Pe in A Box - Locomotor Unit With Modifications PDF

unit 1: Going places a locomotor unit
Jo Lansdown
California content standards addressed

Standard
Lesson #
1.1 Travel within a large group, without bumping into others or falling,
while using locomotor skills.
1: Travel and Stop
1.2 Travel forward and sideways while changing direction quickly in

response to a signal.
1: Travel and Stop
1.3 Demonstrate contrasts between slow and fast speeds while using
locomotor skills.
2: Safety and speed

3: Fast and slow
1.4 Create shapes at high, medium, and low levels by using hands, arms,
torso, feet, and legs in a variety of combinations.
4: Shapes

5; Levels
1.10 Travel in straight, curved, and zigzag pathways.
6: Pathways

2.5 Identify the locomotor skills of walk, jog, run, hop, jump, slide, and
gallop.
1: Walk. 2: Jog, run.

7 &8: Jump Slide and gallop
3.1 Participate in physical activities that are enjoyable and challenging.
All
3.2 Participate three to four days each week in moderate to vigorous

physical activities that increase breathing and heart rate.
All contribute
3.6 Sustain continuous movement for increasing periods of time while

participating in moderate to vigorous physical activity.
5 & 6: Levels and pathways
3.7 Identify indicators of increased capacity to participate in vigorous

physical activity.
5 & 6: Levels and pathways
4.1
Identify physical activities that are enjoyable and challenging.
All
4.4
Identify the location of the heart and explain that it is a muscle.
7: Locomotor moves, the

heart and jumping
4.5
Explain that physical activity increases the heart rate.
7: Locomotor moves, the

heart and jumping
5.1 Identify the feelings that result from participation in physical

activity.
All
5.2 Participate willingly in physical activities.
All
Jo Lansdown
~PE in a box: Locomotor unit Check out~

Welcome to the PE box check out. Please initial each item and you check the content
of the box. When you check it back in please initial each item and write lost if it is
missing. Leave this page on the wall above my desk and enjoy the unit!

Equipment
Cost
12 hoops
$74.95
Hoop storage
bag
$19.95
6 cones

$44.95
Check Check Check Check Check Check Check Check

out
in
out
in
out
in
out
in
(Red, Orange, Yellow,

Green, Blue and
Purple).
12 poly spots 9
inch (2 Red, 2
$54.99
Orange, 2 Yellow, 2
Green, 2 Blue and 2
Purple).
12 bean bags
$19.90
Box of chalk
$5.96
iPod
$158.95
Speaker
$179.95
Speaker charger Station cards
Zig-zag pathway
Curved pathway
Straight pathway
Binder with
lessons
Total Box cost
$559.60
iPod songs: Animal action, listen and move, fast and slow music and other upbeat
music.

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Jo Lansdown
~PE in a box: Locomotor unit directions~

Your Adapted physical education (APE) teacher will teach the first lesson. This will
enable you to see the set up and the structures which will make the unit successful.
After your APE teacher has taught the first lesson go through the lesson binder and
preview the lessons. If you have any questions or need support you can email me at
jlansdown@rcsdk8.net.

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Modifications

This unit is written with inclusion in mind. Below are specific modifications you can
consider if you have students with specific disabilities.

Visual impairment

1. Keep the setup the same every class. Allow the student with the VI to orient to
the set up each class

2. Familiarize a visually impaired or blind student with any hazards.

3. Alert student to the location of any obstacle--such as goal-posts--in open areas,
on floor, and at head height.

4. Allow student to explore the entire physical education area to become familiar
with the area.

5. Keep the instructional areas as uncluttered as possible. If major changes are
made in the environment, the impaired students should be told and allowed to
explore the new area.

6. Say what it is you are actually doing in body oriented language. ( Example:
When teaching to hop, say "Stand on your left foot, raise your right foot, and
jump in the air on your left foot.") This is crucial when teaching a new skill.

7. Use directional words and landmarks in the playing area to direct a low vision
student. (Example "Walk to the door, turn toward the window using a quarter
turn.)

8. Boundaries-Change the floors texture. Example: Make sure to use of a rug or
rubber poly spot on the floor to mark space where exercises are done. Place a
rubber carpet runner next to the wall so that child knows when he steps onto
the changed surface that he has stepped out of bounds. The change in surface
also signals a warning to the student that a wall or object is coming up so he
needs to slow down and stop.

9. Running-Partner assists by holding hands, use brush contact (keep touching hand
fore arm, wrist or any part of the arm), a loop of a flexible piece of material can
be held guide runner and the impaired student. Run to caller's voice for a short
run. Student can run by self-holding onto a rope stretched between two points.
Put tape on the rope at the end so the student can turn and return to the
starting point in a shuttle run.

10. In the game Toy Store allow students with visual impairments to free students
to pick up their beanbag with a high-5.

Jo Lansdown
Students utilizing a wheelchair

1. Modifications for locomotor moves:

Hop = Use only one hand at a time to turn the wheels (as opposed to one foot).

Jump = One hard two handed push and then roll

Skip = Alternate between a regular push (step) and a hop (one sided push) this is
actually the same combination that students who do not have wheelchairs should also
be taught.

Gallop = Two pushes on each side.

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Jo Lansdown
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"Rod, Penny, and Lightning: The Straight Story"

Once upon a time there was a boy named Rod. Rod was tall and very, very straight. His
arms were straight. His legs were straight. Even his smile was straight. Rod could only
walk in straight pathways. He made sharp corners. He often liked to pretend he was a
toy soldier, marching with sti straight legs and arms. Sometimes Rod tried to jump.
Since he couldnt bend his knees, he couldnt get any height and so his jumps were tiny
bounces. But Rods favorite way to move was to lie down like a pencil and roll and roll.
He could do it slowly or quickly.
One day Rod got tired of traveling so straight. He went to see his friend Penny. Penny
was very curvy and very round. Penny liked to travel by turning and spinning. Since she
was so round, she was very good at rolling also. Penny decided to help Rod find some
new ways to move. Lets take a walk on the wild side! she said.
Penny took Rod to the amusement park. First they went in a maze. They walked in
straight paths and made sharp corners. They tried to find their way to the center. Well,
this is fun, thought Rod, but Im still moving in straight paths. Lets try something else.
Next Penny took Rod to the merry go round. Rod climbed aboard and stood very
straight as usual. Suddenly Rod felt a feeling that was new to him. He was going
around! And around and around and around, went the merry go round. He even went
up and down in time to the music. Help me, Penny! Im dizzy! he cried. They got o
and went to find the next ride.
This will surely help you, said Penny as they climbed into the car on the roller coaster.
Now hang on Rod! Rod and Penny leaned their bodies as the car climbed to the top.
Then, their car swooshed downhill and they felt the wind blowing in their faces.
Suddenly, the car careened around to the right and they leaned into the curve. Up,
down and around went the roller coaster until Rod started to feel sick. At last, the ride
was over.
Oh, no, thought Rod as Penny got them tickets for the Ferris Wheel. But this ride was
nice. Up, down, and around. Rod could see the tiny people and houses far below.
When they stepped o, Penny had one more idea. How about a horseback ride? she
said. Before he knew it, straight Rod had climbed aboard a horse named Lightning. And
o they flew, jogging in zigzags all over the field. They jumped and leapt in zigzags,
going over hay bales and ditches. They galloped in zigzags. Lightning began to speed up
and Rod started to lose control. Whoa Lightning! he called, just as he soared over
Lightnings head and landed on the ground.
Penny came spinning over to help. Rod, she said, Are you all right?
Well, Im not as straight as I used to be! said Rod. And sure enough, some of Rods
Jo Lansdown
body was no longer straight, but could bend in dierent directions. Rod tried out his
new bendable joints. It felt good. Rod did a little dance. First he went straight, then in
curved paths, and finally in zigzags. He and Penny zigzagged all the way home.

Assessment Ideas:

After the story, ask the students to talk about the characters and the pathways each
used. At the end of the lesson, have the students travel to line up using straight, curved
or zigzag pathways.

Straight Pathway

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Curved Pathway

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Zig Zag pathway
Jo Lansdown
Jo Lansdown
Lesson 1: Own space and travel stop

1.1 Travel within a large group, without bumping into others or falling, while using locomotor skills.

Intro: Preview what is going to happen in the lesson. Ask the students to describe to
partner what participating in each physical activity will look like, sound like and feel
like. share with the group. (5.2 Participate willingly in physical activities.)

Part 1: Warm Up the boundaries

Teach the boundaries that are set up with a rectangle of cones. Have students walk the
perimeter of the boundaries. Teach them what it is to be inside or outside of the
boundaries. Tell students that they will be working inside of the boundaries and have
them all stand inside the boundaries. Teach them the concept of own space inside the
boundaries.

Part 2: Content - traveling inside the boundaries

Today you will be traveling around our space. You will get to try all sorts of ways to
move. The important thing to remember today is safety. When you are traveling
around the space it is important to look where you are going so that you do not touch
or hurt anyone or yourself. When I say go you will start moving around the space,
when I say stop you should stop where ever you are and look at me. Ready go.

After they have been moving for a minute or so, yell freeze. Look to see that everyone
has frozen on your command. Praise the students that have stopped immediately.
Remind the other students that they must stop as soon as you yell freeze or stop.

"Remember as you travel to look for the open spaces, and listen for me to give you the
command to stop. This time if you do not stop when I yell freeze, you will have to sit
out for not listening. Ready go" (It is important that you do sit out the students who do
not stop when you yell freeze this time.)

Practice traveling and stopping giving voice cues for a couple more minutes Begin
telling the students some dierent ways to travel as they moves around the space.
Examples are; walk crawl, jump, slide on their bottom, travel on hands and feet, etc.

As your students move around the space, watch to see that they are traveling safely
staying away from each other.

Teaching notes:

Encourage them by pointing out the students that are looking where they are going.

Remind them as they travel to:

Look for open spaces to move toward.

Move away from everyone.

Look for a space where no one else is.

Travel away from people, if someone moves toward you, move away from them.

Look where they are traveling.

Part 3: Reflection

Discuss with students how it felt to be active. What was fun, what was challenging,
what made it enjoyable to play with others, how did they support each other etc. Use
this time to focus on creating a positive class climate.

(5.1 Identify the feelings that result from participation in physical activity.)
Jo Lansdown
Lesson 2: Travel stop continued

1.2 Travel forward and sideways while changing direction quickly in response to a signal.


Part 1: Locomotor Hellos (from PE central)

Purpose of Activity:

To increase students' awareness and use of self and general space

To increase students' ability to perform locomotor movements

To get to know classmates in their new class!

Hoops are scattered throughout the open playing area. Ask students to find a hoop and
stand in it. When the music starts they need to move in the hoop any way they wish
while staying in the hoop. When done, bring students together and quickly point out
that they were in an "own space" when they were in the hoop -- that is, students aren't
able to touch anyone or anything else when they were in their hoop. What is left over
is called "general space".

Tell students when the music begins again, you'd like them to move in the general space
avoiding the hoops on the floor. Ask them to skip, jog, walk, etc. Remind them that
when they move in general space, they need to make sure they don't come close to
anyone else's self space. When the music stops, they are to move safely to the closest
open hoop.

Do this a few times. Make sure students are moving away from others' space. Keep the
speed slow if students are having trouble with this. Remind them not to follow others-they have to be moving away from others. If you can tell students are having trouble
with a particular locomotor movement, take a moment to show them. You can also
challenge them to find a hoop by the time you count to "5" (or 3, etc.) after the music
stops.

Part 2: Content - Making friends

Then, tell students you will call out a number when the music stops. This is the number
of people who must now stand in a hoop together! For example, if you call out "6", 6
students must all go to a hoop and stand in it (or, get at least one foot in the hoop).
Then, ask students to introduce themselves to those in their hoop, saying their name
and shaking hands. On subsequent turns, call out dierent numbers; have students tell
those in their group their favorite sport; where they were born (or moved from); their
favorite subject in school; etc. Each time, still have them tell the others in their group
their name.

Part 2b: Friendly Competition

A continuation of this activity is to put all the hoops back out on the floor, and
continue on with one student per hoop when the music stops. As students are moving,
remove one or two or so of the hoops, to see who can SAFELY get to a hoop quickly.
Those who don't get one aren't penalized -- ask one of them to call out the next
locomotor movement, and quickly get moving again!

Jo Lansdown
Part 3: Reflection

Ask students to tell you where an own space is and where general space is.

Can they name one locomotor movement they did today? Discuss with students how it
felt to be active. What was fun, what was challenging, what made it enjoyable to play
with others, how did they support each other etc. Use this time to focus on creating a
positive class climate.


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Jo Lansdown
Lesson 3: Fast and Slow

1.3 Demonstrate contrasts between slow and fast speeds while using locomotor skills.


Part 1: Safari Adventure

First you start out with the kids moving around like animals in general space. You must
tell them that they must learn how to move like the animals in order to look for them
in the wild. Ask them to practice moving slow like an elephant, or fast like a tiger. Then,
when they have accomplished this task, have them pretend that the cones are the wild
animals, having them search for them with their pretend binoculars. After this, it is time
for children to use hoops to catch the animals. They will go around putting the hoops
over the cones and pretending that they catch them. Remember to ask them what
animal they have caught.

Part 2: Animal action

Tell students they are going to follow the directions of the song you are about to play.
Let them know you are looking to see if they can determine whether the animal moves
fast or slow and use that speed to imitate each animal. Play the song animal action.
Pause the song after each animal to have student demonstrate the action they chose
and ask students to share what they liked about how the person moved.

Part 3: Reflection

Ask students to tell you the dierence between fast and slow.



Jo Lansdown
Lesson 4: Shapes

1.4 Create shapes at high, medium, and low levels by using hands, arms, torso, feet, and legs in a variety
of combinations.


Name of Activity: Musical Shapes In Personal Space

Part 1: Moving and freezing

Purpose of Activity: To demonstrate an understanding of moving safely in general space
and cooperatively working together.

Description of Idea

Review moving safely in general space cues.

Discuss with students the importance of working together as a group for a common
goal.

Ask students to find a good personal space. When the music is turned on, the students
begin to perform a locomotor skill throughout general space (best not to choose
running). Identify students who are completing the direction with good form as
examples. Practices
Jump
Hop
Jog

Walk slow

Walk fast

Part 2: Partner shapes

When the music stops, the teacher calls out a shape:

Wide

Narrow

Big

Small

Crooked

Upper case A

Lower case i

Number 4

Number 8

A group of two must get together (use a 10 second count down) and make the shape
that the teacher calls out. Emphasize that both students have to be a part of the shape.

After the shapes have been completed, the teacher signals to the students to again find
a personal space. When the music is turned on, the students begin to perform a
dierent locomotor skill throughout general space until the music stops. A dierent
group of two get together and make a dierent shape that the teacher calls out.

Part 3: Reflection

Ask students to tell you what they did to be a good partner.

Jo Lansdown


Jo Lansdown
lesson 5 levels

1.4 Create shapes at high, medium, and low levels by using hands, arms, torso, feet, and legs in a variety
of combinations.


Part 1: Toy store!

Spread the bean bags around the corners of your space, and instruct the class to get a
bean bag and find an own space. Once everyone is in an own space, explain how to play
frozen bean bag.

Imagine that your bean bag is your energy pack. When you have your bean bag on your
head, you have energy to move around, you can move anywhere in our playing space
you would like. If your bean bag falls o, you have no energy left, not even enough
energy to put the bean bag back on your head. Someone else must help you by putting
your bean bag on top of your head for you. (Demonstrate with a student how you can
pick up a bean bag, without touching your own bean bag, and place it on their head.)
You may not touch your own power pack, so if you are helping someone put their
power pack on, and yours falls o, you must wait for someone to help you! This game is
a class game. When the time is up, if everyone has their power pack on, the whole class
wins! That means you all have to help each other. Ready, go.

As your class is playing, you can walk around pointing out students who may need help,
complimenting students who are playing fair, and complimenting students who are
helping each other.

Change the way the students travel and the body part they balance the bean bag on.
Count pulse each time you change.

Part 2: Explicitly teach levels

Low Level
Find an own space and put your body very close to the ground, as close as you can.After
your students have all found an own space and are very close to the ground, you can
point out some of the shapes you see, and the fact that they are so close to the ground,
wow! A Can you find another shape to put your body in and stay close to the ground?
This is a low level, when your body is very close to the ground it is in a low level in
relation to the ground. Go to another own space and find another way to put your body
in a low level. Again, as your students are all getting to their new own space, be sure to
point out the cool shapes you see in the low level.

High Level
This time find another own space and put your body as far away from the ground as
you can without leaving the ground. Walk around pointing out how far away from the
ground they are, and the various shapes you see now. Go to another own space and find
another shape to put your body in as far away from the ground as you can. This is called
a High level. Go to one more own space and make a new shape with your body in a
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high level. It is ok to show o a shape as you walk around, or choose a couple students
to show their shape while the whole class relaxes to watch. This will build up the self
esteem of the students chosen, as well as give some great ideas to the other students.

Medium Level
Find a new own space and put your body in a shape that is in between a low level and a
high level. This is called a medium level. There are a lot of chances for variety in this
level. It is important to make sure your students understand the concept and do not
mistake low or high for this level. Let them try going to at least 2 more own spaces,
trying dierent shapes in medium levels.

Have the hoops spread out at the four corners of your workspace. This will allow all the
students to get a hoop at once without everyone running into each other.

When I say go, find a partner and stand in an own space together. I will count to five,
while you get a partner. If you dont have one when I say five, I will pick one for you.
Ready, go. 1, 2, 3, 4, and ...5. Decide which partner will stand, and which one will stay
seated. I will count to three, and you should be sitting or standing depending on which
you chose. Ready, go. 1, 2, 3. Ok, the partner standing will go get the hoop and bring it
to the space.

When you get to the space with the hoop, hold it so your partner can go through it,
traveling in a low level. Ready, go. As your students start to work, watch to see that
they are able to go through in a low level. Watch to see that the partner holding the
hoop is cooperating. Praise the students for the dierent ways they go through the
hoops, and for working well together. After a minute, switch partners who will hold the
hoop. Freeze

When I say go, hold the hoop so your partner can go through using a medium level. Be
sure it is not like a low level. Think of a way that you can go through using a medium
level from start to finish. After a minute have the partners switch roles. Again, pause
the class to show one or two really cool ways of traveling through in a medium level, as
well as the partners that are really cooperating well.

Freeze This time you will go through the hoop, staying in a high level. Your partner will
have to work with you moving the hoop as you travel through it, so that it allows you
to stay in a high level. Ready, go. This concept is a little harder, since the hoop holder
has to move the hoop as well as the person who is traveling has to maneuver their body
to stay in a high level. Point out the students who are doing an excellent job.

Once they have covered all three of the ways go through, go on to the last task.

One partner will hold the hoop this time for the whole class. They will get a turn the
second time. The partner who is traveling, will go through any body elses hoop (as long
as no one else is going through it) and then, pick a level to go through it, and travel to a
new hoop. Go through the new hoop using a dierent level, then travel back to your
own partner and hoop. Remember, travel through two dierent hoop, and then back to
your own hoop. Pick a dierent level to travel through all three hoops. Ready, go.
Jo Lansdown
While they are working, watch and praise. Choose one that stood out to show to the
class. Then have the second person take a turn.

Part 3: Reflection



Jo Lansdown
Lesson 6: Pathways

1.10 Travel in straight, curved, and zigzag pathways.


Part 1: Explicitly teach the concept of straight, curved and zigzag pathways.

Criteria for competence:

Straight: like an arrow in one constant direction.

Curved: making continuous "U" shapes.

Zigzag: making continuous "W" shapes.

Zigzag:

A zig zag pathway is a line that has a lot of sharp points on it. Think of a "saw" or a
lot of "letter Z's" put together

When traveling in a zig zag pathway make sure you have a distinct change in
direction

Plant your outside foot firmly and then move your weight in the other direction

Keep head and eyes up to avoid others

Part 2: Ice Skating Pathways By Brittany Marcinkowski

Explain the concepts and cues for the pathways:

straight ( like a pencil/like a line )

curved (like the letter C/like a circle)

zigzag ( moving in a line, coming to a point, and making sharp turns )

Have students move through general space while making dierent pathways.

Give each student a pair of skates ( colored construction paper ) to put underneath

their feet and slide on. Students must keep their feet on the construction paper while

listening to the skating instructor (you ). Explain to the students that they are on a

big, frozen lake, surrounded by miles of snowy land and trees.

Tell the students that they will be skating today and that they will have to change their

pathways as they move so they do not skate/slide into other skaters.

Have students skate around the frozen lake using straight, curved, and zigzag

pathways. Call out dierent combinations of pathways for the students to make.

Observe to make sure they are making the pathways correctly. Then, ask them to

design a pattern made up of the dierent pathways and practice freestyle skating that

pattern in the snow until they can do it exactly the same each time. Have winter

accessories ( gloves, hats and scarves ) or add music to make it even more fun and

exciting!

Part 3: Rod, Penny, and Lightning: The Straight Story

Description of Idea

Give students a brief review of pathways, perhaps traveling using various locomotor
skills on each pathway. The teacher introduces the characters in the story and asks the
students to make frozen body shapes in self space, i.e., Can you be as straight as a
pencil? and How round can you make your body? (S)he talks about the rules for
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movement stories, which are:

the student may not talk or make noise, but may move in all the ways the story
describes, and
if the student doesnt know how to move, (s)he watches the teacher for ideas.
It is helpful for the teacher to pause periodically to allow students to explore the
various ways to move.

"Rod, Penny, and Lightning: The Straight Story"

Once upon a time there was a boy named Rod. Rod was tall and very, very straight. His
arms were straight. His legs were straight. Even his smile was straight. Rod could only
walk in straight pathways. He made sharp corners. He often liked to pretend he was a
toy soldier, marching with sti straight legs and arms. Sometimes Rod tried to jump.
Since he couldnt bend his knees, he couldnt get any height and so his jumps were tiny
bounces. But Rods favorite way to move was to lie down like a pencil and roll and roll.
He could do it slowly or quickly.
One day Rod got tired of traveling so straight. He went to see his friend Penny. Penny
was very curvy and very round. Penny liked to travel by turning and spinning. Since she
was so round, she was very good at rolling also. Penny decided to help Rod find some
new ways to move. Lets take a walk on the wild side! she said.
Penny took Rod to the amusement park. First they went in a maze. They walked in
straight paths and made sharp corners. They tried to find their way to the center. Well,
this is fun, thought Rod, but Im still moving in straight paths. Lets try something else.
Next Penny took Rod to the merry go round. Rod climbed aboard and stood very
straight as usual. Suddenly Rod felt a feeling that was new to him. He was going
around! And around and around and around, went the merry go round. He even went
up and down in time to the music. Help me, Penny! Im dizzy! he cried. They got o
and went to find the next ride.
This will surely help you, said Penny as they climbed into the car on the roller coaster.
Now hang on Rod! Rod and Penny leaned their bodies as the car climbed to the top.
Then, their car swooshed downhill and they felt the wind blowing in their faces.
Suddenly, the car careened around to the right and they leaned into the curve. Up,
down and around went the roller coaster until Rod started to feel sick. At last, the ride
was over.
Oh, no, thought Rod as Penny got them tickets for the Ferris Wheel. But this ride was
nice. Up, down, and around. Rod could see the tiny people and houses far below.
When they stepped o, Penny had one more idea. How about a horseback ride? she
said. Before he knew it, straight Rod had climbed aboard a horse named Lightning. And
o they flew, jogging in zigzags all over the field. They jumped and leapt in zigzags,
going over hay bales and ditches. They galloped in zigzags. Lightning began to speed up
and Rod started to lose control. Whoa Lightning! he called, just as he soared over
Lightnings head and landed on the ground.
Jo Lansdown
Penny came spinning over to help. Rod, she said, Are you all right?
Well, Im not as straight as I used to be! said Rod. And sure enough, some of Rods
body was no longer straight, but could bend in dierent directions. Rod tried out his
new bendable joints. It felt good. Rod did a little dance. First he went straight, then in
curved paths, and finally in zigzags. He and Penny zigzagged all the way home.

Assessment Ideas:

After the story, ask the students to talk about the characters and the pathways each
used. At the end of the lesson, have the students travel to line up using straight, curved
or zigzag pathways.

Teaching Suggestions:

Be sure to allow enough time for the story; ten minutes is about right. You can also
invite the students to say some of the dialogue with you. You might want to add some
music, especially marching or percussive music.

Adaptations for Students with Disabilities:

Movement stories allow for a great deal of creative variation. Students with visual
impairments or students who use wheelchairs might have a buddy guide them through
the pathways. Students with a hearing impairment can watch the movements of others
to help them understand how to move.

Part 3: Reflection

Discuss with students how it felt to be active in this lesson. What was fun, what was
challenging, what made it enjoyable to play with others, how did they support each
other etc. Use this time to focus on creating a positive class climate and reflect upon
their learning.


Jo Lansdown
Find My Home
Directions: Help the animals find their way home by drawing the correct pathway
Zig-Zag
Curved

Straight
Jo Lansdown
Lesson 7: Locomotor moves, the heart and jumping

2.5 Identify the locomotor skills of walk, jog, run, hop, jump, slide, and gallop.

4.4 Identify the location of the heart and explain that it is a muscle.


Part 1: Review previously taught locomotor

When the class comes to physical education we will verbally and physically review the
locomotor moves of Walk Run, Jump and Hop. After we verbally review the skills, I will
have them stand back to back with a partner and Play Locomotor Follow the leader.

Locomotor Follow The Leader - Adapted from PE central

Have your class find a partner. Use something like stand back to back with another
person. (If you give them a time limit, they wont spend all day doing this activity. Five
seconds is enough, count out loud and its a great motivator!) Explain the activity:

When I say go, one person will pick one of the locomotor moves to use as you travel
around the room space. Your partner will follow you, using the same locomotor move
as you. When I say freeze, put your hand on your heart (demo the position) count it for
six seconds. Remember this is a warm up, so use locomotor moves and speeds that
allow your heart and muscles to warm up. After that you will get a chance to switch
places and the other partner will get to choose the locomotor move and lead the
traveling.

To get them going, ask one of the partners to choose one person to stand and the other
to stay seated. If this is the first time you are doing this, have the sitting partner go
first!

Remind your class to:

Look for the open spaces.

Try to get to all the spaces of the room or space.

Watch out for others

Be safe

Part 2: Explicitly teach jumping

Jumping (2 feet take o, 2 feet landing)

Find an own space.

When I say go, I want you to jump in the air. I want you to jump so that both feet leave
the ground at the same time, and both feet land at the same time.

(be sure that they are jumping correctly) I call this a two feet to two feet jump.

[AT] Using a two feet to two feet jump, this time I want you to jump as high as you can.

(AT=Action Task: the task you give the class to get them beginning the activity you are
going to teach.)

1. What can you do with your knees to help you get your jump your highest?

(Bend them to get more push for your jump)

2. What can you do with your arms to get more height during your jump?

(Throw them, or push them up as you jump)

3. What can you do with your head to help get more height during your jump?

Jo Lansdown
(Look upward, or throw it upward)

4. What can your knees do to help soften your landing, and make it safe? (bend your
knees on impact/landing)

Jump:

SWING-knees are bent and arms are back to begin jump, feet are shoulderwidth apart,
and arms swing forward and up toward the sky.

EXPLODE-forcefully thrust body upward and land with knees bent and feet shoulderwidth apart.

SWING HIGH -knees are bent and arms are back to begin jump, feet are shoulder-width
apart.

TOUCH THE SKY --arms swing forward and up toward the sky, legs forcefully .thrust
body upward, and student lands with knees bent and feet shoulder width apart.

Part 3: Jump and move

Come get a hoop, find an own space to put your hoop in and then stand in your hoop.
All our jumps will be 2 feet to 2 feet jumps for today.

1 Jump Tricks

a. Jump with your body in a wide shape, and also landing in a wide shape.

b. Jump with your body in a big shape, but land in a small shape.

c. Begin in your hoop, and land out of your hoop.

d. Begin in your hoop, while you are in the air change directions to land out of your
hoop.

e. Jump, and while you are in the air, touch your head.

f. While you are in the air, touch your knees.

g. While you are in the air, you pick a part to touch.

h. While you are in the air, spin around.

2 Traveling Hoop Tricks

a. When I say go travel to a new hoop, when you get there do a jump, somehow make
your jump unique.

b. This time when I say go, You will begin traveling from hoop to hoop. Each time you
come to a new hoop try to think of a dierent way to do a two foot to two foot jump.

Teaching Cues

Don't stop until I say freeze.

Watch out for others.

If someone is in the hoop you are going to, go to a dierent one.

Try to do a jump in all the hoops.

When I say go, choose a locomotor move and a speed that will let you begin to cool
down. When I say freeze, check your pulse and then pick a lower energy locomotor
move to do.

Part 3b: Reflection



Jo Lansdown
Lesson 8: Slide and gallop

2.5 Identify the locomotor skills of walk, jog, run, hop, jump, slide, and gallop.

4.5 Explain that physical activity increases the heart rate.


Part 1: Explicitly teach galloping and sliding

When the class comes to physical education we will verbally review the 8 locomotor
moves. Walk Run, Jump,

Galloping

Face and move in a forward direction

Choose a foot to start with and step forward with it.

Keep that same leg in the lead during the gallop

The back leg chases the front leg but does not go ahead of it

Bend at the knees and try to be "light" on your feet as you gallop

Sliding

Point a shoulder or your side to a wall or target and move towards the wall or target.
Your belly button should be pointing away from the wall

Take a step sideways with the foot closest to the wall you are moving to

After stepping with this lead foot draw the other foot to this lead foot. In other
words, the back foot tries to chase and catch the front/lead foot

Continue chasing with lead foot staying in the lead at all times

Step far and try to get some height after you have the step mastered

!
!
Description of Idea

The students gather in a circle and wait for the instructions and music on the CD to
begin. Play the song "Listen and Move." Remind students to stay in their own space
during this activity. The song will begin by saying "walk" followed by a walking rhythm,
and all students should begin walking clockwise. When the music stops all students
should freeze. Then the song will say "gallop" followed by music with a galloping
rhythm. Students should gallop with the rhythm. The CD continues with 6 dierent
movements: walk, gallop, tiptoe, run, slide, and hop. All the rhythms coincide with the
movement. Demonstrate the movements by doing the activity with them the first time.

To challenge the students, the sequence will repeat itself but this time without
instructions. The students must try to remember what to do.

Part 3: Reflection



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unit 1: Going places a locomotor unit

California content standards addressed

1: Travel and Stop

1.2 Travel forward and sideways while changing direction quickly in

1: Travel and Stop

2: Safety and speed

1.10 Travel in straight, curved, and zigzag pathways.

1: Walk. 2: Jog, run.

3.1 Participate in physical activities that are enjoyable and challenging.

3.2 Participate three to four days each week in moderate to vigorous

3.6 Sustain continuous movement for increasing periods of time while

5 & 6: Levels and pathways

3.7 Identify indicators of increased capacity to participate in vigorous

5 & 6: Levels and pathways

Identify physical activities that are enjoyable and challenging.

Identify the location of the heart and explain that it is a muscle.

7: Locomotor moves, the

Explain that physical activity increases the heart rate.

7: Locomotor moves, the

5.1 Identify the feelings that result from participation in physical

5.2 Participate willingly in physical activities.

unit 1: Going places a locomotor unit

~PE in a box: Locomotor unit Check out~

Check Check Check Check Check Check Check Check

(Red, Orange, Yellow,

Speaker charger Station cards

unit 1: Going places a locomotor unit

~PE in a box: Locomotor unit directions~

unit 1: Going places a locomotor unit

Students utilizing a wheelchair

unit 1: Going places a locomotor unit

"Rod, Penny, and Lightning: The Straight Story"

unit 1: Going places a locomotor unit

unit 1: Going places a locomotor unit

Zig Zag pathway

unit 1: Going places a locomotor unit

Lesson 1: Own space and travel stop

Part 1: Warm Up the boundaries

Part 2: Content - traveling inside the boundaries

unit 1: Going places a locomotor unit

Lesson 2: Travel stop continued

Part 1: Locomotor Hellos (from PE central)

Part 2: Content - Making friends

Part 2b: Friendly Competition

unit 1: Going places a locomotor unit

unit 1: Going places a locomotor unit

Lesson 3: Fast and Slow

Part 1: Safari Adventure

Part 2: Animal action

unit 1: Going places a locomotor unit

Part 1: Moving and freezing

Part 2: Partner shapes

unit 1: Going places a locomotor unit

unit 1: Going places a locomotor unit

Part 1: Toy store!

Part 2: Explicitly teach levels

unit 1: Going places a locomotor unit

unit 1: Going places a locomotor unit

unit 1: Going places a locomotor unit

Part 2: Ice Skating Pathways By Brittany Marcinkowski

Part 3: Rod, Penny, and Lightning: The Straight Story

unit 1: Going places a locomotor unit