View
6
Download
0
Category
Preview:
Citation preview
Gymnastics Unit Plan Alyssa Steele
Objectives:
Day 1:
1. SWBAT hold a variety of individual balancing stunts on non-
dominant as well as dominant legs, for 30 seconds while staying on
their assigned mat, at face pace 4 out of 5 times. (HM1DK)
2. SWBAT understand the units safety rules by taking a verbal quiz
and scoring at least a 75% (PA3AK)
3. SWBAT respect the tumbling mats by not wearing their shoes on
the mats 100% of the time. (PA2A4)
Day 2:
1. SWBAT perform a balancing skill and hold for 10 seconds with a
partner, at face pace 4 out of 5 times. (HM1DK)
2. SWBAT understand the importance of raising arms to T position
and scoring at least a 75% (PA3AK)
3. SWBAT respect their balancing partner by not injuring them while
practicing the skill, 100% of the time. (PA2A4)
Day 3:
1. SWBAT perform a tumbling skill with proper form, and staying on
their mat at face pace 4 out of 5 times. (HM1DK)
2. SWBAT understand the importance of tucking in head during rolls,
by taking a verbal quiz and scoring at least a 75% (PA3AK)
3. SWBAT demonstrate respect by waiting their turn for a spotter
before performing their skill 100% of the time. (PA2A4)
Day 4:
1. SWBAT perform at least two partner skills with proper form,
while staying in their designated area at fast pace 4 out of 5 times.
(HM1DK)
2. SWBAT list the steps of the pull up and get up skills, by taking a
verbal quiz and scoring at least a 75% (PA3AK)
3. SWBAT demonstrate respect to their peers by being partners with
someone they have not yet been partners with, and not
complaining about it100% of the time. (PA2A4)
Equipment:
Day 1:
- 15 Tumbling Mats
- Balance Pictures
Day 2:
- 15 Tumbling Mats
- Balance Pictures
Day 3:
- 15 Tumbling Mats
- Balance Pictures
- 15 resistance bands
Day 4:
- 15 Tumbling Mats
- Balance Pictures
Missouri Western State University
Physical Education Lesson Plan Guide
Title of Lesson # of Students Age / Grade Total Time
Safety-Intro Balance 15 4th Grade 35 min
Lesson Objectives (including Standard or Benchmark)
SWBAT hold a variety of individual balancing stunts on non-dominant as well as dominant legs,
for 30 seconds while staying on their assigned mat, at face pace 4 out of 5 times. (HM1DK)
SWBAT understand the units safety rules by taking a verbal quiz and scoring at least a 75%
(PA3AK)
SWBAT respect the tumbling mats by not wearing their shoes on the mats 100% of the time.
(PA2A4)
Equipment, Materials and Preparation
15 Tumbling Mats
Balance Pictures
Gym Set-up
Anticipatory Set (2-3 Minutes) Ask students if they know the benefits of learning how to
balance.
**Possible answers: prevents being clumsy, helps with attention span, helps while running and
playing sports, etc.
Warm-up
3 Minute Jog, Then following stretches
***Stress the importance of stretching in relation to gymnastics
Leg Stretch #1: (10 sec on each side)
While sitting down, students should get in a split position (legs creating a line in an
extended position)
Students will then stretch towards right leg with a flat back
Students will grab the top or bottom of their right foot to help them stretch further.
Repeat the stretch to the left leg.
Focus on stretching straight down to the knees instead of to the floor.
Have students try to keep their hips on the floor and their knees facing the ceiling.
Leg Stretch #2: (10 sec on each side)
While sitting down, students should get in a split position (legs creating a line in an
extended position)
While keeping their back straight, students will rotate their torso to the right.
They will then reach and grab their right flexed foot.
While holding their foot, have students reach up and over their head with their left arm.
Students should try to lengthen their neck and keep their head up.
Repeat with left side
Arm Stretch #1: (10 sec on each side)
Stand in anatomical position.
Reach right arm across chest (keeping arm straight), reaching towards the opposite side
of the body
Hold arm at the elbow point
Repeat with left side
Arm Stretch #2: (10 sec on each side)
Stand in anatomical position
Raise right hand straight up, without bending elbow
Then bend elbow and place right hand on right shoulder blade
Hold arm at the elbow point with opposite hand
Repeat on left side
Heel Raises: (20 sec)
While standing, students will place feet together
With a straight spine, students will lift their heels off the floor
Hold position for about 2-3 seconds, and then return heels to the ground
Repeat 10 times
Transition: Have students sit on a designated line (half-court). Teacher will list off all safety
rules that will be enforced at all times during the gymnastics unit. (2-3 minutes)
1. Only one student on tumbling mat while performing stunts
2. Only perform stunts that the teacher has introduced/approved of
3. Do not attempt stunt if not comfortable
4. Do not wear shoes while on tumbling mats
Instruction # 1: Stork Stand
Prepare students Students will follow safety rules at all times, and if one is broken, they will
not be allowed to participate and all points will be lost for the day. (15 sec)
Central Demonstration Teacher will demonstrate once at full speed. (30 sec)
Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)
1. *Stand in anatomical position *1. Stand
2. *Raise both arms to create a “T” with body *2. Raise
i.e. abduct to create 90 degree with armpit
3. *Raise dominant foot and place foot on medial *3. Place
side of non-dominant knee
5. *Hold for 30 seconds *4. Hold
6. Repeat 1-4 with opposite leg 5. Repeat
Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)
Dry Run Students will perform demonstration three times. (1 minute)
Practice (6-7 minutes)
Have each student pick a spot in the gym where a mat has already been placed. Each mat should
only have two/three students. Allow the students to practice the skill for about 2-3 minutes on
both legs. For this particular skill, both students can practice at the same time as long as they are
facing the stage. The teacher should walk around with the picture of student performing the skill
so that each student can have a visual aid. Then, the teacher will set 30 seconds on the timer, and
time the students to see how long they can balance on both the dominant and non-dominant leg.
Instruction # 2: Hand-and-Knee Balance
Central Demonstration Teacher will demonstrate once at full speed. (30 sec)
Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)
1. *Get in crawling position *1. Position
2. *Raise dominant arm to create a straight line *2. Raise arm
From side of body (creating a 90 degree angle
with armpit
3. *Raise non-dominant foot 2 feet off ground *3. Raise foot
4. *Hold for 30 seconds *4. Hold
5. Repeat 1-4 with opposite limbs 5. Repeat
Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)
Dry Run Students will perform demonstration three times. (1 minute)
Practice (6-7 minutes)
Have each student pick a spot in the gym where a mat has already been placed. Each mat should
only have two/three students. For this particular skill, both students can practice at the same time
as long as they are facing the stage. The teacher should walk around with the picture of student
performing the skill so that each student can have a visual aid. Allow the students to practice the
skill for about 2-3 minutes on both sides of body. Then, the teacher will set 30 seconds on the
timer, and time the students to see how long they can balance on both the dominant and non-
dominant leg.
Instruction # 1: Single Knee Balance
Central Demonstration Teacher will demonstrate once at full speed. (30 sec)
Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)
1. *Have students put body weight on knees *1. Knees
2. *Raise both arms to a “T” position, creating *2. Raise arms
90 degree angles with armpits
3. *Abduct dominant leg to create a *3. Abduct
45 degree angle
4. *Hold for 30 seconds *4. Hold
5. Repeat 1-4 with non-dominant leg 5. Repeat
Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)
Dry Run Students will perform demonstration three times. (1 minute)
Practice (6-7 minutes)
Have each student pick a spot in the gym where a mat has already been placed. Each mat should
only have two/three students. For this particular skill, both students can practice at the same time
as long as they are facing the stage. The teacher should walk around with the picture of student
performing the skill so that each student can have a visual aid. Allow the students to practice the
skill for about 2-3 minutes on both legs. Then, the teacher will set 30 seconds on the timer, and
time the students to see how long they can balance on both the dominant and non-dominant leg.
Instruction # 1: Skiers Sit
Central Demonstration Teacher will demonstrate once at full speed. (30 sec)
Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)
1. *Stand in anatomical position *1. Stand
2. *Squat to create a 80 degree angle on backside *2. Squat
of knee.
3. *Place hands 6 inches above knees *3. Place
4. *Hold for 30 seconds *4. Hold
Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)
Dry Run Students will perform demonstration three times. (1 minute)
Practice (6-7 minutes)
Have each student pick a spot against the wall. Allow the students to practice the skill for about
2-3 minutes. The teacher should walk around with the picture of student performing the skill so
that each student can have a visual aid. Then, the teacher will set 30 seconds on the timer, and
time the students to see how long they can balance.
Instruction # 1: Bridge
Central Demonstration Teacher will demonstrate once at full speed. (30 sec)
Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)
1. *Lie on back *1. Lie
2. *Bend knees to create 25 degree angle with *2. Bend
Back of knee, keeping feet on ground
3. *Place hands behind ears with palms on ground *3. Place
And elbows up in air
4. *Push body up with legs and arms to create arch *4. Push
With back
5. Hold for 30 seconds 5. Hold
Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)
Dry Run Students will perform demonstration three times. (1 minute)
Practice (6-7 minutes)
Have each student pick a spot in the gym where a mat has already been placed. Each mat should
only have two/three students. For this particular skill, ONLY ONE student can practice at a time
as long as they are facing the stage. The teacher should walk around with the picture of student
performing the skill so that each student can have a visual aid. the students to practice the skill
for about 2-3 minutes. Then, the teacher will set 30 seconds on the timer, and time the students to
see how long they can balance while performing the skill.
Questions to check
1. Are students staying on their assigned mat?
2. Are students performing skills safely?
Review Ask students the rules that will be enforced throughout the unit. (1-2 minutes)
How many students on mats?
Can you wear shoes while on mats?
Homework
Have students show someone at home the stork stand and skiers sit. (1 minute)
Missouri Western State University
Physical Education Lesson Plan Guide
Title of Lesson # of Students Age / Grade Total Time
Indv./Partner Balance 15 4th Grade 35 min
Lesson Objectives (including Standard or Benchmark)
SWBAT perform a balancing skill and hold for 10 seconds with a partner, at face pace 4 out of 5
times. (HM1DK)
SWBAT understand the importance of raising arms to T position and scoring at least a 75%
(PA3AK)
SWBAT respect their balancing partner by not injuring them while practicing the skill, 100% of
the time. (PA2A4)
Equipment, Materials and Preparation
15 Tumbling Mats
Balance Pictures
Gym Set-up
Anticipatory Set (2-3 Minutes) Tell students that balances can include more than 1 person!
Explain that today we will be learning how to balance with a partner.
Warm-up
2 Minute Jog
Line students up along the baseline. Students will then do lunges to the halfcourt line. Once
reaching the half court line, students will then crab walk back to the baseline. Do this for 2
minutes.
The students will the do the following stretches:
Leg Stretch #1: (10 sec on each side)
While sitting down, students should get in a split position (legs creating a line in an
extended position)
Students will then stretch towards right leg with a flat back
Students will grab the top or bottom of their right foot to help them stretch further.
Repeat the stretch to the left leg.
Focus on stretching straight down to the knees instead of to the floor.
Have students try to keep their hips on the floor and their knees facing the ceiling.
Arm Stretch #1: (10 sec on each side)
Stand in anatomical position.
Reach right arm across chest (keeping arm straight), reaching towards the opposite side
of the body
Hold arm at the elbow point
Repeat with left side
Arm Stretch #2: (10 sec on each side)
Stand in anatomical position
Raise right hand straight up, without bending elbow
Then bend elbow and place right hand on right shoulder blade
Hold arm at the elbow point with opposite hand
Repeat on left side
Transition: Assign students to their mat for the following activities. Students should go sit on
that mat in preparation to see the first skill of the lesson. Make sure they take off their shoes
before getting on the mats.
Instruction # 1: Tripod
Prepare students Students will follow safety rules at all times, and if one is broken, they will
not be allowed to participate and all points will be lost for the day. (15 sec)
Central Demonstration Teacher will demonstrate once at full speed. (30 sec)
Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)
3. *Kneel on ground (on knees) *1. Kneel
4. *Place top of head on ground *2. Place head
5. *Place hands midway between head and knees *3. Place hands
About 6 inches out from body. Elbows should be
Up in air
6. Place right knee on right elbow 4. Right
7. Place left knee on left elbow 5. Left
8. *Hold for 30 seconds *6. Hold
Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)
Dry Run Students will perform demonstration three times. (1 minute)
Practice (6-7 minutes)
Have each student pick a spot in the gym where a mat has already been placed. Each mat should
only have two/three students. For this particular skill, ONLY ONE student can practice at a time.
The teacher should walk around with the picture of student performing the skill so that each
student can have a visual aid. Allow the students to practice the skill for about 2-3 minutes.
Students should switch turns of who is practicing the skill about every minute. Then, the teacher
will set 30 seconds on the timer, and time the students to see how long they can balance.
Instruction # 2: Forward Balance (Front Scale)
Central Demonstration Teacher will demonstrate once at full speed. (30 sec)
Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)
1. *Stand in anatomical position *1. Stand
2. Slightly bend knees 2. Bend
3. *Lean torso forward to create a 70 *3. Lean
Degree angle
4. *Raise arms to create a “t” with *4. Raise arm
Body
5. *Raise dominant leg about 12 inches off *5. Raise leg
The ground
6. Hold for 30 seconds 6. Hold
7. Repeat 1-6 with non-dominant leg 7. Repeat
Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)
Dry Run Students will perform demonstration three times. (1 minute)
Practice (6-7 minutes)
Have each student pick a spot in the gym where a mat has already been placed. Each mat should
only have two/three students. For this particular skill, both students can practice at the same time
as long as they are facing the stage. The teacher should walk around with the picture of student
performing the skill so that each student can have a visual aid. Allow the students to practice the
skill for about 2-3 minutes on both sides of body. Then, the teacher will set 30 seconds on the
timer, and time the students to see how long they can balance on both the dominant and non-
dominant leg.
Instruction # 3: Thread the Needle
Central Demonstration Teacher will demonstrate once at full speed. (30 sec)
Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)
6. *Stand in anatomical position *1. Stand
7. Slightly bend knees 2. Bend
8. *Raise dominant foot to be parallel with *3. Raise
Nondominant knee.
9. *Hold dominant foot with hands *4. Hold foot
10. *Hold for 30 seconds *5. Hold
11. Repeat 1-6 with non-dominant leg 6. Repeat
Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)
Dry Run Students will perform demonstration three times. (1 minute)
Practice (6-7 minutes)
Have each student pick a spot in the gym where a mat has already been placed. Each mat should
only have two/three students. For this particular skill, both students can practice at the same time
as long as they are facing the stage. The teacher should walk around with the picture of student
performing the skill so that each student can have a visual aid. Allow the students to practice the
skill for about 2-3 minutes on both legs. Then, the teacher will set 30 seconds on the timer, and
time the students to see how long they can balance on both the dominant and non-dominant leg.
Instruction # 4: Pretzel
Central Demonstration Teacher will demonstrate once at full speed. (30 sec)
Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)
1. *Lay face forward on floor *1. Lay
2. *Bend knees as far as they can go *2. Bend
3. Place hands 1 foot above hip, next to body 3. Place
4. *Raise torso with arms *4. Raise
5. *Bend head back to make contact with feet *5. Head
6. Hold for 30 seconds 6. Hold
Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)
Dry Run Students will perform demonstration three times. (1 minute)
Practice (6-7 minutes)
Have each student pick a spot in the gym where a mat has already been placed. Each mat should
only have two/three students. For this particular skill, both students can practice at the same time
as long as they are facing the stage. The teacher should walk around with the picture of student
performing the skill so that each student can have a visual aid. Allow the students to practice the
skill for about 2-3 minutes Then, the teacher will set 30 seconds on the timer, and time the
students to see how long they can balance.
Instruction # 5: Headstand ***Teacher will need to be a spotter
Central Demonstration Teacher will demonstrate once at full speed. (30 sec)
Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)
6. Get in tripod position 1. Tripod
7. Raise legs 2. Raise
8. Lock legs into straight position 3. Lock
9. Hold for 10 seconds 4. Hold
Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)
Dry Run Students will perform demonstration three times. (1 minute)
Practice (6-7 minutes)
Have each student pick a spot in the gym where a mat has already been placed. Mats should be
against the wall at this point. Each mat should only have one student practicing at a time. If
possible, the teacher should spot every child that attempts a headstand. The teacher should walk
around with the picture of student performing the skill so that each student can have a visual aid
(this should be done before the student attempts the stunt). Allow the students to practice the
skill for about 2-3 minutes. Then, the teacher will set 10 seconds on the timer, and time the
students to see how long they can balance while performing the skill.
Instruction # 6: Statue
Central Demonstration Teacher will demonstrate once at full speed. (30 sec)
Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)
1. *Student A will get in crab walk position *1. Crab
2. Student B place left foot on Student A’s 2. Left
Right knee
3. Student B place right foot on Student A’s 3. Right
Left knee.
4. *Student B stand in anatomical position on *4. Stand
Student A’s knees.
5. *Student B raise arms to create “t” *5. Raise
6. *Hold for 10 seconds *6. Hold
7. Repeat 1-6 and have students switch roles 7. Repeat
8.
Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)
Dry Run Students will perform demonstration three times. (1 minute)
Practice (6-7 minutes)
Pair students up into groups of two. Place each group at one mat. The teacher should stress to
students to make wise choices of who is the base, and who will stand on top (the stronger person
is typically on bottom).The teacher should also walk around with the picture of student
performing the skill so that each student can have a visual aid. Allow the students to practice the
skill for about 2-3 minutes, within this time, students should take turn in different roles. Then,
the teacher will set 10 seconds on the timer, and time the students to see how long they can
balance while performing the skill.
Instruction # 7: Lighthouse
Central Demonstration Teacher will demonstrate once at full speed. (30 sec)
Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)
1. *Student A get in crawling position *1. Crawl
2. Student B raise right foot and place 2. Right
On student A’s lower back
3. Student B raise left foot and place on 3. Left
Left side of lower back
4. *Stand straight in anatomical position on *4. Stand
Student A’s lower back.
5. *Student B raise arms to make “t” *5. Raise
6. *Hold for 10 seconds *6. Hold
Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)
Dry Run Students will perform demonstration three times. (1 minute)
Practice (6-7 minutes)
Pair students up into groups of two. Place each group at one mat. The teacher should stress to
students to make wise choices of who is the base, and who will stand on top (the stronger person
is typically on bottom).The teacher should also walk around with the picture of student
performing the skill so that each student can have a visual aid. Allow the students to practice the
skill for about 2-3 minutes, within this time, students should take turns acting as both student A
and B. Then, the teacher will set 10 seconds on the timer, and time the students to see how long
they can balance while performing the skill.
Questions to check
3. Are students staying on their assigned mat?
4. Are students performing skills safely?
Review Ask the students which balances required two people. (statue and lighthouse) (1-2
minutes)
Homework
Have students show someone at home the pretzel and thread the needle. (1 minute)
Missouri Western State University
Physical Education Lesson Plan Guide
Title of Lesson # of Students Age / Grade Total Time
Basic Tumbling 15 4th Grade 35 min
Lesson Objectives (including Standard or Benchmark)
SWBAT perform a tumbling skill with proper form, and staying on their mat at face pace 4 out
of 5 times. (HM1DK)
SWBAT understand the importance of tucking in head during rolls, by taking a verbal quiz and
scoring at least a 75% (PA3AK)
SWBAT demonstrate respect by waiting their turn for a spotter before performing their skill
100% of the time. (PA2A4)
Equipment, Materials and Preparation
15 Tumbling Mats
Balance Pictures
15 resistance bands
Gym Set-up
Anticipatory Set (2-3 Minutes): Explain to students that people in gymnastics use tumbling
skill in their routines. *Show clip of Shawn Johnson’s floor routine from Olympics.
Warm-up (5 minutes)
2 Minute Jog
Allow students to spread out and find a personal space throughout the gym. Give each student a
resistance band. Do the following:
1) Place band under foot. Alternate bicep curls on each arm. Do for 1 minute
2) Get in modified push-up position. Place resistance band across back and hold ends under
hands. Put hands 5 inches apart on mat and lower chest to floor keeping elbows by sides.
Push back up into band. Hold for 3 seconds. Do for 1 minute
3) Hold band straight out in front of body, with arms parallel to the floor. Pull on resistance
band by moving arms apart from each other. Do for 1 minute.
Transition: Assign students to their mat for the following activities. Students should go sit on
that mat in preparation to see the first skill of the lesson. Make sure they take off their shoes
before getting on the mats.
Instruction # 1: Forward Roll
Prepare students Students will follow safety rules at all times, and if one is broken, they will
not be allowed to participate and all points will be lost for the day. (15 sec)
Central Demonstration Teacher will demonstrate once at full speed. (30 sec)
Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)
9. *Get in squat position *1. Squat
10. Get in tripod position 2. Tripod
11. *Tuck in head *3. Tuck
12. *Roll onto bottom *4. Roll
13. *Push up with legs *5. Push
Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)
Dry Run Students will perform demonstration three times. (1 minute)
Practice (6-7 minutes)
Each mat should only have one student. Allow the students to practice the skill for about 5-6
minutes. During this time, the teacher should be walking around the room watching for students
who may need additional assistance with this particular stunt. Those who would need assistance
would include the students who are not tucking their chin, or the students who roll off the side of
the mat.
Instruction # 2: Backward Roll
Central Demonstration Teacher will demonstrate once at full speed. (30 sec)
Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)
1. *Get in squat position *1. Squat
2. Place hands on back of head 2. Place
3. *Tuck in head *3. Tuck
4. *Roll backwards onto back allowing knees *4. Roll
To touch the ground
5. *Raise torso back into upright position *5. Raise
Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)
Dry Run Students will perform demonstration three times. (1 minute)
Practice (6-7 minutes)
Each mat should only have one student. Allow the students to practice the skill for about 5-6
minutes. During this time, the teacher should be walking around the room watching for students
who may need additional assistance with this particular stunt. Those who would need assistance
would include the students who are not tucking their chin, or the students who roll off the side of
the mat.
Instruction # 3: Cartwheel
Central Demonstration Teacher will demonstrate once at full speed. (30 sec)
Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)
12. *Stand in anatomical position *1. Stand
13. Side lunge to the side that has room 2. Side
14. Transfer weight on bent leg 3. Transfer
15. *Place hands on ground next to bent leg, at the *4. Place
Same time about a foot apart
16. Kick back leg up into air 5. Kick
17. *Allow bent leg to follow into air, creating a *6. Handstand
Handstand
18. *Allow legs to come back down next to hands *7. Down
Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)
Dry Run Students will perform demonstration three times. (1 minute)
Practice (6-7 minutes)
Each mat should only have one student. Allow the students to practice the skill for about 5-6
minutes. During this time, the teacher should be walking around the room watching for students
who may need additional assistance with this particular stunt. Those who would need assistance
would include the students who lose balance putting weight on arms, or those who do not feel
comfortable kicking their legs in the air.
Questions to check
5. Are students staying on their assigned mat?
6. Are students performing skills safely?
Review Ask the students which skills require to be in a squat position first.
- Forward and backward roll (1-2 minutes)
Homework
Have students tell someone at home the steps to the forward and backward roll . (1 minute)
Missouri Western State University
Physical Education Lesson Plan Guide
Title of Lesson # of Students Age / Grade Total Time
Partner Stunts 15 4th Grade 35 min
Lesson Objectives (including Standard or Benchmark)
SWBAT perform at least two partner skills with proper form, while staying in their designated
area at fast pace 4 out of 5 times. (HM1DK)
SWBAT list the steps of the pull up and get up skills, by taking a verbal quiz and scoring at least
a 75% (PA3AK)
SWBAT demonstrate respect to their peers by being partners with someone they have not yet
been partners with, and not complaining about it100% of the time. (PA2A4)
Equipment, Materials and Preparation
15 Tumbling Mats
Balance Pictures
Gym Set-up
Anticipatory Set (2-3 Minutes):
Warm-up (6-7 minutes)
Freeze Tag- Students who are not it will walk in bear crawl postion, students who are it will walk
in crab walk position. (2-3 minutes)
Following stretches: Leg Stretch #1: (10 sec on each side)
While sitting down, students should get in a split position (legs creating a line in an
extended position)
Students will then stretch towards right leg with a flat back
Students will grab the top or bottom of their right foot to help them stretch further.
Repeat the stretch to the left leg.
Focus on stretching straight down to the knees instead of to the floor.
Have students try to keep their hips on the floor and their knees facing the ceiling.
Leg Stretch #2: (10 sec on each side)
Stand in anatomical position.
Raise dominant leg, bent at knee
Hold ankle with hand
Repeat with non-dominant side
Arm Stretch #1: (10 sec on each side)
Stand in anatomical position.
Reach right arm across chest (keeping arm straight), reaching towards the opposite side
of the body
Hold arm at the elbow point
Repeat with left side
Arm Stretch #2: (10 sec on each side)
Stand in anatomical position
Raise right hand straight up, without bending elbow
Then bend elbow and place right hand on right shoulder blade
Hold arm at the elbow point with opposite hand
Repeat on left side
Heel Raises: (20 sec)
While standing, students will place feet together
With a straight spine, students will lift their heels off the floor
Hold position for about 2-3 seconds, and then return heels to the ground
Repeat 10 times
Transition: Assign students to their mat for the following activities. Each mat will have two
students. Students should go sit on that mat in preparation to see the first skill of the lesson.
Make sure they take off their shoes before getting on the mats.
Instruction # 1: Partner Toe Touch
Prepare students Students will follow safety rules at all times, and if one is broken, they will
not be allowed to participate and all points will be lost for the day. Pair up students by size. (15
sec)
Central Demonstration Teacher will demonstrate once at full speed. (30 sec)
Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)
14. Lay on floor with partners heads slightly 1. Lay
touching
15. Grab hands of partner 2. Grab
16. Raise legs and bend at hip 3. Raise
17. Touch toes with partner 4. Touch
18. Hold for 30 seconds 5. Hold
Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)
Dry Run Students will perform demonstration three times. (1 minute)
Practice (6-7 minutes)
Have each student pick a spot in the gym where a mat has already been placed. Allow the
students to practice the skill for about 5-6 minutes. During this time, the teacher should be
walking around the gym making sure the students are using correct form. The teacher should also
show students a picture of the stunt so they have a visual aid. The teacher can also challenge the
students to pass an item back and forth between them, such as a small bean bag. Then the teacher
will time the students and see who can hold the skill for 30 seconds.
Instruction # 2: Back to back Get- Up
Central Demonstration Teacher will demonstrate once at full speed. (30 sec)
Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)
1. *Sit back to back with partner *1. Sit
2. *Bend knees so that feet are a couple inches *2. Bend
Away from bottom
3. *Lock arms with partner *3. Lock
4. *Use force against back to stand up with *4. Stand
Partner.
Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)
Dry Run Students will perform demonstration three times. (1 minute)
Practice (6-7 minutes)
Have each student pick a spot in the gym where a mat has already been placed. During this time,
the teacher should be walking around the gym making sure the students are using correct form.
The teacher should also show students a picture of the stunt so they have a visual aid. Allow the
students to practice the skill for about 5-6 minutes.
Instruction # 3: Partner Pull-up
Central Demonstration Teacher will demonstrate once at full speed. (30 sec)
Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)
1. Sit with legs bent at 45 degree angle 1. Sit
2. Place bottoms of feet together with partner 2. Place
3. Grab partners hands 3. Grab
4. Pull on partner in order to stand up 4. Pull
Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)
Dry Run Students will perform demonstration three times. (1 minute)
Practice (6-7 minutes)
Have each student pick a spot in the gym where a mat has already been placed. During this time,
the teacher should be walking around the gym making sure the students are using correct form.
The teacher should also show students a picture of the stunt so they have a visual aid. Allow the
students to practice the skill for about 5-6 minutes.
Questions to check
7. Are students staying on their assigned mat?
8. Are students performing skills safely?
Review Ask the students which skills requires the students feet to be touching their partners feet
- Pull up and toe touch (1-2 minutes)
Homework
Have students tell someone at home steps to the toe touch. (1 minute)
Block Plan
Day1 Day 2 Day 3 Day 4
Safety/ Intro Balance Indv./Partner Balance Basic Tumbling Partner Stunts
Rationale:
Introducing gymnastics to children at a young age can help improve
their flexibility, as well as their overall balance. Both flexibility and
balance are needed to complete everyday activities. Gymnastics can also
improve muscular strength while performing certain stunts.
Recommended