SC: To be able to identify the various ways of travelling.

SC: To show a clear understanding of safety and spatial awareness.

Warm Up (5 minutes) : 

walking round the space, when I call out a number you must perform the action.

1 = left hand touch floor

2 = right hand touch the floor

3 = jump in the air

4 = clap

5 = change direction.

Now using the same rule, start jogging round the room

Explain the definition of locomotor with clear examples and demonstrations, first from teacher then class come up with their own in 2/3s and show the class.

(Demonstrate a slide, a jump and skipping)

children will come up with 5 or 6 different traveling movements. They will then assign different movements to numbers 1 to 6 and then roll the dice and perform that movement. This will then become their sequence of movements they must use to travel across the space.

Practice this sequence, then join with another group and teach each other the sequences, combine at least 4 movements from each group to make a longer sequence of movements. Each group must demonstrate their sequence to the class.

walk around, with hands on head, teacher lead breathing exercises and then asks questions.

 

 

·      Warm up – involve children

·      Mini races (different jumping patterns from 2 feet - 2 feet, 2 feet - 1 foot, 1 foot - 1 foot). 

·      Introduce different jumps (star, straight, jump, tuck, 180, 360 etc.) – teacher modelling and students take turns practising in groups on the mat. 

·      Game – students line up take turns performing different jumps on the mat, teacher shouts out which jump they are doing. 

·      Extension – pike jump

String bean: stand in a straight shape
Broad Bean: Stand in a star shape
Baked bean: Tuck on knees
Runner bean: Running on the spot
Jumping bean: Jump on the spot
Frozen bean: Freeze

Main activity: 
The context to this learning is that we are spies in training and we need to practice rolling to help us complete our missions. We will model different rolls and get the children to practice these rolls; teddy roll, pencil roll, bottom roll. The children will get to practice these. then in small groups they will put together a sequence of movement incorporating the different rolls, as if they are trying to get past the lasers on a mission for example.

To develop our balance and flexibility through the changing of positions into a sequence of movements. 

Warm up: get the students walking around whilst doing various movements narrated by the teacher. Introducing the animal theme of the lesson today (i.e. first we’re exploring through the rainforest, turning into various animals)

First animal activity: exploring the way different animals travel. Model each travel type first and then get the students to do it themselves. Choose the first couple then ask if any students want to volunteer their own to show. 

Next activity: focus on the links, how we can sequence travel movements together. Create a story around an animal and what they do in a day. Show own example first: giraffe going on a journey to go get some food (releve walk), bending down for water, can transform into other animals (i..e down into bear).

Next activity: students going off in groups to create their own animal sequences, all doing it together with a narrated story. 

Next activity: some volunteers to present their story to the rest of the class. Discussion after each story to see if other students can spot how they have used travel. 

Cool down: breathing techniques from the calm app to wind down at the end of lesson. 

 

Balance: Balance is the ability to hold your body upright and steady without falling down.

 

Weight Transfer: Shifting body weight from and to different body parts. 

 

The lesson will use the spiral to move through difference balance and weight transfer activities. 

 

Precontrol: Children should demonstrate their understanding of balance and weight transfer (assess prior knowledge). This will then be modelled by the teacher.

 

Control: Move into different animal shapes to practice balancing (flamingo) and weight transfer (monkeys, kangaroos, frog, giraffe).

 

Utilisation: Dice game – roll a dice and children should balance on the number of body parts shown on the dice using prior knowledge gained from previous activities.

 

Proficient: Link the activities together – the children will need to transfer a beanbag to a hoop using their balancing skills and pretending to be one of the animals demonstrated in the control stage (transference of weight). For example, with the beanbag balanced on their head as a flamingo.

 

Check understanding at the end and ask the children to demonstrate weight transference and balance. 

Jumping
Nonmanipulative skills:
Balancing 
Transferring weight 

- Up and down

Equipment:
Agility table
Orange cones 
Hoops

Warm up: Jelly bean game
Intro: Modelling new skills
Main activity:
Context: children pretend to be rabbits, entering a rabbit burrow to escape a fox.
Children complete a gymnastic circuit incorporating challenge, change, choice.
-  1. Transfer weight between hands and feet to travel between two cones (orange cones to represent carrots)
Choice: children decide how they move between the cones but they must keep low as they are pretending to be a rabbit in a burrow.
Challenge: travel backwards, continuing to transfer weight between hands and feet.

- 2. Bunny hops
Choice: transfer weight to hands and bunny hop between two cones
Choice: balance on one foot and hop between two cones
Challenge: transfer weight to hands and bunny hop over the agility table.

3. Climb through hoop (out of rabbit burrow) and extend into balance
Choice: kneel on the floor and extend forwards holding hoop in front of you
Choice: stretch forwards holding hoop in front of you
Challenge: balance on one leg and reach forwards holding hoop in front of you
Extension: Keeping feet inside the hoop, transfer weight onto hand to move in a circle around the hoop.

Follow up game: Foxes and rabbits Rabbits run around the hall
4 children chosen to be foxes and they tag the rabbits (from a distance).
Once a rabbit is tagged they bunny hop to move around the hall.
Hoops are 'safe zones' for rabbits to jump into.