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Walk & March - #264-265

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Walk & March - #264-265
Equipment: A line designating the perimeter of the activity area, drum or bell, CATCH Me Movin', CATCH Me Groovin' music CD
Skill Theme(s): Locomotor skills (walking and marching), traveling in general space, pathways, speed and direction, moving to a beat

 

Organization:

  1. Children stand on a line around the perimeter of the activity area with enough space to travel without bumping others.

Description:

  1. Use “Walking” (track #8) and “Marching” (track #9) from the CATCH Me Movin’, CATCH Me Groovin’ music CD.
  2. Remind the children they will travel in a line. Use the words, “We are going to travel around the space." This means they cannot pass others or touch the child in front of them.
  3. Explain that they are going to practice marching and walking. Running is something they will practice another day.
  4. As the children begin walking around the perimeter of the room, ask them to:
  • walk on tiptoes
  • walk with giant steps
  • walk with baby steps
  • walk with hands up high
  • walk with hands on knees
  • walk while doing arm circles at the side
  1. Introduce the locomotor skill of marching. See if they can perform some of the walking challenges above.

Teaching Suggestions:

  1. Remind children about staying on the line. Use the words, “Shine your headlights in front of you!”
  2. Demonstrate and model marching. Remind the children to pick their knees up high!
  3. Play a variety of music including a 4/4 time marching tempo.

Now Try This:

  1. Use a drum or a bell to signal a change from walking to marching, and from marching to walking.
  2. Change the activity so that the children walk and march in the activity area. Use the words, “Now we are going to travel inside the space. Watch out for others. Keep your headlights shining in the direction you are traveling!”
  3. Experiment traveling both around the perimeter and inside the space at different speeds and using different pathways (curvy, straight, zigzag, in a circle, in a triangle, etc.).

Adapted Ideas:

  1. Children who use mobility devices may participate with their devices. If the child cannot safely keep pace with the line, they may participate to the side of the line.
  2. Children with visual impairments may participate with a sighted guide. Verbal instructions and physical assistance may be needed for teaching purposes.
  3. Children with auditory impairment will require modeling for success. Sign language and/or pictures may be used for clearer communication.



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