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| Curriculum Content: |
| I. Space Awareness Vocabulary, Skills, Rules, Concepts and Teaching Cues: a) Personal space- immediate space a child can use around her/him without traveling. Teaching Cues: You should not be moving your feet b) General space- all space around a room or boundary in which an individual can move by traveling away from the original starting location. Teaching Cues: You should not be touching anyone else c) No touching- no physical contact of any kind. Students should leave themselves enough room to travel around area without interferring with another. d) Direction- dimensional possibilities into which the body or its parts move or aim to move- up and down, right and left, forward and back, clockwise and counterclockwise. Teaching Cues: Make sharp and soft movements e) Pathways- imaginary design that the body or its parts make when moving through space create along the floor or through air. Teaching Cues: Float like a balloon, fly like lightening d) Levels- horizontal layers in space where the body or its parts are positioned or can move. 1. Low level 2. Medium level 3. High level Teaching Cues: Move from high to low Tasks and Challanges: T1) Exploring Self-Space T2) Curling, Stretching, and Twisting in Self-Space T3) Exploring General Space C) Note card Find C) Thread the Needle T4) Traveling with Body Parts at Different Levels C) Follow the Rope C) Combining Pathways, Levels, and Directions using a Peer Observation Sheet Assessment: 1) Draw the pathway ditto |
| II. Locomotor Movement and Body Positions Vocabulary, Skills, Rules, Concepts and Teaching Cues: a) Walk- alternately losing balance and recovering it while moving forward in an upright position. While moving forward, the body should display little up and down or side to side movement. The arms and legs move in opposition. Teaching Cues: This is a slow pace, one foot in front of the other b) Running- Faster pace of walking, the knee generally come up higher. Teaching Cues: Remember about general space and personal space, no touching c) Hopping- springing action from one foot, in any direction, to a landing on the same foot. The knee seldom straightens fully. Teaching Cues: Use only one foot, if one gets tired then switch, up, up, light, light d) Leaping- extension of a run- greater force is used to produce a higher dimension than a run. A one foot takeoff propels the body upward to a landing on the opposite foot. Armm opposition in the same as for a run. Bend leg upon landing for cushion. Teaching Cues: Extend your body for height and distance, see how far you can leap e) Sliding- combination of a step and a run. The lead step is quickly followed by the free foot closing to replace the supporting foot. The lead foot quickly springs from the floor into a direction of intended travel. Weight on balls of feet, same foot always leads. Teaching Cues: Step-close, step-close, step-close f) Galloping- exaggerated slide in a forward direction. The lead leg lifts and bends and then thrusts forward to support the weight. The rear foot quickly closes to replace the supporting leg as the lead leg springs up into its lifted and bent position. Teaching Cues: Open-close, open-close, let me hear your horse noises, keep the same foot forward g) Skipping- combination of a step and a hop, first on one foot and then on the other foot. The pattern has the alternation and opposition of the walk plus the same sided one foot hop. Teaching Cues: It is an uneven rhythm, lift your knees h) Pike- body makes an "L" Teaching Cues: Keep your legs straight and toes pointed i) Straddle- Legs as far apart as you can comfortably Teaching Cues: Keep your legs straight j) Tuck- Knees bent to your chest; cannonball Teaching Cues: Make your cannonball k) Straight- Arms at side body and legs straight Tasks and Challanges: T1) Performing Locomotor and Body Positions Sequence C) Using Task Cards T2) Traveling with Music C) Traveling at Different Speeds C) Squirrel in the Forest |
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