gymnastics unit plan alyssa...

Gymnastics Unit Plan Alyssa Steele

Objectives:

Day 1:

1. SWBAT hold a variety of individual balancing stunts on non-

dominant as well as dominant legs, for 30 seconds while staying on

their assigned mat, at face pace 4 out of 5 times. (HM1DK)

2. SWBAT understand the units safety rules by taking a verbal quiz

and scoring at least a 75% (PA3AK)

3. SWBAT respect the tumbling mats by not wearing their shoes on

the mats 100% of the time. (PA2A4)

Day 2:

1. SWBAT perform a balancing skill and hold for 10 seconds with a

partner, at face pace 4 out of 5 times. (HM1DK)

2. SWBAT understand the importance of raising arms to T position

and scoring at least a 75% (PA3AK)

3. SWBAT respect their balancing partner by not injuring them while

practicing the skill, 100% of the time. (PA2A4)

Day 3:

1. SWBAT perform a tumbling skill with proper form, and staying on

their mat at face pace 4 out of 5 times. (HM1DK)

2. SWBAT understand the importance of tucking in head during rolls,

by taking a verbal quiz and scoring at least a 75% (PA3AK)

3. SWBAT demonstrate respect by waiting their turn for a spotter

before performing their skill 100% of the time. (PA2A4)

Day 4:

1. SWBAT perform at least two partner skills with proper form,

while staying in their designated area at fast pace 4 out of 5 times.

(HM1DK)

2. SWBAT list the steps of the pull up and get up skills, by taking a

verbal quiz and scoring at least a 75% (PA3AK)

3. SWBAT demonstrate respect to their peers by being partners with

someone they have not yet been partners with, and not

complaining about it100% of the time. (PA2A4)

Equipment:

Day 1:

- 15 Tumbling Mats

- Balance Pictures

Day 2:

- 15 Tumbling Mats

- Balance Pictures

Day 3:

- 15 Tumbling Mats

- Balance Pictures

- 15 resistance bands

Day 4:

- 15 Tumbling Mats

- Balance Pictures

Missouri Western State University

Physical Education Lesson Plan Guide

Title of Lesson # of Students Age / Grade Total Time

Safety-Intro Balance 15 4th Grade 35 min

Lesson Objectives (including Standard or Benchmark)

SWBAT hold a variety of individual balancing stunts on non-dominant as well as dominant legs,

for 30 seconds while staying on their assigned mat, at face pace 4 out of 5 times. (HM1DK)

SWBAT understand the units safety rules by taking a verbal quiz and scoring at least a 75%

(PA3AK)

SWBAT respect the tumbling mats by not wearing their shoes on the mats 100% of the time.

(PA2A4)

Equipment, Materials and Preparation

15 Tumbling Mats

Balance Pictures

Gym Set-up

Anticipatory Set (2-3 Minutes) Ask students if they know the benefits of learning how to

balance.

**Possible answers: prevents being clumsy, helps with attention span, helps while running and

playing sports, etc.

Warm-up

3 Minute Jog, Then following stretches

***Stress the importance of stretching in relation to gymnastics

Leg Stretch #1: (10 sec on each side)

While sitting down, students should get in a split position (legs creating a line in an

extended position)

Students will then stretch towards right leg with a flat back

Students will grab the top or bottom of their right foot to help them stretch further.

Repeat the stretch to the left leg.

Focus on stretching straight down to the knees instead of to the floor.

Have students try to keep their hips on the floor and their knees facing the ceiling.



extended position)

While keeping their back straight, students will rotate their torso to the right.

They will then reach and grab their right flexed foot.

While holding their foot, have students reach up and over their head with their left arm.

Students should try to lengthen their neck and keep their head up.

Repeat with left side

Arm Stretch #1: (10 sec on each side)

Stand in anatomical position.

Reach right arm across chest (keeping arm straight), reaching towards the opposite side

of the body

Hold arm at the elbow point



Stand in anatomical position

Raise right hand straight up, without bending elbow

Then bend elbow and place right hand on right shoulder blade

Hold arm at the elbow point with opposite hand

Repeat on left side

Heel Raises: (20 sec)

While standing, students will place feet together

With a straight spine, students will lift their heels off the floor

Hold position for about 2-3 seconds, and then return heels to the ground

Repeat 10 times

Transition: Have students sit on a designated line (half-court). Teacher will list off all safety

rules that will be enforced at all times during the gymnastics unit. (2-3 minutes)

1. Only one student on tumbling mat while performing stunts

2. Only perform stunts that the teacher has introduced/approved of

3. Do not attempt stunt if not comfortable

4. Do not wear shoes while on tumbling mats

Instruction # 1: Stork Stand

Prepare students Students will follow safety rules at all times, and if one is broken, they will

not be allowed to participate and all points will be lost for the day. (15 sec)

Central Demonstration Teacher will demonstrate once at full speed. (30 sec)

Explain TLP/ SAM’s (Formative Assessment) Movement Cues(1 minute)

1. *Stand in anatomical position *1. Stand

2. *Raise both arms to create a “T” with body *2. Raise

i.e. abduct to create 90 degree with armpit

3. *Raise dominant foot and place foot on medial *3. Place

side of non-dominant knee

5. *Hold for 30 seconds *4. Hold

6. Repeat 1-4 with opposite leg 5. Repeat

Demonstrate Teacher and student will demonstrate once at slow speed. (30 seconds)

Dry Run Students will perform demonstration three times. (1 minute)

Practice (6-7 minutes)

Have each student pick a spot in the gym where a mat has already been placed. Each mat should

only have two/three students. Allow the students to practice the skill for about 2-3 minutes on

both legs. For this particular skill, both students can practice at the same time as long as they are

facing the stage. The teacher should walk around with the picture of student performing the skill

so that each student can have a visual aid. Then, the teacher will set 30 seconds on the timer, and

time the students to see how long they can balance on both the dominant and non-dominant leg.

Instruction # 2: Hand-and-Knee Balance



1. *Get in crawling position *1. Position

2. *Raise dominant arm to create a straight line *2. Raise arm

From side of body (creating a 90 degree angle

with armpit

3. *Raise non-dominant foot 2 feet off ground *3. Raise foot


5. Repeat 1-4 with opposite limbs 5. Repeat





only have two/three students. For this particular skill, both students can practice at the same time

as long as they are facing the stage. The teacher should walk around with the picture of student

performing the skill so that each student can have a visual aid. Allow the students to practice the

skill for about 2-3 minutes on both sides of body. Then, the teacher will set 30 seconds on the

timer, and time the students to see how long they can balance on both the dominant and non-

dominant leg.

Instruction # 1: Single Knee Balance



1. *Have students put body weight on knees *1. Knees

2. *Raise both arms to a “T” position, creating *2. Raise arms

90 degree angles with armpits

3. *Abduct dominant leg to create a *3. Abduct

45 degree angle


5. Repeat 1-4 with non-dominant leg 5. Repeat








skill for about 2-3 minutes on both legs. Then, the teacher will set 30 seconds on the timer, and


Instruction # 1: Skiers Sit




2. *Squat to create a 80 degree angle on backside *2. Squat

of knee.

3. *Place hands 6 inches above knees *3. Place





Have each student pick a spot against the wall. Allow the students to practice the skill for about

2-3 minutes. The teacher should walk around with the picture of student performing the skill so

that each student can have a visual aid. Then, the teacher will set 30 seconds on the timer, and

time the students to see how long they can balance.

Instruction # 1: Bridge



1. *Lie on back *1. Lie

2. *Bend knees to create 25 degree angle with *2. Bend

Back of knee, keeping feet on ground

3. *Place hands behind ears with palms on ground *3. Place

And elbows up in air

4. *Push body up with legs and arms to create arch *4. Push

With back

5. Hold for 30 seconds 5. Hold





only have two/three students. For this particular skill, ONLY ONE student can practice at a time


performing the skill so that each student can have a visual aid. the students to practice the skill

for about 2-3 minutes. Then, the teacher will set 30 seconds on the timer, and time the students to

see how long they can balance while performing the skill.

Questions to check

1. Are students staying on their assigned mat?

2. Are students performing skills safely?

Review Ask students the rules that will be enforced throughout the unit. (1-2 minutes)

How many students on mats?

Can you wear shoes while on mats?

Homework

Have students show someone at home the stork stand and skiers sit. (1 minute)




Indv./Partner Balance 15 4th Grade 35 min


SWBAT perform a balancing skill and hold for 10 seconds with a partner, at face pace 4 out of 5

times. (HM1DK)

SWBAT understand the importance of raising arms to T position and scoring at least a 75%

(PA3AK)

SWBAT respect their balancing partner by not injuring them while practicing the skill, 100% of

the time. (PA2A4)


15 Tumbling Mats

Balance Pictures

Gym Set-up

Anticipatory Set (2-3 Minutes) Tell students that balances can include more than 1 person!

Explain that today we will be learning how to balance with a partner.

Warm-up

2 Minute Jog

Line students up along the baseline. Students will then do lunges to the halfcourt line. Once

reaching the half court line, students will then crab walk back to the baseline. Do this for 2

minutes.

The students will the do the following stretches:



extended position)









of the body








Repeat on left side

Transition: Assign students to their mat for the following activities. Students should go sit on

that mat in preparation to see the first skill of the lesson. Make sure they take off their shoes

before getting on the mats.

Instruction # 1: Tripod





3. *Kneel on ground (on knees) *1. Kneel

4. *Place top of head on ground *2. Place head

5. *Place hands midway between head and knees *3. Place hands

About 6 inches out from body. Elbows should be

Up in air

6. Place right knee on right elbow 4. Right

7. Place left knee on left elbow 5. Left






only have two/three students. For this particular skill, ONLY ONE student can practice at a time.

The teacher should walk around with the picture of student performing the skill so that each

student can have a visual aid. Allow the students to practice the skill for about 2-3 minutes.

Students should switch turns of who is practicing the skill about every minute. Then, the teacher

will set 30 seconds on the timer, and time the students to see how long they can balance.

Instruction # 2: Forward Balance (Front Scale)




2. Slightly bend knees 2. Bend

3. *Lean torso forward to create a 70 *3. Lean

Degree angle

4. *Raise arms to create a “t” with *4. Raise arm

Body

5. *Raise dominant leg about 12 inches off *5. Raise leg

The ground










skill for about 2-3 minutes on both sides of body. Then, the teacher will set 30 seconds on the

timer, and time the students to see how long they can balance on both the dominant and non-

dominant leg.

Instruction # 3: Thread the Needle




7. Slightly bend knees 2. Bend

8. *Raise dominant foot to be parallel with *3. Raise

Nondominant knee.

9. *Hold dominant foot with hands *4. Hold foot










skill for about 2-3 minutes on both legs. Then, the teacher will set 30 seconds on the timer, and


Instruction # 4: Pretzel



1. *Lay face forward on floor *1. Lay

2. *Bend knees as far as they can go *2. Bend

3. Place hands 1 foot above hip, next to body 3. Place

4. *Raise torso with arms *4. Raise

5. *Bend head back to make contact with feet *5. Head









skill for about 2-3 minutes Then, the teacher will set 30 seconds on the timer, and time the

students to see how long they can balance.

Instruction # 5: Headstand ***Teacher will need to be a spotter



6. Get in tripod position 1. Tripod

7. Raise legs 2. Raise

8. Lock legs into straight position 3. Lock





Have each student pick a spot in the gym where a mat has already been placed. Mats should be

against the wall at this point. Each mat should only have one student practicing at a time. If

possible, the teacher should spot every child that attempts a headstand. The teacher should walk

around with the picture of student performing the skill so that each student can have a visual aid

(this should be done before the student attempts the stunt). Allow the students to practice the

skill for about 2-3 minutes. Then, the teacher will set 10 seconds on the timer, and time the

students to see how long they can balance while performing the skill.

Instruction # 6: Statue



1. *Student A will get in crab walk position *1. Crab

2. Student B place left foot on Student A’s 2. Left

Right knee

3. Student B place right foot on Student A’s 3. Right

Left knee.

4. *Student B stand in anatomical position on *4. Stand

Student A’s knees.

5. *Student B raise arms to create “t” *5. Raise


7. Repeat 1-6 and have students switch roles 7. Repeat

8.




Pair students up into groups of two. Place each group at one mat. The teacher should stress to

students to make wise choices of who is the base, and who will stand on top (the stronger person

is typically on bottom).The teacher should also walk around with the picture of student


skill for about 2-3 minutes, within this time, students should take turn in different roles. Then,

the teacher will set 10 seconds on the timer, and time the students to see how long they can

balance while performing the skill.

Instruction # 7: Lighthouse



1. *Student A get in crawling position *1. Crawl

2. Student B raise right foot and place 2. Right

On student A’s lower back

3. Student B raise left foot and place on 3. Left

Left side of lower back

4. *Stand straight in anatomical position on *4. Stand

Student A’s lower back.

5. *Student B raise arms to make “t” *5. Raise





Pair students up into groups of two. Place each group at one mat. The teacher should stress to

students to make wise choices of who is the base, and who will stand on top (the stronger person

is typically on bottom).The teacher should also walk around with the picture of student


skill for about 2-3 minutes, within this time, students should take turns acting as both student A

and B. Then, the teacher will set 10 seconds on the timer, and time the students to see how long

they can balance while performing the skill.

Questions to check



Review Ask the students which balances required two people. (statue and lighthouse) (1-2

minutes)

Homework

Have students show someone at home the pretzel and thread the needle. (1 minute)




Basic Tumbling 15 4th Grade 35 min


SWBAT perform a tumbling skill with proper form, and staying on their mat at face pace 4 out

of 5 times. (HM1DK)

SWBAT understand the importance of tucking in head during rolls, by taking a verbal quiz and

scoring at least a 75% (PA3AK)

SWBAT demonstrate respect by waiting their turn for a spotter before performing their skill

100% of the time. (PA2A4)


15 Tumbling Mats

Balance Pictures

15 resistance bands

Gym Set-up

Anticipatory Set (2-3 Minutes): Explain to students that people in gymnastics use tumbling

skill in their routines. *Show clip of Shawn Johnson’s floor routine from Olympics.

Warm-up (5 minutes)

2 Minute Jog

Allow students to spread out and find a personal space throughout the gym. Give each student a

resistance band. Do the following:

1) Place band under foot. Alternate bicep curls on each arm. Do for 1 minute

2) Get in modified push-up position. Place resistance band across back and hold ends under

hands. Put hands 5 inches apart on mat and lower chest to floor keeping elbows by sides.

Push back up into band. Hold for 3 seconds. Do for 1 minute

3) Hold band straight out in front of body, with arms parallel to the floor. Pull on resistance

band by moving arms apart from each other. Do for 1 minute.

Transition: Assign students to their mat for the following activities. Students should go sit on

that mat in preparation to see the first skill of the lesson. Make sure they take off their shoes

before getting on the mats.

Instruction # 1: Forward Roll





9. *Get in squat position *1. Squat

10. Get in tripod position 2. Tripod

11. *Tuck in head *3. Tuck

12. *Roll onto bottom *4. Roll

13. *Push up with legs *5. Push




Each mat should only have one student. Allow the students to practice the skill for about 5-6

minutes. During this time, the teacher should be walking around the room watching for students

who may need additional assistance with this particular stunt. Those who would need assistance

would include the students who are not tucking their chin, or the students who roll off the side of

the mat.

Instruction # 2: Backward Roll



1. *Get in squat position *1. Squat

2. Place hands on back of head 2. Place

3. *Tuck in head *3. Tuck

4. *Roll backwards onto back allowing knees *4. Roll

To touch the ground

5. *Raise torso back into upright position *5. Raise







would include the students who are not tucking their chin, or the students who roll off the side of

the mat.

Instruction # 3: Cartwheel




13. Side lunge to the side that has room 2. Side

14. Transfer weight on bent leg 3. Transfer

15. *Place hands on ground next to bent leg, at the *4. Place

Same time about a foot apart

16. Kick back leg up into air 5. Kick

17. *Allow bent leg to follow into air, creating a *6. Handstand

Handstand

18. *Allow legs to come back down next to hands *7. Down







would include the students who lose balance putting weight on arms, or those who do not feel

comfortable kicking their legs in the air.

Questions to check



Review Ask the students which skills require to be in a squat position first.

- Forward and backward roll (1-2 minutes)

Homework

Have students tell someone at home the steps to the forward and backward roll . (1 minute)




Partner Stunts 15 4th Grade 35 min


SWBAT perform at least two partner skills with proper form, while staying in their designated

area at fast pace 4 out of 5 times. (HM1DK)

SWBAT list the steps of the pull up and get up skills, by taking a verbal quiz and scoring at least

a 75% (PA3AK)

SWBAT demonstrate respect to their peers by being partners with someone they have not yet

been partners with, and not complaining about it100% of the time. (PA2A4)


15 Tumbling Mats

Balance Pictures

Gym Set-up

Anticipatory Set (2-3 Minutes):

Warm-up (6-7 minutes)

Freeze Tag- Students who are not it will walk in bear crawl postion, students who are it will walk

in crab walk position. (2-3 minutes)

Following stretches: Leg Stretch #1: (10 sec on each side)


extended position)








Raise dominant leg, bent at knee

Hold ankle with hand

Repeat with non-dominant side




of the body








Repeat on left side

Heel Raises: (20 sec)

While standing, students will place feet together

With a straight spine, students will lift their heels off the floor

Hold position for about 2-3 seconds, and then return heels to the ground

Repeat 10 times

Transition: Assign students to their mat for the following activities. Each mat will have two

students. Students should go sit on that mat in preparation to see the first skill of the lesson.

Make sure they take off their shoes before getting on the mats.

Instruction # 1: Partner Toe Touch


not be allowed to participate and all points will be lost for the day. Pair up students by size. (15

sec)



14. Lay on floor with partners heads slightly 1. Lay

touching

15. Grab hands of partner 2. Grab

16. Raise legs and bend at hip 3. Raise

17. Touch toes with partner 4. Touch





Have each student pick a spot in the gym where a mat has already been placed. Allow the

students to practice the skill for about 5-6 minutes. During this time, the teacher should be

walking around the gym making sure the students are using correct form. The teacher should also

show students a picture of the stunt so they have a visual aid. The teacher can also challenge the

students to pass an item back and forth between them, such as a small bean bag. Then the teacher

will time the students and see who can hold the skill for 30 seconds.

Instruction # 2: Back to back Get- Up



1. *Sit back to back with partner *1. Sit

2. *Bend knees so that feet are a couple inches *2. Bend

Away from bottom

3. *Lock arms with partner *3. Lock

4. *Use force against back to stand up with *4. Stand

Partner.




Have each student pick a spot in the gym where a mat has already been placed. During this time,

the teacher should be walking around the gym making sure the students are using correct form.

The teacher should also show students a picture of the stunt so they have a visual aid. Allow the

students to practice the skill for about 5-6 minutes.

Instruction # 3: Partner Pull-up



1. Sit with legs bent at 45 degree angle 1. Sit

2. Place bottoms of feet together with partner 2. Place

3. Grab partners hands 3. Grab

4. Pull on partner in order to stand up 4. Pull




Have each student pick a spot in the gym where a mat has already been placed. During this time,

the teacher should be walking around the gym making sure the students are using correct form.

The teacher should also show students a picture of the stunt so they have a visual aid. Allow the

students to practice the skill for about 5-6 minutes.

Questions to check



Review Ask the students which skills requires the students feet to be touching their partners feet

- Pull up and toe touch (1-2 minutes)

Homework

Have students tell someone at home steps to the toe touch. (1 minute)

Block Plan

Day1 Day 2 Day 3 Day 4

Safety/ Intro Balance Indv./Partner Balance Basic Tumbling Partner Stunts

Rationale:

Introducing gymnastics to children at a young age can help improve

their flexibility, as well as their overall balance. Both flexibility and

balance are needed to complete everyday activities. Gymnastics can also

improve muscular strength while performing certain stunts.

gymnastics unit plan alyssa...

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