GRADE

TOPIC

UNIT

PreK

Walking

Movement

Equipment Needed

Cones, spots, mats, music, projector, stereo, yarn balls, drum

Content Standard Benchmarks or Common Core Standards

Learning Goals, Objectives, Expected Outcomes

Psychomotor

1. walk; demonstrating mature form. (Tall, Swing Arms with Opposition, Feet Straight, Heel then Toe.)
2. actively participates in the lesson activities and exercises.
3. gain strength and flexibility through movement and stretching exercises.
4. throw an object overhand and underhand with arm/foot opposition.

Cognitive

1. Describe walking is moving weight from one foot to the other, keeping at least one foot in contact with the ground.

Affective

1. move and work safely among other children.
2. have fun.

ACTIVITY

PROCEDURE AND TRANSITIONS WITH MODIFICATIONS AND OR ACCOMMODATIONS

SETUP DESCRIPTION OR DIAGRAM

Entrance Routine

Part 1

Warm-up/Review

Fast vs. Slow with a Drum beat

Using the drum in this part of the warm up will make the transition to part two smooth.  This activity will also reinforce fast and slow.

(To the children:)

“Listen to the drum beat.  I’m going to play two different beats or patterns.  (Play each set of beats for 10 seconds or so, one set of beats distinctly slow and one set distinctly fast.)  What was the difference between the two beats?  That’s right, one beat was slow and one beat was fast.”

Let the children do each of these next tasks a couple times before moving onto the next task.

• Listen to the speed of the drum beat, travel slowly when the drum beats slow and travel fast when the drum beats fast. When the drum stops beating freeze.
• This time when you freeze, freeze in a funny shape.
• This time when you freeze, freeze in a small shape.
• Each time that you freeze find a new shape to freeze your body in.
• Change your level each time you change your speed.  See if you can find a way to travel slow in each level!  Can you travel fast in each level?
• Change your Direction as you change your speed.  Pick a direction that you can travel safely in.

Transition

Part 2

New skill or concept

15 minutes

(To the children:)

“You have all been traveling and stopping beautifully!  I saw a lot of different types of traveling.  Some ways you have traveled are on your feet.  Show me where your feet are. One way you can travel on your feet is by walking.  We all walk a lot.  Watch me while I walk around.

(Begin walking back and forth in front of the children.)

What makes this walking is that you are traveling on your feet and there is at least one foot on the ground all the time.  When you are in the middle of the step, both feet are on the ground! Watch my foot as I pick it up and lean forward, the back foot is still on the ground.  See how both feet are on the ground in the middle of the step?  When I step down onto the front foot, the back foot is still on the ground, so both feet are on the ground!

Explain the steps of walking:

• Walk Tall/Head up.
• Transfer weight to one foot.
• Swing opposite leg forward and place on floor.
• Transfer weight from heel to ball of foot.

Walk in inside our boundaries (drum beat), stopping on signal; then continue walking, changing to a different foot part: toes, heel; inside, outside; toes turned in, toes turned out; tiny steps, big steps. Watch where you are going! Now show me your best walking style: let your heel touch first; then rock to the ball and toes of your foot. Keep your head up, shoulders down, tummy tucked in, feet moving straight ahead, and arms swinging slightly.

Explore these different walking tasks; giving the students enough movement time to demonstrate they understand the concept in the task as it relates to walking.

• Walk in different directions: (call them out one at a time) forward, backwards, sideways. Good! Now change your walking direction every time you Freeze!”.
• As you walk forward, change from a high level to a low level, low level to a high level. Can you walk backwards at a low level; sideways at a high level; at a medium level?
• Walk slowly; then gradually get faster. This is called acceleration. Walk quickly and gradually get slower until you are walking in slow motion. This is called deceleration. Walk slowly at a low level; walk quickly at a high level.
• Walk in a circle around your own space; in a triangle pattern. Show me how you can walk backwards in a rectangle pattern; sideways tracing the number “1.” Can you walk the first letter of your name?
• Show me how you can walk forward with your head leading. On my drumbeat, “Freeze,” then change direction and body part that leads. For example, walk backwards with your seat leading. Can you walk sideways with your elbow leading?

Transition

Part 3

Practice

Walk N Toss

Throw the yarn ball.  Walk to retrieve it and throw it again.

Challenge:

Each time you throw, change your walk to get the ball.

Walk & Bounce

(To the children:)

“Show me how you can walk around inside our boundaries, and bounce the ball at the same time!”  “Remember to watch where you are going so that you can play safely.”

• Walk backwards while you bounce and catch your ball.
• Walk sideways while you bounce and catch your ball.
• As you travel, change your direction once in a while!
• Walk in a medium level while you bounce and catch your ball.
• Walk in a Low level while you bounce and catch your ball.
• Change your level while you bounce and catch your ball.

After the children have had an opportunity to practice these tasks, set up simple obstacles for the children to walk around while they bounce the ball.

• Cones to weave in and out of.
• Hoops to bounce the ball inside and outside.
• Balance beam to walk across and bounce the ball (on the floor), etc.

Pete the Cat’s New Shoes!

If possible, have the classroom teacher read the book with the children before your class.  If you are not able to show the video, at least play the audio so the children can hear the story as they move.

Have the children get a hoop from the boundary and put it inside the boundaries in an own space.  Stand inside the hoop to start the activity.

Explain to the children that while the storyteller is telling us the story of Pete the Cat going for a walk, we are going to go for a walk too!  When Pete steps in something, we are going to find a hoop to stand in that is the same color.  When Pete starts walking we’ll start walking again!

It’s ok to sing the song along with Pete as you walk along! Point out the children who are demonstrating great walking!

Observe your children as they throw the ball.  Watch to see that they:

• Look at the target as they throw.
• Swing the arm over the shoulder towards the target as they throw.
• Step with the foot opposite the throwing arm as they throw at the target.
• Work safely as they throw and retrieve their ball.
• Walk using mature form:
• Walk Tall/Head up.
• Transfer weight to one foot.
• Swing opposite leg forward and place on floor.
• Transfer weight from heel to ball of foot.

Transition

Part 4

Stretching & closure

Taking it Home

Choose 3 stretches to do with the class.

Review

Can someone tell me what walking is?

(moving from one foot to the other as you travel, keeping at least one foot on the ground each step.)

What was one way you walked today?  Use words to describe it.

Closure