PreK Week 13 Locomotor Moves & Shapes

PreK Week 13 Locomotor Moves & Shapes PowerPoint

Prek Week 13 Locomotor Station Cards

PreK Week 13 Shape Station & Playing Cards





Locomotor moves & Shapes


Equipment Needed

spots, Cones, Stretching Station Cards, Music Player, Music PowerPoint: Locomotor Moves & Shapes – Lesson 13, Hoops, Shape Station cards and shape matching cards, drum or something to keep a beat!

 Content Standard Benchmarks or Common Core Standards

Learning Goals, Objectives, Expected Outcomes


Demonstrate the locomotor moves; walk, run, jump, hop, gallop and slide.

Actively participates in the lesson activities and exercises.

Gain strength and flexibility through movement and stretching exercises.


Verbally identify the shapes; Circle, Square and Triangle

Verbally identify the locomotor moves; Walk, Run, Jump, Hop, Gallop and Slide.


Have Fun

Move and work safely among other children.



Teaching Tips, Differentiation and Assessments

Entrance Routine Hello, stand in an own space inside our boundaries
Part 1




10 Minutes

Have the space preset with shape cards on the boundary cones.  Put out at least 4 of each shape on 12 cones.  This helps to keep the children spread out as they move looking for shapes.  Put the shape cards randomly inside 2 or 3 hoops in the middle of the boundaries.

If you can tape or draw the shape on the ground; then play the game with the shapes on the ground, spread around inside the boundaries.  They can move to the hoops outside around the boundaries to retrieve the shape cards.

The shape game. 

Introduce or review the three shapes, square, triangle and circle.

Show the children the shapes around the space, either on the cones or drawn on the floor.

Tell the children they will be traveling to a hoop in the middle of the boundaries that has pictures of the three shapes.  They can get a card, look at the shape and find the same shape on the cone.  When you match the shape, put your card in the hoop by the cone or shape on the floor. When you are finished, go to the hoop in the middle to get another shape card.  Keep matching until the music stops or I say freeze!

Start with 3 shapes the first time you play.

  • Square
  • Circle
  • Triangle


After the children become familiar with the game and are confident identifying the three shapes, introduce one new shape at a time each time you play the game.


Transition Stay in the own space you are in right now!
Part 2

New skill or concept


6 Locomotor Moves:








10 Minutes


“You have all been traveling and stopping beautifully!  I saw a lot of different types of traveling today so far.  Some ways you have traveled are on your feet.  Show me where your feet are. One way you can travel on your feet is by walking.  We all walk a lot.  Watch me while I walk around.

(Begin walking back and forth in front of the children or show the PowerPoint slide for walking.)

What makes this walking is that you are traveling on your feet and there is at least one foot on the ground all the time.  When you are in the middle of the step, both feet are on the ground! Watch my foot as I pick it up and lean forward, the back foot is still on the ground. See how both feet are on the ground in the middle of the step?  When I step down onto the front foot, the back foot is still on the ground, so both feet are on the ground!

Explain the steps of walking:

  • Walk Tall/Head up.
  • Transfer weight to one foot.
  • Swing opposite leg forward and place on floor.
  • Transfer weight from heel to ball of foot.

Walk in inside our boundaries (drum beat), stopping on signal; then continue walking, changing to a different foot part: toes, heel; inside, outside; toes turned in, toes turned out; tiny steps, big steps. Watch where you are going! Now show me your best walking style: let your heel touch first; then rock to the ball and toes of your foot. Keep your head up, shoulders down, tummy tucked in, feet moving straight ahead, and arms swinging slightly.


“Can someone show me how to run? How is this different from walking?  It is faster.  When you walk, you have two feet on the ground in the middle of the step.  When you run you have ZERO feet on the ground in the middle of the step!  (You can have a child demonstrate running before you have the whole group go. Or show the class the PowerPoint slide that goes with running) When I say go, everyone run until I say freeze.  Be sure to look where you are going.

Have the children try all or at least three of the following activities each for a few seconds or so, before moving onto jumping.

  • Run, and stop with the signal.  (Music playing and stopping, Verbal go and freeze, etc.)
  • Run, clapping with each step.  Clapping hands on knees. Clapping hands on Stomach. Etc.
  • Zig Zag through cones.
  • Run with knees high.
  • Run with tiny steps, medium steps and long steps.
  • Run changing speeds.  (Fast vs Slow)

Jump (2ft take off and 2ft landing):

  • 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.
  • 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.
  • LAND SOFT – Land with knees bent and shoulder width apart to absorb shock.

SJumphow the children the PowerPoint slide with jumping or demonstrate a two foot take off and two foot landing jump.  Explain that jumping is a locomotor move.  Ask them to show you jumping around inside the boundaries. After a minute stop them and discuss hopping!


  • 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.

“Who knows how to hop?  Show us.  What is different about a hop compared to a jump?  You’re right! You only hop on one foot.  When I say go again, show me how you hop.  Ready, Go, Remember, only use one foot.  Can you hop on the other foot?”

Make sure all the children understand the difference between jump and hop. Jumping begins on two feet and ends on two feet.  Hopping begins on one foot and ends on the same foot.  Remind the children to change hopping feet every so many hops.


  • 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.

“Who has seen a horse gallop?  Galloping is another way to travel on our feet.  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!  Make sure as you gallop, you are leading with your front surface, going frontwards.”

Show the children an example of galloping or the PowerPoint slide with galloping. If possible keep the slide playing while the children are galloping.


“Oh wow, I see someone galloping sideways.” (Even if you don’t see anyone going sideways, stop them and talk about it.)

  • 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.

“Did you know that when you gallop sideways it’s not called gallop?  Nope, when you step/Slide sideways, it is called a slide.  Everyone try sliding.  Remember it is just like galloping only sideways.  Can you slide to the other side?  Yes you can, you have two sides and you can slide to either side.  Just make sure your side surface is leading you.”

Once everyone has had time to try each of the locomotor moves move onto part three.

Teaching Tips

Look for students doing the locomotor moves correctly and point them out while the students are moving.

This is an introduction of the locomotor moves.  You will explore them in more depth later in the year.


Expect all the children to try the different locomotor moves.  It’s ok if a child cannot hop yet.

Keep the visuals available through the activity, preferably video, at least the station cards.



Transition Stay in the own space you finished sliding in.
Part 3


Listen and Go

Each segment of the song “listen and go” has instrumentation that represents the locomotor skill.  The name of the locomotor skill is announced on the track before each sound begins playing.  When the sound is playing the children will use that locomotor move to travel around inside the boundaries.  After the first time through, the verbal cue for the skill is removed and the children are to listen to the sound to determine the locomotor move to use.  You can pause the song during that transition to the second part without the verbal cue, so that you can explain it to the children the first time they try the activity.

 The shape game.  (with listen and go music)

Review the three shapes, square, triangle and circle.

Remind the children where the shapes are around the space, either on the cones or drawn on the floor.

Tell the children this time when they are matching the shapes they will use the locomotor move the song is calling out. They will still travel to a hoop in the middle of the boundaries that has pictures of the three shapes, get a card, look at the shape and find the same shape on the cone.  All while using the locomotor move on the recording.  Each time the music changes, the children will use the new locomotor game to match the shapes.

To insure the students don’t run out of shapes to play with, as you walk around collect the cards by the cones and put them back into the hoops in the middle.


Watch the children while they are performing the various locomotor moves correctly.

Ask the children while they are moving to tell you the name of the locomotor move they are using.

Transition Get a mat from the boundaries and put it in an own space for stretching.
Part 4

Stretching & closure

Taking it Home

Cool Down: Choose 3 stretches to do with the class.


What were the three shapes you matched today?

What are the names of the different locomotor moves you used when you traveled today?


Personal goodbye from you!