PARTS OF THE LESSON LESSON CONTENT CUES & SAFETY TIPS DETAILS INTRODUCTION (1 min) Sonya Welcome students, go over expected behaviours and appropriate signals. Safety, being fair, having fun, respect, do NOT on equipment Safety: a whistle blow “stop where you are” Grouping: Scattered formation sitting on floor. Equipment: No equipment nearby, to avoid distraction WARM UP Freeze Tag (with Balance Positions) (5 min) Sonya Students will be able to demonstrate correct and safe technique of balance positions while participating in a game of freeze tag played in a marked area of the gym. Safety: Keep away from others, eyes open, head up, don’t collide, run at a controlled pace. Be of others when assuming Demonstration: Explain while demonstrating, then have students perform together to show understanding. Grouping: Select 2 volunteers to be IT (vary genders).
Modifications: E: Students can freeze in a choice of different balances (stork; leg extension or starfish) that vary in challenge level. the balance positions. Only a light tap on the shoulder. Switch ITs after 2.5 mins. Equipment: none. Safety: Keep play space free of obstacles, ensure a safe distance away from hazardous equipment in gym, only light taps to the shoulder to free a tagged person. STATIONS: Balances Jumps Rolls (3 min instruction at start and 5 min per station, for a total of 18 min) Shannon Esther Tony Students are introduced to the location of each station. Each station is demonstrated by the station leader. Conduct instruction in the middle of the gym away from the equipment Safety: Whistle blow means “stop! Get off the equipment and sit down” Grouping: Sit in large group in the middle of the gym for station instruction. Class then divided into three groups of 8 or 9 by providing each student with a
station number. Transition: students point to the station they are traveling to next. Instructed to perform one of the following moves to the next station: crab crawl, bunny hop, bear crawl STATION 1 BALANCES Shannon Students will be able to demonstrate correct and safe technique of a stork stand and front kick while transitioning across three benches. Students will be able to Keep your arms straight out to the sides! Lock your knees! Jump: Bend your legs! Watch where Demonstration Bench 1: Walking: Step onto the bench one foot at a time. Arms straight out to the sides to help with balance. 2: Stork Stand: Keep your arms straight out to the sides to help Balancing
demonstrate correct and safe technique of a star jump position while in the air after jumping off a bench. E: stand: position the bent leg on the ankle of the straight leg Front kick: lift the front leg an inch off the bench Shaped jumps: Perform a pencil jump H: Balances: Perform all balances while keeping an you’re jumping! Land softly! Don’t try anything that you’re really afraid to do. with balance. Step forward with the right leg, bend the left leg and raise your left foot up to your right knee. Repeat with the opposite legs and continue to alternate until you reach the end of the bench. Bench 3: Front kicks: Keep your arms straight out to the sides to help with balance. Step forward with your right leg and kick your left leg forward 45 degrees. Repeat with the opposite legs and continue to alternate until you reach Star Jump: Begin with your feet together at
must line up away from the jumping area. STATION 2: STATIONARY POSITIONS/SHAPED JUMPS Esther Students will be able to demonstrate correct and safe technique of tuck, pike and straddle while sitting on the floor. Students will also be able to demonstrate correct and safe technique of tuck and star positions while in the air after jumping off a bench. Modifications: E: Tuck: Perform positions at own pace. Tuck sit: Hug your legs, knees to chest, hold tuck tight, point toes Pike: point toes, straight legs. Straddle: spread your legs, point toes, straight back. Tuck jump: Hug your legs, knees to chest, hold tuck tight, point toes Star jump: Reach! Spread your legs. Demonstration: teacher quickly reviews stationary positions while students follow along. Then, students have the freedom to practice any shaped jump off a bench according to their personal comfort levels. Groups: (same groupings) Formation: Circle for first part. Then, lined up behind each bench, 2-3 to a bench. Equipment: 3 benches, 3 mats Safety: One person on one bench at one
Pike: Have the back more upright, arms forward Straddle: Have the legs closer together Shaped jumps: Perform shaped jumps from off the floor. Perform a pencil jump (vertical pike) H: Tuck, Pike, and Straddle, changing positions on command Pike: Try V-sit with arms out to side for balance Straddle: Have legs as wide as possible, touching both toes. Motorcycle landing: land quiet as a mouse, absorb, sit, hold the handlebars, hold it for 3 Safety: always bend your legs! Watch where you’re jumping, land softly! Don’t try anything that you’re really afraid to do, only one person on the box at any time. V-sit: Legs straight, toes pointed, tight tummy, back straight, time. If uncomfortable trying harder progressions, opt for easier shapes.
Shaped Jumps: Perform from a higher box. Can also try pike and straddle jump. arms in a “T” Pike jump: glued legs, point toes, reach for your toes Straddle jump: spread your legs, point toes, straight back, reach for your toes STATION 3 ROLLING Tony Students will be able to perform a log roll along the mat, as well as a basic shoulder roll. Modifications Students can roll more than once before stopping (ie: 3 times); end roll in a crouching, squatting, or standing position; begin roll from a sitting, crouching, or standing position Log roll: arms up; legs straight; stretch out as far as you can Shoulder roll: listen to your shoulder! Your shoulder says to look behind you! Push and roll! Safety: students Demonstration: instructions will be provided before, during, and after modeling. Groups to be instructed on one roll at a time, beginning with the log roll. Instructions on performing the shoulder roll will be provided after some practice with the log rolls.
look behind them to the left, and push UP with their left leg while leaning towards the ground and making contact with their shoulder, ending the roll in the initial position. PERFORMANCE (5 min) Natalya Students will be able to demonstrate all skills learnt during the lesson (one balancing position, one jump and one roll transitioning across a bench and a mat) in one routine. Students are asked to step on the bench, walk to the middle, do one balance act, walk to the end of the bench and jump off, land properly, do a roll and rise from the roll. Explanation and demonstration: Students can perform any learnt they are most comfortable in doing. Equipment: 3 benches and 3 mats. Safety: One person at a time. Step on the bench only when a person before you has finished her/his routine. COOL DOWN (2 min) Students will be able to correctly demonstrate several stretches for cool down, Students will hold the stretches for the appropriate amount of - Scattered formation with enough room between students to extend arms fully.
holding for a count of ten, as modeled by the teacher. time and following the correct positions. - No equipment nearby, to avoid distraction FORMATIVE ASSESSMENT RUBRIC Aspect: Approaching Expectations Meets Expectations Fully Meets Expectations Exceeds Expectations Able to balance with help Able to balance on your own (wobbly) Able to balance on your own without wobbling Able to balance on your own standing on one foot without wobbling Rolling Able to begin a roll without help Able to complete a roll with help Able to complete a roll without help Able to complete more than one type of roll (log and forward) without help Jumping Able to jump from a small height while demonstrating attempts to perform a shape Able to jump from a small height, perform a shape, and land on two feet with bent knees Able to jump from a height, perform a shape, and land on two feet with bent knees with the support of arms Able to jump from a height, perform a and land stably on two feet with bent knees with the support of arms
Participation Able to follow instructions sometimes with help learning how to move in free space Able to follow instructions most of the time with help Still learning how to move in free space Able to follow instructions all of the time without help Has learned how to move in free space Able to follow instructions all of the time with no help Has learned how to move in free space Safety, Fair Play and Leadership Sometimes works with peers during activities. Consistently needs reminders to participate in any set-up or clean-up of gym. Consistently with peers during activities. Assists with any additional tasks, when asked. Consistently work and encourages peers during activities. Occasionally takes a leadership role in class, including any set-up or clean-up of gym. Consistently works and encourages peers during activities. Consistently takes a leadership role in class, including any set-up or of gym. WORKS CITED Russell, K. (2010). Gymnastics Foundations (2nd ed.). Saskatoon, SK: Ruschkin Publishing. Team Teach Gymnastics Lesson Plan EDCP 320 Section 102