Week 2 Travel & Stop

 

LEVEL

UNIT

WEEK 02 Travel & Stop

EQUIPMENT

Kindergarten Movement During week two you will focus on traveling inside the boundaries to open spaces, looking where they are going and stopping on the signal.  It is important to establish safety as the number one thing about stopping on the signal.  The expectation is that the children stop instantly, or as realistically as physically possible, immediately after the signal.

I recommend that you use your whistle for STOP only.  Insure there is no confusion when it is time to stop or freeze.  The whistle is also loud and harsh, it is best used outside only when your voice cannot catch their attention.
Stereo, Travel/Stop Music, poly-spots, Control Cones, Safety Rules Cards, Drum or some type of rhythm instrument.
SHAPE Elementary School GLOs:

    • Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
    • Standard 2. The physically literate individual applies knowledge of concepts, principles,strategies and tactics related to movement and performance.
    • Standard 3. The physically literate individual 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)
      • Participates in cool down and stretching activities during class. (S3.E4.K)
    • Standard 4. The physically literate individual exhibits responsible personal and social behavior 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)
    • Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
      • Works safely and cooperatively with others in the class. (S5.E4.K)

Expected Outcomes:

Psychomotor

  1. Stop when given verbal, audio or visual command.
  2. Move safely among other students as they travel through space.

Cognitive

  1. When prompted, choose at least three different ways of traveling

Affective

  1. Have Fun

ACTIVITY

TIME

PROCEDURE WITH TRANSITIONS, MODIFICATIONS AND ACCOMMODATIONS

Teaching Tips, Assessments & Differentiation Strategies

Entrance Routine 1< min
Transition 1 < min Since this is only the second or third lesson, I meet my children where they can see the visuals and me.  They all stand in a group.
Part 1 Warm Up Review 5­‐10 min Remind the students about the safety rule; Be safe so that you don’t hurt yourself or anyone else. Being safe means staying in the boundaries, looking where you are going, avoiding other people, keeping your hands and feet to yourself and looking for open spaces as you travel.

If you break one the safety rule, you will sit out of the activity. Once you are ready to be safe you will be able to come back into the activity. If you break a second rule you will have to sit out for the rest of the physical education class. (At this time you should ask your students if they have any questions.)

Once you are sure your students understand the rules, you can move on to review boundaries.

Rainbow Tornado

Teaching Tip

I will have the class standing inside a specific area, a circle or square already marked on the ground. They will be standing as a group, facing away from the sun.

Transition 1 < min Finish with Rainbow and the bean bags will all be out of the boundaries on the spots!
Part 2 New Skill 10­‐20 min “Today you will be traveling around our space. You will get to try all sorts of ways to move. The important thing to remember today is safety. When you are traveling around the space it is important to look where you are going so that you do not touch or hurt anyone or yourself. When I say go you will start moving around the space, when I say stop you should stop wherever you are and look at me. Ready go”
After they have been moving for a minute or so, yell freeze. Look to see that everyone has frozen on your command. Praise the students that have stopped immediately. Remind the other students that they must stop as soon as you yell freeze or stop.

“Remember as you travel to look for the open spaces, and listen for me to give you the command to stop. Ready go” (It is important that you do sit out the students who do not stop when you yell freeze because it is not safe to keep moving when everyone else is still.)

Practice traveling and stopping giving voice cues for a couple more minutes Begin telling the students some different ways to travel as they moves around the space. Examples are; walk crawl, jump, slide on their bottom, travel on hands and feet, etc. Once you are satisfied with the way your students stop when you say stop, you can move on to part 3.
Assessment Strategy

As your students move around the space, watch to see that they are traveling safely staying away from each other.


Teaching Tips

Encourage them by pointing out the students that are looking where they are going.

Remind them as they travel to:
*Look for open spaces to move toward.
*Move away from everyone.
*Look for a space where no one else is.
*Travel away from people, if someone moves toward you, move away from them.
*Look where they are traveling.

Transition 1 < min Stay in the spot they finished in part 2.
Part 3 Practice 5­‐15 min Examples: (Do these tasks one at a time, giving each of the following three tasks at least three or four minutes of traveling and stopping.)

1. When the music plays you should travel around the space. When the music stops you should freeze. Each time the music plays you must pick a new way to travel.(play the whole song)

2. When you hear the drum beat you should travel. When the drum stops beating you should freeze. “This time when you freeze, freeze in a funny shape. This time when you freeze, freeze in a small shape. I’m going to keep playing the drum, and each time that you freeze find a new shape to freeze your body in.

3. This is the hardest one of all! This time I am not going to play the tape, or play the drum. I’m going to hold up a poly-spot. If I hold up the green one, that means go. If I hold up the red one, that means stop. You will still have to look where you are going, and also keep an eye on me. If you notice other students are freezing, that will also give you an idea to look up at me. Ready? (Start holding up the cards.) You will have to remind them to look where they are going, and to look at you. You should rotate around the space as you are holding the cards up.

Teaching Tips

Part three should contain some cognitive choice.
There should be no choice regarding stopping and starting.
The choice then becomes the way the students travel as they are moving through the room space. There can also be choice in the way they hold their body shape when they are told to freeze. You can make the task more difficult by introducing different stimuli regarding the stopping and starting.  These tasks will also help the students incorporate the skill into a variety of situations. Similar to teaching a sport skill and then using it during a game.

Transition 1 < min Find a spot to do the stretches inside the boundaries where you can see the visuals.
Part  4 Cool Down 5 min Cool Down

Do at least 3 stretches.  Take this time to teach your students the names of the major muscles they are stretching.  While you are stretching or immediately after you finish stretching review the lesson with the class.

Review

  1. What do you do when I say freeze?
  2. Where do you look when you are traveling?
    What does it mean to “be safe”?
Media

Week 2 Travel & Stop PowerPoint

Additional Part 3 Activities

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