Pattern Stations

I.

II.

Purpose
Students will review their knowledge of patterns using sports equipment and
locomotor skills during different activity stations
The student will be able to show their demonstration of patterns through different
racing stations
Students will be able to demonstrate the use of patterns using sports equipment such
as soccer balls, basketballs, tennis balls and hula hoops
The student will be able to do locomotor patterns such as walking, running, hopping,
jumping, skipping and leaping
The student will understand that patterns such as altering hands and feet need to be
used in sports in order to do locomotor skills
The student will also be able to do physical activities that increase their heart rate
and have students active using all parts of their bodies

Objectives
Physical Education: Skilled Movement
o The student will demonstrate the correct critical elements (small, isolated
parts of the whole skill or movement) of locomotor, non-locomotor, and
manipulative skills.
a) Demonstrate critical elements used in the locomotor skills of walking,
running, hopping, jumping and landing, galloping, leaping, skipping,
and sliding.
b) Demonstrate critical elements used in non-locomotor skills (e.g., bending,
pushing, pulling, stretching, turning, twisting, swinging, swaying, rocking,
balancing, and rolling).
c) Demonstrate a minimum of two critical elements used in manipulative
skills performed alone (e.g., toss and catch, dribble with hand in general
space, dribble with foot, kick and strike with hand or equipment, throw
underhand, and volley).
d) Demonstrate at least two critical elements for the manipulative skills of
catching, throwing underhand, striking, dribbling, and kicking while
moving.
f) Demonstrate moving to a rhythm by keeping time to a simple beat, using
a variety of locomotor and non-locomotor skills

Math
o Patterns, Functions, and Algebra
o Focus: Patterning and Equivalence
! 1.17 The student will recognize, describe, extend, and create a wide
variety of growing and repeating patterns.

III.
Procedure
The teacher will first introduce the lesson by saying that students will be practicing
patterns at different stations
The teacher will first ask students to line up on one side of the gym
Students will first be tested on locomotor patterns
The teacher will call a series of patterns involving walking, running, hopping, jumping,
skipping and leaping
o Ex. Hop twice on a left foot, hop twice on right foot, hope twice on left foot, hop
twice on right foot
o Switch between locomotor skills, run for a couple seconds, skip for a couple of
seconds, run, skip
! This can be used for more exercises such as hopping and walking
Set up a station of hula hoops (ex. Red, blue, red, blue)
o Tell students that they must hop into each of the hula hoops
o In the red hula hoop they must hop using their left foot
o In the blue hula hoop they must hop using their right foot
Set up races that involve patterns
o Have students compete in wheel barrel races
o Have students understand that they must use a pattern to be successful in wheel
barrel races
o Students must alternate using their right and left hands in order to walk
o You can also do crab walk races where students need to use the pattern of
alternating hands and legs to successfully walk as a crab
Set up station that students can have dancing with patterns
o Have different colored scarves (pink, green, yellow, orange)
o Tell students that they will need to listen to the beat of the music and throw up
alternative colored scarves
! Tell students that they need to pick up 2 different colored scarfs
! Have students toss up pink scarf, then green, pink and green
! Tell students to have a scarf in each hand
! And throw up the scarves to the rhythm of the music
o Set up another dancing station where students are listen to music and can do
locomotor skills such as marching and skipping

Ex. Have students listen to The Saints go Marching One by One and have
them march to rhythm
! Find music that allows students to clap and stomp different patterns to
music
Set up stations that involve sports equipment
o Have students dribble soccer ball 10 times
! 2 times on left foot, 2 times on right foot, 2 times on left foot, 2 times on
right, 2 times of left foot
o Have students do this using basketball
! Have students dribble 5 times using the left hand, 5 times on their right
hand until they reach the end of the gym
o Have students hit the ball against the wall
! Hit the ball twice with one hand, twice with the other

IV.

Materials
Sports equipment
o Hula hoops, soccer balls, tennis balls & racket,
Dancing equipment
o Scarves, music
Cones or something to differentiate the different stations
o Maybe tape to outline the space you want the students to stay in

V.

Evaluation
Circulate each station
Watch the student at one station and ask them to perform task
Ask them what pattern they are using whether it is with equipment of with
their bodies
This is a great way for students to integrate students with patterns by using
their bodies and different sports equipment
It allows students to see that we use patterns using our bodies for everyday
tasks such as walking
It also allows students to get a wide range of pattern activities that can last the
whole PE period
You need to keep control of space and time when doing this lesson

Dancing and Music with Patterns

I.

Purpose
Students will be able to demonstrate patterns using music and dancing
Students will do locomotor skills while dancing such as walking, marching and
skipping

II.

Objectives
Movement Principles and Concepts
o 1.1 The student will demonstrate the correct critical elements (small,
isolated parts of the whole skill or movement) of locomotor, nonlocomotor, and manipulative skills.
! Demonstrate moving to a rhythm by keeping time to a simple
beat, using a variety of locomotor and non-locomotor skills
o 1.2 The student will demonstrate improvement in locomotor, nonlocomotor, and manipulative skills while applying the movement
concepts.
a) Demonstrate pathways, levels, tempo (speed), force, directions, and
relationships when performing locomotor skills.
b) Demonstrate tempo (speed), levels, and flow when performing nonlocomotor skills
Math
o Patterns, Functions, and Algebra: Focus: Patterning and Equivalence
! 1.17 The student will recognize, describe, extend, and create a
wide variety of growing and repeating patterns.

III.

Procedure
The teacher will start the lesson by saying they will be dancing and using musical
instruments today
The teacher will say that we are going to dance to different songs where we can
keep rhythms with our bodies
The teacher will say that we will also be creating our own music that have
different patterns using musical instruments
The teacher will first explain the rules to the students such as:
o keeping our hands and other bodies parts to ourselves, the noise level cant
get too loud, there will be no running in the classroom
The students will then form a circle around the room

The teacher will use the following songs where students will use locomotor skills
such as clapping, skipping, or marching to the rhythm and move to songs that
have repeating word patterns while moving:
o Head, Shoulders, Knees & Toes
o Hokie Pokie
o Skip to My Lou
The teacher will then distribute musical instruments such as tambourines or
wooden sticks that students can clap or play instruments to keep the rhythm to the
music:
o Day-O by Harry Belafonte
o Rockin Robin by Jackson 5

IV.

Materials
CDs with music
Musical instruments (tambourines or wooden sticks)
Big space

V.

Evaluation
Have students create their own patterns using musical instruments of bodies
o Ex. Have students create a song or piece of music that has them clapping,
snapping, stomping or tapping a musical instrument
Students will practice listening and moving with locomotor skills to music and
dancing
You do need to have a big space so that students will not run into each other
A benefit to this lesson is you get to incorporate music and movement with
patterns
You can extend this lesson my incorporating dance with music
o Ex. Having students wiggle, stomp, wiggle, stomp to music

Simon Says Pattern Style

I.

II.

III.

Purpose
Students will demonstrate knowledge of pattern sequences through a series of
physical movements.

Objectives
Movement Principles and Concepts
o 1.1 The student will demonstrate the correct critical elements (small, isolated
parts of the whole skill or movement) of locomotor, non-locomotor, and
manipulative skills.
o Demonstrate moving to a rhythm by keeping time to a simple beat, using a
variety of locomotor and non-locomotor skills
! 1.2 The student will demonstrate improvement in locomotor, nonlocomotor, and manipulative skills while applying the movement
concepts.
! a) Demonstrate pathways, levels, tempo (speed), force, directions, and
relationships when performing locomotor skills.
! b) Demonstrate tempo (speed), levels, and flow when performing nonlocomotor skills
Math
o Patterns, Functions, and Algebra: Focus: Patterning and Equivalence
! 1.17 The student will recognize, describe, extend, and create a wide
variety of growing and repeating patterns.

Procedure:
Break students into pairs and have each pair draw a pattern slip from a basket or hat.
Make sure they dont show it to their fellow classmates.
Explain to the students that they have 5 minutes to come up with movements to match
their pattern listed on the piece of paper and take a volunteer group to go first.
Each pair of students will have a turn to be a caller, once the 5 minutes have passed
and students have their pattern have them call their chosen movements to the class,
just like Simon says.
o For example:
o If my slip of paper says ABAB on it my movements may be Hop on one foot,
do two jumping jacks, hop on one foot, do two jumping jacks.

IV.

At the end of a turn, give the students some time to discuss with their partner which
pattern they had to follow, the first pair to raise their hand and get the answer right
goes next unless theyve already gone.

Materials
A wide open space
Slips of paper with pattern sequences on them (AB, ABCD, ABCB etc. but
make sure you have enough for each pair of students)
A hat or basket of some sort

V.
Evaluation
This lesson would be a great way to enforce patterns in a classroom, it would also be
good to use as review for a test after the unit is completed.
An improvement would be to show different patterns through multiple modalities
(auditory, visual, etc.).
For a different variation, instead of having pairs raise their hands with an answer you
could give them pattern blocks to show the pattern they just performed.
You could also have students work individually.

Inspiration for this lesson came from: http://illuminations.nctm.org/LessonDetail.aspx?ID=L140

Witches Brew
I.

II.

Purpose
Students will demonstrate and reinforce knowledge of AB patterns taught in
classroom practice locomotor movements.
Objectives
Movement Principles and Concepts
o 1.1 The student will demonstrate the correct critical elements (small, isolated parts of
the whole skill or movement) of locomotor, non-locomotor, and manipulative skills.
! Demonstrate moving to a rhythm by keeping time to a simple beat, using a
variety of locomotor and non-locomotor skills
! 1.2 The student will demonstrate improvement in locomotor, non-locomotor,
and manipulative skills while applying the movement concepts.
a) Demonstrate pathways, levels, tempo (speed), force, directions, and
relationships when performing locomotor skills.
b) Demonstrate tempo (speed), levels, and flow when performing non-locomotor
skills

III.

Procedure
Count students off into pairs and assign each pair a designated home in the
area youre using
Scatter and hide all of the Halloween items
Students will travel with their partner using a predetermined locomotor
movement called by teacher to find an object and bring it back to their home
The students must get a different object each turn and complete the AB pattern as
many times as the teacher designates
Once they have the concept of patterns down have them create different patterns
until all of the objects are gone or there isnt enough left to use in a pattern
Walk around and visually check each group as they are performing the activity

IV.

Materials
Laminated cut outs of various Halloween items (20 of each)
A wide open space, like a gym

V.

Evaluation

This is a great lesson to give the children exercise and to have them
demonstrate their knowledge of patterns.
Different variations and improvements of the activity can be made using other
items such as summer items or spring items.
Also, the lesson could be made to fit older children by using numbers and
having them retrieve the numbers to create a multiplication or addition pattern
predetermined by the teacher.

Source for this lesson:

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4966#.UXR5urv-YlZ