2. Pam Palmer & Joel Hickerson 2.2 a) Use the concept of relationships (e.g., over, under, around, in front of, behind, and through) in dynamic movement situations. Equipment: 1 Hoola-Hoop per child Over, Under, Around, & Through 2 nd Grade Assessing Movement Education

3. Vocabulary Behind Behind In front of In front of Locomotor skills Locomotor skills Non-Locomotor skills Non-Locomotor skills Over Over Under Under Around Around Through Through

4. Preassessment Prepare directional cards with arrows Prepare directional cards with arrows Hold up cards and ask students to demonstrate the direction indicating Hold up cards and ask students to demonstrate the direction indicating Over, under, around and through using various obstacles. Over, under, around and through using various obstacles. Observe student movement and note levels of success. Observe student movement and note levels of success.

5. Locomotor skills & Non-locomotor skills To teach the students the difference of loco-motor and non-locomotor skills we ask: What is a locomotive? An engine of a train. What does a locomotive do? It moves and goes from town to town. So if a locomotive moves, what type of skill is a loco- motor skill? A moving skill. What is a Non-locomotor skill? A “not” moving skill because we have learned that the prefix non means NOT. Photo by Microsoft

6. AROUND We ask our students: How many ways can you move around your hoop? Walking, crab and bear walking, skipping, jogging, running. They can use any loco-motor skill (moving skill) or animal walk. Have the students move around their hoop and around all the other hoops in the room. If you see someone that is zig-zagging then you stress that they must go all the way around their hoop and get back to where they started, before moving to a different hoop. We ask our students: How many ways can you move around your hoop? Walking, crab and bear walking, skipping, jogging, running. They can use any loco-motor skill (moving skill) or animal walk. Have the students move around their hoop and around all the other hoops in the room. If you see someone that is zig-zagging then you stress that they must go all the way around their hoop and get back to where they started, before moving to a different hoop. How many ways can your hoop move around you, using different body parts? Arms, legs, ankles, neck, waist. How many ways can your hoop move around you, using different body parts? Arms, legs, ankles, neck, waist.

7. AROUND Variation: With assigned partners, one student stands while the other student sits criss-cross. Have the standing student do as many loco-motor skills around their sitting partner as possible. Have them move doing loco-motor skills around every other sitting partner in the room. Variation: With assigned partners, one student stands while the other student sits criss-cross. Have the standing student do as many loco-motor skills around their sitting partner as possible. Have them move doing loco-motor skills around every other sitting partner in the room. After everyone goes around all the other partners in the room, then they will go back to their partner and trade places with them and give their partner a turn. After everyone goes around all the other partners in the room, then they will go back to their partner and trade places with them and give their partner a turn.

8. OVER Give each student a Hoola-hoop and discuss how we are going to work on the concept of over. Have each student move over their hoop. How many ways can you move over your hoop? They will answer by walking, skipping, galloping and using any type of loco-motor skill. Can you leap and jump over? Discuss proper landing techniques bending our knees and using our arms to help us to get height and distance on our jump. Can you move over all the other hoops in the room, as long as no one else is using that hoop? Have them go back to their own hoop. How many ways can the hoop be over YOU?

9. UNDER / OVER Have students get with their assigned partner. Have students get with their assigned partner. Can one student be under while the other student is over? Can one student be under while the other student is over? Have them switch partners. Have them switch partners. Can this partner think of a different way to use these concepts? Can this partner think of a different way to use these concepts?

10. THROUGH Have partner 1 make a space for partner 2 to crawl under and through that space. Have partner 1 make a space for partner 2 to crawl under and through that space. Have the students go through all the other partners’ spaces in the class and quickly return. Have the students go through all the other partners’ spaces in the class and quickly return. Switch partners so that the other one can move through. Switch partners so that the other one can move through. Stress that if we stay in that space we are under and they are over. We must start on one side and go all the way to the other side before we are THROUGH. Similar to a car or train going through a tunnel. Stress that if we stay in that space we are under and they are over. We must start on one side and go all the way to the other side before we are THROUGH. Similar to a car or train going through a tunnel.

11. IN FRONT OF & BEHIND Have students with their partner show how one can be “in front of ” and the other be “behind” their partner. Have one partner stay stationary while the other partner goes and stops in front of each of the other partners in the room. They should not stay more than 5 seconds at each partner. Have the students go back to their original partner and switch places.

12. Over Under Around and Through In front of and Behind

13. Resources Dynamic Physical Education for Elementary School Children –b–b–b–by Robert P. Pangrazi and Victor P. Dauer Lesson Plans for Dynamic Physical Education for Elementary School Children – by Robert P. Pangrazi and Victor P. Dauer Physical Education Standards of Learning for VA Public Schools –B–B–B–Board of Education Commonwealth of VA Physical Education Curriculum Activities Kit for Grades K-6 –B–B–B–By Keg Wheeler & Otto H. Spilker Photos by Pam Palmer