GRADE

TOPIC

UNIT

PreK

Boundaries Cont

Movement

Equipment Needed

• 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

Content Standard Benchmarks or Common Core Standards

Learning Goals, Objectives, Expected Outcomes

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 color of the bean bag when prompted.
2. Explain what being safe in physical education is.

Affective

1. Have fun.

ACTIVITY

PROCEDURE AND TRANSITIONS WITH MODIFICATIONS AND OR ACCOMMODATIONS

SETUP DESCRIPTION OR DIAGRAM

Entrance Routine

Part 1

Warm-up/Review

Safety

Review the safety rule: Play Safe. If time permits, take a quick walk around the boundaries reviewing the equipment; cones, spots and boundary signs.

After reviewing the boundaries, equipment and vocabulary play follow the leader.  The teacher will begin as the leader and then as you feel the children are ready, begin choosing children from the class as the leader.  If time allows, give everyone a chance to be the leader.

Following the Leader

Begin with you (the teacher) leading the children around the room, form boundary to boundary. Travel through all of the space inside the boundaries. Choose as many children as possible in the 10 minutes you warm up traveling. Let the children know; if they didn’t get a turn to be the leader today, they will get to be a leader another time. As you travel around inside the boundaries, continue to review the cones and spots and have the children say names and colors of the equipment.

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.

Teaching Tip

• Have the class stand in a specific area; if possible, a circle or square already marked on the ground. The children should be standing 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.
• 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.

Part 2

New skill or concept

Part 3

Practice

Mess Up/Clean Up – Boundary Exploration

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.

Emerging

(Basic activity that expands awareness/proficiency of a new skill)

• 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.

Applying

(Combines the new and previously learned concepts to support cognitive/kinesthetic learning of the new concept)

• 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.
• 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.
• 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.

Innovating – Fun Game for PreK (not for 3 year olds)

(Using the newly learned concept or skill in a completely new way, demonstrating proficiency through the integration of the concept or skill into the new activity.)

Rainbow/Tornado

• Talk to the children about Tornadoes, 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 stand 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.

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.
• Use this game to clean up the classroom or the bedroom at home!

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.
• Use this as a visual assessments for one-to-one correspondence in counting objects

Teaching Tips

• Use this clean up method for a fun way to have everyone help with cleaning up the activity area at the end of lessons.
• Compliment the children being safe, Looking out for each other when they move or put the garbage inside the boundaries.
• Reinforce the children staying inside the boundaries by complimenting them as they place the equipment on the spots, yet stay inside the boundaries.
• 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.

Part 4

Stretching & closure

Review the concept of boundaries and why we have boundaries.

Discuss how we travel when we are being safe; look where we are going, keep hands and feet to self and stay in the boundaries.