Appreciate physical games

and activities reflecting

diverse heritages.

Ethiopia
Equipment: Hula Hoops (one per
group), yarn balls (one per person)

Divide into groups of four

One person is the leader and holds the
hula hoop
The other three people hold their yarn ball
The leader will roll the hoop while the
players will use an underhand throw
through the hoop

Traditional Version: Players who are unable

to throw the ball through the hoop are
eliminated.
Modifications: Players receive one point for
each time they throw the ball through
the hoop. The first person to reach
five/ten/twenty points becomes the new
leader.

Connections to Other Standards

Third Grade: Standard 1.10 Throw
an object with increasing the
distance (Increasing the distance
between hoop and players)
Third Grade: Standard 1.7 Catch,
while traveling, an object thrown by
a stationary partner (learning to
lead the throws)

Guinea
Equipment: Small playground balls,
small hula hoops and a cone

Divide into groups of four

Students stand 10 away from a hula
hoop.
Players take turns tossing their yarn
ball into the hula hoop (one at a
time).
The first person to get their yarn ball
to land in the hula hoop will go and
stand behind the hula hoop.

The rest of the group will

continue to take turns tossing
their yarn ball at the hula
hoop.
The person behind the hula hoop
will use their yarn ball to hit
the ball from the approaching
player.
When a goal is scored, the two
players (tosser and defender)
changes places.

Connections to other standards:

First Grade: Standard 1.10
Demonstrate the underhand
movement (throw) pattern.
Third Grade: Standard 1.8 Roll a
ball for accuracy toward a target.

Nigeria
Equipment: Handkerchiefs or Scarves

Divide the class into groups of two.

Have one person place a scarf into the
back of their waistband or into a
back pocket.
The person with the scarf will place
their hands on the back of the
opposite persons shoulders.

On the GO signal, the person in front will

attempt to pull the scarf out of the
opposing teams.
The person in the back will try to avoid
having their scarf pulled from the other
teams.
If a team becomes disconnected, they must
stop and reconnect before starting again.

Traditional Version: Teams that lose

their scarves are eliminated from the
game.
Modified Game: Teams who lose their
scarf goes to a location outside of
the playing area and must perform a
fitness activity before picking up a
new scarf and continuing with the
activity.

Moderate to Vigorous
Physical Activity (MVPA)

Second Grade: Standard 3.2 (increase

breathing and heart rate
Third Grade: Standard 3.3 (require sustained
movement of the large muscle groups to
increase breathing and heart rate)
Fourth Grade: Standard 3.3 (appropriate
intensity to increase aerobic capacity)
Fifth Grade: Standard 3.3 (appropriate
intensity for increasing aerobic capacity)
Sixth Grade: Standard 3.4 (four days each
week)

Nigeria
Equipment: Four different colored
scarves (one for each person in
class), four hula hoops.

The teacher chooses four people to be the

cheifs and the chiefs will stand inside of the
four colored hula hoops.
The chiefs will assign two soldiers for their
tribe. Each solider grabs a stack of scarfs
(color coded) for their tribe.
The rest of the class stands in the middle of the
playing area.
The team with the most members wins.

If a soldier tags one of the other

players they hand them a scarf.
The player then goes to stand behind the
chief (of the same color).
The game continues until all of the players
have been tagged.

Modified Version:
Only four soldiers are picked, one for
each team (add more if needed)
When tagged, the player takes the scarf
to the tribe. The player then performs
a fitness task (from the tribe) and then
re-enters the game.
Tasks for Tribes: Push Ups, Curl Ups,
Cardiovascular Endurance, and
Flexibility (components of health
related physical fitness).

Connections to Fitness Activities

Second Grade: Standard 3.3 Perform abdominal curlups, modified push-ups, oblique curl-ups, forward and
side lunges, squats, and triceps push-ups from a
chair or bench to enhance endurance and increase
muscle efficiency.
Third Grade: Standard 3.4 Perform increasing
numbers of each: abdominal curl-ups, oblique curlups on each side, modified push-ups or traditional
push-ups with hands on a bench, forward lunges, side
lunges, and triceps push-ups from a chair.
Fourth Grade: Standard 3.4 Perform increasing
numbers of each: abdominal curl-ups, oblique curlups on each side, modified push-ups or traditional
push-ups, and triceps push-ups.
Fifth Grade: Standard 3.4 Perform an increasing
number of oblique curl-ups on each side.
Fifth Grade: Standard 3.5 Perform increasing
numbers of triceps push-ups.

Moderate to Vigorous
Physical Activity (MVPA)

Second Grade: Standard 3.2 (increase

breathing and heart rate
Third Grade: Standard 3.3 (require sustained
movement of the large muscle groups to
increase breathing and heart rate)
Fourth Grade: Standard 3.3 (appropriate
intensity to increase aerobic capacity)
Fifth Grade: Standard 3.3 (appropriate
intensity for increasing aerobic capacity)
Sixth Grade: Standard 3.4 (four days each
week)

Germany
Equipment: Small rubber playground
ball or a whiffle ball, cone, baseball
bat

Divide the class into two teams. One

team is hitting and the second team
is fielding.
A cone is set up about 30-40 feet from
the plate.
Each team should set a batting order

The batter tosses the ball to themselves

and hits the ball into the field.
Traditional Version: The fielding team
stops the ball and throws the ball at
the runner. If the runner is off of the
base (cone) when the ball hits them,
they are out. If they are on the base
(cone) before the ball hits them, the
team receives one run.

Modified Version: Instead of hitting the

runner, the fielding team must hit
the cone (base) to get a player out.
Another modification: Have each
student hit on a team before
switching sides OR have the
students record a specific number of
outs.

Connections to other Standards

Second Grade: Standard 1.13 Strike a
ball with a bat from a tee or cone, using
correct grip and side orientation.
(Modification: Using a Tee)
Fourth Grade: Standard 1.15 Strike a
gently tossed ball with a bat, using a side
orientation. (Modification: Tossed Ball)
Fifth Grade: Standard 1.12 Strike a
tossed ball, with different implements,
from a side orientation.
Sixth Grade: Standard 1.10 Combine
motor skills to play a lead-up or modified
game. (Softball/Baseball Modified/Lead
Up Game)

Greece
Equipment: Playground ball/volleyball,
cones (to mark the field), pennies
(team identification)

Divide the class into two teams.

Mark off the field with two sets of
cones about 75 feet apart and mark
off a middle line.
Each team lines up at opposite ends of
the field.
The ball is placed on the center line.

On the GO Signal, the teams will run

to the middle. The first team who
grabs the ball will gain possession.
The only way to move the ball is by
passing the ball. A successful pass is
when the ball moves between two
players without touching the ground.

A point is scored when a team is able

to successfully pass a ball across the
end lines.
No personal contact is allowed.
No running with the ball.
No dribbling with the ball.

Modified Version:
Each team is awarded one point per
successful pass.
Teams that score receive five points.
Other Modifications: Teams can only
make bounce passes.

Connections to other standards:

Fifth Grade: Standard 1.16 Pass a ball

back and forth with a partner, using a
chest pass and bounce pass.

Sixth Grade: Standard 1.10 Combine

motor skills to play a lead-up or modified
game.

Seventh Grade: Standard 1.3 Combine

manipulative, locomotor, and nonlocomotor skills into movement patterns.

Eighth Grade: Standard 1.3 Demonstrate

basic offensive and defensive skills and
strategies in team physical activities.

North American Indian

Equipment: Shuttlecocks,
paddles/rackets (one for each
student)

Divide the class into groups of six to eight.

Players start by forming a circle with 3-4
feet in between each person.
The first player will hit the shuttlecock to
the player to the right using and
underhand hit.

Traditional Version:
Players who do not hit the shuttlecock
leave the circle. Play continues with
the remaining players.
Also, those who make a bad pass leave
the circle.

Modified Version:
Players who are out move to a new
location to work on their individual
skills.
Another modification: Players who are
out join other players who are out
and start a new game.

Connections to other standards:

First Grade: Standard 1.19 Strike a balloon

upward continuously, using a large, shorthandled paddle. (Modified activity)

Second Grade: Standard 1.12 Strike a balloon

consistently in an upward or forward motion,
using a short-handled paddle. (Modified
Activity)

Third Grade: Standard 1.13 Strike a ball

continuously upward, using a paddle or
racket.

Fourth Grade: Standard 1.13 Strike, with a

paddle or racket, a lightweight object that has
been tossed by a partner.

Botswana
Equipment: One playground ball for
each group

Divide the class into groups of six to

eight people.
Have each team line up in a single file
line standing behind the starting
line.
Each team must have their feet about
shoulder width apart.
The first player holds the playground
ball at their waist.

On the Go signal, the first player will

ROLL the ball on the ground between
their legs.
Each person will guide/move the ball
backwards.
The last person in the team will pick up
the ball and run around to the front.
The play continues with a new person at
the front.

Finish:
The team who is able to move across the
finish line first is the winner.
Things to Watch:
The person from the back goes way too
far in front of the second person.
Many teams will think that when they get
their first player back into the first
position they are finished.

Standard 5 Connections:

Second Grade: Standard 5.1 Participate in a variety of

group settings (e.g., partners, small groups, large groups)
without interfering with others.

Third Grade: Standard 5.6 Work in pairs or small groups to

achieve an agreed-upon goal.

Fourth Grade: Standard 5.3 Accept responsibility for ones

own performance without blaming others.

Fourth Grade: Standard 5.4 Respond to winning and losing

with dignity and respect.

Fourth Grade: Standard 5.5 Include others in physical

activities and respect individual differences in skill and
motivation.

Fifth Grade: Standard 5.4 Act in a safe and healthy manner

when confronted with negative peer pressure during
physical activity.

Fifth Grade: Standard 5.6 Acknowledge orally the

contributions and strengths of others.

Sixth Grade: Standard 5.1 Participate productively in group

physical activities.

Botswana
Equipment: Marked off playing area

Have a defined area for

this activity (use cones
or the basketball court)
Each student is IT
Students will score one
point for stepping on a
shadow.

Players cannot step on the same

shadow two times in a row.
Players cannot hide their shadows or
make their shadows hide outside of
the playing area.

Traditional Version: When the game is

stopped, the person with the highest
number of shadows wins.
Modified Version: Challenge the class
to have at least X number of
shadows when you stop the class.

Use this as a quick instant

activity or a warm up for
your class (it does need
to be sunny)
First round: 20 shadows
Second round: 40 shadows

Israel
Equipment: Ball for each
group, hoop for each
group

Divide the class into groups of six to

eight.
Have each group form a circle with
about 6-8 feet between players.
Place a hula hoop in the center of the
circle.

The first player holds the ball, turns to the

right, and bounces the ball to the player
to the right.
Each player keeps bouncing the ball until it
reaches back to the first player.
The first player then bounces the ball in the
center of the hula hoop to one of the
players in the group.
Players keep passing the ball through the
hula hoop.

A player is assessed a point if

1) The player makes a bad pass
2) The player drops the ball
3) The player fails to bounce the ball
inside of the hula hoop (Touching
the hoop does not count)
The person with the fewest mistakes at
the end wins.

Connections to other
Standards:

Fifth Grade: Standard 1.16 Pass a

ball back and forth with a partner,
using a chest pass and bounce pass.
Sixth Grade: Standard 1.10 Combine
motor skills to play a lead-up or
modified game.

Austria
Equipment: Blindfolds (one
per student), obstacles
(over, under, left, right)

The class is divided into

teams of six to eight
people.
Each person on the team is
given a blindfold
Teams chose one player to
be the leader, everyone
stands in a single file line
behind the leader
wearing their blindfolds.

Everyone places their hands on

the shoulders of the person in
front of them.
The leader will make a gesture
(that needs to be felt by the
second person) to tell the team
what to do. Each person on the
team will repeat the gesture so
that everyone on the team does
the same thing.

Example: A left turn;

the leader will raise
their left shoulder. A
right turn; the leader
will raise their right
shoulder.

Goal: The leader will

successfully navigate their
team through an obstacle
course (left, right, over, and
under different obstacles)
Each player should get a
chance to lead the group
(might need to change the
signals as well)

Connections to Standard Five:

Sixth Grade: Standard 5.3 Identify and

define the role of each participant in a
cooperative physical activity.
Sixth Grade: Standard 5.4 Identify and
agree on a common goal when participating
in a cooperative physical activity.
Seventh Grade: Standard 5.5 identify the
responsibilities of a leader in physical
activity.
Eighth Grade: Standard 5.2 Organize and
work cooperatively with a group to achieve
the goals of the group.

New Zealand
Equipment: Ball (basketball), goal
(cone, basketball hoop, etc.)

Divide the class into groups of two

Draw some lines on the ground for
each group (dividing the area into
two sections)
One player is the attacker and holds
the ball.
The other player is the defender and
stands close to the attacker.

The attacker dribbles the ball around

their half of the playing area.
The attacker will find a way to create a
diversion (fake of some kind) that
will cause the defender to become
fooled.
The attacker will then throw the ball
up into the air across the dividing
line into the opposite section of the
court.

The defender cannot cross the center line

but tries to block or intercept the ball
from the attacker.
If the attacker is able to catch the ball
before it hits the ground, the attacker is
given a free throw/shot at the goal.
After five tries, the attacker and defender
switch roles.
The winner is the person with the highest
number of points at the end of the game.

Connections to other Standards:

Fourth Grade: Standard 1.17 Keep a hand-dribbled

ball away from a defensive partner.
Fifth Grade: Standard 1.14 Dribble a ball (by hand
or foot) while preventing another person from
stealing the ball.
Sixth Grade: Standard 1.5 Dribble and pass a ball
to a partner while being guarded.
Sixth Grade: Standard 1.10 Combine motor skills to
play a lead-up or modified game.
Seventh Grade: Standard 1.1 Demonstrate mature
techniques for the following patterns: overhand,
sidearm, and underhand throwing catching;
kicking/punting; striking; trapping; dribbling (hand
and foot); and volleying.
Eighth Grade: Standard 1.3 Demonstrate basic
offensive and defensive skills and strategies in
team physical activities. (Faking)

Peru
Equipment: Small
playground ball per
group, three pins per
group

The bowling pins are

placed about 20-25 feet
from the bowling line
The players will ROLL a
ball toward the pins
attempting to knock the
pins down.

The pins are placed in a

triangle with the head pin
closest to the bowline line.
The head pin is worth 12
points and the other two
pins are worth 6 points.
Players will decide the
number of points they are
playing to before the game
starts.

Modification: Make it
into a team activity.
Teams will have to play
both offense and
defense. (might want
to add in extra pins)

Connections to other standards

Third Grade: Standard 1.8 Roll a ball for
accuracy toward a target.
Sixth Grade: Standard 1.10 Combine
motor skills to play a lead-up or modified
game.
Seventh Grade: Standard 1.3 Combine
manipulative, locomotor, and nonlocomotor skills into movement
patterns.
Eighth Grade: Standard 1.3
Demonstrate basic offensive and
defensive skills and strategies in team
physical activities.

Have the players track the

countries they traveled to by
coloring a world map.
Have the students design a suit
case (file folder) and give
stickers for each country visited.
Give the kids a physical activity
passport
Have the students write a
reflection on the different
activities.