GRADE

TOPIC

UNIT

Kindergarten

Locomotor Moves

Body Awareness

Equipment Needed

Hoops, Music, Stereo, Control Cones for boundaries, Red, Green and Yellow Cards (or Spots)

Content Standard Benchmarks or Common Core Standards

Locomotor Movement

• 2.5 Identify the locomotor skills of walk, jog, run, hop, jump, slide, and gallop.

Aerobic Capacity

• 3.1     Participate 3-4 days per week in moderate to vigorous physical activities that increase breathing     and heart rate.
• 4.4     Identify that the heart is a muscle located in the chest, and explain that the heart beats faster and   becomes strongerwith physical activity.
• 4.5     Identify that the lungs are in the chest near the heart and explain that they collect air.

Flexibility

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

Body Composition

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

Learning Goals, Objectives, Expected Outcomes

Psychomotor

1. demonstrate the 8 locomotor moves

Cognitive

1. Identify the locomotor moves verbally.
2. choose at least one locomotor move to use when they are traveling with the hoop.

Affective

1. Have Fun

ACTIVITY

PROCEDURE AND TRANSITIONS WITH

MODIFICATIONS AND OR ACCOMMODATIONS

SETUP, TEACHING TIPS, DIFFERENTIATION STRATEGIES

Entrance Routine

1 minutes

Safety

We will verbally review safety rules.

Part 1

Warm-up/Review

5 -10 minutes

We are all going to feel for our heart beat. Stand up and jump in your own space. (Students will jump for 30 seconds). Use your two fingers next to your thumb to feel the pulse of your heart on your neck. The more oxygen you need, the faster you breathe and the faster your heart beats.

Let’s try an experiment:

When I say go I want you to travel around our space using a speed that you can keep going for the whole time, until I say freeze. “Go” as students are traveling I will point out the students who are keeping the same pace and continuing to move. When I say stop, I want you to count your heart rate. “Stop”, find your pulse, and begin counting. I’ll let them count for 6 seconds. “remember the number” get ready to start moving again, this time go slowly so that your heart and lungs won’t have to send much energy, so that you can keep going for 10 hours! As the students are moving I’ll point out the students who are traveling slowly.  Stop and count the pulse again.  Is it a lower number or a higher number? This time I want you to go as fast as you can, without hurting yourself or anyone.  Keep going if you can, until I say stop.  When they stop we will count the pulse again, discuss whether it is faster or slower. We can then discuss how slower movement makes your heart beat slower and faster movements make it beat faster.

Part 2

New skill or concept

10 Minutes

1.      Can someone show me how to walk? What makes this walking? How we are stepping. The back foot steps, and lands in front of your foot that is on the ground. Step, Step, Step…. When I say go everyone walk until I say freeze. Can you walk a different way? Cool I see some people walking backwards, oh wow, sideways too!

2.      Can someone show me how to run? How is this different from walking? It is faster.  Your back foot steps and lands in front of the other foot before it lands on the ground. When I say go, everyone run until I say freeze. Be sure to look where you are going.

3.      Can someone show me how to jump? Jump using two feet. Both feet should leave the ground at the same time, and land at the same time. When I say go, everybody jump! How can you change your jump, but still jump on two feet, landing on two feet?

4.      Who knows how to hop? Show us. What is different about a hop compared to a jump? You only hop on one foot. Everyone, show me how to hop. Remember, only use one foot. Can you hop on the other foot?

5.      Who has seen a horse gallop? Who can show us how to gallop? That’s right, one foot stays in front and the back leg slides up to meet the front foot. Everyone try a gallop! Wow, you can gallop forward or backward. Step/Slide…Step/Slide.

6.      Oh wow, I see someone galloping sideways. That isn’t called a gallop though.  When you step/Slide sideways, it is called a slide. Everyone try sliding. Remember it is just like galloping only Cool I see some people walking backwards, oh wow, sideways too!

7.      Leaping is like hopping from one foot to the other. Start on one foot, hop up into the air, and land on the other foot. Can you leap forward? How about sideways? Backward is pretty hard, but wow, I say someone do it!

8.      Skip is the last Locomotor Move. Who knows how to skip? It’s sort of like a gallop, but instead of a step/Slide, it’s a step/hop. Take a step forward, and then hop on the foot that is on the ground.  Take another step forward, and then hop on the foot that is on the ground. Step/Hop, Step/Hop….

9.      When I say go everyone _ (locomotor move) until I say freeze. I will tell you how which locomotor move to use when you travel, your going to have to listen carefully, because I will keep saying different locomotor moves.

Run:

• EYES FORWARD-eyes focus in the direction of travel.
• PUMP YOUR ARMS and ARMS BENT-arms are bent at about a 90-degree angle and move in a forward and backward direction without crossing the midline of the body.
• BIG STRIDE-legs extend farther than they would in a walking step with a temporary flight phase.
• FEET STRAIGHT-feet are parallel to each other throughout the running motion.

Hop:

• SPRING-take off and land on the same foot, knees bend on landing.
• SWING-the swing knee is bent and swings forward.
• UP-the eyes look forward in the direction of travel, the body moves in an upright position, the swing knee is bent and swings forward, and the student takes off and lands on the same foot.
• DOWN-the knee bends on landing, and preparation begins immediately to take off again.
• STEP AND SWING-step forward on the hopping foot, bend the other knee, and swing that knee up and forward; there is a brief period of nonsupport, and the body moves with a smooth, rhythmical motion.

Jump:

• SWING-knees are bent and arms are back to begin jump, feet are shoulder- width apart, and arms swing forward and up toward the sky.
• EXPLODE-forcefully thrust body upward and land with knees bent and feet shoulder-width apart.
• SWING HIGH -knees are bent and arms are back to begin jump, feet are shoulder-width apart.
• TOUCH THE SKY –arms swing forward and up toward the sky, legs forcefully .thrust body upward, and student lands with knees bent and feet shoulder width apart.

Gallop:

• GIDDY-the eyes look in the direction of travel, and the body moves in an upright position with a slight forward lean; arms may be bent and in front of the body as the child holds an imaginary pair of reins. The lead foot moves forward.
• STEP-the lead foot moves forward.
• UP-both feet are temporarily off the ground, and the back foot quickly closes

Slide:

• CHIN OVER SHOULDER and CHIN-the chin is placed over the lead shoulder, the eyes focus in the direction of travel, and the body maintains an upright position.
• FEET PARALLEL–feet stay parallel to each other throughout the entire movement, even during the flight phase.
• MOVE TO THE SIDE-the body moves with a smooth and rhythmical motion, either to the right or to the left.
• STEP- TOGETHER-the lead foot moves to the side and the following foot meets the lead foot during the flight phase. This continuous action creates a smooth and rhythmical motion, either to the right or to the left.

Skip:

• ARMS BENT-Arms are bent at a 90 degree angle and swing in opposition to the legs.
• STEP-HOP AND ONE AND, TWO AND-Step forward with the lead leg and immediately hop on that same foot, then step forward with the other foot and immediately hop on that foot.
• Continue this alternating action, creating a smooth and rhythmical motion.
• Watch to see the children are trying all the different moves. If the student cannot do a move watch to see if they KNOW what the move is, if they still cannot do it make a note but don’t make a big deal of it. It may be due to maturation, you may still choose to bring it to the attention of the class room teacher. Encourage the students to move around the entire space. It still would not be uncommon to have a few children who cannot skip or leap.

Part 3

Practice 10-20 minutes

Afterwards we will play “Red Light, Yellow Light, Green Light”.

I will explain that the cards are like traffic lights. When they see the green card, they should go, pick a locomotor move to use that will exercise your heart. When they see the yellow card, that is slow down, cool down. Pick a locomotor move that will slow your heart down, let it rest. If you see the red card, that means stop. Stop where you are and look at me.

I will change the cards every 10-30 seconds or so. I will also have the students check their pulse between each card for a couple times. I will have them count the beats to see that the locomotor skill they chose is causing their pulse to either slow down or speed up accordingly.

Part 4

Stretching & closure

Taking it Home

5 minutes

Choose 3 stretches to do with the class.

Review

Seated, verbally review the eight locomotor moves.

Ask the class which locomotor moves were good for cooling down? Which ones work good for exercising your heart?

Closure

What can they do at home for their heart?

Practice the locomotor moves!