Teaching Candidate:

Brian Kusnerick and Hannah Rhoades St. Joe Ogden Middle School Gymnastics

Date/Time/ Location:

3/13/13

School:

Grade Level:

8th grade

Unit:

Lesson Focus:

Individual and Partner Balances

Equipment Needed:

6 mats (at least, more if possible) Music

Student Objectives: (each should have behavior, criterion, and condition) The student will be able to: 1) (psychomotor): Students will be able to balance successfully (following the images posted) in 70% of the positions for 10 seconds during the station activity. 2) (cognitive): Students will be able to verbally respond to questions regarding cues to cognitively know how to execute the individual or partner balance successfully. 3) (affective): Students will be respectful of each others abilities and self, no taunting or negative comments to peers will occur during the lesson. National Standards: Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. ISBE Standards: 19.A.3 Demonstrate control when performing combinations and sequences of locomotor, nonlocomotor and manipulative motor patterns in selected activities, games and sports. 19.C.3a Apply rules and safety procedures in physical activities. 21.A.3a Follow directions and decisions of responsible individuals (e.g., teachers, peer leaders, squad leaders). 21.A.3c Remain on task independent of distrac-tion (e.g., peer pressure, environmental stressors). Overall Safety: Be sure that all students have enough space to perform both their individual and partner balances Be respectful of one another and aware of surroundings

If a students feels dizzy or a balance is too physically strenuous, the students may take a break in order to reduce the onset of injury Stress the importance of following the directions of the stretches, because we do not want the student or their peers to get injured from not following instruction

Health-Related Fitness (HRF) Component & Activities that Support Learning of HRF: Muscular Endurance: Students will be engaged in aerobic activity when performing the different balances movements. Trying to hold the balancing positions will require the students to actively flex and incorporate their bodys muscles to imitate what we want them to do. Flexibility: Performance of the various balances will require the students to display varying degrees of flexibility. Continuous flexible movements allow more efficient movement at the joints and a decreased risk of injury. (5 min) Instant Activity: Dynamic stretching - Students will at first be shown how to execute each dynamic stretch before they will be asked to perform the stretch so that the class can see how we would like it done. Lunges - students will be shown how to perform a lunge and then will be asked to lunge in a line. focusing on hips on the waist, straight back, and knee lower to the ground (stretching the quadriceps) Toe touches - Brian will show the class a walking toe touch. Extending the leg out in front and elevated in front of the body. Students will perform this, working on touching foot with opposite hand, straight legs, and controlled movements (stretching hamstrings) Knee to the chest - This dynamic stretch involves bringing the knee up and close to the individuals chest. This is stretching the hamstrings and glutes. Tip toe walking - stretching the calves we want the students walking down to the other side on their tippy toes. going at a slower pace really focusing on getting up on ones toes

(1-2 min) Set Induction Today we will be working on static balancing as part of our gymnastics lesson. Balancing in different positions can test your muscular ability and is a fun way to increase your daily physical activity. Most of our positions today will incorporate a partner, which involves communication as well as balance to succeed in the position. Everyone needs to be aware of their surroundings and respect their partner while going through these activities; our goal is to have everyone hold the majority of these positions posted for at least 10 seconds and an encouraging environment will help everyone reach this goal. (30 min) Task 1: Partner and Individual Balance Positions 1) Description: Students will be separated into partners of similar height and weight (split up by the

teachers), where they will go through stations posted throughout the gymnasium that have images showing balance positions they will attempt to duplicate. a. What is the activity? The activity consists of 9 stations with either one or two balance positions for the students to try either with a partner or individually. Station 1: Partner Balances on One Foot. With these two balances, emphasis will be placed on sure footing and the general cue of Focus on an Object. Station 2: Partner Back-to-Back Balances. With these two balances, during the demonstration and throughout the station the teachers will emphasize communication and keeping feet straight as well as shoulder width apart. Station 3: Partner on Back Balances. Students will need to focus on communication and control with these two movements, as one partner will need to support the other in the action. Station 4: Partner Foot -Grab and Back-to-Back Balances. Students will reminded to keep their feet shoulder width apart as well as straight; this station incorporates communication as well as individual balance. Station 5: Partner on Back Balances. While the teachers demonstrate, a specific safety comment will be made about balancing on a partners back; students need to communicate and go slow with this action to avoid injury. Preparation and planning will ensure a proper and safe form. Station 6: Reverse Airplane Balance. This balance requires the bottom partner to be firm and stationary to ensure the top partner can have a controlled center of balance while focusing on an object to stay balanced. A strong emphasis on communication to ensure safety will be put on this station. Station 7: Hands on Knees Partner Balance. These two balances require a firm stance and center of balance to ensure proper form. (Cue: Straight and Firm) Station 8: Individual Shoulder Stands with Leg Accents: Students will practice balancing on their own, on their shoulders with additional help by their hands if necessary. Students will need to emphasize the cue Tight Core at this station. Station 9: Additional Individual Shoulder Stands with Leg Accents. Students will perform similar shoulder stands in this station. This station will be important with refinement and application to test their ability to hold the positions. b. Who will demonstrate? Brian and I will demonstrate the balances they will perform at each station before students participate, also there will be images at each station to remind them of the position they will be doing. c. Checks for Understanding: The teachers will be moving throughout the activity and supervising the students at each station while asking questions such as: Should this be a slow, controlled movement or a quick movement? What helps you balance? (Contracting your core, focusing on a object, communication?) d. What cues will you use? Tight Core, Communication, Focus on an Object, Straight and Firm, Freeze and Rotate (when the music stops we will say freeze and rotate to have students move to the next station.) 2) Safety: Students will be encouraged to take their time and be mindful of their surroundings when participating in the stations. Everyone should try each movement but also be mindful of their abilities.

3) Extension/Refinement/Application: Students will be asked to switch roles in the partner positions and also to test their ability to hold the positions for as long as possible. 4) Transition to next lesson component: This is the only lesson component as demonstration and going through each station will take the majority of the class time. (1-2 min) Closure: Today we went over both individual and partner balances. What are some other gymnastics movements that the class can come up with? For instance, can they name some other activities done in the Olympics or equipment used? Gymnastics a a great way to improve ones muscular endurance and flexibility health components. Finding the type of gymnastics movement that one likes can make it much more enjoyable and keeps them staying active. Assessment: How would you assess at least one learning objective from your lesson? It could be a formal or informal assessment that takes place in class or outside of class. Gymnastics/Balancing assessment 1. Both teachers will walk around to the different stations to visually see the competency and execution the students display during the various balances. This gives the instructor a general idea of the success that the class has for the different balances. 2. Both teachers will participate in an informal assessment of the students to see whether or not the class is meeting the affective objective. For example, when walking around the room the teacher should be actively listening to what the children are saying to ensure that negative comments are not being said. References: Educational Gymnastics: Static Balance. Bell, Dr. K. & The Boise State University PE Majors Enrolled in Educational Gymnastics.