SPRINGFIELD COLLEGE LESSON PLAN Template

PHED 237
NAME: Kevin Mallon
TIME: 2:40-3:20
FACILITIES: of Gymnasium

DATE TAUGHT: 1/20/15

CLASS SIZE: 22
LESSON #: 4

SCHOOL: Rebecca Johnson

GRADE LEVEL: 1 st

EQUIPMENT NEEDS (#):

10 mats
25 beanbags
LESSON FOCUS: Balance/Jumping and Landing
NATIONAL (NASPE) STANDARDS:
1. Demonstrates competency in a variety of motor skills and movement patterns
4. Exhibits responsible personal and social behavior that respects self and others

UNIT: Gymnastics

Massachusetts Curriculum Frameworks:

2.1 Apply movement concepts including direction, balance, level (high, low), pathway (straight, curve, zigzag), range (expansive, narrow), and force absorption (rigid,
with bent knees) to extend versatility and improve physical performance
2.2 Use a variety of manipulative (throwing, catching, striking), locomotor (walking, running, skipping, hopping, galloping, sliding, jumping, leaping), and nonlocomotor (twisting, balancing, extending) skills as individuals and in teams
2.7 Demonstrate responsible personal and social conduct used in physical activity settings
STUDENT PERFORMANCE OBJECTIVES: By the end of this lesson, the students should be able to:
1. (P) Demonstrate stationary balances for at least 3 seconds using various body parts
2. (P) Jump and land safely using basic patterns (1 to 1, 2 to 2, 1 to 2, 2 to 1, and 1 to opposite 1)
3. (P) Demonstrate the ability to give their best effort at all times when participating in any of the days activities
4. (C) Identify the skill cues for stationary balance when asked by the teacher at the end of the lesson
5. (A) Respect themselves, classmates, and equipment throughout the entire lesson by following all of the class rules

TEACHER PERFORMANCE GOALS: During the lesson the teacher will:

1. Demonstrate activities from multiple angles to allow the students to process the skill better
2. Give out both corrective and positive specific feedback to all students throughout the lesson
3. Keep students safe at all times

REFERENCES:
National Standards & Grade Level Outcomes for Physical Education, pages 29,36

TIME
SEQUENCE OF LESSON
0-2:00 Introduction
Students will enter the gymnasium and walk over to the meeting place and
take a seat in their team lines
Teacher will introduce himself as Mr. Mallon or Mr. M
Teacher will quickly review some class rules
Signals: Go Signal = Ready Go; Stop Signal = Stop, Look, Listen, Shhhh
2:004:00

Informing
Teacher will pick a Star Student for the day to help with demonstrations
and collecting equipment
Teacher will also take attendance
Teacher will have all students take their sneakers off and place them in
front of them
Teacher Positioning: teacher will be in front of whiteboard facing the
class

4:005:30

Transition
Students will be moved by their teams lines to the mats in the
gymnasium. The mats will have matching color cones to their team colors
When students get to their mat theyre to do 10 jumping jacks and then sit
crisscross apple sauce on their mats in the self-space

5:3010:30

Activity #1: Performing Gymnastics Shapes

Students will all be on a mat for this activity. The larger mats will have 3
students on them. Smaller mats will have 2 students on them.
At each mat there will be flashcards with pictures of gymnastic shapes.
Students are to look at the pictures and then perform that shape. While
performing the shape they should say the name of the shape out loud.
After theyve finished all their cards, they can trade cards with neighboring
mats.
Demonstration: teacher will demonstrate this activity with the help of
another student
Teacher Positioning: teacher will be walking around the gymnasium
Checking for Understanding: teacher will ask students what theyre to
do when they finish their all their cards

ORGANIZATION

REFLECTION

10:30- Transition
11:30
Star student will walk around and collect all of the flashcards and bring
them up to the teacher
All of the other students will sit down on their mat in their own self-space
11:30- Activity #2: Stable/Unstable
13:30
Teacher will have students get in four-part balance on their hands and feet
(hands under shoulders and legs about the same distance apart as the
width of their hips)
Talk about how they have a wide base of support, making it easier to
balance
Have students move hands and legs toward each other until they touch.
Talk about how theyre in a narrow shape now and their more unstable.
Demonstration: teacher will demonstrate the activity
Teacher Positioning: teacher will be moving around the gymnasium
giving out feedback
13:30- Activity #3: Stationary Balancing
18:30
Teacher will introduce the skill cues of balance to the students (tight
muscles, pick a spot to look at, count to three)
Teacher will also discuss how if you have a wider base its easier to
balance
Students will stay on the same mat they used for the previous activity
Students will explore balancing on different bases of support, body parts,
and shapes (back, front, legs, feet, bottom, round, flat,)
Extension: allow students to balance while balancing a beanbag on
different body parts
Demonstration: teacher will demonstrate the activity
Teacher Positioning: teacher will be moving around the gymnasium
giving out feedback
18:30- Activity #4: Dynamic Balancing
24:30
In this activity students will be working on different types of dynamic
balances (crab walk, bear crawl)
One student will crab walk down the mat. Once they get to the end they
will stand up and walk back to their line. The next student can crab walk
once the first student gets back in line.
The same process applies for the bear crawl
Demonstration: teacher will demonstrate the activity
Teacher Positioning: teacher will be moving around the gymnasium
giving out feedback

24:30- Activity #5: Jumping/Landing

32:30
Students will now be working on jumping/landing on their mats
Teacher will reinforce soft landings
Students can jump from 1 foot to 1 foot, 2 feet to 2 feet, 1 foot to 2 feet, 2
feet to 1 foot, and 1 foot to the opposite foot
Extension: Students can come up with a sequence involving the different
types of jumps
Demonstration: teacher will demonstrate the activity
Teacher Positioning: teacher will be moving around the gymnasium
giving out feedback
Assessment (SPO #2): teacher will observe to see if students can jump
and land safely using basic patterns
32:30- Transition
34:00
Students will be moved by their team lines back to the meeting place to
put their sneakers back on
34:00- Closure
38:00
Teacher Positioning: teacher will be standing in front of the whiteboard
facing the students
1. What are the skill cues for stationary balance?
a. Hold it for 3 seconds
b. Tight muscles
c. Pick a spot to look at
2. Whats the difference between stationary and dynamic balance?
a. Stationary balance is when your still and dynamic balance is
when youre moving.
Teacher will now give students a grade 1-5, 5 being the best
38:00- Transition
40:00
Students will now line up of the green line after their names been called.

REMEMBER: Attach mini version of visual as last page of LP