Psychomotor:

1. Objective: In personal space, the students will balance using different bases of support and body shapes (curved, round, narrow, wide, and twisted) using proper body alignment without wiggling or wobbling and holing it for 3 seconds. (NASPE 1)

Cognitive:

1. During the closure, the students will demonstrate correct recognition supports and balances by naming the correct picture corresponding to the concept given (NASPE 2).

Affective:

During the culminating activity, the students will express themselves by performing the movement form they created for the class (NASPE 6).

Materials and Equipment

• CD Player and music
• Twister
• Balance task cards
• Mats
• Balance body part mats 

Today we will begin our gymnastics unit.  Has anyone ever seen gymnastics on tv or seen the Olympics?  What are some things you see the gymnastics doing?  Today we will be working on different balances using bases of support and body shapes.  Then later on in the week we will learn some different rolls and rotations so that by the end of next week, we will be able to create routines putting rolls and balances together.

Main Content Tasks -  Transitions are Optional

Extend

Simplify

Refining - Cues & Questions

Organization

1. Warm-up

• I will have the students begin by performing locomotor movements in general space with the music.

3^rd and 4^th : write on the white board for the students to enter the room

Skipping, galloping

Allow the students to walk or jog

The students will begin at their spots on the floor.

When instructed, they will perform the locomotor movements in general space.

2. Introduction/Demonstration

I will begin by reviewing the rules and safety for all of the mats and equipment.  Then I w ill go over some of the gymnastic body positions.

* Pike

* Straddle

* Tuck

*Prone

What do you notice about my body in these different positions?  How are my feet?  Is my body straight

and tight?

The students will return to their home spot.

Then they will be dismissed to choose a mat to stand at.

3. Activity 1

• The students will balance using different bases of support.

Wide

Narrow

Balance on different bases of supports on your mats.  YOUR base of support is the body part that you are using to keep your self balanced.  Let’s see how many body parts can be your bases of support.  Make sure you hold each balance for 3 seconds. 

·         Let’s try to balance on 4 body parts

·         3 body parts

·         2 body parts

·         1 body part

Try your balances with your body parts further away from each other.  Is this a wide base of support or a narrow base of support?

Could I push you over?

Try your balances with your body parts closer together.  Would this be a wide base of support, or a narrow base of support?

What body parts did you use as your bases of support?

Which body parts could you balance on the longest?

What body parts do you think are not a good idea to try to balance on?

1,2,3,4 body parts

Narrow

wide

Tight body

3 seconds

No wiggling

What is a base of support?

Could I push you over?

Which one is easier—wide or narrow?

The students will perform these movements using their mats.

4. Activity 2

.The students will

Balance using different body shapes.

·         Round, narrow, wide, curved, twisted, symmetrical, asymmetrical.

Now you can balance on any bases of support you want, but we will balance using different body shapes. 

(1^st and 2^nd) Let’s balance like a bear.  What kind of body shape is the bear making with his balance? Wide

What about when the bear stands up to get honey out of the tree? Narrow

What can you do with your body to make a curvy shape?

You can TUCK your free body parts close to your body or you can add them to your curled shape.

Let’s make a twisted shape with our bodies.  Let’s see if we can use our feet as our bases of support and twist our  bodies like a pretzel.

Can you make a twisted body shape using other bases of support?

(3^rd and 4^th) Let’s balance in a wide shape balances with different bases of support.  What can you do with your body parts to make yourself wider?  Extend arms and legs

Symmetrical

Asymmetrical

With partner

Like a different animal

Make sure to now be wiggling or moving your body.

Point toes

Smooth shapes

Hold tight

What can you do with your body to make yourself wide?

What can you do with your body to make yourself narrow?

The students will be in self-space at their home spots.

Travelling, stopping, and balancing.

·         Balance card on mat

·         Move to music, when music stops, find mat and do what is on card

Balance ABC’s (1^st)

Twister (2^nd)

Hold for 3 seconds

No wiggling or wobbling your body

Hold for 5 seconds

Same as above

The students will be in self-space.

They will be playing in self space and then starting and stopping with the music to find a balance and do what is on the card.

Closure - Method used for Checking for Understanding

What did you have to do with your body so that you could hold your pose for more than 3 seconds?

What are bases of support?

What bases of support are least likely to allow you to fall over?

Assessment: What will you observe or do to assess student learning, in this lesson?

I will observe the students performing the various balances in their self space.  I will be looking to see that the students are not wiggling or wobbling and are holding their positions for at least 3 seconds.