ESS 360 Physical Education Lesson Plan 3 Student Teacher: Kalie Carlisle Grades: 2nd -3rd Teacher #1 _____

#2 _____ Teaching Date May 7th 2009 Instructional Theme: Gymnastics Lesson Sequence # 3 of 3

Physical Education Standards (A minimum of two standards): Standard#1 MotorSkillsandMovementPatterns:Studentsdemonstratecompetencyinmotorskillsandmovementpatterns neededtoperformavarietyofphysicalactivities. Standard#2 HealthEnhancingPhysicalFitness:Studentsachieveandmaintainahealthenhancinglevelofphysicalfitness. Standard#6 ValueofPhysicalActivity:Studentsvaluephysicalactivityforhealth,enjoyment,challenge,selfexpression,and/or socialinteraction.

Physical Education Performance Objectives/Indicators: (2-3 psychomotor, 1 cognitive, 1 affective): Psychomotor: 3.1.4Demonstratemovementskillsandpatternsfollowingspecificrhythms. Students will be able to perform a back-walk-over down a cheese mat using the tap-arch-bend-push-up method with 70 percent accuracy. 3.1.3 Utilize manipulative equipment combined with movement skills to perform specific sport skills. Students will be able to perform a back bend up a cheese mat, on a fold mat, and a floor with 90 percent accuracy. Cognitive:3.2.1Describevariousbalanceformsutilizingbaseofsupportconcepts. Students will be able to identify the health related components used when performing a back bend with 100 percent accuracy. Affective:3.6.2Expressenjoymentwhenapplyingnewskillswhileparticipatinginpartnerandgroup physicalactivities. Students will be able to participate in the Building Bridges activity in a small group with 100 percent accuracy. Subject Area Standards (A minimum of one standard for each subject area included): Standard #CivicsandGovernment3.2 Studentswillexplainwhatitmeanstobecitizensoftheircommunity,stateandnation;beabletoidentifythe functionsandmajorservicesprovidedbylocalgovernments;useavarietyofresourcestogatherinformation aboutlocal,stateandnationalgovernments;anddemonstrateunderstandingofdemocraticprinciplesand practices. Standard#2 ScientificThinking3.2 Studentsuseavarietyofskillsandtechniqueswhenattemptingtoanswerquestionsandsolveproblems.They describetheirobservationsaccuratelyandclearly,usingnumbers,words,andsketches,andareableto communicatetheirthinkingtoothers. Subject Area Performance Objectives/Indicators: (One to two for cognitive domain): Subject Area #1 3.2.5 Roles of Citizens: Explain the importance of being a good citizen of the state and the nation. Identify people in the state who exhibit the characteristics of good citizenship. Studentswillbeabletoidentifythecharacteristicsofbeingagoodcitizenshipofthestateandnationwith90 percentaccuracy.

Subject Area #23.2.6 Makesketchesandwritedescriptionstoaidinexplainingproceduresorideas. Studentswillabletosketchandwritedescriptionsofbridge,backbend,andbackwalkoveronapieceofpaper afterperformingskillwith90percentaccuracy.

Equipment Needs (List all equipment, specific records, tapes, CDs, etc.): Two Cheese mats and 6 fold out mats, Rock and Roll fitness set ( I have it)

Assessment Needs (List all task sheets, assessment forms to be used that the student will supply)

Type of Assessment (How will you know what the student has learned in the lesson)

Cognitive

ASSESSMENT ACTIVITIES Description and Example Form to be Used (i.e., skill observation checklist, rubric, cognitive) Three different resources must be used for your assessment choices ***Two best may be submitted for the Applied Assessment: Skills, Attitude, Knowledge assignment Students will take a test on the material taught in this lesson. Test will have 3 multiple choice, one true false, and one short answer. See attachment (Mitchell, 2002 ) Mitchell,D.D.(2002).TeachingfundamentalGymnasticsSkills.Champaign:Human Kinetics.

Type of Adaptations (Describe special needs of any students and how you will adapt instruction to their needs)

ADAPTATIONS Autism I will have a behavior plan set up for the student. I will have smooth transitions with prior notice. I will always use positive reinforcement. I will use lots of visual aids. I will provide a setting where positive socializing can take place.

Introduction/Set Induction
(You may use bullet points rather than full sentences)

LESSON FOCUS Today we are going to learn how to do a bridge up, back bend, and a back walk over. Have any of you done any of these skills before? Doing these skills require a lot of flexibility, back strength, and abdominal strength. Do you all think you have enough flexibility and strength to do these skills?

TIME (Real clock time)

INSTRUCTIONAL PLAN & SCHEDULE Movement/Gymnastic Instructional Activities (Detailed) Guiding Concepts to be Questions (Sequentially developed questions to explore the concept or concepts for the lesson) Explored AND/OR

Organizational Plan
(How will students and equipment be organized? There must be clear descriptions for movement

Key Teaching Points/Learning Cues 12:5512:58 Introduction/Set Induction (Text noted above) LuckyRockandRoll Fitness 12:581:10 6 to stations will be set up where students will roll a die to determine which exercise they will perform. After performing the exercise they will rotate to the next station. The stations will be broken up into two aerobic fitness, two strength training, and two flexibility.

patterns)

Students will start off at one of the six stations. They will rotate clockwise. The stations will be set up on the inside of the volleyball court.

TIME

INSTRUCTIONAL PLAN & SCHEDULE Continued Movement/Gymnastic Instructional Activities (Detailed) Guiding Concepts to be Questions (Sequentially developed questions to explore the concept or concepts for the lesson) Explored AND/OR Key Teaching Points/Learning Cues Back Rolls Rock and Roll Backwards roll Backwards roll to handstand

Organizational Plan
(How will students and equipment be organized? There must be clear descriptions for movement patterns)

1:10 1:15

Knees to chest/ chin tucked in/ roll on spine Hands by ears/ chin in/ straight back Push up/ straighten body like a tooth pick

Students will be on wrestling mats in two rolls facing each other

1:151:20

Bridges Bridge Rocking Bridge Shifting weight bridge

Belly button up and pulling/ arms by ears Shift weight off feet to hands Right arm up/ left arm up/ right leg up/ left leg up

1:201:30

Back Bends Wall Touch from a Kneel Up incline Up stacked mats On floor

On knees/ keep arms by ears/ watch hands until they touch wall Reach, touch, push, up Slowly lower self down

1:351:55

Back Walk Over Jumping Bridge One Leg Hopping Bridge Bridge kick over from mats

Kick feet up keep weight over the hands Lift one leg up/ push and kick off one foot/ return to start position Push hard from mat

One leg walk kick off wall / mat Down cheese mat One floor with spot

Stand by wall and us the wall to kick off from

Start with kicking leg out front One motion

1:552:02

Culminating Project or Activity Building Bridges Students will be partners and perform the following activities will teacher calls out what to do like Simon Says. In pairs, one student makes a bridge and the partner craws under. One partner makes a bridge by arching backwards, and the other makes a bridge by arching forward over the top. Then the students switch Start on all fours. Roll sideways through to a bridge position without moving forward or backward. Repeat other direction.

Students will be in groups of 3 spread out in the gym

Under and over

Cross bridges

Pirouette bridges

Lift bridges

2:022:05

Closure

Right arm up Left arm up Right leg up Left leg up List two questions that explore the concepts covered in the lesson. Where are your arms always located at when doing any kind of backbend? (by ears) Which leg is in front when doing a back walk over? (The lead leg kicking over)

Describe one activity, movement pattern, etc. students can practice for the next week. At home students can practice doing backbends done the wall or doing a back-walk-over off a couch.

Suggest how the next lesson will build on what the students practiced in this lesson. This lesson taught students how to bend backwards and change momentum. The next lesson will be on backhand springs. Now that the

students know how to slowing bend backwards they can speed it up into a back handspring.

H:\Gymn & Rhythms\Lesson Plan Format_08.doc

Bridge,BackBend,andBackWalkoverTest Name:

Date:__________________

1. Whendoingabridge,backbend,orbackwalkoverwherearethe upperarmslocatednextto? a. Ears b. Feet c. Stomach d. Knees 2. Bridges,backbends,andbackwalkoversrequireboth. a. Flexibilityandaerobicendurance b. Strengthandaerobicendurance c. FlexibilityandStrength 3. Whatisthedifferencefromabackbendandbackwalkover a. Theybothhaveyouarchatthelowerback b. Backwalkoversplitsthelegsandbackbenddoesnt c. Nothingtheyarethesame 4. TrueorFalseTheentirebodyisusedwhendoingabridge,back bend,orbackwalkover a. True b. False 5. Whatwasyourfavoritepartofthislesson?