UNC SES LESSON PLAN FORM – Optional format

You may use this format or any format from SES 440/442

Content Area/Skill Theme: Gymnastics Class Skill Level:Pre-control, control

Length of Lesson: 30-45 (30 for kinder) School: Tozer elementary

Class Size: 20-25 Lesson Number: 2 of 3

Equipment: Floor mats (12), cheese mat, balance beam (3), tunnel, colored squares, rope,
cargo net, alphabet squares, balance discs (2), balance board (2), carpet squares (25),
projector, computer, pedometers, plagnets.

Facility: Main Gym

NASPE Standards:

Kinder:
Maintains momentary stillness on different bases of support. (S1.E7.Ka)
Forms wide, narrow, curled and twisted body shapes. (S1.E7.Kb)
Rolls sideways in a narrow body shape. (S1.E9.K)
Contrasts the actions of curling and stretching. (S1.E10.K)
Identifies activeplay opportunities outside physical education class. (S3.E1.K)
Follows directions in group settings (e.g., safe behaviors, following rules, taking turns).
(S4.E1.K)
Shares equipment and space with others. (S4.E4.K)

1st:
Maintains stillness on different bases of support with different body shapes. (S1.E7.1)
Transfers weight from one body part to another in self space in dance or gymnastics (S1.E8.1)
Rolls with either a narrow or curled body shape. (S1.E9.1)
Demonstrates twisting, curling, bending and stretching actions. (S1.E10.1)
Travels demonstrating a variety of relationships with objects (e.g., over, under, around,
through). (S2.E2.1b)

2nd:
Balances on different bases of support, combining levels and shapes. (S1.E7.2a)
Balances in an inverted position* with stillness and supportive base. (S1.E7.2b)
Transfers weight from feet to different body parts/bases of support for balance (S1.E8.2)
Rolls in different directions with either a narrow or curled body shape. (S1.E9.2)
Differentiates among twisting, curling, bending and stretching actions. (S1.E10.2)
Combines balances and transfers into a three-part sequence (i.e., dance, gymnastics).
(S1.E11.2)

Colorado Standards:
Kinder:
1.1.2.C.K. Create shapes at high, medium, and low levels by using hands, arms, torso, feet, and
legs in a variety of combinations.

4.6.1.A.K. Demonstrate safety awareness when using materials.

1st:
1.1.G.1.Balance at different levels on different body parts.

1.1.H.1.Demonstrate both static and dynamic balances.

4.6.1.A.1.Recognize appropriate safety practices in general space (e.g., throwing objects when
appropriate, only throwing objects when others are not in the direct line of the throw)

2nd:
1.1.2.B.2. Create a routine that includes two types of body rolls such as a log roll, egg roll,
shoulder roll, or forward roll and a stationary balance position after each roll.
1.1.2.F.2. Demonstrate static and dynamic balance on lines or low beams and benches.
4.6.1.A.2. Maintain safety within personal space while using implements.

District Standards:
*See GLO listed above for state standards.

Teacher Objectives:
TTWBAT provide feedback to each student throughout the class period.
TTWBAT use student names when providing feedback or using redirection.
TTWBAT explain activities with clear and concise instructions.

Student Objectives:

Kinder:
Affective: ESWBAT show what it looks like to move safely around the gym throughout the class period
Cognitive: ESWBAT explain the performance cues for a log roll
Psychomotor: ESWBAT perform a log roll using the proper body positions and cues.

1st:
Affective: ESWBAT show what safe movement looks like throughout the entire class period
Cognitive: ESWBAT explain the performance cues for either a log roll or a forward roll
Psychomotor: ESWBAT demonstrate a log roll or a forward roll using the proper body positions.

2nd:
Affective: ESWBAT show what safe movement looks like throughout the entire class period
Cognitive: ESWBAT explain the performance cues of a forward roll and a log roll
Psychomotor: ESWBAT demonstrate a log roll and a forward roll using the correct body positions.

Planned Lesson Activities

How to Increase MVPA
Students must perform locomotor activities in between stations while they wait in line for other
classmates to finish.

Modification/Adaptation considerations for students:

Kinder-
Closed captioning on videos, sign language, para present to assist with movement and
instructions, shoes will remain on for all activities for safety, students will NOT participate in
forward roll unless paperwork states it is safe for them to do so, brightly colored spots on the
floor to show directions, pool noodle to assist with balance,
1st-
Closed captioning on videos, sign language, guided teacher assistance to monitor safety,
student will NOT participate in forward roll unless paperwork documented to show they are safe
to do so, pool noodle to assist with balance,
2nd-
Student guide to VI student, teacher and student assistance with describing body shapes/
positions, blight colored spots on the floor to show direction of obstacle course, student will
require teacher assistance to climb the rope and cargo net, pool noodle to assist in balance

Approx. Student Activities Performance Goal Orientation Organizational

Time (Anticipated Cues of Task Arrangement
Progression of Tasks) (Informing, (including Grouping
Extension, & Task Presentation
Refinement, method)
Application,
Intro, Closure,
Assessment) and
modifications

Attendance NA NA Students will enter

2 min the gym and find
personal space for
attendance

8 min Warm up: Side slide- Intro Students will be

Body faces moving around the
Kinder- Brain exercises sideways boundaries of the
Bring heels gym from cone to
1st- laps around the together cone
 gym 6+4 Skip-
2nd- laps around the step and a hop
gym 12-3 Gallop-
one foot in front
Hips face
forward
Back foot trying
to catch front,
but never does
Tip toe walk-
Weight is on
your toes only
Arms out to the
side for balance

5-7 min Intro to pedometers- Students will be Pedometers will be

SECOND GRADE taught how to on the stage in their
ONLY clip the case
pedometers on,
what number to
grab, and how to
put them away
properly.

Body shapes

Numbers, Shapes,
Letters

Jedi gymnastics

Balances

5 min Rolls: Log roll- Introduction/ *SAFETY- rolls will

Lie down on Informing only take place on
Log roll back mats in the gym
Forward roll (1st and Arms above head Application
2nd only) Straight legs Forward roll- cheese
Roll body to one mat and flat mats
side
Continue to roll Log roll- flat mats

Forward roll- Teacher and student

 Place hands on demos of each roll
mat
Chin to chest
Tuck position
Push from feet to
roll onto back

Obstacle course: Rope climb- Application *image of gym set

Feet and hands Refinement up is posted below
1. Rope climb must be on the
2. Balance beam rope at all times
3. Cargo net climb Must climb down
4. Forward roll on *SAFETY-
cheese mat students only
5. Balance beams short climb if they feel
to tall comfortable to
6. Tunnel crawl do so
7. Forward roll/log roll Balance beam-
8. Balance boards and Heel to toe
balance discs Hold arms out
for balance/ or
** in between stations, pool noodle
while students wait Cargo net-
their turn, they will Feet and hands
complete aerobic must be on the
exercises (jumping rope at all times
jacks, run in place, Must climb down
burpees) *SAFETY-
students only
climb if they feel
comfortable to
do so
Forward roll-
Place hands on
mat
Chin to chest
Tuck position
Push from feet to
roll onto back
Tunnel crawl
(army crawl)-
Log roll-
Lie down on
back
 Arms above head
Straight legs
Roll body to one
side
Continue to roll
Balance board-
Place one foot on
at a time
Rock back and
forth
Balance disc-
Place one foot on
at a time
Bounce and
balance

4 min Assessment- Assessment

Plagnets
“While using the
equipment in the gym I
was able to remain safe
and keep others safe”

2 min Closure NA Checking for Students will line up

“When doing a log roll understanding by the door and wait
where should my arms for their classroom
be?” teacher to arrive
“When doing a forward
roll where should I put
my chin?”

Jedi gymnastics
https://www.youtube.com/watch?time_continue=34&v=J3L5ghqHbOA
Log roll
https://www.youtube.com/watch?v=M2PKfqqjYHU
Forward roll
https://www.youtube.com/watch?v=_9HxqFzHAT4