K-2 Lesson Plans

Lesson: Strong Bones
Page 1 of 2
Excerpted from
LESSONS SHAPE America’s
Moving With
Words & Actions
STRONG BONES
National Standards Addressed
• Standard 1. The physically literate individual demonstrates competency in a variety
of motor skills and movement patterns.
• Standard 2. The physically literate individual applies knowledge of concepts, prin-
ciples, strategies and tactics related to movement and performance.
Instructional Materials/Props
Picture or plastic skeleton of the body (optional)
2017 • Paperback
Central Focus Approx 240 pp
Isolate and name different body parts that can serve as targets in a vigorous PUBLISHER:
movement activity. Human Kinetics Publishers
PRINT:
Objectives ISBN 978-1-4925-4790-7
$39.00
• Cognitive: The child will point to bones in different parts of the body and indicate
E-BOOK:
how they move.
ISBN 978-1-4925-4862-1
• Affective: The child will show signs of developing a positive self-concept after moving. $21.00
• Psychomotor: The child will demonstrate that he or she can collapse safely to the
ground after moving vigorously.
Component of Health-Related Fitness SHAPE America

Cardiorespiratory endurance Sets the
Learning Task 1: Preparing Our Bodies to Move Standard™
For more than 130
Class organization: Children are scattered in self-spaces.
years, SHAPE America
Challenge the children to perform the following actions while saying this rhyme: has been setting the
My muscles and bones are inside of me. (Point to chest.) standard for effective
My goal is to make them as strong as can be. (Flex biceps.) health and physical
education.
So, I happily gallop, slide, skip and jump. (Perform movements.)
When finished, I use my bones to pound and thump! (Pound arms on chest.) Our National Standards
for K–12 Physical
Learning Task 2: Partner Challenge Education serve as
the foundation for
Class organization: Partners are scattered in self-spaces. PE programs across
Present the following: the country, and our
advocacy efforts
• Let’s divide our bodies into different areas or zones.
have led to legislative
• Show your partner how you can make three upper-body parts move one after victories for the health
the other as you both count the moves. Your partner imitates you, and then you and physical education
exchange roles. profession.
• Move two body parts on the right side of your body. Make one of those body parts
the highest part of your body. Not a member?
Please consider joining
• One partner points to two lower-body parts. See if you can make those two lower-
our health and physed
body parts move at the same time. Exchange roles.
community!
• Both wiggle one body part that is on the left side of the body.
For more information, visit
shapeamerica.org/join
68 ■ Moving With Words & Actions
For more information, please visit humankinetics.com/shapeamerica or contact

your Human Kinetics K–12 sales manager at 800-747-4457 or K12sales@hkusa.com.
Lesson: Strong Bones
Page 2 of 2
Excerpted from
Moving With
Words & Actions
Learning Task 3: Bones, Bones, Everywhere
Class organization: Children are scattered in identified groups.
• Ask the children to designate a body part or body area to serve as a target (e.g.,
elbow, shoulder, below the knees, hip, between the shoulder blades).
• Select two or more chasers, depending on class size.
• Challenge the rest of the children to scatter and flee from the chasers.
• When a child is tagged, he or she collapses into a “pile of bones.” After everyone is
tagged, select new chasers or call out, “Strong bodies!” Children who have been
tagged resume playing the game.
Assessment Questions 2017 • Paperback

Approx 240 pp
1. Which body part was the most difficult to tag?
PUBLISHER:
2. Show me the movements you used to keep your body from being tagged (e.g., Human Kinetics Publishers
dodging and darting ). PRINT:
3. Who can remember a time when your bones needed to rest? How did you feel? ISBN 978-1-4925-4790-7
Do you remember what you had been doing? $39.00
E-BOOK:
Academic Language Demands ISBN 978-1-4925-4862-1
$21.00
• Language function: Uses language to explore the various body areas that are
appropriate to serve as a space for tagging.
• Vocabulary: Collapse, elbow, hip, shoulder blades, strong
• Syntax or discourse: A verbal exchange concerning how to collapse and fall to SHAPE America
the ground safely. Sets the
Standard™
For more than 130
has been setting the
standard for effective
health and physical
education.
Our National Standards
for K–12 Physical
Education serve as
the foundation for
PE programs across
the country, and our
advocacy efforts
victories for the health
and physical education
profession.
Not a member?
community!
Moving With Words & Actions to Create Healthy Bodies ■ 69

Lesson: Twisting Body Parts
Page 1 of 2
Excerpted from
Moving With
Words & Actions
TWISTING BODY PARTS

National Standard Addressed
Standard 1. The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
Picture ofor actual twisted pretzel (optional), photographs of twisting yoga poses (optional)
Central Focus
Explore a variety of twisted shapes by rotating specific body parts.
2017 • Paperback
Approx 240 pp
Objectives
• Cognitive: The child will make comparisons about how some body parts can natu- PUBLISHER:
Human Kinetics Publishers
rally be twisted while others do not.
PRINT:
• Affective: The child will interact with a partner to respectfully and safely twist body
ISBN 978-1-4925-4790-7
parts to form the shape of a twisted pretzel. $39.00
• Psychomotor: The child will manipulate several classmates’ bodies to create a E-BOOK:
large-group twisted pretzel shape and be able to hold the pose for a brief time. ISBN 978-1-4925-4862-1
$21.00
Component of Health-Related Fitness
Flexibility
Learning Task 1 Preparing Our Bodies to Move SHAPE America

Class organization: Children are scattered throughout general space. Sets the
Challenge the children to perform the following actions: Standard™
For more than 130
Who can pretend to open a jar of peanut butter?
What body part were you twisting in this movement (wrist)? Show me.
Can you twist the upper part of your body without moving the lower part of your standard for effective
body? health and physical
Is it possible to twist one upper-body part around a lower-body part? education.
Learning Task 2: Partner Challenge for K–12 Physical
Class organization: Partners are scattered in self-spaces. Education serve as
Ask children to find a partner and use as many body parts as possible to the foundation for
PE programs across
form wide, narrow, curled and twisted body shapes.
advocacy efforts
profession.
Not a member?
community!

Lesson: Twisting Body Parts
Page 2 of 2
Excerpted from
Moving With
Words & Actions
Learning Task 3: Twisted Pretzels
• Divide the children into groups of five or six.
• Encourage children to make a giant pretzel shape by connecting with their class-
mates’ shapes.
• Each group should maintain the pretzel shape until you say, “Twisted pretzels!”
Assessment Questions
1. Which body parts were the easiest to twist (e.g., shoulders, neck, hips, wrists)?
2. What other objects have twisted pretzel-like shapes (e.g., gift bows, shoelaces, 2017 • Paperback
balloon animals, bow ties, wires)? Can you make one of these shapes? Approx 240 pp
3. Can anyone tell me the difference between twisting and turning a body part (e.g., PUBLISHER:
turning is moving many body parts, and twisting is moving one body part around Human Kinetics Publishers
another)? Show me the difference. PRINT:
ISBN 978-1-4925-4790-7
Academic Language Demands $39.00
E-BOOK:
• Language function: Uses language to sequence ideas about how a partner’s body
ISBN 978-1-4925-4862-1
can be twisted into a pretzel shape. $21.00
• Vocabulary: twist, bend, flexible
• Syntax or discourse: A verbal interchange reflecting the need to bend and twist
in many ways in order to create objects with our bodies and to remain flexible.
SHAPE America
Sets the
Standard™
For more than 130
health and physical
education.
for K–12 Physical
Education serve as
the foundation for
PE programs across
advocacy efforts
profession.
Not a member?
community!
Moving With Words & Actions to Create Healthy Bodies ■ 71

Lesson: Community Helpers
Page 1 of 2
Excerpted from
Moving With
Words & Actions
COMMUNITY HELPERS
• Standard 4. The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
Plastic figurines (optional)
2017 • Paperback
Discuss what friendship means, and demonstrate gestures that reflect friendship while PUBLISHER:
participating in vigorous learning tasks. Human Kinetics Publishers
PRINT:
$39.00
• Cognitive: The child will reflect on ways that we can
E-BOOK:
help others in the community. ISBN 978-1-4925-4862-1
• Affective: The child will provide support willingly for $21.00
his or her peers who need a safe haven during a learn-
ing task.
• Psychomotor: The child will perform dodging and
numerous vigorous agility moves to evade a chaser SHAPE America
and will exchange roles with classmates when Sets the
tagged.
Standard™
Component of Health-Related Fitness For more than 130
Cardiorespiratory endurance years, SHAPE America
Learning Task 1: Preparing Our Bodies to Move standard for effective
health and physical
Class organization: Children are scattered throughout general space. education.
Challenge children to perform the following actions:
• Can you combine running with any other kind of movement? for K–12 Physical
• Who can determine the best way to take as few running steps as possible to move Education serve as
to the other side of the playing area? the foundation for
PE programs across
Learning Task 2: Partner Challenge
advocacy efforts
Class organization: Partners are scattered in self-spaces. have led to legislative
Present the following: victories for the health
• Who can skip arm in arm with his or her partner?
profession.
• Can you help your partner jump over an imaginary mud puddle?
Not a member?
• Give your partner a light pat on the back to say, "Good job."
• Pretend that you are in a burning building. Show me how you would help a partner our health and physed
to safety (e.g., moving low to the ground on one’s knees). Exchange roles. community!
• Shake your partner's hand to show your appreciation.
Moving With Words & Actions in Our Community ■ 95

Lesson: Community Helpers
Page 2 of 2
Excerpted from
Moving With
Words & Actions
Learning Task 3: Human Helpers
Present the following:
• Divide children into two groups. In one group, partners are scattered throughout
the playing area and join hands to form several caves. The other group pretends to
be villains (e.g., well-known comic book, movie, or television characters).
• Designate two or more children to be the heroes and heroines.
• Select a body part to be tagged (e.g., the right leg, the left shoulder). The heroes
and heroines chase the villains, who flee to avoid being tagged by standing under
the raised hands forming caves.
• When a villain is tagged on the designated body part, he or she must switch roles 2017 • Paperback
Approx 240 pp
with one of the children supporting the cave structure.
PUBLISHER:
• Only one villain is allowed in a cave at a time, and no villain should stay in a cave
for more than 10 seconds.
PRINT:
ISBN 978-1-4925-4790-7
Assessment Questions $39.00
1. Who can give me examples of good behavior and bad behavior? E-BOOK:
2. Demonstrate one movement that people use to show they are friends (e.g., shake ISBN 978-1-4925-4862-1
$21.00
hands, high-five). Can you show me other gestures of friendship?
3. Describe a time when people used their body to help a person in trouble.
Academic Language Demands

SHAPE America
• Language function: Uses language to discuss the actions that are common to Sets the
community heroes and heroines.
Standard™
• Vocabulary: villains, heroes and heroines, flee, specific body parts that can be
tagged For more than 130
• Syntax or discourse: A verbal interchange stressing the need to tag classmates years, SHAPE America
only on a designated body part. has been setting the
health and physical
education.
for K–12 Physical
Education serve as
the foundation for
PE programs across
advocacy efforts
profession.
Not a member?
community!

Lesson: Farm
Page 1 of 2
Excerpted from
Moving With
Words & Actions
FARM
Plastic figures of farm animals and a picture of a farm (optional)
Central Focus
Name and imitate the sounds and movements common to farm work and barnyard
animals. 2017 • Paperback
Approx 240 pp
Objectives PUBLISHER:
• Cognitive: The child will state several responsibilities that are common to the daily
PRINT:
life of a farmer. ISBN 978-1-4925-4790-7
• Affective: The child will work eagerly with a partner to use their bodies to form $39.00
the shape of food that commonly grown on a farm. E-BOOK:
• Psychomotor: The child will perform movements, actions, and behaviors common \QQAU: What is ISBN 978-1-4925-4862-1
$21.00
to farm animals. the difference be-
tween movements
Components of Health-Related Fitness and action? XQQ-
Cardiorespiratory endurance, flexibility Joe\
SHAPE America
Learning Task 1: Preparing Our Bodies to Move Sets the
Class organization: Children are scattered throughout general space. Standard™
Challenge the children to perform the following actions: For more than 130
• Explain that farms consist of large areas of land that can be used to grow food and years, SHAPE America
raise animals. The first farmers raised just enough crops to feed their families. They has been setting the
used wooden plows pulled by horses to plant gardens. standard for effective
health and physical
• Challenge the children to perform the following actions:
education.
• Farmer Seekins awakens early in the morning to milk the cows. Help
him by squatting and sitting on the milking stool. Show me the Our National Standards
movement that farmers use to milk the cows. for K–12 Physical
Education serve as
• Let’s throw feed to the baby chicks.
the foundation for
• Farmer Seekins enjoys plowing the garden. Pretend to drive the PE programs across
tractor through the field to gather vegetables.
• Grasp the steering wheel tightly as you move over the bumpy land. advocacy efforts
• Can you use one arm to show me how a tractor plows the land? have led to legislative
• Make believe you are using a shovel and dig a hole. Now plant a victories for the health
seed and cover it with dirt. and physical education
• Demonstrate the action of a sprinkler watering the garden. Stretch profession.
your body upward like the vegetables when they grow. Not a member?
• Try to lift bales of hay from the fields. Place the bales on a large truck. Please consider joining
• Who can pump water from a deep well? our health and physed
community!
• Show how you can skip along a berry patch. Stoop low to the
ground to fill a basket with strawberries. For more information, visit
Moving With Words & Actions in Our Community ■ 97

Lesson: Farm
Page 2 of 2
Excerpted from
Moving With
Words & Actions
Class organization: Partners are scattered in self-spaces.
• With a partner, choose a vegetable that grows on a farm and work together to form
its shape with your bodies.
• Show me how you and a partner can use your bodies to form a fruit that might be
found growing on a farm.
Learning Task 3: Farmyard

2017 • Paperback
Present the following: Approx 240 pp
• Tell the children that they can use their bodies to PUBLISHER:
form a farmyard fence. Human Kinetics Publishers
• Divide the children in two groups. One group uses PRINT:

ISBN 978-1-4925-4790-7
their bodies to form the fence by stretching upward
$39.00
and standing very still.
E-BOOK:
• The remaining children stand inside the fence ISBN 978-1-4925-4862-1
and name and perform the movement, physical $21.00
actions and sounds of their favorite barnyard ani-
mals. Exchange roles.
SHAPE America
1. Who can name their favorite farming action or Sets the
animal movement that they performed today?
Standard™
2. Copy me as I pretend to use a hammer to fix the barn door. Who can
pretend that one of the walls in this room is the barn door? For more than 130
3. What is the name of a building that farmers use to keep animals in
(barn)? Would it be possible to use your classmates’ bodies to
form a large make-believe barn? standard for effective
health and physical
Academic Language Demands education.
• Language function: Uses language to recall common movements and
for K–12 Physical
actions that one might see on a farm.
Education serve as
• Vocabulary: plow, squat, lift, pump, responsibility, a variety of animal sounds (e.g., the foundation for
clucking chicken), bales of hay PE programs across
• Syntax or discourse: A verbal interchange to identify a variety of tasks that farmers the country, and our
might have when growing food and raising animals. advocacy efforts
profession.
Not a member?
community!

Lesson: Bumblebees
Page 1 of 2
Excerpted from
Moving With
Words & Actions
BUMBLEBEES
• Standard 2. The physically literate individual applies knowledge of concepts, prin-
ciples, strategies and tactics related to movement and performance.
Six or seven bean bags or similar small objects that can be gripped, lively background music
2017 • Paperback
To make comparisons between the child’s own body parts and a bee’s anatomy while PUBLISHER:
participating in a variety of physical learning tasks. Human Kinetics Publishers
PRINT:
$39.00
• Cognitive: The child will discover similarities and differences between his or her
E-BOOK:
body and that of a bumblebee. ISBN 978-1-4925-4862-1
• Affective: The child will show an appreciation for his or her partner’s creative dance $21.00
and freely imitate those movements before exchanging roles.
• Psychomotor: The child will vigorously move from classmate to classmate by using
rapid arm movements for an extended period of time before exchanging roles and
assuming a stance that focuses on moderate movements. SHAPE America
Sets the
Standard™
Cardiorespiratory e n d u r a n c e
For more than 130
Learning Task 1: Preparing Our Bodies to Move years, SHAPE America
Class organization: Children are scattered throughout general space. standard for effective
Challenge the children to perform the following actions: health and physical
education.
• We can learn how the bumblebee’s body is like or unlike our own body. Bumblebees
have two sets of eyes on each side of their head. Point to your own eyes. How many Our National Standards
sets of eyes do you have (one set)? for K–12 Physical
• Bees hear through antennae. Touch the body parts we use to hear sounds. The bee’s Education serve as
stinger projects from its abdomen. Can you rub your abdomen? the foundation for
PE programs across
• The bee’s skeleton is on the outside of its body. Our skeleton is on the inside of our
body. Find a way to stretch your fingers to make your hand very wide, and point to
advocacy efforts
a bone inside your hand.
• We use our legs to walk. Bees use their wings to fly. The buzzing sound is victories for the health
made from the rapid movement of the wings. Can you place two closed and physical education
fists in front of your chest to form the wings of the bee? Who can make profession.
the movement and the buzzing sound of the bee?
Not a member?
community!

Lesson: Bumblebees
Page 2 of 2
Excerpted from
Moving With
Words & Actions
• People talk or communicate through their mouths or with their hands. Bees com-
municate by dancing. The tail-wagging dance, which looks like a wiggle, tells other
bees where to find food.
• While working in sets of partners, one partner performs what he or she thinks the
tail-wagging dance might look like and the other bee imitates the first partner’s
movements. Exchange roles.
Learning Task 3: Bee Activities 2017 • Paperback

Approx 240 pp
Class organization: Children are scattered in identified groups. PUBLISHER:
Present the following: Human Kinetics Publishers
Collecting pollen: Divide the children into two groups. in the first group join hands PRINT:
and form a large round circle, representing the opening to a beehive. The remaining ISBN 978-1-4925-4790-7
children display the actions and sounds of the bees as they fly around collecting pollen $39.00
(beanbags or other small objects). The bees take the pollen to the beehive. The E-BOOK:
children exchange roles after the pollen is collected. ISBN 978-1-4925-4862-1
Bee’s sonnet: Organize the children into two groups. One half of the children pre- $21.00
tend to be flowers scattered throughout the playing area. The remainder of the children
assumes the role of bees and fly to each flower as lively music plays. Exchange roles.
Balancing bee: Encourage the children to move at different levels throughout general
space. On your signal, the children hover (i.e., freeze) and balance on one foot. SHAPE America
Flight of the bumblebee: Encourage the children to move to lively music as you Sets the
signal fun actions that are characteristic of bees, such as bee quick, bee fast, bee round
(e.g., tiny, fast, light; at high, medium, low levels) while moving throughout the general Standard™
space. For more than 130
Assessment Questions has been setting the
1. The bee needs to move its wings very quickly to keep its body in the air. Show me standard for effective
how quickly you can move your arms. health and physical
education.
2. What body parts can we exercise in order to move more quickly (e.g., legs)? Can
you exercise your legs? Our National Standards
3. Which activities were the most challenging? Why? for K–12 Physical
Education serve as
Academic Language Demands the foundation for
PE programs across
• Language function: Uses language to identify parts of the bee and how these the country, and our
parts contribute to the bee’s survival. advocacy efforts
• Vocabulary: wiggle, wag, scatter, collect, tiny, fast, light, levels, hover, skeleton, have led to legislative
pollen, beehive, abdomen victories for the health
• Syntax or discourse: A verbal interchange to determine when to switch roles and and physical education
to use this knowledge to assume another activity related to bees. profession.
Not a member?
community!
Moving With Words & Actions Like Living Creatures ■ 155

Lesson: Life Cycle of the Butterfly
Page 1 of 2
Excerpted from
Moving With
Words & Actions
LIFE CYCLE OF THE BUTTERFLY

Two crepe paper streamers per child, photographs of flowers displayed throughout the
playing area
Central Focus
Discover the four phases of a butterfly’s life cycle and to engage in activities 2017 • Paperback
experienced during i ts life span. Approx 240 pp
PUBLISHER:
Objectives Human Kinetics Publishers
PRINT:
• Cognitive: The child will remember the four stages of a butterfly’s life cycle. ISBN 978-1-4925-4790-7
• Affective: The child will show an appreciation for re-enacting a b u t t e r f l y ’ s life $39.00
cycle when using his or her own body to demonstrate t h e major steps in the E-BOOK:
process. ISBN 978-1-4925-4862-1
$21.00
• Psychomotor: The child will use props to assist in making vigorous arm movements
imitating the wings of a butterfly and will demonstrate the ability to dart, dash and
use different pathways in his or her attempts to evade a chaser.
Components of Health-Related Fitness SHAPE America

Cardiorespiratory endurance, flexibility Sets the
Standard™
Learning Task 1: Preparing Our Bodies to Move
For more than 130
Class organization: Children are scattered throughout general space.
Present the following: The word butterfly comes from the Old English word “buter- has been setting the
fleoge,” which means “butter” and “flying creature.” The butterfly goes through four standard for effective
stages of development. Challenge the children to perform the following actions: health and physical
• The first stage is the egg. Butterfly e ggs are tiny and can be round, oval, education.
cylindrical or other shapes. Can you curl your body into the shape of a butterfly Our National Standards
egg? for K–12 Physical
• Inside each egg is a caterpillar. The caterpillar has 16 legs, a hairy back, and small Education serve as
eyes and mouth. Show me how you can wiggle your body like a soft caterpillar. the foundation for
• The caterpillar pushes out of the egg and immediately begins to eat, growing rapidly. PE programs across
This is the larval stage. The caterpillar’s main activity is eating, and as it grows, it the country, and our
becomes too large for its skin. The caterpillar sheds its outer skin, called the exo- advocacy efforts
skeleton, and develops new skin. Can you show me how the caterpillar pushes out have led to legislative
of its egg, eats and then sheds its skin? victories for the health
• The third stage of a butterfly’s development is the pupa stage. When the and physical education
caterpillar becomes an adult, usually after two weeks, it finds a high twig or leaf, profession.
hangs on, usually upside down, and covers its body with a sticky liquid. This shiny Not a member?
liquid hardens to become a gold-colored shell. Demonstrate the caterpillar in this Please consider joining
pupa stage by shaping your body into the letter J. This is the shape of the chrysalis our health and physed
when suspended from the twig or leaf. community!
• The butterfly now is ready to emerge from the pupa. Its wings are damp and crinkled.
Try to free yourself from your chrysalis and show how you practice flapping your
wings until they unfold and are ready for flight.

Lesson: Life Cycle of the Butterfly
Page 2 of 2
Excerpted from
Moving With
Words & Actions
Present the following: With a partner, one child skips in the yard trying to catch his or
her partner, who is a butterfly flying from one flower to another. When the child touches
the butterfly on the shoulder or back, partners exchange roles.
Learning Task 3: Butterfly Activities

Flight of the butterfly: Explain to the children that butterflies flutter and fly to flow-
ers, using their proboscis, a long tube, to suck nectar and other liquids. Provide each
child with two streamers to flutter as all children fly throughout the playing area. Ask 2017 • Paperback
the children to fly to flowers displayed on walls. Approx 240 pp
Butterfly chase and flee: Tell the children that butterflies have enemies called PUBLISHER:
predators, which include birds and other insects. Many butterflies protect themselves by Human Kinetics Publishers
blending into the colors of their surroundings. Give each child two crepe paper streamers PRINT:
to serve as wings. Select two children to be birds that will fly throughout the playing ISBN 978-1-4925-4790-7
area. The other children are butterflies who flutter and fly. When the butterfly feels that $39.00
it will be captured (i.e., touched) by a bird, the butterfly freezes (i.e., blends into its sur- E-BOOK:
roundings). If the butterfly is caught, it exchanges its wings with the bird and flies away. ISBN 978-1-4925-4862-1
$21.00
1. Why do you think people enjoy watching butterflies?
2. What happens to the wings of the butterfly when it first emerges from the chrysa- SHAPE America
lis? Show me.
Sets the
3. Who can identify various stages of our life cycle that we will go through,
beginning with being a baby (e.g., baby, child, teenager, adult)?
Standard™
For more than 130
Academic Language Demands years, SHAPE America
• Language function: Uses language to identify a b ut te r f ly ’ s life cycle.
• Vocabulary: curl, wiggle, push, shed, flap, flutter, larval stage, exoskeleton, chrysalis, health and physical
pupa stage, proboscis, predator education.
• Syntax or discourse: A verbal interchange focusing on the word “predators” in
the whole-group learning task. Our National Standards
for K–12 Physical
Education serve as
the foundation for
PE programs across
advocacy efforts
profession.
Not a member?
community!
Moving With Words & Actions Like Living Creatures ■ 157

Lesson: Power Sources
Page 1 of 2
Excerpted from
Moving With
Words & Actions
POWER SOURCES
• Standard 3. The physically literate individual demonstrates the knowledge and skills
to achieve and maintain a health-enhancing level of physical activity and fitness.
Poster that reads “Race Car, Airplane, Train” (optional)
2017 • Paperback
Imitate the movements associated with small objects that use batteries and partici- PUBLISHER:
pate in a vigorous learning task. Human Kinetics Publishers
PRINT:
$39.00
• Cognitive: The child will name objects that use batteries and restate why we use
E-BOOK:
them. ISBN 978-1-4925-4862-1
• Affective: The child will accept constructive criticism from a partner after he or she $21.00
has moved vigorously for one minute and asks for feedback based on the observa-
tions of his or her partner.
• Psychomotor: The child will reproduce the movements of three objects that move
vigorously until becoming fatigued and will imagine that he or she is being energized SHAPE America
in order to proceed onward. Sets the
Component of Health-Related Fitness Standard™
Cardiorespiratory endurance For more than 130
Learning Task 1: Preparing Our Bodies to Move has been setting the
Class organization: Children are scattered throughout general space. health and physical
Challenge the children to perform the following actions: education.
• Who can tell me why we use batteries (e.g., to make Our National Standards
things go)? for K–12 Physical
• Show me what a battery looks like. Education serve as
the foundation for
• Can you use your body to create types of toys that use
PE programs across
batteries (e.g., airplanes, trains, robots, trucks, remote-
control cars)?
advocacy efforts
• Who can name an object in the home that uses bat- have led to legislative
teries? Find a way to move your body like that object (e.g., victories for the health
clock’s hands, flashlight). and physical education
• Let me see how your body moves when it is profession.
feeling strong and energized.
Not a member?
• How does your body move when it is tired and
needs to rest?
community!
Moving With Words & Actions in Science and Math ■ 167

Lesson: Power Sources
Page 2 of 2
Excerpted from
Moving With
Words & Actions
After children have selected partners, one partner runs in place as quickly as possible.
The other child observes what happens when the child running starts to tire (e.g.,
speed slows, breathing rate increases). Signal the children to exchange roles after one
minute. Children discuss their observations with their partners.
Learning Task 3: Energizers

• Select several children to be “rechargers.” All other children scatter throughout the
2017 • Paperback
playing area and assume the role of a nonworking battery that must be “energized” Approx 240 pp
by a recharger.
PUBLISHER:
• The rechargers run or gallop to each stationary battery. The recharger crosses his Human Kinetics Publishers
or her hands and gently lays them on top of the battery or the battery’s shoulders.
PRINT:
The recharger counts to three and loudly says, “Energized.” At that moment, the ISBN 978-1-4925-4790-7
energized battery moves throughout the playing area by pretending to be a race $39.00
car. At some point, the child fatigues and finally stops. He or she remains stationary E-BOOK:
until a recharger approaches and reenergizes his or her battery. ISBN 978-1-4925-4862-1
• After being recharged a second time, the child is free to move by pretending to be $21.00
an airplane flying throughout the playing area. Upon fatiguing and stopping for
the third time, the child is energized and moves like a train chugging throughout
the playing area.
• All rechargers should have a turn at being a battery before the learning task is SHAPE America
completed. Sets the
Standard™
For more than 130
1. Our body needs healthy foods to stay energized. Who can name some of these
healthy foods?
2. Is it possible to use another word to describe being energized (e.g., charged, standard for effective
boosted, motivated, powered up)? health and physical
3. Can you show me three movements that tell me your body is strong and healthy? education.
for K–12 Physical
• Language function: Uses language to discuss ways that we can reserve our energy Education serve as
so we don’t become tired too quickly. the foundation for
• Vocabulary: fly, chug, energize, recharge PE programs across
• Syntax or discourse: A verbal interchange focusing on the actions and movements the country, and our
of how three objects move in vigorous ways. advocacy efforts
profession.
Not a member?
community!

Lesson: Jumping With Words &
Numbers That Rhyme
Page 1 of 2
Excerpted from
Moving With
Words & Actions
Math
JUMPING WITH WORDS NUMBERS THAT RHYME

None required
2017 • Paperback
Use auditory skills to identify the rhyming words that coincide with the number of times PUBLISHER:
needed to jump.
PRINT:
$39.00
• Cognitive: The child will detect words that rhyme and respond when asked by the E-BOOK:
teacher to shout out the missing number in order to move correctly and complete ISBN 978-1-4925-4862-1
the rhyme. $21.00
• Affective: The child will work excitedly with a partner and maintain vigorous move-
ment for one minute.
• Psychomotor: The child will take part in a 12-stanza movement rhyme that requires
active listening, performing a basic math skill and demonstrating a mature jump a SHAPE America
predetermined number of times. Sets the
Standard™
For more than 130
Cardiorespiratory endurance
Learning Task 1: Preparing Our Bodies to Move
Class organization: Children are scattered throughout general space. health and physical
Challenge the children to perform the following actions: education.
• Pretend you are a playground ball. How many different levels could you bounce? Our National Standards
• Follow me as I jump forward and create a large number 1. for K–12 Physical
Education serve as
Learning Task 2: Partner Challenge the foundation for
PE programs across
Class organization: Partners are scattered in self-spaces. the country, and our
Present the following: Imagine you and a partner are a kernel of corn being heated.
advocacy efforts
Show me how you can grasp hands and jump continuously like popcorn popping for
one entire minute as I time you.
Learning Task 3: Jumping Jellybean Numbers
profession.
Class organization: Children are scattered in general space.
Not a member?
Present the following: I will read a rhyme slowly. At the end of each stanza, I will point Please consider joining
to one side of the room (or a group of children) and those children will shout out the our health and physed
answer to the rhyme. All children then jump the correct number of times and stop to community!
listen carefully for the next rhyme.

Lesson: Jumping With Words &
Numbers That Rhyme
Page 2 of 2
Excerpted from
Moving With
Words & Actions
An old game, we have made new,
This is what you need to do.
You will have fun while you learn,
Words and numbers with each turn.
To play, you jump the number of a word that rhymes.
Like, when you hear the word “tree,” you jump three times.
If you paddle down a river in a canoe,
Or skip to your neighborhood zoo,
You jump (two). (Children shout the correct number, and all jump two times.)
When you shake hands with someone, 2017 • Paperback
Or feel the bones in your skeleton, Approx 240 pp
You jump only (one). PUBLISHER:
If you like throwing a ball with your friend Evan,
PRINT:
Or imagine you are cooking in a giant oven, ISBN 978-1-4925-4790-7
You jump (seven). $39.00
Can you buzz about like a bee, E-BOOK:
ISBN 978-1-4925-4862-1
Or swing from a branch like a monkey? $21.00
You jump (three).
Who can point to an object that is alive,
Or pretend to leap from an airplane and skydive?
You jump (five).
SHAPE America
Sets the
Can you pretend to use a broom to sweep a floor,
Standard™
Or stamp and stomp like a heavy dinosaur?
You jump (four). For more than 130
If you see ants scurrying at picnics,
Or can pretend you are a magician doing tricks, standard for effective
You jump (six). health and physical
If your body is strong and you feel great, education.
Or bend your knees and lift up a heavy weight, Our National Standards
You jump (eight). for K–12 Physical
Education serve as
If you can balance as you walk on a fine line,
the foundation for
Or reach up high to stretch your spine, PE programs across
You jump (nine). the country, and our
If you take a deep breath of oxygen, advocacy efforts
Or visit a bear at home in its den,
You jump (10). and physical education
That's all. You are done. profession.
Yes, this game is easy and fun. Not a member?
Oops, you need to jump (one). Please consider joining
community!
Moving With Words & Actions in Science and Math ■ 185

Lesson: Brain & Body Connection
Page 1 of 2
Excerpted from
Moving With
Words & Actions
BRAIN BODY CONNECTION

• Standard 3. The physically literate individual demonstrates the knowledge and skills
to achieve and maintain a health-enhancing level of physical activity and fitness.
None required
2017 • Paperback
To complete a verbal challenge sentence with a logical answer and respond by physically PUBLISHER:
acting out the sentence. Human Kinetics Publishers
PRINT:
$39.00
• Cognitive: The child will match an object to a specified movement vocabulary
E-BOOK:
word to complete a sentence logically. ISBN 978-1-4925-4862-1
• Affective: The child will listen to his or her partner’s creative word and respond in $21.00
a supportive way.
• Psychomotor: The child will perform the correct response in the movement sentence
and move in a manner that is recognizable throughout the series of challenges.
SHAPE America
Component of Health-Related Fitness Sets the
Cardiorespiratory endurance Standard™
Learning Task 1: Preparing Our Bodies to Move For more than 130
Class organization: Children are scattered throughout general space. has been setting the
Challenge the children to perform the following actions: standard for effective
health and physical
• Discover the smallest leap you can make, then the largest. education.
• Show me how you can leap as high in the air as possible.
• Try leaping over an imaginary pile of leaves.
for K–12 Physical
Education serve as
Learning Task 2: Partner Challenge the foundation for
Class organization: Partners are scattered throughout general space. PE programs across
Present the following: the country, and our
advocacy efforts
• Invent a crazy word with your partner and move like that word. have led to legislative
• Can you think of another way of moving for your word? victories for the health
Learning Task 3: Think and Move profession.
Class organization: Children are scattered throughout general space. Not a member?
Present the following: The names of objects and actions are words. In this active guess-
ing game, you will read a sentence that has one word missing, fill in the blank and
community!
demonstrate the action of the sentence.

Lesson: Brain & Body Connection
Page 2 of 2
Excerpted from
Moving With
Words & Actions
Use the following example: I can throw a _____ (e.g., ball). In this example, the chil-
dren should reply “ball,” followed by a brief demonstration of a throwing action.
(Note: You also might point to one child or ask one child to shout out an answer,
followed by all children demonstrating the action.)
I can hide under a (e.g., bed, table).
I can climb a tall (e.g., tree, hill, mountain).
I can walk down (e.g., stairs, steps).
I can open a (e.g., present, door). I
sleep in a (e.g., bed, cot).
I sit on a (e.g., chair, couch).
2017 • Paperback
I ride in a (e.g., car, bus, truck). Approx 240 pp
I can stack (e.g., blocks, books, boxes). PUBLISHER:
I can pull a (e.g., wagon, toy).
PRINT:
I can leap over a (e.g., puddle). ISBN 978-1-4925-4790-7
I can prance like a (e.g., horse). $39.00
I can skate on (e.g., ice). E-BOOK:

ISBN 978-1-4925-4862-1
I can march like a (e.g., robot, soldier). I $21.00
can slither like a (e.g., snake).
I can spin like a (e.g., helicopter, top).
I can waddle like a (e.g., duck, penguin). I
SHAPE America
can wiggle like a (e.g., worm). Sets the
I can burst like a (e.g., bubble). Standard™
I can melt like (e.g., ice cream, snow, ice).
For more than 130
I can jump (e.g., rope). years, SHAPE America
I can trudge through the (e.g., snow, mud). has been setting the
I can sway like a (e.g., flower, tree). standard for effective
health and physical
I can flutter like a (e.g., butterfly, leaf). education.
I can float like a (e.g., cloud, bubble, boat).
I can sing like a (e.g., bird, sparrow, robin, parakeet). for K–12 Physical
Education serve as
Assessment Questions the foundation for
1. Who can tell the class about his or her favorite guessing game? PE programs across
2. When we guess an answer, we’re using our thinking skills. Show me how your the country, and our
body moves when you are thinking. advocacy efforts
3. Can you and a partner think of another creative way to move?
profession.
• Language function: Uses language to give reasons for an action when asked.
Not a member?
• Vocabulary: climb, stack, leap, prance, skate, burst, trudge, sway, flutter, float Please consider joining
• Syntax or discourse: A verbal interchange concerning which object or thing to our health and physed
select when asked. community!
Moving With Words & Actions in Language Arts 223

Lesson: The Letter “S”
Page 1 of 1
Excerpted from
Moving With
Words & Actions
LETTER ‘S’

• Standard 4. The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
Central Focus
Increase the child’s language arts skills by associating and performing actions related to
the letter S. 2017 • Paperback
Approx 240 pp
Learning Task PUBLISHER:
Class organization: Children are scattered in general space.
PRINT:
Present the following: ISBN 978-1-4925-4790-7
We can measure time by minutes and hours in a day. Time also is a word that indicates $39.00
the moment when something should be started or completed. Listen to the story about E-BOOK:
a young boy who is learning about time. Your task is to imitate the action words and ISBN 978-1-4925-4862-1
behaviors as I read aloud. $21.00
“What time is it, Mother?” asked Sergio from his bedroom door. Sergio didn’t wait
for his mother’s answer.
With a sly grin, Sergio decided it was time to move like the letter S, so he . . .
SHAPE America
Stamped one foot up and down,
Sets the
Strolled throughout this room,
Standard™
Sank low to the floor in a flat shape, and
Shook his body from head to toe.
For more than 130
“Maybe,” thought Sergio, “it’s time to . . .
Shrink into a tiny shape, standard for effective
Stretch into a long shape, health and physical
Sway my body from side to side, and education.
Spin around and around in a circle.” Our National Standards
“Of course,” thought Sergio, “it could be time to . . . for K–12 Physical
Strut around my room feeling very proud, Education serve as
Slither like a snake along the floor, the foundation for
PE programs across
Shuffle my feet as I walk, or
Swim in my bathtub.”
advocacy efforts
Sergio’s mother decided to sneak upstairs and surprise Sergio. “I have led to legislative
think it is time to tidy your room,” said Sergio’s mother. With that victories for the health
suggestion, Sergio gave a big smile, squeezed his toys, and knew
it was time to clean his room.
profession.
Not a member?
community!


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Lesson: Strong Bones

Component of Health-Related Fitness SHAPE America

68 ■ Moving With Words & Actions

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Assessment Questions 2017 • Paperback

Moving With Words & Actions to Create Healthy Bodies ■ 69

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TWISTING BODY PARTS

Learning Task 1 Preparing Our Bodies to Move SHAPE America

70 ■ Moving With Words & Actions

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Moving With Words & Actions to Create Healthy Bodies ■ 71

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Moving With Words & Actions in Our Community ■ 95

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Academic Language Demands

96 ■ Moving With Words & Actions

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Moving With Words & Actions in Our Community ■ 97

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Learning Task 3: Farmyard

• Divide the children in two groups. One group uses PRINT:

98 ■ Moving With Words & Actions

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154 ■ Moving With Words & Actions

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Learning Task 3: Bee Activities 2017 • Paperback

Moving With Words & Actions Like Living Creatures ■ 155

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LIFE CYCLE OF THE BUTTERFLY

Components of Health-Related Fitness SHAPE America

156 ■ Moving With Words & Actions

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Learning Task 3: Butterfly Activities

Moving With Words & Actions Like Living Creatures ■ 157

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Moving With Words & Actions in Science and Math ■ 167

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Learning Task 3: Energizers

168 ■ Moving With Words & Actions

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JUMPING WITH WORDS NUMBERS THAT RHYME

184 ■ Moving With Words & Actions

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Moving With Words & Actions in Science and Math ■ 185

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BRAIN BODY CONNECTION

222 ■ Moving With Words & Actions

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I can skate on (e.g., ice). E-BOOK:

Moving With Words & Actions in Language Arts 223

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• Standard 1. The physically literate individual demonstrates competency in a variety

238 ■ Moving With Words & Actions

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