GRADE

TOPIC

UNIT

PreK

Travel & Stop

Movement

Equipment Needed

• 12 -18 Cones or boundary markers
• 24 vinyl spots or place markers Music
• Bean Bags and yarn balls
• Music player/speaker
• 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 and stop when given verbal, audio, or visual commands.
3. Choose at least three different ways of traveling.
4. Show increasing levels of control and balance in traveling by walking, running, jumping, hopping, and marching.

Cognitive

1. Verbally describe the different ways they traveled during the lesson.
2. Describe that the command stop or freeze means to stop, put your equipment down and look at the teacher.

Affective

1. Be aware of the other people in class as they move to open spaces in the boundaries.
2. Have fun.

ACTIVITY

PROCEDURE AND TRANSITIONS WITH

MODIFICATIONS AND OR ACCOMMODATIONS

SETUP

DESCRIPTION OR DIAGRAM

Entrance Routine

Part 1

Warm-up/Review

Warm up with a review of one of the previously taught activities that give the children opportunities to move inside the boundaries. These activities will serve two purposes, to warm up the large muscles and to review the concept of boundaries. Even when it seems like what you are doing is very easy, remember it’s often all new for the children. As you use all the activities during the week or over several weeks for review during your warm up, you will reinforce and solidify the concepts you have taught, which will be important as you move into other activities.

Part 2

New skill or concept

An essential part of all your movement activities.Tell the children when you say “travel” it means; move around to all the places inside the boundaries.   “Stop or Freeze”, (another word for stop; a good word for stopping because when something is frozen, it cannot move) means; stop moving or stop what you are doing immediately and look at the teacher; stay right where you are. Note that stopping on command is not an option; it must be done for the safety of each child.To the children :

“Today you will be traveling around our movement space. The important thing to remember today is safety. When you are traveling around the space it is important to look where you are moving to so that you do not touch or hurt anyone or yourself. When I say go you will start moving around the space, being careful to stay in the boundaries.  When I say stop you should stop moving, where ever you are, and look at me.  Ready? Go.”

As your children move around the space, watch to see that they are traveling safely staying away from each other.  Encourage them by pointing out the children 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.

After they have been moving for a half minute, yell freeze/Stop. These terms can be used interchangeably.  Look to see that everyone has frozen on your command. Praise the children that have stopped immediately. This will reinforce that child’s behavior as well as demonstrate to the rest of the class what the expected behavior should look like.  This will also make the child who is the good example feel really great!  Remind the other children that they must stop as soon as you yell freeze or stop.  Continue to practice travel and stop, varying the time to allow 10 seconds to 30 seconds of traveling before you say freeze.  Be sure to keep reinforcing the positive behavior, like staying in the boundaries, traveling safely and stopping and looking at you on command.

• Encourage the children to travel to all the areas inside the boundaries.   Use cue words like; move to open spaces, find places to travel to inside the boundaries where no one else is, try to travel to each place inside our boundaries before the teacher says stop!.
• Use the stop and freeze commands interchangeably.
• Vary the time for travel from short to longer and look for those children that listen and respond quickly.
• Encourage different ways to traveling besides walking and running by calling out different ways of traveling that you observe, or even some you don’t!
• Continue to practice travel and stopping.  Spend minimal time frozen or stopped, just enough to make sure everyone has stopped. Vary the amount of time traveling.

Keep practicing until the class as a whole is moving throughout the space inside the boundaries, safely traveling to open spaces.  When your children are traveling safely inside the boundaries and stopping when you give the signal, move onto the practice activities.

Connections

• Consistently use the commands “Go” and “Stop” or “Freeze” in the classroom during the day. Encourage the children to identify the words on signs and other items.
• Use the color spots in the classroom to signal when to move to the next area or activity, or when to line up, and when to stop.
• Use movement safety rules as class rules, encouraging children to be safe, Respectful and do their best all day!
• Encourage the children to identify/read the words “Go” & “Stop”. Use the station cards as flash cards.

Teaching Tips

• Praise the children that stop immediately, demonstrating to the rest of the class what the expected behavior looks like.
• Use a student’s name whenever possible to provide a visual reinforcement of the skill.
• Describe the types of traveling you see individual children using.  Verbally describe or define the way the individual children are traveling.   Some examples are; walk. crawl, jump, slide on their bottom, travel on hands and feet, skip, run, slide sideways, gallop, hop, Crab Walk, Slide on Stomach, etc.

Differentiation Strategies

• Easier: Focus only on travel and stop.  Reward every child who stops on the signal.  Safety is the most important piece of this lesson.
• Harder: Begin shifting the children’s focus on traveling away from everyone, and freezing in places that are not near anyone else by pointing out the children already doing it.  Even if it’s by accident at first!

Part 3

Practice

Point out the ways you see the children travel to provide visual examples for the other children in class.

After the song ends, tell the children that they will still be traveling and stopping, but you aren’t going to play music or talk!

Demonstrate how you will switch between the stop and the go sign.  Discuss how they will know to stop or to go. By watching where they are going, looking at the sign and watching each other.

 Point out the children who are doing a great job of moving safely and looking for the signal.

• As your children are moving, observe to see that they are staying in the boundaries and traveling safely.
• Safe traveling includes; traveling to open spaces, staying inside the boundaries, dodging or avoiding other classmates and stopping when signaled.
• As the children are moving, watch to see that they are all using at least three different ways of traveling and freezing. These do not have to be difficult ways, just different; walk, run, crawl are three different ways of traveling that are all possible for a three year old.
• Watch to see that the children are traveling safely by looking where they are going. See that they travel away from others.

Part 4

Stretching & closure