Levels (Low, Medium & High)
Bean Bags, Hoops, Control Cones, Spots, Mats, Domes
Content Standard Benchmarks or Common Core Standards
Learning Goals, Objectives, Expected Outcomes
|PROCEDURE AND TRANSITIONS WITH
MODIFICATIONS AND OR ACCOMMODATIONS
DESCRIPTION OR DIAGRAM
|Spread the bean bags around your space inside the hoops. As the children arrive to class instruct them to get a bean bag and find an own space. Once everyone is in an own space, Review how to play frozen bean bag.|
Frozen Bean Bag
Begin with everyone having a bean bag on their head. The bean bag is the battery.
Without the bean bag, the students have no power to move around. They may not touch their own battery. As they move around the space, they will try not to let the bean bag fall off their heads. If it does fall off, they must remain frozen in place until someone who has their battery intact, comes to save them. They must place the bean bag back on the frozen persons head. If the bean bag falls off the head of the helper, they are frozen too, and must wait for someone to help them before they can continue to help the person they were helping! The students may not cause other peoples bean bags to fall off on purpose, since that is defeating the whole idea of the game.
Hint: Suggest to the class that they will either all win or not win as a team. If at the end of the activity, everyone has their bean bag on their head, the whole class wins. So try to help people as quickly as possible.
As the game goes on, call out different parts to place the battery and different directions to travel in.
|As your class is playing, you can walk around pointing out students who may need help, complimenting students who are playing fair, and complimenting students who are helping each other|
|Put your bean bag away and get a mat to put in an own space. “Find an own space and put your body very close to the ground, as close as you can.”|
New skill or concept
15 – 20 minutes
“Find an own space and put your body very close to the ground, as close as you can.”
After your students have all found an own space and are very close to the ground, you can point out some of the shapes you see, and the fact that they are soooo close to the ground, wow!
“Can you find another shape to put your body in and stay close to the ground? This is a low level, when your body is very close to the ground it is in a low level in relation to the ground. Go to another own space and find another way to put your body in a low level.”
Again, as your students are all getting to their new own space, be sure to point out the cool shapes you see in the low level.
After you have tried at least three shapes in a low level;
“This time travel to a new mat, but stay in a low level while you are traveling.” “when you get to the mat, make a shape in a low level.”
Continue traveling from mat to mat, each time traveling a new way in a low level and making a shape in a low level. Point out the cool ways the children are traveling. Give them warm fuzzies for traveling away from each other and looking for open spaces to travel. Watch to see that the children understand what a low level is.
This time find another own space and put your body as far away from the ground as you can without leaving the ground. Walk around pointing out how far away from the ground they are, and the various shapes you see now. Find another shape to put your body in as far away from the ground as you can. This is called a High level. Go to a new mat and make another shape with your body in a high level. It is ok to show off a shape as you walk around, or choose a couple students to show their shape while the whole class relaxes to watch. This will build up the self-esteem of the students chosen, as well as give some great ideas to the other students.
“This time travel to a new mat, but stay in a High level while you are traveling.” “When you get to the mat, make a shape in a High level.”
“This time travel to a new mat, stay in a High level while you are traveling and when you get to the mat, make a shape in a Low level.”
Continue traveling from mat to mat, each time traveling a new way in a High level and making a shape in a low level and high levels. Point out the cool ways the children are traveling. Watch to see that the children understand what a High level is.
Find a new own space and put your body in a shape that is in between a low level and a high level. This is called a medium level. There are a lot of chances for variety in this level. It is important to make sure your students understand the concept and do not mistake low or high for this level. Let them try going to at least 2 more own spaces, trying different shapes in medium levels.
“This time travel to a new mat, but stay in a Medium level while you are traveling and When you get to the mat, make a shape in a medium level.”
“This time travel to a new mat, stay in a medium level while you are traveling and when you get to the mat, make a shape in a Low level.”
“This time travel to a new mat, stay in a medium level while you are traveling and when you get to the mat, make a shape in a High level.”
Continue traveling from mat to mat, each time traveling a new way in a Medium level and making a shape in a low, medium and high levels. Point out the cool ways the children are traveling. Watch to see that the children understand what a Medium level is.
When you are sure the students understand the three levels move onto part three.
|Put away your mat and find a partner to sit with phalanges to phalanges. (toes to toes)|
10 – 20 minutes
|Have the hoops spread out around your work space. This will allow all the students to get a hoop at once without everyone running into each other.
When I say go, find a partner and sit down in an own space together. I will count to five, while you get a partner. If you don’t have one when I say five, I will pick one for you. Ready, go. 1, 2, 3, 4, and …5. Decide which partner will stand, and which one will stay seated. I will count to three, and you should be sitting or standing depending on which you chose. Ready, go. 1, 2, 3. Ok, the partner standing will go get the hoop and bring it to the space. When you get to the space with the hoop, hold it so your partner can go through it, traveling in a low level. Ready, go. As your students start to work, watch to see that they are able to go through in a low level. Watch to see that the partner holding the hoop is cooperating. Praise the students for the different ways they go through the hoops, and for working well together. After a minute, switch partners who will hold the hoop. Freeze
When I say go, hold the hoop so your partner can go through using a medium level. Be sure it is not like a low level. Think of a way that you can go through using a medium level from start to finish. After a minute have the partners switch roles.
Again, pause the class to show one or two really cool ways of traveling through in a medium level, as well as the partners that are really cooperating well. Freeze This time you will go through the hoop, staying in a high level. Your partner will have to work with you moving the hoop as you travel through it, so that it allows you to stay in a high level. Ready, go. This concept is a little harder, since the hoop holder has to move the hoop as well as the person who is traveling has to maneuver their body to stay in a high level. Point out the students who are doing an excellent job.
Once they have covered all three of the ways go through, go on to the last task.
One partner will hold the hoop this time, but for the whole class! They will get a turn the second time. The partner who is traveling, will pick a level to go through anybody else’s hoop (as long as no one else is going through it), and then travel to a new hoop. Go through the new hoop using a different level, continue to go through hoops till the teacher calls freeze. The partners will switch roles and the second partner can travel through the hoops. While they are working, watch and praise.
If there is time, have the class show their favorite way of going through the hoop. You can have four or five sets of partners go at once. If you don’t have time for a group show; Choose at least one set of partners that stood out to show to off to the class.
|Put away the equipment get a mat and find an own space to stretch.|
Stretching & closure
Taking it Home
Choose 3 stretches to do with the class.
Review the levels and discuss the different ways the children traveled in the different levels.
Additional Part Three Activities
Levels Hunt (10 – 20 Minutes)
The levels Cards are available with this link: Levels Cards. Each card has a picture and the word for the level it represents. Print out enough “Levels Cards” so that you have one per child. Instruct the student to get a Level Card and a Mat. Put the mat in their own space and the Level Card (facing up) under the mat.
The basic game begins with the students choosing a shape to hold in the level that is on the card under their mat. After they hold the shape they will travel to a new mat and look under to see which level to make a shape in on the new mat! Have the children count to five while they are holding the shape. During that time you can verbally and visually assess the students understanding of the different levels.
After a few minutes of the students traveling from mat to mat, explain to the children they will now choose the level they will travel to the new mat. It has to be a different level than the one they were holding their shape in. Continue assessing the students understanding of the levels and point out the different ways the students are answering the problem to the class. Occasionally stop the class to show someone’s sequence.
For fun, once the class has the hang of it; add some travel/stop music. Make sure the children are stopping, wherever they are, when the music stops. When the music begins again, the children will continue traveling in the level they were in before the music stopped.
Creative Levels Traveling (10 – 20 Minutes)
“When I say go, I want you to get a hoop and put it on the ground in an own space. Then you can stand inside your hoop. Ready, go.”
- Explain that when the students begin to move, their hoop will stay on the ground in their current own space.
- “When I say go, I want you to choose a level to travel to a new hoop, when you get to the new hoop, freeze inside your hoop. Ready, go.”
- Watch to see how the students travel. Praise the students verbally, pointing out the different levels and ways they are traveling.
- “This time when I say go, choose a different level to travel in. Ready, go.”
- Again, watch to see which students choose a new level. Point them out as well as the way they chose to travel. Praise the students who are watching out for each other.
- “This time when I say go, you will be traveling to two different hoops. Choose a level to travel to the first hoop in. Once you get to the first hoop, freeze there while you count to three. Once you have counted to three, choose a new level and travel to the second hoop. While you are waiting for me to say go, think of the two levels you will use to travel to your new hoops. Ready, go.”
- Watch to see that your students have a grasp of this sequence. You might even stop the class to watch a student who thought of two different levels and two cool ways to travel in them. Do this task one more time.
- “This time, you will be using all three levels as you travel. Decide which level you will use first to travel to the first hoop. Once you are at the first hoop, you can decide which of the two levels to use for the second hoop. After you get to the second hoop, you only have one choice left! Use that level to travel to your third and last hoop. Once you are at the third hoop, stay there so I can see you have finished. Ready, go.”
- This is the hardest and last task. If you have time, you can do this task more than once, asking the students to change the way they travel in each level, and possibly the order they choose the levels they will travel in.
- You can change these tasks by adding the element of level in the hoop. The level to hold the body in the hoop is the same as the one used for traveling, or it could be different from the one traveled in.
Levels Music (5 Minutes)
This song is made using the low notes of the song to travel in a low level to, the high notes are used for the high level traveling and the song mixed is used for medium level! The children are allowed to choose how they will travel in each level. The song encourages them to change once during each level, but you can call out during the song to add more variety in traveling within that level.