GRADE

TOPIC

UNIT

Kindergarten

Directions

Body Awareness

Equipment Needed

Cones, Spots, Pieces of paper or cards with animal names or pictures, Hoops

Content Standard Benchmarks or Common Core Standards

Movement Concepts

• 1.2 Travel forward and sideways while changing direction quickly in response to a signal.
• 2.2 Identify and use independently personal space, general space, and boundaries and discuss why they are important.

Fitness Concepts

• 3.1 Participate in physical activities that are enjoyable and challenging. Aerobic Capacity
• 3.2 Participate 3-4 days per week in moderate to vigorous physical activities that increase breathing and heart rate.

Body Composition

• 3.6 Sustain continuous movement for increasing periods of time, while participating in moderate to vigorous physical activity.

Flexibility

• 3.5 Stretch shoulders, legs, arms, and back without bouncing.

Self Responsibility

• 5.2 Willingly participate in physical activities. Social Interaction

 Learning Goals, Objectives, Expected Outcomes

Psychomotor

1. Move and work safely among other children.
2. Travel at least three different ways in each direction; Forward, Backward and Sideways.
3. Actively participates in the lesson activities and exercises.
4. Gain strength and flexibility through movement and stretching exercises.

Cognitive

1. Verbally identify the body parts on the front, back and side of the body.
2. Verbally describe the 3 directions and how you know you are traveling in those directions.

Affective

1. Have Fun

ACTIVITY

PROCEDURE AND TRANSITIONS WITH MODIFICATIONS AND OR ACCOMMODATIONS

SETUP, TEACHING TIPS, DIFFERENTIATION STRATEGIES, DESCRIPTION OR DIAGRAM

Entrance Routine

Part 1

Warm-up/Review

10 Minutes

Workout Zoo

• Demonstrate the movement characteristics of the following animals:  bear, lame dog, seal, crab, elephant, frog, and turtle
• One child picks a piece of paper (which has the picture/name of the animal) and the class completes the animal movement inside the working space.
• When you change the way the students travel, have them count their pulse. They can begin seeing which way of traveling is the best for the
  heart.

At first children can practice each animal movement in turn until they have learned the specific movement. Once the students have practiced animal movements, have them vary the speeds with auditory cues (whistle, music). If children become overly tired, provide a rest or a walk around as a “human.”

Transition

Part 2

New skill or concept

Directions

20 Minutes

Begin the discussion by talking about the parts of the body that are on the front surface. They are; the face, the chest(pectorals), the stomach (abdominals), the thighs (quadriceps), the knees (patella), shins (tibia) and the toes (phalanges) . Hold the poster up that shows the Front Surface of the body while you discuss the body parts on the front of the body.

“What parts of the body are on the front of your body?”

Allow the children to answer, as they do, point out the part on the poster and have the children point to the part on their own body. (Make up a song to sing while they review the FRONT SIDE ONLY!)

“When you travel so the body parts on the front of your body go first, that is called forward or frontwards.  Forward is the way we all naturally face or look because our eyes are on the front, it’s easier to see where we are going!”

“When I say go next, travel around the room so that the front surface of your body is going first. Ready, go”

“When you travel forward, the front of your body always leads you, the body parts on a front of your body should be going first. Can you think of another way of traveling that is forward?” “It’s ok to try someone else’s idea if it’s safe for you.”

Continue having the children find different ways of traveling forward at least three more times, call out freeze and instruct the children to change the way they are traveling forward.

Backward

Begin the discussion by talking about the parts of the body that are on the Back surface. They are; the back of the Head, Back (Trapezius), Seat (Gluteus), Hamstrings, Heels. Hold the poster up that shows the Back Surface of the body while you discuss the body parts on the back of the body.

“What parts of the body are on the back surface of your body?”

Allow the children to answer, as they do, point out the part on the poster and have the children point to the part on their own body.

As you discuss moving backwards, point out that your back surface is leading you around the room, but you are still looking where you are going! “When you travel so the body parts on the back of your body do first, that is called backwards.  Backward is opposite of the way we all naturally face or look.  Our eyes are on the front, so in order to see where you are going you have to turn your head to look backward.  When I say go next, travel around the room so that the back surface of your body is going first. Ready, go”

“When you travel backward, the back of your body always leads you, the body parts on the back of your body should be going first. Can you think of another way of traveling that is backward?” “It’s ok to try someone else’s idea if it’s safe for you.”

Continue having the students travel backwards different ways.

Sideways

“What parts of the body are on the side surface of your body?”

Allow the children to answer, as they do, point out the part on the poster and have the children point to the part on their own body.

“When you travel so the body parts on the side of your body goes first, that is called sideways.  Sideways is not the way we all naturally face or look.  Our eyes are on the front, so in order to see where you are going you have to turn your head to look sideways.”  “When I say go next, travel around the room so that the side surface of your body is going first. Ready, go”

“When you travel sideways, the side of your body always leads you, the body parts on a side of your body should be going first. You have two sides to your body.  A left side and a right side.  Make sure you practice traveling with each side leading.  Can you think of another way of traveling that is sideways?” “It’s ok to try someone else’s idea if it’s safe for you.”

When you feel your students have a good understanding of traveling in the  three directions, move onto part 3

As the students are traveling be sure they are traveling in the correct direction. You can point out the students who are traveling using the correct direction as well as the different ways they are traveling forward.

Assessment Strategies:

Visually assess your students’ cognitive memory of their body parts as they point to the part on their own body.

Ask the children, as they travel, to name the body parts that are leading them around the space.

IE: The body part(s) should be on the front surface of the body, in order to be traveling forward.

While you move through the students, ask them to tell you which direction they are traveling.

Teaching Tips:

Demonstrate or show the children examples of walking in each direction as you are explaining and if possible while the children are also traveling in that direction.   As you do this, point out that the front surface is leading you around the room, your face, chest, stomach, thighs, knees, shins and toes are going first, and will get to where ever you are going first!

Teaching Tips:

There are a number of ways that the children can travel forward. Some of them are; walk, run, jump, hop, crawl, slide on their bottom, skip, travel on knees, slide on bell, walk on hands and feet, etc. As your students are traveling be sure to call out the different ways they are traveling.

Transition

Part 3

Practice

10 – 20 Minutes

“Freeze.  This time as you travel, I will call out a direction.  It will either be forward, backward or sideways.  You can choose the way you will travel, but you must travel in the direction I call out. Ready, travel forwards.”  Let your class travel for 10-15 seconds and then yell freeze.  “Freeze.  This time travel sideways.  Continue to call out the different directions until you are satisfied that your students understand the concept of traveling in each of the three directions.

Forward/Backward/Sideways Music

Choose a travel stop song to play as the children travel.  When the music stops, and the children freeze, call out the new direction to travel in.

Forward/Backward/Sideways Music Creative

Each time the music stops, while the children are frozen, they will choose a different direction to while they travel, before the music begins again.

When you call out the direction, hold the station card up that corresponds with that direction.  This will help the children make the connection between the word/symbol and the skill they are performing.

Teaching Tips:

As the children travel, at least one body part on the surface shown on the station card should lead them to the next cone.

Transition

Part 4

Stretching & closure

Taking it Home

What are the three directions you can travel in?  How do you know you are traveling in a certain direction?  (you can tell by the body parts/surface that is leading you as you travel)

Cool Down

Choose 3 stretches to do with the class.

Review