Establishing a Learning Environment

1.
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Discuss the Rules of the Gymnasium
Be nice to classmates
Be nice to teacher
Be nice to the equipment
Try everything--- and try hard
Do what you are supposed to do, even when the teacher isn’t looking
Help Others
Have fun

Discuss the Rules of Physical Education
- Stop, look, and listen when you hear the signal.
(Signal = whistle, freeze, lights out, & stop)
- Participation = 100% every day – all day long.
- Show good sportspersonship by playing fairly, following the rules, being honest,
and cooperating
- Keep the noise level appropriate for the activity
Good Noise = Encouraging others
Bad Noise = Screeching and Screaming
- Treat others as you want to be treated.
- Work in your own space.
- Be helpful
- Be courteous.
- Keep your hands to yourself
- Always remember SAFETY
Safety = wearing tennis shoes, moving under control, watching for others
- Handle equipment with care.
20.
21. Discuss in case of emergency and fire
- Stay calm
- File in 2 single lines
- Do not push or shove
- You must hold hand with the person in front of you and behind you.
- Follow the Teacher’s direction
- Listen to the Teacher
- Do not run
- Know where the exits are located
- Know where to meet in case you get lost
- Know what number to call for emergency (911)
22. Ask to see if there is any question.
- How do we know who is first in line?

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What happens if we break the chain when we are in line?

23. Discuss appropriate and inappropriate behavior in Physical Education
- The first time a child violates a rule – the teacher will give a verbal warning
- The second time a child violates a rule in the same class period, ask if the child “
needs to sit out for a while.” (The child’s response to this question is usually
amazingly hones, and the question places the responsibility on the child for his or
her actions. The child can reenter class when ready without consulting the teacher)
- The third time a child violates a rule, have the child sit out until a personal plan can
be developed regarding his or her actions. (This usually means the remainder of the
class. Although sitting out the remainder of the class may seem a bit harsh, as
teachers we need to be able to teach. A continually disruptive child takes our
attention away from other children who deserve it just as much.)
Note: As much as possible, the consequences for violating a rule should be
noninterruptive. Try to deliver a consequence with a word or two and avoid
interfering with the learning experiences of the rest of the class.
Final Note: Time outs are effective when the child find the lesson interesting. If the lesson
is uninteresting, dull, or inappropriate for a child, then time-out becomes a reward
rather than a consequence for off-task behavior.
24. Introduce a few Games
1. Do a fire drill exercise. Start with everyone from wherever they are then signal for
a fire drill (use: whistle, clap hand, etc.) Time the kids to see how fast they can get
in 2 single lines without pushing or shoving. Gradually try to improve the time
gradually.
2. Introduce Red light, Green light as a game to improve their listening skills.
Directions: Choose a Student to play the Signal Light. This person must have his
back turned toward everyone. Everyone must be at the opposite end. When the
Signal Light is ready and his back is turned, he must say “Green Light”, when he is
ready he turns around “he must say “Red Light”. Whoever is moving after the
person says “Red Light” must start from the beginning. Whoever reaches to the
other side, where the Signal Light is will get to be the Signal Light.

Lesson 2
25. Review what was learned at the last lesson.
3. Review the Rules again.
4. Review the Emergency procedures.
5. Review the Fire Drill procedures.
26. Introduce 2 new games/activities

6. Stop and Go. Direction: Children travel in general space in a scattered formation.
Once the Children are able to (1) walk without touching others and (2) stay far
away from others as they walk, you can begin to play Stop and Go. When you say
“stop,” the Children should stop and freeze instantly. When you say “Go,” they
should begin to travel again. Don’t shout the signals – speak them, so that the
Children become accustomed to listening for your voice at a reasonable level.
7. Body Parts. Direction: This game focuses on the different body parts. Once the
children have adjusted to Stop and Go, they enjoy the challenge of touching the
floor with different body parts – elbow, seat, knee, wrist, waist, left hand, or right
foot – as quickly as they can when you say “Stop”.
27. Introduce other games (if there is time)
8. Travelling. Direction: Once the children have learned to travel using different
locomotor patterns, variations in these patterns are appropriate. Call out different
ways of traveling – skipping, hopping, crab-walking, galloping – and challenge the
children to change from one to another as rapidly as possible. You can increase the
challenge of this game by combining traveling and the concept of Direction – for
example, gallop backward or hop to the right.
9. Crows and Cranes. Direction: Choose 1 person to be the person to call out Crow
or Cranes. The rest of the class lines up in the middle of the court or gymnasium.
Choose another person at the opposite end of the caller. The caller must call out
Crows or Cranes. One direction will be Crows and the other direction will be
Cranes. The key is to stump the rest of the class by calling out one of those two
words and some people by getting them mixed up with the directions the caller is
calling. The rest of the class must run to a safe area, before they are tagged by the
caller or the caller’s helpers. The caller gains help when they tag people before
they reach the safety point. Or by stumping the rest of the class by getting the
directions mixed up.
28. Toward the end of Class
10. Review again what was done in class.
11. Review the Rules again
12. Review the Emergency Procedures.Explain why it is important to review so many time.

Teacher points: The children should know that it is not important to imitate the animal exactly. . (All done to music) Time: Seven minutes Formation: Children should be in their self-space spread evenly throughout the general space.A Lesson in General Space Specific Objective: To help children learn to move safely and efficiently in their general space. Procedure: Activities 1-4 1). have the children move like hyper cheetahs. This is moving fast in general space. This is moving slowly in general space. This is moving in a curved pathway in general space. Teacher points: Walk through the general space and praise or help the children as they practice the three pathways. b) In a large. Traveling throughout general space using different directions: Children move with a partner in which ever direction the teacher calls out. 2). directions and levels. b) Children weave in and out of cones set up in the general space. c) Children pretend to be walking on a rainbow that is shining on the floor in the general space. This is moving in a straight pathway in general space. Equipment: Radio and cones. Traveling throughout general space using different pathways: a) Children walk along an imaginary line that is painted on the floor without leaving the designated general space. Importance should be placed on moving thoroughly throughout the designated area without going “out of bounds”. pathways. (All done to music) Time: Five minutes Formation: Children should be in their self-space spread evenly throughout the designated area (general space). designated area. everyone should try to be unique. 3). This is moving in a zig-zag pathway in general space. Children will understand the concepts of speed. designated area (general space). Traveling at different speeds in general space: a) In a large. have the children move like sleepy turtles.

Teacher points: Be sure the children switch off between leader and follower a few times during the game. This is moving in a low level through general space. When the leader jumps up. (Done to music) Time: Five minutes Formation: Children should be spread out evenly in the general space with a partner. Traveling up and down in general space: Standing in front of a partner. Equipment: Radio Procedure: Activities 1-4 1). The leader should see if the follower can keep up at a fast speed. This is moving in a medium level.Time: Three minutes Formation: The children should stand with partners throughout the general space. the follower does the opposite and squats down. This is moving in a high level in general space. Culminating Discussion: a) Can anyone tell me where the boundaries were for our general space today? b) What different ways can we move in our general space? A lesson in Directions Specific Objective: To help children learn to move up and down. forward. clockwise and counterclockwise. (All done to music) Time: Five minutes Formation: Children should be in their self space spread evenly throughout the general space. 4). and clockwise and counterclockwise in their general space. If the leader squats. c) In the general space. backward. children move like an animal that flies of flutters. Teacher points: Instruct the children to move sideways. forward and backward. children move like an animal that crawls of slithers. the follower jumps. . right and left. Traveling through general space using different levels: a) In the general space. children move like an animal that crouches. pick one person to be the leader and one person to be the follower. b) In the general space.

children pretend that there is a clock on the floor in front of them. c) Children try moving clockwise and counterclockwise using only one foot. Traveling through general space using forward and backward motions: Play a game of “Simon Says”. 4). (Done to music) Time: Five minutes Formation: Children should be in their self-space in the general space. “Simon says take two steps forward. going in the direction of the hands on the clock. This is moving in a forward or backward direction in general space. Slowly they turn around.” Make sure that everyone eventually makes it to the finish point. This is called counterclockwise. b) Once again.” “Simon says take five steps backwards. take a step to the side and bring your other foot over to touch your right foot (a step-slide motion). helping those children who need it praising everyone. Help those children who confuse their left and right feet. take a step to the side and bring your other foot to touch your left foot.2). This is moving clockwise. and Teacher Points: Walk through the general space. Teacher Points: Be sure to demonstrate for the children how to perform the step-slide motion. This is moving to the right. They quickly turn around. Teacher Points: Examples of directions to call out. Time: Ten minutes Formation: The children all stand side to side on a designated line at the opposite end of the general space as the teacher. Traveling right and left in general space: a) Starting with the right foot. The teacher is “Simon” and calls out directions to the children. . b) Starting with your left foot. Traveling through general space using clockwise and counterclockwise motions: a) Children pretend that there is a clock on the floor in front of them. (Done to music) Time: Five minutes Formation: Children should be in their self-space while traveling in the general space. c) The teacher randomly calls out “right” or “left” and the children move in a step-slide motion in the corresponding direction. going in the opposite direction of the hands on a clock. This is moving to the left. 3).

Each time the music stops (5-15 second intervals). near. Drum Procedure:  Activity 1: Explore extensions of body in self-space near and far. front. Reach as far as possible. Point down. and side. Extend this activity by combining near and far. Staying in self-space. Children should be scattered in general space. This is called “far extension. Point backward. Teacher Points: Make sure each child has distance between each other so that each cannot touch another while exploring extensions. while traveling in general space. When the music resumes. When the music stops. Remind them not to reach too far from their body. Each time the music begins. and side. reach as far into space as possible while traveling. but stay in self-space.” 4. 3. Point forward. and small concepts. Remind . behind. Day 9 Major Theme: Extensions Specific Objective: To help children understand the concept of “extensions” as they relate to space awareness of body parts to the entire body. have children now explore space as far away from their bodies as they can go. Children travel in general space. freeze in the position you are in. behind. Children will acquire knowledge of far. 1. With their hands. When you hear the music. point to the left. Play music while children explore concepts. explore extensions of near and far.” 3. Point up. pull your body parts as near to your body as possible. and find self-space. large. Include up. change the extension you are doing. Formation: The children are all in their self-spaces throughout the general space area. 2. down. Point to the right. When the music stops. But when the music stops. Week 5. chose near or far. front. have children explore space close to their body. below. This is called “near extension.Culminating Discussion: Using your arms. Equipment: Stereo. 1. and use your body to express the extension. Include above.  Activity 2: Traveling in general space. Use all of your body parts. 2. freeze in the position you are in. Show me a clockwise circle. Music. Time: 5 minutes total. switch to the opposite one you just did. Show me a counterclockwise circle.

Have the children vary the final formation of near and far. Activity 3: Change from one extension to another and back again in self-space. Children travel around in general space. Repeat this several times. Remind children other parts of the body can also be far while traveling. 1. As they travel. Formation: The children are gathered back close to teacher.   children that jumping or leaping extends the body far. Formation: The children are all in their self-spaces throughout the general space area. front. Teacher Points: Remind children about keeping self-space while moving in general space. slowly. Culminating Activity/Game: 1. Pretend they are carrying something that they are proud of and want to show off. below. 1. the children will slowly extend their body parts from near to far from their bodies. When would you use a far or large extension? Can you think of a sport that uses it? At home? Time: 2 minutes total. snail. Watch for collisions when moving in general space. 4. By the sixth beat. and side. near their bodies. Children get into a near. Time: 5 minutes total. have them think about how they would really carry the object they are protecting. 3. Remind children other parts of the body can also be near while traveling. Formation: The children are scattered and moving in general space. By the sixth beat. Children travel around in general space. such as a baby kitten. 2. or money. On the next six beats. 5. tight position they like and are comfortable with. Formation: The children are scattered and moving in general space. jewel. the children should be completely curled and tight. the children should be fully extended far from their bodies. With each beat. frog. or that they are carrying a bag of manure and want to keep it as far away from them as possible. feather. Teacher Points: Make sure each child has distance between each other so that each cannot touch another while exploring extensions. Teacher will beat the drum six times. . Activity 4: Use near and far extensions with imagery for large and small differences. Remind children to extend near and far with above. Time: 8 minutes total. When would you use a near or small extension? Can you think of a sport that uses it? At home? 2. behind. Teacher Points: Remind children about keeping self-space while moving in general space. 3. Pretend they are carrying something they do not want anyone to see or that they are trying to protect something. while rolling and crawling in a ball is a near extension. Time: 5 minutes total. 2. Play music while children explore concepts. the children will contract their body parts to near their bodies.

When the music begins again. they freeze. a new movement and speed is chosen by the teacher (hopping. children move by walking as fast as they can. This is called “sudden” movement. Teacher Points: Make sure each child has distance between each other so that each cannot touch another. so the movements should reflect the music. jumping. the children can then reverse again to a very fast movement. crawling. when the music begins. etc. In self-space. Each time the music begins. starting out very fast and wind down to very slow. 1. Formation: The children are scattered throughout general space. Children will practice traveling the way things travel which move fast or slow. Children will acquire knowledge of time through fast or slow actions of movements. children move to the beat of slow music. Teacher Points: Remind children of self-space within general space. until the music stops again. so the movements should reflect the music. a rock falling over a cliff would travel fast. running. (A turtle would move slowly. The beat should be loud and quick. 2. Time: 5 minutes total. This is called “sustained” movement. As the music begins. skipping.). When the music stops. Time: 3 minutes total.  Activity 3: Combine imagery and time. including freezing. children move to the beat of fast music. Very quick actions are short and fast. In self-space. children start off slow and build up to very fast as they move around in general space. 1. The beat should be soft and slow. leaping. 2.) . Formation: The children should be all in their self-space scattered throughout general space. explore moving at different speeds.Week 5. Remember to move all body parts. Day 10 Major Theme: Time Specific Objective: To help children understand the concept of time as it relates to movement. they stop and freeze instantly. the children reverse the process. Upon reaching the slowest movement. Remember to move all body parts. 1.  Activity 2: Traveling in general space. Music (fast and slow) Procedure:  Activity 1: Explore time with fast and slow actions of the body in self-space. When the music stops. Do not keep children moving at a fast pace too long or they will tire quickly. In general space. Equipment: Stereo.

Formation: The children are scattered throughout general space. Challenge the children to show the difference between a fast. chop. Teacher Points: Remind children about self-space while moving in general space. release. Formation: For the game. Formation: The children are scattered throughout general space. Have the children pretend they are going to the state fair carnival rides. Then they are at the rides. explode. new race-car and an old model T car with a crank engine. The movements should be fast or slow. hic-up. 4. Teacher uses words such as: grow. Now they are running a ten-kilometer race on a hot day. so show how they are going home. squeeze. Teacher uses nonsense words and the children improvise on their interpretation. swoosh. Green Light” 1. be sure you are in an area that will not disturb other classes. What kinds of things go slow? What are some words that reflect the word “slow?” Time: 7 minutes total. it has been a long day and they are sunburned and tired. 5. Words such as: snap-crackle. achoo. jump. Activity 4: Use action words to work changes in time. the children are in general space. pounce. spin. Have the children pretend they are a mosquito buzzing around people at a picnic. A Lesson in Force Specific Objective: . When the music resumes. Time: 5 minutes total. Have the children pretend they are running the 50-yard dash. The movements should be fast or slow. they act out the action word. 1. crawl. slither. Culminating Activity/Game: “Red Light. pop. Children show difference between/among different action words through their actions when the music begins. What kinds of things go fast? What are some words that reflect the word “fast?” 2. twitch. skip. If you chose to include noises with movements. For the questions. whirl. 2. the children are gathered back close to the teacher. Sometimes the noise created by children can get out of hand. dart. 6. Time: 5 minutes total. 3. Play music while children explore concepts. brip. Now they are elephants who just finished dinner. creep. deflate. The movements should be fast or slow. Now. Teacher Points: Remind children about self-space while moving in general space. wheezey. children freeze and listen for the next cue/action word from teacher. jerk. Each time the music stops.  2. krinkle.

floating balloon. a spaghetti noodle. Exploring strong/light force concept with a partner. Teacher points: Make sure all the children can make both the “muscle” and “spaghetti noodle” arm. Encourage the children to try all body parts even fingers and toes. feet. Change to the soft melodic music giving the children a chance to make light statues. alternating strong and light forces. C. B. heavy beat. Practice using strong/light force to music. a falling leaf. melodic music. Teacher points: Teacher can play music and stop music when it is time to switch partners when they are posing one another. Formation: Have the children stay in their self-space. 5. Some words to use could be: ghosts. a tree. Teacher points: Teacher should call out cues. Time: Five minutes. Point out how hard the muscle is. Have the children find a partner and have them join hands. B. Have them notice how easy the arm moves and how soft it is. Time: Seven minutes.) Have the children take turns posing each other as statues. B.) Then have them make a bridge with their hands and arms using a light force.) making them “strong” and “light. Changing force on signal. Using the children’s bodies and body part’s to show strong and light force. Formation: Children should be in self-space with their partners. A. Formation: Have the children in self-space. A.” D. 2. . Formation: Children should be in their self-space. Teacher points: Play music alternating the two types of music (strong/light) so that the children will need to listen and make statues according to the type of music.) First make a bridge with their hands and arms using a strong force.To teach children the concept of force.) Start out by having all the children make “muscles” with their arms. They will be able to distinguish between strong (firm) and light (fine) force.) Have the children experiment with other body parts (legs. bridge. fingers etc. Procedure: Activities 1-5 1.) Have the children make “strong” statues to music with a strong. A. Equipment: Music with strong. heavy beats and soft. stiff statues.) Then have the children make a “spaghetti noodle” arm. Time: Five minutes total Formation: The children should be in their self-space throughout general-space. This is light or fine force. strong beat letting the children make strong. Time: Five minutes. The children will make statues according to the type of music played. 4. 3. and tell them this is a strong or firm force. Time: 3 minutes. Becoming statues according to a teacher’s cue. C.) Have the children make “light” statues to the soft. and rock.) Last have them try to make their whole body strong and then try to make it light. Teacher points: Play music with heavy. melodic notes and a tape or CD player. the Statue of Liberty. As the teacher gives words the children will try to make statues using their bodies to match the word.

Time: 3 minutes.) making them “strong” and “light. Practice using strong/light force to music. 8. Formation: Children should be in their self-space. A. Exploring strong/light force concept with a partner. and rock. Formation: Children should be in self-space with their partners. fingers etc. C.) First make a bridge with their hands and arms using a strong force. Equipment: Music with strong. heavy beat. They will be able to distinguish between strong (firm) and light (fine) force. This is light or fine force. bridge. Time: Five minutes.) Have the children experiment with other body parts (legs. heavy beats and soft. Have the children find a partner and have them join hands. B. Becoming statues according to a teacher’s cue. 9. a spaghetti noodle. Time: Five minutes total Formation: The children should be in their self-space throughout general-space. a tree.) Have the children take turns posing each other as statues.” D. floating balloon. alternating strong and light forces.) Have the children make “light” statues to the soft.) Then have them make a bridge with their hands and arms using a light force. Using the children’s bodies and body part’s to show strong and light force. Have them notice how easy the arm moves and how soft it is. feet. . a falling leaf. As the teacher gives words the children will try to make statues using their bodies to match the word. melodic music. Some words to use could be: ghosts. A. Teacher points: Teacher should call out cues. the Statue of Liberty. C. B. Procedure: Activities 1-5 6. Time: Five minutes.) Start out by having all the children make “muscles” with their arms.) Then have the children make a “spaghetti noodle” arm. Formation: Have the children stay in their self-space. melodic notes and a tape or CD player.) Last have them try to make their whole body strong and then try to make it light. Teacher points: Make sure all the children can make both the “muscle” and “spaghetti noodle” arm.Culminating discussion: Can anyone tell me what two kinds of forces there are? How does your body feel when you are making a strong force? How does your body feel when you are making a light force? A Lesson in Force Specific Objective: To teach children the concept of force. and tell them this is a strong or firm force. 7. Teacher points: Teacher can play music and stop music when it is time to switch partners when they are posing one another. B. Encourage the children to try all body parts even fingers and toes. A.) Have the children make “strong” statues to music with a strong. Point out how hard the muscle is.

Equipment: *Stereo & music *Cones to mark general space Procedure: 1) Traveling and flow: A) Instruct the children that they are to move around general space while music plays and listen for the music to stop B) When music stops the children must freeze dead in their tracks without any extra steps C) Keep the stops in the music frequent to keep kids on track D) After a couple rounds explain to the children that the type of movement they have been doing is called BOUND flow. Change to the soft melodic music giving the children a chance to make light statues. Culminating discussion: Can anyone tell me what two kinds of forces there are? How does your body feel when you are making a strong force? How does your body feel when you are making a light force? Flow Lesson Week 7 Day 13 Objective: To help children understand and demonstrate the difference between the free flow and bound flow. stiff statues. G) Stop the children and again explain the type of movement. 2. 4.Carry a glass of milk that is too full – don’t spill. Including movements that are important to skill performance and safety. Time: Five minutes Formation: General Space Teaching Points: Check for basic understanding of bound and free flow 2) Eliciting flow qualities: A) Bound Flow. strong beat letting the children make strong.Pretend you are pushing a heavy box. this time give the students actions to help practice bound flow. E) Again have kids travel in general space to music. F) Make the travel seem like it has no end. Changing force on signal. The children will make statues according to the type of music played. FREE flow. 10. Stop the music and tell them to move as if they are balloons that got away. 3. Teacher points: Play music alternating the two types of music (strong/light) so that the children will need to listen and make statues according to the type of music. B) Play music (stop music between each) 1-press the floor with hands and feet. Remind the kids that bound flow is jerky and can be stopped.Teacher points: Play music with heavy. Time: Seven minutes. This time have them pretend that the students are eagles soaring free in the sky. it is like a cloud in the sky floating freely. Formation: Have the children in self-space. it just keeps going. In other words it doesn’t flow very smoothly and it is jerky with lots of stops. .pretend you are pulling a bucket of water out of a well and then carry the full bucket. as you move.

hop. Time: Five minutes Formation: General Space and Self Space for the last step Teaching Points: make sure that the children understand the concepts of free and bound movement 3) Following flow sentences: A) Write on poster board or chalkboard if you have it: Walk. gallop. and shrink. now we are going to do actions that help practice free flow. use the second column of words: jump. hop. B) Explain to children that in this sentence the comma means pause before going to the next word just like in regular sentences and that a period means stop. Have the kids stand in self-space. practice the words in the order you see them. we shouldn’t see your stops. E) Next we will turn it into free flow. stamp. Have the students start at the beginning and keep going all the way through to the end.flick away a fly. Time: Ten minutes Formation: General Space Teaching Points: Move around the space watching and checking for basic understanding of concept of flow sentences 4) Practicing flow sequences: A) This time there is two columns of words on the board. what we will do is use the same sentences but without the commas and periods. You’re going to join the words together to make a sequence. roll. jump. and shrink H) Time permitting ask a few students demonstrate their sentence. 1. Leap.you’re cooking bacon on the stove. explode. Creep. D) Play music. jump. sneak.C) Free Flow. On your signal have the children move around the general space practice the sentence three times. skip. Then ask them to lower their arms using free flow in unstoppable motion. Practice three times then do it without commas and periods. Words: walk. D) Which sequence gave you a bound feeling? Which gave you a free feeling? . run. and pop. B) On the signal. C) Now. Your actions should go smoothly from one to the next.You are mad at your brother. stride. 2. pounce. Remind kids that these movements seem to go on forever. and twist. F) Practice three times. jerk your head and arms away so you won’t get burned E) Last: This will include both free and bound flow. G) Give students a list of words and have them create their own sentences with commas and periods.” D) What the students just did was a different example of bound flow. flop. Have the kids raise their arms with bound flow that could stop any moment. slither. inflate. 3. but no punctuation. It is your choice when to change words. The first column of words reads: melt. slash the air to show you are really mad. This means there are no stops or pauses. C) Other sentences you can use “Walk. spin.

forehead. leg. hip. wrist. Time: Five minutes Formation: Self-Space on carpet square Teaching Points: Check for understanding or left and right and names of body parts 2) Balancing using different body parts A) When I call out a body part you should put that body part on the carpet and make a shape with the rest of your body. knee to head. D) Next instead of just touching a part have the students touch what hand (left or right) to the body part that is called out. Time: Five minutes Formation: General Space Teaching Points: Move around and watch for full cognitive understanding Culminating Discussion: 1) Can someone describe one of the types of flow? Bound or Free 2) Who can tell me one word that we used for bound flow? For free flow? Relationships – Body Parts Week 7 Day 14 Objective: To teach children to identify and use different body parts and to develop an understanding of how different body parts can relate to one another. C) Before doing this next one make sure to review left and right. Can include hands to waist. eye. ear. neck. Teacher calls out Simon says to touch (toes) and the students touch their toes unless the Teacher does not say Simon says. Can include left hand to right knee. teeth. side. elbow. Use the body parts mentioned earlier in the lesson. mouth. elbow you would touch the carpet with your elbow and create a . and back of wrist to back of knee. thumb. knee foot. left hand to right shoulder. Can include nose. arm. foot. lip. When you make a shape hold very still like a statue so I can see your shape. F) Next play Simon says again but this time when you call out have them touch two different body parts together like knee to elbow. Equipment: *Stereo & music *Carpet squares or tape X’s on floor to mark out self-space Procedure: 1) Identifying body parts A) Have the students sitting on carpet squares in self space B) Explain to the students that you will be calling out names of body parts and that when you call out each one they should quickly touch each one. chin. B) So if I say. You might want to speed up to see how close they pay attention. foot to shoulder. temple. eyebrow. Example: right hand to left knee. knee. and earlobe. shoulder. ankle. cheek. right hand to left elbow. Speed up as you go to keep the kids attention.E) Now go back and practice each sequence three times. making it very clear which is bound and which is free. left hand to left foot E) Next is a short few rounds of Simon Says but without anyone having to sit out.

C) D) E) F) shape with the rest of your body. two. Body parts can include: arm. and side. make sure I can tell which body parts you are using. thumb. side. stop and touch your heels to the heels of another person. B) Now something different. Time: Five minutes Formation: each child on Carpet Square Teaching Points: Offer hints if they are confused. Do this with a few body parts. When you stay still like a statue you are balancing. Feet. 3) Freezing on different body parts A) You are going to travel through general space on your feet. make sure that you use both hands and both feet. watch for movements that are dangerous. F) Make sure to touch gently so that no one gets hurt. C) Be careful to stay in self-space while moving. forehead. and one. You need to use two body parts to travel around general space and make sure to watch where you are going. I will call out a number of parts. mix up order so that they cannot anticipate the next call. arm. D) Now when you travel. Move around the room while doing this so that you can be sure that they are on the right number of parts. C) Now you have a chance to create your own way to travel. . 4) Traveling on different body parts A) This time we are going to travel on different body parts around general space. ankle. Time: Ten minutes Formation: General space Teaching Points: For safety make sure the children know to stop moving first then touch. foot. instead of touching the body part to the floor you will touch the body part I call out to the same part on another person. more than four. Now you are going to balance on different numbers of body parts. ankle. travel on hands and feet. leg. you will balance by touching that number of parts to the floor. leg. knee. shoulder. Practice your way of moving so it looks professional and then I will choose some people to demonstrate. hip. Call out: four parts. B) So if I call out elbow you stop moving completely and then touch your elbow to the floor. remind to touch softly so that no one gets hurt. Time: Five minutes Formation: General Space Teaching Points: Look for safety in the way that they travel. three. elbow. So lets start with the body parts we usually travel on. When you hear the stop signal touch the body part I call out to the floor. E) So if I call heels. hip. G) Body parts can include: wrist.

D) Switch. Make the distinction very clear. TIME: 3 minutes 2) A) Now that they can make the shapes.Culminating Discussion: 1) What did we call it when we made a shape and stood still like a statue? Balancing 2) Name some of the body parts that you can move around the general space with. freeze in your self-space and be courteous to others. Switch the shapes around. C) Get with a partner and show each other your shapes. B) Make as many symmetrical shapes out of your partner as you can. knees. When you make the shape. B) Try to make a circle and things that resemble a circle. change from one shape to another in six counts of a drumbeat. TIME: 3 minutes 5) A) Get with a partner and chose one to be the sculptor and one the statue. C) Try and make a skinny shape and things that look skinny. B) Try to make it as quick as possible. for one to learn the difference between symmetrical shapes and non-symmetrical shapes and how they can position their bodies to show that. Try to make a twisted shape. EQUIPMENT: drum. The beats of the drum could change from faster to slower tempos. Lesson Plan #1 for Week 8 Different Body Shapes SPECIFIC OBJECTIVE: To teach children different types of shapes and how they can form their body into different shapes. Feet. stomach. etc. B) Try and make as many symmetrical shapes that you can. D) Change from one shape to another on six counts of the drumbeat. hands. changing from one to another. E) Pick you’re favorite and second favorite and practice changing between the two. bench or box PROCEDURE: Activities 1-6 1) A) Tell them that they are going to learn about different shapes and how they can make them using their bodies. TIME: 3 minutes 4) A) Explain what a symmetrical and non-symmetrical shape is. D) Make a narrow shape and things that are wide. also. and closing on six fast counts and visa versa. C) Make as many non-symmetrical shapes out of your partner as you can. . TIME: 3 minutes 3) A) Travel in your self-space and make the shape of the signal that the teacher calls. and have them think of examples of things that look twisted. B) Next try opening one shape in six slow counts. B) Try making as many nonsymmetrical shapes that you can.

but you want to keep it simple. Do the same for your partner. B) See how many different ways you can do it and how many body parts you can use to get from one end to the other. B) The other partner tries to figure . each with a mat and a bench or box. 4) A) Set up a rope maze. rope. C) Now try faster. or sideways without knocking it down. 3) A) Now we are going to learn how to go through obstacles. hoops or even other people. out of. Travel any way that you want to (safely) along the bench. C) Make up a routine and memorize it. Remind them to be safe and not silly. PROCEDURE: Activities 1-5 1) A) Using a streamer (crepe paper attached to a pencil) get used to the flow. 2) A) Now we are going to learn the concept of “along”. but still in their own self-space. Try moving through the hula-hoops without touching the sides. B) Try to slowly move through the maze without touching any of the ropes. B) Now try going backwards. 5) A) Get into partners and pick one to be “frozen”. TIME: 4 minutes FORMATION: The children will be in their own self-space. name it and show it to the boss. TIME: 4 minutes FORMATION: Taking turns in their self-space moving down the length of the bench. C) Pick your favorite movement. constructed from table legs. D) Now try going over some of the higher ropes and under the lower ones. B) See how many body parts you can go under. Freeze in a comfortable position that could be held for a while. around and through. bench. etc. Landing has to be on both feet. EQUIPMENT: Streamers.TIME: 3 minutes 6) A) Set the group into stations. E) Try traveling over. TIME: 4 minutes FORMATION: Children are in maze area. B) Have them jump one at a time and make shapes of their choice in mid-air. C) Now try backwards. into. D) Write down the sequence on a piece of paper and exchange it with a friend. around and along the hoop. TIME: 3 minutes Lesson Plan #2 for Week 8 Different Body Shapes with Objects SPECIFIC OBJECTIVE: To teach children different types of shapes that they c form their bodies into using objects such as streamers. hula-hoops. D) Have a partner roll a hula-hoop and try to jump through it without touching the hoop. Have them try your routine and you try theirs. door handles. landing on the mat. over. TIME: 4 minutes FORMATION: Children are in their self-space with their hula-hoops until they get with their partner. chairs.

Also it is to test children’s understanding of the difference between matching and mirroring. A Lesson in Matching and Mirroring Specific Objective: This lesson is to improve children’s ability in functioning successfully with other children or as groups in different situations.) After partner number one makes five shapes.out how many ways to go over. TIME: 4 minutes FORMATION: Children are in their self-space with partners.) When the music starts. They look alike as much as possible. 2. Matching a partner in their self-space: a) Stand side by side or next to a partner. and partner number two tries to copy it exactly. C) Switch. (All done to music) Time: Two minutes total Formation: Children in self-space throughout boundary area. c. Equipment: Music (stereo) Procedure: Activities 1-5 1. they would change places. d. Teacher points: Walk around and give congruent feed back to the children. through around his/her partner. with partner number two making the shapes while partner number one copies them.) Partner number one makes a shape. partner number one leads by traveling and making shapes . under. Matching by playing follow the leader and traveling by making different shapes: a. b. These types of shapes are called match.) Try to make the shapes so alike that both look like twins.

which is set as their boundary area. 3. Time: Five minutes total Formation: The children are in their general space. c. while the one that was the leader (partner number two) follows.) Face each other (your partner).) With your partner make up five ways that you can travel. Time: One minute to be the leader . Teacher points: Make sure to walk around and give the children congruent feedback. For example.) The leader will make a balance. Partner number is the leader and partner number two is the follower. b.) When the music stops. b. Performing matching actions while traveling: a.in general space.) Together practice doing the movements so you do them at exactly the same time. partner two uses her left leg. both stops and the follower (partner number two) now leads. Teacher points: Make sure to tell the children that when they are the leader. Formation: The children are in their general space. 4. which is set as their boundary area. b. they Have to make sure their partner could actually do it. only opposite. Mirroring a partner in their self-space: a. Time: Three minutes for each person. while partner number two follows. if partner one uses her right leg to do something. and the follower will make the same balance.) Then perform the movements side by side at the exact same time.

Tell a short story with mirroring actions in your self-space to your partner: a. lungs. b. * The students will be able to follow the teacher's directions throughout the aerobic program and perform the required movements.is the capacity of the heart.) Can anyone tell me the difference between matching and mirroring? What is one of the activities we did for matching? What is one of the activities we did for mirroring? Activity One This is just a brief five-minute discussion introducing the terms of fitness and wellness. Why is physical activity important for all people? . * The students will be able to describe the components of an aerobic program. Teacher points: Stop the music after one minute and call out switch leaders. c.) For example your mother brushing her hair or father brushing his teeth. Teacher’s points: Play the music while they are practicing and stop it after five minutes.Formation: The children are in their self-space through out the boundary area.) Practice the story and try to do it the same way two times in a row. blood vessels. PROCEDURES Discuss with the following terms with students 1.) Ask for two set of partners to volunteer and perform their story for the class. 5. and muscles to function at optimum efficiency. Time: Six minutes total Formation: The children are in their self-space through out the boundary area. OBJECTIVE * The students will learn that a cardiovascular program has specific prerequisites that must be met. * Physical fitness. while the class tries to guess what they are saying. * The students will be able to describe the components of the human body that are affected by physical activity. Culminating Discussions: a.

and everyone walks in that direction. bone density. etc) while having students move around in all directions of NE. SE. Type: aerobic * * * 1 Target Heart Rate Explain maximum heart rate (cannot work at maximum for long) 220 – age then multiply by . NW. hop. longer life expectancy) 2.7 Calculations * 2 How to take heart rates Carotid and radial artery * * * * 3 Aerobic Program Warm-up Aerobic Workout Muscular strength Cool down Warm-Up Activity: North. South. lungs. South. You will call out 'North'. Teacher Note: It is important to tell the students that this is a light warm-up to get their blood pumping.Our body's ability to efficiently process oxygen (heart. 'East' or 'West'. 'South'. Activity two: Aerobic activities Materials Needed: 4 spots. SW. South. skip. vascular system) 3.The body creates energy for a long non-stop time. East and West Materials Needed: Four-poster boards labeled (North. Aerobic Capacity .T.I. 4 hula-hoops. 4 pencils Time: 5 minutes . Everyone assembles in the center of the playing area or the center of the gym.T. * * * * F. sprint. 8 cones. decrease stress..Health benefits (injury rehab. East and West).S. 4 blank maps of the U. East and West) Music: Fun active music Time: Five Minutes 1 2 You will have four-poster boards each one labeled a different direction (North. You will place each board in its appropriate direction. Then you will vary it by including different loco motor skills (run. Aerobic . 70 tongue depressors. Frequency: 3X week Intensity: 75% Time: at least 20 min. jog.

letters. Make sure to tell them not to fall asleep.T.I. 1 Place the cones around the perimeter of the general space that contains the tongue depressors. (1 state on each depressor). Write the names of all 50 states on the tongue depressors. which is behind the team. and muscles to function at optimum efficiency? Question: What does FITT stand for? F. math problems. along with the blanks. Muscular Strength Activity three: Stretch those Muscles Materials Needed: Calm relaxing music Time: 3 minutes b. relate  Have students lay flat on their back on self-space. Use your imagination as well as make fitness learning fun. Have students breathe in and out several times. They will think about this place and only this memory. Put on the music and have students extend their arms and hands to touch their toes for a count of 10 seconds. Have students stand in self-space. release. the first person on each team uses a loco-motor movement to move around the outside of the cones. You tell the students to imagine about their most favorable memory or their most favorite place to go. This exercise continues to increase the heart rate. he tags the next person in line. Explain to students that you will teach them how to stretch the proper way. lungs. The team then marks the ten states that they picked up with the correct name of the state in the proper place. d. Cool Down: Activity four: Relax. and spread them. When s/he gets back to his team. Teacher Note: Make sure students breathe in and out and go at their own pace. blood vessels.  You will have students close their eyes and breathe in and out. Closing Ask the students if they know what physical fitness means? Is the capacity of the heart. in general space in front of the relay teams. On your signal.1 Divide the class into 4 teams . a. e. . they go to the instructor to get a blank map and pencil. c. Then have students go to a wall near them so they can do wall push-ups. Teacher Note: It is important to make sure students are breathing so their heart rates are calmed down. When a team has 10 states inside their hoop. They will have to breathe in and out continuously during their imagination. The tongue depressor is placed in the hulahoop.  After two or three minutes have students sit up slowly and just relax. That person then starts his lap while the first person goes into general space and picks up a tongue depressor. Have them do then. Then have students lift up slowly and touch the sky or until they extend on their tippy toes.relay style.T. Each team stands behind a spot. Teacher’s note: This is a great integrated lesson and can be adapted by using capitals.

the body needs energy for activities like running. swimming. alcohol and tobacco products  AND DRINK PLENTY OF WATER Note to teacher: The lecture can be simplified for younger children. sex. Tell students they need piece of paper and pen/pencil for notes. 2. The first thing you must do to check your heartbeat is to locate a pulse.  The purpose of any physical fitness program is to maximize an individual’s health. Cardiovascular Efficiency. stay away from drugs. jumping. 5. and being a better athlete . running etc. Muscular endurance is the muscle’s ability to produce that force for a period of time. . walking. pulse can be taken from various places). and can be increased through stretching. and Body Composition. 4. Check the beginning pulse. Physical Fitness is the capacity of the heart. 3. Body size does not determine fitness. The components of health related fitness are Muscular strength and endurance. (However. Physical Activity and good nutrition are the team for good health and well being. Flexibility.). The Heart Rate is the number of heartbeats per unit of time. strength. Procedure: Activities A-E A: Lecture 1. blood vessels. Muscular strength is the amount of force a muscle can produce. How do you know when the exercise you are doing is improving your health? (When your heart rate is increasing). and skill level relative to age. endurance. and muscles to function at optimum efficiency.  It is important to exercise everyday beginning with a slow workout and only gradually increase in intensity. Cardiovascular efficiency is the body’s ability to undergo vigorous exercise for a long time. Type: aerobic Concept: Aerobic Fitness Objective: To elevate the heart rate and help improve children’s cardio-respiratory fitness. usually expressed by beats per minute. throwing. Question: what is a good exercise method to use for physical fitness? (answers may include jogging. Discuss how to check your pulse. lungs. and physiology. body build. Flexibility is the ability to use joints fully. 6. Discuss physical fitness.  Eat right. Explain that the body needs food for energy. You need to take the tips of your index and middle fingers and gently place them on your artery on your neck. Students will count how many beats they feel in 6 seconds. Have them record it in their notes.* * * * Frequency: 3X week Intensity: 75% Time: at least 20 min. biking.

” Students will follow your cues since you have to demonstrate the moves before exercising. until the music stops. Then explain to the students that they will have to listen to the directions of the music called “follow the leader. jump to the left. Explain that there will be a short warm-up followed by workout and cool-down. Several bases are set-up for the rabbits to take a break if necessary. Time: 8 minutes Materials Needed: CD track 1 or lively music. Rabbits can only stay on a base for a count of ten. and “field mice” at far end of the gym. jogging. to show the class what they look like. B: Warm-up 4 5 6 7 Have students put all their belongings against the wall. Teacher Point: Make sure children understand that they press gently on their artery just enough to feel their pulse. The rabbits are to continue doing this. End by stopping the music and telling students to take their pulse again. grape vine right and left (this move was learned in a previous lesson).  Tell the class they will be playing “Little Rabbit Foo-Foo. skipping. grape vine right and left (this move was learned in a previous lesson).Time: 5 minutes total Formation: The students are sitting in their self-space. Start the music and do the following exercises as you instruct students to replicate the moves: raise your arms up in the air.  Have co-teacher place bases around general space. Start the exercise by telling the students to march as they follow you in a line as you pass them. C: Workout Activity One: Scooping Up The Field Mice. it is okay to take small breaks during a workout to keep the heart rate at an acceptable level.  Tell students to walk the far end of the gym and stand near or against the wall. then they must continue. picking only one mouse at a time. Keep one field mouse. Teacher Point: Warm-up starts your blood flowing faster. move to the music to get to the other end of the gym. jump to the left (like a bunny rabbit). Note to teacher: This is only so the rabbits aren’t spending most of their time on bases. as you explain the game. Teach them how to raise arms up in the air.  Tell students they do not have to over-exert themselves in order to become fit or have a healthy workout. jump to the right. Also. Have students stand in general space. Have them then stand on general space. scoop up a field mouse and bring it back to the starting end of the gym. jump to the right.  The object of the game is for everyone to use a method of travel like fast walking. .

Take a deep breath and touch your feet with the tips of the fingers. 5 squares of carpet. He or she should make sure that each student in the group is doing the workout. jumping jacks. Now start from the left side using the same movement. Try to hold this position for 3 seconds. Activity Two: Spin Fitness 0 1 2 You will divide students in six groups of five to seven depending on class size. Go around and check if everyone is exercising. and sit-ups. Tell students that each one in the group will have one to two turns being a leader and a spinner. and sit down. or small mats. Tell everyone to grab a partner. arm rotation. Have them sit down once they have their group. The spinner should land on one of the activities such as jogging. Explain what each activity is and demonstrate how it is done correctly. Tell students to slowly rotate their heads from side to side.  Question: How long can a rabbit stay on a base? A count of ten. Time: 12 minutes Material needed: CD track 4 and 5 or energetic music Teacher Points: It is important for students to try to do each activity. Then rotate your head forward then toward the left side.  Do students have any questions? Time: 1 minute to set up prior to game: 5 minutes of game Materials Needed: CD track 2 and/or 3 or upbeat. Slowly return to an upright position. You will have students do some stretching. Also the leader will pretend to be an aerobics instructor. as “bases”. Tell the pairs that one of them needs to sit down while the other remains standing. head-shoulders-knees-and toes. . You will have students stand in general space. Once everyone has done this. Breathing out as you bend down. Then give students until the count of five to form groups of four or five. Make sure to tell each leader that they have to get a different activity so they can get a good workout. Stretch every part of your body from the tippy-toes to the tips of the fingers. is what their heart needs and makes for a good fitness workout. Cool Down 0 1 2 3 4 5 Students will get back to their self-space. They will have to spin the wheel. The sitting students should go on the other side. fun music. Start rotating from your right side by leaning your right ear to your right shoulder. tell all the standing students to go to one side of the room. Question: What do Rabbits do? Walk or jog to scoop up the field mice. Tell everyone to spread their feet apart slightly and take a deep breath as they stretch arms high into the sky. leg lifts. field mice (homemade equipment). squats. D. Now relax. or cotton balls Teacher Point: Tell students how continuous activity such as the game they just played -even if it has a “break” once in a while. Hold that position for 3 seconds. skipping.

. Time: 3/5 minutes Materials needed: soft music Teacher points: Tell students “It is important to stretch your muscles after you exercise because it allows for the body to cool down or relax.           “ So what did we learn about physical fitness?” Responses may vary It’s important to keep our bodies healthy and strong “ What cues do we need to remember when exercising?” Responses may vary but should include Remember to breathe Remember to stretch Don’t over-exert yourself What are good exercise methods to use for physical fitness? Jogging. Recognize the difference between foods high in fat. On the arm stretches the higher your elbow goes upward the bigger the stretch. and foods that are lower in fat. it is important to breathe in through your nose and out through your mouth. Now use your left hand to pat your right shoulder. swimming. Time: 2 Minutes Lesson Plan Title: Health and Wellness (Nutrition) Concept / Topic To Teach: Healthy Foods Subfocus: 4 Basic Food Groups.6 Pat your back using your right hand toward the left shoulder. Etc.” Remind students to breathe. biking. How should you begin your workout? It is important to exercise everyday beginning with a slow workout and only gradually increase in intensity. Also. E. Low Fat/High Fat Foods General Goal(s): To teach and further enhance children’s awareness and knowledge of healthy eating and how a healthy diet can help them maintain good physical fitness. Closing. walking. Become more familiar with the four basic food groups 2. Specific Objectives: At the end of this lesson the children will have learned to 1.

The discussion will last 10 minutes. continue to move freely through the general space. After making a decision they are to move through the room in a predetermined locomotor pattern (e. and high fat foods.3. Once again. Place pictures of different food dishes around the playing area. and closure (5 minutes). they need to determine whether or not it is a high or low fat food. and pick up a new picture on our signal. On my signal they place the picture down. we will go over the why it is important to eat right. I will go the four basic food groups and how they play a role in what we eat on a day to day basis. This will allow me to see where I would like to start. Pictures of food dishes will also be needed. The pictures will be mounted on heavy poster board (about 5”x5”in size). They will begin to use this newly acquired knowledge in a simple organized game that will further reinforce what they were just taught. When the children hear the signal they are to pick up a picture that is closest to where they are. This part of the lecture will only last 5 minutes because a lot of the information has already been slightly touched on. Then I will spend time explaining how eating healthy can also help our overall performance in physical activities.. The students begin to move around general space using any locomotor pattern. After viewing the picture. this part of the lesson will take about 5 minutes. It will take about 10 minutes to go over this portion because there is a lot of material to cover.g. high fat means to hop sideways. Next. cones will also need to be provided for general space. Finally. The remaining 30 minutes of class will be used for an activity (25 minutes). Step-By-Step Procedures: First. . we will focus on two types of foods: low fat foods. Anticipatory Set (Lead-In): The class will start with a brief question and answer period to see how much they already know about the four basic food groups and how they can possibly play a role in health and wellness. low fat means to skip backward). The surface must be somewhat smooth but not slippery. Make sure they are on fairly heavy paper so they don’t blow around. Closure (Reflect Anticipatory Set): I will close by briefly going over what we did and the different ways we can benefit from eating healthy. Required Materials: A boundaried area such as a gym or a schoolyard.

There will be five stations and each group is to go to all the station by rotation. b. Time: Four minutes total Formation: Children are in their self-space throughout the boundary area. they are to stop what they are doing and move on to the next station. d. Procedure: Activities 1-5 For activities 1-5. . Right up. at the same time they are working on cardiovascular endurance.) Next. mats. Jumping rope to the music. Time: Four minutes total Formation: Children are in their self-space throughout the boundary area. b.) Have them jump with two feet. Equipment: Jump ropes. left down). a.) Have them start out by leading with one leg and moving only one foot at a time (ex. divide the students into five groups. left up. have them jump rope with one foot and then switch. 1. have them jump with a partner.) Have the students in this station step up and down ten times on the jumping box. steps or jumping box. c. 8 hula hoops. Furthermore. a. and stereo. right down. 2.) Now.) Have each student pick up a jump rope.A Lesson in Fitness and Wellness Specific Objectives: To involve children in an activity which keeps them moving for an extended length of time. Stepping up and down on a steps or jumping box to the music. Teacher points: Make sure the children understand that when the music stops. Walk around to see how the children are doing.

a.) Have the children pair up.) Have each children perform ten abdominal crunches and switch.) Keep switching position until the music stop. b. using only one foot to land in each hoop. c.) Add another row of four hoops beside these. d. Performing captain crunch. 3. Time: 4 minutes total Formation: Children are in their self-space throughout the boundary area. cartwheel or round ). so that the two rows touch in the middle.) Have the students move through the hoops. Walk around and give congruent feed back.) Lay folded gymnastic mat crosswise to the direction of movement.) One children will be lying on the floor. . Teacher points: Walk around to see if they are doing the crunches correctly and give them congruent feedback. Hopping to each hula hoops. 4. Time: 4 minutes total Formation: Children are in the general area through out their boundary area. a.Teacher points: Make sure to demonstrate this activity. Walk around to see how the children are doing.) Children must place hands on the mat and kick feet to the other side of the mat (ex. Time: 4 minutes total . b. Teacher points: Make sure each hoop touches one next to it. a.) Make one row of four hoops. Doing cartwheel on the mat. b. 5. while their partner is holding their feet down. c.

CD/Tape player 3. giving them a chance to catch their breath. Teacher points: Make sure you go over safety. on the streets. preferably indoors. 6. Large open area. or other classical piece Objectives: 1. But one day the caterpillar got very sleepy and decided to take a nap.1 in Eb by Fredric Chopin. A while later. Then it stood up. At the end of the music piece have the students fly to a sitting position in their self- . Begin to tell this story: “There once was a beautiful caterpillar that loved to crawl all around. It would crawl in the trees. “Remember to stay in self space and do not touch other students. To encourage dramatic movement 3. its eyes popped wide open. To introduce action words. Tell students to lay on their bellies in general space and to act out the story as you tell it.Formation: Children are in self-space through out their boundary area. After a minute or so tell the students to “fly very slowly”. BEGIN THE MUSIC AT THIS POINT …and say. Then it popped its left are free. Tell students. Culminating Discussion: a. “Take Off!” 5. To have students Warm-up and slowly elevate heart rate 2. and noticed that it was a butterfly! It opened its wings and flapped them slowly.) What are the five fitness activities that we did today? Which station do you like the most and why? Concept/theme: Fitness and Wellness Activity 1: Metamorphosis Materials needed: 1. Also walk around and give congruent feedback. It began to snore very loud. (They should attempt to perform the actions that are underlined as you say them) 3. or revisit Grammar lesson on Verbs Time: approximately 5 minutes Procedure: 1. After a good enough rest tell them to take off again. And then…” 4. It popped its left foot free. for movement 2. and all around. It rolled back and forth but could not get free. and then it popped its right foot free. Music-Waltz No.” 2. It was surrounded by a shell that kept it from moving freely. Then it popped his right arm free. The students fly around general space. and it found that it could not move.

Do as many of the activities as you are able to while the music plays. We will all stop when the music stops.” 9.” Explain what the mission is in each activity area. 4 or more orange cones. designate areas for jumping jacks. Tell students. Show each group which mission they will do first. To practice fitness skills and concepts previously learned 3. “You are being sent on a mission to complete each activity of this course. crawl under or jump over hurdles. cross the monkey bars… 2. Open outdoor area 3. run jog. Ask. Also. Discussion: 1. Tell students. 8. Give students until the count of five to get into groups of five. Masking tape that is brightly colored 6. CD/Tape player. one at a time.space. Ask students to name some of the actions of a caterpillar.” 6. music 2. the whole group moves to the next activity. 5. There are multiple starting points and no finish lines 4. jump rope for a count of 10. 5 jump ropes 4. they can take their pulse or report if their hearts are beating fast/hard or slow. climb the ladder to slide down the sliding board. To practice looking out for and helping others in a group Time: 10 to 15 minutes. Activity 2 Materials needed: 1. not including set up time Procedure: 1. 5 hurdles. To have students elevate and maintain elevated heart rates 2. Use extra cones or masking tape to designate areas for students to gallop. Once all members of a group are done with the mission of one activity. head-shoulders-knees-toes touches. Do any further explaining necessary. depending on age. or walk-backwards around the perimeter of the obstacle course. 2. Age appropriate Outdoor equipment like monkey bars and sliding boards 5. Try to have one or two activities . “You are now members of a group and you can help the people in your group do each activity. jump into 2 hula hoops. and sit-ups. Tell students to feel for their heartbeats. Count for each other. Set up “obstacle course” for students to run around or between cones. Tell students. 3. do not start your mission until the music starts. 10 hula hoops. “Are there any questions? Does everyone understand the mission?” 7. “Each group will begin at a different activity. and encourage other members to complete the mission. These areas should be separate and spread out/away from each other. Lively music (that is appropriate for school and last at least 15 minutes) Objectives: 1.

CD/Tape player 3.” Discussion: 1. “Now try to touch your chest to your feet. they can take their pulse or report if their hearts are beating fast/hard or slow. Lesson Plan Title: Expanding Loco-motive Skills . and make sure activities are done correctly. To have students increase flexibility through static stretching Time: 5 minutes Procedure: 1.Quiet/ slow tempo Music Objectives: 1. they can take their pulse or report if their hearts are beating fast/hard or slow. “Did anyone help another group member? How well did you work with other group members? Activity 3: Cool Down Materials needed: 1. “Now let your feet go. and straighten your legs. “Pull your feet up the your body with the bottoms of your feet together. To have students lower heart rates 2.Tell students to feel for their heartbeats. After students circle the area two or three times. Start the music 11.” 6. depending on age. “this is not a race. have them sit down on the floor or ground 4. Tell students. Walk around each area to check on each group. Stop music after all groups have gone through all or most missions.between each group 10. 12. concentrate on relaxing.Large open area 2. Have students walk slowly around small area: a basketball or tennis court. Hold on to your feet. or the classroom. Discussion: 1. Hold and count to five. depending on age. 2. insure safety. use your elbows to push your knees to the sides until they touch the floor. they can take their pulse or report if their hearts are beating fast/hard or slow. Tell students to feel for their heartbeats. Tell students. Do not bounce your legs.” 5. Tell students to feel for their heartbeats. Ask students. depending on age. 2.” 3.

This will allow me to see where I would like to start. I will introduce a game called Geronimo that will allow them to utilize all of these skill themes in a dodging and fleeing . making sure to put emphasis on taking off on one foot and landing on the other. Begin to use these skills in different variations (such as skipping then changing to hopping then to galloping without messing up). I will go over Skipping. I will go over Galloping. I will explain it again and reiterate that the uneven rhythm of galloping is similar to the uneven rhythm of sliding. I will briefly explain how to do it again. Required Materials: A boundaried area such as a gym or a schoolyard. I will cue them to remember to bend at the knee so the shock of the hop will not be absorbed solely by knee. I will not spend as much time sliding because galloping is next and galloping might take a little more time going over. Thirdly. A radio will also be provided with some lively music to help create a festive atmosphere. and skipping. Leaping. The surface must be somewhat smooth but not slippery. Become more comfortable with the skills of hopping. If time permits. They will begin to use these skills in simple organized games that will further enhance their motor skills and eventually. 5. Leaping. we will go over the mechanics of Hopping. Galloping. Lastly. sliding. galloping. leaping. we will go over sliding. Secondly. starting out with the left leg balancing then switching over to the right leg. Fourthly. Sliding. I will once again cue them to bend their knees. and Skipping) by revisiting them and expanding on them. Anticipatory Set (Lead-In): The class will start with a brief question and answer period to see how much they remember about traveling. Step-By-Step Procedures: First. 6. Sliding. we will move to Leaping. and Skipping General Goal(s): To further enhance the loco-motive skills and skill themes the children have learned (Hopping. allow them to feel comfortable enough to move to the next level of proficiency. After revisiting each one of these. Galloping. This will help the children to view this activity as a fun and enjoyable experience.Concept / Topic To Teach: Traveling Revisited Subfocus: Hopping. I will play music and have them move around in self-space changing up as I start and stop the music. Specific Objectives: At the end of this lesson the children will have learned to 4.

Time: 5 minutes Formation: Groups are spread throughout general space . I will choose two people to be the chiefs. To help children understand the concept of rhythm as they relate to self space awareness.game. slide. Duplicating Rhythm: a) Have students pick a partner. whatever way the Chiefs tell them to travel. they will have to travel the same way to catch them. “Me Geronimo say get back to your tee pee. the little will have to make it past the Chiefs to the other boundary without being caught. and skip). I will set up boundaries and all the little Indians will start behind those boundaries. In the game Geronimo. leap. Also. This lesson also reinforces control level experience by helping children master basic locomotor skills such as coordination and speed which leads to skill development. they will have to help round up the other little Indians. Students may choose to clap instead of using noise-maker. the Chief will then tell them how to travel to the tee pee (hop. Closure (Reflect Anticipatory Set): I will close by briefly going over what we did and the different ways they were able to move around in general space using these skill themes. Children will gain the understanding of or refresh their memory of rhythm concepts such as slow and fast. and even and uneven rhythms. “Hop to it.” After saying that. The Chief will say. and give each group a noise maker. A Lesson in Moving to Rhythms Suggested Grade Level: K-2 Specific Objective: To allow children opportunities to create their own rhythm. Equipment: Drum and plastic eggs filled with pellets or any other noise making equipment Procedure: Activities 1-3 1. c) Have students take turns making and duplicating the rhythm. everybody else will be the little Indian’s. b) Challenge students to duplicate the rhythm their partner first makes. If they get caught.” After telling them how he or she wants them to travel. The Chiefs will face them and say. gallop.

Open Spaces (look for open spaces as you travel). e) Have students run to beat of the drum (an even rhythm but faster speed).e. two. Repeat once. Moving to rhythm: a) Teacher beats a cadence of one. Tell the students walking and running are even rhythms. 3. sitting sideways to hear each other better).Teacher Points: Pinpoint groups who use techniques that work well in creating the same rhythm (i. c) Have students walk the rhythm of the beat (beat drum in even rhythms). Students should walk quickly or slowly depending on the beat of the drum. Culminating Discussion Can anyone tell me if walking is an even or uneven rhythm? How about running? Which one has a faster tempo? Does skipping have the same rhythm as walking and running? Explain. Be sure they listen to the beat. in an even beat. counting out loud. Time: 5 minutes Formation: Partners are spread throughout general space Teacher Points: Start with short and simple rhythms and then proceed to more challenging ones if your partner is ready. three. Pause between segments so students can hear the change in rhythm. Time: 10 minutes Formation: Students are spread out in their own self-space and instructed to stay within boundaries of general space. Added challenges: a) Have students use their feet to duplicate the rhythm being created by their partners who are using shakers. Speed check (slow your speed slightly to avoid bumping others). Ready go. b) Students listen to the beat and then clap to repeat the rhythm. 2. (Skipping is uneven rhythm). c) Ensure students are taking turns. b) Partners should sit with their backs to each other and their eyes closed and then proceed to duplicate rhythm. Why is it important to keep your head up? . Teacher Points: Heads up (keep head up for good balance and to avoid collision with others). d) Tell students to listen to the speed and clap as they walk. four on a drum.

Equipment: Forty 4X6 Flash cards. have them use that movement throughout the general space. travel. hop. 2. run or gallop. Time: 2 minutes Formation: General Space Teacher Points: Heads Up (keep heads up for good balance and to avoid collisions). This lesson challenges youngsters to use different traveling patterns with other concepts. A C.. crawl). Locomotor movements in sequence: Spread the flash cards along the wall. Tell the children to read their cards. Have the children pick a card and return to their space. remind them a comma between the words means pause. . On signal. the children should know about self space and general space concepts. player with remote control and appropriate music. Prior to this lesson. Play selected music as a cue for children to begin and stop their locomotor sequences. skip. pause. Children should be in their self space and spread throughout the general space. Procedure: 1. Their sequence will be travel.D. Identify the locomotor movement of each child while you watch them travel. Each Flash card should have a movement sentence with three locomotor movements separated by a comma (i. Learning experiences such as these lead to skill development. A Lesson in Performing Locomotor Sequences Suggested Grade Level: 1-4 Specific Objectives: To help children master basic locomotor skills and to expand their traveling abilities. walk. Travel in general space: Have the children think of their favorite locomotor movement (make sure they have practiced different movements).e.For good balance and to avoid collision. such as speed and direction.

Make sure each child has a new sequence to follow. This will help them to understand that using dance as an exercise doesn't mean playing fast music and moving around really fast. Time: 5-6 minutes max. b) demonstrate what a strong motion is . Have different types of music available so the children can move in various speeds. Demonstrate strong motions: a) ask class if they understand a strong motion. Encourage the children to follow their locomotor sequences to the beat of the music. . Have them practice their movement sequence until they can do it the same three times in a row. The music or rhythm is calming but strong and flowing. They'll learn the different levels and things that they can do in the level whether they are moving fast or slow. Add Music: Have the children trade cards. Time: 10 minutes Formation: Individuals in self space. c) have volunteers demonstrate some. then continue your locomotor sequence). Teacher Points: Heads up (to avoid collision). Equipments: Music: slow rhythmic patterns. travel. Pause and Go (Pause momentarily. Self Space 3. stop. flowing Drums or clapping well do as well Procedure: 1. as with their motions. Teacher point: Make sure they know what a strong motion is.slow and strong. Balanced Stops (Spread feet apart and lower your hips slightly to maintain your balance when you stop). spread out through general space Teacher Points: same as prior activity (remember to praise all their efforts) Culminating Discussion: Can anyone tell me what self space is? How about general space? What are locomotor movements? What are some locomotor sequences? What is a helpful tip to keep your balance? How can you avoid bumping into others? A Lesson in Movement with Rhythm and Music Specific Objective: To help the child feel the music or rhythm. Formation: Sitting facing me.pause. Time: 8 minutes Formation: Individuals are spread throughout general space.

b) ask for examples of what they can do as a group: pretend to be animals. 6 minutes max.. Play music or make a beat. Make sure they keep their own space so not to bump into others. Display of motions: a)pair up the pairs. c) which level was hardest? easiest? d) what are somethings that you can do as a group? A Lesson in Dance/Rhythmic Activity: Streamers Galore Specific Objective: To help the child to move to different rhythms and music. Teacher point: Make sure they understand what they are doing. Movement in general space in the different levels: a) low level: movement in general space in low levels. Formation: In their groups of four or five.2. Formation: Self Space Teacher point: Play music or make a beat and instruct them on which level to move in.move amongst your group.then have them face each other. Adjusting their movements to accommodate the sounds and music they are hearing. b) middle level movement in general space in the middle level. Stress that in motion they should not touch their group members but move among them. 4. 4 minutes max. c) high level: have them do motion in the high level. 6 minutes max. c) copy your partner. Total of 6 minutes max. 3. baseball. b) pick a partner to go first.four to a group or five. Motion in self space in the different levels: a)low levels: have them do strong motions in low levels with music or beat. etc. Time: 1-2 minutes each. b) middle level: have them do motion in the middle level. c)split up the levels so that everyone has a different level/ all the levels will be displayed. Formation: general space Teacher point: Play music or make a beat and instruct them on which level to move in.once everyone as a partner (three people if too many people). play basketball. Time: 1-2 minutes each partner. Time: 1-2 minutes for each level. (now pose/stop when the music stops them continue). Time: 1-2 minutes each. Culminating Directions: a)what body parts did we work out? b) what are some things we can do in the different levles? Low/Middle/High. Equipments: Streamers and music . And to show them how to follow a rhythm.. Check to make sure everyone understands and can move in the different levels. c) high level: movement in general space in high level. d)switch and try a different level. 5. be cheer leaders. Formation: facing your partner Teacher point: playing and stopping music or beat. e) Switch again and try a different level. Mirror: a)get a partner and sit with them.

having the students try out the different levels and adjusting to the music. 3. skipping. Time: One to two minutes Formation: Standing next to their streamer. Moving in Self Space: a) Have all the children spread out into their self-space. d) Switch hands.Procedure: 1. low. Time: Five minutes Formation: Out in general space. When the music stops switch. Culminating Discussion: a) Can anyone tell me how we can move our streamers? b) Which rhythms did you find easier to move in? Fast/slow. middle.  . Teacher point: Play music and stop music. Follow your partner: a) Find a partner. c) Close to the body/ far from the body. 2. hopping. A Lesson in Balance Specific Objective: To help children understand the concept of balance. What are some ways they can move in their general space??? Walking. Trying out the different levels and movements. pretending to be an animal. Time: Five minutes Formation: Standing in their self-space. Moving in General Space: a) the children can dance with their streamers in general space. running. b) When the music starts pick someone to go first and you copy their movements. b) High. Time: Five minutes Formation: Out in general space. Teacher point: Playing and stopping the music. Teacher point: Make sure they know some of the different ways to move their streamers. having the students try out the different levels and adjusting to the music. B) Pick up streamers and in their self-space moves it to the sound of the music. etc… 4. b) Moving in general space to the different levels. Discuss ways of moving streamers: a) make letters. Teacher point: Playing music and stopping music.   They will learn the difference between static balance and dynamic balance.

balance boards.   feet   shoulder   width   apart.Equipment:  Tin   can   stilts. #1  balancing   on   a   wide   base­   on   a   balance   board. scooter boards and music Procedure: Activities 1­5  The   best   way   for   everyone   to   participate   is   to   use   the station method.   the children will balance with out falling off or letting the edges   of   the   board   touches   the   ground.  Rotate the children every 3­5 minutes. Time: Approximately 3 minutes Teacher   cues:  Tell   the   children   to   tighten   their   muscles.   balance   beams.  **depending on the children’s proficiency level and age.     They   can   use   a partner   as   support   if   needed. you can use a low to the ground or a little taller of a balance beam.   Some variations include trying it backwards or with arms on top of their head. or moving from a standing position to a curled position.   wobble   boards. They .     Some   variations   include putting   their   arms   above   head. feet close together. extend   their   free   body   parts. Time: Approximately 3 minutes #2  balancing on a narrow base­  the children will learn to travel on a balance beam with out loosing balance or falling off.   to   move   slowly   and   to   use smooth transitions. #3  Balancing   on   stilts­  walking   on   stilts   will   require keeping heads up eyes forward and shoulders straight.

Time: Approximately 3 minutes **Just to spice it up a little bit and to teach the concept of   static   balance.   tell   the   children   that   when   the   music stops   to   ‘freeze’   and   hold   for   3   seconds.     No   wiggles   or wobbles before moving on to the next station. Culminating Discussion: a) What sort of things did we learn to do today?  B) What helps us to do these things with out falling?  c) What are some activities we can use for dynamic balance? A lesson in traveling and stopping in balanced positions .  Time: Approximately 3 minutes #4  Wobble   boards­  balancing   on   the   wobble   boards   will   be hard enough. however on the wobble boards they will have to try   to   get   a   ball   into   a   goal   on   top   of   the   board   while maintaining their balance.  **Depending   on   the   children’s   proficiency   level   you   can split   this   activity   into   two   stations   by   using   tin   can stilts and wooden stilts or one or the other.   Some good warnings would be to keep hands and feet away from moving parts and to watch where they’re going.should also take smaller steps than usual. Time: approximately 3 minutes #5  Traveling   while   balanced­  One   way   to   travel   while balanced would be on a scooter board. One variation is to walk backwards.

Repeat this cycle a few more times using different numbers or even specific body parts until the children seem to be comfortable with it. a stereo and music Procedure: Have the children spread out into their general space. by using one and two foot landings. and have them travel through the space by whatever means they choose. Equipment: General space for the children to move. They will learn to balance in a variety of positions while traveling to music. skipping. change it a little by having them form shapes when it’s time to freeze. Start the music again and repeat except have them balance on one body part this time. This will prepare them for more challenging lessons in balance to come. Culminating Discussion: a) What were some positions that felt most balanced? What were the least? b) Is it easier to balance on one or two body parts? Why? Lesson Plan: Jumping and Landing Specific Objectives: The objective of this lesson is to help children understand the locomotor pattern of jumping. The lesson will enable the children to understand the reasons for jumping and how to perform a jump correctly. Play the music. Procedures: {Activities 1-5} . Repeat this cycle a few more times using shapes such as a circle. or egg. * A radio or stereo (teachers choice). etc…) When the music stops have them ‘freeze’ in a balanced position using three body parts such as a foot and two hands. running. Once the children are comfortable. It will also teach the children how to perform the many jumping variations.Specific Objectives: This will teach children the basics of balance. (Walking. Tell them to stop in a twisted shape. square. Equipment: * Hula Hoops for each student.

Time: Three to Five Minutes.) Have the student then land on the opposite foot.1. b. on two feet.) Have the student then land on their opposite foot inside of the hoop. have the student land on the same foot they took off on. c. with two feet in the air.) Finally.) Land on the opposite side of the hoop as the jump began. b. have them put their skills to use by using various jump patterns to move in. over. have the student jump. c. Two-Foot Jump: a. Hopping: a. Time: Two Minutes 4.) Starting from one side of the hoop. Time: Three Minutes Culminating Discussion: Have the students gather in a group and name the patterns of jumping that . hopping out of the hoop to the other side.) from one side of the hoop have the student jump high into the air on one foot.) From one side of the hoop have the student jump on one foot into the center of the hoop. Precise Jumping: a. have them partner up in two’s and three’s.) To make a game out of this activity. c. Time: Two Minutes 2. Skill Perfection: a. Time: Two Minutes 3. b.) When this is complete.) In follow-the-leader fashion.) Upon landing. and across the scattered hoops.) Repeat this again trying to gain as much distance as possible. have the student repeat this on the opposite foot.) Then have them repeat this starting with the opposite foot and landing on the opposite side of the hoop from where they began. d. 5.) Standing outside of the Hula Hoop have the student jump into the air on one foot. keeping as still as possible.) Have the class place their hoops scattered throughout general space. Leaping: a. see how many students can land very still in a perfect landing.) Have the students take turns leading until everyone’s had a turn being leader. b. b. c. c.

a.) Now have the students attempt to use the variations of the jumps that they have learned.they’ve learned. a. b.) Have the student jump over their obstacle and land as still as possible.} 1. b. Time: Two Minutes 2.) Discuss how they felt on the second jump and which they felt was a more successful jump. Equipment: * Hurdles of the teachers choice. c. Procedure: {Activities 1. They will be able to use the jumping variations they have studied. further advancing their education. Time: Two Minutes 3. a. They could then write in their P. Lesson Plan: Jumping Over Obstacles Specific Objectives: The objective of this lesson is to teach students how to jump over low obstacles using the knowledge they have accumulated in this unit. They should also be able to repeat key words they were taught in discussion before the activity began. c. * A radio or CD player.) Repeat this but have the students now use their arms and reach for the sky while jumping.) Have them repeat this and think of themselves as sinking into the floor as if it were a sponge.) Stop their jumping by shutting off their music and have them . journals the things that they discussed in the post-activity group. b.) Tell the students that they should try to propel themselves by pushing off of the ground with their toes.) Standing just behind their hurdle have the students jump.E. as high as they can over their hurdle. The lesson will correctly show them how to jump over an object.

Time: Ten Minutes Culminating Discussion: Have the students gather in a group and discuss the differences between jumping into stationary positions.) Finally have the class run towards their hurdles and take off on one foot and land across the hurdle on the opposite side.) Have them leap over the hurdle on one foot and land on both feet on the other side of the hurdle. a. Equipment: Milk crates. Have the students write key discussion points in a P. c.) Instruct the students to now approach it with quick running steps. roll). Cues will be given as needed to remind children the correct sequence they should follow (jump. and running and jumping over obstacles.E.) Make this into a game by having the students leap from hurdle to hurdle safely. journal and tell them to practice their new skills at home under parent supervision.) Have the students stand five huge steps back from their hurdles. land. Discuss the differences between the two. Main objective will be to make sure children land on their feet before they roll. Time: Five Minutes 4. on the opposite foot. b. e. and the different safety measures each type requires. The skill theme of rolling is incorporated into this lesson. d. benches of varying heights. LESSON: JUMPING OFF EQUIPMENT Specific Objective: To help children learn the proper way to land when jumping off equipment.switch jumps. hurdles and mats . c.) Have them switch jumps three different times.

still landing on their feet. c) Have the children add different directions to . Jumping for height. and then roll. * If children are crashing when they land or not using soft landings. Teacher points: Make sure children jump up. landing. which may cause them to fall. Jumping off equipment. If they are falling on their landing or crashing into their roll. and rolling: a) Have the children practice jumping higher off the crates. land on their feet. they push against the crate. b) Now have the children add a roll after they jump and land.Procedure: Activities 1-4 1. then roll in any direction they want. jump off the crate at the end of their mat. sending it sliding across the floor. Remind them to bend their knees and throw their arms up in order to jump higher. When they jump out. 2. land and roll).roll sideways). Have them try backwards. you will want to revisit jumping and landing skills (Chapter 22) before you continue. not out. b) Have the children change the direction of their jump. they are jumping too high (High jump. landing and rolling: a) Have the children one at a time. c) Have the children continue to jump off in different directions. Time: Five minutes total Formation: The children are divided into groups and are stationed at different mats throughout general space. Have them go slowly at first until they get the hang of it. but roll in the same direction they jump (jump sideways . sideways as well as forward.

c) Now have the children change the direction of their roll. On the next signal. Time: Five minutes total Formation: The children are divided into groups and stationed at different mats in general space. Teacher points: Permit children to jump backward only to a height that they can control when they land. absorbing their weight. 3. Teacher points: Each of the six stations will have objects of different heights for the children to jump off. land on their feet and then roll.backward roll). 4. landing and rolling from the equipment at their station. landing and rolling: a) Have the children jump over the hurdle. and rotate to the next station. Jumping over equipment. have the children stop. Have them practice stepping backward off the crate before they try jumping off backward. to match the direction of their jump (backward jump .backwards. b) Have the children change the direction of their jump .their high jumps. Time: Five minutes total Formation: Children are in groups of four and working at different stations. d) Have the children change the speed of their jump and of the roll. Practice mixing up the . They should be able to land on their feet. on balance. * The goal is to have controlled jumps and round rolls. and start all over again. sideways as well as forward. Jumping from different heights and rolling: on a predetermined signal have children begin to practice jumping.

12 inches. Cues will be given to remind the children of the correct jumping and turning skills expected. not a challenge to jump. Teacher points: Hurdle should be only so high that children are able to jump it without difficulty and land in control. Time: Five minutes total Formation: A hurdle is set at the end of each mat in general space.4 inches. (Hurdles should be no higher than 8 .) LESSON: JUMPING A TURNED ROPE Specific Objective: To help children learn the skill theme of jumping a turned rope. The hurdle should be an obstacle to cross.) Culminating Discussion: Can anyone tell me the proper way to land when jumping off equipment? Why is it important to land on your feet before you roll? Cues for this lesson: Jump. Equipment: Long jump ropes . and can be as low as 3 . Land. Roll (Jump: land on your feet: then roll) Strong muscles ( Use strong muscles to lower slowly to the roll) Round body (Round your back and tuck your chin and knees for a good roll. This lesson also incorporates teaching the children how to properly turn a jump rope.speeds of the jump and roll (slow motion jump / fast roll).

Jumpers should try to stay in a stationary spot. Teacher points: Give cues as needed to ensure the children are performing tasks correctly. have them try to start from the outside: run in and jump.the front door approach. then the children will trade positions. Hand out jump ropes. Jumpers and Turners: Two children will turn the rope and one child will try to jump. Front Door/ Back Door Approaches: When the children can successfully jump the rope by starting in the middle. Time: Two minutes then have the children trade positions. smooth swings while swinging an imaginary rope back and forth counting “one.Procedure: Activities 1-3 Divide class into groups of three. Jumpers: Start your run as soon as the rope touches the floor. Turners: Turn the rope so it turns toward the jumper . Formation: The children are spread out in general space in groups of three. two. Turners: Have the children practice using large. 1. Jumpers: Have all children keep their head and shoulders up for good balance while practicing small springy jumps. 2.” The rope will go over the jumpers head on three. Before actually using the jump ropes practice correct jumping and turning techniques. Time: Two . three.minutes. . Then have them exit out the back door. It may be necessary to mark a box on the floor with either tape or chalk depending where the activity is held.

Turners will use two long ropes. Culminating Activity: Jump Rope Rhymes: As the children become more comfortable with jumping a turned rope you may wish to teach them some jump rope rhymes. Double Dutch: When children have mastered the front door approach. two.Formation: Children are still spread out in general space in groups of three. (See attachment) CUES: Jumpers: Heads Up (Keep your head and shoulders up for good balance. Jump (Small. Continue to give cues as needed. simultaneously turning the ropes in an egg beater fashion. three (Swing the rope back and forth before the first swing over the head. they are ready to learn Double Dutch. Children will take turns jumping in (the front door). Only children who wish to try should do so.) . Teacher points: Make sure children are able to perform activity #1 correctly before moving them on to activity #2.) Turners: One. counting “one. Jump.) Smooth Turns (Turn the rope with large. 3. spring jumps with very little height. two. this will help the jumper be ready. smooth swings. three.

A Lesson in Stationary Kicking Specific Objective: To help children understand the dynamics of kicking a stationary object. I forgot? A.. Teddy bear. Teddy bear. teddy bear turn around. teddy bear turn off the light. Children will receive the instructions on how to kick a stationary object near and far. Equipment: Various sizes of round balls Procedure: Activities 1. teddy bear touch the ground. high and low. Cherry on top.. teddy bear go upstairs... laces. Be sure to mention not to use the toes! . teddy bear say good-night. and in specific directions. Teddy Bear Teddy bear. teddy bear say your prayers. Teddy bear.JUMP ROPE RHYMES Teddy Bear. Who’s your boyfriend. Ice Cream Soda Ice cream soda.. Teddy bear. and out side of foot. Soft touches to the ball for short distances and firm strikes for distance. Teddy bear. Kicking near and far: Demonstrate the proper method of kicking stationary ball with instep. B. along the ground. C.

Aiming the kick: Demonstrate the placement of the body and direction of the non kicking foot. Children may begin to get very excited as they improve their skill. With their partner have them move to a ball separated from their partner by about ten feet. Boxes should be placed in intervals high. Have the children face the wall and aim for the boxes on the wall. 2. Designate which method they should use. b) Within general space have the children double their space between them for distance. Allow the children time to practice with their partners. c) Allow children to practice their favorite methods shown with both feet (2 mins. Teacher points: The balls may get away from some children due to aiming and stopping difficulty. Allow time for practice. Time: five minutes total Formation: Children and balls should stay within general space Teacher points: Expect a lot of balls leaving the space and children running after them.a) Within general space ask children to choose a partner (5-sec. posture is important as well as placement of the foot on the ball. Kicking Along the Ground and In the Air: Demonstrate placement of the foot on the ball: low center for high kicks and high center for low kicks.). Time: Seven minutes total Formation: The balls and children should remain in self-space in relative proximity to their partner. . A).). low. large. and small. 3.

laces. and in specific directions. Soft touches to the ball for short distances and firm strikes for longer distances. and out side of foot. Be sure to mention not to use the toes! a) Within general space ask children to choose a partner (5-sec. c) Allow . high and low. Children will receive the instructions on how to kick a ball in the air near and far. Culminating Discussion: a) Can anyone tell me how to kick the ball far properly? What types of sports use kicking? A Lesson Kicking in the Air Specific Objective: To help children understand the dynamics of kicking a ball in the air. Touching the line counts. With partners or teams of two have the children take alternating turns aiming at one target at a time for points. With their partner have them move to a ball separated from their partner by about ten feet. Game: Aiming for points. Increase distance for greater difficulty. Designate which method they should use.).Time: Five minutes total Formation: Spaced as evenly as possible around the M P Room. Teacher Points: Expect flying balls all round the room 4. Equipment: Various sizes of round balls Procedure: Activities 3. b) Within general space have the children double their space between them for distance. Kicking near and far: Demonstrate the proper method of kicking a ball in the air with instep.

. A). And children having fun. Time: Five minutes total Formation: Spaced as evenly as possible around the M P Room. Kicking In the Air: Demonstrate placement of the foot on the ball: low center for high kicks and high center for low kicks. Time: Seven minutes total Formation: The balls and children should remain in self-space in relative proximity to their partner. 4. 3. Children may begin to get very excited as they improve their skill. posture is important as well as placement of the foot on the ball. Allow time for practice.). Teacher Points: Expect flying balls all round the room. Teacher points: The balls may get away from some children due to aiming and stopping difficulty.children to practice their favorite methods shown with both feet (2 mins. Have the children face their partners and aim for them. Aiming the kick: Demonstrate the placement of the body and direction of the non kicking foot. Time: five minutes total Formation: Children and balls should stay within general space Teacher points: Expect a lot of balls leaving the space and children running after them. Allow the children time to practice with their partners.

2. Setup: Have the children pair up and then line up facing each other at opposing ends of a field.Culminating Discussion: a) Can anyone tell me how to kick the ball far properly? What types of sports use kicking? A Lesson in kicking a Rolling Ball to a partner. Steps: 1. Equipment: Round balls and a field. Objective: To teach children how to effectively kick a ball to another child when the ball is rolled to them. Once the children have gotten used to rolling have them practice the stationary kick that they learned in a previous lesson. Have the children roll the ball back and forth to each other so that they may gain a sense of distance and proper space. 3. Next have the children roll the ball to each other and kick it back and forth .

A byproduct of this lesson may be catching. Holding the ball. Games: There are not many games designed with this sort of kicking in mind. blank sheet of paper. it is important not to play the game Kickball since it is not a “good” game. drop and kick various types of balls. all shapes and sizes. Equipment: Balls. depending on the activities used. including but not limited to Soccer. while teaching them the proper way to punt a ball. Procedure:1-4 1. Children will learn to hold. However. A) Have the children start with soft round balls. Instruct them to hold the ball at an arms length from their bodies.Pre control: The children should be able to do this exercise. Nerf and Footballs. Large old sheets. . A Lesson in Punting Specific Objective: To Teach children the difference between punting and kicking. It is designed for older children (5th and up) Control: The children should be able to kick the ball almost every time that it is rolled properly to them. B) Have the children try holding different types of balls.

) Instruct the first group to punt the balls into the sheets at the opposite end of the field. Have each member of one of the 2 original large groups get a ball. B) Have the children drop the ball from arms length in front of them onto the paper.) It is also important to point out how one should throw for best results (Refer to Cues). We will be using yarn balls and beanbags to throw. 3. then divide these groups into 3 groups. . Have the students with balls go to one end of the field.) After the children have gotten used to dropping the ball to the ground.2. Give each of the 6 small groups a large sheet. Next have the students with the sheets each take a ball from the sheet. The balls should easily fall to the paper. group get a ball. Lesson Plan Lesson Concept – Throwing The objective for this lesson is to help the students become comfortable and more proficient in various throwing styles. Continue back and forth until all of the children get the feeling down of punting. and the students with the sheets go to a place 25-50 yards from the first group (See Diagram A. demonstrate the full punt motion. A. Separate the children into 2 equal groups .) Now have the children kick the ball in an upward direction. Brief students before doing activities as to different throwing styles. A) Place blank sheets of paper about 1 foot in front of each of the children. Kicking game. 4. Kicking the ball. underhand. C. and from the side of the body. Teacher points: A field is a must. have them extend their right foot and drop the ball on their foot. Culminating discussion: What is the difference between Kicking and Punting. The more balls the better. while having the other side pick up their sheets. Dropping the ball. (overhand.

Movement should follow the upper hand throwing towards the target and following through with to a straight and lowering motion. Middle body: Hips and waist should be slightly turned towards target. Throwing overhand: Lower Body: Feet position step forward with the foot opposite to the hand the ball is being thrown with leaning most weight on this foot. Forearm should extend above the elbow slightly leaning the hand towards the shoulder. Knees should be slightly bent lining knees with toes. Arms should be slightly bent and remain at side with a motion that moves back lining the elbow to shoulder height when at stating point and moving arm forward to releasing point. and hanging targets. Arms should follow through after release of ball. Upper Body: Shoulders should remain in equal positioning as waist facing the target while leaning in slightly past the hip region. Arm way back: Pull your throwing arm back before you begin the throw. and weigh the bottoms down with . Back foot should be parallel to target while the front foot should be at a 45-degree angle to the target. Old sheets work well for this. ending at your knees. Feet should be spaced even between heals of the feet to the hips. Upper body: Shoulders should also be slightly turned equal with waist and hips. Side to side throwing: Lower body: Feet positioning should be equal with one another. Follow through: For overhand follow through toward the target. Equipment needed: Yarn balls (one for each child) and beanbags (five for each child). attach the top of the sheet to a broom or dowel stick.Cues: Throwing underhand: Lower body: Feet positioning Step forward on the foot opposite the hand that the ball is thrown. Upper body: Shoulders should align with waist and hips leaning slightly with shoulder closest to the target slightly lower then the shoulder furthest to the target. Knees should be slightly bent and lined with toes Middle body: Waist should remain in normal position facing the target. Middle body: Waist should be slightly turned with dominant side further away from target area equal to hips. The upper region of the arm to elbow should be parallel to the side of the body. Knees should be slightly bent. and should be Side to target: Turn your hips and upper body toward your throwing hand when you pull it back in preparation to throw. Carpet squares (one for each child). Elbows should be raised to the torso region and below the shoulder.

T. and try to make the target move by throwing with your other hand. and then hang them from basketball backboards or rafters. take one giant step backward and try again. Practice throwing the ball with your other hand (the one you do not hold your pencil with. T. When you can make the target move three times in a row. Practice till you can hit the wall three times in a row. (Use the hand you hold your pencil with. Tasks / Challenges: T. Activity 1: Throwing a yarn ball against the wall Setting: Take students into auditorium. from the side of your body. Take three steps back farther away from the wall and try to hit the wall. Activity 2: Throwing a ball at a target Formation: Keep students in auditorium. Attach a rope to both ends of the rod in the top of the sheet. T. Teacher points: Continue walking around and motivating students to do their best. . Teacher points: Teacher should walk around and motivate students to do their best while highlighting successful throwing cues demonstrated by the child. When you can bake the target move three times in a row while using your other hand. Move back to your starting position. Students should be divided into two groups and practice tasks at opposite ends of the auditorium to avoid backing into others self-space. Place carpet squares about ten feet from the wall.) C. Throw the ball against the wall as hard as you can using your dominant hand. Now you have a target at which to aim.heavy washers. If children need more time to practice allow them extra time doing the same task as to get the concept down correctly and comfortably. Remember not to get your balls until everyone at your target has thrown and not to throw until everyone is back to the throwing space. T. Tasks / Challenges: T. cones for self-space. This kind of target will soak up your ball. your ball won’t come bouncing back to you. Time: Allow 5 min. underhand. Equipment Needed: Give (5) beanbags per-child. take a giant step backward and try again. Your job is to throw at the target as hard as you can and try to make the target move. Throw all the balls you have.) T. four children per target. T. Hang sheet targets from basketball backboards or rafters. Radio for music. Equipment Needed: One square and one yarn ball for each child. Place carpet squares about ten feet from the wall. Move back to your first spot and try to throw a different way than you threw the first time. See how many different ways you can throw – sometimes overhand. Practice that throw about fifteen times. T. then bring them back and start again.

T. After you’ve thrown all the beanbags you have. Sometimes it is hard to feel what we are actually doing. they tend to run. & sidearm) Time: About 5 min.Time: Allow 5 min. Time: Allow 5 min. try to beat your last throw. arms. Activity 3: Throwing on the move Formation: Using the sheet targets. This lesson involves some outside participation from friends and family. Time: Allow 5 min. Task / Challenge: T. have your partner watch you closely as you run and throw.) Throw each beanbag as far as you can. Lesson Plan Lesson Concept – Catching The objective for this lesson is to help the students become familiar and comfortable with the task of catching. torso. so the throw just seems to flow out of the run and you keep running afterward. Run across in front of your target. Activity 4: Throwing for distance Formation: Partners in a large out door field. Cues: Catching Catching a rolling ball while on the ground: . Sometimes when people perform this task. you’re going to practice throwing at a target while running. Your partner’s task is to tell you whether you stop and throw or throw on the run. elbows. stop. with plenty of space around each pair Equipment Needed: A bucket of about 5 beanbags for each pair Task / Challenges: T. T. With your partners. underhand. You’re going to practice throwing long distances (like playing the outfield in baseball. and then throw. Ask: “What are some body parts you use when throwing a ball?” (Hands. Each time. & legs) “What are the throwing styles?” (Overhand. This time. and try to throw your ball into the target. T. Activity 5: Discussion Recap the cues to good throwing skills. trade places with your partner. partners make good observers. set the children up in groups of four facing each target Equipment Needed: One beanbag per student. We will be practicing catching large plastic balls and tennis balls. What you really want to be doing is throwing as you run. hips.

Lower body: Lower body should be on the ground with legs straight and shaped in a “V” shape. Middle body: Waist and hips should be straight and aligned with heals. When object reaches self-space for area for a catch the hands should be in the same position as it was thrown and reached for and pulled in till control of the object is fully gained. Arms should be positioned with upper arm to elbow to the side of body. Feet should be positioned comfortably pointing upwards. Hands should be slightly cupped and tilted towards one another with an equal distance large enough to accommodate the incoming ball. Tossing to self and catching: Lower body: Feet should be equally positioned slightly turned outward and heals aligned with hips for greater stability. Hands should be equally spaced to accommodate the size of the incoming object. Middle body: Waist should be positioned in the middle of the body facing the incoming object. Knees should be slightly bent alignment can be easily moved between toes and heals. Elbows and hands should be parallel to feet and joined side by side in the middle region of the body. The hands should release to the shoulder level and followed past the release to eye level. At all times the body should be positioned behind the incoming object. Upper body: Shoulders and elbows should be aligned with knees and toes for catching and throwing. When throwing an object it should be held in the middle of the torso. When the object . Hands should remain lower than elbows and close to the ground with fingers lower than the palm of the hands. This will allow a raising and lowering motion for both throwing and catching. Hands should cup the object at the bottom. Underhand Catching: Lower body: Feet should be positioned facing towards the incoming object and equally positioned with hips for stability. When tossing to self above head upper arms should be raised and hands follow through in a straight upwards motion. Arms should be extended to with elbows pointing towards the knee. Upper body: Shoulders should align with the knees and toes. Knees should be slightly bent aligned with toes and allowed to move in an upper and lowering motion to move with the ball. Upper body: Shoulders should be facing lining the middle of the shoulders towards the incoming object. Forearms should extend outward parallel to feet while hands extend slightly past the toes. This will also allow the thrower/catcher to move up with the ball and down with it to cushion a catch. Hands should be slightly cupped facing upwards and towards one another at a 45-degree angle. Eyes should be on target following the objects path and predicting its position when it reaches your self-space. When the ball reaches self-space area inside the “V” of the legs reach for the ball and follow the ball through until full control is gained. Middle body: Waist should be facing and slightly leaned towards the incoming object to allow shoulders to reach position. The waist needs to be slightly leaned forward to be enabled to reach further for the incoming object.

C. Challenge students who exhibit good skill development to practice throwing and catching at different levels. Time: Allow 5 min.reaches self-space area reach up to it bringing it into your hands. C. Activity 3 Throwing a ball against a wall and catching the rebound Setting: A wall with enough space so that the children can spread out and not be in each other’s way as they throw. Toss the yarn ball very close to your body. You should be seated facing each other. a line on the wall three feet above ground and one on the ground ten feet from the wall. With your partner. you’re going to practice catching the ball. Equipment needed: Large plastic rubber balls. See if you can toss and catch the ball ten times in a row without moving more than one step from your space. Activity 2 Tossing to self and catching Setting: Put students in self-space. carpet squares as helpful reminders of self-space. Time: Allow 3 min. When you can toss and catch the ball five times in a row. When the two of you can make five catches in a row. keeping it very close to your body. Highlighting achievements and reminding them of cues not be applied to reach the goal. Follow through by moving downwards with the ball until full control is gained so your catches are soft and to decrease the chances of the ball bouncing out from the hands and making an unsuccessful catch. In a space by yourself. give each child a yarn ball. Highlight successful application of these cues and point out areas that are being overlooked and not applied. one tennis ball per child. from further distances or greater speed. with your legs like a V. one large plastic or rubber ball per pair. This is your challenge for the day. carpet squares. who catches it with the hands. tennis balls. See if the two of you can make ten catches without missing. Catch it. Teacher points: Walk around observing for use of proper cues. . The second partner then rolls the ball back to the first. One of you rolls the ball to the other. Task / Challenge: T. T. Activity 1: Catching a rolling ball Setting: Partners about five feet apart. then toss it just a little farther away and see if you can still catch it. both of you should move backward a little and try again. T. Task / Challenges: T. Teacher Points: Walk around checking to see if proper application of cues is being followed and developed. close enough so the ball doesn’t go very high over your head or very far out from your stomach. you’re going to practice tossing and catching by yourself.

and catch it. Time: Allow 7 min. Time: Allow 5 min. I’ll time you for one minute. throw the ball against the wall. Count to yourself how many times you can hit the wall above the line and catch the ball in the air on the rebound. Give it a try. take another giant step backward. As you practice this time. At your carpet square. Lesson Plan Lesson Concept – Throwing / Catching Activity 1 Throwing an object to different levels and catching it . how should the catch be?” (Soft and quiet) “What body part should you keep on the ball at all times?” (Eyes) Time: Allow 5 min. After you can make five catches in a row from your partner. parents. T. We’ll make a game out of it this time. let it bounce on the ground on the return. sometimes throw the ball hard and sometimes soft so that you have to move forward and backward to catch it. take one giant step backward. When you catch the ball. Have skilled thrower direct partner to meet the cue’s proper application. Ask: “When you are catching a ball and pulling it in. When you can make five more catches. because we’ll do it again so you can try to improve your score. or grandparents) partnered with each child. try to catch the ball at stomach or chest level. throw it back to your big partner so that he or she can throw it to you again. For this you have a “big” partner.Task / Challenge: T. classroom teacher. Catch the ball as it rebounds before it hits the ground. Activity 4 Catching from a skilled thrower Setting: A skilled thrower (older students. If student is missing a cue point it out. Activity 5 Discussion Recap the cues of good catching skills. T. Now throw from behind the line on the ground so the ball hits the wall above the line on the wall. now try to catch the ball without letting it bounce. You and your partner will stand about four to five feet apart in your own space. As you practice now. Teacher Points: Have skilled thrower highlight application of proper cues being used by their partner and then have partners highlight proper cues of skilled thrower. T. Your big partner will throw the ball to you so you can practice catching. C. one large plastic or rubber ball per pair. T. To make it a little harder. T. Remember the number. Task / Challenge: T.

Formation: Students should be in their self-space
Equipment Needed: A beanbag or yarn ball for each.
Cues:
Watch the ball- Keep your eyes on the ball; see it come into your hands.
Reach- Reach to meet the ball; don’t wait for it to come to your hands.
Pull it in- Pull the ball towards you so your catches are soft and quiet; give with the ball.
Tasks / Challenges:
T. This task is to give you more practice catching. In your own space, throw the beanbag
(yarn ball) up in the air and catch it. To warm up, throw the object at about head level.
T. Now that you’re warmed up, practice throwing to object about arms length above your
head and catching it. This makes catching a little more difficult because there is more force
involved.
T. Once you’re able to catch the object ten times in a row using soft, quiet catches, you’re
ready to throw it a little higher still, maybe five feet above your head. Always remember
that you must still be able to catch quietly at each level you throw to. If you can’t then you
know you are throwing too high and need to bring the throw down a little.
Time: Allow 4 min.
Activity 2

Moving to catch from self-space
Formation: Students in self-space with a lot of extra space around each child
Equipment needed: One ball per child
Cues:
Throwing- Away but close (throw away from your body so that you have to move, but
don’t throw so far that you can’t catch the ball.)
Catching- Under or behind ball (Move to a position that puts you under or behind the ball,
not to the side.) Watch, reach, pull (As always, watch the ball, reach for it, and pull it in.)
Tasks / Challenges:
T. You’re going to practice throwing so you have to move to catch. Each of you has to be
in your own self-space with much space around you so you don’t run into others. To
begin, toss the ball so you have to move just one step to catch it – put the ball just barely
out of reach. This is a skill often used in football and basketball.
T. Practice throwing and catching in all places around your body: forward, backward, and
sideways.
T. I see some people catching at the same space; try to catch at different places, especially
toward the back of your body.
Time: Allow 4 min.
Activity 3

Throwing and catching with a partner
Formation: Students in partners about ten feet apart
Equipment Needed: One ball per pair
Cues:
Throwing- Eyes on target (Your eyes should be on the target all the time.)
Catching- Watch, reach, pull; Get behind (As the ball comes toward you, position your

body so that you’re behind the ball, not to the side of it.)
Tasks / Challenges:
T. Throw the ball so your partner doesn’t have to move to catch it. You’ll probably want
to start with an underhand throw.
T. If you and your partner can make ten throws and catches from the place you are now
missing, then both of you move back two giant steps and practice from there. Do the same
thing as before: Make good throws so your partner doesn’t have to move more than a step
in either direction to catch.
T. Try to make sympathetic throws, which are throws that have enough force to get to
your partner but not so strong that your partner can’t catch them.
C. From wherever you are standing, see how many throws and catches you can make
without a miss. To count, the ball must be caught, not just batted back to your partner.
T. Change and use an overhand throw. First, just practice back and forth. When you can
make ten in a row, move back two giant steps.
Time: Allow 5 min.
Activity 4

Catching to throw quickly to a partner
Formation: Students paired up with space to move
Equipment Needed: One beanbag per pair
Cues:
Move and face- Move toward the approaching ball and begin to face the direction you are
to throw. It is helpful to demonstrate this cue.
Flow- The catch and the throw should flow together; simply move directly into the throw.
Tasks / Challenges:
T. Sometimes it is necessary to throw very quickly after you catch the ball, much as
baseball players do when they are trying to make a double play. With your partner you are
going to practice throwing quickly after catching. Your partner will throw the ball to you;
you throw it back as quick as possible, like a hot potato. The throw to your partner needs
to be accurate as well as quick. To begin, one of you practices quick throws; the other one
simply makes the first throw and is a target. After seven throws, switch places.
T. When most of the throws go directly to your partner, back up a few steps and try the
task again.
T. Now, to make the task even harder, try to catch the ball with one hand and throw it
with the same hand. This is almost as if you don’t really want to hold the ball – as if you
need to get rid of the ball quickly.
Time: Allow 4 min.
Activity 5

Game: “Hot Potato”
Formation: Students in groups of 6 or 7 facing each other in a circle
Equipment Needed: One beanbag per group, radio for music
Rules:
1. You must pass the beanbag to the next person as the music is playing
2. Once the music stops whom ever has the beanbag has to hold it and make believe
that their hands are on fire until the music starts once again.
Time: 8 Min.

Lesson Plan

Lesson Concept – Throwing / Catching
Activity 1

Throwing overhand at a stationary target
Formation: Students should be divided into two groups and practice tasks at opposite
ends of the auditorium to avoid backing into others self-space.
Equipment Needed: Targets about five or six feet high on the wall, one for each student.
Paper plates with pictures on them make good targets (When drawing targets for children
to throw at, we do not draw faces on the targets. Faces on targets subtly reinforces the
idea of throwing at people, a violent concept we do not support in physical education
programs.) A carpet square and a ball for each student.
Cues:
Eyes on target- Your eyes should be on the target at all times.
Side, arm, step, follow- Don’t forget the cues for throwing – always use them.
Tasks / Challenges:
T. This time you’re going to throw at targets. You’ll have to keep your eyes on the target.
Each of you has a target in your own space. See how often you can hit it.
T. When you can hit your target three times in a row, take a giant step backward and try
from that distance.
Time: Allow 4 min.
Activity 2

Catching in different places around the body
Formation: Students in self-space with space around each child
Equipment Needed: A yarn ball for each child
Cues:
Watch the ball- Keep your eyes on the ball; see it come into your hands.
Reach- Reach to meet the ball; don’t wait for it to come to your hands.
Pull it in- Pull the ball toward you so your catches are soft and quiet; give with the ball.
Tasks / Challenges:
T. You practiced catching an object that goes to different heights; now you’re going to
practice catching an object that goes to different places around your body. Standing in
your self-space, throw the yarn ball so you have to reach in different places around your
body to catch it. This may mean to the sides sometimes, or behind your head. See how
many different places you can find to catch the yarn ball from without leaving your selfspace.
C. Most of us don’t like to practice places that are really hard. This time as you practice
pick out two places that you tried to catch and had the hardest time with. Practice those
two places until you can catch the yarn ball four out of five times.
T. This time practice your same catches in new places around your body. Always try to see
that the catches are as quiet as possible.
T. I’m going to make this task a little harder still. It’s easy to catch the yarn ball when it’s
fairly close to your body, but now I want you to practice catching the yarn ball so you
have to reach to catch it. Really stretch so you feel you’re almost going to fall over. It
helps to think of keeping one foot glued in place all the time. You stretch from that glued

It’s fun. Activity 3 Throwing to a moving target Formation: Students paired up and given a large area to move. but to make sure that you do not run into or hurt others. target a space in front of the runner so that the runner doesn’t have to stop and turn around to catch the ball. and then after the ball is thrown. Make the catch. T.Know where to go (know where the throw is supposed to go and run toward that spot. Now practice without deciding ahead of time where you’ll throw the ball. Don’t forget. You practiced moving one or two steps to catch the ball.) Catching. Up until now each set of partners decided where the catch was to be made. The thrower throws the ball to a point already decided upon so the runner can catch the ball without stopping. This means the thrower will have to be very accurate with the throws and the catcher will have to always be alert to catch the ball whenever and wherever it goes. T. you still throw the ball to a space in front of the runner. then ball (watch the passer as you start to run. but it must be done with a great deal of safety. This time the runner must be coming toward the thrower. Start out with . Time: Allow 7 min. Decide ahead of time where you are going to try and give the runner the ball. as you’re stretching to catch. who is moving. Your ultimate goal is to throw so your partner doesn’t have to stop moving or turn around to catch the ball. then throw again so you have to move to catch the ball. T. trade places. Equipment Needed: One beanbag per pair Cues: Throwing. track it all the way into your hands.Lead the receiver (throw to an open space just in front of the catcher. Instead of your partner running away from you. now you are going to practice moving a long way to catch. Again. T. The thrower remains still. Activity 4 Moving to catch Formation: Students in self-space in a large open space Equipment Needed: One ball per student Tasks / Challenges: T. After six tries. In other words. This task will take a lot of concentration on your part. So the task should be like this: stretch and reach to catch in different places around your body. You’re going to practice throwing the ball to your partner. not only to catch the ball. There’s one more way to practice this idea. to keep trying to catch in different places. the runner is simply coming from a different direction. the catcher runs away from the thrower. As before. Time: Allow 3 min. Throw the ball away from you so that you have to move several steps to catch it. Your throws should always be catchable.) Tasks / Challenges: T.) Watch passer. change so your partner is running across in front of you.foot – the foot that can’t move. don’t throw so far that there is absolutely no way that you could possibly catch the ball.

) Watch passer. if at all possible you should be under and behind the ball when you catch it. but you can’t keep it for longer than five seconds. then ball (watch the passer as you start to run. beanbags. Decide your boundaries and mark them off with cones. and one ball per group Cues: Throwing.Hips (to tell where a person is going to move. and then after the ball is thrown.) Rules: 1. T. You can only catch the ball in the air. After each successful catch. .) Intercepting. stereo. Time: Allow 4 min. Activity 5 Game: “Keep Away” Formation: Students in self-determined space in groups of three Equipment Needed: Cones for markers. hula-hoops. track it all the way into your hands. music PROCEDURE: Activities 1-4 1. Lesson in Throwing and Catching SPECIFIC OBJECTIVE: To improve hand eye coordination through throwing and catching. Time: 5 minutes total. Remember. 3.) Catching. In other words. see if you can throw the ball a little farther the next time. 2. watch the hips or the belly button. as soon as you know the receiver is open. and further develop skills used in throwing and catching.Lead the receiver (throw to an open space just in front of the catcher.) Play the ball (always go after the person with the ball – to force the person to pass it.throws that make you move only a few steps and then try longer throws.) Quick (make your throws quickly. see how far you can really move to make the catch.Move to open space (move to a space that is at an angle from the thrower. If you get the ball trade places with the person who threw it.Throwing beanbag upwards with hand and catching with scoop. EQUIPMENT: Scoops. 4. In self-space have children gently toss beanbag upwards with hand and catch ball in scoop. Repeat 10 times. You may run with the ball.

Try to throw to your partner so they do not have to move too much to catch . Throw underhand to your partner.With partner one throwing beanbag and one catching with scoop. pull the scoop toward you as you catch the beanbag. keep eyes on the beanbag as you toss it up in the air and watch it come into your scoop. Pull it in. Repeat 10 times. Divide children into pairs. Reach and pull it in. Cues: Don’t toss the beanbag too high. scattered throughout the boundary area.Throwing the beanbag up with scoop and catching with scoop. Reach to meet the beanbag. In self space have the children toss the beanbag upwards with the scoop and catch the beanbag in the scoop. Time: 5 minutes total Formation: Line children up in two lines facing each other about 10 feet apart in general space within the boundary area. 2.Formation: Children in self-space defined by their hula hoops scattered throughout the boundary area. Time: 5 minutes total Formation: The children in their hula hoops self space. Remember to step with the opposite foot from the hand that you are throwing with. Cues: Don’t throw the beanbag too high. One child will throw beanbag to partner who will catch beanbag in scoop. Toss the beanbag close to your body. Watch the bag. don’t wait for it to fall in your scoop. Follow through. Cues: Throwers: Eyes on Target. Watch the beanbag as you toss it up and while it is coming down into your scoop. 3. One line will have the scoops and the other line will have the beanbags. Repeat 5 time and then switch. Toss the beanbag upwards close to your body.

EQUIPMENT: One ball per pair. Step and follow through. Cues: Throwing: Eyes on target at all times. Repeat 10 times. Lesson in Throwing and Catching with Partners SPECIFIC OBJECTIVE: To practice and further develop mature skills of throwing and catching underhand and overhand with a partner. stereo. 4. music PROCEDURE: Activities 1-4 1. Formation: Maintain lines with children 10 feet apart in general space within the boundary area. you need to reach out and pull back as you catch the beanbag that your partner has thrown to you. Time: 5 minutes total. Practice throwing underhand to partner so that partner does not have to move too much to catch the ball and that. now instead of reaching and pulling down as you did when you were catching beanbag from the throw that you made yourself.With partner. Scoops will be used for both throwing and catching. Practice ten . Throwing ball underhand to a partner. CULMINATING ACTIVITY: Game: Toss and Catch Around the Circle. Reach. throwing and catching beanbag back and forth using scoops. Basically the game of hot potato with scoops and using at least 3 to 4 beanbags going around the circle all at the same time.the beanbag. Arm way back. Catchers: Watch the bag.

Music while activity is going on. Time: 5-7 minutes Formation: Same as before. Try to throw the ball with enough force that it will make it to your partner. Cues: Throwing: Eyes on Target. side of body away from the your throwing hand is towards the wall. Continue practice of underhand throwing and catching. and Pull in. but have children take two big steps backwards away from each other. Practice ten times back and forth. Step with opposite foot. Follow . Remember to try to make good throws so your partner does not have to move too much to catch the ball. Face. 2. Step with opposite foot. Practice throwing ball overhand to partner so that partner does not have to move very much to catch the ball. Music while activity is going on. Pull it in. Time: 5 to 7 minutes Formation: Children lined up in two rows facing each other about 10 feet apart. Step. Arm. When students can throw back and forth without missing ball then have them step back two big steps. Arm way back. Catching: Watch the target. Time: 5-7 minutes Formation: Children lined up in two rows about 10 feet apart. Get behind. throwing arm should come way back behind you. Music while activity is going on. but not to hard that your partner can’t catch the ball. Get behind the ball as it comes towards you Reach for the ball. Follow through. Catching: Watch.times back and forth. Cues: Throwing: Eyes on target. 3. Throwing ball overhand to partner. Repeat 10 times. Reach. body should be looking at wall. Face wall. Follow through. Cues: Throwing overhand: Side to target. Arm way back.

through. Reach and Pull in. Reach. CULMINATING DISCUSSION: a) When throwing the ball underhand to a catcher what are the things we need to remember? b) When throwing a ball overhand to a catcher what are the things we need to remember? c) What are some of the things that we need to remember when we are catching the ball? LESSON PLAN ON DRIBBLING Specific Objective: To help children understand the concept of basic dribbling. Remember to make good throws. and not to throw too hard. Music while activity is going on. Time: 5-7 minutes Formation: Same as in previous activity. . Step. Get behind. Traveling from one end of the gym to the next. Cues: Throwing: Side to target. Arm way back. Pull 4. feet and eye coordination. Continue practicing throwing overhand and catching. Children will gain the understanding of how to use hand. Thus children will obtain the knowledge on how to dribble a basketball that is needed to know when playing a game of basketball. Catchers: Watch. Equipment: Basketballs and Music Procedure: Activities 1-5 1. Follow through. Get behind. but have children move two big steps backwards away from each other. When students can throw back and forth without missing ball then have them Step back two big steps. Catching: Watch.

a. Then have the children walk and dribble the basketball to the other end of the gym and touch the wall (all done to music). Time: 5 minutes Format: Activity done all throughout the gym’s available space. Children will gain the understanding of how to use hand. a. Teacher Points: Make sure that children understand not to enter others general space and this activity does not involve contact with other students. a. Time: 3-5 minutes Format: The children form one line. Teacher Points: Make sure all children understand when running and dribbling the bal must be pushed at an angle. feet and eye coordination. Have them line up at one end of the gym. c. Run with right hand from one side of the gym to the next. b. Run with the left hand from one side of the gym to the next. Running and walking in different directions. Then have all the children dribble the basketball using their right hand then left hand up and down the gym. Teacher points: Make sure that all children understand the concept of walking and dribbling at the same time. 2. Thus children . b. Have the children each obtain a ball. Final Discussion: What is a way that is easier when dribbling the ball while running? How can one keep others from taking their ball away? Which foot must step first when dribbling with the right hand? LESSON PLAN ON DRIBBLING WITH A PARTNER Specific Objective: To help children understand the concept of dribbling with an opponent. Have children run and walk in different directions and different speeds (all to Music). b. 3. Time: 5 minutes Format: Form a straight line.a. Time: 5 minutes Format: Activity done in general space. d. Have the children keep other students from taking away their ball that is being dribbled throughout this process. Keep Away. 4. Opposite dribbling hand starts with opposite foot. Have children choose one hand to dribble the ball. Teacher Points: Make sure there is no pushing and hurting of other students (all done to music). Dribbling the basketball while running.

Have the children walk up and down the gym with the left hand with the partner in front of them at all times. 2. Time: 5 minutes Format: The children form one line. 3. Procedure: Activities 1-3 1. Run with left hand from one side of the gym to the next with the partner running in front of you. a. Have child run with right then left at angles with partner in front of them. Time: 5 minutes Format: Have children form one line with partner. Time:5 minutes Format: Have children form one line with partner. Also in form children to walk then gradually run. Teacher Points: Make sure that the children know what an angle means and should be done. music and a partner. Equipment: Basketballs. Teacher Points: Make sure that all children understand the concept of running and dribbling at the same time with a partner in front of them. Dribbling the basketball while running. a. b. Teacher Points: Make sure that all children understand the concept of walking and dribbling at the same time with a partner in front of them. a. Traveling from one end of the gym to the next. Have the children walk up and down the gym with the right hand with the partner in front of them at all times. Also inform the children to place the opposite in front while dribbling to keep the defender from being able to get the ball. b.will obtain the knowledge on how to dribble a basketball with a defender when playing a game of basketball. Also inform the children to place the opposite in front while dribbling to keep the defender from being able to get the ball. Final Discussion: Ask children where to keep their opposite hand while dribbling the basketball? Lesson Plan for Stiking Baloons in the Air Specific objectives: . Running at angles. Lastly make sure that the partner is running a little ahead of the person with the ball so that the two children do not run into each other. Run with right hand from one side of the gym to the next with the partner running in front of you.

They should remain in their own self space during each activity. 3. c) Have children count how many times they can volley it without letting it hit the ground.). music Safety tip: Have children take off watches or jewelry before playing Procedures: Activities 1_4 1. These skills can later be used in further lessons involving volleyball. Cue: Use slower music at first until the children get the hang of it. basketball. Striking with different body parts: a) Have children keep the balloon in the air by striking it with different body parts. c) Now travel entire circle of general space without letting balloon fall to the ground. one of each for every child. 2. b) Have them strike the balloons high above their heads. Increase speed of music if majority are successful. now walk in zigzags. Time: Five minutes Formation: Children scattered in general space with balloons. b) Have children use combinations of body parts to keep balloon afloat. foot then knee. Time: Five minutes Formation: Have children scatter throughout general space each with their own balloon. Try to keep the balloons from touching the ground. . arms.To help children develop coordination required to hit a ball with different body parts namely the hands. head. Time: Five minutes Formation: Children scattered throughout general space with balloons.(head then hand. c) Now have them try more than two body parts. Cues: Keep eyes on the balloons. b) Now have children walk in curved pathways while striking balloons. Striking a balloon forward: a) Have children strike balloons forward in the air while walking in general space. and soccer. Then practice using both right and left hands. exc. Striking balloons in the air: a) Have them strike the balloon with their open palm so that it stays in the air. Equipment: Balloons and light weight balls. and knees. Make palms flat like pancakes.

c) now have them volley it above their heads. forearms exc. Cues: Extend hand with palm flat like a pancake. b) Now let the ball bounce after each volley. Culminating discussion: a) What are some of the different body parts that we can use when volleying? head. They will volley with different body parts and volley in relation to other people. keep eyes on the ball and keep palms and body parts flat. Striking a ball upward (underhand pattern): a) Have the children strike the ball with their flat palm so that the ball goes straight up. Time: Five minutes Formation: Children scattered throughout general space each with a ball. Lesson Plan for Striking a Ball Upwards Specific Objective: To teach children an underhand and overhand volley. extend to the target (extend upward . masking tape Procedures: Activities 1. b) Have them volley the ball upwards so that they can catch it without moving from self space. Striking lightweight objects: a) Have children practice striking the ball upward as done before with the balloons. Have them practice this until they can volley it five or six times within their self space. keep your eye on the object. Time: Three to five minutes Formation: Children scattered throughout general space with lightweight balls. bounce in a row. Cue: Bend knees. beach ball or rubber ball). knees.Cue: Remind children to keep their eyes on the ball and to keep their body parts flat. How many times can they volley. c) Now see how many times they can volley with out hitting the ground. 4. Equipment: Light weight ball(nerf. b) What are some important things to remember when volleying? bend your knees. keep your surfaces flat. palms. feet. music.4 1.

Striking a ball to the wall: a) Have the children bounce the ball one time. This is called an underhand volley. Striking a ball upward with the forearms ( the bump): a) Have the children toss the ball slightly upward. Then volley the ball above their heads so it returns to them. have them try and say the whole alphabet while volleying without dropping the ball. Choose two children doing this pattern correctly to demonstrate to the class. bounce and so on. extend to target. Time: Eight to ten minutes. Catch the ball after each volley ( you will need to demonstrate this). quick feet 3. b) Now have them hit the ball after the return bounce so that the pattern is volley. move feet quickly to always be under the ball. extend to target. volley. bounce. c) Have the children switch hands so that now they are practicing with the opposite hand from which they started with. ( This is more difficult and you will need the time to give assistance. then strike it with an open palm so it travels to the wall. b) Toss the ball and volley it two times before catching it. d) Partner up the children and have them do the same activity accept to each other instead of the wall. Striking a ball over the line: a) Have children practice their underhand hits with their partners as before.) Practice this until they are successful three times in a row. Cues: Flat surfaces.on contact). 4. Formation: Children spaced around perimeter of the gym facing the wall at a distance of about six feet. For those who have already got it. The ball will not always return to the same spot now so they will need to have quick feet to be in position.) Formation: Children scattered throughout general space each with a ball Cues: Flat surface. They will then need to extend their arms bringing their forearms together to make a flat surface. Accept this time they will be hitting the ball across a line of . a lightweight ball. c) See how many times they can volley it without catching it. When the ball rebounds from the wall let it bounce once and then catch it. (Always focus on one cue at a time!) 2. and fast feet. Time: Five to ten minutes depending on the success rate. ( Ball travels best if hit slightly below center behind the ball.

) . b) Have them switch off hands so they get used to using both right and left. extend to target.tape on the floor. extend to target. c) Now have them keep track of how many times they can volley it back and forth. Cues: Flat surface. Time: Five minutes. lines taped on the floor about five feet apart. fast feet Game: If time and space allow. volley ball. fast feet) What is it called when we use our forearms to hit the ball? ( the bump) What types of games can we play using the volley? ( hand ball. the children are now ready for a game of four square. four square. exc. Formation: Partners. Culminating discussion: What are the three most important things to remember when volleying the ball? (Flat surfaces.