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K-4Movement Skills10-15 min

4 Corners Dice Locomotor Game

Objective Students practice a variety of locomotor skills while responding quickly to auditory cues (music start/stop) and a die roll. The game keeps everyone moving, builds listening skills, and creates high engagement through chance and re-entry opportunities. Equipment 4 cones (or poly spots) labeled 1, 2, 3, 4 — one in each corner of the activity area 1 large die (or digital die) Music player Optional: center circle or poly spots for the “middle” area Setup Mark four corners of the gym/space with numbered cones (1–4). Designate a clear “middle” area (center circle or marked zone). Establish a track/path around the outside of the space (use existing court lines if available). How to Play Students begin moving around the track using a designated locomotor skill (walk, speed walk, skip, gallop, jog, etc.) while music plays. When the music stops, students immediately go to the closest corner. Teacher (or a student leader) rolls the die: 1, 2, 3, or 4 → All students in that numbered corner go to the middle. 5 → Everyone does 5 repetitions of an exercise chosen by the teacher (jumping jacks, lunges, curl-ups, etc.). 6 → All students currently in the middle rejoin the game on the track. Students in the middle stay there and do Follow-the-Leader activities (led by teacher or a student) while the remaining students continue moving on the track when music starts again. Repeat rounds, changing the locomotor skill as desired.

Created by Miller
Equipment
Character Focus
Safety Notes Remind students to keep heads up, control speed, and move to the closest corner without pushing. Clear pathways between corners and the middle area. This game is especially strong for the first weeks of school because it practices routines, listening, and basic locomotor skills in a high-energy, low-equipment format.

TEKS Alignment

  • Movement Patterns and Movement Skills
  • §116.12–§116.16 (1) Locomotor skills – Students demonstrate and apply correct technique in a variety of locomotor skills (walking, skipping, galloping, jogging, etc.) during dynamic activities.
  • §116.12–§116.16 (4) Spatial and body awareness – Students demonstrate appropriate use of open space, pathways, and direction while moving safely around the activity area.
  • Performance Strategies
  • Students respond appropriately to start/stop signals and follow game rules in a dynamic activity setting.
  • Social and Emotional Health
  • Students demonstrate personal responsibility, follow class expectations, and practice positive behavior while participating in physical activity.
  • Health, Physical Activity, and Fitness
  • Students engage in moderate-to-vigorous physical activity and practice safety protocols while moving.

5E Lesson Plan

engage
1. Engage (2–3 minutes) Gather students and show the four numbered corners. Ask: “Who can show me their best skipping?” or “What happens when the music stops?” Briefly demonstrate one full round so students see the flow. Build excitement: “Today we get to move, stop at corners, and hope the die is on our side!”
explore
2. Explore (8–12 minutes) Students move on the track with the chosen locomotor skill while music plays. Music stops → students go to the closest corner. Die is rolled and consequences are carried out (middle, exercise, or re-entry). Continue multiple rounds, changing locomotor skills as numbers decrease. Teacher circulates, giving specific feedback on locomotor form and safe movement.
explain
3. Explain (3–4 minutes) Bring students together. Ask: – “Which locomotor skill felt the easiest? The hardest?” – “How did you decide which corner was closest?” – “What did you have to do with your body and ears to stay in the game?” Explicitly connect to TEKS: “You used different locomotor skills, stayed in open space, and listened carefully to the music and the die — those are important PE skills.”
elaborate
4. Elaborate (3–5 minutes) Play one more “challenge round” with a new locomotor skill or a faster pace. Let a student leader roll the die or lead the middle group. Quick variation: students must freeze in a balance when they reach their corner. Reflection prompt: “Tell a partner one locomotor skill you got better at today.”
evaluate
5. Evaluate (2–3 minutes) Teacher observation: locomotor form, response to music stop, safe movement to corners, following directions. Quick check: – Thumbs up/sideways/down: “I stayed safe and listened the whole time.” – “Show me with your body your favorite locomotor skill from today.” Optional: note which students can correctly identify and perform 3+ locomotor skills.

Grade Modifications

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