Exploring Object Movements

WALT: We are learning to carry, balance, roll, and stop objects safely using our bodies and hands.

I can:

• Carry objects carefully without dropping them.
• Balance objects on different body parts.
• Roll objects smoothly along the floor.
• Stop moving objects safely with my hands or feet.

Victorian Curriculum Links

Content Descriptions:

• ACPMP008 - Move the body in a variety of ways and on different pathways, levels and directions.
• ACPMP009 - Use hand-eye coordination to catch, throw and strike a ball.
• ACPMP011 - Participate in games that involve throwing, catching and kicking.
• ACPMP080 - Describe how their body moves in relation to others and objects.

Achievement Standards:

• Prep students move and respond to objects in play, demonstrating control and awareness of space.

Equipment List

• Lightweight balls (foam or soft plastic) - 20
• Bean bags - 20
• Small cones or markers - 10
• Scarves or cloths (for rolling activity) - 10
• Hoops (optional for spatial boundaries) - 5

Lesson Structure (50 minutes)

Retrieval (5-8 minutes)

Activity: “Objeto en movimiento” (Moving Object Tag)

• Students quietly spread in the play area. One student is “it” and gently tags others by touching them while holding a soft ball or bean bag (“el objeto”).
• Tagged students freeze, holding their object carefully. Another student can unfreeze them by gently tapping with a ball.
• This reinforces carrying and awareness of objects while moving.

Purpose:

• Revisits object control through gentle touch and careful carrying.
• Engages students actively and safely.

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Goals (3-5 minutes)

• Introduce WALT and Success Criteria clearly.
• Use simple language and show pictures (carrying, balancing, rolling, stopping).
• Include Spanish key words: llevar (carry), equilibrar (balance), rodar (roll), and parar (stop).
• Connect each movement to body awareness and control.

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Learning (I Do – We Do – You Do) (10–15 minutes)

I Do (3-4 minutes)

• Demonstrate carrying a ball carefully using both hands and walking slowly. Cue: “Two hands, eyes on the way.”
• Show balancing a bean bag on the head and then on the hand. Cue: “Stay still, keep it steady.”
• Roll a scarf smoothly along the floor. Cue: “Gentle push, watch it go.”
• Stop a rolling ball with your foot. Cue: “Big foot, stop it quick.”

We Do (4-5 minutes)

• Students practise carrying balls slowly with teacher modelling and feedback.
• Pair work balancing bean bags on heads or hands, supporting each other with encouragement.
• Group roll scarves and stop with feet, teacher guides to keep smooth and safe.

You Do (4-6 minutes)

• Students independently try all four movements at stations: carrying, balancing, rolling, stopping with minimal guidance.
• Teacher circulates to support, ask questions (“¿Cómo mantienes el equilibrio?”), and scaffold when needed.

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Consolidation (15-20 minutes)

Game: “Carrera de Objetos” (Object Race)

• Set up a simple obstacle course with cones and hoops.
• Students carry a ball or bean bag carefully around cones, balance an object through hoops, roll scarves between cones, and stop balls at the finish line.
• Work in small groups of 4-5 with roles rotating to keep all active.
• Modify for students needing more support by simplifying the course or using larger, easier-to-grip objects.
• Extension for advanced learners: carry an object while balancing an additional item (e.g., two bean bags).

Teacher Role:

• Give feedback on safe handling and smooth movements.
• Ensure safety and fair play.
• Offer challenges or assistance as needed.

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Show Me What You Know (5 minutes)

• Gather students in a circle.
• Quick partner share: each student says one way they moved an object safely today.
• Demonstrate one movement each (carry, balance, roll, stop) on a volunteer basis.
• Restate “I can” success criteria and praise achievement.
• Reinforce respectful, safe behaviour with objects.

Differentiation

• Use larger, lightweight equipment for students needing easier handling.
• Reduce complexity (e.g., roll scarves instead of balls).
• More verbal and physical prompts for some students.
• Extension: use opposite hands, or combine skills in sequence (carry then balance).

Behaviour and Safety

• Emphasise careful handling to prevent object drops or collisions.
• Encourage space awareness and cooperation.
• Remind “Manos y pies seguros” (safe hands and feet).
• Use positive reinforcement to promote teamwork and respect.

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Teacher Reflection

• Were students able to explore object control confidently and safely?
• Which areas need reteaching or further practice?
• Did active transitions keep engagement high?
• Consider inclusion success and adjusting support next lesson.

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This lesson respects Victorian Curriculum HPE 2.0, fostering early object control skills through developmentally appropriate, engaging, and inclusive activities. The bilingual context is embedded naturally, supporting language and physical development.