NAME: Colleen Mistler DATE TAUGHT: Week of January 23 SCHOOL: Munger Hill Elementary

TIME: 40 minute lesson CLASS SIZE: 18 students GRADE LEVEL: K,1

FACILITIES: gymnasium LESSON #: 1 / 4 PROFICIENCY LEVEL: control

EQUIPMENT NEEDS (#):

30 beanbags
Music and speaker
5 hula hoops
Leis
30 hot spots
5 Dome Cones
5 Bean Bag Disks

LESSON FOCUS: Balancing UNIT: Locomotor skills

STUDENT PERFORMANCE OBJECTIVES: By the end of this lesson, the students should be able to:
1.) Psychomotor: demonstrate any balancing technique with three correct skill cues while observed by the teacher during the show
and tell portion of the lesson (National # S1.E7.1, MACF 2.1)
2.) Cognitive: Identify one difference between balancing on two feet compared to on one foot when asked by the teacher during the
mini closure (National # S1.E8.1, MACF 2.4)
3.) Affective: Interact and problem solve with peers during the circle activity by agreeing on one method of balancing as observed by
the teacher (National # S4.E2.1, MACF 2.7)
Teacher Performance Objectives: during the lesson the teacher will:
1. Provide feedback to five students, using their name correctly
2. Utilize teacher demonstrations, or student demonstrations for each activity
REFERENCES:

SHAPE America, 2014, National Standards and Grade Level Outcomes. (Champaign, IL: Human Kinetics).

Springfield College 2016-2017 Physical Education Health Education Supplement fo Practicum Handbook

Massachusetts Comprehensive Health Curriculum Framework, 1999

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

Introduction: Teachers will introduce themselves, and handout

1-5 name tags to the students T
min. Stop and Go Signals: 3,2,1, Freeze! Ready Go!
Boundaries and Safety the students should stay within the SSSSSSSS -kindergarten should meet in the
SSSSSSSS
boundaries for the entire lesson, and need to be aware of circle, rather than at the white
SSSSSSSS
personal space. board, they will most likely be
less distracted
Set Induction: Did you know standing on two feet is
technically balancing? We balance every day of our lives,
when we bend over on one foot to pick up a pencil, when we
hop over a puddle, and even when a waitress brings a tray of
food to your table at a restaurant!
5-10
min
Activity 1 Balance Freeze Tag
Taggers will wear leis
T
-# of taggers dependent on # of students- use leis to identify -ADJ TO PRACTICE
-students will travel at fast and slow paces as instructed by the Students could not behave
S SS SS SS
 teacher until tagged- then freeze S during freeze tag. Although
- unfrozen when non tagger tags you SSS SS SSS safety was addressed, I had to
- students will practice balancing and freeze on one leg when SS SSS SS end the activity premature
they are tagged S because of students behavior.

Transition back to circle

Informing:
staying in one position freeze in place keep muscles
tight look at something on the floor to focus on
- Skill cues: muscles tight, arms extended, steady
body
- Can be done with many body parts or just one
- Demonstrate one way to balance
- Visuals
- Have student demo of a different way to
10- 20
balance
min - Review wide, narrow, and twisting shapes when
balancing
-Safe learning env.
Activity 2 Address the various forms of
Teachers will set up a variety of spots within set boundaries. balancing and challenge by
Objects include poly spots, hula hoops, dome cones, bean bag choice
disks, balance beam, and small box jump box. When teacher
plays music, students will walk inside boundaries without
stepping on any objects and without walking into any other
students. When teacher pauses the music, students will choose T
a balance spot and strike a pose and freeze (forming a statue).
When music resumes, students will repeat process. S SS SS
 SSS
The teacher must review safety protocols with balancing on SSS SS
uneven surfaces. SSS
SS SSS
20-35 S S S
Transition: the students will be broken into groups of 5, based
min on their birthday month

Activity 3: Relay Race -HIGH EXP.

Hold students accountable for
Round 1: have students jog to the hula hoop, then balance for holding the balance for 3
3 seconds in the hula hoop (counting outloud), and jog back to seconds. Make them go back to
their team SSSSSS the hula hoop if they do not
Round 2: have students sprint to the hula hoop, then balance O count out loud.
for 3 seconds in the hula hoop (counting outloud), and sprint SSSSSS
back to their team O
SSSSSS
Round 3: have students jog to the hula hoop, then balance for 3
O
seconds in the hula hoop (counting outloud), and sprint back to
SSSSSS
their team
O
*if the bean bag falls, freeze, rebalance, continue moving
T
Have a student demonstrate the activity correctly

35-40 Mini closure-

min Informal questions
How did your partners do?
How was working with a partner or in a group?\

Transition: have the students pick up the equipment and meet

at the meeting place

Closure: review the different types of balancing and traveling.

Debrief the show and tell activity and ask the students
questions about mirror balancing