Lesson 03 — My Body Can Move
Learners practice big movements — running, hopping, balancing, jumping, and stretching — with growing control, and notice how their bodies feel when they move.
Objectives
- D03.S2.K.01 Demonstrate big movements (run, hop, balance) and small movements (draw, stack) with growing control.
Essential question
How can I move my whole body?
Materials
Standard materials
- Open floor or outdoor space · 1 Enough room to run, hop, and balance safely
- A line or rope · 1 A safe balance beam (chalk line, rope, or low curb)
- Music (optional) · 1 For movement-to-music and freeze games
Low-tech / no-cost
- A drawn or imagined line Draw a line in the dirt or imagine one; no rope or beam needed
- Voice and body Clap, chant, and move in place; a chair or floor works if standing is hard
Enriched / lab & device
- Soft cones or hoops · 1 set To mark a safe running path and hopping spots
- Balance pods or stepping stones · 1 set Low, safe objects to step on and balance across
Works in different contexts
- large-group Move in waves so everyone has room — half the group moves while the other half watches and cheers, then switch
- self-directed A learner follows the movement list alone at their own pace, checking off each big movement they try
- outdoor-only Use a field, path, or shoreline as the movement space; a fallen log or line in the sand becomes the balance beam
- level-grouped Group by comfort, not age — some learners start with wide, steady steps while others try hopping and balancing; each group moves at its own challenge level
Lesson 3 — My Body Can Move
Summary
Learners practice big whole-body movements — running, hopping, balancing, jumping, and stretching — with growing control. They notice how their bodies feel while moving and celebrate that every body moves in its own way.
Objectives
- Demonstrate big movements (run, hop, balance) with growing control. (D03.S2.K.01)
Connection
Your body loves to move. You run to greet a friend, hop over a puddle, jump to reach a high branch, and balance on a curb, a log, or the edge of a boat. Big movements are how you play, how you get places, and how you feel strong and happy. Children everywhere move in their own ways — through dances, games, and songs passed down in their families and communities — and every way of moving is worth honoring.
Materials
- Open floor or outdoor space
- A line or rope (chalk line, rope, or low curb) to balance on
- Music (optional)
Preparation
- Clear a safe space with room to move and a soft boundary.
- Lay a straight line or rope on the ground for balancing.
- Remind learners to watch for others and to move at their own speed.
Facilitator note
This lesson is written to the learner (“you”). As facilitator, keep the space safe and the mood joyful. Honor every body: a learner who cannot run can move their arms, roll, or glide in a wheelchair; a learner who cannot hop can march or step; balancing can be done seated, with one foot lifted, or with eyes closed. Say this aloud so no one feels left out. Emphasize control and trying over speed or height.
Procedure
- Gather (5 min). Stand or sit tall. Wriggle your fingers, then your toes, then your whole body. Your body is ready to move.
- Warm up (5 min). March in place, then stretch tall like a tree, and curl small like a seed. Breathe in and out slowly.
- Big movements (20 min). Try each one your way:
- Run: run gently to the far line and back. If running is hard, roll, glide, or pump your arms fast.
- Hop: hop on one foot, then the other, then both together. If hopping is hard, step high or lift one knee.
- Balance: walk slowly along the line, one careful foot in front of the other. If you wobble, that is okay — wobbling is your body learning. If standing is hard, balance a small object on your open hand or knee.
- Jump: jump up and land softly, like a frog. Bend your knees when you land.
- Stretch: reach high, touch low, and make the biggest shape you can.
- Freeze game (10 min). When the music or a clap stops, freeze like a statue. Notice: is your heart beating fast? Are you warm? That is your body working.
- Close (5 min). Sit and rest. Put a hand on your chest and feel your breath slow down. What was your favorite big movement today?
Differentiation
- Support: Offer one movement at a time and model it; allow seated or assisted versions of every movement.
- Extension: Invite learners to join two movements together (hop then balance) and to invent a new big movement to teach a friend.
Assessment
- Formative (observation): Can the learner attempt each big movement with growing control, using an adapted version if needed?
- Self: The learner names the movement they felt most proud of.
Home connection
Show a grown-up your favorite big movement. Try balancing on a safe line at home — a crack in the floor, a rope, or the edge of a mat.