GRADE

TOPIC

UNIT

PreK

Far (Own Space), Body Parts & Ball Handling

Games

Equipment Needed

• Cones
• Spots
• Balls
• Speaker
• Computer
• Projector

Content Standard Benchmarks or Common Core Standards

Learning Goals, Objectives, Expected Outcomes

Psychomotor

Move safely among other children as they travel through space.

Place the appropriate body part on the spot when signaled.

Actively participates in the lesson activities and exercises.

Gain strength and flexibility through movement and stretching exercises.

Cognitive

Describe the role of the eyes when they are catching the ball.

Affective

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 spot, 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 spots!  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 spot!  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.

Discuss how the spots are in what we call “own spaces” A good “Own Space” is far from other own spaces and the boundaries.  During the lesson, point out the children who are keeping their spots in good own spaces.

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 hoops quickly and safely.
• Point out the students putting the correct body part in the hoop.

Part 2

New skill or concept

10 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 spot you are on, from the hoop, find an own space and put the ball on the spot 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.”

2. 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.

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: Put your hands under the ball and a little to the sides when you are catching the ball.

4. What happens when you bounce the ball hard? (Goes up higher, away from the ground)

5. What happens when you bounce the ball soft? (Stays near, closer to the ground)

6. 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.

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

20 minutes

“Bounce your ball on every spot inside our boundaries.  Count how many spots you bounce your ball on.  If someone else is bouncing their ball on a spot you are traveling to, pick a different spot!”

Add more poly spots and ask the children to bounce the ball on spots that match their ball color.

Bounce the ball on spots that DO NOT match your ball color.

Musical Bounce and Freeze

Continue traveling around inside the boundaries, bouncing the ball on poly spots and catching it, with music playing.  Use the travel stop music and when the music stops, the children must stop and put the ball between their two feet!

Ball Handling Tricks

“Bounce the ball, but before you catch it clap your hands.”

“This time see how many times you can clap before you catch it.”

“How do you have to bounce the ball 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:

• Counting
• Count how many times you bounce and catch the ball.
• How many times does the ball bounce after you let it go, before it stops bouncing?
• Count how many times you can clap before you catch the ball.
• Bounce 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.

Part 4

Stretching & closure

5 minutes

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.

Differentiation  Strategies:

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.