GRADE

TOPIC

UNIT

PreK

Directions: Backwards

Movement

Equipment Needed

Control Cones, Safety Rules Poster, Stretching Station Cards, Yarn Balls, PowerPoint: Directions/Backwards – Week 15, Hoops, fun movement music, Music Player.

Content Standard Benchmarks or Common Core Standards

Learning Goals, Objectives, Expected Outcomes

Psychomotor

1. move and work safely among other children.
2. travel at least three different ways in each direction; Forward, Backward and Sideways.
3. gain strength and flexibility through movement and stretching exercises.
4. actively participates in the lesson activities and exercises.

Cognitive

1. verbally identify the body parts on the front and back surface of the body.
2. Describe the locomotor move they use to travel in a forward or backward direction.

Affective

1. Have Fun
2. play cooperatively with classmates while playing frozen bean bag.

ACTIVITY

PROCEDURE AND TRANSITIONS WITH MODIFICATIONS AND OR ACCOMMODATIONS

SETUP DESCRIPTION OR DIAGRAM

Entrance Routine

Part 1

Warm-up/Review

10 -15 minutes

Review Locomotor moves with Listen and Go! (loaded in the powerpoint)

Review Forward Traveling.

Review the body parts on the front surface.  Have the children travel and stop, trying at least 3 different ways of traveling forward before moving onto backwards.

While you are discussing the body parts, have the poster available and point out the parts on the poster as the children volunteer the answers.  Have the children point to the body part on their own body and say the word each time someone points out a new part.

Toss and Travel

Get a yarn ball that matches your mat, bring it back to your mat.  Throw the yarn ball to an open space and choose a way to travel forward to get your yarn ball. Throw the ball to another open space, choose a new way to travel forward to get the yarn ball.  Keep throwing and traveling until I say stop.

• Easier Focus is only on identifying the correct body part and traveling forward.
• Challenge Encourage the children to find new ways of traveling forward to retrieve the yarn ball.

Assessment Strategies:

• The review is a cognitive assessment of the children’s ability to identify different body parts on the front of the body. Watch to see that the children point to the correct parts as you review them.
• The game can be used as a physical assessment of the children’s ability to travel in a forward direction and throw overhand and underhand.

Transition

Part 2

New skill or concept

Backwards

10 Minutes

Teaching Tips:

Begin the discussion by talking about  the parts of the body that are on the Back surface. They are; the back of the Head, Back, Seat, Hamstrings, Heels. Hold the poster up that shows the Back Surface of the body while you discuss the body parts on the back of the body.

(To the children:)

“What parts of the body are on the back surface of your body?”

Allow the children to answer, as they do, point out the part on the poster and have the children point to the part on their own body.

Stay on your mat and show me how you can make a shape on your back surface.  Make sure your back surface is closest to the mat.

Teaching Tip:

Have the poster of the people making different shapes on their back surfaces up and available to the children, or use the power point slide.

“When you travel so the body parts on the back of your body do first, that is called backwards.  Backward is opposite of the way we all naturally face or look.  Our eyes are on the front, so in order to see where you are going you have to turn your head to look backward.”

Teaching Tips:

Demonstrate backward walking to the children.  As you do, point out that your back surface is leading you around the room, but you are still looking where you are going!

“When I say go next, travel around the room so that the back surface of your body is going first. Ready, go”

Teaching Tips:

As the students are traveling be sure they are traveling in a backward direction. You can point out the students who are traveling backward as well as the different ways they are traveling backward. While you move through the students, ask them to tell you which direction they are traveling. They are traveling backward.

 “When you travel backward, the back of your body always leads you, the body parts on the back of your body should be going first. Can you think of another way of traveling that is backward?” “It’s ok to try someone else’s idea if it’s safe for you.”

Continue trying different ways of traveling backwards for a few tries.

• As you are calling out new directions, watch to see that the children are responding by traveling in the correct directions.

Differentiation  Strategies:

• Easier Focus is only on identifying the correct body parts and traveling in the correct direction.
• Challenge Encourage the children to describe the body parts that are leading them as they travel and to choose a variety of ways to travel in each direction.

Transition

Part 3

Practice

10 minutes

When I say go, Travel to a new mat:

• WALKING BACKWARDS
• RUNNING BACKWARDS
• JUMPING BACKWARDS
• HOPPING BACKWARDS
• GALLOPING BACKWARDS

Forward Backward Scramble

When the music plays the students will travel either forward or backward, depending on what is on the screen or announced.  When the music stops, the children will stop.  If you are using the powerpoint, move to the stop slide.  When the music begins, you the teacher, choose the direction to travel, either forward or backwards and let the children know!  Watch to see they are traveling using the correct direction.  Encourage them to use different ways to travel in each of the directions.

Transition

Part 4

Stretching & closure

Taking it Home

5 minutes

Choose 3 stretches to do with the class.

(Straddles to stretch sideways, hamstring stretches to stretch forward and triceps stretch to stretch backward!)

Review

What directions did you travel in today?  Turn to your neighbor and tell them one way you traveled backwards today.

Closure