Lesson Plan

Grade/Subject: 4/5/6 Gym

Unit: Gymnastics MATS

Lesson Duration: 30 minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

A: Students will acquire skills through a variety of developmentally appropriate movement

activities; dance, games, types of gymnastics, individual activities and activities in an alternative
environment.
C: Students will interact positively with others.
D: Students will assume responsibility to lean an active way of life (effort, safety, goal setting,
active living)

Specific Learning Outcomes:

A4/5/6-12: select, perform, and refine the basic skills in education gymnastics, e.g., use of different body
parts, types of effort, space and relationships to develop a sequence; apply and refine basic skills and element
of body and space awareness, effort and relationship together to form a variety of more challenging
gymnastic sequences individually, with a partner, or in a group, e.g., educational, rhythmic gymnastics; select,
perform, and refine basic skills and elements of body and space awareness, effort and relationships together
to form a variety of more challenging gymnastic sequences individually, with a partner, or in a group, e.g.,
educational, rhythmic gymnastics
C4/5/6-5: participate cooperatively in group activities; identify and demonstrate practices that contribute to
teamwork; describe and demonstrate practices that contribute to teamwork.
C4/5/6-6: identify and demonstrate positive behaviours that show respect for self and others; identify and
demonstrate positive behaviours that show respect for self and others.
D4/5/6-3: follow rules, routines and procedures for safety in a variety of activities; identify and follow rules,
routines and procedures for safety in a variety of activities; identify, describe and follow the rules, routines,
and procedures for safety in a variety of activities from all movement dimensions.

LEARNING OBJECTIVES
Students will:
1. Review and identify the movements learned in the previous lesson (Monday).
2. Work in partners/groups of 3 to create a sequence of movements following a set out criteria.
3. Present these sequences to the teacher (class?) in Class #3.

ASSESSMENTS
Observations:
-Observe that the criteria is being met during each
sequence

Written/Performance Assessments:

Criteria Sheets

3 levels

2 speeds

2 directions

4 balances

Each group performs the sequence following the criteria

LEARNING RESOURCES CONSULTED

N/A

MATERIALS AND EQUIPMENT

* Lesson Plan
* White board Marker
* Criteria sheets

PROCEDURE
Lesson 2 (30 min.):
WEDNESDAY:
Quick Review:

Review rules.
Quick Presentations

Ones that did not get presented at the end of last class will have 5 minutes to practice and then review. Those that did

present can practice different things on the mats until presentation time.
Criteria

Write criteria that the sequences will require on the board.

SAY:
o In your groups of 2 or 3 you will come up with a sequence of these different movements in a travel with at least:

3 levels (high, medium, low)

2 speeds (slow, medium, fast)

2 directions (zigzag, sideways, backwards, forwards)

4 balances (anything lasting 3-5 seconds)

5 MINUTES

Groups

Grade 4/5 Put into groups of 2 or 3

Grade 6 Get into 2s or 3s

Start planning out and practicing their sequence

Teacher observes groups and makes sure they are being safe on the mats and in their exercises.
20 MINUTES
Closure

Come back to their places on the mats.

Tomorrow you will present your sequences in front of the class. Make sure that they fit to the criteria that Ive set out. Im
really excited to see all of your sequences!
5 MINUTES

Lesson 3 (30 min.):

THURSDAY:
Have everyone sit on the mats, except for the one that the presentations will be done on. Have them do their
shoe thing (barefoot or shoes).
Pick names randomly to go in order.
Practice one time through.
Be respectful and be kind to your classmates. Clap after each presentation.
(If a group does not want to present in front of everyone, have two groups go at once.)
In case of extra time:
o Make the mats into 2 big lines, have students line up on the right side of the mats, take turns going
down the mats in fun, creative ways that use all of the different elements that we have learned so far.