PreK Week 17 Ball Handling to the Air – Balloons

Week 17 Movement – Tossing-catching & striking balloons – PowerPoint

GRADE

TOPIC

UNIT

PreK

Ball Handling to the Air – Balloons

Games

Equipment Needed

Music player, Music, Control Cones, Safety Rules Poster, Stretching Station Cards, PowerPoint: Ball Handling to the AIR – Week 17, Hoops, Beach balls/Punch Balls, Balloons Ball Handling cards.

Content Standard Benchmarks or Common Core Standards

Learning Goals, Objectives, Expected Outcomes

Psychomotor

  1. catch a Balloon, thrown into the air, at least one time.
  2. find an own space to work away from other students or object in the room.
  3. travel quickly to an own space.
  4. actively participates in the lesson activities and exercises.
  5. gain strength and flexibility through movement and stretching exercises.
  6. manipulate and creatively explore activities with a Balloon in own space

Cognitive

  1. verbally respond to the questions regarding the important points of throwing Balloon up into the air and catching it when it comes back down.

Affective

  1. Have Fun
  2. move and work safely among other children

ACTIVITY

PROCEDURE AND TRANSITIONS WITH MODIFICATIONS AND OR ACCOMMODATIONS

SETUP DESCRIPTION OR DIAGRAM

Entrance Routine
Welcome, Stand in an own space.  
Part 1

Warm-up/Review

10 Minutes

Warm up

Listen and Go, or an activity that practices locomotor moves.

Assessment Strategies:
  • As your children are moving watch to see that they are;
  • Staying inside the boundaries
  • Traveling safely
  • Moving to open spaces
  • Traveling away from other children
  • Watch the students as they do the various locomotor skills.
Differentiation Strategies:

Easier:

  • Focus is mainly on travel and stop.  Verbally reward the children that stop when the music stops.  Specific verbal, in the moment rewards are most effective.  Safety is the most important piece of this lesson.
  • Focus on the children using mature form executing the locomotor skills.

Challenge:

  • When most of the children are stopping on cue and moving safely, focus on the children who are moving away from others.  This will be obvious when the music stops and you see the children who stop away from everyone else, still in the boundaries.  You can point out the children who have frozen away from others, explaining that they must really be moving away from everyone, because they froze far away from everybody when the music stopped.
  • Find different ways to do the locomotor skills; change directions, levels, body shape, etc.
Transition
“When I say go, get a balloon, find an own space and put the balloon on the ground carefully 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.”  
Part 2

New skill or concept

15 Minutes

Ball handling to the air – In this lesson your children will explore tossing and catching the air-foam Balloon in their own space.  The children should each have their own Balloon and be in own space while they play.

ACTION TASK:

“When I say go, toss the Balloon up in the air, and when it comes back down catch it.  Do your best to stay in your own space while you work.  Keep doing this until I say stop or freeze.”

  1. If you want to catch the Balloon in your own space you after you throw it up, where in the air do you have to throw the Balloon? (straight up above your head, in your own space) Alternate question: What happens when you throw it up and away from your own space?  Now see what happens when you throw the yarn Balloon above you in your own space.  Which way helps you catch the Balloon in your own space?Command:  This time when you throw the Balloon into the air, throw it right above you in the air above your own space.
  2. What do your eyes look at when you are trying to catch the Balloon? (The Balloon) Alternate question:  This time when you try to catch the Balloon, try keeping your eyes closed.  This time try looking only at the floor.  This time try looking at the Balloon. Which one worked best?Command: When you are catching the Balloon, look at the Balloon as it drops into your hands.
  3. When the Balloon is coming from above you, where do you have to place your hands in order to catch the Balloon? (Under the Balloon and a little to the sides) Alternate question: This time when you try to catch the Balloon, put your hands above it.  This time place your hands under the Balloon.  This time try putting your hands under and use your thumbs to help grip the Balloon.  Which one seems to work best?Command: When the Balloon is falling down, put your hands under the Balloon and wrap your fingers and thumbs onto the Balloon when it lands in your hands.
  4. What happens when you toss the Balloon harder? (Goes up higher into the air)
  5. What happens when you toss the Balloon softer? (Stays near, comes down faster)

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

Teaching Tips:

Guided discovery questions.  These questions should be asked one at a time. After each question time should be allowed for the students to physically practice tossing and catching the Balloon 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 students 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.

Differentiation Strategies:

Easier 

  • Ask the alternate questions to the individual students.
  • Address only GDS questions 1 &2, where to toss the Balloon and 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. Listed below are directions for some tricks the children can try after they have mastered being able to toss and catch the Balloon in their own space.  Use these tasks to provide practice opportunities using the new skill while they are waiting for other children to master the skill.  Give them an opportunity to try each of the tricks a few times.  Again, you can point out the students that are doing the tricks, and staying in their own space. 

  • “Toss the Balloon, but before you catch it clap your hands.
  • How many times you can clap before you catch it.
  • “How do you have to toss the Balloon in order to have more time to do your trick? (harder, so it goes higher)
  • “This time before you can catch it, touch your head. (do this one a couple times and change the body part each time)
  • “This time try to jump before you catch it.”
Cross-curriculum Connections:
  • count how many times you toss and catch the Balloon.
  • How high can you count to after you toss the Balloon, before you catch it?
  • Count how many times you can clap before you catch the Balloon.
  • toss your Balloon THREE (Depending on the number you are working on) times. Count each time you bounce and catch the Balloon until you get to three.
Transition
Stay in your own space  
Part 3

Practice

10 Minutes

Striking the Balloon

After you toss your balloon into the air, instead of catching it when it comes down, hit the balloon with one hand or the other so it goes back up before it hits the ground!

  • How many times can you strike the balloon with your hand before it hits the ground?
  • Can you strike the balloon with a different body part than your hands?
  • Remember to stay in your own space.
Teaching Tips
  • As the children are working, stop them occasionally to show them a student working safely.
  • As the children are working stop them to review the points of ball handling to the air and catching.  They are the same skills that they are using to strike the balloon.
Transition
Put your balloon away and get a mat that is the same color.  Put your mat in an own space for stretches.  
Part 4

Stretching & closure

Taking it Home

5 minutes

Cool Down

Choose 3 stretches to do with the class.

Review

This is a cognitive review, make sure the children use words to describe the answers and not only their body! 

While you are discussing the points to bouncing and catching the Balloon in own space hold the cue cards up for the visual learners to see. 

  1. Where in the air do you have to throw the Balloon, in order to keep the Balloon in your own space?  (Up above your own space)
  2. What do you look at when you are going to catch the Balloon? (The Balloon)
  3. Where do you put your hands to make it easier to catch the Balloon? (Under the Balloon, using thumbs to hold it from falling out of your hands.)
  4. Turn to you a person next to you and talk with them about the different ways you tossed and bounced the Balloon.

Closure