EducationalGymnasticsUnitPlan

January25February12,2016
FirstandSecondGrade
MungerHillandAbnerGibbsElementarySchool

JessicaFournier

UnitOutcomes,StateandNationalStandards,UnitContent,
Assessment
Unit
Outcomes
(Bytheendof
theunit,
studentswillbe
ableto)

Reference
MACF&
NASPE
Standards
by#

Psychomotor
Performa
varietyofanimal
walks,balances,
bodyweight
transfers,and
rollswith90%
accuracy.

1stGrade
(S1.E7.1)
(S1.E8.1)
(S1.E9.1)
(S1.E10.1)

MACF
MotorSkill
Development

Standard2.1

2ndGrade
(S1.E7.2a)
(S1.E7.2b)
(S1.E8.2)
(S1.E9.2)
(S1.E10.2)

MACF

Contenttobe
taught

Assessment
(include
rubrics,
quizzes,etc.
inwritten
materials
section)

Day1Animal
SkillsChecklist
Walks/Balancing

Day2Rolling

Day3
Rolling/Animal
Walks/Staticand
Dynamic
Balancing

MotorSkill
Development
Standard2.1

Cognitive

1stGrade

Day1

Pretest

List5different
animalwalks,
identifydifferent
typesofrolls,
anddifferentiate
betweenstatic
anddynamic
balancing.
Relatebalancing
andanimal
walksto
everydaytasks
suchasridinga
bike.
Affective
Follow
teachers
directionsfor
safe
participation,
work
cooperatively
withpeers,and
acceptpersonal
responsibility
byusingthe
equipmentand
space
appropriately.

(S1.E9.1)
(S1.E10.1)

MACF

Pretest

Day2
InformalTurn
MotorSkill
andTalk
Development
Assessment
Standard2.1

Day3
2ndGrade
PostTest
(S1.E7.2a)
(S1.E7.2b)

MACF

Posttest

MotorSkill
Development
Standard2.1

1stGrade
(S4.E6.1)
(S4.E1.1)

MACF
Personaland
Social
Competency
Standard2.7

2ndGrade
(S4.E1.2)
(S4.E3.2)

MACF
Personaland
Social

Day1
Safety

Day2
TeamworkSkills
Cooperation

Day3
Respectforself,
others,and
equipment.

Selfassessme
ntofConduct
andEffort
Grade

Competency
Standard2.7

UnitEvaluation(Grading)System
Effort(50%)Studentcomestoclasspreparedeverydaywithproperattire
andfootwear.Studentshowsconsistenteffortandparticipation.Student
followsdirectionandrespectsothersthroughoutentirelesson.

Skill(25%)Studentshowsabilitytoperformgymnasticsskills(rolling,
balancing,animalwalk)bytheendoftheunit.Thisgradewillbe
determinedbytheskillschecklistthattheteachercompletesduringthelast
class.

Knowledge(25%)Studentcorrectlycompleteswritten/oralassessments
withbasicknowledgeofstatic/dynamicbalancing,animalwalks,androlls.

DailyObservation
(BasedOnTheSchoolsGradingSystem)
(Studentsarescoredaftereveryclassona13ratingscale.)
1Outstanding:Studentcomespreparedforclassandachievesthedays
goalsforthelessonandfollowsclassexpectationsthroughouttheentire
lesson.
2Average:Studentcomestoclasspreparedandachievessomeofthe
daysgoalsforthelessonandfollowsclassexpectationssomeofthetime.
3Unsatisfactory:Studentcomespreparedforclass,butdoesnotachieve
daysgoalsforthelessonanddoesnotfollowtheclassexpectationsfor
mostofthelesson.

WrittenMaterials

Psychomotor:SkillsChecklist:Teacherwillgoaroundtothestations
andputtheappropriatemarknexttothestudent'sname.Studentswill
receiveacheckmarkiftheycandemonstratetheskillandanxiftheycan
notperformtheskill.
Student
Name

Kaif
Zack

Stretch
Roll

Keiron

Nevaeh
Emmau
s
John
Antonio

Grade

Crab
Walk

Sonia

(Absent)
Thoman

Mason
(Absent)
Abby

TuckRoll LogRoll Balance

on3
body
parts.

20
25

25

20

25
25
25
20

25

Jayden
Ariana
Devin
Kaymani

Adison
(Absent)
Lily
Karli
Irelynne
Brandon

25
20
25

25
15

25

25
25


Cognitive:Pretest/PostTest
Eachstudentwillcompletebothtests.
Eachquestiononthetestisworth1point.Testisoutof11points.

AnswerKey:


Affective:SelfAssessmentofConductandEffortGrade

ResultsofAssessments

Brieflydescribetheresultsofanyassessmentsused.Howdidthestudentsdo?Didtheydoas
wellasyouexpected?Wereyoupleasedwiththeresults?Howmightyoumodifythe
assessmentsusedinthefuture?

DuringthethreedayGymnasticsUnitIgave3differentformsof
formalassessmentapre/posttest,ateacherobservationchecklist,anda
behaviorselfassessment.Ialsousedseveralinformalassessmentssuch
asathumbsupthumbsdownandcheckingforunderstandingduringandat
theendofthelessons.Cognitively,Iprimarilyusedthepreandposttestas
thebiggestmeasureofstudentlearning.Onthe11pointpretestgivento
thestudentsaweekbeforetheunitbegantheaveragegradewasan7/11.
Thestudentswhoscoredhighonthepretestinformedmethatthey
participatedingymnasticsoutsideofschoolandthestudentswhoscored

lowweresomeofthestudentswithIEPs.Ontheposttesttheaverage
gradewentuptoa9/11whichwasadecentimprovementandIwashappy
withthat.Thequestionsthatmostofthestudentsgotwrongaskedforthe
differencebetweenastaticbalanceandadynamicbalance.IfIwereto
teachtheunitagainIwouldleavethatquestioninthetest.Iwouldbesure
toaddressitmorethroughoutthelessonsbecauseinsteadofusingthe
propernamestatic/dynamic,Ijustusedthewordsstillandmoving.Iwould
makethefirstsectiononthetestmoredifficultbymakingtheanimalwalks
amultiplechoicesectionorafillintheblankdependingonthegradelevel.
IlikedtheselfassessmentIusedtoassesstheaffectivedomain,I
thinkthatthestudentswereveryhonestwhenfillingitout.Mostofthe
studentsthathaveabehaviorproblemarealreadyonasystemwherethey
havetoratethemselvesattheendofeachclasssotheywereusedtoit
anditwentwellwithschoolroutines.ThefourquestionsIincludedlinedup
withthestudentsexpectationswhenenteringthegymandthiswasaway
toholdthemaccountablefortheiractionsthroughouttheunit.
Iusedtheobservationchecklistduringthelastclasswhenthe
studentsweregoingthroughstationstoshowcasetheirgymnasticsskills
thattheyacquired.ThechecklistIusedwasokaybutnotverypractical.
Tryingtowatchandcheckoffthateverysinglestudentcoulddoallofthe
skillsIlistedwasdifficultwhentryingtomanagetheclassandgive
correctivefeedbacktothefewstudentsthatdidnotunderstandaskill.
Therewerealso3studentsmissingfromclassthatdaysoIhavenoform
ofassessmentforthemexceptforwhatIrememberedseeingtheclass
before.IfeltlikeIcouldhavebeenmorecreativewithmypsychomotor
assessmentandhadthestudentsdopeerassessmentwiththeirpartnerfor
thesecondgradeclass.Overall,Idefinitelyfeelthatthemajorityofmy
studentswereabletoperformalloftheskilltheyweresupposedtoina
safeandrespectfulwaybytheendoftheunit.

Pictures:

LessonPlans
DAY1AnimalWalksandBalancing
Name:JessicaFournier

Date:January25,2016

Time:11:0011:402nd
2:152:551st
School:MungerHill,AbnerGibbs

Week#:3
Facilities:MungerHill,AbnerGibbsGymnasium
ClassSize:28

Grade:Kindergarten
EQUIPMENT: 1.6Matts2.Visuals3.Pretest(1stGrade)4.
25Pencils(1stGrade)
FOCUSOFLESSON:Explorationofdifferentanimalwalksandbalancing.
STUDENTPERFORMANCEOBJECTIVES:
Bytheendofthelesson,studentsshouldbeableto:
(C)Studentcanname2typesofanimalwalksand2typesofbalancesby
theendofthelesson.(MACF2.1)(S3.E2.K)(S3.E2.K)
(P)Maintainstillnessforthreesecondsondifferentbasesofsupportwith
differentbodyshapesbytheendofthelesson(MACF2.1)(S1.E7.K)
(P)Bytheendofthelessonstudentswillbeabletobalanceon3different
basesofsupport,combininglevelsandshapes.(MACF2.1)(S1.E7.2a)
(A)Exhibitsafebehaviorinaphysicalactivitysettingbyfollowing90%of
therulesstatedbytheteacher.(MACF2.7)(S4.E1.K)(S4.E2.K)

TEACHERPERFORMANCEOBJECTIVESDuringthelessonthe
teacherwill:

Duringthelessontheteacherwill:
1.Focusonclassmanagementandholdingstudentsaccountablefor
everything.
2.Reducetransitiontimetoamaximumof30secondsperoccurrence.

SPECIALCONSIDERATIONSWhatarethesafetyconcerns?Whatis
uniqueaboutthestudentsinthisclass?
Remindstudentstoalwaysbalanceintheirownselfspace.Tellstudentsto
tieshoelacesbeforebeginninglesson.Allowtwostudentspermattno
more.

REFERENCES:
TeachingElementaryGymnastics.(2012).RetrievedJanuary21,2016,
fromhttp://lovepe.me/10tipsforteachingelementarygymnastics/

TIM
SEQUENCEOFLESSON ORGANIZATIO REFLECTIONS
E
N
0
Studentsenterthegym
ssssssssss
Only9matsso2
:15 andstandonthebackline.
T
studentspermat

in2ndgrade

InstantActivity:Good

and3permatin
116 afternoon,MynameisMs.
T
1st.
min. Fournier,andIwouldlike
ssssssssss

everyonetopretendthat

theyarewalkingona

tightropeandfindahotspot
T

tostandon.Teacherwill
sssssssss

administerpretestandpencil
ssss

toeachstudent.

:45

4:4 WarmUp:Walkinplaceand

5
stretches.

4:45

5:0 Transition:Walktomeeting

0 place.
T

sssssssss

ssss

5:00 Informing:

8:0 MeetingPlace:Havethem

0 sitlegscrossedandhandsin

lap.

Signals:ReadyGo(begin)

321freeze(stop)

8:00
8:1
5

8:15
25:
00

Boundaries:Havethem

pointtothe4cones/general

space

AnimalWalkvisuals:
T

Picturesofchildrendoingthe sssssssss

differentanimalwalksand
ssss

balanceswewillbeworking

onduringthelesson.

Cananyonethinkofa

reasonwhywemay

balance?(surfing,

hopscotch,snowboarding)

CheckforUnderstanding:
T
Mostofthem
Havestudentsbalanceon

knewtheanimal
onefoot.Havethemshow
SSSSS
walksalready,
youhowtheywouldhold
SSSSS
couldmake
theirhandtobalance

moredifficult
somethingonit.

withmore

extensions.
Transition:Walkingona

tightropetoassignedmat.

Havethem
Studentswillbetolda

comeupwith
numberandthatisthemat

theirown
theywalkto.

animalstoshow

theclass.
SkillSet1:AnimalWalks

Afterdemonstratingthe

Abnerhadto
correctwaytoperformthe

maketheclass
animalwalk,havestudents
T
taketurnsonly2
standinasinglefileline

matsthere.
behindthelongendoftheir
SSSSSS

matandoneatatime
SSSS

performtheanimalwalk

downthelengthofthemat. SSSSSS
SSSS

Eachwalkcanberepeated
SSSS

severaltimes.
SS

1.AlligatorcrawlLieon
floorwithelbowsbent,hands
closetobody,andfeet
pointedoutward,moving
alongthefloorlikean
alligator.
a.Oncethestudentshave
performedthealligatorcrawl
successfully23times,have
themvarythewalkby
addingmovementconcepts
suchasperformingthe
animalwalkquickly,slowly,
likeamadalligatorstomping
downthemat,likeahappy
alligator,etc.(Thisshouldbe
partofnumberone)Can
anyoneelsethinkofanother
animalthatwalksusing4
partsoftheirbody?(cat,
dog,elephant)

2.KangaroojumpWith
armsclosetothechestand
palmsfacingforward,move
indifferentdirectionsusing
smalljumps.
a.Oncethestudentshave
performedthekangaroo
jumpsuccessfully23times,
allowthemtoplaceanobject
betweentheirkneessuchas
aballorbeanbagandhop
withoutdroppingobject.
Whatotheranimalsjumplike
akangaroo?

Createastory
linewiththis
lessonlikeex.
theyareina
zoo,teacherisa
zookeeper
lookingforthe
bestanimals.

25:0
035

Whatotheranimalstravelon
twobodyparts?

3.CatwalkPlacehandson
floorwhilebendingarmsand
legs,keepheadupandlook
straightaheadwhilewalking
gracefullylikeacat.
a.Variationsofthecatwalk
Performthecatwalk
backwardsdownthemat,
sidewaysdownthemat,etc.
Howmanybodypartsdoes
thatcathavetobalanceon?
Dotheyeverbalanceonjust
two?

4.CrabwalkSquatdown
andreachbackputtingboth
handsonthefloorwithout
sittingdown.Walkaround
usinghandsandfeetwhile
keepingthebodyina
straightline
a.Variationsofthecrabwalk
Walklikeaverytallcrab
andashortcrab,walk
sidewaysandbackwards,
etc.
Cananyonethinkofan
animalwalkthatwealready
didwherewebalancedon4
bodypartsjustlikeacrab?

SkillSet2Balancing:

SSSSSS
SSSS
SSSSSS
SSSS
SSSS
SS

Extension:Oncethe
studentshavehadseveral
opportunitiestoperform
thesebalancestunts,have
themvarythestuntby
widening/narrowingtheir
baseofsupport,changing
levels,etc.Discusshow
thesemodificationschange
thedifficultyofmaintaining
balance.
1.StorkposeInstanding
position,placeweightonone
footandraisetheotherto
insideofthekneeandthigh
ofstandingleg.Balanceand
hold.Thenreturntostanding
position.

2.Incrabwalkposition,
balanceonrightarmand
rightleg,thenleftarmleft
leg,rightarmleftleg,andleft
armrightleg.Howmany

354 bodypartsarewebalancing
0 onatonetime?(2)

3.ForwardbalanceIn
standingposeextendthe
rightlegstraightbackuntil
parallelwiththefloor,bend
forwardasifflying,balance,
andhold.Alternatetoother
leg.
Cananyonethinkofan
animalthatbalancesononly
onebodypart?(flamingo)

T
SSSSSSSSS
SSSSSSSSS
SSSSSSSSS


4.Backwardbalance
Extendrightlegforward,with
toespointed.Bringarmsout
tosideforbalance,lean
backandlookuptoceiling.
Holdposition.Performon
oppositeleg.

Game:
Holdabalanceonahotspot
andanimalwalktoanother
hotspot.
Extension:Havemusic
playingandwhenthemusic
stopsstudentshaveto
freeze.Iftheydon'ttheygo
tothesideandholda
balancefor10seconds
beforetheycancomeback
inthegame.
TransitionStudentspick
upallequipment.Place
equipmentinhulahoop,sit
backatthemeetingplace
crossedlegs,handsonlap.
ClosureTeacherasks
studentswhentheymight
balance.(Studentsrespond:
whendoingthelimbo,then
hoppingononefootetc.)
AssessCognitive
ObjectiveTeacherwillcall

onstudentstoname2
balancesand2animalwalks
thatwedidinclasstoday.
AssessAffectiveObjective
Studentswillgiveteachera
thumbsuporthumbsdown
basedonhowtheythink
theybehavedintheclass
today.

DAY2Rolling

Name:JessicaFournier

Date:February1,2016

Time:11:0011:402nd
2:152:551st
School:MungerHill,AbnerGibbs

Week#:3
Facilities:MungerHill,AbnerGibbsGymnasium
ClassSize:28

Grade:12
UNIT/THEME:EducationalGymnastics(Rolling)

GENERICLEVEL:PreControl
EQUIPMENT:

1.9GymnasticsMats2.Visuals3.SmileFace

Assessment4.CognitiveAssessment5.10Pencils6.1Package
ofStickers7.VideoofRolling

FOCUSOFLESSON:Explorationofdifferentrolls(narrow,wide,curled).

STUDENTPERFORMANCEOBJECTIVES(SPO)

Bytheendofthelesson,studentsshouldbeableto:

(C)Identifyatleast2typesofrollsaccuratelybystickingtheirnametagon
thecorrectpicturesofrolling.(MACF2.1)(S3.E2.K)(S3.E2.K)
(P)Explorerollingatleast2differentwaysinagymnasiumsetting.(MACF
2.1)(MACF2.1)(S1.E7.K)
(A)Indicatepersonalenjoymentofeducationalgymnasticsactivitiesby
selectingthesmileyfaceexemplifyingpositivefeelingsaboutrolling.
(MACF2.7)(S4.E1.K)(S4.E2.K)
(A)Exhibitsafebehaviorinaphysicalactivitysettingbyfollowing2rules
statedbytheteacher.(MACF2.1)(S4.E1.1)(S4.E2.1)

TEACHERPERFORMANCEOBJECTIVESDuringthelessonthe
teacherwill:

Duringthelessontheteacherwill:
1.Begininstantactivitywithin2minutesofstudent'sarrivalinthegym.
2.Reducetransitiontimetoamaximumof30secondsperoccurrence.

SPECIALCONSIDERATIONSWhatarethesafetyconcerns?Whatis
uniqueaboutthestudentsinthisclass?
Remindstudentstoalwaysrollintheirownselfspace.Tellstudentstotie
shoelacesbeforebeginninglesson.Allowtwostudentspermattnomore.

REFERENCES:
Graham,G.,Holt/Hale,S.,&Parker,M.(2007).Childrenmoving:A
reflectiveapproachtoteachingphysicaleducation(7th ed.).
NewYork:McGrawHill.
Hopple,C.J.(2005).Elementaryphysicaleducationteachingand
assessment:Apracticalguide( 2nded.).Champaign,IL:
HumanKinetics.

TIM
SEQUENCEOFLESSON ORGANIZATI
REFLECTIONS
E
ON
0
Studentsenterthegym
ssssssssss
Gamewasgood
:15 andstandonthebackline.
T
reviewfromlast

class.Besureto

:15
:45

:45
3:4
5

3:45
4:0
0

4:00
6:0
0

InstantActivity:Good
Morningboysandgirls!
Studentswillwalkaroundin
acircleandreviewanimal
walksandbalanceswhen
theteachercallsoutan
animalwalkorbalance
studentswillstopwalking
andstartdoingtheanimal
walkorbalance.(Review
fromlastweek)

Transition:Walktomeeting
place.

Informing:
MeetingPlace:Havethem
sitlegscrossedandhandsin
lap.
Signals:ReadyGo(begin)
321freeze(stop)
Boundaries:Havethem
pointtothe4cones/general
space
Rollingvisuals:Picturesof
childrendoingdifferentrolls
thatwewillbeworkingon
duringthelessonwiththe
wordtodescribethe
movementtoincorporate
reading.VideoofRolling.
Demonstration:Iwill
demonstrateeachrollwhile
showingthepicture.
CheckforUnderstanding:
Havestudentsshowyouthe
positionforeachoftherolls

T
ssssssssss

T
s
ss
s
ss
s
ss
ss

T
sssssssss
ssss

TSSSSSS
SSSS
HHHHH
HH
HHHHH
HH

connectanimal
walksand
balancing.

Theylikedthe
redlightgreen
lightrollingalot.

Bemindfulsome
studentsare
pasttherollsso
addforwardand
backwardroll
withupper
grades.

Usedtimeoutjar
inthelesonand
itworkedwell,
noonewanted
tositout.

6:00 thatwewillbedoingduring
6:1 thelessonafterI
5
demonstrate.
Transition:Insmallgroups
studentswillwalktothe
numbermattheyare
assignedtobytheteacher.

Studentswiggle
aroundduring
thelessonwhen
theteacher
stoppedto
explainthenext
roll,besureto
onlyhavethem
sitforafew
seconds.

TIM
E
6:15
18:
00

18:0
024
:00

SEQUENCEOFLESSON

ORGANIZATI
ON
Task1:StretchRock/Roll
T
Afterdemonstratingthe

correctwaytoperformthe
SSSM
rockontheirback,students
SSSSM
willhavetheirownpersonal
SSSM
spaceandworkonrocking

backandforthwithout

completelyflippingover.

(Command/PracticeStyle:

Teacherwillgivea

demonstrationandstudents

willbegivenplentyoftimeto

practicetherock)

NextStudentswilllieonthe

floorinanarrowbodyshape

(stretchroll)andpractice

flippingoverfrombackto

bellythanbellytoback.

(Command/PracticeStyle:

Teacherwillgivea
T
demonstrationandstudents

willbegivenplentyoftimeto
SSM
practicetherolldownthe
S
matt.)

REFLECTIONS
Addedanextra
warmup,animal
walksaround
perimeterofgym
1minuteper
walkandlooked
forthebest
animalto
showcasetheir
infrontofthe
class.

240
028
:00

SkillCues:Bodylongand
Narrow,armssqueezehead,
pointedtoes,stillhead)
ExtensionsUp:Rolling
fasterdownthematt,
practicekeepingbellybutton
onthetape,workonrolling
inastraightline,makethe
rollcontinuous
ExtensionsDown:Practice
rockingbackandforthmore,
onlyworkondoingoneroll
atatimeinsteadof
continuous.

Task2:TuckRock/Roll
Afterdemonstratingthe
correctwaytoperformthe
rockontheirback,students
willhavetheirownpersonal
spaceandworkonrocking
backandforthwithout
completelyflippingover.
(Command/PracticeStyle:
Teacherwillgivea
demonstrationandstudents
willbegivenplentyoftimeto
practicetherock)
NextStudentswilllieonthe
floorinanarrowbodyshape
(stretchroll)andpractice
flippingoverfrombackto
bellythanbellytoback.
(Command/PracticeStyle:
Teacherwillgivea
demonstrationandstudents

SSSM
S
SSM
S

SSM
S
SSSM
S
SSM
S

SSM
S
SSSM
S
SSM
S

SSM
S

willbegivenplentyoftimeto SSSM
practicetherolldownthe
S
matt.)
SSM
S
SkillCues:Handshuglegs,

curledbodyposition,still

head)

ExtensionsUp:Rolling

fasterdownthematt,

practicekeepingbellybutton

onthetape,workonrolling

inastraightline,makethe

rollcontinuous
ExtensionsDown:Practice
rockingbackandforthmore,
onlyworkondoingoneroll
atatimeinsteadof
continuous.

Task3:LogRollAfter
demonstratingthecorrect
waytoperformtherockon
theirback,studentswillhave
theirownpersonalspace
andworkonrockingback
andforthwithoutcompletely
flippingover.
(Command/PracticeStyle:
Teacherwillgivea
demonstrationandstudents
willbegivenplentyoftimeto
practicetherock)
NextStudentswilllieonthe
floorinanarrowbodyshape
(logroll)andpracticeflipping
overfrombacktobellythan
bellytoback.
(Command/PracticeStyle:

Teacherwillgivea
demonstrationandstudents
willbegivenplentyoftimeto
practicetherolldownthe
matt.)
SkillCues:Handshuglegs,
curledbodyposition,still
head)
ExtensionsUp:Rolling
fasterdownthematt,
practicekeepingbellybutton
onthetape,workonrolling
inastraightline,makethe
rollcontinuous
ExtensionsDown:Practice
rockingbackandforthmore,
onlyworkondoingoneroll
atatimeinsteadof
continuous.

Task3:ROLLINGRED
LIGHTGREENLIGHT
Studentswillrollin
whicheverwaytheychoose
(stretchortuckorlog)down
themattwhentheyhear
greenlight,whentheteacher
yellsoutredlightstudents
freeze.Oncestudentsget
downtotheendofthemat
theystandupandwalkto
thenextmatt.Stillplaying
redlightgreenlighteven
whenwalking.(Guided
Discovery:studentsgetto
exploreandfigureoutwhat
rolltheywanttodo,teacher

guidesthembyredlight
greenlight.)

TIM
E

28:0
028
:15

28:1
533
:00

33:0
033
:15

33:1
534
:15

34:1
535
:00

SEQUENCEOFLESSON

ORGANIZATI
REFLECTIONS
ON
TransitionStudents

spreadoutandfindopen
T
space.

SS
Game:Studentswalk
S
arounduntilthemusicstops,
SS
theyfreeze,andIshoutout
SS
ananimalwalk/balance/roll
SS
andtheyhavetodoit,once
S
themusiccomesbackon
(ALLONAHOT
theywalkagain.(reviewof
SPOT)
thisweekandlastweek's

tasks)

TransitionStudentspick

upallequipment.Place

equipmentinhulahoop,sit TSSSSS
backatthemeetingplace
SSSSSS
crossedlegs,handsonlap.

ClosureTeacherasks
T
studentswhentheymight

roll.(Studentsrespond:
SS
whenthereisafireetc.)
S
SS
Distributionof
SS
AssessmentMaterials:
SS
S
AssessmentPsychomotor

ObjectiveAsstudentsare

doingthetasks(rolls)during
T
thelessonusingarating
SSS
scaleandalsowhen

35:0
039
:00

39:0
040
:00

checkingforstudent
understanding.
AssessmentCognitive
ObjectiveTeacherwillask
studentstodifferentiate
betweenthetworolls.
AssessmentAffective
ObjectiveSelfRateForm
ExitTransition:Lineupon
lineandwaitquietlyfor
teachertocomegetthem.

SSS
SSS
S
T
SSS
SSSS

SSS

T
SSS
SSS
S
SSS
S

DAY3Balancing/Rolling/AnimalWalks

Name:JessicaFournier

Date:February8,2016

Time:11:0011:402nd
2:152:551st
School:MungerHill,AbnerGibbs

Week#:4
Facilities:MungerHill,AbnerGibbsGymnasium
ClassSize:28

Grade:1&2
UNIT/THEME:EducationalGymnastics(StaticandDynamicBalance)
GENERICLEVEL:PreControl
EQUIPMENT:1.11GymnasticsMats2.Visualsforeachstation

3.10Pencils4.10Beanbags5.10Scarfs

6.10hotspots7.1balancebeam8.KidzBopMusic(Played
onSpeaker)
9.SmileyFacePoster(AffectiveAssessment)

FOCUSOFLESSON:Explorationofdifferentstaticanddynamicbalances.
STUDENTPERFORMANCEOBJECTIVES(SPO)
Bytheendofthelesson,studentsshouldbeableto:
(C)Identifyatleast2typesofbalances(static/dynamic),2typesofrolls,
and2animalwalks.(MACF2.1)(S3.E2.K)(S3.E2.K)
(P)Explorebalancing(static/dynamic)atleast2differentwaysina
gymnasiumsetting.(MACF2.1)(MACF2.1)(S1.E7.K)
(A)Indicatepersonalenjoymentofeducationalgymnasticsactivitiesby
selectingthesmileyfaceexemplifyingpositivefeelingsaboutbalancing
(static/dynamic)(MACF2.7)(S4.E1.1)(S4.E2.K)
(A)Exhibitsafebehaviorinaphysicalactivitysettingbyfollowing2rules
statedbytheteacher(MACF2.7)(S4.E1.K)(S4.E2.1)

TEACHERPERFORMANCEOBJECTIVESDuringthelessonthe
teacherwill:

Duringthelessontheteacherwill:
1.Begininstantactivitywithin2minutesofstudent'sarrivalinthegym.
2.Reducetransitiontimetoamaximumof30secondsperoccurrence.

SPECIALCONSIDERATIONSWhatarethesafetyconcerns?Whatis
uniqueaboutthestudentsinthisclass?
Remindstudentstoalwaysrollintheirownselfspace.Tellstudentstotie
shoelacesbeforebeginninglesson.Allowtwostudentspermattnomore.

REFERENCES:
Graham,G.,Holt/Hale,S.,&Parker,M.(2007).Childrenmoving:A
reflectiveapproachtoteachingphysicaleducation(7th ed.).NewYork:
McGrawHill.
Hopple,C.J.(2005).Elementaryphysicaleducationteachingand
assessment:Apracticalguide( 2nded.).Champaign,IL:
HumanKinetics.
LESSONPLANFORM


TIM
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:15
:45

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3:4
5

3:45
4:0
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4:00
6:0
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6:00
6:1
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SEQUENCEOFLESSON

ORGANIZATI
ON
Studentsenterthegym
ssssssssss
andstandontheback
T
line.

InstantActivity:Good
T
afternoon,MynameisMs.
ssssssssss
Fournier,andIwouldlike

everyonetopretendthat

theyarewalkingona
T
tightropeovertoour
s
meetingplace.
ss

s
WarmUp:Studentswill
ss
walkaroundinacircleand
s
reviewanimalwalksand
ss
balanceswhentheteacher ss
callsoutananimalwalkor

balancestudentswillstop

walkingandstartdoingthe

animalwalkorbalance.
T
(Reviewfromlastweek)
sssssssss

ssss
Transition:Walktomeeting

place.

Informing:

MeetingPlace:Havethem

sitlegscrossedandhands

inlap.

Signals:ReadyGo(begin) TSSSSSS
321freeze(stop)
SSSS
Boundaries:Havethem
HHHHH
pointtothe4cones/general
HH
space

REFLECTIONS
Awesome
lesson,really
surprisedhow
welltheyoung
onesdidwith
thestations.
Theyreally
enjoyedthemas
well.

Beginningwas
greatbecause
theyallsatin
themiddleand
teacherwent
aroundtoeach
stationtodemo
beforetheygot
intoit.

Criticaltomake
signsand
picturesforeach
stations
becausethey
willforget.

Transitionswent
verysmoothly,
gavestickers
positive
reinforcementto
studentsthat

Balancingvisuals:Pictures
ofanelephantbalancingon
aball,personbalancingon
awire,balancingFrisbeeon
head,balancingabeanbag
ontheirbodyetc.Teacher
willdemonstrateall.

Demonstration:Iwill
demonstrateeachbalance
whileshowingthepicture.

CheckforUnderstanding:
Havestudentsbalanceon
onefoot.Havethemshow
youhowtheywouldhold
theirhandtobalance
somethingonit,orbalance
whilemoving.Activitieswe
willbedoingduringthe
lessonafterIdemonstrate.

Transition:Walkingona
tightropetoahotspot.

HHHHH
HH

followed
directionsand
walkedtothe
nextstation.

Theywereall
reallytiredby
theendofthe
lesson.

Attheendhad
thegroupform
onegiant
balance
together,all
studentscould
useoneanother
orbalance
alone.

LESSONPLANFORM

TIM
SEQUENCEOFLESSON ORGANIZATI
REFLECTIONS
E
ON

Teacherwillteacheachof
T

6:15 thestationactivitiesatthe

20: stationsandcheckfor
SSSM
00
studentunderstandingby
SSSSM

allowingthemtopractice
SSSM

afewtimes.

CircuitReview:Guided

T
Discovery:Studentknow

20:0
034
:15

5
sec
ond
s

whattheoutcomeneedsto
behowevertheyare
encouragedtobecreative
withthewaystheyworkon
theirbalancingskillsat
differentstations.Theywill
beateachstationfor1.0
minute.

Station1FloorTightRope
w/object:
(Command/PracticeStyle:
Teacherwillgivea
demonstrationandstudents
willbegivenplentyoftimeto
practicethebalance)Stand
onlineswitharmsoutand
walkthetightrope,with
objectbalancedonyour
body.
SkillCues:heeltotoeStay
onthelinewithoutfallingoff.
ExtensionUp:Trywalking
backwards,walkfaster,
differentlevels
ExtensionDown:Slow
down,stayatahighlevel

Transitiontonextstation

Station2BalanceBeam:
Command/PracticeStyle:
Teacherwillgivea
demonstrationandstudents
willbegivenplentyoftimeto

SSM
S
SSSM
S
SSM
S

SSM
S
SSSM
S
SSM
S

SS
S
SS
SS

5
sec
ond
s

5
sec
ond
s

practicethebalance)Stand
onbalancebeamwitharms
outandwalkthetightrope.
SkillCues:heeltotoe,stay
onthelinewithoutfallingoff.
ExtensionUp:Trywalking
backwards,walkfaster.
differentlevels
ExtensionDown:Slow
down,stayatahighlevel

Transitiontonextstation

Station3VSit:
(Command/PracticeStyle:
Teacherwillgivea
demonstrationandstudents
willbegivenplentyoftimeto
practicethebalance)Siton
thehotspotinatucksit
facingforward,hands
behindthebottom,restedon
thefloor.Liftthefeetupin
fronttobalanceonthe
bottom.
SkillCues:armsonfloor
behindyou,legsup,balance
onyourbottom
ExtensionUp:Tryholding
yourbalancefor30
seconds,trytomakeyourv
wider

SS
S

T
SSS
SSS
SSS
S

T
SSS
SSSS

SSS

5
sec
ond
s

ExtensionDown:liftone
legoffthegroundnotboth,
dontliftlegsashigh

Transitiontonextstation

T
SSS

SSS
Station4BalanceObject
S
onBody:
SSS
(Command/PracticeStyle:
S
Teacherwillgivea

demonstrationandstudents

willbegivenplentyoftimeto

practicetherock)Standwith

legsshoulderwidthapart

andstretchonehandout

andbalancethebeambag

onyourhand,stretchyour

freearmouttohelpyou

balance.Balanceobjectfor

5seconds.

ExtensionUp:Try

balancingbeanbagon

differentpartsofbody.

(Exampleonyourheador
T
foot)trybalancinganobject

onyoustandingononlyone
SS
foot
S
SS
ExtensionDown:usefour
SS
bodypartstobalanceon,
SS
puttheobjectonalarger
S
partofyourbody.

Cues:armsout,look

straightahead

5
sec
ond
s

Transitiontonextstation

Station5:StretchRoll
Studentswilllieonthefloor
inanarrowbodyshape
(stretchroll)andpractice
flippingoverfrombackto
bellythanbellytoback.
(Command/PracticeStyle:
Teacherwillgivea
demonstrationandstudents
willbegivenplentyoftimeto
practicetherolldownthe
matt.)

T
SSS
SSS
SSS
S

SkillCues:Bodylongand

Narrow,armssqueeze

head,pointedtoes,still

head)

ExtensionsUp:Rolling

fasterdownthematt,

practicekeepingbellybutton
onthetape,workonrolling
inastraightline,makethe

rollcontinuous

ExtensionsDown:Practice T
rockingbackandforthmore, SSS
SSSS
onlyworkondoingoneroll

atatimeinsteadof

continuous.
SSS

Transitiontonextstation

5
sec
ond
s

5
sec
ond
s

Station6:Task2:Tuck
RockStudentswilllieon
thefloorinanarrowbody
shape(stretchroll)and
practiceflippingoverfrom
backtobellythanbellyto
back.(Command/Practice
Style:Teacherwillgivea
demonstrationandstudents
willbegivenplentyoftimeto
practicetherolldownthe
matt.)
SkillCues:Handshuglegs,
curledbodyposition,still
head)
ExtensionsUp:Rolling
fasterdownthematt,
practicekeepingbellybutton
onthetape,workonrolling
inastraightline,makethe
rollcontinuous
ExtensionsDown:Practice
rockingbackandforthmore,
onlyworkondoingoneroll
atatimeinsteadof
continuous.

Transitiontonextstation

Station7:BearwalkPlace
handsonfloorwhilebending
armsandlegs,keephead
upandlookstraightahead
whilewalkinglikeabear.

(Guideddiscovery)Ask
studentsaseriesof
questionsleadinguptohow
theythinkabearwalks.How
lowtothegroundisabear?
Howfastdoesabearmove?
Howmanylimbsdoesa
beartravelon?
Cues:straightarms,bent
legs,usingall4limbs,head
up

ExtensionsHigh:Perform
thecatwalkbackwards
downthemat,sideways
downthemat,trytogo
fasteretc.
ExtensionsDown:Change
toalowerlevelforabetter
baseofsupportorslow
downthemovement.

Transitiontonextstation

Station8:CrabwalkSquat
downandreachbackputting
bothhandsonthefloor
withoutsittingdown.Walk
aroundusinghandsandfeet
whilekeepingthebodyina
straightline.(Guided
discovery)Askstudentsa
seriesofquestionsleading
uptohowtheythinkacrab
walks.Howlowtothe

groundisacrab?Howfast
doesacrabmove?How
manylimbsdoesacrab
travelon?(Cues:Feetand
Handsonfloor,bellyup,
headup,bodyinstraight
line)
ExtensionsHigh:Walklike
averytallcrabandashort
crab,walksidewaysand
backwards,speedupetc.
ExtensionsDown:Change
toalowerlevelforabetter
baseofsupportorslow
downthemovement.

Station9ForwardBalance
toBackwardBalance:
ForwardbalanceIn
standingposeextendthe
rightlegstraightbackuntil
parallelwiththefloor,bend
forwardasifflying,balance,
andhold.Alternatetoother
leg.(CommandStyle)Tell
studentsexactlyhowmany
limbstheyshouldbe
balancingon.(Cues:weight
ononeleg,bendatthe
waist,armsout)
Extensionsup:Holdpose
forlonger,trybalancingan
objectwhiledoingpose
ExtensionsDown:Leave
toeonground,holdbalance
forlesstime.
BackwardbalanceExtend
rightlegforward,withtoes

SS
S
SS
SS
SS
S

pointed.Bringarmsoutto
sideforbalance,leanback
andlookuptoceiling.Hold
position.Performon
oppositeleg.(Command
Style)Tellstudentsexactly
howmanylimbstheyshould
bebalancingon.
(Cues:Lookatceiling,
weightononefoot,otherleg
straightoutinfront)
Extensionsup:Holdpose
forlonger,trybalancingan
objectwhiledoingpose
ExtensionsDown:Leave
toeonground,holdbalance
forlesstime.

TIM
E
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535
:00

35:0
039
:00

SEQUENCEOFLESSON
TransitionStudentspick
upallequipment.Place
equipmentinhulahoop,sit
backatthemeetingplace
crossedlegs,handsonlap.
ClosureDistributionof
AssessmentMaterials:
AssessmentPsychomotor
ObjectiveAskstudents
abouttheskillstheylearned
andhavethemdemonstrate
theirunderstanding

ORGANIZATI
REFLECTIONS
ON

TSSSSSS
SSSSSSSS
SS

SS
S
SS
SS

39:0
040
:00

AssessmentCognitive
ObjectivePostTest

AssessAffective
ObjectiveAsstudentsexit,
theyhigh5the
smiley/flat/frownyfaceon
thepostertoindicatetheir
levelofenjoymentof
balancing.

ExitTransition:Lineupon
lineandwaitquietlyfor
teachertocomegetthem.

SS
S
(ALLONAHOT
SPOT)

TSSSS
SSSSSS
S

Resources
ALEXLessonPlan:Gymnastics:ALotMoreThanJustFlips!(n.d.).
RetrievedJanuary21,2016,from
http://alex.state.al.us/lesson_view.php?id=31027

Graham,G.,Holt/Hale,S.,&Parker,M.(2007).Childrenmoving:A
reflectiveapproachtoteachingphysicaleducation(7th ed.).NewYork:
McGrawHill.

Hopple,C.J.(2005).Elementaryphysicaleducationteachingand
assessment:Apracticalguide( 2nded.).Champaign,IL:
HumanKinetics.

TeachingElementaryGymnastics.(2012).RetrievedJanuary21,2016,
fromhttp://lovepe.me/10tipsforteachingelementarygymnastics/

Term4GymnasticsAnimalWalks.(n.d.).RetrievedJanuary21,2016,
fromhttps://www.youtube.com/watch?v=P7Z5bnk4_ic