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Levels Locomotor Movements

The lesson focuses on teaching kindergarten students about levels and locomotor movements like hopping and jumping through games with a frog theme, including having students move like scrambled eggs and dead bugs or pretending to be turtles, dogs, or elephants at different levels while moving in a line. Formative assessments involve observing students' ability to name and demonstrate the skills and levels. Safety considerations are provided to keep students spread out and moving carefully.

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265 views3 pages

Levels Locomotor Movements

The lesson focuses on teaching kindergarten students about levels and locomotor movements like hopping and jumping through games with a frog theme, including having students move like scrambled eggs and dead bugs or pretending to be turtles, dogs, or elephants at different levels while moving in a line. Formative assessments involve observing students' ability to name and demonstrate the skills and levels. Safety considerations are provided to keep students spread out and moving carefully.

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api-438509672
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LESSON PLAN

https://www.youtube.com/watch?v=NU5rBTdjXVM
https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8905#.XE-WhX57l-U

Unit: Locomotor Date: 1/30/19 & 2/1/19


Standard: SHAPE America S1.E1. & S2.E2 Grade: Kindergarten
Lesson Focus: Levels & Locomotor movements Facility/Equipment: none
Technology Used: music & audio
Sequence: Day 2

Lesson Intro (What will you say to get the students’ attention, communicate the lesson objectives, and motivate students
to achieve them?):
Today, our focus is going to be on hopping and jumping. And because we will be doing a lot of those motor skills, the
games we will be playing have a frog theme!

Learning Objectives Assessment


Each objective should include: a) Performance (the For each objective include your procedure for
knowledge or ability the learner will gain as a result of this determining whether objectives have been met:
lesson), b) Conditions (under which the learner will
perform, and c) Criterion (the level of performance
considered acceptable):
1. name and/or demonstrate the skills used during the 1st 1. informal observation and asking students to name and/
activity played (gallop, skip, run, jump, side slide, crab or demonstrate skills
walk, hop)
2. listen to instructions and help peers out with order of 2. informal observation
positions in second activity (teamwork). Making sure
they understand when to use whichever level related to
whichever animal.
3. name and or demonstrate the levels related to each 3. informal observation and asking students to name and

animal (turtle-low, dog-medium, elephant-high) or demonstrate skills and remember the relationship

with animals
Safety considerations and/or modifications for special needs students:
Scrambled Eggs & Dead Bugs Turtles, Dogs, and Elephants
-keep eyes up -when you are performing the act of an animal, make
-focus on where you are going and make sure to not sure there is a lot of space between you and your
run into anyone or anything partners in your line
-make sure when you lay down to be a dead bug, make -because you will be close together, move with caution
sure you are still in your personal space and gently get to be sure you don't injure your classmates
on your back so you don't hurt yourself or others
Learning Activities
Time Formation Activity Transitions; Comments
3 Free Warm Up Run Stop music and call the
min. students over to the
corner with the table

5 sitting; in close; Demonstration & game explanation When I say “GO” the
min. corner with -how to gallop students will spread out
table -how to skip around the gym and
-how to run (with caution) (not sprinting) make sure they cannot
-how to jump touch anyone
-how to side slide
-how to crab walk
-how to hop
-keep eyes up
stop music/use vocal
8-10 free; personal Scrambled Eggs & Dead Bugs (see attached) cues to get students sit by
min. space corner table

5 sitting; in close; Demonstration & game explanation & group making when I say “GO”
min. corner with -low level & turtle students will line up on
table -medium level & dog base line with their small
-high level & elephant groups

8-10 on base line & Turtles, Dogs, and Elephants (see attached) stop music/use vocal
min. traveling cues
straight across
gym

Closure (What will you say and do to help students recall the lesson objectives and recognize what they’ve learned? How
will you meet one or more of the following goals: review, accountability, cool-down, recognition, interpersonal
communication, future plans?):
What skills did you all practice and use today during our games? Which one did you find easier? Which ones were the
hardest? ** Ask about animals and the levels they relate to — ask what other animals or things can be in each level**
Great job on following directions and helping out your classmates during the second activity! I saw a lot of great
teamwork and that is important in games we play! Now lets line up quietly and get hallway ready!

Reflective Comments (to be completed after the lesson):


during turtles, dogs, and elephants: put poly spots on the ground so the students have enough space between each other so
hopping crawling and running around can be done.
tell them that it is not a race and they do not have to rush through it all
Scrambled Eggs & Dead Bugs
• when the music is playing, the students will move around and do the locomotive movement that is called out
• when the music stops and “DEAD BUGS” is heard, students will lay on their backs and squirm on the ground. Students

should not touch other students while this is happening. They should always be in their personal space.
• when the music starts up again, another locomotive movement will be called out and the students should do this until

they hear “DEAD BUGS” again.
• this process will be repeated until the end of the audio

Turtles, Dogs, and Elephants


• In groups of four students (vary number of students as needed, keeping groups small) scattered in stations throughout
the gym:
• The first student makes her-/himself into a turtle (low).
• (two-three yards away from the turtle) The next person steps or carefully leaps over the turtle (high) and makes him

herself into a dog with a space underneath that a child can crawl under (medium).
• (two-three yards away from the dog) The next person steps/leaps over the turtle, crawls under the dog (low) and makes

her-/himself into an elephant (high).
• (two-three yards from the elephant) The next person steps/leaps over the turtle, crawls under the dog, runs around the

elephant (medium), and makes a turtle.
• Then the first person gets up from the turtle position, goes through all the obstacles and makes the next thing in the

sequence (dog).
• This will repeat until every student has been each animal and has gone down to the other end line and back to the
starting line

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