steady.
• Vary or lengthen obstacle by adding skipping ropes, more mats, more benches, hoops, etc.
• Make sure students are moving through obstacle course without rushing.
• Students can start at different points in the obstacle course so they are not waiting in line.
• Supervise the clean-up by helping students with larger equipment.
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Unit 12 Stability
Sub-Task #4 Balance Stations
Facility
Indoors/large space
Materials
5 peacock feathers, 5 beanbags, 4 benches, pylons, ropes, 4 mats
Description
Students practise their balance skills as they travel through four stations.
Specific Area Learning Expectation
Health and Physical Activity • Participate willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (in walking, running, jumping) .
Assessment Opportunities: Suggestions for Assessing Expectations
• Summative/Formal Assessment - Teacher observation, at stations of students’ balance, ease, and
flexibility in movement, as well as, students’ willingness to participate. See Unit 12 Appendix A
and rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Students move around using different levels, speeds, and modes of locomotion. Students freeze
on a signal. Reinforce previous stability lessons, encouraging freezing in different shapes and
balances.
2. Skill Development/Application
Set up the following balance stations. Students rotate through each station every four or five
minutes:
• Feather station: Use peacock feathers to balance on various body parts (finger, nose, elbow).
• Bench station: Practise travelling across bench in a variety of ways.
• Mats: Students practise log rolls, keeping bodies tight and straight.
• Beanbags: Balance beanbags on different body parts, and follow pathways marked by pylons
and skipping ropes on the floor.
3. Cool-Down/Wrap-Up
• Students help clean up.
• Relaxation: Student lie on backs and close eyes. When name is called, follow the lines to
the door.
• Teacher leads some gentle stretching exercises (See Kindergarten Appendix E: Safe Stretching).
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Extension
Notes to Teacher
Appendix
• Add stations or lengthen time at each station.
• Imitate a vehicle. Move like a train, a plane, a helicopter, a bus making stops and picking up
passengers.
• Mark pathways using pylons and ropes.
• Pool noodles, cut in half, can also be used for boundaries or to balance on body parts instead of
using feathers.
• Remind students of safety precautions at each station (be aware of space, be careful walking on
bench).
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Unit 12 Stability
Sub-Task #5 Balance Stations II
Facility
Indoors/large space
Materials
5 peacock feathers, 5 beanbags, 4 benches, pylons, 4 mats
Description
Students practise their balance skills as they travel through 4 stations.
Specific Area Learning Expectation
Health and Physical Activity • Participate willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (in walking, running, jumping) .
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Formal Assessment - Teacher observation at stations of students’ balance, ease, and
flexibility in movement, as well as, students’ willingness to participate. See Unit 12 Appendix A
and rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
Students do the following challenges:
• Touch three different walls.
• Step over two benches.
• Follow a red and a black line.
• Follow someone, skipping, hopping, etc.
• Do 20 jumping jacks. Count together.
• Touch a door and something blue.
Ask students if they can feel their heart beating, if they are warmer than when they started, and if
they are breathing faster.
2. Skill Development/Application
Set up the following balance stations. Students rotate through each station every 4-5 minutes:
• Bench balances: Students find as many ways as they can to balance using the bench. Balances
can include travelling across the bench, can be stationary on the bench or can be on the floor
with hands on bench for balance.
• Bench/beanbag station: Practise travelling across bench in a variety of ways with a beanbag
balanced on different body parts.
• Mats: Students create balances using 1-6 body parts and holding each one for 3 seconds.
• Beanbags: Balance beanbags on different body parts, and follow pathways marked by pylons
or ropes on the floor.
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Extension
Notes to Teacher
Appendix
• Robots: Students move around the room, pretending to by robots. They balance a beanbag on
their head. The beanbag is their power pack. If the beanbag falls off, they do not have the
power to move and must stay frozen in place. Designate 4 or 5 students whose job it is to move
around the room and replace power packs onto frozen robots.
3. Cool-Down/Wrap-Up
• Students help clean up.
• Relaxation: Students lie on backs and close eyes. When name is called, follow the lines to the
door.
• Add stations, or lengthen the time at each station (e.g., walk along ropes taped on floor).
• Remind students of safety precautions at each station (be aware of space, be careful walking on
bench).
• Students stop activity on signal, clean up station, sit down and wait until group is called to move
to the next station.
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TEACHER
Unit 12 Stability
Stability Assessment Checklist
Rating
W = Working on It
✔ = Got It
Expectations
• Demonstrate balance, ease and flexibility in movement (in walking, running, jumping).
• P a rticipate willingly in creative movement, dance and other daily physical activities.
Name of Students Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
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23.
24.
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30.
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OVERVIEW
UNIT Jumping and Landing
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Assessment and Evaluation
• A variety of assessment methods may be used in this unit. Some assessment strategies and
tools are:
– Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate.
Use checklists and rubrics in Kindergarten Appendix B for indicators.
– Formative/Ongoing Assessment - Teacher observation of spatial awareness and travelling skills.
See checklist Unit 13 Appendix A and anecdotal record chart Kindergarten Appendix B.
– Formative/Ongoing Assessment - Student self assessment of willingness to participate using a
variety of strategies.
Links to Prior Knowledge
Notes to Teacher
Duration 5 Sub-Tasks
Description
Students practise jumping and landing using proper form in games and fitness centres.
Sub-Task Title
1. Games: Proper Formation
2. Teddy Bear Activity Circuit
3. Nursery Rhyme Circuit
4. More Jumping Activities
5. Jump and Land Circuit
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary
Curricular Safety Guidelines or their school board’s safety policy. Please see overview page
on safety, and detailed information in safety guidelines.
• Students need to continue to develop the skills of moving safely in their own space, stopping on a
signal, and making various formations (line, scatter, circle, partners).
• Know the safety rules of the play area.
• Activity circuits can be used for more than one lesson. See Unit 13 Overview for suggestions for
establishing routines when using circuits.
• Adjust number of centers and equipment to meet the needs of your students.
• Provide many opportunities for practise. Lessons and activities can be repeated to reinforce
concepts.
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Appendix
• Teachers may also wish to assess other expectations in the Kindergarten document during health
and physical activities:
Personal and Social Development:
• Demonstrate self-control by following classroom rules and routines in different contexts in
the school (Self-Awareness and Self-Reliance).
• Attempt new tasks willingly (Self-Awareness and Self-Reliance).
• Demonstrate consideration for others by helping them (Social Relationships).
• Act and talk in appropriate ways with peers and adults during activity periods (Social
Relationships).
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Unit 13 Jumping and Landing
Sub-Task #1 Games: Proper Formation
Facility
Large Space; Indoors/Outdoors
Materials
Upbeat music (see notes to teacher for suggestions), class set of hoops and 15-20 beanbags, (if
outside, use recycled items, such as yogurt cups), class set of paper plates, six different colours
of construction paper.
Description
Students will be taught proper jumping and landing skills and apply the skill in a game.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in
movement (e.g. walking, running, jumping).
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of jumping and landing skills. See
Checklist Unit 13 Appendix A.
• Formative/Ongoing Assessment – Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Reinforce safety rules. (See notes to teacher)
• Students warm up by jumping around the gymnasium and freezing on a signal. Use music with
directions (see notes to teacher for suggestions) or any upbeat music.
2. Skill Development/Application
Demonstrate jumping and landing technique. Teaching Tips:
• Jumping: Legs bend and extend, arms swing up, push off the balls of feet.
• Landing: Knees bent, arms out for balance, head up, feet shoulder width apart (resembles
sitting on a motorcycle) Landing should be glued or stuck to the floor. (“Stick it”)
• Stress light landings and space awareness.
• Give signal to scatter and stop. Students practise one jump and land with control. Continue
practising with students jumping and landing in control when freeze signal is given.
• Students follow teacher’s oral instructions using a number and a direction. Show me two
jumps forward with a good landing. Show me one jump sideways with a good landing.
• Play Indy 500: Students are given a paper plate to act as a steering wheel. Students drive their
cars around the gymnasium observing the rules of the road (being careful not to hit other
cars) Designate a zone in the corner or a line at the side as the pit stop. Teacher holds up a
coloured paper to indicate the rule of the road.
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Extension
Notes to Teacher
Appendix
Red = stop
Green = go
Yellow =caution – jump and land in place
Blue = jump backwards
Purple = jump forward
Black = jump sideways,
• Students should remember red, green and yellow. As the teacher holds up the other cards, call
out the command to help students remember.
• Students who “crash” into others go to the pit stop, and practise jumping and landing 5 times
to repair their car.
3. Cool-Down/Wrap-Up
• Recite or sing Five Green Frogs (Singable Songs for the Ve ry Young). Students jump into a
“pool” (centre circle of the gymnasium) and do other actions with the words of the song:
Five green and speckled frogs (Squat like a frog, knees should not bend below
90 degree angle)
Sat on a speckled log
Eating the most delicious bugs (Pretend to eat.)
Yum, yum. (Rub stomach.)
One jumped into the pool (Jump into circle.)
Where it was nice and cool ( Hug self as if to keep warm)
Then there were four green and speckled frogs (Climb out of the circle)
Glunk! Glunk! (Hold up four fingers)
• Continue counting backward and doing actions until no frogs are left.
• Speedbump: Place 10-20 beanbags (outdoors-yogurt cups) in scattered formation around the
gymnasium or outside area. Students travel around the space according to directions (run, slide,
walk, gallop) and when a speed bump is in front of them they stop and jump over it using proper
technique.
• Review safety rules including stop and go signals. Remind students to keep heads up and eyes
looking forward to avoid collisions.
• See Kindergarten Appendix C Looking at Movement Skills
Music Suggestions: (Recording Artist, AlbumTitle, Song(s))
Jack Grunsky, Sing and Dance, (Jumping Beans, Grasshopper).
Hap Palmer, It’s A Happy Feeling, (Rockin’ Rhythm).
Raffi, Singable Songs For the Very Young, (Bouncing Up and Down, Five Little Frogs)
Raffi, The Corner Grocery Store (Pick a Bale of Cotton)
Unit 13 Appendix A: Jumping and Landing Skills – Teacher Assessment Checklist
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Unit 13 Jumping and Landing
Sub-Task #2 Teddy Bear Activity Circuit
Facility
Large Space; Indoors/Outdoors
Materials
Paper dog bones, 5 mats, 2 benches, 5 cones, hoops, skipping ropes
Description
Students will practise jumping and landing skills in the Teddy Bear Activity Circuit.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in
movement (e.g. walking, running, jumping).
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of jumping and landing skills. See Unit 13
Appendix A.
• Formative/Ongoing Assessment – Teacher observation using anecdotal record notes (See
Kindergarten Appendix B) of students’ willingness to participate.
Teaching Learning Strategies
1. Warm-Up
• Rivers/Streams/Freeze: Half of the class are rivers and half of the class are streams. All are
“flowing” around the room/gymnasium.” All freeze when the teacher calls “freeze.” The
teacher then calls either “rivers” or “streams.” The group that is called moves around the
room. The group that is not called remains in place and is still almost frozen, so jumps up and
down trying to get “warmed up.” When the teacher calls “freeze” again, both groups freeze
without moving. Give both groups several chances to move around the room. The group that is
not called always jumps in place. Students can choose the kind of jumps they do when jumping
in place (jumping jacks, two-foot jumps, or one-foot hops).
2. Skill Development/Application
• Demonstrate proper jumping and landing techniques. See Sub-Task #1.
• Use all or part of the Teddy Bear Activity Circuit
• Divide the class into groups. Each group starts at a different station.
• Explain safety and start and stop signals.
• Review safety rules as station instructions are given.
• Establish a routine for moving from station to station, e.g. stop, return equipment, sit on the
“blue line,” point to the next station. Go.
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Teddy Bear Activity Circuit
• Set up mats, hoops, benches, cones and skipping ropes as in diagram.
• Students recite the teddy bear poem while doing the appropriate action.
• e.g., “Teddy Bear, Teddy Bear roll in the grass…”
• Roll in the grass - Log roll across mats.
• Jump off logs – Jump off a bench into the hoops.
• Run through the woods – Zigzag around the cones.
• Jump over the river – Jump back and forth over the skipping ropes.
• Jump across the pond – Jump from one hoop to the other.
• Walk across the bridge – Walk over a bench with mats on both sides.
3. Cool-Down/Wrap-Up
A Day in the Life of a Bear. Teacher will tell the students a story of a day in the life of a bear.
Students listen and do actions as the story is told:
• Ursa Bear woke up in the morning with a great big bear stretch (Students stretch.)
• Ursa went looking for her breakfast. (Students bear walk around the gymnasium.)
• She looked under rocks for ants. (Students bend down and stretch up as they lift rocks.)
• She came to a stream and decided to go for a swim. She was hot. (Students jump ahead and
pretend to float and swim.)
• Ursa got out of the stream and shook her body hard. (Students shake.)
• She decided to climb to the top of the highest hill. (Students pretend to climb.)
• She stretched herself tall to see what she could see. (Students stretch.)
• She saw some berries hanging from a branch on a bush but she could not reach them. She
thought that she could reach them if she jumped. (Students jump and stretch.)
• It took her ten tries but she finally got them. (Students jump ten times.)
• Ursa went for a walk through the woods and it was a rough path. She had to climb over logs
and under fallen trees. (Students crawl and wriggle.)
• It was time for a nap. (Students curl up.)
• Ursa woke up with another big stretch and a scratch of her back. (Students stretch and
s c r a t c h . )
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Extension
Notes to Teacher
Appendix
• She headed out again and this time met her friend. They walked together to a big field. It was
so beautiful there it made them want to run. They jogged and rolled and jumped in the field.
(Students run and roll and jump.)
• They stopped by the river on their way home to look for fish for dinner. (Students pretend to
catch fish.)
• It had been a busy day. Ursa said good-bye to her friend and headed slowly home for a sleep
again. (Students walk slowly to the door.)
• Recite the Teddy Bear, Teddy Bear poem and create new lines as students stretch different parts
of their bodies. e.g.,
Teddy Bear, Teddy Bear, Stretch up high
Teddy Bear, Teddy Bear, Wave Goodbye
Teddy Bear, Teddy Bear, Jump up and down
• See Sub-Task #1 for correct landing techniques.
• Add your own story twists and actions to “A Day in the Life of a Bear”. Ask students for
suggestions.
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Unit 13 Jumping and Landing
Sub-Task #3 Nursery Rhyme Activity Circuit
Facility
Large Space; Indoors
Materials
Cones, 2 mats, benches, scooter boards, stars taped to the wall at various heights, 4-5 hoops
Description
Students will practise rotations and jumping and landing skills.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in
movement (e.g. walking, running, jumping).
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of jumping and landing skills using a
checklist. See Unit 13 Appendix A.
• Formative/Ongoing Assessment – Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Create a jumping dance to music of your choice or “Jump” by the Pointer Sisters or Jiffy Mixer.
Jump Dance:
• In a large circle, kick right heel out to the front and bring it back two times, repeat with left (8
beats).
• Jump back one jump with two feet together and then clap. Jump back again, clap three more
times fast (8 beats).
• Walk in your own circle (4 beats).
• March in your own space (4 beats).
2. Skill Development/Application
• Review proper jumping and landing techniques. (See Sub-Task #1)
• Review safety rules as station instructions are given.
• Review start and stop expectations.
• Use Nursery Rhyme Activity Circuit: Select appropriate number of stations.
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Extension
Notes to Teacher
Appendix
Nursery Rhyme Circuit
Jack Be Nimble: Students jump over the candlesticks (small pylons or beanbags).
Humpty Dumpty: Students climb up on a bench, jump off, land on a gymnasium mat, then do an
egg roll (see Kindergarten Appendix C).
Wee Willie Winkie: Students walk up and down stairs or step up and down on a bench.
Ride a Cock Horse: Students sit on a scooter board, or a riding toy and practice their pedaling
motion to move forward.
Twinkle, Twinkle Little Star: Students jump up and touch stars taped to the wall.
D r. Foster: Students jump up and into hoops (puddles) using a two-foot jump and a proper landing.
3. Cool-Down/Wrap-Up
• Jumping Beans: Students stand in a circle. Students “pass the jump” around a circle like a
wave. The first person jumps once, then the person beside him/her jumps. The jump gets
passed around the circle in sequence. This can be repeated using different kinds of jumps and
student choice of jumps. More than one jump can be passed around the circle at one time.
• Students pass a stretch around the circle, reaching up high, then curling into a small ball and
hugging themselves.
• Various fitness circuits could be used in several classes.
• See teacher notes in Sub-Task #1 for correct landing techniques.
• Modify circuit activities based on equipment and facilities available.
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Unit 13 Jumping and Landing
Sub-Task #4 More Jumping Activities
Facility
Large Space; Indoors
Materials
Music for the Bunny Hop (Elementary Folk Dances Division 1, Can Ed Media or All Time
Favourite Dances, Kimbo), scoops (one per student), several beanbags
Description
Students practise performing jumping and landing and moving vigorously.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in
movement (e.g. walking, running, jumping).
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of jumping skills using a checklist. See
Unit 13 Appendix A.
• Formative/Ongoing Assessment – Teacher observation of student’s willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Do the Bunny Hop dance. Use a scatter formation rather than a conga line.
The Bunny Hop
1-2 All extend the left foot to the left side (sometimes done as a kick in the air,
sometimes the heel touches the floor). The left foot is then placed along side the
right, toe touches the floor.
3-4 Repeat counts 1-2. Left foot goes out and in.
5-8 Repeat counts 1-4, but with the right foot.
9-12 With both feet together, all jump forward and then back (hop like a bunny) slowly.
13-16 Three jumps forward, in double time (twice as fast as the first two jumps). Hold on
count 16. Prepare to start again.
• Repeat the dance from the beginning.
2. Skill Development/Application
• Popcorn: Students pretend that they are popcorn shaking in a pan. They jog back and forth
between lines in the gymnasium. When the teacher calls out “pop” the students jump as high as
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Extension
Notes to Teacher
Appendix
they can. The teacher can begin calling out pop just a few times, but as “the pot gets hotter,”
call out “pop” more frequently so students are hopping quickly.
• Little Rabbit Foo Foo: Scatter beanbags at one end of the gymnasium. The beanbags are
“field mice.” Students each have a scoop. On a signal, all students hop like rabbits from one
end of the gymnasium to the other. They pick up one beanbag at a time and bring it back to
the other end of the gymnasium. Students continue unit they have picked up all of the mice.
• Blast Off Rockets: Scatter beanbags around the room/gymnasium. Beanbags are “rocket
boosters.” Students jog around gymnasium. Each time they pass a beanbag they jump as high as
they can to blast off. Students try to stretch as high as they can as they jump over the beanbags.
3. Cool-Down/Wrap-Up
• Students walk slowly around the gymnasium, jumping over lines as they cross them. The
teacher can call out a colour of line and the students just need to jump over that colour.
Students can also walk on lines and jump when two lines meet.
• Blast off Rockets: If using different coloured beanbags, students can be instructed to jump in
different ways over different colours (e.g., red – tuck jump, blue – star jump, green – one foot
jump).
• See Sub-Task #1 for correct landing techniques.
• Lead the Bunny Hop dance with the students following as well as they are able. Use of correct
feet and exact counts are not important.
Unit 13 Appendix A: Jumping and Landing Skills – Teacher Assessment Checklist
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Unit 13 Jumping and Landing
Sub-Task #5 Jump and Land Circuit
Facility
Large Space; Indoors
Materials
Upbeat music, small hurdles or cones, skipping ropes, hoops of various sizes if possible, mats,
benches, small pylons or floor markers
Description
Students practise the skill of jumping and landing using proper form by jumping up, over, into,
and off of equipment.
Specific Area Learning Expectation
Health and Physical Activity • Demonstrate balance, ease and flexibility in
movement (e.g. walking, running, jumping).
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Teacher observation of jumping skills using a checklist. See
Unit 13 Appendix A.
• Formative/Ongoing Assessment – Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Frog Pond: Place a class set of hoops in a large circle. Students run or skip around the outside.
Teacher says, “Jump, Frog, Jump” and the students turn and jump and land on a lilypad
(inside a hoop). Teacher removes 1 or 2 hoops so that students need to share hoops as they
are taken away. Teacher says, “Frog Pond” and frogs jump out and continue traveling around
the circle in different ways (skip, hop, gallop, walk, run).
2. Skill Development/Application
Select number of stations for your circuit from Jump and Land Activity Circuit. Review safety rules
as station expectations are explained.
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Extension
Notes to Teacher
Appendix
Jumping and Landing Circuit
Set up the equipment for the activity circuit according to the diagram. Students move around the stations
in the circuit, doing the various activities.
• Jump Over – Students jump over low hurdles or two cones with a skipping rope tied between each
pylon at a height of 30 cm.
• Jump In – Students jump hoop to hoop landing inside each hoop on two feet.
• Jump Like A … – Students jump between two ropes or lines like various animals, e.g., rabbit, fro g ,
k a n g a roo. Post pictures of animals at the station.
• Jump Up – Students climb up on a bench, jump up making a star shape in the air and land on two
feet. Encourage students to try other shapes.
• Jump Forw a rd – Mark distances on the floor with pylons or floor markers at .5 metres, .75 metre s ,
and 1 metre apart. Students jump from line to line.
• Jump Off – Students jump off a bench and land in a hoop, which is placed on a gymnasium mat.
They should try forw a rds, backwards and sideways jumps.
3 . C o o l - D o w n / Wrap-Up
• Recite poems Five Little Monkeys Jumping on the Bed or Five Little Frogs (Jumping and Landing,
S u b - Task #1) and do the actions.
• Reduce, Re-use, Recycle: Provide a variety of materials for students to design a jumping and
landing circuit outdoors. Store materials in a laundry basket and allow students to create the
order for the items differently each day (Berry baskets, yogurt, cottage cheese and plastic ice
cream containers, 2 litre pop bottles, lids from aerosol cans, sponges, etc.)
• See Sub-Task #1 for correct landing techniques.
• Use pictures to remind students of the tasks at each circuit station.
Unit 13 Appendix A: Jumping and Landing Skills – Teacher Assessment Checklist
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TEACHER
Unit 13 Jumping and Landing
Jumping and Landing Assessment Checklist
Rating
W = Working on It
✔ = Got It
Expectations
Health and Physical Education – Kindergarten
• Demonstrate balance, ease and flexibility in movements.
• P a rticipate willingly in creative movement, dance and other daily physical activities.
Name of Students Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
284
Unit 13 - Appendix A
Movement Exploration - Jumping and Landing

Rhythmics
UNIT 1 Personal Safety and Injury Prevention
Understanding of Concepts Recording Chart
Unit Title
14 Creative Movement 287
15 Folk and Novelty Dances 315
285
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OVERVIEW
UNIT Creative Movement
1 4
Assessment and Evaluation
• A variety of assessment methods may be used in this unit. Some assessment strategies and
tools are:
– Formative/Ongoing Assessment - Teacher observation of movement skills using an anecdotal
recording chart with a skills checklist.
– Formative/Ongoing Assessment – Teacher observation of students’ willingness to participate
using the participation rubric.
Links to Prior Knowledge
Notes to Teacher
Duration 10 Sub-Tasks
Description
Students will experience and explore (movement principles) body awareness, spatial awareness,
relationships, effort) through movement activities to music.
Sub-Task Title
1. Moving to the Music
2. Pathways
3. Body Actions to Music
4. Moving Through Space
5. Fast and Slow
6. Underwater Moves
7. Moving with a Chant
8. Moving with a Story
9. Moving with Hoops
10.Moving with Streamers/Scarves
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary
Curricular Safety Guidelines or their school board’s safety policy. Please see overview page
on safety, and detailed information in safety guidelines.
• Students will have had some experience with locomotor movement skills, e.g., walking, running,
hopping, moving in various pathways. Students may be familiar with formations (circle, scatter,
lines, partner) but need to review these patterns regularly.
• The lessons in this unit have a variety of action songs and movements that can be reviewed and
used within the warm up portion of lessons throughout the year, outside or in the classroom to
promote Quality Daily Physical Education.
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Rhythmics - Creative Movement
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Appendices
• The movement concepts or principles to be addressed in this unit through a variety of movement
activities are:
• Body Awareness: knowing and using various body parts while moving and stationary;
• Spatial awareness: moving safely into a new space;
• Effort: using different speeds or tempos;
• Relationships: working with a variety of equipment.
• Use familiar and favourite hand rhymes, music and action songs to replace the suggested ones if
not available to you.
• Use dances in an order appropriate to your students.
• Adapt dances by increasing the number of repetitions or doing it half speed.
• Use of hand signals to direct the students to make formations that are helpful. Hand signals
may include:
• Scatter and stop: Wave fingers as if playing a piano and form a fist.
• One line beginning here: Stretch arms out straight in front.
• Two lines beginning here: Stretch arms out straight in front but wide apart.
• Circle: Form a circle with hands.
• Teachers may also wish to assess other expectations in the Kindergarten document during health
and physical activities:
Mathematics:
• Identify and produce simple patterns (Patterning).
The Arts - Creative Activity:
• Solve problems creatively: (e.g., make three-dimensional constructions with paper; create
dance patterns: make musical instruments)
• Use their creativity in movement, mime, and dance activities (e.g., invent dances using
familiar rhythms)
Response to Art Works:
• Move in response to the tempo and mood of music (e.g., fast, slow, dreamy or scary music).
• Show an appreciation of folk songs and dances from other countries.
Knowledge of Elements and Forms:
• Recall and repeat familiar songs, dance steps and rhymes.
• Name different movements they can do (e.g., gallop, hop on one foot).
Personal and Social Development/Self-Awareness and Self-Reliance:
• Demonstrate self-control by following classroom rules and routines in different contexts in
the school.
• Attempt new tasks willingly.
Social Relationships:
• Demonstrate consideration of others by helping them.
• Act and talk in appropriate ways with peers and adults during activity periods.
Unit 14 Appendix A Creative Movement Assessment Checklist
Unit 14 Appendix B Creative Movement Pathways
Unit 14 Appendix C Hoops - Creative Movement
Unit 14 Appendix D Creative Ribbon Movements
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Resources
Music Used In The Creative Movement Section (“Song Title”,
Recording Artist/Album)
“Popcorn Maker,” Music Builders K
“It’s a Happy Feeling,” Music Builders K
“Aquarium,” Record 3, Music Builders K
“The Body Rock,” Kids in Motion
“The Freeze,” Kids in Action
“Animal Actions” I or II, Kids in Motion
“Shadow Dancing,” Kids In Motion
“My Shadow,” Kids in Motion
“Twist” music, Chubby Checker or Beatles, “Twist and Shout”
“The Twist,” All Time Favourite Dances (Kimbo 1991)
“Spare Parts, It’s a Happy Feeling,” Tom Thumb
“Go Round and Round the Village,” Get a Good Start
“Twinkle Twinkle Little Star,” Get a Good Start
“Looby Loo,” Get a Good Start
“Shake Something,” Getting to Know Myself, Hap Palmer
“The Elephant,” Learning Basic Skills through Music, Volume I
“Sea Gulls,” Music for Rest and Relaxation
“Alligator Stomp,” Dream Catcher
“The Lions Yawn,” Imaginary Window
“The Lion Sleeps Tonight,” Imaginary Window
Other suggested artists for music:
• Hap Palmer Series
• Raffi
• Sharon, Lois and Bram
All music selections suggested are available through:
• Can-Ed Media, 43 Moccasin Trail, North York, Ontario, M3C 1Y5, Tel: 416-445-3900,
Fax: 416-445-9976
• Jack Grunsky Productions, 383 Wellesley Street East, Toronto, Ontario, M4X 1H5,
Tel./Fax 416-928-9375
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Unit 14 Creative Movement
Sub-Task #1 Moving to the Music
Facility
Large/small space; indoor/outdoors
Materials
Tape player and music with a strong beat; drum or tambourine
Description
Students will listen and respond to the rhythm of music with running, walking, sliding, hopping
and jumping.
Specific Area Learning Expectation
Health and Physical Activity • Participate willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (e.g., in walking, running, jumping).
• Demonstrate spatial awareness.
Assessment Opportunities: Suggestions for Assessing Expectations
• F o rmative/Ongoing Assessment - Teacher observation using an anecdotal re c o rding chart of
students’ participation in creative movement and dance. Use checklists and rubrics in Kinderg a rt e n
Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Students listen to music then clap out the rhythm together.
• Play music and encourage children to move to the music.
2. Skill Development/Application
• Play music. Ask students: Can you walk in rhythm with the music? Can you run, hop, gallop,
jump, slide? What other body parts can you move to the music? (fingers, feet, arms, head) Can
you move at high level, low, medium levels? (Choose students to demonstrate examples.) How
many parts are moving? How are they moving?
• Use a tambourine or drum to create a rhythm. Students:
• Walk on the spot to the beat of the tambourine/drum.
• Clap and march to the beat of the tambourine/drum.
• Walk about the gym – big steps, little, toes in, toes out.
• Run – light quick steps, heavy quick steps, long slow steps.
• Run and jump – teacher taps quick, light beat. Pause, then hit one loud beat. Children jump
on the loud beat.
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Extension
Notes to Teacher
3. Cool-Down/Wrap-Up
• Use the song, "The Wheels on the Bus," by Raffi. Create new verses using a body part and
an action:
e.g., I can make my hands go up and down,
Up and down, up and down,
I can make my hands go up and down,
My body belongs to me.
• Select students to take turns beating out a rhythm with the drum or tambourine. Other students
move their bodies to the rhythm.
• Remind the students to work in their own space. Provide positive reinforcement for students who
are in their own space when they freeze.
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Unit 14 Creative Movement
Sub-Task #2 Pathways
Facility
Large/small space; indoor/outdoors
Materials
Tape player and music: Music Builders K, "Popcorn Maker"; Kids in Motion "Body Rock," pathways
cards/page (Creative Dance Appendix B)
Description
Students will develop awareness of their bodies through movement to music.
Specific Area Learning Expectation
Health and Physical Activity • Participate willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (e.g., in walking, running, jumping).
• Demonstrate spatial awareness.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment- Teacher observation of students’ participation in creative
movement and dance. Use checklists and rubrics in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment- Teacher observation of students spatial awareness skills.
See checklist in Unit 14 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• Play "Listen and Move to Popcorn" Record l, Music Builders K. Students listen to music. Ask
students, "Why do you think it is called "Popcorn?" Students pop to the music. Suggest various
body parts that can pop. (Pop only hands, leg, foot, arms, head etc.)
2. Skill Development/Application
• Pathways: Student walk around the gym: forward; on tip toes; on heels; arms straight; arms
swinging; stiff legs; rubbery legs; long steps; tiny steps; walk like different animals. Challenge
students to use different pathways (curved, straight, zigzag) as they move in different ways.
Pathways could be posted on the wall and teacher could point to different pathways for students
to follow. (See Creative Dance Appendix B)
• “Here, There, Where”: On the command "Here": the students walk to the teacher; "There":
the students walk in the direction the teacher points, "Where": the students bounce up and
down on their own spot. Students can move in different ways. Add other moves and other
directions (Everywhere: students scatter, circle, line).
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Extension
Notes to Teacher
Appendix
3. Cool-Down/Wrap-Up
• Students act out the following poem:
My head is down
My eyes are closed
My hands and feet are still
This is my quiet time.
• Popcorn: Students think of other foods that move while they cook. Students move like those
foods (bacon frying, a cake rising, a roast sizzling, bread rising, an egg scrambling, noodles
expanding).
• Use music selections suggested if available, or use some lively music for the popcorn activity.
Unit 14 Appendix A: Creative Movement Assessment Checklist
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Unit 14 Creative Movement
Sub-Task #3 Body Actions to Music
Facility
Large/small space; indoor/outdoors
Materials
Beanbags, tambourine, Music: "It’s a Happy Feeling" – Music Builders K, Kids in Motion "Body
Rock"; "Twist" music by Chubby Checker or Beatles "Twist and Shout"; "Body Parts" from "It’s a
Happy Feeling.
Description
Students will explore basic body actions, such as bending, curling, stretching, twisting.
Specific Area Learning Expectation
Health and Physical Activity • Participate willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (e.g., in walking, running, jumping).
• Demonstrate spatial awareness.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment- Teacher observation of students’ participation in creative
movement and dance. Use checklists and rubrics in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment- Teacher observation of students exploring body actions.
See checklist in Unit 14 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• The students will move around the gym in a variety of ways. Teacher may use the tape Kids in
Motion "Body Rock" or another active song and do actions to music.
• Students move like different animals and other students guess which animal they are imitating.
2. Skill Development/Application
• Discuss and demonstrate how the body bends. Bend all the parts of the body suggested by the
group e.g., elbows, wrist, waist, knee, fingers.
• Make tall shapes, straight and long. Stretch at high, medium and low levels. If outside, students
work to see how tall they can get their shadow to stretch.
• To the sound of a tambourine or clapping slowly curl up tightly when the beat is soft and then
unfold to a loud beat. Repeat.
• Scatter beanbags. Each student makes a curled shape around a beanbag. To the sound of a
tambourine, slowly unfold, curl and unfold.
• Discuss how the body can twist. Play “Twist” music or “Body Parts.” Students twist to the
music.
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Extension
Notes to Teacher
Appendix
3. Cool-Down/Wrap-Up
• Play Sticky Popcorn: Students move freely around the gym/room as individual pieces of popcorn
searching for other popcorn. When one piece of popcorn comes in contact with another,
they stick together. Once stuck, they continue to move around together sticking to other pieces,
until all students end up together in a big popcorn ball.
• Students twist with a partner. On different signals (or when “partner” and “alone” are called out)
students twist alone or with a partner.
• Twist/Curl/Stretch Shapes – Students bend their bodies in a variety of shapes. The students
can make shapes in response to shape cards (Unit 10 Appendix B) or they can make abstract
shapes. Encourage students to twist, curl or stretch as many body parts as they can.
• Ensure students are well warmed up so their bodies are warm when they work on twisting and
stretching.
Unit 14 Appendix A: Creative Movement Assessment Checklist
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Unit 14 Creative Movement
Sub-Task #4 Moving Through Space
Facility
Large space, small space, indoors, outdoors
Materials
Tape Player and music: “Go Round and Round the Village”; “Shake Something” from “Getting to
Know Myself” by Hap Palmer
Description
Students explore and practise activities related to spatial awareness.
Specific Area Learning Expectation
Health and Physical Activity • Participate willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (e.g., in walking, running, jumping).
• Demonstrate spatial awareness.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment- Teacher observation of students’ participation in action songs
and dance and dance. Use checklists and rubrics in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of students body awareness and spatial
awareness skills. See checklist in Unit 14 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• Spatial Awareness: Students respond to different drumbeats as they move in a place by themselves.
Then students move from place to place as they listen and respond to the beat of a
drum. Teacher helps with verbal commands and calls out rhythm.
• Body Awareness: Use “Shake Something” from “Getting to Know Myself” by Hap Palmer, or
use another piece of music to get students to move different body parts. Students identify the
body parts they are using.
2. Skill Development/Application
• Listen to the music (“Go Round and Round the Village” or any music with a strong beat).
Students tap the knees with hands responding to the sounds of the music. (Unit 14 Appendix B)
• Discuss different machines that children have seen. Students demonstrate the actions of different
machines by moving around the space, e.g., snowplough, vacuum cleaner, bicycle pump,
windshield wipers.
• Students work in groups of three or four to make a big machine.
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Extension
Notes to Teacher
Appendices
3. Cool-Down/Wrap-Up
• Sing or play instrumental and giving suggestions for various methods of travel, e.g., walk,
skip, march.
e.g., Song, tune of Frere Jacques:
Let’s go skipping, let’s go skipping
Around the block, around the block
We will keep on skipping, we will keep on skipping
Then we’ll stop, then we’ll stop.
Try with “Let’s go walking, marching, hopping….”
• Select other Canadian songs for warm-ups and cool-down (“Land of the Silver Birch,” by
Imaginary Window, or Jack Grunsky, or “Canoe,” on “Homefree,” by April and Susan). Students
move to the music and act out the lyrics.
• Begin with students working individually to make machines. Ask students for suggestions of
machines they could make with their bodies.
Unit 14 Appendix A: Creative Movement Assessment Checklist
Unit 14 Appendix B: Creative Movement Pathways
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Unit 14 Creative Movement
Sub-Task #5 Fast and Slow Movements
Facility
Large Space, Small Indoors Outdoors
Materials
• Tape player and music: Kids in Motion, “Body”; Learning Basic Skills through Music-Volume I
“The Elephant”; “Sea Gulls”- Music for Rest and Relaxation, pictures of body parts
• drum or tambourine
Description
Students will explore movement activities using slow and fast tempos.
Specific Area Learning Expectation
Health and Physical Activity • Participate willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (e.g., in walking, running, jumping).
• Demonstrate spatial awareness.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment- Teacher observation of students’ participation in action songs
and movement. Use checklists and rubrics in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of students ability to move slowly and fast.
See checklist in Unit 14 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• Body Awareness Action Songs: Place pictures of the body parts on the wall at different
stations and divide students into groups of three. Review method of changing or rotating from
one station to the next. Play music by Kids In Motion or your choice of lively music. At each
station, students move the body part matching the sign in as many ways as they can to the beat
of the music.
• Alternate method: Teacher holds up cards one at a time for students to see and students
move that body part until the teacher changes to a new body part.
2. Skill Development/Application
• Music: “Body Rock” - Follow the instructions in the action song or use similar verbal cues. The
p a t t e rn in Body Rock is to move body parts to a rock and roll beat. (Everybody get that rock
and roll in your knees….) Students begin by sitting on a circle in the centre of the gym. Te a c h e r
beats drum or tambourine and students move body parts named by the teacher to the beat
of the music.
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Extension
Notes to Teacher
Appendix
• Use “The Elephant” or any music with varying tempos. Students listen to the song and discuss
the movements used in the song. The students find their own working space and respond to
actions in the song. If song is not available, a variety of diff e rent pieces of music can be played.
Students can move in diff e rent ways to diff e rent music. Ask students why they moved how they
m o v e d .
3. Cool-Down/Wrap-Up
• Action Song: Spare Parts or verbal cues. The pattern in Spare Parts is to name a body part
and its location and ask if you can do an action with it. (You’ve got your eyes in head can you
roll them all around?)
• Play selection from “Sea Gull,” Music for Rest and Relaxation or other quiet music. Students
stretch out on floor on back and listen quietly to the soft music. Students breathe deeply while
they relax.
• Select music with a definite beat. Choose a student to move to the music while others follow.
Students take turns leading the class in different movements to music.
• Music Moves – play a variety of kinds of music (pop, jazz, folk, rock, classical). Students
respond and move the way the music makes them feel. Teacher can pretend to not be able to
hear the music and ask students to show him/her how the music sounds by moving their bodies.
• Use different musical instruments (e.g., tambourine, drum, shakers, bells) if a music player is
not available in the gym.
Unit 14 Appendix A: Creative Movement Assessment Checklist
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Unit 14 Creative Movement
Sub-Task #6 Underwater Moves
Facility
Large space, small space, indoors, outdoors
Materials
Tape player and music: “I See You”; “Aquarium” – Record 3, “Music Builders K” or any music
with various sounds that children can respond to.
Description
Students will move creatively to music.
Specific Area Learning Expectation
Health and Physical Activity • Participate willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (e.g., in walking, running, jumping).
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment- Teacher observation of students’ participation in action songs
and movement. Use checklists and rubrics in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of students’ awareness of moving their
bodies in a creative way. See checklist in Unit 14 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• Students will practise moving in space. Travel or free dance (snap, clap, heel jacks, sidestep) to
the music, and then freeze when music stops. Hold the shape for approximately five seconds.
• Using a drum or tambourine, students respond to the beat by stopping and starting their
walking movements. Teacher helps with verbal cues.
2. Skill Development/Application
• Use any music that students can listen to and respond by actions.
• Students lie down and relax as they listen to “Aquarium” from Record 3 of Music Builders K. or
other soft music that would give the feeling of being underwater. Students listen to feel the soft,
light quality of the music, slowly raising different body parts and letting them drift gently back
to the floor. In slow motion, students curl up close to the body and open up again.
• Students think of being under water. Ask students: What might you see? What would you feel?
Students pretend to listen for the bubble rising up to the surface of the water and make hands
follow the bubbles.
• Students pretend their hands are fish and make the fish swim. Ask students: How will they move?
Students glide smoothly, quietly around the room, following hands, as the fish swim.
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Extension
Notes to Teacher
Appendix
• Students move as if they were in an aquarium. Ask students what they will be. They might sway
like seaweed, glide like a fish, open and close like a sea anemone. Encourage students to move
in their own space and explore diff e rent ways of moving.
• Students work in groups of three or four to create an underwater world. Students can pretend to
be diff e rent kinds of cre a t u res, and create an underwater moving scene. Students watch other
g roups, looking into diff e rent aquariums.
3. Cool-Down/Wrap-Up
• Students listen again to the music and talk about what they hear. Students describe the aquarium
and what the music makes them think about. Students talk about what places might make
them feel a similar way (floating in space, flying in the sky, lying in a hammock).
• Aquarium Moves – Choose four creatures from the aquarium or from the sea. Develop a different
way of moving for each creature (e.g., sea horses gallop, star fish stretch and twirl, glow fish
move quickly moving arms out and in, snails crawl along the ground). As the name of each
creature is called, students move around the gym/room using appropriate movement
• Provide equipment (pool noodles, scarves, ribbon) if available to add variety to the movement
exploration.
Unit 14 Appendix A: Creative Movement Assessment Checklist
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Unit 14 Creative Movement
Sub-Task #7 Moving with a Chant
Facility
Large Space Indoors
Materials
Tape player and music: Animal Moves I or II Kids In Motion
Description
Students move creatively to the chant “Going on a Bear Hunt.”
Specific Area Learning Expectation
Health and Physical Activity • Participate willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (e.g., in walking, running, jumping).
• Demonstrate spatial awareness.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment- Teacher observation of students’ participation in creative
movement and dance. Use checklists and rubrics in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of creative movement skills in space using
an anecdotal recording chart. See checklist in Unit 14 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• Choose lively music. Teacher performs a variety of repetitive movements to music using a
sequence, e.g., heel walk, arm swings, arm raises, hopping, marching etc. Students follow.
• Follow instructions in the music: Animal Moves I or II (Kids In Motion) or follow verbal cues
to imitate animal moves. (See Animal Walks in Safe Stretching Appendix E)
2. Skill Development/Application
• Students chant “Bear Hunt” and move creatively to the chant.
• Students do it twice, and both times they are encouraged to use diff e rent moves (additional
moves to the ones noted).
LET’S GO ON A BEAR HUNT (students repeat each line)
L e t ’s go on a bear hunt. (Tap hands on thighs like walking)
All right.
L e t ’s go.
Oh look,
I see a wheat field!
C a n ’t go around it,
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C a n ’t go under it.
All right.
L e t ’s go through it.
Swish, swish, swish. (Rub hands together, like swishing through the wheat.)
A l r i g h t .
L e t ’s go.
Oh look,
I see a tre e !
C a n ’t go over it,
C a n ’t go under it.
L e t ’s go up it. (Pretend to climb a tree. When top is reached, place hands on forehead and look
a round. Climb down.)
Oh look,
I see a swamp!
C a n ’t go around it,
C a n ’t go under it.
L e t ’s swim through it. (Pretend to swim.)
All right.
L e t ’s go.
Oh look,
I see a cave!
C a n ’t go around it,
C a n ’t go under it.
L e t ’s go in it. (Cup hands and make hollow sound when clapping together. )
All right.
L e t ’s go.
Golly – it’s dark in here. (Said with suspense in voice.)
Better use my flashlight.
D o e s n ’t work.
I think – I see something.
I t ’s big!
I t ’s furry !
I t ’s got a big nose!
I think – it’s a bear!
It IS a bear! Let’s go!
• Repeat everything backwards and fast.
• Wipe brow and give a big sigh of relief, “Whew! We made it!”
• Ask students where else they could go on for a “bear hunt.” Ask students what actions could go
with the new place. Add new places and actions to the chant.
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Extension
Notes to Teacher
Appendix
3. Cool-Down/Wrap-Up
• Two students face each other. One student leads and the other follows. First student performs
slow movements and second student tries to match their movements.
• Bear Says: Play a non-elimination game of Simon Says. Choose two leaders and play two games
on both sides of the room. As students get “out” they move to the other side and continue to play.
• “Going on a Bear Hunt” could be changed to other adventures like going fishing, climbing a
mountain for a picnic or catching butterflies.
Unit 14 Appendix A: Creative Movement Assessment Checklist
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Unit 14 Creative Movement
Sub-Task #8 Moving with a Story
Facility
Large Space/Indoors
Materials
A variety of picture books
Description
Students will move creatively and dramatize actions to favourite stories read in class.
Specific Area Learning Expectation
Health and Physical Activity • Participate willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (e.g., in walking, running, jumping).
• Demonstrate spatial awareness.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ participation in creative
movement and dance. Use checklists and rubrics in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Storybook Statues: Students move in a variety of ways around the space. When a signal is
given, students freeze in the shape of a character from a book that has been read in class.
Students can be instructed to freeze with another person. Students then guess each other's
character before beginning to move again. Select a few students to share their frozen character
with the class.
2. Skill Development/Application
• R e - read a familiar story. As the story is read, students move around the space dramatizing the
actions of the story. Periodically, call out “freeze.” Students freeze and listen to the next part of
the story.
• Listen and Do: Read a story and designate a certain action (e.g., standing up and sitting down,
standing up and turning around, running and touching a line in front of a wall, calling out a
w o rd or a phrase) every time a word is said. Students listen for that word or name in the story
and do the action each time they hear the word.
3. Cool-Down/Wrap-Up
• Students listen to a song that tells a story. Students move to the music. Students may also act out
the story using just one body part (e.g., hands only, arms only, head only).
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Extension
Notes to Teacher
• Storybook Statues: Select two storybook statues (Franklin the Turtle and Babar the Elephant)
that the students chose in the warm-up. Designate half of the students to be one character, while
the other half act out the other one. When one character is called, they move around the gym
being careful not to touch any statues. Call the other character. The first characters freeze and the
second characters begin to move. Challenge students to move in a different way every time it's
their turn.
• Actions to stories can be large or small. When moving in the gym or a large space, students can
do large actions to the story. To provide some activity when listening to stories in the classroom,
students can use hand actions and actions that can be done when sitting down.
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Unit 14 Creative Movement
Sub-Task #9 Moving with Hoops
Facility
Large Space Indoors
Materials
• Poem: My Shadow, “Shadow Dancing” Kids In Motion; “Twinkle, Twinkle, Little Star” Get a Good
Start;
• Class set of hoops.
Description
Students will follow directions in action or singing games and create movements to music with
their bodies and using hoops.
Specific Area Learning Expectation
Health and Physical Activity • Participate willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (e.g., in walking, running, jumping).
• Demonstrate spatial awareness.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment- Teacher observation of students’ participation in creative
movement and dance. Use checklists and rubrics in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment – Teacher observation of movement skills using hoops and spatial
awareness skills. See checklist in Unit 14 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• Body and Spatial Awareness: Students place hoops on the floor allowing enough space
between the hoops to walk around them. Play music as students move around the hoops.
2. Skill Development/Application
• Students practise moving with hoops to slower music. Use hoops to dramatize rhymes, such as
Twinkle, Twinkle, Little Star. Sing or use instrumental version of Get a Good Start. Students do a
new action with each line.
• Place hoops on the floor to create various patterns. Have students perf o rm various animal walks
and other movements, moving in and out and between the hoops.
• Students experiment with movement with a hoop (e.g., running along beside it, running ahead of
it, crossing in front of it, twirling a hoop on diff e rent body parts). Students use hoop to move to
the music. (Creative Movement Appendix C)
• Students pretend that they are circus animals, and the hoop is a circus ring.
• Students show five things they can to with a hoop.
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Extension
Notes to Teacher
Appendices
3. Cool-Down/Wrap-Up
• Students curl up on the floor in their hoops and slowly and smoothly stretch all body parts.
Relax and shake the body parts loosely.
• Students imitate their shadows using the music “Shadow Dancing.”
• Outside on a sunny day, play Shadow Tag with a partner. Students chase a partner and try and
jump on their shadow. Runner tries to move their body to avoid having their shadow jumped on.
Partners change roles when their shadow has been jumped on.
• Using hoops can help to define individual space when moving outdoors.
Unit 14 Appendix A: Creative Movement Assessment Checklist
Unit 14 Appendix C: Hoops – Creative Movement
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Unit 14 Creative Movement
Sub-Task #10 Moving with Streamers/Scarves
Facility
Large Space Indoors
Materials
• Scarves, streamers, ribbons or crepe paper streamers cut about 1.5 metres to 2 metres long.
• Tape player and music “Simple Simon Says,” “Frere Jacques,” “Twinkle Twinkle Little Star” or
any other music selection.
Description
Students will explore and practise movements with ribbons, streamers or scarves. Students will
recite or sing a favourite nursery rhyme and add ribbon actions to the rhyme.
Specific Area Learning Expectation
Health and Physical Activity • Participate willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (e.g., in walking, running, jumping).
• Demonstrate spatial awareness.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment- Teacher observation of students’ participation in creative
movement and dance. Use checklists and rubrics in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment- Teacher observation of movements with ribbons to music in
space. See checklist Unit 14 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• Students warm up moving around the gym. Challenge students to make their bodies reach high,
crouch low, become big or small, narrow or wide.
2. Skill Development/Application
• Give students time to explore moving with the ribbons.
• Direct students to experiment in the following ways:
• Focus on both sides of the body, space in front, behind, above below, around.
• Speed: fast and slow.
• Pathways: curved, zigzag, straight.
• Shapes: butterfly or figure eight, circles or helicopters (above head), windshield wipers,
snakes, whip.
• Flow: smooth, jerky, rhythmic.
• Use ribbon shapes to create a routine to a nursery rhyme using various ribbon movements
(Unit 14 Appendix C).
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Extension
Notes to Teacher
Appendix
• Play instrumentals for “Frere Jacques,” “Twinkle, Twinkle Little Star” or any other music
selection. Students add their own creative movements to the music using their ribbons, scarves
or streamers.
3. Cool-Down/Wrap-Up
• Play the music “Simple Simon Says” and follow directions in the music.
• Or, play non-elimination Simple Simon Says. Select two leaders and play two games on both
sides of the gym/room. When a student is out on one side, he/she moves to the other side.
Leaders select ribbon challenges to do for the group.
• Use hoops instead of ribbons (Creative Movement Appendix C and D).
• Students can use ties and scarves if ribbons not available.
• Use crepe paper to match seasonal themes (orange and black at Halloween and play spooky
music).
Unit 14 Appendix A: Creative Movement Assessment Checklist
Unit 14 Appendix C: Hoops – Creative Movement
Unit 14 Appendix D: Creative Ribbon Movement
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TEACHER
Unit 14 Creative Movement
Creative Movement Assessment Checklist
Rating
W = Working on It
✔ = Got It
Expectations
• Demonstrate balance, ease and flexibility in movement.
• Demonstrate spatial awareness.
• Participate willingly in creative movement, dance, and other daily physical activities.
Name of Students Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
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Creative Movement Pathways
312
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HOOPS – CREATIVE MOVEMENT
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CREATIVE RIBBON MOVEMENT
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Unit 14 - Appendix D
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OVERVIEW
UNIT Folk and Novelty Dances
1 5
Assessment and Evaluation
• A variety of assessment methods may be used in this unit. Some assessment strategies and
tools are:
– Formative/Ongoing Assessment – Teacher observation of students’ willingness to participate
using the participation rubric and checklist.
– Formative/Ongoing Assessment - Teacher observation of movement skills during performance
of dances using an anecdotal recording chart with a skills checklist.
Links to Prior Knowledge
Notes to Teacher
Duration 10 Sub-Tasks
Description
Students will follow directions in action and/or singing games and learn adapted folk and novelty
dances from Canada and other counties around the world. These activities are used to promote
and enhance body awareness, spatial awareness, motor control and social development.
Sub-Task Title
1. Maple Leaf Stomp (Heritage Theme)
2. Frere Jacques
3. Seven Jumps
4. Danish Dance of Greeting
5. Pleskavac Kolo, Hokey Pokey
6. Electric Boogie
7. Macarena
8. At the Hop, The Twist
9. Hands Up
10.Bird Dance
• It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary
Curricular Safety Guidelines or their school board’s safety policy. Please see overview page
on safety, and detailed information in safety guidelines.
• Students have had some experience with locomotor movements but proper techniques should be
reviewed or taught where required (e.g. walking, running, skipping, hopping, various pathways).
• All dances in this unit have been adapted to suit kindergarten students. Introducing dances with
steps in a very simplified way can help to develop listening skills, spacial awareness and a sense
of rhythm.
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Rhythmics - Folk and Novelty Dances
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• Dances should be used to explore movement. The correct “steps” or “actions” are not import a n t
as long as the students are experiencing and exploring body and spatial awareness by part i c i p a t i n g
in the dances.
• Folk and novelty dances are used to promote and enhance basic movement concepts including:
• Body Awareness: activities to promote using various body parts while moving.
• Spatial awareness: activities to promote moving safely into a new space.
• Effort: activities involving different speeds, directions.
• Relationships: moving and working with a partner.
• Few activities in this unit can be instructed effectively without music. Prior to beginning a lesson,
ensure you have music which can be heard by all students.
• Teach dances using the “part to whole” method. Begin by demonstrating (or explaining) the first
movement, then progress by adding movements together.
• Lessons are presented in a suggested order and rate of progression. Select dances based on
available music, projected difficulty in teaching the steps and anticipated students’ rate of
learning them,
• A new dance has been introduced in each new lesson; however, it’s intended that the action songs
and dances will be reviewed and used within the warm-up portion of lessons throughout the year,
outside or inside the classroom, to promote Quality Daily Physical Education.
• Vary formations (e.g., individuals scattered within boundaries, partners scattered, one large circle,
groups in lines etc.,) for greater variety and ease of teaching. Students will be somewhat
familiar with formations (e.g. circle, scatter, lines, partner) but these need to be taught or
reviewed where required.
• It is helpful to use hand signals to direct the students to make formations. Hand signals may
include:
• Scatter and stop: Wave fingers as if playing a piano and form a fist.
• One line beginning here: Stretch arms out straight in front.
• Two lines beginning here: Stretch arms out straight in front but wide apart.
• Circle: Form a circle with hands.
• Use familiar and favourite hand rhymes, music and action songs to replace the suggested ones if
music is not available.
• Create your own dances using 8 or 16 movements, then changing to a new movement. (Adding
“The Twist” in songs allows for everyone to “get together” again).
• Adapt dances by increasing the number of repetitions or doing it at half-speed. (For example:
Macarena: hold each arm movement for two beats rather than changing on one beat.)
• Consider holding an annual spring dance festival as your performance or concert. Use the
outdoors and ask parents to join in with dances, such as the Macarena, Hands Up, or Alligator
Stomp.
• Teachers may also wish to assess other expectations in the Kindergarten document during health
and physical activities.
• Mathematics: Identify and produce simple patterns (Patterning).
• The Arts: Creative Activity:
• Solve problems creatively (e.g., make three-dimensional constructions with paper; create
dance patterns: make musical instruments).
• Use creativity in movement, mime, and dance activities (e.g., invent dances using
familiar rhythms).
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Appendix
Resources
• Response to Art Works:
• Move in response to the tempo and mood of music (e.g., fast, slow, dreamy or scary music).
• Show an appreciation of folk songs and dances from other countries.
• Knowledge of Elements and Forms:
• Recall and repeat familiar songs, dance steps and rhymes.
• Name different movements they can do (e.g., gallop, hop on one foot).
• Personal and Social Development:
• Demonstrate self-control by following classroom rules and routines in different contexts in
the school (Self-Awareness and Self-Reliance).
• Attempt new tasks willingly (Self-Awareness and Self-Reliance).
• Demonstrate consideration of others by helping them (Social Relationships).
• Act and talk in appropriate ways with peers and adults during activity periods (Social
Relationships).
Unit 15 Appendix A Folk/Novelty Dances - Teacher Assessment Checklist
All music selections suggested are available through:
• Can-Ed Media, 43 Moccasin Trail, North York, Ontario, M3C 1Y5, Tel: 416-445-3900,
Fax: 416-445-9976
• Jack Grunsky Productions, 383 Wellesley Street East, Toronto, Ontario, M4X 1H5,
Tel./Fax 416-928-9375
Folk/Novelty Dances Resources Used in this Unit (“Song Title”,
Recording Artist/Album)
“The Twist,” “Hokey Pokey,” “Macarena,” “Chicken Dance,” “Hands Up,” Christy Lane’s Complete
Party Dance Music.
“Frere Jacques,” Get a Good Start (Instrumental)
“Seven Jumps,” “Dance of Greeting,” “Bird Dance,” “Hokey Pokey,” Elementary Folk Dance –
Division I
“Pleskavac Kolo,” “Bird Dance,” “Maple Leaf Stomp,” Elementary Folk Dance – Division II
“Land of the Silver Birch,” Imaginary Window, Jack Grunsky
“At the Hop,” “Electric Boogie,” Everybody Dance (Kimbo 1993) , All Time Favourite Dances
“The Twist,” “The Chicken (Bird Dance),” “Hokey Pokey,” All Time Favourite Dances (Kimbo 1991)
“Body Rock,” “Beanbag Boogie I or II,” “Body Talk,” Kids in Motion
“Spare Parts,” “In, Out, and Round About,” It’s a Happy Feeling, Tom Thumb
“Canada Beat,” Homefree, April and Susan
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Other suggested music for Kindergarten:
(Recording Artist/Album Title)
• Hap Palmer Series
• Raffi
• Sharon, Lois and Bram
• Learning Basis Skills Through Music, Volume I, II
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Unit 15 Folk and Novelty Dances
Sub-Task #1 Maple Leaf Stomp
Facility
Large space, small space, indoors, outdoors
Materials
Tape player and music, “Maple Leaf Stomp,” Elementary Folk Dance Division II
Description
Students perform activities related to body and spatial awareness and explore movements in a
circle with a partner. (Canada Heritage Theme).
Specific Area Learning Expectation
Health and Physical Activity • Participates willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (in walking, running, jumping).
• Demonstrates spatial awareness.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
action songs and dance. Use rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of students’ skill in moving forward and
backward, using a checklist. See Unit 15 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• Spatial awareness: Here, There, Everywhere Game. Teacher says “here” and students travel
to teacher. Teacher says “there” and students travel to area teacher points to. Teacher says
“everywhere” and waves hands to point everywhere and students travel all over the gymnasium.
Here, there and everywhere commands can become quicker and add to the fun of changing
directions before they get to the previous location. Encourage safe travel. Eyes first, feet second.
2. Skill Development/Application
• Body Parts: Play lively music. Call out the name of a body part (head, arm, foot). Students
move that body part in time to the music. Instead of calling out the body part, hold up cards
with the picture of the body part.
• Touch Your Toes (Tune: “Frere Jacques”). Students sing the song, do the actions and
make up new verses and actions.
Touch your toes, touch your toes,
Turn around, turn around.
Do a little jumping, do a little jumping,
Down you go, up you go! (squat and pop up)
Variations: hopping, skipping, walking, dancing, climbing
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Extension
Notes to Teacher
Appendix
• Use music “Maple Leaf Stomp” to develop body and spatial awareness through movement.
• Basic Skills: Join hands and move in and out of the circle (forward and backward), move
circle to the left and right, and turn around in personal space, practising without music.
Maple Leaf Stomp (Canada), Adapted for Kindergarten
Music: Elementary Folk Dance Division II (Can-Ed Media)
Formation: Single Circle; no partners
Counts Action Cue Words
Part I
4 All go in to the center (1, 2 ,3 stomp) “in 2, 3, stomp”
4 All go out (1, 2, 3 stomp) “out 2, 3 ,stomp”
4 All go in (1, 2, 3 stomp) “in 2, 3, stomp”
4 All turn in own space “turn in your own space”
Part II
4 All go out of the circle(1, 2, 3 stomp) “out 2, 3, stomp”
4 All go in (1, 2, 3 stomp) “in 2, 3, 4 stomp”
4 All go out (1, 2, 3 stomp) “out 2, 3, 4 stomp”
4 All turn in own space “turn in your own space”
Part III
16 All join hands and circle left “walk to the left”
16 Change directions and circle right “… and the other way…”
Repeat dance.
Adapted from Jack Geddes, Can-Ed Media
3. Cool-Down/Wrap-Up
• Students walk around the singing:
(Tune: Frere Jacques)
Let’s go walking, let’s go walking
Around the , around the gym
We will keep on walking, we will keep on walking
Then we’ll stop, then we’ll stop.
Let’s go skipping, marching, hopping….
• Select other Canadian songs for warm-ups and cool-down (“Land of the Silver Birch,”
Imaginary Window, by Jack Grunsky; or “Canoe,” on Homefree, by April and Susan).
• Encourage students to call the cue words out loud to help them remember which way they
are moving.
Unit 15 Appendix A: Folk/Novelty Dances – Teacher Assessment Checklist
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Unit 15 Folk and Novelty Dances
Sub-Task #2 Frère Jacques
Facility
Large Space Indoors
Materials
Tape player and music: “Frère Jacques” - Get a Good Start; “Land of the Silver Birch” - Imaginary
Window; “Canada Beat” on “Homefree” - April and Susan
Description
Students will participate in an action song and do a folk dance: Frère Jacques.
Specific Area Learning Expectation
Health and Physical Activity Participate willingly in creative movement, dance and
other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
action songs and dance. Use rubric in Kindergarten Appendix B for indicators.
Teaching Learning Strategies
1. Warm-Up
• Body Awareness: Play lively music such as “Canada Beat.” Students follow instructions in the
music or follow the teacher’s verbal cues. For example, they swing arms, march, skip.
2. Skill Development/Application
• Students will practise various locomotor movements to the music, including hopping, jogging,
skipping, jumping.
• Students travel holding hands with a partner.
• Students listen to song Frère Jacques. Students will practise the steps in the Frère Jacques
dance and then perform it to the music. Movements can be adapted as students become
familiar with the sequence.
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Extension
Notes to Teacher
Appendix
Frère Jacques Dance, Adapted for Kindergarten
Music: Frère Jacques, Get a Good Start
Formation: Scatter formation holding hands with a partner who stands beside.
Song Cues Action:
Are you sleeping? Are you sleeping? Hold hands in one circle and circle.
Brother John Face partner and shake right finger.
Brother John Face partner and shake left finger.
Morning bells are ringing, Morning bells are ringing. Join both hands and skip around with
your partner.
Ding ding dong Clap hands (own or with partner) slaps
legs, clap hands, pause
Ding ding, dong Clap hands (own or with partner) slaps
legs, clap hands, pause
Repeat
3. Cool-Down/Wrap-Up
• Play music: “Land of the Silver Birch” (strong drum beat), by Imaginary Window.
• Students walk around the and keep the beat on their body. Change every eight or sixteen beats.
(clap, pat shoulders, pat legs).
• Play music and have students paddle around the gymnasium or move in a slow flowing movement.
• Frere Jacques: Use different actions to create a different movement sequence; for example, do
dance in circle formation using the following cues.
Song Cues Action: Counts
Are you sleeping? Are you sleeping? Hold hands and circle right (8)
Brother John, Brother John, Hold hands and circle left (8)
Morning bells are ringing, Face centre and shake arms up
Morning bells are ringing. and down (8)
Ding ding, dong, ding, ding, dong. Swing straight arms up and
down as if pulling a bell (8)
• Students can sing along in English and/or French.
Unit 15 Appendix A: Folk/Novelty Dances – Teacher Assessment Checklist
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Unit 15 Folk and Novelty Dances
Sub-Task #3 Seven Jumps
Facility
Large space, small space, indoors outdoors
Materials
• Tape player and music: “Freeze,” Kids In Motion; “Seven Jumps,” Elementary Folk Dances
Division 1.
• Cards with letters or numbers to imitate shapes.
Description
Students will perform activities related to space and body awareness, exploring the theme of
movement and stillness by performing the folk dance Seven Jumps (Denmark).
Specific Area Learning Expectation
Health and Physical Activity • Participates willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (in walking, running, jumping).
• Demonstrates spatial awareness.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
action songs and dance. Use rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of student’s movement skills using a checklist.
See Unit 15 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• Spatial Awareness: Using the music “Freeze,” or other lively music, students travel or free
dance (snap, clap, heel jacks, sidestep). When music stops, they freeze and hold the pose for
about five seconds.
• Students walk, skip, hop, slide, gallop, jump, etc. until the music stops (or the leader calls out
“Shapes”). When the leader shows a card with a shape, letter or number on it, students use
their body to copy the shape. After holding the shape for a few seconds, students slowly melt
the shape and continue moving to the music.
2. Skill Development/Application
• Body Awareness: Student explore movement and stillness (balance) using the music for
“Seven Jumps” or other music. Follow the adapted version of Seven Jumps or travel by skipping
on the teacher’s signal and freezing in a variety of shapes. Students hold the shapes for a designated
number of counts, then continue moving.
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Extension
Notes to Teacher
Appendix
Seven Jumps (Denmark), Adapted for Kindergarten
Music: Elementary Folk Dance – Division I (Can-Ed Media)
Formation: Scatter
• Students alternate skipping or walking for 16 counts during the chorus, and then holding a
series of balances. Hold the balance for 4 beats. Add on a new balance each time.
3. Cool-Down/Wrap-Up
• Sing it in different positions. (Straddle legs, sit with legs straight, standing on one leg.)
• Recite or sing the action poem: Head and Shoulders (Tune: “London Bridge”)
Head and shoulders, knees and toes, knees and toes, knees and toes
Head and shoulders, knees and toes, clap your hands and round you go
Touch your elbows and your nose, and your nose, and your nose
Touch your elbows and your nose, reach out wide and shake yourself
Touch your hips and touch your heels, touch your heels, touch your heels
Touch your hips and touch your heels, wiggle your hips and jump up high.
• Change balances for Seven Jumps. Students develop balances to be used. Choose seven that can
be held for four beats. Repeat dance using different balances, incorporating suggestions from
students.
• Demonstrate dances and encourage students to follow without placing emphasis on exact counts
or steps.
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Unit 15 Folk and Novelty Dances
Sub-Task #4 Danish Dance of Greeting
Facility
Large Space Small Space Outdoors Indoors
Materials
Tape player and music: “Danish Dance of Greeting,” Elementary Folk Dance – Division I
Description
Students will perform activities based on body awareness using the music Clap, Snap, Shake and
learn the dance Danish Dance of Greeting.
Specific Area Learning Expectation
Health and Physical Activity • Participates willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (in walking, running, jumping).
• Demonstrates spatial awareness.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
action songs and dance. Use rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of students’ body awareness skills using a
checklist. See Unit 15 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• Body Awareness: Students will follow the instructions in the action song Clap, Snap, Shake or
follow verbal cues to clap and snap and shake to music of your choice.
• Alphabet Walk to form a circle: Use the first letter of a student’s name and an action. (For
example: if your name begins with B, bounce in the circle; if your name begins with a C, crawl
into the circle.) As each student performs an action, the class joins in.
2. Skill Development/Application
• Play any lively music. Students practise moving arms in a circle.
• Use music to travel around the gymnasium using different locomotor skills, e.g., walking,
walking on toes, walking on tiptoes, jumping. Listen for the change in the music.
• Practise hand clapping sequences with two claps and another action (e.g., clap, clap, snap or
clap, clap pat your legs and finally clap, clap, bow).
• Use Danish Dance of Greeting music to perform movement sequences. Use adapted version.
• Basic Movements: circle, twist in place, clapping sequence.
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Extension
Notes to Teacher
Appendix
Danish Dance of Greeting, Adapted for Kindergarten
Music: Elementary Folk Dance – Division I (Can-Ed Media)
Formation: Circle
Counts Action Cue Words
Part I
4 Clap hands twice and bow Clap, clap, bow
4 Clap hands twice and bow. Clap, clap, bow.
2 Stamp twice in place Stamp, stamp.
4 Turn around in place by jogging. Turn yourself around.
Part II
32 Join hands and circle one way (left) Circle left.
32 Return to the right Circle right.
Adapted from Jack Geddes, Can-Ed Media
3. Cool-Down/Wrap-Up
• Sing and do actions to the Wiggle Song. (Tune: For He’s a Jolly Good Fellow)
My fingers are starting to wiggle
My fingers are starting to wiggle
My fingers are starting to wiggle
They wiggle all around
(Use various body parts as suggested by the students.)
• Repeat the Alphabet Walk game to line up and leave the room.
• Use variations to actions, e.g., clap, clap wave or clap, clap curtsey. Students could work in
partners and play clapping games.
• Do the same actions to alternative music if suggested music is not available.
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Unit 15 Folk and Novelty Dances
Sub-Task #5 Pleskavac Kolo, Hokey Pokey
Facility
Large space, indoors, outdoors
Materials
Tape player and music for “Pleskavac Kolo,” Elementary Folk Dance Division 1 (Can-Ed Media);
Music for “The Hokey Pokey,” All Time Favourite Dances (Kimbo), Elementary Folk Dance
Division 1 (Can-Ed Media), or Christy Lane’s Party Dance Music; music for “Body Talk,” Kids in
Motion (Kimbo).
Description
Students perform activities related to body awareness and learn the dances Pleskavac Kolo and
Hokey Pokey.
Specific Area Learning Expectation
Health and Physical Activity • Participates willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (in walking, running, jumping).
• Demonstrates spatial awareness.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
action songs and dance. Use rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of students’ movement skills using checklist.
See Unit 15 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• Students will explore body awareness using lively music or the action song, “Body Talk”
Follow the directions in the action song or use similar verbal cues. The pattern in Body Talk is
a body part and an action to perform with it. (Move your hand up and down)
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2. Skill Development/Application
• Teach movement and patterns to the music Pleskavac Kola (Serbian dance from Yugoslavia).
Basic movements: moving backwards, forwards and in place.
Pleskavac Kolo (Yugoslavia), Adapted for Kindergarten
Music: Elementary Folk Dance (Can-Ed Media)
Formation: Circle; no partners
Counts Action Cue Words
4 Walk in to the centre 2 steps slowly, 3 steps quickly “in in, run, run, ru n ”
4 Walk out of the centre 2 steps slowly, 3 steps quickly “out, out, run, run, ru n ”
8 R e p e a t
4 Walk in to the centre 2 steps, stamp 3 times quickly “in in, stamp, stamp, stamp”
4 Walk out of the centre 2 steps, stamp 3 times quickly “out, out, stamp, stamp, s t a m p ”
8 R e p e a t
4 Walk in to the centre 2 steps, clap 3 times quickly “in in, clap, clap, clap”
4 Walk out of the centre 2 steps, clap 3 times quickly “out, out, clap, clap, clap”
8 R e p e a t
• Students will use body parts to move to music by following instructions in the Hokey Pokey
dance
Hokey Pokey, Adapted for Kindergarten
Music: All Time Favourites or Christy Lane’s Party Dance Music or Elementary Folk Dance Division I
Song Cues Action Counts
Put one hand in hand in to centre 4
Put one hand out hand behind back 4
Put one hand in hand in to centre 4
And shake it all about shake hand 4
You do the Hokey Pokey Tu rn in a circle with 8 walking steps 8
And you turn yourself aro u n d Shake hands above head 8
T h a t ’s what its all about Clap hands four times 4
Put other hand in hand in to centre 4
Put other hand out hand behind back 4
Put other hand in hand in to centre 4
And shake it all about shake hand 4
You do the Hokey Pokey Tu rn in a circle with 8 walking steps 8
And you turn yourself aro u n d Shake hands above head 8
T h a t ’s what its all about Clap hands four times 4
• Repeat with foot, elbow, hip, head, whole body
• Adapted from Jack Geddes, Can-Ed Media
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Extension
Notes to Teacher
Appendix
3. Cool-Down/Wrap-Up
• Students do actions to words of poem Finger Play:
I have ten little fingers,
and they all belong to me,
I can make them do things,
Would you like to see?
I can shut them up tight,
or open them up wide.
I can put them together,
or I can make them all hide.
I can make them jump high,
I can make them jump low.
I can fold them up quickly,
And hold them just so.
• Students use movements of body parts to increase body awareness. Students perform actions to
On This Rainy Day (Tune: Mary had a Little Lamb). Adapt words accordingly on this
sunny/windy/snowy day.)
Everybody clap your hands, clap your hands, clap your hands.
Everybody clap your hands on this___________ day.
Everybody stretch and stand
Everybody bend your knees
Everybody swing your arms
Everybody tap your foot.
• Create new verses.
• Use cue words to remind students of the actions. Call out cue words and encourage students to
call the words with you.
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Unit 15 Folk and Novelty Dances
Sub-Task #6 Electric Boogie
Facility
Large Space Indoors
Materials
Class set of beanbags in four colours with an equal number of each colour.
Four pieces of construction paper to match the beanbag colours.
Music: “Beanbag Boogie,” Kids In Motion; “The Electric Boogie,” All Time Favourite Dances.
Description
Students balance a beanbag on a body part while traveling slowly (walking) around the room and
do the movement patterns to the music Electric Boogie or teacher’s choice of music.
Specific Area Learning Expectation
Health and Physical Activity • Participates willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (in walking, running, jumping).
• Demonstrates spatial awareness.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
action songs and dance. Use rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of students’ skills of balancing, travelling,
and use of personal space, using a checklist. See Unit 15 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• Body Awareness and spatial awareness: Follow the instructions in the music, Beanbag
Boogie or give verbal cues. Students balance on different body parts while moving around the
room.
• Rainbow Activity:
• Hang coloured paper on the wall, a different colour in each corner.
• Students place beanbags on the floor away from corners.
• Designate different finished positions. (Sitting on a line in your corner, beanbag on your
shoulder or standing on the line with your beanbag between your knees.)
• On a signal, students travel around the gymnasium without touching the beanbags.
• Call “Rainbow” or turn music volume off. Students pick up the closest beanbag and travel
to the corner that matches the colour of their beanbag. Students work to be in a finished
position by the time the teacher counts to ten.
• Students use an underhand throw to send beanbags back out to the floor space without
having all one colour clumped together. Collect beanbags.
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Extension
Notes to Teacher
Appendix
2. Skill Development/Application
• Play “Electric Boogie,” or other music. Teach basic dance steps: Walk forw a rd and backward s ,
side steps, slow twist. (Three movements, 16 beats each). Students follow teacher’s actions.
Using 16 beats per movement the dance will repeat seven times. Teachers may wish to start with
32 counts for each movement and decrease to 16 counts when students become more skillful in
p e rf o rming the movements.
Electric Boogie (novelty), Adapted for Kindergarten
Music: All Time Favourite Dances (Kimbo 1993)
Formation: Scatter
Counts Action Cue Words
16 slowly walk forward and kick forward walk, walk, kick
16 slowly walk backward and kick back, walk, walk, kick
8 slowly walk to the right and kick right, walk, walk, kick
8 slowly walk to the left and kick left, walk, walk, kick
16 repeat left and right
twist
3. Cool-Down/Wrap-Up
• Call students by colour to pick up a beanbag and move around the room, e.g., “If you are
wearing blue pick up a beanbag and walk around the room three times.” Continue until
everyone is moving. When students have walked around the room three times they place their
beanbag in the storage container.
• Body and Spatial Awareness: Alphabet Game using Beanbags. Students stand on one side of
the room to start. Teacher calls out letters. If students have that letter in their name they put the
beanbag on their head and cross to the line on the other side. (A line in front of the wall.)
• Specify different ways of moving, e.g., hold beanbag between your knees and jump across the
room.
• Combine teaching of specific steps with providing students with opportunities to explore on their
own with music.
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Unit 15 Folk and Novelty Dances
Sub-Task #7 Macarena
Facility
Large Space/Small Space/Outdoors/Indoors
Materials
• Tape player and music, “Macarena,” Christy Lane’s Party Dance Music
• Tambourine
Description
Students will mirror teacher to perform movements to Macarena.
Specific Area Learning Expectation
Health and Physical Activity • Participates willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (in walking, running, jumping).
• Demonstrates spatial awareness.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
action songs and dance. Use rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of students’ movement skills using a checklist.
See Unit 15 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• Touch Your Nose, Touch Your Toes: Children walk slowly in their own pathways around
space. Teacher calls actions, such as “touch your nose.”
2. Skill Development/Application
• Demonstrate Macarena movements to first eight movements.
• Students repeat first eight movements using double time (holding each movement for two beats).
• I n t roduce second set of eight movements (when students have mastered the first eight) using
double time.
• Combine all 16 movements.
• Play music and perf o rm dance to music several times.
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Extension
Notes to Teacher
Appendix
Macarena, Adapted for Kindergarten
Music: Christy Lane’s Party Dance Music
Formation: Lines or scatter
Counts Action Cue Words
2 Extend one arm in front, palm facing down “out”
2 Repeat with other arm. “out”
2 Turn arm over, (extend still) “up”
2 Repeat with other arm. “up”
2 One hand (right) crosses chest to top of other shoulder “cross”
2 Repeat with other hand (left) “cross”
2 One hand (right) moves to back of head, elbow out “head”
2 Repeat with other hand (left) “head”
2 Cross one hand (right) over body to touch other (left) side of waist “hip”
2 Repeat with other hand (left) “hip”
2 Right hand moves to right rear hip “back”
2 Repeat with left hand “back”
4 Bend knees and wiggle hops “Hey Macarena” “wiggle”
4 Remain facing the same directions. (Dance calls for a turn) “wait”
3. Cool-Down/Wrap-Up
• The teacher plays a rhythm instrument such as a tambourine, varying the tempo, volume, and
rhythm. Children move in a way that reflects the instrument sounds. When the teacher calls
“Lego,” students make an interesting shape with their body.
• Warm-up variation: Teacher can use commands like “Lego two” (two people work together to
make an interesting shape), “Lego four,” or “whole group Lego.”
• Macarena: Instead of two beats for each move, dance could be done with one beat per move.
• Teach this simplified version of Macarena to students one part at a time. Try each part with the
music before adding the next part.
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Unit 15 Folk and Novelty Dances
Sub-Task #8 At the Hop, The Twist
Facility
Large Space/Indoors/Outdoors
Materials
Tape player and music: “The Twist,” All Time Favourite Dances, Christy Lane’s Party Dance Music;
“At the Hop,” All Time Favourite Dances
Description
Students will create new movements, or mirror movement to “The Twist” and “At The Hop.”
Specific Area Learning Expectation
Health and Physical Activity • Participates willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (in walking, running, jumping).
• Demonstrates spatial awareness.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
action songs and dance. Use rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of students’ movement skills, using a
checklist. See Unit 15 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• Play any piece of lively music for the warm-up. Have students do various actions with their feet,
e.g., walk, hop, jump each time the chorus repeats itself.
2. Skill Development/Application
• The Tw i s t : Play music and students create their own movements. Select students to demonstrate
a variety of twisting actions.
• Students travel around the gymnasium doing swim movements: front crawl, back-crawl,
b re a s t s t roke, sinking movements.
• Students join hands and practise twisting movements (sawing movement).
• Play the music “At the Hop” and perf o rm “old dance” moves such as the Twist, the Monkey, the
Swim during instrumental only section. Students may join hands with a part n e r.
• Encourage students to make up their own actions to the music.
At the Hop, Adapted for Kindergarten
Music: Christy Lane’s Party Dance Music
Formation: Lines or scatter
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Extension
Notes to Teacher
Appendix
Counts Music Cues Action
16 Introduction Bounce to the music
32 Baa, Baa, Baa, Baa Jump sideways and shake open hands on diagonal
40 At The Hop “Monkey” make fist and pump hands up and down
in front, hips swivel .
16 “Do the Dance Sensation” Hands crossed in X on closed knees,
uncross arms and open knees
48 Drum…Let’s go do the hop “The Twist” movement
48 Drum…You can swing it On drum, hands extend in front and vibrate.
Hand jive - 4 knee slaps, 4 claps, 4 open hands-
Right passes over top of left, right passes under left
hand, 4 right fist hammers on left, and left fist
hammer on right, 4 right hitch hikers, 4 left hitch
hikers. Repeat 2x each “Jive Motion.”
48 Let’s go…Let’s go Heel jack - right, left, right etc… while clapping
to the hop
56 No words Simple twist dancing with a partner
48 You can rock it Keep twisting
48 Let’s Go…Let’s go “Hand Jive” again
to the hop
48 Drum Let’s go to the hop “Swim”- 8 crawl, 8 back-crawl, 8 breaststrokes
16 Baa, Baa, Baa, Baa 4 hold nose and pretend to be going under
water 4x
Choose a finish position Squat down, jump up and freeze.
Source: Linda Macdonald TDSB
3. Cool-Down/Wrap-Up
• Body Colours Game: Teacher calls “green hand” and student places that body part on the
appropriate colour (green line on the floor or green piece of clothing). Continue with blue
foot, red elbow etc. Select slow music and repeat footwork such as heel jacks (one heel goes
forward touches floor and returns; repeat with the other heel), and change hand movements.
(Snap, clap, shake, up and down, out and in.)
• Use other Rock and Roll music during warm-ups.
• Students create their own movement sequences.
• Students begin to count beats of music to 8.
• Lead this dance and encourage students to follow as well as they can. Provide opportunities
within the dance for students to move on their own (when twisting). Encourage students to keep
moving without emphasis on following movements exactly.
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Unit 15 Folk and Novelty Dances
Sub-Task #9 Hands Up
Facility
Large space/outdoors/indoors
Materials
Tape player and music: “Hands Up,” Christy Lane’s Party Dance; “In, Out, Round About,” It’s a
Happy Feeling
Description
Students will perform activities related to spatial awareness in the game Red Light, Green Light
and learn the dance Hands Up.
Specific Area Learning Expectation
Health and Physical Activity • Participates willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (in walking, running, jumping).
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
action songs and dance. Use rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of students’ movement skills in the game
Red Light, Green Light, using a checklist. See Unit 15 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• Play Red Light, Green Light (Stillness and Movement). Students travel their own pathway
around the gymnasium and do actions when the teacher calls the colours: Red = stop, Green =
go, Yellow = jog in place, Blue = go backwards, Purple = jump and land.
2. Skill Development/Application
• Follow actions to “Spare Parts,” It’s a Happy Feeling, or any lively music.
• Students follow teacher’s directions to perf o rm hand movement at various levels. (Roll your
hands: high, low, at your side. Raise them high, low, snap, clap, etc.)
• Demonstrate and practise Hands Up movement and heartbeat. (Feel for heartbeat in chest).
• Review Macarena movements.
• Play “Hands Up” music and have students mirror teacher movements. Dance has three sections
(Hands Up, Sidesteps and Macarena movements).
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Extension
Notes to Teacher
Appendix
Hands Up, Adapted for Kindergarten
Music: Christy Lane’s Party Dance Music
Formation: Scatter
Counts Action Cue Words
Part 1
16 Introduction - Sway your hips back and forth “lean, lean…”
Part 2
16 Hands go up and down beginning at shoulder height. “hands up…”
Link fingers and move in and out from your chest “give me your heart…”
as if the heart is beating.
Part 3
8 Side step motion, hip way or slow twist “step, side…”
8 Repeat
Part 4
4 Arms straight out – one then other “out, out”
4 Hands turn up – one then other “up, up”
4 Hands to shoulder – one then other “shoulder, shoulder”
4 Thumbs out to side “thumb, thumb”
Repeat 4 times
3. Cool-Down/Wrap-Up
• Action Songs, “In, Out, Round About,” It’s A Happy Feeling. Follow the instructions on the tape
or give verbal cues to walk, and skip in and out and around the circle.
• Students can hold paper hearts to add a visual element to this dance.
• Have a beach theme day in February. Play music “Hot, Hot, Hot,” “Kokomo” and “Macarena.”
Repeat dances previously taught.
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Unit 15 Folk and Novelty Dances
Sub-Task #10 Bird Dance
Facility
Large Space/Small/Indoors/Outdoors
Materials
Tape player and music: “Bird Dance,” also known as Chicken Dance, Elementary Folk Dance
Division II, All Time Favourite Dances, Christy Lane’s Party Dance music; “Body Rock,”
Kids in Motion
Pictures or photographs of individual body parts, (e.g., just a nose)
Description
Students will perform activities related to body awareness and learn the Bird Dance.
Specific Area Learning Expectation
Health and Physical Activity • Participates willingly in creative movement, dance
and other daily physical activities.
• Demonstrate balance, ease and flexibility in
movement (in walking, running, jumping).
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
action songs and dance. Use rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment - Teacher observation of students’ ability to walk or skip with a
partner, using a checklist. See Unit 15 Appendix A.
Teaching Learning Strategies
1. Warm-Up
• Body Awareness; Action Songs: Place pictures of the body parts on the wall at different
stations and divide students into groups of three. Review method of changing or rotating from
one station to the next. Play music Kids In Motion or your choice of lively music. At each
station, students move the body part matching the sign in as many ways as they can to the beat
of the music.
• Alternate method: Teacher holds up a picture of a body part, and students move that body
part until the teacher changes to a new picture.
• Body Rock: Play music and follow the instructions in the song, or use similar verbal cues.
The pattern in Body Rock is to move body parts to a rock and roll beat. (Everybody get that
rock and roll in your….)
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Extension
Notes to Teacher
Appendix
2. Skill Development/Application
• Teach the Bird Dance. Encourage students to listen for the change in the music.
• F o rmation: circle or scatter standing beside a part n e r
• S t a rting position: Begin with arms by side. If with a part n e r, partners face each other.
The Bird Dance (Novelty)
Music: Elementary Folk Dance Division II (Can-Ed Media)
Christy Lane’s Party Dance Music
All Time Favourite Dances
Counts Action
Part 1
4 Make a beak shape with fingers and open and close beak 4 times
4 Flap arms like a chicken
4 Bend knees and slowly wiggle down
4 Stand and clap four times
Part 2
2 Link arms with partner and turn for 16 beats then switch arms
and turn for 16 beats
Adapted from Jack Geddes, Can-Ed Media
3. Cool-Down/Wrap-Up
• Action Song: “Spare Parts” or provide verbal cues. The pattern in Spare Parts is to name a
body part and its location and ask if you can do an action with it. (You’ve got your eyes in
head, can you roll them all around?)
• Bird Dance: If working in a circle instead of with partners, in Part II, join hands to make one
large circle and circle left for 16 beats and then right for 16 beats.
• Using a bird theme, provide opportunities for students to move like birds during the warm up
and cool down. Students can stretch their wings and move smoothly in their own space.
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Unit 15 Folk and Novelty Dances
Dance Assessment Checklist
Rating
W = Working on It
✔ = Got It
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Expectations
Name of Students Comments
340
TEACHER
• Demonstrate spatial awareness.
• Demonstrate balance, ease and flexibility in movement.
• Participate willingly in creative movement, dance, and other daily physical activities.
Unit 15 - Appendix A
Health and Physical Education – Kindergarten Rhythmics - Folk and Novelty Dances

Skill Building
UNIT 1 Personal Safety and Injury Prevention
Understanding of Concepts Recording Chart
Unit Title
16 Rolling 343
17 Bouncing 357
18 Throwing and Catching 371
19 Kicking 397
20 Striking and Hitting 411
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UNIT Rolling
1 6
Assessment and Evaluation
Rolling skills will be introduced but teachers will be observing skills within the larger context of
moving and handling equipment. A variety of assessment methods may be used in this unit. Some
assessment strategies and tools included are:
– Formative/ Ongoing Assessment - Teacher observation of students’ willingness to participate.
Use checklists and rubrics in Kindergarten Appendix B for indicators.
– Formative/Ongoing Assessment - Teacher observation of ball handling skills. See checklist Unit
16 Appendix A and anecdotal recording chart Kindergarten Appendix B.
– Formative/Ongoing Assessment – Student self-assessment of rolling skills.
Links to Prior Knowledge
Notes to Teacher
Duration 5 Sub-Tasks
Description
Students will practise their rolling skills using small and large balls.
Sub-Task Title
1. Rolling Using a Large Ball
2. Rolling to a Target Using a Large Ball
3. Rolling to a Target Using a Small Ball
4. Monkey in the Middle Rolling
5. Rolling Circuit
• It is the teacher’s responsibility to be aware of, and to follow the Ontario Elementary
Curricular Safety Guidelines or their school board’s safety policy. Please see overview page
on safety, and detailed information in safety guidelines.
• Students need to continue to develop the skills of moving safely in their own space, stopping on a
signal, and making various formations (line, scatter, circle, partner).
• Know the safety rules of the gymnasium and equipment.
OVERVIEW
• Refer to Kindergarten Appendix C for movement skill descriptions. There are additional
suggestions for use of equipment in Kindergarten Appendix D. Teachers are reminded that the
kindergarten physical education program is focused largely on experiential and creative activity.
Basic skills are introduced together with opportunities to play, to give students an opportunity to
begin to develop fundamental movement skills. Kindergarten students are not expected to master
these skills.
• Students will need reminders to keep the equipment quiet when the teacher is giving instructions.
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Appendix
“Hugging the ball” is one way of practising this. Or, instruct students to place the equipment on
the floor beside them, with their hands in their lap.
• Provide many opportunities for practice. Lessons and activities can be repeated to reinforce
concepts.
• Teachers may also wish to assess other expectations in the Kindergarten document during health
and physical activities:
Personal and Social Development/Self-Awareness and Self-Reliance:
• Demonstrate self-control by following classroom rules and routines in different contexts in
the school. (Self-Awareness and Self-Reliance).
• Attempt new tasks willingly (Self-Awareness and Self-Reliance).
• Demonstrate consideration for others by helping them (Social Relationships).
• Act and talk in appropriate ways with peers and adults during activity periods (Social
Relationships).
Math:
• Use language accurately to describe basic spatial relationships (forward, backward, spatial
sense and geometry).
• Teachers can provide many additional learning opportunities to develop rolling skills including:
Roll, chase it and pick it up.
Roll, run ahead of it and pick it up.
Roll, run around it and pick it up.
Roll, jump over it and pick it up.
Roll using one hand or two hands.
Roll while on the move.
Roll with body at different levels, i.e., kneeling, sitting.
Roll at different speeds.
Roll in different directions.
Roll using different body parts.
Roll along and against the wall.
Roll to/with a partner (plus above suggestions).
Roll at/through a target (stationary or moving).
Roll with a piece of equipment (scoop).
Create a rolling game.
Unit 16 Appendix A Rolling Skills - Ball Handling Assessment Checklist
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Unit 16 Rolling
Sub-Task #1 Rolling Using a Large Ball
Facility
Large space/small space/indoors/outdoors
Materials
One large utility ball per student
Three large cards: one yellow, one red, one green
Description
Students will practise ball rolling using both hands.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Student self-assessment by “ Give yourself a pat on the back if
you can roll the ball with both hands.”
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 16 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• Go, Wait, Stop: The teacher has three cards (green, yellow and red). The students move
around the gymnasium according to the card the teacher holds up:
• Green: Run around the space.
• Yellow: Run on the spot.
• Red: Freeze!
• At the beginning, give verbal cues as cards are changed. Encourage students to pay attention to
signals without verbal cues.
2. Skill Development/Application
• Give each student his or her own utility ball. Each student will roll their ball on the floor with
one or two hands, changing direction and being aware of others. Give students an opportunity
to explore different ways of rolling the ball.
• Each child will roll the ball using both hands, right hand, left hand, fingertips only.
• Students will roll the ball in various directions (forward, backward, sideways, using different
body parts (head, elbow, knee etc.).
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Extension
Notes to Teacher
Appendix
• Students work with a partner and roll the ball back and forth to each other.
• Walk the Dog: Students pretend the ball is their dog and they are taking it for a walk.
Students roll the ball around the gymnasium, greeting other dogs and dog owners. Students
may roll their ball using their hands or feet. Encourage students to keep their dog close to
them at
all times.
3. Cool-Down/Wrap-Up
• Holding the ball with two hands, students will stretch upward, to the right, out front, to the left,
and between their legs. Students hold each stretch for 10 – 15 seconds and move slowly from
one stretching position to the next.
• Have the students slowly roll the ball and then run past it to stop the ball with two hands.
• Remind students to look up as they are rolling so they are aware of the people and equipment
around them.
• Remind students to swing their arms as they release the rolling ball.
• If students are losing their balance when releasing the ball, suggest they open their legs and
widen their base of support.
Unit 16 Appendix A: Rolling Skills – Ball Handling Assessment Checklist
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Unit 16 Rolling
Sub-Task #2 Rolling to a Target Using a
Large Ball
Facility
Large space/small space/indoors/outdoors
Materials
Large utility balls (one per student) and bowling pins, or pylons (one per student)
Description
Students will roll a large ball to a target (a bowling pin or pylon).
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of equipment handling. See Unit 16
Appendix A.
• Formative/Ongoing Assessment - Teacher observation of student’s willingness to participate in
daily physical activities. Use Unit 16 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• Fire Ball: In a circle of five students, student #1 rolls the ball to student #2, then runs around
the circle and back to their original spot. As student #1 is running, the ball is rolled from
student #2 through to student #5. The object is to have the ball go around the circle before the
student #1 arrives back in his or her original spot. Continue until all the students have had a
turn to run.
2. Skill Development/Application
• Give each student his or her own ball and bowling pin. Students will set up their own bowling
pin and roll the ball toward it, attempting to knock the pin over. Continue this activity,
increasing the distance between the student and bowling pin as proficiency increases.
• Students can work in groups of two or three, sharing bowling pins and practising rolling balls
at several pins.
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Extension
Notes to Teacher
Appendix
• Animal Feeders: Half of the students are on one side of the gymnasium, pretending to be
animals (Students can choose: cows, dogs, cats, lions). The animals are scattered around half
of the gymnasium in their own spot. They can make an animal shape but cannot move until
they are fed. Students on the other side of the gymnasium each have a soft ball. These students
are animal feeders. The animal feeders roll the ball towards the animals. When a ball reaches
an animal, the animal makes his/her sound, then moves like their animal across the gymnasium
to become an animal feeder. The animal feeder trades places and becomes an animal.
3. Cool-Down/Wrap-Up
• Students lie on the floor. Students roll the ball from the tip of their head to their feet, and back
to their head without getting up. Students roll the ball in the opposite direction around their
body. Students rest the ball on their belly, keeping it balanced there.
• Challenge students to use smaller balls to knock their bowling pin over. Students will likely use
only one hand to roll the ball. Remind them to step forward as they roll the ball and to point at
the pin after they let go of the ball.
• Remind students to keep their eye on their target (bowling pin).
• If bowling pins are not available, use small pylons, beanbags or blocks as targets.
Unit 16 Appendix A: Rolling Skills – Ball Handling Assessment Checklist
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Unit 16 Rolling
Sub-Task #3 Rolling to a Target Using a
Small Ball
Facility
Large space/small space/indoors/outdoors
Materials
One small ball per student (tennis, rubber, small utility ball)
Description
Students practise rolling a small ball toward a target using one hand.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of equipment handling. See Unit 16
Appendix A.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 16 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• Ball Roll Away: Give each student a ball. The student will roll the ball away, then chase the
ball down and catch it. Challenge students to see how quickly they can roll without letting their
ball “escape.”
2. Skill Development/Application
• Tunnel Roll: Students work with a partner sharing one ball. One partner will stand with their
legs spread open, while the other partner rolls the ball between their legs. Partners should
switch rolling and standing roles after several turns. Students can increase the distance between
them as their proficiency improves.
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Extension
Tunnel Ball
Notes to Teacher
Appendix
• Giant Tunnel: Students work in groups of five or six. Students make tunnels with their legs
by standing one behind another. One student tries to roll a ball through the tunnel without
touching the legs (walls of the tunnel). After the student has released the ball, he/she runs to
the end of the tunnel to catch the ball at the other end. Each student gets a turn to roll the ball
both ways through the tunnel, then gives another student a turn to roll.
• Circle Roll: Students work in groups of six to eight. Select two or three students per group to
be the “Rollers,” each having their own ball. All other students stand in a circle, with their legs
spread apart. The “Rollers” will roll the ball toward the legs of the students on the circle,
attempting to roll the ball between the legs. The students on the circle cannot block the ball
with their feet or hands. When the ball rolls out, the “Roller” and the student switch places.
Otherwise switch “Rollers” frequently to ensure that everyone has the opportunity to be a
“Roller”.
3. Cool-Down/Wrap-Up
• Students line up and pass the balls from the Circle Ball game, over their heads, and under
their legs.
• In Tunnel Roll, students create bridges with different parts of their body (hands and feet, bottom
and feet). Different sizes of balls can be used and students can vary the distance they stand from
their partner.
• In Circle Ball, allow the students to use their hands to block the rolling ball, but their feet must
remain stationary.
• Use smaller groups if students are having difficulty with accuracy. Students can practise rolling a
ball through a partner’s legs.
Unit 16 Appendix A: Rolling Skills – Ball Handling Assessment Checklist
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Unit 16 – Sub-Task #3
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Unit 16 Rolling
Sub-Task #4 Monkey in the Middle Rolling
Facility
Large space/small space/indoors/outdoors
Materials
30 – 40 small balls (tennis, rubber, or small utility)
Description
Students will work in groups of three, practising their rolling skills.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 16 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• Ball Bail Out: The teacher stands beside a large basket of small balls, throwing one ball at a
time out into the playing area. The students run to collect the balls. Carrying only one at a time,
students return balls to the basket. The students then begin chasing another ball again.
2. Skill Development/Application
• Roll the Ball Under the Monkey (This is a version of the Monkey in the Middle game.)
Students work in groups of three. One student is in the middle, standing still with their legs
spread apart. The other two students roll the ball back and forth to each other, between the
legs of their partner. Rotate positions every few minutes.
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Extension
Notes to Teacher
Appendix
• Jump It: Play Roll the Ball Under the Monkey, but this time the monkey in the middle jumps
over the rolling ball. Switch positions every few minutes.
• Students work in their groups of three to explore different ways of rolling the ball to each
other. Select groups to demonstrate their rolls to the class, then give the class an opportunity to
try the ideas they saw demonstrated.
3. Cool-Down/Wrap-Up
• Students lie on the floor, with their hands on their chest, feeling their heart beating and their
chest rising and falling as they breathe in and out.
• Students continue to work in groups of three, standing in a triangle formation. The students roll
the ball around the triangle. Students can try rolling the ball along paths of different shapes
(square, star, along lines of the gymnasium).
• Remind students to move carefully in Ball Bail Out, so as not to step on balls and trip.
Unit 16 Appendix A: Rolling Skills – Ball Handling Assessment Checklist
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Unit 16 – Sub-Task #4
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Unit 16 Rolling
Sub-Task #5 Rolling Circuit
Facility
Large space/indoor/outdoors
Materials
10 – 15 large utility balls, 10 – 15 small balls, benches, ropes, pylons, music
Description
Students will rotate through four different stations to practise their rolling skills.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Self-assessment by “Wave your hands in the air if you worked
well at all four stations today.”
• Formative/Ongoing Assessment - Teacher observation of equipment handling. See Unit 16
Appendix A checklist.
Teaching Learning Strategies
1. Warm-Up
• Warm-Up to Music: The students move around the working space in a variety of ways (hopping,
skipping, backward walking, etc.) while the music plays. When the music stops, the students
freeze. When the music begins again, the students begin to move.
2. Skill Development/Application
• Rolling Circuit: Set up four stations around the working area. Divide the students equally
between the four stations. While the music plays, the students practise their rolling skills at
their station. When the music stops, the students freeze. The students rotate to the next station
on the teacher’s signal. Students should work at each station for 3 – 4 minutes, and rotate
through all four stations.
• Station 1: Parallel Bench Roll. Line up two benches, or a set of pylons parallel to each
other, 1 metre apart. The student stands at one end and using both hands rolls a large utility
ball between the two benches. Students try to roll the ball the length of the benches without
touching the benches.
• Station 2: Tunnel Roll. Fold gymnastics mats to create a tunnel. The student stands at one
end of the tunnel and uses one hand to roll a small ball through the length of the tunnel.
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Extension
Notes to Teacher
Appendix
Remind students to use enough force so that the ball will travel through the tunnel and not
be caught part way.
• Station 3: Knock It Off. Standing at one end of a bench, the student will roll a large utility
ball down the length of the bench, trying to knock the pylon off the end of the bench.
• Station 4: Bowling. Students will roll a small or large ball, trying to knock over a bowling
pin that is 2m – 4m away.
3. Cool-Down/Wrap-Up
• Students stretch with their ball, holding it above the head, to the side and to the ground. Sitting
on the ground, students stretch to roll the ball around their bodies, tracing their legs with the
ball. Students help to put away the equipment.
• Add an additional station or extend the time at the stations. Or add the following additional
stations.
• Zigzag Roll: Students roll their ball around a series of obstacles.
• Bumpy Ride: Students roll their ball with enough force to roll over a few skipping ropes and
continue rolling to hit a wall.
• If Station 3 “Knock it Off” is too difficult, do not use a pylon at the end of the bench. Student can
practise simply trying to roll a ball along a bench without the ball falling off.
• To accommodate for different skill levels, offer a variety of balls at each station and vary the
distance the students must roll the ball.
Unit 16 Appendix A: Rolling Skills – Ball Handling Assessment Checklist
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TEACHER
Unit 16 Rolling
Ball Handling Assessment Checklist
Rating
W = Working on It
✔ = Got It
Expectations
• Use different types of equipment and materials with ease.
• Participate willingly in creative movement, dance and other daily physical activities.
Name of Students Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
355
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UNIT Bouncing
1 7
Assessment and Evaluation
Ball bouncing skills will be introduced but teachers will be observing skills within the larger context
of moving and handling equipment. A variety of assessment methods may be used in this unit. Some
assessment strategies and tools included are:
– Formative/ Ongoing Assessment - Teacher observation of students’ willingness to participate.
Use checklists and rubrics in Kindergarten Appendix B for indicators.
– Formative/Ongoing Assessment - Teacher observation of ball-handling skills. See checklist Unit
17 Appendix A and anecdotal record chart Kindergarten Appendix B.
Links to Prior Knowledge
Notes to Teacher
Duration 5 Sub-Tasks
Description
Students will practise bouncing using a variety of balls.
Sub-Task Title
1. Beginning to Bounce
2. The Travelling, Bouncing Ball
3. Island Bouncing
4. Red Light, Green Light
5. Partner Bounce
• It is the teacher’s responsibility to be aware of, and to follow the Ontario Elementary
Curricular Safety Guidelines or their school board’s safety policy. Please see overview page
on safety, and detailed information in safety guidelines.
• Students need to continue to develop the skills of moving safely in their own space, stopping on a
signal, and making various formations (line, scatter, circle, partner).
• Know the safety rules of the gymnasium and equipment.
• Have had some practice with catching and underhand throwing.
OVERVIEW
• Refer to Kindergarten Appendix C for movement skill descriptions. There are additional suggestions
for use of equipment in Kindergarten Appendix D. Teachers are reminded that the kindergarten
physical education program is focused largely on experiential and creative activity. Basic
skills are introduced together with opportunities to play, to give students an opportunity to begin
to develop fundamental movement skills. Kindergarten students are not expected to master these
skills.
357
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Health and Physical Education – Kindergarten
Skill Building - Bouncing
1 7

Appendix
• Students will need reminders to keep the equipment quiet when the teacher is giving instructions.
“Hugging the ball” is one way of practising this. Or, instruct students to place ball beside them,
with their hands folded in their lap. Provide many opportunities for practice. Lessons and activities
can be repeated to reinforce concepts.
• Teachers may also wish to assess other expectations in the Kindergarten document during health
and physical activities:
Personal and Social Development/Self-Awareness and Self-Reliance:
• Demonstrate self-control by following classroom rules and routines in different contexts in
the school.
• Attempt new tasks willingly (Self-Awareness and Self-Reliance).
• Demonstrate consideration for others by helping them (Social Relationships).
• Act and talk in appropriate ways with peers and adults during activity periods (Social
Relationships).
Math:
• Use simple measurement terms correctly, e.g., tall/short, fast/slow.
• Count orally to 30.
• Teacher can provide additional learning opportunities to develop bouncing skills including:
Continuously or bounce and catch.
Using one hand.
Using alternate hands.
Bouncing while on the spot or on the move.
Bouncing while using different body positions, i.e., kneeling, crouching, sitting.
Bouncing at different speeds on the spot or on the move.
Bouncing at varying heights.
Bouncing using different body parts.
Bouncing in different directions.
Bouncing around/through body parts.
Making a sequence based on one of the above varieties.
Making a sequence involving more than one of the above varieties.
Combining other activities, i.e., hopping, jumping, running.
Combining throwing, catching, rolling.
Bouncing with a partner.
Bouncing with a piece of equipment, such as a paddleball racquet.
Bouncing in/at/through/over a target.
Unit 17 Appendix A Ball Bouncing Skills - Teacher Assessment Checklist
358
Unit 17 – Overview
Health and Physical Education – Kindergarten Skill Building - Bouncing

Unit 17 Bouncing
Sub-Task #1 Beginning to Bounce
Facility
Large space/small space/indoors/outdoors
Materials
Large utility balls (one per student)
Description
Students will practise bouncing and catching a ball, progressing into continuous bouncing with
either hand.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Student self-assessment “Give a thumbs-up if you can bounce
the ball.”
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 17 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• Matching Body Parts: Students travel around the gymnasium in various modes (skipping,
hopping, etc.). Call out a body part, and students find a partner and match their body parts
together (i.e. hand to hand, knee to knee, etc.). Say “Go” and the students begin to travel again
until the teacher calls out the next matching body part.
2. Skill Development/Application
• Students explore and experiment with bouncing a ball. Challenge students to bounce the ball in
as many ways as they can while keeping the ball in control.
• Sitting in a straddle position, bounce and catch ball in front, on the right and on the left.
• Kneeling, use two hands to bounce the ball in front and to the right and to the left.
• Standing, continue with the two-handed bouncing, trying not to move feet.
• Bounce the ball with either the right or left hand, in front, to the right and to the left.
• Bounce the ball at various heights (high, medium and low).
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Extension
Notes to Teacher
Appendix
• On the Spot: Students move around the gymnasium bouncing their ball. Call out a colour of
one of the lines in the gymnasium and the students try to bounce their ball on that colour.
Encourage students to keep their heads up to watch where they are going as they bounce.
Students can be bouncing the ball with two hands or one hand.
3. Cool-Down/Wrap-Up
• Students stretch their bodies while holding the ball (reach upward, to the left, to the right,
between legs, etc.).
• Matching Body Parts – Variation: teacher calls out two different body parts. Students need to
match the two parts (e.g., nose to knee, foot to elbow, hip to toe).
• Students can try following different pathways and turning on the spot while bouncing
• To increase the challenge, students can use a smaller ball.
• When bouncing, students push the ball to the ground with fingers, leaning their body slightly
forward.
• Sticky Hands: Students reach out to receive the rebounding ball. They pretend the ball wants to
come back to their sticky hands.
Unit 17 Appendix A: Ball Bouncing Skills – Teacher Assessment Checklist
360
Unit 17 – Sub-Task #1
Health and Physical Education – Kindergarten Skill Building - Bouncing

Unit 17 Bouncing
Sub-Task #2 The Travelling, Bouncing Ball
Facility
Large space/small space/indoors/outdoors
Materials
Large utility balls (one per student)
Description
Students practise bouncing the ball while travelling.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of ball-handling skills. See checklist Unit
17 Appendix A and anecdotal recording chart Kindergarten Appendix B.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 17 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• Moving Animals: Students begin moving around the gymnasium like their favourite animal.
On a signal, they begin moving like a different animal. Encourage students to imitate a wide
variety of animals (e.g., horse, eagle, snake, frog).
2. Skill Development/Application
• Give each student a large utility ball. Ask students to demonstrate their best two-handed
bouncing, their best one-handed bouncing.
• Students move around the gymnasium while bouncing the ball with either hand. Remind students
that if they feel they are losing control of the ball, they should try to catch the ball and
begin again. Encourage them to try bouncing with both their right and left hands. They also
practise a “quick freeze.” On a signal, as quickly as possible, they stop bouncing and either
hold the ball or set it at their feet.
• Demonstrate a simple bouncing sequence, e.g., two bounces right hand, two bounces left
hand, four bounces both hands while walking. Count out loud. Students try to repeat the
pattern. Students work in partners to create their own bouncing patterns with the ball.
Partners share their bouncing sequences with other partners.
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Extension
Notes to Teacher
Appendix
3. Cool-Down/Wrap-Up
• Divide class in half. Half the group will demonstrate their bouncing patterns while the other
half watches. Switch roles.
• Use a smaller utility, tennis or rubber ball for bouncing.
• Students bounce the ball along the lines on the floor.
• Students bounce the ball while travelling in different directions.
• If students are accidentally kicking the ball while bouncing, tell them to bounce the ball either
further in front or to the side of their body.
Unit 17 Appendix A: Ball Bouncing Skills – Teacher Assessment Checklist
362
Unit 17 – Sub-Task #2
Health and Physical Education – Kindergarten Skill Building - Bouncing

Unit 17 Bouncing
Sub-Task #3 Island Bouncing
Facility
Large space/small space/indoors/outdoors
Materials
Large utility balls and hula hoops (one each per student)
Description
Students practise bouncing the ball on and around their “island” (hula hoop).
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of ball-handling skills (bouncing around an
object). See checklist Unit 17 Appendix A and anecdotal re c o rding chart Kinderg a rten Appendix B.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 17 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• Island Hug: Scatter hula hoops around the floor (one per student). Students begin on their
own island (in the hula hoop). On the signal, they travel (hop, run, swim) around the gymnasium
Call out a number. The students get into groups of that number and stand on any island. The
students resume travelling around the gymnasium until another number is called.
2. Skill Development/Application
• Students begin by sitting on their island, holding their utility ball. Challenge students to bounce
their balls in a variety of ways in and out of the hoop.
• They stand in the hula hoop and bounce the ball inside and outside the hula hoop.
• They stand outside the hula hoop, bouncing the ball inside the hula hoop.
• They bounce ball around to other hula hoops. After bouncing the ball five times inside the
hoop, they move on to another hoop. Remind students to go slowly enough to maintain control
of the ball, and to watch for other students.
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Extension
Notes to Teacher
Appendix
• Sink It: Students work with a partner using one ball and one hoop. One partner bounces the
ball as he/she approaches the hoop. The other partner holds the hula hoop low, medium or
high. The partner with the ball stops, aims and tosses the ball through the hoop. Partners take
turns performing this activity.
• Students work with their partner to create a bouncing pattern using the hula hoops (e.g., in-inout-out-in-out-around).
Select students to demonstrate their patterns for the class. After the
demonstrations, give all students an opportunity to work on their patterns again.
3. Cool-Down/Wrap-Up
• The teacher bounces the ball as high/hard as he/she can and lets the ball continue to bounce
instead of catching it. As long as the ball is bouncing, the students hold a stretch (See
Kindergarten Appendix E). Students change stretches with each new bounce.
• Students help put away the equipment.
• Sink It Variation: Partners work together in small groups so that students throw the ball to a
number of hoops. Students with the ball can throw at all hoops before changing places with the
students holding the hoop.
• Encourage students to bounce with one or two hands, whichever is easiest, to keep the ball in
control.
• Remind students to bounce the ball slightly away from their body.
• Students should keep their eye on the bouncing ball.
Unit 17 Appendix A: Ball Bouncing Skills – Teacher Assessment Checklist
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Health and Physical Education – Kindergarten Skill Building - Bouncing

Unit 17 Bouncing
Sub-Task #4 Red Light, Green Light
Facility
Large space/small space/indoors/outdoors
Materials
Large utility balls (one per student), 15-20 pylons or beanbags (or a mix of both)
Description
Students practise bouncing their ball toward a finish line, starting and stopping on a signal.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 17 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
• Formative/Ongoing Assessment – Student self-assessment “Wave your hands in the air if you can
bounce the ball without losing control.”
Teaching Learning Strategies
1. Warm-Up
• Each student has a ball and bounces it around the gymnasium. On the teacher's signal, the students
stop bouncing and catch their ball. On the word “Go,” students again start to bounce ball
and travel. Challenge students to stop and start as quickly as possible at the signal.
2. Skill Development/Application
• Red Light, Green Light: Students stand on the start line. The teacher stands with back toward
the class, and calls out “Green Light.” The students begin bouncing their ball toward the finish
line. The teacher calls out “Red Light” and turns to face the students, who then stop bouncing
and freeze in position. If the teacher catches any students still moving after calling “Red Light,”
they take one step backwards. The first student to reach the finish line takes the teacher's place
as the leader. If a student loses control of their ball while bouncing the rule may be the student
f reezes until “Green Light” is called again and then retrieves his or her ball to continue bouncing.
Play the game many times so that several children have the opportunity to be the leader.
• Make it Jump: Place several pylons and beanbags around the gymnasium. Students practise
bouncing their balls around the gymnasium. When they get to a pylon or beanbag, the students
bounce their ball harder to make it “jump” over the obstacle.
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Extension
Notes to Teacher
Appendix
3. Cool-Down/Wrap-Up
• Students roll ball along lines on the floor. They roll the ball back to the storage area.
• Make It Jump: Students attempt to make their balls “jump” over lines and other objects; for
example, over a bench. For an additional challenge, students could also try to jump over the
object while they continue bouncing the ball.
• Encourage students to practise bouncing balls using different sizes and types of balls.
Unit 17 Appendix A: Ball Bouncing Skills – Teacher Assessment Checklist
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Unit 17 Bouncing
Sub-Task #5 Partner Bounce
Facility
Large space/small space/indoors/outdoors
Materials
Large utility balls (one for every student)
Description
Students practise bouncing (on the floor and wall) and catching a ball with a partner.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of ball-handling skills when working with a
p a rt n e r. See checklist Unit 17 Appendix A and anecdotal re c o rding chart Kinderg a rten Appendix B.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 17 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• Teach students to bounce in rhythm with “10 Little Monkeys” song. Students sing:
1 little, 2 little, 3 little monkeys,
4 little, 5 little, 6 little monkeys,
7 little, 8 little, 9 little monkeys,
10 little monkeys in the trees.
• Each time they sing a number, they bounce the ball. When they sing “10 little monkeys in the
trees,” they do a trick (touch the floor, clap, turn around). Try this song several times so students
have an opportunity to try different bounces (one hand, two hands, wall bounce).
2. Skill Development/Application
• Students experiment and explore bouncing a ball with a partner.
• Students stand 1-3 metres apart from their partner. They bounce the ball toward their partner,
pushing the ball to land closer to their partner’s feet than their own.
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Extension
Notes to Teacher
Appendix
• Partners stand side by side, facing a wall. The first partner throws the ball (underhand),
toward the wall. The second partner can either let the ball bounce on the floor and then catch
it or catch the ball directly on the rebound from the wall. Continue with the activity, alternating
roles of throwing and catching.
• Spokes of a Wheel: Students work in small groups of five or six. One student stands in the
centre and bounces a ball to each person in his/her group, who then bounces the ball back.
When everyone has had a turn, a new student takes a turn in the centre of the “wheel.”
3. Cool-Down/Wrap-Up
• Magic Wand: The leader waves a magic wand over the students, “changing” them into various
objects (clouds, trees, rocks etc.). The children use their imagination to imitate these
various objects.
• Bounce It Hard: Students try to give ball a hard bounce straight down, then count how many
times the ball continues to bounce after being released. Caution students to try this activity
when standing in open space away from other students. Students close by should watch out for
stray balls.
• Remind students to step forward when underhand throwing, or pushing the ball toward
their partner.
Unit 17 Appendix A: Ball Bouncing Skills – Teacher Assessment Checklist
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Unit 17 – Sub-Task #5
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TEACHER
Unit 17 Bouncing
Ball Handling Assessment Checklist
Rating
W = Working on It
✔ = Got It
Expectations
• Use different types of equipment and materials with ease.
• Participate willingly in creative movement, dance and other daily physical activities.
Name of Students Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
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OVERVIEW
UNIT Throwing and Catching
1 8
Duration 10 Sub-Tasks
Description
Students will use various pieces of equipment to practise underhand and overhand throwing
skills, and catching skills.
Sub-Task Title
1. Catching
2. Underhand Throwing with Beanbags
3. Underhand Throwing – Large Balls
4. Underhand Throwing – Large Balls
5. Underhand Throwing with a Partner
6. Overhand Throwing
7. Two-Hand Overhand Throw
8. One-Hand Overhand Throw
9. Underhand Throwing and Catching Using Scoops
10.Throwing and Catching Skills Challenges
Assessment and Evaluation
Throwing and catching skills will be introduced but the teacher will be observing skills within the
larger context of moving and handling equipment. A variety of assessment methods may be used in
this unit. Some assessment strategies and tools included are:
– Formative/Ongoing Assessment – Formative teacher observation of ball-handling skills. See
checklist Unit 18 Appendix A and anecdotal recording chart Kindergarten Appendix B.
– Formative/Ongoing Assessment – Student self-assessment of ball-handling skills.
– Formative/ Ongoing Assessment - Teacher observation of students’ willingness to participate.
Use checklists and rubrics in Kindergarten Appendix B for indicators.
Links to Prior Knowledge
• It is the teacher’s responsibility to be aware of, and to follow the Ontario Elementary
Curricular Safety Guidelines or their school board’s safety policy. Please see overview page
on safety, and detailed information in safety guidelines.
• Students need to continue to develop the skills of moving safely in their own space, stopping on a
signal, and making various formations (line, scatter, circle, partner).
• Know the safety rules of the gymnasium and equipment.
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Skill Building - Throwing and Catching
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Notes to Teacher
• Refer to Kindergarten Appendix C for movement skill descriptions. There are additional
suggestions for use of equipment in Kindergarten Appendix D. Teachers are reminded that the
kindergarten physical education program is focused largely on experiential and creative activity.
Basic skills are introduced together with opportunities to play, to give students an opportunity to
begin to develop fundamental movement skills. Kindergarten students are not expected to master
these skills.
• Students will need reminders to keep the equipment quiet when the teacher is giving instructions.
“Hugging the ball” is one way of practising this. Or, instruct students to place the equipment on
the floor beside them, with their hands in their lap.
• Provide many opportunities for practise. Lessons and activities can be repeated to reinforce
concepts.
• Teachers may also wish to assess other expectations in the Kindergarten Document during Health
and Physical Activity:
Math:
• Count orally to 30 (Number sense and numeration).
• Use simple measurement terms correctly (fast, slow, tall, small, etc.) (measurement).
Language:
• Listen and respond to others in a variety of contexts (Oral communication)
• Follow simple directions and respond appropriately to familiar questions (Oral
communication)
Personal and Social Development/Self-Awareness and Self-Reliance:
• Demonstrate self-control by following classroom rules and routines in different contexts in
the school.
• Attempt new tasks willingly (Self-Awareness and Self-Reliance).
• Demonstrate consideration for others by helping them (Social Relationships).
• Act and talk in appropriate ways with peers and adults during activity periods (Social
Relationships).
• Teachers can provide additional learning opportunities to develop throwing and catching skills
including:
Practise Catching…
• With two hands.
• With one hand.
• While on the spot (stationary).
• While on the move.
• With a bounce from the floor/ground.
• With a partner.
• Off the wall.
• On a high level.
• On a medium level.
• On a low level.
• Close to body parts.
• In front of the body.
• To the left and right sides of the body.
• Combined with bouncing.
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Appendices
• Combined with hitting.
• With a piece of equipment (such as a scoop).
• Create a catching game.
Practise Throwing
• With two hands.
• With one hand (right, left).
• While on the spot.
• While on the move (using one hand or two).
• On a high level.
• On a medium level.
• On a low level.
• At a target (stationary).
• At different speeds.
• For distance.
• In different directions.
• Lightly, strongly.
• Against the wall.
• With a partner (stationary/moving).
• With body at different levels and in different positions.
• With a piece of equipment (scoop).
• Combined with bouncing.
• Combined with hitting.
• Create a throwing game.
Unit 18 Appendix A Throwing and Catching Skills - Teacher Assessment Checklist
Unit 18 Appendix B Targets
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Unit 18 Throwing and Catching
Sub-Task #1 Catching
Facility
Large space/small space/indoors/outdoors
Materials
Beanbags (one per student)
Description
Students practise catching skills using a beanbag.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 18 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• Ball Throw: Three or four students share a hoop. Students practise throwing beanbags into a
hoop. On a signal, students take a break from throwing, speed walk once around the
gymnasium, then continue throwing.
2. Skill Development/Application
• Toss and Catch: Students take a beanbag and find their own space. They experiment with tossing
and catching their beanbag, from a low position, medium and high. Ask students to toss and
catch in front of their chest, in front of the eyes and above their head.
• Students explore “tricks/challenges” of catching their beanbag. Give students time to
experiment, then select half the class to demonstrate their challenge. The other half observes
then has a chance to demonstrate. Give both groups time to practise some of the things they
saw, then give them a chance to demonstrate for the class again.
• Hot Hot Hot: Working in groups of five or six, students pass a beanbag from one person
to the next, pretending that the beanbag is hot and passing it quickly. After the beanbag has
travelled once around the circle, students take one step back and continue passing. As students
get farther apart, they toss the beanbag from person to person.
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Extension
Notes to Teacher
Appendix
3. Cool-Down/Wrap-Up
• Students balance the beanbags on their heads as they walk around the gymnasium to cool
down. Challenge students to walk on lines of the gymnasium while balancing a beanbag on
their head.
• Toss and Catch Variation: If students are finding Toss and Catch too easy, challenge them to
catch with one hand and then the other hand. Challenge students to toss and catch while moving.
• Beanbags are easier to control and catch than balls. Using beanbags instead of balls in this
activity gives more students an opportunity for success.
• The following tips can help students improve their catching skills:
• Keep your eye on the ball/object as it approaches.
• Hold out hands with baby fingers pointing towards each other.
• Bring ball/object into chest to absorb the impact of the catch.
Unit 18 Appendix A: Throwing and Catching Skills – Teacher Assessment Checklist
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Unit 18 Throwing and Catching
Sub-Task #2 Underhand Throwing with
Beanbags
Facility
Large space/small space/indoors
Materials
Beanbags (one per student), 6 – 8 large targets (boxes, buckets, mats), 6 – 8 benches or hurd l e s
Description
Using beanbags, students practise the skill of underhand throwing.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate. Use
rubric in Kindergarten Appendix B for indicators.
• Formative/Ongoing Assessment – Student self-assessment “wave your hands in the air if you came
close to the target.”
Teaching Learning Strategies
1. Warm-Up
• Move Around the Beanbags: Spread beanbags on the floor in a random pattern. Students
walk quickly or run around the beanbags, being careful not to step on a beanbag or bump into
another person. On a signal, students freeze in place. The students continue this activity for
several more times using different types of locomotion, e.g., skipping, hopping, walking backward,
etc. When finished, students sit next to the closest beanbag.
2. Skill Development/Application
• Students pick a line or other shape (e.g., pylon, bench, another beanbag) on the gymnasium
floor and attempt to slide their beanbag using an underhand throwing technique towards their
target. Start with a large target and progress to smaller targets.
• Students continue with similar technique, throwing the beanbag over a target (a bench or
hurdle), or into a large target (i.e., a box, bucket or mat).
• Catch it – Score: Divide students into two groups. Each group spreads out on opposite sides
of the gymnasium. Place a bucket at the side of the gymnasium between the two sides. Students
gently toss beanbags from their side to the other side. If they catch a beanbag that someone
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Extension
Notes to Teacher
threw, they run up and put it in the bucket. If a beanbag lands on the floor on their side, the
student picks it up and throws it to the other side using and underhand throw. Both sides work
together trying to control throws so that those on the other side can catch the beanbags.
Students work together to try to fill the bucket as quickly as possible.
3. Cool-Down/Wrap-Up
• Students walk along lines in the gymnasium, tossing and catching their beanbag as they walk.
Remind students to look up and watch where they are walking while they toss and catch. Call
out different colours of lines for students to walk on.
• Beanbag Balance: Students walk around gymnasium keeping a beanbag balanced on their
heads. If a beanbag should fall off, the student stands frozen until another student picks up the
d ropped beanbag and places it back on the owner’s head. If many students have dropped their
beanbags, the teacher (or one or two students) can be “melters” and replace beanbags on students.
• Give students tips for throwing and catching to help them improve ball-handling skills.
Kindergarten students will benefit from an opportunity to experience and practise throwing and
catching but are not expected to master these skills.
• Throwing tips for better control:
• Step forward with opposite foot of throwing hand.
• Lean forward as ball is released.
• Point at partner or target after the ball is released.
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Unit 18 Throwing and Catching
Sub-Task #3 Underhand Throwing – Large Balls
Facility
Large space/small space/indoors/outdoors
Materials
Large utility balls (one per student), several small balls, one heavier ball
Description
Students practise the skill of two-handed underhand throwing using large utility balls.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 18 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
• Formative/Ongoing Assessment - Teacher observation of ball-handling skills (underhand throw).
See checklist Unit 18 Appendix A and anecdotal record chart Kindergarten Appendix B.
Teaching Learning Strategies
1. Warm-Up
• Ball Swing: The students hold the ball in two hands, feet wide apart, bending knees and
swinging the ball back and forth between their legs (they do not release the ball). Students
should appear comfortable and fluid in their swinging movements, with knees bent and arms
loosely hanging. Students can imagine they are swinging like cooked spaghetti, a swing on a
tree or a sail in the wind.
• Holding or bouncing utility balls, students move safely around the gymnasium. On the teacher’s
signal, the students move at various levels (high, medium, low), various speeds (fast, medium,
slow) and various directions (forward, backward, sideways).
2. Skill Development/Application
• Student practise dropping and catching their ball from various heights. Encourage students to
work in their own space and experiment with diff e rent ways of dropping and catching (fro m
their knees, from a crouch, drop from eye level, drop from above head). Students can also
e x p l o re dropping the ball lightly and heavily.
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Extension
Notes to Teacher
Appendix
• Wall To s s : Students stand about 2 metres away from the wall, and gently throw their ball at the
wall. The student can attempt to catch the ball on the rebound, but do not be concerned if they
cannot do this yet. Have students vary the height of their thro w s .
• Students work with a partner and share one ball. Using the same gentle underhand throw (same
movement as Ball Swing warm-up), the partners throw the ball back and forth to each other.
• Little Ball Big Ball: Place a large, heavy ball in the centre of the circle. Students stand outside
the circle and throw smaller, lighter balls at the big ball. Students try to work together to move
the big ball out of the circle by striking it with small balls.
3. Cool-Down/Wrap-Up
• Ball Train: Children work with a partner. One child is in front and one behind. Students
hold a ball between them without using their hands. The first child holds the other ball in
their hands like a train’s headlight. The partners travel around the gymnasium keeping the
ball between them. Partners trade places after one or two minutes. The “train” should travel
to return the ball to the storage area.
• Tape a target to the wall, or place a target on a chair. Students throw the ball and try to hit
the target.
• Wall Toss: If students catch their rebound easily, they can step back and try to catch from a
greater distance. Challenge students to try to catch the ball with and without a bounce.
• Remind students to watch the target on the throw and watch the ball on the rebound.
Unit 18 Appendix A: Throwing and Catching Skills – Teacher Assessment Checklist
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Unit 18 – Sub-Task #3
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Unit 18 Throwing and Catching
Sub-Task #4 Underhand Throwing – Large Balls
Facility
Large space/small space/indoors/outdoors
Materials
Large utility balls (one per student)
Description
Students practise the underhand throw and catching skills.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of ball-handling skills (two hand toss and
catch). See checklist Unit 18 Appendix A and anecdotal record chart Kindergarten Appendix B.
• Formative/Ongoing Assessment – Self-assessment “Give your partner a “High 5” if you worked
well together.”
Teaching Learning Strategies
1. Warm-Up
• High 5s: Students move around the space in a variety of ways (hopping, fast, slow) and freeze
on a signal. Before beginning to move again, students give each other a “High 5.”
2. Skill Development/Application
• Toss and Catch: Using an underhand throwing motion, students toss the ball into the air, let it
bounce once on the floor and catch the ball. After several turns, students will try to catch the
ball before it bounces on the floor.
• Tossing Tr i c k s : Continuing with the upward underhand tossing motion, students attempt to
p e rf o rm small tasks or “tricks” before catching the ball (e.g., clap their hands, touch their
knees, touch the floor). Students explore and experiment with moving and catching. Students
v a ry the height of thro w.
• Working alone or with a part n e r, students work on tossing and catching challenges. As students
a re working, move around they gymnasium providing feedback for students who are on task.
Give tips where needed to help students achieve more success. See Notes to Te a c h e r.
• Select some students to demonstrate their tricks for the class. Give all students an opportunity
to try some of the tricks they saw demonstrated. Encourage students to be creative and to try
new things.
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Extension
Notes to Teacher
3. Cool-Down/Wrap-Up
• Students walk backward around the gymnasium and then to the storage area to put the balls
away. Remind students to look behind them as they move.
• Students do a series of stretching activities. (See Kindergarten Appendix E)
• Challenge students to count the number of times they can clap before they catch the ball.
• Challenge students to attempt to turn 180º before catching the ball.
• Provide a variety of sizes and types of balls for students to use. Larger, softer balls are easier
to catch.
• Provide tips to help students learn to catch:
• Emphasize throwing the ball directly up so that it will return directly on the descent.
• Watch the ball.
• Hold out hands with baby fingers pointing towards each other if receiving ball from someone.
• Bring ball into chest to absorb force of the catch.
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Unit 18 Throwing and Catching
Sub-Task #5 Underhand Throwing with a Partner
Facility
Large space/small space/indoors/outdoors
Materials
Large utility balls (one for every two students), music or a drum
Description
Using a large ball, students will practise their underhand throwing and catching skills with
a partner.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of student’s willingness to participate in
daily physical activities. Use Unit 18 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• Freeze and Balance: Students will move around the gymnasium safely, while the teacher
plays music or beats on a drum. When the music or drum beat stops, the students hold a
balancing position until the music or drum beat starts again. Students use different locomotion
(skipping, hopping etc.) and directional patterns (backward, zigzag, etc.). Encourage the
students to be creative in their balancing positions.
2. Skill Development/Application
• Using the underhand thro w, students throw ball back and forth to a part n e r. The student with the
ball calls out the part n e r’s name first, then makes eye contact, and then throws the ball. The
catcher remembers to watch the ball, receiving the ball with two hands, pulling the ball toward
the chest. Continue with this for several turns.
• Students work in groups of three or four and continue tossing and catching. Remind students
to call the name of the person to whom they are throwing, and to make eye contact before
t h rowing the ball. Ensure that all students receive equal throwing and catching practice.
• Pass It Down: Students travel around the gymnasium by passing the ball from one player to the
next. In their small groups, students stand in a line A – B – C. Students toss a ball from A to B,
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Extension
Notes to Teacher
Appendix
then from B to C. A runs in front of C to receive the ball again. Students can pretend they are a
conveyer belt moving an important package from one end of the gymnasium to the other.
3. Cool-Down/Wrap-Up
• Ball Balance: In partners, students will balance their ball between them, without using their
hands to support the ball (e.g., belly to belly, back to back, shoulder to shoulder). Students
find as many ball-balancing positions as possible.
• Students can count the number of successful catches the group makes and try to set their
“personal world record.”
• After five successful catches, the students can take a step backward and continue throwing and
catching. The group could choose the number of successful catches required before they step
back.
• For the thrower: emphasize making eye contact and pointing toward the catcher as they release
the ball.
• For the catcher: emphasize watching the ball and catching with two hands, palms up, pulling ball
toward the chest.
Unit 18 Appendix A: Throwing and Catching Skills – Teacher Assessment Checklist
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Unit 18 – Sub-Task #5
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Unit 18 Throwing and Catching
Sub-Task #6 Overhand Throwing
Facility
Large space/small space/indoors/outdoors
Materials
8 – 10 hoops or large paper targets (Unit 18 Appendix B), small soft balls or beanbags (one per
student), music, 6 – 8 pylons
Description
Students will overhand throw a ball toward a target on a wall.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 18 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• Students move around the gymnasium to music. When the music stops, students freeze into
position like someone about to throw a ball. Students may freeze like baseball players, football
players, basketball players, rugby players. They may also pretend to be throwing a beach ball,
volleyball, koosh ball or any other type of ball. Each time the students stop and freeze, ask
them a different question to see if they are ready to throw, “Are your knees bent? Are your feet
apart? Is your arm back? Are you looking where you are going to throw?”
2. Skill Development/Application
• Tape hoops or large paper targets on the wall at various heights, 1-2 metres high. Students start
two steps away from the target and overhand throw the ball toward the target. After five successful
throws, the student should step backward and continue overhand throwing. Instruct students
to change their target to allow them to practise throwing toward diff e rent heights and shapes.
Encourage students to change their throwing object to get experience throwing diff e rent objects.
• Not On My Side: Divide the class in half with half the students on one side of the gymnasium
and half on the other. Each has a soft ball or beanbag. When the music starts, students roll balls
or beanbags across the centre line. Each side tries to “clean up” their own side. They may pick
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Extension
Notes to Teacher
Appendices
up any rolled balls and roll them back to the other side. When the music stops, the students stop
rolling the balls and sit down.
• Play the game again, using first an underhand thro w, then an overhand thro w. When using an
o v e rhand thro w, designate an “no man’s land” in the middle so students are not too close to
each other when throwing. Use soft balls only.
3. Cool-Down/Wrap-Up
• Students lie quietly on the floor, balancing a beanbag or ball on their chest. Ask if they notice
the beanbag moving up and down from their heart beating. Ask students if they are hot and if
they are breathing faster.
• Students can use the overhand throw to get balls or beanbags into containers or mats on the floor.
• They can use the overhand throw to get balls or beanbags over objects such as benches or low nets.
• Emphasize looking at target when throwing.
Unit 18 Appendix A: Throwing and Catching Skills – Teacher Assessment Checklist
Unit 18 Appendix B: Throwing and Catching Skills – Targets
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Unit 18 Throwing and Catching
Sub-Task #7 Two-Hand Overhand Throw
Facility
Large space/small space/indoors/outdoors
Materials
A variety of balls (one ball for each student), wall targets (faces, stars, bulls-eyes – See Unit 18
Appendix B)
Description
Students will practise their catching and two-hand overhand throwing skills.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of ball-handling skills. See checklist
Unit 18 Appendix A and anecdotal recording chart Kindergarten Appendix B.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 18 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• Faster Than a Rolling Ball: All students line up behind a line on one side of the gymnasium.
The teacher rolls a ball toward the other end of the gymnasium and students speed walk across
the gymnasium, trying to beat the ball to the other side. Roll the ball several times back and
forth. In order to prevent injuries, students should speed walk to the safety line in front of the
wall, and not to the wall itself.
2. Skill Development/Application
• Students work with a partner sharing a large utility ball. Using a two-hand overhand thro w, the
p a rtners toss the ball back and forth to each other. Students should try to catch the ball at waist
height, using two hands. Students can try to catch the ball with and without a bounce. Practise
for several turns.
• Students can take a step backward and continue to practise their throwing and catching.
• P a rtners count how many successful throws and catches they can make. Students can try to
“beat” their own re c o rd .
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Extension
Notes to Teacher
Appendices
• Ta rg e t s : Hang paper targets (Unit 18 Appendix B) on wall, hang hoops or designate wall
markers. Students use a two-hand overhand throw to hit as many targets as they can. Designate
a starting point for students and challenge them to take a step back if they can hit the targ e t s .
Challenge students to try to catch their ball on the re b o u n d .
3. Cool-Down/Wrap-Up
• Students lie on the floor on their back. Have students put their hands on their chest to feel their
h e a rt beating and their chest rising and falling with each breath. Talk students through some
relaxation breathing, breathing deeply while they tighten and relax diff e rent body parts. Start at
the feet and work up to the head and face. End by tightening the whole body then relaxing.
• Working with a partner, students will use a two-hand overhand throw to throw the ball at a wall
and the partner will attempt to catch the rebound after a) one bounce on the floor; b) after no
bounces on the floor.
• Remind students to step and lean forward on the two-hand overhand throw, making eye contact
with their partner before throwing the ball.
• Remind catchers to watch the ball, and to catch using two hands.
Unit 18 Appendix A: Throwing and Catching Skills – Teacher Assessment Checklist
Unit 18 Appendix B: Throwing and Catching Skills – Targets
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Unit 18 Throwing and Catching
Sub-Task #8 One Hand Overhand Throw
Facility
Large space/small space/indoors/outdoors
Materials
Beanbags (one for each student)
Description
Using beanbags, students will practise a one-hand overhand throw and catching skills.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of ball-handling skills. See checklist Unit
18 Appendix A and anecdotal recording chart Kindergarten Appendix B.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 18 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• Beanbag Parade: Students work in groups of four to take a beanbag “for a trip” around the
gymnasium. One student from each group goes to each corner. One student has a beanbag.
He/she speed walks along one side of the gymnasium and passes the beanbag to his/her team
mate in the next corner. The next student carries the beanbag to the next teammate in the next
corner. The beanbag can start travelling from any corner (all do not need to begin in the same
place.) Once a group has taken the beanbag for one complete lap around, they can choose a
different way of travelling (skipping, jogging, sliding) and take the beanbag for another trip. If
the class does not divide evenly into four, students can work together on one or two sides of
the gymnasium.
2. Skill Development/Application
• Students throw beanbags in the air, catching them with both hands. Students try throwing with
one hand or two and catching in diff e rent ways. Choose several students to demonstrate diff e re n t
ways of throwing and catching. Allow students a chance to practise and try some of the things
they observed other students doing.
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Extension
Notes to Teacher
• S-T-R-E-T-C-H: Students work with a partner. They stand close together and pretend a giant
elastic is around both students. One student throws the beanbag to their partner. The partner
catches the beanbag using one or two hands. Each time both students catch the beanbag when
throwing from a set distance, the students step backward and stretch their elastic. Challenge
the students to stretch their elastic as far as they can while working on throwing and catching
in control.
• One pair at a time can throw and catch with a teacher or parent volunteer to get experience
catching a ball that is thrown with contro l .
• Mess It Up/Clean It Up: Students pick up beanbags and “mess it up,” i.e., throw the beanbags
so they are widely scattered around the gymnasium. Caution students to throw beanbags into
space, not at people. Remind students how they find “their own space” in the gymnasium, and
ask them to place a beanbag in its own space. If a beanbag lands too close to another beanbag,
they should pick it up and toss it into its own space. If there is open space, students throw in
beanbags. On a signal, students freeze. Now, ask students to “clean it up.” They pick up all
beanbags and toss them with an underhand throw to a spot in the centre of the gymnasium.
3. Cool-Down/Wrap-Up
• Over/Under Beanbag Race: Students line up in their group of four, in relay formation. The
first student passes the beanbag back, OVER his or her head, to the next person in line. That
student passes the beanbag UNDER his/her legs to the next person in line. When the last person
in line receives the beanbag, he or she runs to the front of the line and the relay begins again.
Have the students move their beanbag relay toward the beanbag storage area.
• Teacher leads the class in some stretches. Students hold the beanbags high above their heads,
reaching far forward, to the side and twisting to the back. Students stretch down to the floor,
sliding the beanbag in a path around their feet.
• Use the school field. Have students line up in relay formation in groups of four. The first student
overhand throws the ball as far as they can. The next person runs to the ball, picks it up and
throws the ball as far as they can. Continue rotating throwers until students have thrown the ball
across the length of the field.
• “Mess It Up/Clean It Up”: Once students understand the activity, it can be played again with
the teacher calling out “Mess it up” and “Clean it up” more frequently. Students may not be
finished “messing” or “cleaning” when the teacher calls out the next command, so students
need to switch quickly between messing and cleaning.
• Use a variety of equipment for throwing, e.g., small foam balls, wool balls
• Give students tips for throwing and catching to help them improve ball-handling skills.
Kindergarten students will benefit from an opportunity to experience and practise throwing and
catching but are not expected to master these skills.
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Appendix
• Throwing tips to aid control:
• Step forward with opposite foot of throwing hand.
• Lean forward as ball is released.
• Point at partner or target after the ball is released.
• Tips to help catching:
• Watch the ball.
• Hold out hands with baby fingers pointing towards each other.
• Bring ball into chest to absorb the force of the catch.
Unit 18 Appendix A: Throwing and Catching Skills – Teacher Assessment Checklist
390
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Unit 18 Throwing and Catching
Sub-Task #9 Underhand Throwing and Catching
Using Scoops
Facility
Large space/small space/indoors/outdoors
Materials
Scoops and beanbags (one each per student), 8 – 10 pylons
Description
Using a scoop, students will practise their underhand throwing and catching skills.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Student self-assessment “Take a bow if you were able to throw
the beanbag with the scoop today.”
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 18 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• Cows in the Field: Choose six students to be cowboys or cowgirls. The rest of the students
are cows. On the teacher’s signal, the cows travel around the field. The cowboys and cowgirls
try to catch the cows. Cows can jog or run. Cowgirls and boys must gallop. When the cowboy
or cowgirl catches a cow, he/she takes the cow back to the “corral” for safety. The cows must
moo when in the corral. After some cows are caught, choose new cowboys and cowgirls and
begin the game again. Designate the corral area using pylons or other markers.
2. Skill Development/Application
• Each student finds his or her own space. The student uses an underhand motion and a scoop
to throw the beanbag into the air, letting the beanbag fall to the floor. Students practise different
ways of throwing with the scoop.
• Students continue to use the scoop to toss the beanbag into the air, and now try to catch the
beanbag in the scoop. Give students time to practise.
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Extension
Notes to Teacher
Appendix
• Students can develop various tricks and challenges using scoops and beanbags. Students may
shake the beanbag in the scoop like popcorn, do “mini-throws” (easy to catch), or they may
pass the beanbag from person to person by dumping it from scoop to scoop. They may be able
to spin or clap or touch the floor after throwing the beanbag and before catching it.
3. Cool-Down/Wrap-Up
• The students walk as quietly as possible (tiptoe), around the gymnasium. They return the
equipment to the storage area and try to line up without making a sound.
• Use a ball instead of the beanbag.
• Using a scoop, students throw and catch a beanbag or ball with a partner.
• Cows in the Field Warm-Up: Stop game frequently to change roles so all have a turn to be
cowgirls and boys and also so that stationary “cows” in the corral have an opportunity to move in
the field again and be active. Do not wait to change roles until all cows are in the corral.
• Tossing a beanbag from a scoop takes practice. Remind students to try to throw the beanbag
directly overhead so it will be easier to catch. Remind students to keep their eyes on the beanbag.
If students are having difficulty using the scoop to throw the beanbag, they can throw the
beanbag (without a scoop) to a partner who catches it with a scoop.
Unit 18 Appendix A: Throwing and Catching Skills – Teacher Assessment Checklist
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Unit 18 – Sub-Task #9
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Unit 18 Throwing and Catching
Sub-Task #10 Throwing and Catching Skills
Challenges
Facility
Large space/small space/indoors/outdoors
Materials
10 – 14 small balls, 10 - 14 large balls, 10 - 14 beanbags, 3 – 5 hoops, 3 – 5 mats, 6 – 8 sets of
scoops and beanbags or soft balls
Description
Students practise their catching, underhand and overhand throwing skills using a variety of
equipment.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of ball-handling skills. See checklist Unit 18
Appendix A and anecdotal recording chart Kindergarten Appendix B.
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 18 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• The teacher will play some lively music and lead the students through a series of warm up
movements, e.g., jumping jacks, running on the spot, hopping and toe touches, side bends,
balance on one foot, balance on one foot and two hands (See Kindergarten Appendix E).
2. Skill Development/Application
• Set up four Toss and Catch stations in the gymnasium. Students will practise the tasks at each
station. Rotate students every few minutes to ensure they practise at each station. Provide a
variety of kinds of balls at stations to give students a choice.
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Extension
Notes to Teacher
Appendix
• Suggested activities:
• Station A: Throw a ball/beanbag into the air and catch it.
• Station B: Throw a ball against the wall and catch it.
• Station C: Throw a beanbag at a target, aiming to have it land on or in the target.
• Station D: Using a scoop, throw a ball or beanbag into the air and catch it.
3. Cool-Down/Wrap-Up
• Students will help tidy the equipment. When they are finished, they lie quietly on the floor, eyes
closed, thinking about their favourite activity in Physical Education today.
• For variety, instead of a structured rotation, students could choose a station to work at. When the
signal is given to stop, students choose a different station. Students could be given more time at
these stations, not necessarily going to every station in one day.
• Students can work with a partner at each station, counting how many times they successfully
throw and catch the equipment.
• Demonstrate each station to the students but encourage them to be creative with the equipment.
• Remind students to work in the area designated for the station.
• Remind students of the stop and start signals.
Unit 18 Appendix A: Throwing and Catching Skills – Teacher Assessment Checklist
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TEACHER
Unit 18 Throwing and Catching
Ball Handling Assessment Checklist
Rating
W = Working on It
✔ = Got It
Expectations
• Use different types of equipment and materials with ease.
• Participate willingly in creative movement, dance and other daily physical activities.
Name of Students Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
395
Unit 18 - Appendix A
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1 8

Targets
Expand and post on walls for students to provide targets for students to practise
throwing accuracy.
396
Unit 18 - Appendix B
Health and Physical Education – Kindergarten Skill Building - Throwing and Catching

UNIT Kicking
1 9
Assessment and Evaluation
Kicking and ball control skills will be introduced but teachers will be observing skills within the
larger context of moving and handling equipment. A variety of assessment methods may be used in
this unit. Some assessment strategies included are:
– Formative/Ongoing Assessment – Formative teacher observation of ball-handling skills. See
checklist Unit 19 Appendix A and anecdotal recording chart Kindergarten Appendix B.
– Formative/Ongoing Assessment – Student self-assessment of ball-handling skills.
– Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate.
Use checklists and rubrics in Kindergarten Appendix B for indicators.
Links to Prior Knowledge
Notes to Teacher
Duration 5 Sub-Tasks
• It is the teacher’s responsibility to be aware of, and to follow the Ontario Elementary
Curricular Safety Guidelines or their school board’s safety policy. Please see overview page
on safety, and detailed information in safety guidelines.
• Students need to continue to develop the skills of moving safely in their own space, stopping on a
signal, and making various formations (line, scatter, circle, partner).
• Know the safety rules of the gymnasium and equipment.
• Have had some practice rolling, throwing and catching a ball.
OVERVIEW
Description
Students will use a variety of equipment to practise ball-handling skills with their feet.
Sub-Task Title
1. Beanbag Dribble
2. Ball Dribbling Using Feet
3. Ball Kicking Variations
4. Kick to a Target
5. Red Rover, Kick It Over
• Refer to Kindergarten Appendix C for movement skill descriptions. There are additional
suggestions for use of equipment in Kindergarten Appendix D. Teachers are reminded that the
kindergarten physical education program is focused largely on experiential and creative activity.
Basic skills are introduced together with opportunities to play, to give students an opportunity to
begin to develop fundamental movement skills. Kindergarten students are not expected to master
these skills.
397
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Skill Building - Kicking
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Appendix
• Students will need reminders to keep the equipment quiet when the teacher is giving instructions.
“Hugging the ball” is one way of practising this. Or, instruct students to place the equipment on
the floor beside them, with their hands folded in their laps.
• Provide many opportunities for practise. Lessons and activities can be repeated to reinforce
concepts.
• Teachers may also wish to assess other expectations in the Kindergarten document during health
and physical activities:
Personal and Social Development/Self-Awareness and Self-Reliance:
• Demonstrate self-control by following classroom rules and routines in different contexts in
the school. (Self-Awareness and Self-Reliance).
• Attempt new tasks willingly (Self-Awareness and Self-Reliance).
• Demonstrate consideration for others by helping them (Social Relationships).
• Act and talk in appropriate ways with peers and adults during activity periods
(Social Relationships).
• Teachers can provide additional learning opportunities to develop ball-handling skills with
feet including:
Practise Kicking…
While standing still.
While on the move, (running, walking).
Using alternate feet.
For distance or direction.
At various levels.
At, into, over, to, between a target (goal, wall).
With a partner.
Within a small group.
Create a kicking game.
Unit 19 Appendix A Kicking Skills - Teacher Assessment Checklist
398
Unit 19 – Overview
Health and Physical Education – Kindergarten Skill Building - Kicking

Unit 19 Kicking
Sub-Task #1 Beanbag Dribble
Facility
Large space/small space, indoors/outdoors
Materials
Beanbags (one per student), 15 – 20 pylons or other obstacles
Description
Students will use their feet to push a beanbag around various obstacles.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Student self-assessment “Give yourself a pat on the back if you
could push the beanbag around the area without touching the pylons.”
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 19 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• I Am Not A Hot Dog: Students practise moving safely while getting their heart rates up while
repeating silly chants for fun. Students line up at one end of the play area. Students call out “I
am not a hot dog, but I like mustard.” Practise several times. Together, the students will run to
the other side and when there they will shout out, “I am not a hot dog, but I like mustard.”
The students run back to the starting line. The teacher names another condiment and students
run to the other side and repeat “I am not a hot dog, but I like onions.” The students continue
with the game naming the various condiments the teacher suggests. The students' last turn
should end with, “I am not a hot dog, because I am a hamburger.”
• For safety reasons, it is very important that students run to a line in front of the wall and not to
the wall itself.
2. Skill Development/Application
• Through the Maze: Half of the students are frozen around the gymnasium. The other half
of the students are trying to find their way through the maze of people. They have a magic
beanbag to help guide them through the maze. Students push around the people using the
399
Unit 19 – Sub-Task #1
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Extension
Notes to Teacher
Appendix
inside and outside of their feet. Encourage students to circle all the way around as many people
as they can. Switch roles so the frozen student have an opportunity to find their way through
the maze.
• Up the Ladder and Jump: Place several rows of three pylons around the playing area. The
students continue pushing their beanbags with their feet. The students pretend that the pylons
are a ladder. They push the beanbags around the pylons without touching them. When they
reach the end of the ladder (pylons) the students help the beanbag “jump” by kicking it
toward the wall.
• Students work in pairs. Students practise pushing the beanbag back and forth with a partner
using their feet. Students start with three steps apart then adjust their distance to make it easier
or more difficult.
3. Cool-Down/Wrap-Up
• With their partners, the students will mirror each other’s actions. Have one partner lead slow,
stationary movements while the second partner copies them. After a short time, reverse roles.
• When working with a partner, instead of kicking and receiving, one partner stands with their legs
closed. The partner with the beanbag kicks it and tries to hit his/her partner’s feet.
• Encourage students to use the inside of both feet when pushing the beanbag.
• Remind students to be aware of the others working around them.
Unit 19 Appendix A: Kicking Skills – Teacher Assessment Checklist
400
Unit 19 – Sub-Task #1
Health and Physical Education – Kindergarten Skill Building - Kicking

Unit 19 Kicking
Sub-Task #2 Ball Dribbling Using Feet
Facility
Large space/small space/indoors/outdoors
Materials
Large utility balls (one per student), 15 – 20 pylons or other obstacles
Description
Students will practise moving a ball with their feet, using a large ball around obstacles.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 19 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
• Formative/Ongoing Assessment - Teacher observation of ball-handling skills with feet. See checklist
Unit 19 Appendix A and anecdotal recording chart Kindergarten Appendix B.
Teaching Learning Strategies
1. Warm-Up
• Bridge Ball: Divide the class in half, one half receives a large ball each, the other half will
build a bridge with their bodies. On the start signal, the bridge builders will create a bridge
with their body, while the other students roll the balls underneath the bridges. Students jog
from bridge to bridge, while carrying their ball. Switch roles after a minute.
2. Skill Development/Application
• Ball Trap: Students work with partners. Student rolls a ball to his/her partner, who tries to
stop the ball with his or her feet. Students should use the sides of their feet, but they are
allowed to use their hands for back-up. Emphasize controlling the ball and stopping on a signal.
• Keep It in the Corral: Students work in groups of four in a small area (2 metres by 2
metres) marked by pylons, passing a ball back and forth with their feet. Students use small
passes using the inside of their feet and try to work together so the ball stays inside the marked
area. Students can pretend that the ball is an untamed horse that they need to work to keep in
the corral.
401
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Extension
Notes to Teacher
Appendix
• Go For a Walk: Students use their feet to take their ball for a walk around the gymnasium or
play area. Encourage students to use small pushes with the inside or outside of their foot. If
their ball gets out of control, students can use their hands to catch it and get it back on track.
3. Cool-Down/Wrap-Up
• Students will hold a variety of balancing positions for 4 – 5 seconds each. They should
incorporate their ball into their balancing position. Have students perform several different
balancing positions. Students can demonstrate their favourite position to their classmates.
• Keep It in the Corral: After students have the idea of working together in their group, they can
try to pass the ball around moving faster (pretend that the horse is wild!).
• Encourage students to use their hands if they need to, to stop the ball to re-gain control. Students
are introduced to the skill of controlling the ball with their feet, but are not expected to master
this skill.
• Encourage students to use both feet to foot move the ball.
• Encourage students to use the inside and outside of their foot.
• Remind students that they should watch where they are travelling to prevent injury.
• Use a slightly under-inflated ball for those who are having difficulty with a ball that moves
too quickly.
Unit 19 Appendix A: Kicking Skills – Teacher Assessment Checklist
402
Unit 19 – Sub-Task #2
Health and Physical Education – Kindergarten Skill Building - Kicking

Unit 19 Kicking
Sub-Task #3 Ball Kicking Variations
Facility
Large space/small space/indoors/outdoors
Materials
Large utility balls (one per student), 25 small pylons or floor markers
Description
Students will explore stopping a ball with their feet.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Student self-assessment – “Give yourself a hug if you and your
partner worked well together.”
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 19 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• Superman: Students travel around the gymnasium safely. On a predetermined signal (e.g., a
handclap or a whistle), students freeze into a “Superman” position (hands on hips, legs spread
a p a rt). On the signal “Go” students begin to travel around the gymnasium again. Students travel
in a variety of ways
(skipping, hopping, forward, backward, tall or small).
2. Skill Development/Application
• Students will explore kicking the ball in various directions, e.g., forward, sideways, diagonally,
using their left foot, and using their right foot. Students can explore kicking the ball with
different amounts of force and at different levels. Remind students to be aware of the people
around them. A ball should never be kicked into a crowd of people. Students should check
with partners to make sure they are looking before kicking the ball.
• Students work with a partner and two pylons or floor markers. The students set up the two
floor markers and take turns trying to kick a ball between the markers, to the right of the
markers and to the left. The students help each other retrieve the ball after it has been kicked.
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Extension
Notes to Teacher
Appendix
3. Cool-Down/Wrap-Up
• Students will use their feet to move their balls along a line around the gymnasium and back to
the storage area.
• Circle Kick Ball: In groups of five or six, students form a circle. One student stands in the
centre of the circle, with a ball. The student in the centre kicks the ball toward the students in
the circle, and these students must stop the ball (with their feet or with their hands if they need
help). They will gently kick it back the student in the middle. Continue with the game, changing
the student in the middle often.
• Encourage students to use their hands if they need to, to stop the ball or to re-gain control.
Students are introduced to the skill of controlling the ball with their feet, but are not expected to
master this skill.
Unit 19 Appendix A: Kicking Skills – Teachers Assessment Checklist
404
Unit 19 – Sub-Task #3
Health and Physical Education – Kindergarten Skill Building - Kicking

Unit 19 Kicking
Sub-Task #4 Kick to a Target
Facility
Large space/small space/indoors/outdoors
Materials
Large utility balls (one per student), 10 – 12 large targets such as hula hoops, a bench turned on
its side, a soccer net, paper targets (Unit 18 Appendix B) masking tape
Description
Students will practise kicking toward a large target using a utility or soccer ball.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 19 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
• Formative/Ongoing Assessment - Teacher observation of ball-handling skills (kicking). See
checklist Unit 19 Appendix A and anecdotal record chart Kindergarten Appendix B.
Teaching Learning Strategies
1. Warm-Up
• Give each student a ball. Students travel around the gymnasium in a variety of ways and stop on
a signal. At every stop, the teacher indicates to the students how to travel (e.g., move ball with
feet, run while carrying the ball, kick the ball then chase it, stretch holding the ball overhead).
2. Skill Development/Application
• Set up many large targets around the walls at a variety of heights (bench turned on its side, hula
hoops taped to wall near the floor, paper targets taped to the wall). Students kick their ball to a
t a rget from a distance of 2-4 metres. The students should begin from a stationary position.
• Students rotate and kick at the various targets. Students can experiment with moving or stationary
balls and varying distances from target.
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Extension
Targets
Notes to Teacher
Appendices
3. Cool-Down/Wrap-Up
• All students line up behind the teacher, each holding their utility ball. The teacher will lead
this parade around the gymnasium using various travelling modes, such as tiptoe walking,
skipping, sidestepping. The teacher will then lead the parade to the storage area where
students will put the balls away.
• For a greater challenge, decrease the size of the target, or increase the distance between the
kicker and the target.
Kindergarten students will benefit from an opportunity to experience and practise kicking but
are not expected to master these skills. Give students tips for kicking to help them improve ballhandling
skills:
• Bend kicking leg, swing it through, point it towards the target.
• Remind students to help balance themselves with their arms.
• Encourage students to use both feet.
• Remind students to try to stop the ball on the rebound.
Unit 18 Appendix B: Targets
Unit 19 Appendix A: Kicking Skills – Teachers Assessment Checklist
406
Unit 19 – Sub-Task #4
Health and Physical Education – Kindergarten Skill Building - Kicking

Unit 19 Kicking
Sub-Task #5 Red Rover, Kick It Over
Facility
Large space/small space/indoors/outdoors
Materials
Large utility balls (one per student)
Description
Students will use their kicking skills to play the game Red Rover, Kick It Over.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials
with ease.
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Student self-assessment “Wave your hands in the air if you
stopped the ball with your feet.”
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 19 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• Carry It/Kick It: Students move around the play area, each with their own ball. When the
teacher calls out “carry it,” the students pick up their balls and keep moving. When the
teacher calls out “kick it,” the students move the balls with their feet. Students freeze when a
stop signal is given.
2. Skill Development/Application
• Red Rover, Kick It Over: Divide the class into two teams, holding hands on opposite sides
of the gymnasium. Team 1 sings “Red Rover, Red Rover, We want (a student’s name) to kick it
over.” The student named will kick the ball over to Team 1. Team 1 must continue to hold
hands, while trying to trap the ball with their feet. Team 2 now sings the song to Team 1.
Continue with the game to allow all students a turn to kick the ball.
• After students have learned the game, divide the class into smaller groups so more students will
have an opportunity to kick the ball.
407
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Extension
Notes to Teacher
Appendix
3. Cool-Down/Wrap-Up
• Electric Shock: The students will sit in a circle holding the hand of the person on either side
of them. The teacher will gently squeeze the hand of the student to their right. This student will
pass the squeeze onto the next person, and so on until the last person receives the squeeze.
The last person can say, “Done!”
• If students are playing the Red Rover game well, try using two soccer balls at the same time.
• To increase success, students can move closer to the other team before kicking the ball.
Unit 19 Appendix A: Kicking Skills – Teacher Assessment Checklist
408
Unit 19 – Sub-Task #5
Health and Physical Education – Kindergarten Skill Building - Kicking

TEACHER
Unit 19 Kicking
Ball Handling with Feet Assessment Checklist
Rating
W = Working on It
✔ = Got It
Expectations
• Use different types of equipment and materials with ease.
• Participate willingly in creative movement, dance and other daily physical activities.
Name of Students Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
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Unit 19 - Appendix A
Health and Physical Education – Kindergarten Skill Building - Kicking
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OVERVIEW
UNIT Striking and Hitting
2 0
Assessment and Evaluation
Striking and hitting skills will be introduced but teachers will be observing skills within the larger
context of moving and handling equipment. A variety off assessment methods may be used in this
unit. Some assessment strategies and tools included are:
– Formative/Ongoing Assessment – Formative teacher observation of ball-handling skills. See
checklist Unit 20 Appendix A and anecdotal recording chart Kindergarten Appendix B.
– Formative/Ongoing Assessment – Student self-assessment ball-handling skills.
– Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate.
Use checklists and rubrics in Kindergarten Appendix B for indicators.
Links to Prior Knowledge
Notes to Teacher
Duration 5 Sub-Tasks
Description
Students will practise striking and hitting various pieces of equipment using their hands and
paddle bats.
Sub-Task Title
1. Balloon Keep-Up
2. Hitting a Balloon to a Wall
3. Using a Paddle Bat for Striking
4. Striking a Foam Ball with a Paddle Bat
5. Hitting Toward a Target Using a Paddle Bat
• It is the teacher’s responsibility to be aware of, and to follow the Ontario Elementary
Curricular Safety Guidelines or their school board’s safety policy. Please see overview page
on safety, and detailed information in safety guidelines.
• Students need to continue to develop the skills of moving safely in their own space, stopping on a
signal, and making various formations (line, scatter, circle, partner).
• Know the safety rules of the gymnasium and equipment.
• Students should have had some practice catching and underhand throwing.
• Refer to Kindergarten Appendix C for movement skill descriptions. There are additional suggestions
for use of equipment in Kindergarten Appendix D. Teachers are reminded that the kindergarten
physical education program is focused largely on experiential and creative activity. Basic
skills are introduced together with opportunities to play, to give students an opportunity to begin
411
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Skill Building - Striking and Hitting
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Appendix
to develop fundamental movement skills. Kindergarten students are not expected to master
these skills.
• Some students may be allergic to latex (in the balloon). Beach balls can be used instead.
• Do not over-inflate the balloons.
• Have older students blow the balloons up before class.
• All lessons may be used outdoors on days with no breeze
• A coin or other smooth object can be placed in the balloon to give it some weight.
• Provide many opportunities for practice. Lessons and activities can be repeated to reinforce
concepts.
• Students will need reminders to keep the equipment quiet when the teacher is giving instructions.
“Hugging the ball” is one way of doing this. Or, instruct students to place the equipment on the
floor beside them, with their hands folded in lap.
• Teachers may also wish to assess other expectations in the Kindergarten document during health
and physical activities.
Personal and Social Development/Self-Awareness and Self-Reliance:
• Attempts new tasks willingly (Self-Awareness and Self-Reliance).
• Demonstrates self-control by following classroom rules and routines in different contexts in
the school. (Self-Awareness and Self-Reliance).
• Acts and talks in appropriate ways with peers and adults during activity periods
(Social Relationships).
• Demonstrates consideration for others by helping them (Social Relationships).
• Teachers can provide many additional learning opportunities to develop striking and hitting skills
including:
• Striking with two hands.
• Striking with one hand.
• Striking with a bat, paddle, stick, racquet.
• Striking at different heights (along the ground, in the air).
• Striking for distance or in different direction.
• Striking over, into, under, to, between, at a target, or obstacle (net, goal, wall).
• Striking off a tee.
• Striking while stationary and while on the move.
• Striking combined with bouncing, throwing, catching.
• Striking with a partner.
• Create a striking game.
Unit 20 Appendix A Striking Skills - Teacher Assessment Checklist
412
Unit 20 – Overview
Health and Physical Education – Kindergarten Skill Building - Striking and Hitting

Unit 20 Striking and Hitting
Sub-Task #1 Balloon Keep-Up
Facility
Large space/small space/indoors
Materials
Balloons (one per student), 20 pylons.
Description
Students will practise their hand-eye coordination and striking skills with a balloon.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials with
ease. (e.g., climbers, riding toys, balls, paint brushes,
scissors, moulding clay)
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Student self and peer assessment by “Give your partner a “High
5” if you worked well together.”
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 20 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
•Blowing in the Wind: Students imagine that they are leaves in the wind. Have them travel
around the space as if caught in a light breeze, a medium wind, and a very strong wind.
Remind students that leaves often twist and turn as they are carried by the wind.
2. Skill Development/Application
• Give each student a balloon. Students experiment by hitting the balloon up in a variety of ways.
The students will keep their balloon in the air by using their fingertips and palms of their
hands. They can do this while standing still and while moving.
• Challenge the students to:
• Hit the balloon as high as they can, as far as they can.
• Hit the balloon with different body parts.
• Hit the balloon at different levels, high, medium and low.
• Hit the balloon in different directions, forward, backward and sideways.
• Hit the balloon back and forth with a partner.
413
Unit 20 – Sub-Task #1
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Extension
Notes to Teacher
Appendix
• Don’t Throw Your Junk In My Yard: Using pylons, divide the area in four quadrants. Divide
the students into four equal groups, each starting with its own balloon. Students tap the balloon
out of their area, into other quadrants.
3. Cool-Down/Wrap-Up
• Balloon Puff Up: Students start in squatting position and use their arms to puff up into a giant
balloon. Once their body is fully inflated, they can either slowly deflate or “pop” and quickly
sink to the floor.
• Balloon Relays: Keep the balloon up, travelling from a start to turn around point and back to
teammates. The next person in line should continue with the relay. Students should sit quietly
when all have had a turn.
• Re-use balloons by using plastic bread ties to secure the balloon. Instead of tying a knot, wrap
the end of the balloon around a bread tie.
Unit 20 Appendix A Striking Skills - Teacher Assessment Checklist
414
Unit 20 – Sub-Task #1
Health and Physical Education – Kindergarten Skill Building - Striking and Hitting

Unit 20 Striking and Hitting
Sub-Task #2 Hitting a Balloon to a Wall
Facility
Large space/small space/indoors
Materials
Balloons (one per student)
Description
Students will practise their striking and hitting skills using a balloon.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials with
ease. (e.g., climbers, riding toys, balls, paint brushes,
scissors, moulding clay)
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 20 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
• Formative/Ongoing Assessment - Self-assessment by “Stand on one foot if you were able to hit the
balloon close to the wall.”
Teaching Learning Strategies
1. Warm-Up
• “High 5’s”: Students move to the music. When the music stops, they freeze with one hand in
the air. As soon as someone gives them a “High 5” on their outstretched hand they can continue
to move again. Use a variety of movement skills (e.g., walk, slide, hop).
2. Skill Development/Application
• Students find their own space to work. Using their hands, students hit their balloon forward
and backward.
• Body Balloons: Students hit the balloon with different body parts and at different levels.
• Keep It Up: Students hit the balloon continuously, keeping count of the number of consecutive
hits. They can try to beat their record.
• Keep It Going: Working with a partner, students hit their balloon toward a wall, the partner
will either catch the balloon, or hit it against the wall again.
415
Unit 20 – Sub-Task #2
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Extension
Notes to Teacher
Appendix
3. Cool-Down/Wrap-Up
• Over and Under: In groups of six to eight, students stand in a line and pass a balloon over
heads and between legs.
• Beachball Keep-Up: Working in groups of three or four, students strike a beachball into the
air, keeping it airborne as long as possible. Students can count the number of consecutive hits,
trying to beat their record each time.
• Some students may be allergic to latex (in the balloons). Beachballs can be used instead.
Unit 20 Appendix A Striking Skills - Teacher Assessment Checklist
416
Unit 20 – Sub-Task #2
Health and Physical Education – Kindergarten Skill Building - Striking and Hitting

Unit 20 Striking and Hitting
Sub-Task #3 Using a Paddle Bat for Striking
Facility
Large space/indoors
Materials
Paddle bats and balloons (one each per student)
Description
Students will practise their striking skills using a paddle bat and a balloon.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials with
ease. (e.g., climbers, riding toys, balls, paint brushes,
scissors, moulding clay)
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 20 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
• Formative/Ongoing Assessment - Teacher observation of use of paddle bat. See checklist Unit 20
Appendix A and anecdotal recording chart Kindergarten Appendix B.
Teaching Learning Strategies
1. Warm-Up
• Superman: Students travel around the gymnasium safely. On a predetermined signal (handclap,
whistle), students will freeze into a “Superman” position (hands on hips, legs spread
apart). On the word “Go” students begin to travel around the gymnasium again. Have students
travel in a variety of ways, i.e., skipping, hopping, forward, backward, tall or small.
2. Skill Development/Application
• Give each student a paddle bat and a balloon. Students explore/experiment with the bat and
balloon. Encourage students to try the following challenges:
• Walk with the balloon balanced on their paddle bat.
• Flip the balloon in the air and catch it.
• Hit the balloon in the air and catch it.
• Hit the balloon directly from their hand (vary the level of the hand).
• Hit the balloon continuously (pop-ups), while standing in one spot.
• Hit pop-ups while travelling.
• Hit pop-ups using alternating sides of the paddle bat.
• Hit pop-ups changing hands.
417
Unit 20 – Sub-Task #3
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Extension
Notes to Teacher
Appendix
• Students can keep count of number of pop-ups they can complete, trying to break their own
record each time.
• Protectors: Students pretend that the balloons are precious birds that must be kept off the
ground in order to be kept alive. The birds cannot fly very well, so they need some help being
kept up. Students use their hands or paddle bats to continuously hit the balloons (birds) and
keep them in the air. Students can work in small groups to keep as many balloons as possible
in the air.
3. Cool-Down/Wrap-Up
• Students move the paddle bat around their body, stretching as they go – reaching overhead, to
the right, to the left, between the legs.
• Students work in partners and hit the balloon back and forth to each other using the paddle bats.
• Remind students to work safely, and to be aware of others around them.
• Some students may be allergic to latex (in the balloons). Beachballs can be used instead.
• Paddle bats can be made using hangers and pantyhose.
How to make a paddle bat
Materials: coat hanger, nylon stocking, tape
Method: Bend hanger in the shape of a racquet. Bend hook into a loop. Pull nylon over hanger as
tightly as possible and secure it at neck of the hanger with tape. Wrap remaining nylon around the
“handle” and cover the handle with tape.
Unit 20 Appendix A Striking Skills - Teacher Assessment Checklist
418
Unit 20 – Sub-Task #3
Health and Physical Education – Kindergarten Skill Building - Striking and Hitting

Unit 20 Striking and Hitting
Sub-Task #4 Striking a Foam Ball with a
Paddle Bat
Facility
Large space/small space/indoors/outdoors
Materials
Paddle bats and foam balls or wool balls (one each per student)
Description
Students will practise striking and hitting using a paddle bat and a foam ball or other soft ball.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials with
ease. (e.g., climbers, riding toys, balls, paint brushes,
scissors, moulding clay)
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Student self-assessment by “Hold your paddle bat high in the air
if you could strike the ball.”
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 20 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• Walk the Lines: Move quickly around the gymnasium, walking only on the lines. Students
move in a variety of ways, e.g., sliding, hopping, foot. Challenge students to try to move around
each other when they meet without falling off the lines.
2. Skill Development/Application
• Give each student a paddle bat and a soft ball. Students will:
• bounce the ball on the paddle bat as many times as they can;
• t h row the ball into the air and hit it with the paddle bat toward a wall;
• do pop-ups while travelling;
• do pops-ups using alternate sides of the bat.
• Students work with a part n e r. One student throws the ball underhand to his or her partner so
they may strike it with the paddle bat. Students switch roles after five turn s .
• Select five students at a time to work at a tee while other students are exploring with paddle bats
419
Unit 20 – Sub-Task #4
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Extension
Notes to Teacher
Appendix
and foam balls. Students working at a tee can take turns hitting a foam ball from a tee. Students
can use a soft bat or their hand. Students take turns hitting the ball as far as they can. Other
students retrieve that ball then take a turn hitting.
3. Cool-Down/Wrap-Up
• The partners hold the paddle bat between them with the foam ball balanced on its face.
They hold the paddle bat at various levels (high, medium and low), and keep the ball balanced
on the bat. They walk the equipment back to the storage area, keeping the ball balanced on
the bat.
Relay Races:
• Students hold the ball between their knees as they hop.
• Students use paddle bats to push the ball down to a turnaround point and back.
• Using a tee can help students experience success as it is easier to make contact with the ball.
Unit 20 Appendix A Striking Skills - Teacher Assessment Checklist
420
Unit 20 – Sub-Task #4
Health and Physical Education – Kindergarten Skill Building - Striking and Hitting

Unit 20 Striking and Hitting
Sub-Task #5 Hitting Toward a Target Using a
Paddle Bat
Facility
Large space/indoors
Materials
Paddle bats and weighted balloons or soft balls (one each per student), 8 – 10 hula hoops,
construction paper, boxes or other large targets, 10 – 15 pylons
Description
Using a paddle bat, students will practise hitting an object toward a large target.
Specific Area Learning Expectation
Health and Physical Activity • Use different types of equipment and materials with
ease. (e.g., climbers, riding toys, balls, paint brushes,
scissors, moulding clay)
• Participate willingly in creative movement, dance
and other daily physical activities.
Assessment Opportunities: Suggestions for Assessing Expectations
• Formative/Ongoing Assessment – Student self-assessment by “ Give a thumbs up if you got hot
working in the gymnasium today.”
• Formative/Ongoing Assessment - Teacher observation of students’ willingness to participate in
daily physical activities. Use Unit 20 Appendix A checklist or rubric in Kindergarten Appendix B
for indicators.
Teaching Learning Strategies
1. Warm-Up
• Insect Trap: Students are insects (flies, moths, etc.), scattered pylons are fly swatters. The
teacher calls, “Bug Spray” and the students speed walk from one side of the space to the other
as quickly as possible. If students touch a pylon or another students, they go to the “Bug
Hospital” to be healed. After counting to ten in the hospital, the student rejoins the game.
Encourage students to move like insects and to make insect noises.
2. Skill Development/Application
• Students are given a paddle bat and a soft ball or a weighted balloon. Students stand a few steps
back from a hula hoop, or other target on the floor or wall. The student throws the ball into
the air, and hits it, aiming for the target.
• Students work with a partner and hit a balloon or foam ball back and forth over a hula hoop
using hands or paddle bats.
421
Unit 20 – Sub-Task #5
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Extension
Notes to Teacher
Appendix
• Hit It to the Tower: Students work in groups of four or five. One student stands in a hula
hoop. The other students start on the other side of the room and work together to hit the
balloon (using paddle bats or hands) to get the balloon to their team mate in the tower
the hoop). When the student in the tower touches the balloon, he/she comes out of the hoop
and trades places with a teammate.
3. Cool-Down/Wrap-Up
• Partners play “Mirror” with the paddle bat in their hand. One partner is the leader and moves
slowly so the other partner can copy their moves. Both partners must be stationary on the floor.
Exchange roles after a few minutes.
• Hit it to the Tower Variation: A challenge could be added. Each student on the team has to hit
the balloon once before anyone hits it a second time. This rule would ensure all students get to
have contact with the balloon.
• A penny in the balloon will help weigh it down so it will fall a little faster, and it will not be carried
away in light breezes.
• Some students may be allergic to latex in the balloon. Beachballs can be used instead.
Unit 20 Appendix A Striking Skills - Teacher Assessment Checklist
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Unit 20 – Sub-Task #5
Health and Physical Education – Kindergarten Skill Building - Striking and Hitting

TEACHER
Unit 20 Striking and Hitting
Manipulation Assessment Checklist
Rating
W = Working on It
✔ = Got It
Expectations
• Use different types of equipment and materials with ease.
• Participate willingly in creative movement, dance and other daily physical activities.
Name of Students Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
423
Unit 20 - Appendix A
Health and Physical Education – Kindergarten Skill Building - Striking and Hitting
2 0

APPENDICES
Health and Physical Education – Kindergarten
Appendix A Year Plans 427
Appendix B Assessment/Evaluation Samples 433
Appendix C Movement Skills and Principles 439
Appendix D Movement Exploration with Equipment 447
Appendix E Safe Stretching 452
Appendix F Additional Resources 462
425

APPENDIX A
Kindergarten Year Plan for Physical Activity - Plan A
(based on three times a week)
Month Day 1 Sub- Day 2 Sub- Day 3 Sub-
Task Task Task
September
Week 1
Week 2
Week 3
Week 4
October
Week 1
Week 2
Week 3
Week 4
Week 5
November
Week 1
Week 2
Week 3
Week 4
December
Week 1
Week 2
Week 3
January
Week 1
Week 2
Week 3
Week 4
Introductory Activities
Introductory Activities
Rolling
Creative Movement
Theme
Creative Movement
Kicking
Folk Dance
Stability
Rolling
Travelling
Bouncing
Folk Dance
Strike/Hit
Folk Dance
Travelling
Introductory Activities
Low Org/Coop Games
Travelling
Folk Dance
1
4
2
1
1
2
1
1
2
3
6
1
2
1
3
8
4
7
10
5
Introductory Activities
Introductory Activities
Travelling
Stability
Catch/Throw
Theme
Kicking
Low Org/Coop Games
Travelling
Rolling
Travelling
Throw/Catch
Theme
Strike/Hit
Folk Dance
Travelling
Introductory Activities
Rolling
Creative Movement
Travelling Games
427
Introductory Activities
Rolling
Travelling
Low Org/Coop Games
Catch/Throw
Travelling
Kicking
Low Org/Coop Games
Travelling
Creative Movement
Jump/Land
Throw/Catch
Low Org/Coop Games
Theme
Low Org/Coop Games
Bouncing
Low Org/Coop Games
Bouncing
Creative Movement
Travelling Games
Health and Physical Education – Kindergarten Appendix A
2
5
1
1
1
2
2
2
4
4
7
3
3
2
4
9
5
5
4
1
3
1
2
1
2
3
3
3
5
3
1
4
4
4
5
2
6
3
5
2

Kindergarten Year Plan for Physical Activity - Plan A
(based on three times a week)
Month Day 1 Sub- Day 2 Sub- Day 3 Sub-
Task Task Task
February
Week 1
Week 2
Week 3
Week 4
March
Week 1
Week 2
Week 4
April
Week 1
Week 2
Week 3
Week 4
Week 5
May
Week 1
Week 2
Week 3
Week 4
June
Week 1
Week 2
Week 3
Week 4
Catch/Throw
Folk Dance
Travelling Games
Jump and Land
Creative Movement
Travelling Games
Introductory Activities
Stability
Stability
Low Org/Coop Games
Folk Dance
Kicking
Theme Activities
Kicking
Bouncing
Travelling Games
Catch/Throw
Creative Movement
Theme Activities
Travelling Games
5
6
3
2
7
6
2
4
5
8
7
5
8
5*
5*
11
10
10
10
14
Catch/Throw
Stability
Strike/Hit
Theme Activities
Creative Movement
Theme Activities
Introductory Activities
Jump and Land
Jump and Land
Theme Activities
Bouncing
Catch/Throw
Travelling Games
Folk Dance
Low Org/Coop Games
Strike/Hit
Theme Activities
Catch/Throw
Strike/Hit
Travelling Games
428
Bouncing
Theme Activities
Creative Movement
Travelling Games
Travelling Games
Rolling
Catch/Throw
Jump and Land
Travelling Games
Creative Movement
Kicking
Catch/Throw
Travelling Games
Folk Dance
Travelling Games
Strike/Hit
Folk Dance
Travelling Games
Low Org/Coop Games
Catch/Throw
*repeat lesson
Health and Physical Education – Kindergarten Appendix A
6
3
3
6
8
7
3
3
5
7
5
8
8
8
9
4
9
9*
5*
15
4
5
6
4
5
5*
7
4
7
9
4
9
9
9
10
5
10
13
10
10*

Kindergarten Year Plan for Physical Activity - Plan A
(based on three times a week)
Month Day 1 Sub- Day 2 Sub- Day 3 Sub-
Task Task Task
September
Week 1
Week 2
Week 3
Week 4
October
Week 1
Week 2
Week 3
Week 4
Week 5
November
Week 1
Week 2
Week 3
Week 4
December
Week 1
Week 2
Week 3
January
Week 1
Week 2
Week 3
Week 4
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Health and Physical Education – Kindergarten Appendix A

Kindergarten Year Plan for Physical Activity - Plan A
(based on three times a week)
Month Day 1 Sub- Day 2 Sub- Day 3 Sub-
Task Task Task
February
Week 1
Week 2
Week 3
Week 4
March
Week 1
Week 2
Week 4
April
Week 1
Week 2
Week 3
Week 4
Week 5
May
Week 1
Week 2
Week 3
Week 4
June
Week 1
Week 2
Week 3
Week 4
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431
Health and Physical Education – Kindergarten Appendix A

432
Health and Physical Education – Kindergarten Appendix A

APPENDIX B
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Expectation ____________________________________
Teacher Assessment
Rating
W = Working on It
✔ = Got It
Name of Students Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
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Health and Physical Education – Kindergarten Appendix B

Assessment Target
Teacher: Record initials and date on target.
Expectation:
• Participate willingly in creative movement, dance, and other daily physical activities
Ready to participate
1
2
3
4
4
3
2
1
Tries new games
435
Health and Physical Education – Kindergarten Appendix B

Observation Recording Chart: Anecdotal Notes
Use for ongoing assessment of expectations in combination with an assessment
tool to provide indicators.
Grade: ________ Expectation(s): ____________________________________________
436
Health and Physical Education – Kindergarten Appendix B

Movement Skills Checklist
Expectations:
• Use different types of equipment and materials with ease (e.g., climbers, riding toys, balls,
paintbrushes, scissors, moulding clay).
• Demonstrate balance, ease and flexibility in movement (e.g., walking, running, jumping).
• Demonstrate spatial awareness (e.g., when riding toys, climbing steps).
W = Working on It
✔ = Got It
Locomotor Skills
• walk
• run
• jump
• hop
• leap
• slide
Stability
• stop
• stretch
• bend
• land
• static
• dynamic
Manipulative Skills
• roll
• throw- underhand
• throw- overhand
• catch
• bounce
• strike/hit
• kick
437
Student Names
Health and Physical Education – Kindergarten Appendix B

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Health and Physical Education – Kindergarten Appendix B

APPENDIX C
Movement Skills and Principles
This appendix provides b a c k g round inform a t i o n for the teacher. The kinderg a rten physical
education program is focused largely on experiential and creative activity. Basic skills are intro d u c e d
together with opportunities to play, thus providing students with an opportunity to begin to develop
fundamental movement skills. The skill descriptors and examples are intended to provide a picture
of the correct skill for the teacher to use as re f e rence. K i n d e rg a rten students are not expected
to master these skills.
Looking at Locomotor Skills
Movement Exploration
Locomotion
Movement of body from one point to another
Stability
Ability to gain or maintain equilibrium (balance), and develop static (stationary)
and dynamic (moving balance) balancing skills
Manipulation of Equipment
Use equipment of varying sizes, shapes and textures
Running
• weight transfer heel to toe
• one or both feet off the ground at all times
• arms swing, moving forward and backward in opposition to legs without crossing mid-line
• body in upright position, slightly forward
• eyes focused in direction travelling
• stop quickly on a signal
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Health and Physical Education – Kindergarten Appendix C

Slide Step
• the same foot always in the lead
• step sideways onto lead foot, and transfer weight onto this foot
• bring trailing foot close to lead foot by sliding it close
• transfer weight onto trailing foot so that lead foot can step sideways again
• use arms to help balance body
Skipping
• step-hop pattern
• step on left foot, hop on left foot, step on right foot, hop on right foot – continue pattern
• move arms in opposition to legs
• swing knees of the non-support leg up and forward as hop begins
Galloping (forward travel)
• the same foot is always in the lead
• step forward onto lead foot and transfer weight onto this foot
• trailing foot steps near (but not in front of) lead foot
• transfer weight onto trailing foot so that lead foot can step forward again
• use arms in opposition to legs for balance
• when students become proficient, there should be a small amount of time when the student
should be airborne
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Health and Physical Education – Kindergarten Appendix C

Galloping
Health and Physical Education – Kindergarten
Hopping
• use only one foot at a time
• lift knee on non-hopping foot
• lift arms into air while pushing off toes of hopping foot
• on landing, bend knee and hips to help absorb shock
• use arms, other leg and body to help balance the movement
• practice using both legs
Jumping
• two-foot take-off, two-foot landing
• knees, hips bent in preparation for jumping and landing
• arms swing backward and then forward as taking off
• head raised, eyes looking in direction of travel
• body leans into movement
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Appendix C

Leaping
• elongated step, airborne for part of the time
• take off one foot, land on the other
• swing arms upward to gain maximum height
• legs stretch open and straighten with flight through the air
Rolling
Log Roll
• the body is stretched, feet together, hands either at side or stretched above head
• keeping the body rigid, the students initiate the roll using stomach and back muscles to roll
sideways
Egg Roll
• the body is tucked into a ball, knees and chin on chest
• start the roll by leaning sideways
• the student holds the tuck tightly
Ontario Health and Physical Education Curriculum Support – Kindergarten
442
Appendix C

Looking at Stability Skills
Static Balances
• maintain a steady balance for a period of time (e.g., 8-10 counts)
• use arms to help balance
• eyes focus on an external object
• control balance on dominant and non-dominant leg
• balance on a variety of body parts
Dynamic Balancing
• ability to travel and maintain balance
• alternate stepping while walking on a bench or running around to others
• eyes focus ahead and down
• arms used to help maintain balance, and slight body adjustment
• ability to move sideways and backwards
• increase proficiency from low risk (walking forward on a line on the floor) to high risk (walking
backward on a bench)
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Looking at Manipulative Skills
Rolling
• one foot ahead of the other
• ball held in one hand, on the same side as the back leg
• bend knees
• transfer weight from back to front foot
• swing arm back and bring forward, release ball at knee level or lower
• focus eyes on target
Underhand Throwing
• one foot in front of the other
• ball held in one hand on same side as the back leg
• bend knees
• swing arm backward, then forward releasing ball at waist level
• transfer weight from back foot to front foot as swinging arm through
Overhand Throwing
• stand with hips and shoulders parallel to the direction of the throw, feet shoulder-width apart
• extend arms out to sides at shoulder height, not past mid-line
• initiate throwing by rotating hips, then shoulders while throwing
• throwing arm should follow through so that it points at target, non-throwing arm drops to side
• keep eyes on target
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Health and Physical Education – Kindergarten Appendix C

Catching
• feet shoulder-width apart, one foot slightly ahead
• arms start relaxed, bend at elbows
• reach for ball as it comes towards you
• pull ball into chest area as catching, but catch with hands
• watch ball at all times
Bouncing
• feet shoulder-width apart, knees bent, hips bent
• dribbling hand to the side, slightly in front of body at hip height
• contact the ball with the dribbling hand on top of the ball, fingers spread, pads of fingers contacting
ball
• push the ball to the floor (with force) by extending elbow and flexing wrist
• receive ball by contacting the ball with fingers first, absorbing the force of the ball by bending
elbow and wrist.
Striking
• hold object in front of the body on the striking arm side at waist level
• focus eyes on object of the strike
• swing striking arm directly back
• swing striking arm forward to hit the object
• follow through with arms
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Health and Physical Education – Kindergarten Appendix C

Kicking
• stand behind stationary ball, kicking foot slightly forward
• watch the ball
• swing kicking leg backward, and then forward from the hip, keep knee slightly bent
• use arms in opposition to the legs
• contact ball with the instep (inside) of the foot
• follow through with kicking leg, moving arms in opposition
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Health and Physical Education – Kindergarten Appendix C

APPENDIX D
Movement Exploration with Equipment
A. Activities with Hoops
1. Find ways of circling a hoop around different body parts.
2. Take the weight on different body parts and circle the hoop on others.
3. Travel through a rolling hoop: a) on feet; b) on hands and feet.
4. Travel from one side of the hoop to the other, using: a) two feet together; b) one hand and
one foot; c) hands and feet.
5. Find different ways of keeping the hoop in motion, using different body parts.
6. Balance on different body parts and pass a hoop around your body.
7. Find ways of twisting and turning through a hoop.
8. Jump through a hoop using a different jump each time.
9. Spin a hoop and see how many times you can go around it before it falls and stops moving.
10. Roll a hoop, run around it and continue to keep it rolling.
Hoop Tasks for Partners:
11. One partner holds the hoop in any position fairly close to the floor. The other partner finds
ways of going in, out, over, through or under.
12. Both partners holding one hoop try to pass through it at the same time.
13. Pass the hoop to partner using different body parts.
14. Everyone places hoop on floor or ground and whole class jumps: a) from one to the other; b)
over the others.
15. Intertwine hoops and find ways of crawling through the spaces.
B. Activities with Beanbags
1. Balance the beanbag on different body parts.
2. Travel: a) on feet; b) on other body parts doing the above.
3. Use different body parts to send the beanbag high in the air.
4. Find ways of lifting a beanbag off the floor.
5. Balance two beanbags on two different body parts, and then balance yourself on a third body
part.
6. Place a beanbag between your feet and use your feet to throw it overhead.
7. Fix the feet on the ground, place a beanbag in different positions and use many ways to pick it
up.
8. Have different body parts as the highest point and balance the beanbag there.
9. Place beanbag on one part of the body. What else can you do while you balance the beanbag?
10. Keep the beanbag in the air with: a) one hand; b) the other hand; c) two hands; d) feet.
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Health and Physical Education – Kindergarten Appendix D

Beanbag Tasks With Partners:
11. How many different ways can you pass a beanbag to a partner, using all parts of the body?
12. Balance a beanbag on a body part and toss it to a partner who catches it with another
body part.
13. Find different ways of passing a beanbag to each other without letting it touch the ground.
14. Throw a beanbag to a partner and jump before catching it. Try other stunts before catching it.
15. Find different ways of moving a beanbag to a partner without using hands.
C. Activities with Ropes
1. Place a rope in a shape on the floor and find as many different ways as possible of travelling
over it. Incorporate levels and speeds.
2. Travel along the floor using your rope in four different ways; change direction, speed and level.
3. Fold a rope in four, holding both ends; find different ways of getting the rope around your body
by taking the weight on different body parts.
4. Balance walk along a rope shape: forward, backward, sideways.
5. Find ways of travelling in different directions using a rope.
6. Place a rope on the floor and pick it up using different body parts.
7. Skip with a rope and land with your feet in different positions.
8. Move around, stretching the rope in different ways, using different levels.
9. Place a rope in a zigzag shape. Experiment to find ways to jump around: a) with two feet; b)
one foot, one hand; c) curling the stretching; d) balancing on the rope.
10. Balance on different body parts and pass the rope beneath you.
Rope Tasks for Partners:
11. One person moves the rope and the other travels over or under it.
12. One partner swings the rope in a low, steady arc and the other partner travels over it: a) on two
feet; b) on hands and feet; c) backwards.
13. Two people hold one rope and find ways of moving it quickly.
14. Each person holds one end of the rope, and partners find various ways of twisting without
getting entangled.
15. Partners try to make an interesting sculpture shape using the rope to connect them.
D. Activities with Balance Beams and Benches
1. Jump off the bench forward (jump up, land on two feet, give at the knees and ankles,
straighten up).
2. Walk sideways along a bench. Step off at the end.
3. Walk forward along the bench. At the halfway mark, turn around and continue to the end,
walking backwards.
4. Jump off the bench sideways.
5. Circle the bench in different ways. (Go around; go through.)
6. Move along the bench on all fours.
7. Jump off the bench with a quarter turn in the air.
8. Jump off the bench with a half-turn in the air.
9. Balance walk forward on bench, beanbag on the head.
10. Standing jumps forward and sideways; on and over the bench.
11. Crawl along a bench on hands and knees. Go forward, backward, and sideways.
12. Stand astride a bench; jump on and off. Same activity, progressing forward.
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Health and Physical Education – Kindergarten Appendix D

13. Lie on the back on a bench; pull body along with both arms.
14. Bunny jump from side to side of bench. Same activity progressing forward. (Hands on bench,
feet and hips high.)
15. Walk forward along a bench, tossing and catching a beanbag.
16. Walk sideways along a bench, tossing a beanbag, bouncing a ball, or getting through a hoop.
17. Sit astride the bench. Reach as far sideways as possible to touch the floor.
E. Activities with Lummi Sticks
Lummi sticks are smooth wooden sticks about 30 cm long and can be used to enhance the physical
education program in many ways. Lummi sticks can be used to learn rhythm patterns improve
listening skills, coordination and agility. They can be used with songs, drama, dance, and
demonstrations. Lummi sticks can be used effectively with a wide range of music selections. Choose
upbeat tempos with definite rhythms and beats. Familiar songs from television and radio will
enhance children’s enthusiasm.
Basic Rhythms Using One Stick
Place stick in right hand to start, with students kneeling.
a) Tap down, tap on knee – eight times.
b) Tap side, tap on knee – eight times.
c) Tap top, tap on knee – eight times.
d) Repeat a), b) and c) using left hand.
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Health and Physical Education – Kindergarten Appendix D

e) As in a) four times with right hand, four times with left hand, repeat.
As in b) four times with right hand, four times with left hand, repeat.
As in c) four times with right hand, four times with left hand.
f) As in a) four times with right hand, four times with left hand. Continue with b) four times with
each hand, and c) four times with each hand.
g) Repeat each of above twice.
h) Perform a), b) and c) once with each hand.
Repeat all of the above facing a partner, each person works individually.
Beginner Routine – Suggested music: “Rivers of Babylon”
Face partner; each person has a Lummi in right hand.
a) Tap down, tap partner’s stick (four times).
b) Tap side, tap partner’s stick (four times).
c) Tap top, tap partner’s stick (four times).
d) Change hands and repeat using the left hand.
Four Beat Rhythms
a) Tap top, open sticks, tap down, exchange toss. Do it first with right hand and then back
with left hand.
b) Tap top, open sticks, exchange toss, change hands (from left back to right).
c) Tap down, tap knee, tap down, exchange toss. Repeat with left hand.
d) Tap down, cross tap together, tap down, exchange toss. Repeat using left hand.
e) Tap down, tap knee, exchange toss, change hands (from left to right hand).
f) Tap down, cross exchange toss, tap down, change hands.
Two-Beat Rhythms
a) Tap down, exchange toss (don’t change hands).
b) Tap top, exchange toss (don’t change hands).
c) Tap down, cross exchange toss.
F. Activities with the Climbing Apparatus
The climbing apparatus itself will present a challenge for the children and sufficient time must be
given for free exploratory work. The suggestions below will provide opportunities for the children to
develop new ideas and continue to gain confidence in their use of the apparatus.
1. Free experimentation.
2. On, off, under, over:
a) Move about, going under as many parts of the apparatus as you can.
b) Find different places where you can climb on to the apparatus.
c) Find different ways of coming off the apparatus (jump off, swing, push, reach down,
twist, turn).
d) Move along on the underside of a part of the apparatus.
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e) Move over and under, or under and over, the windows in a weaving motion.
f) Use both sides of the ladder, the windows, the bars or the inclined bench.
3. Travelling on the climber:
a) Once you are on the apparatus, try to move from one part to another without touching the
floor again until the “stop” signal.
b) Hang from the apparatus from hands, hands and feet, and travel along.
c) Travel in different directions on the apparatus: up, across, along, down.
d) Travel trying to take different pathways as you move: straight, zigzag, curved.
4. Using different body parts:
a) Climb using different body parts to help you.
b) Hang from different body parts.
c) Travel trying to keep one body part leading you.
d) Grip the apparatus and lift one part high. Change your position and lift another part high.
e) Use your hands and any other part of your body except your feet. Travel on the apparatus in as
many ways as you can.
f) Travel on the apparatus with your hands and feet near to each other.
g) Travel on the apparatus with your hands and feet far apart.
h) Travel on the apparatus sometimes with your hands and feet near to each other and sometimes
with them far apart.
5. Changing shapes:
a) Find different places on the apparatus where you can hold on in a curled position.
b) Find different places on the apparatus where you can hold on in a stretched position.
c) Find different places on the apparatus where you can curl and stretch.
d) Travel on the apparatus curling and stretching as you move.
6. Twisting and turning:
a) Find different places on the apparatus where you can grip with your hands and feet. Twist the
rest of your body.
b) Using your hands and feet, twist and turn as you travel on the apparatus.
c) Find different places on the apparatus where you can make a twisted shape, gripping with
your hands and any other part of your body.
7. Sequence:
Combine and build sequences by joining several of the above ideas to make a continuous, less
broken movement. Examples:
a) Get on, travel across, take a balance position and get off. Repeat.
b) Change your body shape to get on, travel across and get off the apparatus.
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APPENDIX E
Safe Stretching Kindergarten/Primary
“Get Your Heart Pumping” Activities
Use “Get Your Heart Pumping” activities to prepare students, physically and psychologically, for
more vigorous activity. Warm up with some easy aerobic activities that will gradually elevate the
heart rate. Keep activities simple and move major joints (neck shoulders, trunk, hip, knee and
ankle) through their range of motion. Avoid deep stretching until muscles are warm. Flexibility
can be improved by stretching during cool-down activities.
Moving on the Spot
• March on the spot or around the room; lift the knees high and perform a variety of arm actions
while marching.
• Jogging: on the spot or around the room; slow pace, faster pace, touch heels to hands (behind back).
• Lift knees high in front; use accompanying arm actions.
• Jumping: feet together, slow, fast; while turning; make a square pattern; make a triangle pattern.
• Kicking: combine hop and kick forwards, sideways; with bent knee or straight leg; alternate legs.
Around the Room
• Hopping: one foot then the other, slow, fast.
• Skipping: around the room, change the lead leg.
• Galloping: around the room forwards, backward.
Bingo Warm-Up
• Skip or run around the gym to BINGO music (sing or play).
• When the dog’s name is spelled out slowly, students make shapes with their bodies:
B = stretched high and tall
I = wide
N = as low as possible, staying on feet
G = lying face down
O = rollover onto back
• Students get up and start skipping again.
Animal Relays
• Partners stand on opposite sides of the gym.
• Choose two animals: One partner moves like a seal (or any other animal) to their partner, who
moves like an alligator (or any other animal) back to their partner’s spot.
• Pick any animal. One partner moves like any animal across the gym to their partner. The waiting
p a rtner guesses the type of animal then moves to the opposite side of the gym and back, moving like
that animal. Students switch roles
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Speedy Lines
• Students walk on the lines of the gymnasium. On a signal, students change directions, move to a
new line or vary the type of movement.
Shake Your Sillies Out
• Students stand on the spot singing and shaking their arms and legs:
Shake, shake, shake your sillies out,
Shake, shake, shake your sillies out,
Shake, shake, shake your sillies out,
And wiggle your worries away.
• Va ry this each time by singing the song with diff e rent words and changing movements, for example:
Hop, hop, hop your sillies out,
Jump, jump, jump your sillies out,
Dance, dance, dance your sillies out...
Grab Bag Moves
• Students move around the gymnasium in their own space.
• Pull out a series of objects from a “grab bag”, e.g., Slinky, toy train, animal puppets, airplane drawing.
• Students move around the room, moving like the object.
• Remind students to move in their own space and gradually increase speed and intensity as they
warm up.
Popcorn
• Students move into a squat position, with head tucked in and arms wrapped over the head.
• Students pretend they are kernels of popcorn and that the pot is
getting hotter.
• They begin to jump up and down on the spot when the “popcorn”
begins to pop.
• Continue for 20 - 30 counts, rest, and then repeat.
Full Body Warm-Up and Cool-Down Stretch: Kindergarten/Primary
After “Get Your Heart Pumping” activities, include some active stretches to increase mobility while
still keeping heart rate elevated. Stretches gradually increase muscle elasticity and the range of
motion at joints. Stretch major muscle groups and those muscles to be used in the activity. During
the cool-down, hold stretches longer (15-30 seconds) to work on improved flexibility. Stretch
major muscle groups and those muscles used during the lesson. Some exercises below are
designed to stretch muscles and some are designed to move the joints through their range of
motion. Some exercises stretch more than one body part.
NECK
Neck Stretches
• Slowly bend neck to the right side, moving right ear toward right shoulder. Hold.
• Repeat on left side.
• Slowly bend neck forward, moving chin toward chest. Hold.
• Slowly roll head across chest from shoulder to shoulder in a half circle, repeat four times.
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“I Don’t Know!”
• Slowly tilt head side to side, shrugging shoulders.
• Raise hands in a gesture to indicate, “I don’t know!”
SHOULDERS
Swan Dive
• Raise arms outward from sides to shoulder height.
• Slowly press arms backward and hold.
• Feel a stretch across chest and down arms. Repeat.
Snail Stretch
• In a kneeling position, with arms stretched forward in front (on the floor), try to touch armpits
to the floor.
• Keep rear end high, and pretend it is the snail’s shell. Press low to the ground and pretend to be
a small snail.
ARMS
Tall as a House, Small as a Mouse, Wide as a Wall
• Students stretch “tall as a house, small as a mouse and wide as a wall.”
• Stand on tiptoes with arms overhead, stretching fingers up to the sky. Hold. Crouch down hugging
knees and tucking head down toward chest to curl up like a mouse. Hold.
• Slowly return to standing position and extend arms and legs out on each side of body to stretch
as wide as a wall. Hold.
Growing Flowers
• Stand with feet shoulder-width apart.
• Crouch down, tucking head toward the chest and folding arms across the front of body, like the
closed petals of a flower.
• Slowly rise to standing position while unfolding arms.
• Extend arms overhead, like a flower opening. Repeat.
Shake and Splash (range of motion activity)
• Gently shake hand as if shaking water off fingers.
• Flick fingers away as if splashing water.
• Flick other body parts (e.g., toes, hips, arms) as if flicking water.
Arm Swing (range of motion activity)
• Swing arms slowly forward and back.
• Swing arms in front of body.
• Swing arms overhead.
Scarecrow (range of motion activity)
• Pretend to be a scarecrow, putting arms out to the side, parallel to the ground, palms facing
backwards.
• Bend arms at the elbows and let hands swing down and towards the body.
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FOR HANDS AND WRISTS
Fist and Stretch
• Make a tight fist then spread out and relax the fingers.
Finger Press
• Press finger end pads together.
• Pretend to make hands look like a spider doing push-ups on a mirror!
Wrist Circle
• Rotate wrists by drawing circles with hands
BACK
Be a Star
• Stand with feet placed wide apart, moving onto tiptoes and extending arms over head to look like
five points of a star.
• Hold stretch while standing on tiptoes.
Hug Me
• Hug yourself, hug tightly and release.
Cat Stretch
• Stand with feet shoulder-width apart, knees slightly bent.
• Bend forward, placing hands on knees and keeping the back flat.
• Slowly arch the back upward, into a rounded position.
• Hold, then return to flat back. Repeat.
Horse/Camel
• Assume a position on hands and knees.
• The horse position is with back slightly arched and head up; the camel position is with back
curled and head down. Hold each position.
ABDOMINALS and WAIST
Side Bends
• Stand with feet shoulder width apart, knees slightly bent. Bend at the hips from one side to the other.
• Hold the position, do not bounce.
• Keep body facing straight forward.
Sit n’ Twist
• Sit, with one leg stretched out in front, the other bent with foot flat on the floor.
• Twist body around from the waist, on the straight leg side, and try to look behind.
Slow Motion Lie Down (strengthening exercise, not a stretch)
• Sit with knees bent, feet flat on the floor, arms parallel to the floor and forward.
• Lower the body slowly, hold at the halfway point, return to start.
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Crunches (strengthening exercise, not a stretch)
• Do a partial sit-up, hands touching forehead or hands crossed at the waist.
• Lift head and shoulders off the ground, hold.
• Knees must be bent throughout, with feet either flat on the floor, or legs in a vertical position
(with knees slightly bent).
HIPS
Butterfly (and inner thigh stretch)
• Sit with legs bent in front, knees to the side, soles of feet touching.
• Using hands, gently press knees towards the floor. Hold.
Seat Walk (range of motion activity)
• In a sitting position with legs straight out in front and together, move forward using only the hips
to initiate movement.
LEGS
Shin Stretch
• Hold onto desk, chair or wall for balance. Stand with feet slightly apart.
• Lift one foot, and move it slightly behind you, gently pressing the top of the toes into the floor.
Feel a stretch up the shin.
• Keep knee of supporting leg slightly bent. Hold. Repeat with the other leg.
Elbow Lunge
• Stand with legs wide apart and knees bent.
• Place hands resting on thighs or on the floor in front of the feet.
• Lunge to the side by bending one leg and straightening the other, keep feet flat on the floor.
• Try to touch your elbow to the floor on the bent leg side.
• Alternate sides.
Calf Stretch
• Place both feet together and hands on the floor ahead of the feet. Press with arms to straighten
legs and push with shoulders. Push up with arms and straighten arms and legs
• Cue words: “Make your body into a triangle.”
ANKLES AND FEET
Foot Flexers (range of motion activity)
• Lie on back, legs vertical, knees bent.
• Alternately flex and extend the ankles.
• Try both feet together.
Ankle Rotation (range of motion activity)
• Lie on back or sit, using hands for support, legs bent in front.
• Raise one leg off the ground and rotate the foot at the ankle.
• Repeat with other foot.
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Health and Physical Education – Kindergarten Appendix E

FULL BODY
Health and Physical Education – Kindergarten
Sky Stretch
While standing on tiptoes, stretch arms over head, reaching up as high as possible. Hold and repeat.
Funny Body Shapes
• Make interesting shapes (poses) with bodies or by using specified body parts, expressing the
following emotions:
– Angry
– Strong/weak
– Tired/full of energy
– Sad/happy
• Hold body in each shape.
Body Stretch
• Pretend to be a puppet being controlled by strings.
• Be loose and limp, then tighten and stretch.
• Stretch up high, reaching with fingers, arms, legs, tiptoes, whole body.
Tight Body Exercise
• Make whole body as stiff and tight as possible.
• Tighten one body part at a time: one arm, both arms, one leg, both legs, buttocks, whole body.
• Be as straight as a pencil and tighten all your muscles to stay straight.
• Teacher can check their tightness by trying to move or lift their bodies to see if they stay tight or
go loose and bend.
Kindergarten/Primary Animal Moves
Use “Animal Moves” to encourage movement in a variety of ways. Animal moves can be used in
warm-ups and cool-downs and as a part of many activities in the lesson. Encourage students to
explore and create their own animal moves.
Bear Walk
• Get in position with hands and feet touching the floor.
• Move the foot and the hand on the same side together, then the other side (right hand, right foot,
left hand, left foot).
• Keep arms and legs stiff.
Rabbit Hop
• Squat, placing hands on the floor in front of feet.
• Move the hands first, then move feet to hands.
Elephant Walk
• Bend forward at the waist.
• Clasp hands together, arms straight to form a trunk.
• Walk with big slow steps, keeping the legs straight.
• Swing trunk from side to side.
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Appendix E

Health and Physical Education – Kindergarten
Gorilla Walk
• Bend knees and move upper body forward.
• Let arms hang at sides.
• As each step is taken, touch floor with fingers.
Cricket/Chicken Walk
• Squat with knees apart.
• Place arms between the knees and grasp the outside of the ankles with hands.
Seal Walk
• Get in a push-up position (straight arms and straight legs).
• Walk forward with the hands and drag the feet.
Crab Walk
• Squat down and reach back with arms (fingers are pointed away from the body).
• Touch the floor with only feet and hands.
• Move backward.
Frog Jump
• Squat down, placing hands on the floor slightly in front of feet.
• Jump forward with hands and feet at the same time.
Camel Walk
• Place one foot in front of the other and bend at the waist.
• Clasp hands behind the back.
• Walk, raising head and chest with each step.
Kangaroo Hop
• Begin in a squat position and fold arms across chest.
• Keep body weight over toes.
• Jump up and forward, landing on feet.
Inchworm
• Begin with hands and feet touching the floor, hands close to feet.
• Bend knees slightly.
• Reach hands forward, bring feet up to meet hands.
Lame Dog
• Move across the floor with two hands and one foot.
• Hold one foot off the floor – it hurts!
Alligator
• Move along the floor, staying as low as possible.
• Keep feet and hands close to body.
• Keep head in line with back.
Mouse
• Run with weight on hands and feet, taking little steps.
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Appendix E

Cat
• Spring forward from a crouch, from feet to hands.
Penguin Walk
• Place both legs together and feet point outward towards side.
• Place arms straight against body with hands facing outward.
• Shuffle forward, waving hands and staying very straight.
Turtle Walk
• Move forward in push-up position.
• Keep back as straight as possible – it is the shell!
Kindergarten/Primary Cool-Down Activities
Cool-down activities focus on slow stretching, allowing the heart rate to return to normal after
vigorous activity. Use full body stretches to work on improved flexibility. For primary students, use
creative movement activities to slow down and change the mood. Cool-down activities also help to
prepare the students for the transition back into the classroom setting. Use the following activities
to gradually slow down movement and provide a period of relaxation. Take long, slow, deep breaths
during the cool-down.
Itsy Bitsy Spider
• While standing on the spot, sing the song and do the hand actions to the words:
The Itsy Bitsy spider went up the waterspout,
Down came the rain, and washed the spider out,
Out came the sun and dried up all the rain,
So, the Itsy Bitsy spider went up the spout again.
Side Arm Circles
• While marching on the spot, raise arms out from the sides of the body to shoulder height.
Now slowly circle arms forward 8 – 10 times and backward 8– 10 times.
Circles in the Sky
• While marching on the spot, students raise arms overhead.
• Students pretend they are drawing circles in the sky. Students keep arms overhead and draw
a variety of shapes.
Climb the Ladder
• Students stand with feet slightly apart.
• Move arms and legs up and down as if climbing a ladder to the sky.
• Climb a ladder for 20 – 30 steps.
On-the-Spot Follow the Leader
• Choose a leader to lead some slow, cool-down movements:
– Walk on the spot, moving arms in a gentle swinging motion.
– Touch shoulders with hands, then reach up over head. Repeat five times.
– Skip slowly on the spot.
– Skip side to side.
– Jump or hop on the spot.
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Health and Physical Education – Kindergarten Appendix E

Slow March
• March slowly on the spot, keeping knees low and gently swinging the arms for 15 counts.
Skating on the Spot
• While standing on the spot, imitate a skating motion by extending the right then left leg away
from the body at a back/side angle.
• Swing the arms.
• Continue this skating motion for 15 – 20 counts.
• Variation: students can “skate” around the gym either by pretending to have skates or by standing
on scrap paper, and using the paper as skates.
Deep Breaths and Hug
• Slowly take a deep breath in through the nose and out through the mouth. Repeat three times.
• Wrap arms around shoulders and give self a big hug and a pat on the back.
Low Kicks
• A variation of walking on the spot, with students alternating their feet in low forward kicks.
• Slowly swing arms by sides.
Tree in the Wind
• Stand with both arms overhead, feet placed wide apart, and knees slightly bent.
• Gently wave arms from side to side and forward like a tree in the wind.
Slow Leak
• Stand, arms circled over their heads, pretending to be a great big balloon.
• Pretend there is a hole in the balloon and the air is slowly leaking out.
• Move slowly downward to the floor, until the balloon has no more air.
Digging in Your Heels
• Stand with one foot forward, pressing heel into the floor and raising toes up.
• Continue this movement while alternating feet, swinging arms in a strolling movement.
Action Stories
• Tell a story with actions that the students can do.
– Some Theme Suggestions:
– Rainstorm coming and then leaving, with fingers and hands tapping the floor in beat to the
intensity of the rain.
– Walk through the forest, listening to the birds and the wind in the trees.
– Visit to a planet in outer space, exploring new terrain.
Strolling on the Spot
• Begin by standing on the spot. Stroll one step forward, then one step back, one step forward,
then one step back gently swinging arms by sides. Do not raise arms above waist. Continue
“strolling” on the spot for 20 – 30 counts.
Bubble Gum Game
• Students pretend to be a piece of bubble gum that is being chewed.
• Students expand like a bubble blowing up, then “pop” the bubble breaks!
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Health and Physical Education – Kindergarten Appendix E

Health and Physical Education – Kindergarten
Body Shake
• Gently shake one arm, the other, both.
• Shake one leg, the other, both, head, hips, whole body.
Some ideas and activities for this section have been reprinted or adapted with permission from Moving on the Spot, Toronto Public
Health, Toronto, 1999. www.city.toronto.on.ca/health
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Appendix E

Additional Resources
A. RESOURCE KITS
APPENDIX F
Refer to the HPE Inventory at OPHEA to find more resources. The inventory is a database of
resources directly linked to the Health and Physical Education Curriculum. You can get access to
the inventory at www.ophea.net.
Active Kids: Anytime, Anyplace
This resource outlines the importance of QDPE and shows numerous physical activities that can be
done even if a gymnasium is not available. The kit contains a video, a cassette tape of instrumental
music and an instructor’s guide. Together, they provide a variety of activities for children ages 5-14.
The activities are fun and easy to implement, and they will help students develop fitness and skills.
Available from the Ontario Physical and Health Education Association (416-426-7120).
www.ophea.net
Movability
A program for children aged three months to five years. It encourages children to move in many
ways at various speeds and in different directions to improve gross motor skills. Available from the
Ontario Physical and Health Education Association (416-426-7120). www.ophea.net
Moving to Inclusion
This is an excellent resource offering information on how to include children with a disability in
physical activity programs. The binder, containing nine distinct disability-specific booklets, provides
modifications to physical education activities in such areas as assessment, equipment, rules, instructional
strategies and learning objectives. There is a more comprehensive version available for those
who want more complete information on how to ensure the inclusion of students with a specific disability.
Available for purchase from CIRA or CAHPERD (613-478-5622).
Jump Rope for Heart
A step-by-step guide on how to implement a Jump Rope for Heart program for Physical and Health
Education classes. Includes techniques, warm-ups and cool-downs, stations and teaching techniques.
Available free from the Heart and Stroke Foundation (416-489-7100).
Kindergym Cookbook and Resource Tapes
Available from Gymnastics Ontario (416-426-7100).
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Health and Physical Education – Kindergarten Appendix F

Activ8
Health and Physical Education – Kindergarten
A resource of eight developmentally appropriate physical activity challenges to make physical
education fun, regardless of ability. Complements and supports existing school curriculum – JK/SK
Module. Available free from The Foundation for Active Healthy Kids (1-888-446-7432).
www.activ8.org
B. BOOKS – GENERAL
The Bean Bag Curriculum, by Quentin A. Christian.
Contains numerous ideas on physical activity for children. Emphasizes making and using homemade
equipment. Published by Great Activities Publishing Company, 160 pages, 1983 (1-919-493-6977).
The Cooperative Sports and Games Book, by Terry Orlick.
Emphasizes challenge without competition. Explains the principles of cooperative games and
describes numerous activities with useful comments on logistics and participation. Published by
Random House of Canada, 1978.
The Second Cooperative Sports and Games Book, by Terry Orlick.
Similar to the first book with many more ideas. Published by Random House of Canada, 1982.
Teaching for Outcomes in Elementary Physical Education, by Christine Hoople.
A guide for teaching towards outcomes, Human Kinetics (1995) (1-800-465-7301).
C. FITNESS RESOURCES
Fit to Try, by Cindy Bross.
A physical fitness learning package for Physical Education Programs. Gives excellent age-appropriate
exercises for all components of fitness, 1993, Great Activities Publishing Company, Durham,
North Carolina (1-919-493-6977).
Teaching Children Fitness, by Thomas and Loraine Tatliffe.
Provides developmentally appropriate practices for teaching fitness for elementary students.
Contains 19 examples of fitness activities for K-6 students. Available from CAHPERD
(613-748-5622).
200 + Physical Fitness Activities
Activities for the classroom, hall, outdoor play structure, 1991. Distributed by the Gymnastics
Ontario (416-426-7100).
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Appendix F

D. MOVEMENT RESOURCES
Teaching Children Movement Concepts and Skills, by Craig Buschner.
Provides 23 practical examples of movement activities for pre-Kindergarten to Grade 6, Human
Kinetics Publishing, 1994 (1-800-465-7301).
Teaching Children Gymnastics, by Peter H. Werner.
24 practical gymnastics activities divided into three skill themes – travelling, statics and rotation.
Published by Human Kinetics Publishers, 1994 (1-800-465-7301).
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Health and Physical Education – Kindergarten Appendix F

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Return to: Ontario Physical and Health Education Association
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