Gymnastic: Balance Unit (Grades K-3) Jordon Knox ESS 303

Transcription

1 Gymnastic: Unit (Grades K-3) Jordon Knox ESS 303 March 23, 2010

2 Introductory Activities: Building Bridges (p.26, Hacker, et. al.) o Equipment: Panel mats o Time: 10 minutes o Description: Students form pairs and perform the following activities: Under and Over: In pairs, one student makes a bridge and the partner crawls under. Cross Bridges: One partner makes a bridge by arching backward, and the other makes a bridge by arching forward over the top. Then the students switch positions. Pirouette Bridges: Start on all four (on hands and feet, stomach down toward the floor). Roll sideways through to a bridge position without moving forward or backward. Repeat in the other direction. Hold It (p.52, Hacker, et. al.) o Equipment: Matted floor areas o Time: 10 minutes o Description: The teacher shows children picture of a variety of classic balance poses (such as front support, back support, tuck, pike, tip-up, headstand) and names them. Students try several of the poses holding them for three to five seconds. The teacher talks about balancing on a variety of body parts (hands, feet, knees, tummy, seat, shoulder, etc.) and has the students demonstrate several balances using these different parts. The students choose two of their favorite or best balances and link them in a short sequence. Partner (p.54, Hacker, et. al.) o Equipment: Strip or panel mats arranged in a square, pictures of various balances o Time: 20 minutes o Description: The instructor begins by showing the students pictures of several partner balances. The instructor then demonstrates one or two partner balances and explains the principles of good balance and supporting another person s weight. Each student chooses a partner and a work space. Each pair should try several different partner balances, the ones pictured as well as ones they invent themselves. After choosing one balance they like or can do best, they begin by having one partner assume an individual balance of his or her choice. Then, using a weight transfer action of his or her choice (such as a roll, cartwheel, step, or jump) this student approaches their partner, and they move into the partner balance with a smooth, logical transition. After holding the partner balance for three to five seconds, the second student chooses another transitional action to move away and finishes in a second individual balance. The sequence is pose, transition, partner balance, transition, pose. Finally, the pair chooses two or three partner balances and develops a longer sequence.

3 Puzzle (p.56, Hacker, et. al.) o Equipment: Body part shapes drawn on cardboard or other material, panel mat o Time: minutes o Description: Prior to class time, the instructor draws balance puzzle charts with markers on sheets of paper, poster board, or cardboard. The charts may be laminated for better durability. Beginning with the easier puzzles, the instructor holds up once chart at a time and asks the children to balance on the body parts shown. The children must balance on the correct parts in the position shown in the chart, with no other body parts touching the floor. Alphabet Soup (p. 58, Hacker, et. al.) o Equipment: Floor exercises mat or panel mats arranged in a large square o Time: 7-10 minutes o Description: Players move randomly around the floor using a gymnastics motor skill (such as leap, skip, chasse, roll) or any locomotor skill. When the instructor call out a letter of the alphabet, students form groups of three, Using gymnastics balancing skills, each group forms the shape of the letter and holds it until the instructor calls alphabet soup. Students then resume moving about until the instructor calls out the next letter. Tag (p. 68, Hacker, et. al.) o Equipment: None o Time: 10 minutes o Description: The teacher selects a student to be it. All other students are scattered around the playing area. On the word go, all students begin to move around the area using various locomotor skills designated by either the teacher or the person who is it. It tries to tag as many players as possible. Players are safe only when in a balance position specified by it or the teacher. When tagged, players join it as taggers. Four Corners, Four Poses (p.76, Hacker, et. al.) o Equipment: Large matted area or panel mats arranged in a square o Time: 10 minutes o Description: One person is selected to be blindfolded in the middle. All others skip, chasse, or do another gymnastics locomotor skill around the mat. The blindfolded person calls stop then counts to 10. All students quickly move to one of the four corners of the mat and assume the pose designated at that corner (knee scale, headstand, handstand, pike-straddle stand, etc.). The blindfolded person calls out one of th designated poses, removes the blindfold, and pick the next person to be blindfolded from those who were in the designated corner. Instruct students that they must move through each corner before they repeat a pose.

4 Wall Walk (p. 96, Hacker, et. al.) o Equipment: Wall, panel mats arranged next to wall o Time: 10 minutes o Description: From a front support (push-up) position with soles of feet against the wall, the student walks his or her feet up the wall to a mark or line and back down. (The mark should be at a height such that the student s body forms an angle of about 45 degrees with the floor when his or her feet reach the mark). Repeat a total of three times. A partner should assist if necessary by holding the waist of the student who is walking up the wall. Students should try to keep their bodies extended and heads in line with the body when moving their feet up and down the wall. Wheelbarrow Tag (p. 106, Hacker, et. al.) o Equipment: Matted floor area, folded panel mats o Time: 5 minutes o Description: This is a tag game for pairs. Each partner assumes a front support (push-up) position with feet placed on the top surface of a folded panel mat, hands placed on the floor. The game starts with partners at apposite ends of the panel mat. The object of the game is for the player who is it to try to tag the partner s hand while players walk on their hands in a front support position. Windshield Wipers (p. 108, Hacker, et. al.) o Equipment: Matted floor area o Time: 8 minutes o Description: The students work in their own personal space. Place a target or dot on the mat for each student. With their feet on the dot, students assume a front support (push-up) position. They can either hop or walk on their hands in a semicircle back and forth like windshield wipers. They must keep their feet on the target.

5 Skills: 1. Head (p.471, Pangrazi and Beighle) o Place a bean bag on top of the head o Walk, stoop, turn, sit down, get up, etc. o Keep good upper-body posture o Keep arms out to the side for balance o Change arm positions later 2. Finger Touch (p.487, Pangrazi and Beighle) o Feet pointed forward with toes against a line or floor board o Grasp right wrist with left hand o From standing position, slowly start squatting down o Touch floor with index finger of right hand o Stand back up without losing balance 3. One-Leg (p.470, Pangrazi and Beighle) o Start with feet together o Lift one leg from the floor o Arms are free and then assume specified positions-folded across chest, on hips, etc. 4. Knee-Lift Stand (p.471, Pangrazi and Beighle) o From a standing position o Lift one knee up so that thigh is parallel to the floor o Toe points down o Hold o Return to starting position 5. Touch (p.472, Pangrazi and Beighle) o Place an object 1 yard away from a line o on line with one foot o Reach out and touch object o Recover to starting position o Reach forwards, sideways, and backwards o Reverse hands 6. Face-to-Knee (p.486, Pangrazi and Beighle) o Start in standing position with feet together o Place hands on hips o on one foot with other foot extended backward o Bend trunk forward and touch supporting knee with nose

6 o Recover o Switch legs 7. Leg Dip (p.486, Pangrazi and Beighle) o Extend both hands and one leg forward o on the other leg o Lower body to sit on the heel o Return upright without losing balance or touching floor 8. Single Leg s (p.472, Pangrazi and Beighle) o Forward Extend one leg backward until parallel to the floor Keep eyes forward and arms out to side o Backward Extend one leg forward keeping knee straight and toe pointed Keep arms to the side Lean back as far as possible being able to look up at the ceiling o Side Standing on left foot Bend left until right side of body is parallel to the floor Put right arm alongside head 9. Jump (p.486, Pangrazi and Beighle) o Arms out to side and body parallel to floor o Extend one leg back and balance weight on other leg o Quickly change to the other foot o Keep body parallel to ground while switching legs 10. Kimbo Stand (p.471, Pangrazi and Beighle) o Keep left foot on floor o Cross right leg over left leg o Right foot points partially down and toe touches the floor 11. Stork Stand (p.61, Malmberg) o Eyes focus forward o Body is upright o Arms are to the side o One foot is placed on the inside of knee 12. Y Scale (p.62, Malmberg) o Eyes focus forward o Knees are straight

7 o Hold foot in one hand and stretch it to wall o Lift foot to make a Y 13. Double Knee (p.471, Pangrazi and Beighle) o Kneel on both knees o Feet are pointed straight back o Lift feet from the ground and balance o Try various arm positions 14. Head Touch (p.471, Pangrazi and Beighle) o Kneel on both knees o Feet are pointed straight back o Arms are pointed back o Lean forward slowly and touch forehead to the mat o Slowly come back up 15. Hand and Knee (p.472, Pangrazi and Beighle) o Start on all fours o Lift up one hand and the opposite knee o Keep free foot and hand from touching o Reverse hand and knee positions 16. Single Knee (p.472, Pangrazi and Beighle) o Perform Hand and Knee o Lift hand on floor up, lifting trunk up o Both arms should be stretched out at sides o Switch knees 17. Tummy (p.485, Pangrazi and Beighle) o Lie prone on floor, arms outstretched forward o Raise arms, head, chest, and legs from the floor o on tummy o Keep knees straight 18. V-Sit (p.60, Malmberg) o Bottom is on the floor o Hands on floor for balance o Knees are together o Toes are pointed o Lift legs towards torso 19. Crawling Forward and Backward (p.66, Malmberg) o On balance beam

8 o Eyes focus in front o Crawl forwards o Crawl backwards 20. Forward and Backward Walking (p.67, Malmberg) o On balance beam o Eyes focus at end of beam o Arms are horizontal and to the side o Walk forward by placing one foot in front touching heal to toe o Walk backward by placing one foot in front touching heal to toe 21. Cross Over, Cross Behind (p.67, Malmberg) o On balance beam o Eyes focus on footwork and direction of travel o Arms are horizontal and to the side o Facing sideways o One foot steps over o Other foot steps behind 22. Stand, Lie Down, Stand (p.68, Malmberg) o On balance beam o Move slowly o Squat down slowly o When low enough sit on beam o Hold beam with hands behind back o Stretch legs out in front o Lie back on hands o Stand up in reverse order 23. Jump Switch Feet (p.69, Malmberg) o On balance beam o Eyes focus on end of beam o Arms are horizontal and to the side o One foot is in front of the other o Jump straight up and switch the back foot to the front and front to back o Land with opposite foot in front 24. Hop Across Beam (p.69, Malmberg) o On balance beam o Eyes focus on end of beam o One leg is bent at a 90 degree angle o Student hops across beam 25. Pivot Turn (p.70, Malmberg) o On a balance beam o Posture is upright o Put one foot in front of the other o Lift up on balls of feet

9 o Pivot on balls of feet o Eyes focus on beam o Arms are horizontal and to the side 26. Squat Turn (p.71, Malmberg) o On balance beam o Eyes focus on end of beam o Back stays upright and straight o Lift up on balls of feet o Squat down staying on balls of feet o Pivot on balls of feet o Push yourself back up 27. Leap (p.72, Malmberg) o On balance beam o Eyes focus on end of beam o Arms are horizontal and to the side o Student starts walking across beam o Pushing off back foot student leaps across beam o Lands on lead leg 28. Tip Up (p.77, Malmberg) o Eyes focus forward o Sit like a frog o Hands flat on floor with fingers spread apart o Knees perched on elbows o Weight on your arms 29. Tripod (p.77, Malmberg) o Eyes focus on fingers o Sit like a frog o Hands flat on floor with fingers spread apart o Knees perched on elbows o Lean on your head 30. Switcheroo (p.81, Malmberg) o On trapezoid o Fingers are spread apart o Hands are shoulder width apart o Elbows are locked straight o Eyes focus on fingers o One foot on ground other lifted slightly off o Kick up and switch feet quickly

10 Unit Plan Content Standards Worksheet Physical Education Standards K.1 Students demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. K.2 Students demonstrate an understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. K.5 Students exhibit responsible personal and social behavior that respects self and others in physical activity settings. Science Standards K.3 Students investigate, describe, and discuss their natural surroundings. They begin to question why things move. Title Gymnastic Unit Author Jordon Knox Physical Education Performance Indicators The student will perform locomotor skills by moving across a balance beam, staying on 3 out of 5 times. K.1.1. The student will perform nonlocomotor skills by keeping their balance, 3 out of 5 times. K.1.2. The student will be able to describe balances by using cue words, with 70% accuracy. K.2.1. The student will be able to identify basic movements for moving across a balance beam, with 70% accuracy. K.2.3. The student will follow all safety rules for the balance beam, all of the time.k.5.2. The student will work respectively with others when partner work is need, all of the time.k.5.4. Science Performance Indicators The student will understand that people can move fast or slow by moving across a balance beam, 3 out of 5 times.k.3.2. The student will understand that people can move forward and backward, side to side across a balance beam, 3 out 5 times.k.3.2.

11 English Standards K.1 Students know about letters, words, and sounds. They apply this knowledge to read simple sentences. English Performance Indicators The student will be able to follow words from left to right and top to bottom while holding a balance, 3 out of 5 times. K.1.2. The student will be able to clap out the number of syllables while moving across the balance beam. K.1.13.

12 Unit Plan Checklists Unit Title Gymnastic Unit Author Jordon Knox Type of Checklist Performance Indicator The student will perform locomotor skills by moving across a balance beam, staying on 3 out of 5 times. K.1.1. The student will perform nonlocomotor skills by keeping their balance, 3 out of 5 times. K.1.2. The student will be able to describe balances by using cue words, with 70% accuracy. K.2.1. The student will work respectively with others when partner work is need, all of the time.k.5.4. Anecdotal Notes Record Sheet Record Sheet Observatio n Checklist Beam Checklist Scoring Guide Rubric Partner Written Test/Worksheet Drawing Test Presentation Sequence Sequence Sequence Sequence Bloom s Taxonomy Checklist Activity Anecdotal Record Sheet Beam Check Balancing Drawing Test Sequence Knowledge Comprehension Application Analysis Synthesis Evaluation Defining what skill looks like Demonstrating skill Demonstrating skill Demonstrating skill Create Sequence

13 Class Activity Activities Sequence Verbal/ Linguistic Gardener s Multiple Intelligences Checklist Inter- Personal Bodily/ Kinesthetic Musical/ Rhythmic Visual/ Spatial Logical/ Mathematical x x x x x x x x x x Intra- Personal Naturalistic H:\Gymn & Rhythms\Unit Plan Checklists Worksheet.doc

14 Crawling Forward and Backward Forward and Backward Walking Cross Over, Cross Behind Stand, Lie Down, Stand Jump Switch Feet Hop Across Beam Pivot Turn Leap Beam Check List + means the student got criteria perfect - means the student missed the criteria / means the student got about half the criteria right Student Name / A B C D 34 and Below F (pg. 153, Safrit). Eyes focus on Front Crawl forwards Crawl backwards Eyes focus at end of beam Eyes on footwork and direction of travel Squat down Eyes focus on end of beam Eyes focus on end of beam Posture is upright, arms horizontal and to the side Eyes focus on end of beam Arms Horizontal and to the side Arms horizontal and to the side Sit on beam and put legs out Arms horizontal and to the side, one foot in front of other One leg is bent at 90 degree angle Put on foot in front of the other Arms are horizontal and to the side Forward with one foot in front of the other Facing sideways Hands behind and lie on hands Jump straight up, switch back foot forward and front foot backward Student hops across beam Lift up on balls of feet, pivot on balls of feet Students starts walking, Backward with one foot in front of the other One foot steps over, other foot steps behind Stand up in reverse order Land with opposite foot forward Eyes focus on beam Pushes off back foot, leaps, lands on lead leg

15 Partner Name: Date : Your friend gave you help when you needed it. Your friend listened to your ideas Your friend worked equally with you Your friend listened and supported what you said Your friend gave his ideas Teacher Comments: Teacher: J. Knox Criteria Points :( None of the time :/ Some of the time :) All of the time :( None of the time :/ Some of the time :) All of the time :( None of the time :/ Some of the time :) All of the time :( None of the time :/ Some of the time :) All of the time :( None of the time :/ Some of the time :) All of the time Total----> Powered by TeAch-nology.com- The Web Portal For Educators! (

16 Written Test Name Directions: Draw a picture to represent each of the following balances. Make sure your drawing is clear and identifiable. Head Knee-Lift Stand Face to Knee Forward Single Leg Stork Stand Y Scale Double Knee Hand and Knee Tummy V-Sit

17 Forward and Backward Walking Pivot Turn Squat Turn Tip Up Switcheroo 3 points for accurately drawing it 2 points for missing some components 1 point they drew but was not correct / A B C D 26 and Below F

18 Time Name Place X where student performed at. Head One-Leg Knee-Lift Stand Touch Face-to-Knee Leg Dip Single Leg s Jump Kimbo Stand Stork Stand Y Scale Double Knee Hand Knee Single Knee Tummy V-Sit 1 Point: Cannot hold balance 2 Points: Holds for 5 seconds 3 Points: Holds for 10 seconds / A B C D 26 and Below F

19 Anecdotal Record Sheet Date Write down what the students did well and what students struggled with. Make specific notes of how to help students with their struggling areas.

20 Presentation on Sequence Directions: You will be put into partners. Your goal is to make up a balance routine using six different balances. You can use balances on a mat or balances on the balance beams. You need to use some kind of locomotor movement and then pause and hold the balance for 10 seconds. Teacher will have a rubric to grade the presentation. Locomotor

21 Sequence Name: Date Submitted: Teacher: J. Knox Title of Work: _ Sequence Assignment Completeness Accuracy Demonstrated Knowledge Requirements Legibility Criteria All items attempted Each balance is held 10 seconds. Shows complete understanding of the balances. 5/6 of items attempted. Each balance is held 9 seconds. Shows substantial understanding of the balances. Meets the requirements of the problem. Legible handwriting. At least 1/2 of the items attempted. Less than 1/2 of all items attempted. Each balance is held Each balance is held between 5 and 9 less than 5 seconds. seconds. Response shows some understanding of the balances. Does not meet the requirements of the problem. Marginally legible handwriting. Response shows a complete lack of understanding of the balances. Points 4 Writing is not legible. Total----> Teacher Comments: Powered by TeAch-nology.com- The Web Portal For Educators! ( / A 16-15B 14-13C 12-11D 10 and Below F

22 ESS 303 Teaching Gymnastics and Rhythmic Activities UNIT BLOCK PLAN Day 1 Day 2 Day 3 Day 4 Day 5 Intro Activity: Building Bridges Intro Activity: Hold It Intro Activity: Partner Intro Activity: Puzzle Intro Activity: Alphabet Soup Head Finger Touch One-Leg Knee-Lift Stand Touch Face-to-Knee Leg Dip Single Leg Jump Kimbo Stand Anecdotal Record Sheet Anecdotal Record Sheet Partner s Anecdotal Record Sheet Day 6 Day 7 Day 8 Day 9 Day 10 Intro Activity: Tag Intro Activity: Four Corners, Four Poses Intro Activity: Wall Walk Intro Activity: Wheelbarrow Tag Intro Activity: Windshield Wipers Stork Stand Y Scale Partner Double Knee Head Touch Anecdotal Record Sheet Hand and Knee Single Knee Tummy V-Sit Balancing Drawing Test Crawling Forward and Backward Forward and Backward Walking Partner Day 11 Day 12 Day 13 Day 14 Day 15 Intro Activity: Intro Activity: Intro Activity: Intro Activity: Intro Activity: Puzzle Partner Hold It Alphabet Soup Building Bridges Cross Over, Cross Behind Stand, Lie Down, Stand Jump Switch Feet Hop Across Beam Pivot Turn Squat Turn Leap Tip Up Tripod Switcheroo Presentations Anecdotal Record Sheet Beam Check List Partner Balancing Sequence Rubric H:\Gymn & Rhythms\Unit Block Plan Worksheet.doc

23 References Hacker, P., Malmber, E., & Nance, J. (1996). Gymnastics fun and games: 51 activities for children. Champaign, IL: Human Kinetics. Malmberg, E. (2003). Kidnastics. Champaign, IL: Human Kinetics. Pangrazi, R., and Beighle, A. (2010) Dynamic physical education for elementary school children. San Francisco: Pearson Education. Safrit, M.,J. (1981). Evaluation in physical education (2 nd ed.). Englewood Cliffs, NJ: Prentice-Hall. teachnology. (1998). Rubric maker. Retrieved May 5 th, 2010, from