GRADE

TOPIC

UNIT

PreK

Rolling a Ball to a Target

Games

Equipment Needed

Cones, spots, bean bags, yarn balls, pins or buckets, level cards, hoops, mats

Content Standard Benchmarks or Common Core Standards

Learning Goals, Objectives, Expected Outcomes

Psychomotor

1. Use an underhand motion to roll the ball at a target.
2. Hit the target from at least two different distances.
3. Look at the target when they roll the ball.
4. Step with opposition to throwing hand.

Cognitive

1. Describe the steps to rolling a ball to their target.

Affective

1. Work safely among all the students and other equipment.
2. Have Fun.

ACTIVITY

PROCEDURE AND TRANSITIONS WITH MODIFICATIONS AND OR ACCOMMODATIONS

SETUP DESCRIPTION OR DIAGRAM

Entrance Routine

Part 1

Warm-up/Review

5 – 10 minutes

(To the children:)

After they are all standing next to a poly spot.

“Underneath each poly spot is a card that shows you an example of one of the three levels.  The other side of the card has the name of the level. When the music begins, you will look under the poly spot you are standing close to.  Travel in that level to a new poly spot.  When you get to the new poly spot, look under it to see what your new level is.  See if you can find out what is under every poly spot before the music stops. Keep going until the music stops.

Transition

Part 2

New skill or concept

10 Minutes

Remind the class to be safe, look where they are running because everyone is going to be moving around the working space.

After everyone has a ball, target and own space. I will begin walking around watching them roll the ball to their target.

“Freeze.”  At this point I will ask the review questions about the points of throwing a ball underhand at a target.  I will use the questions from the underhand lesson.

Guided Discovery Rolling Questions:

Teaching Tips: 

Guided discovery questions.  These questions should be asked one at a time. After each question allow time for the children to physically practice while concentrating on the question.  With a small class of 12 or less, let the them continue practicing until all of the children are able to answer the question; as you work with them one on one.  While the children are working during this period, the teacher should walk among the class, asking the students if they have discovered the answer. Rephrasing the question may be necessary for those students who do not understand or cannot figure out the answer without a more specific guideline.  Before moving on to the next question, stop the class and discuss the answer with the class.  It is safest to choose children that you know have discovered the correct answer.  Once the children all have discovered the best answer, ask the next question and set them off to work again. 

1. What do you look at when you roll the ball at your target?  (Target)

Alternate: Look at your shoes when you roll the ball at the target.  Now look at the target when you roll the ball.  Which one works best?

Command:  Look at the target each time you roll the ball.

2. What does your throwing arm swing toward?  (Target)

Alternate: Swing your arm backwards (You will probably have to demonstrate this) and try rolling the ball to the target.  Now this time swing your arm toward the target.  Which one worked better?

Command: Each time you roll the ball to the target, swing your arm toward the target, so that your fingers point to the hoop.

3. What do you step toward with your opposite foot when you roll the ball at the target?  (Target)

Alternate: Step backwards (You will probably have to demonstrate this) and try rolling the ball to the target.  Now step toward the target.  Which one worked better?

Command: Each time you roll the ball to the target, step forward toward the hoop with your weak foot.

*At this point it is important to make sure the students know what the difference between weak and strong side of the body is. Strong side is the preference side i.e. right handed or left-handed. Weak side is the side that’s not so coordinated! This is when you can discuss the term “opposite”.

4. In order to get the ball to roll on the ground, what level should your body be in when you roll the ball?  (Medium)

When you are satisfied that you children are demonstrating, verbally and physically, the basics of underhand throwing, move to part III.

Transition

Part 3

Practice

10-15 Minutes

Have each student put their hoop away and get a pin or bucket.  Roll the ball to knock down your pin!

Body Part Ball Rolling

Teaching Tips:

Do this with the children to serve as a visual example for your English and visual learners.

(To the children:)

“Roll your ball on your body!  Sit with your legs out straight and roll your ball down to your toes and then back up to your stomach.  Can you roll the ball from your toes, up your leg, across your stomach and back down to the other foot!”

“Roll the ball around your middle, across your stomach and around your back.  Do you feel the ball roll on your abdominal muscles?”

“What other body parts can you roll the ball on or around?  Cool, roll the ball from one shoulder, across your chest to the other shoulder.  Start at your belly button and roll the ball up to your chin!”

Here and There Rolling

(To the children:)

“Look at your great own spaces.  There is lots of room between each of your own spaces.  When I say go, roll your ball through the open spaces in our room.  Travel with your ball.  Keep it close to you, and make sure it rolls where ever you go.  Keep moving, looking for open spaces to travel with your ball until you hear me say freeze.”

“Travel backwards (Forward and Sideways too.) while you roll your ball to open spaces.  Listen as I call out the different directions to travel while you roll your ball. “

Transition

Part 4

Stretching & closure

Taking it Home

5 Minutes

Choose 3 stretches to do with the class.

Review

Closure