Вы находитесь на странице: 1из 5


2 1

Understanding By Design: Gymnastics

Title of Unit Gymnastics Grade Level 2

Subject Phys. Ed Time Frame 3 Weeks

Developed By Danielle Turko


Activities Benefits Health Cooperation Do It Daily…For Life

Basic Application Functional Body Well- Communication Fair Leader- Team Effort Safety Goal Active
Specific Skills of Basic Fitness Image Being Play ship Work Setting/ Living In
Outcomes Skills Personal The
Challenge Community

Stage 1 - Identify Desired Results
Learning Outcomes Established Goal(s):
Basic Skills Locomotor (A2-1, A2-2) and non-locomotor (A2-3, A2-4)
Application of Basic Skills in Types of Gymnastics (A2-12)
Communication (C2-1)
Teamwork (C2-5)
Effort (D2-1, D2-2)
Safety (D2-3, D2-4, D2-5)
Goal Setting (D2-7)

Enduring/ Deep Understanding(s): Essential/Guiding Question(s):

Students will understand that... Content specific….

-Balance can be established and maintained by continuously Overarching/Topical:
evaluating (consciously and unconsciously) body position
in relation to your environment. -How is physical balance established and maintained?
-Safety can be enhanced through effective and appropriate - What are different ways of movement?
application of safety systems, of which, spotting can be one of.
-Quality of communication (verbal and nonverbal)
contributes to group
Knowledge: Skills:

Students will know... Students will be able to…

(Specific Outcomes)
- Center of Gravity (definition) Physical:
- Base of Support (definition) -Establish balance on one or more points (static)
- Single Balance (definition and examples) -Transfer balance to one or more points (dynamic)
- Partner Balance (definition and examples) -Balance with a partner(s)(aka cooperative balance)
- Counter-balance -Balance on apparatus
-Different types of travel movements
- rolls and jumps Safety:
- Communication (visual, auditory, tactile)
- Spotting (effective and appropriate dependent on situation)
- self-awareness (limitations and risk taking)

-Digitally record a performance of routine
-Collaborate with peers to choreograph performance


Stage 2 – Assessment Evidence

Performance Task
Plan, create and perform a routine based off movements previously learned and practiced. Use template to plan.

- A clear beginning and end (Stretch or Pose)
- 3 different travels (any type of movement across the mat)
- 1 Animal Travel
- 2 Balances (must have stillness for 5 seconds each)
- 1 Jumping Trick

Other Evidence Student Self-Assessment
Daily Assessment Yes or No….
Formative: Observation
-Daily observations of behaviors expected of students There was a clear beginning balance/pose
-Teacher(s) observe at various times during unit and provide There was a clear ending balance/pose
feedback on maintaining various balance, travels, and jumps I held the balances for at least 5 seconds each
positions. I included 2 different animal travels
I included 1 Jump
Summative Performance I included 1 Roll
Summative: Observation I moved safely during the routine
Teacher Observation of final gymnastics performance I worked cooperatively with my group
I gave my best effort during the routine
Summative: Self Assessment


Stage 3 – Learning Plan

# Lesson Title Lesson Activities Key Outcomes Assessment (Evidence) Resources/
from PoS Materials
Week 1/2 Travelling 1. Animal Travels –Seal Walk, Duck Walk, (D2-3, D2-4, D2- -Direct observation. -Mats
Bunny Hops, Crouching Tiger 5) -Checking for -ipod
2. Animal Travels- Bear Walk, Frog Jump, Lame (A2-1, A2-2) understanding.
Dog, crab walk, horse walks -Ability to create own
3. Rolls- Egg and Log exercises with static
4. Create Your Own Travels positions learned.
Week 1/2 Balancing & Review Travels (D2-3, D2-4, D2- -Direct observation. -Mats
Jumping and 1. Single Balances 5) -Checking for -ipod
Landing 2. Partner Balances (A2-3, A2-4) understanding.
3. Jumping vs. Hoping vs. Leaping
4. Jumping Tricks

Create a Sequence using previously learned
skills (Travel, Balance, Jump)
Week 3 Create A Review Travels, Balances & Jumping and (D2-3, D2-4, D2- - Graphic Organizer - Camera
Routine Landing 5) Plan of Routine - Create a
(A2-1, A2-2) - Video routine
Have students come up with a Sequence or (A2-3, A2-4) - Direct Observation planner
Routine combining all the elements they have (A2-12) - Reminder
learned. sheets
Perform the Sequence after giving students
time to practice and video for observation .
Week 3 Gymnastics Allow students to practice all the skills they’ve (D2-3, D2-4, D2- - Direct Observation -Set up
Stations learned throughout the unit at different 5) stations
activity stations. -ipod
Week 5 Mission Obstacle course set up around gym. (D2-3, D2-4, D2- NA -ipod
Impossible 5) -set up
(A2-12) courses

Assess and Reflect (Stage 4)
Considerations Comments
Required Areas of Study: Yes. Thoughtful flow in instruction and assessment plan.
Is there alignment between outcomes, performance
assessment and learning experiences?

Adaptive Dimension: For struggling students:
Have I made purposeful adjustments to the curriculum -demonstration and repetition of instruction
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs For students who need a challenge:
and diversities of all my students? -more complex movements and routine.
-lots of opportunity to improvise and challenge themselves
Instructional Approaches: Yes.
Do I use a variety of teacher directed and student
centered instructional approaches?

Resource Based Learning: Yes. Reminders of previous day, and sheets with reminders about previous
Do the students have access to various resources on an movements and balances to create routine from.
ongoing basis?

FNMI Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring
each child’s identity?