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In this 6-activity lesson, students use locomotor movements while learning their directions (and the electric slide)

Subject:

P.E. & Health  

Grades:

PreK, K, 1  

 

 

Title – Directions/Traveling in Space
By – Kristy Grossman
Primary Subject – Health / Physical Education
Grade Level – PreK-1
# of Students – Approx. 30

Rationale:

      Standard(s): State: #1a, #2b

 

    National: #1, #5

Objectives: After the teacher D&D;, the students will:

      1. The students will successfully demonstrate their ability to move and travel through the gymnasium using the directions of forward, backward, up, down, right, and left after the teacher describes each activity as their ability to efficiently move using each of the aforementioned directions is observed by the teacher.

 

      Cues/Learnable Piece(s)

 

      A) Forward — Front first (String pulling belly button)

 

      B) Backward — Back first (String pulling behind)

 

      C) Up — head first to sky/ceiling (String pulling top of head)

 

      D) Down — feet first to ground/floor (String pulling feet)

 

      E) Left — moving toward correct “L” (String pulling correct “L”)

 

      F) Right — moving toward incorrect “L” (String pulling incorrect “L”)
      2. The students will understand the difference between forward, backward, up, down and right and left directions in order to participate in the activities designated by the teacher throughout the lesson. The students will also demonstrate their understanding of the aforementioned directions by completing the handout given at the end of class (see attached).

 

      Cues/Learnable Piece(s)

 

      A) Forward — Front first (String pulling belly button)

 

      B) Backward — Back first (String pulling behind)

 

      C) Up — head first to sky/ceiling (String pulling top of head)

 

      D) Down — feet first to ground/floor (String pulling feet)

 

      E) Left — moving toward correct “L” (String pulling correct “L”)

 

      F) Right — moving toward incorrect “L” (String pulling incorrect “L”)
      3. The students will enthusiastically participate throughout the entire lesson while moving and traveling through the gymnasium using forward, backward, up, down and right and left directions as their expressions, comments, and participation are observed by the teacher.

 

      Cues/Learnable Piece(s)

 

      A) Active participation

 

      B) Enthusiastic expressions
      4. The students will respect their classmates and their teacher by listening to the teacher at all times and correctly following the instructions of each activity to ensure a safe and pleasant learning as their actions and behavior and ability to follow the specified cues of forward, backward, up, down, right and left directions are observed by the teacher.

 

      Cues/Learnable Piece(s)

 

      A) On task

 

    B) Appropriate actions/behavior

Objective Evaluation(s) (Assessment Statement):
The students will successfully and enthusiastically demonstrate their ability to move and travel through the gymnasium using different directions of forward, backward, up, down, left, and right and their ability to correctly follow directions as the students’ movement in the different directions, behavior, and actions are observed by their teacher.

Types of Authentic Assessment Used:

1.   (  ) Portfolio          
2.   (  ) Project          
3.   (  ) Homework          
4.   (  ) Checklist/Rubric
5.   (  ) Peer Observation
6.   (  ) Poster Creation/Game creation
7.   (  ) Game observation/Rubric focus
8.   (  ) Journal Writing
9.   (x) Written exam
10. (  ) Self Evaluation
11. (  ) Video Presentation/Evaluation
12. (x) Other: Teacher observation

Materials/Equipment:
1. Cones for boundaries
2. Jump rope for visual aid
3. Posterboard of Directions, posterboard of different colors
4. Stereo with kids music (electric slide works well)

EPISODE 1: Introduction/Warm-Up Activity

  • STS (students) walk into gymnasium, sit down in semi-circle around T (teacher) (around bulletin board/poster board)
  • T briefly reviews movement commands that will be used in each class:
    • “GO”–STS may begin moving, always walking unless the T specifies otherwise
    • “FREEZE”–STS will stop whatever they are doing, wherever they are, hold their equipment if they have any, and focus their eyes and ears on the teacher
    • “MELT”–STS will sit down where they are pretzel style, put their equipment in their lap if they have any, and put their hands on their knees, focus their eyes and ears on the T
  • T reviews last class-different pathways/personal space
  • T explains Warm-up activity: “The Zoo”
    • Cones set up for boundaries, on T’s GO command STS spread out in activity area
    • When music begins, STS are to move around the activity area like different animals
    • T selects one S to choose animal, all STS move around the area like that animal
    • When music stops and on FREEZE command, STS stop moving
    • T selects another S to choose animal, STS begin moving when music begins and on T’s GO command
    • During activity, T has STS move forward like animal, backward like animal to review directions learned in the previous class
  • During warm-up activity:
    • T will provide feedback to the students
    • T will select STS for positive pinpointing
  • T: stops warm-up activity and tells STS to sit down in semi-circle around the T and direction poster

EPISODE II: Lesson Focus

  • STS sit in semi-circle around the T
  • T explains activity of day: Directions (Different directions to move in)
    • 6 directions Forward, Backward, Up, Down, Left, Right
    • all 6 directions shown on the poster
    • DO NOT INTRODUCE ALL AT ONCE
  • Teacher explains Activity #1: Intro to directions in self-space:
    1st direction is forward
    • Forward is belly going first — jump rope pulling belly button
    • T shows string pulling belly button
    • T first has STS point with their finger forward sitting down
    • T D & D Task #1: T has STS stand up and move forward in place in front of the T. T has STS move forward going as slow as they can.
    • T D & D Task #2: T has STS move in general space like different animals that go forward. Examples: -Tigers, bears etc.
    • T D & D Task #3: T tells STS to find poly-spot and when music begins, STS move from poly-spot to poly-spot concentrating on moving forward. T may have STS move from poly-spot to poly-spot moving forward as slow as they can and as fast as they can. T may have STS move from poly-spot to poly-spot forward with different locomotor movements (skip, hop, gallop). T may have STS move from poly-spot to poly-spot like different animals (see above).
    • T D & D Task #4: T points out different color walls (Red, Blue, Green, Yellow opt). T has STS move forward toward the different walls (slow, fast). T has STS move forward toward different colored walls like different animals, and using locomotor movements (see above).
    • T tells STS to FREEZE and gather in semi-circle around
  • Teacher explains Activity #2: Intro to directions in self-space:
    2nd direction is backward
    • Backward is behind going first — jump rope pulling behind
    • T shows string pulling behind
    • T first has STS point with their finger backward sitting down
    • T D & D Task #1: T has STS stand up and move backward in place in front of the T. T has STS move backward going as slow as they can. T has STS move backward going as fast as they can
    • T D & D Task #2: T has STS move in general space like different animals that go backward. Examples: Tigers, bears etc.
    • T D & D Task #3: T tells STS to find poly-spot and when music begins, STS move from poly-spot to poly-spot concentrating on moving backward. T may have STS move from poly-spot to poly-spot moving backward as slow as they can and as fast as they can. T may have STS move from poly-spot to poly-spot backward with different locomotor movements (skip, hop, gallop). T may have STS move from poly-spot to poly-spot like different animals (see above).
    • T D & D Task #4: T points out different color walls (Red, Blue, Green, Yellow opt). T has STS move backward toward the different walls (slow, fast). T has STS move backward toward different colored walls like different animals (see above).
    • T tells STS to FREEZE and gather in semi-circle around T
  • Teacher explains Activity #3: Intro to directions in self-space: 3rd direction is up
    • Up is head going first — jump rope pulling head up to sky/ceiling
    • T shows string pulling head toward sky (poster)
    • T first has STS point with their finger up sitting down
    • T D & D Task #1: T has STS stand up and move up in place in front of the T. T has STS move up going as slow as they can. T has STS move up going as fast as they can.
    • T D & D Task #2: T has STS move in general space like different animals that go up. Examples: Birds fly up in the sky, elephant trunks go up towards sky, giraffes necks go up toward sky, frogs jump up.
    • T D & D Task #3: T tells STS to find poly-spot and when music begins, STS move from poly-spot to poly-spot concentrating on moving up. T may have STS move from poly-spot to poly-spot moving up as slow as they can and as fast as they can. T may have STS move from poly-spot to poly-spot like different animals (see above).
    • T D & D Task #4: T points out different color walls (Red, Blue, Green, Yellow opt). T has STS move up toward the different walls (slow, fast). T has STS move up toward different colored walls like different animals (see above).
    • T tells STS to FREEZE and gather in semi-circle around
  • Teacher explains Activity #4: Intro to directions in self-space:
    4th direction is down
    • Down is feet going 1st — jump rope pulling feet to ground/floor
    • T shows string pulling feet down on poster
    • T first has STS point down where they are sitting
    • T D & D Task #1: T has STS stand up and move down in place in front of the T. T has STS move down going as slow as they can. T has STS move down going as fast as they can.
    • T D & D Task #2: T has STS move in general space like different animals that go down. -Examples: Snakes move down on the ground. Grasshoppers jump up and back down. Crabs move down on the ground. Frogs jump up and back down on lilly-pad
    • T D & D Task #3: T tells STS to find poly-spot and when music begins, STS move from poly-spot to poly-spot concentrating on moving down. T may have STS move from poly-spot to poly-spot moving down as slow as they can and as fast as they can. T may have STS move from poly-spot to poly-spot like different animals (see above) concentrating on moving down toward ground.
    • T D & D Task #4: T points out different color walls (Red, Blue, Green, Yellow opt). T has STS move down toward the different walls (slow, fast). T has STS move down toward different colored walls like different animals (see above)
    • T D & D Task #5: T has STS move from poly-spot to poly-spot when music begins moving up and down (like different animals) (fast, slow). May extend by adding forward and backward
    • T D & D Task #6: T has STS move up and down toward different colored walls (like different animals) (fast/slow). May extend by adding forward and backward.
    • T tells STS to FREEZE and gather in semi-circle around T.
  • Teacher explains Activity #5: Intro to directions in self-space:
    5th direction is left
    • Moving L is called sideways
    • You can tell your left side by holding up your hands, your left side will make a correct L
    • T first has STS point to the left
    • T demos string pulling correct L
    • T D & D Task #1: T has STS stand up and move to the left in front of the T (slide to the left) (have students hold hand up looking at “L”). T has STS move left going as slow as they can. T has STS move left going as fast as they can.
    • T D & D Task #2: T has STS move in general space like different animals only going L. Examples: Horses–gallop to the left. Penguins–slide to the left
    • T D & D Task #3: T tells STS to find poly-spot and when music begins, STS move from poly-spot to poly-spot concentrating on moving left only (have them hold their hands up-string pulling correct “L”. T may have STS move from poly-spot to poly-spot moving L as slow as they can and as fast as they can. T may have STS move from poly-spot to poly-spot like different animals (see above).
    • T D & D Task #4: T points out different color walls (Red, Blue, Green, Yellow opt). T has STS move L toward the different walls (slow, fast). T has STS move L toward different colored walls like different animals (see above).
    • T stops music and tells STS to FREEZE and gather in semi-circle around T.
  • Teacher explains: Activity #6 Intro. to directions in self-space:
    6th direction is right
    • Moving R is called sideways
    • You can tell your right side by holding up your hands, your right side will make an L but it will be the wrong way
    • T demos string pulling incorrect L
    • T first has STS point to the right
    • T D & D Task #1: T has STS stand up and move to the R in front of the T (slide to the R) (have students hold hand up looking at incorrect “L”). T has STS move R going as slow as they can. T has STS move R going as fast as they can
    • T D & D Task #2: T has STS move in general space like different animals only going R. Examples: Horses–gallop to the R. Penguins–slide to the R.
    • T D & D Task #3: T tells STS to find poly-spot and when music begins, STS move from poly-spot to poly-spot concentrating on moving R only (have them hold their hands up-string pulling incorrect “L”. T may have STS move from poly-spot to poly-spot moving R as slow as they can and as fast as they can. T may have STS move from poly-spot to poly-spot like different animals (see above) moving R only.
    • T D & D Task #4: T points out different color walls (Red, Blue, Green, Yellow opt). T has STS move R toward the different walls (slow, fast). T has STS move R toward different colored walls like different animals (see above). T tells STS to freeze in semi-circle around T.
    • T D & D: Task #5: Moving L and R on line. STS stand on line designated by T. STS are to listen to teacher and follow directions always facing the T. T tells and points in the direction STS should move — R/L.
    • T may extend by adding up/down (see below).
    • T may extend by adding forward/backward (see below).
    • T tells STS to FREEZE and MELT where they are.

EPISODE III: Culminating Activity/Cool

  • STS: sitting around T in semi-circle around poster of directions
  • T explains Culminating Activity: “Dancing with Direction
    • STS spread out in personal space facing T
    • STS must listen to the T for which direction they should move in. T turns on music (the electric slide works really well). T shouts different directions for the STS to move in. Ex.) STS slide to the L, slide to the R, twist down to the ground, walk it forward, walk it back etc.
    • On T’s FREEZE command, the STS will stop and gather in semi-circle around T and poster with directions
  • Teacher provides closure for the lesson
    • T hands out written assignment and writing utensils
    • T reviews string pulling (belly-button–forward, behind–backward, head–up, feet–down, correct L–left, incorrect L–right)
    • T asks STS to draw strings from the stick figures in each direction (up/down/L/R)
    • T then has all STS stand up and use their hands/arms to show different directions
    • T has all STS stand up and face forward, backward, face left and right, and move up and down in place to verify the directions covered
    • T thanks STS for participating
    • On T’s command, STS with red shirts on may hand in paper and may line up in single file line in front of T, STS with blue shirts line-up etc. until all STS are lined up and ready to go

Review of Cues
1. String pulling belly button
2. String pulling behind
3. String pulling head up toward sky/ceiling
4. String pulling feet down toward ground/floor
5. String pulling correct L on hand
6. String pulling incorrect L on hand


Name: _______________________________________________

PLEASE CIRCLE THE CORRECT ANSWER:
(Teacher should draw stick figures/strings)

1. CIRCLE THE PERSON WHERE THE STRING IS PULLING THEM FORWARD.

A. B. C. D.

2. CIRCLE THE PERSON WHERE THE STRING IS PULLING THEM BACKWARD.

A. B. C. D.

3. CIRCLE THE PERSON WHERE THE STRING IS PULLING THEM UP.

A. B. C. D.

2. CIRCLE THE PERSON WHERE THE STRING IS PULLING THEM DOWN.

A. B. C. D.

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