Health Enhancing Physical Fitness: Students achieve and maintain a health enhancing level of physical fitness.

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1 ESS 360 Physical Education Lesson Plan 3 Student Teacher: Kalie Carlisle Grades: 2 nd -3 rd Teacher #1 #2 Teaching Date May 7 th 2009 Instructional Theme: Gymnastics Lesson Sequence # 3 of 3 Physical Education Standards (A minimum of two standards): Standard # 1 Motor Skills and Movement Patterns: Students demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard # 2 Health Enhancing Physical Fitness: Students achieve and maintain a health enhancing level of physical fitness. Standard # 6 Value of Physical Activity: Students value physical activity for health, enjoyment, challenge, self expression, and/or social interaction. Physical Education Performance Objectives/Indicators: (2-3 psychomotor, 1 cognitive, 1 affective): Psychomotor: Demonstrate movement skills and patterns following specific rhythms. Students will be able to perform a back-walk-over down a cheese mat using the tap-arch-bend-push-up method with 70 percent accuracy Utilize manipulative equipment combined with movement skills to perform specific sport skills. Students will be able to perform a back bend up a cheese mat, on a fold mat, and a floor with 90 percent accuracy. Cognitive: Describe various balance forms utilizing base of support concepts. Students will be able to identify the health related components used when performing a back bend with 100 percent accuracy. Affective: Express enjoyment when applying new skills while participating in partner and group physical activities. Students will be able to participate in the Building Bridges activity in a small group with 100 percent accuracy. Subject Area Standards (A minimum of one standard for each subject area included): Standard # Civics and Government 3.2 Students will explain what it means to be citizens of their community, state and nation; be able to identify the functions and major services provided by local governments; use a variety of resources to gather information about local, state and national governments; and demonstrate understanding of democratic principles and practices. Standard#2 Scientific Thinking 3.2 Students use a variety of skills and techniques when attempting to answer questions and solve problems. They describe their observations accurately and clearly, using numbers, words, and sketches, and are able to communicate their thinking to others. Subject Area Performance Objectives/Indicators: (One to two for cognitive domain): Subject Area # Roles of Citizens: Explain the importance of being a good citizen of the state and the nation. Identify people in the state who exhibit the characteristics of good citizenship. Students will be able to identify the characteristics of being a good citizenship of the state and nation with 90 percent accuracy.

2 Subject Area # Make sketches and write descriptions to aid in explaining procedures or ideas. Students will able to sketch and write descriptions of bridge, backbend, and back walk over on a piece of paper after performing skill with 90 percent accuracy. Equipment Needs (List all equipment, specific records, tapes, CD s, etc.): Two Cheese mats and 6 fold out mats, Rock and Roll fitness set ( I have it) Assessment Needs (List all task sheets, assessment forms to be used that the student will supply) Type of Assessment (How will you know what the student has learned in the lesson) Cognitive ASSESSMENT ACTIVITIES Description and Example Form to be Used (i.e., skill observation checklist, rubric, cognitive) Three different resources must be used for your assessment choices ***Two best may be submitted for the Applied Assessment: Skills, Attitude, Knowledge assignment Students will take a test on the material taught in this lesson. Test will have 3 multiple choice, one true false, and one short answer. See attachment (Mitchell, 2002 ) Mitchell, D. D. (2002 ). Teaching fundamental Gymnastics Skills. Champaign : Human Kinetics. Type of Adaptations (Describe special needs of any students and how you will adapt instruction to their needs) ADAPTATIONS Autism I will have a behavior plan set up for the student. I will have smooth transitions with prior notice. I will always use positive reinforcement. I will use lots of visual aids. I will provide a setting where positive socializing can take place. Introduction/Set Induction (You may use bullet points rather than full sentences) LESSON FOCUS Today we are going to learn how to do a bridge up, back bend, and a back walk over. Have any of you done any of these skills before? Doing these skills require a lot of flexibility, back strength, and abdominal strength. Do you all think you have enough flexibility and strength to do these skills? TIME (Real clock time) Movement/Gymnastic Concepts to be Explored INSTRUCTIONAL PLAN & SCHEDULE Instructional Activities (Detailed) Guiding Questions (Sequentially developed questions to explore the concept or concepts for the lesson) AND/OR Organizational Plan (How will students and equipment be organized? There must be clear descriptions for movement

3 Key Teaching Points/Learning Cues 12:55-12:58 Introduction/Set Induction (Text noted above) patterns) 12:58-1:10 Lucky Rock and Roll Fitness 6 to stations will be set up where students will roll a die to determine which exercise they will perform. After performing the exercise they will rotate to the next station. The stations will be broken up into two aerobic fitness, two strength training, and two flexibility. Students will start off at one of the six stations. They will rotate clockwise. The stations will be set up on the inside of the volleyball court. TIME 1:10-1:15 INSTRUCTIONAL PLAN & SCHEDULE Continued Movement/Gymnastic Instructional Activities (Detailed) Guiding Concepts to be Questions (Sequentially developed questions to explore Explored the concept or concepts for the lesson) AND/OR Key Teaching Points/Learning Cues Back Rolls Rock and Roll Backwards roll Knees to chest/ chin tucked in/ roll on spine Hands by ears/ chin in/ straight back Organizational Plan (How will students and equipment be organized? There must be clear descriptions for movement patterns) Students will be on wrestling mats in two rolls facing each other 1:15-1:20 1:20-1:30 1:35-1:55 Backwards roll to handstand Bridges Bridge Rocking Bridge Shifting weight bridge Back Bends Wall Touch from a Kneel Up incline Up stacked mats On floor Back Walk Over Jumping Bridge One Leg Hopping Bridge Bridge kick over from mats Push up/ straighten body like a tooth pick Belly button up and pulling/ arms by ears Shift weight off feet to hands Right arm up/ left arm up/ right leg up/ left leg up On knees/ keep arms by ears/ watch hands until they touch wall Reach, touch, push, up Slowly lower self down Kick feet up keep weight over the hands Lift one leg up/ push and kick off one foot/ return to start position Push hard from mat

4 One leg walk kick off wall / mat Stand by wall and us the wall to kick off from Down cheese mat Start with kicking leg out front One floor with spot One motion 1:55-2:02 Culminating Project or Activity Building Bridges Students will be partners and perform the following activities will teacher calls out what to do like Simon Says. Students will be in groups of 3 spread out in the gym Under and over In pairs, one student makes a bridge and the partner craws under. Cross bridges One partner makes a bridge by arching backwards, and the other makes a bridge by arching forward over the top. Then the students switch Pirouette bridges Start on all fours. Roll sideways through to a bridge position without moving forward or backward. Repeat other direction. 2:02-2:05 Lift bridges Closure Right arm up Left arm up Right leg up Left leg up List two questions that explore the concepts covered in the lesson. Where are your arms always located at when doing any kind of backbend? (by ears) Which leg is in front when doing a back walk over? (The lead leg kicking over) Describe one activity, movement pattern, etc. students can practice for the next week. At home students can practice doing backbends done the wall or doing a back-walk-over off a couch. Suggest how the next lesson will build on what the students practiced in this lesson. This lesson taught students how to bend backwards and change momentum. The next lesson will be on backhand springs. Now that the

5 H:\Gymn & Rhythms\Lesson Plan Format_08.doc students know how to slowing bend backwards they can speed it up into a back handspring.

6 Bridge, Back Bend, and Back Walkover Test Name: Date: 1. When doing a bridge, back bend, or back walkover where are the upper arms located next to? a. Ears b. Feet c. Stomach d. Knees 2. Bridges, back bends, and back walkovers require both. a. Flexibility and aerobic endurance b. Strength and aerobic endurance c. Flexibility and Strength 3. What is the difference from a back bend and back walkover a. They both have you arch at the lower back b. Back walkover splits the legs and back bend doesn t c. Nothing they are the same 4. True or False The entire body is used when doing a bridge, back bend, or back walkover a. True b. False 5. What was your favorite part of this lesson?

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