TOOLS FOR LEARNING

PARACHUTE GAMES
PRIMARY (K-2)

A PUBLIC SERVICE OF


Written by: Lisa Kushner, Amanda Welch, Nick Kline & Aaron Hart
Special Contributions: Deedi Brown Design: Jennifer Truong
Parachute activities are among the most memorable physical education
experiences of a young child’s life. Just seeing the ‘chute creates excitement and
joy for most students. It is also an important opportunity to reinforce critical
personal responsibility skills, as well as introduce movement concepts and early
muscular anatomy.

Standard 1. Demonstrates competency in a variety of motor skills and movement
patterns.
E1.K-2. Performs locomotor skills (hopping, galloping, running, sliding,
skipping) while maintaining balance (K); Hops, gallops, jogs, and slides using a
mature pattern (1); Skips using a mature pattern (2).
Standard 2. Applies knowledge of concepts, principles, strategies and tactics
related to movement and performance.
E3.K-2. Travels in general space with different speeds (K); Differentiates
between fast and slow speeds (1a); Differentiates between strong and light
force (1b); Varies time and force with gradual increases and decreases (2).
Standard 4. Exhibits responsible personal and social behavior that respects self
and others.
E4.K-1,2b. Follows teacher directions for safe participation and proper use of
equipment with minimal reminders (K); Follows teacher directions for safe
participation and proper use of equipment without teacher reminders (1); Works
safely with physical education equipment (2b).

RESOURCES FOCUS STANDARDS PAGE
Module Overview 1
Required Materials List 5
Activity Plans
The Basics Standards 1, 2, 4 6
Ball Fun Standards, 2, 4 8
Under the ‘Chute Standard 4 10
Parachute Games Standard 1, 2, 4 12
Parachute Fitness Standard 2, 4 14
Sample First Lesson Plan 16
Academic Language Posters 26 pages
Universal Design Modifications 1 page
Parachute Activity Cards 5 pages
Parachute Rules Poster 1 page
Elementary Anatomy Chart 1 page
Student Assessment Tools
Self-Assessment Worksheet
Holistic Performance Rubrics
Teacher Self-Reflection Guide


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Each skill-building activity in this module is meant to be one part of a complete

lesson. The authors recommend the following formula for creating a 30 to 45
minute lesson:
Instant Activity (not on block plan) 5-10 minutes
+ ‘Chute Activity with Debrief 10-15 minutes
+ ‘Chute Activity with Debrief 10-15 minutes
+ Check for Understanding 5 minutes

Important: Suggestions are what they say they are – suggestions. All OPEN
materials are offered in MS Word format so that you can easily modify our
suggestions to meet the needs of your students.

Two types of assessment are provided as a part of this module. However, there
are many different ways for teachers and students to assess and evaluate student
learning and skill development.

This simple self-assessment provides each student with a structure for reflecting
on current knowledge and skill level, setting a goal for growth and development,
and then reassessing progress toward that goal.

The authors recommend that students complete this form as a pre-assessment on

the day that skills and concepts are first introduced. For example, during the
module’s first lesson, students participate in the activity The Basics. At the end of
this activity, students would complete the Pre and Goal columns for Start/Stop
Signals. Cooperation, and Muscle Names would not be completed until a future
lesson introduces those concepts. A post-assessment for all skills would then be
completed during the Module’s final lesson.

Introduce the self-assessment tool and process to K-1 students by completing the
worksheet as a class, rating the entire group’s performance. Next, set a group
goal for improvement and complete the post assessment together. Young
students will most likely need too much guidance to complete this type of
assessment independently. We recommend attempting an independent self-
assessment at the end of grade 1 and then throughout grade 2.

When evaluating a student’s performance in using the Self-Assessment

Worksheet, the student’s score should be based on the process and quality of
self-reflection, not the student’s ability to score a full column of smiles or stars.
Here is a sample rating scale for Self-Assessment evaluation:
• Well Below Competence (1): Was present, but refused to complete Self-
Assessment.
• Lacks Competence (2): Completed each assessment with little effort.
Student pre- and post-assessments do not match teacher-observed skill
performance.
• Competent (3): Most skill assessments match the student’s skill level with
a goal for improvement and an accurate post-assessment. Evidence of
reflection is present.
• Proficient (4): All skill assessments match the student’s skill level with a
goal for improvement and an accurate post-assessment. Evidence of
reflection and a regard for quality of work is present.

NOTE: The evaluation scale suggested for the Self-Assessment is consistent with
the scale used for the Holistic Rubrics discussed below. This consistency allows
teachers to average several scores for the sake of a final evaluation or grade.

The Holistic Rubric can be used as both a formative and summative assessment
within the module. Providing students with the rubric’s criteria early in the module
will allow for discussion and formative evaluation throughout activities and
lessons.

Two rubrics are given for teachers to choose from based completely on
preference. The Single Holistic Rubric provides one set of criteria including both
skill and personal and social responsibility (PSR) characteristics. The Dual
Holistic Rubric separates skill and PSR characteristics providing two sets of
criteria to be evaluated separately. Either rubric can be completed in full during
the Module’s final lesson, providing a final holistic evaluation of each student’s
performance.

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Lesson Skill Activity Suggested Academic Language


Appropriate, Overhand Grip, Underhand Grip, Mixed Grip,
1 The Basics
Clockwise, Counter-Clockwise, Cooperate, Muscle, Teamwork


The Basics, Control, Cooperation, Direction, Force, Muscle, Muscular
2
Ball Fun Endurance, Muscular Strength, Teamwork

The Basics, Cooperation, Coordination, Muscular Endurance, Muscular

3
Under the ‘Chute Strength, Personal Responsibility, Trust

The Basics,
4 Control, Etiquette, Mindful, Relaxation
Parachute Games

Parachute Fitness, Challenge, Control, Fitness, Muscular Endurance, Muscular

5
Parachute Games Strength

Parachute Fitness, Challenge, Control, Fitness, Muscular Endurance, Muscular

6
Parachute Games Strength

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QTY NAME CODE

1 Large (30’) Parachute 1040036 Link to e-Store

6 Foam Balls (5” mini) 1181555 Link to e-Store

24+ Yarn Balls 215 Link to e-Store

Parachute Rules OPENPhysEd.org

Parachute Activity Cards OPENPhysEd.org

Academic Language Cards OPENPhysEd.org

THE BASICS

Skill: I will demonstrate the basic overhand, underhand, Work Safely

and mixed grips. Listen for Teacher Cues
Cognitive: I will discuss parachute safety rules. Respect Self-Space
Fitness: I will stay actively engaged during all activities. Respect Equipment
Personal & Social Responsibility: I will work cooperatively Actively Engage
with my classmates and use the parachute appropriately.

Equipment:
Large Parachute
Parachute Rules
Parachute Activity Card: “The Basics”

Set-Up:
1. Students begin by siting around the outside of
the parachute.
2. Teacher has easy access to the Parachute
Activity Card.

Activity Procedures:
1. Today we are going to have fun exploring different grips used during parachute activities. Then, we’ll
cooperate during a series of parachute activities.
2. One of the most important rules to follow during parachute activities is to listen for and follow my start
and stop signals. When I say, “GO!” it’s okay to start moving with the parachute. When I say, “FREEZE!”
it’s important to stop immediately and freeze your body.
3. Teachers, use the following activity sequence from the Parachute Activity Cards (this may take more
than one class period): 1) Get a Grip; 2) Storm Bringer; 3) Merry Go Round; 4) One-Hand Run; 5) Color
Race; 6) The Wave; 7) Follow the Leader 8); Mountain Climber; 9) Hot Air Balloon; 10) Balloon Ride;
11) Submarine.

Grade Level Progression:

K: Begin movement around the chute with basic locomotor skills such as a walk, march, or jog.
1st: Progress to more complex locomotor skills such as a gallop or slide. Some students will be able to skip
while maintaining balance.
2nd: Add a skip to locomotor skills.

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THE BASICS

Use smaller ‘chutes with fewer students working together.

Use two smaller ‘chutes with one group acting as a model/demonstration ‘chute.
Provide video demonstrations of each activity.

Appropriate, Overhand Grip, Underhand Grip, Mixed Grip, Clockwise, Counter-

Clockwise, Cooperate, Muscle, Teamwork

Standard 1 [E1.K-2] Performs locomotor skills (hopping, galloping, running, sliding,

skipping) while maintaining balance (K); Hops, gallops, jogs, and slides using a
mature pattern (1); Skips using a mature pattern (2).
Standard 2 [E3.K-2] Travels in general space with different speeds (K);
Differentiates between fast and slow speeds (1a); Differentiates between strong and
light force (1b); Varies time and force with gradual increases and decreases (2).
Standard 3 [E2.K-2] Actively participates in physical education class (K); Actively
engages in physical education class (1); Actively engages in physical education class
in response to instruction and practice (2).
Standard 4 [E1.K-2] Follows directions in group settings (e.g., safe behaviors,
following rules, taking turns) (K); Accepts personal responsibility by using equipment
and space appropriately (1); Practices skills with minimal teacher prompting (2).
Standard 4 [E4.K-1, 2b] Follows teacher directions for safe participation and proper
use of equipment with minimal reminders (K); Follows teacher directions for safe
participation and proper use of equipment without teacher reminders (1); Works
safely with physical education equipment (2b).

DOK 1: Can you remember all of the parachute rules?

DOK 2: How does following rules affect safety during parachute activities?
DOK 3: How is safety related to learning?

Help students practice skills, strategies, and processes: Students will be learning
the three different parachute grips and applying each during different activities. They’ll
also learn the rules of the parachute. Practice and repeat a variety of basic activities in
order to build students’ understanding of why each grip and each rule is necessary.

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BALL FUN

Skill: I will demonstrate control and move the parachute at Work Safely
high, medium, and low levels. Listen for Teacher Cues
Cognitive: I will describe the difference between using hard Respect Self-Space
or soft force during parachute activities. Respect Equipment
Fitness: I will use muscular strength and endurance to Actively Engage
perform parachute activities.
Personal & Social Responsibility: I will demonstrate safe
and cooperative play during all parachute activities.

Equipment:
Large Parachute
Yarn Balls
Foam Balls
Parachute Activity Card: “Ball Fun”

Set-Up:
1. Students begin by siting around the outside of
the parachute.
2. Teacher has easy access to the Parachute
Activity Card.

Activity Procedures:
1. Today we’re going to add foam or yarn balls to our parachute. Again, it will be very important for
everyone’s safety that we all listen to and follow start and stop signals.
2. Some of the activities will require us to move at just the right time, in a sequence or pattern. Teamwork,
cooperation, and control will be very important. The amount of force that we use – either hard or soft –
will determine whether or not we will be successful. All parachute activities help us build our muscular
strength and endurance.
3. Teachers, use the following activity sequence: 1) Popcorn; 2) Microwave Popcorn; 3) Bounce-Off; 4)
Catapult; 5) Roller Ball.

Grade Level Progression:

K: Reinforce start and stop signals with popcorn activities.
1st: Introduce the catapult activity. As student cooperation and coordination increase, add height challenges.
Start with an easy challenge (e.g., ball flies over students’ heads). Work toward the ultimate challenge (e.g.,
ball hits the ceiling).
2nd: Roller ball is an advanced activity that requires sequential movement and a lot of teamwork.

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BALL FUN

Use smaller ‘chutes with fewer students working together.

Use two smaller ‘chutes with one group acting as a model/demonstration ‘chute.
Provide video demonstrations of each activity.

Control, Cooperation, Direction, Force, Muscle, Muscular Endurance, Muscular

Strength, Teamwork

Standard 3 [E2.K-2] Actively participates in physical education class (K); Actively

engages in physical education class (1); Actively engages in physical education class
in response to instruction and practice (2).
Standard 4 [E1.K-2] Follows directions in group settings (e.g., safe behaviors,
following rules, taking turns) (K); Accepts personal responsibility by using equipment
and space appropriately (1); Practices skills with minimal teacher prompting (2).
Standard 4 [E4.K-1] Shares equipment and space with others (K); Works
independently with others in a variety of class environments (e.g., small & large
groups) (1); Works independently with others in partner environments (2).
Standard 4 [E6.K-1, 2b] Follows teacher directions for safe participation and proper
use of equipment with minimal reminders (K); Follows teacher directions for safe
participation and proper use of equipment without teacher reminders (1); Works
safely with physical education equipment (2b).

DOK 1: How do you recognize hard force? How do you recognize soft force?
DOK 2: What do you know about how to control the force you apply to the
parachute?
DOK 1: What is muscular strength?
DOK 2: How does muscular strength affect force?
DOK 3: How is muscular strength related to activities like Catapult?

Review content: Review the rules and grips from last class and now practice with
objects on the parachute. The review will reinforce the importance of following teacher
cues and it will highlight the cumulative nature of each lesson. Students are building up
to more complex, and often more interesting activities.

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UNDER THE ‘CHUTE

Skill: I will use the different grips to perform activities Work Safely
underneath the parachute. Listen for Teacher Cues
Cognitive: I will discuss the different muscles used during Respect Self-Space
parachute activities. Respect Equipment
Fitness: I will use muscular strength and endurance to Actively Engage
perform parachute activities.
Personal & Social Responsibility: I will keep my body
under control while I’m moving underneath the parachute.

Equipment:
Large Parachute
Parachute Activity Card: “Under the ‘Chute”

Set-Up:
1. Students begin by siting around the outside of
the parachute.
2. Teacher has easy access to the Parachute
Activity Card.

Activity Procedures:
1. Today we’re going to work cooperatively while safely exploring space underneath the parachute. We will
need to demonstrate teamwork in order to do some really fun activities. Listen carefully for my
movement cues.
2. Teachers, use the following activity sequence: 1) Place Change; 2) Windy Day; 3) The Tent; 4) Washing
Machine; 5) Igloo; 6) Bear in the Woods; 7) Big Turtle; 8) Headless Horseman

Grade Level Progression:

K through 1st: Perform the activities as listed on the Activity Card.
2nd: Choose students who have demonstrated excellent behavior to be activity leaders. She/he will call out
the commands to complete tent formations.

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UNDER THE ‘CHUTE

Use smaller ‘chutes with fewer students working together.

Use two smaller ‘chutes with one group acting as a model/demonstration ‘chute.
Provide video demonstrations of each activity.

Cooperation, Coordination, Muscular Endurance, Muscular Strength, Personal

Responsibility, Trust

Standard 3 [E2.K-2] Actively participates in physical education class (K); Actively

engages in physical education class (1); Actively engages in physical education class
in response to instruction and practice (2).
Standard 4 [E1.K-2] Follows directions in group settings (e.g., safe behaviors,
following rules, taking turns) (K); Accepts personal responsibility by using equipment
and space appropriately (1); Practices skills with minimal teacher prompting (2).
Standard 4 [E4.K] Follows teacher directions for safe participation and proper use of
equipment with minimal reminders (K).

DOK 1: How many muscles can you name?

DOK 2: What do you know about how muscles work?
DOK 1: What does control mean?
DOK 2: What are different ways to apply control to parachute games?
DOK 3: How is control related to safety?

Help students engage in cognitively complex tasks: Under ‘Chute activities require
careful following of teacher instructions and cues. Each student must listen to and follow
cues in a cooperative manner. Be patient and take time to discuss and process
successful and unsuccessful performances. Each performance is an opportunity to
learn and gain valuable experience toward increasing complex activities.

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PARACHUTE GAMES

Skill: I will practice a variety of parachute skills using the Work Safely
teacher’s cues. Listen for Teacher Cues
Cognitive: I will discuss why it’s important to follow the Respect Self-Space
rules of each parachute game. Respect Equipment
Fitness: I will stay actively engaged during all activities. Actively Engage
Personal & Social Responsibility: I will demonstrate
proper etiquette by following the rules for each game.

Equipment:
Parachute
1 Foam Ball
12 or more bean bags or yarn balls
Parachute Activity Card: “Parachute Games”

Set-Up:
1. Students begin by siting around the outside of
the parachute.
2. Teacher has easy access to the Parachute
Activity Card.

Activity Procedures:
1. During this class and the next we are going to play fun cooperative games with the parachute. It will be
important for everyone in the class to follow all rules and directions.
2. Teachers, use as many classes as necessary to teach and participate in each of the following games:
Hot Potato, Mousetrap, Shark Attack, Superman’s Cape, Mindfully Floating on Clouds.
3. Important note: some students may not feel comfortable working under the parachute during games like
Mousetrap and Shark Attack. Working under the parachute should be voluntary.

Grade Level Progression:

K through 1st: Try all activities with the exception of Superman’s Cape.
2nd: Add Superman’s cape.

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PARACHUTE GAMES

Use smaller ‘chutes with fewer students working together.

Use two smaller ‘chutes with one group acting as a model/demonstration ‘chute.
Provide video demonstrations of each activity.

Control, Etiquette, Mindful, Relaxation

Standard 3 [E2.K-2] Actively participates in physical education class (K); Actively

engages in physical education class (1); Actively engages in physical education class
in response to instruction and practice (2).
Standard 4 [E1.K-2] Follows directions
in group settings (e.g., safe behaviors,
following rules, taking turns) (K); Accepts personal responsibility by using equipment
and space appropriately (1); Practices skills with minimal teacher prompting (2).
Standard 4 [E2.K-2] Acknowledges responsibility for behavior when prompted (K);
Follows the rules/ parameters of the learning environment (1); Accepts responsibility
for class protocols with behavior and performance actions (2).
Standard 4 [E4.K-2] Shares equipment and space with others (K); Works
independently with others in a variety of class environments (e.g., small & large
groups) (1); Works independently with others in partner environments (2);
Standard 4 [E6.K-1, 2b] Follows teacher directions for safe participation and proper
use of equipment with minimal reminders (K); Follows teacher directions for safe
participation and proper use of equipment without teacher reminders (1); Works
safely with physical education equipment (2b).

DOK 1: Can you remember the parachute rules?

DOK 1: What does the word mindful mean?
DOK 2: How does being mindful affect your ability to follow rules?
DOK 3: How is being mindful related to safety?

Help students elaborate on content: The excitement of the parachute can often
override a child’s desire to please the teacher and follow behavior rules. Take time to
pause the action, ask guiding questions, and allow students to elaborate on their
thinking.

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PARACHUTE FITNESS

Skill: I will properly demonstrate each fitness activity using Work Safely
the cues the teacher provides. Listen for Teacher Cues
Cognitive: I will point to and identify different muscles when Respect Self-Space
asked by the teacher. Respect Equipment
Fitness: I will actively engage in all fitness activities. Actively Engage
Personal & Social Responsibility: I will understand and
discuss that some activities are more challenging than
others.

Equipment:
Large Parachute
Parachute Activity Card: “Parachute Fitness”
Elementary Anatomy Chart

Set-Up:
1. Students begin by siting around the outside of
the parachute.
2. Teacher has easy access to the Parachute
Activity Card.

Activity Procedures:
1. This activity is called Parachute Fitness.
2. The object of the activity is to focus on building muscular strength and endurance while playing with the
parachute. During each activity we’ll talk about and identify the muscles that we’re using.
3. Teachers, use the following activity sequence: 1) Hands on the Wheel; 2) Parachute Sit-ups; 3) Squat
Washers; 4) Biceps Curl; 5) Plank to T Workout.

Grade Level Progression:

K through 1st: Reinforce controlled movements.
2nd: Create and practice a variety of plank-based exercises. Allow students to explore muscular tension
created during different body positions.

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PARACHUTE FITNESS

Use smaller ‘chutes with fewer students working together.

Use two smaller ‘chutes with one group acting as a model/demonstration ‘chute.
Provide video demonstrations of each activity.

Challenge, Fitness, Muscular Endurance, Muscular Strength

Standard 3 [E2.K-2] Actively participates in physical education class (K); Actively

engages in physical education class (1); Actively engages in physical education class
in response to instruction and practice (2).
Standard 4 [E1.K-2] Follows directions
in group settings (e.g., safe behaviors,
following rules, taking turns) (K); Accepts personal responsibility by using equipment
and space appropriately (1); Practices skills with minimal teacher prompting (2).
Standard 4 [E4.K-2] Shares equipment and space with others (K); Works
independently with others in a variety of class environments (e.g., small & large
groups). (1); Works independently with others in partner environments (2).

DOK 1: Point to the correct muscle as I call out muscle names.

DOK 2: What do you notice about your muscles during parachute fitness activities?
DOK 3: How is muscular endurance related to parachute activities?

Help students process content: Parachute activities provide students with a relatable
experience with respect to the way that their muscles work. They can feel and see their
muscles in action. Engage students in discussion about what they’re seeing and feeling.

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Standard 1 [E1.K-2] Performs locomotor skills (hopping, galloping, running,

sliding, skipping) while maintaining balance (K); Hops, gallops, jogs, and
slides using a mature pattern (1); Skips using a mature pattern (2).
Standard 4 [E1.K-2] Follows directions in group settings (e.g., safe behaviors,
following rules, taking turns) (K); Accepts personal responsibility by using
equipment and space appropriately (1); Practices skills with minimal teacher
prompting (2).
Standard 4 [E4.K-1, 2b] Follows teacher directions for safe participation and
proper use of equipment with minimal reminders (K); Follows teacher
directions for safe participation and proper use of equipment without teacher
reminders (1); Works safely with physical education equipment (2b).

Skill: I will demonstrate the basic overhand, underhand, and mixed grips.
Cognitive: I will discuss parachute safety rules.
Fitness: I will stay actively engaged during all activities.
Personal & Social Responsibility: I will work cooperatively with my
classmates and use the parachute appropriately.

Appropriate
Overhand Grip
Underhand Grip
Mixed Grip
Cooperate
Teamwork

Self-Assessment

16


Students enter the activity area DOK 1: What are the 5

and sit around the perimeter of Pick A Card food groups?
the parachute. Prompt students DOK 2: Who can tell the
to stand 3 to 5 feet away from (Instant class why it’s important
the ‘chute. Complete Pick-A- Activity to eat foods from the
Card activities incorporating Module) different food groups
nutrition concepts. throughout the day?

Students now sit right at the edge DOK 1: Can you show
of the parachute. Stay seated to me each parachute
practice each grip. grip?
Get a Grip & DOK 2: Which grip did
Storm Bringer you prefer to use
After practicing each grip, stand
and begin Storm Bringer. Practice during the Storm
each grip during the Storm Bringer activity?
Bringer activity.

DOK 1: Can you

Merry-Go-
remember all of the
Round
parachute rules?
Perform the next four activities DOK 2: How does
with a focus on control and One-Hand Jog
following rules affect
safety. safety during
Color Race
parachute activities?
DOK 3: How is safety
The Wave
related to learning?

Parachute Self-Assessment (Start/Stop Signals)

Assessment stations are set up on open sidelines. Each includes 4 piles of
worksheets and 4 boxes of crayons. When I say “GO,” move to an assessment
station. Collect a worksheet and crayon. When finished filling it out, give your
worksheet to me and then line up.

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ACTIVELY ENGAGE
(verb)

To participate in an activity while

showing genuine interest and a
desire for excellence.

Caroline actively engages in physical education

class because she wants to have fun with the
parachute and make her muscles stronger.


APPROPRIATE
(adjective)

Correct or right for a given situation

or setting.

Listening to the teacher’s instruction is an

appropriate behavior for all students in physical
education class.


CHALLENGE
(noun)

Something that presents difficulty

and requires effort to
master or achieve.

Joy accepted the challenge of shaking the

parachute as fast as she could.


CLOCKWISE
(adverb & adjective)

Moving in the same direction as the

forward movement of the hands
of a clock.

The class rotated in a clockwise circle as they held

on to the parachute.


CONTROL
(verb)

To manage or regulate the movement

or actions of something.

The class was able to control the parachute on

their teacher’s command.


COOPERATION
(noun)

The process of working together for a

common goal or outcome.

The class demonstrated cooperation by working

together to create a parachute tent.


COORDINATION
(noun)
The ability to synchronize, or
combine at the same time,
movements of several parts
of the body.

Lifting and lowering the parachute in unison with

classmates requires a lot of coordination.


COUNTER-CLOCKWISE
(adverb & adjective)

Moving in the reverse direction as the

forward movment of the hands
of a clock.

The class turned and begain walking with the

parachute in a counter-clockwise circle.


DEMONSTRATE
(verb)

To show or perform an action for

others to see.

Lara was able to demonstrate how to hold the

parachute with a mixed grip.


DIRECTION
(noun)

The course along which

something moves.

Caleb decided to change direction by stopping,

turning, and going back to where he started.


ETIQUETTE
(noun)
The set of customary or acceptable
behaviors among members of a
group or in a specific setting.

Chandler showed proper etiquette during physical

education class by sitting still until the
teacher said, “GO!”


FITNESS
(noun)
The degree to which a person is able to
meet the physical, intellectual, and
emotional demands for everyday living,
as well as cope with emergencies.

The students developed their levels of fitness in

order to be able to have fun and play safely on the
monkey bars.


FORCE
(noun)

Strength or power used on an object.

During the parachute activity, Allison applied a great

force in order to successfully move the parachute
up and down.


MINDFUL
(adjective)

A state of awareness relating to one’s

immediate surroundings as well as the
activity happening around her/him.

Adra was mindful of the other students’ movements

under the parachute.


MIXED GRIP
(verb)
A grip postion with hands set so that
one hand is overhand (knuckles up)
and the other is underhand
(knuckles down).

Jack thought that shaking the parachute with a

mixed grip helped him shake it faster.


MUSCLE
(noun)
A bundle of fibrous tissue inside the
body of a person or animal that can
tighten and contract in order to move or
maintain the position of body parts.

Kerri identified her quadriceps as a muscle

in her thigh.


MUSCULAR ENDURANCE
(noun)

The ability of a muscle to continue to

perform without fatigue.

Keira showed the teacher her muscular endurance

by shaking the parachute for three minutes
without stopping.


MUSCULAR STRENGTH
(noun)

The maximum amount of force a

muscle can produce in a single effort.

The class used muscular strength as they

launched the foam ball all the way to the ceiling.


OVERHAND GRIP
(verb)

A grip postion with hands set so that

both palms are facing the floor
(knuckles up).

Gino used an overhand grip to shake the

parachute on the first day of physical
education class.


RELAXATION
(noun)

A state of feeling free from tension

or anxiety.

Josh's favorite form of relaxation is laying on top of

the parachute with his eyes closed.


RESPECT
(verb)

To appreciate someone or something

as a result of their abilities, qualities,
or achievements.

I respect my classmates because they come to

physical education class and work hard to improve.


RESPONSIBILITY
(noun)

A duty or obligation.

Completing the self-assessment was a

responsibility that Jackson took very seriously.


SELF-SPACE
(noun)
The area around a person in which
they feel comfortable but would
become uncomfortable if someone or
something enters.

Sarah stayed in self-space during the parachute

activity so she could move her arms and legs
without accidentally hitting any of her classmates.


TEAMWORK
(noun)

The combined action and effort of a

group of people working toward a
goal or purpose.

Kahla demonstrated teamwork by working with

the rest of the class to shake the foam balls off
of the parachute.


TRUST
(verb)

To believe in the reliability of

something or someone.

Meg knew that she could trust her teacher to keep

her safe during physical education class.


UNDERHAND GRIP
(noun)

A grip position with hands set so that

both palms are facing the ceiling
(knuckles down).

Russel learned the underhand grip in order to

perform all of the parachute fitness activities.


Universal Design for Learning (UDL) is a strategy for eliminating instructional and environmental
barriers for every member of a learning community in order to meet the needs of all students across
the continuum of physical, intellectual, and emotional abilities. Although we acknowledge that it would
be impossible to build one curriculum to meet the needs of every single child, we strongly believe that
striving to maximize the active and meaningful participation for all students is a core responsibility of
every educator.
OPEN has embraced this responsibility by working to create suggested Universal Design Adaptations
that serve to act as baseline recommendations for modifying learning activities. The text Strategies
for Inclusion: A Handbook for Physical Educators by Lauren J. Lieberman and Cathy Houston-Wilson
provides the foundation for our work in this area.
The table below offers additional adaptations in an effort to move closer to the ideal of Universal
Design.

Potential Universal Design Adaptations for Parachute

Equipment Rules Environment Instruction
Smaller/Larger Concentrate rules Provide different Provide ongoing
Parachutes of cooperative challenge areas verbal cues
Parachutes of games on the with tasks that Provide physical
different colors response to a match various assistance
and/or shapes variety of signals skills and abilities, Provide a peer
Use a towel or – both auditory allow students to tutor/mentor
small blanket and visual choose levels of Use videos,
participation graphics, and
pictures as visual
examples
Provide
individualized
(one-to-one)
instruction

Lieberman, L.J., & Houston-Wilson, C. (2009). Strategies for inclusion: A handbook for physical
educators (2nd ed.). Champaign, IL: Human Kinetics.


The Basics
Activity Name Description Grip

Get a Grip Introduce 3 types of chute grips: Overhand, Underhand, Mixed All
Students create small waves on the chute by gently moving
hands up and down. Gradually increase intensity until
Storm Bringer Overhand
students are shaking the chute up and down, creating big
stormy waves.
All students turn and face the same direction with the chute in 1-Hand
Merry-Go- 1 hand. Walk, hop, jump, or skip around while holding the Overhand
Round chute. Change directions to reinforce clockwise and or
counterclockwise directions (or right and left). Underhand
Students use the same grip and formation as above. However, 1-Hand
hold opposite arm out for balance. Jog in one direction, then Overhand
One-Hand Jog
change and jog in the other direction. Add music as a signal to or
stop and change directions. Underhand
Students make small waves. As the teacher calls out a color,
everyone on that color races around the circle in a clockwise
Color Race direction until they are back at their original spot. Start with Overhand
slow locomotor skills (e.g., marching) and then increase
speeds as students demonstrate safe movement.
Designate 1 student as the starting point. That student raises
The Wave her/his arms holding onto the chute. This action is repeated Overhand
around the circle to create a wave (like at a sporting event).
One student does an activity in place while all others follow
Follow the along. Do this for 15 seconds each and then rotate to the next
Any Grip
Leader student until you’ve gone around the entire chute. Example
activities are: jog in place, march in place, wiggle, dance.
Hot-Air All students raise the chute overhead and then step forward 1
Overhand
Balloon step. They hold this position while the ‘balloon’ deflates.
Create a hot-air balloon, then call a color. Students on called
Balloon Ride Overhand
color go to the center, touch the chute, then return to spots.
All students raise the chute into the air and then bring it to the
ground, kneeling on the outside. Call a color. Students on the
called color climb the parachute mountain by crawling until
Mountain
they reach the middle, then turn and crawl back. It’s a good Overhand
Climber
idea to start with only 1 climber by calling a name and then
check for safe movement. Then add more climbers when you
know students will be safe.
Students begin standing and bring the chute up to chin level.
They make gentle waves. Call a color. Students on the called
Overhand /
Submarine color take a submarine ride under the chute and travel to a
Underhand
spot of the same color. Use an underhand grip to keep the
chute at waist level for a lower “sea level.”


Ball Fun
Activity Name Description Grip

Place a number of yarn balls, foam balls, or other small

Overhand
Popcorn objects on the chute. Students shake the chute to make the
or Mixed
objects pop up and down like popcorn.

Using the same popcorn technique, time how quickly students

Microwave Overhand
can get all objects off of the chute. They must finish the
Popcorn or Mixed
popcorn before the microwave timer gets to zero.

All students hold the chute tightly and up at chin level. Place 2
or 3 large foam balls on the chute. Call a student by name to
Bounce-Off go underneath the chute and knock the ball up and off. If Overhand
students demonstrate safe behaviors, increase the number of
students under the chute.

Place 1 foam ball in the center of the chute. As a team,

Catapult students work together to make the ball fly into the air. How Overhand
high can the group make the ball fly?

Students take small steps backward and hold the chute

tightly. Place a ball near the edge. Students work together to
roll the ball around the edge of the chute. HINT: one student
Roller Ball starts the ball rolling with a gentle push. As the ball comes Overhand
toward each student, she/he lowers the edge of the chute,
and as it goes past, raise the chute. Advanced groups can try
to change speed and/or direction.


Under the ‘Chute

Activity Name Description Grip

Create a hot-air balloon, then call out a color, birthday

Swaparooski! month, etc. Students called carefully walk under the Overhand
chute to any open space.

Students bring the chute high up over their heads, then

on the count of 3, they take 2 giants steps forward and
The Tent pull the chute down behind them. All students lower the Mixed
chute to the floor and then sit with their bottoms on the
edge of the chute. Now, tell a campfire story.

Create a tent so that the class in sitting inside the chute.

Washing
While inside the chute, students rock from the left to right, Mixed
Machine
forward to back.

Bring the chute up as if you’re making a tent. When the

chute is all the way up, call a color. Students of that color
Igloo go inside the chute. The rest of the class steps in and Overhand
brings the tent (aka igloo) down, holding it on the floor
from the outside.
Choose 2 or 3 students to be bears. They will stand off to
the side of the chute. All other students make and sit in a
Bear in the
tent. The bears then roar and claw the sides of the tent. Mixed
Woods
The bears must not hit or scratch a camper sitting inside
the tent.
Create a tent so that the class is sitting inside the chute.
Next, prompt the students to get on their bellies with their
Big Turtle heads poking out from under the edge of the chute. Mixed
They’ll need to hold the sides of the chute down just
above their shoulders.

Headless This is like a big turtle, but the heads are inside the tent
Mixed
Horseman with bodies on the outside.


Parachute Games
Activity Name Description Grip

Students raise the chute overhead. Call a color and give

one student of that color a foam ball. Students of the
called color go under the chute. The student with the ball
Hot Potato is “IT” and must tag another player. The tagged player Overhand
becomes “IT” and takes the foam ball (no tag backs). The
game continues until one player is touched by the chute,
or the teacher yells, “Hot Potato!”
Put a pile of beanbags or yarn balls (i.e., cheese)
underneath and in the center of the chute. All students
raise the chute up over their heads. Call a color to be the
mice, who crawl under the chute to collect 1 piece of
Mousetrap Overhand
cheese at a time. They try to collect as many pieces of
cheese as they can before the teacher yells, “Mouse
Trap!” At that time, students quickly and carefully bring
the chute down to the floor to trap the mice.
The class sits on the ground with legs stretched under
and the chute and chest level. One or two students are
designated as sharks, and they crawl under the chute.
Shark(s) quietly and gently tag/grab the legs of any other
Shark Attack student in the perimeter. Shark(s) now swap places with Overhand
the tagged student(s), who become the new shark(s),
and the former shark(s) sit with legs crisscrossed on the
outside of the chute. Continue until all students are
crisscrossed.
All students hold one side of the chute as a group at one
end of the activity area. Designate 2 or 3 students as
superheroes. Those students hold the other side of the
chute, facing the opposite side of the area. On a 3 count,
Superman’s
the class raises the chute above their heads. When the Overhand
Cape
teacher yells, “FLY!” everyone except the superheroes let
go and step to the sidelines. The superheroes run across
the activity area with the chute behind their backs like a
cape.

Mindfully All students lay with their backs on the chute and their
Floating on feet hanging just off the edge. Students close their eyes None
Clouds and pretend they’re floating on a cloud.


Parachute Fitness
Activity Name Description Grip

Students sit on the floor with legs under the chute,

Hands on the holding the edges tight with arms extended. On the
Overhand
Wheel signal, pass the chute clockwise, always keeping one
hand on the chute (hand-over-hand turning).

Parachute Sit- All students sit and cover their legs with the chute. Hold
Overhand
ups the chute firmly, lay back, sit-up, and then repeat.

Students stand with feet shoulder-width apart, then

pretend to wash the chute. All students perform a safe
Squat Washers squat (knees behind toes), touching the chute to the Overhand
ground, and then stand back up with arms at shoulder-
height.
Students stand holding chute in an underhand grip with
arms straight down at waist-height. Students curl their
Biceps Curl Underhand
arms up to their shoulders, bending at stationary elbows.
Curl back down and repeat.
All students in plank position with hands on the edge of
the chute. On the signal, all students rotate together to
Plank to T the right (or together to the left) and bring their opposite Overhand
arm up to the sky in a T balance formation. Next, try this
with the chute in the raised hand.
Control all movement.
Listen to start and stop signals.
Hold the edge of the ‘chute.
Shoes stay off the ‘chute.


Draw faces in the circles to show how you feel about your Parachute skills and
knowledge. If this is your pre-assessment, draw another face in the “goal” column to
show how you think you could feel about your skills after some practice and hard
work.

Look at these faces to help you decide what to draw.

This is new. I wish I could do I’m getting better. Practice is I can do this well. Practice
better, and so I will keep helping and I will keep trying worked and now I want to
trying my best to improve. my best to improve. keep learning more!

SKILL PRE GOAL POST

Start / Stop
Signals

Cooperation

Muscle Names

Consistently performs movement and locomotor skills with control and balance.
Proficient
Can identify 4 or more muscles. Responds immediately to teacher cues and
4 instruction. Conducts herself/himself safely and with consideration for others.
Performs movements and locomotor skills with occasional errors. Executes skills
Competent with balance. Can identify 3 or more muscles. Quickly responds to teacher
3 instruction. Conducts herself/himself safely without disrupting the learning
environment.
Lacks Performs skills with frequent errors and has difficulty maintaining balance. Can
Competence identify 2 or fewer muscles. Needs reminders before responding to teacher
2 instruction. Occasionally creates unsafe situations.

Well Below Competence Displays unsatisfactory effort toward skill development. Often breaks safety rules
1 and disrupts the learning environment.

Score Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.


Personal & Social

Skill
Responsibility (PSR)
Consistently performs movement and Responds immediately to teacher
Proficient locomotor skills with control and cues and instruction. Conducts
4 balance. Can identify 4 or more herself/himself safely and with
muscles. consideration for others.
Quickly responds to teacher
Performs movements and locomotor
instruction. Conducts
Competent skills with occasional errors.
herself/himself safely without
3 Executes skills with balance. Can
disrupting the learning
identify 3 or more muscles.
environment.
Performs skills with frequent errors Needs reminders before
Lacks
and has difficulty maintaining responding to teacher instruction.
Competence
balance. Can identify 2 or fewer Occasionally creates unsafe
2
muscles. situations.
Well Below Competence Displays unsatisfactory effort toward Often breaks safety rules and
1 skill development. disrupts the learning environment.

Student Name Skill PSR Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.









Teaching Dates of Module: School Year:

General Comments / Notes for Planning Next Year’s Module

ü Comment 1
ü Comment 2
ü Comment 3…
Self-Reflection Across Danielson’s Four Domains of Teaching
Domain 1: Planning & Preparation
1a: Demonstrating Knowledge of Content/ 1d: Demonstrating Knowledge of Resources
Pedagogy
1b: Demonstrating Knowledge of Students 1e: Designing Coherent Instruction
1c: Selecting Instructional Outcomes 1f: Designing Student Assessments
ü Reflection 1
ü Reflection 2
ü Reflection 3…

Domain 2: Classroom Environment

2a: Evidence of Respect and Rapport 2d: Managing Student Behavior
2b: Establishing a Culture for Learning 2e: Organizing Physical Space
2c: Managing Classroom Procedures
ü Reflection 1
ü Reflection 2
ü Reflection 3…
Domain 3: Instruction
3a: Communicating with Students 3d: Using Assessment in Instruction
3b: Using Questioning and Discussion 3e: Demonstrating Flexibility and Responsiveness
Techniques
3c: Engaging Students in Learning
ü Reflection 1
ü Reflection 2
ü Reflection 3…
Domain 4: Professional Responsibilities
4a: Reflecting on Teaching 4d: Participating in a Professional Community
4b: Maintaining Accurate Records 4e: Growing and Developing Professionally
4c: Communicating with Families 4f: Showing Professionalism
ü Reflection 1
ü Reflection 2
ü Reflection 3…
Self-Rating with Rationale
Choose One:
Innovative (4); Proficient (3); Basic (2); Unsatisfactory (1)
Provide rationale:
ü Evidence 1
ü Evidence 2
ü Evidence 3
LET’S LEARN OUR MUSCLES!
ELEMENTARY ANATOMY CHART

Deltoid
Deltoid

Pectoralis Major

Triceps

Biceps

Oblique

Rectus Abdominis

Quadriceps

Gastrocnemius

Tibialis

BONUS MUSCLES
(Hidden from view)
Bonus points if you can find and point to your...
1) Trapezius 2) Latissimus Dorsi
3) Gluteus Maximus 4) Hamstrings