Parachute Games

[Health and Physical Education, Grade 4, Creative, Adventure and Physical Learning]

Type and Purpose of Learning

In this play based physical education lesson, a myriad of aspects of play are at play! While playing parachute games, children are practicing creative learning. They are collaboratively creating shapes with the parachute, problem-solving, expressing thoughts and working together toward a common goal. Adventure and physical play-based learning are all in action as the students take risks and respond to different situations, while having fun and being physically active.

Learning Story (overview)

This lesson created a forum where trust, cooperation and respect were modeled then played out. This particular group of students had so much fun with the parachute as they had not used one in a few years. At the beginning of the lesson, a few students seemed apprehensive but after they saw their peers laughing and having fun, they joined in the action and had a ball! It seemed like the veils of “coolness” peeled away as they had more and more fun with the various parachute games- their playful side came out, they clearly cared less and less about what others perceived of them (as they were all in the same boat!).

Lesson Plan

Assessment/Reflections for Future Lessons

Success criteria are developed with the students for collaborative group work. As well, the physical education curriculum provides criteria. See the Anecdotal Recording Chart and the Rubric for Parachute Games.

Curriculum Expectations

Health and Physical Education

(Ref: Ontario Ministry of Education. The Ontario Curriculum, Grades 1-8: Health and Physical Education, 2015)

• Actively participate in a wide variety of program activities;
• Demonstrate an understanding of factors that contribute to their personal enjoyment of being active;
• Participate in sustained moderate to vigorous physical activity;
• Demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity; and
• Apply a variety of tactical solutions to increase their chances of success as they participate in physical activities.

Introduction (MINDS ON)

Pure play is happening in this grade six physical education class! My story starts as the students walk into the gym and see the parachute on the floor. After a few snickers from the “cool” members of the class, the students surround the parachute and the teacher quickly reviews a few safety rules. The games get started.

To begin, as a Minds-On, the students do a quick game called “Kaboom!” The students are instructed to work cooperatively in a group, trying to keep the parachute inflated and level for the entire length of time. They become focused very quickly and take their goal seriously. Laughing and smiling, the more time they spend with the parachute, the more they loosen up and become an incredibly cohesive group of 24. “Look at you!” one very reserved student laughs at a friend. “Your hair is standing on end!”

After “Kaboom!,” a quick overview of safety rules are discussed. The next game immediately begins- the students are eager to play more games. “Birthday Switch” is a hit. Students love running under the parachute tent and switching with a buddy. Any pretence that some students had when they entered the gym completely disappear. Students then play Popcorn and are challenged to make a tent and keep it up as long as possible.

The teacher gives no instructions. The students need to communicate entirely on their own. They take this challenge very seriously (especially after “bonding” in the first few games), discussing the strategies that they will use. After several attempts and a few changes to the “game plan” they are successful in keeping the parachute up for approximately three minutes. “Yippee!” one yells, “We did it!” “Can we do it again, and try for longer?” another asks. The pride in their accomplishment is evident and as a group they celebrate. No-one is left out and for this class- that alone is amazing. Celebrations take place.

Share and Connect

There are a variety of games that can extend out from these experiences using the parachute. Group work, collaboration, trust and respect can be built upon – discussions about how the students felt at the beginning of the class versus the end would be powerful. Games may be played in silence to build on trust and non-verbal communication.

Accommodations/Modifications

Please refer to any individual student’s Individual Education Plan (IEP) for formalized accommodations and/or modifications to the particular expectations. Students in a wheelchair will be able to participate in the parachute activity, but will not be able to get out of the chair and crawl under the parachute (unless aided by their educational assistant).

Other accommodations may include:

• Extra demonstration,
• More time to practice,
• Peer help if visually impaired,
• Clear, concise instructions, and
• Visual modeling with a small group of students.

Differentiation

This play based learning task is inherently differentiated in its setup and delivery. Further differentiation is based on accommodations and/or modifications to the curricular expectations as outlined in specific IEPs.

Impact Quotes

The feedback was tremendously positive. After feeling apprehensive, the students loved the activities and their inhibitions completely disappeared. It seemed as if the students relaxed and genuinely loved the pure aspect of play, without references to winning or losing. They were there strictly for fun and although curriculum expectations were being covered, they felt that they were “having a break” from physical education class and “doing something really fun just for the fun of it!”

Anecdotal notes taken by both the teacher and the learning support teacher reinforce the notion that play based learning in a physical class fosters independent learning, collaborative interaction between peers and an overall sense of accomplishment and wellbeing.

Research Base

Playing in physical education class is critical for a diverse and broad range of reasons.

The statistics are alarming:

• Approximately one in four Canadian adults are obese, according to measured height and weight data from 2007-2009 (The Obesity in Canada Report, 2011)
• Of children aged six to 17, 8.6% are considered obese (The Obesity in Canada report, 2011)
• Between 1981 and 2007/2009, obesity rates roughly doubled among male and female youth (The Obesity in Canada report, 2011)
• Children are up to 40 percent less active than they were 30 years ago (Ontario Medical Association, 1992)
• The prevalence of overweight boys and girls in Canada has increased by 92 percent and 57 percent respectively, in the past 15 years (Ontario Medical Association, 1992)
• Research has demonstrated the increasing prevalence of obesity in Western societies is a result of decreased energy output rather than increased food intake (Ontario Medical Association, 1992)

Establishing a Safe Place to Learn

Safety rules of parachute games are discussed at the beginning of the lesson. It is important for all students to feel safe at all times; students need to vocalize if they do not feel safe under the parachute. All students need to know that their needs are validated and will be met.

Resources

Parachute Anecdotal Recording Chart

Parachute Games Activity

Parachute Games Rubric