I hope everyone has been staying as safe as possible and practicing good social distancing. I also hope that people are taking advantage of going outside and exercising if possible. If you are working during this time, know that you are appreciated, important, and you are literally keeping society going.
Thank you.
My school extended our time out of school two more weeks by request of the governor. I’m glad our state (Illinois) is showing responsible leadership by making the hard choices that will ultimately save lives. We are doing our best to provide online instruction to our older students wherever it is possible, and encouraging our younger students to continue working on their practical life skills at home.
First and foremost, as stated above, practical life skills would be an excellent component to reinforce. There are also many modes of exercise that one can do at home, such as calisthenics, running, and yoga. Depending on where you live, hiking or exploring trails can be a great mode of exercise that also helps us appreciate nature. We shouldn’t overlook play; forts made out of couch cushions or running around the backyard are fun and therapeutic.
While I am out of school, what I will continue to post lessons for free that I typically sell online, slightly rewritten to accommodate the fact that the game will be played by only a few people at a time (parents and kids) and at home (either inside our outside). What I want is everyone to have access to these games in this time of uncertainty; money and resources should not be a factor to have quality Montessori physical education instruction. If you are in a position to support me by purchasing programs and lessons, I would be very grateful, but the ultimate goal is doing the most good.
This is also a thank you to everyone who has already purchased my lessons and albums, those that have downloaded my free lessons, those who have attended my presentations, and for everyone who appreciates my work in person or through social media engagement. I appreciate the Montessori and physical education communities for showing interest in my philosophy of integrating physical education with the Montessori classroom.
Without further ado:
Angle Wall Ball (Geometry)
Excerpts from Montessori Physical Education Volume One
Montessori Physical Education
Angle Wall Ball
Introduction:
Many students are familiar with the game Wall Ball. The game involves players throwing a ball off the ball and trying to catch it in the air or off the bounce. If they are successful in catching the ball, it is their turn to throw the ball and the process continues. It is a fan favorite for students especially during indoor recess when they have large walls to throw tennis balls of off for impressive ricochets.
This version of the game (Angle Wall Ball) will reinforce the geometric concepts of acute and obtuse angles that the students have learned in class. Depending on how a player throws the ball (underhand versus overhand), it will ricochet off the wall and the ball path creates an angle. The students are going to try their best to create either obtuse or acute angles from their throw in this fun and high-energy wall ball style game.
Materials:
· A large wall (inside or outside) that a tennis balls (or other bouncy balls) can be thrown off of
· A bouncy ball or tennis ball
· A whiteboard, chalkboard, a large paper
· Jump rope, chalk, or something to make a boundary throwing line (optional)
Prior Knowledge: The students should have done some work with angles, especially acute and obtuse angles.
Presentation
· Before we begin the game, review the different types of angles that your student(s) know. Have them draw some of the angles and label them if possible. If they can identify acute and obtuse angles, they are ready to play.
· As an example, the instructor should throw a tennis ball with an overhand (pitching type) motion against the wall. Ask the student(s), “If you could trace the path of the tennis ball when it left my hand and bounced off the wall, what angle did it make?” Throw the ball in the same manner against the wall again so they can concentrate on the flight path of the ball. If none of the students can tell what angle the path of the ball made once it bounced off the wall, we need to slow it down for them. The instructor should take the ball and walk it through the path that it took to hit the wall, and then the angle that it ricocheted. The instructor should go to the whiteboard and draw the line of flight of the ball to the wall, and then the line made after the ricochet, which should look like an acute angle if it was thrown hard enough.
· This process should be repeated with an obtuse throw with one important distinction: the ball should be thrown closer to the wall and underhand. This manner of throwing the ball will cause the ball to ricochet higher in the air. If the students cannot tell that this type of throw creates an obtuse angle, slow it down for the student(s) like last time. Draw the flight path of the ball to prove that it makes an obtuse angle.
· Once the students identify the different angles, it is time to explain the rules of the game. There should be two types of players: an acute player and an obtuse player. The acute player must throw hard with an overhand motion so the ball makes an acute angle from the ricochet, and the obtuse player is trying to make an obtuse angle by throwing closer to the wall underhanded.
· Depending on where you are playing the game, make a boundary line with chalk (if outside), jump rope, or some type of landmark. This boundary line separates the playing area of the acute player and the obtuse player.
o The acute player stands in the playing area farther away from the wall. They must throw the ball hard so that it hits the wall and bounces off. Keep that in mind when creating the boundary line so that the acute player can consistently hit the wall and it is not too far away for them.
o The obtuse player stands in the playing area closer to the wall. They must throw the ball underhand so that it hits the wall and bounces high off the wall. The obtuse players may need a couple warm-up throws to get the hang of this type of throw.
· The acute player starts with the tennis ball and should be in a spot (probably close to the boundary line) where they are guaranteed to hit the wall from where they throw it. The obtuse player should be ready to stop the ball from bouncing past the “serving line” or “dividing line”. The best way to do this is by catching the ball of the ricochet. If they catch the ball, they are allowed to go anywhere they want in their playing area and throw the ball. If the ball is not caught, but batted down or blocked by the obtuse player before it crosses the dividing line, they have to throw the ball from where they stopped the ball, which will be much harder to do (because they won’t be so close to the wall to make the obtuse angle).
· If the obtuse player cannot prevent the ball from crossing the dividing line on any given through, then that is a point for the acute player.
· The obtuse player does catch the ball; they should find a good spot to throw the ball underhand so that it ricochets off the wall and high into the air. The acute player must stay behind the dividing line until the ball is thrown. Once the ball is thrown, the acute player tries to catch the ball before it hits the ground. If you are playing with younger children, allow them one bounce on the ground. The acute player is allowed to cross the diving line to catch the ball if necessary. If the acute player catches the ball, they can go back to their side and throw the ball overhand again and the play resumes.
· If the acute player cannot catch the ball, then it is a point for the obtuse player.
· If a player throws the ball and it is clear that the flight path of the ball did not make the angle for that type of player, it is either a point for the other player or a redo (depending on the age and ability of the student(s) playing).
· Make sure to alternate who serves the ball at the beginning of each point.
· Play to a certain score, and then make sure to switch the player’s roles.
· After the game is over, discuss what happened during the game. Was one type of throw easier to make than the other? Was easier to catch the ball of an acute player or an obtuse player?
Aims:
Direct: To reinforce the acute and obtuse angles.
Indirect:
Listening and following directions
Strategy
Patience
Physical skills practiced:
· Throwing a tennis ball (overhand and underhand)
· Catching a tennis ball (in the air and off the bounce)
· Running
Control Of Error:
The students and the instructor should be watching the throw to see if the angle created is obtuse or acute.
Points of Interest: Having to focus extra hard on the flight path of the ball will help some of the students with their hand-eye coordination. Focusing on angle trajectory will help the students when they other games like basketball or pool.
Age: Any age