GYMNASTICS LESSON 1 – 2/16/2022

Psychomotor Domain
SHAPE Standard: S1.E12.4
Grade Level Outcomes: Combines traveling with balance and
weight transfers to create a gymnastics sequence with and without
equipment
Student learning objective: Throughout the lesson, the students will
be able to perform animal movements, rolls, balances and weight
transfers they learned, characterized by static and dynamic
balances, bear walks, crab walks, frog walks, and seal walks, log
rolls, pencil rolls, rock and rolls, egg rolls, and forward rolls, mule
kicks, handstands and cartwheels.
Tool: Informal, Formative, Teacher questioning
What: During each learning experience, I will ask
students to perform various animal movements,
rolls, balances, and weight transfers after getting
time to practice them on their own. Students who
can correctly perform the various balances and
weight transfers is what is being assessed.

Cognitive Domain
SHAPE Standard: S3.E2.3 Tool: Informal, Formative, checking for
Grade Level Outcomes: Engages actively in the activities of understanding
physical education without teacher prompting What: At the end of the lesson, I will ask students to
Student Learning Objective: By the end of the lesson, the student raise their hand quietly when they hear an activity
will be able to identify what activities they were able to participate that they were able to participate in during the
in, characterized by raising their hand when they hear the activities lesson. Students who were able to identify that they
they participated in during the lesson. participate in multiple learning experience is what is
being assessed.
Transitions
and Learning Planned
Task Presentation
Experiences Supports
(LX)

Instructional Strategies: Direct instruction

Students will enter the gym and read the chart on the TV. The chart will instruct them Typed chart on
Transition
to find a seat on a red tape line on the blue mats. the TV
Instant activity Students will participate in the “Sally Up” challenge. Before starting, students will be Video with
/Set Induction introduced to a squat and what they should do to properly do a squat. During the Sally music for
 Up challenge, students will follow along with a video where they hold a squat when students to
the music says “Sally Down” and they will stand up straight when the music says visually see
“Sally Up”. The video will last for 3 minutes. After the video finishes, instruct students when to squat
that they will need to stretch their quads now. Students will do a standing quad stretch or stand.
on each leg for 30 seconds. Student with
IEP can utilize a
chair to practice
their squats on
as a support.
https://www.yout
ube.com/watch?
v=FVczqgJDafg

Students will be instructed to return to their original red tape spot and remain
Transition standing. I will introduce the vocabulary word “engagement” and describe ways I can
tell the students are staying engaged during the activities today.
Students will be introduced to static and dynamic balances. I will inform students that Teacher
static balances are when you stay still like a statue. I will ask students to try and demonstrations
balance on various limb supports: 2 feet and 1 hand, 2 hands and 1 knee, 2 elbows for some of the
and 1 foot. I will then inform students that dynamic balances are when they are movements.
LX 1 moving but staying in a balance. Giving examples like doing a V-sit and tapping one
foot at a time on the ground or standing on two feet and tapping one foot at a time
with their hands. I will question students and see if any of them have any ideas of a
dynamic stretch. I will be sure to inform students of whether or not they are actually
doing a dynamic or static stretch.
Students will be questioned on what a static balance and a dynamic balance are
before being instructed to form a line at the end of their row for the next activity. I will
Transition
remind students to practice staying engaged. I will provide praise to students I saw
engaged during the balancing learning experience
Students will be introduced to their assessment that will be used during Lesson 2. Student
Students will be informed that they will need to include 5 parts to a gymnastics routine demonstration
LX 2
that they will create and perform. Afterwards, students will go through multiple for each animal
different animal movements across their mats, one at a time. Students will movement.
 demonstrate bear walks (hands and feet on the floor walking with hips in the air), crab
walks (hands and feet on the floor walking with stomach facing the ceiling), frog jumps
(jumps from 2 feet to 2 feet squatting down close to the ground on each landing), and
seal walks (arms hold the torso up, moving with arms, feet are dragging behind, not
being used).
Transition Students will be instructed to return to their red tape spots on the blue mats.
Students will be taught various rolls that they can use as a part of their gymnastics Student
sequence. Students will practice log rolls (lay on back with arms down and legs demonstration
straight, rolling), Pencil rolls (lay on back with arms up by ears, legs straight, rolling), for each roll.
Rock and Roll (knees to chest, rolling backwards and back up to a seated position), Gymnastics
LX 3
Egg Roll (knees to chest, rolling side over side), and Forward Rolls (start on feet, rolling wedge to
hands on the ground, tuck head in, body over head, stand). Students will get to help students
practice their forward rolls down a rolling wedge to help them gain comfort rolling over roll easier
their head.
Transition Students will be instructed to return to their red tape lines and take a seat.
Finally, students will be introduced to weight transfers. I will discuss with students that Student and
weight transfers are anything where you are coming off of your feet and putting all of teacher
your weight on your hands. Students will get the chance to practice mule kicks (start demonstration
on feet, hands to the ground, feet kick up, finish on feet) and Handstands (start in a for each weight
lunge, lever to ground with hands, kick up to stand on hands, finish back in a lunge transfer.
with hands in air. Students can
LX 4 use a
designated
space against
the wall for extra
balance support
when doing
handstands
Transition Students will be instructed to return to their red tape lines for lesson closure.
Lesson Students will get the chance to raise their hand based on what activities (balances, animal movements,
closure rolls, or weight transfers) was their favorite.
 Resources https://www.youtube.com/watch?v=FVczqgJDafg
used to plan
the lesson:
TV with chart posted – support created
Equipment
4 rows of blue Gopher mats
needed for the
Gymnastics rolling wedge
lesson:
2 rows of red gymnastics mats against the wall for weight transfers

GYMNASTICS LESSON 2 – 2/21/2022

Psychomotor Domain
SHAPE Standard: S1.E12.4
Grade Level Outcomes: Combines traveling with balance and
weight transfers to create a gymnastics sequence with and without
equipment
Student learning objective: During LX 2, the student will be able to
perform a gymnastics sequence that they created, characterized by
doing a balance, weight transfer, roll, locomotor movement, and
animal movement of their choice.
Cognitive Domain
SHAPE Standard: S3.E2.3
Grade Level Outcomes: Engages actively in the activities of
physical education without teacher prompting
Student Learning Objective: At the end of LX 3, the student will be
able to explain why an increased heart rate demonstrates engaging
in the activity, characterized by stating that they are working hard
and staying on task.
Tool: informal, Formative, worksheet
What: During the second learning experience,
students will perform their gymnastics sequence for
me after getting the opportunity to practice their
sequence. Students who are able to perform all 5
parts of their sequence is what is being assessed.
Tool: informal, formative, teacher questioning
What: During the third learning experience, the
students will be questioned on engagement in the
activity and why their heart rates demonstrate
engagement. Students who provide an example of
working hard or staying on task during the activity is
what is being assessed.
 Transitions
and Learning
Task Presentation Planned Supports
Experiences
(LX)

Instructional Strategies: Guided Discovery, Direct instruction

Transition Students will come into the gym and read the chart on the TV. Typed chart on the TV
Instant activity Students will read that they should run, jog or walk 4 laps around the gym
/Set Induction before finding a seat on a red tape line on the blue mats.
Transition Students will find a red tape mark to sit on after they finish their laps.
Students will first learn the last weight transfer that they can use during their Student demonstration
gymnastic sequence which is a cartwheel. Students will be reminded to use the of a cartwheel.
cues hand, hand, foot, foot. After learning the final weight transfers, the Students can do their
students will go through a check for understanding review where they cartwheel over a raised
demonstrate the different skills that were taught in the previous lesson (static panel mat to assist
LX 1 and dynamic balances, bear walk, crab walk, frog jump, seal crawl, log roll, student with the hand,
pencil roll, rock ‘n’ roll, egg roll, forward roll, mule kick and handstand). hand, foot, foot,
sequence.
Teacher
demonstrations during
review
Students will return to their red tape spot to listen to the directions for the
Transition
assessment
Students will get to work individually or in partners to create a gymnastic Visual timer for 15
sequence using the animal walks, balances, rolls, and weight transfers we minutes to keep
learned in class. Students will also have to use one locomotor movement in students engaged and
their sequence. They can write or draw in each box on their assessment. When working on their
LX 2
they finish, students will have time to practice. When they are ready, they will assessment
perform their sequence individually during the work time for me to provide https://www.youtube.co
feedback. Students will have 15 minutes to work on their gymnastics m/watch?v=uXz-
sequences. PfE8V_E
 Students will be asked to return all markers and pencils to the buckets and
Transition
then return to their red tape spot.
Students will be introduced to jumping and landing. Students should start by Student demonstration
running taking off of one foot before they jump with two feet on the springboard for each type of jump.
or bosu ball and then land on two feet on the mat. Students will be split into 4 Teacher demonstration
groups and create a line behind each row of mats. Students will take turns for some of the jumps
jumping on their Bosu ball or springboard, just getting comfortable jumping on
LX 3 and off the equipment. After, each group will rotate down one row. For the next
round, students will practice pike, tuck and straddle jumps off of the Bosu balls
or springboards. Students will move to a new row and practice quarter, half,
and full turns. Students will move to a new row and practice jumping, landing,
and then doing a roll after they land. Students will spend about 2-3 minutes at
each row before moving to the next row.
While students are participating in LX 3, after one round of jumping and Teacher demonstration
landing, they will take their heart rates and be questioned on if they can
remember what to do with their number after we count the beats. (When
LX 4
students take their pulse, they take it for 6 seconds. They take that number and
add a Zero to the end of their number, ex: if my heart beats 9 times in 6
seconds, my heart rate would be 90 bpm.)
Transition Students will be instructed to return to their lines that they were in originally
Students will be instructed to find their pulse and count their beats on my go until I tell them to stop. I will
ask students if their numbers increased from the first time we took our heart rates. I will question
Lesson
students as to why they think their heart rates are increasing so much during PE. The students will
closure
explain why their increased heart rate can show me that they are staying engaged in the learning
experience
Resources 15 Minute timer - https://www.youtube.com/watch?v=uXz-PfE8V_E
used to plan
the lesson:
Assessment forms
Equipment Pencils or Markers
needed for the Bosu balls
lesson: Spring boards
GYMNASTICS LESSON 3 – 2/24/2022
Psychomotor Domain
SHAPE Standard: S1.E12.4
Grade Level Outcomes: Combines traveling with balance and
weight transfers to create a gymnastics sequence with and without
equipment
Student learning objective: Throughout the lesson, students will
practice balancing and weight transfers, characterized by balancing
on Bosu balls and climbing on ropes and a rock wall.
Cognitive Domain
SHAPE Standard: S3.E2.3
Grade Level Outcomes: Engages actively in the activities of
physical education without teacher prompting
Student Learning Objective: After station work, students will be
able to find understand why their heartrate is an example of
engagement in class, characterized by finding their heart rate and
listing examples of why it is high based off of the activity.
Transitions
and Learning
Task Presentation
Experiences
(LX)
Tool: Informal, Formative, teacher observation
What: During LX 1 and LX 2, the students will be
observed on their ability to practice balancing and
transferring weight on the Bosu balls, climbing
ropes, and climbing wall. Students who attempt
each activity and find success is what is being
assessed
Tool: Informal, Formative, checking for
understanding
What: At the end of LX 2, the students will find their
heartrate and describe a reason for why their heart
rate is high. Students who state that they were
working hard, staying on task or engaged in the
stations is what is being assessed.
Planned Supports

Instructional Strategies: Guided Discovery,

Transition Students will come into the gym and read the chart on the TV.
Students will read that they will find a place in the gym to practice their Typed chart on TV with
gymnastics sequence that they made during the previous lesson. If they forgot instructions
Instant activity their sequence, they will just practice any balance, animal walk, roll, and weight
/Set Induction transfer. Students who did not get a chance to perform their sequence during
the previous lesson can perform their sequence and be assessed during the
warm up
 Students will be instructed to find a Bosu ball and bring it to a red tape mark
Transition
and start bouncing on it.
Students will be instructed to jump, balance, hop, step on and off, and hold a Teacher demonstration
plank while using their Bosu ball. Students will then get the opportunity to flip
LX 1 their Bosu ball over onto the unstable side and try to balance on the flat side. I
will inform students about how using the Bosu balls is a different way they are
practicing static and dynamic balancing.
Students will be asked to take a seat on their Bosu ball and prepare to listen to
Transition
instruction.
Students will be introduced to what they can do during the climbing portion of Teacher demonstration
the lesson. Students can use the ropes to climb to the top, they can hold two Student demonstration
ropes and flip forwards or backwards, or they can lay flat on the ground and
use their arms to pull themselves up to standing using the rope. On the
climbing wall, students will pick a color to follow across the wall, red, green or
yellow. Students will be reminded to keep their feet under the red line that goes
across the climbing wall. On the cargo net, students will get to climb as high as
LX 2 they would like. Students will be reminded that they need a holder on each side
of the cargo net before a student can climb. They will also be reminded that
they have to climb on the red tracks on the cargo net. Before students get
started, they will be informed that they can choose the order that they go to all
of the stations, but they have to try each station at least one time. Students will
get 20 minutes of guided discovery time. Students will be reminded to stay
engaged in their learning and take time to focus on their heart rate when they
feel like they are working hard and engaged.
Students will be instructed to return to a red tape mark, and if there is a Bosu
Transition
ball near their spot, to slide it to the ground.
For the last 10 minutes of class, students will follow along to a yoga video, YouTube yoga video:
focusing on stretching the arms and legs. Students will be reminded to https://www.youtube.co
LX 3 continue stretching even if the stretch may hurt. m/watch?v=Yzm3fA2H
hkQ

Transition Students will be asked to sit up in their spots for lesson closure
 Students will go over the importance of stretching and will be questioned about what body parts got the
Lesson
most work during their climbing stations. The students will describe a time they were engaged in the
closure
lesson and how their heartrate compared to their engagement level
Resources Yoga Video: https://www.youtube.com/watch?v=Yzm3fA2HhkQ
used to plan
the lesson:
Equipment Climbing ropes
needed for the Cargo Nets
lesson: Bosu Balls

GYMNASTICS LESSON 4 – 3/1/2022

Psychomotor Domain
SHAPE Standard: S1.E12.4
Grade Level Outcomes: Combines traveling with balance and
weight transfers to create a gymnastics sequence with and without
equipment
Student learning objective: During the tumbling station, the student
will perform weight transfers and rolls in a sequence, characterized
by doing a log roll, pencil roll, rock ‘n’ roll, egg roll, forward roll,
mule kick, handstand or cartwheel.
Cognitive Domain
SHAPE Standard: S3.E2.3
Grade Level Outcomes: Engages actively in the activities of
physical education without teacher prompting
Student Learning Objective: By the end of the lesson, the students
will be able to identify which station they were engaged the most
at, characterized by writing one of the stations, including rope
swing, rock wall and handstands, balance beam and tumbling,
springboards, cargo net, or Bosu Balls.
Tool: Informal, Formative, teacher observation
What: During the tumbling station, the students will
perform a gymnastics sequence one final time
being sure to include a weight transfer and roll.
Students who successfully demonstrate a roll and
weight transfer is what is being assessed.
Tool: Formal, Summative, exit slip
What: Throughout the lesson, the students will take
their heart rate to monitor their engagement. At the
end of the lesson, the students will write what
station they worked the hardest at, signifying their
highest engagement. Students who write the station
they worked the hardest at and the station they had
the highest heart rate out is what is being assessed.
 Transitions
and Learning
Task Presentation Planned Supports
Experiences
(LX)

Instructional Strategies: Guided Discovery

Transition Students will come into the gym and read the chart on the TV. Typed chart on TV
Students will read that they need to sit against the wall with the flag on it so
Instant activity
they can be introduced to the stations and assessment to get moving right
/Set Induction
away.
Students will be introduced to their assessment that they will complete Visual of assessment
throughout the lesson. Students will take their pulse to find their heart rate and on TV screen.
write their base heart rate on their sheet. After they take their heart rate, they Teacher assistance in
LX 1 will go to their stations. After each station, the students will take their pulse and finding pulse
write down their heart rate on their assessment sheet. At the end of class
during closure, the students will answer three questions at the bottom of their
assessment regarding their heart rate and how hard they worked.
Students will get 5 minutes at each of the stations and then will rotate to the
Transition
next station. There will be three students in each group.
The first station that will be introduced is the Rope Swing. Students will get to 5 minute visual timer:
swing back and forth 3 times before it is the next persons turn. When they are https://www.youtube.co
swinging students are encouraged to use one hand to grab as many bean bags m/watch?v=xTczn5RU
Station 1
off the ground as possible during their swing. When students are waiting to gnk
swing, they will need to stand off of the mats on the ground to ensure they
don’t get knocked off
Students will take their pulse, record their heart rate and write their heart rate in
Transition
the corresponding row on their assessment.
The next station is the climbing wall and handstand wall. Students will be 5 minute visual timer:
reminded to climb below the red line and wait for the person in front of them to https://www.youtube.co
Station 2
cross the purple line. Students must climb the wall at least one time all the way m/watch?v=xTczn5RU
across. They can also use the wall next to the climbing wall to practice their gnk
 handstands. To challenge students, they will be instructed to use one color
rock to climb across on
Students will take their pulse, record their heart rate and write their heart rate in
Transition
the corresponding row on their assessment.
Station three is the balance beams and tumbling. Students can walk forward,
backward, or sideways on the balance beams. They can also practice weight 5 minute visual timer:
transfers while they are on the beam. Students can also use the row of mats https://www.youtube.co
Station 3
next to the balance beam to practice their rolls, weight transfers and animal m/watch?v=xTczn5RU
walks. They will be challenged by asking them to recall their gymnastics gnk
sequence they created during lesson 2.
Students will take their pulse, record their heart rate and write their heart rate in
Transition
the corresponding row on their assessment.
Station four is the springboards. On the springboards, students will get to 5 minute visual timer:
demonstrate the different types of jumps, as well as the turns that they learned https://www.youtube.co
Station 4
during lesson 2. Students can also create a jumping and landing sequence if m/watch?v=xTczn5RU
they choose to. gnk
Students will take their pulse, record their heart rate and write their heart rate in
Transition
the corresponding row on their assessment.
Station five is where the students will climb the cargo net. Students will be 5 minute visual timer:
reminded that two students must hold the rope down while other students https://www.youtube.co
Station 5 climb. Students must climb on the red rows and can climb all the way to the m/watch?v=xTczn5RU
top, but must climb all the way back down. Each student will climb a minimum gnk
of two times.
Students will take their pulse, record their heart rate and write their heart rate in
Transition
the corresponding row on their assessment.
The final station is the Bosu Balls. The Bosu balls will be lined up on two rows 5 minute visual timer:
of mats. Students can go across each of the Bosu balls at a walking or jogging https://www.youtube.co
Station 6
speed. They can also practice jumping or balancing on them. m/watch?v=xTczn5RU
gnk
Students will take their pulse, record their heart rate and write their heart rate in
Transition
the corresponding row on their assessment.
 During lesson closure, the students will find a place to sit against the wall and be asked to answer the
Lesson
three questions at the bottom of their assessment. I will guide the students through each question and
closure
provide students with adaptations on the assessment when needed.
Resources 5 minute visual timer: https://www.youtube.com/watch?v=xTczn5RUgnk
used to plan
the lesson:
Bosu Balls
Rope Swing
Animal bean bags
Equipment Spring boards
needed for the Balance beams
lesson: Assessment exit slip
Pencils
Cargo net