GRADE

TOPIC

UNIT

PreK

Ball Handling, Body Parts & Counting

Games

Equipment Needed

• Cones
• Spots
• Balls
• Mats
• Hoops
• Speaker
• Computer
• Projector

Content Standard Benchmarks or Common Core Standards

Learning Goals, Objectives, Expected Outcomes

Psychomotor

1. Move safely among other children as they travel through space.
2. Place the appropriate body part on the spot when signaled.
3. Actively participates in the lesson activities and exercises.
4. Gain strength and flexibility through movement and stretching exercises.

 Cognitive

1. Describe the role of the eyes when they are catching the ball.
2. Choose specific numbers of equipment and bounce the ball
3. Identify that 5 pieces of equipment will equal 5 bounces.
4. Count the pieces of equipment to determine how many times to bounce the ball.

Affective

1. Have Fun

ACTIVITY

PROCEDURE AND TRANSITIONS WITH MODIFICATIONS AND OR ACCOMMODATIONS

SETUP DESCRIPTION OR DIAGRAM

Entrance Routine

Part 1

Warm-up/Review

10 minutes

Review the safety rule and what it means to be safe in physical education.

With everyone on their mat, review the basic body parts and where they are.  Have everyone point to or touch the body part as you say it.  Head, Shoulders (two of them) Chest, Elbows, Hands, Stomach, Hips, Back, Seat, Hamstrings, Quadriceps, Knees/patella, Shins, Feet, Toes and Heels.

Now we’re going to use those body parts to play a game called Musical Body Parts, but this time we are using the mats!  When the music plays, you will travel, that’s easy, and you know how to do that.  When the music stops a body part will pop up on the screen.  You have to put that body part on the mat!   Today, because you are using mats, the head will be a body part on the screen. Watch out as you travel, be safe and look for open spaces.  When the music stops, find the closest spot and put the body part on the screen, on your spot!

The song goes on for about 10 minutes.  Plenty of time to practice traveling and stopping and body parts.

Teaching Tips

• Point out the children that are traveling safely.
• Point out the cool ways you see them traveling.
• When they stop, praise the children that get to the mats quickly and safely.
• Point out the students putting the correct body part on the mat.

Part 2

Review skill or concept

5 minutes

Have the balls spread out in the hoops around your playing area.  This will enable you to instruct the children to get a ball, keeping them spread out as they do it.

(To the children:)

“When I say go, get a ball that matches the mat you are on, from the hoop, find an own space and put the ball on the ground between your feet.  (Show the children the station card and a demonstration by a child in your class. You can also show them the station card with all the children in own space with the ball between their feet) Whenever I say stop, I want you to put your ball down like this, too.”

The sequence below is a series of guided discovery questions, designed to help the children discover the most efficient way of bouncing and catching the ball.

Guided Discovery teaching style is specifically used to teach a new skill.  By using the Guided Discovery teaching style, you begin to shift the learning responsibility to the children.  This teaching style requires the children to listen, experiment and make choices in seeking a correct answer.  The children should answer each question both physically and verbally.  The Key to GDS is … DO NOT TELL THE CHILDREN THE ANSWERS.

The Action Task starts the children exploring safely with the primary equipment, before beginning the GDS.  The children’s response is not dependent on any specialized knowledge.  After you give the Action Task, The children are freed to work physically in response to the AT.

ACTION TASK: “When I say go, Throw the ball down to the ground, and when it comes back up catch it.  Do your best to stay in your own space while you work.  Keep doing this until I say stop or freeze.”

• What do your eyes look at when you are trying to catch the ball? (The ball) Alternate question:  This time when you try to catch the ball, try keeping your eyes closed.  This time try looking only at the ceiling.  This time try looking at the ball. Which one worked best? Command: Look at the ball when you are catching the ball.

(To the children:)

“When you throw the ball, you throw at a target (give the children some examples of a target IE: catcher’s mitt or glove, a basketball hoop). When you throw the ball you look at the target.  Today when you are throwing your target is the spot in your own space.  So as you throw, be sure to look at the spot in your own space.”

• If you want the ball to stay in your own space you after you throw it down to the ground, & and it bounces back up, where on the ground do you have to throw the ball? (Near you, or near your feet, in your own space on your spot) Alternate question: What happens when you throw it on the ground far away from you?  Now see what happens when you throw it on the ground close to yourself?  Which one keeps the ball in your own space? Command: Throw the ball to the ground on your spot so that it bounces back up to you in your own space.
• When the ball is coming from above you, where do you have to place your hands in order to catch the ball? (Under the ball and a little to the sides) Alternate question: This time when you try to catch the ball, put your hands above it.  This time place your hands under the ball.  This time try putting your hands under and use your thumbs to help grip the ball.  Which one seems to work best? Command: Put your hands under the ball and a little to the sides when you are catching the ball.
• What happens when you bounce the ball hard? (Goes up higher, away from the ground)
• What happens when you bounce the ball soft? (Stays near, closer to the ground)
• What happens when you bounce the ball medium? (Goes up about waist height.)

When you are satisfied that you children are demonstrating, verbally and physically, the basics of ball handling to the floor, move to part III.

Differentiation  Strategies:

• Easier – Ask the alternate questions to the individual students.
• Easier – Address only GDS questions 1, what to look at, before moving onto some fun part three activities.
• Challenge – Ask the individual children who have answered GDS questions 1,2 &3, the next series of questions, 4,5 & 6.

Part 3

Practice

15 Minutes

“Stop”

Bounce your ball one time on each mat.  How many bounces is that?  (2 bounces)

Let them bounce the ball with the two mats, exploring the different ways.  Call out the different things you see.

Stand on the mat, bounce on the floor.  Stand on the mat, bounce on the floor, jump to the other mat to catch it. 

After a minute, stop the class and ask them to get a spot to add to their equipment.  Ask them how many pieces of equipment they have now?  (3) Ask them to bounce the ball one time on each piece of equipment and then ask them how many bounces they did?  Again, have the children practice bouncing and catching including the spot as a piece of equipment to bounce and catch with.

Continue with this pattern as you ask the children to get a second spot, and then eventually a hoop, for a total of 5 pieces of equipment.  As they practice bouncing and catching and creating their pattern of equipment, point out the different patterns and ideas for their ball bouncing stations.

The last task can have the children trying out each other’s ball bouncing stations.

Cross-curriculum Connections:

• Counting.

Part 4

Stretching & closure

5 Minutes

Choose 3 stretches to do with the class.  Ask them to put away the hoops and get a mat to stretch on.

Count to ten while you do each stretch.

Review the points that you covered during the guided discovery ball handling activity.

Let the children pair share about the different tricks or number of spots they bounced the ball on.

Everyone’s flexibility is specific to their body.  If you cannot reach as far as the demonstration, it’s ok.  Reach as far as you can and still keep good form.

Assessment Strategies:

Visually assess whether your children are using the correct form.  Watch to see they are not bouncing, but holding the stretch still.