Kindergarten Week 01: Boundaries

 

LEVEL

UNIT

WEEK 01 Boundaries

EQUIPMENT
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:

    • Shape National Standard #2 “Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.”
  • Demonstrates movement inside general space. (S2.E1.K – Space)
    • Shape National Standard #3 “Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.”
  • Actively participates in physical education class. (S3.E2.K)
    • Shape National Standard #4 “Exhibits responsible personal and social behaviour that respects self and others”
  • Follows directions in group settings (e.g. safe behaviours, following rules, taking turns). (S4.E1.K)
  • Acknowledges responsibility for behaviour when prompted. (S4.E2.K)
  • Follows instruction/directions when prompted. (S4.E3.K)
  • Shares equipment and space with others. (S4.E4.K)
  • Recognizes the established protocols for class activities. (S4.E5.K)
  • Follows teacher directions for safe participation and proper use of equipment with minimal reminders. (S4.E6.K)

Expected Outcomes:

The students will:

Psychomotor

  1. move safely among others as they travel through space.
  2. travel within the designated boundaries.
  3. participate actively during the lesson.
  4. stretch with appropriate form.

Cognitive

  1. describe the equipment that marks the boundaries.
  2. Explain why boundaries are important and what their purpose is.

Affective

  1. have Fun

ACTIVITY

TIME

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.

Safety
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.		 Connections
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?

Teaching Tips
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.

Differentiation Strategy
Place a Boundary card on each cone during the lesson to aid your visual learners.

Connections
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.

Assessment Strategy
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.

Music: Following the leader from Peter Pan

Show the children the word “Follow”.  Explain to the children that the word follow in our game means to travel where the leader travels.  You don’t have to travel the same way that the leader travels, but you need to follow the leader all around to the different boundaries.  Don’t encourage a line, encourage the children to follow you as you move around inside the boundaries. Explain to the children that you will be the leader and everyone is to follow you.  Travel around the space using different ways of traveling, complementing children who stay in the boundaries, and the children who are following you.  Describe the things you pass, like the cones and the spots and colors. As you get close to a boundary, reinforce where the boundary is and that you are traveling inside the boundaries.

Change the way you travel, encouraging the children to follow you: slow, fast, low, high, walking, jogging, sliding, on your bottom, or like a crab. Describe the different traveling you see the children doing; to encourage the children to try various ways of traveling.

The whole class follows me as we are traveling across from boundary to boundary.

 
 
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		  
Media

Following the leader from Peter Pan.
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.

Mess Up/Clean Up
In this activity, the children will explore the concept of boundaries by using beanbags and color matching as a concrete way of identifying, but not crossing, the boundaries.

Introduce the beanbags as new equipment. Have each child get a beanbag to play with as you spread out the remaining beanbags inside the boundaries (minimum two or three items per child is desired). Once the rest of the equipment is spread out, have them all drop their beanbags on the floor. Explain that you need the children’s help in cleaning up the “garbage” on the floor. Demonstrate how to clean up the garbage by picking up a beanbag and placing it on a spot at the boundaries. Have the children continue to pick up the beanbags and place them on any of the boundary spots until the area is cleaned up. Tell the children “When all of the mess is cleaned up, stand near me, inside the boundaries so I know you are ready”. Compliment them on doing a nice job of cleaning up the area, and then tell them they can now make a beanbag mess. “When I say go, I want each of you to safely get a beanbag from the boundaries and bring it inside the boundaries. Then drop it on the floor so we have another big mess. Ready? Go!” Continue the activity, cleaning up and making a mess and encouraging the children to move away from each other and to travel safely.

 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”!

  • Tell the children they are going to play a game called Rainbow/Tornado. While one partner is the rainbow cleaning up, the other partner is the tornado, messing up, at the same time! Reassure the children they will get to play both parts.
  • Ask the children to find a friend and sit together shoulder to shoulder. Ask one partner to stand and one to stay sitting. Designate the one standing to be a tornado and one sitting to be a rainbow.
  • When you say go, they will play the game with both rainbows and tornadoes moving at the same time. Remind the children that the job of the rainbow is to put all the garbage (beanbags and soft balls) on the boundary spots to clean up the area. The tornadoes are to be the wind that moves all the garbage back into the activity area (messing up the area). Demonstrate how this works simultaneously with one pair of children. Caution the children to watch out for each other as they move about as rainbows and tornadoes.
  • After a few minutes, let the pairs of children switch being tornadoes and rainbows.

Teaching Tip

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.