Establishing a Learning Environment

1.
-

Discuss the Rules of the Gymnasium

Be nice to classmates
Be nice to teacher
Be nice to the equipment
Try everything--- and try hard
Do what you are supposed to do, even when the teacher isnt looking
Help Others
Have fun

Discuss the Rules of Physical Education

- Stop, look, and listen when you hear the signal.
(Signal = whistle, freeze, lights out, & stop)
- Participation = 100% every day all day long.
- Show good sportspersonship by playing fairly, following the rules, being honest,
and cooperating
- Keep the noise level appropriate for the activity
Good Noise = Encouraging others
Bad Noise = Screeching and Screaming
- Treat others as you want to be treated.
- Work in your own space.
- Be helpful
- Be courteous.
- Keep your hands to yourself
- Always remember SAFETY
Safety = wearing tennis shoes, moving under control, watching for others
- Handle equipment with care.
20.
21. Discuss in case of emergency and fire
- Stay calm
- File in 2 single lines
- Do not push or shove
- You must hold hand with the person in front of you and behind you.
- Follow the Teachers direction
- Listen to the Teacher
- Do not run
- Know where the exits are located
- Know where to meet in case you get lost
- Know what number to call for emergency (911)
22. Ask to see if there is any question.
- How do we know who is first in line?

What happens if we break the chain when we are in line?

23. Discuss appropriate and inappropriate behavior in Physical Education

- The first time a child violates a rule the teacher will give a verbal warning
- The second time a child violates a rule in the same class period, ask if the child
needs to sit out for a while. (The childs response to this question is usually
amazingly hones, and the question places the responsibility on the child for his or
her actions. The child can reenter class when ready without consulting the teacher)
- The third time a child violates a rule, have the child sit out until a personal plan can
be developed regarding his or her actions. (This usually means the remainder of the
class. Although sitting out the remainder of the class may seem a bit harsh, as
teachers we need to be able to teach. A continually disruptive child takes our
attention away from other children who deserve it just as much.)
Note: As much as possible, the consequences for violating a rule should be
noninterruptive. Try to deliver a consequence with a word or two and avoid
interfering with the learning experiences of the rest of the class.
Final Note: Time outs are effective when the child find the lesson interesting. If the lesson
is uninteresting, dull, or inappropriate for a child, then time-out becomes a reward
rather than a consequence for off-task behavior.
24. Introduce a few Games
1. Do a fire drill exercise. Start with everyone from wherever they are then signal for
a fire drill (use: whistle, clap hand, etc.) Time the kids to see how fast they can get
in 2 single lines without pushing or shoving. Gradually try to improve the time
gradually.
2. Introduce Red light, Green light as a game to improve their listening skills.
Directions: Choose a Student to play the Signal Light. This person must have his
back turned toward everyone. Everyone must be at the opposite end. When the
Signal Light is ready and his back is turned, he must say Green Light, when he is
ready he turns around he must say Red Light. Whoever is moving after the
person says Red Light must start from the beginning. Whoever reaches to the
other side, where the Signal Light is will get to be the Signal Light.

Lesson 2
25. Review what was learned at the last lesson.
3. Review the Rules again.
4. Review the Emergency procedures.
5. Review the Fire Drill procedures.
26. Introduce 2 new games/activities

6. Stop and Go. Direction: Children travel in general space in a scattered formation.
Once the Children are able to (1) walk without touching others and (2) stay far
away from others as they walk, you can begin to play Stop and Go. When you say
stop, the Children should stop and freeze instantly. When you say Go, they
should begin to travel again. Dont shout the signals speak them, so that the
Children become accustomed to listening for your voice at a reasonable level.
7. Body Parts. Direction: This game focuses on the different body parts. Once the
children have adjusted to Stop and Go, they enjoy the challenge of touching the
floor with different body parts elbow, seat, knee, wrist, waist, left hand, or right
foot as quickly as they can when you say Stop.
27. Introduce other games (if there is time)
8. Travelling. Direction: Once the children have learned to travel using different
locomotor patterns, variations in these patterns are appropriate. Call out different
ways of traveling skipping, hopping, crab-walking, galloping and challenge the
children to change from one to another as rapidly as possible. You can increase the
challenge of this game by combining traveling and the concept of Direction for
example, gallop backward or hop to the right.
9. Crows and Cranes. Direction: Choose 1 person to be the person to call out Crow
or Cranes. The rest of the class lines up in the middle of the court or gymnasium.
Choose another person at the opposite end of the caller. The caller must call out
Crows or Cranes. One direction will be Crows and the other direction will be
Cranes. The key is to stump the rest of the class by calling out one of those two
words and some people by getting them mixed up with the directions the caller is
calling. The rest of the class must run to a safe area, before they are tagged by the
caller or the callers helpers. The caller gains help when they tag people before
they reach the safety point. Or by stumping the rest of the class by getting the
directions mixed up.
28. Toward the end of Class
10. Review again what was done in class.
11. Review the Rules again
12. Review the Emergency Procedures.Explain why it is important to review so many time.

A Lesson in General Space

Specific Objective:
To help children learn to move safely and efficiently in their general space. Children
will understand the concepts of speed, pathways, directions and levels.
Equipment:
Radio and cones.
Procedure: Activities 1-4
1). Traveling at different speeds in general space: a) In a large, designated area (general space),
have the children move like sleepy turtles. This is moving slowly in general space. b) In
a large, designated area, have the children move like hyper cheetahs. This is moving fast
in general space.
(All done to music)
Time: Five minutes
Formation: Children should be in their self-space spread evenly throughout the designated area
(general space).
Teacher points: The children should know that it is not important to imitate the animal
exactly, everyone should try to be unique. Importance should be placed on moving
thoroughly throughout the designated area without going out of bounds.
2). Traveling throughout general space using different pathways: a) Children walk along an
imaginary line that is painted on the floor without leaving the designated general space.
This is moving in a straight pathway in general space. b) Children weave in and out of
cones set up in the general space. This is moving in a zig-zag pathway in general space.
c) Children pretend to be walking on a rainbow that is shining on the floor in the general space.
This is moving in a curved pathway in general space. (All done to music)
Time: Seven minutes
Formation: Children should be in their self-space spread evenly throughout the general space.
Teacher points: Walk through the general space and praise or help the children as they
practice the three pathways.
3). Traveling throughout general space using different directions: Children move with a partner
in which ever direction the teacher calls out.

Time: Three minutes

Formation: The children should stand with partners throughout the general space.
Teacher points: Instruct the children to move sideways, backward, forward, clockwise
and counterclockwise.
4). Traveling through general space using different levels: a) In the general space, children
move like an animal that crawls of slithers. This is moving in a low level through general
space.
b) In the general space, children move like an animal that crouches. This is moving in a medium
level.
c) In the general space, children move like an animal that flies of flutters. This is moving in a
high level in general space. (All done to music)
Time: Five minutes
Formation: Children should be in their self space spread evenly throughout the general space.
Culminating Discussion: a) Can anyone tell me where the boundaries were for our general space
today? b) What different ways can we move in our general space?
A lesson in Directions
Specific Objective:
To help children learn to move up and down, right and left, forward and backward, and
clockwise and counterclockwise in their general space.
Equipment: Radio
Procedure: Activities 1-4
1). Traveling up and down in general space: Standing in front of a partner, pick one person to be
the leader and one person to be the follower. When the leader jumps up, the follower
does the opposite and squats down. If the leader squats, the follower jumps. The leader
should see if the follower can keep up at a fast speed. (Done to music)
Time: Five minutes
Formation: Children should be spread out evenly in the general space with a partner.
Teacher points: Be sure the children switch off between leader and follower a few times
during the game.

2). Traveling right and left in general space: a) Starting with the right foot; take a step to the
side and bring your other foot over to touch your right foot (a step-slide motion). This is
moving to the right. b) Starting with your left foot; take a step to the side and bring your
other foot to touch your left foot. This is moving to the left. c) The teacher randomly
calls out right or left and the children move in a step-slide motion in the
corresponding direction. (Done to music)
Time: Five minutes
Formation: Children should be in their self-space while traveling in the general space.
Teacher Points: Be sure to demonstrate for the children how to perform the step-slide
motion. Help those children who confuse their left and right feet.
3). Traveling through general space using forward and backward motions: Play a game of
Simon Says. The teacher is Simon and calls out directions to the children. This is
moving
in a forward or backward direction in general space.
Time: Ten minutes
Formation: The children all stand side to side on a designated line at the opposite end of
the
general space as the teacher.
Teacher Points: Examples of directions to call out; Simon says take two steps
forward.
Simon says take five steps backwards. Make sure that everyone
eventually makes it to the finish point.
4). Traveling through general space using clockwise and counterclockwise motions: a)
Children
pretend that there is a clock on the floor in front of them. Slowly they turn
around, going in the direction of the hands on the clock. This is moving clockwise. b)
Once again, children pretend that there is a clock on the floor in front of them. They
quickly turn around, going in the opposite direction of the hands on a clock. This is
called counterclockwise.
c) Children try moving clockwise and counterclockwise using only one foot. (Done to
music)
Time: Five minutes
Formation: Children should be in their self-space in the general space.
and

Teacher Points: Walk through the general space, helping those children who need it
praising everyone.

Culminating Discussion: Using your arms, point to the left. Point to the right. Point
forward.
Point backward. Point up. Point down. Show me a clockwise circle. Show me a
counterclockwise circle.

Week 5, Day 9
Major Theme: Extensions
Specific Objective: To help children understand the concept of extensions as they relate
to space awareness of body parts to the entire body. Children will acquire knowledge of
far, near, large, and small concepts.
Equipment: Stereo, Music, Drum
Procedure:
Activity 1: Explore extensions of body in self-space near and far.
1. Children should be scattered in general space, and find self-space.
2. With their hands, have children explore space close to their body. Remind
them not to reach too far from their body. Include up, down, behind, front,
and side. This is called near extension.
3. Staying in self-space, have children now explore space as far away from their
bodies as they can go. Reach as far as possible, but stay in self-space. Include
above, below, behind, front, and side. This is called far extension.
4. Play music while children explore concepts.
Time: 5 minutes total.
Formation: The children are all in their self-spaces throughout the general space
area.
Teacher Points: Make sure each child has distance between each other so that
each cannot touch another while exploring extensions.
Activity 2: Traveling in general space, explore extensions of near and far.
1. Children travel in general space. When you hear the music, reach as far into
space as possible while traveling. Use all of your body parts. When the music
stops, freeze in the position you are in.
2. When the music resumes, pull your body parts as near to your body as
possible, while traveling in general space. When the music stops, freeze in the
position you are in.
3. Extend this activity by combining near and far. Each time the music begins,
chose near or far, and use your body to express the extension. But when the
music stops, switch to the opposite one you just did. Each time the music
stops (5-15 second intervals), change the extension you are doing. Remind

children that jumping or leaping extends the body far, while rolling and
crawling in a ball is a near extension.
Time: 5 minutes total.
Formation: The children are scattered and moving in general space.
Teacher Points: Remind children about keeping self-space while moving in
general space. Watch for collisions when moving in general space.
Activity 3: Change from one extension to another and back again in self-space.
1. Children get into a near, tight position they like and are comfortable with.
2. Teacher will beat the drum six times, slowly.
3. With each beat, the children will slowly extend their body parts from near to far
from their bodies. By the sixth beat, the children should be fully extended far
from their bodies.
4. On the next six beats, the children will contract their body parts to near their
bodies. By the sixth beat, the children should be completely curled and tight,
near their bodies.
5. Repeat this several times. Have the children vary the final formation of near
and far.
Time: 8 minutes total.
Formation: The children are all in their self-spaces throughout the general space
area.
Teacher Points: Make sure each child has distance between each other so that
each cannot touch another while exploring extensions. Remind children to extend
near and far with above, below, behind, front, and side.
Activity 4: Use near and far extensions with imagery for large and small
differences.
1. Children travel around in general space. Pretend they are carrying something
they do not want anyone to see or that they are trying to protect something,
such as a baby kitten, feather, snail, frog, jewel, or money. As they travel, have
them think about how they would really carry the object they are protecting.
Remind children other parts of the body can also be near while traveling.
2. Children travel around in general space. Pretend they are carrying something
that they are proud of and want to show off, or that they are carrying a bag of
manure and want to keep it as far away from them as possible. Remind
children other parts of the body can also be far while traveling.
3. Play music while children explore concepts.
Time: 5 minutes total.
Formation: The children are scattered and moving in general space.
Teacher Points: Remind children about keeping self-space while moving in
general space.
Culminating Activity/Game:
1. When would you use a near or small extension? Can you think of a sport that
uses it? At home?
2. When would you use a far or large extension? Can you think of a sport that
uses it? At home?
Time: 2 minutes total.
Formation: The children are gathered back close to teacher.

Week 5, Day 10
Major Theme: Time
Specific Objective: To help children understand the concept of time as it relates to
movement. Children will acquire knowledge of time through fast or slow actions of
movements.
Equipment: Stereo, Music (fast and slow)
Procedure:
Activity 1: Explore time with fast and slow actions of the body in self-space.
1. In self-space, children move to the beat of fast music. The beat should be loud
and quick, so the movements should reflect the music. Very quick actions are
short and fast. Remember to move all body parts. This is called sudden
movement.
2. In self-space, children move to the beat of slow music. The beat should be soft
and slow, so the movements should reflect the music. Remember to move all
body parts. This is called sustained movement.
Time: 3 minutes total.
Formation: The children should be all in their self-space scattered throughout
general space.
Teacher Points: Make sure each child has distance between each other so that
each cannot touch another.
Activity 2: Traveling in general space, explore moving at different speeds,
including freezing.
1. In general space, when the music begins, children move by walking as fast as
they can. When the music stops, they stop and freeze instantly. Each time the
music begins, a new movement and speed is chosen by the teacher (hopping,
skipping, crawling, jumping, leaping, running, etc.).
2. As the music begins, children start off slow and build up to very fast as they
move around in general space. When the music stops, they freeze. When the
music begins again, the children reverse the process, starting out very fast and
wind down to very slow. Upon reaching the slowest movement, the children
can then reverse again to a very fast movement, until the music stops again.
Time: 5 minutes total.
Formation: The children are scattered throughout general space.
Teacher Points: Remind children of self-space within general space. Do not keep
children moving at a fast pace too long or they will tire quickly.
Activity 3: Combine imagery and time.
1. Children will practice traveling the way things travel which move fast or slow.
(A turtle would move slowly, a rock falling over a cliff would travel fast.)

2. Challenge the children to show the difference between a fast, new race-car and
an old model T car with a crank engine.
3. Have the children pretend they are going to the state fair carnival rides. Then
they are at the rides. Now, it has been a long day and they are sunburned and
tired, so show how they are going home. The movements should be fast or
slow.
4. Have the children pretend they are running the 50-yard dash. Now they are
running a ten-kilometer race on a hot day. The movements should be fast or
slow.
5. Have the children pretend they are a mosquito buzzing around people at a
picnic. Now they are elephants who just finished dinner. The movements
should be fast or slow.
6. Play music while children explore concepts.
Time: 5 minutes total.
Formation: The children are scattered throughout general space.
Teacher Points: Remind children about self-space while moving in general space.
If you chose to include noises with movements, be sure you are in an area that will
not disturb other classes. Sometimes the noise created by children can get out of
hand.
Activity 4: Use action words to work changes in time.
1. Children show difference between/among different action words through their
actions when the music begins. Each time the music stops, children freeze and
listen for the next cue/action word from teacher. When the music resumes,
they act out the action word. Teacher uses words such as: grow, spin, deflate,
jerk, pop, explode, pounce, creep, chop, whirl, twitch, skip, slither, squeeze,
jump, release, crawl, dart.
2. Teacher uses nonsense words and the children improvise on their
interpretation. Words such as: snap-crackle, wheezey, krinkle, swoosh, brip,
achoo, hic-up.
Time: 5 minutes total.
Formation: The children are scattered throughout general space.
Teacher Points: Remind children about self-space while moving in general space.
Culminating Activity/Game: Red Light, Green Light
1. What kinds of things go fast? What are some words that reflect the word
fast?
2. What kinds of things go slow? What are some words that reflect the word
slow?
Time: 7 minutes total.
Formation: For the game, the children are in general space. For the questions,
the children are gathered back close to the teacher.

A Lesson in Force
Specific Objective:

To teach children the concept of force. They will be able to distinguish between strong
(firm) and light (fine) force.
Equipment: Music with strong, heavy beats and soft, melodic notes and a tape or CD
player.
Procedure: Activities 1-5
1. Using the childrens bodies and body parts to show strong and light force. A.)
Start out by having all the children make muscles with their arms. Point out how
hard the muscle is, and tell them this is a strong or firm force. B.) Then have the
children make a spaghetti noodle arm. Have them notice how easy the arm moves
and how soft it is. This is light or fine force. C.) Have the children experiment with
other body parts (legs, feet, fingers etc.) making them strong and light. D.) Last
have them try to make their whole body strong and then try to make it light.
Time: Five minutes total
Formation: The children should be in their self-space throughout general-space.
Teacher points: Make sure all the children can make both the muscle and spaghetti
noodle arm. Encourage the children to try all body parts even fingers and toes.
2. Exploring strong/light force concept with a partner. Have the children find a
partner and have them join hands. A.) First make a bridge with their hands and arms
using a strong force. B.) Then have them make a bridge with their hands and arms
using a light force. C.) Have the children take turns posing each other as statues.
Time: Five minutes.
Formation: Children should be in self-space with their partners.
Teacher points: Teacher can play music and stop music when it is time to switch
partners when they are posing one another.
3. Becoming statues according to a teachers cue. As the teacher gives words the
children will try to make statues using their bodies to match the word.
Time: Five minutes.
Formation: Children should be in their self-space.
Teacher points: Teacher should call out cues, alternating strong and light forces.
Some words to use could be: ghosts, the Statue of Liberty, a spaghetti noodle, bridge,
a falling leaf, a tree, floating balloon, and rock.
4. Practice using strong/light force to music. A.) Have the children make strong
statues to music with a strong, heavy beat. B.) Have the children make light statues
to the soft, melodic music.
Time: 3 minutes.
Formation: Have the children stay in their self-space.
Teacher points: Play music with heavy, strong beat letting the children make strong,
stiff statues. Change to the soft melodic music giving the children a chance to make
light statues.
5. Changing force on signal. The children will make statues according to the type of
music played.
Time: Seven minutes.
Formation: Have the children in self-space.
Teacher points: Play music alternating the two types of music (strong/light) so that the
children will need to listen and make statues according to the type of music.

Culminating discussion: Can anyone tell me what two kinds of forces there are?
How does your body feel when you are making a strong force? How does your body
feel when you are making a light force?

A Lesson in Force
Specific Objective:
To teach children the concept of force. They will be able to distinguish between strong
(firm) and light (fine) force.
Equipment: Music with strong, heavy beats and soft, melodic notes and a tape or CD
player.
Procedure: Activities 1-5
6. Using the childrens bodies and body parts to show strong and light force. A.)
Start out by having all the children make muscles with their arms. Point out how
hard the muscle is, and tell them this is a strong or firm force. B.) Then have the
children make a spaghetti noodle arm. Have them notice how easy the arm moves
and how soft it is. This is light or fine force. C.) Have the children experiment with
other body parts (legs, feet, fingers etc.) making them strong and light. D.) Last
have them try to make their whole body strong and then try to make it light.
Time: Five minutes total
Formation: The children should be in their self-space throughout general-space.
Teacher points: Make sure all the children can make both the muscle and spaghetti
noodle arm. Encourage the children to try all body parts even fingers and toes.
7. Exploring strong/light force concept with a partner. Have the children find a
partner and have them join hands. A.) First make a bridge with their hands and arms
using a strong force. B.) Then have them make a bridge with their hands and arms
using a light force. C.) Have the children take turns posing each other as statues.
Time: Five minutes.
Formation: Children should be in self-space with their partners.
Teacher points: Teacher can play music and stop music when it is time to switch
partners when they are posing one another.
8. Becoming statues according to a teachers cue. As the teacher gives words the
children will try to make statues using their bodies to match the word.
Time: Five minutes.
Formation: Children should be in their self-space.
Teacher points: Teacher should call out cues, alternating strong and light forces.
Some words to use could be: ghosts, the Statue of Liberty, a spaghetti noodle, bridge,
a falling leaf, a tree, floating balloon, and rock.
9. Practice using strong/light force to music. A.) Have the children make strong
statues to music with a strong, heavy beat. B.) Have the children make light statues
to the soft, melodic music.
Time: 3 minutes.
Formation: Have the children stay in their self-space.

Teacher points: Play music with heavy, strong beat letting the children make strong,
stiff statues. Change to the soft melodic music giving the children a chance to make
light statues.
10. Changing force on signal. The children will make statues according to the type of
music played.
Time: Seven minutes.
Formation: Have the children in self-space.
Teacher points: Play music alternating the two types of music (strong/light) so that the
children will need to listen and make statues according to the type of music.
Culminating discussion: Can anyone tell me what two kinds of forces there are?
How does your body feel when you are making a strong force? How does your body
feel when you are making a light force?
Flow Lesson
Week 7 Day 13
Objective:
To help children understand and demonstrate the difference between the free flow
and bound flow. Including movements that are important to skill performance and safety.
Equipment:
*Stereo & music
*Cones to mark general space
Procedure:
1) Traveling and flow:
A) Instruct the children that they are to move around general space while music
plays and listen for the music to stop
B)
When music stops the children must freeze dead in their tracks without any
extra steps
C)
Keep the stops in the music frequent to keep kids on track
D)
After a couple rounds explain to the children that the type of movement
they have been doing is called BOUND flow. In other words it doesnt
flow very smoothly and it is jerky with lots of stops.
E)
Again have kids travel in general space to music. This time have them
pretend that the students are eagles soaring free in the sky.
F)
Make the travel seem like it has no end, it just keeps going. Stop the music
and tell them to move as if they are balloons that got away.
G)
Stop the children and again explain the type of movement, FREE flow, it is
like a cloud in the sky floating freely.
Time: Five minutes
Formation: General Space
Teaching Points: Check for basic understanding of bound and free flow
2) Eliciting flow qualities:
A)
Bound Flow, this time give the students actions to help practice bound
flow. Remind the kids that bound flow is jerky and can be stopped.
B)
Play music (stop music between each) 1-press the floor with hands and
feet, as you move; 2- Pretend you are pushing a heavy box; 3- Carry a glass
of milk that is too full dont spill; 4- pretend you are pulling a bucket of
water out of a well and then carry the full bucket.

C)

Free Flow, now we are going to do actions that help practice free flow.
Remind kids that these movements seem to go on forever.
D)
Play music, 1- flick away a fly; 2- You are mad at your brother, slash the air
to show you are really mad; 3- youre cooking bacon on the stove, jerk
your head and arms away so you wont get burned
E)
Last: This will include both free and bound flow. Have the kids stand in
self-space. Have the kids raise their arms with bound flow that could stop
any moment. Then ask them to lower their arms using free flow in
unstoppable motion.
Time: Five minutes
Formation: General Space and Self Space for the last step
Teaching Points: make sure that the children understand the concepts of free and
bound movement
3) Following flow sentences:
A)
Write on poster board or chalkboard if you have it: Walk, run, jump.
B)
Explain to children that in this sentence the comma means pause before
going to the next word just like in regular sentences and that a period
means stop. On your signal have the children move around the general
space practice the sentence three times.
C)
Other sentences you can use Walk, sneak, pounce. Leap, stamp, and
twist. Creep, hop, flop.
D)
What the students just did was a different example of bound flow.
E)
Next we will turn it into free flow, what we will do is use the same
sentences but without the commas and periods. This means there are no
stops or pauses. Have the students start at the beginning and keep going
all the way through to the end. Your actions should go smoothly from one
to the next; we shouldnt see your stops.
F)
Practice three times.
G)
Give students a list of words and have them create their own sentences
with commas and periods. Practice three times then do it without commas
and periods.

Words: walk, skip, explode, roll, hop, jump, gallop, and

shrink
H)
Time permitting ask a few students demonstrate their sentence.
Time: Ten minutes
Formation: General Space
Teaching Points: Move around the space watching and checking for basic
understanding of concept of flow sentences
4) Practicing flow sequences:
A) This time there is two columns of words on the board, but no punctuation.
Youre going to join the words together to make a sequence. The first column
of words reads: melt, inflate, slither, and shrink.
B) On the signal, practice the words in the order you see them. It is your choice
when to change words.
C) Now, use the second column of words: jump, spin, stride, and pop.
D) Which sequence gave you a bound feeling? Which gave you a free feeling?

E) Now go back and practice each sequence three times, making it very clear
which is bound and which is free.
Time: Five minutes
Formation: General Space
Teaching Points: Move around and watch for full cognitive understanding
Culminating Discussion:
1) Can someone describe one of the types of flow? Bound or Free
2) Who can tell me one word that we used for bound flow? For free flow?
Relationships Body Parts
Week 7 Day 14
Objective:
To teach children to identify and use different body parts and to develop an
understanding of how different body parts can relate to one another.
Equipment:
*Stereo & music
*Carpet squares or tape Xs on floor to mark out self-space
Procedure:
1) Identifying body parts
A) Have the students sitting on carpet squares in self space
B) Explain to the students that you will be calling out names of body parts and
that when you call out each one they should quickly touch each one. You
might want to speed up to see how close they pay attention. Can include nose,
arm, chin, ankle, ear, foot, elbow, temple, wrist, neck, shoulder, eyebrow, eye,
teeth, cheek, leg, forehead, knee, thumb, mouth, side, hip, lip, and earlobe.
C) Before doing this next one make sure to review left and right.
D) Next instead of just touching a part have the students touch what hand (left or
right) to the body part that is called out. Example: right hand to left knee.
Can include left hand to right knee, right hand to left elbow, left hand to right
shoulder, left hand to left foot
E) Next is a short few rounds of Simon Says but without anyone having to sit out.
Teacher calls out Simon says to touch (toes) and the students touch their toes
unless the Teacher does not say Simon says. Use the body parts mentioned
earlier in the lesson. Speed up as you go to keep the kids attention.
F) Next play Simon says again but this time when you call out have them touch
two different body parts together like knee to elbow. Can include hands to
waist, knee to head, foot to shoulder, knee foot, and back of wrist to back of
knee.
Time: Five minutes
Formation: Self-Space on carpet square
Teaching Points: Check for understanding or left and right and names of body
parts
2) Balancing using different body parts
A)
When I call out a body part you should put that body part on the carpet
and make a shape with the rest of your body. When you make a shape hold
very still like a statue so I can see your shape.
B)
So if I say, elbow you would touch the carpet with your elbow and create a

C)
D)
E)
F)

shape with the rest of your body. When you stay still like a statue you are
balancing.
Do this with a few body parts.
Now you are going to balance on different numbers of body parts. I will
call out a number of parts; you will balance by touching that number of
parts to the floor.
Call out: four parts, three, more than four, two, and one.
Move around the room while doing this so that you can be sure that they
are on the right number of parts.

Time: Five minutes

Formation: each child on Carpet Square
Teaching Points: Offer hints if they are confused, mix up order so that they cannot
anticipate the next call.
3) Freezing on different body parts
A)
You are going to travel through general space on your feet. When you hear
the stop signal touch the body part I call out to the floor.
B)
So if I call out elbow you stop moving completely and then touch your
elbow to the floor.
C)
Be careful to stay in self-space while moving. Body parts can include:
arm, ankle, foot, leg, side, hip.
D)
Now when you travel, instead of touching the body part to the floor you
will touch the body part I call out to the same part on another person.
E)
So if I call heels, stop and touch your heels to the heels of another person.
F)
Make sure to touch gently so that no one gets hurt.
G)
Body parts can include: wrist, shoulder, forehead, knee, thumb, arm, ankle,
elbow, leg, hip, and side.
Time: Ten minutes
Formation: General space
Teaching Points: For safety make sure the children know to stop moving first then
touch, remind to touch softly so that no one gets hurt.
4) Traveling on different body parts
A)
This time we are going to travel on different body parts around general
space. So lets start with the body parts we usually travel on. Feet.
B)
Now something different, travel on hands and feet, make sure that you use
both hands and both feet.
C)
Now you have a chance to create your own way to travel, make sure I can
tell which body parts you are using. You need to use two body parts to
travel around general space and make sure to watch where you are going.
Practice your way of moving so it looks professional and then I will choose
some people to demonstrate.
Time: Five minutes
Formation: General Space
Teaching Points: Look for safety in the way that they travel, watch for movements
that are dangerous.

Culminating Discussion:
1) What did we call it when we made a shape and stood still like a statue?
Balancing
2) Name some of the body parts that you can move around the general space
with. Feet, knees, hands, stomach, etc.

Lesson Plan #1 for Week 8

Different Body Shapes
SPECIFIC OBJECTIVE:
To teach children different types of shapes and how
they can form their body into different shapes; also, for one to learn the difference
between symmetrical shapes and non-symmetrical shapes and how they can
position their bodies to show that.
EQUIPMENT: drum, bench or box
PROCEDURE: Activities 1-6
1) A) Tell them that they are going to learn about different shapes and how they
can make them using their bodies. Try to make a twisted shape, and have them
think of examples of things that look twisted. B) Try to make a circle and
things that resemble a circle. C) Try and make a skinny shape and things that
look skinny. D) Make a narrow shape and things that are wide. E) Pick youre
favorite and second favorite and practice changing between the two. Make the
distinction very clear.
TIME: 3 minutes
2) A) Now that they can make the shapes, change from one shape to another in
six counts of a drumbeat. Switch the shapes around, changing from one to
another. The beats of the drum could change from faster to slower tempos. B)
Next try opening one shape in six slow counts, and closing on six fast counts
and visa versa.
TIME: 3 minutes
3) A) Travel in your self-space and make the shape of the signal that the teacher
calls. When you make the shape, freeze in your self-space and be courteous to
others. B) Try to make it as quick as possible.
TIME: 3 minutes
4) A) Explain what a symmetrical and non-symmetrical shape is. B) Try and
make as many symmetrical shapes that you can. B) Try making as many nonsymmetrical shapes that you can. C) Get with a partner and show each other
your shapes. D) Change from one shape to another on six counts of the
drumbeat.
TIME: 3 minutes
5) A) Get with a partner and chose one to be the sculptor and one the statue. B)
Make as many symmetrical shapes out of your partner as you can. C) Make as
many non-symmetrical shapes out of your partner as you can. D) Switch.

TIME: 3 minutes
6) A) Set the group into stations, each with a mat and a bench or box. B) Have
them jump one at a time and make shapes of their choice in mid-air, landing on
the mat. Remind them to be safe and not silly. Landing has to be on both feet.

TIME: 3 minutes
Lesson Plan #2 for Week 8
Different Body Shapes with Objects
SPECIFIC OBJECTIVE: To teach children different types of shapes that they c form
their bodies into using objects such as streamers, hoops or even other people.
EQUIPMENT: Streamers, hula-hoops, bench, rope.
PROCEDURE: Activities 1-5
1) A) Using a streamer (crepe paper attached to a pencil) get used to the flow.
B) See how many body parts you can go under, over, around and through. C)
Make up a routine and memorize it, but you want to keep it simple. D) Write
down the sequence on a piece of paper and exchange it with a friend. Have
them try your routine and you try theirs.
TIME: 4 minutes
FORMATION: The children will be in their own self-space.
2) A) Now we are going to learn the concept of along. Travel any way that
you want to (safely) along the bench. B) See how many different ways you
can do it and how many body parts you can use to get from one end to the
other. C) Pick your favorite movement, name it and show it to the boss.
TIME: 4 minutes
FORMATION: Taking turns in their self-space moving down the length of the
bench.
3) A) Now we are going to learn how to go through obstacles. Try moving
through the hula-hoops without touching the sides. B) Now try going
backwards. C) Now try faster, or sideways without knocking it down. D)
Have a partner roll a hula-hoop and try to jump through it without touching the
hoop. Do the same for your partner. E) Try traveling over, into, out of, around
and along the hoop.
TIME: 4 minutes
FORMATION: Children are in their self-space with their hula-hoops until they
get with their partner.
4) A) Set up a rope maze, constructed from table legs, chairs, door handles, etc.
B) Try to slowly move through the maze without touching any of the
ropes. C) Now try backwards. D) Now try going over some of the
higher ropes and under the lower ones.
TIME: 4 minutes
FORMATION: Children are in maze area, but still in their own self-space.
5) A) Get into partners and pick one to be frozen. Freeze in a comfortable
position that could be held for a while. B) The other partner tries to figure

out how many ways to go over, under, through around his/her partner. C)
Switch.
TIME: 4 minutes
FORMATION: Children are in their self-space with partners.

A Lesson in Matching and Mirroring

Specific Objective:
This lesson is to improve childrens ability in functioning successfully with other children
or as groups in different situations. Also it is to test childrens understanding of the
difference between matching and mirroring.
Equipment: Music (stereo)

Procedure: Activities 1-5

1. Matching a partner in their self-space: a) Stand side by side or next to a partner.
b.) Partner number one makes a shape, and partner number two tries to copy it
exactly. c.) Try to make the shapes so alike that both look like twins. d.) After
partner number one makes five shapes; they would change places, with partner
number two making the shapes while partner number one copies them. These types of
shapes are called match. They look alike as much as possible. (All done to music)
Time: Two minutes total
Formation: Children in self-space throughout boundary area.
Teacher points: Walk around and give congruent feed back to the children.

2. Matching by playing follow the leader and traveling by making different shapes:
a.) When the music starts, partner number one leads by traveling and making shapes

in general space, while partner number two follows. b.) When the music stops, both
stops and the follower (partner number two) now leads, while the one that was the
leader (partner number two) follows.
Time: Three minutes for each person.
Formation: The children are in their general space, which is set as their boundary
area.
Teacher points: Make sure to tell the children that when they are the leader, they
Have to make sure their partner could actually do it.

3. Performing matching actions while traveling: a.) With your partner make up five
ways that you can travel. b.) Then perform the movements side by side at the exact
same time. c.) Together practice doing the movements so you do them at exactly the
same time.
Time: Five minutes total
Formation: The children are in their general space, which is set as their boundary
area.
Teacher points: Make sure to walk around and give the children congruent feedback.

4. Mirroring a partner in their self-space: a.) Face each other (your partner).
Partner number is the leader and partner number two is the follower. b.) The leader
will make a balance, and the follower will make the same balance, only opposite. For
example, if partner one uses her right leg to do something, partner two uses her left
leg.
Time: One minute to be the leader

Formation: The children are in their self-space through out the boundary area.
Teacher points: Stop the music after one minute and call out switch leaders.
5. Tell a short story with mirroring actions in your self-space to your partner:
a.) For example your mother brushing her hair or father brushing his teeth. b.)
Practice the story and try to do it the same way two times in a row. c.) Ask for two
set of partners to volunteer and perform their story for the class, while the class tries to
guess what they are saying.
Time: Six minutes total
Formation: The children are in their self-space through out the boundary area.
Teachers points: Play the music while they are practicing and stop it after five
minutes.
Culminating Discussions: a.) Can anyone tell me the difference between
matching and mirroring? What is one of the activities we did for matching? What is
one of the activities we did for mirroring?

Activity One

This is just a brief five-minute discussion introducing the terms of fitness and wellness.
OBJECTIVE
*
The students will learn that a cardiovascular program has specific prerequisites that must
be met.
*
The students will be able to describe the components of an aerobic program.
*
The students will be able to describe the components of the human body that are
affected by physical activity.
*
The students will be able to follow the teacher's directions throughout the aerobic
program and perform the required movements.
PROCEDURES
Discuss with the following terms with students
1.
*

Physical fitness- is the capacity of the heart, blood vessels, lungs, and muscles to
function at optimum efficiency.
Why is physical activity important for all people?

Health benefits (injury rehab, decrease stress, bone density, longer life expectancy)
2.

Aerobic - The body creates energy for a long non-stop time.

Aerobic Capacity - Our body's ability to efficiently process oxygen (heart, lungs, vascular
system)

3.
*
*
*
*

F.I.T.T.
Frequency: 3X week
Intensity: 75%
Time: at least 20 min.
Type: aerobic

*
*
*

1 Target Heart Rate

Explain maximum heart rate (cannot work at maximum for long)
220 age then multiply by .7
Calculations

2 How to take heart rates

Carotid and radial artery

*
*
*
*

3 Aerobic Program
Warm-up
Aerobic Workout
Muscular strength
Cool down

Warm-Up
Activity: North, South, East and West
Materials Needed:
Four-poster boards labeled (North, South, East and West)
Music: Fun active music
Time: Five Minutes
1
2

You will have four-poster boards each one labeled a different direction (North, South,
East and West). You will place each board in its appropriate direction.
Everyone assembles in the center of the playing area or the center of the gym. You
will call out 'North', 'South', 'East' or 'West', and everyone walks in that direction.
Then you will vary it by including different loco motor skills (run, skip, hop, jog,
sprint, etc) while having students move around in all directions of NE, NW, SE, SW,

Teacher Note: It is important to tell the students that this is a light warm-up to get their blood
pumping.

Activity two: Aerobic activities

Materials Needed:
4 spots,
8 cones,
4 hula-hoops,
70 tongue depressors,
4 blank maps of the U.S.,
4 pencils
Time: 5 minutes

Divide the class into 4 teams - relay style. Each team stands behind a spot. Write
the names of all 50 states on the tongue depressors, (1 state on each depressor),
and spread them, along with the blanks, in general space in front of the relay teams.
1 Place the cones around the perimeter of the general space that contains the tongue
depressors.
a. On your signal, the first person on each team uses a loco-motor movement to move
around the outside of the cones. When s/he gets back to his team, he tags the next
person in line. That person then starts his lap while the first person goes into general
space and picks up a tongue depressor. The tongue depressor is placed in the hulahoop, which is behind the team. When a team has 10 states inside their hoop, they go to
the instructor to get a blank map and pencil. The team then marks the ten states that
they picked up with the correct name of the state in the proper place.
Teachers note: This is a great integrated lesson and can be adapted by using capitals, math
problems, letters, Use your imagination as well as make fitness learning fun. This exercise
continues to increase the heart rate.

Muscular Strength

Activity three: Stretch those Muscles

Materials Needed: Calm relaxing music

Time: 3 minutes
b. Have students stand in self-space.
c. Explain to students that you will teach them how to stretch the proper way.
d. Put on the music and have students extend their arms and hands to touch their toes
for a count of 10 seconds. Then have students lift up slowly and touch the sky or
until they extend on their tippy toes. Have students breathe in and out several
times.
e. Then have students go to a wall near them so they can do wall push-ups. Have
them do then.
Teacher Note: Make sure students breathe in and out and go at their own pace.

Cool Down:

Activity four: Relax, release, relate

Have students lay flat on their back on self-space. Make sure to tell them not to
fall asleep.

You will have students close their eyes and breathe in and out. You tell the students
to imagine about their most favorable memory or their most favorite place to go.
They will think about this place and only this memory. They will have to breathe in
and out continuously during their imagination.

After two or three minutes have students sit up slowly and just relax.
Teacher Note: It is important to make sure students are breathing so their heart rates are
calmed down.
Closing

Ask the students if they know what physical fitness means? Is the capacity of the heart,
blood vessels, lungs, and muscles to function at optimum efficiency?
Question: What does FITT stand for?
F.I.T.T.

*
*
*
*

Frequency: 3X week
Intensity: 75%
Time: at least 20 min.
Type: aerobic

Concept:

Aerobic Fitness

Objective:

To elevate the heart rate and help improve childrens

cardio-respiratory fitness.

Procedure:

Activities A-E

A: Lecture
1. Tell students they need piece of paper and pen/pencil for notes. Discuss physical
fitness. Physical Fitness is the capacity of the heart, blood vessels, lungs, and muscles
to function at optimum efficiency. Physical Activity and good nutrition are the team for
good health and well being. Body size does not determine fitness.
2. The components of health related fitness are Muscular strength and endurance,
Flexibility, Cardiovascular Efficiency, and Body Composition.
Muscular strength is the amount of force a muscle can produce.
Muscular endurance is the muscles ability to produce that force for a period of
time. Flexibility is the ability to use joints fully, and can be increased through
stretching. Cardiovascular efficiency is the bodys ability to undergo vigorous
exercise for a long time.
The purpose of any physical fitness program is to maximize an individuals health,
strength, endurance, and skill level relative to age, sex, body build, and physiology.
It is important to exercise everyday beginning with a slow workout and only gradually
increase in intensity.
Eat right, stay away from drugs, alcohol and tobacco products
AND DRINK PLENTY OF WATER
Note to teacher: The lecture can be simplified for younger children. Explain that the body
needs food for energy, the body needs energy for activities like running, jumping,
throwing, and being a better athlete .
3. Question: what is a good exercise method to use for physical fitness? (answers may
include jogging, swimming, biking, walking, running etc.).
4. How do you know when the exercise you are doing is improving your health? (When
your heart rate is increasing).
5. Discuss how to check your pulse. The Heart Rate is the number of heartbeats per unit
of time, usually expressed by beats per minute. The first thing you must do to check
your heartbeat is to locate a pulse. You need to take the tips of your index and middle
fingers and gently place them on your artery on your neck. (However, pulse can be
taken from various places).
6. Check the beginning pulse. Students will count how many beats they feel in 6 seconds.
Have them record it in their notes.

Time:

5 minutes total

Formation:

The students are sitting in their self-space.

Teacher Point:

Make sure children understand that they press gently on their artery
just enough to feel their pulse.

B:

Warm-up
4
5

Have students put all their belongings against the wall. Have them then stand
on general space. Explain that there will be a short warm-up followed by
workout and cool-down.
Have students stand in general space. Then explain to the students that they
will have to listen to the directions of the music called follow the leader.
Students will follow your cues since you have to demonstrate the moves before
exercising. Teach them how to raise arms up in the air, jump to the right, jump
to the left (like a bunny rabbit), grape vine right and left (this move was
learned in a previous lesson).
Start the exercise by telling the students to march as they follow you in a line
as you pass them. Start the music and do the following exercises as you
instruct students to replicate the moves: raise your arms up in the air, jump to
the right, jump to the left, grape vine right and left (this move was learned in a
previous lesson).
End by stopping the music and telling students to take their pulse again.

Time:
8 minutes
Materials Needed: CD track 1 or lively music.
Teacher Point: Warm-up starts your blood flowing faster.

C:

Workout

Activity One: Scooping Up The Field Mice.

Tell students to walk the far end of the gym and stand near or against the wall.
Have co-teacher place bases around general space, and field mice at far end of the
gym. Keep one field mouse, to show the class what they look like, as you explain the
game.
Tell students they do not have to over-exert themselves in order to become fit or have
a healthy workout. Also, it is okay to take small breaks during a workout to keep the
heart rate at an acceptable level.
Tell the class they will be playing Little Rabbit Foo-Foo.
The object of the game is for everyone to use a method of travel like fast walking,
skipping, jogging, move to the music to get to the other end of the gym, scoop up a
field mouse and bring it back to the starting end of the gym. The rabbits are to
continue doing this, picking only one mouse at a time, until the music stops. Several
bases are set-up for the rabbits to take a break if necessary. Rabbits can only stay on a
base for a count of ten, then they must continue.
Note to teacher: This is only so the rabbits arent spending most of their time on bases.

 Question: What do Rabbits do? Walk or jog to scoop up the field mice.
Question: How long can a rabbit stay on a base? A count of ten.
Do students have any questions?
Time: 1 minute to set up prior to game: 5 minutes of game
Materials Needed: CD track 2 and/or 3 or upbeat, fun music. 5 squares of carpet, or
small mats, as bases; field mice (homemade equipment), or cotton balls
Teacher Point: Tell students how continuous activity such as the game they just played
-even if it has a break once in a while, is what their heart needs and makes for a good
fitness workout.
Activity Two: Spin Fitness
0

You will divide students in six groups of five to seven depending on class size.
You will have students stand in general space. Tell everyone to grab a partner.
Tell the pairs that one of them needs to sit down while the other remains
standing. Once everyone has done this, tell all the standing students to go to
one side of the room. The sitting students should go on the other side. Then
give students until the count of five to form groups of four or five. Have them
sit down once they have their group.
Tell students that each one in the group will have one to two turns being a
leader and a spinner. They will have to spin the wheel. The spinner should land
on one of the activities such as jogging, jumping jacks, arm rotation, skipping,
leg lifts, squats, and sit-ups, head-shoulders-knees-and toes. Explain what each
activity is and demonstrate how it is done correctly. Make sure to tell each
leader that they have to get a different activity so they can get a good workout.
Also the leader will pretend to be an aerobics instructor. He or she should
make sure that each student in the group is doing the workout.
Go around and check if everyone is exercising.

Time: 12 minutes
Material needed: CD track 4 and 5 or energetic music
Teacher Points: It is important for students to try to do each activity.

D. Cool Down
0

1
2
3
4
5

Students will get back to their self-space. You will have students do some
stretching.
Tell everyone to spread their feet apart slightly and take a deep breath as they stretch
arms high into the sky. Stretch every part of your body from the tippy-toes to the tips
of the fingers. Hold that position for 3 seconds.
Now relax, and sit down.
Take a deep breath and touch your feet with the tips of the fingers. Breathing out as
you bend down. Try to hold this position for 3 seconds.
Slowly return to an upright position.
Tell students to slowly rotate their heads from side to side. Start rotating from your
right side by leaning your right ear to your right shoulder. Then rotate your head
forward then toward the left side. Now start from the left side using the same
movement.

Pat your back using your right hand toward the left shoulder. Now use your left hand
to pat your right shoulder.

Time: 3/5 minutes

Materials needed: soft music
Teacher points: Tell students It is important to stretch your muscles after you exercise
because it allows for the body to cool down or relax. Also, it is important to breathe in
through your nose and out through your mouth. Remind students to breathe. On the arm
stretches the higher your elbow goes upward the bigger the stretch.

E. Closing.

So what did we learn about physical fitness?

Responses may vary
Its important to keep our bodies healthy and strong
What cues do we need to remember when exercising?
Responses may vary but should include
Remember to breathe
Remember to stretch
Dont over-exert yourself
What are good exercise methods to use for physical fitness?
Jogging, walking, biking, swimming. Etc.
How should you begin your workout?
It is important to exercise everyday beginning with a slow workout and
only gradually increase in intensity.

Time: 2 Minutes

Lesson Plan Title: Health and Wellness (Nutrition)

Concept / Topic To Teach: Healthy Foods
Subfocus: 4 Basic Food Groups, Low Fat/High Fat Foods

General Goal(s): To teach and further enhance childrens awareness and knowledge of
healthy eating and how a healthy diet can help them maintain good physical fitness.

Specific Objectives: At the end of this lesson the children will have learned to
1. Become more familiar with the four basic food groups
2. Recognize the difference between foods high in fat, and foods that are lower in fat.

3. They will begin to use this newly acquired knowledge in a simple organized game
that will further reinforce what they were just taught.
Required Materials: A boundaried area such as a gym or a schoolyard. The surface must
be somewhat smooth but not slippery. Pictures of food dishes will also be needed. The
pictures will be mounted on heavy poster board (about 5x5in size); cones will also need
to be provided for general space.

Anticipatory Set (Lead-In): The class will start with a brief question and answer period to
see how much they already know about the four basic food groups and how they can
possibly play a role in health and wellness. This will allow me to see where I would like to
start. The discussion will last 10 minutes.

Step-By-Step Procedures: First, we will go over the why it is important to eat right. Then
I will spend time explaining how eating healthy can also help our overall performance in
physical activities. It will take about 10 minutes to go over this portion because there is a
lot of material to cover. Next, I will go the four basic food groups and how they play a
role in what we eat on a day to day basis. This part of the lecture will only last 5 minutes
because a lot of the information has already been slightly touched on. Finally, we will
focus on two types of foods: low fat foods, and high fat foods. Once again, this part of
the lesson will take about 5 minutes. The remaining 30 minutes of class will be used for an
activity (25 minutes), and closure (5 minutes).

Place pictures of different food dishes around the playing area. Make sure they are on
fairly heavy paper so they dont blow around. The students begin to move around general
space using any locomotor pattern. When the children hear the signal they are to pick up a
picture that is closest to where they are. After viewing the picture, they need to determine
whether or not it is a high or low fat food. After making a decision they are to move
through the room in a predetermined locomotor pattern (e.g., high fat means to hop
sideways, low fat means to skip backward). On my signal they place the picture down,
continue to move freely through the general space, and pick up a new picture on our
signal.

Closure (Reflect Anticipatory Set): I will close by briefly going over what we did and the
different ways we can benefit from eating healthy.

A Lesson in Fitness and Wellness

Specific Objectives:
To involve children in an activity which keeps them moving for an extended length of time.
Furthermore, at the same time they are working on cardiovascular endurance.
Equipment: Jump ropes, mats, 8 hula hoops, steps or jumping box, and stereo.
Procedure: Activities 1-5
For activities 1-5, divide the students into five groups. There will be five stations and each
group is to go to all the station by rotation.
1. Jumping rope to the music. a.) Have each student pick up a jump rope. b.) Have
them jump with two feet. c.) Now, have them jump rope with one foot and then switch.
d.) Next, have them jump with a partner.
Time: Four minutes total
Formation: Children are in their self-space throughout the boundary area.
Teacher points: Make sure the children understand that when the music stops, they are
to stop what they are doing and move on to the next station. Walk around to see how the
children are doing.

2. Stepping up and down on a steps or jumping box to the music. a.) Have the
students in this station step up and down ten times on the jumping box. b.) Have them
start out by leading with one leg and moving only one foot at a time (ex. Right up, left up,
right down, left down).
Time: Four minutes total
Formation: Children are in their self-space throughout the boundary area.

Teacher points: Make sure to demonstrate this activity. Walk around and give congruent
feed back.

3. Hopping to each hula hoops. a.) Make one row of four hoops. b.) Add another
row of four hoops beside these, so that the two rows touch in the middle. c.) Have the
students move through the hoops, using only one foot to land in each hoop.
Time: 4 minutes total
Formation: Children are in the general area through out their boundary area.
Teacher points: Make sure each hoop touches one next to it. Walk around to see how
the children are doing.

4. Performing captain crunch. a.) Have the children pair up. b.) One children will be
lying on the floor, while their partner is holding their feet down. c.) Have each children
perform ten abdominal crunches and switch. d.) Keep switching position until the music
stop.
Time: 4 minutes total
Formation: Children are in their self-space throughout the boundary area.
Teacher points: Walk around to see if they are doing the crunches correctly and give
them congruent feedback.
.
5. Doing cartwheel on the mat. a.) Lay folded gymnastic mat crosswise to the
direction of movement. b.) Children must place hands on the mat and kick feet to the
other side of the mat (ex. cartwheel or round ).
Time: 4 minutes total

Formation: Children are in self-space through out their boundary area.

Teacher points: Make sure you go over safety. Also walk around and give congruent
feedback.
Culminating Discussion: a.) What are the five fitness activities that we did today?
Which station do you like the most and why?

Concept/theme: Fitness and Wellness

Activity 1: Metamorphosis
Materials needed:
1. Large open area, preferably indoors, for movement
2. CD/Tape player
3. Music-Waltz No.1 in Eb by Fredric Chopin, or other classical piece
Objectives:
1. To have students Warm-up and slowly elevate heart rate
2. To encourage dramatic movement
3. To introduce action words, or revisit Grammar lesson on Verbs
Time: approximately 5 minutes
Procedure:
1. Tell students, Remember to stay in self space and do not touch other students.
2. Tell students to lay on their bellies in general space and to act out the story as you
tell it. (They should attempt to perform the actions that are underlined as you say
them)
3. Begin to tell this story: There once was a beautiful caterpillar that loved to crawl
all around. It would crawl in the trees, on the streets, and all around. But one day
the caterpillar got very sleepy and decided to take a nap. It began to snore very
loud. A while later, its eyes popped wide open, and it found that it could not move.
It rolled back and forth but could not get free. It was surrounded by a shell that
kept it from moving freely. Then it popped its left are free. Then it popped his right
arm free. It popped its left foot free, and then it popped its right foot free. Then it
stood up, and noticed that it was a butterfly! It opened its wings and flapped them
slowly. And then
4. BEGIN THE MUSIC AT THIS POINT and say, Take Off!
5. The students fly around general space. After a minute or so tell the students to fly
very slowly, giving them a chance to catch their breath. After a good enough rest
tell them to take off again.
6. At the end of the music piece have the students fly to a sitting position in their self-

space.
Discussion:
1. Ask students to name some of the actions of a caterpillar.
2. Tell students to feel for their heartbeats, depending on age, they can take their
pulse or report if their hearts are beating fast/hard or slow.

Activity 2
Materials needed:
1. CD/Tape player, music
2. Open outdoor area
3. 4 or more orange cones, 5 hurdles, 10 hula hoops, 5 jump ropes
4. Age appropriate Outdoor equipment like monkey bars and sliding boards
5. Masking tape that is brightly colored
6. Lively music (that is appropriate for school and last at least 15 minutes)
Objectives:
1. To have students elevate and maintain elevated heart rates
2. To practice fitness skills and concepts previously learned
3. To practice looking out for and helping others in a group
Time: 10 to 15 minutes, not including set up time
Procedure:
1. Set up obstacle course for students to run around or between cones; crawl under
or jump over hurdles; jump into 2 hula hoops, one at a time; jump rope for a count
of 10; climb the ladder to slide down the sliding board; cross the monkey bars
2. Use extra cones or masking tape to designate areas for students to gallop, run jog,
or walk-backwards around the perimeter of the obstacle course. Also, designate
areas for jumping jacks, head-shoulders-knees-toes touches, and sit-ups. These
areas should be separate and spread out/away from each other.
3. There are multiple starting points and no finish lines
4. Tell students. You are being sent on a mission to complete each activity of this
course. Explain what the mission is in each activity area.
5. Give students until the count of five to get into groups of five. Tell students, You
are now members of a group and you can help the people in your group do each
activity. Count for each other, and encourage other members to complete the
mission. Once all members of a group are done with the mission of one activity, the
whole group moves to the next activity. Do as many of the activities as you are
able to while the music plays. We will all stop when the music stops.
6. Ask, Are there any questions? Does everyone understand the mission?
7. Do any further explaining necessary.
8. Tell students, Each group will begin at a different activity, do not start your
mission until the music starts.
9. Show each group which mission they will do first. Try to have one or two activities

between each group

10. Start the music
11. Walk around each area to check on each group, insure safety, and make sure
activities are done correctly.
12. Stop music after all groups have gone through all or most missions.
Discussion:
1. Tell students to feel for their heartbeats, depending on age, they can take their
pulse or report if their hearts are beating fast/hard or slow.
2. Ask students, Did anyone help another group member? How well did you work
with other group members?

Activity 3: Cool Down

Materials needed:
1.Large open area
2.CD/Tape player
3.Quiet/ slow tempo Music
Objectives:
1. To have students lower heart rates
2. To have students increase flexibility through static stretching
Time: 5 minutes
Procedure:
1. Have students walk slowly around small area: a basketball or tennis court, or the
classroom.
2. Tell students, this is not a race, concentrate on relaxing.
3. After students circle the area two or three times, have them sit down on the floor
or ground
4. Tell students, Pull your feet up the your body with the bottoms of your feet
together. Hold on to your feet; use your elbows to push your knees to the sides
until they touch the floor. Hold and count to five. Do not bounce your legs.
5. Now try to touch your chest to your feet.
6. Now let your feet go, and straighten your legs.
Discussion:
1.Tell students to feel for their heartbeats, depending on age, they can take their pulse or
report if their hearts are beating fast/hard or slow.
Tell students to feel for their heartbeats, depending on age, they can take their pulse or
report if their hearts are beating fast/hard or slow.

Lesson Plan Title: Expanding Loco-motive Skills

Concept / Topic To Teach: Traveling Revisited

Subfocus: Hopping, Leaping, Sliding, Galloping, and Skipping

General Goal(s): To further enhance the loco-motive skills and skill themes the children
have learned (Hopping, Leaping, Sliding, Galloping, and Skipping) by revisiting them and
expanding on them.

Specific Objectives: At the end of this lesson the children will have learned to
4. Become more comfortable with the skills of hopping, leaping, sliding, galloping, and
skipping.
5. Begin to use these skills in different variations (such as skipping then changing to
hopping then to galloping without messing up).
6. They will begin to use these skills in simple organized games that will further enhance
their motor skills and eventually, allow them to feel comfortable enough to move to
the next level of proficiency.
Required Materials: A boundaried area such as a gym or a schoolyard. The surface must
be somewhat smooth but not slippery. A radio will also be provided with some lively
music to help create a festive atmosphere. This will help the children to view this activity
as a fun and enjoyable experience.

Anticipatory Set (Lead-In): The class will start with a brief question and answer period to
see how much they remember about traveling. This will allow me to see where I would
like to start.

Step-By-Step Procedures: First, we will go over the mechanics of Hopping. I will briefly
explain how to do it again; starting out with the left leg balancing then switching over to
the right leg. I will cue them to remember to bend at the knee so the shock of the hop will
not be absorbed solely by knee. Secondly, we will move to Leaping; making sure to put
emphasis on taking off on one foot and landing on the other. I will once again cue them to
bend their knees. Thirdly, we will go over sliding. I will not spend as much time sliding
because galloping is next and galloping might take a little more time going over. Fourthly,
I will go over Galloping. I will explain it again and reiterate that the uneven rhythm of
galloping is similar to the uneven rhythm of sliding. Lastly, I will go over Skipping. After
revisiting each one of these, I will play music and have them move around in self-space
changing up as I start and stop the music. If time permits, I will introduce a game called
Geronimo that will allow them to utilize all of these skill themes in a dodging and fleeing

game. In the game Geronimo, I will choose two people to be the chiefs; everybody else
will be the little Indians. I will set up boundaries and all the little Indians will start behind
those boundaries. The Chiefs will face them and say, Me Geronimo say get back to your
tee pee. After saying that, the Chief will then tell them how to travel to the tee pee (hop,
leap, slide, gallop, and skip). The Chief will say, Hop to it. After telling them how he or
she wants them to travel, the little will have to make it past the Chiefs to the other
boundary without being caught. If they get caught, they will have to help round up the
other little Indians. Also, whatever way the Chiefs tell them to travel, they will have to
travel the same way to catch them.

Closure (Reflect Anticipatory Set): I will close by briefly going over what we did and the
different ways they were able to move around in general space using these skill themes.
A Lesson in Moving to Rhythms
Suggested Grade Level:
K-2
Specific Objective:
To allow children opportunities to create their own rhythm. To help children understand
the concept of rhythm as they relate to self space awareness. Children will gain the
understanding of or refresh their memory of rhythm concepts such as slow and fast, and
even and uneven rhythms. This lesson also reinforces control level experience by helping
children master basic locomotor skills such as coordination and speed which leads to skill
development.
Equipment:
Drum and plastic eggs filled with pellets or any other noise making equipment
Procedure: Activities 1-3
1.

Duplicating Rhythm: a) Have students pick a partner, and give each group a
noise maker. b) Challenge students to duplicate the rhythm their partner first
makes. Students may choose to clap instead of using noise-maker. c) Have
students take turns making and duplicating the rhythm.
Time: 5 minutes
Formation: Groups are spread throughout general space

Teacher Points: Pinpoint groups who use techniques that work well in creating
the same rhythm (i.e. counting out loud, sitting sideways to hear each other
better).
2.

Added challenges: a) Have students use their feet to duplicate the rhythm being
created by their partners who are using shakers. b) Partners should sit with their
backs to each other and their eyes closed and then proceed to duplicate rhythm. c)
Ensure students are taking turns.
Time: 5 minutes
Formation: Partners are spread throughout general space
Teacher Points: Start with short and simple rhythms and then proceed to more
challenging ones if your partner is ready.

3.

Moving to rhythm: a) Teacher beats a cadence of one, two, three, four on a

drum, in an even beat. b) Students listen to the beat and then clap to repeat the
rhythm. Tell the students walking and running are even rhythms. Repeat once.
c) Have students walk the rhythm of the beat (beat drum in even rhythms). d) Tell
students to listen to the speed and clap as they walk. Students should walk quickly
or slowly depending on the beat of the drum. Pause between segments so students
can hear the change in rhythm. e) Have students run to beat of the drum (an even
rhythm but faster speed). Be sure they listen to the beat. Ready go.
Time: 10 minutes
Formation: Students are spread out in their own self-space and instructed to stay
within boundaries of general space.
Teacher Points: Heads up (keep head up for good balance and to avoid collision
with others); Open Spaces (look for open spaces as you travel); Speed check (slow
your speed slightly to avoid bumping others).

Culminating Discussion
Can anyone tell me if walking is an even or uneven rhythm? How about running?
Which one has a faster tempo? Does skipping have the same rhythm as walking and
running? Explain. (Skipping is uneven rhythm). Why is it important to keep your head up?

For good balance and to avoid collision.

A Lesson in Performing Locomotor Sequences

Suggested Grade Level:

1-4
Specific Objectives:
To help children master basic locomotor skills and to expand their traveling abilities. This
lesson challenges youngsters to use different traveling patterns with other concepts, such
as speed and direction. Learning experiences such as these lead to skill development.
Prior to this lesson, the children should know about self space and general space concepts.
Equipment:
Forty 4X6 Flash cards. Each Flash card should have a movement sentence with three
locomotor movements separated by a comma (i.e., skip, hop, run or gallop, walk, crawl).
A C.D. player with remote control and appropriate music. Play selected music as a cue for
children to begin and stop their locomotor sequences.
Procedure:
1. Travel in general space: Have the children think of their favorite locomotor
movement (make sure they have practiced different movements). On signal, have them
use that movement throughout the general space.
Time: 2 minutes
Formation: General Space

Teacher Points: Heads Up (keep heads up for good balance and to avoid collisions);
Identify the locomotor movement of each child while you watch them travel.
2. Locomotor movements in sequence: Spread the flash cards along the wall. Have the
children pick a card and return to their space. Children should be in their self space and
spread throughout the general space. Tell the children to read their cards, remind them
a comma between the words means pause. Their sequence will be travel, pause, travel,

pause, travel, stop. Have them practice their movement sequence until they can do it
the same three times in a row.
Time: 8 minutes
Formation: Individuals are spread throughout general space.
Teacher Points: Heads up (to avoid collision); Pause and Go (Pause momentarily,
then continue your locomotor sequence); Balanced Stops (Spread feet apart and lower
your hips slightly to maintain your balance when you stop), Self Space
3. Add Music: Have the children trade cards. Make sure each child has a new sequence
to follow. Encourage the children to follow their locomotor sequences to the beat of
the music. Have different types of music available so the children can move in various
speeds.
Time: 10 minutes
Formation: Individuals in self space, spread out through general space
Teacher Points: same as prior activity (remember to praise all their efforts)
Culminating Discussion:
Can anyone tell me what self space is? How about general space? What are locomotor
movements? What are some locomotor sequences? What is a helpful tip to keep your
balance? How can you avoid bumping into others?

A Lesson in Movement with Rhythm and Music

Specific Objective:
To help the child feel the music or rhythm. The music or rhythm is
calming but strong and flowing, as with their motions. This will help
them to understand that using dance as an exercise doesn't mean playing
fast music and moving around really fast. They'll learn the different
levels and things that they can do in the level whether they are moving
fast or slow.
Equipments: Music: slow rhythmic patterns, flowing
Drums or clapping well do as well
Procedure:
1. Demonstrate strong motions: a) ask class if they understand a strong
motion. b) demonstrate what a strong motion is - slow and strong. c)
have volunteers demonstrate some.
Time: 5-6 minutes max.
Formation: Sitting facing me.
Teacher point: Make sure they know what a strong motion is.

2. Motion in self space in the different levels: a)low levels: have

them do strong motions in low levels with music or beat. b) middle
level: have them do motion in the middle level. c) high level: have them
do motion in the high level.
Time: 1-2 minutes for each level. Total of 6 minutes max.
Formation: Self Space
Teacher point: Play music or make a beat and instruct them on which
level to move in. Check to make sure everyone understands and can move
in the different levels.
3. Movement in general space in the different levels: a) low level:
movement in general space in low levels. b) middle level movement in
general space in the middle level. c) high level: movement in general
space in high level.
Time: 1-2 minutes each. 6 minutes max.
Formation: general space
Teacher point: Play music or make a beat and instruct them on which
level to move in. Make sure they keep their own space so not to bump
into others.
4. Mirror: a)get a partner and sit with them- once everyone as a
partner (three people if too many people)- then have them face each
other. b) pick a partner to go first. c) copy your partner.
Time: 1-2 minutes each partner. 4 minutes max.
Formation: facing your partner
Teacher point: playing and stopping music or beat.
5. Display of motions: a)pair up the pairs- four to a group or five. b)
ask for examples of what they can do as a group: pretend to be animals,
play basketball, baseball, be cheer leaders. etc... c)split up the
levels so that everyone has a different level/ all the levels will be
displayed- move amongst your group. d)switch and try a different level.
e) Switch again and try a different level. (now pose/stop when the music
stops them continue).
Time: 1-2 minutes each. 6 minutes max.
Formation: In their groups of four or five.
Teacher point: Make sure they understand what they are doing. Stress
that in motion they should not touch their group members but move among
them. Play music or make a beat.
Culminating Directions: a)what body parts did we work out? b) what are
some things we can do in the different levles? Low/Middle/High. c)
which level was hardest? easiest? d) what are somethings that you can do
as a group?

A Lesson in Dance/Rhythmic Activity: Streamers Galore

Specific Objective:
To help the child to move to different rhythms and music. Adjusting
their movements to accommodate the sounds and music they are hearing.
And to show them how to follow a rhythm.
Equipments:

Streamers and music

Procedure:
1.
Discuss ways of moving streamers: a) make letters. b) High,
middle, low. c) Close to the body/ far from the body. d) Switch hands.
Time: One to two minutes
Formation: Standing next to their streamer.
Teacher point: Make sure they know some of the different ways to move
their streamers.
2.
Moving in Self Space: a) Have all the children spread out into
their self-space. B) Pick up streamers and in their self-space moves it
to the sound of the music.
Trying out the different levels and
movements.
Time: Five minutes
Formation: Standing in their self-space.
Teacher point: Playing music and stopping music, having the students
try out the different levels and adjusting to the music.
3.
Moving in General Space: a) the children can dance with their
streamers in general space. b) Moving in general space to the different
levels.
Time: Five minutes
Formation: Out in general space.
Teacher point: Play music and stop music, having the students try out
the different levels and adjusting to the music. What are some ways
they can move in their general space??? Walking, running, skipping,
hopping, pretending to be an animal, etc
4.
Follow your partner: a) Find a partner. b) When the music starts
pick someone to go first and you copy their movements. When the music
stops switch.
Time: Five minutes
Formation: Out in general space.
Teacher point: Playing and stopping the music.
Culminating Discussion: a) Can anyone tell me how we can move our
streamers? b) Which rhythms did you find easier to move in? Fast/slow.

A Lesson in Balance
SpecificObjective:
Tohelpchildrenunderstandtheconceptofbalance. They
willlearnthedifferencebetweenstaticbalanceanddynamic
balance.

Equipment: Tin can stilts, balance beams, wobble boards,

balanceboards,scooterboardsandmusic
Procedure:Activities15
The best way for everyone to participate is to use the
stationmethod.Rotatethechildrenevery35minutes.
#1 balancing on a wide base on a balance board, the
childrenwillbalancewithoutfallingofforlettingthe
edges of the board touches the ground. They can use a
partner as support if needed. Some variations include
putting their arms above head, feet shoulder width apart,
feetclosetogether,ormovingfromastandingpositiontoa
curledposition.
Time:Approximately3minutes
#2 balancingonanarrowbase thechildrenwilllearnto
travelonabalancebeamwithoutloosingbalanceorfalling
off. Somevariationsincludetryingitbackwardsorwith
armsontopoftheirhead.
**dependingonthechildrensproficiencylevelandage,you
canusealowtothegroundoralittletallerofabalance
beam.
Time:Approximately3minutes
Teacher cues: Tell the children to tighten their muscles,
extend their free body parts, to move slowly and to use
smoothtransitions.
#3 Balancing on stilts walking on stilts will require
keepingheadsupeyesforwardandshouldersstraight.They

shouldalsotakesmallerstepsthanusual.Onevariationis
towalkbackwards.
**Depending on the childrens proficiency level you can
split this activity into two stations by using tin can
stiltsandwoodenstiltsoroneortheother.
Time:Approximately3minutes
#4 Wobble boards balancing on the wobble boards will be
hardenough,howeveronthewobbleboardstheywillhaveto
try to get a ball into a goal on top of the board while
maintainingtheirbalance.
Time:approximately3minutes
#5 Traveling while balanced One way to travel while
balancedwouldbeonascooterboard. Somegoodwarnings
wouldbetokeephandsandfeetawayfrommovingpartsand
towatchwheretheyregoing.
Time:Approximately3minutes
**Justtospiceitupalittlebitandtoteachtheconcept
of static balance, tell the children that when the music
stops to freeze and hold for 3 seconds. No wiggles or
wobblesbeforemovingontothenextstation.
CulminatingDiscussion:a)Whatsortofthingsdidwelearn
todotoday?B)Whathelpsustodothesethingswithout
falling?c)Whataresomeactivitieswecanusefordynamic
balance?
A lesson in traveling and stopping in balanced positions

Specific Objectives:
This will teach children the basics of balance. This will prepare them for more challenging
lessons in balance to come. They will learn to balance in a variety of positions while
traveling to music.
Equipment:

General space for the children to move, a stereo and

music
Procedure:
Have the children spread out into their general space. Play the music, and have them
travel through the space by whatever means they choose. (Walking, running, skipping,
etc)
When the music stops have them freeze in a balanced position using three body parts
such as a foot and two hands.
Start the music again and repeat except have them balance on one body part this time.
Repeat this cycle a few more times using different numbers or even specific body parts
until the children seem to be comfortable with it.
Once the children are comfortable, change it a little by having them form shapes when its
time to freeze. Tell them to stop in a twisted shape.
Repeat this cycle a few more times using shapes such as a circle, square, or egg.
Culminating Discussion:
a) What were some positions that felt most balanced? What were the least? b) Is it easier
to balance on one or two body parts? Why?

Lesson Plan: Jumping and Landing

Specific Objectives:
The objective of this lesson is to help children understand the locomotor pattern
of jumping. The lesson will enable the children to understand the reasons for jumping
and how to perform a jump correctly, by using one and two foot landings. It will also
teach the children how to perform the many jumping variations.
Equipment:
* Hula Hoops for each student.
* A radio or stereo (teachers choice).
Procedures: {Activities 1-5}

1. Hopping: a.) Standing outside of the Hula Hoop have the student jump into
the air on one foot. b.) Have the student then land on their opposite foot inside of the
hoop. c.) Finally, have the student repeat this on the opposite foot, hopping out of the
hoop to the other side.
Time: Two Minutes
2. Two-Foot Jump: a.) Starting from one side of the hoop, have the student
jump, with two feet in the air. b.) Land on the opposite side of the hoop as the jump
began, on two feet. c.) Repeat this again trying to gain as much distance as possible.
Time: Two Minutes
3. Leaping: a.) from one side of the hoop have the student jump high into the
air on one foot. b.) Have the student then land on the opposite foot. c.) Then have them
repeat this starting with the opposite foot and landing on the opposite side of the hoop
from where they began.
Time: Two Minutes
4. Precise Jumping: a.) From one side of the hoop have the student jump on
one foot into the center of the hoop. b.) Upon landing, have the student land on the
same foot they took off on, keeping as still as possible. c.) To make a game out of this
activity, see how many students can land very still in a perfect landing.
Time: Three to Five Minutes.
5. Skill Perfection: a.) Have the class place their hoops scattered throughout
general space. b.) When this is complete, have them partner up in twos and threes. c.)
In follow-the-leader fashion, have them put their skills to use by using various jump
patterns to move in, over, and across the scattered hoops. d.) Have the students take
turns leading until everyones had a turn being leader.
Time: Three Minutes
Culminating Discussion:
Have the students gather in a group and name the patterns of jumping that

theyve learned. They should also be able to repeat key words they were taught in
discussion before the activity began. They could then write in their P.E. journals the
things that they discussed in the post-activity group.
Lesson Plan: Jumping Over Obstacles
Specific Objectives:
The objective of this lesson is to teach students how to jump over low obstacles
using the knowledge they have accumulated in this unit. The lesson will correctly show
them how to jump over an object. They will be able to use the jumping variations they
have studied, further advancing their education.
Equipment:
* Hurdles of the teachers choice.
* A radio or CD player.
Procedure: {Activities 1- }
1. a.) Have the student jump over their obstacle and land as still as possible.
b.) Have them repeat this and think of themselves as sinking into the floor as if it were a
sponge. c.) Discuss how they felt on the second jump and which they felt was a more
successful jump.
Time: Two Minutes
2. a.) Standing just behind their hurdle have the students jump, as high as they
can over their hurdle. b.) Tell the students that they should try to propel themselves by
pushing off of the ground with their toes. c.) Repeat this but have the students now use
their arms and reach for the sky while jumping.
Time: Two Minutes
3. a.) Now have the students attempt to use the variations of the jumps that
they have learned. b.) Stop their jumping by shutting off their music and have them

switch jumps. c.) Have them switch jumps three different times.
Time: Five Minutes
4. a.) Have the students stand five huge steps back from their hurdles. b.)
Instruct the students to now approach it with quick running steps. c.) Have them leap
over the hurdle on one foot and land on both feet on the other side of the hurdle. d.)
Finally have the class run towards their hurdles and take off on one foot and land across
the hurdle on the opposite side, on the opposite foot. e.) Make this into a game by
having the students leap from hurdle to hurdle safely.
Time: Ten Minutes
Culminating Discussion:
Have the students gather in a group and discuss the differences between
jumping into stationary positions, and running and jumping over obstacles. Discuss the
differences between the two, and the different safety measures each type requires. Have
the students write key discussion points in a P.E. journal and tell them to practice their
new skills at home under parent supervision.

LESSON: JUMPING OFF EQUIPMENT

Specific Objective:

To help children learn the proper way to land when jumping off equipment.
The skill theme of rolling is incorporated into this lesson. Main objective
will be to make sure children land on their feet before they roll. Cues will
be given as needed to remind children the correct sequence they should
follow (jump, land, roll).
Equipment: Milk crates, benches of varying heights, hurdles and mats

Procedure: Activities 1-4

1. Jumping off equipment, landing and rolling: a) Have the children one
at a time, jump off the crate at the end of their mat, land on their feet, and
then roll. Have them go slowly at first until they get the hang of it. b) Have
the children change the direction of their jump. Have them try backwards,
sideways as well as forward, then roll in any direction they want. c) Have
the children continue to jump off in different directions, but roll in the same
direction they jump (jump sideways - roll sideways).
Time: Five minutes total
Formation: The children are divided into groups and are stationed at
different mats throughout general space.
Teacher points: Make sure children jump up, not out. When they jump
out, they push against the crate, sending it sliding across the floor, which
may cause them to fall.
* If children are crashing when they land or not using soft landings, you
will want to revisit jumping and landing skills (Chapter 22) before you
continue.
2. Jumping for height, landing, and rolling: a) Have the children
practice jumping higher off the crates, still landing on their feet. Remind
them to bend their knees and throw their arms up in order to jump higher.
b) Now have the children add a roll after they jump and land. If they are
falling on their landing or crashing into their roll, they are jumping too high
(High jump, land and roll). c) Have the children add different directions to

their high jumps. Have them practice stepping backward off the crate
before they try jumping off backward.
Time: Five minutes total
Formation: The children are divided into groups and stationed at different
mats in general space.
Teacher points: Permit children to jump backward only to a height that they
can control when they land. They should be able to land on their feet, on
balance, absorbing their weight.
3. Jumping from different heights and rolling: on a predetermined signal
have children begin to practice jumping, landing and rolling from the
equipment at their station. On the next signal, have the children stop, and
rotate to the next station, and start all over again.
Time: Five minutes total
Formation: Children are in groups of four and working at different
stations.
Teacher points: Each of the six stations will have objects of different
heights for the children to jump off.
4. Jumping over equipment, landing and rolling: a) Have the children
jump over the hurdle, land on their feet and then roll. b) Have the children
change the direction of their jump - backwards, sideways as well as
forward. c) Now have the children change the direction of their roll, to
match the direction of their jump (backward jump - backward roll). * The
goal is to have controlled jumps and round rolls. d) Have the children
change the speed of their jump and of the roll. Practice mixing up the

speeds of the jump and roll (slow motion jump / fast roll).
Time: Five minutes total
Formation: A hurdle is set at the end of each mat in general space.
Teacher points: Hurdle should be only so high that children are able to
jump it without difficulty and land in control. The hurdle should be an
obstacle to cross, not a challenge to jump. (Hurdles should be no higher
than 8 - 12 inches, and can be as low as 3 - 4 inches.)
Culminating Discussion: Can anyone tell me the proper way to land when
jumping off equipment? Why is it important to land on your feet before you
roll?
Cues for this lesson:
Jump, Land, Roll (Jump: land on your feet: then roll)
Strong muscles ( Use strong muscles to lower slowly to the roll)
Round body (Round your back and tuck your chin and knees for a good
roll.)

LESSON: JUMPING A TURNED ROPE

Specific Objective:
To help children learn the skill theme of jumping a turned rope. This lesson
also incorporates teaching the children how to properly turn a jump rope.
Cues will be given to remind the children of the correct jumping and
turning skills expected.
Equipment: Long jump ropes

Procedure: Activities 1-3

Divide class into groups of three. Before actually using the jump ropes
practice correct jumping and turning techniques. Jumpers: Have all
children keep their head and shoulders up for good balance while
practicing small springy jumps. Turners: Have the children practice using
large, smooth swings while swinging an imaginary rope back and forth
counting one, two, three. The rope will go over the jumpers head on
three. Hand out jump ropes.
1. Jumpers and Turners: Two children will turn the rope and one child
will try to jump. Jumpers should try to stay in a stationary spot. It may be
necessary to mark a box on the floor with either tape or chalk depending
where the activity is held.
Time: Two - minutes, then the children will trade positions.
Formation: The children are spread out in general space in groups of
three.
Teacher points: Give cues as needed to ensure the children are performing
tasks correctly.
2. Front Door/ Back Door Approaches: When the children can
successfully jump the rope by starting in the middle, have them try to start
from the outside: run in and jump. Then have them exit out the back door.
Turners: Turn the rope so it turns toward the jumper - the front door
approach. Jumpers: Start your run as soon as the rope touches the floor.
Time: Two minutes then have the children trade positions.

Formation: Children are still spread out in general space in groups of

three.
Teacher points: Make sure children are able to perform activity #1
correctly before moving them on to activity #2. Continue to give cues as
needed.
3. Double Dutch: When children have mastered the front door approach, they are
ready to learn Double Dutch. Turners will use two long ropes, simultaneously turning the
ropes in an egg beater fashion.

Children will take turns jumping in (the front door).

Only children who wish to try should do so.

Culminating Activity: Jump Rope Rhymes: As the children become

more comfortable with jumping a turned rope you may wish to teach them
some jump rope rhymes. (See attachment)
CUES: Jumpers: Heads Up (Keep your head and shoulders up for
good balance.
Jump, Jump (Small, spring jumps with very little
height.)
Turners: One, two, three (Swing the rope back and forth
before the first swing
over the head,
counting one, two, three; this will help the jumper be
ready.) Smooth Turns (Turn the rope with large, smooth
swings.)

JUMP ROPE RHYMES

Teddy Bear, Teddy Bear

Teddy bear, teddy bear turn around.
Teddy bear, teddy bear touch the ground.
Teddy bear, teddy bear go upstairs.
Teddy bear, teddy bear say your prayers.
Teddy bear, teddy bear turn off the light,
Teddy bear, teddy bear say good-night.
Ice Cream Soda
Ice cream soda,
Cherry on top.
Whos your boyfriend,
I forgot?
A, B, C......

A Lesson in Stationary Kicking

Specific Objective:
To help children understand the dynamics of kicking a stationary object. Children will
receive the instructions on how to kick a stationary object near and far, high and low,
along the ground, and in specific directions.
Equipment: Various sizes of round balls

Procedure: Activities
1. Kicking near and far: Demonstrate the proper method of kicking stationary
ball with instep, laces, and out side of foot. Soft touches to the ball for short
distances and firm strikes for distance. Be sure to mention not to use the toes!

a) Within general space ask children to choose a partner (5-sec.). With their
partner have them move to a ball separated from their partner by about ten
feet. Designate which method they should use. b) Within general space have
the children double their space between them for distance. c) Allow children to
practice their favorite methods shown with both feet (2 mins.).
Time: Seven minutes total
Formation: The balls and children should remain in self-space in relative
proximity to their partner.
Teacher points: The balls may get away from some children due to aiming and
stopping difficulty.

2. Kicking Along the Ground and In the Air: Demonstrate placement of the
foot on the ball: low center for high kicks and high center for low kicks. Allow
the children time to practice with their partners.
Time: five minutes total
Formation: Children and balls should stay within general space
Teacher points: Expect a lot of balls leaving the space and children running
after them. Children may begin to get very excited as they improve their skill.

3. Aiming the kick: Demonstrate the placement of the body and direction of the
non kicking foot, posture is important as well as placement of the foot on the
ball. A). Have the children face the wall and aim for the boxes on the wall.
Boxes should be placed in intervals high, low, large, and small. Allow time for
practice.

Time: Five minutes total

Formation: Spaced as evenly as possible around the M P Room.
Teacher Points: Expect flying balls all round the room

4. Game: Aiming for points. With partners or teams of two have the children
take alternating turns aiming at one target at a time for points. Touching the
line counts. Increase distance for greater difficulty.
Culminating Discussion: a) Can anyone tell me how to kick the ball far properly? What
types of sports use kicking?

A Lesson Kicking in the Air

Specific Objective:
To help children understand the dynamics of kicking a ball in the air. Children will receive
the instructions on how to kick a ball in the air near and far, high and low, and in specific
directions.
Equipment: Various sizes of round balls

Procedure: Activities
3. Kicking near and far: Demonstrate the proper method of kicking a ball in the
air with instep, laces, and out side of foot. Soft touches to the ball for short
distances and firm strikes for longer distances. Be sure to mention not to use
the toes! a) Within general space ask children to choose a partner (5-sec.).
With their partner have them move to a ball separated from their partner by
about ten feet. Designate which method they should use. b) Within general
space have the children double their space between them for distance. c) Allow

children to practice their favorite methods shown with both feet (2 mins.).
Time: Seven minutes total
Formation: The balls and children should remain in self-space in relative
proximity to their partner.
Teacher points: The balls may get away from some children due to aiming and
stopping difficulty.

4. Kicking In the Air: Demonstrate placement of the foot on the ball: low center
for high kicks and high center for low kicks. Allow the children time to
practice with their partners.
Time: five minutes total
Formation: Children and balls should stay within general space
Teacher points: Expect a lot of balls leaving the space and children running
after them. Children may begin to get very excited as they improve their skill.

3. Aiming the kick: Demonstrate the placement of the body and direction of the
non kicking foot, posture is important as well as placement of the foot on the
ball. A). Have the children face their partners and aim for them. Allow time
for practice.
Time: Five minutes total
Formation: Spaced as evenly as possible around the M P Room.
Teacher Points: Expect flying balls all round the room. And children having
fun.

Culminating Discussion: a) Can anyone tell me how to kick the ball far properly? What
types of sports use kicking?

A Lesson in kicking a Rolling Ball to a partner.

Objective:
To teach children how to effectively kick a ball to
another child when the ball is rolled to them.
Equipment:
Round balls and a field.
Setup:
Have the children pair up and then line up facing each
other at opposing ends of a field.

Steps:
1. Have the children roll the ball back and forth to
each other so that they may gain a sense of distance
and proper space.
2. Once the children have gotten used to rolling have
them practice the stationary kick that they learned
in a previous lesson.
3. Next have the children roll the ball to each other
and kick it back and forth

Pre control:
The children should be able to do this exercise.

It is

designed for older children (5th and up)

Control:
The children should be able to kick the ball almost
every time that it is rolled properly to them.
Games:
There are not many games designed with this sort of
kicking in mind.

However, it is important not to play the

game Kickball since it is not a good game.

A Lesson in Punting
Specific Objective:
To Teach children the difference between punting and kicking, while teaching them the
proper way to punt a ball. Children will learn to hold, drop and kick various types of
balls, including but not limited to Soccer, Nerf and Footballs. A byproduct of this lesson
may be catching, depending on the activities used.

Equipment: Balls, all shapes and sizes, Large old sheets, blank sheet of paper.

Procedure:1-4
1. Holding the ball. A) Have the children start with soft round balls. Instruct them to
hold the ball at an arms length from their bodies. B) Have the children try holding
different types of balls.

2. Dropping the ball. A) Place blank sheets of paper about 1 foot in front of each of the
children. B) Have the children drop the ball from arms length in front of them onto the
paper. The balls should easily fall to the paper. C.) After the children have gotten used to
dropping the ball to the ground, have them extend their right foot and drop the ball on
their foot.

3. Kicking the ball. A.) Now have the children kick the ball in an upward direction,
demonstrate the full punt motion.

4. Kicking game. Separate the children into 2 equal groups , then divide these groups
into 3 groups. Have each member of one of the 2 original large groups get a ball. group
get a ball. Give each of the 6 small groups a large sheet. Have the students with balls go
to one end of the field, and the students with the sheets go to a place 25-50 yards from the
first group (See Diagram A.) Instruct the first group to punt the balls into the sheets at
the opposite end of the field. Next have the students with the sheets each take a ball from
the sheet, while having the other side pick up their sheets. Continue back and forth until
all of the children get the feeling down of punting.

Teacher points: A field is a must. The more balls the better.

Culminating discussion: What is the difference between Kicking and Punting.

Lesson Plan
Lesson Concept Throwing
The objective for this lesson is to help the students become comfortable and more
proficient in various throwing styles. We will be using yarn balls and beanbags to throw.
Brief students before doing activities as to different throwing styles, (overhand,
underhand, and from the side of the body.) It is also important to point out how one
should throw for best results (Refer to Cues).

Cues:
Throwing underhand:
Lower body: Feet positioning Step forward on the foot opposite the hand that the ball is
thrown. Knees should be slightly bent and lined with toes
Middle body: Waist should remain in normal position facing the target.
Upper Body: Shoulders should remain in equal positioning as waist facing the target while
leaning in slightly past the hip region. Arms should be slightly bent and remain at side with
a motion that moves back lining the elbow to shoulder height when at stating point and
moving arm forward to releasing point. Arms should follow through after release of ball.
Throwing overhand:
Lower Body: Feet position step forward with the foot opposite to the hand the ball is
being thrown with leaning most weight on this foot. Back foot should be parallel to target
while the front foot should be at a 45-degree angle to the target. Feet should be spaced
even between heals of the feet to the hips. Knees should be slightly bent.
Middle body: Waist should be slightly turned with dominant side further away from target
area equal to hips.
Upper body: Shoulders should also be slightly turned equal with waist and hips. Elbows
should be raised to the torso region and below the shoulder. Forearm should extend above
the elbow slightly leaning the hand towards the shoulder. Movement should follow the
upper hand throwing towards the target and following through with to a straight and
lowering motion.
Side to side throwing:
Lower body: Feet positioning should be equal with one another. Knees should be slightly
bent lining knees with toes.
Middle body: Hips and waist should be slightly turned towards target.
Upper body: Shoulders should align with waist and hips leaning slightly with shoulder
closest to the target slightly lower then the shoulder furthest to the target. The upper
region of the arm to elbow should be parallel to the side of the body. and should be
Side to target: Turn your hips and upper body toward your throwing hand when you pull it
back in preparation to throw.
Arm way back: Pull your throwing arm back before you begin the throw.
Follow through: For overhand follow through toward the target, ending at your knees.
Equipment needed: Yarn balls (one for each child) and beanbags (five for each child).
Carpet squares (one for each child), and hanging targets. Old sheets work well for this,
attach the top of the sheet to a broom or dowel stick, and weigh the bottoms down with

heavy washers. Attach a rope to both ends of the rod in the top of the sheet, and then hang
them from basketball backboards or rafters. Radio for music, cones for self-space.
Activity 1:

Throwing a yarn ball against the wall

Setting: Take students into auditorium. Place carpet squares about ten feet from the wall.
Students should be divided into two groups and practice tasks at opposite ends of the
auditorium to avoid backing into others self-space.
Equipment Needed: One square and one yarn ball for each child.
Teacher points:
Teacher should walk around and motivate students to do their best while highlighting
successful throwing cues demonstrated by the child.
Tasks / Challenges:
T. Throw the ball against the wall as hard as you can using your dominant hand. (Use the
hand you hold your pencil with.)
C. Practice till you can hit the wall three times in a row.
T. Practice throwing the ball with your other hand (the one you do not hold your pencil
with.)
T. Take three steps back farther away from the wall and try to hit the wall.
T. See how many different ways you can throw sometimes overhand, underhand, from
the side of your body.
Time: Allow 5 min.
Activity 2:

Throwing a ball at a target

Formation: Keep students in auditorium. Place carpet squares about ten feet from the
wall. Hang sheet targets from basketball backboards or rafters, four children per target.
Equipment Needed: Give (5) beanbags per-child.
Teacher points: Continue walking around and motivating students to do their best. If
children need more time to practice allow them extra time doing the same task as to get
the concept down correctly and comfortably.
Tasks / Challenges:
T. Now you have a target at which to aim. This kind of target will soak up your ball; your
ball wont come bouncing back to you. Your job is to throw at the target as hard as you
can and try to make the target move. Throw all the balls you have, then bring them back
and start again. Remember not to get your balls until everyone at your target has thrown
and not to throw until everyone is back to the throwing space.
T. When you can make the target move three times in a row, take one giant step backward
and try again.
T. Move back to your starting position, and try to make the target move by throwing with
your other hand.
T. When you can bake the target move three times in a row while using your other hand,
take a giant step backward and try again.
T. Move back to your first spot and try to throw a different way than you threw the first
time. Practice that throw about fifteen times.

Time: Allow 5 min.

Activity 3:

Throwing on the move

Formation: Using the sheet targets, set the children up in groups of four facing each
target
Equipment Needed: One beanbag per student.
Task / Challenge:
T. With your partners, youre going to practice throwing at a target while running. Run
across in front of your target, and try to throw your ball into the target.
T. Sometimes when people perform this task, they tend to run, stop, and then throw. What
you really want to be doing is throwing as you run, so the throw just seems to flow out of
the run and you keep running afterward.
T. This time, have your partner watch you closely as you run and throw. Your partners
task is to tell you whether you stop and throw or throw on the run. Sometimes it is hard to
feel what we are actually doing; partners make good observers.
Time: Allow 5 min.
Activity 4:

Throwing for distance

Formation: Partners in a large out door field, with plenty of space around each pair
Equipment Needed: A bucket of about 5 beanbags for each pair
Task / Challenges:
T. Youre going to practice throwing long distances (like playing the outfield in baseball.)
Throw each beanbag as far as you can. Each time, try to beat your last throw.
T. After youve thrown all the beanbags you have, trade places with your partner.
Time: Allow 5 min.
Activity 5:

Discussion
Recap the cues to good throwing skills. Ask: What are some body parts you use when
throwing a ball? (Hands, elbows, arms, torso, hips, & legs) What are the throwing
styles? (Overhand, underhand, & sidearm)
Time: About 5 min.
Lesson Plan
Lesson Concept Catching
The objective for this lesson is to help the students become familiar and comfortable with
the task of catching. This lesson involves some outside participation from friends and
family. We will be practicing catching large plastic balls and tennis balls.
Cues: Catching
Catching a rolling ball while on the ground:

Lower body: Lower body should be on the ground with legs straight and shaped in a V
shape. Feet should be positioned comfortably pointing upwards.
Middle body: Waist should be positioned in the middle of the body facing the incoming
object. The waist needs to be slightly leaned forward to be enabled to reach further for the
incoming object.
Upper body: Shoulders should be facing lining the middle of the shoulders towards the
incoming object. Arms should be extended to with elbows pointing towards the knee.
Hands should remain lower than elbows and close to the ground with fingers lower than
the palm of the hands. Hands should be slightly cupped and tilted towards one another
with an equal distance large enough to accommodate the incoming ball.
When the ball reaches self-space area inside the V of the legs reach for the ball and
follow the ball through until full control is gained.
Tossing to self and catching:
Lower body: Feet should be equally positioned slightly turned outward and heals aligned
with hips for greater stability. Knees should be slightly bent alignment can be easily moved
between toes and heals. This will allow a raising and lowering motion for both throwing
and catching. This will also allow the thrower/catcher to move up with the ball and down
with it to cushion a catch.
Middle body: Waist and hips should be straight and aligned with heals.
Upper body: Shoulders and elbows should be aligned with knees and toes for catching and
throwing. Forearms should extend outward parallel to feet while hands extend slightly past
the toes. When throwing an object it should be held in the middle of the torso. Hands
should cup the object at the bottom. When tossing to self above head upper arms should
be raised and hands follow through in a straight upwards motion. The hands should release
to the shoulder level and followed past the release to eye level.
When object reaches self-space for area for a catch the hands should be in the same
position as it was thrown and reached for and pulled in till control of the object is fully
gained.
Underhand Catching:
Lower body: Feet should be positioned facing towards the incoming object and equally
positioned with hips for stability. Knees should be slightly bent aligned with toes and
allowed to move in an upper and lowering motion to move with the ball.
Middle body: Waist should be facing and slightly leaned towards the incoming object to
allow shoulders to reach position.
Upper body: Shoulders should align with the knees and toes. Eyes should be on target
following the objects path and predicting its position when it reaches your self-space.
Arms should be positioned with upper arm to elbow to the side of body. Elbows and hands
should be parallel to feet and joined side by side in the middle region of the body. Hands
should be slightly cupped facing upwards and towards one another at a 45-degree angle.
Hands should be equally spaced to accommodate the size of the incoming object.
At all times the body should be positioned behind the incoming object. When the object

reaches self-space area reach up to it bringing it into your hands. Follow through by
moving downwards with the ball until full control is gained so your catches are soft and to
decrease the chances of the ball bouncing out from the hands and making an unsuccessful
catch.
Equipment needed: Large plastic rubber balls, tennis balls, carpet squares,
Activity 1:
Catching a rolling ball
Setting: Partners about five feet apart, one large plastic or rubber ball per pair.
Task / Challenges:
T. With your partner, youre going to practice catching the ball. You should be seated
facing each other, with your legs like a V. One of you rolls the ball to the other, who
catches it with the hands. The second partner then rolls the ball back to the first.
T. When the two of you can make five catches in a row, both of you should move
backward a little and try again.
C. See if the two of you can make ten catches without missing.
Time: Allow 3 min.

Activity 2

Tossing to self and catching

Setting: Put students in self-space; give each child a yarn ball.

Teacher points: Walk around observing for use of proper cues. Highlight successful
application of these cues and point out areas that are being overlooked and not applied.
Task / Challenge:
T. In a space by yourself, youre going to practice tossing and catching by yourself. Toss
the yarn ball very close to your body; close enough so the ball doesnt go very high over
your head or very far out from your stomach. Catch it.
T. When you can toss and catch the ball five times in a row, keeping it very close to your
body, then toss it just a little farther away and see if you can still catch it.
C. This is your challenge for the day. See if you can toss and catch the ball ten times in a
row without moving more than one step from your space.
Time: Allow 5 min.

Activity 3

Throwing a ball against a wall and catching the rebound

Setting: A wall with enough space so that the children can spread out and not be in each
others way as they throw; carpet squares as helpful reminders of self-space; one tennis
ball per child; a line on the wall three feet above ground and one on the ground ten feet
from the wall.
Teacher Points: Walk around checking to see if proper application of cues is being
followed and developed. Highlighting achievements and reminding them of cues not be
applied to reach the goal. Challenge students who exhibit good skill development to
practice throwing and catching at different levels, from further distances or greater speed.

Task / Challenge:
T. At your carpet square, throw the ball against the wall, let it bounce on the ground on
the return, and catch it.
T. As you practice this time, try to catch the ball at stomach or chest level.
T. As you practice now, sometimes throw the ball hard and sometimes soft so that you
have to move forward and backward to catch it.
T. To make it a little harder, now try to catch the ball without letting it bounce.
T. Now throw from behind the line on the ground so the ball hits the wall above the line
on the wall. Catch the ball as it rebounds before it hits the ground. Give it a try.
C. Well make a game out of it this time. Ill time you for one minute. Count to yourself
how many times you can hit the wall above the line and catch the ball in the air on the
rebound. Remember the number, because well do it again so you can try to improve your
score.
Time: Allow 5 min.

Activity 4

Catching from a skilled thrower

Setting: A skilled thrower (older students, classroom teacher, parents, or grandparents)

partnered with each child; one large plastic or rubber ball per pair.
Teacher Points: Have skilled thrower highlight application of proper cues being used by
their partner and then have partners highlight proper cues of skilled thrower. If student is
missing a cue point it out. Have skilled thrower direct partner to meet the cues proper
application.
Task / Challenge:
T. For this you have a big partner. You and your partner will stand about four to five
feet apart in your own space. Your big partner will throw the ball to you so you can
practice catching. When you catch the ball, throw it back to your big partner so that he or
she can throw it to you again.
T. After you can make five catches in a row from your partner, take one giant step
backward. When you can make five more catches, take another giant step backward.
Time: Allow 7 min.

Activity 5
Discussion

Recap the cues of good catching skills. Ask: When you are catching a ball and pulling it
in, how should the catch be? (Soft and quiet) What body part should you keep on the
ball at all times? (Eyes)
Time: Allow 5 min.
Lesson Plan
Lesson Concept Throwing / Catching
Activity 1

Throwing an object to different levels and catching it

Formation: Students should be in their self-space

Equipment Needed: A beanbag or yarn ball for each.
Cues:
Watch the ball- Keep your eyes on the ball; see it come into your hands.
Reach- Reach to meet the ball; dont wait for it to come to your hands.
Pull it in- Pull the ball towards you so your catches are soft and quiet; give with the ball.
Tasks / Challenges:
T. This task is to give you more practice catching. In your own space, throw the beanbag
(yarn ball) up in the air and catch it. To warm up, throw the object at about head level.
T. Now that youre warmed up, practice throwing to object about arms length above your
head and catching it. This makes catching a little more difficult because there is more force
involved.
T. Once youre able to catch the object ten times in a row using soft, quiet catches, youre
ready to throw it a little higher still, maybe five feet above your head. Always remember
that you must still be able to catch quietly at each level you throw to. If you cant then you
know you are throwing too high and need to bring the throw down a little.
Time: Allow 4 min.
Activity 2

Moving to catch from self-space

Formation: Students in self-space with a lot of extra space around each child
Equipment needed: One ball per child
Cues:
Throwing- Away but close (throw away from your body so that you have to move, but
dont throw so far that you cant catch the ball.)
Catching- Under or behind ball (Move to a position that puts you under or behind the ball,
not to the side.) Watch, reach, pull (As always, watch the ball, reach for it, and pull it in.)
Tasks / Challenges:
T. Youre going to practice throwing so you have to move to catch. Each of you has to be
in your own self-space with much space around you so you dont run into others. To
begin, toss the ball so you have to move just one step to catch it put the ball just barely
out of reach. This is a skill often used in football and basketball.
T. Practice throwing and catching in all places around your body: forward, backward, and
sideways.
T. I see some people catching at the same space; try to catch at different places, especially
toward the back of your body.
Time: Allow 4 min.
Activity 3

Throwing and catching with a partner

Formation: Students in partners about ten feet apart
Equipment Needed: One ball per pair
Cues:
Throwing- Eyes on target (Your eyes should be on the target all the time.)
Catching- Watch, reach, pull; Get behind (As the ball comes toward you, position your

body so that youre behind the ball, not to the side of it.)
Tasks / Challenges:
T. Throw the ball so your partner doesnt have to move to catch it. Youll probably want
to start with an underhand throw.
T. If you and your partner can make ten throws and catches from the place you are now
missing, then both of you move back two giant steps and practice from there. Do the same
thing as before: Make good throws so your partner doesnt have to move more than a step
in either direction to catch.
T. Try to make sympathetic throws, which are throws that have enough force to get to
your partner but not so strong that your partner cant catch them.
C. From wherever you are standing, see how many throws and catches you can make
without a miss. To count, the ball must be caught, not just batted back to your partner.
T. Change and use an overhand throw. First, just practice back and forth. When you can
make ten in a row, move back two giant steps.
Time: Allow 5 min.
Activity 4

Catching to throw quickly to a partner

Formation: Students paired up with space to move
Equipment Needed: One beanbag per pair
Cues:
Move and face- Move toward the approaching ball and begin to face the direction you are
to throw. It is helpful to demonstrate this cue.
Flow- The catch and the throw should flow together; simply move directly into the throw.
Tasks / Challenges:
T. Sometimes it is necessary to throw very quickly after you catch the ball, much as
baseball players do when they are trying to make a double play. With your partner you are
going to practice throwing quickly after catching. Your partner will throw the ball to you;
you throw it back as quick as possible, like a hot potato. The throw to your partner needs
to be accurate as well as quick. To begin, one of you practices quick throws; the other one
simply makes the first throw and is a target. After seven throws, switch places.
T. When most of the throws go directly to your partner, back up a few steps and try the
task again.
T. Now, to make the task even harder, try to catch the ball with one hand and throw it
with the same hand. This is almost as if you dont really want to hold the ball as if you
need to get rid of the ball quickly.
Time: Allow 4 min.
Activity 5

Game: Hot Potato

Formation: Students in groups of 6 or 7 facing each other in a circle
Equipment Needed: One beanbag per group, radio for music
Rules:
1. You must pass the beanbag to the next person as the music is playing
2. Once the music stops whom ever has the beanbag has to hold it and make believe
that their hands are on fire until the music starts once again.
Time: 8 Min.

Lesson Plan

Lesson Concept Throwing / Catching

Activity 1

Throwing overhand at a stationary target

Formation: Students should be divided into two groups and practice tasks at opposite
ends of the auditorium to avoid backing into others self-space.
Equipment Needed: Targets about five or six feet high on the wall, one for each student.
Paper plates with pictures on them make good targets (When drawing targets for children
to throw at, we do not draw faces on the targets. Faces on targets subtly reinforces the
idea of throwing at people, a violent concept we do not support in physical education
programs.) A carpet square and a ball for each student.
Cues:
Eyes on target- Your eyes should be on the target at all times.
Side, arm, step, follow- Dont forget the cues for throwing always use them.
Tasks / Challenges:
T. This time youre going to throw at targets. Youll have to keep your eyes on the target.
Each of you has a target in your own space. See how often you can hit it.
T. When you can hit your target three times in a row, take a giant step backward and try
from that distance.
Time: Allow 4 min.
Activity 2

Catching in different places around the body

Formation: Students in self-space with space around each child
Equipment Needed: A yarn ball for each child
Cues:
Watch the ball- Keep your eyes on the ball; see it come into your hands.
Reach- Reach to meet the ball; dont wait for it to come to your hands.
Pull it in- Pull the ball toward you so your catches are soft and quiet; give with the ball.
Tasks / Challenges:
T. You practiced catching an object that goes to different heights; now youre going to
practice catching an object that goes to different places around your body. Standing in
your self-space, throw the yarn ball so you have to reach in different places around your
body to catch it. This may mean to the sides sometimes, or behind your head. See how
many different places you can find to catch the yarn ball from without leaving your selfspace.
C. Most of us dont like to practice places that are really hard. This time as you practice
pick out two places that you tried to catch and had the hardest time with. Practice those
two places until you can catch the yarn ball four out of five times.
T. This time practice your same catches in new places around your body. Always try to see
that the catches are as quiet as possible.
T. Im going to make this task a little harder still. Its easy to catch the yarn ball when its
fairly close to your body, but now I want you to practice catching the yarn ball so you
have to reach to catch it. Really stretch so you feel youre almost going to fall over. It
helps to think of keeping one foot glued in place all the time. You stretch from that glued

foot the foot that cant move.

T. Dont forget, as youre stretching to catch, to keep trying to catch in different places.
So the task should be like this: stretch and reach to catch in different places around your
body.
Time: Allow 3 min.
Activity 3

Throwing to a moving target

Formation: Students paired up and given a large area to move.
Equipment Needed: One beanbag per pair
Cues:
Throwing- Lead the receiver (throw to an open space just in front of the catcher.)
Catching- Know where to go (know where the throw is supposed to go and run toward
that spot.) Watch passer, then ball (watch the passer as you start to run, and then after the
ball is thrown, track it all the way into your hands.)
Tasks / Challenges:
T. Youre going to practice throwing the ball to your partner, who is moving. Your
ultimate goal is to throw so your partner doesnt have to stop moving or turn around to
catch the ball. The thrower remains still; the catcher runs away from the thrower. The
thrower throws the ball to a point already decided upon so the runner can catch the ball
without stopping. After six tries, trade places.
T. Instead of your partner running away from you, change so your partner is running
across in front of you. As before, you still throw the ball to a space in front of the runner;
the runner is simply coming from a different direction. Decide ahead of time where you are
going to try and give the runner the ball.
T. Theres one more way to practice this idea. This time the runner must be coming
toward the thrower. Again, target a space in front of the runner so that the runner doesnt
have to stop and turn around to catch the ball.
T. Up until now each set of partners decided where the catch was to be made. Now
practice without deciding ahead of time where youll throw the ball. This means the
thrower will have to be very accurate with the throws and the catcher will have to always
be alert to catch the ball whenever and wherever it goes.
Time: Allow 7 min.
Activity 4

Moving to catch
Formation: Students in self-space in a large open space
Equipment Needed: One ball per student
Tasks / Challenges:
T. This task will take a lot of concentration on your part, not only to catch the ball, but to
make sure that you do not run into or hurt others. Its fun, but it must be done with a great
deal of safety. You practiced moving one or two steps to catch the ball; now you are going
to practice moving a long way to catch. Throw the ball away from you so that you have to
move several steps to catch it. Make the catch; then throw again so you have to move to
catch the ball. Your throws should always be catchable. In other words, dont throw so far
that there is absolutely no way that you could possibly catch the ball. Start out with

throws that make you move only a few steps and then try longer throws. Remember, if at
all possible you should be under and behind the ball when you catch it.
T. After each successful catch, see if you can throw the ball a little farther the next time. In
other words, see how far you can really move to make the catch.
Time: Allow 4 min.
Activity 5

Game: Keep Away

Formation: Students in self-determined space in groups of three
Equipment Needed: Cones for markers, and one ball per group
Cues:
Throwing- Lead the receiver (throw to an open space just in front of the catcher.) Quick
(make your throws quickly, as soon as you know the receiver is open.)
Catching- Move to open space (move to a space that is at an angle from the thrower.)
Watch passer, then ball (watch the passer as you start to run, and then after the ball is
thrown, track it all the way into your hands.)
Intercepting- Hips (to tell where a person is going to move, watch the hips or the belly
button.) Play the ball (always go after the person with the ball to force the person to
pass it.)
Rules:
1. Decide your boundaries and mark them off with cones.
2. You can only catch the ball in the air.
3. If you get the ball trade places with the person who threw it.
4. You may run with the ball, but you cant keep it for longer than five seconds.

Lesson in Throwing and Catching

SPECIFIC OBJECTIVE:
To improve hand eye coordination through throwing and catching, and further
develop skills used in throwing and catching.
EQUIPMENT:
Scoops, beanbags, hula-hoops, stereo, music
PROCEDURE: Activities 1-4
1.Throwing beanbag upwards with hand and catching with scoop. In
self-space have
children gently toss beanbag upwards with hand and catch ball in scoop.
Repeat 10
times.
Time: 5 minutes total.

Formation: Children in self-space defined by their hula hoops scattered

throughout
the boundary area.
Cues: Dont throw the beanbag too high. Toss the beanbag close to your
body.
Watch the bag; keep eyes on the beanbag as you toss it up in the air and
watch it come
into your scoop. Reach to meet the beanbag, dont wait for it to fall in your
scoop.
Pull it in; pull the scoop toward you as you catch the beanbag.
2.Throwing the beanbag up with scoop and catching with scoop. In
self space have the
children toss the beanbag upwards with the scoop and catch the beanbag
in the scoop.
Repeat 10 times.
Time: 5 minutes total
Formation: The children in their hula hoops self space, scattered
throughout the
boundary area.
Cues: Dont toss the beanbag too high. Toss the beanbag upwards close
to your
body. Watch the beanbag as you toss it up and while it is coming down
into your
scoop. Reach and pull it in.
3.With partner one throwing beanbag and one catching with scoop. Divide
children into pairs. One child will throw beanbag to partner who will catch
beanbag in
scoop. Repeat 5 time and then switch.
Time: 5 minutes total
Formation: Line children up in two lines facing each other about 10 feet
apart in
general space within the boundary area. One line will have the scoops and
the other
line will have the beanbags.
Cues: Throwers: Eyes on Target. Throw underhand to your partner.
Remember to
step with the opposite foot from the hand that you are throwing with.
Follow
through. Try to throw to your partner so they do not have to move too
much to catch

the beanbag.
Catchers: Watch the bag. Reach; now instead of reaching and pulling down
as you did
when you were catching beanbag from the throw that you made yourself,
you
need to reach out and pull back as you catch the beanbag that your partner
has thrown
to you.
4.With partner, throwing and catching beanbag back and forth using scoops.
Scoops
will be used for both throwing and catching. Repeat 10 times.
Time: 5 minutes total.
Formation: Maintain lines with children 10 feet apart in general space
within the
boundary area.
Cues: Throwing: Eyes on target at all times. Arm way back. Step and
follow through.
CULMINATING ACTIVITY:
Game: Toss and Catch Around the Circle. Basically the game of hot
potato with
scoops and using at least 3 to 4 beanbags going around the circle all at
the same
time.

Lesson in Throwing and Catching with Partners

SPECIFIC OBJECTIVE:
To practice and further develop mature skills of throwing and catching
underhand and overhand with a partner.
EQUIPMENT:
One ball per pair, stereo, music
PROCEDURE: Activities 1-4
1. Throwing ball underhand to a partner. Practice throwing underhand to
partner so
that partner does not have to move too much to catch the ball and that.
Practice ten

times back and forth. Music while activity is going on.

Time: 5 to 7 minutes
Formation: Children lined up in two rows facing each other about 10
feet apart.
Cues: Throwing: Eyes on Target. Face wall; body should be looking at
wall. Arm
way back; throwing arm should come way back behind you. Step with
opposite foot.
Follow through.
Catching: Watch the target. Get behind the ball as it comes towards you
Reach for
the ball. Pull it in.
2. When students can throw back and forth without missing ball
then have them
step back two big steps. Continue practice of underhand throwing
and catching.
Remember to try to make good throws so your partner does not have to
move too
much to catch the ball. Try to throw the ball with enough force that it
will make it to
your partner, but not to hard that your partner cant catch the ball.
Repeat 10 times.
Music while activity is going on.
Time: 5-7 minutes
Formation: Same as before, but have children take two big steps
backwards away
from each other.
Cues: Throwing: Eyes on target. Face, Arm, Step, Follow through.
Catching: Watch, Get behind, Reach, and Pull in.
3. Throwing ball overhand to partner. Practice throwing ball overhand
to partner so
that partner does not have to move very much to catch the ball. Practice
ten times
back and forth. Music while activity is going on.
Time: 5-7 minutes
Formation: Children lined up in two rows about 10 feet apart.
Cues: Throwing overhand: Side to target; side of body away from the your
throwing
hand is towards the wall. Arm way back. Step with opposite foot. Follow

through.
Catching: Watch, Get behind, Reach, Pull
4. When students can throw back and forth without missing ball
then have them
Step back two big steps. Continue practicing throwing overhand and
catching.
Remember to make good throws, and not to throw too hard. Music while
activity is
going on.
Time: 5-7 minutes
Formation: Same as in previous activity, but have children move two big
steps backwards away from
each other.
Cues: Throwing: Side to target, Arm way back, Step, Follow through.
Catchers: Watch, Get behind, Reach and Pull in.
CULMINATING DISCUSSION:
a) When throwing the ball underhand to a catcher what are the things we
need to remember?
b) When throwing a ball overhand to a catcher what are the things we
need to remember?
c) What are some of the things that we need to remember when we are
catching the ball?

LESSON PLAN ON DRIBBLING

Specific Objective:
To help children understand the concept of basic dribbling. Children will gain the
understanding of how to use hand, feet and eye coordination. Thus children will obtain
the knowledge on how to dribble a basketball that is needed to know when playing a game
of basketball.
Equipment:
Basketballs and Music
Procedure: Activities 1-5
1. Traveling from one end of the gym to the next.

a. Have the children each obtain a ball.

b. Have them line up at one end of the gym.
c. Then have the children walk and dribble the basketball to the other end of
the gym and touch the wall (all done to music).
d. Then have all the children dribble the basketball using their right hand then
left hand up and down the gym.
Time: 3-5 minutes
Format: The children form one line.
Teacher points: Make sure that all children understand the concept of
walking and dribbling at the same time. Opposite dribbling hand starts with
opposite foot.
2. Dribbling the basketball while running.
a. Run with right hand from one side of the gym to the next.
b. Run with the left hand from one side of the gym to the next.

Time: 5 minutes

Format: Form a straight line.

Teacher Points: Make sure all children understand when running and dribbling
the bal must be pushed at an angle.
3. Running and walking in different directions.
a. Have children run and walk in different directions and different speeds (all
to
Music).

Time: 5 minutes
Format: Activity done in general space.
Teacher Points: Make sure that children understand not to enter others
general space and this activity does not involve contact with other students.
4. Keep Away.
a. Have children choose one hand to dribble the ball.
b. Have the children keep other students from taking away their ball that is
being dribbled throughout this process.
Time: 5 minutes
Format: Activity done all throughout the gyms available space.
Teacher Points: Make sure there is no pushing and hurting of other students
(all done to music).
Final Discussion: What is a way that is easier when dribbling the ball while running?
How can one keep others from taking their ball away? Which foot must step first when
dribbling with the right hand?

LESSON PLAN ON DRIBBLING WITH A PARTNER

Specific Objective:
To help children understand the concept of dribbling with an opponent. Children
will gain the understanding of how to use hand, feet and eye coordination. Thus children

will obtain the knowledge on how to dribble a basketball with a defender when playing a
game of basketball.
Equipment:
Basketballs, music and a partner.
Procedure: Activities 1-3
1. Traveling from one end of the gym to the next.
a. Have the children walk up and down the gym with the right hand with
the partner in front of them at all times.
b. Have the children walk up and down the gym with the left hand with
the partner in front of them at all times.
Time: 5 minutes
Format: The children form one line.
Teacher Points: Make sure that all children understand the concept of
walking and dribbling at the same time with a partner in front of them.
Also inform the children to place the opposite in front while dribbling to
keep the defender from being able to get the ball.
2. Dribbling the basketball while running.
a. Run with right hand from one side of the gym to the next with the
partner running in front of you.
b. Run with left hand from one side of the gym to the next with the
partner running in front of you.
Time: 5 minutes
Format: Have children form one line with partner.
Teacher Points: Make sure that all children understand the concept of
running and dribbling at the same time with a partner in front of them.
Also inform the children to place the opposite in front while dribbling to
keep the defender from being able to get the ball. Lastly make sure that the
partner is running a little ahead of the person with the ball so that the two
children do not run into each other.
3. Running at angles.
a. Have child run with right then left at angles with partner in front of
them.
Time:5 minutes
Format: Have children form one line with partner.
Teacher Points: Make sure that the children know what an angle means
and should be done. Also in form children to walk then gradually run.
Final Discussion: Ask children where to keep their opposite hand while
dribbling the basketball?
Lesson Plan for Stiking Baloons in the Air

Specific objectives:

To help children develop coordination required to hit a ball with different body
parts

namely the hands, arms, head, and knees. These skills can later be used in

further

lessons involving volleyball, basketball, and soccer.

Equipment: Balloons and light weight balls, one of each for every child, music
Safety tip: Have children take off watches or jewelry before playing
Procedures: Activities 1_4
1. Striking balloons in the air: a) Have them strike the balloon with their open palm
so that it stays in the air. Try to keep the balloons from touching the ground. b)
Have

them strike the balloons high above their heads. Then practice using both

right and left

hands. c) Have children count how many times they can volley it

without letting it hit

the ground.

Time: Five minutes

Formation: Have children scatter throughout general space each with their own
balloon. They should remain in their own self space during each activity.
Cues: Keep eyes on the balloons. Make palms flat like pancakes.
2. Striking a balloon forward: a) Have children strike balloons forward in the air
while walking in general space. b) Now have children walk in curved pathways
while

striking balloons; now walk in zigzags. c) Now travel entire circle of

general space

without letting balloon fall to the ground.

Time: Five minutes

Formation: Children scattered in general space with balloons.
Cue: Use slower music at first until the children get the hang of it. Increase speed
of

music if majority are successful.

3. Striking with different body parts: a) Have children keep the balloon in the air by
striking it with different body parts. b) Have children use combinations of body
parts to

keep balloon afloat,(head then hand; foot then knee; exc.). c) Now have

them try more

than two body parts.

Time: Five minutes

Formation: Children scattered throughout general space with balloons.

Cue: Remind children to keep their eyes on the ball and to keep their body parts flat.
4. Striking lightweight objects: a) Have children practice striking the ball upward as
done before with the balloons. b) Now let the ball bounce after each volley. c)
Now see

how many times they can volley with out hitting the ground. How

many times can they

volley, bounce in a row.

Time: Three to five minutes

Formation: Children scattered throughout general space with lightweight balls.
Cue: Bend knees, keep eyes on the ball and keep palms and body parts flat.
Culminating discussion: a) What are some of the different body parts that we can
use

when volleying? head, palms, knees, feet, forearms exc. b) What are some

important

things to remember when volleying? bend your knees, keep your eye

on the object, keep

your surfaces flat.

Lesson Plan for Striking a Ball Upwards

Specific Objective:
To teach children an underhand and overhand volley. They will volley with
different

body parts and volley in relation to other people.

Equipment: Light weight ball(nerf, beach ball or rubber ball), music, masking tape
Procedures: Activities 1- 4
1. Striking a ball upward (underhand pattern): a) Have the children strike the ball with
their flat palm so that the ball goes straight up. b) Have them volley the ball
upwards so that they can catch it without moving from self space. c) now have
them volley it above their heads. Have them practice this until they can volley it
five or six times within their self space.
Time: Five minutes
Formation: Children scattered throughout general space each with a ball.
Cues: Extend hand with palm flat like a pancake, extend to the target (extend upward

on contact), move feet quickly to always be under the ball. (Always focus on one
cue at a time!)
2. Striking a ball upward with the forearms ( the bump): a) Have the children toss the
ball slightly upward. They will then need to extend their arms bringing their
forearms together to make a flat surface. Then volley the ball above their heads so
it returns to them. Catch the ball after each volley ( you will need to demonstrate
this). b) Toss the ball and volley it two times before catching it. c) See how many
times they can volley it without catching it.
Time: Eight to ten minutes. ( This is more difficult and you will need the time to give
assistance. For those who have already got it, have them try and say the whole
alphabet while volleying without dropping the ball.)
Formation: Children scattered throughout general space each with a ball
Cues: Flat surface, extend to target, quick feet
3. Striking a ball to the wall: a) Have the children bounce the ball one time, then strike
it with an open palm so it travels to the wall. This is called an underhand volley.
When the ball rebounds from the wall let it bounce once and then catch it. ( Ball
travels best if hit slightly below center behind the ball. Choose two children doing
this pattern correctly to demonstrate to the class.) Practice this until they are
successful three times in a row. b) Now have them hit the ball after the return
bounce so that the pattern is volley, bounce, volley, bounce and so on. The ball
will not always return to the same spot now so they will need to have quick feet to
be in position. c) Have the children switch hands so that now they are practicing
with the opposite hand from which they started with. d) Partner up the children
and have them do the same activity accept to each other instead of the wall.
Time: Five to ten minutes depending on the success rate.
Formation: Children spaced around perimeter of the gym facing the wall at a distance
of about six feet; a lightweight ball.
Cues: Flat surfaces, extend to target, and fast feet.
4. Striking a ball over the line: a) Have children practice their underhand hits with their
partners as before. Accept this time they will be hitting the ball across a line of

tape on the floor. b) Have them switch off hands so they get used to using both
right and left. c) Now have them keep track of how many times they can volley it
back and forth.
Time: Five minutes.
Formation: Partners; lines taped on the floor about five feet apart.
Cues: Flat surface, extend to target, fast feet
Game: If time and space allow, the children are now ready for a game of four square.
Culminating discussion: What are the three most important things to remember when
volleying the ball? (Flat surfaces, extend to target, fast feet) What is it called when
we use our forearms to hit the ball? ( the bump) What types of games can we play
using the volley? ( hand ball, volley ball, four square, exc.)