FNES 143 Notebook Template

Unit / Skill Focus:

Locomotive Movements and Spatial Awareness

Tossing and Catching Progressions

Essential Skills/Skill themes, Progressions & Cues:

(List key skills taught and the cues for each skill.)
- Skill 1: Sliding

Cue 1: Move Sideways

Cue 2:Side of the foot Leads

Cue 3: Step together

- Skill 2: Galloping

Cue 1: One foot in front

Cue 2: Other foot follows

Cue 3: Step together step

Progression: Galloping Backwards Safety: Look over your shoulder

Skill 3: Hopping

Cue 1: Bend Knees

Cue 2: One Foot off the ground

Cue 3: Small Bounces

Cue 4: Soft Landing

Progression: Right foot, left foot or alternating feet, and can be done stationary or while
moving.

Skill 4: Leaping

Cue 1: Run/Jog

Cue 2: Jump off One foot

 Cue 3:Land on the other

Progression: High and Tall, Long and Far

Skill 5: Throwing

Cue 1:Floor

Cue 2: Sky

Cue 3: Let it ly

Skill 6: Catching

Cue 1: Reach

Cue 2: Grab

Cue 3: Pull

(Tuck knees to catch, open hand to grab, pull to bring it in)

Skill 7: Jumping Jacks

Cue 1: Narrow Position

Cue 2:Hands Down

Cue 3: Feet Together

Cue 4: Jump

(Start in a narrow position, hands down and feet together. Jump while spreading feet apart
and lifting arms overhead. Return to the start position using another jump. **Always on two
feet)

Skill 8: Frog Jumps

Cue 1: Tuck Position

Cue 2: High Level

Cue 3: Tuck Position

Cue 4: High Level

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 Lesson Observa ons & Teaching Strategies:
(Brie ly describe each activity and how it was taught.)

1. Activity Name: Locomotive Movements & Spatial Awareness

- Objective: Students are introduced to new locomotive movements of hopping and
leaping as pathways were introduced. Students are focused on body awareness and non
manipulative skills of twisting, bending and curling (tuck position).

- Teaching Method: (How it was introduced/taught): The teacher reminds students to

get in their big space “quickly, safely and quietly. Music is used as a stop and start signal for
the students. Students are taught to walk over the hula hoops within a boundary and a big
space without touching the hula hoops. The teacher reviews with the students other ways of
traveling in big spaces (refer to notebook 2) and ask the students to choose a locomotor
movement to perform when the song plays.
- Key Adaptations (Modi ications if needed):
Students who have trouble performing a tucked position could place their hands on the
loor for support. Students can perform a table or bridge position. Students can be given the
option to make a short break if they are tired and have trouble maintaining balance.
Introduce pathways (straight, curved, zigzag).

2. Activity Name: Hula Hoop Progression

- Objective: (What students should learn): Students are taught to combine locomotive
movements with body awareness while moving around the gym and changing body levels to
interact with different equipment.
- Teaching Method: (How it was introduced/taught) Students are irst taught to move
in a big space away from peers and equipment and within a boundary. The music is used as
a stop and start signal for the students. Students are instructed to ind 3 hula hoops and put
one foot in as they gallop. Students must freeze in that hula hoop in a narrow position.

Body Awareness: The teacher or students will choose a locomotive movement to perform.
The students are instructed to perform the movement and ind and touch a hula hoop with a
chosen body part a number of times.

Rounds 1-3) Touch 1 knee to a hula hoop 3 times.

In order to extend practice, the number of touches and the body part can be adjusted. When
the student is asked to freeze in the last hula hoop, they new asked to explore different
levels with their body.

Touching walls and boundaries are introduced as students touch a wall 2 times and the
boundary lines 2 times with their hands before returning to their “homes”.

Touch hoops with various body parts (hand, elbow, knee, foot).

- Key Adaptations (Modi ications if needed):

Teacher takes away some of the hula hoops and decrease gradually until there are no hula
hoops left.
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 Students learn to share the hula hoops by introducing forming pairs, triplets etc.

Introduce locomotive movements like sliding.

Ask the students to choose a leader and follow the leader as they do the locomotive
movement and the music stops. Focuses on cooperation, communication and problem
solving.

Introduce the “teams” or pairing to touch equipment, wall etc.

3. Activity Name: Scarves Toss and Catch

- Objective: Students demonstrate tossing the scarves and catching at high and low levels
in a stationary position or in motion.

- Teaching Method: (How it was introduced/taught) Students are instructed to pinch

the scarves with their index, thumb and middle inger. Students toss the scarves towards the
ceiling in their poly spots, and catch the scarves by reaching, grabbing and pulling the
scarves without it touching the loor. Use a student demonstrator to model the toss.
Introduce different catch levels: low, medium and regular reach. When the students are
introduced to “taking a break” protocol the students should have their legs extended and
crossed, place the scarf in front of them and place their hands behind them.

Progression: Ask the students to do a locomotive movement and when the music stops to
toss and catch.

- Key Adaptations (Modi ications if needed):

Students can toss and catch based on the color of their scarves.

Students can add a movement then stop toss and catch the scarves.

Students can walk in a big space while tossing the scarves.

Students can aim to get a # of tosses. Later, increase to ive tosses and catches before
resuming movement.

4. Activity Name: 2nd Grade Spot Challenge

- Objective: Students are introduced to different exercises with their spot challenge
partner.

- Teaching Method: Students are asked to move around the poly spots counterclockwise to
the music. When the music stops, students must face the student across the poly spot from
them as the teacher asks them to greet one another. The teacher directs the students to
shake hands, give a thumbs up, clap, and give the class a round of applause.

Progression: Students rotate around the poly spots with partners (not permanent) and
when the music stops the student looks at their partner across the poly spot. Teacher calls
out an exercise and student performs the exec iso across from their partner. This method
helps integrate a itness component.
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Classroom & Safety Management Notes:
(List key management strategies and safety precautions.)
- Space & Equipment Setup/Diagram

Activity 1,2: (Based on 12 student class size)

Activity 3,4:

Demonstrations: Demonstrated a skill with a student with signi icant roles. Focus on
particular components of a skill. This method helps students isolate and re ine speci ic
movement skills before combining them into luid action.
- Common Safety Concerns & Prevention

Emphasize clear lines and make sure students gave enough space to move safely.

Ask students to keep their eyes up during movement and catching. During backwards
locomotive movements emphasize looking over their shoulder.

Ask students to move “quickly safely and quietly.”

- Behavior Management & Engagement

Make sure the students keep their eyes at the scarves.

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 Ask students to move “quickly, safely and quietly”

Encourage students to be aware of their surroundings.

Reinforce clear pathways, ensuring no one is infant of another’s movement.

Students are asked to take a break by sitting in their poly spots with the scarves between
their legs, legs straight out and crossed, and hands touching the loor behind them.
Reinforces body awareness and prevents students from touching them between activities.
This helps maintain focus and keep transitions smooth during class.

Hopping & Leaping Safety: big space is reinforced. During hopping, students should stay
balanced and be aware of their foot placement. When leaping, students should check their
pathways and make sure they have enough space to land safely. Emphasize clear lines and
make sure students had enough space to move safely speci ically when leaping.

Re ec on & Key Takeaways:

(Summarize the biggest lessons from today’s class.)
1. Most valuable takeaway from this lesson? Learning how to incorporate equipment
handling during the lesson and how to get students to maintain focus in front of the
equipment.
2. What worked well in the lesson? I highly enjoyed manipulating/ collecting the hula
hoops while students are engaged. It is a great way to prep for the transition from activity to
activity and keeping time on task high.
3. What would I do differently if I taught this? I would combine both activities of tossing
while doing the spot challenges for 2nd grade. Students will be introduced too tossing while
doing locomotive movements and this combines body awareness and locomotive skills.
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