Balance Carry Challenge

Overview

In this lesson (9 of 10) students practise balancing and carrying objects while moving through space. They build on earlier object control and movement routines by adding balance and simple navigation, supporting body awareness, coordination, and safe movement.

Learning intentions

Students will:

• move safely through space while balancing an object
• carry an object in a chosen way while travelling (e.g., walk, tiptoe, step-over)
• respond to adult/named body-part cues as they move (e.g., “head up”, “hands”, “feet”)
• use teamwork and fair play during game challenges

Success criteria

“I can…”

• balance an object on my body/hand and keep moving safely
• carry an object while walking through marked paths without dropping it
• follow safety rules (watch where I’m going, stop when I hear “Freeze”)
• try again after feedback using teacher cues

Curriculum links

• Health and Physical Education: students respond as their body parts move and are named (Foundation A: Focus includes responding during familiar routines and processes as body parts move and are named)
• Health and Physical Education: interacting with others through safe participation and responding to teacher prompts during activities (Foundation A: focus includes attending/responding in activities)
• Health and Physical Education: movement and body awareness through repeated practical routines and safe game participation (achievement standard focus: understanding of their body and how it moves)

Lesson structure (50 minutes)

1. 0–7 min · Retrieval Warm-up: “Body Parts Balance Tag”. Teacher sets 4–6 cones as “safe islands” and models: “head up, look forward, hands on, feet quiet”. Students move to music; when teacher calls a body part (e.g., “hands”), they make a still “balance pose” with a small prop in hand (light beanbag/pom-pom).

2. 7–10 min · Goals (WALT) + Safety. Teacher says: “WALT: Balance and carry an object while travelling safely.” Teacher introduces “Freeze” and “Safe paths” (stay on the marks, no running into others). Students repeat the success criteria using gestures.

3. 10–22 min · Learning (I Do – We Do – You Do).

• I Do (10–13 min): Teacher demonstrates 3 step sequence:

1. lift object with two hands, 2) “tall body” (head up), 3) walk along a line without dropping. Teacher cues in simple English with Spanish: “tengo equilibrio” (I have balance), “camina despacio” (walk slowly), “manos arriba” (hands up).

• We Do (13–17 min): Students practise in pairs with teacher support. Teacher checks: feet on the pathway, object held securely, eyes forward.
• You Do (17–22 min): Rotations through 3 stations (10–15 steps each): Station A: carry beanbag in hands along line to a marker and place in a basket. Station B: balance a soft object on a hand while walking to a cone. Station C: carry object while stepping over a low hurdle/marker strip slowly.

4. 22–40 min · Consolidation: “Carry Path Adventure”. Teacher forms 3–4 small teams of 5–7. Each team completes a circuit: start cone → balance section → carry section → return. Students begin with a quick reminder: stay on your path, wait your turn, no chasing. Teacher roams for formative feedback:

• “Keep your head up and your feet on the path.”
• “Hold the object close to your body.”
• “If you drop it, Freeze, pick up safely, and continue.” Support (during circuit): reduce distance, use larger/softer objects, allow two hands only, teacher offers a “slow walk” cue and demonstrates again to small group. Extension: students choose a faster pace once stable, or carry while doing a gentle direction change on a teacher signal (“gira”/turn). Advanced students can carry with one hand for the final 3 steps.

5. 40–45 min · Show Me What You Know. Teacher calls a 30-second “Best Balance Choice” challenge: students demonstrate one success criteria (choose either: balanced pose + 3 steps, or carry along a short line). Peer/teacher quick check: “Did you keep eyes forward and stay in your path?”

6. 45–50 min · Reflection + Cool-down. Gentle stretching while teacher asks: “What helped you balance?” Students respond with one gesture/word or Spanish option: “equilibrio”, “manos”, “camina despacio”. Teacher confirms next lesson preview: “Tomorrow we control the object and move with a new pathway.”

Resources

• Soft beanbags, pom-poms, or small soft balls (light weight)
• 12–16 cones and 6 markers to create pathways and islands
• 3 low hurdle markers or tape strips for step-over section
• 3–4 baskets/hoops for drop-off stations
• Music player and timer
• “Freeze” cue (voice or bell)
• Optional: picture cards with body-part cues (head/hands/feet)

Assessment

• Teacher observation checklist during stations and circuit: object held/balanced safely, eyes forward, feet on pathway, follows Freeze
• Quick question check during We Do: “Where do we look?” “How do we carry it?” (accept gestures/words)
• Show Me What You Know: each student demonstrates one chosen success criterion

Differentiation

• Support: pair an emerging learner with a supportive partner; use larger objects; allow two-handed carrying; shorten routes; provide a visual line marker and hand-over-hand modelling
• Communication: accept responses in English, Spanish gestures, or preferred communication method (pointing, signing, vocalising)
• Behaviour/participation: clear turn-taking roles (carry, place, return) and “wait behind the cone” visual cue
• Extension: reduce support cues, add one turn signal, or increase distance slightly while maintaining safe speed and control

Safety and behaviour expectations

• Walk on pathways; no running through other students’ paths
• If you drop an object: Freeze, step aside safely, pick up, and continue
• Listen for “Freeze” immediately; teacher models a calm stop position
• Personal space: arms close to body when carrying; avoid bumping others