Week of 11/17/15

PE:  
Grades 3-5:  We are continuing fitness testing this week with the curl-up test (measuring abdominal strength and endurance), and the trunk lift test (measuring core strength).  For more information on FitnessGram, click here.

Fourth graders completing their curl-up test.

Fourth graders preparing to complete their curl-up test.

Grades Y5-2, and some 3-5th:  Locomotor Go Fish!  Students are in different groups (skip, gallop, hop, jump, walk, run).  They do that skill to go to the center of the gym, one at a time, where there are cards.  They take a card and try to be the first group to spell their locomotor skill's name.  This game works on practicing locomotor skills, cooperation, and relay formation, along with literacy/spelling/letter recognition skills.  Kindergarten and young fives play this game "open face", with letters showing in the center.  1st - 5th graders play with letters facing down.  3rd through 5th grade classes participate in this activity if there is time after fitness testing.

The template at each station helps students know which letter(s) they still need to complete their word.  

The "open face" format for K and Young Fives 

This team has spelled their skill word, RUN!  

This kindergartener waits for her teammate to return before hopping to Go Fish. 

Kindergarten

Young Fives

Fourth graders working together

Health: 
First graders are continuing talking about fire and burn safety!  We read some fire and burn safety situations and discussed why each situation was dangerous, and what students could do to be safer.  We also had time for students to share personal connections to fire/burn safety.

K-1 PE, and 2-4: Hula Hoops!!

In Young Fives, K, and 1st grade PE, we have started our Hula Hoop fun!

1.  Warm up!  Ship to shore, or around the circles warm-ups, and our stretches routine.
2.  Learned/reviewed "badda-boom, badda bing".  These words are a signal to stop playing with the equipment (hula hoops in this case, but we will use this phrase with bean bags, and other equipment too!), sit down, hands in your lap.
3.  Each student gets a hula hoop.  When they return to their seat, they work on balancing the hoop on different body parts (head, back, arm, elbow, fingers, upper thigh, and more!).
4.  Exploratory movement with the hula hoops:  students are encouraged to try:

• standing inside the hoop, outside, to the front, right side, left side
• jumping into and out of the hoop
• hopping in and out of the hoop (also trying their non-dominant foot)
• hopping around the outside of the hoop (also trying their non-dominant foot)
• make a balance over your hoop or part of it
• make a balance with 2 parts, 3 parts, 4 parts, 5 parts of your body touching the floor
• lay on the floor and balance your hoop on your feet and hands, rock it back and forth
• make different body shapes with your hoop on the floor (narrow, curled up, wide, stretched, etc.)
• spin the hoop:  clockwise, counter clockwise, dominant hand, non dominant hand
• spin the hoop and run around it, trying to catch it before it falls to the floor

All of these exploratory movements with the hoop are suggested and demonstrated for students, and they have opportunity to try them.  They have so much fun with this!  And, during this fun lesson, students are working on many movement and spatial awareness concepts.  

Grades 2-4 also started Hula Hoops, in their second lesson of the week (first lesson for grades 2-4 was the half or full mile pre test -- and fifth grade only has PE once per week).  Grades 2-4 do the above activities more quickly than Y5, K, and 1st grade -- and they do some more advanced activities with spinning the hula hoops.  A favorite is spinning the hoop at their seat, leaving it spinning and running to touch one or more walls in the gym.  Then, returning to the (hopefully) still spinning hoop to scoop it up before it falls to the floor.  

4th graders:  spin - touch a wall - try to catch the hoop before it falls to the floor

Hula hoop activities adapted from Landy and Landy, Ready to Use PE Activities for Grades K-2, 1992.

Health: Handwashing

In health, both kindergarten and first graders have learned about the importance of handwashing.  Part of our lesson included a video.  The students in the video conducted an experiment.  First, they rubbed their hands all over the floor.  Then, one student rinsed his hands with cold water.  Another student washed hands with warm soapy water.  The third student didn't wash or rinse his hands.  Then, each student placed his/her fingers into a petri dish, which was then allowed to grow for three days.  The bacteria on each petri dish was fascinating.  The cleanest was, of course, the student who washed with warm water and soap.  Next was the cold water rinse, and the highest bacteria growth was the student who didn't rinse or wash his hands.

1st Health: Fire Safety

First graders learned about fire safety this week in health.  First, we talked about how fire can hurt things and people:  burn and smoke.  We discussed the different ways burns and smoke can hurt people and damage things.  Then, students watched a short fire safety video, summarizing fire safety points.  Finally, we reviewed fire safety ideas and concepts with discussing rules for preventing fires and burns.

Next week, we'll continue fire safety with reminders of what to do in case of a fire.  This will include reading aloud some situations and then discussing the safest option.  Students are so engaged when we read situations, and they have so many connections to all of our topics!

1st Grade Health: Safety on Wheels

During health this week, first graders discussed Safety on Wheels.  Students brainstormed things they use with wheels, and students came up with very expansive lists of ideas (including planes, tractors, cars, trucks, front loaders, bikes, scooters, skateboards, skates, and more!!)!  We then talked about how some of these (bikes, scooters, skateboards, tricycles, roller skates, inline skates) involve physical activity.  Using these things can be a part of our 60 minutes of physical activity each day!!

Then we discussed some basic safety rules with bikes, scooters, skateboards, and skates.  Students did a fabulous job making connections to personal experiences!!  We talked about WHY each of these rules is important to follow, and what could happen if these guidelines aren't followed.

Fitness Testing

Here's some catch up on PE happenings:

We returned from our December break to discover the gym floor was refinished!  Shiny and ready for the PACER test. :)   So, we've started the PACER test - along with other fitness testing items.  This year, my goal is to finish our second round of fitness testing (except for the mile run, of course!) while we're inside the gym during winter months.  Springtime, approaching Walk-a-Thon, we'll prepare for our second mile run testing of the year.

The PACER stands for Progressive Aerobic Cardiovascular Endurance Run.  Students run back and forth between two lines, 15 meters apart.  They have to make it to the line on or before the music beeps.  The beeps begin farther apart, and slowly get closer together -- making the students keep "pace" with the beeps.  A student gets one warning, and then if they're late to the line a second time, their test is over.  The test is, at most, 6 minutes 30 seconds or less for most students (only fifth grade could possibly go as long as 6:30).  Students are encouraged to push themselves to score their best, but also reminded that their safety and well-being is the most important thing.  They can stop the test at any time.

For grades Y5, K, and 1, I set out colored cones to help students stay running on a straight line.  Y5 and K don't have recorded scores for the PACER test, but they participate to learn how the test feels, looks, and sounds.  First through fifth grades do have recorded scores for the PACER test.  I stop first grade at 20 laps, second at 30 laps, third at 40, fourth at 50, and fifth at 60.  These upper lap limits are for student safety, and also in the interest of time.  All of those scores are well above the lower threshold for the healthy fitness zone for age.

See these previous posts about Fitness Testing for more information. :)  Also, the FitnessGram website has a wealth of information.

Here is a first grade class ready to start the PACER test.  Students have a colored cone that is their target, right behind each line they have to touch.  This encourages running in a straight line -- to save  energy, and also to stay out of other students' running paths.

PE Teacher Assistant: Lower Elementary

At the recent Haisley Silent Auction, attendees had the opportunity to bid on a teacher experience with me.  The winners of these items (one 3rd - 5th grader and one K-2nd grader) have the opportunity to be a PE teacher assistant for one half day! 

"Mr. R", 1st grader, was the lucky winner of the lower elementary auction item.  He joined me for my morning PE classes Monday, January 12.  Mr. R chose the activity for all of my first grade classes today:  Guard the Pin.  He called out the locomotor skills for warm up, led stretches, and helped set up the game.  He then gave directions for Guard the Pin, and participated with each class during the games.  He used his whistle to signal the end of a game or if the class needed to stop.  

Thank you for your help today, Mr. R!  I hope you had an AWESOME TIME being a PE teacher -- I enjoyed your help this morning!  My sincere gratitude to your parents who made this experience possible -- AND helped the Haisley PTO along the way!!! 

1st Grade and Kindergarten Humanities: Week of 12/8/2014

Months of the Year

We have started our first grade and kindergarten nutrition unit for health, and will continue learning about food groups next week.  I thought we should take one class period and learn the Months of the Year dance.  This is something we will practice and do throughout the remainder of the school year.  Learning something to music and with motions helps us learn it better, faster, and retain it longer.

Students can practice this at home, with or without the actual song we use at school.  The motions are just like the Macarena.  Here are the directions:

1.  January:  Put your right arm straight in front with palm down.
2.  February:  Put your left arm straight in front with palm down.
3.  March:  Flip your right hand over.
4.  April:  Flip your left hand over.
5.  May:  Touch one hand to the opposite shoulder.
6.  June:  Touch other hand to the opposite shoulder.
7.  July:  Touch right hand to the right side of your head.
8.  August:  Touch left hand to left side of your head.
9.  September:  Put your right hand on your left front hip.
10.  October:  Put your left hand on your right front hip.
11. November:  Right hand on right hip.
12.  December:   Left hand on left hip.

Grades 1-5: Week of 12/8/2014

Mat Ball!!  Grades 1-5 this week will play a game called Mat Ball.   This game is based on classic kickball rules, with a few changes.   One major change is that gym mats are the bases.

We decided one additional rule about home runs this morning.  Home runs:  Grades 3-5 only.  If a kicked ball hits the backboard/rim/net only of center hoop on opposite side of the gym (without touching ceiling!), that kicker gets a home run and all runners advance to home.

We start with students gathered to overview rules.  Then, we divide into teams.  I write the teams on the board and we keep score of runs.  At the conclusion of class, I take a picture of the scoreboard (including the teams).  This way, next class, we can easily pick up where we left off.

Students in my first two classes on Monday morning seemed to enjoy this game!  It is fast-paced, and fun for all!

Credit and gratitude for this game goes to Judy Hart, retired Logan Elementary PE teacher. :)

Being prepared: Incentive program grades 1-5

Grades 1-5 have an incentive program to be prepared for PE class.  If the entire class is prepared for PE class, the class earns a star.  To earn a star, everyone in the class must have on appropriate gym shoes (rubber sole, covered toe, covered heel), and all jewelry (dangling earrings/necklaces/bracelets/watches most commonly) removed when class begins.

Once the class earns four weeks of stars, they earn a game day!  The game day is scheduled as it works for our PE schedule.  Classes sometimes have to wait to have their game day happen - but we record when the game day actually happens, and they continue earning stars toward their next game day each class.

For grades 1-2, the reward game is Guard the Pin.  Grades 3-5, the reward game is Pins and Baskets.  Gym setup and many of the basic rules are the same for both:  the gym is divided in half with cones.  The class is divided evenly into two teams.  Players may not cross the center line of the gym.  The goal of the game is to knock over the other team's pins.  First team to knock over the other team's pins wins that round.  Each pin can have one pin guard, who must stay standing and may not touch the pin to stop it from falling or hold it up.  Players may only roll or throw the ball -- no kicking or hitting the ball.

For Pins and Baskets, if a team makes a green $$money ball$$ basket on the center hoop only (without crossing the center line), they can reset all of their team's pins.

Many ask:  isn't this just dodgeball?!?!?  No, it isn't.  We don't ever play dodgeball or games where humans are targets.  Students are aiming at the pins, and pin guards are only volunteers.  I explain to students that the best success I've had (and I've played this game A LOT) is with rolling the ball and knocking it against the back wall to hit the pins.  :)

Most students seem to love this game, and I enjoy participating with students when I can.  This game also works on overhand throwing, rolling, and space awareness.  For first graders, this is one of the first games we do following "Clean Out Your Backyard" (which they LOVE!!!).

A third grade class enjoys a game of Pins and Baskets

Scrambled Eggs!!

Scrambled Eggs is a low organization game we played with lower elementary classes in the past two weeks.  Students move to music around the gym using locomotor skills:  skip, gallop, hop, jump, walk, sideways slide-step.  While they're moving, they are "scrambled eggs".  When the music stops, students stop and listen for what type of egg they are to be.

Hard boiled egg:  curl into a ball on the floor.
Soft boiled egg:  lay flat on the floor on tummy.
Fried egg:  lay on back, wiggle hands and feet in the air.

Here's a picture of "Fried Eggs", which was many students' favorite part of the game:

This game, and others like it, include many important PE concepts and skills:  locomotor skills, personal space, space awareness (staying in "the box", boundary line around the edge of the gym), following directions, and listening skills.  For lower elementary students, all of these skills are the main focus of our first several PE classes, and are emphasized throughout the year.  

Fitness continued!!

As we finish up fitness testing, we have continued to do fitness activities.  For one of our fitness activities, students go around the track and after each lap, stop to do a specific exercise.  This helps students keep track of how many laps they have done, and integrates some of the exercises and stretches we have learned throughout the year.  

Before starting any fitness activity, we discuss why fitness activities are important.  We use the term cardiovascular fitness for *heart health*.  We do activities to make our hearts beat faster, because that makes our hearts stronger and more healthy.  We also are doing these activities to prepare for the Haisley Hustle Walk-A-Thon, Friday, May 17!!  

Exercises with pictures for lower elementary students.  

Bright shoes! 

Exercises for upper elementary students.  

Mile Run Testing!!

The weather has been GORGEOUS GORGEOUS, when it hasn't been snowing, hailing, or sleeting!!  So, we have been doing mile run testing, weather permitting, of course.  My goal is to have each class in grades 2-5 have two mile run tests this spring.  Depending on the weather, special events, field trips, assemblies, etc. -- some classes may only have one chance at the mile for the spring. Regardless of 1 or 2 trials, I'll record their best score in the FitnessGram, and reports will go home in June.   Grades K & 1 will complete a half-mile run "test".  Unfortunately, FitnessGram doesn't have a space for a half mile test on their reports.  Completing this activity is a cardiovascular fitness activity, and prepares students very well for the mile run test.  The cardiovascular fitness test for grades K-1 will be the PACER test.  See the FitnessGram website for more information, or contact me for more information.  

Students are encouraged to pace themselves, start slow to let their bodies warm up, AND to save their final bursts of energy for the last part of their mile.  If needed, they are definitely allowed to walk - I share with all students that when running, I often take "walk breaks" during my run.  Taking a little walk break lets me catch my breath for a moment, and have energy to jog more over the course of my run.  After students finish their mile run/jog/walk, they continue walking/jogging/running the track until we do a final cool-down stretch before transitioning back into the building.

A class takes off along the "sidewalk track" for the mile.  See the Fitness Testing post for more information.  

Sit and Reach testing and Curl-Ups

Sit & Reach Testing
We use a metal box with a slider to measure how far students can stretch.  Students set up their body straight in front of the box, feet flat on the box.  Then, one knee up, and students reach three times with both hands.  They have to keep their straight leg straight while reaching.  Then, they switch:  other knee up, other leg straight.  This method of testing (with one knee up, then switch) is designed to a) protect students' back and b) identify flexibility differences between legs.  

Curl-Ups Test

Curl-ups, rather than full sit-ups, are used to measure abdominal muscle strength and endurance.  A measuring strip is used on the mat.  This measuring strip helps students know how far they need to curl up, and is an attempt to make the curl-up more uniform for all students testing.  I use tape on the mats to mark out the measuring strip distance (for grades 3-5, the measuring strip is wider than for grades K-2).  As students curl-up using their abdominal muscles, they feel with their fingers along the measuring strip.  When they reach the other edge of the tape with their fingers, they can lower themselves back down.  There is also an audio track that plays during this test, setting the pace for the curl-ups.  If students fall behind the pace, or break form, they are allowed one warning.  Another break in form or another pace warning ends their test.  

Students completing the curl-up test.  A scoring partner watches for form, pace, and writes down the testing student's score.  Six students test at once, so I can also watch student form and pace.  

Fitness Testing!!

We are beginning our Spring round of fitness testing.  This is important to have an end-of-year marker for students' fitness levels, and we hope to improve our scores from the fall round of testing.  For most tests, I record the best score into the FitnessGram report your student will receive home with their final June report card.  

Testing includes: 
Curl-ups (Abdominal endurance)
Flexed Arm Hang (Upper body strength and endurance)
Half Mile (K-1) and Mile Run Test (2-5) (Cardiovascular endurance)
Trunk Lift (Core strength and flexibility)
Sit and Reach (Hamstring flexibility)
Height and Weight measurement (Body Mass Index)

For kindergarten students, this spring round of testing is their first, and the goal for kindergarten "testing" is experiencing the tests for the first time.  

For all classes, procedures and rules are reviewed and the test is demonstrated before testing.  Individual improvement and reaching the "Healthy Fitness Zone" is emphasized, as opposed to emphasizing being the best scoring student in the class or grade level.  

For more FitnessGram testing information, please see the FitnessGram Parent website, or contact me if you have any questions or concerns about your child's participation in our fitness testing.  

Mile Run "Bubble Sheets", pre-labeled with names and Fall Mile Run Scores for students.   Pre-labeling them saves time, and allows students to see their own previous score individually.
Students are encouraged to try to beat their previous score.
Thank goodness for binder clips!!  

"Bubble Sheets" for mile run.  Students carry their own (half sheet of paper).  Each lap, I mark in the "bubble".  At their 6th lap, I note the time and keep their sheet to record their time in each student's FitnessGram record.  3rd graders, 4th graders, 5th graders, and spring 2nd graders participate in this test.  Spring 2nd graders participate to prepare for the fall 3rd grade mile run test.  

"Bubble Sheets" for half mile run.  Same procedure as the mile run.  Kindergarteners, 1st graders, and Fall 2nd graders participate in a timed half mile.  The goal of a timed half mile is to prepare students for a full mile.  

More posts to come with pictures of fitness testing!!!!

K-2: Overhand Throw

This week, grades K-2 are working on the overhand throw.  (See my previous blog post for how grades 3-5 practiced the overhand throw!)  We use most of the same underhand throw centers to practice overhand throw.  This helps minimize time spent explaining center rules since students have already experienced the centers once before.  As with underhand throw, there are three throwing practice centers and one fitness center:  jumping/jumping rope.

We break the overhand throw into three parts:  T, step, throw.

• T:  make your body into the shape of a T, with throwing hand back and opposite hand pointing toward the target. 
• Step:  step with your opposite foot toward your target. 
• Throw!  Bring your arm OVERHAND and release the ball or beanbag!  

Students practice saying the keywords several times.  Then, they watch me demonstrate the throw while they say the keywords.  Students then practice throwing with no ball -- while saying the keywords, and then finally, have the opportunity to practice at centers.  

This is the poster we use for keywords.  

In the background, students partner throw back and forth.
In the foreground, students jump: jump rope or ski jump at the fitness center. 

A student overhand throws with enthusiasm at the throw bowling center. 

Students line up to throw at our shape wall targets. Targets are bigger for lower elementary students. 

More wall target practice.  

With our centers, there are targets - but we emphasize form over accuracy at this point.  Many students step with their same foot (instead of their opposite foot) -- and lining up into a "T" helps minimize this.  

K-2: Underhand Throw

Grades K-2 are working on the underhand throw.  We break the skill into three parts:

Important vocabulary for this skill includes:  opposite foot, release, and follow through.  These ideas are important and relevant to many fitness and sports activities, and resurface during many future lessons and activities.

I demonstrate the underhand throw several times, and have students watch my demonstration for different important points.  Students repeat the key words (Step, Swing, and Point) several times, and then practice the motion without the ball or bean bag.  Finally, they have practice time with the object at their own target.

For the first day of practice, the target is a rectangular brick along the outside edge of the gym.  Each student has their own target.  Students take three steps out from the wall, turn around, and underhand throw to their target.  I circulate checking for opposite foot and basic parts of the skill, giving feedback to each student during practice.

For the second day of this topic, centers are used for practice.  Students have a variety of high and low targets at each center.  Center descriptions are posted on the wall, and are described and demonstrated before students begin rotations.

Wall targets are created with tape.  They are different shapes: pentagon, hexagon, triangle, and rectangle. These labeled targets reinforce geometry and math concepts learned in the classroom.  

Bowling pins (3) are the target for this center. Students love to hear them clatter to the floor when they hit the target!  

Hula hoops on the floor are targets for this center.  

An additional fitness or activity center is also used for this lesson, and may include jump rope, hula hoops, balance boards, or balance beam.  During this centers activity, I choose one center and give focused feedback to each student during their time at that one center.

Warm-up/Cool-down Games & Activities

Sometimes we play games at the beginning or end of class for warm-up or cool-down.  These games often are low-organization games, which don't involve assigned positions or long sets of rules.  Both warm-up and cool-down games usually are designed to get students moving.  For cool-down games, we try to select ones that are relatively calm to prepare students to transition to their next special or to their classroom.

Here are two photos of 3rd and 4th grade students playing a version of Rock, Paper, Scissors called "I won, We Run" as a warm-up game.  Students gather around the center line of the gym, all with a partner to play Rock, Paper, Scissors.  They play.  The winner runs to touch the black endline once.  The loser runs to touch the black line twice.  Once each player returns to the center line, they play against anyone else who is ready to play.  Ties play again until someone is the winner.


Another favorite is our Spelling Warm-Up.  Each student has a card with a word on it.  All students start in the center circle, holding their card.  They jog to touch the wall underneath each letter to spell their card word.  They then exchange their card for a new card.  Letters are on the gym wall in ABC order.  This activity not only gets students moving, but also reinforces alphabetical order skills.

W is for Warm-up!  Letters like this are posted around the perimeter of the gym.   We use them for the Spelling Warm-Up described above, and they also are used for one of our assigned seats in the gym.  

Everybody's It.  Everybody LOVES this one!  This is great for a cool-down since it is more calm, even though students LOVE it.  Just like the game's title sounds, everyone is it for this one.  Students have to stay inside the boundary line we call "the box", the black line marking the perimeter of the basketball court lines.  Walking only.

• Round 1:  If you get tagged by anyone, you sit down criss-cross-applesauce and you are out.  You sit immediately right where you were tagged.  No moving your seat, no turning your body around, no getting back into the game.  

If Round 1 is played perfectly (no reminders about how to sit!), and we have time, we try the following variation for the subsequent round:

• Round 2:  If you get tagged by anyone, you sit down criss-cross-applesauce.  You sit immediately right where you were tagged.  No moving your seat, no turning your body around, no getting back into the game.  This time:  You can tag others while sitting.  If you tag others while sitting down, they sit down where you tagged them.  You may not uncross your legs or lay down.  

If Round 2 is played perfectly (no reminders about how to sit or unfolding legs/laying down!), and we have time, we try the following variations for one more round:

• Round 3:  If you get tagged by anyone, you sit down criss-cross-applesauce.  You sit immediately right where you were tagged.  No moving your seat, no turning your body around, no getting back into the game.  This time:  You can tag others while sitting.  If you tag another person while sitting down, they sit down where you tagged them, AND YOU GET BACK UP.  You are back in the game.   

Hot Lava.  We imagine the three center circles are full of hot lava.  Stay out of the lava!  Go counterclockwise around the gym using different locomotor skills.  I usually participate with students (which explains why many days, I wear shorts, even in cold weather!).  I demonstrate each locomotor skill, calling out the skill with the microphone while we are all moving.  We turn the music up, and students are encouraged to sing along!  This activity really gets our hearts and muscles warmed up.

Locomotor Go Fish!

This week, grades K-4 will play Locomotor Go Fish.  (All fifth grade classes are having their well-deserved game days!  See the earlier blog post, PBIS in the Gym, for more information about game days and how they work.)  Locomotor Go Fish integrates letter recognition, spelling, locomotor skills, teamwork, and cooperation.

Cards with letters spelling some locomotor skills (gallop, hop, run, skip, jump, walk) are scrambled, face down, in the center of the gym.

The Fish "Pond"

Six cones are set up along the endlines of the gym.  Each cone has a locomotor skill sign attached to it:  gallop, hop, run, skip, jump, or walk.  Students are divided equally among the cones.

One half of the gym, with walk, jump, and skip cones set up.
The other half of the gym has cards for run, hop, and gallop.  

On the "Go" signal, students leave their team cone in relay-formation (using the corresponding locomotor skill of their team), go to the center circle, and get one card to bring back to their team.  If they need the card to spell their skill, their team keeps it and the next person in line goes to the center to get another card. If they don't need the card to spell their skill, the next person in line takes the card back to the center, and brings a different card back to the team.

Teams continue like this until they have spelled their skill, then they sit quietly at their cone until all teams have finished.

This upper elementary team has spelled their skill, hop, and is quietly waiting for other teams to finish.  

Upper elementary students keep their cards in front of their team cone.  Lower elementary students have a larger laminated paper with their word on it to help with matching the letters.

This lower elementary team needs to find the "O" card to finish spelling their skill, gallop. 

PHOTO: Lower Elementary Playground Ball Games

Lower Elementary
Grades K-2 continue experiencing playground ball activities.  This week, we'll try two games:  Tip the Pin and Tunnel Ball.

• Tip the Pin:  Class is divided approximately in half.  Each team has a pin in the center of a circle.  One person is the pinguard.  The pinguard tries to keep the pin from getting knocked over.  Those on the outside edge of the circle use their hands to roll the ball to try to knock the pin over.  Strategies include quick passes to teammates along the edge of the circle and then a quick pass to the pin to try to knock it over.  Teamwork and cooperation are emphasized.  

In these photos, a second grade class plays Tip the Pin:

• Tunnel Ball:  The class is divided approximately in half.  Each team stands in a single file line.  The person at the front of the line (Leader) starts with the ball.  On the start signal, the Leader passes the ball to the person behind them (in a prescribed way) until the ball reaches the last person.  The last person in line then runs to the start of the line and becomes the Leader.  Everyone shuffles back one place, and the new Leader passes the ball behind them until it reaches the last person, and so on.  The game continues until the original Leader is back in her/her starting position at the front of the line.  Depending on the class, we may do this as a race, or we may do it as a cooperative activity with no emphasis on doing better than the other team.  Variations:  Change the way students pass the ball.  Ideas:  over their head with two hands, between their legs on the floor, between legs off of the floor, to the side at their waist, over/under:  over one person's head, under next person's legs.