SHAPE STANDARDS
S1.E2.2a- Runs with a mature pattern.
S1.E2.2b- Travels showing differentiation between jogging and sprinting.

CASEL STANDARDS
Self-Management: Self-Motivation

ASSESSMENT RUBRIC

 

Objective: Move at different speeds

Running Unit | Level 9

TRAFFIC LIGHT STOP
CATERPILLAR CRAWL
BEAR CUB CRAWL

TECHNIQUE
Today we are going to learn how to move at different speeds.

IMPORTANCE
Moving at different speeds is important because it helps you be a more successful player in a game.

VOCABULARY
Jog: a very slow run. 

When moving at different speeds, it is important to:

1.png

1. Walk: Keep the heels, or balls, of your feet on the ground.

2.png

2. Jogging: Pick your knees up higher, move your feet quicker and swing your arms in an “L” shape.

3.png

3. Run: Stay on the balls of your feet, pick your knees up higher and bring your swinging arms up to your ears.

PRACTICE

  1. Line up on the baseline shoulder-to-shoulder. When I say, "GO!" walk slowly like a sloth down and back. 
  2. When I say, "GO!" jog like a dog down and back. 
  3. When I say, "GO!" run like a panther down and back. 

TRAFFIC LIGHT STOP

Traffic Light.png

TIME
10-20 minutes

NUMBER OF STUDENTS
4-25 students per game

EQUIPMENT
5 short cones

STORYLINE
Today we are playing Traffic Light Stop. In this game, your goal is to move at different speeds in response to the Traffic Light.  

 INSTRUCTIONS

  • Before the game begins, you must line up on the baseline shoulder-to-shoulder.
  • When I say, “Green light!” you can move forward.
  • When I say, “Red light!” you must freeze in place. If you do not freeze immediately, you must go back to the baseline and start over.
 

Game 1: Students walk on green light.
Game 2: Students run on green light.
Game 3: Incorporate a “yellow light” for slow motion.
Game 4: Incorporate a “purple light” for dance parties.
Exit Ticket: Students slow down and/or speed up to get in line before exiting class.

 

TEACHING TIPS

  • Approach:
    • Remind students that this is not necessarily a race.  It is important to go at a pace that is personally challenging, but allows you the ability to stop quickly.
  • ELL Accommodation:
    • Post labeled pictures of skills and game play.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation:
    • Set individual goals for physical or behavioral modifications. 
    • Allow students to demonstrate skill one-on-one with teacher.
    • Allow students extra time to master the skill.
  • Reflection:
    • What was most challenging about today's activity?
    • How could you support a classmate who was having a difficult time moving at different speeds?

CATERPILLAR CRAWL

Caterpliiar Crawl.png

TIME
10-20 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
1 short cone
1 hula-hoop (green)
1 beanbag

STORYLINE
Today we are playing Caterpillar Crawl. In this game, you are going to move across the field like a big fuzzy caterpillar. Your goal is move at different speeds as you work as a team to reach the leaf (hula-hoop) as fast as you can.

INSTRUCTIONS

  • Before the game begins, you will form a caterpillar (single file line) behind the short cone.
  • The student in the back of the caterpillar will be the first runner and will start with the beanbag.
  • When I say, “GO!” the runner will run to the front of the line with the beanbag. The rest of the class will begin marching in place.
  • When the runner gets to the front of the line, he/she will pass the beanbag to the person behind him/her. The beanbag will continue to be passed until it reaches the end of the line.
  • The student in the back of the line becomes the new runner and the pattern continues until the class reaches the delicious green leaf.
 

Practice Round: Have students practice marching in place.
Game 1: Play as indicated above.
Game 2: Have students jog in place instead of marching.
Exit Ticket: Students slow down and/or speed up to get in line before exiting class.

 

TEACHING TIPS

  • Approach:
    • Consider practicing moving through the line without passing an object first.
  • Safety:
    • Each student should be an arm’s distance away from the person in front of them.
  • ELL Accommodation:
    • Post labeled pictures of skills and game play.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation:
    • Set individual goals for physical or behavioral modifications. 
    • Allow students to demonstrate skill one-on-one with teacher.
    • Allow students extra time to master the skill.
  • Reflection:
    • What was most challenging about today's activity?
    • How could you support a classmate who was having a difficult time moving at different speeds?

BEAR CUB CRAWL

Bear Club Crawl .png

TIME
10-20 minutes

NUMBER OF STUDENTS
5-25 students per game

EQUIPMENT
6 hula-hoops
1 short cone

STORYLINE
Today we are playing Bear Cub Crawl. In this game, we are going to move around like a family of bears. Your goal is to move at different speeds to get safely to a bear cave (hula-hoop) without getting caught by the hunter (tagger).

INSTRUCTIONS

  • At the beginning of each round, everyone will start in a bear cave. There cannot be more than five students in a bear cave.
  • When I start counting down from 10, you have to move to a new bear cave.
  • If you do not make it to a new bear cave before I get to zero, you become a hunter and your job is to try and tag the bear cubs as they travel to a new bear cave.
  • If you are tagged, you also become a hunter.
  • Bears cannot be tagged when they are in a bear cave.
  • We will begin a new game once there are five hunters.
 

Game 1: Students become bear cubs and have to crawl.
Game 2: Students become Polar Bears and bear crawl (knees do not touch the ground).
Game 3: Students become Black Bears and can walk on two feet with their arms out imitating a bear.
Game 4: Students become Grizzly Bear and can run on two feet.
Exit Ticket: Students slow down and/or speed up to get in line before exiting class.

 

TEACHING TIPS

  • Approach:
    • Starting with a demonstration is crucial so students know where they are running to.
  • Safety:
    • Bears should be mindful not run into each other when getting to the next cave.
  • ELL Accommodation:
    • Post labeled pictures of skills and game play.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation:
    • Set individual goals for physical or behavioral modifications. 
    • Allow students to demonstrate skill one-on-one with teacher.
    • Allow students extra time to master the skill.
  • Reflection:
    • What was most challenging about today's activity?
    • How could you support a classmate who was having a difficult time moving at different speeds?