Subject/Grade: Grade 9 Phys Ed Lesson Title: Locomote and Balance

Teacher: Madison Barnes and Emma Sharp

Stage 1: Identify Desired Results

Outcome(s)/Indicator(s): (List all of the Outcomes and Indicators that will be addressed during the lesson; when you do this
for real, just using the codes will work BUT for the purpose of this assignment, I need you to cut and paste the full words for the
indicators – this will help me during the assessment process!)

9.5 Complex Skills Build skills towards proficiency in four self-selected complex movement skills including one from four of the
following categories: Ř target games (e.g., bowling, curling, golf, archery) Ř striking/fielding games (e.g., long ball, softball,
slo-pitch, cricket) Ř net/wall games (e.g., badminton, tennis, table tennis, volleyball) Ř invasion/territorial games (e.g., basketball,
soccer, touch football, soft lacrosse, floor hockey, rugby, ultimate frisbee, double ball, team handball) Ř alternate environment
activities (e.g., orienteering, skating, cross-country skiing, canoeing, roping, downhill skiing, dog sledding, wall climbing, in-line
skating, skate boarding, cycling) Ř body management activities (e.g., dance, wrestling, track and field, pilates, martial arts, yoga,
aerobics, gymnastics).

b. Implement visual and oral strategies (e.g., sketch movement patterns, verbalize performance of skill while performing it) to
support skill development for each of the four self-selected complex movement skills.

c. Identify complex skills that are at a level of automation (i.e., can perform with control, smoothly and without hesitation) and
demonstrate the ability to perform these skills while participating in game situations.

h. Identify both the health-related components of fitness and the skill-related components of fitness that are the significant
influences on the performance of particular complex skills.

k. Willingly engage in opportunities for improvement by initiating and taking responsibility for learning how to support own skillful
movement.

9.8 Body Management Express insights on the experience of participating in body management activities, including dance and
gymnastics, as well as others (e.g., pilates, yoga, aquatics, karate, cross country running, aerobics, weight training, tai chi) as a
means to support participation in recreational and leisure time activities for physical, emotional, mental, and spiritual well-being.

b. Willingly participate in body management activities (e.g., yoga, aerobics, swimming, karate, weight training, resistance training,
tai chi) alone and with others.

d. Determine own preference for participation in body management activities and the pros and cons of this preference related to
personal well-being.

e. Analyze the potential positive and negative outcomes of specific body management activities for supporting various dimensions
of the whole person (e.g., how participation in social dance can positively and negatively affect emotional well-being; how weight
lifting

Key Understandings: (‘I Can’ Essential or Key Questions:

statements)
(Put the key learnings into student-friendly
language that begin with ‘I can…’. The
students should know what these are at the
beginning of the lesson. An example is: I can
express conclusions about the success of two
different health promotion strategies. Doing
this helps student engage in the learning
since they know what it is that they
will/need to learn).
(What are three to four deeper learning questions that you want to make sure
you ask during the lesson – write them out here – this will support you in asking
purposeful questions during the lesson)
● Why is it important we learn how to move and practice
balances in gymnastics? How does this transfer to
everyday life?
● Why is it important we learn how to move in physical
education?
● Are there times we are balancing and do not even
realize it?
 ● I can perform different
types of balances
● I can move in different
locomotore patterns and
pathways

Prerequisite Learning:
(What are some concepts, facts, and/or skills that students must already know/understand/be able to do in order to ‘learn’ what
you expect of them today? An example is: what health promotions strategies are.)

This is an introductory lesson; students do not need to have a deep understanding or knowledge about
balances or locomotor patterns beforehand as we will go into depth in the lesson.

Instructional Strategies:
(What strategy(ies) will you use throughout the lesson to engage students in the learning process?)

● Have students work with other students to change the surrounds

● Play music to make movements less awkward

Stage 2: Determine Evidence for Assessing Learning

(Identify your plans as either Formative and/or Summative and provide a brief description of what you will do to gain some form of
evidence towards the O’s and I’s above, towards the ‘I can’ statements, towards the Key Questions. ALL of these should all connect
together and reflect each other!)

Formative:
● The educator will be able to see the students understanding by visually seeing how well the
student participates and how much effort the student puts into the activity

Stage 3: Build Learning Plan

 Set (Engagement): Length of Time: 10 Minutes Materials/Resources:
(Get their attention! And then tell them what you are going to learn through this lesson) ● A mat for each
- Gather everyone in a circle student
- Ask what we know about gymnastics
- What skills are involved in gymnastics Possible Adaptations/
- Do we know what locamotors are? Get examples Differentiation:
- What is a balance? Get examples ● Increase or
- Are there times we locomote while balancing? Examples? decrease the the
number of people
Once a discussion has happened, explain the warm-up game. in the balance
- Pick a partner. ● Increase or
- Line up across for your partner around the basketball court. decrease the
Going the opposite way as your partner, everyone will move number of point
around the basketball court doing a different locomotor balances
movement ● Increase or
- Ex. skip around the basketball court decrease the
- When the music stops, run to your partner and perform a speed of the
different exercise that the teachers will say aloud locomotor
- They cannot cut across the middle of the court. They movements
have to run the original direction they were doing the
locomotor skill towards their partner
Management Strategies:
Transition: Have every student grab a mat (if they would like) each and ● Have a whistle to
find a space in the gym when they finish their lap or two. Students should blow to get
have space to move and not be too close to peers. students
attention
Development: Length of Time: 15 Minutes ● Use a loud voice
(Remember, everything you do here needs to align with the identified O’s and I’s and support
to get students
the students in answering the key questions as well as reaching the ‘I can…’ statements).
attention
Students will now be lead through many different kinds of balances
● Have group
- Balances that can be performed alone
discussions
- Balances that can be performed in pairs
● Demonstrate
- Balances that can be performed in groups
skills
Students will be given a few balances to try on their own
- Example - Stork stance - Can have students try to close eyes to
make harder
- What to look for:
Safety Considerations:
​ Is the student looking forward?
● Make sure
​ Is the weight on one leg?
students are
​ Is the sole of the non-support foot flat against the other
aware of the
leg?
setting and that
​ Are the arms straight out like wings?
there will be mats
​ Is the back straight?
(tripping hazard)
​ Can the balance be sustained over a specified time?
and students
- SIngle 3 point balances (Ask what they can do for 3 point balances
around the space.
on own)
● Stretch to avoid
- Single 2 point balances (Ask what they can do for 2 point balances)
pulling muscles or
- Can demonstrate a shoulder balance for them
other injuries.
- What to look for:
 - Balancing on shoulders and not rounding top ● Students should
part of back be careful while
- Legs straight up performing
- Not wobbling around balances as we
- Engaging core do not want
- Can use hands to support back injuries especially
in partner and
Next, students will be asked to find a group of 3-4 other people. group balances.

- Students will practice partner balances and group balances that

have different contact points such as 2 point, 3 point, etc
- Students will be given instruction on how many points we want
performed in a balance and each group will get creative and create
the best balances they can.

Once students have had a chance to practice, we will transition into a little
game to pull everything together. Students will be asked to put the mats
back quickly and then gather in a circle so we can discuss the next activity

This game is called locomote balance.

- Students will be directed to move around the gym in a specific

locomotor movement such as skipping, hopping, running, etc.
- Music will be playing which will be the stop and go cue students
are looking for
- When music starts, students will move around the gymnasium in a
way the teacher says they should until the music is paused
- When the music stops, you will have to do 1 of 2 things.
- Option 1: The teacher will not hold up a number. If a
number is not held up, this means you are to choose a
balance to do on your own.
- Option 2: The teacher will hold up a number. If a number
is held up, this is how many people you need to form into
a group before you do your balance. From here, a group
or partner balance will be performed.
- If we have time, we can adapt this and make it a little harder,
meaning whether or not we hold up a number, we will shout out a
number which will indicate if it is a single point, 2 point, 3 point,
etc balance that needs to be done and the level we want it done
in. Ex) High, low, medium..
- This is NOT an elimination game but can be adapted to be if that's
what you need it to be
- Once each round is complete, we will voice the next locomotor
movement and the game will continue.

Transition: Students will be directed to grab water if needed and then

gather in the middle in 30 seconds.

Learning Closure: Length of Time: 5 Minutes

(Do some form of ‘check for understanding’ and tell them or have them tell you what they
learned today. This can be done using a variety of strategies).
Once everyone is gathered, we will have a closing discussion.
- How is everyone feeling after this lesson? Thumbs up, down,
sideways?
- Why is it important we learn how to move and practice balances
in gymnastics? How does this transfer to everyday life?
- How do we feel about balances after today?
- Are there times we are balancing and do not even realize it?
- We want 3 people to share some balances they performed today
- Why is it important we learn how to move in physical education?

Stage 4: Reflection

(This part of the lesson is completed after the lesson has been delivered; this is where you can record how it went, what you would
keep, and what would you change for next time)
 Professional Development Plan: Target Sheet

Pre-Service Teacher: Madison Barnes

Lesson Topic: Locomotors and Balance in Gymnastics Physical Education 9

GENERAL TARGET CONCERN: SPECIFIC TARGET CONCERN:

I want to use specific feedback to students
Building relationships with students using names and ensuring I am working on
that relational aspect.

STEPS TO ACHIEVE TARGET:

1. Ensure I know everyone's names and use them at least once towards each
student throughout lesson
2. Making sure to give 8 positive feedback and at least 3 ways to improve at
some point
3. Move around the gym throughout the lesson to ensure I am around each
student so I can give that feedback

INSTRUCTIONS TO OBSERVER/COLLECTOR (Be Specific):

I want to make sure that I am moving throughout the gymnasium and get to everyone so I can
generate that feedback. Focus on if I am using names and how much of the feedback is
positive and how much is ways to improve. I also want you to keep track of how often I am
using students names in the feedback. Below is a table to keep track of these different things.

DATA COLLECTION (*Include space here OR attach tool to be used):

Positive Improvement Names

General Comments: