Control Cones, Music, Stereo
Shape National Standards, Content Standard Benchmarks and or Common Core Standards
- 1.1 Travel within a large group using locomotor skills without bumping into others or falling.
- 2.2 Identify and use independently personal space, general space, and boundaries
- 2.2 Identify and use independently personal space, general space, and boundaries and discuss why they are important.
- 1.5 Create shapes using non-locomotor movements.
- 3.1 Participate in physical activities that are enjoyable and challenging.
- 3.2 Participate 3-4 days per week in moderate to vigorous physical activities that increase breathing and heart rate.
- 3.6 Sustain continuous movement for increasing periods of time, while participating in moderate to vigorous physical activity.
- 5.2 Willingly participate in physical activities.
- 5.3 Demonstrate the characteristics of sharing in a physical activity setting.
Learning Goals, Objectives, Expected Outcomes
- Work within the boundaries.
- Travel quickly to an own space.
- Find at least three different ways to travel to an own space.
- Create two different shapes with their body while in their own space
- Demonstrate a movement that can be done while staying in their own space.
- Find a space to work far from any other students or object in the boundaries
- Move safely among other students and through the space.
- Have fun.
PROCEDURE AND TRANSITIONS WITH MODIFICATIONS AND OR ACCOMMODATIONS
SETUP DESCRIPTION OR DIAGRAM
|1||This entrance routine is specific to your school community.|
|5-10||Review the safety rule with the class. Discuss different ways to travel. Talk about what the class should do when they hear me say freeze.
“When I say go, I want you to start traveling around inside the boundaries of our space.”
I will verbally have the class travel and freeze around the space. After a couple times of traveling I will have the class travel and stop to music.
As the students are traveling, I will remind them to:
Travel to the open spaces.
Travel away from people.
Try a different way to travel each time I say go, or each time the music starts again.
Watch where they are moving to.
Choose safe ways to travel.
New skill or concept
|5||Wherever you are, sit down. I want everyone to look at the ground where they are sitting. The spot you are sitting in is called your own space. When you are Frozen you do not need a very big own space. When you are working in P. E. you need more room so that you do not hurt anyone with your body or your equipment.
When I say go, I want you to go to a place inside our boundaries that is not near anyone else’s place, any equipment, walls or obstacles. “Ready go” (at this point you should look to see how your students are spaced out.
As they are getting to their own spaces, comment on the ones that are far from others and the boundaries. Also point out the students who are getting to their own spaces quickly.
Continue instructing them to find new own spaces at least four or five more times.
It is reasonable to expect them to find own spaces quickly. Giving them a time limit of 3-5 seconds, explaining that they could find an own space sooner, but must find one within your time limit. This will get them moving quicker. You can point out the students who are finding own spaces quickly, again using positive praise to reinforce what you are looking for. Once you are satisfied that your students are able to find good spacious own spaces, then you can move on to part 3.)
|Each time praise the students that are in good own spaces. When you point out the students who are in good own spaces, you will be giving examples of what you expect to the other students.|
|10 – 15||During this part of the lesson you want to have your students practice own space and have fun. Examples include:
“When I say go, skip to a new own space” “When I say go move very slowly to a new own space”
“When I say go travel backwards to a new own space”
After you have given them a few ideas of how to move to a new on space, let them choose a way to travel to a new own space.
Have the students travel different ways to get to the new own space. Each time they go to a new own space, they have to think of a new way to travel.
Ask them make different shapes while they are in their own space. Wide, narrow, round, close to the ground, away from the ground.
Do fitness activities while they are in their own space. They can practice the stretches you have done in class so far!
Introducing some sequences will add more cognitive experiences in the lesson.
“When I say go find a new own space and put your body in a wide shape and hold it for three seconds. After you have held your shape for three seconds picking a new own space to move to. Once you are in your new own space put your body in a small shape and hold it until I give you a new instruction.”
“When I say go pick a way to travel to a new own space. Once you are in your new own space stay there for three seconds. While you are in your first own spaces look for a new own space to move to. Pick a new way to move to your seconds own space. Stay in your second own space for three more seconds and then pick a third way to travel to your third and last own space. Once you are in your very own space stay there until you get a new direction”.
Stretching & closure
|Choose 3 stretches to do with the class. Ask them to find an own space to do their stretches in. If you use mats, ask the children to get a mat from the boundary and put it in an own space for stretching.
Review after or during stretching. How do you know if you are in a good own space? Why is it important to have a good own space?
|This is a great time to teach and review the names to the muscles the children are stretching.|