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Welcome to the "Interdisciplinary PE" section on PELINKS4U. I hope you find this section a valuable use of your time.
This section is designed to help classroom teachers integrate developmentally appropriate movement with lessons covering a variety of subject areas; including language arts, math, science, social studies, health, and fine arts. Some activities can be successfully implemented in the confines of a classroom, while others take a larger space.
Please take a few minutes to share ideas and activities that help you integrate movement to enhance learning in other subject areas.
Shaunna McGhie
Section Editor
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What Does Peace Look Like?
There once was a King who offered a prize to the artist who would paint the best picture of peace. Many artists tried. The King looked at all the pictures, but there were only two he really liked and he had to choose between them.
One picture was of a calm lake. The lake was a perfect mirror, for peaceful towering mountains were all around it. Overhead was a blue sky with fluffy white clouds. All who saw this picture thought that it was a perfect picture of peace.
The other picture had mountains too. But these were rugged and bare. Above was an angry sky from which rain fell and in which lightening played. Down the side of the mountain tumbled a foaming waterfall. This did not look peaceful at all. But when the King looked, he saw behind the waterfall a tiny bush growing in a crack in the rock. In the bush a mother bird had built her nest. There, in the midst of the rush of angry water, sat the mother bird on her nest... perfect peace.
Which picture do you think won the prize?
The King chose the second picture. Do you know why? "Because," explained the King, "peace does not mean to be in a place where there is no noise, trouble, or hard work. Peace means to be in the midst of all those things and still be calm in your heart. That is the real meaning of peace."
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If you have ideas, comments, letters to share, or questions about particular topics, please email one of the following Interdisciplinary PE Section Editors:
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Boxed Ball Throw
grades K-4, (integrate counting & throwing)
Modified from LessonPlansPage.com
By Louella Nygaard
The teacher will locate several boxes that originally held canning jars. They have nine separate little compartments where each jar was placed. These boxes work well with addition, subtraction, and multiplication. The teacher writes numbers 0 - 9 on the inside of the compartments.
Students are in groups of 3. A tossing zone is marked on the floor to allow students of various skill levels success in tossing the beanbag into the box. One students will stand to throw either 2 small beanbags or 2 small cushy (porcupine rubber balls) into the slots of 2 numbers. The second member of each group will stand up front and catch any ball that does not stay in the box. The first student throws until (s)he has 2 beanbags in different slots in the box.
Using the numbers from the box, the teacher will announce whether the student that tossed the beanbag should add, subtract, or multiply the numbers. If the tosser gives an incorrect answer, the group members may help the student correct his/her answer. The third student in the group will record the problem and the answer given (the teacher can check this sheet for errors).
Math Twister
grades 2-6, (integrate math skills, directionality, and balance concepts)
Modified from lesson plan developed by: Kim Geitz, Tammie Miles, Melissa Wobbe, Angie Spavale, and Jennifer Evers.
Materials/Equipment Required:
Twister Board sheets (these can be made using old bed sheets donated by hotels or hospitals)
Index cards with math problems
Students are in groups of 3-5 students. Each group will have a Twister Board. Follow the rules of Twister using math problems instead of colors. Math problems can be placed on index cards or spinners can be made.
Games continue until the teacher signals to begin a new game. The teacher should begin new games often to minimizing wait time.
Note: the number of answers are limited, although multiple problems with the same answer could be used.
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Moving Molecules
grades 2-3, (understand the effect of temperature variations on the states of matter)
Modified from Moving Molecules by Theresa Balsamo
Using a large space without obstacles, students will be instructed to run in general space when the teacher informs them they are in the gaseous state, walk in a more restricted general space for a liquid state, and stand close together when in a solid state.
Safety: Students must understand the concepts of self-space and general space, and be able to move without invading
another's' space.
Pathogen Attack
grades 1-6, (understand how people "get sick")
Taken from an activity by Kim Heberle
Equipment needed: 8-10 small foam balls (or you may use tennis balls), 2 jersey's (pinnies), and music (Stayin' Alive).
Set-Up: Choose 2 students to represent the 2 white blood cells. Have these children wear the pinny or jersey. Choose 2 students to represent the 2 pathogens. Have each of the pathogens hold one "small" foam ball.
How To Play: Explain to your class what a "pathogen" and what a white blood cell is; "A pathogen is a disease causing agent that may cause someone to feel sick". Explain to your students that a pathogen is usually hard to see by the human eye, and that is why we will be using small objects to identify who the pathogens are today.
On your signal (I use music to start and stop all physical activity), the pathogens will try to touch as many students as they can with their small object. Once a student is tagged, they must stop and freeze and yell for a white blood cell to rescue them. Once they are touched by a white blood cell they become unfrozen.
When your students become successful, you will want to stop the game and choose 2 more students to represent a pathogen. Ask your students if they think that the 2 white blood cells are going to have a more difficult job, or if their job will be easier now that there are more pathogens than there are white blood cells.
Continue this process until you have approximately 8-10 pathogens, and only 2 white blood cells chasing the rest of the students. When students are able to visualize more pathogens attacking the human body system, the harder the white blood cells will have to work.
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