Lesson

Title/Focus

Class:

Lesson 5
Gymnastic Skills Circuit

Course

Grade 3/4 PE

PHYSICAL EDUCATION SPECIFIC LEARNER OUTCOMES

A 3-1 Respond to a variety of stimuli to create locomotor sequences
A 3-3 Respond to a variety of stimuli to create nonlocomotor sequences
A 3-12- Select and perform the basic skills in educational gymnastics; e.g. use of different body
parts, types of effort, space and relationships to develop a sequence
A 4-12- Select, perform and refine basic skills in educational gymnastics; e.g. use of different
body parts, types of effort, space and relationships to develop a sequence
C 3-1 Describe and demonstrate respectful communication skills appropriate to context
C 3-4 Accept responsibility for assigned roles while participating in physical activity
C 3-5 Display a willingness to share ideas, space and equipment when participating cooperatively
with others
D 3-3 Demonstrate the ability to listen to directions, follow rules and routines and stay on task
while participating in physical activity
D 3-4 Demonstrate and participate in safe warm-up and cool-down activities
D 3-9 Make appropriate movement choices with consideration for safety of personal space, ability
and surrounding environment
A 4-1 Select, perform, and refine simple locomotor sequences (e.g. running and leaping)

A 4-3 Select, perform and refine simple nonlocomotor sequences (e.g. turning, twisting, swinging,
balancing, bending, landing, stretching, curling)
A 4-11 Demonstrate strategies and tactics that coordinate effort with others (e.g. team)
C 4-1 Articulate and demonstrate respectful communication skills appropriate to context
C 4-4 Select and demonstrate responsibility for assigned roles while participating in physical
activity; and accept ideas from others that relate to changing or adapting, movement experiences
C 4-5 Participate cooperatively in group activities
C 4-6 Identify and demonstrate positive behaviors that show respect for self and others
D 4-3 Follow rules, routines and procedures for safety in a variety of activities
D 4-9 Make decisions to be active within group activities or individually

LEARNING OBJECTIVES
At the end of a series of lessons students will be able to:
1. Show how to perform a bridge and refine this basic skill in artistic gymnastics (Application
based)
2. Perform a forward roll and refine this basic skill in artistic gymnastics (Application based)
3. Demonstrate and refine how to perform a dive forward roll, a basic skill in artistic gymnastics
(Application based)
4. Demonstrate and refine how to do a dive forward roll through a hula hoop, a basic skill in
artistic gymnastics (Application based)
5. Perform a left and right handed cartwheel, a basic skill in artistic gymnastics (Application
based)
6. Apply a variety of locomotor sequences when responding to various stimuli (Application based)
7. Demonstrate and perform physical activity with spatial awareness, and effort (Comprehension

based)
8. Select and employ positive behaviors that show respect for self and others (Knowledge &
comprehension based)
9. Explain and display communication skills appropriately and respectfully in context
(Comprehension based)
10. Display listening skills by following directions, rules and routines (Application)
11. Demonstrate an ability to stay on task while participating in physical activity (Comprehension
based)
12. Demonstrate safe warm-up and cool-down practices when participating in physical activity
(Comprehension based)
13. Select appropriate movement choices with consideration for personal space and safety in
regards to ability and surrounding environment (Application based)
14. Make choices to participate within group or individual activities (Application based)
15. Explain and demonstrate rules, routines and procedures for safety in a variety of activities
(Application & comprehension based)
16. Demonstrate taking responsibility for assigned roles when participating in physical activity
(Comprehension based)
17. Demonstrate tolerance for others ideas in relation to changing or adapting movement practices
(Comprehension based)
18. Apply a variety of nonlocomotor sequences in response to various stimuli (Application based)
MATERIALS AND EQUIPMENT

5 Gymnastics mats (one for each group of three-four)

1 hula hoop
1 gymnastics mat (for instruction)
Whistle
Timer/Phone (for station intervals)
Masking tape
Labels & brief descriptions for each station (Station 1: Forward rolls & Dive forward rolls ,
Station 2: Flexibility & Stretching, Station 3: Bridges, Station 4: Lunges & T-stands &
Station 5: Cartwheel (teacher spotter)
PREPARATION AND LOGISTICAL CONSIDERATIONS

Set up 10 gymnastics mats in a circle (during last recess)

Set two mats at each station
Set up labels at each of the five stations for the circuit (Each Station is 2 min)
Set Phone for 2 minute intervals
Get 1 hula hoop for station 1 (Forward rolls & Dive forward rolls)
Print off labels for each station & tape up around the gym
PROCEDURE
Introduction

Time

Welcome Grade 3 & 4 students after they have done their routine 3 warm-up laps
Students may choose to go barefoot or must have running shoes on
Ask students to stay off of the mats until they are asked to use them

2 min

Body

Time

Stretching &
Review
Learning objective
7, 8, 9, 10, 11, 12,
13, 14, 15, 16, 17,
18

-Tell students that we will be practicing their gymnastic skills at

the five different stations
-Ask students what the rules are for gymnastics?
(anyone acting silly or goofy will sit out)
-Why? (because they could hurt themselves or others)
5 min
-A different student or two students can lead a group stretch (with
only the teachers standing on a mat)
-Have students stand up and spread out on the one side of the gym
so that they can see the teachers
-make sure to stretch out legs, arms, neck, wrists & ankles
15 min

Circuit
Instructions
Learning
objectives 9, 10, 15,
17, 18

-Once students have stretched have them come to the middle and
sit down
-Explain each station make sure to tell students how long they
will be at each station (2 min)
-Tell students your expectation that they will stay in their stations
and work on those activities until the timer is up
Station 1: Forward rolls & Dive Forward Rolls (With Hula Hoop)
-Tell students that they will be practicing their forward rolls and
dive forward rolls
-Ask students what are some things to remember when they are
doing a forward roll and dive forward roll

Circuit

Station 2: Flexibility & Stretching (With poses)

-Tell students they will be looking at the different stretches,
holding those stretches for 10 seconds before trying the next pose

Learning
objectives 1, 2, 3, 4,
5, 6, 7, 8, 9, 10, 11,
13, 14, 16, 17, 18

Station 3: Bridges (With Pose)

-Tell students they will be working on their bridge pose
-There are a few different types of bridge poses they can practice
(they are on the label)
Station 4: Lunges & T-stands (With poses)
-Demonstrate how to do a lunge (explain that it is one of the steps
they need to know in order to do their cartwheel)
-Have students hold the lunge pose for 10 seconds before
switching legs and holding the pose again for 10 seconds
-Demonstrate how to do a T-stand
-Have a student help demonstrate how to do a T-stand

Station 5: Cartwheels (With teacher)

-Tell students that at this station they will put into practice their
lunge & T-stand poses to help them work on their cartwheels
-Teacher will be at this station to help spot students
- Ask if there are any questions before dividing students into 5
groups (remind students that they are to do the task at their
station, and that they are to stay at their station for the full 2 mins)
-Teacher circulates and helps at different stations if possible (but
majority of time is spent at cartwheel station)
-When 2 minutes is up ask students to freeze and have them point
to their next station before switching
-Teacher restart timer for 2 min

Clean up
Learning objective
8, 9, 14, 15, & 17

-Student helpers can then put mats back on with some help from
other students (choose 4 to help them)
-Other students can have a seat in the middle circle of the gym

Closure
Class Discussion
-What went well?
-What was easy? What was harder?
-Ask them about flexibility (What is it? Why are they learning about it in gymnastics?)

5 min

Time

3 min

Have students line up to get a drink

Assessment

Stretching & Review (Formative, Learning objectives 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18)
Circuit Instructions (Formative, Learning objectives 9, 10, 15, 17, 18)
Circuit (Formative, Learning objectives 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 16, 17, 18)
Clean up (Formative, Learning objectives 8, 9, 14, 15, & 17)
Class Discussion (Formative, Learning objectives 10, 15, & 17)

Resources:
Physical Education Program of Study. Retrieved from
https://education.alberta.ca/media/450871/phys2000.pdf

Tiny Tumbler Body Shapes. Retrieved from https://www.google.ca/search?

q=tiny+tumblers+gymnastics&safe=strict&biw=1366&bih=622&s
ource=lnms&tbm=isch&sa=X&ved=0ahUKEwiQvYC5krnJAhUPKYgKHbg2AlYQ_AUICCgD
&dpr=1#safe=strict&tbm=isch&q=tiny+tumbler+body+poses&imgrc=CRNsEZPVOebOMM%3
A
How to do a cartwheel. Retrieved from https://www.pinterest.com/pin/542050505128251540/ How to do
a backwards roll. Retrieved from https://www.pinterest.com/pin/473792823270213516/

Reflection:
Thoughts & feelings:

What went well?

What would you do differently?

STATION 1
FORWARD
ROLLS
&

DIVE
FORWARD
ROLLS
STATION 2
FLEXIBILITY
&

STRETCHING

STATION 3
BRIDGES

STATION 4
LUNGES
&
T-STANDS

STATION 5
CARTWHEELS

Body Shapes