Week 7 Directions

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
Have the students find an own space inside the boundary.
Part 1

Warm-up/Review

10 Minutes

Safety

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.Workout Zoo
Teaching Tips

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
Stay in their own space after the last animal is finished traveling.
Part 2

New skill or concept

Directions

20 Minutes

Forward

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

Teaching Tips:

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
The students will begin part three from where they ended in part two.
Part 3

Practice

10 – 20 Minutes

Forward/Backward/Sideways

“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.

Teaching Tips:

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
Get a mat from the boundaries and put your mat in an own space to get ready for stretches.
Part 4

Stretching & closure

Taking it Home

Review:

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

 Additional Part 3 Activities

Direction Identification

  • “As you look around our space you will see spots inside our boundaries.   Under the spots are the body surface cards.”  Show the children the cards.  “Each card tells you the direction to travel.” When the music is playing, you will travel from spot to spot.  When you get to the spot, look to see which direction use to travel to the next spot you choose.  See if you can travel safely to every spot in our space before the music stops!  Remember, when you travel backwards, look where you are going, not in front!
  • Place the hoops around your space so that when you instruct the students to go get a hoop, they will not all run into each other.

Creative Direction Traveling

  • “When I say go, I want you to get a hoop and put it on the ground in an own space. Then you can stand inside your hoop. Ready, go.”
  • Explain that when the students begin to move, their hoop will stay on the ground in their current own space.
  • “When I say go, I want you to choose a direction to travel to a new hoop, when you get to the new hoop, freeze inside your hoop.  Ready, go.”
  • Watch to see how the students travel. Praise the students verbally, pointing out the different directions and ways they are traveling.
  • “This time when I say go, choose a different direction to travel in. Ready, go.”
  • Again, watch to see which students choose a new direction. Point them out as well as the way they chose to travel. Praise the students who are watching out for each other.
  • “This time when I say go, you will be traveling to two different hoops. Choose a direction to travel to the first hoop in. Once you get to the first hoop, freeze there while you count to three. Once you have counted to three, choose a new direction and travel to the second hoop. While you are waiting for me to say go, think of the two directions you will use to travel to your new hoops. Ready, go.”
  • Watch to see that your students have a grasp of this sequence. You might even stop the class to watch a student who thought of two different directions and two cool ways to travel in them. Do this task one more time.
  • “This time, you will be using all three directions as you travel. Decide which direction you will use first to travel to the first hoop. Once you are at the first hoop, you can decide which of the two directions to use for the second hoop. After you get to the second hoop, you only have one choice left! Use that direction to travel to your third and last hoop. Once you are at the third hoop, stay there so I can see you have finished. Ready, go.”
  • This is the hardest and last task. If you have time, you can do this task more than once, asking the students to change the way they travel in each direction, and possibly the order they choose the directions they will travel in.

Hoop Directions (do this activity with the hoops and domes)

  • Travel in any direction to a new hoop.  When you get to the hoop, travel through the hoop in a same direction.  Keep traveling to new hoops until I say freeze. Continue to change the direction you travel, each time you go through a hoop.
  • This time Change direction before you go through the hoop.
  • Change direction as you are going through the hoop.

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