Unit Plan

Lecompton Elementary School

Locomotor Movement

K -1st grade

Weeks 2-3 (4 class periods)

National Content Standards: 1, 2, and 5

Unit Objectives & Assessments:

Targeting: Unit Objectives Assessments

Gr K-1 (Performance)
Std 1 Students will be able to demonstrate their Formal Assessment-Checklist:
ability to travel in various directions using Teacher observes students during
a variation of locomotor skills “Locomotor Chicken Dance”
Students will be able to apply knowledge
Teacher Observation/ Reading
Std 2 of locomotor concepts to various
Component
activities/games
Students will be able to identify activities
Formal Assessment: Students will
they find enjoyable
Std 5 complete an Evaluation worksheet
at the end of the unit

Facilities, Supplies, & Equipment

This unit will take place in the gymnasium. With the main focus of this unit being
locomotor movement throughout general space, not much equipment will be needed.

• 4 Orange cones
• IPod and UEBOOM speaker (for music)
• Electronic Whistle
Scope and Sequence

Week One
Introduction to locomotor movements-
Day 1
Students will move from cone to cone (around in a square) each cone will have
/Week 2
a list of options of locomotor skills they can use in order to get to the next cone.
Teacher will change up ways to get to cones, add rules, etc.
Day 2 / Ms. Lea’s Loco Club, Run Rabbit Run (Reading Component)- students will
Week 2 demonstrate various locomotor movements through the activities
(Formal Assessment-Checklist)
Day 3 /
Week 3 Students will learn the “Locomotor Chicken Dance” and be instructed to
perform various locomotor movements throughout each verse of the song
(Formal assessment-Reading component)
Day 4 /
Visiting Friends story: Teacher/students (students read parts on the board) will
Week 3
read an activity story; students will demonstrate knowledge of locomotor
movement. At the end of class students will complete an exit slip

Safety Considerations

With the standard rules and routines of the classroom always being enforced, this unit
will emphasize the importance of some of the everyday rules. This unit is filled with free
movement and exploring general space in various ways; it will be extremely important
that students are aware of not only themselves, but also other students while moving
throughout general space. Boundaries will also be another very important rule during this
lesson; students must remember to occupy only the designated areas in order to avoid
injury from contact with miscellaneous equipment located throughout the out of bounds
areas gym.
LESSON PLAN

Unit: Locomotor Movement Date: Week 2

Lesson Focus: Locomotor movement
Grade: K and 1st
practice via game play and reading
Technology Used: IPod and UEBOOM
Sequence: 2
Speaker, electronic whistle
Facility/Equipment: In gymnasium. Technology listed above
Standard: 1, 2

Lesson Intro:

Last class we focused on the types of locomotor movements, can anyone tell me one?
Today, for our warm-up I want to invite you to join Ms. Lea’s Loco Club! Lets make sure
we are listening to directions so everyone can have a good time, because later I will be
reading a story about some silly rabbits who need help getting through a forest!

Learning Objectives Assessment

1. The instructor will actively watch the

1. Students will be able to move
students to ensure they are following
safely throughout general space
instructions to avoid collision.
around the gym without physically
2. The teacher will observe that the
contacting other students
students are attempting various
2. Students will be able to effectively
locomotor skills throughout general
show/ demonstrate physical skills
space when given verbal instructions
of locomotor movement
3. The teacher will observe that students
throughout general space
have the knowledge to verbally
3. Students will be able to verbally
respond as a group or individually to
answer questions about locomotor
various questions about locomotor
movement
movements

Safety considerations:

• Students must be aware of their surroundings to avoid collision with others/items

• Students must remain in the appropriate boundaries of the gym
• Music needs to remain at an appropriate level so all students can hear instructions
Time Activity Transition
Instant Activity: Ms. Lea’s Loco Club

Students will use various locomotor

Whistle. “Freeze” stop
movements to get around the gym. When the
signal. Instruct students
1-10 minutes instructor sounds the whistle students much
to move to their pre-
switch their locomotor movement. Students
assigned warm-up spots
must move to the tempo of the music.

Have students remain in

Warm-up Exercises:
warm-up spot for
10-15 minutes
instructions on main
activity
Run Rabbit Run:

(An active story) Select 3-5 students to be

hunters; the remaining students will be rabbits.
Students must remain in boundaries of the
15-28 minutes
forest (court). The object will be for students Whistle. “Freeze” Meet
to make it to one side of the gym. During the me in music order
story Teacher will call a locomotor movement
for the students to go (IE skip rabbit skip,
crawl rabbit crawl etc.) Hunters will also have
a designated locomotor skill to use. Once
caught, rabbits become hunters.
Closing Activity:
29-30 minutes
Locomotor Discussion, students can identify
various types of locomotor
movements/definitions

Closure: What is a locomotor movement? What movements allowed the rabbits to move
faster through the forest? What locomotor movements should we use if we want to make
the game harder for the hunters? Who can tell me a type of locomotor movement? Next
class not only will we use more locomotor movements, I will also see how well you all
dance!

Comments:
LESSON PLAN

Unit: Locomotor Movement Date: Week 2

Lesson Focus: Locomotor movement via
Grade: K and 1st
creative dance and skills assessment
Technology Used: IPod and UEBOOM
Sequence: 4
Speaker, electronic whistle
Facility/Equipment: In gymnasium. Technology listed above
Standard: 1, 2, 5

Lesson Intro:

We are almost at the end of locomotor movements, but remember these are movements
we use everyday, before, during and afterschool! As a group, lets list the locomotor
movements we have learned. I know that you all can move, but today we are going to
mix in some dancing. Although we are having a lot of fun, lets make sure we continue to
watch our surroundings, and always try our best.

Learning Objectives Assessment

1. Students can perform at least 75%
of the various locomotor
movements during the Chicken
Dance
2. Students will continuously attempt
the Chicken Dance without giving
up.
3. Students will be able to
acknowledge the value of physical
activity.
1. The instructor will actively watch the
students to and complete a checklist to
ensure they reach the target goal
2. Instructor Observation
3. Instructor Observation during choral
responding

Safety considerations:

• Students must be aware of their surroundings to avoid collision with others/items

• Students must remain in the appropriate boundaries of the gym
• Music needs to remain at an appropriate level so all students can hear instructions
• Students must demonstrate control of their body to avoid injury should a fall
occur during the dancing portion of the lesson
Time Activity Transition
Instant Activity: Everyone Is It

Everyone is it in this game, if tagged students

“Freeze” stop signal.
must do 5 jumping jacks before joining back
Instruct students to
1-4 minutes in. Students completing jumping jacks are off
move to their pre-
limits and cannot be immediately tagged
assigned warm-up spots
again.

Have students remain in

Warm-up Exercises:
warm-up spot for
5-10 minutes
instructions on main
activity
Chicken Dance:

Teach the breakdown of the Chicken Dance,

allow students to listen to music and
11-26 minutes understand changes in the song. Participate
“Freeze” Meet me in
with the students and encourage them. After
music order
students get the motions, allow the song to
play through, dance the main part with
students, and allow them to complete the
announced locomotor skill with no example
from the instructor.
Closing Activity:

27-30 minutes Locomotor and activity value discussion.

Students can identify various types of
locomotor movements/definitions and give
examples of activities they enjoy related to
learned skills.

Closure: Who can give me an example of an activity they really enjoy that involves a
locomotor movement? Why so you enjoy that activity? How does locomotor movement
keep us healthy?

Comments:
Day 3 Formal Assessment-Checklist: While the Chicken Dance song is playing,
students will be instructed to perform a locomotor skill, and if the student successfully
completes the skill they can be checked off in that skill specific column.

Student Run Jump Slide Skip Walk Gallop

Aaron X X X X X X
Josie X X X X X X
Brian X X X X X X
Nile X X X X X
Brandon X X X X X
Dominique X X X X X
Alex X X X X X X
Alexis X X X X
Naomi X X X X X
Mariah X X X X X
Mike X X X X X X
James X X X X
Chad X X X X X X
Zaria X X X X X X
Nicole X X X X X
Dennis X X X X X X
Leo X X X X X
Karen X X X X X X

Day 4 Formal Assessment- Exit Slip: At the end of the class period, students will be
able to list an activity that they enjoy and the two main locomotor skills involved on a fill
in the blank slip.

“My favorite activity is ________! I really enjoy it because it involves ______ and
______.”

EXAMPLE: My favorite activity is long jump! I really enjoy it because it involves

running and jumping.