Psychomotor:

1. In personal space, the students will transfer their weight from feet to hands and feet to back without collapsing. (NASPE 1)
2. In personal space, the students will rotate their bodies down the mat by using a cartwheel, forward roll, and backward roll. (NASPE 1)

Cognitive:

1. During the closure, the students will demonstrate correct recognition of weight transfers and rolls 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
• Weight transfer and rolling task cards
• Mats

Who can raise their hand and tell me one of the balances we learned on Monday (Tuesday)? Yes, we learned how to do some log rolls and partner log rolls (1^st and 2^nd)  and transfer our weight from our feet to our hands.

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.  When the music stops, they will try to jump into a tuck, pike, or straddle position and land without falling over.
• Pike
• Straddle
• Tuck

Rock back and forth from position to back, back to position then stretch.

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

• Push ups
• Sit ups
• Jumping jacks

Skipping, galloping

Allow the students to just get in their positions

Who remembers our three gymnastic positions?

The students will begin at their mats on the floor.

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

2. Introduction/Demonstration

I will begin by reviewing the skills that we had learned on Monday (Tuesday).   Then for 1^st and 2^nd—I will begin by demonstrating the beginning stages of a forward roll or handstand.  For 3^rd and 4^th, I will ask the students to place their hands on the ground and bring their feet up as high as they can without wiggling or wobbling.

Who remembers some of our safety rules we made on Monday?

 The students will be at their home mats.

3. Activity 1

1^st and 2^nd

Transferring weight from feet to hands

• Donkey kicks
• Switcheroo
• Take weight to hands—feet land in same place
• Tuck position—kick up with feet with chin tucked (beginning of forward roll and handstand)
• Take weight to hands—feet land in different place—“cartwheel”
• Wheeling over mat or cartwheel
• Back rocker—touch hands to mat
• Back rocker- touch hands and feet to mat (beginning of backward roll)

The students will perform each of these skills at their mats.  I will introduce a new progression, but introduce them as an individual skill so that each student will have a different skill to work on throughout class.  The students will have a choice to try a new skill, but be permitted to keep practicing on an easier part of the progression.  For the students who I see ready to start the forward roll, I will come up to them individually and allow them to try.  I will walk around to make sure they are keeping their chins to their chest during their tuck jumps on the mats.

Cartwheel

Handstand

Feet to hands—feet back to same spot

Tight body

Stretch your legs as you kick them higher

Strong arms and shoulders

Stretch arms and feet wide

One body part touches ground at a time—hand, hand, feet, feet

• Handstand

Hips, shoulders, hands in line

• round-off

snap legs together at top, twist hips, feet land at same time

When we kicked our feet up and moved them to another spot—did it look like something you have seen before?  Yes a cartwheel.

What did you notice about _________’s legs and arms when he or she did their cartwheel (or handstand).  They were straight

Why do you need to keep your arms straight when you do this?  What happens if your arms are curvy?

The students will perform these movements at their mats.

4.  Transfer weight from feet to back

• The Rocker (1^st – 4^th as modifications)
• Back rocker
• Back rocker to stand
• Stand to back rocker
• Log rolls
• Egg rolls (1^st)
• Partner log rolls

Let’s see if we can combine some of the weight transfers with some of our balances we already learned.  I want you to put together 2 balances and 1 of the new skills you learned today.

Choose 2 balances that you think are your best.  You want to choose  the 2 that you can hold your balance the longest—the one you keep your body the straightest—and the one you can do without wiggling or wobbling.

Partner log rolls

Combination of body parts

The rocker

Curl your body

Make a C shape with your back

Body straight

Back to back or stomach to stomach

Body stretched

Legs straight and together

Arms stretched over head and together

When we see gymnasts doing routines, do they stop in between each skill?  Do they stop and think about their next skill or is it smooth?

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

The worm

• transfer weight from hands, to belly, to feet, to hands

The students will be in general space.

Closure - Method used for Checking for Understanding

What did you have to do with your body so that you did not fall over onto the mat?

How were you able to land softly?  What did you do with your legs and feet?

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

I will observe the students performing the various weight transfers and rolls in their self space.  I will be looking to see that the students are keeping their bodies curved or straight and tight.