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“I never let my schooling interfere with my education.” Mark Twain (1835 – 1910), American writer

• October 17, 2020
• General English
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Home » Education

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LESSON OVERVIEW

This free ESL lesson plan on education has been designed for adults and young adults at an intermediate (B1/B2) to advanced (C1/C2) level and should last around 45 to 60 minutes for one student.

Education is one of the most important issues in any society. The level of education not only determines the future of children, but also plays an important role in determining the success of entire countries. In this ESL lesson plan on education, students will have the opportunity to talk about their own experiences at school and discuss and express their opinions on issues such as the standard of education in their country, the differences between private and public education and whether or not education should be considered a fundamental human right.

This lesson plan could also be used with your students to debate these issues for the International Day Of Education , which takes place in January. For more lesson plans on international days and important holidays, see the calendar of world days to plan your classes for these special occasions.

For advice on how to use this English lesson plan and other lesson plans on this site, see the guide for ESL teachers .

PRE-CLASS ACTIVITIES

Reading activity Before the English class, send the following article to the students and ask them to read it while making a list of any new vocabulary or phrases they find (explain any the students don’t understand in the class):

BBC | “Inequality ‘significantly’ curbs economic growth – OECD”

The article refers to research conducted by the OECD which found that inequality due to a lack of investment in education has a negative effect on economic growth. At the start of the class, hold a brief discussion about what the students thought about the article. What do they think about the issues raised in the article? Do they agree with what was written? Can they think of any ways they might disagree with the content of the article?

Video activity To save time in class for the conversation activities, the English teacher can ask the students to watch the video below and answer the listening questions in Section 3 of the lesson plan at home. There are intermediate listening questions and advanced listening questions so teachers can decide which would be more appropriate for their students. Check the answers in the class.

The video for this class is called “Who Is Allowed To Go To School” by UNESCO and explains the various obstacles many people around the world have which prevents them from receiving an education and what UNESCO’s role is in ensuring this fundamental human right to education.

IN-CLASS ACTIVITIES

The focus in the class is on conversation in order to help improve students’ fluency and confidence when speaking in English as well as boosting their vocabulary.

This lesson opens with a short discussion about the article the students read before the class. Next, the students can give their opinion on the quote at the beginning of the lesson plan – what they think the quote means and if they agree with it. This is followed by an initial discussion on the topic including their experience at school, their favourite subjects and the best qualities in a teacher.

After this, students will learn some vocabulary connected with education such as extra-curricular activities , play truant and flunk . This vocabulary has been chosen to boost the students’ knowledge of less common vocabulary that could be useful for preparing for English exams like IELTS or TOEFL. The vocabulary is accompanied by a cloze activity and a speaking activity to test the students’ comprehension of these words.

If the students didn’t watch the video before the class, they can watch it after the vocabulary section and answer the listening questions. Before checking the answers, ask the students to give a brief summary of the video and what they thought about the content.

Finally, there is a more in-depth conversation about education and society. In this speaking activity, students will talk about issues such as the standard of education in their country, any differences between private and public schools, and what they think about religious and single-sex schools.

After the class, students will write about their opinion of education in their country. This could be a short paragraph or a longer piece of writing depending on what level the student is at. The writing activity is designed to allow students to practise and improve their grammar with the feedback from their teacher. For students who intend to take an international English exam such as IELTS or TOEFL, there is an alternative essay question to practise their essay-writing skills.

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Tag: education

B2: halloween special – spoopy season.

This is a guest post by Soleil García Brito just in time for Halloween! Students learn about the concert of spoopy vs spooky things and the history of the jack-o-lantern. Download the handouts below:

• Describe the images and discuss:
• What are the similarities and differences between these two images?
• Which of these images do you find the spookiest?
• Reading and Use of English (Part 2)

Adapted from Merriam Webster – Words We’re Watching

The Inside Poop On ‘Spoopy’

Spoopy might startle people, especially around Halloween season. Perhaps it’s the resemblance (1) ______ spooky , which could lead you to believe the formation is nothing more (2) ______ a jaw-dropping typo. Or it could also be that it has  poopy in it, which makes the spelling amusing to people (3) ______ enjoy bodily humour. This Internet sensation’s origin was a comical misspelling of the adjective spooky spotted on a department store’s Halloween sign written in a “skeletal” font and photographed. The image was (4) ______ uploaded to the Internet; in short order, spoopy (5) ______ viral. Essentially, the word is used to describe something that typically would be spooky, (6) ______ an image of a skeleton or ghost, but is actually rather comical. The word has other connotations (7) ______ well: it is sometimes used for things that are intended to be spooky but simply fail to scare, or it could describe something that blends cuteness (8) ______ spookiness in a grotesque way.

• Listening (Part 1) – VIDEO – The Messed Up Origins™ of Jack-o’-Lanterns

Watch the video (x2) until 5:17 and answer the following questions:

• Because they wanted to scare others
• Because they didn’t like the taste of pumpkins
• Because there were too many pumpkins
• To take him to hell
• So that he could have some drinks with him
• Because he admired him
• He trapped the devil in a silver cross
• He trapped the devil in his pocket
• He left the bar while the devil was paying
• Because Jack was hungry
• Because he was hungry
• Because Jack threatened him with crosses
• He wasn’t evil
• He made a deal with the devil
• God prohibited him from entering
• That Jack is happy because he escaped hell
• Jack wanders through purgatory with a pumpkin
• Jack’s spirit appears in marshes on October 31st
• Language focus

Watch the video again, complete the sentences below and match the words to their meanings:

• Well, it ___________ I was wrong about two things.
• A voice comes out ___________ to be Satan himself.
• Just ________ yourself ________ a silver coin.
• Jack’s soul was sent down to hell where the devil was _________ waiting.
• Was cursed to spend eternity __________ through the darkness or purgatory.
• Wandering aimlessly through the forests and ____________

Where do you stand? Summer Edition

This is a special summer edition of my “Where do you stand?” conversation series. Students decide to what extent they agree with different statements on the topic of summer activities and holidays and then share their views with their classmates. Download the PowerPoint and student handout below:

The PowerPoint has some quite advanced language for discussion on it. You may want to use this phrase sheet, designed with B2 students in mind, for lower levels.

Where do you stand? Education

This is another edition of my “Where do you Stand?” conversation series. Students debate different topics related to education but must rate their opinion on a scale from 1-6 before they begin the discussion. Download the PowerPoint and student handout below:

If you want to use it with B2 students you could use  this phrase sheet.

Credit to Owlcation for some of the debate topics:

https://owlcation.com/academia/100-Debate-Topics

TED Talk: Rita Pierson, Every Kid Needs a Champion

Image credit:  www.ted.com

Follow me on twitter  @ RobbioDobbio

This is a conversation lesson plan based around Rita Pierson’s TED talk entitled: Every Kid Needs a Champion it’s suitable for C1+ although high B2s might be able to deal with it if you break the video up a bit. Download the handout below:

TED Rita Every child needs a champion

Have students watch the TED talk for homework or you can show it in class as it’s only 8 mins long. Then give out the handout and have students discuss it in small groups or as a class.

• What is the talk about?
• What did you think of the speaker?
• Was she easy to understand?
• What is her message?

Look at these quotes from the talk and discuss the questions below:

“And we know why kids drop out. We know why kids don’t learn. It’s either poverty, low attendance, negative peer influences… We know why.”

• Which of these things do you think has the biggest impact on dropout rates?
• What can be done to help?

“James Comer says that no significant learning can occur without a significant relationship.”

“George Washington Carver says all learning is understanding relationships.”

• What is your interpretation of these quotes?
• Do you agree with them?

A colleague said to me one time, “They don’t pay me to like the kids. They pay me to teach a lesson. The kids should learn it. I should teach it, they should learn it, Case closed.”

Well, I said to her, “You know, kids don’t learn from people they don’t like.”

• What do you think of the teacher’s quotes? Do you agree?
• Do students have to like their teacher to learn from them?

“How do I raise the self-esteem of a child and his academic achievement at the same time?”

• How important is it that a teacher raises their students’ self-esteem?
• What methods does Rita mention? What other ways can they do it?

“One year I came up with a bright idea. I told all my students, “You were chosen to be in my class because I am the best teacher and you are the best students, they put us all together so we could show everybody else how to do it.”

“I gave a quiz, 20 questions. A student missed 18. I put a “+2” on his paper and a big smiley face.”

• What do you think of these methods? Do you think they would work?

“Every child deserves a champion, an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.”

• What do you think of her message?
• Did you have a “champion” when you were growing up? Who was it?
• How can this message be put into practice?

School: Conversation Topic

Image credit: old-fashioned-school-room.jpg By Robert Weissberg

http://www.mindingthecampus.org/tag/charles-murray/

This is a conversation exercise for adult students (A2+) in which they talk about and compare their experiences at school. I have prepared this activity as a follow up to studying comparatives and superlatives so encourage students to compare their schools and personal experiences: Your school was stricter than mine.

Download the handout here:

School Conversation

Useful language:

We had to…

We weren’t allowed to…

We couldn’t…

We didn’t have to… (it wasn’t necessary)

(noun/gerund)… was compulsory

(noun/gerund)… was prohibited

Discussion  questions

Put students into groups of 2-4 and have them discuss the questions and then feedback/report what they’ve learnt from their classmates to the rest of the class. For small groups conduct the discussion as a class.

• Where did you go to school?
• Can you describe your school?
• Did you have to wear a uniform? If so, what did it consist of?
• What time did you have to start school?
• What were the rules at your school?
• We weren’t allowed to…
• We couldn’t…
• (noun/gerund)… was compulsory
• (noun/gerund)… was prohibited/against the rules.
• Did you eat lunch at school?
• Who was the best teacher you had at school? Why?
• Who was the strictest teacher you had at school?
• What was your favourite subject?
• What was your least favourite subject?
• Describe a typical day at your school.
• What facilities did your school have? (gymnasium, swimming pool etc.)
• Have you been to your school recently? How much has it changed?
• Would you send your children to the same school?
• What things have changed for the better?
• What things have changed for the worse?
• Who was your best friend at school?
• Are you still friends with them now?
• Do you think school is easier or more difficult nowadays? Why?

Homework: Write an essay comparing and contrasting modern schools to schools in the past. Or a “day in the life” description of your school experience.

TED talk: Sir Ken Robinson, How schools kill creativity

This is another TED Talk lesson, this time based around Sir Ken Robinson’s fascinating talk on creativity in the education system. Please find an annotated transcript below. All I’ve done is underlined some interesting points he makes and vocabulary he uses, you can use them as a jumping off point for class discussion or simply mine them for useful vocabulary.

Ken Robinson TED annotated transcript

TED Talk: Ricardo Semler, How to run a company with (almost) no rules

This is a lesson plan based on Ricardo Semler’s TED talk: How to run a company with (almost) no rules

Have students watch the talk for homework or alternatively you can watch it in class. Give them copies of the annotated transcript. Basically I’ve just underlined interesting points he makes or vocabulary he uses. Use the underlined sections to generate discussion or mine them for vocabulary.

Ricard Semler TED annotated transcript

TED talks lesson: Logan Laplante on “Hack-schooling”

This is a discussion class for higher levels (high B2 – C2) based around the Logan Laplante’s TED talk video on “hack-schooling” a form of home schooling based round applicable skills and hands-on experience.

The video is 11 minutes long so I set it for homework the lesson before so that students could watch and rewatch as many times as they needed to fully understand it. Alternatively, you could watch it in class if you have time.

Logan uses some skier/skater American slang, for example:

To be stoked – to be excited about/interested in something

to be bummed out – to be annoyed/disappointed

Other vocab that might need highlighting:

To log out of reality – to escape from reality

mashup – a mixture/fusion of different elements

hacker mindset – a mindset is a set of attitudes a person has

Discussion questions

• What was your first impression of Logan?
• How old is he?
• Is he a typical 13 year old?
• What are the 8 keys to happiness? (Exercise/diet and nutrition/time in nature/contribution and service to others/relationships/recreation/religious and spiritual)
• What do you think of this idea?
• How does he define a “hacker”? (A person who changes and improves established systems)
• What is “hack-schooling”? (opportunistic learning that doesn’t follow a curriculum with no fixed structure)
• How and what does Logan learn?
• Is it for everyone?
• Is it only for people from a privileged background?
• “Schools are orientated towards making a living rather than making a life” What do you think of this statement? Do you agree?
• Do students today learn applicable skills?
• What do you think Logan is going to be when he grows up?
• What would your friends say if you pulled your children out of school?

Put students in pairs of groups of 3 and have them role play the last question, student A has decided to pull their kids out of school to teach them at home, student B thinks they are crazy!

“The education system does not prepare students for life.”

Split group in to two groups, 1 in support and 1 against the motion. Follow standard debate structure, 2 minute opening arguments, rebuttals etc.

CAE / CPE Expressions for Key Word Transformations

Just a quick note…

Before you use these materials… We’ve created a new podcast aimed at B2+ level English students and teachers alike. You can listen for free at our SoundCloud page below. You can download teacher’s notes to accompany them from our Facebook page or from this blog. All comments and feedback welcome! Give us a like and a share 😉

https://soundcloud.com/2tspod

https://www.facebook.com/2tspodcast/

This is a worksheet to practice typical phrases and expressions that come up in key word transformations in both CAE and CPE. They are also very useful for writings.

Students rewrite the sentences using the word given in capitals.

Download the worksheet from here:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!388&authkey=!AAlKmGNu1itRsP0

Here’s a link to a quizlet flashcard set that can be used for preteaching or revision:

http://quizlet.com/16987300/cae-use-of-english-practice-part-5-flash-cards/

•  “Do you want to go and see the new play?” Petra asked her friend (INTERESTED) Petra asked her friend whether……………………………………..to see the new play.
•  Pat does not intend to have a holiday this year (INTENTION) Pat has …………………………………………………….. on holiday this year.
• Lisa was about to leave the house when.. (POINT)
• I think learning to use a typewriter is a waste of time (POINT)
• A number of sporting events had to be cancelled owing to bad weather. (LED)
• When it comes to computer games, Gareth is a real expert. (CONCERNED)
• Carlos really should get someone to mend his bike. (HIGH)
• The company has a good reputation in the local area (HIGHLY)
• Do you think Pablo is likely to win the competition? (CHANCE)
• I’ve been greatly impressed by the way Jasper deals with problems (MADE)
• Darius soon recovered after the operation (MADE)
• I think the weather will improve next week. (CHANGE)
• Pheobe was surprised to be offered a place on the course (CAME)
• It’s so difficult to create new ideas for the festival every year (COME)
• The company is almost certain to get the contract (EVERY)
• Sven would have called yesterday if he had had more time (SHORT)
• Many people believe that Garcia has the ability to become world champion (CAPABLE)
• In his speech, the Principal did not mention the new language courses. (REFERENCE)
• Sam never thought of asking me for my advice (OCCURRED)
• Despite all their efforts, they could not get the old car to start (HARD)
• “I’m sorry, but there’s no way I’m going to sleep on the floor” said Maria. (CLEAR)
• “Remember to write or phone,” Marta said as she waved goodbye (TOUCH)
• Simon really ought to make a decision about his future (MIND)
• If you don’t pay on time, your booking will be cancelled (RESULT)
• I’m sure Gemma is going to become a famous model one day (MATTER)
• Barbara’s parents were certain that she would be a great tennis player (DOUBT)
• The company isn’t able to guarantee an allocated car parking space to all employees (COUNT)
• Daisy said that she would no longer tolerate her colleagues being rude (PUT)

Proficiency Book Club: The Waterfall by H E Bates

This is a series of lesson plans for proficiency level students based around stories from “The Oxford Book of English Short Stories” edited by A. S. Byatt. Set the story as homework the week before, encourage students to bring any vocabulary questions to class.

The Waterfall tells the story of a repressed reverend’s daughter trying to cope with the emotions and sentiments of life and love. These feelings are symbolised by the waterfall in her garden which is being renovated. The breaking of the damn and the water surging down the waterfall could symbolise the release of all her bottled up affections and feelings towards her husband and the jovial Mr. Phillips who has been staying with the family.

Download this lesson plan here:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!383&authkey=!AJRdYjvoRf1OhyM

First copy to the board or project the vocabulary table in the attachment above, students must try to match the new vocab to the definition.

Key: 1 – g, 2 – d, 3 – a, 4 – b, 5 – j, 6 – e, 7 – f, 8 – I, 9 – h, 10 – c.

Once they have matched the vocab give them 5 minutes to find the vocabulary in the text, make it a race, the first team to find all 10 wins.

Then discuss the following discussion questions:

Discussion Questions:

• What happens in the story?
• How would you describe the characters? Straight-laced. Prim and proper, repressed, damaged,
• What does the waterfall represent?
• How do you feel about Rose? Do you sympathise with her?
• How do you think she feels about her new husband?
• How do you think she feels about Phillips?
• Do you think people are more or less emotionally repressed these days?
• Do you think this is a good or bad thing?

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• Posted in in ESL Conversation Questions

60 ESL conversation questions about education, school, and university

• Posted by by Cameron Smith

Get everyone talking with these ESL conversation questions about education, school, and university.

Almost everyone in the world has had direct experience with education in some way, shape, or form. So get your students talking and sharing their experiences on the education system they experienced in their home country, and their take on the way other countries educate their populations.

ESL conversation questions about school

• Is the education system different in your country? How?
• Do you think that education is important for everyone?
• Should free education be a basic human right? Why or why not?
• What attributes does someone need to be a great teacher?
• Would you like to be a teacher? Why or why not?
• Do you think that teachers are paid enough for the work that they do? Why or why not?
• What improvements would you like to make to your country’s education system?
• What are some of the things that your country’s education system does better than any other country?
• Is education highly valued in your country? Why or why not?
• Are teachers respected in your country?
• Is it common for students to graduate from high school in your country?
• Is it a legal requirement for children to attend school in your country?
• Is education completely free in your country?
• Does your country offer high quality education to all students? Why or why not?
• What would the world look like without education?
• Which country is doing the best job at educating its population?
• Are there any disadvantages to attending university, versus getting real-world training?
• Has education changed since you were young?
• How do you think education will evolve in the years to come?
• How will AI change education in the near and distant future?
• Did you enjoy going to school?
• Did you prefer primary school or high school? Why?
• What were your favorite subjects in high school?
• What were your least favorite subjects in high school?
• Who was your favorite teacher in school? What made them such a great educator, in your opinion?
• What is your favorite memory from school?
• What is your least favorite memory from school?
• When you were younger, what did you want to be when you grew up? Did that goal change by the time you graduated from high school?
• Do you prefer to study with books or a computer?
• Did you enjoy doing your homework?
• Do you think that homework is important for students? Why or why not?
• What improvements could we make to the education system?
• If you could go back to school and do it all over again, what would you do differently this time?
• Did you ever go on any school trips? Describe them.
• What sports did you excel at during your school years?
• What extracurricular activities did you participate in during your school years?
• Did you ever win any awards at school?
• What is a typical school lunch in your country? Describe it.
• At what age do children start to attend school in your country?
• How old are students when they graduate from high school in your country?

ESL conversation questions about university

• What are you studying / What will you study at university?
• Is university free in your country?
• Do you think that university is too expensive?
• Do you think that secondary education should be provided free to all citizens? Why or why not?
• Does your future career require a university degree?
• If you have graduated, are you still using the knowledge that you learned at university?
• How can students balance their university commitments with other life commitments (e.g. a job)?
• What are some of the challenges that students deal with in secondary or tertiary education?
• Do you think that every career should require a university degree?
• Do you think that someone can learn more from practical on-the-job experience versus a university degree? Why or why not?
• How has online learning impacted universities?
• Do you think that in-person education is more effective than online or remote education?
• Do you prefer studying alone or in a group?
• Do you enjoy participating in clubs, organizations, or extracurrucular activities at your university?
• Do you think that networking is important for students while they are at university? Why or why not?
• What are some of the advantages of obtaining a university degree?
• What are some of the downsides of obtaining a university degree?
• What is your best advice for someone who is about to attend university?
• Do you think that everyone should attend university? Why or why not?
• What are some of the differences between secondary education (high school) and tertiary education (university)?

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Cameron Smith

Cameron Smith is an English Communication Coach based in Vancouver, Canada. He's the founder of Learn English Every Day, and he's on a mission to help millions of people speak English with confidence. If you want longer video content, please follow me on YouTube for fun English lessons and helpful learning resources!

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TED-Ed Lesson Plan

This interactive TED-Ed lesson plan is designed to provide educators with ideas for integrating a digital tool into their instruction

We are all probably familiar with TED Talks and similar videos of intelligent, engaging, and influential people discussing a broad range of topics relevant to society. In that vein, TED-Ed offers a platform dedicated to teachers and students to speak, view, and learn from others across the world. In addition, TED-Ed is focused on teaching and learning, providing a space for educators to create interactive lessons. 

For more information about TED-Ed, check out What is TED-Ed and How Does It Work for Teaching?  

This lesson plan provides an idea on how to use the TED-Ed platform for a ELA lesson focused on helping students develop their oral communication skills. 

Subject : English Language Arts

Topic : Oral Communication/Public Speaking 

Learning Objectives : 

At the end of the lesson, students will be able to: 

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• Develop talking points for a oral presentation 
• Record a Ted Talk-style public speaking presentation 

TED-Ed Lesson Plan: Topic of Interest Selection 

One of the special aspects about TED Talks in general, and TED-Ed as well, is the broad range of topics covered, including education, finance, politics, and business. This diversity of videos provides the chance for students to explore and learn about a topic of interest that they typically would not focus on in the traditional school curriculum. 

To start, allow students to browse the TED-Ed videos. Once they have chosen a video, there are questions to encourage deeper thinking and discussion. 

As an alternative, if you want students to focus on a specific topic, they can use TED-Ed’s database, which is organized by subject areas:

• The Arts 
• Business & Economics
• Design, Engineering & Technology 
• Literature & Language
• Mathematics
• Philosophy & Religion
• Science & Technology
• Social Studies
• Teaching & Education
• Thinking & Learning

For younger elementary students, the short, animated videos may work better, such as What Animal Can Hear the Best , whereas older students could watch a more traditional TED-Ed video, such as The Difference Between False Empathy and True Support .

Prep, Practice, and Perform 

Inspired by the TED-Ed videos that the students have watched, have them prepare their own videos starting with preparing a script. It may be helpful to provide students with your school district’s standards on oral communication and a checklist to follow. 

Students can use a digital tool such as VoiceThread to practice recording themselves, which has an immediate pause feature and the ability to re-record a segment. You can decide when students give their talk live in class with an audience (their classmates) or if the final version will be recorded. 

Share And Discuss

In the spirit of TED-Talks being shared widely, share your students TED-Ed with other educators, students, and their families. 

If you do not want to house the videos on YouTube or other public video platforms, consider using a Padlet or similar tool to house the videos in one location that can be easily accessed by those with whom you share the link.  

What Other Lesson Plan Options Are Available through TED-Ed? 

In addition to lessons that you create using a lesson plan such as this, TED-Ed offers the ability to create a lesson by using a YouTube video of your choice (you can search for one within the TED-Ed platform). You can develop corresponding questions for discussion with associated resources. 

Also, an option is available to create collections in which all of your videos will be easily accessible for your lessons.

Can Teachers Get Involved with TED-Ed? 

Absolutely! TED-Ed encourages teachers to participate in the TED-Ed community and has a dedicated space for educators on the website to connect with resources. In addition, there are opportunities for educators to share their voice and create their own TED-Ed talks to be shared. 

TED Talks are very entertaining, but TED-Ed adds an exciting layer to the oral communication format. Students can learn course content more deeply while developing the skills needed to effectively speak in public. Try to incorporate TED-Ed into your lesson and share widely with your learning communities.

• Top Edtech Lesson Plans
• What is TED-Ed and How Does It Work for Teaching?  

Dr. Stephanie Smith Budhai is faculty member in the College of Education and Human Development at the University of Delaware, focusing on Educational Technology, Learning Design, and Justice-centered Pedagogies. She holds two national education technology leadership positions on the Information Technology Council and as Chair of the Culture and Climate Committee for the Society for Information Technology and Teacher Education (SITE).  She holds a Ph.D. in Learning Technologies, and a M.S. in Information with a specialization in Library and Information Science, and K-12 teaching certifications in Technology Education, Instructional Technology and Business, Computers, Information Technology, Special Education and Elementary Education. Dr. Smith Budhai is the 2021 SITE Emerging Leader and the 2017 ISTE Awardee for Excellence in Teacher Education. She is also a Nearpod, and VoiceThread Certified Educator.  Dr. Smith Budhai has more than a decade of online teaching experience, and has published myriad books (two have been translated into Arabic), articles, and invited editorials surrounding the use of technology and online learning in education. A few of her book publications include: 

- Leveraging Digital Tools to Assess Student Learning 

- Increasing Engagement in Online Learning: Quick Reference Guide

- Culturally Responsive Teaching Online and In-Person: An Action Planner for Dynamic Equitable Learning Environments 

- Teaching the 4Cs with Technology

- Best Practices in Engaging Online Learners through Active and Experiential Learning Strategies

- Nurturing Young Innovators: Cultivating Creativity in the Classroom, Home and Community

What to Know About Buying a Webcam

Empowering School Communities Through the Next Generation of the K-12 Maker Movement

Managing Screen Time Without Banning Technology

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Themes & Lesson Planning

25 elementary physical education lesson plans.

Almost every elementary school curriculum includes physical education. Physical activity should be a regular part of children’s lives so they can  develop their activity skills, motion, balance and overall physical fitness. 

Physical activity  not only helps children develop critical physical skills, but it also encourages healthy habits and improves educational performance .

To ensure that students receive a comprehensive physical education experience, it is  important to have well-planned and engaging lesson plans . However, even experienced teachers find it challenging to design engaging and developmentally appropriate physical education lesson plans.

Fortunately, there are many resources available for teachers to create effective physical education lesson plans.  A little creativity and planning can help teachers design lesson plans  that incorporate a variety of skills and activities, and tailor them to their students’ skills and needs.

The goal of this article is to explore the fundamentals of physical education lesson planning for elementary students. Our goal is to provide an  overview of the different types of lessons that can be used to engage students and develop appropriate fitness goals and objectives.

Whether you are a new teacher looking for inspiration or an experienced teacher updating your curriculum, this article will provide you with information and ideas that will make creating engaging and effective physical education lesson plans easier.

You will gain insights into how to integrate different types of activities into your lessons, from warm-ups to cool-downs. In general, this article will  help you plan effective physical education lesson plans that will improve the physical skills of your students  and improve their overall health and well-being.

Why Physical Education Is Important for Elementary Students?

There are several reasons why elementary students need physical education lesson plans. The first and foremost purpose of physical education is to  promote physical health and fitness .

Children can  maintain a healthy weight, develop strong bones and muscles, and reduce their risk of chronic diseases  like diabetes, heart disease, and obesity by participating in regular physical activity.

Including physical education in the school day ensures that children get the exercise they require in order to stay healthy.

Besides promoting physical health , physical education lesson plans encourage children to develop motor skills and coordination . Practicing coordination and balance while running, jumping, throwing, and catching can help children develop a greater sense of body awareness and control. 

Physical activity is also linked with mental development and consistency  that’s why developing athletic skills at a young age can also help children perform better academically.

Social and emotional development is another skill that can be promoted through physical education lesson plans . Communication, cooperation, and teamwork are among the social skills that children can develop through group activities and team sports.

During these activities, children can gain new skills, achieve personal goals and build self-esteem and confidence.

It’s a common fact that fun and engaging physical education lesson plans can  keep students motivated and active throughout the school day. 

Let alone that teaching children how to remain engaged in physical activity can help them develop healthy habits that will last a lifetime.

List of Elementary P.E Activities for your Lesson Plan

1. warm-up stretches.

Warm-up stretches are an  essential feature of any physical education lesson plan . The benefits of stretching before physical activity include  preparing the body for movement, increasing blood flow to the muscles, and reducing the risk of injury . Warming up your students with stretches can also  keep them engaged and motivated.

Your warm-up routine can be enhanced by teaching students different stretches and  having them perform them in a circuit-style fashion . During a circuit-style warm-up, students rotate through different stretches or exercises, each performing the stretch or exercise for a set amount of time before moving on to the next.

Make sure your warm-up stretches target a variety of muscle groups and body parts . For example, you might do stretches for the hamstrings, quadriceps, calves, chest, shoulders, and neck. However, keep in mind that students should also be taught  stretches that are appropriate to their age and skill level.

To make warm-up stretches more engaging add music to your warm-up stretches or incorporate partner stretches . Stretching with a partner can improve trust and teamwork skills for students, as well as provide a deeper stretch than stretching alone.

Stretching is a great way to prepare your students’ bodies for physical activity while also keeping them active and enthusiastic. Lastly, by teaching students the importance of warming up and stretching before any physical activity, you can  help them develop healthy habits  that they can carry into their future.

2. Fitness Circuit 

Incorporating a fitness circuit into a physical education lesson plan is a  great way to include a variety of exercises and activities . The intention of a circuit is to  rotate through several stations, each focused on a different type of activity or exercise.

Here is an example of a fitness circuit for elementary students:

Station 1: Jumping Jacks

Students should perform 20 jumping jacks. By performing this exercise, students will improve cardiovascular endurance and strengthen their arms, legs, and core.

Station 2: Hula Hoops

Give students hula hoops and have them practice spinning them around their waists or performing tricks with them. This activity helps develop coordination and balance.

Station 3: Lunges

On each leg, have students perform 10 lunges. By performing this exercise, students will strengthen their legs and improve their balance.

Station 4: Jump Rope

Give students jump ropes and have them jump continuously for 30 seconds. This exercise boosts cardiovascular endurance and coordination.

Station 5: Push-ups

Have students perform 5 push-ups. This exercise is ideal for building up the upper body.

Station 6: Balance Beam

Set up a balance beam and have students practice walking across it or doing other balance exercises. This activity can improve balance and core strength.

Station 7: Sit-ups

Students should perform 10 sit-ups. This exercise helps strengthen the core.

Rotating through these stations will not only improve students’ coordination, balance, and cardiovascular endurance, but will also offer a full-body workou t.

By increasing the number of repetitions or the amount of time spent at each station, you can make the circuit more challenging. If you feel that your circuit lesson plan becomes a bit boring you can switch out stations or use different equipment.

Yoga poses can be a  fun and engaging way to promote physical activity and mindfulness  in elementary school students.  It has been proven that yoga is beneficial to both mental and physical health , including increasing  flexibility, strength, and balance, and reducing stress . Here is an example of a basic yoga sequence that can be used with elementary school students:

• Mountain Pose

Students should stand tall with their feet hip-width apart and their arms by their sides. Encourage them to take deep breaths and focus on grounding themselves in the present moment.

• Downward Facing Dog

In the downward-facing dog pose, students should come down on their hands and knees, then lift their hips up and back. Practising this pose is beneficial for stretching the hamstrings, calves, and spine.

Bring students into standing and have them rest one foot on the opposite thigh, pressing their foot into the thigh while bringing their hands to their heart centre. The purpose of this pose is to improve balance and concentration.

• Child’s Pose

Get students to come down to their knees and sit back on their heels, stretching out their arms. Practising this pose helps to release tension from the back and shoulders.

By introducing students to basic yoga poses and guiding them through a sequence, you can  help them foster physical skills, mindfulness, and overall well-being . Let alone  group yoga can also foster a sense of community  and connection among students.

4. Tag Games

The c lassic and popular tag game is a great way to get elementary school students active.  Chasing after and trying to tag their peers is an excellent way to  promote cardiovascular endurance and coordination . The following are some examples of classic tag games that can be played with elementary school students:

During freeze tag, one player is “it” and tries to tag other players. When tagged, a player must freeze in place until another player crawls between their legs to “unfreeze” them. The game continues until all players are frozen.

• Sharks and Minnows

In Sharks and Minnows, one or more players are designated as the “sharks” and sit in the centre of a selected area. The other players are the “minnows” and must try to run from one side of the area to the other without getting tagged by the sharks. In the event that a player is tagged, they become a shark and help on tagging other players.

In blob tag, one player starts as the “blob” and tries to tag other players. A tagged player must help tag other players by joining hands with the blob. As more players join, the blob grows bigger and bigger until every player has been tagged.

Elementary school students can  have fun while improving their cardiovascular endurance, coordination, and teamwork skills  when they play tag games. It is also possible to modify or change the rules of these games in order to make them suitable for different skill levels and group sizes.

Additionally,  playing tag games can promote physical activity and exercise while also developing social skills like communication and sportsmanship.

5. Ninja Warrior Course

The Ninja Warrior Course is a  challenging and exciting way to encourage physical activity and develop strength, agility, and problem-solving skills  in young students.

The Ninja Warrior course is based on the popular television show American Ninja Warrior and can be set up indoors or outdoors, depending on the skill level and size of the group.

Some popular obstacles in a Ninja Warrior Course for kids involve balance beams, rope swings, cargo nets, monkey bars, and wall climbs.  By setting up a Ninja Warrior course kids can build their confidence and skills gradually as they progress through the obstacles.

Elementary school students  benefit physically and mentally  from Ninja Warrior Courses. It is a great way to  promote fitness and healthy habits, while also encouraging kids to challenge themselves and develop important life skills .

6. Football Skills 

Football is one of the most favourite and adored sports of all time. Kids love to play and chase the ball; that’s why creating a P.E. lesson plan for football will excite students. 

Football skills r efer to the physical abilities and techniques required to play football effectively . These skills include  passing, dribbling, shooting, and ball control , among others. Developing football skills requires practice, coordination, and physical fitness. 

By improving their football skills,   students can increase their enjoyment of the game and improve their performance on the field . Additionally, learning football skills can encourage physical exercise and healthy routines, while also building trust and teamwork skills.

Football Skills Lesson Plan Example

Materials: Footballs, cones or markers, goals or target areas.

Warm-up (5-10 minutes):

• Jogging: Have students jog around the field or designated area to get their heart rate up and warm up their muscles.
• High Knees: Have students jog in place while bringing their knees up to their chest.
• Butt Kicks: Have students jog in place while bringing their heels up to their butt.
• Side Shuffles: Have students shuffle to the left and then to the right, facing the same direction.
• Stretching: Have students stretch their legs, arms, and back.

Main Activity (30-40 minutes):

• Passing Drills: Divide students into pairs and have them practice passing the ball back and forth to each other. Encourage them to use the inside of their foot to pass the ball accurately.
• Dribbling Drills: Set up a course using cones or markers and have students dribble the ball through the course, using both feet to improve their coordination and control.
• Shooting Drills: Set up goals or target areas and have students practice shooting the ball into them. Urge them to use proper techniques, such as planting their non-kicking foot next to the ball and following through with their kicking foot.

Cool Down (5-10 minutes):

• Walking: Have students walk around the field or designated area to bring their heart rates back down.
• Static Stretching: Have students stretch their legs, arms, and back to prevent muscle soreness and improve flexibility.

7. Noodle Hockey 

The game of noodle hockey is a  great way to expose children to hockey and help them build their physical fitness and agility.  The soft and less rigid nature of pool noodles makes the game safer and less likely to cause injury; that’s why they are excellent for an elementary physical education activity.

In addition, the use of foam balls as the puck allows for a lighter and easier-to-handle object, making it accessible for young children to participate.

Including noodle hockey in elementary physical education courses or after-school activities  can encourage communication and teamwork . The game  provides children of all skill levels with a fun and inclusive environment for them to enjoy and develop a love of physical activity.  

Noodle hockey is an excellent way to introduce children to the fundamentals of a popular sport while teaching them about staying active.

8. Balloon Tennis

Another enjoyable activity for physical education classes in elementary school is balloon tennis. Regardless of the season, physical education teachers can  easily set up the game, use minimal equipment, and play it indoors or outdoors.

During balloon tennis, children can  exercise and develop their motor skills, coordination, and reflexes while having fun . This low-risk activity uses a balloon instead of a ball, so children can  learn the basics of tennis without being injured or frustrated  by the traditional tennis ball and racket.

Furthermore, balloon tennis  can be   played in groups or pairs , allowing children to develop communication and teamwork skills. It is also possible to modify the game rules so that it is accessible to students of all skill levels.

In general, balloon tennis is a  safe and fun way to teach children the fundamentals of popular tennis sport.

9. Fitness Dice

Fitness dice is a  fun and interactive way to encourage physical activity  in elementary schools. These  large foam dice have different exercises and movements printed on each side , such as jumping jacks, lunges, and push-ups. S tudents roll the dice and then perform the exercise indicated on the side that faces up.

Fitness dice can be used in a variety of ways in elementary physical education classes.  Teachers can use them as part of a warm-up routine or as a way to break up the monotony of traditional exercises.  They can also be used in group activities or as a fun way to introduce new exercises and movements to students.

Using fitness dice in elementary schools encourages physical fitness and helps children formulate coordination, balance, and dexterity. Additionally, because the dice provide a variety of exercises, students can exercise different muscle groups and improve their overall fitness levels.

Fitness dice are also a great way to make physical activity more fun and engaging for children . They  can be used as part of a game or challenge, and students can compete with one another  to see who can complete the exercises the fastest or with the most accuracy.

Overall, fitness dice is a versatile and useful tool for boosting physical training and improving fitness levels in elementary schools. The foam dice exercise can provide a fun and interactive way for children to engage in physical activity and develop important motor skills and coordination.

10. Jump Rope

Jump rope is a  traditional and widely used physical exercise  that can be integrated into elementary school physical education plans. Students can benefit physically and mentally by learning basic jump rope skills and practising in groups or individually.

The jump rope activity c an improve students’ coordination, balance, and cardiovascular fitness.  By playing this game – activity students can also gain a  better sense of rhythm, timing, and spatial awareness . A fun and engaging activity like jumping rope can also  help students relieve stress and improve their mood.

To teach elementary students jump rope skills,  you should start with basic jumps such as the two-foot jump and then progress to more advanced jumps like the cross-over and double-under . To make the activity more exciting and varied, teachers can include jump rope games, such as Double Dutch.

It’s a  versatile activity for all weather conditions , as you can game both indoors and outdoors. Additionally, the jump rope  can be easily modified to suit different skill levels and abilities , making it accessible to everyone.

Including dance in an elementary school fitness education plan is an amazing way to inspire students to engage in physical activity while also delivering a fun and innovative source for self-expression.  Introducing a simple dance routine and having students perform it together can offer a range of physical and mental benefits.

Dance delivers a full-body exercise that can improve cardiovascular fitness, strength, balance, and coordination . It can also improve flexibility, posture, and body awareness. Moreover, dance is an imaginative and expressive training that  can assist students to build confidence, self-esteem, and social skills.

When teaching a dance routine to elementary students,  it is important to choose music and choreography that are appropriate for their age.  Teachers can also include different styles of dance, such as hip-hop, jazz, or ballet, to r eveal students’ different workout/dance techniques.

Dance can be performed both indoors and outdoors, making it an adaptable activity that can be adjusted to all spaces.  It can also be altered to suit different group sizes, making it an inclusive activity for all students.

In summary, mixing dance into an elementary school physical education plan is an  excellent way to encourage physical wellness, creativity, self-expression, and social skills .

By teaching a simple dance routine and encouraging students to perform it together, teachers can help students improve their physical and mental well-being while also having fun.

12. Heads or Tails

Heads or Tails is an exciting and easy physical exercise that can be used by elementary school physical education teachers to get students engaged and active during class time.  All that is needed to play this game is a coin and a list of physical activities for students to perfor m.

To play Heads or Tails, pairs of students are given a coin and take turns flipping it.  If the coin lands on heads, the first student in the pair chooses an activity from the list and the pair performs it together . If the coin lands on tails, the second student in the pair chooses an activity.

The list of physical activities can be tailored to the age and skill level of the students and can include a variety of exercises such as jumping jacks, push-ups, squats, or lunges . By allowing students to choose their own activities, they are more likely to be engaged and motivated to participate.

Heads or Tails is a great way to get students warmed up and ready for other fitness lessons . It is also a perfect activity for days when there is limited time for lesson prep. Additionally, this game helps to improve coordination, balance, and other physical skills.

Heads or Tails is a simple and practical physical activity that can be used by elementary school physical education teachers to engage students and get them moving. 

13. Cone Race

The cone race is a fun, engaging activity that is great for children in first grade and younger. By playing this game,  students will improve their hand-eye coordination, motor skills, and colour recognition .

The activity involves  placing cut-up pool noodles over tall plastic pipes  or broom handles inserted into cones to hold them steady.

To play Cone Race, students are divided into teams and given a set of pool noodles that have been cut up into small pieces.  The goal of the game is to match the coloured noodles with the corresponding cones . The team that matches all its noodles to the cones first wins.

For this fitness lesson,  students must focus on their hand movements and the placement of the noodles  as they place the cut-up pool noodles over the tall plastic pipes or broom handles.

A cone race is a great way to get young students moving and engaged in physical education. Regardless of class size or skill level, it is simple to set up and adaptable. Overall,  the Cone Race is a great way to promote physical activity and help young children develop their motion and mental – thinking skills.

14. Parachute Fun

Parachute games are a fun and exciting way for elementary students to learn about  teamwork, coordination, and motor skills . Here is a lesson plan for a parachute game that can be used in an elementary PE class:

Objectives:

• Students will learn to work together as a team.
• Students will develop gross motor skills.
• Students will have fun and stay active.
• Large parachute
• Balls or beanbags
• Warm-up: Have students stand in a circle around the parachute. Begin by keeping everyone hold onto the parachute with one hand and doing some light stretches with the other hand. Then, have them switch hands and repeat the stretches.
• Introduce the game: Present to the students that they will be playing a game with the parachute. Have them practice lifting and lowering the parachute as a group.

Game 1 : Ball toss. Place some balls or beanbags in the middle of the parachute. Have the students lift and lower the parachute to toss the balls into the air and then catch them on the parachute.

Game 2 : Parachute popcorn. Have the students lift and lower the parachute quickly to make the balls or beanbags “pop” up like popcorn.

Game 3 : Switch sides. Divide the students into two groups and have them stand on opposite sides of the parachute. On the count of three, have each group lift the parachute and walk towards the other group until they have switched sides.

• Cool down: Have the students gather around the parachute and take turns saying one thing they liked about the game.

Variations:

• Change the number of balls or beanbags used in the games.
• Change the movements of the parachute (e.g., waving, shaking, twisting).
• Add in more complex games like “shark attack” where students must run under the parachute without getting tagged by students holding it.

Parachute games are a great way to  get students excited about PE  while teaching them valuable skills like teamwork and coordination. By incorporating fun and interactive games like these into PE classes, students are more likely to  develop a lifelong love of physical activity.

15. Olympic-Style Events 

Olympic-style events can be a great way to engage elementary students in physical education and  teach them about the importance of sportsmanship, cooperation, and determination .

These events can be created to be age-appropriate and can be  adjusted to suit the skill levels  and capabilities of each individual student.

Some examples of Olympic-style events that can be integrated into elementary  physical education   lesson plans include relay races, obstacle courses, long jump competitions, and mini-triathlons .

Students can be teamed into groups and allowed to contest against one another, with medals or ribbons awarded to the winners.

In addition to the physical benefits Olympic-style events, can also provide an opportunity for  students to learn about different countries and cultures .

The Olympics is a global event that brings together athletes from all over the world, and elementary students  can learn about different countries and their traditions through classroom discussion s and research projects.

Overall, Olympic-style events can be a joyful and fascinating way to  encourage   physical activity and teach important values  to elementary students. By incorporating these events into physical education lesson plans, teachers can help students formulate a lifelong love of sports and physical fitness.

16. Basketball Skills 

Basketball is a famous sport that can make students excited about physical education. Here are some basketball skills that can be integrated into an elementary physical education lesson plan:

• Dribbling : Familiarize students with the basics of dribbling, including proper hand placement and dribbling techniques. Have them practice dribbling in a specified area or through an obstacle course.
• Shooting : Introduce students to fundamental shooting techniques, such as the BEEF (balance, elbow, eyes, follow-through) approach. Have them practice shooting baskets from various spots on the court.
• Passing : Train students how to properly pass a basketball, including chest passes, bounce passes, and overhead passes. Have them practice passing to a partner or through an obstacle course.
• Defence : Teach students primary defensive techniques, such as guarding an opponent and blocking shots. Have them rehearse these techniques in one-on-one or small group drills.
• Gameplay : Separate learners into teams and have them play an altered game of basketball. Make sure to highlight the significance of good sportsmanship and teamwork.

By incorporating these basketball skills into a physical education lesson plan, elementary students can grow their coordination, teamwork, and sportsmanship skills, all while having fun and staying active.

17. Volleyball Skills 

Volleyball is a famous team sport played worldwide, and it is also a great way to enhance physical wellness and develop teamwork skills. In elementary physical education classes, students can be introduced to the basics of volleyball and learn skills such as serving, bumping, setting, and spiking. 

By incorporating volleyball skills into lesson plans, teachers can help students develop their hand-eye coordination, motor skills, and communication skills.  Volleyball can be played with varying levels of intensity, making it adaptable for different age groups and skill levels.

• Students will be able to execute basic volleyball skills such as passing, setting, and serving.
• Students will be able to work collaboratively with their peers to accomplish a common goal.
• Students will learn the importance of communication and teamwork in a sports setting.
• Volleyballs
• Cones to mark boundaries
• Students will participate in a brief warm-up that includes jogging, jumping jacks, and stretches.

Skill Instruction

• The teacher will instruct students on how to perform basic volleyball skills such as passing, setting, and serving.
• Students will practice each skill individually, then work in pairs to practice passing and setting to each other.
• Students will divide into teams and play an altered version of volleyball that concentrates on practising the skills they learned.
• Teams will work to pass, set, and serve the ball over the net to score points.
• The teacher will observe and provide feedback to students to help them improve their skills.
• Students will participate in a brief cool-down that includes stretching and reflection on what they learned during the lesson.

Assessment:

• The teacher will assess students’ progress in performing basic volleyball skills during the gameplay portion of the lesson.
• The teacher will also assess students’ ability to work collaboratively with their peers and communicate effectively during the gameplay portion of the lesson.
• For advanced students, the teacher can introduce more complicated volleyball skills such as spiking and blocking.
• Students can make their own individual versions of the game to practice various skills.
• The teacher can include a discussion about sportsmanship and fairness in sports.

18. Hula Hoop

The Hula hoop is  an adaptable object that can be utilised for a broad range of physical activities in elementary schools . It can help children develop their  teamwork, balance, and motion skills , while also promoting cardiovascular health and endurance. In physical education classes, hula hoop games can be incorporated in many ways, including:

• Hula Hoop Relay

Divide students into teams and have them race to pass a Hula Hoop down the line as fast as possible. Each line of students stands in a line and holds a Hula Hoop. Upon receiving the signal, the first player passes the Hula Hoop to the next in line without letting go. The game continues until the last player in each line reaches the end and crosses the finish line.

• Hula Hoop Tag

This fun game twists the classic game of tag. To play the game Hula Hoops must be worn around students’ waists as they run around a designated area. The student who is “it” tries to tag the other students with their Hula Hoop. Students must also hold their own Hula Hoop once they are tagged and attempt to tag others.

• Hula Hoop Toss

An excellent game for developing hand-eye coordination. Each student tosses a Hula Hoop to a partner in a circle. A Hula Hoop must be kept moving around the circle without being dropped. If you want to make the game more challenging, try adding a second or third Hula Hoop.

• Hula Hoop Obstacle Course

 Use Hula Hoops to create an obstacle course. In order to complete the game, the students finish the course without touching the Hula Hoops. This game is a great way to develop balance and agility.

Students can engage in physical activity and promote their overall health and well-being through hula hoop games and activities. In general,  children can learn healthy habits that will last a lifetime by engaging in fun and exciting physical activities  and moving their bodies.

19. Rock Climbing 

Rock climbing c an be an exciting and innovative activity to add a physical activity lesson for elementary students . It’s an activity that not only boosts  physical strength and endurance but also helps students to build their problem-solving skills. 

One perfect way to introduce rock climbing to students is by adding to your course equipment a bouldering wall in the gymnasium or in an outdoor space.  Start by teaching students the basic techniques of climbing and bouldering , like footwork and handholds, and progress to more difficult courses as they earn experience and confidence.

As a teacher , you can also use a portable climbing wall that can be easily set in any space . Those walls are made to be perfectly safe and user-friendly for children and can be adapted to all skill levels and ages. 

However,  keep in mind that this sport is a bit more dangerous and demanding that’s why proper supervision and equipment   should always be in place . By using a climbing wall you will help students to develop both physical and mental skills.

20. Scooter Board Activities

Scooter boards are  small boards with wheels that can be used for a variety of physical activities . Scooter board activities can be an  innovative lesson  to add to your physical education lesson plan as elementary students can be  taught valuable skills like balance, coordination and teamwork skills . There are many scooter board activities that can suit all skill levels and ages.

Some  famous scooter board activities are relay races, obstacle courses, and target games . For relay races, students can contest in teams and check who can finish the course in the fastest time, while also sitting or lying on the small scooter boards.

Obstacle courses can be set up using cones, hurdles, and other tools to challenge students’ balance and motion skills. Target games can include actions like rolling a ball or beanbag onto a target while seating on a scooter board.

Scooter board activities can be  adjusted for all ages and skill levels . They are a versatile option for physical education teachers who are tired of using the same traditional games. 

They can be utilises as an exciting break from classic sports and games , while still providing useful physical activity and skill development opportunities.

21. Sack Races

Sack races are a  classic physical activity that elementary school students can participate in and have fun while exercising . This activity involves students standing inside a large sack or pillowcase and jumping toward a finish line .

A student wins the race if he or she crosses the finish line first . Everything is a matter of speed, balance and coordination skills

A sack race is not only a fun and entertaining activity, but it  can also provide a number of physical perks . The purpose of sack games is to develop  fine control skills, coordination, balance, and leg strength.  The distance and size of the sacks can also be  adjusted for students of different ages and skill levels.

For a more challenging activity, you can  use obstacles such as cones or hoops and let students race through them . Relay races can also be incorporated, where students pass the sack to each other before sprinting to the finish line. Generally, sack races can be a great way to get elementary students active and involved in physical education.

22. Kickball

Kickball is a  traditional physical education activity that is used in elementary schools for years.  Kickball is a simple twist of the classic baseball game.

The game involves kicking a large rubber ball instead of the traditional baseball one. T he game is played outdoors with four bases and a pitcher, and the purpose is to score runs by running around the bases after kicking the ball.

Kickball is an amazing activity that helps students  grow their fitness levels and physical skills, like strength and agility.  It is a game that also promotes more  personal skills like teamwork and sportsmanship , as students must play together to win the game while following the rules.

If you want to make the game more difficult there are plenty of variations that can be added. Apply some different rules for the base running or use different types of balls. Kickball games can be played in indoor and outdoor spaces making it an excellent choice for all elementary schools.

23. Wall Ball

Wall Ball is an easy and  exciting activity for elementary school students that can be played both indoors and outdoors . It is an amazing way to enhance  hand-eye coordination, throwing and catching skills, and overall fitness.

The game  involves throwing a ball against a wall and catching it before it hits the ground or bounces off  in an unexpected direction. Students can play this game individually or in teams, and the rules can be changed based on their age and skill level.

Wall Ball can be played with different types of balls such as tennis balls, rubber balls, or foam balls.  It is an easy and accessible game that requires minimal equipment and can be adapted to fit the available space and resources.  

Wall Ball also provides a chance for children to engage in friendly competition and practice sportsmanship. With the proper equipment and supervision, Wall Ball can be a safe and enjoyable activity for elementary students of all skill levels.

24. Topple Tube

Topple Tube encourages teamwork and strategic thinking through fun and engaging gameplay.  Students must be divided into teams in order to play the game.  Each team must flip its coloured cups to be on top of its opponents’ coloured cups in order to win the game.  The cups are placed on top of tall poles or tubes, making it challenging for players to reach them.

In this game,  two teams are formed, and each team is given a set of cups of a specific colour.  Afterwards, the players scatter around the playing area, flipping cups to the colours of their teams. Depending on the equipment available, you can use either plastic cups or wooden blocks with different colours on each end.

In order to flip the cups effectively, the players must strategize and communicate with each other.  To succeed in the game, they must also be quick on their feet and have good hand-eye coordination.  By the end of the game, the team with the most cups flipped to the colour of their team wins.

The Topple Tube is an excellent physical education activity for elementary school students. As well as promoting physical activity and hand-eye coordination,  Topple Tube promotes teamwork, communication, and strategic thinking skills.

25. Portable Balance Games

Portable balance games are  a great way to challenge elementary school students’ balance and coordination skills.  To play the games you  only need some buckets  in order to create the course and  place them upside-down .

The upside-down buckets can be modified to fit students of all skill levels since they can walk along them at their own pace.  If you want to make the activity more challenging, arrange the buckets in a zig-zag or curvy pattern . In order to navigate the bucket course, students will need to use their balance and gross motor skills in different ways.

Another  great feature of portable balance games is that they can be positioned indoors or outdoors . As a result, it is an excellent option on days when the weather may prevent outdoor activities or for classrooms with limited space.

In addition, the buckets are a  low-cost and convenient option for physical education lessons  on a budget since they can be easily stacked and stored.

In conclusion, physical education is a critical element of a well-rounded education.  It encourages physical exercise, teamwork, sportsmanship, and overall health and wellness . With the increasing prevalence of technology and passive lifestyles, it is more important than ever to foster children to engage in physical activity.

The 25 elementary physical education lesson plans listed above are just a few examples of the many activities and games that can be used to boost physical activity and learning.  As an instructor though you can form your own lesson plans  based on the requirements and interests of your students.

By making physical education fun and engaging, we can help children create a lifelong love of physical activity and healthy living . Let’s continue to prioritize physical education in our schools and communities, and encourage children to lead healthy, active lives.

Jessica Elrajan

Jessica Elrajan has been in the field of education for the past decade. She has taught all grade levels from Kindergarten through 5th grade (and some twice!). Jessica also wrote an ELA Curriculum for Elementary school students that has been implemented district-wide for six international schools in Asia and the Middle East. More about Jessica

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Lessons about ‘fake news’ are indoctrination masquerading as education

Labour is exploiting the unrest to bring politics further into the classroom.

Joanna Williams Columnist

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One of the most shocking things about the outbreak of violence and disorder that has recently hit Britain is that some of those involved were just children. As miscreants have been hurriedly hauled up before judges, we now know that far from being ruthlessly organised fascists, many of the rioters seem to have been bored, mindless teenagers . In some cases, they were barely out of primary school.

On Monday this week, a 12-year-old boy who had attended two different riots appeared in court where he pleaded guilty to violent disorder. The judge announced that he was ‘more involved in the violence and disorder than any other defendant I’ve seen coming through these courts, adult or child’. On the same day, another 12-year-old boy was similarly charged. A 13-year-old girl is due to appear in court today. If their mums are to be believed , some of these adolescents simply got carried away in the moment. Others, like the 15-year-old from Hull who stole a tray of food from Greggs , or the 16-year-old who made off with £19,000 worth of vapes , clearly saw an opportunity they couldn’t resist. It’s hard not to conclude that some of these kids would be better served by a clip round the ear than a criminal record.

Of course, the overwhelming majority of teenagers have not spent the school summer holidays rioting. Those currently being made an example of in courts of law represent only a handful of the UK’s children. But it is still important to ask questions about the phenomenon of the teen rioter. It is ridiculous to think these kids represent a burgeoning fascist threat. Clearly, they do not. Likewise, it is hard to imagine they were compelled to nick sausage rolls by news about the tragic events in Southport . Instead, the looting and stone throwing speak to a nihilistic sense of alienation from their communities. Many of these teenagers were not engaging in hard-right protests, they were having a collective tantrum.

Unfortunately, it seems that many adults are determined to draw precisely the wrong lessons about teen rioters. Take Labour’s education secretary, Bridget Phillipson. In response to the recent disorder, she wants schools to teach children how to spot extremist content and fake news online . She wants lessons in regular subjects like English and maths to ‘arm’ pupils against ‘putrid conspiracy theories’. She wants children as young as five to be taught how to identify ‘misinformation’. Yet the idea that a few lessons in spotting fake news will transform rogue teens into upstanding citizens is laughable.

Worse, Phillipson seems to assume that the distinction between ‘fake news’ and ‘truth’ is so obvious it can be taught to five-year-olds. But the school curriculum itself is hardly immune to quackery. In recent years, plenty of children have been taught that sex is randomly assigned at birth rather than being a biological fact determined by a person’s chromosomes. Would Labour teach pupils to spot this ‘misinformation’? All the signs suggest no. The Tories’ ban on teaching gender ideology has been placed under review . This means that if Phillipson gets her way, teachers could spend the morning warning children of the dangers of fake news and the afternoon telling them that men can become women. We can all decry the lies and rumours that were spread in the wake of the Southport atrocity, but it’s hard not to escape the suspicion that the distinction Phillipson wants to draw between ‘misinformation’ and ‘truth’ is simply whether ideas conform to her and her pals’ worldview more broadly. Lessons in fake news will hasten the blurring between education and indoctrination.

Riots, race and multiculturalism

This is not to say schools have no role to play in preventing future public disorder. Good schools give pupils a knowledge-rich curriculum to provide the foundation for critical thinking and some sense of a national story that all can unite behind. Young people need teachers, as subject experts, to be authoritative and set high standards for both learning and behaviour. Perhaps more than anything, they need politics to be left at the school gate. Phillipson promises none of this.

The politicisation of education has already done a lot of damage. Just a couple of years ago, during lockdown, today’s teenagers were shut out of schools, sports clubs and community centres. Social bonds and obligations were discarded. Then came the Black Lives Matter protests. Their message was that All Cops Are Bastards . Instead of challenging this, schools reopened with BLM-inspired curricula. They gave lessons in white privilege – including to children who saw little prospect of ever landing a decent job or house. None of this has been exactly conducive to social cohesion.

Rather than changing course, the new government wants to double down on political indoctrination, with a deranged plan to instruct all five-year-olds in the perils of misinformation. None of this is in the best interests of children. And it will certainly do nothing to prevent another round of riots.

Joanna Williams  is a  spiked  columnist and author of  How Woke Won . She is a visiting fellow at  MCC Budapest . Read her new report,  Sexualising Children? The Rise of Comprehensive Sexuality Education ,  here .

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Lesson Plan

All about me: i like myself, view aligned standards, learning objectives.

Students will be able to draw a visual representation of an object, person, or activity. Students will be able to write a three word sentence.

Introduction

• Have all students sit in a circle around a carpet. Hold a ball and tell the students they will be introducing themselves to their classmates by saying their name and stating their favorite thing to do.
• Start the exercise by introducing yourself and stating your favorite thing to do. Pass the ball to the next person, encouraging them to do the same.
• Explain that today, students will be getting to know more about their classmates.

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The Three Little Pigs

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Leading with Purpose: Lessons from My Initial Years as a College President

Since becoming a college president, students and community members frequently have asked me what the day in the life of a college president entails. With a smile, I respond that, as a college president, I am responsible for ensuring that our institution fulfills its institutional mission by providing our faculty and staff with the high-quality resources to support their service to our students who have entrusted us with their dreams and aspirations. I work to ensure that every person who serves our institution, no matter their role, understands they are an educator and that every educator at our institution serves a significant purpose in advancing our students and community. Furthermore, I share that I have a responsibility to ensure each of our educators has a working environment that is respectful, caring, inclusive, equitably empowering, transparent, and accountable to all. I ensure that our policies, guidelines, and regulatory responsibilities are upheld in the highest regard and that every action we take as an institution is directly aligned with advancing our institutional strategic plan. Lastly, I ensure that our institution is financially responsible, sustainable, and unwavering in our commitment to the equitable success of every student we serve.

Reflecting on my presidential journey thus far, I understand I have a long way to go, much more to learn, and so much more to experience. However, in the spirit of supporting those who serve in the presidency and those preparing to serve in this critical role, here are five crucial lessons the first three years of the college presidency have taught me:

Be intentional about how and with whom you spend your time. As a college president, your name is a brand, and your physical presence in any space serves as the leading representative for your institution’s students, faculty, staff, and stakeholders. Be intentional about how you represent your personal brand and your institution at conferences, mixers, in the community, and even on vacation. People that you’ve never met know who you are. Make sure they see a strong example of integrity and trustworthiness. You are the institutional mission in action.

Be careful what you’re willing to sacrifice. Leadership begins at home. Don’t invest more in an institution, board, or organization than you’re willing to invest in your own family. Just as you strategically plan for the success of your institution, strategically plan for the strength and advancement of your spouse/significant other, your children, and those you love.

Be knowledgeable of what your presidency requires. Every college presidency is not the same. I have been amazed at the number of presidents who were presidents when I first began my presidency three years ago who are no longer presidents. In confidence, many have shared what can be best described as a lack of awareness of their jobs’ political, operational, and cultural realities. Ultimately, there was a disconnect between how they wanted to approach their presidency and what that institution expected and/or needed.

Be aware of what season your institution is experiencing and what season is on the horizon. Former U.S. Secretary of Defense Donald Rumsfeld may have said it best. “As we know, there are known knowns; there are things we know we know. We also know there are known unknowns; that is to say, we know there are some things we do not know. But there are also unknown unknowns — the ones we don’t know, we don’t know.” As an institution searches for its next president and publishes information regarding its presidential search, there is what the institution understands about itself and what it is globally unaware of. All those known and unknown realities become your responsibility as the college president once you accept the role. Perform due diligence, seek wisdom, pay attention, secure support, and keep your college informed.

Be purposeful about where you seek community and validation. When I first became a president, I was so excited about finally being able to attend meetings and conferences exclusively dedicated to and created for presidents. Sadly, I found some of these spaces to be platforms for presidents to brag about their contracts, trade horror stories of the college presidency, bash members of their college community, compare and compete with their colleagues, and politically posture themselves for acceptance into exclusive groups or the next available career opportunity. Needless to say, I won’t be attending those events anymore or for quite some time with the hopes for change. I urge you not to waste time in these spaces or seek the validation of those who thrive there. Know your value and understand your worth.

The college presidency is a beautiful responsibility. Yes, the role has its challenges, and it is evolving rapidly as society steers higher education into its next era of existence. However, I encourage you to maintain a proper perspective in every situation, prioritize your wellness, and embrace our privilege to serve as educators.

Dr. Mordecai Ian Brownlee is president of the Community College of Aurora in Colorado.

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Jenna Bush Hager Shares How Husband Henry Is Teaching Their 3 Kids Valuable Lessons with an Ice Cream Stand

Bush Hager and her husband are parents to daughters Mila, 11, and Poppy, 9, as well as son Hal, 5

Jenna Bush Hager/Instagram

Jenna Bush Hager's husband is teaching their kids a valuable lesson.

On a Thursday, Aug. 15 episode of Today with Hoda & Jenna , the mom of three, 42, shared that her husband Henry Hager is attempting to teach their kids some life lessons with the help of ice cream. "Henry Hager started the tradition of the ice cream stand that my kids do," Bush Hager began.

"They went to the fancy Mad Martha's and he was like, 'This place is so expensive! Watch this. Let's go over to Safeway and buy the same amount in money of ice cream that we spent on the scoops and then let's sell it for'...they gave it to a charity, a great charity," Bush Hager remembers.

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The Today co-host is mom to daughters Mila, 11, and Poppy, 9, as well as son Hal, 5.

"'But let's do it, and let's see how much we can make,'" Bush Hager remembers her husband saying.

"Henry...he's teaching lessons," Hoda Kotb responds. "That's a good one."

Earlier this month, Bush Hager spoke with PEOPLE about how her older daughter Mila is preparing for the back to school season as she starts middle school.

"She's excited, but I think she knows it's a different time ahead. I think we talk so much about  how hard middle school is . I try not to impose that label on it for her because who knows? Maybe it won't be hard for her," Bush Hager shared. "But I also want her to know that she has a soft place to land  in case it is hard ."

"She is excited, though. I think she's excited to have more independence. She is excited to advocate for herself a little more. But gosh, it's so wild," she continued.

"It's just such a memorable time for all of us for so many different reasons, and so I think the main thing we try to be is just there for her so that if things are easy or things are hard or there's friend stuff, she has a place where she can come without judgment and talk to us."

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Education | Brooklyn principal ousted after flap over Gaza…

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Education | brooklyn principal ousted after flap over gaza lesson plan says she spoke out ‘against injustice’.

More than 100 parents in Crown Heights have signed a petition calling for the reinstatement of Principal Valerie Macey at P.S. 705 Brooklyn Arts and Science Elementary School, which made headlines last school year over lessons on the Israeli-Palestinian conflict that were seen as being critical of Israel . The school in June also hosted its fourth annual Pride parade.

The reason for her dismissal, however, was not clear. Macey’s public comments were vague, and education officials say they can’t discuss it.

“My time as your principal is coming to an abrupt end. This isn’t a farewell; it’s a battle cry,” Macey, a veteran employee of the Education Department for more than 25 years, wrote in a since-deleted post this month. “I have crossed paths with those who value conformity over courage, and silence over truth. I have been pushed out for daring to speak out against injustice, for calling out oppressive behaviors that have no place in our school.”

Families who signed the petition said they were “shocked to learn of the sudden and unexpected dismissal” of their principal, with little explanation from the school district.

“We’re 100% behind Ms. Macey,” said Chio Valerio-Gonzalez, a parent of two P.S. 705 students , one starting kindergarten; the other third grade. “I don’t understand what could she have possibly done. We were told no criminal activity, no children put in harm, so it’s just hard for me to understand what this reason is that I’m not allowed to know — but should trust — for removing somebody.”

When one of Valerio-Gonzalez’s children was facing a health scare, “trying to navigate this weird thing for a child figuring out what their own mortality means,” Macey started a cheerleading team. She credited the squad with restoring her daughter’s self-esteem.

“I haven’t been able to tell my little girl Ms. Macey isn’t going to be there anymore,” she said. “I think she’s going to be absolutely devastated.”

Macey was hired as principal just months before the pandemic, when she became a national media darling for her communication with families and enthusiasm for the job. During the 2021-22 school year, when students returned to classrooms, most for the first time since lockdown, Macey rolled out a 30-foot red carpet from Amazon — a reopening so extravagant that it was featured in Curbed.

Under her leadership, P.S. 705 moved from a school designated as in need of “comprehensive support and improvement” to good standing, state education records show. She revamped a popular dual-language program with Spanish and launched 3-K in the building.

This academic year, the school was pushed back into the spotlight when a pro-Israel group posted a lesson plan on Palestine by a pair of third-grade teachers. One of the staffers on social media thanked an education company called “Woke Kindergarten” for the resources, which included a remix of the children’s ditty “Wheels on the Bus” to refer to the wheels on an Israeli tank.

No evidence was found if the P.S. 705 teachers taught the tune, but the New York Post picked up the story in January — touching off a tense period for the school as digital billboard trucks targeted the two teachers named in the article.

In June, the school hosted a LGBTQ+ pride parade around the block, according to social media posts, with a fashion show, lip sync contest and a drag performance to follow. Children decorated colorful signs, proclaiming: “love is love,” “I am who I am and that’s who I’ll be,” and “we are all equal.”

Meanwhile, P.S. 705, and the school district in which it’s situated, faces headwinds.

Enrollment in School District 17, a gentrifying area spanning Prospect Heights, East Flatbush and Crown Heights, has decreased by 16% over the last five years, district data show — a sign of more families with children are leaving the increasingly unaffordable neighborhoods.

Of New York City’s 32 geographic school districts, the Central Brooklyn district has the largest number of low-enrolled schools, putting it in a uniquely tenuous position. While small schools can foster a strong sense of community, they may be expensive to operate with redundant overhead costs and have to restrict programming with limited per-pupil funding .

On a list of low-enrolled schools is Brooklyn Arts and Science Elementary School, where the student body has shrunk by 41% over the last five years, according to the district.

Spokespeople for the Education Department would not comment on personnel matters, but added the employee has been treated fairly.

“Any claim to the contrary is unfounded,” press secretary Nathaniel Styer said.

The principal’s union did not return multiple requests for comment. Macey, still an Education Department employee, said she needed to seek legal counsel to speak on the record. She did not return subsequent requests for comment but is listed on her LinkedIn profile as open to work.

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Sunday schools or Texas public schools? Report questions Christianity in proposed lessons

Texas freedom network published a report questioning the emphasis of christianity in lessons as lawmakers debate religion in classrooms..

5:40 PM on Aug 15, 2024 CDT

Christianity is infused throughout proposed Texas public school lessons more than other world religions, according to a new Texas Freedom Network Education Fund report.

The state’s proposed instructional materials for elementary schoolers includes stories that lack religious balance, are at times inaccurate and appear to go out of its way to work the Bible into lessons, the examination found.

“The curriculum tends to promote Christianity over other religions and, in some cases, presents Biblical texts in a manner more appropriate for Sunday school than public schools,” said religious scholar David Brockman, of Rice University’s Baker Institute for Public Policy.

Brockman reviewed the learning materials for students in kindergarten through fifth grade, which included the teacher guides and student readings.

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The report comes days after a heated exchange among state legislators over the role of religion in Texas schools. They discussed whether the lessons could violate the idea of the separation of church and state during a House Public Education committee hearing.

Related: School choice, Christianity in Texas lessons debated as children return to class

Rep. James Talarico, D-Austin, questioned Education Commissioner Mike Morath on the amount of Christian stories and how it could cause Jewish, Muslim or Hindu students to feel excluded.

“There is a difference between teaching and preaching,” the lawmaker, a former teacher, said.

One of his Republican counterparts pushed back, saying such lessons are what parents crave.

“The simple truth is that all world religions did not have an equal impact on why we’re here today,” Rep. Matt Schaefer of Tyler said. “I don’t think we should ever be ashamed of mentioning the name of Jesus in our curriculum, or shying away from the role of Christianity in developing this country.”

TEA officials say that religious context can give students the ability to more deeply understand literary references and historical events.

“Religious source material is shared in the context of historical knowledge building and in a manner appropriate for a public-school setting, not to proselytize or present one religion as superior to another,” agency spokesman Jake Kobersky said in a statement Thursday.

The lessons are under review, and the agency is taking feedback.

“If someone suspects a lesson is factually inaccurate or biased, we encourage them to provide that feedback and cite why,” Kobersky said. “TEA is reviewing each bit of feedback received to ensure the materials are of highest quality and free from error or bias.”

Texas Freedom Network staff said it was important to probe the proposed lessons because instructional materials adopted in this state can have national implications.

“As we all know, what happens in Texas never stays in Texas,” said Emily Witt, a spokeswoman for the left-leaning organization.

Brockman noted that the instructional materials whitewash the past.

“It consistently downplays what is — though it grieves me as a Christian to acknowledge — the well-documented history of Christians’ involvement in injustice and oppression,” he wrote in the report.

In a Thursday news conference, speakers tied the lesson plans to national politics and the way some conservative politicians are pushing for more religion in public schools. Recent examples include Texas legislation to allowing chaplains to work as counselors and a proposal to hang the 10 Commandments in all classrooms.

They emphasized that Ben Carson, the former Republican presidential candidate, is on the advisory board for these instructional resources.

Speakers urged the State Board of Education to reject the lesson plans when they vote on them in November.

Texas schools have latitude in selecting lesson plans and can source their materials from a range of publishers. Local districts would not be required to use the state’s product. However, if the state board gives the lessons its stamp of approval, districts could get a stipend for utilizing them.

Also Thursday, the Texas Public Policy Foundation, a conservative think tank, released a survey that found nearly two-thirds of Texans support the inclusion of historical religious stories in the state’s instructional materials.

The poll, taken in late July, surveyed 801 registered voters and had a margin of error of 3.5%.

“The survey also shows that Texans generally agree that religious texts or primary sources, such as the Bible and other religious texts, can help students better understand the development of Western civilization,” the group wrote in a news release.

The DMN Education Lab deepens the coverage and conversation about urgent education issues critical to the future of North Texas.

The DMN Education Lab is a community-funded journalism initiative, with support from Bobby and Lottye Lyle, Communities Foundation of Texas, The Dallas Foundation, Dallas Regional Chamber, Deedie Rose, Garrett and Cecilia Boone, The Meadows Foundation, The Murrell Foundation, Solutions Journalism Network, Southern Methodist University, Sydney Smith Hicks and the University of Texas at Dallas. The Dallas Morning News retains full editorial control of the Education Lab’s journalism.

Talia Richman , Staff writer . Talia is a reporter for The Dallas Morning News Education Lab. A Dallas native, she attended Richardson High School and graduated from the University of Maryland. She previously covered schools and City Hall for The Baltimore Sun.