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Defining Personal Space

Lesson 1 of 6
30 minutes
Curriculum expectations: A1.1, A2.1, A3.1, B1.3,
1.4
Topics: Movement Competence, Active Living

Grade 1 | Exploring Movement Patterns

Learning Goals

By the end of this lesson, students will be able to:

apply relationship and social skills while performing a variety of locomotor movements, travelling in
different directions and using different body parts
participate actively in a way that is safe for themselves and the people around them by maintaining their
personal space while in motion.

Facility

Field, Gymnasium

Safety Requirements

Refer to the Ontario Physical Education Safety Guidelines - Elementary Curricular Module, Movement
Activities for Primary Grades activity page.

Equipment List

5 pinnies (optional)
10 pylons (optional)
Pictures of animals from Zoo Crew activity (optional)

Teacher Resource 1: Participation and Living Skills Anecdotal Recording Chart

Teacher Resource 2: Movement Skills Checklist
Grade 1 | Exploring Movement Patterns | Defining Personal Space | Page 1 of 8

Defining Personal Space

Lesson 1 of 6
30 minutes
Curriculum expectations: A1.1, A2.1, A3.1, B1.3,
1.4
Topics: Movement Competence, Active Living

Grade 1 | Exploring Movement Patterns

Warm-Up

Students will gradually increase their heart rate by participating in the following activity.

What Is Personal Space?


Students walk around the activity area finding open space.
Students pretend they are in a “bubble.”
Instruct students to stretch their arms out as far as they can around them to define the walls of their
“bubble.”
Inform the students that this is their personal space. No other students should be in their personal space.
Explain to students that we move in our personal space to stay safe and avoid bumping into others.
Cue the students to travel around the activity area using different locomotor movements and increasing
the activity level as the Warm-Up progresses (e.g., heel-to-toe walking, hopping, jumping).
If a student touches another student, both of their “bubbles” break, as a student moved from his or her
own personal space into that of someone else.
The two students who touched go to a designated spot at the side of the activity area and stretch in all
directions to each form a new “bubble.” Once they have done so, they may rejoin the activity.
The size of the activity area can gradually be made smaller (e.g., by using cones to define the boundaries)
so that the students have a greater challenge staying within their own personal space and avoiding that of
others.

Minds On

Share and clarify the lesson Learning Goals using student-friendly language.
Ask students to reflect on the Warm-Up activity to come up with a definition of “personal space.”
Personal space is the area around a student such that when the student spreads his or her arms or
legs out, they do not touch other students or objects. Encourage students to remain outside each
other’s personal space.
Ask students the following question. Teacher prompt: “What does active participation look like?”
Student response: “I did not stop for a rest during the activity.”; “My heart and lungs were working
harder, and my breathing increased.”; “I felt warm, or got sweaty.”; “I participated to the best of my
abilities.”
Explain to students that at the end of the lesson they will be assessing themselves using these criteria
and the Thumbs-Up Strategy (see Appendix).
Grade 1 | Exploring Movement Patterns | Defining Personal Space | Page 2 of 8

Defining Personal Space

Lesson 1 of 6
30 minutes
Curriculum expectations: A1.1, A2.1, A3.1, B1.3,
1.4
Topics: Movement Competence, Active Living

Grade 1 | Exploring Movement Patterns

A&E - Minds On

Teacher observation with verbal feedback of students’ understanding of personal space and active
participation using Teacher Resource 1: Participation and Living Skills Anecdotal Recording Chart

Grade 1 | Exploring Movement Patterns | Defining Personal Space | Page 3 of 8

Defining Personal Space

Lesson 1 of 6
30 minutes
Curriculum expectations: A1.1, A2.1, A3.1, B1.3,
1.4
Topics: Movement Competence, Active Living

Grade 1 | Exploring Movement Patterns

Action

Zoo Crew

Have students form a circle. Introduce the following poem with the accompanying actions:








Frogs jump. (jump up and down)
Camels clump. (walk in place with heavy feet)
Worms wiggle. (wiggle whole body)
Spiders jiggle. (move arms up and down)
Rabbits hop. (hop in place)
Donkeys clop. (stomp both feet)
Lions stalk. (walk in place with both hands and feet on the floor)
Students walk. (join hands and walk together in a circle)

Have students then perform the actions to the poem in their personal space, returning to the circle
formation at the end of the poem.
Then have students perform the actions to the poem a second time, moving around the activity area.
Remind students to be aware of others as they change the location of their personal spaces within the
activity area.

To accommodate various learners, have pictures of different animals available to help students mimic
animal movements.

Zoo Move




Divide the students into two groups by numbering them “1, 2, 1, 2...”
All the students numbered 1 go to one end of the activity area.
All the students numbered 2 go to the opposite end of the activity area.
Call out one of the creatures and its movement from the Zoo Crew poem.
All students move like that creature as they travel to the opposite end of the activity area (i.e., the two
groups trade places).
In place of the action for the “Students walk” line, students choose another locomotor movement (e.g.,
jump, hop, sidestep) to do individually (i.e., students do not hold hands). Encourage students to use
different levels in their choice of movement (e.g., walking on tiptoes like a giraffe, walking on hands and
feet like a bear).
Remind the students to stay within their own personal space and not to bump into other students when
travelling across the activity area, especially when they cross paths with other students. Stress the
importance of using their eyes.
For a greater challenge, use all four sidelines of the activity area and number the students 1 through 4.
The students always travel straight across from where they are standing (have them point to where they
are going before calling out a creature and movement). With two additional sidelines being used, the
students will need to turn and dodge in a greater variety of directions.

Grade 1 | Exploring Movement Patterns | Defining Personal Space | Page 4 of 8

Defining Personal Space

Lesson 1 of 6
30 minutes
Curriculum expectations: A1.1, A2.1, A3.1, B1.3,
1.4
Topics: Movement Competence, Active Living

Grade 1 | Exploring Movement Patterns

A&E - Action

Teacher observation with anecdotal writing of students’ ability to demonstrate active participation and
demonstrate safe behaviours by moving within their personal space using Teacher Resource 1:
Participation and Living Skills Anecdotal Recording Chart
Teacher observation with verbal feedback of students’ demonstration of locomotor skills using Teacher
Resource 2: Movement Skills Checklist

Cool-Down

Students will gradually decrease their heart rate to a resting rate by participating in the activity below.
Students should also stretch the body parts that have been active throughout the lesson. See
Appendix for stretches.

Strolling on the Spot



Students begin by standing in one spot.
Students stroll one step forward, then one step back, one step forward, then one step back while gently
swinging their arms by their sides.
Remind the students to keep their arm swings below waist height (i.e., do not raise arms above waist).
Reiterate to the students that they should perform this Cool-Down within their own personal spaces.
Continue “strolling” on the spot.

Consolidation

Ask students to reflect upon what active participation looks like.
Students use the Thumbs-Up Strategy (see Appendix) to self-assess their level of active participation.
Have students assess themselves on the following statements:



I did not stop for a rest during the activity.
My heart and lungs were working harder, and my breathing increased.
I felt warm, or got sweaty.
I participated to the best of my abilities.
Grade 1 | Exploring Movement Patterns | Defining Personal Space | Page 5 of 8

Defining Personal Space

Lesson 1 of 6
30 minutes
Curriculum expectations: A1.1, A2.1, A3.1, B1.3,
1.4
Topics: Movement Competence, Active Living

Grade 1 | Exploring Movement Patterns

A&E - Consolidation

Teacher observation with verbal feedback of students’ self-assessment of active participation

Ideas for Extension

In the Action activity, have students add verses to the poem, incorporating more animals and their
movements (emphasis need not be placed on including more rhyming couplets).

Grade 1 | Exploring Movement Patterns | Defining Personal Space | Page 6 of 8

Defining Personal Space

Lesson 1 of 6
30 minutes
Curriculum expectations: A1.1, A2.1, A3.1, B1.3,
1.4
Topics: Movement Competence, Active Living

Grade 1 | Exploring Movement Patterns

Notes to Teacher

General Safety


Prior to the lesson, inspect the activity area for safe traction and eliminate potential hazardous conditions.
Set boundaries for activities at a safe distance from walls/barriers.
Ensure each activity is spread out to minimize interference from other activities.

Detailed Description of Movement Skills
Hop on One Foot

Preparation

Execution


Stand on one foot.
Keep arms bent at side.
Lift free leg (the one not on ground) up and forward for thrust.
Lift arms up at same time as free leg is lifted from ground.
Push off from ball of foot.

Follow-Through

Land balanced on take-off foot.
Land softly on ball of foot and lower heel to ground, slightly bending knee to cushion landing.

Hop on Two Feet

Preparation



Execution



Lower hips to sitting position.
Lean shoulders forward.
Have knees bent (toes stay in front of knees).
Swing arms back.
Forcefully “straighten” hip and knee joints.
At same time, thrust arms forward and upward.
Keep eyes focused on landing area.
Stretch out as though in flight.

Follow-Through

Land balanced with feet apart.
Land on balls of feet, lower heels, bend knees and swing arms back ready for next hop.

Tiptoe Walking

Preparation

Raise heels off the ground.
Lean forward slightly.
Grade 1 | Exploring Movement Patterns | Defining Personal Space | Page 7 of 8

Defining Personal Space

Lesson 1 of 6
30 minutes
Curriculum expectations: A1.1, A2.1, A3.1, B1.3,
1.4
Topics: Movement Competence, Active Living

Grade 1 | Exploring Movement Patterns

Execution

Begin walking motion while keeping heels off the ground.
Remain on toes.

Gallop




Step forward with one foot so it is in front of the other.
Same foot remains in front throughout the movement.
Move back foot forward to meet lead foot.
Step forward again with lead foot.
Continue with rhythmic repetition of this rocking movement.

Side-step

Preparation

Start with feet together.

Execution


Step to the left with the left foot (straddle left), then bring the right foot beside the left, touching down with
the toe.
Continue.
Alternately, to move to the right, step to the right with the right foot (straddle right), then bring the left foot
beside the right, touching down with the toe.
Continue

Grade 1 | Exploring Movement Patterns | Defining Personal Space | Page 8 of 8