Bounce and Roll Fun

Overview

In Lesson 3 of “Object Control Adventures”, students build on the idea of using two hands and moving an object with purpose. Today they practise how to bounce and roll a ball safely to a partner, developing hand-eye coordination through short, structured games.

Learning intentions

• WALT practise bouncing a ball with control and returning it to a partner.
• WALT practise rolling a ball along the ground to a partner.
• WALT follow simple turn-taking rules during paired play.
• WALT respond to a partner’s turn by watching and waiting for our cue.
• WALT keep our bodies safe and respectful (space, gentle force, no ball throwing).

Success criteria

• I can bounce the ball and keep it under control (not too high or wild).
• I can roll the ball on the ground towards my partner.
• I can wait for my turn and return the ball when it is my turn.
• I can use my eyes to watch my partner’s actions and respond.

Curriculum links

• Health and Physical Education — Health Education: Interacting with others: students engage in peer interactions through short, structured turn-taking activities.
• Health and Physical Education — Health Education: Interacting with others: students attend to a peer’s actions or sounds during activities (e.g., noticing prompts like “your turn”).
• Health and Physical Education — Health Education: Interacting with others: structured cooperative play with adult support, with frequent peer interactions.
• Personal, Social and Community Health — Health Education: progression in recognising familiar people and responding appropriately with peers.

Lesson structure (50 minutes)

1. 0–6 min · Retrieval game warm-up. Teacher sets up “Bounce & Reach” circles with each student holding a ball; teacher models two ways: bounce once and “reach” for it with two hands, or stop the ball and pass it to the floor. Students do the same on the teacher cue, practising looking at the ball and taking turns.

2. 6–10 min · Goals and safety. Teacher shows a simple visual: Bounce = down-up, Roll = straight on ground, and a reminder: “We never throw at people.” Students repeat the cues in whole class and point to the correct picture when teacher calls “Bounce” or “Roll”. WALT: practise bouncing and rolling to a partner with turn-taking.

3. 10–16 min · I Do (teach bounce). Teacher models at a bench/line: feet apart, knees soft, ball in front of body, eyes on ball; cue: “Down—Up—Catch hands ready.” Teacher bounces for one beat, then collects with two hands. Students watch and then try “hands ready” without a partner.

4. 16–25 min · We Do (guided bounce to partner). Partners stand 1–2 big steps apart on floor dots. Teacher gives a rhythm cue: “Ready… Bounce… Return.” Students practise 3 rounds: bounce once, keep control, and push it back into partner’s hands/space (not throwing). Teacher pauses after round 2 for quick reteach: “If it goes too high, bend knees more.”

5. 25–32 min · I Do (teach roll). Teacher models rolling: “Eyes forward. Ball straight. Gentle push.” Cue: “Big hands, soft push, roll to the line.” Students practise rolling to a stationary cone 1 metre away (teacher holds a cone or uses floor marker).

6. 32–40 min · You Do (paired roll game). Same partners. Game: “Roll to the Dot.” Each pair has a cone/dot halfway. Students roll the ball so it stops near the dot. Rule: one person rolls, the other gets ready, both stay behind their line. Teacher roams and gives quick fixes (“push gently”, “use two hands”).

7. 40–48 min · Consolidation game (two-skill station rotation). Two short stations, 4 minutes each, with 1 minute transition (teacher keeps it tight).

• Station A: Bounce Return — bounce the ball and return it to partner (teacher counts “1–2–3, your turn”).
• Station B: Roll and Stop — roll to partner who calls “stop” when it arrives. Teacher supports targeted learners with hand-over-hand cues or reduced distance; advanced learners roll from slightly farther.

8. 48–50 min · Show Me What You Know. Teacher chooses 2–3 pairs to demonstrate: “Bounce to me” then “Roll to me.” Students/teacher use the success criteria language: “I can bounce… I can roll…” Quick peer praise: “Good turn-taking!”

Resources

• Balls (mix of sizes: soft foam and one lighter rubber per pair where possible)
• Cones or floor dots to mark lines and midpoints
• Colour floor tape for start/partner lines
• Picture cards: Bounce / Roll / Stop / Turn
• Small container/basket for balls
• Visual cue cards with simple Spanish words

Assessment

• Teacher observation checklist: controlled bounce (under control), roll (on ground, towards partner), and turn-taking.
• Listening check during prompts: students respond to “your turn” and demonstrate waiting.
• Exit demonstration: 2–3 pairs at the end meet at least two “I can” criteria.

Differentiation

• Support:
• Reduce distance between partners (shorter roll/bounce range).
• Use softer balls (foam) and larger target dots.
• Provide a “guided path” with tape so the ball travels straight.
• Use a hand-over-hand cue for first attempts (then fade support).
• Scaffolds:
• Counting rhythm cards: “Ready… Bounce… Return.”
• Teacher models correct posture cues (bend knees, gentle push).
• Advanced learners:
• Roll from farther back line.
• Aim for a smaller dot or add “roll and stop close to the cone.”
• Bounce twice in a row before returning (only if safe and controlled).
• Behaviour and safety expectations:
• All balls stay below chest height; no ball throwing.
• Students remain behind their line; one partner active at a time.
• Use “Freeze hands” when teacher calls “Stop!”

Key Spanish (CLIL, simple and repeatable)

• pelota (ball)
• rebotar (bounce)
• rodar (roll)
• turno (turn)
• despacio (slowly/gently)
• alto (stop)
• compañero/a (partner)