4199 g3 unit plan

Table of Contents

Teaching Schedule.........................................................................................3

Unit Plan........................................................................................................4

Contextual Analysis........................................................................................4

Learner Analysis.............................................................................................6

Content Analysis.............................................................................................7

Learning Objectives........................................................................................8

Prescribed Learning Outcomes.......................................................................9

Domain Priorities..........................................................................................10

Model Choice................................................................................................12

GRADE 3 UNIT PLAN

MOVEMENT EDUCATION

Lesson Plan Outline......................................................................................13

References....................................................................................................15

Appendices...................................................................................................16

Teaching Schedule

Student Name1 Katrina2 Janessa3 Candice4 Amanda5 Leah6 Holly7 Kevin8 Kyle9 Julia10 Lindsay

10 Person Group Day 1

Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

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Videographer 1 1 3 5 7 9 1

Mini-Olympics

Celebration of

Learning

All involved

Videographer 2 2 4 6 8 10 2

Observer 1 3 5 7 9 1 3

Observer 2 4 6 8 10 2 4

Walker/participant 1 5 7 9 1 3 5

Walker/participant 2 6 8 10 2 4 6

Co-teacher 1 7 9 1 3 5 7

Co-teacher 2 8 10 2 4 6 8Flex 9 1 3 5 7 9Flex 10 2 4 6 8 10

Unit Plan Contextual AnalysisDeterminants Key Areas for Analysis

Teacher

Knowledge of Content Courses in the Bachelor of Physical Education program. Teaching Games for Understanding.

Experience of content at this grade level

Various levels of experience with this grade level

Resources Online resources, psychomotor assessments, affective assessments, observation sheets, gymnastic task cards and video footage

Number of students 23 students for the first session, 22 for every session after that

Student with unique functions 3 students - Impulsive

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Students behavior1 student – Autism spectrum1 student – Balance and coordination issues1 student – ADHD

Knowledge of described needs All student teachers have completed a college level course in inclusive physical education, which addresses teaching students with unique functions.

Information on specific unique functions was provided by classroom teacher.

Resources

Number of Lessons 6

Lessen Length 1 hour

Facility/Space available Gymnasium

One half of gym per lesson (2 lessons on other half of gym with climbing apparatus)

Equipment Lesson 1: 2 hockey nets, balls, cones, poly spots, balance beams, gymnastic boxes, cheese matLesson 2:Beans bags, cones, poly spots, hula hoops, gymnastic boxesLesson 3: Cones, hula hoops, gymnastic mats, speaker, scootersLesson 4: Cones, hurdles, poly spots, mats, cheese mat, gymnastic box, medicine balls, volleyball and soccer balls

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Lesson 5: Cones, benches, dodge balls, and frisbees Lesson 6: Bean bags, beams, cones, poly spots, hula hoops, gymnastic boxes, beach balls, volleyballs, cheese mat, rings and apparatus and music

Equipment to student ratio Lesson 1: One side 1:10, other side 1:2Lesson 2: One side 1:2, other side Lesson 3: 1:5Lesson 4: One side 1:2, other side 1:5Lesson 5: One side 1:5, other side 1:6Lesson 6: One side 1:2, other side 1:5

Assistants available 2 teachers and 4 available assistants

Learner Analysis

Canadian Sport For Life Model (CSFL)

The following was retrieved from: http://canadiansportforlife.ca/ltad-stages/fundamental http://canadiansportforlife.ca/educators/elementary-school

The CSFL model features Seven Stages of Long-Term Athlete Development

Stage 2 – FUNdamentals – Females 6-8, Males 6-9:

The ABCs of Agility, Balance, Coordination and Speed are foundation blocks for developing fundamental movement skills.

All children including children with unique functions should master fundamental movement skills before sport specific skills

Introduce simple rules and ethics, as well as basic tactics and decision making appropriate equipment makes the experience safer and more enjoyable Athletics, gymnastics and swimming are good sports for developing

FUNdamentals

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http://canadiansportforlife.ca/educators/elementary-school

http://canadiansportforlife.ca/ltad-stages/fundamental

Key to learning the fundamentals is FUN! Having fun helps them to develop a love of physical activity and sport

Content AnalysisDeterminants Key areas for analysis

Teachers

Content covered Movement education: Locomotion, statics, springs, landings, rotations, kinesthetic awareness, object manipulations.

Assessments Assessments that are involved in this unit are visual assessments and checklist assessments.

Students

Expected range of ability Many of the grade 3 students have had previous experience with movement education, therefore, they will have a basic understanding.

Knowledge needed to succeed at this age

Clear understanding of safety rules and regulations.

Basic understanding of how equipment is used and manipulated.

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Basic understanding of fundamental movement patterns.

Learning ObjectivesGrade Level

Content Unit Lessons Content Listing

Grade 3 Movement Education & Gymnastics

1-6 Lesson 1:Falls, Landings, Locomotor; running, rolling, jumping.

Lesson 2:Body awareness, weight transfer. Manipulation skills; bouncing, throwing, striking catching.

Lesson 3:Spatial; pathways, directions,effort, speed, force.

Lesson 4:Kinesthetic Movement, Body awareness; parts of body, weight transfer.

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Lesson 5:Throwing, Catching, Dodging.

Lesson 6:Non-locomotor; balancing, lifting, bending, twisting.

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Prescribed Learning Outcomes

It is expected that students will:

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Active Living

Knowledge1. Describe the importance of regular, sustained participation in physical activity for

developing the strength of the heart, lung, muscles and bones2. Describe healthy nutritional choices for physical activity3. Identify choices people can make to be more active4. Identify the characteristics of athletes and physical active people they admire

Participation5. Participate daily in moderate to vigorous physical activities

Movement Skills1. Demonstrate an ability to balance in a variety of activities2. Demonstrate proper technique for performing specific locomotor movement skills

including but not limited to (Running, Jump, Leap)3. Demonstrate proper technique for performing specific manipulative movement

skills including but not limited to the following (push or pull an object, kick an object to a stationary target, trap an object with the foot, dribble an object with hands.

4. Perform selected non-locomotor and locomotor movement skills in sequence

Safety, Fair Play, and leadership1. Demonstrate safe behaviors while participating in a variety of physical activities2. Demonstrate respect and encouragement for others during a variety of times of

physical activity.3. Demonstrate leadership in physical activity

Domain Priorities

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Domain General Objective Behavioral Objective1. Psychomotor 1. Students will be educated in

all fundamental movement.

2. Students will use fundamental movement skills in multiple situations.

3. Students will be able to detect errors in the skills both visually and kinesthetically

1. Students will participate in all classes and try all skills to the best of their ability

2. Students will attempt to learn fundamental movement skills from every movement domain

3. Students will participate in PSI assessment at then end of each lesson

4. Students will attempt each skill or task with positive attitude and enthusiasm

2. Cognitive 1. Students will use proper manners and while working individually and in groups

2. Students will show acceptance of students including but not limited to: difference in physical, ability, body type, race, gender or sexuality.

3. Students will learn self-regulation strategies when participating in order to keep their behaviours appropriate.

1. During practice and games students will engage safely with other students

2. During practice and games students with engage positively and politely with other students

3. Students will try to the best of their ability to stay on task without direct supervision.

4. Students will not be a distraction to others in the class

3. Affective 1. Students will learn the rules and regulations of the class

2. Students will learn the practical implications of learning and performing various fundamental movement skills

3. Students will understand why and how fundamental movement skills are important and how they fit into daily life.

4. Students will identify when they can attempt progressions and be able to self regulate when learning skills

1. Students will show an understanding of safety by following the rules laid out by the teacher and conforming to the norms set out by the teachers and classmates

2. Students will show awareness of where else the skills learned could be utilized

3. Students will show signs of tiredness after participation

4. Students will show

5. understanding, self-patience and self awareness when learning various skills.

Model Choice

The learning domain order of focus for PSI is psychomotor, cognitive, and affective learning. The PSI model is designed to place more responsibility on the students. This is achieved by giving students more control over their own learning. Assessments should also be shifted from teacher based to self assessed. The PSI model emphasis is largely placed on content selection and task presentation as the main controls for teachers. Therefore students have more control over the managerial aspect, engagement patterns, pacing, and task progressions. Instructional interactions are shared by the teacher and student. Since the content selection is movement education, it is our responsibility to create lessons to cover learning tasks for each skill and knowledge area to be covered so that the students can progressively move on to more challenging skills. Our task presentations should be simple yet precise using various methods ie. videos, images, written displays, observations etc.. The presentation strategies should demonstrate for students how to perform certain skills, correct their errors, and how to set up each task for engagement. Criteria must be created for procedures in order to verify completion of a task (self check, peer check, instructor check). Ultimately the essential aspect of PSI is for the students to gain independence through their learning activities.

The task structure should include:

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1) Required equipment

2) Spatial requirements for location

3) Layout of equipment

4) Assessment criteria for accuracy, consistency, time etc.

5) Task progressions, emphasizing safety

6) Fundamental movement elements required for task

7) Easily understandable information, that allows for corrections

Lesson Plan Outline

Grade:3 Dates: Jan 28 - Feb 23 2016

Unit: Movement Education Equipment: Dependent on lesson

Teaching Models: Direct Instruction, PSI, TPSR Number of Lessons: 6

Resources: Online resources, psychomotor assessments, affective assessments,

observation

sheets, gymnastic task cards and video footage

Safety Considerations: Court size large enough, Simple progressions, Inspect all

equipment/ move away extra equipment, positioning of matsLesson Initial

ActivityLearning

ObjectivesActivities/ Strategies Assessment/

Evaluation/ Communication

Equipment

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1 Banana Tag

Bear in the Woods

Falls, landings, locomotor; running, rolling, jumping

Introductions & name tags

Determine student knowledge/expertise

Station 1: Go Around (Handball variation)

Station 2: Movement Education

Conclusion (Reflect, complete CFU’s and preload students for the next lesson

PSI booklets Cognitive

assessment (smiley face questionnaire)

Psychomotor Assessments

Class specific self- assessment rubric

2 Hockey Nets

Balls Cones Poly Spots Balance

beams Gymnastic

mats Cheese mat

2 Craters and Volcanoes

Body Awareness, weight transfer. Manipulation skills; bouncing, throwing, striking, catching

Brief review of lesson 1Station 1: Bean Bag TossStation 2: Movement Education




Psychomotor Assessment


Bean bags Cones Poly spots Hula hoops Gymnastic

boxes

3 Pac Man Tag (line tag)

Spatial- pathways, directions, locomotion

Brief review of lesson 2 Barnyard Tag Magic Carpet Relay Musical Hoops Scooter Relay Conclusion (Reflect,

complete CFU’s and preload students for the next lesson





Cones Hula hoops Gymnastic

mats Speaker Scooters

4 Everyone it Tag

Dynamic Stretching

Kinaesthetic Movement, Body awareness; parts of body, weight transfer.

Brief review of lesson 3 Station 1: Movement

EducationStation 2: Mat Games




Psychomotor Assessments


Cones Hurdles Poly Spots Mats Cheese mat Gymnastic

box Medicine

balls Volleyball Soccer

balls

5 Octopus Tag

Train Tag

Throwing, Catching, Dodging.

Brief review of lesson 3 Station 1: Ultimate

Frisbee Station 2: Dodge ball Conclusion (Reflect,






Cones Benches Dodge

balls Frisbees

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6 Octopus Tag

Hula Hoop Circle

Non-locomotor; balancing, lifting, bending, twisting

Brief review of lesson 3 Station 1: Balancing &

LiftingStation 2: Bending & Twisting

Frog Tag Conclusion (Reflect,






Beans bags Beams Cones Polyspots Hula hoops Gymnastic

boxes Cheese mat Rings &

apparatus Music

References

BC Education (n.d.) Prescribed Learning Outcomes. Retrieved from:

Canadian Sport for Life (2011). Elementary School. Retrieved from: http://canadiansportforlife.ca/ltad-stages/fundamental

Canadian Sport for Life (2011). Elementary School. Retrieved from: http://canadiansportforlife.ca/educators/elementary-school

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http://canadiansportforlife.ca/educators/elementary-school

http://canadiansportforlife.ca/ltad-stages/fundamental

Appendices

Appendix A:PSI Checklist

Appendix B:Lesson Plans

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Movement Education

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Introduction: Welcome to your very own, easy to follow guide to a safe and fun filled gym

program. We will be focusing on movement and gymnastics! Many areas will be

explored from locomotor to non-locomotor skills including landing, twisting, throwing

and body awareness. We will play games, learn different movements and skills, and use

gymnastics equipment!

We have chosen two models of instruction: the personalized system of instruction

(PSI) and direct instruction model. PSI model moves more of the responsibility and

control from the instructor to the students. This will help the students develop

independence. Direct instruction refers to the teacher leading. It can be used to get

students involved in an activity that uses the PSI model of instruction.

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Your Role in PSI Gymnastics:Everything you need can be found in your workbook. Remember to stay safe and have

fun! Your role is to be positive, enthusiastic and ready to be involved. Willingness to

participate and try new things is a must!

Your Instructors Role in PSI Gymnastics:Your role is to become very familiar with this guide. Make sure you understand

the PSI and direct instruction models along with their benefits and drawbacks. Make sure

you are ready for changes in lesson plans relating to equipment, gym space, time, injured

students etc. Most of all have fun!!

Class Management and Policies:

Class Rules Students will be given name tags at the beginning of each class

Class starts with all students sitting at the front of the white board

All water bottles are put to the side away from activities, as to not be a safety

concern

The word Freeze, is used to get all students attention right away during an activity

Listen to instructions given by teachers

When class is over students will give back their name tags

Safety

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When going through an activity, each student will wait their turn or when the

teacher tells them to go

Teachers will be stationed at specific stations to help students to perform the

necessary skill

Have laces properly tied

After one activity has finished, teachers will remove equipment not being used to

prevent any injury or falls

PSI Booklets Students will complete booklets with the help of teachers

When they have completed that days PSI forms, they will hand in their booklet

Lesson One – Task Cards

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Lesson One – Self-Assessment

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Self-Assessment Rubric

Check( ) off the box that you feel represents your performance for each skill.

Skills: “I need help” “I’m getting there” “I can do this”

Log Roll

Sideways (Turtle) Roll

Walk on Tiptoes

Straight Jump and Landing

Two foot/One foot Jump

Kneeling Forward Landing

Standing Forward Landing

Lesson Two – Task Cards

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Hula-Hoop

Purpose:- Spatial Awareness- Developing Body MovementPrimary Muscles Used: Oblique and AbdominalsCurricular Learning Outcome Met: Body control and body awarenessVariations:- Different size hula hoops- Use different body parts, arms and legs to make more challengingDescription: Holding hula hoop around your waist, swing hula hoop in a circle. Move hips in a circle to keep the hula hoop up at your waist.

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Bouncing the Ball

Lesson Two – Self-Assessment


Check ( ) off the box that you feel represents your performance for each skill.


One foot jump

Purpose: - to be able to aim the ball at a targetPrimary Muscles Used: Deltoid, Pectoralis Major, Lattisimus DorsiCurricular Learning Outcome Met: Being able to transfer throwing and aiming skill to many other activities.Variations: - Different size ball- Larger or smaller target- Target further awayDescription: Holding ball with both hands above your head, have arms move forward and release ball when arms are extended in front of you. Release ball closer to the ground when hitting a target close to you and release ball sooner when target is further away.

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Two foot jump

Hula-Hoop

Skipping

Stork Stand

Jumping to hit a target

Lesson Three – Self-Assessment


Check( ) off the box that you feel represents your performance for each skill.


Staying on lines during Pac Man Tag

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Performing a balancing skill

during Pac Man TagStaying with their

pack during Barnyard Tag

Working together on the Magic Carpet

RelayBeing fair when not making it to the hula hoop during Musical

HoopsStaying in straight

line while on scooter

Balancing bean bag on head during Scooter Relay

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Lesson Four – Task Cards

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Lesson Four – Self-AssessmentSelf-Assessment Rubric


Skills “I need help” “I’m getting there” “I can do this”

Motocycle Landing On Floor

Landing From Height

Forward Landing

Backwards Breakfall

Log Roll

Shoulder Roll

Rotation jump

Hopscotch

Huddle jumps

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Lesson Five – Self-Assessment




Throwing

Catching

Dodging

Passing to a stationary person

Passing to a moving person

Lesson Six – Self-Assessment

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Hanging on rings

Balancing on the beams

Jumping onto boxes

Lifting a weight while balancing

Waiting for my turn

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Learning ObjectivesTake a break from movement education and continuing to develop the kids fundamental movement skills through games

Equipment Frisbee Cones Balls (Soft)

Lesson 1

Unit: Movement Education

Grade: 3

Date: Feb 18, 2016Teaching Models: Direct Instruction, PSI

Assessment TechniquesStudent will fill out their PSI booklets along with an affective assessment sheet. Also a psychomotor Assessment may be completed

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Time Lesson Content Notes

Introduction/Warm-up5mins Get out Kid’s name tags and make sure that kids have their

belongings in the correct sport and their water bottles full

Initial Activity/ Game10mins Octopus Tag – Two students will

be chosen to be it. When they tag someone they will become linked at the arm like an Octopus. Once there are 4 students linked together they will split apart and make two small octopi. There should never be more than 3 students linked together.Train Tag – Two students will be chosen to be the trains police “it”. All of the other students will be trains. If the train police tag a student they will become a “tunnel”. They cannot

move and must stand still with their feet wide apart. In order for a tunnel to be reverted back into a train, another train must slide

through the legs of the students who is the tunnel. Once all the trains have been turned into tunnels then the train police win the game.

*Try to learn as many of the kids names as without looking at their nametag during these activities*

Body40mins The class will be split up into two sides and each participate in

their station for 20 minutes:Station 1: Ultimate Frisbee (Kyle)

Teams of 5-6 End Zone will be made with

cones Students can only move when

they do not have the Frisbee Students must advance the

Frisbee by passing it into the opposing end zone

Station 2: Dodge Ball (Kevin)

Students will be divided into two teams One team on each side. All balls must be thrown

underhand. Only hits to the body count (no headshots) When a player is hit they will go to the end line of the

opposing team. They can still pick up balls and attempt to hit the opponents.

If a player who is on the end line hits an opponent they are back in the game and the player who is hit joins the opposing teams end line.

Players may also catch incoming balls in the air. If a player catches a ball that is thrown at them then the

Students will fill out their PSI books after completing the two stations.


Introduction/Warm-up5mins Hand out name tags and prepare them for the lesson

Initial Activity/ Game10mins Craters and Volcanoes-

Students will be split into two groups called “craters” and Vocanoes” each team is trying at the same time to flip the cones over to their side. Volcano team is trying to get the cones to look like volvanoes (up right) and the crater team is trying to flip cones so that they look like craters (upside down). Give students instructions on how to get to each cone ex: running, hopping, skipping, crab walk


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Lesson 2

Unit: Movement Education

Grade: 3

Date: Feb 2nd, 2016Teaching Models: Direct Instruction, PSI

Learning ObjectivesBody awareness- parts of body, weight transferManipulation skills- throwing/catching

Equipment Bean Bags Cones Poly Spots Hula-Hoops Gymnastics Boxes

Assessment TechniquesStudent will fill out their PSI booklets along with an affective assessment sheet

Body40mins The class will be split up into two sides and each participate in

their station for 20 minutes:Station 1: Bean Bag Toss

Make 3 teams of 3-4 Each team has a pile of 10 bean bags Each team must collect all of their coloured bean bags

and return them to their hula-hoop When they return with their colour they must throw

their bean bag to the next runner. The next runner must catch the bean bag and put it in

the hula-hoop. Repeat until there are no bean bags of your colour in

the middle. (If needed you can add an element of “stealing bean

bags” into the game)Station 2: Movement EducationStudents will work through task cards at the following stations:

Jumping (one foot and two feet) Skipping Hula-hoop Stork Stand Jumping to hit a target

Allow time during the movement education section in which the kids can fill out their PSI booklets and smiley face assessment

Conclusion5mins Reflect on how the lesson went. Complete CFU’s and preload

them for the next lesson.

Safety Considerations Make sure court sizes are large enough that the students have space to run around. Use simple progressions during movement educations and make sure to outline safety concerns on all skills Inspect all equipment prior to use

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Introduction/Warm-up5mins Hand out name tags and prepare them for the lesson

Initial Activity/ Game5mins Initial Activity: Pac Man Tag

• 2 students as Pacman• Each tagger is on a line• The rest of the students are on another line• Pacman tags other players• Players can move any direction, however, all students must remain on a line at all times. When a player is tagged, he/she must perform a balance skill as directed by the teacher at the beginning of the game• Hold balance for 5 seconds before rejoining the game

Variation: Vary the method of locomotion to skipping, shuffling, galloping, etc.

Body40-45 mins

Activity #1: Barnyard Tag (10 minutes)• In groups of 4 or 5, each group acts like an animal of their choice (including noise)

Encourage them to stay in their animal pack and work

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Lesson 3Unit: Movement Education

Grade: 3

Date: Feb 4nd, 2016Teaching Models: Direct Instruction, PSI, TPSR


Learning ObjectivesSpatial- pathways, directions, Locomotion

Equipment

Cones Hula-Hoops Gymnastics mats Speaker 4/5 scooters

• If a member of the group tags someone from another group, that person becomes a part of their pack and becomes that animal

Activity #2: Magic Carpet relay (10 minutes)• In groups of 5 or 6 everyone has 2 mats• Everyone in group is on one mat• Must move mat in front of other to move across gym• Everyone has to be on the mat before they move the other one

Activity #3: Musical Hoops (10 minutes)• Everyone starts moving around rectangle • Everyone is in 2 groups• The move to the next hula hoop while the music is playing but is not allowed to stop in the hula hoop• Everyone must try and run to a hoop when the music stops• The person who does not make it to a hoop in time goes to the other group

Activity #4: Scooter Relay (10 minutes)• Split groups evenly (4 or 5 people)• Scoot to cones• Get off scooter run to teacher with hula hoop• Crawl through hula hoop• Run to bean bag and put it on head• Balance bean bag and go back to hoop• Remove bag from head and go through hoop • Scoot back to beginning, next person goes

together

Variation: Vary the method of locomotion to skipping, shuffling, galloping, etc.

Keep bean bag at the end and sit when finished

Conclusion5mins Reflect on how the lesson went. Complete CFU’s and preload

them for the next lesson.

Safety Consideration

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Make sure court sizes are large enough that the students have space to run around. Be aware of students and teachers around you Inspect all equipment prior to use


Introduction/Warm-up2 mins Hand out name tags and prepare students for the lesson

Initial Activity/ Game5 min WARM UP

1) Everyone is it TagAll students are “it”. Once a student is tagged, they have to hold the corresponding tagged position provided by the teacher. Students can get back into the game when the student who tagged them is tagged by another student.

Manipulations:a) Jogging one leg balance (when tagged)b) Skipping plank on knees (when tagged)c) Hopping frog sit position (when tagged)


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Grade: 3

Date: Feb 16th, 2016Teaching Models: Direct Instruction, PSI

Learning ObjectivesFor students to understand, execute, and transfer learning of the following movements:Kinesthetic movements: jumping, landing, rolling, falling, locomotion patterns

Equipment Cones Hurtles Poly spots Mats Cheese Mat Cube Medicine Ball Volleyball Soccer Ball

Assessment TechniquesStudent will fill out their PSI booklets along with an affective assessment sheetFlex teachers will fill out psychomotor assessments on students (each flex will assess 3 students)

3 min

d) Side Shuffle squat hold (when tagged)

2) Dynamic Stretchinga) Arm, wrist, ankle circlesb) Floor Sweepsc) Lunges

LESSON PLAN

3 min1 min (PSI)

Students will be put through a circuit of landings, falls, jumps and rolls.

At each station, there will be task cards that the students will have to read, in order to complete the activity at each station.1) Ask students to get into partners with someone close

to their size. The class will then be split in half.2) Before the start of the stations, instructors will go

over the tasks at each station, as well as proper technique, and safety considerations.

STATION 1: LANDINGS & FALLS

Activity 1- Motorcycle landing on floorStudents will start on the ground, jump in the air and landback on the floor in a motorcycle landing

Activity 2- Landing from heightStudents will jump off a sizeable block on to the gym floorin to a motorcycle land.Progression:

a) Landing from a height with quarter turn

Activity 3- Forward landingStudents will start on their knees and fall forward onto the matwith their hands.Progression:

a) Landing from standing

Activity 4- Backward Break fallStudents will start in a sitting position and fall backwardsOn to mat with their hands out to their sides to breaktheir fall.

Before the students rotate to another station, they will fill out their PSI booklets and bring them to the next station. (Booklets will be filled out at each station to ensure there is time at the end of the lesson to debrief)

**Key points to address Motorcycle

landing (land with hands out front to simulate holding onto handlebars)

Knees over toes (landing with knees bent and in line with toes)

Tuck chin when falling

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3 min1 min (PSI)

3 min1 min (PSI)

Progression:a) From Squat Position

** make sure chin is tucked for this activitySTATION 2: ROLLS

Activity 1- Log rollBegin on your back, lying flat on a mat with your arms above the head. The body should be very tight as you roll in one direction along the mat and then back again.

Activity 2- Shoulder Rolla) Turtle Support - begin on the hands and knees with

arms straight and hands turned so that the fingers are pointing towards each other. The back (shell) is pressed upwards to form a round shape with the chin tucked into the chest (the head is “withdrawn into the shell”)

b) Down Incline Surface - From a low squat or single leg kneeling position at the top of an inclined surfaceor mat, place the arms straight out in front with the hands turned in so that the finger tips are touching. Turn the arms about 45 degrees either to the left or right and tuck the chin into chest. Reach forwardsto the ground with the hands as close to the feet as possible. At the same time, extend the legs so that the seat lifts up and their head and hands. The key is to maintain as round a body shape as possible throughout the roll.

c) Sideways Shoulder Roll – from a turtle support position at the top of an inclined surface, with the head tucked in like a turtle withdrawn into its shell, roll side ways down the incline while trying to maintain the turtle position. The end position will be another turtle support. Key is to maintain as round a body shape as possible throughout the roll.

STATION 3: JUMPS

Activity 1- Rotation jumpsStudents will start standing and jump up and tuck their handsinto their chest and try to rotate 180 degrees and 360 degrees.

**Key points to address Keep body

straight like a board (log roll)

Chin tucked when rolling

Rounded back when (shoulder roll)

**Key points to address Use arms for

momentum and bend knees

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3 min1 min (PSI)

6 min

6 min

Activity 2 – Cartwheel over a Box or BenchBegin with both hands placed on top of the bench or box top of the bench or box and one foot in front of the other*. Swing the back leg around and in front. Try the skill from a standing position andin one motion reach down, place the hands on the object and swing the legs over.

Station 4: LOCOMOTION

Activity 1- Hopscotch poly spotsStudents will go through a hopscotch pattern, at the end of the pattern, they will complete a straddle jump over a gymnastics block

Activity 2- Hurdle jumpsStudents will perform two-foot-jump over a set of hurdles. At the last hurdle, students will complete a star jump and a tuck jump, and finish the sequence with a shoulder roll.

MAT GAMES

Activity 1 – Mat Warm Upa) Bear walkb) Army crawlc) Crab walk (forward/backward)d) Frog Jumpe) Seal walk

Activity 2 – British BulldogOne or more participants are selected to play parts of the “bulldogs”. The bulldogs stay on all fours in the middle of the mat. All remaining players start at one end of the mat. The aim of the game is to move about on all fours from one end of the mat to the other without being caught by the bulldogs. When a player is caught they must become bulldogs themselves. The winner is the last player to get caught. To start each round the bulldogs call out: “British Bulldog”. Getting caught: To tag a player you must tag on the back with two hands

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6 min

Activity 3 – Medicine Ball ChallengeParticipants line up in equal numbers on opposite sides of the mat, numbered to match up with a player on the opposite team. Place a medicine ball in the center of the mat. On a call of their number, both players scramble on all fours to the ball and try to return it to their side of the mat. Players may only pull on the ball and not each other.

Rules: no poking, pulling hair/clothes etc.

Conclusion2 min Reflect on how the lesson went

Complete CFU’sPreload students for the next lesson

Safety Considerations Demonstrate safety techniques and proper mechanics for the falls, jumps, rolls. Ensure that all equipment is safe to use before the start of lesson. Ensure the positioning of the mats and equipment is in a safe place, away from walls

and/or other hazards in the gym. Removal of all jewelry

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Introduction/Warm-up2.5mins Hand out nametags and prepare them for the lesson. * Have other available

teachers help put name tags on.

Initial Activities5 mins Warm-up Game: Octopus

One person is in the middle of the floor, they call out “octupus” and the players must run from one side to the other trying not to get tagged by the octopus. If they are tagged they then have to stay in the place they got tagged and they become “Seaweed.” As seaweed, students will bend and twist their body in order to try and tag the people running by.

* Try to learn as many of the kid’s names as without looking at their nametag during these activities.*Have available teachers stand atthe boundary lines

5 mins Initial Activity: Hula Hoop CircleSplit the class into two groups and form a circle holding hands. Two hula hoops are placed across the cirlce from each other around the students arms. The hula hoops have to make way around the circle going the same direction as quickly as possible. You must bend and twist to get the hula hoop from one side of your body to the other. The hoops are trying to make it back to the first person as soon as possible.

* Have other available teachers join the circle and help encourage students as they move the hula hoop along.*Play music while this is going on.

Circuits

20mins

The class will be split up into two sides and each participate in their circuit for 20 minutes:

Group 1: Balancing & Lifting

Allow time after completing the Circuits for the students to fill out

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Learning ObjectivesNon-Locomotor Movements– Balancing, Lifting, Bending, Twisting

Equipment Bean Bags Beams Cones Poly Spots Hula-Hoops Gymnastics Boxes Incline Mat Rings & Jungle gym Music Player


Grade: 3

Date: Feb 23rd, 2016Teaching Models:Direct Instruction & PSI


20mins

Station 1: Rings & Jungle GymStudents will hold their chin up to the rings with bent arms and knees up in a tuck position.Then students can try holding pike position with straight arms.Thirdly students can try “skin the cat” with a spot.Station 2: Beam w/ Balloons + Bean bagsStudents will cross the beam, turn around at the end and walk back while trying to balance a bean bag on their head and then next turn try balancing a balloon on their hands.Station 3: Beam w/ Weighted ballsStudents will cross the beam, turn around at the end and walk back with a weighted ball. Try walking with the ball, then have arms stretched out holding the all, then try above the head, if safe.Station 4: Jump Squats on boxesThere will be three sets of boxes in a row, students must try to jump with two feet up and onto each box, making sure to land in a deep squat with two feet. Add a weighted ball on their third turn.

Group 2: Bending & Twisting

Thumb War (2 min)Students will find a partner and have a thumb war competition (best of 3). After the instructor will ask, “what movement is your thumb doing?” This leads into the bending introduction and twisting will also be mentioned.Over and Under/Side to Side (8 min)Students will form a line with their legs open wide and pass a big volleyball over their head and between their legs (alternating each time) down the line. Then they will form 2 lines and have a race with the smaller volleyballs. Next, we will do the same layout but switch the movement to side to side.

their PSI booklets.

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Teaching Moments (5 min)After been broken up into 2 groups and sitting on the wrestling mats, students will have 2 min to think up and practice any twisting or bending movement. Each group will have time to present their movement to the other group and let them try.

Frog Tag (5 min)Instructor will randomly choose someone to be it. This is a tag game where everyone runs, but when tagged you become a frog and to get untagged someone has to frog jump over you.

Check for Understanding Questions:Group 1 Questions:

What was the easiest way to balance? What makes jumping easier for you? Does using your

arms help you jump higher? Which station did you find most difficult and why?

Group 2 Questions: Demonstrate 2 examples of bending. Demonstrate 2 examples of twisting.

Conclusion2.5mins Ensure PSI booklet is filled out and their affective

assessment (Smiley Chart). Reflect on how the lesson went with students. Check for Understanding Questions. Preload students for the next lesson.

Safety Considerations Make sure court sizes are large enough that the students have space to run around. Have available teachers stand at the boundary lines to keep students from going out of

bounds. Use simple progressions during movement education and make sure to outline safety

concerns on all skills and stations. Inspect all equipment prior to use and ensure equipment is setup properly with enough

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space.

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4199 g3 unit plan

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