PreK Week 18 Ball Handling to the Air

Lesson 18 Games – Tossing-catching w-variety of objects PowerPoint

GRADE

TOPIC

UNIT

PreK

Ball Handling to the Air

Games

Equipment Needed

Music player, Music, Control Cones, Safety Rules Poster, Stretching Station Cards, PowerPoint: Ball Handling to the AIR – Lesson 18, Hoops, Playground balls, Yarn Balls, Ball Handling cards.

Content Standard Benchmarks or Common Core Standards

Learning Goals, Objectives, Expected Outcomes

Psychomotor

  1. catch a ball, thrown into the air, at least one time.
  2. find an own space to work not near any 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 ball in own space.

Cognitive

  1. verbally respond to the questions regarding the important points of throwing ball 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

 Safety

Warm up with the song  “The Freeze” by  Greg & Steve

Review Ball Handling to the floor. Be sure to review the points of throwing the ball to the ground.

 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
Transition
 Either:

Put your playground ball away and get a yarn ball and a spot that matches the same color, put your spot in an own space and your yarn ball on top of your spot.

Or:

Get a yarn ball and a spot that matches the same color, put your spot in an own space and your yarn ball on top of your spot.
Part 2

New skill or concept

 ACTION TASK: “When I say go, toss the ball 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 ball in your own space you after you throw it up, where in the air do you have to throw the ball? (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 ball above you in your own space.  Which way helps you catch the ball in your own pace?  Command:  This time when you throw the ball 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 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 floor.  This time try looking at the ball. Which one worked best?            Command: When you are catching the ball, look at the ball as it drops into your hands.
  3. 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: When the ball is falling down, put your hands under the ball and wrap your fingers and thumbs onto the ball when it lands in your hands.
 Differentiation  Strategies:

Easier –

  • Ask the alternate questions to the individual students.
  • Address only GDS questions 1 &2, where to toss the ball 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, to try the tricks listed below:
  • 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.
  1. “Toss the ball, but before you catch it clap your hands.
  2. How many times you can clap before you catch it.
  3. “How do you have to toss the ball in order to have more time to do your trick? (harder, so it goes higher)
  4. “This time before you can catch it, touch your head. (do this one a couple times and change the body part each time)
  5. “This time try to jump before you catch it.”

Cross-curriculum Connections:

  • count how many times you toss and catch the ball.
  • How high can you count to after you toss the ball, before you catch it?
  • Count how many times you can clap before you catch the ball.
  • toss your ball THREE (Depending on the number you are working on) times. Count each time you bounce and catch the ball until you get to THREE.
Transition Put your yarn ball away and get a playground ball that matches the color of your yarn ball.
Part 3

Practice

 Hoop Bounce and Toss

(To the children:)

  • Stand inside your hoop.  Toss your ball up in the air and when it comes back down, catch it.  It’s ok to catch it on one bounce, but try to stay in your hoop while you toss and catch.
  • Take your ball and travel to a new hoop.  When you get to your new hoop, start tossing and catching your ball again.  Keep tossing and catching until you hear me tell you to go to a new hoop.
  • Travel to a new hoop, and as you travel, bounce and catch your ball.  When you get to your new hoop, show me your ready by tossing the ball up and down in the hoop.
  • Travel to a new hoop and toss and catch your ball two (Substitute any number) times and then travel to another hoop.  Keep traveling to a new hoop and tossing two times until you hear me say freeze.

Musical Ball Toss or Bounce

(To the children:)

“When the music begins, you can begin tossing your ball up and catching it, in your own space.  BUT, when the music stops, you have to stop and put the ball between your feet!  When the music starts playing again, you can begin tossing your ball again.  Think you can do it?  Ok, here we go!.” Turn on music with intermittent pauses. 

When you are have done this a couple times.  Begin giving the children the challenges, one at a time, during the pauses, after the music stops and before they begin tossing again.  Show the children the card that goes with the trick when you ask them to try it.

  • Toss and Catch, touch any body part before you catch the ball
  • Bounce and Catch, touch any body part before you catch the ball
  • Bounce and Catch, Clap before you catch the ball.
  • Toss and Catch, Clap before you catch the ball.
  • Toss then Catch, do a trick before you catch the ball
  • Bounce and Catch, Do any trick before you catch the ball

Teaching Tips:

Make sure all the children stop and put the ball between their feet before letting the music play again.  you may have to manually pause the music until everyone has stopped.  Begin verbally rewarding the children who stop right away.  After a few practices there are still children not putting the ball between their feet right away, let them know that if they don’t stop before the music starts again, they will have to sit out a turn.

 Differentiation Strategies:

Easier-

Begin without the music.  Verbally tell the children to begin tossing and catching in own space.  Occasionally call out Freeze or stop.  When all the children are stopping with the verbal cue, move onto the activity with the music.

Challenge-

Do a trick if it’s safe and you can stay in your own space!

Each time the music begins alternate Tossing and Bouncing; performing one or the other during a single music segment.

 

Assessment Strategies:

Observe your children as they toss and catch the ball.  Watch to see that they:

Hold the ball out in front with one hand on each side of the ball.

Lower the ball below the waist so that the ball almost touches your knees.

Raise both hands into the air and let go of the ball as it passes the nose.

throw the ball straight up into their own space.

Watch the ball as it begins to come down.

When the ball falls down in front of you wrap both hands under and around the ball to catch it.
Transition Put your playground ball away and find the cone with the stretch card that is the same color as your playground ball and sit down. Place the stretch station cards around the boundaries on three of the boundary cones.
Part 4

Stretching & closure

Taking it Home

 Cool Down

Choose 3 stretches to do with the class.

Stretching Stations

(To the children:)

“Find the cone with the stretch card that is the same color as your playground ball and sit down.  Make sure you have a safe own space.  You are going to stretch your muscles at stations, there are three stations.  You will share looking at a stretch card with a station partners.  The station cards at each station will show you what stretch to do.  If you don’t understand what to do, ask one of your station partners if they can help you.  When you hear the music do the stretch on your station card. When the music stops, safely rotate to the next station and look at the card to see which stretch to do.  Do your best stretching and I’ll walk around to work with you at the stations.”

Teaching Tips:

You may have to remind them where to rotate to the first time, since the set up is slightly different with only six stations.  Stretching is slow and controlled.  There is no bouncing in stretching.  Hold the pose so that you feel slight tension but not pain.  Hold each pose for 30 seconds. Ask them what it feels like as they stretch.  It should feel like something is pulling the muscle, but not painful.  If it is painful, don’t stretch so far, if it feels like nothing, then guess what; you’re doing nothing!

Review

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

Where in the air do you have to throw the ball, in order to keep the ball in your own space?  (Up above your own space)

What do you look at when you are going to catch the ball? (The Ball)

Where do you put your hands to make it easier to catch the ball? (Under the ball, using thumbs to hold it from falling out of your hands.)

Turn to you a person next to you and talk with them about the different ways you tossed and bounced the ball.

Closure

 Additional Part 1 Activities

Clean Up Your Backyard (or your Bedroom!)

Divide the children in half.  One half should be on one side of the playing area and the other half on the other side of the playing field.  Have a line, cones or poly spots to divide the field into two halves.  You will need at least one yarn ball for each child playing the game.  The balls are garbage.  The garbage will be littering up the teams’ yards.  The object is for each team to clean up their back yard by underhand throwing the garbage (balls) into the other team’s yard.  The teacher can designate the way the garbage must be disposed of.  (IE: Throw underhand, thrown backwards, and using various methods of traveling to get to the balls.)  The game is over when one of the teams has completely cleaned their yard, or the teacher says so!

Teaching Tips:

As the children are throwing the yarn balls, watch to see that they are throwing underhand.  Encourage them to look for open spaces to throw the garbage to.  Require that they throw the garbage in their hand before picking up anymore garbage.  This will keep the game moving and insure everyone has garbage to throw.

 

Additional Part 3 Activities

Ball Handling Stations

“On 6 of the cones around our boundaries I am going to place Ball Handling Station Cards . (Show the children the cards again as you describe the stations to them.)  As I place the cards at the stations, you will follow me with your ball.  When we get to the station, stand in a safe own space where you can see and hear me and put the ball between your two feet.”

Teaching Tips:

Have the children bring their ball and follow you to the first station.  Place the card on the cone, read it to the children, let everyone stay in own space and try the trick one time then move onto the next card. After you have explained each of the stations, direct the students to their first station. (Ball color can be used to determine the first station)  Once they are all at their station, with their ball between their feet, explain that when the music plays, they should try the trick at their station.  The children should keep practicing until the music stops.  At each station it is ok to practice a basic bounce or toss and catch instead of the trick on the card.

“Look at the color of your ball.  There is a cone with a card on it that matches your ball color.  When I say go again, I would like you to go to the station that matches your ball color; that’s the cone with the card, and put the ball between your feet.”  (When everyone is at their station with the ball between their feet) “Look at your card and see which trick it is showing you.  When the music begins playing you will begin doing the trick on your card.  It’s just like when you warmed up, when the music played you traveled.  Instead this time when the music plays you do the ball trick on your card.  When the music stops, put the ball between your feet, to hear what to do next.”

Begin the music, and rotate around the stations as the children play.  Help the children who don’t understand or remember the meaning of the card.  Compliment the students who are on task, staying in own space and playing safely with positive, specific praise.  When the music stops, make sure everyone stops and puts the ball between their feet.

Teaching Tips:

When the music stops, after the children have participated in their first station, wait until everyone has stopped and put the ball between their feet to explain how to rotate.  It doesn’t matter which direction you have them rotate in.  Point out, to each group, where they will go next.  After you have shown each group the cone and direction they are going, have everyone point to where they will go.  When everyone is pointing in the correct direction, let them rotate (bring the ball with them) and start the music again.  You will be able to tell when the children have worked at all the stations, because they will be back at the station that matches their ball color!

 STATIONS

  1. Bounce and Catch, do any trick before you catch the ball
  2. Toss then Catch, do a trick before you catch the ball
  3. Toss and Catch, touch any body part before you catch the ball
  4. Bounce and Catch, touch any body part before you catch the ball
  5. Bounce and Catch, Clap before you catch the ball.
  6. Toss and Catch, Clap before you catch the ball.