Instructor: Mckenzie Miller

Lesson Plan Instructor: McKenzie Miller Date: November 30 Time: 30 minutes Grade: 1st Grade Class Size: 20 Goal: To enhance the student’s ability to travel efficiently and enhance their locomotor skills.

Objectives: Affective- Students will be able to perform the locomotor learned throughout the unit without colliding with other students throughout the lesson.

Cognitive- Students will be able to display and communicate an understanding of personal space throughout the lesson period 80% of the time.

Psychomotor- Students will recognize the valuable exercise and enjoyment that can come from the sport of gymnastics by participating 80% of the time during class.

Equipment: Mic-use for instruction Stereo Hula-hoops Song “listen and move” Teaching Cues: Freeze: “1-2-3 freeze” Attention: “1-2-3 all eyes on me” Start: “Ready—Go!”

Learning Warm-up/ Transition 1st Activity Transition 2nd Activity Transition Closure Activities Instant Activity Introduction/ Griffin starts FREEZE: “1-2-3 Locomotor Hello Monster Listen and Move Move like Ask students Explanation with warm FREEZE” animals what was up Stop-eyes-sit Okay boys and girls, Let’s try Play the song important when “okay we are now that we are so another way to “listen and move” Boys and we were moving walking slowly… 1-2- good at keeping move around and have the girls I’ve around the gym. 3 Freeze” personal space we the gym. students move noticed (watch out for are going to play a Before we did throughout the something. I hula-hoops and Can anyone tell me game. For this game zig-zag patterns gym. Ask the think we keep personal what personal space I want each one of by ourselves or students to move have done a space) is? you to go and stand maybe with a in different great job -Point out students in a hula-hoop. friend but now pathways, levels, moving like Ask students who have we are going to speeds, etc. humans, but how we moved successfully kept Ask what personal try it as one big do you think using our feet? personal space space is again. Tell group. We are we can What animals them that the hula- going to play move like move like that? ATTENTION: “1-2-3 hoop represents follow the animals? How did we All eyes on me” personal space. leader but move at a slow when I say What are speed? What Start by having “monster” I was some animals move at them walk and skip. you to run back animals we a slow speed? Ask what else can to this line can move we do with our before I tag like? feet? you. What are other Have ways we can students move? move like an animal while the music is playing and when the music stops they need to find a cage. Description Establish cues that The hula-hoop is Use a follow the Play the song Have the Have students teachers will use personal space and leader zig-zag “listen and move” students demonstrate during duration of when the students pattern and -use verbal cues select an each locomotor teaching days. are standing in his or have students to remind animal that skill. her hula-hoop at the follow you and students the the entire beginning they can when you say movements to be group will move or dance in “monster” have doing move like. the hoop any way all the students they want. Pause run back to the the music and tell end line. them personal space. Have a student select a way to move around the gym until the music stops and they need to find a hula-hoop. Tell them that if there are other people in the hula- hoop we need to be polite so we can “honor our partner” or say hello. Student Emphasize safe Personal space is to Personal space Personal space is Personal Students are to Behavior speeds and personal be maintained at all is to be to be maintained space is to raise hands Expectations space times during maintained at at all times be when they activities. all times during during activities. maintained want to speak. activities. at all times Remind them Students will be Students should during that I cannot reminded to move Students will be avoid the hula- activities. hear all the at safe speeds. reminded to hoops. cool animals move at safe Students will when everyone speeds. be reminded says them at to move at once. safe speeds. Organization Spread throughout The students will Students will Spread Spread Gathered the gym. start in a hula-hoop create a line throughout the throughout together or and move such as follow gym. the gym brought in from throughout the gym the leader. with hula- being spread to hula-hoops hoops still out. spread across the spread out floor. around the floor. Variations/ Have students pick a Travel at different Depending on Voice different Have them Have students Extensions note card with a levels, pathways, the set-up of pathways, levels, move like move as certain locomotor skill on it. and directions. the hula-hoops, directions, animals that animals to pick may ask movement with walk on all up hula-hoops. When the students students to partners. fours, that meet up with a move a certain slither on partner(s) they can way to pick their bellies, decide together them up. that walk how they will move very tall, next. Ask the that waddle students how when they we should walk, etc. move. Ask students what would be the best way to move their bodies when I say “monster” and try to tag them. Adaptations Select a student that Have an area for Students will The aids will be Have Students can is successfully students to meet perform the active during this students pick a card with performing a skill with those who motions but portion, helping make the an animal name and use as a cannot get into the may not move to give students sounds of on it that they demonstration for hula-hoop. with class. cues as to what the animals. class has to students who may they are supposed explain or be struggling. to be moving like. demonstrate how it moves. Aids will take part with students. Safety Issues Personal space must Personal space must Personal space Personal space Personal Watch for be maintained in be maintained in must be must be space must students over order to ensure no order to ensure no maintained in maintained in be acting animal collisions. collisions. order to ensure order to ensure maintained movements. no collisions. no collisions. in order to Remind students to ensure no be careful around Remind Remind students collisions. the hula-hoops. students to be to be careful careful around around the hula- Remind the hula-hoops. hoops students to be careful around the hula-hoops. Time 5 minutes 6 minutes 4 minutes 5 minutes 6 minutes 4 minutes Exploratory needs a clear time to divide each movement “now we are walking, now we are jogging, etc.” -if we can get through this review we can start new activities -walk to a specific spot (poly spots- pick a poly spot and have them walk to it, locomotor card that they get to pick

Locomotor Hello Hoops are scattered throughout the open playing area. Ask students to find a hoop and stand in it. When the music starts they need to move in the hoop any way they wish while staying in the hoop. When done, bring students together and quickly point out that they were in a "self space" when they were in the hoop -- that is, students aren't able to touch anyone or anything else when they were in their hoop. What is left over is called "general space". Tell students when the music begins again, you'd like them to move in the general space avoiding the hoops on the floor. Ask them to skip, jog, walk, etc. Remind them that when they move in general space, they need to make sure they don't come close to anyone else's self space. When the music stops, they are to move safely to the closest open hoop. You can also challenge them to find a hoop by the time you count to "5" (or 3, etc.) after the music stops. Then, tell students you will call out a number when the music stops. This is the number of people who must now stand in a hoop together! For example, if you call out "6", 6 students must all go to a hoop and stand in it (or, get at least one foot in the hoop). Then, ask students to introduce themselves to those in their hoop, saying their name and shaking hands.

WALKING THROUGH A ZOO Have you ever been to a zoo? There are lots of animals that walk, run, jump, hop, gallop and leap just like we have been learning in class! Let’s make our own zoo by imitating how animals move. I will divide you into six groups. Each group will start at one of the zoo cages!

Cage 1: Walk/Giraffe Information: When giraffes walk, they move both legs on one side of their body and then both legs on the other side; this is unique to giraffes. Activity: Let’s walk like a giraffe! •Get on your hands and feet to make four legs like a Giraffe. •Move your right hand and right foot forward at the same time. •Move you left hand and left foot forward at the same time. Cues: None

Cage 2: Run/Cheetah Information: Cheetahs run faster than any other land animal. Activity: Run fast like a cheetah with your two feet. Cues: •Lean slightly forward from the ankles •Run softly •Look forward where you are running •Swing your arms quickly from relaxed shoulders •Elbows are bent at 90 degrees •Keep your knees slightly bent •Land on the middle of your foot Cage 3: Jump/Kangeroo Information: Kangeroos are known to jump very high. Activity: •Hold a piece of chalk in our hand •Jump high like a cheetah marking on the wall how high you can jump Cues: •Bend knees and hips •Swing arms hard •Push off the ground with the rounds of your feet

Cage 4: Hop/Bunny Information: We have learned that hopping is one foot. An animal like a bunny is said to “hop” when they move forward in small “jumps”. Activity: Hop like a bunny with one foot. Cues: •Hopping is very similar to jumping but it is done on ONE foot only •Push off with toes and bend your knee to lift off into the air •Land softly on your toes and bend your knee and hips when landing •Other leg is usually bent with foot held behind you •Put arms out to the side to keep balance •Hopping can be done in the same place or you can move throughout an area

Cage 5: Gallop/Horse Information: Horses can gallop around 25 miles per hour; that is fast! Activity: Gallop like a horse with your two feet. Cues: •Face and move in a forward motion •Choose a foot to start with and start with and step forward with it •Keep the same leg in the lead during the gallop •The back leg chases the front leg but does not go ahead of it •Bend at the knees and try to be “light” on your feet as you gallop

Cage 6: Leap/Deer Information: A deer is known to leap high! Activity: Leap like a dear as high as you can! Cues: •Take-off from one foot and land on the opposite foot •Extend arms, legs, and toes while in the air •Try to leap a long ways as that forces the body to extend •Bend knee and hip for cushioned landing snake, dog (I’ve never seen a dog walk on two feet), penguin Unit- Educational Gymnastics 6 lessons K-1

Central Focus Teaching this unit will ultimately advance students in regards to their locomotor skills, balance, and range of motion, while testing their ability to listen and follow directions individually and as a group. This is important because gymnastics is a building block to many essential locomotor skills found not only in everyday movement, but also in more advanced physical activity.

Standards and Benchmarks Objectives Standard 1 Psychomotor - Hops, gallops, jogs and slides using a mature pattern. (S1.E1.1) Students will be able to perform the - Demonstrates 2 of the 5 critical elements for jumping and landing in a locomotor and gymnastics skills learned horizontal plane using 2-foot take-offs & landings. (S1.E3.1) throughout the unit without falling on - Demonstrates 2 of the 5 critical elements for jumping and landing in a vertical assessment day. plane. (S1.E4.1) - Maintains stillness on different bases of support with different body shapes. (S1.E7.1) Cognitive - Rolls with either a narrow or curled body shape. (S1.E9.1) Students will be able to display and Standard 2 communicate the gymnastics skills - Travels demonstrating low, middle and high levels. (S2.E2.1a) learned throughout the unit on - Differentiates between fast and slow speeds. (S2.E3.1a) assessment day with 100% accuracy. - Differentiates between strong and light force. (S2.E3.1b) - Moves in self-space and general space in response to designated beats/ rhythms. (S2.E1.1) Affective - Travels in 3 different pathways. (S2.E2.K) Students will recognize the valuable Standard 3 exercise and enjoyment that can come - Actively engages in physical education class. (S3.E2.1) from the sport of gymnastics by Standard 4 participating 80% of the time during class. - Accepts personal responsibility by using equipment and space appropriately. (S4.E1.1) - Follows the rules & parameters of the learning environment. (S4.E2.1) - Responds appropriately to general feedback from the teacher. (S4.E3.1) Standard 5 - Recognizes that physical activity is important for good health (S5.E1.K-1) - Students recognize the benefits of challenging themselves in activity (S5.E2.K-1) - Discusses and exhibits enjoyment in physical activity (S5.E3.K-1) Concepts Motor Skills Affective Skills Cues - General and Locomotor-Bear Walk, Skip, Follow rules, Take turns, Locomotor personal space Jump, Walk, Gallop, Crab walk, Horse walk, Monkey Encourage others, Be safe Skip-Step Hop Jump-Push up off Two Feet, land on two feet - Curved, walk, Python with equipment, accepts Jump/Land-Tuck jump, Bench hops, Jump, Hop, Leap, Hop-Lift, push up, land on one foot straight, zigzag feedback Bear Walk-Opposition, Right arm left foot, left arm left foot Frog jump, Kangaroo jump, Jump for height, straddle pathway Gallop-Step Toe to heel jump, Scissors jump, Star jump - Low, medium, Crab Walk-Belly up, opposition Balance Skills-Arabesque, Bottom’s up, Candle, Horse Walk- high levels Crouch, Four point, Three parts, Bent body rear Monkey Walk- - Strong and support, Elephant stand, Front support, Hoop Balance, Python-On butt, knees bent with feet on ground in front of you, light force Rear Support, Shin scale, Side lunge, Sit with arms push off - Fast and slow raised, Tuck sit hands from Rolls-Log, Egg, Pencil behind to speed push but and Shoulder, FW roll, Rock, Rock back feet forward Jump/Land Tuck Jump-Push off feet, swing arms, tuck knees in air knees to chest/slap the knees Bench Hops-Hands on Leap-Take off from one foot to the other Frog Jump-Squat, hands in between legs pus off hands body forward, hands first then let feet catch up Kangaroo Jump/Jump For height-Swing arms, push off feet as high you can Straddle/Star Jump-Bend knees, swing arms, push off feet, jump with feet going out to each side, arms to each side Scissors Jump-Start in lunge position, swing arms bend knees, push off feet switching locations of feet to opposite side lunge position. Balance Arabesque-One leg back straight, bend waist, arms straight out to sides Bottom’s up-Hands on ground, balance on head one leg on ground Candle-Straight, arch back, push hands on ground by hips, extend legs upward Crouch-On knees, sit your butt back, arms crossed on ground in front Four Point-Balance on 4 body parts Three Parts- Balance on 3 body parts Bent Body Rear Support-Belly up, both feet on ground and both hands on ground Elephant Stand-Hands holding up body, elbows on knees Front Support-Push-up position Hoop Balance-Stand on one foot while maintaining balance of a hula hoop with your foot Rear Support-Belly up, Heels on ground hands holding up weight Shin Scale-Support is on hands, knee, shin, and top of foot, leg is stretched backward and upward Side Lunge-One leg straight, other leg bent, shift weight to bent leg Sit with Arms Raised-Seated, arms straight out in front Tuck Sit-Seated, bent knees together, arms around legs Rolls Log Roll-Straight body, arms at sides, roll sideways Egg Roll-Squat, Tuck, Roll sideways Pencil-Straight position, hands above head together, roll keep legs together Shoulder Roll-Make a bridge, point and look under, roll over shoulder, keep back rounded FW Roll-Squat, curl, hands down, tuck chin, transfer weight hands to feet Rocker-Back is round, rock smoothly forward and backward

Questions How can you assure you have enough room to perform these movements? How can you incorporate your classmates while doing these movements? What other activities could you incorporate these skills in?

Assessments Instructional Strategies -“My Tumbling Routine” Command styles - Affective assessment- Assess effort during review day. Exploration Group Cooperation Guided Discovery Practice Instructional-Stations

Resources http://ediphy.wisc.edu/ Movement Soup Wall http://www.pecentral.com/ https://docs.google.com/document/d/1EeqUxXejo6COtpCiYWSIriz48nrvCRiYI4yqGhkOb8E/edit Learning Tasks Day One- Day Two-Jumping and Day Three- Day Four- Day Five - Day Six- Locomotor Landing Balance Rolling Cumulative Review Assessment

Pac Man Shark Attack: Jumping PE Balance Match the Roll Locomotion and Landing

Walking Through Leaping Sets Balancing Act Rocking and The Forest Rolling

Animal Travels Jump Jump Jump Balance The Beans Locomotor hello Penny Jump Alpha Balance

I love P.E. (or Jumping Exploration Twister gymnastics) Stations

Lesson Plan Instructors: Travis and Becca Date: 12/7/16 Time: 12:30 Grade: K-1 Class Size: 24 Goal: Students will make significant progress in their balancing skills.

Objectives: Affective- Students will be involved 100% of the time by participating in all activities without inappropriate conduct in the gym. Cognitive- Students will be able to recall 100% of the balance variations when asked to display them in the gym. Psychomotor- Students will be able to perform 75% of the components for each balance variation in the gym.

Equipment: - Mats - Speaker

Teaching Cues: Freeze: “1-2-3 freeze” Attention: “1-2-3 all eyes on me” Start: “Ready—Go!”

Learning Warm-up/ Transition 1st Activity Transition 2nd Activity Activities Instant Activity Introduction/ Led by Does anyone know what Red Light, Green Light Balance Variation Simon Says Explanation Griffin balance means? Skills

Description It’s when someone can - When I say “green light,” we are - N/V Sit - Repeat balancing stay steady and upright all going to walk together in the - Knee Scale variations no matter what position same direction - Stork Stand - Incorporate the they’re in. - When I say “red light,” I will - Airplane Scale Simon Says count to “3” and by the time I get to 3, you will be balanced on the number of body parts instructed

Student Attentive Having fun, attentive, participating Fully attentive, Having fun, Behavior participating attentive Expectations

Organization Standing by mat arm- Students on the end line of the Students spread out Students spread width apart gym depending on number out of mats

Variations/ None Have students think of ways they - Have students recall None Extensions can balance on: one body part, names of balances two body parts, three body parts, when I perform them four body parts at each “red light” - Have students perform them when called out

Adaptations None Students with disabilities might Students with Don’t make need aid disabilities might need students sit out if aid they get it wrong

Safety Issues Students are keeping to Students are keeping their hands Students keep to Students keep to themselves to themselves themselves themselves

Time 1-2 min 5-10 minutes 5-10 minutes 5-10 minutes CLOSING: People who are sitting down quietly will be called to line up at the door.