LEVEL

UNIT

WEEK  04 Travel & Stop

EQUIPMENT

Pre K

Movement

The focus of this lesson is to teach the children to start and stop moving on a specific signal. The children should stop instantly when you call stop or freeze.  This is especially important when you expect them to stop for safety reasons. Interchange use of both “stop” and “freeze” commands. Using these words every day, on the playground, in the classroom and even moving from one activity to the next will reinforce the concept and begin to develop the concept cross curricular.  During this lesson, your children will also begin looking for open spaces to travel to and experimenting with a variety of ways to travel.

• • 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

SHAPE Elementary School GLOs:

Standard 1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. 

Standard 2. The physically literate individual applies knowledge of concepts, principles,strategies and tactics related to movement and performance. 

Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. 

Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others. 

Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Lesson 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

TIME

PROCEDURE WITH TRANSITIONS, MODIFICATIONS AND ACCOMMODATIONS

Teaching Tips, Assessments & Differentiation Strategies

Entrance Routine

1< min 

Spread the bean bags out around the perimeter on the spots. Have 3-6 items per child for clean up!

Transition

1 < min

Meet the children inside the boundaries in your designated meeting space. Remind them to avoid the equipment as they walk into the boundaries.

Part 1 Warm Up Review

5­‐10 min

Boundaries Review

Point out where the boundaries are and then  

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.)

“Get a bean bag and find a space inside our boundaries then safely toss and catch your bean bag in your own space.”

The Bean Bag Song

Once everyone is in their own space, begin the Hap Palmer song, The Bean Bag Song.  

Clean Up – Mess Up

• At the end of the song, freeze the children.  Point out with all the bean bags on the ground*, they are beginning to make a mess!  “When I say go, get another piece of equipment from the boundaries and put it inside our boundaries.  Keep putting the bean bags and yarn balls into the boundaries. See if you can really make a mess inside the entire boundaries.”
• once the bean bags are all out, inside the boundaries, call stop and then change the task to Clean Up! 
• Once everything is cleaned up, call stop.  
• Then call Mess Up!  Continue alternation between clean and mess, without stopping the children in between. 
• Finish the game with Clean Up!

Teaching Tips

• 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.
• Use the term Own Space to describe the space they choose to toss and catch the bean bag.  In a later lesson, you will define what the concept is with the children.  
• *If you haven’t already set this expectation, Whenever you say stop, they should put the bean bag down on the ground and look at you. 

Transition

1 < min

Part 2 New Skill

10­‐20 min

Travel/Stop Introduction 

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, wherever 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 flashcards.

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!
• Harder: Encourage the children to use a different way to travel each time they begin again.

Transition

1 < min

Remind the children to stay in the boundaries to avoid the equipment.

Part 3 Practice

5­‐15 min

Travel & Stop Practice!

• Use one of the travel stop tracks to practice traveling and stopping when the music plays.Challenge the children to choose a new way to travel each time the music begins.
• 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.

Assessment Strategy

• 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.

Transition

1 < min

Ask the students to get a mat to stretch on and put in someplace inside the boundaries.

Part  4 Cool Down

5 min

• Choose 3 stretches to do with the class.
• Discuss the different ways they each traveled.  
• Ask the students what they do when they hear the signal to stop or freeze?  Stop and look at the teacher.

Media

Week 4 Travel & Stop PowerPoint

Week 4 Travel & Stop Video 

The Bean Bag Song

Additional Part 3 Activities