WEEK 01 Boundaries
|Kindergarten||Movement||Boundaries show us where it is safe to play. In sport, boundaries tell us where to play the game. During this lesson you will introduce the concept of boundaries. This basic concept will be the basis for all your movement lessons, establishing where it is safe to move and play.||12 -18 Cones or boundary markers, 24 vinyl spots or place markers, Music, Music player/speaker, Boundary Station Cards, PPT slides, Projector (onto wall)/TV|
|SHAPE Elementary School GLOs:
The students will:
PROCEDURE WITH TRANSITIONS, MODIFICATIONS AND ACCOMMODATIONS
Teaching Tips, Assessments & Differentiation Strategies
|Entrance Routine||1< min||Set up your activity space with the cones and spots as boundaries.|
|Transition||1 < min||Have the class sit inside a specific area; if possible, a circle or square already marked on the ground. The children should be seated as a group, inside the space (as opposed to sitting around the perimeter of the space or in a long line.) If you are working outside the children should be facing away from the sun when they look at you|
|Part 1 Warm Up Review||5‐10 min||This is the first week with your students. The focus is on Boundaries. Introduce the safety rule; BE SAFE, and then start exploring the boundaries.
Teach the safety rule: Play Safe. Explain that it is important to play and move safely so you don’t hurt yourself or anyone else. Safe traveling means you look where you are moving to, keeping, your hands and body to yourself, and lookout for each other . It means looking for spaces to move to where no one else is! Today you will help the children experience safe traveling inside the boundaries, traveling without touching anyone else, and traveling to spaces away from others to be where no one else is. Today’s lesson teaches the children one way to be safe—staying inside the boundaries.
To the Children:
“These pieces of equipment (cones and vinyl spots) form/make the boundaries for our movement class. A boundary marks and shows us where it is safe to work and play. Are you are ready to move inside our boundaries? Let’s try.”
“When I say go, move safely with me to the boundary over here. (Choose the closest boundary line to begin with.) The boundary line is the limit, when you get to it, stop, even if I don’t say stop. Ready? Go.”
Walk around the inside of the boundaries with the children, showing them the cones and spots. Ask them to name the colors of the cones and spots and the name of the equipment. Every now and then, point out children to look at their feet, when they are inside the boundary; show the children the relationship of their feet to the boundary. Talk about inside and outside the boundary, consistently staying inside the boundaries. Repeat until you have gone all the way around the boundaries. Be sure to point out that the boundaries each have a specific color. This will help you direct the students to a variety of boundaries in the next part of the lesson.
Ask the children to move safely to the boundary that you point to and describe by its color, across the activity area. Remind them that the boundary is the limit and when they get there, they are to stop without crossing it. “Ready? Go!” (Move with the children)
Use the children that stop inside the boundary as examples to show others what to do. Establish that whenever the children are inside the boundaries, it is the safe place to play.
Do this for every boundary, traveling to each of the six different colored boundaries. Repeat this as many times as needed to ensure the children understand what it means to be inside the boundaries. They will have fun. Keep the focus on safety reminding the children to travel safely, look where they are going and to stay in the boundaries.
Where else can you identify boundaries: on a playing field,
on a game board, on the sidewalk and street, sitting at a table with others?
Prepare to introduce any equipment that is new to the children, and teach or review this vocabulary: boundary, cone, spot and Safe. Always show an item as you talk about it.
Review the activities moving with the children as you show and tell them what they are to do. Even when it seems like what you are doing is very easy, remember it’s often all new for the children. As you use all the activities during the week or over several weeks, you will reinforce and solidify the concept of boundaries, which is important for all movement activities.Teaching Tip
The safety rules need to be experienced to be learned. Reinforce movement that is safe, in the moment, by pointing out children moving and playing safe to the rest of the class.
Two examples are:
Children traveling and stopping inside the boundaries.
Children traveling to open spaces.
Place a Boundary card on each cone during the lesson to aid your visual learners.
Holding up a color spot and naming the color is a good way to reinforce learning colors in the classroom. Collect things around the room that are the same color as a spot and place them on the spot.
Use the boundary identification time to teach or reinforce color by asking the children to name the color as you lift up the cone or spot. Listen for their answers to identify children who may need more directed practice.
|Transition||1 < min||Children can stay in the spot they finished in at the end of the last activity.|
|Part 2 New Skill||10‐20 min||Follow the Leader –
Traveling through the room space, inside the boundaries, moving from boundary to boundary criss cross and zigzag around inside the boundaries.
|Transition||1 < min||Continue from where the students finished part 2|
|Part 3 Practice||5‐15 min||After you have led them around the boundaries for 1 rotation of the song, choose a child to lead as you continue playing. When you stop to pick another leader, announce to the class who the leader is and tell them that you all will follow them to the different boundaries. You don’t need to officially stop the activity. Keep the music playing and just pick a child to be the leader. You can help them by suggesting a color boundary to move to if they cannot think of one. Ask the leader to take you to a new boundary. When you get there, ask another child to be the next leader to take you to another boundary. Keep choosing new leader until everyone has had a go. The children will have traveled to all the boundaries and you will be able to assess each individual’s general understanding of the boundaries, leading and following. Complement the children that switch to the new leader quickly to create that expectation for the whole group. This will be your chance to observe the children more closely and address individual needs.||Teaching Tip
As much as possible, encourage the leaders to move across the room from boundary to boundary, as opposed to a circle around the perimeter of the boundaries.Differentiation Strategy
After stopping the children a couple times to change leaders, when you are sure they understand when it’s time to follow a new leader, you can choose new leaders without stopping the movement. Just announce who the new leader is and tell the children to begin following the new leader.
|Transition||1 < min||Have the children gather near you and the video source.|
|Part 4 Cool Down||5 min||Review what you covered today, the equipment and the boundaries, follow the leader.
Stretch the legs with three stretches. Begin teaching the children how to stretch properly and that we stretch because exercise actually causes our muscles to shrink! We stretch them to keep them flexible so they aren’t sore. You can even teach your children the names of the muscles as you stretch
|Additional Part 3 Activities
If you teach your children more than once per week, you can use these activities to give your students more opportunities to reinforce the concept and be successful movers. Because this will be a review lesson I refer to it as a “Part 3” lesson. Review the concepts previously taught in part one, or do a fitness activity. After your students are warmed up, begin the part 3 activity to reinforce the concept of Boundaries and practice moving safely within the boundaries.
a. This time in cleaning up the area, have the children place the beanbags and balls on spots that are the same color as the beanbags and balls. Demonstrate how a red beanbag goes on a red spot, etc. After cleaning up the garbage, have the children mess up the area and play again. Remind the children to stay inside the boundaries even when they are putting the beanbags or balls on the spots.
b. Make it even more fun, don’t wait until the area is all cleaned up before you say, “mess-up” again. Keep alternating, without stopping, the calls of mess up and clean up. Change the amount of time for each activity to keep them listening while they work.
c. Tell the children this time you are going to call out a number and they will pick up that number of beanbags or balls at a time. Have a student demonstrate with two; grab two items and take them to the boundary spots. Remind them to put the items on spots of the same color. After they have placed all the item(s) on the spots, the children are to stop (freeze) and look at you. Have the children mess up the area using a different number of items. Continue choosing different quantities to use as the children gather garbage to clean or mess up inside the boundaries. Assessment Strategy Use this as a visual assessments for one-to-one correspondence in counting objects
d. Rainbow/Tornado Talk to the children about Tornados, Hurricanes, or really strong storms. Talk about how they create a big mess and sometimes after a big storm things are thrown all over. Explain that when you mess up the gym during mess-up/Clean-up that it is like a tornado came into the gym. Talk about rainbows and that they come out after a storm and everything looks fresh and clean! That is how the gym looks after we “Clean-up”!
Establish and use a number of different ways to divide the class into pairs or small groups. Consider height, age, closest in proximity, hair color or length, clothing colors, equipment colors, etc.