PEC: Bulletin Boards for Physical Education

Title of Bulletin Board: How do you Move it, Move it?

Category: About the Body

Suggested Grade Level: 3-5

Materials: Plastic Skeleton, Index cards, Muscle poster


My bulletin board is a representation of basic skeletal and muscular anatomy. As shown in the pictures, it is very informative and interactive. Through planning, I coordinated to display this bulletin board during one of the gymnastics lessons included in my unit on Movement Exploration. I used a three dimensional skeleton to get the students attention. I also used colors of orange, black, and purple to tie in the fall/Halloween theme. I incorporated the use of technology by researching terminology, Olympic pictures, and diagrams on the Internet and printing up a muscular diagram and multiple images. I copied the muscular diagram onto an overhead transparency using the copy machine. I projected the image onto a wall and traced it onto a large piece of butcher paper. I then added all of the colored muscle striations by hand. I also used the Ellison letter punch and had the diagram labels and questions laminated. ESOL accommodations were met by listing the labels of the skeletal and muscular diagrams in three languages: English, Spanish, and Haitian-Creole. Additionally, I posted a list of basic body parts in the three languages that were not identified on the diagrams. Assessment was incorporated with the interactive section of the bulletin board. The interactive section is made up of 3 categories: Olympic gymnasts, Bones, and Muscles. Each category consists of four flip boards. On the front of each flip board is a picture with a question or an instructional statement. Once the student has come up with a hypothesis, the student may “lift here for answer”. The answer to each question is displayed underneath its flip board.

Through the presentation of the educational material on the board, I was able to meet the criteria for all learning styles, according to Gardner’s Multiple Intelligences Theory (Kinesthetic, Spatial, Logic/Mathematical, Naturalist, Linguistic, Intrapersonal, Interpersonal, and Musical). I have also been able to assess students’ knowledge by incorporating the scientific terminology into additional lessons. For example, during my soccer lesson, if I observed students using their hands to dribble instead of their feet, I would either say “Tarsals!” (the bones in the feet) or ask them which bones we use to dribble with in soccer, instead of telling them not to dribble with their hands. That is just one example of the many ways that I have been incorporating skeletal and muscular anatomy into my lesson plans. The students have told me how much they like their new bulletin board. As I have walked through the cafeteria during different times of the day, I have seen them looking at it and I have even heard some of them singing, “the _______bone is connected to the _________bone!” as quoted from the mouth of the skeleton.

Additional Information:

I was a student teacher under the suppervision of Amie Schneider, physical education teacher at Equestrian Trails Elementary.

How do you Move it, Move it? Image

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Submitted by Kristina Rodgers who teaches at Equestrian Trails Elementary in Wellington, FL. Thanks for contributing to PE Central! Posted on PEC: 10/23/2009 9:31:20 AM. Viewed 10271 times since 10/22/2009.

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