Erin Bown
West Chester University 3E Institute
Student Teacher Educator 500-Spring 2011
“Games Around The World”
Project Description
The project that I implemented at Exton Elementary School was a first and second grade unit called
Games Around the World. The lessons of the unit consisted of an imaginary field trip to various countries to
learn and play games from different cultures. The countries that we “traveled” to were Sweden, Thailand,
New Zealand, Israel, Argentina, as well as finishing the unit back in the United States. Each lesson
encouraged the students to teach the new game to their friends or family members. The theme of the Magic
School Bus kept the students interested and excited to see what country we would travel to each class.
This unit addressed the students’ needs by reviewing important aspects of motor development such as
movement strategies (dodging and finding open space), manipulative movements, and hand-eye
coordination. The activities that were chosen for this unit were a mix of tag and chase games, manipulation
games with throwing and catching skills, and cooperative teamwork games. The students also learned about
the geographic location of each country. A world map was hung in the gym so that the students could see
the country they were traveling to each day. Cultural music was played during activity time to enhance the
students’ awareness of ethnicity and foreign traditions. Not only did this unit incorporate geography in
regards to the location of each country, but it also displayed that young kids in every country of this world
like to play games and stay physically active.
The Games Around the World Unit incorporated community resources such as the YMCA of
Brandywine Valley, West Side Little League, and West Chester Junior Basketball League. These facilities
and organizations offer sports and activities that reflected the games that were played throughout the unit.
Many of the students participate in these organizations, and were therefore able to act as “helpers” for those
students who beginners to the skills of the lessons. For example, the game called Down Down Down from
New Zealand involved throwing and catching skills. The students who play with West Side Little League
were able to partner with a beginning player and help them learn the skill. This exercise also taught the
students leadership and cooperation.
This unit supported West Chester School District’s curricula by incorporating several standards-based
objectives. Some of the lesson objectives included recognizing and describing movement strategies,
improving basic manipulative skills, and promoting physical fitness and health. Each objective that was
addressed in the lessons was developed from the Pennsylvania Department of Education Academic
Standards for Health, Safety and Physical Education. For example, the third lesson of the unit was derived
from Standard 10.5.3.A., which states, “Recognize and use basic movement skills and concepts, with an
emphasis on manipulative movements.” The objective for this lesson was, “Students will be able to
recognize and use successful throwing and catching technique during physical activity.”
The Games Around the World unit encouraged collaboration with other teachers and parents by
implementing a passport system. Among the many concepts covered throughout this unit, the students also
learned how a passport is used for foreign traveling. Every student received their own “Phys. Ed. Field Trip
Travel Certificate,” which served as their pretend passport for the unit. At the conclusion of each class, the
students’ certificate would get stamped next to the country that was “traveled to” during that lesson. Once
the unit was finished and every country had been stamped, the students were able to take their travel
certificate home with them to show their parents and explain the games that were played. Along with
stamping of the passports, I would also give clues to the students and teachers about the next country we
would be traveling to. The students and teachers really enjoyed guessing the countries, which built
excitement and anticipation for each lesson.
This unit involved a total of four assessments throughout the six lessons. A cognitive pre- and post-
assessment was used to evaluate the students’ growth and understanding of movement strategies such as
dodging, faking, and moving to open space. An authentic psychomotor assessment was used to test the
student’s ability to properly and effectively catch an object coming toward them. The last assessment
involved a partner “Think Pair Share” where two students worked together to write two sentences about
being a good or bad teammate. Among the several tangible assessments, I feel that the success of this project
was measured in the amount of enjoyment and excitement that the students displayed throughout the unit.
The students were constantly asking questions about the countries or trying to guess our next destination.
Project Reflection
I have learned that evaluating students’ needs and community resources is a crucial aspect of
planning and implementing an elementary physical education unit. I had to constantly remind myself that
the activities needed to be developmentally appropriate for first and second grade students. The needs of the
students were taken into great consideration throughout the planning process of this unit. Also, the
community resources were an excellent source of information for a variety of activities that were executed
throughout the unit.
I also learned that collaborating with teachers and parents makes a huge difference in creating
excitement about the material. The imaginary aspects of the unit such as the pretend field trips were
enhanced by the involvement of teachers and parents. The students were very enthusiastic about stamping
their passports at the end of each lesson because it signified a step closer to taking the passport home to show
their parents. The teachers also enjoyed guessing the countries from the clues that were given at the end of
each lesson.
The assessments that were conducted throughout the Games Around the World Unit will be
beneficial for future ideas and planning by setting a standard of expectations for first and second grade
academics. The two assessments that involved written answers were very enlightening because it gave a new
insight to the students’ ability to read and write. The level of student engagement throughout the unit also
informs about the activities and types of games that were the most fun for the students. Each student has a
favorite type of game, and this unit provided a variety of new games for students to play with their friends
and family members. I thoroughly enjoyed teaching the Games Around the World Unit!