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A curriculum resource for a non-traditional approach to Health and Physical Education
Caring Gibner, Yael Kolet, Elise Milbradt, Natalia Przednowek, Emily Scott
Supervised by Rebecca J. Lloyd, Ph.D,
Hula Hooping for Health & Happiness
Publication Year: 2011
Table of Contents
Overview ………………………………………………………..
p. 2
Special Note: Safety…..…………………………………….
p. 3
How to Create a Hula-Hoop…..…………………………..
p. 4
Lesson Plans: Health & Physical Education………….
Grade 2……………………………p. 6
Grade 3……………………………p. 9
Grade 4……………………………p. 11
Grade 5……………………………p. 13
Grade 6……………………………p. 15
p.6-16
Exemplar Cross Curricular Lesson Plan …………………
p. 17
More Cross Curricular Ideas…………………………………
p. 19
Idea: Breaking it Down……………………………………….
p. 20
Hula Hooping for Health & Happiness
Publication Year: 2011
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Hula-Hooping for Health & Happiness
By: Natalia Przednowek, Caring Gibner, Elise Milbradt, Yael Kolet & Emily Scott
Supervised by: Rebecca J. Lloyd, Ph.D.
This resource offers introductory lessons for incorporating hula-hoops into
grades 2-6 Ontario Health and Physical Education curriculum, as well as a crosscurricular grade 5/6 exemplar and other cross curricular ideas!
*Please note that many of the lesson plans meet the requirements for a
variety of grade levels – not only the grade they have been prepared for!*
Hula-hooping can be used in the classroom as a non-competitive activity
that promotes a link between the physical education curriculum and concepts of
stability, locomotion, manipulation, body & spatial awareness, and general
movement principles. These lessons are aimed to promote the enjoyment of
movement to combat inactivity and promote environmental sustainability through
an awareness of the materials used to create toys.
This package reflects the goals of Developing a Global Perspective for
Educators (DGPE) through our emphasis on the themes of environmental
sustainability and human rights. It is designed for educators interested in
incorporating global perspectives in their classroom.
Creating hula-hoops, instead of using pre-purchased ones, promotes
environmental sustainability through an awareness of the materials used to
create toys. This should encourage students to be more conscious of where their
sports equipment and toys are coming from and how they are created.
Having students create their own hoops also encourages a hands-on approach to
the consumer-product relationship. In older grades, discussions about
consumerism and commercialism can be introduced.
As childhood obesity and inactivity are on the rise, there are a variety of
health risks associated with children’s increasingly sedentary lifestyles. According
to Statistics Canada children are at risk because childhood obesity “not only
increases the risk of obesity in adulthood, but can contribute to the early
development of serious health conditions such as type 2 diabetes, heart disease
and high blood pressure.” The Universal Declaration of Human Rights states that
everyone has the right to a standard of living adequate for the health and
wellbeing of him/herself and his/her family. Within this right lies the essential
right to a healthy and active life, without distinction of any kind, such as race,
colour, sex, language, religion, political or other opinion, national or social origin,
property, birth or other status. Encouraging activity within the child and youth
community, and discussing the right to an active lifestyle, may help facilitate a
community-based change in relation to current obesity trends.
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*Special Note: Safety
Before you begin hula hooping with your students, read the following safety
guidelines, adapted from the Ophea Physical Education Safety Guidelines.
Clothing and Footwear:
• Appropriate athletic footwear is required. Appropriate footwear is a
running shoe with a flat rubber treaded sole that is secured to the foot. If
athletic footwear is unavailable, students must wear bare feet. Sock or
stocking feet pose a slipping hazard. Gymnastic or dance slippers may be
worn. Moccasins may be worn.
• No jeans or other restrictive clothing.
• Hanging jewelry (e.g. earrings, necklaces) must be removed before
participating in hula hooping. Jewelry that cannot be removed must be
taped and or securely covered.
• Long hair must be secured so as not to block vision.
Equipment:
• Teacher must make a pre-activity check of the equipment to be used.
• Hazards must be identified and removed or isolated
• Care must be taken to determine that the hula-hoops are safe for use
(e.g. no sharp edges, cracks or loose tape).
• Ensure that the size and mass of the hoops is appropriate for the age
group and physical size of all students.
• If hoops are to be placed on the floor (e.g. as an obstacle in a relay)
ensure they are secures to the floor (e.g. with masking tape) to prevent
slips and falls.
Other
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Considerations:
A fully stocked first aid kit must be readily accessible
A working communication device (e.g. cell phone) should be accessible
Ensure plenty of space of available for hula-hooping activities and all
hazards and obstacles (e.g. desks and chairs) are cleared out of the space
(A large gymnasium is ideal)
Skills should be taught in an appropriate progression.
Be aware of students whose medical condition (e.g. asthma, casts) may
affect their participation
Instruct students in safe use of equipment
Modify activity to the age and ability level of students (e.g., throws of
hoops are to be kept to a low height.)
Hula Hooping for Health & Happiness
Publication Year: 2011
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How to Create a Hula-Hoop
Materials required (all found at hardware stores)
Note: Try contacting local irrigation companies at the end of season or checking
online for people selling unused materials. Whenever possible, choose local and
environmental friendly stores.
o 100 or 160 psi 3/4%&'(
irrigation tubing
o Ratcheting PVC cutter
o Plastic
couplings
(connectors) the same
width as the tubing you
have
o Kettle and water
o Electrical tape or hockey
tape for decorating
o Scissors for cutting, if
necessary.
o *Optional: Sand to add
more weight to hoop.
Rice or beads may be
added to make noise.
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Directions
1. Fill up kettle with water and turn on.
2. Take irrigation tubing and measure the length of your hula-hoop. A good
size is from floor to the belly button of the individual who will be using the
hoop.
3. Take the ratcheting cutters and cut the desired length.
4. Once water is boiled, carefully insert one end of the tubing into the water
(approximately 10 seconds). This allows the coupling to slide in more
easily as it becomes more flexible. Insert one side of coupling into the
heated end of tubing.
Note: If tubing gets too soft from the heat it may kink.
Depending on the size of hoop and irrigation tubing the steam
from the kettle may offer enough heat to soften the tubing for
easy insertion of plastic coupling.
5. Heat other side of tubing, and complete the hoop by repeating step 4.
6. Allow hoop to dry (and harden) for a few minutes before beginning to
decorate.
7. Decorate the hoop using the coloured tape.
Further Information and Resources
http://www.jasonunbound.com/hoops.html#collap
http://www.hooping.org/
http://www.buzzle.com/articles/hula-hoop-tricks.html
http://www.hoopnotica.com/
http://www.enlivenlearning.com/lessonplans.html
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Lesson Plans: Health and Physical Education: Grades 2-6
Introduction to Hula-hooping
Time: 60 min
Grade: Two
Lesson Description: Musical Hoops
After students have created their own hula-hoops in your classroom, bring them to the gym
to explore! Students will be participating in a game called ‘musical hoops’, an adaptation of
musical chairs using hula-hoops.
Overall Expectations:
• Participate actively and regularly in a wide variety of physical activities, and demonstrate
an understanding of the value of regular physical activity in their daily lives
• Demonstrate responsibility for their own safety and the safety of others as they participate
in physical activities
Specific Expectations from the Ontario HPE Curriculum:
• A.1.1 Actively participate in a wide variety of program activities, according to their
capabilities (e.g., individual and small-group activities, dancing to music, cooperative
games), while applying behaviours that enhance their readiness and ability to take part
• A3.1 Demonstrate behaviours and apply procedures that maximize their safety and that
of others during physical activity
• B1.3 Perform a variety of locomotor movements with and without equipment, travelling in
different directions and at different speeds, and using different pathways
Resources/Materials
• Music: Cd Player, iPod dock
• Variety of age appropriate songs
• Class set of hula-hoops
Content
Motivation/Hook:
• After a brief discussion about safety with the hoops, have students stand in a large
circle in the gym with their hula-hoops. Play music and allow students 5 minutes to
have fun and get comfortable with their hoop. Have them toss, roll and hula-hoop;
teacher will model these skills.
Body:
• Split students up into groups of approximately 10. Set up hula-hoops lying flat on the
ground, within stepping distance to each other (lining up two rows of hoops works
well – see example of setup image below). Be sure to secure the hoops to the floor
with masking tape to prevent the possibility of slipping. Line up one hoop less than
group members (ex. 10 students in a group=9 hoops required), and have each group
of students line up in front of their group’s hoops.
• The teacher will choose which mode of movement (ex. jumping, hoping on one foot,
running, dancing, jumping jacks, etc.) students are to use to get from hoop to hoop.
• The teacher will yell the mode of movement, then start the music and students will
either dance, hop, etc. one at a time from hoop to hoop. Once the student in front is
at least 3 hoops away, the next student may begin.
• When they reach the end of the hoops, they will run back to the beginning and
continue jumping through the hoops until the music stops.
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When the music stops, everyone must freeze. The person not standing in a hoop is
‘out.’ (When students are ‘out’, have a designated area they can go and further
explore moving with the hoops and hula-hooping). The teacher now removes one
hoop from each group so there is one less hoop then students in that particular
group. The teacher will shout a new mode of movement and start the music again,
continuing this process until one student is left in each group.
• Merge the ‘winners’ together and have them finish playing until there is one ‘winner’.
The winner may now take over the role of the teacher, choosing the mode of
movement and stopping the music.
• Play again with new teams.
Consolidation/Closure:
Have students stand and sit in their hoop to do some cool down stretching (teacher or
student led).
Adaptations
• To limit competition, the game can be played with equal number of hoops to students
and just have students use different modes of movement to move from hoop to hoop
and nobody ever is ‘out.’
• You can choose not to split students into groups and play with a large, class sized
group instead.
• Different items can be used to provide variety to modes of movement (ex. bounce a
basketball, skipping ropes)
• Modifications can be made for students with limited mobility in terms of mode of
movement
Assessment/Evaluation:
Informal assessment for safety and respect for the equipment and other students,
willingness to participate and demonstrating an interest and excitement in movement
activities.
•
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Example of Set Up
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Introduction to Hula-hooping
Time: 60 min
Grade: Three
Lesson Description: Hangin’ With the Hoops
This lesson is designed to acquaint students who may have never worked with hoops before
to get comfortable with them. Students who have worked with hoops, however, will be given
a new opportunity to do so and practice using hula-hoops in a Physical Education and Health
setting as a piece of equipment for activities.
Overall Expectations:
• 1. Demonstrate personal and interpersonal skills and the use of critical and creative
thinking processes as they acquire knowledge and skills in connection with the
expectations in the Active Living, Movement, Competence, and Healthy Living strands
for this grade.
Specific Expectations:
• 1.2 Use adaptive, management, and coping skills to help them respond to the various
challenges they encounter as they participate in physical activities, develop movement
competence, and acquire knowledge and skills related to healthy living (e.g., Active
Living: engage in a physical activity when they feel anxious or unhappy, to help make
them feel better; Movement Competence: experiment with adopting a positive
attitude if they are not feeling confident as they learn a new skill, and describe how
doing so affects their skill development; Healthy Living: make sure that they are
getting enough sleep and eating healthy food to help them learn and grow)
• B1.4 Send and receive objects of different shapes and sizes in different ways, using
different body parts, at different levels, and using various types of equipment (e.g.,
throw a sponge ball underhand and overhand through a hoop with their dominant
hand; catch an object such as a rubber chicken or beanbag, using two hands both
above and below the waist; throw and catch a ball, using scoops or soft lacrosse
sticks, over a line, a low net, or a bench; kick a ball with the right foot and then the
left to a partner in a specific targeted area and then receive it back; use specialized
objects and equipment to assist with catching, such as a textured ring or ball for
easier gripping)
Resources/Materials
• Hula-hoops (2 per group of four students)
• Plastic ball that can bounce well (1 per group)
• Bean bags (1 per group)
Body:
Once in the gymnasium, divide the class into groups of 4-5 depending. Explain to the
students that everyone in their group will participate in some way at all times.
•
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Students whose turn it is not currently must do something active (anything active on
the spot) as long as it is safe and appropriate (dance, stretching, yoga, jumping
jacks, push-ups, etc.) This is free for the student to choose.
• Each group member should stand around one hoop (spread out), with the hoop on
the floor. Taking turns, each member must hold the ball and try to get it in the hoop.
This will seem quite basic, however after all members of the group have gone they
must take 2 steps back and try it again.
• After each member has 3 turns they must alternate the ball with a bean bag.
• Finally, once they have finished with the bean bag and the ball they must place one
hoop in between two students and try to bounce the ball into the hoop (one bounce)
to their partner with their partner catching it on the other end. Again this can
continue as the students must take two steps back each time, ultimately changing up
partners if time permits
Consolidation/Closure:
After putting all of the materials away, invite the class to the carpet in the class to have a
closing discussion of what they enjoyed, what they didn’t, what they found challenging and
what they would like to see next time the hoops are used. This is a time for not only critical
reflection as a class but also as an educator.
Adaptations
• Students with physical limitations may stay in a seated position while aiming at the
target
• ELL students will be able to learn from their environment as minimal instruction is
given.
Assessment/Evaluation:
Students will be assessed by the teacher privately in one of three ways: a check (excellent
effort and participation), a line (in progress) and a circle (needs improvement). This
information will be not seen by anyone but the teacher and will be used for evaluation
purposes.
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Introduction to Hula-hooping
Time: 60 min
Grade: Four
Lesson Description : Assembly Line
This lesson is designed to introduce the class to hula-hoops in a way that encourages
everyone to participate and contribute, regardless of previous knowledge of or
experience with hula-hoops. Students will explore – individually and in groups - different
ways of moving through, around, and with the hoops. As a class, they will work through
some of these movements, thinking about speed, locomotion, direction, levels, etc. Then,
individually, they will consider their own preferences for physical activity and develop an
action with the hoop that represents that preference. In small groups, they will form an
assembly line of movement, adapting the actions so that the hoops “move” one person
down the assembly line.
Overall Expectations:
• A1. participate actively and regularly in a wide variety of physical activities, and
demonstrate an understanding of factors that encourage lifelong participation in
physical activity;
• B1. perform movement skills, demonstrating an understanding of the basic
requirements of the skills and applying movement concepts as appropriate, as they
engage in a variety of physical activities.
Specific Expectations:
• A1.2 Demonstrate an understanding of factors that contribute to their personal
enjoyment of being active (e.g., knowing rules of etiquette and fair play will be
observed, having the opportunity to think creatively and adapt activities to individual
needs or preferences, being physically and emotionally comfortable in the activities),
as they participate in a wide variety of individual and small-group activities and leadup games;
• B1.3 Perform different combinations of locomotor movements with and without
equipment, alone and with others, moving at different speeds and levels, using
different pathways, and going in different directions (e.g., travel under, over, around,
and through equipment in an obstacle course; hop and skip in a zigzag pattern,
following a specific rhythm; run and leap over a line; use different levels while
performing traditional and creative dances; perform t’ai chi or yoga movements slowly
and at a moderate pace; wheel their wheelchair through an obstacle course, turn,
and wheel back)
Resources/Materials
• Hula-hoops (1 per student) (smaller hoops for students with movement restrictions)
• Wide range of music (fast and slow paced) and CD player
Content
Motivation/Hook:
• Have the students spread out in the gym, each sitting or standing in a hoop. Ask if
they know what the hoops are, and tell them there is just one rule for using the hulahoops today: NO hula-hooping! They’re going to explore other ways of moving with
the hoops.
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Lead them through a warm up with the hoops - slowly stretching as they pick the
hoop up, walking while rolling the hoop, fast skipping with the hoop, etc. Ask the
students for suggestions involving different speeds or types of movements. As they
go through the warm-up, ask them to be thinking about which movements they like.
Body:
• Ask the students to think individually about what kind of physical activity they enjoy.
Do they like a slower pace, something rhythmic, fluid motions, or strength moves?
Everyone has a different way of being active, and the more you enjoy your
movement, the more you’ll want to move. Have each student come up with an action
that represents their preferred way of being active.
• In small groups (3-5), the students decide how to incorporate their individual moves
into an assembly line. One student puts their hoop aside and starts from the
beginning. They move down the line as if they were an object being “made” on the
assembly line. Their movements should reflect each individual hooper’s action. When
they get to the end, they switch places with the last person, who will then become
the object and move back down the line. The hoopers should be moving
continuously, not just when the “object” is in front of them.
Consolidation/Closure:
• If time permits, the groups can present their assembly lines to the class.
• Ask for volunteers to lead the class through cool down stretches. Those with slower
personal movements or those who may not typically enjoy participating in gym can be
particularly encouraged to share their moves as a cool down.
Adaptations
• Students who need to participate from a seated position or have other movement
restrictions can use smaller hoops
• Some students may struggle to create their own move. They may choose to repeat
one from the warm-up, or can be asked some guiding questions to define their
movement preferences.
Assessment/Evaluation:
• Does the student have an action?
• Does the student respond to the hoopers’ actions as they move through the line as an
“object?”
• Do they participate in large and small group activities?
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Introduction to Hula-Hooping
Time: 60 min
Grade: Five
Lesson Description
After students have created their own hula-hoops in your classroom, bring them to the
gym to explore. Through a combination of teacher instruction and modeling, along with
student activity, students will have the opportunity to practice hula-hooping skills and
perform a set of relay races.
Overall Expectations:
• B1. Perform movement skills, demonstrating an understanding of the basic
requirements of the skills and applying movement concepts as appropriate, as
they engage in a variety of physical activities
• B2 Apply movement strategies appropriately, demonstrating an understanding
of the components of a variety of physical activities, in order to enhance their
ability to participate successfully in those activities
Specific Expectations:
• B1.4 Send and receive objects using different body parts and equipment,
adjusting for speed, while applying basic principles of movement
• B1.5 Retain objects with and without equipment in a variety of situations while
moving in different pathways around others and equipment
• B2.1 Demonstrate an understanding of the components of physical activities and
apply this understand as they participate in a variety of physical activities
Resources/Materials
• Class set of hula-hoops
• Music / music player
• Soft balls
Content
Motivation/Hook:
After a brief discussion about ground rules, have students stand in a large circle in the
gym with their hula-hoops. Play music and allow students 5 minutes to have fun and
get comfortable with their hoop. Have them toss, roll and hula-hoop; teacher will
model these skills.
Body:
Stop the music. Have students sit on the ground with their hoops around them. Have a
“no hands on hoops” policy during instruction time.
• Model hula-hooping around the hips/waist. Allow students time to practice this
skill.
• Model hula-hooping around the arms and legs. Allow students time to practice
this skill.
• Model rolling the hula-hoop back and forth to a partner. Allow students to
practice.
• Model throwing a ball through a hula-hoop (partner holds the hoop). Allow
practice time.
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Relay races:
• Roll the hoop beside you to a marked line on the floor. Put the hoop around
your waist and hula-hoop it 5 times. Run back while keeping the hula-hoop
spinning around your arm.
• Run with hoop to a marked line on the floor. Hold the hula-hoop out. Partner
(with a ball) runs to a marked spot about 1 meter from the hula-hoop and
throws a soft ball through the hoop. The thrower takes hold of the hula-hoop
while the initial runner goes back to the lineup. Continue with next runner
throwing the ball and then taking hold of the hoop.
Consolidation/Closure:
Give students 5 minutes to move with their hoops post-lesson. Put on music and allow
students to move with and around their hoops. Informally assess learning.
Adaptations
Students with limited mobility will be encouraged to work with the hula-hoop through
arms movements, if possible. Modifications can include a seated rolling of the hoops
and arm hooping instead of hip/waist movements. Students with autism/ADHD will
have the opportunity to simply explore working with the hula-hoop. If they are unable
to focus on the task at hand, encourage enjoyment in movement with their hoop.
Assessment/Evaluation:
Informal assessment for safety and respect for the equipment and other students.
Look for ability to keep the hula-hoop in control through fine and gross motor skills.
Assessment can also include willingness to participate and demonstrating an interest
and excitement in movement activities.
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Introduction to Hula-hooping
Time: 60 min
Grade: Six
Lesson Description: Movement Maze
This activity is meant to be an introduction to using hula-hoops for Physical Education.
Students will freely explore movements with the hula-hoops to create a “maze” in the
gym. From here, other students will try to creatively make their way around the maze
from start to finish. There is an emphasis put on creativity, flow, and movement through
the maze, rather their ability to speedily get through the obstacles.
Overall Expectations:
• B1. Perform movement skills, demonstrating an understanding of the basic
requirements of the skills and applying movement concepts as appropriate, as they
engage in a variety of physical activities;
• B2. Apply movement strategies appropriately, demonstrating an understanding of the
components of a variety of physical activities, in order to enhance their abilities to
participate successful in those activities.
Specific Expectations:
• B1.2 Perform a vide variety of loco-motor movements, in combinations, at different
speeds, in different directions, and using different pathways, while moving around
others and/or equipment;
• B2.1 Demonstrate an understanding of the basic components of physical activities
(e.g. movement skills, game structures, rules and restrictions).
Resources/Materials
• Hula-hoops (1 per student)
• Wide range of music ( fast and slow paced) and CD player
Content
Motivation/Hook:
• Scatter the students’ hoops in a circle around the gym.
• Have students freely move through the hoops, but don’t allow them to pick up the
hoops.
• Start to put restrictions on their movements. For example, “Now you can only move
through the hoops on one foot at a time”.
Body:
• Once students are warmed up, have them pick up their hoops and freely explore
movements with them around the gym. For example, “Explore movements using the
grapevine movement around the gym”.
• As students continue to freely explore, ask them to choose a section of the gym
where they will be confined to during the maze activity.
• Students who will make up the maze will continue to explore using the hoops, but in
a more stationary way.
• Have students one by one, go through the maze in creative ways ( on their knees,
crouched, spinning). Ensure that their levels and techniques change as their go
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through the hoop. For a more guided activity, apply limitations to their movements.
For example, “Now you must keep your hands engaged in some way for the entire
maze”.
Allow all students to go through the maze of movement.
•
Consolidation/Closure:
• Allow students to lead stretches using the hoop. For example, hip stretches using the
hoop as a support.
• Have students stretch within their hula-hoops as well.
Adaptations
• For students who may not be comfortable using the hoop during the maze activity,
allow them to freely explore the space without using the hoop.
Assessment/Evaluation:
• Notice the varying abilities of students as they move through the maze. Continue to
put “restrictions” on those students who need to be further challenged.
• Perhaps have a checklist of restrictions, varying levels and creativity. Check student
ability as they work through the movements.
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Exemplar Cross Curricular Lesson Plan
Hula-Hooping and Consumerism
Time: 60 -70 min
Grade: Five/Six
Lesson Description
Prior to this lesson, have students bring in a game or activity that they like.
After students have created their own hula-hoops in your classroom and had a chance
to use them in the gym, this lesson provides an opportunity to discuss producerconsumer / product-consumer relationships with your students.
Overall Expectations:
Science – Grade 5
(Understanding Earth and Space Systems: Conservation of Energy and Resources)
• Analyze immediate and long-term effects of energy and resource use on society
and the environment, and evaluate options for conserving energy and resources
Science – Grade 6
(Understanding Matter and Energy: Electricity and Electrical Devices)
• Evaluate the impact of the use of electricity on both the way we live and the
environment
Social Studies – Grade 6 (Canada and World Connections: Canada’s Links to the World)
• Identify and describe Canada’s economic, political, social and physical links with
the United States and other regions of the world
Specific Expectations:
Science – Grade 5
(Understanding Earth and Space Systems: Conservation of Energy and Resources)
• Analyze the long-term impacts on society and the environment of human uses
of energy and natural resources, and suggest ways to reduce these impacts
Science – Grade 6
(Understanding Matter and Energy: Electricity and Electrical Devices)
• Assess opportunities for reducing electricity consumption at home or at school
that could affect the use of non-renewable resources in a positive way or reduce
the impact of electricity generation on the environment
• Describe ways in which the use of electricity by society, including the amount of
electrical energy used, has changed over time
Social Studies – Grade 6 (Canada and World Connections: Canada’s Links to the World)
• Identify some countries with which Canada has links
• Identify the countries from which Canada imports goods
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Resources/Materials
• Large poster paper
• Markers
• Laminated map of the world
• Arrow sticky notes
Content
Motivation/Hook:
• Ask students the question: What is your favourite toy? Write student responses
on a large piece of paper. After many responses, take a different-coloured
marker and circle any toy that is electronic. Ask students: “What do all of these
toys have in common?” Prompt students until the desired response (electronic).
• Ask the class to come up with a list of fun toys/games that are not electronic
(e.g. board games such as Candy Land or Sorry!, card games, etc.).
• Have a discussion around which games are more fun, electronic games or nonelectronic games. Prompt students to discuss enjoyment in “simple” games,
such as card games. Talk to students about how, in the past, individuals did not
have electronic games and had fun with other activities!
Body:
•
•
•
•
•
•
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Ask students to take out the toy or activity they brought. Ask: Where does your
favourite toy come from? (Look for the label.) Give students arrow sticky notes
to place on a laminated map of the world where their toy/activity comes from. If
students cannot find labels, provide them with a few toys that do have labels so
they can participate. (Incorporate toys from the US, China, and other big trading
partners)
Looking at the map, ask students: “Where do our toys come from? Who makes
them?”
Tell the story of a product that is packaged in a far-away country (e.g. China),
put into a shipping box with lots of foam to protect it, and shipped in trucks,
boats and planes to get to Canada. Place particular emphasis on all of the
excess packing materials in this process and the energy used (and pollution
created) in transporting the product.
Ask students to think about the hula-hoops they created in class. How much
packaging was used? (Ideally just the packaging used for the electrical tape.)
Do you think this is more or less than the packaging of a store-bought hulahoop? How much pollution was created in our production process?
Create a people-bar-graph. Have students stand in front of the statement on the
wall that best expresses how they feel about their hula-hoop:
“I like my hand-made hula-hoop better than a store-bought one”
“I like my hand-made hula-hoop the same as a store-bought one”
“I like store-bought hula-hoops better than the hula-hoop I made”
Ask students why they made their decision. Encourage pride in hand-made,
personalized hula-hoops.
Hula Hooping for Health & Happiness
Publication Year: 2011
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Consolidation/Closure:
• Student written reflection on the following prompt: “Today my class talked
about home-made toys and electronic, store-bought toys. I learned …
Something new I thought about was …”
Adaptations
• As this lesson is based largely on discussion and student-generated content,
ensure students with anxiety do not feel unduly pressured to contribute in largeclass discussion unless they feel comfortable doing so.
• Encourage struggling students to search for peer help (such as in finding the
“Made In” label on their toy as well as placing their arrow on the laminated
map). Ensure mentorship opportunities for stronger students.
• Provide “stretch breaks” during discussion if students become antsy or irritable.
Assessment/Evaluation:
Assess students’ written reflections for general understanding of key points, including:
• Toys that are not electronic can be as enjoyable as electronic devices
• When there used to be no electricity, people still played fun games
• Many of the toys we get are made far away by people we don’t know
• Many toys are made in factories that use up a lot of energy and produce a lot of
waste products
• We can take a role in producing our own games and activities, without buying
new electronic toys
More Cross Curricular Ideas
-Math: circumference, radius, diameter, patterning,
shapes
-Social Studies: producers, consumers, trade, crosscultural experiences (ex. First Nation hoop dancing)
-Arts: music, dance, drama (using hoop as a prop),
visual arts (decorating, using the hoop as visual art)
-Science: materials, structures, environment
-Language Arts: writing, reading books about hulahooping, orally communication (ex. write a poem
about your hoop and share it with the class)
This list is far from exhaustive, have fun with hulahoops in your classroom and try something new!
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Hula Hooping for Health & Happiness
Publication Year: 2011
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Idea: Breaking It Down
When working on some of the more advanced tricks (or any trouble spots), it
may be helpful to have hoopers think about the movement behind the trick first.
For example, in the basic around-the-waist move, the hooper is moving their
body either back-and-forth or front-and-back, forming 2 points of contact with
the hoop. Practicing this before picking up the hoop can help those for whom it
doesn’t “just happen.” In the same way, asking students to be aware of the
mechanics behind what they’re doing can help them to master those moves as
well as create ones of their own. Here are a few ideas:
The Rag Doll (this move is also on the video tutorial)
1. Be a rag doll. Ask students to pretend they have no bones in their body
(or upper body). Practice “flopping.”
2. Partner points of contact. In pairs, one person is the rag doll, the
other is the “puppeteer.” The puppeteer touches (*use a sponge ball or
tennis ball so students aren’t making contact with each other) the rag doll,
and the rag doll must “flop” according to where the contact is made. If
they are bent forward and the puppeteer touches them on the shoulder,
they might flop backwards on that same side.
3. Leading by body part. To isolate the movements, have students
imagine that they now have a string attached to a part of their body. That
string pulls them rhythmically, so their “flop” has a direction (towards the
string, away from the string). This idea then transfers into the move – the
string would be attached to them around their right side of their
collarbone.
4. Hoop it up! Hoopers can pick up their hoops and try it out.
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Hula Hooping for Health & Happiness
Publication Year: 2011