Brittany Barker

Day 1
Movement Exploration
Body Awareness Kindergarten 24

Instructional objectives/ student outcomes
Students will use a variety of body parts to move expressively

WVCSOS
WE.K.5.03
make wide, narrow, round, and twisted body shapes.
WE.K.5.06
balance on different body parts.

NASPE Standards
5.1.3 Demonstrate the ability to adapt and adjust a combination of movement skills in
applied settings


Rationale
To teach skills vital to various forms of movement

Prerequisite knowledge
Various types of movement and word descriptions, such as wide, narrow, small, tall, balance

Anticipatory set
As students are walking to their squads I will be making wide, narrow, tall and small gestures

Management Framework
Introductory Activity (2-3) minutes
Fitness Activity (5-7) minutes
Lesson Focus (15-18) minutes-
Closure (5) minutes

Materials-
List of commands for activity and simon says, cones

Teaching Style-
Direct/ Guided Discovery

Adaptations for Special Needs-
Student with ADD will be placed up front for proximity control.

Diversity-
Children are able to choose their movement throughout the unit in order to keep it on their ability
level as long as it stays within the command

Content Sequence of Material-
Pages 315-318 in text. Body Shape, Balancing: Supporting Body Weight, Bridges, Flight, Moving
with the Weight Supported on Hands and Feet, Receiving and Transferring Weight, Stretching and
Curling, Taking the Weight on the Hands. Some areas were left out to accommodate student ability.

Introductory Activity 2-3 minutes-
Students will be playing High Fives for the first 2-3 minutes of class. Students will move freely in
all directions throughout the room. On signal have them run towards a partner, jump, and give a high five
while moving. Stress timing so that the high five occurs at the top of the jump. A demonstration should
be done first and then students should pick a partner and practice. When I count to three, go.
Brittany Barker


Fitness activity 5-7 minutes-
Train Tag- students form groups of 3 or 4 and make a train by holding on to the hips of the person
in front of them. Randomly designate three students to be it. Their goal is to try and hook on to the rear
of one of the trains. Once someone latches on to the back of your train the person in the front becomes
the new it.

Lesson focus 15-18 minutes
Instruct students to walk and have a seat in the middle of the room in front of you.
Explain to them that today we will be working on body awareness movements (persons
understanding of his or her body parts and their capability of movement).
Students should be instructed to stay within the designated areas of the classroom
(Marked with cones)
Do a demonstration before beginning the activity. Either show the students yourself, or
ask for a volunteer to come up and show the class how you would show wide and
narrow.
Be sure to tell them that when you say GO they should scatter throughout the room so
that they have enough space between them they arent touching anyone at arms width.
There is a sheet attached with several movements/ actions to be completed. After the
challenges are completed we will be playing Simon Says. To play Simon Says, students
should return to their squads. You will stand in front of them and give them commands. If
you give a command without saying Simon Says students who do the command should do
5 jumping jacks. A list of commands for Simon Says is also attached. Move freely throughout
the room giving feedback.

Closure 5 minutes-
Once activities are complete, have students come back to the center of the room and have a
seat. Ask students:
Does anyone know what we worked on today? ( body awareness should be explained in
the beginning)
Can anyone demonstrate a movement that we didnt do today?
What was your favorite movement that we did today?
Allow 2-3 students to answer each

Extended Activities
If student finishes early- whole group activity, this section not available
If lesson finishes early- student can take turns being Simon in another game of Simon Says

Assessment of lesson-
Completed orally, have students explain what body awareness is. I will also be walking around
and assessing students as they complete the commands








Brittany Barker




Body Awareness commands
Make yourself wide
Make yourself narrow
Make yourself tall
Make yourself small
Make yourself wide and tall
Make yourself small and narrow
Make yourself crooked
crooked and flat
Choose three letters of the alphabet. With each clap of my hands you will transition into
a new letter
Choose 3 shapes. With each clap of my hands you will transition into a new shape.
Stand on your toes and balance, using different arm positions
Balance on one foot with your eyes closed
In a standing position, lift one leg out sideways and balance on the other.
When I call out a body part you balance on that body part or combination of body parts
(Left foot, right foot, hands and knees, elbows and knees, rear end, toes)
Simon Says
Balance on one foot
Make yourself narrow like an arrow
Make yourself wide like a house
Jump up and make a shape in the air
Make a shape with your stomach on the floor
Make a shape with your bottom on the floor
Transition your body from narrow to wide
Pretend you are a rocket and take off in place
Make your body as flat as possible
Shift balance from one foot to the other
Recall some of the commands from previous activity











Brittany Barker




Day 2
Movement Exploration
Spatial Awareness Kindergarten 24

Instructional objectives/ student outcomes
Students will complete a series of commands while maintaining and identifying available space

WVCSOS
WE.K.5.07 travel in straight, curved, and zigzag pathways.
WE.K.5.02 perform locomotor movements of running, hopping, jumping, galloping, and sliding.
WE.K.5.08 travel to the beat of even and uneven rhythms (e.g., marching).

NASPE Standards
5.1.3 Demonstrate the ability to adapt and adjust a combination of movement skills in
applied settings

Rationale
To teach students to be aware of personal space and associated movement.

Prerequisite knowledge
How to identify their personal space. Locomotor movements (Skipping, hopping, jumping,
running, galloping, etc)

Anticipatory set
While students are making their way to their squads, I will be performing a series of the
commands they will be instructed with later on.

Management Framework
Introductory Activity (2-3) minutes
Fitness Activity (5-7) minutes
Lesson Focus (15-18) minutes-
Closure (5) minutes

Materials-
List of commands for activity
List of costumes for Halloween Game
cones

Teaching Style-
Direct/ Guided Discovery

Adaptations for Special Needs-
Student with ADD will be placed up front for proximity control.

Diversity-
Children are able to choose their movement throughout this unit in order to keep it on their ability
level as long as it stays within the command

Content Sequence of Material-
Brittany Barker

Pgs 319-321. Moving in General Space, Exploring Personal Space, Circles and the Body, Planes
of Movement, Levels, Moving in Different Ways

Introductory Activity 2-3 minutes-
Students will be playing High Fives for the first 2-3 minutes of class. Students will move freely in
all directions throughout the room. On signal have them run towards a partner, jump, and give a high five
while moving. Stress timing so that the high five occurs at the top of the jump. A demonstration should
be done first and then students should pick a partner and practice. When I count to three, go.

Fitness activity 5-7 minutes-
Train Tag- students form groups of 3 or 4 and make a train by holding on to the hips of the person
in front of them. Randomly designate three students to be it. Their goal is to try and hook on to the rear
of one of the trains. Once someone latches on to the back of your train the person in the front becomes
the new it. Make sure to perform a demonstration before beginning the game.

Lesson focus 15-18 minutes
Instruct students to walk and have a seat in the middle of the room in front of you
Review Body Awareness and movements associated.
Explain to them that today we will be working on Spatial Awareness movements
(persons understanding personal and general area around them).
Ask for a volunteer to demonstrate spatial awareness or self demonstrate personal
space. They should indicate the area around them within about arms width.
When I say go you should stand up and spread out through room and identify your
personal space.
Students should be instructed to stay within the designated areas of the classroom
for safety (marked with cones)
Like we did with body awareness, there will be a list of commands attached that
students should complete.
Have students return to their squads.
Next, we will be playing a game called Halloween. To play this game, have students
spread out in the gym, finding their personal space. Explain to them that they will
be moving around the gym, pretending to be trick-or-treaters. Review that the
general space, the gym, is the space shared by everyone and that they must
maintain their personal space and not bump into anyone. Tell the students that
you will be naming a Halloween costume, and they need to move around the gym as
though they are that character. For example, if the teacher says bat, the students
will move around the gym flapping their arms. When the teacher yells BOO! all
students must run to the sidelines and listen for the next costume to be called out.


Closure 5 minutes-
Once activities are complete, have students come back to the center of the room and have a
seat. Ask students:
Does anyone know what we worked on today? (spatial awareness)
Can anyone demonstrate a movement that we didnt do today that is related to spatial
awareness?
What was your favorite movement that we did today?
Allow 2-3 students to answer each

Extended Activities
Brittany Barker

If student finishes early- whole group activity, this section not available
If lesson finishes early- students can work in groups of 2/3 to make up movements relative to
spatial awareness

Assessment of lesson-
Completed orally, have students explain spatial awareness is and show examples completed in
class and answers to questions in the closure. I will also be moving throughout the room to assess during
commands.


Costumes for Halloween
Marching Band marching
Cowboy galloping
Bat or Airplane walking with arms flapping
Cat crawling
Mummy walk straight and stiff
Monster walking with arms out in front like Frankenstein
Cinderella dancing and twirling around
Harry Potter riding a broomstick
Snake- slither
Bunny- jumping
Commands
Walk in the area changing direction without bumping or touching anyone until I call Stop.
Raise your hand if you were able to do this without bumping into anyone
Run zigzag in the area. When I say switch change your direction and your locomotor
movement.
Blow yourself up like a soap bubble. Can you huff and puff? Think of yourself as a big bubble
that is floating around. When I come around and touch you the bubble breaks and collapse to
the ground. Float around without touching anyone. If you touch your bubble will pop and you
must also drop to the ground.
Form your personal space and identify a spot on the wall. See if you can run to the spot on the
wall and return without bumping in to anyone.
In your personal space, show me how a top spins. Keep your feet close together and your arms
should be wide. Twist and spin without touching anyone else.
Crouch at a low level, spin upward toward the ceiling and come back to the floor. Spin the other
direction.
Move as if you are in a tiny closed box
Move as though you are in a tunnel
Start out small and narrow, slowly spin making yourself grow taller and wider, as you grow
speed up


Brittany Barker







Day 3
Movement Exploration
Qualities of Movement Kindergarten 24

Instructional objectives/ student outcomes
Students will use a variety of speed, timing, and body parts to complete a variety of activities

WVCSOS
WE.K.5.03
make wide, narrow, round, and twisted body shapes.
WE.K.5.04 move the body at high, medium, and low levels.
WE.K.4.01 display appropriate communication and decision making skills (e.g. follow class rules, safety practices).

NASPE Standards
5.1.3 Demonstrate the ability to adapt and adjust a combination of movement skills in
applied settings

Rationale
Teaches students the ability to identify and perform a variety of tasks on various levels of speed,
timing, and force.

Prerequisite knowledge
Balance, time, force, flow, moving high, low,

Anticipatory set
Have students crawl to their squads

Management Framework
Introductory Activity (2-3) minutes
Fitness Activity (5-7) minutes
Lesson Focus (15-18) minutes-
Closure (5) minutes

Materials-
List of commands for activity
Copy of the story to be read
Cones
Teaching Style-
Direct/ Guided Discovery

Adaptations for Special Needs-
Student with ADD will be placed up front for proximity control.

Diversity-
Children are able to choose their movement throughout this unit in order to keep it on their ability
level as long as it stays within the command

Brittany Barker

Content Sequence of Material-
Pgs 321-322. Time, Contrasting Movements, Force, Tension and Relaxation.


Introductory Activity 2-3 minutes-
Students will be playing High Fives for the first 2-3 minutes of class. Students will move freely in
all directions throughout the room. On signal have them run towards a partner, jump, and give a high five
while moving. Stress timing so that the high five occurs at the top of the jump. A demonstration should
be done first and then students should pick a partner and practice. When I count to three, go.

Fitness activity 5-7 minutes-
Train Tag- students form groups of 3 or 4 and make a train by holding on to the hips of the person
in front of them. Randomly designate three students to be it. Their goal is to try and hook on to the rear
of one of the trains. Once someone latches on to the back of your train the person in the front becomes
the new it. Make sure to perform a demonstration before beginning the game.

Lesson focus 15-18 minutes
Instruct students to walk and have a seat in the middle of the room in front of you.
Review body and spatial awareness movements
Explain to them that today we will be working with qualities of movement and that
there are four parts to it (balance, time, force, and flow)
Balance is the equality of the movement-
Time is the speed or pace such as fast and slow
Force is the push
Flow is the transition of movements
A demonstration should be given for each of these
Instruct students to stay within designated areas of the classroom for safety
(marked with cones)
When I say go spread out throughout the room so you have enough space to move
freely.
A list of commands to be completed is attached.
After completing the commands instruct students to return to their squads. We will be doing an activity
called Clothes on the Line. Introduce the activity to the students by asking them about the different ways
you can do laundry. Discuss ways such as using a washing machine, washing board, river rocks,
hanging clothes on a line, etc. Have students practice these different types of washing. Encourage them
to really use their bodies in different ways. Then place students in staggered lines. Tell them this is their
clothesline and they get to be the clothes hung on the line. First, start with being wet clothes that are
ready to hang. Have them wring themselves out, twisting and bending their bodies, and reach both
hands up to simulate being hung out to dry. Then tell them that it is a bright sunny day and they need to
stretch tall to the sun. Then a soft wind begins to blowwhat would they do if they were clothes on the
line? (Students wave and sway.) The wind grows stronger, and they wave and wiggle more violently as
the wind gets stronger and stronger. Then it can begin to rain. They can shake and twist and bounce
in the rain. Encourage them to be creative and individual. Then the sun shines once more and they
stretch to the sun. But lookhere comes the neighbors dog. Hes trying to pull you off the line (stretch
and shake a leg or arm that would be in the dogs mouth). The he succeeds- you are pulled free.
Children dance and leap and twirl around simulating being pulled by the dog. Then the dog lets go and
the wind picks them up and they begin to fly and float smoothly around. Then the wind stops and you
float slowly to the floor.

Closure 5 minutes-
Once activities are complete, have students come back to the center of the room and have a
seat. Ask students:
Brittany Barker

Does anyone know what we worked on today? (qualities of movement)
What are the four parts in qualities of movement? (flow, balance, time, force)
Can anyone demonstrate any of the movements we did today?
What was your favorite movement that we did today?
Allow 2-3 students to answer each


Extended Activities
If student finishes early- whole group activity, this section not available
If lesson finishes early- students can practice various forms of qualities of movement

Assessment of lesson-
Completed orally during the closure through questions and through observation of activities








































Brittany Barker











Qualities of Movement commands
Using your arms, pick any type of movement and do it slowly, then quickly.
Stretch one part of your body quickly and then return it to its place quickly.
Travel through the area without touching anyone. When an area is open move quickly, when an
area is crowded move slowly.
Do 8 slow movements and then 8 fast movements.
Choose a partner; with your partner a little bit away from you move in towards each other
quickly as you get closer slow down your speed.
Pick two contrasting movements; when I clap my hands do one and then when I clap again do
the other.
Do a fast movement
Do a slow movement
Do a rough, jerky movement
Make yourself as tall as possible. When I clap my hands make yourself as short as possible.
Choose 3 different ways to rise and sink to the floor. When I clap my hands show me a different
way.
Take 5 strong, slow jumps changing your body for each.
Pick a partner and do a quick strong movement followed by a quick light movement.
Slowly, crouch down low then quickly explode upward.
Make yourself tense as possible then relax
Reach as high as you can with both hands, relax and slowly drop to the floor.
Hug yourself hard, then harder and then slowly relax your body.















Brittany Barker


Day 4
Movement Exploration
Relationship Themes Kindergarten 24

Instructional objectives/ student outcomes
Students will use a variety of speed, timing, and body parts to complete a variety of activities

WVCSOS
WE.K.6.02- apply basic movement concepts of self and shared space apply basic movement concepts of self and shared space.
WE.K.6.03- identify ones relationship (e.g., in, out, over, under, and through) with an object or a person identify ones relationship (e.g., in, out, over, under, and through) with an object or a person.

NASPE Standards
5.1.3 Demonstrate the ability to adapt and adjust a combination of movement skills in
applied settings

Rationale
Relationship skills are a crucial part of everyday life

Prerequisite knowledge
How to crawl, jump, leap, run

Anticipatory set
While students are entering, hold a hula hoop at various lengths so students have to either go
over, under, or through it in order to get to their squads.

Management Framework
Introductory Activity (2-3) minutes
Fitness Activity (5-7) minutes
Lesson Focus (15-18) minutes-
Closure (5) minutes

Materials-
Bean bags
Jump ropes
Hula hoops
List of commands
Cones

Teaching Style-
Direct/ Guided Discovery

Adaptations for Special Needs-
Student with ADD will be placed up front for proximity control.

Diversity-
Children are able to choose their movement throughout this unit in order to keep it on their ability
level as long as it stays within the command

Content Sequence of Material-
Pgs 322-323. Moving Over, Under, Around and Through Things, Symmetrical and Asymmetrical
Movement, Relative Location of Body Parts, Leading with Different Parts of the Body
Brittany Barker


Introductory Activity 2-3 minutes-
Students will be playing High Fives for the first 2-3 minutes of class. Students will move freely in
all directions throughout the room. On signal have them run towards a partner, jump, and give a high five
while moving. Stress timing so that the high five occurs at the top of the jump. A demonstration should
be done first and then students should pick a partner and practice. When I count to three, go.

Fitness activity 5-7 minutes-
Train Tag- students form groups of 3 or 4 and make a train by holding on to the hips of the person
in front of them. Randomly designate three students to be it. Their goal is to try and hook on to the rear
of one of the trains. Once someone latches on to the back of your train the person in the front becomes
the new it. Make sure to perform a demonstration before beginning the game.

Lesson focus 15-18 minutes
Instruct students to walk and have a seat in the middle of the room in front of you.
Quick review body, spatial awareness and qualities of movement
Explain to them that today we will be working with relationship themes ( to whom
and what the body relates)
When I say go, spread out throughout the room so you have enough space to move
freely.
A list of commands to be completed is attached.
Students should be instructed to stay within the designated areas of the classroom
for safety ( marked with cones)
Any time a manipulative is needed squad leaders will be called up front to gather
materials
Instruct students to stay within designated areas of the classroom for safety
(marked with cones)
After completing the commands have students form a large circle in the middle of
the room.
The players are placed in a large circle and holding hands. Five or six hoops are
placed over held hands in random places. The object of the game is not to be caught
with a hoop on when the whistle is blown or music stops. The teacher says go or
starts the music players begin putting their bodies through hoops as they come
around (as quickly as possible). If the whistle blows or music stops when a hoop is
on some part of a players body, he/she takes a point. Continue to play.

Closure 5 minutes-
Once activities are complete, have students come back to the center of the room and have a
seat. Ask students:
Does anyone know what we worked on today? (relationship themes)
What are examples of qualities of movement? Over under through
Can anyone demonstrate any of the movements we did today?
What was your favorite movement that we did today?
Allow 2-3 students to answer each

Extended Activities
If student finishes early- whole group activity, this section not available
If lesson finishes early- class will play birds, beasts, and fish
Brittany Barker

Group forms a three deep circle. Inside player is a Bird, middle player is a Beast and the
outside player is a Fish. IT is in the middle. He will call a name Bird, Beast, or Fish.
The group that he names must all change places. When the group is changing, IT runs to an empty place
and the person left without a place becomes IT

Assessment of lesson-
Completed orally during the closure through questions and through observation of activities

Brittany Barker



Commands

Toss you bean bag in the air. When I call out a body part sit on the ground and place the bean
bag on that particular part
Form groups of 3. With a jump rope form a square, a triangle, a circle, and a rectangle on the
floor. Move freely in out and around the shape
Lead with your foot
Lead with your head
Lead with your elbow
Show me different kinds of symmetrical movement
Run and jump in the air, and place your limbs symmetrically in flight
Skip. Is it symmetrical
Leap. Is it symmetrical
Touch the highest part of your body with your right hand
Touch the lowest part of your body with your left hand
When I name a part of the body, run and place it on the wall then return to your spot
When I call out a body part find a partner and place the body part together
Do the same with two body parts
When I call out a body part try and make it the highest part of your body
Point said body part at the window (left/ right)



Brittany Barker

Day 5
Movement Exploration
Combination of All movements Kindergarten 24

Instructional objectives/ student outcomes
Students will use the four movement themes to create a short routine

WVCSOS

WE.K.4.01 display appropriate communication and decision making skills (e.g. follow class rules, safety practices).

WE.K.5.01
create a beginning movement vocabulary for body and spatial awareness (e.g., body parts, general/self-space, directionality, levels and forces).
WE.K.5.02
perform locomotor movements of running, hopping, jumping, galloping, and sliding.
WE.K.5.03
make wide, narrow, round, and twisted body shapes.
WE.K.5.04
move the body at high, medium, and low levels.
WE.K.5.05
transfer weight to the hands.
WE.K.5.07
travel in straight, curved, and zigzag pathways.
WE.K.5.09
perform movements that promote cross lateral development.

WE.K.6.02- apply basic movement concepts of self and shared space apply basic movement concepts of self and shared space.
WE.K.6.03- identify ones relationship (e.g., in, out, over, under, and through) with an object or a person identify ones relationship (e.g., in, out, over, under, and through) with an object or a person.

NASPE Standards
5.1.3 Demonstrate the ability to adapt and adjust a combination of movement skills in
applied settings

Rationale
To combine skills necessary to master movement

Prerequisite knowledge
Body awareness, spatial awareness, qualities of movement, relationship themes

Anticipatory set
While students are entering, perform my own made up routine using all of the movement
concepts

Management Framework
Introductory Activity (2-3) minutes
Fitness Activity (5-7) minutes
Lesson Focus (15-18) minutes-
Closure (5) minutes

Materials-
cones
Cd player/ music for rhythm in routine
Teaching Style-
Guided Discovery/ cooperative learning
Brittany Barker


Adaptations for Special Needs-
Student with ADD monitored with proximity control.

Diversity-
Children are able to choose their movement throughout this unit in order to keep it on their ability
level as long as it stays within the command.

Content Sequence of Material-
Combination of all activities from previous four days. Pages 315-323


Introductory Activity 2-3 minutes-
Students will be playing High Fives for the first 2-3 minutes of class. Students will move freely in
all directions throughout the room. On signal have them run towards a partner, jump, and give a high five
while moving. Stress timing so that the high five occurs at the top of the jump. A demonstration should
be done first and then students should pick a partner and practice. When I count to three, go.

Fitness activity 5-7 minutes-
Train Tag- students form groups of 3 or 4 and make a train by holding on to the hips of the person
in front of them. Randomly designate three students to be it. Their goal is to try and hook on to the rear
of one of the trains. Once someone latches on to the back of your train the person in the front becomes
the new it. Make sure to perform a demonstration before beginning the game.

Lesson focus 15-18 minutes
Instruct students to walk and have a seat in the middle of the room in front of you.
Quick review of all movement forms
Explain to students that we will be putting together all of the movements that we
have been working on throughout the week.
Ask students if they remember any of the movements we have done
List off several for them to use
Have students work in their squads
Instruct students to stay within the designated area for safety (marked with cones)
When I say go, return to your squads. You will be working together to create a short
routine using all of the movements we learned in class.
You will only need to have one movement for each of the techniques
Give students about 5-10 minutes to create a routine
Have students come sit on the half court line with their groups.
Take turns having the groups come up and show the rest of the class their routine

Closure 5 minutes-
Once activities are complete, have students come back to the center of the room and have a
seat.
Review the movements
Have students give each group positive feed back


Extended Activities
If student finishes early- whole group activity, this section not available
If lesson finishes early- class will move freely to music.

Brittany Barker


Assessment of lesson-
A skills checklist will be completed





Brittany Barker

Name:



Student is able to perform at least one with body awareness. ______


Student is able to perform at least one movement with spatial awareness._____


Student is able to perform at least one task in qualities of movement.________


Student is able to perform at least one task in relationship themes._______


Student correctly follows all class safety rules while performing routine. _______