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

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:

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

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

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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?