Spaceship Up, Spaceship Downelementary P.e. Games

He/she lets crew members know when all pins on the ship are down and the crew must swim to shore. The goal of the game is to knock down other ships’ pins and sink their ship. Once a ship’s pins are knocked down, that ship is “sunk” and the crew members have to “swim to safety” (stay behind their ship on the sideline). Space and astronaut preschool activities, games, and worksheets. Have you ever looked at the night sky and wondered, 'What else is out there?' Space exploration is a natural extension of human curiousity. People want to know what is outside their world. The Universe is everything that exists. The Earth is part of the Universe.

  1. Spaceship Up Spaceship Downelementary P.e. Games Youtube
  2. Spaceship Up Spaceship Downelementary P.e. Games To Play

Warm Up Flashcards

This fantastic resource is made up of 17 warm up games to play with your foundation class during PE.

This is very useful as not only will it give you great ideas for games, but it will also give you very clear instructions of how to set up and complete the games.

A must have resource for PE enthusiasts.

Cars, Planes and Trains

Spaceship Up Spaceship Downelementary P.e. Games Youtube

Mark out an area for the activity with cones. In this activity, the children can either be a car, plane or a train. The cars find a quoit, start their engines and steer around the area. The planes fly around, making sound effects and dodging other planes. A train is created when 2 or more people are in a row and are moving in sequence. The teacher will shout out the different methods of transport and the children will adjust their movements accordingly. Create roundabouts, parking spaces, runways and train tracks using different equipment to add to the game. You can also use traffic lights (coloured cones) to instruct the children when to get ready, start and rest.

Octopus and Seaweed

Spaceship Up, Spaceship Downelementary P.e. Games

Inform the children that this game takes place on the seabed. Set up a large area and choose a child to be the octopus and give them a bib so they can be identified. All the children will start on one side and try to reach the other side by running, jumping, skipping, hopping, galloping etc. If a child is caught they are turned into seaweed and must stand on the spot where they’ve been caught. Seaweed can only catch someone by moving their arms.

Shark Attack

For this game you will need to set out an area (large enough for your class to move around without touching) and hula-hoops. Space the hoops around the area and inform the children the hoops are the islands. Choose one shark for every six/seven children in the class. All the sharks put the hands above their heads in the shape of a fin and allow them to make the ‘JAWS’ shark sound (da dum). When the teacher shouts ‘Shark ATTACK!’, the sharks must try to catch the other children before they find an island. You can also play this game with two beaches and sharks in between them.

Tails

Set out a large grid and give each child a dance scarf or a bib, which acts as a tail. Inform the children to create a tail with the bib or scarf with most of the ‘tail’ visible. You can start with a single catcher and then build up to ‘every man for themselves’ style. This game can also be played in pairs and the children with tails get a two metre head start.

Body Parts

There are two versions of this game:

1. Set out a large area with cones (one for each child) evenly placed around the inside. The game involves the children using different body parts to touch the cones. Instruct the children to jog around the area until they hear an instruction. The teacher can shout ‘Elbow’ (or other body parts) and the children must find a cone and touch it with their elbow. Take a way a cone each round and the children that are out must sing the ‘Head, shoulder, knees and toes’ song, then join in again with the game. The game stops when half of the class is singing.

2. This version is related to gymnastics and you don’t need cones. The children will move around the area of when a number from 1-4 is called out the children must show you a balance. E.g. If the teacher calls out 3, the children must show a 3 point balance.

Fisherman Game

This activity develops spatial awareness. The children will be moving around the area in different ways as instructed by the teacher. Once the teacher shouts ‘Drop Anchor’, the children must freeze (hopefully in space). If the children are not in space, the fisherman’s net will scoop them. The teacher is the fisherman and the net is a large hoop. The teacher shouts, ‘Anchor’s Aweigh’ and the children move around again. You can increase or decrease the size of the area to add to the difficulty. You can complete this game dribbling a ball to make it more challenging.

Pacman

In this game, thhe children must follow the lines that have been marked out to avoid the chaser. They must problem solve and decide which way the should go to ensure the don’t get caught. You can add two chasers in once the game slows down in pace. You can use cones to set out this course.

Shrinking Islands

The children will explore personal space in this game. Divide the area into four zones and as time goes by you can gradually remove a zone. You can remove a zone by placing a large red cone in that area. The children must react to the constant change of boundaries. Again, add a ball to dribble with hands or feet to make the game harder.

Stuck in the Mud

This is a playground favourite. The children must stay away from the chaser. If a child is caught, they are stuck in the mud until they are freed by another child.

Spaceship Up Spaceship Downelementary P.e. Games To Play

To make the game more difficult, you could create four zones and close of zones accordingly. You could also create a ‘jail’ that the ‘caught’ children must go to, giving it a ‘cops and robbers’ theme.

Traffic Lights

This is a game that you can modify depending on which movements you are teaching. Set out an area that the children can move around in. Inform the children that each colour of cone represents a different movement. When the teacher holds up a cone, the children must complete the associated movement until the cone has been put down. Inform the children that the green cone is ‘jog’ and the red cone is ‘rest’. This develops memory, awareness of space, as well as developing specific movement skills.

The basic concept of “personal space” is an important social rule. It’s a simple idea–each of us has an invisible bubble around us where we feel safe, and if someone crosses into it we become uncomfortable. Most children instinctively sense when they enter someone else’s personal space and when theirs is crossed, but the special-needs child may need help learning these boundaries. She might forcefully invade her peer’s space, oblivious to how it makes him feel. And this could cause her to be rejected by peers and have difficulty making friends. Or your child’s inability to recognize when his own personal space has been invaded could potentially make him vulnerable to inappropriate conduct.

For some time, my step-daughter had difficulty with this concept. When visitors came over who were complete strangers to her, she would often cuddle up to them and even try to sit in their laps. This caused obvious discomfort for them, although they tried to be polite. I often had to intervene, re-direct my daughter, and apologize to the guest. My stepdaughter did not understand the principal of personal space, so we had to teach it to her. Here are some activities you can do with your son or daughter to help teach the concept. You can adapt them based upon your child’s ability to comprehend:

  • Space Spin – Have your child stretch out his arms out straight on both sides, and turn him slowly in place, in a complete circle. Explain that this area is his “personal space.” Now you do the same and demonstrate “your” space. This helps the child to visualize what the space “looks” like. Now put your arms down at your sides and have your child slowly walk toward you. Tell him to stop just before he thinks he has reached the edge of your personal space. When he stops to make his guess, raise your arms out straight and slowly turn in place. If you bump him with your arm, he has to try again. “Nope, you’ve invaded my personal space and you’re cast out of the galaxy!” (The arms outstretched circle created in this example may create a bigger bubble than what true personal space encompasses for some people, but it doesn’t hurt to exaggerate when first teaching the concept. You can explain that the bubble changes in size depending on our relationship to others–see “Personal Space Circle” below.)
  • Space Tag – In a large spacious area, like a park or back yard, have your child keep away from you as you try to invade his personal space. “I am an alien space invader, and I’m going to invade your space!” You don’t have to touch him for him to be it, just get very close, and when you do, say “I got you!” If your child complains that you didn’t tag her, explain that “personal space” is the area close around us, and that we don’t have to touch someone to enter it.
  • Bumper Bubbles – With a group of children, play tag using hoola hoops. The children must hold the hoop around them as they run. The person who is it tries to “bump” his hoop into their hoops. If he bumps anyone, she is it. Also explain that if any player bumps any other player’s hoop accidentally during the game, their bubble “pops” and they are out. They must drop their hoop on the ground and sit inside it.
  • Personal Space Circle – Using a long rope or cord, make a circle on the floor. Overlap the ends so that you are not making the largest circle possible. Have your child sit in the circle, and explain that personal space is smaller for people we are very close to. For example, we know our mom and dad, and brothers and sisters, so we feel more comfortable with each other. Our personal space circle is smaller with them.

    Make the circle a bit larger, and explain that the circle gets a little bigger for friends and teachers. That’s because we know them, but we aren’t as close to them.

    Make the circle as large as can be, and explain that for people we don’t know at all, like strangers, the personal space circle is a lot bigger. The less we know the person, the bigger the space should be.

Give your child a verbal cue, like gently saying the words “personal space,” as a reminder if you see her getting inappropriately close to someone. And teach your child what to do if someone invades his personal space.

If your child can understand, ask him questions: “When would it be okay to stand in someone’s personal space?” (Lining up for class, sitting next to someone on the school bus, etc.) Explain how there are times when we must be physically close to others, but we must keep our hands to ourselves and act respectfully.